{"response":{"docs":[{"id":"bcas_bcmss0837_311","title":"Cluster A meetings","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/1999"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School facilities"],"dcterms_title":["Cluster A meetings"],"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/311"],"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\nRECEIVED OCT 6 1998 OFFICE OF DESEGREGATION MONITORING Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski Little Rock, AR 72206 October 2. 1998 Mrs. Ann Brown, Federal Monitor Office of Desegregation Monitoring 201 E. Markham, Ste. 510 Heritage West Bldg. Little Rock, AR 72201 Dear Ann: I have been chosen to facilitate the work of Cluster A for the 98-99 school year. The focus of our work will center on customer relations and school climate. I would like to invite you to send me the name of someone from your office that would like to work with us on this cluster assignment. It should be an interesting assignment. We have a great group of schools to work with. Give me a call, if youd like to visit about this. Sincerely, Kathy Lease, Ed.D. Asst. Supt, PRE 324-2122 krlease@lrsdadm.lrsd.k12.ar.usOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date\nOctober 30, 1998 To: Kathy Lease From: Ann Bro' Re: Cluster A i^n^UC^- Thanks for inviting me to work with Cluster A. Customer relations and school climate are subjects dear to my heart, so Ill be happy to contribute what I can. When we last talked, I promised to send you some information related to the clusters mission that is also a part of my personal manifesto on public relations. I then immediately left on a two week out-of-state trip so am just now getting this to you. Sorry for the delay. Although the LRSDs new desegregation plan supercedes all others, the district pledged to continue to work cooperatively with the PCSSD and the NLRSD in the areas addressed by the Interdistrict Desegregation Plan. Enclosed is the Public Relations section of that plan, which in 1992 the LRSD Board of Directors voted unanimously to incorporate into the Interdistrict Plan from the 1989 Tri-District Desegregation Plan. (Sounds like whos on first, so enough history.) I have to confess up front that I wrote this section back in 1989, based on my own convictions, research, and input from a broad-based, tri-district task force that included teachers, principals, community leaders, and parents. Although Id have done a better job of writing it today, it still accurately reflects what I believe about public relations and customer service. Also, the section contains lots of good ideas that are still valid. It might helpful for the cluster to review the section, especially since the district is still supposed to be supporting the plan of which it is part. Im really excited about working with the cluster group. Just let me know when and where and Ill be there.INTERDISTRICT DESEGREGATION PLAN Little Rock School District North Little Rock School District Pulaski County Special School District April 29, 1992PUBLIC RELATIONS 5^/5. Summary and Recommendations Public relations describes the process by which schools and the community achieve awareness, understanding, and confidence through communication, shared experiences, and a history of fulfilled promises. Desegregation will succeed only so far as the commumty supports and participates iu it. Therefore, creating an understanding of desegregation as a preferred way of living together and teaching our children, and marketing the programs which support desegregation, is the basic function of public relations as a means to achieving support of the public schools. Highlights of the recommendations of parents are as follows: - The public relations programs and strategies currently employed by the districts are approved for continuation but with e addition of certain approaches which have been suggested by parents. - The districts will search for ways to increase the number of staff who are responsible for public relations programs. - Emphasis must be placed on the accomplishments of the schools and educating the community about the various features of the desegregation plan. - The districts will cooperate to form a media coalition as a commumcation and advisory link with the local media. Innovative ways must be devised to commumcate with citizens who are difficult to reach. - Each district will establish a school communication network which will feature a communications coordinator at each building. - Outreach into the community must be energetic and ongoing, including fresh and creative ways to promote the public schools, and boost employee morale and job satisfaction. - Staff, students, and parents must be prepared with information and skills so they can serve as positive ambassadors for the schools. - Communication channels between school-based personnel, district leadership, and the community must be established and maintained. - The districts will demonstrate dependability and integrity by faithfully including, informing, and communication with the community. Page 59RECEIVED NOV 1 2 1998 OFICEOF / DESEGREGATION MONITOR receded HOV ! Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S, Pulaski Little Rock, AR 72206 To: From: Date: Re: Cluster A Kathy Lease, Asst. Supt., PRE November 10,1998 Meeting, Nov. 17, at 1:30 p.m. Board Room Just a reminder. Cluster A will meet on_Monday, November^7* at 1:30 in the Board Room. Please join uTand bring with you any information that you have on customer service and school climate. ) 7 Little Rock School District November 16, 1998 Administrative Directive TO: FROM: SUBJECT All Principals '^K^Victor Anderson, Associate Superintendent, Operations i^Sadie Mitchell, Associate Superintendent, School Services Documentation of Involvement of Campus Leadership Team and School Community in the Development of New Work Project Lists During the November cluster meetings, principals will receive a memo from the Director of Facility Services requesting that schools review and revise lists of existing requests for new work for the school facility. This revised list will become the basis for projects for a millage campaign next fall. Review the existing lists carefully and delete any requests that are no longer desires. Add any requests for additions, modifications, or renovations to the school. These lists will not include requests for repairs. Those items that cannot be funded in the current fiscal year will be developed into another list at the Facility Services Department and will also be added to the list of projects for the millage campaign. are The involvement of the Campus Leadership Team and representatives from your school community are critical to this task. Involve both groups in the discussions of which projects to be included in the project list. Provide documentation to the Operations Division of the names of the individuals and their positions who participate in the decisions of which projects are to be included on the revised new work list. Be certain to include representatives from your PTA and from other support groups or organizations within your school community. If there is an active neighborhood association in your area, a representative from that group is also recommended for participation. At the high school level, student representatives are appropriate for participation. Return the revised new work lists to Mr. Eaton on or before December 14, 1998. Send the documentation of the participants in the project decisions to the Operations Division on the same date. Attachment C: Doug Eaton Frances Cawthon Marian Lacey 810 West Markham Street Little Rock, Arkansas 72201 (501)324-2000 MEMORANDUM FACILITY SERVICES DIRECTORATE DATE: November 13,1998 TO: II Principal^nd Building Managers FROM: OU . Eaton, Director of Facility Services SUBJ: New Work Lists s Attached to this memorandum is a current listing of the new work projects that our records indicate we have received from your site. You are requested to review this listing, delete any items that you feel are no longer needed at the school, and submit work orders for any new work that you desire to be considered in new work planning sessions for possible funding the latter part of this year. New work consists of additions, modifications, or renovations to facilities that do not exist at this time, submitted at this time. Items needing repair or maintenance are not to be Please review your academic program to ensure that the facilities that you have meet the needs of your program now and in the future. These are the type projects that we are trying to identify as new work. Consideration should also be given support facilities such as driveways, parking lots, and play areas. You are requested to forward any new work requests to Facility Services by December 14, 1998. DCE/apl/newwork3//- i7-^i A Operations Division - Financial Priorities November Cluster Meetings Operations Division has developed the following Financial Priorities for the 1998-99 school year: 1. Complete and implement the recommendations from the Management Audit. 2. List, fund, and begin renovation and repair projects in all district facilities. 3. Design, fund and construct Stephens and new west Little Rock schools. Timeline extends into year 2000 for these projects. 4. Develop plans for occupation of Garland and Mitchell buildings after construction and opening of Stephens school. 5. Develop plans for the possible relocation of administrative office space. 6. Complete and implement plans for the transportation of students for the 1999-2000 school year to comply with the new student assignment zones and the middle school conversion. 7. Develop and implement safety and security building and program modifications for the 1999-2000 school year. 8. Provide funding, procurement, and installation of technology projects in all district facilities as outlined in the districts technology plan. Time line extends into year 2000. 9. Develop, administer, and implement Quality Index for Operations Division departments.C Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 To: From: Date: Re: Cluster A Kathy Lease, AssL Supt, PRE January 12,1999 Meetings Cluster A will not meet today as we discussed in our last meeting. A sub-committee meeting is scheduled on January 20,1999 at 10:00 in my office (Room 9, IRC). The sub-committee consists of the following people: Linda Watson Suellen Vann Junious Babbs Debbie Milam Pat Price Doug Eaton Darrel Paradis Mike Martelio Morlin McCoy Ann Brown Cluster A will meet February 17* at 1.30 in the Board Room. If you have identified items from the old climate surveys that you think we should consider keeping, please send them to me before January 20. The sub-committee will hammer out a draft of our climate surveys for the Cluster to edit in February. I hope youre well rested! We have lots to do. Thanks for your efforts on the old surveys. LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation MEMORANDUM RECEIVE!? To: Cluster A MAR 2 4 1999 From: -4'^athy Lease, Asst. Superintendent OFFICE Of DESEGREGATION MONITORING Date: March 8, 1999 Re: Meeting Tuesday, March 16th Reminder. Cluster A will meet on Tuesday, March 16**^ at 1:30 p.m. in the Board Room.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_303","title":"Collaborate Action Team","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2002"],"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","Teachers","Parents","Civic leaders","Educational planning","School improvement programs"],"dcterms_title":["Collaborate Action Team"],"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/303"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nRECBWO LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 OCT 3 0 i9S8 OfflCEOr tBfGREGATI0NM0NIT0a!*i8 October 30,1998 TO: Debbie Milam Suellen Vann Catherine Gill Liz Lucker Sadie Mitchell Diane Vibhakar Ann Brown, ODM Gail Nickerson Jo Evelyn Elston Linda Watson FROM: SUBJECT: Dr. Bonnie Lesley,'Associate Superintendent for Instruction SEDLs Collaborative Action Team Please plan to meet with me and and Ms. Cathy Jordan from SEDL on Tuesday, November 3, at 9:00 a.m. in Room 19. We will discuss with her the possibility of our participating in a collaborative action team. Im attaching some information on the project for your review prior to the meeting. BAL/adg Attachments RECEIVED 2 OCT 3 0 1998 OFFICE OF DEScGREGAPON MOSrrORIMS What is the Collaborative Action Team (CAT) Process? The Collaboration Action Team (CAT) process guides family members, community representatives, school personnel, and students who collaborate as partners to improve results for children, youth, and families. The team helps improve results by developing plans and taking actions that address issues and concerns of the school and community. These plans and activities build on a commitment to bring together representatives of the community as a team to improve the chances for children and their families to succeed in school and in life. The development of a CAT process includes activities organized around three concepts\nteam building, team planning and momentum generation. These activities encourage individual team members to work together as a productive unit to solve problems and to build new opportunities. Although the work differs in team building, team planning, and momentum generation, all three are needed to build a cohesive and effective community/school team. Teams that are strong in all three of these concepts will be capable of making significant progress. Collaborative Action Teams develop strength by practicing team building and team planning skills while generating momentum. Small changes that can produce big results create momentum for the team. During the planning stages when the team may seem to be talking more than doing, generating momentum creates a sense of progress and accomplishment. It also helps keep the team focused in the doing stages when a sense of direction can become blurred. Progress begins to happen as the teams energy and momentum build. Building Collaborative Action Teamsa Wha-t are the \u0026amp;asic Concepts of the Collaborative Action Team Process? The concepts that guide a Collaborative Action Team in its work are: Team Building Team Planning e? Momentum Team Building and Team Planning. The process begins by identifying a group of diverse team members. Each person contributes a different perspective as school personnel, family member, - businessperson, community volunteer, or student. They meet together around the same table and commit to work together on common interests that will build on their school and community assets. Talking constructively from different vantage points and planning and working together to begin projects helps members build relationships with each other. Mutual respect and trust grow as personal relationships evolve. Momentum. Momentum is created by using team building and team planning together to generate movement and forward progress toward achieving the teams mission. Momentum builds when individuals are moved to act specifically on important ideas and issues. They become engaged and active in something bigger than themselves. Many teams create momentum by working on manageable size projects. In St. Bernard's Parish, Louisiana, a team began galvanizing its members when it successfully found funding and refurbished a much needed sign in front of the school to announce activities. Completing this simple project together built a sense of forward movement and accomplishment. Other projects such as a family fair attended by 300 people were more complex, as were efforts to increase parents invol' unent in their childrens education. Early success generates the energy and enthusiasm needed for long-term development and increasingly more complicated efforts. Momentum is the product of the effort it takes to improve schools and communities. Buildinf' Collaborative Action Teams't CAT Development Process Team Building Team Planning The next circle details the specific elements of Team Planning. The ring labeled momentum involves specific actions that generate the energy to make progress toward achieving the teams vision and mission. The outer circle represents the specific elements of Team Building. These three concepts-7eaw Building, Team Planning, and Momentum-mnst work together to create the synergy required to build and sustain partnerships that work toward the vision through the Team Identification, Team Mobilization, Project Development, and Project Implementation activities. Building Collabonitive Aclinn Teams 1 What are CATs and what is their purpose? I RECI WED \"Meeting school community needs through expiinded partnerships\" OCT 3 0 1998 They are team.s whose members represent a broad cross-section nJ the school community, including parents, school staff, busiruss. civic and religiou.s organizations, health and social sets u e pros id ers, and teacher educator in.stitutions. Their purpose is to meet school community needs through expanding partnerships, thereby broadening systemic change in education. OFF DESE6REGATI EOh m MONITORING 2 What arc some need? of these areas of school comnuinity WJhaiit sure GATsT Three critical areas have been identified by Southwest Educational Development Diboratory (SEDL). 1 hey are. more success-oriented approache.s to reducing violence in schools, drug/alcohol/tobacco abuse\nteenage pregnancy, and school gang activities\n10 important reasons to establish Collaborative Action Teams more family-friendly, .student-centered comprehensive sersice delivery systems\nand more kiiowledf-e among educators about iategratmg studentd early growth and education experiences later. with those that occur 3 t I l[f\" How did the CAT concept come about? I Southwest Educational Development Laboratory *211 East 7th Street Austin, Texas 7870J-328I 512/476-6861 During a previously completed project, SEDL de\\-eloited and unple- merited Home, Sclurol, Conuiwnity Partnerships in its five-.state South- western Region. Diese [xirmerships irleruifiedpriority-C(\u0026gt;iu eni.s in their comnuuiities and .succe.wfitlly resolved .some of these com em.s through J collaboration ami mutual problem solving. CATs are extended v t rsii \u0026lt; ' these iKirtnerdiip.s in t/uit they incltule representatives from a wuler rmig, of organisations, incliutuig teacher education institutions. !4 What is unique about the CAT Model? The CA T Model i.s based on the principle of self-reliance within a communitv. Members take responsibility for developing and implementing an action plan that identifies and itse.s local resoun-e.s to resolve issue.s that members have identified a.s important to their community. It uses a two-dimensional, integrated approach\nTeam Building and Team Planning. These dimen.sion.s help members function ollahoraiive, cohesive team while developing and impleits il C menting a plan for making productive changes in the school community. Through guided activitie.s members will experience and practice consensus-building skills, effective communication, shared leadership, and decision making. Thi.s emphasi.s on Team Building, Team Planning, and Momentum Generation is the model's strength and the foundation of the team and peipetu- ates il.s replication. You mentioned Team Building and Team Planning as dimensions of the approach. Please describe them. Team Planning i.s the nuts and holts of defining and implementing the projects that add re.vs the concern.s of the school communiiy that were identified by the team. Thi.s includes, for example, setting goal.s and objectives, determining role.s and responsibilities, developing strategies, and setting lask.s and timeline.s to accomplish the work. Team Building is the prm ess of how teams work together as a unit. The activitie.s of Team Building allow the group to develop skills for exploring and eventually settling on ways of working together effectively. .Momentum is created by using Team Building and Team Planning together to generate movement and forward progress. 6 What is SEDL's plan for developing Collaborative Action Teams throughout the Southwestern Region. During 1996-2000, SDDI. will use a planning and iinplcincnlaiiun model in the five slates (Arkansas, Louisiana, Oklahoma, New Mesh o. and Texas) and refine it for replication. The first CATs in Fabens, TX, Violet, LA\nWest Memphis, AR\nand Albuquerque, NM will seis e us resource.s for additional CATs a.s they are established. .Sites established thu.s far in 1998 include\nAnn Parish Elementary School, Los Lunas, NM\nBalmorhea ISD, TX\nDel Valle High School, Del Valle. TX\nPonca City Mid-High School, OK\nDollarway ISD. AR\nand Barbara Jordan Elementary School, New Orleans, I A. CATs ill be self-sustaining once they have completed their Team Building and Team Planning work. By the year 2000. up to 40 C .A T sites will he tn existence. 7 How long does each CAT exist? Aa long a.s there are school needs to he met. The membership ma\\ hange hut the CAT itself regularly examines its eflectivcnes^. priority concerns, and its mission. il\\ Who can develop CATs? CATsite.s can begin in individual elementary or secondary schools, consortium.s within a school district, county, or slate. 9 What are Rural Development Collaborative Action Teams? Using the same CAT process described above, these teams are formed tn ruru. areas to link community and economic development with school improti mt t.t A service learning plan is developeilfor student and community meinber\\ to learn and practice entrepreneurship while serving the needs of the greater community. Comment.s and retptesls regarding Rural Development Aetton Teams can be directed to Pat Deloney al STDL.The CAT Development Process The Collaborative Action Team (CAT) Development Process guides home, school, and community through the process of building and sustaining partnerships to improve results for children, youth, and families. CAT members learn effective collaboration practices, identify the most pressing issues in their communities, and then develop, implement, and evaluate action plans for addressing those issues. Examples from CAT sites: Middle schools in Oklahoma City identified violence as a major concern and are developing mentoring programs for their students. An elementary school in West Memphis, Arkansas decided to focus on increasing community awareness and involvement in academic efforts and have established a family resource center to help in this purpose. received OCT 3 0 1998 OFFICE OF DESEGREGATION MONITORING Team Building and Team Planning The strength of the CAT model is the integration of team building and team planning. SEDL staff guide team members in applying the model to strengthen skills in consensus building, effective communication, networking, and shared leadership. At the same time, CAT members practice the nuts and bolts of defining and implementing projects that address their identified priority concerns. According to a CAT member from the Louisiana CAT site, We moved in a few short months from skepticism to optimism to success. We are a team and we can never go back. (Over) More examples... The South Valley of Albuquerque established school-based health and social services for students and their families. Their success was recently recognized at the Department of Educations regional conference in Dallas. A rural CAT site located along the Texas-Mexico border seeks to increase parent involvement in school efforts. The CAT has provided immigrant parents with an active medium for developing community leadership skills. Benefits to CAT sites By participating in this effort, you will... receive initial training in the use of the model, receive on-site monthly technical assistance and training, receive consultation by telephone and e-mail, - participate in an annual Training Institute with other CAT sites, have opportunities to network with other CATs, receive resource materials. How to Join the Project SEDL will add new sites to the CAT Development project each spring from across its five-state region of Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. These sites will be selected according to their commitment to partnership building and full inclusion of family and community members in schools. Sites must be willing to commit to the project for three years. For more information on the CAT development project, contact any of the staff listed below. Pat Deloney, Jerry Elder, Jose Velazquez, or Catherine Jordan a|~1B Phone: Fax: E-mail: Web site: 800/476-6861 512/476-2286 as tockto@sedl. org http\n//www.sedl.org/ rib- [nsr aj 1 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 3,1998 TO: Debbie Milam Suellen Vann Catherine Gill Liz Lucker Sadie Mitchell Diane Vibhaker Ann Brown Gail Nickerson Jo Evelyn Elston Linda Watson Connie Whitfield received NOV i 2 JS98 Cfi^CEOF CESE^SfflOOGfflTORJNS FROM: Dr. Bonnie Lesley, ^sociate Superintendent for Instruction SUBJECT: Collaborative Team Thanks to all of you who came to the November 2 meeting! I was very pleased with the outcome, and I am looking forward to our next steps. We agreed to meet again on Friday, November 20, at 1:30 p.m. in Room 19 at the IRC. Our agenda will include the following: 1. Brief review/ of November 2 meeting Debbie Milam 2. Discussion of a vision for the LRSD parent and community programs and services Bonnie Lesley 3. Discussion of a focus for the possible SEDL partnership Liz Lucker 4. Planning of next steps I look forward to seeing you all on November 20*^. BAL/adg cc: Catherine Jordan, SEDL 01/29/1994 19:19 5013242296 LRSD VIPS M P^ 04 EO'd Meeting Objeettvea: little rock school DISTRICT COLLABORATIVE ACTION TEAM MEETING Adult Leisure Center, 6401 West 12\" Street 7:30 .m, - October 7,1399 ' awareness of Collaborative Action Team work in LltDe Rock Objective Two\nDefine and Build Representative Membership agenda process and how it will Item Time Person Reaponaibte Welcome, Review Agenda and Objectives Ice Breaker Exercise Report on Start-up Training and CAT Process Discuss Defining and Building Representative Membership ot CAT Review Next Steps (meeting, agenda. obyacHves) Conduct Meeting Evaluation 5 min. 15 min. 15 min 30 min 5 min. 5 min. Marion Baldwin Essie Middleton Barabara OsbomeZKaye Rainey Debbie Milam/Connio Whitfield Diane Vibhakar/Priscilla Alexander Calvin Brady/Amber Mooney VOZ:tT 66-SO-43Oi3:ia bB13242296 LRSD VIPS M PAGE 03 TO: FROM: RE DATE: LITTLE ROCK SCHOOL DISTRICT VOLUNTEERS IN PUBLIC SCHOOLS 501 SHERMAN STREET LITTLE ROCK. ARKANSAS 72202 LittJe Rock School District Collaborative Action Team members Debbie Milam, ViPS Coordinator Next meetino - October 7, 1999 September 30. 1990 Collaborative Action Team meeting is sat for Thursday, October 7 at 7.30 a m Center. We hope you can join us. This will be our official first maeting and we want to get off to a good start. Please call ViPS at 324-2290 to confirm your attendance Thank you for your support. ZOd VOZ:TT 66-SO-4^^OSeptember?, 1999 SOUTHWEST EDUCATIONAL DEVELOPMENT LABORATORY 211 East Seventh Street Austin, Texas 78701-3281 Voice or TDD: 512/476-6861 FAX: 512/476-2286 RECBW Ms. Ann Brown 201 E. Markham Little Rock, AR 72201 SEP i 0 1999 OFiCEO? CESEGREEAroilMCHSS Dear Ms. Brown: The Southwest Educational Development Laboratory (SEDL) is pleased to invite you to participate in a start-up training session for the Little Rock School District Collaborative Action Team (CAT) project. This training will take place on September 23 1999 at the Greater Second Baptist Church. 5616 Geyer Springs Rd. Registration and coffee will be from 8:00-8:30 a.m. Enclosed is an agenda for the day. An additional two and half-hour training will be conducted the following momina for an organizina aroup that will be selected during the daylong training. This organizing group will develop plans for the first CAT meeting. Your participation is key to the development of a Little Rock Schools Collaborative Action Team. The project will help parents, school personnel, and community representatives develop a team approach to address the needs of the Little Rock school community and will guide you in developing an action plan to get this done. SEDL staff have planned this training to engage participants in a full day of activities that combines presentations, small and large group activities, and individual participant feedback. Our goals for e training are that participants will: discuss the process for developing a Collaborative Action Team\n identify and apply strategies for partnership development\nand develop an understanding of the roles and responsibilities of SEDL staff and the Organizing Group in the CAT development process. Come and join us Thursday, September 23 and be an integral part of an exciting new Little Rock Schools/SEDL project. Lunch will be provided. If you unable to attend this training, please call Ms. Debbie Milam at 324-2297 so we can get an accurate count of participants. We look forward to seeing you September 23\"*. Inberely, L Jerry O, Elder, Program Specialist ' Program for Refining Educational Partnerships ^n^. Rudo, Program Associate TOgram for Refining Educational Partnerships Enclosure AN EQUAL EMPLOYMENT OPPORTUNITY/AEFIRMATIVE ACTION EMPLOYER Site Start-Up Training for Developing a Collaborative Action Team at Little Rock School District September 23,1999 The Site Start-Up Training consists of a seven hour training the first day for all members of the Collaborative Action Team and a two and one half -hour training session the following day for members of the Organizing Group. Day One Goals Discuss process for developing a Collaborative Action Team (CAT) Identify and apply strategies for partnership development Identify members of CAT Organizing Group Agenda for Day One 8:00 - 8:30 Sign Up \u0026amp; Smell the Coffee! (Continental Breakfast) 8:30 - 9:15 Welcome \u0026amp; Warm-Up Activity 9:15 - 9:45 Overview of SEDL and Collaborative Action Team Project 9:45 - 10:00 Where do we start? Self-Assessment 10:00 - 10:15 Break 10:15 - 11:45 Team Identification: Finding A Common Issue 11:45 - 12:45 On your mark... get set... LUNCH!!! 12:45 - 1:45 Team Mobilization: Planning for Action 1:45 - 2:10 Collaboration Energizer 2:10-3:00 Project Development: Celebrating Strengths 3:00-3:15 Break 3:15 - 3:50 Project Implementation: Evaluating Success 3:50 - 4:00 Closure \u0026amp; Training Evaluation J NOV i TO\nFROM: RE: DATE\nLITTLE ROCK SCHOOL DISTRICT COLLABORATIVE ACTION TEAM 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 Little Rock Collaborative Action Team (CAT) Members Debbie Milam, ViPS Coordinator CAT meeting - Thursday, November 4, 7:30 a.m. October 30, 1999 W33 Our next Collaborative Action Team (CAT) meeting is Thursday, November 4 at 7:30 a.m. in the Adult Leisure Center at 6401 West 12* Street. Members of our team have just finished attending two days of training at the regional SEDL conference here in Little Rock. They will be sharing information with the rest of the team on what the other CATs are doing in our region. We hope you will join us. We have enclosed copies of the previous meetings agenda and handouts for those of you who could not attend. Also included is a survey regarding your preference for meeting times. Please complete a survey and return it IF you did not complete one at the meeting. Feel free to invite any community or student representatives that you know. We have a fairly good group of parents and school reps but were lacking in community and student representation.LITTLE ROCK SCHOOL DISTRICT COLLABORATIVE ACTION TEAM MEETING Adult Leisure Center, 6401 West 12'* Street 7:30 a.m. - October 7, 1999 Meeting Objectives: Objective One: Increase awareness of Collaborative Action Team process and how it will work in Little Rock Objective Two: Define and Build Representative Membership AGENDA Item Time Person Responsible Welcome, Review Agenda and Objectives 5 min. Marion Baldwin Ice Breaker Exercise 15 min. Essie Middleton Report on Start-up Training and CAT Process 15 min. Barabara Osbome/Kaye Rainey Discuss Defining and Building Representative Membership of CAT 30 min Debbie Milam/Connie Whitfield Review Next Steps (meeting, agenda, objectives) 5 min. Diane Vibhakar/Priscilla Alexander Conduct Meeting Evaluation 5 min. Calvin Brady/Amber MooneySession Goals Develop understanding and appreciation for representative membership Define representative membership that reflects local community T-1 12 12/22/98 Representative Membership What is it? A cross-section of the local population that reflects the diversity of the community, including parents and family members, school staff, health and social service providers, institutions of higher education, community organizations, private industry/business, and others. Why is it important? To develop a comprehensive response to school and community needs for the well-being of the students and their families T-2 13 12/22/98Collaborative Action Team Please mark the times you would be willing to meet. 7:30 am 12:00 noon evening (list time) Monday Tuesday Wednesday Thursday Friday Saturday(list time) Name PhoneNovember 23, 1999 To: From: Re: LITTLE ROCK SCHOOL DISTRICT COLLABORATIVE ACTION TEAM 501 SHERMAN STREET LITTLE ROCK, ARKANSAS 72202 Little Rock Collaborative Action Team (CAT) Members Marion Baldwin, Community Education CAT Meeting - Thursday, December 2, 7:30 a.m. VI ' J I' u, lSSGRGATiC'tj Our next Collaborative Action Team (CAT) meeting is scheduled for Thursday, December 2, 7:30 a.m. in the Adult Leisure Center located at 6401 West 12^ Street. We look forward to everyone attending.KJ 1 Welcome LITTLE ROCK SCHOOL DISTRICT Collaborative Action Team (CAT) Meeting January 6, 2000 Oebbie Milam Choose a recorder and evaluator for meeting Debbie Milam Adopt a mission statement Marion Baldwin DIVIDE INTO REPRESENTATIVE GROUPS Reach consensus on one issue to address in small groups Reach consensus on one issue to address in large group Develop one long term action for issue Develop one short term action for issue Review next meeting RsBCE^yg JAN 3 i 2009 GfHGc Of Facilitators Facilitators Facilitators Kaye Rainey ICollaborative Action Team Minutes October 7,1999 Marion Baldwin opened the first official meeting of the Little Rock Collaborative Action Team by welcoming the group of 40 participants and reviewing the days agenda. Essie Middleton provided an ice breaker that got everyone moving around and talking to each otlier. Barbara Osborne reported on the start-up training that was provided by SEDL in September. Kaye Rainey reviewed the CAT process. Debbie Milam facilitated a process for identifying representative membership for the team. Groups that need to be invited to join Include other youth serving organizations, health care agencies, business representatives, minority populations and members of the faith community. Diane Vibhakar and Priscilla Alexander reviewed the next steps. Calvin Brady and Amber Mooney conducted the meeting evaluation. November 4,1999 Clementine Kelley welcomed the group of 41 participants. Suellen Vann provided an ice breaker that got everyones brains working. Judy Powers gave an overview of SEDLs CAT conference that was held in Little Rock on October 27-29, 1999. Little Rock representatives who attended were Debbie Milam, Diane Vibhakar, Kaye Rainey, Marion Baldwin, Rita Baldwin, Judy Powers, Essie Middleton, Connie Whitfield, Priscilla Alexander, Mike Vogler, Calvin Bracy and Amber Mooney. Leon Adams took the group through an exercise to refine the drafts of a mission statement that the group had hurriedly written at the end of the previous meeting. December 4,1999 The team met at 7:30 on December 4, 1999 at the Adult Leisure Center. Marion Baldwin facilitated the meeting of 25 participants. The team went through a consensus building activity, using a parable to reach consensus on which characters behavior they most approved of to which they least approved of. The team then reviewed drafts of a mission statement. A small group volunteered to finish the wordsmithing for the teams next meeting. The small group consists of Marion Baldwin, Diane Vibhakar, Barbara Osborne, Rita Baldwin, Sarah Huckabee, Dave Hoffpouir, Judy Powers, Marian Shead Jackson and Dante Smith. They will meet on Tuesday, January 4 at 7:30 a.m. at Dubs. The next CAT meeting is Thursday, January 6 at 7:30 a.m. at the Adult Leisure Center. Barbara Osborne, representing the City, agreed to take care of room arrangements and coffee for the meeting. Each member should bring three priority actions they would like to see the CAT work on this year. The group will spend the meeting reaching consensus on identifying the top priority for the team to address.Consensus Decision Making Consensus decision making is one of the most effective methods of group decision making. It requires that all members agree with the decision to the extent that they can live with it. In other words, even though the decision may not be what an individuals preferred choice of action would be, he or she will agree to support it How Consensus Decision Making Works 1 A member of the team states the proposed decision. 2 The proposal is written on a flip chart or board so that everyone can see it and check it for accuracy and completeness. 3. The facilitator asks each member in turn to talk about whether they support the decision and why or why not. 4. Members of the team who are opposed to the decision can offer their suggestions for modifications or an alternative decision. o. If all members of the team agree they can support the proposed decision, then a consensus exists. No decision is finalized until every member indicates they can live with the decision. Guidelines for Consensus Decision Making Avoid arguing for your own position. Present yourviews as clearly as possible and then listen carefully to the reactions of other members. Avoid personal attacks. Do not assume that someone must win and someone must lose when the discussion reaches an impasse. Instead, look for the next most acceptable option for all concerned. Do not change your mind simply to avoid conflict. When agreement seems to come too quickly and easily, be suspicious. Explore the reasons for this and be sure that everyone accepts the decision for similar reasons.' t 13Little Rock School District Collaborative Action Team Mission Statement Our mission is to develop educational partnerships among parents, students, the community, and the district to advocate for the well-being of and to provide opportunitiesall children and youth for the building and strengthening of minds.Little Rock School District Collaborative Action Team Vision Statement To maximize family, school, student, and community involvement so all children and youth may reach their potential.04/17/2000 09:04 5016635631 UALR OCCP PAGE 02 AMMENDMENTS- ChecUist forStudent Re!ttrnnn Plcssfi 3dd the following to the chccldist: T. Handicap Accessibie Adequate YesQ Inadequate 0 Does each Stan have two handrails YesO Non Commoits? No tl*e following to foe checklist procedures: After checking in with foe office, please ask if there is anyone that would like to acwmpany you on your check. This is not needed, however, we want foe schools to know that we are there to help them, not to intrude.04/17/2000 09:04 5016635631 UALR OCCP PAGE 03 RESTROOM CHECKLIST PROCEDURES LRSD Collaborative Action Team Complete your checklist between ^nil 17 and 21. Go to the schools between 10:30 and 1:30. Bring your checklist packets with you to each school. Bring the principal letter, as wed, just in case there are any questions. When you arrive at the school, please notify the office to let them know why you are there. For example, I am here as a representative of the LRSD Collaborative Action Team and we have identified school restrooms as a concern\ntherefixe 1 am here to perform a survey of the restrooms at your schooF. Be sure to ask for a visitors pass/badge. * Ask the office staff if there have been any custodians absent within the last week and how many work at that school Visit one boy, one girl and a staff bathroom at all the schools. In addition, visit a londergorten class bathroom at the dementary schools. Fill out checklist - Be very specific with your comments, especuUy if yon check that the area is inadequate. For example: I found the stall doors to be inadequate because 5 out of the 10 stalls had broken locks, or I found the toilet paper inadequate because there was only a roll or less in each stafl at H .00 in the morning Check out with the office before you leave. Mail to or bring surveys by Kayo Rainey at 501 Sherman, Little Rock, AR 72202 by April 24. If you prefer, you may \u0026amp;x your checklist to Kaye at 324-2044. Please remember when foxing that there is a fi'ont AND back to the survey. If you have any questions, call Kaye Rainey at 324-2293 or Heather Gage at 663- 5541. Thank You!lO CD c CL \u0026amp; s (X i CO m co a\u0026gt; r4 IS in s in IS co o o CM S\u0026gt; Senior High Schools 1. cansAt iNTHwinitAi stwhes * ISaOPiAGt,O2 124 2300 2. 4A.FAIH 1342ODlll4Aa.D(XklHA,IO 22S3I6U 1. HAU UNIVEHSin STUDIES 6700-M'a, 05 67I-G2OO 4. UcCiaiANiUSttlESSZ CBMHUMICAItONSAWWET t 9417 Qoifgr Spring RA, 09 570 4100 A PAHnnan arts a ecuke maohet * 2601 Mn Baioi* fl A, 04 226-10011 n*cattonaMbcftn/caf Uucatlon a MEIROPOUTAN CABEER lECRHIGAI CBITBl 7701 ScoU Hwiabn Di., 09 5656485 Middle Schools 7. CLOVBUMUEACMlEMy aaUIMianRl.OS 870 4065 a tWHSARKIEfltiAnOMiSTUHESZ SFTEBSIAianBlEQUCAnSnNASREI * I WO ww All., 00 324 24401 \u0026amp; FOUST liaBHTS 5901 Eimi4rwiDi.,06 67I-S390 to. Hai)Ei|)N REAUHS43BICtSMAGNET* , 401 JdnBoHowHil, OS 22S-M60 II. MASaWLE tOBIIMaOatniaWHA, MakiMe.ARTZIOl 495-7400 IL HORACCHMHt MnSkWEMCEMMlNEr t lOOOE RnuBfellHd., 06 3242400 11. musniifttHTS 467N.I%a\u0026lt;B 671-6250 It BOUIHWesi IMIS-Bnart a. 04 5704070 19. AUERNAIIVEtEARUlNBCailER tt)O/ptiefsinSt,02 3242370 . Elementary Schools ta SA06ETT A BSOOPkmRA.OB 124-2475 17. BAl A 6501 HI BZfut 51,04 570-4060 10 OASOHE A 3S23BaielmtM,0S S7O-4TM 19. BOOWaAHTS WUDIET 201EBatwSL,06 124-2402 20, BRAOT A 79l5W.ttol4iaiiia,05 228-3006 2L CA1WBMSICSIIULS7 HAFH-SCiaCEMASHH t 2100 EM 60) 81,02 324-2460 22. OffiOT A IltflOCtSniUU, MatoM,AH 72103 570^ 23 ttOWHUIAlE A 6900Hli6iaa)ilil.,lR 570^4055 24. DODD A 6423.Sto08ciBcli HA, 04 45S-7430 25. EAR PARK a 61BN.HBnlunSI.,05 671B2M 26. ranurPMK IBIH.r)fcrSl,O7 0716267 I. 6NJAMnFHAIM.IMCaMHLIMIMT)0HS lECHHQLOBVaiMfcKTAfiY 1701 S.HitMi)S).,04 671-6380 2BL FULBRIGlir 3OQPIessafllVski7Dr..l2 228-3080 29. GARUVtU ACADEMY A 3CI5 Hl 256161., 04 671 627S Ml OEYCnSPWNOS 6240 Mabilvala nils. 09 67O4t\u0026gt; II. GIBBS FOHBON LAHOlUUieSZ niEHMAnoMIU. STUDIES HACNH t i11SHltiiSt,02 3242490 32. HMmNUniBMUfi,JR.H6HIRTBKin LEARNMGlNrannSTAICTMAStlET A SSSMutlLuUiai K10D,Jr.DL,02 324-2135 n JEI7ERB0M 2SOOH.Md\u0026lt;]hley.07 671^11 H MABGUUHE A BOOIMabcIvalgQil-^, UMidwl, AR 72103 466-7420 38. McOBIMDFT 1200R\u0026gt;w(Vo\u0026lt;rHd.,07 220-3072 n IKADDWCUFF ZSSlHiilonOr^ra STIMtCS 37. mrCIfiL ACADEMY Of CREJUIVE DRAMATIC ARTS A 2410B0tlMya,0B 324-2415 . Onra CREEK 160(0llBiOl(Pt(n7.,09 456-7440 anrUASHHEIEms ai8M.nriBSt,05 6ZI-62Sa 411. flienTauLAuumrA Dtiw.teisi,08 . 324 2430 41. ROCKHEUEBEIBIETFIARITUtOEARIYCHUIIIOOD MAGHET SGHDCN. t A 7O0E.17lha.O8 324-2385 42. ftOMRECOMFinERSCIBlIXAHD DASICdnilS HTEJUHSimCT f 3400 RoitiAiaFlA.IH 228-3086 41 TEBRY 10800 Mm Lynn Di., 11 220-3603 44. WJUUUU) 76 IMutnOOsta 01,69 S70 4IIU a. booker T-WAIHMSTOH BASIC SnUS/MATR-SCENCE MASWTUnamSTIUGT * 4 A 1l5W.27ltia,O6 324-2470 46. MATSON A 70lViiltavDr.,.a 670-4166 4t UESTBWHUS 4901 WnM Hills, M S7O-\u0026lt;(7S \u0026lt; WtXWUSBASCSNUSMABMn * 730|ES(Bnana,07 E7l-B3li3 40i muoli A 4OI5SlBni1uR4.,O4 670-4160 Sa WOOHHUFf A 30l0W7lh,05 671-6270 2804/17/2000 09:04 5016635631 UALR OCCP PAGE 06 Date April 12,2000 To: Principals From: Betsy Johnson (Community Member) LRSD Collaborative Action Team I am writing on behalf of die Collaborative Action Team (CAT) of the Little Rock School District CAT represents concerned parents, students, LRSD staff, and members of the community who are interested in the improvement of our schools. Responding to student CAT members, who identified sanitary conditions at their schools as a concern, CAT is sending volunteers to tour school restrooms. The site visit to your school will take place between April 14* and April 21*. We will ask the CAT volunteer to check in at the office when they arrive, and to check out when they have completed their tour. We would appreciate your office answering the following questions for the volunteers: Have there been any custodians absent from your staff within die past week? If so, how many hours/days have the custodians been absent? Thanks you for your cooperation. If you have questions or comments, please contact me at 320-5150. cc: Dr. Bonnie Lesley 04/17/2000 09:04 5016635631 UALR OCCP PAGE 07 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: _____ Checklist Completed by\nDate: ____________Time: Location of restroom 1. 2. 3. 4. Girls Cl Custodial Staff # of staff Comments:___ Boys Kindergarten D Staff Any absent this week? Yes How many? No Supplies available and adequate: So^ Adequate Q Comments: Toilet paper Adequate Q Comments\n_ How many dispensers? Inadequate Q How many stalls? Inadequate D Paper towels How many dispensers? Adequate D Comments: Inadequate O Privacy insured\nDoor to the hallway remains closed Comments:__________ Stall doors Adequate O Comments\nInadequate Cl Locks for stall doors Adequate Q Comments:________ Inadequate Q None Cl None None Cl Yes Yes Yes No No No Utilities: Running water Adequate Q Comments:___ Inadequate Q Yes No Cl Hot running water Adequate D Comments\n______ Inadequate Q Yes No Site Checklist 04/13/00 104/17/2060 09:04 5016635631 UALR OCCP PAGE 08 lights Adequate O Comments: Inadequate Q * Temperature control Adequate Q\nComments- Inadequate Q 5. Ventilation\nFans Comments: Inadequate D 6, Yes Yes Yes No No No Q Adequate Deodorizer Adequate E3 Comments: Inadequate D Yes No O Cleanliness\nDry floors Adequate Q Comments: Inadequate Q Yes No Clean floors Adequate Q Comments: Inadequate Q Yes No Trash cans emptied Adequate O Comments\n_____ Inadequate Q Yes No Toilets cleaned Adequate Q Comments: Inadequate Q Yes No Sinks cleaned Adequate D Comments\nInadequate Q Yes No Mirrors cleaned Adequate D Comments: Inadequate O Yes No Site decklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 09 collaborative action team SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Completed by: Date: ___________ Time: Location of restroom 1. 2. 3. 4. GirE D Custodial Staff # of staff_____ Comments: Boys Q Kindergarten D Staff D Any absent this week? Yes How many? No n Supplies available and adequate: Soap Adequate D Comments: Toilet paper Adequate Comments\nHow many dispensers? Inadequate O None How many ^E? Inadequate Q None D Paper toweb How many dispensers? Adequate D Comments: Inadequate O None Privacy insured\nDoor to the hallway remains closed Comments: Yes No Stall doors Adequate D Comments: Inadequate Q Locks for stall doors Adequate D Comments\nInadequate Q Yes Yes No No O Utilities: Running water Adequate O Comments\nInadequate Q Yes No Hot running water Adequate D Comments: Inadequate Q Yes No Site Checklist 04/13/00 104/17/2000 03:04 5016635631 UALR OCCP PAGE 10 5. 6. Lights Adequate Q Comments: Inadequate O ' Temperature control Adequate d ! CoTrunenTs- Inadequate O Yes Yes No No Ventilation\nFans . d Comments: Deodorizer Adequate d Comment!!- Cleanliness: Dry floors Adequate d Comments: Clean floors Adequate d Comments\nInadequate Q Inadequate D Inadequate Q Inadequate Q Yes Yes Yes Yes No O Adequate No No No Trash cans emptied Adequate D Comments\nInadequate O Yes No Toilets cleaned Adequate d Comments: Inadequate D Yes No Sinks cleaned Adequate O Coaunents: Inadequate D Yes d No Mirrors cleaned Adequate d Comments: Inadequate Q Yes No Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 11 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL\n________ Checklist Completed by: Date: ___________ Time: Location of restroom 1. 2. 3. 4. Girls O Custodial Staff # of staff_____ Comments:___ Boys Kindergarten D Staff D Any absent this week? Yes How many? No Supplies available and adequate: Soap Adequate Conaments: Toilet paper Adequate Q Comments: How many dispensers? Inadequate Q How many stalls? Inadequate O Paper towels How many dispensers? Adequate Q Comments\n_ Inadequate Q Privacy insured\nDoor to the hallway remains closed Comments: Stall doors Adequate D Comments: Inadequate O Locks for stall doors Adequate Comments\n_______ Inadequate Q None None None Yes Yes Yes No No No Utilities: Running water Adequate Q Comments:___ Inadequate D Yes No Hot running water Adequate D Comments\n______ Inadequate CH Yes n No Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 12 5. 6. Li^ts Adequate d Comments: Inadequate D Temperature control Adequate Q Comments: Inadequate Q Yes Yes No No Ventilation. Fans Comments: Deodorizer Adequate D Conoments: Cleanliness: Dry floors Adequate Q Comments: Clean floors Adequate Q Comments: Yes Inadequate Q Inadequate D Inadequate ED Inadequate Q Yes Yes Yes No n Adequate No No No Trash cans emptied Adequate Q Comments: Inadequate O Yes No Toilets cleaned Adequate D Comments: Inadequate O Yes No Sinks cleaned Adequate Q Comments: Inadequate d Yes No Mirrors cleaned Adequate D CnmrngntS' Inadequate D Yes No Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 13 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Completed by\nDate: ____________ Time: Location of restroom 1. 2. 3. 4. Girls Q Boys Kindergarten O Staff D Custodial Staff # of staff_____ Comments: Any absent this week? Yes How many? No Supplies available and adequate: Soap Adequate Q Comments: Toilet paper Adequate O Comments\nHow many dispensers? Inadequate O How many stalls? Inadequate Q Paper towels How many dispensers? Adequate Q Comments\nInadequate D Privacy insured\nDoor to the hallway remains closed Comments: Stall doors Adequate D Comments: Inadequate D None D None None n Yes Q Yes No No Locks for stall doors Adequate D Comments: Inadequate Q Yes No Utilities: Running water Adequate O Comments\nInadequate D Yes No Hot running water Adequate O Comments\nInadequate EJ Yes No She Checklist 104/17/2000 09:04 5016635631 UALR OCCP PAGE 14 5. 6. Lights Adequate d Comments: ' Temperature control Adequate d j Comments\nInadequate O Yes No Yes n No Ventilation\nFans d Comments: Deodorizer Adequate d Comments: Cleanliness\nDry floors Adequate d Comments\nClean floors Adequate Q Comments' Inadequate Q Inadequate D Inadequate Q Inadequate Q Yes Yes Yes C Yes No n Adequate No No n No Trash cans emptied Adequate d Comments: Inadequate O Yes No O Toilets cleaned Adequate D Comments: Inadequate D Yes No Sinks cleaned Adequate d Comments\nInadequate O Yes D No Mirrors cleaned Adequate O Comments\nInadequate D Yes No Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 15 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: ________ Checklist Completed by: Date\n____________ Time: Location of restroom 1. 2. 3. 4. Girls O Custodial Staff # of staff_____ Cominefits- Boys Kindergarten Q Staff Q Any absent this week? Yes How many? No Supplies available and adequate\nSoap Adequate Cl Comments: Toilet paper Adequate El Comments: How many dispensers? Inadequate El How many stalls^ Inadequate El Paper towels How many dispensers? Adequate C Connments: Inadequate D Privacy insured: Door to the hallway remains closed Comments: Stall doors Adequate Q Comments: Inadequate None n None Q None Yes Yes No No Locks for stall doors Adequate Q Comments: Inadequate Q Yes No Utilities\nRunning water Adequate Q Comments- Inadequate O Yes No Hot running water Adequate O Comments: Inadequate O Yes No SneCheckKst 04/13/00 104/17/2000 03:04 5016635631 UALR OCCP PAGE 16 5. 6. Lights Adequate Q Comments\nInadequate D Yes No Temperature control Adequate d\nComments: Inadequate D Yes No Ventilation: Fans d Commente- Deodorizer Adequate Q Comments- CleanliQess: Dry floors Adequate O Comments\nClean floors Adequate d Comments: Inadequate Q Inadequate D Inadequate Q Inadequate D Yes Yes n Yes D Yes No Adequate No No No Trash cans emptied Adequate d Comments\nInadequate O Yes O No Toilets cleaned Adequate Q Comments: Inadequate Q Yes No Sinks cleaned Adequate D Comments: Inadequate Q Y,s No Mirrors cleaned Adequate O Comments: Inadequate Q Yes D No Site Checklist 04/13/00 204/17/2000 09:04 5016635631 UALR OCCP PAGE 17 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: ________ Checklist Completed by: Date: ___________Time\nLocation of restroom 1. 2. 3. 4. Girls Q Custodial Staff # of staff_____ Comments\n___ Boys Kindergarten Q Staff Q Any absent this week? Yes . How many? No n Supplies available and adequate\nSoap Adequate Q Comments: Toilet paper Adequate E3 Comments: How many dispensers? Inadequate Q How many stalls? Inadequate Q Paper towels Sow many dispensers? Adequate CD Comments: Inadequate D Privacy insured: Door to the hallway remains closed Comments: Stall doors Adequate C Comments: Inadequate O Locks for stall doors Adequate D Comments\nInadequate D None None Q None Q Yes No Yes Yes No No Utilities: Running water Adequate D Comments: Inadequate Q Yes No Hot running water Adequate d Comments\nInadequate Q Yes Q No Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 18 \\ 5. 6. Lights Adequate O Commentg- Inadequate Q Temperature control Adequate D\nComments: Inadequate O Yes Yes No O No Ventilation\nFans Comments: Deodorizer Adequate D Comments: Cleanliness\nDry floors Adequate Q Comments: Clean floors Adequate Q Comments: Inadequate O Inadequate D Inadequate O Inadequate O Yes Yes Yes Yes No Adequate No No No Trash cans emptied Adequate D Comments\nInadequate Q Yes No Toilets cleaned Adequate Comments: Inadequate D Yes No Sinks cleaned Adequate O Comments: Inadequate Q Yes D No Mirrors cleaned Adequate D Comments: Inadequate D Yes No Site Checklist 04/13/00 2-04/17/2000 09:04 5016635631 UALR OCCP 19 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Convicted by\nDate\n_____________ Time\nLocation of restroom Girls Boys Kindergarten D Staff O 1. Custodial Staff # of staff_____ Comments: Any absent this week? Yes How many? No Supplies available and adequate\nSoap Adequate Q Comments' How many dispensers? Inadequate O None 3. 4. Toilet paper Adequate Q Comments\nHow many stalls? Inadequate Q None Q Paper towels How many dispensers? Adequate Q Comments: Inadequate Q None Privacy insured: Door to the hallway remains closed Comments\nStall doors Adequate Q Comments: Inadequate D Yes No Yes No Locks for stall doors Adequate O Comments: Inadequate d Yes No Utilities: Running water Adequate O Comments: Inadequate Q Yes No Hot running water Adequate Q Comments: Inadequate Q Yes No Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 20 5. 6. Li^ts Adequate D Comments\nInadequate D Yes No ' Temperature control Adequate d Comments: Inadequate O Yes n No Ventilation: Fans Comments\nDeodorizer Adequate d Comm ante Cleanliness\nDry floors Adequate d Comments: Clean floors Adequate d Comment\n- Inadequate Q Inadequate Q Inadequate Q Inadequate O Yes D Yes n Yes d Yes n No O Adequate No No No Trash cans emptied Adequate d Comments\nInadequate Q Yes No Toilets cleaned Adequate d Comment\n- Inadequate D Yes No Sinks cleaned Adequate d Comments: Inadequate O Yes No D Mirrors cleaned Adequate d Comments: Inadequate Q Yes No Site Checklist 04/13/0004/17/2000 09:04 5016635631 UALR OCCP PAGE 21 COLLABORATIVE ACTION TEAM SITE VISIT CHECKLIST FOR STUDENT RESTROOMS SCHOOL: Checklist Completed by: Date: ____________Time: Location of restroom 1. 2. 3. 4. Girls d Custodial Staff # of staff_____ Comm ante- Boys Kindergarten D Staff ID Any absent this week? Yes d How many? No Sapplies available and adequate\nSoap Adequate d Comments: Toilet paper Adequate d Comments\nHow many dispensers? Inadequate d How many stalls? Inadequate d Paper towels How many dispensers? Adequate d Comments\nInadequate Q Privacy insured\nDoor to the hallway remains closed Comments\nStall doors Adequate d Comments\nInadequate D Locks for stall doors Adequate d Comments\nInadequate ID None None ID None Yes Yes Yes No No No Utilities: Running water Adequate d Comments: Inadequate ID Yes No Hot running water Adequate d Comments: Inadequate ID Yes No Site Checklist 04/13/00 104/17/2000 09:04 5016635631 UALR OCCP PAGE 5. 6. \\ Li^ts Adequate d Comments: Inadequate O ' Temperature control Adequate d Comment\n' Inadequate D Yes Yes No No Ventilation: Fans Comments: Deodorizer Adequate d Comments\nCleanliness: Dry floors Adequate d Comments\nClean floors Adequate d Comments\nYes TnaHequate^ O Inadequate D Inadequate d Inadequate D Yes Q Yes Yes No D Adequate No No No Trash cans emptied Adequate d Comments: Inadequate d Yes O No Toilets cleaned Adequate d Comments: Inadequate d Yes No d Sinks cleaned Adequate d Comments: Inadequate d Yes No d Mirrors cleaned Adequate d Comments: Inadequate D Yes d No d Site Checklist 04/13/00 2Student Perception of the Physical Appearance of their School In the spring of 2000, elementary students, grades 4 and 5, were surveyed as to their perception of the physical appearance of their school. All schools collected and reported data. Attached, is a sample of the survey and results by school. Students rated their schools condition and general cleanliness mostly fair or poor. They felt that the bathrooms were in the most need of cleaning and that soap was needed in these bathrooms. Students felt that it was the custodians responsibility to keep their school clean and interestingly enough students rated themselves third on this list. Schools need to begin building positive student perceptions and students need to take ownership in keeping their school clean. Except for Fair Park and Mitchell there appears to be adequate response by the 4* and 5'* grade students to the survey. Students felt that the bathrooms were the number one facility that needed the most repairs and cleaning, followed by the cafeteria and hallways. However, students at Carver (13%), Chicot (13%), Wakefield (9%) and Williams (7%) reported no repairs were needed. In general, only a little over a third (38.7%) of the students rated the general conditions of their school as excellent or good. Students at Carver (70%), Cloverdale (57.9%), and Geyer Springs (67.1%) were examples of some exceptions to this general feeling. Student feelings about the general cleanliness of the schools were lower than the previous question on school conditions, with only 33.5% of students rating their school as excellent or good. Again, Carver (48.8%), Cloverdale (62.1%), and Geyer Springs (53.9%) were some of the exceptions to the general feeling about cleanliness. Students reported that soap in the bathrooms was the number one supply item not available. Soap was followed by tissue and paper towels in the bathrooms as those items most often not available. Students at Baseline (19%), Cloverdale (15%), Gibbs (12%), Jefferson (15%), Otter Creek (14%), Rockefeller (31%), and Wilson (17%) reported that all supplies are available. Question six could be problematic. The design of the survey appears to have limited the response or guided students to a specific response. Most students considered mice or bugs as the primary sanitation problem. The question probably should have been posed as Is there a sanitation problem at your school? However, a number of students reported no problems, (i.e., Bale 13%, Baseline 17%, Carver 19%, Cloverdale 21%, Gibbs 16%, and Williams 18%). Finally, students ranked custodians as the most responsible for the cleanliness of the schools. Students ranked everyone second and themselves third. With some exceptions students are not pleased with the condition or cleanliness of their school. It is probably not surprising that bathrooms were rated as the facility most in need of repair. The data from question six on the primary sanitation problem should be considered unreliable. Interestingly enough, students did not consider themselves as the primary entity for keeping their school clean. Schools should review their results on this survey and begin the process of building positive student perception and students need to take ownership in keeping their school clean. LRSD Collaborative Action Team (CAT) 1 11/06/01LRSD Collaborative Section Team (CAT) School survey for Students: A Survey of 4th and Sth Grade Students Spring 2000 1. What do you consider to be the facility that is in the most need of repair? School Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright_____ Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Bathrooms Cafeteria 1 1 1 1 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 1 1 1 1 1 1 1 1 1 1 1 6 2 3 2 5 4 3 3 2 5 4 3 3 2 2 2 5 3 2 2 2 2 2 2 1 2 2 4 4 5 5 2 2 3 2 2 Hallways 5 4 4 4 4 6 4 5 5 4 2 4 4 3 4 3 2 5 4 3 5 5 3 6 4 4 5 2 3 3 4 4 4 5 4 3 Classrooms Auditorium 4 3 5 5 3 2 7 4 4 3 5 5 2 4 5 4 4 4 3 4 4 3 4 4 2 3 3 5 2 2 6 5 7 6 3 4 2 6 2 6 _6 _5 5 _2 6 3 2 7 6 6 7_ 1 3 6 7 3_ 6 4 3 5 4 3 3 4 5 5 Gym 3 5 7 3 2 3 2 6 3 1 7 6 7 1 3 1 3 2 6 7 1 6 7 6 5 1 1 6 6 2 3 5 2 1 6 No Repairs are Media Center Needed 7 1 6 7 1 1 6 7 1 1 6 1 5 6 6 5 7 6 5 5 6 7 5 5 1 7 6 6 7 1 7 1 6 7 6 1 0% 0% 6% 0% 6% 2% 13% 13% 0% 0% 2% 1% 2% 1% 7% 1% 2% 0% 1% 7% 0% 4% 1% 1% 3% 0% 1% 2% 9% 1% 1% 2% 7% 0% 0% 3%LRSD Collaborative Section Team (CAT) School survey for Students\nA Survey of 4th and 5th Grade Students Spring 2000 2. How would you rate the general conditions of the facilities at your school? Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright_____ Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Excellent 7.3% 8.2% 18.2% 4.8% 6.3% 10.9% 13.5% 2.6% 4.1% 0.0% 7.2% 4.8% 2.3% 4.3% 21.5% 21.7% 5.1% 35.0% 14.1% 8.9% 5.4% 11.4% 7.7% 1.2% 0.0% 21.9% 1.4% 3.9% 1.6% 10.9% 4.8% 8.1% 6.4% 5.3% 8.2% 8.4% Good 4.9% 19.7% 37.7% 39.4% 7.8% 55.1% 18.1% 55.3% 14.3% 41.7% 44.3% 8.6% 35.7% 10.1% 45.6% 33.7% 35.9% 35.0% 21.7% 30.0% 14.9% 31.6% 34.6% 24.1% 8.8% 42.7% 25.7% 35.3% 6.3% 35.0% 5.7% 47.5% 45.9% 27.6% 28.8% 30.3% Fair 9.8% 49.2% 24.7% 46.1% 43.8% 27.6% 49.0% 36.8% 34.7% 33.3% 39.2% 33.3% 41.1% 55.1% 21.5% 25.3% 41.0% 20.0% 30.4% 54.4% 47.3% 39.5% 42.3% 38.6% 49.1% 28.1% 50.0% 48.4% 19.0% 40.1% 33.3% 27.3% 38.5% 48.7% 49.3% 38.7% Poor 78.0% 23.0% 19.5% 9.7% 42.2% 6.4% 19.4% 5.3% 46.9% 25.0% 9.3% 53.3% 20.9% 30.4% 11.4% 19.3% 17.9% 10.0% 33.7% 6.7% 32.4% 17.5% 15.4% 36.1% 42.1% 7.3% 22.9% 12.4% 73.0% 13.9% 56.2% 17.2% 9.2% 18.4% 13.7% 22.6% Average Number of Students Resending to All of the Questions on the Survey 43 62 84 166 64 166 161 39 49 12 107 109 131 69 85 86 122 21 95 97 77 118 80 86 59 99 74 164 68 146 108 101 116 77 74 3215LRSD Collaborative Section Team (CAT) School survey for Students: A Survey of 4th and 5th Grade Students Spring 2000 3. How would you rate the cleanliness of the facilities at your school? Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson______ Western Hills Williams Wilson Woodruff Total Excellent 4.9% 5.0% 17.9% 2.5% 3.2% 8.8% 16.4% 13.5% 6.1% 0.0% 5.0% 3.7% 7.8% 7.2% 21.8% 27.8% 7.0% 0.0% 11.7% 9.2% 2.6% 12.4% 2.6% 5.9% 6.9% 14.7% 2.9% 7.0% 0.0% 11.9% 5.7% 12.0% 10.5% 9.3% 12.3% 9.0% Good 9.8% 30.0% 32.1% 17.5% 6.3% 40.0% 18.9% 48.6% 16.3% 0.0% 40.6% 17.8% 22.5% 15.9% 32.1% 34.2% 25.4% 28.6% 20.2% 25.3% 11.8% 22.1% 19.7% 16.2% 20.7% 38.9% 21.7% 32.3% 3.4% 26.7% 12.3% 31.5% 27.2% 30.7% 21.9% 24.5% Fair 22.0% 33.3% 26.9% 43.8% 25.4% 41.9% 39.6% 32.4% 34.7% 33.3%, 42.6% 29.9% 34.1% 50.7% 32.1%, 30.4%o 48.2% 42.9% 38.3% 50.6% 42.1% 33.6%, 28.9%o 48.5%o 41.4%, 32.6%. 52.2%, 36.1% 25.4% 40.0% 22.6% 37.0% 47.4% 28.0%, 37.0% 37.5% Poor 63.4% 31,7% 23.1% 36.3% 65.1% 9.4% 25.2% 5.4% 42.9% 66.7% 11.9% 48.6% 35.7% 26.1% 14.1% 7.6% 19.3% 28.6% 29.8% 14.9% 43.4% 31.9% 48.7% 29.4% 31.0% 13.7% 23.2% 24.7% 71.2% 21.5% 59.4% 19.6% 14.9% 32.0% 28.8% 29.0%LRSD Collaborative Section Team (CAT) School survey for Students\nA Survey of 4th and 5th Grade Students Spring 2000 4. What do you consider to be the facility you feel is in the most need of cleaning? Bathrooms Cafeteria Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 1 1 4 4 2 2 4 2 2 2 2 4 3 3 2 2 3 2 2 2 2 2 2 3 2 2 6 2 2 3 6 4 3 4 2 3 2 2 Hallways Classrooms Auditorium 3 6 5 4 3 5 4 4 1 3 4 4 4 3 4 3 3 5 4 3 5 4 3 6 3 4 5 2 2 2 2 3 4 6 5 3 2 5 3 5 2 4 6 6 4 5 5 5 3 4 5 4 4 3 3 4 4 2 4 4 4 6 3 5 3 3 5 2 5 5 3 4 2 4 6 6 6 5 3 5 6 2 2 5 5 6 6 6 4 6 6 3 5 1 3 5 5 4 4 5 5 4 6 3 4 4 5 Gym 3 1 3 5 3 3 5 3 2 7 6 7 6 2 1 5 7 1 1 7 6 6 7 2 6 6 All Facilities Media Center are Clean 5 7 6 7 1 7 1 1 6 1 6 1 6 7 1 5 1 'o 5 5 6 7 5 5 2 1 1 6 7 1 7 1 1 1 6 7 0% 0% 12% 1% 3% 5% 12% 15% 0% 0% 5% 6% 2% 0% 2% 10% 4% 0% 5% 6% 0% 7% 5% 0% 0% 15% 3% 2% 1% 3% 7% 4% 6% 1% 12% 5%LRSD Collaborative Section Team (CAT) School survey for Students: A Survey of 4th and 5th Grade Students Spring 2000 5. What do you consider to be the supply item which is most often not available? Soap in the Tissue in the bathrooms bathrooms Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell_____ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total 2 2 2 1 1 1 3 1 3 1 1 4 1 2 1 1 1 3 2 1 1 1 2 1 1 4 1 2 1 1 3 4 1 1 2 1 4 1 3 2 3 2 1 2 1 3 3 3 2 3 2 2 2 1 1 2 2 2 1 2 3 3 2 4 4 2 2 3 2 2 3 2 Paper towels in the bathrooms 3 3 1 3 2 4 2 4 4 2 2 2 3 1 3 3 4 2 4 3 3 3 3 3 2 1 3 1 3 3 4 2 3 3 4 3 Working pencil All sharpener in Trashcans Supplies the in the are classrooms bathrooms Available 1 4 4 4 4 3 4 3 2 4 4 1 4 4 5 4 3 4 3 4 4 4 5 4 4 2 4 3 2 5 1 1 4 5 1 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 5 5 4 5 5 5 4 5 5 2% 0% 19% 1% 6% 7% 9% 15% 8% 0% 5% 9% 2% 3% 1% 12% 15% 10% 9% 9% 3% 10% 14% 5% 0% 31% 0% 7% 10% 3% 4% 5% 3% 17% 11% 8%LRSD Collaborative Section Team (CAT) School survey for Students\nA Survey of 4th and Sth Grade Students Spring 2000 6. What do you consider to be the primary sanitation problem at your school? Badgett______ Bale________ Baseline Booker______ Brady_______ Carver______ Chicot_______ Cloverdale Dodd________ Fair Park Forest Park Franklin_____ Fulbright_____ Garland______ Geyer Springs Gibbs________ Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell______ Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine______ Terry________ Wakefield Washington Watson______ Western Hills Williams______ Wilson_______ Woodruff mice or bugs mice or bugs mice or bugs mice or bugs mice or bugs mice or bugs mice or bugs foui odors mice or bugs mice or bugs foul odors mice or bugs foul odors mice or bugs foul odors foul odors foul odors foul odors mice or bugs foul odors mice or bugs foul odors foul odors foul odors other mice or bugs mice or bugs foul odors mice or bugs mice or bugs mice or bugs foul odors foul odors foul odors mice or bugs (Mold \u0026amp; Mildew) Total There are no sanitation problems at my school. 2% 13% 17% 2% 6% 19% 5% 21% 8% 0% 9% 5% 6% 0% 7% 16% 2% 5% 6% 11% 1% 3% 8% 3% 0% 6% 4% 12% 1% 4% 3% 12% 19% 1% 11% 7%LRSD Collaborative Section Team (CAT) School survey for Students\nA Survey of 4th and 5th Grade Students Spring 2000 7. Who is responsible for the cleanliness of you school? Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff_____ Total Principal 16% 10% 13% 12% 16% 14% 12% 11% 14% 23% 13% 10% 14% 19% 9% 15% 11% 17% 16% 15% 10% 10% 18% 8% 16% 14% 16% 14% 8% 6% 15% 17% 15% 11% 15% 13% Custodians 18% 24% 26% 27% 22% 23% 31% 33% 39% 19% 19% 20% 32% 23% 30% 25% 25% 25% 28% 23% 18% 23% 28% 27% 25% 23% 21% 25% 26% 29% 28% 21% 30% 26% 24% 25% Heopie irom the community 5% 2% 2% 3% 1% 4% 5% 3% 1% 2% 5% 7% 4% 2% 4% 2% 3% 4% 5% 3% 7% 3% 1% 5% 6% 4% 3% 2% 0% 9% 2% 2% 1% 2% 4% 4% T eachers 9% 6% 5% 13% 17% 13% 10% 9% 11% 21% 15% 11% 12% 17% 10% 15% 12% 16% 14% 11% 8% 12% 14% 11% 12% 13% 13% 13% 9% 10% 11% 15% 14% 12% 14% 12% btuoents, including myself 11% 13% 10% 18% 18% 18% 18% 21% 9% 13% 17% 13% 14% 17% 20% 17% 19% 16% 15% 13% 18% 20% 24% 16% 18% 18% 11% 17% 22% 20% 13% 18% 19% 17% 15% 17% Everyone 22% 39% 35% 16% 16% 13% 14% 19% 24% 13% 17% 21% 13% 17% 15% 16% 21% 10% 12% 17% 28% 21% 9% 19% 14% 15% 21% 13% 30% 16% 26% 18% 13% 22% 21% 18% Parents 5% 2% 2% 3% 0% 7% 1% 0% 1% 4% 6% 5% 3% 1% 9% 5% 3% 3% 3% 7% 2% 5% 3% 5% 3% 8% 10% 6% 0% 2% 2% 2% 2% 4% 2% 4% siuaents, noi including myself 7% 4% 5% 4% 8% 3% 5% 3% 0% 2% 2% 8% 6% 2% 1% 3% 4% 6% 3% 2% 5% 3% 3% 5% 3% 2% 5% 3% 5% 3% 2% 4% 5% 2% 3% 4% Visitors ~6^ 1% 2% 4% 2% 4% 4% 1% 1% 2% 6% 5% 3% 2% 2% 2% 3% 3% 4% 8% 4% 1% 2% 4% 2% 3% 1% 7% 0% 4% 2% 2% 2% 4% 4% 3%Parent Involvement Survey In the fall of 2000, volunteers from LRSDs Collaborative Action Team (CAT) collected survey information data from parents attending their respective schools open house. Data from 17 schools, (i.e. 10 elementary, 5 middle, and 2 high schools) were collected and reported. Attached to this report is a copy of the survey and survey results by level. Survey results are aggregated by level and disaggregated by school. Across all levels parents report being involved by encouraging their child to read, attending conferences and school functions, by monitoring homework, taking their children to the library and volunteering. There was a lack of parent response to the questions on the timing and frequency of communications. This made analysis difficult. Parents felt they could be more involved if they understood the curriculum, could be offered workshops, had evening conferences with teachers, and have a homework hot line. The results of this survey should not be generalized to the whole school district. The school surveyed should use this data to build parent involvement through workshops and evening conferences. The next three paragraphs summarize the survey data by level. Parents from Bale, Brady, Franklin, Mitchell, Rightsell, Romine, Wakefield, Western Hills, Wilson, and Woodruff participated in the survey. The number of parents completing the elementary survey ranged from 5 to 27 per school. Most parents reported that they involved themselves in their childs education by encouraging their child to read, attending conferences and school functions, and by monitoring homework. Parents reported that their job interferes the most when trying to become more involved with the school. Some other interferences were lack of at home assistance that parent could provide the schools and not being given a list of volunteer activities. Parents felt that the quality of communications was good, and that letters and newsletters were the most common form of communications. A number of parents, across all levels, did not complete the questions on the timing and frequency of communications. Those parents that did respond reported that most communications occuned 2-3 days prior to an event and that some type of communications occurred weekly. When asked how the schools could help them, as parents become more involved, parents responded equally with understanding the curriculum, workshops, and evening conferences with teachers. Parents from Southwest, Mann, Mabelvale, Forest Heights, and Cloverdale middle schools participated in the survey. The number of parents completing the elementary survey ranged from 12 to 21 per school. Middle school parents only differed from their elementary counterparts in the method and frequency of communications and support form school. Middle level parents tended to get more telephone calls than letters and typically received communications on a monthly rather than weekly basis. Finally, parents reported that a homework hot line would be very helpful towards involving parents. Parents from Central (N = 26) and Parkview (N = 13) High schools participated in the survey. High school parents from these two schools reported taking their children to the library and volunteering more than their middle and elementary peers. High school parents had similar interferences, to school involvement, as their middle and elementary peers. LRSD Collaborative Action Team (CAT) 1 11/06/01Parents rated the quality of communications as OK and typically received this information on a monthly basis. High school parents also felt that the homework hot line would be beneficial. Data were collected on only a third of the school in the District. As such, this at a report should be viewed only in the context of those reporting schools. Parents attending open house completed surveys. This in itself is an indicator of high parental involvement. There were low numbers of parents completing the survey (e.g., 5 Woodruff). Two of the questions (i.e. quality and frequency of communications) had _ low response rate. This calls into question the reliability of data on these two questions. In spite of the shortcomings the surveys did reveal some important information. The schools of the parents surveyed should encourage parents to be involved in the childrens education. According to the survey this could be accomplished by providing more volunteer opportunities, offering workshops to help parents understand the cuniculum and at-home assistance, a homework hot line, and evening conferences with teachers. LRSD Collaborative Action Team (CAT) 2 11/06/01LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Aggregate Data: 17 Schools (N = 297) 297 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 258 258 255 212 193 176 146 59 32 87% 87% 86% 71% 65% 59% 49% 20% 11% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not aware of \"at-home\" assistance I could provide the school. Not given a list of volunteer activities. Lack of child care. Don't know how to become involved at school. Sign up to volunteer but am never called. Feelings from my own school years cause me to stay away. Lack of transportation. Not made to feel welcome by school staff. 192 44 36 18 16 11 8 8 7 65% 15% 12% 6% 5% 4% 3% 3% 2% Quality of communication. Very Good OK Needs Improvement 177 75 28 60% 25% 9% Method of communication Newsletters Letters Telephone Calls Home Visits 161 137 119 7 54% 46% 40% 2% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 165 13 4 56% 4% 1% Frequency of communications Weekly Monthly Not at All 99 61 6 33% 21% 2% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Homework help line. Workshops Opportunities to meet other parents. 130 102 96 93 65 44% 34% 32% 31% 22%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Bale (N = 25) 25 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. #of Responses % to N 19 19 18 13 13 11 7 4 1 76% 76% 72% 52% 52% 44% 28% 16% 4% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Lack of child care. Not aware of \"at-home\" assistance I could provide the school. Feelings from my own school years cause me to stay away. Don't know how to become involved at school. Not made to feel welcome by school staff. Not given a list of volunteer activities. Sign up to volunteer but am never called. Lack of transportation. 16 4 2 1 0 0 0 0 0 64% 16% 8% 4% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 18 3 0 72% 12% 0% Method of communication Newsletters Letters Telephone Calls Home Visits 12 12 7 0 48% 48% 28% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 14 0 0 56% 0% 0% Frequency of communications Weekly Monthly Not at All 12 0 0 48% 0% 0% 4. What support could the school provide to help you become more involved with your child's education? Evening conferences with teachers. Understanding the curriculum taught in class. Homework help line. Opportunities to meet other parents. Workshops 11 8 4 3 3 44% 32% 16% 12% 12%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Brady (N = 17) 17 1. How have you been involved in your child's education? Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 11 11 11 9 7 6 4 3 2 65% 65% 65% 53% 41% 35% 24% 18% 12% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime, school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 8 3 2 1 0 0 0 0 0 47% 18% 12% 6% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 41% 24% 6% Method of communication Newsletters Letters Telephone Calls Home Visits 8 6 2 1 47% 35% 12% 6% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 47% 6% 0% Frequency of communications Weekly Monthly Not at All 29% 6% 6% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Homework help line. Opportunities to meet other parents. Evening conferences with teachers. 6 5 4 3 2 35% 29% 24% 18% 12% 7 4 1 8 1 0 5 1 1LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Cloverdale Middle (N = 17) 17 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Taking my child to the library. Attending school functions. Volunteering to help on school projects, field trips, etc. Joining the PTA. Other ways. Serving on a decision-making team. # of Responses % to N 15 14 14 9 8 7 7 2 1 88% 82% 82% 53% 47% 41% 41% 12% 6% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not made to feel welcome by school staff. Don't know how to become involved at school. Not aware of \"at-home\" assistance I could provide the school. Feelings from my own school years cause me to stay away. Not given a list of volunteer activities. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 12 4 3 3 2 0 0 0 0 71% 24% 18% 18% 12% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 41% 29% 24% Method of communication Telephone Calls Letters Newsletters Home Visits 8 7 5 0 47% 41% 29% 0% Timing of communications 2-3 days before activity/event After the activity/event The day of activity/event 35% 6% 0% Frequency of communications Weekly Monthly Not at All 29% 18% 6% 4. What support could the school provide to help you become more involved with your child's education? Evening conferences with teachers. Understanding the curriculum taught in class. Homework help line. Opportunities to meet other parents. Workshops 9 7 5 3 3 53% 41% 29% 18% 18% 7 5 4 6 1 0 5 3 1LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Forest Heights Middle (N = 19) 19 1. How have you been involved in your child's education? Encouraging my child to read for fun. Joining the PTA. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 19 19 17 17 17 15 14 9 6 100% 100% 89% 89% 89% 79% 74% 47% 32% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Lack of transportation. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. 12 4 3 2 1 1 0 0 0 63% 21% 16% 11% 5% 5% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 37% 37% 21% Method of communication Newsletters Telephone Calls Letters Home Visits 12 4 3 0 63% 21% 16% 0% 7 7 4 Timing of communications 2-3 days before activity/event After the activity/event The day of activity/event 5 1 0 26% 5% 0% Frequency of communications Monthly Weekly Not at All 10 2 1 53% 11% 5% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Homework help line. Opportunities to meet other parents. Evening conferences with teachers. 14 8 8 7 3 74% 42% 42% 37% 16%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Franklin (N = 27) 27 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 24 23 21 18 18 12 12 3 2 89% 85% 78% 67% 67% 44% 44% 11% 7% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Lack of child care. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Sign up to volunteer but am never called. Lack of transportation. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. 17 6 5 5 2 2 1 1 0 63% 22% 19% 19% 7% 7% 4% 4% 0% Quality of communication. Very Good OK Needs Improvement 15 9 1 56% 33% 4% Method of communication Newsletters Letters Telephone Calls Home Visits 17 14 11 2 63% 52% 41% 7% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 15 1 0 56% 4% 0% Frequency of communications Weekly Monthly Not at All 10 3 0 37% 11% 0% 4. What support could the school provide to help you become more involved with your child's education? Workshops Understanding the curriculum taught in class. Homework help line. Opportunities to meet other parents. Evening conferences with teachers. 12 10 10 6 6 44% 37% 37% 22% 22%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Mabelvale Middle (N = 12) 12 1. How have you been involved in your child's education? Attending parent-teacher conferences when scheduled. Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 12 11 11 10 9 8 6 2 1 100% 92% 92% 83% 75% 67% 50% 17% 8% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not given a list of volunteer activities. Don't know how to become involved at school. Not aware of \"at-home\" assistance I could provide the school. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. 8 2 1 1 1 0 0 0 0 67% 17% 8% 8% 8% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 58% 17% 17% Method of communication Telephone Calls Newsletters Letters Home Visits 7 5 4 0 58% 42% 33% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 42% 8% 0% Frequency of communications Monthly Weekly Not at All 25% 17% 0% 4. What support could the school provide to help you become more involved with your child's education? Homework help line. Understanding the curriculum taught in class. Workshops Evening conferences with teachers. Opportunities to meet other parents. 7 6 5 5 2 58% 50% 42% 42% 17% 7 2 2 5 1 0 3 2 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Mann Middle (N = 20) 20 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Encouraging my child to read for fun. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 18 18 17 17 16 14 13 3 1 90% 90% 85% 85% 80% 70% 65% 15% 5% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime.school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. 14 5 3 2 2 1 1 0 0 70% 25% 15% 10% 10% 5% 5% 0% 0% Quality of communication. Very Good OK Needs Improvement 45% 45% 10% Method of communication Newsletters Telephone Calls Letters Home Visits 12 9 4 1 60% 45% 20% 5% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 45% 10% 5% Frequency of communications Monthly Weekly Not at All 35% 15% 5% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Workshops Opportunities to meet other parents. 11 10 8 7 6 55% 50% 40% 35% 30% 9 9 2 9 2 1 7 3 1LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Mitchell (N = 17) 17 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Taking my child to the library. Joining the PTA. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 15 14 14 12 10 9 7 1 1 88% 82% 82% 71% 59% 53% 41% 6% 6% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of \"at-home\" assistance I could provide the school. Feelings from my own school years cause me to stay away. Not given a list of volunteer activities. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Don't know how to become involved at school. Lack of transportation. Lack of child care. 9 6 2 2 1 1 0 0 0 53% 35% 12% 12% 6% 6% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 14 2 0 82% 12% 0% Method of communication Timing of communications Frequency of communications Letters Telephone Calls Newsletters Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Monthly Weekly Not at All 4. What support could the school provide to help you become more involved with your child's education? Homework help line. Understanding the curriculum taught in class. Evening conferences with teachers. Opportunities to meet other parents. Workshops 11 10 6 0 13 1 0 8 7 6 4 3 65% 59% 35% 0% 76% 6% 0% 12% 0% 0% 47% 41% 35% 24% 18% 2 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Parkview (N = 13) 13 1. How have you been involved in your child's education? Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Taking my child to the library. Encouraging my child to read for fun. Joining the PTA. Attending school functions. Volunteering to help on school projects, field trips, etc. Other ways. Serving on a decision-making team. # of Responses % to N 13 12 11 11 11 11 8 1 0 100% 92% 85% 85% 85% 85% 62% 8% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 8 2 2 1 0 0 0 0 0 62% 15% 15% 8% 0% 0% 0% 0% 0% Quality of communication. OK Very Good Needs Improvement 62% 23% 0% Method of communication Newsletters Telephone Calls Letters Home Visits 9 4 3 0 69% 31% 23% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 38% 0% 0% Frequency of communications Monthly Weekly Not at All 69% 0% 0% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Workshops Opportunities to meet other parents. 7 7 5 4 3 54% 54% 38% 31% 23% 8 3 0 5 0 0 9 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Rightsell (N = 20) 20 1. How have you been involved in your child's education? Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Taking my child to the library. Joining the PTA. Attending school functions. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 17 16 15 11 11 11 6 2 1 85% 80% 75% 55% 55% 55% 30% 10% 5% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime, school involvement. Not aware of \"at-home\" assistance I could provide the school. Not given a list of volunteer activities. Don't know how to become involved at school. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. 14 3 2 1 1 0 0 0 0 70% 15% 10% 5% 5% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 13 4 3 65% 20% 15% Method of communication Timing of communications Frequency of communications Letters Newsletters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Weekly Monthly Not at All 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Workshops Opportunities to meet other parents. Homework help line. 11 10 9 1 14 0 0 12 12 10 8 7 55% 50% 45% 5% 70% 0% 0% 45% 10% 0% 60% 60% 50% 40% 35% 9 2 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Romine (N = 10) 10 1. How have you been involved in your child's education? Attending parent-teacher conferences when scheduled. Attending school functions. Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Joining the PTA. Other ways. Serving on a decision-making team. # of Responses % to N 10 10 9 9 8 8 8 5 3 100% 100% 90% 90% 80% 80% 80% 50% 30% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Lack of child care. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Not aware of \"at-home\" assistance I could provide the school. Sign up to volunteer but am never called. Lack of transportation. 6 1 1 0 0 0 0 0 0 60% 10% 10% 0% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 90% 0% 0% Method of communication Newsletters Telephone Calls Letters Home Visits 9 4 3 0 90% 40% 30% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 80% 10% 0% Frequency of communications Weekly Monthly Not at All 70% 20% 0% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Opportunities to meet other parents. Homework help line. Workshops 2 2 1 1 0 20% 20% 10% 10% 0% 9 0 0 8 1 0 7 2 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Southwest Middle (N = 21) 21 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. #of Responses % to N 21 19 18 17 14 12 6 4 2 100% 90% 86% 81% 67% 57% 29% 19% 10% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of \"at-home\" assistance I could provide the school. Not given a list of volunteer activities. Lack of transportation. Don't know how to become involved at school. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of child care. Feelings from my own school years cause me to stay away. 14 4 3 2 1 1 1 1 0 67% 19% 14% 10% 5% 5% 5% 5% 0% Quality of communication. Very Good OK Needs Improvement 13 6 1 62% 29% 5% Method of communication Timing of communications Frequency of communications Newsletters Telephone Calls Letters Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Monthly Weekly Not at All 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Homework help line. Workshops Opportunities to meet other parents. 12 10 9 1 57% 48% 43% 5% 38% 10% 0% 29% 24% 0% 10 10 8 5 4 48% 48% 38% 24% 19% 8 2 0 6 5 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Wakefield (N = 10) 10 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 10 10 8 7 7 5 4 0 0 100% 100% 80% 70% 70% 50% 40% 0% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of \"at-home\" assistance I could provide the school. Sign up to volunteer but am never called. Feelings from my own school years cause me to stay away. Not given a list of volunteer activities. Don't know how to become involved at school. Not made to feel welcome by school staff. Lack of transportation. Lack of child care. 10 2 2 1 1 0 0 0 0 100% 20% 20% 10% 10% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 90% 10% 0% Method of communication Letters Telephone Calls Newsletters Home Visits 8 5 2 0 80% 50% 20% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 80% 10% 0% Frequency of communications Weekly Monthly Not at All 70% 0% 0% 4. What support could the school provide to help you become more involved with your child's education? Workshops Homework help line. Evening conferences with teachers. Opportunities to meet other parents. Understanding the curriculum taught in class. 4 3 3 2 2 40% 30% 30% 20% 20% 9 1 0 8 1 0 7 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Western Hills (N = 24) 24 1. How have you been involved in your child's education? Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. #of Responses % to N 23 23 22 18 15 13 13 5 4 96% 96% 92% 75% 63% 54% 54% 21% 17% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of at-home\" assistance I could provide the school. Not given a list of volunteer activities. Don't know how to become involved at school. Lack of transportation. Lack of child care. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. 16 4 3 2 2 2 0 0 0 67% 17% 13% 8% 8% 8% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 19 4 1 79% 17% 4% Method of communication Letters Newsletters Telephone Calls Home Visits 17 13 10 0 71% 54% 42% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 20 1 0 83% 4% 0% Frequency of communications Weekly Monthly Not at All 15 3 0 63% 13% 0% 4. What support could the school provide to help you become more involved with your child's education? Workshops Evening conferences with teachers. Understanding the curriculum taught in class. Opportunities to meet other parents. Homework help line. 11 8 7 4 2 46% 33% 29% 17% 8%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Wilson (N = 14) 14 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Monitoring and following up on my child's homework assignments. Joining the PTA. Attending school functions. Taking my child to the library. