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Dr. West also recalls the reorganization of high schools in Richmond, including leadership involved in the decision and the effect on public education and the Carver neighborhood; the work of Madeline Peters, a Carver resident who was one of the civic leaders in the community; and challenges facing the community with its relationship with VCU.","Part of a series of interviews conducted as part of a Carver-VCU Partnership project documenting the history of the Carver neighborhood in Richmond, Virginia."],"dc_format":["audio/mpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Richmond, Va. : VCU Libraries"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-NC/1.0/"],"dcterms_is_part_of":["Carver Living Newspaper Project","Carver Neighborhood - VCU Partnership Archives, RG 59-1"],"dcterms_subject":["African American neighborhoods--Virginia--Richmond","Virginia Commonwealth University","Community and college--Virginia--Richmond","City planning--Citizen participation","Segregation in education--Virginia--Richmond","Race relations--Virginia--Richmond","Education--Virginia--Richmond","City planning--Virginia--Richmond","Richmond (Va.)--Politics and government","African American civic leaders--Virginia--Richmond--Interviews","West, Roy. 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Acknowledgment of Virginia Commonwealth University Libraries as a source is required."],"dcterms_medium":["sound recordings","oral histories (literary works)"],"dcterms_extent":["Track 1: 86.9 MB (47 minutes, 27 seconds); Track 2: 69.2 MB (37 minutes, 47 seconds)"],"dlg_subject_personal":["West, Roy A.","Hill, Kathryn Colwell","Hawley, Carolyn"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1725","title":"Court filings: District Court, the Pulaski County Special School District (PCSSD) defendants' response to motion to extend time and for referral; District Court, motion to substitute a complete copy of Little Rock School District's (LRSD's) interim compliance report; District Court, two orders; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["2000-04"],"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","Special districts--Arkansas--Pulaski County","Little Rock School District","Arkansas. Department of Education","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational planning","School management and organization","School integration"],"dcterms_title":["Court filings: District Court, the Pulaski County Special School District (PCSSD) defendants' response to motion to extend time and for referral; District Court, motion to substitute a complete copy of Little Rock School District's (LRSD's) interim compliance report; District Court, two orders; District Court, notice of filing, Arkansas Department of Education (ADE) project management tool"],"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/1725"],"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":["judicial records"],"dcterms_extent":["76 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  EDWARD L . WRIGHT (1903 - 1977 ) ROBERTS . LINDSEY (1'1 13-1991 ) ISAAC A. SCOTT, JR . JOHN G . LILE WRIGHT, LINDSEY \u0026 JENNINGS LLP ATTORNEYS AT LAW JOHN O DAVI S JU DY SIMMONS H ENR Y KIMBERLY WOOO TUCKER RAY F CO X. JR . GORDON S . RATHER . JR . TERRY L. MATHEWS OA VIO M. POWELL ROGER A . GLASGOW C. DOUGLAS BUFORD, JR . PATRICK J . GOSS ALSTON JENNINGS. JR . JOHN R. TISDALE KATHLYN GRAVES M. SAMUEL JONES Ill JOHN WILLIAM SPIVEY Ill LEE J. MULDROW N.M. NORTON CHARLES C . PRICE CHARLES T . COLEMAN JAMES J . GLOVER EDWIN L . LOWTHER. JR . CHARLES L. SCHLUMBERGER WALTER E. MAY GREGORY T . JONES H. KEITH MORRISON BETTINA E . BROWNSTEIN WALTER McSPAOOEN ROGER 0. ROWE NANCY BELLHOUSE MAY Mr. John Walker John Walker, P.A. 1723 Broadway Little Rock, Arkansas 72206 Ms. Ann Brown ODM Heritage West Building, Suite 510 201 East Markham Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm 401 W. Capitol, Suite 504 Little Rock, Arkansas 72201 RE: PCSSD Dear Counsel and Ms. Brown: 200 WEST CAPITOL AVENUE SUITE 2200 LITTLE ROCK. ARKANSAS 72201-3699 (501) 371-0808 FAX (501) 376-9442 WEBSITE : www .wlj .com OF COUNSEL ALSTON JENNINGS RONALD A . MAY M. TOCO WOOD Wri ter ' s Direcl Dial No . 501-21 2-1273 mjones@wlj .com April 11, 2000 Mr. Christopher Heller Friday, Eldredge \u0026 Clark TROY A PRI CE PA TRICIA A. SI EVERS JAMES M. MOODY . JR KA THRYN A PR YOR J . MARK DAVIS CL AIRE SHOWS HANCOCK K EV IN W. KENNEDY JERRY J . SALLINGS FRED M. PERKINS 111 WILLIAM STUART JA CKSON MICHAEL 0 . BARNES STEPHEN R . LANCASTER JUDY ROBINSON WILBER BETSY MEACHAM K YLE R. WILSON C . TAO BOHANNON MICHELE SIMMONS ALLGOOD KRISTI M. MOODY J . CHARLES DOUGHERTY M. SEAN HATCH PHYLL I S M. McKENZIE ELISA MASTERSON WHITE JANE M. FAUL KNER ROBERT W. GEORGE J. ANDREW VINES JUSTI N T. ALLEN 400 W. Capitol, Suite 2200 Little Rock, Arkansas 72201 RECEIVED Mr. Stephen W. Jones Jack, Lyon \u0026 Jones 3400 TCBY Tower 425 West Capitol Avenue Little Rock, Arkansas 72201 Mr. Timothy Gauger Assistant Attorney General 323 Center Street, Suite 200 Little Rock, Arkansas 72201 APR 1 2 2000 OfflGEOf DESEGREGATIOtl MORJTORJNQ Enclosed is a copy of the PCSSD defendants' response to motion to extend time and for referral which is being filed today. Cordially, WRIGHTEDSLEIY \u0026 JENNINGS LLP c?~ M. Sam I Jones, Ill MSJ/ao Encl. 169467-v1 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. THE PCSSD DEFENDANTS' RESPONSE ECEIVED APR 1 2 2000 QffiCEOi OESESREGAD ~ PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS TO MOTION TO EXTEND TIME AND FOR REFERRAL The PCSSD defendants for their response to motion to extend time and for referral, state: 1. Pursuant to the rules of this Court, Joshua's time for the submission of a fee petition began to run on July 19, 1999 (docket no. 3282]. Thus, Joshua's time for submitting a fee petition has long since expired. 2. Since July 19, 1999, the activities of the parties have revolved around the PCSSD's submission of Plan 2000 to which, as this court has previously found, Joshua did not object and to which no member of the Joshua Class submitted either comments or objections. 3. While the PCSSD defendants thus respectfully submit that there are no fee issues that can be now timely advanced by Joshua, nevertheless, the PCSSD has no objection to submission of the issue to the Department of Justice, Community Relations Service, but it will be the position of the PCSSD, if such referral occurs, that 169379-v1 any colorable claim for attorney's fees by Joshua is time-barred pursuant to the rules of this Court, this District and this Circuit. WHEREFORE, the PCSSD defendants pray that this Court enter an order consistent with this response and for all proper relief. WRIGHT, LINDSEY \u0026 JENNINGS LLP 200 West Capitol Avenue, Suite 2200 Little Rock, Arkansas 72201-3699 (501) 371-0808 FAX: (501) 376-9442 By-:-:---=--r-,--r.---:-:--:-=~c+------- M. At Sc CERTIFICATE OF SERVICE On April I(, 2000, a copy of the foregoing was served by U.S. mail on each of the following : Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Mr. Christopher Heller Friday, Eldredge \u0026 Clark 2000 First Commercial Building Little Rock, Arkansas 72201 Ms. Ann Brown ODM Heritage West Building, Suite 510 201 East Markham Street Little Rock, Arkansas 72201 169379-v1 2 FRIDAY, ELDREDGE \u0026 CLARK HERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON , P.A. BYRON M. EISEMAN, JR., P.A. JOE D. BELL, P .A. JAMES A. BUTTRY, P.A.  DERICK S. URSERY, P.A. ARE. DAVIS , JR ., P.A. ES C. CLARK, JR ., P.A. OMAS P. LEGGETT , P.A. JOHN DEWEY WATSON , P.A. PAUL B. BENHAM Ill , P.A. LARRY W. BURKS, P.A. A. WYCKLIFF NISBET. JR ., P.A . JAMES EDWARD HARRIS , P.A . J. PHILLIP MALCOM, P.A. JAMES M. SIMPSON, P.A. JAMES M. SAXTON, P.A. J . SHEPHERD RUSSELL Ill , P.A . DONALD H. BACON, P.A. WILLIAM THOMAS BAXTER , P.A. BARRY E. COPLIN, P.A. RICHARD 0 . TAYLOR, P.A. JOSEPH B. HURST, JR., P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER, P.A. LAURA HENSLEY SMITH, P.A. ROBERTS. SHAFER , P.A. WILLIAM M. GRIFFIN Ill, P.A. MICHAELS. MOORE. P.A. DIANE S. MACKEY, P.A. WALTER M. EBEL Ill , P.A. KEVIN A. CRASS, P.A. WILLIAM A . WADDELL , JR . . P.A. SCOTT J. LANCASTER , P.A. M. GAYLE CORLEY, P.A. ROBERT 8 . BEACH. JR .. P.A. J. LEE BROWN, P.A. JAMES C. BAKER , JR ., P.A. HARRY A. LIGHT, P.A. Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026 Jones, P.A. 425 West Capitol, Suite 3400 Little Rock, AR 72201-3472 A LIMITED LIABILITY PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501 -376-2011 FAX NO. 501-376 -2147 April I 8, IECEIVED ~ICE0F 0t5.i:9rur\u0026rriCN MONffOHING Mr. Sam Jones SCOTT H. TUCKER, P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER, l' .A. TONIA P. JONES, P .A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P .A . DAVID M. GRAF, P .A. CARLA GUNNELS SPAINHOUR , P.A . JOHN C. FENDLEY, JR . , P.A. JONANN CONIGLIO FLEISCHAUER. P.A. R. CHRISTOPHER LAWSON, P.A. GREGORY 0 . TA YLOR, P.A. TONY L. WILCOX, P.A. FRANC. HICKMAN, P.A. BETTY J. DEMORY, P.A. LYNDA M. JOHNSON, l' .A. JAMES W. SMITH CLIFFORD W. PLUNKETT DANIELL. HERRINGTON K. COLEMAN WESTBROOK, JR . ALLISON J. CORNWELL ELLEN M. OWENS HELENE N. RAYOER JASON B. HENDREN BRUCE 8 . TIDWELL CHRIS A. AVERITT KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN ROBERT T. SMITH o, COUNS EL WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE, P.A. JOHN C. ECHOLS , P .A. WRITER'S DIRECT NO, (501) 370 -3323 Wright, Lindsey \u0026 Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Ms. Ann Brown - Hand Delivered Desegration Monitor Mr. Timothy G. Gauger Office of the Attorney General Heritage West Bldg., Suite 510 323 Center Street 201 East Markham Street Little Rock, AR 72201 200 Tower Building Little Rock, AR 72201 RE: LRSD vs. Pulaski County Special School District No. I, et. al.; Mrs. Lorene Joshua, et. al.; Katherine Knight, et. al. USDC, Eastern District, Western Division No. LR-C-82-866 Dear Ms. Brown \u0026 Gentlemen: Enclosed please find a Motion to Substitute a Complete CopyofLRSD' s Interim Compliance Report which we are filing today. As indicated in the motion, attachments 1 - 4 ofLRSD's interim compliance report were inadvertently omitted during the printing process. We are enclosing attachments 1 - 4 which you can insert in the original copy of the report served on you. F:IHOME\\FENDLEY\\LRSDlpcssd-brown et ,I It. wpd Ms. Brown \u0026 Gentlemen April 18,2000 Page2 If you would rather receive a second and complete copy of the report, please do not hesitate to call, and we will try to provide one. Sincerely, John C. Fendley, Jr. JCF/bgb enclosure(s) F:IHOME\\FENDLEY\\LRSD\\pcssd-brown et al lt.wpd IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO . 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNTGHT, ET AL MOTION TO SUBSTITUTE A COMPLETE COPY OF LRSD'S INTERIM COMPLIANCE REPORT RE.Cif~~ili APR 19 2000 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS The Little Rock School District (LRSD) for its Motion to Substitute A Complete Copy of LRSD's Interim Compliance Report states: 1. On March 15, 2000, LRSD filed its Interim Compliance Report outlining the programs, policies and procedures implemented in accordance with LRSD's Revised Desegregation and Education Plan . 2. Since that time, it has come to LRSD's atte~tion that attachments 1 through 4 of the Interim Compliance Report were inadvertently omitted from the report during printing. 3. A complete copy of the report, including attachments 1 through 4, are attached to this Motion. LRSD respectfully requests that this report be substituted for the one filed March 15, 2000. WHEREFORE, LRSD prays that the complete copy of LRSD ' s Interim Compliance Report attached hereto be substituted for the one filed March 15, 2000. Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026 CLARK First Commercial Bldg., Suite 2000  400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY,pe~ ~ ofu;c. '~y,J. 'r21a2) 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on this 18th day of April, 2000. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026 Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026 JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Ms. Ann Brown - HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 C. Fendley, Jr. ~ 3 --- - - ----- ------ - - - - EDUCATION: Ph.D. MSW BA VITAE TERRENCE J. ROBERTS, Ph.D. Clinical Psychology - S.outhem Illinois University, 1976, Psychology - University of California, Los Angeles, 1970 - California State University, Los Angeles, 1967 LICENSING AND CERTIFICATION: California State Licensed Psychologist, Lie. #PSY8892 California State Licensed Social Worker, Lie. #5600 EXPERIENCE: Attachment 1 Chief executive officer for Terrence J. Roberts \u0026 Associates, a management consultation firm active in California since 1975. A dynamic group with a wide range of skills and professional abilities. Workshops and Seminars in the areas of: Stress Management Effective Communication Managing Human Relationships Employment Transition Team Building Management Skills Managing Racial and Ethnic Diversity Self Growth and Development Conflict Resolution Developing Multicultural Awareness Employee Evaluation Staff Development Created training programs and materials for employees in the department. Participated in program delivery, evaluation and revision. Provided social welfare services to children and families in the child welfare division. CONSULTATION\\PSYCHOLOGICAL SERVICES General psychology and consultation practice office in Pasadena, Ca. Practice includes psychological assessment, psychotherapy for individuals; families, and groups, and psychological consultation to education, business and industry. MEMBERSHIPS: Member, American Psychological Association Board Member, African American Cultural Institute Board Member, Eisenhower World Affairs Institute Board Member, Economic Resources Corporation PUBLICATIONS,;_ __ \"Managing Trial Stress,\" in Jonathan M. Purver, Douglas R. Young, and James J. Davis III, Trial Handbook For California Lawyers, Bancroft-'Whitney Co., 1987. - __ \"Understanding Choice: Gateway to Sound Mental Health,\" Journal of Mental Health Administration, Vol.9, No.l, 1978. __ \"Social Welfare in Black America,\" in Cox; et al, eds. Introduction to Black America:A Cultural Perspective, Southern Illinois University Press, 1974. AWARDS: Spingarn Medal, 1957 Annual award presented by NAACP to that person or persons making outstanding .contributions to the area of human rights. Robert S. Abbott Memorial Award, 1958 Annual award presented to those who do most to extend the frontiers of democracy. Outstanding Teacher of the Year, College of Human Resources Southern Illinois University, 1974. NAACP Legal Defense and Education Fund, Inc. Award, 1982 Award commemorating twenty-fifth anniversary of \"Little Rock Nine's\" integration of Central High School in Little Rock, Arkansas. Southern Christian Leadership Conference Women Martin Luther King, Jr. \"Drum Major for Justice\" Award, 1995 Presented in Atlanta, Georgia. REFERENCES: Available upon request. '--- --- ---- - - Consultation services provided to: California Attorneys for Criminal Justice California Medical Center Cedars Sinai Hospital Children's Bureau of Southern California  Claremont Graduate School Cleveland College of Chiropractic Coca-Cola, Mid-Atlantic Division Crown City Medical Episcopal Diocese, Los Angeles Fairfield Community Hospital Heller, Ehrman, White \u0026 McAuliffe Internal Revenue Service, Los Angeles Kaiser Foundation King-Drew Medical Center, Los Angeles Los Angeles County Department of Children's Services Oskar J's Sightseeing Tours, Inc. Pacific Union College Pasadena Community College Pasadena Tournament of Roses Pepperdine University Pomona College Redwood Empire Central Service Association Riverside County Children's Services Department Santa Clara Valley Medical Center The Fielding Institute The March of Dimes Foundation TRW University of California, (Davis, Los Angeles, San Diego) Chair, Master's in Psychology Antioch University, Los Angeles 1993 - present Responsibilities of the Chair include developing and overseeing curriculum, coordinating student programs, creating and managing yearly budgets, parti!=ipating in the governance of the University, and hiring and supervising adjunct faculty and staff. Included in the job description as well are- I - --- _J Institution Pennsylvania State University Undergraduate Major: Graduate Major: BRIEF VITA PERSONAL DATA Steven M. Ross EDUCATION Psychology Educational Psychology PROFESSIONAL ASSOCIATIONS American Psychological Association, Fellow American Educational Research Association, Member Mid-South Educational Research Association, Member Attachment 2 Degree-Year B.A. 1969 M.S. 1972 Ph.D. 1974 Association for Educational Communications \u0026 Technology, Member International Congress for School Effectiveness and School Improvements, Member EXPERIENCE Instructor, Continuing Education, 1973-74, Pennsylvania State University Instructor, Psychology, Spring Semester, 1974, Lock Haven State College Lock Haven, Pennsylvania Evaluator, Swnmer, 1974, Mitre Corporation, McLean, Virginia Assistant Professor, Educational Psychology, 1974-79, University of Memphis Associate Professor, Educational Psychology, 1980-1985 Professor, Educational Psychology, 1.985 -Present  Senior Researcher, Center for Research in Education Policy, Univ. of Memphis, 1995 - Present COURSES RECENTLY TAUGHT Theories of Leaming (Undergraduate) Individual Differences and Leaming (Graduate) Educational Statistics (Undergraduate and Graduate) Educational Research (Graduate) Computers in Education (Graduate and Undergraduate) Thesis Writing (Graduate) Educational Assessment (Graduate) activities designed to enhance the quality of the program and to maintain connections with psychology programs at schools in the southern California area. Assistant Dean, Student Services UCLA School of Social Welfare 1985-1993 Responsible for overall direction of student services including recruitment, admissions, retention, financial aid, student government, and coordination of both MSW and Ph.D. candidate programs. Supervisory responsibilities for student services assistant and srudent workers. Classroom teaching responsibilities included preparation and delivery of courses in cross-cultural awareness and group conflict and change. Director, Mental Health Services St. Helena Hospital and Health Center Deer Park, CA. 1975-1985 General administrative responsibility for sevent'een bed acute care mental health unit. Duties included staffing, program development, budget allocation, staff development, quality control, coordination of ancillary services, and other related tasks. Served also as \"troubles-shooter\" for other units in the hospital providing assessment and consultation around changes in procedures and personnel. Lectured and led groups in Health Center programs including cardiac, alcohol, and pulmonary rehabilitation; smoking cessation; weight management; and eating disorders. Program Director, Social Work Pacific Union College Angwin, CA 1975 - 1978 Responsible for development of social work curriculum  and coordination of program within a behavioral science department. Instructor, Social Work Southern Illinois University Carbondale, Illinois 1972-1975 Taught courses and advised majors in undergraduate social work program. Los Angeles County Children's Service 1. Staff Development Specialist: 1970 - 1972 2. Child Welfare Worker: 1967 - 1970 - -  1. 2. 3. 4. 5. 6. 7. 8. 9. Attachment 2 HONORS AND DISTINCTIONS NDEA Fellowship for graduate study at the Pennsylvania State University, 1971-1973. Graduate Student Associate, Southwest Regional Laboratory, Summer, 1971 . Distinguished Teaching Service Award, University of Memphis, 1980. Phi Delta Kappa Professional Research Award, Memphis Chapter, 1983. Elected Fellow, Division 15, American Psychological Association, 1986. Visiting Scholar, National Center for Research on Improving Postsecondary Teaching and Learning. University of Memphis, 1987. Distinguished Research Award, University of Memphis, 1987. Distinguished Teacher Service Award, University of Memphis, 1988. (First eligibility since 1980; no longer eligible) Memphis State University nominee, CASE Professor of the Year Award, 1989. 10. Superior Performance in University Research (SPUR) Award, University of Memphis, 1990, 1991, 1992 11. Distinguished Research Award, University of Memphis, 1993. 12. Board of Visitors Eminent Faculty Award, University of Memphis (first recipient), 1993 13. Editor, Educational Technology Research and Development, 1993-present 14. Editorial Board, Journal of Education for Students Placed at Risk, 1995- present 15. Editorial Board, Computers and Human Behavior, 1994-present SCHOLARSHIP Publications in Refereed Journals: Books Book Chapters Papers Presented at Professional Meetings SELECTED RECENT PUBLICATIONS 115 6 16 170 Ross, S.M., Henry D., Phillipsen, L., Evans, K., Smith, L., \u0026 Buggey, T. ( 1997). Matching restructuring programs to schools: Selection, negotiation, and preparation. School Effectiveness and School Improvement, \u0026, 45-71. Ross, S.M., Troutman, A., Horgan, D., Maxwell, S., Laitinen, R., \u0026 Lowther, D. (1997). The success of schools in implementing eight restructuring designs: A synthesis of first-year evaluation outcomes. School Effectiveness and School Improvement,~. 95-124. Ross, S.M., Smith, L.J. \u0026 Casey, J. (1997). Preventing early school failure: Impacts of Success for all on standardized test outcomes, minority group performance, and school effectiveness. Journal for Research on Students Placed at Risk, 1., 29-54. Attachment 2 Stringfield, S., \u0026 Ross, S.M. (1997). A \"reflection at time three of marathon: The Memphis restructuring initiative in mid-stride. School Effectiveness and School Improvement, l 151-161. Ross, S. \u0026 Smith, L.J. (1997). Improving the academic success of disadvantaged children: An examination of Success for All. Psvcholo12v in the Schools, 3 4, 171-180. Jayasinghe, M.G. Morrison, G.R. \u0026 Ross, S.M. (1997). The effect of distance learning classroom design on student perceptions. Educational Technology Research and Development, .ij_, 5-20. Ross, S.M., \u0026 Smith, L.J. (in press). Improving school achievement and inter-group relations for children placed at risk. Euronean Journal of Intercultural Education. Smith, L.J., Ross, S.M., McNelis, M., Squires, M., and others (1998), The Memphis restructuring initiative: Analysis of activities and outcomes that impact implementation success. Education and Urban Societv, 3 0 (3), 326- 357. Stringfield, S., Datnow, A., Ross, S., \u0026 Snively, F. (1998). Scaling up school restructuring in multicultural multilingual contexts: Early observations from Sunland County. Education and Urban Society, 3 0 (3), 326-357. Ross, S.M., Smith, L.J. \u0026 Casey, J.P. (in press). \"Bridging the Gap\": The A effects of the Success for All Programs on elementary school reading W achievement as a function of student ethnicity and ability level. School Effectiveness and School Improvement. Summary of Interests During the past ten years, I have worked extensively with school districts, both regionally and locally, to dev~lop and evaluate programs for improving student achievement. The primary fos:us of these studies has been schools predominantly serving disadvantaged inner-city minority children. In 1992, I was the lead researcher for the school equity study for the State of Alabama Financial Equity Case and am currently lead researcher on a comparable study in Louisiana. Additional ongoing research projects are studies of school restructuring designs as they are implemented in Memphis City Schools and Dade County (FL) schools and ofprofessional development schools in seven national sites as part of the NEA Teacher Education Initiative (NEA-TEI). - Attachment 3 1998-99 (DRAFT 2/7/00) Relationship Between Total Scores and Percent of African American Students Correlations Percent of African-Americ Total Score: an Students: 1998 1998 Total Score: 1998 Pearson Correlation 1.000 .158 Sig. (2-tailed) .285 N 48 48 Percent of Pearson Correlation .158 1.000 African-American Sig. (2-tailed). Students: 1998 .285 N 48 48 :..,1 100 0 0 co O') 0 0 0 0 O') 90  . ..-- 0 0 \u003cJl C c C B Q) C \"O 80  .a C U) B C cCo C C CJ 70 C C c 0 0 0 Q) E C \u003c( ' 0 0 Cco 60 0 0 CJ ..c... . 00 0 0 \u003c( 0 0 0 8 0 B 0 50, c 0 0 Q) C 0 .C..J. 0 Q) 0.. 40 30 40 50 60 Total Score: 1998 70 Attachment 4 1999-00 (DRAFT 2/7/00) Relationship Between Total Scores and Percent of African-American Students Correlations Percent of African-.A.meric Total Score: an Students: 1999 1999 Total Score: 1999 Pearson Correlation 1.000 -.046 Sig. (2-tailed) .758 N 48 48 Percent of Pearson Correlation -.046 1.000 African-American Sig. (2-tailed) .758 Students: 1999 N 48 48 .:1 100 0 0 0 0 0 en 90 , 8 en 00 0 .e,.n.. 0 0 0 t/l 0 c 80 0 0 Q) 0 \"O 0 0 C .2 0 0 Cf) 0 70 0 0 C C1l 0 C tc) C Q) C 0 E 60 C 0 \u003c( C 0 0 I 0 C ro oO 0 (.) 50, 0 0 c 0 ~ 0 0 0 0 c 40 , 0 0 Q) .(...) Q) 0... 30 20 30 40 50 60 Total Score: 1999 0 70 - FILED EASTMlN '6',il~',g ~2~~SAS IN THE UNITED STATES DISTRICT COURT APR 2 5 2000 EASTERN DISTRICT OF ARKANSAS JAME:3!.JV WESTERN DIVISION .By:--'/~j ~~~'7\\RK DEP~ LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * vs. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al., Defendants, MRS. LORENE JOSHUA, et al., Intervenors, KATHERINE KNIGHT, et al., Intervenors. * * * * * * * * * * * ORDER No. LR-C-82-866 RECEIVED uFFICE orOESEGREGATIOM MONITORING The Joshua Intervenors filed a motion requesting that the Court refer the matter of attorney's fees related to the Pulaski County Special School District's revised desegregation plan to the Department of Justice, Community Relations Service [docket no. 3352]. Additionally, Joshua requests that the Court postpone the deadline for filing a petition for attorney's fees until such time as it is determined the parties cannot resolve the matter on a voluntary basis. The Pulaski County Special School District (PCSSD) has no objection to Joshua's request for a referral but asserts the time for submitting a fee petition has expired [docket no. 3354]. In an Order entered February 22, 2000 this Court conditionally approved PCSSD's revised desegregation plan stating, \"Joshua may file a motion for attorney's fees pursuant to 42 U.S.C.  1988.\"1 On March 20, 2000, this Court officially approved the revised plan. Joshua 1 See docket no. 3337. 1 - filed the present motion for referral and extension on March 31, 2000, eleven days after the Court formally approved the revised desegregation plan. Under Local Rule 54.1, Joshua had fourteen days to submit a petition for attorney's fees or a motion to extend the time for submitting such a petition. The Court finds Joshua's motion timely. THEREFORE, for good cause shown, Joshua's motion is GRANTED [docket no. 3352]. The matter of attorney's fees is hereby referred to the Department of Justice, Community Relations Service. Additionally, the Court extends the deadline for Joshua to file a petition for attorney's fees until such time as it is determined the matter cannot be resolved between the parties on a voluntary basis. FURTHER, the Clerk is directed to send a copy of this Order to: Mr. Gus Taylor Community Relations Service U.S. Department of Justice 1100 Commerce Street Dallas, TX 75242 ..f{A.__ ITIS SOORDEREDTHis'2:!i._DAYOF APRIL,2000 UNITED STA TES DISTRICT COURT 2 r- - FILED t U.S. DISTRICT COURT  EASTERN DISTRICT ARKANSAS f IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION APR 2 5 2000 LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * VS. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al., Defendants, MRS. LORENE JOSHUA, et al., Intervenors, KATHERINE KNIGHT, et al., Intervenors. * * * * * * * * * * * ORDER No. LR-C-82-866 The Little Rock School District (\"LRSD\") filed a motion to substitute a complete copy of the district's interim compliance report for a copy originally filed March 15, 2000.1 The motion is GRANTED [docket no. 3355]. . ~-f(_ IT IS SO ORDERED THIS~DAY OF APRIL, 2000 UNITED STATES DISTRICT COURT n-flS DOCUMENT ENTERED ON DOCKET SHEET IN :MP'11J~ULE s~;N~a) FRCP _ 1 Docket no. 3344. ,~ 'jW- / ~ RECErVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. LR-C-82-866 .. , ,; l j _._\\ jU~ Ml', I J. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al . DEFENDANTS NOTICE OF FILING In accordance \\,;rh tJ1e Court's order of December 10, 1993, tJ1e Arkansas Department of Education hereby gives notice of tJ1e filing of AD E's Project :\\Ia11agement Tool for April, 2000. Respectfully Submitted, MARK PR\"i.'OR Attorney General 1-/~~~i,;- TIMOTHY G. GA :c R #95019 Assistant Attorney eral 323 Center Street, Suite 200 Little Rock, Arkansas 72201 (501) 682-2007 Attorney for Arkansas Department of Education  IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL V. PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE W. KNIGHT, ET AL NO. LR-C-82-866 PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS ADE'S PROJECT MANAGEMENT TOOL In compliance with the Court's Order of December 10, 1993, the Arkansas Department of Education (ADE) submits the following Project Management Tool to the parties and the Court. This document describes the progress the ADE has made since March 15, 1994, in complying with provisions of the Implementation Plan and itemizes the ADE's progress against timelines presented in the Plan. IMPLEMENTATION PHASE ACTIVITY I. FINANCIAL OBLIGATIONS A. Use the previous year's three quarter average daily membership to calculate MFPA (State Equalization) for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of April 30, 2000 B. Include all Magnet students in the resident District's average daily membership for calculation. 1. Projected Ending Date Last day of each month, August - June .  This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","School integration","School boards","Education--Standards"],"dcterms_title":["\"Interim Compliance Report,\" Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1101"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nancaa1DeS1:iaraciat1on UQlil0rq FILECOPY Interim Compliance Report Little Rock School District March 15, 2000 Interim Compliance Report Little Rock School District Dr. Leslie Carnine Superintendent of Schools Board of Directors Sue Strickland, President Dr. Katherine Mitchell, Vice President H. Baker Kurrus, Secretary Larry Berkley Mike Daugherty Mike Kumpuris Judy Magness THE REVISED DESEGREGATION AND EDUCATION PLAN Compliance Status Report March 15, 2000 The Little Rock School District (District or LRSD) is committed to compliance with the provisions and philosophy of the Revised Desegregation and Education Plan (Revised Plan). The Revised Plan is built on the philosophy of providing equitable opportunities for the students and employees of the District. The District recognizes that equitable and equal are not completely synonymous. Equity is based on unbiased attitude, fairness, and reasonableness. Equity takes into account the vestiges of past illegal and discriminatory acts\ntherefore, this Revised Plan does not guarantee equal treatment. It provides for some incentives and possible enhancements to ensure equity in the operation of the District. On March 15, 2001, the District is required to issue a report indicating the state of the LRSD's compliance with the Revised Plan. This status report is being issued on March 15, 2000, one full year in advance of the required report. It is intended to help the District assess its progress toward full compliance and to reassure the court, the parties, and the community of the District's good faith efforts to be in total compliance with the Revised Plan. The District hopes to receive comments and suggestions from interested persons as to the District's compliance with the Revised Plan and the format and content of this status report. This status report covers Sections 2, 5, and 6 of the Revised Plan. These are the sections that could be interpreted as obligation or compliance related. Sections 1, 7, 8, 9, 10, and 11 are more associated with issues other than compliance obligations such as the plan's modification process or continuing jurisdiction. Sections 3 and 4 cover school assignments and interdistrict schools. While not explained in detail in this report, the LRSD believes it has complied with all of their delineated aspects. In this report a brief summary of activities associated with Sections 3 and 4 are covered in the sequentially appropriate sections. This status report should reassure its readers that the LRSD is moving swiftly and in good faith to be in total compliance. The District has every reason to be proud of its efforts and accomplishments since transition to the Revised Plan began. The philosophy of the Revised Plan permeates the activities of the District. Since there are not hundreds of minute and specific obligations like the previous desegregation plan, there is no longer a \"scorekeeping\" mentality. Decisions are made considering the spirit and the intent of the Revised Plan as well as the express obligations of the respective sections. Compliance and Quality Assurance The Associate Superintendents of Administrative Services, Instruction, Operations, and School Services and the Special Assistant to the Superintendent comprise the \"Compliance and Quality Assurance Committee.\" The committee has responsibility for the development, implementation, oversight, review, and revision of the compliance program. The compliance program includes any programs, policies, and/or procedures necessary to ensure that the District fulfills all of its obligations under the Revised Plan. The committee meets weekly to discuss compliance issues and to discuss plan implementation in their respective areas. I The compliance philosophy is based on internalizing the Revised Plan through the performance responsibilities of the respective organizational divisions. For example, the instruction division is responsible for integrating the Revised Plan's requirements into the development of the curriculum, staff development, and other similar functions of that division. The associate superintendent who heads the division is the responsible person for the components of the Revised Plan that are appropriate for his/her division. Through the internalization of the philosophy and the integration of the Revised Plan into the District's structure, the respective divisions proactively monitor compliance. The associate superintendents are responsible for taking appropriate action with respect to incidents of noncompliance and taking steps to prevent future similar incidences of non-compliance. Compliance Plan The Compliance and Quality Assurance Committee systematized the components of the Revised Plan to ensure that the District complied with all of the commitments that it made in the Revised Plan. The systematized approach was compiled into a document titled \"Compliance Plan for the Revised Desegregation and Education Plan, Programs, Policies, and Procedures\", commonly called \"The Compliance Plan.