{"response":{"docs":[{"id":"bcas_bcmss0837_385","title":"Desegregation: ''Interdistrict Revised Desegregation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Interdistrict Revised Desegregation Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/385"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["144 pages"],"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\nINTERDISTRICT REVISED DESEGREGATION PIAN u MAY 1991INTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromis they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four (4) main Re\n01718 Page 381 committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. The committees submitted their reports to the oversight committee (student assignments) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following oveirview. Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as 'multidistrict, \"the districts\". \"districts in Pulaski County\", \"the pazrties\", \"tri-district\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. Re: 01718, 01719 Page 382The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts. provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate in additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. Re: 01719 Page 383I. OBJECTIVES: OVERVIEW The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60-%- percent and 4O'%- percent of either race with the ideal goal of .these Interdistrict Schools to be SO-^ percent black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. INTERDISTRICT SCHOOLS: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Re: 01720 Page 384Schools shall rest primarily with the host district, subject to coordination and cooperation among the parties with respect to such matters as recruitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Gix (6) Four (4) new Interdistrict Schools will be established in the near teirm: At Baker 19-89-00 Bt Harris 1980-00 A. Romine 1080-00 1991-92 B. Stephens 1900-01 1994-95 EC. Crystal Hill area 1900-01 1993-94 ED. King 1902-03 1993-94 Facilities considered for construction or establishment in the future may include in or near Chenal Valley and the Scipio A. Jones site. The Pulaski County Special School District commits that it will reserve up to 200 additional elementary seats for transferring black Little Rock School District students for a new school to be constructed in (1993-94 at a site mutually agreed to by all of the parties. Any school constructed in Chenal Valiev will also be an Interdistrict School. The Interdistrict Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski County. PCSSD and LRSD will engage in Re: 01720, 01721 Page 385early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. III. INCENTIVE SCHOOLS: There shall be a limited number of iincentive Sschools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools Academies elementary area schools) of 55-%- percent black and 45-%- percent white with a variance of 5^ percent. The recruitment of white students to these Elementary Academies elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 60-%^ percent. The ^incentive Sschools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens etnd Washington. The iincentive Sschools will be desegregated in phases through a combination of white recruitment into the ^incentive Sschools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an iincentive Sschool\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Re: 01721, 01722 Page 386Funding for the iincentive Sschools shall be set at two tiroes the level for the Eleroentagy Acadeiaies element airy area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activitiiwB. 5 meet that goal,  theparties shall utilieo the servioGa of a consultant who has domonatrablo exporionee indeveloping and\\ successfully implementing such programs in-a -ffla-jority-blaelc educational setting-r IV. MAGNET SCHOOLS: The Little Rock District shall continue to operate the oi present interdistrict magnet schools established in 1987-88 . Those schools shall be racially balanced to a point of between 50-%- percent and 55-%- percent black. They shall continue to be open to students of the three districts. PCSSD, NLRSD, and LRSD will engage in recruitment efforts designed to maximize pairticipation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD SCHOOLS: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. Interdistrict Schools shall be built and/or established by PCSSD. PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. Re: 01722, 01723 Page 387 VI. NLRSD SCHOOLS: The North Little Rock schools shall have a blackwhite ratio goal in accordance with its present desegregation plans. That district may educate pupils of the two other districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. FURTHER SCHOOL CONSTRUCTION: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. TRANSPORTATION: Students shall be provided transportation in order to attend their assigned schools (including its programs and activities) . Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. IX. BUILDING QUALITY: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socioeconomic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. X. STUDENTS OUTSIDE PULASKI COUNTY: The parties shall encourage assignment of students from outside Pulaski County to select Interdistrict Schools. Re: 01723, 01724 Page 388Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. FACULTY: The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. ACHIEVEMENT DISPARITIES: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the sane time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. Re: 01724, 01725 Page 389XIII. PROGRAMS AND ACTIVITIES: There shall be a presiunption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. MONITORING\nThe districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Maoteg Office of Desegregation Monitoring. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the parties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that Re: 01725, 01726 Page 390requests for access are not disruptive, unreasonable or intrusive. XV. HOUSING: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of. segregated housing patterns. XVI. FUNDING: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties. which when finalized are hereby incorporated into this document by reference, or as may otherwise be ordered by the court. Imploaontation of thoao deaegregation plans by oithog LRSD op rcsCE\u0026gt;- ia dependent- upon-thereceipt of additional deaogpogation fundothrough whatever acananay-be available. LRSD\nPCSSD-and-Joahaa\"atatc that neither LRSD nor PCSSD can iaplcacnt their reapective plana or the -interdiatrict plan without either approval of the aettleacnt with the State,er Court-ordered funding froa the- State. Further,even if the aettleaentia-approved,LRSD will need additional funda before it can iaploaont the plana. No Re: 01726 Page 391XVII. COMMUNITY INVOLVEMENT: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. CURRICULUM AND PROGRAMS: A joint committee will be established to review the curriculum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to facilitate and/or enhance the movement of students among the districts in Pulaski County. Re: 01727 Page 392INTERDISTRICT DESEGREGATION PLAN STUDENT CHOICES AND OPTIONS The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well as the real potential for expansion of the Interdistrict Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons. parents, and students in theme selection. To that end. these parties propose to conduct a series of carefully drawn A c parent/patron public meetings and/or surveys designed to 9\" elicit public opinion and input concerning the selection of themes^the location of -themoa, and the implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to Re: 01728 Page 393receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A survey pgocGas and procedugea achodule will be prepared by the raspoctive -diotricto for those Intardistr-ict Schools coming on lino subsoquont to the 89-90 school year. Those ocheduloo will- bc-complotod on or before April 20,1980. Interdistrict Schools The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: At Walter Elementary The immediate construction of an-additional 200 dassroom spaeos io required at Baker Elementary to foeilitate the-trans-far-ofthat number of black students from the presently conf-igured Romine attendance area to compose-Baker Elementary as an Interdistric-t--School-. PCSSD will obtain the white students needed for thio school by aosigning-those whites currently attending Baker Elementary to Balcer Intordistriet School-. PSSD-will likely provide additional geooodo reasoignment ao such asoignmento prooont-lyaffect - Baker,^woon andRobinoon -Elementary Schools. Such shifting will be for the dual purpooe-of Re: 01728, 01729 Page 394in/rcriif ^nGrGQaing white onrollaent at Bakcg gGcguitaontof black atudent-O' fgon Roi bring Lawaon and Robinaon into aa ole\nwith each other aaioroaaenably praol tBaker aa an Interdiatrict Sohool. Th\u0026amp;-GXtGnded-day pgoggaa at Dakog wixx ee xn xua cnxra year begi-nni-ng with the 1080-00 achool\" year. ^hat pgoggaa w-iirl-be expanded aa-neeeaaagy to acooaaodate the black atudenta tranaferring in fgoa the Roaine area. Baker Interdiatriet School will-oaggy a theaati program. ^gho-partiea intend to conduct appropriate g meetings or-parental contaety-pagticularly in the Roh area, to determine the appgopgiate theae fog this / Interdiatrict- choolt Theae aootinga-will-be coaplet eg before Februagy 24 \u0026gt;1000 by the gespeetive distgie deaegregation office. PCSSD ahal-l -provide ita full ceapenoategy edueation pgoggaa at the Bakeg Eloaentagy Interdistr-iet School if 35 og aoge-black students transfer fgoa LRSD te Bakeg. Pv B-r HaggiS' Bl-eaentary A. New Interdistrict School Harria ia to be converted te an Integdiatgiet School. uch dcaignation- offers nuaeroua advantages,including the fact thatit ia the only elcaentagy achool' in the PCSSD which has sufficient exeeaa-capacity--to oerve an iaaediato s-ignificant role in the-integd-iatgict-plan-.- PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 sea are-preaentlv will be 3 ! 0 Re: 01729, 01730 Page 395 negeQ3-ing white ongollnont at Bakog to conpliBOftt the gecguitaoat- of blaok atudonta fgoa nomine aa well aa to bging Lawoon and -Rebinoon into aa oloae a gacial balance with each- othog aa ia-roaoenably practicable with the uae of wBakor aa an Interdiatrict School. The extended-day pgoggaa at Bakeg will bo in ita thigd yeagboginn'ing with the 1090-00 aoheol yoag. ^at-- pgoggaa will bo oxpanded-ao-nocoaoagy to aeoeaaodate- the--blaek atudonta trans fegging in fgoa the Roaine ageau Baker Intogdiatgiot Scheel--will eaggy a theaatio program. The partiea intend to conduct appgepgiate publie meet-inga--or parental contact, particularly in the Roaine area, to-deteraine-the-appropriate-theBe for thia 'Intordistrict School. Theae Beetinga will be coBpleted on or before February 24,1000 by the reapective diatricto* deoegrogation office. PCSSD ahall provide ita full coBpenoatory education / program at tho-Bakeg ElementaryInterdiatrict School if35 or more black atudenta tranafer from LRSD to Baker. V Harria Eloaontary A. New Interdistrict School Harria ie to be convortod-to-anInterdi-atrict School. Sueh-deaignation- offers nuBeroua advantageo,including the faotthat  it ia the only oleaentary school in the PCSSD which haa auffieient exeeaa-capacity to 3egvo--an iaaediate aignificant rolo-in the--ifttordi3tr-ict plan.- PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 sea are prcacntlj^will be 0 Re: 01729, 01730 Page 395 fTl- available at^Harria :he school for transferring Little Rock black students. Little Rock will target for Ha-gjia recruitment those black students from those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School, j added feature of the Harris program. Little Rock black Aa an students will be permitted to attend a designated Incentive School for its after-school incentive program. The' orvly-pgeaently known- facility modif-icat-ion noeeaaagy at Haggia involvca an upgrade of-the landacaping.  Gthog potential aodif icationaw-ill -bo- evaluated by the parties. PCSSD believes that a math and science emphasis would prove attractive not only to tgansfogging Little--Roek- black students but also to the pgosont student population at Haggis. Howovog,t^he parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine whcthcg- og not an-altegnative what theme or themes would be more most appropriate or attractive. The targeted parents of LRSD blacks who will be recruited to Haggis are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areason-or before February 24,1080. Re: 01730, 01731 Page 396The PCSSD will implement enhanced compensatory education at Haggis, the school, beginning-with--the 1980-90 school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. B. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white student: recruited from PCSSD, particularly the western sector. White students returning to LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. Theoe aoetingg will be-eopleted on og before Febguagy 24,1969-,by- the goapoetivediotricta'deooggegation effice. S. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by the 1990-91 1994-95 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and Re: 01731, 01732 Page 397operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. ES. Crystal Hill Area PCSSD will construct and operate a n^ district School to be opened by the 1000-01 1993-94-eehOQl year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, if necessary, from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. Thia school ia nccogaary because the redesignation of Baker and Roaine aa Interdiatrict Schoola will net coapletely resolve the racial imbalance at Roaine Eleacntary School during-the 1080-00 school year. To help resolve that iabalancc, PCSSD will construct this new school. mu partiea project that the seheel-would have a PCSSD has agreed to increase capacity of the Crystal Hill Elementary Re\n01732, 01733 Page 398School between end to 800 students with up to 399 seats reserved for black students transferring from Little Rock School District and, if space is available, from North Little Rock School District. Thio capacity would a-llow the desired number of blacka to be recruited fgoa Romine to PCSSD. In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementaries will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected in those areas beginning with the 1989-00 1992-93 school year. PS. King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 199a-9-3- 1993-94 school year or as soon as reasonable practicable. These parties propose that this facility be located in the general area bounded by Interstate 630 between 1-30 and University Re: 01733, 01734 Page 399Avenues. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock. A Montessori school theme will be explored for King andacommitteemadeup of -onegepreoentativef gomeaoh party shall makeageport and recommendation to the Court by February,1990,after conducting appropriate parental guFzeys and meetings regarding the-dosired themoi GF. Other Matters All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems particularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. / Serious consideration chould-be given to the eotabliohmont of an alternative school in North Little Rock A in 1909 or beyond. The parties-recogniao-that such a facility might moot appropriately be operated by the ochoel districts. The parties will determine, by the end of the 1990-91 I school year, a timetable for construction of an Interdistrict School in the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Re\n01734, 01735 Page 400Potential Interdistrict M to H Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict majority-to-minority transfers. This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a situation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Court's Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. This will require additional construction at North Pulaski. The implementation of an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD' and NLRSD shall reeruit and exchange-,on a one fog-one- basis,the following students(and as described in Exhibit \"A\" hereto)-?' Re: 01734, 01735 Page 401 iioPtmior High achoolai PCSSD Oak Grove white atudonta with HLRSD- Ridge Road,Roac City and Central Juniog High School black atudenta. onior High achoola! PCSSD Oak Grove white atudenta-with NLRSD Ole-Main black atudenta. VOLUNTARY TRANSFERS BETWEEN NLRSD AND RCGCD* To aid in the desegregation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County School District will cooperate In each other's efforts to recruit black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to .attend NLRSD schools on a voluntary basis provided no .transfer negatively affects the desegregation status of any NLRSD or PCSSD school. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet and Interdistrict Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdistrict Schools. Re: 01736 Page 402*The language found at pages 18 to 19 of the Interdistrict Plan, 8 JDR 1735-36, limiting such transfers to Oak Grove Junior and Senior High Schools in the PCSSD and to secondary schools in the NLRSD has been eliminated to facilitate voluntary desegregative transfers at every level. Page 403IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT plaint VS. NO. LR-C-82-956 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ec ai defendants MRS. LORENE JOSHUA, et. ai. INTERVENORS KATHERINE KNIGHT, et. al. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Developments subsequent to the initial submission of the North Little Rock School District's Desegregation Plan in March, 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. !^CIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten. within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A n r. ~ - -20- 01737outside of this permissible range, being 27.U black '^hen Che minimum was 30.2% although a movement of thirteen students . would correct this imbalance. Ail other schools within the District are still in compliance with the 25^ standard although Rtdgeroad Junior High School and Ole Main High School limit. are approaching this On September 1, 1988, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having all students in grades 11 and 12, housing ail students in grades 9 and 10, Northeast High School and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision. however , was made for a school moving out of compliance before the 1990-91 school year. 7 and 8 . The NLRSD has formally requested the Magnet Review Committee and the MZT to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-OOlJ 017381389-90 . Since the movement of only thirteen s tuden ts will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successful. The parties recognize that the stability of s tudent assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment students should be made to bring the racial composition of o f the secondary schools within the permissible range before the 1990-91 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In the 1990-91 school year, the attendance areas of all North Little Rock Junior high schools will be modified so that each has approximately the racial composition. same To avoid the potential that any NLRSD secondary schools might move outside the permissible range, to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ -23 01739 Paq^406Central Junior High Schools to attend Oak Grove Jun ior Hign School on a voluntary basis. In addition, the NLRSD will permit black students from Ole Main High School to attend the S'-n lor high school at Oak Grove provided no transfer negatively a'^ o t  the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools to Ole .Main High School and Rose City, Ridgeroad and Central Junio High Schools under these same conditions. r Further, the parties desire that any shifts in the racial composition of schools that might fail outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ -Pr? - 01740 Page 407prcpcsed the use of the System of Multipluralistic Assessment (SOMPA) as an alternative test for intellectual ability tn identifying students for Its special education and gifted and talented program-. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as a n alternative test of intellectual ability in the special education area because the test was not normed nationally but only on the basis of California students. In the gifted area, SOMPA was used but it was found that the Torrence Test for Creative Positives and the use of multiple placement criteria were more effective in identifying minority gifted students than SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the f act that alternatives in the gifted field have proven more effective. the parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs. CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ r  * 01741 Page 408Adapci'/e Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation i in Its report. The parties recognize that the purpose of the '-antaiician Report was to provide school districts wit.h exemplary programs which could be adapted to each district' s curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs, attached). (See Exhibit A The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ 01742 Page 409District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such informat ion. The District will continue to seek this information but the parties agree that the North Little Pock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students. DALLAS PRESCHOOL SCREENING TEST At page 4.3 of its October, 1986 Supplement, the NLRSD committed to administer the Dallas Preschool Screening all kindergarten children at the first of each school  Test to year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District has. therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-Schoql Screening Test. use -7- 3-OOlJ 01743 Page 410CONCLUSION The Joshua Intervenors and other parties do not necessarr V agree with every factual statement in this Petition but do concur in and support the proposed modifications to North Lx tie Rock's desegregation plan. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 7220 1 February , 1989 By:_________________________________ STEPH5^ JONES, Attorney for North Little Rock School  District By: JOHN W. WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 LAZAR Hi PALNICK, Attorney fo^i Joshua Intervenors WRIGHT, LINDSEY i JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By: M. SAMUeUjoNES, Attorney for Pulaski County Sp^ial School Dj^trjjrt ski -8- 3-OOlJ 01744 \\The undersigned parties do not object to this modi ( a t i LITTLE ROCK SCHOOL DISTRICT By\n, STATE DEPARTMENT OF EDUCATION By: KNIGHT INTERVENORS -9- 3-OOlJ I \" 01745 Page 412s\n::sTs\n:7 psccjavs e 'I I I I i I I ' s I\n I I * I - i i ! J I i: I i I v  3 !l i 3 i\n! i 1 = i * Z I 2 ' tZI I o c 1 1 II H Si\"- H U wl 3  tl 4/ C, -  \u0026gt;1 \u0026amp; 4)1 M ..  C I M 3 \u0026gt;c C 0/) 3 o 3 I b6 I? - : |5   M Ml II I - : ! = i w i i! O 4j I s' CATALXeXAN rOU*NDAT:C:r S RCO\u0026gt;:-LNOEO ALTaxArr.'E zis~uct:cxal practicss I V at *W9 \u0026lt;w{l ww cm 4) V o a 3 0 \u0026gt; M 0 AJAPT' ,l\\wd:c ' Acaozs Lea needs. cnviT\nr.tnc to I ' X X V (/) i/i e \u0026lt;1 *1 uC VM) u 0 e 7u1 41 I 3 (Zl X C  3 O (Z) i ??: xdcs technical supporc :3 I cliSSTPoa ccachers. X X X X Scudtr.e XzdXvXduaX diffccencis deseribad la eerr.s dieteeXy rtXaetd co iaseruceioo. X X X z X LOZaPUJlT ClaKTtzl rOR RAD^\u0026lt;C THSiRUCTTOH Sllciu esr?ec cespocsts fraa aoa-rcspoadlai scudaacst X X z z z s\nablish(d use try l\u0026lt;vli z TXat for superristd praceics. Corrtiacad languat* ares aeelvtclas. I i X I' I N I I X X X' z X I z X z X X X ESftcclvt \u0026amp;a.as|[\u0026lt;sac 6 aonlconag syseca. X X X X X X X X DISTAi Qictee ijiseraeexca. I X I X I I X I I X I Scudiaes sysetaacelcaXXy aova chroush saquanetd aaeariaXs. X X X X X X Oefiaad eeaching bahavlsra vlch a focus. X X X X I X X X !.  Cltarly iptcifiad (oalt. X X X X X Xapld/hl|h raca of scudsne rsspoosas. X X X IsBsdlaea acadaalc ftadbaek. X X X x X X X Tcaehtr eoneroXs, stXaees, aod pacta X X X X cotfUTH A3sisra asTxucrioa Skills uufhe chrou\u0026lt;h iadlvldualised lAscTuceiatt uslnt CAX eurrlculsa X pxni TUTOR INC Scucancs atsxaeiat ochar leudanct ta aeadaale raXacad acelvtelaa EXHIBIT x SUMMER SCHOOL TRI-DISTRICT COLLABORATION PLAN I. OVERVIEW Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special summer school opportunities for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficit assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve 12. The pupil student/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Remediation Program (ftth Eighth Grade Remediation Program) The Summer Learning Remediation Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1008 each year. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading. English/language arts, mathematics, science, and social studies. Students will receive instruction only in the identified area(s) of need, with instruction being provided Re\n01747 Page 414in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer Loa-gning Remediation Program will have a projected enrollment of 500 eighth grade students and teacher/pupil ratio of 1:20. Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program (See Volume I, Summer Learning Program) will muat be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District will has submitted a proposal to the city of Little Rock, JTPA, and Private Industry Council for approval.' The proposal wae will be developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. ongoing if and only if funding is available and forthcoming from the Private Industry Council. Extended-Year Services (Handicapped Students) The Little Rock School District recognizes that meet the geaponaibility of enauging that all some handicapped students may need to receive special education oemo  hond-ichappcd atudenta may need-to- geceivo apecial- This program will be education and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped Re: 01747, 01748 Page 415 peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity. a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extendedryear program provides for an extension of the programming from the regular school year, as identified in the lEP. II. AREAS OF COLLABORATION Cooperative planning for summer school with the Pulaski County Sschool ddistricts will should be conducted each year seheduled for early- Students in ail the three districts, including NLRSD, will be better served if the districts coordinate, with respect to summer-school, the following aspects of the summer school program\nlocations dates - curriculum offerings purpose\nenrichment vs. remediation - fees/funding - transportation - eligibility Re\n01748, 01749 Page 416since all three districts-\nincluding MLIU3D, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates, and curriculum offerings would be beneficial for all involved. Principals, counselors, and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free summer program for primary children to provide early intervention strategies for students recommended in danger of -fer grade retention. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-S will be provided. Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Re: 01749, 01750 Page 417III. EXPECTED OUTCOMES By summer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area, and race. Progress/failures will be monitored according to grade level, gender, subject area, and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. Re: 01750 Page 418FA irrivES Sunnier School To identify elementary and secondary summer school sites To advertise for, interview, and select summer school administrative staff To develop proposed suiimier school budget cn I j\u0026lt;sn desfcrbgatiw iian u-ipumifni'ation Gofll-l-^-Ta snwiiruiis/Acrrv rn es 1.1 Work with summer school coordinators from NLR, PESSD, and ER to obtain recommendation for elementary and secondary sites. 1.2 Meet with local building administrators to discuss the procedures, concerns, expectations, etc., for use of the identified buildings. 2.1 Delevop job announcements for interview Conduct summer school job interviews. 3.1 3.2 3.3 Obtain 1988 summer school budget balance Project 1989 summer school program and budgetary needs Investigate alternate funding sources for summer school ta-iiii-: ImulirnieaLsuunier-ichool BEGINNIfIG DATE December-1, 1988 January 3 January-19, 1989 February 19 February 22, 1989 March 1\n-1989 March 3\n-1989 FMDTNG DA'l-E December-22, 1988 January 22 January 28, 1989 February March 18, 1989 March ?3-\n-198f March ?3\n-198 REsroHsinii.riY Bivisians-ef-Eurri-euluffl- and-Seheels Educational Programs DivlsioR-ef-Seheels Educational Piwjrms Bivisien-sf-Eurri- Eulum-and-Seheels Educational Programs BlvlsleHS-ef-Eurrl- Eulum-and-Seheels Educational Programs Support Services EVMJIA'rr(X4 Records and/or finished products will be on file for verification/cvaluation of summer scliool teachers. Plans for facilities Distribution of job announcements Interview schedules Develop budget .REA Summer School oaI 1- (rnntiniipH) UBCTIVES To identify sunnier school program dates T--Te-deHtfy-tpanspep-needs- fep-summep-sehe (Hetpepeiitan} 3 To plan for quality instruction in summer school 4.1 4.2 4) LRSD DESEGREGATION PLAN IMPIJEMENTATION TIMELINE STRATEGIES/ACrrVITIES Coordinate dates with summer school coordinators from NLR and PCSSD Submit proposed dates to (1) Plant Services, (2) Executive Staff, and (3) Board of Directors for approval Brl-Estimate-Humbep-ef-buses-and 6est-fep7MetP8peTitaH-sumiep ,s6he8l-site D4seuss-pessibTe-'-Fun-Pass-with- GAT ~1! 5.1 Develop and TmplemenVsuiSner school job announcements (in and out of LRSD) Interview summer school  applicants BEGINNING DATE Be6embep-T7 1988- In effect Hapeh-Ii-IBSB March IIj-1989 April IBr-1989 5.3 Notify teachers to be employee May 17-1989 ENDING DATE DeEGmbep-227 1988- Ongoing RESPONSIBILITY Bivisions-ef-Guppi- 6u)um-and-SehuuIs Educational Programs Bivtsiens-ef-Guppi-euluin- and-Seheels Educational Programs EVALUATION Final dates Submission of dates Mar6h-23j-198 I Bireeter-sf-Transper - Estimated-eest tatienj-Bipeetep ef-Vaeatienal Edueatien March 23i-198 I Bireetsp-ef-Pepsonne Job announcements Human Resources April 287-1981 Summer School Admin- May 7-1989- istrators\nDirector of Personnel Human Resources\nContent Area Supervisors Interview schedule Notification letters fA___ Goa 1 I: ira'ivES luninet-Schoal (continued) To adequately staff and supply summer school 30 o tn 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 IJ(Sl) OI'SfjGKlSGATION HAN IMl'IlIIEWrATIOI SFRA'itciES/Acri vrn e.s Identify summer school staff evaluation procedures Revise and print teacher handouts Provide summer school contract to employees Provide inservice for summer school staff Provide clinical supervision and monitoring of program Identify and secure materials, texts, and equipment needed for junior high and senior high level program Complete sumner school evaluation report Provide a comprehensive suniier school report to the LRSD Board of Directors El .ini\nBEGINNING DATE 1ND1N\u0026lt;\nDA'ii: RESlWISinil.riY l-.VAUIAl'KXI April 3,-1989 May 8,-1989 May 30,-1989 June 1989 June 1989 June 1989 August 16, 1989 April 27,-198! Hay 26,-1989 June 2,-1989 August August 1989 September 28 1989 Siiirtiier School Administrators\nDirector of Personnel Human Resources Same as above Director of Personnel Human Resources Division of Curriculum, Sumner School Administrators Suiimier School Administrators Di visien-ef-Scheels, School Administrators Educational Programs Summer School Administrators\nFinancial Services Support Services Evaluation Design Printed materials Sign contracts Inservice agenda Principals' notes Receive materials Complete report Submitted report I KSn DESEERFjGATION 1'1 am IHPlBtEHl'ATlOI [iinJNE REA Summer School oal I: (Continued) jraivES SI-RATBG lES/ACriV ni ES BEGINNING DATC ENDING DAlt Rl^STONSinri-IlY EVAinATIOM To define the scope of the curriculum for the elementary and secondary programs. 7.1 Mail notices to supervisors requesting recommendations for summer school courses 7.2 Invite proposals for summer school enrichment courses 7.3 Plan cooperatively with summer school coordinators ^4 Make each district's offerings available to principals and counselors in ail three di stricts 7.5 Plan for Dirver Education Program 7.6 Identify and print each course to be offered for summer school n\u0026gt; 1J Plan and institute summer school media/advertising tn November 37 1988 November 3, 1988 December 1? 1988- April 17-1989 March 17-1989 March 157-1989 April 17-1989 November 307 1988- November 3O7 1988 December 227 1988 May 37-1989 March 97-1989 April 17-1989 Bivisien-ef-Gurriea- Tuffl Educational Programs Bivisien-ef-Garri-- ealuffl Educational Programs 8ivisien-df-arri-eulum Educational Programs Bivisien-ef-Garri-- ealam Educational Programs Bivisien-ef-Garri-e a1 am-Educational Programs Support Services Bivisien-ef-Gurri-eulum Educational Programs Notices mailed Announcements posted Cooperative plans Lists of offerings Action plan Course offerings May 217-1989- Bivision-ef-Curri-eulum Educational Programs Publici ty REA Summer SchooL loal 1: (Continued) lIBCnVES (continued) To improve the identification of and notification for students to attend summer school -o cu tn fD -fi UI ro UI GJ IJiSD DESEGREGATION Pl AN IMPUTIENTATIOll HELTHE SERAnSCIES/ACnVITTES BEGINNING DATE ENDING DATE RFSlONSiniLTlY tVAUIATItXI 7.8 Develop in writing the core content for each of the course offerings 7,9 Share curriculum expectations with summer school staff 8,1 Develop summer school financial procedures 8,2 Review application/notification procedures and course offerings with principals 8,3 Review application/notification procedures and course offerings with counselors 8.4 Revise and distribute summer school applications to the individual schools 8.5 Advertise scholarships _8^Revise and print student handbooks April 17-1989 May 317-1989 Subject Area Supervi sors Content area guides dune 1989- dune 207-1989 Bivisien-ef-Eurri-- euluffl Educational Programs Meeting agenda March 17-1989 April 17-1989 March 207*1989 March 207-1989 March 207-1989 March 207-1989 May 87-1989 March 247-1989 March 247-1989 March 247-1989 Summer School Administrators\nBivislen-ef- Currleuluffl-and Seheels Financial Services\nand Educational Programs Same as above March 247-1989 May 257-1989 Same as above Blvisian-ef-Seheels Educational Programs Btvtsion-ef-Seheals Educational Programs Summer Scliool Administrators Final procedures Meeting agenda Meeting agenda Distribution of applications Advertisements Revised handbook IJiSD ni'SBCREiGATION PLAH IHPIIMEHTATION TIMEIJNE ^REA Sunnier School Goal 1: (continued) UICTIVES STRAiTJS ri'S/Acn V rri f.s BISGINNING DATE EHDTNG DA'lTs RESrONSIOIl.riY EVAUIATIOU 8. (continued) 8.7 Receive all student application forms and fees from local schools May 15j-1989 June 1989 Local and Summer School Administrators Financial Services Fornis/fees collected 9. To improve student evaluation procedures 10. To refine summer 30 m o tn 8.8 Conduct summer school regist-tration 3.9 Conduct LATE registration 9.1 Ddvelop program form and evaluation procedures 10.1 Establish grading procedures (recording and reporting) 10.2 Establish registrar procedures for recording and averaging summer school grades for permanent record 0.3 Determine needs and reguest JTPA summer workers 10.4 Determine how records are to be stored May 18,-1989 June 1989 Summer School Adiilin-istrators\nFinancial Services School/course registration lune 1989 June 1989 Same as above School/course registration lay 1989 June 1989 Same as above School/course registration lay 8,-1989 lay 8,-1989 Hay-8,-1989 Ongoin May 1989 May 18,-1989 May-18,-1989 MaxJ8,-1989 As long as funding and grogram ar^ available June 1989 Summer School Administrators Regular and Summer School Registrars\nData Processing Summer School Administrators Blvlsien-ef-Sehaels, Financial Services Final procedures Final procedures Identified needs Procedures identified STAFF DEVELOPMENT MULTI TRI-DISTRICT COLLABORATION PLAN The staff development departments of the school districts, including the NLRSD, will meet a minimum of four times per year, twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. Re: 01757 Page 425LRSD DEStGRLGAI ION PLAN Ih FHLNIAIIUN IIMLLIHL I MULTI-niSTRlCl COLLABORATION PLAN  \"IT.- iiifinnfcTartieuldtieH-and-Biqdn*  \"lattcii-------- -z-bcvcTr.Yr.cr KAi .!! ACJIVlil'.S (linn n inn DA II CISIS r'srnir.luii in (7A1 iiM inn alf ilev\u0026lt;\u0026gt;lo)iiici 1 c(n)|Misc4l Ilf al Ives frixa sclmiil T7T  Hiiiiinini nf fimr meetings |ier year will lie Iteld, Iwo (2) each soneslcr. -pa f F1* I\"  PMI- July, 1991 staff Development Directors of the Districts (Signing ana 11I' (rmn iicimIs nsscssiiMMil (^ip.i)iiig 0 I 's function o Iileiilify men! slaff III slralrgles assist (Ite ts I Ing (Ite Olis of \u0026lt;|iial 11 y led scImioI 7 m o I 00 MULTI TRI-DISTRICT DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan. We commit ourselves to the following: I. Underlying Principles * All students will be accorded equal opportunity to participate in all academic and extracurricular program and services in the districts\nit All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race\n All students, all staff and all parents will have equitable access to and input into programs, school and district activities. planning and implementation of school plans and goals\n* Special efforts will be concentrated on increasing parental involvement in the schools\n* Staffing and staff recruitment will reflect student needs for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law\nRe\n01759 Page 427it Staff assignments will be made on an equitable basis\n* Policies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment. Re\n01759 Page 428LRSD DESEZJREGATION PLAN IKFLEMENTATION TIMELINE Multi-District Plan School Operations__ Goal I. To establish a countywide School Idiprovemont Council CTIVES STRATEGLES/ACrivniES BEGINNING DATE ENDING DATE RESPONSIBILTIY EVALUATION Appoint a school improvement council of the representatives from each district. 1 .1 Adress ongoing planning for desegregation and plan modification or implementation needs, if any. July 1, 1991 Ongoing Superintendents and Associate/Assistant Superintendents for Desegregation Appointment of council Appointment of committees to deal with issue specific con- 2.1 Persons with specific expertise cerns in areas of schools and support services 30 fU o will meet, as needed, in committees and resolve ongoing coordination in areas related to the plan such as transportation and staff development Appropriate Associ-ates/ Assi stant Superintendents Resolution of issues A Hu1t1-District Plan School Operations^ ECTIVES develop joint recruit-g efforts and proce-res with particular phasis on minority acher recruitment 1.1 IJ^SO DESEGREGATION FLAN^IMPLEIfENTATION flFlELINE GQjl 11 STRATEGILS/ACrrVniES To develop mutually supportive and equitable personnel recruitment and placement procedures BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION share the applicant lol s among the dis-icts 0 monitor distribution f staff across grade evels and support reas o cn 2.1 2.2 3.1 Share planning, resources and contacts for recruitment of staff, both certified and noncertified Use teachers in the recruitment process Certified and noncertified applicant pools will be shared with the agreement to assist ejch other in correction of disproportionate staffing The principals will be accountable to ensure equitable distribution of teachers by grade level and subject area Currently in effect Currently in effect Currently in effect Currently in effect Ongoing semiannually Ongoing Ongoing Ongoing Directors of Human Resources Directors of Human Resources Directors of Human Resources Principals Director of Human Resources Associate/Assistant Superintendents Increase in minority staffing among certified staff and more proportional representation among support staffs Proportional representation of minority and majority employees in all staffing categories Statistical data that minority teachers have access to teaching opportunities at all grade levels, in all subject areas and in all programs - AP. Honors, G/T, etc. A Hiilti-Pistrict Plan School Operations i1 11: (continued) SCTIVES 0 identify students iho may be future .oachers and to provide 4.1 IJlSD DESEGREGATION PLAN^lt tPLElIENTATION STRATEGIES/ACTIVITIES Establish future teachers clubs in elementary, junior highs and senior high schools BEGINNING DATE Currently in effect iupport programs to them To establish a joint committee to address district planning for support of students who wish teachers to become  \u0026gt; cn ro 5.1 Hold career fairs for students Contact the business community for support 5.2 Create contracts of intent\" to hire future teachers upon degree and certification completion 5.3 Provide internship opportunities for students of education lELINE ENDING DATE Ongoing RESFONSIBILnY EVAUIATION Principals/Teachers Increase the number of students entering the teaching profession August-1909 Currently in effect Ongoing Ongoing Associate/Assistant Superintendents Director of Human Resources Director of Human Resources Building Principals Increase the number of minority students who graduate from the Districts and return to them to teach Hulti-District Plan School Operations 1 II\n(continued) CI IVES 0 establish a joint ommittee for planning ecruitment strategies nd procedures 6.1 XI fD 1 JtSD DESEGREGATION PLAN-'IEIPIJENENEATION FLINE STRATBGIES/ACIIVITIES Production of a set of recruitment procedures and timelines to be developed jointly to increase effectiveness and define rcc\n'-'. ment responsibilities recrui t- 6.2 Develop a cooperative agreement for recruitment of certified and noncertified staff with reservation of a number of slots so that employee categories will be desegregated 6.3 Improve teacher working conditions to maintain teachers in the profession BEGINNING DATE ENDIEiG DATE RESPONSIBILITY EVAIUATIOH  1990 Ongoing District Directors o I luma n Resources Completion of the document 1991 Ongoing District Directors of Human Resources Racial ratios in all staff positions commensurate with district and court approved guideli nes Spring 1990 Ongoing Support Services and Building Principals Increase district staff retention o 03\nEA Multi-District Plan School QQra.tiQns_ lECTIVES Establish a committee to study disciplinary rules and regulations and to viork to address areas of divergence 1.1 LRSD DESEGREGATION PLAN^IMPITKENTATH Goal III. STRATEGIES/ACT rvrriES Commitee assessment and comparison of policies and procedures in student handbooks ELIHE To establish student disciplinary and attendance policies vihich address student needs as viell as school climate concerns BEGINNING DATE In effect ENDIflG DATE Ongoing RESFONSIBILITY District pupil personnel directors, identified school staffs, and patrons from the districts EVALUATIOtl Completion of the task Disaggregation of data related to student discipline 2.1 Develop a set of rules/expec-tations which is common to students in districts. (Specific penalties may vary-final penalties will be enforced in common) In effect Establish a procedure for sharing access to disciplinary records when students transfer 3.1 Review of student data to address issues of racial di spari ty Ongoing Building principals cu n\u0026gt; 4:* OJ o CO cn 3.2 Policy/procedure to be designed for communication of student disciplinary records when students transfer or are expelled/suspended In effect Ongoing IJiSD DESEGREGATION PIAN^IMPLEMENTATION Dn.INE A al 111: (continued) EcrrvES STRATEGIES/ACrrVrriES BEGINNING DATE ENDING DATE RESrONSIBILIIY EVAIUATION Review of attendance policies to attempt to create a common policy and set of procedures Appoint ongoing monitoring committee to keep policies on attendance and discipline under review and to review data Develop alternative school for students in need of intervention or special assistance if at risk\" due to teen parenthood etc. ZU n\u0026gt; o O1 UI 4.1 Appoint review committee of patrons, staff and board members 5.1 Appoint Committee 5.2 Ongoing review of disaggregated data to address disparities and student needs 6.1 Plan alternative school to be available to students on a contract basis and con-tigent upon funding avail-abi1i ty As needed Ongoing As needed In effectsi Ongoing Ongoing Appropriate Associate/ Assistant Superintendent from each of the districts Superintendents Principals and District Administrators Appropriate Associate/ Assistant Superintendent Completion of task LRSD DESEGREGATION PLAN-'IMPLEMENTATION TIMELINE It Hulti-District Plan Schnol..OpenAtiiins, Goal IV. TToo pprroovviiddee jjooiinntt pprrooggrraammss iinn gguunid ance/counseling to meet student needs_an(i to ensuci i rflcial~.tiiiiiit crivES STRATBGlES/ACrrVITIES BEGINNING DATE ENDING DATE RESPONSIDILITY EVALUATION lold employment fair or students who viould ^nter the world of (ork after school 1 .1 1.2 Contact employers (local, regional and national) In effect Ongoing Hold fair with focus on employers of minority Yearly . Ongoing Directors of Guidance, Vocational Teachers, Director of Vocational Educa tion 1.3 Target skills needed for employment as well as oppoi tuni ties Yearly Ongoing Provide consistent and complete information to students regarding colleges, testing, vocational schools, financial aid with specific and special concentration in access to black colleges and universities and financial 2.1 Hold joint counseling information sessions for counselors 2.2 Contact colleges regarding minority scholarships and financial aid 2.3 Contact colleges regarding admissions, minority admissions aid for i students minority 2.4 Provide target counseling for minority students XJ 2.5 notify students, parents, and educate staff regarding all opportunities In fall, annually Each fall Each fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Journalism Departments Counselors School Principals Directors of Guidance Directors of Guidance w/committee of counselors School Counselors Coiinselors/Principal Staff Development Directors LRSD DESEGREGATION PLAN D-tPEEMENTATTON TIIIELINE Hulti-District Plan School Operations IV\n(continued) __________ _____________ IVES STRATBGIES/ACriVTTIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION ihance minority 3.1 Individual student con-\ncrui tment and aware-jss of student of P, honors and ferencing. Teacher and coun-sei or encouragement of and monitoring of students ective programs rovide pooling of esources and pacific plans of ntervention for tudents who are isadvantaged and/or t risk 4.1 4.2 Ongoing Counsel Ol'S/Teachers Proportional minority representation in these classes Create catalogues of available intervention services Districts share inservice and contracted services to benefit students Ongoing Directors of Gui-dance/ Student Services Development and implementation of strategies evelop and implement tudent career gui-ance plan with ndividua1 student ducational plans ind communication lith parents to ?ncourage student 5.1 To be developed and reviewed by students, parents, counselors and teachers (predicated on potential) In effect Counselors/teachers Director of Guidance Desegregation Officer Implementation of Plans iccess to all iirricular and projrammatic opportuni ties in a ratio Lommensurate with school racial composi tion 0 i Hulti-District Plan School Operations IV: (continued) riVES diance communications nong divisions slated to counseling n the districts niform records ransfer policy ere-tion and systems LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE STRATBGIES/ACnvrriES 6.1 Regular, monthly meetings among directors of guidance 6.2 Periodic joint guidance meetings 7.1 Appoint committee to develop procedure and timelines of records transfer BEGINNING DATE July 1991 1991-92 ENDING DATE Ongoing RESPONSIBILITY EVALUATIOIi Director of Guidance Appropriate Asso-ciate/ Assistant Superintendent Director of Guidance Directors of guidance, principals, directors of pupil accounti ng Enhanced Services Improved Communications Completion of last Completion of Task Improvement in Process Hu 11i-District Plan School Operations TIVES 0 study GPA and citi enship participation equirements of dis-ricts to address caderaic requirements nd student participa-ion needs re to ] JRSD DESEGREGATION PLAN n-lFEDtENTATION TIMELINE Goal V. To develop equitable recruitment strategies, access and opportunities for all students or extraciirxjcu^Iar activities. STRATBGIES/ACriVITIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVAIIJATIOH 1.1 Review policies and percent of student participation in each district 1.2 Review data on student participation and achievement over the last 5 years in each district 1.3 Review racial group representation in extracurricular activities by district over 3-year period 1.4 Appoint committee to evaluate results of data review and see if any areas of policy agreement exist ingoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Associate Superintendents Associate Superintendent Associate Superintendent Associate Superintendent Completion of policy review Revisions of policies to address student needs u . LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Hulti-District Plan School Operations Y: (continued) TIVES STRATEGLES/ACrPAITIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION J recruit students ar participation in cademic related and 2.1 thletic co-curricular Teacher, parent and counselor awareness of opportunities and in turn encouragement of students June 1989 Ongoing ctivities 2.2 Provide special supports of costs, recruitment, and encouragement to students June 1989 (Ingoing ft) 2.3 Reserve slots, if necessyy, to ensure student participation and access in programs on a proportional basis June 1989 Ongoing Principals Counselors Teachers Associate Superintendent or Designee Increased student participation - enhanced proportionality in student participation II o I Hulti-District Plan School Operations IVES strict uniformity reporting test suits and analyzing spanties 1.1 LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE Goal VI. STRATBGIES/ACriVlTIES To enhance testing programs and student preparation and access to programs Program for analysis of student test results v\u0026lt;ith data dis-aggregation__ t_o_ _a__n_a_ly__z_e_ _d__i_s_- parities and student needs by race by subject area irm bi-racial mon-\norin9 teams to 2.1 Monitoring teams composed of BEGINNING DATE Spring 1989 June 1990 ENDING DATE Ongoing Ongoing RESPONSIBILriY EVALUATION Associate/Assistant Superintendents Associate/Assistant Superintendents Completion of task Activation of the monitoring committees isure appropriate\nst preparation and\nsting conditions ar all students. Planning and Evaluation Specialist and other District personnel to monitor test preparation and test conditions for students Implement trategies to reduce ispari ties by means f school plans and ndividual student mproveinent plans 3.1 Analysis of school by school data and individual student needs Summer 1989 ongoing Principals Assistant Superintendents Development of plans Iteasurable decrease in disparities m o 3.2 Development of strategies to address concerns and to meet needs Summer 1989 Ongoing IJRSD DESEGREGATION ITAN IMPLEMENTATION TIMD-INE Multi-Qistrict Plan School Operatiflns VI: (con t i nued)_____________ _______________ CT IVES STRATEGIES/ACriVITIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION Provide ser-ices to teachers e: use of test scores interpretations of scores reporting of scores to parents interventions to benefit students (and address these specific needs) 4,1 4.2 Joint staff development in testing Individual teacher analysis of student needs 4.3 Teacher preparation of strategies to address student needs 4.4 Scliool-based planning of interventions to assist students in areas of academic need 4.5 Teacher inservices for student learning styles, cooperative learning, and monitoring needs of youth at risk and disadvantaged students and minority students Ongoing ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Directors of Testing/ Evaluation Appropriate Asso-ciate/ Assistant Superintendents Principals Principals State Department of Education Districts Staff Development Directors Academic improvement of all students ro X3 LIBRARY MEDIA MU 01VIlon: Instructional Program/Area\nLibrary Media CTIVES selection of ' ' trials/resources to ort the curriculum asagregatad school nets Is a Bultl-rlct goal of the ary media programs. nservice training ry media staff rs to desegregated I districts Is a -district goal of Ibrary media ams.  1 \"D CU  IQ n\u0026gt; XJ m C/J * 05 ro o STRATEGIES/ACTIVITIES BEGINKIHG DATE CCMPLETION DATE COSTS RESPONSIBILITY | EVALUATIOH Continue hosting Multl-Dlstrlct Multi-cultural Resource Sharing annually ongoing Minimal Fair. IN THE FUTURE. THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Dlstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts Plan to host multl-dlstrict Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 1988 to explain the new national guidelines for school library madia program planning Plan to host Inservice training for Bultl-dlstrlct library media specialists using district employees annually ongoing to be established ongoing ongoing ongoing Minimal Seek Library Media Directors or responsible person (Including NLRSD) Library Media Directors or responsible person (Including NLRSD) Library Media Funding Director From or responsible Coopara- I parson tlva Minimal (Including NLRSD) Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts Inservice training will develop skills for library media specialists who work In desegregated school districts Division\nProgram/Area: Instructional Library Media CTIVES STRATEGIES/ACTIVITJES BEGINNING DATE Izatlon of teldvl- technology In gregated school nets Is a Bultl- rlct goal of the Implement utilization of cable channel 19 and/or videotapes produced at Metro to teach basi skills, etc. c to be established sry Media prograas. Itnent of Minority ry Media all Sts In desegre- school districts ultl-dlstrlct goal \u0026gt;rary Media IMS. Contact teachers training Instltutlons/Recrult teachers for training programs In library Media certification ongoing COMPLETION DATE COSTS RESPONSIBILITY I EVALUATION to be established Seeking Federal Funds under Star Schoo] Bill Library Media Directors or responsible person Students will gain prac- tlcal vocational axperl- ence In running a television studio\nstudents Hill benefit from Instructional units provided over cable system or recorded for later classroom use. ongoing HInInal Library Media Directors or responsible person (Including NLSD) Hiring and placement minority media will occur. of specialists district coMBunIca or library aedla a adilnlstrators oal for the - Copy MOMS relating staff s. I 1 C/I O 04 a\u0026gt; CaJ 70 m o dovelopaent opportunities to other district attalnlstra- tors Meet Informally for sharing sessions ongoing ongoing HInInal Library Media Directors or responsible person (Including NLRSD) Better communication will be achieved.SPECIAL EDUCATION TRI-DISTRICT COLLABORATION PLAN I. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing I Instructional Methodology (Materials and Supplies Monitoring and Evaluation Funding fog Indirect Sogvicea O II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A multi-district committee for assessment cl * is in its fourtiFi fifth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plan to coordinate in their egommunity bBased -ilnstruction (CBI) programs\npublic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski Re: 01775 Page 444County Special School District have had a written cooperative agreement (approved by both boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan H-igh School. Vocational Technical Education Center. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the fourteen 14 schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can be established to meet the best interests of the districts and can be added to each district's individual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand include: 1. Programs for low-incidence handicapping conditions a. b. c. d. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed Re: 01775, 01776, 01777 Page 4452. staff Development a. b. c. Central Office Staff Principals/Other School Staff Teachers 3 . MttitiTri-districtls assessment mmmi ht-po a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multi-district system (forms and format) for documenting due process procedures. The directors (including NLRSD) plan to hold monthly- scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors (including NLRSD) will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Mul-tiTri-Districts' Expected Outcomes By the 1080-00 1993-94 school year the multi-district will: A. Develop and implement programs for low-incidence handicapping conditions. B. Develop a system (forms/foraat) for documentation of due process procedures. Re: 01777 Page 446 C. D. E. Collaborate on staff development efforts in all aspects of special education. Support activities of the multi-district assessment committee. Establish a process for recruiting ninogity black special education teachers. IV. Evaluation There ia a need-fog a ^systematic approach to assessing practices and policies that yield an overrepresentation of minogity black students and black males in special education is critically needed. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of services provided to handicapped students. need for better information which: There is a (1) attestings to the relevance of special education (pull-out programs. self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establish-ing^ the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment\n(3) outlinings the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education (4) certifyingis the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) Re: 01778 Page 447providiftg^ more extensive parent educational information systems Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The director of Special Eduea-te-ion The Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. Re: 01778, 01779 Page 448a a fa * I -iM '\u0026lt; iL l- ! lUAHCKS/ AdKIIKS -Ocrniil an! t\u0026gt;ley nlnorli leadwrt lncellllt arcaa all . *1 Mill I II I M I eovn- nFONSiaii III IW  li leainl |al nl i x^a-i.n niiHxilr i|\u0026lt;x iai nl  .Il i\u0026gt;Mi Ir.Mitris fClimiNC OAK coHrdiion OAlf hlreclara: Per tom* I S\u0026lt;*clal lilucaliim Si^xrvlMMra - Special hllKallim 1^1 .MHthlMl I**! IH \u0026lt;l * I lit iMi-lil \u0026lt;t| MllMH lly l (t In i , .it| Sll\ni| I S| .\n I . \u0026lt;WJfCI|Vf$ IwofurllniMle rr|\u0026gt;Te on f4 otII ^uallllnl r a|Mlal eilucallon 1 o kO co o a. MiltlV l\u0026lt;antlcan\u0026gt;et b. Hrarlag la^lrat c. Malrialelr/aeearely Iwitiraif t . VtMallir UpalraJ 1 Fa|Mal Iliad ittvciapaenl ciiviiitti rtofeiKxa, S|\u0026gt;ttal IiIik al Ion l\u0026gt;r|\u0026gt;a\u0026lt; Uanil a. Parlnerdilp wlllt tlale callegea ant laitwriail Ira lr Iralnlag ami relralii-li  el leahria. Central Odlcc Stall I I I Il . fl .11 11**11 H.l l'l4H I I'WT'JU iLli IlUlat loC. M I I III  ' **l... r. I I . 14 \u0026gt; l^lilll . !  |a * I .1 I. Il a OtJfCliVIS SIMKCIIIZ ACIIVIIIII aicihiiiNc OAlt \u0026lt;0*111 loa SAK onTr IsroNMiii III I IA| Ul 1(111 ltrvrln|i rrwiartl InnMi Im lll-\u0026lt;llal(i\u0026lt; I diataartil allim ol dur |*acr\u0026gt;*. a. Srlml caamllirr of ilKclal olucalloa (irr-aoaiwl lioa all llarr allalilcla. b. Otrrla^ lonaal lor dociaaaalallM al Aae ^acraa c. Stdaalt la AM far frviru -WrlirtTor lllr*(lni!i aial Assm lair Him lua \u0026lt; liralgnBlrd Sjiecial lilia. Bllon Stall iKiBW'tIlal MMI will l l-x Msiriil 5r(Viir\\ will I*' |*liivl*lci| III mil r I im I* \u0026lt; Ilir ilialntlt UkllM laf*lo*l rrwiard IimtmI Im lrl-4lilrl\u0026lt;l rtwiirt  lloii ol dur |(*raa a. loatrvlcr Irockrra and ^aaoatrl, aa uaa ol irvlaad lana l9l-I Ongoing This Is Comfleted I l-a\no cu m ua  (D |tOn Oo m  -4 *]i~^ - - - *1** 'r*~i T**\" T~'  J dritjajriAadlili  a a a a ar \u0026gt; III  I I I II I I\"! I II I I I'l \u0026gt; I'lri 'll) I \u0026lt; \u0026gt; I * M I a. c,aia..|,lc Ilin. Iios  Ilf divclcq* a.siacMMi |ai^l.SN loi sltsb-ols willi lin. ioi ith-is e Iwv1icii|*s. I I |. I tl Itb. ,\u0026lt; MJfCIIVIS liaaiiciK/ Atiialllll ICIWIIM OAII tOMrilllOa MH tOSIS IsroMSiBit111 I \u0026lt;\u0026gt;.(UAI 1011 istiawn -Frawiilr aifwfifwlalr pro^  kIimI tiK \u0026lt;i\u0026gt; a li a II 1' foe VI,HM* a ' Bl an lea II* lallawlini \u0026gt; q ic...  * jJ^SIsaae apcclallala a. Vtaual lapalrcd aliadenla b. Heaeliqi Inpalrnd c. Milll-lnllcand 2 ** *** Mcrf* o4 VI. ll/N^mlSm Aldtnllln and caaftlne ii- d. SrrlmMl|i llaal tonally ~1 al la* raaaiacaa avail* Malwbrd I^ilmml |*Krioi fur II iirat Haled almva. m o 2b H-- 00 ro 1^-911 Scbuol year Io I* dclea- Inrcl. Use ol local, slale, and Irdcral Imda nireclocs si\u0026gt;l Assoc lair liliecloia ol Ib|sskIiI aivI l^\u0026gt;invil srivi* Io low liicKiriar Uwvl ic a| s*-*l slisirtil s . able . Vianhaae naeded re- aauscea aadaaletlala . rwld( lallaad Services will lie eucr i nd I'lleclUe iralul^g lr 9t^t a tkcmltamt Md M*aiAf pCfWMMi Md/r MV' vkv |\u0026lt;0vl4cv tralnlea and acllvlllrs la be niea ai \u0026gt; dtlrtnlntd hr Inllvldual rducallon riaaa \u0026lt;irf*s) l*M0-VI I IMt I *1 ub .II t in I : i Wil 1*1 IO r.H7 JU !* .Mil /|*\\|MIO\\ il.lr I   i lllll-ulul^  ht !\u0026lt;* wU-H^MKI* tl.ili th VI III illiiiK in .ill ,111*41. ''I' ol I  |l* I I iMi I 11 I * ho (I I  '! oejfciivis $1**1101$/ AdlilllU ICINNIK OAK (0*11 I ION OAK (0)1)' oroHSiaii III I MrjAHOM I-. I share cnsi of niesALaA4a^ L-Onarsenlallvea (iiaa *'91J lu tiiirrvUe lrlir\u0026lt;s uin^iliiidti* rtl al VO O\newt' hlrrclKf aial Assia i.sir Ui 11 Uwr 5 1 liar* la ilrlrr-alar a*4* anJ mIkI con-aullanl* laala k Insrrvicr ccniial oilier' 'ttrwinp iMlnMol la tlall 6. cai4a(.l  Baa4* aaa***- aaM .SelKl a l*arliw coa* alll*a L Inaarvlca aprclat IcachrT* -flawaln^ varioia (aaarwlca an i|*cIbI aatxallan, cur-llcultai, aiiA rtcinaniali i| l'slll* lciail\u0026lt;p\u0026lt;aa, nairr lai*, ric. loatioo aaaAa. l.a. \u0026lt;lua iwocent Um af alnrily a\u0026lt;((|w\u0026lt;aM\u0026gt;lal lan{ Rular adiaal/pratran nudtllcallaM} acraanliig I 1 fO (b\u0026gt; o co CJ I/O 1/19 \u0026lt;1l\u0026lt;olng \u0026lt;Ol\u0026lt;ln ( ria IS . Sl.lll Ik SI |..,i. ..I Htlarlal*/. ti^l laa AW I 1 I I I I \u0026lt;\u0026lt;ii I in I .1.  .Il  I I* I IM P' I I QI.  MM al *i*.|roiv lifh I I I I u III IWJHU ta^illy 111 IliMtilulJliiAI vl liL.k nulizji itl s|\u0026lt;\u0026lt;.xi*ll .I'l**^-I l'\u0026lt;| lllaf,ll \u0026gt; \u0026gt; '^II la ir.iv* -.tail \u0026gt;! u\u0026gt; l-ji.a ai |4iiKi-** loai Ila* lr.iiitii\u0026lt;K (Jitli-l. i  \u0026gt; r   I*  .1 l.lio I MJKHVIS siMiicm/ AdIVIIIK fCIWIIHC OAlf (0*1 (I ION MU (OSIS nroMsiih III (IM'JAI mil -\u0026lt;--\u0026gt;n-1rw1in IrtuMni----- harTrgnlar-lrailtrr^-**---------- ----- [wi UwtM Iw - -innritr'\u0026gt;^''*m*\u0026gt;~npv:ott7 \u0026gt;\u0026lt;rrto4\u0026gt;w| \u0026gt;M\u0026gt; - H^V3***^^***' l*4-4r-S|r iiil GItk- r- -1 M-1 *-V-WMi hJuajuUMii^- 4-$|*4i^|_UiukM4\u0026gt;iu------ UuA-4^'.a K. .1U UU aU t\\. Up A. _4.. llwr  -MraUtt^AaaUNrA-wlUi----- -MKf-wltrit-ipid ah- -SchntBtv-lawrvIc* SupevlirSpcr-r-HW:  M1S~ -OlTT-rl-\u0026lt;ft-at-rKTF-n|H-rw-lt- \"Waf e /w4 Iwr-* H rlf a^-swr a-i t-a- ' rtuviltr ~ln!Biliw~iUn------  htiwtin  S|nTHrtnr-.- - UuU^-UuU4-^4U rUflawhw'nmtHim'tan  rTravMrqiarl^UJu__ -faa-latlaTN ia -r(it \u0026lt; wAfftw- lalatM* NK -t**IS*^**b-*to*  m This is in LRSD Plan o sOo \u0026gt; *1 I I IM .I IM ! .IMIMV Illi* \u0026lt;  I* I I. butilvi - Ijail (Mil lliMia I mjuiiks UaUfMlw-lftiw----- t* !*?I*!***K lon-rvMiiibM  Mt M aBOVQZBM OBi Bsa tea |Hi iptuiiai .. I  * ! 1 III .\u0026gt; I A| . \u0026gt;.l I* I* I I i.h. I MKAIICKSZ Kllllllll ICIHNINC Mil (nmi iioK IMIl (O^H iSrmisiBii Ilf I Ml uAi\noii  Hh -lltrl- - - --i-*rlMn*-l-kIimI. - --HmHfW -Miwr -----cUkIJvMUL  iHMaprlaU------ -'StulAaiUMo-rfCTct - --nd n|IwuU- --\u0026lt;kr-ii-\u0026lt;hiihikrria-------- --UiUaa.Uu jduM-aljM.. _ '-rravnn-trtf-Kom?--------- IIOM V Ito'l'lr, Iw i\" I -lj\u0026lt;\u0026lt;icwll bM\u0026lt;4  Mvimij.. -D  r? fX) o cn co tn ~ ir* hn-s- - - - fctdlac JewJicLS____ Supem Um i/Tx ux i |mJ s _ va  LLVJto _ V J i!!  *1 _^r ?/M --\u0026lt;--IM-lialoUgZZZZ\n. TrdviAr \u0026lt;nn\u0026lt;ii\u0026lt;\u0026lt;-UwL. - JuuMt MxbMIrrin- ll\u0026lt;wl'lmt -iMiml- - - J'JIM Loco v- -hl lr -iTfcierr JpxU_______ -VJ1____  \"r1.ftTi.nr-hurwrterlt\u0026gt;: 4u*lf uUiMW-ara-^*. _mrrt tvnrtixitnrr - ---------- /This, l77n~LRSD~^ I apwvlnl- mh r|-rr:v-in-'r -. -ikUJi f'l'Kr TrfcT-rnK- hn -. jC\u0026gt;ikuLvla.i|..jjaLi\u0026gt;. _ .Ji Jzachrcx. XmtxaJ-iWI - 41^.\"\"- JijfOMloiltiL twPlQfl I II 'J \u0026lt; all ,3.. _1 ( i a Una ll'I I Ml )|I.\u0026gt;. .III. nr, I a B 'Al Ukai I'M ' I  I I 1. UaiUiaatl tkaUt . r (. I* ,111 A ( r * I I .1 ..I. I MJKIIVIS SIIAHLIIV fCIHNIHb OAK (ll i I ION OAK to$u RKPONMIli III I JAI ua\nKill I \"o\no OJ m ua .. fo o cn '-J cn 00 cn - - 4Im( A-in *! */nUiar _ - . Alt .aiulniL AkUJt/-- -- - 4li U/lmKli* -- ______ MflAr iiuOMn* - w r mt-an\u0026lt; nil* ~ .aambilass-- - NmUAmi-aluOaU-aci * .JkUitt-aav Jo - loniinr ra* tMrfr\u0026gt; -WnUaaa-U-Ua-- -iraantiptomi* {Unl lr-' -*tA1T\u0026lt;MHk~* Wkiu --\u0026gt;tr\u0026gt;l*-aiAr\u0026lt;ln4-4ir -- -Kii:cdwiwc:: - hMU-al-aiMMimf   OMl-ArdniTi'MM'\" * -'irwHnt----- -^*Hla-\u0026lt;it-achalnniw- -- __IvJMO.bw.Uoaaila -__ ImKaI. JatljrwUJu i._ nrtHnanb\"\"* irfHi( M'nW nOrfiaTs IVII - -lii^ivTrtkMriT ^t-rnnnriF. This 1s In LRSD Plan I MOM Illi I 11 hi.. , 'uil I'laM I'jlit 'ai .  iHi tl.Ir I *  I t I I I I \u0026lt;1 ! . I 4 1.1.. ia I MJICIIVIS siniiicirsz Atiiiiim (CUMING 0l( (aVIlllON AK (O$I5 RiSPONSIBIl III I -\u0026lt;Al UAI lOll rrttuiar trtOMc 51W  itK4MM.au i\u0026lt;ata4 a 4l|Mmiarl law f - un Uf-liiaw(a |lally *ik-antrr t i^arlat----- atCaaihmr------------ -- ----------  -O XI Ol m m . (D 5m.LI Jm-Uui. r. ScWaH-MletUcai - - \" inM\u0026amp;fkV -Sijprl-ByUm-- - |rr-ii'kMi~riwlru~ ' mAr\u0026lt;tt-nsA -inMrvk*- - -- JV\nMW------ S(\u0026gt;\u0026lt; Iri'hliKX-lnaa 4'M\u0026gt;al-  t*tlr-irl\u0026lt; -Inm'fccrtwir   \"iaaafca^ Ma^ac iai iaua TMWI I-Ml maMi -vapiMaHy-MKtrMkba - -Itsvldv -iralhi|~----- iHcortar nt tret** ,lif   a. . 4Viaan\u0026gt;aZr*aa*i4a. (aaJ*. -- - -taartr la laalhark----- 4*aiUaa iaatMa Uta\u0026gt; -- This 1s 1n LRSD Plan iniirw.-,-,-.!\u0026lt;x I .iTrixit TI.T flnaw -  laftnivrd -linTnTKTiTrfi iT.l \"r.r.i.r -  II 3 o 4::* I-* tn **4 cn co Bmi 1 11 l-l IM ri'ii ! II...I  IM I I. |ib4 I I OMtttim- SIRAKCir^/ jrminiff' t 111 I I - M \u0026gt;11 .t. i.li Ilf, I\nJf 1U0Q_. ..iwriLUoa OAK OAK (OSH RISPIMSIIII IK I' I I I .0 |.. I U |.h I I UAI ILII --hnan-ttv-ruttlMlllf:------- .-AuiU-litl.lni-tn------  .PriiirifrViilVHiAAriir\" -A/00-  niM\u0026lt;n'diib4ll*A?----- ...WwenOMiLiwk-wu -|rwi^ tcrtvlttn. 1_. - \"nlar mitirflniuui- * ---- nr.- miAWtiiHM 'MnMMiA-M\u0026lt;vtca.4ii-i -- .- itlayinUc clfttBoo -MwcwvNi'tv-br vv^NT - - -ed- mh -Mm trrs   - \"if \"kl^efcip lirmr ~yS3'~~' t 70 m 0) IWMiilir-Hiimfciii---- -sarni......... t .JhilMnc ^VWVOTVT^K  -fwtMmrMk* (M4\u0026lt;ila\u0026lt;M4aH-Crater  wx-mRairy-KTfwAmr \"Vtr cwKl miAoco This is In LRSD Plan - -a\u0026lt;oii\u0026lt;* - iklgolll^ - -- Sac ini Utikrr Tkvnioioci tiln^ M.ivr 'iT.x-i.TAi *ir-,r ll* irMU jLluVUalua.AUi.ul.ik.-'- \"\" ?iCOr\u0026gt;3C4dCQa-uwubAoa_t..i  Wvcr|r  .yM'riuMfeHJucXjwu JwAak-m I I o I 00 I I \u0026lt;KUJ| I* I to   (Itir I \u0026gt;  I UiiUtui  I J. UaiLuwsl lk4Ai. I * Mb* .1 I p  1*1 1.1. . MJKIiVIS $II(CI(V Miniiiis ICIMIMC OAlt (otriiiiuM OAII (osn (israasitit in I '\u0026lt;*1 'JAI ion IftaGiTilTri/aaUi UmL _. .-4iilcju.(A.utguLAr_. . - - A lA\u0026gt;i-UaI UM . - AiavMl. Mm iZva _ _ _ _ _ ay9Q.___ O,rtT.|-5r.in - - rrM ^nHal-UirtTr T.r7.iK\nI I \u0026gt; - -----a-AE\u0026lt;il\u0026lt;*/a\u0026lt;b(4.MU(UI ant atnMlaat-- bnA admh----------------------- \u0026lt;\u0026gt;\u0026lt;*\u0026lt;  T hrrA' V.- liKu^f InrrrfAilii^nv\" \" --In-tnrtnKthMF rttwid'  \"\"hwr j.qbjmHw. CdHn3-(ta-lhati\u0026lt;- ht-- ------------------- Oiaoii^ H9e-^- --PUWUK. ---- ----- I-MX-- -b.- -IwAm k -aiMHiY x-.ns* -4'.- -^nr lotw h^ K Anu. lor A *-wih H\" yr -*, 4tAr nvdMiK^MMsvl lOonTH//MMtt \u0026gt;IK tnnxt- B^txiitolaar -------ficnHaM-W-MVAl --Hwinil,k-|\u0026lt;w Ua 4|tt Inn-In --*a*W TlBfSM------- -- -------- -------**i- tnt-naulw  tI -- ------------ r\"TWimKUtUw* Jii. lniUliM\u0026gt;.4wll9i  - --------(fKlUar alJc.-Us. -\u0026lt;llMia-*ty|^ This 1s 1n LRSD P an X3 m o 4 co ID -hr r\u0026lt;T{iitr c t-x^xf r -\u0026gt;\u0026lt;-**-. n-,-- ri\nKr 'r'ioo' WTOnU- 100 ,111 t^-ix 1st X ni h n U J t J. J L _ ini I'l .11 11 mil \"  kritrA X rllloif.Av*p nr l**Triii\"iiiTi7r riViii irr r. t.inr.r-- I I I J IHI I I HI I.......... Il 11|. I riM'i I ll Ma I litr lint* 1**1 * I. IklilM: dul tlAlMiU Ur anl\"ll'u ! i-lllal l.l. 1 h I l.i,, . l lil IhIi ! i-\u0026lt; III lilr .1  |i I ill*   I MJUIIHS SUAKCIIIZ Kiiviim (CIMNIMC OAK CdhTUIION OAK (osn unroHSiBii III l I * 4 1.1* I JACJAI lOlt UrtlflK' nt - -L, l*w-**\"*^l** ri\u0026gt;i*M-i\u0026gt;ar|*wvrrlMlhr~ M\"ioiM|-UihT MiMrhBr (kigaUill- ------ JkagiUuj^ X tnMMry-rnr-i  jMa _ _ .Uail la Iba tiuUilL\u0026lt;- f4nifal- - fsuacllu* - _14a\u0026lt;l la A xaa-. _ .UmoLcjwpIImkX-W. . ...Olfldcl.. lo- la -del* coHvc- J-.-fta^Ha-welal Hae-iar - ha^Huihart--------------- tlaaianRbwiil I -vdoc*-- llwb-1\u0026gt;14\u0026gt;1 u111  a\u0026gt;LU4A\u0026lt;.a - - - - |-\nMRh------------ XanuUlanlA-- |J,Ulft-------------- ____ u,au._______ t\u0026lt; atau Iona 1 - Zaovth_______ ------------ Ibouo OUwb4-\u0026lt;^4 Up* kH-  hdiKivrinn -f.t.rli 4M*h-w-.\u0026gt;5f- an- Tri I iTi1r%\nmnhrt tt r l~lu JCip AijL fl-l It Ji _'l . t'L Ju kUucI- .mUa. xiu. A . anal Mr-  - Hl |aac\"~ lillUl---  burner i-****-*^ ----naUl(-- a\nula---- ___ taJli-JPi\" J-M vlM^ IIm MMclal* upnMMtfMr --------- t|irUla -aUM- - ____ ____aV_(lbLULirf.l^\u0026gt;lal ____bUidian^lailrUa-aM ---Ibtlaalall 41. dawr    lAirantAWiitMriati: ardiala-drtlvlMK-tn _ blcBljU LaLlit tad tai-. rv-aonlme*'iMim ~~ -uUJca-BUli.. This 1s In LRSD Plan riuc*niMi in 1 rnrrt ia\nht ri.a.i -j-. 7 -hah \\\u0026lt;hiwA Hen -iit q-nn r--1-f T  I- - I V H - -1 - 4 -\u0026lt; kI\u0026gt; *- a- .1 C-^ruOlMIS. J-I (HrvrnI i.tl - ilii aK-iSI T lis- rT \".I n T.- -  *1 M \u0026lt;- l-i * \u0026gt;4 - M ** \u0026gt;a I -\u0026lt;.T hrwd'^v jo^ni'nr ri \u0026gt;M 4 4 IT \u0026lt;|b4K4*-b^\u0026lt;.*4-\u0026lt;- I .  -vnTOiK*ivrn|n T.itT-ni rnT'l------ m o o r j\u0026lt; al I f\u0026lt;i II . .Il  I *.\u0026lt;IN lUV*  I. o I r-.|aI.U (itlK.lul  I. I\u0026gt;ac 'luiu.ll* * ''!* * ' '\"4 '*  \u0026gt;\u0026gt; \"I . .II.-I I.. |....,,. 'I A*  ..I I' I , a 1.1.. MJICIlVfS siaiiim/ (CIIMIK iUK totfiiiioa IMIi OSI$ (SKMSiaU IH 1 MUJAl |U\u0026lt;I ___ ------------------------------------------------------------4M- _ ~ Jioa 4. jalaia il\u0026gt;. aUajMila- ------ \u0026gt;a ma* |I wliaal bmi- -------- - 4'u\u0026gt;U Ja*!* UI i\u0026lt;av. ---------aad-glUgaUaa---------- -U -tgiMlUr ___ JH 4JtL _______ tad .ralalad. aaorlca. JlktoU\u0026gt;- _... -Qiigalii|. (\u0026gt;S,Wk.vr\u0026lt;- aU-i.\u0026lt;ul4--- IUM LUU S ------ - pL i.U------- . l4iaalbu.-!u.fMM4uM - e4- - fxr\u0026gt; l(4 Ja------- anaI _ .4.- JtaiMaa(4 KManaa. 4(aaataUa at-4t- ------ data. Ul awani------ ------- I zpTsj.3 XmmI ua  o J 4* I I I .wMtTKxicvb*-- iMiMinnlM- - - JLitfJ Iw UtuiiwtK-. --------Aimil----... g. turrlculiM tAMd --- Amaiaaal - ____ - n^n ii\u0026lt; jlkab\u0026lt; --- -otn^ng- ----- rrf\u0026lt;nBl\"l\u0026lt;aUrH\u0026lt;air' ~ ---------- XUllJhK.kj\u0026lt;Jbml JUa-li- ol--------t*\u0026lt;nh\u0026lt;' -aa*-Frace-- ---dMa A\u0026gt;BaU^ JlaiA fc. Aa---- A--- a  L \" _ trtjnwrf\" -.-fwT kuhw   This Is in LRSD Plan 4// zr\nziiiizzz: . -IVU ------- cassloii*. 1S-- IsadaMB - - 41,IXJQ -(laal. - - ----------  aonauUaa^ - --tl.lMO---------- -SI a -Br) a Hand - n f. i(*nL - - 4K*.al Mmi- Xaisull\u0026lt;H T UW aUUI\u0026lt;--LU-LU.. U...LU.. luIl t.L.U-pLu.(ja uL .JU uu tku. OerraTe- br anr - ri-i AHalewl^lu- k a*!** rtt-K .. Tly fiKHrrd-s-.n.- h *? ~ I nrtt*FHH-tce Inrrr.i^wt-kiooh^.r Tit 'Itif* 3*    **Vw |-r^a, . V r I'Tt'i t-T 7* I J JI J J \u0026lt;1 I ru 1 II. Ml UH lUlt Pi lit Im %  - * LIm jii' til'Ir.li iU 1 ***2?.ffj - . _   * *11 I t     ! I .1 I-  \u0026gt;1 I MJ(ciir$ AdIVIIIIl (ciiMiw\nOAII (onruiioa Mil {OSIS anroMMaii iii I At u* I lUM .raMla4fMt-bra~'--.*------- .dlUUI-asaaKwrtt\u0026lt;*ctw*-  a IVI sa l Mt-a-|\u0026gt;t ataard ~ ~ ~ . agsada aad aUtd dwikn  \"IBT --txtablliircaaaH'InKy-iM - -*Maa-sf-asaMtBtttH------aMgolag (*\u0026lt;-------------- h\noui----------------nnenojf'-siJ-rnrtifir r I? 70 m U3 .. } n\u0026gt; o 4:a I-* cn IMO ---\"wnMn^ -\"vataaUa* last twats -EraabiTTr  TTF\"ihMmrrIrx^rMrn'^Tnrda .-Ji aass iUMtlag sastsi -OttgoJa^' ^V^VWWW* - liirtraMtsrad-fur'  ---S 1V*I-.---------- ---- ----------------a- atltnVgnlng. ------- -M-am-MiaM^aa ------- This is in LRSD Plan JtUas4ts/------- -Coot il bw tot S--  ***\"\u0026lt;---------------ri'titrli\u0026lt;- OigolnK-I I I I I I run ** il.li- Hiki |i I. laBdliBBil lAada  I I * t MJKIIVU )l*liCIIS/ (IIIIIU -^rrtnd. JiNullffBCUi------ -\u0026lt;r-l\\rrd--4AMaH\u0026lt;------- ------- -lilacBllfln-- rrnCcr'Ty bJja^luiUa*l.S**Bly l_a\u0026gt;B4c. \u0026lt;4. Umw 41)1- \u0026gt;Ub -Ti-U* tragf 4a.tM untiT'awiiltnt-hr'BiiRritlc- - I M I * ! M . aiCIIMINC PAIt '9/n- \u0026lt;lA-a(*i^a utf IXIi i ajuulg-dlwMLp|*4aUai. -_b. --li\u0026lt; wrtalraHttR  xrrnl-^rt m\u0026gt;* Hfcn Kir* disirtcl wlilr rvrior iMtr-JUl-  irj JL ti|i. 4 wad H 4(xrtat. 4i|f4LUia4\u0026lt;lr\u0026gt;Lr -. -VX-- idl4- lBaMd4ly-4Ml----ArlMiisM-Act-MUr - - \u0026lt;1-mI-rml- SvLaII'SU__________ - -lr|il4M'lmT - Clear _ X U. HClltflMOlktoA. law iiM'MUMMar lB\u0026gt;-|irn*l\u0026lt;lr -MUalBce - - norf BimrAKr iiui' Aarr*' ..jnlJvtuw-ebMilr .. 4-4-Widiai1r __JkhcjU4Ul(l.itaULl\u0026lt;----- initEdUr taWOepdr - -viMa W- (aOnl-Mtl - .jMcbvaHm.______ \u0026gt;70m This is in LRSD Plan o CO HI I I .  fUMPIIIIOII OAK . .4au.(K. lOSIS I I ((SPOM'.IBII III 1 I . I 1.1 I Ai u*\nI'.ii I 4McL\u0026lt;ir-aL S\u0026lt;\u0026lt; Lvl- - -. UBiLJbfcU_i.UJLi\nA_u.l-l- n-U - JdlC^LUMI. SofmiMur*- -Olmlprlr unJc-dhtL MJirj v. . LoJJwaii-*^J_ijIbsJ-doli-u4__ i-ac-ial- - - -Sixrlal' f AririwThrtiii i- - 4Uwi*ivoL iSaJmmjU. . bliTLCiB r.ujj 1 U4xKb J. Llw- p J J^cumaurJ__ 6(\u0026gt;rrvHon-u(. viu luUjirc JuL I I 1 jfl d d a^a 8^ JBl' .1*11 M II,, .nil I IHI I Ihl I ! \u0026gt; |n4| I \u0026gt;14 I !* .|MM . lIll** OIJUIIVIS MBAIICIIS/ BIIIVHIH DAK (OM'll HON OAK (OMS BlSFMi'.iail in I I r  I- . .1 I.I I I I JAt UAI |g:i -UZU. .Uvuluuu ^ilacnnil _*ln LlJiRi''. jMfe. Im. Jb*. I4kx -t\u0026lt;(-l*k 14\u0026lt;v AKnn -InAnil - -U - liOkt il-ill__________- iuamL 14 otj-'id J _______________________\n_W(.iaU- L'i'i'i'Jt L'i'.' Tier WMtIII' Jmk..----- -XT \"ttMllBr-Ihr pracon -va* a\u0026lt;im 1 i \u0026gt;11(11-. MlMvIr ! k)Xi I Ol m This Is in LRSD Plan I 2n\u0026gt; ' I o .0U hr 1 - Air \"arpTTC hrtrtr MrM-hw - . - pcliuxi-Juurl------- I I I I . .ll I II... M I *! ', -ai \u0026gt; .1.1. Hi......... I  Ik IHa- I -fill y IK 1(11 Iki |\u0026lt;iiiI liku II IXI 1'1 K41 MJKiivn M*iiim/ Adiiiim  Mil nil HIHH '\u0026lt;l b  . .. ..I . I  \u0026gt;.11. - - ** a.'. Uk-vMdt-JUiLoilJaib vlmc. -*llnr.tl4iaw. - - - .llBr-- - ------- - - - -o XI 01 m ua  T o C42T::l* LO tn lir.lWIING Mil .UM -4j| ?l^*J-**''***^**'------ w: \u0026lt; Ml r RV** 4.-HrIt*-1^*1 ------------ .. X-aiurrU.--.- ~ V. \"viMirfH^rrM 1---------------------------- ------- \".7 TVlAkrif BWt- 1------ --Wt M*'Shrirti.-MpbH - llfaliTMTnicr ~ -amt*-mM-lantn*- -__liwtl Mllltadolaiiii _ -iwM*\u0026lt;-aaM------ -*wtifBrr\u0026gt;nn0i  -It - This Is in LRSD Plan (ItVIHION OAK (QMS jriLS*.-------- --------------------------- -\u0026lt;kah----------- --t*\n(na -AtlHot' Isruii'.iiii III . ..I\u0026gt;4 \u0026gt;mwMi| . ~ Iikical iii  IVbf/iloT\nI 1*111*4- 1 :,-r.r li' -*.'1 U  ill Bl I I * .. - -\"I-rr.T.n-.n __ I  I rr aim UMeX-l Rrjair hn|-- - --\u0026lt;itiiM|-O(l M-c-Stu! I--  I -|1.- D JO  I * I  Ml I ru I ii I .I'\n'A' 1*1* ft'^l*****'* lull* ! * I \u0026lt; ' .Im ............... .iHfHMvoi .rt.iui \" \u0026lt;..i iK . i.. .. I I . . . .1 I I. MJUiivn MoallCIIW AlllnllKS ICHNHNC 0*11 COMBI 11 ION BAK (OSI$ DlSPOiiSIBII III I MtUAI I'll* \"nki l rmi rr'jr(JT ----- \u0026lt;,lnrtrciirtirr-- Wia* \u0026gt;4Hec1er hlrw iiri SibT Ann aG XTi(T,mr\\ I kt I I ^JlecJ l\u0026lt;ir-i|ir\u0026gt;.k4.iio*Ro 4 Jwa J  -I* - -------h\u0026gt;tBl-opNUI-iu*ot-i\u0026gt;* - JbUHRh - --M4w4tan-a(- ImMWOtJWy .OM4 f|*N 4 1*1 r jwJ cxJ a to. BuJ.- -imff+IrT-.-------- - -M-  - Iw^aX-talcHaM-aM- -MfrOM--- -44M*tr nw.-Aa-h*atU' t~ -isBiinrf Mftr woz  - -J/M . _(m k. I KM . daano^' --W/OT .MitiUn. Ma4(4 Jo Jax ptnin/wJciKe-Uw-------- a^thiM^twirnrrtiw \" Mnii11  Hrr -\u0026lt;k\u0026lt;ah\u0026lt;' lliA.-ttK* 'Su(rvtTiin S|\u0026gt;n. Col.blucal JivL _ Cowl tier 'S|ir hrl'tikrafimi .GotUJc. hrtnetfiok I I l*fir\u0026lt;K^-if nt n-y-iit\" tii^i r.i t r-T * i in LRSD Plan za m o lO cn .II*  II I ri I rHi *111   *M* \u0026lt;1 !* '.! . 11. Ir j. Uaa.uu.U |kiUA4 j MJHIinS t I* I MRAIICin/ Adimiiii a( Cl Ml IMG OAK (UNrilllM ItAK (OMS I -o XI . cu m\nlo  I o cn \"rAi 1 -.-.jiaucMUMlJKmIsuJ. -----mw-aiHf-!*/ItJlr\n----T-****^'!***\"!*-------\u0026lt;*\u0026lt; __UatLljv.tUrXlM.. _ Ml-tMMWBrt** \"UM ~ ' ----------U-aalwIata/^toUcn- k. Aikvtall4a4K-- _IjuubM-of-MUflab ______tJiA/*U|MniL _ This Is in LRSD Plan -- -i*wtW --H\nl- -iheoo- Bol oaa Gi^ msroii'.ieii III SrTKnrv  \" - . JULiX Lur. Trtr TMfrT- **i* f . I  .  .1 i.t  I Ai UAI ic:i I *. r.n Tiivs n T. y A n n r\u0026lt; m rn l-w^ls Raxl t Alni rry-of-T-is Mmim - Mal-U|^4 *-- IVOCATIONAL EDUCATION al Plan 1989 IW^ (Year) on Responsible Vocational Directors\nTo improve articulation/offerings of PCSSD. LRSD, and NLRSD  Set\" Division Pregrem/Aret Instruction Vocatinnal OBJECTIVES STRATEGIES/ ACTIVITIES BEG I Nii I NG DATE CCMPLETICN CATE COSTS RESPCNSIBILITT evaluation mprove articulation of tional programs. 1 Attend each other's advisory council meetings 1983 - 1989 Ongoing Each Vocational Director Actual attendance ove recruitment of tents into Metropolitan ech Review course offerings 1980 - 1989 Annually  -1909 None Vocational Directors 2. ! Offer Open Houses Student Brochures Employment Fair 1988 - 1989 - 1990 1989 1990 Annually -1989 . Completion Activity of $200 Vocational Directors .. Annually. -1998 Completion Activi ty of $250 Vocational Directors Annually -1998- Completion Activity of $250 Vocational Directors Completion Activity of I I I IJiSD DESEGREGATION PLAN DIPITMENTATIO lELIlJE *EA JocatJonal-------------------------------------------------- oal\nTo improve cooperation among vocational departments in PCSSD, LRSD. atid NLRSD JECriVES STRAITEIK/ACrrVITI L student meetings Conduct monthly meetings among vocational directors BEGINNING DATE Monthly Septei)iber-}2 Oeteber-H November-15 Beeember-11 ENDING BATE P-QSP-Lqs REsroNSiniLnY Each director will attend IVAIJJATION Minute^ of_ Meetings . Share Information 4_J It Share applicant pool When new courses Ongoing . Conmon Course Description \u0026lt;o \u0026gt;f\u0026gt; 4.2 5.1 2t Consult each other concerning new course offerings Review course offerings and course descriptons for differences arise January 1989 February 1989 Ongoing Each student will attend Each Director will attend Ddcumentation Documentation Documentation GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should wilT^meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are\n41. college recruitment practices and their impact on minority applicants. 2, minority scholarships and financial aid, 3 . parent education in terms of student opportunities, iA. employment for students entering the working world directly after high school. 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the multidistricts include: 1, increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college, 3. increased enrollment of minority students in advanced and AP classes, Re: 01800 Page 469 4 . earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented students,-with atandagdiaed teat data as a key idant-ification cgitogion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which iensures that the records of students transferring among the districts. including the NLKSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which Re: 01800, 01801 Page 470students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and testing cruidance should result in additional education and career advantages for minority students. Pho responsibility fop the foregoing cooperative efforts roots with the Coordinator of Counaoling Services. Re\n01801 Page 471 PARENT INVOLVEMENT/COMMUNITY LINKAGES TRI-DISTRICT COLLABORATION PLAN Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are a variety of approaches and specific activities that can be effective in promoting support and involvement in desegregated schools. Re: 01802 Page 472The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs, as well as developing new additional designed to facilitate substantive involvement and programs cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include: A. Develop parent involvement/support activities which facilitate the teaching-learning process: 1. Establish a Parents in Learning Program, a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, \"Just Say No,\" and HIPPY\n2. Provide workshops for parents on such topics as discipline, learning aids, study skills. academic tutoring, etc.\n3. Parents and staff work cooperatively to develop strategies to encourage positive home learning\n4. Each school will establish a teacher/parent committee to design and implement schoolbased activities\n5. Promote multi-ethnic in-school parent/teacher committees\nRe: 01802, 01803 Page 4736. Develop and expand the parent volunteer programs\na. Encourage all parents to become an active member of a parent involvement program\nB. b. Recruit prospective committee members from diversified communities including retired teachers and community leaders\nUtilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools\n3 . Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organizations to encourage positive media coverage\nb. Designate a contact person at each local school to report to an established information center\nRe: 01803, 01804 Page 474* C. D. c. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers\nEncourage community-wide multi-ethnic citizen/ parent/teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi- district level committees which are racially. geographically and socio-economically representative to provide input and feedback on the operations of the schools and the districts\nWork with the Chamber of Commerce Committee on Education on its advocacy for public school activities\n1. 2. 3. Expand the school/business partnerships\nHave a multi-district event to honor business partners in public schools\nEncourage the Chamber to continue existing programs such as the teacher appreciation rally and the Excellence in Education Awards for educators and students. Special needs' will be addressed in each school district's desegregation plan ** Participation and programs are contingent on additional staffing and funds in PCSSD Re: 01804, 01805 Page 475PUBLIC RELATIONS SUMMARY AND RECOMMENDATIONS Public relations describes the process by which schools and the community achieye awareness, understanding, and confidence through communication, shared experiences, and a history of fulfilled promises. Deseorecration will succeed only so far as the community supports and participates in it. Therefore, creating an understanding of desegregation as a preferred way of 1lying together and teaching our children, and marketing the programs which support desegregation, is the basic function of public relations as a means to achieyjng support of the public schools. Highlights of the recommendations of parents are as follows: The public relations programs and strategies currently employed by the districts are approyed for continuation but with the addition of certain approaches which haye been suggested by parents. The districts will search for ways to increase the number of staff who are responsible for public relations programs. Emphasis must be placed on the accomplishments of the schools and educating the community about the yarious features of the desegregation plan. The districts will cooperate to form a media coalition as a communication and adyisory link with the local media. Innoyative ways must be deyjsed to communicate with citizens who are difficult to reach. Each district will establish a school communication network which will feature a communications coordinator at each building. Outreach into the community must be energetic and ongoing, including fresh and creatjye ways to Page 476 promote the public schools, and boost employee morale and job satisfaction. Staff, students, and parents must be prepared with information and skills so they can serve as positive ambassadors for the schools. Communication channels between school-based personnel, district leadership, and the community must be established and maintained. The districts will demonstrate dependability and inteqrity by faithfully includinq, informing, and communication with the community. Great emphasis is to be placed on the continued involvement of the community in all facets of the deseqreqation process. The link between the schools and the business community is to be strengthened through active and visible support of the school-business partnership programs and by further involving members of the . business community in various wavs in the districts. Toqether, and with the participation of the Chambers of Commerce and business community, the districts will launch a massive public relations campaiqn to herald the beqinninq of the school year. INTRODUCTION Parents and professionals who studied the public relations plans of the Pulaski County school districts illustrated their conviction about the central importance of public relations to the desecrecation effort by quoting, in their report, the director of the National School Public Relations Association: Buildinq and maintaininq public confidence in education is the most important sinqle task we face. The effort requires that educators develop sophisticated understandinq of the school district public relations process, which is a complex. demandinq one. It serves in many respects as the conscience of the school district: winninq support from internal and external publics alike by Page 477demanding the kind of responsible institutional behavior that commands public support. People tend to avoid, fear, or dismiss altogether that which is unfamiliar or which they do not understand. A community well-informed about its schools, and their desegregation, is more willing to place confidence in them and to participate in various aspects of desegregation- related initiatives and activities. Public relations aims toward achieving and sustaining public support and involvement by bonding the schools and community in a mutually beneficial and respectful relationship. one characterized by openness and responsiveness, accuracy and honesty, reliability and responsibility. Public relations is not the mere act of publishing or publicizing data. Rather, it is the process of achieving awareness. understanding and, ultimately, trust through communication and shared experiences. As we work toward public understanding and confidence in the desegregation plans, it is important to acknowledge that a major component of all public relations is marketing. A well-known dynamic at work in the products and services we purchase in our day-to-dav lives, selling is seldom considered in relation to our schools because we tend not to see schools in a commercial light. After all, public schools employ professionals, not salespersons, and they impart knowledge, not manufacture a product, nor are fees exacted. Somehow, it's deemed inappropriate to equate schools with business. Page 478However, the inescapable facts make the business metaphor entirely applicable and accurate\npublic schools deliver a service (education) to clients (children) for a price (tax dollars). Public schools are in competition with each other and with private schools and they must achieve a competitive edge to capture an adequate market share for survival. Schools must convince their shareholders (the public) that they provide a reasonable return on investment and their employees that there is adequate revenue stream to insure salaries. Schools must innovate and improve throuqh research and development. They must develop an attractive  image and quality packaqinq which they aqqressivelv promote. and they must supply service after the sale to maintain satisfied customers who keep cominq back for more. Clearly, our schools are in the business of providinq educational service to our community. And we must be about that business of service not as servitude, but as the ~iob of providinq the high quality, equitable, and child- and communitv-centered manaqement that will most quickly and surely take us to meet our deseqreqation qoals. If we do not do that lob well, neither the community, nor the courts. will tolerate our failure. For the school districts in Pulaski County, the great challenge of public relations is largely a matter of regaining community confidence and support in order to undergird the desegregation process. It also includes teaching the community to understand desegregation not as a \"body count. but as a fundamental transformation in the way Page 479we live our lives and teach our children. just as basic to educational excellence as any technology, materials. programs, or human resources that might ordinarily be itemized on the tab of public education. The plans presented to the Metropolitan Supervisor by the school districts and the parent committees reflect a solid understanding of the critical connection between desegregation and public relations. The plans also contain excellent goals, ideas, practices, and proposals which, when implemented, promise to rebuild the bridge of trust between the schools and the community. RECOMMENDATIONS The specific public relations goals and obiectives of the Pulaski County Special School District, North Little Rock School District and Little Rock School District desegregation plans presented to the Metropolitan Supervisor fDecember 1, 1989) were approved for implementation or continuation. However, these plans are to be supplemented or augmented by the excellent suggestions offered by parents and teachers. Specifically the districts will\nContinue to embrace public relations as basic to successful desegregation. They will allot sufficient financial and human resources to effectively support the communication and involvement activities, training, and specialized programs or approaches to public relations which are reguired. a. The professionals responsible for public relations in all three districts are doing an admirable job, but desperately need more hejp. Therefore, the districts will work to find ways to augment the number of professional staff. Page 480b. Staff will identify various public relations functions or office tasks which might be performed by trained volunteers. ___________________They will work with the school volunteer programs to recruit volunteers to help, looking to business partners, retirees, parents, college students, and others. 2 . Utilize public relations programs and avenues to educate all publics to all aspects of the desegregation plan, stressing such special features as magnet schools, attendance options, early childhood education programs, extended daycare, etc. Careful consideration will be given to the marketing suggestions made by parents in the Early Childhood Education section of this plan. 3 . Continue to disseminate public information in wavs the districts customarily employ, paving careful attention to guality, accuracy, and positive tone. a. Communications will include such means as district-wide and community newsletters, informational brochures and fliers, school calendars, public service announcements, press releases, and news conferences, etc. Special emphasis must continue to be placed on the districts' achievements and positive events and activities. b. c. d. Each district, each school, and those programs or departments which have broad contact with staff or parents will produce a newsletter to communicate positive news, discuss issues, and highlight the accomplishments of students, staff, and volunteers. The districts will cooperate in seeking to form a media coalition consisting of representatives from the local newspapers and other publications, cable and public television stations, radio stations and/or the Central Arkansas Radio Broadcasters Association, and other media groups. The superintendents will hold regular roundtable discussions with this group to build a relationship of understanding, share information, and discuss issues and concerns. This coalition will also serve as a source of advice on public relations matters. The district should seek a commitment from the media to provide prime-time placement of Page 481 public service announcements about the schools and features of the desegregation plan. 4 . Devise innovative ways to communicate with the public who are hard to reach through routine methods: the illiterate or semi-literate educationally or socio-economicallv disadvantaged, hearing, visually or physically impaired or those who rarely participate in school-related activities. One parent committee was particularly concerned about this problem and suggested: 5. a. b. c. d. e. Consider developing an audio tape or record (i.e. \"rap) which can communicate messages about the schools, special programs, and opportunities. developing the rap. Students could participate in A concert might be given along the lines of the successful fl Farm Aid\" or \"Anti-apartheid concerts as an awareness activity, concert could be taped and aired on television and radio. The II Consider a regular newspaper feature such as comic strip, simple language editorial. or guestion-and-answer column that deals with school programs and issues. A play could be written and produced by students for staging in churches, community centers, and businesses to promote awareness. A \"Desegregation Awareness\" week, similar to that of the \"Just Say No to Drugs\" campaign could be the focus for various awareness activities. Establish a school communication network to assure an accurate and ongoing flow of information. a. Identify a \"communications coordinator\" in each building. This individual could be a staff member, parent, student, or volunteer. b. The coordinator will be designated by the principal with input into the selection process from school staff and parents. c. Especially in large schools, the coordinator may wish to recruit other individuals, including staff, students, parents, and volunteers, to form a team to assist with the communication network. Page 4826. 7. d. e. The coordinators will receive regular communications regarding district activities and will assist in gathering and disseminating news from the schools. Training and any necessary resources will be provided for the coordinators to enable them to be effective in their jobs. Outreach into the community will be broad, energetic, consistent, and include\na. b. c. Regular dissemination of information to key community leaders and opinion makers including parents, church leaders, retired educators, elected\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_580","title":"Program evaluation","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":["2004-01/2005-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational law and legislation"],"dcterms_title":["Program evaluation"],"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/580"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["66 pages"],"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\nMemorandum of Understanding This Memorandum of Understanding (hereinafter MOU), effective the seventeenth day of October 2005 (hereinafter the Effective Date ), is entered into by and between James S. Catterall (hereinafter Evaluator), Graduate School of Education \u0026amp; Information Studies, University of California, Los Angeles, CA 90024, and Little Rock School District (hereinafter Sponsor), whose offices are located at 810 West Markham Street, Little Rock, AR 72201. WITNESSETH WHEREAS, Sponsor, to comply with the June 30, 2004 Memorandum Opinion by the United States District Court for the Eastern District of Arkansas, Little Rock Division, and Program Evaluation Standards, will hire outside consultants to prepare formal, step-two evaluations\nand W HEREAS, Evaluator possesses unique knowledge and experience relating to such formal step-two evaluations and Program Evaluation Standards\nNOW, THEREFORE, in consideration of the premises and the mutual covenants and conditions ' hereinafter recited, the Sponsor and Evaluator do hereby agree as follows: 1. Definitions For purposes of this MOU, the following definitions apply: 1.1 Compliance Remedy shall mean the entire June 30, 2004 Memorandum Opinion by the United States District Court for the Eastern District of Arkansas, Little Rock Division in Little Rock School District v. Pulaski County Special School District No. I et al., Mrs. Lorene Joshua et al. and Katherine Knight et al. Intervenors (Exhibit A). 1.2 MOU Period shall mean the period commencing on the Effective Date of this MOU and terminating on October 31, 2006. The tenn of this MOU may be extended by the mutual written consent of the duly authorized representatives of Evaluator and Sponsor. 1.3 Formal step-two evaluation (hereinafter Evaluation) shall mean a summative evaluation of Sponsors A+ Program (hereinafter A+) program conducted by the Evaluator according to the Sponsors Comprehensive Program Assessment Process and described more fully in Exhibit B, which is incorporated herein by reference. Evaluation ascertains particularly performance of African-American students. 1.4 Comprehensive Program Assessment Process (Exhibit B) shall mean the process required by the Compliance Remedy, adopted by Sponsors Board of Directors on December 16, 2004, and incorporated as Appendix B in the first quarterly written update by the Sponsor to the Office of Desegregation Monitoring and Joshua, December 1,2004. 1.5 with this MOU. Evaluation Funds shall mean those funds paid by the Sponsor to the Evaluator in accordance 1.6 Evaluation Team shall mean the Evaluator and any personnel under the Evaluators direction and control who are supported in whole or in part by the Evaluation Funds.1.7 Planning, Research, and Evaluation (hereinafter PRE) shall mean Sponsors department who shall represent the Sponsor and oversee the Evaluation. 1.8 Proprietary Information shall mean any data, information, concepts, routines, artwork, design work, advertising copy, specifications, or improvement that is commercially valuable\nnot generally available to or known in the industry\nand belonging to Evaluator. Proprietary Information shall not include information which: (a) is or becomes a part of the public domain through no act or omission of the receiving party\n(b) was in the receiving party's lawful possession prior to the disclosure and had not been obtained by the receiving party either directly or indirectly from the disclosing party\n(c) is lawfully disclosed to the receiving party by a third party without restriction on disclosure\n(d) is independently developed by the receiving party\nor (e) is disclosed by operation of law. 1.9 Confidential Infonnation shall mean data or information related to the identities of individuals such as Sponsors students, teachers, administrators including PRE, or Board of Directors\nguardians or relatives of such students\ncommunity members\nor any other individuals related to the Evaluation. 2. Evaluation 2.1 2.2 During the MOU Period, the Evaluator shall conduct an Evaluation of Sponsors A+ on behalf of Sponsor in accordance with the Compliance Remedy (Exhibit A), within the mutually agreed schedule (Exhibit C), and substantially in accordance with the terms and conditions of this MOU. The Evaluations name is A+. 3. Payments 3.1 3.1.1 3.1.2 3.1.3 Sponsor shall pay Evaluator the Evaluation Funds in the following manner: Amount: Rate: Travel: 3.1.3 3.1.4 To be Paid: Invoices: Not to exceed Forty-five Thousand dollars (US $45,000.00). $1,500 per day for effort, plus travel expenses. Travel expenses for travel between Los Angeles, CA and Little Rock, AR including Little Rock accommodations and meals not to exceed $6,000.00 (economy class airfare only). Upon invoice for effort (days) expended, stated in invoice. Shall state days of effort. 3.2 Payee Taxpayer ID Address: Payments under the terms of this MOU shall be made by check payable to: James S. Catterall 141-38-3478 120 N. Topanga Canyon Blvd., Suite 203 Topanga, CA 90290 3.3 Anything herein to the contrary notwithstanding, should this MOU terminate early pursuant to Article 8 herein, Evaluator and Sponsor shall agree upon the estimate of the percentage of completeness of the Evaluators sendees rendered hereunder as of the date such notice is given. The Sponsor shall pay the Evaluator a pro rata fee based upon the agreed estimated percentage of completion such that payment will at least include all project costs incurred by Evaluator prior to the date of early termination. 10/17/05 24. Non-Exclusivity and Disclosure Nothing in this MOU shall be construed to limit the freedom of the Evaluator to engage in similar research performed independently under other grants, contracts, or agreements with parties other than Sponsor. If the Evaluator undertakes any research or evaluation that uses data from this Evaluation, Evaluator shall disclose such research or evaluation to PRE. 5. Publication and Disclosure The Evaluator shall have the right to present at symposia and national or regional professional meetings, and to publish in scientific or other publications, the results of the Evaluations conducted under this MOU. Evaluator agrees to make such publication(s) conveniently available to PRE. 6. Confidentiality and Non-Disclosure The Sponsor and Evaluator expressly acknowledge that Evaluator may need to provide to Sponsor information that Evaluator considers to be Proprietary Information. Sponsor agrees to hold Proprietary Information in strict confidence during the term of this MOU and for a period of two years after the tennination or expiration of this MOU except as required by law. Similarly, the Evaluator shall protect Confidential Information and prevent its disclosure in any manner, except as required by law. Not later than two years after the termination or expiration of this MOU, Evaluator shall destroy all Confidential Information or return it to Sponsor. 7. Ownership and Patents The Evaluator shall have sole and exclusive ownership rights to any intellectual property, including but not limited to copyrights and/or inventions of a product, device, process, or method, whether patentable or unpatentable (an Invention), deriving from the Evaluators efforts, exclusive of any data or information, arising out of the Evaluation. Data or information furnished to Evaluator by Sponsor shall remain the property of the Sponsor. 8. Termination This MOU shall remain in effect for the MOU Period unless extended in accordance with the terms of this MOU, as set forth in Section 1.2. In the event that either Evaluator or Sponsor shall be in default of any of its obligations under this MOU and shall fail to remedy such default within thirty (30) days after receipt of written notice thereof, the party not in default shall have the option of canceling this MOU by giving thirty (30) days written notice of termination to the other party. Termination of this Agreement shall not affect the rights and obligations of the parties, which shall have accrued prior to termination. No tennination of this MOU, however effectuated, shall release either party from its rights and obligations under Articles 3 through 17 herein. 3 10/17/059. Indemnification Sponsor agrees to defend, indemnify, and hold harmless the Evaluator and its officers and employees (all such parties are hereinafter referred to collectively as the Indemnified Parties) from and against any and all liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including reasonable attorneys fees and court costs) arising directly or indirectly out of the Evaluation or the design, manufacture, sale or use of any embodiment or manifestation of the Evaluation, regardless of whether any and all such liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including attorneys fees and court costs) arise in whole or in part from the negligence of any of the Indemnified Parties. Notwithstanding the foregoing. Sponsor will not be responsible for indemnification of Evaluator pursuant to this Article 9 for any liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including attorneys fees and court costs) which arise solely from: (a) the gross negligence or intentional misconduct of Evaluator or (b) actions by Evaluator in violation of applicable laws or regulations (c) violations of this MOU. or The Sponsor agrees to provide a diligent defense against any and all liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including attorneys fees and court costs), brought against the Indemnified Parties with respect to the subject of the indemnity contained in this Article 9, whether such claims or actions are rightfully or wrongfully brought or filed. Evaluator shall be indemnified by Sponsor after Evaluator has completed the following: (a) within a reasonable time after receipt of notice of any and all liability, claims, lawsuits losses, demands, damages, costs, and expenses, or after the commencement of any action, suit, or proceeding giving rise to the right of indemnification, notify Sponsor, in writing, of said liability, claims, lawsuits, losses, demands, damages, costs, and expenses and send to the Sponsor a copy of all papers serv'ed on the Indemnified Party\nand (b) allow Sponsor to retain control of any such liability, claims, lawsuits, losses, demands, damages, costs, and expenses, including the right to make any settlement. 10. Independent Contractors Sponsor and Evaluator shall act as independent parties, and nothing contained in this MOU shall be construed or implied to create an agency or partnership. Neither Sponsor nor Evaluator shall have the authority to contract or incur expenses on behalf of the other except as may be expressly authorized by collateral written agreements. No member of the Evaluation Team shall be deemed to be an employee of Sponsor. 11. Use of Evaluator Name The use by either Sponsor or Evaluator of the others name or any other names, insignia, symbol(s), or logotypes associated with the other party or any variant or variants thereof in advertising, publicity, or other promotional activities is expressly prohibited, unless required by law or the other party provides written consent. 4 10/17/0512. Severability If any one or more of the provisions of this MOU shall be held to be invalid, illegal, or unenforceable, the validity, legality, or enforceability of the remaining provisions of this MOU shall not in any way be affected or impaired thereby. 13. Waiver The failure of any party hereto to insist upon strict perfonnance of any provision of this MOU or to exercise any right hereunder will not constitute a waiver of that provision or right. This MOU shall not be effective until approved by Evaluator s President or his official designee. Whenever the consent or approval of the Evaluator is required or permitted hereunder, such consent or approval must be given by the Evaluators President or his official designee. 14. Notices Any notice or communication required or permitted to be given or made under this MOU by one of the parties hereto to the other shall be in writing and shall be deemed to have been sufficiently given or made for all purposes if mailed by certified mail, postage prepaid, return receipt requested, addressed to such other its respective address as follows: party at If to Sponsor: Karen DeJamette, Ph.D. Director, PRE Department Little Rock School District 810 West Markham Street Little Rock, AR 72201-1306 Phone (501) 447-3387, Fa.x (501) 447-7609 If to Evaluator: James S. Catterall, Ph.D. Research and Evaluation Office 120 N. Topanga Canyon Blvd. Suite 203 Topanga, CA 90290 15. Assignment Neither Sponsor nor Evaluator shall assign its rights or obligations under this MOU without the prior written consent of the other party. 5 10/17/0516. Entirety This MOU represents the entire agreement of Sponsor and Evaluator, and it expressly supersedes all previous written and oral communications between them. Neither Sponsor nor Evaluator was induced to enter into this Agreement by any statements or representations not contained in this MOU. This MOU may be modified only by written amendment executed by the Sponsor and the Evaluator. 17. Headings The headings of sections and subsections, if any, to the extent used herein are for convenience and reference only and in no way define, limit, or describe the scope or intent of any provision hereof, and therefore shall not be used in construing or interpreting the provisions hereof. IN WITNESS WHEREOF, Sponsor and Evaluator have caused this MOU to be executed in duplicate counterpart original by their duly authorized representatives to be effective as of the Effective Date. By: SPONSOR Signature Darral Paradis, Director Procurement Department Little Rock School District By: EVALUATOR Signe lure James S/catterall, Ph. D. Ic' ''/v-o 0 17-^ ao L\u0026gt; Date Date 6 10/17/05 Exhibit A COMPLIANCE REMEDY The Memorandum Opinion by the United States District Court for the Eastern District of Arkansas, Little Rock Division in Little Rock School District v. Pulaski County Special School District No. 1 et al., Mrs. Lorene Joshua et al. and Katherine Knight et al. Intervenors, is incorporated here by reference. Evaluator has a copy. 7 10/17/05Exhibit B COMPREHENSIVE PROGRAM ASSESSMENT PROCESS Little Rock School District 8 10/17/05LITTLE ROCK SCHOOL DISTRICT NEPNCODE: IL-R COMPREHENSIVE PROGRAM ASSESSMENT PROCESS Comprehensive Program Assessment Process Purpose The purpose of these regulations is to provide guidance in the appraisal of programs and to comply w'ith requirements of the US District Court for the Eastern District. They do not necessarily apply to grant-funded programs if the funding source requires other procedures and provides resources for a required evaluation. Criteria for Program Evaluations Policy IL specifies that the evaluations of programs approved in its Board-approved Program Evaluation Agenda will be conducted according to the standards developed by the Joint Committee on Standards for Educational Evaluation. (See Joint Committee on Standards for Educational Evaluation, James R. Sanders, Chair (1994). The Program Evaluation Standards, 2^ Edition: How io Assess Evaluations of Educational Programs. Thousand Oaks, CA: Sage Publications.) There are four attributes of an evaluation:  Utility(U) -evaluations are informative, timely, and influential  Feasibility (F) -evaluations must be operable in the natural setting and must not consume more resources than necessary  Propriety (P) - rights of individuals must be protected  Accuracy(A) -evaluations should produce sound information Prospective, controlled, summative evaluations are at one end of a spectrum of activities that review District operations. Other activities m this continuum include formative and less formal and rigorous evaluations, regular and occasional assessments, and fast or brief snapshots . As rigor and formality diminish along the range of reviews, fewcr standards apply. Examples of how the standards apply are found following table, adapted from The Program Evaluaiion Standards, pages 18 and 19: Checklist for Applying the Standards The reader should interpret the information provided in this table with reference both to the Standards (cited above) and the peculiar circumstances of given program reviews. Double plus signs (++) indicate that standards are fully addressed. Single pluses (+) mean that the standard is a concern but not necessarily fully addressed, and zeros (0) point to standards not usually' applicable. Not all summative evaluation will fully satisfy cs'ery standard, and other examples may observe more standards than indicated here. Note, however, that all reviews fully observe human rights and impartial reports 9 10/17/05LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IL-R Checklist of Evaluation Standards for Examples of Program Reviews Standard____________________ Ul Stakeholder Identification U2 Evaluator Credibility U3 Information Scope \u0026amp; Selection U4 Values Identification U5 Report Clarity U6 Report Timeliness \u0026amp; Dissemination U7 Evaluation Impact Fl Practical Procedures F2 Political Viability F3 Cost Effectiveness Pl Service Orientation P2 Formal Agreements P3 Rights of Human Subjects P4 Human Interaction P5 Complete \u0026amp; Fair Assessment P6 Disclosure of Findings P7 Conflict of Interest P8 Fiscal Responsibility Al Program Documentation A2 Context Analysis A3 Described Purposes and Procedures A4 Defensible Information Sources A5 Valid Information A6 Reliable Information A7 Systematic Information A8 Analysis of Quantitative Data A9 Analysis of Qualitative Data A10 Justified Conclusions AI 1 Impartial Reporting A12 Meta-evaluation Summative evaluations F + -h-F -F-t- F-F -F-F -F+ -F-F -F-F -F-F -F-F -F-F -F-F F-F ++ 10 Informal Assessments 0 -F -F-F -F -F -F T\" + -F + -F -F-F -F ++ + -F -F -F-F -l-t- (j Formative Assessments (School Portfolios)  -F -F -F -F -F T -F + \"o' 0 -F + V F + + + F F T\" F F 0 Snapshots 0 0 -F -F -F 0 -F V -F + V -F -F V 0 -F -F -F -F -F -F -F + -F-F + 10/17/05LITTLE ROCK SCHOOL DISTRICT NEPNCODE: IL-R Program Evaluation Procedures The following procedures are established for the evaluation of programs approved by the Board of Education in its annual Program Evaluation Agenda: 1. The Planning, Research, and Evaluation (PRE) Department will recommend to the Superintendent annually, before the budget for the coming year is proposed, the curriculum/instruction programs for comprehensive program evaluation. The recommendation will include d proposed budget, a description of other required resources, and an action plan for the completion of the reports. Criteria for the proposed agenda are as follows: A. Will the results of the evaluation influence decisions about the program? B. Will the evaluation be done in time to be useful? C. Will the program be significant enough to merit evaluation? (See Joseph S. Wholey, Harry P. Hatry\nand Kathryn Newcomer (1994). Handbook of Practical Program Evaluation. San Francisco, CA: Jossey-Bass Publishers. 5-7.) 2. The Superintendent will recommend to the Board of Education for approval the proposed Program Evaluation Agendawith anticipated costs and an action plan for completion. 3. For each curriculum/instruction program to be evaluated as per the Program Evaluation Agenda, the Director of PRE will establish a staff team with a designated leader to assume responsibility for the production of the report according to the timelines established in the action plan approved by the Board of Education. 4. Each team will include, at a minimum, one or more specialists in the curriculum/instruction program to be evaluated, a statistician, a programmer to assist in data retrieval and disaggregation, and a technical writer. If additional expertise is required, then other staff may be added as necessary. 5. An external consultant with expertise in program evaluation, the program area being evaluated, statistical analysis, and/or technical writing will be retained as a member of the team. The role of the external consultant may vary, depending upon the expertise required for the production of the program evaluation. 6. The team leader will establish a calendar of regularly scheduled meetings for the production of the program evaluation. The first meetings will be devoted to the following tasks: A. Provide any necessary training on program evaluation that may be required for novice members of the team, including a review of the Boards policy IL and all of the required criteria and procedures in these regulations, IL-R. B. Assess the expertise of each team member and make recommendations to the Director of PRE related to any additional assistance that may be required. C. Write a clear description of the curriculumdnstruction program that is to be evaluated, with information about the schedule of its implementation. 11 10/17/057. 8. 9. LITTLE ROCK SCHOOL DISTRICT NEPNCODE: IL-R D. E. F. G. Agree on any necessary research questions that need to be established in addition to the question, Has this curriculum/instruction program been effective in improving and remediating the academic achievement of African-American students Generate a list of the data required to answer each research question, and assign responsibility for its collection and production. All available and relevant student performance data should be included. (See Judge Wilsons Compliance Remedy.) Decide who will be the chief writer of the program evaluation. Plan ways to provide regular progress reports {e.g., dissemination of meeting minutes, written progress reports, oral reports to the Superintendents Cabinet) to stakeholders. (See Joellen Killion (2002). Assessing Impact: Evaluating Staff Development. Oxford, OH. National Staff Development Council (NSDC)\nRobby Champion (Fall 2002). Map Out Evaluation Goals. Journal of Staff Development. 78-79\nThomas R. Guskey (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press\nBlaine R. Worthen, James R. Sanders, and Jody L. Fitzpatrick (1997). Participant-Oriented Evaluated Approaches. Program Evaluation: Alternative Approaches and Practical Guidelines: 153-169\nBeverly A. Parsons (2002). Evaluative Inquiry: Using Evaluation to Promote Student Success. Thousand Oaks, CA: Corwin Press\nand Joseph S. Wholey, Harry P. Hatry, and Kathryn E. Newcomer (1994). Handbook of Practical Program Evaluation. San Francisco, CA: Jossey-Bass Publishers.) Subsequent meetings of the program evaluation team are required for the following tasks: to monitor the completion of assignments\nto collaborate in the interpretation and analysis of data\nto pose any necessary new questions to be answered\nto review drafts and provide feedback to the writer\nto formulate recommendations, as required, for program improvement, especially to decide if a recommendation is required to modify or abandon the program if the findings reveal that the program is not being successful for the improvement of African-American achievement\nto assist in final proofreading\nand to write a brief executive summary, highlighting the program evaluation findings and recommendations. A near-final copy of the program evaluation must be submitted to the Director of PRE at least one month before the deadline for placing the report on the Boards agenda for review and approval. This time is required for final approval by staff, for final editing to ensure accuracy, and for submission to the Superintendent. When the program evaluation is approved for submission to the Board of Education for review and approval, copies of the Executive Summary and complete report must be made for them, for members of the Cabinet. 12 10/17/0510. 11. 12. 13. LITTLE ROCK SCHOOL DISTRICT NEPNCODE: IL-R The program evaluation team will plan its presentation to the Board of Education on the findings and recommendations. The Director of PRE will prepare the cover memorandum to the Board of Education, including all the required background information: A. B. C. D. If program modifications are suggested, the steps that the staff members have taken or will take to implement those modifications. If abandonment of the program is recommended, the steps that will be taken to replace the program with another with more potential for the improvement and remediation of African-American students. Names of the administrators who were involved in the program evaluation. Name and qualifications of the external expert who served on the evaluation team. Grade-level descriptions of the teachers who were involved in the assessment process (e.g., all fourth-grade math teachers, all eighth grade English teachers, etc.). W hen the program evaluation is approved by the Board of Education, the team must arrange to have the Executive Summary and the full report copied and design a plan for communicating the program evaluation findings and recommendations to other stakeholders. This plan must then be submitted to the Director of PRE for approval. Each program evaluation team will meet with the Director of PRE after the completion of its work to evaluate the processes and product and to make recommendations for future program evaluations. (See Joellen Killion (2002).  Evaluate the Evaluation. Assessing Impact: Evaluating Staff Development. Oxford, OH: National Staff Development Council. 46, 123-124.) Approved: December 16, 2004 13 10/17/05LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IL-R Evaluation Standards Criteria for Program Evaluations Policy IL specifies that the evaluations of programs approved in its Board-approved Program Evaluation Agenda will be conducted according to the standards developed by the Joint Committee on Standards for Educational Evaluation. (See Joint Committee on Standards for Educational Evaluation, James R. Sanders, Chair (1994). The Program Evaluation Standards, 2\"** Edition: How to Assess Evaluations of Educational Programs. Thousand Oaks, CA: Sage Publications.) They are as follows: Utility Standards The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. These standards are as follows: Stakeholder identification. People involved in or affected by the evaluation should be identified so that their needs can be addressed. Evaluator .credibility. The people conducting the evaluation should be both trustworthy and competent to perform the evaluation so that the evaluation findings achieve maximum credibility and acceptance. Information scope and sequence. Information collected should be broadly selected to address pertinent questions about the program and should be responsive to the needs and interests of clients and other specified stakeholders. Values identification. The perspectives, procedures, and rationale used to interpret the findings should be described carefully so that the bases for value judgments are clear. Report clarity. Evaluation reports should describe clearly the program being evaluated, including its context and the purposes, procedures, and findings of the evaluation, so that essential information is provided and understood easily. Report timeliness and dissemination. Significant interim findings and evaluation reports should be disseminated to intended users so that they can be used in a timely fashion. Evaluation impact. Evaluations should be planned, conducted, and reported in ways that encourage follow-through by stakeholders, so that the likelihood that the evaluation will be used is increased. Feasibility Standards Feasibility standards are intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal. Practical procedures. Evaluation procedures should be practical so that the disruption is kept to a minimum while needed information is obtained. Political viability. The evaluation should be planned and conducted with anticipation of the different positions of various interest groups so that their cooperation may be obtained, and so that possible attempts by any of these groups to curtail evaluation operations or to bias or misapply the results can be averted or counteracted. Cost-effectiveness. The evaluation should be efficient and produce information of sufficient value so that the resources expended can be justified. Service orientation. Evaluations should be designed to assist organizations to address and effectively serve the needs of the full range of targeted participants. Formal agreements. Obligations of the formal parties to an evaluation (what is to be done, how, by whom, and when) should be agreed to in writing so that these parties are obligated to adhere to all conditions of the agreement or to formally renegotiate it. 14 10/17/05LITTLE ROCK SCHOOL DISTRICT NEPNCODE: IL-R Rights of human subjects. Evaluation design and conduct should respect and protect human rights and welfare. Human interactions. Evaluators should respect human dignity and worth in their interactions with other people associated with an evaluation so that participants are not threatened or harmed. Complete and fair assessments. The evaluation should be complete and fair in its examination and recording of strengths and weaknesses of the program being evaluated so that strengths can be built upon and problem areas addressed. Disclosure of findings. The formal parties to an evaluation should ensure that the full set of evaluation findings, along with pertinent limitations, are made accessible to the people affected by the evaluation, as well as any others with expressed legal rights to receive the results. Conflict of interest. Conflict of interest should be dealt with openly and honestly so that it does not compromise the evaluation processes and results. Fiscal responsibility. The evaluators allocation and expenditure of resources should reflect sound accountability procedures and be prudent and ethically responsible so that expenditures are accounted for and appropriate. Accuracy Standards Accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the features that determine the worth of merit of the program being evaluated. Program documentation. The program being evaluated should be described and documented clearly and accurately so that it is identified clearly. Context analysis. The context in which the program exists should be examined in enough detail so that its likely influences on the program can be identified. Described purposes and procedures. The purposes and procedure of the evaluation should be monitored and described in enough detail so that they can be identified and assessed. Defensible information sources. The sources of information used in a program evaluation should be described in enough detail so that the adequacy of the information can be assessed. Valid information. The information-gathering procedures should be chosen or developed and then implemented in a manner that will ensure that the interpretation arrived at is valid for the intended use. Reliable information. The information-gathering procedures should be chosen or developed and then implemented in a manner that will ensure that the information obtained is sufficiently reliable for the intended use. Systematic information. The information collected, processed, and reported in an evaluation should be review systematically so that the evaluation questions are answered effectively. Analysis of quantitative information. Quantitative information in an evaluation should be analyzed appropriately and systematically so that the evaluation questions are answered effectively. Analysis of qualitative information. Qualitative information in an evaluation should be analyzed appropriately and systematically so that the evaluation questions are answered effectively. Justified conclusions. The conclusions reached in an evaluation should be justified explicitly so that stakeholders can assess them. Impartial reporting. Reporting procedures should guard against distortion caused by personal feelings and biases of any party so the evaluation reports reflect the evaluation findings fairly. Meta-evaluation. The evaluation itself should be evaluated formatively and summativcly against these and other pertinent standards so that its conduct is appropriately guided, and on completion, stakeholders can closely examine its strengths and weaknesses. 15 10/17/05Exhibit C SCOPE OF SERVICES Evaluation of A+ Program This states services and products by the Evaluator, who will conduct an Evaluation of the Sponsors A+ Program and produce reports of that Evaluation. Evaluation questions For this Evaluation, the primaiy questions are: I. Has A+ as implemented in the Little Rock School District improved the academic achievement of students identified by the Sponsor as African-American (AA)? II. Has A+ as implemented in the Little Rock School District decreased the differences between AA students and those identified by the Sponsor as white (W)? III. To what extent does A+ account for changes in student performance? Secondary (step-two) questions are 1. What competing events or programs (relative to A+) explain changes in student performance? 2. What traits of each group explain their performance and differences in performance between them? 3. What changes in A+ do these results indicate to improve the effectiveness of the programs? 4. How will these recommendations improve AA student performance? Evaluation design, data, and products Prior to Evaluators commencing the Evaluation, Sponsor will agree with Evaluator regarding A. theoretical model(s), B. Evaluation design(s), to conform with summative evaluations of the Comprehensive Program C. D. E. F. G. Assessment Process, specific variables for the Evaluation, data adjustments and statistical methods, format(s) of data for use in the Evaluation delivered by the Sponsor to the Evaluator, content of deliverable products (written reports) and their formats, and schedule of ser\\'ices and product delivery. The following table is the schedule of services and product delivery. Delivery (200506) November 2005 DecemberJuly 2006 August 1,2006 August 2006_____ September 1, 2006 ___________________________Service and Products__________________________ Evaluator and Sponsor will negotiate MOU and agree on design of the Evaluations, their schedules, and instruments.___________________________________________ Evaluator will observ'e classes, conduct interviews and surveys, and receive test and other data from Sponsor__________________________________________________ Evaluator will submit draft report of results to PRE.___________________________ Evaluator will discuss draft reports with PRE and alter report accordingly.________ Evaluator will submit final report to PRE. For the purpose of invoicing, Evaluator will track his efforts in increments of days or some portion thereof. 16 10/17/05Exhibit D A+ Program Evaluation Primaiy Evaluation Question: 1. Have the A+ Program (A+) been effective in improving and remediating the academic achievement of African-American students? Supplemental (Qualitative/Step 2) Evaluation Questions: 1. What are the quality and level of implementation of intersession instructional strategies? 2. What are the quality and level of implementation of instructional strategies during regular session? 3. What is the level of participation in A+ by African American students relative to other ethnic groups at the school? 4. What are the perceptions of A+ teachers regarding program impacts, strengths, and weaknesses? 5. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses? 6. What are the perceptions of parents/guardians of A+ students regarding program impacts, strengths, and weaknesses? Program Description A+ combines daily arts instruction with academic subjects to boost both self-confidence and achievement. Committed to the Four Beliefs and Eight Essentials as the guiding philosophy for the program, A+ was built on the principle that every child learns better when his/her whole self engages in learning. Thus, A+ lessons stimulate all eight intelligences. Arts enrichment combines with the rich LRSD curriculum. The magic of the A+ program allows light bulbs experiences to illumine students, whether they learn in classroom groups or in movement, music, or visual arts lessons. The magic of the A+ program energizes students with the simple thrill of learning in ways many of them have never experienced before. Included in this scope of A+ is professional development for the faculty. Currently Woodruff Elementary School implements A+. Schools Name Woodruff Number of Teachers Number of Students Percent Africa n- American 21 235 91 Percent Eligible for Free/Reduced Lunch 86 17 10/17/05Proposed Design Primary Evaluation Question 1. Have the A+ lessons been effective in improving and remediating the academic achievement of African- American students? IVhole School. A treatment-control school, pretest-posttest design will be employed. The analysis will control for pretest, gender, ethnicity, and SES. Subsample: Within Woodruff Elementary School, students who participated in A+ will be identified and their achievement gains compared to predicted scores based on school status and student pretest, gender, ethnicity, and SES. Supplemental (Qualitative/Step 2) Evaluation Questions: 1. What are the quality and level of implementation of A+ instructional strategies? 2. What are the quality and level of implementation of A+ instructional strategies? A+ teachers will be interviewed by phone. A+ instruction will be observed. 3. What is the level of participation in A+ lessons by African American students relative to other ethnic groups at the school? Student records/archival data for 2004-05 and 2005-06 will be analyzed. 4. What are the perceptions of A+ teachers regarding program impacts, strengths, and weaknesses? The A+ teacher interviews and the A+ Teacher Survey will address this question via closed-ended and open- ended items. 5. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses? A survey will be administered to program participants. 6. What are the perceptions of parents/guardians of A+ students regarding program impacts, strengths, and weaknesses? A Parent Survey will address this question via a questionnaire including closed- and open-ended items. 18 10/17/05Summary of Data Sources and Participants by Evaluation Question _________Evaluation Question Primary Question: Participants Data Sources 1. What are the effects of participation in A+ on student achievement? All grades at Woodruff Elementary School Benchmark, ITBS, and school records Supplemental Questions: 1. What are the quality and level of implementation of instructional strategies? All A+ teachers Teacher phone interview Classroom observations 2. What are the quality and level of implementation of instructional strategies? 3. What is the level of participation in A+ Programs by African American students relative to other ethnic groups? All A+ classes School records/archival data 4. What are the perceptions of A+ teachers regarding program impacts, strengths, and weaknesses? All A+ teachers A+ teacher interview and survey 5. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses? A+ students A+ student survey 6. What are the perceptions of parents/guardians of A+ students regarding program impacts, strengths, and weaknesses? Parents of A+ students A+ parent survey 19 10/17/05November DecemberMarch MarchApril MayJune July JuneJuly August 1, 2006 August September 1, 2006 Schedule (2005-2006) Planning, refinement, and consultation with PRJ2 and A+ experts\nand instrument development A+ classroom observations and A+ teacher interviews Survey A+ school teachers and complete A+ teacher interviews Records/archival data analyses Evaluator will receive benchmark test results. Evaluator will analyze data of benchmark tests, surx'eys, and interviews. Evaluator will submit draft report to PRE. Evaluator will receive feedback from PRE and finish final draft. Evaluator will submit final report to PRE. received OCT 2 5 2005 desegregation monitoring 20 10/17/05Cfiri^ecfed Memorandum of Understanding This Memorandum of Understanding (hereinafter MOU), effective the first day of February 2005 (hereinafter the Effective Date), is entered into by and between Education Innovations, LLC (hereinafter Evaluator), a Tennessee limited liability company, and Little Rock School District (hereinafter Sponsor), whose offices are located at 810 West Markham Street, Little Rock, AR 72201. WITNESSETH WHERE.AS, Sponsor, to comply with the June 30, 2004 Memorandum Opinion by the United States District Court for the Eastern District of Arkansas, Little Rock Division, and Program Evaluation Standards, will hire outside consultants to prepare formal, step-two evaluations\nand WHEREAS, Evaluator possesses unique knowledge and experience relating to such formal step-two evaluations and Program Evaluation Standards\nNOW, THEREFORE, in consideration of the premises and the mutual covenants and conditions hereinafter recited, the Sponsor and Evaluator do hereby agree as follows\n1. Definitions For purposes of this MOD, the following definitions apply: 1.1 Compliance Remedy shall mean the entire June 30, 2004 Memorandum Opinion by the United States District Court for the Eastern District of .-Arkansas, Little Rock Division in Little Rock School District v. / iilaski C ounty Special School Districi No. I el al., Mrs. Lorene .Joshua et al. and Katherine Knight et al. Intervenors (Exhibit A), which is incorporated herein by reference. 1.2 MOU Period shall mean the period commencing on the Effective Date of this MOU and terminating on November 1, 2005. The term of this MOU may be extended by the mutual written consent of the duly authorized representatives of Evaluator and Sponsor. 1.3 Plincipal Investigator shall mean Steven M. Ross, Ph D., appointed by Evaluator to conduct the step-two evaluations hereunder 1.4 Formal step-two evaluations (hereinafter Evaluations) shall mean summative evaluations of the three programs conducted by the Evaluator according to the Sponsors Comprehensive Program Assessment Process and described more fully in Exhibit B, which is incorporated herein by reference. 1.5 Comprehensive Program Assessment Process (Exhibit B) shall mean the process required by the Compliance Remedy, adopted by the Sponsors Board of Directors December 16, 2004, and incorporated as Appendix B in the first quarterly written update by the Sponsor to the Office of Desegregation Monitoring and Joshua, December 1, 2004. 1.6 Evaluation Funds shall mean those funds paid by the Sponsor to the Ev-aluator in accordance with this MOU. 1.7 Evaluation Team shall mean the Principal Investigator and the research personnel under the Principal Investigators direction and control who are supported in whole or in part by the Evaluation Funds. 4 8 0.'=: 1BI 1.8 Planning, Research, and Evaluation (hereinafter PRE) shall mean the department of the Sponsor who shall represent the Sponsor and oversee the Evaluations. 1.9 Proprietary Information shall mean any data, information, concepts, routines, artwork, design work, advertising copy, specifications, or improvement that is commercially valuable, not generally available to or known in the industry\nand belonging to Evaluator. Proprietary' Information shall not include information which: (a) is or becomes a part of the public domain through no act or omission of the receiving party\n(b) was in the receiving party's lawful possession prior to the disclosure and had not been obtained by the receiving party either directly or indirectly from the disclosing party\n(c) is lawfully disclosed to the receiving party by a third party without restriction on disclosure\n(d) is independently developed by the receiving party\nor (e) is disclosed by operation of law. 2.0 Confidential Information shall mean data or information related to the identities of individuals such as Sponsors students, teachers, administrators including PRE, or Board of Directors\nguardians or relatives of such students\ncommunity members\nor any other individuals related to the Evaluations. 2. Evaluations 2.1 2.2 During the MOU Period, the Evaluation Team shall conduct three (3) Evaluations on behalf of Sponsor in accordance with the Compliance Remedy (Exhibit A). Evaluator agrees to perform the Evaluations within a mutually agreed schedule (Exhibit C) and further agree,s to complete Evaluations substantially in accordance with the terms and conditions of this MOU. The three Evaluations are named below. 2.2.1 Reading Recovery (Exhibit D) -7 9 9 9 Compass Learning (Exhibit E) Smart/Thrive (Exhibit F) 3. Payments 3.1 3.1.1 Sponsor shall pay Evaluator the Evaluation Funds in the following manner. Amount: 3.1.2 Rate: To be Paid: 3.1.4 Invoices. Not to exceed one hundred eighty thousand (US$180,000.00) plus reimbursable expenses as indicated below. $1,000 per day for effort. Travel cost to be reimbursed at actual cost. Translation cost to be reimbursed at actual cost. Upon invoice for effort (days) expended, stated in invoice, and/or reimbursable expenses, documentation included with invoice. Shall state days of effort for each of the Evaluations. 3.2 Payments under the terms of this MOU shall be made by check payable to: Payee Tax ID #: Address. Educations Innovations, LLC 56-2288391 3161 Campus Postal Station Memphis, Tennessee 38152-3830 2 4/8/053.3 Anything herein to the contrary notwithstanding, should this MOU terminate early pursuant to Article 8 herein, Principal Investigator and Sponsor shall agree upon the estimate of the percentage of completeness of the Evaluator's services rendered hereunder as of the date such notice is given. The Sponsor shall pay the Evaluator 'dpro rata fee based upon the agreed estimated percentage of completion such that payment will at least include all project costs incurred by Evaluator prior to the date of early termination. 4. Non-Exclusivity and Disclosure Nothing in this MOU shall be construed to limit the treedom of the Evaluator to engage in similar research performed independently under other grants, contracts, or agreements with parties other than Sponsor. If the Evaluator undertakes any research or evaluation that uses data from this Evaluation, Evaluator shall disclose such research or evaluation to PRE. 5. Publication and Disclosure The Evaluator shall have the right to present at s^'mposia and national or regional professional meetings, and to publish in scientific or other publications, the results of the Evaluations conducted under this MOU. Evaluator agrees to make such publication(s) conveniently available to PRE 6. Confidentiality and Non-Disclosure rhe Sponsor and Evaluator expressly acknowledge that Evaluator may need to provide to Sponsor information that Evaluator considers to be Proprietary Information. Sponsor agrees to hold Proprietary Information in strict confidence during the term of this MOU and for a period of two years after the termination or expiration of this MOU except as required by law. Similarly, the Evaluator shall protect Confidential Information and prevent its disclosure in any manner, except as required by law. Not later than two years after the termination or expiration of this MOU, Evaluator shall destroy all Confidential Information or return it to Sponsor. 7. Ownership and Patents The Evaluator shall have sole and exclusive ownership rights to any intellectual property, including but not limited to copyrights and/or inventions of a product, device, process, or method, whether patentable or unpatentable (an Invention), deriving from the Evaluators efforts, exclusive of any data or information, arising out of the Evaluations. Data or information furnished to Evaluator by Sponsor shall remain the property of the Sponsor. 8. Termination 1 his MOU shall remain in effect for the MOU Period unless extended in accordance with the terms of this MOU, as set forth in Section 1.2. In the event that either Evaluator or Sponsor shall be in default of any of its obligations under this MOU and shall fail to remedy such default within thirty (30) days after receipt of written notice thereof, the party not in default shall have the option of canceling this MOU by giving thirty (30) days written notice of termination to the other party. Termination of this Agreement shall not affect the rights and obligations of the parties, which shall have accrued prior to termination. No termination of this MOU, however effectuated, shall release either party from its rights and obligations under Articles 3, 4, 5, 6, 7, 8, 9, 11 and 18 herein. 3 4.8/059. Indeinnincation Sponsor agrees to defend, indemnify and hold harmless the Evaluator and its officers and employees (all such parties are hereinafter referred to collectively as the Indemnified Parties) from and against any and all liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including reasonable attorneys fees and court costs) arising directly or indirectly out of the Evaluation or the design, manufacture, sale or use of any embodiment or manifestation of the Evaluation, regardless of whether any and all such liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including attorneys fees and court costs) arise in whole or in part from the negligence of any of the Indemnified Parties. Notwithstanding the foregoing, Sponsor will not be responsible for indemnification of Evaluator pursuant to this Article 9 for any liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including attorneys fees and court costs) which arise solely from: (a) the gross negligence or intentional misconduct of Evaluator or the Principal Investigator, or (b) actions by Evaluator or the Principal Investigator in violation of applicable laws or regulations, (c) violations of this MOU. or The Sponsor agrees to provide a diligent defense against any and all liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including attorneys fees and court costs), brought against the Indemnified Parties with respect to the subject of the indemnity contained in this Article 9, whether such claims or actions are rightfully or wrongfully brought or filed. Evaluator shall be indemnified by Sponsor after Evaluator has completed the following: (a) within a reasonable time after receipt of notice of any and all liability, claims, lawsuits losses, demands, damages, costs, and expenses, or after the commencement of any action, suit, or proceeding giving rise to the right of indemnification, notify Sponsor, in writing, of said liability, claims, lawsuits, losses, demands, damages, costs, and expenses and send to the Sponsor a copy of all papers served on the Indemnified Party\nand (b) allow Sponsor to retain control of any such liability, claims, lawsuits, losses, demands, damages, costs, and expenses, including the right to make any settlement. 10. Independent Contractors Sponsor and Evaluator shall act as independent parties, and nothing contained in this MOU shall be construed or implied to create an agency or partnership. Neither Sponsor nor Evaluator shall have the authority to contract or incur expenses on behalf of the other except as may be expressly authorized by collateral written agreements. No member of the Evaluation Team shall be deemed to be an employee of Sponsor. 11. Use of Evaluator Name The use by either Sponsor or Evaluator of the others name or any other names, insignia, symbol(s), or logotypes associated with the other party or any variant or variants thereof in advertising, publicity, or other promotional activities is expressly prohibited, unless required by law or the other party provides written consent. 12. Severability It any one or more of the provisions ot this MOU shall be held to be invalid, illegal, or unenforceable, the validity, legality, or enforceability ot the remaining provisions of this MOU shall not in any way be affected or impaired thereby. 4 4/8'0513. Waiver The failure of any party hereto to insist upon strict performance of any provision of this MOU or to exercise any right hereunder will not constitute a waiver of that provision or right. This MOU shall not be effective until approved by Evaluators President or his official designee. Whenever the consent or approval of the Evaluator is required or permitted hereunder, such consent or approval must be given by the Evaluators President or his official designee 14. Notices Any notice or communication required or permitted to be given or made under this MOU by one of the parties hereto to the other shall be in writing and shall be deemed to have been sufficiently given or made for all purposes if mailed by certified mail, postage prepaid, return receipt requested, addressed to such other party at its respective address as follows: If to Sponsor. Karen DeJarnette, Ph.D Director, PRE Little Rock School District 810 West Markham Street Little Rock, AR 72201-1306 Phone (501) 447-3387/Fax (501) 447-7609 If to Evaluator with respect to all non-technical matters: Cindy Hurst Education Innovations, LLC 3161 Campus Postal Station Memphis, TN 38152-3830 Phone (901) 678-5063/Fax (901) 678-4257 If to Evaluator with respect to technical questions. Steven M. Ross, Ph D. Director, Education Innovations, LLC 3161 Campus Postal Station Memphis, TN 38152-3830 Phone (901) 678-3413/Fax (901) 678-4257 16. Assignment Neither Sponsor nor Evaluator shall assign its rights or obligations under this MOU without the prior written consent of the other party. 17. Entirety This MOU represents the entire agreement ot Sponsor and Evaluator, and it expressly supersedes all previous written and oral communications between them. Neither Sponsor nor Evaluator was induced to enter into this 5 4  (5Agreement by any statements or representations not contained in this MOU. This MOU may be modified only by written amendment executed by the Sponsor and the Evaluator, 18. Headings The headings of sections and subsections, if any, to the extent used herein are for convenience and reference only and in no way define, limit, or describe the scope or intent of any provision hereof, and therefore shall not be used in construing or interpreting the provisions hereof. IN WITNESS WHEREOF, Sponsor and Evaluator have caused this MOU to be executed in duplicate counterpart original by their duly authorized representatives to be effective as of the Effective Date SPONSOR EVALUATOR By. Signature By: Signature Superintendent P?*r-e\u0026lt;te., /rie^ct Samuel Hurst Vice PresidentBusiness and Finance Date Date 4/8/05 /5-\u0026lt;^y 6 Exhibit A COMPLIANCE REMEDY The Memorandum Opinion by the United States District Court for the Eastern District of Arkansas, Little Rock- Division in Little Rock School District v. Pulaski County Special School District No. 1 et al., Mrs. Lorene .Joshua et al. and Katherine Knight et al. Intervenors, is incorporated here by reference. Evaluator has a copy of this document but may request another copy from Sponsor. 7 4/8/05Exhibit B COMPREHENSIVE PROGRAM ASSESSMENT PROCESS The Comprehensive Program Assessment Process of the Little Rock School District is incorporated here by reference. Evaluator has a copy of this document but may request another copy from Sponsor. 8 4/8/05Exhibit C SCOPE OF SERVICES This states services and products by the Evaluator, who will perform Evaluations of three programs of the Sponsor, viz.^ Reading Recovery, Smart/Thrive, and Compass Learning, and produce reports of the Evaluations. Evaluation questions For each of the three Evaluations, the primary' questions are I. II. 111. Has the program improved the academic achievement of students identified by the Sponsor as African- American (.A.A) as implemented in the Little Rock School District' Elas the program decreased the differences between AA students and those identified by the Sponsor as white (W)' To what extent does each program account for changes in student performance? Secondary (step two) questions are 1. 2. 3. 4. What competing events or programs (relative to each evaluated program) explain changes in student performance? What traits of each group explain their performance and differences in performance between them What changes in the program do these results indicate to improve the effectiveness of the programs' How will these recommendations improve AA student performance? Evaluation design, data, and products Prior to Evaluators commencing the Evaluations, Sponsor will agree with Evaluator regarding A B C D E. F G theoretical model(s), Evaluation design(s), to conform with summative evaluations of the Comprehensive Program Assessment Process, specific variables for the summative evaluations, data adjustments and statistical methods, format) s) of data for use in the Evaluations delivered by the Sponsor to the Evaluator, content of deliverable products (written reports) and their formats, and schedule of services and product delivery. The following table is the schedule of services and product delivery. Delivery (2004-05) OctoberFebruary October 1 October November 1 ___________________________Service and Products________________________ Evaluator and Sponsor will negotiate MOU and agree on design of the Evaluations, their schedules, and instruments.___________________________________________ Evaluator will submit draft report of results to PRE.__________________________ Evaluator will discuss draft reports with PRE and alter report accordingly._______ Evaluator will submit final report to PRE. For the purpose of invoicing. Evaluator will track its efforts in increments of days or some portion there of. 9 4.'8C5Payments Little Rock School District Desegregation Court Mandate Support Project Period October 2004 to November 2005 Costs: Consulting @ $1,000 per day - 180 days maximum Actual Cost - Travel (est. $500) Actual Cost - Translation Seivices (est. $500) $180,000 * Maximum Payment $180,000* Plus actual cost of travel and translation services 10 4/8/05Exhibit D Reading Recovery Proposal for the Evaluation of Reading Recovery in Little Rock School District: Outline Version Evaluation Questions Primary Evaluation (Juestion. 1. Has the Reading Recovery (RR) program been effective in improving and remediating the academic achievement of African-American (AA) students? Supplemental (Qualitative Level 2) Evaluation (Questions: 1. What are the quality and level of implementation of RR at the 18 schools implementing it in 2004-05? 2. What is the level of participation in RR by African American students relative to other ethnic groups at the school? J. What is the progress demonstrated by African American and other student participating in RR in improving achievement, as demonstrated on program-specific measures? What percentage of students are discontinued or not discontinued? 4. What are the perceptions of RR teachers regarding RR program implementation, impacts, strengths, and w'eaknesses'i 5. What are the perceptions of K.-3 classroom teachers in the school regarding RR program implementation, impacts, strengths, and weaknesses'^ 6. What are the perceptions of parents/guardians of first grade RR students regarding program impacts, strengths, and weaknesses' Program Description RR is one of the eight literacy programs, interx entions, and/or models used by various LRSD schools. It is restricted to the first-grade and involves providing systematically designed individual tutoring to students identified as having the highest need for supplemental support. LRSD funds support the RR Program. Currently, RR is implemented by 18 elementary schools (whose .AA student composition follows their names): Bale: 82%, Booker: 53%, Carver: 53%, Chicot: 73%, Dodd: 54%, Franklin: 96%, Geyer Springs: 88?o, Gibbs: 53%, Meadowcliff: 78%, Mitchell: 96%, Otter Creek: 60%, Rightsell: 100%, Stephens: 95%, Terry: 53%, Wakefield: 78%, Watson: 96%, Williams: 52%, and Wilson: 89%. Proposed Design A mixed-methods design will address the research questions as follows: 11 4-'8/O5Printaiy Evaluation Question. 1. Has the RR program been effective in improving and remediating the academic achievement of AA students? A. Whole School'. A treatment-control school, pretest-posttest design will be employed in Grades 1- 3. The analysis will control for pretest, gender, ethnicity, and SES. It may be decided to examine (a) all 18 schools relative to the entire district elementary-school database or (b) a stratified random sample of RR schools relative to matched control schools. Pretests: DRA or DIBELS (whichever has the most usable database) administered in kindergarten. Posttests: 2004-05 Iowa Test of Basic Skills (ITBS) Reading and Math Subtests. B. Reading Recovery Subsample: Within each of the RR schools, first- to third-grade students who participated in RR as first graders will be identified and their achievement gains compared to predicted scores based on school status (RR vs Control), and student pretest, gender, ethnicity, and SES. Supplemental (Qualitative Step 2) Evaluation Questions: I. What is the quality and level of implementation of RR at the 18 schools implementing it in 2004-05'^ RR teachers will be interv-iewed by phone. First grade teachers and other grade-level teachers will be surveyed. Observations of RR tutoring sessions will be made at a sample of schools. A minimum of 12 tutoring classroom observations will be conducted. RR Teachers in-training will not be observed. 2. What is the level of participation in RR by AA students relative to other ethnic groups at the school? Student records/archival data for 2003-04 and 2004-05 will be analyzed. 