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 13 13 12 7 7 6 5 0 0 93% 93% 86% 50% 50% 43% 36% 0% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 11 1 1 0 0 0 0 0 0 79% 7% 7% 0% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 12 2 0 86% 14% 0% Method of communication Timing of communications Frequency of communications Newsletters Letters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Weekly Monthly Not at All 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Opportunities to meet other parents. Homework help line. Evening conferences with teachers. 9 8 4 0 12 1 0 8 6 3 2 0 64% 57% 29% 0% 86% 7% 0% 64% 0% 0% 57% 43% 21% 14% 0% 9 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Woodruff (N = 5) 5 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Taking my child to the library. Monitoring and following up on my child's homework assignments. Attending school functions. Volunteering to help on school projects, field trips, etc. Serving on a decision-making team. Joining the PTA. Other ways. # of Responses % to N 5 5 4 4 3 2 2 1 0 100% 100% 80% 80% 60% 40% 40% 20% 0% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Dont know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Not aware of \"at-home\" assistance I could provide the school. Sign up to volunteer but am never called. Lack of transportation. Lack of child care. 5 1 0 0 0 0 0 0 0 100% 20% 0% 0% 0% 0% 0% 0% 0% Quality of communication. Very Good OK Needs Improvement 60% 20% 0% Method of communication Letters Telephone Calls Newsletters Home Visits 4 3 1 0 80% 60% 20% 0% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 100% 0% 0% Frequency of communications Weekly Monthly Not at All 80% 0% 0% 4. What support could the school provide to help you become Understanding the curriculum taught in class. Evening conferences with teachers. Workshops Homework help line. Opportunities to meet other parents. 3 3 2 2 0 60% 60% 40% 40% 0% 3 1 0 5 0 0 4 0 0LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 Central (N = 26) 26 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Volunteering to help on school projects, field trips, etc. Attending school functions. Encouraging my child to read for fun. Taking my child to the library. Joining the PTA. Serving on a decision-making team. Other ways. # of Responses % to N 24 24 24 24 22 21 21 17 3 92% 92% 92% 92% 85% 81% 81% 65% 12% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not aware of \"at-home\" assistance I could provide the school. Sign up to volunteer but am never called. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Not given a list of volunteer activities. Lack of transportation. Lack of child care. 12 3 3 1 1 1 1 0 0 46% 12% 12% 4% 4% 4% 4% 0% 0% Quality of communication. Very Good OK Needs Improvement 12 8 6 46% 31% 23% Method of communication Newsletters Letters Telephone Calls Home Visits 19 13 12 1 73% 50% 46% 4% Timing of communications 2-3 days before activity/event The day of activity/event After the activity/event 10 1 0 38% 4% 0% Frequency of communications Monthly Weekly Not at All 10 4 2 38% 15% 8% 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Evening conferences with teachers. Homework help line. Opportunities to meet other parents. Workshops 10 9 8 6 5 38% 35% 31% 23% 19%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 EiGmentsry Aggregate Data (N = 169) 169 1. How have you been involved in your child's education? Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Monitoring and following up on my child's homework assignments. Volunterring to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 145 142 108 96 86 86 68 23 16 86% 84% 64% 57% 51% 51% 40% 14% 9% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime-school involvement. Not aware of \"at-home assistance I could provide the school. Not given a list of volunteer activities. Lack of child care. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Sign up to volunteer but am never called. Lack of transportation. Not made to feel welcome by school staff. 112 25 19 14 5 5 5 4 1 66% 15% 11% 8% 3% 3% 3% 2% 1% Quality of communication. Method of communication Very Good OK Needs Improvement Missing Data 119 30 7 13 70% 18% 4% 8% Timing of communications Frequency of communications Letters Newsletters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Missing Data Weekly Monthly Not at All Missing Data 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Workshops Evening conferences with teachers. Homework help line. Opportunities to meet other parents. 94 87 65 4 117 7 1 44 78 13 1 77 65 56 53 43 34 56% 51% 38% 2% 69% 4% 1% 26% 46% 8% 1% 46% 38% 33% 31% 25% 20%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 MiddiG LgVGI Aggregate Data (N = 88) 88 1. How have you been involved in your child's education? Monitoring and following up on my child's homework assignments. Encouraging my child to read for fun. Attending parent-teacher conferences when scheduled. Attending school functions. Joining the PTA. Taking my child to the library. Volunterring to help on school projects, field trips, etc. Serving on a decision-making team. Other ways. # of Responses % to N 81 79 79 68 65 57 46 19 12 92% 90% 90% 77% 74% 65% 52% 22% 14% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytime school involvement. Not given a list of volunteer activities. Not aware of \"at-home\" assistance I could provide the school. Don't know how to become involved at school. Not made to feel welcome by school staff. Lack of transportation. Lack of child care. Sign up to volunteer but am never called. Feelings from my own school years cause me to stay away. 60 14 14 9 5 4 4 3 2 68% 16% 16% 10% 6% 5% 5% 3% 2% Quality of communication. Method of communication Very Good OK Needs Improvement Missing Data 43 29 13 3 49% 33% 15% 3% Newsletters Letters Telephone Calls Home Visits 46 27 38 2 52% 31% 43% 2% Timing of communications Frequency of communications 2-3 days before activity/event The day of activity/event After the activity/event Missing Data 33 5 3 47 38% 6% 3% 53% 4. What support could the school involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Workshops Opportunities to meet other parents. Weekly Monthly Not at All Missing Data provide to help you become more 17 29 3 39 19% 33% 3% 44% 48 38 35 28 22 55% 43% 40% 32% 25%LRSD Collaborative Action Team (CAT) Parent Involvement Survey Fall 2000 High School Aggregate Data (N = 40) 40 1. How have you been involved in your child's education? Taking my child to the library. Encouraging my child to read for fun. Monitoring and following up on my child's homework assignments. Attending parent-teacher conferences when scheduled. Volunterring to help on school projects, field trips, etc. Joining the PTA. Attending school functions. Serving on a decision-making team. Other ways. # of Responses % to N 33 34 37 37 32 32 36 17 4 83% 85% 93% 93% 80% 80% 90% 43% 10% 2. What interferes with you being more available to be involved in your child's school? Jobs interfere with daytimeschool involvement. Not aware of \"at-home\" assistance I could provide the school. Not given a list of volunteer activities. Sign up to volunteer but am never called. Don't know how to become involved at school. Feelings from my own school years cause me to stay away. Not made to feel welcome by school staff. Lack of transportation. Lack of child care. 20 5 3 3 2 1 1 0 0 50% 13% 8% 8% 5% 3% 3% 0% 0% Quality of communication. Method of communication Very Good OK Needs Improvement Missing Data 15 16 8 1 38% 40% 20% 3% Timing of communications Frequency of communications Newsletters Letters Telephone Calls Home Visits 2-3 days before activity/event The day of activity/event After the activity/event Missing Data Weekly Monthly Not at All Missing Data 4. What support could the school provide to help you become more involved with your child's education? Understanding the curriculum taught in class. Homework help line. Evening conferences with teachers. Opportunities to meet other parents. Workshops 28 16 16 1 15 1 0 24 4 19 2 15 17 15 14 9 9 70% 40% 40% 3% 38% 3% 0% 60% 10% 48% 5% 38% 43% 38% 35% 23% 23%fJCC -/cr Chtckh-i/- Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: May 18, 2000 To: Kaye Rainey From: Ann BroWn\" Re: CAT Restroom Monitoring Attached are the completed Site Visit Checklists for Restrooms that I was asked to complete on behalf of our CAT monitoring. I apologize for returning them late, but my schedule has been disrupted by unexpected events (the tragic death of two of my childrens young friends and out-of-town travel). I spoke to Heather Gage yesterday, and she assured me that the forms were still being compiled, so 1 hope these arent too late to be counted. Thanks so much for all your hard work on behalf of our Team.js is/. Individual Approach to a World of Knowledge APR 5 2001 April 5, 2001 *w Dear Collaborative Action Team Member\nWe appreciate all of the time and energy you have devoted to helping to improve education for the students in the Little Rock School District (LRSD). Your willingness to serve on the Collaborative Action Team (CAT) is evidence of your support for children in our community. During the past two years CAT members have addressed sanitary conditions at every school in the LRSD. We are pleased to have focused on this need cited by students as important in their school life and feel that there are many more opportunities for us to make a difference in our schools. This letter is to invite your active participation in the CAT and to update your contact information. We have planned a reception for CAT members on Monday, April 16, from 4:30 until 6:00 p.m. in the LRSD Board Room located at 810 West Markham Street. In addition to refreshments, we have some activities planned to energize you about the CAT and how we can help our schools. We need your attendance and input if our CAT is going to be successful. Please reaffirm your commitment to CAT by filling out the attached form and faxing it to Kaye Rainey at 324-2044. Thanks! Your Fellow CATs 810 W Markham Little Rock, Arkansas 72201 www.lrsd.kl2.ar.us 501-324-2000 fax:501-324-2032 COLLABORATIVE ACTION TEAM LITTLE ROCK SCHOOL DISTRICT 2001 DESIRE TO SERVE AND INFORMATION FORM .Yes, I wish to continue to participate on, and will attend meetings of, the LRSD Collaborative Action Team. No, I cannot continue to serve as a CAT member. Name: Home Address\nHome Phone: Work Address\nWork Phone\nFax: E-mail Address: Comments Please check one: Community Student Parent School \u0026lt;2\n1 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO: Board of Education FROM: PREPARED BY: T. Kenneth James, Superintendent of Schools ^^onnie A. Lesley, Associate Superintendent for Instruction DATE: November 21, 2002 SUBJECT: Approval of SEDLs Program Evaluation for the Collaborative Action Team Project Background The Southwest Education Development Lab (SEDL) in Austin began their Collaborative Action Team Project in 1996 by selecting schools or districts for participation within their five-state region. The focus was on districts with concentrations of students as follows: rural, urban, the Delta, the Border, and the American Indian Nations. The Little Rock School District was selected for inclusion, representing urban children, as a part of Cohort 3 in fall 1999, the last year of the project. We participated only that one year (1999-2000) in the project, but the Collaborative Action Team that was established continues to meet and most recently fulfilled the charge we gave them to provide leadership in the development of the District's Strategic Plan for Parent Involvement. Dr. Ed Williams, the PRE statistician, and Debbie Milam, Director of the ViPS program and the person assigned as liaison to SEDL for this project, both provided data to SEDL for their project evaluation. Members of the Collaborative Action Team responded to surveys as requested. Although the 249-page study produced by SEDL that evaluated the project included student achievement data, those data were not disaggregated by race, and LRSDs short-term (one year) participation in the project would not predict that the involvement of this relatively small group of parents and community volunteers would result in improved student performance. The purpose of the SEDL project is described on pp. 2- 3 of the report. On pp. 25-33 can be found a description of the Research Design and Methodology. Board of Education - Memo November 21,2002 Page Two SEDL s report includes some data that are specific to districts, but much of their analysis is by cohort group, so even though the Little Rock School District data are included in Cohort 3 data, it is impossible to know how we compared to anyone else on some measurements. Other Cohort 3 participants are listed on p. 9 of the report. The following pages are those with references either to LRSD specifically or to Cohort 3 in the analysis of Site Characteristics: p. 35Demographic data, by district p. 36Types of schools served, by cohort p. 37 Special parent involvement programs, by cohort p. 39Survey on Team Confidence, by cohort p. 40Type^of community challenges, by cohort P- 42Existence of community factors, by cohort p. 44Days between project start-up and first CAT meeting, by district In the chapter on CAT Sustainability, the following pages are those with references to LRSD or to Cohort 3 data: p. 49Responses to surveys, CAT Self-Assessment and Exit Survey, bv district pp. 58-60Levels of perceived support from school administration, campus staff, community at-large, parent/other family member, and students for CAT sustainability, aggregated p. 66Time of goal accomplishment, by cohort p. 70 Perceived changes in CAT recognition/importance in the community, aggregated P- ^2Importance of taking action on goals, aggregated f 1 i I i i The chapter on Student Outcomes is most relevant to Section 2.7.1 of the Revised Desegregation and Education Plan. Cohort 3, however, had only one year in the project, and much of the first semester was spent on training, not action, improvement in student outcomes would not be predictable. so p. 82Percent student attendance, by district p. 83Percent student attendance, by cohort p. 85Percent student attendance, districts in Arkansas p. 89Percent student dropout, by district p. 90Percent student dropout, by cohort p. 91Percent student dropout, districts in Arkansas p. 96Percent student graduation, by district p. 97Percent student graduation, by cohort p. 98Percent student graduation, districts in Arkansas pp. 100-101Sat9 scores below 25** percentile, districts in ArkansasBoard of Education - Memo November 21,2002 Page Three Section 10 of the evaluation, Implications and Recommendations, discusses the research findings. Specific recommendations are given on page 147, Recommendation That the Board of Education accept and approve SEDL's \"Collaborative Action Team Process: Final Research Report as the program evaluation of the LRSD Collaborative Action Team project of 1999-2000. BAL/adg Attachment\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"tmll_hpcrc_40178255","title":"Community forum on race relations in Grand Rapids","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, Michigan, Kent County, Grand Rapids, 42.96336, -85.66809"],"dcterms_creator":["United States Commission on Civil Rights. Michigan State Advisory Committee","United States Commission on Civil Rights. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Evaluation","Educational law and legislation","School administrators","Educational statistics"],"dcterms_title":["Compliance correspondence"],"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/312"],"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\n \n\nLITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION AND EDUCATION PLAN January 16, 1998 Section 1: Prior Agreements and Orders 1.1 Prior agreements and orders 1.2 Interdistrict Plan with PCSSD and NLRSD 1.3 Relationship with PCSSD and NLRSD Section 2: Obligations 2.1 Discrimination 2.1.1 Desegregation Expert 2.2 Staffing 2.2.1 2.2.2 2.2.3 2.2.4 2.2.5 2.2.6 2.2.7 Recruitment Increase numbers of minority teachers Uniform salary schedule Centralized hiring Notification Similar teaching staffs Mandatory reassignment 2.3 Student assignment programs 2.4 Special education 2.5 Student discipline 2.5.1 2.5.2 2.5.3 2.5.4 Fair and equitable Purge records Ombudsman Behavior modification plans 2.6 Extracurricular activities, AP, honors, and G/T 2.6.1 Teacher identification training 2.6.2 Programs 2.6.3 Transportation 2.7 Academic achievement 2.7.1 Assessment 2.8 Parental and community involvement2.9 Resource allocation 2.9.1 Assessment 2.9.2 Reporting 2.10 Facilities 2.11 Guidance and counseling 2.11.1 Equity 2.12 Learning environment 2.12.1 Prejudice reduction and cultural sensitivity training 2.12.2 Investigate and develop 2.13 Compliance 2.13.1 Responsiblility Section 3: Student Assignments 3.1 Attendance zones 3.1.1 3.1.2 3.1.3 3.1.4 Satellite zones Neighborhood schools Exceptions High schools 3.2 Voluntary student transfers 3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.2.6 3.2.7 Desegregation transfers Racial isolation transfer Magnet program transfer Employees child transfer Special circumstances transfer Outside students Transportation 3.3 Magnet programs 3.4 Middle schools 3.5 Ninth grade schools 3.6 School construction/closing 3.7 Modification standard 3.7.1 Further desegregation or past discrimination 3.7.2 Benefits outweigh effects, no alternative, counteract adverse affects 3.8 Racial balance 3.9 Housing Page 2 Section 4: Interdistrict Schools 4.1 PCSSD interdistrict schools 4.2 LRSD interdistrict schools 4.3 Racial composition 4.4 Reserved seats 4.5 Recruitment 4.6 Students outside Pulaski County 4.7 Transportation Section 5: Student Achievement 5.1 Early childhood education 5.2 Reading/Language Arts 5.2.1 Primary grades 5.2.2 Intermediate grades 5.2.3 Secondary schools 5.3 Mathematics 5.3.1 5.3.2 5.3.3 5.3.4 5.3.5 Curriculum and teacher training Assessment Early intervention /Mgebra I and higher level courses By the end of 11grade 5.4 Computer literacy 5.5 Incentive schools: double funding, renamed and refocused, physical equality 5.6 Alternative education 5.6.1 Opportunities 5.6.2 Equity 5.7 Parental and community involvement 5.8 Scholarships Page 3 Section 6: LRSD Compliance Program 6.1 Reduce noncompliance 6.2 Oversight 6.3 Communication 6.4 Monitor 6.5 Report 6.6 Enforce 6.7 Correct and prevent noncomplinace Section 7: Plan Modification Process 7.1 Notice 7.2 Comment period 7.3 Recommendation and respond 7.4 Hearing Section 8: Continuing Jurisdiction 8.1 General rule 8.2 Process for raising compliance issues 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.2.6 Written notice Assessment Investigate and respond ODM facilitate District court intervention Implementation 8.3 Failure Section 9: Term Section 10: Transition Section 11: Unitary Status Page 4LITTLE ROCK SCHOOL DISTRICT REVISED DESEGREGATION AND EDUCATION PLAN January 16,1998 Section 1: Prior Agreements and Orders 1.1 Prior agreements and orders 1.2 Interdistrict Plan with PCSSD and NLRSD 1.3 Relationship with PCSSD and NLRSD Section 2: Obligations '2.1 Discrimination 1-2.1.1 Desegregation Expert u-2.2 Staffing ^2.2.1 - 2.2.2 \u0026gt;-2.2.3 ^2.2.4 -2.2.5 -2.2.6 ^2.2.1 Recruitment Hiring Uniform salary schedule Centralization Notification Similar teaching staffs Mandatory reassignment u2.3 Student assignment programs *'2.4 Special education 3 / v2.5 Student discipline / 4 3 \u0026lt;6 v2.7 ^2\n'8 -2.5.1 *^.5.2 *^.5.4 Fair and equitable Purge records Ombudsman Behavior modification plans Extracurricular activities, AP, honors, and G/T *^.6.1 T eacher training -2.6.2 Programs \u0026gt;-2:6.3 Transportation Academic achievement '^.7.1 Assessment Parental and community involvement 3 / 5 /\u0026gt;' \u0026gt;- Resource allocation 2.9.1 Assessment 2.9.2 Reporting v2.l0 Facilities .2.11 Guidance and counseling 12.11.1 Equity 3/ S?- ^.12 Learning environment .................. -2.12.1 Prejudice reduction and cultural sensitivity training Investigate and develop '2.13 Compliance 2.13.1 Responsiblility Section 3: Student Assignments 3.1 Attendance zones 3.1.1 Satellite zones 3.1.2 Neighborhood schools 3.1.3 Exceptions 3.1.4 Highschools 3.2 Voluntary student transfers 3.2.1 Desegregation transfers 3.2.2 Racial isolation transfer 3.2.3 Magnet program transfer 3.2.4 Employeeschild transfer 3.2.5 Special circumstances transfer 3.2.6 Outside students 3.2.7 Transportation 3.3 Magnet programs ^.4 Middle schools 3.5 Ninth grade schools t School construction/closing 3.7 Modification standard 3.7.1 Further desegregation or past discrimination 3.7.2 Benefits outweigh effects, no alternative, counteract adverse affects 3.8 Racial balance 3.9 Housing Paue 2Section 4: Interdistrict Schools 4.1 4.2 PCSSD interdistrict schools LRSD interdistrict schools 4.3 Racial composition 4.4 Reserved seats 4.5 Recruitment 4.6 Students outside Pulaski County 4.7 Transportation Section 5: Student Achievement vS-.l Early childhood education V5.2 Reading/Language Arts '^.2.1 Primary grades / Intermediate grades '^.2.3 Secondary schools '^.3 Mathematics ^.3.1 '5.3.2 ^5.3.3 '^.3.4 v5'\n3.5 Curriculum and teacher training Assessment Early intervention Algebra I and higher level courses By the end of 11' grade 2 y/L, y/ *5.4 Computer literacy / 5.5 Incentive schools: double funding, renamed and refocused, physical equality 5.6 Alternative education *5^6.1 Opportunities Equity 5.7 Parental and community involvement ^.8 Scholarships Page 3Section 6: LRSD Compliance Program 6.1 Reduce 6.2 Oversight 6.3 Communication 6.4 Monitoring 6.5 Report 6.6 Enforce 6.7 Correct and prevent Section 7: Plan Modification Process 7.1 Notice 7.2 Comment period 7.3 Recommendation and respond 7.4 Hearing Section 8: Continuing Jurisdiction 8.1 General rule 8.2 Process for raising compliance issues 8.2.1 8.2.2 8.2.3 8.2.4 8.2.5 8.2.6 Written notice Assessment Investigate and respond ODM facilitate District court intervention Implementation 8.3 Failure Section 9: Term Section 10: Transition Section 11: Unitary Status Page 4RECEsD JUN 8 1993 OftiCEOF SRESATION MONITORING 6-1-98 ARKANSAS STATE UNIVERSITY COLLEGE OF EDUCATION POST OFFICE BOX 940 STATE UNIVERSITY, ARKANSAS 72467-0940 (TELEPHONE 501/972-3057 JONESBORO) (FAX 501/972-3828) Mr. N.W. Skip Marshall Associate Monitor, Office of Desegregation Monitoring United States District Court, Eastern District of Arkansas 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Mr. Marshall, As requested and on behalf of Dr. Dave Holman, Associate Professor of Education and Dr. Craig Jones, Professor of Psychology and Counseling, please accept this correspondence as our acknowledgment and support for your interpretation of the achievement disparity data we discussed and reviewed May 27th in Jonesboro. Your use, description, and interpretation of the percentage relationship appears to be valid with regard to the test score data evaluated. Your criteria of a change of 10 percent, however, appeared to be too arbitrary at this point in time, but such a criteria could be established by studying longitudinal data in this manner. If we can be of any further service or support, please dont hesitate to contact us. Sini Kent Associate Dean Attachment 4 1999-00 (DRAFT 2/7/00) Relationship Between Total Scores and Percent of African-American Students Correlations Total Score: 1999 Percent of African-American Students\n1999 Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) Total Score\n1999 Togo 48 -.046 .758 48 Percent of African-Americ an Students\n1999 7046\" .758 48 1.000 48 N 100 05 05 05 90 CD a E o 80 c o c C3 o s \u0026lt; c ro o 70' 60. 50 5 o c. 40 4 30 20 30 40 50 60 70 \u0026lt; o Q 0 3 C o a c 0 0 a a 0 C 3 c Q a s Total Score\n1999Attachment 3 1998-99 (DRAFT Relationship Between Total Scores and Percent of African Atmerican Students Correlations Total Score: 1998 Pearson Correlation Total Score: 1998 1.000 Percent of African-Americ an Students: 1998 TsF Sig. (2-tailed) N ,285 48 48 Percent of African-American Students: 1998 Pearson Correlation Sig. {2-tailed) N 100 .158 .285 48 1.000 48 CO CD cn 90 Q c C to c CD o 55 z TO CD E \u0026lt; c s 80 70 60 a a 0 a B S O o a c \u0026lt; o c o E 0) CL 50. 40 30 Q o Q 40 a s s Q a Q 50 60 70 Total Score: 1998Attachment 2 Stringfield, S., \u0026amp; Ross, S.M. (1997). A reflection at time three of marathon: The Memphis restructuring initiative in mid-stride. School Effectiveness and School Improvement. 8. 151-161. Ross, S. \u0026amp; Smith, L.J. (1997). Improving the academic success of disadvantaged children: An examination of Success for All. Psychology in the Schools, 3 4. 171-180. Jayasinghe, M.G. Morrison, G.R. \u0026amp;. Ross, S.M. (1997). The effect of distance learning classroom design on student perceptions. Educational Technology Research and Development. 4 5, 5-20. Ross, S.M., \u0026amp; Smith, L.J. (in press). Improving school achievement and inter-group relations for children placed at risk. European Journal of Intercultural Education. Smith, L.J., Ross, S.M., McNelis, M., Squires, M., and others (1998), The Memphis restructuring initiative: Analysis of activities and outcomes that impact implementation success. Education and Urban Society, 3 0 (3), 326- 357. Stringfield, S., Datnow, A., Ross, S., \u0026amp; Snively, F. (1998). Scaling up school restructuring in multicultural multilingual contexts: Early observations from Sunland County. Education and Urban Society. 3 0 (3), 326-357. Ross, S.M., Smith, L.J. \u0026amp; Casey, J.P. (in press). Bridging the Gap: The effects of the Success for All Programs on elementary school reading achievement as a function of student ethnicity and ability level. School Effectiveness and School Improvement. Summary of Interests During the past ten years, I have worked extensively with school districts, both regionally and locally, to develop and evaluate programs for improving student achievement. The primary focus of these studies has been schools predominantly serving disadvantaged inner-city minority children. In 1992,1 was the lead researcher for the school equity study for the State of Alabama Financial Equity Case and am currently lead researcher on a comparable study in Louisiana. Additional ongoing research projects are studies of school restructuring designs as they are implemented in Memphis City Schools and Dade County (FL) schools and of professional development schools in seven national sites as part of the NEA Teacher Education Initiative (NEA-TEI).Attachment 2 HONORS AND DISTINCTIONS 1. 2. 3. 4. 5. 6. 7. 8. 9. NDEA Fellowship for graduate study at the Pennsylvania State Universitv 1971-1973. Graduate Student Associate, Southwest Regional Laboratory, Summer, 1971. Distinguished Teaching Service Award, University of Memphis, 1980. Phi Delta Kappa Professional Research Award, Memphis Chapter, 1983. Elected Fellow, Division 15, American Psychological Association, 1986. Visiting Scholar, National Center for Research on Improving Postsecondary Teaching and Learning. University of Memphis, 1987. Distinguished Research Award, University of Memphis, 1987. Distinguished Teacher Service Award, University of Memphis, 1988. (First eligibility since 1980\nno longer eligible) Memphis State University nominee, CASE Professor of the Year Award, 1989. 10. Superior Performance in University Research (SPUR) Award, University of Memphis, 1990,1991, 1992 11. Distinguished Research Award, University of Memphis, 1993. 12. Board of Visitors Eminent Faculty Award, University of Memphis (first recipient), 1993 13. Editor, Educational Technology Research and Development, 1993-present 14. Editorial Board, Journal of Education for Students Placed at Risk, 1995- present 15. Editorial Board, Computers and Human Behavior, 1994-present SCHOLARSHIP Publications in Refereed Journals: Books Book Chapters Papers Presented at Professional Meetings 115 6 16 170 SELECTED RECENT PUBLICATIONS Ross, S.M., Henry D., Phillipsen, L., Evans, K., Smith, L., \u0026amp; Buggey, T. (1997). Matching restructuring programs to schools: Selection, negotiation, and preparation. School Effectiveness and School Improvement. 8, 45-71. Ross, S.M., Troutman, A., Horgan, D., Maxwell, S., Laitinen, R., \u0026amp; Lowther, D. The success of schools in implementing eight restructuring o designs: A synthesis of first-year evaluation outcomes. School Effectiveness and School Improvement, 8, 95-124. Ross, S.M., Smith, L.J. \u0026amp; Casey, J. (1997). Preventing early school failure: Impacts of Success for all on standardized test outcomes, minority group performance, and school effectiveness. Journal for Research on Students Placed at Risk, 2, 29-54.Attachment 2 BRIEF VITA PERSONAL DATA Steven M. Ross EDUCATION Institution Pennsylvania State University Degree-Year BA. 1969 M.S. 1972 Ph.D. 1974 Undergraduate Major: Graduate Major\nPsychology Educational Psychology PROFESSIONAL ASSOCIATIONS American Psychological Association, Fellow American Educational Research Association, Member Mid-South Educational Research Association, Member Association for Educational Communications \u0026amp; Technology, Member International Congress for School Effectiveness and School Improvements, Member EXPERIENCE Instructor, Continuing Education, 1973-74, Pennsylvania State University Instructor, Psychology, Spring Semester, 1974, Lock Haven State College Lock Haven, Pennsylvania Evaluator, Summer, 1974, Mitre Corporation, McLean, Virginia Assistant Professor, Educational Psychology, 1974-79, University of Memphis Associate Professor, Educationtd Psychology, 1980-1985 Professor, Educational Psychology, 1-985 - Present Senior Researcher, Center for Research in Education Policy, Univ, of Memphis, 1995-Present COURSES RECENTLY TAUGHT Theories of Learning (Undergraduate) Individual Differences and Learning (Graduate) Educational Statistics (Undergraduate and Graduate) Educational Research (Graduate) Computers in Education (Graduate and Undergraduate) Thesis Writing (Graduate) Educational Assessment (Graduate) activities designed to enhance the quality of the program and to maintain connections with psychology programs at schools in the southern California area. Assistant Dean, Student Services UCLA School of Social Welfare 1985 - 1993 Responsible for overall direction of student services including recruitment, admissions, retention, financial aid, student government, and coordination of both MSW and Ph.D. candidate programs. Supervisory responsibilities for student services assistant and student workers. Classroom teaching responsibilities included preparation and delivery of courses in cross-cultural awareness and group conflict and change. Director, Mental Health Services St. Helena Hospital and Health Center Deer Park, CA. 1975 - 1985 General administrative responsibility for seventeen bed acute care mental health unit. Duties included staffing, program development, budget allocation, staff development, quality control, coordination of ancillary services, and other related tasks. Served also as \"troubles-shooter\" for other units in the hospital providing assessment and consultation around changes in procedures and personnel. Lectured and led groups in Health Center programs including cardiac, alcohol, and pulmonary rehabilitation\nsmoking cessation\nweight management\nand eating disorders. Program Director, Social Work Pacific Union College Angwin, CA 1975- 1978 Responsible for development of social work curriculum and coordination of program within a behavioral science department. Instructor, Social Work Southern Illinois University Carbondale, Illinois 1972 - 1975 Taught courses and advised majors in undergraduate social work program. Los Angeles County Children's Service 1. 2. Staff Development Specialist: 1970 - 1972 Child Welfare Worker: 1967 - 1970Consultation services provided to: California Attorneys for Criminal Justice California Medical Center Cedars Sinai Hospital Children's Bureau of Southern California ' Claremont Graduate School Cleveland College of Chiropractic Coca-Cola, Mid-Atlantic Division Crown City Medical Episcopal Diocese, Los Angeles Fairfield Community Hospital Heller, Ehrman, White \u0026amp; McAuliffe Internal Revenue Service, Los Angeles Kaiser Foundation King-Drew Medical Center, Los Angeles Los Angeles County Department of Children's Services o Oskar J's Sightseeing Tours, Inc. Pacific Union College Pasadena Community College Pasadena Tournament of Roses Pepperdine University Pomona College , Redwood Empire Central Service Association Riverside County Children's Services Department Santa Clara Valley Medical Center The Fielding Institute The March of Dimes Foundation TRW University of California, (Davis, Los Angeles, San Diego) Chair, Master's in Psychology Antioch University, Los Angeles 1993 - present :eing curriculum, coordinating student Responsibilities of the Chair include of the Uwversity, ftU Ldsuff mowed in the job description programs, creating and hiring and supervising :pi as well areAward commemorating twenty-fifth anniversary of \"Little Rock Nine's\" integration of Central High School in Little Rock, Arkansas. Southern Christian Leadership Conference Women Martin Luther King, Jr. \"Drum Major for Justice\" Award, 1995 Presented in Atlanta, Georgia. REFERENCES: Available upon request.Created training programs and materials for employees in the department. Participated in program delivery, evaluation and revision. Provided social welfare services to children and families in the child welfare division. CONSULTATIONXPSYCHOLOGICAL SERVICES General psychology and consultation practice office in Pasadena, Ca. Practice includes psychological assessment, psychotherapy for individuals, families, and groups, and psychological consultation to education, business and industry. MEMBERSHIPS: Member, American Psychological Association Board Member, African American Cultural Institute Board Member, Eisenhower World Affairs Institute Board Member, Economic Resources Corporation PUBLICATIONS: \"Managing Trial Stress,\" in Jonathan M. Purver, Douglas R. Young, and James J. Davis HI, Trial Handbook For California Lawvers. Bancroft-Whimey Co., 1987. \"Understanding Choice: Gateway to Sound Mental Health,\" Journal of Mental Health Administration. Vol.9. No.l. 1978. \"Social Welfare in Black America,\" in Cox, et al, eds. Introduction to Black America:A Cultural Perspective, Southern Illinois University Press, 1974. AWARDS: Spingam Medal, 1957 Annual award presented by NAACP to that person or persons making outstanding contributions to the area of human rights. Robert S. Abbott Memorial Award, 1958 Annual award presented to those who do most to extend the frontiers of democracy. Outstanding Teacher of the Year, College of Human Resources Southern Illinois University, 1974. NAACP Legal Defense and Education Fund, Inc. Award, 1982Attachment 1 VITAE TERRENCE J. ROBERTS, Ph.D. Clinical Psychology RECEIVED EDUCATION: APR 19 2000 OFrlCEOF desegregation MOHITORIHS Ph.D. MSW BA - Southern Illinois University, 1976, Psychology - University of California, Los Angeles, 1970 - California State University, Los Angeles, 1967 LICENSING AND CERTIFICATION: California State Licensed Psychologist, Lie. #PSY8892 California State Licensed Social Worker, Lie. #5600 EXPERIENCE: Chief executive officer for Terrence J. Roberts \u0026amp; Associates, a management consultation firm active in California since 1975. A dynamic group with a wide range of skills and professional abilities. Workshops and Seminars in the areas of: Stress Management Effective Communication Managing Human Relationships Employment Transition Team Building Management Skills Managing Racial and Ethnic Diversity Self Growth and Development Conflict Resolution Developing Multicultural Awareness Employee Evaluation Staff DevelopmentHERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P A BYRON M. EtSEMAN. JR.. P.A. JOE D. BELL. P.A. JAMBS A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS, JR.. P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON. P.A. PAUL B. BENHAM III. P.A. LARRY W. BURKS. P.A. A WYCKLIFF NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON, P.A. J. SHEPHERD RUSSELL HI. P.A, DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A. BARRY E. COPLIN. P.A. RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR,. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH. P.A. ROBERT S. SHAFER. P.A. WILLIAM M. GRIFFIN III. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL III. P.A KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A SCOTT J. LANCASTER. P.A. M. GAYLE CORLEY. P.A. ROBERT 8. BEACH. JR.. P.A. J. LEE BROWN. P.A. JAMES C. BAKER. JR.. P.A. HARRY A. LIGHT. P.A. FRIDAY, ELDREDGE \u0026amp; CLARK A LIMITED LIABILITY PARTNERSHIP ATTORNEYS AT LAW 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK. ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX NO. 501-376-2147 April 18, APR 15 IlTiCi\nOf DESEfiRBii'CNMOMING SCOTT H. TUCKER. P.A. GUY ALTON WAOE. P.A. PRICE C. GARDNER, P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. CARLA GUNNELS SPAINHOUR. P.A. JOHN C. FENDLEY. JR.. P.A. JONANN CONIGLIO FLEISCHAUER. P.A. R. CHRISTOPHER LAWSON. P.A. GREGORY D. TAYLOR. P.A. TONY L. WILCOX. P.A. FRAN C. HICKMAN, P.A. BETTY J. DEMORY, P.A. LYNDA M. JOHNSON, P.A. JAMES W. SMITH CLIFFORD W. PLUNKETT DANIEL L. HERRINGTON K. COLEMAN WESTBROOK, JR. ALLISON J. CORNWELL ELLEN M. OWENS HELENE N. RAYOER JASON 8. HENDREN BRUCE B. TIDWELL CHRIS A. AVERITT KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN ROBERT T. SMITH OF COUNSEL WILLIAM J. SMITH B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS. P.A. WRITER'S DIRECT NO ItelVED (501)370-3323 Mr. John W. Walker John W. Walker, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 425 West Capitol, Suite 3400 Little Rock, AR 72201-3472 Ms. Ann Brown - Hand Delivered Desegration Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 RE: LRSD vs. Pulaski County Special School District No. 1, et. al.\nMrs. Lorene Joshua, et. al.\nKatherine Knight, et. al. USDC. Eastern District. Western Division No. LR-C-82-866 ______________ Dear Ms. Brown \u0026amp; Gentlemen: Enclosed please find a Motion to Substitute a Complete Copy of LRSDs Interim Compliance Report which we are filing today. As indicated in the motion, attachments 1 - 4 of LRSDs interim compliance report were inadvertently omitted during the printing process. We are enclosing attachments 1-4 which you can insert in the original copy of the report served on you. F '\u0026gt;HOME\\FENDLEY\\LRSD\\pcssd-brown et al h.wpd Office oi Desegregation Monitoring RLE COPYMs. Brown \u0026amp; Gentlemen April 18,2000 Page 2 If you would rather receive a second and complete copy of the report, please do not hesitate to call, and we will try to provide one. Sincerely, John C. Fendley, Jr. JCF/bgb enclosure(s) FAHOMPJrENDLEYXLRSDVpcssd-brown et ai h.wpdftpR 18 MS) IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS MOTION TO SUBSTITUTE A COMPLETE COPY OF LRSD'S INTERIM COMPLIANCE REPORT The Little Rock School District (LRSD) for its Motion to Substitute A Complete Copy of LRSD's Interim Compliance Report states: 1. On March 15, 2000, LRSD filed its Interim Compliance Report outlining the programs, policies and procedures implemented in accordance with LRSD's Revised Desegregation and Education Plan. 2 . Since that time, it has come to LRSD's attention that attachments 1 through 4 of the Interim Compliance Report were inadvertently omitted from the report during printing. 3 . A complete copy of the report, including attachments 1 through 4, are attached to this Motion. LRSD respectfully requests that this report be substituted for the one filed March 15, 2000. WHEREFORE, LRSD prays that the complete copy of LRSD's Interim Compliance Report attached hereto be substituted for the one filed March 15, 2000.Respectfully Submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: 2182) 2 CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following people by depositing a copy of same in the United States mail on this 18th day of April, 2000. Mr. John W. Walker JOHN W. WALKER, P.A. 1723 Broadway Little Rock, AR 72201 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 425 W. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Roachell Law Firm P.O. Box 17388 Little Rock, AR 72222 Ms. Ann Brown HAND DELIVERED Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 3 EASTl U.S. i-snr icr lie Melissa Guldin Associate Monitor Norman Marshall Associate Monitor Horace Smith Associate Monitor Report on the Little Rock School Districts JAMES Preparations for Implementation of its Revised Desegregation and Education Plan August 11, 1999 Office of Desegregation Monitoring U.S. District Court Little Rock, Arkansas Ann S. Brown Federal Monitor ALi'd -I J COi.-RT 1393 -K CSEHK if Gene Jones Associate Monitor Margie Powell Associate Monitor Polly Ranier Office ManagerOffice of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376.6200 Fax (501) 3710100 Date: October?, 1999 To: Dr. Bonnie Lesley Dr. Kathy Lease Dr. Ed Williams From: N.W. Skip Marshall Subject: Draft Report on Achievement Disparity Between the Races in the LRSD Enclosed is a preliminary draft of the introduction, background, and findings sections of our report An tho n An, AX f ___ .1 * , on the achievement disparity between the races in the LRSD for 1991-1992 throuah 1998-1999. The copy we are providing is a draft and wiU be edited further for format and syntax, but the factual information is complete. Please read the report carefully, checking for accuracy. If you beheve any item is inaccurate or if some areas need clarification, please summarize your comments in writing by no later than 4:00 p.m. on Friday, October 8, 1999. Feel free to make your comments in the margins of the report, or you mav write them in a memo An ODM staff member wiU come by your office by 4:00 p.m. on Friday to pick up the draft and your written comments. If you do not furnish ODM with your written comments, your input wiil not be considered for our final report. I will contact you early next week to discuss of course, call our office earlier if you have any questions. any comments youve made. You may. Because this Is a draft, we ask you not to make copies of it or distribute it to others. ^er the review process is completed, the full report, including a summary and conclusions, will be filed with the Court. We will send you a copy of that complete report. We appreciate the cooperation of the Planning/Research \u0026amp; Evaluation staff, especiaUy that of Irma TmiAi* J._:__xl______,__ . r J Truett, during the monitoring process. Thank you for taking the time to review the attached draft.October 11,1999 Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 ?ISCaVED OCT 11 iS99 Mr. N. W. Marshall, Associate Monitor Office of Desegregation Monitoring 201 E. Markham Heritage West Building, Ste 510 Little Rock, AR 72201 OfRCEOf desegregation MOHITS Dear Mr. Marshall: It is our After careful review of the Office of Desegregation Monitoring report on Achievement there is one major concern that needs to be addressed. The statistical measure used in the report is the Normal Curve Equivalent (NCE). It is our onderstanding that both Dr. Doug Reeves, Arkansas Department of Education consultant, and Dr. Steve Ross, one or our Revised Desegregation and Education Plan X^nn !!:? measure the progress that our district is making in th^ Z!? ?^P- According to Dr. Ross, the consultants are meeting to discuss the use of multiple indicators to measure the progress of our district in decreasing the disparity between the races. consultants, In a recent conversation with Dr. Ross, he expressed grave concern about using NCEs for e purpose of measuring progress toward closing the achievement gap. He stated that the k tn^feii disadvantaged students are, the more likely the district H on norm-referenced tests. Since these tests are designed to insure Seaccurately reflect the growth of individual students. reasons that the Little Rock School District redesigned its testing program was to aX individual student regardless of gender, ethnicity, or afnw th^ coHimitment, a criterion-referenced test was selected that will whTrpT'^'rH of rsetsupdeencttsto n trhme arettqeurired where they started on the learning continuum. Growth scores also allow us to develop students who are not growing at the expected rate. For many of must be certain that our curriculum and instruction mnnitnr faster than the national average. The only way that we can truly monitor this rate of learning is by using scaled scores, which measure growth. 2 I am confident that once our assessment experts, Dr. Reeves and Dr. Ross, complete their work on multiple criteria for measuring achievement, we will be able to have a much clearer picture of the true achievement of students in our district. In the interim, I encourage you to not rely solely on NCEs as a measure of the districts ability to close the achievement gap between the races. The use of scaled scores more accurately reflects the growth of our students. The following information is contained in the Raw to Scaled Score Conversion Tables of the Middle Level Benchmark ExaminationGrade 8 February 1999 Administration (p. 1): Scaled scores are used as a common comparison across different forms of a test, providing a useful measurement tool for various assessment programs. Scaled scores are used in numerous national testing programs. Perhaps the most widely known use of scaled scores is with the ACT and SAT examinations, which are typically part of the admissions process for colleges and universities. Scaled scores are also routinely used within many other statewide testing programs, providing the basis for long-term, meaningful comparisons of students results. According to the Stanford Achievement Test Series Technical Data Report (p 32) Scaled Farol ocnoriQlhi .iinkU X____ _ I. vr- scores [are] especially suitable for comparing results when different forms have been administered and for studying change in performance over In a letter written on March 30, 1998, to Mr. Frank Anthony, ADE, from Thomas Manager of Applied Research at Harcourt Brace, Dr. Brooks stated: E. Brooks, The advantage that Scaled Scores would have over NCEs is that they offer finer distinctions among students whose percentile ranks are at the extreme end of the score range, i.e. either 1 or 99. If we were reporting data for a group that inr I iHoH amor .i ____i________x . _ . ... . included larger than usual numbers of students with very low achievement levels Scaled Scores could make finer distinctions and allow us to measure gams for students who score in the 1 percentile. Scaled Scores then only appropriate, but may also be a preferred measure for reporting dis-^*^^ aggregated scores for African-American and White students. In my opinion tho\\/ a cn oro ...uu i_________ r* they also are consistent with the language of the desegregation decree under whirn vni i oro which you are operating. With the input from all of our experts, I would ask that ODM measure used to report our test results to the Court. Sincerely, reconsider the statistical Katherine R. Lease, Ed. D. Assistant Superintendent Cc: Dr. Les Gamine, Superintendent Dr. Bonnie Lesley, Associate SuperintendentGrade Race Black 02 White Percent* Black 03 White Percent* Black 04 White Percent* Black 05 White Percent* Black 06 White Percent* # Tested 1231 550 1143 507 1040 511 994 537 964 483 jS Penenl is defined as biack student Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percentile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 531.9 571.3 93.1% 565.9 609.9 92.8% 593.7 637.6 93.1% 621.3 671.7 92.5% 636.6 676.2 94.1% Total Math Percentile Rank 32 60 53.3% 27 63 42.9% 20 57 35.1% 24 70 34.3% 27 66 40.9% Normal Curve 40.1 55.2 72.6% 37.1 56.9 65.2% 32.5 53.8 60.4% 35.5 61.3 57.9% 37.2 58.9 63.2% scones expressed as a percent of white student scores. # Tested 1263 560 1227 524 1068 514 O5S 1022 544 980 485 Scaled Score 518.3 545.9 94.9% 552.1 587.6 94.0% 595.1 634.5 93.8% 612.8 652.4 93.9% 630.3 665.1 94.8% Percentile Rank 25 53 47.2% 23 57 40.4% 30 66 45.5% 25 64 39.1% 32 67 47.8% Normal Curve 35.8 51.8 69.1% 34.2 53.5 63.9% 39.3 58.9 66.7% 35.6 57.6 61.8% 40.4 59.2 68.2% It.. # Tested 1250 556 RECBWD OCT 1 i i ,9 OFFIGLu, Scaled Score 551.1 583.6 1220 521 .L,. 1067 513 1018 543 980 485 94.4% 574.8 609.3 94.3% 601.0 617.5 97.3% 620.4 652.3 95.1% 629.4 656.1 95.9% Percentile Rank 31 63 49.2% 26 62 41.9% 37 51 72.5% 34 65 52.3% 37 62 59.7% Normal Curve 39.8 56.8 70.1% 36.2 56.7 63.8% 42.8 50.7 84.4% 41.4 57.9 71.5% 42.9 56.7 75.7%Grade Race # Tested 07 08 09 10 11 Black White Percent* Black White Percent* Black White Percent* Black White Percent* Black White Percent* 1074 447 1071 445 1065 445 1125 478 4\n. 932 463 Percent is defined as btack student Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percenlile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 647.3 690.2 93.8% 659.5 702.4 93.9% 675.1 713.5 94.6% 677.6 713.7 94.9% 692.2 727.3 95.1% Total Math Percentile Rank 25 68 36.8% 24 66 36.4% 31 70 44.3% 26 61 42.6% 33 71 46.5% Normal Curve 36.0 60.1 59.9% 35.4 58.5 60.5% 39.6 60.8 65.1% 36.3 56.2 64.6% 40.9 61.5 66.5% scores expressed as a percent of white student scores. # Tested Scaled Score Percenlile Rank Normal Curve ft Tested 1089 642.2 29 38.5 1077 450 1081 448 1072 444 1144 475 934 468 684.4 93.8% 646.2 686.4 94.1% 656.3 693.6 94.6% 656.8 690.9 95.1% 668.6 702.0 95.2% 71 61.9 448 40.8% 26 65 40.0% 28 66 42.4% 28 62 45.2% 35 69 50.7% 62.2% 36.7 58.2 63.1% 37.6 58.5 64.3% 37.6 56.3 66.8% 42.2 60.6 69.6% 1077 447\n5e. 1070 447 1143 475 i!\n940 472 Language/English Scaled Score 635.4 667.1 95.2% 646.1 676.3 95.5% 654.8 689.2 95.0% 681.9 710.3 96.0% 697.3 716.2 97.4% Percenlile Rank 31 63 49.2% 34 62 54.8% 37 67 55.2% 34 61 55.7% 42 61 68.9% Normal Curve 39.4 57.2 68.9% 41.2 56.7 121^^ 43.0 59.5 72.3% 41.1 55.8 73.7% 45.6 55.7 81.9%10 Black White Percent* 1067 467 677.0 717.0 94.4% 25 65 38.5% 35.8 58.1 61.6% 1066 468 677.0 704.0 96.2% 33 65 50.8% 40.9 57.9 70.6% 1066 471 657.0 697.0 94.3% 28 67 41.8% 37.7 59.4 63.5% * Percent is defined as black student scores expressed as a percent of white student scores. iSlUUUiSffiBSS Office of Desegregation Monitoring United Slates District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: October 15, 1999 To: From: Re: Bonnie Lesley Ann Brown Review of ODM Drafts I couldnt miss your frustration in our giving you little time to go over the draft of our report findings, most recently Skip s report on achievement. I know that your schedule is always full and can understand your consternation about another to do beina dropped on you. Let me explain the reasons behind our procedure and why it may not be as user-unfriendly as it seems. Since we first started producing reports, its been our practice to ask the individuals who gave us information for each report to review our findings for errors, misunderstandings, omissions, etc. W e know we re not perfect and appreciate help in producing documents that possible. are as accurate as But we learned that if we didn't attach a very limited time to this review process, the findings didn't get a timely examination and return. Without a tight deadline, folks just didnt get a round tuit. Also, we learned not to set a date certain by which we promised delivery of the findings. First, we couldnt be precise about our own crowded schedules, which were constantly being modified by unexpected events. Secondly, we found that even if we tried to let the reviewers know in advance that the findings were on the way, that didnt seem to help, as their schedules were as crowded as ours and also subject to the same type of unforeseen events. In addition. felt a shorter lead time would promote the focused individual review that we desire, while 1, we deflecting any inclination toward orchestrating a mass reaction to the findings Now here s the part that may give you some consolation in the future: to compensate for the short lead time, we always allow more review time for anyone who asks for it. Which is what Kathy Lease did with our achievement report, and we were happy to comply with her request. We don t offer an extension of weeks, but were comfortable with a few days more. All one has lO do is ask. And of course, we 11 always provide adequate time for any discussion thats needed as part of the findings review process. 1 hope this explanation provides both some relief and reassurance. If youd like to talk it please give me a call. over,Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 October 22, 1999 Katherine R. Lease LRSD Instructional Resource Center 3001 So. Pulaski Street Little Rock, AR 72206 Dear Dr. Lease: Thank you for the time you devoted to reviewing the draft findings of our monitoring report on the LRSD achievement disparity between the races. We especially appreciate your written comments. As we understand your response, your position is that using scaled scores, rather than NCEs, is a more appropriate method to measure the achievement growth of individual students. While scaled scores may be valid for the use you define, our report is not intended to measure the growth in the achievement levels of individual students\nrather, it is intended to measure the proportional differences between the achievement levels of groups of black students as compared to white students over time. Our current report conforms to the practice and precedent of basing our findings on Normal Curve Equivalents that we established in our first report on achievement disparity in the three county districts, which was published in June 1995, as well as in our second report on achievement disparity, which was on the Pulaski County Special School District, published in October 1998. For us to use other than NCEs in the upcoming report would be inconsistent with our established precedent. However, based reference to the position you have taken. on your comments, we did include within our report a Again, we appreciate your assistance and thank you for your efforts. Sincerely yours. N.W. Marshall Associate Monitor cc: Dr. Les Camine Dr. Bonnie Lesley II ACHIEVEMENT DISPARITY BETWEEN THE RACES IN THE LITTLE ROCK SCHOOL DISTRICT OCT 2 6 1999 I October 26, 1999 JAMES W. McCORMACK, CLERK By:__________________ DEPTTERR Ann S. Brown Federal Monitor Office of Desegregation Monitoring United States District Court Little Rock, Arkansas Norman W. Marshall Associate Monitor Polly Ramer Office Manager I i 1fa. '^1 lai 'S'' An Individual Approach to a World of Knowledge February 21, 2000 Ms. Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 rECBVED MM 1S) OHSESf____ Dear Ann: l am sending to you a bundle of recent LRSD publications that 1 know youll be interested in. Also, I hope youll share them with your staff. K-8 Refrigerator Curriculum (Grade-Level and Course Benchmarks for Parents) Middle School Curriculum Catalog Middle School Student/Parent Guide High School Curriculum Catalog High School Student/Parent Guide to Course Selection and Graduation Requirements Please call if you have questions or feedback for improvement. Sincerely, Bonnie A. Lesley, Ed.D /rem Cc\nJunious Babbs Brady Gad berry 810 W Markham Little Rock, Arkansas 72201 www.lrsd.kl2.ar.us 501-324-2000 fax: 501-324-2032/'/'i-oc Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371-0100 April 13, 2000 Dr. Bonnie A. Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie: This note is to let you know that we received your Februaiy 21, 2000 letter and attachments (various LRSD curriculum guides and catalogs) on March 10, 2000. We thank you very much for sharing the documents and inviting our feedback. Well be glad to look them over. As you know, I was involved in a car accident on March 7. I returned to work for the first time yesterday, so please forgive me for just now acknowledging your correspondence. I havent found the bottom of my desk yet and am slowing working my way through the accumulated piles. Please give me a call when you can and lets schedule some time to spend together catching up Sincerely yours, Ann S. Brown I' icj at- Office of Desegregation Monitoring United States District Court Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 25, 2000 To: Bonnie Lesley From: Ann Bro\nRe: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached Their comnients ^e unvarnished and strictly FYI, so take them ofc, but please accept them in the spirit of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from frustrated parents wanting to know, Whats a ----------------LU IVIUJW VV ildU d Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them a refrigerator cumculum enables them to leam how to fix their refrigerator, or in the alternative we say It s a cumculum their refrigerator can study in order to become a smart refiigerator. No, we dont! (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refiigerator curriculum is either. Another point of bewilderment has knows, maybe teachers too) are come to our attention. Many parents and students (and who very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to take care to ditterenuate between the two terms and to widely broadcast definitions that will enable to work from the same understanding. everyone Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose 7. Additional comments.Comments regarding LRSDs High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 1. For which audience is the publication intended? The guide is directed at high school students and their parents. Though the document does not explicitly say so, it would be useful also to middle school students as they decide whether or not to take high school courses as 8* graders. For example, students who wish to take calculus in high school must take algebra I in grade 8 as explained in the guide. 2. What is the stated purpose of publication? A convoluted sentence on page 2 in a section captioned Where do I start? says the guide is intended to assist students and parents by providing information that will help them to plan next years courses, meet graduation requirements, and to know college admission requirements. 3. List the documents strengths in relation to its purpose. It is complete. Few details regarding student placement have been omitted. 4. List the documents weaknesses in relation to its purpose. The guide is not clear enough for its intended audience because the language is garbled and the layout is inconsistent. For example, the table of contents lists Purpose for Guide and indicates it is on page 1. No heading on page 1 says Purpose. Instead there is a two-paragraph section titled Where do I start? in which the first paragraph extols the quality of LRSD. The second paragraph contains three items, not parallel, in what could be called a statement of purpose. Language used in the curriculum discussions is often vague. For example, the Unconditional Admission section on page 2 does not state a requirement and then list the courses by number and title which could fulfill it. Instead, for example, the natural science admission requirement section says, Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or physics. Only one unit may come from a life science. Few students could complete the course selection sheet accurately from this information, and the guide is full of examples similar to this. Frequently, supplemental information is included with course requirement listings and is introduced by a question. Page five has the question, What may I take to satisfy the technology requirement? The first paragraph following explains that the keyboarding class will not count. The second paragraph explains that students can test out of keyboarding, and the third explains something else. Nowhere, in this section, is the question answered clearly.a The document is spnnkled with items enclosed in boxes but the boxes do not signify single and consistent purpose. Some enclose quotes while others enclose significant information in thumbnail fashion, but the reader cannot tell the difference without close reading. The layout should help the reader focus on the key elements quickly. 5. Overall, how well do you think the publication fulfills its purpose^ Why? because of the weaknesses described in section 4 above. As it is rewritten and republished the mistakes will be taken care of. 6. Suggestions! Clean up the language with clear declarative sentences that avoid ambiguity. Courses should be identified by name and number. The layout should help readers find information quickly and easily by using symbols consistently for information types. For example, if J J- .\nLjyvo. i UI cAaniuic, 11 bold type indicates a particular meaning in one place, it should do the same in every place. Rhetorical questions used to draw attention to certain types of information should be answered directly and in sensible fashion. '5 7. Additional comments The guide is a useful publication that meets an important need. LRSD should be commended for the effort. J I IComments Regarding LRSDs High School Curriculum Catalog 1. For which audience is the publication intended' Apparently, the catalog is intended for staff use in assisting students with course selection. Some directives are clearly intended for staff, but students could use the catalog with little assistance fi-om staff members. 2. What is the stated purpose of the publication? The purpose is not explicitly stated, but its title, Curriculum Catalog, probably makes a statement of purpose unnecessary. 3. List the documents strengths in relation to its purpose. The catalog is detailed. It includes information for every circumstance imaginable from specialty courses in unique schools to correspondence courses available for dual credit, high school credit, or college credit. The only observable omissions are the regulations for administration. These omissions are explained in a foreword. 4. List the documents weaknesses in relation to its purpose. Other than the occasional typographical error or missed heading (Board Policy), the catalog appears to be accurate and to offer everything needed for general student assignment. It does not include special education student assignment procedures, but they probably should not be contained in this catalog. 5. Overall, how well do you think the publication fulfills its purpose? Why? The Curriculum Catalog fulfills its purpose completely. Except for the omission explained in the foreword, it contains everything the school staffs need for student placement. 6. Suggestions! The format could be spiffed up with illustrations or humor. 7. Comments! LRSD s instructional department is making good progress in formalizing its curriculum. The ill-defined courses and arbitrary student placements seem to be disappearing.LRSD 6'**, 7'^, 8\", Grade Standards, Benchmarks Audience: Parents or Guardians Purpose: To help parents or guardians to monitor student progress in learning and to help reinforce at home what the students are leamina at school. Strengths: Various guides are color coded. For parents with more than one child, this makes it easier to differentiate the guides. The general layout of the document makes it easy to use and attractive without being overly simplistic or juvenile. The explanatory cover memo from Bonnie is detailed enough to clearly state the purpose of the document, but also avoids excessive details which might lose the attention of the reader. For the most part, the benchmarks within subject areas are brief and relatively self-explanatory to even the reader with a very basic level of knowledge in various curriculum areas. Weaknesses: I may be confused, but where are the standards? Somewhere, the documents need to differentiate standards and benchmarks. Some benchmarks are not clearly expressed. In some cases, I got the impression that some benchmarks were condensed in order to keep the documents brief. However, condensing seems to have made some statements confusing or tremendously vague. Fulfills Purpose: Generally, these documents fulfill the purpose of being simple and informative. It is quite a task to write an informative document that will inform a broad spectrum of individuals without being either insultingly simplistic or confusingly pedantic. I feel that the writers avoided the extremes in most cases. Suggestions: Define and give examples of standards. Parenthetical examples would have helped clarify some of the benchmarks. Are the curriculum documents printed in any other language other than English? IA Parent and Student Guide to Learning in Middle School LRSD 2000-2001 Audience: Purpose: Middle school students and their parents To explain the progression of required and elective middle school courses. Strengths: The guide is less formally formatted than the curriculum answer arrangement should make the guide more user-friendly. catalog. The question and Weaknesses: The pages arent numbered! It seems that if you were discussing the content with a teacher or counselor, you would have difficulty with references. as it should be The guide should have followed the format consistently rather than varying off into sp^ific course desmptions. The more specific descriptions might have been more appropriate as a reference to the rear of the document. Also, the questions arent answered directly. Often, the real answer questions aren t comes only after a lengthy explanation. The document places the notice to non-English speaking parents at the end - and T? r ri T . UiUC in English. In addition, the notice only offers oral translation than a written version. as an option rather The guide deals less with the middle school it should. concept and environment than I thought Fulfills Purpose: The guide does fulfill the requirements. Im not so purpose of clearly describing course offerings and sure It IS students to make practical use of it. user-friendly enough for many parents and Suggestions: Although the guide does not claim to do so, I would still like to explanation of the benefits of middle school. see more of an The guide does give a description of interdisciplinary teaming, but it seems that the district should explain those explanations near the beginning of the guide rather than more and place near the end. Additionally, the guide should follow were visiting a school counselor and discussing the school. a conversational format fully as if the reader scheduling options. course requirements, and A minor visual suggestion - on the front cover, separate the title A Parem and Sludem Omde ta Learning in Middle School from LRSD with a space.Middle School (Grades 6-8) Curriculum Guide 2000-2001 Audience: LRSD staff I assume. However, I think I did school parent. receive a copy of this as a middle Purpose: A reference guide to the middle school mission, policies, structure, and curriculum. Strengths: One-stop shoppmg. This document includes all relevant info fairly quick reference. on middle schools for Weaknesses: Minor point, but why are the page number positions alternated? At first fnP hnnUjaf n/no __i___j the booklet was only numbered on every other page. I thought Fulfills Purpose: ntembers-and possibly parents who know exactly th^p?^ imfonnation they are seeking or choose to use this as a supplement to the Parent and Student Guide to Learning in the Middle School.I Language Arts READING Practice reading individually and in groups. Recognize and determine main idea and details in reading selections. Identify different purposes of reading and writing. identify styles of authors. Follow written directions. Recognize difference between fact and opinion. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in reading material. Use information from previously learned information to evaluate new information. Use headings, italics, footnotes, and other printed features to sort and organize information.\" cxrJi Identify and compare elements of reading such as setting and characterization. Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to helo in writing. Use predicting, putting events in order, and skimming to increase understanding of reading material. Use examples to support opinions and conclusions about reading material. Use computers and library skills to find information. Read graphs, tables, maps, and diagrams. WRITING Write in personal journals for specific periods of time. Write about real world, personal, and classroom experiences, a Writo hnmria+o _i__i?__ Write in complete sentences using vaned patterns^including simple, complex, and compound. Use prewriting and beginning activities. Explain through writing what is learned in all subjects by use of outlines, categorizing and writinq directions. Create a first draft with paragraphs containing a topic sentence, supporting details and logical organization. Use appropriate skills in mechanics, spelling, and usage in writing. * and ^PP'^^P^^te resources to correct spelling, grammar, punctuation, Use computer and human resources to collect and organize information for writing. Edit and correct error?? with .^noll Pha/'U onH i.________________ errors Spell Check and Grammar Check on computers.PHYSICAL SCIENCE Investigate the effects of magnets on each other. Know that the Earth is a magnet. Understand the operation of a compass. .1 Use a coil of wire and an electric current to produce magnetism Build a simple motor. : from using a coll of wire and a magnet List the matenals from which paper is made. Describe properties of paper and how they relate to its use. Make paper using the steps in papermaking. Identify paper as a major renewable resource, nc4 Describe the steps in designing different types of paper. * \" V1 ni prcc^ucA, P\u0026gt;--pc r , - LIFE SCIENCE Describe the basic needs of plants. Identify the things that affect plant growth. Describe how plants reproduce. Describe how light and gravity affect the growth of a plant Plant and care for plants. . Confrol the environment and conditions when the seeds are planted and the plants are growing Observe, measure, describe, and record changes in plant growth. EARTH SCIENCE Understand that time can be measured using the natural cycles of the sun and moon. Descnbe how shadows from the sun a day. can be used to measure and predict the passage of time during Descnbe how the phases of the moon can be used to predict the passage of time during I JnnarQTanri ____________ , . . 3 Understand that mechanical clocks can be constructed and used to time consistently. a month. measure specific intervals of Social Studies CITIZENSHIP Describe political patterns in ancient civilizations. Describe the development of Greek and Roman democracies. Explain Greek and Roman citizenship and its significance. INTERDEPENDENCE Explain the interdependence of ancient people with their environment Locate and describe ancient and early civilizations in Africa and Asia. Locate and describe life in ancient and early America. Analyze the impact of trade in ancient/early civilizations. Locate and describe the way of life in early Europe such as Greece, Rome and Russia Analyze the structure of feudalism. Explore current event issues in lands of ancient and early civilizations. * dvi^zati^'^^ rnethods and processes to explore the interdependence of people of ancient and early CONTINUITY AND CHANGE 4-.T Explain hew the development of agriculture impaa^ andent and early people. Use various methods and processes to explore and explain changes in andent and eariv civilizations. Describe the impact of the rise and fall of ancient and early civilizations such as Egypt Rome and Meso America. Evaluate the impact of change over time. Investigate how political events have affected the way people live, such as their literature and language. cJTetkCL ICULTURAL PERSPECTIVES iI . SmnTrP /nH r PP' transmitted their cultures Cornpare and contrast vanous and diverse cultures of ancient and early people tocation, place, region, and how they interacted with each other and their e Compare and contrast the ways ancient and early people met their basic ssociate ancient and early group leaders with places of origin and belie Uescnbe contributions of ancient and early groups and individual: environment with respect to needs. Describe the roie of the church in early Europe. Msociety.\noixc cujTeri-V 5500 Read literature about people/events of ancient and early civiiizations. SCARCITY AND CHOICE Describe and analyze the economic patterns of early people. Analyze how ancient and early societies dealt with scarcity. Relate factors associated with economic development, such resources. as technology, population growth, and COOPERATION AND CONFLICT fnd Christians, and Christians aniong ancient and early groups 4 o Z Q 2 J \"512 7b \"T-* 37l5 lOlluzj Language Arts READING Practice reading individually and in groups. Gain information from reading. Put material read into own words. Draw conclusions and make inferences in regard to reading material. IIddeennttiiffyy ddiiffffAerre^nntt pniu irrnpro\u0026gt;scQesc of reading and writing. Identify styles of authors. Use logic to follow directions. Use word-attack skills to read accurately and to understand information Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate r i. Use headings, italics, footnotes, and other printed features to sonrte awn dinformation. wLa -A ? , reatures to sort and organize information. Identify and compare elements of reading such as setting and characterization. Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer. wXg appropnate for reading for pleasure, finding information, and for use to help in Use compare and contrast skills in reading. Understand metaphor, simile, personification, and other figurative language techniques. Use examples to support opinions and conclusions about reading material RReeaadd garraapnhhss, ttaabhlleosc, mmaanpes, aannda daiiaagnrra-mm.s.. V \u0026amp; 10 I die'tion-ary 'lii II Social Studies CITIZENSHIP Descnbe the difference between democracy and other forms of world governments. ornpare and contrast the rights, privileges, and responsibilities of citizens in diverse political svstPm Analyze the characteristics of citizenship as it relates to different countries. Identify and describe the qualities of citizenship needed to solve todays global problems and issues. INTERDEPENDENCE and reference matenals to acquire, organize, analyze, andfnterpret geographic inrormation and issues. ____ Ampnr regions,(^^s and majordti1?i^ U.SJC'Canada Latin Amenca, Europe, Rj^ia, Southwest and East Asia, Africa, and Australia ~ Wentify continents by outlines and compare and contrast physical fe^res of continents. Descnbe ways people and nations interact with each other and with ' Read, and a^lyze current event global issues and problems. the environment. CONTINUITY AND CHANGE Describe and analyze the impact of human changes to the environment an understanding of technological changes and the impacton how people Re ate sn pvpnt m hic+no/ pn/-*!***! Relate an event in history with social change. Use a variety of processes and appropriate methods and tools and change in the global society. live. to explore and understand continuity CULTURAL PERSPECTIVES Describe the elements and factors that distinguish cultures. Compare and contrast cultural features of regions. Identify and describe the major cultural regions of the U.S.A. Canada Southwest and East Asia, Africa, and Australia. G_rec-s ? Latin America, Europe, Russia, Determ me ways that culture influences peoples perceptions of places and regions Wentify and evaluate different viewpoints regarding the use of resources. famine the relationship between historical events and cultural development Demonstrate rocno/^+...IX._____ a respect for different cultural perspectives. C.c-r\\ tAO. zir coi'i'Vi\u0026lt;^ti ICOOPERATION AND CONFLICT Examine effects of prejudice and discrimination against racial, cultural, ethnic, and religious qrouos of the world. Examine ways people attempt to combat world prejudice and discrimination. Identify and explain reasons for conflict within and between regions and countries. Give examples of global conflicts and cooperation. Relate competition for resources to conflict and cooperation between regions and countries. Draw conclusions about how regional differences or similarities may lead to cooperation and conflict. SCARCITY AND CHOICE Explore how factors such as technology, population growth, and resources are related to economic development of nations. Analyze the distribution of goods and resources among nations of the world. Describe major industries and businesses in the United States. Describe and compare the economic systems of the world. Use various methods, tools, and resources to understand, explain, and analyze scarcity in the world. Arkansas Studies CITIZENSHIP Identify and explain the purposes of Arkansas government. Discuss and evaluate the concepts of good citizenship, and practice forms of civic participation. Explain the historical and current-impact of American public policy on Arkansas racial, religious geographic, ethnic, economic, anttlinguistic diversiti^ ? Know and understand the organization, function, and operation of local, county, and state governments, and examine methods of influencing policy in a democratic government. Analyze the characteristics of effective leadership in Arkansas today and in the past Analyze and compare opposing viewpoints in creating and effectively communicating solutions to public issues in Arkansas. Describe and analyze the use, abuse, and limits of power and authority in Arkansas. Demonstrate a sound knowledge of the geography of Arkansas as it relates to politics. SCARCITY AND CHOICE Describe the various Arkansas institutions at local, state, and national levels that make up economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations. Examine existing data and research from various viewpoints showing how technology, population growth, resource use, and environmental quality are related to economic development within the state. Describe the role that location, supply and demand, prices, incentives, and profits play in determining what is produced and distributed by Arkansas companies in a competitive market system. Propose and evaluate alternative uses of environments and resources in Arkansas. Analyze and explain how choices made with respect to scarcity in the past have profound influences on choices available today.COOPERATION AND CONFLICT 1 i Demonstrate areas of inequity and discrimination based socioeconomic status in Arkansas. on race, sex, age, physical condition, and Examine the contnbution of the arts, literature, media, technology, and languages in fostering COODArafjnn anH in raneinn _______ a cooperation and causing conflict in Arkansas. Analyze how disparities in power and economic status lead to conflict Compare and contrast the causes and consequences of conflict within the world. state, the nation, and the Identify, explore, and analyze conflict among individuals and groups as well as various methods used to resolve conflict. Evaluate the role of technology in contributing to the creation and resolution of conflict in Arkansas. INTERDEPENDENCE Analyze how decisions and events in Arkansas and the world affect each other. * interactions between the people of Arkansas and their environment Relate the evidence of historical and cultural languages to the development of the state v - Analyze and evaluate the history, causes, consequences, and possible solutions to presen?-dav issues and emerging global issues, such as health, security, resource distribution, economic development, and environmental quality. Understand spatial relationships and locate places on Arkansas, U.S., and world maps. Describe and evaluate the role of Arkansas in the global arena. CONTINUITY AND CHANGE Investigate the processes and evaluate the impact of change over time in Arkansas. Explore and explain the changes in developments such as technology, transportation, agriculture and communications that affect Arkansas social and economic activity. Investigate how political events, technological changes, and cultural diffusion have affected literature languages, and arts overtime in Arkansas. Analyze continuity and change in concepts of individual rights (race, ethnic, and gender issues) and rp^nnncihilifiae ni/ar responsibilities overtime in the state. Explore, interpret, analyze, and evaluate various viewpoints within and across cultures related to events and issues. CULTURAL PERSPECTIVES Examine information and developments in Arkansas and explain how they may be viewed differently bv people from diverse cultures. Ariaiyze the historical perspectives that contribute to the development and transmission of Arkansas' cultures through language, literature, the arts, architecture, traditions, beliefs, and values. Compare and contrast various cultures in Arkansas. Describe the ways family, religion, gender, ethnicity, socioeconomic status, and other qrouo -J-.. .^i____:_____________________ ... .. . S characteristics contribute to developing an appreciation of Arkansas heritage. Identify and descnbe the various movements or periods of significant historical change within and across cultures. Explore ways that Arkansas natural and built environments interact with culture. Analyze and demonstrate the value of both cultural diversity and cohesion within and Examine and explain belief systems underlying Arkansas traditions and laws. across groups.LIFE SCIENCE Describe the major characteristics S' Classify animals using their characteristics. Explain the differences between sexual and asexual reproductions. ^pfein^h' ''\"h \" animal Explain how changes within animals help them List the characteristics of plants. Describe the structure and function of egg-caterpiilar-butterfly and egg-tadpole-froq) survive on Earth (give specific examples). uie Siruciure and function of roots stems leav Descnbe methods of reproduction in plants Understand how plants m--a--k- e fWoWoMd UaInIMd oxygen through photosynthesis and Classify plants based on their characteristics Know how the ecology of the environment is organized such population\u0026gt;community\u0026gt;ecosystem\u0026gt;biosphere Descrihp hni tho ._.k -x c____, use oxygen during respiration. as Describe how the amount of food, eat the , , I ------- III dll aicd UV Identify the different types of relationships between commensalism, parasitism). Describe the process of color vision. PHYSICAL SCIENCE Understand time, distance, and displacement form Distinguish between velocity and speed. Distinguish between velocity and acceleration. Understand acceleration along curves. Calculate the acceleration of a falling object. DDsessncrriihboe projectile motion. Describe how a satellite is a projectile in free-fell. Understand factors related to the Describe the characteristics of organisms. plants and animals in an environment (such as mutualism. motion of a pendulum. waves. eSh fee and longitudinal). Exp am the relationship between frequency, wavelength, and speed ii Explain constnjctive and destnjctive wave interference the basis for motion. in a wave. 1D1 eJs cribXe how sound waves are formed, transmitted, and received Understand the Doppler Effect (such you). as how the sound changes as it comes towards Describe the waves caused by earthquakes. dentifv hnix/ li/nhi you or goes away from Identify how light travels. Describe reflection and refraction of light Distinguish between physical and chemical Understand solutions and factors that affect Describe the properties of acid and base. Explain how a reaction between an acid and a base produces a salt. changes and properties, solubility. I I I Language Arts J READING Practice reading individually and in groups. Gain information from reading. Draw conclusions and make inferences in regard to reading material. Judge, cntique, and defend opinions of reading selections. Identify different purposes of reading and writing. Identify styles of authors. Identify kinds of literature and their purposes. Follow written directions with increasing difficulty and complexitv Use logic to follow directions. Use word-attack skills to read accurately and to understand information Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate Use headings, italics, footnotes, and other printed features to new information. -D'- luuuiuBi. ano oinerpnnted features to sort and organize information Identify and compare elements of reading such as setting and characterization. oelect reading materials representing a variety of cultures. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer hip h wning^ materials appropnate for reading for pleasure, finding information I, and for use to Use compare and contrast skills in reading. Use predicting, sequencing, and skimming to increase Read graphs, tables, maps, and diagrams. understanding of reading. WRITING uOqI^I ill ICi ll?3i l topics : beginning M. Create a first draft with a central idea and with details, and a closing sentence. paragraphs containing a topic sentence, supporting * onn organization and details concentrating on a central theme Use appropnate outlines and organizing methods to practice thinking and analyzing skills Use appropnate skills in mechanics, spelling, and usage in writing Vary sentence styles to include simple, complex, and compound Proofread writing in peer groups and with teacher for information Use a dictionary, thesaurus, and other resources to organization, and style. usage. correct spelling, grammar, punctuation, and . ProdX nSkh H ^atenals, and personal interviews to collect information oduce polished pieces of writing to be shared or published and collected in a writing portfolio Express awareness of vaned cultures and universal issues in wnting. 1: Relate elements, atoms, molecules, and compounds. Explain the behavior of gases in terms of the particle theory of matter. Find the relationships involving pressure, volume, and temperature of a gas. Distinguish among metals, nonmetals, and metalloids. List elements that are classified as metals, nonmetais, and metalloids and give their uses. Recognize when chemical reactions have taken place. Write word equations for reactions. Describe how energy is involved in chemical reactions. Classify energy resources as either renewable or nonrenewable. Compare and contrast types of fossil fuels. Describe the benefits and drawbacks of using different energy resources. Describe the operation of a steam generator electric power plant. EARTH SCIENCE Name conditions that define minerals. List and describe identifying characteristics of minerals (such as hardness, color, streak, cleavage, and fracture). Test minerals to identify them. Descnbe the value of minerals. Distinguish between a rock and a mineral. Understand the rock cycle. Identify rocks based on their characteristics. United States History Exploration to 1914 CITIZENSHIP Explain the philosophy of government expressed in the Declaration of Independence. Analyze foundations of the U.S. Constitution andiffssignificance. Pynlain th a mainrHoKatac II____I____i2_--L Explain the major debates, compromises, and resolutions during the development of the Constitution. Describe the development of the two-party system. Outline the principles of federalism. Compare and contrast powers in the U.S. Constitution given Congress, the President, the Supreme Court, and the states. Explain the responsibility of a free press and give examples. Practice the roles, rights, and responsibilities as participating citizens in a democracy. Participate in a project designed to serve the community. 