\" The document provides the identification of the administrator responsible for assuring compliance with each individual section of the Revised Plan. It also delineates specific programs, policies, and/or procedures which support compliance efforts of the District for each component of the Revised Plan. Employees are fully expected to comply with the Revised Plan. To ensure compliance it is the responsibility of all employees to report instances of non-compliance when they are aware of it. Failure to report non-compliance also may result in disciplinary action being taken. Appropriate disciplinary action may range from warning to non-renewal or the termination of employment. It is also the responsibility of employees to monitor the effectiveness of the implementation of the Revised Plan in their assigned areas. Employees are expected to cooperate in the collection of any information needed to monitor and/or assess compliance and effectiveness. Employees are encouraged to provide suggestions for improvement in the implementation of the Revised Plan to their principals, supervisors or the Associate Superintendent for Administrative Services. Quality Schools The Revised Desegregation and Education Plan is the foundation on which the District is assuring equity. However, equity alone will not restore confidence in the LRSD. Quality is also a key component. Equity and quality fit hand in hand in the approach that the District is taking. Quality principles are reflected in the programs used as supporting documentation throughout this status report. With a rich past and a promising future, the Little Rock School District is embarking on a new era in educational leadership. The District is creating ownership for those responsible for carrying out decisions by involving them directly in the decision making process and by trusting their abilities and judgements. These ideas are embedded in the many terms being used to portray the shift of authority, autonomy, and accountability to the school site and personnel within. Included are such terms as decentralization, restructuring, site-based 2 decision making, school-based management, participatory management, and school-based autonomy, to name a few. The Little Rock School District has chosen the Campus Leadership Program as the model for the District. The School Board and Administration believe this process fosters the best opportunity for the school children of Little Rock. The Board adopted the Campus Leadership Policy in July 1998. The Campus Leadership Program is a District commitment to allow each school campus the autonomy to develop programs and strategies that best meet the needs of children served at that unique school. The Little Rock School District also pledges to maintain and further develop a quality education program. The Campus Leadership Program is the participatory vehicle that will ensure that a quality education program is available at all District campuses. The primary focus of the Little Rock School District is ~tudent achievement. Each campus accepts the responsibility and challenge to provide equitable educational opportunities that ensure every student is successful. Based on the Campus Leadership Program, each Little Rock School District campus is committed to establishing a Campus Leadership Team that will work collaboratively with the principal in the decision-making process to enhance student achievement. The purpose of the Campus Leadership Team is to establish instructional goals and strategies to further promote the education of all children. Involvement and total commitment are paramount to reaching the ultimate in performance, and involvement is the key component of the Campus Leadership Program. Principals, teachers, auxiliary staff, parents, students, business leaders and community members are included in the Campus Leadership Program. Each school is assigned a central office staff member to serve as a \"broker\" for the school. The primary role of the broker is to serve as a liaison between central office and the school and to provide other means of support as needed. Each school year the principal of each school campus, with the assistance of the Campus Leadership Team, develops, reviews, and revises the campus improvement plan for the purpose of improving student performance for all students. This plan takes into account Quality Indicators and any other appropriate performance measures for special needs populations. All school plans have been submitted and approved for the 1999-2000 school year. As part of the Campus Leadership Program, a Cluster Coordinating Committee consisting of campus representatives, principals and school brokers meet quarterly with the superintendent and central office staff. The purpose of this committee is to provide feedback to the superintendent on policy and implementation of the Campus Leadership decision-making model. Since its inception, the Cluster Coordinating Committee has addressed empowerment strategies such as implementing a reward and recognition plan for schools, conducting parent surveys, recommending capital improvements, developing master schedules, and advising on staffing issues. 3 The Little Rock School District has also embraced the Total Quality philosophy. This focus will enable the District to capture wisdom and new information and to expand human thinking to improve people, services, and products. The Quality Schools Program in the Little Rock School District is based on four principles:  Continuous Improvement  Continuous Education  Customer Satisfaction  Data-Driven Decisions The District believes that in order to have Total Quality schools everyone must be committed to meeting or exceeding customer expectations. Therefore, continuous training is being provided to brokers, principals, and central office administration. Through the Campus Leadership Teams, this quality training will in turn be communicated to the school staffs. Terrence Roberts, a Little Rock School District Desegregation Educational Consultant, has provided consultation to District administrators on the Quality Schools Training Program. In addition, building principals participate monthly in study groups reviewing aspects of quality schools. Note the following: Quality Timeline July 1997 -- Superintendent received Arkansas Leadership Academy Training September 1997 through March 1998 -- Site-Based Decision Making Model designed March 1998 -- Campus Leadership Teams started Team Training through Arkansas Leadership Academy July 1998 -- Customer Service training for all central office staff -- \"Making Your School a School of Choice\" (Institute 1998) September 1998 -- Broker (central office support personnel) assigned to each school as a facilitator/coach March 1999 -- First school district in Arkansas to apply for the Arkansas Quality Award March 1999 -- Nine staff members (principals, supervisors, assistant superintendents) trained to be Arkansas Quality Examiners July 1999 -- Week-long Campus Leadership Institute designed for 600 Campus Leadership Team participants August 1999 -- Customer Service Training presented by 4 Blue Cross/Blue Shield to district secretaries September 1999 through May 2000 -- Principals, brokers and supervisors receiving Total Quality Schools training December 1998 \u0026amp; January 1999 -- All principals and brokers received three-day training on Total Quality Management through Arkansas Blue Cross/Blue Shield September 1999 -- Three staff members trained to be Arkansas Leadership Academy facilitators October 1999 -- Little Rock School District recognized at Governors Quality Awards program as first school district in Arkansas to receive the Arkansas Quality A ward on the Interest Level July 2000/Ongoing -- All principals scheduled to receive Arkansas Leadership Academy Training Ongoing -- Superintendent's Cabinet receiving Arkansas Leadership Academy Training. To enhance the Total Quality philosophy, the Little Rock School District submitted an application to the Arkansas Quality Award and became the first school district in the state to be recognized by the Governor in the Arkansas Quality Award annual recognition ceremony. The initial application in 1998 was submitted on the first of four levels, which is the starting point for any organization expressing interest in adopting and applying quality principles. Currently, an application at a higher level is being written. The very essence of this Compliance Status Report will show evidence of sincere effort, skillful execution, and careful planning on the part of all stakeholders of the Little Rock School District. These are signs of a district orchestrating quality service and investing energies into new ways of doing things while building on past successes to make our work even more effective. 5 Interim Compliance Report Section 2.1.1 LRSD shall retain a desegregation and/or education expert approved by the Joshua Intervenors to work with LRSD in the development of the programs, policies and procedures to be implemented in accordance with this Revised Plan and to assist LRSD in devising remedies to problems concerning desegregation or racial discrimination which adversely affect African-American students. The LRSD retained two desegregation/education experts approved by the Joshua Intervenors. They are Dr. Terrance Roberts and Dr. Steven Ross. Vitae for both Dr. Roberts and Dr. Ross are included in the attachments. Dr. Roberts is a noted psychologist with a strong link to the Little Rock School District. He earned his Ph.D. in Psychology from Southern Illinois University in 1976. He attended school in the LRSD and was one of the \"Little Rock Nine.\" Dr. Roberts has received several awards in the areas of civil and human rights. He has worked extensively with the District on policy review and staff development in cultural differences and sensitivity. Dr. Roberts is currently developing a staff development program, \"Leaming to Cope with Differences\", for all District employees and is providing training as well as training trainers to fully implement the program. During a 19-month period that initiated in July '98, Dr. Roberts has focused on the following areas: 1. Hiring, assignment and promotion of African-American teachers 2. Placement in and referral of students to schools and school programs 3. Student discipline 4. Instruction for students 5. Counseling services for students 6. Parent and community involvement in school programs 7. Learning to honor and embrace difference Dr. Roberts has been involved in the review and suggested changes to policies in personnel practices, student discipline, public safety, student counseling, instructional delivery systems, curriculum development, student assignment, parent and community involvement, use of volunteers in the District, student transportation, and other related areas. He has prepared presentations for designated groups (i.e. LRSD Cabinet (August 30, 1999), Extended Cabinet, Building Principals (December 1, 1999, January 26, 2000), Campus Leadership Teams, Bus Drivers (October 11, 1999), Campus Security Officers (January 25, 2000), Student Registration Personnel (October 11, 1999), etc.) and visited numerous school sites (April 12, 1999, April 13, 1999, August 30, 1999, October 14, 1999, November 30, 1999, January 26, 2000) to witness policies in action. Dr. Roberts has met individually with LRSD Board members and provided ongoing desegregation updates at school board / agenda meetings (October 14, 1999, December 2, 1999, February 24, 2000). 6 In addition, Dr. Roberts has assisted the division oflnstruction in planning and implementing several initiatives:  Revision of \"I\" section of Board policies and administrative regulations (see section 2. 7)  Restructuring of parent education and involvement programs and review of the work of the Collaborative Action Team in partnership with Southwest Educational Development Laboratory (see section 2.8)  Planning relating to the Talent Development Plan (see sections 2.6, 2.6.1 and 2.6.2)  Review of PreK-3 Literacy Plan (see section 5.2.1)  Review of programs funded by the National Science Foundation (see sections 2.7 and 5.3)  Review of plan to develop behavior standards and implement character-centered teaching program (see section 2.7)  Review of implementation of middle school transition plan (see section 3.4)  Planning and implementation of training in prejudice reduction and cultural sensitivity (see section 2.12.1)  Review of High School Curriculum Catalog  Review of K-8 grade-level and course benchmarks and the \"refrigerator curriculum\" publication for parents (see sections 2.7 and 2.8)  Review of the new assessment and accountability plans (see section 2.7.1) Dr. Steven Ross earned his Ph.D. in Educational Psychology from Pennsylvania State University in 1974. He is Senior Researcher, Center for Research in Education Policy, at the University of Memphis. During the past ten years he has worked extensively with school districts to develop and evaluate programs for improving student achievement. His primary focus has been assisting schools predominately serving disadvantaged inner-city minority children. Dr. Ross has assisted the Division of Instruction in its planning and implementation of the following initiatives:  Development of new assessment plan, particularly the addition of the achievement level lists so that growth can be measured (see section 2.7.1)  Development of the new Collective Responsibility Plan and the Quality Indicators by which school performance will be measured (see section 2. 7 .1)  Development of and training for the middle school scholarship process (see section 2.7.1)  Presentation to principals and brokers on the components of successful school restructuring  Presentation to Board of Education on assessment and accountability plans (see section 2.7.1) 7  Completion of development of curriculum content standards and benchmarks (see sections 2.7.1, 5.2, and 5.3)  Design of program evaluations (see section 2.7.1)  Evaluation of\"Success for All\" programs (see sections 2.7.1, 5.2.1, and 5.2.2)  Review of \"I\" section of Board Policies and administrative regulations (see section 2.7) Section 2.2 LRSD shall implement programs, policies and/or procedures designed to ensure that LRSD hires, assigns, utilizes and promotes qualified African-Americans in a fair and equitable manner. Policies / Regulations GA - Personnel Goals GBA - Open Hiring/Equal Employment Opportunity and Affirmative Action GCE - Professional Staff Recruiting GCE-R- Professional Staff Recruiting Policies GA, GBA, GCE, and GCE-R, adopted by the Board on November 18, 1999, provide tracking of hiring, assignment, utilization and promotion to assure that each activity is done in a fashion to promote the desegregation obligation. Section 2.2.1 LRSD shall maintain in place its current policies and practices related to the recruitment of African-American teachers which have allowed LRSD to maintain a teaching staff which is approximately one-third African-American. Policies / Regulations GA - Personnel Goals GBA - Open Hiring/Equal Employment Opportunity and Affirmative Action GCE- Professional Staff Recruiting GCE-R - Professional Staff Recruiting (regulation) GCF - Professional Staff Hiring GCF-R- Professional Staff Hiring (regulation) Policies and regulations GA, GBA, GCE, GCE-R, GCF, and GCF-R, also adopted by the Board on November 18, 1999, implement this obligation. The District continues to recruit within the state and at historically black colleges and universities in the region. These efforts have resulted in pre-employment contracts for African-American teachers as follows: 1998-99-25 1999-00- 22 2000-01 - 10 (verbal) 8 Revisions of the Teachers of Tomorrow (TOT) program, a long-range recruiting effort in collaboration with the PCSSD and NLR school districts to increase the availability of minorities in the staffing \"pipeline\", are being enacted. In the same vein, we have initiated discussions with the Arkansas Department of Education to implement a career development program in which non-certified employees with college degrees may become certified. We also continue to support classified staff with release time so they may continue their schooling and, ultimately, become certified staff. Section 2.2.2 LRSD shall implement programs, policies or procedures designed to increase the number of African-American media specialists, guidance counselors, early childhood teachers, primary grade teachers and secondary core subject teachers, including offering incentives for African-American teachers to obtain certification in these areas, and to assign those teachers to the LRSD schools where the greatest disparity exists. Policies/Regulations GCE - Professional Staff Recruiting GCE-R- Professional Staff Recruiting (regulation) Policy and regulation GCE and GCE-R, adopted by the Board November 18, 1999, were implemented to monitor areas of certification and direct minorities into the designated areas. Priority consideration for tuition reimbursement for course work that will allow minority candidates to become fully certified in the designated areas has been initiated ('99-00). A program is in place to monitor staffing levels at each school site for the above criteria. Staffing will be re-directed accordingly. Section 2.2.3 LRSD shall implement a uniform salary schedule for all positions within the District, including a salary range for director and assistant and associate superintendent positions, designed to provide compensation in accordance with qualifications and to minimize complaints of favoritism. A comprehensive uniform salary schedule adopted by the Board October 28, 1999 was researched and recommended by a nationally recognized consultant. Initially, it has been implemented for administrators and clerical employees. The conversion to a single master salary schedule is continuing for other employee units\nhowever, teachers, custodians, security officers, paraprofessionals (aides), and LRSD employed bus drivers negotiate salaries through collective bargaining agreements. The specified job classifications, Director, Assistant and Associate Superintendent, were included and placed on the approved uniform salary schedule. As part of the implementation process, a Compensation Committee has been formed for the purpose of hearing concerns about salary placement and errors in salary determination. The committee will also be charged with establishing the appropriate salary placement for new/revised positions. 9 Section 2.2.4 LRSD shall implement a policy for the centralized hiring and assignment of teachers by the LRSD Human Resources department designed to provide an equitable distribution of teaching resources and to prevent nepotism and pre-selection of a school principal. Policy GCF, Professional Staff Hiring, and its accompanying regulation, GCF-R, were adopted November 18, 1999 to assure recommendations for new employees by principals or department managers promote equity and fairness in placements made by the Human Resources Department. Section 2.2.5 LRSD shall implement a policy of promotion from within which shall include procedures for notifying district employees of open positions. All vacant jobs are posted throughout the District when school is in session. Additionally, all vacant jobs are posted in the Human Resources Department. Certified staff has in place a procedure whereby they are allowed to pre-select three positions to which they wish to be transferred. Our Applications Coordinator accepts \"blanket\" applications that are submitted in advance of any specific opening (i.e.: future principalship ). Section 2.2.6 LRSD shall implement programs, policies and/or procedures designed to ensure that the teaching staffs at all LRSD schools are substantially similar with regard to average years of experience and percentage of teachers with advanced degrees. Policies/Regulations GCE- Professional Staff Recruiting GCE-R- Professional Staff Recruiting (regulation) A program is in place to monitor staff's length of service and level of advanced degrees. This data is provided to all principals to consider when hiring. New hire requests submitted through the assistant superintendent and/or human resource office that are outside of the prescribed staff composition may not be approved. Upon instances whereby an individual is being recommended outside of LRSD staff composition sought, approval must be provided through the Associate Superintendent of Administrative Services. Human resource officials will continue to monitor these elements for equity allocation purposes. Section 2.2.7 LRSD shall negotiate with the Knight Intervenors to establish a procedure for the mandatory reassignment of teachers as necessary to enable LRSD to meet its obligations under Section 2.2 of this Revised Plan. The Little Rock Classroom Teachers Association representing the Knight Intervenors and the LRSD added language to their collective bargaining agreement addressing this plan provision. Article 18, Involuntary Transfers, covers the process for involuntarily moving teachers from one school to another. The parties agreed that this would be the covering provision and process with the addition of the following language as a parenthetical addition after the introductory paragraph of the article: The parties agree that some mandatory reassignments may be necessary to meet the District's obligations under the Desegregation and Education Plan in order to assure that schools are substantially similar with regard to average years of experience, percentage of teachers with advanced degrees, and racial composition. Section 2.3 LRSD shall implement student assignment programs, policies and/or procedures designed to ensure the desegregation of LRSD schools to the extent practicable, including but not limited to Sections 3 and 4 of this Revised Plan. Policies JCJCA-School Attendance Student Assignment Draft polices JC and JCA are scheduled to be presented to the Board at the April 2000 meeting for approval. The attendance zones have been redrawn and student assignments for 1999-2000 were made in accordance with the new zones. Little Rock School District continues to operate 6 stipulation magnet schools and 7 interdistrict magnet programs which provide school options to LRSD families in addition to their attendance zone schools. School organizational levels have been modified to accommodate the transition to middle schools, with 6th graders exiting elementary buildings and 9th graders moving to high school campuses. One of the two new schools permitted by the Revised Plan, Stephens Elementary, is under construction and scheduled to open in January 2001. Interdistrict schools - King, Washington, Romine, Clinton, Crystal Hill and Baker - continue to attract some students across district lines with varying degrees of success. During the 1999-2000 school year approximately 585 LRSD students attend a PCSSD interdistrict school and 175 PCSSD students attend a LRSD interdistrict school. Section 2.4 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination in the referral and placement of students in special education or in other programs designed to meet special student needs. Policies The Little Rock School District Division of Exceptional Children follows the federal regulations of the Individual with Disabilities Education Act (IDEA) and Section 504 to assure that placement of students is based on the documented existence of an eligible disability. No singular evaluation is used to determine the need for specialized services. Any evaluation used must be conducted by qualified personnel, used for the purpose intended, and not be culturally biased. The Educational Management Team must discuss pre-referral strategies attempted and eliminate the cause of any educational deficiencies as being the result of cultural or socioeconomic causes. Any decision to provide specialized II I services must consider the least restrictive environment to provide for a free and appropriate public education. Policy IHBA, Special Education for Students with Disabilities, adopted by the Board of Education on July 22, 1999, makes a commitment to the provision of educational programs through individualized instruction and related services for children with special needs. Policy IKFC, Graduation Requirements for Special Needs Students, adopted by the Board of Education on July 22, 1999, sets forth the expectation that students with disabilities earn high school diplomas. Procedures The Little Rock School District Division of Exceptional Children developed a Strategic Plan to guide its work. The plan is monitored in monthly staff meetings and was updated in 1998- 99. Procedures for the administration of special education programs are outlined in the Special Education Administrative Procedures Manual. This document is distributed not only to special education staff, but also to principals and other school-level staff. The Little Rock School District Division of Exceptional Children has employed two additional school psychology specialists for the 1999-2000 school year to assure availability to all elementary schools for the participation on pupil service teams. The participation of the school psychology specialist is to provide school staff with pre-referral interventions, including positive behavioral supports, to reduce the over-identification of minority students for special education. Assignments of school psychology specialists result in one specialist for each three elementary schools. School Psychology Specialists are conducting additional tests beyond the minimum requirements for students suspected of having mental retardation to eliminate any cultural or socioeconomic factors. In August 1999 special education teachers were included in curriculum staff development available to all regular education staff members to assure linkage of curriculum with specialized programs. Additional training is scheduled in March for all resource teachers, school psychology specialists, and speech pathologists in Early Literacy Learning in Arkansas (ELLA) and Effective Literacy. An additional \"indirect\" teacher has been employed to provide additional indirect services for students with disabilities in the general education classrooms. Supervisors and coordinators are monitoring all evaluation procedures and placement decisions at schools as they occur. Special education programs are routinely audited by both state and federal teams to ensure compliance and quality. These audit reports are sources of data for program improvement. 12 Materials and supplies are equivalent and, in most cases, duplicate those materials found in the general education curriculum. Secondary resource teachers have been surveyed regarding the general education texts needed for instruction. A committee has been formed to review supplemental materials needed for the 2000-2001 school year. Programs Co-teaching (special education teacher and general education teacher co-presenting curriculum/instruction) is occurring in the following schools to assure reduction of \"pull-out\" services that segregate students with disabilities from the general curriculum: Fulbright Elementary King Elementary Cloverdale Middle School Dunbar Middle School Mablevale Middle School Pulaski Heights Middle School Section 2.5 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination with regard to student discipline. Policies ACB - Non Discrimination on the Basis of Ethnicity and Race JRAA - Student Discipline Records JRAA - R - Student Discipline Records (regulation) Policies ACB, JRAA and regulation JRAA-R adopted by the Board will help assure that the District aggressively improves the learning climate for ALL students. Student handbooks were revised and an online student discipline reporting system for each school building was established. Appropriate staff development/training was conducted. A comprehensive approach was developed which considered a variety of instructional and behavior issues. This became a priority for all those concerned with the learning climate of the Little Rock Public Schools. Suspensions have decreased from the 1997-98 school year. Eighty percent of the reductions are at the middle school level. The remaining 20% of the reduction came at the elementary level. Interestingly, the addition of the 9th grade class to the high schools showed little affect on the number of suspensions. There was a 15% reduction from the total number of sanctions issued during the 1998-99 school year to the 1997-98 school year. A total of 5312 sanctions were issued during the 1998-99 year compared to 6247 issued in the 1997-98 school year. 13 During the first semester of 1999-2000, suspensions dropped with only 1839 students receiving sanctions - a 22% reduction from the corresponding first semester of 1998-99. 6400 6200 6000 5800 5600 , 5400  5200 5000 4800 SANCTIONS m1997.99  1998-99 1998-99 1999-2000 ! II 1st Semester j 1997-98 vs. 1998-99 Sanctions 1998-98 vs. 1999-00 1st Semester Sanctions We have sampled parental and teacher perceptions of changes implemented. While working to implement varied program strategies for improvement, the District is sensitive to parent and teacher perception of safety and general decorum that affect the school learning atmosphere. Parental, student, community and teacher satisfaction has been excellent based on the first quarter operations at the middle school level. A sample of teachers and parents indicates a much safer and orderly school environment. A management study (MGT) in 1998 noted that only 42% of the teachers thought the schools were relatively safe and free from crime. That differed very little from the Plain Talk analysis. In the most recent survey in the fall of 1999, 93.7% of teachers reported that they felt safe at school. And 88% of the parents indicated that they thought their children were safe in school. Interestingly, 8% of the parents indicated they did not know or were unsure, with only 4% indicating that they had grave concerns. Ideally we would want these numbers to be 100%, but perceptions arising out of recent national events probably will not support that ideal. The District has expanded the number of alternative learning sites, but most importantly, attempted to develop a consistent standard of behavior. The alternative learning sites are: 1. Metropolitan - Career Technical Center - 9th - 12th 2. Philander Smith College - 9th 3. Penick Boy's Club- 7th and 8th 4. Pfeifer Camp Residential Elementary Program 5. Accelerated Learning Program - 9th - 12th 6. Alternative Learning Program- 6th - 12th 7. ALC Elementary Sites (3rd - 5th ) 8. LRSD Elementary Residential Charter School (Badgett) - Scheduled to open August 2000 14 In 1997-98 through 1998-99, expulsions dropped from 119 to 1. Alternative education played a major role in the reduction, but stepped up activities for young people with a variety of intervention processes could all be credited with being part of the solution. Section 2.5.1 LRSD shall strictly adhere to the policies set forth in the Student Rights and Responsibilities Handbook to ensure that all students are disciplined in a fair and equitable manner. In addition to due process and appeal procedures clearly outlined in the LRSD Student Handbooks, new policies and regulations have been drafted to bolster those already in place. Draft polices, JBA, Racial Disparities in Programs and Activities and its accompanying regulations, and JI, Student Rights and Responsibilities, are scheduled for presentation at the April 2000 Board meeting. They have been written to ensure LRSD's commitment to providing fair and equitable treatment to students involved in disciplinary matters. Principals were directed to closely adhere to the Student Handbooks in their staff development training on the Revised Plan, and it has been restated at principals' meetings. The students' and their parents' awareness of the disciplinary standards, sanctions, and appeals process is part of the communications from the schools annually. The employment of the Ombudsman has reinforced the equity efforts of the District in this arena. Section 2.5.2 LRSD shall purge students' discipline records after the fifth grade and eighth grade of all offenses, except weapon offenses, arson and robbery, unless LRSD finds that to do so would not be in the best interest of the student. Policies JRAA - Student Discipline Records JRAA - R - Student Discipline Records (regulation) The Board adopted policy JRAA and regulation JRAA-R June 24, 1999. Inservice was provided to building administrators (September 1999). At the end of each school year the Assistant Superintendent for School Discipline reviews student discipline records for serious offenses prior to student promotion and determines which records need to be maintained. The purged records are then sent to the new schools. Section 2.5.3 LRSD shall establish the position of \"ombudsman\" the job description for which shall include the following responsibilities: ensuring that students are aware of their rights pursuant to the Student Rights and Responsibilities Handbook, acting as an advocate on behalf of students involved in the discipline process, investigating parent and student complaints of race-based mistreatment and attempting to achieve equitable solutions. The ombudsman position was filled in February '99 15 The mission of the ombudsman is to provide services for parents and students by answering questions, providing information, direction and assistance regarding LRSD policies or procedures, particularly as they relate to student rights and equitable treatment. The ombudsman also assists in resolving disputes between the home and school while working to achieve equitable solutions. Goals were developed through input from ODM, Joshua Intervenors, community members, and administrators. Goals 1. Ensure that parents and students are aware their rights pursuant to the Student's Rights and Responsibilities handbook. 2. Act as an advocate on behalf of parents and students involved in the discipline process. 3. Investigate parent and student complaints of alleged race-base mistreatment and to work to achieve equitable solutions. 4. Promote collaboration between the school and community. 5. Promote District and community awareness about the role of the ombudsman. 6. Establish mediation procedures for resolving disputes and conflicts. 