{"response":{"docs":[{"id":"bcas_bcmss0837_24","title":"Arkansas Department of Education's (ADE's) 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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1998-01","1998-02","1998-03","1998-04"],"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":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Project managers--Implements"],"dcterms_title":["Arkansas Department of Education's (ADE's) 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/24"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District, plaintiff vs. Pulaski County Special School District, defendant.\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION ECEIVED FEB 2 1998 OFFICE OF DESEGREGATION MONITORING LITTLE ROCK SCHOOL DISTRICT PLAINTIFF v. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS NOTICE OF FILING In accordance with the Court's order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of ADE's Project Management Tool for January, 1998. Respectfully Submitted, WINSTON BRYANT Attorney General TIMO #95019 Assistant Attorney General 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 ADE'S PROJECT MANAGEMENT TOOL IVED FEB 2 1998 OFFICE OF DESEGREGATION MONITORING PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS 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 for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of December 31, 1997 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. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of January 30, 1998 ~a~d_piyf ~\nrm ormat,~ ava1_la~l~3'ati5,ecmfiFJ~.\n!I~~ ~lcula~qjor'FY 97/98\" sub'e_gJo_penodic adjustmen s C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 ~  c5eceijl6er:_ 1997,Ei~WloO~,QLtat~gi:ializa tig_p'F.,[r\ntdiff g\"lo 'FY. ~J /~8 't\\'.8re as f9llows: ~ SD :\"f19,ff1~874 LRSD - $11,028,421 CSQ -:,..$25,182,36 ~ allotments o(State Equalization F~ ding caTci.ifafe,!~~f~ 7/98 pt December 31, ,1,997, subjegt .!9 ... P~JiQ9Lc=@djustn:ie11~'\nfilw,~ a... fp!lq~s:_ l..RSD -.$42,023, 1'{\u0026gt;7. NLRSD,-' $24,253,364 R~.SD,\n\"~5,31,64? D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 ~on-the 1mormatt91\n'1 availab~~t~~c~~c0Ji.J~. ~mft~ ~~9~J orJ~,Y- ~7J9.., e_U~l?j~t t9,peri~at~ QIL!Stlllenfsf 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2. Actual as of January 30, 1998 lsed on the information \"available, tlie\"\"AOEcalcu ~te at December\n\"1997 for ,D' ~7/98, subject,,to perjodic adjustme-nts. sho,_uld ~~ ted that currently the Magnet Review Committee is\u0026lt;reporting this fnformation -instead of. the taff .,.attorney as indicated n , the m,t-plementation Plan. F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 aased on the information available, the ADE calculated at De~mber 31, 1997 for FY 97/98, subject to periodic adjustments. G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of January 30, 1998 Distributions for FY 97/98 at Decembet 31, 1997 totaled $4\n078,329. ft..llotment calculated at December 1997 for FY 97/98 was $8,905,764, subject to periodic adjustments. H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 3 I. FINANCIAL OBLIGATIONS (Continued) H. Calculate the amount of M-to-M incentive money to which each school district is entitled. (Continued) 2. Actual as of January 30, 1998 Calculated for FY 97/98, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of January 30, 1998 ctmlh'VJ16M:1Rm~1:~ a\"'a1m~~~ --~-('.l '\"\"~~i,1:,,were1 ~ so~~f~\"4T9'7252 ~LR~Di $5?Ef.444 , ~ ,SQ~ 2,ai2,~i f Jle\n'lalloTif ien,t~ ?c3lculatfcJJ for:J:~JL~~1 li!bj~ClJQ,P~illLdJ9\"'agju~J,m~.Q~~ .'~~\nJ:RSD '.'.::$3\n'548, 125 ~LRSD-$1,416,112 2,,C~SD ~J\ni,?22\n~i J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of January 30, 1998 In September 1997, the Magnet and M-to-M transportation budgets for FY 97/98 were submitted to the ADE by the Districts. K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. (Continued) 2. Actual as of January 30, 1998 In September 1997, General Finance was notified to pay the first onethird payments for FY 97/98 to the Districts. It should be noted that the Transportation Coordinator is currently performing this function. L. ADE pays districts for first two-thirds of their proposed budget. 1. Projected Ending Date Ongoing, annually. 2. Actual as of January 30, 1998 In, Se pt~ A~er ':t 997'.,~:Generafl\\1fFi~nce1fflia9e~ he ~rf~~ifg [ ayrri_JlJlJ~\ntoJ h~ Distrig,, forJ f1ei~'ti~~ t.@nsppr,t~!i.2.n.Jluflgefi Ft\u0026gt;eceriiPEiL1fil,Jnefol !9wirffi':Hi3~Ji~en 'pjij_dJQr ~ 1 /98? t:Rsb~- f f:\u0026lt;ff9: 861 .33 t,iLRSD -:'$141,696.00 a\u0026lt;\nssD~ A6,~41 ~Q M. ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of January 30, 1998 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 5 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of January 30, 1998 In FY 94/95, the State purchased 52 buses at a cost of $1 ,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD - 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD- 7\nand PCSSD- 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. 0 . Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 95/96. 6 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of January 30, 1998 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of January 30, 1998 The LRSD received $3,000,000 in June 1997. As of this reporting date, the LRSD has received $15,000,000 in loan proceeds. S. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of January 30, 1998 Obligation fulfilled in FY 95/96. 7 I. FINANCIAL OBLIGATIONS {Continued) U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of January 30, 1998 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of January 30, 1998 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. 8 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of January 30, 1998 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. 9 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of January 30, 1998 (Continued) In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs by race, gender, and type of program. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Quantitative and qualitative indicators were displayed with specific information provided on cost and enrollment in compensatory programs. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to 11 Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. 10 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of January 30, 1998 (Continued) As of June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. Copies of the Semiannual Monitoring Report and its executive summary were made available for the Districts to review on July 10, 1997 from 10:00 am to 2:00 pm. The purpose of the review was to provide the Districts an opportunity to review the report prior to submitting it to the Court. Desegregation monitoring staff members were available to answer questions. Representatives from each district participated. In August 1997, procedures and schedules were organized for the monitoring of the Cycle 2 schools in FY 97/98. A Desegregation Monitoring and School Improvement Workshop for 55 educators from the Districts was held September 10, 1997. Monitoring expectations, instruments, data collection and school improvement visits were discussed. As of October 1997, 10 of the Cycle 2 announced monitoring visits were completed, and 36 technical assistance visits were conducted. On October 9, 1997, a planning meeting was held with the desegregation monitoring staff. Deadlines, responsibilities, and strategic planning issues were discussed regarding the completion of the Semiannual Monitoring Report. Reminder letters were sent to the Cycle 2 principals outlining the data collection deadlines and availability of technical assistance. In November 1997, technical assistance visits were conducted, and announced monitoring visits of the Cycle 2 schools were completed. In December 1997, technical assistance visits were conducted regarding team visits and technical review recommendations, and copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. [il January 1998,-the infusion document and perceptual surveys we~re provided to the schools in the ECOE process. \"'Tecnnical assistance ~s proviged regarding t,h\"'\nECOE RrOceS_L,W~.9Q~EtnSl,!S.,Q.UDQin9~ 11 II. MONITORING COMPENSATORY EDUCATION (Continued) A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of January 30, 1998 (Continued) e~~99t $e']Jan.':luaf .  ~ nd aR Pi\n?Jal t~the ~ .. ~- arn1n1strat1ve \\ Tea ~ l iatio1:i,,Litig!.t,,i,o,\"\"n'\"\"\"\"'== '\"\"\"\"\"'===== 12 A PETITION FOR ELECTION FOR LRSD WILL BE SUPPORTED SHOULD A MILLAGE BE REQUIRED A. Monitor court pleadings to determine if LRSD has petitioned the Court for a special election. 1. Projected Ending Date Ongoing. 2. Actual as of January 30, 1998 Ongoing. All Court pleadings are monitored monthly. B. Draft and file appropriate pleadings if LRSD petitions the Court for a special election. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 To date, no action has been taken by the LRSD. 13 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION A. Using a collaborative approach, immediately identify those laws and regulations that appear to impede desegregation. 1. Projected Ending Date December, 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. B. Conduct a review within ADE of existing legislation and regulations that appear to impede desegregation. C. 1. Projected Ending Date November, 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. Request of the other parties to the Settlement Agreement that they identify laws and regulations that appear to impede desegregation. 1. Projected Ending Date November, 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. D. Submit proposals to the State Board of Education for repeal of those regulations that are confirmed to be impediments to desegregation. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section IV.E. of this report. 14 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of January 30, 1998 A committee within the ADE was fonned in May 1995 to review and collect data on existing legislation and regulations identified by the parties as impediments to desegregation. The committee researched the Districts' concerns to detennine if any of the rules, regulations, or legislation cited impede desegregation. The legislation cited by the Districts regarding loss funding and worker's compensation were not reviewed because they had already been litigated. In September 1995, the committee reviewed the following statutes, acts, and regulations: Act 113 of 1993\nADE Director's Communication 93-205\nAct 145 of 1989\nADE Director's Memo 91- 67\nADE Program Standards Eligibility Criteria for Special Education\nArkansas Codes 6-18-206, 6-20-307, 6-20-319, and 6-17-1506. In October 1995, the individual reports prepared by committee members in their areas of expertise and the data used to support their conclusions were submitted to the ADE administrative team for their review. A report was prepared and submitted to the State Board of Education in July 1996. The report concluded that none of the items reviewed impeded desegregation. As of February 3, 1997, no laws or regulations have been detennined to impede desegregation efforts. Any new education laws enacted during the Arkansas 81 st Legislative Session will be reviewed at the close of the legislative session to ensure that they do not impede desegregation. In April 1997, copies of all laws passed during the 1997 Regular Session of the 81 st General Assembly were requested from the office of the ADE Liaison to the Legislature for distribution to the Districts for their input and review of possible impediments to their desegregation efforts. In August 1997, a meeting to review the statutes passed in the prior legislative session was scheduled for September 9, 1997. 15 IV. REPEAL STATUTES AND REGULATIONS THAT IMPEDE DESEGREGATION (Continued) E. Submit proposals to the Legislature for repeal of those laws that appear to be impediments to desegregation. 2. Actual as of January 30, 1998 (Continued) On September 9, 1997, a meeting was held to discuss the review of the statutes passed in the prior legislative session and new ADE regulations. The Districts will be contacted in writing for their input regarding any new laws or regulations that they feel may impede desegregation. Additionally, the Districts will be asked to review their regulations to ensure that they do not impede their desegregation efforts. The committee will convene on December 1, 1997 to review their findings and finalize their report to the Administrative Team and the State Board of Education. In October 1997, the Districts were asked to review new regulations and statutes for impediments to their desegregation efforts, and advise the ADE, in writing, if they feel a regulation or statute may impede their desegregation efforts. In October 1997, the Districts were requested to advise the ADE, in writing , no later than November 1, 1997 of any new law that might impede their desegregation efforts. As of November 12, 1997, no written responses were received from the Districts. The ADE concludes that the Districts do not feel that any new law negatively impacts their desegregation efforts. The committee met on December 1, 1997 to discuss their findings regarding statutes and regulations that may impede the desegregation efforts of the Districts. The committee concluded that there were no laws or regulations that impede the desegregation efforts of the Districts. It was decided that the committee chair would prepare a report of the committee's findings for the Administrative Team and the State Board of Education. 16 V. COMMITMENT TO PRINCIPLES A Through a preamble to the Implementation Plan, the Board of Education will reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The preamble was contained in the Implementation Plan filed with the Court on March 15, 1994. B. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement and outcomes of programs intended to apply those principles. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Ongoing C. Through execution of the Implementation Plan, the Board of Education will continue to reaffirm its commitment to the principles of the Settlement Agreement by actions taken by ADE in response to monitoring results. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Ongoing D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. 1. Projected Ending Date Ongoing 17 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 At each regular monthly meeting of the State Board of Education, the Board is provided copies of the most recent Project Management Tool (PMT) and an executive summary of the PMT for their review and approval. Only activities that are in addition to the Board's monthly review of the PMT are detailed below. In May 1995, the State Board of Education was informed of the total number of schools visited during the monitoring phase and the data collection process. Suggestions were presented to the State Board of Education on how recommendations could be presented in the monitoring reports. In June 1995, an update on the status of the pending Semiannual Monitoring Report was provided to the State Board of Education. In July 1995, the July Semiannual Monitoring Report was reviewed by the State Board of Education. On August 14, 1995, the State Board of Education was informed of the need to increase minority participation in the teacher scholarship program and provided tentative monitoring dates to facilitate reporting requests by the ADE administrative team and the Desegregation Litigation Oversight Subcommittee. In September 1995, the State Board of Education was advised of a change in the PMT from a table format to a narrative format. The Board was also briefed about a meeting with the Office of Desegregation Monitoring regarding the PMT. In October 1995, the State Board of Education was updated on monitoring timelines. The Board was also informed of a meeting with the parties regarding a review of the Semiannual Monitoring Report and the monitoring process, and the progress of the test validation study. In November 1995, a report was made to the State Board of Education regarding the monitoring schedule and a meeting with the parties concerning the development of a common terminology for monitoring purposes. 18 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 (Continued) In December 1995, the State Board of Education was updated regarding announced monitoring visits. In January 1996, copies of the draft February Semiannual Monitoring Report and its executive summary were provided to the State Board of Education. During the months of February 1996 through May 1996, the PMT report was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. In June 1996, the State Board of Education was updated on the status of the bias review study. In July 1996, the Semiannual Monitoring Report was provided to the Court, the parties, ODM, the State Board of Education, and the Desegregation Litigation Oversight Subcommittee. In August 1996, the State Board of Education and the ADE administrative team were provided with copies of the test validation study prepared by Dr. Paul Williams. During the months of September 1996 through December 1996, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. On January 13, 1997, a presentation was made to the State Board of Education regarding the February 1997 Semiannual Monitoring Report, and copies of the report and its executive summary were distributed to all Board members. The Project Management Tool and its executive summary were addressed at the February 10, 1997 State Board of Education meeting regarding the ADE's progress in fulfilling their obligations as set forth in the Implementation Plan. 19 V. COMMITMENT TO PRINCIPLES (Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 (Continued) In March 1997, the State Board of Education was notified that historical information in the PMT had been summarized at the direction of the Assistant Attorney General in order to reduce the size and increase the clarity of the report. The Board was updated on the Pulaski County Desegregation Case and reviewed the Memorandum Opinion and Order issued by the Court on February 18, 1997 in response to the Districts' motion for summary judgment on the issue of state funding for teacher retirement matching contributions. During the months of April 1997 through June 1997, the PMT was the only item on the agenda regarding the status of the implementation of the Monitoring Plan. The State Board of Education received copies of the PMT and its executive summary at the July 14, 1997 board meeting. Additionally, copies of the July 15, 1997 Semiannual Monitoring Report and executive summary were also provided to board members. The State Board of Education received copies of the PMT and its executive summary at the August 11, 1997 board meeting. The Implementation Phase Working Group held its quarterly meeting on August 4, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and to direction regarding the critical areas for the current quarter. A special report regarding a historical review of the Pulaski County Settlement Agreement and the ADE's role and monitoring obligations were presented to the State Board of Education on September 8, 1997. Additionally, the July 15, 1997 Semiannual Monitoring Report was presented to the Board for their review in accordance with the requirements contained in the ADE monitoring documents. In October 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. Additionally, a special draft report regarding disparity in achievement was submitted to the State Board Chairman and the Desegregation Litigation Oversight Subcommittee. 