1r# r INTERDEPENDENCE f aT' 3-n -'Oration associated wte, ,e grown, and Interpret various timelines related to American/U.S. history. * documents and narratives of American/U.S. I.iou^.y uu lu toentify, analyze, and interpret primary sources and historical and editorial Summanze the Exploration and Colonization Periods . Describe the role of early ZC\" century U.S. in world and domestic affairs . Wentfy major events in American/U.S. history up to 1914 and evaluate the Read, interpret, and analyze current events. history upto 1914. cartoons. causes, costs, and benefits. CONTINUITY AND CHANGE Descnbe the impact of change on places and the movements of people and goods UUnnddeerrSsttaanndri tthoep ttrraanncsffnorrmmtaattiiroinr, and r__e_s__p_o__n_s_e_. tor the Industrial Revolution. Use various methods and tools to explore and understand changes in the nation over time. CULTURAL PERSPECTIVES ractors that influenced them. Compare and contrast diverse cultures in American and U.S. history. Analyze the significance of the issue of slavery to society, politics, and economy Outline the development and growth ofthe American education system. aSS* ntributions of diverse individuals and groups such as African Americans and women to Mrnsnc3n urs. COOPERATION AND CONFLICT Analyze the causes and consequences of wars involving the U.S. to 1914. Describe the critical developments during the Civil War and their impact Outline the causes ofWorid War I. or Review of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: K ALTDENCE: parents PLT\u0026lt;POSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand an. educational standard. FLLFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the geometry subsection, specify which geometric shapes In life science, specify which body parts In the citizenship subsection, define state symbol ADDITIONAL COMMENTS: This document, and all the others designed for grades 1-5, were distributed to parents in November 1999. I cant see what our feedback accomplishes at this late date. There is no mention of these guides being available in languages other than English. IReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: First ALTDEENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PL^RPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the writing section, substitute a term such as commonly used words for high frequency words ADDITIONAL COMMENTS: none IReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE\nSecond AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS\nIt is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WE.AKNESSES\nThere is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the section on data, probability and statistics, define Venn diagram or use alternate language In earth and space science, place a list the steps of the water cycle in order, in parentheses Under citizenship, explain whetheridentify leaders means by such as president or proper name ADDITIONAL COMMENTS\nnone iReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Third AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the district s curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand eveiy item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the language arts section, the phrase large core of high frequency words will not have much meaning to parents. It needs to be translated to laymens terms. In the writing section, it is not clear what express cultural diversity in writing means. Does this mean that students are to spontaneously include characters from a variety of cultures in their writing or does it mean that they can respond in writing to an assignment such as, Write five important facts about Kwanza. Under mathematics, two items are confusing. Realize that fractional parts must be equal means? I guess this is in reference to common denominators, but Im not sure. Also, the item that talks about becoming familiar with grouping fractions with numerators of one and the same denominators needs a parenthetical example in order to be understood. In the life science subsection, the five main kingdoms of living organisms should be listed. In the citizenship subsection, list the three branches ofthe U.S. government. IReview of LRSD Elementary Standards and Benchmarks Document for Parents GR.WE: Fourth AUDIENCE: Parents PURPOSE\nTo explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional lookina. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under earth and space science, the rock cycle needs further explanation. The subsection on number sense states that, division notation represents a variety of situations. It is not at all clear what this means. ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE\nFifth AUDIENCE\nParents PURPOSE\nTo explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. * STRENGTHS\nIt is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the district s curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: The final item under the Social Studies subheading cultural perspective makes reference to demonstrating ways to interact with diverse cultures. Is demonstrate really the best verb' Wouldnt explain better describe the behavior expected of the child? ADDITIONAL COMMENTS: none ADDITIONAL COMMENTS\nnone i i\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_328","title":"Compliance hearing exhibits, 118","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School board members","School boards","School management and organization"],"dcterms_title":["Compliance hearing exhibits, 118"],"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/328"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nLittle Rock School District Board minutes\nIN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS SCHOOL BOARD MEETING MINUTESLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING July 9,1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, July 9,1998, at 5:00 p.m., immediately preceding the regularly scheduled agenda meeting, at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Micheal Daugherty Katherine Mitchell Sue Strickland MEMBERS ABSENT: Larry Berkley John Riggs, IV ALSO PRESENT: Leslie V. Gamine, Superintendent Karen Ware, Teacher Ex-Officio Beverly Griffin, Recorder of Minutes 1. CALL TO ORDER Ms. Magness called the meeting to order at 5:09 p.m. Four members of the Board were present. Mr. Berkley and Mr. Riggs were absent. Karen Ware, teacher ex-officio representative to the Board from Franklin Incentive Elementary School, was also present. PURPOSE OF THE MEETING The special meeting was called for action on the following items: A. Policy - Second Reading: Campus Leadership B. Proposed Budget for Annual School Election C. Personnel Recommendations MINUTES - SPECIAL BOARD MEETING July 9, 1998 Page? A. Policy - Second Reading: Campus Leadership Board policy in support of the Campus Leadership initiative was approved on first reading at the June regular Board meeting. In order to facilitate implementation prior to the principals institute, the Board was asked to approve the policy on second reading. Dr. Daugherty moved to approve the policy on second reading. Dr. Mitchell seconded the motion and it carried 4-0. B. Proposed Budget for Annual School Election Mark Milhollen was present to respond to questions regarding the proposed budget for the annual school election. The budget and proposed tax levy must be approved by the Board and published in the newspaper not less than sixty (60) days prior to the annual school election according to Arkansas law. Dr. Mitchell moved to approve the proposed budget, Ms. Strickland seconded the motion, and it carried unanimously. At 5:15 p.m., Ms. Strickland moved that the Board convene an executive session for the purpose of discussing personnel issues. Dr. Mitchell seconded the motion and it carried 4-0. The Board returned at 5:35 p.m. and reported that no action had been taken in this session. C. Personnel Recommendations The Board was provided a listing of recommendations for principal and administrative reassignments for the 1998-99 school year. Dr. Daugherty moved to approve the reassignments. Ms. Strickland seconded the motion and it carried unanimously. The reassignments are listed in the following chart. Name Virginia Ashley Teresa Courtney Deborah Mitchell Mike Oliver Nancy Acre Gwen Zeigler Jim Mosby 1997-98 Position Principal, Forest Park Principal, Watson Asst. Principal, Williams Magnet Principal, McDermott Director, Student Assignment Principal, Terry Assistant Principal, Hall Julie Wiedower Coordinator, Student Assignment Keeommetided Position Principal, McDermott Principal, Forest Park Principal, Fulbright Principal, Watson Principal, Terry Principal, Washington Principal, Southwest Interim Director, Student Assignment ADJOURNMENT The meeting adjourned at 5:40 p.m. on a motion by Dr. Mitchell, seconded by Dr. Daugherty. JudJyy t^gness, Prqmdent APPROVED:'?' ^^'7^ Micheal Daughert^ Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING July 21,1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, July 21,1998, at 5:00 p.m., in the Board Room at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSEIST: None. ALSO PRESENT: Leslie V. Gamine, Superintendent Beverly Griffin, Recorder of Minutes L CALL TO ORDER Ms. Magness called the meeting to order at 5:12 p.m. Six members of the Board were present. PURPOSE OF THE MEETING The special meeting was called for action on the following items: A. Interviews: Zone 6 Board Position B. Discussion: City of L.R. Planning Issue - Pulaski Academy/Denny Road Relocation C. Executive Session MINUTES - SPECIAL BOARD MEETING July 21, 1998 Page? A. Interviews: Zone 6 Board Position The Board interviewed two applicants for the Zone 6 position on the Board, which became vacant with the resignation of Pat Gee. Mike Kumpuris and Sandy Becker were each allowed approximately 30 minutes to respond to questions from the Board regarding their interest in serving on the Board. The Board convened an executive session for the piupose of discussing the applicants responses and qualifications. They returned from executive session at 7:00 p.m. and reported that no action had been taken. Mr. Riggs made a motion to appoint Mike Kumpuris to the Zone 6 position on the Board. Ms. Strickland seconded the motion and it carried unanimously. B. Discussion: City of Little Rock Planning Issue - Pulaski Academy/Denny Road Relocation The Board discussed an issue on the City of Little Rock Planning Commission agenda regarding a request to annex an area on Denny Road in west Little Rock to the city of Little Rock. The Board agreed by consensus to send a letter of opposition to the Mayor and City Board members and to the Pulaski County Judge. ADJOURNMENT The meeting adjourned at 7:04 p.m. on a motion by Mr. Riggs, seconded by Dr. Mitchell. APPROVED: / Micheal Daughet^, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING July 23,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, July 23,1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Judy Magness presided. Prior to the meeting, Circuit and County Clerk Carolyn Staley administered the oath of office to newly appointed Board member, Mike Kumpuris. Mr. Kumpuris was selected by the Board to serve as the Zone 6 representative to the Board until school elections in September 1998. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Mike Kumpuris Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Karen Ware, Teacher Ex-officio Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:05 p.m. Roll call revealed the presence of six Board members\nDr. Daugherty arrived at 6:35 p.m. IL READING OF MINUTES: Minutes from the regular board meeting of June 25, and from special meetings on June 30 and July 9,1998, were presented for Board approval. The minutes were approved 6-0, on a motion by Mr. Riggs, seconded by Dr. Mitchell. REGULAR BOARD MEETING July 23,1998 Page? III. PRESENTATIONS: The Superintendent introduced Ray Gillespie, athletic director for the District, who presented Marcus Elliott and Milton Fields, representatives from Alltel. Alltel employees recruited sponsorships for athletic letter jackets that resulted in contributions over $30,000 for the purchase of these jackets. Mr. Elliott and Mr. Fields presented a mock check in this amount and pledged continued support for athletic programs in Little Rock. Dr. Gamine introduced Debbie Milam, who reported on this summers Vital Link program activities. Ms. Milam thanked the City Education Commission for their financial support of the program and recognized several businesses and organizations that sponsored student participants. Ms. Milam introduced Nancy Dutton from the Little Rock Realtors Association, who pledged continuing support by the Realtors Association for Vital Link and presented Vital Link tee shirts to Board members. Odles Wilson, president of the Little Rock Alliance for our Public Schools, remarked on the positive personal experience Vital Link provided for him and stated that he would continue to support Vital Link. He introduced Ella Walker, a teacher in the Vital Link program this summer, and Paula Patterson, Chairman of the Chamber of Commerce Education Commission. SPECIAL PRESENTATIONS 1. Office of Desegregation Monitoring Skip Marshall greeted the Board and expressed his continuing support for the District. 2. Classroom Teachers Association No report. 3. Joshua Intervenors No report. 4, Knight Intervenors No report. 5. PTA Council Jeannie Price, PTA Council President, greeted the Board and stated that she looks forward to working with the Board and Superintendent during her tenure as Council president to increase local school membership in the PTA. REGULAR BOARD MEETING July 23,1998 Page 3 E. BOARD MEMBERS Katherine Mitchell commended Marion Baldwin and Marvin Schwartz on receiving grant funding for a Twenty-first Century Learning Center. This grant will provide funds over the next three years to supplement the budget of the community learning center at McClellan Community School. John Riggs offered a welcome to Mike Kumpuris, recently selected to serve as the Zone 6 representative to the Board. He offered advice for serving as a successful school board member: Think first of the children in making decisions. IV. CITIZENS COMMITTEES Gayle Bradford, Hall High School principal, and Dr. Joel Anderson, provost at UALR, provided a brief report on implementing a University School at Hall High School. The program would allow students to gain concurrent high school graduation credits and credit hours for college courses. In some instances, students would be able to start college as sophomores. Ms. Bradford also introduced Ann Kamps, who provided information on establishing a CISCO Academy at Hall High School. This would be an opportunity for Hall High School to receive from $30,000 - $50,000 worth of computer equipment, software, and staff training at no cost to the District. The funds are available as the CISCO Academy commitment to Americas Promise. REMARKS FROM CITIZENS Don Campbell thanked the Board for changes in the policy on allowing make up assignments for suspended and expelled students. The revisions are being included in the updated version of the students rights and responsibilities handbook. V. ACTION AGENDA A. Second Reading: Credit for College Courses Second Reading: Grading Systems Second Reading: Foreign Exchange Students Revisions to District policy on awarding credit for completion of college courses, changes to the current grading systems, and policy on enrolling foreign exchange students were approved by the Board on first reading at the June board meeting. The administration requested Board approval on second reading in order to ensure District compliance with the Arkansas Department of Education Standards for Accreditation. Mr. Riggs moved to approve these policies on second reading. Dr. Mitchell seconded the motion and it carried unanimously.REGULAR BOARD MEETING July 23,1998 Page 4 B. Policy Revisions Two policy revisions were presented for approval, which will ensure District compliance with the Arkansas Department of Education Standards for Accreditation. The first proposed policy allows students who have completed the eighth grade to enroll in and complete courses offered by a publicly supported community college or four-year college or university. These students will receive academic credit, which will be applied to graduation requirements, in accordance with rules and regulations adopted by each institution of higher education in consultation with the State Board of Higher Education. Mr. Berkley moved to approve the policy on first reading. Dr. Mitchell seconded the motion and it carried 6-0. The second policy sets guidelines to establish uniform grading criteria at and between school levels with the intent of being fair and consistent. Procedures for nine-week, semester and annual grading will be detailed in the regulations. Dr. Mitchell made a motion to approve the policy on first reading. Mr. Berkley seconded the motion and it carried 6-0. C. Policy: Proposed Revision to Special Presentations Agenda Mr. Riggs provided information from the minutes of a Board meeting on October 27,1994, wherein the board voted to include in each months agenda presentations by the Office of Desegregation Monitoring, Classroom Teachers Association, Joshua Intervenors, Knight Intervenors, and the PTA Council. In order to allow additional parties sufficient time on each months agenda, Mr. Riggs made a formal motion that standing groups mentioned in the motion of October 27,1997... be asked to give reasonable notice before a board meeting that they would like to make a presentation. In addition, that the President be allowed to let other interested stakeholders use this part of the agenda to make presentations. Mr. Berkley seconded the motion and it carried unanimously. D. Student Rights \u0026amp; Responsibilities Handbook Revisions The Board was provided copies of proposed revisions to the 1998 Student Rights \u0026amp; Responsibilities handbook for review prior to the July agenda meeting. Additional changes recommended by the Board and administration were incorporated into the final draft of the handbook. Dr. Mitchell moved to approve the revised handbook, Ms. Strickland seconded the motion and it carried 7-0.REGULAR BOARD MEETING July 23,1998 Page 5 E. ESEA, Title 11998-99 District Plan The Title I, ESEA District Plan was prepared for submission to the Arkansas Department of Education by August 3, 1998. The application requests funding in the amount of $4,246,509 based on 11,024 eligible students. Bonnie Lesley provided information and responded to questions from the Board. Mr. Riggs moved to approve the submission, Mr. Berkley seconded the motion and it carried 7-0. F. ESEA, Title VI1998-99 Application The ESEA, Title VI application was presented for approval for submission on August 3, 1998. Title VI funding in the amount of $153,060 is based on enrollment of eligible public and private school students in the District to support or enhance existing programs. Mr. Riggs made a motion to approve the application for submission. Dr. Mitchell seconded the motion and it carried unanimously. G. Comprehensive School Reform Grant Dodd Elementary School staff submitted a proposal requesting $74,200 to the Arkansas Department of Education for the Comprehensive School Reform Demonstration Program. If funded, this program will create a school-wide literacy program which would include professional development activities, learning theory and strategies for applying theory to the classroom. Mr. Riggs moved to approve the submission, Ms. Strickland seconded the motion and it carried unanimously. H. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Dr. Daugherty. The motion carried unanimously. Donated items are listed in the chart that follows. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Mann Magnet Jr. High $100. cash for orchestra class Mr. \u0026amp; Mrs. Duane Benage $25.cash Mr. Lynch \u0026amp; Mrs. Rhodes Central High Girls Track \u0026amp; Field Team Healthrider Fitness Machine Earlena Seward Marcy Multi-station Weight Machine California Muscle Multi-station weight machine \u0026amp; misc. weight training equipment Pat Chartowich Betty Brock REGULAR BOARD MEETING July 23,1998 Page 6 SCHOO L/DEPARTMENT ITEM DONOR Central High Girls Track \u0026amp; Field Team Exercycle Maxine Eggensperger Wakefield Elementary School Concrete Tables for the Community Classroom UALR - Share America Fulbright Elementary Six IBM compatible ALR 486 computers Morgan Keegan \u0026amp; Co./ Jay Gadberry N. Personnel Changes The Board was asked to approve routine personnel changes as printed in the agenda. In addition, two slip-sheets to the regular agenda were provided recommending additional transfers, promotions and new certified employees. At 7:20 p.m. Ms. Strickland moved for the Board to convene an executive session for the purpose of discussing personnel issues. Dr. Mitchell seconded the motion and it carried unanimously. The Board returned from executive session at 7:45 p.m. and reported that no action had been taken. Personnel items presented for approval were voted by separate motions. The Board unanimously approved items printed in the agenda, and additional items as noted in the table, which follows, on a motion by Mr. Berkley, seconded by Mr. Riggs. EMPLOYEE Michael Martello Lloyd Sain Joyce Willingham Randy Rutherford John Kelly Susan Caldwell Ella Walker ______________ POSITION_____________ Director, Transportation Director, Alternative Learning Center______ Assistant Principal, Booker Magnet________ Assistant Principal, Pulaski Heights. Jr. High Assistant Principal, Central High__________ Assistant Principal, Central High__________ Assistant Principal, Hall High A separate action to approve the employment of Aleecia Starkey as Speech Therapy Coordinator in the Division of Exceptional Children was moved by Mr. Berkley and seconded by Dr. Daugherty. The motion carried 5-2. with Ms. Strickland and Dr. Mitchell voting no. O. Financial Reports The financial reports were printed in the agenda for the Boards review. Mr. Milhollen was present to discuss the annual financial reports and respond to questions from the Board. Mr. Berkley made a motion to approve the reports. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING July 23,1998 Page 7 VI. REPORT AGENDA A. Mahlon Martin Staff Development Institute At the Boards request, Marion Woods was present to report on the Mahlon Martin Staff Development Institute. This program builds leadership skills in District employees and allows them to build a portfolio as a part of their training. The institute is funded by a Goals 2000 grant through the Arkansas Department of Education. B. Desegregation Update Dr. Gamine reported that administrators had met with Dr. Tenance Roberts and Dr. Steven Ross, who have agreed to work as consultants to the District under the terms of the Revised Desegregation and Education Plan. They will review specific commitments and help develop policies and plans in preparation for implementation by the District. C. Budget Update Mr. Milhollen reported that the final budget is being completed in preparation for a budget worksession, which will be held mid-August. The final document is due to be filed with the State on September 15. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None. VIII. ADJOURNMENT With no further business before the Board, Dr. Mitchell moved for adjournment at 8:05 p.m. Mr. Berkley seconded the motion, and it carried unanimously. Ji APPROVED\nMlaaggiiyg^s, President^ ! Micheal Daugherty, Seen LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING August 13,1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, August 13, 1998, at 7:50 p.m., immediately following the regular Agenda meeting, in the Board Room at 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Micheal Daugherty Mike Kumpuris John Riggs, IV Sue Strickland MEMBERS ABSENT: Larry Berkley Katherine Mitchell ALSO PRESENT: Leslie V. Camine, Superintendent Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Ms. Magness called the meeting to order at 5:12 p.m. Five members of the Board were present. PURPOSE OF THE MEETING The special meeting was called for the purpose of conducting an employee hearing. At the employees request, the hearing was closed MINUTES - SPECIAL BOARD MEETING August 13, 1998 Page 2 HEARING ADJOURNMENT The meeting adjourned at 7:31 p.m. on a motion by Mr. Riggs, seconded by Ms. Strickland. APPROVED: Judy Maness, President Micheal Daughei LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING August 27,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, August 27,1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Judy Magness presided. MEMBERS PRESENT\nJudy Magness Larry Berkley Micheal Daugherty Mike Kumpuris Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: None ALSO PRESENT\nLeslie V. Gamine, Superintendent of Schools Beverly Griffin, Recorder of Minutes 1. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:05 p.m. All members were present at roll call. IL READING OF MINUTES: Minutes from the regular board meeting of July 23, and from special meetings on July 21 and August 13,1998, were presented for Board approval. The minutes were approved unanimously, on a motion by Dr. Mitchell, seconded by Mr. Berkley. REGULAR BOARD MEETING August 27,1998 Page 2 III. CONSENT ITEMS: Items listed on the Consent agenda included: A. B. C. D. E. Grant Submissions: CERTL Grant Proposal/National Science Foundation Comprehensive School Reform Grant Plant at Carver Excess Property: Chicot Elementary School Donations of Property - listed in the table which follows Personnel Changes Financial Reports Mr. Berkley made a motion to approve the consent agenda. Mr. Riggs seconded the motion and it carried unanimously. DONATIONS SCHOOL/DEPARTMENT Chicot Elementary Fulbright Elementary IV. PRESENTATIONS: ITEM $450 Wal-Mart Gift Card $25 Wal-Mart Gift Card PE Equipment \u0026amp; Supplies DONOR Wal-Mart Foundation \u0026amp; Womens Council for Greater LR Home Builders Association Baseline Wal-Mart Store #124 American Heart Association in Cooperation with U.S. Games \u0026amp; BSN Sports Dr. Gamine presented a citation to Phyllis Caruth, teacher at Central High School, who was recently selected as one of eighteen participants in a Mathematical Association of America project entitled Historical Modules of the Teaching and Learning of Secondary Mathematics. This project is funded by the National Science Foundation and will develop teaching modules over a three-year period for implementation across the country. The superintendent also presented a citation to Felicia Hobbs, principal at Gibbs Magnet Elementary School, who was selected to attend principals institute at Harvard University this summer. The Art and Craft of the Principalship included instruction in school improvement, student achievement, and addressing the needs of students in the 21^ century. REGULAR BOARD MEETING August 27,1998 Page 3 The third citation was presented to Diane Barksdale, principal at Carver Magnet Elementary School. Ms. Barksdale was selected to attend the Second Annual Oxford International Round Table on the Superintendency and the Principalship at Pembroke College at the University of Oxford, England. Mable Donaldson, coordinator of Gifted Programs for the District, was recently named 1998 Arkansas Gifted \u0026amp; Talented Administrator of the Year by the Arkansas Association of Gifted Education Administrators. The Superintendent presented a citation in recognition of this honor. Exofficio representatives to the Board for the month of August, Olivia Caddie, teacher at Fulbright Elementary, and Kelvey Matthews, student at McClellan High School, were also presented with citations in appreciation for their service to the Board. Dr. Camine asked Kathy Lease to provide a brief report regarding the possibility of holding a meeting of District stakeholders as requested by Dr. Daugherty. Dr. Lease reported that progress is being made in the identification of all stakeholders who should be involved in any future meetings. She promised to keep the Board informed of progress on a regular basis. Debbie Milam was asked to provide a brief review of the activities of the Youth Leadership Initiative. Seventy-five District high school students will begin their Youth Leadership traiiiing at a retreat tliis weekend, to be held at tlie Heifer Project International Center in Perryville. These students will meet one Saturday per month and receive information on the environment, education, criminal justice, the media, etc. Board members were invited to drop in on any of the sessions throughout the year. E. BOARD MEMBERS Dr. Daugherty expressed appreciation for the professional manner in which Suellen Vann, Director of Communications, operates her office when dealing with the news media and negative publicity. Mr. Riggs thanked building principals and other administrators for their hard work in getting the school year off to a good start. He thanked fellow Board members and District employees who had helped him over the past six years in his service to the school district. He remarked that his time on the Board had been the most rewarding thing that had happened to him in his life, and stated that it had been fun, rewarding and time well-spent. In conclusion, he quoted Robert Frost regarding his Board service ... begins in delight and ends in wisdom. He challenged the Board members to remember the children and set their goals with the children in mind. REGULAR BOARD MEETING August 27,1998 Page 4 Dr. Mitchell stated that she had enjoyed working with Mr, Riggs over the past six years, and remarked that he had made a significant contribution to the Board in recent years with his ability to be sincere and honest with the community and fellow Board members. She wished him well as he enters the race for State Senator. Dr. Mitchell also thanked Liz Lucker and Gail Nickerson for volunteering their time to organize volunteers to work in the schools at registration to enroll students in ARKids First. This program provides medical insurance benefits for students who are not otherwise covered by private insurance. Mr. Berkley thanked Mr. Riggs for helping him when he first came on the board and for always sharing his wisdom and guidance. He stated that he really does care about children and that everyone would miss him. Ms. Magness also commended Mr. Riggs for his sense of humor and his thoughtful attention to the duties of the Board. She thanked everyone in the District who was involved in getting the year off to a great start. She recognized Suellen Vann and other District staff members who worked on planning the first annual convocation ceremony, and asked Ms. Vann to publicly recognize the business sponsors who funded the convocation activities. Ms. Magness announced the Candidates Forum, which will be sponsored by the Coalition of Little Rock Neighborhoods, Southwest United for Progress and the School Distinct. This Forum will be televised live from the District Board Room on Cable Channel 4 at 7:00 p.m. on Wednesday, September 2,1998, and will be taped and replayed several times prior to the School Board Elections on Tuesday, September 15,1998. REMARKS FROM CITIZENS Bill Nolan, instructor with the Diesel Technology Program at Metropolitan Vocational Technical Center, presented information regarding this program and invited Board members to drop by for a visit. This class provides students an opportunity to learn a trade and work in the field as they learn to hone their skills. He credited J. A. Riggs Tractor Company with providing job opportunities for the students while they are in training and after they graduate from the program and for providing an experienced instructor to the Metro Program. REGULAR BOARD MEETING August 27,1998 Page 5 V. ACTION AGENDA A. Board Policy Review In May 1997, the Board voted to complete a review and revision of all District policies. The review of Section A: Foundations and Basic Commitments, was completed and appropriate revisions were made. Section A was presented for approval on first reading. Mr. Riggs made a motion to approve the revised policies in Section A. Dr. Mitchell seconded the motion and it carried unanimously. B. Residential Elementary Alternative School Proposal An application to the Public Charter Schools Program of the U. S. Department of Education was developed by a committee of District employees, staff from the Pfeifer Kiwanis Alternative Classroom Experience Program, and the Arkansas Department of Education. The proposal requests $150,000 per year for three years, the first of which would be a planning year. District matching funds in the amount of approximately $1.2 million would be required in years two and three of operation. Dr. Daugherty moved to approve the submission and Mr. Riggs seconded the motion. The motion passed unanimously. C. Arkansas Public Schools Week The Arkansas School Public Relations Association (ArkaNSPRA) is leading schools across the state in the celebration of Arkansas Public Schools Week, October 4- 10, 1998. This recognition provides opportunities for parents and community members to participate in and become more familiar with school activities. This years theme is Arkansas Public Schools, The Heart of Our Community. The Board unanimously adopted a resolution in support of this initiative on a motion by Dr. Daugherty, seconded by Dr. Mitchell. D. Race for the Cure The Susan G. Komen Foundation sponsors the annual Race For The Cure in downtown Little Rock. This years race will be held on Saturday, September 19, 1998. A number of District employees will participate in the race in recognition of the many women who have been affected by this disease and honoring those who are survivors of breast cancer. A resolution in support of this event was presented for the Boards adoption. Dr. Mitchell made a motion to approve the resolution, Dr. Daugherty seconded the motion and it carried unanimously.REGULAR BOARD MEETING August 27,1998 Page 6 E. Annual School Election Polling Places A resolution was presented for the Board to authorize the administration to request that the Pulaski County Board of Election Commissioners reduce the number of polling places for the LRSD during the annual school election on September 15, 1998. This request is in compliance with Act 545 of1997, which allows for this procedure under certain conditions. The Districts savings for this action would be approximately $18,000. Mr. Riggs moved to approve the resolution. Dr. Daugherty seconded the motion and it carried 7-0. F. Superintendents Annual Performance Review and Evaluation An executive session for the purpose of conducting a performance evaluation for the Superintendent was held after the conclusion of all other business. VI. REPORT AGENDA A. Desegregation Update Junious Babbs briefly described current work efforts of the Student Assignment work team, which has reconvened for the purpose of preparing recommendations for revising the Districts attendance zones. Consultants, Terrance Roberts and Stephen Ross, will assist the team and District administrators in this process. B. Budget Update Mark Milhollen reported briefly on the preparation of the current year budget submission, which is due to the Arkansas Department of Education by September 15,1998. The date for submission is prior to the date scheduled for final contract negotiations, so it will be necessary to revise and resubmit the budget once that process is complete. Mr. Milhollen stated that he would have the tentative budget for the Boards review and approval at the September agenda meeting (September 10,1998). VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None.REGULAR BOARD MEETING August 27,1998 Page 7 EXECUTIVE SESSION\nMr. Riggs moved for the Board to convene an executive session for the purpose of discussing the Superintendents annual evaluation. Dr. Mitchell seconded the motion and it carried unanimously. The Board returned from executive session at 8:35 p.m. and reported that no action had been taken. VIIL ADJOURNMENT With no further business before the Board, Mr. Riggs moved for adjournment at 8:35 p.m. Dr. Mitchell seconded the motion, and it carried unanimously. APPROVED\nJ Micheal Daugherty, Sg^etary Chicot Elementary School Property Resolution WHERE ASj4he Little Rock School District of Pulaski County, Arkansas, herein called District, is the owner of the following described lands located in the City of little Rock, Arkansas: A tract of land in the SE 14 NE 14 Section 11, Township 1, South, Range 13 West, Pulaski County , Arkansas, more particularly described as: Starting at the the Southeast Comer of the SE 'A NE 14 of Section 11, T-!-S, R-13- W, a point in the centerline of the asphalt pavement on Chicot Road\nthence North 586.95 feet along the East line of the SE 14 NE 14 and the centerline of Chicot Road\nthence West 30.00 feet to an iron pin on the East property line of Parcel No. 1, Tract N, Chicot Elementary School Property, said point also being on the West right- of -way line of Chicot Road and the Point of Beginning. Thence South 89deg 40min West 25.02 feet. Thence North 403.57 feet. Thence South 80 deg 45 min East 25.33 feet to an iron pin, said point being the N.E. Comer of tract N, Parcel No. I, said point also being on the West R-O-W line of Chicot Road. Thence South 399.5 feet along the said West R-O-W line to the Point of Beginning, containing 10,038.38 square feet, or 0.2304 acres, more or less. And\nWHEREAS, the Little Rock School District declares said lands to be surplus to the needs of the District, and by Resolution dated October 27, 1994, declares those lands be sold. NOW, THEREFORE, BE IT RESOLVED, by the Board of Directors of the Little Rock School District of Pulaski County, Arkansas: 1. That the offer of $10.00 received from the City of Little Rock, is approved as the purchaser of said property. 'residepj\u0026lt;' loard of directors Secretary, Board of Difectors 7 STATE OF ARKANSAS ) r' ) COUNTY OF PULASKI) On this ACKNOWLEDGMENT ^7 day of the month^^J^'\"*^'^1998, before me, a Notary Public duly commissioned, qualified and acting for said County and State, appeared in person the within named and to me personally well known, who stated that they were the and of the a corporation, and were duly authorized in their respective capacities to execute the foregoing instrument for and in the name and behalf of said corporation, and further stated and acknowledged that they had so signed, executed and delivered said foregoing instrument for the consideration, uses and purposes herein mentioned and set forth. IN TESTIMONY WHEREOF, I have hereunto set my hand and seal as such NO' Notary Public on this 4-, 1998 MY COMMISSION EXPIRES\nT.\" c- '47 \\ ADOPTED: STATE OF ARKANSAS ) )SS COUNTY OF PULASKI) Subscribed and sworn to before me this 7 day of 9 -S V.OTAy^y, \u0026lt; \u0026lt;* M^Oi^d.-tA^WlisSION EXPIRES: 'lnuO*' Re solution Arkansas Public Schools Week ARKANSAS PUBLIC SCHOOLS THE HEART OF OUR COMMUNITY CopyrijAr 1998. Arkansas Chapter of the National School Public Relations Association (ArkaNSPRA). October 4-10,1998 WHEREAS, Arkansas public schools serve more than 450,000 children throughout our state\nand WHEREAS, the strength of a community is enhanced by its educational system\nand WHEREAS, all children deserve a high-quality, free public education\nand WHEREAS, the future of our state and nation depend upon the success of our students in public schools today\nand WHEREAS, a joint effort must be made by parents, teachers, educational administrators, school board members and the community to prepare our children to face tomorrow's challenges\nand WHEREAS, public schools are preparing and educating todays students to become tomorrows leaders\nNOW,THEREFORE, be it resolved that October 4-10,1998 shall be proclaimed as Arkansas Public Schools Week, and the Little Rock School District encourages all citizens of our community to make a commitment to public education and to the future of Arkansas' children by visiting their local public schools and by contributing their time and talents to enhance their local public school system. Adopted this 27th day of August, 1998. Judy (Magnessf^resident Micheal Daugherty,\"decretal J Resolution Whereas, breast cancer is a devastating disease which strikes thousands of women every year\nand Whereas, the lives of many women - staff members as well as parents - in the Little Rock School District have been forever changed because of breast cancer\nand Whereas, the Susan G. Komen Breast Cancer Foundation will hold its annual Race For The Cure on Saturday, September 19, with race proceeds to benefit breast cancer research, education, screening and treatment\nand Whereas, Little Rock School District employees and parents of students will show their support in the fight against breast cancer by participating in the Race For The Cure on September 19, NO W, THEREFORE BE IT RE SOL VED that the Board of Education of the Little Rock School District expresses its support for the Race For The Cure and the district employees and parents who will participate in the valiant effort to reduce the occurrence of breast cancer. Adopted this 27th day of August, 1998. Judy Magness, President r Micheal Daugherty, SecretaryResolution 1998 School Board Elections WHEREAS, Act 545 of 1997 passed by the Arkansas General Assembly amends Arkansas Code Annotated 6-14-102, related to school board elections\nand WHEREAS, Act 545 states that In any election year, if no more than one (1) candidate for school district director or member of the county board of education presents a petition or notice in writing to the county board of election commissioners as required by 6-14-111, and there are no other ballot issues to be submitted to district electors for consideration, the board of directors of any school district may, by resolution duly adopted, request the county board of election commissioners to reduce the number of polling places\nand WHEREAS, there is only one contested Board position in Zone 6, and there are no other ballot issues\nNOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of the Little Rock School District of Pulaski County adopts this resolution to request the county board of election commissioners to reduce the number of polling places. PrMident Adopted Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING September 1,1998 The Board of Directors of the Little Rock School District held a special meeting on Tuesday, September 1,1998, at 6:00 p.m., in the Board conference room, 810 West Markham, Little Rock, Arkansas. Judy Magness, President, presided. MEMBERS PRESENT: Judy Magness Larry Berkley Mike Kumpuris Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: Micheal Daugherty ALSO PRESENT: Leslie V. Gamine, Superintendent 1. CALL TO ORDER Ms. Magness called the meeting to order at 6:21 p.m. Six members of the Board were present. PURPOSE OF THE MEETING The special meeting was called for the purpose of discussing personnel issues. MINUTES - SPECIAL BOARD MEETING September 1, 1998 Page 2 EXECUTIVE SESSION: Mr. Berkley moved to convene an executive session for the purpose of discussing a personnel matter. Ms. Strickland seconded the motion and it passed unanimously. ADJOURNMENT The board returned from executive session and the meeting adjourned at 8\n15 p.m. APPROVED: z Micheal Daugheji^^ecretary Minutes from this meeting were recorded by Judy Magness. LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING September 10,1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, September 10,1998, at 6:40 p.m., in the Board Room, 810 West Markham, Little Rock, Arkansas. Larry Berkley, Vice President, presided. MEMBERS PRESENT: Larry Berkley Micheal Daugherty Mike Kumpuris Katherine Mitchell John Riggs, IV Sue Strickland MEMBERS ABSENT: Judy Magness ALSO PRESENT: Leslie V. Camine, Superintendent Beverly J. Griffin, Recorder of the Minutes I. CALL TO ORDER Mr. Berkley called the meeting to order at 6:40 p.m., immediately following the regularly scheduled agenda meeting. Six members of the Board were present\nMs. Magness was absent. PURPOSE OF THE MEETING The agenda for the special meeting included the following items: 1. IL Student Reinstatement Petition Approval of Budget Submission MINUTES - SPECIAL BOARD MEETING September 10, 1998 Page 2 I. Student Reinstatement Petition II. Approval of Budget Submission Mark Milhollen presented the Board with copies of the current year budget submission, which is due to the Arkansas Department of Education on or before September 15, 1998. He responded to several questions from the Board and advised the members that further revisions to the budget would be made once negotiations with the teachers union are complete and when the funds due the District from the State settlement have been received. Mr. Riggs made a motion to approve the budget for submission to the ADE. Dr. Mitchell seconded the motion and it carried unanimously. ADJOURNMENT There being no further business before the Board, Mr. Riggs moved for adjournment at 6:50 p.m. Dr. Mitchell seconded the motion and it passed unanimously. APPROVED: President Micheal Daugherty, (Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING September 24,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, September 24, 1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Judy Magness presided. Prior to the call to order, Judge Marion Humphrey administered the oath of office to newly elected or re-elected members of the Board\nMicheal Daugherty, representing Zone 2, Mike Kumpuris, representing Zone 6, and Baker Kurrus, representing Zone 4. MEMBERS PRESENT: Judy Magness Larry Berkley Micheal Daugherty Mike Kumpuris Baker Kumis Katherine Mitchell Sue Strickland MEMBERS ABSEIStT: None ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Judy Magness, called the meeting to order at 6:07 p.m. All Board members were present at roll call. Ex-officio members of the Board were also present, Faye Norwood, teacher representative from Garland Incentive Elementary School, and Jimmy Kyle Mosby, student representative from Parkview Magnet High School. REGULAR BOARD MEETING September 24,1998 Page 2 II. READING OF MINUTES: Minutes from the regular board meeting of August 27, and from special meetings on September 1 and September 10,1998, were presented for Board approval. The minutes were approved unanimously, on a motion by Dr. Mitchell, seconded by Mr. Kumpuris. III. CONSENT ITEMS: Items listed on the Consent agenda included: A. B. C. D. E. Urban Professional Development Initiative Policy Review Schedule Donations of Property Personnel Changes Financial Reports Ms. Magness requested that Donations of Property be moved to the regular agenda. Mr. Berkley made a motion to approve the consent agenda with the exception of Donations of Property. Dr. Daugherty seconded the motion and it carried unanimously. IV. PRESENTATIONS: A. SUPERINTENDENT The Superintendent presented certificates of appreciation to ex-officio representatives to the Board for the month of September, Faye Norwood, teacher at Garland Elementary, and Jimmy Kyle Mosby, student at Parkview Magnet High School. B. SPECIAL PRESENTATION - Little Rock AUiance for Our Public Schools Odies Wilson, president of the Little Rock Alliance, addressed the Board regarding the partnership between the District and the Alliance for the completion of a management review of the Districts operations. A proposal presented by MGT of America was selected from those submitted in response to the RFP. MGTs proposal provides for approximately 120 days to complete the study. Dr. Mitchell asked Mr. Wilson to provide copies of the proposal and a copy of the contract with MGT before the study is begun. REGULAR BOARD MEETING September 24,1998 Page 3 C. BOARD MEMBERS Mr. Kurrus expressed appreciation for the opportunity to serve on the Board. He introduced his family and thanked them for supporting him in his decision to seek a seat on the Board. Dr. Mitchell commented regarding the election of officers scheduled later on this agenda. She thanked Ms. Magness for her service as President of the Board and for her dedication and commitment to the children of the Little Rock School District. Ms. Magness thanked Dr. Mitchell for her comments and noted that it had been a very good year. She thanked the Board members for their individual hard work and energy. She thanked Dr. Camine and the Superintendents office staff for working with her to make this a great year. She stated that this years board had accomplished many tasks through vision, hard work and commitment to excellence for the children of our community. Ms. Magness also announced the upcoming brown bag lunch meetings that would be held to discuss the middle school reorganization for the 1998-99 school year. She congratulated the newly elected representatives to the Board and noted that Mr. Kumpuris had been selected to receive the David Pryor award for service to the community. V. REMARKS FROM CITIZENS Jody Carreiro and two other individuals signed up to speak to the Board on the topic of the reassignment of a classroom teacher at M. L. King Elementary School. Mr. Carreiro was selected as the representative speaker for a group of parents who were concerned about eliminating a classroom teacher at the first grade level at King. He asked the Board to reconsider this reassignment and to reinstate the teacher. VI. ACTION AGENDA A. Election of Officers Ms. Magness opened the floor for nominations for the office of President of the Board. Dr. Mitchell nominated Mr. Berkley. There being no additional nominations, Mr. Kumpuris moved to elect Mr. Berkley by acclamation. The motion was seconded and unanimously approved. REGULAR BOARD MEETING September 24,1998 Page 4 For the position of Vice-President, Dr. Mitchell nominated Ms. Strickland. No other nominations were made, therefore Dr. Daugherty moved to approve the nomination by acclamation. The motion carried unanimously. Ms. Strickland nominated Dr. Mitchell for the position of Secretary. Ms. Magness moved to approve the nomination by acclamation. Dr. Daugherty seconded the motion and it carried unanimously. B. Board Policy Review Section A: Foundations and Basic Commitments, of the District policy manual was presented for approval on second reading, after having been approved on first reading at the August meeting of the Board. Ms. Magness moved to formally adopt Section A of the revised policy manual. Dr. Mitchell seconded the motion and it carried unanimously. C. District Priorities Dr. Gamine recommended Board approval of a list of priorities, which were established during the current school year. These priorities relate to the Revised Desegregation and Education Plan, Technology Plan, Campus Leadership, and Financial Planning. Ms. Magness made a motion to approve the listed priorities. Ms. Strickland seconded the motion, and it carried unanimously. D. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Ms. Magness made a motion to graciously accept the donations, seconded by Ms. Strickland. The motion carried unanimously. Donated items are listed in the chart that follows. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR LRSD Canon FAX-270 Facsimile Machine US Fish \u0026amp; Wildlife Service LRSD 54 Compaq 486 PCs 36 typewriters! 22 IBM Dot Matrix Printers / 25 calculators \u0026amp; assorted office furniture \u0026amp; supplies Nations Bank Forest Park Elementary $5,000 cash for purchasing three computers and printers for classrooms Forest Park PTA REGULAR BOARD MEETING September 24,1998 Page 5 Donations (Continued) SCHOOL/DEPARTMENT ITEM DONOR Central High School $ 1,300 cash for purchasing computer for guidance department Central High School PTSA Pulaski Heights Jr. High 16 straight-back chairs for teachers lounge Pulaski Heights Jr. High PTA Williams Magnet Elementary Playground Equipment and Repairs / Classroom Instructional Materials / Reading is Fundamental Williams Magnet PTA E. AVID - Advancement Via Individual Determination Bonnie Lesley provided a brief report on the AVID program, which she is proposing as a tool for addressing the need to prepare greater numbers of our students for four-year college eligibility. A favorable vote at this time would allow allocation of $7,500 for training, which could be paid from the existing Curriculum Department budget. An additional $200,000 would be required to implement the total program in eight junior high schools and five senior high schools. Additional information on a possible contract with AVID, will be provided to the Board prior to the December Board meeting. Mr. Kumpuris moved to approve the initial allocation of funds for training one staff person. Dr. Daugherty seconded the motion and it carried 6-1 with Dr. Mitchell casting the no vote. F. Resolution: Arkansas Volunteer Month A resolution proclaiming the month of September as Arkansas Volunteer Month was presented for the Boards adoption. This resolution recognizes the importance of volunteer service to our schools and encourages parents and citizens of our community to make a commitment to public education and to the future of our children. Ms. Magness moved to approve the resolution. Ms. Strickland seconded the motion and it carried unanimously. Suspension of the Rules: Dr. Camine asked the Board to suspend the rules in order to consider a resolution recognizing the National Day of Concern, which was not previously included in the Boards agenda materials. Ms. Strickland moved to suspend the rules. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING September 24,1998 Page 6 G. Resolution: Day of National Concern President Clinton proclaimed October 8,1998 as the Day of National Concern in an effort to mobilize all citizens to work within their schools and communities to reverse the trend of youth-on-youth gun violence on or near school campuses. The Districts Peer Helpers Advisory Council asked the Board to approve a resolution supporting the Day of National Concern and to participate in activities that will be held in observance of this effort. Ms. Magness made a motion to support the movement and approve the resolution. Ms. Strickland seconded the motion and it carried unanimously. H, Resolution: Opposing Constitutional Amendment 4 Abolishing Property Taxes and Substituting an Increased Sales Tax The Board was presented a resolution in opposition to proposed Amendment 4. The passage of this amendment would result in a loss of funding for the Little Rock School District in the amount of $42.8 million in 1999 alone. In addition to the LRSD, public libraries and other public educational facilities would lose their ability to operate with an expected dollar loss in the amount of $745.3 million. Ms. Strickland made a motion to support the resolution in opposition to Amendment 4. Ms. Magness seconded the motion and it carried unanimously. I. Resolution: Recognition of Fulbright Elementary Schools Twentieth Year J. William Fulbright Elementary School opened in September 1978. In recognition of its 20* anniversary, the school staff has planned activities during the week of September 21-25, including a pep rally, a family picnic, and a giant birthday cake. Alumni of Fulbright and other community and school leaders have been invited to participate. Mr. Kurrus moved to approve the resolution, Ms. Magness seconded the motion, and it carried unanimously. VI. REPORT AGENDA A. Desegregation Update Junious Babbs reported on the progress of community meetings regarding the proposed revised student assignment plans. Also, meetings with residents of the areas that will attend the new Stephens School have been scheduled at Garland and Mitchell Elementary Schools. REGULAR BOARD MEETING September 24,1998 Page 7 B. Budget Update Mark Milhollen reported that the districts budget had been filed as required by the Arkansas Department of Education. He noted that revisions to the budget would have to be made once a final determination is made on funds due the District from the state for teacher retirement and health insurance reimbursements. Also, the final salary negotiations with teachers will be included in a revised budget filing whenever that process is complete. C. Energy Education Proposal Victor Anderson reported that he had investigated the proposal from Energy Education, Inc., and had looked at other programs that could save the district money in energy costs. He reported that the Plant Services staff had already implemented some cost-saving measures as a result of Mr. Eatons participation in the Energy Star Building Management Program of the Environmental Protection Agency and that the District is a partner in the Rebuild America Program of the U.S. Department of Energy. This program makes recommendations for savings through energy management. Dr. Anderson reported that he would not make a recommendation for Energy Educations proposal at this time, but that he would continue to look for ways to reduce our energy usage. C. Wage \u0026amp; Salary Study Dick Hurley briefly commented on the Wage \u0026amp; Salary Study written reports that were provided to the Board in their printed agenda. Two options were presented for consideration: one, that a consultant be hired to perform a salary study at a cost of approximately $100,000\nor, that an internal team perform the study with the assistance of a consultant at a cost of approximately $20,000. The Board took no formal action. Mr. Kurrus questioned the possibility of also conducting a study of substitute teacher salaries. D. Teacher Shortages in Specialized Areas Dr. Hurley had provided a brief written report on methods to address the problem of hiring and retaining qualified teachers in the areas of mathematics, foreign language, science, reading and computer technology. Several options were presented for consideration. The Board took no formal action. REGULAR BOARD MEETING September 24,1998 Page 8 VIL AUDIENCE WITH INDIVIDUALS OR GROUPS None. VIII. ADJOURNMENT There being no further business before the Board, Ms. Magness moved to adjourn at 8:11 p.m. The motion was seconded by Ms. Strickland and carried unanimously. APPROVED\njO Li Birkley, Kresident feitherine Mitchell, Secretary DON'T JUST SIT THERE! VOLUNTEER! Cal the Arkansas Division ol Malunteerism at {501) 682-7540 RESOLUTION ARKANSAS VOLUNTEER MONTH SEPTEMBER 1998 WHEREAS, Volunteers have a positive influence on the lives of Arkansans every day of every year\nand WHEREAS, Volunteers contribute abilities and resources to provide services and problem-solving skills to the people of communities throughout the Natural State\nand WHEREAS, Volunteers sought to solve social problems by contributing their time, talent, and treasure to support Arkansas Promise to our youth as well as many other public and non-profit programs of help to their fellow Arkansans\nand WHEREAS, The citizens of the state of Arkansas continually benefit from an exemplary force of volunteers from every walk of life and all age groups, people who give unselfishly of themselves whenever the need arises\nNOW, THEREFORE, be it resolved that the month of September shall be proclaimed as Arkansas Volunteer Month and the Little Rock School District recognizes the many parents and citizens who volunteer in our schools each day and encourages other parents and citizens of our community to make a commitment to public education and to the future of our children by volunteering in our schools. Adopted this 24*^ day of September, 1998. Michael Daugherty, Sectary RESOLUTION OPPOSING THE CONSTITUTIONAL AMENDMENT (No. 4) ABOLISHING PROPERTY TAXES AND SUBSTITUTING AN INCREASED SALES TAX WHEREAS, the Board of Directors of the Little Rock School District are charged with the duty to provide an adequate and equal education to all the children of this district\nand WHEREAS, this school district is dependent on funds generated from property taxes to sustain its operation\nand WHEREAS, petitions have been presented that would place a constitutional amendment on the General Election ballot in November that would eliminate property taxes and replace them with an optional increase in the states sales tax\nand WHEREAS, the 1999 revenue loss to Arkansas schools from such a property tax repeal would amount to $745.3 million\nwhile the revenue generated in 1999 from a 7/8-cent sales tax, if approved by a majority of qualified electors, would amount to $299.8 million, the net revenue loss to schools would amount of $445.5 million in one year alone\nand WHEREAS, the loss of this amount of funding would be catastrophic to public education as we know it, and would result in wholesale school district consolidations, the loss of local control over education, increased class sizes, curtailment of nonessential activities such as athletics, computer labs, and the transportation of children in school buses\nand WHEREAS, the loss of this funding would cause a crisis and collapse of the school bond market, and severely impair the ability of school districts to repair or replace school buildings\nand WHEREAS, the estimated loss of funding for the Little Rock School District would amount of $42.8 million in 1999 alone\nand WHEREAS, Arkansans currently have the 49*' lowest property tax burden in the United States\nNOW, THEREFORE BE IT RESOLVED that the Board of Directors of the Little Rock School District strongly opposes the passage of a constitutional amendment to abolish property taxes and replace them with an increased sales tax. Adopted this 24*^ day of September 1998 by the Little Rock School District Board of Directors. (Jady Maness,, President Resolution fVhereas, Fulbright Elementary School opened its doors 20 years ago this month to the school children of Little Rock, its bright interior colors and award-winning design providing a stimulating educational setting for its students and staff\nand Whereas, for each of the past 20 years approximately 500 students of the Little Rock School District have been served by this school, taught by an excellent group of educators, cared for by a dedicated group of support staff, and nurtured through the efforts of an active and involved Parent Association\nand Whereas, former U.S. Senator J. William Fulbright, for whom the school is named, was known internationally for his commitment to education and to cooperation between all people of the world, values that we hope to impart to all students enrolled in the Little Rock School District\nand Whereas, through the combined efforts of Fulbright Schools administration, teachers, staff, parents, and students, the school has been recognized many times over the past 20 years for its outstanding teachers, administrators, and staff\nthe exceptional volunteer service of its parents\nand the accomplishments of its students\nand IVhereas, Fulbright School has set aside the week of September 21-25, 1998, to celebrate its 20th Birthday with activities including a Pep Rally, Back-to-1978 Dress Up Day, a giant birthday cake for the students, and a Family Picnic on Friday evening, September 25, open to all alumni of Fulbright as well as to community and school district leaders. NO W, therefore, be it resolved that the Little Rock School District Board of Directors recognizes J. William Fulbright Elementary School for its contributions to public education over the past 20 years, and congratulates the school community on the occasion of its 20th Birthday, this 24th day of September, 1998. Judy Magness, President Micheal Daugherty, SecretaryLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING October 22,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, October 22,1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Larry Berkley presided. MEMBERS PRESENT\nJudy Magness Larry Berkley Micheal Daugherty Mike Kumpuris Baker Kurrus Katherine Mitchell Sue Strickland MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Larry Berkley, called the meeting to order at 6:00 p.m. Six Board members were present at roll call\nDr. Daugherty arrived at 6:10 p.m. Ex-ofFicio student representative, Clarke Tucker from Central High School, was also present. II. READING OF MINUTES: Minutes from the regular board meeting of September 24,1998 were presented for Board approval. The minutes were approved unanimously, on a motion by Ms. Strickland, seconded by Ms. Magness. REGULAR BOARD MEETING October 22,1998 Page 2 III. CONSENT ITEMS: Items listed on the Consent agenda included: A. B. C. D. IDEA Grant Application Consolidation Application for Special Education and Related Services, 1998-99 Safe \u0026amp; Drug Free Schools and Communities Applications Personnel Changes Ms. Magness made a motion to approve the consent items as printed in the agenda. Ms Strickland seconded the motion and it carried unanimously. IV. PRESENTATIONS: A. SUPERINTENDENT The Superintendent presented citations to four students from Mabelvale Jr. High School, Natasha Davis, Shala Hood, Charisma Henderson and Anthony Tripplett. These ninth graders serve as olfrcers of the Nutrition Advisory Council, sponsored by the Arkansas State Food Service Association. Beth Sander, teacher at Terry Elementary School, was awarded a citation for receiving Honorable Mention in the Bessie B. Moore Arkansas Awards Program for Teachers of Economics. Carol Dyson and Susan Purvis, elementary art teachers, were recently recognized at the state level for achievement in arts education. The Arkansas Art Education Association selected Ms. Dyson, art specialist at Williams Magnet School, as the Arkansas Art Educator of the Year. Ms. Purvis, art specialist at Gibbs Magnet School, received the Governors Arts in Education Award. Each of these teachers was presented with a Superintendents Citation in recognition of their achievements. Entergy Arkansas recently selected Rene Carson to receive the Distinguished Teacher Award. She will be honored, along with other Arkansas Educators, at an awards ceremony, which will be held in November. Dr. Camine presented her with a Superintendents Citation recognizing this selection. Mary Lou Kahler and Catherine Snyder presented the Board and Superintendent with a trophy that was presented to the Districts team in the Race for the Cure. We were the largest participating school district in the state, with 23 schools and departments represented by a total of429 participants. REGULAR BOARD MEETING October 22,1998 Page 3 Jo Evelyn Elston, Director of Pupil Services and Dr. Trudie Reed, President of Philander Smith College, were present to announce a partnership between the District and Philander. The Lyceum Honors Program will begin with ninth grade students this year and will grow by one grade level each year until ninth through twelfth grades are included. On behalf of the Board, Dr. Mitchell presented a plaque to John Riggs in appreciation for his service to the District as zone 4 representative since 1992. She wished him well in his future endeavors on behalf of the children of the District. He is running for the State Senate unopposed and will take office in January 1999. Dr. Mitchell also presented the presidents gavel to Judy Magness in appreciation for her service as president of the Board for the past year. The final citation was presented to Clarke Tucker, ex officio student representative to the Board and current president of the student body at Central High School. Dr. Camine introduced Kathy Lease to present a report on identification of the Districts various stakeholders. She has compiled a listing of parents and community groups who continue to support the District in various activities and events. B. SPECIAL PRESENTATION - Little Rock Alliance for Our Public Schools Odies fEilson, chairman of the Alliance Board, reported on the progress of contracting with MGT for a management study of the district. The final estimated cost is $144,000\nFifty for the Future has committed to pay half the fee. The Board asked several questions regarding the cost of the study, noting that the original estimate was significantly less than this figure. Dr. Mitchell asked for additional information regarding the purpose of the study. An input session has been scheduled for Wednesday, November 4,1998. SUSPENSION OF THE RULES\nMs. Magness moved to suspend the rules of the Board to consider an item that is not listed as an agenda item. Dr. Mitchell seconded the motion and it carried unanimously. Ms. Magness then made a motion to approve the expense of $72,000 for the completion of the management study. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING October 22,1998 Page 4 C. BOARD MEMBERS Ms. Strickland thanked Mr. Berkley for planning and organizing the recent Board retreat. She commented that the retreat was a productive activity that will benefit the Board in their work. Ms. Magness corrected a statement she made in last months Board meeting\nJimmy Mosby, who served as the ex officio member of the Board in September, is the president of the student body at Parkview Magnet High School. Ms. Magness recognized Gibbs Magnet School for becoming a mini-United Nations, where each classroom has adopted a different country. She congratulated Sharon Davis, principal at Romine Elementary School, for completing her doctorate. She also applauded the National Merit Scholars who were present prior to the Board meeting for a reception in honor of their achievements. Dr. Mitchell announced the second annual VIPS Read-a-thon on November 17, 1998. Each classroom in the District will have a volunteer guest reader for approximately 30 minutes. Mike Kumpuris attended three of the community meetings that were scheduled to discuss and hear public comments regarding the new proposed attendance zones. He expressed concern that none of the meetings were well attended and he feared that not enough people in the community are taking the opportunity to express their concerns. Mr. Kurrus reported on attending the Womens Emergency Committee reunion and reception last month. He stated his pride in the contributions of these women, who are only now, forty years later, getting recognition for getting the public schools reopened after the desegregation crisis. Mr. Berkley reported that he felt the recent Board retreat would impact the future direction of the District. He thanked his fellow Board members for their time in attending this session. Clarke Tucker, ex officio student representative, announced that President Clinton had recently signed a bill proclaiming Central High School part of the National Park Service and placing the school on the National Historic Register. V. REMARKS FROM CITIZENS None. REGULAR BOARD MEETING October 22,1998 Page 5 VI. ACTION AGErJPA A. First Reading: Policy Review - Section C (General School Administration) The Board was provided copies of Section C - General School Administration policies for review and revisions. Ms. Magness made a motion to table this item for action after additional policy review. Ms. Strickland seconded the motion and it carried unanimously. B. Resolution: Day of National Concern About Young People and Gun Violence President Bill Clinton recently signed a proclamation naming October 8, 1998 as the Day of National Concern about Young People and Gun Violence. The Peer Helpers Advisory Council of the Little Rock School District requested the Boards support for this initiative by adoption of a resolution. Mr. Kumpuris moved to adopt the proposed resolution. Dr. Daugherty seconded the motion and it carried unanimously. A copy of the resolution is attached to these minutes. C. Resolution: National Red Ribbon Week The District promotes drug awareness and prevention programs for students through various activities and organizations such as DARE, Just Say No, TRUCE, Peer Helpers, and the Student Assistance Program. National Red Ribbon Week, October 25-31, 1998, places special emphasis on urging students, parents, schools and the community to make a commitment to drug free education. Ms. Strickland made a motion, seconded by Dr. Mitchell to unanimously adopt a resolution in support of this initiative. D. Middle School Program Standards The Middle School Cuniculum, Instruction, and Assessment Committee developed program standards to provide direction for the District in transitioning from junior high to middle schools. The Board was asked to review and adopt these standards for implementation in the 1999-2000 school year. Boimie Lesley reported briefly to the Board and indicated additional information would be provided to the Board as the committee completes its work. Ms. Magness made a motion to adopt the recommended standards. Ms. Strickland seconded the motion and it carried unanimously. REGULAR BOARD MEETING October 22,1998 Page 6 E. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Ms. Magness made a motion to graciously accept the donations, seconded by Ms. Strickland. The motion carried unanimously. Donated items are listed in the following chart. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Booker Arts Magnet School GE Refrigerator for teachers lounge Mrs. A. M. Tullos Forest Park Elementary School 2,308.65 cash for purchasing computer and supplies Forest Park PTA Rockefeller Incentive School Weedeater \u0026amp; Hedge Trimmer Rockefeller PTA F. Financial Reports The monthly financial reports were printed in the agenda. The Board requested no additional information. Dr. Mitchell moved to approve the reports, Ms. Magness seconded the motion and it carried unanimously. VI. REPORT AGENDA A. Desegregation Update Mr. Babbs provided a brief review of the recent activities of the Student Assignment work team. Meetings have been held in the community to discuss and review the proposed revised attendance zones. The team plans to have a recommendation to the Board for approval in November. If all plans remain on schedule, final assignments for the 1999-2000 school year will be made by the first of March. B. Budget Update No report. REGULAR BOARD MEETING October 22,1998 Page 7 c. Stephens School Doug Eaton and Sadie Mitchell provided a brief review of the progress on the Stephens School construction project. The target date for completion of the building is June 2000, with a move in expected for the 2000-01 school year. Mr. Kurrus asked the Superintendent to begin planning now for an adaptive re-use of the two buildings (Mitchell and Garland Elementary Schools) that will be vacated when the new Stephens School opens. He also asked that we begin now working with the city to upgrade and rebuild the neighborhood around Stephens School to make the school more attractive to families who might want to enroll at Stephens. The Board requested that additional details be provided on the construction of Stephens in a separate meeting in early November. D, Strategies to Implement District Priorities Dr. Camine provided copies of a document entitled Strategies to Implement District Priorities for the Boards review and discussion. He read the introduction and briefly highlighted the contents. He asked the Board to review the document over the next few weeks and be prepared to discuss it further at a later date. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None VIIL ADJOURNMENT There being no further business before the Board, Ms. Magness moved to adjourn at 8:20 p.m. The motion was seconded by Ms. Strickland and carried unanimously. APPROVED: II- Larry Barkley, Prudent Smerine Mitchell, Secretary /w I Resolution Whereas, schools are established within a community for the purpose of educating children\nand Whereas, the presence of a gun at school is not only dangerous, but also interferes with the educational process\nand Whereas, gun violence in school has a devastating and long-lasting impact on children, teachers, other staff members, parents and others in the community\nand Whereas, President Bill Clinton has proclaimed October 8, 1998, as the Day of National Concern about Young People and Gun Violence\nand Whereas, the Peer Helpers Advisory Council of the Little Rock School District supports action to prevent guns in schools and wishes to lead students in a pledge against guns in Little Rock schools\nNow, therefore, be it resolved that the Day of National Concern about Young People and Gun Violence will be observed by schools in the Little Rock School District. The Peer Helpers Advisory Council will ask all students to sign pledge cards as a voluntary promise that they will never carry a gun to school, will never resolve a dispute with a gun, and will use their influence with their friends to keep them from resolving disputes with guns. Adopted this 24* day of September, 1998. ddent' J President SecretaryWhereas, Arkansas youth have a right to be educated in an environment conducive to learning\nand Whereas, all schools and administrative buildings of the Little Rock School District are designated as Drug Free Zones\nand Whereas, programs such as D.A.R.E., Just Say No, T.R.U.C.E., Peer Helpers and Student Assistance which promote drug awareness and prevention for youth, have been implemented in Little Rock public schools\nand Whereas, during the week of October 25-31, 1998 special emphasis will be placed upon drug free youth with the observance of National Red Ribbon Week\nand Whereas, a joint effort must be made by parents, schools, and the community working together toward a common commitment for preparing our children to be tomorrows leaders, NOW, THEREFORE BE IT RESOLVED, that the Little Rock School District endorses National Red Ribbon Week and urges all citizens to make a commitment to drug free education and to the future of our children. Adopted this 22nd day of October, 1998. Larry Berkley Presi4* tent Katherine Mitchell, SecretaryLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING November 19,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, November 19, 1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Larry Berkley presided. MEMBERS PRESENT: Lany Berkley Sue Strickland Katherine Mitchell Micheal Daugherty Mike Kumpuris Baker Kurrus Judy Magness MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Beverly Griffin, Recorder of Minutes I. CALL TO ORDER Board President, Larry Berkley, called the meeting to order at 6:00 p.m. All Board members were present at roll call. Ex-officio teacher representative, Nancy Mitchell from Gibbs Magnet Elementary School, was also present. IL READING OF MINUTES: Minutes from the regular board meeting of October 22, 1998 were presented for Board approval. The minutes were approved unanimously on a motion by Dr. Mitchell, seconded by Ms. Magness. REGULAR BOARD MEETING November 19,1998 Page 2 III. PRESENTATIONS: A. STUDENT PRESENTATION Pulaski Heights Junior High School eighth grade students presented reports to the Board that were the result of a recently completed mathematics project. The students were from Mrs. Forhands pre-algebra class and included Ernest Sweat, Peter Thomas, Ben Schreiber, Elizabeth Millsap and Major Banks. B. SUPERINTENDENTS CITATIONS Dr. Camine recognized Marion Baldwin and Jodie Carter for their efforts in securing a 21^ Century Community Learning Center Grant for the McClellan Community Education Program. This three-year grant will result in over $1 million, which will be used to develop various components of the community education program including literacy education, academic tutoring, summer camp, adult education courses, eind medical services for students. Sue Ward assisted Dr. Camine in presenting the annual School Nurse awards. Deborah Porterfield was selected to receive the First Year School Nurse award. Betty Neiser, the 1998-99 School Nurse of the Year, was presented with a plaque in recognition of her continuing service to the Districts students. In addition, Beverly Heron, Carla Kelley and Marsha Mahan were recognized for being nominated for the School Nurse of the Year award and were presented with certificates of appreciation. The ex-officio teacher representative on the Board for the month of November, Nancy Mitchell from Gibbs Magnet Elementary School, was presented with a citation in appreciation of her service on the board. C. PARTNERSHIPS Newly established partnerships were identified and the Board was asked to approve the agreements between: Kroger Store on Markham \u0026amp; Rodney Parham, represented by Jennifer Guthridge and Marsha Reagan, and Brady Elementary School, represented by Ada Keown. Jitney Food \u0026amp; Drug on West Markham, represented by Blade Westmoreland, with the Accelerated Learning Center, represented by J. J. Lacey and Carol Green Ms. Magness made a motion to approve the partnerships. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING November 19,1998 Page 3 D. BOARD MEMBERS Ms. Magness reported that she had attended the Accelerated Learning Program awards ceremony last week. Nine diplomas have been awarded to students completing their high school course requirements in this new program. She also attended the Gibbs Magnet School annual cultural fair where this years event featured Japan. She displayed a brochure developed by Jefferson Elementary parents to use in recruiting new students to that school and she encouraged other parents to get involved with the various activities in their schools. Dr. Mitchell commended Mr. Adams, Mrs. Gill and the staff of the Parent Involvement Office for the annual Title I meeting that was held last Saturday at Martin L. King Elementary School. Mr. Kurrus reported on his attendance at Career Day at Forest Heights Jr. High School where he witnessed great teachers involved with alert and attentive students. Mr. Berkley thanked all the people who volunteered their time to the process of updating and revising the Strategic Plan. He emphasized that the agenda for this meeting contained very important issues that would move the district forward toward achieving the goals set by the Strategic Plan. V. REMARKS FROM CITIZENS Mary Collins, a parent/grandmother of three elementary school students in the District, asked the Board to review their expulsion and long-term suspension policies. Specifically, she noted concerns regarding the numbers of elementary school aged students who are sent home from school for 3 to 10 days. Eleanor Reasoner expressed concern regarding issues surrounding treatment of handicapped students in the District. She reported that in some schools handicapped students are not allowed to achieve honor roll status because they are not working at grade level. She asked for the Board to ensure that handicapped students are recognized for their achievements. VI. ACTION AGENDA A. Stephens School At the Boards request, the agenda was reordered to allow action on the Stephens School project as the first order of business.REGULAR BOARD MEETING November 19,1998 Page 4 Doug Eaton and Mark Milhollen provided requested budget information to the Board members prior to the meeting. Construction and furnishing of the new Stephens Elementary School is estimated at $10.5 million. $7.2 million has been allocated to date and the administration asked for the Boards approval to seek additional funding in the amount of $3.3 million dollars. Dr. Daugherty, Mr. Kurrus and Dr. Mitchell spoke in favor of the project\nMr. Kumpuris expressed reservations regarding the projected amount of the construction. Dr. Daugherty moved to approve the administrations recommendation for construction and funding of Stephens School. Dr. Mitchell seconded the motion and it carried unanimously. B. Teacher Negotiations Tentative Agreement The proposed 1998-99 salary agreement with the Classroom Teachers Association was presented for the Boards approval. Brady Gadberry responded to questions from Board members. Dr. Mitchell made a motion to approve the contract. Dr. Daugherty seconded the motion and it carried unanimously. C. Dwight D. Eisenhower Professional Development Grant Application The Board was presented with a request to approve submission of the 1998-99 Dwight D. Eisenhower Grant, Title II, ESEA. Funding in the amount of $146,190 would provide funding for professional development programs in math, science, reading and social studies activities. Ms. Magness moved to approve the submission, seconded by Dr. Mitchell. It carried unanimously. D. Approval of Proposed Attendance Zones Proposed revised attendance zones were drawn in accordance with guidelines established by the Revised Desegregation and Education Plan. The Student Assignment Work Teams recommendations were presented to the community and opportunities for feedback were provided. Students and parents were surveyed and the opportunity to be grandfathered or assigned to their current school will be an option for students who do not wish to attend their neighborhood school. No changes will be made to the method of assigning students to Magnet and Incentive Schools. Mr. Kumpuris made a motion to approve the revised student attendance zones. Ms. Strickland seconded the motion and it carried unanimously. E. Implementation of Act 989 of 1997 (Megans Law) Arkansas Act 989 of 1997 (Megans Law) was written to establish a system of registration for sex and child offenders and to provide for community notification when these offenders move into a residence near a school. The law also requires REGULAR BOARD MEETING November 19,1998 Page 5 the Board of Directors of local school districts to adopt a written policy regarding the method of notification to students and parents regarding these individuals. The Board was provided with Policy JLDBD, Sex and Child Offender Notification, and was asked to approve the policy on first reading for immediate implementation. Mr. Kumpuris made a motion to approve the motion on first reading. Dr. Daugherty seconded the motion and it carried unanimously. F. AP Exam Policy and Regulations The administration asked the Board to table action on the proposed AP Exam policy until the December meeting. The Board agreed by consensus to table. G. High School Curriculum The Division of Instruction conducted a comprehensive review of the Districts high school curriculum in cooperation with high school principals, counselors, registrars, supervisors and teachers. As a result of this in depth review, recommendations for revising the course offerings were presented for the Boards review and approval. Dr. Bonnie Lesley was present and responded to questions from the Board. Ms. Magness moved to approve the proposed high school curriculum revisions. Mr. Kumpuris seconded the motion and it carried unanimously. H. Middle School Curriculum The Division of Instruction presented recommended course requirements for grades 6 - 8 for implementation in the 1999-2000 school year. The recommendation included curriculum guidelines for Area Middle Schools and for Dunbar, Henderson, Mann Arts, and Mann Science Magnet programs. Dr. Lesley was present to respond to the Boards questions. Ms. Magness made a motion to approve the recommended middle school curriculum. Mr. Kumpuris seconded the motion and it carried unanimously. I. Proposed Revision of Graduation Requirements In response to changes required by the State of Arkansas and other LRSD planning requirements, the administration recommended approval of revised graduation requirements to become effective in 1998-99 for the graduating class of 2002. On a motion to table, it was recommended that this item be placed in policy/regulation format and be brought back to the Board for approval on first reading at the December agenda meeting. REGULAR BOARD MEETING November 19,1998 Page 6 J. Interim Millage Adjustment As required under Arkansas law, the Pulaski County Quorum Court establishes the rates of taxation to be levied on taxable real and personal property in Pulaski County, and governing bodies of the taxing entities are required to certify their applicable taxes prior to the November Quorum Court meeting. Administration recommended that the Board approve a resolution setting the personal property tax rate and the real property rate at 41.6 mills. Mr. Kumpuris moved to approve the resolution as presented. Dr. Mitchell seconded the motion and it carried unanimously. K. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Ms. Magness. The motion carried unanimously. Donated items are listed in the following chart. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Booker Arts Magnet School Snack Pack items for use as incentives for good behavior Sains Club #8104 LRSD Athletic Department Snack items/books/maps for instructional aids and student incentives GE Microwave Oven for teachers lounge $2,500 cash to provide football tickets for elementary and jr. high school students to attend Fair/Parkview football game Ms. Ruth Bray Alltel Communications Mann Arts \u0026amp; Science Magnet Two recliners for use in teachers lounge - English annex Mr. \u0026amp; Mrs. Ronald Gordon L. Financial Reports The monthly financial reports were printed in the agenda. The Board requested no additional information. Mr. Kumpuris moved to approve the reports, Ms. Strickland seconded the motion and it carried unanimously. REGULAR BOARD MEETING November 19,1998 Page 7 M. Personnel Changes After completion of the report agenda, the Board moved into an executive session for the purpose of discussing personnel issues on a motion by Ms. Magness, seconded by Ms. Strickland. The Board remained in executive session until 9:58 p.m. When they returned, they reported no action taken in session. Mr. Kumpuris moved to approve the salary schedules presented by the administration in conjunction with the teacher contract negotiations for teachers and administrators. Ms. Strickland seconded the motion and it carried unanimously. The personnel items printed in the agenda were approved unanimously on a motion by Ms. Magness, seconded by Ms. Strickland. VI. REPORT AGENDA A. Desegregation Update Mr. Babbs provided a brief review of the tasks on-going in the Student Assignment office. With the approval of the revised attendance zone plan, they will be moving toward notification of parents and student of their new assignments and will be updating the Board as progress is made. B. Budget Update No report. C. Middle School Stalling Update In response to a question from Dr. Mitchell regarding staff development in the Middle School reorganization, Dr. Camine recognized Brady Gadberry to respond. A Middle School Worksession will be held at the December agenda meeting. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS NoneREGULAR BOARD MEETING November 19,1998 Page 8 VIII. ADJOURNMENT There being no further business before the Board, Ms. Magness moved to adjourn at 10:00 p.m. The motion was seconded by Ms. Strickland and carried unanimously. lent APPROVED\n____________ Larry Ewkley, Presinent Katherine Mitchell, Secretary RESOLUTION APPROVING THE PROPERTY MILLAGE RATES FOR THE YEAR 1998 WHEREAS, the Pulaski County Quorum Court will levy county, municipal, and school taxes for the year of 1998 as required by Ark. Code Ann. 14-14-904, and WHEREAS, Ark. Ann. 26-73-202 requires that the governing body of any taxing entity approve the applicable taxes prior to the adoption of the county levy\nNOW, THEREFORE, BE IT RESOLVED, that the Board of Directors of the Little Rock School District of Pulaski County approves the established level of 41.6 mills for personal property and 41.6 mills for real property within the district for the year 1998. Preside! Secretary Adopted LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING December 3,1998 The Board of Directors of the Little Rock School District held a special meeting on Thursday, December 3,1998, immediately following the regular agenda meeting, in the Board Room at 810 West Markham, Little Rock, Arkansas. Larry Berkley, President, presided. MEMBERS PRESENT: Larry Berkley Sue Strickland Katherine Mitchell Mike Kumpuris Judy Magness MEMBERS ABSENT: Mike Daugherty Baker Kurrus ALSO PRESENT: Leslie V. Gamine, Superintendent Beverly J. Griffin, Recorder of the Minutes 1. CALL TO ORDER Mr. Berkley called the meeting to order at 6:35 p.m., immediately following the regularly scheduled agenda meeting. Five members of the Board were present\nDr. Daugherty and Mr. Kurrus were absent. The ex-officio representatives to the Board for December were present\nRhema Pekar, student from Hall High School and Greg Harris, teacher from King Elementary. MINUTES - SPECIAL BOARD MEETING Decembers, 1998 Page 2 PURPOSE OF THE MEETING The agenda for the special meeting included the following items: 1. IL Second Reading: Implementation of Act 989 of 1997 (Megans Law) First Reading: Approval of New Graduation Requirements III. Donation of Property IV. Student Disciplinary Actions ACTION AGENDA: I. Second Reading: Implementation of Act 989 of 1997 (Megans Law) The Board was asked to approve Board policy JLDBD, Sex and Child Offender Notification, on second reading. This policy is required under Arkansas Act 989 in order to establish a district wide system for notification of parents and students when a convicted sex or child offender moves near a school. The policy and related regulations were approved unanimously on a motion by Ms. Magness, seconded by Ms. Strickland. IL First Reading: Approval of New Graduation Requirements The Board was asked to approve policy IKF, General Education Graduation Requirements, on first reading so that it may be approved on second reading at the regular December meeting. The requirements will become effective with the graduating class of 2002. Ms. Magness made a motion to approve the policy on first reading. Mr. Kumpuris seconded the motion and it carried 4-1. with Dr. Mitchell casting the nay vote. The regulations were not approved with this vote, as the Board asked for additional information. Dr. Lesley will provide additional information prior to the December Board meeting. III. Donation of Property The McDermott Elementary School PTA requested approval of their donation of $4,468.38 in cash for the purchase of computer equipment so that the requisitioning process could take place before the end of the calendar year. Ms. Magness moved to approve the donation. Mr. Kumpuris seconded the motion and it carried unanimously. MINUTES - SPECIAL BOARD MEETING December 3, 1998 Page 3 IV. Student Disciplinary Action ADJOURNMENT The meeting adjourned without a formal motion at 9:00 p.m. APPROVED: Larry Berkley, President Katherine Mitchell, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING December 17,1998 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, December 17,1998, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Larry Berkley presided. MEMBERS PRESENT: Larry Berkley Katherine Mitchell Micheal Daugherty Mike Kumpuris Baker Kurrus Judy Magness MEMBERS ABSENT: Sue Strickland ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Beverly Griffin, Recorder of Minutes 1. CALL TO ORDER Board President, Larry Berkley, called the meeting to order at 6:00 p.m. Five members of the Board were present at roll call\nDr. Daugherty arrived at 6:20 and Ms. Strickland was absent. Ex-officio representatives to the Board, Greg Harris, teacher from M. L. King Elementary School, and student, Rhema Pekar from Hall High School, were also present. IL READING OF MINUTES: Minutes from the regular board meeting of November 19,1998 and from a special meeting held on December 3,1998 were presented for Board approval. The minutes were approved unanimously on a motion by Ms. Magness, seconded by Mr. Kumpuris. REGULAR BOARD MEETING December 17,1998 Page 2 III. PRESENTATIONS\nA. STUDENT PRESENTATION Students from Rockefeller Elementary School performed several holiday songs for the Board. Principal Arm Mangan and Choir Director IJ Routen reported on the Show Choirs recent trip to Hawaii to perform in a national competition. B. SUPERINTENDENTS CITATIONS Ms. Lenora Murray, sponsor for the Dunbar Magnet Jr. High School Math Club was introduced and was asked to recognize students who placed during the recent Math Competition in Hot Springs. Toby Huang, Daniel Liu and Ben Wells tied for first place in the 8** grade competition\nJoel Simon received the second place award for 8* grade algebra students. In addition, Ke Xu won first place and Sunny Patel won second place in the 7* grade pre-algebra competition. Dr. Camine recognized Michael Tidwell, dance teacher from Parkview Arts \u0026amp; Science Magnet School, for recently receiving the 1998 Arkansas Individual Artist Award from the Governors Arts Council. A citation was presented to Judy Goss, the literary magazine faculty advisor at Parkview. The Patchworks Pegasus recently received the Gold Medal Award from the Columbia Scholastic Press Association. Student staff members were Corey Helm, Megan Wright, Megan Robertson, John Banks and Ian Manire and Ron Matheney. Dr. Camine announced that Debbie Milam, the Districts VIPS and Partners-in- Education Coordinator, had recently received the Distinguished Leadership Award from Leadership Greater Little Rock. The ex-officio representatives to the Board, Greg Harris, teacher at Martin L. King Elementary School, and Rhema Pekar, student at Hall High School, were presented with citations in recognition of their service during the month of December. C. SPECIAL PRESENTATION James Fribourgh, James Bell and Martha Rimmer, representing the Pulaski County Historical Society, presented complete sets of the Pulaski County Historical Review for each of the eight junior high/middle schools. These materials will be kept with the social studies and local history reference and research materials for use by our students. Marie McNeal, supervisor of social studies, accepted the materials and presented them to representatives of each of the Districts junior high/middle schools. REGULAR BOARD MEETING December 17,1998 Page 3 D. BOARD MEMBERS Mr. Kumpuris reported that his neighborhood association, Westwood, assisted students and staff at Wilson Elementary in building a float for the Little Rock Christmas Parade. He attended the Metropolitan Vocational-Technical School awards ceremony, where several of our students were recognized for winning in the statewide vocational-technical competition. He also attended the holiday program at Geyer Springs Elementary School where they demonstrated holiday celebrations around the world. Mr. Kurrus reported that he had attended several recruiting activities around the District and the Dodd Elementary School open house. He urged parents and others to visit their neighborhood schools to learn first hand what good things are going on there. He expressed concern regarding the number of out-dated and non-working computers that are sitting in the schools\nhe stated that technology upgrades and improvements were one of the Districts greatest needs. Ms. Magness attended the Chamber of Commerce annual luncheon meeting. She complimented the Rockefeller Elementary School students who demonstrated computer technology on a big screen while the luncheon guests were eating. She also reported on attendance at the Arkansas Leadership Academy, which is sponsored by the State of Arkansas. The week-long training session hones individual participants leadership skills and provides an opportunity to meet people from around the state. She attended the Forest Heights Junior High School band concert and applauded the students for their performance. IV. CITIZENS COMMITTEES Representatives of the Wright Avenue Crime Watch and Neighborhood Association requested the Boards attention to ensuring residents are included in decisions regarding future use of Mitchell School. Ms. Narcissus Tyler and Representative John Lewellen made brief comments regarding Mitchell and their efforts in having the school named as a local historical site. They expressed concern in having Mitchell closed as a school, and stated that the school is a stabilizing factor for their neighborhood. They would like to see the building continue to operate as an educational facility of some type. Hubert Barksdale and Randy Alexander, representing the Little Rock Alliance for Our Public Schools, reported briefly on the progress of the MGT Management Study. They thanked the Districts staff for cooperating and assisting the consultants in their efforts to gather materials for inclusion in the study. Dr. Linda Recio, lead examiner in the study, reported that the final review would include an evaluation of the management and administrative structure and the budget and financial condition of the District. The final report will be presented to the Board early in 1999. REGULAR BOARD MEETING December 17,1998 Page 4 V. REMARKS FROM CITIZENS Eleanor Coleman spoke on behalf of school employees who are concerned about the new contract and salary issues. She stated that the CTA membership is concerned about the raises that were negotiated and when these raises would be received. She encouraged the Board to release the funds and give the teachers then-raises. Frank Martin, Executive Director of the CTA, expressed concerns regarding the withholding of insurance premium payments from employees paychecks. He reported a great deal of concern regarding January 1,1999 paychecks being distributed on January 4, the first day back to work after the winter holiday. He asked the Board to authorize distribution of paychecks on Saturday, January 2. Clementine Kelley, Vice-President of the CTA, expressed similar concerns as Ms. Coleman and Mr. Martin. She asked the Board to ensure employees are paid timely and the amounts that they are entitled to receive. Linda Pondexter expressed concern that the CTA and other stakeholders in the District were no longer printed as a part of each regular meeting agenda. The Board voted in July 1998 to change Board policy regarding this inclusion on the agenda. These groups may still be placed on the agenda, but they must notify the superintendents office prior to the printing of the agenda of their desire to be included. She also expressed concern regarding the increase in health care insurance costs for public employees. The Board recessed briefly and returned at 8:00 p.m. for completion of the agenda. VL ACTION AGENDA A. Board Policy Review In the continuing effort to review and revise the Districts policy manual. Section B: School Board Governance and Operations and Section C: General School Administration were presented for review and approval on first reading. There were several adjustments to the materials presented, therefore. Dr. Daugherty made a motion to table. Mr. Kurrus seconded the motion and it carried unanimously. The materials will be presented for approval on first reading at the January agenda meeting. REGULAR BOARD MEETING December 17,1998 Page 5 B. New Graduation Policy - Second Reading Policy IKF- General Education Graduation Requirements, was presented for second reading and approval. The policy was approved on first reading at the December agenda meeting. Mr. Kumpuris moved to approve implementation of the policy\nMs. Magness seconded the motion. Dr. Mitchell and Dr. Daugherty stated concerns regarding implementation of the policy and regulations. Mr. Kurrus and Mr. Berkley spoke in favor of the motion. It carried 4 -2 with Dr. Daugherty and Dr. Mitchell casting the no votes. C. Adjustment of the 1998-99 Student Calendar The Middle School Steering Committee recommended that extensive staff development be provided for the 1999-2000 school year transition. A revised student calendar was presented for the Boards review and approval which would allow three additional staff development days for the cunent school year, June 1, 2, and 3, 1999. This revision would make the last student attendance day May 28, 1999. Ms. Magness moved to approve the recommended calendar, Mr. Kumpuris seconded the motion and it carried unanimously. D. 1999-2000 Student Calendar Representatives of the three school districts in Pulaski County met to align the proposed student calendars for the 1999-2000 school year. This calendar was presented for the Boards review and approval. Ms. Magness made a motion to approve the recommended 1999-2000 school year calendar. Mr. Kumpuris seconded the motion and it carried unanimously. E. Board Goals The Board developed five goals for operating during the remainder of the 1998-99 school year. Mr. Kumpuris requested that the Board review these goals in early 1999 and make revisions periodically as required. Mr. Kumpuris made a motion to adopt the listing of five goals. Ms. Magness seconded the motion and it carried unanimously. A copy of the goals is attached to these minutes. F. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Mr. Kurrus made a motion to graciously accept the donations, seconded by Mr. Kumpuris. The motion carried unanimously. Donated items are listed in the following chart.REGULAR BOARD MEETING December 17,1998 Page 6 DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Metropolitan Vocational Center Materials and equipment for metal fabrication/welding program Welsco, Inc. Pulaski Heights Jr. High $1,295.26 cash to replace tile in the main hallway Pulaski Heights Jr. High School PTA McClellan Conununity School $100 cash for the basketball holiday classic (December 28-30) Bermie ONeil, Attorney Alternative Learning Center $300 cash to purchase a fax machine Alltel Communications Fulbright Elementary Student apparel/gift wrap/ dolls for student incentives Freida Hollingshead of Hog World LRSD Safety \u0026amp; Security Office Four cell phones and airtime for remainder of the school year for use at athletic events Alltel Communications G. Personnel Changes The Board was asked to approve the personnel changes as printed in the agenda. In addition, a motion was made by Ms. Magness to suspend the rules to allow action on an item not included in the agenda. The motion to suspend was seconded by Mr. Kurrus and approved unanimously. Dr. Camine introduced Lawrence Buck, previously the assistant principal at Cloverdale Junior High School, and announced his recommendation to place Mr. Buck as the principal at Henderson Junior High School. Ms. Magness made a motion to approve all personnel recommendations. Mr. Kumpuris seconded the motion and it carried S-0-1. with Dr. Mitchell abstaining. H. Financial Reports The monthly financial reports were printed in the agenda. Mark Milhollan responded to questions from the Board regarding insurance benefit deductions, health insurance increases, raises and stipends that were questioned earlier during the citizens comments section of the agenda. Ms. Magness moved to approve the financial reports printed in the agenda. Dr. Mitchell seconded the motion and it carried unanimously. REGULAR BOARD MEETING December 17,1998 Page 7 VI. REPORT AGENDA A. Desegregation Update Mr. Babbs was present to respond to questions regarding the Desegregation Update, which was printed in the agenda. The Board agreed by consensus to allow a name change for the Student Assignment Office to the Student Registration Office. B. Budget Update No report. C. Update: Y 2 K Preparations John RufFms, Director of Information Services, provided a brief oral review of the written report, LRSD and the Year 2000, which was provided to the Board prior to the meeting. He responded to questions from the Board and agreed to provide periodic updates as necessary. VIL AUDIENCE WITH INDIVIDUALS OR GROUPS None Vni. ADJOURNMENT There being no further business before the Board, Ms. Magness moved to adjourn at 9:50 p.m. The motion was seconded by Dr. Daugherty and carried unanimously. APPROVED: Laarnryy BB\u0026lt;etkley, President J Katherine Mitchell, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS DATE: December 17, 1998 TO: Board of Directors FROM: Leslie V. Camine, Superintendent of Schools RE: Board Goals Larry Berkley provided a draft of five goals, which were developed as a result of the recent Board retreat. These were presented at the agenda meeting, with a request to provide input and suggestions. If necessary, these will be amended to include other board members comments and/or additions. 1. Develop an advocacy plan for the Board. 2. Develop a process for assessing individual school performance. 3. Develop a plan to assure long-term financial stability, including a contingency plan. 4. Develop a plan for improvement of the Districts physical plant. 5. Ensure the development of better financial reporting.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES SPECIAL BOARD MEETING January 14,1999 The Board of Directors of the Little Rock School District held a special meeting on Thursday, January 14,1999, immediately following the regular agenda meeting, in the Board Room at 810 West Markham, Little Rock, Arkansas. Larry Berkley, President, presided. MEMBERS PRESENT\nLarry Berkley Sue Strickland Katherine Mitchell Micheal Daugherty Baker Kurrus Mike Kumpuris Judy Magness MEMBERS ABSENT\nNone ALSO PRESENT\nLeslie V. Camine, Superintendent Beverly J. Griffin, Recorder of the Minutes Anton Bland, Student Ex-officio, McClellan High School Cheryl Crutcher, Teacher Ex-officio, Jefferson Elementary 1. CALL TO ORDER Mr. Berkley called the meeting to order at 1-. 15p.m., immediately following the regularly scheduled agenda meeting. All members of the Board were present. The ex-officio representatives to the Board for January were present\nAnton Bland, student from McClellan High School and Cheryl Crutcher, teacher from Jefferson Elementary. MINUTES - SPECIAL BOARD MEETING January 14, 1999 Page 2 PURPOSE OF THE MEETING The agenda for the special meeting included the following items: 1. Laidlaw Negotiations IL First Reading: Board Policy Review Section B: School Board Governance and Operations Section C: General School Administration ACTION AGENDA: I. Laidlaw Negotiations II. The Board was asked to approve a one-year contract for Laidlaw Transportation to continue to provide student transportation services to the District. Dr. Anderson presented information to the Board summarizing the details of the contract, which results in an increase of $124,458 or a total budget of $8,014,732 for the 1999-2000 school year. Vernon Gross and Ed Streeter, representatives from Laidlaw Transportation Services, were also present. The contact was approved unanimously on a motion by Dr. Mitchell, seconded by Ms. Magness. First Reading: Board Policy Review - - Sections B \u0026amp; C The Board was asked to approve Sections B and C of the Board Policy manual on first reading so that it may be approved on second reading at the regular meeting in January. This information had been presented for the Boards review in the process of completely updating the policy manual. Ms. Strickland made a motion to approve the policy manual updates for Sections B and C on first reading, and Mr. Kumpuris seconded the motion. The motion carried unanimously. ADJOURNMENT The meeting adjourned at 7:50 p.m. on a motion by Dr. Mitchell, seconded by Ms. Magness. Larry'Berkley., President APPROVED: Katherine Mitchell, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING January 28,1999 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, January 28,1999, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Larry Berkley presided. MEMBERS PRESENT\nLarry Berkley Katherine Mitchell Sue Strickland Micheal Daugherty Mike Kumpuris Baker Kurrus Judy Magness MEMBERS ABSENT: None ALSO PRESENT: Leslie V. Camine, Superintendent of Schools Beverly Griffin, Recorder of Minutes 1. CALL TO ORDER Board President, Larry Berkley, called the meeting to order at 6:04 p.m. Six members of the Board were present at roll call\nDr. Daugherty arrived at 6:10 p.m. Ex-officio representatives to the Board, Cheryl Crutcher, teacher from Jefferson Elementary School, and student, Anton Bland from McClellan High School, were also present. IL READING OF MINUTES: Minutes from the regular board meeting of December 17,1998 and from a special meeting held on January 14,1999 were presented for Board approval. The minutes were approved unanimously on a motion by Dr. Mitchell, seconded by Mr. Kumpuris. REGULAR BOARD MEETING January 28,1999 Page 2 III. PRESENTATIONS: A. SUPERINTENDENTS CITATIONS Dr. Gamine expressed appreciation to District employees and others in the community who had aided in disaster relief efforts over the past week. Tornado damage in the southern and eastern parts of Little Rock affected the lives of many families and students in the District. Several school buildings and the Instructional Resource Center were also damaged in the storm. A superintendents citation was presented to Kay Coleman, counselor at Henderson Jr. High School. The Central Region of the Arkansas School Counselors Association recently selected Ms. Coleman as Counselor of the Year. Representatives of the McClellan Magnet High School Business Department were recognized for their recent selection as the top high school business program in the nation by the American Vocational Association. Rebecca Ruth Stanley, fourth grade student at Carver Magnet Elementary School, was awarded a superintendents citation for her recent selection as the Fourth Grade National Winner in the Invent America competition. The United States Patent Model Foundation sponsors the annual competition where students are provided an opportunity to submit their original inventions. Rebeccas project was a hand-held product reader that scans bar codes for visually impaired individuals and provides information about the product. She received a U.S. Savings Bond and a certificate recognizing her achievement. Coach Glenn Eskola and members of the JA Fair football team were recognized for winning the 1998 5A-football championship. Representatives from Blue Cross/Blue Shield were recognized for their recent donation of time in providing quality training for over 100 school district staff members. Robert Shoptaw, Cal Kellogg, Mal Lehman, and Judy Lohmar provided eight days of training that will aid in the Districts efforts to provide quality services to our students and families. The ex-officio representatives to the Board, Cheryl Crutcher, teacher at Jefferson Elementary School, and Anton Bland, student at McClellan High School, were presented with citations in recognition of their service during the month of January. A plaque was presented to the Board of Directors for their recent selection as an Honor Board by the Arkansas School Boards Association. This award is given when a majority of the Board members complete at least 15 hours of inservice training and continuing education. REGULAR BOARD MEETING January 28,1999 Page 3 B. PARTNERSHIPS Debbie Milam was present to award certificates to businesses and individuals who had recently established working partnerships with District schools. Prior to recognizing the partnerships, Ms. Milam introduced Frances Ross from Trinity Episcopal Cathedral. Ms. Ross, along with Dean Henry Hudson, announced the presentation of a Baldwin-Hamilton Studio Piano to the McClellan Community High School music and choral program. Greg Oden, McClellans Choir Director, was present to accept their generous donation. Newly established partnerships included: KABE Radio Station, represented by Madaline Scaled \u0026amp; Valerie Coffin, in partnership with the Alternative Learning Center, represented by Lloyd Sain Apartment Hunters, represented by Lance \u0026amp; SuzanneiVaters, in partnership with Dodd Elementary School, represented by Faith Donovan and Martha Low Center for Effective Parenting, represented by Ida Collier, in partnership with Forest Heights Jr. High School, represented by Gail Pitts and Pulaski Heights Jr. High, represented by Nancy Rousseau ESI Group, Inc., represented by Mara Hartline, in partnership with Central High School, represented by Rudolph Howard Ms. Strickland made a motion to approve the partnerships presented. Ms. Magness seconded the motion and it carried unanimously. C. BOARD MEMBERS Dr. Mitchell expressed appreciation to Senator John Riggs for his recent donation of excess campaign funds to the schools in his District. Dr. Daugherty thanked Dr. Camine and other District staff members who contributed their time and energy to disaster relief after the recent tornado. Mr. Kurrus thanked the City of Little Rock Board of Directors for their recent decision to deny issuance of city-backed bonds to finance private school construction. He also expressed appreciation to Judge Buddy Villines for his efforts to prevent public support for private school bonding issues.REGULAR BOARD MEETING January 28,1999 Page 4 Mr. Kurrus displayed a map detailing areas within the city of Little Rock that are outside the boundaries of the Little Rock School District. He suggested that there might be some interest in studying the impact of making the Districts boundaries and the citys boundaries one and the same. IV. CITIZENS COMMITTEES None. V. REMARKS FROM CITIZENS Bob Powers, a parent of students at Fulbright Elementary School, stated concerns regarding the inoperable and irreparable computer laboratory at Fulbright. He stated that the PTA was prepared to contribute up to $4,000 toward installation of new computer equipment. Clementine Kelley, Vice President of the Classroom Teachers Association, asked the Board to honor their obligations under the teacher contract by paying the employees insurance reimbursements and top-out stipends. VI. ACTION AGENDA A. Second Reading: Board Policy Manual - Sections B \u0026amp; C The Board was asked to approve second reading of policy manual sections B \u0026amp; C, which have been reviewed as part of a complete policy manual revision. These sections were approved on first reading at a special meeting on January 14, 1999. Ms. Magness made a motion to approve the policies as presented. Dr. Mitchell seconded the motion and it carried unanimously. B. Strategic Plan Update Linda Young introduced Paula Patterson and Diane Vibhaker who were members of the districts strategic planning team. Ms. Patterson and Ms. Vibhaker summarized the revisions to the original strategic plan which was approved by the Board in 1996. The updated plan will guide the District into the 2003 school year. Dr. Daugherty moved to approve the strategic plan. Ms. Magness seconded the motion and it carried unanimously.REGULAR BOARD MEETING January 28,1999 Page 5 c. Proposed Guidelines for Staffing Administration, 1999-2000 School Year The Board was provided a summary and review of the present school administrative staffing assignments in all secondary schools. A proposal for assigning principals and assistant principals in the middle schools and high schools for the 1999-2000 school year was also presented. Marian Lacey responded to questions from the Board regarding this proposal and after several Board members expressed concern about approval of staffing decisions at this time, the Board voted unanimously to table this item until after receipt of the MGT Management Study. Dr. Mitchell made the motion to table, seconded by Ms. Magness. D. Proposal for Change of Current Policy for Eighth Grade Promotion A regulation for implementation for the remainder of the 1998-99 school year was presented for the Boards review. No formal vote was required since the accompanying policy had been previously approved. These regulations will allow students who fail English and math at the 8 grade level to make up the credits by attending summer school and an extended day summer program in order to gain the credits required to pass to the 9* grade. This modification is required as the transition process from middle school (6-8) and high school (9-12) grade level reorganization takes place for the 1999-2000 school year. E. Regulations: Promotion and Retention, K-12 The Board was provided with a copy of policy IKE: Promotion and Retention, which was effective July 1996. New administrative regulations to implement this policy were presented to the Board for information only. No formal vote was necessary. F. Communities in Schools The Family/Community Partnerships Committee requested approval for continuation of collaborative efforts with the Communities in Schools initiative in Little Rock. Liz Lucker, who serves on the middle school planning committee, responded to questions from the Board and introduced Dr. Gary Eagleton, who is with the National office of Communities in Schools in Houston, Texas. CIS will provide teachers, staff and administrators an opportunity to focus community resources on student needs in order to ensure success. A resolution of support was presented for the Boards approval. Ms. Magness moved to approve the resolution. Ms. Strickland seconded the motion and it carried unanimously.REGULAR BOARD MEETING January 28,1999 Page 6 G. Donations of Property The Board was asked to approve acceptance of recent donations to the District. Dr. Mitchell made a motion to graciously accept the donations, seconded by Dr. Daugherty. The motion carried unanimously. Donated items are listed in the following chart. DONATIONS SCHOOL/DEPARTMENT ITEM DONOR Otter Creek Elementary Compaq Desk PRO Computer Rebsamen Insurance Company Romine Elementary Clavinova Keyboard Romine PTA Geyer Springs Elementary Garland Academy $100 cash for purchase of books $600 cash for RIF Program Kiwanis Club of West LR $200 cash for RIF Program Kiwanis Club of Pulaski Heights Unitarian Universalist Church Dunbar Magnet Jr. High $1,000 cash for landscaping Wal-Mart Foundation $100 cash for teacher incentives Paine Webber $ 150 cash for security cameras Mr. \u0026amp; Mrs. Sheffield Nelson $300 cash for security cameras Win Rockefeller $500 cash for boys basketball program Dover \u0026amp; Dixon, P.A. Terry Elementary $1,170 cash for purchase of a scarmer and camcorder Arkansas Federal Credit Unon Mann Magnet Jr. High 15 Geteway 2000 Computers Mann Magnet PTSA Bale Elementary Three Symphonic VCRs Bale Elementary PTA Watson Elementary $200 cash to provide apples \u0026amp; oranges to students for Christmas Mrs. Katherine Blackmon-Solis McClellan Community High School Baldwin-Hamilton Studio Piano Trinity Episcopal Cathedral REGULAR BOARD MEETING January 28,1999 Page 7 H. Personnel Changes The Board was asked to approve the personnel changes as printed in the agenda. Dr. Mitchell questioned the reason for eliminating the grants writer position and suggested this position was necessary for securing outside funding sources. Dr. Camine stated that existing staff would be responsible for seeking and securing grants that had been the responsibility of the district grantswriter. Ms. Magness made a motion to approve all personnel recommendations. Ms. Strickland seconded the motion and it carried 6-1. with Dr. Mitchell casting the no vote. In addition to the formal motion, Ms. Magness requested a monthly grants report so that the Board could remain informed of grants written and secured. I. Financial Reports The monthly financial reports were printed in the agenda and Mark Milhollan was present to respond to questions from the Board. Dr. Daugherty questioned the issue of top out stipends and insurance reimbursements as presented by the CTA representative earlier in this meeting. Mr. Milhollen responded that the payment and reimbursement of these funds was directly tied to the negotiation of the contract agreement and was dependent on the funds that are due the District from the State of Arkansas. Ms. Magness moved to approve the financial reports presented. Mr. Kurms seconded the motion and it carried unanimously. VI, REPORT AGENDA A. Desegregation Update Mr. Babbs presented a brief review of current activities in the student registration office. Enrollment/registration is occurring at this time in the local schools and assignment letters are due to be mailed in early March. In addition, Mr. Babbs presented for discussion a revision of the Districts policy on acceptance of foreign exchange students. The revised policy will be presented for formal approval at a later date. B. Budget Update The budget update was presented as part of the financial report section of the agenda. No additional information was requested. REGULAR BOARD MEETING January 28,1999 Page 8 C. Residential Elementary School Contract agreements for the establishment of a residential elementary charter school were provided for the Boards review. Sanford Tollette is to serve as the lead consultant and ECS Planning and Management, Inc. will provide evaluation services. The fees for both of these services are to be paid from the residential planning grant that was received previously by the District. D. Consultant Contract Dr. Camine discussed provisions of a contract for consultant services, which was entered on December 15, 1998. Educational Performance Evaluation and Management Systems is to review the Districts administrative and clerical salary schedules and provide recommendations for restructuring those schedules. The consultants are being paid $6,000 for the study and $750 per day plus expenses. E. SAT-9 Report A report on the Districtwide SAT-9 test scores was to be presented by Dr. Kathy Lease. Due to the recent tornado damage at the Instructional Resource Center, the report will be presented next month. F. Getty Grant: Central High School A brief report regarding receipt of grant funding in the amount of $25,000 from the Getty Foundation was included in the Boards agenda. Mr. Doug Eaton was present to respond to questions regarding a study that was conducted as part of the plan to restore Central High School. Additional information and the completed report will be provided to the Board in late January. In addition, Mr. Eaton responded to questions and provided a brief review of the damage to District property as a result of the recent tornado. It is estimated that there was in excess of $1.3 million in damages to District property. Some of the students enrolled in Metropolitan vocational training programs have been relocated to other sites and the Early Childhood program was relocated to Rockefeller Elementary School. VII. AUDIENCE WITH INDIVIDUALS OR GROUPS None REGULAR BOARD MEETING January 28,1999 Page 9 VIII. DISCIPLINARY VIIL ADJOURNMENT There being no further business before the Board, Ms. Magness moved to adjourn at 8:45 p.m. The motion was seconded by Dr. Mitchell and carried unanimously. APPROVED: 3 Larry Berkley, Preside lent Katherine Mitchell, Secretary Resolution of Endorsement Be it resolved that the Little Rock School District Board of Education endorses the communitys initiative in planning for the implementation of communities In Schools throughout the District in order to provide coordinated services to students and their families at the school site. Be it further resolved that the Superintendent and designated staff of the District are authorized to participate with community representatives in the planning efforts for Communities in Schools. The Board expects to be kept informed of progress and the expectations for the districts role and commitment levels will be submitted to the Board in a timely manner for approval. Date: Lar^ BBeerrlkley, President Katherine Mitchell, Secretary LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS MINUTES REGULAR BOARD MEETING February 25,1999 The Board of Directors of the Little Rock School District held its regularly scheduled meeting at 6:00 p.m., on Thursday, February 25,1999, in the Boardroom of the Administration Building, 810 West Markham Street, Little Rock, Arkansas. President Larry Berkley presided. MEMBERS PRESENT: Larry Berkley Sue\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_315","title":"Compliance hearing exhibits, 119-129","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2000"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 119-129"],"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/315"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nData Hams Membership Corporal Punishment Suspenslen-Out of School Eipulsion } Mental Retardation Serious Emotional Disturbance Specific Learning Disability H$ Diploma 1 HS Certincete ot Attendance er Completion In Need et LEP i Enrolled In LEP G\u0026lt;ned and Talented AP Maihemalics I J AP Science American IndlanZAIasIcan Native Number % AsiarUPacIflc Islander Number % ! i Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male * Female Total Male Female Total Maie Female Total Male Female Total 261.403 250.365 511.040 4.178 952 5.120 25.133 12.060 37,213 1.114 321 1.435 3.739 2.025 6.564 4,095 1,161 5,256 25,724 12.429 36.153 10 128 10.766 20.892 214 250 472 39.085 35.920 75.005 33.561 30.060 64.421 11.966 12890 24.656 743 793 1536 951\" 1.012 1.963 057 0 54 1.11 1 14 0 26 1 40 0 79 0 36 1 17 1 26 0 37 1 64 0 59 0 45 1 04 096 0 27 1 23 0 93 0 4$ 1 38 042 0 44 006 0 40 0 49 0 09 1 20 1 10 2 30 1 17 108 2 25 0 42 0 45 0 07 0 24 026 OSO 031 0 33 0 65 967.626 909.064 1.678.690 545 . 141 686 45.637 15.148 60,765 1.538 302 1.840 6.846 5.112 11.958 3.884 1.235 4.919 29.132 12.651 41.783 58.826 58.460 115.266 984 979 1,963 247.466 209.657 457 123 223.080 169.212 412.292 90.541 96.706 167.247 19.406 Department of Education, Office for Civil Rights 1998 Elementary and Secondary School Civil Rights Compliance Report Projected Values for the Nation Hispanic Number % 2 to 3.540.501 199 3.356.212 4 00 6.904 713 0 IS 0 04 019 1 43 0 40 1 91 1 76 0 35 2 11 109 061 1 90 0 67 0 29 1 16 1 05 0 46 1 51 2 33 2 40 4 73 1 06 1 65 3 70 7 57 6 42 13 99 7 78 660 14 30 3 17 3 39 657 6 31 19.092 5.058 ____24i1^ 333.065 129 646 462.711 11 392 2.769 14.161 36.177 27.007 63.184 29.787 7 963 37.750 295.745 140.891 444,436 120.063 132.244 252.307 3 251 3.133 ____6 384 1.278.115 1.169.690 2.467813 1.109 860 1.036.566 2.146.446 117.954 128 239 246.193 10.353 10.445 6 00 ------10.403 37.853 19.496 18.705 38.201 1231 641 6 15 12 57 20.036 10.475 11.827 22 302 Black (non-Hlspsnic) Number % White (non-Hltpanlc) Number % Total Number % Disabled Number % Limited-Engllsh Pronclent 21-W%.TI(n \u0026gt;60%-Tlm Number % Number % Number % Number 7 71 3.990.703 730 3.007.526 15 01 7.606.229 0 69 14.037.124 0 45 13.907.401 5 23 1 39 682 1045 4 07 14 52 13 05 317 16 22 5 75 4 29 10 04 700 1 87 887 .10 67 537 16 04 4 92 5 42 10 35 6 13 5 91 12 04 39 11 36 40 75 51 38 72 36 16 2153. 4 14 4 50 0 63 3 37 341 6 77 3 45 3 89 7 34 99.358 36.165 135.523 600.299 359.923 1.040 222 19.710 7.314 27.024 124.536 03.292 207.629 86.794 25.600 114.602 342.575 169,372 511.947 140.056 178.280 316,316 0.913 0.551 17.464 40.088 35.480 75,566 35.990 32.204 68,194 104.717 134 999 239.716 9.123 12.192 21.315 7.884 11.493 19.377 17 14 20.024.605 3225 23.813.437 30 40 22.390.647 62 60 46.004,004 27 22 991 37 12 21 35 11 30 32 65 22 50 6 36 30 96 1960 13 24 33 04 20 86 606 26 92 12 36 6 11 10 40 574 7 23 1297 16 60 16 12 32 93 1.23 109 231 1,26 1 12 230 3 87 4 73 840 2 97 390 693 2 59 3 70 0 37 167.753 31,619 199.572 1.168.326 416.481 1,564.769 33.368 9.469 42.837 195,492 144.044 339.536 204.534 56 649 263,183 1.106,047 548,156 1.734,203 653.218 679.936 1,733.152 14,937 11.619 26,756 103.429 89247 192,670 93.794 01.259 175,053 1.050,065 1,095,279 2.154,144 110.741 107.287 226.008 110.875 111,490 222,165 45 95 8 72 54 67 36 67 13 07 49 75 3622 10 65 4907 31.08 22 90 S3 97 48 05 13.78 61 62 42 61 19 79 62 59 35 00 30 09 7109 28 16 22 20 5045 316 2 73 5.90 3 27 2 63 6 11 37 13 30 40 75 S3 38 01 34 66 73 49 3641 36 67 73 06 290.923 74.135 365,058 2.252.463 933.256 3,165,721 87,122 20.178 67,298 366.790 262.281 629.071 330.894 94.015 425,709 1.079.223 091.299 2.770.522 1.160.268 1.257.667 2.437,955 20.299 24.739 53.030 1,700.101 1.560.002 3.266,183 1,498.305 1.370,100 2.066.405 1.304.044 1.460.114 2.052,150 158,369 149.180 307.549 149.481 154.527 304,008 5133 48 67 100.00 79.69 20 31 100 00 70 70 29 30 100 00 76 89 23 11 100 00 56 31 41 69 100 00 77 73 22 27 100 00 67 83 32 17 100 00 48 41 51 59 100 00 53 36 46 64 100 00 52 27 47 73 100 00 52 20 47 60 10OO0 46 53 51 47 100 00 51 49 48 51 100 00 49 17 50 83 100 00 5.592.517 1.708.196 1.560,013 12 16 3.268,209 4.380 910 ____________5j27O__ 93.269 30.117 _________123.386 2.394 525 2.919 15.633 11.965 __________27,598 6.301 1.740 ___________SjO41_ 92,408 54.314 . 146,722 3,71 339 7.10 1.19 025 1.44 293 095 387 2 74 060 334 249 1 90 4,39 1 48 041 1 69 334 1 96 87.397 47.666 115,065 96.684 30.670 127.360 620.610 396.443 Use these numbers with caution due to large stalislical uncertainty In the estimate because the standard For eiample, if the eslimale Is 100 students and the standard error Is 28, the estimate will be flagged Non-response rate it more than 10% but less than 20%. Non-response rata is mere than 20% but less than 30%. U Non-response rate Is more than 30%. 93.910 56.811 150.729 12.335 7.271 19,606 145,539 70.066 223,605 119.096 64.076 183,974 30.020 15.122 45,142 1.758 1.171 2.929 1.953 1.432 3,385 3 05 2 33 0 18 23 26 13 71 36 97 445 2 39 0 84 4.16 2 24 042 1 05 0 53 1 50 0 57 0 30 095 064 047 111 23.279 22.762 46,041 5.30 1,217,053 10.71 758 18.29 22 71 7,21 29,92 29 62 14 31 43,93 109.488 03.987 193,475 06.953 27.239 114,192 742.051 347.538 1,009,589 17 40 190.509 1335 131,409 30.76 321.990 2043 147.037 6 40 37.200 26 02 105,117 2678 315.795 12 54 146.006 3933 462,601 error ol the estimate eiceeds 25 percent of the estimate. 0 62 080 1 61 30 20 51 34 8 43 5 16 Pt\u0026gt;e I i sExhibit No. 119: LI230-90 1998 Elementary \u0026amp; Secondary School Civil Rights Compliance Report Projected Values for the Nation-OCR 4\n1 I. I !)5A ,? V- i '} % i 5 It S'/\"/ Illi '.a i* V e9 'ft. Exhibit No. 120: LI230-90 1998 Elementary \u0026amp; Secondary School Civil Rights Compliance Report Projected Values for AR-OCR ^Illl s syl II I I ft 1 I 3 II Dat9 Items Membership Corporal Punishment Suspension-Out of School Expulsion Mental Retardation Serious Emotional Disturbance Specific Learning Disability HS Diploma HS Certificale ot Attendance or Completion In Need of LEP Enrolled in LEP Gifted and Talented AP Mathematics AP Science Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male . Female Total Male Female Total Male Female Total Male Female Total American Indian/Alaskan Native Number 1,124 979 2.103 50 . 2 52 44 12 56 5 0 5 18 12 30 0 2 2 48 21 69 43 35 78 0 0 0 10 2 12 8 9 62 73 135 2 6 2 3 % 0 25 0 22 047 0 12 000 0 13 0 14 0 04 0 16 0 58 000 0 58 0 15 010 0 25 000 041 041 0 23 0 10 0 33 0 16 0 13 0 29 000 000 000 0 13 0 03 0 IS 0 11 001 013 012 0 15 0 27 0 08 015 0 23 0 03 006 009 AslanZPaciftc Islander Number 1.723 1.707 3,430 36 45 128 34 162 6 0 6 22 % Department of Education, Office for Civil Rights 1998 Elementary and Secondary School Civil Rights Compliance Report Projected Values for the State of Arkansas Hispanic Number % Black (non-Hispanic) Number % White (non-Hispanic) Number % Total Number % Disabled Number % LimHed-Engilsh Proficient Number % \u0026lt;21%-Time Number % 2V6O%-TimB Number % \u0026gt;60%-Time Number *_l 0 39 0 39 0 77 0 09 0 02 0 11 041 oil 0 52 0 69 000 069 009 009 0 18 1 021 0 000 21 6 27 99 128 225 5 11 16 459 435 694 436 424 660 265 264 529 33 39 72 39 37 76 14 0 21 0 10 0 03 0 13 0 37 047 0 84 1 69 3 73 5 42 5 75 5 44 11 19 6 07 590 11 97 0 53 0 53 1 08 1 27 1 50 2 77 1 17 1.11 2 26 6 485 5.853 12 338 462 78 538 389 69 478 25 0 25 64 37 __221_ 8 5 13 255 134 __389_ 160 142 302 5 6 13 3.577 3 194 8.771 3.244 2.872 8 116 354 . 371 . 725 6 13 10 7 17 1 46 1 32 2 78 1 13 0 19 1 32 1 25 0 29 1 54 2 89 000 2 69 0 69 030 099 1 66 1 04 2 69 1 20 0 63 1 84 080 0 53 1 12 1 69 2 71 4 41 44 77 39 98 64 75 45 16 39 98 85 13 071 0 74 1 45 0 23 0 27 050 030 0 21 0 51 50.905 50,158 101.061 7,350 3,070 10.420 8.505 4.079 12,584 300 77 377 3.235 2.111 5,346 11 49 11 32 2280 1801 7 52 25 53 27 38 13 13 40 50 34 64 8 89 43 53 28 55 17 32 43 67 166.672 157.373 324.245 24.937 4,819 29,756 13.681 4.108 17.789 358 94 452 3.900 2.767 6.667 37 65 35 51 73 16 61 10 11 81 72 91 44 04 13 22 57 26 41 34 10 85 52 19 32 01 22 71 54 71 84 4 17 39 32 4 6 63 116 4 24 02 3,278 1.372 4,650 2,586 3,273 5.859 19 15 34 63 49 112 31 31 ____6^ 4.694 5,673 10,387 248 336 586 282 445 727 1547 8 47 21 94 9 63 12 19 21 62 6 44 508 11.53 0 79 061 1 40 0 43 043 088 941 11 36 20 79 9 53 1299 2251 8 47 13 37 2184 Use these numbers wHh caution due to large atatlstical uncertainty in the estimate because the 247 4 51 14 102 4 21 12 349 4 72 26 227,110 218.067 443,177 32.636 7.975 40.611 22.747 8,321 31.086 695 171 668 7.246 4.937 12,165 341 142 5125 48 75 100 00 80 46 19 54 100 00 73 22 26 78 100 00 60 25 19 75 100 00 59 48 40 52 100 00 70 60 29 40 50,154 11 32 4,229 3.782 7,991 220 47 267 179 40 219 8 5 13 0 95 0 85 1 80 054 012 0.65 058 013 0.70 092 0 58 1 50 107 b 0 88 11.328 4 733 16,061 10.078 10.312 20.390 111 120 231 118 82 200 73 64 137 18 146 19.960 38.106 973 954 1.927 1.257 1,250 2.507 53 45 22 33 75 78 37 53 38 40 7593 37 63 4066 7831 1 48 103 250 102 0 69 191 36 39 4003 76 42 37 38 36 65 7403 37 77 37 56 75 33 483 4 10000 14.930 6.265 21,195 12.965 13.867 26.852 141 154 295 4,227 3,782 7,969 3,792 3,392 7,184 23,521 26,341 49,882 1.281 1.342 2403 1,589 1.739 3,326 70 44 29 56 100 00 46 26 51 72 100 00 47 80 52 20 10000 52 91 47 09 10000 52 78 47 22 1O0O0 47 17 52 83 100 00 48 44 51 58 10000 47 75 52 25 10000 64 8 171 9 8 0 8 9 8 163 8 84 8 247 8 0 53 1 40 1 86 000 168 0 77 0 40 1 17 1.185 758 1,943 9 73 6 22 1595 3.902 2.816 6,720 81 4 1877 40 4 6 28 121 4 25 05 6.023 2.855 8.678 2842 12 53 40,94 32 02 23 13 55.15 120 4 24 84 66 4 1368 188 4 36 51 2.192 1.372 3.564 1799 11 26 29 25 149 4 30.85 38 7 87 953 473 1.428 31 21 52 189 122 311 184 115 299 482 344 826 38 18 56 9 23 3 55 1 78 5 31 10 51 7 12 17 03 2 37 1 53 3 89 256 1 60 4 16 0 97 0 69 166 1 e6 0 69 2 15 0 42 0 27 089 283 275 538 0 53 0 55 106 FAra.amnU u Ik. i. J Z----------------------........u.e standard error of the estimate exceeds 25 percent of the estimate. For example, if (he estimate is 100 students and the standard error is 28. (he es(lma(e will be flaooed la Ik... \u0026gt;M\u0026lt; u..* 1________ 4 Non-response rale is more than 10% but less than 20%, Non-response rate is more then 20% but less than 30%. O Non-response rale Is mors (han 30%. 7.962 3.207 11,169 37 66 15 13 52 79 187 4 38 72 965 407 1.392 4 65 1 92 6 57 PageExhibit No. 121: Year 2 Evaluation\nThe Effectiveness of the PreK-2 Literacy Program in the LRSD 1999-2000 and 2000-01. LI230-9 IT. I 5 I 1 I) I 5H, f -Ul, (I ill II I ll Year 2 Evaluation: The Effectiveness of the I PreK-2 Literacy Program in the Little Rock School District 1999-2000 and 2000-2001 Executive Summary Presented to the Board of Education Little Rock School District October 2001 Prepared by Dr. Bonnie A. Lesley Dr. Ed Williams Patricia Price Pat Busbea Ann Freeman Ken Savage Anita Gilliam Sharon KiilsgaardYear 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District 1999-2000 and 2000-2001 Executive Summary This report is one in a series of at least seven reports to the Board of Education over the past three years relating to the improvement of student achievement in PreK-2 literacy. The study is organized into ten sections, as follows: 1. 2. 3. 4. 5. 6. 7. 8. 9. Section I includes the Introduction, as well as a delineation of the Research Questions for the study and a description of the methodologies employed. Section II provides background information on the program design and its relationship to the Strategic Plan and the Revised Desegregation and Education Plan. Section III describes the selection of appropriate assessments for grades K-2 and the processes by which readiness standards were established for each grade level for the Developmental Reading Assessment. It also includes information on national and local validation studies of the Observation Study and the Developmental Reading Assessment, as compared to the Achievement Level Test. The literacy plans design in relationship to the findings in national research studies on early literacy is described in Section IV. This section also includes an alignment of the research with the assessments selected by the District. Three major sections on data analysis follow. Section V is a description of each of the tables that was constructed from the data reports to assist the writers of this report and its readers in analyzing the results on the eight measurements: the five sub-tests on the Observation Survey (OS)\nthe Developmental Reading Assessment (DRA)\nand the reading and language usage sub-tests of the Achievement Level Tests (ALTs). Section VI is a detailed analysis of the data in each table and a comparison of 1999-2000 and 2000-01 data, by race. Additional data are provided in Section VII on the achievement gap among schools and on some statistical studies that were conducted relating to program effectiveness and the relationship between teacher participation in professional development and the achievement of their students. Following the data analysis is Section VIII that summarizes the program strengths and weaknesses and specifies the implications for instruction, with specific recommendations for improvements in 2001-02. Section IX is the Bibliography for the study. 10. Section X includes 87 tables of school-level data. Those interested in individual school performance or comparisons are encouraged to use the model in this report for data analysis at the District level to conduct similar analyses at the school level. 1The appendices A-E include copies of previous evaluation reports on the PreK-2 literacy program. In addition, a draft of a PreK-2 study was presented to the Board of Education for information in summer 2000 by the Plarming, Research, and Evaluation Department. The complete text of Section VIII, which includes the analysis of all available data and a set of recommendations for improvement in 2001-02, follows: VIII. Program Evaluation Findings and Recommendations for Improvement The research questions posed for this program evaluation are as follows: 1. Are the new curriculum standards/benchmarks, instructional strategies, and materials effective in teaching primary grade students how to read independently and understand words on a page? (See Section 5.2.1a of the Revised Desegregation and Education Plan and Strategy 2 of the Strategic Plan.) 2. Is the new program effective in improving and remediating the academic achievement of African American students? (See Section 2.7 of the Revised Desegregation and Education Plan.) 3. 4. 5. 6. Is there a relationship between teacher participation in professional development and student achievement? (See Policy IL expectation to examine cost effectiveness and Strategy 7 of the Strategic Plan.) Is there evidence of success in each of the four literacy models in use Early Literacy Learning in Arkansas (ELLA) only\nELLA and Reading Recovery\nSuccess for All\nand Direct Instruction? (See Section 2.7 of the Revised Desegregation and Education Plan.) What are the programs strengths and weaknesses? (See Policy IL.) Is the program cost effective? (See Policy IL and Strategy 3 of the Strategic Plan.) This section will provide answers to each of the six research questions, along with summaries of supporting data. 1. Are the new curriculum standards/benchmarks, instructional strategies, and materials effective in teaching primary grade students how to read independently and understand words on a page? (See Section 5.2.1a of the Revised Desegregation and Education Plan and Strategy 2 of the Strategic Plan.) When the program design committee published their plan for the PreK-3 Literacy Program, they included a section on Effectiveness (see pp. 12-14). Using the available 2data at that time, the 1997-98 and 1998-99 Grade 4 Literacy Benchmark results and the fall 1998 grade 3 SAT9 results, they noted that only approximately 30 percent of the students were achieving at an acceptable level. Another concern at that time was the achievement gaps that were evident. The committee wrote, These gaps are, of course, unacceptable and are indicators that current practice is not effective\" (p. 12). They also wrote, ... far too few students are becoming good readers by grade 3 (p. 13). To determine effectiveness of the new program components, the percent of students meeting the performance standard (readiness) on the Developmental Reading Assessment (DRA) was used since this measurement most closely approximates the type of measurement used on the grade 4 Literacy Benchmark. In summary, the standard for kindergarten is Level 2, for grade 1 it is Level 16, and for grade 2 it is Level 24. The percent readiness is the percent of students at each grade level who met the standard. (See Section III for a description of the DRA and the process used to establish performance levels or standards.) Tables 22 and 23 in Section V provide the data that are summarized here. The reader may also wish to review Tables 75-83 in Section X for school-level data. A summary of those results follows: Summary of K-2 Percent Readiness Data on the Developmental Reading Assessment All three grade levels improved in spring 2001. Grade 1 showed the greatest improvement. Grade Level 1999-2000 2000-2001 Change Kindergarten Grade 1 Grade 2 72.2 53.6 67.5 80.7 63.8 75.4 +8.5 +10.2 +7.9 More than 75 percent of the schools improved in spring 2001. Grade Level # Impr. % Impr. Kindergarten Grade I Grade 2 n 29 29 77% 83% 83% Both area and magnet schools did well. The five highest performing schools at each grade level for each year follow. McDermott Elementary was among the top five schools in 2000-2001 at all three grade levels. 3Grade Level 1999-2000 2000-2001 Kindergarten Grade 1 Grade 2 McDermott* Fulbright* Rightsell* Terry * Mitchell* Woodruff* Williams Wilson* Western Hills* McDermott* Rightsell* Williams Forest Park* Western Hills* Otter Creek* McDermott* Baseline* Fulbright* Gibbs Brady* Williams Carver McDermott* Booker Forest Park* Carver Williams Western Hills* Otter Creek* McDermott* Denotes area schools. Many schools improved dramatically in spring 2001. Schools improving 20 or more points were as follows. All are area schools, and most are high poverty schools. Stephens Elementary and Badgett Elementary were among the most improved schools at all three grade levels in 2000-2001. Grade Level 2000-01 Kindergarten Grade 1 Grade 2 Baseline (42.9)* Badgett (28.4)* Forest Park (27.1) Cloverdale (26.1)* Stephens/Garland (25J)* Wakefield (44.6)* Watson (41.9)* Baseline (41.2)* Stephens/Garland (27.5)* Western Hills (25.8) Chicot (24.4)* Badgett (20.6)*_________ Dodd (31.1) Badgett (31.1)* Stephens/Garland (30.1)* Pulaski Heights (29.3) McDermott (22.5) Denotes schools with 75% or higher eligible for free/reduced lunch. The Incentive Schools, in general, improved. With the exception of Mitchell and Rightsell at grade 1, a majority of the students performed at or above the readiness level, although significant gaps between the lowest and highest-performing schools are a concern. Franklin, Rockefeller, and Stephens had more than 50 percent of their students at or above readiness level at all three grade levels. 4Kindergarten School 1999-2000 2000-2001 Change Franklin Mitchell Rightsell Rockefeller Stephens 64.3 90.6 92.1 75.8 40.8 58.6 92.3 80.5 76.2 66.1 -5.7 1.7 -11.6 0.4 25.3 Grade 1 School 1999-2000 2000-2001 Change Franklin Mitchell Rightsell Rockefeller Stephens 57.6 25.0 35.7 76.3 23.5 58.9 25.0 41.7 65.2 51.0 1.3 0.0 6.0 -11.1 27.5 Grade 2 School 1999-2000 2000-2001 Change Franklin Mitchell Rightsell Rockefeller Stephens 81.2 48.6 94.7 71.4 31.3 83.6 50.0 70.5 84.2 61.4 2.4 1.4 -24.2 12.8 30.1 The Newcomer Centers improved, except for Terry at kindergarten and grade 2. All five schools had more than a majority of their students performing at or above the readiness level at the kindergarten level, all except one at grade 1, and all at grade 2. Second-language students scores are included in these results. Kindergarten School 1999-2000 2000-2001 Change Brady Chicot Romine Terry_____ Washington 76.9 56.1 66.7 91.9 81.2 93.4 70.9 86.4 86.7 84.1 16.5 14.8 19.7 -5.2 2.9 Grade 1 School 1999-2000 2000-2001 Change Brady Chicot Romine Tea_____ Washington 34.9 26.8 59.6 47.1 35.5 53.5 51.2 76.5 59.8 41.1 18.6 24.4 16.9 12.7 5.6 Gradel School 1999-2000 2000-2001 f haiigc Brady Chicot Romine Terry_____ Washington 70.8 38.6 68.8 81.2 63.3 79.6 52.1 81.6 67.1 81.4 8.8 13.5 12.8 -14.1 18.1 5 j iThere are seventeen (49 percent) elementary schools in the District where 75 percent or more of the students are eligible for ffee/reduced lunch. Many of these schools improved dramatically in spring 2001 and/or some performed in the highest range of scores (80 percent or higher). Kindergarten was the strongest performing grade with six of the 17 schools at 80 percent or higher. Sixteen of the 17 schools (94 percent) had the majority of their students at or above the readiness level at kindergarten, 11 of 17 ( 65 percent) at grade 1, and 15 of 17 (88 percent) at grade 2. First grade was the lowest of the three grades tested, but where the most growth occurred. Six schools improved 20 points or more. Kindergarten School 1999-2000 2000-2001 Change Badgett (94%) Franklin (90%) Stephens (90%) Chicot (87%)______ Baseline (86%) Woodruff (86%) Cloverdale (85%) Wilson (85%) Mabelvale (85%) Mitchell (84%) Watson (83%) Geyer Springs (83%) Rightsell (82%) Meadowcliff (81%) Wakefield (80%) Fair Park (78%) 21.6 64.3 40.8 56.1 51.1 69.2 56.4 66.7 61.0 90.6 56.4 85.1 92.1 77.4 46.8 68.3 so.o S8.6 66.1 70.9 94.0 46.2 82.5 80.0 73.3 92J 73.7 87.7 80.5 77.1 61.1 75.6 28.4 -5.7 25.3 14.8 42.9 -23.0 26.1 13.3 12.3 1.7 17.3 2.6 -11.6 -0.3 14.3 7.3 Grade 1 School 1999-2000 2000-2001 Change Badgett (94%) Franklin (90%)_____ Stephens (90%) Chicot (87%) Baseline (86%) Woodruff (86%) Cloverdale (85%) Wilson (85%) Mabelvale (85%) Mitchell (84%) Watson (83%)_____ Geyer Springs (83%) Rightsell (82%) Meadowcliff (81%) Wakefield (80%) Fair Park (78%) 5.9 57.6 23.5 26.8 29.6 84.2 28.4 82.9 50.8 25.0 24.7 46.8 35.7 70.0 22.0 62.5 26.5 58.9 51.0 51.2 70.8 61.5 33.9 53.8 60.5 25.0 66.6 38.6 41.7 66.6 66.6 72.7 20.6 1.3 27.5 24.4 41.2 -22.7 5.5 -29.1 9.7 0.0 41.9 -8.2 6.0 -3.4 44.6 10.2 6Grade 2 School 1999-2000 2000-2001 Change Badgett (94%) Franklin (90%) Stephens (90%) Chicot (87%)______ Baseline (86%) Woodruff (86%) Cloverdale (85%) Wilson (85%) Mabelvale (85%) Mitchell (84%) Watson (83%)______ Geyer Springs (83%) Rightsell (82%) Meadowcliff (81%) Wakefield (80%) Fair Park (78%) 11.8 81.2 31.3 38.6 47.1 78.3 57.9 60.4 43.4 48.6 54.4 72.5 94.7 57.9 40.0 62.9 42.9 83.6 61.4 52.1 60.5 86.5 45.1 61.4 63.0 50.0 51.2 66.0 70.5 75.0 54.4 67.7 31.1 2.4 30.1 13.5 13.4 8.2 -12.8 1.0 19.6 1.4 -3.2 -6.5 -24.2 17.1 14.4 4.8 Five of the seven Success for All (SFA) schools improved at the kindergarten and grade 1 levels in spring 2001, and six of the seven improved at grade 2. Some are now enriching the SFA program with ELLA strategies. Kindergarten had four schools in 2000-01 with scores at 80 percent or above, and grade 2 had two. All except one school had the majority of their students performing at or above readiness level at kindergarten, grade 1, and grade 2. Baseline posted high levels of growth at all three grade levels, especially kindergarten and grade 1. Kindergarten School 1999-2000 2000-2001 Change Brady Baseline Cloverdale Fair Park Meadowcliff Romine Woodruff 76.9 51.1 56.4 68.3 77.4 66.7 69.2 93.4 94.0 82.5 75.6 77.1 86.4 46.2 16.5 42.9 26.1 7.3 -0.3 19.7 -23.0 Grade 1 School 1999-2000 2000-2001 Change Brady Baseline Cloverdale Fair Park Meadowcliff Romine Woodruff 34.9 29.6 28.4 62.5 70.0 59.6 84.2 53.5 70.8 33.9 72.7 66.6 76.5 61.5 18.6 41.2 5.5 10.2 -3.4 16.9 -22.7 7Grade 2 School 1999-2000 2000-2001 Brady Baseline Cloverdale Fair Park Meadowcliff Romine Woodruff 70.8 47.1 57.9 62.9 57.9 68.8 78.3 79.6 60.5 45.1 67.7 75.0 81.6 86.5 Change 8.8 13.4 -12.8 4.8 17.1 12.8 8.2 Schools using both the ELLA strategies in grades K-2 and the Reading Recovery program in grade 1 performed well, especially in grade 2 evidence of the power of the grade 1 intervention. Eleven of the 12 schools (92 percent) had more than half of their students performing at or above the readiness level at grade 1, and all of them were over the 50 percent mark at grade 2. At grade 1, only two of the 12 schools (17 percent) had at least 80 percent of their students at or above readiness, and at grade 2 there were eight (67 percent). Grade 1 School 1999-2000 2000-2001 Change Booker Chicot* Dodd Franklin Fulbright** Geyer Springs Gibbs Jefferson** Otter Creek Pulaski Heights' Williams Wilson* 69.3 26.8 58.3 57.6 61.0 46.8 65.9 69.1 67.7 50.0 84.1 82.9 87.4 51.2 73.5 58.9 66.6 38.6 71.4 73.9 69.6 61.7 97.1 53.8 18.1 24.4 15.2 1.3 5.6 -8.2 5.5 4.8 1.9 11.7 13.0 -29.1 *2000-2001 was a training year. **Reading Recovery not continued in 2000-2001 due to loss of Title I funding. Grade 2 School 1999-2000 2000-2001 Change Booker Chicot* Dodd Franklin Fulbright' Geyer Springs Gibbs Jefferson** Otter Creek Pulaski Heights' Williams Wilson* 79.8 38.6 51.7 81.2 79.3 72.5 80.5 71.1 87.2 45.2 89.7 60.4 81.4 S2.1 82.8 83.6 88.7 66.0 82.9 85.0 90.5 74.5 92.6 61.4 1.6 13.5 31.1 2.4 9.4 -6.5 2.4 13.9 3.3 29.3 2.9 1.0 *2000-2001 was a training year. **Reading Recovery not continued in 2000-2001 due to loss of Title 1 funding. 8The number of schools with a majority of students performing below the readiness level declined, with the most improvement at grade 1. Grade Level 1999-2000 2000-2001 Kindergarten Grade 1 Grade 2 3 (9%) 13(37%) 8 (23%) 1 (3%) 6 (17%) 2 (6%) The number of schools with at least 80 percent of the students performing at the readiness level increased. Kindergarten was the strongest grade. Grade Level 1999-2000 2000-2001 Kindergarten Grade 1 Grade 2 15 (43%) 5(14%) 10(29%) 21 (60%) 5 (14%) 18(51%) The gap between the lowest and highest performing schools decreased. Grade Level 1999-2000 2000-2001 Change Kindergarten Grade 1 Grade 2 73.2 78.3 82.9 48.1 72.1 50.2 -25.1 -6.2 -32.7 Black students improved at every grade level and at a higher rate than non-black students. Grade Level 1999-2000 2000-2001 Change Kindergarten Grade 1 Grade 2 69.3 48.3 63.8 77.0 57.4 69.8 7.7 9.1 6.0 Non-black students also improved at every grade level. Grade Level 1999-2000 2000-2001 Change Kindergarten Grade 1 Grade 2 84.7 71.2 81.6 88.8 77.3 86.8 4.1 6.1 5.2 The achievement gap is much lower in grades K-2 now than in higher grade levels and is decreasing. It is lowest at kindergarten and highest at grade 1. Grade Level 1999-2000 2000-2001 Change Kindergarten Grade 1 Grade 2 15.4 22.9 17.8 11.8 19.9 17.0 -3.6 -3.0 -0.8 All of the data just cited are evidence that reading achievement improved in grades K-2 since fall 1999 when the new curriculum standards^enchmarks were implemented, along with new instructional strategies, materials, and assessments. In general, in some schools 9to a greater extent than others, but at all schools to some extent, students are performing at a higher level than they were in the pastboth black and non-black. So what can the District expect as these children move into higher grade levels? As discussed in Section III, it is too early to determine whether performance at the readiness level on the Developmental Reading Assessment (DRA) at grade 2 predicts proficient performance (or above) on the grade 4 Literacy Benchmark test administered by the state. The students who began the new curriculum in kindergarten in fall 1999 will not take the grade 4 Benchmark examination until spring 2004. If readiness on the DRA in grade 2 proves to predict only the basic level of performance (rather than proficient) in grade 4, then the new program would be expected to produce results that exceed the performance in 1997-9858 percent performing at or above the basic level. If readiness on the DRA in grade 2 predicts the proficient level of performance in grade 4, then the new program would be expected to produce results higher than 30 percent (the percent performing at or above the proficient level in 1997-98). Continued improvement on the grade 4 Literacy Benchmark test is anticipated since each year more teachers complete more training, and more students have more experience in the new program. It is important to remember, however, that test scores reflecting the performance of different groups of students each year do not necessarily go up every year- !ven with high levels of implementation. There will be some variances due to a number of different influences. In spring 2004, when the 1999-2000 kindergarten students will take the grade 4 Literacy Benchmark test, the District can more accurately calculate how performance on the grade 2 DRA predicts achievement on the grade 4 Literacy Benchmark. At that time, more accurate pronouncements of the effectiveness of the early literacy program can be determined. 2. Is the new program effective in improving and remediating the academic achievement of African American students? (See Section 2.7 of the Revised Desegregation and Education Plan.) As discussed in Section II, the District chose to emphasize the prevention of failure to every extent possible in its efforts to improve and remediate the achievement of African American students. The philosophy behind the Districts instruction program for early literacy development mirrors that of the International Reading Association in their position paper entitled Making a Difference Means Making It Different: Honoring Childrens Rights to Excellent Reading Instruction. The first principle in that document is that Children have a right to appropriate early reading instruction based on their individual needs (3). The position is that No single method or single combination of methods can successfully teach a child to read. Instead, each child must be helped to develop the skills and understandings he or she needs to become a reader (3). A major challenge to District staff was to design a total program that would take into account that 10Children of poverty are more likely than others to enter school without the knowledge and background necessary for learning to read and wnte. They are more likely to fail at school tasks, thus decreasing motivation. Reducing the impact of poverty will require instruction that is sensitive to the childrens own knowledge and background and consistent in supporting children as individual learners each with his or her own set of strengths and needs (13-14). The program design had to be one that would allow every child, regardless of prior knowledge and skill, to grow, to develop increasingly more complex knowledge and skills, and to be challenged and successfuland, at the same time, to accelerate the growth of children from poverty so that the gap narrowed over time. To determine the effectiveness of the new program in improving and remediating the academic achievement of African American students, the District used the performance results of the Observation Survey and the Developmental Reading Assessment. The basic criterion established in determining the program effectiveness for black students was that black student achievement would have to improve and then that growth over the two-year period of the programs implementation would need to be equal to, but preferably greater than, the growth of non-black students. A caution in interpreting the scores of some of the measures is that four of the five subtests on the Observation Survey have relatively low ceilingsfor at least two reasons. (See Section III for a description of the tests and the maximum scores for each.) The first is that they are designed so that all children can experience some measure of success in the assessment process, and the second is that they measure leaming-to-read skills, not higher-level comprehension skills foimd in many reading assessments for older children. For example, there are only 54 items on the Letter Identification test, which measures whether a child can recognize upper and lower-case letters. There are only 20 words to decode on the Word Test, and those words are the most frequently occurring words in the basal reader. There are only 24 questions on the Concepts about Print test, all relatively simple. And there are only 37 points that can be earned on the K-1 Hearing and Recording Sounds test and 64 points at grade 2. In most of the sub-tests the greatest growth for both black and non-black students occurs at the kindergarten level where the ceiling is less of a factor. One of the Observation Survey sub-tests does not have a ceilingWriting Vocabulary, where the child is asked to write, within ten minutes, all the words he/she can write. And, as one might expect, children who come to school with rich literacy experiences in their backgrounds do better on this test than those who come from poverty backgrounds. Also, students who come to school with substantial vocabularies have more to build upon, and they learn how to write the words they already know and how to wnte new words at a faster rate than those coming in with limited vocabulary. In fall 1999 the black kindergarten scores were only 62 percent of those of non-black students. The data will show, however, that even though this test concludes with a higher gap than the other sub-tests of the Observation Survey, the gap is considerably more narrow at the end of 11 grade 2 than it was in fail of kindergarten, and black students grew a great deal on this measurement over a two-year period. The Developmental Reading Assessment (DRA) has a maximum of 44 levels. Since this test was constructed to be used through grade 3 or even beyond for students who are still learning to read, the ceiling effect is not evident at the end of grade 2 in the LRSD. The DRA is the most difficult of the measurements used in K-1 since it does test comprehension and more complex cognitive operations. The Achievement Level Test at grade 2 has far less of a ceiling than any of the measurements used in K-2. Staff reviewed the data from various perspectives to determine program effectiveness, specifically for Afiican American students. They looked, for instance, for evidence that black students growth in the leaming-to-read skills was progressing at the same or higher amount than non-black students growth and that the percentage (ratio) of black performance to non-black performance was increasing from the fall pre-test to the spring post-test and from grade-level to grade-level. Scores were examined as well to determine the amount of summer regression and to determine the growth of two-year cohorts (kindergarten in 1999-2000 and grade 1 in 2000-01 and then grade 1 in 1999-2000 and grade 2 in 2000-01). Comparisons of black and non-black performance for each test administration and each grade level were made of the average scores on each sub-test, the percent of those averages of the maximum scores, and the percent of students achieving the readiness standard for each grade level. These detailed analyses for each sub-test are found in Section VI of this program evaluation, with references to the tables in Section V. The following findings based on Observation Survey, Developmental Reading Assessment, and Achievement Level Test results make it possible to conclude that the new early literacy program has so far been effective in improving and remediating the reading achievement of African American students, as well as all students. It is unusual in any District to find gains by both blacks and non-blacks over a two-year period on eight different measurements, as this study finds. Again, however, experts on program implementation advise that it takes approximately five years to determine program effectiveness, so this year 2 study at best establishes baseline and early trend data for comparisons in future years. Also, the Year 2 study does not include an examination of the variance in learning opportunities for students from school to school or an examination of the different forms of interventions. It is a look at the total program, including all its components. Letter Identification The gap was almost closed on Letter Identification by the end of kindergarten in 2000-01, and it was totally closed at the end of grade 1. 'The percentages in the following table represent the ratio of black to non-black scores for each testing administration. 12Letter IdentificationBlack to Non-Black Ratios Grade Level Kall 1999 Kindertarten Grade 1 Spring 2000 Fall 2000 Spring 2001 81% 96% 96% 100% 83% 99% 97% 100% i Black growth exceeded that of non-black students at both kindergarten and grade 1 in both 1999-2000 and 2000-01. The Letter Identification test is not given in grade 2. Letter IdentificationGrowth/Improvement Grade Level 1999-00 Growth 2000-01 Growth KinderBlack KinderNon-B Difference Grade 1Black Grade 1Non-B Difference 20.89 16.22 4.67 5.36 3.42 1.94 21.95 18.04 3.91 4.06 3.42 0.64 The ratio of the number of points of growth for black students as compared to non-black students over a two-year period (kindergarten in 1999-2000 and grade 1 in 2000-01) was 134 percentthe highest growth ratio on any of the sub-tests for this cohort. (See Table 7.) Ratios over 100 percent indicate that black students grew more points than non-black students. Letter IdentificationGrowth Ratios of Black to Non-Black Grade Level 1999-2000 2000-2001 Kinderearten Grade 1 Two-Year Cohort 129% 157% 122% 119% 134% Black students experienced no regression during the summer between kindergarten and grade 1 on this measurement, although non-black students did. Letter IdentificationSummer Regression Race Spring 2000K Fall 2000Gr. I Diff. Black Non-Black 48.48 50.30 48.95 49.66 +0.47 -0.64 In fall 1999 black kindergarten students achieved 51 percent of the maximum score of 54 on this measurement, as compared to 63 percent for non-black students. By the end of grade 1 in 2000-01, the black students scored 98 percent of the maximum, as did the non-black students. 13Letter IdentificationPercent of Maximum Score Grade Level Fall 1999 Spring 2000 Fall 2000 Spring 2001 KinderBlack Kinder-Non-B Grade 1Black Grade 1Non-B 51% 63% 88% 92% 90% 93% 98% 98% 51% 61% 91% 92% 91% 95% 98% 98% Word Test Although black students began kindergarten in fall 1999 scoring at only 57 percent of non-blacks, by the end of grade 2 in 2000-01 the black scores were 96 percent of non-black scoresvirtually closing the gap on this measurement in the second year of program implementation. This test includes only 20 of the most frequently occurring words, so it measures a very limited amount of decoding achievement. Word TestBlack to Non-BIack Ratios Grade Level Fall 1999 Spring 2000 Fall 2000 KinderEarten Grade 1 Grade 2 Spring 2001 57% 73% 89% 76% 92% 96% 83% 68% 91% 97% 94% 96% Even though black students did not grow as many points as non-blacks in kindergarten, they grew more than non-blacks in both grade 1 and grade 2 for both years, 1999-2000 and 2000-01. They also grew at a faster pace in kindergarten on this measurement than they did in either grade 1 or grade 2. Neither black nor non-black students grew much on this measurement in grade 2 since both groups were close to maximizing their scores by the end of grade 1. The larger gro3vth in the second year of the program at the kindergarten level may be an indication of teachers being more explicit in developing these necessary skills. The growth ratios indicate the more rapid improvement of black student achievement in grades 1 and 2. The higher growth ratios for black students may also reflect that non-black students had come close to maximizing the total possible score on this low-ceiling measurement. Word TestGrowth/Improvement Grade Level 1999-00 Growth 2000-01 Growth Kinder-Black KinderNon-B Difference Growth Ratio Grade 1Black Grade 1Non-B Difference Growth Ratio Grade 2Black Grade 2Non-B Difference Growth Ratio 9.58 16.22 -6.64 81% 11.12 10.45 0.67 106% 2.82 1.73 1.09 163% 12.03 13.73 -1.70 88% 11.52 10.04 1.48 115% 2.06 1.31 0.75 157% 14Black students grew more than non-black students during the two-year period of 1999-2000 kindergarten and 2000-2001 grade 1 (cohort 1) and during the 1999- 2000 grade 1 and 2000-2001 grade 2 (cohort 2). Cohort Growth Cohort I Cohort 2 Black Non-Black Difference Ratio 15.58 15.48 0.10 101% 12.31 11.02 1.29 112% Both black and non-black students regressed in their performance on this measurement during the summer between kindergarten and grade 1. There was slight regression for both groups between grade 1 and grade 2, but not nearly as much as the previous summer. In both cases, black students regressed less than non-blacks on this measurement. Word TestSummer Regression Race Spring 2000 Kinder Fall 2000 Grade I Diff. Spring 2000 Grade I Fall 2000 Grade 2 Diff. Black Non-Black 11.33 14.91 5.81 8.49 -5.52 -6.42 16.87 18.34 16.00 17.60 -0.87 -0.74 1 i In fall 1999 the black kindergarten students scored 9 percent of the maximum score of 20 on this measurement, as compared to 15 percent for non-black students. By the end of grade 2 in 2000-01, after two years in the program, black students scored 90 percent, as compared to 95 percent for non-black students. Word TestPercent of Maximum Score Grade Level Fall 1999 Spring 2000 Fall 2000 Spring 2001 KinderBlack KinderNon-B Grade 1Black Grade 1Non-B Grade 2Black Grade 2Non-B 9% 15% 29% 39% 81% 90% 57% 75% 84% 92% 95% 99% 7% 13% 29% 42% 80% 88% 67% 82% 87% 93% 90% 95% Concepts about Print Black students started kindergarten in fall 1999 scoring at 69 percent of non-black students scores. By the end of grade 1 in 2000-01 the ratio was 93 percent almost closing the gap on this measurement. Concepts about PrintBlack to Non-Black Ratios Grade Level Fall 1999 Spring 2000 Fall 2000 Spring 2001 Kindergarten Grade 1 69% 88% 81% 93% 72% 84% 87% 93% 15Just as in the Word Test, black kindergarten students did not grow as many total points as did non-black students in either 1999-2000 or 2000-01, although the growth was almost the same in 2000-01. But their growth did exceed non-black growth in grade 1 for both years. The highest amount of growth on this measurement was in kindergarten for both blacks and non-blacks. Teachers were clearly more effective in teaching the skills measured on this sub-test the second year of implementation. This test is not administered in grade 2. Concepts about PrintGrowth/lmprovement Grade Level 1999-00 Growth 2000-01 Growth Kinder-Black KinderNon-B Difference Growth Ratios Grade IBlack Grade 1Non-B Difference Growth Ratios 7.76 8.06 -.30 96% 5.65 5.21 .44 108% 10.07 10.11 -.04 100% 6.25 5.11 1.14 122% Black students grew more than non-black students in the two-year period of 1999- 2000 kindergarten and 2000-2001 grade 1. Cohort Growth Cohort 1 Black Non-Black Difference Ratio 13.22 11.72 1.50 113% Both black and non-black students experienced a slight regression in their performance over the summer between kindergarten and grade 1 on this measurement. The non-black students regressed a little more than did the black students. Concepts about PrintSummer Regression Race Spring 2000K Fall 2000Gr. I Dill. Black Non-Black 14.30 17.56 13.51 16.11 -0.79 -1.45 In fall 1999 the black kindergarten students scored 27 percent of the maximum score of 24 on this measurement, as compared to 40 percent for non-black students. By the end of grade 1 in spring 2001,, after two years of instruction, the black students scored 82 percent of the maximum, as compared to 88 percent for non-black students. 16Concepts about PrintPercent of Maximum Score Fall 1999 Spring 2000 Fall 2000 Spring 2001 KinderBlack KinderNon-B Grade 1Black Grade 1Non-B 27% 40% 58% 65% 60% 73% 81% 87% 25% 35% 56% 67% 67% 77% 82% 88% Writing Vocabulary The gap at the end of grade 2 on this measurement is the highest of any of the gaps on the five sub-tests of the Observation Survey, but it is still much smaller than the gaps that have been in existence in the past, especially those on the SAT9. This sub-test is the only one of the Observation Survey sub-tests that is without a ceiling. Black kindergarten students started in fall 1999 performing at only 62 percent of non-black scores. At the end of grade 2 in 2000-01, the ratio had improved to 87 percentan improvement of 25 points. Writing VocabularyBlack to Non-Black Ratios Fall 1999 Spring 2000 Fall 2000 Spring 2001 Kindergarten Grade 1 Grade 2 62% 87% 95% 66% 84% 82% 58% 80% 84% 71% 88% 87% Black Student growth lagged behind non-black growth in terms of numbers of points at all three grade levels on this measurement. This finding reinforces what teachers know as the power of prior knowledge. Students entering school already knowing much of what is measured on Letter Identification, Concepts about Print, and even the Word Test begin to amass vocabulary and spelling skills immediately, while those who come without that knowledge must take the time to learn them before they can perform well on a measurement such as the Writing Vocabulary sub-test. As on other measures, there was considerably more growth for all students the second year of program implementation. Also, the difference between the growth of black and non-black students lessened in year 2 at both grade 1 and grade 2. 17Writing VocabuiaryGrowlh/Improvement Grade Level 1999-00 Growth 2000-01 Growth Kinder-Black KinderNon-B Difference Growth Ratios Grade 1Black Grade 1Non-B Difference Growth Ratios Grade 2Black Grade 2Non-B Difference Growth Ratios 11.57 17.43 -5.86 66% 23.57 28.39 -4.82 83% 15.18 24.08 -8.90 63% 16.86 23.06 -6.20 73% 27.22 29.29 -2.07 93% 25.96 28.54 -2.58 91% Black students grew at a slower pace than non-black students in both cohort 1 (1999-2000 kindergarten and 2000-2001 grade 1) and cohort 2 (1999-2000 grade 1 and 2000-2001 grade 2) on Writing Vocabulary. Also, the results of this subtest reveal a widened gap over the two-year period, even though the number of points of improvement for both blacks and non-blacks was the highest^perhaps due to the test not having a ceiling. Cohort Growth Cohort I Cohort 2 Black Non-Black Difference Ratio 37.23 40.74 -3.51 91% 42.22 48.32 -6.10 87% Black students experienced only a slight regression on this measurement between kindergarten and first grade, and the regression for non-black students was about three times as many points. Both groups also regressed on this measurement over the summer between grade 1 and grade 2. Again, non-black students regressed more than black students. Writing VocabularySummer Regression Race Spring 2000 Kinder Fall 2000 Grade I Diff. Spring 2000 Grade I Fall 2000 Grade 2 Diff. Black Non-Black 14.50 22.13 12.94 16.15 -1.56 -5.98 37.11 44.04 29.80 35.43 -7.31 -8.61 18 I iHearing and Recording Sounds The gap almost closed (91 percent) on this measurement by the end of grade 2 in 2000-01, even though the black kindergarten scores in fall 1999 were only 54 percent of those of non-black students. The 46 percent in fall 2000 was the lowest beginning ratio of all the sub-tests on the Observation Survey. Hearing and Recording SoundsBlack to Non-Black Ratios Fall 1999 Spring 2000 Fall 2000 Spring 2001 Kindergarten Grade 1 Grade 2 54% 78% 86% 70% 91% 88% 46% 74% 87% 76% 92% 91% Black students did not grow as many points on this measurement as non-black students during kindergarten of either 1999-2000 or 2000-01. However, their growth did exceed that of non-black students in grade 1. It lagged only slightly behind non-black students in grade 2 during 1999-2000, but exceeded the non- black students in 2000-01, again indicating the growing effectiveness of the program. As seen on other measurements, the greatest growth or improvement for both black and non-black students was at the kindergarten level. This measurement, like Writing Vocabulary, reveals the importance of prior knowledge. Children cannot write down a dictated sentence without knowing Letter Identification and Concepts about Printinformation that many had not mastered at the kindergarten level. Black student growth at grade 1 and grade 2 are evidence that they have mastered the prerequisite knowledge and skills for good performance on this sub-test. Hearing and Recording SoundsGrowtb/Improvement Grade Level 1999-00 Growth 2000-01 Growth Kinder-Black KinderNon-B Difference Growth Ratios Grade 1Black Grade 1Non-B Difference Growth Ratios Grade 2Black Grade 2Non-B Difference Growth Ratios 13.44 17.71 -4.27 76% 13.62 12.13 1.49 112% 8.18 8.21 -0.03 100% 17.43 21.03 -3.60 83% 14.21 10.85 3.36 131% 6.10 4.34 1.76 141% The black growth exceeded non-black growth for cohort 1 (1999-2000 kindergarten and 2000-2001 grade 1), but it lagged slightly behind non-black growth in cohort 2 (1999-2000 grade 1 and 2000-2001 grade 2). 19Cohort Growth Cohort I Cohort 2 Black Non-Black Difference Ratio 28.12 27.74 0.38 101% 34.35 34.80 -0.45 99% Black students did not regress over the summer between kindergarten and grade 1, although non-black students did on this measurement. Both black and on-black students gained multiple points over the summer between grade 1 and grade 2 on this measurement. Hearing and Recording SoundsSummer Regression Race Spring 2000 Kinder Fall 2000 Grade I Diff. Spring 2000 Grade I Fall 2000 Grade 2 Diff. Black Non-Black 17.02 24.37 17.49 23.55 4-0.47 -0.82 30.87 34.11 45.50 52.44 4-14.63 4-18.33 In fall 1999 black kindergarten students scored 10 percent of the maximum score of 37 on this measurement, as compared to 18 percent for non-black students. By the end of grade 1 in 2000-01 black scores had improved to 86 percent, as compared to non-black scores at 93 percent. At the end of grade 2, black students in 2000-01 scored 81 percent of the maximum score of 64, as compared to 89 percent for non-black students. Hearing and Recording SoundsPercent of Maximum Score Fall 1999 Spring 2000 Fall 2000 Spring 2001 KinderBlack Kinder^Non-B Grade 1Black Grade 1Non-B Grade 2Black Grade 2Non-B 10% 18% 47% 59% 66% 77% 46% 66% 83% 92% 79% 89% 6% 13% 47% 64% 71% 82% 53% 69% 86% 93% 81% 89% Developmental Reading Assessment This test assesses significantly more complex xmderstandings and skills than does any one of the sub-tests on the Observation Survey. The Observation Survey provides information on each students leaming-to-read skills, while the Developmental Reading Assessment tests recall and comprehension. In spite of that, however, LRSD students, both black and non-black, made significant improvements in their performance over the past two years. Black kindergarten students in fall 1999 were scoring at only 35 percent of the level of non-black studentsthe widest gap seen on any of these K-2 assessments. But by the end of grade 2 in 2000-01, after only two years in the program, the black to non-black ratio was 80 percent. The staff members consulted for this program evaluation are confident that once students have been in the program for three years that the end 20of grade 2 ratio will be closer to 90 percentvirtually closing the gap in ensuring that all students learn to read independently by the end of grade 3. Developmental Reading AssessmentBlack to Non-Black Ratios Grade Level Fall 1999 Kindergarten Grade 1 Grade 2 Spring 20QQ Fall 2000 Spring 2001 35% 64% 74% 43% 68% 78% 41% 47% 70% 48% 71% 80% Although black students did not grow as many points as non-black students in kindergarten or grade 1 for both years of the test or during grade 2 in 1999-2000, they grew more than non-black students in grade 2 during 2000-01again evidence of the growing effectiveness of the program in the second year of implementation. Performance on this measurement again is evidence of the importance of prior knowledge. Children entering school with strong knowledge and skills learn to read much quicker than those who come without them, e.g., the rapid growth of non-black students in kindergarten and grade 1. Non-black children, in general (with some exceptions), are learning to read at grade 1, and black children, again in general (but with many exceptions), are learning to read at grade 2. Developmental Reading AssessmentGrowth/Improvement Grade Level 1999-00 Growth 2000-01 Growth Kinder-Black KinderNon-B Difference Growth Ratios Grade 1Black Grade 1Non-B Difference Growth Ratios Grade 2Black Grade 2Non-B Difference Growth Ratios 2.14 4.40 -2.26 49% 12.38 17.69 -5.31 70% 10.11 11.79 -1.68 86% 3.21 6.62 -3.41 48% 14.22 17.46 -3.24 81% 10.55 9.87 0.68 107% As on the Writing Vocabulary sub-test, non-black growth on the Developmental Reading Assessment surpassed black growth for both cohort 1 (1999-2000 kindergarten and 2000-2001 grade 1) and cohort 2 (1999-2000 grade 1 and 2000- 2001 grade 2). Cohort Growth Cohort I Cohort 2 Black Non-Black Difference Ratio 16.99 22.69 -5.70 75% 24.46 29.20 -4.74 84% 21Both black and non-black students slightly improved their performance over the summer between kindergarten and grade 1 on the DRA. Both also improved over the summer between grade 1 and grade 2. Developmental Reading AssessmentSummer Regression Race Spring 2000 Kinder Fall 2000 Grade I Diff. Black Non-BIack 3.09 7.12 Spring 2000 Grade I 3.72 7.95 Fall 2000 Grade 2 Diff. 16.67 24.37 18.20 26.01 + 1.53 +1.64 In fall 1999 black kindergarten students achieved 2 percent of the maximum score of 44 on the DRA, as compared to 6 percent for non-black students. By the end of grade 2 in 2000-01, after two years of instruction in the new program, the black students scored at 65 percent of the maximum, as compared to 82 percent for non- black students. Developmental Reading AssessmentPercent of Maximum Score KinderBlack KinderNon-B Grade 1Black Grade INon-B Grade 2Black Grade 2Non-B Fall 1999 2 6 10 15 40 55 Spring 2000 7 16 38 55 63 82 Fall 2000 1 2 8 18 41 59 Spring 2001 8 17 41 58 65 82 Achievement Level TestGrade 2 Reading The Achievement Level Test for grade 2 reading differs significantly from the Developmental Reading Assessment, although both are measurements of reading comprehension. The Developmental Reading Assessment is a one-on-one administered test that uses in its instructions to students the same language as the teacher used in the instruction of the students. Also, the teacher, using a rubric, scores the students responses, so the student is not distracted by having to manipulate a test booklet, plus an answer sheet and pencil and be moving back and forth between the test booklet and the answer sheet. The Achievement Level Test at grade 2 is the first experience that elementary students have with a group-administered examination that requires them to bubble in their responses to questions on a separate answer sheet. The directions to the students may or may not be in familiar language. So even though some of the same concepts are tested on these two measurements, they are tested in entirely different ways, and most early childhood experts advise against administering this kind'of test to students below grade 3. (See position statements by the International Reading Association and the National Associate for the Education of Young Children.) 