7. Increase community awareness about the Revised Desegregation and Education Plan. 8. Increase community awareness about course offerings, student assignments, academic competitions, transportation, and guidance services. 9. Establish intervention activities for stude.nts. Efforts continue to increase community awareness of the ombudsman. Monthly reports are compiled relating to the ombudsman's activities. Section 2.5.4 LRSD shall work with students and their parents to develop behavior modification plans for students who exhibit frequent misbehavior. Students who exhibit frequent misbehavior have their cases referred to the schools' Pupil Services Team. The team is comprised of the building administration, the students' teachers, the counselor, the parents and any specialists deemed necessary. The team develops a behavior modification plan as warranted. An exit conference committee has been established at the Alternative Learning Center. Each student who has violated conduct codes in the student handbook and is assigned to the ALC is required to go before the committee before he/she is returned to his/her home school. The committee includes the ALC director, the administrative assistant, the counselor, the student's grade-level facilitators, the student's parent, and the student. The therapist, social worker, or/and probation officer participate in this process on a case-by-case basis. The ALC exit process requires students to complete the following steps before a final decision is made about the students' return to their home schools: 1. Complete a written self-evaluation that is read to the committee, 2. State verbally in concrete reasons why they should return to their schools, 16 - 3. Explain/discuss how various group sessions assisted in their academic or/and behavioral improvement, 4. Answer committee member questions to provide an in-depth perspective of the students' readiness to return to their schools, 5. State achievable goals that help them be successful in their schools. Section 2.6 LRSD shall implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barriers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses, and the gifted and talented program. The school service division was primarily responsible for the extracurricular activities in Section 2.6 of the Revised Desegregation and Education Plan. The following procedures have been implemented. Extracurricular activities are District sponsored and directed activities designed to provide opportunities for students to explore areas of interest that compliment and enrich the curriculum. These activities include clubs and organizations such as Student Council, YTeens, or Beta Club. A policy addressing extracurricular has been approved by the Little Rock School District Board of Directors in 1988. A committee during the 1999-2000 school year reviewed this policy. It was determined that it should be revised to be in compliance with the Revised Desegregation and Education Plan. A draft copy of the policy was submitted for feedback to the Associate Superintendents, the Special Assistant to the Superintendent and Dr. Terrence Roberts. The committee reconvened, made modifications and submitted the policy to the Board of Directors. The policy and regulation (JJ and JJ-R) were adopted by the Board in November 1999 (JJ) and October 1999 (JJ-R). The Superintendent and his cabinet determined in January 2000 that an Activities Advisory Board would be organized to promote, support and enhance extracurricular activities. A steering committee with representation from the middle and secondary schools has been selected to determine how the Activities Advisory board will be organized. The first meeting took place in February 2000. Policies The Little Rock School District Board of Education has approved five new policies to ensure that there are no barriers to the participation of African-American students in advanced placement courses and the gifted and talented program.  Policy IHCC, Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12, was approved by the Board of Education on July 22, 1999. Equity language in this policy follows: 17 i I \"The District shall develop appropriate programs and procedures to ensure that there are no barriers to participation in Pre-Advanced Placement and Advanced Placement courses due to ethnicity, race, gender, national origin, creed, socioeconomic level, or handicapping condition. To that end, the District shall include in its professional development program for teachers and counselors training in identifying and encouraging increasing percentages of students to participate in Pre-Advanced Placement and Advanced Placement courses.\" With this policy and the Board's adoption of new middle schools and high school curricula in fall 1998 for 1999-2000 implementation, the previous layer of \"honors and enriched courses\" was eliminated. Instead, each school offers Pre-Advanced Placement courses.  Policy IHBB, Gifted and Talented Education, was approved by the Board on July 22, 1999. This policy statement includes the following equity statement: \"The Little Rock School District is committed to each child having an opportunity to participate in its gifted programs, regardless of race, color, creed, socioeconomic level, national origin, or handicapping condition. This commitment is guaranteed through equitable procedures for assessing gifted potential, through program designs that are flexible and varied enough to be adaptable to individual student need, and through curricula designed to nurture gifted potential.\"  Policy IKC, approved by the Board of Education on September 23, 1999, outlines the specific procedures that will be used in calculating students' grade-point averages and rank-in-class, including the grading scales to be used for regular and Advanced Placement courses. This policy promotes equity in that it ensures that the same procedures will be used for all students in a given high school and among the several high schools in the Little Rock School District. The first paragraph of the policy follows: \"It is the policy of the Board of Education that students' rank-in-class and grade-point averages be determined by District regulations that govern the calculation procedures, ensure consistency among the high schools, and ensure that these regulations are widely communicated and understood by students, their parents/guardians, and the staff.\"  Policy IKF, approved by the Board of Education initially in December 1998 and then revised on July 22, 1999, effective for the graduating class of 2002, establishes new, enhanced course requirements with a total of 24 required units. The Board also established a \"Recommended Curriculum\" of27 units that provides encouragement and incentives to students to take the most rigorous curriculum possible. One incentive is that in order to earn the 18  Honors Seal on the Diploma, a student must complete the Recommended Curriculum of 27 units, successfully complete at least six Pre-Advanced (PreAP) and two Advanced Placement (AP) courses, and earn a grade-point average of at least 3.5. Policy IHBEA, English as a Second Language, also includes an equity statement. This policy is included under this section not only to illustrate the District's commitment to equity for all, but also because there are several students with African backgrounds in the English as a Second Language program. The following statement provides for access to special opportunity programs: \"The District will ensure the provision of appropriate ESL curriculum standards and benchmarks, professional development, technical assistance, parent involvement, staffing, materials, access to special education and other special opportunity programs, qualified staff, and other resources to ensure compliance and effectiveness.\" These strong policy statements are intended not just to establish rules, but also to create a culture of high expectations for all students. Procedures (Regulations, Administrative Directives, Handbooks, etc.) Many procedures and processes have been created to enforce and facilitate the implementation of the new policies: Administrative Regulations IHCC-R: Pre-Advanced Placement and Advanced Placement Courses The following sections of Administrative Regulations IHCC-R are new (adopted October 21, 1999). These statements were written specifically to promote the increase of percentages of African-American students who enroll in Pre-AP and AP courses: \"Placement in Pre-Advanced Placement or Advanced Placement mathematics courses is determined by interest and the path that began in grade 6. However, a student may not be excluded from a Pre-Advanced Placement course simply because he/she was not enrolled at that level the previous year. \"Students who earn at least a \"C\" in a Pre-Advanced Placement course may, upon request, be automatically enrolled in the next level course. No teacher recommendation is required. \"Counselors must routinely check each year to make sure that students with grades of \"A\" or \"B\" in regular-level courses and/or who are scoring at the highest levels on the state's criterion-referenced test or the norm-referenced tests are placed appropriately in Pre-Advanced Placement or Advanced 19 r II II II I i .... Placement courses. It is the responsibility of both teachers and counselors actively to recruit students into these courses. \"Schools are held accountable for ensuring that increasing percentages of students are enrolled in these rigorous courses.\" High School Curriculum Catalog (Grades 9-12), 1999-2000 and 2000-2001 The placement criteria from the Administrative Regulations were printed in the High School Curriculum Catalog for 1999-2000 and for 2000-2001, along with the following language: \"The Little Rock School District offers Pre-AP and AP courses in several content areas: English language arts, mathematics, science, social studies, foreign language, computer science, art, and music. Students are placed in these courses based on established criteria. Pre-AP and AP courses are designed to give students experiences in college-preparatory and college-level courses. \"Each secondary school must identify as many students as possible for these courses if the school and the District are to meet the challenging goals established in three critical planning documents: the LRSD Strategic Plan, the Revised Desegregation and Education Plan, and the National Science Foundation project in mathematics and science.\" National Science Foundation Project The goal of increased participation of African-American students in Pre-AP and AP courses is powerfully reinforced in the proposal that the Little Rock School District wrote to the National Science Foundation to fund its project in the amount of $3.4 million. The District's accountability plan for this project includes annual reports on the enrollment of students, by race, in advanced mathematics and science courses, including Pre-AP and AP courses. The following language is included in the District's proposal for funding to NSF: \"A need exists for students to begin preparation to enter high school Advanced Placement mathematics and science courses and other upper level mathematics and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the type of skills and content knowledge that is required to be confident about their ability to succeed in these courses. The prerequisite skills and the confidence they engender are both critical elements in increasing the number of students in AP and other upper level mathematics and science courses. This is particularly true for some minorities who may not be well represented among upper classmen who are currently enrolled in these courses.\" 20 The Program Evaluation Plan for the NSF project includes the following: \"Data has been and will continue to be disaggregated by gate-keeping mathematics and science courses-algebra, geometry, calculus, biology, chemistry, and physics. \"Data will be disaggregated by the number of students enrolled and the number completing gate-keeping courses. The total number of students enrolled in each course in October of the first semester has been identified for the baseline year, year one, and year two and will continue to be identified across each succeeding year of the project. Similarly identified will be the total number of students completing each course identified as those receiving a grade of A, B, C, or Din the fourth quarter. Students who drop out, receive an F or no grade at the end of the course will be tallied and included in a separate cohort. \"Data will be disaggregated by gender and race/ethnicity, specifically American Indian/Alaskan Native\nAsian/Pacific Islander\nBlack (not Hispanic)\nHispanic\nWhite (not Hispanic)\nand other (i.e., multi-racial). \"For each gender and racial/ethnic cohort, district-wide total numbers and percentages have been and will continue to be computed. \"This information will be displayed in table and figure form (graph with accompanying table) for the baseline year and each succeeding year of the project. In addition, figures will identify gate-keeping course enrollment and completion rate trends by displaying the percent of change from the baseline year to year five (2003) of the project for the following: 1. All students vs. minority students in science gate-keeping courses\n2. All students vs. minority students in mathematics gate-keeping courses\n3. All students vs. minority students in mathematics and science gatekeeping courses.\" Course Selection Sheets Another change in procedures that was made was to add to the Course Selection form that each high school student completes for the next year's registration a statement that students who made at least a \"C\" in a previous Pre-AP course do not have to have teacher approval to take the next-level course. Both the 1999-2000 and 2000- 2001 forms included this statement. (See also Administrative Regulations IHCC-R, Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12.) Student/Parent Guide to LRSD Middle School Curriculum, 2000-2001 This new publication was mailed to the parents of all grade 5-7 students (who will be in grades 6-8 in fall 2000) in anticipation of the registration process in spring 2000. It included copies of the Middle School Mission, the Middle School Program Standards, references to the \"refrigerator curriculum\" (list of specific standards/benchmarks for 21 each core middle school course), a list of available courses, and other guidance information for middle school students and parents. High School Course Selection, 1999-2000 This publication included the policy on graduation requirements for students graduating in 2000 and 2001 and also the new policy, effective for students graduating in 2002 and beyond. In addition, the publication listed the course number, course title, grade levels at which taught, and prerequisites for all the courses, including Pre-AP, AP, and University Studies courses, available in the District's high schools. This publication has been discontinued and replaced with a more comprehensive one: Student/Parent Guide to Course Selection and Graduation Requirements, 2000-2001 . Student/Parent Guide to Course Selection and Graduation Requirements, 2000-2001 The Little Rock School District produced a new publication in spring 2000 (to replace the former one that only listed graduation requirements and course lists) for high school students and their parents. The purpose of the new guide is to assist them in choosing from the more than 450 courses available in the District's high schools and to provide tools for the selection of appropriate courses and Career Focus pathways that are included in the graduation requirements. This guide includes a list of the 30 AP courses that are available, encouragement to students to take Pre-AP and AP courses, and information about the Advanced Placement examinations, as well as information about the University Studies program at Hall High School. A major reason for investing in the time and funds required to produce this 20-page publication and mail it to parents/guardians is to improve the access of all students, especially African-American students, to the \"valued\" curriculum\nthat is, to Pre-AP and AP courses and to the recommended curriculum. Enough copies have been printed to make it available to all students, grades 7-11, and to new students to the District. Every high school teacher will receive a copy, and enough additional copies were printed for use by grade 7 students in their required Career Orientation course. Each high school will be expected to conduct a parent meeting during the registration process to review the content of the Guide. The District will also sponsor several opportunities to teach the content of the Guide to parents and other patrons. Little Rock School District's Quality Index Another vehicle that the Little Rock School District is using to promote the enrollment of African-American students in the Pre-AP and AP courses is the Quality Index. The District's collective responsibility (or accountability) plan includes a number of indicators by which school performance will be evaluated annually in the Quality Index. Academic indicators are routinely disaggregated by race/ethnicity and gender so that progress for each group can be determined. 22 II II Elementary schools do not have Pre-AP and AP courses, but they will be held accountable for moving more and more students into the upper levels of academic achievement. Their indicators include the following:  Percentage of students who perform at the advanced level on the state grade 4 benchmark examinations in literacy and mathematics.  Percentage of students who perform in the top quartile on the SAT9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests (criterion-referenced test) in reading, language, mathematics, and science, grades K-5. Among the indicators for middle schools are the following:  Percentage of grades 6-8 students enrolled in at least one Pre-AP course.  Percentage of grade 8 students who successfully complete Algebra I.  Percentage of students who perform at the advanced level on the state benchmark examinations in literacy and mathematics.  Percentage of students who perform in the top quartile on the SAT9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests (criterion-referenced tests) in reading, language, mathematics, and science, grades 6-8. High school indicators are as follows:  Percentage of students who earn the honors seal on their diplomas.  Percentage of students in grades 9-12 enrolled in at least one Pre-AP or AP course.  Percentage of students who perform at the advanced level on the state's endof- course examinations in Literacy, Algebra I, and Geometry.  Percentage of students who perform in the top quartile on the SA T9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests (criterion-referenced tests) in reading, language, mathematics, and science, grades 9-12.  Percentage of students taking the ACT.  Percentage of students earning at least a score of 19 on the ACT.  Percentage of students taking AP examinations.  Percentage of students earning a score of at least \"3\" on AP examinations. Administrative Regulation IHBB-R: Gifted and Talented Education The administrative regulations for the gifted and talented program, adopted on October 21, 1999, were derived from a handbook that had in the past been distributed to principals and others directly involved in the administration of gifted and talented programs. The new regulations are not only accessible to a larger audience, but they also are more formal since they are now included in the Board's policy book. 23 I I Principals' Edition: Gifted Program Handbook This handbook is an expanded version of the administrative regulation IHBB-R and includes step-by-step procedures for identifying gifted students at all grade levels. One important aspect of the District's procedures for screening and identifying gifted and talented students is the use of a non-verbal IQ test, the Raven Matrices, so that a student's poverty or language background will not be tested instead of his or her ability to think and solve problems. Administrative Regulation IKC-R: Class Rankings and Grade-Point Average Specific procedures were established in this regulation, adopted on October 21, 1999, for the calculation of grade-point averages and rank in class. Also included are the procedures for weighting grades in AP courses. Copies have been published in the official policy notebook and in Leaming Links (a weekly publication for principals from the Division oflnstruction). They have also been distributed to all counselors and registrars. In addition, the new Student/Parent Guide to Course Selections and Graduation Requirements, 2000-2001 includes a section that reprints the regulations so that all students and parents will be well informed of the new procedures. Administrative Regulation IKF-R2: General Graduation Requirements This regulation, adopted initially in December 1998 and then revised on October 21, 1999, and on February 24, 2000, lists the specific courses that are required in the minimum program, all the options for selecting a career focus, and the specific courses that must be taken in the recommended curriculum. Also included are the requirements for earning the honors seal on the diploma. In an effort to build understanding of the new graduation requirements, the District published the new requirements in the 1999-2000 Course Selection Guide for students and parents\nheld at least three meetings with counselors to ensure their understanding\naired a television show on the District's cable channel as a part of the Superintendent's Roundtable series to inform parents and patrons\nand published the new requirements with explanations in the new Student/Parent Guide to Course Selection and Graduation Requirements, 2000-2001. The individual schools have taken additional steps to build understanding. Administrative Regulation IHBEA-R: English as a Second Language This comprehensive regulation for the ESL program, adopted on October 21, 1999, includes a section of student access to \"special opportunity programs, as follows: \"The District will ensure that LEP students have equal access to the Gifted and Talented program and Pre-AP and AP courses at the secondary level throughout the District and to the University Studies program at Hall High School. \"The District will provide parents of LEP students information about any opportunities, requirements, selection criteria, or general information 24 regarding the GIT program, Pre-AP and AP courses, and the University Studies program that is provided to the parents of non-LEP students. \"Screening tests should be in the language of the students, if at all practicable. If nonverbal tests are administered, the instructions should be in the language of the students. Staff who administer GT screening tests to LEP students must have received training on addressing the needs of LEP students.\" The procedures to increase minority enrollment in advanced courses were carefully communicated to principals, counselors, and registrars in the curriculum orientations that precede student registration in both 1999 and 2000. Also, frequent written and oral reminders are provided at every opportunity. Master schedules for each school are monitored to ensure that everyone is in compliance. The February 2000 curriculum orientation meetings emphasized, especially, that students with \"A\" and \"B\" grades and students scoring at high levels on state and District tests must be identified and placed in Pre-AP courses. Programs Curriculum Access and Consistency One of the. most significant steps taken to \"ensure that there are no barriers to participation\" was in December 1998 when the Board of Education approved new curriculum for middle and high schools. The new middle school curriculum provides Pre-AP courses in English, mathematics, science, and social studies for grades 6-8 in all eight middle schools. These courses all have established standards/benchmarks so that there is more consistency and higher quality among the middle schools. At the high school level, the Board made available to all high schools all the available AP courses. That is, all high schools are to offer the entire AP curriculum ( except that Music Theory AP is available only at Parkview). If the courses are not taught, it will be due to insufficient enrollment, but not due to some courses not being available to a given school. Another step that was taken in December 1998 was to eliminate a layer of courses usually entitled \"honors\" or \"enriched\" between the regular and Pre-AP/AP levels. This step enabled many more students to step up to the Pre-AP/AP courses and to engage in a more rigorous and challenging curriculum. Curriculum Standards and Benchmarks The District established in 1998-99 curriculum content standards for all K-6 English language arts, mathematics, science, and social studies programs. In 1998-99 the standards for grades 7-12 were established and in 1999-2000 new K-12 grade-level and course benchmarks were implemented, which delineate specifically for each level the content knowledge and skills that students should know at the conclusion of that course. These standards and benchmarks, when fully implemented in every classroom, have the effect of creating higher expectations for all students. The District staff determined that one of the most powerful things that could be done would be to raise the bar for everyone and to align instruction with the standards over which students are tested. 25 National Science Foundation Project This K-12 initiative in mathematics and science has taken on the challenge ofrestructuring curriculum, instruction, and assessment with the goal of producing many more students prepared to take advanced, Pre-AP, and AP courses in the high schools and then to major in these areas in college. As noted above, both mathematics and science standards and benchmarks were implemented in fall 1999. The following teaching materials were adopted to support mathematics instruction: Investigations in Number, Data, and Space, grades K-5 Connected Mathematics Project. grades 6-8 Heath McDougal-Littell, grades 11-12 Pacesetter Pre-Calculus Through Modeling (College Board), high school The new adopted materials for science are as follows: Science and Technology for Children, grades K-6 Science and Life Issues, grade 7 Science Education for Public Understanding Project, grade 8 Active Physics, grade 9 These new curricula are aligned with the state's mathematics and science curriculum frameworks, the Little Rock School District's standards and benchmarks, and the state's benchmark examinations in mathematics. Programs were selected based on what is needed to radically improve student achievement in these curriculum areas so that students will be well-prepared to take advanced, Pre-AP, and AP courses. The NSF project organizes a variety of strategies around what NSF calls major issues ( or drivers) of systemic reform. NSF has defined the drivers as follows:  Implementation of comprehensive, standards-based curricula as represented in instructional practice, including student assessment, in every classroom, laboratory, and other learning experience prqvided through the system and its partners.  Development of a coherent, consistent set of policies that supports: provision of high quality mathematics and science education for each student\nexcellent preparation, continuing education, and support for each mathematics and science teacher (including all elementary teachers)\nand administrative support for all persons who work to dramatically improve achievement among all students served by the system.  Convergence of the usage of all resources that are designed for or that reasonably could be used to support science and mathematics educationfiscal, intellectual, material, curricular, and extra-curricular-into a focused and unitary program to constantly upgrade, renew, and improve the educational program in mathematics and science for all students.  Broad-based support from parents, policymakers, institutions of higher education, business and industry, foundations, and other segments of the 26 community for the goals and collective value of the program, based on rich presentations of the ideas behind the program, the evidence gathered about its successes and its failures, and critical discussions of its efforts.  Accumulation of a broad and deep array of evidence that the program is enhancing student achievement, through a set of indices (e.g., achievement test scores, higher level courses passed, advanced placement tests taken, college admission rates, college majors, portfolio assessment, research experiences, ratings from summer employers). In the specific instance of student test scores, awardees shall report, on an annual basis, the results of student mathematics and science achievements in a multi-grade level context for the SI (Systemic Initiative) impacted schools/districts/states relative to appropriate cohort entities (non-SI districts, the state, all of which are defined by the performance baseline.  Improvement in the achievement of all students, including those historically underserved, as evidenced by progressive increments in student performance characterized by the requisite specificity of the SI as a catalytic resource and the appropriateness of attendant attributions. The District has implemented a number of new initiatives in each of these areas, is continually collecting data on their impact on academic achievement, and will modify the programming as necessary. University Studies, Hall High School At Hall High School, in partnership with the University of Arkansas at Little Rock, grade 11- 12 students may take a variety of courses for which they receive both high school and college credit. This program does not necessarily target the students who are already taking Pre-AP or AP courses, but, rather, strong students who have the capacity of doing college work. To be eligible to enroll, students must have a minimum grade-point average of 2.5 on at least 50 percent of the college preparatory courses\nor a minimum overall grade-point average of 3.0\nor a minimum score of at least 21 on the ACT. Because the courses are conducted at Hall High School and are co-taught by Hall High teachers, the students receive a reduced tuition rate. 1999-2000 courses are as follows: English III (1 high school credit) and UALR 1311 and 1312: Composition 1-11 (6 hours) Sociology (1/2 credit) and UALR 2300: Introduction to Sociology (3 hours) Biology IIA (1/2 credit) and UALR 1401: Science of Biology (3 hours) Psychology (1/2 credit) and UALR 2300: Psychology and the Human Experience (3 hours) Communications IA (1/2 credit) and UALR Speech 1300: Speech Communications (3 hours) In 2000-2001 the following courses will be available: English IV (1 high school credit) and UALR 1311 and 1312: Composition 1-11 (6 hours) 27 Pre-Calculus B (1/2 credit) and UALR MA1302: College Algebra (3 hours) Physics I Pre-AP (1 credit) and UALR 1321 and 1322: Elementary Physics I-II (6 hours) United States History (1 credit) and UALR 2311 and 2312: United States History (6 hours) Psychology (1/2 credit) and UALR 2300: Psychology and the Human Experience (3 hours) Sociology (1/2 credit) and UALR 2300: Introduction to Sociology (3 hours) Communications IA (1/2 credit) and UALR Speech 1300: Speech Communications (3 hours) Biology IIA (1/2 credit) and UALR 1401: Science of Biology (3 hours). During fall 1999, 49 of 51 students successfully earned both high school and college credit. A total of 41 students enrolled in spring 2000 semester courses. District-level and Hall High School educators work closely with UALR staff to ensure the continued success of this wonderful opportunity for LRSD students. Talent Development Plan Early conversations in the District about the obligations in Section 2.6 centered at first on the analysis of student achievement data by race and number of African-American students performing in the highest quartile of the SAT9. These analyses convinved the staff that the District not only needed to ensure the enrollment of more high-performing students in advanced classes, but strategies had to put into place to \"grow talent,\" especially among African American males. Extensive research was done and the opinons of African American men in the community were sought to advise the committee. Among those consulted were Dr. Frank James of Philander Smith College, Leon Modeste, and Dr. Terrence Roberts. The committee read research as well. Among the literature consulted were the following books and articles:  Freeman A. Hrabowski III, Kenneth I. Maton, and Geoggrey L. Grief. Beating the Odds: Raising Academically Successful African American Males. New York: Oxford University Press, 1998.  Ronnie Hopkins. Educating Black Males: Critical Lessons in School, Community, and Power. Albany: State University ofNew York Press. 1997.  Vernon C. Polite and James Earl Davis (eds.). African-American Males in School and Society: Practices and Policies for Effective Education. New York: Teachers College Press. 1999.  Christopher Jencks and Meredith Phillips (eds.). The Black-White Test Score Gap. Washington, DC: Brookings Institution Press. 1998.  Mano Singham. \"The Canary in the Mine: The Achievement Gap Between Black and White Students.\" Phi Delta Kappan. September 1998. Pp. 9-15.  Steven C. Ender, Byron A. Wiley, and Charles Pagano. \"The Philadelphia Partnership: Improving College Access and Retention among Minority and Low-Income Students.\" The College Board Review. Summer 1998. 28  Stephen B. Plank and Douglass J. Maciver. \"Talent Development: A Philosophy and Blueprint for Middle School Reform.\" Principal Magazine. January 1998.  Stephanie Bell-Rose. \"What It Takes: A Look at Black Achievers.\" College Board Review. Winter 1998-99.  Harold Stevenson and James Stigler. The Learning Gap. New York: Summit Books. 1992.  Williams, Belinda (ed.). Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. Alexandria, VA: Association for Supervision and Curriculum Development. 1996. A committee was formed in September 1998 to develop a Talent Development Plan. Research assignments were made, and the committee moved very quickly to put some infrastructure in place:  Eliminated the honors/enriched layer of courses between the regular level and Pre-AP/AP level at grades 6-12 for the 1999-2000 school year (approved by the Board of Education on November 19, 1998)\n Made all AP courses ( except Music Theory AP) available to all high schools for 1999-2000\n Changed admission so that students with a grade of at least \"C\" in a prior PreAP or AP course can enroll in the next level without teacher approval\n Surveyed all honors, enriched, Pre-AP, and AP teachers to determine what training they had had so that a professional development plan could be designed\n Conducted study of current percentages by school of those students who are performing in the top quartile\npercentages of students who are taking the ACT\npercentages of students enrolled in AP courses\npercentages of students passing AP courses by school\netc.  