20 V. COMMITMENT TO PRINCIPLES {Continued) D. Through regular oversight of the Implementation Phase's Project Management Tool, and scrutiny of results of ADE's actions, the Board of Education will act on its commitment to the principles of the Settlement Agreement. {Continued) 2. Actual as of January 30, 1998 {Continued) In November 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. The Implementation Phase Working Group held its quarterly meeting on November 3, 1997 to discuss the progress made in attaining the goals set forth in the Implementation Plan and to provide direction regarding the critical areas for the current quarter. In December 1997, the State Board of Education was provided copies of the monthly PMT and its executive summary. ::Ja.n uaiy?_JJf.3:'f9' 98, ' thm.t a,: ie\"'Bo\"a::,r.gY\n!\n~\u0026lt; )fW1 ,QE. rn~ti-o~r D.I. e~-~ ~ ~ncl PPEOved the PMT .and,-:the Feprua~ 12 9~ Semi~rin~!l,~\"19~it~nn_g ~eport. -:t'The Board reviewed and d1scussed'ODM's' report on .ttie ~DE's monitoring activities and instructed the Directiio:m,:i et wit the parties to discuss r~visions to thLAQE'..!msiri.iL\u0026lt;?m!9J?!~n.,,an moniton_ng ~polj~, 21 VI. REMEDIATION A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 During May 1995, team visits to Cycle 4 schools were conducted, and plans were developed for reviewing the Cycle 5 schools. In June 1995, the current Extended COE packet was reviewed, and enhancements to the Extended COE packet were prepared. In July 1995, year end reports were finalized by the Pulaski County fiefd service specialists, and plans were finalized for reviewing the draft improvement plans of the Cycle 5 schools. In August 1995, Phase I - Cycle 5 school improvement plans were reviewed. Plans were developed for meeting with the Districts to discuss plans for Phase II - Cycle 1 schools of Extended COE, and a school improvement conference was conducted in Hot Springs. The technical review visits for the FY 95/96 year and the documentation process were also discussed. In October 1995, two computer programs, the Effective Schools Planner and the Effective Schools Research Assistant, were ordered for review, and the first draft of a monitoring checklist for Extended COE was developed. Through the Extended COE process, the field service representatives provided technical assistance based on the needs identified within the Districts from the data gathered. In November 1995, ADE personnel discussed and planned for the FY 95/96 monitoring, and onsite visits were conducted to prepare schools for the FY 95/96 team visits. Technical review visits continued in the Districts. In December 1995, announced monitoring and technical assistance visits were conducted in the Districts. 22 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of January 30, 1998 (Continued) At December 31, 1995, approximately 59% of the schools in the Districts had been monitored. Technical review visits were conducted during January 1996. In February 1996, announced monitoring visits and midyear monitoring reports were completed, and the field service specialists prepared for the spring NCA/COE peer team visits. In March 1996, unannounced monitoring visits of Cycle 5 schools commenced, and two-day peer team visits of Cycle 5 schools were conducted. Team lists and materials for two-day visits were prepared, and written reports of two-day team visits were prepared. Technical assistance was provided to schools in final preparation for team visits and to schools needing any school improvement information. In April and May 1996, the unannounced monitoring visits were completed. The unannounced monitoring forms were reviewed for completeness and included in the July monitoring report. The twoday peer team visits were completed, and annual COE monitoring reports were prepared. In June 1996, all announced and unannounced monitoring visits of the Cycle 5 schools were completed, and the data was analyzed using descriptive statistics. The Districts identified enrollment in compensatory education programs by race, gender, and type of compensatory program. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996, and copies were distributed to the parties. During August 1996, meetings were held with the Districts to discuss the monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for the 96/97 school year. The Districts were requested to record discipline data in accordance with the Allen Letter and to include the race, gender, and years of experience of the teacher. In September 1996, recommendations regarding the ADE monitoring schedule for Cycle 1 schools and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed with training schedules outlined for Cycle 1 schools. 23 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of January 30, 1998 (Continued) In October 1996, all schools in the Districts identified their technical assistance needs by utilizing their school improvement plans. Technical assistance needs were identified and addressed to prepare each school for their team visits. The announced monitoring visits of the Cycle 1 schools began on October 28, 1996. In December 1996, the announced monitoring visits of the Cycle 1 schools were completed, and technical assistance needs were identified from school site visits. In January 1997, the ECOE monitoring section identified technical assistance needs of the Cycle 1 schools, and the data was reviewed when the draft February Semiannual Monitoring Report was presented to the Desegregation Litigation Oversight Subcommittee, the State Board of Education, and the parties. In February 1997, field service specialists prepared for the peer team visits of the Cycle 1 schools. NCA accreditation reports were presented to the NCA Committee, and NCA reports were prepared for presentation at the April NCA meeting in Chicago. In March and April 1997, 76 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated district personnel concerning school improvement planning. As of May 1997, 111 visits were made to schools or central offices to work with principals, ECOE steering committees, and designated central office staff concerning school improvement planning, and a workshop was conducted on Leaming Styles for Geyer Springs Elementary School. A School Improvement Conference was held in Hot Springs on July 15-17, 1997. The conference included information on the process of continuous school improvement, results of the first five years of COE, connecting the mission with the school improvement plan, and improving academic performance. In August 1997, technical assistance needs were evaluated for the FY 97/98 school year. 24 VI. REMEDIATION (Continued) A. Through the Extended COE process, the needs for technical assistance by District, by School, and by desegregation compensatory education programs will be identified. (Continued) 2. Actual as of January 30, 1998 (Continued) In October 1997, technical reviews of the ECOE process were conducted by the field service representatives. The field service representatives provided technical assistance to the Districts through meetings with the ECOE steering committees, assistance in analyzing perceptual surveys, and by providing samples of school improvement plans, Gold File catalogs, and web site addresses to schools visited. In November 1997, technical reviews of the ECOE process were conducted by the field service representatives in conjunction with the announced monitoring visits. In December 1997, the field service representatives provided technical assistance to the Districts by providing copies of the infusion document and the perceptual survey and meeting with the ECOE committees and chairs to discuss the process. B. Identify available resources for providing technical assistance for the specific condition, or circumstances of need, considering resources within ADE and the Districts, and also resources available from outside sources and experts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VI.F. of this report. C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. 1. Projected Ending Date Ongoing 25 VI. REMEDIATION (Continued) C. Through the ERIC system, conduct a literature search for research evaluating compensatory education programs. (Continued) D. 2. Actual as of January 30, 1998 An updated ERIC Search was conducted on May 15, 1995 to locate research on evaluating compensatory education programs. The ADE received the updated ERIC disc that covered material through March 1995. In August 1995, a new ERIC disc arrived, and an updated search was conducted. These articles were reviewed. An ERIC search was conducted in September 30, 1996 to identify current research dealing with the evaluation of compensatory education programs, and the articles were reviewed. An ERIC search was conducted in April 1997 to identify current research on compensatory education programs and sent to the Cycle 1 principals and the field service specialists for their use. Identify and research technical resources available to ADE and the Districts through programs and organizations such as the Desegregation Assistance Center in San Antonio, Texas. 1. Projected Ending Date Summer 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section VI.F. of this report. E. Solicit, obtain, and use available resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VI.F. of this report. 26 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 From March 1995 through July 1995, technical assistance and resources were obtained from the following sources: the Southwest Regional Cooperative\nUALR regarding training for monitors\nODM on a project management software\nADHE regarding data review and display\nand Phi Delta Kappa, the Desegregation Assistance Center and the Dawson Cooperative regarding perceptual surveys. Technical assistance was received on the Microsoft Project software in November 1995, and a draft of the PMT report using the new software package was presented to the ADE administrative team for review. In December 1995, a data manager was hired permanently to provide technical assistance with computer software and hardware. In October 1996, the field service specialists conducted workshops in the Districts to address their technical assistance needs and provided assistance for upcoming team visits. In November and December 1996, the field service specialists addressed technical assistance needs of the schools in the Districts as they were identified and continued to provide technical assistance for the upcoming team visits. In January 1997, a draft of the February 1997 Semiannual Monitoring Report was presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties. The ECOE monitoring section of the report included information that identified technical assistance needs and resources available to the Cycle 1 schools. Technical assistance was provided during the January 29-31, 1997 Title I Mid-Winter Conference. The theme of the conference centered around the Improving America's Schools Act which emphasizes creating a learning community by building capacity schools to better serve all children and empowering parents to acquire additional skills and knowledge to better support the education of their children. 27 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of January 30, 1998 (Continued) In February 1997, three ADE employees attended the Southeast Regional Conference on Educating Black Children which facilitated the ADE in identifying and obtaining technical assistance resources. The focus of the conference was Excellence Without Excuse - Educating All Children. Participants received training from national experts who outlined specific steps that promote and improve the education of black children. On March 6-9, 1997, three members of the ADE's Technical Assistance Section attended the National Committee for School Desegregation Conference in order to identify and obtain technical assistance resources for use in desegregation efforts. The participants received training in strategies for Excellence and Equity: Empowerment and Training for the Future. Specific information was received regarding the current status of court-ordered desegregation, unitary status, and resegregation and distributed to the Districts and ADE personnel. The field service specialists attended workshops in March on ACT testing and school improvement to identify technical assistance resources available to the Districts and the ADE that will facilitate desegregation efforts. ADE personnel attended the Eighth Annual Conference on Middle Level Education in Arkansas presented by the Arkansas Association of Middle Level Education on April 6-8, 1997 which identified technical assistance resources available to the Districts. The theme of the conference was Sailing Toward New Horizons. In May 1997, the field service specialists attended the NCA annual conference and an inservice session with Mutiu Fagbayi in their continuing efforts of identifying resources for providing technical assistance. An Implementation Oversight Committee member participated in the Consolidated COE Plan inservice training. In June 1997, field service staff attended a SAT-9 testing workshop to facilitate their efforts of identifying resources for providing technical assistance to the Districts. 28 VI. REMEDIATION (Continued) F. Evaluate the impact of the use of resources for technical assistance. (Continued) 2. Actual as of January 30, 1998 (Continued) In July 1997, the field service specialists participated in the three-day School Improvement Conference held in Hot Springs. The conference provided the Districts with information on the COE school improvement process, technical assistance on monitoring and assessing achievement, availability of technology for the classroom teacher, and teaching strategies for successful student achievement. In a continuing effort to identify and provide technical assistance resources to the Districts, Field Service personnel attended the ASCD Statewide Conference and the AAEA Administrators Conference in August 1997. On August 18, 1997, the bi-monthly Team V meeting was held and presentations were made on the Early Literacy Leaming in Arkansas (ELLA) program and the Schools of the 21st Century program. The ELLA program provides staff development to classroom teachers with an emphasis on grades K-3. The Schools of the 21st Century program emphasizes a coordination of efforts and resources within the community to prepare children in their early years for school. In September 1997, technical assistance was provided to the Cycle 2 principals on data collection for onsite and offsite monitoring. In an effort to obtain resources for technical assistance, the Lead Planner, the Equity Coordinator, the Reading Specialist, and the Assistant Director for Accountability attended the Region VI Desegregation Conference in October 1997. Current desegregation and educational equity cases and unitary status issues were the primary focus of the conference. On October 14, 1997, the bi-monthly Team V meeting was held in Paragould to enable members to observe a 21st Century school and a school that incorporates traditional and multi-age classes in its curriculum. In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. 29 VII. TEST VALIDATION A. Using a collaborative approach, the ADE will select and contract with an independent bias review service or expert to evaluate the Stanford 8, or other monitoring instruments used to measure disparities in academic achievement between black students and white students. B. 1. Projected Ending Date March, 1995 2. Actual as of January 30, 1998 On March 29, 1995, letters were sent to four national experts about conducting a test bias validation of the Stanford Achievement Test, Eighth Edition, Form K (SAT-8). Dr. Paul Williams, Deputy Director of Educational Testing Service (ETS), contacted the ADE in April of 1995 concerning the proposal for validating the SAT-8 test. The ADE requested that Dr. Williams conduct a validity study of test items used in the SAT-8. Dr. Williams submitted a final proposal for his services. The ADE Bias Review Test Committee met Friday, July 7, 1995, and approved Dr. William's contract proposal. The final contract was forwarded to Dr. Williams for his signature. The contract was signed in August 1995, thereby, completing this goal. By April 1994, establish a bias review committee to oversee the bias review process, and invite representatives of the Districts and parties to meet with the bias review committee. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Complete. ADE established a Bias Review Committee in April 1994. In accordance with the Implementation Plan, representatives from the Districts and the parties were invited to attend and participate in this and all meetings of the Bias Review Committee. 30 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. 1. Projected Ending Date March 1995 and ongoing 2. Actual as of January 30, 1998 Dr. Paul Williams met with the staff of the Psychological Corporation to review their methods and procedures. In August 1995, he met with the staff at Georgia State University to review the statistical methods that would be used in the analysis. Dr. Williams reported difficulty with the bias-review study in receiving the names of the bias panel and the complete SAT-8 data set from the Psychological Corporation. Dr. Williams submitted an invoice totaling $8,961 for Task I activities of the SAT-8 validity study for partial fulfillment of the test validation study. On December 6, 1995, a contract extension for Dr. Williams was reviewed by the Legislative Council. In January 1996, he indicated that he was in the final stages of the test validation, and the ADE was presented a draft report in March 1996. In May 1996, Dr. Williams stated that the wrong data sets were sent to him by the Psychological Corporation resulting in Task 3 having to be redone. A new draft of the final report was received by the ADE in July 1996. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team for their review. On September 10, 1996, the LRSD notified the ADE that they had reviewed the test validation report and would like to meet with the ADE to discuss the report. The ADE Director indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the ADE Director, the ADE Assistant Director for Technical Services, and the ADE Assistant Director for Planning and Curriculum for their review in preparation for a meeting with the LRSD regarding the validity study. 31 VII. TEST VALIDATION (Continued) C. Upon completion of test validation procedures by the bias review service or expert, the ADE will adopt and use a validated test as a monitoring instrument. (Continued) 2. Actual as of January 30, 1998 (Continued) Test validation procedures by the expert have been completed. A recommendation was drafted proposing the use of the SA T-8 by the ADE as the validated test for monitoring. The ADE is presently working to arrange a meeting with the Administration of the LRSD to discuss the test validation study. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow the ADE to move forward in this matter. In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. 32 VIII. IN-SERVICE TRAINING A. Through an interactive process with representatives of desegregating districts, identify in-service training needs. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VIII.D. of this report. 8. Develop in-service training programs to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VIII.D. of this report. C. Implement in-service training programs to address in-service training needs of desegregating districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section VIII.D. of this report. D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. 