22Black students scores were 93 percent of the national median in spring 2001, as compared to non-black students scores at 99 percent. The gap between the RIT scores narrowed from spring 2000 to spring 2001 by one pointfrom 13 to 12. Black students RIT scores improved two points from spring 2000 to spring 2001, as compared to only one point of improvement for non-black students. Achievement Level TestGrade 2 Language Usage This sub-test is the first test in language usage experienced by LRSD elementary students. The same issues as described for the ALT reading test exist for the language usage test relating to the unfamiliarity and complexity of the testing situation. In spite of these potential difficulties, performance improved from spring 2000 to spring 2001. Black students scores were 95 percent of the national median in spring 2001, as compared to non-black students scores at 102 percent. The gap between the RIT scores narrowed from spring 2000 to spring 2001 by two pointsfrom 14 to 12. Black students RIT scores improved two points from spring 2000 to spring 2001, as compared to no improvement for non-black grade 2 students. National Research on the Achievement Gap National research and other credible studies on the achievement gap between black and non-black students have been consistent in finding that black students test scores are lower than non-black students test scores. Educational Achievement and Black-White Inequality, just released in July 2001 by the National Center for Education Statistics (a department of the Office of Educational Research and Improvement), found the following in their analyses of educational achievement of children at various points between grades 1 and 12: Black-white gaps in mathematics and reading achievement appeared at every grade studied. Even for children with similar levels of prior achievement one or two grades earlier, mathematics and reading scores of blacks were generally lower than the corresponding scores of whites (p. xi). The black-white reading gap also differed in size across grades, but not in an entirely consistent manner\nit grew wider between grades within two elementary school cohorts, but was narrower in cohorts observed in grades 9 and 12 than in a cohort observed in grade 2 (p. xii). 23Within the same samples of children, the black-white reading gap increased by one-third between grades 1 and 2 and one-fifth between grades 3 and 5, while remaining the same between grades 7 and 9, and between grades 10 and 12 (p. xiv). These findings imply that black-white disparities in educational achievement can widen as students progress through elementary or secondary school. Possible explanations for these differences in achievement growth include differences in the school or home environments of children of different racial backgrounds that make it more difficult for blacks to acquire math or reading skills at the same pace as whites (p. xv). The black-white reading gap widened by one-third between grades 1 and 2, and by one-sixth between grades 3 and 5 (p. 37). Within each of the elementary school samples, black children acquired reading skills at slower rates than white children. Between grades 1 and 2, and between grades 3 and 5, blacks acquired reading skills at a rate onefifth slower than the rate of whites (p. 37). The existence of a smaller black-white reading gap in grade 12 than in grade 2 suggests that these gaps are not immutable, and that appropriately designed public policies can reduce the educational disparities between black and white children (p. 42). The results of two years of changes in the LRSD policies, programs, and procedures in grades PreK-2 indicate that both black and non-black children in the Little Rock School District are learning to read and are well on their way of reaching the district goal of all children being able to read independently by grade 3 (see Section 5.2.1 of the Revised Desegregation and Education Plan). The findings and analyses in this report indicate trends in the opposite direction of the national research findings cited above and of scores of other similar studies. Instead of black students growing at slower rates than non- blacks, in most of the measurements the LRSD results indicate higher rates of growth of black students than non-blacks. Instead of the gap widening between grades 1 and 2 as it does in national studies, it narrows significantly in the LRSD by every one of the eight measures (five sub-tests of the Observation Survey, the Developmental Reading Assessment, and two sub-tests of the Achievement Level Test). The black to non-black ratios on each of the measures are summarized below for each of the two years of testing: 24Kindergarten Black to Non/Black Ratios: Reductions in the Achievement Gap Sub-Test hall 1999 Spring 2000 Change hall 2000 Spring 2001 Change Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA 81% 57% 69% 62% 54% 35% 96% 76% 81% 66% 70% 43% -15 -19 -12 -4 -16 -6 83% 53% 72% 58% 46% 41% 97% 82% 87% 71% 76% 48% -14 -29 -15 -13 -30 -7 Grade 1 Black to Non-Black Ratios: Reductions in the Achievement Gap Sub-Test hall 1999 Spring 2000 Change h all 2000 Spring 2001 Change Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA 96% 73% 88% 87% 78% 64% 100% 92% 93% 84% 91% 68% -4 -19 -5 +3 -13 -4 99% 68% 84% 80% 74% 47% 100% 94% 93% 88% 92% 71% -1 -26 -9 -8 -18 -24 Grade 2 Black to Non-Black Ratios: Reductions in the Achievement Gap Sub-Test hall 1999 Spring 2000 Change h all 2000 Spring 2001 Change Word Test Writing Vocabulary Hearing/Recording DRA ALT Reading_____ ALT Lang. Usage 89% 95% 86% 74% 96% 82% 88% 78% 93% 93% -7 + 13 -2 -4 91% 84% 87% 70% 98% 87% 91% 80% 94% 94% -7 -3 -4 -10 Another prominent study on black vs. white achievement in reading is entitled, Does the Black-White Test Score Gap Widen after Children Enter School? by Meredith Phillips, James Crouse, and John Ralph, published in The Black-White Test Score Gap (1998) that was edited by Christopher Jencks and Meredith Phillips. That comprehensive studys major findings included the following\n... About half of the total black-white math and reading gap at the end of high school can be attributed to the fact that blacks start schools with fewer skills than whites. The other half can be attributed to the fact that blacks learn less than whites who enter school with similar initial skills. This does not necessarily mean that schools are a major contributor to the black-white test score gap. Although blacks may attend worse schools than whites, may be treated differently from whites in the same schools, or may be less interested in school than initially similar whites, it is also possible that blacks parenting practices, peer influences, summer learning opportunities, or beliefs about their academic ability could explain why 25they learn less between first asid twelfth grades than initially similar whites (p. 232). ... The black-white vocabulary' gap is about the same size at the end of the ninth grade as at the beginning of first grade (p. 233). ... Race appears to have a stronger negative effect on reading growth than on math growth (p. 248). ... Race also has more impact on vocabulary growth than on math growth during elementary school (p. 249). Our calculations imply that 56 percent of the math gap and 43 percent of the reading gap can be attributed to the fact that blacks start school with fewer skills than whites. It follows that 44 percent of the math gap and 57 percent of the reading gap is unrelated to racial differences in initial skills (p. 254). If equal educational opportunity means that black and white children should start school with the same basic skills, then we have yet fulfilled that ideal. The average black child starts elementary school with substantially weaker math, reading, and vocabulary skills than the average white child. Because these skill differences persist throughout elementary and secondary school, the average black child finishes the twelfth grade with weaker math, reading, and vocabulary skills than the average white child. Our results imply that we could eliminate at least half, and probably more, of the black-white test score gap at the end of the twelfth grade by eliminating the differences that exist before children enter first grade (pp. 256-257). Again, the results in the LRSD are, for the most part, in the opposite direction of these studies. Black students are making significant progress in catching up with their non- black peers through the Districts early literacy program, especially in the leaming-to- read skills that are tested on the Observation Survey. It is true, however, that the vocabulary gaps and the gaps on the more difficult measures, such as the Developmental Reading Assessment, while greatly narrowed, do still persistundoubtedly due to the much wider gaps that existed at the beginning of kindergarten. 3. Is there a relationship between teacher participation in professional development and student achievement? (See Policy IL expectation to examine cost effectiveness and Strategy 7 of the Strategic Plan.) The most expensiveand the most important-piece of the cost of any program implementation designed to improve student achievement is always the cost of professional development. The cost of student materials is a one-time expense, generally, but the cost of professional development is ongoing. New teachers have to begin their 26 initial training every year. Ineffective teachers have to be retrained. All teachers need on-going opportunities to refine and enhance their understandings and skills. Implementation has to be coached and monitored. And all are necessary if there is to be continuous improvement. Richard Allington summarizes the research literature as follows: In study after study, it is the quality of the teacher, not variation in curriculum materials, that is identified as the critical factor in effective instruction. That is not to say that materials are wholly unimportant, but that investing in teacher development has a better result than investing in curriculum materials (9). It is very important, therefore, for the District to know if there is a positive relationship between teacher participation in the LRSD training on early literacy and the achievement of their students. Patricia Busbeas Education Specialists thesis examined this question for a sample of kindergarten students. In her findings, she concluded, The current study strongly indicated Early Literacy Learning in Arkansas (ELLA) did influence the student outcomes of the ten students included in the study (p. 77). She added, It can be concluded that the teachers participation in the ELLA training did influence changes in the teachers classroom practices (p. 78). Another study relating to the black-white test score gap is also helpful here. Ronald Fergusons study, Teachers Perceptions and Expectations and the Black-White Test Score Gap was published in The Black-White Test Score Gap (1998), edited by Christopher Jencks and Meredith Phillips. He wrote the following: Simply cajoling teachers to raise their expectations for black childrenusing phrases such as All children can learnis probably a waste of time. However, good professional development programs can make a difference. Recall that some teachers in Oklahoma responded to the Great Expectations program with the assertion, My kids couldnt do that. If they had gone on teaching as they had always done, that judgment would have been correct. But when they changed their teaching methods, they learned that they were wrong. Similarly, Guskey shows that teachers can learn responsive teaching methods that weaken the link between past and future performance. Teachers who have been helped to improve their classroom practices can have seeing is believing experiences that challenge their prior biases (312). Other studies on the effectiveness of the ELLA training, as well as studies in general on the impact of professional development on teacher practice and student achievement would suggest a positive relationship, if the training is closely aligned with the curriculum standards and assessments, if the training is delivered well, if the training is followed by coaching and feedback, and if the training is in depthsufficient to build the new skills and understandings. Twelve days of ELLA training have been offered to LRSDs K-2 teachers during the past two years, in addition to the required training on the administration of the Observation Survey and Developmental Reading Assessment, and in addition to the days in the school-year calendar for professional development. In Section VII are summaries of two 27 studies conducted to determine, by program, the degree of teacher participation in professional development. The highest average number of days of participation has been among kindergarten teachers for the schools implementing ELLA strategies and for those implementing both ELLA and Reading Recovery. The greatest participation at all three grade levels has been among the teachers in schools implementing both ELLA strategies and Reading Recovery. These schools, perhaps, have the greatest degree of commitment to improved literacy, as evidenced both by the commitment of their Title I funds to literacy by funding Reading Recovery and by the teachers willingness to attend professional development sessions. Almost half of their grade 1 teachers have completed the entire 12 days of training. The following table indicates by school the participation level of teachers in ELLA training over the two-year period: Teacher Participation in ELLA Training, by School School # Kinder Tchers Kinder Days #Gr. 1 Tchers Grade I Days #Gr. 2 Tchers Grade 2 Days Total Days Total # Tchers Avg. # Days Badgett Bale Baseline Booker Brady________ Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright_____ Geyer Springs Gibbs Jefferson King_________ Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell______ Rockefeller Romine Stephens_____ Terry________ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Total Average Days 1 2 3 5 4 4 4 3 2 2 2 3 4 3 3 3 5 3 3 2 2 3 3 2 4 4 3 4 3 4 3 2 3 2 2 105 0 7 0 37.5 6 32.5 17 19 21 0.5 0 36 42 24 23 24 42.5 9 0 0 8 24 33 5 10.5 21 10 32.5 20 0 0 11 34 14 9.5 573.5 5.46 2 3 3 5 3 4 3 3 2 2 3 4 3 2 3 3 3 2 3 2 2 4 2 2 3 2 2 4 3 4 3 3 3 3 2 100 9 6.5 5 43.5 0 33 22 0 24 0 4.5 48 .42 9.5 22 25 16 12.5 0 0 2 38 0 0 18 0 15 20.5 16 7 3 6 22.5 27 0 497.5 4.98 2 3 3 5 4 4 6 2 3 2 3 3 3 2 2 3 5 3 3 2 2 3 2 2 2 3 2 5 3 4 3 2 4 3 2 105 0 3.5 0 47 0.5 10 24.5 12 36 0 4 36 18 14.5 22 13.5 7.5 17 13 0 1 11 10 5 0 0 2.5 22.5 17 7 0 0 3.5 24 0 372.6 3.54 9 17 5 126 6.5 75.5 62.5 31 79 0.5 8.5 120 92 48 67 63.5 66 38.5 13 0 II 73 43 10 28.5 21 27.5 73.5 53 14 9 17 60 65 9.5 1,443.6 5 8 9 15 1 12 13 8 7 6 8 10 10 7 8 9 13 8 9 6 6 10 7 6 9 9 7 13 9 12 3 7 10 8 6 310 Teachers designated as Special Education or other special programs were added to grade 2 to simplify the table. 1.8 2.1 0.6 8.4 0.6 6.3 4.8 3.9 11.3 .08 1.1 12 9.2 6.9 8.4 7.1 5.1 4.8 1.4 0 1.8 7.3 6.1 1.7 3.2 2.3 3.9 5.6 5.9 1.2 0.3 2.4 6 8.1 1.6 4.65 28From the table above, one can infer that implementation is, in general, still at a low level since the average number of days of ELLA training experienced by teachers is 4.65 of the 12 possible days available. Kindergarten teachers have the highest level of participation, then grade 1 and then grade 2. Kindergarten, probably not coincidentally, is the highest performing grade level. Interestingly, participation does not seem to vary as much within a school as it does across schools. In other words, for the most part, either every teacher at a grade level or in a school participates fully, or they participate minimally. For example, every teacher at Franklin has participated all twelve days, and the average number of days at Dodd is 11.3 days. Other high-participation schools include Booker, Fulbright, Gibbs, and Wilson. ELLA schools with two or fewer average days of participation include Badgett, Bale, Forest Park, McDermott, Mitchell, Rightsell, Watson, and Western Hills. The major obstacle the District has had in providing the 12 days of professional development to all teachers has been the lack of availability of substitute teachers. Too many times when District staff pull teachers out of class for professional development, the school is not able to secure a substitute, so a class is divided up and sent to other classrooms. In either case, even when a substitute can be secured, valuable instructional time is lost. The staff has attempted, therefore, to provide the training in the evenings, on week-ends, and during the summer, paying stipends to teachers for attendance rather than paying for substitutes. This strategy makes participation optional, and fewer teachers participate. The following table displays by quarter the number of classrooms where teachers were absent in 2000-01 and there were no substitutes available to cover their classes. The absences were for all possible reasons, not just for ELLA training, but the numbers indicate the extent of the problem in attempting to provide teacher training during school time. Teacher Absences without Substitutes, Elementary Schools, 2000-01 Quarter First Second Third Fourth Total Number 63 120 295 479 957 One can assume approximately half of those 957 teachers would be K-2 teachersor 478. The other half can be assumed to be 3-5 teachers. If there is an average of 20 students in the K-2 classrooms and given the mandated two and one-half hours daily for literacy instruction, then 23,900 student hours of literacy instruction were lost in 2000-01 in grades K-2 alone due to teacher absences and the lack of quality substitutes. The number of lost hours due to teacher absences covered with a substitute substantially increases this number. Given the necessity of teachers being out from time to time due to illness and the resulting loss of quality instructional time, it is clearly a major problem to 29 pull teachers out of classrooms for professional developmenteven when their participation in these activities results in improved sludesit achievement. The statistician in PRE conducted statistical analyses for each of the past two years to determine which of the four instructional approaches (ELLA only, ELLA plus Reading Recovery\nSuccess for All\nand Direct Instruction) was producing the most powerful results. For both years the most effective program was clearly the ELLA plus Reading Recovery, and the second most powerful program was ELLA only. In 2000-01 the Success for All schools did perform at a significantly higher level than they did in 1999- 2000, especially at grade 1. It is important to note that the schools implementing ELLA plus Reading Recovery were also the schools with the highest participation in professional development. 4. Is there evidence of success in each of the four literacy models in useEarly Literacy Learning in Arkansas (ELLA) only\nELLA and Reading Recovery\nSuccess for All\nand Direct Instruction? (See Section 2.7 of the Revised Desegregation and Education Plan.) When the early literacy program plan was developed, it allowed schools to implement either ELLA, ELLA plus Reading Recovery, or Success for All strategies. If a school wished to do something different, that school was required to submit a waiver request for approval. Only Washington Magnet did so. Their waiver application requested approval for them to continue the implementation of Direct Instruction, and it was granted. To establish evidence of success for each of these models, at least one school implementing each of the four models was examined. Except for Direct Instruction where there is only one school involved, there is, of course, more than one successful school implementing each model. One is reminded here, however, of an oft-repeated quotation from Ron Edmonds: How many effective schools would you have to see to be persuaded of the educability of poor children? If your answer is more than one, then I submit that you have reasons of your own for preferring to believe that basic pupil performance derives from family background instead of school response to family background. Ron Edmonds was the seminal researcher who established the first correlates of effective schools, i.e., those schools that were effective in teaching all students, regardless of economic or racial background. A Successful ELLA School Carver Magnet School is a good example of a school that has implemented the ELLA strategies. Although a magnet school. Carver has many students from poverty backgrounds and who enter kindergarten performing considerably below their more affluent peers. Because they have so many students from middle and upper-class 30 backgrounds, their average scores are usually among the highest in the District. Effective schools, however, are those schools with not only high average (mean) scores, but also high scores among each of their sub-groups. Carvers progress in improving the percent of their students performing at or above the readiness level on the Developmental Reading Assessment and in closing the black to non-black achievement gap is displayed in the following table. Without exception, both black and non-black students improved their performance at grade-level during the second year of implementation. And, without exception, the gap was considerably narrowed the second year of the program. Finally, the grade 2 gap in 2000-2001 is only about a third of what it was for kindergarten students. Improvements in Percent Readiness Developmental Reading Assessment Can er Magnet 1999-2000 2000-2001 KindergartenAll KindergartenBlack KindergartenNon-Black KindergartenGap Grade 1All Grade 1Black Grade 1Non-Black Grade 1Gap__________ Grade 2All Grade 2Black Grade 2Non-Black Grade 2Gap 80.5% 74.4% 91.7% 17.3 76.1% 64.7% 90.3% 25.6 81.8% 78.3% 94.7% 16.4 90.4% 83.8% 97.2% 13.4 91.8% 83.3% 100% 16.7 93.1% 91.1% 95.2% 4.1 An area school that has performed well in the last two years is McDermott Elementary. This school performed in the highest range at the kindergarten and grade 1 the first year of the new program and at all three grade levels in 2000-01. McDermott Elementary ranked in the top five schools on the DRA in 1999-2000 at kindergarten and grade 1 and at all three grade levels in 2000-01. McDermotts kindergarten class was the highest performing in the District both years, and McDermotts grade 2 was among the schools that improved the most in 2000-01. It is important to note, as well, that McDermott virtually closed the achievement gap in 2000-01 between black and non-black students at grades 1 and 2 on the Developmental Reading Assessment. 31Improvements in Percent Readiness Developmental Reading Assessment McDermott Elementan' 1999-2000 2000-2001 Kindergarten.All KindergartenBlack KindergartenNon-Black KindergartenGap Grade IAll Grade 1Black Grade 1Non-Black Grade 1Gap__________ Grade 2--A11 Grade 2Black Grade 2Non-Black Grade 2Gap 94.8 94.7 97.3 2.6 80.4 85.7 76.9 *8.8 67.1 62.8 86.4 23.6 94.3 86.4 100.0 13.6 87.9 87.5 87.9 0.4 89.6 89.5 89.7 0.2 A Successful ELLA, Plus Reading Recovery. School Dodd Elementary, a school with high percentages of minority and poverty, is an example of a successful school implementing both ELLA strategies and Reading Recovery. Because Dodd is very smalt and because it has high mobility, it is difficult to make valid comparison of scores from one year to the next. One child represents several percentage points in a small school, and the children who were in kindergarten last year are likely to be very different from the children in grade 1 this year. Nevertheless, the efforts of the Dodd faculty are making major differences in the literacy of the children who attend there. In the second year of the program implementation, both grade 1 and grade 2 improved significantly. The gap was virtually closed in grade 1, and that is the year of the Reading Recovery intervention for the lowest performing students. Improvements in Percent Readiness Developmental Reading Assessment Dodd Elementary' 1999-2000 2000-2001 KindergartenAll KindergartenBlack KindergartenNon-Black KindergartenGap Grade 1All Grade 1Black Grade 1Non-Black Grade 1Gap__________ Grade 2All Grade 2Black Grade 2Non-Black Grade 2Gap 86.5% 88.2% 85.0% *3.2 58.3% 60.0% 62.5% 2.5 51.7% 52.9% 71.4% 18.5 80.0% 76.5% 88.2% 11.7 73.5% 72.2% 73.3% 1.1 82.8% 73.7% 100% 26.3 Denotes that black students are higher performing than non-black students. A Successful Success for All School Baseline Elementary made such dramatic improvements in 2000-01 that they were selected as an example of a successful Success for All school. Baseline Elementary has 86 percent of its children eligible for the free/reduced lunch program and very few 32 non-black children, so their challenge is to overcome the effects of poverty and the disadvantages that go with it. The improvements at Baseline at the kindergarten and grade 1 levels are exemplary. Grade 2 did not perform as well, but black students did improve sufficiently to close the gap at that grade level. Improvements in Percent Readiness Developmental Reading Assessment Baseline Elementary 1999-2000 2000-2001 KindergartenAll KindergartenBlack KindergartenNon-Black KindergartenGap Grade 1All Grade 1Black Grade 1Non-Black Grade 1Gap Grade 2All Grade 2Black Grade 2Non-Black Grade 2Gap 51.0% 48.6% 100% 51.4 29.6% 30.2% 20.0% *10.2 47.1% 46.2% 57.1% 10.9 94.0% 92.5% 100% 7.5 91.8% 68.3% 85.7% 17.4 60.5% 60.5% 60.0% *0.5 Denotes a school where blacks scores are higher than non-blacks. A Successful Direct Instruction School Washington Magnet is the only school in the Little Rock School District implementing the Direct Instruction model. Their overall performances at kindergarten and grade 2 are strong, although the gap did increase at both grade levels in the second year. The gap at grade 1 nanowed, but the scores are low. Success is very mixed at this school, with few consistent patterns. Both sub-groups improved only at grade 2. Improvements in Percent Readiness Developmental Reading Assessment Washington Magnet 1999-2000 2000-2001 KindergartenAll KindergartenBlack KindergartenNon-Black KindergartenGap Grade 1All Grade 1Black Grade 1Non-Black Grade 1Gap Grade 2-All Grade 2Black Grade 2Non-Black Grade 2Gap 81.2% 81.8% 83.3% 1.5 35.5% 24.4% 55.2% 30.8 63.3% 61.7% 73.1% 11.4 84.1% 78.0% 95.7% 17.7 41.1% 36.8% 50.0% 13.2 81.4% 74.3% 88.6% 14.3 As demonstrated in the data under Research Question #1 and with the information in this section, the literacy programs are working well in a variety of school models and with both black and non-black students. 335. What are the programs strengths and weaknesses? (See Policy IL.) When a District chooses to implement a program that is already research-based, already tested with students of similar demographics, then the program itself does not require evaluation. Rather, it is the program implementation that requires scrutiny. Thus, in response to this question, the program evaluation team must consider the areas of strong implementation and the areas where the implementation has been weak. Program Strengths The elementary literacy programs (ELLA only, ELLA plus Reading Recovery, Success for All, and Direct Instruction) in the Little Rock School District are producing improvements in student achievement on every one of the eight different measurements examined in this program evaluation\nthey are producing improvements in every individual school, even if only at one grade level\nand they are narrowing and sometimes totally closing the achievement gap, even as non-black students are also improving. It would be impossible to determine which individual components of the new programs have had the most powerful effects since everything was implemented at once, without setting up controlled experiments. There tends to be a consensus, however, among teachers and reading specialists who have been asked that the designation of the two and one-half hour uninterrupted block of time for literacy instruction has made a major difference in the degree of emphasis given to literacy at every school. Also cited as important and powerful are the ELLA strategies that teachers are learning through the professional development program and the availability of the new materials in every classroom. Animated Literacy has made a difference in childrens mastery of phonemic awareness at the kindergarten level. Another definite strength is that teachers are using the assessment results to drive their instructionone of the staffs objectives in selecting the Observation Survey and the Developmental Reading Assessment with their rich sources of data and their tight alignment with the Districts curriculum standards and grade-level benchmarks. Teachers also cite the preponderance of children who now have access to the Districts pre-kindergarten program as another strength. More and more children are having an opportunity for another year of experiences that promote higher levels of literacy. Program Weaknesses Program weaknesses can be found in the examination of school-by-school performances. There was in 2000-01 a narrowing of the achievement gap among the performance of the 35 elementary schools, but gaps still exist, the widest on the Developmental Reading Assessment., And at each grade level the gap widened in 2000-01 on one sub-testLetter Identification at grade 1 and Writing Vocabulary at kindergarten and grade 2. 34Another program weakness is in the variability of the amount of teacher training experienced from school to school. There is one school where not a single teacher has participated in the ELLA training\nand there are two where all the teachers have participated fully, with other schools somewhere in between. Teachers in the Success for All and Direct Instruction schools have had lower rates of participation in the ELLA training. Grade 1 is the lowest performing grade of the three grades tested, so that grade level requires attention in improvement efforts. There is likely a need for further intervention. Lack of a monitoring plan through classroom observations to document the level of implementation is a problem. This weakness not only resulted in a late identification of poor implementation in some cases, but it was also a weakness in evaluating the consistency of program implementation. Finally, more high quality parent involvement would likely improve results, especially to address the summer regression phenomenon, but also in general. 6. Is the program cost effective? (See Policy IL and Strategy 3 of the Strategic Plan.) The literacy plan was adopted in spring 1999, so the first purchases of classroom materials and the first professional development sessions designed to prepare teachers for implementation occurred in summer 1999. The District has invested over the two-year period $405,948 on materials for teachers and books for classroom libraries to support the implementation of the new program. The State provided a grant of $198,440 that was also spent on students instructional materials. During the two-year period the District spent $119,450 on the salary and fringe benefits for one teacher leader and approximately $12,000 on teacher stipends for inservice participation. Other professional development conducted during the school day at times required the cost of substitutes (paid by the Human Resources Department) and at times was absorbed by the school staff. One additional expense was the $29,500 cost for the Developmental Reading Assessment materials. In summary, the total investment over two years in this program has been as follows: Instructional materials Professional development Assessments Total $604,388* $131,450 $ 29,500 $765,338* *0f these amounts, $198,440 was funded by the State through a grant. The total cost to the District, therefore, was $566,898 for ELLA implementation. During the past two 35 years all ELLA training was conducted during the summer and after school hours. Teachers were not paid a stipend. One group of 35 teachers, however, was paid stipends for the training-of-trainers training for live days of pailscipalion in summer 1999. The schools implementing Success for All and Direct Instruction paid for their professional development and student materials from their Title I budgets. A reading specialist from the Elementary Literacy Department has been assigned to supervise the Success for All school programs, so her salary, travel, and benefits are costs to the District, not Title I. Reading Recovery costs were also funded through school-level Title I budgets. An average salary for a Reading Recovery teacher is $40,000, plus fringe benefits. The cost of six hours of graduate-level tuition for their training is approximately $1,000. And the cost of materials to use with students is about $3,000 per teacher. Schools have expended about $1,100,000 over the past two years in paying for training costs and salaries for their Reading Recovery teachersa total of eight. Are all these expenditures cost effective? It is really too early to make a determination. If the program results in virtually all children learning to read independently by grade 4 when they take the Benchmark examination, then this program is a bargain on that measurement alone. If only a few children become proficient enough to go to college and, as a result, earn a much higher salary than they would have had they not learned to read well, then the investment will be returned several times. If the District moves from only 30 percent of its students performing at or above the proficient level to even^O percent, then the investment will see incremental returns. The staff and the Board of Education must make a determination at this juncture as to whether the current results are encouraging enough to continue the course that has been set. The data indicate positive results at all three grade levels, even though the data also indicate that the teachers have received only about one-third of the training for full implementation. Ongoing investments, plus possible policy decisions, will be necessary to ensure that all teachers receive the minimum 12 days of training, with appropriate follow-ups and enhancements. Recommendations for Improvement are made for the consideration of The following recommendations for improvement District and building-level staff, as well as for the Board of Education. Instructional Recommendations Given the gap between black and non-black achievement in the fall kindergarten scores for both 1999-2000 and 2000-01, there is an indication that Letter Identification should be stressed more with black and other low-performing prekindergarten students. Schools should monitor their implementation of the balanced literacy program, including Animated Literacy implementation, to ensure that all kindergarten children learn their letters and sounds by the end of the kindergarten year. The National Research Council in Preventing Reading Difficulties in Young Children makes a similar recommendation: 36It is clear from the research on emergent literacy that important experiences designed to reduce the number of children with inadequate literacy-related knowledge (e.g., concepts of print, phonemic awareness, receptive vocabulary) at the onset of formal schooling would considerably reduce the number of children with reading difficulties and, thereby, the magnitude of the problem currently facing schools (317). Adams points out that it is not simply the accuracy with which children can name letters that gives them an advantage in learning to read, but it is the ease or fluency with which they can do so (p. 43). Therefore, if it takes two years of school just to learn the letters, then some time is lost in developing ease and fluency. She concludes, Thus the speed with which they can name individual letters both strongly predicts success for prereaders and is strongly related to reading achievement among beginning readers (43). Schools and teachers should assess why the 2000-01 grade 2 students, both black and non-black, performed lower on the Word Test than those in 1999-2000. One implication is that decoding development should be emphasized even more in grade 1. Adams notes that weaknesses in basic decoding skills may be the most common and can be the most serious source of reading difficulties (92). Acceleration of black students decoding skills in reading frequently occurring words is recommended in pre-kindergarten and kindergarten so that the black students performance on the Word Test catches up to non-black performance before grade 2. The gap closed in Letter Identification at grade 1 and for the Word Test in grade 2. Even though it is almost closed at the end of grade 1 for Concepts about Print, it is not quite, and instruction must continue in this area in grade 2 until the concepts are mastered for students who are low-performing. Adams points out that A lack of phonemic awareness ... appears to be characteristic of children who are failing or have failed to learn to read (57). The skills and knowledge that are prerequisite to high performance on Concepts about Print should be consciously and explicitly taught at the pre-kindergarten and kindergarten levels so that little remains to be done in this area by grade 1. This kind of acceleration is essential if the gap is to be closed on this measure. Schools must ensure the full implementation of the Pre-ELLA program at the prekindergarten level and the ELLA strategies at the kindergarten level. Even though both black and non-black students recorded their highest rates of growth on Writing Vocabulary, the achievement gap is highest on this measure at the end of two years than of any other sub-test. Even at that, the gap is only 13 points, with black scores achieving 87 percent of those of non-black students. There are implications here, again, for African-American students, who clearly 37 need even greater attention to vocabulary and spelling development and an accelerated program to bring their achievement to the level of that of non-black students. None of the measurements used in K-2 is a vocabulary test, per se. They all, however, test vocabulary, and as research indicates, higher-level, more standardized tests, such as the Achievement Level Tests, essentially measure students vocabulary, regardless of the subject matter being tested. Marzano, Kendall, and Gaddy report in their recent book. Essential Knowledge: The Debate Over What American Students Should Know, that their research indicates that vocabulary instruction should be the focal point of education, especially for students from more disadvantaged backgrounds (143). They continue as follows: Research indicates that even when there is no attempt to ensure that the words students are taught are ones they will need to know when learning new content, the effect on their achievement is substantial. Specifically, teaching vocabulary has been shown to increase students ability to understand new content by 12 percentile points (146-147). The effects of vocabulary instruction are even more powerful when the words selected are those that students most likely will need to know as they encounter new content. Specifically, research indicates that student achievement will increase by 33 percentile points when vocabulary instruction focuses on specific words that are important to what they are learning (147). The National Reading Panels findings indicate that vocabulary should be taught both directly and indirectly. Repetition and multiple exposures to vocabulary items are important. Learning in rich contexts, incidental learning, and use of computer technology all enhance the acquisition of vocabulary. Direct instruction should include task restructuring as necessary and should actively engage the student (p. 14). Adams encourages teachers to teach vocabulary explicitly: direct vocabulary instruction is generally shown to result in an increase in both word knowledge and reading comprehension (p. 29). Teachers should include in their lessons at least some degree of instruction on test wiseness. That is, since the ALT is the first test with the requirement to bubble answers that the students take, their lack of familiarity with the format and expectations may depress achievement. An excellent resource for teachers in ways to do this work effectively and ethically is A Teachers Guide to Standardized Reading Tests: Knowledge Is Power by Lucy Calkins, Kate Montgomery, and Donna Santman. 38Parent Involvement Recommendations Students who begin kindergarten knowing a lot about literacy learn faster than those who do not. They have the necessary prior knowledge to make meaning from grade-level instruction. A concern, therefore, is that while some black students take two years of school to master letter identification, non-black students had achieved 95 percent of the maximum score by the end of kindergarten. While many black students continued to master letter identification in grade 1, non-black students were, no doubt, moving forward in other areas, such as vocabulary development. Adams states, One interpretation impossible to avoid is that the likelihood that a child can succeed in first grade depends, most of all, on how much he or she has already learned about reading before getting there (p. 44). The poverty-related factors, therefore, that created the gap for children before they started to school continue after they start to school, even though the school programs may be highly effective. These findings have implications for public policy at the federal, state, and community level for pre-natal care and early childhood health care, parenting, cognitive development, and social development. It takes a village to teach children high levels of literacy. The schools and classroom teachers can do their best by seeking individual ways to accelerate student learning in pre-kindergarten and kindergarten so that grade 1 students can spend their time on more complex cognitive operations that are prerequisite to learning to read. Both black and non-black students at the end of both kindergarten and grade 1 lost significant Writing Vocabulary during the siunmer, indicating, most likely, little reinforcement of this skill during summer months. Along with summer reading and spelling lists that are sent home, teachers should also include exercises that allow students to maintain, at a minimum, and ideally to improve their Writing Vocabulary during the summer. Schools should organize, perhaps with the assistance of the HIPPY staff, a preschool PT A so that support and assistance can be provided to as many parents as possible in the development of early literacy experiences, from birth forward. For instance, parents need to know the research cited by Adamsthat the beginmng of phonemic awareness is seeded in childrens knowledge of nursery rhymes (p. 42). She continues\n... success in reading can be found in traditional rhymes and word games such as Baa Baa Black Sheep and Humpty Dumpty (p. 43). Adams also found that The single most important activity for building the knowledge and skills eventually required for reading appears to be reading aloud to children. In this, both the sheer amount of and choice of reading materials seem to make a difference (46). The staff should design appropriate reports and processes to keep parents well informed about their childrens performance on the early literacy assessments, as 39well as about ways that they can support higher achievement. The Student Academic Improvement Plan (SAIP) and the Parent-School Compact are two processes that address the need for close communication with parents. Schools should evaluate the effectiveness of their implementation of these processes. Rasinski summarizes the research on the effect of parental involvement on literacy as follows: For if you are talking about research-based information, we have it in the effects of community-home-school connections and student achievement in reading. Study after study has shown positive effects of parental involvement in the literacy education of their children. .. (161). District-level should collaborate with school-level staff in designing processes for effective communication of the results of K-2 assessments. Intervention Recommendations Given the amount of summer regression that is evident on several of the measurements, attention to these issues should be a priority for those children participating in the inter-sessions of the Extended Year Education (EYE) schools and for children participating in after-school programs and summer school. A concern of the Superintendents Cabinet for the past three years has been that several schools are no longer eligible for Title I funding due to changes in their demographic make-up. A school must have among its students at least 35 percent who are eligible for ffee/reduced lunch services in order to qualify. Both the staff in those schools and staff at the District level have noted that some of the Districts most economically-deprived children attend those schools, and there is now no funding for special services or support for them. The area schools without Title I funding are as follows: Forest Park, Fulbright, and Jefferson. Fulbright and Jefferson lost their Reading Recovery programs when Title I funds were no longer available, and Pulaski Heights lost theirs due to inadequate Title I funding. Not surprisingly, those very schools have some of the widest achievement gaps of any of the Districts schools. The District should continue to explore options for providing the necessary support services to these schools for the lowest-performing students. Otherwise, wide achievement gaps will continue to exist. The District should take all necessary steps to continue its efforts to secure external grant funding for additional support for individual schools. Funds are needed to provide more Reading Recovery teachers, especially in the lowest performing schools. Ideally, there would be one Reading Recovery teacher for every two grade 1 classrooms. This step, plus the addition of Literacy Coaches in every school, would greatly enhance the likelihood'of success. Schools with Title I funding should redirect their budgets to fund these effective interventions. 40Since grade 1 is the lowest performing grade of the three grades tested, attention must be devoted to improvement at this level. The National Research Council makes the following recommendations for students in grade 1 who still are having reading related difficulties: Additional instructional services in supplemental reading programs should be provided in the first grade. Instruction should be provided by a well-qualified reading specialist who has demonstrated the ability to produce high levels of student achievement in reading. Materials and instructional techniques should be provided that are well integrated with ongoing excellent classroom instruction and that are consistent with the findings, conclusions, and recommendations identified above in Reading Instruction in Kindergarten through Third Grade. Children who are having difficulty learning to read do not, as a rule, require qualitatively different instruction from children who are getting it. Instead, they more often need applications of the same principles by someone who can apply them expertly to individual children who are having difficulty for one reason or another (327). To these ends, the following recommendations are critically important for continued improvement: Expand Animated Literacy into grade 1 (or even grade 2) for students who need it or design another effective intervention\nEncourage schools to implement their own research-based interventions during after-school, tutoring, inter-sessions, and summer school. Reallocate Title I dollars to these high-quality interventions and away from the employment of aides and provide as many Reading Recovery and Literacy Coaches as possible through all sources of funds. Continue or expand teacher training in all components of Balanced Literacy for all teachers. These components include instruction in concepts about print, phonemic awareness and letter identification, phonics, language acquisition, vocabulary development, and emergent writing. Professional Development Recommendations Given the high positive correlation in national studies and in LRSD of the relationship between teacher participation in high quality professional development and the achievement levels of their students, it is evident that professional development should continue to be a high priority in the ongoing implementation refinements of the PreK-2 Literacy Program, including for 41teachers in the Success for All and Direct Instruction schools. Too, participation should not be optional, given the findings of the National Reading Panel: the results indicated that inservice professional development produced significantly higher student achievement (17). District staff should ensure that every LRSD teacher knows the skills that students must have to perform at least at the national median on the Achievement Level Tests. The publications available from the Northwest Evaluation Association delineate the specific skills and understandings that are needed to perform in various levels of each test. It is important that teachers ensure that those same skills and understandings are included in their lesson plans so that students are as well prepared as possible to perform well on the grade 2 ALTs. Schools Identified for Improvement at K-2 The following schools are identified for improvement. They are among the lowest performing schools in at least two of the three grade levels tested. According to the Districts Priority Intervention Procedures, the District should provide special assistance for improvement for the staff of the following schools: Badgett, Cloverdale, Meadowcliff, Mitchell, and Watson. Badgett, Mitchell, and Watson are ELLA schools, but with very low levels of teacher participation in professional development and, thus, low levels of program implementation. Both Cloverdale and Meadowcliff are Success for All schools, again with low levels of implementation in that program. Year 3 Program Evaluation Recommendations The District should design and implement procedures to document the quality of program evaluation in all K-2 classrooms. The District should add to the year 3 study an analysis of how the new literacy program has impacted the referral and placement of K-2 children for 504 or Special Education services. The District should add to the year 3 study an analysis of the impact of participation in the Districts pre-kindergarten program on early literacy achievement. The District should measure Effect Size as an alternative to the growth index in determining improvement. The District should examine the impact of the new literacy program on the retention rate. 42Section IX: Bibliography Adams, Marilyn Jager (1990). Beginning to Read: Thinking and Learning about Print. Cambridge, Massachusetts: The MIT Press. Adams, Marilyn Jager (1990). Beginning to Read: Thinking and Learning about Print A Summary. Cambridge, Massachusetts: The MIT Press. Allington, Richard L. (2001). Teaching Children to Read: What Really Matters. Preventing Early Learning Failure. Bob Somson, Ed. Alexandria, VA: Association for Supervision and Curriculum Development. Beaver, Joetta (1997). Developmental Reading Assessment. Parsippany, NJ: Celebration Press. Busbea, Patricia A. (2000). A Study of the Effects of the Professional Development Model. Early Literacy Learning in Arkansas (ELLAl on Changes in Kindergarten Teachers Instructional Practices and Students Outcomes. Little Rock, AR: University of Arkansas at Little Rock. Calkins, Lucy, Kate Montgomery, and Donna Santman (1998). A Teachers Guide to Standardized Reading Tests: Knowledge Is Power. Portsmouth, NH\nHeinemann. Celebration Press (1996). Preliminary Validation of the Developmental Reading Assessment. Parsippany, NJ: Celebration Press. Clay, Marie M. (1993). An Observation Survey of Early Literacy Achievement. Portsmouth, NH\nHeinemann. Compliance Committee (March 2000). Interim Compliance Report. Little Rock, AR: Little Rock School District. Compliance Committee (March 2001). Compliance Report. Little Rock, AR: Little Rock School District. Dom, Linda (1999). Partnerships in Literacy: School-Wide Design for Success. Little Rock, AR\nUniversity of Arkansas at Little Rock. Dom, Linda J., Cathy French, and Tammy Jones (1998). Apprenticeship in Literacy: Transitions Across Reading and Writing. York, Maine: Stenhouse Publishers. Edmonds, Ron (1979). Effective Schools for the Urban Poor. Educational Leadership. 37(1). 15-24. 43Ferguson, Ronald F. (1998). Teachers Perceptions and Expectations and the Black- White Test Score Gap. In The Black-White Test Score Gap edited by Christopher Jencks and Meredith Phillips. Washington, DC: Brookings Institution Press. 273-317. Flippo, Rona, Ed. (2001). Reading Researchers in Search of Common Ground. Newark, Delaware: International Reading Association. International Reading Association and National Association for the Education of Young Children (1999). Learning to Read and Write: Developmentally Appropriate Practices for Young Children. Newark, DE: International Reading Association. International Reading Association (July 1998). Phonemic Awareness and the Teaching of Reading. Newark, DE: International Reading Association. Jencks, Christopher and Meredith Phillips, Eds. (1998). The Black-White Test Score Gap. Washington, DC: Brookings Institution Press. Joint Committee on Standards for Educational Evaluation. James R. Sanders, Chair (1994). The Program Evaluation Standards (2\"*^ Edition): How to Assess Evaluations of Educational Programs. Thousand Oaks: Sage Publications. Marzano, Robert J., John Kendall, and Barbara Gaddy (1999). Essential Knowledge: The Debate Over What American Students Should Know. Alexandria, VA: Association for Supervision and Curriculum Development. National Association for the Education of Young Children (1990). Guidelines for Appropriate Curriculum Content and Assessment in Programs Serving Children Ages 3 Through 8. Washington, DC: NAEYC. National Association for the Education of Young Children (1987). Standardized Testing of Young Children 3 Through 8 Years of Age. Washington, DC: NAEYC. National Center on Education and the Economy and the University of Pittsburgh (1999). Reading and Writing Grade by Grade: Primary Literacy Standards for Kindergarten through Third Grade. Washington, DC: National Center on Education and the Economy. National Center for Education Statistics (2001). Educational Achievement and Black- White Inequality. Washington, DC: United States Department of Education Office of Educational Research and Improvement. 44National Reading Panel (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Washington, DC: National Institute of Child Health and Human DevelopmentNational Institutes of Health. National Research Council (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press. Neuman, Susan B. and David K. Dickinson (2001). Handbook of Early Literacy Research. New York: The Guilford Press. Phillips, Meredith, James Crouse, and John Ralph (1998). Does the Black-White Test Score Gap Widen after Children Enter School? in The Black-White Test Score Gap, edited by Christopher Jencks and Meredith Phillips. Washington, DC: Brookings Institution Press. 229-272. Rasinski, Timothy V. (2001). A Focus on Communication with Parents and Families. Reading Researchers in Search of Common Ground. Newark, DE: International Reading Association. 159-166. Reeves, Douglas (2000). Accountability in Action: A Blueprint for Learning Organizations. Denver, CO: Center for Performance Assessment. Reeves, Douglas (1998). Making Standards Work: How to Implement Standards-Based Assessments in the Classroom. School, and District. Denver, CO: Center for Performance Assessment. Strickland, Dorothy S. (2001). Early Intervention for Afncan American Children Considered to Be at Risk. In Handbook of Early Literacy Research. Susan B. Neuman and David K. Dickinson, Eds. New York: The Guilford Press. Wiggins, Grant P. (1993). Assessing Student Performance: Exploring the Purpose and Limits of Testing. San Francisco: Jossey-Bass Publishers. Williams, E. Jane (1999). Developmental Reading Assessment: Reliability Study. http://intranet.prenhall.eom/edtech/mcp/Docs/research/DRA.doc4/13/00 45Cb'') /i/ Year 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District 1999-2000 and 2000-2001 Presented to the Board of Education Little Rock School District October 2001 Prepared by Dr. Bonnie A. Lesley Dr. Ed Williams Patricia Price Pat Busbea Ann Freeman Ken Savage Anita Gilliam Sharon KiilsgaardTable of Contents Section I: Introduction Introduction Research Questions Methodology Outline of Program Evaluation Sections Outline of Appendices 1-6 1-2 3 3-5 5-6 6 Section II: Background on Program Design Background on Program Requirements: Design of the PreK-3 Literacy Program Background on Program Requirements: LRSD Strategic Plan Background on Program Requirements: Revised Desegregation and Education Plan 7-13 7-8 8 8-13 Section III: The Assessments The Assessments: Observation Survey The Assessments: Developmental Reading Assessment Definition of Readiness vs. Proficiency Reliability and Validity: National Study Reliability and Validity: LRSD Study Developmental Appropriateness of Testing Instruments The Assessments: Achievement Level Tests in Reading and Language Usage 14-25 14-15 15-21 16-19 19-20 20-21 21-23 23-25 Section IV: Alignment with National Research on Early Literacy 26-29 Section V: Description of Tables Table 1: Kindergarten, 1999-2000, Fall to Spring Black and Non-Black Performance Table 2: Kindergarten, 2000-01, Fall to Spring Black and Non-Black Performance Table 3: Grade 1, 1999-2000, Fall to Spring Black and Non-Black Performance Table 4: Grade 1, 2000-01, Fall to Spring Black and Non-Black Performance Table 5: Grade 2, 1999-2000, Fall to Spring Black and Non-Black Performance 30-42 31 31 32 33 33Table 6: Grade 2, 2000-01, Fall to Spring Black and Non-Black Performance Table I'. Cohort 1, Kindergarten Fall 1999 and Grade 1 Spring 2001 Table 8: Cohort 2, Grade 1 Fall 1999 and Grade 2 Spring 2001 Table 9: Grades K-2, 1999-2000, Fall to Spring Performance, All Students Table 10: Grades K-2, 2000-01, Fall to Spring Performance, All Students Table 11: Percent of Maximum Scores, Kindergarten Black Students Table 12: Percent of Maximum Scores, Kindergarten Non-Black Students Table 13: Percent of Maximum Scores, Grade 1 All Students Table 14: Percent of Maximum Scores, Grade 1 Black Students Table 15: Percent of Maximum Scores, Grade 1 Non-Black Students Table 16: Percent of Maximum Scores, Grade 1 All Students Table 17: Percent of Maximum Scores, Grade 2 Black Students Table 18: Percent of Maximum Scores, Grade 2 Non-B lack Students Table 19: Percent of Maximum Scores, Grade 2 All Students Table 20: Cohort 1All Students, Kindergarten Fall 1999 and Grade 1 Spring 2001 Table 21: Cohort 2All Students, Grade 1 Fall 1999 and Grade 2 Spring 2001 Table 22: Percent Readiness, DRA, Black and Non-Black Students Table 23: Percent Readiness, DRA, All Students Table 24: Grade 2 Reading, ALT, Black and Non-B lack Comparisons Table 25: Grade 2 Reading, ALT, All Students Table 26: Grade 2 Language Usage, ALT, Black and Non-Black Comparisons Table 27: Grade 2 Language Usage, ALT, All Students 34 35 35 36 37 37 38 38 38 38 39 39 39 39 40 40 41 41 41 42 42 , 42Section VI: Analysis of Results, 1999-2000 and 2000-2001 Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing and Recording Sounds Developmental Reading Assessment 43-67 43-46 47-51 52-54 55-59 60-63 64-67 Section VII: Additional Data Achievement Gap Among Schools Impact of Professional Development 68-71 68-70 70-71 Section VIII: Program Evaluation Findings and Recommendations for Improvement Research Question 1Program Effectiveness Research Question 2Achievement Disparities Research Question 3Professional Development Research Question 4Four Literacy Models Research Question 5Program Strengths and Weaknesses Research Question 6Cost Effectiveness Recommendations for Improvement Instruction Parent Involvement Interventions Professional Development Schools Identified for Improvement Year 3 Program Evaluation 72-113 72-80 81-96 96-100 100-103 103-105 105-106 106- 107-109 109-110 110-112 112 112 112-113 Section IX: Bibliography 114-116 Section X: School-Level Data Letter Identification, Kindergarten Word Test, Kindergarten Concepts about Print, Kindergarten Writing Vocabulary, Kindergarten Hearing and Recording Sounds, Kindergarten Developmental Reading Assessment, Kindergarten 117-205 119-122 123-126 127-130 131-134 135-138 139-142 Letter Identification, Grade 1 Word Test, Grade 1 Concepts about Print, Grade 1 Writing Vocabulary, Grade 1 Hearing and Recording Sounds, Grade 1 143-146 147-150 151-154 155-158 159-162Developmental Reading Assessment, Grade 1 163-166 Word Test, Grade 2 Writing Vocabulary, Grade 2 Hearing and Recording Sounds, Grade 2 Developmental Reading Assessment, Grade 2 167-170 171-174 175-178 179-182 Cohort 1Letter Identification, Black and Non-BIack Cohort 1Word Test, Black and Non-BIack Cohort 1Concepts about Print, Black and Non-BIack Cohort 1Writing Vocabulary, Black and Non-BIack Cohort 1Hearing and Recording Sounds, Black and Non-BIack Cohort 1Developmental Reading Assessment, Black and Non-BIack 183 184 185 186 187 188 Cohort 2Word Test, Black and Non-BIack Cohort 2Writing Vocabulary, Black and Non-BIack Cohort 2Hearing and Recording Sounds, Black and Non-BIack Cohort 2Developmental Reading Assessment, Black and Non-BIack 189 190 191 192 Percent Readiness, Developmental Reading Assessment, K-2 Percent Readiness, DRA, Rank Order, K-2 Percent Readiness, DRA, Black and Non-BIack 193-195 196-198 199-201 Grade 2 ALT, ReadingAll Students Grade 2 ALT, Reading, Black and Non-BIack Grade 2, ALT, Language Usage, All Students Grade 2, ALT, Language Usage, Black and Non-BIack 202 203 204 205 Appendices A. B. C. D. PreK-3 Literacy Program Plan Section 5.2.1 of the Revised Desegregation and Education Plans March 2000 Interim Compliance Report Section 5.2.1 of the Revised Desegregation and Education Plans March 2001 Compliance Report Presentation to the Board of Education, January 2000 (update on program implementation and early results)E. Update on the Implementation of the PreK-3 Literacy Program Plan, Highlights of Grades K-2 Results: Developmental Reading Assessment, 1999-2000 and 2000-2001, and a copy of the slides for the June 2001 presentation to the Board of EducationYear 2 Evaluation: The Effectiveness of the PreK-2 Literacy Program in the Little Rock School District 1999-2000 and 2000-2001 Section I: Introduction Introduction During March 2000 the Little Rock School District provided to the Board of Education, the federal court, the Office of Desegregation Monitoring, and administrators an Interim Compliance Report, which included a status report on the implementation of the PreK-3 Literacy Program (pp. 93-105) relating to the Revised Desegregation and Education Plan (RDEP). In August 2000 the Planning, Research, and Evaluation (PRE) office provided to the Board and staff a draft copy of a program evaluation for the first year of implementation of the K-2 Literacy Program. At least two subsequent drafts were developed as more data became available, but these were not presented to the Board of Educationjust discussed among staff members. An implementation update was provided to the Board in January 2001 by the curriculum staff, on the status of program implementation and including an analysis of available data, along with an outline of next steps. Then in March 2001 the staff provided a summary evaluation in the Compliance Report (pp. 72-93) relating to the Revised Desegregation and Education Plan that was filed with the federal court and provided to members of the Board of Education. The Board of Education approved on second reading in March 2001 a new policy on program evaluation. Policy IL: Evaluation of Instructional Programs requires that the staff evaluate the instructional programs designated by the Board of Education in their annual approval of the program evaluation agenda. Each evaluation is to provide valuable insights into how programs are operating, the extent to which they are serving the intended purpose of increasing student achievement, the strengths and weaknesses, the cost-effectiveness, and directions for the future. In August 1999, 2000, and 2001, the Board of Education included the PreK-2 literacy program on its approved research agenda for the following year. An interim program evaluation was provided to the Board of Education in June 2001, the first analysis of the scores on the Developmental Reading Assessment in grades K-2 for 1999-2000 and 2000-2001. At that time the scores were reported as the percent of students at each grade level, by race, who met the standard for readiness, the level that would predict success at the next grade level (level 2 at kindergarten\nlevel 16 at grade 1\nand level 24 at grade 2), Copies of that report, plus the summary and the slides were immediately sent via e-mail to principals to use in their own analysis and to provide to 1teachers and parents. (See Appendix E.) Elementary principals used these materials in their August 2001 preschool inservice sessions. This Year 2 Evaluation of the Effectiveness of the PreK-2 Literacy Program in the Little Rock School District builds on the information provided in all earlier reports. It is intended to meet the requirements specified in Policy IL for the 2000-01 school year, as well as to fulfill the requirements in Section 2.7.1 of the Revised Desegregation and Education Plan for the PreK-3 Literacy Program Plan. The grade levels evaluated include only grades kindergarten through grade 2. Another report will include grades 3 through 5. The curriculum staff received from PRE on July 19, 2001, the report on the mean scores for K-2 students on both the Observation Survey and the Developmental Reading Assessment for 2000-01. Achievement Level Test data were available earlier, but they had not yet been disaggregated by race. This program evaluation, therefore, differs from, but builds upon, the evaluation report that was presented to the Board of Education in June. It includes a much more detailed analysis of data\nit includes the results of the five sub-tests of the Observation Survey\nand it includes the average performance scores for each school on each sub-testnot just the percent of students meeting the standard. It also includes the results of the grade 2 Achievement Level Tests in reading and language usage. The new data permit the staff to calculate and analyze the scores in a different way (mean performance vs. percent readiness), and they permit the calculation of a black to non- black student ratio so that the degree to which the achievement gap in narrowed can be measured, as well as how the gap has changed over the two years of program implementation. One caution in comparing the 1999-2000 and 2000-01 pre-test scores on the Observation Survey and the Developmental Reading Assessment is that some schools did not complete their fall testing by the deadline in 1999 and so their pre-test scores were higher than they would have been had the testing been done in a timely maimer. There were instances when there were several weeks difference in the test date, so this variance\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_319","title":"Compliance hearing exhibits, 48-64","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","Little Rock (Ark.)--History--21st Century","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 48-64"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/319"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nPartial List of Communication Mailed to John Walker DATE 2-10-98 ITEM 3-17-98 4-21-98 5-12-98 5-22-98 6-09-98 6-10-98 7-07-98 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Intervenors (minutes indicate Ms. Jackson was ______________in attendance)______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Invitation to 6-3-98 meeting for purpose of discussing process or standard for assessing the equitable allocation of resources Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ________________attendance)_______________ Notification that Terrance Roberts! Steven Ross have verbally agreed to serve as LRSD desegregation experts _____ Invitation / Reminder of weekly meetings to discuss equitable distribution of resources with date ! time ! location FROM Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Brady Gadberry Sadie Mitchell Dr. Gamine Brady Gadberry 9^-0 17-23-98 7-24-98 8-06-98 8-26-98 9-15-98 9-21-98 10-14-98 10-22-98 11-4-98 Response to 7-22-98 memo concerning __________selection of principals___________ Provide Information regarding process/timelines anticipated within restructuring of student assignment Revised Desegregation and Education Plan Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Schedule / Review of School Board Policy Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Invitation! Reminder to Mr. Walker / or staff to meet with LRSD committee working on equitable distribution of resources_ To Joy Springer Communication regarding Ombudsman Position Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ To Joy Springer Communication regarding not receiving her application for Ombudsman Sadie Mitchell Dr. Gamine Sadie Mitchell Junious Babbs Sadie Mitchell Brady Gadberry Junious Babbs Sadie Mitchell Junious Babbs I11-10-98 12-01-98 12-11-98 12-15-98 2-09-99 2-25-99 3-23-99 3-30-99 4-14-99 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) __ Special Called Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ______________attendance)______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ______________attendance)______________ Magnet Review Committee Agenda (Notification to Evelyn Jackson - Joshua) To Joy Springer Response to 2-23-99 letter requesting LRSD response on compliance issues in question Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Response to 3-29-99 fax regarding concerns of Ms. Harris / Mrs. Thomas - Hall High Response to request for a meeting regarding Hall High Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Junious Babbs Sadie Mitchell Junious Babbs Dr. Gamine4-20-99 4-20-99 4-20-99 4-26-99 4-26-99 5-6-99 5-06-99 5-14-99 6-01-99 6-15-99 6-17-99 6-18-99 Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Response to request for scholastic information Response to 4-14-99 fax requesting correspondence from Dr. Terrence Roberts Response to 4-22-99 FOIA request regarding ______________Board Policies______________ Response to 4-23-99 request Guidance ________________Program________________ Response to FOIA Request 5-3-99 - Hall High Guidance Plan 4-29-99 - Griteria used Gum Laude Design. 4-27-99 / 4-29-99 - School computer / scholarship files ________4-12-99 Gompliance Issues________ Response to FOIA request regarding Policies Response to 4-12-99 letter regarding Fair ________________Principal________________ Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Response to Hall High Information Request Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua Response to reorganization of Division of Instruction Sadie Mitchell Dr. Gamine Junious Babbs Dr. Gamine Dr. Gamine Junious Babbs Junious Babbs Sadie Mitchell Ghris Heller Sadie Mitchell Dr. Bonnie Lesley6-21-99 6-28-99 7-1-99 7-1-99 7-8-99 7-8-99 7-13-99 7-23-99 7-27-99 7-29-99 8-2-99 8-3-99 8-6-99 8-11-99 Special Galled Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua Draft of Reorganization for Division of _______________Instruction________________ Provided Gopy of Orange LRSD Gompliance _______________Handbook________________ Response to rumor - Hall High Gounseling ______________Dept. Director______________ Response to 7-7-99 regarding disciplining of _______________an employee_______________ Response to 7-6-99 FOIA request- __________Safety/Security Issues__________ Response to 7-6-99 FOIA request Glass Drops Provided documentation that Dr. Terrence Roberts presented during 7-22-99 LRSD ________________Inservice________________ Response to request regarding information on __________LRSDs Title I Program_________ Response to 7-22-99 request for correspondence received from Dr. Terrence Roberts ________ Letter regarding Komo Davis - Hall High _________________Student_________________ Response to 7-19-99 FOIA request regarding class rankings at Gentral! Parkview Response to 8-5-99 communication regarding Jasmine Graig - (Four-Year Program) Response to FOIA request - Hall High Sadie Mitchell Dr. Bonnie Lesley Junious Babbs Dr. Gamine Dr. Bonnie Lesley Junious Babbs Junious Babbs Junious Babbs Dr. Bonnie Lesley Junious Babbs Dr. Gamine Junious Babbs Junious Babbs Junious Babbs8-12-99 8-12-99 8-13-99 8-17-99 8-23-99 8-24-99 8-25-99 8-25-99 8-25-99 8-26-99 8-27-99 CERTIFIED 8-27-99 CERTIFIED 8-30-99 8-31-99 Response to 8-11-99 FOIA - personnel files Response to placement of Gayle Bradford Response to fax/letter regarding accusations concerning Mona Briggs Review of Proposed Policies / Administrative _______________Regulations_______________ Request for review / input in the development and procedures implemented in accordance ____________with revised plan.____________ Response to Walkers complaint of not ___________responding to FOIA___________ DRAFT ADM. REGULATIONS KF-R and KLG-R 8-20-99 Operations Division Compliance Plan Draft Procedures ________________8-23-99________________ Purple Compliance Plan ________________6-10-99________________ Guidelines for School Improvement Planning Draft Policies - Section G (RETURNED - NEVER CLAIMED) Transportation Issues Response to 8-25-99 requesting information on LRSDs compliance handbook To Joy Springer Response to 8-30-99 request for information about LRSDs committee regarding equitable allocation of resources Dr. Richard Hurley Dr. Camine Dr. Camine Dr. Bonnie Lesley Junious Babbs Dr. Richard Hurley Dr. Vic Anderson Dr. Vic Anderson LRSD Dr. Bonnie Lesley LRSD - Babbs Junious Babbs / Martello Junious Babbs Brady Gadberry8-31-99 CERTIFIED 9-1-99 9-1-99 9-2-99 9-2-99 CERTIFIED 9-3-99 SR\u0026amp;R Handbooks Compliance Handbook ________Policy - Visitors to Schools Response to 8-24-99 request regarding assistance and direction provided by _______________Ombudsman 1999-2000 Title I Plan Memo stating changes made in LRSDs Title I _________________program Response to request for meeting on _______________Ombudsman Copies of Proposed Policies and request for ________________feedback ______ Response to 8-31-99 requesting transportation of M-to-M student to Alpha Academy (PCSSD) LRSD - Babbs Junious Babbs Dr. Bonnie Lesley Dr. Gamine Junious Babbs Junious Babbs 9-8-99 CERTIFIED 9-14-99 9-14-99 9-15-99 9-17-99 9-17-99 Response to 8-30-99 requesting information __________on Incentive Schools__________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ____________attendance)______________ Response to 9-13-99 allegation by Lillian __________Glass regarding Dodd__________ Response to 9-14-99 regarding quality of education at Wakefield Elementary Response to alleged acts of inappropriate teacher behavior at PH Middle School ?? Junious Babbs Sadie Mitchell Faith Donovan Sadie Mitchell Junious Babbs Response to no book bag policy Junious Babbs9-17-99 9-20-99 9-23-99 9-28-99 9-28-99 9-28-99 8-31-99 10-6-99 10-11-99 10-25-99 10-26-99 Response to request for documents/ communication between consultants_ Response to 9-13-99 letter regarding FOIA ________________requests_________________ Meeting with John Walker ! Joy Springer - ______Draft - Magnet School Proposal______ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Request for review of Lab School Project _________________papers__________________ Response 9-28-99 regarding LRSD _______________Ombudsman_______________ To Joy Springer Response to 8-30-99 letter requesting info about LRSDs committee regarding equitable __________allocation of resources__________ To Joy Springer Invitation to serve on Governing Board for LR CPMSA Response to 10-6-99 request regarding staff ______________compliance______________ Invitation for Public Presentation! Question/Answer Session at Mitchell Elem. Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Junious Babbs Junious Babbs Phale Hale, Dr. Gamine, Sadie Mitchell __________\u0026amp; Linda Austin__________ Sadie Mitchell Linda Austin Junious Babbs Brady Gadberry Vanessa Cleaver Junious Babbs Dr. Gamine Sadie Mitchell10-27-99 Response to 10-27-99 for information from Dr. Lesley Anita Gilliam 11-1-99 11-3-99 11-5-99 Response to 10-29-99 FOIA request regarding _________________Mitchell_________________ Request for information on consulting services ! implementation of educational programs Response to 11-4-99 request - acknowledges receipt of FOIA request Junious Babbs Dr. Bonnie Lesley Junious Babbs 11-8-99 11-10-99 11-17-99 11-18-99 11-23-99 12-7-99 12-7-99 \u0026amp; 12-9-99 12-15-99 1-6-00 Response to 11-4-99 FOIA request - Mitchell _________________School ________________ Response to 11-5-99 FOIA request - Mitchell Request for review and feedback of drafts proposing new policy / regulations governing _____________Title I programs __________ Parent / Family Support and Community Partnerships Mtg. Agenda / Sign-in (Joy Springer in attendance) Response to request for Mitchell School ________________directory Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) __ Kim Lockharts senior class placement __________Instructional Standards__________ Community / Parent Involvement Agenda (Joy Springer in attendance)_______ Junious Babbs Junious Babbs Dr. Bonnie Lesley Vanessa Cleaver Junious Babbs Sadie Mitchell Dr. Marian Lacey Dr. Bonnie Lesley Vanessa Cleaver1-11-00 1-14-00 1-18-00 1-20-00 2-8-00 2-21-00 2-22-00 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Position notice - Elem. Charter School Director Copy of email message from Hurley to Katherine Snyder Copy of letter from K. Snyder to Hurley Position notice - Director of Secondary _______English and Foreign Language_______ To Joy Springer Reminder for LR CPMSA Meeting for 2-8-00 _________________meeting________________ To Joy Springer LR CPMSA Sub-Committee Report Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Recent LRSD publications for review - requesting questions / suggestions for ______________improvement______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Sadie Mitchell Dr. Camine Vanessa Cleaver Vanessa Cleaver Sadie Mitchell Dr. Bonnie Lesley Sadie Mitchell2-28-00 3-21-00 4-25-00 5-9-00 5-22-00 5-23-00 7-14-00 7-27-00 9-7-00 9-7-00 To Joy Springer Follow up on communication with PCSSD on complaints and/or alleged raced based mistreatment. Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Response to 5-9-00 request on transfers from ____________Dodd Elementary____________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Request for Information for Joshua representative for LRSD Biracial __ To Joshua Intervenors Magnet Schools Assistance Program Grant Junious Babbs Sadie Mitchell Sadie Mitchell Sadie Mitchell Junious Babbs Sadie Mitchell Sadie Mitchell Sadie Mitchell Junious Babbs Sadie Mitchell9-12-00 9-20-00 9-28-00 10-05-00 10-9-00 10-10-00 10-23-00 10-24-00 Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ To Joy Springer\nLetter regarding information from Ray __________Gillespie / Dr. Gamine__________ To Joy Springer: Request asking for her to refer parent complaints about school related problems to him.____________________________________ Response to complaints that district officials failed to provide the Ombudsman with ___________necessary information__________ Response to 10-3-00 letter regarding ________cooperation of Ombudsman________ Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ________________attendance)_______________ Response to 10-19-00 request regarding oversight of principals relationships between ____________parents and students___________ Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Sadie Mitchell James Washington James Washingtion Dr. Gamine James Washington Sadie Mitchell Dr. Gamine Sadie Mitchell11-7-00 11-16-00 11-21-00 11-23-00 11-28-00 12-11-00 12-14-00 1-9-01 1-23-01 1-24-01 1-29-01 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ______________attendance)_______________ To Joy Springer ______Response to CICs questions_______ To Joy Springer Response to Cloverdale Middle School ____________Discipline Issues____________ Provided copy of LRSD Safe Schools Grant _________submission_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ______________attendance)_______________ Provided copy of Draft Covenant _________Carnegie Grant Proposal_________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in ______________attendance)______________ Members of WLR School Committee Request for presence at 2-5-01 meeting of WLR School Site Committee Notification / Invitation to 2-5-01 Research ___________Committee Meeting___________ Provided Copy of Covenant approved by LRSD Board Sadie Mitchell Junious Babbs James Washington Junious Babbs Sadie Mitchell Junious Babbs Junious Babbs Sadie Mitchell Baker Kurrus Dr. Kathy Lease Junious Babbs1-30-01 2-5-01 2-8-01 2-13-01 2-19-01 2-22-01 3-01-01 3-02-01 3-06-01 3-14-01 3-22-01 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _______________attendance)_______________ Sign -In Sheet for Research Committee Meeting ________Joy Springer - in attendance________ Members of WLR School Committee Information regarding tour times/dates of sites _________________in WLR_________________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Notification! Invitation to 2-26-01 Research ____________Committee Meeting___________ Request for attendance at Safe Schools/ Healthy Students Steering Committee Meeting ________________on 3-14-01________________ Members of WLR School Committee Notes on 2-23-01 driving tour of WLR sites Providing copies of Middle / High School Curriculum Catalogs and Middle! High _____School Student / Parent Handbooks Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _________attendance)_______________ Steering Committee Meeting Safe Schools / Healthy Students Meeting Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Sadie Mitchell Dr. Kathy Lease Baker Kurrus Sadie Mitchell Dr. Kathy Lease Diane Vibhakar Baker Kurrus Dr. Bonnie Lesley Sadie Mitchell Diane Vibhakar Sadie Mitchell4-12-01 4-16-01 4-24-01 5-03-01 5-25-01 6-7-01 6-7-01 6-27-01 Monthly Every 2 months Yearly To Joy Springer Copies of Four Year Old Assignment Letters ______in response to telephone request______ To Joy Springer Copy of Four Year Old Application in _______response to telephone request_______ Invitation to attend two informal mtgs. - high school study groups Response to 4-24-01 allegations at Pulaski __________Heights Middle School__________ Athletic Task Force Report Findings To Joy Springer Response to request for desegregation files To Joy Springer Response to request for SRO Information To Joy Springer 2** Copy of 3-15-01 LRSD Compliance _________________Report_________________ Reminder of LRSD Biracial Meeting - __________Monthly________________ Provided copy of LRSD SRO Waiting List Provided copy of LRSD SRO Handbook Junious Babbs Junious Babbs Dr. Bonnie Lesley James Washington Junious Babbs Junious Babbs Junious Babbs Junious Babbs Junious Babbs Julie Wiedower Julie Wiedower\u0026gt; LITTLE ROCK SCHOOL DISTRICT 501 SHERMAN STREET LITTLE ROCK, AR 72202 OFFICE OF ADMINISTRATIVE SERVICES Junious C. Babbs, Associate Superintendent Phone: (501) 324-2272 E-Mail: icbabbs@stuasn.lrsd.kl2.ar.us TO: Mr. Clay Fendley FROM: Junious Babbs SUBJECT: LRSD ! John Walker Communication DATE: April 25, 2001 Please find an attached communication log of items compiled that address ongoing correspondence with Mr. John Walker / Joshua Intervenors since inception of the Revised Desegregation Education Plan. Items recorded help to note specific documents on file, however, it is importaiit to also be mindful of an array of informal communication that lends itself to day-to-day inquity, response concerns posed. Additional communication via scheduled timeframes covered the following or areas that may include Joshua representation: 1. LRSD Board Agendas 2. Magnet Review Committee Meetings 3. LRSD Biracial Committee Meetings 4. Educational Management Team Meetings LRSD expectations have been that Joshua representatives provide and maintain updated report information to the attention of Mr. Walker. Joshuas insight and participation is recognized and appreciated. Information provided helps to support LRSD efforts and affirm continued connections. Additional division sources may be provided but for now, I will remain in a holding state and ask that upon your review, to get back if questions come up or additional information is needed. cc: Dr. Carnine Brady Gadberry Dr. Bonnie Lesley Sadie Mitchell Don Stewart Communication Mailed to John Walker DATE 2-10-98 * ITEM 3-17-98 4-21-98 5-12-98 6-09-98 7-23-98 7-24-98 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Intervenors (minutes indicate Ms. Jackson was in attendance)_ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) ,_ Magnet Review Committee Meeting Notification to Evelyn Jackson Joshua (minutes indicate Ms. Jackson was in attendance)_____________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Response to 7-22-98 memo concerning selection of principals Provide Information regarding process/timelines anticipated within restructuring of student assignment Revised Desegregation and Education Plan FROM Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Dr. Gamine8-06-98 8-26-98 9-15-98 10-14-98 10-22-98 11-4-98 11-10-98 Magnet Review Committee Meeting Notification to Evelyn Jackson Joshua (minutes indicate Ms. Jackson was in attendance) Schedule! Review of School Board Policy Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) _____________ To Joy Springer Communication regarding Ombudsman Position _____________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)_ To Joy Springer Communication regarding not receiving her application for Ombudsman_ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Sadie Mitchell Junious Babbs Sadie Mitchell Junious Babbs Sadie Mitchell Junious Babbs Sadie Mitchell12-01-98 12-11-98 12-15-98 2-09-99 2-25-99 3-23-99 3-30-99 4-14-99 4-20-99 .. Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in __attendance)_______________ Special Called Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ Magnet Review Committee Meeting Notification to Evelyn Jackson Joshua (minutes indicate Ms. Jackson was in attendance)_ Magnet Review Committee Agenda (Notification to Evelyn Jackson - Joshua) To Joy Springer Response to 2-23-99 letter requesting LRSD response on compliance issues in question Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Response to 3-29-99 fax regarding concerns of Ms. Harris! Mrs. Thomas - Hall High Response to request for a meeting regarding Hall High ___________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Sadie Mitchell Sadie Mitchell Sadie Mitchell Sadie Mitchell Junious Babbs Sadie Mitchell Junious Babbs Dr. Camine Sadie Mitchell4-20-99 4-20-99 4-26-99 4-26-99 5-6-99 5-06-99 5-14-99 6-01-99 6-15-99 6-17-99 6-18-99 6-21-99 6-28-99 Response to request for scholastic information Response to 4-14-99 fax requesting correspondence from Dr. Terrence Roberts Response to 4-22-99 FOIA request regarding Board Policies_____________ Response to 4-23-99 request Guidance Program_ Response to FOIA Request 5-3-99 _ Hall High Guidance Plan 4-29-99 - Griteria used Gum Laude Design. 4-27-99! 