3. What is the progress demonstrated by AA and other student participants in RR in improving achievement, as demonstrated on program-specific measures? What percentage of students is discontinued or not discontinued'^ RR Teachers will provide Recommendations for Discontinuing and Statement of Progress for Non- Discontinued Student data information on each 2004-05 RR student. 4. What are the perceptions of RR teachers regarding RR program implementation, impacts, strengths, and weaknesses' The RR teacher survey will directly address this question. RR teachers in-training will be interviewed by phone. 5. What are the perceptions of K-3 classroom teachers in the school regarding RR program implementation, impacts, strengths, and weaknesses? 12 4/8/05The K-3 classroom teacher survey will address this question via closed-ended and open-ended items. Only experienced RR schools will be surveyed. Respondents will identify their status by grade and role 6. What are the perceptions of parents/guardians of first grade RR students regarding program impacts, strengths, and weaknesses? A RR Parent Surv'cy will be conducted to address this question via a questionnaire including closed- and open-ended items in experienced RR schools. Suinmary of Data Sources and Participants by Evaluation Question: Reading Recovery Evaluation Question | Participants Data Sources Primary Question: 1. Wliat are the effects of participation in RR on AA student achievement? Supplemental (Step 2) Questions:  All grades I -3 students at 18 RR schools and other elemcntaiy schools  RR student participants within above samples  DRA or DIBELS (pretest in K)  2004-05 ITBS Reading and Math subtests (posttest in grades 1-3) 1 What is the quality and level of implementation of RR at the 18 schools implementing it in 2004-05? 2. What is the level of participation in RR by African American students relative to other ethnic groups at the schixil?____________________ 3. What is the progress demonstrated by RR students in improving achievement, as demonstrated on program- specific measures? What percentage of students are discontinued or not discontinued\"?______________ 4. W hat are the perceptions of RR teachers regarding RR program implementation, impacts, strengths, and weaknesses?  All RR teachers  Classroom teachers at experienced RR schools  Principals at RR schools All RR schools All RR teachers will provide program data for first grade students All RR teachers 13  Random sample of principals and teachers intraining interview  K-3 classroom Teacher Surt'ey (faculty meeting)  RR student data  RR Tutoring Session Observation (min. of 12 observations)  School records/archival data  RR student program data  RR teacher survey  RR teacher in-training interview 4\nS 05no 5. Whal are the perceptions of  K-3 classroom teachers regarding RR program implementation, impacts, strengths, and weaknesses' All K-3 classroom teachers in experienced RR schools K-3 classroom teacher survc\u0026gt; (disaggregated by 1 grade vs. other grades) 6. What are the perceptions of parents/guardians of first grade RR students regarding program impacts, strengths, and weaknesses' Timelines Februan,' 2005\nMarch: MarchApril: May-June: JulySeptember: October 1\nNovember 1: Parents of RR students in experienced RR schools RR Parent Survee Planning, refinement, and consultation with PRE and RR experts\nInstrument Development Begin observations, RR Teacher In-Training Phone Interviews Complete observations, RR Teacher and K-3 Classroom Teacher Survey, RR Principal Phone Interviews RR Student Data, Records/Archival data analyses Achievement data analyses/complete survey and interview analyses Submit draft report of finding\nto PRE\nReceive feedback from PRE Finalize and submit final repon to PRE 14 4/8/05Exhibit E Compass Learning Proposal for the Evaluation of Compass Learning in Little Rock School District: Outline Version Evaluation Questions Primary Evahialion Question. 1 What are the effects of participation in CL on the achievement of African-American (AA) and other students? Supplemental (Qualitative Step 2) Evaluation Questions: 1. What are the quality, nature, and level of implementation of CL at the 20 elementary schools identified as implementing the program in 2004-05? What is the level of participation in CL by AA students relative to other ethnic groups at the implementing schools J. What are the perceptions of teachers, lab attendants, and Technology Specialists regarding CL program implementation, impacts, strengths, and weaknesses? 4. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses 5. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? Program Description Compass Learning is a computer-based program designed to develop students skills in reading, writing, and spelling. Additional purposes are to support teacher management of student performance, personalize instruction, and connect communities of learners. The theme-based lessons and activities provided by CL take a crosscurricular approach and offer a real world context for learning. The Compass Management system assessment is either automatic or customizable. A Technology Specialist assists classroom teachers with any technology question or need. In the 2004-05 school year, 20 LRSD elementary schools utilized CL programs, while 2 middle schools and 1 high school used the program in previous years. The AA student composition follows the individual school names: Elementary Schools Bale. 82%, Booker: 53%, Brady: 78%, Carver: 52%, Chicot: 73%, Fair Park: 75%, Forrest Park: 20%, Franklin: 96%, Fulbright. 26%, Geyer Springs: 88%, Gibbs: 53%, Mabelvale: 80%. McDermott: 62%, Mitchell. 96%, Otter Creek: 60%, Rightsell: 100%, Rockefeller: 67%, Stephens: 95%, Wakefield: 78%, Williams: 52%. 15 4.8/05Middle Schools: Cloverdale: 82%, and Henderson\n82% High School: Accelerated Learning Center (ALC): 92% Proposed Design A mixed-methods design will be employed to address the research questions as follows\nPrimary Evaluation Question. 2. What are the effects of participation in CL on the achievement of African American and other students? A. Quasi-experimental desist: Due to the insufficient sample size and unique nature of the high school (n = 1), the quasi-experimental analysis will be conducted with the elementary (n = 20 schools) and middle (n = 2) school samples only*. A descriptive examination (see below) of test scores for the high school will also be conducted to determine trends and patterns at that site. Specifically, the quasi-experimental design will compare CL elementary and middle schools to other schools in the district, most likely using multiple-regression type analyses in which the dependent variable is posttest (2004-05) scores (Arkansas Benchmarks in grades 3-8, and Iowa Test ot Basic Skills in grades K-8) and covariates are pretest (pre-program) test scores, gender, ethnicity, and SES. Pretests. Iowa Test ot Basic Skills (ITBS) (for grades K-8), Arkansas Benchmarks (for grades 4- 8) Posttests: 2004-05 ITBS Reading and Math Subtests (for grades 1-8)\nArkansas Benchmarks (for grades 3-8). Supplemental (Qualitative Step 2) Evaluation Questions: 1 What are the quality, nature, and level of implementation of CL at the 20 elementary schools identified as implementing the program in 2004-05? Phone interviews will be conducted with (a) the LRSD CL Coordinator and (b) all school Technology- Specialists and (c) the lab attendant at the 7 elementary schools randomly selected for observations. All teachers at the 20 elementary schools will be surveyed so that site-specific data regarding implementation will be available. Observations of CL laboratory sessions will be conducted at a random sample of 7 elementary schools. At four of the observed schools, a brief (20-min.) student focus group {n = 5 to 7 students per school) will be conducted to ascertain students perspectives on their experiences in using CL (nature of activities, usefulness, enjoyment, etc.) 2. U hat is the level of participation in CL by AA students relative to other ethnic groups at the schools involved? Student records/archival data for 2003-04 and 2004-05 and CL observation data will be analyzed. Recent information indicates that the nnddie and high schools are no longer using CL. The principals will be intei^iewcd at these schools regarding CL usage. If the schools are not using CL, CREP will work w ith PRE to modify the achievement analy sis accordingly. 16 4/8'053. What are the perceptions of teachers, lab attendants, and Technology Specialists regarding CL program implementation, impacts, strengths, and weaknesses? This question will be addressed via the teacher survey and Technology Specialist interviews in schools identified as implementing CL and interviews with lab attendants in the 7 schools randomly selected for CL observations. 4. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? A CL parent survey consisting of closed- and open-ended items will be administered to parents at 5 randomly selected schools. 5 What arc the perceptions of school principals, w hose schools no longer use CL, w ith regard to past use of the CL program and possible adoption of a different program? This question will be addressed via the Principal Interview. Summary of Instruments and Participants by Evaluation Question: Compass Learning Evaluation Question Primary Question: 1. What are the effects of participation in CompassLearning (CL) on the achievement of African American and other students? Participants Supplemental Questions: 1. Whal are I be qualih. naliire. and level of implementation of CL at the 20 elementaiy schools identified a.s implementing the program in 2004-05?  Students al 20 CL elementary and middle schools and comparison schools  Whole grade-level means al ihc Compass Learning high school. (T)ic middle schools and high school may not be included in the achievement analysis depending on CL usage)________________  All CL school teachers  All Technology Specialists at schools implcinenting CL  CL Lab Attendants at the 7 schools randomly selected for observations  District CL Program Coordinator  Student Focus Groups at 4 randomly selected elementan schools Data Sources ITBS as pretest for Grades K-9 Arkansas Benchmarks as poshest for 3-8) 2004-05 ITBS Reading and Math subtests (as poshest in grades 1- 9)2004-05 Grade 11 Literacy Exam (as poshest) 2004-05 Algebra I and Geometry End- of-Course Exams (as posttest)  Teacher Survey (faculty meeting)  Technology Specialist Phone Interview  District CL Program Coordinator Phone Interview  Lab Attendant Phone Inten iew  Two-hour CL Laboratory Observations (7 randomly selected elementary schools)  20-min. Student Focus Groups (n = 5-7 students), one each at 4 schools randomly selected from the 7 observation schools 17 4'8'052. What is the level of participation in CL by African American students relative to other ctlmic groups at the schools concerned? .3. What are the perceptions of teachers, lab attendants, and Technology Specialists regarding CL program implementation, impacts, strengths, and weaknesses? 4. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and n eaknesses? 5. What are the perceptions of school principals, whose schools no longer use CL. with regard Io past use of the CL program and possible adoption of a different program? All Coinpass schools School rccords/archiv al data Two-hour CL Laboratory Observ ations (J randomly selected elementary schools) Ail CL school teachers All Technology Specialists al schools implementing CL CL Lab Attendants al the 7 schools randomly selected for observations Parents of CL students Teacher Survey (faculty meeting) Technology Specialist Phone Inlcn ie Lab Allendani Phone Inlen ieu CL Parent Suney Distributed to one class at each grade level al 5 elenicnlarv schools Principals at two middle schools, one high school, and possibly one elementary- school Principal Phone Inlen iew 18 4/8/052005 Timeline January. February: March-April: May-June\nJuly-September: October 1: Planning/Refmement, consultation with PRE and CL experts, and instrument development Complete instrument development and begin observations CL Teacher Surx'ey (at faculty meetings), conduct phone interviews with district CL program coordinator, technology specialists, lab attendants, and principals in schools no longer implementing CL\ncomplete obsen'ations\nconduct student focus Groups. Records/Archival data analyses Achievement data analyses/complete survey and interview analyses Submit draft report of findings to PRE\nreceive feedback from PRE November 1: Finalize and submit report to PRE 19 4/8/05Exhibit E Smart/Thrive Proposal for the Evaluation of the Smart/Thrive (S/T) Programs in the Little Rock School District: Outline Version Evaluation Questions Primary Evaluation Question. 1. 1 .Have the Smart/Thrive programs been effective in improving and remediating the academic achievement of African-American students' Supplemental (Qualitative Step 2) Evaluation Questions: 1. What is the level of participation in Sniart and Thrive by African American students'^ 2. What instructional strategies are used during the tutoring sessions' 3. What are the perceptions of Smart/Thrive Tutors regarding program impacts, strengths, and weaknesses? 4. What are the perceptions of Algebra 1 teachers regarding program impacts, strengths, and weaknesses? 5. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses? 6. What arc the perceptions of parents/guardians of Smart/Thrive students regarding program impacts, strengths, and weaknesses' Program Description The S/T program was designed as an intervention for S\"- and 9\"'-grade African-.American students who are lacking the knowledge, skills, and/or confidence required for success in Algebra I. This program currently (2004-2005) engages approximately 10 percent of the total African-American student population enrolled in /Algebra 1 classes. During the 2003-2004 academic year, the program served 264 students. Participants were offered pre-algebra instruction for two weeks during the summer (Smart Program) and 10 Saturdays across the school year Thrive Program). Various local grants have fiinded this program since 1999. In the current school year, S/T serves students from all eight LRSD middle schools (whose AA student composition follows their names): Cloverdale: 82%, Dunbar: 61%, Forest Heights: 77%, Henderson: 82%, Mablevale: 81%, Mann: 52%, Pulaski Heights\n57%, and Southwest: 94% Proposed Design A mixed-methods design will be employed to address the research questions as follows\n20 4 8/05Primary Evaluation Question . 1. Have the S/T programs been effective in improving and remediating the academic achievement of African-American students'  A treatment (2 levels)-control student, pretest-posttest design will be employed. The analysis will control for pretest, gender, ethnicity, and SES. Three types of Algebra I students will be compared depending on their program enrollment . i. No program ii. Smart program only iii. Both Smart and Thrive programs Pretests: 2003-2004 Math Benchmark Test  Posttests: 2004-05 (ITBS) Math Subtests\nAlgebra I EOC\nMath Benchmark Test. Supplemental CQiialitative/Slep 2) Evaluation Questions: 1. What is the level of participation in Smart and Thrive by African American students'  Student records/archival data for 2003-04 and 2004-05 will be analyzed. In addition to descriptive information, the levels of participation will be gathered as a potential variable for the student achievement analyses. 2. What instructional strategies are used during the tutoring sessions?  Random observation visits will be conducted during the Saturday Thrive Program sessions. Approximately five visits will be made. Observations of the Summer Smart Program can be conducted in 2005. 3. What are the perceptions of S/T Tutors regarding program impacts, strengths, and weaknesses?  A questionnaire will be administered to S/T Tutors. 4. What are the perceptions of Algebra I teachers regarding program impacts, strengths, and weaknesses'  A questionnaire will be administered to Algebra I teachers. 5. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses?  A questionnaire will be administered to program participants. A sample of program participants will also be selected to participate in student focus groups. Approximately 3-5 focus groups will be conducted, with each comprised of approximately 5 students. 6. What are the perceptions ot parents/guardians of S/T students regarding program impacts, strengths, and weaknesses'  An S/T Parent survey will be conducted to address this question via a questionnaire including closed- and open-ended items. 21 4.'g/05Summary' of Data Sources and Participants by Evaluation Question: Smart/Thrive Evaluation Question [ I Primary Question:___________ 1. What are the effects of participation in the Smart and/or Thrive Programs on student achievement? Participants Data Sources Timelines  All 8* and 9* grade Algebra I students 2003-2004 Math Benchmark 2004-05 ITBS Math subtests\nMath Benchmark\nAlgebra I EOC Supplemental Questions: I. What is the level of participation in Smart and Thrive by African American students?__________________ 2. What instructional strategics are used during the tutoring sessions?___________ 3. WJiat are the perceptions of S/T Tutors regarding program impacts, strengths, and weaknesses?________________ 4. What are the perceptions of Algebra 1 teachers regarding program impacts, strengths, and weaknesses?____________ 5. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses/ 6. What are the perceptions of parents/guardians of S/T students regarding program impacts, strengths, and weaknesses? January', 2005. Febiuary: March-April: May-June: July-September: October T. October: November 1  All program participants ST teachers and students All S/T Tutors  All Algebra I teachers  Program participants Parents of ST students School records/archival data  Observations of tutoring sessions  ST Tutor Questionnaire  Algebra 1 Teacher Questionnaire  ST Student Questionnaire  Focus Groups  ST Parent Questionnaire Planning, refinement, and consultation with PRE, Instrument Development Begin observations of Thrive sessions Administer Teacher, Tutor, and Student Questionnaires and begin focus groups. Complete focus groups and observations and analyze records and archival data Analyze achievement data and complete survey and interview analyses. Submit draft report to PRE. Discuss draft report of findings with PRE and write final report. Submit final report to PRE 22 4\n8/05RECEIVED OCT 2 5 2005 OfRCEOF DESEGREGATION MONITORINGi-C\u0026gt; 'rvtc4ecl te Memorandum of Understanding This Memorandum of Understanding (hereinafter MOU), effective the first day of February 2005 (hereinafter the Effective Date), is entered into by and between James S. Catterall (hereinafter Evaluator), Graduate School of Education \u0026amp; Information Studies, University of California, Los Angeles, CA 90024, and Little Rock School District (hereinafter Sponsor), whose offices are located at 810 West Markham Street, Little Rock, AR 72201. WITNESSETH WHEREAS, Sponsor, to comply with the June 30, 2004 Memorandum Opinion by the United States District Court for the Eastern District of Arkansas, Little Rock Division, and Program Evaluation Standards, will hire outside consultants to prepare formal, step-two evaluations\nand WHEREAS, Evaluator possesses unique knowledge and experience relating to such formal step-two evaluations and Program Evaluation Standards\nNOW, THEREFORE, in consideration of the premises and the mutual covenants and conditions hereinafter recited, the Sponsor and Evaluator do hereby agree as follows: 1. Definitions For purposes of this MOU, the following definitions apply\n1.1 Compliance Remedy shall mean the entire June 30, 2004 Memorandum Opinion by the United States District Court for the Eastern District of Arkansas, Little Rock Division in Little Rock School District v. Pulaski County Special School District No. I et al., Mrs. Lorene Joshua et al. and Katherine Knight et al. Intervenors (Exhibit A). 1.2 MOU Period shall mean the period commencing on the Effective Date of this MOU and terminating on November 1, 2005. The term of this MOU may be extended by the mutual written consent of the duly authorized representatives of Evaluator and Sponsor. 1.3 Formal step-two evaluation (hereinafter Evaluation) shall mean a summative evaluation of Sponsors Year-Round Education (hereinafter YRE) program conducted by the Evaluator according to the Sponsors Comprehensive Program Assessment Process and described more fully in Exhibit B, which is incorporated herein by reference. Evaluation ascertains differences among schools as w'ell as for the LRSD. 1.4 Comprehensive Program Assessment Process (Exhibit B) shall mean the process required by the Compliance Remedy, adopted by Sponsors Board of Directors on December 16, 2004, and incorporated as Appendix B in the first quarterly written update by the Sponsor to the Office of Desegregation Monitoring and Joshua, December 1,2004. 1.5 with this MOU. Evaluation Funds shall mean those funds paid by the Sponsor to the Evaluator in accordance 1.6 Evaluation Team shall mean the Evaluator and any personnel under the Evaluators direction and control who are supported in whole or in part by the Evaluation Funds.1.7 Planning, Research, and Evaluation (hereinafter PRE) shall mean Sponsors department who shall represent the Sponsor and oversee the Evaluation. 1.8 Proprietary Information shall mean any data, information, concepts, routines, artwork, design work, advertising copy, specifications, or improvement that is commercially valuable\nnot generally available to or known in the industry\nand belonging to Evaluator. Proprietary Information shall not include information which\n(a) is or becomes a part of the public domain through no act or omission of the receiving party\n(b) was in the receiving party's lawful possession prior to the disclosure and had not been obtained by the receiving party either directly or indirectly from the disclosing party\n(c) is lawfully disclosed to the receiving party by a third party without restriction on disclosure\n(d) is independently developed by the receiving party\nor (e) is disclosed by operation of law. 2.0 Confidential Information shall mean data or information related to the identities of individuals such as Sponsors students, teachers, administrators including PRE, or Board of Directors\nguardians or relatives of such students\ncommunity members\nor any other individuals related to the Evaluation. 2. Evaluation 2.1 2.2 During the MOU Period, the Evaluator shall conduct an Evaluation of Sponsors YRE on behalf of Sponsor in accordance with the Compliance Remedy (Exhibit A), within the mutually agreed schedule (Exhibit C), and substantially in accordance with the terms and conditions of this MOU. The Evaluations name is YRE. 3. Payments 3.1 3.1.1 3.1.2 3.1.3 Sponsor shall pay Evaluator the Evaluation Funds in the following manner: Amount: Rate: Travel\n3.1.3 3.1.4 To be Paid: Invoices\nNot to exceed Forty-five Thousand dollars (US $45,000.00). $1,500 per day for effort, plus travel expenses. Travel expenses for travel between Los Angeles, CA and Little Rock, AK including Little Rock accommodations and meals not to exceed $6,000.00 (economy class airfare only). Upon invoice for effort (days) expended, stated in invoice. Shall state days of effort. 3.2 Payments under the terms of this MOU shall be made by check payable to\nPayee Taxpayer ID Address: James S. Catterall 141-38-3478 120 N. Topanga Canyon Blvd., Suite 203 Topanga, CA 90290 3.3 Anything herein to the contrary notwithstanding, should this MOU terminate early pursuant to Article 8 herein. Evaluator and Sponsor shall agree upon the estimate of the percentage of completeness of the Evaluators services rendered hereunder as of the date such notice is given. The Sponsor shall pay the Evaluator a pro rata fee based upon the agreed estimated percentage of completion such that payment will at least include all project costs incurred by Evaluator prior to the date of early termination. 2 3/22/054. Non-Exclusivity and Disclosure Nothing in this MOU shall be construed to limit the freedom of the Evaluator to engage in similar research performed independently under other grants, contracts, or agreements with parties other than Sponsor. If the Evaluator undertakes any research or evaluation that uses data from this Evaluation, Evaluator shall disclose such research or evaluation to PRE. 5. Publication and Disclosure The Evaluator shall have the right to present at symposia and national or regional professional meetings, and to publish in scientific or other publications,, the results of the Evaluations conducted under this MOU. Evaluator agrees to make such publication(s) conveniently available to PRE. 6. Confidentiality and Non-Disclosure The Sponsor and Evaluator expressly acknowledge that Evaluator may need to provide to Sponsor information that Evaluator considers to be Proprietary Information. Sponsor agrees to hold Proprietary Information in strict confidence during the term of this MOU and for a period of two years after the termination or expiration of this MOU except as required by law. Similarly, the Evaluator shall protect Confidential Information and prevent its disclosure in any manner, except as required by law. Not later than two years after the termination or expiration of this MOU, Evaluator shall destroy all Confidential Information or return it to Sponsor. 7. Ownership and Patents The Evaluator shall have sole and exclusive ownership rights to any intellectual property, including but not limited to copyrights and/or inventions of a product, device, process, or method, whether patentable or unpatentable (an Invention), deriving from the Evaluators efforts, exclusive of any data or information, arising out of the Evaluation. Data or information furnished to Evaluator by Sponsor shall remain the property of the Sponsor. 8. Termination This MOU shall remain in effect for the MOU Period unless extended in accordance with the terms of this MOU, as set forth in Section 1.2. In the event that either Evaluator or Sponsor shall be in default of any of its obligations under this MOU and shall fail to remedy such default within thirty (30) days after receipt of written notice thereof, the party not in default shall have the option of canceling this MOU by giving thirty (30) days written notice of termination to the other party. Termination of this Agreement shall not affect the rights and obligations of the parties, which shall have accrued prior to termination. No termination of this MOU, however effectuated, shall release either party from its rights and obligations under Articles 3 through 17 herein. 3 3/22/059. Indemnification Sponsor agrees to defend, indemnify, and hold harmless the Evaluator and its officers and employees (all such parties are hereinafter referred to collectively as the Indemnified Parties) from and against any and all liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including reasonable attorneys fees and court costs) arising directly or indirectly out of the Evaluation or the design, manufacture, sale or use of any embodiment or manifestation of the Evaluation, regardless of whether any and all such liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including attorneys fees and court costs) arise in whole or in part from the negligence of any of the Indemnified Parties. Notwithstanding the foregoing. Sponsor will not be responsible for indemnification of Evaluator pursuant to this Article 9 for any liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including attorneys fees and court costs) which arise solely from: (a) the gross negligence or intentional misconduct of Evaluator or (b) actions by Evaluator in violation of applicable laws or regulations or (c) violations of this MOU. The Sponsor agrees to provide a diligent defense against any and all liability, claims, lawsuits, losses, demands, damages, costs, and expenses (including attorneys fees and court costs), brought against the Indemnified Parties with respect to the subject of the indemnity contained in this Article 9, whether such claims or actions are rightfully or wrongfully brought or filed. Evaluator shall be indemnified by Sponsor after Evaluator has completed the following: (a) within a reasonable time after receipt of notice of any and all liability, claims, lawsuits losses, demands, damages, costs, and expenses, or after the commencement of any action, suit, or proceeding giving rise to the right of indemnification, notify Sponsor, in writing, of said liability, claims, lawsuits, losses, demands, damages, costs, and expenses and send to the Sponsor a copy of all papers served on the Indemnified Party\nand (b) allow Sponsor to retain control of any such liability, claims, lawsuits, losses, demands, damages, costs, and expenses, including the right to make any settlement. 10. Independent Contractors Sponsor and Evaluator shall act as independent parties, and nothing contained in this MOU shall be construed or implied to create an agency or partnership. Neither Sponsor nor Evaluator shall have the authority to contract or incur expenses on behalf of the other except as may be expressly authorized by collateral written agreements. No member of the Evaluation Team shall be deemed to be an employee of Sponsor. 11. Use of Evaluator Name The use by either Sponsor or Evaluator of the others name or any other names, insignia, symbol(s), or logotypes associated with the other party or any variant or variants thereof in advertising, publicity, or other promotional activities is expressly prohibited, unless required by law or the other party provides written consent. 4 3/22/0512. Severability If any one or more of the provisions of this MOU shall be held to be invalid, illegal, or unenforceable, the validity, legality, or enforceability of the remaining provisions of this MOU shall not in any way be affected or impaired thereby. 13. Waiver The failure of any party hereto to insist upon strict performance of any provision of this MOU or to exercise any right hereunder will not constitute a waiver of that provision or right. This MOU shall not be effective until approved by Evaluators President or his official designee. Whenever the consent or approval of the Evaluator is required or permitted hereunder, such consent or approval must be given by the Evaluators President or his official designee. 14. Notices Any notice or communication required or permitted to be given or made under this MOU by one of the parties hereto to the other shall be in writing and shall be deemed to have been sufficiently given or made for all purposes if mailed by certified mail, postage prepaid, return receipt requested, addressed to such other party at its respective address as follows: If to Sponsor: Karen DeJamette, Ph.D. Director, PRE Department Little Rock School District 810 West Markham Street Little Rock, AR 72201-1306 Phone (501) 447-3387, Fax (501) 447-7609 If to Evaluator: James S. Catterall, Ph.D. Research and Evaluation Office 120 N. Topanga Canyon Blvd. Suite 203 Topanga, CA 90290 15. Assignment Neither Sponsor nor Evaluator shall assign its rights or obligations under this MOU without the prior written consent of the other party. 5 3/22/0516. Entirety This MOU represents the entire agreement of Sponsor and Evaluator, and it expressly supersedes all previous written and oral communications between them. Neither Sponsor nor Evaluator was induced to enter into this Agreement by any statements or representations not contained in this MOU. This MOU may be modified only by written amendment executed by the Sponsor and the Evaluator. 17. Headings The headings of sections and subsections, if any, to the extent used herein are for convenience and reference only and in no way define, limit, or describe the scope or intent of any provision hereof, and therefore shall not be used in construing or interpreting the provisions hereof. IN WITNESS WHEREOF, Sponsor and Evaluator have caused this MOU to be executed in duplicate counterpart original by their duly authorized representatives to be effective as of the Effective Date. EVALUATOR By: SPONSOR Signature Darral Paradis, Director Procurement Department Little Rock School District By: Jame: 'ure 'atterall. Ph. D. Date Date 3/22/05 a 6 Exhibit A COMPLIANCE REMEDY The Memorandum Opinion by the United States District Court for the Eastern District of Arkansas, Little Rock Division in Little Rock School District v. Pulaski County Special School District No. I et al., Mrs. Lorene Joshua et al. and Katherine Knight et al. Intervenors, is incorporated here by reference. Evaluator has a copy. 7 3/22/05Exhibit B COMPREHENSIVE PROGRAM ASSESSMENT PROCESS Little Rock School District 8 3/22/05LITTLE ROCK SCHOOL DISTRICT NEPNCODE: IL-R COMPREHENSIVE PROGRAM ASSESSMENT PROCESS Comprehensive Program Assessment Process Purpose The purpose of these regulations is to provide guidance in the appraisal of programs and to comply with requirements of the US District Court for the Eastern District. They do not necessarily apply to grant-funded programs if the funding source requires other procedures and provides resources for a required evaluation. Criteria for Program Evaluations Policy IL specifies that the evaluations of programs approved in its Board-approved Program Evaluation Agenda will be conducted according to the standards developed by the Joint Committee on Standards for Educational Evaluation. (See Joint Committee on Standards for Educational Evaluation, James R. Sanders, Chair (1994). The Program Evaluation Standards, 2^ Edition: How to Assess Evaluations of Educational Programs. Thousand Oaks, CA: Sage Publications.) There are four attributes of an evaluation:  Utility(U) -evaluations are informative, timely, and influential  Feasibility (F) -evaluations must be operable in the natural setting and must not consume more resources than necessary  Propriety (P) - rights of individuals must be protected  Accuracy(A) -evaluations should produce sound information Prospective, controlled, summative evaluations are at one end of a spectrum of activities that review District operations. Other activities in this continuum include formative and less formal and rigorous evaluations, regular and occasional assessments, and fast or brief snapshots. As rigor and formality diminish along the range of reviews, fewer standards apply. Examples of how the standards apply are found following table, adapted from The Program Evaluation Standards, pages 18 and 19: Checklist for Applying the Standards The reader should interpret the information provided in this table with reference both to the Standards (cited above) and the peculiar circumstances of given program reviews. Double plus signs (++) indicate that standards are fully addressed. Single pluses (+) mean that the standard is a concern but not necessarily fully addressed, and zeros (0) point to standards not usually applicable. Not all summative evaluation will fully satisfy every standard, and other examples may observe more standards than indicated here. Note, however, that all reviews fully observe human rights and impartial reports. 9 3/22/05LITTLE ROCK SCHOOL DISTRICT NEPNCODE: IL-R Checklist of Evaluation Standards for Examples of Program Reviews Standard____________________ UI Stakeholder Identification U2 Evaluator Credibility U3 Infonnation Scope \u0026amp; Selection U4 Values Identification U5 Report Clarity U6 Report Timeliness \u0026amp; Dissemination U7 Evaluation Impact Fl Practical Procedures F2 Political Viability F3 Cost Effectiveness Pl Service Orientation P2 Formal Agreements P3 Rights of Human Subjects P4 Human Interaction P5 Complete \u0026amp; Fair Assessment P6 Disclosure of Findings P7 Conflict of Interest P8 Fiscal Responsibility Al Program Documentation A2 Context Analysis A3 Described Purposes and Procedures A4 Defensible Information Sources A5 Valid Information A6 Reliable Information A7 Systematic Information A8 Analysis of Quantitative Data______ A9 Analysis of Qualitative Data AIO Justified Conclusions A11 Impartial Reporting A12 Meta-evaluation Summative evaluations Informal Assessments Formative Assessments (School Portfolios) ++ ++ ++ ++ ++ ++ ++ ++ ++ 10 0 4- 4-4- 4- 4- 4- y 4- 4-4- 4- 4- 4-4- 4- T 4- 4- 4- 4- 4-4- 4- V 0 + + + + + + + 0 4- 4- 4- V 4- 4- 4- + 4- 4- y 4- 4- 0 Snapshots 0 0 + + 4- _0 + 2 4- y _0 4- 4- y _0 4- 4- 4- + + + + + + 3/22/05LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IL-R Program Evaluation Procedures The following procedures are established for the evaluation of programs approved by the Board of Education in its annual Program Evaluation Agenda: 1. The Planning, Research, and Evaluation (PRE) Department will recommend to the Superintendent annually, before the budget for the coming year is proposed, the curriculum/instruction programs for comprehensive program evaluation. The recommendation will include a proposed budget, a description of other required resources, and an action plan for the completion of the reports. Criteria for the proposed agenda are as follows: A. Will the results of the evaluation influence decisions about the program? B. Will the evaluation be done in time to be useful? C. Will the program be significant enough to merit evaluation? (See Joseph S. Wholey, Harry P. Hatry, and Kathryn Newcomer (1994). Handbook of Practical Program Evaluation. San Francisco, CA: Jossey-Bass Publishers. 5-7.) 2. The Superintendent will recommend to the Board of Education for approval the proposed Program Evaluation Agendawith anticipated costs and an action plan for completion. 3. For each curriculum/instruction program to be evaluated as per the Program Evaluation Agenda, the Director of PRE will establish a staff team with a designated leader to assume responsibility for the production of the report according to the timelines established in the action plan approved by the Board of Education. 4. Each team will include, at a minimum, one or more specialists in the curriculum/instruction program to be evaluated, a statistician, a programmer to assist in data retrieval and disaggregation, and a technical writer. If additional expertise is required, then other staff may be added as necessary. 5. An external consultant with expertise in program evaluation, the program area being evaluated, statistical analysis, and/or technical writing will be retained as a member of the team. The role of the external consultant may vary, depending upon the expertise required for the production of the program evaluation. 6. The team leader will establish a calendar of regularly scheduled meetings for the production of the program evaluation. The first meetings will be devoted to the following tasks: A. Provide any necessary training on program evaluation that may be required for novice members of the team, including a review of the Boards policy IL and all of the required criteria and procedures in these regulations, IL-R. B. Assess the expertise of each team member and make recommendations to the Director of PRE related to any additional assistance that may be required. C. Write a clear description of the curriculum/instruction program that is to be evaluated, with information about the schedule of its implementation. 11 3/22/057. 8. 9. LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nIL-R D. E. F. G. Agree on any necessary research questions that need to be established in addition to the question, Has this curriculum/instruction program been effective in improving and remediating the academic achievement of African-American students Generate a list of the data required to answer each research question, and assign responsibility for its collection and production. All available and relevant student performance data should be included. (See Judge Wilsons Compliance Remedy.) Decide who will be the chief writer of the program evaluation. Plan ways to provide regular progress reports (e g., dissemination of meeting minutes, written progress reports, oral reports to the Superintendents Cabinet) to stakeholders. (See Joellen Killion (2002). Assessing Impact: Evaluating Staff Development. Oxford, OH. National Staff Development Council (NSDC)\nRobby Champion (Fall 2002). Map Out Evaluation Goals. Journal of Staff Development. 78-79\nThomas R. Guskey (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press\nBlaine R. Worthen, James R. Sanders, and Jody L. Fitzpatrick (1997). Participant-Oriented Evaluated Approaches. Program Evaluation: Alternative Approaches and Practical Guidelines\n153-169\nBeverly A. Parsons (2002). Evaluative Inquiry: Using Evaluation to Promote Student Success. Thousand Oaks, CA: Corwin Press\nand Joseph S. Wholey, Harry P. Hatry, and Kathryn E. Newcomer (1994). Handbook of Practical Program Evaluation. San Francisco, CA: Jossey-Bass Publishers.) Subsequent meetings of the program evaluation team are required for the following tasks: to monitor the completion of assignments\nto collaborate in the interpretation and analysis of data\nto pose any necessary new questions to be answered\nto review drafts and provide feedback to the writer\nto formulate recommendations, as required, for program improvement, especially to decide if a recommendation is required to modify or abandon the program if the findings reveal that the program is not being successful for the improvement of African-American achievement\nto assist in final proofreading\nand to write a brief executive summary, highlighting the program evaluation findings and recommendations. A near-final copy of the program evaluation must be submitted to the Director of PRE at least one month before the deadline for placing the report on the Boards agenda for review and approval. This time is required for final approval by staff, for final editing to ensure accuracy, and for submission to the Superintendent. When the program evaluation is approved for submission to the Board of Education for review and approval, copies of the Executive Summary and complete report must be made for them, for members of the Cabinet. 12 3/22/0510. LITTLE ROCK SCHOOL DISTRICT NEPNCODE\nIL-R 11. The program evaluation team will plan its presentation to the Board of Education on the findings and recommendations. 12. The Director of PRE will prepare the cover memorandum to the Board of Education, including all the required background information: A. If program modifications are suggested, the steps that the staff members have taken or will take to implement those modifications. If abandonment of the program is recommended, the steps that will be taken to replace the program with another with more potential for the improvement and remediation of African-American students. B. Names of the administrators who were involved in the program evaluation. C. Name and qualifications of the external expert who served on the evaluation team. 13. 14. D. Grade-level descriptions of the teachers who were involved in the assessment process (e.g., all fourth-grade math teachers, all eighth grade English teachers, etc.). When the program evaluation is approved by the Board of Education, the team must arrange to have the Executive Summary and the full report copied and design a plan for communicating the program evaluation findings and recommendations to other stakeholders. This plan must then be submitted to the Director of PRE for approval. Each program evaluation team will meet with the Director of PRE after the completion of its work to evaluate the processes and product and to make recommendations for future program evaluations. (See Joellen Killion (2002).  Evaluate the Evaluation. Assessing Impact: Evaluating Staff Development. Oxford, OH: National Staff Development Council. 46,123-124.) Approved: December 16, 2004 13 3/22/05LITTLE ROCK SCHOOL DISTRICT NEPNCODE: IL-R Evaluation Standards Criteria for Program Evaluations Policy IL specifies that the evaluations of programs approved in its Board-approved Program Evaluation Agenda will be conducted according to the standards developed by the Joint Committee on Standards for Educational Evaluation. (See Joint Committee on Standards for Educational Evaluation, James R. Sanders, Chair (1994). The Program Evaluation Standards, 2\"** Edition: How to Assess Evaluations of Educational Programs. Thousand Oaks, CA: Sage Publications.) They are as follows: Utility Standards The utility standards are intended to ensure that an evaluation will serve the information needs of intended users. These standards are as follows: Stakeholder identification. People involved in or affected by the evaluation should be identified so that their needs can be addressed. Evaluator credibility. The people conducting the evaluation should be both trustworthy and competent to perform the evaluation so that the evaluation findings achieve maximum credibility and acceptance. Information scope and sequence. Information collected should be broadly selected to address pertinent questions about the program and should be responsive to the needs and interests of clients and other specified stakeholders. Values identification. The perspectives, procedures, and rationale used to interpret the findings should be described carefully so that the bases for value judgments are clear. Report clarity. Evaluation reports should describe clearly the program being evaluated, including its context and the purposes, procedures, and findings of the evaluation, so that essential information is provided and understood easily. Report timeliness and dissemination. Significant interim findings and evaluation reports should be disseminated to intended users so that they can be used in a timely fashion. Evaluation impact. Evaluations should be planned, conducted, and reported in ways that encourage follow-through by stakeholders, so that the likelihood that the evaluation will be used is increased. Feasibility Standards Feasibility standards are intended to ensure that an evaluation will be realistic, prudent, diplomatic, and frugal. Practical procedures. Evaluation procedures should be practical so that the disruption is kept to a minimum while needed infonnation is obtained. Political viability. The evaluation should be planned and conducted with anticipation of the different positions of various interest groups so that their cooperation may be obtained, and so that possible attempts by any of these groups to curtail evaluation operations or to bias or misapply the results can be averted or counteracted. Cost-effectiveness. The evaluation should be efficient and produce information of sufficient value so that the resources expended can be justified. Service orientation. Evaluations should be designed to assist organizations to address and effectively serve the needs of the full range of targeted participants. Formal agreements. Obligations of the formal parties to an evaluation (what is to be done, how, by whom, and when) should be agreed to in writing so that these parties are obligated to adhere to all conditions of the agreement or to formally renegotiate it. 14 3/22/05LITTLE ROCK SCHOOL DISTRICT NEPN CODE: IL-R Rights of human subjects. Evaluation design and conduct should respect and protect human rights and welfare. Human interactions. Evaluators should respect human dignity and worth in their interactions with other people associated with an evaluation so that participants are not threatened or harmed. Complete and fair assessments. The evaluation should be complete and fair in its examination and recording of strengths and weaknesses of the program being evaluated so that strengths can be built upon and problem areas addressed. Disclosure of findings. The formal parties to an evaluation should ensure that the full set of evaluation findings, along with pertinent limitations, are made accessible to the people affected by the evaluation, as well as any others with expressed legal rights to receive the results. Conflict of interest. Conflict of interest should be dealt with openly and honestly so that it does not compromise the evaluation processes and results. Fiscal responsibility. The evaluators allocation and expenditure of resources should reflect sound accountability procedures and be prudent and ethically responsible so that expenditures are accounted for and appropriate. Accuracy Standards Accuracy standards are intended to ensure that an evaluation will reveal and convey technically adequate information about the features that determine the worth of merit of the program being evaluated. Program documentation. The program being evaluated should be described and documented clearly and accurately so that it is identified clearly. Context analysis. The context in which the program exists should be examined in enough detail so that its likely influences on the program can be identified. Described purposes and procedures. The purposes and procedure of the evaluation should be monitored and described in enough detail so that they can be identified and assessed. Defensible information sources. The sources of information used in a program evaluation should be described in enough detail so that the adequacy of the information can be assessed. Valid information. The information-gathering procedures should be chosen or developed and then implemented in a manner that will ensure that the interpretation arrived at is valid for the intended use. Reliable information. The information-gathering procedures should be chosen or developed and then implemented in a manner that will ensure that the information obtained is sufficiently reliable for the intended use. Systematic information. The information collected, processed, and reported in an evaluation should be review systematically so that the evaluation questions are answered effectively. Analysis of quantitative information. Quantitative information in an evaluation should be analyzed appropriately and systematically so that the evaluation questions are answered effectively. Analysis of qualitative information. Qualitative information in an evaluation should be analyzed appropriately and systematically so that the evaluation questions are answered effectively. Justified conclusions. The conclusions reached in an evaluation should be justified explicitly so that stakeholders can assess them. Impartial reporting. Reporting procedures should guard against distortion caused by personal feelings and biases of any party so the evaluation reports reflect the evaluation findings fairly. Meta-evaluation. The evaluation itself should be evaluated formatively and summatively against these and other pertinent standards so that its conduct is appropriately guided, and on completion, stakeholders can closely examine its strengths and weaknesses. 15 3/22/05Exhibit C SCOPE OF SERVICES Evaluation of Year-Round Education This states services and products by the Evaluator, who will conduct an Evaluation of the Sponsors YRE Programs and produce reports of that Evaluation. Evaluation questions For this Evaluation, the primary questions are: 1. II. III. Has YRE as implemented in the Little Rock School District improved the academic achievement of students identified by the Sponsor as African-American (AA)? Has YRE as implemented in the Little Rock School District decreased the differences between AA students and those identified by the Sponsor as white (W)? To what extent does YRE account for changes in student performance? Secondary (step-two) questions are 1. What competing events or programs (relative to YRE) explain changes in student performance? 2. What traits of each group explain their performance and differences in performance between them? 3. What changes in YRE do these results indicate to improve the effectiveness of the programs? 4. How will these recommendations improve AA student performance? Evaluation design, data, and products Prior to Evaluators commencing the Evaluation, Sponsor will agree with Evaluator regarding A. B. C. D. E. F. G. theoretical model(s). Evaluation design(s), to conform with summative evaluations of the Comprehensive Program Assessment Process, specific variables for the Evaluation, data adjustments and statistical methods, format(s) of data for use in the Evaluation delivered by the Sponsor to the Evaluator, content of deliverable products (written reports) and their formats, and schedule of services and product delivery. The following table is the schedule of services and product delivery. Delivery (2005-06) FebruaryMarch October 1,2006 October November 1,2006 ____________________________Service and Products_________________________ Evaluator and Sponsor will negotiate MOU and agree on design of the Evaluations, their schedules, and instruments.___________________________________________ Evaluator will submit draft report of results to PRE.___________________________ Evaluator will discuss draft reports with PRE and alter report accordingly.________ Evaluator will submit final report to PRE. For the purpose of invoicing. Evaluator will track his efforts in increments of days or some portion thereof. 16 3/22/05Exhibit D Year-Round Education Programs Primary Evaluation Question: 1. Have the Year-Round Education (YRE) Programs been effective in improving and remediating the academic achievement of African-American students? Supplemental (Qualitative/Step 2) Evaluation Questions: 1. What are the quality and level of implementation of intersession instructional strategies? 2. What are the quality and level of implementation of instructional strategies during regular session? 3. What is the level of participation in YRE Programs by African American students relative to other ethnic groups at the school? '4. What are the perceptions of YRE teachers regarding program impacts, strengths, and weaknesses? 5. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses? 6. What are the perceptions of parents/guardians of YRE students regarding program impacts, strengths, and weaknesses? Program Description Year-Round Education is a concept which reorganizes the school year so that instruction occurs throughout the year with regularly scheduled breaks interspersed. Instruction and vacations are shorter and spaced throughout the year for more continuous learning and more frequent breaks. YRE has emerged nationally as a way to offer all students a better education, regardless of their ethnic background, social status or academic performance. LRSDs design is a single-track, 45-10 calendar where all students and teachers in the school are in class or on vacation at the same time. The 45-10 refers to 45 days in a quarter then 10 days of intersession/vacation. Intersession is a five-day program and attendance is voluntary. Currently there are five elementary schools implementing YRE\nElementary Schools Cloverdale Mablevale Mitchell Stephens Woodruff Number of Teachers 26 25 22 39 21 Number of Students 360 257 156 499 235 Percent of Students African- American 77 80 96 95 91 Percent of Students Free/Reduced Lunch 89 88 92 91 86 17 3/22/05Primary Evaluation Question Proposed Design 1. Have the YRE Programs been effective in improving and remediating the academic achievement of African-American students? fVhole School-. A treatment-control school, pretest-posttest design will be employed. The analysis will control for pretest, gender, ethnicity, and SES. Subsample: Within each YRE school, students who participated in intersession will be identified and their achievement gains compared to predicted scores based on school status and student pretest, gender, ethnicity, and SES. Supplemental (Qualitative/Step 2) Evaluation Questions: 1. What are the quality and level of implementation of intersession instructional strategies? 2. What are the quality and level of implementation of instructional strategies during regular sessions? Year-Round Education teachers will be interviewed by phone. Year-Round Education classrooms, both regular and during intersession, will be observed. 3. What is the level of participation in YRE Programs by African American students relative to other ethnic groups at the school? Student records/archival data for 2003-04 and 2004-05 will be analyzed. 4. What are the perceptions of YRE teachers regarding program impacts, strengths, and weaknesses? The Year-Round Education teacher interview and the Year-Round Education Teacher Survey will address this question via closed-ended and open-ended items. 5. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses? A survey will be administered to program participants. 6. What are the perceptions of parents/guardians of YRE students regarding program impacts, strengths, and weaknesses? A Parent Survey will be conducted to address this question via a questionnaire including closed- and open-ended items. 18 3/22/05Summary of Data Sources and Participants by Evaluation Question Evaluation Question Primary Question: Participants Data Sources 1. What are the effects of participation in YRE on student achievement? All grades at YRE schools and other elementary schools. Year-Round Education intersession student participants within above samples Benchmark, ITBS, and school records Supplemental Questions: 1. What are the quality and level of implementation of intersession instructional strategies? All YRE teachers Teacher phone interview Classroom observations 2. What are the quality and level of implementation of instructional strategies during regular session? 3. What is the level of participation in YRE Programs by African American students relative to other ethnic groups? All YRE schools School records/archival data 4. What are the perceptions of YRE teachers regarding program impacts, strengths, and weaknesses? AH YRE teachers YRE teacher interview and survey 5. What are the perceptions of participating students regarding program impacts, strengths, and weaknesses? YRE students grades 4 and 5 YRE student survey 6. What are the perceptions of parents/guardians of YRE students regarding program impacts, strengths, and weaknesses? Parents of YRE students YRE parent survey 19 3/22/05Timelines February-March: March: March-April: May-June: July-September: October: November 1 Planning, refinement, and consultation with PRE and YRE experts\nand instrument development Begin YRE classroom observations and YRE teacher interviews Survey YRE school teachers and complete YRE teacher interviews Records/Archival data analyses Analyze achievement data/complete survey and interview analyses Submit draft report of findings to PRE and receive feedback from PRE Finalize and submit report to PRE received OCT 2 5 2005 .OFFICE OF DKEGfiEGAnONMONirORING 20 3/22/05Memorandum of Understanding This Memorandum of Understanding (hereinafter MOU), effective the first day of February 2005 (hereinafter the Effective Date), is entered into by and between Janies S. Catterall (hereinafter Evaluator), Graduate School of Education \u0026amp; Information Studies, University of California, Los Angeles, CA 90024, and Little Rock School District (hereinafter Sponsor), whose offices are located at 810 West Markham Street Little Rock, AR 72201. WITNESSETH WHEREAS, Sponsor, to comply with the June 30, 2004 Memorandum Opinion by the United States District Court for the Eastern District of Arkansas, Little Rock Division, and Program Evaluation Standards, will hire outside consultants to prepare formal, step-two evaluations\nand WHEREAS, Evaluator possesses unique knowledge and experience relating to such formal step-two evaluations and Program Evaluation Standards\nNOW, THEREFORE, in consideration of the premises and the mutual covenants and conditions hereinafter recited, the Sponsor and Evaluator do hereby agree as follows: 1. Definitions For purposes of this MOU, the following definitions apply: RECEIVED OCT 2 0 2005 OFFICE OF desegregation monitoring 1.1 Compliance Remedy shall mean the entire June 30, 2004 Memorandum Opinion by the United States District Court for the Eastern District of Arkansas, Little Rock Division in Little Rock School District v. Pulaski County Special School District No. 1 et al., Mrs. Lorene Joshua et al. and Katherine Knight et al. Intervenors (Exhibit A). 1.2 MOU Period shall mean the period commencing on the Effective Date of this MOU and terminating on November 1, 2005. The term of this MOU may be extended by the mutual written consent of the duly authorized representatives of Evaluator and Sponsor. 1.3 Formal step-two evaluation (hereinafter Evaluation) shall mean a summative evaluation of Sponsors Year-Round Education (hereinafter YRE) program conducted by the Evaluator according to the Sponsors Comprehensive Program Assessment Process and described more fully in Exhibit B, which is incorporated herein by reference. Evaluation ascertains differences among schools as well as for the LRSD. 1.4 Comprehensive Program Assessment Process (Exhibit B) shall mean the process required by the Compliance Remedy, adopted by Sponsors Board of Directors on December 16, 2004, and incorporated as Appendix B in the first quarterly written update by the Sponsor to the Office of Desegregation Monitoring and Joshua, December 1,2004. 1.5 with this MOU. Evaluation Funds shall mean those funds paid by the Sponsor to the Evaluator in accordance 1.6 Evaluation Team shall mean the Evaluator and any personnel under the Evaluators direction and control who are supported in whole or in part by the Evaluation Funds.1.7 Planning, Research, and Evaluation (hereinafter PRE) shall mean Sponsors department who shall represent the Sponsor and oversee the Evaluation. 1.8 Proprietary Information shall mean any data, information, concepts, routines, artwork, design work, advertising copy, specifications, or improvement that is commercially valuable\nnot generally available to or known in the industry\nand belonging to Evaluator. Proprietaiy Information shall not include information which, (a) is or becomes a part of the public domain through no act or omission of the receiving party\n(b) was in the receiving party's lawful possession prior to the disclosure and had not been obtained by the receiving party either directly or indirectly from the disclosing party\n(c) is lawfully disclosed to the receiving party by a third party without restriction on disclosure\n(d) is independently developed by the receiving party\nor (e) is disclosed by operation of law. 2.0 Confidential Information shall mean data or information related to the identities of ind\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_354","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 219-490","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":["1991-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 219-490"],"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/354"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["136 pages"],"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\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN 1 (Edit Copy) Pages 219 - 490 May 1,1991 I  la LITTLE ROCK SCHOOL DISTRICT a PROPOSED DESEGREGATION PLAN II a a a a (Edit Copy) a a u B Pages 219 490 B U May 1,1991t TABLE OF CONTENTS Volume I 1. Commitment to Desegregation Page 1 2. Leadership Page 3 3. Early Childhood Education Page 5 4. n 5. Special Programs Summer Learning Program Page 37 Page 39 II Aaaet Program Page 43 7-6. School Operations Page 50 a S-7. Program for AccolGgated Learning . . Academic Support Programs Page 75 II ^8. Gifted Education Page 87 II ie9. iiT-Multi- Ethnic Cuggieuluw Gontent Agoa-rgoggamo Multicultural Curriculum Page 94 II i*10. a^ii. Focused Activities Parkview Science Magnet Page 126 Page 138 II 12. McClellan Community School Page 148 Recruitment Page 150 II i511. Federal Programs Page 152 i15. Vocational Education Page 154 H Library/Media Services Page 165 iB17. Special Education Page 172 i^l8. Staff Development Page 191 n 2^19. Support Services Page 203 2i20. Parent Involvement/Community Linkages . . Page 207 H BH TABLE OF CONTENTS Volume I 1. Commitment to Desegregation Page 1 2. Leadership Page 3 Q 4. Early Childhood Education Special Programs Page 5 Page 37 IB 5. Summer Learning Program Page 39 6. Asset Program Page 43 IB 7. School Operations Page 50 8. rroarc IB Acccie^a-todLearning . . Academic Support Programs Page 75 9. .. . Gifted Education Page 87 IB .10. 'Multi-Ethnic -Curri II ' Content Area rregrama . Multicultural Curriculum Focused Activities Page 94 Page 126 II *312.. ParJcview Science Magnet Page 138 13. McClellan Community School Page 148 II 14. Recruitment Page 150 II 15. 16. Federal Programs Vocational Education Page 152 Page 154 II 17. Library/Media Services Page 165 18. Special Education . Page 172 II 19. Staff Development . Page 191 II 20. 21. Support Services Page 203 Parent Involvement/Community Linkages . . Page 207 11 n Volume II 1. Student Assignments Page 219 ^2. Student Aoaignment Handbook Page 239 Facilities Page 251 *3. Incentive School Program Page 260 ^4. Monitoring and Evaluation Page 370 45. Transportation Page 376 7-r Data Processing Page 379 NOTE\nAn asterisk (*)indicates a pert of the Plan that must change if grandfathering is net permitted. Interdistrict Plan 1. Introduction Page 381 2. Overview Page 384 3. Interdistrict Desegregation Plan Student Choices and Options . . Page 393 4. Summer School Page 414 5. Staff Development Page 425 6. Multi-District Desegregation Plan School Operations.......... . Page 427 7. Library Media Page 442  8. 9. Special Education Vocational Education Page 444 Page 467  10. 11. Guidance and Counseling Program Parent Involvement/Community Linkages . . Page 469 . . Page 472  12. Public Relations Page 476 4STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS 4 LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. III. ELEMENTARY ACADEMIES AREA SCHOOLS 1. Students will be assigned to the fielementary Academies area schools by attendance zones. The attendance zones are shown on the map which is attached to this Plan. 2. The fielementary Academy area school attendance zones are drawn to establish a racial balance at each school of 55-% percent black and 45% percent white with a variance of 5% percent. The recruitment of white students to fielementary Aeadom-ies area schools may increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60% percent white. 3. Students presently assigned to fielementary i Academies area schools will be given the option to remain in these schools (grandfathered).* 4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the fielementary Academies area schools. I Re: 02198 Page 219 I 5. If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirementSj. the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pattern for elementary students going to junior high school and for junior high school students going to high school As a result all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps of the elementary, junior high school and high school attendance zones. n 7. Students in Eelementary Academy area school zones will be given the option to select an iincentive Sschool. IV. INCENTIVE SCHOOLS 1. Each ii.ncentive Sschool will have an li attendance zone that encompasses the neighborhood around the school (primary attendance zone). Each Incentive School will also have-a district-wide attendance aono(secondary attendance gone). 3. Students presently assigned to iincentive Sschools will be given the option to remain in these schools (grandfathered).* m Re: 02198, 02199 Page 220 4. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the iincentive Sschools. 5. All iincentive Sschool students will have the option to be assigned to an fielementary Academy area school to be selected by LRSD in accordance with desegregation considerations. Students in the secondary(districtwide) attendance eones will bo giventhe option to fill any vacancies in the Inoontivo Schoolsafter grandf-athoredand primary attendance gone students have been assigned. 7. In order to assist in meeting the desegregation requirements, a certain number of seats for 1 black and white students will be reserved for each pre-kindergarten and kindergarten class. The seats reserved for white children shall not remain permanently vacant if unfilled. Sufficient time should be allowed for recruitment efforts before filling these seats. V. DESEGREGATION TRANSFERS 1. 1 Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25% IM percent) below the district-wide percentage of blacks in grades 7-12. The minimum and maximum black percentages q Re\n02199, 02200 q Page 221constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2^ percent above to 25% percent below the district-wide percentage of black students at each organizational level (i.e., high school and junior high school). 2. Elementary Students may transfer to an iincentive Sschool only if such a transfer enhances desegregation at the iincentive Sschool. Desegregation transfers will be granted to elementary area schools that are difficult to desegregate. 3. A student may make two (2) desegregation transfers at each organizational level (elementary, primary. intermediate junior or senior high school) . The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. 4. Desegregation transfers will be granted during a limited period once each year. (Secondary Schools only). 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* i I I I 1. Sibling transfers do NOT apply to magnet schools. Re: 02200, 02201, 02226 Page 222 Ji(NOTE\nSiblings are brothers/sisters, or half-brothers/ sisters, residing at the SAME address with brothers/sisters, or half-brothers/sisters. who are enrolled in the Little Rock School District. 2. A Sstudents entering the Little Rock School District after the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. 5. Sibling transfer applicants must have a sibling currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. VII. TRANSFER OF CHILDREN OF EMPLOYEES 1. LRSD employees may enroll their children at the schools where they work. 2. This provision is not intended to authorize interdistrict transfers (transfers to NLRSD or PCSSD) other than those authorized by the court-approved desegregation plan. Re: 02201 Page 223 Ml3. The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. 4 . LRSD is not obligated to proyide transportation. 5. This proyision DOES NOT APPLY TO MAGNET SCHOOLS. The order of preference for assigning the children of employees is listed below\n1. First preference\nAttendance zone students with siblings 2. Second preference\nAttendance zone students without siblings 5. 6. Third preference\nFourth preference\nFifth preference\nSixth prefernce\nChildren of employees Desegregation transfers M-M transfers Act 609, Act 624, and legal 3. 4. transfers. VIII. REASSIGNMENT PROCESS 1. Eyery effort will be made to install portable buildings in order to accommodate oyerflow situations at a particular grade leyel. Only if a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat ayailable in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Re\n02202 Page 224 I student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. The minimum black percentage for each elementary academy area school is 40-% percent black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. ViiilX. STUDENT ASSIGNMENT OFFICE 1. The sStudent Assignment Office will: monitor new assignments\nprocess all data entry work for elementary schools\nprocess interdistrict M-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts\nand process desegregation transfers\nassign all early childhood and incentive school students\nand process all special transfers (Act 609, Act 624, etc.). 2. New otudonta to the District who enroll after May 17,1089 will not have to come to the Student Aaoignmenfe Office to obtain an assignment. Each school will be 2. authorized to enroll students who live within the attendance I zone of that school.  Re: 02202, 02203 Page 225The Student Assignment Handbook which ahowa the pgoceas to be-used by the Student AssignmentGff ice in assigning--students,and the School Selection Form which will be sent to each student as a part of the assignment process are found in the Student Assignment Handbook section(-Volume a a a II, Tab- of this Plan. The Student Assignment Handbook includes the timeline and procedures used by the schools and the Student Assignment Office to assign students. The Student Assignment Handbook will be revised each year, as necessary. to reflect any changes in the procedures for assigning students. Changes will be made as needed to indicate new deadlines and to improve the implementation of the court-approved student assignment plan. The Student Assignment Handbook is not included in this plan since it is a procedural document that is subject to change each year. The handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. IX. DHHBAR COMPUTER SCIENCE/MUSIC SCHOOL Effective the 1980-00 school year, the Li-ttlc Rock School Distriet will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposea-i(-ijto implement a program to-promote effcct-ive desegregation of Dunbar Junior High School,* and(-2-)to broaden the total school program to enhance the academic 3. achievement of all studonts-r Based-on input from parenfe-s Re: 02203, 02204 Page 226and faculty at Dunbar Junior High School,-the engichmont component will focus on-Gotputer acicnce and fine arto-. Cougoca offered at the school will utilize computers,other technology and expanded uoe of matcrialo to augment-the instructional program. The enrichment program will have the following major areas of emphaaiofr Expanded School Dav- The school day for Dunbar^ will be lengthened from six (6) to seven (7) periods per clasa day. Course Offerincre Additional courses will be added ^o enrich the computer science and fine arto programoT I Equipment- Some of the traditional coursea-,- in addition to the computer acience and fine arta couraca,' will utilize technology to aaaiat in the delivery of inotruetion.- Staff Developmeftt- The principal and ataff will identify inoervice needa(summer and regular school year) to effectively restructure the program at Dunbar-r Staf f ine^ It io projected that all of the course offerings can be implemented with the existing ataff. Re\n02204, 02205 Page 227 IISupplieo and Matariala The principal and--ataff will collaboratively diaburae-budgotad funds to meet the needs of the enriched program areas.- X. M-M MAGNET SCHOOLS CENTRAL HIGH SCHOOL INTERNATIONAL STUDIES MAGNET A limited interdistrict magnet program will be offered at Central High School. Approximately 175 seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts. Other seats will be made available to any student on a space available basis and in compliance with desegregation limits. The program will be developed around a theme of international studies with assistance from the business community. Central High staff members, administrators, and curriculum specialists from the three school districts in Pulaski County. The International Studies Magnet Program at Central High School is designed to prepare students to function effectively in our global community. Students will develop awareness and knowledge so that they can\n-relate to people of other cultures and countries\n-learn to communicate proficiently in at least one foreign language\n-develop skills for analyzing complex global issues\nand -have a solid working knowledge of history and geography. All students in the program will be reguired to take a foreign language course and at least one international studies course each year. All students will be assigned to the International Studies Program by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. DUNBAR JUNIOR HIGH SCHOOL INTERNATIONAL STUDIES/GIFTED AND TALENTED MAGNET Dunbar Junior High School opened in the fall of 1990 as an Interdistrict Magnet School for International Studies and for Gifted and Talented education. A ioint planning committee of area businesses, school administrators from the three districts, staff, and parents was used to supplement plans that had been developed by the District. This Re: 02205 Page 228 committee will continue to serve in an advisory capacity for the international studies programs at Gibbs, Dunbar, and Central. All students will be assigned to Dunbar by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. The target racial balance at Dunbar will be 60 percent black and 40 percent white. WASHINGTON ELEMENTARY SCHOOL BASIC SKILLS/MATH-SCIENCE MAGNET The goals of the Washington Basic Skills/Math-Science Magnet School will be\n-to develop the highest possible competence in academic skills and concepts? -to nurture the student's mental processes\n-to foster self-discipline\n-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas, and -to eguip students at an early age with the interest and educational skills to live in the technological world of tomorrow. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, classroom management, and standard basal textbooks. A computer lab, math lab, a science lab, field trips, guest speakers, and specific math/science projects (Math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core program. All students will be assigned to Washington Schools by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. The target racial balance at Washington will be 60 percent black and 40 percent white. Page 229I HEW FUTURES FOR LITTLE ROCK In--Qddition to the ongiohaent proggaao,Dunbag is a full participant in the Hew Futugeo fog Little Rook Youth Initiative-r Aaong the pgoggaa eoapononto fog the 1989-00 school yeag are Clusteging fog 7th and 8th ggade studento to allow atudonta to have toachegs in common-in the I core subject arcao,pgoviding fog an advisoradvisee support system. Youth specialists for advocate for an work with students in helping to meete-their special needs Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance and good citigenship. Homework Center and Hotline Early morning-tutorials for students needing assistance in subject aroas- Saturday morning detention for students to help them work off\" disciplinary sanctionsr to keep them in school,and to provide add-ir tional tutorial support.- Re: 02206 Page 230I NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications(Grade 0) Kcyboarding/Introductory Programming(Grade 7) Advanced Programming(Grado 8) Programming in BASIC(Grades 8,9) Computer Applications(Grades 7,8) ENGLISH Literature of the Adolescent(1semester)(Grade 8) Composing Process(1 semester)Grade 8 Composing Process II() 1- semester^Grade 9 Speech/Drama (1 semester) Grado 0 MUSIC I Piano Lab(GradesT-fS\u0026amp;9^Limited toLB- per class Handbells I(Grades 7,8 \u0026amp; 9)- Handbells II (Grades 8,9)- Jagg Band(Grades 8,9-)- Orchestra(Grades 7-78-49-)- 18 students FOREIGN LANGUAGE German I(Grades 7-\n8 or 9) German II(Grades 7-,8 or 9) German III(Grades-8,or9-)- Any student who has-completed German at the elementary level may take an-exam to qualify for entrance German II. MATHEMATICS Geometry (Grado 8\u0026gt; READING Reading-Exploration(Enriched) SCIENCE Science 7 Ccicnoe 8  Liife Science(Laboratory)  Phyaical Science(-Laboratory) Re: 02207 Page 231 aCOCIAL STUDIES Social Studios courses for grades-7-8 will-havc topical headings for--each ninefO-)week unit to reflect the conoentration of study each quarter. Units will be re vised/expanded to reflect the area of concentrat-ion. SPECIAL EDUCAT-IOW Computer-aided instruction will be added to the Special Education Program VOCATIONAL EDUCATION  Industrial Technology Education II Thislaboratory course^funded through the-Arkansas Department-of Education will provide the student with a learning experience in modern industrial technology.   a a a a Re: 02207, 02208 Page 232COURSE DEGCRirTIONS Advanced Computer Applications(Grado 0)Semester 2 Open to studentsf-rom the-fall couroe-r students will learn advanced word processing applications,how to create and manipulate a date base,how to create and forecast with a spreadsheet,and how to use at least one desk-top- publishing program. students will have the option-of creating a LOGO WRITER-project involving-music and animat-ion.- Keyboarding/Introductory- Programming(Grade 7) Seventh graders will learn-to touch type at least'50 percent faster- than they can handwrito-.- Students will learn to write s-implo programs using basic LOGO commands^to construct algorithms and write procoduros. LOGO Tools to document their projects, semester course. They will use A hands-on,one Advanced Programming,Grado 8 Year 1,thia course will bo similar to the-7th-grade-course-. Year 2, it will become an advanced programming course,using BASIC as well as LOGOWRITER,open to students- whocompleted 7th-grado course and/or with teacher consent. Programming in-BASIC (Grades 0,9) Programming in BASIC is a-one-semester course,prerequisites to be determined. Computer Applications(Grades 7,8)- Second semester course in computer appl-ieat-i-ono-,focusing on word-processing and cross-curricu-lum projects(example! using LOGOWRITER Tools to create a Science Video based on research in library or field). course. This is a project-based Literature of Adolescent Literature-' of the Adolescent and the-Composing Process I are to be offered-simultaneously with students changing courses at--the-end of the semester. These courses are to be con sidered prerequisites for the Composing Process II and Speech/Drama, which will be-offered only to 9th grade students. I The Composing Process I TheComposing ProcessI and Literature for the Adolescent are to be offered simultaneously with students changing courses at the end of the semester. These courses are to be I considered prerequisites for The Composing -Process II and Spoech/Drama, which will be offered only to 9th grade students. Re: 02209 Page 233I 11 I I I The Composing Process II The Composing Process II and Gpeeeh/Drama arc to be offered simultaneously with students changing oouroes at the end of the semester.--These courses arc for only- those Qth students who have taken composing process I and Literature for the Adolescent as eighth-graders .- The Composing Process II willreview and expand upon those writing skills taught in The Composing Process I course. The Composing Process willemphasize planning-\nwriting, editing\nand publishing stages of writing paragraphs and essays.- I 1 (' I Gpeeeh/Drama and the Composing Process II arc to be offered simultancoualy with atudcnta changing coufoea at the end of _________.---These atudcnta arc for only thoac ninth grade students who have talcen -Compoaing Proccaa I and Literature the oGBeateFr for the AdolGscGnt aa eighth ggadero.- I I I I 13 to ahow atudcnta The p-urpoaeoftheGpecch/ Dramacourae that communication through public speaking la a mcana^feo improve learning, to enhance pcraonal development, to organiee thoughto-\nto develop listening akillo-\nand to I interpret human bchaviop. Piano Laboratory . Gtudents who have muoie ability-\naptitude and intcrcat^in learningtoplaythepiano.--A acmeotor course (or year)__ wherestudentalearnfeeread muaic notation and aymbolo end to transfer reading to playing the Iceyboard-\nGtudents will Gtudents will learn simple I' t learn hand-eye eoordination-r Gtudento will learn melodies and chord aeeompanimento-r self-discipline and proper care of the piano-r learnhowfeeaddvariouasoundeffects as baclcground to songs,storiesand drama groups\nWith the interest tn keyboards today, the students have expressed an interest in Gtudenta will- a claaafor keyboard-r 1 I I I Handbells I(Grade 7-)- ..............._, _ A beginning coursein artofringing English handbells. Gtudents will learn the technique of ringing bells wil-1learn to read muaic notation andsymbols willlearn\"team-workby playing their part with other students to perform a piece of muoie -willlearn self-disciplinealong with-proper care of equipment and bells will learn the value of concert performance with other groupsfrom other schools-r I I I I Ilandbella II (Gradeo Q,\u0026gt;i Gecond year atudcnta Beginning course of-the firat year-r will be acleeted on muoie aptitude-,behavior and from 7th Gecond year atudcnta will study and Re: 02209, 02210 grade bell group-r f t- t I Page 234 JI I perform more advanced music,plus attend- Arkansas and Regional Handbell Festivals,and perform for the community and civic organigations. Jagg Band(Grades 8,0) A course designed -to introduce Junior High School students to the idiom of jagg music as an American Art form.- Orchestra(Grades 7,8,\u0026amp; Oj- In thi-acourse,basicfundamentals are studied on the Detailed inatruction is given fog- correct I beginner's level. hand positions,bowing techniques-\naccurate tuning,correct Beginning posture,and mechanics of technical proficiency. classesarenot performanceoriented,but -are directed toward- developing skills for advanced-study\nI I German I--- In thefirst year,students areintroduced to the Germamc as wel-1as to the basic German language.---Effortis made to provide the student with actualexperiences of German customs and cuisine.- I German-IT Thesecond year expandsthecommand of vocabularyand grammar and - continues to acquaint the student with the history,geography-\nand literature and other aspects of German-speaki-ng countries.- I German III Students continue to develop ora-1slcillo through programs and apoaking practicor Under the toachoga direction, cul-turalliterature at appropriate levelia road and discussed. Students write five compooitions with the help ofguidequestions,previousoraldiscussion-\nand/or Students learn to uoe correotly in context all pictures . common grammatical-structures formerly studied-? I Geometry This -course presentsthe basicideas -ofgeometryincluding the nature of angles,triangles, congruence,geometric inequalities-\n perpendiculars,and parallels. Regular Geometry is taught using-postulates and theorems in an effort to teach-the nature of direct and indircot proof. I Reading Explorations Reading Explorations ia an enriched reading class designed for students-who arc reading at or above grade level. The focus willbe placed on enriching and building upon current reading and study skillsfin-depth novel study\u0026gt;and reading for enjoyment. computer applicatiens-r included. Supplemental work will be interfaced with Both individual and group -will be I Re: 02210, 02211 I Page 235I I GcicncG 7 Life SciGnco(Laboratogyf I GtudGnta will pGgfogm Lab Ceience 7 is designed to teach students science procoso skills and the sciontifio method. experiments and analyze videotapca to gain experience using the thinking proceosea and skill s -that ara charactGriotic of sciGnce-r Upon completion of Lab Ccience the atudant will ba able I I I makeaccuratequalitativeandquantitative observations about natural eventet make metric mcaourementsforlength-\nvolumes-\nmass, and temperature \u0026gt; makeinferencesandconclusionsaboutnatural events based uponrelevant observationet design an experiment to toot a hypothesis-?- collect data and organize it in charts and graphs? form operational definitions-?- acceptcrrejcctahypothesis based' uponresults-t recognizeproblemsthatetresub j ccttoinvestigation ? ask questions relevant to a problem? manipulate variables in an investigation. Physical Oeionee(Laboratoryf- 9 develops concepts and laboratory skills in the areas of chemistry and phyoica-\n--Ctudcnt-ainvcotigate the physicaland chemicalpropcrtiea of matter, light, eloctr-icity,and simple machines. Gcience 0 Lab Science Ctudanta invaatigate Industrial Technology Education II Thiscourseiadesignedtcprovidethestudent with a learningexperiencein moderninduatrialtechnology-. Curriculum contentiadirected towardfour major clustersj communication,construction\nmanufacturing\nand EPT (energy\nStudents will be exposed to I powGr7and tganaportation)t using computera, poboto,laacpa-\npncunaticoT teloeommunicationand other modcpnequipment and concepto. Re: 02211, 02212 Page 236DECEGREGATIOH P-LAW- TIMELINE Nov-:-l-t Contact Donna Greor/requeot submission for FOCUS Nov-:-tS- Jan\n Review computer program needs with Data Proceasing I Dee-:\u0026amp; Dee-r Develop LRSD magnet application to be U3od for rising etudonta Jan.3- Jan.!-\u0026amp; I Plan -strategies for contact-ing prospective K/New students Jan\nF?- Ogdop-window envelope's Jan. 23 Feb-.- Prepare FOCUS(ComiHunicationo) I Jan.30- Mar. -I- Write Computer Programo Feb.- 1- Request mailing labels for mailing FOCUS I Feb. 1 Feb. 15 I Feb. 6- Mar. 20 I Feb. 17 Feb. 20 I Peb-r -3 Mar. 3 I Mar.t Mar.t I Mar.t Mar-\n\u0026amp; Mar.6- Mar. 10 I Mar-\n\u0026amp;- Mar. 23 Coordinate publicity for magnet Open Houaoo -through MRC-and other districts Kindergarton/New Student Registration Mail letter to PTA Presidents w/info about Open Houses \u0026amp; suggested recruiting techniques Order PIF'sr order selection forma through- -DP Coordinate Open Houoc publicity with Communications COURT APPROVAL Mail letter to school secretaries REi details of K/New Student registration Run program oimulationa Make adjustments to computer programs/train SAO Coordinate preparation ofgone mapa for each school Re: 02213 Page 237Mar.8- Oliver FOCUS to pgintcg Mar 15- FOCUS to n\u0026gt;a-i-ling service Mar-\nFT- Mail FOCUS Mar.2-G- -Deadline for returning K/Ncw Student PIF's to SAO Mar. 21 Mar. 31 ^nter K/Now Student PIF'a Apr-.3- -Apr. 7 Print aolcction forma and prepare for mailing Apr-.4- Elementary Open Houses 7:00 p.m. -e-i-OO Apr.5- Junior High Open Houses 7:00 p.m. \u0026amp;i-00 Apr.(r Senior High Open Houaoa 7\n00 S-t-0^ Apr. 0 Ffagnet Open Houaoa 2\n00 5i00 p.m. Apr.Fi Mail aoloction forms to all students Apr. 4- Deadline for returning selection forms Apr.2-4 ^inal pick-up of selection forms Apr-r-^5- Apr. 28 Prepare and scan selectionforms Apr-\n25- May 1 Run assignment simulations Apr-\n25- May 8 Proccaa- forms y prepare waiting listsy make mandatory- assignments May 1 May- 12 Send final assignment list to Transportation- for route adjuatments May 13 May 17 Print aaaignmont letters and prepare for mailing May 17 Mail final-assignment-letters Re: 02213, 02214 4 Page 238 GTUDENT ASSIGIfMENT HANDBOOK ECTION ONE AGSIGNMENTS At Overview Each non-agnet achool has an attendance gone. aoiBO caacoy satellite gonea-are uaed in order to flteet-the deaegregation requireaenta. Gtudents have the option of remaining in their current school(grandfathering)or they may aoloet their attendance gone -ochoelr\nan incentive school-\n- or a magnet-school.* Students living in the attendance gone of-on incentive school have the option of attonding-a racially balanced school to be selected by LRSDin accordance with doocgrogation considerations, (elementary academy) students living in the attendance gone of an elementary academy have the option-of selecting-an incentive schoolif it aids desegregation. Riaing (or matriculating) students, gradoa-6th and 9th\u0026gt;will be assigned to their attendance gone achoola. Riaing students will have the option to apply for -a-magnet achoolrr Every effort will bo made to install portable buildings in order to accoimaodate overflow situations at a particular-grade level. Only if a portable building cannot-be installed,the student will be reassigned to the nearest school--that-has a seat available in his/her feeder gono-r I Kindergarten and new students must complete a Pupil Information Form (pre-register)in-order--for the Student Assignment Office to begin the assignment process. w- Self-contained students will be assigned by the Special Education Departmentr Any student may apply for a magnet schoolby completing-a magnet application. I I Sibling preference to anon-attendance gene(non magnet)school will only apply to students entering the Little Rock School Districtbe-fore the199-19-2school year.* Re: 02215 I Page 239I I I l!ach student -will receive a final aaaignment letter through-the mail.- Each achool will be reaponaible for making attendance gone aaaignmonta after May 17.- The Student -Assignment Office will be responsible for all rcaaaignments\nmagnet assignments, majority to minority tranafers and desegregation tranafora. I St- Grandfathering* All atudenta may remain at-thoir preaent achool aaa ignmonta-r I The Special Edition FOCUS will explain thestudent assignment procoaa-r I We FOCUS will- be aent through the mail -to- parento of all atudonta in the Little Rock School Diatrict. I I I ev 4^ea3gignment -Procoao Every effort will be made to inatall portable buildings in order to accommodate overflow situations-at a particular grade level. Only if a portable building cannot bo inatallcd,the atudent will bo reaaaigned to the ncaroat achool-that haa a aeat available in the atudenta-feeder If the student cannot bo asaigned to any of the achoolain the 3tudont*ofeeder gone-\nthe otudcnt will be reaas-igned to a school in a eentiguoua feeder zone\n---' Student Aaaignment Office will be reaponaible for all We reaaaignmenta * Reaaaigned atudonta will be placed on the waiting liat for the appropriate attendance-gone achool. one. The minimum black percon-te-age for each oloinontary academy ia 40 % black. I Any aaaignment that cauaea a achool to fall- below the minimum-black percentage will not bo granted.- auch-eaaoa-,the atudent will be roaaaigned to the noaroat achool that-moota the minimum black percentage roquiromont I and haa a aeat availabte-r If the-atudont cannot bo aaaigned I to any of tho-aehoola in the atudent'a feeder gone,the atudent will be reaaaigned to a achoolin a contiguoua feeder gone.(See Dcaogrogation -Tranafor for deaogregation roquircmont-for aecondary achoola.) \u0026amp;T Tranafora* I I Studenta may- requeat a tranafor to the attendaneo gone achool,an incentive-achool-\nan interdiatrict achool or a magnet achool. Re: 02215, 02216 Page 240I I ^hc Special Edition FOCUS wiFl explain the assignment proccaa for transfer requests. Scleotion forwa will be mailed to parents by April I Selection forma must be returned-to acheola by April 24. Principals are-expected to deliver I selection forms to the Student Assignment Office immediately. All selection forms will bo considered at the same time. High school kindergarten students and kindergarten students at King-School will be given-preference For first grade seats in academies and incentive schools. Final assignment letters will be mailed -to parents by May 17. SEE PROCEDURES Return of Forma (School Selection Forms) Completing Selection Forms Et l^equircd Aaaignments -An assignment is required-whent -student is rising from Sth or 9th grade. Rising students have the option of solocting a magnet school by completing a magnet application. Parents of 6th and 9th grade students will also receive the Special Edition FOCUS. Final assignment letters-will be mailed to parents by-May 17. SEE PROCEDURES Distribution of Forms Kindergarten and New Students Parents of kindergarten and now students must complete a Pupil-Information Form in order- for the S-t-udont Assignment Office to beginthe assignment process. f -A Pupil Informet-ion-Form can be obtained from any school and returned -to any school. Re: 02216, 02217 Page 241 IObtaining-a PIF from a particular school or returning a PIF to a particular school does not guarantee assignment to that -school. Open Houoca will be scheduled in all achoola April April 9. 4- Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form by April 11. Selection foiias can be returned to any school in the Little Rock School District, must be returned by April 24. Selection forms SEE PROCEDURES Kindergarten/New Student Pre-registration Return of Forms (School Selection Forms)- Completing-Solection Forms I St ^olf-Contained Students ghc- location oi self-contained classes will -rema-in-the same for the 1989-00 schoo-l year-. The major factor regarding the site for the implementation of these student*s Individual Education Plans will bo the decisions-made by-tho lEP team, which includes the parents,at the annual review conferences. Every effort will be made to minimiec changes in school assignments. The IEPs of some-secondary students indicate that they-attend three or more spoo-i-al classes. These students rotate to special-education teachers,therefore,their needs -san be mot in any secondary school. ONLY STUDENTS WHO SPEND MOST OR ALL OF THEIR INSTRUCTIONAL DAY WITH-A-6PBC-IAL-EDUCATION TEACHER WILL BE ASSIGNED TO A SCHOOL BY THE SPECIAL EDUCATION OFFICE. Hr Sibling Preference* Sibling preference does NOT apply-to-agnot schools. Students entering-the Little Rock School District after the 1991-92 school year will not be allowed a sibling preference transfer to a non-attendance gone school. Any student who makes a-sibling proforonco transfer before the 1991-92 school year may remain Re: 02217, 02218 Page 242I I I at the ochool to which the otudcnt tganafcgged until ggaduation fgom tho ogganieationallevel. I A sibling pgefegence tganafog will bo gganted if a aoat ia available and the tgansfeg will allow both the sending and geceiving achoola to comply with the deaeggegation goquigcmcnta. ir Haqnet and Intcrdiatgict School Aaaignmenta All aaaignmenta to magnet and integdiatgict achoola will -be made by the-Student Aaaignment Office. I ^he Student Aaaignment Office-will be gesponsible fog maintaining-all magnet and integdiatgict ochool waiting lists. -All atudente on the 1988-89 waiting liato aa of Januagy 27,1-^89-,will geceive pgefegence-fog 1989-90 magnet and integdiatgict vacancies. A computegieed gandom selection pgoceaa will be uaed to conaideg all magnet and integdiatgict options liated on tho aolection fogma.- All magnet andintegdiatgict aaaignmenta will be subjoct to deaeggegation goquigcmonta and capacity. A requeat-fogaft-aaaignaent to a magnet ochool cannot be ggaatedif--it-adveg3ely affects tho deaeggegation gequigement fog eitheg the aonding og geceiving achool. Sibling pgefegence DOES NOT- apply to magnet achoola. Sixth and ninth ggade magnet atudents will NOT be given pgefegence fog aaaignmenta to magnet schools at--the next ogganieational level t Studenta who ago denied an assignment to-e magnet og integdiatgict acheel- wil-1 be placed on a waiting list fog that achool. A studenta gank on a waiting list will be detegmincd by a gandom aelcction pgoceaa. Howcveg,f4gat choice magnet optiona-will be ganked above aecond -choice options,etc. S4- Integdi-atgict Majogity-to-Minogitey Tranofcga All M-M aaaignmenta will bo made by the Student Aaaignment Office. Re: 02218, 02219 Page 243I I I Kt An M-M tranafcr allowa a atudent in the majority in PCSSD or NLRSD to tranafcr to a LRSD achool where he/ahe ia in the minority. Likcwiao, e studentin the majority in-LRSD- can transfer to a achool in NLRSD or PCSSD where he/aho is in the minority. The home diatrict Bust provide transportation for M-M tranafora. Dooegregation Tranofero I Junior and senior high school atudento may transfer to another-achool ao long ao the rcaaaignment -allowo both the sending and receiving school-to comply wi-th the deaegregation 1 requ-irrement and a ocat io available. The-minimum black percentage io-twenty-five percent(25%) below the district-widepercontages-of blackain gradea 7t2-r The-maximum black percentage ia twelve and one half percent(-t21/2%-)above-the district-wide percentage of blacks in grades 7- ia-r I The minimum and maximum black pcrcontagoo I constitute-the desegregation requirement(-or* acceptable range)for a desegregation transfer-\n The desegregation requirement-in secondary achoola isthat all schoola will remain withina range of ia1/2% above to- 5% below the districtwide percentage of black atudonta at each organieafeicnetllevel(i.o. ,high achooland junior high achool). Elementary atudento may transfer-to an Incentive School only if such a transfer enhancca desegregation at the Incentive School. 1 i I A atudent may make two(-S-)deaegregation tranafora at each organisational level(elementary,junior, or senior high ocheo-i\u0026gt;-r I I I The purpose of the accond desegregation-transfer ia-to allow a atudent to return to his or her previous school aaaignment. Deaegregation transfers will be granted during a limited period once each year. I LR6D will provide -transportation for desegregation transfer studenta where it is coat effective to do Re: 02219, 02220 Page 244 'I I Ijr PPt PROCEDURES Diotribution of Fogaa (School SclGct-ion Forma) Paronta of atudonto requeating tranofora and otudents now-to the Little Rock School Diatriet will have the opportunity- to aoloct a ochool by returning the Ochool SePeot-ion Formr For paronta of atudenta currently enrolled in LRSD achoola. Paronta of atudenta currently enrolled in LRSD will receive a School Selection Form through the mail. At Bt Parenta ahould complete the form with their achool aoloctiona. Forms should be returned to the child's eurrente-LRSD achool no later than April For paronta of atudenta new to the LRSD\n3t -Parenta- of atudenta now to the LRSD may also receive a School Selection Form by completing a PIF. frr New atudenta may pick up a PIF at any LRSD achool or from the Student Aaaignmcnt Office. Row atudenta' may return tho- PIF at any LRSD school by April 24. New atudenta'School Selection Forma may-be returned to any-LRSD ochool or the Student Aaaignmcnt Office. Pvery effort will be made to grant the parenta aeleotion,however,a-11 aaaignmenta a-re aubjcct to capacity and deaegregation limitat-iona. Return of Selection Forma Paronta will be mailed their school oolcction forma on April 11. Otudenta attending the-LRSD for the 1980-09 school year ahould return the forma to their current ochool by April 24. Studenta-who did not attend the Little -Rock School Diatriet during the 1-988-89 school Re: 02221 Page 245 1 3 year should return the Schee-1 Selection Form to any LRSD school by April 24. Schoola ahould-uae-the following procedures in-handling School Selection Forms\n4rv 2-t 3-r 4-r As the selection forms are returned,separate them into three categories\nAv Sv Gt Studenta requesting to grandfather at their present achool assignment(students currently attending LRSD.)* Transfer requoata(students currently attending LRSD).* Kindorqarton/New Studenta to the LRSD. Aa forma arc recoivod\nremeve- them from the envelopea. Uae paporelipa- only to- attaeh any notea or lottoro to the forma. Do NOT tape or staple damaged forma\nthe Student Assignment Office will replace damaged forms as needed. Check the form to bo auro-it -has boon completed correctly and-aignod by the parent or guardian. If-the-form is correct,Skip to step 4. Return incorgect or unaignod-forma to the parent with an explanation-.- Schoola are urged to contact the parent by phono if poaaiblo to rcaolve the problem. Note when the form waa received and when it was returned for corroetiona-\nalong with a brief deacription of the problem,on the Selection Form Liat. Dlacc the forma(in alphabetical order)in a dcaignated area of the office. Keep a liat (Selection- Form Liat)of the forma that are returned to your achool. Onoo-oach week (and the day following the deadline)do the-following\na-r With a number 2 pencil ONLY\ngo over any bubblea that-were lightly-marked by the parent or that were marked in ink. Alao\u0026gt;go over the bubblca pro-marked by the computer in the Office Uae Only aoction. (Thia atop can be done at any time after the formo are received-and-checked.) Re: 02221, 02222 Page 246 b-r e-r Place the forma(in alphabetical order)i-n an envolepe labelled STUDENT ASSIGNMENT OFFICE SCHOOL SELEC-TION FORMS. On tho day following tho deadline,include one copy of the Selocfe-ien Form Liat in the envelope-tee--the Student Aaaignment Office. Send tho envelope to the-Student Aaaignment Office immediately. III. Kindergarten/Now Ctudont Pre-Rogiatfati-on Children who will bo 5 yeaga old by Octobep 1 -age eligible to attend kindeggarten in tho LRSD. In ogder fop- parenta to make ochoolooleotiona and receive aaaignmenta for their children,they muat pro-regiater. A-r Diatgibution of Forma You will rocoivo flyera to be aent home to parenta notifying-t-hom of kindergarten pre regiatration and the deadline. Theae flyoro ahould be aent home aa aoon aa poaaible after they are pocoived. Parenta preregiator their children by completing a Pupil Information Form\nthey may pick up a form from any-LRSD achool. Make CERTAIN that-the Pupil Information Form ia marked KINDERGARTEN--PRB-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form-r I 3-r After-the deadline-\nDO HCMP hand out AW Pupil Information Forma. Inatead,inatruct parento to go to the-Studont Aaaignment Office-to pre-regiator their-children. After tho aaai-gnment proceaa haa been completed(May 17), each ochool will bo roaponaiblo-for regiatcring and aaaigning kindergarten and new- atudenta. p Return of Forma S 9 Parenta may return -their completed Pupil Information Forma to any achool in the LRSD until- the deadline-\n- p Re: 02222, 02223 Page 247 ftFor each form received, write RECD- and the date in the box labeled OTHER INFORMATION PARENT WANTS SCHOOL TO--iQ\u0026lt;OW on the right side of the-form-. 3-r The-following information MUST be supplied on the forimt First and Last Name Race Df* C5 JC Address Date of Birth If any of-this information is missing,the form cannot be processed-.- 1 4-r Check the bipthdatc on the form and the child3 birth cGrtificato. Check off either the birth certifi-eafee box or passport/visa and initial in the area at the bottom of the PIF labeled Verification of legal name and birthdate by. If the child will NOT be 5 years-old by October 1,adv-iso-the parent that the child will be too young to attend kindergarten next year-\nDO NOT SEND THE PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE-HAS BEEN VERIFIED.- Check-^he addrooo on the form. The parent must supplytheir permanent residence address\npost office boxes CANNOT bo used. Require proof of address(lease agreement-\n- rent receipt,sales-contract,or Personal Property Tax Bill-) '.- Complete the Addrcao Verification Form and attach a copy of the RIPt- When the PIF ha3--been completed oorregtlyv write K (or the appropriate grade for 1989 90 school year)in the- GRADE box and code the student's race inthe ETHNIC box-.- (DO-NOT WRITE YOUR SCHOOL NUMBER IN THE SCHOOL BOX). Initial and-date the form-in the SUBMITTED by box. 1 5-r Plaec the Pupil Information Formfs^iflan envelope labellodi- STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW- STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL. Re: 02223, 02224 Page 248 FACILITIES LRSD-will havG-thigty-one non-magnet Glcaentary achoola. ThG magnet achoola will continuG to oparate under prcacnt court ogdcga. LRSD will have 23 area schools, seven incentive schools, five magnet schools, and one interdistrict school on the elementary level. 1 Elementary Academies There will be twenty-two Elementary AcadGmica. name roflecta LRSD'a commitment to-provide an excellent deaegregated education program in-each of theac ochoola. [1 The Elementary Academiea with the capacity and projected racial compoa-ition of each,are liatcd below\nchool CapacityBlack Non-Blaek- Total % Black Badgett I 53^ Bole 4^ 4 34^2- Baae-l-infr Brady-pI I L 4*^ -ise- Chicot ass asa sa% Cloverdale 4aa aaa i4i- as+ Dodd 4a+ ass isa ssa ss% Fair Park ssa asa ass asa saa Fereat-Park ass ass ass sss ssa Fulbright SSS ass sss ssa Geyer Springa ass aas ss aas ssa Jeffcraon ass aas ass asa saa 4SS I I 1 Re: (^2221 t Page 251 I Gchoelr CapQGifevBlackHon-Blaek- Tctal % Black Mabelvalc 4^ McDermott 3r\u0026amp;- Meadowcliff 44^ Otter Creek ar\u0026amp;2 Pulaak-i Heights 3^ Terry 464 444 444 Wakefield 444 444 444 444 444 Watson 444 444 444 444 Western Hills 444 444 444 444 444 Wileeft 444^ 444 444 444 Totals 0,501 Elementary Area Schools There will be 23 elementary area schools. The elementary area schools with the 1991-92 capacity and racial composition of each attendance zone are listed below\nSchool Capacity % Black Badgett 257* 57% Bale 73% Baseline 90 69% Brady 467 55% Chicot 558 57% Cloyerdale 492 72% Dodd 328 52% Fair Park 51% Forest Park 376 48% Fulbright 540 a aa a ^94 15^ 43^ 4 ^4^ Re: 02227, 02228 Page 252 School Capacity % Black Geyer Springs 328 67% Jefferson 492 471 Mabelyale 515 55% McDermott 517 57% Meadowcliff 44 571 Otter Creek 351 501 Pulaski Heights 42% Terry 492 46% Wakefield 492 68% Watson 492 66% Western Hills 328 54% Wilson 394 54% Woodruff 324* 59% Totals 9,678* 3 I I *Includes four-year-old program  IncontivG Schoola Thoro will bo eight Incentive Schools which are liotod I below with the number of classroomo in each aa well aa the I capacity of each at twenty-five otudcnto per claaaroomt fl fl Frankl in- I I Garland^ Tsh- ii- we I fl Mitchell 3-5e Rightacll we I, fl Rockefellom we I' i 1 I t Re: 02228 I Page 253 J School Capacity at 5 Gtephcno 4^ Washington Totals -W-fr 3800 J Incentive Schools There will be seven incentive schools which are listed  below with the capacity of each at twenty-five students per 1' classroom and the four-vear-old capacity at 20 students per il a classroom\na School Franklin K-6 Capacity at 25 4-Year-Old Total 460 60 520 Garland 370 20 390 Ish 245 20 265 i a 1 Mitchell 340 20 360 a Rightsell. Rockefeller Stephens Totals 290 410 315 2.430 Interdistrict Schools 20 60 2 220 LRSD and PCSSD will establish Romine as an 310 470 335 2.650 I i| H i' ft r ' I  Interdistrict School for the 1080-90 1991-92 school year. Romine School has a capacity of 49^ 487 students Up to 494 percent of the Romine seats would be allocated to PCSSD I and at least 514 percent of the seats would be allocated to I LRSD. ,! ! If Im *Includes four-vear-old program Re: 02228, 02229 Page 254 I :i ' i LRSD is committed to work with PCSSD and the other parties to this case to establish for the ^^89-90 1993-94 school year the Baker and Harris Integdiatgict Schools the Crystal Hill Interdistrict School in PCSSD and an additional two hundred seats for LRSD students at a second PCSSD Interdistrict School to be established at a location agreed upon by the parties. LRSD will recruit black students to fill its share of the Home-Magt Baker and Harris seats in accordance with the Interdistrict Plan. The PCSSD has agreed to increase the capacity of the Crystal Hill Elementary School from 600 to 800 seats with up to 399 seats reseryed for black students transferring from I Little Rock School District and, if space is ayailable, from * North Little Rock School District. Capacity I The-nofWRiagnetelementary enrollment- for-the 1988-89 school year is 8,327 black-atudents and 3,835 non-black students for a total of 12,162 students. Without the-enrollment in LRSD of a significant number of students who are prcaently-onrolled -in private schools. LRSD would expect about two percent-growth-in- the number of I I I1 I i c black students and very little growth in the number of non black -atudents. The projected enrollment would be 8,500 black students and 3,850 non-blackstudents-fog-a total of a pa H 12,350. Re: 02229 Page 255 1I I I The capacities of the Elementagy AoademiGS elementary area schools are determined in accordance with Arkansas accreditation standards which have the following limits: Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the twenty-two Elementary Academiea is 9,501. 23 elementary area schools is 9,678. The ^incentive Sschools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom, however, there will be a certified aide in each class and possibly a second teacher in those classes. The capacity of the iincentive Sschools is SySOO 2,430 at 25 students per class. The total' nonmagnet eiemcntary of LRSD (13,616)exceeds the projected enrollment (12,350) by 1,266 scats. The overall racial composition of the fielementary Academies area schools and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominately black. It is expected that at least 4SS 600 black LRSD students will attend Interdistrict Re: 02229, 02230 Page 256  4 I I 1 I I I Schools. The chart below shows the impact of black Incentive and Intcrdistriot School- enrollment upon-the Elementary.Academieot I Black Enrollment- inIncentive and Inter district Schools--- Tctd--- Enrollment in Ele Aca Racial---- Composition f Ele Aca Recruitment Capacity for Ele- Aca 2,000 10,350- 62.8% ,500 0-,850 60.0% 3OOO 0,350 58.8-% Oii 3,500 8,850 56.5% 1,411 3,600 O-,65O 1,-511 Construction 1088-80 I Washington -School is closed for the 1088-80 sehool- I year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. students who were originally assigned-to Washington for the 1080-80 school year have been reassigned to lah,Mitchell, Rockefeller and Rightscll. These students(166)will have a preference to return to the now Washington in the 1080-00 school-year. 1000-00 A new wing is being added to Franklin School and will be completed prior to the start ofthe 1080-00 school year. t Franklin's new eapacity-wi-ll- be-560-.- Woodruff has -a capacity of 245 otudonta and is situated in a neighborhood that has no real potential for white growth. Woodruff ia presently 75% black.Probably the best Re: 02230, 02231 Page 257 U3C of thia facility is to uae it aa the Inatgaotional Reaougce Center (IRC)or aa a alternative aoheel. Woodruff will be cloaod aa an oleiBontary achool at the end of the 1988-89 achool year. 1990-91 Stephens and King It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and Ii University Avenue. The new Stephens will house prekindergarten through sixth grades and will have a capacity of 696 students.i It serves as an Interdistrict School. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock (14th and Marshall Streets). The facility, in any case, would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistrict I I school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little I Rock. I *Includes four-vear-old program I Re: 02231, 02232 Page 258 I The pagtiea have had diacuaaions with gealtora gogagding apeeific ocheel eonatguetion aitea and exiating buildinga. The Maateg will be pgovided a aepagate pgeggeao gepogt coneegning-negotiatiena for achool aitea* The new King School should be constructed in time for use beginning with the 1993-94 school year. The new Stephens School should be constructed for use beginning with the 1994-95 school year. 1 1 3 .s 1 1 i' I I I 1 I i J Re: 02232 Page 259 I I I 1 3 INCENTIVE SCHOOL PROGRAM i INTRODUCTION Beginning in-the 1009-00 achool year,tThe Little Rock i ,1 School District will have eight (8) seven (7)* schools I I : 1 providing the incentive school program. Rockefeller may ji become-an interdiatrict achool,but would continue to provide the incentive achool program-r The purpose of the 1 incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. The following schools will provide the incentive school program: -Franklin li I' I f f I: I J I 1 i -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Waahington 1 *The question of an additional incentive school for the 1992-93 school year is still under discussion. do not seek to modify the plan at this time to add an additional incentive school. The oarties Re: 02233 Page 260 I if I I 1 I, I i!' 1 I'^i I'l I 1 ill# JI In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-teirm desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentiveschool program committee the parties will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October,1089,tjhe committee parties will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee parties will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. Re: 02234 Page 261 J Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representatives and parents. The blueprint will be used as the framework for specific activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: RKb A. B. C. D. E. F. G. H. -I. J. K. L. Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work rd The Incentive School Program Committee divided into five (5) sub-committees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills n -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 Parent Involvement -Subcommittee 5 Parent Recruitment Re: 02235 Page 262 L. JI BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Program Committee did not, however, attempt to specifically define every detail for the iincentive Sschool Pprogram. This document merely furnishes the community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school* area. The District firmly believes that the success of any program depends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. The IncGntivG Gehool Prograin CoiamittGe will continue to function until Auguot I771080. The GomaittGG will bo expanded to include at loaat one parent from CQCh inccntivo school attondancG gone. On August 1, the committee will be gGatructurod to function ao a diatgict-wido council of incentive achool pagonto-r The council will have two pagcnt rcprooGntatives from each incentive school. -Aioo-\nfoug members at-large will be appointed by the Joshua Integvcnoga r The Incentive Ochool Program Parent Council will be gcoponsiblo fog monitoring all aetivitieo golatod to the incentive school program\n-- The Parent Council wilrl report to the -Little Rock School District Board of Digcctoro and Joshua Intervenors on a quarterly basis? Academic achievement is the result of commitment, high expectations, a strong belief that all children can learn, and broad-based community support.. When these ideals are coupled with the availability of financial resources, educational excellence prevails. \"'y of the District that all of these ideals will be evident in It is certainly the belief each incentive school. I Re: 02236 I Page 263 1 I I i  .i I I! i i I\n1 SECTION ONE i' li I' i ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT p I. 1 p I I I '1 I1 i I Re\n^2231 Page 264 INCENTIVE SCHOOLS ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. \"The content of the education must be true, appropriate, and relevant. The processes of education are expected to be democratic and humane. The aim of education is to be the complete I development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well.\" (Saving the African-American Child. 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the iincentive Sschools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social, emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. Re: 02238 Page 265 1 ACADEMIC PROGRAMS General Areas for Implementation (subject to an annual assessment of the effectiveness thereof) 1 1. Four-Year Old Program (Early Childhood Education) - Little Rock School District's Four-Year Old Program The 2, will be operative in each iincentive Sschool. The High/Scopo-Cuggiculum will be the content model, and a gtandotogy-Bietgict developed parent component model will be incogpogated into the program model. Writing-to-Read - aAn instructional technology program, such as Writing to Read, will be implemented at each incentive school for K-2 students. Kindergarten - The Little Rock School District Early Prevention of School Failure model will be operative in each iincentive Sschool. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. Reading Across the Curriculum will be a major emphasis for developing reading proficiency and critical reading skills. Each subject area will also utilize s 5. 6. strategies to increase students' pleasure of and appreciation for reading (Pre-Kindergarten-6). Oral Expression Across the Curriculum will offer instructional objectives and strategies in each subject area designed to increase the oral communications and American English skills of the students (Pre- Kindergarten-6) . Learning Styles Inventories will be used in each iincentive Sschool to assist teachers in diversifying their teaching styles to match the learning styles of the students. Schoo-1-Themes will bo developed at the l-ocal achool level by parents- and- staff and ago gecommcnded to be integgatcd into the total cuggiculuia. S 7. Semi-departmentalization will be the recommended organizational structure for grades S4.-6. This organization will facilitate the development of specialized skills for \"subject area\" teachers for the respective grade levels. 9. Instguetional-Tcehnologv will too available in specialigod-latoogatogies and in individual Glasagooma. Re: 02238, 02239 Page 266 r I 3 . h 4 . I 1 J 1 4rO8. Science Laboratories equipped with adequate equipment andmaterials/ and supplies, either mobile or permanent, will be available for students in-grades 3 6. 459.Computer Laboratories for remediation and enrichment will be expanded for a minimum of 24 25 stations in each clagaroom. incentive school. 4510. Foreign Language Instructionfcaboratog-ioa with appropriateequipment and materials will be operative in each school with appropriate eguipment and materials. 4:511.Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 5412.Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based experiences. 4:513.Parent Home Study Guides will be developed by the beginning of the 1993-94 school year in each core subject area for each grade (1-6). 4:614.Computer Managed Instructional Technology will be used for continuous tracking of student progress by the beginning of the 1992-93 school year. 4515.Individualized Student Education Plans will be developed, implemented, and monitored for each student. a j 4^16.Specialized programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended-day, week, or year programs. *(Sgo page 7) 4517.Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 5018. Homework - homework 4-9as required according to Little Rock School District policy and regulations. \"1 54:19.Criterion-Referenced Testing - formative criterion- referenced tests will be computer generated for the ongoing assessment of students. Re: 02239, 02240 Page 26720.Heterogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. 3-21. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. 422.African and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING - Learning to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (K-6) - Basal textbooks will be used to augment the classics reading program (K-6) - Strong emphasis on critical reading skills (grades 4- 6) - Increased motivation and learning with oral expression through reading\ne.eg., choral reading, student storytelling, debate, drama, etc. (K-6) ENGLISH/LITERATURE ARTS - Writing to Read, or a similar program, as an instructional component for K-2 - Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) LatinProgram will be uood to increaae the vocabulary and word atta-ck skills of otudcnta(5-6) - Oral Language Expression will be a major emphasis in the reading and English/language arts areas (K-6) - Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) - Language Modeling will be expected in the oral expression, vocabulary, and usage skills of the teachers (K-6) I Re: 02240, 02241, 02242 I Page 268I SOCIAL STUDIES - Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History (4-6) - Emphasis on introductory concepts in history, geography, and civics (K-3) - Geography will be taught through active learning strategies - Each subject and grade level in social studies will include a multi-ethnic cultural curriculum (K-6) - Learning strategies and activities will promote \"living social studies\" (K-6) - Emphasis on American and Arkansas History (4-5) - Emphasis on World History (6) - Celebrations/ceremonies will be integrated into the curriculum 1 MATHEMATICS - Emphasis on use of word or story problems (2-6) - Introduction to basic concepts in geometry and algebra (2-6) .- Extensive use of manipulatienves (Pre-K-3) - Use of computers for organizing and utilizing mathematical data (5-6) - Emphasis on critical thinking in addition to methodology and results (K-6) SCIENCE - Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) - Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science - Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) - Mastery of concepts should culminate with an annual project\ni.e., Invention Convention, Science Fair, etc. - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS - Content will include an introduction to basic concepts in music and art Re\n02242, 02243 Page 269 IH a 1 1 a - Art and music instruction will be sequential and cumulative in the content, knowledge, and skills - Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-K-3) - Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6) - In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts FOREIGN LANGUAGE - Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations - The instructional methodology for each language will be a \"total physical response\" approach - Emphasis will be on basic vocabulary, conversational, and cultural materials for K-3 1-6. A fore-ign languagelaboratogy will be used for inatructioft-, including oomputega where appropriate - Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) - Provision of practical experiences and interactions with a native language user. - Emphasis will be on vocabulary, grammar, reading, writing, and cultural materials (4-6). PHYSICAL EDUCATION/HEALTH - Family Life Education will be included in the total elementary curriculum (1-6) - Nifty Nutrition will be available for all grades (1- 6) - Emphasis on \"wellness\" for the young (K-6) - Emphasis will be on the development of an understanding of and respect for the handicapped\ni.e., disabilities simulations (5-6) - Emphasis on team sports and lifelong leisure skills (K-6) SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Re: 02242, 02243 Page 270 i 1 \u0026lt;4 hj Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will focus on problem-solving, decision-making, peer pressure, etc. Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students. Role Models Programs - Individuals (international, national, state, local and community) will be used for presentations at the school in every area of the program to provide role models for students. Special emphasis will be placed on African-American role models for males. Mentoring Program - Utilizing local resources in the community and the Partner-*-s Program, a mentoring program will be established for integmcdiate age students. (-46) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations. Re: 02243, 02244 Page 271 IAcademic Reinforcement Activities may include (but not I I. ' I, 1: limited to) the following: r ti Peer Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will- be compensated for after schoolpoor tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level), Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Band Swimming Club Bowling Club Skating Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: I r Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, D.C.) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Re: 02244, 02245 Page 272(' Each school will incorporate special activities into the total school program. Choices for each school will be I determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must 11 accompany each School Program Plan. A projected budget must ( accompany each plan. I' Itj TO I 1 Re: 02245 I Page 273 LATINENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASGES LITTLE ROCK- 6CHGGL-DISTRICT i-r Background In the-early 1960s, the Philadelphiaf-PA^School District raised reading and vocabulary scores of elementary school children through a program using Latin in language arteo-olaaaos. The program was -'ll 3 developed by a team of Latin teachers,but the materialswere-designed to be used by elementary language arts teachers\nthe program- did not depend-on using trained Latin teachers in tho elementary classes. Sincethat time programs-of this sort have been implemented in many other school districts,such as Indianapolis-\nIndiana\nWashington-\nD.C.\nSt.Louis, Missouri\nDallas, Texas\nLos Angeles,e-a-lifornia\nHew York City,New York\nOakland,California\nand Kansas City, MisBOuri. Some use the Philadelphia materials, others have developed their own materials. In these programs the focus is not on teaching formal Latin grammar\u0026gt;it io on using Latin words and myths as a means to improve English-skillsj These programs have also resulted in improved self-image among learners. The initial implementation of the-program by Philadelphia and later in the above identified districts was in inner city schools with a large minority population-r five and six or grade six only. The targeted levels wore grades Reports concerning students-'performances on standardized teats in the above identified districts reveal at least a one-year growth in-reading and vocabulary and a significant amount-of growth in other-content-areas(-see attached) . In all districts-\na team of Latin teachers trained the elementary language arts teachers in using the materialsand served as resource-persons for background in Roman and Greek culturo-r As the-program grew,many of theae elementary teachers studied-feo-bocome proficient-in Latin. A corresponding program using the Greek language haa also been developed\nthia program uses the aame methods and approach. Thematerials focus on using Latin and Greek word roots as a basis to increase English-reading and vocabulary skills. Materials are varied\ntho two--basic courses are designed for fifth and sixth- grades and arc based on classical mythology and life. Supplemental coursos cover a wide variety of subjects,including science, math\nastronomy,and blacks in antiquity. Re: 02247 Page 275 9 Hr Rationales Moro than 60% of words in the English language are baaed on Latin words?focusing on Latin word roots and word-building-elements will- increase knowledge of .I Engl-iah voeabelary-.- Itany-f ifth-and-sixth grade- aocial studies and reading curricula include mythology and the Greco-Roman worlds? vocabulary materiala that relate to thia subject matter will broaden-learning and provide enrichment. 4 Ability to read-Engl-ioh ia not limited to language arts and other academic-areas but-a-f-feots oucceaa in life itself-yincreasing that ability creates more successful individuals who feel competent-to-deal with school and I living. Latin ia an unusual subject for students-/ espcoially in elementaryschool-\nWhile the study is not -fecused on learning the-Lat4n- language per se, atudyof an unusual anddi-f-ferent\"subject,and seeing aucccasin doing so-\nbrings an improved self-image to the learners. The- program-itself-is easy to implement. The cost ia minimal,and investment-of time by elementary tcachero to learn the materials is limited. T^he-materials are I' easy to use. They are inexpensive to purchase and can be duplicated for distribution-to-teachers. The program has been successfully used by many areas with educational situations similar to Little-Rock. The 'JI uniquenesa of the program should appeal to parents as well as studenta? no other public or private-schools in Arkansa-s-\ncertainly in- the metropolitan Little Rock ftfea-\nhave such a program. The program would serve the desegregation plan for the incentive schools-and would help in achieving-the targeted-objectives of raising standardized test scores and-eli.fflinating disparity between scores of the major- ethnic elements of the school community-r Also-with the-emphasis on multiethnic education within the Little Rock School District, materiala can be developed locally to include this omphaoioT Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that arc directed to the apocial interests and needs of- theArkansas students. . =rf I III. ProposoT IP It ia-proposed that the Little Rock School-District implement an elementary Latin-prog-ram in the elementary language arts classea at the fifth and-sixth grade levels in the incentive schools for the purpose of increasing roading and vocabulary skills,improving standardized test - aeerca-,and enhancing the se-lf-image of Icarncrsr I I Re: 02247, 02248 f Page 2761 a\u0026gt;A' iVv PFoggam dGocription Affeer teacharg for tha ineantive ochoolo have boon identified in the apring of 1909,these teachera will receive aix hours of inaervice training during the 9Ufluneg--o-fH\u0026gt;aoinimplGmonting tho program. ^he .a '1 program will be implemented at the otart of the 1909 90 achool year and will be incorporated into the-fifth and aixth grade language arta inotructional block for approximately fifteen to twenty minutea per day. Throughout the 1989-90 achool year, teachera will be involved in four (1) additional inaervice workahopa ^vo~pop aemeater) . Alao,thaae toaehera will have the opportunity to bGcome-more proficient in Latin by enrolling in a college courae designed oapocially for them\u0026gt;-thia courae will be optional and at the teachers own expenao\nThroughout tha year, the principal in each-building will-monitor tha program. At the and of the 1989-90 achool year,a- formal diatrict-wide asaeaament of the program will be made\nthia aaaeaament w-ill be baaed on surveya and teat data. Re: 02248 Page 277 I I I'! Budget Summary (Per Teacher)- Instructional Materials $ 30 Printing^ E* Inservice Materialo Inservice Consultant College Course Materials College Course Instructorsa Foo Inservice Stipends I'- TOTAL Budget Summary (Program in all Sth and 6th grades in all-incentive schools) 7 schools with 4 teachers oaclr 20 teachers $6,860 1 school with 10 teachers 10 teachers 7-4^ TOTAL $0,310 I I 1 I J Re: 02249 Page 278DELETE DELETE LEA J-nceot-ive- -Sc-hooTs- OBJECTIVES .-Ts-nrevIde-aHarefless-ef-the -(.At In -tn -InnenVIve -ichonT- -(\u0026gt;plnnlpa-l-s- -and -s-ta-tty -o Ol m na no to X) (t o ro ro tn o IJLSC) DESEjCREEATION FLAH TMPLEMENEATION TDfn.rNE STRATEGLES/ACTIVITIES IiI-Present-'iRpTeneRLatjeR-pT jR -pFCpnsa r -tn -assnctate -super- -Int.- -dents- -and -ass-Istant -suj.- Intendents- I.-2 -Schedu-le -awarenens- -meeting -w-Ith- -princ-lpal-s- -of -Incentive -sc-honls- 1-.-3- -Develop -agenda -for -princ-lpals-' -mooting I.-4- -Cnndunt- -as-^areneaa- flaeet-ing -w-H-h- -prlnnipaln- 1-.-5- -Schedu-le- -awareneec- -fneet-Ing w-It-h- -c-ument- -Sth- -and -6th- -grade -teachers- -In -Inc-ent-Ive -schogls- BEGINNING DATE EITMliG DATE JaH^3Q,-1989 Jenirray-199-2- MaFh-l-,-J989 March-mZ 'lareh-1-,-1989 lareh-IS, 1989 Iarch-1992- lateh-lS, 1-969- -Mareh--1992- RESEONSIBELnV Marle-MeNeal MaFvlH-ZImmenflaH forelgrr -L-angtrage- Superv-IsOT* -Staff- -Development 6Ireotoi* Angela-Sewall Aso-Is-tant ^uperln- -tenden-t Coord Ina-tor -o-f -Incentive -Sehoo-Is- Angela-Sewall Beverly-White C-ocHdlna-tor -o-t -tnceotlve -Sehoo-Is- Ans-Is-tan-V -SuperIn t-endent Marle-MeNeal Ma rvlH-ZlBwermaR Sayle-Gleud Foreign -L-anguage Superv-Isor St-eff- -OeveT-opntenL- D-Ireet-or --at-In- -T-eaohers- laehel-Hyers Aes-Is-t-ant- -Super In- tendent- Soordlnat-or -of- I-ncent-Ive -Schoo-Is- EVAUJATiaN r t-aM-r rcSert id t ten Meeting- -on -Ga-Tendo-r Meeting- -on -Ge-Iender Printed--egenda- Goncems-Atues-t-Ions- -expreesed- by--p\u0026lt;'-lnelpals- teet-Ing- -on- -Go-Iendei' L JDELETE AREA -tncentiveSchooTs eoa T - f 7-(-continoedy OBJECTIVES l7-(e6RtiRaed} LRSD DESEGREGATION PIJkN niPITMErTEATION ITHELINE STRATBGLES/ACrrVTTLES BEGINNING DATE ENDING DATE RESEOHSIBILTIY EVAILIAITON 2 ,-Io-pFovide-insoFvice-to paFticipating-teachoFS a OJ U7) ft) ro CX) o ya ft) o ro ro tn oI -1,6-eeBduct-awaFanass-neeting- -with -GUFFeRt -6 th -and -6 th -gFade-teaehene -identify-5-th-l-6th-gFade teachoFS a(bo a#ish-to--Femain at-incentive-schools L JUcEui-t -iod -f-i-Vl- -\\iacaB\u0026amp;iss. 2 .-t -Reguiiition -ins-tFuc tional -mateniala 2 .-2-Duplicate-cop ies-of-above matepials -2,2 -Sebedule -2 -InsaFvioe -meetings -of -J -houFS -eaeh -2 r4 -Develop -agenda -foF -above -2 -raeetinge Apnl-14-,-1989 Apei-l--1-992 May-1-,-1989 -May-1.992 JuIy-4,-1989 Jofy-mi- '\u0026lt;ay-lT1989 -Uy-im Ju4y-I,1989 July-1-992 lHBe-1',-1989 Ju-Re-1-992 July-lS,-1989 July-1992 Marie-MeNeal MaFvin-ZiRweFBan Gayle-Gleud -PoFeign -Language SupeFV-isoF Staff -Developme nt -OiFaetoF Latin-leachepe Pnincipals- Riehard-Maple Human -Raseunces. DipectoF P-Fincipals- Riehard-Haple -Human -RasouFcee OiFectOF Marle-MeNeal Eonaign-Language -SupanulsoR Hafle-HeNeal -PopefgR-language -SupBRulson Marle-MeMeal -Pene Ign-Language -SupenylsoF MaFie-MeNeal -PoFeigR -Language -SupeFv-isoF dleetrng-agendj Xfat -of -identified -Stlx -i .6 th--gnade-teachent identified -6 th -and -6 th -g Fade teachaFS -at -ihcent iea -sohoola iOF-1969*90 Apfi-vdl. -of -raatecfaLs- -One -copy -fcP-aacU -taacBoP -M\u0026amp;etfBgs--on -CaTsniiP-Ppi- Rted-agendas- iREA E incentive-Schools --I-. - (-coiTt-i wed) OBJECTIVES 'I'\".(cwTtTwed) -O XI cu n\u0026gt; to   (O no o 00 no h* no (JI a LRSD DESBCRECATION FLAN IMPLEMENLATION TDIEI.INE t STRATEE lES/ACTIVlTLFS -2-.-5- Eondvct- -above- meet-i-ngs- -2-.-6- Eontrac-t- DAL-ft- -about- -of-f-etH-ng- 2-.-?- -Schedtri-e- -above- -coW-ege- -coui'se- 2-.-8- -i-mpl-efnent- -above- \u0026lt;-o)-1-eg- -c-ourse- 2-.-9- -Schedule- E-our- Ewo-hour- -Enservi-ce -workshops- -En- -local- -bu-El-d-Engs/elust-ers- -d-Est-r-Ect- -wEde- S-.-FO- Eonduct- -above- -four- -Lneetv-Lce- -worfcebope- BEGINNING DATE ENDING DATE AugHSt-18. 1989 JHHe-li-I989 -June-4-992- BeeefRber-l, 1989 December- 4^92- Hay-1990 May--1993- RESPONSIBLLnY Gayle-Gleud L-aiin--T-aachars- Marl e-McNeal Gayle-Glead -For-oi-gn- -banguage- Supervi-oor-bab- vn- 4-eacher-a- Mar-ie-MeNeal E-or-eiga-banguaga- -Super-v-iaar- Gayle-Gleud 4-at-Ln- -T-eacbor-s- SeptembeF-l, 1989 -Sept-effiber-4-992- May-1,-1989 {2-peF-seme5- ter) May-ms- EV,UJJ,VriO-N Cour\u0026amp;e. -proposaJ - - -I-danti-f+sd- -\u0026lt;lit6\u0026amp;/xin)6ty'4J-ace- ComfuLeted.-cour-se- -Pr-HK-ipa-ls- Marie-McNeal  E-oreign- b-anguage- -Super-v-iaor- Gayle-Glaud bat-lfl- -Teac-her-s- Meotings- -on- -Ca-Londar- Weet-i-ng--agondas- TTi! LRSD DESEGREGATION FLAN n-IPLEMENTATION TIllEI^INE DELETE ARE,\\ incentive-Scheels 6oa i - i : { conti fl ed-) OBJECTIVES I-To -implement -the -eieraen tary tatin-program-in-5th\"\u0026amp;\"6th- -gradea -at -ineentive -achoola- 4 .^-Te-evalua te-the-elementary latin-program- OJ lO fD ro 00 ro X) (Il CD no ro cn ra STRATEGlES/ACriVrriES g .L -Sc-hedole -time -for -ela-s-sroora \"instroction' -3.-2- -Porchaae/dopHcateT^c-eate- -eXudenL mater-iale- 3,3.Incorporate.Latin-prograns.into districtts.language.arts program 4.X-Moniton-classnooo.activities 4^ -tdentity .s-tudent -gcoivth- jin -standard-ized- -teata- 4.-3 -Develop -atudent,- -teacher-, -parent -aaaeaseient -aurvey 4-.^ -Oiweminate- ^above -au-rveya 4.-5' -eontpi-1-e -aurvey -reaul-ta 4.-fr -Submi-t -FifiaF -evaloat Fon -report -to -Aaaociate -Soper io tendenta DBGINNTOG DATE ENDING DATE Aug,}S,-1989 ftuguvt: l-OO?- Ongorny Ongoing. Hay-1,-1990 Way .19-93- Hay-30,-1990 May-1993 ApF-.-lS,-1990 Apri-1--1993- Hay-1,-1990 May-199-3- Hay-30,-1990 -May-1993 Jufl-.-lS,-1990 June-1993 RESPONSIBrLITY -Rni-ncEpal-s- WaytF-T+eWHTh -Eona-ign- -Lang.- .Supv- Rpincipals -Bnincipals -Prweipe-Vs- EVAI NATION Schaal Ls. -i-Qitcact iaoa.1 -schedole - Materiel -s- -reedy -fcrr dtrsYTOonr -use- MaFie-HcNeal Gayle-Glead -Foreigo -L-aog.- -Sopv.-/- -L-atio-Teaeher -P-(i-nei-pa-Vs- Harie-HcNeal Foreign -L-eng.Sopv. HaFie-HcNeal Foreign -L-ang.- -Supv-. i.-ersoTr-p-Tarrs- .Ldentitied-stEengthi.aQd oveahnssses -Tes-t-deta- -P-l*HVte\u0026lt;i- -fOHRS-Getup- T-e-ted- -feme -(=etaFee\u0026lt;i - -Suvey-data- Sebra itted -i=epei=-V -I 7  I ill 'll 1 ( PLEASE NOTE: Two areas of information contained in the \"Implementation Timeline\" for this section submitted with the original LRSD Proposed Desegregation Plan have been omitted from this timeline submitted May 1, 1991. These are heading information found above the columnar timeline which listed the plan date and the person, division and program/area responsible, and a \"cost\" column in the timeline. The information that was in the heading area is now either out of date or is repeated in a column in the timeline. outdated. B' The cost figures previously provided are Revised cost figures will be provided in a separate desegregation budget. The columnar heading \"Completion Date\" has been changed to \"Ending Date.\" For the sake of clarity, all timeline headings have been changed to LRSD Desegregation Plan Implementation Timeline.\" I-Il I' I I I I I I ,! I It I I 1 II '.REA 1 1 Academic Programs Goal: 1- OBJECTIVES 1 1 1 LRSD and Curriculum Development To devcrVop- -arxl- . To-promote/efl+tc-^-\u0026lt;*7r desegregation flan IMPLEMENTAnON TTMELTNE impiement Qua 1 itv-dfffdemir program for Incentive SrhnnlS- STRATEGIES/ACnvrriES BEGINNING \nDATE ENDING DATE RESPONSIBELTIT EVALUATION 5h^ p. and-Staff-trtKiersrtWwg- a f . the-1 ntefltf v- eeneept 1.1 -Provrde-arr-Tndepth-pre-- -organfset-ron \"Session \"On-^ each -component- -of-the-Incentive -Schoo-Es--for-principais- Eeb7-157-1989 July -- Aonua-l-ly reb7-2?7-1989 Superinte-BdefTt-'-s Gabi net Assi slant-Superi-n- tendent -Incent-i-ve Sebeeis Geerdinater ai IQ n\u0026gt; ro 00 XI fD o ro ro tn 1.2 -OeveEop--in--cooperation-with-- t-tie -petnetpa-Vs --detaiied- ttrocees--and--format-f 0 r- .4eveEop-ing--tbe-individdai . -1-nc-ent-ive-SebooE-Plan- 1.3 J\u0026lt;ss-Lsi-.\u0026amp;aoh--bo-i-I\u0026lt;ii-tg-prtf'ef psl -i-n- -pres-efttfitg- -art -rndepth-pre*- or-i-errtfrt+on-session-foi staff- on--eec-h--conponen-t HaiT-37-1989 Seri ng - Awnaaiiy Nar-17-19S9 ' dqfy - AnTTOaVVy 1.4 Assist-'ea'ctr-priTiCTpa'L\"3Trd\"S''ffff wi tb- or-i errtet-itm- -stfss ioit -far \" parents- in- t+te--lnoeTrtTVE Sebeeis- 'fiafv-lT 9S9 ygptCTTpgr~-~ AnnuaTTy Mar7-157-19S9 Kar'-lSs-J989 Auqus-t- riar7-153-1999 sept. Superinf-endenf-s Gabinet Prineipa-ls As s i slant- S-uperi-n- -tendent-Inc-enti-ve- -SebeeTs-- Geerdifiator- S u p eri Bteeder.I- s -Cabinel- Assistant- Super-in- -tendentjacerrtiv-e- -Seboolt Coocdiaator- Super tn ter.denf's -Eebinet- Assrstent-Sgperin- -tendent---incentivE -Seheals- Goordinator-.?LA Goal 1. (Continued) OBjr.'irT.TS 2. Tc-develop-lncentive Seheol-Plan-fw-eAch SGheel refine 3 Io develop curriculum specific to the Incentive Schools a5\u0026gt;\" iO m (D no poo 00 ro OO cn CD LRSD desegregation plan implementation timeline strateg lES/Acrivrr IES BEGINNING .  DATE 271-identify-lncentivE-SrtnMri-f^IaTT' done-Iv-iSSS teams Afwutri-I'y- IWr ENDING DATE done-157-1989 6ngei,ng RESPONSIBILnY EVALUATION 2-2-Bevelop--t+\u0026gt;e--det*i^d-4fK}4v-HJue-l- 1 neenti ve-Sc+iool-W'*** 2 -3-Revi and- approve- -School- -I^lafi dnne-1989 done-1989 3.1 Identify teachers for curriculun teams 3.2 Identify each area in need of curriculum development refinement 3,3 -pLrn-t\u0026gt;n-enttttHi\u0026gt;irt\u0026gt;Tid--ftnTns--for eorrleolum-developnent Review and revise the curriculum as needed 3.4 Provide inservice on curriculum revisions dane-I57-i989 duly-i989 dBne-157-1989 daly-1999 Spring- Annually daly-317-1989 Ongoing dflne-i7-i989 dane-17-i989 June - Annually August - Annually dDne-i57-l989 done-157-1989 July Ongoing Rrtneipals Asslstant-Soperln- .tendent Incentive Schools Coordinator AVI-BvvvsIeHS Sopertntendent^s Gabinet leam- Boaro-or-directors Principals Assistant Superintendent - Incentive Schools Coordinator Curriculum Division Supervisors It 11 II II iREA God) i (Continued) OBJECTIVES 4,-10-pFeeuFe-equipment-and fuFHituFe-feF-Ineentiue Seheal-PFegFans- o Oi uo fo ya fD MM LRSD DESEGREGATION PLAN mFLEMENTATION TTKELINE STRATBGIES/ACnvrriES 3,4-Reuiew-pFeIaffliHaFy-dFaft-ef Fevlsed-EUFFiEuIaF-^BF kattle-PeEk-SEbeel-OistFiet 3T8-OeveIep-addataeRaI-EempeReRts faF-eaEb-EUFFlEuIum-aFea 3T8-PFeef-and-type-IneeRt4ve- SehesI-GuFFiufilum-Guides 37-pF4nt-GuFntEulum-Guides 3,8-Ba\u0026amp;tFa8ute-aRd-pFevade-iRseFuaEe an-the-ampIemeRtataeR-ef-tbe EUFFaeulum-guades ATl-Bevelep-speeifaeatien-faF-bid faF-eguipmeRt-aRd-fuFnatuFe t\\j 00 ID o ro ro cn \u0026lt;D BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATTOiN Jun8-1,-1989- June.30,-1989 CuiPFicuIun-Tean\u0026amp;- JuRe-1,-1989 July.1^.1989 July.20,.1989 Au9--I,-I989- Mar,-18,-1989 June-30,-1989 JuIy.20,-1989- JuIy-30,-1989 Au9--30,-1989 ApF,-18,-1989 CuFPieuIum-IedRis CuFFlcuIum-Oivaeion PFancipalp CueFisulum-Divisian CuFFleulun-and-Scboo Davieaen Pnineipals OtFeeteF-ef-PdFehasiig Assastant-SupeFln- tendentIneentave Seheels 8taff-GuFFieuIum L JAREA Goa): I. (Continued) OBJECTIVES 5. Lo-effect-faeiiity-modifi- frations -ft-.- -impIefRsntation oi.the.-iBeenfciv6 -Sshool speeialiied -pmg rams. TO Ol IQ fD r\\3 ID o TO (D r\\4 ro cn o p r r LRSD DESEGREGATION FLAN IMFLEMENTAITON TIMELINE STRATBGlES/ACnVrriES 4-Bid -for -ST\u0026gt;ec-if ie -equipment and-hmriture 4.3 OiMeF-furH\u0026gt;i-tur'-eHV(i-e\u0026lt;,u\u0026gt;pnieHt ' 4 4- -hrs tall- -and -tnventoey -to ensure -ade\u0026lt;^uaey- -of -oM equipment -and -fuenituee Srl -ftevte.r -the -detailed -Ineentive Sehooi -Plans -svith -the -Support Seavteas-Division S.2-Identity JEOdtf teat ions-tirca- 1-ine -as -peevtously -ee1-l-abo- eated -tn -the -develiapfflent -of the-plan. BEGINNING DATE ApFil-16,-1989 Hay-15,-1989 AugT-1,-1989 ApFT-15,-1989 Api'T-15,-1989 ENDING DATE May-15,-1989 Aug,-1,-1989 Aut-15,-1989 ApF,-39,-1989 Ap(\u0026gt;T-30,-1989 RESPONSIBILnY Prlaelpala- Blrestar-ef-Purahasir g Ass4staHt-Super4n- tendentlneeBt4ve Seheels StaffCurrleulum^- II D4v--oT-ScbaoJ4 - Asset-: - Suf eri ntendcfl-t Ats4tt--Su?t-,-Pwn- B4 *4 si en-ef-Sappert Servites EVALUATION -5 r3 -Gontreet -for -service -as -needed/ -identiftad-in-ths-Plans Apft-39,-1989 May-15,-1989- 04v444oa-cf-Suppart Serv4ae4- iAREA Goal I. (Conti nued) OBJECTIVES 6. Fo--ensure-the-aTfffEabTVTty o OJ IQ fD ro uo 70 n\u0026gt; o ro t\\3 cri LRSD DESEGREGATION Pb\\N IMPLEMENTAriON TTMELDJE STRATBG lES/ACnVITIES 8.4-linplemeRt-the-mediftEatlen plan-teF-the-taellltles S.S-Make-fiRal-lHspeGtisB-en-the weFk-fep-the-faelllties-medl-fleatlen- 6 ri - i n 11 i a te-i denti f-i cats orrs-trf^ ma t e r 4 a I s - a nd-textbotyks-n e e d e d - f e r-the--1969-90-ronnTtj-  seheel-year 6r2-lBvel*e-sehool-teams-5taff-aTid-parents- ln - rei ewi ng- the- neetfs- IdeHtlfled-as-reqaired-toT-eoT-e and-speetal-programs-throogh\" the-annnaf-schoot-plan 6.3 IdeHtify-aHy-mateFtal-eF-text-beeks- that-BUSt-be-SFdeFed pFteF-te-fis6al-yeaF-t89-i98 g.A-Malntaln-bulldlng-FeeeFd-eC FeguistioRS-foF-the-1989-1998- seheel-yeaF. BEGINNING DATE May-lg,-1989 May.Ig,.1989 MayT-,-1-989- ENDING DATE Aug.-Ig,-1989 Aug.-Ig,.1989- Riay Arwimri+v .hine' June-TOT 1987 RESTONS IBILCTY EVALUATION RrinerpffE Mayr.-TTsg- June-T0',*T9B9 JUTTH-Pr- irrc-rpal- Hay-1,-1989 May-15-1989 May-285-1989 Ongelng- PFiB61pals5-Assi5tan1 PFiA6ipals5-All -Blvlslens-wltb wajeF-input-fFeH Pupehaslng PFifiglpals - a f AREA Goal I. (Continued) OBJECTIVES \"O Oj IQ fD r\\j to r\\j fD o no no cn no A* LRSD DESEGREGATION PIAN IMPLEMEOTATION TIMELINE STRATEG lES/ACTIVTTIES BEGINNING . DATE ENDING DATE RESPONSIBILITY EVALUATION STS-Henltep-aRd-apppeve-pequlsitieRS as-Peguested-fpen-IneeRtive Seheels 6.6-HalRtaiR-audlt-fep-all-mateplals peeeived ST^-Gpess-validate-wltb-pupebaslRg-all- epdePS-Ret-peeelved STS-ObtalH-pequlpements-fep-paPtiei-patieR- lR-all-speelal-ppegFaiss StO-Pay-paptlelpatieR-fee-aRd-BPder all-Reeessapy-mateplals-fer speelal-aetlvlty ' i-rlO-Seleet-spsRseps-feP-eaeh-speeial ppegpaHi-aEtlvlty-apppeved-lR the-lREeRtlve-SEbeel-PlaR Hay-2S,-1989 July.I,-1989 July.1,-1989 Map,.IS,-1989- App,-30,-1989 App,-30,-}989 Ongeing- Ongalng OngetRg Apr,-30,-1989 July-1,-1989 Julyr30,-1989 Apppeppiate- -A\u0026amp;\u0026amp;eciate-Supepln- -teRdent Ppinsipal Principal Prlnelpal Prlnelpal PptRElpal- AREA Goal I. (Continued) OBJECTIVES \u0026lt;jo CD ro ca 73 n\u0026gt; o ro ro co J LRSD DESEGREGATION FLAN niPLEMENrATION TIMELINE STRATEGIES/ACTIVTriES BEGINNING . - DATE ENDING DATE RESPOHSIBILnY EVALUATION 6,ll-Gsmplete-spe61al-eeRtFa6ts wlth-all-eMteHded-day-empleyees f8P-the-l989-90-SGh9el-yeap 6,13-eeiiiplete-HasteF-Sehedule-feF tetal-ssheal-pregFam 6Ti3-Review/Fevise-as-neeessaFy-the staff-developmeAt-plan-fep-thG faU-(SeptemberDecember) Aug,-1,-1989 Aug.-30,-1989 PFlReipal App,-30,-1989- Aug,-15,-1989- PFiBsipal Aug,-30,-1989 Sept,-IS,-1989 PplRelpals J LRSD DESEGREGATION PLAN IMPLEMENTATION TTMELTNE AREA Academic Programs and Curriculum npvnlQPinaL Goal II. To provide staff development for imnlRmentaLipa nf Tnrpntivp ^rhnnl P1ani OBJEiCTIVES 1. To implement staff development activities for Incentive Schools Oj fD rsj CD 70 ru o no ro cn 4^ I cn STRATBGIES/ACTIVmES BEGINNING DATE ENDING DATE RESPONSIBILrrY EVALUATION 1.1 To identify the staff development needs of each Incentive School 1.2 Develop Inservice schedule in collaboration with building princi pal l.,3 Notify each school staff of proposed inservice dates for pre-school training 1.4 Plan details for delivery of inservice arrangements, etc. i.e., site, time. lS-0btalR-seFvi6es-9f-eeBSultaBts {as-regaired} 1.5 1,6 Implement fall-teaiRing-eyele inservice program 1.6 1t7 Evaluate staff development activity through survey response from each staff Apft-30,-1989 June - Annually May-lS-i-lSeS July - Annually Hay-30,-1989 July - Annually Hay-307-i989 July - Annually Hay-30'1-1989 May-30,-1989- July Aug,-!,-1989 August- Annual ly~ May-15,-1989 Ongoing May3f)\",\"'i'989 August Aag',-30,-1989 August Jply-3e-,-t989 Ongoing Jaly-30,-1989 3aly-30'\n-1989 August Ongoing Principal Director of Staff Development Incentive School Coordinator 11 M Principals Principals Assistant Superintendent Di rector of Staff Development Incentive School Coordinator u H B SECTION TWO SCHOOL ADMINISTRATION I I I I I 1 I I I I 1 II I 1 r ) Re: 02266 I Page 295 ! I' 1 .1 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION OPERATIONS The focus, function and guiding process of the iincentive Sschools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. SUPPORT PROGRAMS The following items will be components of every incentive school: n A. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:00 p.m.. Homework Centers should will be extant in each school at least two (2) three (3) days per week to assist students who are in need of specific help with class material. The school day may be extended another hour if necessary. school-communities,i.e.,parents,ataff and studenta may opt for more daya per wook for atudenta who- are not otherwiae involved in activities during the last twof-2-)hours of the day, Monday-Thursday). It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable walking distance may avail themselves of the center. If atudents choose-not to attend Heaewegk Centers,other options for-student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a volunteer rotating basis,community volunteers and poop tuteps. Staff will be compenaatod.Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students. When the number of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of 2^ students attend, certified instructional aides and teachers will be added on an alternating basis. Re: 02267 Page 296 B. HOMEWORK HOTLINE Homework Hotlines should also be put into place (if survey of parents indicates a desire for a hotline) to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will 51 C. U-I, D. E. be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. PEER TUTORING Peer tutors will be selected from among a group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only to those students with outstanding academic averages but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may net be providing as well as athletic equipment, hats. sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer tutors the opportunity to do so. RETIRED TEACHER MENTORS Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend depending on their own needs. INSTRUCTIONAL AIDES - There will be a certified .Wi instructional aides available d in every three classrooms. Qualifications for the aide positions wil-1 inelude demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit. Applicants must be working will be encouraged to work toward a degree. The LRSD will establish a program to provide financial assistance for instructional aides who have aeguired the eouivalent of one full year of earned college credit in order that they mav work towards a degree in education.__ . to forgive a certain portion of the loan for each The program will be designed Re: 02267, 02268 Page 297 ft L F. FG. GH. IR year of service after graduation as a certified teacher, provided the aide is employed by the LRSD. Aides shall provide extra assistance for individual students and groups of students, will also assist teachers with monitoring of Aides student progress, communication with parents and preparation of supplemental instructional materials. An appropriate number of Supervision Aides will be provided at each incentive school. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in each presentation will be skills needed, academic background required, interest inventories, career planning recommendations, expected earning potential and a general \"mapping of how a student can progress from elementary school to the desired career goal. Other components of thia cotegqgy will be integest inventorioa and oppogtunitiea fog atudenta to pagtieipate in pgoggama aponaoged by the Dey Scouts of Amegica. YEAR ROUND SCHOOL EXTENDED-YEAR PROGRAM - Beth summcg gemodiation and engichment options will exist thgough the summeg at all incentive achoola. Thia pgoggam will be in two 5 to 6 week aegmonts-r A summer school program for remediation and enrichment will be offered at an incentive school site, or sites as needed, and will be available for all incentive school students free of charge. The program will be provided in accordance with other LRSD elementary summer programs. LRSD will advertise summer school for incentive school students and these students will be encouraged to participate. Students will participate in the program generally on an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The-sumaog options will be at no coot fog students nornally attending these schoolq. A few seats may be open to other students on a space available and paying basis as well. Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. Re: 02268, 02269 Page 298si: V'.' I I Students participating in thfe auinneg ^ycag- round\" option Extended-Year Program will be piaeedtn claaaea instructed at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peera at that level but may also study with at the -Sth fifth grade peera level in summer reading programs, regardless of his/her actual designated grade level. i HI. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides for field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with: * historical events and displays * cultural events and exhibits * scientific/mathematical events and exhibits to include both child-oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such as anArkansas Symphony Orchestra performances. OBG ouch GExhibits and performances will also be brought to the schools. Students will alao have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school intermediate grades, i.e., Sth fifth and Sth sixth. Among opportunities in the community which exist are\n* it it it * it it it it several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company a museum of nature science and history three previous state/territorial Capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan- Kerr river project Re\n02269, 02270 Page 299 ) i| iiI 1 I I I I I I A A an inland sea port a major research/teaching medical center Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and a law school. .'M iJ. COMMUNITY INVOLVEMENT Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. ExplorcH?- post acoess/membership will also be available aa noted earlier. JK. SPECIAL SKILLS PROGRAMS - During the 5i30 p.m. time period (or whatever the designated time for extended day activities-)-, scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a at the recfuest of a parent or guardian. These skills shall be defined as the opportunity to participate in: A A A choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child and hopefully to the program), but certainly at minimal cost to the school SCHOOL ADMINISTRATION (NOTE\nMoved to page 324) At STAFF -RECRUITMENT Staff PGoruitiaent and certain specific experience will-be desired of all ataff at the outset(relative--tework in an urban setting with at risk youth)\u0026gt; and ongoing training will bo provided on a regular basis for all staff at each achool-r A nationwide oearch will be  conducted-for staf f-T Principal and ataff will be asked to who documented cvidonco of comaitaent to working in an urban district\u0026gt; to working with Re: 02270, 02271 Page 300youth at riak and to committing the time nccoooary to provide the kinda of support and servicca provided at incentive achoola. a-r Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year,an involuntary transfer-or- other district decisions may be put into effect depending on the performance and the oucocso of the individual in working with students and procodurea. ^Phis one year contractual-feature will also apply to the pooi-ti-ona-of aides, clerical and cuatodial wrkers-r Suoeessful completion of theyear may lead to a long-term contract with the District-. SL. SPECIAL TRAINING - Ongoing training will be provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All Staff, including support staff, will be involved in training. Patrons also Parents will receive have access special training in working with their students, assisting with homework, computer literacy, nutrition and human growth, and developments. M. PARENTAL INVOLVEMENT partners in the learning process. Parents will be absolute Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take place. both through written and oral means. Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to visit their children's classes. at the school. Regular meetings, monthly, will be held Parental access will be provided for identified pick up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, and general assistance and may be paid a stipend for thia. 1 DN. LEARNING TIME SCHEDULES - Daily Extended-dav schedules for- 3-{-0O 5 {-30 will be set to meet the needs of students to include the Homework Center, t Re: 02271, 02272 Page 301c I special skills training and leisure time activities, for example: * * Homework Center Special Skills - 4 days Monday-Thuraday - 1 day Tueoday  * Leisure Activities - 1 day Thuraday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) Clubs, Extra-curriculars - 1 day Wodneaday S J BO. FP. S2. HE. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicators and early intervention programs will be formulated with \"alert\" and \"success\" cards to be sent to parents to update them on their student'a child's needs and achievements. EXTRA-CURRICULAR PROGRAMS - Extra-curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will be future teachers programs. Just Say No Clubs, interramurals, monitor \"jobs\" in the office*, library, with the flag, safety patrol, fire marshalls and student council memberships. * at recess or lunch time, not class time ATTENDANCE AND BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school. Time out gooma areas staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school-based management irules. Students and parents will sign a contractual agreement to be at school and on time each day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. Students will be encouraged to participate in these activities and a regular schedule will exist for club/academicrelated activities. Re: 02272, 02273 Page 302 I 3 (Note: Students who live in the Washington attendance zone and cannot attend Washington will have access to extended day activities, extended year activities, and the scholarship program.) COUNSELING/SOCIAL WORK A. B. C. D. COMMUNITY SERVICES ACCESS There shall be access to community based support programs provided to students who attend the incentive schools, i Provided these supports will bo- projcots to programs can be negotiated and/or secured by Among compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith area colleges to and universities to assist with teaching activities and extra curricular activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young profeaoionalo appropriate role models to enhance an awareness of skills necessary for successful entry into the world of work. The program will also serve to heighten student expectations with regard to their own abilities and potential to attend college and to graduate. Parents will also receive this information so that they may be aware of the options which truly are open to their students children. STUDY SKILLS Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, i.e., bubble sheets will be used on some class tests and a variety of question types will be used by teachers. HOME/NEIGHBORHOOD MEETINGS - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes as if invited tjy parents. These less formal meetings out of the school environment may be more productive and can help forge a school/neighborhood partnership. 7^ --  that local ministers be considered as part of the It is suggested school partnership and community. Re: 02273, 02274 Page 303 i I I I I II E. F. INDIVIDUAL AND GROUP COUNSELING - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be 1 taught conflict resolutions. INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students, staff and patrons at each school. Ideas (suggestions) presented in the subcommittee meeting included: awards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like. I G. WELLNESS PROGRAM - A wellness program will be in place at each building with availability of a -fuii time nurse. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention and awareness and first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. ! i' .1 r H. CAMP PFEIFER - Students in need of additional aoadGmic counseling assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students on homework and academics. Students will participate in this program provided the funding of the program continues and it meets the needs of the students. I I MONITORING AND EVALUATION 1 A. VERIFIABLE MONITORING OF STUDENT GROWTH - ' testing dopartmcnte Planning. Research and Evaluation Office of the dfiistrict will be assigned the task of developing a plan for The I verifiable monitoring of student growth and for the development of reliable procedures to accomplish these tasks. Re: 02274, 02275 III I Page 304This plan and its accompanying procedures should take into account not only test scores achieved on normrreferenced tests but also class achievement as evidenced by teacher tests and curriculum/ and criterion-referenced tests. There should be a long-term -neni-toging which also takes into- account student maturational patterns. long-term monitoring of student growth. There should be a B. C. D. 7 I I I REGULAR TRACKING MONITORING OF STUDENT ATTENDANCE, DISCIPLINE/BEHAVIOR AND ACHIEVEMENT - Regular tracking monitoring of student attendance, discipline/behavior and achievement shall be accomplished through the development of and use of individual and class profiles by classroom teachers and the building administrator. assessment will be done on a minimum of a quarterly basis. This Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined through ongoing review of data. INVOLVE PARENTS IN THE DEVELOPMENT OF STUDENT EDUCATIONAL EXCELLENCE PLANS The school staff shall involve parents in the development and monitoring of student educational excellence plans. Parents are the first teachers of their students and see them in a context outside the school. In the parental capacity, there is special awareness of a child's potential, talents and interests. As such This input is extremely important in reviewing not only academic programs but also extra curricular, special skills and extended day activities. QUARTERLY REPORTS AND VISITATIONS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment. The monitoring team will be composed of district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member lias a duty to provide a climate conducive to learning and should hold and model high expectations for all students. Students will also be involved in the goal setting process and will formulate \"contracts\" for their own achievement. Re: 02275 Page 305 I I IE. STUDENT EVALUATORS student ovaluatoga-' will be 1 I asked to complete evaluations relative te the school-\nits climato and their educational experi-encG twice a year. SCHOOL CLIMATE - Students, teachers, and parents will be asked to complete a school climate survey once each year. Students will be selected at random to participate in this process based on a 20% involvement from each grades leve-l4, 5 and 6. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the 'I F. G. generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. The survey results will be shared with each school for dissemination. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. SCHOOL SITE TEAMS School site teams will be created to work to implement needed programmatic modifications which will be a greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. J 1 I I! li I Ij i 1 i I I I Re: 02276 Page 306 I i!' E. I1 II 1 STUDENT EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. I 1 Students will be selected at random to participate in this process based on a 54- 20% involvement from eech grades l-eve~4, 5 and 6. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. The sunzev results will be shared with each school for dissemination. F. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. I': I H I G. .. SCHOOL SITE TEAMS - School site teams will be created to work to implement needed programmatic .modifications which will be a greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. Re: 02276 Page 306 J SCHOOL POLICIES AND PROCEDURES A. FLEXIBLE PROGRAMS - Every student will receive seme individualized instruction every day^. needed. Programs will be flexible aaeh in order that team teaching and extended time blocks for additional student assistance as needed will be provided. B. ADDITIONAL ITEMS It is recommended that each incentive school have: * a permanent assigned substitute who is familiar and dedicated to the building and program philosophy * at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach). A. Uniforms fog student(such as blue jeans and a white shirt)- droao code fog staff * required encouraged PTA attendance (and other parent meetings and visits). at least two (2) meetings per year, one of which shall be the Open House student handbooks available at every building which are produced in and reflective of the philosophy and program at that building * a science lab * a computer lab (to be used for other than remediation) t * a playground for PE purposes additional compensation will be given to teachers/pginoipals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills Re: 02276, 02277 Page 307A Saturd\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_1056","title":"\"Little Rock School District Compass Learning Evaluation,\" Center for Research in Education Policy, University of Memphis, Memphis, Tennessee (final report for review)","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":["2005-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","University of Memphis. Center for Research in Educational Policy","Education--Arkansas","Education--Evaluation","Educational statistics","School improvement programs","Student assistance programs"],"dcterms_title":["\"Little Rock School District Compass Learning Evaluation,\" Center for Research in Education Policy, University of Memphis, Memphis, Tennessee (final report for review)"],"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/1056"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["61 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nCREP Cl!ntu for Ral!orcl, in duc11/lonol Polic)' RECEIVED JAN 5 2006 OFACEOF DESEGREGATION MONITORING slearning DRAFT REPORT FOR REVIEW BY Little Rock School District CREP Cenlu for Research in Educutional Policy t oc s  tri t Co Le .. s n ng  10n Fina eport DRAFT REPORT FOR REVIEW BY Little Rock School District De ember 2005 Dubor\n_ l owther St~vc1 1 Ro rrey Martind le l t I tt Rock EXECUTIVE SUMMARY INTRODUCTION This report summarizes the evaluation study results of the Little Rock School District's {LSRD) 2004-2005 CompassLearning (CL) program. The overall purpose of the evaluation was threefold: (1) to assess the effects of CL in raising the academic achievement of African American and other students, (2) to examine CL implementation processes and practices, and (3) to document the perceptions of students, teachers, principals, and district and school personnel involved with CL regarding the strengths, weaknesses, and needed improvements of the CL program. RESEARCH QUESTIONS Primary Evaluation Question 1. What are the effects of participation in CL on the achievement of African American and other students? Supplemental (Step 2) Evaluation Questions 1. What is the quality, nature, and level of implementation of CL at the 19 elementary schools identified as implementing the program in 2004-05? 2. What is the level of participation in CL by African American students relative to other ethnic groups at the implementing schools? 3. What are the perceptions of teachers, lab attendants, and technology specialists regarding CL program implementation, impacts, strengths, and weaknesses? 4. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? 5. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? DESIGN Participants. The LSRD identified 20 elementary schools, two middle schools, and one high school to participate in the spring 2005 evaluation. Collectively the schools enrolled 9,318 students and employed 606 classroom teachers. Over 68% of the overall student enrollment of the selected schools was African American. The CL program was provided to kindergarten through fifth grade students in 19 elementary schools. The students spent 30- to 60-minutes per week working on CL activities that occurred either in computer labs that typically had a lab attendant and classroom teacher present or in the students' regular classrooms. The lab attendants, technology specialists, and/or teachers planned student CL activities that were primarily focused on identified areas of student deficiencies in language arts/reading and/or math. Design. The evaluation utilized a mixed-method design. Both quantitative and qualitative data were collected from the participating schools by trained external researchers. The researchers observed CL computer labs, administered surveys to teachers and parents, conducted student focus groups, and interviewed school principals, lab attendants, technology specialists, district personnel and CL personnel. INSTRUMENTATION Five measurement strategies were used to collect the evaluation data: direct classroom observations, surveys, interviews, focus groups, and assessment of student academic achievement. Following are descriptions of the instruments. Classroom Observation Measure  Direct classroom observation. The Survey of Computer Use for Compasslearning (SC UCL) was used to record teacher and student activities during the use CL in school computer labs during two-hour observation periods. Teacher and Parent Survey  Teacher survey. The Teacher Compasslearning Questionnaire (TCLQ) is a two-part instrument that was used to collect teacher knowledge and perceptions of CL.  Parent survey. The LSRD Compasslearning Parent Survey was designed to capture parent perceptions regarding their child's use of the CL program. Student Focus Groups  The Student Focus Group Protocol was used to document student impressions of the nature of CL activities\nthe usefulness of CL\nand student enjoyment when using CL. Interviews Five interview protocols were developed for the evaluation.  The lab attendant, technology specialist, and district (CL) personnel interviews focused on the same general areas: CL responsibilities, level, nature, and quality of CL implementation, support for the CL program, the strongest and weakest aspects of CL, and if the program should be continued. The primary purpose of the national CL representative interview was to determine Cl's guidelines for effective implementation of the CL Program.  The principal interview was for principals that had previously used the CL program in their schools. The interview focused on past use of CL, why it was discontinued, and if the school was using a different integrated learning system, and if yes, why that program was chosen. Student Achievement Analyses of student achievement on the Development Readiness Assessment (ORA), Iowa Tests of Basic Skills, (ITBS), and the Arkansas Benchmark tests were conducted to address the following research questions:  What are the effects of the Compass Learning program on student achievement in Reading and Mathematics?  Is the program effective in meeting the academic needs of African American students?  How does the achievement of African American students compare to that of other students in the same or similar schools? 2 PROCEDURE All data were collected in the spring of 2005 by external researchers. Direct observations of CL classrooms were conducted during prearranged two hour sessions at 7 randomly selected elementary schools. The SCU-CL note forms were completed every 15 minutes during the two-hour period. External researchers conducted 20-minute student focus groups at four schools that were randomly selected from the seven schools being observed. The teacher surveys (TCLQ) were administered at a faculty meeting at each of 19 elementary schools, while the parent surveys were distributed at 5 randomly selected elementary schools by having one class from each grade at the school send surveys to the parents. Surveys were returned to the school and sent to evaluators. Researchers individually interviewed lab attendants at each of the 7 randomly selected schools and conducted 45- to 60-minute phone interviews with all CL technology specialists. The researchers also interviewed two district level personnel with responsibility for the CL program\na national CL representative\nand 4 school principals from schools that no longer used CL. Each interview lasted approximately sixty minutes. Student Achievement Analysis Procedure The elementary school sample used in the student achievement analysis included a total of 7,853 LRPS students in first grade (n = 2,016), second grade (n = 1984 ), third grade (n = 1904) or fifth grade (n = 1,949) during the 2004-'05 school year. Kindergarten and fourth grade were excluded because these grades lacked corresponding 2003-04 data to be used as a \"pretest\" (statistical covariate). All 34 LRSD elementary schools were included in the analysis. The Developmental Reading Assessment (DRA) was administered in grades K-2 in 2003-04 and 2004-05, and the Iowa Test of Basic Skills (ITBS) was administered in grades K-5 in 2004-05. The ITBS provides normal curve equivalent (NCE) scores in Reading and Mathematics. The Arkansas Benchmark test was administered in grade 4 in 2003-04, and in grades 3-5 in 2004-05. However, scale scores from the 2004-05 Arkansas Benchmark test were not available as of December 2005. RESULTS The results of the study are presented below, grouped by measurement strategy. In the conclusion section, findings are synthesized across instruments in order to address each research question. Classroom Observation Results Data from the Survey of Computer Use for Compasslearning (SCU-CL) reveled that the 19 observed CL classes were implemented in computer labs in which each student used a modern, upto- date computer. All African American and non-African American students in the classes participated equally and exhibited a high level of attention and interest in the CL activities. All observed classrooms had a high level of academically focused class time in which students were typically engaged in CL activities for language arts, mathematics, or reading. Survey Results Teacher Compasslearning Questionnaire (TCLQ) A total of 356 teachers (Caucasian= 63.2%\nAfrican American= 32.6%) working at schools implementing CL completed the TCLQ. Nearly all of the teachers reported familiarity with CL and over 60% indicated that they had received enough training to address student needs through the use of CL resources. More than one-half of the teachers indicated that they frequently used Cl's class by 3 ethnicity and class by gender reports. There was general agreement that teachers, administrators, and parents supported the continued use of CL. The primary reasons given for the continuation of CL were that the program reinforces the curriculum\nenhances student learning and skills\nand increases student engagement and excitement in learning. LRSD CompassLearning Parent Survey (Parent Survey) A total of 451 parents/guardians of primarily African American students completed the Parent Survey. Parental awareness of CL was high and most agreed that time in the computer lab was an important aspect of their child's education, had improved their child's interest in school, and had improved their child's academic achievement. Approximately one-third of the parents wrote a response when asked to describe the \"best thing\" about their child or children using CUthe computer lab. The most common responses were learning how to use computers and acquiring new learning skills. Less than one in five parents/guardians indicated that the best aspect was improvement of math and reading skills. Of the parents who provided recommended changes for CL, most indicated that their child or children needed more computer time. Student Focus Group A total of 23 fifth-grade students from four randomly selected schools participated in the focus groups, which lasted approximately 20-minutes. Student experience with CL ranged from less than one year to six years, with 43% indicating they had used CL since pre-kindergarten or kindergarten. The students reported that they primarily completed CL activities in language arts, mathematics, and reading in both computer labs and their classrooms. Of the 23 students, 10 wanted to spend more time using CL, 6 indicated the CL time was appropriate, and 2 students responded that they spent too much time in the CL lab. When asked how they would change the CL activities, the most common responses were to make the activities more fun or game-like and to add Internet access. Nearly all students thought they did better in school because CL helped them remember what they learned in class. Students indicated that the disadvantages to using CL were that sometimes the activity problems were too hard or that some were too easy or boring. All of the students responded that they would like to continue using CL. Interview Results Interview responses from the lab attendants, technology specialist, LRSD personnel, CL national representative, and principals who used CL in the past are synthesized in the summary below. Lab Attendant, Technology Specialist, District Personnel The lab attendants, technology specialists, and district (CL) personnel revealed common agreement that there was a high level of teacher support for the CL program, that the CL program was well matched to LRSD curriculum standards, and that the program has been implemented well. Interview responses indicated that the primary users of CL were students in grades K through 5 who used CL from one to five days per week. Equitable student access and appropriate implementation of CL was ensured from close monitoring by the lab attendants, technology specialists, and principals. Respondents also indicated that the teachers were regularly provided CL reports on student progress and that the teachers actively used the reports to plan student CL activities. School administrators most frequently used the CL data for year-end reports. There was unanimous agreement that the CL program should be continued due to its positive effects on student academic achievement. However, the respondents suggested that CL implementation would be improved if district guidelines were created, supervision of CL was increased, and other remediation options explored. 4 National CL Representative To obtain background regarding the CL program, an interview was conducted with a CL national representative. The responses are divided into guidelines for students, teachers, and administrators. Students. With regard to student use of CL, or time-on-task, the recommended guidelines are that students in grades 3 through 12 should spend from 60- to 90-minutes per week completing 4 to 5 new activities per content area. For students in grades K through 2, the recommended time for computer activities is 60-minutes per week per content area. Student activities should be focused on the subject that needs the most improvement. Teachers and administrators. The representative recommended that teachers should be actively involved in using the CL reports to evaluate the progress of individual students. The teachers should review student reports every two weeks in order to align classroom instruction to identified needs, plan off-line (non-CL) remediation, and adjust CL activities to address areas of non-mastery. A monthly review of CL class-by-class reports by school principals to identify any areas of need is also recommended . The CL representative indicated that teachers and administrators, who implement these \"best practices\" strategies, would be provided with formative evaluation data to help map student progress and plan needed interventions. However, the CL representative indicated that most schools do not achieve this level of implementation. School Principals The principals from four LRSD schools (1 elementary, 2 middle, 1 high) who no longer used CompassLearning were interviewed. The principals reported the primary reasons for not continuing with CL were related to technical (server and/or system) problems. Other reasons for the discontinuation of CL were insufficient Title 1 funds to fully support CL, teacher complaints that aligning lessons with CL took too much time, and the program had too many technical problems. Three principals indicated that their school had adopted different integrated learning systems (ILS). Principal impressions of the new programs were positive indicating that fewer problems were occurring and teachers were more accepting of the new systems. The fourth principal reported that a technology integration approach was being implemented rather than using an ILS. Student Achievement Results Across all grades, subjects, and achievement measures, a total of 14 separate analyses (8 Reading\n6 Math) examining treatment x School Set effects were conducted. Of these, 4 (50%) in Reading and 3 (50%) in Math showed no significant treatment main effects or interactions. Where significant effects did occur in Reading, two were main effects, respectively, showing comparison group advantages over Compass in Grade 1-ITBS (ES= -.25) and Grade 7-ITBS (ES= -0.21). The other two effects were interactions, one showing a Compass advantage within the low-poverty School Set (ES = +0.41) in Grade 1-DRA, and the other showing a comparison group advantage within the medium-poverty School Set (ES = -0.26) in Grade 2-ITBS. Significant effects in Math were associated with three interactions, showing Compass advantages in low-poverty schools in Grade 2-ITBS (ES= +0.26) and Grade 3-ITBS (ES= +0.26), and in high-poverty schools in Grade 5-ITBS (ES = +0.10). Comparison schools showed an advantage in medium-poverty schools in Grade 5-ITBS (ES = -0.15). Overall, Compass learning effects were inconsistent but positive in direction in Mathematics. Benefits were more frequent in lowpoverty than high-poverty schools. 5 CONCLUSIONS The conclusions of the present study are presented in association with each of the major research questions in the respective sections below. Primary Evaluation Question What are the effects of participation in CL on the achievement of African American and other students? Taken as a whole, the evidence provided by this study suggests that usage of Compass Learning was not associated with noticeable achievement gains in Reading or Math for the overall sample of students or for African American students in particular. Median effect size, across all analysis, indicate a weak positive effect pf Compass in the low poverty setting but essentially zero effects in medium and high-poverty settings. Supplemental (Step 2) Evaluation Questions What is the quality, nature, and level of implementation of CL at the 19 elementary schools identified as implementing the program in 2004-05? The observation data indicated that CL was implemented in well-equipped, well-supervised computer labs that provided one computer for each student. All students in each class participated equally and were highly engaged and attentive to the CL activities. The interview results indicated teachers more frequently based instructional decisions on class-level performance rather than Cl's recommended strategy of using student-level performance to achieve individualized instruction. With regard to the level of implementation, most students' scheduled time for CL activities fell below program recommendations of 60-minutes per content area per week. Thus, the quality, nature, and level of implementation was generally effective with regard to computer lab environments and student engagement during CL use, but was inconsistent with regard to the degree to which student CL activities were individualized and the amount of scheduled CL time. What is the level of participation in CL by African American students relative to other ethnic groups at the implementing schools? The Compasslearning program was implemented in 19 LRSD Title 1 schools comprised of student populations that were 67.9% African American. Triangulation of data from multiple sources indicate that African American and non-African American students fully and equally participated in CL program activities at their schools. Specifically, data from direct classroom observations of 327 students in CL computer labs revealed that all of the 277 African American and 50 non-African American students were highly engaged in the use of CL in a well-supported environment. When lab attendants and technology specialists were asked which students used CL, the responses indicated a// students within the specified grade ranges regularly participated in CL classroom and lab activities. The district personnel involved with CL reported that CL is implemented in schools with the highest level of student need, or Title 1 Schools. What are the perceptions of teachers, lab attendants, and technology specialists regarding CL program implementation, impacts, strengths, and weaknesses? There was common agreement across the teachers, lab attendants, and technology specialists that the CL program was generally implemented well and that the teachers and administrators supported the use of CL in their schools. The interviewees from each group cited program flexibility to meet individual student needs as one of the strongest aspects of CL. When asked about the weaknesses of the CL program, respondents from the three groups expressed concern that aspects of the CL software were difficult for students to use\nstudents needed more computer time to benefit from the remediation, and the CL program lacked sufficient mapping to the curriculum. There was 6 unanimous agreement that the CL program should be continued due to its positive impact on student learning. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? Most parents responded that they were aware of CL and believed that the program was an important part of their child or children's education. However, there was less agreement that CL increased student interest in school or that CL improved achievement in math and reading. Most parents seemed to think that their children were going to the computer lab to learn about computers, rather than to improve math and reading skills. When parents were asked about changes they would like to see in CUcomputer lab program, half wanted more computer time for their children to improve students' computer skills. The parents who suggested more variety in CL lessons seemed to have a better grasp of Cl's purpose. Overall, parents were supportive of their child/children using computers, but they were generally unaware of the overall instructional purpose of students using the CL program. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? Of the four principals who discontinued use of CL, three were generally positive regarding its past use. One of the principals, however, was less positive due to teacher dislike of the program. This principal indicated that teachers thought it took too much time to align CL activities with their classroom lesson plans, that there were too many technical problems, and the teachers did not enjoy monitoring the CL computer lab. Three of the four principals adopted different integrated learning systems (ILSs), while one chose to implement a non-lLS computer integration model. The principals that adopted new programs indicated that fewer technical problems had occurred and teachers were more accepting of the new systems. These results suggest that although these principals had discontinued use of CL, they had a generally positive regard for the use of technology to improve student learning in schools with a predominately African American population. 7 LITTLE ROCK SCHOOL DISTRICT COMPASSLEARNING EVALUATION FINAL REPORT This report summarizes the evaluation study results of the Little Rock School District's {LSRD) 2004-2005 CompassLearning (CL) program. The overall purpose of the evaluation was threefold (1) to assess the effects of CL in raising the academic achievement of African American and other students, (2) to examine CL implementation processes and practices, and (3) to document the perceptions of students, teachers, principals, and district and school personnel involved with CL regarding the strengths, weaknesses, and needed improvements of the CL program. CL is a computer-based program designed to develop students' skills in reading, writing, and spelling. The program also assists and supports teachers with the management of student performance and allows instruction to be personalized to meet student needs. The lessons are designed around themes that incorporate cross-curricular student activities that are based on \"realworld\" contexts. In the 2004-05 school year, 19 LRSD elementary schools utilized CL programs, while 1 elementary school, 2 middle schools and 1 high school discontinued the program after using it in previous years. The LRSD schools that implemented the CL program were provided technology specialists and lab attendants to assist classroom teachers with integrating the CL lessons into their curriculum and to assist with technology-related concerns. EVALUATION QUESTIONS The CL evaluation was structured around one over-arching, primary question concerning the impact of CL on student achievement, and five supplemental (Step 2) questions that addressed contextual factors related to implementation of the CL program. 8 Primary Evaluation Question 1. What are the effects of participation in CL on the achievement of African American and other students? Supplemental (Step 2) Evaluation Questions 1. What are the quality, nature, and level of implementation of CL at the 19 elementary schools identified as implementing the program in 2004-05? 2. What is the level of participation in CL by African American students relative to other ethnic groups at the implementing schools? 3. What are the perceptions of teachers, lab attendants, and technology specialists regarding CL program implementation, impacts, strengths, and weaknesses? 4. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? 5. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? EVALUATION DESIGN AND MEASURES Participants The Little Rock School District identified 20 elementary schools, two middle schools, and one high school to participate in the spring 2005 evaluation. Collectively the schools had an enrollment of 9,318 students and employed 606 classroom teachers. The percentage of enrollment of African American students ranged from a low of 20% to a high of 100%. The overall percentage of the schools' African American population was 68.4% (see Appendix A). The majority of participating schools were either pre-kindergarten through fifth grade or kindergarten through fifth grade. Specific distribution of schools by grade level is shown in Table 1. Table 1. Schools Participating in the Compasslearning Evaluation by Grade Level Grade Levels PreK-5 K-5 6,7,8 9 thru 12 Number of Schools 15 5 2 9 The 19 schools that actively implemented the CL program during 2004-2005 all served prekindergarten or kindergarten through fifth grade students. Of those, 13 schools (72.2%) implemented CL to all students in grades K-5, two schools (11.1 %) provided CL to all students in grades 1 through 5, while the grade levels of students using CL varied at the 3 three remaining schools (see Appendix 8). Although, the amount of weekly CL computer lab time for students ranged from 30- to 60-minutes across the schools, the schedule for majority of the students (grades K-2 = 78.9%\ngrades 3-5 = 73.6%) consisted of less than 60 minutes per week (see Appendix 8). Student CL activities occurred either in computer labs that typically had a lab attendant and classroom teacher present or in the students' regular classrooms. The lab attendants, technology specialists, and/or teachers planned student CL activities that were primarily focused on identified areas of student deficiencies in language arts/reading and/or math. Design The evaluation, which utilized a mixed-method design, was conducted during the spring of 2005. Both quantitative and qualitative data were collected from the participating schools by trained external researchers (e.g., university faculty and staff). The researchers observed computer labs, administered surveys to teachers and parents, conducted student focus groups, and interviewed school principals, lab attendants, technology specialists, district personnel and CompassLearning personnel. A description of the evaluation instruments and a summary table of the participants and data sources, presented with associated research questions, are in Table 2. 10 Table 2. Summary of Instruments, Participants, and Data Sources by Evaluation Question Evaluation Question Pnmary Quesllon 1. What are the effects of participation in CompassLeaming (CL) on the achievement of African American and other students? Supplemental (Step 2) Questions 2. What are the quality, nature, and level of implementation of CL at the 19 elementary schools identified as implementing the program In 2004-05? 3. What is the level of participation in CL by African American students relative to other ethnic groups at the schools concerned? 4. What are the perceptions of teachers, lab attendants, and technology specialists regarding CL program implementation, impacts, strengths, and weaknesses? 5. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? 6. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? Participants The elementary school sample included a total of 7,853 LRPS students in first grade (n = 2,016), second grade (n = 1984), third grade (n = 1904) or fifth grade (n = 1,949) during the 2004-'05 school year. Kindergarten and fourth grade were excluded because these grades lacked corresponding 2003-04 data to be used as a \"pretest\" (statistical covanate). All 34 LRSD elementary schools were included in the analysis. All CL school teachers All technology specialists at schools implementing CL CL lab attendants at the 7 schools randomly selected for observations Two district personnel involved with CL Student Focus Groups at 4 randomly selected elementary schools National CL representative All Compass schools All CL school teachers All technology specialists at schools implementing CL CL lab attendants at the 7 schools randomly selected for observations Parents of CL students Principals at one elementary school, two middle schools, and one high school Data Sources ITBS as pretest for Grades K-5 Mansas Benchmarks as posttest for 3- 5) 2004-05 ITBS Reading and Math subtests (as posttest in grades 1-5) Teacher CompassLeaming Questionnaire administered dunng school faculty meetings  Technology specialist Phone Interview  District Personnel (involved with CL) Phone Interview Lab attendant Phone Interview Two-hour CL Laboratory Observations (7 randomly selected elementary schools) 20-min. Student Focus Groups (n = 5-7 students), one each at 4 schools randomly selected from the 7 observation schools National CL representative phone interview School records/archival data Two-hour CL Laboratory Observations (7 randomly selected elementary schools) Teacher Survey (faculty meeting) Technology specialist Phone Interview Lab attendant Phone Interview CL Parent Survey Distributed to one class at each grade level at 5 elementary schools Principal Phone Interview 11 Instrumentation Five measurement strategies were used to collect the evaluation data: direct classroom observations, surveys, interviews, focus groups, and assessment of student achievement. Details of the instrumentation and administration procedures are provided in the following sections. Copies of the instruments are in Appendix C. Classroom Observation Measure The Survey of Computer Use for CompassLearning (SCU-CL) was designed to document the processes and practices used to implement CompassLearning in school computer labs during twohour observation periods. The instrument was used to record contextual data (e.g., number of students using CL by ethnicity, the number of teachers, lab attendants, or technology specialists present, and the number of classes observed during a two-hour observation visit) and computer configuration data (e.g. , number, type, and working condition of the computers). Data were also recorded regarding student use of CL including: percent of students using CL\nsubject area of the activities\nteacher/student interactions during CL use\nlevel of African American and non African American student engagement/interest\nand level of academically-focused class time. The data were recorded every 15 minutes then summarized on a data summary form at the end of the 2-hour observation period. Nineteen individual classes were observed for a total of 14 hours in 7 randomly selected elementary school computer labs. Teacher and Parent Survey Teacher Survey. The Teacher CompassLearning Questionnaire (TCLQ) is a two-part instrument that was used to collect teacher knowledge and perceptions of CL. The survey began by asking teachers their gender, ethnicity, and if they knew about the CompassLearning (computer lab) program at the teacher's respective school. Teachers who were aware of the CL program were then asked to rate their level of agreement with 16 statements regarding the impact of CL on students, teacher readiness to integrate CL resources into their instructional practices, and overall support for the CL program. Items were rated with a five-point Likert-type scale that ranged from \"(1) -- Strongly Disagree\" to \"(5) -- Strongly Agree\". The next TCLQ section asked teachers to provide information regarding their experience with CL and how they used CL resources (e.g., selection of activities, use 12 of specific reports). The final items asked teachers to list the strongest and weakest aspects of CL and whether or not CL use should be continued at their school. Parent Survey. The LSRD CompassLearning Parent Survey was designed to ascertain parent awareness and perceptions regarding their child's use of the CL program. They were asked to complete one survey per household, but indicate the number and ethnicity of their school-aged child/children. If the parent or guardian were aware of the CL program, they were asked five general questions regarding student attitudes about CL and the value of CL. The final section of the survey consisted of three open-ended items to record parents' perceptions of the best and worst aspects of their child's/children's use of CL and what changes they recommended . Student Focus Groups The Student Focus Group Protocol focused on three aspects regarding student use of CL. The first aspect was the nature of CL activities (e.g., how long students had been using CL, if CL lab time was long enough). The second aspect was student perceptions of the usefulness of CL. This was documented by asking students if they thought that CL helped them to do better in school, if there were any disadvantages to using CL, and what parents and friends thought of CL. The third aspect focused on student enjoyment of using CL. At the conclusion of the focus groups, students were asked to contribute any additional comments. Interviews Interviews. The following five interview protocols were developed for the evaluation: Lab Attendant, Technology Specialist, District (CL) Personnel, Principal, and CL National Representative. The lab attendant, technology specialist, and district (CL) personnel interviews focused on the same general areas: CL responsibilities\nlevel, nature, and quality of CL implementation\nsupport for the CL program\nand , overall questions regarding the strongest and weakest aspects of CL. Participants were also asked if the program should be continued. The interview protocol for the National CL representative used a more open format, as the primary purpose was to determine the CL guidelines for effective implementation of the CL program. The principal interview was designed for principals that had previously used the CL program in their schools. The interview questions examined past use of CL, e.g., years used, overall impression 13 - of CL, how it was implemented, and why they discontinued its use. The final section included questions about current use of an ILS. PROCEDURES The nine data collection measures are summarized in Table 3 by type of measure, instrument, number completed and the data collection procedure. Table 3. Data Collection Summary Type of Measure Classroom Observations Surveys Student Focus Groups Interviews Instrument SCU-CL TCLQ LRSDCL Parent Survey Student Focus Group Protocol Lab attendant Interview Protocol Technology Specialist Interview Protocol District (CL) Personnel Interview Protocol Compass Leaming Representative Interview Protocol Pnncipal Interview Protocol Number Completed 7 356 451 4 groups\n23 5\"' grade students 6 3 2 4     Data Collection Procedure Prearranged two-hour sessions in which random classes were observed using CL at 7 randomly selected elementary schools. Note forms were completed every 15 minutes during the two-hour period. TCLQs were administered at a faculty meeting at each of 19 elementary schools. Compass Leaming Parent Surveys were distributed at 5 randomly selected elementary schools. One class from each grade at the school was selected and all parents of children in that class were asked to complete a survey. Surveys were returned to the school and sent to evaluators. Student Focus Groups were conducted by researchers at 4 randomly selected elementary schools. Each focus group interview was approximately 20-minutes in duration. Researchers individually interviewed lab attendants at 6 of the 7 randomly selected schools. Interviews lasted approximately 45 minutes to one hour. Only six interviews were conducted as one person was out on sick leave.  Researchers conducted 45- to 60-minutes phone interviews with all CL technology specialists  Researchers interviewed two district level personnel with responsibility for the Compass Leaming program. Interviews lasted approximately 45- to 60-m1nutes.  A researcher conducted a 45-minute phone interview with a national Compass Leaming representative that was familiar with the Little Rock program.  Researchers individually interviewed principals from 1 elementary school, 2 middle schools, and 1 high school that no longer used CL. Each interview lasted approximately 60 minutes. 14 RESULTS The results of the study are presented below by measurement strategy. In the Conclusion section, the findings are synthesized across instruments to address each research question. Classroom Observation Results The Survey of Computer Use for CompassLearning (SCU-CL) results reflect data collected during 14 hours of observations conducted at seven randomly selected elementary schools that were implementing CompassLearning (see Table 4). During these observations, 19 kindergarten through 51h grade classes, comprised of 277 African American students and 50 non-African American students engaged in CL activities in labs equipped with one up-to-date computer for each student. Student time-on-task for the CL activities ranged from 30- to 60-minutes. At least one lab attendant was present and in almost every observation a classroom teacher was also present during each session. All students in each class, both African American and non-African American, equally participated in CL activities during the observations. The majority (71.4%) of the CL activities were either for language arts or mathematics, while some (42.9%) were focused on reading. Activities for other subject areas were rarely observed. Over one-half (57.2%, frequently to extensively) of the observed CL lessons started with no instructions being given to the students. During the lessons, students asked questions related to the CL content in 43.1 % (frequently to extensively) of the visits. Student questions regarding the CL software, the computers, or other issues occurred less frequently during CL lab time. The lab attendants were observed actively moving among the students while they worked on CL activities during slightly over half of the visits (57.1 %, occasionally to extensively). Both African American and non-African American students exhibited a high level of attention and interest in the CL activities, and all observed classrooms had a high level of academically focused class time. 15 Table 4. Survey of Computer Use for Compasslearning (SCU-CL) Results n = 7 two-hour observations ( 19 classrooms) Number of students by ethnicity Elementary School All grades observed African Non-African Brady Chicot Geyer Springs McDemiott Rightsell Stephens Wakefield Total Kand 5 Kand 3 4 and 5 Kand 1 2and 3 K and2 3,4and5 American 29 49 42 44 33 29 51 277 (84.7%) Computer Configuration and Use How many computers were available for Compassleaming? Only one 2-4 5--10 11 or more During the observation, what percentage of the following students used Compassleaming? African American Caucasian CompassLearning Activities Subject Areas of Observed CL Activities Language Arts Mathematics Reading Science Social Studies Writing Cross-Cultural Types of student questions while using CL Content Area (e.g. how to solve a problem-the meaning of a word) Software use (e.g. how to log in or change sections) Computer use (e.g. how to use keyboard or mouse) Non-CL question (e .g. Do I have to sit next to .. . ? May I go to the restroom?) Types of Instruction given to students at the start of the lesson Content area review (e.g. reading, math) Software use (e.g. how to log in, find correct lesson) Computers use (e.g. locate software, use mouse) Classroom behavior rules No instruction given Teacher movement among students High level of teacher movement among students during CompassLeaming labs Student attention and academic focus High level of Afncan American student attention, interest, and engagement while using CL High Level of Non-Afncan American student attention, interest, and engagement while using CL High level of academically focused class time American 5 3 14 0 0 27 50 (15.3%) % Observed 0.0 0.0 0.0 100.0 Only a few (Less than 10%} 0.0 0.0 Not Observed 0.0 0.0 14.3 57.1 85.7 85.7 71.4 Not Observed 0.0 28.6 57.1 14.3 Not Observed 85.7 71.4 85.7 57.1 42.9 Not Observed 14.3 Not Observed 0.0 28.6 0.0 Number of teachers present Number of classes observed 2 3 2 3 2 3 4 19 Lab attendant 2 8 Most of the computers used for Compassleaming were Up to date Aging but adequate Outdated/limited capacity Some {About 10%} Most (51-90%) 0.0 0.0 0.0 0.0 Percentage of classes Rarely Occasionally F reg uently 0.0 28.6 0.0 0.0 0.0 28.6 42.9 0.0 0.0 28.6 0.0 0.0 14.3 0.0 0.0 14.3 0.0 0.0 28.6 0.0 0.0 Teachers 2 3 2 3 2 4 17 % Observed 100.0 0.0 0.0 Near1yaIVall (About91- 100%} 100.0 100.0 Extensively 71.4 71.4 42.9 0.0 0.0 0.0 0.0 Rarely Occasionally Frequently Extensively 14.2 14.3 42.9 71.4 Rarely 0.0 14.3 0.0 28.6 0.0 Rarely 28.6 Rarely 0.0 0.0 0.0 42.7 57.1 0.0 14.3 Occasionally 0.0 14.3 14.3 14.3 0.0 28.8 0.0 0.0 0.0 Frequently 0.0 0.0 0.0 0.0 28.6 14.3 0.0 0.0 0.0 Extensively 14.3 0.0 0.0 0.0 28.6 Occasionally F reguently Extensively 28.6 14.3 14.3 Occasionally Frequently Extensively 0.0 0.0 0.0 42.9 0.0 0.0 57.1 71.4 100.0 16 Survey Results This section contains the results of the Teacher CompassLearning Questionnaire {TCLQ) and the CompassLearning Parent Survey (Parent Survey). Teacher CompassLearning Questionnaire (TCLQ) The Teacher CompassLearning Questionnaire {TCLQ) was completed by a total of 356 teachers working at schools implementing the CompassLearning program. The respondents were primarily Caucasian (63.2%), and secondarily African American (32.6%), with most respondents being female (88.2%). As shown in Table 5, The TCLQ begins with two questions about the visibility and perceived value of the CL program. A very high percentage of teachers (96.1 %) reported familiarity with CL and most (93.3%) supported the continued use of CL within their respective schools. The next 16 TCLQ items assessing teacher perceptions of CL were indicative of a relatively high level of teacher approval for the program . Many items were rated highly on the survey (as measured by a combination of the categories \"Strongly Agree\" and \"Agree\". At least 85% of the teachers agreed or strongly agreed that the school computers for CL were in good condition (90.5%), the administration supported teacher use of CL (88.8%), and the teachers were supportive of CL (88.5%). Additional positive responses included agreement that CL increased student learning (78.4%), increased the level of student attention, interest, and engagement (77.3%), and was valuable for improving the achievement of African American students (73.0%). Approximately 70% of the teachers agreed that they routinely aligned CL with their lessons (72.5%), reviewed CL content in class (71.0%), and customized CL activities to meet individual needs of students. The concluding section of survey items addressed the use of the CL reporting functions. Teachers reported frequent use of \"Class by Ethnicity'' (59.8%), \"Class by Gender\" (64.6%), and \"Other\" (78.6%) CL reports, while over one-half (53.7%) reported never using \"Whole Class\" and 45.2% reported never using \"Individual Student\" reports. 17 Table 5. Teacher Compass Learning Questionnaire (TCLQ) Results n = 356 Items Do you know about the CompassLeaming (computer lab} program at your school? Do you think your school should continue using CompassLeaming? %No 03.93 06.74 % Yes 96.07 93.26 Percent of Teacher Response Items Most of our school computers that are used for CompassLeaming are kept in good working condition. The administration fully supports teacher use of CompassLeaming resources. Teachers in this school are generally supportive of the CompassLeaming program. My computer skills are adequate to access CompassLeaming resources. I can readily obtain answers about CompassLeaming. The use of CompassLeaming has increased student learning and achievement. The use of Compass Leaming has increased the level of student attention, interest, and engagement in learning. Our school has a well-developed plan that guides the CompassLeaming program. Overall, this program seems valuable for improving the achievement of African American students. I routinely align CompassLeaming with my lessons and the district's standards based curriculum. I routinely provide academic review of content covered during the use of Compass Leaming. The use of CompassLeaming has improved the quality of student work. I routinely customize CompassLeaming activities to meet the individual needs of students. I have received enough training to address student learning needs through the use of CompassLeaming resources. Parents and community members support our school's use of CompassLeaming. I routinely modify my instructional practices on the basis of student performance in CompassLeaming. How frequently do you use the following Compassleaming reports? Whole Class Individual Student Class by Ethnicity Class by Gender Other Disagree \u0026amp; Strorgly Disagree 4.21 1.12 1.40 4.78. 4.21 2.25 4.49 4.78 1.97 4.78 7.30 3.93 7.87 14.33 2.81 12.92 Never 53.65 45.22 5.62 6.18 3.09 Neutral Strongly Agree \u0026amp; Agree 5.34 90.45 7.58 88.76 9.27 88.48 10.67 83.71 12.08 83.43 16.57 78.37 17.42 77.25 19.10 75.28 22.75 73.03 21 .35 72.47 20.22 71 .00 23.88 70.22 23.03 67.13 19.66 65.45 31 .74 64.61 30.90 54.78 Seldom Frequentiy 23.60 14.04 25.56 20.22 23.31 59.83 21 .35 64.64 5.06 78.65 18 The teachers also responded to open-ended questions about the use and effectiveness of the CL system. Following are highlights of the responses. Detailed results for the TCLQ open-ended items are found in Appendix D. Familiarity with CL. As seen in Table 5, almost all of the teachers completing the TCLQ were famil iar with CL. However, the open-ended comments revealed that only about one-third (37.2%) had used CL for more than 3 years. Perhaps the relative lack of experience with CL contributed to the low response rate to the item asking teachers to describe their understanding of the CompassLearning program. Less than one-fourth (84 of 356) of the teachers responded to this item. Within those responses, all the teachers revealed a general understanding of the overall purpose of the CL program. The most common responses were that CL reinforces skills addressed by the district framework (58.3%) and that CL was a program designed to enhance student learning (21 .4%). Teacher responses were somewhat evenly divided when asked how subject areas and performance levels of activities were selected. Approximately one-fourth of the respondents indicated that decisions were made on the basis of student abilities, skills, and/or grade level (25.1 %), while a similar number responded that testing results were used (23.2%). CL reports. Respondents clearly identified assessing student growth and academic progress (63.3%) as the primary reason for using CL reports. Only 56 out of 356 (15.7%) teachers indicated that they did not use CL reports. The most common reasons were: use of \"other\" assessment data/tools (33.9%)\nlack of time (26.7%), and lack of skill in using CL (23.2%). Representative teacher comments included:  I don't use them frequently because I don't think it's always a good assessment for all learners.  Arkansas Reading First data is my primary diagnostic tool.  I seldom use the reports. I monitor while they are working. I consider CompassLearning to be a good way to practice skills.  I have very little knowledge of Compass. Strongest and weakest aspects of CL. The strongest aspect of CL identified was reinforcement of skills and the curriculum (41.2%), followed by the ability to adjust the program according to the needs of the teachers and of the students (32.9%). Student engagement or interest in learning was mentioned by 15.8% of the respondents. CL weaknesses reported by the teachers were primarily related to software issues or difficulty that students had in using some of the program features (58.6%) 19 and that the schedule did not allow enough time for students to benefit from the program (21.7%). Seventy-five percent of the teachers wrote a response to the final question, which asked teachers why their school should continue using CL. The responses were fairly evenly distributed across three reasons: CL reinforces the curriculum (33.3%)\nCL enhances student learning and skills (26.2%)\nand use of CL increases student engagement and excitement in learning (20.9%). The following are sample teacher responses highlighting why their schools should keep CL:  The children love it. It is great practice for skills.  Compass is a great tool for addressing specific student needs.  Students enjoy working at their own pace and ability and it provides good reinforcement for what you are teaching in class.  It allows students to work toward mastery of certain academic skills presented in class on an individual basis.  It is a wonderful tool for records of student growth.  It has been a great plus to student learning. It allows teachers the freedom to set it to their teaching and student needs.  This program has been a bright innovative way of reinforcing methods of skills and the students work and learn on their own pace which shows results of what they are learning.  I think it is a very valuable tool to help strengthen our students' skills in a fun way they enjoy. Going to computer is a treat! LRSD Compasslearning Parent Survey (Parent Survey) Of approximately 625 Parent Surveys distributed to children in five randomly selected schools, 451 parents responded (72.2% response rate). Over 84% (84.3%) of the children represented by parents completing surveys were African American, followed by 8.0% who were Hispanic and 2.0% who were Caucasian. Parental awareness of the CL program was high (82.5%), and most parents indicated they learned about the CL program via their children (55.7%). When asked how excited their child or children get about using CL, 60.1 % responded \"a lot\", 21 .7% reported \"some\", while less than 3% (2.9%) indicated that their child or children did not get exited about using CL. Parent responses indicate general approval of the CL program by agreeing that time in the computer lab: was important in their child's education (84.5%)\nhad improved their child's interest in school (63.2%)\nand had improved their child's achievement (57.7%). The parents' responses are summarized in Table 6. 20 Table 6. LRSD Compasslearning Parent Survey Results n = 451 Items Do you know about the Computer Lab (Compassleaming) program at your child's/children's school? Indicate the ethnicity of your child/children Caucasian African American Hispanic Asian Multi-Ethnic How did you learn about the computer lab activities? School Teacher My Kids Other parents/friends How excited do your child/children get about using the computer lab? Aloi Some Not at all Not sure % Yes 82.48 % 02.00 84.26 07.98 00.00 01.33 % 11 .53 09.53 55.65 01 .55 % 60.09 21 .73 02.88 04.66 Percentage: Yes Somewhat No Not Sure Do you think time in the computer lab is an important part of your child's/children's education? 84.48 05.54 00.44 00.67 Do you think time in the computer lab has improved your child's/children's interest in school? 63.19 17.74 03.55 04.21 Do you think time in the computer lab has improved your child's/children's achievement in reading and math? 57.65 18.40 01.77 06.43 In order to gain a more complete understanding of parental perception of the CL program, parents were asked three additional questions about CL. These questions were designed to elicit open-ended responses and comments from the parents. Highlights of the parent responses are presented below and a full summary is located in Appendix E. Approximately two-thirds (273 of 451\n60.5%) of the parents wrote a response when asked to describe the best thing about their child or children using the \"computer lab program\". The most common responses were that students were learning how to use computers (43.9%) and were acquiring new learning skills or learning in a better way (38.0%). Less than 20% (17.9%) indicated that the best aspect was improvement of math and reading skills. When asked about negative or \"worst\" aspects of CL, there was a 34.1 % response rate (154 of 451) with 59% of the respondents indicating that there were no negative aspects. Thirty-five parents or guardians (22.7%) were concerned that their child or children might have access to inappropriate Internet-based materials 21 when using CL. A small percentage (7.7%) of parents indicated the worst aspect of CL was that it replaced traditional classroom/textbook learning with computer-based learning. Sample parent comments reflecting this concern included \"The act of just using the computer lab program may take away from the child's own thinking and reasoning capacity.\" And, \"It may get them too adapted until they wouldn't want to sit in a classroom.\" The last open-ended item on the Parent Survey asked parents what changes they would like to see in the computer lab program or CL. Of the 158 (35.0% of 451) parents who responded to the last question, 50.6% indicated that their child or children needed more computer time and 25.3% wanted more variety in the lessons, content areas, and types of activities. Nearly the same percentage (24.5%) of parents responded that no changes were needed. Student Focus Group Results A total of 23 5 th grade students from 4 randomly selected elementary schools participated in the 20-minute focus groups. The students' experience with CL ranged from less than one year up to six years, with 42.8% indicating they had used CL since pre-kindergarten or kindergarten. Full results of the Student Focus Group are in Appendix F. Nature of the CL activities. The students reported that they primarily completed CL activities in language arts (33.3%), mathematics (28.6%), and reading (19.0%), in both computer labs and their classrooms. Of the 23 students, 10 wanted to spend more time using CL, 6 replied that CL time was appropriate, and 2 students indicated they spent too much time in the CL lab. Technical concerns reported by the students were focused on hardware (computer freezing, slow startup) and software malfunctions. When asked how they would change the CL activities, the most common response was to make the activities more fun or game-like (42.8%), while 21.4% requested Internet access, and more math, science, and spelling activities. Usefulness of CL activities. When asked if CL helped them to \"do better in school\", 17 of the 23 students responded, \"Yes\". The most common reason cited for this response (83.3%) was that CL helped the students remember what they learned in class and provided practice in and out of the classroom. Students indicated that the disadvantages to using CL were that sometimes the activity problems were too hard (52.8%) or that some were too easy or boring (32.0%). The majority (71.4%) of the students responded that their parents were supportive of the CL program. The students were 22 less positive when asked what their friends said about using CL, with 50.0% saying their friends thought the program was dumb or boring. Responses were mixed when asking which types of students would benefit the most and least from using CL. Students indicated that CL would be most beneficial for students who were immature (27.2%), tried their best or liked CL (27.2%), were smart (18.2%), or disadvantaged (18.2%). They thought that CL would be least beneficial to students who didn't try (66 .7%) or were smart (22.2%). Enjoyment of CL. The majority (89.5%) of the students indicated that they really liked or loved CL, while only 2 students indicated that they liked it a \"little bit\" (10.5%). Students' favorite things about using CL were that it helped them to learn/understand class work (31 .2%), was exciting and fun , helped learn new and harder things, and helped with math and reading (18.7% each). The least favorite things were that students could not use calculators when completing CL math lessons (27.2%), the spelling, social studies, and math lessons (27.7%), and repeating lessons (22.2%). All (23) students responded that they would like to continue using CL. Interviews The interview results are presented in three sections. First are the interviews with those directly responsible for overseeing implementation of the CompassLearning program: lab attendants (n = 6), technology specialist (n = 3), and LRSD personnel (n = 2). This is followed by the CL national representative interview summary. The section ends with the interview results from four high school principals whose schools did not use CL in 2004-2005, but had previously used CL at their respective schools. Lab Attendant, Technology Specialist, and District (CL) Personnel Highlights from the Lab Attendant, Technology Specialist, and District (CL) Personnel interview results will be discussed by these major interview categories: CL responsibilities, implementation, overall strengths and weaknesses, and if the program should be continued. Detailed results of these three interviews are in Appendix G. CL Responsibilities. The interview responses revealed that CL responsibilities were distributed as would be expected with the lab attendants having the greatest level of interaction with the students during CL lab time. Both the lab attendants and technology specialists worked with teachers to align 23 CL activities with lessons and to produce CL reports. The technology specialists provided teacher training, while the district personnel were responsible for general oversight of the program and served as liaisons between all CL district personnel. CL implementation. When asked to evaluate the CL software and support from the vendor, responses from the three groups ranged from \"fine\" to \"great\" with regard to the software and from \"OK\" to \"excellent\" concerning vendor support. The groups did, however, display consensus that there was a high level of teacher support for the CL program and that the program had been implemented very well. The best aspects of CL implementation included integration of CL activities with LRSD curriculum, custom sequencing of the units, and the use of reports for tracking student progress. Suggestions for improving the implementation process were to create district guidelines, increase supervision, and examine other remediation options. When examining how the program was implemented, interview responses indicated that the primary users of the CL program were students in grades pre-kindergarten through 5 who used CL from 1 to 5 days per week. Respondents from the three groups indicated that the teachers were regularly provided CL reports on student progress and actively used the reports to plan student CL activities. School administrators' most frequent use of the CL data was for year-end reports. Equitable student access and appropriate implementation of CL were ensured by means of close monitoring by the lab attendants, technology specialists, and principals. Overall strengths, weaknesses, continuation. There was once again consensus among the respondents with regard to the strongest aspects of the CL program. The interviewees from each group cited program flexibility to meet individual student needs, alignment of CL with LSRD curriculum standards (except math), and student enjoyment/engagement as the strongest aspects of CL. Differences were noted, however, in responses about the weakness of the CL program. The lab attendants indicated that students needed more CL time and that some of the lessons required special equipment or software. The technology specialists responded that the CL math curriculum was not well aligned with LSRD curriculum, the program lacked curriculum mapping, and sometimes the oral commands were difficult for students to understand. From the district perspective, one respondent indicated the CL program lacked oversight, while the second one did not state a 24 weakness. There was unanimous agreement that the CL program should be continued due to its positive contribution to student learning. National CL Representative One of Compasslearning's national representatives whose responsibilities included managing Cl's research and evaluation program was interviewed. This person was also knowledgeable about the LRSD program. The purpose of the interview was to obtain the representative's perspective on how schools should implement CL to improve student academic achievement. Her responses are divided into guidelines for students, teachers, and administrators. Students. With regard to student use of CL, or time-on-task, the recommended guidelines are that students in grades 3 through 12 should spend from 60 to 90 minutes per week completing 4 to 5 new activities per content area. Student activities should be focused on the subject that needs the most improvement. For students in grades K through 2, the recommended time for computer activities is 60 minutes per week per content area. Teachers. The CL representative indicated that teachers should be actively involved in using the CL reports to evaluate the progress of individual students. She recommended that teachers review student reports eve,y two weeks in order to align classroom instruction to identified needs, plan off-line (non-CL) remediation and adjust CL activities to address areas of non-mastery. Administrators. The CL representative recommended that school principals review CL class-byclass reports on a monthly basis to identify any areas of need. When teachers and administrators implement these \"best practices\" strategies, they will be provided with formative evaluation data to help determine if: student learning is \"on-track\nif the curriculum needs to be altered\nand, whether or not students need more off-line activities\". However, the CL representative indicated that most schools do not achieve this level of implementation. School Principals The principals from four LRSD schools (1 elementary school, 2 middle schools, and 1 high school) who no longer use Compasslearning were interviewed to examine how CL was used in the past, why it was discontinued, and if the school had implemented a different integrated learning system (ILS). Collectively, the student population of the four schools was 90% African American. Key findings from the interviews are presented below and the full interview summary is in Appendix H. 25 Past use of CL. Three of the four principals indicated a positive overall impression of CL, while one reported that the teachers disliked it. All four principals reported that their school had implemented the CL program in computer labs. However, the amount of time students spent using the software and the student populations that used CL were different for each school. One principal indicated that all students used CL, one responded that only students in English classes used it, another reported that CL was used by magnet students, and the fourth indicated that CL was used by students who needed extra academic assistance. When asked how teachers were involved with CL, 3 principals indicated their teachers aligned CL lessons with classroom instruction, 2 said teachers helped monitor the labs, and 1 reported that the teachers did very little with CL. The principals reported the primary reasons for not continuing with CL were related to server or system problems. Other reasons were lack of enough Title 1 funds, teacher complaints that the program took too much time to align with lessons, and teacher complaints of too many technical problems. Current use of an /LS. Three principals indicated that their schools were currently using different integrated learning systems {ILSs). One middle school principal reported that his school was using two systems (Accelerated Reader, and Destination Math), while the other middle school principal had adopted River Deep. The ILS adopted by the high school was Plato. The principals reported positive impressions of the new programs, indicating that fewer problems were occurring and that teachers were more accepting of the new systems. The fourth principal reported that a technology integration approach was being implemented rather than using an ILS. The principal further explained that with this approach students use basic software applications like spreadsheets, presentation and word processing software to enhance classroom environments. Student Achievement Results Research Questions Analyses of student achievement on the Development Readiness Assessment (ORA), Iowa Tests of Basic Skills, (ITBS), and the Arkansas Benchmark tests were conducted to address the following research questions: 26 1. What are the effects of the Compass Learning program on student achievement in Reading and Mathematics? 2. Is the program effective in meeting the academic needs of African American students? 3. How does the achievement of African American students compare to that of other students in the same or similar schools? Sample The elementary school sample included a total of 7,853 LRPS students in first grade (n = 2,016), second grade (n = 1984 ), third grade (n = 1904) or fifth grade (n = 1,949) during the 2004-'05 school year. Kindergarten and fourth grade were excluded because these grades lacked corresponding 2003-04 data to be used as a \"pretest\" (statistical covariate) .. All 34 LRSD elementary schools were included in the analysis. Overall, 67% of the student sample was eligible for free or reduced-price lunch and 68% was African American. A majority (60%\nn = 4,728) attended one of the 21 schools that offered the Compass Learning program. School Matching Process Elementary schools. To facilitate analysis of program effects, elementary schools were matched via hierarchical cluster analysis into homogeneous sets on the basis of percentage eligible for free or reduced price lunch and percentage African American enrollment. Ward's minimum variance method was used as a clustering algorithm, and squared Euclidean distances were used as similarity measures. Three homogeneous School Sets were identified:  Set 1 (Low Poverty, Majority White) contained 4r schools with a mean percentage of students eligible for free lunch of 24.5% and mean African-American enrollment of 35.0%\n Set 2 (Medium Poverty, Integrated) contained 9 schools with a mean percentage of students eligible for free lunch of 55.5% and mean African-American enrollment of 56.4%\nand  Set 3 (High Poverty, Majority African American) contained 21 schools with a mean percentage of students eligible for free lunch of 84.9% and mean African-American enrollment of 83.3%. Middle schools. Two middle schools, Cloverdale and Henderson, implemented the Compass Learning program. Two comparison middle schools, Southwest and Mabelvale, were selected on the 27 basis of similarities in percentage of African American students and students eligible for free lunch. Percentages of African American students were 81.1 % at Cloverdale, 81.3% at Henderson, 81.4% at Mabelvale, and 93.1 % at Southwest. Percentages of students eligible for free or reduced-price lunch were 82.9% at Cloverdale, 69.6% at Henderson, 74.4% at Mabelvale, and 83.5% at Southwest. A total of 562 sixth graders and 531 seventh graders were included in the analyses. Measures The Developmental Reading Assessment (ORA) was administered in grades K-2 in 2003-04 and 2004-05, and the Iowa Test of Basic Skills (ITBS) was administered in grades K-5 in 2004-05. The ITBS provides normal curve equivalent (NCE) scores in Reading and Mathematics. The Arkansas Benchmark test was administered in grade 4 in 2003-04, and in grades 3-5 in 2004-05. However, scale scores from the 2004-05 Arkansas Benchmark test were not available as of December 2005. Construction of ORA NCE scores. ORA scores in 2004-05 were used as outcome variables for grades 1 and 2. The kindergarten and first-grade forms of the ORA administered provides six separate scale scores, in letter recognition, word recognition, capitalization, writing, dictation, and a composite reading score. The second-grade forms provide scores for word recognition, writing, dictation, and composite reading. The subscale scores were factor-analyzed using principal components analysis to generate regression-based factor scores for use in subsequent analyses. For 2004-05 first graders, a single factor accounted for 45.7% of the variance across 2004-05 ORA subtests. For 2004-05 second graders, a single factor accounted for 63.0% of the variance across the four 2004-05 ORA subtests. The regression-based factor scores were then converted to nonmal curve equivalent (NCE) scores with mean of 50 and standard deviation of 21.06 to aid in the interpretation of results. The norm group for these NCE scores was comprised of all Little Rock students for whom data were available in a given year. Analyses A 2 (Compass versus comparison) X 2 (African American versus non-African American) X 3 (Homogeneous School Set) analysis of covariance was performed at each grade level (1 and 2), with 2004-05 ORA and ITBS test scores as outcome variables and free or reduced price lunch status and 2003-04 ORA test scores as covariates. Follow-up analyses of covariance were performed within levels of the independent variables when significant interaction effects were observed. Effect size 28 estimates were determined by computing mean differences between groups for which significant differences were observed, then dividing by the total standard deviation. In cases where the outcome variable was an NCE score, a standard deviation of 21.06 was used in the effect size estimate computation, because the population standard deviation is known. Table 7 provides an overview of pretests, posttests, and pretest-posttest correlations for the analyses of covariance. As shown, the covariates used were 2003-04 ORA scores in grades 1-3, ITBS scores in grade 6, and Benchmark scores in grades 5 and 7. In addition, a descriptive profile of 2004-05 mean ITBS NCE scores in Reading and Mathematics across grade levels by race was generated to provide on overall basis for comparing African American achievement to that of other students. Table 7. Covariate-Outcome Correlation Coefficients by Grade Level: LRPS Elementary Schools Grade 2003-04 Pretests (Covariates) 2004-05 Posttests (Outcomes) Covariate-Outcome r 1 ORA Dictation ITBS Reading NCE 0.51 ORA Capitalization ITBS Mathematics NCE o.5i ORA Word Recognition DRANCE1 0.582 2nd ORA Composite Score ITBS Reading NCE 0.61 2 ORA Composite Score ITBS Mathematics NCE 0.502 ORA Word Recognition DRANCE1 0.712 3' ORA Total Score ITBS Reading NCE 0.592 ORA Total Score ITBS Mathematics NCE o.5i 5lh Benchmark Literacy SS ITBS Reading NCE 0.772 Benchmark Math SS ITBS Mathematics NCE 0.842 6th ITBS Reading NCE ITBS Reading NCE 0.792 ITBS Mathematics Concepts NCE ITBS Total Mathematics NCE 0.802 ITBS Reading NCE - 7th Benchmark Literacy 0.71 ' Benchmark Mathematics ITBS Mathematics NCE 0.782 'Score derived from factor analysis and normed on Little Rock School District students. 2Significant at p \u0026lt; .01. - 29 RESULTS First Grade !TBS Reading NCE. The model accounted for 32.4 % of the variance in 2004-05 ITBS Reading NCE scores. ANCOVA indicated significant main effects for 2003-04 ORA dictation (F, .1335 = 338.4, p \u0026lt; .001 ), free lunch status (F ,.1335 = 25.4, p \u0026lt; .001 ), race (F1.1335 = 12.92, p \u0026lt;.001 }, treatment (F 1_1335 = 5.827, p = 0.02), and School Set (F2_1335 = 3.00, p = .05). Variables that predicted a significant amount of variance in the outcome accounted for 19.5% of the variance in 2004-05 ITBS Reading scores. As shown in Figure 1, most of the explained variance (17%) was attributable to 2003-04 ORA dictation scores, with modest percentages attributable to free lunch status (1 .3%), race (0.6%), treatment (0.3%), or School Set (0 .3%). Post hoc comparisons showed that non-African American students had a significantly higher adjusted mean score (M' = 57.5) than African American students (M' = 52.4\nES = -0.25)\ncomparison students had a significantly higher adjusted mean score (M' = 56.6) than Compass students (M' = 53.4\nES = -0 .16)\nand students in majority White, low-poverty schools had a significantly higher adjusted mean score (M' = 57.4) than students in majority African American, highpoverty schools (M' = 52.8\nES = -0.23). 30 0.3% 0.6% 1 0.3% 1.3% 17.0%  Pretest  Free Lunch  Race  School Set  Treatment Figure 1. Percentage of Variance Explained in 2004-05 ITBS Outcomes by Significant Predictor: First Grade Table 8 shows mean ITBS Reading NCE scores by race, treatment, and School Set. Observed mean scores generally fell near or above the national average of 50.0, with the lowest average observed score of 46.5 observed for comparison group African American students in high-poverty, majority African American schools. This score is about one-sixth of a standard deviation below the national average. 31 Table 8. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race, Treatment, and Homogeneous School Set: First Grade Race Treatment School Set Mean Adjusted SD ES N Mean Non-AA Comparison Low Poverty, 68.52 60.45 15.8 21 Majority White Medium Poverty, 65.34 59.14 19.9 79 Integrated High Poverty, 52.98 56.85 18.9 56 Majority African American Compass Low Poverty, 66.59 57.75 18.2 -0.13 108 Learning Majority White Medium Poverty, 63.18 58.08 20.0 -0.05 114 Integrated High Poverty, 53.58 52.90 20.6 -0 .19 60 Majority African American African- Comparison Low Poverty, 61 .83 59.96 17.5 12 American Majority White - Medium Poverty, 53 .39 52.34 17.4 129 Integrated High Poverty, 46.53 50.96 19.8 273 Majority African American Compass Low Poverty, 54.37 51 .50 21 .5 -0.40 43 Learning Majority White Medium Poverty, 49.48 49.45 17.2 -0.14 156 Integrated High Poverty, 46.74 50.40 17.7 -0.03 298 Majority African American 32 ORA NCE. The model accounted for 24 .6% of the variance in 2005 ORA NCE scores. ANCOVA indicated a significant main effects for 2003-04 ORA Word Recognition {F1.2002 = 534.0, p \u0026lt; .001\n20.0% of variance accounted for) and treatment status (F1.2002 = 9.15, p \u0026lt;.01\n0.3% of variance accounted for), and a significant interaction effect between treatment status and School Set (F22002 = 3.33, p \u0026lt;.05\n0.2% of variance accounted for). Follow-up analyses revealed that Compass students in majority White, low-poverty scores had a significantly higher adjusted mean score (M' = 54.5\nES = +0.41) than comparison students in similar schools (M' = 45.9\nsee Figure 2). 30.00- 55.0D - 50.00 - 45.00- 40 .00 - J 5UI! 45.80 I Lov,.\nPove,t y, t ,laio1 ity V'vhite .. .. 50 .74 I t.ledium Pove,ty. t11tegI:ited School Set I High Pove11y, t ,1ajorit y .A. t, ican .American T1 eatrnent --Comparison - - - Compass Figure 2. Adjusted Mean DRA NCE by School Set and Treatment Status: 2004-05 First Grade 33 - Table 9 shows mean ORA NCE scores by race, treatment, and School Set. Mean observed DRA NCE scores ranged from a low of M = 43.64 for non-African American comparison students in high poverty, majority African American schools to a high of M = 57.69 for non-African American Compass students in low-poverty, majority White schools. Table 9. Observed and Covariate-adjusted 2004-05 ORA NCE Mean Scores by Race, Treatment, and Homogeneous School Set: First Grade Adjusted Race Treatment School Set Mean Mean SD ES N Comparison Low Poverty, 51.64 48.58 30.1 40 Non-AA Majority White Medium Poverty, 55.32 50.44 14.7 112 Integrated High Poverty, 43.64 46.57 28.9 103 Majority African American Compass Low Poverty, 59.33 53.20 11.6 0.22 154 Learning Majority White Medium Poverty, 54.92 50.70 18.9 0.01 163 Integrated High Poverty, 48.76 48.84 21.4 0.11 97 Majority African American African- Comparison Low Poverty, 44.22 43.13 38.1 21 American Majority White Medium Poverty, 49.28 48.35 22.3 171 Integrated High Poverty, 47.38 50.38 21.6 388 Majority African American Compass Low Poverty, 57.69 55.82 10.2 0.60 60 Learning Majority White Medium Poverty, 51 .74 50.78 16.7 0.12 196 Integrated High Poverty, 46.72 49.29 21.2 -0.05 511 Majority African American 34 /TBS Mathematics NCE. The model accounted for 38.8% of the variance in ITBS Mathematics NCE scores. Significant main effects were observed for 2003-04 ORA Capitalization (F, .1323 = 303.1, p \u0026lt;.001\n13.9% of variance accounted for), African American status (F, .1323=44.5, p \u0026lt; .001\n2% of variance accounted for), eligibility for free lunch (F, .1323=26.5, p \u0026lt; .001\n1.2% of variance accounted for), and School Set (F2_1323=18.9, p =.001\n0.6% of variance accounted for). Follow-up analyses showed that: (a) African American students had a significantly lower adjusted mean score (M' = 42.44\nES= -0.44) than White students (M' = 51.70), and (b) students attending high-poverty, majority African American schools had a significantly lower adjusted mean (M' =43.76) than students attending either medium poverty, integrated schools (M' = 47.12\nES= +0.16) or low-poverty, majority White schools (M'= 50.34\nES= +0.38). As shown in Table 10, African American students in mediumpoverty, integrated schools and in high-poverty, majority African American schools scored substantially below the national average of 50.0. 35 Table 10. Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race, Treatment, and Homogeneous School Set: First Grade Race Treatment School Set Mean Adjusted SD ES N Mean Non-AA Comparison Low Poverty, 62.10 55.23 18.3 20 Majority White Medium Poverty, 58.75 52.26 21.0 76 Integrated High Poverty, 44.19 47.67 20.9 Majority African American 58 Compass Low Poverty, 65.66 56.62 16.5 0.07 108 Learning Majority White Medium Poverty, 57.78 51 .81 19.8 -0.02 114 Integrated High Poverty, 46.78 46.60 16.1 -0.05 58 Majority African American African- Comparison Low Poverty, 46.25 45.10 20.7 12 American Majority White Medium Poverty, 42.95 41 .30 15.5 122 - Integrated High Poverty, 37.18 40.02 19.7 268 Majority African American Compass Low Poverty, 47.37 44.40 16.7 -0 .03 43 Learning Majority White Medium Poverty, 41.68 43.10 18.5 0.09 161 Integrated High Poverty, 35.86 40.73 16.5 0.03 297 Majority African American 36 Second Grade /TBS Reading NCE. The model accounted for 47.2% of the variance in ITBS Reading NCE scores . Significant main effects were observed for 2003-04 ORA Composite scores (F1.1347 = 723.1, p \u0026lt;.001\n28.1 % of variance accounted for), African American status (F 1_1347 = 57.8, p \u0026lt;.001\n2.2% of variance accounted for), and free lunch status (F 1.1347 = 29.0, p \u0026lt;.001\n1.1 % of variance accounted for). A significant interaction was observed between treatment and School Set (F2,1347 = 9.95, p \u0026lt;.001 ). Follow-up tests showed that comparison students had significantly higher adjusted mean scores (M' =51 .88) than Compass students (M' =57.44\nES = -0.26) in medium-poverty, integrated schools, while Compass students had significantly higher adjusted mean scores (M'= 53.35\nES = +0.15) than comparison students (M' =50.17) in high-poverty, majority African American schools (see Figure 3). As shown in Table 11 all groups scored near or above the national average of 50.0 except African American comparison students in high poverty, majority African American schools. 37 - Table 11. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Second Grade Race Treatment School Set Mean Adjusted SD N Mean Non-AA Comparison Low Poverty, 66.07 59.95 22.4 29 Majority White Medium 68.52 64.40 20.8 86 Poverty, Integrated High Poverty, Majority African 48.00 53.35 20.4 54 American Compass Low Poverty, 70.45 61.48 20.0 O.Q7 Learning Majority White 88 Medium Poverty, 62.01 55.25 20.9 -0.43 106 Integrated High Poverty, Majority African 55.67 57.02 23.0 0.17 66 American African- Comparison Low Poverty, 52.35 48.05 16.6 23 American Majority White Medium Poverty, 51 .07 50.48 19.1 110 Integrated High Poverty, Majority African 43.05 46.99 18.8 264 American Compass Low Poverty, 57.47 54.31 19.8 0.30 60 Learning Majority White Medium Poverty, 48.82 48.50 20.5 -0 .09 169 Integrated High Poverty, Majority African 46.34 49.68 18.4 0.13 306 American 38 58 56 54 - 50 ~ ' Low Poverty. tAajority'1',hite \\ ' ' \\ Medium Poverty , Integrated School Set High Poverty . Majority t .trican .A.111erica11 Treatment - Comparison - -  Compass Figure 3. Mean Adjusted ITBS Reading NCE Scores by Treatment and School Set: 2004-05 Second Grade ORA NCE. The model accounted for 52.9% of the variance in ORA NCE scores. Significant main effects were observed for 2003-04 ORA Word Recognition scores (F1.1482 = 1424.6, p \u0026lt;.001\n44.9% of variance explained), free lunch status (F 1_1482 = 19.76, p \u0026lt;.001\n0.6% of variance explained), and School Set (F2_1482 = 6.1, p \u0026lt;.01\n0.4% of variance explained). Follow-up tests indicated that in low-poverty, majority White schools had significantly higher adjusted mean scores (M' = 54.1 O ) than students in either medium poverty, integrated schools (M' = 49.57\nES = -0 .22) or students in highpoverty, majority African American schools (M' = 50.81\nES= -0.16). Students in low-poverty, majority White schools scored substantially above the district average of 50.0, regardless of race or treatment (see Table 12). No treatment effects (Compass vs. comparison) were indicated. 39 - Table 12. Observed and Covariate-adjusted 2004-05 DRA NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Second Grade Race Treatment School Set Mean Adjusted Mean SD ES N Non-AA Comparison Low Poverty, Majority White 57.64 52.05 20.4 30 Medium Poverty, Integrated 52.64 50.55 21.7 102 High Poverty, Majority African 47.45 51 .29 26.7 57 American Compass Low Poverty, Learning Majority White 64.65 57.69 8.9 0.27 96 Medium Poverty, Integrated 55.65 51.45 15.3 0.04 118 High Poverty, Majority African 49.25 50.98 24.5 -0.01 72 American African- Comparison Low Poverty, American Majority White 57.54 53.00 13.7 24 - Medium Poverty, Integrated 48.70 46.61 18.5 118 High Poverty, Majority African 45.73 50.80 23.9 292 American Compass Low Poverty, Learning Majority White 55.83 53.66 18.1 0.03 62 Medium Poverty, Integrated 51 .19 49.65 16.8 0.14 189 High Poverty, Majority African 48 .66 50.15 20.3 -0.03 336 American 40 /TBS Mathematics NCE. The model accounted for 42.3% of the variance in ITBS Mathematics NCE scores. Significant main effects were observed for 2003-04 ORA Composite score (F1,1354 = 358.54, p \u0026lt;.001 ), African American status (F1 ,1354 = 99.36, p \u0026lt;.001 ), and free lunch status (F1,1354 = 26.7, p \u0026lt;.001 ). Post hoc comparisons indicated that non-African American students had a significantly higher adjusted mean (M' = 53.60) than African American students (M' = 41. 78\nES = - 0.56). A significant interaction effect was observed between treatment and School Set (F2_1354 = 4.09, p =0.02). Follow-up tests, as graphically depicted in Figure 4, indicated that, in low-poverty majority White schools, Compass students had a significantly higher adjusted mean (M' = 54.80) than comparison students (M' = 49.23\nES = +0.26). The mean NCE scores for African American students in either treatment at medium-poverty, integrated or high poverty, majority African American schools were substantially below the national average (see Table 13). 41 - Table 13. Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Second Grade Race Treatment School Set Mean Adjusted SD ES N Mean Non-AA Comparison Low Poverty, 60.97 55.82 22.0 29 Majority White Medium Poverty, 59.65 55.88 20.1 85 Integrated High Poverty, Majority African 42.44 46.60 20.1 54 American Compass Low Poverty, 69.31 61 .98 19.2 0.29 89 Learning Majority White Medium Poverty, 56.28 50.98 20.9 -0.23 106 Integrated High Poverty, Majority African 49.26 50.30 21 .6 0.18 66 American - African- Comparison Low Poverty, 45.83 42.64 17.9 American Majority White 23 Medium Poverty, 41 .86 41 .66 17.5 114 Integrated High Poverty, Majority African 34 .29 37.42 16.2 266 American Compass Low Poverty, 49.97 47.61 17.9 0.24 60 Learning Majority White Medium Poverty, 42.59 42.47 20.3 0.04 169 Integrated High Poverty, Majority African 36.25 38.90 14.7 0.07 307 American 42 56 - 50- 48- 44- J ~-1 sj . . . . .  I Low Pove1ty. I ,lcijo1 rt 1 \\,\\ hrte . . . . . . r:wT:l .. ... I l,ledium Pove1t y, lntegrnted School Set -1~.0 I i High Pove1ty, t,lcijo1 rty t-.11 ican .~meric:in Treatment - Comprnison   -  Compass Figure 4. Mean Adjusted ITBS Mathematics NCE Scores by Treatment and School Set: 2004- 05 Second Grade Third Grade /TBS Reading NCE. The ANCOVA model explained 48.0% of the variance in 2004-05 ITBS Reading NCE scores. Significant main effects were observed for 2003-04 ORA Composite scores (F1,1310 =600.8, p \u0026lt;.01\n15.1% of variance explained), African American status (F1,1310 = 71 .6, p \u0026lt; .01\n4.2% of variance explained), free lunch status (F 1,1310 = 28.11 , p \u0026lt; .01\n1.1 % of variance explained) and School Set (F2. 1310 = 21 .57\np \u0026lt;.001\n1.3% of variance explained). A significant interaction effect was observed between African American status and School Set (F2.1310 = 6.19, p \u0026lt; .01 ). As shown in Figure 5, the interaction was ordinal over levels of race. Mean adjusted scores for African American students were sign ificantly lower than 43 those for students of other races in low-poverty majority White schools (M' = 52.79 versus M' =63.86\nES= -0.52), in medium-poverty, integrated schools (M' = 49.99 versus M' = 60.39\nES= -0.49), or high-poverty, majority African American schools (M' = 46.93 versus M' = 53.48\nES= -0 .31\nsee Figure 5). The interaction was attributable to a successively widening achievement gap between African American and other students as the percentage of poor and African American students decreased. Most groups performed near or above the national average, except for African American students attending high-poverty majority African American schools, who scored substantially below the national average (see Table 14). 44 Table 14. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Third Grade Race Treatment School Set Mean Adjusted SD N Mean Non-AA Comparison Low Poverty, 72.47 65.84 18.4 34 Majority White Medium Poverty, 63.07 59.21 20.5 76 Integrated High Poverty, Majority African 50.78 50.52 18.8 45 American Compass Low Poverty, 72.84 64.18 17.6 -0.08 91 Learning Majority White Medium Poverty, 61.93 57.62 23.3 -0.08 123 Integrated High Poverty, Majority African 50.45 50.70 18.9 0.01 53 American African- Comparison Low Poverty, 49.52 52.66 17.0 23 - American Majority White Medium Poverty, 46.46 49.28 17.1 110 Integrated High Poverty, Majority African 43.46 46.18 17.5 264 American Compass Low Poverty, 51 .26 48.40 13.3 -0.20 47 Learning Majority White Medium Poverty, 46.86 47.72 17.8 -0.07 188 Integrated High Poverty, Majority African 43.05 45.67 16.3 -0 .02 270 American 45 - 55 \u0026amp;~...7 ~.). .. ... 50 45 Low Pc,verty. l,lctiorij y',',hite ... ., , JU.. P..J .. I ,ledium Poverty, lntegrmed School Set .. .. .. .. High Povert 1, l,k1iority Africm1 ,t!merican Pao:8 -Other .t-.fricrn1 ti.meric:m Figure 5. Mean Adjusted ITBS Reading NCE Scores by Race and School Set: 2004-05 Third Grade /TBS Mathematics NCE. The model explained 42.0% of the variance in 2004-05 ITBS Mathematics NCE scores. Significant main effects were observed for 2004 ORA Composite scores {F11304 =426.4, p \u0026lt;.01\n18.5% of variance explained), African American status (F1,1304 = 111 .3, p \u0026lt; .01\n4.8% of variance explained), free lunch status (F 1,1304 = 17 .3, p \u0026lt; .01\n0.7% of variance explained) and School Set (F2 1304 = 6.12\np \u0026lt;.01\n0.5% of variance explained). Significant interaction effects were observed between African American status and School Set (F2., 304 = 3.36, p \u0026lt; .05) and treatment and School Set (F2,1304 = 3.10, p \u0026lt; .05). Followup analyses of the treatment X School Set interaction showed that Compass students in low-poverty majority White schools had a significantly higher adjusted posttest mean (M' = 55.93\nES = +0.21) 46 than their counterparts attending similar schools (M'=51.59\nsee Figure 6). Treatment differences in other School Sets were nonsignificant. Follow-up analyses of the race X School Set interaction indicated that non-African American students in all school types performed significantly higher than African American students in all school types, but the gap was especially large in low-poverty majority White schools (see Figure 7). As Table 15 shows, non-African American students achieved at or above the national average score regardless of treatment or School Set, whereas African American students achieved substantially below the national average in every condition except Compass students in low-poverty majority White schools. 47 - Table 15. Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Third Grade Race Treatment School Set Mean Adjusted Mean SD ES N Non-AA Comparison Low Poverty, Majority White 65.21 59.51 18.04 34 Medium Poverty, Integrated 62.11 58.77 19.18 75 High Poverty, Majority African 55.41 55.09 19.56 44 American Compass Low Poverty, Learning Majority White 72.96 65.43 17.32 0.28 91 Medium Poverty, Integrated 60.71 56.99 20.37 -0.08 123 High Poverty, Majority African 51 .57 51 .78 18.42 -0.16 53 American African- Comparison Low Poverty, American Majority White 40.87 43.67 16.81 23 - Medium Poverty, Integrated 45.18 47.69 18.06 110 High Poverty, Majority African 42.89 45.21 17.70 260 American Compass Low Poverty, Learning Majority White 48.91 46.42 15.75 0.13 47 Medium Poverty, Integrated 44.14 44.91 17.63 -0.13 188 High Poverty, Majority African 40.50 42.78 18.29 -0.12 270 American 48 \\ Tr,-:itrn..,nt -- l ump::iri::\n011 , - -  ('\" 1..lllj)CICS ' \\ ::\n4- \\ 48 - I L1J \\t\u0026lt;/ Puv~1tv 1 M::ii,\n,rity 'v'\\hit,.. '\\ \\ ' ' \\ J5U.OG I ' ... I 1,1..\n,Jium Puvee11y, lnteqr::it.\nd School Set I HiJfl P,Jv.,\n1ty. 1,h:iic,rity A fri,:::111 .ll.meri,,011 Figure 6. Mean Adjusted ITBS Mathematics NCE Scores by Treatment and School Set: 2004-05 Third Grade 49 60- 55- 50- 45- 62.47 57 .88 -~ Ji5.o5 l - - ........ I Low Poverty, Majority White I Medium Poverty, Integrated School Set 53.43 ........ ffe I High Poverty, Majority African American Race -Non-AA __ African American Figure 7. Mean Adjusted ITBS Mathematics NCE Scores by Race and School Set: 2004-05 Third Grade Fifth Grade /TBS Reading NCE. The AN COVA accounted for 62.1 % of the variance in ITBS Reading NCE scores. Significant main effects were observed for 2003-04 Benchmark Literacy scale scores (F, .1507 = 1320.1, p \u0026lt;.001\n46.7% of variance explained), African American status (F, .1507 = 62.2, p \u0026lt; .001\n4.0% of variance explained), free lunch status (F, .1507 = 17.2, p = .01\n1.1 % of variance explained) and School Set (F2.1507 = 3.3\np \u0026lt;.05\n0.4% of variance explained). A significant interaction effect was observed between African American status and School Set (F2.1507 = 4.08, p \u0026lt; .05). Follow-up analyses of the race X School Set interaction indicated that non-African American students in all school types performed significantly higher than African American students in all school types, but the gap was especially large in low-poverty majority White schools (see Figure 8). Students in most 50 treatment X School Set categories performed near or above the national average, with the exception of African American students attending high-poverty majority African American schools-these students scored nearly one-half of a standard deviation below the national average regardless of treatment condition (see Table 16). Table 16. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Fifth Grade Race Treatment School Set Mean Adjusted SD ES N Mean Non-AA Comparison Low Poverty, 76.70 56.72 23.29 33 Majority White Medium Poverty, 66.57 54.90 19.77 94 Integrated High Poverty, Majority African 47.33 48.55 20.00 60 American Compass Low Poverty, 68.89 56.82 18.33 0.00 91 Learning Majority White Medium Poverty, 64.60 53.71 20.29 -0.06 Integrated 124 High Poverty, Majority African 53.07 52.80 17.44 0.20 55 American African- Comparison Low Poverty, 46.38 43.79 19.70 26 American Majority White Medium Poverty, 45.48 46.11 18.49 109 Integrated High Poverty, Majority African 39.56 46.57 17.18 304 American Compass Low Poverty, 51 .27 49.81 19.54 0.29 77 Learning Majority White Medium Poverty, 46.22 45.80 16.19 -0.01 182 Integrated High Poverty, Majority African 40.45 46.48 16.70 0.00 366 American 51 47 ,,'.\nL1~1w P1Jv..-1ty. l:l\n:i jc,1ity V\\-hit.- J,.1.-.Jiurn h ,v.-11y . Hi,il1 P,.,v.-11y, Int.-, II ~ ... ,J l:laj,_,, ity P..tri,-011 ,1,_ m.-1i, :::111 School Set Afli'Oll /'.',.n,..,ri,\n:in Figure 8. Mean Adjusted ITBS Reading NCE Scores by Race and School Set: 2004-05 Fifth Grade /TBS Mathematics NCE. The ANCOVA accounted for 71 .9% of the variance in ITBS Reading NCE scores. Significant main effects were observed for 2003-04 Benchmark Mathematics scale scores (F 1 1504 = 2368.1, p \u0026lt;.001\n61.2% of variance explained), African American status (F1.1504 = 37 .9, p \u0026lt; .001\n2.5% of variance explained), free lunch status (F1,1504 = 4.4, p \u0026lt;.05\n0.3% of variance explained) and School Set (F2 1504 = 5.5\np \u0026lt;.01\n0. 7% of variance explained). African American students had a significantly lower adjusted mean score (M' = 46.30) than other students (M' = 51 .63). A significant interaction effect was observed between treatment status and School Set (F2.1504 = 5.48, p \u0026lt; .01 ). Post hoc comparisons revealed that the comparison group had a significantly higher adjusted mean (M'=51.90) than the Compass group (M'=48.81\nES =-0.15) in medium-poverty, integrated schools, while the Compass students had a significantly higher mean (48.67\nES= +0.10) 52 than comparison students (M' = 46.60) in high-poverty African American schools (see Figure 9). As shown in Table 17, African American students scored below the national average of 50.0 regardless of school type or treatment, while other students scored above the national average regardless of school type or treatment. Table 17. Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race, Treatment, and Homogeneous School Set: Fifth Grade Race Treatment School Set Mean Adjusted SD ES N Mean Non-AA Comparison Low Poverty, 73.73 52.58 20.73 33 Majority White Medium Poverty, 66.69 55.45 21.38 94 Integrated High Poverty, Majority African 51 .03 48.47 20.32 60 American Compass Low Poverty, 69.75 51 .64 17.63 -0.04 91 Learning Majority White Medium Poverty, 63.48 51 .04 21.28 -0.21 124 Integrated High Poverty, Majority African 53.96 50.60 21.41 0.10 55 American African- Comparison Low Poverty, 47.35 44.87 21 .56 26 American Majority White Medium Poverty, 44.30 48.36 19.66 109 Integrated High Poverty, Majority African 38.24 44.74 17.81 301 American Compass Low Poverty, 47.22 46.54 19.46 0.08 77 Learning Majority White Medium Poverty, 43.92 46.58 16.60 -0 .08 182 Integrated High Poverty, Majority African 39.85 46.74 18.20 0.09 366 American 53 48 Lc, ,.iv p,_, ,,,..1ty, I 1l8i.\u0026gt;I tty 'v\"il1tt.- ----~148.811 ~ - - - - ,6---' 1,1.-,Jilllll Puv .. 1t y, lrrt.-,Jr:rt.-.J School Set Hi, 1h P,Jv.-rty. li18i.rtty 6 f1i, 811 .\u0026lt;l 111.-1 i1:~,n - ( ,_,1n1 ,::u i::::,.,n -   t vmpoc3 Figure 9. Mean Adjusted ITBS Mathematics NCE Scores by Treatment and School Set: 2004-05 Fifth Grade Sixth Grade /TBS Reading NCE. The model accounted for 63.5% of the variance in !TBS Reading NCE scores. Only two significant main effects were observed: 2003-04 !TBS Reading scores (F,.556 = 834.7, p \u0026lt;.001) and race (F,.556 = 4.58, p \u0026lt;.05). African American students had a statistically significantly lower adjusted mean score {M'= 38. 77) than other students (M'= 41.91 ), although the magnitude of the difference was small. All groups except non-African American comparison students scored substantially below the national average (see Table 18). 54 - Table 18. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race and Treatment: Sixth Grade Race Treatment Mean Adjusted Mean SD ES N Non-AA Comparison 54.06 42.32 24.04 33 Compass 40 .56 41 .50 19.78 -0.04 39 Learning African- Comparison 37.29 38.28 17.53 209 American Compass 38.76 39.27 18.15 0.05 281 Learning /TBS Mathematics NCE. The model accounted for 64.6% of the variance in ITBS Reading NCE scores. The only significant main effect was for 2003-04 ITBS Reading scores (F1,576 = 920.0, p \u0026lt;.001\n61.5% of variance accounted for). As shown in Table 19, African American students in both the comparison and the Compass groups scored nearly a standard deviation below the national average (national M = 50, SD= 21 .06). Table 19. Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race and Treatment: Sixth Grade Race Treatment Mean Adjusted Mean SD ES Non-AA Comparison 51 .03 39.24 25.05 Compass 42.80 38.60 21 .21 -0.03 Learning N 35 40 African- Comparison 33.63 34.66 19.35 223 American Compass 36.33 37.57 16.56 0.14 284 Learning 55 Seventh Grade /TBS Reading NCE. The model explained 51.6% of the variance in ITBS Reading NCE scores. Significant main effects were observed for 2003-04 Benchmark Literacy scale scores (F, .528 = 458.1, p \u0026lt;.001\n46.5% of variance), race (F1.528 = 8.15, p \u0026lt;.01\n1.5% of variance), treatment (F1.528 = 7.01 , p \u0026lt;.01\n1.3% of variance), and free lunch status (F1.528 = 5.73, p \u0026lt;.05\n1.1 % of variance). Follow-up tests showed that African American students had significantly lower adjusted mean scores (M' = 38.65) than other students (M' = 43.51), and that Compass learning students had significantly lower adjusted mean scores (M' = 38.85\nES= -0.21) than comparison students (M' = 43.31 ). As shown in Table 20, African American students performed substantially below the national average (about onehalf standard deviation), while other students performed at or near the national average. Table 20. Observed and Covariate-adjusted 2004-05 ITBS Reading NCE Mean Scores by Race and Treatment: Seventh Grade Race Treatment Mean Adjusted Mean SD ES N Non-AA Comparison 50.85 46.63 19.31 26 Compass 46.70 40.40 18.79 -0.30 33 Learning African- Comparison 38.56 40.00 15.85 230 American Compass 37.36 37 .30 17.79 -0.13 245 Learning /TBS Mathematics NCE. The model explained 60. 7% of the variance in ITBS Mathematics scores. Only two significant main effects were observed: 2004 Benchmark Mathematics scale scores (F1,525 = 686.2, p \u0026lt;.001\n56.7% of variance) and race (F,.525 = 5.15, p \u0026lt;.05). African American students had a statistically significantly lower adjusted mean score (M'= 38.52) than other students (M' = 42.19), although the magnitude of the difference was small. As with Reading, African American students performed substantially below the national average (about one-half standard deviation), while other students performed at or near the national average (see Table 21 ). 56 - Table 21 . Observed and Covariate-adjusted 2004-05 ITBS Mathematics NCE Mean Scores by Race and Treatment: Seventh Grade Race Treatment Mean Adjusted Mean SD ES N Non-AA Comparison 53.12 44.22 17.21 25 Compass 49.45 40.15 16.62 -0.19 33 Learning African- Comparison 37.25 38.16 16.88 American 229 Compass 37 .57 38.88 17.94 0.03 244 Learning Descriptive Profile of ITBS Mean NCE scores Reading. Figure 10 shows mean ITBS Reading NCE scores for African American and other students across grades 1 to 9. As seen in the figure, African American students in first grade score near the national average, but their performance declines across successive grade levels until grade 8, where the mean NCE was nearly one-half of a standard deviation below the national average. For other students, mean NCE scores were between 60 and 65 at all grades levels, or approximately onehalf standard deviation above the national average. Thus, the achievement gap is substantially wider at higher grade levels. 57 - t35- -- 45 - .... 40- 35- I I I I 1 ,-., 3 4 -... I I 5 13 GRADE - - - 1 I ,' 8 I ~ Ra,:~ - J-Jon- /Jo.A __ .t .fricon ,t .mericon Figure 10. Mean 2004-05 ITBS Reading Score by Grade Level and Race. Note: The norm group average score is 50.0 Mathematics. As seen in Figure 11, the patterns of mean ITBS Mathematics scores for African American and other students are strikingly similar, with a distinct peak occurring in fourth grade for both groups. The achievement gap is relatively constant across grade levels, with some widening of the gap at upper grade levels. As with Reading, African American students generally performed about one-half standard deviation below the national average, while other students generally performed about one-half standard deviation above the national average. 58 - 70 GO 50 ,.. / I' 40 / --I 2 3 4 ' ' ' ,,,. .,, 5 ,3 GRADE ..... ..... .. 8 -- 9 R:.ice -Non-/\u0026gt; .. A. .t,.fricrn1 .A.merican Figure 11. Mean 2004-05 ITBS Mathematics Score Grade Level and Race. Note: The norm group average score is 50.0. 59 - CONCLUSIONS The conclusions of this present study are presented in relation to each of the major research questions in the following sections. Primary Evaluation Question What are the effects of participation in CL on the achievement of African American and other students? What are the effects of the Compass Learning program on student achievement in Reading and Mathematics? Is the program effective in meeting the academic needs of African American students? The only simple main effects of Compass Learning on students were statistically significant negative effects on first grade ITBS Reading (ES= -0.16) Where program effects were observed, they varied by school context: On first-grade ORA, Compass students had significantly higher adjusted mean scores than comparison students only in low-poverty majority White schools (ES = +0.26). On second-grade ITBS Reading, comparison students had higher mean scores than Compass students in medium-poverty integrated schools (ES = -0.26), while Compass students had higher mean scores in high-poverty majority African American schools (ES = +0.15). On second-grade ITBS Mathematics, Compass students had significantly higher adjusted mean scores than comparison students only in low-poverty majority White schools (ES = +0.38). On third-grade ITBS Mathematics, Compass students had significantly higher adjusted mean scores than comparison students only in low-poverty majority White schools (ES = +0.26). On fifth-grade ITBS Mathematics, comparison students had higher mean scores than Compass students in medium-poverty integrated schools (ES = -0.15), while Compass students had higher mean scores in high-poverty majority African American schools (ES = +0.10). Across all grades, subjects, and achievement measures, a total of 14 separate analyses (8 Reading\n6 Math) examining treatment x School Set effects were conducted. Of these, 4 (50%) in Reading and 3 (50%) in Math showed no significant treatment main effects or interactions. Where significant effects did occur in Reading, two were main effects, respectively, showing comparison group advantages over Compass in Grade 1-ITBS (ES= -.25) and Grade 7-ITBS (ES= -0.21). The 60 other two effects were interactions, one showing a Compass advantage within the low-poverty School Set (ES = +0.41) in Grade 1-DRA, and the other showing a comparison group advantage within the medium-poverty School Set (ES = -0 .26) in Grade 2-ITBS. Thus, taken as a whole, the evidence provided by this study suggests that usage of Compass Learning was not associated with noticeable achievement gains in Reading for the overall sample of students or for African American students in particular. Significant effects in Math were associated with three interactions, showing Compass advantages in low-poverty schools in Grade 2-ITBS (ES = +0.26) and Grade 3-ITBS (ES = +0.26), and in high-poverty schools in Grade 5-ITBS (ES= +0.10). Comparison schools showed an advantage in medium-poverty schools in Grade 5-ITBS (ES = -0.15). Overall, Compass learning effects were inconsistent but positive in direction in Mathematics. Benefits were more frequent in lowpoverty than high-poverty schools. A summary of aggregate effect sizes across grades, subjects, and tests is provided in Figures 11 and 12. Specifically, the box plots in Figure 11 show the interquartile ranges (middle 50% distribution) of the computed effect sizes for each School Setting. As can be seen, the ranges extend above ES = +0.20 only for the low-poverty setting. The median effect size, represented by the dark horizontal lines in Figure 11 and the bar graphs in Figure 12, indicate a weak positive effect of Compass in the low-poverty setting but essentially zero effects in the medium- and high-poverty settings. 61 0.60 - 0.40 - 0.20 - en w 0.00 - -0.20 - -0.40 - -- I Low Poverty, MaJority White T _L I Medium Poverty, Integrated School Setting T I I J_ I High Poverty, Majority African American Figure 12. Box Plot of Compass Learning Effect Size Estimates Across All Outcomes and Grade Levels by Setting: African American Students 62 0.15 0.11 0.10 -+--- 0. 05 +-----1 0.00 --1-------'-l ' ___ __,_ ____ ~---------~,---~, ----i -0.0.1 -0.05 -+---------------u_,,unt-4------------ -0.10 +----------------------- -0.15 Low Poverty, Majority White Medium Poverty, Integrated High Poverty, Majority AA Figure 13. Median Compass Learning Effect Size Estimates Across All Outcomes and Grade Levels by Setting: African American Students  How does the achievement of African American students compare to that of other students in the same or similar schools? In both Reading and Mathematics across grades 1-9, ~frican American students generally performed about one-half standard deviation below the national average, while other students generally performed about one-half standard deviation above the national average. The pattern of Mathematics achievement across grade levels is virtually identical between African American and other students (see Figure 11) African American achievement in Reading declines precipitously as grade levels increase, while the Reading achievement of other students remains relatively steady across grades (see Figure 10). 63 Supplemental (Step 2) Evaluation Questions What is the quality, nature, and level of implementation of CL at the 19 elementary schools identified as implementing the program in 2004-05? The observation data indicated that CL was implemented in well-equipped computer labs that provided one computer for each student. The CL labs were almost always supervised by both a lab attendant and a classroom teacher that were responsive to student questions and actively monitored classroom activities. The data also revealed that all students in each class, both African American and non-African American, equally participated and were highly engaged and attentive to the CL activities. The interview results indicated that most teachers routinely customized their classroom instruction based on CL performance. However, nearly one-half (45.2%) of the teachers responded that they never used CL reports on individual student performance, but rather frequently used class reports by ethnicity (59.8%) and by gender (64.6%). Overall, these results indicate that the quality and nature of CL implementation was generally effective with regard to how students use CL. However, the data also revealed that teachers more frequently based instructional decisions on class-level performance rather than Cl's recommended strategy of using student-level performance to achieve individualized instruction. With regard to the level of implementation, most students' scheduled time for CL activities fell below program recommendations of 60-minutes per content area per week. Thus, the quality, nature, and level of implementation was generally effective with regard to computer lab environments and student engagement during CL use, but was inconsistent with regard to the degree to which student CL activities were individualized and the amount of scheduled CL time. What is the level of participation in CL by African American students relative to other ethnic groups at the implementing schools? The Compasslearning program was implemented in 19 LRSD Title 1 schools comprised of student populations that were 67.9% African American during 2004-2005. Triangulation of data from multiple sources indicated that African American and non-African American students fully and equally participated in CL program activities at their schools. Specifically, the direct classroom observation data revealed that of 327 students in CL computer labs a// of the 277 African American and 50 nonAfrican American students were highly engaged in the use of CL in well-supported environments. 64 When lab attendants and technology specialists were asked which students used CL, the responses indicated a// students within the specified grade ranges regularly participated in CL classroom and lab activities. The district personnel involved with CL reported that CL is implemented in schools with the highest level of student need, or Title 1 Schools. What are the perceptions of teachers, lab attendants, and technology specialists regarding CL program implementation, impacts, strengths, and weaknesses? There was common agreement across the teachers, lab attendants, and technology specialists that the CL program was generally implemented well and that the teachers and administrators supported the use of CL in their schools. Teacher responses reflected their support for CL through their agreement that CL not only increased student learning but also increased the level of student attention, interest, and engagement and was valuable for improving the academic achievement of African American students. Additionally, nearly three-fourths of the teachers agreed that they routinely aligned CL with their lessons and reviewed CL content in class. There was general consensus among the respondents that the strongest aspect of CL was program flexibility to meet individual student needs. However, teachers also identified reinforcement of skills and the curriculum as the strongest aspect of CL, whereas, the lab attendants and technology specialists noted alignment of CL with LSRD curriculum standards and student enjoyment or engagement as additional areas of strength. When asked about the weakness of the CL program, respondents from the three groups were concerned about software issues due to difficulty students had in using some aspects of the CL program. The teachers and lab attendants thought students needed more computer time to benefit from the program. The technology specialists remarked that the CL program lacked sufficient curriculum mapping. There was unanimous agreement that the CL program should be continued due to its positive effect on student learning. What are the perceptions of parents/guardians of CL students regarding program impacts, strengths, and weaknesses? The Parent Survey results reflect the target population for this evaluation in that over 84% of the surveys represented African American children who use CL at school. Most parents responded that they were aware of CL and believed that the program was an important part of their child or children's education. However, there was less agreement that CL increased student interest in school or improved achievement in math and reading. Reasoning behind these responses was revealed in 65 remarks to open-ended questions, which suggested that parents' understanding of CL was somewhat misguided. Most parents seemed to believe that their children attended the computer lab to learn about computers, rather than to improve math and reading skills. For example, the most common reply regarding the \"best\" part of CL was improving computer skills and the \"worst\" aspect was possible access to inappropriate Internet-based materials - both of which were unrelated to use of CL. Responses from less than 20% of the parents reflected a greater understanding of the overall purpose of CL in that their reported \"best\" aspect of the program was improvement of reading and math skills and the worst aspect was replacement of traditional learning with computer-based learning. When parents were asked about what changes they would like to see in CUcomputer lab program, half wanted more computer time for their children. However, the data suggested that this extra time was requested to improve students' computer skills. The parents that suggested more variety in CL lessons seemed to have a better grasp of Cl's purpose. Overall, parents were supportive of their child or children using computers, but many were unaware of the overall instructional purpose the CL program. What are the perceptions of school principals, whose schools no longer use CL, with regard to past use of the CL program and possible adoption of a different program? Of the four LRSD principals who no longer used CL at their schools, three indicated that CL was generally effective and that teachers liked it, however, the program was discontinued due to technical problems. One of the principals, however, was less positive about CL as a result of teacher complaints about the program. Specifically, teachers indicated it took too much time to align CL activities with their classroom lesson plans, there were too many technical problems, and they did not like monitoring the CL computer lab. Three of the four principals adopted different integrated learning systems (ILSs}, while one chose to implement a non-lLS computer integration model. The principals that adopted the new programs indicated that fewer technical problems had occurred and teacher acceptance was greater. These results suggest that although CL use had been discontinued at the four schools, the principals had a generally positive regard for the use of technology to improve student learning in schools with a predominately African American population. 66 Appendix A Compasslearning Schools by Percentage of African American Students 67 Little Rock School District Compasslearning Schools by Percentage of African American Students School Name CL Schools in 2004-2005: Elementary Schools Bale Booker Brady Carver Chicot Fair Park Forest Park Franklin Fulbright Geyer Springs Gibbs Mabelvale McDermott Otter Creek Rightsell Rockefeller Stephens Wakefield Williams Past CL Participating Schools: Elementary School Mitchell Middle Schools Cloverdale Henderson High School Accelerated Learning Center (ALC) Percentage of African American Students 82% 53% 78% 52% 73% 75% 20% 96% 26% 88% 53% 80% 62% 60% 100% 67% 95% 78% 52% 96% 82% 82% 92% 68 Appendix B 2004-2005 Time Scheduled for Compasslearning by School and Grade 69 Little Rock School District 2004-2005 Time* Scheduled for Compasslearning by School and Grade Grade Level School K 2nd 3rd McDermott 60 60 60 60 Williams 60 60 60 60 Carver 60 60 60 60 Fair Park 60 60 60 60 Forest Park n/a 30 60 60 Chicot n/a n/a 45 45 Rightsell 45 45 45 45 Stephens 30 30 30 30 Booker 30 30 30 30 Brady 30 30 30 30 Bale n/a n/a n/a 30 Franklin 30 30 30 30 Fulbright 30 30 30 30 Geyer Springs n/a 30 30 30 Gibbs 30 30 30 30 Mabelvale 30 30 30 30 Otter Creek 30 30 30 30 Rockefeller n/a n/a n/a n/a Wakefield 30 30 30 30 Overall averages 39.6 38.4 40.6 40.0  Time in minutes .. \"nla\" indicates grade does not use CompassLeaming 4th 5th 60 60 60 60 60 60 60 60 60 60 45 45 45 45 60 60 60 60 45 45 30 n/a 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 43.4 44.1 School average 60 60 60 60 54 45 45 40 40 35 30 30 30 30 30 30 30 30 30 40.5 70 Appendix C Evaluation Instruments 71 Survey of Computer Use for Compasslearning School ____________ Observer Name __________ Observation Date Grade(s) Observed ______ Setting: __ Classroom __ Lab Time In __ Time Out Number of Students Using CompassLeaming: __ African American __ Non-African American Number of Teachers present: _ Classroom Teacher(s) _ lab attendant(s) _ technology specialist(s) Number of Classes observed during the two hours: ___ _ Computer Configuration and Use How many computers were available for Compasslearning? One 2-4 5-10 11 or more How frequently did malfunctions occur on computers used for Compasslearning? Never _Rarely _ Occasionally _ Frequently _ Extensively Compasslearning Activities In which subject areas did students complete CompassLearning work ( check all that were observed)? _ Language Arts Social Studies Mathematics _Writing _ Reading Cross-Curricular Science TALLY the types of questions students asked while using CompassLearning. _ Content area (e.g. how to solve a problem\nthe meaning of a word) _ Software use (e.g., how to log in\nhow to move to next section, how to take a test) _ Computer use (e.g., how to get the mouse or keyboard to work properly) _ Non-CompassLeaming questions. (e.g., Do I have to sit next to John? Can I go to the restroom?) What was the overall level of African American student attention, interest, and engagement while using CompassLearning? Low Moderate _High What was the level of academically focused class time? Low Moderate _High Observer Notes Most of the computers used for Compasslearning were _ Up-to-date _ Aging but adequate _ Outdated/limited capacity During the observation, computers were used for CompassLeaming by _ Only a few students (less than 10%) _ Some students (about 10-50%) _ Most (students about 51-90%) _ Nearly all or all students (91-100%) What types of instructions were given to students at the start of the lesson (check all that were observed)? _ Content area review (e.g. reading, math) _ Software use (e.g., how to log in, find correct lesson) _ Computer use (e.g., locate software, use mouse) Classroom behavior rules _ No instructions were given What was the predominate role of the teacher(s) during student use of CompassLeaming? _ Continuously moved among students to actively monitor student work and answer questions _ Occasionally moved among students to monitor student work and answer questions _ Rarely moved among students to monitor student work and answer questions _ Remained at one location (e.g., at desk) rather than moving among the students. What was the overall level of NON-African American student attention, interest, and engagement while using CompassLeaming? Low Moderate _High 72 Teacher Compasslearning Questionnaire (TCLQ) School ______ _ Your Gender__ Your Ethnicity _________ _ Do you know about the Compasslearning (computer lab) program at your school? Yes No If Yes, please answer the remaining questions. If No, please stop hear and return the survey when they are collected. TCLQ Items 2, ~ ~ Ii i 2, ~ I! l ij I~ z 1. Most of our school computers that are used for Compasslearning are kept in good working condition. 2. I can readily obtain answers to questions about Compasslearning. 3. The use of Compasslearning has increased the level of student attention, interest, and engagement in learning. 4. Parents and community members support our school's use of Compasslearning. 5. The use of Compasslearning has increased student learning and achievement. 6. I am able to align Compasslearning with my lessons and the district's standards-based curriculum. 7. Overall, this program seems valuable for improving the achievement of African American students. 8. I have received enough training to address student learning needs through the use Compasslearning resources. 9. My computer skills are adequate to access Compasslearning resources. 10. The administration fully supports teacher use of  Compasslearning resources. 11. I routinely customize Compasslearning activities to meet the individual needs of students. 12. Our school has a well-developed plan that guides the Compasslearning program. 13. I routinely provide academic review of content covered during student use of Compasslearning. 14. Teachers in this school are generally supportive of the Compasslearning program. 15. I routinely modify my instructional practices on the basis of student performance in Compasslearning. 16. The use of Compasslearning has improved the quality of student work. 73 Directions: Please use the space provided to write a brief response to the following questions. 1) How many years of experience do you have with Compasslearning? _____ Years 2) Circle the grade level(s) you currently teach that use Compasslearning K 1 2 3 4 5 6 7 8 3) How are the subject areas and performance levels of Compasslearning activities selected for each of your students? 4) How frequently do you use the following Compasslearning Reports?  Whole class - Never - Seldom _Frequently  Individual Student - Never - Seldom _Frequently  Class by Ethnicity - Never - Seldom _Frequently  Class by Gender - Never - Seldom _Frequently  Other - Never - Seldom _Frequently 5.a) If you use Compasslearning reports, what is your primary reason? 5.b) If you do NOT use Compasslearning reports, what is your primary reason? ______ _ 6) What are the strongest aspects of the Compasslearning Program? _________ _ 7) What are the weakest aspects of the Compasslearning Program? __________ _ 8) Do you think your school should continue using Compasslearning? _Yes No Why?--------------------------------- Page 2 TCLQ 74 Little Rock School District (LSRD) Compasslearning Parent Survey Dear Parent/Guardian We would like to know what you think about your child or children using the CompassLearning program (the program your child or children work on in the computer Jab). Please take a few minutes to complete the following survey. Only complete 1 (one) survey if you have more than one child in the school district Directions  Circle your response or fill- in the requested information in the space provided.  Do not put your name on the survey.  Share with us your honest opinions to help improve this program. Information about your Child/Children Circle the grade levels of your child/children K 1 2 3 4 5 6 7 8 9 10 11 12 Circle the ethnicity of your child/children Caucasian African American Hispanic Asian Multi-Ethnic Computer Lab Program (Compasslearning) Do you know about the computer lab program at your child 's/children 's school? Yes No If Yes, please answer the remaining questions. If No, please have your child return the survey to his/her teacher. How did you learn about the computer lab activities? School Teacher My kids Other parents/friends Do you think your child/children get excited about using the computer lab? Yes Somewhat No Not sure Do you think computer lab time is an important part of your child 's/children 's education? Yes Somewhat No Not sure Do you think use of the Computer Lab has improved your child 's/children 's interest in school? .. ... .. ...... ..... ....... ..... .... ... Yes Somewhat achievement in reading and math? ... ...... Yes 1 Somewhat No No Not Sure Not Sure Your Comments Please respond in the space provided and use back of sheet if more space is needed. What is the Best thing about your child/children using the Computer Lab program? What is the Worst thing about your child/children using the Computer Lab program? What Changes would you like to see in the Computer Lab program? 75 Little Rock School District (LSRD) Compasslearning Student Focus Group Protocol Nature of the Activities 1. How long have you been using Compasslearning? a. What kinds of activities do you do when using Compasslearning? b. Have you been using it in your classroom or in a lab? 2. What do you think about the amount of time that you spend using Compasslearning? a. Is it enough - or too much? b. Why? 3. What kinds of computer problems have you experienced when using it? 4. What types of changes would you like to see in the Compasslearning program? Usefulness of CompassLearning 5. Do you think Compasslearning helps you to do better in sc\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_1025","title":"2000-2001 AAA Handbook of the Arkansas Activities Association, North Little Rock, Ark.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","United States, Arkansas, Pulaski County, North Little Rock, 34.76954, -92.26709"],"dcterms_creator":null,"dc_date":["2000/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Education--Arkansas","School management and organization","Student activities","Student assistance programs","School facilities"],"dcterms_title":["2000-2001 AAA Handbook of the Arkansas Activities Association, North Little Rock, Ark."],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1025"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["handbooks"],"dcterms_extent":["195 pages"],"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\nThis transcript was created using Optical Character Recognition and may contain some errors.\n1i1 i ~~( 2000-2001 AAA HANDBOOK of the Arkansas Activities Association 3920 Richards Road North Little Rock, AR 72117 501-955-2500  FAX 501-955-2600/955-252 l Visit our web site at www.ahsaa.org ~ ~ Building Citizenship Through Activities Participation FORWARD This official Handbook of the Arkansas Activities Association, hereafter referred to as the AAA, is compiled and distributed to all member schools of the state. It is for the specific use of all persons connected with the administration and supervision of the various activity programs in the member schools and for general use of parents, pupils, and fans who feel a need to understand the rules and regulations of the AAA. Handbooks may be purchased upon request. It is the desire of the Board of Directors of the AAA that this handbook, containing the constitution and bylaws of the assoctation and eligibility rules for the various activities, be designed to clarify and interpret the numerous requirements and regulations pertaining to the administration of all interscholastic contests, festivals, etc. In the rules that follow, the singular includes the plural and the plural includes the singular as the context requires or permits. Where appropriate, pronouns refer to either gender. If there is a question concerning any phase of this handbook, the Executive Director should be contacted for an explanation. If there is a question concerning the eligibility of a contestant in any interscholastic activity, the Executive Director should be contacted in writing for an official interpretation of the rule in question. NOTE: The only official interpretations are those in writing in response to requests received in writing. The members of the Governing Body, the officers of the association, and the Executive Director and staff desire to promote educational and cultural standards of sportsmanship and effective citizenship, among all participants and to extend the activities programs that will provide additional opportunities for all students to participate and compete in a variety of sports and activities at their own level of ability and interest. INDEX Activity Districts ......................... ..... .... .... ... ...... ... ...... .... .................. ........ ............................................... ..... .... ... ......... .. .. .... 10-11 Administrative Responsibilities ......... ... ...... ........ ..... .... ... ..... ................. ... .......... ......... ... ...... ..... ......... .. .... ..... ... ............... .. .... 15-17 Advisory Committees (Non-Athletic) ........... ........ ..... .... . ... ....... ..... ......... .... ... ... ....... ............. ......... ..... .................... .. ... ............ 11 All-Star Events..... .... .............. ... ... ..... ... ... .... ...... .. .... .. ... ................................. . ........ ...... . ..... .. .. .. .. ... ............ ... 28 Amendments (Also Referred to as Proposals) ... ...... ......... ...... .... ....... ................. ......... .... ... ... ........ .. .. .. ........... .......... .... ... ... 12-13 Appeals ....... ..... ....... .. ........................ ... ..... ....... .... .... ....... .... .... .... ... .... .. ... .... ... .... ... ... ....... ...... ..... ... .... .... .... .. .... ... ... ... .... .... .. 19-21 Approval of Events (See Sanction of Events) .... ... ... .... ....... .......... .. ........... .. ..... ... ... ........... ......... .. ... .. .. ...... .. ... ....... .. .... .. ... . 24-27 Arkansas Officials Association .... ........ ...... ................................. .. ........ ............................. ...... ....................... ..... ..... ... .. .. ..... ... 54 Authority of AAA and the Board of Directors ... ... ...... .. .. ... ...... ..... ............ .. .. .... ... .. .. ..... ... ..... .... .... .. .. .. ...... .... ... ... .. .. .. ................... 9 Authority of School Administrators.. .... ... .... .. .. .. .. ......... ..... ... .. .. . . .. . .. ... .. . . . .. . ... .. . .. . .. . ... ... .. . . ... ..... .. ... .. ......... . 8 Awards ...... ...... ... ... .. ..... ...... ......... .. ......... ....................... ...... ..... .... ............... .... .... ........... .... .... .... .. .... ....... ............................ 26, 33 Ballots ............. .. ........ .................... ..... .. ... .. ... ..... .. .. ...... .. ......... ...... ... ... ........ ..... ...... ...... .... ... ...... ...... ....... .. ..... ..... .. .. .. ...... .. ... 12 Baseball .. .... ... ..... ... .. . .. ................. . ....... ... ... .... ............................................................. 23, 24 ,39 ,40 ,49, 50,55 Basketball .................... ..... .. .... ...... .... .... ... ....... .............. .... ...................... .. ... ...................... ..... ..... ..... ........... .. 23 ,39 ,43-47 ,55 Benefit Games ...... .................. .... ....... .. ...... .. ...... ... ... .............. ..... .... .... ....... ... .. .. .. .... ....... ... .. ... ..... .... .. ... .... .... ....... ................... .. 13 Board of Directors ... .. ... .. ... ... .................. ..... ...................................... ................... ............................ ....... ... ... ... .. ............. .4, 5, 8 Board of Directors Code of Ethics ..... .. ....... .. ...... .......... ........................................... ... .. .. .. ........ .. .. .. ........ ...... .... ... ... .. .. ........... .... 6 Boarding School ... . .. . . ... ... .. . .... ..... ... . . . . ... . . .... ... ...... ... . ... . ... .... ...... ... .. . . . . . ... . .. . . .. ...... .. ... ... .. .. . . .. .. ... . .. ... . .. . .. . . .. . .. . ..... ... . . .. .... 30 Bona Fide Student ............ ........... .................. .. ...... .. .. .... .. .... ... .. .. ..... .. ...... ..... ..... .. ...... .... .. .. .... ... ..... ................... 31 , 32, 36, 37 Brackets . .. ... ... ...... .... ..... .. .. ...... .. ....... .. .. . . ... .. . . ... . . . .. . ....... .. .... ... . . ... ..... .. .. ... . . . ..... .. ..... ..... .. .. .. .. . .... .. ... . ... .. . . . .. ... ... . .. . . . ..... 45 Broadcasts, Radio, and Television .. . ........ .... .. .... .. .. .. . .... ... ... ... .. ... . .. ... . .. . ......... . ... .... .. .. .. . ... . . ... .. ... . ... ...... .. ..... ... .. . . . . . . . . . .. .... 28 Bylaws .......... .......... ....... ...... ..... ..... ........... ..... ....... ... .... ........ .... .............. ................... .. ... .. .... ... .... .. .. ... ... .. ...... .. ... ..... ..... 14-57 Calendar of Events ... ... . . ... . . ............ .. .. ..... .. .. .. .. . .. . ...... . . . . . . . ... .... . .. . . . . .... . . .. ... ..... ... .. .. . ....... ........ .. ... ...... ... 25, 56 Camps, Summer Athletic... ...... . ........ .......... ...... .. ..... ..... .... .. ... . . ........ .. . . .... .... .. . . . . . .. ... ... .. . .. . ... .... ... . ..... .... ........ ........... 27, 28 Cancellations .................................... ........... .. ..... ... .. .. .. ... ........ .. ...... ... ...... ...... ........ .... .. .. .... .. ...... ... ........... ........ .. ................. .... 18 Catastrophe Insurance Fund .................... ....................... .. ...... .. .. . ......... .. ....... ...... ... ...... .......... ..... ........................................... 14 Championships... . ... .. .. . . .. ....... .... . ...... ... ... ... ....................................... .. ........................................... ........ .......... ............ 22-24 Cheerleading/Drill Teams/Spirit Groups ..... ..................... .. .............. ..................... ... ........ .... ...... ... .. ..... .... ..... .... ... ... .. .. ..... .. ..... 37 Classification of Schools . ..... ..... ..................... ....... ......... ...... .. ................... ................... .... .. ....... .. .... .. .............. ... .... 13, 21, 22 Classification of Students .. ... .. .............. ... .. .. ...... ............................. ........ .......... . .. ......... ... ... ..... .... .......... ............... 24 Coaches (Also See All-Star) .... .. .. .... ... .. .... ...... ..... ... ..... .................... ... ........ .......... .... .... ...... .. .. .. . ..... ....... .... 16, 28 Coed Teams . .... ..... .. . ... . .. .. .... .. . . .. ... . .. ... . ..... ... . .. ... .... ... . . . .. . .. .. .. ... . . . .. .... .. ... . . .. ... .... . . ... ... . ... 38 Conferences ...... .. .. ....... ... ... ..... ... .. ........ ......... .. .... .......... ......... ..21 , 22, 40, 43 Constitution . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 7 -14 Contracts ................. ... ..... ... .... .... ........ ....... .. .... .. .... ... .... .. .... ... .......... .... .... .... ....... .. .... .. ...... .. .... ..... ..... .. .... .......... ... ...... .... 17, 18 Cross Country. ...... .... ...... .................. ..... ........... ......... .... .... . ............ ..... . ........ ...... .. ........ .. ..... ....... .... .. ... .... .. ......... .48, 55 Decathlon ... ......... .... .. .. .... .. ... . ....... ........ .. ..... ... ...... ................. ... ...... ........................ .... ...... ..... ....... ... ..48 Declaration for Sports .. . ... . .. .. . .. ..... ... . . . .... .. ... .... ...... .. . .. . .. .... .. . .......... .. .. .. . . . ... ........ ... . ... .. . .... ... .. .... ... . ......... 17 Definitions . . . . .. . . .. .. . . . ..... .. ..... ...... ........ .. .. . . ... .... ... ......... ..... ... . ..... .. . . . . . .... .... ... .. . ... ....... .. .... ...... .. . . . .......... 57 Dropout Rule. . . .. ...... .. .. .. ... .... ..... ........ ...... ... ... ... ................. .. ................. .... ....................... ... ..... ......... . ..... 32 Eligibility List .. . .... . ... ... .. ... .. .. . . .. . .. .... ... .. . . ........ . ........ .. .. . ... ... ... .. ... ... . .. . . . . ..... ... ... . ...... .... .. . ... .. ... .... ... .. . ........ .. ... . .. . ....... 17 Eligibility Rules for Students (Athletic) . . . . .... ... ........ ........... .. .. ....................................... .. ........................... ........ ............ 29-37 Rule 1 Residence . .. .. .. . .. ... ............ ... .. .. .. ...... .. ... ..... .................................. ......................... ...................... 29 Rule 2. Transfer Between Schools ..... ................ ...... .... . ............... ...... .... .... .... ..... .. ..... .. .. ... .... .... ...... ... ..... .... .. 29, 30 Rule 3. Recruitment ..... ........ ................. ... ..... .. .. ... ... ........... .. .................. ........ ......... ........ ... ... ..... .......... .. . . ..... 31 Rule 4. Bona Fide Students .... ... . ......................................... .... ....... ..... ........ .... .... ...... ... .... ... ............. 31 , 32 Rule 5. Dropouts. . .. ..... .. ... .. . .. .. .... .. ... ... ............... .. . .. ... ....... ....... . ............ .. .... .. ... .... ...... .... .. 31, 32 Rule 6. Semesters .......... ....... ..... ... ...... ......... ........ .. ....... ........... ... ......... ... ...... .... .... .......... .. ... .... ....... ... .. ... .... ..... .. ...... 32 Rule 7. Age ....... ................ ........................ ...... ........................... ...................... .. : ......................... ......... ... .. ............ 32 Rule 8. Amateur ... .. ........ .... ...... .. ... . ... .. ........ ... .. . ... .. . ..... ... . ............. ..... . . . . ... ...... .. ....... .... .. ... ... .. ..... ... ... ... ... ... . .. 33 Rule 9. Tryouts ....... ....... ..... . ..... .. ... ..... .. ....... ........... ... ..... .... ... ........... ..... .. .... . ..... .... ..... ......... ... ...... ... .... ... . ... .. 33 Rule 10. Scholarship ............ .. . ..... ....... .... ..... ... .. ... ...... .. ..... ... ... ......... ....... ........ ... ...... ....... .. ... .. .... ... .. .... ........ .. 33, 34 Rule 11 . Ineligible in Another State ...................................... ........................ ....... .......................... ........................... 34 Rule 12. Participation on Non-School Teams ...... .... .... .. . ........ ... ..... ....... .. ...... .... ..... ...... .... ............. .. ...... .. .... .. 34, 35 Rule 13 Participation in Individual Non-School Activities ............................. .................... .. ..... .. ..... .. .. .. ................. 35 Rule 14. Physical Examination ............. ......... ..... ... .... ..... ......... .... ..... .... .............. .... ... .... ......... .... ...... ... ............. 35 Rule 15 Hardship Exceptions .. ...... .... ..................................................... ........ ............. ......... ..................... .... ... 35, 36 Eligibility Rules for Students (Non-Athlelics) .......... ... ....................... ..... ............................ ............................ ... ......... ........ .... .. 36 Rule 1. Bona Fide Student... .................. .. .. ........... ............. . .. . ... .. . . .. ... . .. .. . ... .... .. . ... .... ..... .. . ..... .......... .. 36 Rule 2. Scholarship ........ ........ ....... .. .. ... ... ..... .. .......... ..... ...... ....... ... ..... .. .... .... ...... .. ... .... ..... .... .......... .. .... ... ... .. .......... .. 36 Rule 3. Semesters ... ..... ....... .. .. .... .. ..... ........ .................... ..... ........ ............. ... .. ...... .. ... ... ...... ... .. .. ..... ... ... ... ... .. .. .. ........ 36 Rule 4. Age . . . .. . . ..................... ................. ..... ... ....... ..... .. .. ...... .... ... .. ..... ........ .. ..... ...... ........... ................. .. .... ........... 36 Rule 5. Vocational Education Youth Organizations ....... .. .......... ... ........ ........... ... .... ... ....... .. ... ... .. ... .......................... 36 Rule 6. Hardship Cases ........ .... ... ...... ... .... ...... .... .. ...... ...... ...... ............. ....... ... ..... ... .............. .... .. ....... .. .. .... .... .. ........ 36 Exceptions to the Rules.. .... .. . ... . . . . . ... .. .. ....... ..... .... ... .. . .. . . .. ...... ... ... . ... . ...... . ....... .... ... ................ ........ .... ........ .... .... .... .. ... .. ... 36 Fees......... ........................... ... ...................... ... .. ... .... .. .... ...... ..... ..... .. ..... ............................... .... .. .... .... ... . ..... 14 Film1ngNideotaping . . . .. . .... ... ........ .. . .. . . . .. .. .. ... . ....... ... .... .. .. ... . . . . .. ... .. . ... . . . .. ..... .. ....... .. ... . . . ...... .... .. .. . ..... 28 Page 2 - 2000-2001 AAA Handbook Five-Quarter Rule (Basketball) Football Foreign Exchange Students .. Forfeits ... Golf... Governing Body Gymnastics ..... Hardships . Hearings .. Heptathlon Home School Jurisdiction of AAA Limitations \u0026amp; Restrictions Loss of Class Time Number of EventsfTournaments Married Students Meetings ... Membership Requirements Minimum Participations for State Championships NASSP . Nonpublic Schools Non-School Participation Officers . AAA . Activity Districts .. Conference . Officials (Also see Contracts) Out of State Travel Penalties ... Physicals Playoffs .. Practice .... Protests .. Purpose of AAA . Recruitment . Registered Officials ......... . .. . Registration of Athletes \u0026amp; Non-Athletes (see El1g1bil1ty Lists) .. Round Robins .... . ...... ....... . Rules Books . Rules Meetings Sanction of Events Scouting . Seeding Seasons (Beginning and End) Soccer Softball Special Olympics . Sportsmanship . Sunday Interscholastic Contest . Sw1mm1ng and Diving .. Teams (Definition). Teams, Multiple Jr High Tennis . Tie Breakers Tournaments Track and Field .. Transfers Travel Restrictions Use of Registered Officials Varsity/Non Varsity . Violations . Volleyball Voting      .43 .... 22-24, 39-43, 55, 56 30 41 ... 25, 48, 55, 56  ................. 8 .. ...... .. ... 50, 51 , 55, 56 . , ........................... 35, 36 .. ............................. 19, 20,21 .48, 55 .. 31 ..... 38 . 39, 43, 44, 55 .................... .. ...... 25- 27 ..... .... ................ 39-55 ... ... ................ ...... 36 . .. ......... ... ...... ....... .. .... , ..... .. ............. , ............ 8 .................................................. 7, 8 ........................ .. .................... 39 .. ........ .... .......... .. .... 27 ..... 7, 16, 30, 31 ........ 34, 35 .. .............. .. ...... .4, 5, 9, 10 .. ...................... 4, 5, 9, 10 .. .... 10 22 18,39, 54 .. 27 .. .. 19, 20 .... 35 41 , 42 40, 41 18 ... 7 .17, 31 39, 54 17 22 37, 40 40 25-27 28 22, 23, 44 , 45 39 .23, 39, 53, 55 . 23, 51-53, 55 7, 38 15, 16 28 39, 49, 55, 56 38 38 39,49 55 56 22. 24 42, 46. 50-54 44-46 39, 47, 48 55 29 30 25, 26 39 38 19 24 39 50, 51 55 7, 8, 12 13 2000-2001 AAA Handbook - Page 3 Arkansas Activities Association Board of Directors Officers Consecutive Term Term Class. Dist. Expires Number President ........... ............. Bill Barnes, Principal, Mills Univ. Studies ..... ................ ... AAAAA ................. At-Large ... ...... ...... 2002 ........ At-Large 1st Vice President ............ Calvin Estes, Asst. Superintendent, Searcy ............... ......... AAAA .... ..... .... ... ... ....... . 2 .. ............. 2002 ................. .3 2nd Vice President ........ ... Ed Sellers, Principal, Vilonia ................. .. ...... .................. AAAA ............ .. ....... ...... 5 ............... 2002 .............. .. .. 3 Secretary ........................ John Selph, Superintendent, West Fork .............................. AAA .......... .. .......... ..... 1 ............... 2003 .................. 3 Treasurer ................. ........ Bobby Harper, Superintendent, Hamburg ...... .... .. .. ........... AAAA ........................... 8 .. ............. 2003 .................. 2 Other Executive Committee Members Richard Blevins ................ Superintendent, Augusta ........................... ... ............. ..... .... AA ........ ..... ............ .. 2 .. .... ... ...... 2003 ............ .. .... 3 Doug Graham .................. Principal, Nashville ........... ............................................. AAA ......... .............. .. .. 7 ............... 2003 ......... ......... 1 Carl Hughes ..................... Superintendent, Cutter Morning Star .................................... AA ... ..... ................... 5 ............. .. 2001 ............ ...... l Tom Kimbrell .. ................. Superintendent, Paragould ............................................. AAAA ........................... 3 ..... .......... 2001 ...... .... ........ 1 Raymond Massey .............. Superintendent, Spring Hill.. ........................................ .. .. .... A ..... ...................... 7 ............... 2002 ...... ... ......... 1 Larry McKinney ................ Superintendent, Bergman ....... ...... .............. ........ ..... ... .. ...... AA ........................... 1 .......... ..... 2001 .... .. .. ..... ... .. 1 Dr. Mike McSpadden .... ...... Asst. Superintendent, Alma ....... .. ............ .. .. .. ................. AAAA .. ......................... 4 ............... 2001 ...... ... .. ....... 1 Dennis Meins ............. ...... Superintendent, Clarendon ........... ...... .. ...... .. .. .................... AA .... ........... ... ... ...... 6 ...... ......... 2002 .... .. ... .... ... .. 0 Harvie Nichols .... ............. Superintendent, Lavaca ...................... ............................. AAA ........ ................... 4 ............... 2002 .................. 2 Danny Sample ................. Superintendent, Harrisburg ..... .. ... ... .. ... ...... ..... .................. AAA ............ .... .. .. ... .... 3 .. ... .......... 2003 .... ......... ..... 1 Johnny Tyler ........ ..... ...... Principal, Conway ................... .. .............................. ..... AAAAA ........... ....... ...... ... 5 .... ... ........ 2001 .... ......... ... .. 0 Ted Waller ....................... Superintendent, Genoa Central. ......................... ......... ...... ... AA ........................... 7 ............... 2003 .. .. .............. 0 AT-LARGE: Loutelious Holmes .. .. ........ Principal, West Memphis ..... ......................................... AAAAA ....... .. ...... ..... ....... ................ 2003 ........ At-Large Charlotte Wright .............. Superintendent, Weiner ....................................................... A ......... .. .. ............. ..... .......... .. 2001 ........ At-Large STATE OFFICE Arkansas Activities Association / 3920 Richards Road / North Little Rock, AR 72117 Office: (501) 955-2 500 Fax: (501) 955-2 600 Monday through Thursday . . 8:00 a.m. to 4:30 p.m. Friday . .. 8:00 a.m. to 4:00 p.m. Visit our web site at www.ahsaa.org Arkansas Activities Assodation Staff Administrative Staff Jim my Coats .... ....................... ...... ... .. .... .. ........... .. ................. ... ...... ................... ............................... Executive Di rector Kathy Snell Tadlock ....... .. ......... .................. ... .............. .... .................... ................ ...... ... ......... Assistant Executive Director Don Brodell .... ............ ...... ... ......... ...... .. ..... .. ..... ..... .. .. .... .. ........ .. .... ..... ........ .. ..... ...... ..... .... ... Assistant Executive Director Lance W. Taylor .................................................................................................................... Assistant Executive Director Wadie Moore ................................ .. ............................ ........................ .. .................. .. ................. Administrative Assistant Belle Huie ...... .... ......... ... .. ....................................... .. ... .. ..................... .... ............... ..... .. ..... ...... Administrative Assistant Support Staff Shirley Gateley ...................... .... ......................... ...... ... ... .. ................. .... .... ................. Secretary to Executive Director/Board of Directors Deborah Pinkerton .................. ....... .. ... ..... ......... ......................................... ........... .... .............. Secretary to Wadie Moore/Media Secretary Amy Church ...................................... .................................................................................... Secretary to Don Brodell/Official's Records Holly Francis ....................................................................................................... Secretary to Kathy Tadlock/AHSAAA Secretary Tammy Brock ........... .. ..... .... .. .. .......................... .................................. ....... .. ...... ... Secretary to Lance W Taylor/AHSCA Secretary Angi Walker ................................................................................................................................................. Receptionist Amber Balboa .......... ............................................. ....... ...... .... ..................... ......................... Secretary to Belle Huie/Accounting Records Page 4 - 2000-2001 AAA Handbook BOARD OF DIRECTORS Richard Blevins, Supt Augusta Or. Mike McSpadden. Asst Supt Alma THE ARKANSAS ACTIVITlES ASSOCIATION BOARD OF DIRECTORS AND STAFF Doug Graham, Prin Nashville Dennis Heins, Supt Clarendon Bill Barnes Prin Hills Univ. Studies President loutelious Holmes, Prin West Memphis Harvie Nichols, Supt Lavaca Calvin Estes, Asst Supt, Searcy 1st Vice President Cart Hughes, Supt Cutter Morning Star Danny Sample, Supt Harrisbu,g Ed Sellers, Prin Vilonia Znd Vice President Tom Kimbrell, Supt Paragould i - Johnny Tyler, Prin Conway John Selph, Supt West Fork Seaetory Raymond Massey, Supt Spring Hill I Ted Waller, Supt Genoa Central Bobby Harper, Supt, Hamburg r,eosurer Larry McKinney, Supt Bergman Charlotte Wright, Supt Weiner The members of the Go,cming Bod: and staff of the association desire to promote educational and cultural values among its -191 member school s. These schools are junior and senior high. both public and pri, ate. A po iti, e auitude and appreciation for higher standards or srortsmanship and effective citizenship among all participants is a goal. Encouraging activity programs that \"ill pro, ide additional or portunities for all students to participate and compete in a, arict: of sports and acti, ities is a mission . Since 1912 \\\\hen the AAA \"as organi7cd as an athletic association. and since 1969 \\\\hen the scope \"as broadened to include all acti-..i ties. the association has e,presscd its commitment 10 promoting and encouraging other school acti, ities beneficial to the denlopment or students in addition to athletics. The AAA no\\\\ conducts 67 state championships in L\\\\ent) sports as \\\\Cl! as pro, iding cooperati, e asse. tancl! ,,ith the state c,ents for numerous student acti, it) organi7ations. Due 10 inno,ati,c rlanning and concern b) the Board or Directors. the 1\\AA has been able 10 return o,er S2.0 m,llion to the schools since 1985 throu gh football and basketball reimbursements. I he AAA administers the eligibilit: records for appro,imatel: 70.000 studenLs annual!:. helps organi7e and tram o,er 2.000 game olli cials and sen es as the administrati, e o11ice for theArJ.ansas Officials Association. A rkansas High School Coaches Association and the Arkansos High School Athletic Administrators Association . In addition. the associations special sen ,ces includes coordination and administration or a nationa l!: -based coaches education program. the annual coaching clinic and All-Star games. the Srortsmanship A\\\\ ard selection process. the Interscholastic Stor program and the State I arm :\\A,\\ Scholar-Athlete Scholarships. rlie ,\\,\\A i, dedicated 10 rromoting school acti, ities as a , aluablc part or a student s total educational rrogram. Administrative Staff Jimmy Coats Executive Directo, Kathy S. Tadlock Asst Executive 011ector Don Brodell Asst Executive Director Lance W Taylor Asst Executive Oirecto, Wad1e Moore Adminimatl've Asst Belle Huie Administ1a1ive A~st Supporting Good Sportmanship for Tomorrow's Leaders. 