1. Projected Ending Date Ongoing 33 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 In April 1995, the Tri-District Staff Development Committee were provided an overview of the Scott Alternative Leaming Center's operation and met with students and staff. In May 1995, the Districts were in the process of self-assessment and planning for fall staff development. The Districts worked on staff development to be incorporated into their fall 95/96 preschool calendars. The uniqueness of each district's needs and their schools was considered in the planning by utilizing the results of needs assessment instruments. The Tri-District Staff Development Committee met on September 13, 1995 to plan for an ADE administered Classroom Management grant. The Tri-District Staff Development Committee met on September 19, 1995 to finalize the Classroom Management grant proposal. The Tri-District Staff Development Committee met on October 24, 1995 to discuss program and staff development evaluation models that might be available to the Districts. On November 15, 1995, the ADE met with an ODM representative to discuss the progress the ADE had made in attaining the objectives outlined in the Implementation Plan with regard to inservice training. The Tri-District Staff Development Committee met on November 21, 1995 to discuss upcoming training events and various NLR programs that focus on non-academic needs. A new program consisting of placing a graduate student of social work, a field supervisor, and a OHS worker in the district at no cost to the district was discussed. Additionally, NLR provided an overview of their program for credit deficient students. The Tri-District Staff Development Committee met on December 19, 1995 to discuss information dealing with ways to broaden the perspective of multicultural education. The Tri-District Staff Development Committee met on January 17, 1996 to discuss proposed changes in the standards regarding media centers and NLRSD's staff development strategic planning committee. The committee reviewed a video on diversity produced by the Arkansas Elementary Principals Association. 34 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 (Continued) The Tri-District Staff Development Committee met on February 21, 1996 to discuss the implications of budget cuts on staff development programs and PCSSD's request for unitary status for their staff development program. The committee also discussed the need for computer literacy, technology training, and acquisition of hardware and software by the Districts. The Tri-District Staff Development Committee met on March 27, 1996 to discuss available resources concerning sexual harassment. ADE regulations in relation to staff members attending professional association conferences as well as the district staff development and potential sites for training seminars were also discussed. The Tri-District Staff Development Committee met on April 30, 1996 to discuss the reconfiguring of Jacksonville Junior High, PCSSD professional development schedules, and APSCN on-line timelines. A tour of the Washington Magnet school was also conducted. The Tri-District Staff Development Committee received a demonstration of UALR's Baum Decision Support Center's capabilities regarding consensus and planning on May 29, 1996. The Tri-District Staff Development Committee did not meet during September, October, and November 1996 because of scheduling conflicts and the extended medical leave of the ADE liaison. On December 18, 1996, the Tri-District Staff Development Committee met to discuss the linkage between the Implementation Plan, staff development, and student achievement. On January 21, 1997, the Tri-District Staff Development Committee met and discussed sharing middle school strategies and the Districts' training catalogs. The Tri-District Staff Development Committee met on February 25, 1997 to discuss their current staff development programs and an overview of the relationship of their current programs with their desegregation plans. 35 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 (Continued) The Tri-District Staff Development Committee met on March 26, 1997 to observe the Great Expectations Program, a program designed to instill confidence and self-esteem in students at Bale Elementary, one of five schools in the LRSD participating in the program. The principal and mentor teachers provided information on the components and philosophy of the program, and students demonstrated selected components. The PCSSD may adopt the program for selected schools in their district. The committee was provided with an update of pertinent information on resources available to the Districts. The committee decided that the ADE liaison to the committee would gather documentation of completed staff development directly from the Districts, instead of the Districts providing this information at the committee meetings. New information on teacher licensure and rules and regulations was shared with the Tri-District Staff Development Committee at their April 1997 meeting. A report was presented to the committee on information from the Arkansas Council for Social Studies about an October 1997 meeting on integrated curriculum. The Districts will provide principal retreats this summer as a part of their staff development. The PCSSD will sponsor a renowned speaker on strategies to serve at risk youth in August 1997 in which the committee is invited to attend. The LRSD shared survey results from a pilot administration to four teachers in each district. The survey found the sample to be strong in content but lacking in context and process. Plans to address these needs will be developed. In another survey to certified and noncertified LRSD staff, stress management was the major concern. The Tri-District Staff Development Committee met on May 14, 1997 to participate in a teleconference with the five 1996 awardees of the National Awards Program for Model for Professional Development. The PCSSD shared their summer and fall staff development catalog with the members. The committee will reconvene in the fall of the 97 /98 school year. The Tri-District Staff Development Committee is scheduled to meet on September 30, 1997 to discuss collaborative actions for FY 97/98. 36 VIII. IN-SERVICE TRAINING (Continued) D. Evaluate in-service training programs developed and executed to address inservice training needs of desegregating districts. (Continued) 2. Actual as of January 30, 1998 (Continued) The Tri-District Staff Development Committee met on September 30, 1997 to discuss their staff development for the 1997/1998 school year. The PCSSD had a pre-school in-service for the faculty, and the LRSD conducted a Principals Academy with an expert on the math and science initiative which lasted several days. The NLRSD is providing staff development by satellite. The Tri-District Staff Development Committee met on October 28, 1997. The LRSD and NLRSD shared some of their staff development course offerings with the committee, and the PCSSD discussed ways of optimizing opportunities for staff development with specific emphasis on the junior high school conflict resolution training. In November 1997, the Lead Planner provided technical assistance to the certified staff of Central High School regarding data disaggregation, test score analysis and ways to improve student achievement. The Tri-District Staff Development Committee met on November 25, 1997 to discuss the Standards for Staff Development. It was reported that the LRSD will begin providing technology training to their employees in January by utilizing business teachers. Additionally, the committee discussed a collaborative venture of the Districts involving a worxshop from Chicago on a program called \"Great Expectations.\" '.fhe Tri-District Staff Development Com mil,tee met on Decembe( 16\n) 997 to discuss technology plans, strategies for' obtaining information currently being provlded to the education cooperatives~ scheduling of Arkansas history, and the development of a comprehensive list of L9cations available for staff development:\" Members agreed to bring information on available locations to the January meeting and.hav~\net_ a tentativ~ completion date Jor thej \u0026gt;rojecLq_f l!layj ~98: 37 IX. RECRUITMENT OF MINORITY TEACHERS A. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 1. Projected Ending Dates (See dates on individual key activities) 2. Actual as of January 30, 1998 A staff member of the ADE's certification department attended all of the college career days in FY 94/95 in Arkansas and one out-of-state. In FY 95/96, ADE certification staff members attended career and job fairs at the following colleges and universities: Philander Smith College\nUAM\nHSU\nATU\nUCA\nASU\nUA-Pine Bluff\nUA-Fayetteville\nHarding University\nSAU\nand Jackson State. ADE certification staff met with representatives from the Districts to ensure they were aware that ADE personnel were available to provide assistance in recruitment and certification of minority teacher candidates. A job fair was conducted at the University of Arkansas at Pine Bluff on December 4, 1996. The Districts were advised of the ADE's availability for providing assistance in recruitment and certification. In February 1997, ADE certification staff members attended teacher job fairs at Henderson State University, Arkansas Tech University, and University of Central Arkansas to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. ADE certification staff members attended teacher job fairs at Harding University, UA-Fayetteville, UA-Pine Bluff, and ASU in April 1997 to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. From April 16, 1997 through May 6, 1997, ADE certification staff members attended teacher job fairs at Philander Smith College and SAU to facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. Additionally, ADE staff attended an out-of-state teacher job fair at Jackson State University at Jackson, Mississippi. Recruitment activities were suspended for the summer, but they will resume in the later part of September for FY 97/98. On September 25, 1997, the ADE's Professional Licensure Supervisor attended a career day job fair at Philander Smith College to provide support to the Districts in recruiting teachers. 38 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) A. Facilitate communication between the Districts and Arkansas colleges and universities with teacher education programs. 2. Actual as of January 30, 1998 (Continued) On November 6, 1997, the Professional Licensure Supervisor attended a career day job fair at the University of the Ozarks in order to facilitate the Districts' recruitment efforts. Recruitment activities will resume in February 1998. B. Beginning in 1994, by May and November of each year, Districts will supply to the ADE information about shortages of teachers by grade and subject area. 1. Projected Ending Dates Ongoing, as stated. 2. Actual as of January 30, 1998 Letters were sent in May, August, and December 1995 to the Districts requesting information regarding teaching positions available by grade and subject areas. In May and November 1996, the Human Resources offices of the Districts were requested to provide information regarding teaching positions available by grade and subject area. On February 4, 1997, the ADE again requested that the Districts provide information to ADE regarding teacher shortages. During February 1997, the NLRSD and the PCSSD responded to the ADE regarding teacher shortages. NLRSD teacher shortages are expected in the areas of Special Education, Mathematics, the Sciences, Foreign Language, and English as a Second Language. PCSSD teacher shortages are anticipated in the areas of Foreign Language, Mathematics, the Sciences, and Gifted and Talented Education. On May 20, 1997, information was requested from the Districts regarding teacher shortages. Follow-up letters were sent to the Districts on July 11, 1997 requesting information on teacher shortages that was initially requested in May. 39 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) C. Beginning in 1994, by May and December of each year, request information from colleges and universities about the numbers and types of minorityteacher graduates. 1. Projected Ending Dates Ongoing, as stated. 2. Actual as of January 30, 1998 In May and December 1995, letters were sent to all Deans and Certifying Officers of Institutions of Higher Education in Arkansas requesting information on minority teacher graduates. Letters were sent to all Deans and Certifying Officers of Institutions of Higher Education in Arkansas in May and November 1996 requesting information on minority teacher graduates. On May 20, 1997, letters were sent to all Arkansas colleges and universities with teacher education programs requesting minority teacher graduate information. Cetters were sent to aff'collegesancf~universities n 1rrf\u0026lt;ansa6s\u0026lt;iwitR tea chef education programs \"\"on :~De~.m.!?~ 17~ 97 \"' egueJJmg rn,inority t~~cher gradu~t~, informa!ion1 D. Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 In June 1995 and January 1996, ADE sent the information received from Arkansas colleges and universities on minority teacher education graduates to the Districts. In July 1996 and January 1997, ADE sent the information received from Deans and Certifying Officers on minority teacher education graduates to the Districts. 40 IX. RECRUITMENT OF MINORITY TEACHERS (Continued) D. Within 30 days of receiving data from colleges and universities provide the Districts data on teacher openings to the colleges and universities on minority graduates to the Districts. 2. Actual as of January 30, 1998 (Continued) On February 3, 1997, a list of minority teacher graduates from the University of Arkansas at Fayetteville was forwarded to the Districts. The information on these graduates was received after the initial list was compiled. The addition of these graduates was sent to the Districts as an addendum to the list of graduates compiled on January 16, 1997. The ADE provided the Districts with the Minority Teacher Graduate Report which was compiled from the minority teacher graduate information received from Arkansas colleges and universities in July 1997. E. Each November, ADE will request information from the Districts on the effectiveness of ADE's minority recruitment assistance, including an assessment of the minority teacher candidates' database. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 On November 30, 1994, letters were sent to the Districts requesting feedback on the effectiveness of the ADE's minority recruitment assistance. Follow-up letters were sent on March 17, 1995 since no responses had been received. Additional follow-up letters were sent to the Districts in August 1995 because the ADE had received no responses from the Districts. A planning and evaluation meeting was scheduled on January 11, 1996 with representatives from the Districts. The Districts did not attend the meeting. In February 1997, letters were sent to the Districts requesting feedback on the effectiveness of ADE's minority recruitment assistance. The NLRSD and the PCSSD submitted favorable evaluations concerning the effectiveness of the ADE's recruitment assistance efforts. The ADE did not received any information from the LRSD regarding this matter. 41 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES A. Assist ADHE in identifying, analyzing, addressing and eliminating racial disparities in the allocation of scholarships. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section X.D. of this report. 8. Representatives of the ADE and the ADHE will wori\u0026lt; together, review ADHE's available data to identify racial disparities in allocation of scholarships. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section X.D. of this report. C. Using its knowledge about public schools, teacher education and certification, and through a collaborative effort with the Districts, ADE will analyze racial disparities in ADHE scholarship allocations. ADE will report its findings, conclusions, and recommendations about racial disparities in allocating scholarships to ADHE. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section X.D. of this report. D. Working with the ADHE, the ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. 1. Projected Ending Date Ongoing 42 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) D. Working with the ADHE, the ADE will use its relationships in the public education institutional settings to assist implementation of measures designed to reduce racial disparities in allocation of scholarships. (Continued) 2. Actual as of January 30, 1998 In April 1995, ADE met with representatives of ADHE concerning identification and analysis of possible disparities in scholarship allocations. In June 1995, a collaborative effort was made between the ADE and ADHE to enhance the rate at which minorities were applying for the 1995 teacher scholarships with special emphasis on the areas of science, math, and foreign language through a direct mail program. In July 1995, representatives from the ADE and the Districts met to review the scholarship applications. The Implementation Committee on Financial Assistance to Minority Teacher Candidates discussed ways to increase minority awareness of the scholarships available for minority teacher applicants. The committee agreed to meet quarterly to identify, analyze, and address eliminating racial disparities in scholarships. The committee met in December 1995 to discuss the distribution of scholarships for the 95/96 school year. The committee meets on a continuous basis to review scholarship distributions and discuss ways of improving the pool of applicants for minority teacher scholarships as detailed further in Section X.E. of this report. E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 During the May 1995 Legislative session, Acts 188, 189 and 259 regarding scholarships were passed. A meeting to monitor and analyze the distribution of scholarships for the 95/96 school year was held on December 15, 1995. 43 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of January 30, 1998 (Continued) The committee met on June 7, 1996 to review the scholarship applications for minority teacher candidates for the 96/97 school year. Representatives from the ADHE stated that the ADHE expected to have the resources to fund: 56 scholarships under the Emergency Secondary Education Loan Program\n100 scholarships under the Minority Teacher Scholars Program\nand 13 scholarships under the Minority Masters Fellows Program. The committee also discussed ways of increasing the scholarship applicant pools, and a recommendation was made to make scholarships available to parttime students. In September 1996, a proposal was submitted to the Assistant to the Director for Legislative Services recommending the Legislature offer minority teacher scholarships to part-time students. The committee met on October 23, 1996 to review the scholarships awarded for the 96/97 school year. The following scholarships were funded: 60 scholarships totaling $144,266 for the Emergency Secondary Education Loan Program\n20 scholarships totaling $107,500 for the Minority Masters Fellows Program\n109 scholarships totaling $505,093 for the Minority Teacher Scholars Program\nand 258 students in the Freshman/Sophomore Minority Grant Program received scholarships totaling $374,000. In March 1997, information on minority teacher scholarships and how to apply was provided to the Districts and Arkansas colleges and universities. The Districts were informed of ADHE's scholarship promotional efforts and legislative updates. The next meeting of the committee will be in September 1997. On April 8, 1997, notifications were sent to all Arkansas colleges and universities on the Minority Teacher Scholars Program reminding them that the deadline for receiving applications was June 1, 1997. This information was also provided to the Districts. The Minority Teacher Scholarship Committee will meet on October 9, 1997 to discuss the scholarships awarded for FY 97/98. 