Paid fee for Mable Donaldson to participate in the first year of training for Project AVID directors\n Investigated two potential grants to fund the Project AVID initiative: GearUp and Javits federal grants\n Conducted one-half day of training on Project AVID for representatives of the curriculum staff, high school principals, high school counselors, parent representatives, and community advocates\n Conducted one evening of training for members of the Board of Education on Project AVID\n Distributed information on the Talent Development Middle School (Baltimore model) to all middle school principals for restructuring ideas\n Continued research on effective strategies to close achievement gaps\n Met with representative teachers and counselors at three of the five high schools to hear what they believe they need to support the goal of increasing AP enrollment\n Discussed with Dr. Angela Sewall, Dean of Education at UALR, the possibility of a university partnership relating to Project AVID\n29  Met with ODM staff to discuss Project AVID and its potential benefits to LRSD students. The committee members understood that building the academic capacity for success in higher-level courses requires students to start early in developing their knowledge and skills. The District needs procedures in both identifying students who perform at high levels and making sure that they are placed in challenging classes. We must provide the necessary supports for more students to move into higher levels of performance-to develop the talent that is there. The assistance of Dr. Terrence Roberts, one of the District's desegregation consultants, was sought early in the development of this plan, and he has provided assistance on several occasions. Project AVID An early recommendation of the Talent Development Committee was that the District implement in its middle and high schools a national program called Project AVID. This recommendation was first presented to the Board of Education in December 1998. Due to the extraordinarily high costs of funding the training in San Diego, California, for teams of eight from each school, the only piece that was funded at that time was training for the Gifted/Talented Supervisor in the program's implementation. The Talent Development Committee is still interested in this program for the District's high schools-if the national organization can provide training at a site closer to Little Rock or if grant funding for the initial implementation can be secured. Gear-Up Grant Proposal In spring 1999 the Little Rock School District collaborated with the University of Arkansas at Little Rock (UALR) and other community organizations to submit a grant proposal to the federal government to fund Project AVID and other initiatives at the middle school level. These programs would have assisted the District in its goal of increasing minority participation in higher-level courses, including the Pre-AP courses available at the middle school level. The proposal was not, however, funded. Accelerated Student Academic Program (ASAP) Since the costs of implementing Project AVID are prohibitive at this time, the Talent Development Committee has devoted itself in 1999-2000 to the development of an alternative, locally designed plan based on the critical components ofthe AVID model:  Data-driven decisions  Identification, monitoring, and placement of students  Development of high-level reading skills and vocabulary  Development of high-level writing, note-taking, and test-taking skills  Mentoring, tutoring, and service learning  Parent involvement  Test (PSAT, SAT, ACT, AP) preparation  College preparation  Leadership development 30  Professional development for teachers, counselors, tutors, and mentors  Vertical teams  Summer programs  Program evaluation Staffs have briefly defined strategies for elementary, middle, and high schools for each of these strands. (See the following pages.) Accelerated Student Academic Program (ASAP) Program Objectives: 1. To improve student access to Pre-AP and AP courses (% enrolled by grade level). 2. To improve student success in Pre-AP and AP courses(% earning a \"C\" or above). 3. To improve ACT scores. 4. To improve percentage of students earning the Honors Seal on their diplomas. 5. To improve the percentage of students performing at the Advanced Level on the State Benchmark and End-of-Level Tests. 6. To improve the percentage of students performing at the Top Quartile on the SAT9 in reading and mathematics. 7. To radically narrow the achievement gap between African-American and white students. Strand Elementary School Middle School High Sch,ool Data-Driven Analyze perfonnance Analyze perfonnance data, Analyze perfonnance data, set Decisions data, set goals, and set goals, and establish goals, and establish interventions. establish interventions. interventions. Identification, Identify and monitor all Place all elementary- Place all gifted/talented, Monitoring, and \"Advanced\" and \"Top identified gifted/talented, \"Advanced,\" and \"Top Quartile\" Placement of Quartile\" students in \"Advanced,\" and \"Top students m Pre-AP or AP courses. Students reading and Quartile\" students in Pre-AP mathematics. courses. Development of Implement independent Implement independent Implement independent reading High-Level reading program with reading program with program with specific lists to Reading Skills specific lists to develop specific lists to develop develop skills, vocabulary, and and Vocabulary skills, vocabulary, and skills, vocabulary, and content knowledge. Require at least content knowledge. content knowledge. Require 30 books each year, Require at least 30 books at least 30 books each year. each year. 31 Strand Elementary School Middle School High School Development of Implement writing Implement ASAP class for Implement ASAP class for students High-Level ' across the curriculum. students in third quartile, to in third quartile, to emphasize Writing, Note- Emphasize writing for emphasize systematic note- systematic note-taking skills, taking, and Test- learning, learning logs, taking skills, writing of writing of informative and Taking Skills. reader response journals, informative and persuasive persuasive essays, test-taking skills, etc. essays, test-taking skills, vocabulary, AP test preparation, etc. vocabulary, etc. Mentoring/ Establish a Establish a peer Establish a peer tutoring/service Tutoring/ mentoring/role model tutoring/service learning and learning/mentoring program. Use Service Learning program for advanced mentoring program. Use college students, community students. Use high school students, volunteers. middle/high students, college students, community college students, volunteers. community volunteers. Parent Individualize School- Individualize School-Parent Individualize School-Parent Involvement Parent Compacts to Compacts to accelerate Compacts to accelerate advanced accelerate advanced advanced students Focus on students. Focus on dads/male role students. Focus on dads/male role models. models. dads/male role models. College Provide information on Provide information on Provide information on college Preparation college preparation, college preparation, preparation, advanced courses, advanced courses, advanced courses, gifted/talented education, the Hall gifted/talented education, gifted/talented education, University Studies Program, etc., in the Hall University the Hall University Studies the Student Handbook. Studies Program, etc., in Program, etc., in the Student the Student Handbook. Handbook. Leadership Include curriculum Expand opportunities for Incorporate a Leadership Development modules on leaders, student participation in Development course into the including many who are co/extra-curricula curriculum with a service learning ethnic minorities, across opportunities at the middle component. Form partnership with the curriculum. schools. Encourage reading Leadership Little Rock. Encourage of biographies and reading of biographies and autobiographies. autobiographies, Professional Provide quality Provide quality professional Provide quality professional Development- professional development for teachers on development for teachers on the Teachers development for teachers the development of higher- development of higher-level on the development of level thinking. thinking. higher-level thinking. Professional Provide quality Provide quality Provide quality professional Development- professional professional development development for counselors. Counselors development for for counselors. counselors. Professional Provide quality training Provide quality training for Provide quality training for tutors. Development- for tutors. tutors. Tutors Professional Provide quality training Provide quality training for Provide quality training for mentors. Development- for mentors. mentors. Mentors Vertical Teams Implement vertical teams Implement 6-12 vertical Implement 6-12 vertical teams of at all elementary schools. teams of teachers in teachers in English, mathematics, English, m_athematics, science, social studies, and foreign science, social studies, and languages. foreign languages. 32 II Strand summer Programs Evaluation ~esign Elemen~ary _School Implement top quality summer reading program for elementary students. Gather and analyze relevant quantitative and qualitative data. Evaluate program. Make necessary modifications for improved effectiveness. Middle School Implement summer programs to prepare students for advanced study: Grade 6-Etymology Grade 7-Mathematics Grade 8-Writing and Reading Gather and analyze relevant quantitative and qualitative data. Evaluate program. Make necessary modifications for improved effectiveness. High School Implement summer programs to prepare students for advanced study. Grade 9-Mathematics Grade 10-PSA T Preparation Grade I I-ACT Preparation Gather and analyze relevant quantitative and qualitative data. Evaluate program. Make necessary modifications for improved effectiveness. Dr. Terrence Roberts' suggestions (Note: all program components are incorporated in this draft.) 1. Establish high expectations for all students to get top quality work. 2. Introduce a leadership component-skills training. 3. Use existing structures in the district and community whenever possible-to lessen the work, to minimize cost. For instance, he recommended that we consult with community organizations such as Boy Scouts, PARK, and church groups to impact black male student achievement. 4. Be sure to use community volunteers as mentors-not just other public school students or college students. 5. Each school must use a process to involve teachers in planning the school's implementation. Teacher buy-in is critical. 6. Focus on African-American males. Adult males need to form alliances with the black boys. Relationships are important. Consideration of problems. Connections to the school and to the community. Must change the mind-set. Restore/build the boys' ability to survive in a society that does not give the message: you are valued and needed. 7. Consider a scholarship program. Dr. Terrence Roberts, desegregation consultant, has been instrumental in the development of this tentative plan, which will require further revision and refinement. Implementation will be phased in at the high school level, beginning with the addition of double-period English I Pre-AP courses in fall 2000 at three high schools (see below). These courses will include the curriculum components of the plan. Other components will be implemented as possible when the plan is fully developed and approved. Gear-Up Grant Proposal Two meetings were held during the week of February 14, 2000, to begin the planning necessary to submit a second proposal for funding from the federal Gear-Up program. LRSD will form a partnership with UALR, Philander Smith College, the Chamber of Commerce Education Committee, the 33 I Arkansas Commitment, the League of United Latin American Citizens, and others to implement, according to the tentative plan, five major components (strands) from the preliminary Accelerated Students Academic Program (ASAP) plan discussed in this section:  Professional development for teachers and counselors  Student supports (mentoring, tutoring, extended day, summer programs, etc.)  Communication (use of cable channel, publications, etc.)  Parent education and involvement  College and career awareness. The grant funds programs at middle and high schools where 50 percent or more of the students are eligible for free and reduced lunches. The qualifying middle schools in LRSD are Henderson, Southwest, Mabelvale, and Cloverdale. The LRSD/UALR proposal will carefully coordinate and align the activities designed for this initiative with the work that is already in progress with the Collaborative Partnerships for Mathematics and Science Achievement (CPMSA) funded by the National Science Foundation. The proposal will also set the planned initiatives into the context of reforms that have already been initiated or will be implemented in fall 2000. The District will also investigate other possible sources of funds for the other four middle schools. English I-II Pre-AP Workshop (2 periods) The Board of Education approved in December 1999 a proposal to allow high schools the option of offering a double-period English I (for 2000-2001) and English II (for 2001-2002) at both the regular and Pre-AP levels. Students in the regular-level course will work on the knowledge and skills necessary for them to perform at the \"proficient\" level on the state's benchmark examinations. Students in the Pre-AP level course will concentrate on notetaking, writing, vocabulary, critical reading skills, self-discipline, and other knowledge and skills that are necessary to prepare for success in the Advanced Placement English and social studies courses. These curricula components are similar to those included in Project AVID courses. English I teachers will receive during summer 2000 intensive training in the implementation of this new program. English II teachers will be trained in summer 2001. As of February 2000, the English I Workshop and English I Pre-AP Workshop will be implemented at Fair, Hall, and McClellan High Schools in fall 2000. 34 Section 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging African-American students to participate in honors and enriched courses and advanced placement courses. Procedures Staff at the District level are using six basic procedures to provide for identification of increasing numbers of African-American students to participate in advanced, Pre-AP, and AP courses.  The District is providing teachers and counselors with the rationale ( ethical, philosophical, pedagogical, legal, and compliance-whatever works) to open more sections of Pre-AP and AP courses and to encourage increasing numbers of students, especially African-American students, to enroll in these courses.  The District is allowing students to take the Pre-AP or AP courses without having to secure \"teacher approval\" if they made a grade of \"C\" or higher in the previous course.  The District is monitoring enrollment in Pre-AP and AP courses on a nineweek basis to determine not only the numbers of students enrolled, but also to see if enrollment is holding\nthat is, if counselors are encouraging students to stay in the courses.  The District has set as an indicator in the Quality Index that schools should have approximately 65 percent of their students enrolled in Pre-AP/AP courses. As a result, some schools took the initiative at the end of the fall semester 1999 to move stronger students into the Pre-AP level from the regular level. Middle school principals discussed at their February 9, 2000, meeting that they are all building in more Pre-AP sections to their master schedule for 2000-2001 so that they will have space to increase their enrollment in these higher-level courses.  The District has constantly provided information to principals, counselors, and teachers-either in writing ( copies of articles about successful programs/schools which enroll high percentages of students in Pre-AP and AP courses), in discussions at meetings, and in training activities so that staff have the tools they need to teach a wider diversity of students.  The District is looking for every opportunity to inform parents of the benefits of their children being enrolled in this more rigorous curriculumpublications, television shows, newsletters, conversations, and parent meetings. As more and more parents understand this program, we know that they will insist that their children be involved. The Middle School Curriculum Catalog for 2000-2001, published for school staff, provides encouragement and guidelines for increasing minority participation in Pre-AP and AP courses. Counselors will receive more detailed information at the Curriculum Orientation sessions in February 2000. 35 The High School Curriculum Catalog for both 1999-2000 and 2000-2001 provide encouragement and guidelines for increasing minority participation in Pre-AP and AP courses. Several meetings occurred during 1998-99 and again in 1999-2000 to ensure that counselors and teachers understand these new expectations. The 2000-2001 Student/Parent Guide to Middle School Curriculum includes information on the Pre-AP courses that are available at all middle schools. The 2000-2001 Student/Parent Guide to Course Selection and Graduation Requirements includes sections on Pre-AP, AP, and University Studies courses. Advanced Payment of Pre-AP and AP Workshop Fees The Supervisor of the Gifted/Talented Program provided leadership in establishing a special account through which the State funds for AP workshops and institutes are processed. This fund allows all teachers equal access to the opportunities for training because attendance is no longer dependent on whether the teacher can pay the fees and wait for reimbursement or whether the schools have the available funds to pay for the fees and wait for reimbursement. The procedures that have been established enable all students in the District to have equal access to the same types of Pre-AP and AP course work and strategies. Programs Training for Counselors Curriculum Orientation workshops were conducted for elementary, middle, and high school counselors in January 1999 and February 2000 to prepare for student registration. A significant emphasis in these workshops was on increasing enrollment in Pre-AP and AP courses, especially of African-American students. The sections in the High School Curriculum Catalog relating to this issue were highlighted. On October 14, 1999, the Supervisor of the Gifted/Talented Program conducted a training session for counselors on \"Recruiting and Preparing Students for a Rigorous Academic Program.\" She discussed the recruitment of minority and disadvantaged students to the PreAP and AP programs and the importance of involving parents so that they will be supportive of students enrolling in these courses. They viewed a video entitled, \"Advanced Placement Inventive Program: Improving Education and Changing Lives.\" Training for Teachers All teachers of Pre-AP and AP courses are offered special training sponsored by the College Board and funded by the State. The Little Rock School District encourages participation and, in addition, provides supplemental training to include issues relating to minority participation. 36 In summer 1999 27 LRSD teachers attended the Summer Pre-AP and AP Institute: Central High 3 Fair High 3 Hall High 6 McClellan High 2 Parkview High 5 Cloverdale Middle 1 Dunbar Middle 5 Mann Middle 2 The AP courses that these 27 teachers represented were as follows: English (11), Social Studies (2), Mathematics (4), Science (3), Art (3), French (1), Spanish (2), and Psychology (1). On December 5-6, 1999, 94 LRSD teachers attended the AP Workshops: Central High 12 Fair High 4 Hall High 4 McClellan High 3 Parkview High 4 Cloverdale Middle 4 Dunbar Middle 7 Forest Heights Middle 13 Henderson Middle 10 Mabelvale Middle 3 Mann Middle 17 Pulaski Heights Middle 7 Southwest Middle 6 The courses represented by these 94 teachers were as follows: Pre-AP English (47), Pre-AP Social Studies (33), AP U.S. History (1), Pre-AP Spanish (5), AP Spanish (4), AP French (2), Pre-AP French(l). A third AP Conference was conducted on February 25-26, 2000. LRSD has registered 111 teachers who plan to participate: Central High 15 Fair High 4 Hall High 9 McClellan High 8 Parkview High 9 Cloverdale Middle 5 Dunbar Middle 4 Forest Heights Middle 11 Henderson Middle 7 Mabel vale Middle 10 37 - -- - -- Pulaski Heights Middle 9 Southwest Middle 6 IRC 1 The courses represented are as follows: Pre-AP Science (37), AP Chemistry (2), AP Environmental Science (2), AP Biology (1), Pre-AP Biology (4), Pre-AP Chemistry (4), AP Physics (1), Pre-AP Physics (2), Pre-AP Mathematics (51), AP Statistics (3), AP Calculus (4). Vertical Teams in Mathematics and Science Mathematics and science vertical teams were formed to align local mathematics and science standards and benchmarks with the national standards. These standards and benchmarks were used to help select the curriculum for the high school mathematics courses. State funds provided under the Advanced Placement Incentive Program, Act 929 of 1997, were allocated for Pre-Advanced Placement and Advanced Placement teachers to attend oneday and/or two-day conferences. During 1998-99, 31 mathematics teachers, grades 6-12, attended College Board's two-day Mathematics Vertical Teams Conference in Little Rock. In addition, 26 science teachers, grades 6-12, attended UALR's Vertical Teams Conference for science teachers. The mathematics teachers have a new newsletter, The Mathematics Vertical Teams Newsletter with a first issue in December 1999. The following \"purpose\" for vertical teams is included on the first page: \"Our primary goal as educators in the Little Rock School District should be to help our students master the material in our discipline. Vertical teams should be viewed as a vehicle to improve student scores and grades. Vertical teams should also improve communication between teachers in the same building, in the same grade level, in the same courses, and in the same district. A Vertical Team never comes to a complete end because decisions must be reviewed, revised, and implemented over and over.\" Training for Principals During July 1998 one day of training on the new mathematics and science curriculum and the NSF accountability plan was presented to all principals. Follow-up meetings have been conducted during the school year in 1998-99 and 1999-2000. Training for Campus Leadership Teams During July 1999 the District provided two and one-half days of training for a core group of each school's Campus Leadership Team. A major emphasis in this training was on the District's new Collective Responsibility Plan and the Quality Index-including those indicators relating to increasing minority student participation in advanced and Pre-AP/AP courses. Each school's performance will be evaluated, in part, based on those indicators. 38 Section 2.6.2 LRSD shall implement programs to assist African-American students in being successful in honors and enriched courses and advanced placement courses. Procedures Identification of Students for Gifted and Talented Programs Students are identified for placement in the Gifted and Talented Programs as per administrative regulation IHBB-R and the steps outlined in the Gifted Program Handbook. Guidelines for Placement of Students in Pre-AP and AP Courses Students are placed in Pre-AP and AP courses according to the guidelines established in administrative regulation IHCC-R. These are reprinted in the Gifted Program Handbook, the High School Curriculum Catalog. and the Middle School Curriculum Catalog. Review and Monitoring of Enrollment in Pre-AP, AP, and GT Programs Staff in the Planning, Research, and Evaluation office routinely monitor enrollment, by school, by race, and by gender, in Pre-AP, AP, and GT programs as a part of the program evaluation functions. The Associate Superintendent for Instruction also monitors each semester's enrollment in Pre-AP and AP courses when she reviews schools' master schedules. Individual schools monitor as well. At both the middle and high school levels, one of the indicators in the Quality Index is the percentage of students at each grade level who are enrolled in at least one Pre-AP or AP course. School-level staff, therefore, are learning that their school's performance cannot be rated well if they do not attend to this indicator. Enrollment in these courses is also encouraged in the following additional indicators:  Percentage of students scoring in the highest quartile on the SA T9 reading and mathematics sub-tests  Percentage of students scoring at the advanced level on the State's Benchmark and end-of-level tests  Percentage of students scoring at the advanced level on the LRSD Academic Level Tests  Percentage of students earning at least a 19 on the ACT  Percentage of students taking Advanced Placement examinations  Percentage of students earning at least a \"3\" on AP examiniations  Percentage of students earning the Honors Seal on their diplomas  Percentage of students who require remediation in college Building-Level Guidance Plan Each school designs and implements an annual guidance plan that is aligned with State and LRSD expectations. 39 Review and Monitoring of Quarterly Grade Distribution Reports The Superintendent and the Associate Superintendent for Instruction monitor quarterly the grade distribution reports, as do school-level staff. National Science Foundation Accountability Report The NSF program staff compile and submit to NSF an annual report that includes a narrative on the activities implemented and many tables and charts of data that are required for accountability. These data include enrollment in Pre-AP and AP courses, as well as other higher-level courses in mathematics and science. Programs College Preparatory Enrichment Program (CPEP) This summer tutoring program is funded by the State of Arkansas. The program goal is to improve students' mathematics and verbal scores on the ACT. The knowledge and skills that are taught reinforce student success in advanced classes. Academic Enrichment and Gifted in Surnrner (AEGIS), Grades 7-12 This program is state funded for identified gifted students. Southeastern Consortium for Minorities in Engineering (SECME) SECME is a premiere pre-college program that prepares and motivates students for engineering and other technical fields. LRSD received $22,000 from SECME to implement the SECME program in thirteen elementary and secondary schools. SECME's goal, which is tightly aligned with the Little Rock NSF project, is to increase the pool of minorities who are prepared to enter and complete post-secondary studies in engineering, mathematics, and science. The Little Rock SECME program works in partnerships with faculty from the School of Engineering at the University of Arkansas at Little Rock (UALR). The faculty provides in-kind contributions to deliver technical assistance to school teams. NSF funds were used to support the SECME program in five additional schools. Early College Planning Process (middle school) Students plan their high school graduation and for college both in their grade 7 Career Orientation class and through the middle school guidance program. SMART This SF-funded program provides a summer enrichment program in mathematics to ensure higher levels of success among grade 9 students in Algebra I. School-based Student Support Teams Each school has a Student Support Team whose goal is to monitor student achievement and provide support and necessary interventions to students at risk of failure. English I-II Workshop Pre-AP Three high schools plan to implement in fall 2000 a double-period English I Pre-AP course (and then to add the double-period English II Pre-AP course in fall 2001). This course will 40 include the curriculum content standards and benchmarks of the English I Pre-AP course, plus specific instruction in areas that students need for success in AP courses: note-taking, essay writing, critical reading skills, vocabulary development, test preparation, college application skills, and so forth. A part of the plan is to work with the community to secure mentors/tutors for students who need assistance in these courses. The curriculum will support student success not only in AP English courses, but in other AP courses as well. Section 2.7 LRSD shall implement programs, policies, and/or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan. Alignment of Multiple Plans Early in 1998 the staff concluded that everyone was going to be confused unless District leaders could clearly demonstrate the alignment and connections among at least six critical planning documents and accountability systems for the District:  LRSD Strategic Plan  LRSD Revised Desegregation and Education Plan  Title I  Arkansas Smart Start Initiative  Urban Professional Development Initiative  Collaborative Partnerships for Mathematics and Science Achievrnent (funded by NSF) What all these documents had in common were standards, professional development, and accountability. Members of the Division oflnstruction worked diligently, therefore, to keep all those tightly aligned as work proceeded toward implementation so that everyone at every level would see the six initiatives as basically one initiative, especially as they relate to curriculum, instruction, and assessment. Graphics were constructed, as were matrices, so that staff could see the connections. Student Success Model The Little Rock School District has adopted a comprehensive plan to improve student achievement. The Student Success Model has six components, as follows:  Establish a continuum of learning ( curriculum standards and benchmarks)  Provide professional development on effective instructional strategies  Design an assessment system to measure academic progress  Create opportunities for personalized education  Build community support  Communicate. Communicate. Communicate. The Work Plan for the Division oflnstruction was organized under these six components in 1998-99 and continued into 1999-2000. They guide the staffs thinking and their work. The Student Success Model was unveiled for the first time at the July 1998 Summer Principals' Institute. The graphic used to explain the model was used every week during 1998-99 on the front page of the Division of Instruction's publication for principals, Leaming Links, to remind everyone of both the model and the focus: improved student achievement. 41 A formal presentation of the Student Success Model was made to the Board of Education, principals and members of the Campus Leadership Teams, and the community in November 1999 at the Excelsior Hotel. Packets of explanatory materials and lists of programs were distributed. The presentation was taped and then broadcast on the District's cable channel. In a school district that is 68 percent African-American, as is the Little Rock School District, everything that responsible educators do must serve to improve opportunities, access, support systems, and academic success of African-American students. The following policies, procedures, and programs have been implemented in 1998-99 and 1999-2000 to that end. All policies and administrative regulations were reviewed not only by representative staff, but they were also sent for review and input to ODM, John Walker of Joshua Intervenors, Frank Martin of the Classroom Teachers Association, and to both Dr. Terrence Roberts and Dr. Steve Ross, desegregation consultants. Policies The section on Instruction in the Board of Education's policy manual has almost totally been revised. The following new policies (those not discussed in other sections of this document) have been adopted:  Policy IA, Academic Content Standards and Benchmarks, adopted on July 22, 1999, by the Board of Education, establishes a standards-based education system for all students. Also stated is the expectation that, \"The District, each school, each individual educator, students, and their parents/guardians are collectively responsible for ensuring student success to every extent possible.\"  Policy IB, Academic Freedom, adopted by the Board on July 22, 1999, establishes rights of both teachers and students in the area of academic freedom.  Policy IC, School Year, adopted by the Board of Education on July 22, 1999, establishes the length of the school year and allows the Superintendent to apply for a waiver of up to five instructional days to be used for the professional development of staff.  Policy ICA, School Calendar, adopted by the Board of Education on July 22, 1999, sets forth the requirement that the Board annually adopt the school calendar.  Policy ID, School Day, adopted by the Board of Education on July 22, 1999, establishes the number of required instructional hours in the school day for elementary and secondary students.  Policy IG, Curriculum Development, Adoption, and Review, adopted by the Board of Education on August 26, 1999, requires Board approval for new courses added to the curriculum.  Policy IGA, Curriculum Program Alignment and Coherence, adopted by the Board of Education on July 22, 1999, requires that all curriculum be aligned with the District's planning documents and the regular education program. It further requires that special education, Title I, ESL, migrant education, gifted and talented education, 504 programs, alternative education, and other instructional programs reflect the district-adopted standards and benchmarks. 42  Policy IGE, Curriculum Guides, adopted by the Board of Education on July 22, 1999, requires curriculum guides for all courses offered in the District.  Policy IHAL, Religion in the Schools, adopted by the Board of Education on July 22, 1999, reinforces the American tradition of separation of church and state. The policy specifically permits teaching about religion.  Policy IHBDA, Remedial Instruction, adopted by the Board of Education on July 22, 1999, makes a commitment to provide \"expanded learning opportunities for all students.\" The policy further states that \"Intervention and remediation efforts ... will be comprised of a broad range of alternatives to ensure that all students are afforded equitable opportunities to perform at or above the 'proficient' level as defined by the standards of Arkansas and the Little Rock School District.