4-29-99 - School computer / scholarship files 4-12-99 Gompliance Issues Response to FOIA request regarding Polices\" Response to 4-12-99 letter regarding Fair Principal_______________ Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ Response to Hall High Information Request Magnet Review Gommittee Meeting Notification to Evelyn Jackson Joshua Response to reorganization of Division of Instmction______________ Special Galled Magnet Review Gommittee Meeting Notification to Evelyn Jackson - Joshua Draft of Reorganization for Division of Instmction Dr. Gamine Junious Babbs Dr. Gamine Dr. Gamine Junious Babbs Junious Babbs Sadie Mitchell Ghris Heller Sadie Mitchell Dr. Bonnie Lesley Sadie Mitchell Dr. Bonnie Lesley7-1-99 7-1-99 7-8-99 7-8-99 7-13-99 7-23-99 7-27-99 7-29-99 8-2-99 8-3-99 8-6-99 8-11-99 8-12-99 8-12-99 8-13-99 8-17-99 Provided Gopy of Orange LRSD Gompliance Handbook_ Response to rumor - Hall High Gounseling Dept. Director_____ Response to 7-7-99 regarding disciplining of an employee______________ Response to 7-6-99 FOIA request- Safety/Security Issues Response to 7-6-99 FOIA request Glass Drops Provided documentation that Dr. Terrence Roberts presented during 7-22-99 LRSD Inservice Response to request regarding information on ________LRSDs Title I Program__________ Response to 7-22-99 request for correspondence received from Dr. Terrence Roberts___________ Letter regarding Komo Davis - Hall High _____________Student_________________ Response to 7-19-99 FOIA request regarding class rankings at Gentral! Parkview Response to 8-5-99 communication regarding Jasmine Graig - (Four-Year Program) Response to FOIA request - Hall High Response to 8-11-99 FOIA - personnel files Response to placement of Gayle Bradford Response to fax/letter regarding accusations concerning Mona Briggs_ Review of Proposed Policies! Administrative Regulations Junious Babbs Dr, Gamine Dr. Bonnie Lesley Junious Babbs Junious Babbs Junious Babbs Dr. Bonnie Lesley Junious Babbs Dr. Gamine Junious Babbs Junious Babbs Junious Babbs Dr. Richard Hurley Dr. Gamine Dr. Gamine Dr. Bonnie Lesley8-23-99 8-24-99 8-25-99 Request for review ! input in the development and procedures implemented in accordance with revised plan._ Response to Walkers complaint of not responding to FOIA_ draft ADM. REGULATIONS KF-R and KLG-R 8-20-99 Junious Babbs Dr. Richard Hurley Dr. Vic Anderson 8-25-99 Operations Division Compliance Plan Draft Procedures 8-23-99 Dr. Vic Anderson 8-25-99 Purple Compliance Plan 6-10-99 LRSD 8-26-99 8-27-99 CERTIFIED 8-27-99 CERTIFIED 8-30-99 Guidelines for School Improvement Planning Draft Policies - Section G (RETURNED - NEVER CLAIMED) Transportation Issues Response to 8-25-99 requesting information on LRSDs compliance handbook 8-31-99 8-31-99 CERTIFIED 9-1-99 To Joy Springer Response to 8-30-99 request for information about LRSDs committee regarding equitable allocation of resources_ SR\u0026amp;R Handbooks Compliance Handbook Policy - Visitors to Schools_______ Response to 8-24-99 request regarding assistance and direction provided by Ombudsman Dr. Bonnie Lesley LRSD - Babbs Junious Babbs / Martello Junious Babbs Brady Gadberry LRSD - Babbs Junious Babbs9-2-99 9-2-99 CERTIFIED 9-3-99 Response to request for meeting on Ombudsman_ Copies of Proposed Policies and request for feedback Response to 8-31-99 requesting transportation of M-to-M student to Alpha Academy (PCSSD)__ Dr. Camine Junious Babbs Junious Babbs 9-8-99 CERTIFIED 9-14-99 9-14-99 9-15-99 9-17-99 Response to 8-30-99 requesting information on Incentive Schools_________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Response to 9-13-99 allegation by Lillian Glass regarding Dodd_ Response to 9-14-99 regarding quality of education at Wakefield Elementary Response to alleged acts of inappropriate teacher behavior at PH Middle School Junious Babbs Sadie Mitchell Faith Donovan Sadie Mitchell Jiuiious Babbs 9-17-99 9-17-99 59 Response to no book bag policy' 9-20-99 9-23-99 9-28-99 Response to request for documents/ communication between consultants Response to 9-13-99 letter regarding FOIA requests____________ Meeting with John Walker! Joy Springer - Draft - Magnet School Proposal Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Junious Babbs Junious Babbs Junious Babbs Phale Hale, Dr. Camine, Sadie Mitchell \u0026amp; Linda Austin_ Sadie Mitchell9-28-99 9-28-99 10-6-99 Request for review of Lab School Project papers__ Response 9-28-99 regarding LRSD Ombudsman ___________ To Joy Springer Invitation to serve on Governing Board for LR CPMSA Linda Austin Junious Babbs Vanessa Cleaver 10-11-99 10-25-99 10-26-99 10-27-99 11-1-99 11-3-99 11-5-99 11-8-99 11-10-99 11-18-99 Response to 10-6-99 request regarding staff compliance ____________ Invitation for Public Presentation! Question/Answer Session at Mitchell Elem. Magnet Review Committee Meeting Notification to Evelyn Jackson Joshua (minutes indicate Ms. Jackson was in attendance)_______________ Response to 10-27-99 for information from Dr. Lesley________ Response to 10-29-99 FOIA request regarding __ Mitchell_____ Request for information on consulting services ! implementation of educational programs Response to 11-4-99 request - acknowledges receipt of FOIA request_ Response to 11-4-99 FOIA request - Mitchell School_ Response to 11-5-99 FOIA request - Mitchell Parent / Family Support and Community Partnerships Mtg. Agenda! Sign-in (Joy Springer in attendance)_ Junious Babbs Dr. Gamine Sadie Mitchell Anita Gilliam Junious Babbs Dr. Bonnie Lesley Junious Babbs Junious Babbs Junious Babbs Vanessa Cleaver11-23-99 12-7-99 12-7-99 \u0026amp; 12-9-99 12-15-99 1-6-00 1-11-00 1-14-00 1-18-00 1-20-00 2-8-00 Response to request for Mitchell School directory___ Magnet Review Committee Meeting Notification to Evelyn Jackson Joshua (minutes indicate Ms. Jackson was in attendance) Kim Lockharts senior class placement Instructional Standards____ Community ! Parent Involvement Agenda (Joy Springer in attendance)__ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ Position notice - Elem. Charter School Director Copy of email message \u0026amp;om Hurley to Katherine Snyder Copy of letter from K. Snyder to Hurley Position notice - Director of Secondary English and Foreign Language To Joy Springer Reminder for LR CPMSA Meeting for 2-8-00 meeting_ To Joy Springer LR CPMSA Sub-Committee Report Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Junious Babbs Sadie Mitchell Dr. Marian Lacey Dr. Bonnie Lesley Vanessa Cleaver Sadie Mitchell Dr. Gamine Vanessa Cleaver Vanessa Cleaver Sadie Mitchell2-21-00 2-22-00 2-28-00 3-21-00 4-25-00 5-9-00 5-22-00 5-23-00 7-14-00 Recent LRSD publications for review - requesting questions / suggestions for improvement ___________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ To Joy Springer Follow up on communication with PCSSD on complaints and/or alleged raced based mistreatment._ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)_______________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Response to 5-9-00 request on transfers from Dodd Elementary_ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was m attendance) Dr. Bonnie Lesley Sadie Mitchell Junious Babbs Sadie Mitchell Sadie Mitchell Sadie Mitchell Junious Babbs Sadie Mitchell Sadie Mitchell7-27-00 9-7-00 9-7-00 9-12-00 10-05-00 10-9-00 10-10-00 10-23-00 10-24-00 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ Request for Information for Joshua representative for LRSD Biracial To Joshua Intervenors Magnet Schools Assistance Program Grant Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in _____attendance)_____ Response to complaints that district officials failed to provide the Ombudsman with necessary information Response tol0-3-00 letter regarding cooperation of Ombudsman____ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)_ Response to 10-19-00 request regarding oversight of principals relationships between parents and students_ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Sadie Mitchell Junious Babbs Sadie Mitchell Sadie Mitchell Dr. Camine James Washington Sadie Mitchell Dr. Camine Sadie Mitchell11-7-00 11-16-00 11-21-00 11-23-00 11-28-00 12-11-00 12-14-00 1-9-01 1-23-01 1-24-01 1-29-01 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) To Joy Springer Response to CICs questions_______ To Joy Springer Response to Cloverdale Middle School Discipline Issues___ Provided copy of LRSD Safe Schools Grant submission_ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance) Provided copy of Draft Covenant Carnegie Grant Proposal Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)__ Members of WLR School Committee Request for presence at 2-5-01 meeting of WLR School Site Committee_ Notification / Invitation to 2-5-01 Research __Committee Meeting___________ Provided Copy of Covenant approved by LRSD Board Sadie Mitchell Junious Babbs James Washington Junious Babbs Sadie Mitchell Junious Babbs Junious Babbs Sadie Mitchell Baker Kurrus Dr. Kathy Lease Junious Babbs1-30-01 2-5-01 2-8-01 2-13-01 2-19-01 2-22-01 3-01-01 3-06-01 3-14-01 3-22-01 4-12-01 Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua (minutes indicate Ms. Jackson was in attendance)___ Sign -In Sheet for Research Committee Meeting Joy Springer - in attendance ______ Members of WLR School Committee Information regarding tour times/dates of sites ________________in WLR_________________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua Notification! Invitation to 2-26-01 Research Committee Meeting Request for attendance at Safe Schools/ Healthy Students Steering Committee Meeting on 3-14-01 Members of WLR School Committee Notes on 2-23-01 driving tour of WLR sites Magnet Review Committee Meeting Notification to Evelyn Jackson Joshua (minutes indicate Ms. Jackson was in attendance)_ Steering Committee Meeting Safe Schools / Healthy Students Meeting_________ Magnet Review Committee Meeting Notification to Evelyn Jackson - Joshua To Joy Springer Copies of Four Year Old Assignment Letters in response to telephone request_ Sadie Mitchell Dr. Kathy Lease Baker Kurrus Sadie Mitchell Dr. Kathy Lease Diane Vibhakar Baker Kurrus Sadie Mitchell Diane Vibhakar Sadie Mitchell Junious Babbs4-16-01 Monthly Every 2 months Yearly To Joy Springer Copy of Four Year Old Application in response to telephone request__ Reminder of LRSD Biracial Meeting - Monthly_ Provided copy of LRSD SRO Waiting List Provided copy of LRSD SRO Handbook Junious Babbs Junious Babbs Julie Wiedower Julie Wiedower4-12-01 4-16-01 4-24-01 5-03-01 5-25-01 6-7-01 6-7-01 Monthly Every 2 months Yearly ~ To Joy Springer Copies of Four Year Old Assignment Letters in response to telephone request To Joy Springer Copy of Four Year Old Application in response to telephone request_ Invitation to attend two informal mtgs. - high school study groups___________ Response to 4-24-01 allegations at Pulaski Heights Middle School_________ Athletic Task Force Report Findings To Joy Springer Response to request for desegregation files To Joy Springer Response to request for SRO Information Reminder of LRSD Biracial Meeting Monthly______________ Provided copy of LRSD SRO Waiting List Provided copy of LRSD SRO Handbook Junious Babbs Junious Babbs Dr. Bonnie Lesley James Washington Junious Babbs Junious Babbs Junious Babbs Junious Babbs Julie Wiedower Julie WiedowerSubtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Subtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Observation Survey, 1999-2000 and 2000-01 Table 1: Kindergarten, 1999-2000 Fall to Spring Black and Non-Black Performance Black Students Non-Black Students BAV Ratio Fall 1999 27.59 1.75 6.54 2.93 3.58 .95 Fall 2000 27.43 1.38 5.95 1.96 2.16 0.35 Spring 2000 48.48 11.33 14.30 14.50 17.02 3.09 Change 20.90 9 59 7 76 11 58 13.44 2 13 Fall 1999 34.08 3.05 9.50 4.70 6.66 2.72 Spring 2000 50.30 14.91 17.56 22.13 24.37 7.12 Change 16 22 11 85 8.06 47:43\n17 71 4.39 Fall 1999 81% 57% 69% 62% 54% 35% Table 2: Kindergarten, 2000-01 Fall to Spring Black and Non-Black Performance Black Students Non-Biack Students Spring 2000 96% 76% 81% 70% 70% 43% BAV Ratio Change 129% 81% 96% 76% 76% 46% Spring 2001 49.38 13.41 16.02 18.82 19.59 3.56 Change 21.94 12 03 10 07 16.86 17 43 3.21 Fall 2000 33.02 2.59 8.30 3.36 4.66 0.85 Spring 2001 51.06 16.32 18.41 26.42 25.69 7.47 Change 18 04 iB\n73^ 10 11 23.07 21.03 6.62 Fall 2000 83% 53% 72% 58% 46% 41% Spring 2001 97% 82% 87% 71% 76% 48% Change 122% 88% 100% ^73%\n83%- 48% Subtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Subtest Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA Table 3: Grade 1,1999-2000 Fall to Spring Black and Non-Black Performance Black Students Non-Black Students B/W Ratio Fall 1999 47.44 5.75 13.81 13.54 17.25 4.29 Spring 2000 52.80 16.87 19.46 37.11 30.87 16.67 Change 5 36 11.11 5.64 23 57 13 62 12.38 Fall 1999 49.54 7.89 15.70 15.65 21.98 6.68 Spring 2000 52.96 18.34 20.91 44.04 34.11 24.37 Change 3.42 10.46 5 21 28 40 12.13 17 69 Fall 1999 96% 73% 88% 87% 78% 64% Table 4\nGrade 1, 2000-01 Fall to Spring Black and Non-Black Performance Black Students Non-Black Students Spring 2000 100% 92% 93% 84% 91% 68% B/W Ratio Change 157% 106% 108% 83% 112% 70% Fall 2000 48.95 5.81 13.51 12.94 17.49 3.72 Spring 2001 53.01 17.33 19.76 40.16 31.70 17.94 Change 4.06 11.53 6 26 27 21 14.21 14 23 Fall 2000 49.66 8.49 16.11 16.15 23.55 7.95 Spring 2001 53.08 18.53 21.22 45.44 34.40 25.41 Change 3 42 10.05 5.12 29 29 10 85 17\n4e Fall 2000 99% 68% 84% 80% 74% 47% Spring 2001 100% 94% 93% 88% 92% 71% Change 119% 115% 122% 93% 131% 82% Table 5: Grade 2,1999-2000 Fall to Spring Black and Non-Black Performance Black Students Non-Black Students BAV Ratio Subtest Fall 1999 Spring 2000 Change Fall 1999 Spring 2000 Change Fall 1999 Spring 2000 Change Lett^ Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA Subtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA 16.11 18.97 2.87 18.07 19.82 89% 96% 164% 35.09 42.16 17.81 Fall 2000 50.27 50.34 27.92 15.18 8 18 10.11 36.91 48.96 24.21 60.99 57.17 36.00 24.08 821 11.79 95% 86% 74% Table 6: Grade 2, 2000-01 Fall to Spring Black and Non-Black Performance Black Students Non-Black Students 16.00 29.80 45.50 18.20 Spring 2001 18.65 55.76 51.60 28.75 Change Fall 2000 Spring 2001 Change Fall 2000 2 64 17.60 19.05 1.45 91% 82% 88% 78% BAV Ratio Spring 2001 98% 25.96 6 10 10 54 35.43 52.44 26.01 63.97 56.78 35.88 28.55 4.34 9 87 84% 87% 70% 87% 91% 80% 63% 100% 86% Change 182% 91% 141% 107% Subtest Table 7: Cohort 1 Kindergarten, Fall 1999-2000 and Grade 1, Spring 2000-01 BAV Ratio Black Students Noil-Black Students Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Fall 1999 81% 57% 69% 62% 54% 35% Spring 2001 100% 94% 93% 88% 92% 71% Change 134% 99% 113% 91% 191% 75% Fall 1999 27.59 1.75 6.54 2.93 3.58 .95 Spring 2001 53.01 17.33 19.76 40.16 31.70 17.94 Table 8: Cohort 2 Grade 1, Fall 1999-2000 and Grade 2, Spring 2000-01 BAV Ratio Change 25 42 15.58 13.22 37 23 28.12 16.99 Black Students Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Fall 1999 96% 73% 88% 87% 78% 64% Spring 2001 98% 87% 91% 80% Change N/A 116% N/A 87% 99% 84% Fall 1999 47.44 5.75 13.81 13.54 17.25 4.29 Spring 2001 Change 18.65 55.76 51.60 28.75 12.90 N/A 42,22 34.35 24.46 Fall 1999 34.08 3.05 9.50 4.70 6.66 2.72 Spring 2001 53.08 18.53 21.22 45.44 34.40 25.41 Change 19 00 15 78 11 72 40 74 27 74 22 69 Noil-Black Students Fall 1999 49.54 7.89 15.70 15.65 21.98 6.68 Spring 2001 19.05 63.97 56.78 35.88 Change SMt 11.16 N/A 48,32 34.80 29.20Subtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Subtest Letter Identification Word Test_________ Concepts about Print Writing Vocabulary Hearing/Recording DRA Table 9: Grades K-2,1999-2000 Fall to Spring Performance, All Students Kindergarten Grade 1 Grade 2 Fall 1999 29.72 2.18 7.52 3.51 4.59 1.52 Fall 2000 29.05 1.81 6.67 2.42 3.00 0.52 Spring 2000 49.05 12.48 15.37 16.99 19.41 4.40 Change 19 33 10.29 7.84 13 48 14,82 2.88 Fall 1999 48.11 6.43 14/41 14.20 18.75 5.05 Spring 2000 52.86 17.34 19.91 39.30 31.89 19.11 Change 4 74 10 90 lSiSII 25.10 13 14 14 06 Table 10: Grades K-2, 2000-01 Fall to Spring Performance, All Students Kindergarten Spring Change 2001 49.79 14.29 16.75 21.07 21.42 4.80 20 74 12 48 10.08 18.65 18 42 4 28 Fall 2000 49.07 6.68 14.29 14.02 19.46 5.10 Grade 1 Spring 2001 53.02 17.67 20.21 41/72 32.48 20.24 Change 3.95 10.98 5.92 27,70^ 13.03 15.14 Fall 1999 16.76 35.71 44.34 19.85 Fall 2000 16.48 31.59 47.53 20.56 Spring 2000 19.27 53.80 52.51 30.50 Grade 2 Spring 2001 18.79 58.35 53.07 30.93 Change 2.50 1 18 09 8 16 10.65 Change 2 30 26,76 5 54 10 37 Table 11: Cohort 1AU Students Kindergarten, Fall 1999-2000 and Grade 1, Spring 2000-01 Subtest Fall 1999 Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA Subtest 29.72 2.18 7.52 3.51 4.59 1.52 Spring 2001 Change 53.02 17.67 20.21 41.72 32.48 20.24 23.30 15.49 12.69 38.21 27.89 18.72 Table 12: Cohort 2All Students Grade 1, Fall 1999-2000 and Grade 2, Spring 2001 Fall 1999 Spring 2001 Change Letter Identification Word Test Concepts about Print Writing Vocabulary Hearing/Recording DRA 48.11. 6.43 14/41 14.20 18.75 5.05 18.79 58.35 53.07 30.93 N/A 12.36 N/A 44.15 34.32 25.88Little Rock ool District SCHOOL Districtwide Badgett Elementary Bale Elementary Baseline Elementary Booker Arts Magnet Elementary SY 99-2000 BenchMark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 633 71.5% 286 36.4% 68.9% 31.1% 919 55.0% 9 50.0% 0 0.0% 100.0% 0.0% 9 42.9% 8 34.8% 2 15.4% 80.0% 20.0% 10 27.8% 12 50.0% 2 25.0% 85.7% 14.3% 14 43.8% 18 41.9% 9 18.4% 66.7% 33.3% 27 29.3% Literacy Strand Basic 140 15.8% 120 15.3% 53.8% 46.2% 260 15.6% 5 27.8% 1 33.3% 83.3% 16.7% 6 28.6% 8 34.8% 6 46.2% 57.1% 42.9% 14 38.9% 9 37.5% 5 62.5% 64.3% 35.7% 14 43.8% 15 34.9% 17 34.7% 46.9% 53.1% 32 34.8% Proficient 71 8.0% 157 20.0% 31.1% 68.9% 228 13.7% 4 22.2% 2 66.7% 66.7% 33.3% 6 28.6% 7 30.4% 5 38.5% 58.3% 41.7% 12 33.3% 3 12.5% 1 12.5% 75.0% 25.0% 4 12.5% 10 23.3% 23 46.9% 30.3% 69.7% 33 35.9% Advanced 41 4.6% 222 28.3% 15.6% 84.4% 263 15.7% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% Total 885 785 1670 18 3 21 23 13 36 24 8 32 43 49 92 Page 1 of 8 DR311_01 Strands by FAR (Revised).xIs SCHOOL Brady Elementary Carver Magnet Elementary Chicot Elementary Cloverdale Elementary David O'Dodd Elementary Little Rock ool District SY 99-2000 Bench Mark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 9 39.1% 7 31.8% 56.3% 43.8% 16 35.6% 12 42.9% 6 12.0% 66.7% 33.3% 18 23.1% 17 48.6% 7 58.3% 70.8% 29.2% 24 51.1% 26 63.4% 9 56.3% 74.3% 25.7% 35 61.4% 6 27.3% 5 50.0% 54.5% 45.5% 11 34.4% Literacy Strand Basic 11 47.8% 9 40.9% 55.0% 45.0% 20 44.4% 8 28.6% 12 24.0% 40.0% 60.0% 20 25.6% 15 42.9% 3 25.0% 83.3% 16.7% 18 38.3% 10 24.4% 3 18.8% 76.9% 23.1% 13 22.8% 12 54.5% 1 10.0% 92.3% 7.7% 13 40.6% Proficient 3 13.0% 6 27.3% 33.3% 66.7% 9 20.0% 8 28.6% 27 54.0% 22.9% 77.1% 35 44.9% 3 8.6% 2 16.7% 60.0% 40.0% 5 10.6% 5 12.2% 4 25.0% 55.6% 44.4% 9 15.8% 4 18.2% 3 30.0% 57.1% 42.9% 7 21.9% Advanced 0 0.0% 0 0.0% 0 0.0% 0 0.0% 5 10.0% 0.0% 100.0% 5 6.4% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 10.0% 0.0% 100.0% 1 3.1% Page 2 of 8 Total 23 22 45 28 50 78 35 12 47 41 16 57 22 10 32 DR311_01 Strands by FAR (Revisedj rls SCHOOL Fair Park Elementary Forest Park Elementary Franklin Incentive Elementary Fulbright Elementary Garland Incentive Elementary Little Rock ool District SY 99-2000 BenchMark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 4 50.0% 0 0.0% 100.0% 0.0% 4 28.6% 3 15.0% 0 0.0% 100.0% 0.0% 3 5.3% 22 44.0% 2 20.0% 91.7% 8.3% 24 40.0% 6 40.0% 0 0.0% 100.0% 0.0% 6 10.2% 16 55.2% 1 50.0% 94.1% 5.9% 17 54.8% Literacy Strand Basic 3 37.5% 4 66.7% 42.9% 57.1% 7 50.0% 8 40.0% 4 10.8% 66.7% 33.3% 12 21.1% 14 28.0% 2 20.0% 87.5% 12.5% 16 26.7% 4 26.7% 9 20.5% 30.8% 69.2% 13 22.0% 10 34.5% 1 50.0% 90.9% 9.1% 11 35.5% Proficient 1 12.5% 2 33.3% 33.3% 66.7% 3 21.4% 8 40.0% 25 67.6% 24.2% 75.8% 33 57.9% 14 28.0% 6 60.0% 70.0% 30.0% 20 33.3% 4 26.7% 26 59.1% 13.3% 86.7% 30 50.8% 3 10.3% 0 0.0% 100.0% 0.0% 3 9.7% Advanced 0 0.0% 0 0.0% 0 0.0% 1 5.0% 8 21.6% 11.1% 88.9% 9 15.8% 0 0.0% 0 0.0% 0 0.0% 1 6.7% 9 20.5% 10.0% 90.0% 10 16.9% 0 0.0% 0 0.0% 0 0.0% Total 8 6 14 20 37 57 50 10 60 15 44 59 29 2 31 Page 3 of 8 DR311_p1 Strands by FAR (Revised).xIs SCHOOL Geyer Springs Elementary Gibbs Magnet Elementary Jefferson Elementary M.L. King Magnet Elementary Mabelvale Elementary Little Rock \u0026lt;ol District SY 99-2000 Bench Mark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11 -8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 9 26.5% 2 25.0% 81.8% 18.2% 11 26.2% 2 14.3% 0 0.0% 100.0% 0.0% 2 4.9% 4 40.0% 4 8.5% 50.0% 50.0% 8 14.0% 8 36.4% 4 10.3% 66.7% 33.3% 12 19.7% 21 65.6% 6 35.3% 77.8% 22.2% 27 55.1% Literacy Strand Basic 16 47.1% 2 25.0% 88.9% 11.1% 18 42.9% 9 64.3% 4 14.8% 69.2% 30.8% 13 31.7% 4 40.0% 5 10.6% 44.4% 55.6% 9 15.8% 5 22.7% 19 48.7% 20.8% 79.2% 24 39.3% 7 21.9% 5 29.4% 58.3% 41.7% 12 24.5% Proficient 9 26.5% 3 37.5% 75.0% 25.0% 12 28.6% 3 21.4% 21 77.8% 12.5% 87.5% 24 58.5% 2 20.0% 33 70.2% 5.7% 94.3% 35 61.4% 9 40.9% 16 41.0% 36.0% 64.0% 25 41.0% 4 12.5% 5 29.4% 44.4% 55.6% 9 18.4% Advanced 0 0.0% 1 12.5% 0.0% 100.0% 1 2.4% 0 0.0% 2 7.4% 0.0% 100.0% 2 4.9% 0 0.0% 5 10.6% 0.0% 100.0% 5 8.8% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 5.9% 0.0% 100.0% 1 2.0% Total 34 8 42 14 27 41 10 47 57 22 39 61 32 17 49 Page 4 of 8 DR311_01 Strands by FAR (Revised).xlsSCHOOL McDermott Elementary Meadowcliff Elementary Mitchell Incentive Elementary Otter Creek Elementary Pulaski Heights Elementary Little Rock ool District SY 99-2000 BenchMark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 4 22.2% 2 8.3% 66.7% 33.3% 6 14.3% 7 25.0% 2 25.0% 77.8% 22.2% 9 25.0% 18 56.3% 5 45.5% 78.3% 21.7\u0026lt; 23 53.5% 3 25.0% 1 2.9% 75.0% 25.0% 4 8.5% 4 20.0% 1 3.1% 80.0% 20.0% 5 9.6% Literacy Strand Basic 7 38.9% 5 20.8% 58.3% 41.7% 12 28.6% 11 39.3% 4 50.0% 73.3% 26.7% 15 41.7% 13 40.6% 1 9.1% 92.9% 7.1% 14 32.6% 7 58.3% 12 34.3% 36.8% 63.2% 19 40.4% 6 30.0% 3 9.4% 66.7% 33.3% 9 17.3% Proficient 7 38.9% 16 66.7% 30.4% 69.6% 23 54.8% 10 35.7% 2 25.0% 83.3% 16.7% 12 33.3% 1 3.1% 4 36.4% 20.0% 80.0% 5 11.6% 2 16.7% 19 54.3% 9.5% 90.5% 21 44.7% 10 50.0% 27 84.4% 27.0% 73.0% 37 71.2% Advanced 0 0.0% 1 4.2% 0.0% 100.0% 1 2.4% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 9.1% 0.0% 100.0% 1 2.3% 0 0.0% 3 8.6% 0.0% 100.0% 3 6.4% 0 0.0% 1 3.1% 0.0% 100.0% 1 1.9% Page 5 of 8 Total 18 24 42 28 8 36 32 11 43 12 35 47 20 32 52 DR311_01 Strands by FAR (Revisedj xls SCHOOL Rightsell Incentive Elementary Rockefeller Incentive Elementary Romine Interdistrict Elementary Terry Elementary Wakefield Elementary Little Rock ool District SY 99-2000 BenchMark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 3 15.0% 1 7.1% 75.0% 25.0% 4 11.8% 7 22.6% 0 0.0% 100.0% 0.0% 7 14.3% 4 28.6% 0 0.0% 100.0% 0.0% 4 16.7% 5 35.7% 5 8.3% 50.0% 50.0% 10 13.5% 18 72.0% 5 62.5% 78.3% 21.7% 23 69.7% Literacy Strand Basic 10 50.0% 6 42.9% 62.5% 37.5% 16 47.1% 9 29.0% 3 16.7% 75.0% 25.0% 12 24.5% 7 50.0% 3 30.0% 70.0% 30.0% 10 41.7% 3 21.4% 17 28.3% 15.0% 85.0% 20 27.0% 5 20.0% 1 12.5% 83.3% 16.7% 6 18.2% Proficient 7 35.0% 7 50.0% 50.0% 50.0% 14 41.2% 15 48.4% 15 83.3% 50.0% 50.0% 30 61.2% 3 21.4% 6 60.0% 33.3% 66.7% 9 37.5% 6 42.9% 37 61.7% 14.0% 86.0% 43 58.1% 2 8.0% 2 25.0% 50.0% 50.0% 4 12.1% Advanced 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 10.0% 0.0% 100.0% 1 4.2% 0 0.0% 1 1.7% 0.0% 100.0% 1 1.4% 0 0.0% 0 0.0% 0 0.0% Total 20 14 34 31 18 49 14 10 24 14 60 74 25 8 33 Page 6 of 8 DR311^01 Strands by FAR (Revised).xIs SCHOOL Washington Magnet Elementary Watson Elementary Western Hills Elementary Williams Magnet Elementary Wilson Elementary Little Rock \u0026lt;0! District SY 99-2000 BenchMark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 Receiving FAR Yes No Total Yes No Total Yes No Total Yes No Total Yes No Total Below Basic 15 34.1% 9 26.5% 62.5% 37.5% 24 30.8% 16 45.7% 4 28.6% 80.0% 20.0% 20 40.8% 9 36.0% 2 13.3% 81.8% 18.2% 11 27.5% 8 29.6% 2 3.2% 80.0% 20.0% 10 11.2% 15 62.5% 4 30.8% 78.9% 21.1% 19 51.4% Literacy Strand Basic 16 36.4% 9 26.5% 64.0% 36.0% 25 32.1% 11 31.4% 3 21.4% 78.6% 21.4% 14 28.6% 5 20.0% 3 20.0% 62.5% 37.5% 8 20.0% 14 51.9% 14 22.6% 50.0% 50.0% 28 31.5% 4 16.7% 4 30.8% 50.0% 50.0% 8 21.6% Proficient 13 29.5% 16 47.1% 44.8% 55.2% 29 37.2% 8 22.9% 7 50.0% 53.3% 46.7% 15 30.6% 11 44.0% 10 66.7% 52.4% 47.6% 21 52.5% 4 14.8% 45 72.6% 8.2% 91.8% 49 55.1% 5 20.8% 5 38.5% 50.0% 50.0% 10 27.0% Advanced 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 0 0.0% 1 3.7% 1 1.6% 50.0% 50.0% 2 2.2% 0 0.0% 0 0.0% 0 0.0% Total 44 34 78 35 14 49 25 15 40 27 62 89 24 13 37 Page 7 of 8 DR311_01 Strands by FAR (Revised).xIsLittle Rock School District SY 99-2000 Bench Mark Data General Population Math and Literacy Strands by Free and Reduced Lunch Enrollment as of 11-8-2000 SCHOOL Receiving FAR Yes Below Basic Literacy Strand Basic Proficient Advanced Total Woodruff Elementary No 8 32.0% 3 42.9% 72.7% 27.3% 7 28.0% 3 42,9% 70.0% 30.0% 10 40.0% 1 14.3% 90.9% 9.1% 0 0.0% 0 0.0% 25 7 Total 11 34.4% 10 31.3% 11 34.4% 0 0.0% 32 Page 8 of 8 DR311_01 Strands by FAR (Revised).xlsLRSD VIDEO PRESENTATIONS ON PUBLIC ACCESS CHANNEL (NOTE\nall of these videos ran many times. Each one was advertised in advance.) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. \"A Status Report: Student Achievement in Little Rock and a Design for Improved Performance\" - Public Hearing (1 hour, 30 minutes - 1997) \"Living The Vision\" - Dr. Camine reviews LRSD priorities of the Revised Desegregation and Education Plan for the staff and community. Topics covered include Technology, Campus Leadership, Financial plans. Academic Indicators and Results. (30 minutes - 1997) \"Revised Desegregation and Education Plan\" - The entire transcript was aired. (25 minutes - 1998) \"Brown Bag Meetings\" - Middle School Parent Update meetings. Three separate meetings were taped and aired. (1998) \"Ninth Grade High School Transition Meeting\" - for students and parents. (1998) \"A Positive Learning Environment\" - An in-depth documentary which looked at all aspects of the LRSD Desegregation and Education Plan as it effected students, parents and the community. (32 minutes - 1999) \"Total Quality Schools\" - An information video about the exciting educational climate within the Little Rock School District. Topics included Campus Leadership, Smart Start, Campus Accountability, Community/Business involvement and the plan's relationship to our children. (15 minutes - 1999) The New LRSD Comprehensive Assessment Plan\" - A complete look at LRSDs new assessment program that is measuring the district's increasing student achievement. (1 hour - 2000) \"LRSD Board Workshop on Capital Needs\" - (March, 2000) \"Covenant For the Future: Affirming the Covenant\" - A study of the Revised Desegregation and Education Plan. Aimed at both staff and the community. Features interviews with Dr. Terrance Roberts and Dr. Steven Ross, consultants for the LRSD. (20 minutes - 2001) \"Little Rock Comprehensive Partnership for Mathematics and Science Achievement\" - Highlights the changes in LRSD's science and math studies based on the National Science Foundation grant that provides opportunity for all students. (10 minutes - 2001)13. Math Family Night\" - Parent information meeting on changes in LRSD's mathematics program. (One hour, 30 minutes - 2001) 14. \"School-Community Partnerships: Making Them Work for Youth\" - Public workshop featuring Karen Pittman. (One hour, 45 minutes - 2001) 15. Numerous video bulletin board announcements and news announcements. 16. Calendar announcements. M 17. 18. LRSD-TV airs videos daily on a multitude of district events. Past videos have included student, teacher and volunteer award programs, choir and dance performances, educational guests speakers, African-American history programs, bus information videos, registration information videos, student handbook information video, anti-drug and smoking programs, peer mediation videos, videos featuring aspects of the Gifted and Talented program such as Quiz Bowl competition and the Fifth Grade Challenge, videos highlighting magnet school programs such as the Piano education program and foreign language, LRSD news conferences, the Vital Links program. Employee Convocation meetings since 1997, PTA Luncheon since 1998, Sydney Moncrief video on the importance of staying in school. Superintendents meeting with youth on gun violence, holiday programs, the University School college credit program at Hall High School, Cultural Fairs, Science Fairs, an in-depth look at the ESL \"Newcomers\" program, LRSD Reading programs, the Central High School Commemoration Ceremony, the Stephen's Elementary Groundbreaking and Dedication Ceremonies, National Merit Scholarship presentations, and \"live\" Little Rock School District Board Meetings. LRSD-TV also airs many national satellite staff\" development programs such as advanced training for Exceptional Children teachers. Other examples of satellite programs include educational programs on science from HEB Televentures, Shamu-TV, the Prince William School District education series, Kennedy Center Arts Series and Department of Education teleconferences on subjects such as Spanish Speaking Families in Your Community, Federal Student Aid and Preschools as well as the monthly Satellite Town Meeting which covers a variety of education topics. We also are licensed to air NASA- TV and we offer their daily education feed for teachers and air live coverage of Space Shuttle missions and other NASA events. F\n\\HOME\\FENDLEY\\LRSD 2001\\des-unitary-videos-suniinary.wpd Page 2 of 2Clay Fendley - RE: Compliance Mtg. request Page 1 From: To: Date: Subject: \"BABBS, JUNIOUS\" \u0026lt;JCBABBS@STUASN.LRSD.K12.AR.US\u0026gt; \"VANN, SUELLEN\" \u0026lt;sevann@lrsdadm.lrsd.k12.ar.us\u0026gt; 7/16/01 1:55PM RE: Compliance Mtg. request We appear to look good here. . . THANKS for your timely response Junious C. Babbs, Jr jcbabbs@stuasn.lrsd.k12.ar.us Little Rock School District \u0026gt; \u0026gt; From: \u0026gt; Sent: \u0026gt; To: Original Message- \u0026gt; Subject: VANN, SUELLEN Monday, July 16, 2001 1:44 PM BABBS, JUNIOUS FW: Compliance Mtg. request \u0026gt; \u0026gt; Here is Dennis' list of videos that may relate to the areas in which you \u0026gt; are interested: \u0026gt; \u0026gt; Suellen \u0026gt; \u0026gt; \u0026gt; From: \u0026gt; Sent: \u0026gt;To: Original Message- \u0026gt; Subject: WALKER, DENNIS Monday, July 16, 2001 11:45 AM VANN, SUELLEN Compliance Mtg. request \u0026gt; \u0026gt; Here's what I came up with this morning. \u0026gt; \u0026gt; Dennis Walker \u0026gt; LRSD-TV \u0026gt; \u0026gt; LRSD video presentations relating to LRSD desegregation and education \u0026gt; plans, staff development, community information and \"good news\" events: \u0026gt; \u0026gt; (NOTE - All of these videos ran many times. Each one was advertised in \u0026gt; advance.) \u0026gt; \u0026gt; * \"A Status Report: Student Achievement in Little Rock and a Design \u0026gt; for Improved Performance\" - Public Hearing (1 hour, 30 minutes - 1997) \"Living The Vision\" - Dr. Carnine reviews LRSD priorities of the \u0026gt; Revised Desegregation and Education Plan for the staff and community. \u0026gt; Topics covered include Technology, Campus Leadership, Financial plans, \u0026gt; Academic Indicators and Results. (30 minutes - 1997) \"Revised Desegregation and Education Plan\" - The entire transcript \u0026gt; was aired. (25 minutes - 1998) \u0026gt; * \"Brown Bag Meetings\" - Middle School Parent Update meetings. 3 \u0026gt; separate meetings were taped and aired. (1998) \u0026gt; * \"Ninth Grade High School Transition Meeting\" - for students and \u0026gt; parents. (1998) \u0026gt; * \"A Positive Learning Environment\" - An in-depth documentary which \u0026gt; looked at all aspects of the LRSD Desegregation and Education Plan as it \u0026gt; effected students, parents and the community. (32 minutes - 1999) \u0026gt; * \"Total Quality Schools\" - An information video about the excitingClay Fendley - RE: Compliance Mtg. request \u0026lt; Ik Page 21 \u0026gt; educational climate within the Little Rock School District. Topics \u0026gt; included Campus Leadership, Smart Start, Campus Accountability, \u0026gt; Community/Business involvement and the plan's relationship to our \u0026gt; children. (15 minutes - 1999) \u0026gt; * \"The New LRSD Comprehensive Assessment Plan\" - A complete look at \u0026gt; LRSDs new assessment program that is measuring the districts increasing \u0026gt; student achievement. (1 hour - 2000) \u0026gt; * \u0026gt; * \"LRSD Board Workshop on Capital Needs\" - (March, 2000) \"Covenant For the Future: Affirming the Covenant\" - A study of the \u0026gt; Revised Desegregation and Education Plan. Aimed at both staff and the \u0026gt; community. Features interviews with Dr. Terrance Roberts and Dr. Steven \u0026gt; Ross, consultants for the LRSD. (20 minutes - 2001) \u0026gt; * \"Little Rock Comprehensive Partnership for Mathematics and Science \u0026gt; Achievement\" - Highlights the changes in LRSDs science and math studies \u0026gt; based on the National Science Foundation grant that provides opportunity \u0026gt; for all students. (10 minutes - 2001) \u0026gt; * \"Math Family Night\" - Parent information meeting on changes in \u0026gt; LRSDs mathematics program. (One hour, 30 minutes - 2001) \u0026gt; * \"School-Community Partnerships: Making Them Work for Youth\" - Public \u0026gt; workshop featuring Karen Pittman. (One hour, 45 minutes - 2001) Numerous video bulletin board announcements and news announcements. \u0026gt; Calendar announcements. \u0026gt; * LRSD-TV airs videos daily on a multitude of district events. Past \u0026gt; videos have included student, teacher and volunteer award programs, choir \u0026gt; and dance performances, educational guests speakers, African-American \u0026gt; history programs, bus information videos, registration information videos, \u0026gt; student handbook information video, anti-drug and smoking programs, peer \u0026gt; mediation videos, videos featuring aspects of the Gifted and Talented \u0026gt; program such as Quiz Bowl competition and the Fifth Grade Challenge, \u0026gt; videos highlighting magnet school programs such as the Piano education \u0026gt; program and foreign language, LRSD news conferences, the Vital Links \u0026gt; program. Employee Convocation meetings since 1997, PTA Luncheon since \u0026gt; 1998, Sydney Moncrief video on the importance of staying in school, \u0026gt; Superintendents meeting with youth on gun violence, holiday programs, the \u0026gt; University School college credit program at Hall High School, Cultural \u0026gt; Fairs, Science Fairs, an in-depth look at the ESL \"Newcomers\" program, \u0026gt; LRSD Reading programs, the Central High School Commemoration Ceremony, the \u0026gt; Stephen's Elementary Groundbreaking and Dedication Ceremonies, National \u0026gt; Merit Scholarship presentations, and \"live\" Little Rock School District \u0026gt; Board Meetings. \u0026gt; * LRSD-TV also airs many national satellite staff development programs \u0026gt; such as advanced training for Exceptional Children teachers. Other \u0026gt; examples of satellite programs include educational programs on science \u0026gt; from HEB Televentures, Shamu-TV, the Prince William School District \u0026gt; education series, Kennedy Center Arts Series and Department of Education \u0026gt; teleconferences on subjects such as Spanish Speaking Families in Your \u0026gt; Community, Federal Student Aid and Preschools as well as the monthly \u0026gt; Satellite Town Meeting which covers a variety of education topics. We \u0026gt; also are licensed to air NASA-TV and we offer their daily education feed \u0026gt; for teachers and air live coverage of Space Shuttle missions and other \u0026gt; NASA events. CC: \"LESLEY, BONNIE\" \u0026lt;BALESLE@IRC.LRSD.K12.AR.US\u0026gt;, \"GADBERRY, BRADY L\" \u0026lt;blgadbe@lrsdadm.lrsd.k12.ar.us\u0026gt;, \"STEWART, DONALD M.\" \u0026lt;DMSTEWA@lrsdadm.lrsd.k12.ar.us\u0026gt;, \"MITCHELL, SADIE\" \u0026lt;SMMitch@lrsdadm.lrsd.k12.ar.us\u0026gt;, \"'fendley@fec.net\"' \u0026lt;fendley@fec.net\u0026gt;Little Rock School District Wednesday, September 15, 1999 Advertising Supplement Arkansas Democrat Gazette Pagel HELPmG STUDErfTS SUCCEED /I Progress Report on the little Rock School District Lf 1998-99 School Year /1 Superintendent's Message to the Community INSIDE: tudent Achievement... Page 2 \\ssessment........... \\ccompllshments . ....... Page 3 .. Pages 4-5 pd/cafors of Success .... Page 6 afe Schools -.. ooking Ahead Page 7 Pages The Little Rock School District is different! Were on the cutting edge of the nations education reform movement, and our teaching/learning model has the potential to revolutionize elementary and secondary education. Educators in Little Rock School District schools are making major efforts to ensure that we produce graduates who are not only technically skilled, but are also adaptable, systematic thinkers who possess critical-reasoning and information-handling skills. The factors that make the difference in Little Rock are the vision of academic excellence, a commitment to quality, infusion of technology, a global perspective and a dynamic learning environment. Successful,students are the result of the right mix of involved and supportive parents, challenging classes, caring faculty, staff and principals, and a positive learning environment. Were changing the way education operates because we know the educational process rnust be responsive to the ever-changing needs of society. We are working closely with business and industry as well as institutions of higher education to ensure that our students are fully prepared for the present as well as for the future. Our ultimate goal is student success! - Les Carnine Wednesday, September 15, 1999. Advertising Supplement to the Arkansas Democrat (J^azette Little Rock School District Wednesday, September 15, 1999 Advertising Supplement Arkansas Democrat Gazette Page 2 Student Achievement Where the rubber meets the road Is my child learning? That is one of the most important questions that a parent can ask. In the Little Rock School District (LRSD) we focus on student achievement. The three major elements to a sound education are curriculum, instruction and assessment. During the 1998-99 school year the LRSD began the process of strengthening the curriculum, improving professional development for teachers, and revising its assessment program. Factors Guiding LRSD Changes I State Law-Act 999 was enacted L this year which establishes the \u0026gt; I Arkansas Comprehensive Testing, I Assessment and Accountability , p Prograin fACTAAP). Tins law * requires each school to develop ' academic improvernent plans, with special emphasis in elementary schools on reading, writing and mathematics. Act 769 requires a report on each schools performance to be sent to all parents. Strategic Plan Parents may wonder why the district is making these changes. Teachers, administrators, parents and other community residents spent thousands of hours studying the districts schools, academic programs and test results. That intensive review led to the development of the LRSD Strategic Plan which guides all aspects of the districts operations. Revised Desegregation Plan Additionally, the district prepared and received court approval of a Revised Desegregation and Education Plan which allows more flexibility in making changes to improve educational programs and makes schools more accountable for student performance. TT i Curriculum-the acor J detnic lessotts that we teach , [ children. Hye state reqidres 9 I i certain courses, and the district has additional requirements. IntStrtiClion-ibe manner . in wbtcfo the turrtcUlum is ^-4 tatight. Ibis includes teadi- L ing techniques and relies * heavily on ongoing profes- sional development for teachers. LRSD Revised Desegregation and Education Plan- Approved in the spring of1998, tifis plan outlines specific obligations related to such practices as hiring, discipline, academic progress and allocation of resources. 4 I State Law The Arkansas Legislature passed several laws relating to school improvement which specifically require that each school be held accountable for student achievement. These laws t 1 I Asscsstnant-iests and other petformance mea-^ sures used to determine'\"^ ------------------- J. - whether students are learn- ' infr the academic lessons LRSD Strategic Plan^fhis blueprint addresses all aspects of district/school operations including technology, instruction, hiring, finances and parent and community involvement. require each school to report its performance to parents and the community. Science and Matbematics Grant The $3.2 million National Science Foundation Grant that the LRSD received provides funds to initiate a new mathematics and science curriculum. The grant provides strict guidelines on student performance and assessment which fit well with the curriculum and assessment changes the district has adopted. AU of these developments have guided the changes that we are making, said Les Camine, LRSD superintendent. Were determined that we will increase student achievement by refocusing all of our efforts toward proven, research-based programs.Little Rock SchooLDistrict Wednesday, September 15, 1999 Advertising Supplement Arkansas Democrat Gazette Page 3 Assessment is one yardstick... The following graph illustrates that the growth rate in lathematics from third grade through tenth grade losely mirrors the national growth rate. The same is :ue for reading growth. Growth in Math Scaled Scores, 1998-99 Stanford Achievement Test, Ninth Edition B 700 600 500 I 400 S 300 200 100 0 M ^5 gfeb Grades: scores National scores 3 566.6 580 5 624.4 637 7 652.6 667 LRSD = 8 662.9 675 National = 10 685.9 686 Growth in Reading Scaled Scores, 1998-99 Stanford Achievement Test, Ninth Edition (A 700 600 500 o 6^ 400 o qj a 300 200 100 0 Grades: LRSD scores National scores 1 3 584.5 592 5 639.4 649 7 661.1 674 LRSD= i^yaswMTO 8 675.2 689 National = 10 689.3 703 Through the 1998-99 school year the LRSD used the Stanford Achievement Test, Ninth Edition (SAT-9), as its primary tool to measure student performance and to determine how our students are doing compared with other students around the nation who took the same test. The Arkansas Department of Education requires students to take this test during September each year. Assistant Superintendent Kathy Lease says, We use the scaled scores from the SAT-9 across grades to see whether our students are learning at the same rate as students elsewhere. The good news is that our students are learning at a pace similar to that of students around the country. Unfortunately, many of our students begin school already behind their counterparts. Some students arrive for kindergarten without having had much previous instructionsuch as learning colors, shapes and letters. This means we must create positive ways for these students to catch up to their peers. W Changes in .elssessmenl This year the LSSD began to an ' improved assessment program-Benchmark exams, end-of-coufse exams and the Stanford Achievement Test (SAT-^. am, required by the Arkansas Depart- meat of Education. In addition to these assessment tools, the LRSD will test students using ctiterion-refereuced tests, or GRTsi A GRT i designed to measure whether students are attaining the state and district standards. Hw does tiie ORT differ from the SAT-9? The SAT- 9 compares our students to what is called a norm- referenced group of Students across the nation who have taken the same tesp It does not take into ac- . count differing academic requirements between districts and states. By using both criteriQn-referenced tests and norm-referenced testsj. we can ensure.that students are learning what we pect them to learn based on district and state standards, but also measure their progress compared to students elsewhere. ILittle Rock School District Wednesday, S^tember 15, 1999 Mvertising Supplement Arkansas DemocratJ3azeHe _^ Paae_4 Accomplishments are another Individual Recognition ERSD Science Specialist Receives Presidential Award Science Specialist Rene Carson was selected as a Presidential Awardee for Excellence in Mathematics and Science Teaching in Secondary Education. Carsons exceptional talent, leadership abilities and dedication as a teacher were recognized by this prestigious award which included a National Science Foundation grant of $7,500. Caruth Wins Advanced Placement Award Phyllis Caruth, Advanced Placement (AP) Statistics teacher at Central, won the 1999 Advanced Placement Special Recognition Award. The program is sponsored by The College Board and recognizes outstanding contributions to institutional excellence through the AP Program. Caruth was one of 14 regional recipients from the states of Arkansas, Oklahoma, New Mexico and Texas. Caruth was lauded for having started the statistics class at Central and for the ongoing student success on the AP exams as a result of her instruction. Phillips Receives Prudential Certificate of Excellence Kyle Phillips, a student at Henderson Health Sciences Magnet Junior High, recently received a state-level Certificate of Excellence from the 1999 Prudential Spirit of Community Awards. Phillips was one of a small number of young people across the country to be recognized with this honor. The award is presented annually by the Prudential Insurance Company of America in partnership with the National Association of Secondary School Principals to honor young people for outstanding community service. 2 Central Seniors Named 99 Presidential Scholars Seniors Ross Glotzbach and Maribeth Mock of Central High School were selected by the Commission on Presidential Scholars as 1999 Presidential Scholars. This is the first time that both state scholars were selected from the same district or school. The Scholars were invited to National Recognition Week in Washington in June. A high point of the week was the presentation of ^e Presidential Scholars medallion to each Scholar, commemorating their designation. The selected Scholars all demonstrated leadership, scholarship, contribution to school and community, and exceptional accomplishments in the arts, sciences and other fields of interest. Teachers, Students Named Stephens Award Winners Four Little Rock students and six teachers received the 1999 Stephens Award, which provides $5,000 scholarships to outstanding students and similar cash awards to selected instructors. Teacher winners were Mary Cameron Becker, English teacher. Central High\nNancy L. Wilson, art teacher, Central High\nRobert Langford Palmer, social studies teacher, J.A. Fair High\nChristine Green, U.S. History teacher. Hall High\nPatricia A. Bilbrey, mathematics teacher, McClellan High\nDebbie Howell, drama teacher. Parkview Arts and Sciences Magnet High. Student winners were Thomas Deere, Central High\nRoss Glotzbach, Central High\nBrandy M. Gray, McClellan High\nand Paul Mendoza, Parkview Arts and Sciences Magnet High School. The scholarships and awards are provided by The City Education Trust, formed in 1985 by Jackson T. Stephens and the late W.R. Witt Stephens. 'I- I Counselor of the Year Kay Coleman, a counselor at Henderson, was selected as the Counselor of the Year by the Central Region of the Arkansas School Counselors Association. was named the top business education the M-cCkUan High School BusinasiMarketing Department program in the nation bj the American Vocational Association, the onlj secondary school to be a repeat winner. Dyson, Purvis Receive State Art Educators Awards Carol Dyson, Art Specialist at Williams Basic Skills Magnet Elementary, was recently selected Elementary Art Educator of the Year by the Arkansas Art Education Association. Dyson has taught in Little Rock for 25 years. Susan Turner Purvis recently received the Governors Arts in Education Award for Excellence. Purvis has served as Arts Specialist at Gibbs Foreign Languages/International Studies Magnet Elementary for 12 years. She also is a past recipient of the State Elementary Art Teacher of the Year award. 1999 Duke Talent Search Recognition Twelve seventh grade students from the LRSD were recognized by the Duke Talent Search Program at state and grand ceremonies this summer. The students and their schools were: Anna Miller, Sunny Patel, Joel Simon, Abigail Wheeler, and Ke Xu of Dunbar Magnet Jr. High\nWilliam Barlow and Braden Cato from Forest Heights Jr. High\nMelissa Allen of Mabelvale Jr. High\nand Tyler Simpson, Emily Soderberg, Raksha Soora and John Spivey from Mann Magnet Jr. High. Donaldson Named GiftediTalented Administrator of the Year Mable Donaldson, LRSD Gifted Programs Supervisor, was selected as the Gifted/Talented Administrator of the Year by the Arkansas Association of Gifted Education Administrators. With apologies to the countless othet students and staff ipho excelled in 199d-99, space limitations prevent the listing of everyone who deserves recognition^ We: tnke pride in the success... and achievements of the entire family. ,Little Rock School District * Wednesday, September 15,1999 * Advertising Supplement Ari\u0026lt;ansas^Democrat Gazette, 5 24 LRSD Students Named National Merit Semifinalists\n7 Named National Achievement Semiflnalists Twenty-four LRSD students were named National Merit SemifinaL ists during the 19.98-99 school year. Seven LRSD students were named .. Invention Competition for 1998 sponsored by the U.S. Patent Model National Achievement Semifinalists. These students competed for scholarships from the National Merit Scholarship Corporation and its business sponsors. The National Merit Semifinalists were Sarah Argue, Lauren Autrey, Laura Beaton, Lauren Carter. John Chamberlin, Thomas Deere, Amanda Dees, Evin Demirel, Ross Glotzbach, Elizabeth Holland, Shannon Keith, Patrick Kennedy, Katherine Laning, Maribeth Mock, Cynthia Nance, Courtney Nosari, Catherine Oswald, Carter Price, Kelli Roark, Elayna Wells and Christopher Wheat frpm Central High School\nand Mark Burling, Jami Harrison and Mark Thiedeman from Parkview Magnet High School. The National Achievement-Semifinalists were John Biddle, Kelsey Bobo, Kellie Hughes, Christopher Wheat and Victona Wilder from Central High school\nBaraka Smith from Hall High .School\nand Kasey Miller ftoracParkview Magnet High-School. Carver Student Named National Invention Winner Rebecca Ruth Stanley, a student at Carver Elementary, was named Fourth Grade National Winner in the National invent America! Student Foundation. Stanley received a U.S. Savings Bond and a certificate. Stanley's invention was a special bar code reader designed to be used by the visually impaired in grocery stores to determine product types and prices\nit can also be used in the home to determine ingredients as well as nutritional information. LRSD Odyssey of the Mind Teams State Champs Dunbars RatiOMetric Structure and Horace Manns Environmental Challenge Odyssey of the Mind (OM) teams took first place in state competition and travelled to Knoicville for world competition. Dunbars team members were coaches Julie Western and Joe Hodges and students Melissa Clark, Kate Donahue, Kristine Philips, Lex Sullivan, Whitney Tidwell, Ben Wells, and Blake Wicker. Manns team members were coach Donna Duerr and students Melissa Bandy, Ted Fleming, Sarah Hundley, Molly McGowan, Frederick McKindra, Rachel Seidenschnur and Sara Beth Wyatt. Competition SibbsArt Students Featured in Pentel Art Exhibition Seven students from Gibbs Magnet Elementary placed in the top 10 in the recent International Childrens Art Exhibition sponsored by entel. The students were among 800 U.S. youths who were honored n the competition for young artisans. The Gibbs students are\nFirst place Third place Third place Fourth place Fourth place Fourth place Sixth place Pentel Award Bronze Award Bronze Award Pentel Award Silver Award Gold Award Pentel Award Casey Wilson Rian Harper Nathan Kinne Christina Garrett Nicholas Jones Dustyn Wilson Carlea Angeles Speech/Debate Winners Little Rock Central captured top honors this year at the Arkansas Speech and Communication Association state tournament with five arst place awards. Central senior Clarke Tucker was voted championship speaker. Tucker and Central senior Chris Wheat also won the debate championship. Other first place winners were Sarah Tucker, Novice Speaker\nCandice Smith, Oratory\nJosh Rateliff and David Martinous, Duet Improvisational Acting. Dunbar Math Counts Team Places First in State The Dunbar MathCounts team won first place in the State MathCounts Competition held in March. The team members were teacher/coach Lenora Murray and students Toby Huang, Daniel Liu (captain), Ben Wells and Ke Xu. Huang, who came in second overall, made the national team, and Murray served as the official coach for the national team that competed in Washington. Athletics I State Championships LRSD schools showed they can compete athletically as well as academically in 1998-99. Three high school teams brought home state trophies as the LRSD established dominance in sports. Top-ranked teams were: J.A. Fair Track Team J.A. Fair Football Team Central High Basketball Team C\u0026amp;tral Student \\Pins 1999 Speedo:High Point Award Central High Junior Neka Mabry won the prestigious Speedo southeast Junior Championships High Point Award in Match. Mabrys time of 56.03 seconds in the backstroke race set a new national Speedo championship record, and she qualified for the 1999 Phillips 66 National Championships. At the Arkansas High School Swimming and Diving Championship Meet in February, Mabry set a State Record, a Pool Record, made All State, and was named an All American. McClellan Student Named Gatorade Athlete of the Year Tiffany Gunn of McClellan High School was featured by the Arkansas Democrat-Gazette as super at 16 for her success in track and field competition. Tiffany was Gatorade Athlete of the Year in 1998, Arkansas Girls Track and Field Athlete of the Year, featured in Sports Illustrated's October issue and aspires to participate'in the 2004 Olympics. She has maintained a 4.00 grade point average since first grade.Little Rock School District * Wednesday, Septemberl 5,1999 * Advertising Supplement * Arkansas Democrat Gazette * Page 6 I Indicators of Success... what are the measures of school success in addition to the use of test scores? There are many indicators that provide evidence of the success of our teachers and students. Among them are graduation rates, the number of scholarships accepted (as opposed to offered, which would increase the illustrated figures), and participation in activities. These statistics help to paint the picture of success among the Little Rock public schools. ^00% ^9/0,5 58%, s' \u0026amp; 9B% f 5*%/ f rfi I 6' 90% ^996-97 s A ^998.9g i Flash: Community and Busitiess Suppoi^ Increa^ts Volunteer hotti'S in schools inct'eas4d'-:'27%'4n 199S-99, itp fMn 187i590 tit 1997-08 fh23Z5llt'J- At saMe tinte, the nuntherof Phrtnei's in Education shoieed a 21% * increase, from ISO hi 1997-98 to 204 til 199^-90. In addition to classroom lessons, students benefit greatly from exposure to extracurricular activities. Students who are active in athletics and clubs feel more a part of the student body and generally reach higher levels of academic achievement. During the past year greater numbers of LRSD students have participated in athletic activities, with participation growing 28% in just one year. The transition to middle schools in 1999-2000 includes the encouragement of students to join their peers in such activities. Little Rock School Disirict Wednesday, September 15,1999 Advertising Supplement Arkansas Democrat Gazette Page? crnd of Safe Schools V 1000 o _ 900 800 Dropout Comparison 3 o \"S -o E 2 Q 700 600 500 h H One of the tremendous success stories in the LRSD during the 1998-99 school year w'as the opening of the Accelerated Learning Center. This program allows high school students who are close to completion of their graduation requirements to attend a high- tech, self-paced classroom. They are able to move through the required material at a pace with which they are comfortable. Many 1997-98 1998-99 students who completed their graduation requirements at the Accelerated Learning Center said they probably would have dropped out of school had it not been for this program. The district dropout rate dechned 24.5% in 1998-99. Some of this reduction can be credited to the Alternative Learning Centers and intervention programs the district has established. Principals, counselors and teachers have made reduction of the dropout rate a high priority. Reportable Discipline Sanctions Students wi h Bji State /aut, schools are required to report specified offenses. These include acts involving drugs, assaults, alcohol, weapons or gangs. Only 2.4% of our students were involved in these types of offenses\nthis means, of course, that almost 93% of our students did not have a reportable offense. reportable discipline sanctions Students with no reportable discipline sanctions 0 25% ________ 50% % erf Students 75% 100% I fe How is the district maintaining safe schools? Teachers receive classroom management training. Securi^ officers provide a presence in oil secondarj) batldings. H, Student handbook provides rules and sanctions\nteachers review this with students the first week - ' ' ' ^1-- ** of school and during the scpoolyear. * School resource ojficers who are certified police officers work with secondary students and provide classroom education. Alternative learningCenters provide a nontraditional setting for students with behavior problems. j?*- :-O\u0026gt;Little Rock School District Wednesday, September 15, 1999 Advertising Supplement Arkansas Democrat Gazette Page 8 Looking Ahead I Parents, teachers, administrators, volunteers and business partners recognize the accom- : plishments of the past year, but there is much left to do. Some of the major areas the district will continue to address are: Revised Desegregation \u0026amp; Education Plan Campus Leadership Review and revise administrative regulations Refine and continue to implement compliance plan Technology Develop collective responsibility and incentive system : Provide training arid technical assistance Organize school cluster coordinating committee Revise principals evaluation system it Provide staff training Continue support and utilization of secondary labs Secondary direct grade entry/grade book Upgrade instructional/assessment software Operations Review management study recommendations Seek approval of millage campaign Review constmction, maintenance and housekeeping Consider uses for Mitchell and Garland schools Prepare for opening of new Stephens School Special thanks to all the LRSD staff, students, parents and volunteers who made 1998-99 a wonderful school yeah. Instruction Implement K-12 curriculum standards and benchmarks Adopt/implement an instructional framework Provide new English-as-a-Second language services/programs Deliver professional development Prepafe/implement new program evaluation plan Enhance parent involvement programs Implement new assessment program 1998-99 LRSD Fast Facts Student population: 24,886 More than half the certified staff hold masters degrees More than half of our students qualify for the free/reduced lunch program The LRSD 1998-99 budget was more than $170 millionr J1EW5 ViEW5 novEinsE? 2000 For and about employees of the Little Rock School District K\n, itP.' itSs' S IS 1 ( * * , A LRSD Wins Quality Award The Little Rock School District received the Arkansas Quality Commitment Award at the sixth annual Arkansas Quality Award banquet which was held at the Statehouse Convention Center on October 26. Governor Mike Huckabee hosted the awards ceremony which was attended by approximately 500 business and civic leaders from throughout the !: is^ r tsi? al \u0026lt;'t j t. [WijS.! -a state. The Arkansas Quality Awards are presented annually to Arkansas organizations that are committed to implementing and maintaining a high standard of quality in their business operations. During the ceremony Governor Huckabee recognized 33 organizations in four levels, listed in order of qualifications: the Governor's Quality Award, the Quality Achievement Award, the Quality Commitment Award and the Quality Interest Award. LRSD received the Quality Interest Award in 1999. The Arkansas Quality Award program was created through a special partnership between the State of Arkansas and the private business community. I Ml ^1i Deputy Commissioner William Halter of the U. S. Social Security Administration visited Little Rock on October 6 and announced that the local Disability Administration Office would donate computers to several LRSD schools. Students from Rightsell Academy, Wilson Elementary and Mabelvale Middle School attended the press conference at which Commissioner Halter made the donation to the district. School board president Dr. Katherine Mitchell accepts the Quality Commitment Award from Governor Mike Huckabee. giw Wh\u0026lt;f-s 8 \u0026lt;5^ 0 Online pre-calculus ^^pi^lmic^^^ila^l a 'vi'-''' ^iW\n. 2 o Ef Public school hero at Bale Wb District Receives Carnegie Corporation Grant New Futures for Youth, Inc., in partnership with the Little Rock School District, has been named one often winners of the first phase of Carnegie Corporation of New York's Schools for a New Society Competition, a $40 million long-term initiative focused on urban high schools. The aim of Schools for a New Society is to support urban school district/community partnerships committed to citywide reform in secondary schools. The nine other winning cities are Boston, Chattanooga, Houston, Indianapolis, Portland (OR), Providence, Sacramento, San Diego and Worcester (MA). A team representing LRSD, New Futures for Youth and the Little Rock business community traveled to Washington, DC, to meet with other Carnegie grantees. The team members who represented Little Rock were Dr. Leslie Carnine, Dr. Marian Lacey, Linda Austin, Rudolph Howard, Robert Palmer, Xavier Heard, Bobby Roberts, Don Crary and Paulette Mabry. Ms. Mabry has been named project coordinator, and she will (Carnegie, page 3) Si'.....v..... 0 ^ales ofjhe Crypt\" ^-AlsGoniyyiisitsilbcalischools 'ii'w- if'-S' # W\n5^i? ^li SsOnline Instruction Available at Fair About 25 students at J.A. Fair igh School are beta testing a web-based pre-calculus program that has been developed by the University of Arkansas at Little Rock. At a recent press conference UALR Chancellor Charles Hathaway described how the Instructor Lee Wilder helps students with their online studies. District to Pairticipate In \\ ijAr'V 'I 'kJ A \u0026lt; Cun^calam Dev^opment .. -------------- 1,1 . ---------. cpmmittee''lf^4f' ritenion- Several,LRSD employees havetbeen-.invited to participate as metf^dri'fiirthe^developmenbofrthi^,A. rJk, ansas curriculum an().cr/teiaonyififj __________ _ Tk__________ S' A 1 ref^dp^d^sessipent Those enjplp^^es and th^aommittees pnWhi^s^hQY^ ^^i^Beth^rnold^ Pulaski He^ghS^EIemeni^ School, Social S^u^ies ,'' ^Mion ^Easter, Central High Seboolf 'Endtof Course' Reading 'I* j '^.^iohette Finney, IRC, Science Te)(tbookSelectionl'^ j, '^antisbeh, Chicot Elementar^i^hobl, Fourth Crack'Re^ing I^Le^l^nnedy Central High Schdol, Plannmg A^vrsory,Comrnittee'^^,^^^ kaiherjne Wright Knight, I jl^awrfili^od^ Bias Review 'll. !W on-line, individualized course was developed by the College of Information Science and Systems Engineering and the College of Science and Mathematics, with input from science teachers from the central Arkansas area. Dr. Hathaway emphasized the importance of students entering college ready for calculus instruction. Studies show that only one-third of high school students nationwide take a pre-calculus course (1998 figures). Instructor Lee Wilder is available to assist students who need help as they tackle real-world problems on the computer. This project was grant funded and is expected to expand beyond the pilot high schools. ( 54W Parkvi^w High En^^f^urse^-iRe^^^'^. McDermott Principal Is a Real Sweetie What our principals won't do for their kids! McDermott Elementary principal Virginia Ashley was so proud of the efforts of her students that it didn't matter to her if they didn't quite make their goal of $10,000 during a school fundraiser. When the final figure turned out to be $9,250, she honored her promise and let the kids turn her into an ice cream sundae anyway! And honor her promise she didtwice. Once was for the younger students, pre-k through 2nd grade, and the second time was for 3rd through Sth grade students. Amid chants of \"Ashley! Ashley!\", the intrepid principal emerged from her office ready for anything. Messy and gooey it was, with all that whipped cream and chocolate syrup, but Mrs. Ashley didn't seem to mind. She even applauded the students' efforts after the crowning glorya cherrywas placed on her head. This is not your average schoolbus... A The C-Span Schoolbus recently visited M. L. King Magnet Elementary School, and King students eagerly waited their turn to take a guided tour through the custom-made vehicle that travels all across the country. The bus, one of two the cable network operates, contains a full television studio capable of broadcasting live programs via satellite. The bus was in Little Rock for coverage of political campaigns and rallies. Your Information Source LRSD's web address has changed! www.lrsd.org Also, don't forget to check out our newly redesigned cable channel on Comcast Channel 4! You can continue to watch special events and get information such as announcements, school events and programs, class reunions and more. J page 2 News \u0026amp; Views www.Irsd.org Supenntendents Message by Dr. Leslie Carnine Enrollment haS grown for the third cbnsecUtive year: in the Little Rock School District. This is an indicator that the,community \u0026lt; . supports what we are doing in our\nschools. At the same time'we have t test results from both the state , AH ethnic groups improved on this benchmark exams and the Stanford 9 which indicate that our curriculum changes and intensive professional \u0026lt; development are paying off. \\ The grade 4 literacy results show that 25 of 35 elementary schools, improved in the numbers of-students who scored in the Proficient and Advanced categories\n.\nIn 12 schools at least 50% of the students were ' in the Proficient and Advanced Xt categories. All ethnic groups improved 'i on this assessment .Sixteen schools had double-digit gains in student? in the Proficient/AdVanced levels. The grade 4 math results were past year and the degree to which V elementary schools that improved in curricula and new the numbers ooff students who ssccoorreedd instructional in the Proficient and Advanced categories. Inifour schools at least\n6O%:of thestudents were in the. Proficient and Advanced categories. assessment -Twelve schools .had . , double-digitgains in students in the 'Proficient/Advanced levels On both the hteracy and math exams at grade -^.ohr oyerall growth ' in students who were m the Proficient/ Advanced categories outpaced the i. states growth in these categories I encourage schools to celebrate gams that studSiits made and 1\no use these .results to Continue.to improve There is a correlation between fJiose schoofs that improved anif the amount of professional-development thattheir teachers participated in'during the strategies.:\n/ .\nWeareupdat-mg the technology plan m collaboration with the schools and.our technology consultants. -We will, soon begin to see new mvestments of technology in the schools. We .j.. , also have awarded several contracts for architects, to begin working with Campus Leadership Teams on scopes of work for buildmg renovations^ and repairs. This work will be phased with the most critical needs addressed first. The communitys approval of the millage mcrease will soon .translate into real assets at the schools. . ?\n' ' /Please enjoy a safe and Joyous holiday season also positive. There were 23 of 35 teachers have implemented the new Newly elected school board member Tony Rose (Zone 6J ivas sivorn in at the September board meeting. Also sworn in were reelected board members Carnegie Grant, continued from page 1 ludy Magness (Zone 3) and Sue Strickland (Zone 7). The Board also elected officers for the year\nDr. Katherine Mitchell was chosen as president, Baker Kurrus as vice president and ludy Magness as secretary. 1 ' coordinate community forums and small group discussions as well as provide support to the high school planning teams. Little Rock and the other nine cities are each awarded a 15-month planning grant of up to $250,000. Upon completion of their school reform plans, five of the 10 cities will be invited into the second phase of the initiative that will fund implementation of the plans. The Carnegie Corporation anticipates committing $40 million over five years for this endeavor. The momentum for high school reform in Little Rock is grounded in the district's recent successful middle school changes undertaken as a partnership between the school district and New Futures for Youth, a non-profit organization that works to improve outcomes for youth. \"Every student in America is entitled to attend a good high school in order to be prepared for the world of the 21st century,\" says Vartan Gregorian, president of Carnegie Corporation of New York. \"No student can be written off.\" Study circle groups will meet beginning early in 2001. Locations will be announced in December and will be posted on the district's web page (www.lrsd.org) and on Comcast Channel 4, LRSD's cable channel. If you are interested in participating or would like additional information, contact Diane Vibhakar at 372-1415. page 3 News \u0026amp; Views www.lrsd.org United Way Contributions Increase Over 1999 Twenty district schools and departments achieved 80% or better participation in the 2000-2001 United Way fundraising campaign. The total amount of money raised was $59,067, an 8% increase from last year's total of $54,615. The total number of donors also increased from 1,442 last year to 1,852 this year. The amount of the contributions averaged out to $31.89 per donor, but when averaged among all district employees, the number drops down to $15.30. Our United Way campaign chairman Dr. Richard Hurley expresses his thanks and gratitude to all who contributed, especially to those areas that showed an increase in participation or Highest $ Amount - Secondary Highest $ Amount - Elementary . Highest $ per Donor - Secondary Highest $ per Donor - Elementary Highest $ per Employee - Secondary Highest $ per Employee - Elementary Greatest Increase in # of Donors - Secondary Greatest Increase in # of Donors - Elementary Greatest Increase in # of Donors - Non-School, Greatest Increase in $ Amount - Secondary Greatest Increase'in $ Amount - Elementary Greatest Increase in $ Amount - Non-School Central Franklin Eehttal Dodd Central Dodd Dunbar Chicot , Annex Central , Dodd Annex contribution from the previous year. The schools/departments listed in the box above received special recognition at the October school board meeting for their exceptional United Way drive efforts. In addition, the following schools and departments were recognized for achieving 100% participation in the United Way campaign: Badgett, Baseline, Brady, Chicot, Cloverdale, Franklin, McDermott, Meadowcliff, Stephens, Western Hills, Wilson, Woodruff, Administration Annex, IRC and Elementary Charter School. Race for the Cure a Success for All LRSD Staff Involved A record 440 entrants from the Little Rock School District (the largest entry from any school district in the state) ran or walked in the 2000 Race for the Cure, the annual event that has become synonymous with breast cancer awareness and research. The October 14 event marked LRSD's 3\"^ year of participation, and it was the district's best year yet: 440 participants and nearly $7,000 raised for the Susan G. Komen Breast Cancer Foundation. y-w aai TO' \u0026amp;' w \u0026lt;vwrr . :L'.* he,, \"It's already become a tradition that we participate in this event,'/ y said Mary Lou Kahler, co-chair of LRSD's team, \"and the numbers get bigger every year.\" Ms. Kahler and Katherine Snyder did an extraordinary job of organizing the participants for this year's race. All race participants received a commemorative T-shirt, and the men who participated by cheering received hats and megaphones. \"The one thing we would wish for next year is that more men would ) hl S-fl come forward and cheer everyone on from the sidelines,\" said Ms. Kahler, who is already looking forward to next year's event. Teacher to Be A Charter Member of ISSA Vicki Stroud Gonterman, International Studies Specialist at Gibbs Foreign Languages/ International Studies Magnet Elementary, has been invited to be a charter member of the Advisory Council of the International Studies School Association (ISSA). The ISSA's first-ever Advisory Summit was held at the Center for Teaching International Relations (CTIR) at the University of Denver in October. Ms. Gonterman received her international studies training from CTIR and was one of the first 10 Arkansas teachers to be qualified to teach a global studies course. Gibbs was the first international studies school in the state and has utilized CTIR resources since it became an international magnet school 14 years ago. page 4 News \u0026amp; Views www.lrsd.org 4 the setwofs Students Qualify for Duke University Program Twenty-five seventh grade students at Forest Heights Middle School have been invited to participate in the annual Talent Search conducted by Duke University. These students will be given the opportunity to complete the SAT 1 Reasoning Test or the ACT Assessment, tests designed for collegebound juniors and seniors. While far too difficult for the average seventh grader, these tests have proven to be helpful in discerning the abilities of seventh graders who are already scoring at or above the 95* percentile on other standardized achievement or aptitude tests. The goal of the Duke Talent Identification Program is to assist young people who have excellent Art Class Goes Global How is art shaped by different world cultures? Check out Francine Skotko's International Studies class at Dunbar International Studies Middle School to learn the answer. Ms. Skotko's Crafts of the World class is an electric, hands-on learning situation where students take a global look at art, often page 5 mathematical, verbal or general intellectual ability by providing them with information about their ability and about educational options that may be beneficial to them. The students are: Zachary Barlow, Jeffery Bemberg, Tyler Bjornson, Mary Chilcote, Michelle Drilling, Benjamin Elliott, Kelsey Gadberry, Michael Garland, Lauren Hickman, Richard Holthoff, Andrew King, Reid Mason, Megan McQueen, Spencer Myatt, Pamela Palmer, Taylor Pennington, Kendall Polansky, David Polett, Armando Prather, Molly Robertson, Kayla Schatzman, Renee Sniegocki, Melissa Thoma, Allen Thomas and Anthony D. White. through the eyes of special guests. One such guest was Dr. K. Ito from Japan who taught students the fundamentals of the ancient art of calligraphy during her visit. The class's next project was making onionskin paper by hand. Students were thrilled to create and then show off their handmade works of art. News \u0026amp; Views Bale Teacher Is a Hero Lisa Cunningham, a second grade teacher at Bale, has been chosen as one of four Arkansas Public School Heroes by Arkansas Times and the Arkansas Chapter of the National School Public Relations Association. Mrs. Cunningham is a Great Expectations trainer each year for the Summer Institutes, and she was nominated for this honor by a fellow Bale teacher. The October 27 issue of the Times featured all four heroes. The Times reported that Mrs. Cunningham is \"the walking ideal of Great Expectations, which holds that you have to demonstrate a belief in kids' ability to learn?ft Southwest Parent Serves on National Council Versie Burgess, parent of two students at Southwest Middle School, is Vice Chair for Region VI of the National Title 1 Parent Advisory Council, a federally funded program geared toward providing resources to children who are performing below expected levels in math and reading. The region includes Arkansas, Oklahoma, New Mexico, Louisiana and Texas. \"As a committed parent volunteer in the district I have spent many, many hours working for the benefit of all our children,\" she said. \"My plans are to always represent our district in a manner that uplifts us as committed to parent participation.\" www.lrsd.org Al Gore Visits Jefferson Mr. Core shakes hands outside Jefferson Elementary. a It's not every day that you get personal visit from the Vice President of the United States. But that's just what happened to Bob and Mollie Goza on October 24 when Al Gore made a campaign stop in Little Rock. Vice President Gore paid a visit to the Goza family that morning and accompanied them as they took their children Ian, 6, and Olivia, 8, to school at Jefferson Elementary. Mr. Gore stopped to talk to parents, neighbors, teachers and schoolchildren outside Jefferson Elementary before being whisked away to prepare for a campaign rally at Riverfront Park later in the morning. Efhanks Economics Cwrriculum at Terry Is a Winner Three teachers at Terry Elementary have been recognized for their outstanding economics curriculum. Terry teachers Yvette Thompson (Sth grade), Beth Samler (2nd grade) and Katie Leavitt (3rd grade) were selected to receive second place honors in the open category of the Fifth Annual Bessie B. Moore Arkansas Awards Program, operated through the Arkansas Council on Economic Education. The teachers' program, called Tiger Paws for Economics, teaches students at Terry the basic economics concepts, principles and understandings. An awards ceremony is planned for December 1. Ghosts Come Alive at Mt Holly Cemetery For the sixth year students at Parkview Arts \u0026amp; Science Magnet High School managed to bring the dead to life. Not literally, of course, but in spirit. These students were part of Tales of the Crypt, a dramatic performance at Little Rock's historic Mt. Holly Cemetery, where actual inhabitants of the cemetery come back to lifeif only for the length of the performance. Tales of the Ii 2^ Parkview students Ben Carson and Heather Sayre portray historical figures Jeff and Ina Davis. Crypt originated with the Arkansas Historic Preservation Program (an agency of the Department of Arkansas Heritage) when they approached Susan Taylor, the head of Parkview's English Department, about doing a program similar to one in Mississippi. With collaboration from Fred Boosey and Judy Goss of the Drama Department, the program has been an astounding success: the first year, about 400 people were expected to attend and over 1,000 showed up. This year over 2,100 visitors went to Mt. Holly to hear the stories of long-departed Arkansans buried at the cemetery. For this project each drama student chose a person, researched his or her life, and wrote a dramatic monologue that was true to that person's life and character. The \"inhabitants' of the cemetery appeared in period costume by their gravesites and told their life stories to visitors guided by student ushers. Debbie Manire, a parent of Parkview graduates, did costumes. The Parkview students who portrayed Mt. Holly's Mt. Holly inhabitant David O. Dodd, portrayed by Dustin Alford, relates his life story to visitors. residents were: Sean Addington, Dustin Alford, Chris Bonner, Collin Brunner, Ben Carson, Lindsey Clark, Rani Cooksey, Brock Elliott, Gillian Glasco, Rance Hairston, Corneshea Halton, Katie Holland, Dylan Jackson, Christie Kirtman, Tashana Lewis, Robert McCain, Haley Mote, Rachael Motley, Marianne Price, Rachel Ringlaben, Heather Sayre, Dori Scallet, Justin Scheider, Ryan Stone, Byron Thomas and Natalie Toon. page 6 News \u0026amp; Views www.lrsd.org NEWS \u0026amp; VIEWS O ND ABOUT LITTLE ROCK SCHOOL DISTRICT EMPLOYEESS June 2000 -------------------------------------------------------------------------------- Voters say Yes for kids LRSD schools to be renovated and updated and computers upgraded Where will the money go? Its full steam ahead now that voters approved a five-mill tax increase for the Little Rock School District May 9. Plans have already begun to secure architects and construction managers to start work on the many improvements and additions to school buildings throughout the district. Accountability is an important issue with the passage of the tax increase. LRSD superintendent Les Camine said the public will know where every cent of their tax money is going for renovations. A system is leing put into place to track the cost if building repairs and renovations for each school, said Camine. Final approval was given to a plan that fired up oivJd6. \" '^Groundhog Job Shadow Day 2000 set Little Rook, School District students labiate with ideas about the future This spring, studentsAroughput Ae district vi^ted job sites of their Partners luBducationob other businesses tl^t agreed to yidw'Students to observ^ professionals in the workplace? Obe of. the stops on the rareer tour for ^estem Hills Elementary was the % w Y-MocaTOiii Grill chefA^nn ''a. demonstration of hL\\ .iii gives Western Hilbi smdents, establishes a timetable for reporting to the board and the public on how the tax revenue is spent on specific projects at each school later this month. We pledge to work hard to justify the publics trust in the Little Rock School District. We plan to provide learning opportunities and environments of which our entire community can be proud, Camine stated. A grassroots effort helped to get the word out to voters about the millage. A Yes for Kids campaign headed by Senator John Riggs IV, Bishop Steven Arnold and Board President Sue Strickland took the issues of building improvements and technology requirements to the Macaroni GrilL Western Hills principal Scott 1 Morgan and peer helper k sponsor Barbara Blame 11, t:ook(12 studepts to-lhe IfMacaroni GnlLkitchento ' Watch employees prepare klneals and qbs^ryehow' kthey ^edlairick yewfor l^coolahg.Ac the end.othe tjtour students enjoyed a ' deifcious lunch preparedly uiclxa fiery siiiik'r distilny. iW^sk\u0026amp; _e \\M /_ac_a_roLn i GtiUJcLh efe, voters. One of the points stressed throughout the campaign was that for the cost of a value meal at a fast' food restaurant, Little Rock families could help improve technology and building facilities at LRSD schools. We pledge to work hard to justify the publics trust in the Little Rock School District. We plan to provide learning opportunities and environments of which our entire community can be proud.\" - LRSD superintendent Leslie Camine Early polling sites around the city also helped voter turnout. Ballots could be cast as early as April 24 at seven District schools. Voters were not required to live in the areas of the school in order to vote. Continued - Millage, Page 3 Inside Teacher of the Year Awards Banquet Page 2 Superintendents Message Page 3 J. C. Penney Golden Rule Award Winners Page 5 Page 2 www.lrsd.kl 2.ar.us Teachers shine at annual banquet The LRSD held its second annual Teacher of the Year Banquet May 2. Teachers from every school in the district were recognized by their peers for displaying outstanding educational achievements at their schools and demonstrating a strong dedication to teaching. Superintendent Les Carnine bestowed 69 teachers with specially designed awards that featured a crystal apple mounted on a plaque that denoted their selection as teachers of the year. Eva Maeweather, a second grade teacher at Pulaski Heights Elementary, was chosen as the LRSD Teacher of the Year. Her name will be sent to the Arkansas Department of Education to be included in the state ceremony of the same name. Teachers of the Year and their schools are: News \u0026amp; Views LRSD Teacher of the Year Eva Moeweather Billy Watson 0/ P ulashi Heights Elem. Kathy Holladay Eula Willis Gracie Mays Susan Flowers Judith Pickering Sue Maddison Christine Green Gladystine Watson Ann Neely Linda Soderling Fred Boosey Michael Tidwell Christy Jackson Walter Marshaleck Barbara Brandon Tina Jones Karisa Nichols Lisa Fore Dianne Taylor Carolyn Slater Antoinette Turner Rosalie Patton Dee Ann Holt Lorraine Johnson Treia Cook Jacqueline Hogg Colleen Ferguson Carol Overton Ann McLennan Carthoria Johnson Brenda Thomas Janice Wolfe Mayrean Johnson Becky Dugan Central Central Central Central J. A. Fair J. A. Fair Hall Hall Hall McClellan Metropolitan Parkview Parkview Parkview ACC Cloverdale Middle Dunbar Dunbar Forest Heights Forest Heights Henderson Henderson Mabelvale Middle Mann Mann Pulaski Heights Middle Pulaski Heights Middle Southwest ALC Badgett Bale Baseline Booker Magnet Booker Magnet Brady Betty Glenn Holly House Jeannie Wells Nanette Galyean Willie Vinson Barbara Kennedy Margaret Isum Marietta Hunt Sherry Campbell Olivia Caddie Sabra Shelby Najmah Muhammad Susan Branch Sandra Hoff Mary Zies Ira Betton Becky Rucker Emogene James Kathy Goodwin Gladys Anthony Debbie Flore Eva Maeweather Barbara Fincher Peggy Tucker Louise Phillips Margo Rowe Hazel Hick Darrick W illiams Cleon Staggers Mary Lawson Shirley Thomas Lynn Haney Kimberly Reeves LanaTygart Carver Carver Chicot Chicot Cloverdale Elem. Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King King Mabelvale Elem. McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Elem. Rightsell Rockefeller Romine Terry Wakefield Washington Washington Watson Western Hills Williams Wilson Woodruff News \u0026amp; Views www.lrsd.k12.ar.us Page 3 ^uperisitendents Message IT r eal1l1y-. hUava/eJ nrvoito nhva d many mIooEamUez nf/-ts lVait/e'lVy K tqo^ Vk iQcTki db tahciknV annKdni tihtink about our year together. I suspect most of you could echo the same thought, and deservedly so. We set a course which many thought to be unachievable. I think most staff members recognized that we had to reach two goals very quickly for the District to be successful over time. First, we needed to make major improvement in the learning climate, and we have made major inroads in this area. We continue to be committed to moving to the next level which, I think, is attainable during the next year. All the numbers on student behavior and dropouts are headed in the right direction, and you should take great pride in what has been accomplished. The annual report will be dedicated to you and your efforts to succeed beyond anyones reasonable expectations. Second, it is hard to improve the learning climate when some of the physical conditions in which we work leave a lot to be desired. In some instances it has been antiquated heating and cooling systems, while in others its just the general appearance of neglect\nbut that should be changing noticeably over the next several months. The improvements will cause some logistical nightmares for all of us, and for that I apologize\nbut the end really will be in sight as we start this work. Your efforts this year have been very much appreciated, and special thanks to those who put in extra work on the campus leadership teams to establish a grassroots foundation for success. Finally, I am energized by what I am hearing and seeing that teachers are accomplishing. I know that this has been difficult year with assessment and particularly with the States accountability plan of assessment. I am convinced the efforts we are making now will be important ingredients of the recipe for instructional success. As you know, we have had a good measure of individual success, but universal student success has been elusive. We believe we are poised to see major learning improvement throughout the city, and that is the bottom line for this district. Please take the next few weeks to get some much deserved relaxation with friends and family. I know for some individuals that your schedules will make relaxation difficult. Knowing that, I hope you will take pride in your efforts and a those of your colleagues. yj' -A, lift uled'as a^ LRSD^T^ con Stanford.-,^ \n|20\ni|s\nd-nuference day,fbrthe {n^annoUnc\u0026amp;jdate \u0026lt; SimthbcumculurIte: spectalwrat Ca^epMagnet ElMeh tarybas^bee^amed'prmcipyat ' Righteelli Aw^^ke school yeaTi^$l^ynlLreplace^HaTon BrooWwh^^eran^S^nncip^I of the new Staph\u0026amp;s,Elbmentarj ScipSl Millage (yjnnnued from page 1 The $115 million school improvement bonds will provide: parking lot repair and additional parking spaces\nmore than 100 new classrooms\na new school in west Little Rock\nroof replacements\nadditional restrooms and restroom renovations\nheating and air condition replacement\nexpansion to libraries, gymnasiums and computer labs\nadditional math and science labs\nAmericans with Disabilities Act improvements\ntechnology labs\nincreased technology knowledge for teacher and student usage\nand asbestos removal where required. The millage applies to both real and personal property and to assessments of cats and homes. The average cost of the millage to property owners wiU be approximately $6 per month or $72 a year. L ffil \u0026amp; Si I It passed! MiHage wacA pam guests in the LRSD Board Room react to news that voters approved the five-mill tax increase. NEWS \u0026amp; VIEWS Weiys \u0026amp; Views IS published for the faculty and staff of the Little Rock School Distdct.:A/Givs (S Wews\nIS published by\nSuellen- Vanni,:\nDirector of Gommunications,, and \u0026lt; Melody Thomas, Gommunications Specialist. ' ? - ' Communications Office ' ipatlantSTnitmwiu be^finni laf at l^tt^M^cademyfof Cl Hellas beenScnng prSicipi this i yeaii atthe^^^F Srnith'ipi\n^OTisly taughFaFRi41tse41\u0026gt;^demY S^OV^. Markham .S Little Rock, AR 72201 (501)324^2020 .^i iX' ?! K Page 4 ^satight squeeze at LRSD high schools Before the millage goes into effect, huge growth spurts within the Little Rock School District prompted the School Board to take action. Last month the Board authorized the sale of $6.37 million in second-lien bonds to pay for alterations at seven schools and to complete payments on Stephens Elementary School, still under construction. Amost $3.3 million will be used to complete Stephens, which is scheduled to open inJanuary. The second-lien bonds -will fond design work, the purchase and installation of security cameras and land clearing for expanded parking at ^^Parlo/iew Magnet High School. www.lrs(i.k12.ar.us I, ^n.rr.rw.n.^^-.rrm\n!