44 X. FINANCIAL ASSISTANCE TO MINORITY TEACHER CANDIDATES (Continued) E. Monitor the allocation of scholarships to minority students by the ADHE\nevaluate the impacts of new approaches and new legislation on an ongoing basis. (Continued) 2. Actual as of January 30, 1998 (Continued) The Minority Teacher Scholarship Recruitment Committee met on October 9, 1997 to discuss the scholarships awarded for FY 97/98. The ADHE Assistant Coordinator for Student Financial Aid provided a comprehensive presentation on scholarships awarded for the 97 /98 school year. There were 235 scholarships awarded in the Freshman/Sophomore Minority Scholarship program totaling $344,988. The Emergency Secondary Education Loan program awarded 52 scholarships for a total of $119,370. There were 83 scholarships for $403,520 awarded in the Minority Teachers Scholars program. The Minority Masters Fellows program awarded 20 scholarships for a total of $73,750. The ADHE representative indicated that during the 1997 regular legislative session legislation was passed to allow hispanics and asians to participate in the minority scholarship programs. It was stated that the average GPA for minority teacher scholarship recipients had increased to 3.13, and that the dollars awarded in the Minority Masters Fellows program were down from last year because most of the recipients were part-time students. The committee discussed numerous avenues that might be utilized to inform minority applicants of scholarships available. Communication with the faculty of Arkansas colleges and universities regarding the availability of scholarships was discussed as a way of informing teaching students of possible resources available to them. The next quarterly meeting of the Minority Teacher Scholarship Recruitment Committee will be February 19, 1998. 45 XI. MINORITY RECRUITMENT OF ADE STAFF A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific objectives and timelines). 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The Minority Recruitment Committee met on Friday, April 14, 1995. New committee members were assigned tasks and goals to increase the effectiveness of the Minority Recruitment Plan. At the Minority Recruitment Committee meeting on May 18, 1995, the committee was divided into four working sub-teams to update the annual plan. Each team focused on one of the four goals in the Minority Recruitment Plan and monitored specific task completions. From June to October 1995, subcommittees met and worked on monitoring the progress of the ADE in accomplishing the tasks outlined in the Minority Recruitment Plan. In September 1995, the ADE reached an agreement with the Arkansas Statewide Systemic Initiative (ASSI) for conducting an audit of the Minority Recruitment Plan. The committee reviewed the recommendations and comments for updating the plan at the November 1995 meeting and reviewed the final draft at the December meeting. The ASSl's audit findings were presented to the committee on January 16, 1996. It was determined during the initial review that the files were incomplete to the extent that an accurate audit was not possible. The auditor met with the committee in March 1996 to review the additional documentation in the files. The auditor prepared the final report in April 1996 indicating that of the 89 actions contained in the Minority Recruitment Plan, 74 of the items had been completed, nine were in progress, and six had not been started. The audit stated that of the 22 items in Goal 1, 15 were completed, one was in progress, and six had not been started. Goal 2 contained 14 items, 13 of which were completed and one in progress. Goal 3 consisted of 30 items with 29 items completed and one in progress. Goal 4 consisted of 23 items with 17 items completed and six in progress. 46 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines). (Continued) 2. Actual as of January 30, 1998 (Continued) The Minority Recruitment Committee met on June 6, 1996 to discuss updates and revisions addressed in the audit and the new racial/gender report on Grades 21 and above. Since the completion of the audit, Goals 2.3.4 and 3.3.8 were completed, and a list of recommendations for retention activities was written. Also, a random sample of ADE employees was asked to fill out questionnaires, but only a limited number were returned. In August 1996, the Minority Recruitment Committee met and discussed the actions necessary to complete Goals 1 and 4 contained in the Minority Recruitment Plan. At the September 1996 meeting, the committee was updated on the progress of all four goals in the Minority Recruitment Plan. The committee heard an analysis of application and hiring practices and discussed the relevance of the data. Suggestions made by the State Board of Education regarding the Employee Tracking Data Check Sheet were discussed at the February 1996 meeting of the Minority Recruitment Committee. Goal 1 of the Minority Recruitment Plan will be completed when the employee tracking sheet is finalized. The Minority Recruitment Committee met on March 14, 1997 and March 27, 1997 to discuss the draft Revised Minority Recruitment Plan and progress toward completing Goal 4. The committee passed a motion to omit Section 1. 1 from Goal 1 of the draft revised plan. Additionally, the committee suggested that communication be made an integral part of each goal of the revised plan. The committee discussed the need for professional training programs, incentives for educational opportunities, and upward mobility for all staff within the ADE. In an effort to complete Goal 4, a representative from the ADE communication section presented development costs for media materials to the committee. Additionally, a representative from the ADE MIS section discussed the possibility of using the network to disseminate information to employees. It was suggested that the committee continue to receive assistance from MIS on the orientation video. 47 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) A. Administer the ADE Minority Recruitment Plan developed by the ADE staff and Board of Education and officially adopted by the Board of Education (see Exhibit B for the ADE's Minority Recruitment Plan with specific goals, objectives and timelines). (Continued) 2. Actual as of January 30, 1998 (Continued) In an effort to represent all sections within the ADE, the committee recommended that representatives from the ADE communication and MIS sections be added as members to the committee. Currently, neither section is represented on the committee. The Minority Recruitment Committee met on April 18, 1997 to discuss the need to revise the action steps for each of the committee's four goals. The committee decided to schedule a two-day retreat in an effort to review all goals and actions. The Minority Recruitment Committee met on May 19, 1997 to discuss the agenda for the annual retreat and revisions to the action plan emphasizing recruitment and retention at all grade levels. A two-day annual retreat was held on June 18-19, 1997 at the Teacher Retirement Building. The retreat facilitated the revision of the Minority Recruitment Committee's action plan for their four goals. Dr. Gary Chamberlain, UALR faculty member, served as the facilitator. The revised plan was distributed to the Minority Recruitment Committee at their July 18, 1997 meeting for final approval before it is submitted to the administrative team and the State Board of Education. The Minority Recruitment Committee meeting scheduled for September 12, 1997 was rescheduled for September 30, 1997 due to members scheduling conflicts. The meeting will be reported in the November PMT. The Minority Recruitment Committee met with the ADE Deputy Director in November 1997 to provide him with a copy of the revised plan and receive his input on the plan. B. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. 1. Projected Ending Date Ongoing 48 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) 8. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. (Continued) 2. Actual as of January 30, 1998 As of August 1995, the ADE had hired or transferred 38 employees in Grades 21 and above in the General Education Division. This group was composed of 11 black females, 5 black males, 16 white females, 4 white males, 1 other female, and 1 other male. The racial composition of the these employees was 52.6 percent non-minority and 47.4 percent minority. As of October 1995, there were 161 filled positions in the GED in Grades 21 and above. There were 27 minorities or 22.9 percent in Grades 21 and above. An analysis on Goal 1 regarding application and hiring practices was presented at the September 1996 meeting. Samples of graphs and tables for presenting the data were distributed at the meeting. The Minority Recruitment Committee met on December 13, 1996 to discuss the latest draft of the ADE Employee Tracking Data Check Sheet. The committee recommended various format changes including the addition of a table of contents and an executive summary. The committee met on January 17, 1997 to continue the discussion on the draft ADE Employee Tracking Data Check Sheet. The Assistant Director for Planning and Curriculum agreed with all but three of the committee's recommendations for the employee tracking sheet. He requested that the committee continue discussions on this matter. The Minority Recruitment Committee met on February 14, 1997 to discuss the status of the Employee Tracking Data Check Sheet. The employee tracking sheet will enable the committee to monitor the recruitment and retention of minority employees by unit and section at every grade level and monitor minority representation at all grade levels within the ADE. The committee also discussed the lack of minority employees in some areas and the loss of several minority employees. There were also discussions regarding the possibility of revising the new Minority Recruitment Plan that has been submitted to the ADE administrative team. 49 XI. MINORITY RECRUITMENT OF ADE STAFF (Continued) B. Monitor minority representation at all levels of ADE and assess the effectiveness of the ADE Minority Recruitment Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) The committee received information on Arkansas pupil enrollment by race at their March 14, 1997 meeting. Arkansas enrollment figures for October 1, 1996 revealed that 73. 7% of all students are white, 23.4% are black, 1.8% are hispanic, 0.7% are asian, and 0.4% are native american. In an effort to assess the effectiveness of the action steps for each goal, agenda items are being developed for the committee's June retreat. The committee recommended that invitations be sent to Senator Beebe, Julie Cullen, Gene Wilhoit, and all State Board members. At the May 1997 Minority Recruitment Committee meeting, the committee discussed reviewing the most recent quarterly hiring and retention report and revisions to the action plan at the annual retreat. Discussions during the July retreat focused on the current plan, the original purpose of the plan, and necessary changes with input provided by committee members and speakers from the Arkansas Department of Higher Education, Employment Securities, and the ADE. 50 XII. SCHOOL CONSTRUCTION A. Improve the effectiveness of the ADE's existing rules, regulations, and site evaluation form for assessing the desegregation impacts of school construction between school districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XII.C. of this report. B. Review existing rules, regulations and site evaluation forms and their application to school construction projects within districts and between districts. 1. Projected Ending Date October 1994 2. Actual as of January 30, 1998 The information for this item is detailed under Section XII.C. of this report. C. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses the impacts on racial balances of individual school sites within the three districts. 1. Projected Ending Date October 1994 2. Actual as of January 30, 1998 ADE's School Site Selection Committee met on April 21 , 1995 to revise the proposed rules and regulations. The proposed rules and regulations were presented to the State Board of Education on May 8, 1995. The Board voted to table the decision on public comment until the proposed rules and regulations were reviewed by the Attorney General's Office. The Attorney General's Office reviewed the revised school construction draft and provided a letter of approval. 51 XII. SCHOOL CONSTRUCTION (Continued) C. Amend the rules, regulations and site evaluation forms as they apply to all districts contiguous to the three Pulaski County school districts to assure that the school construction analysis specifically addresses the impacts on racial balances of individual school sites within the three districts. (Continued) 2. Actual as of January 30, 1998 (Continued) On June 12, 1995, the State Board of Education voted to place the revised School Site Approval rules and regulations for public comment. The hearing was held on June 19, 1995 in the ADE Auditorium, and a copy of the revised draft was sent to all school districts in an ADE Director's Memo. Proposed rules and regulations underwent a third revision and were presented to the Board in July 1995 with a request for final approval. The revised rules and regulations were approved by the State Board of Education on July 10, 1995. On August 3, 1995, the proposed School Site Approval rules and regulations were reviewed by the Legislative Council. Due to questions raised by the staff attorney for the Legislative Council, the council voted to defer review until their next meeting so that additional information could be obtained to resolve the questioned items. The proposed School Site Approval rules and regulations were reviewed by the Legislative Council on September 7, 1995 and went into effect on September 8, 1995. Goal completed. No additional reporting required. 52 XIII. ASSIST PCSSD A Determine if the PCSSD wants and needs assistance in lowering the cost of Black History course offerings to its certified staff. 1. Projected Ending Date April, 1994 2. Actual as of January 30, 1998 A letter was mailed to the desegregation director of the PCSSD on March 16, 1995 regarding offering assistance in facilitating a special arrangement with colleges and universities for reducing the cost of a black history course offering to the PCSSD certified staff. In a letter dated April 3, 1995, the PCSSD responded that their staff development director was working with UALR to develop the black history course offerings. No additional assistance was requested of the ADE. Goal completed as of June 1995. B. If PCSSD wants assistance, communicate with local colleges and universities to facilitate the Black History course offerings to PCSSD teachers at the lower costs possible. 1. Projected Ending Date September 1994 2. Actual as of January 30, 1998 UALR informed the ADE that they had contacted PCSSD regarding their willingness to provide non-credit black history studies for the PCSSD. UALR indicated that as of November 11 , 1994 they had received no response from the PCSSD. Two universities offered assistance in providing teachers in the PCSSD a black history course. The ADE had not received requests for any assistance with the facilitation of a black history course in the PCSSD as of February 27, 1995. On April 3, 1995, the PCSSD informed ADE that its staff development director was working with UALR to develop the black history course offering. No additional assistance was requested of the ADE. 53 XIV. SCATTERED SITE HOUSING A. Through Executive Branch communication procedures, ADE will inquire about State land holdings in Pulaski County and about the availability of State land holdings for use as building sites for scattered-site housing. 1. Projected Ending Date Not applicable. 2. Actual as of January 30, 1998 The ADE had previously inquired about State land holdings in Pulaski County and about availability of State land holdings for use as building sites for scattered site housing. All materials were distributed to the appropriate district representatives. There has been no contact with the PCSSD on Scattered Site Housing since July 1995. Goal completed. No additional reporting required. 54 XV. STANDARDIZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS A. Meet with and propose to the representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the District's progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. 1. Projected Ending Date .May 1994 2. Actual as of January 30, 1998 On April 21, 1995, a letter was sent to the LRSD Superintendent suggesting meeting dates to discuss the variables which affect student achievement. On May 1, 1995, the ADE Director was advised of the need to discuss the selection of the SAT-8 to measure the LRSD's progress toward meeting the loan forgiveness threshold of the Settlement Agreement. On May 21, 1995, the ADE staff discussed the status of the selection of the test relevant to the ADE's Implementation Plan. The Variables Committee, a subcommittee of the Test Selection Committee, received evaluations on the relationship of the various types of scores that could be used on the SAT-8 Test. The Variables Committee recommended using the state-adopted norm referenced test to determine the achievement levels of black and white students. Based on the evaluations, they indicated that scaled scores or raw scores would appear to be the better metrics to use for this purpose. The recommendation from the Variables Committee was submitted to the Test Selection Committee and the ADE Director on July 28, 1995. Until the test validation has been completed, no additional progress can occur on this objective. For the progress being made on the test validation process see Section VII. of this report. In August 1996, copies of the test validation report were provided to the State Board of Education and the ADE administrative team. Additionally, the LRSD Director of Planning, Research and Evaluation was provided a copy of the test validation report. 55 XV. STANDARDIZED TEST SELECTION TO DETERMINE LRSD LOAN FORGIVENESS (Continued) A Meet with and propose to the representatives of the LRSD that the current Stanford 8 standardized test, following a bias-free validation study, be used to measure the Districts' progress toward meeting the loan forgiveness thresholds of the Settlement Agreement. (Continued) 2. Actual as of January 30, 1998 (Continued) On September 10, 1996, the LRSD notified the ADE that the district had reviewed the test validation report and would like to meet with the ADE to discuss the report. The Director of the ADE indicated that he would schedule a meeting with the LRSD to discuss the report. In October 1996, historical files and data were provided to the Director of the ADE, ADE Assistant Director of Technical Assistance, and ADE Assistant Director of Planning and Curriculum for their review in preparation for the meeting with the LRSD regarding the validity study. In February 1997, a memorandum was sent to the Assistant Directors of Technical Assistance and Planning and Curriculum which summarized the test validation and variables subcommittee work and outlined the next step of formalizing an agreement with the LRSD on the use of the SAT-8 and the choice of raw or scaled scores as the metric. Effective September 22, 1997, the State Board of Education hired a new Director of the General Education Division, which should allow ADE to move forward in this matter. In October 1997, the GED Director was updated on the history of the test validation process to provide the Director with background information in preparation for a meeting with the LRSD. 56 XVI. MONITOR SCHOOL IMPROVEMENT PLANS A. Fully implement the Extended COE Improvement Plan Process in all schools in the three Pulaski County school districts. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XVI.D. of this report. 8. Conduct the Extended COE School Improvement Plan peer review process in 20% of the schools each year (every school every five years) and provide peer review team recommendations to the schools reviewed. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XVI.D. of this report. C. Receive from all schools, annual reports on progress toward meeting recommendations of School Improvement Plans. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 The information for this item is detailed under Section XVI.D. of this report. D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 In June 1995, ADE personnel reviewed the Extended COE packet and prepared for holistic reviews of the Cycle 5 schools. 