2000-2001 AAA Handbook - Page 5 Board of Directors Code of Ethics BOARD OF DIRECTORS CODE OF ETHICS \"I hereby affirm that I, as a member of the Board of Directors of the Arkansas Activities Association, agree to uphold the rules and regulations of the Constitution and Bylaws of the Arkansas Activities Association. \"I also state that I believe that this organization should serve the interests of the students of the state as a whole and these interests should have precedence over the interest of students in a particular school or district, and, if the school of which I am an employee is involved in a dispute or an infraction of the rules and regulations of the Arkansas Activities Association, I will refrain from participation in the deliberations of the Board of Directors relative to the evaluation and actions pertaining to the accusation or dispute. \"Furthermore, I realize that my authority as a Board of Directors member is in effect only at those times the board if actually in session, and to divulge information pertaining to the actions of the board or its individual members is unethical, therefore, I will refrain from giving such informations, or giving interpretations of rules, regulations, and precedents, and will refer all such questions to the Executive Director of the Arkansas Activities Association for proper answers.\" Page 6 - 2000-2001 AAA Handbook CONSTITUTION ARTICLE I - Name The name of this organization shall be the Arkansas Activities Association. ARTICLE II - Purpose Sectfon 1. Mission Statement: The mission of the association is to approve, promote, develop and direct all interscholastic activities among its member schools, that will contribute to, or be a part of, a well-rounded and meaningful educational experience at all grade levels. The association shall strive to develop a unified and coordinated activities plan, but preserve the identity of each specific activity. Section 2. More specifically the main purposes of the association are: A. To ensure that interscholastic activities shall remain an integral part of the educational program which will provide opportunities for youth to acquire worthwhile knowledge, skills, and proper emotional patterns. B. To promote the educational values inherent in interscholastic activities which contribute to the accepted aims of education. C. To avoid interference with the educational program of the school and to prevent expolitation of youth by speci'al interest groups. D. To foster a cooperative spirit of good sportsmanship on the part of the school representatives, school patrons, and students. E. To develop standards of officiating and adjudicating to ensure greater statewide consistency and quality. ARTICLE III - Membership Section 1. Any junior, middle, or senior high school accredited by the Arkansas Department of Education or the Arkansas Nonpublic School Accrediting Association may become a member of the association upon approval of the Board of Directors when the chief administrative officer of the school agrees in the name of the school board to abide by the rules of the association as set forth in its constitution and bylaws and so interpreted by the AAA Governing Body, Board of Directors, and the Executive Director. Name - Purpose - Membership AAA rules shall govern interscholastic activities for grades seven through twelve. Section 2. Membership Representative. The superintendent shall be the authorized representative of the member school. The superintendent may designate an assistant/deputy superintendent or the principal/assistant principal of the member school as the school's voting representative. Section 3. Interscholastic Participation A. Member schools are not permitted to participate with: 1. Arkansas schools which are not members of the AAA\n2. Schools outside of Arkansas which are not members of a state association affiliated with the National Federation\n3. Schools which are not approved by National Federation state associations\n4. Schools which are under suspension or expulsion from the AAA or other approved associations. B. Member schools may not participate in athletic competition (including scrimmage) with teams of any nonschool groups, organizations, etc., except for charitable purposes, when such events are under school sponsorship. C. The Board of Directors may make exceptions to the AAA participation requirements for schools whose entire enrollments are composed of handicapped students and for students involved in contests sponsored by the state chapter of the Arkansas Special Olympics. Section 4. Fiscal Year - Voting Eligibility. The fiscal year of the association shall end on June 30 of each year. Annual membership fees are due by October 1. No school shall be eligible to vote in the annual meeting unless a membership application has been approved. 2000-2001 AAA Handbook - Page 7 Constitution  Meetings - Governing Body - Board of Directors ARTICLE IV - MEETINGS Section 1. Annual A. The annual meeting of the association, for the authorized representatives of all member schools, shall be held at a time and place to be designated by the Board of Directors. One hundred members shall constitute a quorum for the regular meeting. B. The authorized representative shall represent only one school at any one meeting. Section 2. Special. Special meetings of the Governing Body may be called by the president when deemed necessary. One hundred members shall constitute a quorum for a special meeting. ARTICLE V - GOVERNING BODY Sectionl, Composition. The sovereign body of the association shall be known as the Governing Body and shall be composed of one voting representative from each member school. The superintendent, assistant/ deputy superintendent, principal, or assistant principal shall represent the member school as the voting representative. Section 2, Authority. The Governing Body shall have full legislative authority on all matters pertaining to those activities herein or hereafter mentioned and shall adopt a constitution and bylaws to govern its procedures. Section 3, Notification of Meetings. Notice of each meeting of the Governing Body shall be sent to each member at least fifteen days before the time of the meeting. Section 4. Voting. All motions and voting shall be limited to authorized voting representatives. Directors of various activities shall be invited to attend and may be called upon for information or advice. Section 5. Parliamentary Procedure. Robert's Rules of Order, Revised, shall govern all parliamentary matters of the Arkansas Activities Association. Page 8 - 2000-2001 AAA Handbook ARTICLE VI - BOARD OF DIRECTORS Section 1. Regular Membership. A. The number of AAA Board of Directors members elected by each district shall be based upon the number of school memberships in an activity district as compared to the total school memberships of the entire association. The total number of board members elected shall not exceed 16. Each activity district shall elect at least one member. The board members shall assume office July 1 following election. In the event a district qualifies for additional board members, they shall be elected from schools of different classification. The number of additional board members a district shall elect will be determined by dividing the number of district memberships by the number of state memberships, multiplying the result by 16, then subtracting one. 8. Minor fractions shall not qualify a district for additional board members. Major fractions shall qualify districts for additional board members except when the total exceeds 16, in which event the smallest major fraction( s) shall be disallowed to the extent necessary to reduce such additional members to a total of 16. C. The number of board members elected by activity districts shall be computed each nine years. Section 2, Meetings. The Board of Directors shall meet at least once each quarter with the organizational meeting being the last meeting held before July 1 each year. A majority of the members shall constitute a quorum. Section 3. Election. A. Board of Directors members shall be elected at a regularly scheduled meeting in their respective activity districts by the authorized representatives of member schools. Said election shall take place prior to May 1 of the year in which the member's term will expire. B. A member of the Board of Directors shall be eligible to be elected for not more than three consecutive terms of three years each and must be an authorized voting representative. C. Candidates for a position as a member of the AAA Board of Directors must notify the AAA office and/or Activity District President at least two weeks prior to the Activity District meeting where their election will be held, of their intention to seek election. Section 4. Vacancy. When a vacancy occurs on the AAA Board of Directors the Activity District Executive Committee shall fill the vacancy until the next regular spring meeting of that district. Constitution  Authority  Appeals  Officers Section 5. At-Large Members A. There shall be three at-large members. B. At-large members shall represent the female gender and ethnic minorities. C. Each member shall serve a three-year term. D. Two full time administrators should be nominated by each activity district, preferably one female and one ethnic minority. E. The at-large members shall then be appointed by the AAA Board of Directors from the activity district nominations considering the need for geographical representation, classification, ethnic and gender representation. F. Vacancies Same As E Above. Section 6. Authority. A. The Governing Body when in session, shall be the sovereign body of this association. At all other times the Board of Directors shall act on behalf of the Governing Body provided the Board of Directors not change, omit, or nullify by manner of administration any rules or policies regularly approved by the Governing Body except in extraordinary situations. B. The Board of Directors shall have the authority to set policies, to plan and carry out all activities of the Arkansas Activities Association, to have all accounts audited, and to serve as a working board where other provisions are not made. It shall at all times govern the association in accordance with rules adopted by the Governing Body. C. The Board of Directors shall have the authority to amend any rules declared invalid by a court and to amend any rules invalidated by laws which may be adopted by the state and/or federal government, subject to the approval of the Governing Body at its next annual meeting. Section 7. Appeals of Board of Directors Dedsions A. The Governing Body when in session shall have the right to review the decisions of the Board of Directors and may alter or set aside such decisions if, in the judgment of the Governing Body, such decisions are in violation of the constitution or bylaws of the association. B. When an appeal is made to the Governing Body over a ruling of the Board of Directors of the AAA, a statement of the case giving the reason for the action of the Board of Directors must be sent to the members of the Governing Body along with the appeal seeking to overrule the action taken by the Board of Directors of the AAA. ARTICLE VII - OFFICERS Section 1. Officers Defined. The officers of this association shall be a president, first vice president, second vice president, secretary, treasurer, and parliamentarian. Section 2. Election A. All officers except the parliamentarian shall be elected by the Board of Directors from its membership each year at its organizational meeting as stated in Article VI, Section 3. New officers shall assume their duties on being elected. B. The parliamentarian shall be appointed by the president. The parliamentarian may be a member of the Board of Directors or may be selected from outside its membership. C. A majority of votes cast with a quorum of the Board of Directors present shall be necessary for the election of any officer. Section 3. Voting. All members of the Board of Directors, including officers, shall be eligible to vote on all matters considered by the Board of Directors. Section 4. President. A. The president shall preside at all meetings of the Governing Body and the Board of Directors. The president shall call special meetings of the Governing Body or Board of Directors when deemed necessary, when requested to do so by a majority of either and shall appoint all committees not otherwise provided for. B. In case of a dispute between schools that cannot be settled by a conference between the adminstrative officials of the schools, or procedures otherwise specified in the constitution and bylaws, the proper method of procedure shall be to set forth clearly all facts to the president who shall in turn make the decision. C. The president shall have the authority to take whatever action deemed necessary in settling disputes or any other matter not specifically provided for in the handbook. Section 5. Vice Presidents. The first vice president, in the absence of the president, and the second vice president, in the absence of both the president and first vice president, shall perform duties of the president. Section 6. Secretary. The secretary shall be responsible for the recording of minutes of all meetings and other official acts of the Governing Body and the Board of Directors. 2000-2001 AAA Handbook - Page 9 Constitution - Officers - Activity District Organization Minutes taken by a staff member shall be approved by the secretary before they are submitted to the Governing Body or the Board of Directors or entered in official records of the association. Section 7. Treasurer. The Treasurer or a person designated by the Board of Directors shall countersign all checks drawn on any account of the association. The treasurer shall report at each annual meeting of the Governing Body and at such other times as requested by the Board of Directors, the financial condition of the association. Section 8. Parliamentarian. The parliamentarian shall advise and assist the president in conducting all meetings. Unless specific exceptions are provided in the constitution and bylaws, Robert's Rules or Order, Revised, shall be the accepted authority in all questions of parliamentary procedure. Section 9. The Executive Director A. The Board of Directors of the Arkansas Activities Association shall select and employ an Executive Director to give full time to the affairs of the assocation as an annual salary to be paid monthly. The Board of Directors shall not contract with the Executive Director for a term of longer than three years. Other personnel necessary to carry out the functions of this association shall be employed by the Board of Directors upon the recommendation of the Executive Director. 8. The Executive Director shall manage all the affairs of the association delegated by the Board of Directors. Among the duties which are delegated are the following: The Executive Director shall: (1) Interpret the rules and regulations of the association when asked to do so by the superintendent or prinicipal of any member school. (2) Be custodian of all association properties not otherwise provided for. (3) Enforce the rules of the association and shall make any investigation necessary. (4) Have custody of the official minutes and records of the Governing Body, the Board of Directors, and other committee meetings and shall make proper reports at respective meetings. All written committee reports received shall be a matter of record. (5) Be the executive officer of all school interscholastic activities. Page 10 - 2000-2001 AAA Handbook (6) Be bonded and shall be the custodian of all funds due the association. (7) Make such expenditures as are necessary and keep an itemized record of all receipts and expenditures which shall be audited annually. ARITCLE VIII - ACITVITY DISTRICT ORGANIZATION Section 1. Membership. Member schools shall be assigned geographically to Activity Districts for administrative purposes. The superintendent or his/her authorized representative (see page 7, Article III, Section 2) shall be the voting representative at Activity District meetings. Voting representatives must be present, authorized in writing and may represent only one school. NOTE: Voting representatives are listed in the AAA Directory and need no additional authorization. Section 2. Officers and Terms. Each Activity District shall elect a president, vice president, secretary, and a member(s) of the Board of Directors. These officers shall be elected for a term of one year, except the member(s) of the AAA Board of Directors who shall take office on July 1, following the election. Election of officers shall be held at a regular meeting of the district. Section 3. Duties of Officers. The officers of the district shall constitute the district executive committee. The function and duties of this committee shall be to conduct the business of the district in regards to interscholastic events of the Arkansas Activities Association as authorized by the regulations of the Governing Body. It shall be responsible at all times to the AAA Board of Directors. This committee shall not have the power to nullify or modify any rules of the constitution and bylaws of the Arkansas Activities Association or to change any decisions of the AAA. Section 4. Meetings. Regular meetings shall be held by the district membership. These meetings shall be scheduled in the spring with the time and place to be determined by the district executive committee. Section 5. Activity Districts. The state shall be divided into eight geographical activity districts by county groupings as follows. District 1 - Baxter, Benton, Boone, Carroll, Madison, Marion, Newton, Searcy, Washington. Constitution - Activity District Organization - Advisory Committees District 2 - Cleburne, Fulton, Independence, Izard, Jackson, Lawrence, Randolph, Sharp, Stone, White, Woodruff. District 3 - Clay, Craighead, Crittenden, Greene, Mississippi, Poinsett. District 4 - Crawford, Franklin, Johnson, Logan, Montgomery, Pope, Scott, Sebastian, Yell. District 5 - Conway, Faulkner, Garland, Grant, Hot Spring, Lonoke, Perry, Pulaski, Saline, Van Buren. District 6 - Arkansas, Cross, Lee, Monroe, Phillips, Prairie, St. Francis. District 7 - Calhoun, Clark, Columbia, Dallas, Hempstead, Howard, Lafayette, Little River, Miller, Nevada, Ouachita, Pike, Polk, Sevier, Union. District 8 - Ashley, Bradley, Chicot, Cleveland, Desha, Drew, Jefferson, Lincoln. ARTICLE IX - ADVISORY COMMITTEES Section 1. Purpose A. There shall be an advisory committee for areas of non-athletic student activity approved by the AAA. The purpose of such advisory committees shall be to plan and direct the acitivities of the students it serves and to advise with the AAA Board of Directors and the Executive Director of the Arkansas Activities Association in re~ard to scheduling and regulating such activities. B. Each student organization of non-athletics shall be assigned to one of the following areas committees- (1) Fine Arts and Performance. {2) Vocational. (3) Honorary and Service. ( 4) Curriculum Oriented. Section 2. Committee Members A. Each advisory committee shall consist of one member from each individual student organization or activity approved by the AAA, one principal, one superintendent and one member from the Arkansas Department of Education. B. The member from each student organization or activity shall be the president, executive secretary, or a sponsor of that activity and the selection or appointment and term of office shall be determined by the student organization or activity. C. The principal and superintendent shall be appointed by the president of the AAA and shall serve a three-year term. The Arkansas Department of Education member shall be appointed by the State Director of Education and shall serve until replaced by the director. Section 3. Duties and Functions. Each advisory committee shall have the following duties and functions. A. To make plans in cooperation with the AAA Executive Director for the holding of all contests, festivals, meetings and other activities that come under its sponsorship. B. To recommend rules and regulations for the governing of all contests, festivals, and other activities that come under its jurisdiction. All matters of a technical nature or matters unique to an activity shall be considered by the advisory committee for that activity before recommendations are submitted to the Board of Directors. Changes recommended are also subject to the provisions of Bylaws, Art. II, Sec. 1, Rule 2. Visit the AAA web site at www.ahsaa.org Building Citizenship Through Activities Participation 2000-2001 AAA Handbook - Page 11 Constitution  Amendments  Special Ballots ARTICLE X - AMENDMENTS Section 1, Origin. Proposed amendments to the constitution or to the bylaws, commonly referred to as proposals, shall originate in one of three ways. A. Originated by one or more member schools or a conference/ district at an Activity District meeting. The proposal may be approved or amended and approved by a majority of those eligible to vote at the meeting. NOTE: All proposals for amendments to the constitution or bylaws submitted at the activity district meetings must first be presented in writing to the AAA office or the district president at least 24 hours prior to the meeting, and in proper form. Such proposals, if approved by a majority vote at an activity district meeting, shall be placed on the governing body agenda for a vote by member schools. B. Orginated by the AAA-approved state organization of a student activity or other suborganization. The state organization's secretary shall certify the proposal to the Executive Director of the AAA, stating date passed by the organization. NOTE: AAA Board of Directors shall have the authority to approve a proposal submitted in this manner. C. Originated by the Board of Directors of the Arkansas Activities Association. Section 2. Constitution Amendments A. A proposal to amend the constitution shall be sent to the Executive Director no fewer than thirty days before the next regular meeting. At least fifteen days prior to the meeting a copy of the proposal shall be mailed to each member of the Governing Body and this proposal shall be presented to the Governing Body for discussion and consideration at the next regular meeting. B. To be adopted a proposal shall receive a two-thirds majority of those voting. Section 3, Bylaw Amendments. A proposal which is approved shall meet the same requirements as a proposal to amend the constitution except that is shall be adopted by a majority of those voting. Section A.. Effective Date. A proposal which is adopted shall be effective immediately unless the proposal contains a clause specifying an exact date or time to become effective. Page 12 - 2000-2001 AAA Handbook Section 5. Voting by Mail. The Board of Directors may, if in their opinion the interest of the association would be best served by a mail vote, delay a proposal(s) for a vote by mail. Section 6. Time Requirements. The Governing Body shall be informed when and how voting will occur when proposals are mailed to the Governing Body. Mail votes authorized by the Board of Directors shall be presented to the membership no later than forty-five (45) days following the regular meeting. Ballots shall be mailed to the superintendent or to the designated voting representative. Ten (10) days shall be allowed from the date of mailing for members of the Governing Body to mark their ballot and post them for return to the AAA office. Section 7. Provision for Spedal Ballots. When a proposal is presented to the Executive Director in the three quarters of the year following a regular meeting, the board may authorize a mail vote at the next regular meeting of the board, or delay the proposal for consideration at the next regular meeting of the Governing Body. In the event the board authorizes an early mail vote on such a proposal, the board shall extend the deadline for returning such a ballot to twenty (20) days from the date of mailing. Section 8. Editing. The Board of Directors shall review all proposals to amend the constitution or bylaws and shall combine germane proposals into one proposal, and shall submit only one proposal when identical proposals are submitted. However, in no case shall subject matter be deleted as a result of combining, selecting or editing of proposals. Section 9. Ballot Requirements A. Any proposal for change submitted to member schools for a vote by mail shall be accompanied by the following information. (1) Identity of the sponsor of the proposal. (2) A statement of purpose for the proposal. (3) A recommendation by the Board of Directors concerning the effect of the proposal on the association, its districts, and its student organizations or activities. B. The same information shall be sent to members of the advisory committee for each student organization or activity. Only schools participating in a given activity or a specific classification may vote on the involved issue(s), unless otherwise determined by the Board of Directors. Constitution  Amending Proposals - Classification - Building Fund Section 10. Tellers. The president shall appoint a teller committee to count the votes and certify the results. The Board of Directors may adopt additional regulations which are necessary to implement this section. Section 11, Reconsideration for Tabled Proposals. Items that have been tabled in previous meeting of the Governing Body can not be called up for reconsideration unless the Board of Directors has been notified in writing in time to place the item on the agenda and the proposal mailed to each member of the Governing Body. Section 12. Amending Proposals. The Governing Body may consider amendments to proposals previously mailed to member schools as part of the Governing Body meeting agenda under either of the following conditions: A. If the amendment to a proposal is submitted to the Executive Director at least fifteen days before the meeting of the Governing Body, the Board of Directors shall study the amendment and furnish the Governing Body with a written interpretation of its effect on the original proposal and on the association's student organizations, conferences and member schools. The Governing Body may then consider amendments to the proposal and, after their consideration, may consider the original proposal following the parliamentary procedure outlined in Robert's Rules of Order, Revised. An amendment to a proposal may be approved by a simple majority of those voting. B. 1f an amendment to a proposal is submitted fewer than fifteen days before the meeting of the Governing Body, it can be considered at that meeting only by a two-thirds majority vote of the Governing Body members present. Such amendment to a proposal must be submitted to the Executive Director in writing with sufficient copies for all voting representatives, and must be approved by the parliamentarian as being in proper form. A member school may initiate this action. C. Amendments to proposals shall be voted on at the Governing Body meeting. Proposals that may be authorized for mail vote in the three quarters of a year after the Governing Body meeting shall not be amendable until the next regular meeting. ARITCLE XI PROCEDURE FOR CHANGING ATHLETIC SEASONS Proposed changes in athletic seasons (beginning and end) shall conform to the requirements for amending the constitution as outlined in Article X of the constitution. Two-thirds of votes cast shall be required for approval. ARTICLE XII - PROCEDURE FOR CHANGING THE CLASSIFICATION AND CONFERENCE OF SCHOOLS Section 1. Classification. Proposed changes in student enrollment for the classification of schools shall conform to the procedures and requirements for amending the constitution as outlined in Article X, and shall require two-thirds of the votes cast to be adopted, except that, in the event a classification's membership becomes less than four schools, the Board of Directors is authorized to assign such school(s) to the classification whose enrollment level is nearest the enrollments of the school(s) being assigned. Section 2. Conferences A. Any district, conference, etc., may petition the Board of Directors for a revision of the member schools in one or more conferences with a definite plan for such revision. The Board of Directors shall consider such plan and, if approved, submit the plan to all schools of the state in the classification concerned for approval, either by mail vote or a meeting called by the AAA president for this purpose. If such a plan is approved by twothirds of the schools in the classification, the new conferencing plan shall be considered adopted. B. The Board of Directors shall review the membership of conferences when reclassifying schools each uneven year and is authorized to submit plans for revisions to improve the travel required for participation in athletic conference events for the majority of member schools being reassigned. ARTICLE XIII - BUILDING FUND The Arkansas Activities Association Board of Directors is authorized to establish and administer a building fund. Building fund money shall be maintained in a separate account. Expenditures from this fund shall be limited to building maintenance and equipment. The Arkansas Activities Association Board of Directors is authorized to transfer 1% of the gross receipts from all revenue sources to the building fund. 2000-2001 AAA Handbook - Page 13 Constitution  Catastrophe Insurance  Bylaws  Fees ARTICLE XIV - CATASTROPHE INSURANCE FUND The AAA Board of Directors is authorized to establish and administer a Catastrophe Insurance Fund. Member schools may participate in one interscholastic contest (benefit game) more than provided by limitations of the bylaws in sports for every varsity team, provided the school agrees to give the proceeds of permitted games to the AAA Catastrophe Insurance Fund. The AAA Board of Directors is authorized to purchase Catastrophe Insurance for senior high member schools using the funds available in the Catastrophe Insurance Fund. If sufficient funds are not available to pay 100% of the costs, schools may be billed on a pro-rata share for the balance. BYLAWS ARITCLE I - MEMBERSHIP FEES Each school shall be assessed fees as determined by their basketball classification status and as outlined below- CLASSIFICATION SENIOR HS *JR HS AAAAA $1250 $300 AAAA 1050 250 AAA 700 200 AA 500 150 A 350 100 *Junior high fees shall be paid by all junior high schools or middle schools containing at least two grades of grades 7, 8, or 9. No membership fee shall be paid by a feeder school having only one grade of grades seven through nine. Such school may enjoy the benefits of membership but may not have voting privileges. NOTE: Schools with enrollments all of one gender shall pay one-half the membership fee of this classification plus $100 for additional administrative costs. $50 per senior high school shall be applied to state basketball tournament reimbursements. The AAA shall pay to the final eight teams in each classification reimbursement for participation in the quarterfinals through the finals of state basketball tournaments. The amount of reimbursement shall be $50 multiplied by the number of high school memberships and shall be prorated to schools on the basis of one way mileage from the school to the tournament site for each game played. Arkansas Activities Association Handbook for 2000-2001 The AAA has printed a limited number of AAA Handbooks. Two are being mailed to each member school. Additional copies will be available on the AAA website (www.ahsaa.org) to be downloaded and printed. Remember: www.ahsaa.org Page 14 - 2000-2001 AAA Handbook Responsibilities of Administration - Sportsmanship ARITCLE II ADMINISTRATION OF INTERSCHOLASITC EVENTS SECllON 1 - SUPERINTENDENT ANO/OR PRINCIPAL RESPONSIBIUITES ANO AUTHORITY B1l1LJ.. General Responsibility. The Principal and/or Superintendent of each school, in all matters pertaining to the activity relations of their school, are responsible for enforcing the rules of this association. They may delegate some of these powers, but such delegation shall not relieve them of responsibility for any infraction by their school. \u0026amp;!.k..2.,_ Authority and Additional Responsibilities A. To have general local control over all interscholastic activities and contests in which the school participates. B. To be responsible for the conduct of all students representing the school as participants or spectators at any interscholastic activity, and to exclude any contestant who, because of bad habits or improper conduct, will not represent the school in a becoming manner. Any contestant who has suffered serious illness or injury should be excluded until that contestant is pronouced physically fit by the school physician or the attending physician. C. To approve all activities in which the school participates. D. To be responsible for the treatment of all visitors and officials attending activities conducted by the school. Penalties may be imposed upon a member school whose principal or superintendent fails to provide reasonable protection for officials and visitors at home contests. Although the administrator of a host school is responsible for the treatment of visitors and officials as specified above, the principal, superintendent, or school representative of a visiting school shall have the responsibility of helping the authorities of a host school in the control of the fans, students and players from the visiting school and shall make a reasonable effort to assist in controlling fans, students, and players as soon as potential crowd control problems become evident. If a game or contest is held at a neutral place, the principal or superintendent of the participating schools shall be held jointly responsible for this protection. In such a case, penalties may be imposed upon either or both of the schools. E. To see that all contracts for athletic contests in which the school participates are in writing and signed by the superintendent, principal or athletic director. F. To authorize a full time faculty member or Certified Registered Volunteer of the school to be the school representative of the organizations representing the school unless the administrator serves as the school representative. However, for activities, other than team sports, involving fewer than six students, a responsible adult may be authorized in writing as the school representative. Such individual shall not represent more than one member school. Such authorization shall not relieve the school and the superintendent or principal of responsibility to the association. NOTE: A full time faculty member, certified or non-certified, who is employed by the school for a minimum of three periods a day shall be assigned the responsibility for any spirit group of the school (cheerleaders, dance/drill team, porn pon squad, etc.). This person shall have participated in a program of education which teaches rules governing spirit activities and have received instruction aimed at safety knowledge and awareness. Such training shall have occurred within each two-year period, except that becoming certified in a recognized safety certification program may meet that safety requirement for a period of up to four years. G. To accompany all groups to all events except as indicated in F. above. H. To be responsible for certifying, in writing, the eligibility of all contestants in accordance with the bylaws of the association. I. To have such other powers concerning interscholastic contests and activities in the school as are in keeping with the growth and needs of the school and which are consistent with the provisions of the Constitution and Bylaws of the Arkansas Activities Association. B.uk....J... Sportsmanship. Responsibility to the AAA to assure good sportsmanship is as follows: A. The superintendent and principal shall be responsible for providing leadership to assure implementation of good sportsmanship policies in each school. B. School policies shall contain provisions for soliciting the support of fans in maintaining good sportsmanship. Furthermore, each school shall be prepared to expel and/or prosecute any person who commits a misdemeanor or criminal act, under the statutes of Arkansas governing an individual's conduct in public or when such action at an activity or contest constitutes unsportsmanlike conduct. 2000-2001 AAA Handbook - Page 15 Coaches Duties C. Disqualifications. 1. Coaches, faculty representatives and other school representatives shall teach and exemplify good sportsmanship and are specifically prohibited from attempting to gain advantage by intimidation of officials or the opposing team. Removing a team from the playing floor, field, etc. which causes the game to be ended for any reason other than an emergency is prohibited. 2. Any school representative or athlete ejected from an event for unsportsmanlike conduct shall automatically be suspended from the next comparable event. If a school representative, athlete or participant is ejected twice during the same sport season or activity, that individual shall automatically be suspended from the next two comparable events. If a school representative, athlete or particpant is ejected three times during the same sport season or activity, the school administration shall be placed on probation unless the school representative or athlete is suspended for the remainder of the same sport season or activity, in which case the penalty may be reduced to warning. NOTE: The ejected athlete becomes ineligible for the next comparable event. D. Interscholastic participants shall be required by coaches, faculty representatives and other school representatives to exhibit good sportsmanship. E. Schools hosting events shall require officials such as scorers, judges, announcers, etc. to exhibit fairness by accomplishing their responsibilities in a competent manner without exhibiting emotion or becoming argumentative and observing recommendations of the AAA and AOA. F. Cheerleaders, pep groups, dance/drill teams, bands and other uniformed groups representing the school shall be required to exemplify and promote good sportsmanship. G. Any school representative who publicly criticizes an event official or event official who makes public comments criticizing the performance of a school representative shall subject themselves and/or school to a penalty issued by the Arkansas Activities Association that could include warning or probation. Public comments would include quotes published in the press or taped or live comments from radio, television or other media source. Page 16 - 2000-2001 AAA Handbook SECTION 2 - COACHES B.l1k..1.,_ Qualifications. All coaches shall be certified teachers as required by the Arkansas Department of Education or Certified Registered Volunteers as authorized by Act 1012 of the 1997 Arkansas General Assembly. All coaches shall be certified teachers. Football, basketball and track coaches are required by the Arkansas Department of Education to have a coaching endorsement. Coaches of other team sports (baseball, softball, soccer, volleyball) who do not have the ADE coaching endorsement must be certified through the National Federation Coaches Education Program. NFHS Coaches Education certification is recommended for coaches of individual sports. B.Yk....l.. Employment. Coaches shall be regularly employed and paid by the local board of education for professional duties. Assignments of professional duty shall be for a minimum of three regular class periods or equivalent time each day. NOTE: Assignment to a professional education duty other than a classroom teaching assignment all or part of the required three periods is permissible, but such assignment does not excuse a coach from the certification required as a teacher. 8.JJ.1tl Duties. The coach's duties as an employee shall require certification that will qualify them to be paid legally from a public school teachers salary fund. NOTE: A coach may receive money for directing recreational activities outside his regular coaching duties during off-hours, including summer months, from an outside agency. NOTE: Payment from federal program funds is permissible if the contract of the coach is eligible to be paid from teacher salary funds. However, the AAA does not approve a vocational permit as a certification for coaching even though such an- individual can be contracted and paid from salary funds. Rule 4, Nonpublic School Coaches. Nonpublic school coaches will meet the above requirement if the same assignment of duties in a comparable public school would meet the requirement. B.uk..5..,_ Volunteer Coaches/Student Teachers. An individual failing to meet the above requirements is ineligible to assume coaching duties during interscholastic events. A student teacher may assist with the coaching duties, but in no instance may he assume the responsibilities of head coach or be paid for service. Declaration for Sports - Eligibility Lists - Contracts SEffiON 3 - SCHOOL PARTICIPATION REQUIREMENTS Bmtl Declaration for Sports A. Deadlines. Member schools shall declare, each year, the sports and designated activities in which they plan to participate interscholastically for a championship. Declarations for fall/winter sports are due by June 1. Declarations for spring sports are due by December 1. Declarations for sports may be amended by deletions or additions without penalty on or before Friday of Week #13 for fall and winter sports or Week #22 for spring sports. Following these deadlines and until the Friday of Week #16 for fall and winter sports or week #30 for spring sports a school may amend its original declaration (to delete or add a sport) upon payment of a $25 late fee, subject to the following exceptions. B. Sports qualifying or entering directly to the state event (cross country and swimming) shall be required to declare no later than the deadline for entries. A $25 penalty shall be assessed for declaring after week #13 for fall and winter sports and after week #22 for spring sports. Any school failing to declare track, baseball, softball or soccer by week #22 shall not be permitted to participate in district, region or state events in that sport. C. Failure to make a declaration or amendment to a declaration by the time specified in paragraphs A and B above shall cause a school to forfeit the right of participation for its students in the conference, district, or state events involved. D. Fall and winter sports are: Football, Girls Volleyball, and Cross Country, Swimming \u0026amp; Diving and Basketball. Spring Sports are: Girls Gymnastics, Tennis, Golf, Track, Baseball, Girls Slow Pitch Softball, Girls Fast Pitch Softball and Soccer. E. Failure to Participate. A school failing to participate in a sport (no shows) after declaring for the sport shall forfeit the right for its students to participate in other conference, district, or state events until a $25.00 penalty fee has been paid to the AAA office. The Executive Director has the authority to suspend the fee if the school's failure to appear for the event was unavoidable. F. Football and Basketball. Schools starting or dropping football and basketball programs, junior or senior high, shall notify the Arkansas Activities Association and schools of their conferences within a reasonable time (approximately ten days) after such decisions are made. \u0026amp;ikL EUgibility Lists A. Student Registration - Athletics. A member school must register its athletes on an eligibility list with the Arkansas Activities Association before the student may enter interscholastic competition. Such registration of athletes indicates they meet all AAA eligibility rules. Non-Athletics. The school administrator shall sign a statement to be attached to any entry form or list of participating students, indicating these students meet all AAA non-athletic eligibility rules. B. Exchange of Lists - Athletics. On the same date the lists are mailed to the AAA, the school should submit to all opponents with whom the school has written contracts, its eligibility lists for those sports in which the student will participate. Schools must exchange eligibility lists for students who will participate in events scheduled later, or for events scheduled without written contracts, before the schools engage in competition. RMk...1._ Recruitment of an athlete by anyone is expressly prohibited by the Arkansas Activities Association. Any school representative found guilty by the AAA Board of Directors of knowingly using or permitting to be used in an interscholastic event any student so recruited by anyone, whether that person is connected with the said member school or not, may cause the school to be suspended for up to one full year (365 days) or to be expelled. B.u.kA.,_ Contracts Between Schools A. Scheduled contests among members of the association shall be covered by contracts drawn up on regular AAA contract forms. Contracts may be cancelled only upon mutual agreement, in writing, between the two schools involved. NOTE: An exception to this requirement may be made by the Executive Director when it is determined that a schedule change is necessary for a school to be in compliance with a change of rules and regulations adopted by the Governing Body. Contractual agreements exceeding one year shall be limited to and shall coincide with reclassification cycles. 2000-2001 AAA Handbook - Page 17 Contracts - Protests B. A school cancelling a game or contest without mutual consent shall forfeit the game, pay the stipulated forfeiture fee of the contract, and reimburse the other involved school for all reasonable financial obligations incurred in their preparation for the scheduled contest. Also, the school cancelling a contract without mutual agreement may not schedule another contest during the week prescribed in the contract that was cancelled. Furthermore, all forfeitures and reimbursements shall be made within thirty days {30) following the designated contract date cancelled. Failure to make such payment may cause the school to be penalized by suspension. B.Y.k..5.,_ Contract with Offidals A. Contracts between schools and officials shall be made on AAA approved contract forms. Contracts will not be cancelled except upon mutual agreement, in writing, between the schools and officials involved. NOTE: An exception to this requirement can be made by the Executive Di rector when 1t is determined that a schedule change is necessary for a school to be in compliance with change of rules and regulations adopted by the Governing Body. B. Schools or officials breaking the contract without mutual consent shall pay to the offended party the stipulated sum stated in the contract. C. All game officials for regular season events, in those sports for which the Board of Directors specifies that registered officials are required, shall be selected by mutual agreement of the competing schools. If the official( s) approved notifies the host school that the contract cannot be fulfilled fewer that forty-eight hours before the scheduled event is to begin, the host school shall not be required to get approval of the visiting school for a replacement official of an equal or higher classification, except in the event the host school's conference establishes a list of approved officials, the host school may employ a replacement from that list regardless of the official's classification. 8.Yk.....,_ Enforcement of Contracts A. Oral Contracts. The association will not enforce oral contracts or contracts not drawn up on AAA contract forms. B. Breach of Contract. A breach of contract may be declared if a coach orders the team to cease play before an interscholastic event is completed. NOTE: The participation of an ineligible athlete may be considered a breach of contract. Page 18 - 2000-2001 AAA Handbook C. If a coach unknowingly violates a contract by playing an ineligible player, the game must be forfeited to the opposing team, except that, in the cases of transfer students, where legitimate errors or omissions in the official school transcript as received are proved, such player must be withdrawn from participation upon discovery of the error without penalty to the school. D. Cancellations. Cancellation of games due to epidemics, accidents, or other hazards ordinarily judged to be of natural causes, may also be authorized by the Executive Director. E. Two-Year Contracts. Football contracts and other two-year contracts shall be drawn up with the date to be played based upon the number of week rather than upon the month and day of the month and shall coincide with classification cycles. NOTE: This regulation is designed to eliminate misunderstandings which sometimes arise when contracts are drawn up on a home-and-home basis and the second game is to be played on the corresponding week number. (Exception: out-of-state games.) B.Yk.L Protests on Games and Offidals A. Basis for Protest. No protest concerning scheduled games will be considered unless the protest is based upon a violation of contract, shown by the contract made and signed upon AAA contract forms. 1. A protest must be made in writing to the Executive Director, who must investigate and render a decision. 2. Games may be played under protest, provided the protest be made in writing, one copy being given to the coach of the protested team and a copy mailed to the AAA office. Verbal notification to the opposing coach and game officials must also be made. 3. If a game is protested, and the protest is allowed, the innocent team wins by forfeit. NOTE: Officials' Judgement Calls. The association has no authority to reverse a judgement decision made by an official. SECTION 4 - VIOLATIONS, APPEALS, AND PENALTIES. B.Y.k..L. Reporting Violations. Any authorized representative of a member school or involved game official may file a complaint against any school or school representative for a violation of the rules and regulations of this assocation. Such complaint shall be filed with the Executive Director of the Arkansas Activities Association in writing within 5 working days after the discovery of the violation. Upon receipt of a complaint, the Executive Director shall make an investigation of the charges contained in the complaint within a reasonble time. Rule 2. Notification and Investigation A. After investigating the complaint, the Executive Director shall notify the school's authorized representative of the alleged charges of violations of the rules and regulations in writing or by telephone in such language that the charged party (school or representative) shall have disclosure of the alleged acts of misconduct or impropriety constituting the alleged violation of the rules and regulations of the association. It shall not be necessary or required that the Executive Director disclose the name(s) of the person(s) making the complaint. B. When a written notice is given by the Executive Director, it shall be served by certified mail and shall be mailed to the school address of the charged party(ies). Such notice shall contain the time and place set for a hearing of the charges. C. The Executive Director shall hear the evidence presented at the hearing and at the conclusion issue a written finding and recommended order. D. Any oral or documentary evidence, not privileged, may be received if it is of a type commonly relied upon by reasonably prudent persons in the conduct of their affairs. E. The findings and recommended order of the Executive Director shall be served upon the charged party(ies) by certified mail in the same manner required for notice of a hearing. Unless a written objection and request for appeal is received by the Executive Director within 10 working days of the mailing of said recommended order, the recommended order shall be final. If time is of the essence, a written objection and request for appeal may be required in fewer than the allotted 10 working days. F. If a school accepts a suggested penalty after receiving the notice of alleged charges of violations, no further hearing shall be necessary. Violations - Appeals Ruk-1.._ Procedure for Appeals. Any authorized representative of a member school or student (parent) may appeal a decision, opinion or recommended order given by the Executive Director, either oral or written, and such appeal shall be made in writing by certified mail. An appeal on behalf of a student by the parents shall be filed through the school's authorized representative. After receiving the written appeal, the Executive Director shall: A. Notify the president of the AAA of said appeal. B. And, 1. If time is of the essence, the president shall within a reasonable time, appoint a hearing subcommittee of the Board of Directors of not fewer than (5) members which shall convene for the purpose of conducting a hearing of the appeal with reasonable notice to the party(ies) involved. 2. If time is not of the essence, the appeal shall be heard by the Board of Directors at a regular meeting. The procedure for notice of such hearing shall be the same as for a subcommittee hearing. C. Notice of the time and place of such hearing shall be served upon the appealing party(ies) by certified mail. An administrator of the involved school should be present at the hearing. The appealing parties may be represented by legal counsel provided the AAA Executive Director is notified at least 24 hours prior to the scheduled hearing. D. Within ten (10) working days after the conclusion of any hearing, the Executive Director shall notify all parties of the commitee's or hearing officer's decision. E. Then, 1. In the event the appealing parties are dissatisfied with the decision of the hearing subcommittee, an appeal to an independent hearing officer may be had by serving written notice of appeal upon the Executive Director. 2. The Executive Director shall contact a hearing officer and set a date, time and place for the hearing. Notice of the time and place shall follow the procedures established for the first appeal. 2000-2001 AAA Handbook - Page 19 Procedure for Appeals  Penalties 3. After the hearing, the hearing officer shall render an expedious written opinion as to whether the Executive Director, hearing subcommittee or the Board of Directors followed the rules of the association and the law in making a determination about the alleged violation or other basis for appeal. 4. a. In the event the appealing parties are dissatisfied with the decision of the subcommittee and hearing officer, an appeal to the Board of Directors may be had by serving a written notice of appeal upon the Executive Director. Notice of the time and place of such a hearing shall follow the procedures established for the earlier appeals. b. In the event a majority of the original hearing subcommittee is dissatisfied with the opinion of the hearing officer, and if the Board of Directors has not previously heard the matter, the subcommittee may request a hearing before the Board of Directors to review the opinion of the hearing officer. A 75% majority agreement of the Board of Directors present at the hearing is required to reject an opinion of the hearing officer. Notice of the time and place of such a hearing shall follow the procedures established for the earlier appeals. F. Upon receipt of the notice of appeal to the Board of Directors by the appealing parties, or by request from the subcommittee, the Executive Director shall set the appeal for hearing, de nova, at its next meeting. The rules as herein above set out for a hearing before the Executive Director shall apply to hearings before the Board of Directors. G. The procedure for notifications of the appealing party(ies) shall be the same as for the previous appeal. H. The filing of a written objection and appeal from the decision of the Executive Director of an appeal from the decision of the hearing subcommittee or the opinion of the hearing officer shall not stay the order of the Executive Director. Such order may be stayed by the Board of Directors if, in the exercise of its judgement, the interest of justice will be served thereby. A hearing subcommittee may stay the order of the Executive Director when acting instead of the Board of Directors and such action shall be considered at the next meeting of the Board of Directors. Page 20 - 2000-2001 AAA Handbook I. If the appeal to the Board of Directors as a whole requires a special called meeting, the appealing party(ies) shall be required to make such arrangements as are satisfactory to the Executive Director to secure the payment of the costs of the appeal including travel expenses of the Board of Directors and the cost of taking and transcribing a record thereof to be paid by the appealing party(ies) in the event the appeal to the Board of Directors is not successful. ~ Penalties. Except for fines authorized in other sections of the bylaws, a violation of any rule or regulation, mandatory or prohibitory, contained in either the bylaws or the constitution of the Arkansas Activities Association, or any amendment enacted, by any member school or a representative of such school shall subject the school or the representative, through action against the school, to one of the following penalties, depending upon the severity of the violation: Warning, Probation, Suspension, or Expulsion. Any further violations during a penalty period shall subject the school or individual to a more severe penalty. If a violation occurs during a non-participating time period other penalties may be imposed. A. Warning. A school may be forced to forfeit all games played or awards received during the period of violation. The school may compete for a championship, rating, or award during this period. (See note on Bylaws Article II, Section 3, Rule 6 - Enforcement of Contracts) B. Probation. 1. A school shall forfeit all games played or awards received during the period of violation. The school may not compete for a championship, rating, or award in the sport or activity involved during the time period it is placed or continues on probation. Such penalty may extend up to a year (365 days) from the date of violation but the school may participate in regular season events. 2. As an alternative, the school may reduce the penalty of probation to a warning by suspending a school employee or student causing the violation for a length of time designated by the AAA and for duties or privileges of attendance, supervision, coaching, practicing or playing in the activity or sport involved. However, suspension of such individuals shall not exceed the time prescribed for the probation or warning period. C. Suspension. A school shall forfeit all games played or awards received during the period of violation. The school may not participate in a regular season schedule nor participate in any invitational, district, or state events during the suspension period. D. Expulsion. A school shall forfeit all games played or awards received during the period of violation. The school or individual may not participate in any interscholastic activities after it has been expelled. NOTE: The Governing Body shall have exclusive power to expel a school from the association by a two-thirds vote. NOTE: See Eligibility Rule 4 B and Rule 6 B under contracts for additional penalties. E. In the event a penalty specified in paragraphs A-D above requires a forfeiture, the offended participant or team shall receive the same forfeit as defined by the approved rule book for the forfeit of events or games due to violations of rules in the sport involved. F. If a violation requiring a penalty of forfeiture is discovered after an event has occurred, any award received by the offender shall be awarded to the next finisher in individual sports or to the last team offended in team sports. G. If a student is ineligible according to AAA rules but is permitted to participate in interscholastic competition contrary to such AAA rules but in accordance with the terms of a court restraining order of injunction against that student's school and/or the AAA, and that injunction is subsequently voluntarily vacated, stayed, reversed or finally determined by the courts that injunctive relief is not or was not justified or expires without further judicial determination, those penalties stipulated in Rule 4 A, B, C, D, E, or F may be imposed. SECTION 5 - CLASSIFICATION OF SCHOOLS B.!!.k-1..,_ Senior High Classification Cycle. The classification cycle shall occur in each two-year period in which schools are assigned to a conference. The cycle begins with an even school year (2000-2002, etc.). The classification of schools for sports in the senior high division shall be based upon the October 1 enrollment report to the ADE in grades 10-12. The enrollment from public schools shall be taken from the school's report filed with the ADE and shall be a three-year average of the October 1 enrollment. The nonpublic school enrollment figures multiplied by 1.35 shall be taken from a school's report to ANSAA at the end of the fiscally uneven year. Penalties - Classification of Schools A. Class AAAAA - The largest 32 schools. A statewide organization, not assigned to an activity district, but supervised directly by the AAA Board of Directors. Schools shall be assigned to the activity district compatible with each school's geographic location. B. Class AAAA - The second largest 32 schools. A statewide organization, not assigned to an activity district, but supervised directly by the AAA Board of Directors. Schools shall be assigned to the activity district compatible with each school's geographic location. C. Class AAA - The next largest 64 schools. D. Class AA - Basketball - The next 96 largest schools\nFootball - The remainder of football schools. E. Class A - Basketball - The remainder of football schools having an enrollment within Class A range shall be added to basketball conferences. F. Each conference in classes AAA, AA, and A is assigned to the activity district compatible with each school's geographic location. NOTE: Non-football schools larger than Class AA and A shall be assigned to a conference in the class indicated by their ADM. 8JJk..2..,. Junior High. Junior High schools shall be classified the same as their parent school except that schools not located within the principal population area (wing schools) may classify according to ADM of grades 7-9 instead of 10-12. B.uk..J.._ The ADM of schools with students all of one gender shall be doubled for classification purposes. BJ!1tl Schools whose enrollment is made up entirely of students selected on the basis of academic excellence shall participate with schools of the largest state classification in academic contests. SECTION 6 - ATHLETIC CONFERENCES Rule 1. Schools are assigned georgraphically to conferences by the AAA Board of Directors for each two-year cycle. Schools may be in a conference other than indicated by their location of their county in an activity district. A. In the event a conference has fewer than four schools declaring and participating in any sport, the Board of Directors of the AAA shall assign such schools to adjacent conferences for participation in meets, tournaments, playoffs, etc. The Board of Directors may 2000-2001 AAA Handbook - Page 21 Conferences  Conference Authority - Round Robin assign schools from adjacent conferences to such a conference, if approved by the school(s) being reassigned. Such assignments will be for one sport only and the term shall coincide with the two-year classification cycle. In making these assignments, the committee shall attempt to keep the size of the conferences equalized and at the same time avoid excessive travel. NOTE: When such assignments are made, the schools participating shall be responsible for determining fees necessary for conducting the meet, purchasing awards, etc., and fees as agreed upon by the majority shall be paid to the di rector of the event before a school is eligible to compete in the activity. B. Classification groups, when approved by the AAA Board of Directors, may organize on a statewide basis for selected athletic activities and such groups shall not be assigned to activity districts for administrative purposes in these sports, but shall be responsible directly to the AAA Board of Directors. C. A member school shall be permitted to change from one conference to another if it does not exceed the limitation on numbers, upon consent of each of the conferences involved by a two-thirds majority vote. This shall apply to all sports in which the school participates that are under the jurisdiction of the conference. D. A member school may petition the AAA Board of Directors for assignment to a classification higher than the one indicated by its average daily membership report. Upon approval of this request the Board of Directors will assign such a school to a conference in the new class. E. Any school choosing to participate independently from their conference assignment in any sport shall be required to participate independently in ALL sports offered by their school. B.Y.k..l.. Conference Authority A. Conferences shall organize, elect officers and adopt rules and regulation to conduct conference interscholastic events as provided by the AAA Handbook. Such rules and regulations may be more restrictive, but not less restrictive than and not in conflict with, the rules and regulations of the AAA constitution and bylaws. B. Each conference shall be responsible for furnishing awards. C. Each conference shall make regular financial reports, at least annually, to its member schools. D. Conferences shall have the responsibility of working with schools to see that schedules are arranged prior to June 1 in football and October 1 in basketball so that each new school may have the opportunity of playing Page 22 - 2000-2001 AAA Handbook the required number games. The conferences shall have the responsibility to set the date of the first game to be counted for the championship. B.uk...1,_ Determining Round-Robin Champions A. Conferences may use round robin scheduling for determining conference champions, certifying teams to state events or seeding of tournaments on a percent basis of games won and lost if two-thirds of the conference schools approve. B. Any school failing to schedule a conference opponent or refusing to play a conference opponent without just cause shall forfeit the contest and shall not be eligible to compete for a championship in that sport. If one or more schools involved is agreeable to scheduling, such school(s) may select from their schedule a non-conference game with an equal or higher class for a substitute game. The AAA director may approve a substitute game with a school of equal or higher classification, prior to the beginning of the season, for a school that establishes just cause for failure to schedule. C. In the event a game that is a part of the conference round robin schedule to be used for certification of teams or seeding of a tournament is unavoidably postponed and cannot be rescheduled before the date the schedule is to be completed, the placement of the teams who failed to play the required game(s) in the final order of standings shall be accomplished by two computations. First, the teams shall be placed in the order on the basis of round robin games actually played. Then each team shall be charged a loss of each game not played and the standings order adjusted accordingly. In the event the latter adjustment causes the team(s) involved to tie with another team(s) in the order, the procedure for breaking ties shall be applied to choose the team to receive the highest placement. D. Conferences may also use round robins to certify the winner to a state event and\nin basketball, may require a tournament for certification of the other team(s). E. In the event a school chooses not to participate in the basketball round robin schedule such school shall be permitted to participate in the basketball tournament and shall be inserted into the seeding order determined by the round robin by a vote of schools participating in the round robin. Bl!.1tl Conference Ties in Football A. If two teams tie, and one of the teams has defeated the other in a regular schedule conference game, the winner shall be declared the conference playoff representative. Three or more tied teams shall first be considered in sets of two-way ties. B. If two teams tie and the tied teams split or have not played each other in a conference game(no round robin) the team with the greater sum of winning margin, using the following point system, shall be the playoff representative. C. If more than two teams remain tied after applying (1) above, the following point system shall be utilized to eliminate all but two teams. Tabulate the sum of the winning margins of each team's conference games as indicated in the following: 1. If the margin of victory is more than 13 points only 13 points shall count. 2. Losses shall be tallied as O (zero) points. 3. Forfeited games. Offended teams shall receive 13 points when tabulating the sum of the winning margins for breaking conference ties. D. After tabulating the sum of the winning margins, all teams except the two with the greater sum shall be eliminated and the selection process shall begin again with paragraph(A). E. If teams remain tied after the above procedures are applied, the playoff representative shall be determined by a coin toss. The coin toss, supervised by the Executive Director, shall be used to eliminate all but two teams and then begin again with paragraph (A). F. In the event the conference is eligible for more than one playoff representative each subsequent playoff representative shall be chosen by reapplying the procedures above. G. All conferences will use the AAA adopted procedures for breaking ties that occur in the order of standings when round robin schedules are completed. R.u.k.2,_ Basketball Tie Breaker Rule (Classes A-AA-AAA-AAAA-AAAAA) If two teams are tied from regular season conference play, tie breaker procedures will be: 1. Head to head in regular season conference play 2. If the two teams have a split margin of victory between the two teams, with a maximum of 10 points per game 3. If the two teams are still tied, all winning conference game points, with a maximum of 10 points per game 4. If the two teams are still tied, a coin flip by the Arkansas Activities Association's Executive Director will decide seeding. Conference Ties If three teams are in a three-way tie from regular season conference play, tie breaker procedures will be: 1. Head to head competition. If one team has been defeated by one of the other teams twice, they would be eliminated. The two remaining teams would go to step two listed above for two teams that are tied. If step two does not break the tie, step three would follow, then step four. If three teams are tied and each team has split ( or a perfect triangle), tie breaker procedures will be: 1. Margin of victory in all conference games, with a maximum of 10 points per game, would be used. Example: A=50, B=49\nC=38 If you have one spot in the bracket team A would go If two spots were on the bracket teams A and B would go If three spots were on the bracket teams A, B and C would go If four~ teams are tied the margin of victory in all conference games would be used, with a maximum of 10 points per game. The two teams with the highest amount of points would be decided by head to head competition. If these teams had split victories, the team with the highest points would receive the spot for the first team (if both tied with the same amount of points, a coin toss would be used to decide the first team). This procedure would continue until all spots were filled. Example: Teams A, B, C, D, E are all tied from regular season conference play. A margin of victory in conference play was: A=68, 8=60, C=58, D=50, E=40 A and B would go head to head. If they split A would receive the spot in the bracket. If more than one spot was available B and C would go head to head. If they had split B would receive the spot on the bracket. This would continue until all spots on the bracket were completed. \u0026amp;!k.....i._ Conference Championships in Baseball, Softball and Soccer Determining Conference Champions/Playoff Representatives 1. Head to head competition is always the first consideration. In case of ties the following procedure shall be followed: A. If two teams tie, head to head in conference competition is always the first consideration. If one team has defeated the other team (once or twice) that team shall be the representative. B. If two teams tie and each team has beaten the other in conference play the two teams' margin of victory against each other will decide the conference representative. 2000-2001 AAA Handbook - Page 23 Conference Championships - Classification of Students C. If the two teams are still tied, the sum of the winning margins of each team's conference games with a five run limit shall be used. (In forfeited games the offended team shall receive five runs.) D. If the two teams are still tied, a one game playoff at a site agreed upon by both teams will be played. The winner will be declared the playoff representative. E. If two or more teams tie, head to head competition will first be used (if one team has defeated one or more of the teams twice in conference play this will eliminate these teams, unless two positions are available). The two or three remaining teams would go to head to head competition and the margin of victory against each other. If this did not decide a playoff representative, a coin toss by the Executive Director of the Arkansas Activities Association will be used. 1. If two positions are available and one position is decided from the above mentioned methods, the two remaining teams will be: a. Decided by a margin of victory against each other. If the two teams are still tied: b. A margin of victory not to exceed a five (5) run difference for baseball and softball and a one (1) goal difference for soccer against all conference opponents will be used. If a winner is not determined, a coin toss by the Executive Director of the Arkansas Activities Association will determine the playoff representative. \u0026amp;!k..L. Conference Championships in Volleyball If a tie results it shall be broken by the first of the following procedures which is successful in doing so: 1. Head-to-head competition between the tied schools\n2. Game record in head-to-head competition\n3. Actual point spread of head-to-head games\n4. A playoff match between schools involved in the tie. If there is a three-way tie, the schools shall draw for the numbers 1, 2 and 3 which shall identify each school to begin the playoff with 1 playing 2 and 3 playing the winner. The winner of the final match will be the first conference seed with the opponent being the second seeded team and the loser of the first playoff match being the third seed. This procedure shall be applied in the same manner if four teams are tied. After drawing numbers, 1 would play 4 and 2 would play 3, after which winners would play one another for the first seeded position. The loser of Page 24 - 2000-2001 AAA Handbook this match will be the second seeded team. If more than two teams are to advance to the state tournament, further elimination play would be conducted for third and fourth seeds. BfilU Football Conference Schedules A. Any school contending for a conference championship must have its schedule in the office of the conference president and the AAA no later than August 20. Games scheduled after that date shall not count in conference standings. B. Schools moving into a new classification must be given the provilege of contending for the championship the first year of each classification cycle. SECTION 7 - CLASSIFICATION OF STUDENTS 8J!k..L. Ninth grade students may participate in all high school activities regardless of their grade placement or where they are housed, provided they are in the same attendance zone and the principals of both involved schools agree, except Class AAAAA ninth grade students who are eligible for junior high athletics may not participate in a sport on a senior high team if the junior high has a team participating in that sport, except in the sports of gymnastics and cross country. \u0026amp;!.1f:...L A ninth grade student may be promoted to the senior team in any sport and then moved back to the junior high team in a different sport. However, once engaging in interscholastic competition in senior high the student is ineligible for junior high competition in that sport. B.!lk...Ji A student ineligible for junior high athletics due only to the age rule or the semester rule may be allowed to participate on the senior high team. Seventh or eighth grade students may not participate on a senior high team except when they are in violation of the semester or age rule. SECTION 8 - EVENTS RMkJ..,. All organized interscholastic student activities shall have its rules and regulations approved by the AAA Board of Directors. B.u.k.1..,. All changes in rules and regulations, relative to the participation of students of member schools in interscholastic activities on the district, conference, region, and state level shall be referred to the superintendent, principal, or the authorized representative (with written authorization) for approval. Any change affecting fees or dates shall be voted on by mail. Events - Sanction (Approval) of Events Such ballots shall be mailed to the superintendent or 45 principal and shall be provided with a signature space 46 for the sponsor, coach, advisor, director, etc., as well as 46 Girls Golf Tournaments *Meet of Champs Overall Girls Golf the administrator. .B.u1tl The Board of Directors has authority to revoke approval of any activity at any time it does not conform to the criteria upon which approval was based for an educational program or if irregularities occur. The Board of Directors may reconsider approval of any activity at any time and it shall do so upon receipt of a written request by a school superintendent or principal. ~ A permanent calendar of events sponsored by the AAA shall be established by numbering the weeks of the calendar\nthe week containing Thanksgiving Day shall be week #21 with preceding and succeeding weeks numbered consecutively. NOTE: The AAA calendar will always contain 52 numbered weeks. A seven-year calendar will be published each year in the AAA Directory. \u0026amp;!k..5..._ Scheduling Events A. Athletic events sponsored by the AAA are scheduled as follows: CALENDAR OF ATHLETIC EVENTS Week# Event 6 Football practice begins on Monday (no pads) 6 Thursday-Football practice in full equipment 9 First football game\nfirst volleyball match 16 **First basketball game for non-football schools 16 Conference and District Volleyball Tournaments 17 *State Volleyball Tournaments 18 * State Cross Country Meet 18 Football Season ends 19 22/23 33 34 34 35 36 41 43 44 44 44 44 45 45 ***Begin football playoffs Football finals Conference Basketball Tournaments *State Swimming/Diving Meet Regional Basketball Tournaments State Basketball Tournaments State Basketball Finals *State Gymnastics Meet State Tennis and Boys Golf Tournaments State Soccer Tournament Overall Boys Golf *State Track Meet Prelims-AA-AAAAA Overall Tennis *State Track Meet A\n*State Track Finals AA-AAAAA *State Baseball and Softball Tournaments 47 *Decathlon and Heptathlon *Traditional date - Board of Directors has authority to assign date. **Football schools may begin basketball the week following last regularly scheduled game, but no earlier than week #17. ***All football playoffs shall be scheduled on Fridays except by mutual agreement of participating schools or assignment by AAA. ~ Sanction (Approval) of Events A. The AAA has jurisdiction over the following events that QQ..D..Q.t.require AAA sanction forms to be submitted: 1. Regularly scheduled events between two schools beginning after 3:30 p.m. on school days or anytime on Saturday including out-of-state athletic trips of less than 300 miles one way. 2. Invitational events sponsored by member schools and involving only member schools that occur after 3:30 on school days or anytime on holidays or weekends. Invitational tournaments shall meet the criteria in Rule 7 A. 3. Sub-District, district, and state (official) events regularly scheduled on a numbered week of the AAA calendar by the constitution and bylaws or rules of statewide affiliated student organizations or activities that begin after 3:30 p.m. on school days or anytime on holidays or weekends. 4. State or Federal constitutional events or any special event sponsored by a state for federal constitutional officer. (A special event is one that does not occur annually.) 5. Events on the National Association of Secondary School Principals list. B. The AAA has jurisdication over the following events that DO REQUIRE AAA SANCTION FORMS to be submitted and approved prior to participation. 1. Events that are not sponsored by member schools or that involve out-of-state schools. 2. Events which are postponed due to weather conditions or unavoidable circumstances that previously required sanctions or would cause a loss of class time. 2000-2001 AAA Handbook - Page 25 Sanction (Approval) of Events 3. When isolated schools, as designated by the AAA Board of Directors, participate out-of-state prior to 3:30 p.m. on a school day to use less class time for such participation. 4. Official events involving a loss of class ti me. 5. One national non-competitive non-athletic interscholastic event per year for a senior high school-sponsored group or individual. Events must meet NASSP guidelines for national participation. 6. Competition that is scheduled to begin prior to 3:30 p.m. on a school day in the academic areas of mathematics, science, social studies, language arts, or foreign language if students compete in two or more of these academic areas. A student who participates in such competition shall be currently enrolled in courses of the academic area(s) involved and be selected for participation on the basis of outstanding achievement. The actual time that a student shall be permitted to engage in such competition shall not exceed one school day or 5 1/2 hours per school year. C. The AAA has jurisdiction over events that occur during the summer or extended holiday period that are sanctioned. D. That AAA has no jurisdiction over the following events. 1. Events that are not sanctioned and occur during the summer or extended holiday period for individuals or groups that are school-sponsored that do not adversely affect the eligibility of involved students. 2. Field trips that do not adversely affect the eligibility of involved students. 3. Events in which students who are not school-sponsored participate. E. There shall be no activities on the state level (state championship or statewide invitational) for junior high students except programs listed on the NASSP Advisory List of National Contests and Activities that permit junior high participation. (See Rule 9.) Any district or regional junior high activity that is not an official event of an affiliated organization must be limited to participation of junior high schools assigned to the activity district in which the event is scheduled except when AAA sanction is requested and approved by the established procedures. Page 26 - 2000-2001 AAA Handbook NOTE: One or more of the following circumstances shall be required before exceptions to the 3:30 rule may be granted and then only for official district, region or state events. 1. Facilities - If it is not possible to secure the needed facilities on a non-school day. 2. Scheduling of Events - If the essential activities involved in the event require more than one day's duration. 3. Number of participants - If there are more participants scheduled to compete than can be accommodated in one day. 4. Staffing - If a sufficient quantity of qualified officials, judges, etc. can not be secured for the event on a non-school day. 5. Financial - If the cost of officials, guest conductors, judges, etc. would be prohibitive to involve only nonschool days. B.Yk.L. Criteria for Sanction (Approval). The following criteria, ranked in order of importance, shall be considered for approving events. A. All invitational events must be scheduled to begin after 3:30 p.m., with no part scheduled to begin after 9:00 p.m. if held on week days, or any time on holidays or Saturdays. Invitational tournaments shall be scheduled to be concluded in one week. Early rounds of such tournaments in athletics may begin on a Saturday if the finals are scheduled to be on or before the following Saturday. Basketball schools may schedule only one regular event by a team the week that the team is in a tournament except when the tournament is of one day's duration and played on Saturday. B. The purpose of an event shall not be in conflict with the purposes of the AAA and any social activities should conform with the student personnel policies of a majority of the participating schools. C. Worthwhile educational benefits resulting from the activity must be realized by students who are to participate. D. Awards shall be appropriate in number, kind and value (Athletics: see Art. III, Sec. 1, Rule 8). In nonathletics, equipment awards relating to the student's skills are acceptable. Scholarships are always recommended and cash awards are discouraged. Sanction (Approval) of Events - NASSP List - Summer Camp E. Entry fees shall be proportionate to the total cost of conducting the event without a profit being realized at the expense of the student or school. F. Events will not be approved which are commercial in nature requiring special tour packages and/or theme park admittance fees. G. Junior high invitational events which occur on Saturday or a school holiday and which involve junior highs located outside the activity district in which the event is held, may be sanctioned if not issuing a statewide invitation. Rule 8. Application for Sanction ( Approval) A. An application for approval of a contest, festival, meeting or other activity must be made in writing to the Executive Director at least thirty (30) days prior to the date of the event. An exception to this rule may be made if it can be determined that all involved administrators had knowledge 30 days prior to the event and that all necessary preparation had been made prior to the request. NOTE: Events approved after July 1 will not appear on the annual calendar but will be published in the AAA Bulletin. B. An application for approval may be submitted by an authorized faculty representative of an affiliated student organization or a sponsor of an event. C. The application shall include the following: 1. Name of school or organization wishing to sponsor the event. 2. Name of the faculty representative or event manager or di rector. 3. Title or name of the interscholastic event. 4. Awards to be offered and their value. 5. Entry fees, if any. 6. Time schedule and date of event. 7. Schools to be invited. 8. Agenda, program and general rules of the event. B11k...9..,_ NASSP Advisory List of Contests and Activities. Any event or activity included in the NASSP Advisory List of National Contests and Activities shall be automatically approved by the AAA Executive Director. Those events for which the NASSP has taken no action or has not included in the list may be approved if the host state's authorized association approves the event. If there is no organization in the host state authorized by the schools to have jurisdiction over an activity, the Executive Director may approve the event if it meets AAA criteria for approval. Rule 10. Out-Of-State Events A. Out-of-state events shall be approved on the same basis as in-state events. 1. Participation in school-sponsored interscholastic activities shall be restricted to the states contiguous to Arkansas. 2. School groups may not spend more than one school night out-of-state. (Monday - Thursday.) 3. Athletic events exceeding 600 miles round trip require National Federation approval. 4. An AAA member school may not participate with an out-of-state school that is not in good standing with their state association and the member school is responsible for ascertaining the status of such school. B. Exceptions to the above sections: 1. All events on the NASSP approved list. 2. The AAA Executive Director may make an exception to A. 1 and 2 above based on the educational merits of the activity. Rule 11. Summer Athletic Camp Guidelines. Student participation in athletic camps is permitted as long as: 1. No school time is lost. 2. There is no competition between the camps either during or after the camp. 3. The student does not violate the amateur rule as to receiving pay for coaching. 4. Helmets, shoulder pads and upper body padding (arms, forearm, rib, etc.) may be worn in football camps. No padding is to be worn below the waist. Use of sleds or tackling machines is also prohibited. 5. The football camps are held during the period following the end of school year through week #5. 6. The school is responsible for informing its students of the summer camp regulations and monitoring the activities of the camp. 7. A violation of these regulations may subject the school to a penalty for the sport involved throughout the following season and may cause a student to be ineligible for up to one year. 2000-2001 AAA Handbook - Page 27 Summer Camp  All-Stars  Sunday Contests  Scouting  Broadcast Rights Camp is defined as a site where three or more students or school teams meet for the purpose of receiving instruction in basic skills in a sport. Football camps may be held only between the final day of the spring term (May-June) and the beginning of fall football practice (Week #6). NOTE: A violation of the Summer Camp Rule or the AllStar Rule may cause the student to lose eligibility for up to one year. Rule 12, All-Star Contests A. AHSCA All-Star Game. The Arkansas Activities Association sanctions an All-Star Football game and All-Star Boys' and Girls' Basketball Games and a Girls Volleyball Game. The AHSCA Executive Committee is authorized to plan the details and mechanics for the All-Star Games and the coaching clinic subject to the approval of the Board of Directors of the AAA. B. Coach and Administrator Participation. No athletic director, coach, teacher, or administrator of an Arkansas Activities Association member school, nor athletic official who is registered with the Arkansas Officials Association, shall at any time assist with the coaching, management, direction, election of players, promotion, or officiating of any All-Star or similar contest in football or basketball in which one or more of the competing teams is composed of a player, who, during the previous school year, was a member of a member high school football, basketball, or volleyball team with the exception of the All-Star games sponsored by the Arkansas High School Coaches Association. C. Student All-Star Participation 1. A student who is a member of a school team may not become a member of an all-star football, basketball or volleyball team, in season, without losing his eligibility in that sport for up to one year {365 days) from the date of such participation with the all-star team. 2. Following completion of high school eligibility in a sport and prior to graduation from high school, a student may not participate in an all-star contest that is not specifically approved by the AAA or participate in more than two such all-star football, basketball or volleyball contests. NOTE: Violation of any of the above regulations may cause a student to be ineligible for the AAA-sanctioned AHSCA All-Star Game(s). Page 28 - 2000-2001 AAA Handbook Rule 13. Sunday Interscholastic Contests. There shall be no interscholastic athletic contests on Sunday. Rule 14, Approved Scouting and Filming or Videotaping A. When hosting regularly scheduled competitive events, member schools shall grant admission to at least two scouting representatives from other member schools who are scheduled to compete with either of the participating schools at a later date. No filming or videotaping by a third party member school shall be allowed unless permission is granted by both competing schools. B. Filming/Videotaping: Each school when engaging in regular events shall have the right to make films or videotapes for educational or historical purposes and such films or tapes may be shared with other member schools for scouting purposes. The host school may also permit the use of non-commercial cameras and video reco1ders to record events for families and friends of participants. Rule 15. Broadcast and Television Rights A. For regularly scheduled local interscholastic events the host school only shall have the right to grant permissions for public broadcast by radio or television. B. Conference, Region, or State Events: The AAA shall have the rights and authority for controlling the scouting, filming, videotaping or broadcasting, either by radio or television, at all elimination events leading to a state championship endorsed or sponsored by the association, except those games approved by the AAA bylaws to be played as regularly scheduled events. ARnCLE Ill - EUGIBIUTY INTRODUCTION Participation in competitive interscholastic activities as a part of a school's educational program is a privilege and not a right. The eligibility rules of this association are designed to promote the educational values derived from participation in interscholastic activities, prevent exploitation of youth by special interest groups and to ensure that interscholastic activities shall remain an integral part of the educational program. Students wishing to participate in interscholastic activities shall have the opportunity to become eligible for these activities when they meet ill eligibility rules. They will remain eligible for the opportunity to participate provided they .d.2....n.Qt: (1) exceed any limitations, (2) fail to meet any minimums, or (3) violate any other rules of the association. They may, however, regain their opportunity to participate at a later date by correcting any deficiencies which caused the ineligibility. NOTE: Students who exceed the junior high age rule or junior high semester rule limitations shall have the opportunity to be eligible for senior high activities. NOTE: Students who exceed the senior high age rule or the senior high semester rule limitations shall have no further opportunity to be eligible. Eligibility rules apply to students in grades 7-12 inclusive\nspecific rules for junior high schools apply to students in grades 7-9 inclusive\nspecific rules for senior high schools apply to students in grades 9-12 inclusive. In the rules that follow, the singular includes the plural and the plural includes the singular as the context requires or permits. Where appropriate, personal pronouns refer to either gender. Rule 1. RESIDENCE: 1. A student's eligibility for interscholastic athletics shall be in the public school district of the parent's residence. Refer to other residence and transfer rules for limitations and situations. The AAA recognizes only one residence for eligibility. A change in residence consists of a complete and bona fide move from one domicile to another. 2. A student may meet the residence requirement at another AAA member school after attending said member school for one calendar year (365 days from initial Eligibility  Residence  Transfers enrollment). 3. A student shall also meet the residence requirement if the student receives a legal transfer from one public school to another (release and acceptance respectively by the boards of both schools). Transfers must take place prior to Labor Day. 4. Member schools accredited by the Arkansas Nonpublic School Accrediting Association shall be required to have student eligibility boundaries which will be limited to the county in which the school resides and/or a 25-mile radius of the school. Students who live outside the boundaries may participate in all AAA sanctioned athletic events as long as they have been enrolled in the nonpublic school before Labor Day of the 10th grade year. Those enrolling after Labor Day of their 10th grade year may not participate in interscholastic athletics for 365 days from the first day of their enrollment. LEGAL ATTENDANCE: A student's eligibility for interscholastic athletics with respect to the residence rule may be in the public school that the student is legally attending at the beginning of the fall semester, provided attendance is not for athletic purposes. Refer to other residence and transfer rules for additional limitations and situations. NON-SCHOOL COACH: A student transferring, moving or, for any reason, attending a new school where the student's non-school coach is the school coach, or is anyone assisting in any capacity with the coaching or training of the school team, is presumed to be attending for athletic purposes, if the student participated in athletics the previous year. TRANSFERS: 1. Students changing schools under the Freedom of Choice law, transferring other than legal transfers (both boards agreeing) or any circumstances other than residence rules 1 through 3 above is assumed to have changed schools for athletic purposes if the student participated in athletics the previous year. 2. A student changing schools, for any reason, who has been a member of an a\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_403","title":"Desegregation: ''Little Rock School District (LRSD) Desegregation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District (LRSD) Desegregation Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/403"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["142 pages"],"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\nLRSD DESEGREGATION PLAN  MAY 1, 1991CE-SD COMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment. The method of assigning students is merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among students and staff members. The next step involves a commitment to quality desegregated education by the District, parents and the community. commitment always requires a plan of action. Of course, real To that end. the Little Rock School District Board of Directors is committed to the following: A. The belief that all children can learn B. The elimination of achievement disparity between blackZ^j^^^^ and white students on atandardigcd, norm-referenced criterion-referenced and minimum pogfoggancetests / C. 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 enhanced/incentive schools D. Improving race relations among students and staff members E. Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments\nparticipation in extracurricular activities\ndistribution of resources\netc.) F. Promoting positive public reaction to desegregation G. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation Re: 01517 Pag^l H. The development and infusion of multi-ethnic cultural education in all content areas of the curriculum. I. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education In summary, the Little Rock School District Board of Directors is committed to having quality desegregated education in all schools duringthe- 1090-0 0 ochool year and yeara -to-eeBte. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It will alao also will provide all Little Rock School District students with the academic and social skills needed for successful experiences in the future. The Little Rock School District Board of Directors hereby acknowledges its commitment to quality desegregated education and respectfully invites parents and community leaders to make the same commitment. Such a commitment has to occur in order to ensure stability in our schools and ultimately achieve unitary status. Re: 01517, 01518 Page 2LEADERSHIP Central to any school desegregation plan should be a clear focus and understanding of the kinds of goals to be achieved. It is insufficient to establish as a goal the physical movement of bodies and the rearrangement of boundary lines so that students can be brought together in ways that provide different racial distributions in different settings. The mere physical movement of children does little to guarantee any changes in the quality of education\nin school achievement patterns\nin interpersonal relationships\nor in the variety of patterns of ethnic plurality, youngsters. No plan should settle for the mere mixing of The plan should have as its primaxry focus an educational environment encouraging academic and human growth for all students based upon their individual needs and talents. A vital factor in successful school desegregation is clear, coherent, and consistent leadership for change from the Ssuperintendent and Board of Directors. The \u0026lt;Ssuperintendent together with the Board of Directors must set specific guidelines for behavior from their subordinates, and model that behavior for the community. .The Board of Directors and the Ssuperintendent will assert their leadership in the following: o School boards should reflect represent the multi-ethnic backgrounds of the population that they serve. o The school board and superintendent ire-are responsible for providing equitable and direct means for keeping the local citizenry informed about the schools and for keeping self and the staff informed about the needs and wishes of community. o The school board and the superintendent will clearly delineate -artethe District's desegregation mission to the staff and to the community. o The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. o The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting. Re: 01519o The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. o The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary decisions will be consistent with dDistrict desegregation policies in terms of buildings, staff, materials and equipment. c The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. o The school board and administration will conduct an annual, self evaluation of ita their commitment to a quality desegregated education in the following areas: Board/Superintendent Relations .Board/Community Relations Board Member Interrelations Board/Administration Relations to Other Staff Members Board/Administration Relations in -fFiscal Management Board Relations to Instructional Programs As the plan for desegregation and ultimately unitary status for the Little Rock School District is evolving, the Ssuperintendent and the Board of Directors will -iensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. Further, the District will iensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her race, culture, religion or economic status. Re: 01519, 01520 Page 4EARLY CHILDHOOD EDUCATION When they enter school, children who are economically disadvantaged and who are members of a minority racial or ethnic group are less likely to perform as well as their middle-class peers. The economically disadvantaged and minority children have not developed the skills, habits, and attitudes to the extent expected in the primary school years. The lack of developmental and educational experiences is often evidenced by low scores on tests of intellectual and scholastic ability, which can result in unnecessary placement in special education, retention in grade, low scholastic achievement, and, eventually, dropping out of high school. Poor children who attend good preschool child development programs become better prepared for kindergarten and the primary grades. In addition, preschool programs hold the potential for greater academic achievement, less at-risk behavior in the teen years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's Association has identified preschool education as the key investment in education for state governments. The greatest hope for change in the lives of children in need is through the investment at the beginning of the formal education process. Since the pioneering studies of Re: 01521 Page 5Benjamin Bloom on the need for education for 3- and 4-year- olds, additional studies have continued to document the academic and social success of those who have been involved in early education programs. The 1986 findings of the High/Scope Educational Research Foundation verify that successful early childhood programs affect children's later success in school. This research links student achievement in high school and beyond with the home and school as powerful influences on the intellectual development of young children. Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today. with an estimated 4 four million enrolled in public schools programs. Although there have been significant enrollment increases, a large number of children still need access to preschool programs, particularly those children from low-income families. The Children's Defense Fund (1987) reports that Head Start currently serves only 16 percent of the 2.5 million children who need early childhood education services. This lack of affordable programming leaves over 2- two million children of the nation's most disadvantaged children unserved. In Pulaski County (Arkansas), the Head Re: 01521, 01522 Page 6start and City of Little Rock Early Childhood Programs serve a small percentage of the eligible disadvantaged-\nand- at the present time,no-ptib-lic school funds are being used to implement'-early ohildhood programs. Poverty continues to be a problem for young children: Twenty-five percent of all 4- and 5-year-olds today are poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). Poor children are only half as likely to be enrolled in preschool programs as children from affluent families (Children's Defense Fund, 1987). Current national and local social, demographic, and economic trends tell us that today's lack of accessible early childhood programs will become even more severe. especially for the poor, and the need for programs will continue to rise for all socioeconomic levels. Little Rock School District proposes the expansion of existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. These programs will have three components: il. HIPPY The Home Instructional Program for Preschool Youngsters (HIPPY) 4- and 5-year olds) will focus initially on children in families who Re: 01522, 01523 Page 7live in the ahadow attendance zones of the eurront yaeially identifiable incentive schools in the Little Rock School District. This home-based program, which complements the school-based program operative in the schools, recognizes the mother as the first significant teacher of the child. eix. FOUR-YEAR-OLD INCENTIVE SCHOOLS PROGRAM The to' ' High/Scope District's preschool curriculum model 1^ will be implemented in three of the lincontive all incentive schools and other selected Sschools in a, (h' lu'^ the Little Rock School District. Effective the 1900-00 1990-91 Sschool year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the schools. 3-III. CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM Beginning the apring aoacater-of- the 1088-09 aehool year,the Little Rock School Diatrict will work cooperative-ly-with- other-federally -f-undcd oar-ly childhood programs to collaborativo-ly implementan-education program to bettor meet the neoda of inner city Little Rock atudenta-r These- three programs are described in greater detail- in-the f-el-low-ing - pages. Re: 01523, 01524 Page 8 (NOTE: This section was moved) HOME INSTRUCTION- PROGRAM FOR PRESCHOOL YOUNGSTERG (HIPPY) i-r Program/Agca Ovearview A. Summagy of Background-Information OVERVIEW During the fall of 1986, the Little Rock School District implemented the Home Instruction Program to serve educationally-disadvantaged children in the community where high-risk children were identified. Developed at Hebrew University in Jerusalem, Israel, by Dr. Avima Lombard, this international program identified parents (primarily mothers) as the first teacher of their children. The specifically-designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers of four- and five-year-old children in teaching their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were less likely to repeat grades, less likely to be identified as needing special education, less likely to drop out of school, and were overall successful school pupils. St Special Necda(Indiv-idual Distgict) Although enrollment has increased in early childhood programs, the needs of many children of low- income and minority families are not being met. The Re: 01525 Page 9cX\" Little Rock School District HIPPY Program depends on external funding sources. The HIPPY Program cannot be continued at present levels without the continued 0^ receipt of JTPA and Chapter 2 funds. iiB. Areas of Collaboration The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement and teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-going implementation of the HIPPY Program. iiiC. .Evaluation and Monitoring -(T-yoeeaa and Respens-i-b-i-l-ity) Evaluation using the Early Prevention of School Failure or a similar model, will be conducted on the not rp-SF , 'tHtn HIPPY participants as they enter and exit kindergarten aooaion (Pro and Boot teat). A standardized achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy. Re: 01525, 01526 Page 10(NOTE\nThis section was moved. HIPPY timeline moved.) FOURYEAR-OLD INCEN-TIVE SCHOOL PROGRAM Ft PROGRAM/AREA OVERVIEW A. Summary of Background Information OVERVIEW Four-Year-Old Program A fFour-year-old school-based program was implemented during the fall of 1938. The High/Scope Program curriculum, or a similar curriculum, forms the core of the four-year-old program. A fundamental premise of the Hi-gh/Seopo curriculum is that children are active learners who learn best from activities they plan and carry out themselves. Children learn by the scientific method of observation and inference, at a level of sophistication corresponding to their .V\\CK' n, * development. Precepts of High/Scope-have been validated in a 20-yea-ff-longitudinal research project, as reported  in the-High/Soopc moneeya-ph-.- Chang-inef a' Lives Tho-Sf foG-tS' f the Perry- Freoehool Program Yeuth Through Age 19-t The High/Scope curriculum complements the home-based curriculum of the Home Instruction program. Bt Speeiral'  Needs Educationally-disadvantaged and lower socioeconomic children often enter the formal education setting without the prerequisite skills and experiences needed for academic success. Although usually highly Re: 01530, 01531 Page 11motivated, these youngsters must be provided additional learning time and structured experiences to enable them to develop their potential. Research and pre-kindergarten program practices have demonstrated that early education experiences can increase the opportunity for success and also increase the self-concept of participants. AREAS OF COLLABORATION The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for teachers and aides. Each district is committed to ensuring that all staff members are prepared to fulfill the District's expectations for a quality Early Childhood Education Program. III. EXPECTED OUTCOMES The Higl^SGopG key expegiencos** provide^-ar-tiaeful fgaiBGwogk that curriculum provides a useful framework to guides teachers in conducting the classroom program. Theac key Kev experiences help the teacher encourage and extend children's self-chosen activities by providing developmentally appropriate learning experiences to develop each child's ability to: 1. make choices and decisions about what to do and how to do it, using his or her own time and energy effectively. Re: 01531 Page 122. identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. 3. work with other children and adults in group planningr and cooperative efforts\n- and with shared leadership. 4. express thoughts, ideas, and feelings\nto speak about, dramatize, and graphically represent experiences in order to communicate them to others. 5. comprehend others' spoken, written, dramatic, and graphic representations. 6. apply his or her reasoning abilities to a wide range of situations using a variety of materials. 7. .expand knowledge of objects, skill in the arts, and comfort with physical movement. 8. expand creativity, initiative, spirit of inquiry. and openness to knowledge and other people's viewpoints. iVD. EVALUATION Ai. Information from inservice evaluations will be summarized. Si. Teat dat Student assessment data will be analyzed to determine if measurable growth in student achievement has occurred. Re\n01532 Page 133. The iRG Planning, Research and Evaluation staff will assist with analysis of summative evaluation data. 4 . The management information system developed by LRSD will have the capability to compare students VC.  who did and did not participate in the four-vear- old program. These comparisons will begin at the end of the kindergarten year of each class of four-year old-students. STRATEGIES EXPECTED OUTCOMES During the 1988-89 school year, the Four-Year-Old Program was implemented in three iincentive Sschools. During By the 1080-00 1991-92 school year, the program will be implemented in the other Ineent-ive- choe-lo\".' the schools listed below\nBadgett Franklin Garland Ish Mitchell Rightsell Rockefeller Romine -Stephens Washington Woodruff ilZ J \u0026lt; All achoola in the District will iapleaent the Four oar-Old Program by the 100-3-04 achoel year\nA long- range implementation plan will be developed for Re: 01532, 01533 Page 14additional four-vear-old classes. The long-range plan will address demographic, instructional, and structural needs. The acopo of-thia p-goggaa may be-altered, affected and/og enhanced by the--pgopoged-aaaignmont and conatguction pgopo3ala--aade in thia-plan. LRSD will continue to use the four-vear-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. ^otxl not\" C?-f M (jCkV will 'L-ahd Ouz per OiCCota^h\"^/1 . Re: 01533 Page 15CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM A-r Overview For-over twenty yeara,federally fundod-Headatart and compenoatory edueation prograno under Title I of tha Elementary- and Secondary -Education- Act and later under Chapter Iof the Education and Conaolidation Act have demonatratod-eonaiderable-auccocain narrowing the gap in reading and mathematica achievement between white and black elementary childreni But deapite these early gaino,the aehool dropout problem and-thoequa-l-ly difficult problem of undereducat-ion-pcgc-ict-7particularly among aociety-'-a moot 'disadvantaged young pcopPe-r Thi--p-Pan-preposed by LRSD for-the city-wide-early education program will havc-at-h-rec-f-eld-purpooet- Paront-ing education for-both-methora and fathers,family health care,and nutritional-gu-idance\n(-2-)Qual-lty child-care arrangementa-f-or poor working parents- thatatreaa social development-andschool readiness\nand(G-)A quality preschool program- for dieadvantaged three to five year olds, with-emphasis focused on the-four and five-year-old children.- Spoe-lal-Needs(Individual District) The National Association for the Education of Young Children(-1086)identified standards to ensure program quality -ln-preschool -programo\nThe major charactoriatiea Re: 01536 Page 16fog Q quality program include\nataffing pattogna, toaohog qualifioationa, {3 -eompgohonaivG aogv-ioea, curgioulum,andparent pagticipation. Thoao factora will bo addrcaaod in the development of the city-wide- plan. Staf-f-i oattorna-r Low- ataff-child gatioa and-amall group aigca-are key componenta of quality pgctachool programa-r -the-recommended atandagd is a ataff/eh-i-l-d- ration-of ItlO in a group-nolarger than-twenty children aa an-acceptable ataffing-pattegn. eacheg Qualificatione-r It ia recommended that tcachoro have^-eellege level apeeialiaed-preparation in nearly childhood education,aa well aa auper/iaed experience with youngchildren before they are placed in charge of a group-\n- i\u0026gt;araprofeaaional-3--3hould have aufficient education . -ond/or-training in early childhood education-and-ahould be provided with ongoing inaervice training. Comprehonai Comprehenaive aervicea ahould be targeted te-all -children who are economically diaadvantagcd or academically at riak. Comprehona-i-ve^ aervicea include medical,aocial,and health aerviceat required parent participation\nand a program-that- addreaaea all areaa(aocial,emotional,phyaioal and cognitive) ef a child^o development. Currieulumr A curriculum baaed on principlea-of child development ia crucial in-determining program quality-. Reaearchera indicatethat epenatructure curriculum Re: 01536, 01537 Page 17modelo-that- invoWtit-eaGhog and child-initia^-Gd activitica Q3 well Qo teachGg-atguGtugGd individualised -loagning Qctiv-itiea to achieve a' balance of cognitive, aocial, emotiona-jr\nand phyoiea-l-develepacnt goalc. Pa- t Invelveaent . ragentinvolvement -in-pagent adviaogy boagda,' pagont-teaeheg eenfegencea,family aeg/ieec-\nand the i-nolueien e-f-pagenta aa volunteega and employcca- ia an impogtant component eg an effective eagly childhood pgoggam. The pgoggam muat accommodate wogking pagenta if pagent involvement and ovegell pgoggam implementation age to be .-effective. In aummagy. the city-wide pgoggam-\nwhetheg aoheol eg \u0026lt; community  baaed,will t- pgovide a comfogtable, aafer-and'-atableenvi-gennent-t enougeconaictent and nugtuging eage and education give the childgen the oppogtunity te be phyaical-l-y- active,* expand the oppogtunitiea fog childgen te exploge and- meaningfully integoct with the-wogld ageund--them#- pgovide oppogtunitiea fog-tho ehi-ldgen to integaet withy loagn fgom,and be appgociated by otheg childgen? pgovide atimulation and- auppogt neceaaagy fog the- children te develop cognitively\n-aocially, omot-ionally. and phyaioally in theig own timo-and in appgopgiate waya Re: 01537, 01538 Page 18-\nSxpeeted OutGonoa(^eng-Rangc-CoqIa) 3. By September 30,1000,the initial phase for a I comprehonaive oity-wideearly childhood program will be implemented in Litt-1G--Rock. By October 1,H\u0026gt;0-3-,the-number of educafe-ionally disadvantaged atudontaen-rol-ledin early- childhood education programc in the city of Little Rock will be 80 percent-of the digiblc population-.- B-r By September-3-0-\n1003 ,the Little Rock chool District and other- agenciea- in the city of Little- Rock will have implemented a comprehonaive and consistent program for .'minority - and economically disadvantaged children in the city of-Little Rock. 4-r By September 30,1004 ,pre-ocroening data at the beginning of the school year-w-i-Liindicate\"a 75-percent reduction in the number of children identified as- moderate to high-risk. Re: 01539 Page 19CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM The citywide early childhood education program will address three obiectiyes\nfl) to proyjde parenting 560^0 h THi education for the parents of early childhood students\nf2) to proyjde guality childcare arrangements for low-income parents which stress social deyelopment and school readiness\nand f3) to proyjde a guality pre-school program for disadvantaged students. The Little Rock School District currently operates early childhood programs in seven buildings. Plans are underway to open four additional sites in 1991-92. Several Head Start centers are presently in ^operation within the boundaries of the Little Rock School District. The Head Start program is administered by COPE of Pulaski County and additional centers are expected to open. The City of Little Rock Model Cities program has two early childhood centers. The purpose of the citvwide early childhood education program is to combine the efforts of these three entities. along with other entities that may emerge in the future, to provide guality early childhood experiences to as many disadvantaged students in the citv of Little Rock as possible. Research clearly indicates that effective early intervention is one of the best strategies to combat academic achievement disparity and the poor academic performance of minority students. In addressing the Re: 01536-9 Page 20 16 zpfW i c a CoofUAOtc a. fti' 5ob-iectives of the citwide early childhood education procram, the three entities cited in this section have attempted to avoid duplication of services, to the extent possible, and use every opportunity possible to share resources. The following is a brief summary of each of the three programs: Head Start Program A. B. C. D. E. F. G. H. I. Children must meet eligibility reguirements Training provided for parents Medical, social, and health services provided Mandated to involve parents in decision-making (Policy Control) Teachers are not reguired to be certified or have decrees Serves three- and four-vear-old students Three centers in boundaries of LRSD - old King School, Highland Court, and Hollingsworth Court Staff development throughout the year Uses aides Model Cities Program A. B. C. D. E. F. G. H. Teachers are reguired to have degrees Teachers have participated in PET and EPSF training Two sites - East Little Rock Community Center Complex and South Little Rock Recreation Center For working parents only Not reguired to have parent involvement - parent involvement program held twice a year Site used bv LRSD HIPPY program for staff training No plans for expansion Uses assistant teachers Little Rock School District A. B. C. D. E. F. G. H. Teachers must be certified Seven sites in 1990-91 school year Must comply with desegregation reguirements Rockefeller is the only school with pre-four year old students Parent involvement program Ongoing staff development Plans for expansion in 1991-92 Uses aides Re: 01536-9 Page 21In regard to the three objectives cited earlier, the three entities have agreed to the following: Parent Involvement - The entities will exchange calendars for parent involvement activities. To the extent possible, these activities will be available to parents outside of the sponsor's program. The entities will share resources in publicizing these activities. For instance, the Little Rock School District has a cable channel that can be used to announce activities to the public. Districtwide and school newsletters are sent to parents on a regular basis. Likewise, the Model Cities program has access to a cable television station. Staff Development - The entities will exchange calendars for staff development activities and, to the extent possible. the sponsor of the staff development activity will allow representatives from other parties to participate. Considerable collaboration is expected to occur between the Little Rock School District and Head Start since both programs currently use the same curriculum. The staff development activities will be geared to the needs of aides as well as teachers. Student Referrals - The early childhood programs will use a student referral system. This system will allow parents on a waiting list for one program to know about vacancies in another early childhood program. Representatives from each Re: 01536-9 Page 22program will meet as needed to review vacancies and identify referrals. Student Assignment Process - The three entities recognize the need for disadvantaged parents to understand the assignment process for kindergarten in the Little Rock School District. In the past, disadvantaged parents have not taken advantage of the kindergarten pre-registration opportunities that are available. Traditionally, these parents wait until mid-August or after the opening of school to register their children. A representative from the Little Rock School District Student Assignment Office will .meet each year with parents from both programs to review the .kindergarten assignment process. .In,addition to neglecting kindergarten registration, it , -is apparent that some disadvantaged parents are not taking advantage of magnet school opportunities in their neighborhoods, The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. Long-Term Monitoring - the real success of any early childhood program depends on the long-term effects of pre- school intervention efforts. It is important that early childhood agencies have some means of following the progress of their clients during the early years of regular schooling. Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early Re\n01536-9 Page 23childhood oroorams. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each 'tai Id I yea for grades K-3, these students will be monitored on the basis of standardized tests, criterion-reference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. Facilities - The largest Head Start center is located in a ilding owned by the Little Rock School District. The 'le Rock School District anticipates the abandonment of additional buildings in the future. If this occurs. additional lease arrangements with Head Start will be explored. The parties will continue to share facilities for training programs, recreational activities, etc. Re: 01536-9 Page 24ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL The Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation reguirements. All students will be assigned bv the Little Rock School District Student Assignment Office. Little Rock School District's Rockefeller Elementary School is considered separately because it provides a unigue opportunity to explore and develop excellent earlv childhood education service to children and parents, models of early childhood education programs, and training opportunities. with a physical plant built to house the continuation of the Kramer Project begun in the late 1960's. Rockefeller contains the only early childhood education program in Pulaski County providing complete continuity of education and childcare (\"educare\") from earlv infancy through grade SIX. Parent devotion to the program is almost legendary with at least one family having had children enrolled in the program for 16 consecutive years. The following will apply to the earlv childhood education program at Rockefeller School\n1. Capitalize upon the school's high gualitv early childhood education as a desegregation tool. Coupled with the school's other excellent programs, earlv childhood education can help to achieve racial balance bv attracting white children as well as bv helping any disadvantaged children achieve an eguitable education. Parents Page 25have noted that the early childhood education program at Rockefeller is presently more racially integrated than the school's elementary grades. 2 . Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges, and the Little Rock School District. As a demonstration center. Rockefeller will be used for training college students as well as for inservice observation and training for the county's teachers, administrators, aides, HIPPY, and daycare program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children. Parents and educational professionals from UALR and other area colleges will advise the Rockefeller and Little Rock School District staffs on all aspects of planning and implementation of the early childhood program. 3 . Include the earlv childhood education program at Rockefeller as an integral mart of the whole school, and not a separate or II add-on\" program. It must receive the same attention as to supervision, support, staff development. resource allotment, accountability, monitoring, and evaluation as grades K through ix. 4 . Allow the early childhood education three-year- old students to continue on into the school's four-vear-old program, kindergarten, and beyond. 5. 6. Siblings of early childhood education students will be allowed to attend Rockefeller (sibling preference) in order to help retain children in the school. Explore developing Rockefeller as a year-round, full day school for children from infancy through sixth grade, working with a biracial group of parents, teachers, administrators, and experts from area colleges and universities to assess the desirability and feasibility of such a program, j year-round program will promote continuity of services to children, alleviate the learning losses' often experienced by young students over the long three-month summer vacation, and provide opportunities for enrichment not ordinarily included in the regular nine-month school year. A 7 . Re-evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. In order for early childhood education to serve as a viable Page 26desegregation tool at Rockefeller, to remain competitive with private schools and daycares, and to hold both its private paving and Title XX students, early childhood education policies on private pay rates, lunch charges, vacation days, enrollment age, and sick days for long illnesses must be evaluated by the parent committee on early childhood education. The early childhood education curriculum and daily actiyities will be based upon young children's interests and styles of learning, emphasize deyelopmentally appropriate learning, and appeal to children's sense of curiosity and eagerness in order to help them experience the ioy of learning. There will be a full spectrum of activities to stimulate children at various levels of development. The curriculum will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. LRSD will work cooperatively with local colleges and universities to enhance and support the Rockefeller Early Childhood Magnet Program. Page 27AREA I Early Childhood Education OlUECriVES 1. To promote the HIPPY program 1.1 2. To select HIPPY aides 2.1 3. Initial training of aides and staff by Hebrew-University Percentage-ef-eensul-tant- travel 4. To enrol I fami1ies into program 5. To recruit families 6. To determine service of coordinators 7.. To assign famiIies to be serviced by aides 8. To organize Instructional Material cn IJiSD DESFX'RBGATION PLAN IHPLEMBirATiai TTMEI.IIIE STRATECIES/Acnviri ES To compose and mall Public ServiceAnnouncement for local Radio stations and Channels 14 and 16 flyers Interview and select fourteen .. (14) aides 3.1 Hest-and-Arrange logistics with (Anne-Kamps) state, for the Hebrew-University-for Initial training. 4.1 Conduct Home Interview and enroll families into program 5.1 6.1 7.1 8.1 UEGimiHG DATE IHOlllG DATE RESrOHSIDILriY LVAUIAriOU July 29,-1989 August 1,-1989 Annually August-!20, , 1989 Annually September 2, 1989 Annually July 29,-1989 Annually Marian-Shead Hailed letters appear on show August 14, 1989 August-20, 1989 September 2, 1989 Staff Supervisor liarian-Shead Supervisor and Coordina'tors By applicants response Pay the bill Compose and mail correspondence to coiiaiiunity churches to recruit families and instructional aide trainees Identify families to be served by each coordinator Identify families to be served by each aide Print curriculum material August 31, 1989 Annually September 7, 1989 Annually September 9, 1989 September 1989 Annually October 3, 1989 October 3 1989 I October 3, 1989 September 30, 1989 Harian-Shead Annette-Reper Hyra-Randelph Supervisor and Coordinators Coordinators Secretary of HIPPY I Certification of Aides Printing completed ( ) AREA U(SD DIlSEjGRBGATION PLAN INPlJEllENTAf timeline Early Childhood Education Early Childhood Education (continued) ODJBcrrvES STRATBGIES/ACTIvmES BEGINNING DATE ENDING DATE RESPONSIDItnY EVALUATiai 9. To familiarize Aides of the HIPPY Implementation in LRSD 10. Obtain material for program PTl3 rn IQ Q to IM o 9.1 lOil Conduct three (3) day workshop Order material frem-lsrael September 1989 Annually September 1989 Annually September 15, 1989 jeptember I65 1989 Annual 1y Supervisor and Coordinators Supervisor Agenda/Recelve Material Receive Materials ) U(SD DESEGREGATION PLAN I) (PUMENTATH TinrLiui: kREA Early Childhood Education uEcrrvES STRATBGIES/ACriVrriES BEGINNING DATE ENDING DATE RESTONS I Dn.nY EVALUATION I. To orientate enrolled families to the HIPPY program 11,1 Conduct Orientation meeting . Identify Meeting sites 12.1 Secure Meeting sites for of group meetings I. To schedule implementation of HIPPY curriculum Implementation (continue) 1. To provide parents with information that will assist them with their children w* o tn r\\j 00 group meeting Mail out . 13.1 Schedule aides weekly home visits and group 13.2 Schedule area group meeting - print flyers 13.3 Schedule weekly service for aides 13.4 Schedule Aides First teaching with (own child) 14.1 Schedule Workshop for Parents and Aides, mail out and print materials Sept.-27-\u0026amp;-297 1989 Annually Sept. 297-1989 Supervisor \u0026amp; Coordinators Families enrolled in program Oct. 287-1989 Annually Oct. 317-1989 Nov. 47-1989 Annually October, 1989 Annually October, 1989 Annually October, 1989 November, 1989 Nov. 17-1989 Nov. 47-1989 Nov. 17-1989 Nov. 17-1989- Oct. 17-1989- Nov. 47-1989 Coordinators Supervisor and Coordinators Coordinators Coordinators \u0026amp; Supervisor Supervisor \u0026amp; Coordinators Supervisor/ Br7-BeverTy-Hhte- Coordinator Confirmation of site Receive materials Received materials I IJ(SD DESEGREGATION nj\\N IMPl-in-nairA' ill timeline area Early Childliooil Education OBJECTIVES STRATBU lES/ACrrvm ES BEGINNING DATE ENDING DATE RESPONSIBELriY EVALUATION 15. To evaluate aide trainees Mid point (15ih week) 16. To determine program success 17. Began second-part of program's implementation 10. Evaluation of Aides 19. Provide parents with information to be successful with their children 15.1 To evaluate each aide trainee 16.1 Conduct survey of Parents - print materials 17.1 Implementation second part of HIPPY curriculum print material print flyers itiass mail out 18.1 Evaluate Aides 19.1 Obtain a site and Speaker and schedule a Lecture for parents Dec. t97-t989 Jan 237-1989 February, 1999 March 297-1990 March, 1990 Dec. 231-1989 Jan. 397-1990 May 267-1990 March 277-1991 March. 1990 Coordinators Supervisor and Coordinators Supervisor and Coordinators Coordinators Supervisor Completion of survey Participation of parents materials completed Completed Consultant fee paid 20. Build the Aides Children self esteem 20.1 Activity April, 1990 April, 1990 Staff Consultant fee paid 21. Graduation of HIPPY Children and Aides . reception 21.1 Staff will organize June, 1990- June 207-1990 Staff Completion of Program 22. Evaluate Aides 22.1 Schedule final evaluation of trainees in the program June, 1990 June, 1990- Coordinators 23. Staff in Place -o Ql iQ n\u0026gt; GO ro o UI ro 23.1 To begin implementation of.  HIPPY Program July 1^-1989 June 307-1990 Staff began implementation of program 1 IJiSD niiSKREGATION PLAN IMPllT-Efl'ATIi TIlinJHE AREA Early Childhood Education lIDBCriVES srRATEEiES/AcrrvrriES DirrmiNG DA'PE endijk\nDATE RESPONSIDELITY LVALUATIOU 4. Maintain regular staff 24.1 Secretary July 17-1989 June 3e\n-t990 Supervisor To assist in the implementation of program 5. To assist in traveling expense 25.1 Aides make home visit July -W-,--14)39- June -3O-.-14)9O- Aides Pay stipend (U (O n\u0026gt; 50 UI Cj ro r\\3  I USD desegregation flan IMFI.EMENTATION TIMBLDJE \\REA Ioa1 T: E.C.E. - Four-Year-Old Programs_______ To implement the Four-Year-Old Program in selected schools lUECTIVES SPRATEGIES/ACTIVITIES BBGINNING DATE ENDING da'it: RESPONSIBILITY EVALUATION . Identify and assign'new four-Year-Old Program participants in the Major Enhancement- ' ' Schools 1.1 Provide pre-registration inser April-1989 c)uRe-l989 inservices PreseHt-implementatie i Second Seineste~ February - plans to elementary principals 1.2 Conduct media publicity for pre-registratiqn April-1989 Januar' Annually I Annually dune-1989 April - Annually 1.3 Assign four-year-old students April - Annually Recruit teachers and aides as needed Obtain curriculum materials, supplies, and furniture as needed 2tl Interview Survey-llst-ef interested teachers and aides as needed 3t1 Gemplete-and-send-erders-ta venders 3.1 37? Complete and send orders to vendors Train teachers and aidesl.l Conduct orientation and werkshep in the Implementation of High/Seepe E.C.E. Curr-icu 1 urn (S-days) inservices iT2-G6nduet-ffl6nthly-inserviee Q tn Hay-1989 Hay - Annually August-1989 Ongoin June-1989 August-1989 June-1989 lune-AnnuAlly August-1989- Ongoinq -Augu9t-1989 August - Annually August-1989 Ongoing September-1989 Qngeing Student Assignment Office IRG-Staff Communication Department/Principals IRG-Staff- Principals Student Assignment Office Conmunications IRC Staff Supervisors/Human Resources Director/Principals IRG-Staff PrinT/Supvs- IRC Staff Ferms-returned-frem-parents Applications returned to Stiideiit Assignment Participants identified A list of qualified applicants Materials-available Principals/Supervisor . Supervisor/Staff Development High-Seepe-Gensultant Supervisor/Staff Debelopnient IRG-Staff Higb-Seepe Gensultant Materials available Agenda Agenda LRSD DESEGRFjGATION FLAN n-fPIJEMENrATlON TIHELINE ___ _ E.C.E, Four-Year-Old Prngrams- Goai L: (Cont.) AREA OBJECTIVES STRATEjGIES/ACrrvrriES BEGINNING DATE ENDING DAT'E RESP0NSlBn.n7 EVALUATION 5. Begln-pregram-lmple-wentatlen Familiarize parents with Four-Year- OTd Program 5 .'1 Gentaet-parents-fer-Parent-- Teaeher-Genferenee-(preseheel) Conduct parent orientation meeting and parent conference SiS-lBelude-feur-year-eld-ehildren in-Haster-Sehedule-students reBeive-senvlees-ef-eeuHselersT fflusie-teachersj-seheel-nurses, librarlanST-physleal-edueatlen teaehersi-and-art-teaehers 5.3 Ensure-High/Seepe-key-experlenees ee^uring-ln-the-elassreem. 6.. Evaluate effectiveness of the Four-Year-Old Program i.l Admlnlster-apprepriate-EPSP tests Evaluation te-feur-year elds 5.1 Analyze Student Assessment test data and-prepare-repert-fer tRSD-Beard-ef-Bireeters A. I 6.2 Utilize results for program improvement x i) a D m o Ln tn August-1989 August - Annuafly July-1989 August-1989 Hay-1990 JuHe-1990 June - Annually As needed but no~1ess frequent than annually Ongoing August-1989 June-I99Q June-1990 JMne-1990 July-1990 July - Annually Classroom teachers Prinelpals Principals Glassreem-Teaehers Supervisors IRG-Staff Glassreem-Teaehers Associate Stlperin-tendent/ Supervisor IRG-Staff Asseeiate-Supenldent-ant fer-Gurrieuluffl-and -Speeial-Pregrams Number of parents attending Parent/Teacher Conference Master-Sehedules Gurrieulum-eheekllst Test-results Evaluation Report *AMI Fla C I: 0- DELETE ALL No Replacement fZ' |P' O' i etpaiiHkly e?.~ie\u0026gt;erly UHie' o (aayeraliwely^welkp a \u0026gt;Tka (or| iNrt(HcarAii Tiwuw tM U\u0026gt;lw\u0026gt;UII. .f  \u0026lt;Hy WI4, ,.rly ckllAMa CurrlculuB tiU a4 MMMaUally frttckMl (h(l4ra. uUrrilyy Cflt najja------- nscin OajfCTIVfS STMUCKS/ MTIVIIIIS mcimim AH comciioa Mt( coin MvtmioiiiiT fVMUAIlOa iniliNiMO a Ily-Mla* early 1.4 Ta reeeire a leller al tuyyarl Iraa eack ayeacy Oetlrlaf la parlUlyale /. IMO Nr M, |M Nmw (ay Rayrataalat l*i trt t*ttt o**(y Cll re\u0026lt;rA t l|((r( o CXI tn u\u0026gt; cn O m o I I.. Ill* lit  0.1 lair Ihr planning Ihr laylrsrnlal Ilin a I 11 raiOr tt I y ( hl III III.ml IM.MH 7.1 la eiUkllth ylaaalay yraccOaret aa4 lOealL fy key (aaallleet aaO (katryeriaa* aaeOaO If Ike ylaaalaf (ata I.t la I4eallly yrlale aMIllaaal reyretealallaei Ir^ eack pari Iclyai lay ayeacy lar eack caaalllee ?.) la tfallaaala Ike aal (o ke a44reitaa aaR (ke latkt la kc accoapliikea ky tack (Oaailirr, ladudlaf apprayritle llacllaai Io be Mel. 1.1 Io condu\u0026lt;I prio4lc \u0026lt;l lm)l Io f lew p.oqirit al tail, n. IMO Jir n. ijoo Raae (ay eyrataalallket Iraa rack afeaty llrMlarce ylaa for ylaa.u, aa file11. * Jair 10. lOM Jaly M. IM9 Naac (ay ayraiaalat l*ci Ir^ tuh aytacy *are (an.)lire \u0026gt; lapleaker I. 1000 4 ^plroiOer, WpiM^cr M, im Dcceoi^xr. |$W) Maae one ft- OeyratealalIret In ttlh ofoacy 1 r, lt\u0026lt;K Supi for ^fr. a4 \\pe\u0026lt; lI ^10 Hlnulei o( arrlIn^ Of ria DELETE ALL lbM-89 IM9-a9 IWl(N(NrAIIM IIWLIIK 41: far (Tr) lor tht l^lfaUHoa al  c loaruy aM eca,i\u0026lt;.\n yrtictoal cfctlaraa*.*Jf~***^ fprfixat le eirly thllahn^ OivttiM MJfCIIVfS STMirciCS/ ACTIblllfS J.Z la lAcatlfy rtsaurcct by Idoallflod by each caMillca. locludioo aaaalary J.J la rcvirw Ih* flril brafi of Iha coapra* batla plan aod la Mka rocoomadallaat lor rallittt^at 1.4 la tubail Ihc flool draft lor ayaroval la *11 yarOcIpaat Boardi af Blrotiori (idiara pplltblt) MCINHIK BAK COMPlfTIOfl BAK (o$n atiranianin ^pla*r 1. I Mt ^plMBcr M. IMb -0- Sopl. for (urrlculioa aod Spacial Jtouorf. I*M fcbruary. I9M fbrury, I9M f\u0026lt;*rch, IMO -0- -0- Anat. Soyi. lar Currlculua and Spacial Aac. Sol. for CorrlculMB and Sycclol trofroat No Replacement (urrUulu. FfAgf lAwnifia. (VUIUIIM lAralIf Itai|o al ( SutmitiiOR al Itm OrtH OrtfI luOaliica OMilirc la board 4 I SPECIAL PROGRAMS The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. 'he Aooot Program, tThe JTPA/HIPPY Program, and the Summer Learning Opportu-nifcieoProgram are described elsewhere in this Plan. X iri Drcmo ittle Rock School Diatriot/Littlo Rock Job Cor\nAlternative Program atudent-awho are -16yoaro o age or older and who arc exporioncing attendanc and/or diaciplinary problema(-long-term ouopenaiona)may apply- for acceptancc-into the alternativeprogram. Studcnta- electingto-cnro-1- in the regular education component muat-meet the courac credit reguiromenta while attending acho at the Job Corpa Center. New Futures/Little Rock School District Homework Programthe Homework Program will provide Homework Centers in selected junior high schools throughout the ci \\ and-wil-ieotab 1 iah a -Homework w1^ CiJWMwX tot tiitvit ViMl tele If Telephone Hotline in the areaa of English, mathematica, oeionce,and aooial atudioo-r To be funded-by the city of Little Rock buaincaa eommun-i-t-yT- thia program ia acheduled to beg-in during-tefee- 19-88-80 aehool year. Re: 01542 Page 37 Little Rock School District/Arkansas Power and Light Company Slimmer Science InstituteThis is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. The Little Rock School District recognizes the need to expand educational opportunities for all of its students. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivationa :ivation^ OiAMjc-fniwipnani experiences. LRSD and the Joshua Intervenors are now will involved in discussions with representatives of various business organizations in order to secure summer jobs for LRSD students who will participate in a summer program which will combine academics and job opportunities. Re: 01542, 10143 Page 38SUMMER LEARNING PROGRAM I. Overview The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics: 1. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 2. Counseling services provided through two (2) JTPA counselors. 3. Motivational and enrichment sessions conducted on a weekly basis. 4. Computer-assisted instruction with atate-of-the cHTt-appropriate software in reading and mathematics skills. -'Ww. 5. Positive interactions between teachers and -fKthi * students with high expectations for student academic performances and behavior. To meet the needs of underachieving students (ages 14- 21) the Summer Learning Program should be expanded to Re: 01544 Page 39r^i increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted tcj any studen' in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant siots should be filled in both the morning and afternoon s sions wit\nteeth JTPA I* certifigd'^aft^-nonj^cGrt^g^^ participan^ cuf\" 4^4^ The counseling staff should be increased by two one Jfftl Wlu JKI 9W*v'!i0t male and one female. In addition, a psychologist would be ontracted to assist those students who are having serious problems. College students will be hired as instructional assistants, with one (1) assistant available for each teacher and three (3) clerical aides will be added to the program. The college-age instructional assistants must be returning students or twelfth grade graduates who are college bound. This program model has demonstrated its potential for increasing student performance level-a  by four (4)o-3?-fiv^^ f53grade levcla ao aeaauged by the Teat of Adult Basic Mi Education(TABE). A significant factor has been the Id 1^7, - ^Av^lU at**! utilization of highly motivated, competent, and caring staff members. This program model has been effective because all 04'X components have been carefully blended. 04IX uihA(-  Re: 01544, 01545 Page 40 I II. Goals By the year 1993-94, the number of Summer Learning Program participants will increase to 350 students who will show significant growth gains as a result of their participation. Hi-!Evaluation and' M\u0026amp;n-itog-ing(-Processand Responsibility) VWK ihe Pprex and post^test results from the Test of Adult Bao'io- Education will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. G .Programs and individual components will be continued only if JTPA funding is available. Re: 01545 Page 41 ASSET PROGRAM I. Overview Initiated during the 1986-87 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ASSET) provides educational support services to junior high school youngsters who need assistance beyond what is available during the regular school day. Participants meet individually and in small group sessions to receive concentrated assistance in reading and mathematics. Peer tutors who are JTPA certified (lower socio-economic youth) work under the supervision of certified teachers. A motivation component is integrated into the instructional model. Well-planned instructional activities are complemented with a variety of multiethnic and audio visual materials. During the 1988-89 school year, the program activities will be implemented at four (4) junior high schools. The program model has been revised to include more non-certified students to participate. However, a significant number of students (grades 7-9) in need of academic skills improvement will not have the opportunity to participate. To be totally successful in preventing its marginal students from becoming dropouts and in increasing the academic and social skills of every \"at risk\" secondary student in the District, the program should be expanded to address the following needs: Re: 01547, 01548 Page 43 1. three existing junior high populations are not receiving remedial assistance\n2. the location of the remediation sites prevents access by some students to the services\n3. the \"at risk\" students need life-coping and life- planning skills essential for success\n4. the \"at risk\" populations is not restricted to students only in grades seven, eight, and nine. but \"at risk\" students in grades ten, eleven, and twelve are not receiving the needed services\n5. the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. II. Goals By the end of the 1993-94 school year, the JTPA/ASSET Program is expected to achieve the following\nThe services of the program will be available to all \"at risk\" junior high populations. The program will be offered at sites easily accessible for students needing the services. Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. Participating students will demonstrate an increase in self-concept, school/social adjustment, and goal orientation. Re: 01548, 01549 Page 44The services of the program will be available through easily accessible sites to \"at risk\" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of \"risk\"  low academic achievement, high absenteeism, poor self-concept, lack of goal orientation. and low motivation  for all participating students will be reduced. The on-the-job training received by the economically disadvantaged tutors will improve their academic achievements, self-concept, and goal focus, and thus. increase their opportunities for future employment. III. Evaluation and Monitoring The activities of the JTPA/ASSET Program, will be monitored by the District's Office of JTPA/ASSET Program and the Division of Curriculum and Instruction, and yearly evaluation of the Program will be made, using the following data: A. The number of identified \"at-risk\" students grades 7-12, needing the services compared to the number participating\nB. Standardized test results of the participating students\nC. Academic performance in regular classrooms according to nine-weeks grade reports\nRe: 01549, 01550 Page 45D. Absentee records from the home schools of participating students\nE. Number of school drop-outs\nF. Follow-up reports concerning employment and educational activities of participating students who exit the program\nG. The number of parents involved in parental/home reinforcement activities. Programs and individual components will be continued only if JTPA funding is available. 1 CrtOfTwiim' - ivri Page 46p Uiwtl FIm IM  1990 *tra Toalt y^*\u0026lt;*'^7*yOu^^CTrT7? h\"9 pr \" r\u0026gt;\u0026lt;9 **\u0026lt;  OtvIsiM JIfA . $l0f Froprev/Arob Stanwr laarninp OpporluntfTFC )* OBJCCTIVCS STRAnCICS/ ACTIVITKS USIMIM MTK (winiM Mra COSTS usMHiaiLin CVALIMTION 1. to lad all (Iu4atl batwaaa Iha atat of 14 - fl tkat are fartirie4 kr Ike CItr JIFA I. To froti* tho lto4^(i I 'T Io 4elerlae aaber duOeatt lltat accoraiay to latt Kpi^S, 1.0., (low Itaraan/to-fotMr. / 0CZ0l/a9 oa/)i/a9 t TS.OOO QlociaL **   ivortcc Itto ovcroliyrofrao. Mouia haao to aorol) la tho pro^raa (or raaAlal or aMth. Onpolnp evalw^tflM l( done trachert every two we\u0026lt;k( an dandard JIFA evaluation (o uhlch It kept by the Clly a Jmridit lM oiracto our ofdee. A^tolHrtUwo Atiln Little and hanol Outlot ao oTTiCO./ all oTTIco ana9o Iha t. Teachart would/Wrb with each ttwdao0ia a one to oao batl|\u0026lt; Taachart ulll kaaa 4ally uaahly avalualloa raportt Io ulo cltitreaa trilNlof *\u0026lt; Iha (oapuier lab la laarolaf proced. Io tat up Tlaia tri it cultural auaott. chll Tutor eld would be med U aid the teochert wbea available to help Ibe verj (low itudaots. Ceuatelort will (elup . (edlea( fbr ladlvl- ' dual couascllap with each dudent Io a pertonncl folder. thout, art caolar, oitIK la (Hat or Io yauay Kbpl*- lal lalerod ). Toackort HOttia alto have to properly aativato the du4eat( Io aacourapa hlat/ker Io waat to leara. SpoRtor  loockoo* ihM Mhoro lo4oott taloRt ooia 4. CIvo it4**l Taltb par (ana i aaprott Lalaott. la hit/her abUity la leara. / S. To pott-tott at tho i \u0026gt; I I I I CJ atuOoat* that art . havlwf'problaan. . tact .H'aat* **\u0026lt;a Coo-needdry. clnely with leackert. Help (etup proup M\ncooMtolloa tCttlOA*. Teecheri wort with dwdeatl to help tbcai laprove la raadlap ao\u0026lt; oath. Itetivate and encouropo thaa In the learalap proced. Student* mMi b pemltlrd by tcach0 to rcvitw Iheii cvaluatl I*. 4licwti. tlqn. ate aMMrIle any coaavnit that ley alyht have. aad af propraa (a tee Ike proHik dlfferaacei palaad by each dudaal. I Tutori will (did ilie teachert la (he cladroaa. help the (low Icaraeri. MM JB jr- Summer Learning Program tin------- Omt)- r=ywp- fclrlot  4\u0026gt;- nf -*th- ----- ------ -AtvlilM------ 4lWc = :ililfx=: ____\nz^OMa*Uadawa* rCaggfg-, igBamarMw' 4l3?77n MCTIHS smnoirv OCTlIlfIfi kiimim Mil cavtCTiw on I \u0026gt;o-Oto tto llaOaato-j It * 21 that ar* |m mgrgg r tM Ciir JIM rM. u JaUralM ItelMr\nLdentify stu^ aCitnOMti UuK I 1 .-I--------------- i_______ to aarall la tto roaOiat or Mto. dents in need of i'iaAiW!307 re- NKt-MoMiMrt Ito ooc* itoOato M a .Ol MO to MM tosit. H-2,2 * address l-totor *10 IMWIO to to to rrtiOT too needs. avalIahla to tolo4to Um-ttoOaato. April A L .1 I June I MZlWIt 1 V ^cm5 -7 I.  -IDI ------M-|oyi com -t-tJ.DM-BixroasiaiLin cvmuaiioh 2i{a'iLJSU!sa-ssiiL4 \"nr \u0026gt;ato\n-*ltoriaa \u0026lt;*.- ato  .3 iMctort HMlo alM toM to totowrl, atolMto tto itMaau to aacaaraga bto/tor to aaat to laara. ctoea-toUto 4 - - l wr-tttoMrtr Ito , to-hla/tor-aOtllto-to- )*-totoata^l laara.- **\u0026gt; to J hpwViiL inaWidiAM o fD I o tn cn l/v^ -prcujuds toMaUto-attoe-AHi m^at-th*-Olract\u0026lt; -aaO-aaaal a-ati-etnc* -4^M.-mJ-th* -MIc*-. J IM-ewt ta*t-\u0026lt; o-fon' lch_U.ieAt-to-toa-tlty-a4 to JTPA. laachcrt Mill keep dill cialaitlaa r or U_4a M(t-to(t at tto M at to taa tto rMth 4ltiaraactt gilaaO to aach ttaOaat. 4 jj\u0026gt;Mataa\u0026lt;-Taa-|a4l^\nj  Oaal-caa*llaa-wth-( a\u0026lt;aaau-that-ara- ' . aata*-paalMa.--aa~ .-toal-aaraatt-Mhea aaaaaarT^^ - tortj- - claaaty-Mtth- tncharr. toto^-taaap-traap- i aaal tor tarttaar . -?*^.**n *** III* (toOaato to ailp tko I laotoia la raaPlaf ata. Aativata aaa j acattn^ ttiaa la tto I laaralaf ^ncnt, I ?*P toll aitlit I tto laacton la to* J clattraaau toJp_tto. I \u0026gt;Im l*ara\u0026lt;rk. I -Assoc. Supt.- Desegregation / -Assoc. Supt. I Educational Programs -Program .Director each stia*t la lolJar. r*prU ait \u0026lt; HrtoaMl .Uu4U-w4H--b-^efwltt4- **  nay- r DAMhi y -Mey lalfM-towr - iubmit pre-test and )ost-test comparison o JTPA. I 1itaWw Annuli FlIN 1989 M IltfKMNIAIION IlHdINf Person Besponsible \"os* tmugles Io ttpand (he Jim \"ASSII FrAgrea Io Include the progrea in ell junior high schools eacrpi Henn Hr one I Di11 Ion boil: MJfCIIVIS SIAAKbKS/ MIIVilKS (DIHNINC DAU COMPtrilON OAK COSI$ RCSFONSIIIIIK .11I A ASM I (fnii' IO Progna/Am rlrn3rd~T\"uT6i irl ______________ Ffogna (VAIUAIIOM I Io continue JIFA-ASSfI hrogrea In eilsling faur nlor high schools Io ..rovlde rcaedlollon In reeding, aolheaellcs. end coapuler-esslsted Inslruc- I ion Identify tiudenit needing services * Septenber I. 1909 Septeabcr 30. 1909 r -0- locel school counselors tli$s roitcrt Advertise end eaploy counselors Advertise ond eaploy leechers Advertise end eaploy tutors Order Mlerlils/iuy^llet Schedule/laploaent hoae Irensporlellon Scpteedier I. 1909 Scpleaber I. 1909 Septeober I. 1909 Septeaber I. 1909 Sepleobor I. 1909 Niy 11, 1990 Niy 31. 1990 Miy II. 1990 Ongoing Ongoing 137.U (110.717 per counselor) tU.896 (17.117 per teicher) 336.019.70 \u0026lt;104370 per tutor I 16.000 (17.000 per site) 16.000 (17.000 per site) Director of Fmonncl Director of Ferionnel Director of Personnel Director JIPA/ ASSII Director of Irens-porlellon Sinned contrict^ Signed contric (1 Signed I oniric is Hiirriils rririvrd 7. Io Inplcaant the ohove progroa through reoulnlng iMM-aegnet Junior high schools I I I CJ Identify students needing services Advertise end eaploy counselor Septcahcr I. 1909 SepIrater I. 1909 Septeaber 30. 1909 Miy 31, 1990 -0- tlf.U* (116.n? per counselor locil school coudtelor Director of Personnel (liSS rosters Signed Conine Is o TO CD o CU n CD 3 n\u0026gt; 3, o m m m =\u0026gt; Busing schedule ccMgilrlnl 3 O ut cn IO Annual Pita  IM9 M rna Note PougUi Coal\nla tipand otJicnvis 7. Coallaitad I I CJ IMPttMH7AlION lIMfLINI Igraa Io include Ike prograai in all junior high ichooli eacepl Kann Magnet STRAKClIS/ ACIIVITKS TCIHNIM DAU COHnCTION DAU COSTS RTSrONSIIIlITT Advert lit and aa*)ay Itackeri Advert lie and angloy tatari Order Nalerlalt and Suppllei Schedule/Inplcaent Mmo IraaiportatIan Sepleiiter I. Ml Septeahcr I. IM Scplcaker I. IM* Seplenber I, IM* Nay ]l, IMO Nay II. IMO Ongalag Ongoing OlVltlOA JIIA ASSfl Program Progran/AreaiTen^ed 1uToriaI~ fViigram (VAIUAIION tl9.(U (U.II7 per teacher) t7/.OI4.O (1141.70 per tutor) 11,000 (17000 per tile U.OOO (17000 per lite) Dlraclor al Ptriannal Olrcclor af Pmonncl Director of JIBA - ASST I Director of Irancporla- I Ion Signed conlracli Signed {i.nlracli Nalerlali received Bucing ichedule copleled I PUr 1989-90 in RetpontiMe Hot* uouglai Io eapand the counteltng conponentl 0J(C1IVC$ SIRAIICIfS/ ACIIVlIltS IMPUHNIAIIOH limiltK BfGINNINC 0A1E CONPKIION DAtC cosn RESPONSIIIIIH Divilinn .IIPA ASSt I Pri.qrj- Progran/Area 1ilendeJ luior iFI ' I'roqran (VAIUAI ICK 0 provide Mre Indepth ind growp leillon ouniclIng Advert lit r4 c*loy addItloMi dtiMielori Aevlte ealillng coiMiclInt progrgtt to Inclode c- photei an Ilfc-coping and life planning skill* loglcaenl tboc tkllli I I CO (Z Septeober I. 1989 lepleoiber I, 1989 lepteadicr M, 1990 Hty )l. 1990 tW.U4 (118,717 per couniclor) Director of Personnel Signed conlnct 5eptcat\u0026gt;cr 10, 1990 Ongoing -0- 11,500 M(- erleli (1500 per tile) Director of JIPA-ASSU Couniclori Ocvelopoent of progroa outline Sludenl Involveaenl in identified xllviliet SCHOOL OPERATIONS Tho Diviaion of Schools. The LRSD Office of Desegregation will be responsible for monitoring and the imp 1 ementii^ation of the fol-lowing aapccta of LRSD's desegregation plan with respect to the following goals: GgqQnigQtionQl atgucture Diaoipline GuidancG/counaGling Internal Integration Extracurricular activities Evaluation/tooting Sta-ff-ing Planning/iiaplGaontation Tho-Pivi-aion haa ootabl-iohod-the following goalsfr Al. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. fi2. To provide a climate in each school which is based on the belief and expectation that all children can-^earn and to provide resources necessary to suppo: 1,\nnd--effect that belief. 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. The student hearing officer will be responsible for Re: 01554 developing and monitoring plans to reduce the disparity of disciplinary actions. B4. To provide guidance and counseling service which address students' needs-^-j. are supportive of strategies and interventions to enhance student success and expectations-t-^ and provide communication to families of students. 5. To provide guidance and counseling which makes students aware of their options^ and assist students to acquire habits and attitudes necessary for success in school and in later life. 6. To monitor student class ratios-r and instructional  and teaehi-ng practices to ensure equal opportunities for all students S7. To provide and ensure opportunities and encourage- ment to all students to participate in extracurricular and co-curricular activities and to aeessess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 8. To assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. ia. .To review and assess testing practices, formats and results in order to better address the needs of all students while providing special intervention for disadvantaged students. Re: 01554, 01555 Page 51JiO. 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. KU. To review staffing patterns and staff assignments in all schools and district divisions offices for equity. 12. To establish recruitment programs for representation of minorities in all positions in the dDistrict. M13.- To ensure schoolwide planning, and individual tudent academic achievement^. to address disparities. individual needs and student success? and to provide staff development on an ongoing basis. if. To provide staff devolopaont on an ongoing basis. 14. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. P15. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. LRSD will establish programs as described in the following timelines to accomplish the goals set forth above. Re: 01555, 01556 Page 52SCHOOL OPERATIONS I. 1RSD DFSFCRIKATION njW- It-fn-Q-IENrATION TIMELINE To ensure an organizational structure which provides etmi ty of opportiinity and of access iriVES StBATOGIES/ACnVlTIES BEGINNING DATE ENDING DATE RKSlWSinilJTY tVAIJUATTON\nview organizational ture in scliools and al office to ensure cient support for !nts and staff success 1.1 Appoint school based hiracial committees to monitor impleme-mentation and data dune7-1989 June-July Ongoing Annually Principals Associate Superintendent Survey of staff and patron\nor implementation of lesegregation plan 1.2 Oistrict-wida bi racial coriwittce Appoint-a-distriet-wide-biracial to will monitor district-wide desegregation efforts and data 1.3 , ' Establish a reporting system dttneT-1989 Ongoing Annually Associate Superin- Lendent Schools Educational Programs Associate Superintendent - Desegregation Report of the bi-racial conmittees ovide inservice to I staff awareness/ tations of equity nns for students ovide programs which\nparental awareness strict structure, y and programs and to access tliem nX\u0026gt;) tn tn 2J. Inservice cycles for existing and new staff regarding incluoing teacher expectations\"' working with parents at risk youth learning styles 3.1 Mini-seminars at PIA meetings and in tile coiiuiiunity Aagbst7-1909 i' Ongoing Annually ddne-307-1989 Ongoing Annually Assistant Superintendents Appropriate Associat Superintendents and Staff of District ' State-Bepartment-of Education S District Staff PIA Council (local and area) Roster of teachers/participating staff la ta-based-improvement-in-targe ted itudent-sehools Calendar showing piograiiis held Rosters of attendees LRSD DESEGREGATION n AN-IlffT.IMENEATION TINELIME TIIOOL OPERAIIONS (Continued) VES STRAlTjCIES/ACTIVITlES BEGINNING DATE ENDING DATE RESPONSIBILTIY EVAIMATION litor school stan-to ensure high\ny education for udents in. Review of data Present Annually Ongoing V (D B o c Ln CD r Sehool-monitoring-vtsits UM* Assistant Associate Superintendent Principals Assistant Super!nten- Calendars of visits dents f'sting/Evaluation glanning, Resean and Evaluation cn, Monitoring reports Goa 11 ik FIVES LRSD DESFXnU-jGATION PLAM-'IMrLD-BiNTATION TIMELINE To nrovide a climate in each school which is based on the belief and expectation t' ha t a' ll c.h.i.ld. ren ran ,l earn anJd -tP-j_i_c_o_v.-idJ.p rpsniirrp s .pecS.sacyt-nL Qs--liSnbnPnBrtQ aHn_da nptLf fJecL-tbal_bellf- STRATBGlES/ACrrvni ES DEGINNIh'G DATE EHDHiG DATE RESPONSIBILITif EVALUAITON ide education to f and patrons regard school culture and tive school climate 1.1 PIA Board and general meetings to have educational components re: climate and expectations Attgu3t7-1989 Annually Ongoing District personnel as designated by th( Associate Superintendent Agendas of meetings Measurable improvements on individual school climates tor school climate resource allocation 1.2 Use of ehannel-l9 cable Channel 4 to carry brief messages to staff re: expectations, working with at risk and disadvantaged students\nand crejjting positive climate 2.1 Monitor facility,. staff morale, student acheivement, status of media center books and materials 2.2 TnHance equipment, supplies and materials in buildings 2.3 Provide staff development and intervention plans as needed fD o tn tn AHgust7-t389- Annually dune7-1989 Annually Annually Ongoing Ongoing H Assistant Superintendents Principals Media Supervisor II Identified district staff Reports of Supervisors, Assistant Superintendents Staff Development Rosters Quality of Education Survey Results I PSD l)ESI3GREGATI0N rLAN-'IMPliMENTAnON TIMH.INE 11, (Continued] CriVES STRATEGIES/ACTIVrr] ES UEGINNING DAIE ENDING DATE RESPONSIcaiTY EVALUATION work with scliools to p them design programs ch meet the specific ids of their students 3.1 Provide resource assistance to school staffs 3.2 Provide planning time and formats to school staffs 3.3 Develop school profiles which show complete data pictures, for improvement Set goals tablish a program to iiiliarize parents with lool expectations and build a partnership til them n\u0026gt; )o dune-1989 Annually dane-1989 Annually dane-1989 Annually Ongoing Ongoing Ongoing Divlston-of-Sehool3 -and-urrteulam Educational Programs Bttsion-of-School3 Educational Programs School Principals and Staffs Completion of Procjram Designs School profiles and monitored building plans 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students 4.2 Involve parents as full partners in planning at scliool for student^ growth and success ddne-1989 Annually dane-1989 Annual ly Ongoing Ongoing Principals. Staff Principals, Staff. PTA Board, patrons Development of and sharing of school based objectives. discipline policies, etc. Statistical improvement in student beliavior and achievement 1: HI. TIVFS LRSD DFSETRBGATION FLAN-IMPIJiMENTATION TIMELHIE To develop and implement policies which enhance school climate and improve student discipline and attendance while also iiieUntL-insllYirfua.l--StudiU.-n^s_an(LIeaAjn9-Styl.es. STRATBGIES/ACrrviTI ES BEGINNING DATE ENDING DATE RESFONSIBTLITY EVALUATION ide Inservice train-to district person-on discipline in a gregated setting 1.1 Conduct inservice training on discipline management in all local schools Augujt-t909 Fall7-1909 As Needed Director of Pupil Services Building Principals Assistant Supt. 1.2 \"Provide follow'up training for new staff on a regular basis AugMst-t909 Annual 1y Ongoing Building Principal Director of Pupil Services ride inservice to rict personnel on vioral styles and ning styles of lents and divergent\ngrounds 2.1 Provide training for school based Spring-1990 improvement teams (to involve staff Annually and parents) who will train staff at the scliool site with annual maintenance Ongoing ide a comnittee to evi attendance and :ipline policies and on an ongoing s to ensure equity )olicy and policy nistration 3.1 \"Convnittee and sub-commitlees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board memlier to review data and recommend modifications to meet students needs and district needs 19O9-90-Seh8ei ir'ear Annually O 30 QI LQ fl) 3.2 Revise student handbooks as needed (P o tn Spring-1990 Ongoing Ongoing Ongoing Ongoing Associate Superintendents Oensultants Tri-Bistriet Eeoperative Staff Development Staff Identified Staff Associate Superintendents Principals Teachers Director of Pupil Services Patrons Assistant Superinten-tendents III. TIVES (Continued) int joint committee PCSSO and NLRSD in place alternative\nuspension across the :rict with at least such intervention to ilaced at each school bl ish a school based lent discipl ine and jndance incentive tem at each school UiSn DESEGREGATION PLAN-'ItttL.tMEWTATXON TIMELINE STRATEGIES/ACT IVrri ES BEGINNING DATE ENDING DATE RESPONSIDlLm EVAITJATION Review attendance and disciplinary policies and consequences Develop school based discipline plans to be reviewed at district level and to include suspension alternatives Effectiveness of these alternatives to be regularly assessed Review research and develop rewards program such as that recognition and tangible incentives and-awards wi11 be individual to the school XI'S. Implement-programs rii 1909-90 Sehool-Vear As needed Faii-1989 Ongoing Spring-1990 Fall 1901 Faii-1990 Bngoing Ongoing Faii-1990 Ongoing Ongoing Appointed Staff 3 Districts (see eoiiaBoration Tri - District component) Assistant Superintendents Principals School Based Staffs Principals/Staff Assistant Superintendents VIPS Patrons Prineipais Sehooi-StaffJ Review and revision of tri-district attendance and disciplinary policies Existance of alternative plan in each building Statistical data to support validity of plan and improvement in discipline and behavior jOdl: HI. ECriVES (Continued) :)vide counseling inter ition for students th chronic disciplinar li/or attendance prob-ns -o cu m ft) in lO 30 (V in oi IJ^SD OEStjGREGA'lION PLAN-IMrUMENrATION TIMQ-INE V STRATTKIES/ACnVITIES 2.1 Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems 7.2 Involve parents in the team process regarding their children through meetings/conferences BEGINNING HATE Fan-1990 Annually FaH-1989 Annually ENDING DATE Ongoing Ongoing As needed RESrONSIDILm EVAWATIOtl Principals Guidance Departments Director of Gtiidanee Pupil Services Building Staffs School ileal th Services Coordinator Principal PIA Officer PTA Council Counselors School-interventfon Teams Pupil Service Teams School Health Services Records of counseling intervention Records of parent/team involvement Statistical decrease in student attendance/disciplinary referrals al: IV. crivisS 1 jt.sn m\\si-x:uiT:ATion i'iAiriiiii.i:MmrATioN i (uki.ink To provide guidance/cniinsel ing services which address individual student needs\nare supportive of sIraI.ei)ies and interveiitiuiis to enhance sliid enL success and' .exp_e_ claIjonsk\n. .-rrttiiinsLL uULLOOssddiillEELLXXQQiiiitEtiiiiiinniitcaaLions.. 1.0 faiaiTies-oL-Sl.iidenl.s... sn^Airz: I iss/Acr 1 vm I'.s IMSCf Ntll MG dait\nlMnltll\nIWIK iiESinNSiRn-riY I-iVAlJlIATIOU iiriii students of all urtunilies available them and encourage ai to take advantage these opportuni ties ...LI Publish a document annually which lists financial aid , vocational and higher education opportunities for all students i^imnier- 199U' it In Elfecy- Oni|nini| Counselors II i rector of Pupi 1 Services Vocational Director -hi. Encourage students to lake_advan-tage of opportunities open to them e parents partners education of their Idren by making infor-inn accessible to then keeping them orraed 2., L Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities) 2.? Provide written information to parents regarding curriculum and student skills Annually Spring 1998, Currently th 5pring-l990 Annually Ongoing Annually Ongo i ng o cu \u0026lt;n (b cn o n Ln a Principals Counselors Director of Guidance Associate and Assistant Superintendents Oivisionj-of-Eurri-ciilnm- and-Schools Educational Programs UuThling Principals Cniniiun icat ions i.iepartmont Puhi icat ion of doLunh iU Statistical increase in ninuher of students, particularly minority students, receiving financial aid and proceeding into post se-'.ondary education Rosters of meetings al: IV. (Continued) ?1VES ake students aware ducational and post ational opportu-. es te community linkage ssist students in of special services te academic interion strategies on a lol basis UlSn DEStjGRBGATION PLAN-'RtPliMENrATION TIMELINE STRATffiLES/ACriVTn ES Skills and employment fair to be held annually in conjunction with business community 4^1 Through Ford Collaborative, New futures Initiation, city, courts, public and private service providers, provide school linkag with guidance staff for student special needs interventions es BEGINNING DATE Spr t ng-i 990 Annually Currently in Effect ENDING DATE Ongoing Ongoing For Life of the Collahora-tives RESPONSIBILTIY EVALUATION Vocational Teachers Counselors Volunteers in Schools PIA Employment Fair Student Attendance 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic success ex: Peer Tutoring Volunteer Tutors 1989-90 Sehool-Vear Annually Ongoing Counselors, Exeea- Bireetor-New-Future5 tRSB-Casey-eoordtna-tor LRSD New Futures Liaison Associate/Assistant Superintendents Director of Pupil Services Deputy Supt. Principals, Staffs of Buildings Assistance from Btvis ion-of-Schools -and-eurriculum . Educational Programs Associate/Assi stant Superintendents . Established community linkages Annual plan and annual evaluation report comparisions 1: V. IVltS IKSD DESEGREGATION PLAN^IMlLCMQnATION TIMELINE -To provide guidance/counseling which assists students to acquire habits and a11itudes necessary for progress in school and in later life.______ STRATEGIES/ACriVITIES BEGINNING DATE ENDING DATC RESPONSIBILITY EVAIJJATTON ide mini-courses for\nnts in study halls. ng skills, and pre- 1.1 Minicourses to be developed in sequence beginning with grade 4 1990-9) Sehool-Year Ongoing\nr skills in a need program iiiing in grade ugh high school 4 and 1.2 Provide teacher* staff development in the use of curriculum of these / areas Annua!ly 1991-92  School Year! Ongoing  Classroom teachers, VIPS, Guidance Counselors Development of raiiiicourses e awareness of ent or future career ns 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options 1989-90 (Phase-In) 0ngoing- As Needed tn cn Curriculum Staff leacher-Bevelopers of-the-mtnleourses Staff Development Director Teachers - grades 4 en through 12 Student participation in those (comparative numbers) Rosters of Volunteers Goal\nVI. crivES ijisn i\u0026gt;i\nsw\nui/:z\\TiON iijurrMruMiwrATiai tiiih.iih'. Monitor student class ratios. Instructional and teaching practices to ensure egujty__for_All_llUticn-tS STRATEGIES/ACTIVIII ES IlF^INNlf.C DA'fE IWIHC DAIE nrsioNSiniuiY LVAUJATIO\n: ieve cqui ty in class uctures by grade and subject area iieve equity in jdeiil instructional icLiccs Ilieve equity in aching methods 1.1 Review class, basis class ratios by subject, by by teacher on a semester .L2 Address disparlt,lcs with inler- 'vention activities 1.3 Remove barriers to equitable participation of students 2-L Review grade distributions by subject, by class, by teacher on a semester basis 2.2 Address vent ion 3.1 Provide (ftmfdiateW Ongoing Principals Assistant Superintendents Associate Superintendent Monitoring of outcomes ratios and student I Ongoing Principals Assistant Superintendents Associate Superintendents HoniIori ng of niasler srht .iules disparities with interactivities inservice assistance to principals and teachers in reference to variant learning styles and effective methods 1989-90 t School jrcAr 1 y Xvai lai)le Ongoing As nceilei! Staff Devol opniciit Personnel Human Uesoiircos^ Princfpals Assistant Superin- Ak?Gl?St Superintendents Attendance at Inservice Classroom Visitations *Ratios are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and programs to be removed. loal: VII. niVF5 irsn DI-ZilLKF/IATlOH IlAn'llIIllIKNrATlOM TiMEI.ltll-: Provide and ensure opportunities and encouragement to all students to |)articipjtt.cJn_e)i.traurxjji:ulA!l-an-CQ--XULiU.1dl--.actijfiIifiS.------------ STRATEGIKS/ACriVrill-^ IIBGIIINIIIG DATE HOT NG IIAIK RFSPONSinrLriY fVAUJATION irm al I students and ons of co-curricular/ acurricular actives available for tents and of parlici-on requirements ff recruitment of dents to participate 1.1 Use of media and press 1.2 Send printed information to parents LJ Hake clear public address system announcements to students .M Use conwunity agencies such as churches to assist with recruitment LI Individual staff contacts with students encourage involvement 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities Annually Annually Annually Annually Annually Ongoing Ongoing Conaiiun icat ions Department Principals Staff PTA Board Athletic-Director educational Programs School Based Directors of ExtracurTT-cular Activities Individual Staff Members Log of announcements, media usage, other community student contacts  Comparative review of data regariling numbers of applicants and participants by race '041: VI1. rivf.s jContinucd)^ ease student partici on, particularly rity student partici on in co-curricular yi tics al of Remove al 1 i. ers , to_ _eq?u-irt\n.a -ble icipaTion ot stlT-s kthu to participate in acurricular activi- \"O .-o (U n\u0026gt; n\u0026gt; o Ok u\u0026gt; cnS 1K\n.|) i)i'.'\nij\ni'i7:/Vi lUi I'bur iiii'i iiiiHiATioii r STRAITCI ES/ACIIVTI'I fS IltEfniilfiC OAIT. INDTNC IIA'IT\nrun\nRI-.SIONSiniLVlY EvAIJJATIOti Profile student involvement in each club or activity 3.2 Disaggregate participation data 3.3 Develop plans Provide Annual ly Ongoing Principal Staff Assistant Superintendent Directors of fxtra-curriciilar Activ- 71 fes Yearly analysis of participation data and comparative profiles school b'ased recruitment .a district transportation prograra f. or -s--t-u--d--e--n--t_s transportation when necessary to assure equitable participation for students participating in district sanctioned\" extracurricular activities -I.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost Annually FaTl~l9il9 Fall-19n9 Annually Ongoing Ongoing Manager of SupporrServices Assistant Superintendents (Secondary) Associate Superintendent Desegregation Principals Same as above lal: VII. nTVES (Continued) ^lop school profiles h provide overview o lol success or its ct on students so , changes and/or :rventions can take :e as needed 1 USD DESratffiATIOM PlAN-'IhnIJMCNlATION TIMELTNE STRATEG lES/ACriVlT I ES BEGINNING DATE. ENDING DATE RESPONSinnjlY EVALUATION S.l Profile school by: * grade distribution * attendance * disciplinary outcomes * test scores, * student involvement in school related activities * course enrolIments/special program enrollments Immediately Annually Ongoing Associate and Assistant Superin-tendents Principals School Staffs Use of data based school profiles Yearly comparative students Production of improvement plans to address disparities Outcomes evaluation 5.2  Data to be disaggregated by race 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement II oal: yilL mvES IJSD DESEGREGATION IWKlMPIfl-IEWrATlON TIMELTME Review and assess testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students. STRATBGirS/ACrrvmES nEGINNING DATE ENDING DATE REsroNSiBn.nv EVAIJUATION ts to school^^iy ing/evaluation 1.1 Meetings with principals, teachers Spring, J909 Ongoing toring team to asses\ndi ty and reliability esting procedures strategies employed irepare students for taking InTbrmal classroom visits by moni tors 1.3 Compilation of comparative data by school IlA Evaluation of data with recommendations for changes/improveiiiBiits ggrcgation of test lits by grade, by : for review and \u0026gt;ssment for interven- ) purposes 2.1 School analysis of test results by grade, teachers, race and subject area 2.2 Development of comparative data to assess disparity areas, if any 2.3 Preparation to of intervention plan: to address specific student needs Annually Annually Annually Sprtng7-1989 Annually Annually Annually Ongoing Testing/Evaluation Beparlment Planning, Research, and Evaluation Assistant Superintendents Principals/Staff Educational Programs Principals Principals Assistant Superintendents Testing/Evaluation Principals/Staff Associate/Assistant Superintcndents Monitoring visits and reports Data assessment Documented intervention^ as needed Report of outcomes Existence of plans Goal: IX. rrivES To give LRSD DESEGREGATION PLAN-'IMPLHl-lENrATION TIMELINE local schools sufficient authority to improve and to advocate for students, and to hold them accountable for.re^ylt STRATBGIES/ACriVITIES BEGINNING DATE ENDING DAIT. RESPONSinirnY EVAIUATION relop/enhance site-sed management at . 1.1 Staff Development for principals 1989-96 Annually Ongoing Associate/Assistant Superintendents Conduct of staff developihont signaled schools 1.2 Revision of district procedures to provide central office technical support rather than strict control 1x3 Enhance principal accountability for program at the building Ovide support to retalize scliool environ-nts to make it condu-ve to student learning d to order 2.1 Plan of district school rennovation to meet programmatic and student population needs Annually Annually Annually II II II Support Services Principal feedback Assistant Superintendent evaluations of school climate and programs and and principal management of these Completton-of-tasks spond to principal guests for assistance a timely manner 3.1 Set up format for technical assistance with assigned personnel to work with individual schools Immediately As needed Bi vTston-of-Schools Currieulum-Bivision Associate/Assistant Superintendents Educational Programs Curriculum Directors. Supervisors, and Coordinators Completion of task Principal evaluation of plan un i I 'i Goal\nX. BCTIVES Review s date review of re-uiting needs by age, ce, sex and seniority positions in the strict to ascertain ejected needs view of position signments related to cial equity such that 1J?SI) DESEGREGATION PLAN-IKPI-H-IENEATION TD-IELTNE taffing patterns and staff assignments on all schools and district division for equity STRATEGlES/AcrrvrriES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION 1 races are representei every position and lb descript strict ion in the -o (U in n\u0026gt; tn tn VO CJ 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs 1.2 Projection of student population on 2 year basis to validate expected needs 2.1 Development and assessment of school and divisional staffing patterns 2.2 Recruitment of support and nonteaching staff to reflect equitable racial representation in all posi tions Gurrently-in Effect Annually Spring 1989 Current Annually Summer-iyau- Currently in Effect Ongoing Semiannual' Ongoing Sj ^ni iglnal Director of Perjonel Human Resources Office-of-Puptl Accounting Associate Superintendent - Desegregation Director of Personnel Human Resources Building Principals Division Heads Bivision/Bepartment Heads Principals Director of Personnel Human Resources Associate Superin-tendents Completion of tasks Completion of tasks Enhance racial balance in all pos i tions loals: XI LIVES lESI) DF.SBGRrjGATIOW PLAN^IFaLD-BFNl'ATIOH TIMQJUE E51ab 1 isli recruitment programs for representation of niinorities in all positions in the district STRATFGIS/ACri\\TriES BEGINNING DATE IUD ING DA'IE RESPONSIBItm EVALUATION te pool of currently fied teaclier cants and of 1.1 SKare applicant pools with PCSSO/ NLRSD (see collaborative) Fall-1989 Currently in Effect Ongoing Annua I ly\nnts pursuing certi-lion 1.2 Share with NLRSD/PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students 1.3 Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession lA Provide internship programs at district schools for aspiring teachers and aspiring administrati J * IS o tn Spring-1909 Currently in Effect 5pring-I990 Annually Fall-1990 Springl992 Ongoing Annually Bngotng Ongoing Personnel-01rec tor3 Human Resources Directors 3 Dis-tricts Directors of Persenne Human Resources 3 OTstricts Practicing Teachers (3 districts) on a voluntary basis Principals Personnel-Bf fiee Human Resources Office Teacher Sponsor of FTA Collaborative effort with local universities Prtncipals Personnel Office Human Resources Offic? Assistant-Supts Assoeiate-Supt-of Sch Educational Programs Completion of task Preparation of and implementation of sharing plan Implementation of procedures Increase in pool of teacher/ administrator applications for LRSD Goal: XII. IVES Ensure de school based ling based on (sis of all avail-data\na specific it for addressing )1 racial, gender, lisparities  ZJ n\u0026gt; o tn tn LRSD DESFjGRDGATION PLAN-'IMPlfMEHTATION TIMELTNE school-wide planning for prograninatic excellence and individual student achievement STRATECI E5/ACrrvniES BECINNIHC DAl-E EHDII'IG DATE RFSrOMSIBILriY EVAUIATIOM 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist student 1.2 Via disaggregation of data relative to: studeqt performance *discipline attendance participation in school activi ties placement in classes 1.3 Train staff to deal with data and implementation of strategies l.A Tvaluation of outcomes of interventions via milestone reports and final yearly reports Fall 1989 Sprtng-1990 annually 1989-90 annually Ongoing Ongoing Ongoing l.S Reassessment of and modification of objectives and strategies Creation of final plan and strategies 1989-90 Annually 1909-90 Annually Ongoing Ongoing Bi Vtsion-ef-School 3 Educational Projjrams Testing/Evaluatloti Sipartment Committee of Prin-cpals Planning,Research, A School Staff/Prin-cipals School Improvement Teams Formulation of guidelines, plans and interventions ^valuation Disaggregated Outcome Based Data Bivision-of-Schools : Educational Programs Testing/Evaluatton Department Planning, Research, Principals/School Staff School Improvement Team Assistant Supts Principals/Staff Principals/School Staff I I Outcomes evaluations conducted on a comparative basis Evaluation I Goal: XI Ij. IFjCTIVES \"O m 0) (O fD UI (\\\u0026gt; a\u0026gt; (Continued) IRSn DESEKRECATION IlAN-'IMlIJ'MI-NFA'11011 TIMELINE SntATBGIES/ACTIVITTES 1.7 Annual assessment of outcomes of yearly plan BEGINNING IIAI'E 1989-90 Annually fNDING DAir Ongoing RESPONSiniLITY Peputy/Associate and Assirtant Supts Principals Staffs School Improvement Teams EVAl NATION Assessment process and remediation plans for areas in need of improvement IKSD DESEGREGATION PlAN-'D-R'ITMENrATlON TIMELINE Soa 1 .\nXII1. Provide staff development on an ongoing basis to_slaLf_^ndJnarmatliin_tfl-P^eats_reLally\u0026amp;-tfl-S.tudeiiL success GTIVES STRATEGIES/ACrrvrriF^ BEGINNING DATE ENDING DATE RESPONSIDILnV EVALUATION update skills of all trict staff on a ular basis and to p all staff abreast developments in their Id of endeavor u Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to TESA PET Classroom Management School Management 1.2  \"S^d selected staff to professional development sessions in order to increase the number of available trainers and in return for a convnitment to assist with collegial staff development 1.3 Provide district wide program of staff development OS fu (0 IQ (B o tn CaJ-J 1989 Annually 1989 Annually 1989 Annually Ongoing Ongoing Ongoing with maintenance Associate Superintendent - Gurriealuti Educational Programs Assistant Superinten-dents Director-Staff Development State Department of Education Provision of staff development Evidence of enhance classroom instruction with improved student performances II II 1JSD DESBCRBGATION PLAN'IMPIfMEWTATIW TIMELINE Goal: XIV. Collaborate with contlguoas districts regarding aspects of the plan which will facilitate and enhance-aniLiks^gcfigative effocts. lECTIVES STRATBGIES/ACTIVm ES BEGINNING DATE ENDING DATE RESPONSIBILITV EVALUATION I create a collabo-tion whereby all udents in all schools 1 the 3 districts (LR, R and PCSSD) will\nnef i t from a mutual !t of beliefs and pectations for success ir all students and |uity for all students id staff n tn co Contained in the following \"Interdistrict Desegregation Plan\" See attached plan (Vol. II) See attached plan (Vol. Ill) Superintendents and Staff of 3 districts Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the 3 districts in areas addressed GIFTED EDUCATION Long-Tega- Deacggcgation Flan I, FROGRAM/AREA OVERVIEW At Smnmagy of Background Infognation The Little Rock School District Gifted Program offers subject-baaed inatruetion in grades K-12 services to its students through a design that consists of observation and enrichment for all II. students in grades K-2. Resource rooms and indirect services are provided for grades 3-6 and special classes for students in grades 7-12 are offered. The program operates in compliance with It operatea under theatandarda-o^ the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1086. The Standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and facilitators) who have completed or who are in purouit- -of pursuing graduate credits -in gifted education. AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Re: 01593 Page 87Education, gifted and talented children and youth are defined as ... those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experience and/or services.2 The criteria for pupil placement into gifted and talented programs shall be superior above average intellectual ability and creative ability. To the extent that task commitment and/or motivation may be objectively determined, they too may be utilized as criteria for identification and placement. Woi-thoff No one criterion shall be used if the result ia has a disparate impact upon either racial group within the dDistrict. Moreover, special attention shall be denyoted to the identification and placement of minority pupils students and students from low and middle socio-economic levels. While the program models and the special needs and strengths of the gifted and talented program in each district differ, all three districts are committed to following the best practices in the field of gifted education in identification. curriculum, and program evaluation. Re: 01593, 01594 Page 88In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the following areas: (1) curriculum, (2) staff development, and (3) research and administration whenever possible and/or feasible. Re: 01594 Page 89O 01 ro to . n\u0026gt; kl2 o I on (. S VRRIltfalOy Arniual -Ham -19e990-,haart- wwqtiBm4.-qOBsJttaOT Area Goal: I. f LRSD Desegregation Plan Inplonentation Timeline -ehrHhm: -etnrtcnhn-t-st^eem-rra^rMT , ------------------------- -------------- Rrogrea/Acaai -CLflad-idbtaaSLan To astebllsh collaboretlva efforts |n tarns of rasaarch end In the adelnlstretIon and/or OBJECIIVES STIAIECIESZ ACTIVITIES BECIMNIMG OAIE COMPLEIION OAIE EGSfS operation of Cl tied Pfoijunn RESPONSIBilllY EVAIUAIION A QD C I. To shara rasaarch and/or findings In tiw oparatlon and/or adalnlstratlon of giftad programs. 1.1 Establish a schadula of ragular aaatings of tha tri'distrlct gl f tad-caardtaatoFS supervisors. 1.2 Establish a proca-dura to Infora and/ or InvolMO other adelnlstrativa par-sonnal and/or staff ol rasaarch and/or tnnovattva proca^icas NovMliar 1988 Novenfcer 1988 Ongoing -- Noventier 1992 2. Io liwoitigato Uw faaslblllty of Initiating a tri-district effort to - ottablUh a aodal prograa to Identify and aducata toclo-aconoolcally dli- ' advantaged glfladz^ tfan K dependent-upon-fundj- pfoHded-t\u0026gt;r ttia Javits -and-Hfontod iC-ftHdren-^trt-of-Mt\n\u0026gt; 2. 0 Aaak-lar4f4\u0026lt;aUaa-af- ra^lreaanti for tor eiBviIs -ftffidrfroa-tMGe-md Mi-.___________/ x ParHcipate in X Project Premise through the University of Arkansas at Little Rock (one \\ junior high school i in initial group Novenfcer 1990 \\ltovoa*af\u0026gt;-tt8- DecaiberX, 1992 LRSD Supervisor Kaa=McatBn-and PCSSO/ NLR Giftad and lalante'd Caordtnatofs- Supervisors LRSD, PCSSD and NLR Supervisors for Gifted Programs LRSD Supervisor Vaw-OtctiDn end PCSSO/ NLR Gifted Coordinators Agenda ondUlnutai ol aaatings Copies of reports and or data Program Records ot rnvactTgiCTen affui tr- participation I k.. LRSD Desegregation ^1an Iirpl ation Timeline I I --rnin (+rw1- h*n-ii-ri*i-tnnrmrrnn Ar^ Unatr J.^iiIIiIm,, dr Ud l lii \u0026gt;r!-j\u0026lt;MHl llli.if, ,i, tillril lU.ii *1 i.m OHJfdIvn SIlfCII$/ AllllllllS ICIMNIMC OAII (OVUIION DAK HFSTF RKPOinilli III I. Io thifr Ikr loll ul ihii tide raatullinlt in ikr fillrd prn^ria^ lettikir iml pnttiblr II laadt lie KiiUiilr i. Io pln Ong iRplfwal lrl-4Hlrl\u0026lt;| lairrolitl leadudtd kp iho Irl-dlt- Irlcl Hall oo Idanllfl. \u0026lt;11 Ion, corrlculuo. aod propria tiiilii\naa |f lundt ttt Killiblr. T3 01 ID IQ  O IS tn to ay 1.1 CiidTo\u0026lt;l\u0026gt;- frl Io dltlKlt tadlddnll oredl and (e drieiaior tl con-ioIImIi lat k* tbirtd. rMralnalaoi ! la plaa Irl-dlilrlcl la-tarolcct aad Iri* ditirhl latrtaUet tt Mid. Se|ilrM\u0026gt;r\u0026gt;. linf Wpitafcrr. IM -I Oayoinf OayoUf I A| UAI lUII Uwdel rrwiwfd Wf-p-depanil- l\"7-im-oo  Tlrtiwil-tkiUdrioinrit- Jni| ri ili uninnnirHrr Supervisors HiiMilrS \u0026lt;J crl*n(| LRSD frnr-0tn-\\Tm-*n4 fl SSU/ HIV Co\u0026gt;'* Supervisors Miniilrt III nrrt iAi|, Ui-\u0026gt; k .I, a^rnifi, p\u0026lt;rllrl|i4nt ffrqi\\li  I Ion, Ir I diMi II I drrtu|ir\u0026gt;l rxluillun loia.  0 1*1-* Im I. Io CollAborAl* M lb ^^wa LRSD Desegregation Plan Inplanentation Timeline hwtWiitMtoiniwMiie- 1.la_illL\u0026gt;itolllu at a Irl PlUrlll Cllltd *\u0026lt; lkUd Scow nd Sequentt Ol SMIIt, *^aye*a/ae*-*tn^i^t^ritenn- OIJKIIVIS In. ..In. ir.itsfeimfU III \u0026lt;lnrt la lb* itl-dltlrlci llllrd arofrant on Ike tr aa Iln^alleMwenlljjuilttBaaa a\u0026gt;l1 .I1k* * elTt'In, III/alUrirl *5 y.illa*a^ t__f_o_p_e_ _a_n_a_ _t_*_qTaTTn\u0026lt; intleinariil. la aallaa aad \u0026lt;a-aR|ltlr I** * * ktaaa aad M^atact ta^liaaral.- (Conpleted) -D XI cn lQ r I ID ' fD O T-f*2 I r\\\u0026gt; cn . 00 h'S SIMIICHt/ MIIIIIIIS 1.1 foadM I Ci arrilayt I. 1___ Eitii h^ii-aea la Iba afH**** /.I Aaaala*-a-*k4H\u0026lt;trt TOTTltBlBB-nMBttt**- -rHa-aa4 la \u0026lt;aa Flrta^lha-aanamrt-. (Conpleted) BICtMIK BAIC ccmiuoii OAH tMt- RtsroHsianitii Ocioltd . 1W1 1990 omaw.-rtfir Ongoing H Aaa-Bkkvaa n\u0026lt;t MA-Cillea (Mr and Supenzisdr' aakakM (Conpleted) (Ccnpleted) tm-Btrlrtvr-wia-WSa^ tt'CtttMtwnOkitorr i aRrtrm'ireT'r\u0026lt;aq'Aiv. (Conpleted) mM 3 1 J^IVAIUAIION An%lrr U pAi I i\u0026lt; ip4i*i \\. pjf t l( ipjlll *a tlMUli |\u0026lt; (* Roqlai ol-ffiT-\u0026lt;nTnpniiA~T\u0026gt;nT?- (Conpleted) LRSD Desegregation Plan Inplementation Timeline l*rr*jppr-( iap '-'V 'GirinTt^nn\" ( tnn-.' 4. T (cIluc/lk^tiiiLliiii: Ux UUU (iillcil I'luuiaa lu IciPi.vl inj |l|ll('lll lu hinii ii u i iim^ i  I* \u0026lt; ll( \u0026lt;\u0026lt;| ,1.11 !... 'J oiJiciivn I. la laalraral all al\u0026gt;jr(|lr triAllaf lu Ikr |A*4 r. I lararal/re^lrut (u\u0026gt; lay laalAwalAl loa plaa la Inal at IdtalifUAllaa. iMirlialua Aad lUII dr*rlapa*al fD o I go 00 CJ (JI (D co SIIAKCKV atiiiiiiis I.l ! laplfwal All tl\u0026gt;A ll*l/A\u0026lt;ltllltt 4r-llartleP la lAr rr-f laAwal/rrtlrai lur Im ^lAa la MtardAate la Iheir aPpdl**! ICIIWIHC PAH Auqull, IfIM CONPHIIOH . MH Fa11, 1992 -cavu tlSPOMSItllIII 11 Al UA 11(111 Snpr Inlrn.lrnl .EJucatiC 1 \" ' A%%0( . SupI . fui I II nln lev ol_ $( husll. Su^rvisbr (Vui'uiniipri r. 111 rd Prufriai. Nil luart (oniullAnli, OllIrkI-aide CaaaAillm frIadpAlt And Sihool leant, -twaawrttal-fanT-Pd+i-e-,- ArlAntAl OrpAdarnl of IduCAllon. (allr)( Profettort * mI I \"illtl If 4 I III *. !* I * \u0026lt; I III III* gull MULTICULTURAL MULTI-ETHNIC-CURRICULUM CONTENT AREA UROGRAMG I. OVERVIEW Summary of Background Information The use of ifmulticultur^ aulti-cthnic curricula is an Mo protle.'^ us/ l-lpusexc.r. aboosn4o important factor for effective school desegregation. Inlerpre-i 4ke. neon.- - Q. airlciu na-lti-ethnic curriculum LRSD's slricil^ e development will include the following areas of concentration\n1. The multicultural au-l-teiethnic approach will be integrated into the subject areas and courses (Example: Historical and/or social events will be viewed from several othnio racial, cultural, and ethnic perspectives. The study of-- ethnicity These studies will be incorporated into rather than added on to the regular curriculum). Multi-ethnicity A multicultural focus will permeate the total school environment: materials, libraries, assemblies, textbooks, bulletin boards and other displays, assemblies, holiday observances and extracurricular activities. 3. Students will be provided opportunities to develop t better sense of self self-esteem. 4. Multicultural Multi-ethnic curriculum and a multicultural multi-ethnic approach to education will be in place in each school. 5. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups. The Little Rock School District shall use its Division of-C-ufpiculuB and Special rroggamo Office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to, the following: Re: 01599, 01616 Page 94 2.instructional methodology appropriate for a diverse population teacher/student interaction behaviors supplies multicultural materials and seek textbooks free of race, ethnic and gender bias organization for instruction (within schools and within classrooms and in classroom seat assignments) special activities development of objective-\nor preannouncod-,- and non-discriminatory aub-jectivo-criteria for student placement in enriched/honors and advanced placement classes inservice training staffing The diviaion-Office shall integrate human relations activities for the individual classroom into the curriculum in. among othera-.the following wava\nby promoting\nthe use of multi-Gthnio multicultural textbooks and instructional materialSj. role-playing and group projects^. discussions of race relations and ethnicity as they relate to the classroom, the school and the society. A speaker's bureau will be developed to promote a better understanding of multicultural education in the schools and throughout the community. II. AREAS OF COLLABORATION The three districts in Pulaski County will work cooperatively in examining, developing and implementing a Re: 01616, 01599 Page 95multicultural aulti-othnic curriculum. Each district will retain its own general curriculum approach, but will join the other districts in the following areas of collaboration: A. B. C. Annual Multicultural Multi-Ethnic Materials During the summer-of 1088,Little Rock School vendopo. District hosted a Multi-ethnic Materials Fair witn-^ representation by approximately forty (40) / North Little Rock had a smaller exhibit.V Both projects were very well peeeived-by otaff and vendors .- Thia opportunity The need for the review and purchase of books, materials, posters and other multicultural multiethnie instructional ai^ aides will be an ongoing Rood. Annual Fairs will be cooperatively planned and implemented to meet this need. Inservice Training - Training for staff on the appropriate selection and use of multicultural multi-ethnic resources will be an integral part of the tri-district staff development model and will be provided through a variety of strategies/activities. Access to Higher Education Training Opportunities - The Tthree districts will cooperatively access information on courses/seminars related to multicultural multi-ethnic curriculum development and ethnic studies in higher education institutions in Arkansas. This information will be shared with staff members in the schools, and strategies will be developed to motivate teachers to take the identified courses. III. LONG RANGE GOALS EXPECTED OUTCOMES LRSD expects to achieve the following goals through the processes set forth in the attached timelines: i By September 30-\n1980,the curriculum for pre-aeheel J through grade 6 will reflect a multi-ethnic approach^y 1. By September 30, 1900,\u0026lt; 1993^ the curriculum forl grades 7-12 will rerflect a multi-ethnic multicultural approach. The io - ohci. ha.\\ie been cLsinq unAj novO +hcjL Re: 01599, 01600 Page 96 .e\u0026gt;  IV. By September 30, 1991, the ongoing multi-ethnic a curriculum review/revision cycle ^or- pre-achol through grade- -1^ will be established aoa-model in P all three School Districta. EVALUATION AND MONITORING Each building principal is responsible to -tensure that*' the multi-othnio multicultural curriculum permeates the school environment as required by this Plan. A aectionon multi-ethnio curriculum-w-ill bo added-to the-LRSD Bonitaring . checkliot. T =, 4^ere. GJ-e. S''l lI,. +ke. Cits .nR...o .F no+ -W, cLbeckl'34  Le le4-ion  7'__ J 2^ br b \u0026gt;0 ') Re: 01600 Page 97 AREA Multicultural Curriculum IHPUHIMUIION IlHfLiHi AnBo-n*ir-4MU'69 ^crtaa- i\u0026gt;tpoi\u0026gt;tibtr~Pn~Beyrtir)\u0026lt;hthr (iiminhfcr an.r fcnirHrhn iiftfin- -D |V11 tor - . t o.j t A - H..) I- \u0026gt;-1i.m, OBJfCIIVCS STRilfCIIS/ ACTIVIIKS KG I hill NG DAU (OHPKIIQN DAU tons RISPUIl$|\n III (VAI UAIIUN 17^0 provide icACher IcArn-loy opporluolllci Ibrough iuriiAl tourte Iriioing I 1.1 AT ConlACi IocaI colleget And univertllIe* lo eblAln InloraAlloA on' propoicd (ourte oflcr-logt relAlcd lo cllinic tiudict for I he iuAUMr AAd IaII, 49a 1991 1.2 cneteiwe AAd Advcrilic courtc offcringi lo All (crlKicd iiAff, In-eluding opporluAlllei lor lull ion rciAdiurte- Axnl AAd/or lAlAry 1.j\"* irldcnllly pArlKIpAAU In buAMcr And IaII (ourict ffl|-\n-l)IIU Spring, annually Jjih^ISUB-Spring. annually -funnel\" i nd annually 'IxbroAry\" (9US Ongoing -Aprif-IVUtt- Ongoing Oeiulxr-IUSQ-Ongoing Huiiu m.iuiii lull 1011 hulM bur tcmtMil hune Avilii uil- ^|.i tnrrr Aulu*. -AAtf DlrAft\"ii\u0026lt;- Grailonti^ tirhinrl Atadeali -DvAiit -- I ivl il KilliMir hllci for Educational Pro irams Ai^iU uU* SupI . uf f ill 11I III ihal lull ii I 11* I briiqraut for Ed. Pro). IIII il e ol -|*v* vinilirI Human Resoii IdliluyL'i.'l ces -^.-l-dvelop-A DitlM-- -\u0026gt;tdr-autl-i-elhAir-Audiu ~ V lu\u0026gt;( -moiLrco-CAtAlogut - (completMS (all - iyu'\u0026gt; A|imM9U*\u0026gt; hUHV- ^UpUB -* I $U| -ul- XaIII IU Service----- I 'I'r III Al ailimit liaii'.iii|i I mil IV I oay.lvl lii|i mi I i h i lnAnniii'l OffiCfi of Human Resources I nw-llll -i-u1\u0026gt;ln*pir-|-r~.i Tir(- This sho^cLn^r-s ha Q_ C,O'\"'pl.+w._ ,_,ba oneio\u0026gt;'\u0026gt; o E.Mii'toTA , tr NcviCkA-And fAlaleyuc-- -prelent-Audio-vIlaAI-- owltpclbnu-cumcu^-- lu. li.~+orniie\"Aiiilirninjr-lodiiPVi tutl -aulcr Tai'!' 4ru\u0026lt;k Iha -UDu-DS bud lair -|VU- A(irr|- I9U9- tllr.llilll-- Hilei n h.- tllin'l T*-Ki lit hrilin-- 5vrvir cr \"  if.prt-s \u0026lt; I T r.rl- C3 cn O re I AREA Amm Multicultural Ciirriciiluni IHniHlNUriON IIH(LIH( Fcrtdd -BtiPootU Ie -Dr.- Beverl r -Uhl tr - Goa 11---Dollt-t Ibni/^torrirtfliinrlliVil ai (nir) Ilir r md4n inirt~ ill rn7\u0026gt;ll-----Mdltl-Vjrvt 4rnpnnH- /reoraa/Arca-iuft-i-Et OIJICIIVCS STMHGIfS/ ACTIVIIKS KCINHIhG OAH court ri ION DAU (osn RlSrONSItll III IVAIUAIIUN th- Idcnl lip- And -cataIojua albcr-rAtaurai-lar- wti l-tihnlr -Audio vltutl -AAterlAiti-i-.c\nArkaniAr OcpArlMnt- ol (duCAl Ian,-Ulll Ie -Aott Fublle -librArir,- ArhAAtAt-1 thrAry- CoAMtltlun-tl^.- Ge*itc r-print-and-dtt-trlbule 'olthelhntc- Audio-vituAl -r-etour-tc- CAtelajuc- tariht- I- Il I I r -Rni A -Sitiua I- - Bittr trt-- iprinj-19119- - iuMBer-|9U9-- -Au9uSI-I909- IHreithool- -lonltmna-t- (I Hi00-A(r-proxoaivlp- - lor- print IA9 4a|in  rnir-o|-Hcitia- Irrvitrt-mtf- ttf- HeUi4- icrv-|(ct----- t omirl C t c-a-1 a t J lu^nr^- OtriTilinl-nni-nl-1 atj-li.qn.-. 1^--1 -pl An-and -iaipltaienl--ibi -1 Ml r ueH anal-Ha ter I aH-- -lAtr-|Nullt-(thnk^- completed 5^ s x\u0026gt; fD o  cn ro I nt It a I- -tupple- - oenitl -order -|or-Aul 11 clhnU-Audto-vituAl-- BAicrtAlv ieoa Ihr------ 1969- 9B -buduci----- all completed -A-.- tnvolvr icAia- al -|Mr- \u0026lt;nlt\"i-f(aiunll7-r\u0026lt;----- AMuKeAr-Anil-ltaitier*- IA -del AI led-plann iny-tlull-lait- I9UU - loriht fairiptHi i - Aal47-I iaier-l\u0026gt;iAtr-,- *\u0026gt; loraiai lo-hi- hr I it- a a -runpuni-nt -ol- I960- 09 |\u0026gt;rrttliiiiil-tuiiirrrnt e- I I -Julr isu- -ApM 1-1909- ' 4 ? hoo I -jl0\u0026lt;4lr - M.ioo piitti  Atsot T  Lui r-.-i^ -\u0026gt; I- Tl UtJlSflkV^  I 1 Rriprt-11 nnn~ r n'\u0026lt;r  -lM|r|t-ii\u0026lt;*nHr|-inn SUan na.-hrli AREA Multicultural Curriculum -AnnuabPlait------i9IHl-H9---------------------------lleirl- -hn -\u0026gt;potitiBTir^l'?-iiev*y~HFtiT-MiF\u0026gt;itr- 'tol1 r ~~Ho\u0026gt;~K nnt~cur\u0026gt;'ieutuwTjen oinen r - OIJCCIIVCS STRAHfiKS/ AcnmiKs KCINNING OAK lH-l\u0026lt;\u0026gt;enlif)r-n\nM*l- ind - IckaI-vcadaFi-vf-ultl- - ethnic- instructional -- MtcrUlt\" \u0026lt;-\n-(vUbl-Bli-pre- teiioel - -eoft\u0026lt; erencc -dtt c A -nd - - -elnd-tnvit*ltaiv Aa-- -Rtndort* 4-. -font irn t \u0026lt; ir- ptrHtt - panli- -ts-Acqu* lol- print tp*lt-and'CcnlTat'o(( tcc-- ttl\u0026lt;-MllN-|\u0026gt;l*ot-*n\u0026lt;l- ^*tr-r^^l lonthtp^ Ao-acitgreyiltoo- c ffurl * - h - ( onda c b * 41*'( lyi* 19 o - tor- f  It- Io -rti 11 And - -prt\niil-- ^-MoH-ln-0it(rtH--\"to- -tlruf iiooal -Malerialt- -tair*-- INPL(H(NIAIION IIHILINI -tnil- at -Hayr- -1989- - -19119-- dalr9U-- -Au9uit-I9ll9- COMPirilON OAK A|\u0026gt;HI-I9H9  Init-af tUy- 909- I oil- -June - 909- Jwiw- 1909- Holy---Augatl- 1909- Auyutl -I9B9-- |lr-tthaul -- Cuiiliiftitctt- (osn --0-- --0--  --0-_ -Hda-pnnt'*- tm/- - RISrONSISIIIIi -0 W4 * KMV- --Sj-\u0026gt; It t-fVAlUAIIUH _____ 'Att-IIC\n- -Supt-.-ot* -Curr-:-*- Apo-iit AAu-- - grant - - Inct attvc-Uall -A tt-o r-Sop K-t mi -1 -- --S|ie\u0026lt; fal-liroijratii-- * !iii|.cfi*iat'-o\u0026lt;- - Molt*-Str - h vtiH T -Sup I- - 4 uc.  llrsri)rrvBt tinr-amt- -ithuulV -lS0U-tu|i|il u- -tunqilCt*nmo|- -ribt |-riit|-1 r. i -fciMrf rrcini- brin-ila tot - - ttHil -I CRKt-inn  - ItttUA ---- ?  dewflop criirri* (or leilbuut IC*lew and tflupf 1011 all completed R-. Ncvitv UuBril |\u0026gt;llll(y 7,1*' Icalbuut AlJO|l| lull -t*ll-tVIIII-Sept, 1991 Ik \u0026lt;.,|ivi--l9im- Dec. 1991 II cu 8 X) (B Precedes p. Content Are\n105 8 I I I* a\u0026gt; o co Sn(irr t rtr -ol-Moti a - Srrvttct- 0 trvt IOO 01 -t UMMMIt - tal'iant-- At^iit T-Supl-- ut 4u-'u-t \"SliT-r r\u0026lt;4 * tniqrBRr, MMI-ltHt -U-llll-tUblUttuti- - Pitlrl-ir rty-  * T  r b m p.TiTl \\ii|l I vmf- Itpr-t-l* I- -I  ~ -liiuAtiLu-i A|.|iii,.,| I,.),,, Tor Educational Programs AREA Multicultural Curriculum Ahihm) --- --------|er| FerttM -llepriETe^J?7jFw7TrnBi rh\nGoaI \u0026lt; -- ^c^^ol -ticTfliqiiM-nt~ OBJCCTIVIS SIBAUCKS/ ACTIVlIKS i.i iHrUHlNUIlON l|H(( IIK BIGIIIIIIhG OAK (OHnniON OAK (OSI*J -Llirt--! -brv-l * hMr- -kz-o^ntt/Af i RlSrUHSIBIl III I 17AIUAIIUII 0 ic 7.^ b.- Identify An Ad hoc co- aiUte to review cri-lerlA preicnily being used in I title Oort School Oilirici And Ollier ditiricll for lelbooli Adopt iont (111 (leaibertf 7.3 - at bottom C~ SulMilt reviled policy And crileriA to the OoArd ol Oirecturi lor firit reddinij Noveiiliei hn Ober-1911b- Dec. 1991 Ooveailter 1909 1991 Mini I Uli per ilJr) -II-A^$ ih . tiipl n.T -na t  ItrUii Ml (I Ifi Ik ..   For Educational Projrains / i I 7.6 * I I It Adopl policy on leal* liuoK *7 HIHI in- -lor I -r^itiiel- -I*n -Io-1 f A Hl- mH -oiv --Avoiitiii^-Seii-And- Oaco- -OlAt-Aiiil-Sleiealyin)- -lir leilbooAi-, ^7 Si-letl Anil I ecoiiniciiil lu UuAid Im Ailupliuii ol leillniuLi leleAieii-lAi\u0026gt; Aiiil ti'CnnilArrI bdttil Illi r I I ler Id ini\nAllui'l Illi\nI 7.3 Conduct staFF dev' I hoveHiei tVbiA- lieieaAiei'-l'lUV 1991 -11- llel llll 1'11(11'111, A'.mx . Siipl. -lot -bort h-oliMtr-iiwL t|it( J d L J'l ui|rAiik _ For Ed. Prog. I I I I II lull I ul IlKIll In*. I lUdrii III liner lin t I I lllldl \u0026gt;1 11111'11,lu trll-lTGt-  l*JM9 b?IMr hninn i \" Iwir i.n* -wl n Ariiir r -^.opb -\u0026lt;r -luer- ILuhllX-OUl-'ulU 1 i*.l IriHir !.- I -i-iiriiiTh-nn.T Tiirrrnr-.r'nT.r:\" Fai 1.annually iiiiiiiiiiiii -II- A^siii '.Hill 4IUk *|M \u0026gt;1 rt U -1'4 .. ll.ll.ll.l ^l\u0026gt;lll..,I I I I For Ed. Progs. elupment training\non avoiding sex and race bias and stereotyping in textbooks July 1991  Dec. 1991 I Assoc. Supt. For Ed. Schedule oF meeting Prog. and agenda AREA Multicultural Curriculum ter KA- ItlpaiK lUjH jy 7 \"ii'yrrr/-1^ - jjftn e- OIJ(CIIV(S SIRAHGKS/ AtllVlIKS U-tHPKHtNMIION IIHCL lh( 4ii tvtuu tlCllitilHG DAIt (OUPKIlOH PAU (OSIS msroH^iiiuiii P\u0026lt;  j w /A f ifu-JUl G-JTl II u M-I I VAI UAIIUII if1D Tli'31 loir- ntf- ii|\u0026gt; I ee* ft |- 3-Bull'l hft H- ur \u0026lt; u-- JuM 4a\u0026gt;. ^ArLlndeuiArleii. -thruwgh -qiANt-'lr-- completed \u0026amp; \\? n-.-Pliir And lio*|-At-|cll  I hrec - f ) J-pab 111 \"* I r - InqA- l -rtctivt-luggtl-loni'lroh- pilronr un\" -AfCAi-lo br-inilulled-n -A -nul I i-HkHlt- (uFf-l----- -CbluAi- * al l- 49IIU - -IK-Ii.l.n'- HHa l?(MI- l.i-- puMui rl-r- \u0026gt;1 nn--Siq.i  TTif Ti.Tr\" \" I nd -trrriii I Is rtil -?rtf|i| r -|r -imr'\"  irvyel loir I I 7 rjir r r rpT i\" r \"lt. i i.Tir g 1^ I (D 13 o CT\u0026gt; O in Ir.- Idi-nl I ly- -end-fcle iir lh\u0026gt; leFwiiei- f\u0026gt;t-4 eielIonel (|\u0026gt;rrl-ln-e\u0026lt;ull-i-*lhnit ( urn ( n lunr deve I Bpoenl I Ued-contulienl-lur- (nir-l?) -ycer-cunirei-l | In -t-usiier-nl mir mi Ur -i.ir luuk III I (ilire -19UII IIII.IHIU jn\n( yeez- -hn-hni-- | t-nirl-i nr hnri-A\u0026lt;p-iT inorl-ta'-- 4iiil -ti|*ul.|n I -lu-liym*L-  IUIIIr-Hb-M\u0026lt;nHl--rri-- I I 1 Ihtr-lead -\u0026lt;ftn*ullent-.- Ihir Ol*iriftn-ul- Euff I-eultmr end i|it(-|3l I'lA-grtHi- Ml 11-1 viur-e de-leiltd- euftitulu*-de'- eli\u0026gt;|w\u0026gt;rnl- I In**! in- -Isr lhe -ye*r\n- |n ludinif - \u0026lt;hei 111\u0026gt;|- Inr-tnll----- brn'bipnii'rcnilKnra- 1 thir nil -Muri t ml hn if 4 MI4-H MlifM-eiNiMil 11 cot all completed I ni l- lyilll^- -1311- I jii\n- - I I -iicitibcr--l yuu Irrxil- tun-.iil rAKI\" 1^^ tut-:-SupI 7 7 \u0026lt;orilT nhin\" pAtf 4lplrt-|el-P-tA|-Mr^-\u0026gt;'*  * I liM-l-ini- TIT.trit I i-lirnitrr iyui  ~-~ L I AREA Huiticultural Curriculum AnnI -M- (atli------- Hulrnl Ihitkf-t'ttinMrnriiiir --------(Ttarr tih I n - iiwh^ Inpianr* OaJ(CIIVS JIRAHCKS/ ACIIVIIKS O\"Dl\no O CO o CTl O CTl ' e-.-(dtnl-i(ir\u0026lt;orrklu-- ( oaa 111 tir Maben -And-fsnlrACl -(r-Krvicet- B-Hilh/S(-\u0026lt;cn(c- -ll-licidinj/lenyuesr -Art^ J-Arl \u0026lt;-iix 1 h $! nd !- (-(-ibrerm- 4- (-.-0bl4in-\u0026gt;ill l-elhnH-curricnluiranllt- lrmi- anels-ustd-in- aintr-- diilfifll-- 4.^ Imvelup -utpec-UI tunu -lur-u^b-ul -lbtl-\u0026lt;-- -tource-eentullenU-tir- -aiill -rlhHI(-\u0026lt;urn-- -fulua -atwel\u0026lt;i|iviil-- iHrUMHIAilOH null Illi H XCIliiilhC OATt UI (-I Salils H-Hitr- Ji.-Uuucu-J lie-secti u.ei-nl- -$lk- |(rl- Inrirl-reVtirtrCt- -dintal I ntr In-jei ee  nnr 1H|-Oltmr rnnuc- -tWr fnilnafleer lii|'ier|-- I I Hixtrfil lee-al 1 completed I (OHridlON PAH hti fiber 49blt- -I inl- al -Oi-|t -19UII-I I I -litiubrr-llllib I -IR \u0026lt; bber-19(111- (osn RisroNSiiiiiii I- 4*-  bf ayraaMree -li.r^fj^^l**12! ( Ml UAllUh il A,-4Pa ni'cr |irr flkf -|iir- IHmI-IiI--I(I- lr*-rrr-Tr- I iri|.n|- -nnir. iHt- Artiii - -Sij.T -n\u0026gt;T  (MMf-A -t.|*rl-|l -Ife.-- yreiia\"\" AtJirtT -laqit -(ie -ivfr- 4iia i.|ir\u0026lt;-lal -l*t ((fawi V Hbl-I Mr Hrrl- A*tvei*N-fH - b.M-reeir t nmeii t ri \u0026lt;h4ii'1  II I I I I tin e(-Tie.rel-nbb-1 r. I f ri-ler.-|r^- t ninril tn \u0026lt;-.n\u0026gt;IT -A$-iee. -iMpI--liH-l-wii- pji 1 jU.i T \"K hfiniiMii - I V A.illU H i I JMl i AvMit-- Aiiiitl-- Uh-I-ihh. hOf)tr^-1nir qiri| Miid-Sin-r tai-iw'r P4i 1 iripanrr l--9Hilr.nH-hn'nrr r nnm nw-m Knr- f- rh I I -1I I AREA Mu 11icultural Curricubini AnnuAl-Mon----- |ArJ- ferion-heipooH hlt-tir-hr^ji|~(A.~Alh -^1-\n----- M(U 4 \"-l-lhA \u0026lt;C -tfilt U4JTiMt* Dtf OIJ(CIIV(S SIRAKCKS/ ACTimiKS I ?-tonduc|- inrt r lc- -te  i on-6it-*'H I hod *- -(or-6cvclopin9 HuHi -(thnie ItAchint -Slrtle- -5lle*^-|o-lnlinl(r4*)- tinoeMUoiiint-lhv- -r-Al tent Io r-Afoodu And -yoAlo -ol-Aiulll-elhnt- -turritulntir |b) -4letl- -opiny -A- ooii(pluAl- -Il'AA^wOl A -foi -AMI 11A-- -t I hole xorrii oluAr And - -J\u0026lt; i*ln9 pro- -Aodorti- lor- dAwelup-- -iny-A -Aiul I r-fAhntt-- -(UCA lluluAa- 11 -t oiidnt I- IA kA- A Oil' 1011 Uli ^AHiilur-iMj^Ak- lOtnl I - - -I itdMii- AlAdlmr-- lHn(H(HU\nOh IIMdIM XblNlilNC DAU (OHHdlOH DAU (osn msruiisiBii III -4 rjTon -lut(*4\u0026gt;vi -1 yub- hli*rA4\u0026lt;i-lJbll- 4IaA(-\u0026lt;u(a- wtOhA'l- $BIIII-4\u0026lt;lr- - - UMHlUlIMk- -h-- ^*4 - ( MtUAI lull Ai-lttt-.- II-** I KullMl*- Allll l'llll|l-AA\u0026gt;k- I' r-d4w.4-4UH-I I I  hrvn  nnrpl' \u0026lt; nn-rnf nr.r r-iTfli.ptrn 71\" J \" lf.l bH:-  hi-1-idiTf .. . r jr I, Jnior Al ioaaI uv-llit.-- curr imliiAi unf lo|Aiient- 1-11*1 mt-InAinlhly- Atrol in\u0026lt;iA-Milli-A|iK 11 K-doltA -dr.r loprd -m- Ca\u0026lt;l|lt|-Al llllr Mlllr AOHi- A 11 n- AKAdll l 3 I - UIMVIU^- iuy-\u0026gt;luuy- --h- I S 33 fD I T ^nl HmI 11- \u0026lt; hr  O * cy a -i-liA^reluH*i ivr-tiiililr -lin - TwI h-Ciiiil rii|- ArvA- At\" 'll* h-ip Aiii--I'*i-I----- bp-ii -lyiih  TMuir IH *\u0026gt;  all completed fmncr -jupi- - Im-liiri 7 -inii|-7|-Trri.-|-|-i-i |l-AA\u0026gt;k - I |inir-irt-ranri.rir.ri\" -\u0026gt; -bH - - in  -ur**^  I' AREA Mu 111cu1tural Curriculum IHPUMNIAIIOH IlHdllH An\u0026lt;Hul-rUN--4Ullll.Uli------ htarh -ll\u0026lt;\u0026gt;NnnKl-U.--l\u0026gt;i.yfr|p izr^tiue-fioA 11  Hu I PI-1 iiiiiip -C-orrlfvIuih-Oirveit(|\u0026lt;iirnl JllotVtuli- JUfl * i ITJLIiH------- OlJdliVtS SlRAKGirS/ ACTIVIIHS tlCIIIIIING DAK COIIPUIION DAK COSU i!sroNSiB\ni III I I I I VAI UAI ion I X) a o I* cn o co r-|ype -tnd-prlnt -*l l- -]uld(P-Nr -Coa4u(\u0026lt;- lAPcrvicc- \u0026lt;or- -Nll-ci\u0026lt;enl4rp-prine pp Ip -pn4-|pp(hrrp r-lnvulvp-pMn( ippli-piid -leppntrp-iN- orUrr-inf - -*il|i-p|hni(-*iPieri|p- -Ir#* -lu\u0026lt; I- III. i Idin] - 4\u0026gt;ud]ul i- -J |-|-|K\u0026gt;lp-iv| IpI'Ip- -MltPUlp-CPl*-- -loqupp -lu-liu I Idiny- -IpwpI -|\u0026gt;r-ineipilp- -|Z|-lirili'p-4nd-4c\u0026lt;)ulpu - -aulpp uU-bAped-on -(umculuw-lo- bp- -lauiitoP - Sumner \"i SBJ  Vunnitr -1909 - i-ivili\u0026gt;i t - - PiiiP pPIiK IpPU-SuiHlali^- lilUI*- ilolr-ISI19- Anquil- ^9b9 ^r^nc-l|.*li-- -lutPtlulu^llll -lvi(nt'P-Pi p -if lll*l.|- t Olr-- Iprenip------ -ttiNtm**** 19U9- SvpItwIipp-l'JUV ^VOTOtrtr- -lyA\u0026gt;r.--tnp|--|(ii-tnrr- |-|nrl -Appvua ImK-|, u,- rrui|I J.Br~ I irr AT-niphlrn- I -SMIM -nni I rr n. , - -!.nrI- - hn - P.m - -{-/nn nrt.r  \u0026lt;1*^ V|* *\u0026lt; t *^1 * nnfT in~* * I I Airra)|- - Air.nr r - ih -P..w ,\n-Ih-. Pr .Uri r nn nm n.P - ~ mill-b|q-\u0026lt; 1 \u0026lt; I-I iinit nihv- |l'i-liit iimI-I I I I i I pT-IpIphiI -iiiipt'rkp -lliioauir prhpunlnP l.ir- _ll-|P P -IprpI -I pqulin -v-|plili|4Pp -i luMt'l- -rS'l l(i\u0026lt;i*.-|ri-mllnir, -Iuli\u0026gt;iu4*i\u0026gt;'-m l-.T -Pin 41. P -PIrid ii---p|-|i no-- nrp. -|r all completed - lltUIIII*r - ! Juuiuiinu )9U!Pj  -9lr 1101.1- I \"viTir  I I -xU_ * BnAr L I  txH-w# k- P.u-fqr tnn.i *- -.-.nT.r.m.-i\" I I AREA Multicultural Curriculum I AnnuAlJlAn- PfHlitie:--BBy-- ___________ (teAr)- Ferten -AetponuFI^--Di-,-lliivt li- 4k,-Hiiiie-- Goi It rwh oaj(ciiv(s SIRAKGHS/ ACIIVIIKS 1 7 IHPKHINUIION IlHdIlir -,^^1 f e 4 2 iLj LHH'4r22^_\"r: r qr diej A -three ) -cdufe- -fferewtt-et-eleaenUre - IIdreiv4tt- yrdetde-Av -oweriew-l- Ahe -roai\" t\u0026gt;-r III ileveliip end laiiileMnl t wln-Fthniriumcu-luw hx-jredey-l-l^ multicultural I s O tf' I cn o iX\u0026gt; BIC I nil I NG OAK ( -tuehentive emlAt-elhitu . -eurcjiwtuai-all completed at -Vert l|r -lettind-yeAr- -cnnl rA( \u0026lt;-!-ti41 lOna t- -Vaperl- A n -eml 11 -el hn H- turrteuloai-bn - III- ( S(i|ie f 41 lUH-M11 h-1 III -Iv4ii-tuntull4nlr-1hv- -Oiet Hill-  I-lurr kuImh -And-Spuc-i 4I-4'1 Bgreait- -wU-l-Htur 4etUca- -eurrieulu(i-\u0026lt;lr*tlo|Mni- -I iiiel Hie- lot:.^he 49^9- -9(Lt(hiol-y4lT-Hk-- -tludlnir e-thvt t Itit- -Ukr-letl-iotyiU AHin-rijii \u0026lt;iiii lint I .ii 11'411 thri-i- nj i^Hk ii.-el-lllllk III ItH'ln -^tui ibt lril 11 In: pa 11 iiti% IM. 411'jt l|. Ill Illi |,|,., Ill ii a... 11 I -1*1 Illi I, I III I  M I* I hi: III.) I Si \u0026lt; IMKl.ii t ~~ ' -pcKloXiCL. evteAiO' COHPlIIION DAK ''4 Md -III-Av|il-, 49U'4- -Jonr H9b9 - -sitihe -|9U9- I 4m- 7: craa.?) cosi$ 4!illli-l\u0026lt;\u0026gt;a 14 11*1-14 I -4lli\nllfl0-pr,- -Irear dt'-- I IiMH.-piil. I liiAtr- I nispoNSiuti\ni| IVAl UAIIUII -\u0026lt;)Hl-S|4-t trl- t rmir ttttrr H-m t Tt-ri'nl\" Hi\u0026lt; Htri* err - I I i Di\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":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["87 pages"],"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_376","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 1-218","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":["1991-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 1-218"],"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/376"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["43 pages"],"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\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 1 - 218 May 1,19914 u II II n n n II n n n n El a a a a El a LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 1 - 218 May 1,1991IM n TABLE OF CONTENTS 11 Volume I II 1. Commitment to Desegregation Page 1 2. Leadership Page 3 II 3. Early Childhood Education Page 5 4. Special Programs Page 37 II 5. Summer Learning Program Page 39 a Asset Program Page 43 7-6, School Operations Page 50 a S-7. Program for Accelerated Learning Academic Support Programs Page 75 a 98. Gifted Education Page 87 II 999. -3r3r\n- Multi-Btehnio- Curriculum Content Area' Programs Multicultural Curriculum Page 94 i910. Focused Activities Page 126 a 39-11. Parkview Science Magnet Page 138 II 12. McClellan Community School Page 148 19-13. Recruitment Page 150 II 3914. Federal Programs Page 152 3915. Vocational Education Page 154 11 3916. Library/Media Services Page 165 II 3917. 3918. Special Education staff Development Page 172 Page 191 El 9919. Support Services Page 203 2920. Parent Involvement/Community Linkages . . Page 207 El II El d H II TABLE OF CONTENTS Volume I II 1. Commitment to Desegregation Page 1 II 2. Leadership Page 3 3. II 4.  Early Childhood Education Special Programs Page 5 Page 37 II 5. Summer Learning Program Page 39 6, Asset Program Page 43 II 7. School Operations Page 50 8. Program II as Acoc-ler-a't-ad Laagn-ing . . Academic Suroort Programs Page 75 . 9 . ... Gifted Education Page 87 II . ,.10. .. -Muir n 1 u'n* A Content Area Programo Multicultural Curriculum Focused Activities Page 94 Page 126 II 43-12  Parkview Science Magnet Page 138 13. McClellan Community School Page 148 A 14. Recruitment Page 150 Il 15. 16. Federal Programs Vocational Education Page 152 Page 154 A 17. Lihrary/Media Services Page 165 IS. Special Education Page 172 A 19. Staff Development Page 191 A 20. 21. Support Services Page 203 Parent Involvement/Community Linkages . . Page 207 A Ad u Volume II 1. H 2-. Student Assignments student Aasignmont Handbook . Page 219 . Page 239 n ^2. Facilities Page 251 *3. Incentive School Program Page 260 d 54. Monitoring and Evaluation Page 370 65. n 7-t Transportation Data Processing Page 316 Page 313 d WOTE ? An-asterisk (*)indicates a part of the Plan that mast change if grandfathering is not permitted. d Interdistrict Plan d 1. Introduction Page 381 2. Overview Page 384 3. Interdistrict Desegregation Plan Student Choices and Options . . Page 393 d 4. Summer School Page 414 5. Staff Development Page 425 d 6. Multi-District Desegregation Plan School Operations ............ Page 427 d 7. Library Media . Page 442 8. Special Education . Page 444 d 9. Vocational Education Page 467 d 10. Guidance and Counseling Program . . Page 469 11. Parent Involvement/Community Linkages . . Page 472 d Public Relations Page 476 d n dd d II COMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment. The method of assigning students is II merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among students and staff members. The next II step involves a commitment to quality desegregated education II by the District, parents and the community, commitment always requires a plan of action. Of course, real To that end, II the Little Rock School District Board of Directors is committed to the following: II A. The belief that all children can learn Il B. The elimination of achievement disparity between black and white students on standardigodr norm-referenced and criterion-referenced and minimum performance -tests Il c. el D. Il E. Il Il F. G. Il If ri Improving educational quality and student academic perfomnance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/incentive schools Improving race relations among students and staff members Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments\nparticipation in extracurricular activities\ndistribution of resources\netc.) Promoting positive public reaction to desegregation The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation Re: 01517 Page 1fl 11 H. The development and infusion of multi-ethnio cultural education in all content areas of the curriculum. fl I. fl Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education In summary, the Little Rock School District Board of Directors is committed to having quality desegregated education in all schools-ducing the 1989-90 school year and H years to como. Quality desegregated education will result H in long-term stability and growth for the city of Little Rock and Pulaski County. It will also also will provide all fl Little Rock School District students with the academic and social skills needed for successful experiences in the H future. The Little Rock School District Board of Directors hereby acknowledges its commitment to quality desegregated M education and respectfully invites parents and community  leaders to make the same commitment. Such a commitment has to occur in order to ensure stability in our schools and I A ultimately achieve unitary status. A A A A A A Re: 01517, 01518 A Page 2DI n LEADERSHIP H I Central to any school desegregation plan should be a clear focus and understanding of the kinds of goals to be It is insufficient to establish as a goal the achieved. a II n physical movement of bodies and the rearrangement of boundary lines so that students can be brought together in ways that provide different racial distributions in different settings. The mere physical movement of children does little to guarantee any changes in the quality of education\nin school achievement patterns\nin interpersonal relationships\nor in the variety of patterns of ethnic No plan should settle for the mere mixing of The plan should have as its primary focus an plurality. youngsters. ' , educational environment encouraging academic and human growth for all students based upon their individual needs n and talents. A vital factor in successful school desegregation is coherent, and consistent leadership for change from *  . The II n ---------1, the Ssuperintendent and Board of Directors. Ssuperintendent together with the Board of Directors must set specific guidelines for behavior from their subordinates, and model that behavior for the community. The Board of Directors and the Ssuperintendent will assert their leadership in the following: Bl o Bl o II o Bl o II Bl o School boards should reflect represent the multi-ethnic backgrounds of the population that they serve. The school board and superintendent isar^ responsible for providing equitable and direct means for keeping the local citizenry informed about the schools and for keeping self and the staff informed about the needs and wishes of community. The school board and the superintendent will clearly delineate 4rtg-the District's desegregation mission to the staff and to the community. The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting. IB Re: 01519 Bl Page 3H o The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. o MH The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary decisions will be consistent with dDistrict desegregation policies in tenns of buildings, staff, materials and equipment. o The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. o M The school board and administration will conduct an annual, self evaluation of its -their commitment to a quality desegregated education in the following areas: EH Board/Superintendent Relations M Board/Community Relations Board Member Interrelations H Board/Administration Relations to eOther Staff Members EH Board/Administration Relations in -fFiscal Management Board Relations to Instructional Programs HI Hi As the plan for desegregation and ultimately unitary status for the Little Rock School District is evolving, the Ssuperintendent and the Board of Directors will iensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. Hl Further, the District will -iensure that the Hi schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her race, culture, religion or economic status. Hl HI Re: 01519, 01520 H Page 4 I TH  I EARLY CHILDHOOD EDUCATION When they enter school, children who are economically i I, 4 !i disadvantaged and who are members of a minority racial or ethnic group are less likely to perform as well as their I: I middle-class peers. The economically disadvantaged and minority children have not developed the skills, habits, and j 1 attitudes to the extent expected in the primary school * years. The lack of developmental and educational experiences is often evidenced by low scores on tests of intellectual and scholastic ability, which can result in unnecessary placement in special education, retention in  grade, low scholastic achievement, and, eventually, dropping out of high school. Poor children who attend good preschool child development programs become better prepared for kindergarten and the primary grades. In addition, preschool programs hold the potential for greater academic achievement, less at-risk behavior in the teen years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's Association has identified preschool education as the key investment in education for state governments. The greatest hope for change in the lives of children R * in need is through the investment at the beginning of the formal education process. Since the pioneering studies of Re: 01521 R Page 5 1  Benjamin Bloom on the need for education for 3- and 4-year-  olds, additional studies have continued to document the academic and social success of those who have been involved in early education programs. The 1986 findings of the  High/Scope Educational Research Foundation verify that successful early childhood programs affect children's later  success in school. This research links student achievement in high school and beyond with the home and school as  powerful influences on the intellectual development of young to children. Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. * According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today. with an estimated 4 four million enrolled in public schools programs. Although there have been significant enrollment increases, a large number of children still need access to preschool programs, particularly those children from low-income families. The Children's Defense Fund (1987) to reports that Head Start currently serves only 16 percent of the 2.5 million children who need early childhood education services. This lack of affordable programming leaves over 2- two million children of the nation's most disadvantaged children unserved. In Pulaski County (Arkansas), the Head   II Re: 01521, 01522 Page 6 I  start and City of Little Rock Early Childhood Programs serve  a small percentage of the eligible disadvantaged, and at the present time, no public ochool funds age-being used to  implement early childhood pgograms. Poverty continues to be a problem for young children:  Twenty-five percent of all 4- and 5-year-olds today are  poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). Poor children are only half as likely to be enrolled in  preschool programs as children from affluent families (Children's Defense Fund, 1987).  Current national and local social, demographic, and economic trends tell us that today's lack of accessible  early childhood programs will become even more severe. especially for the poor, and the need for programs will  continue to rise for all socioeconomic levels.  Little Rock School District proposes the expansion of existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. These programs will have three components: il. HIPPY The Home Instructional Program for Preschool Youngsters (HIPPY) 4- and 5-year olds) a will focus initially on children in families who Re: 01522, 01523  Page 7  live in the ahadow attendance zones of the current  racially identifiable incentive schools in the Little Rock School District. This home-based  program, which complements the school-based  program operative in the schools, recognizes the mother as the first significant teacher of the  child. *11. FOUR-YEAR-OLD INCENTIVE SCHOOLSPROGRAM - The High/Scopo District's preschool curriculum model  will be implemented in three-of the lincentive all incentive schools and other selected Sschools in  the Little Rock School District. Effective the lQOO-80 1990-91 Sschool year, this model will be  an integral part of the effort to improve the  academic achievement of minority and economically disadvantaged children and to attract white  students to the schools. 3-111. CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM -   Beginning the apring aemGOter of the 1988-89 school year, the Litefele Rock-School District will work cooperatively with other federally funded earlychildhood programs to collaboratively implement an education program to better meet-4:he  needs of inner city Little Rock-studcnta. These three programs aredcacribed in greater detailin the following pageo. Re: 01523, 01524 Page 8   (NOTE: This section was moved) HOME INOTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) 1 h J-r Program/Agea Overvi-ew A. 6ummagy-of Baekggound Infogmation OVERVIEW During the fall of 1986, the Little Rock School District implemented the Home Instruction Program to serve educationally-disadvantaged children in the  community where high-risk children were identified. Developed at Hebrew University in Jerusalem, Israel, by  Dr. Avima Lombard, this international program  identified parents (primarily mothers) as the first teacher of their children. The specifically-designed          curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers of four- and five-year-old children in teaching their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were less likely to repeat grades, less likely to be identified as needing special education, less likely to drop out of school, and were overall successful school pupils. Sv Special Needs(Individual Distgict) Although enrollment has increased in early childhood programs, the needs of many children of low- income and minority families are not being met. The Re: 01525 Page 9 1  Little Rock School District HIPPY Program depends on 1 external funding sources. The HIPPY Program cannot be continued at present levels without the continued  receipt of JTPA and Chapter 2 funds. iiB. Areas of Collaboration The home-based program and the four-year-old  school-based program will collaborate in the areas of parental involvement and teacher training. The Little  Rock School and Pulaski County School Districts will  collaborate and coordinate the on-going implementation of the HIPPY Program. iiiC. Evaluation and Monitoring (Proceag and Responsibility) Evaluation using the Early Prevention of School Failure or a similar model, will be conducted on the HIPPY participants as they enter and exit kindergarten session(Pre and-Post test). A standardized achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy. \u0026lt; Re: 01525, 01526  Page 10 (NOTE: This section was moved.  HIPPY timeline moved.) FOUR-YEAR-OLD INCENTIVE  SCHOOL PROGRAM * * i-r PROGRAM/AREA OVERVIEW A. Summary of Background Information OVERVIEW Four-Year-Old Program A fFour-year-old school-based program was implemented during the fall of 1988. The High/Scope Program curriculum, or a similar curriculum, forms the core of the four-year-old program. A fundamental premise of the High/Scopo curriculum is that children are active learners who learn best from activities they \u0026amp;v plan and carry out themselves. Children learn by the scientific method of observation and inference, at a level of sophistication corresponding to their development. PrecGptg of High/Scope have been validated in a 0-yeag-longitudinal research project, rnported in tho High/Scope monograph. Changing Lives-t- The Effeeta of the Porrv Proochool Program Youth Through- Age 19.- The High/Scope curriculum complements the home-based curriculum of the Home Instruction program. Special Needs Educationally-disadvantaged and lower r socioeconomic children often enter the formal education setting without the prerequisite skills and experiences needed for academic success. Although usually highly Re: 01530, 01531 Page 11   motivated, these youngsters must be provided additional  learning time and structured experiences to enable them to develop their potential. Research and  pre-kindergarten program practices have demonstrated that early education experiences can increase the opportunity for success and also increase the  self-concept of participants. iiB. AREAS OF COLLABORATION 5il  The Little Rock School District and the Pulaski County Special School District will collaborate on  parental involvement, inservice and training for .(1 1. I I teachers and aides. Each district is committed to I  ensuring that all staff members are prepared to fulfill I  the District's expectations for a guality Early ' ii !, i. I Childhood Education Program.  III. EXPECTED-OUTCOMES The High/Scope key GxperioncGa'^-pgovidG q useful framework that curriculum provides a useful framework to guides teachers in conducting the classroom program. These key Kev experiences help the teacher encourage  and extend children's self-chosen activities by providing developmentally appropriate learning experiences to develop each child's ability to: 1, make choices and decisions about what to do and how to do it, using his or her own time and energy  effectively. Re: 01531 Page 12HW 2. identify, pursue, and complete self-chosen goals I and tasks with originality and responsibility. 3. work with other children and adults in group planning-7- and cooperative efforts-\nand with shared leadership. 4. express thoughts, ideas, and feelings\nto speak n about, dramatize, and graphically represent experiences in order to communicate them to others. HI 5. comprehend others' spoken, written, dramatic, and graphic representations. m 6. apply his or her reasoning abilities to a wide range of situations using a variety of materials. m 7. expand knowledge of objects, skill in the arts. and comfort with physical movement. I 8. expand creativity, initiative, spirit of inquiry. w and openness to knowledge and other people's viewpoints. iVD. EVALUATION Al. Information from inservice evaluations will be IBI summarized. ira B2. Teafe-dafea Student assessment data will be analyzed to determine if measurable growth in student in achievement has occurred. m m Re\n01532 Page 13 I 3. The ifi Planning, Research and Evaluation staff HI will assist with analysis of summative evaluation data. HI 4. The management information system developed by Bl LRSD will have the capability to compare students who did and did not participate in the four-vear- Bl old program. These comparisons will begin at the end of the kindergarten year of each class of Bl four-year old-students. VC. STRATEGIES EXPECTED OUTCOMES During the 1988-89 school year, the Four-Year-Old I Program was implemented in three iincentive Sschools. Du F-ing By the 1909-90 1991-92 school year, the program will be implemented in the otherIncentive Schools, the schools listed below\nBl HI Badgett -^Franklin Garland 4\u0026gt;Ish Mitchell -Rightsell 'Rockefeller Romine x\u0026lt;Stephens Washington Woodruff Bl All schdols in the District will implement the Four Year-Old Program by the 1993-94 school year. A long-range implementation plan will be developed for Re: 01532, 01533 Bl Page 14 I I additional four-vear-old classes. The long-range plan I will address demographic, instructional, and structural needs. The scope of this program may be altered, HI affected and/or enhancod-by the proposed assignment and construction proposals made in this plan. LRSD will continue to use the four-vear-old program as a means to ? I meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. 3 1 I HI Bl 1 1 Bl HI Re: 01533 HI HI Page 15Q CITY-WIDE EARLY CHILDHOOD EDUCATION BU PROCRAM Av Ovoffviow m Feg-ovop twenty yoara, federally funded Headstart and compensatory education programa under Title I of the Elementary and Secondary Education Act and-later under H Chapter I of the Education and Conoolidation Act have demonstrated considerable aacoeaa in narrowing-the gap in reading and mathematica achievement between white and-black olementapychildren. But dcapite thcao early gains,the I aehool dropout problem and the equally difficult problem of undoreduoation peraist-,--particularly among-societya most disadvantaged young people.  The plan proposed by LRSD for the city-wide-early education program will have a threefold purpose\n1 Parenting education for both mothers-and fathers, family B 1 health care, and nutritional-guidance\n(-2-)Quality child-care arrangements for poor working parents -that stress I social development and school readiness\nandf-3-)A quality preschool program for- disadvantaged three to five year olds,with emphaois--focu3cd on the four and five-year-old children. Bv Special-Weeds(Individual Di-strict) The National Association for- the Education of Young Children(-1986)identified standards to ensure program quality in preschool programs. The major characteri-stics Re: 01536 HI Page 16 1 Ifog a quality prograa inoludei(1) staffing pattegns/ t teacheg qualifioationa,(3 ceapgchenoive aegviees, 1 euggiculuB, and (5) parent pagticipation. These faotogs will be addressed in the develepnent-ef the city-wide plan. 1 Staffins pattognci Lew sta-ff-ohild gatieo and anall aS group sigea age key ooBpenenta of quality pgoaohool pgoggaBS i the geooBBended atandagd ia a ataff/ohild gation ef It 10 in a group ne laggeg-than twenty (20) children aa an acceptable staffing patternt Teacheg Qualifioatienoi It ia geoeBBended that teachers have eot-teqe--level specialiged pgepagatien in early childhood education,aa well aa auporviaed experience with young children before they are placed in charge ef a group \u0026lt; Paraprefessienalo aheuld have suffieient education and/or training-in-early childheed education and aheuld be 1 f. I, I i 1, 1 1 I provided with'engeing inservice training* CeBPrehensive-Serviees *Oenprehensive services aheuld b f be targeted to all children who are eceneBically disadvantaged er aoadeBioally-at risk* CoBprehcnaive ocrvioes includeBedieal, aeoial\u0026gt; and health acrvioest required parent partioipatienfand a progran that addresses -all areas(social-,- eBetienal, phyoieel- and I.. i cognit-ive) of a child's develepBent* Currieulugtr A ourriouluB based en principles ef child development is crucial-in deteraining pregraB quality* Researchers indicate that epen-atruoturo ourriculuB 1 Re: 01536, 01537 Page 17 J I models that involve tcaoheg -and child-initiated activities I I as well as teachcr-structurod individualiged learning activitiesto achievea balanceofcognitive,social, emotional,and physical development goals. Parent -Involvement. Parent involvement in parent advisory boards, parent-teacher conferences,family services,and the inclusion of parents as volunteers and employees is an important component of an effective early childhood program. The program must accommodate working parents if parent involvement and overall program implementation arc to be e-f-f active. In summary,the city-wide program,whether school or eemmunity based, will\nprovideO' comfortable,safe,a-ndstableenvironment\nensure consistent and nurturing care and education\nI give the children the opportunity to bo physically active\nI expand the opportunities for children to explore and meaningfully interact with the world around them\nI provide opportunitiesfor the children to interact I withr loarn from,and be appreciated by other- children\nprovide- stimulation and support necessary for the children to develop cognitively,socially,emotionally, and physicallytn their own time and in appropriate KI ways. KI Re: 01537, 01538 Page 18 ! s 1 4 1 M wI tExpected Outcoaoa(Long-Range Coala) By September 30,iOQO,the-initial phaae for a comprehonaive city-wide early childhood program will be implemented in Little Rock. By October 1,1003,tho number of educationally disadvantaged atudenta enrolled in early childhood education programs in the city of Little Rock will be 00 percent of the eligible population. 3-r By September 30,1093, the--Littlo Rock School Diatrict I and other- agenoiea-in tho city of Little-Rock will have implemented a comprehenaivc and conaiatcnt program for minority and economically diaadvantagod children in the city of Little Rock. 4-r ^y--September 30,1904, pre-acreoning data at the beginning of the achool year will indicato-a 75 percent reduction in tho number of children identified aa moderate to high riak. ) Re\n01539 Page 19 1 CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM The citywide early childhood education program will address three objectiyes\n(1) to proyide parenting education for the parents of early childhood students\n(2) to provide guality childcare arrangements for low-income parents which stress social development and school readiness\nand (3) to proyide a guality pre-school program for disadyantaged students. The Little Rock School District currently operates early childhood programs in seyen buildings. Plans are underway to open four additional sites in 1991-92. Several Head Start centers are presently in operation within the boundaries of the Little Rock School District. The Head Start program is administered by COPE of Pulaski County and additional centers are expected to open. The City of Little Rock Model Cities program has two early childhood centers. The purpose of the citywide early childhood education program is to combine the efforts of these three entities, along with other entities that may emerge in the future, to provide guality early childhood experiences to as many disadvantaged students in the city of Little Rock as possible. Research clearly indicates that effective early intervention is one of the best strategies to combat academic achievement disparity and the poor academic performance of minority students. In addressing the Re\n01536-9 Page 20 objectives of the citvwide early childhood education program, the three entities cited in this section have attempted to avoid duplication of services, to the extent I j possible, and use every opportunity possible to share n resources. The following is a brief summary of each of the three programs\nHead Start Program A. B. C. D. E. F. G. H. I. Children must meet eligibility reguirements Training provided for parents Medical, social, and health services provided Mandated to involve parents in decision-making (Policy Control) Teachers are not reguired to be certified or have degrees Serves three- and four-vear-old students Three centers in boundaries of LRSD - old King School. Highland Court, and Hollingsworth Court Staff development throughout the year Uses aides Model Cities Program A. B. C. D. E. F. G. H. Teachers are reguired to have degrees Teachers have participated in PET and EPSF training Two sites - East Little Rock Community Center Complex and South Little Rock Recreation Center For working parents only Not reguired to have parent involvement - parent involvement program held twice a year Site used by LRSD HIPPY program for staff training No Plans for expansion Uses assistant teachers Little Rock School District A. B. C. D. E. F. G. H. Teachers must be certified Seven sites in 1990-91 school year Must comply with desegregation reguirements Rockefeller is the only school with pre-four year old students Parent involvement program Ongoing staff development Plans for expansion in 1991-92 Uses aides Re: 01536-9 Page 21 H H In regard to the three objectives cited earlier, the ! three entities have agreed to the following\n1 I Parent Involvement - The entities will exchange calendars H for parent involvement activities. To the extent possible, H these activities will be available to parents outside of the sponsor's program. The entities will share resources in publicizing these activities. For instance, the Little Rock School District has a cable channel that can be used to A announce activities to the public. Districtwide and school newsletters are sent to parents on a regular basis. A Likewise, the Model Cities program has access to a cable A television station. staff Development - The entities will exchange calendars for A staff development activities and, to the extent possible. the sponsor of the staff development activity will allow A representatives from other parties to participate. A Considerable collaboration is expected to occur between the Little Rock School District and Head Start since both A programs currently use the same curriculum. The staff development activities will be geared to the needs of aides A as well as teachers. Student Referrals - The early childhood programs will use a student referral system. This system will allow parents on a waiting list for one program to know about vacancies in another early childhood program. Representatives from each Re\n01536-9 Page 22ni program will meet as needed to review vacancies and identify ni referrals. I Student Assignment Process - The three entities recognize WI the need for disadvantaged parents to understand the q assignment process for kindergarten in the Little Rock School District. In the past, disadvantaged parents have BQ not taken advantage of the kindergarten pre-registration opportunities that are available. Traditionally, these Mi parents wait until mid-August or after the opening of school to register their children. I A representative from the Little Rock School District Student Assignment Office will meet each year with parents from both programs to review the kindergarten assignment process. m In addition to neglecting kindergarten registration, it is apparent that some disadvantaged parents are not taking HI advantage of magnet school opportunities in their neighborhoods. The annual sessions on kindergarten registration will also be used to provide infomation on HI magnet school opportunities. Long-Term Monitoring - the real success of any early 5 I childhood program depends on the long-term effects of pre- Hl school intervention efforts. It is important that early childhood agencies have some means of following the progress Hi of their clients during the early years of regular schooling. Beginning in the 1990-91 school year, a list HI will be compiled of all graduates from the three early Re: 01536-9 Hl HI Page 23 IIC' ii * * * l n childhood oroarams. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criterion-reference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. Facilities - The largest Head Start center is located in a building owned by the Little Rock School District. The Little Rock School District anticipates the abandonment of additional buildings in the future. If this occurs. additional lease arrangements with Head Start will be explored. The parties will continue to share facilities for training programs, recreational activities, etc. Re: 01536-9 Page 24 I' p I I. 1 } 11 1] 1' I li ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL i\nThe Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. t i *1 The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation reguirements. All students will be assigned by the Little Rock School District * student Assignment Office. * Little Rock School District's Rockefeller Elementary School is considered separately because it provides a unigue opportunity to explore and develop excellent early childhood education service to children and parents, models of early B childhood education programs, and training opportunities. With a physical plant built to house the continuation  of the Kramer Project begun in the late 1960's. Rockefeller 1 B contains the only early childhood education program in Pulaski County providing complete continuity of education B and childcare (\"educare\") from early infancy through grade I I i six. Parent devotion to the program is almost legendary  with at least one family having had children enrolled in the program for 16 consecutive years. The following will apply to the early childhood  education program at Rockefeller School\n1. BB Capitalize upon the school's high gualitv early childhood education as a desegregation tool. Coupled with the school's other excellent programs, early childhood education can help to achieve racial balance by attracting white children as well as by helping any disadvantaged children achieve an eguitable education. Parents e Page 25 p II have noted that the early childhood education program at Rockefeller is presently more racially integrated than the school's elementary grades. 2 . Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges, and the Little Rock School District. As a demonstration center. I.. Rockefeller will be used for training college students as well as for inservice observation and training for the county's teachers, administrators, aides, HIPPY, and daycare program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children. Parents and educational professionals from UALR and other area colleges will advise the Rockefeller and Little Rock School District staffs on all aspects of planning and implementation of the early childhood program. 3. Include the early childhood education program at Rockefeller as an integral part of the whole school, and not a separate or \"add-on\" program. It must receive the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. 4. 5. 6. Allow the early childhood education three-vear-old students to continue on into the school's four-vear-old program, kindergarten, and beyond. Siblings of early childhood education students will be allowed to attend Rockefeller (sibling preference) in order to help retain children in the school. Explore developing Rockefeller as a year-round, full day school for children from infancy through sixth grade, working with a biracial group of parents, teachers, administrators, and experts from area colleges and universities to assess the desirability and feasibility of such a program, year-round program will promote continuity of services to children, alleviate the learning losses often experienced by young students over the long three-month summer vacation, and provide opportunities for enrichment not ordinarily included in the regular nine-month school year. A 7 . Re-evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. In order for early childhood education to serve as a viable Page 26 desegregation tool at Rockefeller, to remain competitiye with priyate schools and daycares, and to hold both its priyate paying and Title XX students, early childhood education policies on priyate pay rates, lunch charges, yacation days, enrollment age, and sick days for long illnesses must be eyaluated by the parent committee on early childhood education. in' I The early childhood education curriculum and daily 13 actjyities will be based upon young children's interests and 1 1 styles of learning, emphasize deyelopmentally appropriate t learning, and appeal to children's sense of curiosity and eagerness in order to help them experience the ioy of fl 1 learning. There will be a full spectrum of actjyities to li: stimulate children at yarious leyels of deyelopment. The If? curriculum will be multicultural in focus and sensitiye to '.1 f i the cultural and ethnic heritages of children. LRSD will work cooperatiyely with local colleges and uniyersities to enhance and support the Rockefeller Early Childhood Magnet Program. n Page 27  : hS I lb-  c 'if !|i, !'[ '13 L'l? \"JAREA Early Childhood Education OlSJtXTTVES 1. To promote the HIPPY program 1.1 IJ^SD DESEGRB3ATI0N PLAN UlPLQlENrATIOH TTKI-UIE STRATEjGIES/ACTIVrriEiS BEGINNING DATE ENDING DATE RLSIONSIBIl.riY LVAl NATION 2. To select HIPPY aides 2.1 3. Initial training of aides and staff by Hebrew-University Pereentage-ef-eensul-tant- travel 3.1 4. To enrol 1 fami1ies into program 4.1 5. To recruit families 5.1 6. To determine service of coordinators 6.1 7. To assign fami1ies to be serviced by aides 7.1 8. To organize Instructional Material 8.1 To compose and mail Public Service'Announcement for local Radio stations and Channels 14 and 16 flyers Interview and select fourteen (14) aides Hest-and-Arrange logistics with (Anne-Kamps) state, for the Hebrew-University-fer initial training. Conduct Home Interview and enroll families into program Compose and mail correspondence to community churches to recruit families and instructional aide trainees Identify families to be served by each coordinator Identify families to be served by each aide Print curriculum material July 29,-1989 August 1,-1989 Annually Augu5t7295 . 1989 Annually September 2, 1989 Annually August 31, 1989 Annually September 7, 1989 Annually September 9, 1989 July 29,-1989 Annually Marian-Shead Mailed letters appear on show August 14, 1989 AHgH5t-2e, 1989 September 2, 1989 October 3, 1989 October 3, 1989 October 3, 1989 Staff Supervisor Harlan-Shead Supervisor and Coordinators Marian-Shead AnHette-Rsper Myra-Randelph Supervisor and Coordi nators Coordi nators By applicants response Pay the bill Certification of Aides o oj in n\u0026gt; no CD September 1989 Annually September 36, 1989 Secretary of HIPPY Printing completed AREA Early Childhood Education Early Childhood Education (continued) OBJECTIVES 9. To familiarize Aides of the HIPPY Implementation in LRSD 10. Obtain material for program LRSD DESEGREGATION FLAN LHPLEMEILl'AnON TIMELINE STRATEGIES/ACTIVITIES 9.1 Conduct three (3) day workshop 1 Oj 1 Order material frem-Israel BEGINNING DATE September 4989 Annually September 4989 Annually ENDIMG DATE September 46, 4989 September 46-5 4989 Annually RESPONSIBILiry Supervisor and Coordinators Supervisor EVALUATION Agenda/Receive Material Receive Materials T3 Ol U3 fb ro co X)UiSD DESBGRBSATION PLAN IMPLEMENTATION TIMETINE AREA Early Childhood Education OBJECTIVES STRATBGIES/ACTIVmES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION 11. To orientate enrolled families to the HIPPY program 12. Identify Meeting sites of group meetings 13. To schedule implementation of HIPPY curriculum Implementation (continue) 14. To provide parents with information that wi 11 assist them with their children -o QI LO fD co O TO fD tn co 11.1 Conduct Orientation meeting 12.1 Secure Meeting sites for group meeting Mail out 13.1 Schedule aides weekly home visits and group 13.2 Schedule area group meeting - print flyers 13.3 Schedule weekly service for aides 13.4 Schedule Aides First teaching with (own child) 14.1 Schedule Workshop for Parents and Aides, mail out and print materials Sept.-2?-\u0026amp;-297 1989 Annually Sept. 297-1989 Supervisor \u0026amp; Coordinators Families enrolled in program Oct. 287-1989 Annually Oct. 317-1989 Nov. 47-1989 Annually October, 1989 Annually October, 1989 Annually October, 1989 November, 1989 Nov. 17-1989 Nov. 47-1989 Nov. 17-1989 Nov. 17-1989- Oct. 17-1989- Nov. 47-1989 Coordinators Supervisor and Coordinators Coordinators Coordinators \u0026amp; Supervisor Supervisor \u0026amp; Coordinators Supervi sor/ Br7-Severly-Whtte- Coordinator Confirmation of site Receive materials Received materials LU(SD DESI-jGREGATION plan IMPIJMENTATION TIMELINE AREA Early Childhood Education OBJECTIVES STRATBGIES/ACnvrriES BEGINNING DATE ENDING DATE RESPONSIBILnV EVALUATION 15. To evaluate aide trainees Mid point (15th week) 16. To determine program success 17. Began second-part of program's implementation 18. Evaluation of Aides 19. Provide parents with information to be successful with their children 15.1 To evaluate each aide trainee 16.1 Conduct survey of Parents - print materials 17.1 Implementation second part of HIPPY curriculum print material print flyers mass mail out 18.1 Evaluate Aides 19.1 Obtain a site and Speaker and schedule a Lecture for parents 20. Build the Aides Children self esteem 20.1 Activity Dec. 197-1989 Dec. 237-1989 Coordinators Dan 237-1989 February, 1990 March 207-1990 March, 1990 Apri1, 1990 Dan. 307-1990 May 267-1990 Supervisor and Coordinators Supervisor and Coordinators March 2?7-199( Coordinators March, 1990 April , 1999 Supervisor Staff Completion of survey Participation of parents materials completed Completed Consultant fee paid Consultant fee paid 21. Graduation of HIPPY Children and Aides reception 21.1 Staff will organize Dune, 1990- Dune 207-1990 Staff Completion of Program 22. Evaluate Aides 22.1 Schedule final evaluation of trainees in the program Dune, 1990 Dune, 1990- Coordi nators 23. Staff in Place -a QI fD co TO tn IM to 23.1 To begin implementation of HIPPY Program Duly 17-1989 Dune 307-1990 Staff began implementation of programLRSD DI-SSBGREGATION PLAN IMPLEMENTATION TIMELINE area Early Childhood Education ODJBCnVES Sl'RATEGIES/ACriVrriES BEGINNING DATE ENDING DAIE RESPONSIBILITY LVAUJATION 24. Maintain regular staff 25. To assist in traveling expense \"O cu \u0026lt;o n\u0026gt; OJ ro TO fD cn r\\3 CD 24.1 Secretary duly 17-1989 June 307-1990 Supervisor To assist in the implementation of program 25.1 Aides make home visit July -PS-.--1-989- June -30-.-4990- Aides Pay stipend LRSD DESEGREGATION FLAN IMPLE\u0026gt;!ENrATION TIHELINE AREA Goal T? E.C.E. - Four-Year-Old Prooram.s_______ To implement the Four-Year-Old Program in selected schools OBJECTIVES STRATBGIES/ACTIVrriES BEGINNING DATE ENDING date\nRESPONSIBILITY EVALUATION 1. Identify and assign new Four-Year-Old Program participants in the Major Enhancement- Schools 1.1 Provide pre-reqistration inser i inservices Present-implementatiet plans to elementary principals ApF4I-1989 JHHe-1989 Second Semester February - Annually Student Assignment Office 1R-Staff Communication Department/Principals Forms-returned-from-parents Applications returned to Student Assignment 2. Recruit teachers and aides as needed 3. Obtain curriculum materials, supplies, and furniture as needed 1.2 Conduct media publicity for pre-registratipn 1.3 Assign four-year-o1d students 2M Interview Survey-list-ef interested teachers and aides as needed 3t1 Cemplete-and-send-erders-te venders 3.1 3t2 Complete and send orders to vendors 4. Train teachers and aides!.1 Conduct orientation and werkshep in the Implementation of High/Seepe E.C.E. Curr-iculum (8-days) inservices lT2-eHdut-meHthly-in5erviee -a 70 Ql CO n\u0026gt; co co tn April-1989 January - Ahiiual ly jHne-1989 April - Annually IRG-Staff- Principals Student Assignment Office Communications Participants identified April - Annually Hay-1989 May - Annually AHgust-1989 Ongoin IRC Staff Supervisors/Human' Resources Director/Principal s A list of qualified applicabts dHne-1989 Augast-1989 1R-Staff Prin-r/SHpvST Materials-available lHne-1989 lune-Annuaily August-1989- Ongoing IRC Staff Principals/Supervisor Materials available -AugH3t-1989 August - Annually AHgust-1989 Ongoing Supervisor/Staff Development Hlgh-Seepe-CensHltant Agenda Septefflber-1989 Ongoing Supervisor/Staff Debelopment 1R-Staff High-Seepe Consultant Agenda g 2 g g g gj g g Q Mal* E'.C.E. - Four-Year-Old Programs Goal I\nOBJECTIVES LRSD DESEGREGATION FLAN IMTLHIENTATION TIMEI.TNE To implement the Four-Year-O1d Program in selected STRATEGIES/ACTIVITIES 5cliQaLs______ BEGINNING .. DATE ENDING DATE RESFONSIBILTTI EVALUATION dentify and asslgiTnew OUr-year-old program articipants in the Htrjor nheneement~3cli\u0026lt;H\u0026gt;l s 1.1 Progide pre-registration inser . inservices PreseHt-lmplementatlai plans to elementary principals ApriT-19S9 JuBe-1989 Second Semester February - Annua!ly Student Assignment Office IRGrStaff. .. Communication Applications returned to Student Assignment ncentlve 1.2 Conduct media- piibl 1 city for preregistration Apr41-1989- January - Annual! 5'^ June-1989 Apri1 - Annua iTy \"Oepartment/Principal 1.3 Assign four-year-old students' April - Annually IRG-Staff Principals Student Assignment Office Communications Participants identified icrult teachers and aides i needed 2.1 Interview Survey-llst-af : Interested teachers and aides as needed Hay-1989 Hay - Annually August-1989 Ongoing Supervi sors/Human Resources Oirector/Prlncipals A list of qualified applicants itain curriculum materials ipplies, and furniture i needed 3t1 Gemplete-and-send-erders-tp venders JuHe-1989 August-1989 -ain teachers and aides in e Implementation of Hlgh/^ ape E.C.E. Curriculum XI n\u0026gt; o (JI LU 4^ 3.1 Lt? Complete and send orders to vendors 4.1 Conduct orientation and warkshap- (6-days) inservices iTS-Genduet-meHthly-lnservlee - IR-Staff PrluT/Supvs. Materlals-avalTable dune-1989 June - Annually AugT-1989 August - Annually September-1989 Ongoing Au9ust-1989- Ongoing Ongelng- IRG-Staff Principals/Supervisor! Materials available Superyisor/Staff Development High-Seape-fans. Superyisor/Staff Development IRG-Staff Agenda Agenda !UuM kitmiid* liMliMu,... LMnilbti LRSD DESEGREGATION PLAN IMFITMENEATTON TIMELINE ------: E.C.E. Four-Year-Qld Programs Goal I\n(Cont.) AREA OBJECTIVES STRATBGIES/ACTIVniES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION 5. Begin-pregram-imple-mentatten Familiarize parents with Four-Year- Old Program 5,'l Gentaet-parents-fer-Parent TeaeheF-Genferenee-^preseheel) Conduct parent orientation meeting and parent conference 6T2-ineIude-feuF-yeai-e4d-6hiIdreH tn-Haster-SeheduIe-students (eeeive-sei^vtees-ef-eeHnselersT muste-teaehenSj-seheel-nurses, librarianST-physteal-edueatien teaehersI-and-art-teachers 5,3 EnsHre-High/Seepe-key-experienees peeurtng-tn-the-elassreem. 6.. Evaluate effectiveness of the Four-Year-Old Program 5.1 Administer-apprepriate-EPSF tests Evaluation te-feur-year elds j.l Analyze Student Assessment test data and-prepare-repert-fer tRSB-Beard-ef-Bireeters 6.2 Utilize results for program improvement AHgHst-1989 August - Annually JHly-1989 AHgHSt-i989 Ma,y-1990 JuHe-1990 June - Annually Ongoing AHgHSt-4989 June-I990 JuHe-139e JHHe-1990 jHly-1990 July - Annually Classroom teachers Prtnelpals Principals Glassresm-Teaehers Supervisors }RG-Staff Glassreem-Ieaehers Associate Superin-tendent/ Supervisor IRG-Staff Asseeiate-Supenident-ant fer-GurrieuIuffl-and -Speetal-Pregrams Number of parents attending Parent/Teacher Conference Master-Sehedeles Currteulum-eheeklist Test-resalts Evaluation Report o Oj in (D co As needed but no less frequent than annually tn tn AmmkI FI iMo-as IMS W IMniMfNIATIM TINdlW DELETE ALL No Replacement Frrjoa Caa I. atra^tJt^ Or~\u0026gt;rlr UHu yr aaiKrlr I Io \u0026lt;aaarnwly 4aw\u0026lt;laa (Vaar) /r ai a tur Iba lalfeatatloa  \u0026lt;Uy-t,i4, -Twrxhmi.i IrUlao (urrtculua oaP Spat lol loarlly aa a\u0026lt;aaaalcally aita\u0026gt;aataaa yraichaal chllaraa. early cbllahaoa pro^, ratr\u0026gt;/*raa Urly niUJxU~------ (AKal ioa (MJfCTins SIUTCOICS/ MTIVIIIIS mcimim AH CORR HI OB MIE costs usroasiaiiiiT fVAIIMIKM I Io dryriap a ylo* far plaaaiay a ily-MiPa early  nilabaaa u U3 fD a m co tn O I Io I ol *oi|lair the planning Ihr iBplrenlal\u0026lt;OA a i*(|iwad rrl)r ihihl 1.4 la racalva a laitar aoppari tra aacb asaiKy Oatirlaa U OarlUlpala ?.l la ailabllth plaaalay Oracaaorai aaO lOaall ly Say caaalllaai aaO cbaIrparMai aaaOtO lar Iha plaaalaf pao- cao 7.7 la I4taliry appro - priala aMlllaaal rtprawalallva* Iraia aaib pari Iclpoi lay asaacy tar aatit caaaillaa t.i Io aellacale Iha yoali Io ba aaareitra aa^ tt\u0026gt;a loiki la be accoapl iiha by ach (oaailltr. lacluaiay appropriate liaalloai Io b ct . J. I Io (ooOucI prrioaic an Imit Io rerlrw p\u0026gt;oi)\u0026gt;rtt of rli Nar. IM Nay M. IM Hoar lay OarraMatallrai tn tach aytaxy tlla recara at (Krt Jaaa IS, IMS Jalr IS. IM9 naaa Awk Saplca*r I. ISOS SeplM^r X), IM9 Km* ^xpIraOer. (\u0026gt;\u0026lt;* lay Baprasaalallt traa rath aaaacy iar a^taatattm tr^ tach aotacy CACM Attoc StfpC /or Curr. and Spr(ll tto Siroclurca aUo tar ylMil.. file *ecor4 9^ \u0026lt;*\u0026lt;(\u0026lt; I /I I Au (r of *eel inii-Cl O  T) Ch Annu*I Fl F*rtM *1. DELETE ALL No Replacement iMo-ay IM9 M IWKNfHTAIlOa IINIIIM _! \u0026lt; r Ilop luf ai \u0026gt;l* for th* t^lfil*t \u0026gt;00 a!  Ur a.4 e\u0026lt;a..cally o.iaavaalaoea preicbaal cb.lL^? MJfCIIVfS STMUCKSZ KTIVHIIS HCIMINC BAI{ coNnfTioa Mlf COSH Msraniiuin Blvliloa (urrliulM Sp,\u0026lt; ,| f Aunt li Io laeollfy reiawrce* aeeOeO by lOcatlfleO by each coaaillee, lacluAia^ aaaelary I.J Io review the firit OrafI ol (he coupre- henilve plan aM Io abe recaR\u0026lt;allois far reflaewal l. la tubail Ihe final Arafi for appruval la all parllcipaat BaarOi I Olreclart (ubara applicable) fVUlMIIM SeptciAer I. IM9 SeplceAer M. IM9 -0- Attec. Supl. for CurrlculuB aoA Special Idrotlf l(\noo ol (tMiiirr JiMttrf. IMO February. IMO February. IMO Nercb. IMO -0- -0- A*oc. Supt for Curricula 0 Sptl*l Ac. Supt for Currlculia aM Special Sulaniitian ol I tut trtH Orafl tutanlliee to loara ISPECIAL PROGRAMS The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. The Asset Program-\nfeThe JTPA/HIPPY Program, and the Summer Learning OpportunitiesProgram are described elsewhere in this Plan. Little Rock School Distriot/Litfele- Rock Job Corps Alternative Program students who are IS-years of age or-older and who are experiencing attendance and/or-disciplinary problems(long-term suspensions)may apply for acceptanee--into the alternative-program. Students electing to enroll in the' regular education component must meet the course-credit requirements while attending achool at the Job Corps Center. New Futures/Little Rock School District Homework Programthe Homework Program will provide Homework Centers in selected junior high schools throughout the city and will establish a Homework Telephone Hotline in-the areas of English, nafeheiotics,scienco,and social studiea-r To be funded by the city of Little Rock business community,this program is scheduled te-beg-in during the 1080-80 ochool year. I Re: 01542 I Page 37 SPECIAL PROGRAMS The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning Opportunitioa-Program are described elsewhere in this Plan. I Z i t-M a Rook S-eheol Diat jiet\n-Littl Rock Job Alternative- Program atudenta who are-16 year e-f er -o-l-dor e oitperienGing- t-tenaence rfid/or -linary problemslong-term euapensiona-)may- ply--f e-r- aoGeptanoa - into 1-ternative- program. Students eleat-ingtoenroll in the-regular education oomponent-muat--moct the i'. I eourae ored-it reguirementa whileattending aehool ct-t the Job Corpa Center-.-  New Futures/Little Rock School District Homework Programthe Homework Program will provide N Homework Centers in selected junior high schools M throughout the city and wil-l eatabliah a- Homework IE. el-ophone-Hotline in the-areaa ef Engliah, ! mathematiea, aeience,and--ooeial atudiea. To be H funded by the eity of Little Rode buaineaa 1? community,thia program i-a aeheduled to begin during the 1068-80 achool year. i\n0 0 I\". Re: 01542 JLittle Rock School District/Arkansas Power and Light Company Summer Science InstituteThis is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. The Little Rock School District recognizes the need to expand educational opportunities for all of its students. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. LRSD and the Joshua Intervenors are now will be involved in discussions with representatives of various business organizations in order to secure summer jobs for LRSD students who will participate in a summer program which will combine academics and job opportunities. I Re: 01542, 10143 a Page 38SUMMER LEARNING PROGRAM I. Overview The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics\n1. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 2. Counseling services provided through two (2) JTPA counselors. 3. Motivational and enrichment sessions conducted on a weekly basis. 4. Computerrassisted instruction with state-of-the artappropriate software in reading and mathematics skills. 5. Positive interactions between teachers and students with high expectations for student academic performances and behavior. To meet the needs of underachieving students (ages 14- 21) the Summer Learning Program should be expanded to Re\n01544 Page 391 I increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant slots should be filled in both the morning and afternoon sessions with both JTPA certified and- non-ccrtified participants. The counseling staff should be increased by twoone male and one female. In addition, a psychologist would be contracted to assist those students who are having serious problems. College students will be hired as instructional assistants, with one (1) assistant available for each teacher and three (3) clerical aides will be added to the program. The college-age instructional assistants must be returning students or twelfth grade graduates who college bound. are This program model has demonstrated its potential for increasing student performance ItcvgIs by four (4)or five (5) grade Icvclo aa noaouged by the Toot of Adult Basic Education (TABE). A significant factor has been the utilization of highly motivated, competent, and caring staff members. This program model has been effective because all of the components have been carefully blended. Re: 01544, 01545 Page 40a I II. Goals JS' By the year 1993-94, the number of Summer Learning Program participants will increase to 350 students who will show significant growth gains as a result of their I I participation. II- Evaluation and Monitoring (rrocosa and Rcapongibilifey-^ The Ppre- and post-test results from the Toot of Adult Basic Education will be used to assess student gains. Follow-up data will be used to determine the transfer  ?. I effects of the program. Programs and individual components will be continued only if JTPA funding is available. I Re: 01545 Page 411 JI 31 31 3 3 H sJ B .01*1 MM Ma adM _4i r ^n riH ^s lir^ M^*'Br'Ml AREA Summer Learning Program rt-rt- ie*--to- M O^ mIiMlMa--flBya-l\u0026gt;paati------- r-4a-tra4\u0026gt;-MXi^yaMU-ftH-'CTF-lia*4ay-a\u0026lt;aataaa-U-re44nye*4-Mii- -(UtlM------ilM: = :a:flf= = z iMr =fwrff Ri^ - grgyr^MM^^^I I j cuhta ggifl r \u0026lt;eae*ni MJCCTIKS munuin/ ACTlaitlU kiimim Mn (wunai Mn CSSTS **i ll\"**5i* Wtwaa 11.1 4a-|aaa4 la it4MHi i l-^w^lat-aa-laM-^aami I Ih4 by ua City JIM l-lvanrla4aaNaM-4a___I *llaa Uaiaar, Identify stu- I  Mibabat (U^Mti tJut hat U aarall la tiM Mi Itr raatftaa ar Mtk. dents in need ot re- 3n7 wn M\u0026gt;li| \u0026lt;* itb aac* iMMt  a  cltttl .01 aaa u aa basit. -2.2 -IM-la-toa-^ l^ator al4 aaato aa aaa4 lai yracatt. address I *M toaclan Maa idial needs. [-M-44*44-iHaa-a^ ra 4-Meats\n-Ml I4raa -aet-taetor.- e*4  *^4^*?*\"**' 4 t'Faaala. avallaaia to aala^la tlaa-tto4a*to. .3 laacban aaaK bIm Mm to Rtoarly aatlwto toa tta4aau to MKaarsfe atozhar to mmI to laara. April X June -t-n.-oM- UKWWILin M-aaaralh-profnac - evaiuaiim 141  iri LSt esi 111 s toa\u0026lt; beep-eveey.-tM*-wee k-en- M4ee4^ J 4M^ hnt-l o, r -*J^4_U.k\u0026lt;At-ay-iae-4ity.*^.  - J  - ^y~w-\u0026gt;xr------------- -wg -  to JTPA. -a4ea-. . \u0026gt;aatM-la^-1*44*4-- ' AMl-caMi\u0026lt;44af-w-tJi-- Uaaa*u-ia*\u0026lt;-r*- Jrt tAlwt Xm.mm -----1.4 4 r - l M-staaaatr-fa Ita laJUa/aar-aaUll4-to- -aa4-*aaMa-to4a*to.r| laar*\n- 4 t-^a past-tost at tto aa4 t la taa tta frerta airfereacn aaiM4 ay ac\u0026gt;t stMeat. 4 Teacacn all I keep 4ll Mkly cvalaatiaa 1 or rc^rlt on  itaJaal ia a panaaacl fal4ar. . a**ta\u0026gt;.pa|*as.**. -tost-paMan Mee - -aacasMry. - eJastty WISH tea*rr. 4\u0026lt;a la-talap--peeap- aaasl tap-semear. -?*^*T* ** I* ttoiaatt to a*|p taca IwraM la reaPlap la. Matlvata aaa J aacaarapa toaa I* tka | laaralap pr*c*ss. I _Stu4aU.w44i--b-pefwitre4-- bp--tooMtrt-4*-review trm CMJuUJaai.^ J   \"* w rH-e any x CMMfhi r  iMt-Mey-*4yirt-invar- - Submit pre-test and post-test comparison to JTPA. c* \u0026gt; CJ XJ rt\u0026gt; ro o I 03 cn ffUn II aitist IMe laaMart ia ta* clattraai^ baJa-tiM. iIm learacPii -Assoc. Supt.- I Desegregation I -Assoc. Supt. I Educational Programs -Program Director4 I ASSET PROGRAM I I1 I I. Overview Initiated during the 1986-87 school year, the Job I Training Partnership Act/After School Special Enrichment I Tutorial Program (JTPA/ASSET) provides educational support services to junior high school youngsters who need I assistance beyond what is available during the regular school day. Participants meet individually and in small group sessions to receive concentrated assistance in reading and mathematics. Peer tutors who are JTPA certified (lower socio-economic youth) work under the supervision of certified teachers. A motivation component is integrated I into the instructional model. Well-planned instructional activities are complemented with a variety of multiethnic and audio visual materials. During the 1988-89 school year, the program activities will be implemented at four (4) junior high schools. The program model has been revised to include more non-certified 4 students to participate. However, a significant number of n students (grades 7-9) in need of academic skills improvement will not have the opportunity to participate. To be totally successful in preventing its marginal students from becoming dropouts and in increasing the El academic and social skills of every \"at risk\" secondary student in the District, the program should be expanded to n address the following needs: fl Re: 01547, 01548 El Page 43 1. three existing junior high populations are not i 4 receiving remedial assistance\n2. I the location of the remediation sites prevents access by some students to the services\nI Ri 3. the \"at risk\" students need life-coping and life-planning skills essential for success\n4. the \"at risk\" populations is not restricted to students only in grades seven, eight, and nine, but \"at risk\" students in grades ten, eleven, and twelve are not receiving the needed services\n5. the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. II. Goals By the end of the 1993-94 school year, the JTPA/ASSET Program is expected to achieve the following: The services of the program will be available to all \"at risk\" junior high populations. The program will be offered at sites easily accessible for students needing the services. Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. RI Participating students will demonstrate an increase in self-concept, school/social adjustment, and goal RI orientation. H Re\n01548, 01549  Page 44 R I The services of the program will be available through easily accessible sites to \"at risk\" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of \"risk\"  low academic achievement, high absenteeism, poor self-concept, lack of goal orientation. and low motivation  for all participating students will be reduced. The on-the-job training received by the economically disadvantaged tutors will improve their academic achievements, self-concept, and goal focus, and thus. increase their opportunities for future employment. III. Evaluation and Monitoring The activities of the JTPA/ASSET Program, will be monitored by the District's Office of JTPA/ASSET Program and the Division of Curriculum and Instruction, and yearly evaluation of the Program will be made, using the following data: A. The number of identified \"at-risk\" students grades 7-12, needing the services compared to the number participating\nB. Standardized test results of the participating students\nC. Academic performance in regular classrooms ii according to nine-weeks grade reports\nRe: 01549, 01550 11 1 a3 I 1 n E Page 45 D. Absentee records from the home schools of participating students\nE. Number of school drop-outs\nF. Follow-up reports concerning employment and G. educational activities of participating students who exit the program\nThe number of parents involved in parental/home reinforcement activities. K9 J Programs and individual components will be continued only if JTPA funding is available. w-a: 1 i Page 46 I Annual 8lan 1989 90 Ol n\u0026gt; o UI Uy Ls InPKMtNIAIIOM IIMllINt Person Oesponsible hose unuglas Io eapand the JIPA-Asm I rrograo to Include the prograo in all junior high schools eicepi Kann Naonel Division III A ASSI I I'm.,. Goal: (MJCCIIVES SIMUDKS/ ACTI9IIIIS DCGINNIM DAU CONPiniON DAU costs atSPOHSIIIlllY Progran/Area T** lended^uToi ia I Tf ogran (VAIUAIION Io continaae JIPA-ASSfl rograa In ealilla, nior hlfh schools Io rev Ide reaedlalion Io reading, aolhcaallcs. and (oopoler-asslslad laslruc- I Ion } Io Inpicnenl the above prograo through reaalnlng non-aagnet junior high schools I I I Identify students needing services  Advertise and eaploy counselors Advertise and caploy teachers Advertise and eaploy tutors Order alerlalsZiuyplles Schedule/Inploaont haaa Ironspurtat Ion Identify students needing services Advertise and enploy counselor Septeaber I. 1909 Scptcnber I. 1909 Septcaber I. 1909 Seplea^r I. 1909 Septcaber I. 1909 Sepleober I. 1909 Seplcaher I. 1909 Seplrnber I. 1909 Septeobcr 30. 1909 Nay It. 1990 Nay 31. 1990 Nay 31. 1990 Ongoing OnfOln^ SepteoBier 10. 1909 Nay 31. 1990 t -0- 111.464 (tie.117 per counselor) 116.096 (67.117 per teacher) 616.019 70 (6641.70 fitr tutor I 60.000 (67.000 per site) 60.000 (67.000 per site) -0- 11?.464 (118,117 per counselor local school counselors Director of Fersonncl Director of Personnel Director of Personnel Director ut JIPA/ ASSI I Director of Irans-yortatloo (ocal school coMlselor Director of Personnel Class rosters Sinned contracts Signed contra.IS Signed c oniracIS Nalerials received Busing schedule cong.lele.l Class rosters Signed (oniracIs o o ni o cu n CD 3 CD m I m -o O cu cC3 fl) w cn o K Annual Fit* 1909 M erson Responsible Bose DougI Coal: ' eapand tIW JIPR-HS as IMPLtMtHIAIION IIHCLINI Ie eipeed U JIFA^HSSri FrVqrMi lo include the progria in all junior high schools eacepl Kann Maqnel Division JH'A-ASSri Program Program/Area I aTended luloriaP ______________Pr ngram OtJtCIIVfS SIMIKKS/ ACYIVIYIIS (6INMIM6 DAU COHPICTION OAK COSTS RtSrOMSIIItllT EVAIUAIION 1. CeetlMied Mvcrtlee and aa*ley teechert AdvertlM 1)4 o^ley Utort Order Halerlal* and SuggI les Schedule/Inplenent Hee* Iransgertatlen I I CJ Seglenber I. 1909 Scgteakcr I. 1909 Seple^er I, 1909 Septca^r I, 1909 Hey )l. 1990 Hay 31. 1990 Ongoing Ongoing ll(.d/7 (17.117 per teacher) t7T.OI4.4O (U4J .7O ger tutor) U.OOO (17000 per site 14.000 (17000 per site) Director el Personnel Director of Personnel Director of J1PA - A$S(t Director of Iramport* t Ioa Signed contracts Signed o^nlracts Kalerials received Busing schedule Compleled o X) fD -a o m cu o ft) 3 ft) o m 3= Uilltlllll -Miitiiia -nnul Pln 1989 W ''r'lon Wupontiblf Wole U6uqtis Goal\nlo capend (he counirlinq tooponentl OBJECIIVCS SIWAIECICSZ ACTIVIIKS inPKHlNIAIION 1IH[IIN( BEeiNNIMC DAU coMPtniON DAU COSIS RISPONSIBIlin 0i11 ion IIP* ASSU rii.q,i. Program/Area 1leode3 lulor lal ' I'rogram evalua\nic*i I. lo provide wrc indepth and group sell Ion -ounielIng Advert Ite and ca*ln additional eotM* telor* Revile eallting counielln, progrgtt to Include em-pboiet an life-coping and life planning skills lpltnl above iklllt Septeo^r I, IM9 Scptenber I, 19*9 September M, 1990 N*y 31. IWO t3V.4M (tia.n? per counselor) Director ol Perionnel Signed contract Septeokcr 30. 1990 Ongoing -0- tl.SOO aut-crlalt (tSOO per lite) Director of JIPA-ASSI1 Counielort Devclopnent of program out line Student Involvement in identified acllvitiri a Q\u0026gt; lO fu ID I I o fD o\u0026gt; n (P 3 (P a m r~ m I m 3\u0026gt; i r CJ (Z SCHOOL OPERATIONS The Divigion of Schools. The LRSD Office of I Desegregation will be responsible for monitoring and the implementanaation of the following aspocto of LRSD's desegregation plan with respect to the following goals\nOpganiaational otructure Discipline GuidancG/counsoling Internal Integration Extracurricular activities Evaluation/tooting Staffing Planning/implementation The Division hao eotablished the- following goals\nI Al. To ensure an organizational structure which provides equal opportunity and access for parents, students 1 and all staff. B2. 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 and effect that belief. El 3. To develop and implement policies which influence school climate and improve discipline and student attendance n while also meeting individual student needs and learning styles. The student hearing officer will be responsible for PI Re: 01554 n Page 50  Jj 1 I developing and monitoring plans to reduce the disparity of disciplinary actions. S4. 3 To provide guidance and counseling ser-vice which address students' needs-tj. are supportive of strategies and interventions to enhance student success and expectations-tj. j i and provide communication to families of students. 1 fi5. To provide guidance and counseling which makes I 3 students aware of their options- and assist students to acquire habits and attitudes necessary for success in school and in later life. F6. To monitor student class ratios and instructional and teaching practices to ensure equal opportunities for all students. S7. To provide and ensure opportunities and encourage-ment to all students to participate in extracurricular and co-curricular activities and to aeessess the results of s school practices, paying special attention to their impact on minority and disadvantaged students. a. To assess the results of school practices, paying KI special attention to their impact on minority and disadvantaged students. To review and assess testing practices, formats and results in order to better address the needs of all R students while providing special intervention for disadvantaged students. Rn Re: 01554, 01555  Page 51 F JIO. To give school principals sufficient authority to improve schools and to advocate for students, and to hold I: them accountable for results and opportunities for all students Kll. To review staffing patterns and staff assignments in all schools and district divisions offices for eguity. To establish recruitment programs for representation of minorities in all positions in the dDistrict. M13,. To ensure schoolwide planning, and individual student academic achievementj. and to address disparities, individual needs and student success\nand to provide staff development on an ongoing basis. N. To provide 3taf-f--devGlopiBent on an- ongoing basis. lA. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. 1 P15. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. n LRSD will establish programs as described in the following timelines to accomplish the goals set forth above. B R n Re: 01555, 01556  Page 52  \" 3 3 H H yia] Liv Uw Bo leifite' piii' lESD DF.SRGREGATXON njVX-'K-fn .EMENTATION TIMELINE AREA: SCHOOL OPERATIONS Goal: I. To ensure an organizational structure which provides e_guity of opportunity and of access OBJECTIVES To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan To provide inservice to raise staff awareness/ expectations of equity concerns for students To provide programs which raise parental awareness of district structure, policy and programs and ways to access them -a X, o\u0026gt; ici n\u0026gt; fD o tn OJ tn tn STRATFf,IES/ACTIVITIES 1.1 Appoint school based hiracial committees to monitor implerne-mentation and data 1.2 A District-wide biracial conmittee Appoint-a-distriet-wide-biraeiaT to will monitor district-wide desegregation efforts and data 1.3 Establish a reporting system Inservice cycles for existing and new staff regarding including teacher expectations v/orking with parents at risk youth learning styles 3.1 Mini-seminars at PTA meetings and in llie comnunity BEGINNING DATE dune7-i989 June-July dBne7-i989 AugMStT-i909 dBne-307-i989 ENDING DATE angoing Annually Qngofng Annually Angsing Annual ly Ufigstng Annually RFSEONSIBILnV Principals Associate Superintendent Associate Superintendent - Sehoels Educational Programs Associate Superintendent - Desegregation Assistant Superintendents Appropriate Associat Superintendents and Staff of District 5tate-Bepartment-ef Edueatien District Staff PIA Council (local and area) EVAIJJATTON Survey of staff and patron\nReport of the bi-racial conmittees Roster of teachers/participating staff Bata-based-improvement-in-targeted student-schools Calendar showing programs held Rosters of attendees i ! II II EA  31 a 3 H H H ijii] Uliii LKSD DESEGREGATION ITAN'IMPLEMENIATION TIMELINE SCHOOL OPERATIONS al: I. (Continued) VJECTIVES SIRAT-BGIES/ACTIVITIES BEGINNING DATE ENDING DATE bitib' RESPONSIBILITY EVALUATION To monitor school standards to ensure high quality education for all students 4.1 Review of data SeheeT-menitoring-vi-sits Present Annually Ongoing Assistant Associate Superintendent Principals Assistant Superintendents Festing/Evalaation Planning, Research, and Evaluation Calendars of visits Monitoring reports -O 33 tn m to  fO o cn tn X**. 50C0 I [ I I A\nH 9 3 3 B H H UH UH sB 'iWw FiAiU aiiiiiii\u0026gt;i LRSD DESEGREGATION PLAH-'IMELEMENTATION TIMELINE Goal: 11, To provide a climate in each school which is based on the belief and expectation that all children can learn and tn prov ide rpsniirrp\u0026lt;\nnprpssary tO SUPDOrt and effect-that_tlalief OBJECTIVES STRATEGIES/ACTIVniES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION . Provide education to staff and patrons regard ing school culture and positive school climate 1.1 PIA Board and general meetings to have educational components re: climate and expectations 1.2 Use of 6hannel-19 cable Channel 4 to carry brief messages to staff re: expectations, working with at risk and disadvantaged students\nand crej^ting positive climate . Monitor school climate and resource allocation 2.1 Monitor facility,, staff morale, student acheivemcnt, status of media center books and materials 2.2 TnHance equipment, supplies and materials in buildings 2.3 Provide staff development and intervention plans as needed AagHSt7-I989 Annually AdgdSt7-t389- Annually dttneT-1989 Annually Annually Ongoing Ongoing Ongoing n District personnel as designated by the Associate Superintendent Agendas of meetings Measurable improvements on individual school climates -O X) U to  n\u0026gt; o m ko Assistant Superintendents Principals Media Supervisor Identified district staff Reports of Supervisors, Assistant Superintendents staff Development Rosters Quality of Education Survey Results H fB 3 3 H H IB IB B H B H H H TA: Goal: Il (Continued) IPSD DESEGREGATION PLAN-'IMn.IMENTATTON TIMELINE OBJECTIVES STRATEGIES/ACriVniES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION To work with schools to help them design program which meet the specific needs of their students 3.1 Provide resource assistance to school staffs Provide planning time and formats to school staffs 3.3 Develop school profiles which show complete data pictures. Set goals for improvement dune-lBBB Annually dHne-1989 Annually ddne-1989 Annually Ongoing Ongoing Ongoing Blvtslon-of-Sehoels -and-Gurrteulum Educational Programs Bivtsten-of-Schools Educational Programs School Principals and Staffs Completion of Program Designs School profiles and monitored building plans Establish a program to familiarize parents with school expectations and to build a partnership witli lliem 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students 4.2 Involve parents as full partners in planning at school for students growth and success ~ dune-1989 Annually dune-1989 Annua!ly Ongoing Ongoing Principals, Staff Principals, Staff, PIA Board, patrons -ax\u0026gt; 'O (T\u0026gt;O CTo Development of and sharing of school based objectives, discipline policies, etc. Statistical improvement in student behavior and achievement H  3 H H IB UM H H B B B B litiM IKSD DFSBGRBGATION FLAN-IMPIiMEOTATION TIMELINE EA___________ Goal: 111. To develop and implement policies which enhance school climate and improve student discipline and attendance while also meeting individual student needs and learning styles. 01UICTIVF5 STRATBGIES/ACrrVITIES BEGINNING DATE ENDING DATE RESPONSIBILnY EVALUATION Provide inservice training to district personnel on discipline in a desegregated setting 1.1 Conduct inservice training on discipline management in all local schools August-1989 Fall7-1989 As Needed Director of Pupil Services Building Principals Assistant Supt. 1.2 \"Provide follow-up training for new staff on a regular basis AHgnst-i989 Annual 1y Ongoing Building Principal Director of Pupil Services Provide inservice to district personnel on behavioral styles and learning styles of students and divergent backgrounds 2.1 Provide training for school based improvement teams (to involve staff and parents) who will train staff at the school site with annual maintenance Sprtng-I99e Annually 5prlng-1990 Ongoing engolng engeing Associate Superintendents Eonsultants Trf-Btstrfet Geoperative Staff Development Staff Identified Staff . Provide a conunittee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy asiiiinistration 3.1 Committee and sub-committees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board member to review data and recommend modifications to meet students needs and district needs 1989-98-SehOBt fear Annually Ongoing -o Q\u0026gt; to fD cn 30 Revise student handbooks as needed Ongoing Associate Superintendents Principals Teachers Director of Pupil Services Patrons Assistant Superintcn-tendents o UI H  .H B  latBliii littiliil Goal: HI. (Continued) OBJECTIVES . Appoint joint committee with PCSSO and NLRSD . Put in place alternative\nto suspension across the district with at least one such intervention to be placed at each school I. Establish a school based student discipline and attendance incentive system at each school \"O XI Ol lO (D o 00 r\\j UiSD DESEGREGATION PLAN\"IMPI.t\u0026gt;ffiNrATION TIMELINE STRATEGIES/ACnVTTIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION Review attendance and disciplinary policies and consequences 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension al ternatives Effectiveness of these alternatives to be regularly assessed LJ. Review research and develop rewards program such as that recognition and tangible incentives and-awards will be individual to the school Implement-programs 1989-90 School-Year As needed FaH-1989 Ongoing Spring-1990 Fall 1991 FaH-1990 Sngatng Ongoing FaH-1990 Ongoing Ongoing Appointed Staff 3 Districts (see eoHaooratien Iri - Di strict component) Assistant Superintendents Principals School Based Staffs Principals/Staff Assistant Superintendents VIPS Patrons Prineipais Sehooi-Staffs Review and revision of tri-district attendance and disciplinary policies Existence of alternative plan in each building Statistical data to support validity of plan and improvement in discipline and behavior L H  .W .IP IB B B   H laiaiilfcl tew Goal : HI. (Continued) OfUIiClTVES . Provide counseling inter vention for students with chronic disciplinar\nand/or attendance prob- 1 ems \"O 30 to \" \u0026lt;l\u0026gt; o ui tn GJ LRSD DESBGREGA'IION PLAN-ILIPLEMENTATION TIMQ-INE STRATEGIFS/ACrrVITIES 2.1 Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems 7.2 Involve parents in the team process regarding their children through meetings/conferences BEGINNING DATE FaH-i99e Annually FaH-1989 Annually ENDING DATE Ongoing Ongoing As needed RESroNSIBTLITY EVALUATION Principals Guidance Departments Director of Gntdanee Pupil Services Building Staffs School Health Services Coordinator Principal PIA Officer PIA Council Counselors School-interventton Teams Pupi1 Service Teams School Health Services Records of counseling intervention Records of parent/team involvement Statistical decrease in student attendance/disciplinary referrals L Goal : OltJFCl'lVTj\n.Bl wR .Ih IB iR Bi I Jif.l) I )|-.'.l x:i(l t\nA'I1.I )f^ PI AtJ-1MPI .I:IU:77I ATI W 111 lf.l .1 NT laiiiihl liiMiBl To provide guidance/cnonspl iiig services which address individual sLiident needs\nare supportive of strategies and interventions to enhance student success and exaceLatiojis .itlld- ui'ovide cnniriunica t iQns.-t.Q fai\niil.iES_.Ql_stnJent.s - _ siKAiTx\niisS/Acri vriTi-s BI3GINNJNG DATE l-NDl Nd DATT ItESlXlNSIBn.TTY WAlTlATIOtl Inform student', of all opportunities available to them and encourage them to take advantage of these opportunities flake parents partners in education of their children by malinq information accessible to then and keeping Ihciii informed o OJ in n) os o cn .bk Publish a document annually which lists financial aid , vocational and higher education opportunities for al 1 students Encourage students to takeadvan-tage of opportunities open to them 1. Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities) 7.2 Provide written information to parents regarding curriculum and student skills Summer-1990 In El feet Annua 1ly Spring 1998 Currently in Effect Spring-i990 Annual ly Ongoing Ongoing Annually Ongoing Counselors Director of Pupil Services Vocational Director Principals Counselors Director of Guidance Associate and Assistant Superintendents Divisions-of-Curri-eulum- and-School s Educational Programs Du iIding Princi pa 1s Comi.iuni cat ions Pepartmont Publication of docunienl Statistical increase in number of students, particularly minority students, receiving financial aid and proceeding into post se..ondary education Rosters of meetings I: Goal : IV. (Continued) OBJECTIVES To make students aware of educational and post educational opportunities . Create community linkage to assist students in need of special services . Create academic intervention strategies on a school basis -ax\n(T\u0026gt; fD o 2S tn BB IH BB BB Bi BB Bl Bl' Hi LRSD DESEGREGATION FLAN'-IMPIi-MENrATION TIMELINE STRATEGIES/ACTIVITIES 3.1 Skills and employment fair to be held annually in conjunction with business community U.\nThrough Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic success ex\nPeer Tutoring Volunteer Tutors BEGINNING DATE Spring-i99H Annually Currently in Effect 1989-90 School-Year Annually IfNDING DATE Ongoing Ongoing For Life of RESPONSIBILITY EVALUATION Vocational Teachers Counselors Volunteers in Schools PIA Counselors, Exeeu- Bireetor-NcH-FatHres the Col labora- tRSB-Casey-eoerdi-na- tives Ongoing ter LRSD New Futures Liaison Associate/Assistant Superintendents Director of Pupil Services Deputy Supt. Principals, Staffs of Buildings Assistance from Bivision-of-School3 and-earrtcalum . Educational Programs Associate/Assistant ~ \"Supen ntendents Employment Fair Student Attendance Established community linkages Annual plan and annual evaluation report comparisionsnl WB IH hB BR BR Bl BR .^B I BSD DESEGREGATION FIAN^IMPLEMENTATION TIMELINE Goa 1: V. -To provide guidance/counseling which assists students to acquire habits and attitudes necessary for progress in school and in later life.______ OWr-XTIVlS SIRATFCIES/ACTIVITTES BEGINNING DATE ENDING datt\nRESPONSIBILITY EVAUJATION Provide mini-courses for students in study halls, testing skills, and precareer skills in a sequenced program beginning in grade 4 and through high school 1.1 Minicourses to be developed in sequence beginning with grade 4 1.2 Provide teacheP staff development in the use of curriculum of these areas 1999-91 Sehee)-ear Annually 1991-92  School Year Ongoing Ongoing Raise awareness of student or future career options 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options 1989-96 (Phase-In) Bngofng- As Needed -o cu a\u0026gt; 'O ro o r\\5 o\\ Classroom teachers, VIPS, Guidance Counselors Curriculum Staff leaeher-Bevelepers of-the-mlnfeoBrses Staff Development Director Teachers - grades 4 en through 12 Development of minicourses Student participation in these (comparative numbers) Rosters of Volunteers -Goal VI . OajDCTIVES iJiSf) i)i?\ni7\ni(i7\n\\Tim Ibw^rdi'iiMiNrATioii uhijj/ji\nMonitor student class ratios, instruction.l1 and teaching practices to ensure equity for all students STRATEGIES/ACTlVril ES HECINNIMG DAfE fNDIMG DAIE RESIONSiniLriY EVAUJATIOt\nAchieve equity in class structures by grade and by subject area 1.1 Review class ratios by subject, by class, by teacher on a semester basis Immediately Annually Ongoing Principals Assistant Superintendents Associate Superintendent Monitoring outcomes of  ratios and student Achieve equity in student instructional practices 1.2 Address dispari0es with intervention activities 1.3 Remove barriers to equitable participation of students Review grade distributions by subject, by class, by teacher on a semester Imsis I ImmediBlely- Annually Ongoing Achieve equity in teaching methods IQ .. rc Olu- to O' ?.2 Alldress vention 3.1 Provide disparities with interactivities inservice assistance to principals and teachers in reference to variant learning styles and effective methods 1989-90- Sehool-Vear Currently Availahle Ongoing As needed Principals Assistant Superintendents Associate Superin- Ipiidenls Staff Development Personnel Hunan Resoiircos Principals Assistant Supcrin- AssotVaie Superintendents Monitoring Attendance of at master srh.dules Inservice Classroom Visitations *Ratios are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and programs to be removed.Goa,: V11. OBJECTIVES M  ^B H H BK IB ^B Utsn D17ilZ\nRFZ.'AI'10H riAN'llllinil?NrATION 'l lHEl.UIE Provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curi icu1 ar act ivilies.,____ STRATEG IS/ACTI\\rnTI'5 BBC II IN I NG DATE ENDING datt: KFsroNSinrLi'iY EVALUATION Inform all students and patrons of co-curriculary extracurricular activities available for students and of participation requirements l.l Use of media and press Annually 1  1.2 Send printed information to parents Hake clear public address system announcements to students .LI Use conniunity agencies such as churches to assist with recruitment Annual1y Annua 11 Annually Ongoing Communications Department Principals Staff PTA Board Athletic-Birector Educational Programs School Based Directors of ExtracurTT- cular Activi ties Log of announcements, media usage, other community student contacts Staff recruitment of students to participate LI Individual staff contacts with students encourage involvement 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities Annually Ongoing Individual Staff Members Comparative review of data regarding numbers of applicants and participants by race -O Q) n\u0026gt; o co JGoal: VII, (Continued) oiuicnvf.s Increase student partici pation. particularly minority student parlici pation in co-curricular activities Rerxivat of Remove all barriers to equitable participation ot students who wish to participate in extracurricular activities a .X) OJ n\u0026gt; lO (O o CM O' cnS M ^B ^B BR RB IBI RH Bl Bl IK.'Ui l)l-.',H.|.\n|:Ai lOiJ I'lvVI llll'l.lilHZlATIOU Tllil l.llli: siKAiTE I rr./ACi'rvi ri Ks BtCfMlilNG UAir INDTNC iwn-\nREsroNsiniLriY rVAIJUATIOil 3.1 Profile student involvement in each club or activity 3.2 Disaggregate participation data 3.3 Develop plans Provide school based recruitment a district transportation prograra for students transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities -1.2 Provide a program for student access to eguipment/uniforms etc. needed for participation at minimal cost Annually Annual 1 y Fan19B9 Fnf1909 Annually Ongoing Ongoing Ongoing Principal Staff Assistant Superintendent Directors of extracurricular Activ-i tics Hanager of \"Support Services Assistant Superintendents (Secondary) Associate Superintendent Desegregation Principals Yearly analysis of participation data and comparative profiles Sane as above Goal: VII. (Continued) OaiECTlVES Develop school profiles which provide overview of school success or its impact on students so that changes and/or interventions can take place as needed cu tn n\u0026gt; o Ch o IJiSO DESEfniFfiATlON r).AN--irnIJMrarATION Tn-tEtlNE S1-RATFC1F5/ACTIVITIES 5.1 Profile school by\n* grade distribution * attendance * disciplinary outcomes * test scores , * student involvement in school related activities * course enrolIments/special program enrollments 5.2 Data to be disaggregated by race 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement BEGINNING DATE Immediately Annually M II IMDING DATE Ongoing RESPONSIBILm Associate and Assistant Superin-tendents Principals School Staffs EVAIJJATION Use of data based school profiles Yearly comparative students Production of improvement plans to address disparities Outcomes evaluation m uRb LKSD DF5EGRBGATI0N I'lJW-lMPIBlEOTATION TIMn-INE Goal: VIH. Review and assess testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students. OBJECTIVES Visits to school by testing/evaluation STRATBGILS/ACTIVmES BEGINNING DATE HIDING DATE RESPONSIBILITY EVALUATION 1.1 Meetings with principals, teachers Spring, 1989 Ongoing Testfng/EvalHatton Bepartment Monitoring visits and reports monitoring team to asses: 1_^ validity and reliability of testing procedures and strategies employed to prepare students for test taking TnTbrmal classroom visits by inoni tors 1.3 Compilation of comparative data by school 1-Jl Evaluation of data with recommendations for changes/improvements Annually Annually Annually Disaggregation of test results by grade, by race for review and assessment for intervention purposes 2.1 School analysis of test results by grade, teachers, race and subject area 2.2 Development of comparative data to assess disparity areas, if any 2.3 Preparation to of intervention plan: to address specTTic student needs -o  CU in \" n\u0026gt; o cn Sprtng7-I989 Annually Annually Annually Ongoi ng Planning, Research, and Evaluation Assistant Superintendents Principals/Staff Educational Programs Principals Principals Assistant Superintendents Testing/Evaluation Principals/Staff Associate/Assistant Superintendents Data assessment Documented interventions as needed Report of outcomes Existence of plans R KB  LRSD DESEGREGATION PLAN'-IMPLEMENIATION TIMELINE Goal:IX To qive local schools sufficient authority to improve and to advocate for students, and to hold them accountable for results. OBJICCTIVES STRATFjGIFS/ACTIVmES BEGINNING DATE END IMG DATE RESPONSIBILITY EVAINATION . Develop/enhance sitebased management at designated scnools Provide support to revitalize school environments to make it conducive to student learning and to order I. Respond to principal requests for assistance in a timely manner -OX) ft) o \u0026lt;^52 00 ro Li Staff Development for principals 1.2 Revision of district procedures to provide central office technical support rather than strict control Enhance principal accountability for program at the building 2.1 Plan of district school rennovation to meet programmatic and student population needs 3.1 Set up format for technical assistance with assigned personnel to work with individual schools 1939-90 Annually Annually Annually Annual 1y Immediately Ongoing II As needed Associate/Assistant Superintendents Support Services Bivfsfon-of-Schools Garriealam-0ivision Associate/Assistant Superintendents Educational Programs Curriculum Directors, Supervisors, and Coordinators I 'l Conduct of staff development Principal feedback Assistant Superintendent evaluations of school climate and programs and and principal management of tliese Cempletion-of-tasks Completion of task Principal evaluation of plan Goal 1 X. Review s OBJECTIVES I. Update review of recruiting needs by age, race, sex and seniority in positions in the District to ascertain projected needs Review of position assignments related to racial equity such that H I il'UBiia 1J?SI) DESEGREGATION PLAIK1MPU3-IENEATI0N TIMELINE tailing patterns and staff assignments on a11 schools and district division for equity STRATEGIES/ACTIVmES BEGINNING DATE ENDIUG DATE RESPONSIBILITY EVALUATION 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs 1.2 Projection of student population on 2 year basis to validate expected needs all races are representei Development and assessment of school and divisional staffing patterns Gurrently-i-n Effect Annually Spring 1989 Garrent Annually Ongoing Semiannual Ongoing Director of PerseneL Human Resources DffTce-of-Pnprt Aeeonnttng Associate Superintendent - Desegregation Completion of tasks in every position and job description in the district 2.2 Recruitment of support and nonteaching staff to reflect equitable racial representation in all posi tions Director of Personnel Human Resources Building Principals Division Heads Completion of tasks Sammer-iyBS-Currently in Effect Ongoing Original BIvtsfon/Bepartment Heads Principals Director of Personnel Human Resources Associate Superin-tendents Enhance racial balance in all positions a cu lO fp oi XI o tn \u0026lt;O GJ 1^^SI) DF.SBGREGATION HjXN-'IMIlB-UiNrA'nON TIMn.INE Goals: XI. Establish recruitment programs for representation of minorities in all positions in the district OBJECITVES Create pool of currently certified teacher applicants and of students pursuing certification Q Ol X) n IQ ft\u0026gt; 2 \"-J o STRATTC lES/AcrivrriES 1.1 SKare applicant pools with PCSSO/ NLRSD (see collaborative) 1-2 ^Rare with NLRSD/PCSSD recruitment processes at local . state and regional schools with particular concentration on schools with populations of minority students 1.3 Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession u. Provide internship programs at district schools for aspiring teachers and aspiring administrator: BEGINNING DATE Faii-1989 Currently in Effect Spring-i989 Currently in Effect Spring-i99O Annual1y Faii-i99e Spri ng 1992 ENDING DATE Ongoing Annually Ongoing Annually Ongoing Ongoing RESPONSlBILnV EVALUATION Pcraennel-Birectors Human Resources Directors 3 Dis-tncts Directors of Perssnne Human Resources 3 Districts Practicing Teachers (3 districts) voluntary basis Principals Per Sonnei-Offion on a Human Resources Office Teacher Sponsor of ETA Collaborative effort with local universities Principals Personnel Office Completion of task Preparation of and implementation of sharing plan Implementation of procedures Human Resources Offic ? LRSD Increase in pool of teacher/ administrator applications for Assistant-Supts Assoeiate-5opt-of Seh Educational Programs Goal: oil) ECTIVES XII. LRSD DI?5BGREGATX0N PIJ\\N-'IMP1 .tMEWrATION TIMELINE Ensure school-wide planning for programmatic excellence and individual student achievement STRATEGIES/ACirvrriES BEGINNING DATE ENDING DATE RESrONSlBILIlY EVAIDATION Provide school based planning based on analysis of all available data\na specific format for addressing school racial, gender, SES disparities 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist student Fall 1989 Ongoing -o Oj IQ fo tn tn 1.2 Via disaggregation of data relative to: student performance discipline attendance participation in school activi ties placement in classes 1.3 Train staff to deal with data and implementation of strategies 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports l.S Reassessment of and modification of objectives and strategies Li Creation of final plan and strategies Spring-i999 Annual Iy 1989-90 Annua!1y 1989-90 Annually i989-90 Annually Ongoing Ongoing Ongoing Ongoing BivFsf8n-ef-5ehoals Educational Programs Testing/Evalaatton Bspartment Committee of Prin- :'pals Planning,Research, \u0026amp; School Staff/Prin-cipals School Improvement Teams Formulation of guidelines, plans and interventions evaluation Disaggregated Outcome Based Data Btvtsion-of-Sehnels Educational Programs Testing/Evaluatfon Bepartment Planning, Research, Principals/School Staff School Improvement Team Assistant Supts Principals/Staff Principals/School Staff I I I Outcomes evaluations conducted on a comparative basis Evaluation I IKSI) DESEGREGATION PLAN^IMPU^IEMTATION TTMEEINE Goal: XI1  (Continued) OBJECTIVES STRATECIES/ACriVITTES 1.7 Annual assessment of outcomes of yearly plan BEGINNING DATE 1909-99 Annually I-NDING DATE Ongoing RESPONSIBILITY EVAINATION -a  (O n\u0026gt; I Deputy/Associate and Assistant Supts Principals Staffs School Improvement Teams Assessment process and remediation plans for areas in need of improvement ro cr^ LRSD DESEERBGATION lI_AN\" fMl'i J'MFNI'ATION TIMELINE Goal Xlll Provide staff development on an ongoing basis to staff and informatiaii-tQ-Darents relative tQ,s.tiidpnt siir.ress OBJECTIVES STRATEGIES/ACT IVrriES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION I. To update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor 1.1 Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to TESA PET Classroom Management School Management 1989 Annually Ongoing Associate Superintendent - earrieHlHa Educational Programs Assistant Superintendents Director-Staff Development State Department of Education Provision of staff development Evidence of enhance classroom instruction with improved student performances OS tu IQ fD \u0026lt;0 1.2 ^end selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development 1.3 Provide district wide program of staff development 1989 Annually 1989 Annually Ongoing Ongoing wi th maintenance M II LRSD DESEGREGATION n AN'IMri.mmi'ATION TIMELINE Goal: XIV. Collaborate with contiguoas districts regarding aspects of the plan which wi 1 facilitate and enhance and deseqregative efforts. OBJECTIVES STRATBGIES/ACnVTTIES BEGINNING DATE END IMG DATE RESPONSIBILITY EVALUATION 1. To create a collaboration whereby all students in all schools in the 3 districts (LR, NIR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff Contained in the following \"Interdistrict Desegregation Plan' See attached plan (Vol. 11) See attached plan (Vol. Ill) Superintendents and Staff of 3 districts Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the 3 districts in areas addressed -o o\u0026gt; UZI TO ro (O o .p\u0026gt; co j LQNCTERM DESEGREGATION PLAN ACADEMIC SUPPORT PROGRAMS PROGRAM FOR ACCELERATED LEARNING I. OVERVIEW The rrogram for AGColGgatcd Lcagning (PAL) LRSD academic support (remediation) programs* provides learning experiences to remediate address a student's deficiency while minimizing the removal of the student from the regular classroom setting. PAL ig Programs are available for all grade levels, K-12j. The program and provides maintenance and reinforcement for the student in need of this kind of support while enabling the student to experience success within the regular classroom setting. Pal io-a transition program that Programs are designed to assists students in learning the requisite skills necessary for inatruction success in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading, science, gocial atudiea, and math at the secondary level. PAL is te-be-g Support programs are Planned to be fast-paced, high-interest, high expectations. and individualizedj. program thate-will have apecified time framoa by which atudenta will moot performance criteria. These programs must have the specific written approval of the parent or- guardian before students may be placed in *Formerlv referred to as Program for Accelerated Learning (PAL) Re: 01579 Page 75them. Even then, pullouts will be a last resort and will be  kept at a minimal level. Technology assisted instruction is used to provide remediation academic support and intervention learning/teaching strategies for targeted students. Computers, video discs, VCR's, and appropriate software support the instructional needs of each student. and instruction, utilizing technology, incorporates cooperative learning strategies. In the PAi elementary computer component, the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 3-5+ 35 or more minutes a week in both math and reading. At the elementary level. specialists in mathematics and reading work closely with the computer component to monitor student data. They investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instructional aide (lab attendant) upcrviocJ assists the students as they participate in the individualized state-of-the-art instructional program administered by the computer. The eventual goal is to add a omputerized management component to provide (1) annual pre c and post criterion referenced tests for most grades including grading and reporting, (2) computerized scoring of unit tests for mastery and (3) the automation of record Re: 01579, 01580 Page 76  keeping (trifoldo)- to provide the teacher with more time to work with students and better data with which to approach that task.  PAL io Programs are cooperatively planned and developed by the staff for students. The staff offers a stimulating,  multi-cultural, and inter-disciplinary approach to learning, with a language (oral and written) base for emphasis in each central core area. Staff members use a variety of instructional strategies and utilize both in-district and community resources for motivating students. Parents are actively involved in each phase of PALi-, or informed of. remediation\nindividual assessment, individual improvement planning, formative assessments, workshops, and summative evaluations. Each parent signs will be asked to sign a written agreement, along with school representatives. identifying the responsibilities of the parents. school staff, and students. II. AREAS OF COLLABORATION Possible areas of collaboration among the three Pulaski County Sschool districts are as follows: Information/Resource Sharing, especially related to Pplanning for \"Aat-isk\" students SB. Cooperative development of programs and Aassistance (based on results of MPT and student needs, etc.) Re: 01580, 01581 Page 77^C. Establishment of Gcomplementary Ssites for Ssummer Sschools and other programs 4D. Joint Applications for Ffunding by Sgrants, FXoundations, Eetc. III. EXPECTED OUTCOMES (LONG RANGE GOALS) A. Elementary Program fop Accelogated Learning(PAL) The elementary and secondary support programs have The Program for Accelerated Learning (PAL)hte the following goalsj. for the Glcmcntary level\n1. To identify educationally-disadvantaged students through appropriate assessment procedures. 2. To develop a profile on each educationally disadvantaged student that identifies his/her strengths and weaknesses. The profile may include information from the following: EPSF Screening, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. 3. To utilize the student profile in developing an Academic Bkil-lo ^improvement Pplan based on the assessed need(s). The Pplan must be cooperatively developed and implemented by the regular and PAL support teachers. a. The individual school will initiate Plans to remediate skills not mastered. Re: 01581, 01582 I Page 78as b. For area(s) which the student failed. 'il 'W the school will list unmastered objectives on 1 the Improvement Planfs). J c. After this initial information is entered on the Improvement Planfs) the plans will be attached to the Needs Identification I i1 i -1 Form. d. The Needs Identification Form and partially completed Improvement Plan will be I '1 4. B. placed in the permanent records of the student. To provide a fast-paced, multi-cultural, technology assisted, language-based. individualized instruction program for educationally disadvantaged elementary students. 5. To set academic performance/achievement timelines for each student in the program 6. To actively involve parents in the develop-ment and implementation of the Academic Skills iimprovement Pplan for the student. 7. To provide ongoing assessments (formative and .summative) to ensure student progress in meeting the expectations of the academic improvement plan. Secondary Program for Accel-erated-Learning (PAL) In addition to the goals outlined above, the secondary support programs The Program for Re: 01582 Page 79 1 1 /a I Aecelegatod Learning (PAL) has the include the following goals fog the-acoondary level\n1. To provide a feganaition support program for students who need assistance in developing the competencies needed for functioning effectively in the regular English and math classrooms. To identify and provide plaoomcnt of otudents -1 who may need-instructional support for functioning within the regular classroom setting. A profile of otudents w-ill include the- following\nformer placement level, Arkansas Minimum Performance Gkillo Teats,MAT 6,CRTM,letter grades,teacher/ parent anecdotal reeords,ote. To utilise the-profile information to identify otudent strengths and wcakncooco and to 3 develop an Academic Skills -Improvement Plan based I on the aoooosed nccd(o). 4-r To provide a fast-paced,multi cultural. inter-disciplinary,language based,individualiecd instruction program for students placed in the program . 5-r To sot academic performance/achievement ^iweltnem for each student in the prograar -r To aotively involve parents in the development and implementation of the skills improvement plans for the child. Re: 01582, 01583 I Page 80 1 1 9-t To pgovido ongoing aaaeaaaonta to ensure Si .a movomonteof- atudent in mooting the cxpectationa of Gt the akil-io impgovoment plan. Learning Laboratogy Gradoa 7 i* ^2. To include a wide range of strategies and programs to assist students with basic communication skills of reading, writing, speaking, and listening. a-r3. To provide learning and study skills as an integral program component. ^^4. To include a diagnostic/prescriptive approach which will include direct instruction in the areas of word-attack, vocabulary, comprehension, and application of reading and study skills. 4-r5. To involve the Learning Lab support teachers in developing, implementing, and evaluating the Acadomic Skillo Timprovement Pplan for all students assigned to their program. ^6. To cooperate with regular classroom or core area teachers to provide reinforcement and support for students. ^7. To adhere, as appropriate, to the goals and procedures outlined for PAL the specific support program. a Re: 01583, 01584 Page 81 IV. EVALUATION AND MONITORING 1 A. Student I Evaluation (formative and summative) of the I student is based on the Academic Skills iimprovement Rplan. Parents are provided written information during each grading period on the student's progress in meeting the performance goals in the Academic Skills Achievement Pplan. 