\"  Policy IHBH, Alternative Education Programs, adopted by the Board of Education on July 22, 1999, states that the District will \"provide alternative educational opportunities to the extent practicable for those students unable to succeed in a traditional learning environment.\"  Policy IHCA, Summer School, adopted by the Board of Education on July 22, 1999, authorizes summer school programs for extended learning opportunities.  Policy IHCD, Credit for College Courses, adopted by the Board of Education on July 23, 1998, establishes concurrent credit programs between high schools and area universities.  Policy IHCDA, Opportunities to Earn College Credit, adopted by the Board of Education on July 22, 1999, allows students to enroll in college courses while they are still in high school.  Policy IIB, Teacher-Student Ratio, adopted by the Board of Education on July 22, 1999, reinforces the Arkansas Accreditation Standards for teacher and student ratios.  Policy IJ, Instructional Resources and Materials, adopted by the Board of Education on July 22, 1999, establishes the responsibilities of the Board in the selection, adoption, maintenance, and control of instructional materials.  Policy IKA, Grading Systems, adopted by the Board of Education on September 23, 1999, establishes a purpose for grading, the expectations of fairness, the requirement of written procedures, the requirement that grades reflect only academic performance--not discipline, and the provision for adaptions in instruction, performance standards, and assessment strategies for students with special needs.  Policy IKB, Homework, adopted by the Board of Education on July 22, 1999, sets forth a philosophy on homework.  Policy IKE, Promotion and Retention of Students, adopted by the Board of Education on July 22, 1999, requires standards to be established to guide promotion and retention decisions.  Policy IKEC, Award of Credit, adopted by the Board of Education on July 22, 1999, defines a unit of credit and authorizes the Superintendent to award credits earned in various ways. 43  Policy IKFA, Early Graduation, adopted by the Board of Education on July 22, 1999, discourages, but allows a student to graduate early.  Policy IMB, Teaching about Controversial/Sensitive Issues, adopted by the Board of Education on July 22, 1999, establishes parameters to guide decisions.  Policy IMCA, Distribution of Materials and Literature Through Schools, adopted by the Board of Education on July 22, 1999, requires the Superintendent's authorization for the distribution of external materials.  Policy IMH, Class Interruptions, adopted by the Board of Education on July 22, 1999, establishes the expectation that non-academic interruptions to instruction be radically limited. Policies still under development include those relating to the administration of Title I, those relating to the professional development program, and one on computer literacy. The Board of Education also approved the revised middle school curriculum requirements in November 1998 and the revised high school curriculum in December 1998. Both were slightly revised by Board action in December 1999. Procedures The following Administrative Regulations establish the procedures for curriculum, instruction, and assessment staff, as well as school-level staff:  Administrative Regulation IA-R, Academic Content Standards and Benchmarks, adopted October 21 , 1999, establishes eight exit standards for students to achieve by the time they graduate from high school.  Administrative Regulation ID-R, adopted on October 21, 1999, establishes the minimum number of courses in which a student must enroll in grades 9-12.  Adminstrative Regulation IGE-Rl, Curriculum Guide Development, adopted on October 21, 1999, establishes a five-year cycle for curriculum guide development, describes the processes that will be used, and sets expectations for dissemination and implementation.  Administrative Regulation IGE-R2, Approval of New Courses, adopted on October 21, 1999, lays out the processes to be used for the approval of new courses in the curriculum.  Administrative Regulation IHBDA-R, Intervention/Remediation, adopted on October 21, 1999, requires that assistance be provided \"for any student who is performing below the standard levels of achievement in the areas of mathematics and reading/language arts.\" Intervention/ remediation programs include \"re-teaching, tutoring, extended-day programs, Saturday programs, summer school, and special courses offered within the school day.\"  Administrative Regulation IHCDA-R, Concurrent Enrollment, adopted on October 21, 1999, provides procedures for concurrent enrollment and credit.  Administrative Regulation IJ-Rl, Textbook Adoptions, adopted on October 21 , 1999, establishes the procedures for adoption of textbooks. 44  Administrative Regulation IJ-R2, Library Media Center Materials Selection, adopted on October 21, 1999, establishes the procedures for the selection, retention, and/or removal of library media center materials.  Administrative Regulation IKA-R, Nine-Week/Semester/Yearly Grading Procedures, adopted on October 21, 1999, provides procedures for teachers to use in grade calculations at the elementary, middle, and high school levels. Included is the provision for semester test exemptions at the high school level.  Administrative Regulation IKE-R, Student Promotion and Retention, PreK- 12, adopted on October 21, 1999, provides specific guidelines for decisions relating to promotion and retention at each level.  Administrative Regulation IKEC-Rl, Credit for College Dual-Credit and College Summer Enrichment Programs, adopted on October 21, 1999, establishes parameters and criteria for award of credit earned in these programs.  Administrative Regulation IKEC-R2, Credit for Correspondence Courses, establishes procedures and parameters for the use of credit earned through correspondence courses.  Administrative Regulation IKEC-R3, Credit by Examination, establishes a list of approved courses for which credit by examination can be earned and the procedures for administering the program. Curriculum Content Standards/Benchmarks The District developed in 1997-98 and 1998-99 comprehensive curriculum content standards, plus grade-level and course benchmarks in K-12 English language arts, mathematics, science, and social studies. In addition, curriculum maps were constructed for each area to ensure that the LRSD standards were aligned with the State's curriculum frameworks and assessments. Teachers received their copies of the new curriculum documents in August 1999, along with some initial training in their implementation. Follow-up training has occurred throughout 1999-2000. (See Section 5.) Standards are important to ensure that high expectations for learning are established for every student. They describe for all involved the specific knowledge and skills that students should acquire during a year of instruction. Extensive, in-depth, and follow-up training is important for teachers so that they have the tools that they need to ensure student success in achieving the established curriculum standards and benchmarks. Instructional Standards A committee has been at work throughout 1999-2000 to identify or adapt or, perhaps, create a set of desired instructional ( or delivery) standards for use throughout the District, K-12. These standards will guide the design of professional development programs at both the District and school levels\nwould serve as part of the criteria by which educators at the District and school levels can evaluate potential curricula as 45 staff plan for improved student achievement\nwill be used by staff who observe instruction to provide feedback\nand eventually will be used to inform a revised teacher evaluation system. This work has been exciting in that it has provided a forum for professional development, for critical thinking about the available options, for discussions about culture and differences among both students and teachers, and consideration of the K- 12 and across-the-curriculum needs. Among the resources that the committee has studied are the following:  Robert Marzano. A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, VA: Association for Supervision and Curriculum Development. 1992.  Robert Marzano. A Theory-Based Meta-Analysis of Research on Instruction. Aurora, CO: Mid-continent Regional Education Laboratory. 1998.  Stephanie Stoll Dalton. Pedagogy Matters: Standards for Effective Teaching Practice. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence. 1998.  Gloria Ladson-Billing. The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass. 1994.  Robert Cole. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. Alexandria, VA: Association for Supervision and Curriculum Development. 1995.  Steven Zemelman, Harvey Daniels, and Arthur Hyde. Best Practice: New Standards for Teaching and Leaming in America's Schools. Portsmouth, NH: Heinemann. 1998.  Gordon Cawelti. Handbook of Research on Improving Student Achievement. Arlington, VA: Educational Research Service. 1999.  Bruce Joyce and Emily Calhoun. Creating Learning Experiences: The Role oflnstructional Theory and Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1996.  National Research Council. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. 1999.  Fred Newmann, Walter Secada, and Gary Wehlage. A Guide to Authentic Instruction and Assessment: Vision, Standards, and Scoring. Madison, WI: Wisconsin Center for Education Research. 1995.  Barbara Presseisen. Teaching for Intelligence. Arlington Heights, IL: SkyLight. 1999.  Charlotte Danielson's Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. 1996.  Bruce Joyce and Marsha Weil's Models of Teaching. Englewood Cliffs, NJ: Prentice Hall, Inc. 1986.  U.S. Department of Education's Programs for English Language Learners. Washington, DC: Office of Civil Rights. 1999. 46 The core committee doing this work includes diverse participants-those representing general education, special education, gifted education, career and technical education, English-as-a-Second Language, and both elementary and secondary. A representative of ODM serves as well. More diverse levels of staff will be involved as the process continues. The Instructional Standards will be established by the end of the 1999-2000 school year and will be used immediately in planning for 2000-2001 professional development activities. Programs Title I Programs The District's Title I program serves all elementary schools and middle schools, with the exception of magnet schools that already receive supplemental funding. Money is allocated to the District and then to schools on the basis of student participation in the free and reduced lunch program. Targeted students are those who are performing at the \"below basic\" and \"basic\" levels on assessments in reading and mathematics. PLATO Labs The District has acquired PLATO laboratories for Hall, Central, and McClellan High Schools. These schools are using the programs for remediation of socially promoted students to the high schools, for tutoring in English and mathematics concepts and skills, and for retaking courses that students have failed in the core areas. Accelerated Learning Center The Accelerated LearningCenter at Metropolitan serves more than 300 over-age and creditdeficient high school students in 1999-2000 in three sessions daily and in the summer. The competency-based, accelerated program allows students to earn high school credits as quickly as they can complete the courses they lack. This program has already had a dramatic postive effect on the drop-out rate, allowing many students to graduate who might not otherwise have done so. Alternative Learning Center The Alternative Learning Center serves middle and high school students who are on longterm suspension or expulsion. Students at this school can not only continue to make academic progress, but they also receive instruction and coaching on behavior modification so that they can be more successful when they return to their home schools. Summer School The District runs a comprehensive summer school for elementary, middle, and high school students. In summer 1999 the elementary program was conducted with an emphasis on literacy, using the Reading Clinic model. Modifications to the secondary program in summer 1999 included the decision to limit enrollment to students who live in LRSD, thereby ensuring adequate space for LRSD students. 47 Tutoring Programs Several schools offer in-classroom or extended day tutoring services, especially in reading and mathematics. 21 st Century Community Learning Centers Project (Little Rock LEADERS) Little Rock LEADERS (Literacy Education, Academic Development, Educational Resource Services) is a federally funded grant project, awarded in summer 1998 that provides educational programming to students and adults of the Little Rock community. An advisory committee comprised of community partners, parents, and school district personnel provide direction and feedback regarding the LEADERS program. Programs sponsored by this project include after-school tutoring for students in grades K-12, 2 Cool 4 School, and One Three One Five Workforce Readiness and Community Service Program (for 13-15 yearolds). Mental and physical health services are also provided. ACT Tutoring A series of three-hour workshops in each of the core test areas is provided on Saturdays for persons taking the ACT. These workshops are scheduled on consecutive Saturdays leading up to the test dates available during the school year. Career Orientation (Required Grade 7 Course) The Board approved the new middle school curriculum in November 1998. At grade 7 there is a new requirement that all students take one semester of Career Orientation. The curriculum for the course was restructured so that it now meets the objectives of the Middle School Curriculum Committee. A part of the class time is devoted to a study of the high school graduation requirements and all its options, and then students make a first draft of a graduation plan. This class also includes vocational aptitude testing and feedback. The intent is to carve out sufficient time for all students to be well informed about high school and to receive good information and guidance on the choices they have. Block Scheduling All of the LRSD high schools block scheduled in fall 1999\nthat is, teachers and students met a given classes every other day. Students may take eight courses (four each day), and teachers teach six (three each day). Longer class periods have been found to facilitate the kind of instructional\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_1049","title":"\"Interim Compliance Report,\" Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["2000-03-15"],"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","Education--Evaluation","Educational law and legislation","School integration","School improvement programs","Student assistance programs"],"dcterms_title":["\"Interim Compliance Report,\" Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1049"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nInterim Compliance Report Little Rock School District March 15, 2000 Interim Compliance Report Little Rock School District Dr. Leslie Carnine Superintendent of Schools Board of Directors Sue Strickland, President Dr. Katherine Mitchell, Vice President H. Baker Kurrus, Secretary Larry Berkley Mike Daugherty Mike Kumpuris Judy Magness THE REVISED DESEGREGATION AND EDUCATION PLAN Compliance Status Report March 15, 2000 The Little Rock School District (District or LRSD) is committed to compliance with the provisions and philosophy of the Revised Desegregation and Education Plan (Revised Plan). The Revised Plan is built on the philosophy of providing equitable opportunities for the students and employees of the District. The District.recognizes that equitable and equal are not completely synonymous. Equity is based on unbiased attitude, fairness, and reasonableness. Equity takes into account the vestiges of past illegal and discriminatory acts\ntherefore, this Revised Plan does not guarantee equal treatment. It provides for some incentives and possible enhancements to ensure equity in the operation of the District. On March 15, 2001, the District is required to issue a report indicating the state of the LRSD's compliance with the Revised Plan. This status report is being issued on March 15, 2000, one full year in advance of the required report. It is intended to help the District assess its progress toward full compliance and to reassure the court, the parties, and the community of the District's good faith efforts to be in total compliance with the Revised Plan. The District hopes to receive comments and suggestions from interested persons as to the District's compliance with the Revised Plan and the format and content of this status report. This status report covers Sections 2, 5, and 6 of the Revised Plan. These are the sections that could be interpreted as obligation or compliance related. Sections 1, 7, 8, 9, 10, and 11 are more associated with issues other than compliance obligations such as the plan's modification process or continuing jurisdiction. Sections 3 and 4 cover school assignments and interdistrict schools. While not explained in detail in this report, the LRSD believes it has complied with all of their delineated aspects. In this report a brief summary of activities associated with Sections 3 and 4 are covered in the sequentially appropriate sections. This status report should reassure its readers that the LRSD is moving swiftly and in good faith to be in total compliance. The District has every reason to be proud of its efforts and accomplishments since transition to the Revised Plan began. The philosophy of the Revised Plan permeates the activities of the District. Since there are not hundreds of minute and specific obligations like the previous desegregation plan, there is no longer a \"scorekeeping\" mentality. Decisions are made considering the spirit and the intent of the Revised Plan as well as the express obligations of the respective sections. Compliance and Quality Assurance The Associate Superintendents of Administrative Services, Instruction, Operations, and School Services and the Special Assistant to the Superintendent comprise the \"Compliance and Quality Assurance Committee.\" The committee has responsibility for the development, implementation, oversight, review, and revision of the compliance program. The compliance program includes any programs, policies, and/or procedures necessary to ensure that the District fulfills all of its obligations under the Revised Plan. The committee meets weekly to discuss compliance issues and to discuss plan implementation in their respective areas. The compliance philosophy is based on internalizing the Revised Plan through the performance responsibilities of the respective organizational divisions. For example, the instruction division is responsible for integrating the Revised Plan's requirements into the development of the curriculum, staff development, and other similar functions of that division. The associate superintendent who heads the division is the responsible person for the components of the Revised Plan that are appropriate for his/her division. Through the internalization of the philosophy and the integration of the Revised Plan into the District's structure, the respective divisions proactively monitor compliance. The associate superintendents are responsible for talcing appropriate action with respect to incidents of noncompliance and taking steps to prevent future similar incidences of non-compliance. Compliance Plan The Compliance and Quality Assurance Committee systematized the components of the Revised Plan to ensure that the District complied with all of the commitments that it made in the Revised Plan. The systematized approach was compiled into a document titled \"Compliance Plan for the Revised Desegregation and Education Plan, Programs, Policies, and Procedures\", commonly called \"The Compliance Plan.\" The document provides the identification of the administrator responsible for assuring compliance with each individual section of the Revised Plan. It also delineates specific programs, policies, and/or procedures which support compliance efforts of the District for each component of the Revised Plan. Employees are fully expected to comply with the Revised Plan. To ensure compliance it is the responsibility of all employees to report instances of non-compliance when they are aware of it. Failure to report non-compliance also may result in disciplinary action being taken. Appropriate disciplinary action may range from warning to non-renewal or the termination of employment. It is also the responsibility of employees to monitor the effectiveness of the implementation of the Revised Plan in their assigned areas. Employees are expected to cooperate in the collection of any information needed to monitor and/or assess compliance and effectiveness. Employees are encouraged to provide suggestions for improvement in the implementation of the Revised Plan to their principals, supervisors or the Associate Superintendent for Administrative Services. Quality Schools The Revised Desegregation and Education Plan is the foundation on which the District is assuring equity. However, equity alone will not restore confidence in the LRSD. Quality is also a key component. Equity and quality fit hand in hand in the approach that the District is talcing. Quality principles are reflected in the programs used as supporting documentation throughout this status report. With a rich past and a promising future, the Little Rock School District is embarking on a new era in educational leadership. The District is creating ownership for those responsible for carrying out decisions by involving them directly in the decision making process and by trusting their abilities and judgements. These ideas are embedded in the many terms being used to portray the shift of authority, autonomy, \u0026amp;nd accountability to the school site and personnel within. Included are such terms as decentralization, restructuring, site-based 2 - decision making, school-based management, participatory management, and school-based autonomy, to name a few. The Little Rock School District has chosen the Campus Leadership Program as the model for the District. The School Board and Administration believe this process fosters the best opportunity for the school children of Little Rock. The Board adopted the Campus Leadership Policy in July 1998. The Campus Leadership Program is a District commitment to allow each school campus the autonomy to develop programs and strategies that b~st meet the needs of children served at that unique school. The Little Rock School District also pledges to maintain and further develop a quality education program. The Campus Leadership Program is the participatory vehicle that will ensure that a quality education program is available at all District campuses. The primary focus of the Little Rock School District is student achievement. Each campus accepts the responsibility and challenge to provide equitable educational opportunities that ensure every student is successful. Based on the Campus Leadership Program, each Little Rock School District campus is committed to establishing a Campus Leadership Team that will work collaboratively with the principal in the decision-making process to enhance student achievement. The purpose of the Campus Leadership Team is to establish instructional goals and strategies to further promote the education of all children. Involvement and total commitment are paramount to reaching the ultimate in performance, and involvement is the key component of the .Campus Leadership Program. Principals, teachers, auxiliary staff, parents, students, business leaders and community members are included in the Campus Leadership Program. Each school is assigned a central office staff member to serve as a \"broker\" for the school. The primary role of the broker is to serve as a liaison between central office and the school and to provide other means of support as needed. Each school year the principal of each school campus, with the assistance of the Campus Leadership Team, develops, reviews, and revises the campus improvement plan for the purpose of improving student performance for all students. This plan takes into account Quality Indicators and any other appropriate performance measures for special needs populations. All school plans have been submitted and approved for the 1999-2000 school year. As part of the Campus Leadership Program, a Cluster Coordinating Committee consisting of campus representatives, principals and school brokers meet quarterly with the superintendent and central office staff. The purpose of this committee is to provide feedback to the superintendent on policy and implementation of the Campus Leadership decision-making model. Since its inception, the Cluster Coordinating Committee has addressed empowerment strategies such as implementing a reward and recognition plan for schools, conducting parent surveys, recommending capital improvements, developing master schedules, and advising on staffing issues. 3 The Little Rock School District has also embraced the Total Quality philosophy. This focus will enable the District to capture wisdom and new information and to expand human thinking to improve people, services, and products. The Quality Schools Program in the Little Rock School District is based on four principles:  Continuous Improvement  Continuous Education  Customer Satisfaction  Data-Driven Decisions The District believes that in order to have Total Quality schools everyone must be committed to meeting or exceeding customer expectations. Therefore, continuous training is being provided to brokers, principals, and central office administration. Through the Campus Leadership Teams, this quality training will in turn be communicated to the school staffs. Terrence Roberts, a Little Rock School District Desegregation Educational Consultant, has provided consultation to District administrators on the Quality Schools Training Program. In addition, building principals participate monthly in study groups reviewing aspects of quality schools. Note the following: Quality Timeline July 1997 -- Superintendent received Arkansas Leadership Academy Training September 1997 through March 1998 -- Site-Based Decision Making Model designed March 1998 -- Campus Leadership Teams started Team Training through Arkansas Leadership Academy July 1998 -- Customer Service training for all central office staff -- \"Making Your School a School of Choice\" (Institute 1998) September 1998 -- Broker ( central office support personnel) assigned to each school as a facilitator/coach March 1999 -- First school district in Arkansas to apply for the Arkansas Quality Award March 1999 -- Nine staff members (principals, supervisors, assistant superintendents) trained to be Arkansas Quality Examiners July 1999 -- Week-long Campus Leadership Institute designed for 600 Campus Leadership Team participants August 1999 -- Customer Service Training presented by 4 Blue Cross/Blue Shield to district secretaries September 1999 through May 2000 -- Principals, brokers and supervisors receiving Total Quality Schools training December 1998 \u0026amp; January 1999 -- All principals and brokers received three-day training on Total Quality Management through Arkansas Blue Cross/Blue Shield September 1999 -- Three staff members trained to be Arkansas Leadership Academy facilitators October 1999 -- Little Rock School District recognized at Governors Quality Awards program as first school district in Arkansas to receive the Arkansas Quality Award on the Interest Level July 2000/Ongoing -- All principals scheduled to receive Arkansas Leadership Academy Training Ongoing -- Superintendent's Cabinet receiving Arkansas Leadership Academy Training. To enhance the Total Quality philosophy, the Little Rock School District submitted an application to the Arkansas Quality Award and became the first school district in the state to be recognized by the Governor in the Arkansas Quality Award annual recognition ceremony. The initial application in 1998 was submitted on the first of four levels, which is the starting point for any organization expressing interest in adopting and applying quality principles. Currently, an application at a higher level is being written. The very essence of this Compliance Status Report will show evidence of sincere effort, skillful execution, and careful planning on the part of all stakeholders of the Little Rock School District. These are signs of a district orchestrating quality service and investing energies into new ways of doing things while building on past successes to make our work even more effective. 5 Interim Compliance Report Section 2.1.1 LRSD shall retain a desegregation and/or education expert approved by the Joshua Intervenors to work with LRSD in the development of the programs, policies and procedures to be implemented in accordance with this Revised Plan and to assist LRSD in devising remedies to problems concerning desegregation or racial discrimination which adversely affect African-American students. The LRSD retained two desegregation/education experts approved by the Joshua Intervenors. They are Dr. Terrance Roberts and Dr. Steven Ross. Vitae for both Dr. Roberts and Dr. Ross are included in the attachments. Dr. Roberts is a noted psychologist with a strong link to the Little Rock School District. He earned his Ph.D. in Psychology from Southern Illinois University in 1976. He attended school in the LRSD and was one of the \"Little Rock Nine.\" Dr. Roberts has received several awards in the areas of civil and human rights. He has worked extensively with the District on policy review and staff development in cultural differences and sensitivity. Dr. Roberts is currently developing a staff development program, \"Learning to Cope with Differences\", for all District employees and is providing training as well as training trainers to fully implement the program. During a 19-month period that initiated in July '98, Dr. Roberts has focused on the following areas: l. Hiring, assignment and promotion of African-American teachers 2. Placement in and referral of students to schools and school programs 3. Student discipline 4. Instruction for students 5. Counseling services for students 6. Parent and community involvement in school programs 7. Learning to honor and embrace difference Dr. Roberts has been involved in the review and suggested changes to policies in personnel practices, student discipline, public safety, student counseling, instructional delivery systems, curriculum development, student assignment, parent and community involvement, use of volunteers in the District, student transportation, and other related areas. He has prepared presentations for designated groups (i.e. LRSD Cabinet (August 30, 1999), Extended Cabinet, Building Principals (December 1, 1999, January 26, 2000), Campus Leadership Teams, Bus Drivers (October 11, 1999), Campus Security Officers (January 25, 2000), Student Registration Personnel (October 11, 1999), etc.) and visited numerous school sites (April 12, 1999, April 13, 1999, August 30, 1999, October 14, 1999, November 30, 1999, January 26, 2000) to witness policies in action. Dr. Roberts has met individually with LRSD Board members and provided ongoing desegregation updates at school board / agenda meetings (October 14, 1999, December 2, 1999, February 24, 2000). 