57 XVI. MONITOR SCHOOL IMPROVEMENT PLANS {Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. {Continued) 2. Actual as of January 30, 1998 In July 1995, year-end reports were finalized by the field service specialists. Plans to conduct holistic reviews of the draft school improvement plans of the Cycle 5 schools, and plans for the 95/96 school year were discussed. In August 1995, holistic reviews of the Cycle 5 school improvement plans were conducted. A school improvement conference was conducted, and documentation for technical review visits in the 95/96 school year was discussed. In October 1995, computer programs used by Effective Schools proponents were ordered for review, and a draft monitoring checklist for ECOE was developed. In November 1995, two meetings were held to plan for 95/96 monitoring. Onsite visits were conducted to prepare schools for the FY 95/96 team visits, and technical review visits continued in the Districts. In December 1995, technical assistance visits were conducted, and monitoring occurred in all schools in the Districts. As of December 31, 1996, approximately 59% of the schools in the Districts had been monitored, and technical review visits continued. In February 1996, announced monitoring visits in the Districts were completed. The field service specialists completed the midyear monitoring reports and prepared for the spring NCA/COE peer team visits. In March 1996, unannounced visits and peer team two-day visits of Cycle 5 schools were conducted. Written reports of two-day team visits were prepared, and field service specialists provided assistance to schools on their school improvement plans. In April and May 1996, unannounced monitoring visits were completed, and monitoring forms were scanned for inclusion in the July monitoring report. Team visits were completed, and the annual COE monitoring reports were prepared. 58 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued} D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued} 2. Actual as of January 30, 1998 (Continued} In June 1996, the data from the announced and unannounced monitoring visits of the Cycle 5 schools was analyzed using descriptive statistics. The Semiannual Monitoring Report was filed with the Court, and copies were distributed to the parties. Information was included on cost and enrollment in compensatory programs. All school improvement plans were monitored in the Cycle 5 schools. Reports regarding the two day team visits were included in the Semiannual Monitoring Report. In August 1996, meetings were held with the Districts regarding announced monitoring requirements. Technical assistance meetings with Cycle 1 schools were planned for 96/97. The Districts were requested to record discipline data in accordance with the Allen Letter. In September 1996, recommendations on the monitoring schedule and content layouts of the semiannual report were submitted to the ADE administrative team for their review. Training materials were developed with tentative training schedules outlined for Cycle 1 schools. In October 1996, a meeting was held with the Districts to identify, update, and modify the schools in Cycles 1 - 5. Monitoring packets for the Cycle 1 schools were presented during the Principal's Monitoring Workshops. Technical assistance was provided to the Cycle 1 schools regarding their school improvement goals. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996, and technical assistance was provided to schools in realizing the goals established in their school improvement plans. In December 1996, the field service representatives completed the announced monitoring visits of the Cycle 1 schools and provided assistance to the schools in achieving their school improvement goals. The ECOE monitoring reports on the Cycle 1 school improvement plans were included in the Semiannual Monitoring Report and presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties in January 1997. 59 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of January 30, 1998 (Continued) In February 1997, the field service specialists prepared for the spring peer team visits of the Cycle 1 schools and prepared the annual NCA reports. The NLRSD Cycle 1 ECOE team visits were completed in March 1997. Cycle 5 schools submitted their progress reports from their FY 95/96 team visits, and the outcomes will be reviewed and compiled for inclusion in the PMT after all have been received. Assistance was provided to the Districts based on the results of monitoring visits and specific requests. Team visits were completed in April 1997 for the PCSSD. The LRSD prepared for their team visits, and Cycle 5 school progress reports were received. Assistance was provided to the Districts based on the monitoring reports and specific requests. An expanded team meeting of Team V was held on April 7, 1997 to provide training for monitoring activities and evaluating school improvement plans during team visits. A presentation was made on Act 338 of 1991. ECOE team visits were scheduled, and all Cycle 1 peer team external visits were conducted as of May 1997. Assistance was provided based on the results of the monitoring visits and specific requests. As of June 1997, all Cycle 1 schools had their ECOE team reports provided to them for their review, and information was mailed to the Cycle 5 schools regarding their progress reports. Assistance was provided based on information received in progress reports or specific requests. The July 15-17, 1997 School Improvement Conference was held in Hot Springs and emphasized the COE school improvement process. The conference focused on Phase II of COE and the need for the continuation of school improvement. The field service specialists provided technical assistance throughout the conference on school improvement activities and plans and answered questions from delegates. As of August 1997, dates for the ECOE team visits of the Cycle 2 schools were established for FY 97/98, and progress reports were in the final stages. Technical assistance was provided as progress reports were evaluated and when specific requests were made. 60 XVI. MONITOR SCHOOL IMPROVEMENT PLANS (Continued) D. Follow-up and assist schools that have difficulty realizing their school improvement objectives. (Continued) 2. Actual as of January 30, 1998 (Continued) Technical assistance was provided to the Cycle 2 principals at the Desegregation Monitoring and School Improvement Workshop held on September 10, 1997. In October 1997, technical reviews of the ECOE process were conducted along with the announced monitoring visits of the Cycle 2 schools. The field service representatives discussed the ECOE process with principals, ECOE steering committees, and faculty and worked with teachers on analyzing perceptual surveys. Additionally, the field service representatives emphasized the need for a database on achievement and provided guidance regarding their school improvement plans. In November 1997, technical reviews of the ECOE process were conducted along with the announced monitoring visits of the Cycle 2 schools. In November 1997, the field service representatives attended the Governor's Partnership Workshop to discuss how to tie the committee's activities with the ECOE process. Technical assistance visits were also conducted regarding team visits and technical review recommendations, and copies of the infusion document and perceptual surveys were provided to schools in the ECOE process. [n ~cemt\u0026gt;.er 1997, technical assista~\n~visit~~wer ncuc(ed tegarding the school, improvemen(prope~f ar\ni9 ~ .nsenstts ,bu,ilding. f,dditionally, the i'2.[usion. docume,:it an~ p~t~P-tu~l\nju~s_y,,e.re provide,d to schools in the ECOE pr(?.~~- 61 e XVII. DATA COLLECTION A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. 1. Projected Ending Date Ongoing 2. Actual as of January 30, 1998 Data was collected in May 1995 from all schools during the unannounced visits. Information that was unavailable during the announced visits was collected during the unannounced monitoring visits. In June 1995, data was collected from the Districts and analyzed for inclusion in the July Semiannual Monitoring Report. In July 1995, data from perceptual surveys was reviewed. In August 1995, the data elements to be reviewed and the data collection process for FY 95/96 were articulated to the Districts. In September 1995, the data collection format for the 95/96 school year was distributed to the Districts. Financial information for FY 93/94 and FY 94/95 was requested from the Districts, and principals were given inservice training regarding FY 95/96 monitoring. The Districts provided fourth quarter data on discipline, testing, nonpromotes, and budget for inclusion in the February 1996 Semiannual Monitoring Report. A workshop to develop a common terminology for monitoring purposes was conducted on October 17, 1995 with the Districts. The workshop identified the data available in the Districts to fulfill the requirements of the Allen Letter's 14 elements. The group correlated the data elements to the five monitoring forms. Monitoring data was verified for inclusion in the February Semiannual Monitoring Report. Data on nonpromotes was analyzed for inclusion in the February Semiannual Monitoring Report. Announced monitoring visits began on November 14, 1995. The preliminary February Semiannual Monitoring Report and its executive summary were presented to the ADE administrative team and the State Board of Education. Announced monitoring visits were completed on January 26, 1996. Unannounced monitoring visits began in late February 1996 for the Cycle 5 schools in the Districts and were completed in April 1996. 62 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) A supplemental report to the February 1, 1996 Semiannual Monitoring Report was filed with the Court on April 8, 1996. Data requests for information were forwarded to the Districts. Information was reviewed, analyzed, and formatted for inclusion in the July Semiannual Monitoring Report. The data received from the Districts was analyzed and reviewed. Instructional program reporting was clarified after the Districts and ADE desegregation staff collaboratively established a definition. All data collected for the July 1996 Semiannual Report was disaggregated, analyzed, and displayed in color graphic form for reporting.  In August 1996, the Districts were provided with the monitoring requirements and expectations for the 96/97 school year. In September 1996, arrangements were made for data collection, and monitoring fonnats were revised. Technical assistance was provided to the LRSD on data collection and formatting of certified staffing data. Monitoring packets for the Cycle 1 schools were developed in October 1996 and presented during the Principal's Monitoring Workshops. In November 1996, data specified by the Allen Letter was received, reviewed, and formatted for the February 1997 Semiannual Monitoring Report. In December 1996, the remainder of the quantitative data specified in the Allen Letter was reviewed and formatted for inclusion in the February 1997 Semiannual Monitoring Report. The Semiannual Monitoring Report was finalized in January 1997 and presented to the State Board of Education, the Desegregation Litigation Oversight Subcommittee of the Arkansas General Assembly, and the parties. In February 1997, the Lead Planning and Desegregation Monitoring Section developed the format for the July 1997 Semiannual Monitoring Report and obtained Cycle 1 SAT-9 test data from the ADE's Assessment Section. 63 XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) In March 1997, data forms were sent to the Districts to assist with the submission of information for the July Semiannual Monitoring Report. Some data was collected through existing reports submitted by the Districts for the annual report. In April 1997, the Districts were notified that the deadline for data collection submission was April 24, 1997. ADE desegregation staff received training on software useful in desegregation reporting. As of May 14, 1997, all data was received from the Districts. In June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized and presented to the Desegregation Litigation Oversight Subcommittee on June 25, 1997. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the Court and copies were distributed to the State Board of Education and the parties. In August 1997, data requirements for the February 1998 monitoring report were sent to the Districts. In September 1997, Cycle 2 principals and the Districts' superintendents were provided with the data requirements for monitoring and data analysis. In October 1997, the financial information requested for inclusion in the February 1998 monitoring report was received from the Districts. In November 1997, the data requested from the Cycle 2 schools was received for inclusion in the February 1998 monitoring report. The Desegregation Monitoring staff began the data analysis process in accordance with established ADE guidelines and procedures. In December 1997, the draft February 1998 monitoring report was prepared in accordance with the ADE format and ECOE monitoring criteria for review by the Administrative Team and the Attorney General's Office. 64 ... XVII. DATA COLLECTION (Continued) A. Through the School Improvement Plan annual reporting and monitoring process, collect, analyze and monitor data required in the May 31, 1989 Monitoring Plan. (Continued) 2. Actual as of January 30, 1998 (Continued) lheFebruary'.f998 monitoringreportwas compleled in accorclance ith the -Allen Letter, lmplementation\u0026lt;\u0026gt;t\u0026lt; Plan, and ADE eporting uidelines-and format.' On January 23, .1998, district representative~ \u0026amp;,ere provided copies of the report .to verify data accur,cy\" Jlnq [val_yaje tt:1e ~ffegive es~ of the announced .. l!l\u0026lt;mito_rin_g v1sU  65 r .. CERTIFICATE OF SERVICE I, Timothy Gauger, certify that a copy of the foregoing document was served by first class mail on this 30th day of January, 1998, on the following person(s) at the address(es) indicated: M. Samuel Jones, III Wright, Lindsey \u0026amp; Jennings 2000 Boatmen's Bank Bldg. 200 W. Capitol Little Rock, AR 72201 John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72201 Richard Roachell Roachell \u0026amp; Street 401 W. Capitol, Suite 504 Little Rock, AR 72201 Christopher Heller Friday, Eldredge \u0026amp; Clark 2000 First Commercial Bldg. 400 W. Capitol Little Rock, AR 72201 Stephen W. Jones Jack, Lyon \u0026amp; Jones 3400 TCBY Tower 425 W. Capitol Little Rock, AR 72201 Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DMSION FEB 2 7 1998 OFF/Cf OF EfGREGAT!ON MONITOR/NG LITTLE ROCK SCHOOL DISTRICT PLAINTIFF v. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS NOTICE OF FILING In accordance with the Court's order of December 10, 1993, the Arkansas Department of Education hereby gives notice of the filing of ADE's Project Management Tool for February, 1998. Respectfully Submitted, WINSTON BRYANT Attorney General TIMO Assistant Attorney General 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 PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL 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 for the current school year. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 Based on the information available at January\"S17'1f998l -,.t e ADE ~lculated the Egualization Funding for F'(9Zf~8~ s!,!l?ject1p: periodic igjustments__, 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. I. FINANCIAL OBLIGATIONS (Continued) B. Include all Magnet students in the resident District's average daily membership for calculation. (Continued) 2. Actual as of February 27, 1998 C. Process and distribute State MFPA. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 ~t January 7_998, distributjon.s of ~~!~ ~qual~ail\u0026lt;m':f.tmdln_gJorJ,,X @~/~~ wer,e as fo!lo~s~ J,:RSp .:\n~2t930,412 NLRSD .:'$13,232,578 PC~SD- $30,215,720 he allotments of State Equalization Funcfingcalculatearor'FY797/9~8 at January'~1.,J9~8, subjEt~ to,periodic,sdjusJ111~nt~. y,,:~r.,e.,agtgll(t~s: LRSD-$42,023,107 NLRSD - $24,253,364 PCSSD- $55,381,645 D. Determine the number of Magnet students residing in each District and attending a Magnet School. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 ~ased on the information available, the ADE calculate~ January S1, 1998,Jgr FY 97/9~, subj~c\ntJsu~eriodic a.Qjustments. 2 I. FINANCIAL OBLIGATIONS (Continued) E. Desegregation Staff Attorney reports the Magnet Operational Charge to the Fiscal Services Office. 1. Projected Ending Date Ongoing, as ordered by the Court. 2. Actual as of February 27, 1998 F. Calculate state aid due the LRSD based upon the Magnet Operational Charge. 1. Projected Ending Date 2. Last day of each month, August - June. Actual as of February 27, 1998 Basea on '~iiJeinformat1pp ~v~il~e7fne:Ab~~~~filim [1:'L-1fl9? fgr~f:Y 97L~B./ sume~uo J~enoJi1C:a~JIJ!l'llJ~r,it~ G. Process and distribute state aid for Magnet Operational Charge. 1. Projected Ending Date Last day of each month, August - June. 2. Actual as of February 27, 1998 H. Calculate the amount of M-to-M incentive money to which each school district is entitled. 1. Projected Ending Date Last day of each month, August - June. 3 I. FINANCIAL OBLIGATIONS (Continued) H. Calculate the amount of M-to-M incentive money to which each school district is entitled. (Continued) 2. Actual as of February 27, 1998 Calculated for FY 97/98, subject to periodic adjustments. I. Process and distribute M-to-M incentive checks. 1. Projected Ending Date Last day of each month, September - June. 2. Actual as of February 27, 1998 Oistnb~tiof1sjor F'{ 97/98 aJ J~n1:1~rfj'Jj98_wfil\"~: [ RStf-$-1,789,Tfs NLRSD - $731,691_ f:..C~SD\n,$~,Q75,490 fhe allotme'i'll$ ca cuiated for F'( Ml~B~ finU~ -~rsaL~~ppj~\ngt {o per_iodic~igjustment~. w~1e: l!RSD- $3~63-8,510 NLRSD -'~$1,557,923 gc~st\nf--i 9\naoa,2so J. Districts submit an estimated Magnet and M-to-M transportation budget to ADE. 1. Projected Ending Date Ongoing, December of each year. 2. Actual as of February 27, 1998 In September 1997, the Magnet and M-to-M transportation budgets for FY 97/98 were submitted to the ADE by the Districts. K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. 1. Projected Ending Date Ongoing, annually. 4 I. FINANCIAL OBLIGATIONS (Continued) K. Reginald Wilson notifies General Finance to pay districts for first two-thirds of the Districts' proposed budget. (Continued) 2. Actual as of February 27, 1998 ~uafy, M'a, \"General Fina,,p,'ce waJ no ffi~cr o paytne 'seS9na fil'ie.:third payments\"for FY 97/98 to the Districts. mshould,be noted [_fi:at the . 1.f:ansB._orta_fion__QoQr,\u0026lt;iioator~is~.cu.r.moJ)y JJ)erfQnni!lg 11Jl h!ngi9g_, L. ADE pays districts for first two-thirds of their proposed budget. M. 1. Projected Ending Date Ongoing, annually. 2. Actual as of February 27, 1998 As of January 1998\n-Gener~i'PFitianc~:O,aae\"'1ne econcl,\"\"o.ne~t~i~ci Pl:!Y!llents t_g the _Districts f9r j!}eir FY '97/9~ tr@n~pof1c!_tion .:t?.ygget_. ~ Jamjary 1998\nt6~tol~gfil[c[b_tt\"'~orj=D/~ J\nRso - $2:039,722.~ NLRSD' - $283,392:oa ~cssD _it1\no/3,os_t 1ld ADE verifies actual expenditures submitted by Districts and reviews each bill with each District's transportation coordinator. 1. Projected Ending Date Ongoing, annually. 2. Actual as of February 27, 1998 In August 1997, the ADE transportation coordinator reviewed each district's Magnet and M-to-M transportation costs for FY 96/97. N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. 1. Projected Ending Date Ongoing, as stated in Exhibit A of the Implementation Plan. 5 I. FINANCIAL OBLIGATIONS (Continued) N. Purchase buses for the Districts to replace existing Magnet and M-to-M fleets and to provide a larger fleet for the Districts' Magnet and M-to-M Transportation needs. (Continued) 2. Actual as of February 27, 1998 In FY 94/95, the State purchased 52 buses at a cost of $1,799,431 which were added to or replaced existing Magnet and M-to-M buses in the Districts. The buses were distributed to the Districts as follows: LRSD - 32\nNLRSD - 6\nand PCSSD- 14. The ADE purchased 64 Magnet and M-to-M buses at a cost of $2,334,800 in FY 95/96. The buses were distributed accordingly: LRSD - 45\nNLRSD - 7\nand PCSSD - 12. In May 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $646,400. In July 1997, the ADE purchased 16 Magnet and M-to-M buses at a cost of $624,879. O. Process and distribute compensatory education payments to LRSD as required by page 23 of the Settlement Agreement. 