1 B. Program The program is monitored and evaluated based on student improvement/achievement outcomes in accordance with District and other regulatory standards. Aft The Evaluation Design and Checklist have been developed to provide program evaluation data. Re: 01584 I Page 82 'M Mi I 'Ji [tiiiimtoii I [ niiiAiiinu   .ilfiiiSi -lifa nr\u0026gt;-fl - mW-qc) c tan- i t ton ng i Q ue. _ Q TP OBJtCTI'/ES D)S t flet's .aefine the \"prograw \" r the _ c. I o -U c . U\u0026lt;^ 41 academic support programs. 1.1 I 'i:a LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE H M)rtM LHH fl M - H-H b H-t i -i t bPe- fl a c-- \u0026lt; c hryo-l - 9 -wr  e t- -fl-r \u0026amp; rvm ttnr- ri -'noTnen t-xbru^ I \"^1 I Qa 1 m IQ .  , \u0026gt; . 00 O to cn 00 . tn .\\ STRAttUf M ACTnilltS aefliKHiMG OATE cohpeetioh OAfE CQSIS JtSflOMSIBILlfT f/ALUA t lOM C e11 teese- dtrnror -H+gn~ H Tgn- ehooT - and- i Eeeran\u0026lt;)-\u0026lt;dmiH4ee  Tvh- V esK-MeabadAv^d- t rem- e rerr xoamllt ee- - 4r:~Revlew progrhB qoAls 1.2 oolectlves, guide- lines, and f IndI ng s 0 o F Sen rd- i-rt e r. ~ ~=^. .Reco\u0026lt;nd odtflci- 1.3 tIons for c f f\u0026lt;c I Ive program l\u0026lt;31t*\u0026lt;nta- t ion .aXario^lSflA-ig. xlth responses to needs of Individual schools and prograa 1evels. -f. I^et ine crilerii/ 1.4 pre lerreii qua I Illes for teacher Selection. -f. Refine plicexnt. 1.5 criteria (secondar7 level). exit critcrl* (Secondary level). -f^riiT-bsaa f -Qntjo l-rr^ -Sof  f- V CX4 u W COMPLETE], 1989 fill. 1963 Onqo i ng reviev/s and audi ts. Fall. 1988 FaH. 1983 Fall, 1983 Fall. 1988 Ongo inq Ongoing Ongoing Onsjo I nq Assoc. Superintendent for EoTToej'rum-md- Documentation c Cem-nt e c -rttreT. r ng- -Arj-e n a r 9vTrcti--flr-h'-- Eduiational Programs and Staf Assoc. Superintendent for Cameo mO- Ss\u0026gt; i a b-Re qr-i V Educational Proqr Staff Development di ( Assoc. Superintendenl for tom-eo  rKl- Development Reconinendj t ion ms and Sfrrcfl^b-flraqMMrt EdU( Criteria for Teacher Select ion ational Programs and Staff Development Assoc. Superintendent for forr-Ktj Aa.Edl ijoaCJA L Jtrogc-unspi-ogr A 1soc . ^Cf terrrea^ Super 1n(enden t PI a Cement Criteria cationa! ams and Staff Developmei *d-Edi Cait Cr I t cational cr ij tii-Progifams and staff DevelopmentI FiiaMi liliiaMi liiiitt.' .. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE  RA t S' -{( on f ritrrc tj i KRveie .Ybtr -t on- -r-t htt-in e - -um-w ' f- '.-OA- 1 kpxxa4 A-U X4 I * L:- - IfX L koA- 4 h  .0^4 c kLl -t T - J a C r HVon 08JtCri7S STUrtGjES/ AcrHuks eeciJiHiKs OA(E COKPICTIQM OATC COSTS at SPOrts(a(LITT t'fALUAI lOH . (Con 11nued) 1.6 g- Obtiin recci,, ends t Ions 1.7 for stu\u0026lt;l\u0026lt;nt plice*eni hr?*e and coplel\u0026lt; acaacic stills needs a s ses sAen (. O^-* e 1 Qp l\u0026lt;]^ave\u0026lt;^c plini for itu\u0026lt;i\u0026lt;nts who did not ichleve 4i(tr/ on the Arkin- S4S Miniwu, Perform BAnce fest (grides three ind sli) ind foi eiqhth-gride 'it-risk I gSludents. loleent terrmng-l-it Curricul u* guide tnd FiU . isaa Spnnq-Pal I . 1399 fill, loaa Onqo i nq Onqo i ng Onqo ing Prineip4 I s Pr incIp41 s Super-/1 iOFS-of RtJding Sludenl Reqi^lrjlion Compleled loiprowcncnl pl. 1.9 cont Inue ret I sIon at proqri^lii needed. ^^T^Oevelop list al suggested Kkterisl end suppIles thet Mill 4adre s s students' specific FjII. 198a Ongoing Math, and English Supervisors of Hjlh. Reid I ng, ind English Classroom Monilurinq Oocu(n\u0026lt;n 14 I 1 on SuggeI led L 1 i t -O 70 I .Si  1,16 kills de IIclent les. I fD 00 o cn CO \u0026lt;T Ir. 0rder needed F4Ie rI 4 Is 4nd Supplles. Au^u si, I 309 Onqo i nq Supervisors of HatnSjT^i Purcnjsc Mdtcri^H a e *4-SAS r S4UJ .(oqUusA-Readina- e ind ^:upp I I c s I 'liiiiliii*! ' I. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE - ^-3 A  -t i-nv/rTl f -4 H K-^ H F-W 9 -H K 6 b H  ------- 3-  j7trnT-y Ctmnr n toifr Tno ----------Uu-x 1X L -Hx uq cxukx T'OT cw^T) r m D n tT r rhr l^Joy n Ff^-r-f f -\n\u0026gt;Tr\nTr\ni?|- flTr r irrTT rTTr-n-j T ? aQ O8JtC'l7ES 2. wcsiqn 4nU icolen^ni sHeciive st4(( dcvclcp- -enl ( eniure equ 11\n2.1 stjatesies/ ACIlKiriES aEGI.HHIHG OAIE COMPLETION OAIE COSTS 3ESPQHSI5ILI[1 E'IALUA r lO.M i e^rsK e e--f .fl r-Geirt r cT-Of- Wce-S-l-cTE.- -Th PI in Jnd conduct I n-service for teichers, L iwe e * rce- e houi d - Eooi e  4 h e - f-ot I ow+rig - *tHv + H-e-lc 'rmore- -treTercginenn -^4Mp hw}- +* 4'e^iP*r A - i\u0026lt;v4- (wjd .J A h Scti-\u0026lt;^Ue- 4 fui- I tn- ? Kt- -It i cFtm ~w H A -1-Hmj V t XTK 0 O' -/\u0026lt;c cr -er^4 ern-\n*\u0026lt;Ltd CW. ^Uccaoenl- 44 -t t r 4-4e3 COMPLETE fill, i9ea Onqiimg\" 9, 1989 COMPLETE 0, COMPLETE 9. COMPLETED, COMPLETED, COMPLETED, *A-ioc7-Sagennnrmisn-n ripTioi Qngo ing 1989 1989 1989 1989 1989 -\u0026gt;s-ioc r Sopenn nmoenrs Supervisors of Reading, Math, and English Agenda / -o X) IS fD o loo \u0026gt;- , cn cn 00 4.-04* n wvg- V 4b- -Scx\u0026lt; \u0026gt;41-1 dwo444a\u0026lt;t- -H44 a AtogT A sb- p AV f44i-wa- -4\u0026lt;-4e-w g)pK\u0026gt;ftnel- -s-e-l c-AMin-crdA erl-- -S\u0026lt;4 atu 44 -order ~rvpp AAe-s- tru- -?\u0026lt;-* r 4-hn-i n\u0026gt;f -on -ixW-i -i-t r r m-7~ A\u0026amp;~ -PlM A(MMA -t\u0026lt;.v A r COMPLETE D, 1989 COMPLETE D, 1989 I COMPLETE 0, 1989 i I 'Mi LiiiiiiiiM lijOiliiMi LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE - -rlRA -fC-cn t rrrvxTj j I w FrtHt X rrrt 0/T \"Ti ?i c r nrr a\u0026lt;m4 - A t-Laa-14 t pj\u0026gt;a v ua-L-\u0026lt;, jlAc-y- --lierr) I? thx- -T-crj-H-T\u0026lt;i(jt-ei?.\u0026gt;tcma(Tx-f \"rr t rrrit-ttRT t TTiTT rr(n~\u0026gt;*'rTn)rT\u0026lt;r-fDr-xrt:?i'irr~aTH J-t~eTrrf~i ng ~rnrr -3-1 -t-trTOTt- cCLu-LJxugc^^ _ _R\u0026lt;-og 9-^ rawin o(T O8Jt\nCT175 STlATHieS/ ACTHines aeciMHiKG 0 A re cowcrriON OAIC CQ5fS JtSPONSlaiLlIT t'/ALUAI 1Q I Con 11 nued) e r -W * n - eooki fr t -b-ol Vd-Ung-Ve-ret -1-m e (--t e e -f~or- nrtlrt O TO (O fO .co o OO CO . P*-n--woa -Snxjotrwj- Tncrjntr Xg'tnim ncu rry .2 ' periodic 4 . C On I i nu e~*lHKK+7^ Iniervice meetings -{-4-pe-r-7 e rr-}-11 1 8C (or ^l-c*inr7 reid- Ing ind a-ilk leicheri ind eV+aea-- -UM-y pr I nc ipi 11 . Include coapuier perionnel \u0026gt;4ien ippropr ilie. Al st e n -fap4e*ea t -{K-ep tlvoiU -bole a4\u0026lt; -(-S- 4*7-$-)- -to\u0026lt;-i-\u0026lt;on\u0026gt;4*ry-AJU.- --t-e-ic!i-r-c-*n\u0026lt;l- -liidr-e-Si -l-4y-4(\u0026gt;44 ewi-r\u0026gt;g- -UHie-UJeS.:- nXi t-fit-c I-m - roTl r r \u0026amp; t tvnJ* n f - ^atU^i |dU-|.(y-$Jt41l--ndv 7a-e4\u0026lt;l-W\u0026lt;j4nW -C 4 . r - v+ud e n M - (A-hn- e Ul-41e\u0026amp;\u0026lt;i\u0026lt;n- - -end -i^nrwj- -fAb - -4^ ic/uxi. ( Cool I n\u0026lt;j\u0026lt;U 1 COMPLETED, 1909 fill. 1983 Onqo 1 ru] Supervisors at M4ihj_ fmJ ftcidinq , 3_nd Engli sh Agenda Atrijertd 7-$epb.- 4988- COMPLETED, 9n^4rg- 1989 A-rs-oe r-Sn p etM n bend e r t-hjr 6aTTi eirl-a* -\u0026gt;od Sprc t rh ? i \u0026gt;- Agemli I iv LRSD DESEGREGATION PLAN IMPLEMEHTAT[QN TIMELINE -i UlM rvrevi i*U4\u0026gt;44  iiaa-jo -(HPt-y4HPWK-FF+ttm oaJEcrc/ts t Con 11nu e J ) -O o\u0026gt; a ft) co CT\u0026gt; CD X3 ft) C3 00 VO J-lULTCTmUy -(Trrrl- Carf-rTTj-taifi \"mn ---------- J yt-Han-\u0026gt;/-xhc-L-i-tt-lx--Aoct-ScfTOtK-e 'ill icr-Proq-rjn-Yar-iTtfhfnTftminnT'q~t~PAr7 \"P r O'|T~\u0026lt; ~~tS mrp^ n y A-fty!TTr r r\" 44Ju c xl uia srutfctEs/ Acr ITT I r IEs JCSINHIMG OAtE COMPlCriQM oAie costs ts?QMSiaiu ft f/AiUA ((On * - 4 C a a U-Qu \"/i trrn-mxhf/T - COMPLETE), 1989 -(i A^UUhZ- - UV|- 4 I,4 a . - -^4 -*ve414-4A4- rrmi cNn-Bj-y- - 4 * 4- U\u0026gt;4- r lnrn-acrrc7i\"jfr + c4i-rs- 4 2S-*4a^-p4c_\nu4-4o4 a*4 4  4*. 4  ati -piy- \u0026lt; eaten t m * I - Z .3 -?Iin Individualized Instruction b4scd e4ch $ludeni'$ 4$sen\u0026lt;d needt . p l-\u0026gt;n- \u0026lt;-4 y -6 ixA^d _fj\u0026gt;c -Cf ud^n f 5 on 4- -\u0026lt;-4e Aj-i- i O o l-d- b 4 -on- (tMU4 Va- -$h4 \u0026lt;L. - * VU\u0026lt;b44 -OA- -WV4 a US\u0026gt; 4 V -A4i*ik- Wh h -tx-4 i- i-Ve- 4han. -Ovt -^4 4A- 1988 Ongoing Teachers Pl an COMPLETED I II F S2Z] hiiiM LRSD DESEGREGATION PLAN IHPLEMEHTATION TIHE LINE -yrftA + bjrK r kVMi  A P WM-\n4 K A*.-i*4p4i.vi-Ci-l\u0026lt;-, - .. -14. - yV-rr- 4'r V-V-t T f n~ - -I * c -Ih 4 J U111. Jtpct. Sj.aQQ.L Di$-\u0026gt;-r-l i U -Zrogc-m- lor- -t cc^-LcJ j La-J- L t i-r-n-1 g.t. -( g U-l- -?T \u0026gt; -C-ix\u0026gt;agF\u0026gt;v44-aM/-a\u0026lt;w4 OeJECTI'ItS STUIElltS/ ACTlilIlES aEGIKNiHG OAIE COPLETION OAIE COSTS iieS?ONSI3IL!(T E7ALUA r lO.I vCoAtUacuxaiIT -O X3 O fP ro Oo o_ CT* tji cr O _ ( CorutA OI4\u0026amp;4-) - rdmc t T-f 1 CnTrop r rm -4A-CP \u0026gt;4-1-11' reKw re-e-i-i - \u0026amp;\u0026lt;-( kx- - Ann-t-rotfrAsfxk -vKAAe^l-e-iT COMPLETED - 5\u0026lt;-be-r - acirn- twi^n t - ao-tA-e t f. -eu 4 Luxt A oal-t4 -duAy-l-e-vun-pAAnt- - Ah4-l-r eH-et V-the- - *(\u0026gt;o-re-peixe trf-eA -ifHl- - An torwat ton - - -AAeiUA te--ttf.4A-eqt*t-hAauA- t 4neo\u0026gt;*A - 2.4 - +/X-roebVSrtr secondary -^7~Assiit -TjutrmmuurrTTTTTTi\ni'rr ^AV tcicherj witn tncorpor 111 nq *oc I - 14 C loni I t tn (eq I e s Into the Inilruc-t lonil proqrAM. -q-. A4v\u0026gt;4-t-\u0026gt;-e\u0026lt;-oAAe-y- 1 e *.AH\u0026lt;q - V\u0026amp;4\u0026lt; \u0026lt;-(- ta. - taiuxl  *41. -in - Wte- 9-AC- p \u0026gt;aq\u0026lt;-A - - t)7 rctiedrrrinq \"om-deTr -oA - Hvse rv-ke-wHA- uve-  \"En q eird- Ka-Hi- AVP- 44 4t.l.cxt , fall, isaa Avfjn t f.- 4 S8d\" COMPLETED Ongoing Ongorng Secondary JanHX-ltt'^h Principal i and Supervisors of Readings. Math, and Engli sh CljiSruom observ4llun and docuincnl J I ion 'SopvT^f't f- 41 A-gcmfo- I I I 4 la LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE ------ A n r nro? a f ATWrt-T rmi nc i -tM-m n------'^Kh -111 ih T mun tnr r n.trl a\u0026lt;a-rrnj S *-\u0026lt;4  U-Myo* aws- QSJtcrcin STaxTiUtS/ Acrtfirits atGIKHIHG DATE 5 Tr t L i.~.*'raqT 3\u0026lt;y ~fnT~^ccc'l r rjttt1 -hnr n nnp f PTtr ) CQKPLETION DATE COSTS  aeSPOHSIBiL1T T T'/ALUAT !0  - 4 4e -e^w 4  I 4 VV64^ i*-.- fle'eeTaa -c-rmer-U- Tar E1 c m t m-1 o-rdd rm 4 Ta MW a o*.\n- Sxrfxr fn-xrnmnrr --i , Coy - tfHx  F-k4 4 e ?a f MM  * U 4 a - k\u0026lt;\u0026gt;4 \u0026lt;5 Ka ft oa-e-/( fen 7 e- progrtB- 3. Provide ongoing progriM fviIu4tion lo eOuc i11004 I eniure cqu I t y 5lm to    o n UD - T TgIK 4 *g- -1 KK-t 4 I-Too - teem rb-m tr - e rrmt rH- i?ee -ft-.- Pra-.-i-Ja-Taad T l-Uep \u0026lt; r f Mw 4 *-t-o-ftu-U 4 4 )- ft  4ne-1 ft * Ui- -i f aUef- to- -201- r n -HX - Kl/x r CIK'  Tt-rti HJ- *-.--14 e/H-t 4 f t\u0026gt; k*-r- -iub J-H4a hev-tr. \"fryhr xoapulerHib -$ a b -t o r'6^ Tchjp r -PAt \"cvrfa'-\" 1X t\u0026lt;nr a e rrg n - r r \u0026lt; O F WVg- 44 t-GAf - Uve- CMK4\u0026lt;e.- - ft.-a e t r-fn-cT-rl n  t run u7~Monilor ?A cliii-rotwi ind c-*4U*Ka-aAt proqraii implementation. | I COMPLETED, COMPLETED T^-n--waa- COMPLETED ErTd-r-Haa- COMPLETED FrH7-P9ea- COHPLETED frH7-W8fl- COMPLETED Fall. 196a 1989 -On^OtiT^ -On^o Ongo rmj- OngarnT' \"Onga nTg\" OiHju 1 ng AiKX-t 4\u0026lt;X44a- 1 emlm r \"For-Schoa h- - tend efK-4  A--S oIumU A A  KKd * tft- -S ovW4'4 a - -I e ftdenA-Ptwo l-$- Sopenrt a t- Tnrtroe tH\u0026gt;a4 U-f-\u0026lt;tft4vo- E 7 rH/ae ttm- -4 V nnj- 6 T rvXT o r-IH  W tf-tH t\u0026gt; n XTiniin-tf f) mrc tor- tj *-(-** lft*a-L4Uu t-hntrnTp Associate Superintendent for| 4 X Vd Tin -OxX^a^ctVt-aA + -S^ ft 4 I- V-tn-A e \u0026gt; -4 JeivH-l + cr\u0026gt;l- -A-ja ai*- -trif- Tr i n mg- -Saa VMWM- -C-erta Fc-t-e-d- EyidTaa t run -Oe-4 -C- Kr,m ofT hrsT rinnrn r Documentation Educational Prooralns and Staff Develoom Supervisors of-ReadVriq, Math, and EnqH j V. Sli d ley les iH DELETE ALL iMPtSHtXTATiOM IlMELIXt Anouil H*a__ _ ___ I'lll'j (t*rj r\u0026lt;riiM\u0026gt; ^pero.snr ol IwsiimHuinl IciluuUugy Loi I: 01V111 on I I \u0026gt; uc t lon/( ro^ r r e 4 PAI r. OtJECTIVES ACT'.allUS tlLlNNIHG DATE coHnnioM GAie COSJS aispoxsiiii\nj I'/ALUAilON  -i tA i! lA*rvi -i I \u0026gt; t3 'J u -i ( J~W**** wt \u0026lt;**** *** *****. * CIIm **4 ..*. at. I . ex. U* Il'.dodM r I s o J s (y i: O QJ rj n\u0026gt; 00 S 01592 I GIFTED EDUCATION Lonq-Tegm Desoggegation Plan I 1 I. PROGRAM/AREA OVERVIEW At Gummagy of Backggound--Infogaation The Little Rock School District Gifted Program offers subject-baaed instruction in ggadoa K-12 services to its students through a design that consists of observation and enrichment for all students in grades K-2. Resource rooms and indirect services are provided for grades 3-6 and special classes for students in grades 7-12 are offered. The program operates in compliance with It opogatca under the standagda of the Arkansas Department of Education's Gifted and Talented Program Approval Standards fog 1006. The Standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and facilitators) who have completed or who are in pugauite--ef pursuing graduate credits in gifted education. II. AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs h In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Re: 01593 I Page 87 a Education, gifted and talented children and youth are defined as \"... those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experience and/or services.2 The criteria for pupil placement into gifted and talented programs shall be ouperior above average intellectual ability and creative ability. To the extent that task commitment and/or motivation may be objectively determined, they too may be utilized as criteria for identification and placement. Noithog No one criterion shall be used if the result is has a disparate impact upon either racial group within the dDistrict. Moreov\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_781","title":"Test data","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":["1991/2005"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","Education--Standards"],"dcterms_title":["Test data"],"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/781"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["193 pages"],"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\nIndiana Achievement Level Tests Reading Goal Structure 1. Reading Strategies/Word Meaning a. Context clues b. Root/base words, structural analysis, prefixes and suffixes c. Synonyms, antonyms, homonyms, multiple meaning d. Phonetic clues 2. Literal Comprehension a. Identify main idea/summarize b. Recognize or recall significant detail c. Determine sequence of ideas or events d. Interpret directions e. Use reference skills 3. Inferential/Interpretive Comprehension a. Make inferences b. Make predictions c. Identify cause and effect d. Categorize information 4. Critical Judgment Skills a. Draw/evaluate conclusions b. Distinguish between fact and fiction c. Identify persuasive content d. Identify authors purpose e. Identify authors point of view, bias, stereotypes f. Identify literary devices/techniques (figurative language, mood, tone, etc.) g. Identify literary elements (plot, characters, setting, theme, etc.) h. Distinguish between fiction-nonfiction, fantasy realityIndiana Achievement Level Tests Language Usage Goal Structure 1. Writing Strategies and Skills a. Prewrinng b. Drafting skills: complete sentences, clarity, figurative language, mood, tone, etc. c. Revising proofing, editing d. Forms appropriate to purpose e. Appropriate sentence forms f. Paragraph skills including form, topic sentence, etc. 2. Grammar and Usage a. Basic sentence patterns b. Types of phrases and clauses c. Noun forms including plurals, possessives d. Verb tenses e. Irregular verb forms f. Subject-verb agreement g. Adjective forms h. Adverb forms i. Pronoun forms including plurals, possessives j. Negative forms 3. Mechanics of Writing a. Appropriate end punctuation b. Commas c. Apostrophes d. Enclosing punctuation e. Underlining titles f. Beginning capitalization g. Capitalization of proper nouns and adjectives h. Capitalization of pronoun I i. SpellingIndiana Achievement Level Tests Mathematics Goal Structure 1. Reasoning/Connections/Problem Solving a. Logic/reasoning b. c. 2. a. b. c. d. Strategies Connections/application of process skills Number Sense/Place Value Counting, order Greater than, less than, equal comparisons Odd, even Place value e. Rounding f. Fraction and decimal concepts and relationships g. Ratios, proportions, percent h. i. j- 3. Notation systems Primes, factors, multiples, roots Application of process skills Computation /Estimation/AIgebraic Functions a. Addition and subtraction of whole numbers (algorithms) b. Multiplication and divisions of whole numbers (algorithms) c. Addition and subtraction of fractions and decimals (algorithms) d. Multiplication and division of fractions and decimals (algorithms) e. Commutative, associative, distributive properties/order of operations f. g- h. i. 4. Solve equations, evaluate expressions, understand concept of variable Patterns and functions Coordinate system Application of process skills Geometry and Spatial Sense a. Recognize, describe, compare, classify geometric objects b. Describe geometric relationships c. Identify, describe angles d. Line characteristics e. Geometric patterns f. Identify fundamental transformations g. Pythagorean theorem h. Application of process skills 5. Measurement and Estimation a. Attributes of length, capacity, volume, weight, mass b. Attributes of time and temperature c. Concepts of perimeter, area, diameter, radius, circumference d. Value of money e. Relationship between and among metric and customary units f. Application of process skills 6. Data Analysis, Statistics, and Probability a. Analyze data from charts, graphs, and tables b. Concepts of chance, probability, prediction c. Measures of central tendency d. Ordered pairs e. Application of process skillsNWEA NORTHWEST EVALUATION ASSOCIATION Achievement Level Tests: Assessments that Make a Difference Achievement Level Test results help teachers, schools and districts to: T'he Northwest Evaluation Association (NWEA) Achievement Level Tests are a  Monitor the progress of all students toward state and district standards series of tests aligned with local curriculum and state standards. While most tests simply provide scores that compare and rank students and schools. Achievement Level Tests provide the information most important to educators  scores that measure growth in student achievement. Level tests provide thorough and reliable data that can be used with confidence to make instructional and program improvement decisions. about the testing experience. Another benefit of focusing the tests around specific achievement levels is that each test is shorter in length, resulting in less class time used for testing. But most importantly, teachers receive accurate information that enables them to monitor each students academic growth. When to Administer Achievement Level Tests Most districts administer Achievement Level Tests in both the fall and spring. Tests may be administered starting in the spring of second Measure growth in student achievement over time Place students into appropriate courses or instructional settings  Provide instructional focus  Screen students for Title I eligibility, special education services and gifted programs  Evaluate program effectiveness More Accurate Data About Individual Students Teachers want to improve student learning, but to do this, they need more accurate information than the traditional, single-form test can provide. With conventional tests, low-performing students see only a few questions that they can get right, and high-performing students see only a few that they will miss. This RIT Score 250 r 238 - 226 - 214 - 202 - 190 Achievement Level Test Longitudinal Report   *  diiu| R Score H Average W Grade 6 6 7 7 8 8 9 grade. The reading and language usage tests are appropriate for most students through grade 10\nthe mathematics tests through algebra and geometry. Science tests can be given to students in third grade through high school science courses. Term F96 S96 F97 S97 F98 S98 F99 Academic growth for individual students can be tracked through the NWEA longitudinal report. Shown here is a student's progress in mathematics from grade 6 through grade 9. The Test Administration Process Achievement Level Tests are not timed and take about one Communicate to parents and the community not only causes boredom and frustration in students, it also makes achievement scores less accurate. With Achievement Level Tests, students take tests that are tailored to their current achievement level. This gives students a fair opportunity to show what they know and can do. There are no wasted test items on level tests. Students can actually attempt all items in a given test, which makes them feel better hour per subject for most students. An easy-to- follow administration booklet and instructional video smoothly guide the test administration process. For all districts new to the concept, NWEA provides an on-site introductory workshop that guides teachers through proper test administration procedures. The administration of NWEAs Achievement Level Tests differs from other tests since students must be assigned a test of appropriate difficulty. In the first year of the program, brief locator tests help place students into the right test level. In subsequent years, NWEA's scoring program uses prior test results to automatically assign students to the right level. Test Results Returned Quickly, Measure Progress Level test results are returned within two weeks. Districts with appropriate technical expertise may license the NWEA scoring software for immediate on-site scoring. Level test results are reported on an achievement scale called the NWEA RIT scale. This scale RIT Score -! State Standard Score = 23i~~|-- 220 - IM T 21 7l 221 225 205 - 190 - 201 208 211 175 Grade Median RIT Score Achievement Level Test scores can predict performance on critical state tests. The chart here shows the progress of students towards one state's reading standard of 231. 3 4 enables teachers to measure student progress much like a yardstick measures height. Growth in student achievement can be accurately tracked between terms and across years. In addition to the RIT score, NWEA provides percentile scores for districts to use to compare their students to others in the nation. NWEAs norms include more than 500,000 students, the largest K-12 norm base in the country. More importantly, NWEA provides the only systematically-collected set of growth norms available, enabling districts to accurately compare the growth of students with others in their grade. Goal scores provide specific measures related to the districts curriculum. These scores make it possible to compare student performance in each goal area to typical performance for students in that grade. Reports Summarize Test Results, Used to Improve Learning NWEA provides class, grade, school, district, and parent reports. Teachers use the information to focus classroom instruction and help pinpoint areas where individual students might need extra attention. District and school leadership teams use the data to make informed decisions and answer the difficult question, Are we a more effective school system today than we were yesterday? \"This scale enables teachers to n n n n n n 5 6 7 8 Predicting Student Performance on State Tests Schools should never be surprised by student performance on high-stakes tests. NWEA staff works with school districts to create an alignment between the level test scales and the state test scales. Districts commonly use data from Achievement Level Tests to predict student performance on state tests, which measure student progress much like a yardstick measures height.\" helps districts identify students eligible for special intervention programs and shows how all students are progressing toward the standards. NWEA Support to Districts NWEA provides extensive support to districts that use Achievement Level Tests, from early design decisions through the implementation process, and appropriate and effective use of the data. NWEA: Assessment Expertise The Northwest Evaluation Association is a non-profit organization working in partnership with many of our nations school districts. Our mission, Partnering to help all kids learn, is rooted in the belief that accurate information about student achievement leads to improved student learning. NWEA provides professional training, consulting services, and ongoing research. We build long-term relationships with clients, helping them design and maintain comprehensive assessment programs that are making a difference in student learning. Northwest Evaluation Association 15115 SW Sequoia Pkwy, Suite 200 Portland, OR 97224 Tel: (503) 624-1951 Fax: (503) 639-7873 www.nwea.orgLittle Rock School District ASSESSMENT PROGRAM 2000-2001 Test Grade K 1 2 3 4 5 6 7 8 9 10 11 'j I. i\"! I  1 t , / 1*1 1 it| I \"n ^IjI hki J ta' 'fe 'fc* it IsStiBi- .  'riji.-M 1 --H-l--J'lTi JfiBi! 1-,-1 ' 12 Observation Survey Fall and Spring Fall and Spring Fall and Spring Achievement Level Tests: Reading, language arts, math, science April Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring Fall and Spring 1st Quarter CRT-October Alg I \u0026amp;II Geom Trig Alg l\u0026amp;ll Geom Trig Alg I 811 Geom Trig Alg l\u0026amp;ll Geom Trig 2! Quarter CRT-January Read \u0026amp; L. Arts Read \u0026amp; L. Arts Read \u0026amp; L. Arts L. Arts L. Arts L. Arts 3'\" Quarter CRT-March Read. \u0026amp; L. Arts Read \u0026amp; L. Arts Read \u0026amp; L. Arts L. Arts L. Arts L. Arts Alg l\u0026amp;ll Geom Trig Alg l\u0026amp;ll Geom Trig Alg l\u0026amp;ll Geom Trig Alg l\u0026amp;ll Geom Trig End of Module Math As completed As completed As completed As completed As completed As completed End of Unit Science As completed As completed As completed As completed As completed End of Level Social Studies State tRa lli'hti Miifefy' of kfstii bon^hitiarkdi And standards, ' May SwHaSSl state Benchmark: Math and Literacy April April (pilot) April End of Course Algebra I (pilot) May May May May End of Course Geometry (pilot) May May May End of Course Literacy (pilot) iBSi 1 Ihfeij^ibk/\nft May SAT-9: Norm-referenced Test Sept ACT. PLAN, EXPLORE PSAT NAEP Feb. NAEP (randomly selected schools) February Sept Sept October Feb. Feb. FebruaryLittle Rock School District HAND DELIVERED February 13, 1991 53 V I a*?'  Mrs. Arma Hart Office of Desegregation Monitoring 201 E. Markham, Suite 510 Heritage West Building t * Little Rock, AR 72201 Dear Mrs. Hart: As per your telephone request through Polly Ramer on February 12, 1991, I am forwarding 1990 test scores for Carver and Washington Elementary Schools. I regret the delay, but I was out of the office at the time of the request and my staff is not authorized to release information without my approval. Sue Tadlock indicated to Ms. Ramer that a written reguest was needed for our records. Please be advised that a written request is not needed at this time, letter in our files is sufficient. A copy of this Please contact me if you need additional assistance. Sincerely r Sterling Ingram, Director Planning, Research, and Evaluation cc: Ruth Steele James Jennings bjg 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Little Rock School District August 27, 1991 RECEIVED Mrs. Ann Brown Office of Desegregation Monitoring 201 East Markham, Suite 510 Heritage West Building AUG 2 8 1991 Little Rock, AR 72201 Office of Desegregaticn lioring Dear Mrs. Brown: We are enclosing the third administration summary report of the 1991 Arkansas Minimum Performance Test. This is in addition to test information provided to you on August 21, 1991. If I can answer any questions regarding this information, please feel free to contact me. Sincerely, Sterling Ingram, Director Planning, Research and Evaluation 324-2124 cc: Dr. Ruth Steele, Superintendent James Jennings, Associate Superintendent bjg 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION ARKANSAS MINIMUM PERFORMANCE TEST GRADE EIGHT SUMMARY THIRD ADMINISTRATION 19 9 1 *NUMBER INC. SCHOOL/IN SUMMARY TOTAL TEST PASSING SCORE = ____________STUDENTS FAILING 4204 STUDENTS PASSING BLACK WHITE OTHER TOTAL CLOVERDALE/219 Number Percent 193 88 12 46 9 35 4 15 26 12 DUNBAR/152 Number Percent FOREST HEIGHTS/219 Number Percent HENDERSON/295 Number Percent MABELVALE/193 Number Percent MANN/284 Number Percent PULASKI HEIGHTS/223 Number Percent SOUTHWEST/206 Number Percent ELIZ. MITCHELL/5 Number Percent DISTRICT/1796 Number Percent 136 89 197 90 263 89 178 92 276 97 207 93 191 93 2 40 1643 92 8 50 11 50 16 50 9 60 4 50 7 44 6 40 1 33 74 48 5 31 10 46 15 47 5 33 4 50 9 56 9 60 66 43 2 13 2 67 16 11 22 10 32 11 15 8 16 7 15 7 3 60 153 __8 M F 0 M 0 0 0 0 1 7 0 0 0 5 3 F 1 6 1 5 1 3 0 0 0 0 0 7 5 M 1 4 0 0 0 0 0 0 0 0 1 1 F 0 0 0 0 0 0 0 0 0 0 8 3 *The number included in this summary has been revised to reflect students moving into and out of the district since the first and second administrations.O' LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Date: November 22, 1991 To: Ann Brown Office of Deseiggrreeggaattiioo:n Monitoring From: sterling Ingra: itor Planning, Research and Evaluation Re: Test Scores Incentive Schools As requested today by Polly Ramer, we are providing Metropolitan Achievement Test results by race and gender for each of the incentive schools. If you have questions, please feel free to contact this office. bjg GnADE/nftCE iruHLirii TKSYKO J TOT/.T* W D 2 TOTAL II W o 1 TOTAL h W o 1 TOl'Al. n w 0 5 TOTAL D y o 6 TQTAI^ 8 W 0 7 7'lZJ AL II H O 8 TOTAL w o 9 Tar.M, 0 w o m TOTAL h If o J 1 TOTAl. n H 0 LITTLE ROCK SCHOOL DISTRICT PLANHIHC, RESRARCir AHO EVALVZiTIDH STANFORD ACHlKVBMEirT TEST\nEIGIITK EDITION MATlOriAI. PP^CRMTILr RAHK/KORMAL CURVE KQUIVAI.KHT SCORES (PR/NCR) UlSl'RIGTWIDE aUHMARY 1992 EMVlROHMEMT* TOTAL HEAODIC TOTAL r4ATHRHATICS LArrctmoE BCICHCE SOCIAL tJClEHC*: /*SIC nATj'Env COMPLETE  n/iTTERV 269 4 1330 697 24 1883 1)73 67 2 28 170 3 1 131 632 IC 1867 L211 632 23 1922 1200 612 22 184 J 1709 609 25 1694 1122 050 31 1 57,7 1060 493 19 15114 995 53 6 23 1602 949 609 4 1 .3 4 72 B25 612 3 5 12/45,8 35/41,9 63/37,(1 66/58,0 4fl/49.0 4Q/44.6 70/CJU 74/63,3 41/45.1 32/40.2 63/57.2 66/60.1 37/43.9* 27/37,3 S9/55.0 49/49.5 45/47.5 36/42,4 67/59.5 74/63,5 39/44.0 31/39,5 64/57,0 67/59.1 O 30/44.1 29/38.1 02/55,3 57/56.9 39/44.2 27/36.9 63/57.0 57/53.5 44/47,0 33/40.9 67/59,2 60/55.4 38/43.3 26/36.6 63/56,8 58/54.1 60/49.9 37/42,0 74/63.6 67/59.2 12/ 5 31/39.3 70/61.0 72/62,2 41/45,2 29/.nO-S 6//59,4 73/62.6 44/46.6 30/39.2 08/60,1 63/57.2 49/49,2 35/-ll.n 72/62.3 64/57.4 50/49.8 34/41.4 69/60.7 66/58.4 57/53,8 46/47,7 77/69.6 07/73.6 *'/49.7 59/43.9 70/60.9 64/57.4 43/46,3* 32/40.0 65/5n,0 O7/59 3 45/47.4 34/41.3 69/60.3 73/61.6 45/47.3 33/40.8 70/C1.2 74/63.5 C I 50/54.1 46/47.8 76/65,1 00/68.0 50/50.D 38/43.6 70/60.9 68/59,6 43/46.1 30/30.0 67/59.1 63/57,1 46/40.0 35/43.6 67/59.2 61/55,9 49/49.2 36/42.4 70/61.1 69/60.4 47/48.2 34/41.0 70/61.0 68/51.7 57/53.9 43/49.2 73/63.0 76/05.1 46/47.6 35/42.1 05/50.0 64/57.4 46/47.6 34/41.5 68/60.0 66/58.7 4Q/4*J.O 38/43.S GB/59.7 69/G0.3 48/45,0 3A/43.6 68/59.7 67/53.0 47/48.2 36/42,2 60/60.0 67/59.0 53/51,7 43/46,5 71/61,9 03/69.9 48/48.7 38/43.7 67/59.1 66/50.7 45/47.4 33/40,6 70/61.2 74/63.6 46/48.1 37/43.1 65/58.2 70/60.0 44/46.0 34/41.1 65/58.3 71/61.5 44/46.7 32/40.4 67/59.2 72/63,4 57/53.0 48/49.7 74/63.3 75/64.3 51/50.3 41/45.4 68/59.9 64/57.7 54/52.0 43/46.0 74/63,5 75/64.0 59/54.5 49/49.0 76/65.0 72/62.0 54/52.1 43/4C.4 73/63.1 72/62.2 54/52.1 43/46.0 75/64.0 73/62.6 45/47,4 36/42,2 64/57,3 75/64.3 39/1UO  n/lB.IJ 9/54.7 07/73.C 34/41.2 23/34,1 57/53.9 68/59.6 37/43.2 26/36.7 56/53,1 58/54.n 43/46.5 32/40,1 59 / 54,6 62/56.4 43/46,1 33/40,7 64/57.7 70/61.1 42/45,6 31/39,7 6S/S7.9 75/64-5 47/40.6 35/42.1 72/62,0 80/67.8 46/47.9 '35/41.7 69/60,6 75/64,5 46/47.7 33/40.9 71/61.5 70/66.0 o O o tO/49.1 Jn/\u0026lt;13.6 G0/GO.7 E1/GB.5 45/47.4 34/43,3 CB/60,1 77/65,7 46/40.0 34/41.3 72/62.1 63/70.0 43/46.2 32/40.0 66/5B,6 04/71.2 43/4G.1 30/39.2 60/59.0 86/72.6 cn 54/51.9 42/45.9 73/63,0 69/60.6 50/50,2 38/43,4 72/62.5 69/60.7 49/49.6 36/42.5 73/62,6 71/61.4 47/40,2 34/41.I 70/61,0 71/61.7 48/48.8 34/41,1 73/62.6 73/62.9 47/40.6 31/41.5 68/60.0 59/54.6 45/47.3 32/39.8 67/59.D 64/57.3 43/46.2 30/36.7 66/58.4 57/53,8 47/48,4 34/4 1.2 6B/60.1 64/57.7 47/48.5 3?/4O,4 70/61.2 65/58.2 40/49.1 35/41,9 66/50.S 61/56,1 32/40.2 fin/[i9.7 SQ/54.4 Sl/50.6 36/42.7 69/60-7 72/62.3 * At O.TdoH 1 nnd 2 tliD .SCIENCE nnti SOCIAL.SCIENCE objoctlvos aro comblnad .ind rnflortrid nii ceorts uinicr EWVIROPMEUT. 51/50.4 36/42.3  70/60,9 69/60.S Sl/90,4 34/41.3 72/62.1 7O/61\u0026lt;D li O oSCHOQI./MO. TESTEO* saazEBEftiiEzm Humber _ Peroent ssaiBABma Humbar --------Eaiaant LITTLE HOCK SCHOOL DISl'RICT Pr^KHIttB, RESBWICIt, AHD EVALUATIOll ARKANSAS dlNIMUH PERFORMZiNCB TEST GRADE EIGRT SUKHARV third adhihistratioh 19 9 3 ----ISTAb TEST PflSaiKS-'^RE c, 4304 STlfDEHTS ____ PASSIRQ __ DUCK gWi\u0026gt;E.KTB FA I LIMO LtKI Tnr\u0026gt; -_____ K WfllTB . A OTHER Z. J^OIidL . aeuagL/Ho. tested* ailEa3AJEIiiJ[I5/221 Humber UllSEBSa)lZ213 Humber laiDELyALEzua Hiinbor Pprcowt H\u0026amp;lUf/lSi Humber ------Pgroaht raiAEKIABISHlS/Jll Humber flO5TFIWF.ST/t94 Rinahor ______RSLEflflI lIlA_niTHELC4Z2 Humber --------Ea2SHt_____ limiAeLE POINTMl Rumbsr ---------Eaxaant______ CISlEl 1/1162 Humbor _____- Paroei 154 _2i 201 -AA 115 SA 214 BA lai SA 234 _2A 2il\u0026gt; ----------Ifi____ ISfi ___52- A AA 31 1525 ___SA 12 AA 12 AA 24 25, 14 -lA 12 JI A .41- 14 -5A 20 59 A 0 ii 121 _SA * The number of students tested lias Into and out of the district i special education students Qdnij.i)iatraklefk fiummary. 13 -12 A -21 A 25 IS -.-S2_ 12 43 11 II -12 ~0 A ___0 A. 3A -A lA _1 100 A 12 Al .11 .3 A. A 0 ii A A. A 21 IS 0 A. _a -A A_ _a A. A -A A A_ A _A _3 A A -A 32 A -A A' -i_ A -A 31 lA fiisyBiiEjUiEZiia tlUDbsr Patoont A A 25 Al_ liHHUABZm Hunber JL ~o 32 -lA FOREST HElnilTH/21A Nunbor _6 _A_ A -A 25 18___ UEamaotf/ui Hun.bnr __- Peroant A A A A- A -A A -A -12. Zi_ A A A -A A -A A -A A -A A A _A 25 JA 22 9 2J 10 34 -la___ ii. A -Al 235 A3_ tevlsed to reflect studenta movinc since the second adininlstraticn and to exclude 10 inav hava hn^n a-,.. ' uxeauao . --------  KILAa UAUI vho may havo been includod In the second BiaEurALBZua Rtlinber -- Percent MAHH/273 Humber ______Paroenl PULASKT HEIgKTS/?2fl Riunbec Pnroant:  sflimniEaiziaa Humber 5mAIITCIIEl.r./9 Humbar ---------latoent  EtUHACl.B POIHT/S  Humber _____Percent_____ DISTniCT/1779 Humber ______Peroent l.ITTLE ROCK SCHOOL DISTRICT PWRHINQ, RESEAHCri, AHI) EVAUJATIOH ARKAHSAS MtHIMUH PERFOIIHAlfCE TEST GRADE EIGHT SUMMARY THIRD ADHIHISTRATIOH 19 9 2 BTUDEHTS isaiiL ISA 90 222 ____SA iSi -AA 122 - Bj 153 -AA 251 A4. 2S2 _AA 152 -AA A IS. Ji 1555 __BA to co o CD iffioUt.TES'C-jasauffi^coRE 4204 1-lU- SLACK 10 Ai_ IS -SA 21 -SA 12 5B JL AA_. 19 in 15 Al 0 IOS -SS- F 10 AS Ji 12 ii AA- -15- A S8 15 -iL JA A 2A SS AA ejWBEHTB EAIUUg___ JI KKITE i JI OTHER o _IS1AL_ 0 10 0 0 A -U. Q 0 2 A _2 54- ii 11 -5. A -i_ JA 0 0 1 A 0 0 A -14. _2i_ _1 AA 12 -A- 0 a 0 0 0 0 0 Q 0 _a o 0 a 0 G 0 0 0 0 0 _a 0 21 -IS 20 0 32 -H 32 AA 22 .11 IS -A 26 Ak 32 AA Ai JAai_. 225 18 (Into Olid out of the diatriot aiiino^hn^T to rntlect students moving apoolnl Bducatlon otudonte who may hava hm '''\"'^olstratlon and to oxolude\nadministration sumnary? inoludsd In the socond I t3 Dl O to tJ \u0026gt;c 50 o\u0026gt; o C3- o o O) IS o oijJ. I i LiE. KUtA OC-ilUUlj UXJj TKX^- T PLAHNIWG, RES15AKCH AND EVALUATION EXHIBIT 2 A ARKANSAS MINIMUM PERFORMANCE TEST PERCENT OF STUDENTS PASSING FIVE YEAR COMPARISON 1909-1993 \\   I I 1 I ALL STUDENTS GRADE SUBJECT '09 '90 '91 '92 '93 ' 89 BLACK STUDEN' ' 90 '91 '92 '93 '09 WliITE_STU DENTS__ '90 '91 ' 92 '93 ' 09 OTHER STUDENTS ' 90 '91 '92 '93 i\u0026gt; 3 6 8 0 READING MATH READING MATH LANGUAGE ARTS SCIENCE SOCIAL STUDIES READING MATH rj^NGUAGE ARTS SCIENCE SOCIAL STUDIES TOTAL TEST * 86 89 88 09 75 66 70 90 89 85 67 74 91 07 87 90 90 77 72 77 09 8 7 84 74 75 91 87 87 94 90 70 73 73 07 84 02 63 63 92 08 91 92 89 77 75 74 05 06 01 62 66 00 86 88 91 80 7 6 80 76 86 03 80 63 67 82 06 8 4 86 60 56 60 86 06 79 55 65 83 82 07 88 70 62 '69 05 83 79 64 68 02 83 92 88 71 64 65 02 79 76 SO 54 02 0 7 09 06 70 67 66 79 81 75 52 57 81 83 07 84 70 73 69 02 70 75 51 58 * TOTAL TEST SCORE AFTER THIRD ADMINISTRATION EACH YEAR. 96 97 96 95 89 86 09 90 97 97 09 91 95 95 97 96 92 92 94 98 97 93 93 91 95 94 90 95 90 90 09 97 95 94 08 01 90 97 90 95 90 90 09 97 95 92 85 04 96 96 99 94 90 95 91 95 92 91 07 05 70 83 96 96 80 05 80 90 80 70 70 83 95 90 95 95 06 82 9 5 08 93 00 03 01 96 91 100 97 90 07 90 9 0 90 02 70 70 96 96 94 91 85 00 05 97 92 06 01 01 06 91 95 9 2 92 02 02 02 77 79 69 74 I |! .h I1 ,a r w Little Rock School District NEWS RELEASE October 7 1992 For more informations Dianne Woodruff,\n020 J LR5D ACT AND SAT SCORES RELEASED Better ACT and SAT scores were aligned with those Little Rock School District students who had taken advanced placement and honors t jurses in addition to their regularly required core courses. Students who took honors classes scored much better on the SAT on the average than the mean scores for all students. Of the 315 students who took the SAT, 212 C677.3 had taken honors English and 152 t.4SZ.') had taken honors mathematics c our ses. \"These test summaries support the belief that student will do better on tests if they take advanced placement and s honors level courses,\" said Mac Bernd, super intendent. Although LRSD offers more advanced placement course than other districts, as part of our emphasis on academic achievement were working towards offering even more advanced placement courses, If Bernd added. II In terms of the disparity among blacks and whites. we can see that getting students into advanced placement c1 asses could really help their achievement levels, If Bernd said. (MORE) 810 West Markham Street  Little Rock, Arkansas 72201 ^(Sonag^MoooLRSD ACT and SAT Page 2 scores \"We must work to prepare al 1 our students to quali fy for, enrol 1 in and complete the more advanced and challenging advanced placement c ourses,\" said Bernd. Recently released SAT and ACT scores for the 19'31-92 school year show a variety of statistical information that compares LRSD students to other Arkansas district scores and to the National averages. Both tests are administered several times throughout the school year and are summarized at the end of the testing period. The tests measure verbal and mathematical reasoning skills, developed over many years of education. that are related to academic performance in college. The ACT exam was administered to 1,101 LRSD students, while 315 students took the SAT exam. The ACT test summary shows an increase in overall composite scores from 1990-91 to 1991-92 for LRSD students. English. mathematics and science reasoning all had increased sc or es. The reading score did not change over the two-year period. Parkview Magnet School students c jmposite scores wer ea better than Arkansas and National composite scores. Students from Fair, Hal 1, McClellan and Parkview Magnet had higher composite scores in 1991-92 than in the 1990-91 school year. CMOREjLRSD ACT and SAT Scores Page 3 In comparing 13'31 and 1'3'32 ACT composi'fcB scores for black and white students, the black pupil composite remained stable at 17 i while the white student composite score increased slightly from 21.'2 in 1'3'31 to 21.7 in 1'3'32. Although LRSD students did not score as high on the SAT test in the verbal \u0026lt;453) and mathematics \u0026lt;48'3) areas as in the previous year, the 1'3'32 mean scores for LRSD students were substantially higher than the National Average scores of 41 verbal and 47S mathematics. Fair High School students scored higher on the SAT than the Arkansas and National average in mathematics. In comparing black and white students. LRSD, Ar kansas and National white students scored higher on the average on the verbal and mathematics sections than black students. Note: A detailed summary which includes national. school comparisons will be mailed state and LRSD upon request.u 10/07/92 16:27 501 324 2032 L R School Dlst ODM @001/004 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 DATE (Qc. TO FROM 7 SENDER'S PHONE# SUBJECT Special Instructions Number of Pages (include cover page) Fax Phone Number Speed dial FOR COMMUNICATIONS OFFICE USE ONLY Transmitted By Date Time . RECEIVED TO: Mrs. Janet Bernard, Associate Superintendent FROMz'^a. Mr. Robert L. Brown, Jr. DATE: May 16, 1993 MAY 1 3 1993 SUBJ: Oitica of Dossgregation Mcnitoring AMPT Test Summary/Six Years I am providing you with the results of Garland's sixth grade (Black male)student performance over a six year period. The results from 1988 -1991 reflect the progress of Black male students under the instructional leadership of another principal. Particular focus on Black males is being used because of the enormous gender disparity in performance between black students. Detailed results of the performance of Black male students from 1988 to 1993 can be obtained from the office of Planning, Research, and Evaluation. The results in reading are being provided for you because they are the single most important predictor of future success in educational attainment. The District Summary results are being used as a standard to normalize the results at Garland. READING 1988 1989 1990 1991 1992 1993 District Summary Percent Passed Garland School Percent Passed Difference 78 79 84 88 86 84 73 -5 47 -32 80 -4 77 -11 91 +5 95 +11 The major difference in the variables impacting the results for the last two year has been the emphasis placed on culturally specific content in the school's curriculum. The students at Garland School, in grades 4 through 6, responded to this statement \"African-African American History is taught in this school\", on the Incentive School Student Survey with 80% favorable response as \"ALWAYS\". When the outcomes of the MPT performance in Reading and Math were shared with the sixth grade students, they were asked to explain the cause of the difference. They responded by saying that school was about them. They learned a lot about Africa and African Americans. When you compare the District Summary with Garland's progress for the same period. you find a significant difference in gains for Black males, uncharacteristic of the performance level during the tenure of another principal. I would like to get on the agenda to share this with the Board of Directors. I am asking your assistance in making this happen. We can close the gap before the year 2000. cc Monitoring Teams05/21/83 14:36 0501 324 2032 L R School Dlst ODM 121002/003 \u0026lt;1 I I Little Rock School District I t NEWS RELEASE May 21,1993 For more information: Jeanette Wagner, 324-2020 I LITTLE ROCK SCHOOL DISTRICT RH.FASES MINIMUM PERFORMANCE TEST SCORES Three Little Rock School District schools, Cloverdale and Terry Elementary, both, area schools, and Williams Magnet Elementary achieved 85% I mastery of the Arkansas Minimum Performance Test in all areas in all grade levels. Six additional schools achieved mastery in all subject areas except one  in aU grade levels except one. The schools are McDermott, Jefferson and Woodruff area elementary schools and Carver Magnet, Ish Incentive and Romine Interdistrict elementary schools. j I 1 The seven incentive elementary schools improved as a group and are 1 making progress, especially at the 6th grade level. Rightsell Incentive I I i Elementary students in grade three and six improved in six of the seven areas of testing. Mitchell Incentive Elementary and Stephens Incentive Elementary improved in all areas in grade six. Rockefeller Incentive Elementary I I I improved overall in grade three. The Districts Magnet Schools continue to score at or near the 85% passage requirements in all grades and areas tested. (MORE) fin iaMteAMia05/21/93 14:36 501 324 2032 L R School Dlst ODM @003/003 I LRSD MPT Tests-1993/94 Page 2 The district-wide passing rate for Sth grade students is seventy-eight percent which is one percentage point higher that the 1992 school year passing rate. The increased passing rate indicates continued growth in Little Rock School District student's mastery levels. ### I i i i ( I ireceived t JAH OHse o5 Dsesesi^' .MpPi-pnCiS LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION Date: January 4, 1994 To: From: Margie Powell, Associate Monitor Office of Desegregation Monitoring Sterling Ingra^^Director Planning, Research and Evaluation Re: Arkansas Minimum Performance Test, 1993 As requested in your telephone call today, we are enclosing copies of the school summary reports for the 1993 Arkansas MPT. If we can provide any additional information, please let me know. bjg cc: Jerry Malone P 1 4 1 t JRECEIVED AUG 2 2 1994 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT DATE: August 18, 1994 TO: Ms. Margie Powell, Office of Desegregation Monitoring FROM: r. Robert Glowers RE: 1993-94 Stanford Achievement Test Results Please find enclosed results of the 1993-94 administration of the SAT-8 test for the Little Rock School District. Enclosed are districtwide and individual school reports disaggregated by ethnicity. One report provides a three year trend of the test administration giving the basic and complete battery score results. The second report provides subject area results along with basic and complete battery scores for the 1993-94 school year. Please let me know if you have any questions. Enclosure cc: Dr. Henry P. Williams, Superintendent 08/31/94 13:36 501 324 2032 L R School Dlst 002 5-- C3X Little Rock School District August 31, 1994 RECEIVED TO\nFROM\nMargie Powell Office of Desegregation Monitoring Or. Robert dowers. Director Planning, Research, and Evaluation SUBJECT\nAUG 3 11994 0ffiC3 of !9 Stanford-8 Results for Incentive Schools, 1991-92 As per your request, please find attached copies of the Stanford-8 Test results for the Incentive Schools by Subject area/Race for the 1991-92 school year. If I can be of further assistance, please contact iny office. dge Attachmentco o o s LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION (A C5 STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTII.E RANK/NORHAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o Xi o (/3 a SCHOOL\nFRANKLIN ELEMENTARY ENVIRONMENT** GRADE/RACE HUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM CO o C'l CM CO o IO 3 co co 05 co co* o 1 TOTAt, B W O 2 TOTAL B H O 3 TOTAL B H O 4 TOTAL B W O 5 TOTAL B H O 6 TOTAL B W O 70 64 6 63 60 3 60 55 5 39 37 2 56 50 4 2 55 51 4 25/35.5 25/35.5 26/36.2 26/36.3 25/35.8 35/41.6 19/31.5 18/30.8 30/38.8 28/37.9 26/36.4 58/54.0 25/36.0 25/35.5 33/40.8 21/32.8 19/31.3 48/48.8 19/31.5 18/30.4 59/54.5 17/29.5 16/28.6 31/39.3 25/35.6 23/34.6 75/64.4 15/28.5 14/27.1 18/30.9 66/58.6 30/38.8 28/37.5 62/56.2 35/41.9 35/41.6 47/48.4 29/38.3 27/37.0 56/53.0 31/39.4 27/36.9 97/89.6 28/37.6 26/36.7 24/35.4 74/63.8 36/42.7 34/41.3 69/60.6 27/36.9 26/36.2 51/50.7 25/36.0 23/34.5 79/66.9 25/35.6 24/34.8 56/52.9 23/34.1 21/33.1 59/54.9 27/37.0 26/36.1 46/48.0 24/34.9 21/33.0 85/71.4 28/37.5 25/35.9 34/41.0 86/72.7 38/43.3 36/42.5 57/53.8 18/30.8 16/29.0 50/50.1 18/30.9 19/31.2 81/68.2 23/34.2 22/33.5 13/26.6 77/65.8 39/43.9 37/43.1 59/54.8  At Grsdcs 1 and a the SCIENCE and SOCIAI. SCIENCE objootivos are combined and reflected as one score unde EWVinoNHENT. 23/34.2 21/33.0 45/4 7..3 23/34.1 21/33.0 43/46.2 20/32.1 18/30.9 42/45.9 28/37.8 26/36.7 68/59.6 26/36.2 24/35.3 19/31.2 81/68.2 43/46.0 41/45.0 66/58.9 26/36.1 25/35.8 89/76.2 21/33.0 19/31.7 21/32.8 77/65.2 36/42.7 34/41.4 66/58.4 23/34.1 22/33.8 89/75.5 20/32.3 19/31.1 18/30.4 78/66.3 36/42.3 34/41.0 67/59.2o [l Liri'LE ROCK SCHOOL DISTRICT PIJVNNING, RESEARCH AND EVALUATION U) n STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORHAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o X3 U cn Of SCHOOL: GARI^ND ELEHENTARY EMVIROHHENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM ec o CM CM CC o ira 3 n ec X 00  o _1 _TOTAL B W O 2 TOTAL B W O 3 TOTAL B W O 4 TOTAL B N O 5 TOTAL B W O 6 TOTAL B H O J2_._ 32 29 26 3 28 28 31 30 1 35 35 62 62 ** At Grades 1 -_-62/_6S--5- -31/39.7-- 31/39.7 - -29/38,^-- 29/38.5 -20/32t1 20/32.1 -------35/Al-r$h 35/61.9 -26/36^1----- 26/36.1 19/31.8 17/29.7 51/50.7 32/60.3 29/38.6 65/58.3 25/35.9 23/36.5 68/60.7 25/35.7 21/33.3 65/58.3 21/33.1 18/30.8 55/52.8 26/36.2 23/36.1 58/56.2 12/25.6 12/25.6 29/38.5 29/38.5 26/35.0 26/35.0 20/32.0 20/32.0 22/33.9 22/33.9 19/31.2 19/31.2 17/30.0 17/30.0 23/35.1 43/46.3 23/36.3 23/36.3 27/37.2 27/37.2 39/66.3 38/43,7 69/60,4 29/38.1 28/37.9 43/46.3 26/36.7 26/36.2 54/52.1 36/61.5 33/40.9 69/60.4 28/37.7  28/37.6 49/49,5 26/36.6 20/37.9 51/50.5 30/63.8 38/63.8 63/66.6 63/66.6 and z the ecIBNCE and flocIAL 32/60.0 32/60.0 39/66.3 39/66.3 SCIENCE objectives 30/38.7 30/38.7 31/39.5 31/39.5 29/38.3 29/38.3 28/37.6 28/37.6 39/63.9 39/63.9 67/68.5 67/68.5 39/63.9 39/63.9 38/63.5 38/63.5IO o o Ka.'S LITTLE ROCK SCHOOL DISTRICT PIANNING, RESEARCH AND EVALUATION CA o STANFORD ACIIIEVFJIENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o 4= O CZ5 0 SCHOOL: H1TCHEI.L ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY cv n o CM CM CC o IO \u0026amp; co cc 03 cc 00, o _ 1 TOTAL B H O 2 TOTAL B W O 3 TOTAL B W O 4 TOTAL B W o 5 TOTAL B W O 6 TOTAL B W 0 40...... 38 2 32/40.1 31/39.6 49/49.6 30/39.1 30/38.7 43/46.3 30,38.8 29/38.4 44/47.0 21/33.9 - 20/31.9 55/52.6 __.ie'it -31/39.5- - 30/38.8 54/52.1 26/36.3  25/35.6 49/49.4 43 41 2 39 35 3 1 41 38 ,3 24 23 1 38 38 20/32.0 21/32.9 4/13.8 25/35.9 23/34.1 58/54.4 42/45.8 26/36.3 26/36.2 26/36.5 27/37.1 26/36.4 55/52.6 29/38.3 29/38.3 At Grades 1 and 2 the SCIENCE are combined and rrt F 1 48/49.0 49/49.5 31/39.6 31/39.7 32/40.0 21/33.0 26/36.3 25/35.6 52/50.9 29/30.6 30/39.2 12/25.3 26/36.2 26/36.7 12/25.2 46/40.1 44/47.0 73/62.9 43/46.3 34/41.3 31/39.5 75/64.2 26/36,.5 29/38.2 25/35.7 71/61.5 65/58.1 42/4 5.9 39/44.1 78/65.9 49/49.5 32/40.0 28/37.9 73/62.6 40/44.7 30/39.2 27/37.1 71/61.8 42/45.8 37/42.8 37/42.9 34/41.3 56/53.1 56.53.4 44/46.8 42/45.9 42/45.9 25/35.9 25/35.7 29/38.3 26/36.7 26/36.5 30/39.1 29/38.2 29/38.2 28/37.7 29/38.2 34/41.3 30/39.0 26/36.7 29/38.2 28/37.5 43/46.3 40/44.7 94/82.7 33/40.9 33/40.9 and SOCIAL SCIENCE objectives 35/41.6 34/41.0 66/58.7 50/49.8 49/49.6 59/54.8 42/45.6 41/45.0 67/59.3 42/45.5 40/44.9 67/59.3 43/46.2 43/46.2 39/44.2 39/44.2 36/42.6 36/42.6 36/42.2 36/42.2co o o s LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION ce Q STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE HANK/NORHAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o 3 O W o: SCHOOL: RIGHTSEIX ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM CD CM CM CO O1 co co OJ co \\ co * o 1 TOTAL B ' V O 2 TOTAL B H O 3 TOTAL B W 0 4 TOTAL n H O 5 TOTAL B W O 6 TOTAL B W O - 39- 38 33 32 38 37 33 33 62 62 33 33 *'63/66.2 63/66.5 '*56/67.9\" 66/68.0 32/60.6' 33/60.3 25/35.9' 26/36.2 60/66.7 61/65.0 39/66.0 60/66.6 65/67.1 65/67.2 32/60.2 32/39.9 53/51.6 26/36.2 26/36.2 21/33.1 21/33.1 36/61 .0 36/61.0 71/61.5 70/61.0 66/68.1 65/67.1 95/86.6 53/51.6 53/51.6 69/69.5 69/69.5 66/58.7 66/58.7 66/66.9 65/67.2 57/53.8 57/53.8 58/56.1 58/56.1 62/65.7 61/65.0 86/70.9 37/62.8 37/62.8 37/63.1 37/63.1 62/65.6 62/65.6 26/35.2 23/36.7 56/53.2 26/35.1 27/37.2 28/37.9 28/37.9 36/62.3 36/62.3 30/38.8 29/38.6 55/52.6 31/39.6 31/39.6 37/63.2 37/63.2 61/65.2 61/65.2 38/63.8 38/63.3 75/66.2 . 36/62.6 39/66.2 30/38.8 30/38.8 63/66.0 63/66.0 36/61.5 36/61.0 73/62.9 32/60.1 35/61.9 29/38.6 29/38.6 60/66.6 60/66.6 o lO 3 1 ** At Grades 1 and 2 the SCIEJtCE and SOCIAL SCIENCE obioctivo aro combined and reflnnl-od 13o s LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION ) o STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o .c o tn q: SCHOOL: ROCKEFELLER ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY CM O CM CM O to ei o co a\u0026gt; 00 J o --1 TOTAL B W O 2 TOTAL B W O 3 TOTAL B M O 4 TOTAL B W o 5 TOTAL B W O 6 TOTAL B H O - 62----- 41 20 1 - 42/45\n8 - 52/51.0 64/57.5 -30/3071  45/47.1 61/56.0 59/54.8 51750 .'3----- 46/47.8 59/54.8 70/61.0 33/40-.3!.... 26/36.7 49/49.3 35/41.9 46/48.1 41/45.1 57/53.6 68/59.9 42/45.5 37/42.8 51/50.7 63/57.0 41 29 10 2 39 26 12 1 38 33 5 38 32 5 1 36 27 9  At Grades 1 and 20/37.8 23/34.6 43/46.3 34/41.0 42/45.9 38/43.5 56/52.9 40/44.6 44/46.9 38/43.5 58/54.0 68/59.6 30/38.9 23/34.2 54/52.2 26/36.7 31/39.8 25/36.0 51/50.3 36/42.4 30/39.2 24/34.8 53/51.3 35/41.8 20/32.2 13/26.0 38/43.8 69/60.4 36/42.7 33/40.5 43/46.4 67/59.3 35/41.6 26/36.4 54/52.1 63/57.0 20/31.9 16/29.4 24/34.9 61/55.9 27/37.2 22/33.9 38/43.3 38/43.6 28/37.6 21/33.2 41/45.2 66/58.7 25/35.7 18/31.0 39/44.0 63/57.0 29/38.4 28/ 37.6 38/43.4 30/39.2 28/38.0 39/44.0 55/52.6 37/42.9 32/40.3 53/51.6 38/43.4 36/42.3 51/50.5 49/49.7 46/47.7 71/61.4 63/57.0 48/48.7 43/46.1 64/57.3 2 the SCIENCE and SOCIAL 25/35.6 23/34.5 41/45.3 26/36.7 28/37.6 41/45.2 31/39,3 27/37.0 58/54.3 28/37.8 29/38.6 40/44.4 26/36.3 27/36.8 41/45.1 41/45.1 36/42.6 63/56.9 75/64.2 43/46.2 38/43.8 66/58.8 66/58.7 34/41.0 32/40.0 40/44.6 59/54.8 36/42.4 33/40.7 52/50.9 62/56.4 35/41.8 32/40.0 52/51.0 62/56.4 38/43.8 34/41.1 55/52.7 48/49.0 45/47.3 58/54.2 56/53.4 50/49.9 75/64.1 45/47.4 40/44.9 59/54.9 45/47.5 40/44.8 61/55.7 SCTEHPP nh-i oci-00 o o LITTLE ROCK SCHOOL DISTRICT PliANNlNG, RESEARCH AND EVALUATION U) Q STANFORD ACHIEVEMENT TEST, EIGHTH EDITION NATIONAL PERCENTILE RANK/NORMAL CURVE EQUIVALENT SCORES (PR/NCE) SCHOOL SUMMARY 1992 o o 43 O tn os SCHOOL: STEPHENS ELEMENTARY ENVIRONMENT** GRADE/RACE NUMBER TESTED TOTAL READING TOTAL MATHEMATICS LANGUAGE SCIENCE SOCIAL SCIENCE BASIC BATTERY COMPLETE BATTERY -----1 TOTAL D W O 38- 37 1 22/3i-.%  22/33.8 23/34.4  42/5-r5-  41/45.4 52/51.1 -35/41.-8 - 35/41.6 53/51.6 -23/34T5- 23/3ii.l th tn .2 31/39. 6 ' 31/39.6 35/41.9 75735.-3 - 24/35.2 25/35.8 C-l n o CM CM CO o 1(5 63 n Oi co OO \u0026gt; 2 TOTAL B W O 3 TOTAL B W O 4 TOTAL B W O 5 TOTAL B W O 6 TOTAL B W 0 32 32 21 21 2 2 39 39 30 28 1 1 At Grados 1 27/37.3 27/37.3 20/32.6 20/32.6 24/35.4 30/39.2. 17/30.2 17/30.2 33/40.9 . 29/38.2 73/62.9 98/93.3 26/36.2 26/36.2 43/46.1 43/46.1 34/41.4 34/41.4 35/42.0 35/42.0 40/44.9 35/41.6 94/32.7 99/99.0 33/40.5 33/40.5 35/42.0 35/42.0 38/43.6 38/43.6 34/41.3 34/41.3 37/42.9 35/42.0 33/40.7 84/70.9 and 2 the ECIENCE and SOCIAL SCIENCE obloctivas 24/35.2 24/35.2 23/3^.5 29/38.5 27/36.8 27/36.8 32/40.4 38/43.3 34/41.4 54/52.1 97/89.6 21/33.3 21/33.3 22/34.0 22/34.0 36/42.3 36/42.3 33/40.5 33/40.5 31/39.7 31/39.7 35/41.9 35/41.9 32/40.2 32/40.2 26/36.2 26/36.2 26/36.2 26/36.2 42/45.5 37/42.9 89/75.8 96/86.9 36/42.3 31/39.7 98/93.3 35/41.8 30/39.2 76/64.9 98/93.309/07/95 ! i I 13:29 501 324 2023 LRSD COMMUNICATI ODM @002/002 i i mn V J. I Little Rock School District I 1 f i t i Media Advisory PREPARATIONS FOR STANFORD 8 TESTING I i September 7,1995 f I I For more information\nDina Teague, 324-2020 Friday, September 8,1:30 - 2:00 p.m. Stanford 8 testing begins around the state on Monday and students at Otter Creek Elementary School will get ready at a Test Buster Assembly in their cafeteria. One student will dress as Rocky (the boxer) and will \"challenge\" the test. ### I I ! I09/11/95  10:15 501 324 2023 LRSD COMMUNICATI ODM 002/002 f' Little Rock School District Media Advisory I ( I } i i I i i I 1 September 11,1995 For more information: Dina Teague, 324-2020 No special events are scheduled for students in the Little Rock School District this week while Stanford 8 Tests are being administered. ! Thursday, September 14, 5:00 p.m. The LRSD Board of Directors will hold their regular monthly agenda meeting. I I 1 ### 1 I I 1 I I ( f i ! 810 West Markham Street  Little Rock. Arkansas 78201  (5011324-2000c\nLITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation NOV 2 2 1995 of Desegregation f^Ol'IiiOfiiig MEMORANDUM Date: November 21, 1995 To: Dr. Henry Williams, Superintendent From: Dr. Ed Jackson, Director Planning, Research, and Evaluation Subject: 1994-95 Stanford Eight Achievement Test Annual Report C^cc Please find enclosed your personal copy of the 1994-95 Stanford Eight Achievement Test Annual Report. Also enclosed are copies for distribution to the Board members. If 1 can be of further assistance, please call me. Enclosure cc: LRSD Board Members Jerry Malone, LRSD Attorney Joshua Intervenors John Walker, Attorney ^Office of Desegregation MonitoringI'l/i h Dra ^T^sr Tt. 'ry (tz. ** Little Rock School District Planning, Research, and Evaluation MEMORANDUIVI RECiSVED DEC 1 5 1995 J\nOffice of Dssegiegauon Munuwuiy TO: Ann Brown. Office of Desegregation Monitoring FROM: Dr. Ed Jackson, Director RE: Revised Stanford Achievement Test Results: Historical Comparisons DATE: December 12,1995 h bra t'y - An error occurred during the processing of the comparative data report causing the scores for five schools (Mabelvale, Meadowcliff, Mitchell, McDermott, and Martin L. King) to be interchanged. The results affect these schools only. All other data, to include other school and district totals, remain the same. Please replace previously received data with the attached revised version. If you have any questions, please contact Dr. Lacey, Testing Coordinator or myself at 324-2120. Attachment a: e?ved N 1995 CKffiBB Little Rock School District Office ol Desegregation December 8. 1995 Monitoring MEMORANDUM TO: Mrs. Ann Brown, Office of Desegregation Monitoring FROM: Dr. Ed Jackson, Director vl Planning, Research, and Ev^uation Tl.'k I'x RE: 1995 Stanford Achievement Test Results Cop'd /I'bi-a 'LX t Please find enclosed results of the Fall 1995 administration of the SAT-8 test for the Little Rock School District. Enclosed are districtwide and individual school reports disaggregated by ethnicity. One report provides a four year trend of the test administration giving the basic and Complete Battery score results. The second report provides subject area results along with Basic and Complete Battery scores for the Fall 1995 school year. Please let me know if you have any questions. Enclosure cc: Dr. Henry P. Williams, Superintendent Dr. Russ Mayo, Associate Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000c: /tlrye. LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation RECEiV''n FEB 8 1996 3 MEMORANDUM FROM: RE: January 25, 1996 Superintendents Cabinet Dr. Ed Jackson, Director Insert for SAT-8 Annual Report Office of Deseflregation Monuoii htg Please see attached SAT-8 Annual Report pages 7 and 8. If your document is missing these pages, please insert. We regret the inconvenience. cc: Dr. Henry P. Williams LRSD Board Members Arm Brown, ODM John Walker, Attorney Magnet School Review 1O-.8 (2, 4, 6, 9, and 10) scored average or above\nin 1994, eight grades (2, 3, 4, 5, 6, 7, 8, and 9) scored above the national average, and for 1995 six grades (2, 4, 5, 6, 7, and 9) scored at or above the national average. Grade 6 and 9 have remained above the national average for each years results. Fifth grade students in 1994 scored at the 56th percentile which equalled grades 4, 5, and 6 in 1995. 4.1.6 Science Five grade levels (2, 4, 5, 6, and 9) scored at or above the 50th percentile in science on the Stanford Eight in 1995. Only grades 4, 5, and 6 scored at or above the 50th percentile for the 1994 administration. In 1993 grades 4 and 6 exceeded the national average while in 1992 grades 6 and 9 scored average or above. 4.1.7 Social Science The 1994 social science data show that five of die nine grades levels tested (3, 4, 5, 6, and 10) scored above the national average. Grade 4 achieved the highest percentile rank in social science. In 1993, grades 4, 5, and 6\nand in 1992, grades 6 and 11 scored above the average national percentile. In a review of the 1995 data only 9 grades 4, 5, 6, and 10 exceeded the average national percentile (See Exhibits 1-6). 4.1.8 Highest Performance The national percentile ranks for grade 6 were at or above the national average in every subject area for all administrations (1992 through 1995), and grade 4 was above average in every subject area except reading (See Exhibits 1-6). 4.1.9 Analysis of Test Data for Elementary Students The Group Skills Analysis with Objectives Performance reports presents summary information for a class, school or district. This analysis provides a summary of the groups performance on the \"Content Clusters.\" Below average (BA) refers to the bottom 23 % of the reference group\nAverage (A), to the middle 54%\nand Above Average (AA), to the top 23%. These performance categories are especially helpful when identifying strengths and needs within content areas. This report, as well as other alternative assessments, assists the schools instructional leaders and staff when reviewing curriculum and setting priorities for instruction.Grade all Sheet 1 Normal Curve Equivalent (NCE) Scores by Elementary Schools compared Io Total District Scores - Complete Battery [ School Name Williams (magnet) Carver (magnet) Icioverdale Romine (interdist) iGibbs (magnet) Western Hills I Rightsell (incent) Terry I King (interdistrict) Otter Creek I McDermott Rockefeller (incent) I Booker (magnet) Wilson I Fulbright Watson I Pulaski Heights Brady I Wakefield Washington (Inter) I Woodruff Forest Park I Bale Geyer Springs I Meadowcliff Dodd I Jefferson Fair Park iGarland (incent) Mabelvale I Chicot Baseline I Badgett Mitchell (Incent) I Frankin (incent) School Black 61.5 50 District Black 41.7 41.7 48.48 I 41.7 48.2 47.44 45.28 45.26 45 44.92 43.92 42.58 42 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 41.86 I 41.7 41,84 41.54 41.16 40.9 40.88 40.34 39.88 39.64 39.4 39.06 39 38.4 38.16 37.7 37.64 ,. 37.58 f 37.48 37.34 I 37.22 . 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 I 41.7 41.7 1 41.7 41.7 I 41.7 41.7 41.7 41.7 41.7 41.7 34.96 1 41.7 34.94 31,8 1 41.7 41.7 % diff 147.5% 119.9% 116.3% 115.6% 113.8% 108,6% 108.5% 107.9% 107.7% 105.3% 102.1% 100.7% 100.4% 100.3% 99.6% 98.7% 98.1% 98.0% 96.7% 95.6% 95.1% 94.5% 93.7% 93.5% 92.1% fo 91.5% , 90.4% 90.3% 90.1% 89.9% 89.5% 89.3% 83.8% Sorted by the % difference of School Black Scores to District Black Scores School White 75.58 71.36 I 65.9 49.3 I 69.24 63.96 I 17.3 68.56 I 62.3 61.54 I 66.12 51.38 I 57.98 52.06 I 66.82 48.32 I 68.62 56.68 1 48.78 63.28 I 53.9 75.66 I 53.96 46.2 I 48.76 , 48.76 83.8% 76.3% I 70.66 64.06 0 50.94 49.34 38.64 45.86 52.8 62.4 ZIZ Dlstricf White 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63,32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 % diff 119.4% 112.7% 104.1% 77,9% 109.3% 101.0% 21.3/^ 108.3% 98.4% 104.4% 81.1% 91.6% 82.2% 105.5% 76.3% 108.4% 89.5% 99.9% 85.1% 119.5% 85.2% 73.0% 77.0% 77.0% 111.6% 101.2% 0.0% 80.4% 77.9% 61.0% 72.4% 83.4% 98.5% School Total 68.46 60.86 50.2 49.28 57.16 51.92 45.24 58.4 53.64 54 53.58 45.02 49.34 44.54 54.18 42.44 55.52 45.52 41.52 48.58 45.68 58.08 42.32 40.58 40.98 41.96 57.52 41.84 37.76 42.08 39.56 37.64 37.64 35.24 32.64 Page 1 District Total 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 I 49.38 I % diff 138.6% 123.2% 101.7% I 99.8% 115.8% I 105.1% 91.6% I 118,3% 108.6% I 109.4% 108.5% I 91.2% 99.9% I 90.2% 109.7% I 85.9% 112.4% I 92.2% 84.1% I 3rd Qlr Enrollm't 513 630 454 312 310 318 223 534 557 333 484 402 605 384 520 453 434 389 428 98.4% : 656 92.5% I 117.6%  85.7% I 82.2% I 83.0% 1 85.0% I 116.5% I 84.7%  - I 76.5% I 85.2% I 80.1% I Report date: May 23,1996__ % Black % eligible for free or___% ellgito for reduced Lunch free lunch 241 433 343 320 405 281 506 273 257 448 454 76.2% . 323 76.2% i 71.4% 66.1% I 220 258 455 52.0% 52.0% 85.0% 71.0% 54.0% 66.0% 96.0% 45.0% 54.0% 41.0% 53.0% 64.0% 52.0% 79.0% 49.0% 80.0% 47.0% 63,0% 86 0% 64,0% 67,0% 47,0% 70,0% 75,0% 76,0% 65,0% 42.0% 92.0% 69.0% 76.0% 76.0% 79.0% 97.0% 93.0% 22.4% 33.0% 78.0% 54.5% 39.4% 61.3% 83.0% 28,7% 51,7% 34,8% 41,3% 65,9% 46,9% 73,7% 36,2% 74,8% 43,6% 49,6% 81,1% 63,0% 68.5% 37.0% 74.9% 76.6% 73.3% 66.9% 38.3% 75.5% 94.6% 73.9% 77.3% 81.7% 77.3% 98.5% 86 5% 17.9% 27.0% 69.8% 46.5% 33.5% 54.4% 76.2% 27.2% 43.8% 30.9% 37.6% 59.2% 36.7% 68.0% 31.7% 67.3% 39.2% 43.4% 72.2% 56.7% 61.8% 32.3% 66.4% 65.9% 68.9% 61.9% 36.0% 69.6% 89.9% 64.1% 68.1% 74.3% 74.1% 95.0% 79.8%Sheen Normal Curve Equivalenl (NCE) Scores by Elementary Schools compared to total District Scores-- Complete Battery ~]~ Grade all School Name Forest Park Williams (magnet) ICarver (magnet) Jefferson iGibbs (magnet) Pulaski Haights iTerry Fulbright iMcDermotl Cloverdale I Fair Park Western Hills Iwashington (inter) Frankin (incenl) I King (interdistrict) Otter Creek I Booker (magnet) Brady (Bale Woodruff I Mitchell (incenl) Wilson I Rockefeller (incenl) Mabelvale IChicot Romine (interdist) [Wakefield Dodd I Meadowcliff Watson [Geyer Springs Badgett [Baseline Rightsell (Incent) [Garland (incenl) Sch(X)l Black 39.4 61.5 50 37.7 47.44 40.9 45 41.54 42.58 48.48 37.64 45.28 39.88 31.8 44.92 43.92 41.86 40.88 39.06 39.64 34.94 41.84 42 37.48 37.34 48.2 40.34 38.16 38.4 41.16 I 39 34.96 [ 37.22 45.26 [ 37.58 I I 1 1 I I 1 I I I i District Black 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 % diff 94.5% 147.5% I 119.9% 90.4% ] 113.8% 98.1% 107.9% 99.6% 102.1% 116.3% 90.3% 108 6% 95.6% 76.3% 107.7% 105.3% 100.4% 98.0% 93.7% 95.1% 83.8% 100.3% 100.7% 89.9% 89.5% 115.6% 96.7% 91.5% 92.1% 98.7% 93.5% 83.8% 89.3% 108.5% [ 90.1% I 1 I Sorted by the % difference of School White Scores to District While Scores School While 75.66 75.58 71.36 70.66 69.24 68.62 68.56 66.82 66.12 65.9 64.06 63.96 63.28 62.4 62.3 61.54 57.98 56.68 53.96 53.9 52.8 52.06 51.38 50.94 49.34 49,3 48.78 48.76 48.76 48.32 46.2 45.86 38.64 17.3 0 District While 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 63.32 % diff 119.5% 119.4% I 112.7% 111.6% 109.3% 108.4% 108.3% 105.5% 104.4% 104.1% 101.2% 101.0% 99.9% 98.5% 98.4% 97.2% 91.6% 89.5% 85.2% 85.1% 83.4% 82.2% 81.1% 80.4% 77.9% 77.9% 77.0% 77.0% , 77.0% 76.3% 73.0% 72.4% 61.0% 27.3% 0.0% r Schrxjl Total 58.08 68.46 60.86 57.52 57.16 55.52 58.4 54.18 53.58 50.2 41.84 51.92 48.58 32.64 53.64 54 49.34 . 45.52 42.32 45.68 35.24 44.54 45.02 42.08 39.56 49.28 41.52 . 41.96 40.98 42.44 40.58 37.64 37.64 45.24 37.76 Page 1 DisIricI Total 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 49.38 % diff 117.6% 138.6% I 123.2% 116.5% I 115.8% 112.4% I 118.3% 109.7% ( 108.5% 101.7% [ 84.7% 105.1% I 98 4% 66.1% [ 108.6% 109.4% I 99.9% 92.2% 85.7% 92.5% 71.4% 90.2% 91.2% 85.2% 80.1% 99.8% 84.1% 85.0% 83.0% 85.9% 82.2% 76.2% 76.2% 91.6% 76.5% I 3rd Qlr Enrollm't i 433 513 630 506 310 434 534 520 484 454 273 318 656 455 557 333 605 389 343 241 258 384 402 448 454 312 428 281 405 453 320 220 323 223 257 I Report Dale May 23,1996 % Black 47.0% 52.0% 52.0% 42.0% 54.0% 47.0% 45.0% 49.0% 53.0% 85.0% 78.0% 66.0% 64.0% 93.0% 54.0% 41.0% 52.0% 63.0% 70.0% 67.0% 97.0% 79.0% 64.0% 69.0% 76.0% 71.0% 86.0% 65.0% 76.0% 80.0% 75.0% 79.0% 76.0% 96.0% 92.0% I I I I 1 | I I % eligible lor free or reduced Lunch I I I I I I I LZ 37.0% 22.4% 33.0% 38.3% 39.4% 43.6% 28.7% 36.2% 41.3% 78.0% 75.5% 61.3% 63.0% 86.5% 51.7% 34.8% 46.9% 49.6% 74.9% 68.5% 98.5% 73.7% 65.9% 73.9% 77.3% 54.5% 81.1% 66.9% 73.3% 74.8% 76.6% 77,3% 81.7% 83.0% 94.6% I % eligible for free lunch 32.3% 17.9% 27.0% 36.0% . 33.5% ' -  39.2% 31.7% 37.6% 69.8% 69.6% 54.4% 56.7% . , 79,8% 43.8% 30.9%  36.7% . 43.4% ,\n66 4%  61.8%  95.0% 68.0% 59.2% 64.1% 68.1% 46.5% 72.2% 61.9% - 68.9% 67,3% 65.9% 74.1% 74.3% 76.2% 89.9%Shee11 Normal Curve Equivalent (NCE) Scores Elemenlary Schools compared Io To1al Dislrid Scores Complele Ballery f aii School Name Williams (magnef) Carver (magnet) I Terry Forest Park I Jefferson Gibbs (magnet) I Pulaski Heights Fulbright I Oller Creek King (inlerdislricl) I McDermott Western Hills Icioverdale Booker (magnet) I Romine (interdist) Washington (inter) I Woodruff Brady I Rightsell (incent) Rockefeller (incent) I Wilson Watson I Bale Mabelvale I Dodd Fair Park I Wakefield Meadowcliff |Geyer Springs Chicot iGartand (incent) Badgett I Baseline Mitchell (incent) iFrankin (incent) School Black 61.5 50 I 45 39.4 I 37.7 47.44 I 40.9 41.54 I 43.92 44.92 I 42.58 45.28 I 48.48 41.86 I 48.2 39.88 I 39.64 40.88 I 45.26 42 I 41.84 41.16 I 39.06 37.48 I 38.16 37.64 I 40.34 38.4 I 39 37.34 I 37.58 34.96 I 37.22 34.94 I 31.8 1 I District Black 41.7 41,7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41.7 41 7 41.7 41.7 41.7 41.7 41 7 41 7 % diff 147.5% 119.9% 107.9% 94.5% 90.4% 113.8% 98.1% 99.6% 105.3% 107.7% 102.1% 108.6% 116.3% 100.4% 115 6% 95.6% 95.1% 98.0% 108.5% 100.7% 100.3% 98.7% 93.7% 89.9% 91.5% 90.3% 96.7% 92.1% 93.5% 89.5% 90.1% 83.8% 89.3% 83.8% 76.3% I Sorted by the % difference of Schooi Tofal Scores fo Disfricf Total Scores School White 75.58 71.36 68.56 75.66 70.66 69.24 68.62 66.82 61.54 62.3 66.12 63.96 65.9 57.98 49.3 63.28 53.9 56.68 17.3 51.38 52.06 48.32 53.96 50.94 48.76 64.06 48.78 48.76 46.2 49.34 0 45.86 38.64 52.8 62.4 D^trict White 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 . 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 63.32 I 63.32 % diff 119.4% 112.7% 108.3% 119.5% 111.6% 109.3% 108.4% 105.5% 97.2% 98.4% 104.4% 101.0% 104.1% 91.6% 77.9% 99.9% 85.1% 89.5% 27.3% 81.1% , 82.2% 76.3% 85.2% 80.4% 77.0% . 101.2% 77.0% 77.0% 73.0% 77.9% 0.0% 72.4% 61.0% 83.4% 98.5% School Total 68.46 60.86 58.4 58.08 57.52 57.16 55.52 54.18 54 53.64 53.58 51.92 50.2 49.34 49.28 48.58 45.68 45.52 45.24 45.02 44.54 42.44 : 42.32 42.08 41.96 41.84 41.52 40.98 40.58 39.56 37.76 37.64 37.64 35.24 32.64 Page 1 District Total 49.38 49.38 I 49.38 49.38 , I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 , 49.38 I 49.38 Z 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 49.38 I 49.38 I diff 138.6% 123.2% 118.3% 117.6% 116.5% 115.8% 112.4% 109.7% 109.4% 108.6% 108.5% 105.1% 101.7% 99.9% 99.8% 98.4% 92.5% 92.2% 91.6% 91.2% 90.2% 85.9% 85.7% 85.2% 85.0% 84.7% 84.1% 83.0% 82.2% 80.1% 76.5% 76.2% 76.2% 71.4% 66.1% 3rd Qfr Enrollm'f 513 630 534 433 506 310 434 520 333 557 484 318 454 605 312 656 241 389 223 402 384 453 343 448 281 273 428 405 320 454 257 220 323 258 455 r Report Date May 23, f996 % Black _%^ligible tor free or reduced Lunch 52.0% ... 52.0% I 45.0% 47.0% I 42.0% ,, 54.0% j 47.0% ~ 49.0% I 41.0% 54.0% I 53.0% 66.0% I 85.0% 52.0% I 71.0% 64.0% I 67.0% 63.0% . I 96.0% 64.0% I 79.0% 80.0% I 70.0% 69.0% I 65.0% 78.0% I 86.0% 76.0% I 75.0% 76.0% I 92.0% 79.0% I 76.0% 97.0% I 93.0% 22.4% 33.0% 28.7% 37.0% 38.3% 39.4% 43.6% 36.2% 34.8% 51.7% 41.3% 61.3% 78.0% 46.9% 54.5% 63.0% 68.5% 49.6% 83.0% 65.9% 73.7% 74.3% 74.9% 73.3% 66.9% 75.3% 81.1% 73.3% 73.3% 77.3% 94.6% 77.3% 811% 98.5% 86.5% % eligible for free iunch 17.9% 27.0% 27.2% 32.3% 36.0% 33.5% 39.2% 31.7% 30.9% 43.8% 37.6% 54.4% 69.8% 36.7% 46.5% 56.7% 61.8% 43.4% 76.2% 59.2% 68.0% 67.3% 66.4% 64.1% 61.9%  69.6% . 72.2% 68.9% 65.9% 1-68.1% 89.9% 74.1% 74.3% . 95.0% 79.8%e' LITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation 810 West Markham Street Little Rock. AR 72201 r* ve\u0026lt;' J MEMORANDUM ' D Date: May 29, 1996 To: Dr. Henry P. Williams, Superintendent Superintendents Cabinet Ms. Ann Brown, Office of Desegregation Monitoring Magnet Review Committee CTA From: Dr. Ed Jackson, Director Subject: 1995-96 Fall Stanford Achievement Test - Eighth Edition Annual Report Analyses '' /t 7) Please find enclosed the 1995-96 Stanford Achievement Test - Eighth Edition Annual Report Analyses. This report represents a summary of the Stanford Eight Achievement Tests that were administered to students in grades 2 through 11 in the fall of 1995. Please feel free to contact me if you have any questions or need additional information. Enclosure cc: LRSD Board MembersJohn w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 OCT 1 b 1996 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. Office of Desegregation Monitoring via Facsimile 324-2308 October 15, 1996 Mr. Rudolph Howard, Principal Central High School 1400 Park Little Rock, AR 72206 Dear Mr. Howard: I am writing to request information regarding the PSAT testing that was done at Central today. This office has received several calls from parents of class members alleging disparate treatment regarding the testing. For example, in one of Ms. Becker's 10th grade English classes, none of the black students were allowed to take the test nor did they receive information regarding the same. With information that I have provided thus far, would you please provide the following to this office: 1) gender and grade level\nthe number of students who took the PSAT by race. 2) the name of the teachers by core subject whose students were given the PSAT\n3) state the date(s) of the next PSAT testing\nprovide all documentation that was published by the administration and/or staff to advise students of the PSAT 4) testing\nprovide all documentation (item #4 above) including criteria used to be considered for testing that was provided to the students and the date(s) this information was provided either through written notice or announcement\n5) 6) provide all correspondence, brochures, literature that the administration, teachers, counselors and other staff members have regarding PSAT testing\nand 7) state the name of the person(s) responsible for the PSAT testing besides yourself.I would like to have this information by 3:00 p.m. on Thursday afternoon, October 17, 1996. immediate attention to this request. Thank you for your incerel I /^oy C. Springer Kloshua Intervenors JCS/ cc: Dr. Victor Anderson Dr. Don Roberts Ms. Ann Brown Joshua class membersLU Q UJ LU m LU Visit our home page on the World Wide Web: hup: 11 WWW. collegeboard. org  iap z cc o U5J z o i 5 S I -J 55 LU oz cci (fi DC UJ Q. V) Vi 0)3 QQ^ LU LU (/) Vi LU CC O Q co Q LU m UJ O H t/i O 0. _ i/\u0026gt; OJ LJ .y X- \u0026gt; (U Ln m G o m m 9^ o O O \u0026lt; O QQ \u0026gt; -5 QJ  2 I'C-Se^' /SI I 5o h\ntj U O 7 m 'I 2  - x: in Q H H Wwe^a n,t .hear from , you: to The College Board Educational Excellence for All Students Tell us whot you think of the PSAT/NMSQT Student Bulletin Tell us about yourself So,, 1. How much do you actually read? _____ all of it _____ most of it _____ some of it _____ none of it 5. 6. 2. Which pages do you read? [Check all that apply.] _____ None _____ Front page _____ Tips and hints about verbal questions _____ Tips and hints about math questions _____ Tips about bubbles for address, scholarships, (2-5) (6-9) 3. 4. majors, etc. _____ Full-length test ____ Scholarship information (11-12) 7. How do you rate the Student Bulletin? [For each characteristic, circle the appropriate number on the scale.] 1____ boring 2 3 4 5 6 interesting 8. 1 2 3 4 5 6 hard to read easy to read 1 2 3 4 unattractive 5 6 attractive 1 2 3 4 5 6 uninteresting lots of helpful info 9. 1 2 3 4 5 6 information hard to find information easy to find 1______ too long 2 3 4 5 6 too brief 10. 1 2 3 4 5 6 disorganized well-organized What is your overall impression of the Student Bulletin? Sex _____Female _____Male Grade Level _____12th grade _____11 th grade _____10th grade _____ 9th grade _____ Sth grade _____Not yet in Sth grade you re thinking about college Grade Average _____A+ or A _____A- or B+ _____ B or B- _____C+ or C _____C- or D+ _____D or below Educational Plans _____specialized training or certificate program _____two-year college degree _____four-year college degree _____master's degree _____doctoral or related degree _____I don't know How did you get your copy of the Student Bulletin? from a counselor from a teacher from a volunteer or secretary Other (Please specify) Did you take the PSAT/NMSQT last year? ______yes ______no Optional Name (please print) School Code Phone ( ) thank you The College Board wants to help you get ready for college. Taking the PSAT/ NMSQT lets you get feedback about academic preparation, get mail from colleges, and get scholarships. The PSAT/NMSQT Student Bulletin has a lot of helpful information about doing well on the test. But it won't help, unless you read it. We want to know what you read (or don't read), and why. Your answers will influence future editions. Thank you. Sincerely, Maureen Welsh Director of School Services P.S. If you tell us who you are, we may contact you.I CENTRAL HIGH SCHOOL 1500 SOUTH PARK STREET LITTLE ROCK, ARKANSAS 72202 2 / /995 October 17, 1996 Office of ^^^^gregation Moniionna Joy Springer Joshua Intervenors 1723 Broadway Little Rock, AR 72206 Ms. Springer: In response to your request for information regarding PSAT testing practices and procedures at Central High School, the following insights are herein provided according to your fax dated 10/15/96. 1. The number of students according to race, level. gender and grade A. Race White 230 Black 94 Other 22 Total 346 B. Gender WM 78 WF 152 BM 35 BF 59 OM 11 OF 11 Total 346 C. Grade Level Grade 10 Grade 11 WM WF Sub Totals 27 68 95 BM BF 2 OM 13 OF 15 4 6 10 WM WF 51 84 135 BM BF 2. Total Grade 10 - 120 Total Tested 33 46 79 OM OF 7 5 12 Total Grade 11 - 346 226 The name of the teachers by core subject whose students were given the PSAT. As I indicated in our phone conversation on 10/16/96, I do not fully understand what you are needing here, however, I hope that the following explanation suffices. A. The PSAT is a test which is strongly recommended to be given to 11th grade students, however, we do encourage 10th grade students to take it. that we promote for 10th graders to take. The PLAN Test is a test I make this point because a greater effort of solicitation is made to 11th graders versus 10th graders. Observe, however. that many 10th graders (120) as well as 11th graders (226) took the test. Page 2 B. C. Since any and all students who take the PSAT are enrolled in core subjects, any and all teachers that teach the core areas will have students represented. Is a roster of all my English, math, science and/or social studies teachers being requested here? The PSAT is not administered via classes, e.g., English, math, etc. Testing sites are set up according to our scheme and students from all classes, English, math. etc., are assigned to the sites. Please see the five page special bulletin attachment for the testing sites and the students assigned there. 3. The next PSAT testing will be in October of 1997. Again, it will be recommended for 11th graders, but 10th graders will be encouraged to take it. 4. Provide all documentation that was published by the administration and/or staff to advise students of the PSAT. A. Announcement of PSAT testing is provided in the LRSD's 1996-97 calendar. The District's calendar is presented by the Superintendent to the Board for approval in the Spring each year. All patrons and schools have access to the calendar prior to the beginning of school each year. See attachment. B. Central High School publishes a monthly calendar. It is distributed to all staff the week prior to the beginning of each month. calendar in their classrooms. Teachers are encouraged to post the C. See attachment. Central High communicates all major and/or important events through its newspaper. The- Tiger. The paper is delivered to our students by the journalism department D. twice to three times per month. See attachment. Central attempts to keep its students informed via a Daily Bulletin. The announcements concerning the PSAT were contained in the bulletins on the following dates: 9/20/96 10/09/96 10/01/96 10/10/96 10/04/96 10/11/96 Teachers read the daily bulletin to students during 1st period. See attachment. E. In addition, announcements regarding the PSAT were made via intercom both mornings and afternoons, October 1-4, 1996. Special bulletins were published and distributed 10/7, F. 10/11 and 10/14, 1996. See attached. Counselors personally visited every 11th grade English class during the period 10/1 - 10/11, 1996, in an effort to discuss the importance of the test and to encourage registration.Page 3 G. All teachers, irrespective of subject area and/or grade level, received two (2) special bulletins regarding the PSAT on the following dates: 1996 . See attachment. October 7, 11, and 14, 5. Provide all documentation (Item #4 above) including criteria used to be considered for testing . . . Item #4 contains all documentation asited for in Item #5. There was no additional criteria provided to students except that they pay for the cost of the test, $9.00, at which time the PSAT Student Bulletin was given to every 10th grade student who signed the stand-by list and to all 11th grade students who paid the $9.00. 6. Provide all correspondence, brochures . . . See Item #6 and PSAT Student Bulletin (attached). 7. State the person(s) responsible for the PSAT testing besides yourself: Sam Blair, Test Coordinator and Head Counselor Ann Graves, Counselor Peggy Hawthorne, Counselor Lynda Johnson, Counselor Linda Porter, Counselor SincefrefLy, Rudodph Howard Principal RH/mj s cc: Dr. Dr. Ms . Victor Anderson Don Roberts Ann Brown Joshua class membersLittle Rock School District First Class Schools For World Class Kids dis n/ Vil'. ^'l jl h  t-' ^f-y.-. ... ^' / \"V . 1\ni- ^'1/ '\u0026gt;J SB V /'r i!' ^2 ii ig\n! w  * * iS\nw A y t ik..^ y\" 1996-97 CALENDAR0^ S M T W T F s 1 School Day Photos 10th. 11th. Kinoer-garten \u0026amp; Faculty PTSA Mtg Library 5:30 p.m. 2 FBLA Meeting 125B 3 Senior Make-up Picture Day (Rm 103) 4 Home-coming Court Nominees Pep Rally(NLR} Order Senior Ring Lunch Times only 5 6 20 ! r. 13 College Admissions Program 2:00 Auditorium I 27 'Daylight Savings Time Ends I'\"'\" 7 Faculty Meeting 14 21 Home-coming Carnations Sale Mu Alpha Theta 28 8 15 PSAT (Periods 10th \u0026amp; 11th Graders End of 9 weeks 22 Early Dismissal 29 Order Senior Announcements Invitations/ Caps Gowns Report Cards Go Home 9 Teachers meeting with Dr. Roberts 4:30 p.m. 16 Students Out Teacher Workday 23 30 Order Sr. Announcements Invitations/ Cap \u0026amp; Gown Plan Test 10 FBLA Mtg 125B 17 24 1st Equity Monitoring 31 11 Pep Rally (Conway) I 12 I I 18 Scoliosis Screening 25 Pep Rally (Home-coming) Park view 1 I 1 I 19 26 i I I ! I i t I II IV [ n II I L-......  w .. CenfRolHighTigeRsJ Enrollment totals 1785 students Sophomores - 760 Juniors - 529 Seniors 464 Kindergartners  32 Tonight's football game is here at Quigley. Kickoff is 7:30 p.m. LITTLE ROCK CENTRAL HIGH SCHOOL Volume 102 Little Rock, Arkansas, October 4,1996 Number 5 THE BELL IS BACK!  i * Winning BELL very special to Class of 97 Ringing the belt Pictured at left are three Central High Tigers who want nothing better than to re-paint the bell from orange and white to black and gold. At left are Ralph Jack-son. Joseph McCraney and Errick Berry. Students had an opportunity to see and hear the Central bell ring Tuesday niorning while It sat in Student Council Sponsor Mr. Mark Mead ows truck on the school's front law. It was a truly glori OUS sight. By Ryan Davis It's back!! And it'saboui linx. After four years al Hall Ihe coveted Bell is honw. all thanks lo the spanking given lo ihe Warriors by Ihe TiguT bxnhalt leani. Rushing for 267 yards, die Tigers delivered a smashing 20-0 defcal to iIk Wjuriors of Hall High. \"It's bevn four years (since we last had Ihe Hell] iuid we didn't gel any respcx'i.\" senior light end Jixscph McCr.iixV staled. \"We got our rcs|X'Ci back. Anyixxly who thinks b.id alxml the leaiii. ...we an- going to prove them wrong.\" The Warriors, whoenlereil the \"Hallie for llie Hell on a ihrcv-gaiiK winning sire.ik, were only able lo allain 7.S yards rushing due lo the lix\u0026gt;l-pn.Hf Tigei defense. \"We tried lo prose sonwlliing lo our fans aixJ coaches. ' senior defensive eixl Fmck Herry s.n,l. Berry liiilliei si.iu-d lli.tl ilu \"defense' kind \u0026lt;f lei dow n dm iiig the ganx.' :il West Memphis,\" which allowed the Blue I X s il- h \u0026gt; rush oser 7\u0026lt;X\u0026gt; yards. Il Was an alt (lefeiise first h.ilf with die Tigers leading 7 0 .i-. h.ilflinx buzzer s^uixled. Tlii' was due lo senior l.iilb.n k Virgil Jones' selling up the louelxlowt. followiijg.i 47 y.trd p.isscmpk lii'n from qii.irlerb.iek Rt'bbie Stilleiiger .iiid dien niiming foiii y.irds for the hHiehdwn. Thl^ iixrcdible pl.iv c.iiiie willi I I' Continued on page 4 Ntws BRiefs\n4 of states 10 scholars are Central High students Krill .lohnsnn, a Cenii'al High innior. will lx* leaiured .is fli.innel Il's \"SliMlenl of Hie Week\" ironi (X t. 1-11. Johnson i\\ .1 .Student Council junior ap. president of Little Rixks chapter ofTop Teens, vice pa*sident of Centr.il's SBCMIi. .ind was nominated for the 1997 N.i-tion. il Youth Le.idership l-orum on Medicine. He w.is the winner 01 the I99.S-9f) Mr. LRCH Photogenic Contest. S* By Christine Whitson Four seniors .ire semilln.il-ists in the National Achievement Scholarship Program (NASP). Tliey are Salonica Gray. Larissa Jennings. T. Michelle Payne, and Ngozi i Scott. This awjird honors - ouisiJinding African-Americiin students. World Test, a celebration of uorld coinmuniiies. people, pl.inis and animals, will lx* held lomorrow Ironi 10-7 ill M.icAnhiir P.irk. Aeimission is free. Semifinalists. These three seniors were among 10 students from around Arkansas who were recently announced as National Achievement Scholar semifinalists. Pictured are Ngozi Scott, Salonica Gray and Larissa Jennings. The fourth semifinalist, not pictured, is T. Michelle Payne. About 1,200 finalists and 750 scholarships will be awarded next spring. To Ik considered, sludeiils iixik the Preliminitry Scholastic Aptitude Test (PSAT) in their junior year. The NASP is conducted by the National Merit Scholarship Coqxxa-tion. An estimated I(X).(XK) Africiin-Aniericiui students entered the competition by taking the PSAT iind 1.5(X) semilinal-ists were chosen natiiutwide. The semifinidisis will com-peic by Inking ihc Scholnsiic Aphiiidc Test (SAIIi .Uhl cdinplcimg .1 SIX) word esvix. Tlie essay is lo lx* .ilxui then ac.idcnuc |Xrloriii.incc. exir.i curricular acliviiics they participate in. iheir contribiiitons lo Ihe community and scIuk)I. iuid their educational plans lor the filllire. There will lx* 1.2\u0026lt;MHinalisis and 750 scholarship.s awarded totalling S.^ million. They will be given next spring. Juniors inieresicil in com|Xiing for next years scholarships shotikl coniact their counselor. Other semifinalisis in Arkansas are fmm Blytheville. Jacksonville. Mount St. Mary's. Pine Bluff. Russellville, and Helena. Ocfolivr will be a busy monih al Central and throughout the LRSD. College night is Thursday. (X t. 10. A pep rally IS planned for next Friday, (kt. 11 for the hxuball gameagainsi Conw.iy. The S Yl' Tesi is (Xt. 12. The ISAI will fx given to HUh and llih graders during period.s l-.l on Tuesday. (Xt. 1.^. Thal IS Ihe final day of ihe firsi 9-weeks. Siudeiiis are out of school on Wevlnesil.iy, (X'l. 16 for a teacher workday. Mu Alpha Theta will hold a carnation sale for lloinccom-ing Week.l XI. 21 -2.\u0026gt;. Tuesday. I \u0026gt;ci. 22 IS .in early dismissal ^Liy. The homecoming game is I'rid.n. Oci. againsi Parkview. Seniors will or^ler oul guuHs tX't. 2v-.P\u0026lt; ni Homecoming nominees told A total of 22 young ladies have been nominuied Homecoming nominees. Pictured above are Kumari Hardy. Jenny Wiedower. Misiv Price. Tiffany Mays, NiLki MclilHMg, Suzanna Monk, Evita Washington. Mary Fleming. Jill Irv.'in. Eiuubuili Faulkner. Moyao Kearney. AlonUra Givons, Molly Darragh, Tiffany Cravens, Tanya Corbin, Monica Simpbuii, thmugh first periixJ ciasse.s to contend for posiiioiw on the 1996 Central High Fixxlxill Homecoming Court. These students met with Mr. Mark Meadows. Siiident Council .sponsor, last Thursday lo Iciini about practice and appropriate attire. They will be* presented before the student btxly at an assembly nxlay. Students will have m opportunity to vote for the court, lloniecoining is Oitober 26 against Ihe Parkview High Schi**\ni i I 1 CENTRAL ilIGM SCHOOL DAILY BULLETIN SEPTEMBER 20, 1996 FRIDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter 1/f Richard Boyd I/f Jabari Cummins Expul Demingo Johnson l/f Patrick I Tilery Expul Jonathan Van Buren I/T Vincent Williams lixpul luirl Westbrook lixpul I b iea Singleton-I I lenry James -xpi /r James llubbiud lixpul Rec. Nicole Breedlove l/f Eabrian Bridgewater Expul Deon Earnest Expul Harold Smith 9/19-9/25 Kissy Russell I/f Cedric Jones 9/9 to end of 1st Sem Acie Cummins Antonio Maxwell Expul Courtney Smith 9/12-9/25 , Edmar Higgins Expul. Courtney Blackwell 9/13-9/26 Maria Slubbcrfield 1/f Quentin Davis 1/f Danny Brown LT Antimoore Jackson Expul Phillip Hatton L/T John Roberts LT Rec. Wyncse Gantt 9/18-9/25 Korey Williams Rashee Barnett 9/19-9/26 Shawnrita Sain 9/19-9/25 Anton Grant 9/9 to End 1 st Sem Ryan Bell 9/19-9/26 David Hall 9/19-9/25 Elijah Johnson Expul Alan Rowe Expul Andre Harris I/f Adrias Moore 9/12-9/26 Archie Howard 9/11-9/24 Melvin Shepard 9/16-9/27 HI-STEPPERS: Teachers please dismiss all Hi-Steppers at 3:00 pm to leave for the bailgame in West Memphis. TEACHERS: Thank you for your splendid help in administering the Stanford 9. We had almost 100% perfect teacher attendance for the three days. Please add these future test dates to your calendar\nwe know that nobody likes to be surprised. As you can tell, the standardized test mania continues unabated: * October 15 - PSAT (about 400 juniors and sophomores) October 30 - PLAN test for sophomores (pre-ACT\nLRSD mandates it for all sophomores now) November 11 - 14 - State-mandated Exit exam for juniors (4 days) November 15 - Exit exam makeups STAFF MEMBERS: If you are cunenlly certified in First Aid, please notify Mrs. Stone immediately. ALL STAFF: Anyone interested in coaching swimming? Please contact Mr. Howard. WELLNESS CIJNIC: Friday Sept. 20th is the last day to sign up for a group in the Wellness .Clinic. All students who are interested in a group and all teachers or administrators who want to refer a student to a group should do so by that dale. STUDENTS: YOUNG DEMOCRATS: There will be a meeting on Tuesday the 24th during both lunches in Mrs. Cobbs room 337. SOPHOMORES \u0026amp; JUNIORS: The Congress-Bundestag Youth Exchange Program scholarship is now being olTered to students with a 3.0 GPA or higher. The student winners will spend a full year in Germany immersed in the lan| studeiit.s I,PA language and '199^'^' guidance office for an application. Applications must e postmarked by November 12, GERMAN CLUB: Sign up for German Club in room 312. Dues are $3.00. Our first meeting is Friday September 20. GUIDANCE: Any 10th, 11th and 12th graders interested in applying for the Prudential Spirit of community award, see Mrs. Porter. Central Highs top volunteer will be chosen to compete at the state level. Requirements include writing. Two essays about your volunteer work. Deadline for submitting your application. Deadline is Oct. 18,1996. GUIDANCE: Any 10th, 11th and 12th graders interested in applying for The voice of Democracy scholarship, see Mr s Graves. Requirements include a 3-5 minute recording and an essay on the students personal responsibility and understanding of the rights and responsibilities of being an American. Deadline: Nov. 2, 1996. INTERACT CLUB: Do you ever feel the urge to Mamba? Does the sight of Leder-hosen give you goose-bumps' Do siicred pigeons erk your curiosity'. If you answered yes to any of these questions then youd best get on the train and sign up for Interact, a service oriented club with an internal flare. Register today at lunch! JOURNALISM: Attention all seniors - those seniors who need a senior photograph made for the yearbook or to purchase must come by room 103 between Sept 13 and Sept 20 to receive an appomtment. See Mrs. Cherry to make your appointment ASAP. Thursday, Oct 3 is the last day our school photographers will be here taking senior pictures. SPANISH CLUB: Anyone currently enrolled in a Spanish Class that is interested in joining Spanish Club Please sign up in Rm. 335 or pay your Spanish Teacher. Dues are $3. Deadline to sign up is September 20. interested in joining Mu Alpha Theta should obtain and return a form in room 145 by F:3O pm^^ P a:ements from Jostens in the bookstore Oct 29th \u0026amp; 30th 8:30 am -DAILY B U L L E TIN CENTRAL HIGH SCHOOL OCTOBER 1, 1996 TUESDAY DO NOT ADMIT LIST: Robert Danieks Adrin Shorter L/T Richard Boyd L/T Jabari Cummins lixpul Demingo Johnson L/T Patrick Tillery lixpul Jonathan Van Buren L/T Vincent Williams lixpul liarl Westbrook lixpul lirica Singleton-I/f lidmar Higgins Expul. Maria  Iliagins Stubherlielu L/T Quentin Davi.s I./'f Danny Brown LT Chris Beasley 9/23-10/7 Mark Thompson 9/24-9/30 l ory Irby 9/25-10/2 Natasha Samuel 9/25-10/9 Justin Thabit 9/26-10/3 James Hubbard Expul Rec. Nicole Breedlove L/T Fabrian Bridgewater Expul Deon Earnest Expul Jeffrey Moss 9/26-10/3 Kissy Russell L/T Cedric Jones 9/9 to end of 1 st Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Harris L/T Antimoore Jackson Expul Phillip Hatton I/f Archie Howard ITT Rashaad Profit I/f Felyxia Williams 9/25-10/2 De Wayne Veasley 9/25-10/2 Lakilia Turner 9/26-10/3 Sem John Roberts LT Rec. Rikita Robinson 9/30-10/11/96 Korey Williams Kinte Perry 9/30-10/4 Anton Grant 9/9 to End 1st Sem Elijah Johnson Expul Gerron Garrett 9/24-10/9 Marina McElrath 9/25-10/2 Teri Walker 9/25-10/2 Billy Robinson 9/26-10/3 WELLNESS: Wellness Clinic groups will start meeting Monday, 9-30-96. liach member will sign a group contract and we have placed a copy of it in your mailboxes. As soon as group membership has stabilized (1-2 weeks) wc^will give vou a calendar and roster. If you have any questions please contact the Wellness clinic. ' .hoMahis Rouse Scholarship for Outstanding Teachers are available in O  t f Stone if you wish to apply . Each school may nominate two teachers. Ilie award consists varies  lSKr?p?ytoffK M  educational activity. The cash award ATTENTION TEACHERS: The following students are helping with school pictures. Please allow them to make-un anv k\"Sept. 30} 9-12 noon: Matt Milhollen, Meghan OMalley, and Tara Hall From 12-3 1 eah lleloUi \u0026lt;? *^7  Wick^d. (Tuesday, Oct. 1 )9-12 noon: Paula Moore, Lucie WetzeL Molly fhmsd J Oct 31 9 ?2 noon-Idlahunty and Kristen Wanek. Matt^lb^R-n indV.m d^n^fer Wagner. 12-3 pm.: Anthony Jacuzzi, Jill Irwin. Matt Milfiolen, and Tara Hail. STUDENTS\nJUN IORS \u0026amp; SENIORS\nIf you would like to be nominated for the National Youth'i.eadership Forum on Defense Intelligence and Diplomacy to be held in Washington D.C. in February, please see Mr.s Graves You must have a B average. I he cost to you is $890 plus transportation to Washington. -a cs. i ou iiiusi nave a i j Troubadour Members there will be a meeting in room 134 on Thursday October 3 1996 We w ill meet in room 134 dunng each lunch penod. Please attend we will nominate officers at this meeting! Th.\\h^th^'^ldmf Giris Basketball Team will be Thursday Oct. 3 at 6:00 in the Gvm. 1 nis IS inc XiriiH irvout. It vou nave anv cpc* f ia*) * Ihis is thcLjnal Tryout. If you have any questions see Coach Fitzpatrick in room 102. K Attaition French Club Members there will be a French Club meeting this Thursdav October 3rd diirino SKnS:.,'\n\" -'I \u0026gt;5.  lunch seniors portraits on matted \"'de^ See M^^. CheiT7befom SMOKING CLASS: Smoking class will be held October 2nd \u0026amp; 3rd at 8:00 in the Library Conference room. -d-?pd lunch in room 325. Elections will be held  t , r Al --------luuivii Hl luviu ixj aiiu secont and plans for the year will be discussed. Drawing for grand prize will be Oct. 2. W^d 2 Teenage Republicans will be having their membership drive from Wed., Sept 25 to cd. Oct. 2. Ihcrc will be a tabic in front of the library during first and second lunch for anyone interested in signing up. f ^der your caps \u0026amp; gowns \u0026amp; 1:30 pm. announcements from Jostens in the bookstore Oct 29th \u0026amp; 30th 8 30 am - tllN JOKS : Unlike the SAT or ACT, which are the PSAT is not a required test. used for college adnii ss ion , SOPIIOMOKI- UTrniiKS JENIOKS JDNIGRS: used to determine However, it is the tesl , next year's National Merit and National Achievement Semifinalists. This year's test is October The cost This year's _____ is $9.00 (correct change) payable in advance You may bring your payment to Mrs. Graves in the Guidance 01 fice B1^ORE_ school or DURING LUNCH by Thursday. October You will be given test 1 \u0026gt;. Graves Thursday, a receipt, whicE~will be your ticket. well as your pass to class. Please come to register early. of admission as Please 111. : The PSAT is a test for juniors, tests than we expect to need. but we have ordered iiioi e Sophomores wishing to trike the PSAT \"for practice\" may sign a stand-by list Gii i dance bn t office beginning today. The test costs in the sophomores will pay on the day of the test since we don't know how many tests will be\"available. stand-by list does be taking the test. Signing the not assure a sophomore that ho/she will Kepreseiitatives from the following colleges will be In the Guidance Conference Room next week applicants. to talk to prospective If you are interested-and meet the college's admission requirements, you may sign the list on the back bulletin board in the Guidance Office before the d.iy of the visit. - ---- Mon., Oct. 7: Wed., Oct. 9\nThur!!. Oct. 10: Erl., Oct. 11: 10:00 a.m. Hendrix College, Conway, AK. 9:55 a.m. Park College, St. Louis, MO 1.45 p.m. Drury College, Springfield, HO. 8:55 a.m. University of Chicago, Chicag.o, 8:55 a.m. Kenyon College, Gambler, Oil. III.. 10:00 a.m. Centenary College,Shreveport, LA. 11:00 a.m. University of Tulsa, Tulsa, OK 1:45 p.m. Columbia U. , New York, New York 2:45 p.m. Davidson College, Davidson, N.C. The applications for the Discover Card_ Youth Program Tribute Award Scholarships are here in Ihe Guidance Of fice. These scholarships can be used for any post high school training you are planning to enter. mus_t have a GPA of 2.75 or higher to compete. You You must demonstrate accomplishments in four out of these five a teas: Special Talents, Leadership, Obstacles Overcome, Community Service, Unique Endeavors. due to be received The application i: See Mrs. Graves for an application. by the committee by January 10, 199/.DAILY B U L L E TIN CENTRAL HIGH SCHOOL OCTOBER 4,1996 FRIDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter L/T Richard Boyd ITT Jabari Cummins Expul Demingo Johnson L/T Patrick I illery lixpul Jonathan Van Buren ITT Vincent Williams Expul liarl Westbrook Expul Erica Singlcton-I/T lidmar\"' Higgins Expul. )ore Jackson Ex Antimoore Expul Quentin Davis IZf James Hubbard Expul Rec. Nicole Breedlove L/T Fabrian Bridgewater Expul Deon Earnest Expul Jeffrey Moss 9/26-10/3 Kissy Russell ITT Cedric Jones 9/9 to end of 1st Sem Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Hams ITT John Roberts LT Rec. Archie Howard L/T Korey Williams Kinte Perry 9/30-10/4 Deshun Williams 10/2-10/8 Anton Grant 9/9 to End 1st Sem Rikita Robinson 9/30-10/11/96 Elisa Brown 10/2-10/17 Elijah Johnson Expul IJanny Brown LT Chris Beasley 9/23-10/7 Natasha Samuel 9/25-10/9 Phillip Hatton L/T Sherita Smith 10/2-10/8 Rashaad Profit L/T Gerron Garrett 9/24-10/9 Drh?m ' teachers: Please send your Individual Improvement Plan (IIP) to ^^^^'^^FRS. 1 lease excuse the following students on Tuesday Oct 7 nt in-tsnm trv *1 \u0026lt; wc have placed a copy of it calender and roster, l VJ\" meeting Monday, 9-30-96. liach member will sign a ei 11 you have any questions please contact the Wellness clmic. ' ' I^ch member will sign a groifp contract and we will give you a are available in ATTENTION TEACHERS: The following student.s missed work. . (MoX Sept W 9 12 n^-lJfaSMiZnxf ^hool pictures. Please allow them to make-up any Vi.,:.:.. cV 1 P Matt Milhollen, Meghan O Malley, and Tara Hall From 12-3 1 pah ftplmti .ef.? Wickard. (Tuesday, Oct. 1)9-12 noom Paula Moore Luefe We^el Mollv Santini, and Lydia Mcew. 12-3 p.m : Meghan Rose, Katie Dowell, Ashley Dillahunty and Kri^cm ^anck Tiffany Wyatt. Ellen leay, and Jennifer Wagner. 12-3 pm,: Anthony/aXuill S Kelly Morion, uiumvj, onu v-tum\nWlCKa Darragh. James Mccoy (Ihursdav, Oct. 3) 9-12 noon: Malt Milholen. and Tara Hall. STUDENTS: yu ni^ mo^to a\"sS Ar?\"= stop by the bookstore this Friday if Ibk\\n n 7\" Calendar of activities and Fall Conference Room 325A or from yur business teacher. The next meeting will be Wednesday, October 10. information may get Md? L8?(13^163^* Multi-CuItural Day for Seniors on Monday, October CONGRATULATIONS TO 96-97 LATIN CLUB OFFICERS: Whitney Bailey, I reas. Kara Lipsmeycr, Rep. Brooke Ishmael Pres. Patrick Hicks, V-Pres. Chastity Hicks, Scc.-SPANISH CLUB\nI or anyone who signed up for Spanish Club, ihere will be e meetina Tuesday October 8 Tbi,  very iinportunt. Wc w.lf be elceling officer,. Fir,l IrrrK* will meet to R. 314 and Snd 13'vSl nSl to S 3 ------------------------s meeting will meet in nn. 335. GO'*'  \"k'' 'taulalion. See Mm. AH ENTION SENIOR REPRESENTATIVES: Then! will be a meeltog of the Senior Council on Frid.v  P'* K-ic will be finalized.^' in Ms. Cobbs* I. Ifaltcnduncu is SENIORS: Applications for the National Beta Club chgihic tor mcmbcrsliip, ----- '  - good cilizen.ship grades.' ,, --------''4are available in the Library and Rcxim 219 Tube ' 1-hi^ g.'^e pom! average (including 9th grade) of at least 3 0 and have Jhe application deadline is Fnday, October 11,4:00p.m. El^^iu. joiu. E' SCHOLAR.SHIP INFORMATION HAS ARRIVED IN THE GUIDANCE OmCF Cheek ihe srtholarship box. Your l-.nghsh teacher also has a copy on her bulletin board, rfltl.. Check the YOUNG DEMOCRATSTEENACE HEPUBUCANS\nIf you are 18 before Nov S ckclIOtl Yon \u0026lt;-nn rPDKtnrbv thaa likvoww Uei. 1 u-? vviviv iiv. j, s .SEC'ME\nStudents who are creative and motivated iipplication. are encouraged lo join SECME. Sec Mrs Blcvtoa (room 122) fur an VC a I) LW pm^' *'8' * nnouKanoiU from Josinu to the bookstore On 291h \u0026amp; 30lh 8:30 am - ll KI It (ttt.\nHl. like the SAT or ACT. which . - ---------- are used for college ndmi Ih.\nl.SAl IS not a required test. ii.Hd lo duterrnj! However, It in i|i(\u0026gt; tfst , . , years National Merit ami N.iiion.il Aclilovpment Semi f inali sts . \"*  III.' cost This year's tost is Octnhci V.niA/eAl W..aa*evU1* a*' ' ~  ' iH 59.00 (correct change) payable in aJv,ii\u0026gt;cc* i.Mi may hi mg your payment to Mrs. Craves in the Guulaiic- 'Ml mo BIJOHK SCIKXJL oc pllRING LUNCH by Thursday, Vou wilt ho given a receipt, whTcKwill bo  'I Hiiiiission as well as your pass to class. Ot'tOhlM 'iHirttiiKi:  \u0026gt;l your ticket li tcijister early. Ile.uto come The PSAT is n tost for juniors, but we have ordciwd tji than wc export to need. inoj  Sophomores wishing tf) t.ikt*   It. --.W|..ua WAOIIAIKI I tJ l.ll Hit' ISAf tor practice\" may sign a stand-by list iti ttn- Co idanco otEico beginning tflday. .---------------XAJSI\n*. The tost costs 59.0(1. sopiioinores will pay on the day of tlio test niiitro -I'oil know how mony test.s will be nvail.ible.  I.iiul-liy tint does not assure wo SigniiKj (h.\u0026gt; Ik- lakiiK] the tost. a sophomore that hn/siin wi I I Hi.-iinii\n: ' I n mu:\nUIIHOIh\n: Rcprcuentatlwes fro the following cnllegcn will bo in the Uuld.nicc Coiifereoce Rona oext week to talk to --- pronpertIve If you are Interested vaod acet the ro] irge'ii udaliialuii requlrvacnts, you asy alga the list on the h.irk nppllcantu. biillctla board In the Guidance Office before the day w I u \u0026lt; \u0026gt; ----------- TUES, Oct. 8: Wi-d., Oct. 9: Tlnirn.Oct. 10: Frl., Oct. 11: |\u0026gt;I \u0026lt;h\u0026gt;- 10:00 a.a. Hendrix College, Conway, AH. 9:55 a.a. Park College, St. Louis, MO \" Drury College, Springfield. MO. 1.45 p. 8:55 a. 6:55 a. 10:00 11:00 1:45 P Ualverslty of Chicago, Clilr.np.ti, III.. Kenyon College, Csabler, OH. Centeoary College,Shreveport. 1^. University of Tulaa, Tuhi.i. (JK Goluabla U. , New York, New Yik 2:45 p.a. Davldsoo College, Davldcon, N.C. Tin* applications for the Discover Card Youth Pro.jr.nn 11ibute Award Scholarships are here in the Guidance of H co. These scholarships can be used for any post higli school training you are planning to enter. have a GPA of 2.75 or higher to compete. Yon You must ilt.-inonstratc accomplishments in four out of these five \u0026lt;11 nns s Special Talents, Leadership, Obstacles Overconx!, ('(iimniinity Service, Unique Endeavors. The Application is linn to be received by the committee by January 10, 1'197. .Stjc Mrs. Graves for an application.DA I L Y B UL L E TIN CENTRAL HIGH SCHOOL OCTOBER 9, 1996 WEDNESDAY DO NOT ADMIT LIST: Robert Daniels Adi in Shorter L/f Richard Boyd L/f Jabari Cummins F.xpul Deiningo Johnson L/T Iiilhck Tillery Expul Jonathan Van Buren L/T Vincent Williams Expul Earl Westbrook Expul Erica Singleton-1/f Edmar Higgins Expul. Anlimoore Jackson Expul Quentin Davis L/T Danny Brow n LT Rashaad Profit ITT Natasha Samuel 9/25-10/9 Jainc.s Hubbard Expul Rec. Nicole Breedlove L/f Fabrian Bridgewater F.xpul Deon Earnest Expul Deshun Williams 10/2-10/8 Kissy Russell I./!' Cedric Jones 9/9 to end of 1st Sem Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Harris ITT DeWayne Veasley 10/3-10/9 Phillip Hatton L/T Sherita Smith 10/2-10/8 Gerron Garrett 9/24-10/9 Shurrod Smith 10/8-10/15 John Roberts LT Rec. Archie Howard IVr Korey Williams Anton Grant 9/9 to End 1 st Sem Rikita Robinson 9/30-10/11/96 Elisa Brown 10/2-10/17 Elijah Johnson Expul Timothy Turner 10/4-10/10 Fred Williams 10/3-10/17 TO ALL FACULTY, STAFF AND STUDENTS: The Central High School library is now exhibiting the original art works ot many prominent African American artists including Romare Bearden and Jacob I.awrence. These works on paper arc from the Arkansas Arts Centers permanent collection and will be on display through October 30th Ihis show sponsored by the Central High School P.T.S.A. IS STUDENTS: ,1 a program on the College litorium at 2:00 p in. this Sunday. Panelists will COLLEGE-BOUND JUNIORS AND SENIORS: The Guidance Department has arranged Admission Process for parents and students to be held in Centrals auditorium at 2:00 p in. th... Vur^fi'^^scntatiyes from the University of /Arkansas, Hendrix, several other in-state institutions, and Rice University 1 he Rice representatives will speak about the college admission process as it applies to highly-sclective colleges We hope the attendance will be such that we will be able to make this an annual program ATTENTION COLLEGE-BOUND STUDENTS: COLLEGE NIGHT IS HERE! You and your parents arc cordiallv nivited to the atmual Little Rock School District College Night at the Convention Center, lower level of the Excelsior Hotel in downtown Little Rock, Thursday evening. Financial aid workshop starts promptly at 6:00 p.m., with browsing at 6'30 Don t forget to come. z . ACCEPT NO BOUNDARIES: Applications are now available for the Accept No Boundaries Prejudice Identification and 5^5?,*?' s a day long seminar designed to promote friendship, learning and harmony. Ihe Retreat VVI he ni'lfl wnHnoccinv CV'trtKoi- 1 A orrl le AXnJ _________ti_________________ \u0026gt; \u0026lt; \u0026gt; \u0026lt; i-v ... II 1_ Lil MJ J J ----1_---------------. o lA IWAlUOllAM) IVUllllXlg OliU iiadUVtiy. 1X1 wi 1 be held Wednesday, October 16, and is free to ANB members. Pick up applications from Mrs. McDennott in room 33X or Ironi an ANB Steering Committee member. THE LADIES CLUB: Ihe Ladies Club will meet during both lunch periods Thursday, Oct. 10th in room 220. Please bring your $3 .00 dues. Do not bring any food ro drinks to the meeting. You will have plenty of time to eat lunch. is the ^LLEGE-BOUND JUNIORS: Have you brought your money and registered for he PSAT? Friday morning dciidline. Bring your moiiey-$9.00 in correct change or a personal check made out to LR Central High. to the Guidance Ollice by 10:00 a.m. Friday. Students who registered after this time will go on the sophomore waiting list FBLA: Any FBLA members not enrolled in a business class and that would like a subscription to the free magazines should come by room 325. e central inon school or mr. central high anyonein TERES IEDMUST BRING A8x 10 black or white or color photograph to room 134. Ihe cost fh,. n,t.,. .etinm -n, photographers will be displayed in the 1997 school yearbook. Troubadours lasts from Monday October 7 to October 25,1996. For more details see Mrs of the competition is $ 10.00 per photo. The arc the sponsors of the contest. The contest Holladay. JUNIORS: Ihe Japen-U.S.Senate Scholarship Program applications are in the Guidance Office. If you are interested in \u0026lt;ni*nziino n ciimmw iti Innon onH kovia nt lanoE n \"i /\"ir* a ___________________i.. a___i _x! . z \u0026lt; ------------------------------------------r *-re-\"-'. vziin.!-. n yuu aic line Japan and have at least a 3.0 GPA, you may apply. Applications must be postmarked by 15. 1996. liach scholarship recipient is required to pay a $500 program contribution. You must also pay some ! domestic travel. See Mrs. Graves. November expenses including program contribution. You must also pay some other EBLA: Attention any member who did not get the 1996-97 calendar of activities and Fall Conference infonnation may eel 1 hlin KllClin / S A rrnm V/Mir hiicinoee foozvl-tav. \"TTnzi 'TT..___J - V  i o this in Room 325A or from your business teacher. The next meeting will be Thursday, October lO. * '?*' Univereity of Arkansas at Fayetteville will have Multi-Cultural Day for Seniors on Monday October 14th. Il you are interested in attending call 1-800-377-8632.DAILY BULLETIN CENTRAL HIGH SCHOOL OCTOBER 10, 1996 THURSDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter IZf Richard Boyd L/T Jabari Cummins Expul Demingo Johnson Lff Iatriek T illery lixpul Jonathan Van Buren L/T Vincent Williams Expul Earl Westbrook E^ul Erica Singleton-L/T Edmar Higgins Expul. Antimoore Jackson Expul Quentin Davis L/^f Danny Brown LT Rashaad Profit L/T James Hubbard Expul Rec. Nicole Breedlove iVt Fabrian Bridgewater Expul 13eon Earnest Expul Ryan Goins 10/9-10/23 Kissy Russell L/T Cedric Jones 9/9 to end of 1st Acie Cummins Antonio Maxwell Expul Alan Rowe Expul Andre Harris L/T John Roberts LT Rec. Archie Howard L/T Korey Williams Sem Anton Grant 9/9 to End 1 st Sem Rikita Robinson 9/30-10/11/96 Elisa Brown 10/2-10/17 Elijah Johnson Expul Timothy Turner 10/4-10/10 Fred Williams 10/3-10/17 Phillip Hatton L/T Shurrod Smith 10/8-10/15 staff and STUDENTS: The Central High School library is now exhibiting the original art works 01 many prominent ?Vncan Amencan artists including Romare Bearden and Jacob Lawrence. These works on paper s^msoTed b^'^TentrlfH^ This show is STUDENTS: ATTN NATIONAL MERIT SEMIFINALIST: Thursday at the beginning of 1st lunch, meet on the front steps to take a picture for the yearbook. It wont take long dont miss out.   ... :,ieps lu laxc a TOURNAMENT: Please excuse the following students on Thursday, October 10 at 10:20 tnt- VOIIl'V HhI 1 Tni im.'imont of Ui-vTnrs* a__________  w, t* \u0026lt; it . .. a.m. to go to lU V X/ 11 k 11 T X X vrtvuov 111%, iMiiMVTiiig oiuuviiid uii iiiui^ay, MClODcr lu at iu:zo a ir tlK Volleyball Tournament at Mountain Home: Samatha Jones, Anne Davis, Holly Edmonds, Judith Batson Jill And^on, Haley Walker, Courtney Hager, Katara Nowden, Blair Wdllace, Cordelia Bohlar, Heather Alverson, Breanna Brakhop, Misty Lewis. bin CULTURAL SOCIETY: There will be a Black Cultural Society meeting in Mrs. Blevins room 122 during both lunches. I his meeting is very important please plan to be therethank you. A SENIORS: Representatives from the following colleges will be in the Guidance Conference Room next week to talk to prospective applicants If you are interested and meet the colleges admission requirements you may sign the list on the back bulletin board m the Guidance Office BEFORE the dav nf the vi.it emeius. you may sign lulletin in day of Ute visit. Mon., Oct. 14: 11:00 a m. Rice University, Houston, Texas fhurs.. Oct. 17: 2:45 p.m. Wellesley College, Wellesley, Mass. I  1: Middlebury College, Middlebury, Vt. 11:00 a.m. Princeton University, Princeton, N.J. Fri.. Oct. 18: 9:55 a m. Middlebur juniors and SENIORS: The Guidance Department has arranged a program on the College parents and students to be held in Centrals auditorium at 2:00 p.m. this Simday. Panelists wall th . from the University of Arkansas, Hendrix, several other in-state institutions, and Rice University Hie ^cc representatives will speak about the college admission process as it applies to highly-selective colleges We hone the attendance will be such that we will be able to make this an aumual program. =\u0026gt;viecuve colleges, we hope state institutions, and Rice University. ATTENfrION COLLEGE-BOUND STUDENTS: COLLEGE NIGHT IS HERE! You and your parents are cordially in\\ ited to the annual Little Rock School District College Night at the Convention Center, lower levefof the Excelsior I lotel ACCEPT NO BOUNDARIES: Applications are now available for the Accept No Boundaries Prejudice Identification and u m'if-h\"l ts a day long seminar designed to promote friendship, learning anil harmony lire Retreat \"i\" l * a SiSjSmmiS S A' JUNIORSUlavc you brought your money and registered for he PSAT? Friday morning ntrn-. hv 1 \u0026gt;our money-$9.W m correct change or a personal check made out to LR Central High, to tire Guidance Oiliee bv 10:00 a.m. Pridav uho ...:n____xi_____i___ . .  .* '-juiumitv deadline. Bring your money$9.00__________________ _____ i ix vein Oflice by Friday. Students who registered aflerUiis time wilTgo on'thrsophomo^^ is theFBLA: Any FBLA members not enrolled in a business class and that would like a subscription to the free magazines should come by room 325. ATTENTION STUDENTS\nYOU MAY BE THE NEXT MISS CENTRAL HIGH SCHOOL OR MR CFNTRAI HIGH SCIKXJL. ANYONE INTERESTCD WJST BRING A 8 x 10 black or white orcolor photograph^ooni 134^e cost '97 school yearbook. Troubadours of the competition is $10.00 per photo. The photographers will be displayed in the 1997 school yearbook Troubadours are the sponsors ot the contest. Ihe contest lasts from Monday October 7 to October 25, 1996. For more details see Mrs. Holluday. JUNIORS: Ihe Japen-U.S.Senate Scholarship Program applications are in the Guidance Office. If you are interested in spending a summer m Japan and have at least a 3.0 GPA, you may apply. Applications must be postmarked by Novem 15. 1996. I'.ach scholarship recipient is required to pay a expenses including domestic travel. See Mrs. Graves. November $500 program contnbution. You must also pay some other FBLA: Attention any member who did not get the 1996-97 calendar of activities and Fall Conference infonnation this m Room 325A or from your business teacher. The next meeting will be Thursday, October 10. may get GUIDANCE: Ihe University of /Vkansas at Fayetteville will have Multi-Cultural Day for Seniors on Monday October 14th. II you are interested in attending call 1-8(10-377-8632.  ATTENTION SENIOR REPRESENTATIVES: There will be a meeting of the Senior Council on Friday in Ms Cobbs room (room 337) dunng both lunch periods. Please attend as plans for the Senior Picnic will be finalized. If attendance is sparse at these meeting, the Senior Picnic will be canceled. JUNIORS \u0026amp; SENIORS: Applications for the National Beta Club are available in the Library and Room 239 To be eligible lor membership, you must have a cumulative grade point average (including 9th grade) of at least 3 0 and ha\\ e good citizenship grades, the application deadline is Friday, October 11, 4:00p.m Please join YOUNG DEMOCRATS/TEENAGE REPUBLICANS: If you are 18 before Nov. 5, you are eligible to vote in this years election. You can register by the library during both lunches. Its simple, easy \u0026amp; worthwhile. Remember\n Ihe only wrong choice is no choice.  JUNIORS \u0026amp; SENIORS: If you would like to be nominated for the National Youth Leadership Forum on Defense Intelligence and Diplomacy to be held in Washington D.C. in February, please see Mrs. Graves. You must have a B average. Ihe cost to you is $890 plus transportation to Washington. SENIORS: You may order your caps \u0026amp; gowns \u0026amp; announcements from Jostens in the bookstore Oct 29th \u0026amp; 30th 8 30 1:30 pm. am -DAILY BULL ETIN CENTRAL HIGH SCHOOL OCTOBER 11,1996 FRIDAY DO NOT ADMIT LIST: Robert Daniels Adrin Shorter ITT Richard Boyd ITT Jabari Cummins Expul Demingo Johnson l/f Patrick Tillery Expul Jonathan Van Buren L/T Vincent Williams Expul Earl Westbrook Expul Erica Singlclon-I/f Edmar Higgins Expul. Antimoore Jackson Expul Quentin Davis I/f Danny Brown LT Rashaad Profit L/T James Hubbard Expul Rec. Nicole Breedlove L/T Fabrian Bridgewater Expul Deon Earnest Expul Ryan Goins 10/9-10/23 Kissy Russell L/T Cedric Jones 9/9 to end of 1 st Acie Cummins jAntonio Maxwell Expul Alan Rowe Expul Andre Harris IZT Sem John Roberts LT Rec. Archie Howard L/T Korey Williams Nakita Smith 10/10-10/17 Carl Ragland 10/9-10/23 Anton (jrant 9/9 lo End 1 st Sem Rashee Barnett Expul Rec. Elisa Brown 10/2-10/17 Elijah Johnson Expul Fred Williams 10/3-10/17 Phillip Hatton L7T Shurrod Smith 10/8-10/15 lechers meeting (district dialogue) with Dr. Don Roberts set for October 9 has been rescheduled for Ihursday, October 17, at 4:30 p.m. The meeting will be held m the Central High Schooi Auditorium. FACULTY \u0026amp; STAFF: The University of Arkansas has a limited number of South End zone tickets for Saturdays came ayatnst LoilHiianfl I t^rn in war Mptnnrial StnHinm Ifintomriorl i\n lU., __________r*!______ .2-1- -P against Louisiana I ech in War Memorial Stadium. If interest^ , sign the list on the counter of the main officeprint IcPlhlv nv nn Infpr than 1 1 00A Vn fzYrl A vvM .r**... * 1 UI II u I \u0026lt; Al \u0026lt; i ^7 .. ** ***''**'*^ '*****-vli iiiv wjuiiivi UI uic indin oHicepnni legibly! !-by no later 11:00 a.m. today(Fnday). You must sign in ink so it will be legible on a Fax machine Tickets may be picked up before the 6:00 p.m. kickoff Saturday at Gate 4, War Memorial Stadium. AND^STTJDENTS: Ihe Central High School library is now exhibiting the original art . A A .  .   . Lawrence. i works of many prominent African American artists including Romare Bearden and Jacob Lawrence These works on paper arc from the Arkansas Arts Centers permanent collection and will be on display through October 30th This show is .sponsored by the Central High School P.T.S.A. STUDENTS: THE PIX: Students, we need a Central logo for the 1997 Pix. Please turn in your entries to room 103 bv (kt 21 If we use your entry, you will receive a free yearbook! SPANISH CLASSES: All Spanish Classes will meet in the auditorium Monday, Cktobcr 14 to hear a guest speaker Please be prompt. FUTURE 51)0\nIhe first future 500's meeting will be this Saturday (kt. 12 at the Carver YMCA on 1116 West 14th Street Ihe meeting will be from 10 am. to 12 a.m. and ID. cards will be made for $3.00. If you have not yet turned in vour information sheets, please do so to the guidance office by Friday. THE PIX\nSeniors: Reserve space for your senior before Oct. 15! Bring a down payment, pictures \u0026amp; words to room 103. ATTENTION SENIOR: Senior Picnic tickets will be on sale Thursday, Friday and Monday during both lunch periods in f ill* hcUTK ^t(YrP Tn A pzret IC tA nnzl it inAlnr^oe all tlin Pnbi\u0026lt;i\u0026gt; \u0026gt;\u0026lt;\u0026gt; a.\u0026gt;..\u0026gt;. A -at..Jal__Jll LLI i  .\u0026lt; . - I Tl_  d* A--.-.---.---A .,Fxaaa^ 9 * * J MISU 1 U UI u 9^ Will lUilCll Lz^l iklClo j the bookstore. Jhe cost is $6.00 and it includes all the Corkys Barbeque you can cat. Activities will be held durina the Senior Picnic which is on October 22nd from 2:35pm to 5:00 pm. BLACK CULTURAL SOCIETY: There will be a meeting for the Black Cultural Society, Friday (kt 11 1996 during both lunches in Mrs. Blevins room (122). ORCHESTRA: Please excuse these Orchestra students 5th \u0026amp; 6th period Fri. (kt. 11 th. Ibey will be attending Southern Region Orchestra Clinic in Conway: Jeremy Antipolo, David Beuerman, Maributh Mock. BO(}KSTORE\nStudents please be remind^ that the parking lot across from the library is reserved for those who have Please do not park in that lot if you did not purchase a space. And if you did purchase a space. purchased those spaces. 1_________................... please make sure you park in your assigned space. ATTN.. NATIONAL MERIT SEMIFINALIST\nThursday at the beginning of 1st lunch, meet on the front steps to take a picture for Ihe yearbook. It wont take long dont miss out. VOLLEYBALL TOURNAMENT: Please excuse the following students on Thursday, October 10 al 10:20 a m. to go to the Volleyball Tournament at Mountain Home: Samatha Jones, Anne Davis, Holly Edmonds, Judith Batson. Jill ..... . i.a,vui.,uui I.'III... a,u,i,auia rUUlC l..avtS, iUJliy r.UULOllUS. juuiui naison. J III Watson, Anita Bunch, Hillary Anderson, Haley Walker, Courtney Hager, Katara Nowden. Blair Wallace, Cordelia Bohlar, Heather Alverson, Breanna Brakhop, Misty Lewis.JUNIORS \u0026amp; SENIORS: Representatives from the following colleges will be in the Guidance Conference Room next wee.. lo la... to prospectiyc applirants II/pu arc interested and meet the colleges admission requirements, you may sign the list on the back bulletin board m Ihe Guidance Office BEFORE the day of Sie visit.  * week Io lalk lo Mon.. (X't. 14:11:00 a m. Rice University, Houston, Texas I hurs.. Oct. 17: 2:45 p m. Wellesley College, Wellesley, Mass. i. IV,. 1 u. Q.ss Middlebury College, Middlebury, Vt. Princeton University, Princeton, N.J. I ri.. Oct. 18: 9:55 a.m. Middlcbi 11:00 a.m. COLLEGE-BOUND JUNIORS AND SENIORS: fhe Guidance Department has arranged a program on the College Admission I roccss lor parents and students to be held in Centrals auditorium al 2:00 p.m. this* Sunday. Panelists wall '^'^^representatiyes Irom the University of Arkansas, Hendrix, several other in-state institutions, and Rice University I he Riee representatives will speak alrout the college admission process as it applies to highly-selective colleges We hope the attendance will be such that we will be able to make this an annual program. wueges. we nope ATTENTION COLLEGE-BOUND STUDENTS: COLLEGE NIGHT IS HERE! You and vour narents are cordiallv in\\ ited to the 1 -itlle Rock School District College Night at the Convention Center, lower Icve/of the ! xcelsior 1 liilel Xm l'evening. Financial aid workshop starts promptly at 6:00 p.m., with browsing at 6:30. l/vJll I IvHgvl lU CXIlTiV, ACCEPT NO BOUNDARIES: Applications Reduction Retreat. Hie Retreat is a day long seminar are now available for the Accept No Boundaries Prejudice Identification and xiiiik k liXv YzA W resigned to promote friendship, learning ana harmony llie Retreat 33g members. Pick up applications from Mrs. MclXinJlott in 3.^8 or Irom an ANB Steering Committee member. room THE LADI^ES CLUB: Hie I\u0026gt;adics Club will meet during both lunch periods Thursday, Oct. 10th in room 220 Please bnng your $3.00 dues. Do not bnng any food ro drinks lo the meeting. You will have plenty of time to eat lunch. is the COLLEGE-BOUND JUNIORS: Have you brought your money and registered for he PSAT? Friday morning is the onite'hv !\" pCTSonal check made out to LR Central High. to the (Juidanee OllKL h) lO.OO am. 1 nday. Students who registered after this time will goon the sophomore waiting list. S 1\"ANYOW^lJw SM high SCHOOL OR MR. CEWfRAL HIGH o fh,.* i. A or while or color photograph to room 134. The cost photographCTs will be displayed in the 1997 school yearbook. Troubadours lasts from Monday October 7 to October 25, 1996. For more details see Mrs of the competition is $ 10.00 per photo. Ibe are the sponsors of the contest. Ilie contest Holladay. a|V..7iIh f Applications for the National Beta Club are available in Ihe Library and Room 239 To be , must have a cumulative grade point average (including 9lh grade) of al least 3 0 and have good citizenship grades. Ilic application deadline is Friday, (Xitober 11, 4:00p.m. Please join. ?'30 pm*^' gowns \u0026amp; announcements from Jostens in the bookstore Oct 29th \u0026amp; 30lh 8:30 am -P E C I A L To: \"Th Molt B*utiful High School m Central High School 1500 Park Straat Little Rock, Arkansas 72202 Phone (501) 324-2300 October 7, 1996 P.S.A.T. BULLETIN READ NOW, THEN KEEP UMTlZ. Staff directly affected by PSAT testing on Tuesday, October 15: otr. I Alve son, Becker, Brandon, Caldwell, Caruth, N. Callaway, Cobb, Colburn, Col Cox, Daniel, Deitz, Dixon, Dumas, Futrell, Gadberry, J. Gray, Hammons, Hardin, Hargis, Holladay, Jernigan, Ligon, McDermott, McDonald, McLendo Hammons, Moore, A.Nash, Pedigo, Pierce, Pittman, Rosenberger, Rutledge, L.Thomps Watson, Williamson From: Rudolph Howard, Principal Copies: Counselors and Assistant Principals\nMr. Givens\nC. Williams The PSAT will be administered to about 375 juniors and sophomores Oct. 15, periods 1-3 and possibly into 1st lunch.  ' on Tuesd This undertaking can be managed only with the cooperation and flexibility of EVERYBODY involved, logistics are complex due to our limited space, inconveniences. P\"l ease read t'h i s master plan carefully. There will be unavoidable Note how it will affect you and your students. Let Mr. Blair or me know IMMEDIATELY if you see something that won't workDON'T WAIT UNTIL THE DAY OF THE TEST. I. 100 desks to be moved to Library to supplement the 90 stations available there now. Total capacity: 190. (All Library testers^jrs. NEEDS: 190. II . III. 2 classrooms to test junior overflow: 4 classrooms to test sophomores: Rooms 214 and 216 58 maximum Rooms 333, 336, 338, and 339--120 max IMPLEMENTATION, SOPHOMORE TESTING: ROOM 333 - will test 30. Ms. Thompson and her students will meet in Ms. D. McDonald's Room 236 on Tuesday, pds. 2 \u0026amp; 3. advance and post a reminder on the door. ROOM 336 - will test 30. rooms. Tell students in Ms. Becker and her students will meet in the Tell students and post a reminder on the door: Pd. 1 - to Room 248 (Hammons) Pd. 2 - to Room 342 (Cole) Pd. 3 - to Room 335 (Caldwell) ROOM 338 rooms. will test 30. Ms. McDermott's classes will meet in these Tell students and post a reminder on the door: Pd. 1 - to Room 251 (Dixon) Pd. 2 - to Room 246 (Deitz) Pd. 3 - to Room 250 (A. Nash) ROOM 339 will test 30. Ms. Hargis's students should all be testing. If any are not, send them to Ms. McDermott in the roomS listed above IMPLEMENTATION, JUNIOR TESTING: A. CUSTODIANS will move 40 desks with smooth. large-surface tops from Room 125 to the Library at the beginning of 5th period on MONDAY AFTERNOON, OCT. 14. (Mr. Givens, please have custodians at Room 12! junior testing (continued) 96/page 2 ready to begin as soon as halls clear at 1:40 p.m.) crew will move the desks back to the study hall (125) 1:40 p.m.--on Wednesday. The same custodian at the same time- B. C. D. E. During the last 10 minutes of 5th period on Tuesday, period students will move desks to the Library, period on Monday, Ms. Caruth's students will move her desks to the Lib- , then meet the remainder of 6th period in Ms. rary Note: Ms . Pedigo's 5th At the BEGINNING of 6t Jernigan's room 237 If it is important to you to get your ov/n desks back instead of someone else's, you may want to supervise ycur students' moving of the desks back to your classroom right after the test (4th pd.) on Tuesday. ROOM 143 day. Pd. 1 Pd. 2 Pd. 3 Pd . 4 Ms . Pedigo and her students will meet in these rooms Please tell them and post a reminder on the door: on Tues - to Room 147 (Mr. Moore) - to Room 134 (Ms. Holladay) - to Room 148 (Mr. Watson) - Students report to Library to move desks back to room ROOM 145 - Ms. Caruth's students will move 30 desks to the Library duri\nthe first 5 minutes of 6th period on Monday, theJt meet in Room 237. Caruth and her students will meet in these rooms Pd. Pd. Pd. Pd. 1 to Room. 235 (Ms. Williamson) 2 - to Room 239 (Ms. Hardin) 3 - to Room 151 (Ms. Rutl6:dge) 4 Students Ms on Tuesday: report, to Library to move desks b^l( k to ROOM 214 - Ms. Pittman and her students will meet in these rooms on Tuesday. Please announce and post a reminder: Pd. 1 - to Room 113 (Ms. Colburn) Pd. 3 - to Room 104a (Mr. Gray) ROOM 216 - Ms. Gadberry's students should all be taking it. them to Coach Cox in 218. If any are not, send Final notes: The PSAT last year ran right up to 12:00. We did not run over into first lunch, but if it should happen this year, students whose 4th period classrooms are in xise will need to eat 1st lunch on Tuesday. STUDY HALL TEACHERS: Study halls will meet in the study hall teacher's own classon Monday afternoon and Tuesday morning. Please tell students and post a reminder on the door of 125. Also, detention halls will have to meet elsewhere Monday afternoon and Tuesday morning (Auditorium?) room Period 4 study hall students should be instructed to eat 1st lunch Tuesday , then assist custodians in moving chairs back to Room 125 soon as the halls clear at 12:35 p.m. on as THANKS FOR YOUR COOPERATIONSpage 1 of 5 Monday, Oct. lA, 1996 TEACHERS: SPECIAL BULLETIN The following students (juniors) are to report directly to the rooms indicated on Tuesday, October 15, 1996, at 8:40 a.m. to take the PSAT/NATIONAL MERIT SCHOLARSHIP QUALIFYING TEST. three hours. The testing session will last a little over Students are to report promptly at 8:40 with two (2) sharpened pencils with erasers, f '  . . ... of the test. Please remind your students of the date, time, and place REPORT TO LIBRARY pCiAci Is. skccr loe-Torg- Abson , Adams, Alverson, Alverson, Anderson, Anderson, Anderson, Anderson Antipolo, (A - P) Brian Chris Heather Ryan Hillary Julie Quincy Tamara Jeremy Armstrong, Clifton Bailey , Sherrhonda Ball, John Bailey, Whitney Baldwin, Cassie Batson, Judith Bauman, Katie Beasley, Demeatrice Binz, Kristen Blackmon, Ro mar Blann, Barbara Carpenter, Olivia Blanchard, Nick Block, Michael Chester, Daniel Bohanan, Donald Cleveland, Lawrence Bonner, Marlon Cole, Tekima Boyette, Chris Bradley, Lacey Brainard, Branch, Brewer, Brown, Brown, Brown, Anne Eunice Anthony Carrie LaTonya Tony Buchanan, April Buck, Buen, Call, David Kristina Seth Collins, Cook, Corbin, Cowart, Dang, Darnell, Davidson, Davis, Davis, Tina Timothy Tanya Lauren Minh Scott Darren Anne Arica Dayananda, Dedner, Denman, Dowell, Nilu Cynthia Monica KatiePSAT - JUNIORS (continued I page 2 of 5 Library: Mon.. Oct. (4-, 1996 Downing, Whitney Guy, Clarence Houston, Randall Earlywlne, Ashley Hall, Jesse Irving, Stewart Edmonds, Holly Hall, Kathryn Ismael, Brooke Elmore, Leah Hampton, Herlanda Jackson, Ralph Hardy, Kumari Ely, Jessica Hayes, Christie Jarsma, Kim Enoch, Kim Hayes, Nicole Jenkins, Elizabeth Farrell, Tim Hearon, Tom Jennings, Laura Faulkner, Adam Fergurson, Kelly Heister, David Johnson, Britt Finn, Flick, Katrina Michael Hester , John Johnson, Camela Flowers, Kristi Hicks, Chastity Johnson, Ceaser Flullen, Larry Flye, Henson Hicks, Lindsey Hildebrande, Natalie Johnson, Christopher C. Fox, Allen Hines, Megan Johnson, Josh Franke, Christen Hintergardt, Jared Johnson, Katie Freeland, Michael Hoffman, Patrick Jones, Jones, Carletta Christina Gardner, Freeman Holden, Laura Beth Jones, Crystal Ghori, Safiya Holland, Emily Jones, Harold Glasier, Evan Holloway, Tywana Jones, John P. Gray, Amanda Holmes, Margaret Keen, April Grimmett, Jeff House, Erin Kilgore, CollinsPSAT JUNIORS (continued) page 3 of LIBRARY: Korte, Leslie Miller, Emmett Oct. , 1996 Passini, Rusty Krupitsky, Eugene Mitchell, Jay Perry, SuLauren Langford, Laura Mitchell, Maury Peters, Jessica Latch, Ashley Moore, Angela Pettus, Todd Lilly, Keith Morrison, Alicia Powell, Jennifer Lipsmeyer, Kara Morton, Kelly Prewitt, Jennifer Ludwig, Stefan Mosley, Nikki Purvis, Benjamin Malvin, Katrina Neal, Josh Putterman, J Ames Mapili, Gazele Nguyen, Freddy REPORT TO ROOM\n216 (Jt - S) M]^', GADBERRY Martinez, Andrea Nicks, Lyncola Ray, Rimmer, Cora Virginia Massie, James Nugent, Courtney Norman, Varnell Robinson, Marie Mezza, McCoy, Leslie Norris, Tiffany '' Lydia Obiaga, Genese Rose, Meghan McCullum, Prentice McElderry, Jacob Oden, Cassie Sampson, Aaron McCulen, McJunkin, Crystal Jeremy Owens, Erin Saviers, Marshall McGrew, Justin McMullen, Ahmad Packard, Clay Schiller, Lauren McKindra, Fatima Padgett, Sara Schmalz, Lea Mehlin, Wayne Pan, Dan Schmidt. Geoffrey Miller, Ashley Pasha, Khaleelah Sevier, SharondaPSAT - JUNIORS (continued) page A of 5 Scott, Mark REPORT TO ROOM: 214 Washington, LaTasha (T - Z ) Sclvally, Robyn Tappin, Jacqueline Webb, Josh Shaw , Tashia Taylor, Elliott Wilson, Jamie Sheth , Seema Thomas, Brian Wirth-Jones, Sasha Shaffer, Zarinah Thomas, Jenny Anne Wittenberg, Justin Simmons, Kerri Thomas, Katrina Wright, Sarah Sims, Corakeita Thompson, Jeffrey Yarbrough, Elizabeth Slaughter, Maribeth Thompson, Jill Smith, Jake Thrist, Andrea Smith, Sam Tiner, Natalie Spann, Jeremy Toombs, Michael Torrence, Vincent Sparks, Tava Trice, Trent Stacey, LaTlsha Tucker, Courtney Stanley, Rebecca Tucker, Justin Steadman, Zach Turner, Levy Steelman, Amanda Vickers, Leigh Stefanova, Boriana Wage, Aaron Steward, Doug Walters, Ben Sullivan, Jessica Warriner, Prenticepage of 5 5 Monday, Oct. 14, 1996 SPECIAL BULLETIN TEACHERS: The following students (sophomores) are to report directly to the rooms indicated below on TUESDAY, October 15, 1996, at 8:40 a.m. to take the PSAT/NATIONAI MERIT SCHOLARSHIP QUALIFYING TEST. three (3) hours. The testing session will last a little over Students report promptly at 8:40 with two (2) sharpened pe\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_668","title":"Program evaluation emails","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":["2006-11/2007-01"],"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 law and legislation","School employees"],"dcterms_title":["Program evaluation emails"],"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/668"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["132 pages"],"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\nPage 1 of 1 Margie From: To: Cc\nSent: Attach: Subject: \"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@irsd.org\u0026gt; \"Fletcher, Danny\" \u0026lt;Danny.Fletcher@lrsd.org\u0026gt;\n\"Ray, Katina\" \u0026lt;Katina.Ray@lrsd.org\u0026gt;\n\"Riley, Cheryl\" \u0026lt;Cheryl.Riley@lrsd.org\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt; \"Cummings, Danyell\" \u0026lt;Danyell.Cummings@lrsd.org\u0026gt;\n\"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia,Malcolm@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\u0026lt;heller@fec.net\u0026gt;\n\"Joy Springer - John Walker\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\u0026lt;mqpowell@odmemail,com\u0026gt; Thursday, November 02, 2006 10:12 AM team06oct30A+c.doc A+ evaluation team notes These are draft notes from our conversation Wednesday. Please let me know any errors or omissions. Thanksi (I do not have an address for Donna Moore.) a Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) iim.wohlleb@lrsd.orq 11/6/2006Page'll of 1 Margie From: To: Cc: Sent: Attach: Subject: \"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt; \"Fletcher, Danny\" \u0026lt;Danny.Fletcher@lrsd.org\u0026gt;\n\"Ray, Katina\" \u0026lt;Katina.Ray@lrsd.org\u0026gt;\n\"Riley, Cheryl\" \u0026lt;Cheryl.Riley@lrsd.org\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt; \"Cummings, Danyell \u0026lt;Danyell.Cummings@lrsd.org\u0026gt;\n\"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\u0026lt;heller@fec.net\u0026gt;\n\"Joy Springer - John Walker\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt; Thursday, November 02, 2006 10:12 AM team06oct30A+c.doc A+ evaluation team notes These are draft notes from our conversation Wednesday. Please let me know any errors or omissions. ThanksI (I do not have an address for Donna Moore.) Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) iim.wohlleb@lrsd.orq received NOV - 6 2006 OFRCEOF desegregation monitoring 11/6/2006Page 1 of 1 Margie From: To: Cc: Sent: Attach: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Brooks, Roy G\" \u0026lt;Royg.Brooks@lrsd.org\u0026gt;\n\"Hattabaugh. Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\u0026lt;KPMITCHELL@PHILANDER.EDU\u0026gt;\n\u0026lt;rmdaugherty@aristotle.net\u0026gt;\n\"Fox, Melanie\" \u0026lt;Melanie.Fox@lrsd.org\u0026gt;\n\u0026lt;bkurrus@aol.com\u0026gt;\n\"Larry Berkley\" \u0026lt;LARRY@CARTI.com\u0026gt;\n\"Armstrong, Charles\" \u0026lt;Charles.Armstrong@lrsd.org\u0026gt;\n\"Curry, Dianne\" \u0026lt;Dianne.Curry@lrsd.org\u0026gt; \"Chris Heller\" \u0026lt;HELLER@fec.net\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt;\n\"Cummings, Danyell\" \u0026lt;Danyell.Cummings@lrsd.org\u0026gt;\n\"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Joy Springer\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\"Griffin, Beverly\" \u0026lt;Beverly.Griffin@lrsd.org\u0026gt; Friday, November 03, 2006 12:04 PM document for board of directors meeting nov 9.pdf RE: Agenda Meeting November 9 Well be happy to meet with the board and answer any questions. However, both Maurecia Robinson and Jim Wohlleb are scheduled to take vacation days next week. Both will be out of town on the 9* but they might be available by phone. For the boards preparation, we have condensed our comments (in the attachment). From: Roberts, Olivine Sent: Thursday, November 02, 2006 4:47 PM To: Dejarnette, Karen Subject: FW: Agenda Meeting November 9 Please note. Thank you. Olivine Robeits, Ed.D. Associate Superintendent, Educational Services Little Rock School District 3001 S. Pulaski St. Little Rock, AR 72206 Phone: 501.447.3320 Fax: 501.447.3321 From: Brooks, Roy G Sent: Thursday, November 02, 2006 2:40 PM To: Griffin, Beverly\nHartz, David\nHattabaugh, Hugh\nMilhollen, Mark\nMittiga, Joseph\nRoberts, Olivine Cc: 'Chris Heller'\nMitchell, Sadie\nBabbs, Junious Subject: Agenda Meeting November 9 Olivine: Would you please notify Dr. DeJarnette that the board has requested a compliance remedy update at the November 9 agenda meeting? This presentation should also involve other members of the PRE department. Everyone in the department should be available that evening. 11/6/2006Page 1 of 1 Margie From: To: Sent\nSubject: \"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt; \"To:\" \u0026lt;jpdrey@aol.com\u0026gt;\n\"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\"Miller, Leticia\" \u0026lt;Leticia.Miller@lrsd.org\u0026gt;\n\"Menking, Mary\" \u0026lt;Mary.Menking@lrsd.org\u0026gt;\n\"Hobbs, Felicia\" \u0026lt;Felicia.Hobbs@lrsd.org\u0026gt;\n\"Mitchell, Sadie\" \u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\"Joy Springer - John Walker\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\u0026lt;gjones@aristotle.net\u0026gt;\n\u0026lt;brigette@abpg.com\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt; Monday, November 06, 2006 4:45 PM Magnet Meeting 'S . I Hello Team, Jeanne Dreyfus, the external consultant and technical writer for the Magnet Evaluation, will be here on November 8, 2006 at 1:30 P.M., to begin and discuss year two of the Magnet report. The meeting will be held in Room 18 at the IRC. I hope you will be able to attend. Please call if you have questions, 447-3382. I have received confirmation for those who will not be able to attend\nbut I just wanted to remind everyone. Thank you, Maurecia Maurecia Robinson, Statistician Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski Little Rock, AR 72206 501/447-3382 11/7/2006Margie Page 1 of 1 From: To: Sent: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Tuesday, November 07, 2006 9:22 AM FW\nindependent investigation From: Brooks, Roy G Sent: Monday, November 06, 2006 6:45 PM To: Hattabaugh, Hugh\nRoberts, Olivine\nDejarnette, Karen\nWilliams, Ed\nRobinson, Maurecia\nWohlleb, Jim Cc: heller@fec.net\n'quattlebaum@qgtb.com' Subject: FW: independent investigation You will be contacted shortly by Steve Quattlebaum or Mike Shannon of the Quattlebaum Law Firm. Please provide them with your full cooperation. From: Chris Heller [mailto:HELLER@fec.net] Sent: Monday, November 06, 2006 5:05 PM To: Brooks, Roy G Cc: mshannon@qgtb.com\nSteve Quattlebaum Subject: independent investigation roy - now that we have engaged the quattlebaum firm to conduct an independent investigation of issues raised by pre in the \"compliance history\" we received on November 3, 2006, please let all of the Irsd employees who may be contacted by steve quattlebaum or mike shannon know that they should give them their full cooperation and that it is a high priority for Irsd to have these issues resolved as quickly as possible, thanks, ch 11/7/2006Margie Page 1 of 1 From: To: Sent: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Wednesday, November 08, 2006 8:25 AM FW: pre meeting testerday From: Chris Heller [mailto:HELLER@fec.net] Sent: Tuesday, November 07, 2006 12:40 PM To: Dejarnette, Karen Subject: pre meeting testerday karen - just a reminder about the documents i requested at our meeting yesterday -1. the draft document you worked on w/ dr ross to develop a plan to meet the \"deeply embedded\" requirement\n2. a list of districts around the country comparable in size to Irsd which have research, evaluation or accountability departments similar to or larger than pre\n3. any documents you may have that reflect the opinion of anyone from odm about the meaning of any of the compliance remedy requirements\n4. the list of items that you believe should be contained in the data warehouse which you gave to hugh hattabaugh\nand 6. a list of school districts which use tetradata, please send documents as soon as you locate them rather than wait until you have all of them, thanks, ch 11/8/2006Margie Page 1 of 2 From: To: Sent: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Thursday, November 09, 2006 3:41 PM FW: pre meeting testerday From: Dejarnette, Karen Sent: Thursday, November 09, 2006 3:41 PM To: 'Chris Heller' Subject: RE: pre meeting testerday Chris, Here is an update on the items listed in your email: 1.1 could not locate the draft document. It was located on a temporary computer I used the first 3 weeks of my employment with LRSD and is not on the computer I received during my 4*i^ week here. It may not be very important though since in the early phase of that document Dr. Ross approved Vicki Bernhardt to assist PRE with the implementation of the comprehensive assessment process and the draft was not completed. After Ross' approval, we worked with Dr. Bernhardt to develop a scope of work which I provided to you again on Monday. 2. A list of districts with PRE departments can be compiled as soon as we have time to do so. As you know we have been overwhelmed with meetings this week including meetings with the Quattlebaum law firm that you and Dr. Brooks asked us to make time for. 3. I could not locate any documents from ODM. 4. I will forward an email I sent months ago to Mr. Hattabaugh that contained the list of data needed in the database. 6. I have asked Tetradata to provide a list of districts they work with and will forward it to you as soon as I receive it. Karen From: Chris Heller [mailto:HELLER@fec.net] Sent: Tuesday, November 07, 2006 12:40 PM To: Dejarnette, Karen Subject: pre meeting testerday 11/13/2006Page 2 of 2 karen - just a reminder about the documents i requested at our meeting yesterday -1. the draft document you worked on w/ dr ross to deveiop a plan to meet the \"deeply embedded\" requirement\n2. a list of districts around the country comparable in size to Irsd which have research, evaluation or accountability departments similar to or larger than pre\n3. any documents you may have that reflect the opinion of anyone from odm about the meaning of any of the compliance remedy requirements\n4. the list of items that you believe should be contained in the data warehouse which you gave to hugh hattabaugh\nand 6. a list of school districts which tetradata, please send documents as soon as you locate them rather than wait until you have ail of them, thanks, ch use 11/13/2006Page 1 of 1 Margie From: To: Cc: Sent: Subject: \"Chris Heller\" \u0026lt;HELLER@fec.net\u0026gt; \u0026lt;johnwalkeratty@aol.com\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt; Thursday, November 09, 2006 11:47 AM unitary status issues John - if you will let me know what issues you would like to discuss, i'll be happy to meet with you (and odm) in the morning, i'll be talking with my clients today about various aspects of our compliance, and will gather what information i can to respond to your concerns, i just called crep in memphis to check on the status of the pre-k literacy evaluation, which is due Wednesday, and learned that it will be close but they still expect to get it in on time, ch 11/9/2006Margie Page 1 of 1 From: To: Sent: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \u0026lt;Jpdrey@aol.com\u0026gt;\n\"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Thursday, November 09, 2006 9:01 AM FW\nromine From: Chris Heller [mailto:HELLER@fec.net] Sent: Wednesday, November 08, 2006 6:23 PM To: Williams, Ed\nDejarnette, Karen\nmaurecia.malcom@lrsd.org\nRobinson, Maurecia Cc: Hattabaugh, Hugh\nMitchell, Sadie Subject: romine i've reviewed the 1998 revised desegregation and education plan and don't see how the listing of designated magnet programs in the student assignment section of that document could form the basis for an assumption that none of those programs were school-wide programs, perhaps \"magnet program\" is a term of art in the field of education research which always means something other than a magnet school, if so, the technical meaning was not intended in the revised plan, also, the revised plan lists romine as an interdistrict school, but not as a school with a magnet program, reliance on the revised plan would not have led to the conclusion that romine is a magnet school, ch 11/9/2006Page 1 of 2 Margie From: To: Sent: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Mitchell, Sadie\" \u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Chris Heller\" \u0026lt;HELLER@fec.net\u0026gt;\n\"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt;\n\"Menking, Mary\" \u0026lt;Mary.Menking@lrsd.org\u0026gt;\n\"Hobbs, Felicia\" \u0026lt;Felicia.Hobbs@lrsd.org\u0026gt;\n\u0026lt;donnacreer@magnetschool.com\u0026gt;\n\"Joy Springer\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\"Morgan. Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\"Cole. Chris\" \u0026lt;Chris.Cole@lrsd.org\u0026gt;\n\u0026lt;Jpdrey@aol.com\u0026gt; Thursday. November 09. 2006 9:35 AM _ -x RE: Notes from year II Magnet evaluation ( r. ICd rrag tvat. ) Ed, Why didnt you send the notes to the entire team as we usually do? My feedback follows, I think the notes need to be amended in the following points: Section D (page 1) - Jeanne said she responded to questions from the board, but did not receive any feedback from the board. Section B (page 2) ~ These questions were not posed as possible research questions but as questions senior administrators or Board memtjers need to answer. Section D1. (page 2) - The discussion regarding tags included columnar and simple tags. My suggestion included IT department to proceed with whichever would be the most speedy and I noted the need to pull data we now have on tagged students (discipline, attendance, etc.) and to provide it to Jeanne as soon as possible. Four schools were named to test tags, not two. Mr. Hattabaugh was asked to provide a timeline for tags to be completed. Section D4 (page 2) -1 recommended for Jeanne to share revised or new protocols with the evaluation team members, not just Maureica. Thanks for taking notes during the meeting! I hope you receive feedback from others so all thoughts are included in the final draft. From: Williams, Ed Sent: Thursday, November 09, 2006 8:07 AM To: Dejarnette, Karen\nRobinson, Maurecia\nMitchell, Sadie\nHattabaugh, Hugh\nWohlleb, Jim\n'Chris Heller' Subject: Notes from year II Magnet evaluation To All: Attached is an inital draft of notes from yesterday's meeting. Please review and comment. Thanks Dr. Ed 11/9/2006Margie Page 1 of 1 From: To: Sent: Subject: \"Dejarnette. Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Thursday, November 09, 2006 2:46 PM FW: meeting? From: Dejarnette, Karen Sent: Thursday, November 09, 2006 2:46 PM To: Brooks, Roy G Subject: meeting? Dr. Brooks, I was informed by a Cabinet member that you announced to Cabinet on Monday that I was not present in the Cabinet meeting because I was in a meeting with Sandy Becker, the Districts internal auditor. I am not aware of any meeting with Sandy Becker. I was not in Cabinet because I was meeting with Chris Heller, Khayaam Eddings and the PRE team to discuss court-related issues. Please let me know why you said I was meeting with Sandy Becker. No one has ever mentioned a meeting with Sandy to me. Thanks for providing me with clarification on your announcement to Cabinet members. Karen 11/9/2006Page 1 of 1 Margie From: To: Sent: Attach: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Thursday, November 09, 2006 4:15 PM database revised.doc FW: From: Dejarnette, Karen Sent: Thursday, November 09, 2006 3:51 PM To: 'Chris Heller' Subject: FW: A second email. From: Dejarnette, Karen Sent: Friday, July 14, 2006 10:11 AM To: Hattabaugh, Hugh\nRoberts, Olivine Subject: Dr. Roberts and Mr. Hattabaugh, First, I'd like to say thanks for the meeting this morning. I was encouraged. For your files, I am enclosing a document that outlines the history of PRE's thinking and planning for the data warehouse. This document makes more specific the needs of PRE, I think. Karen 11/13/2006Page 1 of 1 Margie From: To: Sent: Subject: \"Dejarnette, Karen\" \u0026lt;Karen,Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Thursday, November 09, 2006 4:15 PM FW: PRE database needs From: Dejarnette, Karen Sent: Thursday, November 09, 2006 3:48 PM To: 'Chris Heller' Subject: FW: PRE database needs Chris, This is one of two emails sent to Mr. Hattabaugh related to database needs. From: Dejarnette, Karen Sent: Tuesday, June 27, 2006 9:07 AM To: Roberts, Olivine\nHattabaugh, Hugh\nMilhoilen, Mark Subject: PRE database needs Dr. Roberts and Mr. Hattabaugh, This is the list of PRE needs for the database being developed (based on June 7^^ Presentation): The database being developed seems to have four of the five needed areas defined: 1. Demographics 2. Student Learning 3. Perceptions 4. Financial A fifth area is not yet defined: 5. School Processes PRE really needs a database with School Processes data included. We also need all of the data within the four areas listed above to be tagged by School Processes so the data can be triangulated to conduct program assessment and evaluations. School Process data includes: Interventions (e.g. Reading Recovery, Special Education), Program Participation (e.g. Professional Development, Extra Curricular Activities), Iimovative Process (Team Teaching), Calendars (Year Round Education), Standards, and Curriculum Objectives In addition to the fifth data set, PRE will need statistical analysis tools with preloaded formulas to allow for time efficient analysis. If you would like additional information, please let me know. Karen 11/13/2006Page 1 of 2 Margie From: To: Sent: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Monday, November 13, 2006 10:10 AM FW\nPlease proof From: Dejarnette, Karen Sent: Monday, November 13, 2006 10:10 AM To: Griffin, Beverly\n'Chris Heller'\nBrooks, Roy G\nHattabaugh, Hugh\nRoberts, Olivine Cc: Wohlleb, Jim\nRobinson, Maurecia\nWilliams, Ed\n'smross@memphis.edu'\n'James Catterall' Subject: RE: Please proof Beverly, I think it should be written as follows. Four external evaluations were conducted in accordance with the District Court's 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). Drs. Steve Ross and James Catterall have submitted three of the four final draft evaluation reports presented for the Board's review and approval: Read 180 21st Century Learning Centers A+ The initial draft of PreK Program evaluation has been submitted by the external evaluators however it has not been reviewed by the evaluation team. Cabinet, or Board of Directors at this time. After the Board of Directors approves each final evaluation report, evaluation teams will meet with the Director of PRE to evaluate the processes and products and to make recommendations for future program evaluations. From: Griffin, Beverly Sent: Monday, November 13, 2006 9:58 AM To: Dejarnette, Karen Subject: Please proof LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 11/13/2006Page 2 of 2 A DATE: TO: FROM: SUBJECT: November 16, 2006 5:30:00 PM Board of Directors Roy G. Brooks, Ed. D. Superintendent of Schools Four External Evaluations A BACKGROUND: Four external evaluations were conducted in accordance with the District Court's 2004 Compliance Remedy (Memorandum Opinion of June 30, 2004, pp. 61-67). Drs. Steve Ross and James Catterall have submitted three of the four draft evaluation reports presented for the Board's review and approval: Read 180 21st Century Learning Centers Pre-Kindergarten.A The A+ Program evaluation has not been submitted by the external evaluators. After the Board of Directors approves each program evaluation, teams will meet with the Director of PRE to evalulate the processes and products and to make recommendations for future program evaluations. RATIONALE: The Court's remedy requires LRSD to approve all step-2 evaluations. At the time of the November 16th board meeting three evaluations have been completed: FUNDING: N/A RECOMMENDATION: It is recommended that the Board approve the three external evaluations provided at this time. PREPARED BY: Dr. Karen DeJamette 11/13/2006Margie Page 1 of 1 From: To: Sent: Attach: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Tuesday, November 14, 2006 3:35 PM a+ final.pdf\nletter reA+.doc FW: A+ report From: Dejarnette, Karen Sent: Tuesday, November 14, 2006 3:35 PM To: Griffin, Beveriy\n'Chris Heller' Cc: 'James Catterall'\nWohlleb, Jim\nRobinson, Maurecia\nWilliams, Ed\nRoberts, Olivine\nHattabaugh, Hugh\nBrooks, Roy G Subject: A+ report Beverly and Chris, I received the enclosed A+ report today from Dr. Catterall. I removed one page from the report and enclosed a letter of explanation. Please send the report and letter on to board members so they may review the report before Thursdays board meeting. Thanks, Karen 11/15/2006Page 1 oi 1 Margie From: To: Cc: Sent: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\u0026lt;Catterall@gseis.ucia.edu\u0026gt;\n\u0026lt;brigette@abpg.com\u0026gt;\n\u0026lt;donnacreer@magnetschool.com\u0026gt;: \"Hobbs, Felicia\" \u0026lt;Felicia.Hobbs@lrsd.org\u0026gt;\n\u0026lt;jpdrey@aol.com\u0026gt;\n\"Menking. Mary\" \u0026lt;Mary.Menking@lrsd.org\u0026gt;\n\"Miller. Leticia\" \u0026lt;Leticia.Miller@lrsd.org\u0026gt;\n\"Mitchell. Sadie\" \u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\"Morgan. Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt;\n\"Joy Springer\" \u0026lt;jspringer@gabrielmail.com\u0026gt; \"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Cummings, Danyell\" \u0026lt;Danyell.Cummings@lrsd.org\u0026gt; Tuesday, November 14, 2006 12:29 PM RE: Magnet Team Notes from 11/8 Meeting Ed. A reminder: all of the notes from evaluation team meetings also go to ODM and JOSHUA. From: Williams, Ed Sent: Tuesday, November 14, 2006 12:16 PM To: (Catterall@gseis.ucla.edu)\nBrigette Williams (brigette@abpg.com)\nDonna Creer (donnacreer@magnetschool.com)\nHobbs, Felicia\nJeanne Dre^us (jpdrey@aol.com)\nMenking, Mary\nMiller, Leticia\nMitchell, Sadie\nMorgan, Nancy\nRobinson, Maurecia\nWilliams, Ed Cc: Dejarnette, Karen\nWohlleb, Jim\nCummings, Danyell Subject: Magnet Team Notes from 11/8 Meeting Magnet Team Members: The attached file are the notes from the 11/8/06 meeting. If need be, please reply with your comments. Thanks Dr. Ed 11/14/2006Page 1 of 1 Margie From: To: Cc: Sent: Attach: Subject: \u0026lt;Jpdrey@aol.com\u0026gt; \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\u0026lt;Catterall@gseis.ucla.edu\u0026gt;\n\u0026lt;brigette@abpg.com\u0026gt;\n\u0026lt;donnacreer@magnetschool.com\u0026gt;\n\u0026lt;Felicia.Hobbs@lrsd.org\u0026gt;\n\u0026lt;Mary.Menking@lrsd.org\u0026gt;\n\u0026lt;Leticia.Miller@lrsd.org\u0026gt;\n\u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;jspringer@gabriel mail .com\u0026gt; \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;: \u0026lt;Danyell.Cummings@lrsd.org\u0026gt; Tuesday, November 14, 2006 2:21 PM Meeting Notes Nov 9 06.doc Re: Magnet Team Notes from 11/8 Meeting Dear Team Members, I put together input from my notes that I thought would be helpful to have included in the Magnet Team Notes of 11/08/06. Be sure and e-mail me if you have any problems opening the attachment or have questions or thoughts about the content All the best. Jeanne (Dreyfus) 11/15/2006Margie From: To: Cc: Sent: Subject: Page 1 of 1 \"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt; \"Nugent, Glenda\" \u0026lt;Glenda.Nugent@lrsd.org\u0026gt;\n\"Mccraw, Helen\" \u0026lt;Helen.Mccraw@lrsd.org\u0026gt;\n\"Cole, Chris\" \u0026lt;Chris.Cole@lrsd.org\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\"Alexander, Sheneka\" \u0026lt;Sheneka.Alexander@lrsd.org\u0026gt;\n\"Doyne, Angela\" \u0026lt;Angela.Doyne@lrsd.org\u0026gt;\n\"Filiatreau, Ann\" \u0026lt;Ann.Filiatreau@lrsd.org\u0026gt;\n\"Freeman, Ann\" \u0026lt;Ann.Freeman@lrsd.org\u0026gt;\n\"Purtle, Sarah\" \u0026lt;Sarah.Purtle@lrsd.org\u0026gt;\n\"Roberts, Martha\" \u0026lt;Martha.Roberts@lrsd.org\u0026gt;\n\"James Catterall\" \u0026lt;jamesc@gseis.ucla.edu\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\u0026lt;laura@bnbstudio.com\u0026gt;\n\"Michelle Ellison\" \u0026lt;mellison@fsainc.org\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;johnwalkeratty@aol.com\u0026gt;\n\"Joy Springer - John Walker\" \u0026lt;jspringer@gabrieimail.com\u0026gt;\n\"Cummings. Danyell\" \u0026lt;Danyell.Cummings@lrsd.org\u0026gt;\n\"Dejarnette. Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\"Robinson. Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Williams. Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Hattabaugh. Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\"Anna Grehan - U Memphis\" \u0026lt;aw/grehan@memphis.edu\u0026gt;\n\u0026lt;lwharrsn@memphis.edu\u0026gt;\n\u0026lt;ajmcdnld@memphis.edu\u0026gt;\n\u0026lt;fpayton@memphis.edu\u0026gt; Wednesday. November 15. 