^. -tt.. All LRSD high schools experienced increases in enrollment when they started to house ninth grade in addition to its tenth through 12th grade population. Conditions are especially cramped in the school cafeterias. Part of the estimated $2.9 million cost of the campus projects will expand Central, Hall and Parkview high schools eating areas to ease overcrowding. As it stands today, Central High will receive $592,000\nJ. A Fair $88,000\nHall $295,000\nMcClellan $812,000\nParkview $280,000\nand Cloverdale Middle School $50,000. Repairs district-wide will require another $160,000. Contingency funds totalling more than $621,000 will be utilized to cover other short term needs that may develop before funding from the millage campaign starts. ViPS announces partners The Volunteers in Public Schools program depends heavily upon the cooperation and input of local businesses. ViPS officially recognizes and salutes the following businesses for being Partners In Education during the months of February, March, April and May: ! Mkgpet Middle King ]t Johnson Controls Inc - Bank of tBie Ozarks pS I B s News \u0026amp; Views CONGRATtlLATIONS^ to received specia^H recognitiort^i . -SANdV BECKER!\n.. ..t:TinT^^ A..1 '.U'\n.\nitRSD \"Auditor - . Y AppointedRegio^li-Vice President-Elect, for the South Central Region fof the Associationrbf Government Accountants jSs h??i LENORA MURRAY Dunbar Magnet MidSle School Selected by the Arkanas Council of Teachers of Matheniatics as its \u0026gt; , r T ^r ' Junior High Teacher af the Year LAURA BETH ARNOLD Pulaski H^t^ts E!eTneTitar)i Received the Outstanding Educators v Award at the state AGATE Conference \" SUZANNE DAVIS Middle School Reading Specialist Promoted to Director of English, V Language Arts and Foreign Language iw 'W BARBA^ BRANDON Cloverdale Middle School Promoted to Middle School Teacher leader for Reading/Wnting Workshop iW 'luffiet King Jr 'S , \" Kidsporg'^Fun. \u0026amp;. Fitness * Si'l-.iClub jCPiP ColnmunrcatiOns, Iifc WnAWw C^teif-.^'-.d ^enuinaA^to-Parts'(NA^A- College,/ t laylM 't. ^^^x^{O^fe}4?f^*'TT?\\elfl5ia\u0026lt;^y^i!|5:ATcademy4i ll^S^'Gareer Getifer I'\u0026amp;^Eastem CoUj^eof* Health Vocations A-rkm'! is r'l 'Uv lla'^-\\er- Vb. liir A'^n.iin n I\n-F !7*a ^Wel W^O-4 }\u0026lt; i ) fl -M ELEANOR COLEMAN NEA 'Director forArkansas: ei w H r iC Recijjient of the National Associfltidn..^, for Equal Opportiinity Higher Educations Distinguished^Alujnni ' Award A'?. - ty. -.'A V\" \u0026gt;.'i ,i DONT FORGET THAT CONVOCATION WILL BE AT 8 A.M. ON AUGUST 14 AT THE STATEHOUSE CONVENTION CENTER! V i\n^ iro^ K Iff ^laaatutw j , 18\u0026amp;(\u0026amp;CjawULaM3l/!*kMMuS^__ The ViPS office is always on the lookout for volunteers throughout the District to assist as tutors, clerical help, male mentors and bilingual tutor/ GBw v- Sriff fi tiSsuj translators. Call ViPS today at 324-2297 for more information or to volunteer. rPage 5 www.lrsd.k12.ar.iis News \u0026amp; Views TA names Carnine states best Getting parents involved in their childrens schools is a top priority for Dr. Leslie Carnine. In his role as u. Dr. Leslie V. Carnine t superintendent for the Little Rock School District, Carnine makes it his business to create and maintain a uuser friendly environment at the schools. Because of his personal efforts to establish a strong, nurturing bond among schools, parents and their children, the Arkansas Parent Teacher Associa- ^^ion (ARPTA) selected Carnine as the ^Administrator of the Year. Carnine lOccepted the award during the 75* Annual PTA Convention held recently in Fort Smith. The award is the highest honor that can be given to an administrator, in part because parents must nominate the recipient. Some of the reasons listed by parents who participated in the nominating process were Carnines implementation of the return to neighborhood schools\nestablishment of LRSD middle schools\nand his implementation of the Campus Leadership School Management Teams. This award belongs to the citizens of Little Rock, Carnine said. I am accepting it on their behalf. Carnine also said Little Rock is on the move to be a leader in student achievement by involving parents and the community. The Little Rock School District received more than 38 percent of all the awards presented during the convention. Jefferson Elementary accepted the Outstanding Local PTA administrator Unit Award for their Students Targeted to Achieve Reading Successfully (STARS) program. As recipient of the award, Jefferson Elementary will represent Arkansas at the National PTA Convention in Chicago in June. Central High School won one of ARPTAs three One Thousand Members Plaques. Cloverdale Elementary was awarded the Oak Leaf Award for being the local PTA unit with the largest increase in membership. Essie Middleton, a parent recruiter for the LRSD, received an anniversary plaque in honor of her work with children statewide. More than 500 PTA leaders met over a two-day period to discuss issues affecting public education and the welfare of children. PTA delegates also had the opportunity to attend workshops and gather ideas to take back to their respective communities throughout the state. J. C. Penney Golden Rule Award Winners I Anne Mangan (left), principal at Rockefeller Elementary, poses with (center) Vivian Mangan, Rockefeller's PTA president and J. C. Penney Golden Rule Award Winner, and Beth Foti, a teacher of 4-year-olds at Rockefeller. Rockefeller, Booker and Woodruff elementary schools recently :cepted honors at the Golden Rule ards recognition ceremony in Little Rock. Vivian Mangan, Rockefellers PTA president, accepted the Crystal Award and a $1,000 check for the school for her volunteer efforts. Rebecca Merin, PTA president for Woodruff Elementary School, was selected as a finalist in the recognition and received $250 for the school. Booker Arts Magnet also received $250. Mangans win of the Crystal Award at the local level makes her automatically eligible for the j. C. Penney National Golden Rule Award. A win at the national event could mean a $10,000 contribution for the school. The annual award, which recognizes, honors and rewards volunteer service, is sponsored by J. C. Penney and the United Way Volunteer Center. A panel of community leaders selected five adult winners (group or individual), one youth winner 18 years or younger and one education award for an individual or group involved in K-12 education. fe life IpJj 1 iS Woodruff Elementary princ\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_310","title":"Compliance hearing exhibits, 82-96","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 82-96"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/310"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nExhibit 82 11/19/01 hearing LRSD 1999-2000 Senior High School Student Handbook LI230-90 LRSD V. PCSSD Unitary Status 1999-2000 Senior High School Student Handbook Students '^1 iM Parents ctx o. Little Rock School District 810 West Markham Little Rock, AR 72201 (501) 324-2000 J 1 LITTLE ROCK SCHOOL DISTRICT STANDARDS OF CONDUCT FOR EMPLOYEES All teachers, administrators and other District employees are expected to demonstrate respect for the rights and privileges of students and each other. Educators within the school environment shall deal considerately and justly with each student and seek to resolve problems, including discipline, according to the law and school District policy. SENIOR HIGH SCHOOL STUDENT HANDBOOK Adult employees within the Little Rock School District will model appropriate behavior when interacting with students and with one another. Inappropriate behavior, including but not limited to, demeaning or sarcastic comments, discriminatory remarks or behavior, sexual harassment, disciplining of students in a manner that is contrary to Little Rock School District Policy or physical or verbal abuse, are unacceptable. Adult employees who choose to engage in this type of behavior are reminded that they shall be subject to appropriate administrative and/or legal action. FOR PARENTS AND VISITORS Parents and all visitors to school campuses are expected to model appropriate behavior. Inappropriate behavior including, but not limited to, verbal abuse, threats, physical abuse or possessing a weapon on School District property will not be tolerated. Visitors who choose to engage in this type of behavior shall be subject to appropriate administrative and/or legal action. STANDARDS OF CONDUCT ARE IMPLEMENTED SUCCESSFULLY WHEN THERE IS A TRUE UNDERSTANDING AND ACCEPTANCE OF HIGH EXPECTATIONS FOR EVERYONE WHO WORKS AND INTERACTS IN THE SCHOOL COMMUNITY. i I Little Rock School District Little Rock, Arkansas REVISED: MAY, 1999 I LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS Larry Berkley, President Sue Strickland Vice-President Dr. Katherine Mitchell, Secretary Dr. Michael Daugherty Mike Kumpuris Baker Kurrus Judy Magness Dr. Leslie Gamine Superintendent of Schools Jo Evelyn Elston, Director Pupil Services Department Dr. Linda Watson, Assistant Superintendent Student Discipline Little Rock School District 810 West Markham Street Little Rock, AR 72201 I (501) 324-2000 FORM #900405 REVISED 5-99 ii Message from the Superintendent Dear Students and Parents: We are pleased to welcome you to the 1999-2000 school ye^ in the Little Rock -i. T ___ __ I Dcn cr'Vzv\\lc \\/mi havf*. msne \u0026lt;in Wc iUC UlCaovU vu wvxvviiiv jwv* vw vkw -------------- - School District (LRSD). In selecting one of the LRSD schools, you have made an important decision regardmg education. ..- ------- rv ' educational choices available to you, and we - as teachers counselors, librarians. We realize that there are many nxdl VllUivvo avoiiowiv VW jwv*, / 4.^ nurses, aaddmmiinniissttrraattoorrss,, ccuusstioodaiiaannss caunidu uowthceir staff members - appreciate your confidence in our ability to serve your needs. The 1998-99 school year was an exceptional year for our students, parents and sStiaafilf. WWCe lmUdaUdCe gKrievaati soturiiMdevas iuni owvu*xr schools in d---e--v--e--lro ping and implementinTg new programs, reducing the number of dropouts and training our staff so we can better meet your expectations. Students and parents sshhoouulldd bbee ffaammiilliiaarr wwiitthh tthhee eexxppeeccttaattiioonnss lfoorr sscuh.uouol. a\u0026lt;nu.du classroom behavior, which are outlined in this handbook. Students should make good decisions about their actions and understand their responsibility for their actions. Students should also know the consequences of their actions. We ex^t our students to respect the rights of others students and staff members so that everyone can get along while at school. Rules and laws make it possible for people to live and work together. They provide ways to settle differences and to protect the property, privacy md well-being ot people. Laws and rules are made by people and can be changed by people. This book covers the rules that all LRSD students must follow and the disciplinary iniS DOOK UUVC1\u0026amp; uic I UI VO uittvwn - --------------- ------- n li' aaVctUioUnlOs tUhiaati lmliaajyr buev uWs.3eWd. tVoW ensure ,p--o--s--i-t-i-v--e-- --b--ehavior. This information will help students, parents, staff and admimstrators to solve problems in school. lis year we will introduce improved mathematics and reading instruction, Thiigsh tyoeiahro owde schools and middle schools. We believe each of these chafes wll neigh[X)rhood scnoois ana miuuic bviiuuia. uvuvw vmvh w . v increase student achievement for our students. We encourage partners to be active ppaarrtmneerrss iUnI ecduuucvaatuiungg uouuir students. -P--a-r--e-n--t--s- -a--r-e---i-n--v--i-t-e--d-- t-o- visit our schools and talk with teachers throughout the year\nparents also are urged to volunteer at their child(ren)s school. Help us to celebrate the new school year and the improvements we have made to benefit our students. Sincerely, Leslie V Gamine Superintendent of Schools iii r ACKNOWLEDGEMENTS TABLE OF CONTENTS This is the tenth edition of the Senior High School Student Handbook since its adoption by the Little Rock School District Board of Directors in 1980. The list of individuals who participated in this revision includes students, parents, school administrators, and community representatives is so extensive and the contributions so valuable that it seems most useful to identify groups and/or organizations rather than individuals. Discipline Overview................................... Expectations for Student Behavior........... Teacher Authority and Student Discipline Student Responsibilities and Rights......... 1 2 3 4 It is with a deep sense of appreciation and gratitude that we acknowledge the participation and contributions of the following groups\nelementary, secondary and central office administrators\nparents\nteachers\nstudents\nthe Classroom Teachers Association\nand the Joshua Intervenors. Student Conduct Code Consequences For Breaking Rules.............. Category 1 Offenses, Disciplinary Actions Category 2 Offenses, Disciplinary Actions Category 3 Offenses, Disciplinary Actions .9 10 17 26 NON-DISCRIMINATION POLICY Discrimination based on race, age, sex, religion, disability, or national origin is a violation of federal law. Policies prohibiting discrimination apply to all public school services, facilities, activities and programs including school disciplinary policies and practices. I It is a denial of equal education opportunities whenever any class, program, or activity is denied one student or groups of students which is available to other students without valid reason for students being treated differently. Students may not be assigned to or excluded from any class because of race, sex, religion, national origin, or disability. Verbal and/or written civil rights complaints should be directed to the Equity Assurance Officer, 810 West Markham or 324-2011. 1 iv Disciplinary Actions/Procedures General Rules....................................................... Definitions Sent Home and Exclusion from Class.. .. School Detention and Saturday School. . . In-school Suspension.................................. Short-term Suspension................................ Long-term Suspension................................ Expulsion....................................................... Disciplinary Probation................................ Physical Restraint......................................... Emergency Removal.................................... Make-up Work During Suspension......... Loss of Academic Credit - Expulsion . .. Parent/Guardian Suspension Notification Student/Parent Reinstatement Conference Due Process Procedures and District Procedural Guidelines Short-term Suspensions Due Process Procedures.................................................... Appeals Procedure..................................................................... Long-term Suspension/Expulsion Recommendations Due Process Procedures.................................................... Appeals Procedures..................................................................... Board Hearing Procedures....................................................... Readmission from Expulsion/Long-term Suspension................ V 30 30 31 32 32 32 33 33 34 34 35 35 35 35 37 38 39 41 43 45TABLE OF CONTENTS TABLE OF CONTENTS 1 I I Alternative Education Program Program Description............................................................ Placement in Alternative Learning Center....................... Accelerated Learning Center.............................................. Accelerated Learning Center Student Eligibility Criteria Attendance Policy and Procedures School Attendance Responsibilities. Student Leave..................................... Tardy Policy....................................... School-Sponsored Programs/Activities Students with Disabilities....................... Programming..................................... Procedural Safeguards....................... Least Restrictive Enviromnent......... Disciplinary Action............................ Child Nutrition Program......................... Health Services......................................... Medications......................................... Special Health Needs....................... Immunizations.................................. Athletic Examinations....................... Transportation Regulations for Students School District Insurance Policy........... Student Assistance Program.................... Extracurricular Activities Extracurricular Activities Eligibility Requirements Citizenship Grading Guidelines................................ Student Government.................................................. Student Organizations................................................ vi 47 48 49 50 52 56 57 59 60 60 61 61 63 64 65 65 66 66 66 68 69 71 73 76 76 ! Student Rights and Responsibilities Dress Code.......................................................... Visitors on Campus............................................ Student Records................................................... School Assignments............................................ Drugs, Smoking, and Drinking....................... First Amendment - Freedom of Speech/Press Fourth Amendment - Search and Seizure.... Interaction with the Police................................ Appendices Appendix 1. Appendix 2. Appendix 3. Appendix 4. Appendix 5. Community/School Responsibilities Principals', Teachers', Students'..................... Parents Bill of Rights and Responsibilities Student Promotion and Retention................ Home Schooling.............................................. Age of Majority.............................................. Little Rock Adult Education....................... Appendix 6. Questions and Answers of Interest to Parents and Students Resource Directory Index vii 78 94 80 85 86 87 91 93 .95 .97 100 101 102 103 104 .108 113I DISCIPLINE OVERVIEW The Little Rock School District Board of Directors, administration, and building staffs are committed to assuring a school climate that is appropriate for students to learn and which ensures the safety and welfare of all who live and work in the school environment. I Because education is vital to the lifelong success of students and to the growth and development of society, all members of the school coiimiunny, parents/guardians, school staff, and students must be part of this effort. Disciplinary measures are intended to help students understand their obligations to others in the school setting and the role of law, rules, and school district policies in meeting these obligations. Discipline shall be directed toward developing skills necessary for youth to. 1. solve problems effectively\n2. 3. 4. 5. 6. develop positive relationships with others\nbecome productive citizens\nrecognize when personal actions are interfering with the rights of others\nrespect the property and rights of others\nunderstand and appreciate other races and cultures\n7. develop a sense of responsibility for his/her actions and 8. an awareness of possible consequences\nsucceed in school\n9. develop self-discipline\nand 10. feel free to discuss particular problems and/or needs with administrators, teachers and/or counselors. 1EXPECTATIONS FOR STUDENT BEHAVIOR IN THE LITTLE ROCK SCHOOL DISTRICT TEACHER AUTHORITY AND STUDENT DISCIPLINE Board of Directors of the Little Rock School Dishict believes that The Little Rock School District Board of Directors, by its authority, establishes the following student behavioral expectations. It is the intent of the Little Rock School District Board of Directors in establishing these behavioral expectations that they be taught to students as a necessary part of the learning process. These behavioral expectations are important as desirable learning outcomes, as well as being critical to the students' academic development. The Board of Directors of the Little Rock bcnooi uisuici ucncvca teachers are critical to the learning process and further believes that teachers must have the authority necessary to manage their classrooms in a mann^er that results in an effective learning climate. However, the responsibility for establishing and maintaining a positive school climate must be shared by all\na manner students, teachers, administrators, support staff and parents. Consequent!)^ All students shall: (A) (B) (C) (D) (E) (F) (G) show respect to others and show respect for the rights of others\nrespect the authority of all school personnel\nbehave in a courteous manner\nlearn and demonstrate acceptable social behavior\nbring to school and to individual classes the necessary materials (books, pencils, paper, assignments) and actively participate in the learning process\nuse appropriate personal hygiene habits and dress in a manner that is not disruptive to the learning environment\nand adhere to all school rules and regulations. SlUUCilko, Lvaviivio, ------------- * teachers, as well as all other school staff, must confront, intervene, and report inappropriate student behavior whenever and wherever it occurs within the school environment. Therefore, we, the Board of Directors, do hereby notify students and parents, through this statement, that we are authorizing teachers and other certified staff to use appropriate disciplin^ measures to the degree necessary to maintain order and school control. This authority includes but is not limited to the following: (A) the removal of certain privileges that are normally associated with school, such as recess, field trips, school assemblies, and participation in classroom/building activities designed as a reward for appropriate behavior. (B) the requirement of a conference with parents as a step in an overall plan of interventions\n(C) the referral to an administrator and an exclusion from class when the student's behavior is intolerable to the learning process\nand utilization of before/after school (D) the institution detention halls\n(E) the utilization of an in-school suspension where conditions permit\nand (F) the right to file criminal charges when physically verbally abused. or 3 2 LSTUDENT RESPONSIBILITIES AND RIGHTS STUDENT RESPONSIBILITIES AND RIGHTS IN THE LITTLE ROCK SCHOOL DISTRICT EVERY RIGHT HAS A RESPONSIBILITY YOU HAVE THE RESPONSIBILITY TO: The rights of students are protected by the U. S. Constitution and by the due process of law (pages 36-46 of this handbook). Everyone has the responsibility to exercise individual rights carefully to preserve the rights of others. Students are responsible for the manner in which they behave and must accept the consequences for any actions they commit outside the boundaries of acceptable behavior. YOU HAVE THE RIGHT TO: 1. Get an education in the public school system I. Do your job by - coming to school every day. - coming to school on time. - doing your homework every day. - doing your schoolwork in class. - having needed supplies. - trying to learn as much as you can. 2. Show self-control by - obeying all school rules. - using acceptable language. - talking about being angry\nnot acting angry. 2. 3. 4. 5. 6. 7. 8. - in a classroom where you can learn. - regardless of sex, religion, nationality or handicapping condition. Say what you think if you - speak respectfully to others. - are willing to hear what others think. - do not make someone want to fight. - do not hurt someone's feelings so much that he/she wants to change classes or schools to get away from you. Disagree if you - respect others' right to do so. - mind the adult in charge when told and discuss it later with a teacher, principal, or parent. Make a request to ask for a change if you - talk to your teacher or another adult in charge first. - talk to your principal next. Be free from search unless - a school official has reasonable grounds to believe that the search will reveal evidence that the student has violated or is violating the law or a school rule. Protect the privacy of your school records by - having them released outside the school with your parent's permission. Protect your property by - taking care of your school supplies and personal belongings. - reporting the loss of property to an adult at school. Defend yourself by - knowing what rules you are accused of breaking. - giving your side of the story. - knowing disciplinary procedures to be followed (due process). 4 - not having temper tantrums. - helping to care for books, materials, and other school property. 3. Respect school workers by - being polite to all adults in the building. - obeying the adults in charge. (If you disagree, obey first, and discuss it with your teacher, principal or parent later.) 4. Respect other students by - speaking kindly to other students. - avoiding name calling, racial slurs, and obscene language. - talking about problems with students without insulting them. - avoiding fights. - treating other students in a way that will not hurt them. - llCdllllg UUIVI ciuuv.ivu V. ---------- - - asking for help from school staff to solve problems so that you will be fair with others. 5. Respect the property of others by - not taking their possessions such as lunch, money, pencils, etc. - turning in any items you find to an adult in charge. 6. Avoid - selling anything to another student. - playing games for money. - forming or joining a group which would interfere with the rights of others. 5STUDENT RESPONSIBILITIES AND RIGHTS STUDENT RESPONSIBILITIES AND RIGHTS IN THE LITTLE ROCK SCHOOL DISTRICT EACH RIGHT HAS A RESPONSIBILITY Student has the right to: Student has the responsibility to: Students rights are the same as those extended to any other citizen of the United States of America. Individual rights must be exercised carefully to preserve the rights of others. Students are responsible for the manner in which they behave. For any actions committed outside the boundaries of acceptable behavior, students must accept the consequences. All students are protected by due process of law. Expect a fair and impartial hearing and due process in the event of disciplinary action Be willing to volunteer information and cooperate with school officials in disciplinary cases Student has the right to: Student has the responsibility to: Assist in making school rules Assume that until a rule is changed, modified, or repealed that it should be supported and obeyed Attend school in the District in which the parent or guardian resides Attend school daily and on time and participate fully in all classes Be represented by an active student government selected in a democratic process Attend school until high school graduation at public expense Obtain all the education and training necessary to become a contributing member of society Take an active part in student government by running for office, voting, and making his/her problem known to the administration through elected representatives Express his/her opinion verbally or in writing Express his/her opinions or ideas in a respecttul manner so as not to olfend or slander others Make decisions freely and act according to his/her beliefs Accept the consequences of his/her behavior and actions Expect that school will be a safe place for all students to learn Know all school rules and regulations that govern student behavior and conduct himself/herself in accordance with them Expect that no student shall be allowed to disrupt the educational process within the schools Demonstrate respect for the school and actively work to make it a better place in which to learn and develop Use the appeal process when he/she disagrees with a school official regarding disciplinary action or rules Be willing to abide by the decision reached through the appeal process Dress in a way to express his/her personality Meet standards of decency, safety, health and good taste in dress and appearance 7 6 LSTUDENT CONDUCT CODE STUDENT CONDUCT CODE Beware Conduct not specifically mentioned might also call for disciplinary action if it is disruptive or harms others. Student Conduct Code applies to\n1. School activities on LRSD property. 2. Travel on school buses. 3. School-sponsored activities away from school. 4. Incidents which occur on the way to school or from school. 5. Criminal offenses or other serious offenses committed away from school but which may affect the school climate (this code applies to these kinds of offenses regardless of whether or not a student has been convicted in court of law). 6. Students who knowingly violate security by leaving doors open (i.e., putting blocks, etc., in the door that will keep them from locking from the inside) which would threaten safety and security. CONSEQUENCES FOR BREAKING RULES Failure to follow school rules while on school property, including buses, at school-sponsored events, or on the way to and from school may result in disciplinary action. The Little Rock School District Board of Directors and the administration have approved the following actions to be used by school personnel in dealing with students who break school rules: - Reprimand (warning), - Referral to other school personnel, - Parent conferences, - Probation (loss of privileges). - Sent home (24 hours), - Short-term suspension (exclusion from school 3-11) days), - Long-term suspension (exclusion from school for 11 or more days), - Expulsion (school board action to exclude for the entire school year or permanently), and - Referral for prosecution under municipal, state, and federal laws that apply to the behavior. Principals or other authorized district personnel will decide the type of action to be used. Breaking the rules is never good, but sSimS^it is more serious than other times. The offenses and penalties. divided into three categories. In Category 1, which accompany them, are divided into three categories, in i. building principals will decide the type of disciplinary action to be used as a positive means of correcting unacceptable behavior. Categories 2 and 3 those defined under city and state law as cnmmal in nature and Students have the right to a free public education, but they are responsible for complying with rules and regulations of the District and the reasonable instructions of district personnel. offenses are------ which may result in suspension or expulsion. In addition to these district rules, each local school or building principal will develop additional rules and regulations that govern student behavior and discipline at his/her building. However, these local rules and procedures must be consistent with those established by the Board and the Superintendent. 9 8STUDENT CONDUCT CODE STUDENT CONDUCT CODE 1999-2000 SENIOR HIGH SCHOOL STUDENT HANDBOOK Rulel: Academic Dishonesty OFFENSES CATEGORY 1 Category 1 Offenses are considered minor in nature and should be dealt with by school building administrators and staff in consultation with the students' parents/guardians. Cheating on tests or copying the work of another student shall not be tolerated. For all offenses involving academic assessments, the student will receive a grade of zero on the assessment or test. Rule 2: Normally, disciplinary actions for Category 1 Offenses will become progressively more severe if minor rule infractions persist. However, the administrator may choose a more severe penalty, at any time, based on the student's past disciplinary record and may reduce disciplinary sanctions when warranted. When sanctions are imposed on a student, the parent/guardian should be notified. Failure or Refusal to Follow Reasonable Directives of School Staff and/or School Rules and Regulations. Failure or refusal to obey reasonable instructions from teachers, administrators, instructional aides, or any other authorized school district employee is prohibited. Rule 3: Possible disciplinary actions for Category 1 Offenses include: Horseplay/Minor Altercations 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Warning Student, staff, administrator, and/or parent conference In-school Suspension Before-, Lunch-or After-School Detention Sent-home Behavior Support Plans Saturday School School-site probation/contracts Peer/Conflict Mediation Counseling * School-site Service (must have parental consent) Horseplay is defined as the act of pushing, grabbing, patting, etc., another child, playfully and with care not to harm the recipient of the physical conduct. Horseplay is forbidden because it can result in accidental injury or hurt feelings that lead to minor altercations and/or fights. All participants engaged in horseplay and/or minor altercations will be disciplined according to the degree of involvement of each student. Students must participate in Peer Mediation. Rule 4: Harassment Behavior or actions that violate a person's right to privacy is prohibited. *Optional A. B. Annoyance - To pick at or tease on a continual basis. Communication - Non-solicited oral or written communication offensive to the recipient. 10 11STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 5: Leaving School Grounds/Class Without Permission/ Skipping/Cutting Class No student is to leave class without permission. No student is to miss attending a class without the permission of a school administrator. No student is to leave the school campus after arrival without being checked out by a parent or without the approval of a school administrator. Rule 6: Failure to Serve Detention A student who fails to serve detention when directed to do by a school administrator or other authorized school personnel will be disciplined. Rule 7: Using Verbally Abusive Language, Obscene Gestures, or Fighting Words Rule 9: Possession of Mace, Chemical Agents, Multi-fingered Rings, Fireworks or Drug Paraphernalia or other chemical agents that may The possession of mace, pepper spray cause irritation or physical discomfort and/or bodily harm, by students, on school district property is prohibited and will be confiscated by school district personnel. The possession of multi-fingered rings, fireworks and drug paraphernalia is also prohibited on school district property and will be confiscated by school district personnel. Rule 10: Failure to Follow Bus Rules and Regulations All school rules and regulations governing student behavior apply to conduct on the school bus and at bus stops. If a student misbehaves on a bus or bus stop, he/she will receive a disciplinary sanction as it is outlined in the Student Handbook. Profanity, inflammatory or verbally abusive language or obscene gestures are prohibited in the school environment. NOT PERMITTED Rule 8: Smoking or Use of Smokeless Tobacco Smoking or possession of tobacco products of any kind on school district property or on the school bus is prohibited. First Offense\nSecond Offense: Enrollment in, and completion of a smoking cessation program. Enrollment documentation is required. Three (3) days in-school suspension for failure to complete the program. Enrollment in, and completion of a smoking cessation program. Enrollment documentation is required. Three (3) days in-school suspension and probation. Eating and drinking on the bus Smoking Scuffling or fighting Playing radios, tape players, or band instruments Yelling at anyone on the bus or outside Throwing paper or any object on the floor of bus Putting hands, arms, or head out windows Tampering with any of the bus safety devices Defacing any part of a bus NOTE: or outside the window DAMAGE TO ANY BUS EQUIPMENT WIL L BF PAID FOR BY THE OFFENDER. Note: A student found in possession of liters, liter lluids and/or flaininable products on school buses will be required to attend a student/ paicnt/ administrator conference within twenty-four hours of the incident. These rules are set to ensure that the students riding a bus in the Little Rock School District are transported as safely as possible and are, at the same time, provided a pleasant trip to their destination. 12 13 LSTUDENT CONDUCT CODE STUDENT CONDUCT CODE EXCEPTION TO MINIMUM PENALTIES MEETING THE BUS 1. A student who possesses liters, liter fluids and/or flammable products, smokes, uses any tobacco product, or uses any illegal drugs on a bus, who physically or verbally abuses a bus driver, or commits an act of vandalism causing damage to a bus shall not be permitted to ride a school bus in the Little Rock School District for a minimum of nine (9) weeks. In addition, the parents of a student who damages a school bus shall be required to reimburse the District for the cost of repairing the damage before the transportation privilege is restored. In the event of a second offense of any one of the above, a student shall be denied transportation for the remainder of the school term. 2. As a last resort, the Transportation Department may discontinue a bus route when a large number of students who ride the bus refuse to obey the regulations. If it becomes necessary for school personnel to consider eliminating a bus route because of continued misconduct by students, except in extreme circumstances, parents will be contacted by letter or telephone to inform them of the situation. A meeting with parents and school personnel will be arranged to discuss the circumstances and to consider possible solutions. 3. All regulations and sanctions pertaining to student behavior and safety that apply during the school day are applicable to smdents while they are riding buses. WARNING: Continued misbehavior on the school bus will result in the loss of transportation privileges, temporarily or for the remainder of the semester or school year. Be at the bus stop 10 minutes before the bus is scheduled to arrive. Do not arrive earlier than 10 minutes. Be on the proper side of the road while you wait, even if you must cross the street to enter the bus. Before crossing a street to enter the bus, wait until the bus has come to a complete stop and the driver has given you directions. Respect the property rights of others while waiting for the bus. Do not litter or make unnecessary noise. Do not gather under carports, or porches, or on lawns without permission. Stand back at least 10 feet from the bus stop and do not approach the bus until it has come to a complete stop and the door is opened. If you miss the bus, do not attempt to (1) ride another bus, (2) walk to or from school, or (3) hitchhike. GETTING ON AND OFF THE BUS Enter and leave the bus quickly and in an orderly manner. Do not enter or leave the school bus by the back door except in the case of an emergency or unless directed to do so by the driver. If you must cross the street after leaving the bus in the afternoon, go to a point on the shoulder of the street ten (10) feet in front of the bus and wait until the driver or student patrol has signaled you to cross. If you drop any object while leaving the bus, do not attempt to retrieve the object until the bus has left the scene and the street is clear of other vehicles. 14 15STUDENT CONDUCT CODE STUDENT CONDUCT CODE RIDING THE BUS Ride only the bus to which you are assigned. Visitors are not allowed to ride buses unless permission is first obtained from the Director of Transportation. Obey the instructions and directions of the driver. Students are under his/her supervision. The driver will submit a written report of all bus violations to the school principal. Do not distract the driver or disturb other riders on the bus. Students must remain reasonably quiet while on buses. Remain seated while the bus is in motion or stopped, except as the driver directs. Legs and feet should not be in the aisle. Keep all books, lunches, coats, etc., out of the aisle of the bus. Knives, firearms, sharp objects, clubs, or animals are never allowed on a school bus. Note: Repeated violations of Category 1 Offenses will result in the student being charged under Rule 21, Category 2. OFFENSES CATEGORY 2 Generally, disciplinary actions for violation of a Category 2 Offense will move progressively though a defined schedule at each rule violation. Violations of Category 2 rules that are felony offenses or serious vm^ misdemeanors will be reported to the Little Rock Police Department (LRPP). Rule 11: Assault An act initiated by one or more persons that purposely or recklessly creates apprehension of imminent physical injury to another person such as a threatening or menacing gesture is prohibited. Police notification is required by law. First Offense: Long-term suspension recommendation Second Offense\nExpulsion recommendation Rule 12: Battery of purposely and/or recklessly causing physical injury to another * .. . ... 1. .,1 _______LL------io rkVOtklKlfAri The act oi --------------------j ------- person by beating or striking either directly or with an object is prohibited. Police notification is required by law. First Offense: Long-term suspension recommendation Second Offense: Expulsion recommendation 16 17STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 13: Theft/Theft by Receiving Rule 15: Fighting Rule 13 A. The act of burglary and/or larceny will not be tolerated. To steal school property or property belonging to another person or to knowingly receive stolen property is prohibited. Items stolen valued in excess of $500 will require police notification. First Offense\nSecond Offense\nSuspension: *6-10 days. Student and/or parent/ guardian shall be responsible for making full restitution for any property stolen and for all damages to property caused by the student's actions. Long-term suspension recommendation. Restitution or compensation is required. Mutual combat in which participants intentionally inflict bodily injury to another person is prohibited. All participants in a fight will be disciplined according to the degree of involvement of the participants. First Offense: Second Offense: Third Offense: Suspension\n4 days Suspension: 6-10 days and probation Long-term suspension recommendation Rule 16: Sexual Misconduct The six (6) day minimum rule may be reduced by an administrator upon demonstration of special circumstances. Rule 16 A. The act of deliberately showing sex organs in a public place shall Rule 13B. Items stolen/received that are valued in excess of $500 is prohibited. not be tolerated. First Offense: First Offense\nLong-term suspension recommendation Second Offense\nSuspension: 6 days and required counseling sessions with school counselor/administrator. Long-term suspension recommendation Second Offense\nExpulsion recommendation Rule 14: Gambling Rule 16 B. To engage in or attempt to engage in a sexual act with another person or to touch in a sexually offensive manner on District property or at a school-related activity is prohibited. Playing a game of chance for something of value shall not be tolerated. First Offense: Second Offense: Suspension: 6 days and probation Long-term suspension recommendation First Offense: Long-term suspension recommendation and required counseling sessions with school counsel or administrator. Second Offense: Expulsion recommendation 18 19STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 17: The Use of Profanity Directed To or About a Staff Person in a Non-threatening Manner. The use of profanity or slander directed to or about a staff person in a nonthreatening manner shall not be tolerated. First Offense: Second Offense: Third Offense: Suspension: 4-6 days and Conflict Resolution with teacher, if possible. Suspension: 10 days and probation Long-term suspension recommendation Rule 18: False Alarm The act of pulling or calling in an alarm of a fire, bomb threat, or other emergency without a lawful purpose is prohibited. Fire Marshall and/or Police notification is required. Rule 20: Breaking and Entering/Vandalism The act of breaking into property belonging to another person or belonging to the school district is prohibited. Rule 20 A. The act of intentionally destroying property, cutting, defacing, or otherwise damaging property belonging to another person or belonging o the school district is prohibited. Also, intentionally destroying, modifying, or abusing computer hardware or software, and computer files or accessing the computer files of others is prohibited. The parent/guardian shall be responsible for all damages to property caused by his/her child. An \u0026gt; ! It______________________tri tnP OT reduce disciplinary sanctions according to the value of administrator may the property. First Offense: Suspension: 6-10 days, probation and full restitution for damages to or destruction of property. Second Offense: Long-term suspension recommendation and full restitution for damages to or destruction of property. First Offense: Long-term suspension recommendation Second Offense: Expulsion recommendation Rule 206- The act of breaking into property belonging to another person or belonging to the school district that is valued in excess of $500 is prohibited. First Offense: Long-term suspension recommendation Rule 19: Loitering Second Offense: Expulsion recommendation Lingering on the grounds of a school or within 100 feet of the school. without good cause and permission of school administrator, is prohibited. .. II 1 . 1 .a. _11_______1 MrAnoHlI No suspended and/or expelled student is allowed on District property, for any purpose, while serving a suspension/expulsion without the permission of an administrator. Students from another school campus or non-students are not allowed on school property during school hours without permission from a school official. Rule 21: Repeated Violation of Category 1 Offenses Rule 21 A. Habitual or repeated violation of school rules and regulations shall not be tolerated. First Offense: Suspension: 4 days First Offense: Second Offense: Third Offense: Suspension: 4 days Suspension: 6-10 days and probation Suspension: Long-term suspension recommendation Second Offense: Suspension: 6-10 days Third Offense: Long-term suspension recommendation 20 21STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 24: Harassing Communications Rule 21B. Repeated Violation of Category 2 Offenses A student who repeatedly violates Category 2 Offenses will be disciplined. 1. 2. The violation of a single rule two (2) or more times, or The violation of a combination of rules two (2) or more times. Harassing communication on school property is prohibited. The use of the voice the telephone, telegraph, the mail. E-mail, Facsimile (Fax), or any other form of written, verbal, or electronic communication that intimidates, annoys, causes alarm, or threatens harm to another person, is deemed in violation of this rule. To knowingly allow another person to use a telephone or other electronic device First Offense\nSecond Offense: Suspension: 10 Days and probation Long-term suspension recommendation under your control for such a purpose, is a crime. To violate another person by using sexually explicit language or gestures is also prohibited. Rule 22: Disorderly Conduct/Hindering/lnterfering with a School Function The unauthorized use and abuse of the computer to visit sexually explicit web sites, or to access, store or distribute obscene pornographic or inappropnately suggestive material is prohibited. Inappropriate behavior that substantially disrupts or interferes with or is First Offense: Second Offense\nSuspension: 10 days and probation Long-term suspension recommendation likely to disrupt or interfere with any school function, activity, or school program is prohibited. Rule 25: Forgery or Falsification of Information First Offense: Second Offense\nSuspension: 10 days and probation Long-term suspension recommendation The act of falsifying teacher/administrator signatures or information on official school records shall not be tolerated. Rule 23: Failure to Permit a Lawful Search or Inspection by a School Official The act of preventing or impeding a school official from conducting a search or inspection authorized by this handbook is prohibited. First Offense\nSecond Offense: Third Offense: Suspension: Suspension: 5 days 10 days Long-term suspension recommendation Rule 26: First Offense\nSecond Offense\nSuspension: 10 days and probation Long-term suspension recommendation Possession/Use of Paging DevicesfBeepers), CeUular Phones and/or Other Electronic Communication Devices The use or possession of beepers or other electronic communication devices on a school campus or at school-related activities is prohibited, except when they are required for medical reasons. In such cases, medical documentation UIVJ aiv iVVJWilVV* *vz* ------------------------- ... . J must be on file at the school building. Police notification is required. Violators will be prosecuted. First Offense: Second Offense: Third Offense: 22 Warning, confiscation of the device and parent conference. Suspension: 5 days and probation Long-term suspension recommendation 23STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 27: Use of Fireworks The use of fireworks on a school campus or at a school-related activity is prohibited. First Offense: Second Offense: Suspension: 10 days and probation Long-term suspension recommendation Rule 28: Use and/or Possession of Alcohol, Controlled Substances or Unauthorized Drugs or Substances. The possession or use of nonprescribed narcotic drugs, hallucinogens, marijuana, or any unauthorized drug or substance is a violation of district policy. In addition to suspension, students must show proof of having enrolled in an approved drug/alcohol counseling program prior to reinstatement. Police notification required for possession of a controlled substance. First Offense: Suspension: 6-10 days with verification of enrollment in a required drug/alcohol counseling and/or treatment program. Failure to complete the prescribed drug/alcohol counseling plan will result in an expulsion recommendation. Second Offense: Expulsion recommendation Rule 29: Participation in Prohibited Clubs, Street Gangs, Fraternities, Sororities or Similar Organizations Students shall not participate in secret societies or organizations of any kind while on school property, at school-sponsored activities, or while on the way to or from school. Street gangs, hate groups, cults, or similar groups, whether organized in the community or in other settings, are prohibited on school grounds or at any school-sponsored activity. Behaviors such as the use of signs, signals, visible body markings/ adornments, verbal or written language that connotes street gang affiliations and/or membership in other prohibited groups/or organizations at school or at school-related activities are prohibited and will be considered to be in violation of this rule. First Offense\nSecond Offense: Third Offense\nMandatory parent/student conference and participation in the Student Assistance Program Suspension: 6 days and probation Long-term suspension recommendation 24 25STUDENT CONDUCT CODE STUDENT CONDUCT CODE OFFENSES CATEGORY 3 Rule 35: Possession of Firearm Students found guilty of Category 3 offenses shall receive an expulsion recommendation. The Little Rock Police Department shall be immediately notified and violators will be prosecuted to Ae fullest extent of the law. A calendar year expulsion is required, by law, for firearm and weapons violations. The act of possessing a firearm, on school district property or at a school- related event, whether loaded or unloaded, without written permission from a school authority is prohibited. Expulsion shall be for a full calendar year. A firearm as defined in the US Code means: Rule 30: Use of Multi-fingered Rings, Chemical Agents, or Laser Pin Lights The use of pepper spray, mace or similar chemical agents, laser pin lights or multi-fingered rings on school district property is prohibited. Rule 31: Arson The willful and deliberate burning of or attempting to bum school property is prohibited. Rule 32: Drug/Alcohol Sale or Distribution The sale or distribution of alcohol, marijuana, nonprescribed/ prescribed drugs, hallucinogens, or similar substances is prohibited. Students expelled for this violation shall be required to submit proof of the successful completion of drug/alcohol counseling and/or treatment program prior to petitioning the Board, for reinstatement. Rule 33: Physical Assault on Staff The act of striking or attempting to strike a teacher or other school personnel shall not be tolerated. - any weapon which will or is designed to or may readily be converted to expel a projectile by the action of an explosive\n- the frame or receiver of any weapon described above\n- any firearm or receiver of any weapon described above\n- any explosive, incendiary, or poison gas (1) bomb, (2) grenade, (3) rocket having a propellant charge of more than four ounces, (4) missile having an explosive or incendiary charge of more than one-quarter ounce, (5) mine, or (6) similar device\n- any weapon which will, or which may be readily converted to, expel a projectile by the action of an explosive or other propellant, and which has any barrel with a bore of more than one-half inch in diameter\n- any combination of parts either designed or intended for use in converting any device into a destructive device and from which a destructive device may be readily assembled. Rule 34: Verbal Abuse of Staff The use of violent, abusive, or obscene language or gestures addressed to a teacher or staff person in a threatening manner shall not be tolerated. 26 27STUDENT CONDUCT CODE STUDENT CONDUCT CODE Rule 36: Use of Weapon Rule 42: Robbery The act of using a weapon or firearm to cause injury or to threaten injury to another person is prohibited. Expulsion for a full calendar year is required by law. Rule 37: Possession or Use of Explosives The possession, use, or threat to use any explosives or other such devices capable of inflicting bodily harm are prohibited. Expulsion for a full calendar year is required by law. Rule 38: Extortion The violent taking of any goods, money or other valuable items from another person by force, threats or with a weapon shall not be tolerated. Rule 43: Terroristic Threatening The act of threatening to cause death or serious physical injury to another person or substantial damage to school property for the purpose of terrorizing another person will not be tolerated. NOTE\nStudents are accountable for their behavior throughout the school year. Any infraction of the rules on the last day of school shall be reviewed for disciplinary action at the opening of the following school term. Obtaining or attempting to obtain money or property from an individual by force or threat of force is prohibited. Rule 39: Unlawful Assembly When three or more students get together with the intent to commit an unlawful act will not be tolerated. Rule 40: Inciting to Riot An act or conduct which results in a riot or which urges others to commit acts of force and violence or participation in a gang fight or similar disturbance at school or at school-related activities is prohibited. Rule 41: Possession of Weapon or Facsimile Weapon The possession of a knife, box cutter, dirk, brass knuckle, martial arts implement, razor, ice pick, BB gun, pellet gun, pump gun, stun gun, blackjack, unauthorized tools, sword, spear in a cane, billie club, sap, facsimile weapon, or any other instrument that is specifically designed, made or adapted, or is capable of inflicting physical injury to another person, is prohibited at school or at any school-related activity. Expulsion for a full calendar year is required by law. 28 29DISCIPLINARY ACTIONS/PROCEDURES DISCIPLINARY ACTIONS/PROCEDURES STUDENT DISCIPLINE PROCEDURE Exclusion from Class General Rules Reduction of Sanction: The Superintendent, an Assistant Superintendent or the Principal may at any time reduce the sanction imposed against a student. Reduction of the sanction does not affect the student's right to appeal the lesser sanction. Time: Where a time period (e.g., 24 hours or 48 hours) is established for the taking of some action, Saturdays, Sundays and student holidays shall not be counted. Students 18 or Older\nStudents 18 years of age or older may act on their own behalf and shall not be required to be represented by a parent or guardian as otherwise provided in these rules. The District reserves the right to notify the parents of students 18 years or older so that they may participate in the discipline process. Record of Proceedings: No audio, video or stenographic recording of any kind shall be permitted for any conference or hearing except as provided for in these rules. Failure to Appear at an Appeal Hearing: The failure of the student and his parent or guardian to appear at an appeal hearing as provided for in these rules shall be considered a waiver of the student's right to appeal. The LRSD representative hearing the appeal shall determine if good cause exists and if an appeal hearing will be rescheduled. The Board agrees that all teachers have the right to exclude a pupil from class when his/her presence is intolerable to the learning process. Under such circumstances, the student will be referred to the principal. Within forty-eight (48) hours of the exclusion, a meeting will be arranged by the principal. Such meeting shall include: the principal, the teacher, the pupil's parents and any specialist deemed necessary by any of the parties. Following the meeting, the principal and teacher will make a joint decision on the disposition of the case. In the event the teacher and principal do not reach a joint decision, the matter shall be referred to the appropriate Assistant or Associate Superintendent. In a secondary school, if the student is excluded from the same class a second time, he/she may be dropped from that course for the remainder of the semester or school year. If the student continues to be disruptive to the learning process in his/her new environment, placement in an alternative setting or a recommendation for expulsion for the remainder of the year is in order. (PN Agreement, pp. 56-57) School Detention The principal or designee has the authority to assign students, with notification to the parent/guardian, to before or after school detention. Detention should not extend beyond two (2) hours before or after school. Transportation for students to serve detention is the responsibility of the parent or guardian. Saturday School Definitions Sent Home A sent home is used to establish contact with a parent/guardian to resolve problems that do not require suspension. It is used only for a short period of absence, not to exceed 24 hours, and its purpose is to have the parent come to the school for a conference with an administrator within 24 hours. Telephone conferences are acceptable at the discretion of the principal. The principal or designee has the authority to assign students to Saturday School, with notification to the parent/guardian, for repetitive misbehavior that has not been corrected by other sanctions. Saturday School may be assigned in lieu of detention hall or prior to an in-school suspension or short-term, out-of-school suspension. Transportation for students to serve Saturday School is the responsibility of the parent or guardian. 30 31 LDISCIPLINARY ACTIONS/PROCEDURES DISCIPLINARY ACTIONS/PROCEDURES In-School Suspensions An in-school suspension is usually issued to the student by the school for minor misbehaviors in lieu of or prior to a short-term, out-of-school suspension based upon the building principal's recommendation. Expulsion An expulsion is the exclusion of a student from school attendance for A. B. C. D. E. F. G. Each in-school assignment may be from 3-5 days. In-school suspension assignments should not exceed five (5) days for any one offense. In-school suspensions should not exceed 15 days per semester. Students may not attend in-school but twice for the same offense. The same process for imposing short-term suspensions are applicable to in-school suspensions. The building-level principal's decision is final in the appeal process governing in-school suspensions. Students are not allowed to participate in school-sponsored extracurricular activities while serving an in-school suspension. extremely serious violations of district policy. Expulsions are issued by the Board of Directors for the duration of the current school year and until reinstated by the Board of Directors. The student is also denied the right to take part in or attend any school function during the expulsion until reinstated by the Little Rock School District Board of Directors. Expulsions for handgun and weapons violations shall be for one calendar year. In lieu of being expelled from the District, students may be assigned to an alternative educational setting. Note: Students on a short- or long-term suspension, or expulsion, are not perniiilcd on school campuses or District-sponsored acti\\ itie\nduration of suspensions without the permission of a school admtntsirator. Disciplinary Probation s during the NOTE\nStudents must be reinstated on the following day after serving an in-school suspension. Students will then be eligible to participate in extracurricular activities. Any student who has been involved in a violation of school rules may be placed on disciplinary probation by the Board of Directors, the District s Hearing Official, the building principal, or his/her authorized designee in addition to or in lieu of suspension. Probation should be for a definite time period during which critical examination and evaluation of the student's behavioral progress shall take place. Short-term Suspension A short-term suspension is used to exclude students from school attendance for a period of 3-10 days for violations of classroom, building or transportation rules. Long-term Suspension A long-term suspension is the exclusion of a student from school attendance for serious violations of disciplinary policies for a period in excess of ten school days. In lieu of being long-term suspended, a student may be assigned to an alternative educational setting. Students may be placed on probation against the recurrence of the same offense or a combination of offenses that are injurious or disruptive to the school's operation. Students who violate their probationary status may be recommended for Long-term Suspension or Expulsion. Students who are placed on strict probation by the Board of Directors and who violate this probation will be recommended for Expulsion. During the probationary period, the student may be denied the privilege of participation in or attendance at all extracurricular activities. 32 33DISCIPLINARY ACTIONS/PROCEDURES DISCIPLINARY ACTIONS/PROCEDURES The parent/guardian and student will be notified by the Hearing Official and/or the building principal/designee prior to placing the student on disciplinary probation. The terms of probation, the length of the probation, and the consequences for violating the probation will be discussed in a formal conference with the student and the parent. Written documentation bearing the parent and student signatures will be kept on file as official verification of the probationary status and the probationary period. The student will be removed from probation if, at the completion of the probationary period, satisfactory adjustment has been made as outlined in the probationary agreement. Physical Restraint Any school employee may use such physical force as is necessary to restrain or control a student who poses a physical threat to another person or persons. This school employee upon such action shall\n(A) immediately, or as soon thereafter as possible, notify the principal of the incident\n(B) provide a written report of the situation indicating why such action was deemed necessary\nand (C) the principal or his/her designee shall inform the parent legal guardian of the incident via the appropriate disciplinary reporting form. Emergency Removal A building administrator may remove a student without an informal hearing if it is determined that the student's continued presence poses an immediate danger to persons or property or may substantially disnipt the school's orderly operation. A written notice shall be provided to the parent explaining the reason for the student being emergency removed from school. Whenever a student is removed under these conditions, a parent/guardian shall be notified when the informal suspension hearing will be held. This hearing will normally be provided within three (3) school days. Parent/Guardian Notification of Suspension/Sent Home Every reasonable effort will be made by school officials to notify the parent/guardian of a suspension and the reasons for the action before the student is sent home. In no case should a severely handicapped student be sent home before a parent/guardian contact is made. Parents should be informed that a student suspension includes a loss of opportunity to participate in any school-related activity. The student is also prohibited from entering any Little Rock School District school or other District properties without prior authorization of the principal or designee. Make-up Work During Suspension Classroom assignments and tests may be made up for the first suspension period, only. The work must be completed within five days following a short-term, out-of-school suspension. Parents may request and pick-up assignments during the suspension period. All assignments must be requested no later than 48 hours after the return from the suspension and work completed and submitted within five (5) school days of returning from the suspension. Since students on a short- or long- term suspension are not permitted on a school campus, make-up work referenced m this policy must be completed at the student s residence. Loss of Academic Credit - Expulsion A student shall lose all academic credit for the semester(s) in which the expulsion occurs. Student/Parent Reinstatement Conference A conference should be held with the parent and the student to seek resolution of the misconduct and to consider reinstatement following a short-term suspension. The parent and administrator should agree on a mutually satisfactory time for the conference. If the parent does not request a conference by the end of the suspension, the appropriate administrator shall initiate contact. The building administrator may select an alternative means for a reinstatement conference if the parent/guardian is unable to attend. 34 35DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES The LRSD is committed to providing fair and equitable treatmem to Short-Term Suspensions students in academic and disciplinary matters. A section of the New Desegregation and Education Plan (1998) dealing with discipline states: LRSD shall implement programs, policies and/or procedures designed to ensure there is no racial discrimination with regard to student discipline. The principal of a school may suspend a student from school for a period of three (3) to ten (10) school days. Before a short-term suspension is imposed, the following process shall be followed: 1. LRSD shall strictly adhere to the policies set forth in the Student that all students are disciplined in a fair and Handbook to ensure equitable manner. 2. LRSD shall purge students' discipline records after the fifth grade and . ______ nrcrin Qnrl 3. offenses, arson and eighth grade of all offenses, except weapons robbery, unless LRSD finds that to do so would not be in the best 4. interest of the student. 5. LRSD shall work with the students and their parents to develop behavioral modification plans for students who exhibit frequent misbehavior. 6. Before leaving school, the student must be provided an informal conference to give his/her side and to hear the evidence upon which the administrator has based his/her decision for the suspension. During the informal conference, the Principal shall advise the student orally or in writing of the alleged offense(s). The informal conference need not occur before a student is removed from school, where circumstances justify emergency removal (see p.31). The LRSD has established the position of \"ombudsman\" who wdl serve as a parent/student advocate. The ombudsman will assist the District by ensuring that students are aware of their rights pursuant to the Student Handbook. The ombudsman will also act as an advocate on behalf of students involved in the discipline process by investigating parent and student complaints of race-based mistreatment and by attempting to achieve equitable solutions. It you need assistance, call 324-2014. 7, 8. 36 During the informal conference, the student is not entitled to an attorney, to have wimesses, or to cross-examine witnesses. If the administrator determines there is sufficient evidence to support a short-term suspension, the student must be given a written statement of the charge(s), and parents must be notified promptly. The administrator shall make every effort to notify the parent/guardian by phone, within 24 hours of the student being suspended. Written notice of suspension, the offense(s) and an explanation of the appeal process shall be mailed to the student's parent or legal guardian at the student's address of record, within 36 hours of the suspension. The notice must explain the procedure for the student s reinstatement. 9. If the student disagrees with the school's charge(s) and evidence, he/she may appeal the suspension to the Building-level Disciplme Hearing Committee. If the student is under 18, a parent or guardian must come with him/her to the conference. 37DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES Short-term Suspension Appeals Procedure The process below shall be followed for the appeal of a short-term suspension\n10. The Student Hearing Office will schedule an appeal hearing as soon 1. Anv student who receives a short-term suspension and desires to appeal, must do so within twenty-four (24) hours after receiving the suspension. 2. The student's parent or guardian shall within 24 hours of the student as practicable, not to exceed 10 school days. 11 At the hearing, the Principal, Assistant Principal or his/her designee shall present to the Hearing Officer the evidence supporting the charge. The student shall be represented by his or her parent or guardian\nno attorneys will be permitted. Once the student or his behalf of the student, the 3. 4. 5. 6. 7. being notified of the short-term suspension, give notice to the parent/guardian has responded on Administration shall then have an opportunity to reply. principal, in person or by phone, of the student's desire to appeal the 12. Following the Administration's reply, the Hearing Officer shall render short-term suspension. his or her decision. Written notice of the decision shall be provided to A request to appeal beyond the building principal/designee should be made to the principal. The principal will notify the Building-level Hearing Committee of the parent's/guardian's request. The merits of the appeal will be determined by the Building-level Hearing Committee before a hearing conference is scheduled. If an appeal is granted, the student will be allowed to continue bus transportation and his/her regular educational program until the appeal process has been completed and a made by the Student Hearing Officer. A hearing shall be scheduled with the Building-level Hearing Committee, on appeals that are granted, within two school days of the A date of the suspension. final decision has been At the hearing, the Principal or Assistant Principal or his/her designee shall explain to the Building-level Hearing Committee the evidence to support the offenses. The student shall be represented by his or her parent or guardian\nno attorneys will be permitted. Once the student or his parent or guardian has responded on behalf of the student, the Administration shall then have an opportunity to reply. Following the Administration s reply, the Building-level Hearing Committee shall render a decision. 8. The written notice of the decision shall be provided to the student and the parent/guardian at the conclusion of the hearing and shall be provided to the Principal. 9. A request for an appeal beyond the Building-level Hearing Committee ..XT T^nr\"\\ TT_-J...... i-Vto shall be made within 24 hours to the LRSD Heanng Officer, the Superintendent's designee. The parent/guardian should call 324-2170 to schedule an appointment. 38 the student's parent/guardian and the Principal at the conclusion of the hearing. The decision of the Hearing Officer is final. Long-term Suspension/Expulsion Recommendations Before a long-term suspension or expulsion is recommended, the following process shall be followed. 1. 2. The student shall be informed orally or in writing of the charges against him/her including a summary of the evidence upon which charges are based and be given an opportunity to give his/her side of the story. expulsion recommendation A copy of the long-term suspension or expulsion recommendation stating the offense(s) and an explanation of the appeal process shall be delivered or sent by certified mail to the parent or guardian at the student's address of record within 36 hours following the principals decision to recommend a long-term/expulsion. 3 The student's parent or guardian should within 24 hours, not to exceed 72 hours, of the student being notified of the long-term suspension/expulsion recommendation, give notice, in person or by phone, of the student's desire to appeal the recommendation to the LRSD Student Hearing Office {324-2170}. 4. A prompt hearing shall be scheduled by the Hearing Officer as soon as practicable, not to exceed 10 school ^ys from the date of the long- term suspension/expulsion recommendation. 5. The student is entitled to representation by a lawyer or lay counsel. 396. 7. 8. 9. DUE PROCESS PROCEDURES If the student will be represented by an attorney, written notice of representation must be provided to the LRSD Hearing Officer at least 48 hours before the hearing. The Administration reserves the be represented by an attorney at any hearing where the student will be represented by an attorney. If notice is not given, the AdministraUon shall be entitled to have the hearing rescheduled to a date and time when an attorney can be present on their behalf. A formal hearing shall be provided to the student by the Hearing Officer. The following guidelines must be adhered to: A A. A list of witnesses who will furnish information supporting the principal's recommendation, as well as those who will appear at the hearing, will be made available to the student by the building principal prior to the formal hearing at the Student Hearing Office. B. The Hearing Officer or his/her designee presides at the hearing. The student will have the factual basis for the alleged offense(s) read to him/her by the Heating Officer and will be asked if the facts are true. C. If the student admits to the truth of the factual allegations, the Hearing Officer or his/her designee will proceed with the hearing for determination of any disciplinary action. At the hearing, the principal or his/her designee shall present evidence of the events and circumstances to support the recommendaUon for long-term suspension/expulsion. The presentation will include statements, documents, and other evidence by and on behalf of the school from people who witnessed the alleged offense(s) and from others involved. Presentation of statements, documents, and other evidence by and on riCdCiuauuu ------------ , , behalf of the student may be presented if the student so desires. The student may testify and may offer the statement of others. However, the student may not be required to testify. The student may present witnesses on his/her behalf. 10. The Hearing Official may permit cross-examination of witnesses. The cross-examination may be limited if the Hearing Officer believes it is abusive or interferes with the conduct of an orderly heanng. The student or his/her representative can make any desired statement or present evidence which might influence the decision in his/her favor. 11. The Hearing Officer may ask questions. 40 DUE PROCESS PROCEDURES 12. Based on the written and oral evidence, the Hearing Officer determines the disciplinary action to be taken. Written notice of the decision shall be provided to the student's guardian and the school s administrator at the conclusion of the hearing. 13. A record of the hearing will be kept, and if a written request is made, the parent or legal guardian will be furnished a record of the hearing. 14. The student will be advised of his/her right to appeal the decision to the appropriate Assistant Superintendent. The Hearing Official will schedule the long-term suspension appeal with the Assistant Superintendent. The final level of appeal is to the Little Rock School District Board of Directors. 15. If the long-term suspension is upheld by the Assistant Superintendent, the student may appeal the decision, by giving notice, in person or by phone, to the Hearing Official within 24 hours of the Assistant Superintendent's decision. 16. If a long-term suspension is to be appealed to the Board, the student must give notice to the Hearing Official who will schedule the appeal for the next regularly scheduled meeting of the LRSD Board of Directors. 41DUE PROCESS PROCEDURES DUE PROCESS PROCEDURES Due Process Chart Suspension Length Short-term (3-10 days) Long-term (11 days or more, up to a semester) Expulsion (Balance of school year or permanently) Who Suspends The Principal has the authority to suspend for 3-10 school days School Principal recommends to Hearing Officer Recommendation from Principal and Superintendent to the Board of Directors Due Process (Student Rights) LONG-TERM SUSPENSION/ EXPULSION HEARING PROCEDURES Board of Directors 1. Principal or Assistant Principal 2. Building-level Discipline Committee for decision of Principal 3. Assistant Superintendent for decision of Hearing Officer 4. Notice of charges (written) 5. Right to present your side 6. Right to present evidence 7. Right to impartial hearing 8. Right to take your case to a higher power 9. Right to be present at Board of Directors hearing 10. Right to counsel 11. Right to observe evidence 12. Right to question wimesses 13. Right to present evidence 14. Appeal to judicial system Only the Board of Directors is authorized to expel a student from the Little Rock School District. All appeal hearings for students recommended for expulsion will be conducted by the Board. An expelled student loses all academic credit. 1. 2. 3. 4. You should understand what kind of behaviors make suspensions/expulsion recommendations possible, the difference between the two terms, your rights, and the procedure for appeal. Students should remember that the Board may consider prior disciplinary incidents in reaching a decision. Read the above chart carefully. 5. Notice of date, hour, and place where the School Board will consider and act upon the long-term suspension/expulsion recommendation shall be hand delivered or sent by certified US mail, to the smdent's parent or legal guardian. The hearing shall be conducted at the next regularly scheduled meeting of the LRSD Board of Directors. In cases where both the parent and the District representative agree, the hearing may be scheduled for another time. A list of wimesses who will furnish information supporting the principal's recommendation, as well as those who will appear at the hearing, will be made available to the student as soon as practicable, at least 24 hours prior to the Board hearing. The President of the School Board or his/her designee presides at the hearing. The student will have the factual basis for the alleged offense(s) read to him/her by the presiding officer of the Board, or his/her designee, and will be asked if the facts are true. A. If the student denies the truth of the factual allegations or is not present, the Board will proceed with the hearing for its factual determination. B. If the student admits the truth of the factual allegations,then the Board will proceed with the hearing for determination of any disciplinary action. The smdent is entitled to representation by a lawyer or lay counsel. Written notice of representation must be provided to the Superintendent's Office 48 hours before the Board hearing. If the student fails to provide notice, the Administration shall be entitled to have the hearing rescheduled. 42 436. DUE PROCESS PROCEDURES At the hearing, the principal or his/her designee shall present evidence or circumstances for the recommendation for expulsion. The procedure may include: A. Presentation of statements, documents, and other evidence by and ricacjuaiivii vi eiuivi.iv-.vu, ------------------------- , behalf of the District from people who witnessed the alleged on behalt or me uisinci num o ofTense(s) and others involved. Members of the Board and the student may ask questions. B. Presentation of statements, documents, and other evidence by and on behalf of the student, if the student so desires. Members of the Board may ask questions. C. The Board votes on the question of whether or not the student had committed the specified offense(s) and announces its decision. If the vote is the affirmative, the procedures continue. 7 The student may testify and may offer the statements of others. The student will not be required to testify during the hearing. 8. The presiding officer may permit cross-examination of witnesses. The cross-examination may be limited if the presiding officer believes it is VI ...y--------- * 1 I U abusive or interferes with the conduct of an orderly hearing. 9. Factual determination by the Board of any punitive action to be taken. A. The student's records and disciplinary background can be made available to the Board members. B. The Superintendent makes a recommendation to the Board. C. The student or his/her representative can make any desired statement or present evidence which might influence the Boards decision in his/her favor. D The Board votes on any disciplinary action to be taken and announces its decision. The Board may go into executive session to discuss the evidence before making a decision. A record of the hearing is kept, and if a written request is made, a parent or legal guardian will be furnished a written record of the hearing. Note: The District may at any time during the discipline process decide to assign a student to an alternative educational setting in lieu of removing the student from the District. No formal appeal process exists for such a decision. 44 DUE PROCESS PROCEDURES Readmission from Expulsion or Long-term Suspension Long-term Suspension - All students who receive a long-term suspension , -I J__X IT____PorAnfc nrp be reinstated through the Student Hearing Office. Parents are must be reinstated througn me aruucni nwiwg vuwv. . requested to call the Hearing Office to schedule a reinstatement conference prior to the beginning of the new semester -- student is eligible to return. A letter of reinstatement must be presented at the time the student seeks a school assignment and/or school enrollment. or the school year in which the Expulsion - Expelled students must petition the Little Rock School District Board of Directors for reinstatement to the Little Rock School District at the end of the expulsionary period. Students who desire to petition the Board for reinstatement must contact the Student Hearing Office to indicate that intent. NOTE: Students who have been long-term suspended or expelled for weapon violations and/or other violent-related offenses must con^letc a Conflict Mediation Training Program prior to being reinstated to the District. 452 1 DUE PROCESS PROCEDURES Seek help from counselor Go to Assistant Principal 3 Principals Office 4 6 ALTERNATIVE EDUCATION PROGRAM The Little Rock School District believes all students can leant and should Go to teacher Building Discipline Committee 5 Downtown Contact Student Hearing OtTicer (324-2169) 3 s What to do when things go wrong Call appropriate Assistant Superintendent (324-2000). 7 have the opportunity to reach their maximum potential. A safe, orderly, and supportive learning environment is imperative to provide this opportunity. The District also recognizes that some students' academic and leammg styles can best be met through placement in an alternative education program that provides differentiated academic, self-paced, and social skills instruction in order to facilitate student learning. Go outside the school system.... 9 8 VJ Preaant your caM to Board o( Dlractora ...the courts See Superintendent of Schools (324-2012). The District's Alternative Education Programs (Alternative Learning Center-ALC, and Alternative Learning Environments-ALE) provide alternative settings to meet various students' behavioral, social, academic, and personal needs, and are tailored to a varied population of students with different needs. A student shall be placed in an alternative program when it is reasonably believed that his/her presence in the regular classroom program presents a danger of physical harm to the student and/or other individuals, or when the student's pitjrotvui *ii**x** vv' ------------------------------- _ 4.U instructional and academic needs are not being met m the traditional classrooms. What to do when things go wrong The procedure for referring a matter to the Board is to address a letter to the Alternative Learning Center 1 lie UIUVVWUIV 4V/I *wxw****^ * ------- Board in care of the Superintendent of Schools. The followmg actions may DUdlU UI veuv VI UIV --------------------------------- - J * 4 taken through the appeal process as outlined beginning with the step mdicated. Program Description 1. 2. 3. 4. 5. Student/Teacher Problem Start at Step 1 and proceed through 8, if necessary. Student/Student Problem Start at Step 1 and proceed through 8, if necessary. Parent/School Problem Start at Step 4 and proceed through 8, if necessary. School Short-term Suspension Appeal Start at Step 4 and proceed through 6, if necessary. Citizenship Grade Appeal Start at Step 4 and proceed through 6, if necessary. The District provides a supervised disciplinary management and alternative setting for the student who violates the conduct codes in the Student Handbook or who is released from correctional or residential facilities. The Alternative Learning Center (ALC) is a structured program for 6-12th grade students designed to modify a student's behavior to comply with the District's handbook and to provide opportunmes for academic success. ALC is also designed to help students reach their full potential by providing a consistent and highly structured alternative instructional environment with the use of computer-based instructions, textbooks, and supplemental materials. This program provides students individual and group counseling. behavioral modification sessions, and other recognition opportunities. 46 47 ALTERNATIVE EDUCATION PROGRAM ALTERNATIVE EDUCATION PROGRAM The academic program for ALC focuses on the core curriculum. Courses of study will enable the student to perform at grade level and will include Enghsh, rnath, science, social studies, and physical education. Classes are limited in size and ^e designed to meet the student's individual needs. The student must comply with the terms of placement and meet individual behavior management and academic expectotions prior to returning to the home campus. A student placed at ALC is prohibited from attending or participating in school- sponsored or school-related activities. A student who committed a Category 2 Offense and was placed at the ALC, who has met all criteria for high school graduation at the end of the school year will be permitted to participate in the graduation ceremony. A student who has committed a Category 3 Offense will not be permitted to participate in the graduation ceremony. In addition, a student assigned to ALC shall not be allowed on other District property unless permission is granted by the individual school's administration. Placement in Alternative Learning Center Upon being assigned to ALC by the Student Hearing Office or by the Board of Directors, a student may be placed at ALC for a minimum of a semester and up to a year depending on the category of the violation. The parent/guardian and student are required to attend an intake conference with the Centers administration. The intake conference process will outline with the parent and child the required rules to be observed, the expected behavior and goals to be achieved, and the criteria needed to earn an exit conference at the end of an enrollment period. An exit conference will be granted to a student at the end of his/her enrollment period to determine placement for the next semester or next school year. A student's assignment to the setting may be extended if it is determined by the exit committee that the student's presence in the regular classroom or campus presents a danger or harm to the home school or if the Student has not demonstrated success with ALC's rules and expectations. A student may also be referred to the Student Hearing Office as outlined in procedural due process for repeated misbehaviors and serious violations. ACCELERATED LEARNING CENTER Program Description The Accelerated Learning Center (ACC) is an alternative high school program within the Little Rock School District. The purpose of the program is to address the learning needs of students who are potential high school dropouts. The ACC offers a non-traditional instructional program that combines text-based learning with computer-assisted instruction. This instructional model allows students to progress at an accelerated pace to complete graduation requirements. Instruction is individualized to address each student's learning needs. Students may earn a diploma based on demonstrating competency in a modified core curriculum, or earn a General Education Diploma by completing the GED course of study. The academic program offers core courses in English, Math, Science and Social Studies as well as Health, Physical Education, Communication, Keyboarding, and Fine Arts Survey. Students in the ACC also have the opportunity to participate in Metropolitan Career and Technical Center programs. Teachers act as facilitators of learning to assist students in completing graduation requirements. Class size is limited to enable teachers to work with students individually. Students are required to complete a full year of credit in 6 weeks. Student instruction and progress is self-paced. A flexible schedule is offered to allow students maximum opportunity for attending classes. A four (4) hour minimum time is required daily and students must attend five (5) days a week. Because certain apparel and accessories may endanger the safety and welfare of * .... 