1. Projected Ending Date July 1 and January 1, of each school year through January 1, 1999. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 96/97. P. Process and distribute additional payments in lieu of formula to LRSD as required by page 24 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 95/96. 6 I. FINANCIAL OBLIGATIONS (Continued) Q. Process and distribute payments to PCSSD as required by Page 28 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1994. 2. Actual as of February 27, 1998 Final payment was distributed July 1994. R. Upon loan request by LRSD accompanied by a promissory note, the ADE makes loans to LRSD. S. 1. Projected Ending Date Ongoing through July 1, 1999. See Settlement Agreement page 24. 2. Actual as of February 27, 1998 The LRSD received $3,000,000 in June 1997. As of this reporting date, the LRSD has received $15,000,000 in loan proceeds. Process and distribute payments in lieu of formula to PCSSD required by page 29 of the Settlement Agreement. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 95/96. T. Process and distribute compensatory education payments to NLRSD as required by page 31 of the Settlement Agreement. 1. Projected Ending Date July 1 of each school year through June 30, 1996. 2. Actual as of February 27, 1998 Obligation fulfilled in FY 95/96. 7 I. FINANCIAL OBLIGATIONS (Continued) U. Process and distribute check to Magnet Review Committee. 1. Projected Ending Date Payment due date and ending July 1, 1995. 2. Actual as of February 27, 1998 Distribution in July 1997 for FY 97/98 was $75,000. This was the total amount due to the Magnet Review Committee for FY 97/98. V. Process and distribute payments for Office of Desegregation Monitoring. 1. Projected Ending Date Not applicable. 2. Actual as of February 27, 1998 Distribution in July 1997 for FY 97/98 was $200,000. This was the total amount due to the ODM for FY 97/98. 8 II. MONITORING COMPENSATORY EDUCATION A. Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. 1. Projected Ending Date January 15, 1995 2. Actual as of February 27, 1998 In May 1995, monitors completed the unannounced visits of schools in Pulaski County. The monitoring process involved a qualitative process of document reviews, interviews, and observations. The monitoring focused on progress made since the announced monitoring visits. In June 1995, monitoring data from unannounced visits was included in the July Semiannual Report. Twenty-five per cent of all classrooms were visited, and all of the schools in Pulaski County were monitored. All principals were interviewed to determine any additional progress since the announced visits. The July 1995 Monitoring Report was reviewed by the ADE administrative team, the Arkansas State Board of Education, and the Districts and filed with the Court. The report was formatted in accordance with the Allen Letter. In October 1995, a common terminology was developed by principals from the Districts and the Lead Planning and Desegregation staff to facilitate the monitoring process. The announced monitoring visits began on November 14, 1995 and were completed on January 26, 1996. Copies of the preliminary Semiannual Monitoring Report and its executive summary were provided to the ADE administrative team and the State Board of Education in January 1996. A report on the current status of the Cycle 5 schools in the ECOE process and their school improvement plans was filed with the Court on February 1, 1996. The unannounced monitoring visits began in February 1996 and ended on May 10, 1996. 9 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of February 27, 1998 (Continued) In June 1996, all announced and unannounced monitoring visits were completed, and the data was analyzed using descriptive statistics. The Districts provided data on enrollment in compensatory education programs by race, gender, and type of program. The Districts and the ADE Desegregation Monitoring staff developed a definition for instructional programs. The Semiannual Monitoring Report was completed and filed with the Court on July 15, 1996 with copies distributed to the parties. Quantitative and qualitative indicators were displayed with specific information provided on cost and enrollment in compensatory programs. Announced monitoring visits of the Cycle 1 schools began on October 28, 1996 and concluded in December 1996. In January 1997, presentations were made to the State Board of Education, the Desegregation Litigation Oversight Subcommittee, and the parties to review the draft Semiannual Monitoring Report. The monitoring instrument and process were evaluated for their usefulness in monitoring the impacts of compensatory education programs on achievement disparities. In February 1997, the Semiannual Monitoring Report was filed. Unannounced monitoring visits began on February 3, 1997 and concluded in May 1997. In March 1997, letters were sent to the Districts regarding data requirements for the July 1997 Semiannual Monitoring Report and the additional discipline data element that was requested by the Desegregation Litigation Oversight Subcommittee. Desegregation data collection workshops were conducted in the Districts from March 28, 1997 to April 7, 1997. A meeting was conducted on April 3, 1997 to finalize plans for the July 15, 1997 Semiannual Monitoring Report. Onsite visits were made to 11 Cycle 1 schools who did not submit accurate and timely data on discipline, M-to-M transfers, and policy. 10 II. MONITORING COMPENSATORY EDUCATION (Continued) A Begin testing and evaluating the monitoring instrument and monitoring system to assure that data is appropriate and useful in monitoring the impacts of compensatory education programs on disparities in academic achievement for black students and white students. (Continued) 2. Actual as of February 27, 1998 (Continued) As of June 1997, the July 15, 1997 Semiannual Monitoring Report and its executive summary were finalized. In July 1997, the Semiannual Monitoring Report and its executive summary were filed with the court, and the ADE sponsored a School Improvement Conference. Copies of the Semiannual Monitoring Report and its executive summary were made available\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n\n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_12","title":"Arkansas Department of Education's (ADE's) 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"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Project managers--Implements"],"dcterms_title":["Arkansas Department of Education's (ADE's) 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/12"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"hbcula_becu_235","title":"\"A Summary of the Life Works of Dr. Mary McLeod Bethune\" by Albert M. Bethune, Jr., circa 2000","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":null,"dc_date":["1998/2006"],"dcterms_description":["\"A Summary of the Life Works of Dr. Mary McLeod Bethune\", written by Albert M. 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This image is posted publicly for non-profit educational uses, excluding printed publication. For permission to reproduce images and/or for copyright information contact University Archives, Bethune-Cookman University, Daytona Beach, FL 32114 (386) 481-2186. https://www.cookman.edu/library/index.html"],"dcterms_medium":["yearbooks","school yearbooks"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_247","title":"Avid Program (Achievement Via Individual Determination)","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":["Little Rock School District"],"dc_date":["1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","Educational planning","School management and organization"],"dcterms_title":["Avid Program (Achievement Via Individual Determination)"],"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/247"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["correspondence"],"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\n5013240504 LRSD PAGE 02 t' 03/10/1998 16:20 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 10, 1998 TO\nAim Brown, ODM FROM: Dr. Bonnie Lesley,'Associate Superintendent for Instruction SUBJECT: Project AVID Attached arc the materials on Project AVID for your review and feedback. We have tons more information about this program if you would like to see it. Mable Donaldson wdll be the District Coordinator. BAL/adg Attachment 09/10/1998 16:20 5013240504 LRSD PAGE 03 Advancement Via Individual Determination (AVID) Edca.,o Plan folio.: Section 2/5. 2.6 LRSD shall inplentcnt programs pol.cies and^^^^^ barriers to participation by qualified nromote participation and to ensure that there are no 1----- . . African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses and the gifted and talented program. Section 2/S. 2.6,1 wuvu 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 ennched courses and advance placement courses. Section 2/5. 2.6.2 LRSD shall implement programs to assist African-Americans in being successful in honors and enriched courses and advanced placement courses. National Science Foundation Cooperative AgreemgDl . oXfThe most^import^/needs identified in the LRSD grant proposal to NSF was as 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 th y meet the course prerequisites for upper level courses, have not acquired the type of skills and content knowledge that is required to be confident about their ability to^succeed in these courses. The pre-requisite skills and the confidence they engender are both^cntical elements in increasing the number of students in AP and other upper level niathemancs and science courses. This is particularly true for some rainonties who may not be well represented among upper classmen who are currently enrolled in these courses. ^D\u0026amp;S^Ssembled the core of a team to be expanded as tasks bewme more clear to create a svstemic plan to meet both the letter and spint of the Revised Plan as well as the objectives of the NSF project. The plan, to be presented to the Bo^d * ****** , . i_ .11___ Va. tr* er#atP K - I L later in the school year will include the steps we believe to be necessary' to create a K-12 talent development program both to improve student access to and success in the advanced placement, honors, and gifte(i''talented courses in all our schools. The centerpiece of the plan, we know already, will be, with the Board s approval, the implementation of Project AVID (see attachments for basic information). Vze suggest tha the District phase in the implementation of the program over three years, as follows.09/10/1998 16:20 5013240504 LRSD PAGE 04 199599 1999-2000 2000-01 Planning year for implementation in the five high schools Implementation year for the five high schools Planning year for implementation in the eight middle schools Continuation/refinement of high school implementation Implementation year for the eight middle schools This phase-in approach is recommended in order for us to do the best possible job of implementation with the resources (human, time, and money) available to us. Also, we think that the changes for the middle schools that will be implemented in 1999-2000 are comprehensive enough that the staffs do not need yet another itmovation during 1999- 2000. Upon the Boards approval, the staff will negotiate the Planning Year contract with AVID and will begin the planning activities, involving staff, students, and parents.09/10/1998 16:20 5013240504 LRSD PAGE 05 San O/ega Cotiftty Offtcv of Sctucatfon Hwna AVID Home Tour AVID Sail County ot '! AVID Websitei AVID Regions ACCESS AVID Newsletter AVID\u0026amp; Comprehensive Reform avid News Summer Institutes Expanding AVID To Meet Increasing Disparities In Education: Opening The Advanced Placement Curriculum Curriculum Mary Catherine Swanson, AVID Founder and Director Research Who's \\A/ho AVID Sites Certification AVID Links Info for Current AVID Sites and Districts The Hopwood decision in Texas, Proposition 209 in California, similar legislation on ballots in Michigan and Washington which will no longer allow special admission criteria for underrepresented groups of students, coupled with ever more difficult college admission criteria across the nation make it critical for AVID to expand its focus. During AVID's seventeen years of work, it has enrolled students most underrepresented in postsecondary education who are languishing in the middle academically in secondary schools. In over three or more years of intervention in the AVID elective and placement into rigorous curriculum, in broad terms, AVID has moved thousands of students from \"C\" level students in non-academic curriculum to \"B\" level students in college preparatory curriculum. During the 8O's and early 9O's, \"B\" level students could achieve acceptance to most colleges within the U.S. This is no longer the case Email AVID It is clear that America's higher education system is not equipped to meet the needs of the burgeoning number of students, particularly those among groups most underrepresented in postsecondary education. The nation must be prepared to educate over four million more students in 2015 than it educated 25 years earlier, simply because of the population growth. According to the National Center for Education Statistics, if the current growth in the number of students entering colleges continues, \"the number of full-time college students will increase from the 1995 level of 10.3 million to approximately 13.2 million by 2015.\"1 A concomitant problem is revealed in a 1997 RAND study, which predicts that \"if current funding trends continue, the higher education sector wil face a calamitous shortage of resources.\"2 Colleges in California, a state with a rapidly increasing population and an economic slump for the past several years, are already facing the challenge. Between 1991 and 1996 more than 215,000 fewer students were enrolled in California public universities. 3 Because the number of spaces in higher education are not keeping pace with the growing student population, colleges have dealt with the dilemma through raising their admission standards. At AVID's home base in San Diego, students in the 8O's and early 9O's were able to enter the University of California San Diego with a 3.2 grade point average ir appropriate courses and completion of an ACT or SAT exam. Last year's I 01'4 9/KWH 11:29 am 09/10/1998 16:20 5013240504 LRSD PAGE 06 freshman class entered with.an average grade point average of 3.96 and an SAT score of 1250 4 The Berkeley and Los Angeles campuses are even more selective\nfive of the nine UC campuses will be highly competitive by the fall of 1998. And for the first time in its history, San Diego State University is studying application of a more stringent entry criteria The critical problem is that the greatest population increase is among student groups least likely to go to college. Recent projections by the Bureau of the Census suggest that, by 2030, African Americans, Hispanic Amencans, and Native Americans will collectively constitute 42% of the under-18 population, with most of this growth among Latinos. 5 If current population trends continue, California will be majority Latino in the year 2005 and Texas will be majority Latino in 2010, and yet the freshman class of 1997 at the University of California included only 8% Latinose and the enrollment in the University of Texas was only 12% Latino. 7 It doesn't take a genius to conclude that if the current underrepresentation of non-Asian minorities in our top educational institutions continues, it will lead to an escalation of intergroup conflict around leadership representation and economic issues. Over the past three decades, researchers have repeatedly documented large disparities in academic achievement among certain ethnic groups. Looking at grade point averages for example, the National Assessment of Educational Placement 1994 Trends in Academic Progress study showed that of those in the sample who were college-bound seniors in 1992, only 4.1% of the African Americans, 10.3% of the Latinos, and 5.3% of the Native Amencans had 3.6+ GPAs {on a 4.0 scale) in high school, compared to 29.3% of the Asian Americans and 20.9% of the Anglos. sWith non-Asian minorities collectively representing about 30% of the under-18 population in the mid-1990's, GPA patterns such as these translate into extreme underrepresentation for these groups in the top postsecondary institutions. AVID must respond to this looming crisis in education not by abandoning its current emphasis on identifying underachieving students in the middle, but by also addressing the needs of the next tier of students and giving them the support needed to achieve in the mos rigorous curriculum, including Advanced Placement courses, now a commonly applied criteria for entry into the top college and universities. According to the College Board, in 1997 enrollment in Advanced Placement classes was 5% African-American, 8.7% Latino, 12.6% Asian, 71.5% Anglo, and 2.2% other. The national passing rate is 63% achieved almost equally among all ethnic groups\nhowever, not all groups are equally represented withir Advanced Placement classes.9 When colleges nationwide are raising admission standards, the lack of enrollment of underrepresented students in AP courses spells disaster. It is clear that based on AVID's well-researched record of preparing underrepresented students for college, AVID must now expand its goals through:  Identifying high achieving underrepresented students who are not prepared for advanced placement classes and giving them the academic 2or4 9/1 11 29 A'09710/1998 16:20 5013240504 LRSD PAGE 07 support to be successful.  Providing professional development for AVID elective teachers and tutors to support underrepresented students in targeted AP courses.  Providing professional development for advanced placement teachers to open the course curriculum to a wider audience of students. To this end, the AVID Center will seek funding to work collaboratively with the College Board and others to write curriculum and provide training to achieve these goals. Co-sponsored by the College Board, the AVID National Summer Institute in San Diego the week of August 10 will provide an \"Opening the Advanced Placement Curriculum\" strand throughout the week, and a postconference intensive Advanced Placement staff development opportunity for ail advanced placement teachers whether or not they teach in AVID schools. Dr. Uri Treisman and his outstanding team of mathematicians at the University of Texas will co-train a new \"mathematics toolkit\" they have developed in conjunction with the College Board which is designed to open the AP mathematics curriculum through vertical teaming in middle schools and higl schools. I implore all of you, as master schedules are developed at your sites this spring, to increase the number of Advanced Placement courses you are offering and to place underrepresented students in those courses. I further urg\u0026lt; you to take advantage of the Advanced Placement training which will occur in San Diego in August and to encourage the Advanced Placement teachers or those wishing to be Advanced Placement teachers at your site to attend. The mission of AVID is to work within the public education system to provide ai excellent education for all students regardless of their national, ethnic, or family backgrounds. Huge disparities in educational achievement are increasing in th? United States. Unless we in AVID fully dedicate ourselves to those approaches v^hich we know through research and practice will help alleviate the problem, we will all find ourselves living in a country which is not humanistically or economically viable. Once again, AVID educators can show the way, for AVID educators have the wit and will to reshape education to serve the needs of all students. 