2006 8:24 AM Pre-kindergarten literacy evaluation for LRSD Dear members of the evaluation team for pre-K literacy. Dr. Ross informed us to expect delivery of his reports initial draft evaluation report by today. We will forward it to you when it arrives. Please let me know ASAP\n1. Can you meet to discuss it in the next few days (within a week)? 2. Should we deliver a printed copy (in case you usually have difficulty accessing large attachments to e-mail messages)? Thanks very much for serving on this important team. Jim Wohlleb. Statistician Planning. Research. \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock. AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) iim.wohlleb@lrsd.orq 11/15/2006Margie Page 1 of 1 From: To: Sent: Attach: Subject: \"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt; \u0026lt;jpdrey@aol.com\u0026gt;\n\"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\u0026lt;Catterall@gseis.ucla.edu\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\u0026lt;HELLER@fec.net\u0026gt;\n\"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Miller, Leticia\" \u0026lt;Leticia.Miller@lrsd.org\u0026gt;\n\"Menking, Mary\" \u0026lt;Mary.Menking@lrsd.org\u0026gt;\n\"Hobbs, Felicia\" \u0026lt;Felicia.Hobbs@lrsd.org\u0026gt;\n\"Mitchell, Sadie\" \u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\u0026lt;jspringer@gabrielmail.com\u0026gt;\n\"gjones@aristotle.net\" \u0026lt;'gjones@aristotle.net'\u0026gt;\n\"brigette@abpg.com\" \u0026lt;'brigette@abpg.com'\u0026gt;\n\"mqpowell@odmemail.com\" \u0026lt;'mqpowell@odmemail.com'\u0026gt;\n\u0026lt;donnacreer@magnetschool.com\u0026gt; Wednesday, November 15, 2006 12:39 PM meeting.ics Magnet Evaluation Team Meeting When: Friday. December 01, 2006 12:30 PM-2:30 PM (GMT-06:00) Central Time (US \u0026amp; Canada). Where: IRC Conference Room The next Magnet Evaluation Team Meeting is scheduled for December 1, 2006 from 12:30-2:30 in the Conference Room at the IRC. Please schedule this date on your calendar to attend. Thank you, Maurecia Robinson 11/15/2006Magnet Evaluation Team Meeting Wednesday, November 8% 2006 IRC Room 18,1:30 p.m. Lead by: Jeanne Dreyfus Those present: Ed Williams, Chris Cole, Nancy Morgan, Gene Jones, Maurecia Robinson, Hugh Hatabaugh, Mary Menking, Jeanne Dreyfus, Felicia Hobbs, Sadie Mitchell, Joy Springer, John Walker, Charles Bolden, Donna Creer, Chris Heller, and Karen DeJamette Review of Feedback on Year One Evaluation Report Descriptive in nature. A total of 17 schools (i.e.. Stipulation, MSAP, \u0026amp; Program), in which 38% (10,200) of the student body attend. A. What are the schools and programs all about? 1. Sustainability 2. Community support 3. Standard based Instruction B. Goals of Magnet Schools / Programs 1. Diversity 2. Equity 3. Academic excellence C. Impact of Magnet schools/Programs 1. 2. 3. Achievement by all students and by race De-isolation Achievement is the result of multiple variables a. b. c. d. e. f. Instruction Mixture of activities Attendance Mobility Graduation rate Magnet seal D. Where are we? 1. Year one report submitted in September to the District and accepted by the Board in October. 2. Have responded to questions from the Board.Year two Design A. Schools to include: Proceed with all schools, except clarify the status of Romine. B. Research questions: Additional questions that could be proposed. C. Year Two evaluation team: Maurecia Robinson will recruit additional Principals and parents from the non-stipulation magnet schools. D. Data Needs 1. Demographics a. b. c. d. e. 2. 3. 4. Columnar tagging will insure that data is captured historically, but the speediness of tagging should also be considered. Magnet columnar tags are developed and set-up in the as400. A columnar tag field test will be conducted at Mabelvale MS and McClellan HS. Protocol will flow from Mr. Hattabaugh thru Junious Babbs to building Principals to school level personnel If needed, appropriate personnel from Information services (IS) will provide training to school level persoimel 5. Process: Changes in magnet status and level of resources Student learning: Formative and summative data Perceptions: Interviews, observations, questionnaires, and focus groups to be conducted with any changes in protocol from year one to be reported to the Magnet Team and Team Leader Maurecia Robinson. Financial a. Budget allocation formula. b. Specific magnet expenditures. c. How are budgets derived, processed, and changes made.Margie Page 1 of 1 From: To: Cc: Sent: Subject: \"Chris Heller\" \u0026lt;HELLER@fec.net\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt; \u0026lt;johnwalkeratty@aol.com\u0026gt; Wednesday, November 15, 2006 9:22 PM depositions margie - now that i have received the Joshua objections to our compliance report, i believe that i will have to depose you and gene Jones in order to prepare for the hearing, i would like to do this during the first week of December, if possible, it will take less than a day to do both depositions, please let me know when you and gene can be available (the depositions do not have to be on the same day), and i'll work with mr walker to establish a schedule, thanks, ch 11/16/2006Margie Page 1 of 1 From: To: Sent: Attach: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Wednesday, November 15, 2006 11:03 AM 21 stCCLC-evaluation-11 -14-FINAL.doc FW: 21st CCLC Report I can also provide hard copies of the report if the electronic files are too large to download. From: Dejarnette, Karen Sent: Wednesday, November 15, 2006 8:49 AM To: Griffin, Beverly\n'Chris Heller' Cc: Wohlleb, Jim\nRobinson, Maurecia\nWilliams, Ed\nRoberts, Olivine\nHattabaugh, Hugh\nBrooks, Roy G\n'Steven M Ross (smross)' Subject: FW: 21st CCLC Report Beverly and Chris, I am forwarding CREPs 21 CCLC report. Their research brief for this report should arrive today. I will send it along as soon as I receive it. The research brief should set on top of the final technical report. Please pass along to board members for tomorrows meeting. Thanks, Karen From: Aaron McDonald [mailto:ajmcdnld@memphis.edu] Sent: Tuesday, November 14, 2006 4:16 PM To: Dejarnette, Karen Cc: 'Heidi Kenaga (hkenaga)'\njbates2@memphis.edu\nWilliams, Ed Subject: 21st CCLC Report Karen, Attached is the final 21 CCLC report. The Research Brief is undergoing one more review, so I will send that document to you tomorrow. Best, Aaron McDonald Center for Research in Educational Policy 11/15/2006Page 1 of 1 Margie From: To: Sent: Attach: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Wednesday, November 15, 2006 11:06 AM 21st CCLC ResearchBrief.doc FW: 21st CCLC Research Brief /'/-\n/ci/ J Add this research brief to the final technical draft already sent. From: Dejarnette, Karen Sent: Wednesday, November 15, 2006 10:42 AM To: Griffin, Beverly\n'Chris Heller' Cc: Wohlleb, Jim\nRobinson, Maurecia\nWilliams, Ed\nRoberts, Olivine\nHattabaugh, Hugh\nBrooks, Roy G\n'Steven M Ross (smross)' Subject: FW: 21st CCLC Research Brief Beverly and Chris, This email includes the research brief for the 21stCCLC technical report sent earlier this morning. Karen From: Aaron McDonald [mailto:ajmcdnld@memphis.edu] Sent: Wednesday, November 15, 2006 10:15 AM To: Dejarnette, Karen Cc: Williams, Ed\n'Heidi Kenaga (hkenaga)'\njbates2@memphis.edu Subject: 21st CCLC Research Brief Karen, Attached is the 21 CCLC Research Brief as a follow-up to the full report that I sent yesterday. The hardcopies of the READ 180 and 21 CCLC reports will be sent to you via FedEx today (they should arrive tomorrow). We are also still planning on sending the draft Pre-K report today via email. Please let me know if you need anything else in the interim. Best, Aaron McDonald 11/15/2006Page 1 of 1 Margie From: To: Cc: Sent: Subject: \u0026lt; J pd rey@aol .com \u0026gt; \u0026lt;Mattie.Ruth.Tipton@lrsd.org\u0026gt; \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\u0026lt;Catterall@gseis.ucla.edu\u0026gt;\n\u0026lt;brigette@abpg.com\u0026gt;\n\u0026lt;donnacreer@magnetschool.com\u0026gt;\n\u0026lt;Felicia.Hobbs@lrsd.org\u0026gt;\n\u0026lt;Mary.Menking@lrsd.org\u0026gt;\n\u0026lt;Leticia.Miller@lrsd.org\u0026gt;\n\u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;jspringer@gabrielmail.com\u0026gt;\n\u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\u0026lt;Hugh.Hattabaugh@lrsd.orgDanyell.Cummings@lrsd.org\u0026gt; Thursday. November 16, 2006 4:25 PM Re: FW: Magnet Tags I went back to my notes from the meeting regarding the questions you have. I do have notes of another team member, not Dr. Dejarnette, making an observation.about my doing a study .. .\"on those students who elected to come to these schools from outside of the regular attendance zone so they could participate in the magnet program\" However, that is not the case I am doing a broader study of the magnet schools and magnet programs and first need to know who is a magnet student in each of the 17 schools in my studying, regardless of their attendance zone or district of origin. In the case of these two schools, what they often call the \"Wheel\" magnet component is part of the schools' magnet programs. And, since it is the 6th and 9th grade classes that participate in the \"Wheels\" or something like them, I will need the Sth (Mabelvale) and 9th (McClellan) grade magnet students tagged as well as the 7th and Sth grade magnet students at Mabelvale and the 10th, 11th and 12th grade magnet students at McClellan High School. (This is not to say that I am not going to need data on their zone or district of origin later when I go into depth on difference aspect of the schools and programs.) Hope this helps. Please know that I really appreciate what you are doing. All the best. Jeanne (Dreyfus). 11/17/2006Page 1 of 1 Margie From: To: Cc: \u0026lt;Jpdrey@aol.com\u0026gt; \u0026lt;Mattie.Ruth.Tipton@lrsd.org\u0026gt; Sent: Subject: \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\u0026lt;Danyell.Cummings@lrsd.org\u0026gt;\n\u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\u0026lt;Catterall@gseis.ucla.edu\u0026gt;\n\u0026lt;brigette@abpg.com\u0026gt;\n\u0026lt;donnacreer@magnetschool.com\u0026gt;\n\u0026lt;Felicia.Hobbs@lrsd,org\u0026gt;\n\u0026lt;Mary.Menking@lrsd.org\u0026gt;\n\u0026lt;Leticia.Miller@lrsd.org\u0026gt;\n\u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\u0026lt;mqpowell@odmemail \u0026lt;jspringer@gabrielmail.com\u0026gt; com\u0026gt;\nThursday, November 16. 2006 5:13 PM Re: Your inquiries Sorry, team. Some of the addresses bounced back on me becuase of my typos. So, this is a second try at sending this e-mail. Jeanne Dear Ms. Tipton, I went back to my notes from the meeting regarding the questions you have. I do have notes of another team member, not Dr. Dejarnette, making an observation.about my doing a study.. .\"on those students who elected to come to these schools from outside of the regular attendance zone so they could participate in the magnet program\" However, that is not the case I am doing a broader study of the magnet schools and magnet programs and first need to know who is a magnet student in each of the 17 schools in my studying, regardless of their attendance zone or district of origin. In the case of these two schools, what they often call the \"Wheel\" magnet component is part of the schools' magnet programs. And, since it is the 6th and 9th grade classes that participate in the \"Wheels\" or something like them, I will need the 6th (Mabelvale) and 9th (McClellan) grade magnet students tagged as well as the 7th and Sth grade magnet students at Mabelvale and the 10th, 11th and 12th grade magnet students at McClellan High School. (This is not to say that I am not going to need data on their zone or district of origin later when I go into depth on difference aspect of the schools and programs.) Hope this helps. Please know that I really appreciate what you are doing. All the best. Jeanne (Dreyfus). 11/17/2006Page 1 of 2 Margie From: To: Cc: Sent: Attach: Subject: \"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@irsd.org\u0026gt; \"Nugent, Glenda\" \u0026lt;Glenda.Nugent@lrsd.org\u0026gt;\n\"Mccraw, Helen\" \u0026lt;Helen.Mccraw@lrsd.org\u0026gt;\n\"Cole, Chris\" \u0026lt;Chris.Cole@lrsd.org\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\"Alexander, Sheneka\" \u0026lt;Sheneka.Alexander@lrsd.org\u0026gt;\n\"Doyne, Angela\" \u0026lt;Angela.Doyne@lrsd.org\u0026gt;\n\"Filiatreau, Ann\" \u0026lt;Ann.Filiatreau@lrsd.org\u0026gt;\n\"Freeman, Ann\" \u0026lt;Ann.Freeman@lrsd.org\u0026gt;\n\"Purtle, Sarah\" \u0026lt;Sarah.Purtle@lrsd.org\u0026gt;\n\"Roberts, Martha\" \u0026lt;Martha.Roberts@lrsd.org\u0026gt;\n\"James Catterall\" \u0026lt;jamesc@gseis.ucla.edu\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\u0026lt;laura@bnbstudio.com\u0026gt;\n\"Michelle Ellison\" \u0026lt;mellison@fsainc.org\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;johnwalkeratty@aol.com\u0026gt;\n\"Joy Springer - John Walker\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\"Cummings, Danyell\" \u0026lt;Danyell.Cummings@lrsd.org\u0026gt;\n\"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\"Anna Grehan - U Memphis\" \u0026lt;awgrehan@memphis.edu\u0026gt;\n\u0026lt;lwharrsn@memphis.edu\u0026gt;\n\u0026lt;ajmcdnld@memphis.edu\u0026gt;\n\u0026lt;fpayton@memphis.edu\u0026gt; Thursday, November 16, 2006 1:51 PM Pre-Kdraft06nov16.doc RE\nPre-kindergarten literacy evaluation for LRSD Meeting within a week doesnt seem feasible. Can we all live with early afternoon on Friday, December 1, say 1:30? The 322 page evaluation report has arrived. Ill distribute printed copies to the few people who requested them. Thanks for your help and support. Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) iim.wohlleb@lrsd.orq From: Wohlleb, Jim Sent: Wednesday, November 15, 2006 8:25 AM To: Nugent, Glenda\nMccraw, Helen\nCole, Chris\nMorgan, Nancy\nAlexander, Sheneka\nDoyne, Angela\nFiliatreau, Ann\nFreeman, Ann\nPurtle, Sarah\nRoberts, Martha\n'James Catterall'\nRoberts, Olivine\nLaura Lewis (laura@bnbstudio.com)\nMichelle Ellison Cc: Marjorie Powell (mqpowell@odmemail.com)\nJohn W Walker Esq (johnwalkeratty@aol.com)\nJoy Springer - John Walker\nCummings, Danyell\nDejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nHattabaugh, Hugh\nAnna Grehan - U Memphis\nlwharrsn@memphis.edu\nAaron J McDonald (ajmcdnld@memphis.edu)\n'fpayton@memphis.edu' Subject: Pre-kindergarten literacy evaluation for LRSD Dear members of the evaluation team for pre-K literacy, Dr. Ross informed us to expect delivery of his reports initial draft evaluation report by today. We will forazard it to you when it arrives. Please let me know ASAP: 1. Can you meet to discuss it in the next few days (within a week)? 2. Should we deliver a printed copy (in case you usually have difficulty accessing large attachments to e-mail messages)? Thanks very much for serving on this important team. 11/16/2006Page 1 of 1 Margie From: To: Sent: Attach: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt;\n\"Joy Springer\" \u0026lt;jspringer@gabrielmail.com\u0026gt; Friday, November 17, 2006 9:32 AM AERAconference presentation.doc FW: presentation at national conference I meant to include both of you on this email. From: Dejarnette, Karen Sent: Friday, November 17, 2006 8:53 AM To: Griffin, Beverly Cc: Roberts, Olivine\nHattabaugh, Hugh\nBrooks, Roy G\nChris Heller\nMargie\n'awgrehan@memphis.edu'\nWohlleb, Jim\nWilliams, Ed\nRobinson, Maurecia\nCummings, Danyell\n'Steven Ross'\n'James Catterall'\nJeanne Dreyfus (jpdrey@aol.com)\n'Bernhardt, Vickie' Subject: presentation at national conference Hi Beverly, Hopefully this announcement will be included in a snapshot to the Board of Directors and in the districts newsletter to employees. The enclosed document shares accomplishments of the Center for Research in Education Policy (Dr. Steven Ross/University of Memphis) and the PRE Department related to last years evaluation of the Reading Recovery program. Karen 11/17/2006Evaluators of Reading Recovery Will Present Results at International Conference with Little Rock School District Planning, Research, and Evaluation Department Results from the evaluation of Reading Recovery, a program in many elementary schools of the Little Rock School District (LRSD) which identifies slow readers and boosts their reading skills, will be presented at the next annual conference of the American Educational Research Association (AERA) in April 2007. Dr. Anna Grehan, a researcher at the Center for Research on Educational Policy (CREP) at the University of Memphis, led the evaluation, which the LRSD authorized as part of its compliance with the 2004 order of the US District Court. Experts from CREP, University of Arkansas at Little Rock, Georgia State University, and Ohio State University and the LRSD Planning, Research, and Evaluation Department worked together. Jim Wohlleb of the PRE Department coordinated the evaluation and will attend the conference. Dr. Grehan and her colleagues observed Reading Recovery sessions, questioned parents and school staff, and used information from standardized tests. Evaluators found that the District implemented the program well, and the participating students generally improved their skills. Compared to another group who did not take part in Reading Recovery, students who completed the program performed better on several measures but not as well on two measures. All groups of students, including African Americans, improved similarly after completing the 12 to 20 lessons of the program. The web address https://umdrive.memphis.edu:443/xvthoswfs/webui/ xv-6374700 docstorel-t OGMTQ72K has the full report. AERA, founded in 1916, is the most prominent international professional organization whose primary goal is advancing educational research and its practical application. AERAs 25,000 members are educators, administrators, directors of research, test experts, counselors, evaluators, graduate students, and behavioral scientists. More information can be found at http://www.aera.net/, the web site of AERA.Margie Page 1 of 1 From: To: Sent: Subject: \"Dejarnette. Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \"Margie\" \u0026lt;mqpowell@odmemail.com\u0026gt; Friday, November 17, 2006 7:11 PM quattlebaum report According to this weeks snapshot from the Superintendent to the Board of Directors, the Quattiebaum Report shouid be received on Tuesday and a special board meeting will be held on November 30^ beginning at 5p.m. 11/20/2006Page 1 of 1 Margie From: To: Sent: Attach: Subject: \"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt; \u0026lt;jpdrey@aol.com\u0026gt;\n\"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\u0026lt;Catterall@gseis.ucla.edu\u0026gt;\n\"Williams. Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\u0026lt;HELLER@fec.net\u0026gt;\n\"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Miller, Leticia\" \u0026lt;Leticia.Miller@lrsd.org\u0026gt;\n\"Menking, Mary\" \u0026lt;Mary.Menking@lrsd.org\u0026gt;\n\"Hobbs, Felicia\" \u0026lt;Felicia.Hobbs@lrsd.org\u0026gt;\n\"Mitchell. Sadie\" \u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\"Morgan. Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;: \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\"gjones@aristotle.net\" \u0026lt;'gjones@aristotle.net'\u0026gt;\n\"brigette@abpg.com\" \u0026lt;'brigette@abpg.com'\u0026gt;\n\"mqpowell@odmemail.com\" \u0026lt;'mqpowell@odmemail.com'\u0026gt;\n\u0026lt;donnacreer@magnetschool.com\u0026gt;\n\"Mcdonald. Dorothy\" \u0026lt;Dorothy.Mcdonald@lrsd.org\u0026gt;\n\"Ross. Suzanne\" \u0026lt;Suzanne.Ross@lrsd.org\u0026gt;\n\u0026lt;brendabarker77@yahoo.com\u0026gt;\n\"Babbs. Junious\" \u0026lt;Junious.Babbs@lrsd.org\u0026gt; Wednesday. November 29. 2006 4:05 PM Magnet Evaluation Team Meeting Agenda.doc\nYear II Evaluation Questions.doc: Magnet Equitable Ac..pdf\nMagnet Parents Revi..pdf Magnet Team Meeting: Agenda and Protocol tPvJ, Hello Everyone, In the attachments you will find the following\nAgenda for the Magnet Evaluation Team Meeting, Opening Discussion Questions for the Year II Evaluation, and the Draft Data Collection Tools. One is the Equitable Access Observation Protocol and the other is the Parent Phone Interview Protocol', both are pdf files. Please review for the Magnet Evaluation Team Meeting scheduled for December 1, 2006 at 12:30 P.M. Thank you, Maurecia Maurecia Robinson, Statistician Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski Little Rock, AR 72206 501/447-3382 11/30/2006Page 1 of 2 Margie From: To: Cc: Sent: Subject: \"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt; \"Nugent, Glenda\" \u0026lt;Glenda.Nugent@lrsd.org\u0026gt;\n\"Mccraw, Helen\" \u0026lt;Helen.Mccraw@lrsd.org\u0026gt;\n\"Cole, Chris\" \u0026lt;Chris.Cole@lrsd.org\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\"Alexander, Sheneka\" \u0026lt;Sheneka.Alexander@lrsd.org\u0026gt;\n\"Doyne, Angela\" \u0026lt;Angela.Doyne@lrsd.org\u0026gt;\n\"Filiatreau, Ann\" \u0026lt;Ann.Filiatreau@lrsd.org\u0026gt;: \"Freeman, Ann\" \u0026lt;Ann.Freeman@lrsd.org\u0026gt;\n\"Purtle, Sarah\" \u0026lt;Sarah.Purtle@lrsd.org\u0026gt;\n\"Roberts, Martha\" \u0026lt;Martha.Roberts@lrsd.org\u0026gt;\n\"James Catterall\" \u0026lt;jamesc@gseis.ucla.edu\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\u0026lt;laura@bnbstudio.com\u0026gt;\n\"Michelle Ellison\" \u0026lt;mellison@fsainc.org\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;johnwalkeratty@aol.com\u0026gt;\n\"Joy Springer - John Walker\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\"Cummings, Danyell\" \u0026lt;Danyell.Cummings@lrsd.org\u0026gt;\n\"Dejarnette. Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\"Robinson. Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\"Anna Grehan - U Memphis\" \u0026lt;awgrehan@memphis.edu\u0026gt;\n\u0026lt;lwharrsn@memphis.edu\u0026gt;\n\u0026lt;ajmcdnld@memphis.edu\u0026gt;\n\u0026lt;fpayton@memphis.edu\u0026gt; Thursday, November 30, 2006 1:20 PM Reminder: evaluation team for pre-kindergarten literacy The evaluation team meets tomorrow, Friday, December 1 at 2 PM to review the draft report by the external evaluators. We will convene in the conference room at the IRC (3001 S Pulaski). External evaluators will participate by longdistance conference call. Please let me know of any questions or concerns. Thanks very much for participating. Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) iim.wohlleb@lrsd.orq From: Wohlleb, Jim Sent: Wednesday, November 15, 2006 8:25 AM To: Nugent, Glenda\nMccraw, Helen\nCole, Chris\nMorgan, Nancy\nAlexander, Sheneka\nDoyne, Angela\nFiliatreau, Ann\nFreeman, Ann\nPurtle, Sarah\nRoberts, Martha\n'James Catterall'\nRoberts, Olivine\nLaura Lewis (laura@bnbstudio.com)\nMichelle Ellison Cc: Marjorie Powell (mqpowell@odmemail.com)\nJohn W Walker Esq (johnwalkeratty@aol.com)\nJoy Springer - John Walker\nCummings, Danyell\nDejarnette, Karen\nRobinson, Maurecia\nWilliams, Ed\nHattabaugh, Hugh\nAnna Grehan - U Memphis\nlwharrsn@memphis.edu\nAaron J McDonald (ajmcdnld@memphis.edu)\n'fpayton@memphis.edu' Subject: Pre-kindergarten literacy evaluation for LRSD Dear members of the evaluation team for pre-K literacy. Dr. Ross informed us to expect delivery of his report's initial draft evaluation report by today. We will forward it to you when it arrives. Please let me know ASAP: 1. Can you meet to discuss it in the next few days (within a week)? 2. Should we deliver a printed copy (in case you usually have difficulty accessing large attachments to e-mail messages)? Thanks very much for serving on this important team. Jim Wohlleb, Statistician 11/30/20069 Page 1 of 1 Margie From: To: Cc: Sent: Attach: Subject: \"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt; \"Nugent, Glenda\" \u0026lt;Glenda.Nugent@lrsd.org\u0026gt;\n\"Mccraw, Helen\" \u0026lt;Helen.Mccraw@lrsd.org\u0026gt;\n\"Cole, Chris\" \u0026lt;Chris.Cole@lrsd.org\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy,Morgan@lrsd.org\u0026gt;\n\"Alexander, Sheneka\" \u0026lt;Sheneka.Alexander@lrsd.org\u0026gt;: \"Doyne, Angela\" \u0026lt;Angela.Doyne@lrsd.org\u0026gt;\n\"Filiatreau, Ann\" \u0026lt;Ann.Filiatreau@lrsd.org\u0026gt;\n\"Freeman, Ann\" \u0026lt;Ann.Freeman@lrsd.org\u0026gt;\n\"Purtle, Sarah\" \u0026lt;Sarah.Purtle@lrsd.org\u0026gt;\n\"Roberts, Martha\" \u0026lt;Martha.Roberts@lrsd.org\u0026gt;\n\"James Catterall\" \u0026lt;jamesc@gseis.ucla.edu\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\u0026lt;laura@bnbstudio.com\u0026gt;\n\"Michelle Ellison\" \u0026lt;mellison@fsainc.org\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;johnwalkeratty@aol.com\u0026gt;\n\"Joy Springer - John Walker\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\"Cummings, Danyell\" \u0026lt;Danyell.Cummings@lrsd.org\u0026gt;\n\"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\u0026lt;dejarn@aol.com\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\"Anna Grehan - U Memphis\" \u0026lt;awgrehan@memphis.edu\u0026gt;\n\u0026lt;lwharrsn@memphis.edu\u0026gt;\n\u0026lt;ajmcdnld@memphis.edu\u0026gt;\n\u0026lt;fpayton@memphis.edu\u0026gt; Tuesday, December 05, 2006 7:16 AM 06dec1 preKteamJW.doc RE: Pre-kindergarten literacy evaluation for LRSD Here are notes from last Fridays session of the evaluation team. Please note they are incomplete, since I didnt capture everything everyone said. Please help me out! Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Department Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 iim.wohlleb@lrsd.org 501/447-3381 or 680-9244 (mobile) (fax) 501/447-7609 12/5/2006Little Rock School District (LRSD) Pre-K Literacy Evaluation Team Review of Evaluation Report Center for Research in Educational Policy University of Memphis Friday, December 01, 2006 2 PM Participating: CREP: Grehan Grehan (Evaluation Director), Lynn Harrison, Aaron McDonald Joshua: Joy Springer and Corey Thomas Office of Desegregation Monitoring (ODM): Gene Jones Old Dominion University: John Nunnery (whom the group in the conference room could not hear) LRSD: Sheneka Alexander, Chris Cole, Angela Doyne, Kevin Crawford, Ann Freeman, Sadie Mitchell, Nancy Morgan, Glenda Nugent, Olivine Roberts, Maurecia Robinson, Jim Wohlleb, and Ed Williams District counsel Chris Heller [entered at 2:43 PM] [Ed Williams began dialing participants about 2:30 PM but experienced trouble linking everyone. Apparently, phone conferences on this phone system are limited to three parties. Mitchell offered her mobile phone, and Walker Nunnery participated through it.] Williams started with an invitation to Grehan for a brief summary. Grehan: Evaluations focus was to evaluate effectiveness of African American (AA) students achievement. Lynn will tell findings of qualitative instruments. Harrison: There were only a few negative comments from teachers. Positive responses came from parents. Evaluators interviewed 10 principals. In April, 17 classroom observations: Positive environments, good classroom management, but more uniformity and more literacy links needed. Grehan: Achievement results-3 assessments. Most students reached proficiency by spring on all 54 indicators. PreK result-effect sizes (ES) for Qualls were moderate. AA preK students performed higher than AA non-preK students. [Grehan repeated results above for Catterall when he joined after difficulty finding him.] Student achievement: There was a significant difference in performance of preK and a negative relation between preK \u0026amp; risk of special education needs. Students who enrolled in preK were more likely to remain on grade level through their LRSD careers. According to ITBS, preK experiences had significant effect up to 10 years after participation and more effect on performance of AA students. Catterall: What do you know about who gets into preK and who doesnt? There are probably some systematic differences. Guess preK experience brings positive results, but they are probably related to the traits of students who enter Roberts their families. Nugent: LRSD offers universal access. Majority of preK students are low-income andqualify for ABC funding. Springer: Did transportation matter? Grehan: A recommendation. Walker: There might be selection bias, but the students mirror the communitys/districts composition. Nugent: DHS has additional requirements for transport preK students, so LRSD opts not to transport them. Grehan: You cant put pre-K students on bus with older children without teachers (1:10 ratio). Catterall: Transportation ... Springer: Where is program deseription? Grehan: It was not included, because ours was not an evaluation of the program itself. We can include one which the District provides. Springer: What is meant by general literacy effectiveness? Grehan: We evaluated literacy for pre-K students. Roberts: Noted on page 14. Corey: Is goal for students to reach proficiency or to reach measurable improvement? Heller: Nugent: Purpose is to prepare or K with readiness skills. PreK doesnt teach reading. : We address interaction, social skills, Nugent: We embed literacy in those domains. Thomas: Someone mentioned proficiency. Grehan: Some teachers might talk about Ann F: Each period they collect data from e student. With that data teachers instruct around individual student needs. They collect it at least 3 times (fall, winter, \u0026amp; spring), so its consistent. By the 3\"*, they usually show proficiency (always consistent in a given skill/domain). Thomas: Out of AA students, what proportion reaches proficiency based on this definition? Ed: This is given by domain (page 96/). Thomas: Goals? Arm: Always-every day-strive for 100%. Catterall: Looking back at proposal of CREP, its a traditional evaluation. An earlier question, about describing program and its elements-some of this is evident from results. Program should be well described in report. Nugent et al: Well supply it. Roberts: Which to describe-total preK program or its literacy part? Heller: We should describe both. Nugent: Are you asking for one with bullets? Grehan: PreK program has changed considerably. We need to document last years. Ed: Describe the year evaluated, not this year. Jim: This is possibly a difficult answer, since evaluation included past 10 years. Springer: Any documentation from earlier years (back 10 years)?Ed: Move to recommendations: Grehan: is some type of more professional development (PD), so teachers engage in more interactions during their learning center times. Teachers do not engage enough in oral language etc. We also recommend more staff. Only one person in LRSD supports the program. It should have more than one. A monitoring system, too, is needed to provide feedback. Robinson: Not enough literacy PD? Grehan: We didnt see evidence of PD. Little literacy was incorporated in play time. Roberts: Would you amend your recommendation accordingly? Staff says they get much PD. Springer: Maybe you need more monitoring. Grehan: We wouldnt have known if PD was directed toward literacy. We assume that. Focus more on implementation. Nugent: State requires early child education training, and all receive that. Also, Tuesday teas are an occasion for... Catterall: Its not clear whether PD didnt include something, or whether the teachers didnt implement it. Robinson: Some teachers expressed need or more PD. Nugent: Maybe they didnt complete it prior to the questionnaires, but they have all had PD. Plans this year include paraprofessionals to have same. Roberts: Can we hear the recommendation again? Grehan: LRSD believes that teachers have received adequate PD, but CREP observed a lack of implementation. [There was general agreement about this.] Are there any controls to assure effective implementation? There seems to be a gap. Instructional coaches do this. There are coaches in every building. Grehan: 2\"'^ recommendation-LRSD investigate present mix of preK \u0026amp; K assessment tools so theyre friendlier to teachers and they can use results. Also, a person in PRE should become an expert so he/she can monitor these assessments. Nugent: Teachers uniformly use of Early Screening Inventory (ESI) and Work Sampling (WS). Ann and I monitor them 3 times per year. If not completed conectly, we prompt teachers. Grehan: There wasnt much evidence that teachers used the data to inform their teaching. The difficulty of getting data implied that its not available at the district level. Ann: Teachers can pull up their own WS data. Jim: There were several data sources for this evaluation. PRE converted paper records of ESI kept by every teacher into a data file in Excel (probably the first such data file for LRSD). The teachers sent them to PRE. So ESI data is available to teachers for their own students. LRSD received Qualls scores in the fall in printed format, but PRE could not get it in electronic format in the spring. After weeks of discussion. Riverside relented and retrieved the data and supplied it in an Excel file (at a high price). Again, teachers and the district had Qualls results, but they were not in a format usable by evaluators.Work Sampling information was supplied by Pearson which was retrievable by teachers. Roberts: Grehan: ESI data was not available at the district level. Springer: Grehan: Not evident in evaluators observations that the teachers used ESI. Roberts: Teachers used this data while they werent observed by evaluators. Grehan: Page 87. Springer: There were problems with data collection, so 1 understand what youre saying. Thomas: What were you getting at with data manipulation? Grehan: Many providers have interfaces, e.g., DIBELS. There is an Oregon website used by many. There are systems available that are not used. DIBELS is for kindergarten (not preK). Thomas: What led to your comment? Grehan: Jim verbalized it. It took months to get the data. There are so many programs e.g., Riverside. Heller: QELI was added later to the design. It was unusual circumstances which created this situation. Grehan: Nugent: All of our tools are statewide, except one. Ed: Wheres the issue? Grehan: Page 88, approaches to assessment. Catterall: DIBELS is administered in K or first grade, so its not diagnostic or 4 V2 - 5 year-old students. Is this the kind of data you want or rather data with fast turnaround? E.g., reassess in January. Recommend maybe seek the kind of test which can yield results fast. [CH left at 3:48 PM.] Roberts: Please repeat recommendation. Grehan: The recommendation is that there be someone who is a preK specialist in LRSD who can receive data and interpret it. Robinson: Roberts: There is someone who helps teachers interpret and use data. Springer: Are we having a personnel discussion? If so, then we should move on. Ann: Its already in place to do that (me). Springer: Then that needs to be better explained in report. Grehan: Recommendation 3 is offer preK for everybody. Were not providing preK to all eligible children. Parents struggle to get their children to school. Parents not only want communication, but they want strong academic program for their children. They want preK to be a strong literacy program. Comment: They want work sheets, but we dont do them any more.Page 1 of 1 Margie From: To: Cc: Sent: Attach: Subject: \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt; \"Chris Heller \u0026lt;HELLER@fec.net\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;gjones@aristotle.net\u0026gt;\n\u0026lt;jspringer@gabrielmail.com\u0026gt;\n\u0026lt;johnwalkeratty@aol.com\u0026gt; \"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt; Thursday, December 07, 2006 8:54 AM LRSD Pre-K Report 12.6.06.doc\nExecutive Summary.doc Pre-K Literacy Report To All: There are two attached files (i.e., executive summary and full report), the former is six pages and the latter is 330 pages long. Per the team meeting this past Friday, the program description has been added as Appendix E. Please respond if you did not get both documents. Ed Williams 12/7/2006 Margie Page 1 of 1 From: To: Cc: Sent: Attach: Subject: \"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt; \"Nugent, Glenda\" \u0026lt;Glenda.Nugent@lrsd.org\u0026gt;\n\"Mccraw, Helen\" \u0026lt;Helen.Mccraw@lrsd.org\u0026gt;\n\"Cole, Chris\" \u0026lt;Chris.Cole@lrsd.org\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\"Alexander, Sheneka\" \u0026lt;Sheneka.Alexander@lrsd.org\u0026gt;\n\"Doyne, Angela\" \u0026lt;Angela.Doyne@lrsd.org\u0026gt;\n\"Filiatreau, Ann\" \u0026lt;Ann.Filiatreau@lrsd.org\u0026gt;\n\"Freeman, Ann\" \u0026lt;Ann.Freeman@lrsd.org\u0026gt;\n\"Purtle, Sarah\" \u0026lt;Sarah.Purtle@lrsd.org\u0026gt;\n\"Roberts, Martha\" \u0026lt;Martha.Roberts@lrsd.org\u0026gt;\n\"James Catterall\" \u0026lt;jamesc@gseis.ucla.edu\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\u0026lt;laura@bnbstudio.com\u0026gt;\n\"Michelle Ellison\" \u0026lt;mellison@fsainc.org\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;johnwalkeratty@aol.com\u0026gt;\n\"Joy Springer - John Walker\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\"Cummings, Danyell\" \u0026lt;Danyell.Cummings@lrsd.org\u0026gt;\n\"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\u0026lt;dejarn@aol.com\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\"Anna Grehan - U Memphis\" \u0026lt;awgrehan@memphis.edu\u0026gt;\n\u0026lt;lwharrsn@memphis.edu\u0026gt;\n\u0026lt;ajmcdnld@memphis.edu\u0026gt;\n\u0026lt;fpayton@memphis.edu\u0026gt; Thursday, December 07, 2006 11:13 AM 06dec1preKteam.doc RE: Pre-kindergarten literacy evaluation for LRSD Here are notes from last Fridays session of the evaluation team edited by our department. Please let me know of any further editing. Thanks very much for everyones participation and interest. Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) iim.wohlleb@lrsd.orq From: Wohlleb, Jim Sent: Tuesday, December 05, 2006 7:17 AM To: Nugent, Glenda\nMccraw, Helen\nCole, Chris\nMorgan, Nancy\nAlexander, Sheneka\nDoyne, Angela\nFiliatreau, Ann\nFreeman, Ann\nPurtle, Sarah\nRoberts, Martha\n'James Catterall'\nRoberts, Olivine\n'Laura Lewis (laura@bnbstudio.com)'\n'Michelle Ellison' Cc: 'Maijorie Powell (mqpowell@odmemail.com)'\n'John W Walker Esq (johnwalkeratty@aol.com)'\n'Joy Springer - John Walker'\nCummings, Danyell\nDejarnette, Karen\n'dejarn@aol.com'\nRobinson, Maurecia\nWilliams, Ed\nHattabaugh, Hugh\n'Anna Grehan - U Memphis'\n'lwharrsn@memphis.edu'\n'Aaron J McDonald (ajmcdnld@memphis.edu)'\n'fpayton@memphis.edu' Subject: RE: Pre-kindergarten literacy evaluation for LRSD Here are notes from last Fridays session of the evaluation team. Please note they are incomplete, since I didnt capture everything everyone said. Please help me out! Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Department Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 iim.wohlleb@lrsd.orq 501/447-3381 or 680-9244 (mobile) (fax) 501/447-7609 12/7/2006Little Rock School District (LRSD) Pre-K Literacy Evaluation Team Review of Evaluation Report Center for Research in Educational Policy University of Memphis Friday, December 01, 2006 2 PM Participating: CREP: Anna Grehan (Evaluation Director), Lynn Harrison, Aaron McDonald Joshua: Joy Springer and Corey Thomas Office of Desegregation Monitoring (ODM): Gene Jones Old Dominion University: John Nunnery (whom the group in the conference room could not hear) LRSD: Sheneka Alexander, Chris Cole, Angela Doyne, Kevin Crawford, Ann Freeman, Sadie Mitchell, Nancy Morgan, Glenda Nugent, Olivine Roberts, Maurecia Robinson, Jim Wohlleb, and Ed Williams District counsel Chris Heller [entered at 2:43 PM] [Williams began dialing participants about 2:30 PM but experienced trouble linking everyone. Apparently, phone conferences on this phone system are limited to three parties. Mitchell offered her mobile phone, and John Nunnery participated through it.] Williams started with an invitation to Grehan for a brief summary. Grehan: Evaluations focus was to evaluate effectiveness of Afiican American (AA) students achievement. Lynn will tell findings of qualitative instruments. Harrison: There were only a few negative comments from teachers. Positive responses came from parents. Evaluators interviewed 10 principals. In April, 17 classroom observations: Positive environments, good classroom management, but more uniformity and more literacy links needed. Grehan: Achievement results-3 assessments. Most students reached proficiency by spring on all 54 indicators. PreK result-effect sizes (ES) for Qualls were moderate. AA preK students performed higher than AA non-preK students. [Grehan repeated results above for Catterall when he joined after difficulty finding him.] Student achievement: There was a significant difference in performance of preK students, and students who formerly enrolled in preK were less often needed special education. Students who enrolled in preK were more likely to remain on grade level through their LRSD careers. According to TTBS, preK experiences had significant effect up to 10 years after participation and more effect on performance of AA students. Catterall: What do you know about who gets into preK and who doesnt? There are probably some systematic differences. Guess preK experience brings positive results, but they are probably related to the traits of students who enter or of their families. Nugent: LRSD offers universal access. Majority of preK students are low-income and qualify for ABC funding. Springer: Did transportation matter? Grehan: A recommendation. There might be selection bias, but the students mirror the communifys/districts composition. Nugent: DHS has additional requirements for transport preK students, so LRSD opts not to transport them. Grehan: You cant put pre-K students on bus with older children without teachers (1:10 ratio). Catterall: Transportation ... Springer: Where is the program description? Grehan: It was not included, because ours was not an evaluation of the program itself. We can include one which the District provides. Springer: What is meant by general literacy effectiveness? Grehan: We evaluated literacy for pre-K students. Roberts: Noted on page 14. Thomas: Is goal for students to reach proficiency or to reach measurable improvement? Heller: Nugent: Purpose is to prepare for kindergarten with readiness skills. PreK doesnt teach reading. We address interaction, social skills ... Nugent: We embed literacy in those domains. Thomas: Someone mentioned proficiency. Grehan: Some teachers might talk about Freeman: Each period they collect data from each student. With that data teachers instruct around individual student needs. They collect it at least 3 times (fall, winter, \u0026amp; spring), so its consistent. By the 3'^^, they usually show proficiency (always consistent in a given skill/domain). Thomas: Out of AA students, what proportion reaches proficiency based on this definition? Williams: This is given by domain (page 96/). Thomas: Goals? Freeman: Always-every day-strive for 100%. Catterall: Looking back at proposal of CREP, its a traditional evaluation. An earlier question, about describing program and its elements-some of this is evident from results. Program should be well described in report. Nugent et ai. Well supply it. Roberts: Which to describe-total preK program or its literacy part? Heller: We should describe both. Nugent: Are you asking for one with bullets? Grehan: PreK program has changed considerably. We need to document last years. Williams: Describe the year evaluated, not this year. Wohlleb: This is possibly a difficult answer, since evaluation included past 10 years. Springer: Any documentation from earlier years (back 10 years)?Williams: Move to recommendations\nGrehan: is some type of more professional development (PD), so teachers engage in more interactions during their learning center times. Teachers do not engage enough in oral language etc. We also recommend more staff. Only one person in LRSD supports the program. It should have more than one. A monitoring system, too, is needed to provide feedback. Robinson: Not enough literacy PD? Grehan: We didnt see evidence of PD. Little literacy was incorporated in play time. Roberts: Would you amend your recommendation accordingly? Staff says they get much PD. Springer: Maybe you need more monitoring. Grehan\nWe wouldnt have known if PD was directed toward literacy. We assume that. Focus more on implementation. Nugent: State requires early child education training, and all receive that. Also, Tuesday teas are an occasion for ... Catterall: Its not clear whether PD didnt include something, or whether the teachers didnt implement it. Robinson: Some teachers expressed need or more PD. Nugent: Maybe they didnt complete it prior to the questionnaires, but they have all had PD. Plans this year include paraprofessionals to have same. Roberts: Can we hear the recommendation again? Grehan: LRSD believes that teachers have received adequate PD, but CREP observed a lack of implementation. [There was general agreement about this.] Are there any controls to assure effective implementation? There seems to be a gap. Instructional coaches do this. There are coaches in every building. Grehan\n2'* recommendation-LRSD investigate present mix of preK \u0026amp; K assessment tools so theyre friendlier to teachers and they can use results. Also, a person in PRE should become an expert so he/she can monitor these assessments. Nugent: Teachers uniformly use of Early Screening Inventory (ESI) and Work Sampling (WS). Ann and I monitor them 3 times per year. If not completed correctly, we prompt teachers. Grehan: There wasnt much evidence that teachers used the data to inform their teaching. The difficulty of getting data implied that its not available at the district level. Freeman: Teachers can pull up their own WS data. Wohlleb\nThere were several data sources for this evaluation. PRE converted paper records of ESI kept by every teacher into a data file in Excel (probably the first such data file for LRSD). The teachers sent them to PRE. So ESI data is available to teachers for their own students. LRSD received Qualls scores in the fall in printed format, but PRE could not get it in electronic format in the spring. After weeks of discussion. Riverside relented and retrieved the data and supplied it in an Excel file (at a high price). Again, teachers and the district had Qualls results, but they were not in a format usable by evaluators. Work Sampling information was supplied by Pearson which was retrievable by teachers. Roberts: Grehan: ESI data was not available at the district level. Springer\nGrehan: Not evident in evaluators observations that the teachers used ESI. Roberts: Teachers used this data while they werent observed by evaluators. Grehan\nPage 87. Springer: There were problems with data collection, so I understand what youre saying. Thomas: What were you getting at with data manipulation? Grehan\nMany providers have interfaces, e.g., DIBELS. There is an Oregon website used by many. There are systems available that are not used. DIBELS is for kindergarten (not preK). Thomas: What led to your comment? Grehan: Jim verbalized it. It took months to get the data. There are so many programs e.g., Riverside. Heller: QELI was added later to the design. It was unusual circumstances which created this situation. Grehan: Nugent: All of our tools are statewide, except one. Williams: Wheres the issue? Grehan: Page 88, approaches to assessment. Catterall: DIBELS is administered in K or first grade, so its not diagnostic or 4 'A - 5 year-old students. Is this the kind of data you want or rather data with fast turnaround? E.g., reassess in January. Recommend maybe seek the kind of test which can yield results fast. [Heller left at 3:48 PM.] Roberts: Please repeat recommendation. Grehan\nThe recommendation is that there be someone who is a preK specialist in LRSD who can receive data and interpret it. Robinson: Roberts: There is someone who helps teachers interpret and use data. Springer\nAre we having a personnel discussion? If so, then we should move on. Ann: Its already in place to do that (me). Springer: Then that needs to be better explained in report. Grehan: Recommendation 3 is offer preK for everybody. Were not providing preK to all eligible children. Parents struggle to get their children to school. Parents not only want communication, but they want strong academic program for their children. They want preK to be a strong literacy program. Comment\nThey want work sheets, but we dont do them any more.Margie Page 1 of 1 From: To: Sent: Subject: \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt; \u0026lt;gjones@aristotle.net\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt; Wednesday, December 13, 2006 9:11 AM Re-Schedule of the Prekindergarten literacy evaluation meeting To All\nThree of the four teachers have a conflict this Friday. As a result, we are re-scheduling the meeting for after Winter break. Would you please respond to this e-mail as to available days and time in January 2007. Thanks Ed Williams 12/13/2006Margie Page 1 of 1 From: To: Sent: Subject: \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt; \"Ray, Katina\" \u0026lt;Katina.Ray@lrsd.org\u0026gt;\n\"Fletcher, Danny\" \u0026lt;Danny.Fletcher@lrsd.org\u0026gt;\n\"Riley, Cheryl\" \u0026lt;Cheryl.Riley@lrsd.org\u0026gt;\n\u0026lt;blktin2iel@yahoo.com\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\"Nugent, Glenda\" \u0026lt;Glenda.Nugent@lrsd.org\u0026gt;\n\u0026lt;mellison@fsainc.org\u0026gt;\n\u0026lt;laura@bnbstudio.com\u0026gt;\n\"Roberts, Martha\" \u0026lt;Martha.Roberts@lrsd.org\u0026gt;\n\"Alexander, Sheneka\" \u0026lt;Sheneka.Alexander@lrsd.org\u0026gt;\n\"Doyne, Angela\" \u0026lt;Angela.Doyne@lrsd.org\u0026gt;\n\"Purtle, Sarah\" \u0026lt;Sarah.Purtle@lrsd.org\u0026gt;\n\"Davis, Suzi\" \u0026lt;Suzi.Davis@lrsd.org\u0026gt;\n\"Whittaker, Nona\" \u0026lt;Nona.Whittaker@lrsd.org\u0026gt;\n\"Shofner, Karen\" \u0026lt;Karen.Shofner@lrsd.org\u0026gt;\n\u0026lt;rose.harris@ocse.state.ar.us\u0026gt;\n\u0026lt;msjakfine@hotmail.com\u0026gt;\n\u0026lt;dnunnley1@aol.com\u0026gt;\n\u0026lt;drwilliams2@uams.edu\u0026gt;\n\u0026lt;knewby150@comcast.net\u0026gt;\n\"Young, Linda\" \u0026lt;Linda.Young@lrsd.org\u0026gt;\n\"Woole, Ricky\" \u0026lt;Ricky.Woole@lrsd.org\u0026gt;\n\"Smithson, Laura\" \u0026lt;Laura.Smithson@lrsd.org\u0026gt;\n\"Wynne, Cristen\" \u0026lt;Cristen.Wynne@lrsd.org\u0026gt;\n\"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\u0026lt;helter@fec.net\u0026gt;\n\u0026lt;gjones@aristotle.net\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt; Monday, December 11,2006 2:58 PM Year 2 Evaluations: A meeting to review external evaluator recommendations To All: The Superintendent's conference room has been reserved for this Friday, December 15th to hold meetings on the four year 2 evaluations. The purpose is to discuss the recommendations made by the external evaluators. Meeting times by evaluation are: 9 -10 / Prekindergarten Literacy 10-11 / A+ 11 -12/Read 180 12 -1 / 21st Century The aforementioned times are estimates as time will be taken to adequately discuss all of the recommendations. The room is reserved well into the afternoon. The conference room is located on the top floor of the District's main administration building. Please call me, 447-3386, if you have questions or concerns. See you soon Ed Williams 12/11/2006Margie Page 1 of 1 From: To: Cc: Sent: Attach: Subject: \"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt; \"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\u0026lt;Catterall@gseis.ucla.edu\u0026gt;\n\"Williams. Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\u0026lt;HELLER@fec.net\u0026gt;\n\"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Miller, Leticia\" \u0026lt;Leticia.Miller@lrsd.org\u0026gt;\n\"Menking, Mary\" \u0026lt;Mary.Menking@lrsd.org\u0026gt;\n\"Hobbs, Felicia\" \u0026lt;Felicia.Hobbs@lrsd.org\u0026gt;\n\"Mitchell, Sadie\" \u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\u0026lt;jspringer@gabrielmail.com\u0026gt;\n\"gjones@aristotle.net\" \u0026lt;'gjones@aristotle.net'\u0026gt;\n\"brigette@abpg.com\" \u0026lt;'brigette@abpg.com'\u0026gt;\n\"mqpowell@odmemail.com\" \u0026lt;'mqpowell@odmemail.com'\u0026gt;\n\u0026lt;donnacreer@magnetschool.com\u0026gt;\n\"Mcdonald, Dorothy\" \u0026lt;Dorothy.Mcdonald@lrsd.org\u0026gt;\n\"Ross, Suzanne\" \u0026lt;Suzanne.Ross@lrsd.org\u0026gt;\n\u0026lt;brendabarker77@yahoo.com\u0026gt;\n\"Babbs. Junious\" \u0026lt;Junious.Babbs@lrsd.org\u0026gt;\n\"Swinney. Joyce\" \u0026lt;Joyce.Swinney@lrsd.org\u0026gt; \u0026lt;jpdrey@aol.com\u0026gt; Tuesday. December 19, 2006 9:20 AM Year II Principals Survey 12 06.doc FW: Principal's Survey 12 06 Please see the note below from Dr. Dreyfus on the Year II Principals Surveys. Thank you, Maurecia From: Jpdrey@aol.com [mailto:Jpdrey@aol.com] Sent: Tuesday, December 19, 2006 8:25 AM To: Robinson, Maurecia Subject: Re: Principal's Survey 12 06 Dear Maurecia, Please send this principal's suvery off today, December 19th, 2006, to the entire magnet evaluation team for comments. I would need their input, if any, back by January 11th. Thank you. Jeanne 12/19/2006Little Rock School District Magnet School and Magnet Program Evaluation Year II - 2006 - 2007 Principal's Survey As part of our continuing study of the magnet schools and magnet programs in 2006 -2077,1 will be sending you short surveys on particular topics throughout the year. The information you have provided in the past has been invaluable in understanding how the magnet schools and programs work and their challenges and success. This one-page survey focuses on three areas - magnet professional development, Campus Leadership Teams and impediments and aids to program implementation. Name School 1. Professional Development. If you can, please list and briefly describe three magnet- related professional developments that your or your teachers participated in during 2005- 2006 and/or this current year. Professional Development + Number Participated Theme/Program Relationship to Magnet 2. In some detail, please describe the role that your Campus Leadership Team plays in your school.3. What do you find impedes and promotes full implementation of your magnet program. Please be specific. Promotes Impedes 1. 2. 3. Please choose one of the above (an aid or an impediment) that you believe is especially important to the welfare of your program and write a little bit more about it.VIA EMAIL January 10.2007 Dr. Katherine Mitchell, President Little Rock School Board 810 W. Markham Little Rock, AR 72201 received JAN 10 2006 desegregS monitoring Re: Dr. Karen Dejarnette Dear Dr. Mitchell: I am writing as the attorney for Dr. Karen DeJamette. I read with dismay today the comments of Superintendent Roy Brooks regarding his decision to delay the actual return to work of Dr. DeJamette following the Boards decision not to uphold his recommendation of termination. While Dr. DeJamette has no particular problem with such an administrative decision (and I understand that the Board may well have an issue with it), she decidedly will not abide his inflammatory comments about her having caused strife, dissension, and trouble within her department and staff. These comments are untrue and formed no part of any of the numerous bases relied upon by Brooks in his recommendation, nor were they otherwise addressed at the hearing. These comments are defamatory to Dr. DeJamette, as they cast her in a very unfavorable public light and are potentially injurious to her professional working relationships across the District and the community. Part of Dr. DeJarnettes decision to have a private hearing was to protect the interests of the District and the Board as various delicate matters are addressed in detail. If Superintendent Brooks persists in these sorts of statements, however. Dr. DeJamette will have no choice but to, and will not hesitate to, publicly defend herself against these untrue and maliciously calculated accusations. I call upon you and the Board to put a stop to further untrue public comments by Superintendent Brooks about Dr. DeJamette. Thank you for your consideration. Very truly yours, John L. Burnett JLB:js cc: Superintendent Roy Brooks, via E-mail Leon Johnson, via E-mailPage 1 of 1 Margie From: To: Sent: Subject: \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt; \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Nugent, Glenda\" \u0026lt;Glenda.Nugent@lrsd.org\u0026gt;: \"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Roberts, Martha\" \u0026lt;Martha.Roberts@lrsd.org\u0026gt;\n\"Alexander, Sheneka\" \u0026lt;Sheneka.Alexander@lrsd.org\u0026gt;\n\"Doyne, Angela\" \u0026lt;Angela.Doyne@lrsd.org\u0026gt;\n\"Purtle, Sarah\" \u0026lt;Sarah.Purtle@lrsd.org\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\u0026lt;mellison@fsainc.org\u0026gt;\n\u0026lt;laura@bnbstudio.com\u0026gt;\n\u0026lt;heller@fec.net\u0026gt;\n.\u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;gjones@aristotle.net\u0026gt;\n\"Glasgow, Dennis\" \u0026lt;Dennis.Glasgow@lrsd.org\u0026gt;\n\"Davis, Suzi\" \u0026lt;Suzi.Davis@lrsd.org\u0026gt; Tuesday, January 09, 2007 4:47 PM January Date for the Prekindergarten literacy evaluation meeting To All: See e-mail below but this is a reminder of the meeting this Friday. Ed Williams From: Williams, Ed Sent: Wednesday, December 13, 2006 3:08 PM To: Williams, Ed\nWohlleb, Jim\nNugent, Glenda\nMorgan, Nancy\nRobinson, Maurecia\nRoberts, Martha\nAlexander, Sheneka\nDoyne, Angela\nPurtle, Sarah\nRoberts, Olivine\nHattabaugh, Hugh\n'Michelle Ellison (mellison@fsainc.org)'\n'Laura Lewis (laura@bnbstudio.com)'\n'Chris Heller (heller@fec.net)'\nMaijorie Powell (mqpowell@odmemail.com)\n(gjones@aristotle.net) Subject: January Date for the Prekindergarten literacy evaluation meeting To All: I got good feedback from many. I have scheduled the Prekindergarten literacy evalaution team meeting to discuss the external evaluator recommendsations and modifications for Friday, January 12th at 3PM in the 3rd floor conference room at the main administration building. Ed Williams 1/10/2007Page 1 of 1 Margie From: To: \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt; \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n'Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Roberts, Sent: Attach: Subject: '  ..............  ~ I  \u0026lt; w Iiisy will) 'Wllll.f \u0026gt;VI 111^ OU . VI y j  WMVl lO, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Mitchell, Sadie\" \u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\"Fletcher, Danny\" \u0026lt;Danny.Fletcher@lrsd.org\u0026gt;\n\"Ray, Katina\" \u0026lt;Katina.Ray@lrsd.org\u0026gt; Tuesday, January 09, 2007 3:04 PM A+ Recomendations Meeting.doc A+ Recommendations To all: Attached are the notes from the A+ recommendations meeting. I am sending them to those who attend this meeting and after your feedback will send them to all members and other stakeholders. Talk to you soon Ed Williams 1/10/2007A+ Recommendations Meeting: December IS***, 2006 Present: Ed Williams, Margie Powell, Olivine Roberts, Sadie Mitchell, Maurecia Robinson, Jim Wohlleb, Hugh Hattabaugh, Danny Fletcher, Chris Heller, and Katina Ray Hire a full time art teacher. Duties to include coordinating the A+ program at Woodruff Elementary\nworking with faculty and administrative staff at Woodruff to integrate arts into the Math and Literacy curriculum\ntrain new teachers\nprovide ongoing support to all teachers and instructional aides\nmodel appropriate teaching to all teachers and instructional aides\nplan A+ activities for during and after school activities. Determine the cost of materials, supplies, and consumable items needed to implement A+ at Woodruff and add this cost as a line item on the school's budget. An external consultant will be hired to provide A+ professional development to Woodruff teachers and instructional aides. This consultant will be interviewed prior to hiring to insure that the integration of arts into the Math and Literacy curriculum is paramount. Stipends will be paid to teachers and instructional aides to encourage attendance at professional development activities either after school or on weekends. Woodruff faculty and administrative staff will connect A+ activities during school to after school activities. Woodruff faculty and staff will increase efforts to inform parents about A+.Page 1 of 1 Margie From: To: Sent\nAttach: Subject: \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt; \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\"Shofner, Karen\" \u0026lt;Karen.Shofner@lrsd.org\u0026gt;\n\"Whittaker, Nona\" \u0026lt;Nona.Whittaker@lrsd.org\u0026gt;\n\"Davis, Suzi\" \u0026lt;Suzi.Davis@lrsd.org\u0026gt; Tuesday, January 09, 2007 3:15 PM Read 180 Recommendations Meeting.doc Read 180 recommendation notes To all: Attached are the notes from the Read 180 recommendations meeting. I am sending them to those who attend this meeting and after your feedback will send them to all members and other stakeholders. Talk to you soon Ed Williams 1/10/2007Read 180 Recommendations Meeting: December 15% 2006 Present\nEd Williams, Margie Powell, Olivine Roberts, Maurecia Robinson, Jim Wohlleb, Hugh Hattabaugh, Chris Heller, Karen Shofher, Nona Whitaker, and Suzie Davis Increase the computer flag of time-on-task from 15 to 20 minutes. The District's Department of Computer Information Services will determine the computer hardware requirements for the new Read 180 software and insure that all computers used in the Read 180 program meet those software requirements. Curriculum audits will be performed, beginning in early 2007, to monitor the use of Read 180 reports by teachers and the use of strategies recommended by Read 180. Curriculum coaches will instruct teachers on the use of the Read 180 reports and the use of Read 180 instructional strategies. Building Principals are responsible for monitoring the use of Read 180 reports by teachers, the utilization of strategies recommended, and implementing Read 180 for achieving improved academic achievement. Read 180 professional development will focus on the utilization of Read 180 strategies. Voyager should recruit the lowest performing students, as Read 180 does not serve this population as well as Voyager.Page 1 of 1 Margie From: To: Sent: Attach: Subject: \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt; \"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;\n\"Roberts, Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt;\n\"Hattabaugh. Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\"Blaylock, Ann\" \u0026lt;Ann.Blaylock@lrsd.org\u0026gt;\n\"Wynne, Cristen\" \u0026lt;Cristen.Wynne@lrsd.org\u0026gt;\n\"Bacon, John\" \u0026lt;John.Bacon@lrsd.org\u0026gt;\n\"Young, Linda\" \u0026lt;Linda.Young@lrsd.org\u0026gt; Tuesday, January 09, 2007 3:18 PM 21st Century Recommendations Meeting.doc 21st Centruy recommendations meeing To all: Attached are the notes from the 21st Century recommendations meeting. I am sending them to those who attend this meeting and after your feedback will send them to all members and other stakeholders. Talk to you soon Ed Williams 1/10/200721st Century Recommendations Meeting\nDecember 15*^, 2006 Present: Ed Williams, Margie Powell, Olivine Roberts, Maurecia Robinson, Jim Wohlleb, Hugh Hattabaugh, Chris Heller, Marvin Burton, Ann Blaylock, Linda Young, Cristen Wynne, and John Bacon. Contracts will be implemented to increase student attendance towards the minimum 30 hours and parental involvement. Contracts will reflect rewards \u0026amp; incentives for program participation, as well as consequences for lack of participation. For appropriate students, Academic Improvement Plans (AIP's) will include 21st Century as an intervention. All students completing the minimum 30 hours will be tagged. Schools will identify and recruit all students and in particular those students who are not proficient on the Benchmark tests. The District will continue the strong relationship already established with the Arkansas Department of Educational 21 Century coordinator.Page 1 of 1 Margie From: To: Cc: Sent: Subject: \"John W. Walker\" \u0026lt;johnwalkeratty@aol.com\u0026gt; \"Chris Heller\" \u0026lt;heller@fec.net\u0026gt; \"Scott Richardson\" \u0026lt;Scott.Richardson@arkansasag.gov\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt;\n\"Joy Springer\" \u0026lt;jspringer@gabrielmail.com\u0026gt; Friday, January 12, 2007 7:52 AM LRSD Depositions and Heairngs Chris, In preparation for the hearings this month, I would like to meet and interview Dr. DeJamette regarding her testimony. I would like to do this on Tuesday, January 16, 2006. Please let me hear from you. 1/12/2007Page 1 of 1 Margie From: To: Cc: Sent: Attach: Subject: \"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt; \"Alexander, Sheneka\" \u0026lt;Sheneka.Alexander@lrsd.org\u0026gt;\n\"Crawford, Kevin\" \u0026lt;Kevin.Crawford@lrsd.org\u0026gt;\n\"Davis, Suzi\" \u0026lt;Suzi.Davis@lrsd.org\u0026gt;\n\"Doyne, Angela\" \u0026lt;Angela.Doyne@lrsd.org\u0026gt;\n\"Glasgow, Dennis\" \u0026lt;Dennis.Glasgow@lrsd.org\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\"Nugent, Glenda\" \u0026lt;Glenda.Nugent@lrsd.org\u0026gt;\n\"Purtle, Sarah\" \u0026lt;Sarah.Purtle@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Young, Summer\" \u0026lt;Summer.Young@lrsd.org\u0026gt; \u0026lt;mqpoweli@odmemail.com\u0026gt;\n\u0026lt;roddycaroll@uams.edu\u0026gt;\n\"Joy Springer - John Walker\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\u0026lt;johnwalkeratty@aol.com\u0026gt; Wednesday, January 17, 2007 9:41 AM teamRecs07jan12.doc\nteamDisc07jan12.doc pre-K literacy evaluation Here are recommendations with backup notes from last Fridays review of evaluators recommendations. Ill be happy to edit them. Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) iim.wohlleb@lrsd.orq 1/17/2007 Page 1 of 2 Margie From: To: Cc: Sent: Attach: Subject: \"Wohlleb, Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt; \"Alexander, Sheneka\" \u0026lt;Sheneka.Alexander@lrsd.org\u0026gt;\n\"Crawford, Kevin\" \u0026lt;Kevin.Crawford@lrsd.org\u0026gt;\n\"Davis, Suzi\" \u0026lt;Suzi.Davis@lrsd.org\u0026gt;\n\"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\u0026lt;Dejarn@aol.com\u0026gt;\n\"Doyne, Angela\" \u0026lt;Angela.Doyne@lrsd.org\u0026gt;\n\"Glasgow, Dennis\" \u0026lt;Dennis.Glasgow@lrsd.org\u0026gt;\n\"Morgan, Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;-  \"Nugent, Glenda\" \u0026lt;Glenda.Nugent@lrsd.org\u0026gt;\n\"Purtle, Sarah\" \u0026lt;Sarah.Purtle@lrsd.org\u0026gt;\n\"Robinson, Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt;\n\"Williams, Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Young, Summer\" \u0026lt;Summer.Young@lrsd.org\u0026gt; \u0026lt;mqpoweil@odmemail.com\u0026gt;\n\u0026lt;roddycaroll@uams.edu\u0026gt;\n\"Joy Springer - John Walker\" \u0026lt;jspringer@gabrielmail.com\u0026gt;\n\u0026lt;johnwalkeratty@aol.com\u0026gt; Friday, February 09, 2007 3:06 PM teamRecs07jan 12.doc RE: pre-K literacy evaluation Attached are recommendations from the team meeting last month. My delay in sending them was partly to some members wanting more time. However, after not hearing any further comments. Im sending them with the few changes offered so far. Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) iim.wohlleb@lrsd.orq From: Wohlleb, Jim Sent: Friday, January 19, 2007 11:08 AM To: Alexander, Sheneka\nCrawford, Kevin\nDavis, Suzi\nDejarnette, Karen\n'Dejarn@aol.com'\nDoyne, Angela\nGlasgow, Dennis\nMorgan, Nancy\nNugent, Glenda\nPurtle, Sarah\nRobinson, Maurecia\nWilliams, Ed\nYoung, Summer Cc: 'Marjorie Powell (mqpowell@odmemail.com)'\n'Carol Roddy (roddycaroll@uams.edu)'\n'Joy Springer - John Walker'\n'John W Walker Esq (johnwalkeratty@aol.com)' Subject: RE: pre-K literacy evaluation By the end of the day, Id like to send the recommendations, if you intend to comment on them, please let me know today. Thanks for participating in this evaluation! Jim Wohlleb, Statistician Planning, Research, \u0026amp; Evaluation Dept Little Rock School District 3001 South Pulaski Little Rock, AR 72206-2873 501/447-3381 (office voice) 501/447-7609 (office fax) 501/680-9244 (mobile) iim.wohlleb@lrsd.orq From: Wohlleb, Jim Sent: Wednesday, January 17, 2007 9:41 AM To: Alexander, Sheneka\nCrawford, Kevin\nDavis, Suzi\nDoyne, Angela\nGlasgow, Dennis\nMorgan, Nancy\nNugent, Glenda\nPurtle, Sarah\nRobinson, Maurecia\nWilliams, Ed\nYoung, Summer Cc: Marjorie Powell (mqpowell@odmemail.com)\nCarol Roddy (roddycaroll@uams.edu)\nJoy Springer - John 2/12/2007Page 1 of 2 Margie From: To: Sent: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;jspringer@gabrielmail.com\u0026gt; Monday, February 05, 2007 12:50 PM FW: FW: upcoming meetings Consider the invitations recanted... From: Roberts, Olivine Sent: Monday, February 05, 2007 12:47 PM To: Dejarnette, Karen Cc: Hattabaugh, Hugh Subject: FW: FW: upcoming meetings In light of the below email, please recant the invitations extended to Joshua and ODM. Thank you. Olivine Roberts, Ed.D. .Associate Superintendent, Educational Service,s Little Rock School District 3001 S, Pulaski St. Little Rock, AR 72206 Phone\n501.447.3320 Fax: 501.447.3321 From: Chris Heller [mailto:HELLER@fec.net] Sent: Friday, February 02, 2007 5:38 PM To: Hattabaugh, Hugh Cc: Milhollen, Mark\nRoberts, Olivine Subject: Re: FW: upcoming meetings i've spoken with olivine about this, there is no reason for odm and Joshua to participate in or observe every meeting we have within the district regarding the data warehouse, school portfolios or anything else that might be related to the compliance remedy, it may be helpful to advise Joshua and odm about important decisions related to program evaluations and assessments, but i know of no requirement to allow them to sit in meetings of Irsd administrators, we established a compliance team to implement the revised plan in 1998 and we declined Joshua's request to attend compliance team meetings. Judge wilson will decide whether or not we were in compliance with the 2004 remedy as of January 2007. if so, we will continue to improve our ability to assess and evaluate programs because its important to our students that we do that, if not, Judge wilson will probably issue a new compliance remedy, in the meantime, we're not required to invite Joshua and odm to meetings of irsd staff, ch \u0026gt; \"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt; 2/2/2007 2:54 PM \u0026gt;\u0026gt;\u0026gt; From: Dejarnette, Karen Sent: Friday, February 02, 2007 11:10 AM To: 'mqpowell@odmemail.com'\n'jspringer@gabrielmail.com' Cc: Roberts, Olivine Subject: upcoming meetings Hello ODM and Joshua: You may want to attend two meetings upcoming scheduled for next week related to deeply embedding the assessment process: 1. Mark has set a meeting to discuss perceptual data to be housed in the warehouse for Tuesday, Feb. 6*^ at 9:30a.m. at the admin, building and 2. Olivine has set a meeting to discuss school portfolios for Monday, the 12^ from 1-3:30 at the IRC 2/5/2007Page 2 of 2 conference room. Hope all is well with you! Karen 2/5/2007Margie Page 1 of 1 From: To: Cc: Sent: Subject: \"John W. Walker\" \u0026lt;johnwalkeratty@aol.com\u0026gt; \"Chris Heller\" \u0026lt;heller@fec.net\u0026gt; \u0026lt;dejarnette.karen@lrsd.org\u0026gt;\n\u0026lt;mqpowell@odmemail.com\u0026gt;\n\u0026lt;katherine.mitchell@lrsd.ord\u0026gt;\n\u0026lt;roberts.olivine@lrsd.org\u0026gt;\n\"Joy Springer\" \u0026lt;jspringer@gabrielmail.com\u0026gt; Monday, February 05, 2007 5:40 PM Meetings related to Compliance Remedy Chris, I understand that you do not think that members of Joshua and ODM should participate \"in or observe\" district meetings related to the data warehouse or portfolios. Why don't we have a discussion about this subject in a public meeting. By copy of this email, I am asking her what she thinks about this. In the meantime, I have asked Ms. Springer to be present at the meeting on tomorrow morning. John W. Walker 2/6/2007Margie Page 1 of 1 From: To: Sent: Attach: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt; Tuesday, February 06, 2007 10:14 AM canceled meeting.doc: perceptual data handouts.pdf meeting this morning Jim, Maurecia, Joy Springer and I arrived in the third floor conference a few minutes before 9. Carol (Marks secretary) arrived shortly after and said the meeting was canceled at the last minute because Mark was in another meeting and could not attend. I told her the four of us would go ahead and discuss PREs needs in relation to perceptual data. We looked through the enclosed handouts and discussed briefly. After I returned to my office I received the enclosed cancellation notice. Hopefully we will meet sometime soon to further discuss the warehouse and our needs to include more than just student demographics and standardized test scores. I cannot imagine why the District would not want ODM and Joshua to observe a meeting about the data warehouse, doesnt seem top secret to me. 2/6/2007L Page 1 of 1 Dejarnette, Karen From: Sent\nTo\nCc: Dejarnette, Karen Friday, February 09, 2007 12:27 PM Roberts, Olivine Robinson, Maurecia\nWilliams, Ed\nWohlleb, Jim Subject\norganizational problems Dr. Roberts. Maurecia requested a meeting this morning to discuss direction she received from Dr. Brooks yesterday afternoon involving Ed. These directions from Dr. Brooks conflicted with earlier directions from me. We met with Ed this morning to resolve the difficulties informally until Anita interrupted to summons Ed to your office to talk with Dr. Brooks. I concluded that Maurecia's complaints have merit and to resolve it I have assigned the Measuring the Vision project to Jim. I would like to discuss this and other matters referred to in the letter delivered on February 7,2007. Thank you. Karen Karen Dejarnette Director Planning, Research, and Evaluation Department 2/9/2007Linda Page 1 of 1 From: To: Sent: Subject: \"Quenan Ellis\" \u0026lt;QEIIis@holtlunsford.com\u0026gt; \"Linda\" \u0026lt;lfbryant@odmemail.com\u0026gt; Monday, February 12, 2007 10:49 AM Building Access Cards Hey Linda! Man! I hate to bug you with this, but Ive been ORDERED  to get the after-hours security access system updated. Would you please get me a list of names and numbers, including basement parking remote numbers, of any and all ODM employees that have after-hours access? I HATE being a pain in the butt! Would you do this for me? I would appreciate it a bunch! Quenan Ellis HOLT LUNSFORD COMMERCIAL (501)801-0208 2/12/2007Page 1 of 1 Margie From: To: Sent: Subject: \u0026lt;Dejarn@aol.com\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt; Tuesday. February 13, 2007 9:58 AM meeting mon Monday Hello Margie and Gene, I have not been feeling well and stayed home yesterday and today. But, I wanted to update you on the meeting held yesterday to discuss current working conditions of the PRE department. All PRE staff attended except me. Dr. Roberts advised PRE staff that Dr. Brooks may undermine the department in any way he chooses since he is the Superintendent. According to Jim and Maurecia, Dr. Brooks entered the room while the meeting was underway and stated that you can get all the attorneys and tape recorders you want\" while focusing eye contact on Jim Wohlleb. Jim asked if Dr. Brooks was talking to him. Dr. Brooks added everyone should be about the business of taking care of the children, not concerned with adult issues. He left the room only to reenter a few minutes later. This time he summoned Jim to his office and Jim followed. While in Dr. Brooks office. Dr. Brooks said he noticed that Jim became agitated and asked what can 1 do to help you? Jim explained that it agitated him to hear Dr. Brooks speak as if he is the only one who cares about the kids and Jim asked him to refrain from such comments. The majority of PRE staff feel dismayed. Three weeks after the hearing when board members and everyone else in the court room heard all the stories about how the PRE Department has been undermined, the majority of PRE staff feel our working conditions remain the samethat our work efforts are undermined by an incomplete database and continued lack of professional interaction by the Superintendent with PRE staff members. It seems evident that Dr. Brooks does not wish to have a professional working relationship with the PRE department. But PRE does not know what we can do about this. The Board members and the Superintendent are the only ones who can change the situation. And the Board learned exactly what has been going on during the hearing a couple of weeks ago but so far have not felt prompted to change anything. Will keep you posted. Karen 2/13/2007page i or i Margie From: To: Sent: Attach: Subject: \"Dejarnette, Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt; \u0026lt;mqpowell@odmemail.com\u0026gt; Wednesday, February 14, 2007 8:52 AM Magnet Study Fall Quarter Report.pdf magnet evaluation team meeting next Tuesday Hi Margie and Gene. Im feeling a bit better and back at my desk. Heres Jeannes quarterly report on the magnet study, received it today. A team meeting has been set for next Tuesday, the 20^ at 8:30a.m. We will discuss the report then. Hope you can make it. Karen 2/14/2007Margie Page 1 of 1 From: To: Sent: Attach: Subject: \"Robinson. Maurecia\" \u0026lt;Maurecia.Malcolm@lrsd.org\u0026gt; \u0026lt;jpdrey@aol.com\u0026gt;\n\"Dejarnette. Karen\" \u0026lt;Karen.Dejarnette@lrsd.org\u0026gt;\n\"Roberts. Olivine\" \u0026lt;Olivine.Roberts@lrsd.org\u0026gt;\n\"Hattabaugh, Hugh\" \u0026lt;Hugh.Hattabaugh@lrsd.org\u0026gt;\n\"Catterall@gseis.ucla.edu\" \u0026lt;'Catterall@gseis.ucla.edu'\u0026gt;\n\"Williams. Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\u0026lt;HELLER@fec.net\u0026gt;\n\"Wohlleb. Jim\" \u0026lt;Jim.Wohlleb@lrsd.org\u0026gt;: \"Williams. Ed\" \u0026lt;Ed.Williams@lrsd.org\u0026gt;\n\"Miller. Leticia\" \u0026lt;Leticia.Miller@lrsd.org\u0026gt;\n\"Menking. Mary\" \u0026lt;Mary.Menking@lrsd.org\u0026gt;\n\"Hobbs. Felicia\" \u0026lt;Felicia.Hobbs@lrsd.org\u0026gt;\n\"Mitchell. Sadie\" \u0026lt;Sadie.Mitchell@lrsd.org\u0026gt;\n\"Morgan. Nancy\" \u0026lt;Nancy.Morgan@lrsd.org\u0026gt;\n\u0026lt;jspringer@gabrielmail.com\u0026gt;\n\"gjones@aristotle.net\" \u0026lt;'gjones@aristotle.net'\u0026gt;\n\"brigette@abpg.com\" \u0026lt;brigette@abpg.com'\u0026gt;\n\"mqpowell@odmemail.com\" \u0026lt;'mqpowell@odmemail.com'\u0026gt;\n\"donnacreer@magnetschool.com\" \u0026lt;'donnacreer@magnetschool.com'\u0026gt;\n\"Babbs. Junious\" \u0026lt;Junious.Babbs@lrsd.org\u0026gt;\n\"Ross. Suzanne\" \u0026lt;Suzanne.Ross@lrsd.org\u0026gt;\n\"Mcdonald. Dorothy\" \u0026lt;Dorothy.Mcdonald@lrsd.org\u0026gt;\n\"Rousseau. Nancy\" \u0026lt;Nancy.Rousseau@lrsd.org\u0026gt; Tuesday, January 30, 2007 9:28 AM meeting.ics Magnet Evaluation Team Meeting When: Tuesday. February 20. 2007 8:30 AM-9:30 AM (GMT-06:00) Central Time (US \u0026amp; Canada). Where: Room 18 - IRC The next Magnet Evaluation Team Meeting is scheduled for February 20. 2007 from 8:30-9:30 in Room 18 at the IRC. Please schedule this date on your calendar to attend. Thank you. Maurecia Robinson 1/30/2007\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_393","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' submission","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":["1991-05-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' submission"],"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/393"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["230 pages"],"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\nINTRODUCTION The goals of school desegregation planning must be clearly focused and well understood. It is insufficient to establish as a single goal the physical movement of bodies and the rearrangement of boundary lines. An educational environment which encourages and provides academic and human growth for all students based upon their individual needs and talents must also be a goal of any adequate desegregation plan. The parties hereto seek to ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures 5 prevent unfair treatment or denial of opportunity for any child because of his or her racial, economic status or cultural identification. Immediately following this introduction, the parties have included an overview which sets forth their mutual understanding of the basic tenets and bases for compromise they consider essential to an interdistrict desegregation plan. Supporting that overview, the reader will find a series of documents prepared by committees composed of representatives of the parties. The committees met over a period of weeks to discuss and come to agreement on the interdistrict desegregation aspects on assigned subjects. There were four (4) main Re: 01718 Page 381committees which were devoted to the following areas: 1) student assignments\n2) programs/academics\n3) community and board development\nand, 4) school operations. The student assignment committee also had oversight responsibility for the other committees. The committees submitted their reports to the oversight committee (student assignments) which in turn submitted all of the reports to counsel for the various parties. Counsel have now refined and revised those reports as well as produced the following overview. Finally, this document represents the work product of the LRSD, PCSSD, NLRSD and Joshua Intervenors. Because of the circumstances unique to the NLRSD and its desegregation plans, the NLRSD cannot agree to participate in all of the programs, procedures or policies set forth in this document. The NLRSD, however, has agreed to participate in those programs and efforts where the NLRSD is specifically identified by name but only to the extent that the language is specifically related to the NLRSD. The mention of NLRSD by name in one sentence or paragraph does not imply that the NLRSD is included in preceding or succeeding sentences and paragraphs. Terms such as \"multidistrict\", \"the districts. \"districts in Pulaski County\", \"the parties\", \"tri-district\" and other generic terms, do not include the NLRSD unless the NLRSD so chooses. Re\n01718, 01719 Page 382The NLRSD does not, however, object to LRSD and PCSSD implementing these proposals within their districts, provided they do not negatively affect the desegregation plan of the NLRSD. The NLRSD will consider the programs, and may, subject to the consent of the parties hereto, participate in additional specific programs when the NLRSD determines that such participation would be beneficial to the NLRSD and its students. Re: 01719 Page 383I. OBJECTIVES: OVERVIEW The objective of the parties is to develop and implement a comprehensive desegregation plan for school districts in Pulaski County. Such desegregation plan shall be based upon the following principles: A. All schools (students and faculty) should be racially balanced within goals reflective of previous applicable court orders and approved desegregation plans except as otherwise provided in this Plan. B. There will be established Interdistrict Schools which shall seek to obtain a ratio of between 60-% percent and 404f percent of either race with the ideal goal of .these Interdistrict Schools to be 50-% percent black/white. Proposed Interdistrict Schools shall be phased-in to these ratios over time. The establishment of Interdistrict Schools and the method by which the seats of those schools are filled will allow for the desegregation of the Incentive Schools (to be discussed herein below) in an orderly and timely fashion as well as allow for the desegregation of the other schools in Pulaski County. II. INTERDISTRICT SCHOOLS: There shall be interdistrict cooperation in developing the thematic programs at the Interdistrict Schools. Responsibility for operating and managing Interdistrict Re: 01720 Page 384Schools shall rest primarily with the host district, sxibject to coordination and cooperation among the parties with respect to such matters as recmitment, theme selection, transportation, and other matters which are relevant to the interdistrict character of the facility. Four (4) new Interdistrict Schools will be established in the near term\nAt Bakeg \u0026amp;T Harris ioeo-00 A. Romine 1991-92 BB. Stephens 1994-95 BC. Crystal Hill area -1990-91 1993-94 King 1902-03 1993-94 ^^2- Facilities considered for construction or establishment in the future may include in or near Chonal Valley and the Scipio A. Jones site. The Pulaski County Special School District commits that it will reserve up to 200 additional elementary seats for transferring black Little Rock School District students for a new school to be constructed in 1993-94 at a site mutually agreed to by all of the parties. Any school constructed in Chenal Valiev will also be an Interdistrict School. The Interdistrict Schools shall be populated primarily by black students from LRSD and by white students from PCSSD or beyond Pulaski Coxinty. PCSSD and LRSD will engage in Re: 01720, 01721 Page 385early, rigorous and sustained recruitment efforts designed to maximize participation in all Interdistrict Schools. III. INCENTIVE SCHOOLS: There shall be a limited number of iincentive Sschools, for a period of at least six years, sufficient to accommodate that number of black students who, by attending these schools, make it possible to achieve a student population in the remaining Little Rock schools (Elementary Aeademiea elementary area schools) of 554 percent black and 454 percent white with a variance of 54 percent. The recruitment of white students to these Elementary Academies elementary area schools may increase the percentage of white students in these schools to a maximum percentage of 604 percent. The ^incentive schools shall be: Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, and Stephens etnd Washington. The incentive Sschools will be desegregated in phases through a combination of white recruitment into the incentive Sschools, and by reserving a designated number of seats in each incoming kindergarten class for the enrollment of white students. As new Interdistrict Schools are established those seats attributable to LRSD will be available for those students who otherwise would or could have been assigned to an incentive Sschool\nany recruitment and/or any assignment shall be in accordance with each district's student assignment plan. Re: 01721, 01722 Page 386Funding for the iincentive Sschools shall be set at two times the level for the Elomenta-gy Acadeaiea elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities. meet tha-t gool, tho-parties ahull utilize the aegv-ioea of a eoftsul-tant who haa damonatgablo axpegianec in developing and oueeooafully implementing auch proggama in u majogity-b-l-ack educationa-l aetting-.- IV. MAGNET SCHOOLS: The Little Rock District shall continue to operate the six preaent interdistrict magnet schools established in 1987-38. Those schools shall be racially balanced to a point of between 50-%- percent and 55-%- percent black. They shall continue to be open to students of the three districts PCSSD, NLRSD, and LRSD will engage in recruitment efforts designed to maximize participation in magnet schools up to the levels set forth in the Court's February 27, 1987 Order. V. PCSSD SCHOOLS: The PCSSD schools shall have a black-white ratio goal in accordance with that district's proposed permanent desegregation plan. Interdistrict Schools shall be built and/or established by PCSSD. PCSSD commits to populate these and other Interdistrict Schools in accordance with the procedures outlined in this plan. Re: 01722, 01723 Page 387VI. NLRSD SCHOOLS: The North Little Rock schools shall have a blackwhite ratio goal in accordance with its present desegregation plans. That district may educate pupils of the two other districts. If an Interdistrict School is placed in North Little Rock, it will be racially balanced. NLRSD commits to the exchange of students with PCSSD as described in a later section of this document. VII. FURTHER SCHOOL CONSTRUCTION: All school construction shall be subject to the court's prior approval and shall promote desegregation. VIII. TRANSPORTATION: Students shall be provided transportation in order to attend their assigned schools (including its programs and activities) . Nothing in the transportation process will preclude a student from voluntarily choosing an assignment which requires more than a 45 minute bus ride. IX. BUILDING QUALITY: An aim of the plan shall be to ensure for all students equal educational facilities. Schools which are located in lower socioeconomic areas shall receive attention and resources at least equal to those in more affluent areas in respective districts. X. STUDENTS OUTSIDE PULASKI COUNTY: The parties shall encourage assignment of students from outside Pulaski County to select Interdistrict Schools. Re: 01723, 01724 Page 388Assignments shall be made under this provision only if they advance the desegregation goals of this Plan. XI. FACULTY: The districts shall set recruitment and hiring goals so as to prevent imbalance and to provide highly qualified staff to all students. The racial composition of each district's faculty ratio shall be consistent with applicable law. XII. ACHIEVEMENT DISPARITIES: A. The parties shall have as a high priority the elimination of educational achievement disparities between black and white students. An instrument for initial measurement of disparity will be standardized, properly approved and/or validated tests. Each district or entity shall devise its own plan for eliminating disparities while at the same time continuing to maximize educational opportunity for all students. B. The parties recognize that the elimination of disparity may place greater demands upon the black students in racially identifiable schools than on others, and further that the high demand/high expectation concept will target low achievers in all schools. C. The districts and ADE shall evaluate all programs and personnel for effectiveness in remediating achievement disparity in accordance with any applicable policies, laws or agreements. Re: 01724, 01725 Page 389XIII. PROGRAMS AND ACTIVITIES: There shall be a presumption that racial disparity in programs and activities in any school need not exist. Where such disparities do exist, they shall be identified, analyzed for cause and shared with the appropriate monitoring authorities. A recommended course of action in remediation will then be implemented. Special attention shall be given to any imbalance in placement into special education, honors, talented and gifted, advanced placement classes\nextracurricular activities\nexpulsions and suspensions\nand reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. XIV. MONITORING\nThe districts will continue to carry out their respective monitoring responsibilities as provided in their existing and proposed plans. Each District shall make a quarterly report to the Special Maater Office of Desegregation Monitoring. Additionally, at the end of each year a determination of the effectiveness of each district's implementation of the desegregation plans shall be conducted by the parties, subject to the court's review. To accomplish this end, the parties' monitors will be provided reasonable access to records and facilities, provided that Re\n01725, 01726 Page 390requests for access are not disruptive, unreasonable or intrusive. XV. HOUSING: The parties commit to promote housing desegregation within segregated neighborhoods. The districts recognize the force of prior court findings that governmental agencies and/or private parties helped to create racially segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent recurrence of. segregated housing patterns. XVI. FUNDING: Funding for the intradistrict and interdistrict desegregation plans of the parties shall be in accordance with any underlying agreements between or among the parties. which when finalized are hereby incorporated into this document by reference, or as may otherwise be ordered by the court. Sap-logcntation of thoae deaeggagatioft- plana by aitheg LNGD or DCSSD' ia dependent-upon the receipt of CKiditional daaaggagation funds thgough-whatavag aeanamay-be available. LRSDr-Pgi D and Joahua-atata -that neitheg LRSD nog PCSSD can iaplamant thcig gaapactive plana og tha intagdiatgict plan w-ithout aitheg appgoval of theaefetlament with the-State, og Cougt-ogdeged funding fgom the State-\n Fugtheg,even if the aettlement ia appgoved,LRSD will ncsod additional funda before it can implement the plana-. Re: 01726 Page 391XVII. COMMUNITY INVOLVEMENT: The parties are committed to ensuring a high degree of involvement by parents, business leaders, and other patrons and volunteers within each of the districts. This Plan takes positive steps to make that involvement substantive and ongoing. XVIII. CURRICULUM AND PROGRAMS: A joint committee will be established to review the curriculum requirements as well as the programs for the districts in Pulaski County. The committee will have at least one representative from each party in the Pulaski County school desegregation case. The committee will recommend any curriculum or program changes necessary to 4- facilitate and/or enhance the movement of students among the districts in Pulaski County. Re: 01727 Page 392INTERDISTRICT DESEGREGATION PLAN STUDENT CHOICES AND OPTIONS The parties to this proposal believe that the recent success of the Magnet Schools in the Little Rock School District as well as the real potential for expansion of the Interdistrict Majority-to-Minority program should constitute the fundamental building blocks upon which a multi-district student assignment and transfer program should be built. These parties believe that these carefully crafted strategies should be further pursued and given a full opportunity to succeed before consideration is given to other assignment strategies. Preliminary recommendations are set forth below regarding the location of Interdistrict Schools\nhowever, with certain exceptions, these parties do not presume to suggest final themes for Interdistrict Schools at this time. These parties believe that such decisions can more successfully be realized by full involvement of patrons. parents, and students in theme selection. To that end. these parties propose to conduct a series of carefully drawn parent/patron public meetings and/or surveys designed to elicit public opinion and input concerning the selection of themes-\nthe location- of themeor and the implementation of themes. The parties further propose that, following an analysis of the data received from any surveys which may be conducted, a series of public meetings would be conducted to Re\n01728 Page 393receive further comment regarding potential themes, suggestions for thematic refinement, and further input regarding theme location. The parties believe that this process will not only promote confidence in these expanded and new programs but will operate to generate curiosity about and enthusiasm for these expanded activities. A guyzey proGGSs and -procedugGa ochedula will- be prepared by the-geapGGtive diatricta for thoao Intardiatrict Schoola coming on line aubao-quont feo-tho-8G-90 achool year. Thoae aohedulea-will be completed on or before-April 28,1080. Interdistrict Schools The following Interdistrict Schools shall be built and/or established in accordance with the schedule and/or timetable herein: Baker- Elementary The immediate conatruction of an additional ee eiaaaroem-apaoea ia required at Baker Zlementary to facilitate-the transfer of that number of-black students from the- presently configured -Rom-ine attendancearea-to eempoaeBaker Elementary aa an Intordiatrict School. PCSSD will obtain the whiteatudenta needed for thia achool -by aaaigningthoae - whitea -currently attending -BakerEl-omentary to-Saker Interdiotriot School. PCSSD will1-ikely provide additional geecede reaaaignment aa aueh aaaignaonta preaently affect Baker,Lawaon and Robinaon -Elementary Schoola. Such shifting will be for the dual purpoae-of Re: 01728, 01729 Page 394increaaing whitoongollment atBctkcj to coapliaGnt the geeguitaef^t  of block atudento from- Romine oo well go to bging Lcwaon ond Robinaon into oa oloao o gociol bolonce v-i-th eoch otheg ae- 4o gGoaonobly pgacticoblG with- the uae of Bokog oa n Integdiatgict School. The-extended-day pgoggaia ot -Bokag will bO' in ita third ycog bogi: ng withthe 198S-S0-cchool year. That pgoggom will bo expanded aa-nccGaaagy toaccoctaodatG the black etudent atranafegging in fgointheRea-inc area Bakcg Integdiatgict School will mgy a thematic program. j.ho partieaintend to conduct .ppgopgiate public e ffloetingac-gpagen-t-ad.eont-act-\npagticulaglyin- the Roaine area,feedotogminc- the appropgiato theme fog th-ia Interdi3t2?-iot School. Thcao meetinga-wil-l-be completed on or befoge Februogy24-108C)--by the geapeet-ir'.'Gd-iafegiefea-^ deceggegat-i-on office-. RCSSD shall pgovide-i-ta full ccmpenoategy-edueo-t-ien program at the Dakeg Elementagy Integdiofegiefe Coheol if 35 og more black atudenta tranafer from LRSD te Bakar. fir rria Elementary A. New Interdistrict School Harris ia to-be- convortod to an Interdiatriet Schaal. Such designationoff-oranumerous advantagea,ineluding the fact that it ia theonly-elementary achoel-in-the PCSSD which has sufficient exceaa capacity to acrve an immediate aignificant-role in the interdiatriet plan-\n- PCSSD will establish a new Interdistrict School at a site agreed upon by the parties. At least 200 seats are preoently will be Re: 01729, 01730 Page 395available at Harris the school for transferring Little Rock black students. Little Rock will target for Ha-g'gia recruitment those black students from those areas of LRSD which will most nearly facilitate LRSD's desegregation efforts. This will include, but will not be limited to, black students in downtown Little Rock satellite zones, or students who otherwise would or could attend an Incentive School. Ao  an iaddod foaturo-of the- Harrio program. Little Rock black students will be permitted to attend a designated Incentive School for its after-school incentive program. The only preocn-tly known facility modification nGCGoaary-at Karrio involveo- an upgrade ofthe landocaping.  Other 'potent-ial mod-i-ficationo will bc-Gvaluatcd by the parties. rcsSD believes that a-math and oe-ienge- omphaoio would prove rttractive not only to transferring Little-Reck black st-udonts but also to the present student populatien--at Harris. However,feThe parties fully intend to conduct appropriate parental meetings with black parents in the LRSD to determine whether or not an alternative what theme or themes would be mere most appropriate or attractive. The targeted parents of LRSD blacks who will be recruited te Harris are not clearly identifiable. However, LRSD will make every effort to obtain comments from parents in the general target areas on or bo-fore rebruary24, 1000 . Re: 01730, 01731 Page 396The PCSSD will implement enhanced compensatory education at Harria- the school, ^^ginning 5fith the loop gp school year. The program will be implemented in sufficient scope to accommodate any Little Rock black children for whom the program is appropriate or necessary. B. Romine Elementary Romine is to be converted into an Interdistrict School. Its student population will be composed of those students from the Romine attendance zones and white students recruited from PCSSD, particularly the western sector. White students returning to LRSD will likewise be recruited to Romine. PCSSD shall engage in early, rigorous and sustained recruitment of white PCSSD students to assist in the desegregation of Romine Elementary School. Romine shall have an early childhood education program. A theme will be selected after appropriate parental meetings have been conducted. These aeetingo will be cenpleted on or before February 24,1989,by-the rooPGctive diatriota'deaegregatien- office. SC. Stephens Elementary LRSD will build a new Stephens Elementary School operating at grades pre-K through 6 to be located near the 1-630 corridor between 1-30 and University Avenue. This school will be ready by the 1090-91 1994-95 school year or as soon as reasonably practicable. These parties propose that this elementary center be constructed, owned, and Re: 01731, 01732 Page 397operated by the LRSD and draw its black student body largely from the students then attending the old Stephens School and its white student population, to the extent feasible, from both dependents of state government employees and PCSSD students. This school will have an early childhood program. The old Stephens School building will then be closed. ED. Crystal Hill Area PCSSD will construct and operate a new Interdistrict School to be opened by the 1000-91 1993-94 school year, or as soon as reasonably practicable, in the general area of the intersection of 1-430 and Maumelle Boulevard. This school will be partially populated by whites from PCSSD through mandatory assignment, if necessary, from the present Pine Forest and Oak Grove attendance areas to guarantee the requisite percentage of white students for this school. The black students enrolled at this school will be recruited from the Romine area in LRSD, from LRSD satellite zones near the Incentive School zones and those blacks who otherwise would have or could have attended an Incentive School. Thia achool- ia noceaaagy beeauae the- gedeaignation of Bakeg and Romine aa Integdiatgict Schoola will not completely geaolve the-gaeial imhalanee-at Romine Elementagy Schoo-1 duging the 1989-90 achool yeag. To help geaolve that -imbalance, PCSSD'will construct this new school. pagtiea project that-the achool would havea PCSSD has agreed to increase capacity of the Crystal Hill Elementary Re\n01732, 01733 Page 398School botwoen fr\u0026amp;e aftd to 8 00 students with up to 399 seats reserved for black students transferring from Little Rock School District and, if space is available, from North Little Rock School District. ghi-a capacity would allow the dcaircd number- of blaeka tobo- recruited from Romine to PSS\u0026amp;t In addition to the other desegregative effects outlined above, this school will have the further desired desegregative effect of freeing seats at Pine Forest Elementary as well as Oak Grove Elementary for the further interdistrict (and, in the case of the PCSSD) intradistrict movement of black students to those elementary schools. Such a reduction in white presence at Pine Forest and Oak Grove Elementaries will allow new black students to bring those two schools within the final court-approved range for desegregation. Additionally, the new school and the newly available seats at Pine Forest and Oak Grove will be available to blacks who occupy scattered-site housing to be erected in those areas beginning with the 1080-00 1992-93 school year. PS- King Elementary LRSD will construct a new King Elementary School as a downtown Interdistrict School by the 1002-03 1993-94 school year or as soon as reasonable practicable. These parties propose that this facility be located in the general area bounded by Interstate 630 between 1-30 and University Re: 01733, 01734 Page 399Avenues. These parties believe that this location would serve as a natural attractor for individuals who work within the governmental and business centers of Little Rock. A MontonnoTi nnhnni ni 11 he-explored for King and a committee made up of one repgeaentative- from each party shall make a report and-recommendation to the Court by Fobruary,a-ftog- conducting appropgiato parental aug'zeyo and meet ingo  ragardingfcho  deairod theme. GF. Other Matters All Interdistrict and Magnet Schools shall be open to students who reside outside Pulaski County. This action seems pairticularly appropriate since many of these people work in Little Rock but live outside the county and do not presently have the option of attending Interdistrict or Magnet Schools. Serious considorat-ion-ohould-be given-to the ootabliahaont of an alternat-ivo-school in NorthLittle Rock in 1000or beyond. The parties recognize that -oueh a foeility might most-appropriately--be-oporatod by the-school districts. The parties will determine-\nby the ond of the 1000-01 school year, a timetable for construction of an Interdistrict School in the Chenal Valley area if such can be done in accordance with the desegregation requirements of the districts. Re: 01734, 01735 Page 400Potential Interdistrict M to M Enhancements The parties recognize that additional programs and strategies need to be implemented to fully promote interdistrict majority-to-minority transfers. This Plan will permit the treatment of interdistrict transfers (including the NLRSD) where students are moving from a ituation where their race is a greater proportion of the total student body of a school to a school where their race is a lesser proportion of the student body of a school as Interdistrict Majority-to-Minority transfers under the Court's Order. This type of transfer will be permitted only where it improves the desegregation of the sending and receiving school districts and does not compromise the intradistrict desegregation plan of the respective districts. A. North Pulaski High An Air Force ROTC program, together with instructive flight simulator, shall be established at North Pulaski High School. Pulaski. This will require additional construction at North The implementation of an Air Force ROTC program at North Pulaski High School could act as an inducement for the voluntary transfer of black students to North Pulaski. B. Oak Grove/NLRSD PCSSD- and- NLRSD-shall gecguit and exchange, on a on\u0026amp; fog-ona- baaia,the following atudont-g(and aa doacgibed -in Exhibit- -A^ hereto) i Re\n01734, 01735 Page 401i-\nj-ttnior H-i^h aehoola\nPCSSD Oak Ggovo-white atudenfea--with-NLRSD- Ridge Road,Roae City and Central Juni er H-igh School b-lack atudenta. Sen-ioff-High aehoola\nPCSSD Oalt Grove white atudenta with NLRSD Olo Main black atudenta VOLUNTAR 'TRANSFgRS BETWEEN NLRSD ?iND PCSCD* To aid in the desecreaation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County School District will cooperate in each other's efforts to recruit black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to attend NLRSD schools on a voluntary basis provided no transfer negatively affects the desegregation status of anv NLRSD or PCSSD school. Joint Pursuit of Federal Magnet Grant The school districts in Pulaski County including the NLRSD are committed to the joint pursuit of federal magnet grants for the operation of the multi-district Magnet and Interdistrict Schools. If the districts are successful, then monies should be available in time to assist in the development and implementation of the proposed new Magnet and Interdistrict Schools. Re: 01736 Page 402*The language found at pages 18 to 19 of the Interdistrict Plan, 8 JDR 1735-36, limiting such transfers to Oak Grove Junior and Senior High Schools in the PCSSD and to secondary schools in the NLRSD has been eliminated to facilitate voluntary desegregative transfers at every level. Page 403IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINT NO. LR-C-S2-856 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ec ai defendants MRS. LORENE JOSHUA, ec. ai. INTERVENORS KATHERINE KNIGHT, et. ai. INTERVENORS PETITION TO MODIFY NORTH LITTLE ROCK SCHOOL DISTRICT'S DESEGREGATION PLAN Deveiopments subsequent co che initial submission of the North Litcie Rock School District's Desegregation Plan in March, \" 1986 and the Supplement to the Plan in October, 1986 have resulted in some departures from the specific letter of the North Little Rock Plan as adopted by the Court in its Order of February 27, 1987. The North Little Rock School District, therefore, petitions the Court to modify its Plan in recognition of those developments. RACIAL COMPOSITION OF NLRSD SECONDARY SCHOOLS The Orders of this Court and the Eighth Circuit require that each school within the North Little Rock School District have a racial composition, excluding kindergarten. within 25% of the racial composition of the school district as a whole at that organizational level. As of October 1, 1988, however, the racial composition of Lakewood Junior High School had moved EXHIBIT \"A\" -20- VS . 01737 Pac^outside of this permissible range, being 27.n black when the minimum was 30-2% although a movement of thirteen students , wou ig correct this imbalance. Ail other schools within the District are still in compliance with the 25^ standard although Ridgeroad Junior High School and Ole Kain High School limit. are approaching this On September 1, 1938, the Court approved the North Little Rock School District's request to modify its desegregation plan to permit a reorganization of its secondary schools in the 1990-91 school year which would result in Ole Main High School having ail students in grades 11 and 12, housing ail students in grades 9 and 10, Northeast High School and Lakewood, Ridgeroad and Rose City Junior High Schools housing all students in grades It was anticipated as part of this reorganization that the attendance areas of the three junior high schools would be changed to equalize their racial compositions. No provision, however, was made for a school moving out of compliance before the 1990-91 school year. The NLRSD has formally requested the Magnet Review Committee and the MET to target white students at Lakewood Junior High School for recruitment to Mann Magnet and LRSD black students for recruitment to Lakewood Junior High as M-to-M transfers for the remainder of the 1988-89 school year as well as for -2- 3-OOlJ 01738 7 and 8 .139-90 . Since the movement of only thirteen s tuden ts will achieve compliance with racial composition standards, the parties believe these voluntary measures should be successf\u0026gt; The parties recognize that the stability of student assignments is a critical factor in the community's support of a district and the long-term success of its desegregation plan. Therefore, the parties agree that no mandatory reassignment students should be made to bring the racial composition of the secondary schools within the permissible range before the 1990-9 1 school year provided that they do not fall more than five percentage points outside the permissible limits. If such an event should occur, the parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. In tile 1990-91 school year, the attendance areas of all North Little Rock Junior high schools will be modified so that each has approximately the racial composition. same To avoid the potential that any NLRSD secondary schools might move outside the permissible range. to aid in the desegregation of the other secondary schools, and to assist the Pulaski County Special School District in the effective implementation of its proposed long-term desegregation plan, the North Little Rock School District will assist the PCSSD in its efforts to recruit black students from Ridgeroad, Rose City and -3- 3-OOlJ 01739 Page 406 o :Central Junior High Schools to attend Oak Grove Junior H'gn Schoo 1 n a voluntary basis. In addition, the NLRSD will pe r.-n 11 black students from Ole .Hain High School to attend the S'-'n to r high school at Oak Grove provided no transfer negatively affe the desegregated status of any NLRSD school and that said transfers do not result in a loss of revenue to the NLRSD. North Little Rock will also accept the transfer of white students from Oak Grove Junior and Senior High Schools co Ole .Hain High School and Rose City, Ridgeroad and Central Junior High Schools under these same conditions. Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. SOMPA At page 7 of North Little Rock's March, 1986 Plan and page 8.1 of the October, 1986 Supplement to the Plan, the District -4- 3-OOlJ 01740 Page 407prcccsed che use of che System of MulcipluraLiscio Assessmenc (SCMPA) as an alcernacive cesc oc incelleccuai abiLi y in idencifying scudencs for ics special educacion and gifced and calenced prograr.-. Subsequently, however, the Arkansas Department of Education denied the use of SOMPA as an alternative test of intellectual education area because the ability in the special cesc was not normed nationally but only on the basis of California students. In the gifced area, SOMPA was used but ic was found that che Torrence Test for Creacive Posicives and che use of multiple placement criteria were more effective in identifying minority gifted students cha n SOMPA. Therefore, because of the questionable applicability of the test, the expense of its administration and the fact chat alternatives in the gifted field have proven more effective. the - parties agree that the North Little Rock School District should not be required to use SOMPA in its special and gifted education programs . CANTALICIAN STUDY - ALTERNATIVE INSTRUCTIONAL PRACTICES At page 7-8 of its March, 1986 Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 19 84 . Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and -5- 3-OOlJ r  A.'I 01741 Page 408Adaptive Learning En'. 1 cnment Model (ALEM) have been inip lemen ted through other programs although not necessarily in the form specifically described by the Cantalician Foundation i in Its report. The parties recognize that the purpose of the anta 1i ian Report was to provide school districts with exemplary programs which could be adapted to eachi district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus, because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instr' uction which implement the educational content and elements of ECRI and-i ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore, the parties agree that the North Little Rock School District should not be required to implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Exhibit A attached) . The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching non-handicapped students. The North Little Rock School -6- 3-OOlJ 01742 Page 409District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such informat ion. The District will continue to seek this information but the parties agree that the North Little Pock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped DALLAS PRESCHOOL SCREENING TEST students. At page 4.3 of its October, 1986 Supplement, the NLRSD 4 committed to administer the Dallas Preschool Screening Test to all kindergarten children at the first of each school year. Subsequently, we are informed the Dallas School District, which pioneered this test, has found it to be ineffective and has ceased using it. The North Little Rock School District ha 3 / therefore, replaced it with the Early Prevention of School Failure Test which is also being used by the Little Rock and Pulaski County Special School Districts. The parties agree that the North Little Rock School District should be permitted to the Early Prevention of School Failure Test in lieu of the Dallas Pre-Schoql Screening Test. use -7- 3-OOlJ f  ft 01743 Page 410CONCLUSION The Joshua Intervenors and other parties do not necessarI agree concur with every factual statement in this Petition but do in and support the proposed modifications to North Lx Rock's desegregation plan. Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 TCBY Tower Capitol at Broadway Little Rock, Arkansas (501) 375-1122 7220 1 February , 1989 By:________________ STEPHAN W. JONES, Attorney foF~ North Little Rock School-District JOHN W, WALKER, P.A. 1723 Broadway Little Rock, Arkansas (501) 374-3758 72201 By: -AZAK Mx PALNICK. Attornev LAZAR MxPALNICK, Attorney fo^\nJoshua Inteirvonors WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Building Little Rock, Arkansas (501) 371-0808 72201 By: M. SAliUEL/JONES, Attorney for Pulaski County Sg^ial School ski Distrjjrt -8- 3-OOlJ 01744 Page 411The undersigned parties -Jo not object to this modi f : LITTLE ROCK SCHOOL DISTRICT By: STATE DEPARTMENT OF EDUCATION By\nKNIGHT INTERVENORS -9- 3-OOlJ -2^- 0X745 Page 412K s:- ::sTx:: CATAL\nis~! o:t's :0F~Ef0E3 txoxal ?!uct:cxs I aTaFT' HWTXC i I ACISCI T.:Z.t IRVi needs.\nir.C ca ) \\ I I ? I I I -7 { I I \u0026lt; I\n\u0026gt; I i\n? I I Iti ttchnx:*! suapocx ta cIissTaea :\u0026gt;ich\n3. Studaa: lidi' daierdbad to vxduAl dUftrtscti dlrictiy rlACt4 ca Isscx-jcxlaa. x.UJir ISTXUCT'ZOM Clexu c\ni.VTEjl FOX XEA0 2IC cc rtapossta fxaa nos-rtipesdl2| \u0026gt;:-aducj. XatiPliahtd saiddrr lvXi ?X for luptrrlsod pracdidd Carrtiactd XAa(uat am aetlvleita- Xfficdlvt saaaptata: fc onicanat syicaa. oistax .\ntc: xdaaa. Xcadtaci iTiEtuc iapuanead aadtrXjLla. zillj aoTo thrauch i\ni: i- 12 I I I I I i 11 : 2 i  9  * li ji SI \u0026lt; . * V. SI ZI \u0026lt;1 of =1 '* e   ul SI o 3 9 u s\nu wi w SI PS 3| 9 \u0026lt;) to IS 'I 0 ' X X X X X IZ -1: z iJ J I 9 un : I o . J I 5 7 !.S 11 2 5^ X VI I 1 X X X x i\nl I I I I _ i 7 i 3 , d i - ! 5 o c u VI u 3 e 9 e *- t 1 f I s. :: I ' U I X X X X X 3 9 X UI X A- Id I I I I Id I X X X Id I I X X X X X HNII X X X i X I X |X| X .'.ad ttacaia* bahavlori vtch a focus. | x | Claarlx I'aclfiad X X X X Xapld/hi|h raca of acudaac tatpoasas. taaadlaca aeadaoxe faadbaek. Taae.bar cancrala, salaeca, aad pacas C=JVTa alSXSTD XXISTXUtTXai SkLlXa uu|ne cn?au\u0026lt;h ladLvlduaXltad lAtCTucclaa usiAg CAI currlculia no. rjToxnx ScuAfUi AtaiicAat oc.*tr scudtocs La aci4axe rtlaced aeeirleUt X X I Fc:sios TEACXDW I I dl I |x| I X X X X X X I X I X I I I I X I X I d d d Id I d Id I I I X X X X X X X X X X X X I I X X X X EirXCACT XE.trAXOl WT AVAOAILS 1 EXHIBIT A 01746 Pace 413SUMMER SCHOOL TRI-DISTRICT COLLABORATION PLAN I. OVERVIEW Programs for remediation and enrichment will be offered during a six (6) week summer session. LRSD will create a special sximmer school opportunities for a select number of students with achievement deficiencies in reading and math. Student eligibility for this free program shall be based strictly upon deficit assessment during regular school year. LRSD expects a maximum participation of approximately 500 students in grades one through twelve i2.. The pupil student/teacher ratios and other support programs shall be similar to regular year programs which address the same concerns. Summer Learning Remediation Program (Sth Eighth Grade Remediation Program) The Summer Learning Remediation Program will be implemented for those students who fail to obtain mastery on the Minimum Performance Test administered by the Arkansas Department of Education during the spring of 1060 each year. The program will operate for six weeks and will provide remediation, in accordance with Arkansas Department of Education guidelines, in the areas of reading. English/language arts, mathematics, science, and social studies. Students will receive instruction only in the identified area(s) of need, with instruction being provided Re: 01747 Page 414in three-week modules. A student may receive extensive remediation in one area for six weeks or assistance in two areas with three weeks concentrated on each area. The Summer oagning Remediation Program will have a projected enrollment of 500 eighth grade students and teacher/pupil ratio of 1:20. Little Rock School District/JTPA Literacy Program Effective the summer 1987 the students (ages 14-21) certified to participate in the Summer Youth Employment Program fSee Volume I, Summer Learning Program) will auot be assessed in the areas of reading and mathematics and provided remediation instruction. The Little Rock School District wi has submitted a proposal to the city of Little Rock, JTPA, and Private Industry Council for approval.' The proposal wets will be developed and submitted in accordance with Little Rock School District and Job Training Partnership Act Program guidelines. This program will be ongoing if and only if funding is available and forthcoming from the Private Industry Council. Extended-Year Services (Handicapped Students) The Little Rock School District recognizes that he acet the gespensibility of enauring that al-1 some handicapped students may need to receive special educationT aene handieapped-^tudenta may need ta geceive gpeei-a^ edueatien and related services that extend beyond the regular school year. Most handicapped children, like their nonhandicapped Re: 01747, 01748 Page 415peers, benefit from school vacations\nhowever, for children who have limited recoupment capacity. a break in programming may be detrimental rather than beneficial to the overall learning process. The purpose of the extended year program is to prevent regression relative to previously-learned skills which cannot be recouped in a reasonable length of time when assessed and/or demonstrated recoupment capacity is present. The extended^ear program provides for an extension of the programming from the regular school year, as identified in the lEP. AREAS OF COLLABORATION Cooperative planning for summer school with the Pulaski County Sgchool ddistricts wi should be conducted each year scheduled for early lOGO. Students in etii the three districts-\nincluding NLRSD, will be better seirved if the districts coordinate, with respect to suaner  schoc-l,- the following aspects of the summer school program: locations dates - curriculum offerings purpose: enrichment vs. remediation - fees/funding - transportation - eligibility Re: 01748, 01749 Page 416since all three districts-\nincluding MLRGD, offer summer school for grades 9-12 on a tuition basis, mutual planning to determine locations, dates, and curriculum offerings would be beneficial for all involved. Principals, counselors, and teachers in all area high schools should be provided with these summer school options for students. The school districts will collaborate on summer school programs for elementary students and will coordinate and share programs where feasible. In addition to offering remediation assistance to students in grades 1-8 on a tuition basis, plans are being formulated for a tuition-free s\nimmer program for primary children to provide early intervention strategies for J- students recomaoftded in dancer of -fe? grade retention. It is also anticipated that a tuition-free summer enrichment program for educationally disadvantaged students in grades 1-S will be provided. Tuition-free remediation will be provided for students who fail the eighth grade MPT. All other summer programs will continue to be self-supporting or funded through external resources. The LRSD has received and will continue to solicit the assistance of the business community in providing scholarships for elementary students who are recommended for summer school remediation. Re: 01749, 01750 Page 417III. EXPECTED OUTCOMES By Slimmer of 1993, it is anticipated that a comprehensive equitable county-wide summer program will be offered for students in Pulaski County. Evaluation and Monitoring Summer school enrollment will be evaluated/monitored according to grade level, gender, subject area, and race. Progress/failures will be monitored according to grade level, gender, subject area, and race. Clinical supervision will be provided for teachers. Summer school staff members will complete a questionnaire at the end of each summer. 4 Re\n01750 Page 418ARFA oaiirrivES 1. 2. 3. T3 Summer School To identify elementary and secondary siuiimcr school sites To advertise for, interview, and select summer school administrative staff To develop proposed suiuiier school budget fU .. in .pk tn lO IJ(Sl) Dl'SFCRIXJATiai IlAN IMPlJI-IEHI'ATl GQfll_-lj_TiL,lui(ilemeat_suiiinifir.-Scliool srRA'irciics/Acrrvri'fES I.1 Work with summer school coordinators from NLR, PCSSD, and LR to obtain recommentlalion for elementary and secondary sites. 1.2 Meet with local buibling administrators to discuss the procedures, concerns, expectations, etc., for use of the identified buildings. 2.1 Delevop job announcements for interview Conduct summer school job Interviews. 3.1 3.2 3.3 riHELIE Obtain 1988 suinner school budget balance Project 1989 suiiiner school program and budgetary needs Investigate alternate funding sources for suimier school BBGIHNIHG DATE December-1, 1988 January 3 danuary-19, 1989 February 19 February 22, 1989 March l\n-1989 March 3\n-1989 FWDIMG DA'lls December-22, 1988 laniiary 22 January 28, 1989 February March 18, 1989 March 23\n-198^ March 23\n-198 REsronsinTi.m Divisiens-ef-Curri-euluHi- and-Schsels Educational Programs Division-ef-Sehaals Divisien-of-urri- Eulum-and-Schesls Educational Programs Divisisns-af-Gurri- Eulum-and-Seheels Educational Programs Support Services LVABIATKXI Records and/or finished products will be on file for verification/cvaluation of summer school tear tiers. Plans for facilities Distribution of job announcements Interview schedules Develop budget AREA Summer School __ Go^l 1: (rnnliniipfl). ODJBCTIVES 4. To identify summer school program dates Sr-'To-ideHtify-transpar- Beeds-far-summer-sehe a (Hetrepalitan) To plan for quality instruction in summer school 41.1 4.2 IJtSD DESEGREGATION PLAN IMP1TMEHTATION TIMELINE STRATEGIES/ACTIVrn ES Coordinate dates with simiier school coordinators from NLR and PCSSD Submit proposed dates to (1) Plant Services, (2) Executive Staff, and (3) Board of Directors for approval Srl-EstTmate-Humber-af-buses-aBd e8St-fBr-\nHetrapal I tan-summer ,S6heeT-ste Dis6U5s-pess4ble-FuB-Pass-with- GAT 5,1 Develop and implement sunmer school job announcements (in and out of LRSD) 5,2 Interview summer school applicants BEGINNING DATE Beeember-TT 1988- In effect Mareh-lT-1989 March 1-Ij-1989 April lOr-1989 5,3 Notify teachers to be employee May b-I989 ENDING DATE De6eitibei-22? 1988- Ongoinq Har6h-23j-198 I RESPONSinnJTY DivisiBRS-Bf-Gurri- Eulum-and-Sehouls Educational Programs BivisieRS-af-Gurri-eulum- and-SehBaTs Educational Programs EVALUATION Final dates Submission of dates DireetBp-ef-Transper - Esliraated-esst tatieBt-DireatBr Bf-VaeatienaT Edueatian March 23j-I98l DireetBr-ef-PersenBer Job announcements Human Resources April 28^-198 I Summer School Adniin- Interview schedule May Si-1989- istrators\nDirector of Personnel Human Resources\nContent Area Supervisors Notification letters a a n\u0026gt; o O ijtsi) nrsreniDGA i ioN pi an iNi-iJ^i inn'AT, I^^'l 'nMEr.iNi-\nA(!fA .__Su!l!!!lg|l_SchQQl Goal I\n(continued) onjicrivES srRA'iTEiES/AcrivrriF.s llEjGINNING DA'IE ENDING DA'IE RESlONSiniI.riY l-.VAUlATKXi 6. T0 adequately staff and supply summer schoo1 -O 30 cu Q fD m o rO Ln J GJ 6.1 Identify summer school staff evaluation procedures 6.2 Revise and print teacher handouts 6.3 Provide summer school contract to employees 6.4 Provide inservice for summer school staff 6.5 Provide clinical supervision and monitoring of program 6.6 Identify and secure materials, texts, and equipment needed for junior high and senior high level program 6.7 Complete sumner school evaluation report 6.8 Provide a comprehensive sunnier school report to the LRSD Board of Directors April 3,-1989 April 27,-198! Sumner School Administrators\nDirector of Personnel Ihnii^n Resources Evaluation Design May 8,-1989 May 30,-1989 June 1989 June 1989 June 1989 August IS, 1989 May 26,-1989 June 2,-1989 August August 1989 September 28 1989 Same as above Director of Personnel 11 uman Resources Division of Curriculum, Sumner School Administrators Summer School Administrators Di vision-of-Scheels, School Administrators Educational Programs Summer School Administrators\nFinancial Services Support Services Printed materials Sign contracts Inservice agenda Principals' notes Receive materials Complete report Submitted report ...IV. IJiSn DI?5EERFf.ATI0N 1'1 AN IHPl BtEWlATlON TllinANl-area Summer School Goal 1\n(Continued) iBJra-lVES siTiATK iFS/Acrrv rri es BEEIHNTNC oatc liNDIW\nbait\nRiLsrasinTi.riY EVAl DATIOiN . To define the scope of the curriculum for the elementary and secondary programs. 7.1 Mail notices to supervisors requesting recommendations for summer school courses 7.2 Invite proposals for summer school enrichment courses 7.3 Plan cooperatively with summer school coordinators 7_J Make each district's offerings available to principals and counselors in all three districts 7.5 Plan for Dirver Education Program Identify and print each course to be offered for summer school November 37 1988 November 3, 1988 December 1? 1988- April 17-1989 March 17-1989 March 157-1989 November 307 1988- November 307 1988 December 227 1988 May 37-1989 March 97-1989 April 17-1989 Divisien-ef-Guprieu-luffl Educational Programs Bivision-ef-Eurri-- eulum Educational Programs Bivisien-ef-Gurri-eulum Educational Programs Bivisien-ef-Gurri-- euluffl Educational Programs Bivisien-ef-Gurri-eulum- Educational Programs Support Services Divisien-ef-Gurri-eulum Educational Programs Notices mailed Announcements posted Cooperative plans Lists of offerings Action plan Course offerings o\u0026gt;  U3 fO O 4^ tn ro 4* ro 7.7 Plan and institute summer school media/advertising April 17-1989 May 217-1989- Bivision-ef-Gurri- Eulum Educational Programs Public!ty AREA Siimnier Schoo) Goal 1: (Continued) mumivES 7. (continued) 3. To improve the identi-fication of and notification for students Lo attend summer school -o cu U3 X} fD o ut IM oi to IRSD nESECRECATION 11 AH IMllJI lENTATIOH nUtXTHI-\nsrRA'iTOrES/Acrivriii?.s BEGINNING DATE INDING DAIE RI'51V)HSinil.riY EVAUIAIKX) 7,8 Develop in writing the core content for eacti of the course offerings 7,9 Share curriculum expectations with summer school staff 8.1 Develop summer school financial procedures 8,2 Review application/notification procedures and course offerings with principals 8.3 Review application/notification procedures and course offerings with counselors 8.4 Revise and distribute summer school applications to the individual schools 8,5 Advertise scholarships 8.6 Revise and print student handbooks April 17-1989 Hay 3tT-1989 Subject Area Supervi sors Content area guides dune 1989- dune 207-1989 Btvisten-ef-Corr!-- euluHi Educational Programs Heeling agenda Hatch 17-1989 April 17-1989 Harch 207-1989 Harch 207-1989 Harch 207-1989 Harch 247-1989 Harch 247-1989 Harch 207-1989 Hay 87-1989 Harch 247-1985 Harch 247-198' Hay 267-1989 ,  V VJr. Summer Sctiool Administrators\nDivislen-ef- Currleuluffl-antl Sehouis Financial Services\nand Educational Programs Same as above Same as above Bivisien-ef-Seheols Educational Programs Blvisien-ef-Seheols Educational Programs Summer Sctiool Administrators final procedures Heeling agenda Heeling agenda Distribution of applicalions Advert!sements Revised handbook lJ(Sn ni'SBGREfiATION PLAN IMPIJllENTATION TrunjNE AREA Sunmer School Goal I\n(continued) MDIOTVES STRA'irn LE5/Acri V ni f.s IIBGINNING DATE tiiniNG datt\nRESPONSirni.riY EVAIJIATKXL R. (continued) 8.7 Receive all student application forms and fees from local schools May LSi-1989 June 1989 Local and Summer School Administrators Financial Services Fornis/fees collected 9. To improve student evaluation procedures 10. To refine summer 01 m Q  nt o tn or 8.B Conduct summer school regist-tration a.9 Conduct LATE registration 9.1 Ddvelop program form and evaluation procedures 10.1 Establish grading procedures (recording and reporting) 10.2 Establish registrar procedures for recording and averaging summer school grades for permanent record 0.3 Determine needs and request JTPA summer workers 10.4 Determine how records are to be stored May 15,-1989 June 1989 Summer School Adiilin-istrators\nFinancial Services School/course registration lune 1989 June 1989 Same as above School/course registration May 1989 June 1989 Same as above School/course registration lay 8,-1989 lay 8,-1989 May-8,-1989 Ongoin May 1989 May 18,-1989 May-18,-1989 May-18,-1989 As long as funding and program are available June 1989 . .tv. Summer School Administrators Regular and Summer School Registrars\nData Processing Summer School Administrators Bivlslen-ef-Sehoels, Educational Programs^ Financial Services Final procedures Final procedures Identified needs Procedures identified STAFF DEVELOPMENT MULTI tri-district COLLABORATION PLAN The staff development departments of the school districts, including the NLRSD, will meet a minimum of four times per year, twice each semester, to discuss and consider common staff development concerns. This multi-district committee will plan and implement staff development strategies that will provide training that addresses the commonalty of staff development concerns that the districts have. Re: 01757 Page 425f I.KSU DESEGRLGAHOH PLAN I^^EI-il.NIAI lUN IIMH.UIL MULTl-DISTRICT COLLABORATION PLAN - 71 -r--------JolfYn-ir \u0026gt;  -l,lH-|\u0026lt;.-Vt-|MpM^Ot-|-'l-l^'-t'l-*- iii|innfcTHrtifcuidt iBH-.ind-iiii|l*  I Liintt\" 'laff ilev(*ro|inri l Il al ives from sclmnl 'HAis .!i: AHIVIIIIS T7T  fliniinini of four (A) meetings |\u0026gt;cr year will lie liuld, Iwo I (2) each semester. r. in.\nIlf. n-:i -htii-ttf-mia July, 1991 Hinn fl mil UAH Oilgoing CMS! S I'tsriiii'jiiii Hl Staff Development Directors of the Districts ( 7.M ltA1 mil Ongoing iioiilv'' from nei*\u0026lt;ls nsscsMiiont 0 I s *e's function to iilentify loncnl staff tent strategies I assist Ilie eta ill Ing tlie I Ions of ig \u0026lt;|iialUy sclmol 1 s. -o %\u0026gt; rn o \u0026gt;- ro 00 . A,MULTI tri-district DESEGREGATION PLAN SCHOOL OPERATIONS General cooperation among the Pulaski County districts is necessary. A collaborative effort is crucial to the success of this countywide desegregation plan, commit ourselves to the following: We I. Underlying Principles All students will be accorded equal opportunity to participate in all academic and extracurricular program and services in the districts\n All district staff and parents will develop and model high expectations for the success of all students without regard to gender or race'\nAll students, all staff and all parents will have equitable access to and input into programs, school and district activities. planning and implementation of school plans and goals\nSpecial efforts will be concentrated on increasing parental involvement in the schools\n* Staffing and staff recruitment will reflect student needs for contact with minority teachers and a diversity in the racial makeup of support staffs consistent with applicable law\nRe: 01759 Page 427Staff assignments will be made on an equitable basis\nPolicies directed toward students will reflect an awareness of diversity in the student population, its background and learning styles, while also providing for an orderly, supportive learning environment. Re: 01759 Page 428REA Multi-District Plan School Operations UBCTIVES . Appoint a school improvement council of the representatives from each district. 1 .1 LRSD DESEGREGATION PLAN IlfPI-ELtENTATION TIMELINE Goal 1  STRATECTES/ACTIVm ES To establish a countywide School Improvement Council Adress ongoing planning for desegregation and plan modification or implementation needs, if any. BEGINNING DATE July 1, 1991 ENDING DATE Ongoing RESPONSIBILITY EVAIJUATION Superintendents and Associate/Assi stant Superintendents for Desegregation Appointment of council . Appointment of committees to deal with issue specific concerns in areas of schools and support services 2.1 Persons with specific expertise will meet, as needed, in committees and'resolve ongoing coordination in areas related to the plan such as transportation and staff development Appropriate Associ-ates/ Assistant Superintendents Resolution of issues -a 01 a (B . eo \u0026gt;a 73 at . * AREA Hulti-Distrlct Plan School Operationi IBJECTIVES To develop joint recruiting efforts and procedures with particular emphasis on minority teacher recruitment 1 .1 IJtSD DESEGRI3GATI0N PLAN^IMPUEMENTATION TIMELINE Goal IL STRATEEIES/ACriVnTES To develop miituall't supportive and equitable BEGINNING DATE ENDING DATE ocrsonnol rccruitmont and placcniont_ qrocoduros RESPONSIBn.ITY EVALUATION To share the applicant pools among the districts 2.1 2.2 Share planning, resources and contacts for recruitment of staff, both certified and noncertified Use teachers in the recruitment process Currently in effect Ongoing semiannually Directors of Human Resources Increase in minority staffing among certified staff and more proportional representation among support staffs Currently in effect Ongoing Directors of Human Resources To monitor distribution of staff across grade levels and support areas 3.1 Certified and noncertified applicant pools will be shared with the agreement to assist each other in correction of disproportionate staffing The principals will be accountable to ensure equitable distribution of teachers by grade level and subject area Currently in effect Currently in effect Ongoing Ongoing Directors of Human Resources Principals Director of Human Resources As socTate/Assislant Superintendents T3 (XI Q (D 50 ID o F* CaJ or .Mi Proportional representation of minority and majority employees in all staffing categories Statistical data that minority teachers have access to teaching opportunities at all grade levels, in all subject areas and in all programs - AP, Honors, G/T, etc. !EA Multi-District Plan School Operations lal II: (continued) lECTIVES To identify students who may be future teachers and to provide support programs to them 4.1 1J(SD DFSEGREGATION PLAN-'ItlPIJQIENTATION TIMELINE SIRATEGIES/ACriVITI ES Establish future teachers clubs in elementary, junior highs and senior high schools BEGINNING DAIL Currently in effect ENDING DATE Ongoing RESrONSIllILnY EVALUATION Principals/Teachers Increase the number of students entering the teaching profession To establish a joint committee to address district planning for support of students who wish teachers to become 5.1 Hold career fairs for students Contact the business community for support August-1909 Currently in effect Ongoing Associate/Assistant Superintendents Increase the number of minority students who graduate from the Districts and return to them to teach -a 01 (D GJ X9 n) at ro 5.2 Create contracts of intent\" to hire future teachers upon degree and certification completion 5.3 Provide internship opportunities for students of education Ongoing Director of Human Resources Director of Human Resources Building Principals ItA IJ\u0026lt;SI) DESEGREGATION FLAN-IMHJEMENrATION Hulti-District Plan School Operations, a) II: (continued) lEClTVES STRATEGIES/ACriVlTIES BEGINNING DATE ENDING DATE MELIME RESroNSIDILlTY EVAIUATION To establish a joint committee for planning recruitment strategies and procedures 6.1 Production of a set of re~ cruitment procediii'es and timelines to be developed jointly to increase effectiveness and define rc\nr-'. ment responsibilities recrui t- 6.2 Develop a cooperative agreement for recruitment of certified and noncertified staff with reservation of a number of slots so that employee categories will be desegregated 6.3 Improve teacher working conditions to maintain teachers in the profession O 30 Qi .a lb (D o c*J S ro to 1990 1991 Spring 1990 Ongoing Ongoing Ongoing District Directors of Human Resources Di strict Directors f Ilunian Resources Support Services and Building Principals Completion of the document Racial ratios in all staff positions conunensiirate with district and court approved guidelines Increase district staff retention . \u0026gt;u REA LRSD DESEGREGATION FIAN^IMHJU lENTATION TIMEl.TE Hulti-District Plan SchoolOperAtions Goal III. To establish student disciplinary and attendance policies which address student needs as well as school climate concerns UECriVES STOATEGlES/ACrrVTTIES DBCINNING DATE EMOIhG DAl'E REsroNSinn.iTY WAIJIATION Establish a committee to study disciplinary rules and regulations and to work to address areas of divergence 1.1 Commitee assessment and comparison of policies and procedures in student handbooks District pupil Completion of the task In effect Ongoi ng personnel directors, identified school staffs, and patrons from the districts Disaggregation of data related to student discipline 2.1 Develop a set of rules/expec-tations which is common to students in districts. (Specific penalties may vary-final penalties will be enforced in common) In effect Establish a procedure for sharing access to disciplinary records when students transfer 3.1 Review of student data to address issues of racial disparity Ongoing Building principals p  0, n in  ( o CaJ cn CJ A 3.2 Policy/procedure to be designed for communication of student disciplinary records when students transfer or are expelled/suspended In effect Ongoing e iii, AREA Hii1ti-ni\ntrirt. Plan SchOfll-OpETALilinS, Goal 111: (continued) oruEcrivES 4. Review of attendance policies to attempt to create a common policy and set of procedures 5. Appoint ongoing monitoring committee to keep policies on attendance and discipline under review and to review data 6. Develop alternative school for students in need of intervention or special assistance if \"at risk\" due to teen parenthood etc. USD DESEGREGATION rLAN-'IMPLEE STRATEGIES/ACrrvrriES 4.1 Appoint review committee of patrons, staff and lioard members 5.1 Appoint Committee 5.2 Ongoing revieii of disaggregated data to address disparities and student needs 6.1 Plan alternative school to be available to students on a contract basis and con-tigent upon funding availability BEGINNING DATE As needed As needed In effect ON TIWa.INE ENDING DATE Ongoing Ongoing Ongoing RESTONS IBTLITY Appropriate Asso-ciale/ Assistant Superintendent from each of the districts Superintendents Principals and District Administrators Appropriate Asso-ciate/ Assistant Superintendent EVAWATION Completion of task -o . OI IQ n\u0026gt; o  *1 r. 4^ UI .-.Dv I USD DESEGREGATION FLAN\"IlfPI-EMENTATION TIMELINE area HulH-DistricLEIaiL-Schonl-OpecAlJflns- Goa1 IV* To provide joint programs 1n guidance/counselIng to pV ro. vt idIe. _Ej oint in guidanceA/cZAolIuvtnktselii meet student needs_anil_lQ-nsure-xac.iaL-e(iiiily- OBJECTIVES STRATEGIES/ACTIVITIF-S BEGINNING DA'IE ENDING DATE RESPONSIBILITY EVALUATION 1. Hold employment fair for students who would enter the world of work after school 1.1 1.2 1.3 2, Provide consistent and complete information to students regarding colleges, testing, vocational schools, financial aid with sped f ic and special concentration in access to black colleges and universities and financial aid for minority students 2.1 2.2 2.3 2.4 Contact employers (local, regional and national) Hold fair with focus on employers of minority Target skills needed for employment as well as opportunities Hold joint counseling information sessions for counselors Contact colleges regarding minority scholarships and financial aid Contact colleges regarding admissions, minority admissions Provide target counseling for minority students In effect Yearly . Ongoing Ongoing Directors of Guidance, Vocational Teachers, Director of Vocational Educa tion 2.5 notify students, parents, and educate staff regarding all opportunities Yearly Ongoing In fall, annually Each fall Each fall, spring Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing -a (u ua fp Ji LU cri x\u0026gt; n o at Or Journalism Departments Counselors School Principals Directors of Guidance Directors of Guidance vj/coGvaittee  of counselors School Counselors Counselors/Principal Staff Development Directors REA Multi-District Plan School Operations nal IV: (continued) JECTIVES Enhance minority recruitment and awareness of student of AP, honors and elective programs 3.1 ! IJISD DESEGREGATION PLAN IMPLEMENTATION TIMELINE STRATEGIES/ACriVTriES Individual student con-ferencing. Teacher and coun-selbr encouragement of and monitoring of students BEGINNING DATE Ongoing ENDING DATE RESPONSIBILITY Counselors/Teachers EVALUATION Proportional minority representation in these classes . Provide pooling of resources and , specific plans of intervention for students who are disadvantaged and/or at risk 4.1 4.2 Create catalogues of available intervention services Districts share inservice and contracted services to benefit students Ongoing Directors of Gui-dance/ Student Services Development and implementation of strategies 1. Develop and implement student career guidance plan viith individual student educational plans and communication with parents to encourage student access to all curricular and programmatic opportunities in a ratio commensurate with school racial composition 5.1 To be developed and reviewed by students, parents, .counselors and teachers (predicated on potential) In effect Counselors/teachers Director of Guidance Desegregation Officer Implementation of Plans u J? lO n\u0026gt; 4^ o GJ cn ...A- \\REA Hulti-District Plan School Operations ~.na1 lY: (continued) BJBCTIVES . Enhance communications among divisions related to counseling in the districts , Uniform records transfer policy cre-ation and systems ~a . 50 01 IQ (D co nt o at co I LRSD DESEGREGATION FLAN IMPLEMENTATION TIMELTNE STRATTGIES/ACriVTTI ES 6.1 Regular, monthly meetings among directors of guidance 6.2 Periodic joint guidance meetings 7.1 Appoint committee to develop procedure'and timelines of records transfer BEGINNING DATE July 1991 1991-92 ENDING DATE Ongoing RESPONSIDn.ITY Director of Guidance Appropriate Asso-ci ate/Assi stant Superintendent Director of Guidance Directors of guidance, principals, directors of pupil account!ng EVAUMTION Enhanced Services Improved ConvnunicaIions Completion of Task Completion of Task Improvement in Process . Ar IREA r | ...... 1 IJlSn DESFERBGATION PLAN IhfPLQlENrA'nON TIMELINE Mu11i-District Plan School Operations Goal V. To develop equitable recruitment strategies, access and opportunities for all students or-emacucclailaii-acLhu-tjs BJECTIVES STRATBGIES/ACTIVrrlES BEGINNING DATE ENDING DATE RE.spoMSinn.m' EVAUJATION To study GPA and citi-senship participation requirements of districts to address academic requirements and student participation needs 1.1 Review policies and percent of student participation in each district Ongoing Ongoing Associate Superintendents -a cu ua CD 30 o  GJ cn 00  1.2 Review data on student participation and achievement over the last 5 years in each district 1.3 Review racial group representation in extracurricular activities by district over 3-year period 1.4 Appoint committee to evaluate results of data review and see if any areas of policy agreement exist Ongoing Ongoi ng Ongoing Ongoing Ongoing Ongoing ...id-/ Associate Superintendent Associate Superintendent Associate Superintendent Completion of policy review Revisions of policies to address student needs REA  .l..^ LRSD DESBGRECATION PLAN D-IPLEMENTATION TD-tELTNE llulti-Dlstrlct Plan School Operations oal V: (continued) UECriVES STRATBGIES/ACriVrrrES BEGINNING DATE ENDING DATE RESPONSinn.ITY EVALUATION To recruit students for participation in academic related and athletic co-curricular activities 2.1 Teacher, parent and counselor awareness of opportunities and in turn encouragement of students June 1989 Ongoing Principals Counselors Teachers Associate Superintendent or Designee Increased student participation enhanced proportionality in student participation 2.2 Provide special supports of costs, recruitment, and encouragement to students June 1989 Ongoing \u0026lt;1 2.3 Reserve slots, if necessary, to ensure student participation and access in programs June 1989 Ongoing on a proportional basis -o (U in fO 4^ co i\u0026gt; :o o o REA Multi-District Plan School Operations jEcrrvEs . District uniformity in reporting tesT results and analyzing disparitfes . Form bi-racial monitoring teams to ensure appropriate test preparation and testing conditions for all students. I. Implement strategies to reduce disparities by means of school plans and Individual student Improvement plans o cu CQ n\u0026gt; 4:* O po m o I IJiSD nESBGRBGATION PLAN IMPLEMENTATION TIMELINE Goal VI. STRATEEIES/ACTIVrri ES To enhance testing programs and student preparation and access to proflrains 1,1 Program for analysis of studen1 test results v/ith data dis~ aggregation to analyze disparities and student needs~ fay race by subject area 2.1 Monitoring teams composed of Planning and Evaluation Specialist and other District personnel to mon-itor test preparation and test conditions for students 3.1 Analysis of school by school data and individual student needs 3.2 Development of strategies to address concerns and to meet needs BEGINNING DATE Spring 1989 June 1990 Summer 1989 Summer 1989 ENDING DATE Ongoing Ongoing ongoing Ongoing RESPONSinn.rTY EVALUATION Associate/Assistant Superintendents Associate/Assistant Superintendents Principals Assistant Superintendents Completion of task Activation of the monitoring commi ttees Development of plans Measurable decrease in disparities 1 I IJiSO DESEGREGATION PLAN IMPLEMENTATION TIMEI.TNE AREA , Mill tbDi Strict Goal VI: (continued) JDJECTIVES SIRATFGLES/ACrrvni ES BEGINNING DATE ENDING DATE RESPONSIBILITY EVAIJUATION Provide services to teachers 4.1 Joint staff development in testing Ongoing Ongoing Directors of Testing/ Evaluation Academic improvement of all students re: use of test scores interpretations . of scores reporting of scores to parents interventions to benefit students (and address these specific needs) 4.2 Individual teacher analysis of student needs 4.3 Teacher preparation of strategies to address student needs 4.4 Sctiool-based planning of interventions to assist students in areas of academic need 4.5 Teacher inservices for student learning styles, cooperative learning, and monitoring needs of youth at risk and disadvantaged students and minority students o  (U U3 fP 4^ n o fSJ ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing ..dw Appropriate Asso-ciate/ Assistant Superintendents Principals Principals State Department of Education Districts Staff Development Directors LIBRARY MEDIA 4SHU DIvUton: Instructional Program/Area: Library Media OBJECTIVES The selection of ' ' materials/resources to support the curriculum in desegregated school districts Is a multl-dlstrlct goal of the library media programs. The Inservice training library media staff members to desegregated school districts Is a multl-dlstrlct goal of the library media programs.  1 a (u * IQ fD XI m o STBATEGIES/ACTIVITIES I BECINNIHa DATE COMPLETION DATE COSTS RESPONSIBILITY I EVALUATION Continue hosting Mu 1tl-DIstrlct Huitl-cultural Resource Sharing Fair. IN THE FUTURE, THE FAIR SITE WILL ROTATE AMONG THE THREE DISTRICTS. Begin hosting Multl-Olstrlct Resource Sharing Fair with Book and AV Materials Vendors, rotating the site among the three districts Plan to host multl-dlstrlct Inservice meetings such as the one sponsored by the Pulaski County Educational Service Cooperative In April of 1988 to explain the new national guidelines for school library media program planning Plan to host Inservice training for multl-dlstrlct library media specialists using district eeployees annually annually ongoing to ba established ongoing Minimal Library Media Directors or responsible person (Including NLRSD) Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts ongoing ongoing ongoing Minimal Seek Library Media Directors or responsible person (Including NLRSD) Library Media Funding Director or From responsible Coopera- person tive Minimal (Including NLRSD) Inservice training will develop skills for library media specialists who work In desegregated school districts CA * 05 J Division\nInstructional Program/Area: Library Media OBJECTIVES Utilization of television technology In desegregated school districts Is a multl-dlstrlct goal of tha library media programs. Recruitment of Minority Library Media Specialists In desegregated school districts 1s a multl-dlstrlct goal of library media programs. Multl-dlstrlct coamunlca tion for library media program adilnistrators 1s a goal for the programs. C/l \"D O) tn n\u0026gt; -pi co X) m o STRATEOIES/ACTlVniES beginning date COMPLETION DATE Implement utilization of cabl channel 19 and/or videotapes produced at Metro to teach basic skills, etc. e to be established to be established COSTS Seeking Federal Funds under Star School Bill RESPOHSIBItITY Library Media Directors or responsible person evaluation Students will gain practical vocational experience In running a television studio\nstudents will benefit from Instructional units provided over cable system Contact teachers training Institutlons/Recrult teachers for training programs in library media certification i- Copy memos relating staff development opportunities to other district adilnlstra-tors Meet Informally for sharing sessions ongoing ongoing or^olng ongoing  -J.: Minimal Minima! or recorded for later classroom use. Library Media Directors or responsible person (Including NLSO) Library Media Directors or responsible person (Including NLRSD) Hiring and placement of minority media specialists will occur. Better communication will be achieved. SPECIAL EDUCATION TRI-DISTRICT COLLABORATION PLAN I. The school districts in Pulaski County should employ strategies that are intended to reduce the number of minority students enrolled in special education. Special education enrollments should reflect the district's racial populations and should be comparable to appropriate statistics in the provision of free, appropriate public education to handicapped students. Areas of Need: Student Identification and Placement Staffing Instructional Methodology : Materials and Supplies Monitoring and Evaluation Fund-ing fog Indirect-Sogvices II. Areas of Collaboration There have been some efforts toward collaboration among the districts over the last several years. Examples include: (1) A multi-district committee for assessment is in its fourth fifth year of operation\n(2) Little Rock School District and Pulaski County Special School District have a written cooperative plein to coordinate in their egommunity feBased ilnstruction (CBI) programs\npxiblic relations and common or shared training sites\n(3) North Little Rock School District and Pulaski Re: 01775 Page 444County Special School District have had a written cooperative agreement (approved by both boards) to provide vocational assessment and single skill training for mildly handicapped secondary students. There is a sharing of personnel, facilities and equipment at Metropolitan High School. Vocational Technical Education Center. Other efforts toward cooperation have been less formal, such as the mutual understanding between LRSD and PCSSD on the procedure for transfer of student records from the f-ourteen 14. schools transferred to Little Rock, and the mutual agreement between the directors of the three districts on the process for transferring records and attendance (for funding purposes) of special education students from NLRSD .and PCSSD attending magnet schools. Based on positive results from these and other coordination efforts, it seems that an organized and expanded collaboration plan would benefit the districts. Several cooperative programs can be established to meet the best interests of the districts and can be added to each district's individual desegregation monitoring plan. Areas for the districts, including NLRSD, to explore and/or expand include\n1. Programs for low-incidence handicapping conditions a. b. c. d. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed Re\n01775, 01776, 01777 Page 4452. staff Development a. b. c. Central Office Staff Principals/Other School Staff Teachers 3. MttifeiTri-districtl^ assessment nnTn-mi-t-t-go a. b. c. Establish consistent screening process Establish evaluation instruments to be used Establish consistent eligibility criteria for MR and SLD 4. Establish process and coordination in area of recruitment of minority teachers and support staff. 5. Establish multi-district system (forms and format) for documenting due process procedures. The directors (including NLRSD) p-lan to hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors (including NLRSD) will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. MultiTri-Districts' Expected Outcomes By the 1030-00 1993-94 school year the multi-district will: A. Develop and implement programs for low-incidence B. handicapping conditions. Develop a system (forms/format) for documentation of due process procedures. Re: 01777 Page 446C. D. E. Collaborate on staff development efforts in all aspects of special education. Support activities of the multi-district assessment committee. Establish a process for recruiting ainogity black special education teachers. IV. Evaluation Thara io a need- for a ^systematic approach to assessing practices and policies that yield an overrepresentation of minority black students and black males in special education is critically needed. Greater demands have been made by parents, state, and national agencies for evidence of the effectiveness of seryices provided to handicapped students. need for better information which\nThere is a (1) attestings to the relevance of special education (pull-out programs. self-contained classes, etc.) to meet the unique needs of handicapped students\n(2) establishinges the scientific significance and validity of new/existing assessment instruments, materials/supplies and equipment\n(3) outlinlmes the extent to which certain teacher and student behaviors are evidence of improper or inadequate classification or placement in special education (4) certifyingi^ the actual outcomes (reduction of minority students and males) resulting from the use of prereferral interventions\nand (5) Re: 01778 Page 447providing^ more extensive parent educational information systems. Evaluation will be an on-going process. Central Office staff, principals, and teaching staff will be participants in the process. The fidirector of Special Education The Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. Re: 01778, 01779 Page 448J ai a d I'lhu *^1 ll !\u0026lt; I Mail-* liM   I ihi I h l I I CM  *-/   . | -  I  (CIIMIING (OnrilllOM MIf l\u0026lt;)i\u0026lt;a^ss .Mill ctMinlauil |(Mi iii \u0026gt;aipi  ai^ aaailMoMl .**h*\n\u0026lt; *1/ .tl sii\nh I si.ill. \u0026lt;MJ((IIV(S suAifcm/ AdlVlIKS tmti- anroNSiiii in iwoforl Iraiair rr|\u0026lt;e Inn .4 W.II qM\u0026gt;IUtrti l|f apMlal ..lucallan 1 Jecniil and anplay nlnocli leaclw)* tnc*tllli\u0026lt;4 accaa o(i  W-l \u0026lt;MRb O TO KT re o Ci UD 00 O a. Mlldl^ Itandlcappeii b. Nrarlag lapalc^ c. Hrftcalrly/aeeereir liandlcaip^ 4. Speecli la*alr*a t. Vlauallir layalraa 1 . Fji|imI .lad \u0026lt;kvlo(wnl acUwdl.ii I^OOlb a. Parlnn4ilp wllh alale college* and uilvrfiille* lot l.ainlng ami lelraln-li*! ol leaiktc*. liIrKlarai FrOonnrI S|*clal l.lucaliim S\u0026lt;^rv|M\u0026gt;r* - Special l.liKalt.m rtoleiKwa, S|ieclal f.Sa al Ion Orpa. Inr.il Caniral OftUt Slalf I lia ir.i^r.1 |\u0026lt;mi| oI \u0026lt; aiiMiiily t|\u0026lt;-\u0026lt; i.l \u0026lt;^l  .11 KM* I r.M Im*! s \u0026gt;* M* I I* l4M 1W 9  *MbllI h' lM'lltilS  I Il  . (MJICIIVfS SIRAlfCm/ (IIIIIU icinniNC OAK I. |irvrln|i rrvlirtl InnMl lot ll|a\nllil I lll4ln*tll iillon el ilu* |\u0026lt;Kei*. a. 5oIkI ciBatllIra ol l|*.