6 In addition, Dr. Roberts has assisted the division oflnstruction in planning and implementing several initiatives:  Revision of \"I\" section of Board policies and administrative regulations (see section 2.7)  Restructuring of parent education and involvement programs and review of the work of the Collaborative Action Team in partnership with Southwest Educational Development Laboratory (see section 2.8)  Planning relating to the Talent Development Plan (see sections 2.6, 2.6.1 and 2.6.2)  Review of PreK-3 Literacy Plan (see section 5.2.1)  Review of programs funded by the National Science Foundation (see sections 2.7 and 5.3)  Review of plan to develop behavior standards and implement character-centered teaching program (see section 2.7)  Review of implementation of middle school transition plan ( see section 3 .4)  Planning and implementation of training in prejudice reduction and cultural sensitivity (see section 2.12.1)  Review of High School Curriculum Catalog  Review of K-8 grade-level and course benchmarks and the \"refrigerator curriculum\" publication for parents (see sections 2.7 and 2.8)  Review of the new assessment and accountability plans (see section 2.7.1) Dr. Steven Ross earned his Ph.D. in Educational Psychology from Pennsylvania State University in 1974. He is Senior Researcher, Center for Research in Education Policy, at the University of Memphis. During the past ten years he has worked extensively with school districts to develop and evaluate programs for improving student achievement. His primary focus has been assisting schools predominately serving disadvantaged inner-city minority children. Dr. Ross has assisted the Division oflnstruction in its planning and implementation of the following initiatives:  Development of new assessment plan, particularly the addition of the achievement level lists so that growth can be measured (see section 2.7.1)  Development of the new Collective Responsibility Plan and the Quality Indicators by which school performance will be measured (see section 2.7.1)  Development of and training for the middle school scholarship process (see section 2.7.1)  Presentation to principals and brokers on the components of successful school restructuring  Presentation to Board of Education on assessment and accountability plans (see section 2.7.1) 7  Completion of development of curriculum content standards and benchmarks (see sections 2.7.1, 5.2, and 5.3)  Design of program evaluations (see section 2.7.1)  Evaluation of\"Success for All\" programs (see sections 2.7.1, 5.2.1, and 5.2.2)  Review of\"I\" section of Board Policies and administrative regulations (see section 2.7) Section 2.2 LRSD shall implement programs, policies and/or procedures designed to ensure that LRSD hires, assigns, utilizes and promotes qualified African-Americans in a fair and equitable manner. Policies I Regulations GA - Personnel Goals GBA - Open Hiring/Equal Employment Opportunity and Affirmative Action GCE - Professional Staff Recruiting GCE-R- Professional Staff Recruiting Policies GA, GBA, GCE, and GCE-R, adopted by the Board on November 18, 1999, provide tracking of hiring, assignment, utilization and promotion to assure that each activity is done in a fashion to promote the desegregation obligation. Section 2.2.1 LRSD shall maintain in place its current policies and practices related to the recruitment of African-American teachers which have allowed LRSD to maintain a teaching staff which is approximately one-third African-American. Policies / Regulations GA - Personnel Goals GBA - Open Hiring/Equal Employment Opportunity and Affirmative Action GCE - Professional Staff Recruiting GCE-R - Professional Staff Recruiting (regulation) GCF - Professional Staff Hiring GCF-R - Professional Staff Hiring (regulation) Policies and regulations GA, GBA, GCE, GCE-R, GCF, and GCF-R, also adopted by the Board on November 18, 1999, implement this obligation. The District continues to recruit within the state and at historically black colleges and universities in the region. These efforts have resulted in pre-employment contracts for African-American teachers as follows: 1998-99- 25 1999-00 - 22 2000-01 - 10 (verbal) 8 Revisions of the Teachers of Tomorrow (TOT) program, a long-range recruiting effort in collaboration with the PCSSD and NLR school districts to increase the availability of minorities in the staffing \"pipeline\", are being enacted. In the same vein, we have initiated discussions with the Arkansas Department of Education to implement a career development program in which non-certified employees with college degrees may become certified. We also continue to support classified staff with release time so they may continue their schooling and, ultimately, become certified staff. Section 2.2.2 LRSD shall implement programs, policies or procedures designed to increase the number of African-American media specialists, guidance counselors, early childhood teachers, primary grade teachers and secondary core subject teachers, including offering incentives for African-American teachers to obtain certification in these areas, and to assign those teachers to the LRSD schools where the greatest disparity exists. Policies/Regulations GCE - Professional Staff Recruiting GCE-R - Professional Staff Recruiting (regulation) Policy and regulation GCE and GCE-R, adopted by the Board November 18, 1999, were implemented to monitor areas of certification and direct minorities into the designated areas. Priority consideration for tuition reimbursement for course work that will allow minority candidates to become fully certified in the designated areas has been initiated ('99-00). A program is in place to monitor staffing levels at each school site for the above criteria. Staffing will be re-directed accordingly. Section 2.2.3 LRSD shall implement a uniform salary schedule for all positions within the District, including a salary range for director and assistant and associate superintendent positions, designed to provide compensation in accordance with qualifications and to minimize complaints of favoritism. A comprehensive uniform salary schedule adopted by the Board October 28, 1999 was researched and recommended by a nationally recognized consultant. Initially, it has been implemented for administrators and clerical employees. The conversion to a single master salary schedule is continuing for other employee units\nhowever, teachers, custodians, security officers, paraprofessionals (aides), and LRSD employed bus drivers negotiate salaries through collective bargaining agreements. The specified job classifications, Director, Assistant and Associate Superintendent, were included and placed on the approved uniform salary schedule. As part of the implementation process, a Compensation Committee has been formed for the purpose of hearing concerns about salary placement and errors in salary determination. The committee will also be charged with establishing the appropriate salary placement for new/revised positions. 9 Section 2.2.4 LRSD shall implement a policy for the centralized hiring and assignment of teachers by the LRSD Human Resources department designed to provide an equitable distribution of teaching resources and to prevent nepotism and pre-selection of a school principal. Policy GCF, Professional Staff Hiring, and its accompanying regulation, GCF-R, were adopted November 18, 1999 to assure recommendations for new employees by principals or department managers promote equity and fairness in placements made by the Human Resources Department. Section 2.2.5 LRSD shall implement a policy of promotion from within which shall include procedures for notifying district employees of open positions. All vacant jobs are posted throughout the District when school is in session. Additionally, all vacant jobs are posted in the Human Resources Department. Certified staff has in place a procedure whereby they are allowed to pre-select three positions to which they wish to be transferred. Our Applications Coordinator accepts \"blanket\" applications that are submitted in advance of any specific opening (i.e.: future principalship). Section 2.2.6 LRSD shall implement programs, policies and/or procedures designed to ensure that the teaching staffs at all LRSD schools are substantially similar with regard to average years of experience and percentage of teachers with advanced degrees. Policies/Regulations GCE - Professional Staff Recruiting GCE-R - Professional Staff Recruiting (regulation) A program is in place to monitor staff's length of service and level of advanced degrees. This data is provided to all principals to consider when hiring. New hire requests submitted through the assistant superintendent and/or human resource office that are outside of the prescribed staff composition may not be approved. Upon instances whereby an individual is being recommended outside of LRSD staff composition sought, approval must be provided through the Associate Superintendent of Administrative Services. Human resource officials will continue to monitor these elements for equity allocation purposes. Section 2.2.7 LRSD shall negotiate with the Knight Intervenors to establish a procedure for the mandatory reassignment of teachers as necessary to enable LRSD to meet its obligations under Section 2.2 of this Revised Plan. The Little Rock Classroom Teachers Association representing the Knight Intervenors and the LRSD added language to their collective bargaining agreement addressing this plan provision. Article 18, Involuntary Transfers, covers the process for involuntarily moving teachers from one school to another. The parties agreed that this would be the covering IO provision and process with the addition of the following language as a parenthetical addition after the introductory paragraph of the article: The parties agree that some mandatory reassignments may be necessary to meet the District's obligations under the Desegregation and Education Plan in order to assure that schools are substantially similar with regard to average years of experience, percentage of teachers with advanced degrees, and racial composition. Section 2.3 LRSD shall implement student assignment programs, policies and/or procedures designed to ensure the desegregation of LRSD schools to the extent practicable, including but not limited to Sections 3 and 4 of this Revised Plan. Policies JCJCA-School Attendance Student Assignment Draft polices JC and JCA are scheduled to be presented to the Board at the April 2000 meeting for approval. The attendance zones have been redrawn and student assignments for 1999-2000 were made in accordance with the new zones. Little Rock School District continues to operate 6 stipulation magnet schools and 7 interdistrict magnet programs which provide school options to LRSD families in addition to their attendance zone schools. School organizational levels have been modified to accommodate the transition to middle schools, with 6th graders exiting elementary buildings and 9th graders moving to high school campuses. One of the two new schools permitted by the Revised Plan, Stephens Elementary, is under construction and scheduled to open in January 2001. Interdistrict schools - King, Washington, Romine, Clinton, Crystal Hill and Baker - continue to attract some students across district lines with varying degrees of success. During the 1999-2000 school year approximately 585 LRSD students attend a PCSSD interdistrict school and 175 PCSSD students attend a LRSD interdistrict school. Section 2.4 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination in the referral and placement of students in special education or in other programs designed to meet special student needs. Policies The Little Rock School District Division of Exceptional Children follows the federal regulations of the Individual with Disabilities Education Act (IDEA) and Section 504 to assure that placement of students is based on the documented existence of an eligible disability. No singular evaluation is used to determine the need for specialized services. Any evaluation used must be conducted by qualified personnel, used for the purpose intended, and not be culturally biased. The Educational Management Team must discuss pre-referral strategies attempted and eliminate the cause of any educational deficiencies as being the result of cultural or socioeconomic causes. Any decision to provide specialized 11 I I I I services must consider the least restrictive environment to provide for a free and appropriate public education. Policy IHBA, Special Education for Students with Disabilities, adopted by the Board of Education on July 22, 1999, makes a commitment to the provision of educational programs through individualized instruction and related services for children with special needs. Policy IKFC, Graduation Requirements for Special Needs Students, adopted by the Board of Education on July 22, 1999, sets forth the expectation that students with disabilities earn high school diplomas. Procedures The Little Rock School District Division of Exceptional Children developed a Strategic Plan to guide its work. The plan is monitored in monthly staff meetings and was updated in 1998- 99. Procedures for the administration of special education programs are outlined in the Special Education Administrative Procedures Manual. This document is distributed not only to special education staff, but also to principals and other school-level staff. The Little Rock School District Division of Exceptional Children has employed two additional school psychology specialists for the 1999-2000 school year to assure availability to all elementary schools for the participation on pupil service teams. The participation of the school psychology specialist is to provide school staff with pre-referral interventions, including positive behavioral supports, to reduce the over-identification of minority students for special education. Assignments of school psychology specialists result in one specialist for each three elementary schools. School Psychology Specialists are conducting additional tests beyond the minimum requirements for students suspected of having mental retardation to eliminate any cultural or socioeconomic factors. In August 1999 special education teachers were included in curriculum staff development available to all regular education staff members to assure linkage of curriculum with specialized programs. Additional training is scheduled in March for all resource teachers, school psychology specialists, and speech pathologists in Early Literacy Learning in Arkansas (ELLA) and Effective Literacy. An additional \"indirect\" teacher has been employed to provide additional indirect services for students with disabilities in the general education classrooms. Supervisors and coordinators are monitoring all evaluation procedures and placement decisions at schools as they occur. Special education programs are routinely audited.by both state and federal teams to ensure compliance and quality. These audit reports are sources of data for program improvement. 12 Materials and supplies are equivalent and, in most cases, duplicate those materials found in the general education curriculum. Secondary resource teachers have been surveyed regarding the general education texts needed for instruction. A committee has been formed to review supplemental materials needed for the 2000-2001 school year. Programs Co-teaching (special education teacher and general education teacher co-presenting curriculum/instruction) is occurring in the following.schools to assure reduction of \"pull-out\" services that segregate students with disabilities from the general curriculum: Fulbright Elementary King Elementary Cloverdale Middle School Dunbar Middle School Mablevale Middle School Pulaski Heights Middle School Section 2.5 LRSD shall implement programs, policies, and/or procedures designed to ensure that there is no racial discrimination with regard to student discipline. Policies ACB - Non Discrimination on the Basis of Ethnicity and Race JRAA - Student Discipline Records JRAA - R - Student Discipline Records (regulation) Policies ACB, JRAA and regulation JRAA-R adopted by the Board will help assure that the District aggressively improves the learning climate for ALL students. Student handbooks were revised and an online student discipline reporting system for each school building was established. Appropriate staff development/training was conducted. A comprehensive approach was developed which considered a variety of instructional and behavior issues. This became a priority for all those concerned with the learning climate of the Little Rock Public Schools. Suspensions have decreased from the 1997-98 school year. Eighty percent of the reductions are at the middle school level. The remaining 20% of the reduction came at the elementary level. Interestingly, the addition of the 9th grade class to the high schools showed little affect on the number of suspensions. There was a 15% reduction from the total number of sanctions issued during the 1998-99 school year to the 1997-98 school year. A total of 5312 sanctions were issued during the 1998-99 year compared to 6247 issued in the 1997-98 school year. 13 During the first semester of 1999-2000, suspensions dropped with only 1839 students receiving sanctions - a 22% reduction from the corresponding first semester of 1998-99. SANCTIONS m1997.95  1998-99 2500~=:,,:\n-:\nn=.::~7-'\nI 2000 1000 !  1st Semester! 1998-99 1999-2000 1997-98 vs. 1998-99 Sanctions 1998-98 vs. 1999-00 1st Semester Sanctions We have sampled parental and teacher perceptions of changes implemented. While working to implement varied program strategies for improvement, the District is sensitive to parent and teacher perception of safety and general decorum that affect the school learning atmosphere. Parental, student, community and teacher satisfaction has been excellent based on the first quarter operations at the middle school level. A sample of teachers and parents indicates a much safer and orderly school environment. A management study (MOT) in 1998 noted that only 42% of the teachers thought the schools were relatively safe and free from crime. That differed very little from the Plain Talk analysis. In the most recent survey in the fall of 1999, 93.7% of teachers reported that they felt safe at school. And 88% of the parents indicated that they thought their children were safe in school. Interestingly, 8% of the parents indicated they did not know or were unsure, with only 4% indicating that they had grave concerns. Ideally we would want these numbers to be 100%, but perceptions arising out of recent national events probably will not support that ideal. The District has expanded the number of alternative learning sites, but most importantly, attempted to develop a consistent standard of behavior. The alternative learning sites are: 1. Metropolitan- Career Technical Center - 9th - 12th 2. Philander Smith College - 9th 3. Penick Boy's Club- 7th and 8th 4. Pfeifer Camp Residential Elementary Program 5. Accelerated Learning Program - 9th - 12th 6. Alternative Learning Program - 6th - 12th 7. ALC Elementary Sites (3 rd - 5th ) 8. LRSD Elementary Residential Charter School (Badgett) - Scheduled to open August 2000 14 In 1997-98 through 1998-99, expulsions dropped from 119 to 1. Alternative education played a major role in the reduction, but stepped up activities for young people with a variety of intervention processes could all be credited with being part of the solution. Section 2.5.1 LRSD shall strictly adhere to the policies set forth in the Student Rights and Responsibilities Handbook to ensure that all students are disciplined in a fair and equitable manner. In addition to due process and appeal procedures clearly outlined in the LRSD Student Handbooks, new policies and regulations have been drafted to bolster those already in place. Draft polices, IBA, Racial Disparities in Programs and Activities and its accompanying regulations, and JI, Student Rights and Responsibilities, are scheduled for presentation at the April 2000 Board meeting. They have been written to ensure LRSD's commitment to providing fair and equitable treatment to students involved in disciplinary matters. Principals were directed to closely adhere to the Student Handbooks in their staff development training on the Revised Plan, and it has been restated at principals' meetings. The students' and their parents' awareness of the disciplinary standards, sanctions, and appeals process is part of the communications from the schools annually. The employment of the Ombudsman has reinforced the equity efforts of the District in this arena. Section 2.5.2 LRSD shall purge students' discipline records after the fifth grade and eighth grade of all offenses, except weapon offenses, arson and robbery, unless LRSD finds that to do so would not be in the best interest of the student. Policies JRAA - Student Discipline Records JRAA - R - Student Discipline Records (regulation) The Board adopted policy JRAA and regulation JRAA-R June 24, 1999. Inservice was provided to building administrators (September 1999). At the end of each school year the Assistant Superintendent for School Discipline reviews student discipline records for serious offenses prior to student promotion and determines which records need to be maintained. The purged records are then sent to the new schools. Section 2.5.3 LRSD shall establish the position of \"ombudsman\" the job description for which shall include the following responsibilities: ensuring that students are aware of their rights pursuant to the Student Rights and Responsibilities Handbook, acting as an advocate on behalf of students involved in the discipline process, investigating parent and student complaints of race-based mistreatment and attempting to achieve equitable solutions. The ombudsman position was filled in February '99 15 The mission of the ombudsman is to provide services for parents and students by answering questions, providing information, direction and assistance regarding LRSD policies or procedures, particularly as they relate to student rights and equitable treatment. The ombudsman also assists in resolving disputes between the home and school while working to achieve equitable solutions. Goals were developed through input from ODM, Joshua lntervenors, community members, and administrators. Goals l. Ensure that parents and students are aware their rights pursuant to the Student's Rights and Responsibilities handbook. 2. Act as an advocate on behalf of parents and students involved in the discipline process. 3. Investigate parent and student complaints of alleged race-base mistreatment and to work to achieve equitable solutions. 4. Promote collaboration between the school and community. 5. Promote District and community awareness about the role of the ombudsman. 6. Establish mediation procedures for resolving disputes and conflicts. 7. Increase community awareness about the Revised Desegregation and Education Plan. 8. Increase community awareness about course offerings, student assignments, academic competitions, transportation, and guidance services. 9. Establish intervention activities for students. Efforts continue to increase community awareness of the ombudsman. Monthly reports are compiled relating to the ombudsman's activities. Section 2.5.4 LRSD shall work with students and their parents to develop behavior modification plans for students who exhibit frequent misbehavior. Students who exhibit frequent misbehavior have their cases referred to the schools' Pupil Services Team. The team is comprised of the building administration, the students' teachers, the counselor, the parents and any specialists deemed necessary. The team develops a behavior modification plan as warranted. An exit conference committee has been established at the Alternative Learning Center. Each student who has violated conduct codes in the student handbook and is assigned to the ALC is required to go before the committee before he/she is returned to his/her home school. The committee includes the ALC director, the administrative assistant, the counselor, the student's grade-level facilitators, the student's parent, and the student. The therapist, social worker, or/and probation officer participate in this process on a case-by-case basis. The ALC exit process requires students to complete the following steps before a final decision is made about the students' return to their home schools: 1. Complete a written self-evaluation that is read to the committee, 2. State verbally in concrete reasons why they should return to their schools, 16 3. Explain/discuss how various group sessions assisted in their academic or/and behavioral improvement, 4. Answer committee member questions to provide an in-depth perspective of the students' readiness to return to their schools, 5. State achievable goals that help them be successful in their schools. Section 2.6 LRSD shall implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barr.iers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses, and the gifted and talented program. The school service division was primarily responsible for the extracurricular activities in Section 2.6 of the Revised Desegregation and Education Plan. The following procedures have been implemented. Extracurricular activities are District sponsored and directed activities designed to provide opportunities for students to explore areas of interest that compliment and enrich the curriculum. These activities include clubs and organizations such as Student Council, YTeens, or Beta Club. A policy addressing extracurricular has been approved by the Little Rock School District Board of Directors in 1988. A committee during the 1999-2000 school year reviewed this policy. It was determined that it should be revised to be in compliance with the Revised Desegregation and Education Plan. A draft copy of the policy was submitted for feedback to the Associate Superintendents, the Special Assistant to the Superintendent and Dr. Terrence Roberts. The committee reconvened, made modifications and submitted the policy to the Board of Directors. The policy and regulation (JJ and JJ-R) were adopted by the Board in November 1999 (JJ) and October 1999 (JJ-R). The Superintendent and his cabinet determined in January 2000 that an Activities Advisory Board would be organized to promote, support and enhance extracurricular activities. A steering committee with representation from the middle and secondary schools has been selected to determine how the Activities Advisory board will be organized. The first meeting took place in February 2000. Policies The Little Rock School District Board of Education has approved five new policies to ensure that there are no barriers to the participation of African-American students in advanced placement courses and the gifted and talented program.  Policy IHCC, Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12, was approved by the Board of Education on July 22, 1999. Equity language in this policy follows: 17 \"The District shall develop appropriate programs and procedures to ensure that there are no barriers to participation in Pre-Advanced Placement and Advanced Placement courses due to ethnicity, race, gender, national origin, creed, socioeconomic level, or handicapping condition. To that end, the District shall include in its professional development program for teachers and counselors training in identifying and encouraging increasing percentages of students to participate in Pre-Advanced Placement and Advanced Placement courses.\" With this policy and the Board's adoption of new middle schools and high school curricula in fall 1998 for 1999-2000 implementation, the previous layer of \"honors and enriched courses\" was eliminated. Instead, each school offers Pre-Advanced Placement courses.  Policy IHBB, Gifted and Talented Education, was approved by the Board on July 22, 1999. This policy statement includes the following equity statement: \"The Little Rock School District is committed to each child having an opportunity to participate in its gifted programs, regardless of race, color, creed, socioeconomic level, national origin, or handicapping condition. This commitment is guaranteed through equitable procedures for assessing gifted potential, through program designs that are flexible and varied enough to be adaptable to individual student need, and through curricula designed to nurture gifted potential.\"  Policy IKC, approved by the Board of Education on September 23, 1999, outlines the specific procedures that will be used in calculating students' grade-point averages and rank-in-class, including the grading scales to be used for regular and Advanced Placement courses. This policy promotes equity in that it ensures that the same procedures will be used for all students in a given high school and among the several high schools in the Little Rock School District. The first paragraph of the policy follows: \"It is the policy of the Board of Education that students' rank-in-class and grade-point averages be determined by District regulations that govern the calculation procedures, ensure consistency among the high schools, and ensure that these regulations are widely communicated and understood by students, their parents/guardians, and the staff.\"  Policy IKF, approved by the Board of Education initially in December 1998 and then revised on July 22, 1999, effective for the graduating class of 2002, establishes new, enhanced course requirements with a total of 24 required units. The Board also established a \"Recommended Curriculum\" of 27 units that provides encouragement and incentives to students to take the most rigorous curriculum possible. One incentive is that in order to earn the 18 Honors Seal on the Diploma, a student must complete the Recommended Curriculum of 27 units, successfully complete at least six Pre-Advanced (PreAP) and two Advanced Placement (AP) courses, and earn a grade-point average of at least 3.5.  Policy IHBEA, English as a Second Language, also includes an equity statement. This policy is included under this section not only to illustrate the District's commitment to equity for all, but also because there are several students with African backgrounds in-the English as a Second Language program. The following statement provides for access to special opportunity programs: \"The District will ensure the provision of appropriate ESL curriculum standards and benchmarks, professional development, technical assistance, parent involvement, staffing, materials, access to special education and other special opportunity programs, qualified staff, and other resources to ensure compliance and effectiveness.\" These strong policy statements are intended not just to establish rules, but also to create a culture of high expectations for all students. Procedures (Regulations, Administrative Directives, Handbooks, etc.) Many procedures and processes have been created to enforce and facilitate the implementation of the new policies: Administrative Regulations IHCC-R: Pre-Advanced Placement and Advanced Placement Courses The following sections of Administrative Regulations IHCC-R are new (adopted October 21, 1999). These statements were written specifically to promote the increase of percentages of African-American students who enroll in Pre-AP and AP courses: \"Placement in Pre-Advanced Placement or Advanced Placement mathematics courses is determined by interest and the path that began in grade 6. However, a student may not be excluded from a Pre-Advanced Placement course simply because he/she was not enrolled at that level the previous year. \"Students who earn at least a \"C\" in a Pre-Advanced Placement course may, upon request, be automatically enrolled in the next level course. No teacher recommendation is required. \"Counselors must routinely check each year to make sure that students with grades of \"A\" or \"B\" in regular-level courses and/or who are scoring at the highest levels on the state's criterion-referenced test or the norm-referenced tests are placed appropriately in Pre-Advanced Placement or Advanced 19 Placement courses. It is the responsibility of both teachers and connselors actively to recruit students into these courses. \"Schools are held accountable for ensuring that increasing percentages of students are enrolled in these rigorous courses.\" High School Curriculum Catalog (Grades 9-12), 1999-2000 and 2000-2001 The placement criteria from the Administrative Regulations were printed in the High School Curriculum Catalog for 1999-2000 and for 2000-2001, along with the following language: \"The Little Rock School District offers Pre-AP and AP courses in several content areas: English language arts, mathematics, science, social studies, foreign language, computer science, art, and music. Students are placed in these courses based on established criteria. Pre-AP and AP courses are designed to give students experiences in college-preparatory and college-level courses. \"Each secondary school must identify as many students as possible for these courses if the school and the District are to meet the challenging goals established in three critical planning documents: the LRSD Strategic Plan, the Revised Desegregation and Education Plan, and the National Science Foundation project in mathematics and science.\" National Science Fonndation Project The goal of increased participation of African-American students in Pre-AP and AP courses is powerfully reinforced in the proposal that the Little Rock School District wrote to the National Science Foundation to fund its project in the amount of $3.4 million. The District's accountability plan for this project includes annual reports on the enrollment of students, by race, in advanced mathematics and science courses, including Pre-AP and AP courses. The following language is included in the District's proposal for funding to NSF: \"A need exists for students to begin preparation to enter high school Advanced Placement mathematics and science courses and other upper level mathematics and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the type of skills and content knowledge that is required to be confident about their ability to succeed in these courses. The prerequisite skills and the confidence they engender are both critical elements in increasing the number of students in AP and other upper level mathematics and science courses. This is particularly true for some minorities who may not be well represented among upper classmen who are currently enrolled in these courses.\" 20 The Program Evaluation Plan for the NSF project includes the following: \"Data has been and will continue to be disaggregated by gate-keeping mathematics and science courses-algebra, geometry, calculus, biology, chemistry, and physics. \"Data will be disaggregated by the number of students enrolled and the number completing gate-keeping courses. The total number of students enrolled in each course in October of the first semester has been identified for the baseline year, year one, and year two and will continue to be identified across each succeeding year of the project. Similarly identified will be the total number of students completing each course identified as those receiving a grade of A, B, C, or Din the fourth quarter. Students who drop out, receive an For no grade at the end of the course will be tallied and included in a separate cohort. \"Data will be disaggregated by gender and race/ethnicity, specifically American Indian/Alaskan Native\nAsian/Pacific Islander\nBlack (not Hispanic)\nHispanic\nWhite (not Hispanic)\nand other (i.e., multi-racial). \"For each gender and racial/ethnic cohort, district-wide total numbers and percentages have been and will continue to be computed. \"This information will be displayed in table and figure form (graph with accompanying table) for the baseline year and each succeeding year of the project. In addition, figures will identify gate-keeping course enrollment and completion rate trends by displaying the percent of change from the baseline year to year five (2003) of the project for the following: 1. All students vs. minority students in science gate-keeping courses\n2. All students vs. minority students in mathematics gate-keeping courses\n3. All students vs. minority students in mathematics and science gatekeeping courses.