1 The National Center for Education Statistics: Projections to 2015. 2 Council for Aid to Education, An Independent Subsidiary of RAND, \"Breaking the Social Contract: The Fiscal Crisis in Higher Education,\" 1997. 3 Report. California Higher Education Policy Center, 1996. 4Higher Education Update, California Postsecondary Commission, \"Enrolling a Student Body: The Changing College Admissions Process in the 199O's\" December, 1997 5 Population Projections of the United States by Age, Sex, Race, and Hispanic Origin: 1995-2050 (Washington, DC: U.S. Bureau of Census, Current Population Reports, U.S. Government Printing Office, 1996). 6 Higher Education Update, California Postsecondary Commission, \"Enrolling a Student Body: The Changing College Admissions Process in the 199O's' H 3 of 4 9/l(V9K 1 l:?y A\\09/10/1998 16:20 5013240504 LRSD PAGE 08 December, 1997. 7 Texas Education Agency (October, 1997) For Demographic Characteristics. 8 \"Making the Cut: Who Meets Highly Selective College Entrance Criteria,\" Statistics in Brief (Washington, DC: U.S. Department of Education, 1995). Copyright1998 -- San Diego County Office of Education.- All rights reserved 4 of 4 9-1t\u0026gt;/y 1 I 29 .X'00/10/1993 16:20 5013240504 LRSD PAGE 09 AVID is a middle school through senior high school program to prepare students in the middle with potential for success in rigorous secondary curriculum for four-year college eligibility. The program also restructures the teaching methodology of an entire school to make college preparatory curricula accessible to almost all students. AVID has developed a comprehensive professional development program. The program has received the Showcase of Excellence award from the national Council of States on Inservice Education. Mary Catherine Swanson, AVID Founder and Director won the prestigious Charles A. Dana Foundation Award for Pioneering Achievement in Education. WHAT IS AVID? AVID is an academic, regularly-scheduled elective program based on writing as a tool of learning, inquiry method, and collaborative grouping. The three main components of the program are academic instruction, tutorial support, and motivational activities. HOW DOES AVID WORK? The goal of AVID is to educate tlie \"whole student. This is achieved by unifying six important elements of education\nstudents, curriculum, faculty, tutors, parents, and community. Students AVID students are students in the middle with four-year college potential who have not previously succeeded in a college preparatory curricular path. AVID students enroll In rigorous academic classes and in the AVID elective class, where they receive academic support. Their self-images Improve, and they become academically successful leaders and, role models for other students. They are proud to be in the program. Curriculum The AVID curriculum, based on rigorous standards, is developed by middle and senior high school teachers in collaboration with college professors, and emphasizes teaching pedagogy which allows college preparatory classes to be accessible to all students. Faculty One key to a successful AVID progra.m is a site coordinator/teaeher who is a respected site instructional leader who works well with secondary school and college students and faculty, who can organize curriculum as well as activities, and who is committed to serving the needs of target students. The coordinator also works with colleagues in all subject areas to implement methodologies used in AVID\nthe program provides tutors to help in implementing these techniques. The coordinators work with counselors to schedule students into college preparatory Coorses\ncounselors also assist in college entry test-taking preparation and in colle.ge and financial aid application processes. A site team of administrator, counselor, AVID coordinator, and subject area teachers makes AVID goals a reality throughout the school. The site team may also include AVID students, tutors, and parents. Tutprs Tutors are available in the AVID elective class, where they facilitate student access to rigorous curriculum. As students from colleges and universities, tutors also serve as role models. AVID students who continue their education in college often return to the program as tutors. ParMts Parents encourage their students to achieve academically, participate on an advisory.board and in AVID parent and site team meetings, and maintain regular telephone contact with the AVID coordinator. Many parents and students participate in AVID Family Workshops. Community Colleges demonstrate their support of AVID programs in many ways. They may provide class speakers, offer college credit courses to AVID high school students, include AVID students in residential, academically-oriented summer bridge programs, and follow the progress of AVID students during their college careers. The community supjxjrts AVID by providing speakers and summer apprenticeships for AVID students. An AVID Alumni Association is in place to provide student mentoring and college scholarships. WHAT DOES AVID COST? ' Implementing AViD costs a school district approximately $1.50 per student per day. Implementation costs include AVID curriculum materials, staff development participation, and tutorial support for the AVID elective class. Program costs decrease to less than $1.00 per student per day by the third year. WHAT ARE AVID RESULTS? A well-developed AVID program improves schoolwide standardized test scores, advanced level course enroll- ments, and the number of students attending college. In 1996, 92.8% of all AVID graduates enrolled in college, rate 75% higher than the overall student population. Date on senior classes at AVfD sites between 1988 and\" 1996 reveal an average increase of 61% in students completing four-year college entry requirements\nthe California statewide increase for the same periods is 7.3%. Eighty-nine percent of AVID students who enter college are stiH fthrollcd therein two years later. I a WHO DIRECTS THE AVID PROGRAM? AVID regional centers have been established. Please call the AVID Center for information. ADVANCEMENT VIA INDIVIDUAL DETERMINATION Mary Catherine Swanson, Executive Director AVID Center, 2490 Heritage Park Row, San Diego, CA 92110  (619) 682-5050  Fax (619) 682-5060.\u0026lt;s LD o lo LD co cn hO O When oisincts and schools join the AVID Network, they receive quality materials and ongoing assistance ir\u0026gt; many areas, including\nOngoing Program Development  A teacher developed cvrriculum Ihat is stu den t focused and conlintxiusly updated to nseel csmerging stale standards A s^?uenhai Mlle^a-QreMi'aiorywriting curffculuuTi i TheAVJD Senky Sa,Tiinar,which a.towsAVW sludents lo ^k'ospe. in Advanced Placement casses and to p.-epare for (he college experience Aiignmenl ofAVIOwilh fedjal initiatives * AlgnmenJ with stale Intltatlves and mandates * Access to nationally jeaignized professlonai start developers A Certifiwiicn of AV.'D tutors A Student oompeliLiais, scholarship, and recognition models * Use of/leb-based Iftchnolog/tosiipporl regional and dislricldireclcs, teachers, tulcrs, snd stodenls A Research arvd developmenl focused cm sl-ude nt achievemenj A Naiional recognihmcf dfslinguishcd sites Technical Assistance A Models lor implementalici of AVID Frame-work for unifying tfistnet pr ogra ins A Local and naiional assistance A Regional directors lo provide ongoing outreach arvd coiilaci for sc-hools Site team iacSIatiorv A AViD Website for upda led (.nforraation and rosearcli A Site-based technical assistance Data Analysis and Reporting Benchfoarks based on student performance and the AVID Essentials A liitetnalional. national, slate, regional, disirict, and sile reporis A Dola packages lor use by sile teams at Summer Jnstilules, at sdes, amJ at board meetings A Longitudinal research A Data Ktleclion forms for IBM and Macmlosii * Teofiiiical notes and customized, rmmparative I'eports Professional Development Includes Summer Institutes, ongoing workshops and training, special conferences, and sile based professional training A Sx ,AVID Sr/nraer Inslilutes A CoordTiator -werksh-jp-s A Executive leadership training for legislators superintendents, university administrators, business and cooimurvly leaders, board members, and slate deparlmenl administrators A training for district adnrrinistrators lo support tie implerr^malion of AVrD and the evafeilion of Ihe program A Negiorial Development Center staff devotopment tor regiorsal and disirict directors Frainirsg for school counselors to assist in their advocacy rctes A Staff de-relopmc-.sf for subject area teachers to rrtaximiie sludenl folenUa! through opening zigor-ous curriojium A Tutor Irair.iug in AVfO melhodologies wilhin a sequential certification process A Developmenl of students as skilled consumers of educafoi. leaders, .and partiiiponls in a democrats stKiety A Sequential training for families lo assist (hem in unrJefsIandrnglheeducafcnal process and Ihe path to college Staff Development Sslutc to Excellence as an exempfary prograr?). National Courtcit of Slates on Inservice Education, 1990 Innovation Fo.r efforts that have made 3 de,Tronsli-a(ed difference,\" California School Boards Association, 1995 Leadership An A-r Brea!\u0026lt;ing the Uoid Awani fian\u0026lt;. trie U.S. Department of Education, 1993 Professionalism 'For heeding trie teachers calling at the highest level...an imagmalive reslructuring of schoofs Ihat has given thousands of sturJents brie skills, support, and guidance they need...the Pioneehng Achievement tn Education award to Ma7 Catherine Swanson/lD /^oundec' The cn o (jl) tsi O cn o r IS) o CharlosA. Dana Foundalion, 1391 Student Achievement For exemplary work in accelerating student achievement, the National Conference on School/College Coifaboralion. 1931 Contact: TlipAVDCenle PaA San Ciego. CA 92 hO Rrxie: 619(B82.5OW Fai. 919'6^2 5060 E -fflai\nukte  VWJsila: WAVf.awkenter cig rre.WCi Carfef txfcm O.n CiiniU\u0026gt;\u0026gt;!\u0026lt;f rte*\u0026gt;\n4t vrtnetsiy 5(1 ShxLaH Sin?i A^iim Me^pofl Wfiift. \\'fi ?JCO5 IIS Pbx\u0026lt;. fir. Q rn o (LP DECEIVED OCT 5 1998 Little Rock School District OFFICE OF desegregation MONITORING October 1,1998 aXCc'u-Ji Ms. Ann Brown Office of Desegregation Monitoring 201 E. Markham, Ste. 510 Little Rock, AR 72201 Dear Ann\nYou are invited to a meeting from 1:30 - 4:30 p.m. on Thursday, October 15, in Room 18 at the IRC to participate in an awareness session on Project AVID (Achievement Via Individual Determination). This meeting is one in a series of activities we are engaged in to determine the appropriateness and feasibility of implementing AVID in the Little Rock School District. This program is the proposed centerpiece of a K-12 Talent Development Initiative for the LRSD. It is under discussion as a possible activity to enable us to make progress towzard meeting the challenging goals in our Strategic Plan and in our proposal to the National Science Foundation. It also, very importantly, addresses three commitments the District has made in its Revised Desegregation and Education Plan, as follows: ... 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. ... 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. ... implement programs to assist African-Americans in being successful in honors and enriched courses and advanced placement courses. 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000Ms. Ann Brown October 1,1998 Page Two The need for such an initiative in the LRSD is critical when we examine our data. An average\" school district, for instance, should have at least 25 percent of its students performing at or above the ys* percentile on the SAT9. At grade 9 only 17 percent of our students in reading and only 13 percent in mathematics are achieving at this level. An even more dramatic evidence of need is that only 6 percent of African-American students in reading and 5 percent in mathematics are achieving at the highest levels. We know also that only 249 LRSD students took Advanced Placement examinations last school year. Of those, only 11 percent (28 students) were African-American. Of the 859 students who took the PSAT last year, 346 or 40 percent were African- American - indicating a stronger interest in attending college. However, their scores fell below those of white students, in part no doubt, due to their weak enrollment in advanced classes, and the college preparatory curriculum. Somehow the District and each individual school must devise strategies not only to bring along our lowest performers so that they are successful learners, but also to move many, many more students to the highest levels of achievement. Only then can we obtain both equity and excellence. Our speaker will be Mr. Larry Philpot, a former superintendent and a regional director for Project AVID, and who, himself, has implemented AVID with great success. He will provide us with a program overview, with information about how to select and support students in the program, and then answer our specific questions relating to our District. I am attaching an outline of information which you may find helpful. Youll get your own packet at the meeting. Please let me know if you cannot attend by calling my office at 324-2131 or e-mail me at balesle@irsdadm.lrsd.k12.ar.us. I shall look forward to seeing you and to hearing your input on this very important decision. Sincerely, Bonnie A. Lesley, Ed.D. Associate Superintendent for Instruction BAL/adg AttachmentsI I When districts and schools join the AVID Network, they receive quality materials and ongoing assistance in many areas, including: Ongoing Program Development A A teacher developed curriculum that is student focused and continuously updated Io meet emerging slate standards A A sequential college-preparatory writing curriculum A The AVID Senior Seminar, which allows AVID students to prosper m Advanced Placement classes and Io prepare for the college experience A Al gnment of AVID with federal Initiatives A Alignment with state Initiatives and mandates A Access Io nationally recognized professional staff developers A Certification of AVID tutors A Student competitions, scholarship, and recognition models A Use of Web-based tachnology to support regional and district directors, teachers, tutors, and students A Research and development focused on student achievement A National recognition of distinguished sites Technical Assistance A Models for implementation of AVID - A Framework lor unifying district programs A Local and national assistance A Regional directors Io provide ongoing outreach and contact for schools A Site team facilitation A AVID Website for updated information and research A Site-based technical assistance Data Analysis and Reporting A Benchmarks based on student performance and the AVID Essentials A International, national, stale, regional, district, and site reports A Data packages for use by site teams al Summer Institutes, at sites, and at board meebngs A Longitudinal research A Data collection forms for IBM and Macintosh A Technical notes and customized, comparative reports Professional Development Includes Summer Institutes, ongoing workshops and training, special conferences, and site based professional training A Six AVID Summer Institutes A Coordinator workshops A Executive leadership training for legislators superintendents, university administrators, business and community leaders, board members, and stale department administrators A Training for district administrators Io support the implementation of AVID and the evaluation of the program A Regional Development Center staff development for regional and district directors A Training lor school counselors Io assist in their advocacy roles A Staff development lor subject area teachers Io maximize student potential through opening rigorous curriculum A Tutor training in AVID methodologies within a sequential certification process A Development of students as skilled consumers of education, leaders, and participants in a democratic society A Sequential training for families to assist them in understanding the educational process arxl the path to college Staff Development Sa/ute to Excellence as an exemplary program. National Council of Stales on Inservice Education. 1990 Innovation For -efforts that have made a demonstrated difference,\" California School Boards Association, 1995 Leadership An A* Breaking the Mold Award from the U.S. Department of Education, 1993 Professionalism 'For heeding the teacher's calling at the highest level...an imaginative restructurirrg of schools that has given thousands of students the skills, support, and guidance they need...the Pioneering Achievement in Education award to Mary Catherine Swanso.n, AVID Founder.\" The Charles A. Dana Foundation. 1991 student Achievement For exemplary work in accelerating student achievement, the National Conference on School/College Collaboration. 1991 Contact: The AVJO Cenlef 2490 Henlage Par* Row SanDiego. 92110 Phone. 19602-5050 Fix 619602-5060 TheA'.X Certer-cJSJBT Chrsiophef Seoz r. 50 Shoe lane SnWt Aryiei Newport News VA 23606 WetaMt WWW avK)cenlf oq Fai 75769U6N Advancement Via Individual Determination (AVID) WHAT IS IT AND HOW DOES IT WORK? AVID is a nationally recognized program designed to give students who ordinarily would not be in rigorous, academic, college-preparatory classes the opportunity to take such classes and the support necessary to succeed in them. The core of this support structure is a special elective course, called AVID, that students agreed to take in place of other electives. The aim of the course is to help students develop the skills they would need to succeed in each of the college-preparatory classes that made up the rest of their course schedule. The AVID curriculum is based on writing, inquiry, and collaboration. This writing curriculum was developed for learning in all subject areas. Students in the AVID class also learn organizational and study skills, such as note-taking and test-taking strategies, that have applications in the academic courses they are taking at the same time. AVID is not a tutorial or remedial session in which students are given greater exposure to the materials from their other courses. Rather, the students take the material from their other courses and use it to apply what they learn in AVID. Students leam the kinds of how to be a good student practices and tips that students who are traditionally successful take for granted. HOW IS THE MODEL IMPLEMENTED IN A SCHOOL? Professional training and staff development are crucial ingredients in the AVID process. Staff development occurs in two stages\n1) 2) The AVID Center conducts a summer institute in San Diego which AVID teachers are encouraged to attend and to bring a school site team composed of academic teachers, counselors, and administrators (a team of eight). AVID Center provides follow-up staff development during the school year at school sites. AVID Facts (Advancement Via Individual Determination) A AVID was founded by Mary Catherine Swanson in San Diego Unified School District. 1980 at Clairemont High School in the I M AVID identifies underachieving, disadvantaged students in grades 6-12 and prepares them for four-year college entry.  AVID serves over 20,000 students throughout Arizona, California, Colorado, Georgia, Kentucky, Maryland, Missouri, Nevada, North Carolina, Texas, Virginia, Asia, Cuba, Europe, the Middle East, Pacific and Panama.  Since 1990, over 10,000 students have graduated from AVID programs.  Over 90% of AVIDs graduates enroll in college.  AVID graduates persist in college at an 89% rate.  Over 60% of the AVID graduates enroll in four-year colleges. A The AVID network of schools includes over 500 sites. I 1 A Some of AVIDs awards include the Salute to Excellence Award for Staff Development and Leadership from the National Council of States on Inservice Education, the Dana Foundation Award for Pioneering Achievement tn Education, and theT^- Breaking the Mold Award from the U.S. Department of Education for Efforts to Reach the National Education Goals. 