|al ntxallen ji*i-iiaawl liaa all IInm dlalrlcla. b. Otvclo^ fotaal lor dociwnlatlM el Am pracaaa c. SuImII la ADC far ravin. i9a9-i 1. rrvlsrd fnnal lot atattavti. - llcat ol 4ur |ateaa l-axi cu m IQ  (D O 4^ I-* UI \"o\u0026lt;o1 a. Inaervice laatktra and pMaaaaal, aa taa f lavlMd IWi-9I Thia Is Comf .11 I PH I .U\u0026lt;u\u0026gt; h.. p...i i\u0026gt;. I .1 i.i.. conn 11 ION OAK S|wii, i\u0026lt;r)i a.*ol(\u0026lt; leted WSTS' -Wrtntjrn-anroMSKii in 1 v*l It* I Kill lltr*\u0026lt;lnis Bial A**o\u0026gt; i*lr Iliirr lull llnignalnl S(\u0026gt;eci*l lili*. al Ion Siad IktllW'lll l lim ulll la I -I Msiriil anviirx bill !- ixiiviilnl iiioaiir I im I \u0026gt; i lor slitinili ' J HUB AMBn a a K a a Al M h 11**11 II I  1,^1 i-i, |*,r) *0,  *0,1 a, i,M,a. ,1*1,- liir,, laas  4l I ! f I I Jtf (Kr^clt^* *.i^**Mt H****** **** sIibMhIs will* |iw i i\u0026lt;l'fe Ittiirliti^is. I I .1 I.II. \u0026lt; MMCIlVd llllcln/ ACIKIIIII SICIMIIM OAK (OMAirilON DAK COSIS  ISFOMSItll11 I HtUAI lOU ail*aa*n\u0026gt; ,2Selcl a atlioul (Ila \u0026lt;5  \u0026gt;rrMl\u0026gt;lr Mawfiorlal\u0026gt; ixn/ .4 _ rrawl ir mwn^lalr prnx VI, \u0026lt; SU alula.  aia* Im \n lollaMliat \u0026gt; -i' ,, , * a AMrlAllflla i9n-*Mi St-lmil vrar a. Vlaual la|\u0026lt;olrad aludrala fWW 2 ^Stiaaa a|*clallala t*' \u0026lt;)ulra4 la aal acada o\u0026lt; b. Haar Ina lanalrtd t. H,lll-hallcav*e4 2 VI, H/Hk alSBI fo I* drlri- almal. Iha ol local, alalr, and Irdrral lundi nirlara ai.l Aixm lair ll|(K:loia ol l.l.w.lltl .1.1 laf\u0026gt;invi*l sr,VII \u0026lt; In IlM, iKIilrlar Uw.Ill.K.^I sli.lriil s. Aldaadllv and caaBlaa t- 4. Srrinualir Itaallanally al!\u0026lt; raaaMTcaa avail* lllalialird la^ilrarad |vn|irMas tor II \"airas llalad Wawa. -a :xi oi| m n\u0026gt; o -fi tn ''I -J 00 abla . VwarlMaa aaadad ra- aauaraa aadaalatlala . r.ovidv lallaad Sarvicrs will la aurr tnsl rIIrtlUc laalalag lor alall . Oacrullaaal aaid aiiaUin al pcraaMl ooAlot an- vita |\u0026lt;owldtra -Mralralri and acllvllira Io far Utlraadnad !\u0026lt; Irallvlduol Fducallon rioM (IR*l) |\u0026gt;\u0026lt;-,l I|MiI -HIII. ,1.11 I in I\ni I II.. f.h'/'JU .III. .*IV|MHI\\ .1, \n. 1 -i lliot-lw k I. |u lvU.|la\u0026gt;|ali' tl.ili .1. UI l.^a-a i.l i ll..I K in .i| | 1 xin i.il |.\u0026lt;l.u .i| 1.41. ' r \u0026lt;ll I  I I 1.1 l .l.  I 11   (  MJfCIIVfS MMAKClIt/ Aciiiiim ICINMIM OAK coHTiilion OAK nroNsiiii IK I i*i *ja\nloii -I-. Io slioro cost dI niosJi.sC4't^ Idrnrrsrnisllvos \u0026lt;rna '9IJ Io iinrrvUe lv|irfs rlm^Miiirici  *( al /9 4*\u0026lt;hewr- 5 S|)oclhd linos Is drirr- Ino Roods tnJ soltcl consul lanis I -i. InarrvUe central alllct''ttrwlnp Inaliuaml la  tall conduct a noad* asooss-nrsii .SoIrcI a laaefcor cook HIM ,/ flhgoing L -4r-Inarrvlca rivclal Icaclirrr-ftrwelnp various Inaarvica on Ofwclal ntucallan, cur-  riculio*, and rocoaoaomlrd Irodili^ Inhnlipios, uolrr lais, olc. iwogran a4s, I.e. duo proroosi losuo o4 alnolly nvrr\u0026lt;|wrs\u0026lt;n(atlon{ to- Hulor adnol/pratran udlflcallonsi acroontiii I 1 4^-0 cn cu rn roua  I ro \u0026lt;ip\no 00 co I I i CaasaulAaata. Ivlialllwirs-loothrso HaloolaloA SatrpUos SlIflCTolV hlrrcliu aial Assia l.sir IHirsluis Will Utvr ar5 \u0026lt;1I~,UI^U1. no Sl.lll ih SI ............ I . . Vk I\" I I III. Illi I ll-l I . I. I I'  I fl III l.ii 11 III |l*.|llviLli liiii'iiiii - Il* III r I I. III KL-JIIL- Ufilly III lipILiilllJliull III IiLkIi iiultli ill SK-^ LlL .111** .il 11*1 Ilina^Ji .i \u0026gt; irf.i i In ir. iv\u0026gt; -.lull v\u0026gt; ,1 |\u0026lt;l.n mal I Im- lr.liiiliiK lalill'l . I t I* .1 l.b I MJICIIVIS lHAKCin/ AdlDllllS lieinnIMG OAlf (OHridlON (lAII (OSIS MISrOMSKII III I HI -JAI inii *Wi****l5  iHreelur---- S|irt iwllifca. r- f -4\u0026lt;Mw4-a-4iA|i|Ml4mi-u4- ------iwUilwM Iw- winnril-r-ibvtrntT-vi^iraHyi imlrrtUnlliia' 44aU-Ml-4N-4|\u0026gt;*vi*------ ------- o u :) D % 'p I I I I \u0026lt; Mt - -*llt -Mr*4ly-4MUtM-wtU\u0026gt;----- -MarlraM**r-t -Mfccl al -4thnfcrf-4ierlt------ -*TAn(e-MlUu*e\u0026gt;-lr- - \"Duvlilr liiM'ivli* llul----- rMwtvmmtltiratinn  *'4r'thr\u0026lt;-W*MHr------ r-rrnvMr-nVM-HailUcA.  IMaraa* tan-rrnaiTiting *ArerMhig-elylw^-lan-------- A  ____ _ CW** S V - yelaBv  tiwts/HtiJiea - i4-$|ircMl-\u0026gt;ifcii.M4. IK-  -- - \u0026gt; - __ TO m o 00 This 13 in LRSD Plan . \u0026gt;v. tHltcfs4-tw*4-4 ftx. .1U-XA X LXJ l L V 4 U . - SMprrvlsnri-Siwx-r-Morr -Hatrr-T^-rfi-Mbniil-Tif-IHTw-f- - .MM  hlT\u0026lt;-nw--'-Sprcr4rfa(-.-  lAi*pl-i.-----|-\n4AI-\n444II*.r.fi\u0026gt;ri-T-l------  I Hl I I II) 1,1.1 Ij,,, ,,,.,, .. KUA* AOavoz,AMi tea 11 I I  ||\u0026gt;  I .It  .|l\\ihlf I  II I I. Uiitilui  |J\n aiati^l IltaUe I I' 1- t I *111 I. 4 At  h. I I-I -I I.!. I siBAiicm/ ICIHNINC OAK (mniiioN OAK. (OMS nrmniBii ii* r\u0026lt;AiuAi\noii m444\u0026lt;4\u0026lt;wU*-Ia|------ K*!! !/ Im-hAMirtuii  Mt Mln-iiUlvfljpiii'! _  -wHk -BltideHA- - - - n-BrtMm-to- Attn^U - -.-MonHot -HM-lier cUcuJvimu. \"Siut/in I uwTi^-rrc tit* ~' .. n4.MBi UmuU tlUawi Uw.. -Aikr-ii-ati r h orr i - -- lloM V fiMyllr. Itf i\" ijM L___ - \u0026lt;W Icult* iMM _V8 - -- * hrrs- - - - ^dsL JcwJtcu____ -Supem butt iZTk ij\u0026lt; i|ULl A _ MvimU__ ..UtUaUt j4M.a|4M..____ilvjWM * Aammmh^ uT Orotjlar -iTBierr Al locj |*bIs. . . . . 4 Bpondol- Yit^\u0026lt;nvi rl-hrTtHn-\" aMUJa rihicr Trl-rrrnK- hn- . -C**lt.'P! _\u0026lt;\u0026lt;** tvfRkW  - U4a h MB- i\u0026lt;iti t.-i. _ . - riwuir trt \"womr---- __ V J J'TJ ar - - --  A-4 4 ol Uig 2 Z 2 Z\n- -yii . JS JrttchrKi.. .5 \"U ?  I? fD cn -pt o co Ln . Trawtiw TMnu^.tkiL _ JIIUISM. Ott A lM\u0026gt;\u0026lt;r f 1R - 4MiiAwH'ian* -A*4at4- JOACA.tQ.OAdb-MMlrMA'I - --j-j|ac\u0026lt; laccA -VJ1____ 'laaaXIMK ,UM t4.l_ t   r'th.irvww-wrtrrth: 4w44 HU-ianouwa^ai smtrd -ft-rtiktntrr - t/fl. This Is 1n LRSD Plan . ibAkuLvla ap-jjaLa 1. jLL:-_ I D PI-IH ill,1..\" iMlul'll - I   I I. UaiLuuvJ , *(11*11111 I i  a co  II'-I IIM )|l.\u0026gt; . .111. Ill*,I ICINNIHG OAK (OhRIIIION OAK losn Una RKPONSIIIl III 4tw(*-\u0026lt;C -*i (syaaUJar ____4\u0026gt;luUu*nit.AklJJiZ. -----itrUilAii/uatMiic- I...... . r* 1.1* . I A( I I-' I I .1 ..1. ( Mt IM'. I (III I r MflAr Uy-iiutMTA\" --Mr mt-aertcriac- _Mmbda = = -- - MBnlAaa-AluOaU-acA- - -i)mnivr\"n\u0026lt;iTiT^w-rnnnriB I .JiiUJaLMKr ~ im\u0026gt;hr riT tA\u0026lt;ir* -W*Ma\u0026gt;aa-*n-(iM-- \"iranht'Viomi'' Jo . -f (Uni -\"IftUMHk\"* as'kiu  -la4-\u0026lt;4-aiMMlnir-- * - Oul-nrdniTf Mm* --tewnnl------ -\u0026lt;-Ut*\u0026lt;-a-chalnnw- -- _ (viMii.lMr-Uvteak - m- iMwnln^ _ _____(.mKaC JatlnicjJu l_ -n-iw hriwAWll*-\"\" iflsr  rWrATiTlIVII I This 1s In LRSD Plan *0 70 o* m m  fD o p-i-* (ji --J UI 00 cn CJDCH nn Ina Illi III\" lll.\u0026gt;. \u0026gt;.Hil I-Um ||l|l \u0026gt;M| .............-i-uml.lr . I I l\u0026lt; I I I . :  I f  I 4 l.k. I I t .lvl Mu'll l*aU4'i I MJiCIIVIS si*iicir$z AOUIIIIl rCIMNIM 0l( (OHriiiiON Alt \u0026lt;OM$ mspoNSiait lit I VAI UAI lOll  mmUtncV 5ij|wrl |f\u0026lt;lrn - M^iilMl'riSiTru- * rnibidr lAftw\n r/writrnaA-iMMvka-- liKu\u0026lt;M-aH4KWr\"la*arvt\u0026lt;i\u0026lt;f nMlMt~tt*Mtw-and -MgoiT\u0026lt; V\n----- 4aMM4  4lnirof*\u0026lt;ln - aim Uf- HiAtw\u0026gt;  a^aiI41|r- Miab-antnrt-|^4Vlar------ \"k.aallr- ------------------ --- ^vMrdr r\u0026lt;*a(4ia\u0026lt; TWHUliY I-Ml msM* mpAlaMf-MKtTMtM -- : -ftMiito ------  -tart- ia miMrt----- -ManUaa-(clw-kh* \u0026gt;- hir-tA-t-a\u0026lt;fti -bMla------- This Is 1n LRSD Plan I -O XJ p m IQ .. n\u0026gt; o -li - \u0026lt;ji cn 00 4w-MS\u0026gt;k. -H - -Inro-wrtwK . IflKlZri .i7riiiA ^^.T \"nn -- h^inn/ril-insnTATiT^i.T.T r.r.-ir~  - riFtiVriwMil JM iiuirMdia. .M f   M l I 1*1 IM r.  CHM ! n Vi'tiMinMl.lr liiait Im  i* (\u0026gt;n*ll\u0026gt;\u0026lt;M*'i lAaUa i I \u0026lt; O M I I* i 1 I .. (.. I .1 1.11. I owHtifrr iroiimrf\" DA If --.ItfriLUOM OAK tosis  ISFMSIBII iiv I /.*UJAI ICll -a.'-hruirr-rte^fultiminjC:------- - --------AuiU-blMkeMiea-in------ -----  i.\"rorilrii(*HiAAIi!\" - - --------- 2 \\\"i7.x-.n .1. t kz-trrt lTle je __ -- Sue ini Uiikrr liK (rMu_ui-vuUoU-xUi.ul.iM -Btii\u0026lt;llna ini-\u0026gt;\u0026lt;f -- aalarMlthrahMui-- -- ~aAI\u0026lt;MMMI~-----  r.-h(,l*WMMW*  ---MnMwel-MevUev-fM-a -- --,ainyoUt cluinc.- -MnraMi-tw br  VAN -------Manter\n-------------------- (nKelapTSriml ItaiiJiA -sArni------------ eW^VWWwe^u ---tM- tklMTMa\" lM-l44MMlt.Cmtrr  r. -tawr^ tSS-R^SRii. \u0026lt;Maall| aiiiam----- \"Wf   -(k(ga4*(g----- Ongbli^\"\"- This 1s 1 n LRSD Plan  JICR\u0026gt;3C3atClU-UwubxejU_u.| - mlvacnrir .yMrSuHlr-riJuul-luii Juuk-m - - -(MM-l wmz- -o cu lO (B X) m un I I o 00 00 \"(I '.(in l*Pl|NH(*.|ile I \u0026gt; ,\u0026gt; I .M.\u0026gt; I Uiiulwi  J. LuiLuulM ik4Ai. I I i*l\u0026gt;a . ( I .1 ('111 1.1.. --^r MJitiivn SIHAKCHS/ AdIVlIKS ICiMIMC 0*11 (UWIIIIUN OAK (QMS *(SroaMtii III I Mt'JAI Mill rmvr-I nrrr!\u0026lt;4t ~ Ir - tnd na t tuMt-wHbkI.- f r ltaG\u0026gt;Tl7i~l/*avli Innal__ . _a\u0026lt;cKlc*A-lA-M*uLMr..- - _ Mnlui _ _ _ _ _ a - ABurl\u0026lt;4yaifi\u0026lt;. aatx Ula ~ ~ vnl-0hnm4 Ion* ~-ctMla--------------------- ------alw-rt ------ --PUWUM. ay 90.___  ^Hat-AAiri-rr--------------- ' \"Cili Twif Tiflw I rHw rcM -M-r-ll u I I  I CdHMatn^- ------------------------------- '\"tvarirtnc'SirstcgIeB-- - k.-  X-.--11S* 4.- -f*r Yotw bn --- Zt??r.ZZZ\"\" TSTowr \"ruxr ' toutarkm -hr rrxiit-r iTxnFr .(. tajTMVt irilh nU J t-J\nJi. L _ illK'l.ll I liMic U41|\u0026lt;A 4m- Ir -aoh -rlanYa---------------- ------------icarta-a|-aali._ -HiOXi.___ ha  riBssaa - ------------------- --------- r--twim\u0026lt;y-tutuju. -*4nAhM}.aa\u0026lt;JanJ\u0026lt;^, . This 1s In LRSD P an --ioo nrn7,5f\n7.r-- -  n*irr.n-.iin-.-r r.va rrr r.,- I -a (u IQ n\u0026gt; .p. cn co 73 m o 43 I ID ol Jr al ai Zoom.*I PI m IMMI 'Ml I  f llr hiKi III* * n* H I iHi III.........Il I IP. I :: I ft \u0026lt;.M4 I I. HUha: jul kmokJ Ue \u0026gt;eiil**ll\u0026lt;U ^7\u0026gt;l*\u0026lt;  il.il.l Juf ftI . mI 'iMiItl bhr *1 Ut I* * *t\u0026gt;ti I '. \u0026gt;.l r r 1.1 1.1- 1 MJKIIVIl SIRAKCKS/ itilwiim aiCIMIIHb OAlf (OHridlON OAlt \u0026lt;nMS KrOilSIBII III I jftr.iAi UMI -'irPflAT - - (oMvrr 1M ihr ~  ar \"W\u0026gt;\u0026lt; F -I** -IVgiUuj^ --Hiwlrka r X'UMMry rqnri-it J|\u0026lt; wUUil ia Jbc. tuUilLtg. -----|4ialfal. - UuiaU, . _ _ WJW Mt M.^--. ----- 14ai ia M*\u0026lt;a xoa------ _____ Uauatcip4J*f-/. . ...Qlildcl. --Honhan----- ------- rtoaTmfoXfcmi) l^Aaco- __ lib*V-4*1 4\u0026gt;i *4000. ------UlM. Itt 4l* Pl\u0026lt; I -WO ! cwm * iQ   * n\u0026gt; 5 o (_n^ .!*' -inctwi* -*a\u0026lt;LUu\u0026lt;.. -  - t-\nMIU________ l\u0026lt;uwdlwU-- H,Ulft________ Imos- _----- U.OII1.______ l^s(*sU\u0026gt;nal - IdOWtk.-____ H-,(KIO----------- lUlcOxli D.uiu btiKininn -f.t.ili fa- *|e kH-- **-*- . r r JUlUulL j-ljax.uU-uUi.^-i-blrecko* Sfi*l------------ - UI-- 1 U U3U3 I I I I O  race ra*t-*\u0026lt;\u0026lt;'-*\u0026gt;*\u0026lt; ---- KHclIac.aa-a aexuta*---- JlJ*------ viewed ly IIm aaaoclalc ------------ --S^wa Mia claala. aca ___aV-ll^lT] 1^-1*. aiail _____ bU14ii#cU(trUa-a  \u0026lt;xr a\ntr|itoM' ix \"\u0026gt; ardiaW-XaltvlnK'ira-- _ i4DLU 1*1.1*. Lad ul_ tV-anRtlaTM'tyrlMim ~~ This is in LRSD Plan rducsnox in 1 rnrrt Tit r.a.l i' 7 ' Hrh ^hiw4 dei-t thc-nn r- I - VH 4 *-\u0026lt;\u0026lt; I- -  .J'J CWULIXAIV t|u H ^\u0026lt;4- (x rvrnl ii\u0026gt;.ijf i**|4 i.il \" nlii -jrt\"*! iTiTfi\nuc r7 7.7 n .*  p******  -Thrwr1*v||n'\u0026lt;i'rrr'nti I- --\u0026lt; I  -nrniR\"4|5Wn|nT.rtrn'\u0026lt;mT'|*-- I'*. I IM U . l IUtl (MM  \u0026lt; It I It '  MtM .04 I J. 'lUllMH* :(* Ilf \u0026lt;\u0026lt;!* Il*,\nUm tM ci f* t.| .. ........My stirl.itl*. IM I 1 t I  .1 1.1.. MJKIItlS SUAKClfS/ ACIimiHS (ClrwiRC IM|( tOtfllllON DAIf \u0026lt;OSH tnroMSitii III I lAIIIAIIU'l h -^RvMr MMthitmrr -4nrr*  -Aigattii*----- - . Ujaa. 44- tUUMrfA* - - -eiU i Ut** !* JkiliaUig. - -Qi|gttli\u0026lt;. ali. luA^c-uixa.- - 4Ur* Imc--*!- ^r** ------- . tdia al |MM-*ai|M*'i MU t, . .\u0026lt;j4-i.4..U.|4Lu.U\u0026lt;l AJL ^4 J kkxt. -OXI pl m iQ  o  lO I I I I ar-Merii - ____ Cie ^4wJet JU .^-XuacMt------- UbaMlattwk  4at- -----data. liU.aFP*a\u0026lt;- -. _ n M \u0026gt; Tied c uImi - * iMiMiTmlthr  tie \u0026gt;tiii\u0026gt;nr-. --------------falllinl -____ _ _. --- Hl-tMl- - r^-tn* 44XX.-4  tS--  taxlaaai---------- -- akiab\u0026lt;. ----- iwtaoahintarwiirtwnr  ~ z:\nziiiizzz: 1U _ .MUarii------- -Mwnhv-n- wl------ J41ll-kck 4U1.- -tiler rtrMawif-wfwrw-  -- ht lal -rrore- -  JAAA'  4. **--------A - 1 Z~~B - *V*V^KHW*WVOMH knvtwf  - --r.-furtUnhw---- This 1s In LRSD Plan *64  W-Get H !**\u0026lt; I-hM*** 41msu1I\u0026lt;\u0026gt;I I . aanaulxaal.*- - - - \u0026lt;*31- nr - !-* lavTTTiTi' in 7n r.-iT r-- * ti wriwa f^K^lrrK^.w% h  I fnrtT*h HH-ter* inrrT.mTt-hiroh^nr Tt ~trtr T  * ... AMM*-\u0026lt;4M* |*rn r * r *. htt'i'' i-T  7r I I OB' OH Wb \u0026lt;1 I I'M I II * I'm'* '*1 I / M I un c-.iMi*'. iLIt niitt Im A - ' .lu-LuuU'B\u0026gt;c.x'iv\u0026gt;i L(*\ni Ji?' .! _*!*? TT!'* t iwxil Irr.   \u0026gt; \u0026lt; *i ..../I   1 .1 I -I I  \u0026gt;1 I suAKcin/ ACIIVIIUI arciHNiMC OAlf COVdllM OAK (OMS unroN^iBii III IIAIUOIKIN ra4 4a44\u0026gt;I- l- Blu* U4-Mw|*rw\u0026gt;- \" TI Aria*~grn91 ffU'fc -wi tH--|i ':'tx1aUlrfr\u0026lt;NaH1riK|r-ht ~ (*!---------- hfl?ou------------rntOoi *--si\u0026lt;-nrt ide .- itnU* W Ut4  \u0026lt;- \u0026gt;\u0026gt;---- ---vrHn4 -nawatiiatta* ImI *Ma(nl- -Cimmil atri-a-- tj\u0026gt;*lnrTr *111 nMmr r- -\u0026lt;norrrn'\u0026lt; rnr*l -\u0026lt;4 -lt-*lArviwir(-pnci m n) o F^ -* \u0026lt;T ro -----MMil-loalnaMMl --------- ----- inatraMt-an4-\u0026gt;ur*   !.________ _ __________ *r am'MuAa^iM - -------t(v14'tr\u0026lt;t1iv -Ik^golMg'  flu^alo^ This is in LRSD Plan ------CoonllnaHni --------------riinrli^  - ThnfvtBeUw- I I I I . 4?- iri jid A jd jE^ I- |MII*I **l I *  I IM I  IM M . MU I I\n I I I I . A, . I I. UMm  I 1 . I 14- OlJfCIIVU 5ia*iiilKZ aicKwiNc OAK fUHPKIIOII OAK (OSU IKSPONMeil III I /A( U\nIMI -ar-TatauL JiNulvKOCUt----- -\u0026lt;r-hr--lA\u0026lt;aH------- ------ Cilucalloii-- .rofKite'IijFl'j*FifHl___iMAaubJia^ltuiUMl- SUily  -avn -w HwTfa -----  - U.\u0026lt;Ba4*x. ot. laor alu I, -ClUt J^tua 4a-tc .JKUM. ^U^rtLoT-OC LvI. w-- JtbuLim. lUi -ilmta'awartfnl-hr'aiwiitlc- - _ ..lauuU^ jUtablaiLpiwIaUaL -_l\u0026gt;-Alaaa\u0026lt;lactiM^iaia^ (lea dlslrlil witk -Sufmrttor*- . Lalc_dwL_M\u0026lt;-iAJ.\u0026lt;jUK.l\u0026lt;Ju*j J t-- --Btvr w* -.UMta-m-  ijiatlaltAKBrrn\u0026lt;i''irTii -r- L-Ia. ai-4MiMr-a-44w-'yM- --a.-4Ja aa-iia !*--- . _prj jaL li|. Jwaiil I* -%/-- 4Uui4lan-oL .St-huuL - - - - \u0026amp;\u0026gt;lirtcia c-uiJ 1 ujxJu j. llu-_ pj ~ -l4ir-Mi*4*r-a#\u0026gt; aHiilml-a~ w- - - - - -^-1^ ~aiwl *b4al~ atal- aimale -ia^iai Mxl- __blvLAll'9U______________ -----Atkaaaaa-Aci-MUir  - ^r^^i^laoa - Clear _ JMC U. lAilU4oUctlA. lAW bmA'Muuionr an-ywwvMr -aaUafo- - nnrr noraKr iiur __ jrJ jif ffO-oMiUi *T*r\"Mt9 wMlwMOWl ly ..JhcjUlUlcl-ilialLlx----- inaUtfraWOtfiMr -4-faHalml - __ MMcwM/Oi_______ - TcumaurJ__ -SuiirrvHor*- uC rlM iGiU JUL .tuL x'U-u I I 3\na ifc i.m. n\u0026gt; o This is in LRSD Plan I I M\u0026lt;x\u0026gt; GJ , jJy A A ii jfl iill H bB a .1-11  *1 He .nil I Illi I Illi  I ri Ml ||l| 'HI I   I I I. I *ail law*! Ubi**!*  I mI I I-I I 1.1 I I OIJKIUtS MtAIICIfSZ I r. I Ml I hi\nIMK (OM'll lion IMII (OMS RlSrOli'.IBII 111 I I I IH 11*1 |i\u0026gt;:i I,\n-1h-vk-tU ^\u0026gt;abiaOo..*A_- 4iluoit -Ini Jb*. libM*- -rtor tfatBill------ Jm*.____ - - XT \"HiiiHBr Ihr pracvn -4-ati fMcM - .ttlilUUIIt____ 5 kixi I (1) m This Is in LRSD Plan I n\u0026gt; o * rs. { I4 Kwr mU  MUI___________ 4-lotMl 4-J J. ___________________________ 2 .UV-'J dLL L'i'I'Vjt 'i'. rI  1- l.v I \" JVt niYTrTT hrtdr tirrhnr thi-* . J . M44UO. aul4\u0026lt;Ma ~ . I I I - iV I I I I , I. .ti I fl ! I . . UMI wn fl 1. .1,1. Ui............ I* . I\u0026lt; 'f.ily I..  I .11 I*.! J., l.l 1*^1 .!,. ri*.4i*w,. III . I   .1 I. OaJKIKU M*lllll\\/ Adiniim I r.iMiiiar. MK (inrii iioN OAK tosis (Isruo-.iiii III -a.-w.li.lL jwLohJm^- wIllKi. _, J9ai.4u_- tng'T hyqn-lwl -\u0026lt;ilnr.i JuM. -- iMollBtBr------------ -- ------------------- -tl|_jhrl__4--crUlr---------- - .  Uli** \u0026lt;4H* - ~r T,7, w\n-ill Ml r *** ,.|4 4.4lrMl\u0026gt;* ------- TIIOiAiiMHrAwwiTt ------- -----XaalUMeL------ -!I--- VTiliiiiirirtiiirAa\"  t\n-ri|Md *wt ati * jbAmIUmu------------------------------- - -flmoh----------|4\n\u0026lt;K------- --Ui4i-l' 'h? -nfiWoK V B II*\" l\u0026gt;l t TM 1f41ant*\u0026lt;i4------- nfcT Or-lwe-SltBlral-Mmll ~ HfBiTiarMrnAct ~ amt-anf-Hntn* - ___ liwwl J^Omtolaiiii - -Iiw^Hm-bIbM------ -*w\u0026gt;|if*r\u0026gt;nrtvt  XlB*.---- This 1s In LRSD Plan buim4-------------------- -l.l- n.- -1 --I, ill .. I .\u0026amp;\u0026lt;*u'liiu i-_ J11 _ , - J  r r -rn rm likui i.i \", 1.\"  TWirAioA-\n-rqiWi Bl\" \" -UMcM-lan' Uir|r hm4- - - --Oil M--Still F-  -o %\u0026gt; (u m m  T o cn 4^ U3 cn J 0 . k\u0026gt; - Jj - Jj Jj J J J JO  I '* I t *11 *ru I ii I.Ml I tn* I'.I' ' A' *i-lp\u0026gt;in-. ll\u0026gt;la- blM  I**! * I \u0026lt;  t I I I  . . .1 I I- \u0026gt;^,1.. n.......... TMiiir \u0026lt; i-\u0026gt;i' Miriu' ii.'\u0026gt;..i..i i.. i,.i....|v.i .i.,i...i-.. I MJitllVIS SIRAIICKS/ AIIIVIIKS icimiiNC OAlt tOMRII HON OAK tosi$ msrotisiBii III I 1*1 U*l I'lll r. \"iiKi M Fmi fraTfir'  - - -n I h 4iwrthr Kfinwi-\" ------HinrNItatrroRwtttM------ *'*** -Hl we -Ulrr1ai----- Sj^hrl -hlnr- '.fi.ifi\"Xiir5|'ii^irriari \u0026gt; 111 I . _ . led Iwr-i|n. k 4-Um* RA .__4Jw* 4* 4la(-|4wMr4-- ------lnB|.a|UI-kt4u\u0026lt; -- JbUHih Jb* - _____tuaaHal4**r -am* A|i|* ____ IKlAlAJAAlcdAls-BM*.- -------- - -Be4M4-Nf- - --ft 4a*-*c*4Alo- nrA- -.tH4a- -tn-S(knMr*MHrt4Wr '-ftMalflB lM\u0026lt;r n\u0026gt;rr.~Ml'UkiRMl1v* - --4-* aU-Mli HM.-flOO Su|*rvlr(in l5W.ivT~iyol-ni'\u0026gt;'i\u0026lt;\" tiM r-i i r-\". * t--wwnif aar wr- - -1/M _ _(m k. IMMNT*.- cImAom' M------ -- Ti-.-MmrtlrwitwhrtiA  -W/OT JkSir t|m.4Aj_bluLAljuil. _ Cowilirr uhiUm. aca^wi Jo -aat h* M rUrtini fvib'ln skAwiIr MrS- Tt . _ _-Ol.WJltJWlZi W l- --\u0026lt;b\u0026lt;ah\u0026lt;' -.4itk' is in LRSD Plan II fB O 4J CD I \u0026gt;XJ cn 'S,ir hrt'hlocAfimi GwLUcc. WmlfNlA SN|*cxlavj. I I JI JI mM fli JI ittJ gJ I (BKI lEja fiij hisj kki Hll I I IH ^l|| 'III .\"11  II !   Mil ll * -l-a  hiit.|iii ImiLumiJ IkulM j I ' ! I I \u0026gt;  I I- I  . I .1 I.Il I * \u0026gt; MJIIIIHS SIRAIICII V Adiiiim (CIIMIINb OAK (ixri 11 loa Mil (OMS isrofi'.ieii III I A| U*l IL.'I JUMbuU. -- ^*ifwTKnrv  \" - . JUux Luf. - g-.*4\u0026lt;liMliilrlrtf----- tar-tUrJln*.  Onth\u0026lt;- Iratirnr I -o XI , O) m I IQ  ----------l-MlarlaU/AlHlev _1 juabM\u0026lt; j*Ufl\u0026lt;b _____ai^\u0026lt;iUca/csMl*\u0026gt;iL - fh.eMO- -T*rtr* I This Is In LRSD Plan r.nT.ivsn-r.KAonrnV mr.-\nl-KC*al\\ Ainrt I xinl rtvol\" m m i rn Mal- 4li(if ll *- o Oh lOVOCATIONAL EDUCATION -SAnnual Plan 989 1994 (Year) Person Responsible Vocadonal Dire'etors Goa 1\nTo improve articulation/offerings of PCSSD, LRSD, and NLRSD ' Sc Division PrcGram/AreJ .n Instructio, Vocaiinnal i OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE CCMPLETION CATE COSTS RESPONSIBILITY EVALL'ATiCN . To improve articulation of \"vocational programs. I Attend each other's advisory council meetings J9B3 - 1989 Ongoing Each Vocational Director Actual attendance Improve recruitment of \"students into Metropolitan Vo-Tech Review course offerings 1988 - 1989 Annually  -19\u0026amp;9 None Vocational Directors 31 7^ a rn lo 0) cn o lO 00 2. ! Offer Open Houses 2. I Student Brochures 2^1 Employment Fair 1988 - 1989 1989 - 1990 4990 I Annually -1989 . .V Annually, -1996 Annually -1996- $200 $250 $250 I Vocational Directors Vocational Directors Vocational Directors Completion of Activity Completion of Activity Completion of Activity Completion of Activity AREA IJtSD nF5BGRBGATI0N PLAN DIPIIT-IE riON TIKELTIIE J/Qcational Goal: To improve cooperation among vocational departments in PCSSD, LRSD, atid NLRSD ODJECriVES STRATECIES/ACriVrn ES BEGINNING DATE ENDING DATE ItESPONSIBTLnY LVAlTJAT'im 3. Student meetings 3,1 Conduct monthly meetings among vocational directors Monthly September-12 Oeteber-11 Nevember-16 Beeember-H Onoojno Each director will attend 4. Share Information 4.1 Is Share applicant pool When new coursei Ongoing 4.2 5. Conmon Course Description 5.1 27 Consult each other concerning new course offerings Review course offerings and course descriptons for differences arise January 1989 February 1989 Ongoing Each student will attend Each Director will attend Ddcumentation Documentation Documentation -a (u uo n\u0026gt; m os co KO KO vlV GUIDANCE AND COUNSELING PROGRAM COOPERATIVE EFFORTS INVOLVING THE DISTRICTS IN PULASKI COUNTY In order that minority students are better served by school counselors, the directors or coordinators of counseling services for the districts, including the NLRSD, should will meet on a monthly basis to share concerns, and plans for joint activities. Some of the areas of cooperation that will be explored are: 1. college recruitment practices and their impact on minority applicants. 2. minority scholarships and financial aid. 3 . parent education in terms of student opportunities, i employment for students entering the working world directly after high school. 5. recruitment procedures for AP classes, advanced classes, magnet schools and specialty programs, and 6. effective intervention strategies for disadvantaged and/or at-risk students. The outcomes expected from using a joint approach by all concerned school counseling personnel in the multidistricts include: 1. increased employment for post high school minority youth, 2. more minority students attending college and/or receiving financial assistance to attend college. 3. increased enrollment of minority students in advanced and AP classes, Re: 01800 Page 4694 . earlier targeting of at-risk and disadvantaged students resulting in a decrease in the drop-out rate, and 5. more positive parental interaction with the schools. To facilitate and insure the identification of all students requiring academic remediation, a joint testing program based on the MAT-6 will be considered. The directors of testing for the districts, will explore a joint test purchasing, scoring, and reporting procedure. Such a program may reduce cost and provide uniformity in test data. A bi-racial multi-district monitoring team composed of parents, teachers, administrators and other concerned citizens of the community will be formed to monitor test preparation and testing conditions. Teachers of all the districts will be instructed in methods of identifying both at-risk students and gifted and talented studentS7with-atandardiaed- teat data aa a key dGtification cgitorion. Teachers will also be shown how to use individual student reports to pin-point a student's areas of significant weakness, and how to provide appropriate interventions. Finally, a system should be devised which ^ensures that the records of students transferring among the districts. including the NLRSD, are sent and received in a timely manner. A uniform records transfer system (including the NLRSD) would decrease the number of incidents in which Re: 01800, 01801 Page 470students are incorrectly placed because of insufficient student data. Joint cooperation in the areas of counseling and tooting ouidance should result in additional education and career advantages for minority students. The reoponaibility for-the foregoing cooperative ef-fo-rtorecta with the Coordinator of Counseling Ser^/iceo. i Re\n01801 Page 471PARENT INVOLVEMENT/COMMUNITY LINKAGES TRI-DISTRICT COLLABORATION PLAN Citizens in our democracy have a fundamental right to be informed about those things in their communities that affect their lives which, to be sure, include the business and operation of their schools. Typically, school districts do not adequately address parents' concerns nor do they involve community groups substantively in the planning process. The literature suggests that community involvement is of utmost importance in planning and implementing a school desegregation plan. Community involvement and citizen participation result in greater community commitment to social change and help to build broad-based community support for school desegregation. Effective parental involvement affords parents the sense that they have some control over their children's education and their future. Research indicates that parental involvement in schools as well as in classroom activities do affect student achievement positively. In addition, the System Development Cooperation (1981) found evidence that parental involvement in school activities can improve interracial attitudes among all students. There are a variety of approaches and specific activities that can be effective in promoting support and involvement in desegregated schools. Re: 01802 Page 472The districts' goal is to achieve a cooperative working relationship between and among the school districts by strengthening existing community involvement organizations and programs, as well as developing new additional designed to facilitate substantive involvement and programs cooperation of parents/citizens in the districts. The proposed plan, which will be implemented in the fall of 1989 and be an ongoing process, will include\nA. Develop parent involvement/support activities which facilitate the teaching-learning process\n1. Establish a Parents in Learning Program, a community-supported effort to involve parents in the learning process which would utilize such programs as APPLE, \"Just Say No,\" and HIPPY\n2. Provide workshops for parents on such topics as discipline, learning aids, study skills. academic tutoring, etc.\n3. Parents and staff work cooperatively to develop strategies to encourage positive home learning\n4. Each school will establish a teacher/parent committee to design and implement schoolbased activities\n5. Promote multi-ethnic in-school parent/teacher committees\nRe\n01802, 01803 Page 4736. Develop and expand the parent volunteer programs: a. Encourage all parents to become an active member of a parent involvement program\nb. Recruit prospective committee members from diversified communities including retired teachers and community leaders\nB. Utilize parents in marketing educational programs and benefits that will result from desegregation: 1. Develop a resource list of parents who are willing to be contacted to talk with potential patrons\n{ 2. Establish parent recruitment teams in each school to encourage families to enroll in the public schools\n3. Seek positive media coverage featuring parents from all multiethnic backgrounds: a. Work through local parent/teacher organizations to encourage positive media coverage\nb. Designate a contact person at each local school to report to an established information center\nRe: 01803, 01804 Page 474* c. Produce video presentations of area schools for use by real estate offices, utility companies and day care centers\nC. D. Encourage community-wide multi-ethnic citizen/ parent/teacher/student committees for input into planning and decision-making: 1. Establish building, district and multi- district level committees which are racially, geographically and socio-economically representative to provide input and feedback on the operations of the schools and the districts\nWork with the Chamber of Commerce Committee on Education on its advocacy for public school activities: 1. 2. 3. Expand the school/business partnerships\nHave a multi-district event to honor business partners in public schools\nEncourage the Chamber to continue existing programs such as the teacher appreciation rally and the Excellence in Education Awards for educators and students. Special needs' will be addressed in each school district's desegregation plan Participation and programs are contingent on additional staffing and funds in PCSSD Re\n01804, 01805 Page 475PUBLIC RELATIONS SUMMARY AND RECOMMENDATIONS Public relations describes the process by which schools and the community achieve awareness, understanding. and confidence through communication, shared experiences, and a history of fulfilled promises. Desegregation will succeed only so far as the community supports and participates in it. Therefore, creating an understanding of desegregation as a preferred way of living together and teaching our children, and marketing the programs which support desegregation, is the basic function of public relations as a means to achieving support of the public schools. .... Highlights of the recommendations of parents are as follows\nThe public relations programs and strategies currently employed by the districts are approved for continuation but with the addition of certain approaches which have been suggested bv parents. The districts will search for wavs to increase the number of staff who are responsible for public relations programs. Emphasis must be placed on the accomplishments of the schools and educating the community about the various features of the desegregation plan. The districts will cooperate to form a media coalition as a communication and advisory link with the local media. Innovative wavs must be devised to communicate with citizens who are difficult to reach. Each district will establish a school communication network which will feature a communications coordinator at each building. Outreach into the community must be energetic and ongoing, including fresh and creative wavs to / Page 476promote the public schools, and boost employee morale and lob satisfaction. * f I_students, and parents must be prepared with infoiiuation and skills so they can serve as positive ambassadors for the schools. serve as Communication channels between school-based personnel,_district leadership, and the community must be established and maintained. The districts will demonstrate dependability and integrity bv faithfully includinq, informing, and communication with the community. Great emphasis is to be placed on the continued involvement of the community in all facets of the desegregation process. The link between the schools and the business community is to be strengthened through active and visible support of the school-business partnership programs and bv further involving members of the business community in various ways in the districts. Together, and with the participation of the ' Chambers of Commerce and business community, the . districts will launch a massive public relations campaign to herald the beginning of the school year. INTRODUCTION Parents and professionals who studied the public relations plans of the Pulaski County school districts illustrated their conviction about the central importance of public relations to the desecrecation effort by quoting. in their report, the director of the National School Public Relations Association\nBuildinq and maintaininq public confidence in education is the most important sinqle task we face. The effort requires that educators develop sophisticated understandinq of the school district public relations process, which is a complex. demandinq one. It serves in many respects as the conscience of the school district: winninq support from internal and external publics alike by Page 477demanding the kind of responsible institutional behavior that commands public support. People tend to avoid, fear, or dismiss altogether that which is unfamiliar or which they do not understand. community well-informed about its schools. and their deseoregation, is more willing to place confidence in them and to participate in various aspects of desegregation- related initiatives and activities. Public relations aims toward achieving and sustaining public support and involvement bv bonding the schools and community in a mutually beneficial and respectful relationship. one characterized bv openness and responsiveness, accuracy and - honesty, reliability and responsibility. Public relations ... - is not the mere act of publishing or publicizing data. Rather, it is the process of achieving awareness. understanding and, ultimately, trust through communication and shared experiences. As we work toward public understanding and confidence A in the desegregation plans. it is important to acknowledge that a major component of all public relations is marketing. A well-known dynamic at work in the products and services we purchase in our day-to-day lives, selling is seldom considered in relation to our schools because we tend not to see schools in a commercial light. After all, public schools employ professionals, not salespersons, and they impart knowledge, not manufacture a product, nor are fees exacted. Somehow, it's deemed inappropriate to eguate schools with business. Page 478However, the inescapable facts make the business metaphor entirely applicable and accurate\npublic schools deliver a service (education) to clients (children) for a price (tax dollars). .Public schools are in competition with each other andwith private schools and they must achieve a c_omoetitive edge to capture an adecuate market share for survival. Schools must convince their shareholders (the public) that they provide a reasonable return on investment and their employees that there is adequate revenue stream to insure salaries. Schools must innovate and improve through research and development. They must develop an attractive image and quality packaging which they aggressively promote. and they must supply service after the sale to maintain satisfied customers who keep coming back for more. Clearly, our schools are in the business of providing educational service to our community. And we must be about that business of service not as servitude, but as the ~iob of providing the high quality, equitable, and child- and communitv-centered management that will most quickly and surely take us to meet our desegregation qoals. If we do not do that job well, neither the community, nor the courts. will tolerate our failure. For the school districts in Pulaski County, the great challenge of public relations is largely a matter of regaining community confidence and support in order to undergird the desegregation process. It also includes teaching the community to understand desegregation not as a \"body count,\" but as a fundamental transformation in the way Page 479we live our lives and teach our children. iust as basic to educational excellence as any technology. materials, programs,_or human resources that might ordinarily be itemized on the tab of public education. The Qians presented to the Metropolitan Supervisor bv the school districts and the parent committees reflect a solid understanding of the critical connection between desegregation and public relations. The plans also contain excellent goals, ideas, practices, and proposals which, when implemented, promise to rebuild the bridge of trust between the schools and the community. RECOMMENDATIONS The specific public relations goals and ob~iectives of . \u0026gt; the Pulaski County Special School District, North Little Rock School District and Little Rock School District desegregation plans presented to the Metropolitan Supervisor (December 1, 19891 were approved for implementation or continuation. However, these plans are to be supplemented or augmented by the excellent suggestions offered bv parents and teachers. Specifically the districts will\nContinue to embrace public relations as basic to successful desegregation. They will allot sufficient financial and human resources to effectively support the communication and involvement activities, training, and specialized programs or approaches to public relations which are reguired. a. The professionals responsible for public relations in all three districts are doing an admirable job, but desperately need more help. Therefore, the districts will work to find ways to augment the number of professional staff. Page 480b. Staff will identify various public relations functions or office tasks which might be performed bv trained volunteers. They will work with the school volunteer programs to recruit volunteers to help, looking to business partners, retirees, parents, college students, and others. 2. Utilize public relations programs and avenues to educate all publics to all aspects of the desegregation plan, stressing such special features as macrnet schools. attendance options, early childhood education programs, extended davcare, etc. Careful consideration will be given to the marketing suggestions made bv parents in the Early Childhood Education section of this Plan, 3 . Continue to disseminate public information in wavs the districts customarily employ, paving careful attention to gualitv, accuracy, and positive tone. a. Communications will include such means as district-wide and community newsletters, informational brochures and fliers, school calendars, public service announcements, press releases, and news conferences, etc. Special emphasis must continue to be placed on the districts' achievements and positive events and activities. b. d. Each district, each school, and those programs or departments which have broad contact with staff or parents will produce a newsletter to communicate positive news, discuss issues, and highlight the accomplishments of students, staff, and volunteers. c. The districts will cooperate in seeking to form a media coalition consisting of representatives from the local newspapers and other publications, cable and public television stations, radio stations and/or the Central Arkansas Radio Broadcasters Association, and other media groups. The superintendents will hold regular roundtable discussions with this group to build a relationship of understanding, share information, and discuss issues and concerns. This coalition will also serve as a source of advice on public relations matters. The district should seek a commitment from the media to provide prime-time placement of Page 481 public service announcements about the schools and features of the desegregation plan. 4 . Devise innovative wavs to communicate with the public who are hard to reach through routine methods: the illiterate or semi-literate, educationally or socio-economicallv disadvantaged, hearing, visually or Physically impaired or those who rarely participate in school-related activities. One parent committee was particularly concerned about this problem and suopested\na. Consider developing an audio taoe or record f i. e. \"rap\") which can communicate messages about the schools, special programs, and opportunities. Students could participate in developing the rap. 5. b. c. d. e. A concert might be given along the lines of the successful \"Farm Aid\" or \"Anti-apartheid\" concerts as an awareness activity, concert could be taped and aired on television and radio. The Consider a regular newspaper feature such as comic strip, simple language editorials or guestion-and-answer column that deals with school programs and issues. A play could be written and produced bv students for staging in churches, community centers, and businesses to promote awareness. A \"Desegregation Awareness\" week, similar to that of the \"Just Sav No to Drugs\" campaign could be the focus for various awareness activities. Establish a school communication network to assure an accurate and ongoing flow of information. a. Identify a \"communications coordinator\" in each building- This individual could be a staff member, parent, student, or volunteer. b. The coordinator will be designated bv the principal with input into the selection process from school staff and parents. c. Especially in large schools, the coordinator may wish to recruit other individuals, including staff, students, parents, and volunteers, to form a team to assist with the communication network. Page 4826. 7 . d. e. The coordinators will receive regular communications regarding district activities and will assist in gathering and ~ disseminating news from the schools. Training and anv necessary resources will be provided for the coordinators to enable them to be effective in their jobs. Outreach into the community will be broad, energetic, consistent, and include: a. b. c. Regular dissemination of information to kev community leaders and coinion makers including parents, church leaders, retired educators, elected officials, 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_bcmss0837_193","title":"Annual Reports to the Magnet Review Committee","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["2012/2013"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Magnet schools","Pulaski County (Ark.)--History--20th century"],"dcterms_title":["Annual Reports to the Magnet Review Committee"],"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/193"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["274 pages"],"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\nStipulation Magnet Principals ANNUAL REPORT to the MAGNET REVIEW COMMITTEE 2012-2013 CHERYL A. CARSON May 14, 2013   Stipulation Magnet Principals ANNUAL REPORT to the MAGNET REVIEW COMMITTEE 2012-2013 CHERYL A. CARSON May 14, 2013  1   BOOKER ARTS MAGNET School website: www.lrsd.org - link to Booker Arts Magnet School Principal's Name: Cheryl A. Carson E-Mail: cheryl.carson@lrsd.org Direct Phone Line: 44 7-3802 Asst. Principal's Name: Eloise Booth E-Mail: eloise.booth@lrsd.org Direct Phone Line: 44 7-3871 Area of responsibility: Student Discipline, School Facilities, Supervision of Non-Certified Personnel, Transportation School Secretary: Judy Wilson-Murray Direct Phone: 44 7-3803 Counselor: Direct Phone: Tamara Ringler 447-3833 PTA President: Anne Weaver E-Mail: anneweaver@sbc.global.net Phone: 501-247-8405 Marion Howse 447-3804  2    SCHOOL COMPOSITION Race/ Native African Hispanic/ Multi-ethnicity American Asian American Latino White Ethnic Number of 0-M 3-M 153-M 23-M 56-M 24-M children 0-F 2-F 159- F 21 - F 56-F 22-F Number 0-M 0-M 6-M 0-M 5-M 0-M of 0-F 0-F 31 - F 1 - F 31 -F 0-F staff 3    SCHOOL COMPOSITION cont. Grade Native Asian African Hispanic White Multi-Ethnic Total American American K 0-M 1-M 20-M 3-M 7-M 4-M 35-M 0-F 0-F 19-F 3-F 6-F 5-F 33-F 1 0-M 1-M 23-M 1-M 6-M 3-M 34-M 0-F 0-F 24-F 3-F 12- F 4-F 43-F 2 0-M 0-M 29-M 6-M 12-M 7-M 54-M 0-F 0-F 23-F 4-F 7-F 3-F 37-F 3 0-M 1-M 30-M 4-M 12-M 4-M 51-M 0-F 1-F 32-F 0-F 16- F 4-F 53-F 4 0-M 0-M 27-M 5-M 8-M 3-M 43-M 0-F 1-F 29-F 8-F 6-F 2-F 46-F 5 0-M 0-M 24-M 4-M 11- M 3-M 42-M 0-F 0-F 32-F 3-F 9-F 4-F 48-F 4    REQUESTS FOR BUDGET INCREASES Faculty/Staff: None Curriculum Related Materials: None Equipment/Facility: Bows for Stringed Instruments Other (please list): Instrument Repair 5   CURRENT ACSIP FOCUS Priority 1 : Literacy Goal 1: All students will improve in reading comprehension and written expression, with additional attention to practical reading passages, content and style writing domains, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in literacy. (Strategic Plan) Goal 3: All Booker Arts Magnet School students will read on grade level by the end of third grade. (Strategic Plan) Priority 2: Mathematics  Goal 1. All students will improve in mathematics computation and problem solving, with additional attention to geometry and measurement, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in mathematics. (Strategic Plan) 6   CURRENT ACSIP FOCUS Priority 3: Wellness Goal : All students will increase healthy eating habits, practice good hygiene, and engage in fitness activities, as indicated by increases in the attendance rate and percentages of students having ratings of healthy on the BMI. Priority 4: Parental Involvement Goal: All parents/guardians will become engaged in parental involvement activities that will result in increases in student achievement.  7    SCHOOL STRUCTURAL CHANGES/IMPROVEMENTS 2012- 2013 Automatic Locking Mechanisms on Main Entry Door 2013- 2014 Additional Security Cameras Restroom Renovations 8    CURRICULUM/COURSE OFFERINGS Changes in 2012-13: None Proposed Changes for 2013-14: None 9    ESEA Accountability Literacy: Achieving Mathematics: Needs Improvement Subpopulation info: See Slides 11 - 23 10   BenchmLairtekr ac3Yy :e aCr omparison SubgrouWpistMh orTeh a2n0 S tudents  100.0.- -----....-r-------,----- ...........~....,. ....\nw-,!r-ihHr--~~-----rrl'I'~----, 80.0 71.1 65.5 60.0 40.0 20.0 0.0 - Combined African Hispanic Caucasian Econ. LEP IEP PopulatioAnm erican Disadv. PercePnrto ficient D 2009-10 37.9 12010-11 jo2011-12 J 11   BenchmLairtekr ac3Yy :e aCr omparison SubgrouWpisthM orTeh a2n0 S tudents  100.0r-- ---.n.--r----- ............ --~+-e,t-A-------------............------, 80.0 71.1 65.5 60.0 I 40,0 20.0 0.0 Combined African Hispanic Caucasian Econ. LEP IEP PopulatioAnm erican Disadv. PercePnrto ficient I  2009-10 37.9 12010-11 1  2011-12 12   BenchmLairtekr ac3Yy :e aCr omparison SubgrouWpistMh orTeh a2n0 S tudents  100.0... ----..-,.-r------ .............-.- -M--\u0026amp;-\u0026amp;.+-A---------- 80.0 71.1 65.5 60.0 40.0 20.0 0.0 Combined African PopulatioAnm erican Hispanic Caucasian Econ. Disadv. PercePntr oficient 1--~~ 2009-10 37.9 12010-11 D2011-12 LEP IEP 13  90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0  Achievement Gap: Benchmark Literacy 3 Year Trends 84.9 ,----a1a2 --61.7  Caucasian  African American 2009-10 2010-11 2011-12 Percent Proficient  14    Benchmark Literacy by Gender 100%\u0026gt; 78% 80%\u0026gt; 71 Ofo 60% Female 40%  Male 20% 0% 2010-11 2011-12 Percent Proficient 15   BenchmaMrka th3: Y earC omparison SubgrouWpsit hM oreT han2 0S tudents 100.0 r-----------------1'1-f-tt-~-------------, 80.0 75.16.0 70.0 57.52.2 67.3 60.0 40.0 I 20.0 0.0 67.74 72.4'3.627 .8 Combined African Hispanic Caucasian EconD. isadv.L EP Population American PercenPtr oficient 61.5 27.6 IEP  7 D 2009-10 I 2010-11 ~2011-12 16   Achievement Gap: Benchmark Math 3 Year Trends 100.0 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 77 67. 0.0 ---...----..---------1 2009-10 2010-11 2011-12 Percent Proficient  Caucasian  African American  17  I 100%\u0026gt; 80% 60% 40% 20% 0% 84%\u0026gt;  Benchmark Math by Gender 58.27% 76.43% ...--------. 64 .5 2 % 2010-11 2011-12 Percent Proficient  Female  Male 18  100 90 80 70 60 50 40 30 20 10 0 90 80 70 60 50 40 30 20 10 0  Booker 3rd Grade Math Caucasian Caucasian African male female American male African American Female Booker 3rd Grade Literacy Caucasian Caucasian male female African American male African American Female 2009-10  2010-11  2011-12 2009-10  2010-11  2011-12  19  120 100 80 60 40 20 0  Booker 4th Grade Math Caucasian Caucasian African male female American male African American Female 2009-10  2010-11  2011-12 Booker 4th Grade Literacy 120 100 80 60 40 20 0 Caucasian Caucasian African male female American male African American Female 2009-10  2010-11  2011-12  20  120 100 80 60 40 20 0  Booker 5th Grade Math Caucasian Caucasian African male female American male African American Female 2009-10  2010-11  2011-12 Booker 5th Grade Literacy 120 100 80 60 40 20 0 Caucasian Caucasian African male female American male African American Female 2009-10  2010-11  2011-12  21  African American White Difference  Booker Arts Magnet School A Comparison of the Percent of African American and Caucasian Students Scoring Proficient or Advanced on Augmented Benchmark Exam 2009-07, 2007-08, 2008-09, 2009-10, 2010-11, 2011-12 Literacy 2006-07 2007-08 2008-09 2009-10 2010-11 33.3% 38.5% 52.1% 58.6% 67.7% 67.2% 72.0% 77.9% 78.6% 84.4% 33.9% 33.5% 25.8% 20.0% 16.7%  2011-12 78.1% 84.8% 6.7% 22  African American White Difference  Booker Arts Magnet School A Comparison of the Percent of African American and Caucasian Students Scoring Proficient or Advanced on Augmented Benchmark Exam 2009-07, 2007-08, 2008-09, 2009-10, 2010-11, 2011-12 Mathematics 2006-07 2007-08 2008-09 2009-10 2010-11 42.3% 50.9% 61.7% 67.5% 72.2% 73.1% 78.8% 86.0% 87.8% 84.4% 30.8% 27.9% 24.3% 20.3/o 12.2%  2011-12 67.2% 77.2% 10.0% 23    Booker Arts Magnet Percentage of Students Scoring AUAbove 50th Percentile by Subgroup on Norm Referenced Tests - First Grade 2008-09 2009-10 2010-11 2011-12 Reading Math Reading Math Reading Math Reading Math Combined 35% 34/o 29% 41% 37% 46% 55% 37% African 30%) American 26% 19% 35% 30% 37% 52% 30% Hispanic 17% 0% 0% 50% 33% 50% 58% 50% Caucasian 50% 57% 61% 54% 49% 58% 56% 44% Econ Dis 28% 28% 22% 37% 28% 38% 53% 32% LEP 0% 0% 0% 33% 38% 50% 60% 50% Students 38% 38% 0% with 29% 0% 9% 29% 21% Disabilities 24    Booker Arts Magnet Percentage of Students Scoring At/Above 50th Percentile by Subgroup on Norm Referenced Tests - Second Grade 2008-09 2009-10 2010-11 2011-12 Reading Math Reading Math Reading Math Reading Math Combined 31% 53/o 25% 41% 29% 42% 52% 53% African 22% 43% 12% 34% 19% 36% 44% 34% American Hispanic 15% 62% 14% 43% 50% 90% 67% 67% Caucasian 48% 62% 52% 55% 65% 35% 55% 71% Econ Dis 22% 45% 22% 42% 29% 38% 45% 47% LEP 18% 64% 18% 43% 63% 88% 83% 88% Students 11% 22% 11% 33% 13% 25% 0% 0% with Disabilities 25    Strategic Planning Goal Goal: All Students will be proficient in Literacy by end of 3rd Grade. Result: More of Booker's 3rd grade students scored proficient or above on last year's Benchmark Literacy Exam than in the  previous year. In 2012 70.24% of Booker's 3rd grade students scored proficient or above on the 3rd grade Benchmark Exam. In 2011 68.13% of Booker's 3rd grade students scored proficient or above on the 3rd grade Benchmark Exam. 26    LRSD's Strategic Plan Achievement Goals for Literacy (Chart 1)  Increase the percent proficient and advanced in literacy by 5 percentile points a year for each grade level (grades 3-5)  Reduce the achievement gap for proficient and advanced by increasing the percent of African-American students scoring proficient and advanced in literacy by 6 percentile points a year for each grade level (grades 3-5) 27    Chart 1 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth H/L 100/o +80% 80% +20% 70% +45% Males H/L 86% -14% 100% 100% Females AA 59% +2% 76% +36% 59% -3% Males AA 80% -2% 97% +9% 97% +10% Females White 80% +10% 82% +1% 90% -3% Males White 43% -26% 72% -23% 100% +8% Females 28   LRSD's Strategic Plan Achievement Goals for Mathematics (Chart 2)   Increase the percent proficient and advanced in mathematics by 5 percentile points a year for each grade level (grades 3-5)  Reduce the achievement gap for proficient and advanced by increasing the percent of African-American students scoring proficient and advanced in mathematics by 6 percentile points a year for each grade level (grades 3-5) 29    Chart 2 2011 - 2012 2011- 2012 2011 - 2012 Third Fourth Fifth H/L 100/o 60% -10% 40% +15/o Males H/L 86% -14% 67% -33% 100% Females AA 63% -11% 76% +36% 35% -37% Males AA 66% -12% 79% -9% 85% -2% Females White 90% +10 72% -1% 70% -23% Males White 72% -10% 75% -8% 77% -15% Females 30   LRSD's Strategic Plan Achievement Goals for Literacy (Chart 3)   Increase the percent at the advanced level in literacy by 4 percentile points a year for each grade level (grades 3-5)  Reduce the achievement gap at the advanced levels by increasing the AfricanAmerican percent advanced in literacy by 6 percentile points a year for each grade level (grades 3-5) 31    Chart 3 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth H/L 25% +5% 20% 30% +30% Males H/L 86% +36% 67/o +34% 67% +67/o Females AA 22% +13% 43% +34% 22% +14% Males AA 80% +42% 58% +30% 67% +32% Females White 30% -10% 64% +9% 50% Males White 43% +12% 42% +3% 47% +22% Females 32   LRSD's Strategic Plan Achievement Goals for Mathematics (Chart 4)   Increase the percent at the advanced level in mathematics by 4 percentile points a year for each grade level (grades 3-5)  Reduce the achievement gap at the advanced levels by increasing the AfricanAmerican percent advanced in literacy by 6 percentile points a year for each grade level (grades 3-5) 33 Chart 4 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth H/L 75% +55% 40% +20/o 30% +30% Males H/L 86% +36% 33% 0% -100% Females AA 30% +4% 19% +13% 15% -5% Males AA 43% -7% 27% -9% 22% -13% Females White 60% +10% 45% -28% 40% -39% Males White 29% -15% 33% -11% 24% -26% Females 34 LRSD's Strategic Plan Achievement Goals for Literacy {Chart 5) There will be no students at Below Basic or just Basic in Literacy and virtually all students perform at grade level in reading by the end of Grade 3. 33    Chart 5 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth Below Basic Basic Below Basic Basic Below Basic Basic H/L 25% 001o 0% 20% 0% 30% Males H/L 0% 14% 0% 0% 0% 0% Females AA 22% 22% 0% 24% 22% 19% Males AA 3% 17% 0% 3% 0% 4% Females White 10% 10% 9% 9% 0% 10% Males White 29% 29% 0% 8% 0% 0% Females 35    INTERVENTION OR SUPPORT SERVICES  Reading Recovery -All Students Scoring Below Basic in Literacy  After-School Tutoring -All Students Scoring Basic or Below Basic in Literacy and/or Math Invited  Small Group Intervention -All Students Scoring Below Basic in Literacy who were not in AfterSchool Tutoring  Rtl - All Students Scoring in the Lowest Percentiles on Standardized Assessment  Summer School - All Students scoring \"at risk\" on DIBELS, have IRls, or Below Basic on Standardized Assessment  Resource  LEP Instructional Modifications and Testing Accommodations  504 Accommodations  Speech  OT, PT  GT  Individual and Small Group Counseling36  Living Hope  Academic Improvement Plans and Intensive Reading Interventions  Starfish Reading Initiative  PIES (Positive Interventions for Educational Success) Plan-s- --------------' 36   RECRUITMENT Outstanding/New Recruitment Activities.  Satisfied Parents  Members of the Booker Arts Magnet Family 17 Students - Children of Alumni 18 Students - Children or Grandchildren of Staff 223 Students - Siblings Attend/Attended 258 Students with Booker Arts Magnet School Family Ties Three Teachers are Alumni  37   Booker Arts Magnet School Honors/Awards School/Staff/Student Recognitions  Choir students performed at the Capitol Hotel on December 20, 2012.  Drama students presented an excerpt from \"Beatrice's Goat\" at Artistry in the Rock on April 30, 2013.  Creative Movement students participated in Jump Rope for Heart and Hoops for Heart.  Math students participated in the Matheletes and Go Figure! mathematics competitions.  Hejun Chen, fourth grade student, won eighth place in the Pulaski County Spelling Bee.  Dante Watson, fourth grade student, won fourth place in the Little Rock School District Science Fair.   Alta and Kaiya Griffith performed in \"Madeline and the Gypsies\" at the Arkansas Arts Center.  Mayrean Johnson and Mary McMorran were honored for 40 and 38 years of service to the Little Rock School District., respectively.  Gifted and Talented students participated in the Little Rocker's Marathon.  Mary Lou Alley, Susan Blue, Tammy Higdon, and Patti Jackson received the President's Service Award for Volunteer Service to the Little Rock School District. 38   Participation at National/Regional/Local Conferences or lnservices  Gail Hollamon and Emily Vaughn - Mickelson Exxon Mobil Teacher Academy for Math and Science  Emily Vaughn served on the Arkansas Department of Education's Range-finding Committee for Third Grade Writing  All-State Music Conference  Arkansas Counseling Association Conference  AGATE  CGI Training  NABSE  Powerful Coaching  39    Booker Arts Magnet Composition - Withdrawals 2012-2013 Grade Native Asian African Hispanic/ White Multi-Ethnic Total American American Latino K 0 0 3 1 3 0 7 1 0 1 1 0 5 1 8 2 1 0 3 1 1 0 6 3 0 0 1 0 0 0 1 4 0 0 1 0 2 0 3 5 0 0 0 1 1 0 2 1 1 9 3 12 1 27 40    Booker Arts Magnet Explanation of Withdrawals Transferred to Moved out of Transferred to Moved out of Moved out of Another LRSD LRSD Private Charter State Country School School K 1 4 1 1 0 7 1 5 1 0 2 0 8 2 0 3 1 2 0 6 3 0 0 1 0 0 1 4 0 3 0 0 0 3 5 0 2 0 0 0 2 6 13 3 5 0 27 41  Native American K 0-M 0-F 1 0-M 0-F 2 0-M 0-F 3 0-M 0-F 4 0-M 0-F 5 0-M 0-F Total 0-M 0-F  Booker Arts Magnet Discipline Report - In School Suspensions 2012-2013 Asian African Hispanic/ White American Latino 0-M 4-M 1-M 8-M 0- F 2-F 0-F 0-F 0-M 1-M 1-M 0-M 0-F 3-F 0-F 0-F 0-M 18-M 2-M 4-M 0-F 5-F 0-F 0-F 2-M 6-M 2-M 2-M 0-F 6-F 0-F 0-F 0-M 13-M 2-M 3-M 0-F 8-F 0-F 0-F 0-M 14-M 1-M 6-M 0-F 11 - F 0-F 1 - F 2-M 56-M 9-M 23-M 0- F 35-F 0-F 1-F  Multi- Total Ethnic 0-M 13-M 2-F 4-F 1-M 3-M 0-F 3-F 1-M 25-M 0-F 5-F 0-M 12-M 0-F 6-F 2-M 20-M 0-F 8-F 0-M 21-M 1-F 13-F 4-M 94-M 3-F 39-F 42    Booker Arts Magnet Discipline Report - Out of School Suspensions 2012-2013 Native Asian African Hispanic/Lati White Multi-Ethnic Total American American no K 0-M 0-M 8-M 2-M 4-M 0-M 14-M 0-F 0-F 8-F 0-F 0-F 2-F 10-F 1 0-M 0-M 6-M 1-M 0-M 1-M 8-M 0-F 0-F 0-F 0-F 0-F 0-F 0-F 2 0-M 0-M 19-M 2-M 3-M 0-M 24-M 0-F 0-F 3-F 0-F 0-F 0-F 3-F 3 0-M 0-M 4-M 0-M 1-M 0-M 5-M 0-F 0-F 6-F 0-F 1-F 0-F 7-F 4 0-M 0-M 20-M 3-M 0-M 1-M 24-M 0-F 0-F 7-F 0-F 0-F 0-F 7-F 5 0-M 0-M 10-M 0-M 3-M 0-M 13-M 0-F 0-F 0-F 0-F 0-F 0-F 0-F Total 0-M 0-M 67-M 8-M 11-M 2-M 88-M 0-F 0-F 24-F 0-F 1-F 2-F 27-F 43 K 1 2 3 4 5 Total Booker Arts Magnet Discipline Report - Long Term Suspension - ALE 2012 -2013 Native Asian African Hispanic/ White Multi-Ethnic American American Latino 0 0 1 - F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 - F 0 0 0 Total 1 - F 0 0 0 0 0 1 - F 44    Share the GOOD NEWS  Big Brothers/Big Sisters Mentoring Program  Living Hope, School-Based Mental Health Program  Benchmark \"Our Wheels are Turning\" Challenge Parent Involvement Activities  VIPS Reading Day  Family Math and Literacy Night  Family Movie Nights  Dream Keepers Garage Sale  Thanksgiving Food Baskets Drive  Pajama Day Gift Drive  Campus Beautification Day  37,781.75 VIPS Hours, average of 72.1 hours per student 45    STIPULATION MAGNET SCHOOLS ANNUAL REPORT FORM - 2013 SCHOOL: Booker Arts Magnet School PRINCIPAL'S NAME: Cheryl A. Carson: e-mail: cheryl.carson@,lrsd.org phone: 447-3802 OTHER ADMINISTRATORS (Asterisk if new): NAME: * Eloise Booth e-mail: eloise.booth@lrsd.org phone: 447-3871 SCHOOL SECRETARY: Judy Wilson-Murray phone: 447-3803 ............................................................................... CURRENTENROLLMENT: 519 LAST YEAR'S ENROLLMENT: 543 RACIAL COMPOSITION: 60%B 40%NB 1. PLEASE BE SPECIFIC AND LIST ANY REQUESTS FOR BUDGET INCREASES. 2 . Our musical instruments are in need ofrepair. We also need to replace bows for use with our stringed instruments. A cost estimate for these needs is $5,000.00. SHARE WITH US WHAT YOU HA VE FOCUSED ON IN YOUR ACSIP. The staff at Booker Arts Magnet School focused on improving the literacy and mathematics skills of all students. Interventions utilized to improve student achievement in literacy included Reading Recovery, ELLA, Effective Literacy, Literacy Lab, and differentiation of instruction. Differentiation of instruction, increasing mathematics vocabulary, and use of Cognitively Guided Instruction strategies were utilized to improve mathematics achievement. Many efforts have been made to provide differentiated instruction based on student's identified needs. Small group interventions in literacy and mathematics have been provided by classroom teachers, Reading Recovery teachers, instructional specialists, fine arts specialists, and our Literacy and Math teacher. Camp Jaguar, Booker Arts Magnet School's after-school tutoring program, provided twice weekly tutoring sessions on literacy, mathematics, and test-taking strategies to most of our second, third, fourth, and fifth grade students who scored basic or below basic on the Augmented Benchmark Exam or the Iowa Test of Basic Skills in 2011-2012 and tpeir siblings. A separate Activity Time following the Camp Jaguar sessions was provided to all interested students. The Activity Time course offerings were arts and crafts, basketball, cooking, and dance. These sessions provided by certified teachers and administrators began in September 2012 and ended in March 2013. Students who were unable to participate in Camp Jaguar were provided small group interventions to address their areas of need during the school day. In addition, interventions to promote wellness and increase student attendance were implemented. A partnership between Booker Arts Magnet School and the city of Little Rock resulted in the Love Your Schools initiative. Cooking Matters classes were provided to interested families 1    3. for six weeks in February and March 2013. ZUMBA classes were provided three afternoons weekly to our staff and interested parents . PROVIDE STRUCTURAL CHANGES/IMPROVEMENTS Automatic locking mechanisms on our main entry door were installed during the second semester of2012-2013. Additional security cameras will be installed, and student, staff, and Health Room restrooms will be renovated in the very near future. 4. REPORT ON CURRICULUM/COURSE OFFERINGS 5. There are no proposed changes in the curriculum offerings for the 2013-2014 school year, other than the incorporation of the Common Core Standards for third through fifth grades in our curriculum maps. DID YOUR SCHOOL MEET ESEA ACCOUNT ABILITY GOALS AND THE DISTRICT'S STRATEGIC PLANNING GOALS? Booker Arts Magnet School was designated as an Achieving School in Literacy with 80.37 percent of all students scoring proficient or advanced. 77.73 percent of the Targeted Achievement Gap Group scored proficient or advanced. All students, the Targeted Gap Group, and all subgroups of students made their growth goal in Literacy ranging from 66.67 percent of Students with Disabilities to 95 .24 percent of Hispanic students. A three year comparison of the percentage of students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam indicated steady growth for each subgroup of students with twenty or more students. The gap between the percentage of African American students and Caucasian students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam decreased by 10.0 percent to a gap of 6.7 percent. A comparison of the Augmented Benchmark Exam scores of male and female students indicated that 90.00 percent of female students scored proficient or advanced and 71.00 percent of male students scored proficient or advanced. The gap between the percentage of male and female students scoring proficient or advanced increased from 18.0 percent on the 2010-2011 Augmented Benchmark Exam to 19.0 percent on the 2011-2012 Augmented Benchmark Exam. Booker Arts Magnet School was designated as a Needs Improvement School in Mathematics with 70.00 percent of all students scoring proficient or advanced. 66.82 percent of the Targeted Achievement Gap Group scored proficient or advanced. No subgroup of students made their growth goal in Mathematics. A three year comparison of the percentage of students scoring proficient or advanced in Mathematics on the Augmented Benchmark Exam indicated a decline for each subgroup of students with twenty or more students. The gap between the percentage of African American students and Caucasian students scoring proficient or advanced in Mathematics on the Augmented Benchmark Exam decreased by 2.2 percent to a gap of l 0.0 percent. A comparison of the Augmented Benchmark Exam scores of male and female students indicated that 76.43 percent of female students scored proficient or advanced and 64.52 percent of male students scored proficient or advanced. The gap between the percentage of male and female students scoring proficient or advanced decreased by 13.82 percent from 25.73 percent to 11.91 percent. 2   6.  The 2011-2012 Augmented Benchmark Exam scores met or exceeded the 2011- 2012 Strategic Plan goal for increasing the percentage of all students scoring proficient or advanced by five percentile points (six percentile points for African American students) in Literacy in third grade for Hispanic males and White males. Scores for fourth grade students met or exceeded the goal for Hispanic males, Hispanic females (already at 100%), African American males, and African American females. Scores for fifth grade students met or exceeded the goal for Hispanic males, African American females, and White females. The Strategic Plan goal for increasing the percentages of students scoring advanced by four percentile points (six percentile points for African American students) in Literacy in third grade met or exceeded the goal for Hispanic males, Hispanic females, African American males, African American females, and White females. Scores for fourth grade students met or exceeded the goal for Hispanic females, African American males, African American females, and White males. Scores for fifth grade students met or exceeded the goal for Hispanic males, Hispanic females, African American males, African American females, and White females. The Strategic Plan goal for eliminating all students scoring basic or below basic in Literacy on the Augmented Benchmark Exam was not met for any subgroup of students in third through fifth grades. The percentages of third grade students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam are as follows: Hi~panic males-75%, Hispanic females-86%, African American males-56%, African American females-80%, White males-80%, and White females-42%. The percentages of fourth grade students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam are as follows: Hispanic males-80%, Hispanic females-100%, African American males-76%, African American females-97%, White males-82%, and White females-92%. The percentages of fifth grade students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam are as follows: Hispanic males-70%, Hispanic females-100%, African American males-59%, African American females-96%, White males-90%, and White females- I 00%. The 2011-2012 Augmented Benchmark Exam scores met or exceeded the 2011- 2012 Strategic Plan goals for increasing the percentage of all students scoring proficient or advanced by five percentile points (six percentile points for African American students) in Mathematics in third grade for White males. Scores for fourth grade students met or exceeded the goal for African American males. Scores for fifth grade students met or exceeded the goal for Hispanic males. The Strategic Plan goal for increasing the percentages of students scoring advanced by four percentile points (six percentile points for African American students in Mathematics) in third grade met or exceeded the goal for Hispanic males, Hispanic females, and White males. Scores for fourth grade students met or exceeded the goal for African American males. Scores for fifth grade students met or exceeded the goal for Hispanic males. PLEASE LIST ANY INTERVENTION OR SUPPORT SERVICES YOUR SCHOOL PROVIDED TO ENHANCE ACADEMICS, TEST-TAKING SKILLS, OR TO RAISE TEST SCORES. In addition to the interventions listed in the response to the second question, Response to Intervention targeted interventions were provided to students who were significantly below grade level and who were progress monitored by the School-Based Intervention Team. Resource, Speech Therapy, Occupational Therapy, and Physical 3  7.  8.  Therapy services were provided to students with identified needs. Gifted and Talented instruction was provided to all kindergarten through second grade students and to identified second through fifth grade students. 504 accommodations were provided to identified students. Limited English Proficient students were also provided instructional modifications and testing accommodations when needed. Small group and individual counseling sessions were conducted for students identified by the School-Based Intervention Team, parent referral, teacher referral, and/or due to disciplinary sanctions. Living Hope also provided individual and family services to identified students and their families. Academic Improvement Plans and Intensive Reading Intervention Plans were created and implementing for each student scoring basic or below basic on standardized assessments. Volunteers for the Starfish Reading Initiative provide individual tutoring two days a week for identified kindergarten students. Summer School was also offered to all students scoring basic or below basic. PIES (Positive Interventions for Educational Success) plans were developed for students who repeatedly violated Category I and/or Category II rules. LIST OUTSTANDING OR NEW RECRUITMENT ACTIVITIES. Satisfied parents are the most effective recruitment tool. Parents who feel that they are viewed as partners in their child's education and who feel that their child is an important part of the school family assist in Booker Arts Magnet School's recruitment effort. As of May 7, 2013, the incoming kindergarten class for 2013- 2014 included twenty-one students whose parents or older siblings attended school at Booker Arts Magnet. Also, seventeen students assigned for the 2013-2014 school year have parents who are alumni. Eighteen students are the children or grandchildren of LRSD staff members. 223 of our students have siblings who currently attend or have attended Booker Arts Magnet School. A total of 258 students have family ties to Booker Arts Magnet School. This information indicates that Booker Arts Magnet School has satisfied parents who value their children's experiences at Booker and have re-enrolled them for the 2013-2014 school year. RECAP HONORS AND/OR AW ARDS WON  Gail Hollamon and Emily Vaughn were chosen to participate in the Mickelson Exxon Mobile Teacher Academy for Math and Science to be held this summer.  Mayrean Johnson and Mary McMorran were honored for 40 and 38 years of service to LRSD, respectively.  Booker Arts Magnet School's choir students performed at the Capitol Hotel on December 20, 2012.  Drama students presented an excerpt from \"Beatrice's Goat\" at Artistry in the Rock on April 30, 2013.  Creative Movement students participated in Jump Rope for Heart and Hoops for Heart.  Math students participated in the Matheletes and Go Figure! mathematics competitions.  Hejun Chen, fourth grade student, won eighth place at the Pulaski County Spelling Bee.  Gifted and talented students participated in the Little Rockers Marathon as part of a unit on wellness.  Dante Watson, fourth grade student, won forth place at the LRSD Science Fair. 4    9.  Alta and Kaiya Griffith performed in \"Madeline and the Gypsies\" at the Arkansas Arts Center.  Mary Lou Alley, Susan Blue, Tammy Higdon, and Patti Jackson received the Presidential Award for their volunteer service to the Little Rock School District. RECAP PARTICIPATION AT NATIONAL, REGIONAL, OR LOCAL CONFERENCES OR INSERVICES. Staff members at Booker Arts Magnet School participated in research-based \"best practices\" training such as the All-State Music Conference, Arkansas Counseling Association Conference, AGATE, CGI training, NABSE, and Powerful Coaching. Emily Vaughn, third grade teacher, served on ADE's Range Finding Committee to set the ranges for the third grade writing assessments. 10. PROVIDE INFORMATION AS TO NUMBER OF STUDENTS WHO HAVE WITHDRAWN OR EXITED YOUR SCHOOL'S PROGRAM AND THE REASONS FOR DOING SO. 11. Twenty-seven students have withdrawn from Booker Arts Magnet School during the 2012-2013 school year. Nine students were African American, three students were Hispanic/Latino, twelve students were White, and three students were MultiEthnic. Seven students were in kindergarten, eight in first grade, six in second grade, one in third grade, three in fourth grade, and two in fifth grade. Seventeen of the students were males, and ten of the students were females. Twelve students moved out of the District. Six students transferred to other LRSD schools. Three students transferred to private or charter schools. Six students moved out of Arkansas. PROVIDE A DISCIPLINE REPORT WHICH INCLUDES IN-SCHOOL SUSPENSIONS, OUT OF SCHOOL SUSPENSIONS, AND LONG TERM SUSPENSIONS. A total of 133 in-school suspensions have been administered to Booker Arts Magnet School students during the 2012-2013 school year. In kindergarten, one inschool suspension was administered to a Hispanic male, four to African American males, two to African American females, eight to White males, and two to Multiethnic females. In first grade, one in-school suspension was administered to a Hispanic male, one to an African American male, three to African American females, and one to a Multi-ethnic male. In second grade, two in-school suspensions were administered to Hispanic males, eighteen were administered to African American males, five to African American females, four to White males, and one to a Multi-ethnic male. In third grade, two in-school suspensions were administered to Hispanic males, two to Asian males, six to African American males, six to African American females, and two to White males. In fourth grade, two in-school suspensions were administered to Hispanic males, thirteen to African American males, eight to African American females, three to White males, and two to Multiethnic males. In fifth grade, one in-school suspension was administered to a Hispanic male, fourteen to African American males, eleven to African American females, six to White males, one to a White female, and one to a Multi-ethnic female. 5  12 .   A total of 115 out-of school suspensions have been administered to Booker Arts Magnet School students during the 2012-2013 school year. In kindergarten, two suspensions were administered to Hispanic males, eight to African American males, eight to African American females, four to White males, and two to Multiethnic females. In first grade, one suspension was administered to a Hispanic male, six to African American males, and one to a Multi-ethnic male. In second grade, two suspensions were administered to Hispanic males, nineteen to African American males, three to African American females, and three to White males. In third grade, four suspensions were administered to African American males, six to African American females, one to a White male, and one to a White female. In fourth grade, three suspensions were administered to Hispanic males, twenty to African American males, seven to African American females, and one to a Multi-ethnic male. In fifth grade, ten suspensions were administered to African American males and three to White males. One long-term suspension was administered to an African American female who physically assaulted several staff members. An examination of the offenses for which our students received the in-school suspensions, the out-of school suspensions, and the long term suspension indicated that the majority of these offenses were Disorderly Conduct, Fighting, Tardiness, Bullying, and Sexual Misconduct. PIES (Positive Interventions for Educational Success) plans have been developed for students having repeated violations of the same offenses in an effort to extinguish the students' inappropriate behaviors. SUPPLY ANY OTHER INFORMATION YOU WISH TO INCLUDE. Big Brothers, Big Sisters of Arkansas assisted Booker Arts Magnet School by providing mentors for twelve of our students with academic, behavioral, or self-esteem needs. This was the eighth year of partnership with Big Brothers, Big Sisters who provides our mentors through the UALR Law School, Philander Smith College, and Little Rock Fire Fighters. Several students also have mentors through Pfeifer Camp. Booker Arts Magnet School students and their families have benefitted from our partnership with Living Hope, a school-based mental health provider. Living Hope provides a full time case worker and part-time therapist for students and provides medication clinics once a month for families who need services. Living Hope also has a community-based program and a summer program for students. Living Hope currently serves Booker Arts Magnet School students and their families. The Benchmark \"Our Wheels are Turning\" Challenge, a motivational program to encourage students to exhibit good test-taking behaviors such as coming to school on time, working the entire testing period, and checking over their answers once they have completed their test if time permits, resulted in the principal riding a \"hog\" (Harley Davidson motorcycle), and the Literacy Ladies riding inside and on top of a \"bug\" (Volkswagen Beetle) on April 19, 2013. Parental involvement activities for the 2012-2013 school year included VIPS Reading Day, Family Math and Literacy ight, two Family Movie Nights, and the Dream Keepers Garage Sale. Parents also supported Booker Arts Magnet School's efforts by donating food items for our Thanksgiving Baskets and funds for the Pajama Day fundraiser to provide gifts for needy Booker Arts Magnet School 6    children for Christmas. Other parent involvement activities included Campus Beautification Day on April 20, 2013. Booker Arts Magnet School's staff, students, parents, and community partners contributed 37,781.75 volunteer hours from March 1, 2012 through February 28, 2013, averaging 72.1 hours per student. 7 2012 Arkansas School ESEA Accountability Report  District: LITTLE ROCK SCHOOL DISTRICT Superintendent: MORRIS HOLMES School: BOOKER ARTS MAGNET ELEM. SCH. Principal: CHERYL CARSON LEA: 6001006 Grades: K-05 Address: 2016 BARBER ST. Enrollment: 551 LITTLE ROCK, AR 72206 Attendance Rate: 96.39% (3 QTR AVG) Phone: 501-447-3800 Poverty Rate: 77.50% Needs Improvement School Achieving School Percent Tested # Expected Literacy Literacy # Expected Math Math All Students 273 YES 273 YES Targeted Achievement Gap Group 223 YES 223 YES ESEA Subgroups # Expected Literacy Literacy # Expected Math Math African Americans 165 YES 165 YES Hispanic 32 YES 32 YES White 67 YES 67 YES Economically Disadvantaged 214 YES 214 YES English Learners 27 YES 27 YES Students with Disabilities 29 YES 29 YES Achieving School in Literacy # Attempted Percentage 2012 AMO # Applicable Percentage 2012 AMO 2012 Performance 2012 Growth All Students 270 80.37 73.46 183 90.16 85.42  Targeted Achievement Gap Group 220 77.73 70.21 147 89.12 84.27 Three Year Performance Three Year Growth All Students 811 73.46 537 86.22 85.42 Targeted Achievement Gap Group 627 70.21 414 85.51 84.27 ESEA Subgroups 2012 Perfonmance 2012 Growth African Americans 165 70.24 107 88.79 82.76 Hispanic 31 60.14 21 95.24 88.54 White 66 84.91 48 91.67 89.42 Economically Disadvantaged 211 78.67 70.40 138 89.86 83.66 English Learners 26 80.77 61.80 17 94.12 89.82 Students with Disabilities 29 37.93 22.08 21 66.67 57.70 Needs Improvement School in Math #Attempted Percentage 2012 AMO # Applicable Percentage 2012AMO 2012 Perfonmance 2012 Growth All Students 270 78.29 183 68.23 Targeted Achievement Gap Group 220 76.17 147 66.48 Thre Three Y ar rowth All Students 811 78.29 537 68.23 Targeted Achievement Gap Group 627 76.17 414 66.48 ESEA Subgroups 2012 Perfonmance African Americans 165 74.41 107 65.52 Hispanic 31 80.07 21 54.17 White 66 86.08 48 75.32  Economically Disadvantaged 211 75.65 138 66.61 English Learners 26 77.08 17 64.35 Students with Disabilities 29 45.00 21 50.64 Page 1/1    School Plan BOOKER ARTS MAGNET ELEM. SCH. 2016 BARBER ST., LITTLE ROCK, AR 72206 Arkansas Comprehensive School Improvement Plan 2012-2013 The staff of Joseph R. Booker Arts Magnet School believes and expects that every individual can and will learn. Our mission is to educate all students to higher levels of academic performance, while developing divergent thinking and creativity, promoting physical and emotional wellbeing, and fostering positive growth in social behaviors through integration of the curriculum and the fine and performing arts. In partnership with parents and the community, we accept the responsibility to teach all students with the goal of enabling them to achieve their ultimate educational potential and to equip them to meet the challenges of the Twenty-first century. Grade Span: K-5 Title I: Not Applicable School Improvement: MS Table of Contents Priority 1: Literacy Goal: All students will improve in reading comprehension and written expression, with additional attention to practical reading passages, content and style writing domains, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in literacy. (Strategic Plan) Goal 3: All Booker Arts Magnet School students will read on grade level by the end of third grade. (Strategic Plan) Priority 2: Mathematics Goal: All students will improve in mathematics computation and problem solving, with additional attention to geometry and measurement, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in mathematics. (Strategic Plan) 1    Priority 3: Wellness Goal: All students will increase healthy eating habits, practice good hygiene, and engage in fitness activities, as indicated by increases in the attendance rate and percentages of students having ratings of healthy on the BMI. Priority 4: Parental Involvement Goal: All parents/guardians will become engaged in parental involvement activities that will result in increases in student achievement. Priority 1: Supporting Data: Improve Student Achievement in Reading and Writing Literacy 1. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Third Grade Literacy Exam 2010 Combined Population: 101 students were tested and 55% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Content and Practical - multiple choice and Practical - open response. The analysis of the open response questions in the five writing domains revealed that the lowest identified areas were Content and Style. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Third Grade Literacy Exam 2011 Combined Population: 91 students were tested and 68% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Content - multiple choice and Practical - open response. An analysis of the responses to the writing prompts indicated the lowest identified areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students and Students with Disabilities were summarizing major points in non-fiction text and recognizing and using variations of print. The lowest identified areas for the other subpopulations were not identified. Augmented Benchmark Exam - Third Grade Literacy Exam 2012 Combined Population: 86 students were tested and 70% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Practical-multiple choice and Practical-open response. An analysis of the responses to the writing prompts indicated the lowest areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students were drawing inferences\ngenerating questions and checking the text for answers\nand reading the text for a variety of purposes. The lowest identified areas for Students with Disabilities were drawing 2   inferences\ngenerating questions and checking the text for answers\nand editing for usage. The lowest identified areas for the other subpopulations were not available. 2. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Fourth Grade Literacy Exam - 2010  Combined Population: 95 students were tested and 69% scored proficient or advanced. The analysis of the open response and multiple-choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Literary - multiple choice and Practical - open response. The analysis of the open response questions in the five writing domains revealed that the lowest identified area was Style. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fourth Grade Literacy Exam 2011 Combined Population: 102 students were tested and 70% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Content and Practical - multiple choice and Content and Practical - open response. An analysis of the responses to the writing prompts indicated the lowest identified areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students and Students with Disabilities were making connections from text to self and editing. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Fourth Grade Literacy Exam 2012 Combined Population: 90 students were tested and 89% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages reveled that the lowest identified areas for Combined students were Practical - Multiple Choice and Practical - Open Response. An analysis of the responses to the writing prompts indicated the lowest areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students were analyzing and comparing features of genres, spelling, and reading for the text for a variety of purposes. The lowest identified areas for Students with Disabilities were drawing inferences\ngenerating questions and checking the text for answers\nand summarizing-identifying important ideas and details. The lowest identified area for the other subpopulations were not available. 3. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Fifth Grade Literacy Exam 2010 Combined Population: 89 students were tested and 72% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified 3    areas for Combined students were Content - multiple choice and Practical - open response. The analysis of the open response questions in the five writing domains revealed that the lowest identified area was Style. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fifth Grade Literacy Exam 2011 Combined Population: 83 students were tested and 76% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Literary and Content - multiple choice and Literary - open response. An analysis of the responses to the writing prompts indicated the lowest identified areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students and Students with Disabilities were using text features to locate information, editing, and identifying figurative language. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Fifth Grade Literacy Exam 2012 Combined Population: 97 students were tested and 82% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages reveled that the lowest identified areas for Combined students were Practical - multiple choice and Literary and Content - open response. An analysis of the responses to the writing prompts indicated the lowest areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students were editing for mechanics, context clues, and summarizingmain ideas and supporting details. The lowest identified areas for Students with Disabilities were editing for mechanics, utilizing background knowledge for comprehension, and summarizing-main ideas and supporting details. The lowest identified areas for the other subpopulations were not available THREE YEAR SUMMARY: An examination of the Augmented Benchmark Literacy Exam results for third through fifth grade students for 2009- 2010, 2010-2011, and 2011-2012 indicated that Combined students had difficulty with the Practical - multiple choice and Practical - open response and Content and Style - writing domains. The lowest identified area for Limited English Proficient students was drawing inferences and supporting them with text evidence. The lowest identified area for Students with Disabilities was editing for usage. The lowest identified areas for the other subpopulations were not available for 2009-2010, 2010-2011, and 2011-2012. 4. Stanford 10 - Grade 5 Total Reading 2010 Combined Population: 89 students were tested and 60.7% scored at or above the 50th percentile. The lowest area for Combined students was Informational - Using Monitoring Strategies. The lowest areas for the subpopulations 4    were not available. Stanford 10 Grade 5 Comprehensive Language - 2010 2010: Combined Population: 89 students were tested and 43% scored at or above the 50th percentile. The lowest area for Combined students was Capitalization - Informative. The lowest areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Reading 2011 Combined Population: 83 students were tested and 35% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined Students was determining main idea. Limited English Proficient students had the most difficulty with vocabulary and drawing conclusions. Students with Disabilities had the most difficulty with determining main idea, drawing conclusions, and understanding stated information. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills Grade 5 Total Language 2011 Combined Population: 83 students were tested and 36% scored at or above the 50th percentile on the Total Language test. The lowest area for Combined students was usage and expression. The lowest areas for Limited English Proficient students were usage and expression - verbs and modifiers. The lowest areas for Students with Disabilities were capitalization, use of apostrophes, and usage and expression - modifier. Iowa Test of Basic Skills - Grade 5 Total Reading 2012 Combined Population: 97 students were tested and 36% scored at or above the 50th percentile on the Total Reading test.The lowest identified areas for Combined students were determining main ideas and drawing conclusions. The lowest identified areas for Limited English Proficient students were verbs, drawing conclusions, modifiers, and determining main ideas. The lowest identified areas for Students with Disabilities were understanding stated information, determining main idea, and drawing conclusions. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Language 2012 Combined Population: 97 students were tested and 35% scored at or above the 50th percentile on the Total Language test. The lowest identified areas for Combined students were appropriate usage and expression, capitalization of place names, and organization of ideas. The lowest identified areas for Limited English Proficient students were verbs, modifiers, vowels in spelling, and capitalizing place names and names of groups or organizations. The lowest identified areas for Students with Disabilities were suffixes in spelling, over capitalization, use of apostrophes, modifiers, and appropriate usage and expression. The lowest identified areas for other subpopulations were not available 5    5. Stanford 10 Grade 4 Total Reading 2010 Combined Population: 95 students were tested and 65.3% scored at or above the 50th percentile. The lowest area for Combined students was Functional - Explicit Supporting Details. The lowest areas for the subpopulations were not available. Stanford 10 Grade 4 Comprehensive Language 2010 Combined Population: 95 students were tested and 18% scored at or above the 50th percentile. The lowest area for Combined students was Content and Organization - Narrative. The lowest areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Reading 2011 Combined Population: 102 students were tested and 33% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined and Students with Disabilities was vocabulary - modifier. Limited English Proficient students had the most difficulty with vocabulary - verb. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Language 2011 Combined Population: 102 students were tested and 36% scored at or above the 50th percentile on the Total Language test. The lowest area for Combined students was capitalization of names and titles. Limited English Proficient students had the most difficulty with suffixes in spelling. Students with Disabilities had the most difficulty with usage of commas and spelling with consonants. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Reading 2012 Combined Population: 90 students were tested and 31 % scored at or above the 50th percentile on the Total reading test. The lowest identified areas for Combined students were modifiers, verbs, and understanding stated information. The lowest identified areas for Limited English Proficient students and Students with Disabilities were verbs, understanding stated information, modifiers, and determining main ideas. The lowest identified areas for other subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Language 2012 Combined Population: 90 students were tested and 44% scored at or above the 50th percentile on the Total Language test. The lowest identified areas for Combined students were capitalization of names/titles and 6    organizations/groups, and use of commas. The lowest identified areas for Limited English Proficient were spelling with suffixes and consonants, capitalization of name/title, and comma. The lowest identified areas of other subpopulations were not available. 6. Stanford 10 Grade 3 Total Reading 2010 Combined Population: 101 students were tested and 32.7% scored at or above the 50th percentile. The lowest area for Combined students was Functional - Extending Meaning. The lowest areas for the subpopulations were not available. Stanford 10 Grade 3 Comprehensive Language 2010: Combined Population: 95 students were tested and 17% scored at or above the 50th percentile. The lowest area for Combined students was Punctuation - Narrative. The lowest areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Reading 2011 Combined Population: 91 students were tested and 32% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined students was vocabulary - modifier. Limited English Proficient Students had the most difficulty with vocabulary - modifier and nouns and drawing conclusion. Students with Disabilities had the most difficulty with inference and interpretation. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Language 2011 Combined Population: 91 students were tested and 20% scored at or above the 50th percentile on the Total Language Test. The lowest area for Combined students was spelling - consonants. Limited English Proficient Students had the most difficulty with use of apostrophes and commas. Students with Disabilities had the most difficulty with the use of verbs. The lowest areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Reading 2012 Combined Population: 86 students were tested and 40% of scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were modifiers and understanding stated information. The lowest identified areas for Limited English Proficient students were modifiers, nouns, drawing conclusions, and understanding stated information. The lowest identified areas for Students with Disabilities were inferring motives, understanding stated information, nouns, and modifiers. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Language 2012 7    Combined Population: 86 students were tested and 24% scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were spelling-consonants and capitalization-writing conventions. The lowest identified areas for Limited English Proficient students were use of apostrophes and commas, spelling-suffixes and consonants, and capitalization-place names and writing conventions. The lowest identified areas for Students with Disabilities were capitalization-place names and writing conventions, usage of verbs, and usage of apostrophes and ending punctuation. The lowest identified areas for other subpopulations were not available. 7. Iowa Test of Basic Skills - Grade 2 Total Reading 2011 Combined Population: 92 were tested and 29% scored at or above the 50th percentile on the Total Reading Test. The lowest areas for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Grade 2 Total Language 2011 Combined Population: 92 were tested and 20% scored at or above the 50th percentile on the Total Language test. The lowest areas for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Grade 2 Total Reading 2012 Combined Population: 102 students were tested and 49% scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were verbs, modifiers, and factual understanding. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 2 Total Language 2012 Combined Population: 102 students were tested and 33% scored at or above the 50th percentile on the Total Language test. The lowest identified area for Combined students was affixes. The lowest identified areas for the other subpopulations were not available. 8. Iowa Test of Basic Skills - Grade 1 Total Reading 2011 Combined Population: 99 students were tested and 37% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Grade 1 Total Language 2011 Combined Population: 99 students were tested and 35% scored at or above the 50th percentile on the Total Language test. The lowest areas for Combined students and the subpopulations were not available. 8    Iowa Test of Basic Skills - Grade 1 Total Reading 2012 Combined Population: 94 students were tested and 43% scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were factual understanding, inference and interpretation, and analysis and generalization. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 1 Total Language 2012 Combined Population: 94 students were tested and 43% scored at or above the 50th percentile on the Total Language test. The lowest identified areas for Combined students were usage of pronouns and commas. The lowest identified areas for the other subpopulations were not available. 9. Metropolitan 8 Kindergarten Sounds and Print 2010 Combined Population: 90 students were tested and 59% scored at or above the 50th percentile. The lowest areas for Combined students and for the subpopulations were not available. Iowa Test of Basic Skills - Kindergarten Total Reading 2011 Combined Population: 85 were tested and 62% scored at or above the 50th percentile on the Total Reading test. The lowest areas for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Kindergarten Total Language 2011 Combined Population: 85 were tested and 91 % scored at or above the 50th percentile on the Total Language test. The lowest areas for Combined students and the subpopulations were not available. Kindergarten students were not administered a norm-referenced test in 2011-2012. THREE YEAR SUMMARY An examination of the Stanford 10, Metropolitan 8, and Iowa Test of Basic Skills for kindergarten through fifth grade students for 2009-2010, 2010-2011, and 2011-2012 indicated that Combined students had the most difficulty with capitalization, main idea, and understanding the stated idea. In addition to the lowest areas identified for Combined Students, Limited English Proficient students had the most difficulty with punctuation - apostrophes, modifiers, and verbs. In addition to the lowest areas identified for Combined students, Students with Disabilities had the most difficulty with drawing conclusions and capitalization. The lowest identified areas for the other subpopulations were not available. 9    10. In 2009-2010, the percentage of Combined students reading on or above grade level as indicated by the guided reading text level was 60% in kindergarten, 78% in first grade, and 76% in second grade. The percentage of African American students reading on or above grade level was 49% in kindergarten, 76% in first grade, and 78% in second grade. The percentage of Hispanic students reading on or above grade level was 100% in kindergarten, 60% in first grade, and 57% in second grade. The percentage of Caucasian students reading on or above grade level was 71 % in kindergarten, 84% in first grade, and 77% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 48% in kindergarten, 75% in first grade, and 72% in second grade. The percentage of Limited English Proficient students reading on or above grade level was 100% in kindergarten, 67% in first grade, and 43% in second grade. The percentage of Students with Disabilities reading on or above grade level was 45% in kindergarten, 22% in first grade, and 33% in second grade. In 2010-2011, the percentage of Combined students reading on or above grade level as indicated by guided reading text levels was 70% in kindergarten, 79% in first grade, and 65% in second grade. The percentage of African American students reading on or above grade level was 62% in kindergarten, 80% in first grade, and 58% in second grade. The percentage of Hispanic students reading on or above grade level was 78% in kindergarten, 73% in first grade, and 70% in second grade. The percentage of Caucasian students reading on or above grade level was 67% in kindergarten, 83% in first grade, and 84% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 62% in kindergarten, 75% in first grade, and 62% in second grade. The percentage of Limited English Proficient students reading on or above grade level was 78% in kindergarten, 86% in first grade, and 75% in second grade. The percentage of Students with Disabilities reading on or above grade level was 29% in kindergarten, 27% in first grade, and 50% in second grade. In 2011-2012, the percentage of Combined students reading on or above grade level as indicated by guided reading text levels was 68% in kindergarten, 65% in first grade, and 70% in second grade. The percentage of African American students reading on or above grade level was 68% in kindergarten, 65% in first grade, and 63% in second grade. The percentage of Hispanic students reading on or above grade level was 43% in kindergarten, 75% in first grade, and 100% in second grade. The percentage of Caucasian students reading on or above grade level was 70% in kindergarten, 61 % in first grade, and 68% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 62% in kindergarten, 64% in first grade, and 65% in second grade. The percentage of Limited English Proficient students reading on or above grade levels is 43% in kindergarten, 80% in first grade, and 100% in seoond grade. The percentage of Students with Disabilities reading on or above grade level was 75% in kindergarten, 29% in first grade, and 27% in second grade. THREE YEAR SUMMARY An examination of the guided reading text levels for kindergarten, first and second grade students for 2009-2010, 2010-2011, and 2011-2012, indicated that the percentage of African American students reading on or above grade level did not differ with statistical significance from that of Combined students, with the exception of kindergarten students in 2009-2010 and second grade students in 2010-2011. The percentage of Caucasian students and Economically Disadvantaged students reading on or above grade level was comparable to all students with few exceptions. In some cases, their scores exceeded the scores of their peers. A smaller percentage of Students with Disabilities read on or above grade level than their peers in 2009-2010 and in first and second grades in 2011-2012. 10    11. An analysis of the fifth grade SOAR Literacy assessments for 2011-2012 indicated that 61 % (second quarter), 61 % (third quarter), and 49% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 58% (second quarter), 57% (third quarter), and 44% (fourth quarter) scored proficient. An analysis of Hispanic students scores indicated that 54% (second quarter), 62% (third quarter), and 38% (fourth quarter) scored proficient. An analysis of Caucasian students scores indicated that 72% (second quarter), 67% (third quarter) and 61 % (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the fourth grade SOAR Literacy assessments for 2011-2012 indicated that 55% (second quarter), 54% (third quarter), and 50% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 58% (second quarter), 49% (third quarter), and 51 % (fourth quarter) scored proficient. Data was not available on the scores of Hispanic students. An analysis of Caucasian students scores indicated that 59% (second quarter), 63% (third quarter) and 55% (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the third grade SOAR Literacy assessments for 2011-2012 indicated that 39% (second quarter), 39% (third quarter), and 21 % (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 32% (second quarter), 30% (third quarter), and 16% (fourth quarter) scored proficient. An analysis of Hispanic students scores indicated that 64% (second quarter) and 45% (fourth quarter) scored proficient. Data was not available on the third quarter scores of Hispanic students. An analysis of Caucasian students scores indicated that 46% (second quarter), 75% (third quarter) and 33% (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the second grade SOAR Literacy assessments for 2011-2012 indicated that 69% (second quarter), 68% (third quarter), and 57% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 57% (second quarter), 61 % (third quarter), and 47% (fourth quarter) scored proficient. Data was not available on the scores of Hispanic students. An analysis of Caucasian students scores indicated that 86% (second quarter), 79% (third quarter) and 68% (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the first grade SOAR Literacy assessments for 2011-2012 indicated that 84% (second quarter), 66% (third quarter), and 82% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 85% (second quarter), 64% (third quarter), and 80% (fourth quarter) scored proficient. An analysis of Hispanic students scores indicated that 73% (second quarter), 58% (third quarter), and 75% (fourth quarter) scored proficient. An analysis of Caucasian students scores indicated that 85% (second quarter), 74% (third quarter) and 89% (fourth quarter) scored proficient. Data for the other subpopulations was not available. One-Year Summary 11    An analysis of the first through fifth grade SOAR Literacy assessments for the second - fourth quarters of 2011-2012 indicated no statistically significant differences between the scores of Combined, African American, Hispanic, and Caucasian students with the following exceptions: African American students in second grade during the second and fourth quarters (lower scores)\n' Hispanic students in first grade during the second quarter (lower scores) and third during the second and fourth quarters (higher scores)\nand Caucasian students in second grade during the second and third quarters, third grade during the third and fourth quarters, and fifth grade during the second and fourth quarters (higher scores). Data for the other subpopulations was not available. 12. In 2009-2010, Booker Arts Magnet School students had an attendance rate of 96.59%. The Third Quarter Average Daily Attendance was 547.35, and the Average Daily Membership was 566.64. In 2010-2011, Booker Arts Magnet School students had an attendance rate of 95.75%. The Third Quarter Average Daily Attendance was 529.99, and the Average Daily membership was 553.49. In 2011-2012, Booker Arts Magnet School students had an attendance rate of 96.40%. The Third Quarter Average Daily Attendance was 530.39, and the Average Daily Membership was 550.15. 13. Booker Arts Magnet School Needs Assessment Narrative The building level review of data included but was not limited to state mandated assessments (Augmented Benchmark Exam and !TBS)\nLittle Rock School District mandated assessments (SOAR)\ngrade level common formative assessments\nperceptual surveys of professional development activities\nclassroom walkthrough data\nand perceptual surveys from parents, students, and teachers\nour analyses suggested areas of strengths (using graphic organizers, using context clues, making inferences, questioning the author's purpose, sentence formation, usage, and mechanics) and areas of need (recognizing expository text features that are sequential and/or comparative, sort relevant and irrelevant information based on the purpose of reading, connecting own background knowledge and personal experience to make inferences and to respond to new information in the text, Practical and Content open response items, and Content and Style writing domains) in our building. To assist us in realizing building level improvement goals, the building level instructional leaders will provide meaningful guidance with classroom walkthroughs, focus walks, and teacher conferencing and support for all staff by providing on-site, ongoing professional development and mentoring from principals and building level coaches who will support teachers' content area needs and in the development and use of effective methods for the delivery of literacy instruction. We will all be accountable for the implementation of the building's selected interventions (tiered activities, programs, and/or processes) that will ensure student and staff learning targets. The greatest areas of need across our Combined student population are reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains. Also, our various subpopulations have additional deficiencies. Our African American, Hispanic, Economically Disadvantaged, and Limited English Proficient students are weaker in Practical open response items and Content and Style writing domains. Finally, our Students with Disabilities and Caucasian students struggle with Content and Practical open response items and Content and Style writing domains. In the area of literacy, our Combined student population 12    scored lower (80.37% proficient or advanced) than similar groups within the state (84.0% proficient or advanced) and higher than the district (74.3% proficient or advanced). Our African American students, Limited English Proficient students, Hispanic students, and Economically Disadvantaged students scored higher than similar groups within the district and the state. Our Combined student population scored higher than the district but lower than the state. However, there is not a significant achievement gap between our African American (78.18% proficient or advanced) students as compared to their Caucasian peers (84.85% proficient or advanced). 77.7% of our Target Achievement Gap Group scored proficient or advanced. The Little Rock School District's Language Arts Core Curriculum is rigorous, standards-based, appropriately paced, regularly assessed and aligned to the Arkansas Curriculum Frameworks. Our student data along with our professional development surveys revealed the following areas of need within our combined population: reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains. These areas of need indicate that there are Core Literacy instructional weaknesses. We will address reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains by (a) aligning our professional development to support this area\n(b) realigning human resources (literacy/instructional coaches) to support those individual teachers who are experiencing the most difficulty in delivering instruction in reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains as evidenced by student scores on common formative assessments, classroom walkthroughs and/or focus walks, (c) ensure targeted planning to make sure that the fidelity of Core Literacy instructional practices are in place\n(d) having designated learning targets\n(e) teachers will provide grade level instruction built on \"best\" instructional \"practices\" (i.e., differentiated instruction)\nand (f) when students have difficulty reaching their designated learning targets based on progress monitoring, they will receive supplemental, tiered instructional interventions. 14. EVALUATIONS OF INTERVENTIONS READING RECOVERY Reading Recovery services have been provided to underachieving students at Booker Arts Magnet School for eleven years. Reading Recovery focuses on providing intensive intervention services to the lowest 20% of all first grade students, as identified by the Developmental Reading Assessment, Observation Survey, and Kindergarten Alternate Ranking sheets. Individualized instruction is provided to identified students for at least 30 minutes daily. The daily instruction and frequent assessments allow Reading Recovery teachers to provide instruction that is both diagnostic and prescriptive, targeting the students' specific weaknesses in word attack skills, comprehension, fluency, vocabulary, and writing. An examination of guided reading text levels from 2009-2010, 2010-2011, and 2011-2012 indicated that 42% of first grade through filth grade students receiving services from Reading Recovery teachers were proficient. In addition, students with weaknesses in reading comprehension and fluency received instruction from Reading Recovery teachers in a small group setting (three to five students) for at least 40 minutes each day. COMPREHENSIVE LITERACY PROGRAM A Comprehensive Literacy Program has been implemented at Booker Arts Magnet School for the past nine years. All kindergarten through filth grade literacy teachers, the Literacy Coach, Instructional Coach, Drama Specialists, 13  Goal Benchmark   Reading Recovery Teachers, and administrators have demonstrated their commitment to the instructional practices learned in ELLA, Effective Literacy, and Literacy Lab as evidenced by their completion of the required professional development for ELLA, Effective Literacy, and/or Literacy Lab. An examination of Augmented Benchmark Exam scores and guided reading text levels from the 2009-2010, 2010-2011, and 2011-2012 school years demonstrated an increase in the number of students scoring proficient or advanced or meeting the grade level standard. When comparing Augmented Benchmark Exam scores of the same groups of students from the 2009-2010, 2010-2011, and 2011-2012 school years, Combined students and subpopulations (with the exception of Hispanic students with 100% and Students with Disabilities in 2010-2011) increased the percentage of students scoring proficient or advanced with increases ranging from 2.5% to 26.5%. DIFFERENTIATION OF INSTRUCTION The Differentiation of Instruction Intervention has been implemented at Booker Arts Magnet School for four years. Academic Improvement Plans, Intensive Reading Intervention, 504 Plans, and Individualized Education Plans were developed collaboratively with parents of identified students. Limited English Proficient students received instruction from teachers who participated in English-as-a-Second Language training. SOAR test data was disaggregated alter each assessment and utilized to plan re-teaching. The School-Based Intervention Team met seventeen days during 2009-2010, sixteen days during 2010-2011, and eighteen days during 2011-2012 to monitor the progress of students receiving Tier II and Tier III Interventions. Ninety-two Gilted and Talented students were served by two Gilted and Talented teachers in 2011-2012. Camp Jaguar (alter-school tutoring program) was provided to 122 students in 2009-2010, 98 students in 2010-2011, and 86 students in 2011-2012 scoring basic or below basic on the Literacy portion of the Augmented Benchmark Exam. 62% of third grade students, 100% of fourth grade students, and 69% of filth grade students in the after-school tutoring program scored proficient or advanced or made the necessary scale score growth to be counted as proficient during 2009-2010. 62% of third grade students, 70% of fourth grade students, and 69% of filth grade students scored proficient or advanced or made the necessary scale score growth to be counted as proficient during the 2010-2011 school year. 57% of third grade students, 90% of fourth grade students, and 67% of fifth grade students scored proficient or advanced or made the scale score growth necessary to be counted as proficient in 2011-2012. All students will improve in reading comprehension and written expression, with additional attention to practical reading passages, content and style writing domains, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in literacy. (Strategic Plan) Goal 3: All Booker Arts Magnet School students will read on grade level by the end of third grade. (Strategic Plan) To increase the number of third, fourth, and filth grade students scoring \"proficient\" or \"advanced\" on the Augmented Benchmark Exam by the percentages listed to the following AMOs for each group by the end of the 2012-2013 school year: 14  Performance: All students to 75.88% TAGG students to 72.92% All African American students to 72. 94% All Hispanic students to 63. 77% All Caucasian students to 86.28% All Economically Disadvantaged students to 73.09% All Limited English Proficient students to 65.28% All Students with Disabilities to 29.17%. Growth: All students to 86. 74% TAGG students to 85.70% All African American students to 84.33% All Hispanic students to 89.58% All Caucasian students to 90.38% All Economically Disadvantaged students to 85.14 All Limited English Proficient students to 90. 74% All Students with Disabilities to 61.54%.  The ESEA Accountability status for the Combined students and all subpopulations was Achieving. Intervention: READING RECOVERY - Tier II and Tier III Interventions PROGRAM EVALUATION: Effectiveness of Tier II and Tier III interventions will be determined by 15-20% of students having a composite score of 70% or greater on the quarterly SOAR assessment. Scientific Based Research: \"Reading Recovery. (2008) Report of the What Works Clearing House : Institute of Education Sciences: US Department of Education.  Glasswell, K. and M. Ford. (2010) \"Teaching Flexibility with Leveled Texts: More Power for Your Reading Block.\" The Reading Teacher. Volume 64, Number 1: 59-60. \"2011-2012 Reading Recovery Statistical Abstract for the U.S.\" Report of the International Data Evaluation Center. Ohio State University. Actions ,Person Responsible JTimeline rResources Source of Funds 15    Provide professional development for all Reading Cheryl Carson, Principal Start:  District Staff General Recovery teachers such as Continuing Contact 08/14/2012  Outside Revenue: $500.00 sessions, the Literacy Conference, and Parental End: Consultants Involvement. 06/06/2013 ACTION BUDGET: $500 Action Type: Alignment Action Type: Professional Development Select and purchase materials for Reading Mary Lou Alley, Start:  District Staff General Recovery teachers such as leveled books, Instructional Coach 08/01/2012  Teachers Revenue: $500.00 consumable materials, and LLI sets. End: 06/13/2013 ACTION BUDGET: $500 Action Type: Alignment Action Type: Collaboration Utilize Observation Survey and Kindergarten Cheryl Carson, Principal Start:  District Staff alternate ranking sheets to identify first grade 08/15/2012  Outside ACTION students for Reading Recovery services. (Tier III) End: $ Consultants BUDGET: 06/05/2013  Performance Action Type: AIP/IRI Assessments Action Type: Equity Utilize ITBS and Augmented Benchmark Exam Cheryl Carson, Principal\nStart:  District Staff results to identify kindergarten, first, second, Ruth Keogh, Literacy and 05/15/2012  Outside ACTION third, fourth, and fifth grade students with Math Teacher End: $ Consultants BUDGET: reading deficits for Literacy Groups.(Tier II) 06/05/2013  Performance Assessments Action Type: AIP/IRI Action Type: Equity Collaborate with staff and parents to develop and Cheryl Carson, Principal\nStart:  Central Office implement AIPs, IRis, and 504 plans for students Mary McMorran, Resource 08/15/2012  District Staff ACTION working below grade level. Teacher\nTammy Higdon, End:  $ Performance BUDGET: Reading Recovery Teacher\n06/05/2013 Assessments Tamara Ringler, 504 Action Type: AIP/IRI  Teachers Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education Utilize appropriately leveled texts based on Tammy Higdon, Reading Start:  School Library student !nterest !n Readino. Recoven.1 instruction Recoverv Teacher nRnnnn17 16    to develop vocabulary, to increase fluency, and to End:  Teaching Aids ACTION maintain interest in reading.(Tier III) 06/30/2013 BUDGET: $ Action Type: AIP/IRI Action Type: Alignment Review Running Records daily to monitor the Tammy Higdon, Reading Start:  District Staff progress of students receiving Reading Recovery Recovery Teacher 08/20/2012  Outside ACTION services. (Tier III) End: $ Consultants BUDGET: 06/05/2013  Performance Action Type: AIP/IRI Assessments Action Type: Program Evaluation  Teaching Aids Monitor the text levels of students receiving Cheryl Carson, Principal Start:  District Staff Reading Recovery and Literacy Group services on 08/20/2012  Performance ACTION an ongoing basis. End: $ Assessments BUDGET: 06/05/2013  Teaching Aids Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education Participate in monthly School-Based Intervention Tammy Higdon, Reading Start:  District Staff Team meetings to assess students being progress Recovery Teacher\nCheryl 08/20/2012  Outside ACTION monitored or receiving Tier II or Tier III Carson, Principal End: $ Consultants BUDGET: instruction. 06/05/2013  Teachers  Teaching Aids Action Type: AIP/IRI Action Type: Collaboration Action Type: Special Education Schedule and conduct conferences with parents of Tammy Higdon, Reading Start:  Centra I Office students receiving Reading Recovery instruction Recovery Teacher 08/20/2012  District Staff ACTION concerning progress. (Tier III) End: $  Performance BUDGET: 06/05/2013 Assessments Action Type: AIP/IRI  Teachers Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education 17    Send books home with students and encourage Tammy Higdon, Reading Start:  School Library parents to read with their children each night. Recovery Teacher 08/20/2012 ACTION End: BUDGET: $ 06/06/2013 Action Type: Collaboration Action Type: Parental Engagement Compare pre- and post-test results of Slosson Cheryl Carson, Principal\nStart:  Performance Oral Reading Test scores and Observation Survey Tammy Higdon, Reading 01/31/2013 Assessments ACTION results of Reading Recovery students at the end Recovery Teacher End:  $ Teachers BUDGET: of their 20-week program to assess the 06/06/2013 effectiveness of Reading Recovery instruction. Action Type: Collaboration Action Type: Program Evaluation Compare the pre- and post-HMH unit assessment Cheryl Carson, Principal Start:  Performance results, Slosson Oral Reading Test scores, and 05/31/2013 Assessments ACTION reading text levels to assess the effectiveness of End:  $ Teachers BUDGET: Literacy Group Instruction. (Tier III) 06/06/2013 Action Type: Collaboration Action Type: Program Evaluation Utilize literature in Literacy Group instruction to Tammy Higdon, Reading Start:  School Library develop vocabulary, to increase fluency, and to Recovery Teacher 08/20/2012  Teaching Aids ACTION maintain interest in reading.(Tier II) End: BUDGET: $ 06/05/2013 Action Type: AIP/IRI Action Type: Alignment Write a school-based Reading Recovery report on Tammy Higdon, Reading Start:  Outside the results of students served. Provide copies of Recovery Teacher 05/17/2013 Consultants ACTION the report to the principal and District Teacher End:  $ Teachers BUDGET: Leader for dissemination at the district level and 06/06/2013 to assess the effectiveness of Reading Recovery and Literacy Group instruction. Action Type: Program Evaluation 18  Provide daily reading and writing instruction for identified students.(TIER III) Action Type: AIP/IRI Action Type: Equity  Tammy Higdon, Reading Recovery Teacher Start: 08/20/2012 End: 06/05/2013  Teaching Aids ACTION BUDGET:  $ Total Budget: $1000 Intervention: COMPREHENSIVE LITERACY PROGRAM - Tier I Intervention All students at Booker Arts Magnet School will have access to and be engaged with a rigorous standards-based Language Arts Core Curriculum that is appropriately paced and regularly assessed. Students will have designated learning targets and teachers will provide grade level instruction built on \"best instructional practices\". When students have difficulty reading their designated learning targets, the instructional staff at Booker Arts Magnet School will support them with supplemental, tiered instruction. PROGRAM EVALUATION: Effectiveness of Tier I interventions will be determined by 80% of students having a composite score of 70% or greater on the quarterly SOAR assessment. Scientific Based Research: Wolk, S. (2010) \"What Should Students Read?\" Phi Delta Kappan, Volume 91, Number 7: 9-16. Bryk, A. (2010) \"Organizing Schools for Improvement\". Phi Delta Kappan, Volume 91, Number 7: 23-30. Cowan, D. (2009) \"Creating a Community of Professional Learners: An Inside View\". SEDL Letter, Volume 21, Number 1: 20-25. Flowers, N. and D. Carpenter. (2009) \"You Don't Have to Be a Statistician to Use Data: A Process for Data-Based Decision Making in Schools\". Phi Delta Kappan, Volume 91, Number 2: 64-67. Fogarty, R. and B. Pete. (2010) \"Professional Learning 101: A Syllabus of Seven Protocols.\" Phi Delta Kappan, Volume 91, Number 4: 32-34. Higgins, M, L. Young, J. Weiner, and S. Wlodarczyk. (2010) \"Leading Teams of Leaders: What Helps Team Member Learning?\" Phi Delta Kappan, Volume 91, Number 4: 41-45. Saphier, J. and L. West (2010). \"How Coaches Can Maximize Student Learning\". Phi Delta Kappan, Volume 91, Number 4: 46-50. Jacobson, D. (2010) \"Coherent Instructional Improvement and PLCs: Is it Possible to Do Both?\". Phi Delta Kappan, Volume 91, Number 6: 38-45. Actions Provide professional development for kindergartenfifth grade teachers such as ELLA, Effective Literacy, Person Responsible Timeline Resources Cheryl Carson, Principal Start:  District Staff 08/14/2012  outsidP. 19 Source of Funds General Revenue: $0.00    Literacy Lab, Step Up to Writing, Daily Five, and End: Consultants Arkansas History (for those teaching the content). 06/06/2013 ACTION BUDGET: $0 Action Type: Alignment Action Type: Professional Development Provide professional development for the Literacy Cheryl Carson, Principal Start:  Outside General Coach such as Coaches' LRSD Coaches Meetings, the 08/07/2012 Consultants Revenue: $500.00 Literacy Conference, Parental Involvement, and End: Professional Learning Communities. 06/13/2013 ACTION BUDGET: $500 Action Type: Collaboration Action Type: Professional Development Utilize literacy coach to assist teachers in Susan Blue, Literacy Start:  Teaching Aids implementing instructional strategies learned in Coach 08/15/2012 ACTION BUDGET: $ ELLA, Effective Literacy, and Literacy Lab in End: classrooms. 06/06/2013 Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Utilize consultants to model effective instructional Cheryl Carson, Principal Start:  District Staff strategies learned in ELLA, Effective Literacy, and 08/15/2012  Outside ACTION BUDGET: $ Literacy Lab strategies for classroom teachers such End: Consultants as Sabrina Stout, Dr. Betsy Kaye, and Karen James. 06/06/2013 Action Type: Collaboration Action Type: Professional Development Purchase textbooks for participants in ELLA, Effective Lou Alley, Instructional Start:  District Staff General Literacy, and Literacy Lab for training. Purchase Coach 07/01/2012 Revenue: $500.00 professional texts to support utilization of curriculum End: maps. 09/28/2012 ACTION BUDGET: $500 Action Type: Alignment Select and purchase leveled books and big books for Lou Alley, Instructional Start:  District Staff General kindergarten and first grade teachers to utilize while Coach 07/01/2012  Teachers Revenue: $1000.00 imolementing strategies learned in ELLA and the End: 20    LRSD Literacy Curriculum Maps. 06/30/2013 ACTION BUDGET: $1000 Action Type: Alignment Action Type: Collaboration Select and purchase sets of novels for second-fifth Lou Alley, Instructional Start:  District Staff General grade teachers to utilize while implementing Coach 07/01/2012  Teachers Revenue: $1000.00 strategies learned in Effective Literacy, Literacy Lab, End: and the LRSD Literacy Curriculum maps. 06/06/2013 ACTION BUDGET: $1000 Action Type: Alignment Action Type: Collaboration Select and purchase books for use in kindergarten Lou Alley, Instructional Start:  Teachers General through fifth grade classroom libraries to implement Coach 07/01/2012 Revenue: $1000.00 strategies learned in ELLA, Effective Literacy and End: Literacy Lab and the LRSD curriculum maps. 06/06/2013 ACTION BUDGET: $1000 Action Type: Alignment Action Type: Collaboration Select and purchase fiction and nonfiction texts for Susan Blue, Literacy Start:  Teaching Aids General student use in the Media Center and classroom Coach and Krystal 07/01/2012 Revenue: $1000.00 libraries focusing on nonfiction in the intermediate Henderson, Media End: grades. Specialist 06/06/2013 ACTION BUDGET: $1000 Action Type: Collaboration Action Type: Equity Administer HMH Comprehensive Screening Micaela Battles, Loretta Start:  Performance Assessment or Emerging Literacy Survey to students Ellington, Courtney 08/15/2012 Assessments ACTION BUDGET: $ to identify instructional level for literacy. If Gasper, Jane Harkey, End: necessary, follow up with diagnostic assessments. Theresa Ibekwe, 10/05/2013 Shirley Marshall- Classroom Teachers Action Type: Alignment Provide a two hour uninterrupted literacy block for Cheryl Carson, Principal Start:  District Staff kindergarten through fifth grade students to insure 08/20/2012 ACTION BUDGET: $ adequate time to implement the Comprehensive End: Literacy Program. 06/06/2013 21   I Action Type: Collaboration 1 Utilize HMH weekly assessments and runn~g- records !Ve~rlon Jeffrie~, Mi~aela Start: - ,to assess the decoding skills, fluency, !Battles, Loretta 1 08/20/2012 ,comprehension, and vocabulary acquisition of Ellington, Shirley End: 'kindergarten-second grade students as identified in IMarsha\\1-Classroom 06/05/2013 'Curriculum Maps.. 1Teachers Action Type: Program Evaluation Collaborate with staff and parents to develop and implement Intensive Reading Interventions and Academic Improvement Plans to focus on the needs of students working below grade level. IAction Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Collaborate with staff and parents to develop and implement IEPs and 504 plans to focus on the needs 1of identified students. Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education Conduct monthly Literacy Team meetings with kindergarten-filth grade teachers to review curriculum maps, score common formative assessments, and disaggregate assessment data. Action Type: Alignment Action Type: Collaboration Schedule and conduct no less than two conferences with the parents of all students to discuss progress, including students with AIPs, IRis, IEPs, and 504 plans. Cheryl Carson, Principal and Ruth Keogh, Literacy and Math !Teacher I I IM-\nry Mc:Morran and\nShirley Marshall, Resource\nSteve McGuire, Speech\nTamara Ringler, 504 Coordinator Susan Blue, Literacy Coach Mary McMorran, Vearlon Jeffries, Micaela Battles, Loretta ! Ellington, Courtney Gasper, Jane Harkey, Start: 08/20/2012 End: 06/05/2013 Start: 108/20/2012 End: 06/05/2013 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End: 06/06/2013       Performance Assessments Community Leaders District Staff Community Leaders District Staff Teachers  I ACTION BUDGET: $ I ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ I ------------- Darrell Havden ----------------~---------- J 22  Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Provide instruction utilizing instructional strategies learned in ELLA such as Read Aloud, Shared Reading, Guided Reading, Familiar Reading, Literacy Corners, Turn and Talk, and Classroom Libraries for all kindergarten and first grade students. Action Type: AIP/IRI Action Type: Equity  Vearlon Jeffries, Kindergarten Teacher\nMicaela Battle, First Grade Teacher Provide instruction utilizing instructional strategies Loretta Ellington, learned in Effective Literacy and Literacy Lab such as Courtney Gasper, Jane Word Sorts, Book Talks, Poetry, Writing Workshop, Harkey, Theresa Reading Workshop, Guided Reading, Daily Oral Ibekwe, Shirley Language Activities, Read Alouds, Turn and Talk, and Marshall-Classroom Classroom Libraries for all second through fifth grade Teachers students. Action Type: AIP/IRI Action Type: Equity Utilize STAR Assessment to identify first through filth grade students' independent reading levels to guide students in self-selecting texts for motivation and before and alter school reading. Action Type: Equity Action Type: Technology Inclusion Provide kindergarten through filth grade students with models of good readers such as Book Talks, VIPS Reading Day, and the Parent Resource Center. Action Type: Collaboration Action Type: Parental Engagement Krystal Henderson, Media Specialist Susan Blue, Literacy Coach and Krystal Henderson, Media Specialist Utilize strategies to encourage student self-selection Cheryl Carson, of books, such as Book Clubs, book talks during Principal\nKrystal morn!no.a nnouncements.A .cce!eratedR eader. Henderson. Media_ 23 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End: 06/05/2013 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End:           District Staff Teaching Aids District Staff Teaching Aids Performance Assessments Community Leaders District Staff School Library Teachers School Library  ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $    reading to students daily, VIPS Reading Day, Million Specialist 06/05/2013 Minutes, and Book Fairs. Action Type: Equity Action Type: Technology Inclusion Identify and implement strategies to increase Susan Blue, Literacy Start:  District Staff vocabulary development across all curriculum areas. Coach and Lou Alley, 08/20/2012 ACTION BUDGET: $ Instructional Coach End: 06/05/2013 Action Type: Alignment Action Type: Equity Identify and implement strategies such as the use of Susan Blue, Literacy Start:  District Staff an age appropriate checklist for test-taking Coach and Lou Alley, 08/20/2012 ACTION BUDGET: $ strategies to assist second through fifth grade Instructional Coach End: students in identifying the tasks in a selection, 06/05/2013 accessing given knowledge, and developing an accurate response to open response items and kindergarten and first grade students in listening skills and appropriate test taking strategies. Action Type: AIP/IRI Action Type: Alignment Provide students with sufficient practice with the Micaela Battles, Jane Start:  Performance vocabulary and format of the criterion-referenced Harkey, Theresa 08/20/2012 Assessments ACTION BUDGET: $ and norm-referenced tests, such as utilizing the Ibekwe-Classroom End: Released Items and HMH materials. Teachers 06/05/2013 Action Type: AIP/IRI Action Type: Equity Provide SOAR assessments three times yearly Cheryl Carson, Principal Start:  Performance (October, December, and February) to assess 10/17/2012 Assessments ACTION BUDGET: $ students' mastery of standards listed on the LRSD End: curriculum map. 02/28/2013 Action Type: Alignment Action Type: Program Evaluation Identify students with less than 70% mastery of Susan Blue, Literacy Start:  Performance 24    standards as measured by SOAR assessments. Coach 10/19/2012 Assessments ACTION BUDGET: $ End: 03/05/2013 Action Type: AIP/IRI Action Type: Alignment Reteach students demonstrating less than 70% Vearlon Jeffries, Micaela Start:  Performance mastery of standards on SOAR assessment. Battles, Loretta 10/23/2012 Assessments ACTION BUDGET: $ Ellington, Courtney End:  Teaching Aids Gasper, Jane Harkey, 03/29/2013 Action Type: AIP/IRI Theresa Ibekwe, Action Type: Alignment Shirley Marshall Action Type: Equity Integrate literacy instruction into the math, science, Vearlon Jeffries, Micaela Start:  District Staff social studies, and fine arts areas to strengthen Battles, Loretta 08/20/2012 ACTION BUDGET: $ content knowledge. Ellington, Courtney End: Gasper, Jane Harkey, 06/05/2013 Theresa Ibekwe, Action Type: Alignment Shirley Marshall Action Type: Collaboration Utilizing the LRSD curriculum maps and Arkansas Krystal Henderson, Start:  Teaching Aids Library Media Frameworks, provide library lessons to Media Specialist 08/20/2012 ACTION BUDGET: $ correlate with kindergarten through fi~h grade End: literacy instruction. 06/05/2013 Action Type: Alignment Action Type: Equity Utilize Edline and Progress Report cards to inform Cheryl Carson, Principal Start:  Computers parents of their children's progress in literacy 08/20/2012  Performance ACTION BUDGET: $ weekly. End: Assessments 06/05/2013 Action Type: Parental Engagement Distribute Summer Reading Lists to all students. Lou Alley, Instructional Start:  Teachers Coach 06/05/2013 ACTION BUDGET: $ End: Action Type: Parental Engagement 06/05/2013 Compare the guided reading text level results Cheryl Carson, Principal Start:  Performance quarterly to assess the effectiveness of 06/07/2013 Assessments ACTION BUDGET: $ implementing a Comprehensive Literacy. ,End: 25  Action Type: Program Evaluation Analyze disaggregated !TBS test results for first grade through fifth grade students to identify the percentage of students scoring at or above the 50th percentile on the Reading Comprehension Subtest and to assess the effectiveness of implementing Comprehensive Literacy. Action Type: Program Evaluation Analyze disaggregated Augmented Benchmark Exam results for third through fifth grade students to determine the percentage of students scoring \"proficient\" or \"advanced\" and to assess the implementation of Comprehensive Literacy. Action Type: Program Evaluation Conduct classroom walk through observations, informal observations, and formal observations to assess the effectiveness of Comprehensive Literacy. Action Type: Program Evaluation Create Professional Learning Communities at each grade level to conduct weekly Common Planning Periods, focusing on reviewing curriculum maps and examining assessment data from teacher made tests. Action Type: Collaboration Total Budget:  06/14/2013 Cheryl Carson, Principal Start: 06/14/2013 End: 06/28/2013 Cheryl Carson, Principal Start: 06/14/2013 End: 06/28/2013 Cheryl Carson, Principal Start: 08/20/2012 End: 06/05/2013 Cheryl Carson, Principal Start: 08/15/2012 End: 06/30/2013 Intervention: DIFFERENTIATION OF INSTRUCTION - Tier II and Tier III Interventions    Performance Assessments Performance Assessments Teachers  ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ $5000 PROGRAM EVALUATION: Effectiveness of Tier I interventions will be determined by 80% of students having a composite score of 70% or greater on the quarterly SOAR assessment. 26    Scientific Based Research: Carbo, M. (2009) \"Match the Style of Instruction to the Style of Reading\". Phi Delta Kappan, Volume 90, Number 5: 373-378. Demski, J. (2009) \"Assess. Instruct. Repeat.\" The Journal, Volume 36, Number 5: 30-36. Levin, H. (2008) \"The Achievement Gap: Helping African American Males.\" Teacher Professional Development Sourcebook. Bethesda, MD: Editorial Projects in Education, Inc. Muoneke, A. and L. Shankland. (2009) \"Using Tiered Intervention to Improve High School Performance\". SEDL Letter, Volume 21, Number 1: 5-12. Murphy, J. (2009) \"Closing Achievement Gaps: Lessons from the Last 15 Years\". Phi Delta Kappan, Volume 91, Number 3: 8-12. Reichert, M. and R. Hawley (2010) \"Reaching Boys: an International Study of Effective Teaching Practices.\" Phi Delta Kappan, Volume 91, Number 4: 35-40. Flowers, N. and D. Carpenter. (2009) \"You Don't Have to Be a Statistician to Use Data: A Process for Data-Based Decision Making in Schools\". Phi Delta Kappan, Volume 91, Number 2: 64-67. Harris, Bryan, Plucker, Jonathan A., Rapp, Kelly E., * Martinez, Rebecca S (2009). Identifying Gifted and Talented English Language learners: A Case Study. Journal for the Education of the Gilted, V 32, Number 3. Tomlinson, Carol, A. \u0026amp; Imbeau, Marcia B. (2010). a Differentiated Classroom. Association for Supervision and Curriculum Development. Actions Disaggregate Augmented Benchmark Exam, ITBS, and QELI data to identify kindergartenfifth grade students scoring \"basic\" or \"below basic.\" Action Type: AIP/IRI Action Type: Collaboration Person Responsible Timeline Cheryl Carson, Principal Start: 08/20/2012 End: 09/14/2013 Utilize \"Item by Item Selections of Correct Cheryl Carson, Principal Start: 08/20/2012 End: 09/14/2013 Answers\" Report (Augmented Benchmark Exam and ITBS) to identify skills in which 75% or fewer of students answered correctly and inform sti:!ff i:!nd r:\u0026gt;i:!rentso f these ski!!s. 27 Resources  Performance Assessments  Teachers  Performance Assessments Source of Funds ACTION BUDGET: ACTION BUDGET: $ $ J    Action Type: Alignment Collaborate with staff and parents to develop Cheryl Carson, Principal !Start:  Performance and implement Intensive Reading Interventions and Ruth Keogh, 08/20/2012 Assessments ACTION BUDGET: $ and Academic Improvement Plans to focus on Literacy and Math End: the needs of students working below grade Teacher 06/05/2013 level. Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Provide common planning periods for grade Cheryl Carson, Principal Start:  District Staff level to develop strategies to address the needs 08/15/2012  Teachers ACTION BUDGET: $ of students with AIPs, IEPs, IRis, and 504 End: plans. 06/05/2013 Action Type: AIP/IRI Action Type: Collaboration Utilize instructional strategies to differentiate Vearlon Jeffries, Loretta Start:  District Staff instruction for kindergarten through fifth grade Ellington, Jane Harkey, 08/20/2012  Teaching Aids ACTION BUDGET: $ students, such as learning contracts, reading Theresa Ibekwe, D. J. End: buddies, flexible grouping, curriculum Ramsey, Chris Henry, 06/05/2013 compacting, learning centers, small group Mariah Reescano targeted instruction, and independent study. (Tier II) Action Type: AIP/IRI Action Type: Equity Provide SOAR assessments three times yearly Cheryl Carson, Principal Start:  Performance (October, December, and February) to assess 110/17/2012 Assessments ACTION BUDGET: $ students' mastery of standards listed on the End: LRSD curriculum map. 02/28/2012 Action Type: Alignment Action Type: Program Evaluation Identify students scoring less than 70% Susan Blue. Literacy Start:  Performance 28    mastery of standards as measured by SOAR Coach 10/23/2012 Assessments ACTION BUDGET: $ assessments. End: 03/05/2013 Action Type: AIP/IRI Action Type: Alignment Reteach students demonstrating less than 70% Vearlon Jeffries, Micaela Start:  Teaching Aids mastery of standards on SOAR assessment. Battles, Dixie Fair, 08/20/2012 ACTION BUDGET: $ Courtney Gasper, Jane End: Harkey, Theresa 06/05/2013 Action Type: AIP/IRI Ibekwe-Classroom Action Type: Alignment Teachers Action Type: Equity Schedule and conduct no less than two Vearlon Jeffries, Micaela Start:  Community conferences with the parents of all students to Battles, Loretta 08/20/2012 Leaders ACTION BUDGET: $ discuss progress, including students with AIPs, Ellington, Courtney End:  Performance IRis, IEPs, and 504 plans. Gasper, Jane Harkey, 06/05/2013 Assessments Theresa Ibekwe- Classroom Teachers Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Conduct after school tutoring sessions for Cheryl Carson, Principal\nStart:  Computers General students on \"targeted\" skills. (Tier II) Mary Lou Alley, 09/25/2012  Performance Revenue: $7500.00 Instructional Coach\nD. End: Assessments J. Ramsey, Mariah 03/15/2013 NSLA Action Type: Alignment Reescano, and Chris  Teachers (State-281)  Teaching Aids - Employee $28725.00 Action Type: Technology Inclusion Henry, Fine Art Salaries: NSLA (State-281) $8775.00 - Employee Benefits: ACTION BUDGET: $45000 Provide instruction to support language Joni Thomas, Amy Start:  District Staff acquisition for Limited English Proficient Hallum, Kim Lang, 108/20/2012  Performance ACTION BUDGET: $ students by implementing the ELP frameworks. Courtney Gasper, Lauren End: Assessments Malm, Jane Harkey, and 06/05/2013 Ruth Keoo.h-ESL Trairied 29    Action Type: AIP/IRI Teachers Action Type: Equity Provide instruction to enrich and extend Heather Theodore and Start:  District Staff learning for gifted and talented students. Rachel Morris, Gifted 08/20/2012  Teachers ACTION BUDGET: $ and Talented Teachers End: 06/05/2013 Action Type: Alignment Action Type: Equity Provide instruction to address the needs Mary McMorran, Start:  Performance identified in IEPs for Students with Disabilities. Resource\nSteve 08/20/2012 Assessments ACTION BUDGET: $ (Tier III) McGuire, Speech\nGina End:  Teachers Goad, OT\nShirley 06/05/2013 Marshall, Self-contained Action Type: Equity Teacher Action Type: Special Education Provide instruction for 504 students with Vearlon Jeffries, Micaela Start:  District Staff accommodations outlined in 504 plans. Battles, Loretta 08/20/2012  Performance ACTION BUDGET: $ Ellington, Courtney End: Assessments Gasper, Jane Harkey, 06/30/2013 Action Type: Equity Theresa Ibekwe, Classroom Teachers Utilize Response to Intervention (Rt!) Tier I Vearlon Jeffries, Micaela Start:  District Staff interventions to address the academic deficits Battles, Loretta 08/20/2012  Performance ACTION BUDGET: $ of all students and Tier II and Tier III Ellington, Courtney End: Assessments interventions to address the academic deficits Gasper, Jane Harkey, 06/05/2013  Teachers of \"below basic\" students who are not Theresa Ibekwe-demonstrating growth. Classroom Teachers Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Analyze disaggregated !TBS test results for first Cheryl Carson, Principal Start:  Performance through fifth grade students to identify the 06/07/2013 Assessments ACTION BUDGET: $ percentage of students scoring at or above the End: 50th percentile on the Reading Comprehension 06/14/2013 subtest and assess the effectiveness of implementing the Differentiation of Instruction intervention. 30    Action Type: Program Evaluation Analyze disaggregated Augmented Benchmark Cheryl Carson, Principal Start:  Performance Exam results for third through fifth grade 06/07/2013 Assessments ACTION BUDGET: $ students to determine the percentage of End: students (by subgroup) scoring \"proficient\" or 06/14/2013 \"advanced\" and assess the implementation of the Differentiation of Instruction intervention. Action Type: Program Evaluation Monitor assessed data for core classes of GT Heather Theodore and Start:  Computers students using SOAR tests, ACTAAP exams, and Rachel Morris, Gifted 08/20/2012  District Staff ACTION BUDGET: $ quarterly grades. Hold parent conferences for and Talented Teachers End:  Performance underachieving students. 06/05/2013 Assessments  Teachers Action Type: Parental Engagement Accumulate quarterly evidence of differentiated Heather Theodore and Start:  Computers learning in core class lesson plans for GT Rachel Morris, Gifted 08/20/2012 ACTION BUDGET: $ students. and Talented Teachers End: 06/05/2013 Action Type: Collaboration Conduct annual evaluation of GT students' Heather Theodore and Start:  Computers progress based on teachers' recommendations Rachel Morris, Gifted 05/20/2013  District Staff ACTION BUDGET: $ and accumulated data. and Talented Teachers, End:  Teachers and Laurie Altschul, GT 06/05/2013 District Coordinator Action Type: Program Evaluation Provide opportunities for enrichment for GT Heather Theodore and Start:  Community students such as virtual field trips, field trips, Rachel Morris, Gifted 08/20/2012 Leaders ACTION BUDGET: $ and competitions. and Talented Teachers End:  Computers 06/05/2013  District Staff Action Type: Equity Provide teachers with materials, equipment, Lou Alley, Instructional Start:  District Staff General technology, and assessments needed in Coach\nTina Brown and 08/15/2012  Teachers Revenue: $520.00 teaching GT students (such as Time for Kids Merilyn Burruss, Math End: magazine). Coaches\nSusan Blue, 06/05/2013 ACTION Literacy Coach BUDGET: $520 31  Action Type: Collaboration Provide activities for advanced students such as Quiz Bowl, Spelling Bee, Destination Imagination, and Mathletes to enrich and extend core curriculum instruction. Action Type: Alignment Action Type: Equity Assist gifted and talented students in tracking their own attendance, SOAR test data, and state-test data by maintaining a notebook or data wall. Action Type: Alignment Action Type: Equity Provide professional development to teachers trained to work with Limited English Proficient students. Action Type: Professional Development Provide professional development to gifted and talented teachers such as AGATE Cconference. Action Type: Professional Development Total Budget:  Heather Theodore and Rachel Morris, Gifted and Talented Teachers Heather Theodore and Rachel, Gifted and Talented Teachers Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Cheryl Carson, Principal Start: 08/05/2012 End: 06/06/2013 Cheryl Carson, Principal Start: 08/15/2012 End: 06/06/2013 Priority 2: Improve Student Achievement in Mathematics 1. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Third Grade Mathematics 2010   District Staff Teachers  Performance Assessments  Teachers  District Staff  ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ General Revenue: $500.00 ACTION BUDGET: $500 $46020 Supporting Data: Combined Population: 101 students were tested and 75% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Geometry - multiple choice and Numbers and Operations - open response. The lowest identified areas 32    for the subpopulations were not available. Augmented Benchmark Exam - Third Grade Mathematics 2011 Combined Population: 91 students were tested and 79% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas for Combined students were Measurement and Geometry - multiple choice and Geometry and Data Analysis and Probability - open response for Combined students. The lowest identified area for Limited English Proficient students was Data Analysis and Probability. Students with Disabilities had the most difficulty with Geometry and Numbers and Operations. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Third Grade Mathematics 2012 Combined Population: 86 students were tested and 72% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands of Mathematics revealed that the lowest identified areas for Combined students were Measurement-multiple choice and Data Analysis and Probability and Numbers and Operations-open response. The lowest identified areas for Limited English Proficient students and Students with Disabilities were to identify change over time and finding all possible combinations of two or three sets of objects. The lowest identified areas for the othr subpopulations were not available. 2. Augmented Benchmark Exam - Fourth Grade Mathematics 2010 Combined Population: 95 students were tested and 77% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Data Analysis and Probability - multiple choice and geometry - open response. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fourth Grade Mathematics 2011 Combined Population: 102 students were tested and 68% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas for Combined students were Geometry and Measurement - multiple choice and Geometry - open response for Combined students. The lowest identified are for Limited English Proficient and Students with Disabilities was Geometry - open response. The lowest identified areas for the other subpopulations were not available. Augumented Benchmark Exam - Fourth Grade Mathematics 2012 Combined Population: 90 students were tested and 75% scored proficient or advanced. The analysis of the open 33    response and multiple choice questions in the five strands of Mathematics revealed that the lowest identified areas for Combined students were Measurement - multiple choice and Geometry and Measurement - open response. The lowest identified areas for Limited English Proficient students were using strategies for finding the perimeter of a rectangle and computing elapsed time. The lowest identified areas for Students with Disabilities were solving problems using addition, subtraction, multiplication, and division and computing elapsed time. The lowest identified areas for the other subpopulations were not available. 3. Augmented Benchmark Exam - Fifth Grade Mathematics 2010 Combined Population: 89 students were tested and 72% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Geometry - multiple choice and open response. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fifth Grade Mathematics 2011 Combined Population: 83 students were tested and 81 % scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas for Combined students were Algebra - multiple choice and Geometry and Measurement - open response for Combined students. The lowest identified areas for Limited English Proficient and Students with Disabilities were Algebra and Measurement - open response. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Fifth Grade 2012 Combined Population: 97 students were tested and 63% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands of Mathematics revealed that the lowest identified areas for Combined students were Measurement and Data Analysis and Probability - multiple choice and Geometry - open response. The lowest identified areas for Limited English Proficient students were two-step problem solving and determining the result of a transformation of a two-dimensional figure as a slide, slip, or turn and justifying the answer. The lowest identified areas for Students with Disabilities were interpreting line, double bar, and circle graphs and utilizing models to determine ratios and percents. The lowest identified areas for the other subpopulations were not available. THREE YEAR SUMMARY An examination of the Augmented Benchmark Mathematics Exam results for third, fourth, and fifth grade students in 2009-2010, 2010-2011, and 2011-2012 indicated that Geometry and Measurement Multiple Choice items and Geometry Open Response items were the most difficult for Combined students. The lowest identified areas for Limited English Proficient and Students with Disabilities were: Number and Operations and Measurement. The lowest 34    Action Type: Program Evaluation Analyze disaggregated Augmented Benchmark Cheryl Carson, Principal Start:  Performance Exam results for third through fifth grade 06/07/2013 Assessments ACTION BUDGET: $ students to determine the percentage of End: students (by subgroup) scoring \"proficient\" or 06/14/2013 \"advanced\" and assess the implementation of the Differentiation of Instruction intervention. Action Type: Program Evaluation Monitor assessed data for core classes of GT Heather Theodore and Start:  Computers students using SOAR tests, ACTAAP exams, and Rachel Morris, Gilted 08/20/2012  District Staff ACTION BUDGET: $ quarterly grades. Hold parent conferences for and Talented Teachers End:  Performance underachieving students. 06/05/2013 Assessments  Teachers Action Type: Parental Engagement Accumulate quarterly evidence of differentiated Heather Theodore and Start:  Computers learning in core class lesson plans for GT Rachel Morris, Gifted 08/20/2012 ACTION BUDGET: $ students. and Talented Teachers End: 06/05/2013 Action Type: Collaboration Conduct annual evaluation of GT students' Heather Theodore and Start:  Computers progress based on teachers' recommendations Rachel Morris, Gifted 05/20/2013  District Staff ACTION BUDGET: $ and accumulated data. and Talented Teachers, End:  Teachers and Laurie Altschul, GT 06/05/2013 District Coordinator Action Type: Program Evaluation Provide opportunities for enrichment for GT Heather Theodore and Start:  Community students such as virtual field trips, field trips, Rachel Morris, Gifted 08/20/2012 Leaders ACTION BUDGET: $ and competitions. and Talented Teachers End:  Computers 06/05/2013  District Staff I Action Type: Equity Provide teachers with materials, equipment, Lou Alley, Instructional Start:  District Staff General technology, and assessments needed in Coach\nTina Brown and 08/15/2012  Teachers Revenue: $520.00 teaching GT students (such as Time for Kids Merilyn Burruss, Math End: magazine). Coaches\nSusan Blue, 06/05/2013 ACTION Literacy Coach BUDGET: $520 31  Action Type: Collaboration Provide activities for advanced students such as Quiz Bowl, Spelling Bee, Destination Imagination, :and Mathletes to enrich and extend core curriculum instruction. Action Type: Alignment Action Type: Equity Assist gifted and talented students in tracking their own attendance, SOAR test data, and state-test data by maintaining a notebook or data wall. Action Type: Alignment Action Type: Equity Provide professional development to teachers trained to work with Limited English Proficient students. Action Type: Professional Development  Heather Theodore and Rachel Morris, Gifted and Talented Teachers Heather Theodore and Rachel, Gifted and Talented Teachers Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Cheryl Carson, Principal Start: 08/05/2012 End: 06/06/2013 Provide professional development to gifted and Cheryl Carson, Principal Start: talented teachers such as AGATE Cconference. 08/15/2012 End: 06/06/2013 Action Type: Professional Development Total Budget: Priority 2: Improve Student Achievement in Mathematics 1. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Third Grade Mathematics 2010   District Staff Teachers  Performance Assessments  Teachers  District Staff  ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ General Revenue: $500.00 ACTION BUDGET: $500 $46020 Supporting Data: Combined Population: 101 students were tested and 75% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Geometry - multiple choice and Numbers and Operations - open response. The lowest identified areas 32    identified areas for the other subpopulations were not available in 2009-2010, 2010-2011, and 2011-2012. 4. Stanford 10 - Grade 5 Total Mathematics 2010 Combined Population: 89 students were tested and 63% scored at or above the 50th percentile. The lowest area for Combined students was Operations - Communication and Representation. The lowest identified areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Mathematics 2011 Combined Population: 83 students were tested and 49% scored at or above the 50th percentile on the Total Mathematics test. The lowest area for Combined students and Students with Disabilities was multiple step problem solving. The lowest areas for Limited English Proficient students were multiple-step problem solving and estimationorder of magnitude. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Mathematics 2012 Combined Population: 97 students were tested and 44% scored at or above the 50th percentile. The lowest identified areas for Combined students were multiple-step problem solving and estimation. The lowest identified areas for Limited English Proficient students were multiple-step problem solving and comparing quantities. The lowest identified areas for Students with Disabilities were multiple step problem solving and estimation. The lowest identified areas for the other subpopulations were not available. 5. Stanford 10 - Grade 4 Total Mathematics 2010 Combined Population: 95 students were tested and 63% scored at or above the 50th percentile. The lowest area for Combined students was Geometry - Communication and Representation. The lowest identified areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Mathemati\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. 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