\" Course Selection Sheets Another change in procedures that was made was to add to the Course Selection form that each high school student completes for the next year's registration a statement that students who made at least a \"C\" in a previous Pre-AP course do not have to have teacher approval to take the next-level course. Both the 1999-2000 and 2000- 2001 forms included this statement. (See also Administrative Regulations IHCC-R, Pre-Advanced Placement and Advanced Placement Courses, Grades 6-12.) Student/Parent Guide to LRSD Middle School Curriculum, 2000-2001 This new publication was mailed to the parents of all grade 5-7 students (who will be in grades 6-8 in fall 2000) in anticipation of the registration process in spring 2000. It included copies of the Middle School Mission, the Middle School Program Standards, references to the \"refrigerator curriculum\" (list of specific standards/benchmarks for 21 each core middle school course), a list of available courses, and other guidance information for middle school students and parents. High School Course Selection, 1999-2000 This publication included the policy on graduation requirements for students graduating in 2000 and 2001 and also the new policy, effective for students graduating in 2002 and beyond. In addition, the publication listed the course number, course title, grade levels at which taught, and prerequisites for all the courses, including Pre-AP, AP, and University Studies courses, available in the District's high schools. This publication has been discontinued and replaced with a more comprehensive one: Student/Parent Guide to Course Selection and Graduation Reguirements, 2000-2001. Student/Parent Guide to Course Selection and Graduation Reguirements, 2000-2001 The Little Rock School District produced a new publication in spring 2000 (to replace the former one that only listed graduation requirements and course lists) for high school students and their parents. The purpose of the new guide is to assist them in choosing from the more than 450 courses available in the District's high schools and to provide tools for the selection of appropriate courses and Career Focus pathways that are included in the graduation requirements. This guide includes a list of the 30 AP courses that are available, encouragement to students to take Pre-AP and AP courses, and information about the Advanced Placement examinations, as well as information about the University Studies program at Hall High School. A major reason for investing in the time and funds required to produce this 20-page publication and mail it to parents/guardians is to improve the access of all students, especially African-American students, to the \"valued\" curriculum\nthat is, to Pre-AP and AP courses and to the recommended curriculum. Enough copies have been printed to make it available to all students, grades 7-11, and to new students to the District. Every high school teacher will receive a copy, and enough additional copies were printed for use by grade 7 students in their required Career Orientation course. Each high school will be expected to conduct a parent meeting during the registration process to review the content of the Guide. The District will also sponsor several opportunities to teach the content of the Guide to parents and other patrons. Little Rock School District's Quality Index Another vehicle that the Little Rock School District is using to promote the enrollment of African-American students in the Pre-AP and AP courses is the Quality Index. The District's collective responsibility (or accountability) plan includes a number of indicators by which school performance will be evaluated annually in the Quality Index. Academic indicators are routinely disaggregated by race/ethnicity and gender so that progress for each group can be determined. 22 Elementary schools do not have Pre-AP and AP courses, but they will be held accountable for moving more and more students into the upper levels of academic achievement. Their indicators include the following:  Percentage of students who perform at the advanced level on the state grade 4 benchmark examinations in literacy and mathematics.  Percentage of students who perform in the top quartile on the SA T9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests ( criterion-referenced test) in reading, language, mathematics, and science, grades K-5. Among the indicators for middle schools are the following:  Percentage of grades 6-8 students enrolled in at least one Pre-AP course.  Percentage of grade 8 students who successfully complete Algebra I.  Percentage of students who perform at the advanced level on the state benchmark examinations in literacy and mathematics.  Percentage of students who perform in the top quartile on the SA T9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests (criterion-referenced tests) in reading, language, mathematics, and science, grades 6-8. High school indicators are as follows:  Percentage of students who earn the honors seal on their diplomas.  Percentage of students in grades 9-12 enrolled in at least one Pre-AP or AP course.  Percentage of students who perform at the advanced level on the state's endof- course examinations in Literacy, Algebra I, and Geometry.  Percentage of students who perform in the top quartile on the SA T9 in reading, language, and mathematics.  Percentage of students who perform at the advanced level on the District's Achievement Level Tests (criterion-referenced tests) in reading, language, mathematics, and science, grades 9-12.  Percentage of students taking the ACT.  Percentage of students earning at least a score of 19 on the ACT.  Percentage of students taking AP examinations.  Percentage of students earning a score of at least \"3\" on AP examinations. Administrative Regulation IHBB-R: Gifted and Talented Education The administrative regulations for the gifted and talented program, adopted on October 21, 1999, were derived from a handbook that had in the past been distributed to principals and others directly involved in the administration of gifted and talented programs. The new regulations are not only accessible to a larger audience, but they also are more formal since they are now included in the Board's policy book. 23 Principals' Edition: Gifted Program Handbook This handbook is an expanded version of the administrative regulation IHBB-R and includes step-by-step procedures for identifying gifted students at all grade levels. One important aspect of the District's procedures for screening and identifying gifted and talented students is the use of a non-verbal IQ test, the Raven Matrices, so that a student's poverty or language background will not be tested instead of his or her ability to think and solve problems. Administrative Regulation IKC-R: Class Rankings and Grade-Point Average Specific procedures were established in this regulation, adopted on October 21, 1999, for the calculation of grade-point averages and rank in class. Also included are the procedures for weighting grades in AP courses. Copies have been published in the official policy notebook and in Learning Links (a weekly publication for principals from the Division of Instruction). They have also been distributed to all counselors and registrars. In addition, the new Student/Parent Guide to Course Selections and Graduation Requirements, 2000-2001 includes a section that reprints the regulations so that all students and parents will be well informed of the new procedures. Administrative Regulation IKF-R2: General Graduation Requirements This regulation, adopted initially in December 1998 and then revised on October 21, 1999, and on February 24, 2000, lists the specific courses that are required in the minimum program, all the options for selecting a career focus, and the specific courses that must be taken in the recommended curriculum. Also included are the requirements for earning the honors seal on the diploma. In an effort to build understanding of the new graduation requirements, the District published the new requirements in the 1999-2000 Course Selection Guide for students and parents\nheld at least three meetings with counselors to ensure their understanding\naired a television show on the District's cable channel as a part of the Superintendent's Roundtable series to inform parents and patrons\nand published the new requirements with explanations in the new Student/Parent Guide to Course Selection and Graduation Requirements. 2000-2001. The individual schools have taken additional steps to build understanding. Administrative Regulation IHBEA-R: English as a Second Language This comprehensive regulation for the ESL program, adopted on October 21, 1999, includes a section of student access to \"special opportunity programs, as follows: \"The District will ensure that LEP students have equal access to the Gifted and Talented program and Pre-AP and AP courses at the secondary level throughout the District and to the University Studies program at Hall High School. \"The District will provide parents of LEP students information about any opportunities, requirements, selection criteria, or general information 24 regarding the G/T program, Pre-AP and AP courses, and the University Studies program that is provided to the parents of non-LEP students. \"Screening tests should be ih the language of the students, if at all practicable. If nonverbal tests are administered, the instructions should be in the language of the students. Staff who administer GT screening tests to LEP students must have received training on addressing the needs of LEP students.\" The procedures to increase minority enrollment in advanced courses were carefully communicated to principals, counselors, and registrars in the curriculum orientations that precede student registration in both 1999 and 2000. Also, frequent written and oral reminders are provided at every opportunity. Master schedules for each school are monitored to ensure that everyone is in compliance. The February 2000 curriculum orientation meetings emphasized, especially, that students with \"A\" and \"B\" grades and students scoring at high levels on state and District tests must be identified and placed in Pre-AP courses. Programs Curriculum Access and Consistency One of the most significant steps taken to \"ensure that there are no barriers to participation\" was in December 1998 when the Board of Education approved new curriculum for middle and high schools. The new middle school curriculum provides Pre-AP courses in English, mathematics, science, and social studies for grades 6-8 in all eight middle schools. These courses all have established standards/benchmarks so that there is more consistency and higher quality among the middle schools. At the high school level, the Board made available to all high schools all the available AP courses. That is, all high schools are to offer the entire AP curriculum ( except that Music Theory AP is available only at Parkview). If the courses are not taught, it will be due to insufficient enrollment, but not due to some courses not being available to a given school. Another step that was taken in December 1998 was to eliminate a layer of courses usually entitled \"honors\" or \"enriched\" between the regular and Pre-AP/ AP levels. This step enabled many more students to step up to the Pre-AP/AP courses and to engage in a more rigorous and challenging curriculum. Curriculum Standards and Benchmarks The District established in 1998-99 curriculum content standards for all K-6 English language arts, mathematics, science, and social studies programs. In 1998-99 the standards for grades 7-12 were established and in 1999-2000 new K-12 grade-level and course benchmarks were implemented, which delineate specifically for each level the content knowledge and skills that students should know at the conclusion of that course. These standards and benchmarks, when fully implemented in every classroom, have the effect of creating higher expectations for all students. The District staff determined that one of the most powerful things that could be done would be to raise the bar for everyone and to align instruction with the standards over which students are tested. 25 National Science Foundation Project This K-12 initiative in mathematics and science has taken on the challenge of restructuring curriculum, instruction, and assessment with the goal of producing many more students prepared to take advanced, Pre-AP, and AP courses in the high schools and then to major in these areas in college. As noted above, both mathematics and science standards and benchmarks were implemented in fall 1999. The following teaching materials were adopted to support mathematics instruction: Investigations in Number, Data, and Space, grades K-5 Connected Mathematics Project, grades 6-8 Heath McDougal-Littell, grades 11-12 Pacesetter Pre-Calculus Through Modeling (College Board), high school The new adopted materials for science are as follows: Science and Technology for Children, grades K-6 Science and Life Issues, grade 7 Science Education for Public Understanding Project, grade 8 Active Physics, grade 9 These new curricula are aligned with the state's mathematics and science curriculum frameworks, the Little Rock School District's standards and benchmarks, and the state's benchmark examinations in mathematics. Programs were selected based on what is needed to radically improve student achievement in these curriculum areas so that students will be well-prepared to take advanced, Pre-AP, and AP courses. The NSF project organizes a variety of strategies around what NSF calls major issues ( or drivers) of systemic reform. NSF has defined the drivers as follows:  Implementation of comprehensive, standards-based curricula as represented in instructional practice, including student assessment, in every classroom, laboratory, and other learning experience prqvided through the system and its partners.  Development of a coherent, consistent set of policies that supports: provision of high quality mathematics and science education for each student\nexcellent preparation, continuing education, and support for each mathematics and science teacher (including all elementary teachers)\nand administrative support for all persons who work to dramatically improve achievement among all students served by the system.  Convergence of the usage of all resources that are designed for or that reasonably could be used to support science and mathematics educationfiscal, intellectual, material, curricular, and extra-curricular-into a focused and unitary program to constantly upgrade, renew, and improve the educational program in mathematics and science for all students.  Broad-based support from parents, policymakers, institutions of higher education, business and industry, foundations, and other segments of the 26 community for the goals and collective value of the program, based on rich presentations of the ideas behind the program, the evidence gathered about its successes and its failures, and critical discussions of its efforts.  Accumulation of a broad and deep array of evidence that the program is enhancing student achievement, through a set of indices ( e.g., achievement test scores, higher level courses passed, advanced placement tests taken, college admission rates, college majors, portfolio assessment, research experiences, ratings from summer employers). In the specific instance of student test scores, awardees shall report, on an annual basis, the results of student mathematics and science achievements in a multi-grade level context for the SI (Systemic Initiative) impacted schools/districts/states relative to appropriate cohort entities (non-SI districts, the state, all of which are defined by the performance baseline.  Improvement in the achievement of all students, including those historically underserved, as evidenced by progressive increments in student performance characterized by the requisite specificity of the SI as a catalytic resource and the appropriateness of attendant attributions. The District has implemented a number of new initiatives in each of these areas, is continually collecting data on their impact on academic achievement, and will modify the programming as necessary. University Studies, Hall High School At Hall High School, in partnership with the University of Arkansas at Little Rock, grade 11- 12 students may take a variety of courses for which they receive both high school and college credit. This program does not necessarily target the students who are already taking Pre-AP or AP courses, but, rather, strong students who have the capacity of doing college work. To be eligible to enroll, students must have a minimum grade-point average of 2.5 on at least 50 percent of the college preparatory courses\nor a minimum overall grade-point average of 3.0\nor a minimum score of at least 21 on the ACT. Because the courses are conducted at Hall High School and are co-taught by Hall High teachers, the students receive a reduced tuition rate. 1999-2000 courses are as follows: English III (1 high school credit) and UALR 1311 and 1312: Composition I-II (6 hours) Sociology (1/2 credit) and UALR 2300: Introduction to Sociology (3 hours) Biology IIA (1/2 credit) and UALR 1401: Science of Biology (3 hours) Psychology (1/2 credit) and UALR 2300: Psychology and the Human Experience (3 hours) Communications IA (1/2 credit) and UALR Speech 1300: Speech Communications (3 hours) In 2000-2001 the following courses will be available: English IV (1 high school credit) and UALR 1311 and 1312: Composition 1-11 (6 hours) 27 Pre-Calculus B (1/2 credit) and UALR MA1302: College Algebra (3 hours) Physics I Pre-AP (1 credit) and UALR 1321 and 1322: Elementary Physics 1-11 (6 hours) United States History (1 credit) and UALR 2311 and 2312: United States History (6 hours) Psychology (1/2 credit) and UALR 2300: Psychology and the Human Experience (3 hours) Sociology (1/2 credit) and UALR 2300: Introduction to Sociology (3 hours) Communications IA (1/2 credit) and UALR Speech 1300: Speech Communications (3 hours) Biology IIA (1/2 credit) and UALR 1401: Science of Biology (3 hours). During fall 1999, 49 of 51 students successfully earned both high school and college credit. A total of 41 students enrolled in spring 2000 semester courses. District-level and Hall High School educators work closely with UALR staff to ensure the continued success of this wonderful opportunity for LRSD students. Talent Development Plan Early conversations in the District about the obligations in Section 2.6 centered at first on the analysis of student achievement data by race and number of African-American students performing in the highest quartile of the SAT9. These analyses convinved the staff that the District not only needed to ensure the enrollment of more high-performing students in advanced classes, but strategies had to put into place to \"grow talent,\" especially among African American males. Extensive research was done and the opinons of African American men in the community were sought to advise the committee. Among those consulted were Dr. Frank James of Philander Smith College, Leon Modeste, and Dr. Terrence Roberts. The committee read research as well. Among the literature consulted were the following books and articles:  Freeman A. Hrabowski III, Kenneth I. Maton, and Geoggrey L. Grief. Beating the Odds: Raising Academically Successful African American Males. New York: Oxford University Press, 1998.  Ronnie Hopkins. Educating Black Males: Critical Lessons in School, Community, and Power. Albany: State University ofNew York Press. 1997.  Vernon C. Polite and James Earl Davis (eds.). African-American Males in School and Society: Practices and Policies for Effective Education. New York: Teachers College Press. 1999.  Christopher Jencks and Meredith Phillips (eds.). The Black-White Test Score Gap. Washington, DC: Brookings Institution Press. 1998.  Mano Singham. \"The Canary in the Mine: The Achievement Gap Between Black and White Students.\" Phi Delta Kappan. September 1998. Pp. 9-15.  Steven C. Ender, Byron A. Wiley, and Charles Pagano. \"The Philadelphia Partnership: Improving College Access and Retention among Minority and Low-Income Students.\" The College Board Review. Summer 1998. 28  Stephen B. Plank and Douglass J. Maciver. \"Talent Development: A Philosophy and Blueprint for Middle School Reform.\" Principal Magazine. January 1998.  Stephanie Bell-Rose. \"What It Takes: A Look at Black Achievers.\" College Board Review. Winter 1998-99.  Harold Stevenson and James Stigler. The Learning Gap. New York: Summit Books. 1992.  Williams, Belinda (ed.). Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. Alexandria, VA: Association for Supervision and Curriculum Development. 1996. A committee was formed in September 1998 to develop a Talent Development Plan. Research assignments were made, and the committee moved very quickly to put some infrastructure in place:  Eliminated the honors/enriched layer of courses between the regular level and Pre-AP/AP level at grades 6-12 for the 1999-2000 school year (approved by the Board of Education on November 19, 1998)\n Made all AP courses (except Music Theory AP) available to all high schools for 1999-2000\n Changed admission so that students with a grade of at least \"C\" in a prior PreAP or AP course can enroll in the next level without teacher approval\n Surveyed all honors, enriched, Pre-AP, and AP teachers to determine what training they had had so that a professional development plan could be designed\n Conducted study of current percentages by school of those students who are performing in the top quartile\npercentages of students who are taking the ACT\npercentages of students enrolled in AP courses\npercentages of students passing AP courses by school\netc.  Paid fee for Mable Donaldson to participate in the first year of training for Project AVID directors\n Investigated two potential grants to fund the Project A YID initiative: GearUp and Javits federal grants\n Conducted one-half day of training on Project A YID for representatives of the curriculum staff, high school principals, high school counselors, parent representatives, and community advocates\n Conducted one evening of training for members of the Board of Education on Project A YID\n Distributed information on the Talent Development Middle School (Baltimore model) to all middle school principals for restructuring ideas\n Continued research on effective strategies to close achievement gaps\n Met with representative teachers and counselors at three of the five high schools to hear what they believe they need to support the goal of increasing AP enrollment\n Discussed with Dr. Angela Sewall, Dean of Education at UALR, the possibility of a university partnership relating to Project A YID\n29  Met with ODM staff to discuss Project AVID and its potential benefits to LRSD students. The committee members understood that building the academic capacity for success in higher-level courses requires students to start early in developing their knowledge and skills. The District needs procedures in both identifying students who perform at high levels and making sure that they are placed in challenging classes. We must provide the necessary supports for more students to move into higher levels of performance-to develop the talent that is there. The assistance of Dr. Terrence Roberts, one of the District's desegregation consultants, was sought early in the development of this plan, and he has provided assistance on several occasions. Project AVID An early recommendation of the Talent Development Committee was that the District implement in its middle and high schools a national program called Project AVID. This recommendation was first presented to the Board of Education in December 1998. Due to the extraordinarily high costs of funding the training in San Diego, California, for teams of eight from each school, the only piece that was funded at that time was training for the Gifted/Talented Supervisor in the program's implementation. The Talent Development Committee is still interested in this program for the District's high schools-if the national organization can provide training at a site closer to Little Rock or if grant funding for the initial implementation can be secured. Gear-Up Grant Proposal In spring 1999 the Little Rock School District collaborated with the University of Arkansas at Little Rock (UALR) and other community organizations to submit a grant proposal to the federal government to fund Project AVID and other initiatives at the middle school level. These programs would have assisted the District in its goal of increasing minority participation in higher-level courses, including the Pre-AP courses available at the middle school level. The proposal was not, however, funded. Accelerated Student Academic Program (ASAP) Since the costs of implementing Project AVID are prohibitive at this time, the Talent Development Committee has devoted itself in 1999-2000 to the development of an alternative, locally designed plan based on the critical components of the AVID model:  Data-driven decisions  Identification, monitoring, and placement of students  Development of high-level reading skills and vocabulary  Development of high-level writing, note-taking, and test-taking skills  Mentoring, tutoring, and service learning  Parent involvement  Test (PSAT, SAT, ACT, AP) preparation  College preparation  Leadership development 30  Professional development for teachers, counselors, tutors, and mentors  Vertical teams  Summer programs  Program evaluation Staffs have briefly defined strategies for elementary, middle, and high schools for each of these strands. (See the following pages.) Accelerated Student Academic Program (ASAP) Program Objectives: 1. To improve student access to Pre-AP and AP courses (% enrolled by grade level). 2. To improve student success in Pre-AP and AP courses(% earning a \"C\" or above). 3. To improve ACT scores. 4. To improve percentage of students earning the Honors Seal on their diplomas. 5. To improve the percentage of students performing at the Advanced Level on the State Benchmark and End-of-Level Tests. 6. To improve the percentage of students performing at the Top Quartile on the SAT9 in reading and mathematics. 7. To radically narrow the achievement gap between African-American and white students. Strand Elementary ~chool Middle School High School Data-Driven Analyze performance Analyze performance data, Analyze performance data, set Decisions data, set goals, and set goals, and establish goals, and establish interventions. establish interventions. interventions. Identification, Identify and monitor all Place all elementary- Place all gifted/talented, Monitoring, and \"Advanced\" and \"Top identified gifted/talented, \"Advanced,\" and \"Top Quartile\" Placement of Quartile\" students in \"Advanced,\" and \"Top students in Pre-AP or AP courses. Students reading and Quartile\" students in Pre-AP mathematics. courses. Development of Implement independent Implement independent Implement independent reading High-Level reading program with reading program with program with specific lists to Reading Skills specific lists to develop specific lists to develop develop skills, vocabulary, and and Vocabulary . skills, vocabulary, and skills, vocabulary, and content knowledge. Require at least content knowledge. content knowledge. Require 30 books each year, Require at least 30 books at least 30 books each year. ,. each year. 31 Strand Elementary School Middle School High School Development of Implement writing Implement ASAP class for Implement ASAP class for students High-Level across the curriculum. students in third quartile, to in third quartile, to emphasize Writing, Note- Emphasize writing for emphasize systematic note- systematic note-taking skills, taking, and Test- learning, learning logs, taking skills, writing of writing of informative and Taking Skills. reader response journals, informative and persuasive persuasive essays, test-taking skills, etc. essays, test-taking skills, vocabulary, AP test preparation, etc. vocabulary, etc. Mentoring/ Establish a Establish a peer Establish a peer tutoring/service Tutoring/ mentoring/role model tutoring/service learning and learning/mentoring program. Use Service Learning program for advanced mentoring program. Use college students, community students. Use high school students, volunteers. middle/high students, college students, community college students, volunteers. community volunteers. Parent Individualize School- Individualize School-Parent Individualize School-Parent Involvement Parent Compacts to Compacts to accelerate Compacts to accelerate advanced accelerate advanced advanced students Focus on students. Focus on dads/male role students. Focus on dads/male role models. models. dads/male role models. College Provide information on Provide information on Provide information on college Preparation college preparation, college preparation, preparation, advanced courses, advanced courses, advanced courses, gifted/talented education, the Hall gifted/talented education, gifted/talented education, University Studies Program, etc., in the Hall University the Hall University Studies the Student Handbook. Studies Program, etc., in Program, etc., in the Student the Student Handbook. Handbook. Leadership Include curriculum Expand opportunities for Incorporate a Leadership Development modules on leaders, student participation in Development course into the including many who are co/extra-curricula curriculum with a service learning ethnic minorities, across opportunities at the middle component. Form partnership with the curriculum. schools. Encourage reading Leadership Little Rock. Encourage of biographies and reading of biographies and autobiographies. autobiographies, Professional Provide quality Provide quality professional Provide quality professional Development- professional development for teachers on development for teachers on the Teachers development for teachers the development of higher- development of higher-level on the development of level thinking. thinking. higher-level thinking. Professional Provide quality Provide quality Provide quality professional Development- professional professional development development for counselors. Counselors development for for counselors. counselors. Professional Provide quality training Provide quality training for Provide quality training for tutors. Development- for tutors. tutors. Tutors Professional Provide quality training Provide quality training for Provide quality training for mentors. Development- for mentors. mentors. Mentors Vertical Teams Implement vertical teams Implement 6- I 2 vertical Implement 6-12 vertical teams of at all elementary schools. teams of teachers in teachers in English, mathematics, English, mathematics, science, social studies, and foreign science, social studies, and languages. foreign languages. 32 Strand Elementary School Middle School High School Summer Implement top quality Implement summer Implement summer programs to Programs summer reading program programs to prepare prepare students for advanced study. for elementary students. students for advanced study: Grade 9-Mathematics Grade 6-Etymology Grade I 0-PSA T Preparation Grade 7-Mathematics Grade I I-ACT Preparation Grade 8-Writing and Reading Evaluation Gather and analyze Gather and analyze relevant Gather and analyze relevant D_esign relevant quantitative and quantitative and qualitative quantitative and qualitative data. qualitative data. data. Evaluate program. Evaluate program. Make necessary Evaluate program. Make Make necessary modifications for improved necessary modifications modifications for improved effectiveness. for improved effectiveness. effectiveness. Dr. Terrence Roberts' suggestions (Note: all program components are incorporated in this draft.) 1. Establish high expectations for all students to get top quality work. 2. Introduce a leadership component-skills training. 3. Use existing structures in the district and community whenever possible-to lessen the work, to minimize cost. For instance, he recommended that we consult with community organizations such as Boy Scouts, PARK, and church groups to impact black male student achievement. 4. Be sure to use community volunteers as mentors-not just other public school students or college students. 5. Each school must use a process to involve teachers in planning the school's implementation. Teacher buy-in is critical. 6. Focus on African-American males. Adult males need to form alliances with the black boys. Relationships are important. Consideration of problems. Connections to the school and to the community. Must change the mind-set. Restore/build the boys' ability to survive in a society that does not give the message: you are valued and needed. 7. Consider a scholarship program. Dr. Terrence Roberts, desegregation consultant, has been instrumental in the development of this tentative plan, which will require further revision and refinement. Implementation will be phased in at the high school level, beginning with the addition of double-period English I Pre-AP courses in fall 2000 at three high schools (see below). These courses will include the curriculum components of the plan. Other components will be implemented as possible when the plan is fully developed and approved. Gear-Up Grant Proposal Two meetings were held during the week of February 14, 2000, to begin the planning necessary to submit a second proposal for funding from the federal Gear-Up program. LRSD will form a partnership with UALR, Philander Smith College, the Chamber of Commerce Education Committee, the 33 Arkansas Commitment, the League of United Latin American Citizens, and others to implement, according to the tentative plan, five major components (strands) from the preliminary Accelerated Students Academic Program (ASAP) plan discussed in this section:  Professional development for teachers and counselors  Student supports (mentoring, tutoring, extended day, summer programs, etc.)  Communication (use of cable channel, publications, etc.)  Parent education and involvement  College and career awareness. The grant funds programs at middle and high schools where 50 percent or more of the students are eligible for free and reduced lunches. The qualifying middle schools in LRSD are Henderson, Southwest, Mabelvale, and Cloverdale. The LRSD/UALR proposal will carefully coordinate and align the activities designed for this initiative with the work that is already in progress with the Collaborative Partnerships for Mathematics and Science Achievement (CPMSA) funded by the National Science Foundation. The proposal will also set the planned initiatives into the context of reforms that have already been initiated or will be implemented in fall 2000. The District will also investigate other possible sources of funds for the other four middle schools. English I-II Pre-AP Workshop (2 periods) The Board of Education approved in December 1999 a proposal to allow high schools the option of offering a double-period English I (for 2000-2001) and English II (for 2001-2002) at both the regular and Pre-AP levels. Students in the regular-level course will work on the knowledge and skills necessary for them to perform at the \"proficient\" level on the state's benchmark examinations. Students in the Pre-AP level course will concentrate on notetaking, writing, vocabulary, critical reading skills, self-discipline, and other knowledge and skills that are necessary to prepare for success in the Advanced Placement English and social studies courses. These curricula components are similar to those included in Project AVID courses. English I teachers will receive during summer 2000 intensive training in the implementation of this new program. English II teachers will be trained in summer 2001. As of February 2000, the English I Workshop and English I Pre-AP Workshop will be implemented at Fair, Hall, and McClellan High Schools in fall 2000. 34 Section 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging African-American students to participate in honors and enriched courses and advanced placement courses. Procedures Staff at the District level are using six basic procedures to provide for identification of increasing numbers of African-American students to participate in advanced, Pre-AP, and AP courses.  