1 J l.'l \\\n3 \u0026lt; ' Xi- s.tf.' ( J- 3^v ' 1 ' The Mission of AVID The mission of AVID is to ensure at all students, especially students in the middle with academic potential,  will succeed in rigorous curriculum,  will enter mainstream activities of the school,  will increase their enrollment in four-year colleges, and  will become educated and responsible participants and leaders in a democratic society. \\T. ill :5K '^\n:{ t.t'A.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1014","title":"\"A Vision for the Future Strategic Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2003"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock (Ark.)--History--21st Century","Little Rock School District","Education--Arkansas","Education--Standards","Educational planning","School improvement programs"],"dcterms_title":["\"A Vision for the Future Strategic Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1014"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\nA Vision For The Future Strategic Plan 1998 - 2003 Mission A mission statement is a broad statement of the unique purpose for which the District exists and the specific function it performs. The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive, contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. Parameters are the guiding principles that establish the framework within which the District will accomplish its mission. Parameters *  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  No new program or service will be accepted unless it is consistent with the Strategic Plan, benefits clearly exceed costs, and provisions are made for staff development and program evaluation.  No program or service will be retained unless benefits continue to exceed cost and it continues to make an optimal contribution to the mission.  The Campus Leadership Plan will always be consistent with the Strategic Plan as well as the Desegregation and Education Plan.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee. *Contractual items will be subject to negotiation. 2 Beliefs We believe .... Beliefs are a statement of the District's fundamental convictions, values, and character.  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Educated and involved citizens are necessary to sustain the health of a democracy.  Accepting and utilizing cultural and racial diversity enrich and strengthen the community.  Education can enhance every aspect of a person's life.  With every right comes a responsibility.  Actions speak louder than words.  Self-worth allows each individual to aspire to excellence and develop his/her unique capabilities.  Every individual is responsible for contributing to the general welfare of the community. 3 Objectives are an expression of the District's desired, measurable end re ults of student success, performance and/or achievement. Objectives  Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others.  By 2003, at least 9 out of 10 students will meet or exceed LRSD standards of performance identified 1n the core curriculum.  By 2003, at least 65% of students in every identified sub-group of race and gender will perform at or above the national average in reading and mathematics on standardized tests\nat least 30% will perform at the highest quartile in reading and mathematics on standardized tests\nand no more than 10% will perform at the lowest quartile in reading and mathematics on standardized tests. 4 Strategies are the means by which the District can accomplish its objectives. Strategies  We will design our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan as well as the Revised Desegregation and Education Plan.  In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards.  We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum.  We will design and implement internal and external communication plans to improve public trust and community support.  We will build strong partnerships with other community agencies and organizations to address 5 Strategies (Continued) external issues that are interfering with our students' learning.  We will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives.  We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan.  We will construct a delivery system that allows us . to plan and implement individualized educational goals for all LRSD students and that does not predetermine or limit options at an early age.  We will develop and implement plans to establish financial stability and achieve the strategic objectives of the District.  We will develop and implement plans to enhance public confidence in the safety and security of our schools and to ensure discipline and an orderly learning climate.  We will integrate appropriate technology to help achieve our objectives, as well as effectively operate the District. 6 Strategy 1 We will design our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan as well as the Revised Desegregation and Education Plan. (Implementation of Strategy 1 will be accomplished through other strategies.) 7 In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. Strategy 2 Action Plan Year Year I Year 1 2/3 4/5 X 1. Adopt a definition for content standards in the Little Rock School District. ( completed) X 2. Adopt a definition for performance standards in the Little Rock School District. ( completed) X 3. Submit the components of performance standard sets in the Little Rock School District. ( completed) X X 4. Develop performance standards for the Little Rock School District. ( completed) X 5. Adopt a definition for delivery standards in the Little Rock School District. ( completed) X 6. Adopt components of delivery standard sets in the Little Rock School District. ( completed) X 7. Develop delivery standards for the Little Rock School District. ( completed) X X 8. Develop a trainer-of-trainers model for the Little Rock School District to use to train all appropriate human resources on how to implement and achieve the standards. X 9. Ensure parent understanding of the core curriculum standards and how progress will be measured. 8 We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum. Strategy 3 Action Plan Year Year Year 1 2/3 4/5 X 1. Adopt a policy statement providing for intervention as an operative and vital part of elementary school instruction. ( completed) X X 2. Expand comprehensive Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills. X 3. Develop an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3. X X 4. Promotes school-wide reform and ensures access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. X X 5. Implement middle school programming to provide a developmentally appropriate educational environment for the academic success of adolescents. X X 6. Redesign the delivery system at the alternative learning center to improve academic skills and to address the social, emotional, and behavioral needs of the students. 9 Strategy 3 Action Plan (Colltinued) X 7. Train requesting teachers in the Math/Science crusade (K-12) to better implement the Goal 2000 plan and give them the background for following the guidelines set forth by the NCTM (National Council of Teachers of Mathematics) and the related science organization. X X 8. Provide extended day academic programming for students at risk of failing and in need of extra assistance in core subjects. X 9. Implement a three week summer program for identified at risk students in the middle level grades in order to provide an on-going three year experience in science and math. 10 We will design and implement internal and external communication plans to improve public trust and community support. Strategy 4 Action Plan Year Year Year 1 2/3 4/5 X X 1. Communicate key issues with consistency to our audiences. X 2. Increase credibility with teachers, principals, and members of the District's staff through more timely and accurate information flow to and from LRSD's central administration. X X 3. Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. X X 4. Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the District, with regard to the quality of education received by all children within the LRSD's schools. X 5. Shift focus away from the District back to its individual schools (as well as to their students and teachers). X 6. Create a system that ensures a constant flow of \"success stories\" from the individual LRSD schools into the District's Office of Communications for release to the public. X 7. Create positive spokespersons out of parents, teachers and other influential members of the community. X X 8. Improve the existing system that was designed to direct the media toward the appropriate information source within the District. 11 Strategy 4 Action Plan (Co11tillu ed) X 9. Assess the implementation of the communication plans and evaluate their effectiveness. 12 We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with our students' learning. Strategy 5 Action Plan Year Year Year 1 2/3 4/5 X X 1. Expand the role of Partners in Education to include the development of business and community partner coalitions with neighborhood school emphasis in an effort to expand resources, which address external issues interfering with students' learning. X X 2. Improved opportunities for young people to develop positive interactions with adults who are mentors. X X 3. Increase the level of grant funding available to the LRSD to utilize in partnerships with community agencies and organizations to address external issues that interfere with students' learning. X X 4. Design and develop a joint working agreement with LRSD and community age_ncies and organizations that ensures availability of and access to comprehensive support services for all LRSD students. 13 We will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives. Strategy 6 Action Plan Year Year Year 1 2/3 4/5 X X 1. Develop job descriptions that are consistent and specific. X 2. Design recruitment/entrance standards to attract superior personnel who excel academically or otherwise in their major fields of study, experience, or interest. X 3. Develop a fair, equitable compensation system for all employees that is objective, fairly administered and tied to the performance of the school. X 4. To maximize student-teacher contact time, decrease substitute personnel expense to the District and enhance the morale of all District personnel. X 5. Create monetary and non-monetary incentives to reward District employees who work for the betterment of our students. X 6. Provide staff with opportunities to pursue educational endeavors that will promote high educational standards within the District. X 7. Develop an evaluation process, which accurately assesses employee performance and serves as a tool for professional growth. X 8. Develop a termination process, which is fair, equitable, and effective. [Contractual items will be subject to negotiation.] 14 We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan. Strategy 7 Action Plan . Year Year Year 1 2/3 4/5 X X 1. To reformulate a District-level Staff development Planning Council which will bring together stakeholders to advise and assist in the development of policy for and evaluation of a staff-development system that is site-specific and driven by the three objectives adopted by the LRSD. X 2. To train the Staff Development Planning Council, central administrative staff, and staff at all middle schools on teaming for school improvement. X 3. To meet the needs and address the problems of school sites through the use of campus leadership teams. X 4. To establish a District and community technical assistance network to support campus leadership teams. X X 5. To evaluate the staff development system within the district. 15 We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students and that does not predetermine or limit options at an early age. Strategy 8 Action Plan Year I Year Year I 2/3 45 X X lA. Prepare for implementation of site-based management to allow individual schools choice to do what is best to meet the needs of their students. X lB. Implement site-based management to allow individual schools choice to do what is best to meet the individual needs of their students. X 2A. Identify a variety of school innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 2B. Develop a variety of innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 2C. Implement a variety of innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 3A. Establish a seed school with University Teacher Education ties to do ongoing research in the practical applications of various school programs and options, to keep current with literature in the field, to provide a site for exemplary individualized education for a student body representative of the LRSD student population, to do training by demonstration and example as well as precept, and thus continually adding to the list of potential programs and options for educational individualization. X 3B. Support and maintain operation of seed school. 16 Strategy 8 Action Plan (Continued) X 3C. Utilize the seed school to support teacher education and the testing of new educational programs and strategies designed to maximize individualized education. X 4. Allow students in grades K-12 to move at their own developmental and intellectual pace as teachers discover their learning styles to eliminate permanent ability tracking. X SA. Acquire alternative assessment methods that allow teachers to determine a student's actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X SB. Implement alternative assessment methods that allow teachers to determine a student's actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 6. Strengthen pupil service teams to be utilized as a first line screening mechanism for students evidencing problems so that alternative program options will be implemented for students not requiring Special Education. X X 7. Collaborate with the community to offer early childhood programs for children ages 2 to 4 as an option for District patrons, with preference going to low socio economic status (SES) families, to provide experiences and information needed to equalize student preparation. X 8. Cultivate and use the community centralized resources guide (refer to strategy 5) for the individual development of each and every student. X 9. Provide community based services that enable parents, students, and community to work together to further a child's education. X 10. Create an educational climate, which encourages parent/teacher interaction by eliminating major barriers and providing increased opportunities for participation in the learning process. 17 We will develop and implement plans to establish financial stability and achieve the strategic objectives of the District. Strategy 9 Action Plan Year Year Year 1 2/3 4/5 X 1. Develop strategies to retain and attract students to the LRSD to assure adequate future revenues from sources that will be increasingly based on the size of student population. X 2. Develop a financial committee composed of LRSD personnel and community representatives to function as an advisory committee to the LRSD Board and Superintendent on budget development, monitoring, implementation, and other financial matters. X 3. Develop Board fiscal policy statements and manual to be housed in an official repository addressing revenues, expenditures, millage increase, debt service, monitoring, reporting, facilities planning, and staffing and procedures to effectively communicate to the public, teachers, and administration. X 4. Develop a five-year revenue forecast (by month for the first year and annually for years two through five) for the District. (completed) X 5. Develop a five-year expense forecast (by month for the first year and annually for years two through five) for the District. (completed) X 6. Revise the process and develop policy on monitoring actual performance compared to budget to include Board briefings, mid-year adjustments and amendments, and report formats. X 7. Select peer school districts and develop performance indicators for comparison purposes in order to identify areas and possible means for improvement. 18 Strategy 9 Action Plan (Co1tti1tued) X 8. Establish a committee of District and non-District representatives to monfror proposed legislation and/or regulations and make recommendations for new, or revisions to current, laws and regulations that would impact operations of the LRSD. X 9. Establish a goal to prepare a budget document that will meet the criteria for the Government Finance Officers Association (GFOA) Distinguished Budget Presentation Award. X 10. Develop resource sharing partnerships with North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). 19 We will develop and implement plans to enhance public confidence in the safety and security of our schools and to ensure discipline and an orderly learning climate. Strategy 10 Action Plan Year Year Year I 2/3 4/5 X X 1. Provide ongoing conflict resolution training and skill development for students, parents/family, and staff. X X 2. Improve behavior and safety on school buses and bus stops. X X 3. Control access to school buildings, grounds, and events. X X 4. Implement a staff development plan for all personnel to fully understand safety policies and procedures. X X 5. Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. X X 6. Inform the public of plan in regard to the following ( a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand). X 7. Develop a credible evaluation plan that will ensure complete and proper implementation. X 8. Develop, enhance, and improve the communication/distribution and equitable implementation of the LRSD Students Rights and Responsibilities Handbook. 20 We will integrate appropriate technology to help achieve our objectives, as well as effectively operate the District. Strategy 11 Action Plan Year Year Year 1 2/3 4/5 X 1. Define technology in terms of the educational and administrative needs of the LRSD. (completed) X X 2. Establish a broad based technology advisory board for the LRSD. X 3. Acquire and implement the technology needed to meet current and future instructional and administrative needs of the LRSD. X X 4. Assemble a technical staff to implement and support District information technologies, including computer hardware and software applications, networking, computer operations, and audiovisual services. X 5. Design and implement a comprehensive technology training program for all LRSD employees (teachers, administrators, and support staff) that provides appropriate facilities, tools, training, and supplies to maximize effectiveness. X 6. Train students in the use of technology so that they are able to access, evaluate, and apply information. X 7. Train students to use current technology to increase competencies in problem solving, specific content areas, and critical thinking skills. X 8. Train teachers, administrators, and other school support staff to use current technology to increase productivity and maximize effectiveness. X X 9. Gather, store, and analyze student data bases used to provide accurate and timely reports. 21\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 "},{"id":"hbcula_becu_228","title":"The B-Cean Yearbook, 1998","collection_id":"hbcula_becu","collection_title":"Bethune-Cookman University Digital Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Florida, Volusia County, Panama Beach, 28.86832, -81.22778"],"dcterms_creator":null,"dc_date":["1998"],"dcterms_description":["The B-Cean Yearbook."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","African American students","Campus life","Universities and colleges--Employees","Greek letter societies","College yearbooks"],"dcterms_title":["The B-Cean Yearbook, 1998"],"dcterms_type":["Text"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/becu/id/228"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["All rights to images are held by the respective holding institution. 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