The District is providing teachers and counselors with the rationale (ethical, philosophical, pedagogical, legal, and compliance-whatever works) to open more sections of Pre-AP and AP courses and to encourage increasing numbers of students, especially African-American students, to enroll in these courses.  The District is allowing students to take the Pre-AP or AP courses without having to secure \"teacher approval\" if they made a grade of \"C\" or higher in the previous course.  The District is monitoring enrollment in Pre-AP and AP courses on a nineweek basis to determine not only the numbers of students enrolled, but also to see if enrollment is holding\nthat is, if counselors are encouraging students to stay in the courses.  The District has set as an indicator in the Quality Index that schools should have approximately 65 percent of their students enrolled in Pre-AP/AP courses. As a result, some schools took the initiative at the end of the fall semester 1999 to move stronger students into the Pre-AP level from the regular level. Middle school principals discussed at their February 9, 2000, meeting that they are all building in more Pre-AP sections to their master schedule for 2000-2001 so that they will have space to increase their enrollment in these higher-level courses.  The District has constantly provided information to principals, counselors, and teachers-either in writing ( copies of articles about successful programs/schools which enroll high percentages of students in Pre-AP and AP courses), in discussions at meetings, and in training activities so that staff have the tools they need to teach a wider diversity of students.  The District is looking for every opportunity to inform parents of the benefits of their children being enrolled in this more rigorous curriculumpublications, television shows, newsletters, conversations, and parent meetings. As more and more parents understand this program, we know that they will insist that their children be involved. The Middle School Curriculum Catalog for 2000-2001, published for school staff, provides encouragement and guidelines for increasing minority participation in Pre-AP and AP courses. Counselors will receive more detailed information at the Curriculum Orientation sessions in February 2000. 35 The High School Curriculum Catalog for both 1999-2000 and 2000-2001 provide encouragement and guidelines for increasing minority participation in Pre-AP and AP courses. Several meetings occurred during 1998-99 and again in 1999-2000 to ensure that counselors and teachers understand these new expectations. The 2000-2001 Student/Parent Guide to Middle School Curriculum includes information on the Pre-AP courses that are available at all middle schools. The 2000-2001 Student/Parent Guide to Course Selection and Graduation Requirements includes sections on Pre-AP, AP, and University Studies courses. Advanced Payment of Pre-AP and AP Workshop Fees The Supervisor of the Gifted/Talented Program provided leadership in establishing a special account through which the State funds for AP workshops and institutes are processed. This fund allows all teachers equal access to the opportunities for training because attendance is no longer dependent on whether the teacher can pay the fees and wait for reimbursement or whether the schools have the available funds to pay for the fees and wait for reimbursement. The procedures that have been established enable all students in the District to have equal access to the same types of Pre-AP and AP course work and strategies. Programs Training for Counselors Curriculum Orientation workshops were conducted for elementary, middle, and high school counselors in January 1999 and February 2000 to prepare for student registration. A significant emphasis in these workshops was on increasing enrollment in Pre-AP and AP courses, especially of African-American students. The sections in the High School Curriculum Catalog relating to this issue were highlighted. On October 14, 1999, the Supervisor of the Gifted/Talented Program conducted a training session for counselors on \"Recruiting and Preparing Students for a Rigorous Academic Program.\" She discussed the recruitment of minority and disadvantaged students to the PreAP and AP programs and the importance of involving parents so that they will be supportive of students enrolling in these courses. They viewed a video entitled, \"Advanced Placement Inventive Program: Improving Education and Changing Lives.\" Training for Teachers All teachers of Pre-AP and AP courses are offered special training sponsored by the College Board and funded by the State. The Little Rock School District encourages participation and, in addition, provides supplemental training to include issues relating to minority participation. 36 In summer 1999 27 LRSD teachers attended the Summer Pre-AP and AP Institute: Central High 3 Fair High 3 Hall High 6 McClellan High 2 Parkview High 5 Cloverdale Middle 1 Dunbar Middle 5 Mann Middle 2 The AP courses that these 27 teachers represented were as follows: English (11), Social Studies (2), Mathematics (4), Science (3), Art (3), French (1), Spanish (2), and Psychology (1). On December 5-6, 1999, 94 LRSD teachers attended the AP Workshops: Central High 12 Fair High 4 Hall High 4 McClellan High 3 Parkview High 4 Cloverdale Middle 4 Dunbar Middle 7 Forest Heights Middle 13 Henderson Middle 10 Mabelvale Middle 3 Mann Middle 17 Pulaski Heights Middle 7 Southwest Middle 6 The courses represented by these 94 teachers were as follows: Pre-AP English (47), Pre-AP Social Studies (33), AP U.S. History (1), Pre-AP Spanish (5), AP Spanish (4), AP French (2), Pre-AP French(l). A third AP Conference was conducted on February 25-26, 2000. LRSD has registered 111 teachers who plan to participate: Central High 15 Fair High 4 Hall High 9 McClellan High 8 Parkview High 9 Cloverdale Middle 5 Dunbar Middle 4 Forest Heights Middle 11 Henderson Middle 7 Mabel vale Middle 10 37 I I 111. lJ. Pulaski Heights Middle 9 Southwest Middle 6 IRC 1 The courses represented are as follows: Pre-AP Science (37), AP Chemistry (2), AP Environmental Science (2), AP Biology (l), Pre-AP Biology (4), Pre-AP Chemistry (4), AP Physics (1), Pre-AP Physics (2), Pre-AP Mathematics (51), AP Statistics (3), AP Calculus (4). Vertical Teams in Mathematics and Science Mathematics and science vertical teams were formed to align local mathematics and science standards and benchmarks with the national standards. These standards and benchmarks were used to help select the curriculum for the high school mathematics courses. State funds provided under the Advanced Placement Incentive Program, Act 929 of 1997, were allocated for Pre-Advanced Placement and Advanced Placement teachers to attend oneday and/or two-day conferences. During 1998-99, 31 mathematics teachers, grades 6-12, attended College Board's two-day Mathematics Vertical Teams Conference in Little Rock. In addition, 26 science teachers, grades 6-12, attended UALR's Vertical Teams Conference for science teachers. The mathematics teachers have a new newsletter, The Mathematics Vertical Teams Newsletter with a first issue in December 1999. The following \"purpose\" for vertical teams is included on the first page: \"Our primary goal as educators in the Little Rock School District should be to help our students master the material in our discipline. Vertical teams should be viewed as a vehicle to improve student scores and grades. Vertical teams should also improve communication between teachers in the same building, in the same grade level, in the same courses, and in the same district. A Vertical Team never comes to a complete end because decisions must be reviewed, revised, and implemented over and over.\" Training for Principals During July 1998 one day of training on the new mathematics and science curriculum and the NSF accountability plan was presented to all principals. Follow-up meetings have been conducted during the school year in 1998-99 and 1999-2000. Training for Campus Leadership Teams During July 1999 the District provided two and one-half days of training for a core group of each school's Campus Leadership Team. A major emphasis in this training was on the District's new Collective Responsibility Plan and the Quality Index-including those indicators relating to increasing minority student participation in advanced and Pre-AP/AP courses. Each school's performance will be evaluated, in part, based on those indicators. 38 Section 2.6.2 LRSD shall implement programs to assist African-American students in being successful in honors and enriched courses and advanced placement courses. Procedures Identification of Students for Gifted and Talented Programs Students are identified for placement in the Gifted and Talented Programs as per administrative regulation IHBB-R and the steps outlined in the Gifted Program Handbook. Guidelines for Placement of Students in Pre-AP and AP Courses Students are placed in Pre-AP and AP courses according to the guidelines established in administrative regulation IHCC-R. These are reprinted in the Gifted Program Handbook, the High School Curriculum Catalog, and the Middle School Curriculum Catalog. Review and Monitoring of Enrollment in Pre-AP, AP, and GT Programs Staff in the Planning, Research, and Evaluation office routinely monitor enrollment, by school, by race, and by gender, in Pre-AP, AP, and GT programs as a part of the program evaluation functions. The Associate Superintendent for Instruction also monitors each semester's enrollment in Pre-AP and AP courses when she reviews schools' master schedules. Individual schools monitor as well. At both the middle and high school levels, one of the indicators in the Quality Index is the percentage of students at each grade level who are enrolled in at least one Pre-AP or AP course. School-level staff, therefore, are learning that their school's performance cannot be rated well if they do not attend to this indicator. Enrollment in these courses is also encouraged in the following additional indicators:  Percentage of students scoring in the highest quartile on the SA T9 reading and mathematics sub-tests  Percentage of students scoring at the advanced level on the State's Benchmark and end-of-level tests  Percentage of students scoring at the advanced level on the LRSD Academic Level Tests  Percentage of students earning at least a 19 on the ACT  Percentage of students taking Advanced Placement examinations  Percentage of students earning at least a \"3\" on AP examiniations  Percentage of students earning the Honors Seal on their diplomas  Percentage of students who require remediation in college Building-Level Guidance Plan Each school designs and implements an annual guidance plan that is aligned with State and LRSD expectations. 39 Review and Monitoring of Quarterly Grade Distribution Reports The Superintendent and the Associate Superintendent for Instruction monitor quarterly the grade distribution reports, as do school-level staff. National Science Foundation Accountability Report The NSF program staff compile and submit to NSF an annual report that includes a narrative on the activities implemented and many tables and charts of data that are required for accountability. These data include enrollment in Pre-AP and AP courses, as well as other higher-level courses in mathematics and science. Programs College Preparatory Enrichment Program (CPEP) This summer tutoring program is funded by the State of Arkansas. The program goal is to improve students' mathematics and verbal scores on the ACT. The knowledge and skills that are taught reinforce student success in advanced classes. Academic Enrichment and Gifted in Surnrner (AEGIS), Grades 7-12 This program is state funded for identified gifted students. Southeastern Consortium for Minorities in Engineering (SECME) SECME is a premiere pre-college program that prepares and motivates students for engineering and other technical fields. LRSD received $22,000 from SECME to implement the SECME program in thirteen elementary and secondary schools. SECME's goal, which is tightly aligned with the Little Rock NSF project, is to increase the pool of minorities who are prepared to enter and complete post-secondary studies in engineering, mathematics, and science. The Little Rock SECME program works in partnerships with faculty from the School of Engineering at the University of Arkansas at Little Rock (UALR). The faculty provides in-kind contributions to deliver technical assistance to school teams. NSF funds were used to support the SECME program in five additional schools. Early College Planning Process (middle school) Students plan their high school graduation and for college both in their grade 7 Career Orientation class and through the middle school guidance program. SMART This NSF-funded program provides a summer enrichment program in mathematics to ensure higher levels of success among grade 9 students in Algebra I. School-based Student Support Teams Each school has a Student Support Team whose goal is to monitor student achievement and provide support and necessary interventions to students at risk of failure. English I-II Workshop Pre-AP Three high schools plan to implement in fall 2000 a double-period English I Pre-AP course (and then to add the double-period English II Pre-AP course in fall 2001). This course will 40 include the curriculum content standards and benchmarks of the English I Pre-AP course, plus specific instruction in areas that students need for success in AP courses: note-taking, essay writing, critical reading skills, vocabulary development, test preparation, college application skills, and so forth. A part of the plan is to work with the community to secure mentors/tutors for students who need assistance in these courses. The curriculum will support student success not only in AP English courses, but in other AP courses as well. Section 2.7 LRSD shall implement programs, policies, and/or.procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan. Alignment of Multiple Plans Early in 1998 the staff concluded that everyone was going to be confused unless District leaders could clearly demonstrate the alignment and connections among at least six critical planning documents and accountability systems for the District:  LRSD Strategic Plan  LRSD Revised Desegregation and Education Plan  Title I  Arkansas Smart Start Initiative  Urban Professional Development Initiative  Collaborative Partnerships for Mathematics and Science Achievment (funded by NSF) What all these documents had in common were standards, professional development, and accountability. Members of the Division oflnstruction worked diligently, therefore, to keep all those tightly aligned as work proceeded toward implementation so that everyone at every level would see the six initiatives as basically one initiative, especially as they relate to curriculum, instruction, and assessment. Graphics were constructed, as were matrices, so that staff could see the connections. Student Success Model The Little Rock School District has adopted a comprehensive plan to improve student achievement. The Student Success Model has six components, as follows:  Establish a continuum of learning (curriculum standards and benchmarks)  Provide professional development on effective instructional strategies  Design an assessment system to measure academic progress  Create opportunities for personalized education  Build community support  Communicate. Communicate. Communicate. The Work Plan for the Division oflnstruction was organized under these six components in 1998-99 and continued into 1999-2000. They guide the staffs thinking and their work. The Student Success Model was unveiled for the first time at the July 1998 Summer Principals' Institute. The graphic used to explain the model was used every week during 1998-99 on the front page of the Division oflnstruction' s publication for principals, Leaming Links, to remind everyone of both the model and the focus: improved student achievement. 41 A formal presentation of the Student Success Model was made to the Board of Education, principals and members of the Campus Leadership Teams, and the community in November 1999 at the Excelsior Hotel. Packets of explanatory materials and lists of programs were distributed. The presentation was taped and then broadcast on the District's cable channel. In a school district that is 68 percent African-American, as is the Little Rock School District, everything that responsible educators do must serve to improve opportunities, access, support systems, and academic success of African-American.students. The following policies, procedures, and programs have been implemented in 1998-99 and 1999-2000 to that end. All policies and administrative regulations were reviewed not only by representative staff, but they were also sent for review and input to ODM, John Walker of Joshua Intervenors, Frank Martin of the Classroom Teachers Association, and to both Dr. Terrence Roberts and Dr. Steve Ross, desegregation consultants. Policies The section on Instruction in the Board of Education's policy manual has almost totally been revised. The following new policies (those not discussed in other sections of this document) have been adopted:  Policy IA, Academic Content Standards and Benchmarks, adopted on July 22, 1999, by the Board of Educati.on, establishes a standards-based education system for all students. Also stated is the expectation that, \"The District, each school, each individual educator, students, and their parents/guardians are collectively responsible for ensuring student success to every extent possible.\"  Policy IB, Academic Freedom, adopted by the Board on July 22, 1999, establishes rights of both teachers and students in the area of academic freedom.  Policy IC, School Year, adopted by the Board of Education on July 22, 1999, establishes the length of the school year and allows the Superintendent to apply for a waiver of up to five instructional days to be used for the professional development of staff.  Policy ICA, School Calendar, adopted by the Board of Education on July 22, 1999, sets forth the requirement that the Board annually adopt the school calendar.  Policy ID, School Day, adopted by the Board of Education on July 22, 1999, establishes the number of required instructional hours in the school day for elementary and secondary students.  Policy IG, Curriculum Development, Adoption, and Review, adopted by the Board of Education on August 26, 1999, requires Board approval for new courses added to the curriculum.  Policy IGA, Curriculum Program Alignment and Coherence, adopted by the Board of Education on July 22, 1999, requires that all curriculum be aligned with the District's planning documents and the regular education program. It further requires that special education, Title I, ESL, migrant education, gifted and talented education, 504 programs, alternative education, and other instructional programs reflect the district-adopted standards and benchmarks. 42  Policy IGE, Curriculum Guides, adopted by the Board of Education on July 22, 1999, requires curriculum guides for all courses offered in the District.  Policy IHAL, Religion in the Schools, adopted by the Board of Education on July 22, 1999, reinforces the American tradition of separation of church and state. The policy specifically permits teaching about religion.  Policy IHBDA, Remedial Instruction, adopted by the Board of Education on July 22, 1999, makes a commitment to provide \"expanded learning opportunities for all students.\" The policy further states that \"Intervention and remediation efforts ... will be comprised of a broad range of alternatives to ensure that all students are afforded equitable opportunities to perform at or above the 'proficient' level as defined by the standards of Arkansas and the Little Rock School District.\"  Policy IHBH, Alternative Education Programs, adopted by the Board of Education on July 22, 1999, states that the District will \"provide alternative educational opportunities to the extent practicable for those students unable to succeed in a traditional learning environment.\"  Policy IHCA, Summer School, adopted by the Board of Education on July 22, 1999, authorizes summer school programs for extended learning opportunities.  Policy IHCD, Credit for College Courses, adopted by the Board of Education on July 23, 1998, establishes concurrent credit programs between high schools and area universities.  Policy IHCDA, Opportunities to Earn College Credit, adopted by the Board of Education on July 22, 1999, allows students to enroll in college courses while they are still in high school.  Policy JIB, Teacher-Student Ratio, adopted by the Board of Education on July 22, 1999, reinforces the Arkansas Accreditation Standards for teacher and student ratios.  Policy IJ, Instructional Resources and Materials, adopted by the Board of Education on July 22, 1999, establishes the responsibilities of the Board in the selection, adoption, maintenance, and control of instructional materials.  Policy IKA, Grading Systems, adopted by the Board of Education on September 23, 1999, establishes a purpose for grading, the expectations of fairness, the requirement of written procedures, the requirement that grades reflect only academic performance--not discipline, and the provision for adaptions in instruction, performance standards, and assessment strategies for students with special needs.  Policy IKB, Homework, adopted by the Board of Education on July 22, 1999, sets forth a philosophy on homework.  Policy IKE, Promotion and Retention of Students, adopted by the Board of Education on July 22, 1999, requires standards to be established to guide promotion and retention decisions.  Policy IKEC, Award of Credit, adopted by the Board of Education on July 22, 1999, defines a unit of credit and authorizes the Superintendent to award credits earned in various ways. 43  Policy IKF A, Early Graduation, adopted by the Board of Education on July 22, 1999, discourages, but allows a student to graduate early.  Policy IMB, Teaching about ControversiaVSensitive Issues, adopted by the Board of Education on July 22, 1999, establishes parameters to guide decisions.  Policy !MCA, Distribution of Materials and Literature Through Schools, adopted by the Board of Education on July 22, 1999, requires the Superintendent's authorization for the distribution of external materials.  Policy IMH, Class Interruptions, adopted by the Board of Education on July 22, 1999, establishes the expectation that non-academic interruptions to instruction be radically limited. Policies still under development include those relating to the administration of Title I, those relating to the professional development program, and one on computer literacy. The Board of Education also approved the revised middle school curriculum requirements in November 1998 and the revised high school curriculum in December 1998. Both were slightly revised by Board action in December 1999. Procedures The following Administrative Regulations establish the procedures for curriculum, instruction, and assessment staff, as well as school-level staff:       Administrative Regulation IA-R, Academic Content Standards and Benchmarks, adopted October 21, 1999, establishes eight exit standards for students to achieve by the time they graduate from high school. Administrative Regulation ID-R, adopted on October 21, 1999, establishes the minimum number of courses in which a student must enroll in grades 9-12. Adminstrative Regulation IGE-Rl, Curriculum Guide Development, adopted on October 21, 1999, establishes a five-year cycle for curriculum guide development, describes the processes that will be used, and sets expectations for dissemination and implementation. Administrative Regulation IGE-R2, Approval of New Courses, adopted on October 21, 1999, lays out the processes to be used for the approval of new courses in the curriculum. Administrative Regulation IHBDA-R, Intervention/Remediation, adopted on October 21, 1999, requires that assistance be provided \"for any student who is performing below the standard levels of achievement in the areas of mathematics and reading/language arts.\" Intervention/ remediation programs include \"re-teaching, tutoring, extended-day programs, Saturday programs, surnrner school, and special courses offered within the school day.\" Administrative Regulation IHCDA-R, Concurrent Enrollment, adopted on October 21, 1999, provides procedures for concurrent enrollment and credit. Administrative Regulation IJ-Rl, Textbook Adoptions, adopted on October 21, 1999, establishes the procedures for adoption of textbooks. 44  Administrative Regulation IJ-R2, Library Media Center Materials Selection, adopted on October 21, 1999, establishes the procedures for the selection, retention, and/or removal of library media center materials.  Administrative Regulation IKA-R, Nine-Week/SemesterNearly Grading Procedures, adopted on October 21, 1999, provides procedures for teachers to use in grade calculations at the elementary, middle, and high school levels. Included is the provision for semester test exemptions at the high school level.  Administrative Regulation IKE-R, Student Promotion and Retention, PreK- 12, adopted on October 21, 1999, provides specific guidelines for decisions relating to promotion and retention at each level.  Administrative Regulation IKEC-Rl, Credit for College Dual-Credit and College Summer Enrichment Programs, adopted on October 21, 1999, establishes parameters and criteria for award of credit earned in these programs.  Administrative Regulation IKEC-R2, Credit for Correspondence Courses, establishes procedures and parameters for the use of credit earned through correspondence courses.  Administrative Regulation IKEC-R3, Credit by Examination, establishes a list of approved courses for which credit by examination can be earned and the procedures for administering the program. Curriculum Content Standards/Benchmarks The District developed in 1997-98 and 1998-99 comprehensive curriculum content standards, plus grade-level and course benchmarks in K-12 English language arts, mathematics, science, and social studies. In addition, curriculum maps were constructed for each area to ensure that the LRSD standards were aligned with the State's curriculum frameworks and assessments. Teachers received their copies of the new curriculum documents in August 1999, along with some initial training in their implementation. Follow-up training has occurred throughout 1999-2000. (See Section 5.) Standards are important to ensure that high expectations for learning are established for every student. They describe for all involved the specific knowledge and skills that students should acquire during a year of instruction. Extensive, in-depth, and follow-up training is important for teachers so that they have the tools that they need to ensure student success in achieving the established curriculum standards and benchmarks. Instructional Standards A committee has been at work throughout 1999-2000 to identify or adapt or, perhaps, create a set of desired instructional ( or delivery) standards for use throughout the District, K-12. These standards will guide the design of professional development programs at both the District and school levels\nwould serve as part of the criteria by which educators at the District and school levels can evaluate potential curricula as 45 staff plan for improved student achievement\nwill be used by staff who observe instruction to provide feedback\nand eventually will be used to inform a revised teacher evaluation system. This work has been exciting in that it has provided a forum for professional development, for critical thinking about the available options, for discussions about culture and differences among both students and teachers, and consideration of the K- 12 and across-the-curriculum needs. Among the resources that the committee has studied are the following:  Robert Marzano. A Different Kind of Classroom: Teaching with Dimensions of Leaming. Alexandria, VA: Association for Supervision and Curriculum Development. 1992.  Robert Marzano. A Theory-Based Meta-Analysis of Research on Instruction. Aurora, CO: Mid-continent Regional Education Laboratory. 1998.  Stephanie Stoll Dalton. Pedagogy Matters: Standards for Effective Teaching Practice. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence. 1998.  Gloria Ladson-Billing. The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass. 1994.  Robert Cole. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. Alexandria, VA: Association for Supervision and Curriculum Development. 1995.  Steven Zemelrnan, Harvey Daniels, and Arthur Hyde. Best Practice: New Standards for Teaching and Learning in America's Schools. Portsmouth, NH: Heinemann. 1998.  Gordon Cawelti. Handbook of Research on Improving Student Achievement. Arlington, VA: Educational Research Service. 1999.  Bruce Joyce and Emily Calhoun. Creating Learning Experiences: The Role oflnstructional Theory and Research. Alexandria, VA: Association for Supervision and Curriculum Development, 1996.  National Research Council. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. 1999.  Fred Newmann, Walter Secada, and Gary Wehlage. A Guide to Authentic Instruction and Assessment: Vision, Standards, and Scoring. Madison, WI: Wisconsin Center for Education Research. 1995.  Barbara Presseisen. Teaching for Intelligence. Arlington Heights, IL: Sky Light. 1999.  Charlotte Danielson's Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. 1996.  Bruce Joyce and Marsha Weil's Models of Teaching. Englewood Cliffs, NJ: Prentice Hall, Inc. 1986.  U.S. Department of Education's Programs for English Language Learners. Washington, DC: Office of Civil Rights. 1999. 46 The core committee doing this work includes diverse participants-those representing general education, special education, gifted education, career and technical education, English-as-a-Second Language, and both elementary and secondary. A representative of ODM serves as well. More diverse levels of staff will be involved as the process continues. The Instructional Standards will be established by the end of the 1999-2000 school year and will be used immediately in planning for 2000-2001 professional development activities. Programs Title I Programs The District's Title I program serves all elementary schools and middle schools, with the exception of magnet schools that already receive supplemental funding. Money is allocated to the District and then to schools on the basis of student participation in the free and reduced lunch program. Targeted students are those who are performing at the \"below basic\" and \"basic\" levels on assessments in reading and mathematics. PLATO Labs The District has acquired PLATO laboratories for Hall, Central, and McClellan High Schools. These schools are using the programs for remediation of socially promoted students to the high schools, for tutoring in English and mathematics concepts and skills, and for retaking courses that students have failed in the core areas. Accelerated Learning Center The Accelerated LearningCenter at Metropolitan serves more than 300 over-age and creditdeficient high school students in 1999-2000 in three sessions daily and in the summer. The competency-based, accelerated program allows students to earn high school credits as quickly as they can complete the courses they lack. This program has already had a dramatic postive effect on the drop-out rate, allowing many students to graduate who might not otherwise have done so. Alternative Learning Center The Alternative Learning Center serves middle and high school students who are on longterm suspension or expulsion. Students at this school can not only continue to make academic progress, but they also receive instruction and coaching on behavior modification so that they can be more successful when they return to their home schools. Summer School The District runs a comprehensive summer school for elementary, middle, and high school students. In summer 1999 the elementary program was conducted with an emphasis on literacy, using the Reading Clinic model. Modifications to the secondary program in summer 1999 included the decision to limit enrollment to students who live in LRSD, thereby ensuring adequate space for LRSD students. 47 Tutoring Programs Several schools offer in-classroom or extended day tutoring services, especially in reading and mathematics. 21 st Century Community Leaming Centers Project (Little Rock LEADERS) Little Rock LEADERS (Literacy Education, Academic Development, Educational Resource Services) is a federally funded grant project, awarded in summer 1998 that provides educational programming to students and adults of the Little Rock community. An advisory committee comprised of community partners, parents, and school district personnel provide direction and feedback regarding the LEADERS program. Programs sponsored by this project include after-school tutoring for students in grades K-12, 2 Cool 4 School, and One Three One Five Workforce Readiness and Community Service Program (for 13-15 yearolds). Mental and physical health services are also provided. ACT Tutoring A series of three-hour workshops in each of the core test areas is provided on Saturdays for persons taking the ACT. These workshops are scheduled on consecutive Saturdays leading up to the test dates available during the school year. Career Orientation (Required Grade 7 Course) The Board approved the new middle school curriculum in November 1998. At grade 7 there is a new requirement that all students take one semester of Career Orientation. The curriculum for the course was restructured so that it now meets the objectives of the Middle School Curriculum Committee. A part of the class time is devoted to a study of the high school graduation requirements and all its options, and then students make a first draft of a graduation plan. This class also includes vocational aptitude testing and feedback. The intent is to carve out sufficient time for all students to be well informed about high school and to receive good information and guidance on the choices they have. Block Scheduling All of the LRSD high schools block scheduled in fall 1999\nthat is, teachers and students met a given classes every other day. Students may take eight courses (four each day), and teachers teach six (three each day). Longer class periods have been found to facilitate the kind of instructional strategies that work best with all kinds of learners. Teachers received professional development to prepa\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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