1 1 _1 J_________TT.ici others, the ALC does observe an additional and required dress code. The dress code has served to foster an attitude of respect for authority and minimized class disruptions while it promoted an atmosphere conducive to learning. Transportation to ALC is provided by the District and is coordinated at the alternative site during the intake process. 48 49 Lalternative education program ALTERNATIVE EDUCATION PROGRAM Accelerated Learning Center Student Eligibility Criteria The criteria for student admission include the following: Classification as a high school sophomore, junior or senior Not age appropriate for grade level and has not earned sufficient credits to graduate on time with his/her class A discipline history of no category two or three offenses within one year of application for entry into the program Has demonstrated one or more of the following characteristics\nPoor school attendance Failure of two or more courses Currently being pregnant or teen parent Economically disadvantaged Qualifying for services under IDEA or 504 Has not advanced from one grade level to the next in one or more school years Attained a minimum of five (5) credits . Completed an application for program entrance Signed a participatory contract upon acceptance into the program Students must complete an application and interview process prior to acceptance in the program. The ACC has open enrollment and open exit. anrUu fnr admi.ssion throughout the year. The interview Students can apply for admission process includes a number of questions directed toward the prospective ___ _____I rUrlrra fkia CfuHpnt student to gain further information and knowledge of the student. Academic records are reviewed to determine the program of study to be implemented. As students complete the program of study and satisfy graduation requirements, they may exit the program. Students enrolled in the ACC program, who complete graduation requirements, currently receive a diploma from the home school (i.e.. Central, Fair, Hall, McClellan, and Parkview). Students classified as seniors are able to participate in senior activities with the home school. Students are \u0026lt;UV CIVIV W HVi2-rMV*' *** wvr**.--- ------------ not allowed to participate in athletic programs or other student organizations. ACC students have the services of a GED/At-Risk Coordinator who is responsible for getting students ready for the GED course of study and test. This individual is also responsible for making home visits and addressing student issues, which may hinder progress in the classroom. career A Job Coordinator is also on staff to provide students with information. This individual schedules student seminars to enhance the employability skills of ACC students\nsupervises students involved in workstudy programs\nprovides prospective employment information\nand assists students with finding employment. The district does not provide transportation for students enrolled in the ACC. 50 51ATTENDANCE POLICY AND PROCEDURES ATTENDANCE POLICY AND PROCEDURES 7. When a student who is fourteen or older has missed more than seven (7) consecutive days without approval of the principal or assistant principal, the school attendance secretary shall notify the Arkansas Department of Finance and Administration (DF\u0026amp;A). DF\u0026amp;A rnay suspend the student's driver's license until the student provides satisfactory evidence that he or she is attending school or has reached age eighteen. WARNING\nThe District will count three (3) full-day absence. or more class absences as a Classes Missed for Participation in School Functions Students or groups of students who participate in school-sponsored activities that are approved in advance by the appropriate assistant superintendent and/or the building administrator will not be counted as absent during the class penods missed due to that participation. Absences Excused for Other Reasons guardians to observe religious Students may be excused from classes upon written request from parents or guaiuioio vv or specific holy days, which are not schoo - related. Such absences, if approved by the principal in advance, will not result in loss of credit. I 54 Students may be excused from classes for medical or dental appointments\nrequired court appearances upon presentation of documentation by the court\nabsences due to family emergency in cases of serious illness or death within the immediate family\nor other reasons acceptable to the principal. Absences for college or job interviews for seniors, with approval by the principal, may be excused. Absences Due to Disciplinary Sanction When a student is suspended from school or sent home pending a conference, the absence shall not be counted as an unexcused absence. The absence will be coded to reflect the type of sanction. If the student remams out of school for a period of time in excess of the number of days of suspension or sent home notice, those days will be unexcused absences. Make-Up Work Students may only make up work due to excused absences and the first short- llio IIMJ WlllJ liitxxxw Wjz ---------------------------- ------- out-of-school suspension. It is the student's responsibility to request make- term, suspension, it tne sruuenis icspuiiaiumijr ------ up assignments upon returning from excused absences. Teachers will determine a reasonable amount of time for the completion of make-up work following excused absences. If make-up woik is not requested within two (2) days of returning from an excused absence, the student forfeits the opportunity to make up work missed. 55r ATTENDANCE POLICY AND PROCEDURES ATTENDANCE POLICY AND PROCEDURES 1. 2. 3. STUDENT LEAVE TARDY POLICY Extended illness is considered an extenuating circumstance under the Little Rock School District's attendance policy. A student shall not be excluded from the school's education program, including any class or extracurricular activity, on the basis of marriage, pregnancy, childbirth, termination of pregnancy, or recovery from pregnancy, unless the student requests voluntarily to participate in a separate program or activity of the school. The school may require a pregnant student to obtain a physician's statement to certify that the student is physically and emotionally able to continue participation in the normal educational program or activities so long as the same requirements are made of all students for other physical or emotional conditions requiring the attention of a doctor. Whether or not a pregnant student leaves school is up to the student, her parents, and her doctor. After the birth of an infant, the student may return to school. However, it is recommended that she receive a physical checkup from her doctor before returning to make sure she is physically able to resume her normal school schedule. Students may be granted leave from school for a religious holiday upon presenting a written request from their parents. DEFINITION A student is tardy when he/she fails to be in the classroom or other assigned location by the time the tardy bell stops ringing. CONDITIONS 1. 2. 3. 4. There are generally no excused tardies. However, an exception will be made if the student is delayed due to official school business or for other reasons approved by the building administrator. Generally, school/class tardiness will not affect a student's citizenship grade. In those cases, however, when the persistent efforts of school personnel fail to eliminate tardiness or if the student refuses to accept an assigned sanction, the citizenship grade may be lowered by a building administrator. The tardy policy becomes effective one (1) week after the opening of each school year to allow students time to learn their schedules. Tardies shall accumulate on a semester basis, rather than on a nine- week basis. 56 57ATTENDANCE POLICY AND PROCEDURES SCHOOL-SPONSORED PROGRAMS/ACTIVI^S PROCEDURES Students with Disabilities 1. 2. 3. 4. On the first tardy, the teacher will record the tardy and warn the student. On the second tardy, the teacher will refer the student to the building administrator. The building administrator may elect one of the two following procedures, based on conditions existing in his/her school. A disciplinary sanction will be assigned from the following alternatives: A. Required parent conference. B. Early morning or afternoon detention. On third and subsequent tardies, a disciplinary sanction will be assigned from the following alternatives: A. Required parent conference. B. Early morning or afternoon detention. C. Short-term suspension. D. Saturday School. E. In-school suspension. The Individuals with Disabilities Education Act and Arkansas Act 102 students with disabilities a free, appropriate public education in the guarantee students with disabilities a tree, appropnaic puunv least restrictive environment. In discharging its responsibility to eiKure that students with disabilities are served appropriately, the Little Rock School District makes every effort to locate and identify all students, who may be disabled through Child Find Activities. Procedures consistent with state and federal regulations are utilized in referring, evaluatmg, and delivenng specialized instruction and related services to students with disabilities. To be eligible for special education, a student must have an identified disability which results in an adverse effect on educational performance and the corresponding need for special education. Appropriate services are provided for students with the following disabilities\nDeaf-Blindness Hearing Impairment Mental Retardation Multiple Disabilities Orthopedic Impairment Other Health Impairment Serious Emotional Disturbance Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visually Impairment Autism Once eligibility has been established, a program is designed which meets the individual needs of the students. 58 59SCHOOL-SPONSORED PROGRAMS/ACTIVITIES rS SCHOOL-SPONSORED PROGRAMS/ACTIVITIES PROGRAMMING LEAST RESTRICTED ENVIRONMENT Programming consists of the development and review of an Individual Education Plan (lEP) for each student receiving special education and related services. It is the responsibility of the Educational Management Team to review all data compiled during the referral/evaluation process. The lEP must be completed prior to placement of smdents in special education and related services. During the process of programming for the placement of students with disabilities, the team must: the maximum extent appropriate, students LRSD policy ensures that, to the maximum extent appropriate, sruucius with disabilities are educated with students who are not handmapped^ A full continuum of services is available in the District. Determination of the least restrictive environment shall be made on an individual basis, taking into account both services(s) needed and the program placement which would be most conducive for learning to occur. Based on the programming team s recommendations of needed special education and related services, it shall be the responsibility of the special education administrator(s) to locate and 1. 2. provide special education and related services based on the student's lEP\nand, determine, at least annually, the need for continued placement in special education. place a student in the most appropriate school/site. Curriculum for students with disabilities must be designed to meet individual needs and to include appropriate sections of the general curriculum. Modifications in materials, methods of instruction, and/or curriculum must be made to assist the student with a disability. District policy has been developed regarding graduation requirements for students with disabilities. DISCIPLINING STUDENTS WHO ARE HANDICAPPED WITHIN THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA) GUIDELINES PROCEDURAL SAFEGUARDS The District recognizes there are times that students with disabilities will need to be disciplined as a result of inappropnate and/or unpredictable behavior which interferes with his/her personal or educational welfare or the welfare of others. Specific procedures have been developed and must be used when determining the type of disciplinary action(s) for these students and for students suspected of having a handicapping condition. Procedures are identified in Appraisal Guide for Special Education, Districts Guidelines for Students with Disabilities covered under Section 504 ot the There are a number of specific procedures written into the law and expanded in the regulations to protect the rights of students and parents. These safeguards include: due process, nondiscriminatory testing, least restrictive environment, native language, confidentiality, and the right to representation. For further information, refer to the District's Appraisal Guide for Special Education and Your Rights as the Parents under P. L. 94-142. Federal law and school district policies provide safeguards to ensure that smdents who receive special education services are appropriately placed. Parents are involved in all phases of the process. The District encourages full participation at all conferences in which the educational needs of the smdents are being considered. For further information, contact the Division of Exceptional Children, 324-2180. Rehabilitation Act Procedures Manual. of 1973, and the District's Disciplinary Policies and A student with disabilities who engage in misbehavior and disciplinary infractions is subject to normal school disciplinary rules and procedures so lone as such treatment does not abridge the right to a free and appropna e public education. Care should be taken that any disciplinary action does not in effect constimte a unilateral change m a smdent's receiptofspecKil student with disabilities, an exclusion from school tor education. For a ----------------------- more than ten (10) school days (long-term exclusion) constimtes a change in placement and is subject to procedural safeguards. The Individual Education Plan (lEP) team for a student with a disability will convene to consider whether a functional behavioral assessment and particular discipline procedures should be adapted for that individual student and included in his/her lEP. 60 61SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES After a short-term suspension is imposed on a student with a disability, an immediate meeting of the student's lEP team should be held to determine a manifestation regarding the behavior with a view toward assessing (conducting a functional behavioral assessment) the effectiveness and appropriateness of the student's placement and toward minimizing the harm resulting from the exclusion. The team may need to develop a behavior management plan following the functional behavior assessment. If a long-term suspension or expulsion recommendation is being made, the team must complete a functional behavioral assessment and a manifestation determination before any disciplinary action can be completed. At this point, a special education supervisor must be involved in the process. At no time, may a student receiving special education services be terminated from services for more than ten (10) days in a school year. Contact the Department of Exceptional Children if assistance is needed (324-2180). DISCIPLINING STUDENTS WHO ARE HANDICAPPED WITHIN THE 504 GUIDELINES The school's administration must always consider the student's handicapping condition when applying disciplinary sanctions, especially those which could result in his/her exclusion from a program or activity. The school must conduct an evaluation prior to any action with respect to any significant change in the student's placement. In practical terms, this means that a school must conduct an evaluation of the student prior to administering a disciplinary suspension which constitutes a change in a placement or an expulsion. The primary purpose of the evaluation should be to determine if the student's behavior has any relationship to his handicapping condition. Where appropriate a 504 student should have as part of his/her accommodation plan, a component that addresses behavior. Contact the District's Section 504 Compliance Coordinator if assistance is needed (324-2190 or 324-2171). CHILD NUTRITION PROGRAM The LLiittttllee RRoocckk SScchhooooll DDiissttrriicctt pprroovviidaeess nnuutmriitiioouuss mmeeaaltss aainidu aa vyamr.iveutyj of choices for all students. School lunches provide well-balanced nutrition each day. The goal is to provide one-third of the recommended daily allowance of essential nutrients following these government guidelines: - 1/2 pint of milk, unflavored low fat milk, whole milk, or buttermilk as a beverage - 2 ounces of cooked, lean meat, poultry, fish, cheese, 2 eggs, 1 cup of cooked dry beans, 4 teaspoons of peanut butter, or any combination equal in quantity - 3/4 cup of two or more servings of a vegetable or fruit - 8 servings per week of bread or bread alternate made with wholegrain or enriched flour or 1/2 cup rice or enriched pasta products Each secondary school utilizes the \"offer versus serve\" lunch feeding pattern. This means that each student is offered choices of the following 5 components for $1.50 and must take at least 3 of these from the serving line. Students are encouraged to take all 5! 1. 2. 3. 4. 5. Meat Fruit Vegetable Bread Milk Each day there are at least three choices of meats, fruits, and vegetables. the senior level, a free item offered with these services is a choice of a soft drink in addition to the milk offering. Several other food services are also offered on a cash-only basis at the senior high school: Salad Bars ($1.35 And $2.00) A La Carte (cost by the item) 62 63 L SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES A breakfast program is provided at all schools. Students can purchase meals with money or receive free or reduced lunch cards if they qualify under USDA guidelines. Students not eligible for free or reduced-price meals may also purchase pre-paid lunch cards weekly or for an extended period of time. Applications for reduced or free lunch are distributed at each school all year. Applications are also available each year during registration. Parents are encouraged to apply at that time. Students must reapply each year for free and reduced-price meals according to USDA guidelines. Within 10 school days of receiving your application, the school will let parents know if you are eligible. If your parents/guardians do not agree with the school's decision, they may wish to discuss it with the school. The school's decision may be appealed to the Director, Pupil Services Department, 100 South Arch Street, 324-2162. A variety of nutritious food choices are a part of each student's day in the Little Rock School District. Please avail yourself of the opportunity to participate. Call the Food Service Department with any questions or suggestions at any time. HEALTH SERVICES Every school is assigned a professional nurse. The number of days the nurse spends at the school is determined by the size and level of the school. Parents are urged to inform the school nurse and teacher of any known health conditions a student may have. The nurses are responsible for routine assessment and screening programs. Parents are urged to keep students at home who have fever (above 100.4 degrees), are vomiting, or have any symptom of a contagious disease. Students who become ill or injured at school will be given care. If the administrator and/or health care worker deems it necessary to send a student home, the parent will be contacted before allowing the student to leave school. It is important that every parent provides the school with working telephone numbers. Working parents will need to plan possib e alternative care for their child if he/she becomes ill and the parent is unable to leave work. It is in the student's best interest that when he/she is sick or significantly injured, the parent will take the student home or to the doctor. The health room is for temporary care of students. Medications school or Senior high school students may carry their own prescription and nonprescription medications unless the school nurse /II UIVUIVWW -------------- make the recommendation that medication may not be administrator meoicaiioii uvi carried. In those instances, all medications kept at school in the office or health room must be brought to the school by the parent. The parent is to complete the Health Service Medication Permission Slip (HS 5). The parent and school employee must count and record the amount of medication on the Medication Permission Slip. Medications kept at school will always be under lock and key. The only exceptions to this will be Asthma Inhalers, Epipens, and other selected medications that the nurse and parent mutually agree would be safe for the student to carry. All medications must be in their original containers. When the nurse is present, he/she will administer the medications. The principal will designate \" school employee to administer the medications on days the nurse is not assigned to the building. This designated person will be a Certified Medication Administrator (CMA). a Parents and teachers may request additional screening any time they are concerned about a student. Special Health Needs The screening programs provided by the District include: Vision..................... Scoliosis - Females Scoliosis - Males . Blood Pressure . .. Grade 10 Grade 10 Grade 10 Grade 10 Parents of students with special handicapping conditions which necessitate consideration, such as transportation, classroom placement/adjustments or special procedures in the routine school schedule, should contact the pnncipal of the school, school nurse, or the Division of Exceptional Children. 64 65SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES Immunizations Arkansas law requires that every student entering school for the first time be adequately immunized. This includes all students new to the district. The immunization record must include written proof of at least three (3) diphtheria, tetanus, and pertussis (DTP) immunizations\nthree (3) polio immunizations\nrubella\nand rubeola immunizations. The second rubeola immunization must be given before 7th grade. The last DTP and polio immunizations must be on or after the fourth birthday. Parents of students who have not provided adequate immunization records, will be referred to the municipal court. . If the student does not use their assigned stop for more than two weeks, the parent/guardian must notify their School Transportation Coordinator and Laidlaw Routing Department to prevent its deletion. . Any deleted stop will not be reinstated if an existing stop is within six (6) blocks or .375 miles of a student's address. Only use the stop nearest to your residence unless written permission is obtained from the principal and provided to the bus driver. Athletic Examinations Special Needs Student Transportation It is mandatory that all students trying out or participating in Athletics (inter-scholastic sports), have a physical exam before any activity occurs. It is the parents' responsibility to see that this is provided. Several doctors and clinics in Little Rock are very supportive of the athletic program and cooperate with the school district Athletic Department and Health Services to provide physical examinations. Information concerning these physicals may be obtained from the principal, school nurse or coach. TRANSPORTATION REGULATIONS The goal of the Transportation Department of the Little Rock School District is to provide the safest, most efficient transportation possible for those students who are to be transported between their homes and schools. This process is the responsibility of the entire community and requires the cooperation of all students, parents, school personnel, and citizens who drive on the streets in the presence of the school buses. Students and parents are expected to read these regulations carefully. They must be followed if we are to provide safe, efficient transportation for the students of this District. . Parents/guardians of students who receive specialized transportation are to notify Special Needs Student Transportation when the student will not be riding the bus. . Students who have specialized transportation may be picked up or dropped off at locations other than the home bus stop upon written approval from the Division of Exceptional Children. Students requiting constant care and supervision will not be left unattended when delivered to their homes in the afternoon. Parents or guardians will be responsible for providing the necessary supervision. who observes an incident jeopardizing The LRSD encourages any person . . the safety of the students on a school bus to report the incident to the LRbU Transportation Department. It is helpful when a person can identify the bus by its number when making such reports. Any recommendations that will assist the department in its operation are also encouraged. The telephone number of the Transportation Department is 570-4000. 66 67SCHOOL-SPONSORED PROGRAMS/ACTIVITIES SCHOOL-SPONSORED PROGRAMS/ACTIVITIES EMERGENCY PROCEDURES In an emergency, students should remain calm and quiet and listen for instructions from the bus driver. If the driver is unable to conduct emergency measures, the students should follow the procedures below in leaving the bus\n\"It is declared to be the public policy of the State of Arkansas that all counties municipal corporations, school districts, special improvement districts and all riiuiiiviH r ____ , .. . rnmiinft from liabihtv for other political subdivisions of the state shall be immune from hability for damages. No tort action shall lie against any such political subdivision because of the acts of their agents and employees.! If the exit is through the front door, students sitting in the front seat to the left of the aisle will move out first, followed by those in the right front seat and proceeding in this manner until all seats are emptied. If the exit is through the rear emergency door, those students sitting next to the aisle shall leave first, beginning with those students in the rear of the bus. Parents will be provided with an insurance brochure and application from wtoh 1 r .___, r thpir chi d he level of coverage for their child. The to review and select the appropriate level ot coverage tor tneir cniiu. . brochure will explain the types of coverage available and list the cost associated with each. Completed applications must be returned to the school no later than the third week following the start of school. If a rapid exit is necessary and it is possible to exit from both doors, students in the rear half of the bus should move out the back door, and those in the front half should move out the front door. In the event of an accident resulting in injury, persons injured should, if possible, be moved only under competent medical supervision. You are encouraged to take advantage of this outstanding offer, which provides quality coverage for your student at the very lowest cost to you. For more information on student accident insurance, contact a representative at your school or the Office of Risk Management at 324-2400. STUDENT ASSISTANCE PROGRAM If the bus should be overturned, students should evacuate through windows or through either door. The Student Assistance Program is a comprehensive primary prevention and Upon leaving the bus in an emergency, students are to move immediately off the roadway to a safe distance from traffic. They should not cross the road unless instructed by the driver. for secondary students, operating at all Little Rock includes a early intervention program . School District middle and senior high schools. The program systematic effort to identify, assess, refer, and support studenta with substmce abuse problems and other high-risk behaviors which are interfering with their education and life development. In the event of a tornado or other natural disaster, students should follow the instructions of the bus driver regarding emergency procedures. Upon referral to the program, the student will be interviewed by trained staff n_______tn itivolvB the studcnt lu UH m-school educational Recommendations are made to involve the student in an in-: SCHOOL DISTRICT INSURANCE POLICY miiCIlUdiiuna (uv iii'v.T. --------- . group or a referral is made to a community resource. All contact with the student is kept confidential. Involvement in the program is completely voluntary. The Little Rock School District does not assume liability for accidental injuries sustained by school children on its campuses. Therefore, it is very important that our patrons be made aware of the School Injury Benefit Plan, which is an approved coverage offered through an independent agency. The LRSD does not assume liability for accidental injuries sustained by school children on its campuses. Arkansas School Law 21-9-301 states: 68 69i SCHOOL-SPONSORED PROGRAMS/ACTIVITIES EXTRACURRICULAR ACTIVITIES Services offered include: Screening - Referred students are interviewed by Student Assistance staff to determine the extent of the problem and then an appropriate referral to in school programs or outside agencies is made. Individual Education - The referred student is put in contact with a Student Assistance staff member who provides information and assistance regarding the student's problem(s) or concerns. Special Group - This small group is designed to provide specific education and assistance to those students who are minimally to severely involved in alcohol/drug abuse, experiencing academic problems, or exhibiting other stress-related behavior. Concerned Others Group - This small group is designed to meet the needs of those students who are concerned about or affected by someone else's use of alcohol or other drugs. Recovering Students Group - This group provides support for students who have returned from an inpatient alcohol/drug treatment program or who are currently involved in outpatient care. The major goal of the program is to support the student in his/her attempt to maintain a drug-free life style. Involvement with AA or other treatment plans is recommended. Parents, teachers, and other school staff, as well as students, themselves, may make referrals to the Student Assistance Program. A trained Student Assistance staff member may be contacted directly or contact may be made through a guidance counselor who will make the necessary referral. All referrals to the Student Assistance Program are strictly confidential. The Little Rock School District supports and maintains a comprehensive extracurricular activities program, which includes mtramurall and inte^holasttc for students who are legally enrolled in the athletics. These activities are District's schools and, generally, are not offered for academic credit. established eligibility requirements have an equal IS All students who meet---------- . . opportunity to participate in all activities. Eligibility for every activity based upon scholastic performance, conduct, interest and demonstrated performance in competition established for the activity. Eligibility Requirements Grade Point Average (GPA) Students who wish to participate in extracurricular activities must either: (1) have a cumulative GPA of 2.0, or have a 2.0 average for the semester - which they participate in athletics and other proceeding the semester in extracurricular activities. No more than two correspondence courses may be used on a student's entire transcript for GPA purposes. Students transferring from other districts bring their eligibility status with them. They will then use their first full nine-week grades in the LRSD to meet LRSD GPA requirements. Parents who object to their child's participation in the Student Assistance Program must notify the principal or guidance counselor by the third week of school at the beginning of each school year. Physical Fitness of Athletics shall develop, maintain, and monitor a schedule by The Director of Athletics shall develop, mamiam, aiiu munnui a which all students interested in participating in athletic activities will receive a physical examination by a licensed health professional. The nature and degree UllyMcai ** --------------------- x . of student participation will depend upon the students physical fitness. 70 711 1. 2. EXTRACURRICULAR ACTIVITIES EXTRACURRICULAR ACTIVITIES TRANSPORTATION CITIZENSHIP GRADING Interscholastic athletes will be provided transportation to attend regularly scheduled conference games and post season competitions. Citizenship Grade of 0 an outstanding (0) citizenship grade if he/she Intramural athletes will be provided transportation to attend postseason competition that is of an intra-city nature. A student is eligible to receive------------------ , , - -. , , has not received more than 2 documents during a grading penod\nhowever, the documents may not result in a sanction for a 1 in citizenship. Citizenship Grade of 1 ADMISSION Participants (competing athletes. Little Rock School District bands, dance teams, drill teams and cheerleaders) who are scheduled to perform shall be admitted without admission charge to LRSD athletic events. A student becomes ineligible for an outstanding (0) citizenship grade upon the receipt of any Category 1 sanction resulting in a disciplinary sanction. except an in-school suspension. SPECIAL REQUIREMENTS FOR DRILL TEAMS, CHEERLEADERS AND PEP SQUADS Citizenship Grade of 2 A student becomes ineligible for a citizenship grade of one (1) upon receipt of any Category 1 sanction resulting in an in-school suspension. A. Eligibility Requirements: (Scholastic eligibility requirements shall become effective for cheerleaders, drill teams, and pep squads at the time of tryouts.) Citizenship Grade 3 A student becomes ineligible for a citizenship grade of two (2) upon: 1. All grade levels will be eligible for membership in cheerleaders pep squads. B. Selection of Officers: Being referred for disciplinary action from the classroom to a building administrator when he/she evidences an emerging pattern ot inappropriate behavior. Once the student is referred from the classroom or other assigned area to an administrator for disciplinary action, a citizenship grade of 3 will be assigned provided the allegation is IS Cheerleader/Drill Team: substantiated by the administrator, due process IS disciplinary action results in an out-of-school suspension. accorded, and the 1. 2. 3. Each squad, after being selected, will nominate its candidates for office. Nominees must meet requirements set forth in the group's constitution. Only squad members will be allowed to vote. The vote shall be by secret ballot. 2. Receiving an out-of-school suspension for violations on an offense in C. Summer Practices: No summer practices will be required for middle school students. 72 Category 2 of the student conduct code (pp. 17-25, Student Handbook.) Citizenship Grade 4 A student becomes ineligible for any citizenship grade, other than four (4), when he/she receives a long-term suspension or expulsion recommendation. 73EXTRACURRICULAR ACTIVITIES CITIZENSHIP GRADING GUIDELINES administrator assigned If a student receives a long-term suspension or expulsion recommendation, a citizenship grade of 4 will be automatically assigned provided the allegation is substantiated, the procedure has been followed, and due process has been accorded. 3 4 Any behavior that results in a short-term, out of school suspension. Any behavior that results in a long-term suspension or expulsion. A student has the right to appeal a citizenship grade using the procedures outlined in the Student Handbook (page 46). Usually these would fall in Category 2 Offenses, first offense. In the event that a student violates school rules or regulations while he/she is not under direct supervision of a classroom teacher (who would normally document the infraction and record the appropriate grade on the report card), the responsibility for handling the manner rests with the administration. Usually these would fall in Category 2, second and/or third offenses or Category 3 Offenses. The assignment of the appropriate citizenship grade for the report card will be recorded by the registrar at the direction of the administrator. Similarly, citizenship grades of 3 and 4 are to be recorded on the record card by the registrar at the direction of the administrator. The administrator will be responsible for identifying the classroom teacher who will record the citizenship grade 3 or 4 that is assigned during the grading period. 1. 2. 3. 4. 5. 6. 7. 8. 9. 0 CITIZEN GRADING GUIDELINES CLASSROOM TEACHER ASSIGNED 1 2 10. 11. 12. Theft/Theft by Receiving Gambling Fighting Sexual Misconduct Use of Profanity Directed to or About a Staff Person in a Non-threatening Manner Loitering Breaking and Entering/Vandalism Repeated Violation of Category 1 Offenses Repeated Violation of Category 2 Offenses Disorderly Conduct Hindering/ Interfering With a School Function Harassing Communications Forgery or Falsification of 1. 2. 3. 4. 5. 6. 7. 8. 9. Assault/Battery Theft/Theft by Receiving Gambling Fighting Sexual Misconduct Use of Profanity Directed To a Staff Person in a Non-threatening Manner False Alarm Loitering Breaking and Entering/Vandalism A student may receive 2 documents during a grading period\nhowever, those documents may not result in a sanction for a 1 in citizenship. Any Category 1 sanction resulting in a disciplinary sanction, except an in- school suspension. Any Category 1 sanction resulting in an In-school suspension. Examples: Sent home Detention Hall Information 13. Possession/Use of Paging Devices (Beepers), Cellular Phones and/or Other Electronic Communication Devices 14. Use of Fireworks 15. Use and/or Possession of Alcohol, Controlled Substances or Unauthorized Drugs or Substances 16. Participation in Prohibited Clubs, Street Gangs, Fraternities, Sororities or Similar Organizations Saturday School 10. Repeated Violation of Category 1 or 2 Offenses 11. Disorderly Conduct/Hindering/ Interfering With a School Function 12. Harassing Communications 13. Forgery or Falsification of Information 14. Possession/Use of Paging/Electronic Devices 15. Use of/Fireworks Multi-fingered Rings/Chemical Agents/Laser Pins 16. Use/Possession/Sale of Alcohol/Drugs 17. Participation in Prohibited Clubs 18. Arson 19. Physical/V'erbal Assault of Staff 20. Possession of Weapon/Firearm/Explosives 21. Extortion/Robbery 22. Unlawful Assembly and Inciting to Riot 23. Terroristic Threatening J 74 75 LSTUDENT RIGHTS AND RESPONSIBILITIES STUDENT RIGHTS AND RESPONSIBILITIES DRESS CODE The dress code includes the following specific guidelines. Student dress and grooming are the responsibility of the student and his/her parent. When a student's dress or grooming disrupts the learning process, the principal or his/her designee has the responsibility to take action. The following guidelines are to be used in determining appropriate dress and grooming in the school environment. 1. Dress and grooming is to be in keeping with health, safety, and sanitary practices. A. Students may not wear clothing or hair styles that can be hazardous in educational activities such as lab, shop, physical education, or art classes. B. Shoes must be worn as required by law. Thongs, beach footwear, slippers, or other footwear that is inappropriate for school are not to be worn. |NOl-no tank tops or underwear may be worn as outer garments -no -no spandex shorts may be worn shorts may be worn if they are more than four (4) inches above the knee -no pajamas -no clothing with negative overtones that appear to be derogatory or discriminatory may be worn -no clothing or accessories that are profane, suggestive or inflammatory -no shirts and blouses tied at the midriff, clothing with bare midriff, or clothing not properly fastened are to be worn -no clothing or accessories of prohibited organizations or street gangs may be worn -no pants shall be worn that fall/sag below the waistline 2. Clothing and accessories are not to substantially disrupt the educational process. A. Students are not to wear clothing, buttons, patches, jewelry, or any other items with words, phrases, symbols, pictures, or signs that are indecent, profane, suggestive, or inflammatory, or that have negative overtones that appear to be derogatory or discriminatory. B. Students are not to wear suggestive or revealing clothing that diverts attention from the learning process or that may lead to a student being insulted, assaulted, or approached disrespectfully. C. Students are not to wear sunglasses, caps, coats, or hats in the building. Coats may be worn in breezeways or open areas of the building during inclement weather. D. Students are not to wear clothing, outer wear, pins, symbols, or insignia of prohibited organizations or street gangs while at school or at any school-related activity. It is suggested that students not wear expensive jewelry or other expensive accessories to school. It is difficult to recover such items when they are lost. The local school and/or the Little Rock School District are not responsible for replacing lost or stolen property. 78 79STUDENT RIGHTS AND RESPONSIBILITIES STUDENT RIGHTS AND RESPONSIBILITIES Each school must keep a register of all requests for and grants of access to a student's education records except disclosures to the student, his/her parents, or school officials\ndisclosures of directory information\nand disclosures pursuant to the parents' or eligible student's written consent. c release SYSTEM OF INFORMATION OUTSIDE OF THE SCHOOL with Authorized Access\nStudent health records will be\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_296","title":"Compliance hearing exhibits, 97-116","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","Educational statistics"],"dcterms_title":["Compliance hearing exhibits, 97-116"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/296"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nExhibit No. 97: LI230-90 Memos from Dr. Watson re: behavioral report deficiencies. ALITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 OFFICE OF STUDENT HEARING TO: FROM: SUBJECT: Dr. Linda Watson, Assistant Superintendent Student Discipline Behavio^ Report Deficiencies DATE: Your l^avior Report(s) sent to the Student Hearing Office __dated__ 'arding 'the following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent lTSON, LINDA rrom: Sent\nro: Subject\nWATSON, LINDA Monday, June 04, 2001 1\n17 PM PHILLIPS, TABITHA Long-term suspensions Mrs. Phillips\nI am reading 5/11/01 and the student may return - -ion 1 noticed that the suspension began on 5/i /u losnua n. u\u0026lt;=y'=' may issue short-term suspensions for 10 day y , which violates taw. P nf the Board of Directors. A memo was - A .4 A ic an nd reouires a vote of the Boa Anmmo states that anythmg^^ovei^^10 days s a Joshua R. Degter's suspension. short-term suspensions today, 6/04/01 State Law sent out earlier this year which stated that principals may expulsion and requires not suspend students for more than 10 days without it coming to my office. unless you send it through as a long-term suspension 1TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 28, 1998 Mary Menking, Principal Williams Elementary Magnet School Linda Watson\nAss!stant Superintendent Student Discipline Deficient Behavior Report On October 23, 1998, the Student Hearing Office received a Behavior Report from Williams Elementary Magnet School, dated October 22, 1998, recommending that Alex Martin be expelled. The Behavior Report did not have information marked in the Due Process Hearing section. Please complete this section and return to Student Hearing. If you have questions, feel free to contact me.TO: FROM\nSUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 28, 1998 Lionel Ward, Principal Garland Elementary School Linda WatsonjAssistant Superintendent Student Discipline Deficient Behavior Report On October 28, 1998, the Student Hearing Office received a Behavior Report from Garland Elementary School, dated October 27, 1998, recommending that Doncurian Ely be expelled. The Behavior Report did not have information marked in the Due Process Hearing and Administrative Action sections. Please complete these sections and return to Student Hearing. If you have questions, feel free to contact me.TO: FROM\nSUBJECT\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 October 28,1998 Vernon Smith, Principal Forest Heights Junior High School 0- 4U-' . Linda Watsotv Assistant Supenntendent Student Discipline Deficient Behavior Report On October 26, 1998, the Student Hearing Office received a Behavior Report from Forest Heights Junior High School, dated October 20, 1998, recommending that Brandon Mobley be expelled. The Behavior Report did not have information marked in the Due Process Hearing section. Mr. Smith was this student given due process? If so, please complete this section and return to Student Hearing. If this student was not given due process, he will be returned to Forest Heights. If you have questions, feel free to contact me.ir P.W/117 LITTLE ROCK SCHOOL DISTRICT 810 WEST MaRKHAM STREET LITTLEROCK, ARKANSAS 72201 huv - OFFICE OF STUDENT HEARING TO: FROM: Dr. Linda Wats6?^, Assistant Superintendent Student Discipline Assistant Superintendent subject\n: DATE: Beha^r Report Deficiencies / 7, ' y*' o the Student Hearing Office . xX, ( M _______ ^dated has the following deficiencies: lice Mg:yarding t Insuflicient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Rearing Section iacomptete Parent Report Section incomplete Building principals signature missing Report was not received In the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student Information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form Immediately to the Student Hearing Office, Attaclimen(s(s) C\nAssociate Superintendent Assistant Superintendent LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 TO:. zpmCEOEST ENT HEARING FROM: SUBJECT: Dr. Linda Watson, Assistant Superintendent Student Discipline Behayior Report Deficiencies DATE: I' our behavio/Report^) sent to the Student Hearing Offic^eMi Your behavio] xding hasTEe following deficiencies: / Insufficient evidence to support recommendation Administrative Codes are absent or incomplete u- Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant SuperintendentTO: FROM: SUBJECT: DATE: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLEROCK, ARKANSAS 72201 OFFICE OF STUDENT HEARING UtMLLUr ------------- - . hr. Linda Wats^M-ssistant Superintendent Student Discipline Behavior Report Deficiencies the Student Hearing Office bearding dated ice rgi h?s the following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Ple.s. te the disposition and/or dendencies Identined aboveand retnrn the corrected Behavior Report term immedlalel, to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant SuperintendentLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLEROCK, ARKANSAS 72201 OFFICE ORSTUDENT HEARING TO: FROM: Dr. Linda Wats^, Assistant Superintendent Student Discipline SUBJECT: DATE: Beha^or Report Deficiencies 4^ / Your behavior .6' sVsent to dated haS^he following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office vdthin the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and retnrn the corrected Savl Report form Immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 TO: FROM: SUBJECT: OFFICE OF STUDENT HEARING Dr. Linda WatsMf,%sisttht Superintendent Student Discipline Behavior Report Deficiencies DATE: Your behaviorReport(^seiU'^thi A ! S-4- lias the following deficiencies: le Student Hearing Office/regarding dated Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not ir ece-i-v-e--d-- -i-n-- t-h--e-- -S--t udent Hearin-g O. ffice within the time otidu frame prescribed in the Little Rock School District SRRH. Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent TO: FROM: Dr. Lind: SUBJECT\nDATE: little rock SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 OFFICE OF STUDENT HEARING Student Discipline 7 Assistant^perintendent Behavior Report Deficiencies /X /Z n 4-n behavior Re^(^ sent to the Student Yo^ behavior Report(s) sent to t has the following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant SuperintendentLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 OFFICE OF STUDENT HEARING TO: FROM: Dr. Linda Watson, Assistant Superintendent Student Discipline SUBJECT: Bieehhaayvjtoerr Report DDeeffiicciieenncciiee:s DATE: )U/behaviB^Mort(s) s - .eort(sent to the Student Hearing Office r\u0026amp; has the following deficiencies: di dated ! ree^djng^ n/ iqjSp Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET little rock, ARKANSAS 72201 FROM: SUBJECT: DATE: OFFICE OF STUDENT HEARING Dr. Linda Watson, Assistant Superintendent Student Discipline BehayiM Report Deficiencies l\"^:!I . _ X7aot Your behayior Repprt(s) sent to the Student Hearing Office regarding dated_______ TO: \" the following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing O^^ the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please--------- . Behavior Report form immediately to Attachments(s) C: Associate Superintendent Assistant SuperintendentTO: FROM\nDr. Linda SUBJECT\nDATE: little rock school distwct 810 WEST MARKHAM ST^ET little rock, ARKANSAS 72201 OFFICE OF STUDENT HEARING atson, Assistant Superintendent Student DiscipUne\ne regarding __dated ,the Student Hearing Office ha: le following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing not received in the Student Hearing Report was frame prescribed in the Little Rock School District SRRH Office within the time Student information Section I incomplete Other Conunent/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent TO\nFROM: SUBJECT: DATE: little ROCK SC HOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 F STUDENT HEARING Dr. Linda Watson, Assistant Superintendent Student Discipline Behaviw Report Deficiencies 'the following deficiencies: 5 Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies ies identified above and return the corrected Behavior Report lauuaivtMM ---------------- . form immediately to the Student Hearing Office. Attachments(s) C\nAssociate Superintendent Assistant Superintendent LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 TO: OFFICE OF STUDENT HEARING FROM: SUBJECT: Dr. Linda Watson, Assistant Superintendent Student Discipline Behavior Report Deficiencies DATE: Yourr behaviorRepprt(s) the Allowing deficienci ,rt(s)/ent to the Student Hearing :he following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note Ihe dlspositlo. and/or derieiencles Identilied above and return the corrected rlvdbv UUlV V**V --------------- Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent little rock school ^strict 810 WWEESSTT MMAAKRiKsH-nA/vMi SoT. REET. little rock, ARKANSAS 72201 OFFICE OF STUDENT HEARING TO: FROM: Dr. Linda a^ats^,Assistant Superintendent SUBJECT: Student Discipline Behavior Report Deficiencies DATE: Your behayi it Hearing Offij dated ji4g the following Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was frame prescribed not received in the Student Hearing ,he Little Rock School Dktnct SRRH Office within the time Student information Section I incomplete Other^______ _ Comment/Disposition SiXoSX\" and return the corrected Attachments(s) C: Associate Superintendent Assistant Superintendent 1 I1 little rock school district 810 west MARKHAM STREET LITTLEROCK, ARKANSAS 72201 FROM: SUBJECT: DATE: son, Assis nt Superintendent Student Discipline OFFIICCE,^F STUDENT HEARING Behavi^Report Deficiencies l/ . . . . H Your behavioiRepqrtj^sent to the Student Hearing Office dated TO: , Wthe followirig deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing 1 lu .be Student Hearing Office within the time Little Rock School District SRRH Report was not received in the frame prescribed in the 1-------- Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent TO: FROM: SUBJECT: DATE: little rock SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 OFFICE OF STUDENT HEARING I Dr. Linda Watsbfa', Assistant i Student Discipline Behavior Report Deficiencies Your behavior Report(s) sent to has the following deficiencies: the Student Hearing Office regarding dated______ Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report no. received 1. .he SWden. Hewing *\u0026gt; frame prescribed in .he Link Rock School D.s.r.c. SRRH Student information Section I incomplete Other_____ Comment/Disposition Behavior Report form immediately to Attachments(s) C: Associate Superintendent Assistant Superintendent TO: FROM: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLEROCK, .ARKANSAS 72201 OFFICEJQF STUDENT HEARING Watson, Student Discipline Assistant Superintendent SUBJECTBehavi^Report Deficiencies DATE: Your behavioxJRepi sent to the Student Hearing Office. dated jM)\u0026lt;the following Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete i v *. *XW**w*i-**'^- Building principals signature missing Report was not received in the Student Hearing Office within the time fra*m e prescribed in the Little Rock 1 Sch1 ool DistriCc'tT JS'DRTJRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent I i. Cj-\u0026gt;y-- LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLEROCK, ARKANSAS 72201 Ar- Q 4i f OFFICE ORSTUDENT HEARING TO: FROM: SUBJECT: DATE: Dr. Linda Watsi Student Discipline ^,Assistant Superintendent Behauor Report Deficiencies 4x liii Your beha-vior haS^he foUo-wing Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLEROCK, ARKANSAS 72201 TO: FROM: SUBJECT: OFnCE OF STUDENT HEARING Dr. Linda Watson, Assistant Superintendent Student Discipline BBeehhaavviiowr RReeppoorrtt Dueeifiicciieenncciieess Cr'S#ir Ill n r r* UCs. 0 I ^8 r *' DATE: Your behavior Reppr^sent to the Student Hearing Office regarding // dated--------------------- the following deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent NOV 2 4 1998 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 1 a ! (' t OFnCE OF STUDENT HEARING TO: FROM: Dr. Linda Watson, Assistant Superintendent Student Discipline SUBJECT: lehavlor Report Deficiencies DATE: Yourr behavior^eDprt(s) th^ollowing deficienci ,rt(s)2ent to the Student Hearing ihe tollowing deficiencies: Insufficient evidence to support recommendation Administrative Codes are absent or incomplete Due Process Hearing Section incomplete Parent Report Section incomplete Building principals signature missing Report was not received in the Student Hearing Office within the time frame prescribed in the Little Rock School District SRRH Student information Section I incomplete Other Comment/Disposition Please note the disposition and/or deficiencies identified above and return the corrected Behavior Report form immediately to the Student Hearing Office. Attachments(s) C: Associate Superintendent Assistant Superintendent Exhibit No. 98\nDiscipline reports used by Dr. Watson in conferencing with Hall High School. LI230-90 IDML008R2 Date: 1/09/01 School 002 HALL Dlsclplina Management System Action Summary Report 2000/08/21 2001/01/05 Page 1 11:53 AM hr, (\ng ?. fK' ACTION: PC PARENT CALLED Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student __________ ____________ 930025 AMOS, CANDICE M^ 915665 BROWN, ERIC K. 923993 BRCWN, FRANKLIN J. 974900 CARROLL, KENNEIH W. 921026 CATO, WHITNEY J. 933666 CLAYBORNE, THOMAS W. 92B852 COATS, ARCHIE M. 927165 CYRUS, TERRELL C. 919723 DAVIS, JEFF. 919723 DAVIS, JEFF. 915910 DONAHUE, JESSICA M. 928810 DULANEY, VAMON. 930261 GREEN, CHRISTOPHE B. 916573 HARRIS, MICHAEL D. 923794 JAMES, QUINTON T, 992375 JOHNSON, EARVIN B. 919336 JOHNSON, TAURUS T. 922193 JONES, COREY D. 933051 JONES, SHANELLE L. 933051 JONES, SHANELLE L. 894448 LOWE, CORNELL D. 922360 MARSHALL, KENDALL E. 987741 MCMILLON, CHASE R. 919855 MORRIS, THURLON. 933035 MORTON, BRIAN E. 960701 NORRIS, LATOYA R. 919843 NOWDEN, SHAKITA. 908102 PATTON, MICHAEL C. PERRY, JASON L. PETERS, LATISHA S. 926747 TRUMBLE, STUART S. 935480 USSERY, BRYAN O. 962849 WADE, BRANDI L. 916864 WALKER, GERALD D. 929131 WILLIAMS, BRANDY L. 938569 WILLIAMS, CURTIS L. Data 9/12/00 9/21/00 10/27/00 9/18/00 11/08/00 9/14/00 8/29/00 9/21/00 10/27/00 12/07/00 9/22/00 9/12/00 9/19/00 8/28/00 8/29/00 9/01/00 8/24/00 12/04/00 9/08/00 9/22/00 8/30/00 9/12/00 9/14/00 11/10/00 9/15/00 9/12/00 11/08/00 8/29/00 11/08/00 9/12/00 9/28/00 10/25/00 11/09/00 12/04/00 12/11/00 9/13/00 9/12/00 Cl 09 10 09 09 12 09 09 09 09 09 12 09 09 12 10 12 12 10 09 09 11 09 12 12 09 09 12 12 12 12 09 09 09 10 09- 09 09 Eth 02 02 02 02 01 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 01 02 02 02 Sex F M M M F M M M M M F M M M M M M M F F M M M M M F F M M F M M F M In fraction________ _________ _- 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT 0 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLCW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1070 REFUSE TO OBEY BUS RULES/REGUL 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW ROLES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OB DIRECT 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIB 1050 LEFT 02----- F 02 02 F M ACTION: PF PARENT CONFERENCE SCHCKHi/CLASS WITHOlfT PERM 1060 FAILURE TO FOLLCW RULES OR DIR 1060 FAILURE TO FOLLCW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 1062 REFUSE-TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY BULES OR DIRECT Inf Pate 9/08/00 9/15/00 10/10/00 9/14/00 11/08/00 9/12/00 8/29/00 9/13/00 10/27/00 12/01/00 9/22/00 8/31/00 9/19/00 8/28/00 8/29/00 9/01/00 8/24/00 12/01/00 9/07/00 9/22/00 8/29/00 9/08/00 9/14/00 11/10/00 9/12/00 9/08/00 11/08/00 8/29/00 11/08/00 9/12/00 9/25/00 10/25/00 11/09/00 12/01/00 12/07/00 9/08/00 9/08/00 //yo t Sch 002 002 002 002 002 002 002 002 002 Studant___________________ ___ 969383 ALBA, RAMON. 917218 EASON, KATRINA L. 926278 HALL, CORMELLA L. 916418 PAYNE, JOHN W. 918947 PETTUS, TERRILYN. 959550 POWELL, WALTER. 924679 REED, ANGELA R. 910466 BOUSE, TYRELL E. 917395 TUCKER, KDURTNEY C. Date 12/04/00 9/11/00 8/30/00 10/05/00 12/05/00 8/29/00 9/11/00 10/02/00 11/20/00 Cl 09 12 10 12 12 12 10 12 12 Eth 03 02 02 02 02 02 02 02 02 Infraction ii 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OF VERBAL ABUSE/FIGHTING W F F M F M F M M 3072 VERBAL ABUSE OF STAFF 1070 REFUSE TO OBEY BUS RULES/REGUL 1040 BEHAVIOR THAT VIOLATES A PERSO 1060 FAILURE TO FOLLCW RULES OR DIR 1110 USE OF VERBAL ABUSE/FIGHPING W 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLCW RULES OR DIR Inf Date 12/04/00 9/11/00 8/30/00 10/05/00 12/05/00 8/29/00 9/11/00 10/02/00 11/20/00 // DML008R2 Date: 1/09/01 School 002 HALL Discipline Management Systran Action Sunmary Report 2000/08/21 2001/01/05 Page 2 11:53 AM ACTION: SW STUDENT WARNED Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student _______ ___________ 979010 ABDO, JON I. 974579 H,-0TAIBI, TUKKI T. 918699 ALEXAMDER, DERRICK D. 926887 ALLISON, CRYSTAL N. 936556 ANDERSON, JULIA M. 927271 ANDERSON, THEODIS. 922422 ANGLIN, ANTHONY D. 917188 ANTHONY, TAMMI D. 965739 ARNOLD, ANGELA M. 965739 ARNOLD, ANGELA M. 929840 ATKINSON, SHAKERRA L. 928073 AUSTIN, SHAKANA M. 928751 BEAVERS, CORTE L. 928906 BEULAH, RONNIE E. 928080 BLUEFER, SABRENDIA L. 928080 BLUEFER, SABRENDIA L. 935386 BRCWN, AMY Y. 929347 BROWN, BENJAMIN D. 927231 BROWN, ERIC L. 927231 BRCWN, ERIC L. 923993 BRCWN, FRANKLIN J. 923993 BRCWN, FRANKLIN J. 937002 BROWN, TANISHA R. 911925 BRYANT, ALEX C. 929848 BUCKNER, CEDRIC R. 933200 BUFORD, SHAUNICE L. 927878 BURSE, TONY D. 935483 CARTER, ARRIN T. 92BB52 COATS, ARCHIE H. 002- 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 922465 CRUTCHFIELD, SHANKA L. 927165 CYRUS, TERRELL C. 933180 DAVIS, NIKKI T. 300226 DAVIS, SHAUNTE. 932736 DIXON, ASHLEY N. 916444 DOSS, KENNETH W. 935451 DOWTHARD, ERNEST. 929843 DUHART, ALLYNNCIA S. 922858 DUHART, COURTNEY D. 928810 DULANEY, VAMON. 917218 EASON, KATRINA L. 935320 EVANS, ALICIA W. 923617 GILES, TYRONE D. 927578 GOODMAN, KEISHA N. 927578 GOODMAN, KEISHA N. 927576 GOODMAN, KEITH D. 927576 GOODMAN, KEITH D. 928297 GRAY, JENNIFER D. 992603 GREEN, TAKISHA S. 929523 GREENE, TRUDRELL L. 928418 GRIFFIN, LARON L. 921517 HADLEY, CHAUNCEY R. Date 10/16/00 9/07/00 9/18/00 1/05/01 12/06/00 9/20/00 11/16/00 9/12/00 9/05/00 9/08/00 12/05/00 9/07/00 9/11/00 9/14/00 9/19/00 1/05/01 12/07/00 9/19/00 9/01/00 10/25/00 8/29/00 12/07/00 9/22/00 12/01/00 8/30/00 9/11/00 10/05/00 9/07/00 11/21/00 10/30/00 8/29/00 12/07/00 12/05/00 10/26/00 11/09/00 10/17/00 10/06/00 9/01/00 9/18/00 9/01/00 9/20/00 11/16/00 9/12/00 11/06/00 8/31/00 9/12/00 10/24/00 11/20/00 9/07/00 8/31/00 10/24/00 Cl \"09 Eth 10 11 09 09 09 11 12 09 09 09 09 09 09 09 09 09 09 09 09 09 09 09 12 09 09 09 09 09 09 09 09 12 09 12 09 09 10 09 12 09 10 09 09 09 09 09 09 12 09 09 04 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 . 02 02 02 02 02 02 02 02 02 Sex M 1 M M F F M M F F F F F M M F F F M M M M M F M M F M M M F M F M F M M F M M F F M F F M N F F M M M Infraction__________ __________ 1133 REPEATED SCHOOL/CLASS TARDIES 1030 MINOR ALTERCATION 1062 REFUSE 10 OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 2123 POSSESSION OR U3E/PA0ING DEVIC VERBAL ABUSE/FIGHTING W : TO FOLLOW RULES OR DIR 1110 USE OF 1060 FAILURE 1060 FAILURE TO FOLLCW RULES OR DIR 2123 POSSESSION OR USE/PAGING DEVIC TO OBEY BULES OR DIBECT : TO FOLLOW BULES OR DIR 1062 REFUSE : 1060 FAILURE 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO 1062 REFUSE TO ( ) FOLLOW RULES OR DIR OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY BULES OR DIRECT 1060 FAILURE TO follow rules or DIR 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIBECT 1060 FAILUBE TO FOLLOW BULES OB DIB 1030 MINOR ALTERCATION 1110 USE OF VERBAL ABUSE/FIGHTING W 1062 REFUSE TO 1062 REFUSE TO 1062 REFUSE TO Inf Date 10/16/00 OBEY RULES OR DIRECT OBEY RULES OR DIRECT OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 1060 FAILURE TO FOLLCW RULES OR DIB 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 2123 POSSESSION OR USE/PAGING DEVIC 1060 FAILUKE TO FOLLOW RULES OR DIR 1133 REPEATED SCHOOL/CLASS TARDIES 1060 FAILURE TO FOLLCW RULES OR DIR 1060 failure to follow RULES OR DIR 9/07/00 9/18/00 1/05/01 12/05/00 9/08/00 11/17/00 9/12/00 9/05/00 8/24/00 12/01/00 9/07/00 9/01/00 9/11/00 9/13/00 1/05/01 12/01/00 9/13/00 9/01/00 10/25/00 8/29/00 12/07/00 9/22/00 12/01/00 8/29/00 9/01/00 10/03/00 9/07/00 11/21/00 10/30/00 8/29/00 12/07/00 12/05/00 10/26/00 10/16/00 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLCW RULES OR DIR 1070 REFUSE TO OBEY BUS RULES/REGUL 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLCW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OB DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 1030 MINOR ALTERCATION __ 1062 REFUSE TO OBEY BULES OB DIBECT 10/05/00 9/01/00 9/15/00 9/01/00 9/14/00 11/16/00 9/12/00 10/01/00 8/31/00 9/12/00 10/18/00 11/20/00 9/07/00 8/30/00 10/19/00 DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report School 002 HALL 2000/0B/21 2001/01/05 ACTION: SW STUDENT WARNED Page 3 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 . 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student________________________ _ 301168 HARRISON, BRANDON D. 301168 HARRISON, BRANDON D. 960268 HAYNES, DERRICK D. 907806 HENDERSON, REGGIN D. 928189 HINES, KEVIN L. 933953 HOLMES, HOY L. 933962 HORTON, TERRA N. 935758 HUMPHREY, AUBREY J. 998645 HYDE, MATTHEW K. 928805 IRBY, TAMARA D. 922193 JONES, COREY D. 922193 JONES, COREY D. 301942 LANKFORD, DAVID C. 917084 LEWIS, ANTON K. 896526 LONDON, TERRY D. 950865 LYTLE, JOSEPH D. 927425 MACK, REGGIE. 928083 MACKINTRUSH, KENDRA L. 933206 MANNING, ARTHUR L. 922360 MARSHALL, KENDALL E. 303251 MARTINEZ, ISAAC. 917390 MATLOCK, MARCUS L. 998332 MCCULLOUGH, LAJEAN M. 913332 MCDANIEL, ARIEL J. 974381 MCDANIEL, AVIVA M. 974381 MCDANIEL, AVIVA M. 993967 MCDANIEL, NELSON D. 980071 MCMULLIN, TOCABRA R. 984984 MEAD, KATBALIYA. 912898 MEITZENHEIMER, BRAIN M. 919344 MILLEN, SHADRICK L. 995504 MILLER, MARQUITA R. 306110 MILLER, PIERRE D. 929413 MINICK, MATTHEW D. 911864 MYERS, KEVIN G. 936111 NEELY, BRANDON M. 936111 NEELY, BRANDON M. 913208 NEELY, DEBECK M. 995351 PARKER, ADRIANE D. 934808 PARKER, HELEN A. 928457 PARKER, KINGSTON E. 916418 PAYNE, JCSN W. 933004 PHILLIPS, CALLIE J. 928088 PIERKOWSKI, DAVIN V. 959550 POWELL, WALTER. 300957 RODRIGUEZ, DANIEL. 990177 SANTIAGO, ROBERT L. ggom Santiago, boberi l. 935039 SCOTT, RODNEY D. 301899 SHELLY, JONATHAN W. 927458 SMITH, ALEXIS C. Date 9/15/00 11/16/00 12/07/00 11/03/00 1/05/01 9/12/00 9/13/00 11/06/00 9/18/00 9/01/00 9/29/00 10/27/00 11/08/00 12/11/00 9/25/00 10/06/00 11/21/00 8/30/00 9/19/00 11/17/00 9/07/00 9/22/00 9/19/00 9/01/00 9/19/00 9/25/00 10/17/00 9/19/00 9/01/00 10/09/00 10/02/00 12/05/00 11/17/00 11/20/00 9/22/00 8/30/00 11/08/00 8/29/00 11/10/00 10/25/00 9/05/00 9/12/00 11/15/00 10/31/00 8/28/00 9/21/00 9/29/00 10/06/00 8/31/00 9/05/00 9/07/00 Cl 09 09 09 12 09 12 09 09 12 09 10 10 09 12 10 09 09 09 09 09 09 12 09 12 09 09 09 09 12 12 12 12 09 10 12 09 09 10 12 09 09 12 09 09 12 12 09 09 09 09 09 Eth 01 01 02 02 02 02 02 02 01 02 02 02 01 02 02 01 02 02, 02 02 03 02 02 02 02 02 02 02 04 02 02 02 02 01 02 02 02 02 02 02 : 02 = 02 02 01 02 03\n06: 06 02 02 02 Sex M M M M M M F M M F H M M M M M M F M M M M F F F F M F F M M F M M M M H M F F M M F M M M M N M M F Infraction_________________________ __ failure to foIiLOw rules or dir 1060 1030 MINOR ALTERCATION 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 2123 POSSESSION OR USE/PA0IN6 DEVIC 1060 FAILURE TO FOLLOW RULES OR DIR 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY BULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1030 MINOR ALTERCATICSi 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1110 USB OF VERBAL ABUSB/FIGHTING W 1062 REFUSE TO OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1100 USE OR POSSESSION OF TOBACCO 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY BULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIB 1110 USE OF VERBAL ABUSE/FIGHTING W 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT Inf Date 9/15/00 11/16/00 12/07/00 11/03/00 1/05/01 9/12/00 9/13/00 10/27/00 9/18/00 8/30/00 9/29/00 10/27/00 10/06/00 12/11/00 9/14/00 9/29/00 11/21/00 8/30/00 9/18/00 11/17/00 9/07/00 9/22/00 9/15/00 8/30/00 9/14/00 9/14/00 10/17/00 9/08/00 9/01/00 10/09/00 10/02/00 12/05/00 11/16/00 11/20/00 9/22/00 8/30/00 11/01/00 8/29/00 11/10/00 10/25/00 9/05/00 9/12/00 11/14/00 10/31/00 8/28/00 9/21/00 9/29/00 9/26/00 8/31/00 men FiTT.iniB TO FOTlfM RHT.ES OR DIB---- 1060 FAILURE TO -F-O-L-L-O-W- -R-U-L-E-S- -O-R- -D-I-R---- 8/31/00 DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 4 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: SW STUDENT WARNED Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student______________________ 918316 SMITH, ANTRONE W. 933162 SMITH, TIMOTHY J. 931509 SPROUSE, KRISTIAN T. 952053 STARKS, GREGORY J. 922240 TATE, ASHLEY N. 936920 THOMPSON, BREON D. 926366 THOMPSON, JOHNNIE L. 923975 THOMPSON, LATOYA R. 923975 THOMPSON, LATOYA R. 960526 THORNTON JR,, CHESTER L. 915455 THORNTON, THEOTIS D. 927657 VEASEY, MARCUS D. 987863 VIDRINE, KYLE W. 930092 WADE, KEITH J. 930092 WADE, KEITH J. 928693 WADE, KRYSTAL L. 994416 WARREN, MARCUS S. 915680 WASHINGTON, KRISTOPHER K. 929183 WESTON, TRAVIS D. 922332 WHITE, KELLIE P. 929131 WILLIAMS, BRANDY L. 929131 WILLIAMS, BRANDY L. 929240 WILLIAMS, GREGORY J. 928737 WILLIAMS, LAMONT D. 968967 WILLIAMS, MARQUES A. 301849 WILSON, APRIL L. 916470 WIMBLEY, LOUIS G. Date 9/22/00 8/30/00 9/27/00 12/11/00 8/30/00 9/27/00 9/22/00 9/12/00 12/08/00 10/02/00 10/03/00 11/14/00 10/09/00 10/03/00 10/11/00 9/05/00 11/03/00 11/03/00 9/25/00 8/29/00 8/30/00 11/21/00 9/14/00 11/16/00 10/24/00 8/31/00 9/13/00 Cl 11 09 12 09 10 09 09 09 09 12 12 09 09 09 09 09 12 12 09 10 09 09 09 09 09 11 12 Eth 02 02 02 02 02 02 02 02 02 02 02 02 01 02 02 02 02 02 02 02 , 02 02 02 02 02\n02 : 02 , Sex M M F M F H M F F M M M M M M P M M M F F F M M M F M Infraction____________________ 1030 MINOR ALTERCATION 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1030 MINOR ALTERCATION 1030 MINOR ALTERCATION 2105 REFUSING TO FOLLOW DIRECTIVES REFUSE TO OBEY RULES OR DIRECT REFUSING TO FOLUW DIRECTIVES 1062 2105 1133 REPEATED SCHOOL/CLASS TARDIES 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 1030 MINOR ALTERCATION 1030 MINOR ALTERCATION 2105 REFUSING TO FOLLOW DIRECTIVES 2123 POSSESSION OR USE/PAGING DEVIC 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1070 REFUSE TO OBEY BUS RULES/REGUL 1060 FAILURE TO FOLLOW RULES OR DIR refuse to OBEY RULES OR DIRECT 1062 2105 1062 1050 REFUSING TO FOLLOW DIRECTIVES REFUSE TO OBEY RULES OR DIRECT left SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1060 FAILURE TO FOLLOW BULES OR DIR 1050 LEFT SCHOOL/CLASS WITHOUT PERM Inf Date 9/22/00 8/30/00 9/27/00 12/11/00 8/30/00 9/27/00 9/22/00 9/11/00 11/21/00 10/02/00 10/03/00 11/14/00 10/09/00 10/02/00 10/10/00 8/31/00 11/03/00 11/03/00 9/22/00 8/29/00 8/30/00 11/21/00 9/14/00 11/16/00 10/06/00 8/31/00 9/13/00 ACTION: 01 IN-SCHOOL SUSPENSION Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student_________________________ 979010 ABDO, JON I. 974579 AL-OTArai, TURKI T. 926887 ALLISON, CRYSTAL N, 933036 ALLISON, RICKY S. 933222 ANDERSON, DEMETRIA A. 936556 ANDERSON, JULIA M. 927271 ANDERSON, THEODIS. 965739 ARNOLD, ANGELA M. 928751 BEAVERS, CORTE L. 928451 BECKTON, SHANNON L. 986145 BENNETT, STEVEN R. 973698 BENRAHOU, IKRAM. 926906 BEULAH, RONNIE E. 928906 BEULAH, RONNIE E. 927432 BLUB, MIRANDA D. 002 931379 BROWN, CHRISTOLYN M. nf\u0026gt;2 020214 BRCWN ,_ LAMEATRIA S- . 002 929214 BRCAfN, LAMEATRIA S. Date 1/05/01 11/01/00 11/27/00 12/11/00 10/19/00 10/10/00 9/18/00 11/27/00 11/07/00 12/12/00 11/08/00 11/07/00 9/27/00 9/27/00 10/30/00 9/14/00 10/16/00 9/08/00 9/08/00 Cl 09 10 09 09 09 09 09 09 09 09 12 10 09 09 10 12 10 09 09 Eth 04 } 04 * 02 02\n02 02 02 02 02 02 . 02 01 02 02 02 02 ' 02 02 t 02 * Sex M M F M F F M P M F M F M M F M F F F Infraction_________________________ 1062 REFUSE TO OBEY BULES OR DIRECT 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OF VERBAL ABUSE/FIGHTING W repeated SCHOOL/CLASS TARDIES 1133 2105 REFUSING TO FOLLOW DIRECTIVES SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT Inf Date 1/04/01 10/31/00 11/20/00 11/30/00 10/17/00 10/09/00 9/15/00 11/20/00 10/24/00 12/06/00 11/08/00 11/06/00 9/20/00 9/26/00 10/27/00 9/14/00 10/13/00 8/29/00 8/29/00DML00BR2 Data: 1/09/01 School 002 HALL Discipline Management System Action Summary Report 2000/08/21 2001/01/05 Page 5 11:53 AM ACTION: 01 IN-SCHOOL SUSPENSION Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 926897 BRCWN, SHARON M. 935060 BROWN, TAMEIKA D. 922147 BROWN, TYWAN D. 926918 BRUTON, BLAKE A. 928132 BUCKLEY, JOY J. 929848 BUCKNER, CEDRIC R. 927878 BURSE, TONY D. 916431 BUTLER, JEFF M. 921701 CAMPBELL, JARED L. 926574 CARPENTER, MATTHEW T. 975122 CARVAJAL, ADELA. 975122 CARVAJAL, ADELA. 950742 CLARK, DEITRA R. 928156 CLARK, SHAKITA V. 928831 CLEMMONS, MARCELL L. 928852 COATS, ARCHIE M. 927886 COLWYE, GREGORY J. 973904 CRAWFORD, ASHLEY A. 922465 CRUTCHFIELD, SHANKA L. 922465 CRUTCHFIELD, SHANKA L. 922465 CRUTCHFIELD, SHANKA L. 933260 CURLBTT, AYANA J. 924435 CURLEY, BRANDON S. 922171 DAVIS, CHRISTOPHE P. 933180 DAVIS, NIKKI T. 916474 DENNIS, GARRY C. 915910 DONAHUE, JESSICA M. 974302 EASON, BRITTANY. 974302 EASON, BRITTANY. 935320 EVANS, ALICIA W. 995769 FINN-SMITH, CLAIRE K. 992486 GAGE, ANTOINE B. 910120 GARDNER, MARYNTHIA R. 923617 GILES, TYRONE D. 916131 GLASPIB, CRYSTAL G. 321513 GOODMAN, KEISHA N. 927576 GOODMAN, KEITH D. 927576 GOODMAN, KEITH D. 928297 GRAY, JENNIFER D. 928297 GRAY, JENNIFER D. 930261 GREEN, CHRISTOPHE B. 930602 GREEN, KENYONE S. 992606 GREEN, MYISHA R. 916521 GRIDLEY, EBONY T. 928418 GRIFFIN, LARON L. 912510 GRIGSBY, NICOLE R. 936370 HAMPTON, CLIFTON E. 930547 HARDY, LAKESHIA L. 930547 HARDY, LAKESHIA L. 975070 HARRIS, YESMAN L. 91501Q HARRIS, YESMAN L. Date 11/16/00 9/20/00 11/16/00 11/15/00 11/16/00 11/14/00 11/07/00 9/11/00 11/30/00 10/26/00 10/18/00 11/30/00 11/06/00 10/30/00 10/17/00 10/03/00 12/11/00 10/13/00 9/08/00 9/08/00 11/15/00 11/29/00 10/06/00 11/20/00 9/14/00 12/07/00 10/24/00 10/10/00 12/08/00 12/11/00 12/04/00 9/14/00 10/20/00 10/10/00 11/09/00 9/22/00 9/21/00 11/14/00 9/07/00 12/04/00 9/22/00 9/27/00 10/16/00 10/06/00 9/15/00 10/12/00 9/14/00 11/06/00 12/08/00 9/25/00 11/06/00 Cl 10 09 10 10 09 09 09 12 09 10 10 10 10 09 09 09 10 09 09 09 09 09 09 09 09 12 12 09 09 09 10 12 12 10 12 09 09 09 09 09 09 09 09 12 09 12 09 09 09 09 09 Eth 02 02 02 01 02 02 02 01 01 01 03 03 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 , 02\n02 02 01 02 : 02 I 02 I 02 02 ! 02 J 02: 02\n02: 02 i 02 02 I 02 02 02 I 02 ' 02 I 02 02 , 02 Sex F F M M F M M M M M F F F F M M M P F F F F M M F M F F F F F M F M F F M M F F M M F F M F M F F M M Infraction _________ ____________ 1060 FAILURE TO FOLLOW RULES OR DIR 1110 USE OF VERBAL ABUSE/FIGHTING W 1080 FAILURE TO SERVE DETENTION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1110 USE OF VERBAL ABUSE/FIGHTING W 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1080 FAILURE TO SERVE DETENTION 1080 FAILURE TO SERVE DETENTION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1040 BEHAVIOR THAT VIOLATES A PERSO 1133 REPEATED SCHOOL/CLASS TARDIES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1040 BEHAVIOR THAT VIOLATES A PERSO 2105 REFUSING TO FOLLOW DIRECTIVES 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1090 REFUSED TO SERVE DETENTION 1080 FAILURE TO SERVE DETENTION 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1060 FAILURE TO FOLLOW RULES OR DIR 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1090 REFUSED TO SERVE DETENTION 2105 REFUSING TO FOLLOW DIRECTIVES 1090 REFUSED TO SERVE DETENTION 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO F(aiLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OF VERBAL ABUSE/FIGHTING W 1110 USE OF VERBAL ABUSE/FIGHTING W 2105 REFUSING TO FOLLOW DIRECTIVES 1133 REPEATED SCHOOL/CLASS TARDIES 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR-DIRECT Inf Date 11/15/00 9/18/00 11/15/00 11/14/00 11/06/00 11/14/00 10/27/00 9/11/00 11/30/00 10/25/00 10/17/00 11/29/00 11/01/00 10/16/00 10/14/00 9/28/00 12/08/00 10/12/00 9/07/00 9/08/00 11/09/00 11/01/00 10/05/00 11/17/00 9/13/00 12/07/00 10/24/00 10/09/00 12/07/00 12/08/00 12/01/00 9/14/00 10/20/00 10/09/00 11/09/00 9/21/00 9/20/00 11/14/00 9/07/00 11/29/00 9/21/00 9/22/00 10/13/00 10/06/00 9/14/00 10/12/00 9/06/00 11/01/00 12/07/00 9/19/00 11/01/00 DML008R2 Date: 1/09/01 Discipline Management System Action Sunmary Report Page 6 11:53 AM School 002 BALL 2000/06/21 2001/01/05 ACTION: 01 IH-SCHOOL SUSPENSION Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 . 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student__________________________ 929217 HART, ALISA R. 935452 HAWKINS, DEREK T. 935453 HAWKINS, ERIC T. 923305 HAYNES, DERRICK D. 959119 HAYWCXJD, RICKEY L. 929312 HEARD, DIA M. 979726 HENDERSON, RICARDO. 928189 HINES, KEVIN L. 986526 HINTON, PRESTON R. 922119 HOLLOWAY, JACQUITA R. 929156 HOLLCWAY, QUINCY C. 933953 HOLMES, ROY L. 921853 BOUSE, LEANN M. 931927 HOWARD, JILNIAL A. 917030 HUMPHREY, NATHAN J. 998645 HYDE, MATTHEW K. 915968 JACKMAN, IRVING P. 915544 JACKSON, DANNY J. 923794 JAMES, QUINTON T. 993806 JANISZEWSKI, PATRYK L. 993806 JANISZEWSKI, PATRYK L. 923150 JEFFERSON, EARNEST E. 931020 JOHNSON, AMANDA D. 927431 JOHNSON, ANTOINETTE L. 927431 JOHNSON, ANTOINETTE L. 992375 JOHNSON, EARVIN B. 930877 JOHNSON, JEROME E. 928703 JOHNSON, LATASBA L. 919336 JOHNSON, TAURUS T. 994765 JONES, LATEASHIA M. 916512 JONES, MONTAYE D. 933051 JONES, SHANELLE L. 922041 JORDAN, TIFFANYE D. KENNEY, TALISHA L. 928409 KING, ANTWOIN D. 984289 LANGLEY, CRYSTAL H. 924076 LEE, JENNIFER L. 917084 LEWIS, ANTON K. 910356 LOVE, CARLOS D. 916005 LOVE, MARQUIIA k. 950865 LYTLE, JOSEPH D. 932666 MADISON, JEROME. 932269 MANNING, SCOTTIE G. 922360 MARSHALL, KENDALL E. 922360 MARSHALL, KENDALL E. 960036 MARTIN, JOHN E, 996454 MARTINEZ, YEFRI Y. 930020 MCCRAY, BRADLEY S. 998332 MCCULLOUGH, LAJEAN M. 913332 MCDANIEL, ARIEL J. 974381 MCDANIEL, AVIVA M. Date___ 10/18/00 12/08/00 10/13/00 1/04/01 12/11/00 11/27/00 12/07/00 1/03/01 11/10/00 10/18/00 12/13/00 12/01/00 11/16/00 11/07/00 12/05/00 10/12/00 10/12/00 10/09/00 9/14/00 9/22/00 9/22/00 11/10/00 11/29/00 9/05/00 11/30/00 9/05/00 9/27/00 9/28/00 9/08/00 9/14/00 11/09/00 9/06/00 9/28/00 10/18/00 11/06/00 10/12/00 10/25/00 10/12/00 10/05/00 9/27/00 10/10/00 11/15/00 11/27/00 9/18/00 11/15/00 9/22/00 12/05/00 12/07/00 10/26/00 9/14/00 10/31/00 Cl___ 09 10 10 11 10 10 12 09 10 10 10 12 09 10 12 12 12 10 10 12 12 10 09 10 10 12 10 09 12 12 12 09 10 10 09 12 10 12 12 11 09 09 09 09 09 09 10 12 09 12 09 Eth 02 02 02 02 02 02 02 02 02 02 02 02 01 02 06 01 02 02 02 01 , 01 ' 02 02 02 02 02 02 I 02 i 02 02 02 . 02 i 02 1 02 I 02 02 f 02 \u0026lt; 02 t 02 02 I 01 02 . 02 02 02 02 06 01 02 ' 02 02 Sex F M M M M F M M M F M M F F M M M M M M M M F F F M M F M F M F F M F F M M F M M M M M M M H P F F Infraction__________ 1062 PKFUSS TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1080 FAILURE TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OF VERBAL ABUSE/FIGHTING W 1080 FAILURE TO SERVE DETENTION 1080 FAILURE TO SERVE DETENTION 1060 1110 2105 FAILUBE TO FOLLCW RULES OR DIR USE OF VERBAL ABUSE/FIGHTING W REFUSING TO FOLLOW DIRECTIVES 1080 FAILURE TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 1110 USE OF VERBAL ABUSE/FIGHTING W 1080 FAILURE TO SERVE DETENTION 1060 FAILURE TO FOLLCW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1080 FAILURE TO SERVE DETENTION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1090 REFUSED TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1080 FAILURE TO SERVE DETEOTION 2105 REFUSING TO FOLLOW DIRECTIVES 1080 FAILURE TO SERVE DETENTION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1080 FAILURE TO SERVE DETENTION 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1133 REPEATED SCHOOL/CLASS TARDIES 1133 REPEATED SCHOOL/CLASS TARDIES 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1133 REPEATED SCHOOL/CLASS TARDIES Inf Date 10/05/00 12/07/00 10/12/00 1/03/01 12/08/00 11/21/00 12/07/00 1/03/01 11/10/00 10/17/00 12/12/00 12/01/00 11/14/00 11/06/00 12/05/00 10/12/00 10/12/00 10/06/00 9/12/00 9/22/00 9/22/00 11/09/00 11/21/00 9/01/00 11/29/00 9/05/00 9/26/00 9/14/00 9/08/00 9/14/00 11/09/00 9/05/00 9/27/00 10/17/00 10/30/00 10/12/00 10/24/00 10/12/00 10/05/00 9/27/00 10/06/00 10/31/00 11/21/00 9/18/00 11/09/00 9/21/00 12/04/00 12/07/00 10/05/00 9/14/00 10/30/00DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report School 002 HALL 2000/08/21 2001/01/05 ACTION: 01 IN-SCHOOL SUSPENSION Page 7 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 918615 MCKINNBYr JAMES 980071 MCMULLIN, TOCARRA R. 984968 MEAD, DEBBIE D, 924732 MEDLOCK, CORINIHIA M. 912898 MEITZENHEIMER, BRAIN M. 936449 MENDEZ-WARD, DEONE M. 921659 MILLER, WILLIE M. 921659 HILLER, WILLIE M. 929413 MINICK, MATTHEW D. 922369 MOORE, JOHNATHON T. 928857 MOORE, LEANDER L. 929155 MOORE, WILLIE. 907380 MORGAN, FELTON T. 933516 MYERS, GERARD L. 911864 MYERS, KEVIN G. 936111 NEELY, BRANDON M. 305160 NORMAN, LADONNA A. 960701 NORRIS, LATOYA R. 931800 NORWOOD, GALON C. 931600 NORWOOD, GALON C. 931800 NORWOOD, GALON C. 919843 NOWDEN, SHAKITA. . 973702 ORTEGA, FRANK M. 928619 OWENS, ANTHONY D. 918601 PARKER, KORTNI D. 908102 PATTON, MICHAEL C. 916416 PAYNE, JOHN W. 916223 PENNINGTON, CEDRIC E. 935385 PHILLIPS, JEFFREY A, 928088 PIERKOWSKI, DAVIN V. 959853 PONCE, INGRID J. 972721 POSTELL, ALIYA C. 922663 POTTLE, KRISTIN J. 907726 PRIDE, LONZELL L. 936011 RATLIFF, THOMAS M. 928677 RAYFORD, OTIS. 926843 REED, ANDRE D. 933723 REED, SHASTA L. 993875 RBVUELTA, RIGOBERTO M. 919498 REYNOLDS, SEAN P. 919498 REYNOLDS, SEAN P. 928209 REYNOLDS, SHAUN K. 928209 REYNOLDS, SHAUN K. 931748 RICE, ARLO D. 931748 RICE, ARLO D. 928624 ROBERSON, JOHATHAN A. 932730 ROBINSON, TANEISHA L. 928766 ROSE, MALESA R. 929900 SCOTT, INDIA C. 935039 SCOTT, RODNEY D. 996909 SHERRER, CHRISTOPHE D. Date 9/01/00 12/12/00 11/30/00 11/08/00 10/24/00 10/25/00 9/22/00 11/09/00 11/13/00 9/28/00 12/01/00 12/04/00 9/21/00 9/08/00 12/11/00 10/13/00 9/28/00 11/27/00 9/28/00 9/28/00 12/04/00 11/03/00 9/11/00 9/15/00 12/07/00 11/03/00 11/03/00 11/16/00 11/16/00 12/06/00 11/15/00 10/03/00 12/07/00 9/27/00 12/11/00 9/18/00 11/07/00 9/28/00 1/05/01 11/10/00 1/04/01 9/13/00 11/10/00 10/24/00 10/29/00 10/17/00 11/06/00 10/09/00 11/30/00 9/13/00 12/05/00 Cl 10 09 10 09 12 10 12 12 10 10 10 09 12 09 12 09 10 09 09 09 09 12 12 09 12 12 12 10 09 09 10 09 12 12 10 09 10 09 09 12 12 09 09 09 09 10 09 10 10 09 12 Eth 03 02 03 02 02 02 02 02 01 02 02 02 02 02 02 02 02 02 02 02 02 02 03 02 02 02 02 02 02 01 03 02 01 02 02 02 02 02 03 02 02 , 02 : 02 02 02 02 t 02 ! 02 : 02\n02\n02 Sex M F F F M F M M M M M M M M M M F F M M M F M M M M M M M M F F F M M M M F M M M M M M M M F F F M M Infraction__________________ ________ 1060 FAILURE TO FOLLOW RULES OR DIR 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1090 REFUSED TO SERVE DETENTION 1080 FAILURE TO SERVE DETENTION 1110 USE OF VERBAL ABUSE/FIGHTINO W 1040 BEHAVIOR THAT VIOLATES A PERSO 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1090 REFUSED TO SERVE DETENTION 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OF VERBAL ABUSE/FIGHTING W 1110 USE OF VERBAL ABUSE/FIGHTING W 1090 REFUSED TO SERVE DETENTION 1133 REPEATED SCHOOL/CLASS TARDIES 1060 FAILURE TO FOLLCW RULES OR DIR 1080 FAILURE TO SERVE DETENTION 1030 MINOR ALTERCATION 2090 NON-THREATENING PROFANITY AT O 1080 FAILURE TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1080 FAILURE TO SERVE DETENTION 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1070 REFUSE TO OBEY BUS RULES/REGUL 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1133 REPEATED SCHOOL/CLASS TARDIES 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1060 FAILURE TO FOLLOW RULES OR DIR 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO oRgv RinES OB DTHgCT 1090 REFUSED TO SERVE DETENTION Inf Date 8/31/00 12/08/00 11/29/00 9/28/00 10/24/00 10/24/00 9/22/00 11/09/00 11/10/00 9/28/00 11/30/00 11/27/00 9/21/00 9/07/00 12/11/00 10/02/00 9/27/00 11/07/00 9/20/00 9/26/00 11/28/00 11/03/00 9/11/00 9/14/00 12/07/00 11/03/00 11/03/00 11/15/00 11/10/00 11/30/00 11/14/00 9/29/00 12/07/00 9/27/00 12/08/00 9/12/00 11/06/00 9/27/00 1/04/01 11/06/00 1/03/01 9/08/00 11/06/00 9/29/00 9/29/00 10/16/00 11/01/00 10/06/00 11/01/00 12/05/00 DML008R2 Date: 1/09/01 Discipline Management System Action Sunmary Report School 002 HALL 2000/08/21 2001/01/05 ACTION: 01 IN-SCHOOL SUSPENSION Page 8 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 950190 SKAGGS, SARAH K. 917237 SLOAM, KATRINA A. 918316 SMITH, ANTRONE W. 929697 SMITH, ROCHELLE L. 932573 STEVENSON, SHEENA P. 917556 STEWART, TERRENCE D. 928366 THOMPSON, JOHNNIE L. 923975 THOMPSON, LATOYA R. 929683 TILLMAN, MONIQUE D. 951887 TURNER, ARIC D. 951776 lURNER, DEMARIO Q. 950645 USREY, JOHN C. 935480 USSERY, BRYAN O. 301051 VALENCIA, EDWIN L. 927657 VEASEY, MARCUS D. 962849 WADE, BRANDI L. 932913 WALKER, CHIKE A. 935777 WALKER, CYRUS A. 916864 WALKER, GERALD D. 937535 WARREN, BRANDON L. 916398 WHITE, EBONY S. 922332 WHITE, KELLIE P. 930035 WHITE, TAMEKA L, 952489 WHITE, TAWANNA J. 305192 WILKERSON, ASHLEY R. 305192 WILKERSON, ASHLEY R. 929863 WILLIAMS, AMBER. 928962 WILLIAMS, LASHIKKA S. 922782 WILLIAMS, RORY M. 990591 WILLS, KATY L, 301849 WILSON, APRIL L. 916470 WIMBLEY, LOUIS 6. 916470 WIMBLEY, LOUIS G. 996402 WIRGES, TRACEY A. 933054 WITHERS, BRIEN A. 933054 WITHERS, BRIEN A. 924669 WRIGHT, DOMONIC D. 927658 WRIGHT, RODNEY J- 937479 YOUNG, FANTASIA U. 910724 YOUNG, GERRY L. Date 10/31/00 12/07/00 9/29/00 11/07/00 9/18/00 10/06/00 9/28/00 9/18/00 12/12/00 11/01/00 10/27/00 12/06/00 9/08/00 12/05/00 11/09/00 10/19/00 10/10/00 10/30/00 12/08/00 10/24/00 10/12/00 9/12/00 12/11/00 9/28/00 9/13/00 10/13/00 12/08/00 11/27/00 12/11/00 10/20/00 10/12/00 10/24/00 12/01/00 9/22/00 11/08/00 1/04/01 10/26/00 12/04/00 10/13/00 9/26/00 Cl 09 12 11 10 09 10 09 09 09 09 09 09 09 09 09 09 09 09 10 10 12 10 11 09 09 09 10 10 09 12 11 12 12 12 09 09 10 09 09 12 Eth 01 02 02 02 02 02 02 02 06 02 02 01 02 03 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 01 02 02 02 01 02 02 02 02 02 02 Sex F F M F F M M F F M M M M M M F M M M M F F F F F F F F M 7 F H H M M M M M F M Infraction ___________ __________ _ 1133 REFITTED SCHOOL/CLASS TARDIES 1090 REFUSED TO SERVE DETENTION 2105 REFUSING TO FOLLOW DIRECTIVES 1080 FAILURE TO SERVE DETENTION 1110 USB OF VERBAL ABUSE/FIGHTING W 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1133 REPEATED SCHOOL/CLASS TARDIES 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 1110 USE OF VERBAL ABUSE/FIGHTING W 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1040 BEHAVIOR THAT VIOLATES A PERSO 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1040 BEHAVIOR THAT VIOLATES A PERSO 1133 REPEATED SCHOOL/CLASS TARDIES 2105 REFUSING TO FOLLOW DIRECTIVES 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1090 REFUSED TO SERVE DETENTION 1060 FAILURE TO FOLLOW RULES OR DIR 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1050 LEFT SCHOOL/CLASS WITHOUT PERM 2105 REFUSING TO FOLLOW DIRECTIVES 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM Inf Date 10/20/00 12/07/00 9/26/00 11/06/00 9/15/00 10/05/00 9/27/00 9/15/00 12/12/00 10/31/00 10/26/00 11/30/00 9/05/00 12/04/00 11/08/00 10/10/00 10/09/00 10/27/00 12/07/00 10/20/00 10/12/00 9/11/00 12/11/00 9/25/00 9/11/00 10/10/00 12/07/00 11/21/00 12/05/00 10/20/00 10/12/00 10/24/00 12/01/00 9/22/00 11/07/00 1/03/01 10/25/00 12/01/00 10/12/00 9/26/00 ACTIONJ 02 OUT-OF-SCHOOL(NOT EXCEED 10 DY Sch 002 002 002 002 .002. 002 Student____________________ 979010 ABDO, JON I. 931439 ACOME, ERIC A. 931439 ACOME, ERIC A. 924232 ADROW, KANISHA L. onMft menu kwh b 916699 ALEXANDER, DERRICK D. Date 9/27/00 9/15/00 10/09/00 12/01/00 10/06/00 9/25/00 Cl 09 10 10 11 11 11 Eth 04 . 01 Oil 02 i 02 I 02 I Sex M M M F F H Infraction____________________ ________ 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT Inf Date 9/27/00 9/15/00 10/09/00 12/01/00 10/06/00 9/25/00 DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 9 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: 02 OUT-OF-SCHOOL(NOT EXCEED 10 DY Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 . 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 918699 ALEXANDER, DERRICK D. 915415 ALLISON, TYRONE J. 927271 ANDERSON, THEODIS. 927271 ANDERSON, THEODIS. 927271 ANDERSON, THEODIS. 922422 ANGLIN, ANTHONY D. 965739 ARNOLD, ANGELA M. 921515 BANKSTON, CANDACE L. 922165 BATTEN, RARICOS L. 928751 BEAVERS, CORTE L. 933541 BELL, MARTIESBA D. 924986 BELL, MICHAEL W. 924986 BELL, MICHAEL W. 986145 BENNETT, STEVEN R. 986145 BENNETT, STEVEN R. 973698 BENRAHOU, IKRAM. 927827 BERMAN, DAVID J. 928906 BEULAH, RONNIE E. 998630 BOUIE, DARREN 0. 969818 BRADSHAW, CJHRISTOPHE R. 969818 BRADSHAW, CHIRISTOPHE R. 969818 BRADSHAW, CHRISTOPHE R. 922174 BROOKS, VERNON J. 915814 BRCWN, ANTOINE L. 915665 BROWN, ERIC K. 927231 BROWN, ERIC L. 927233 BRCWN, FLOYD L. 927233 BROWN, FLOYD L. 927233 BRCWN, FLOYD L. 927233 BROWN, FLOYD L. 923993 BROWN, FRANKLIN J. 923993 BROWN, FRANKLIN J. 926897 BROWN, SHARON M. 935060 BRCWN, TAMEIKA D. 937002 BROWN, TANISHA R. 916450 BRCWN, TRACY. 916450 BRCWN, TRACY, 927878 BURSE, TONY D. 927878 BURSE, TONY D. 916431 BUTLER, JEFF M. 930151 BYRD, RICHARD A. 986332 CABALLERO, JUAN C. 931893 CALLOWAY, BRYAN M. 931893 CALLCWAY, BRYAN M. 921701 CAMPBELL, JARED L. 303894 CANTU, MICHEAL C. 974900 CARROLL, KENNETH W. 974900 CARROLL, KENNETH W. 923743 CARROLL, SCORPIO L. 923743 CARROLL, SCORPIO L. 935483 CARTER, ARRIN T. Date 11/29/00 10/13/00 9/29/00 9/29/00 11/01/00 10/20/00 10/12/00 10/06/00 11/10/00 11/07/00 11/10/00 9/22/00 11/09/00 11/17/00 11/17/00 11/27/00 11/07/00 9/01/00 10/09/00 9/19/00 10/11/00 10/27/00 9/29/00 9/01/00 9/19/00 10/10/00 9/01/00 9/13/00 9/21/00 10/03/00 9/11/00 11/10/00 11/20/00 _11/17/00 11/16/00 9/28/00 10/13/00 10/18/00 11/10/00 10/10/00 11/01/00 9/28/00 8/30/00 9/20/00 12/11/00 9/06/00 10/13/00 12/05/00 9/26/00 9/28/00 9/18/00 Cl 11 11 09 09 09 11 09 09 10 09 09 11 11 12 12 10 11 09 10 12 12 12 10 11 10 09 09 09 09 09 09 09 10 09 09 11 11 09 09 12 09 12 09 09 09 11 09 09 09 09 09 Eth 02 02 02 02 02 02 02 02 : 02 02 02 02 . 02 02 02 01 01 02 02 02 02 02 02 02 02 02 02 . 02 02 02 02 02 i 02 02 j 02 - 02 02 02 02 01 02 03 : 02 02 01 01 02 02 02 02 , 02 I Sex M~ M M M M M F F M M F M M M M F M M M M M M M M M M M M M M M M F F F F F M M M M M M M M M M M M M M Infraction________________________ 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OP CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2122 FALSIFYING SIGNATURE/INFOBMATI 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NON-THREATENING PROFANITY AT O 2150 POSSESSION OR USE OF ALCOHOL O 3072 VERBAL ABUSE OF STAFF 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NON-THREATENING PROFANITY AT O 2020 BATTERY 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLCW DIRECTIVES 2150 POSSESSION OR USE OF ALCOHOL O 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLCW DIRECTTIVES 2105 REFUSING TO FOLLCW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLCW DIRECJTIVES 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLCW DIRECTIVES 2105 REFUSING TO FOLLCW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLCW DIRECTIVES 2040 MUTUAL COMBAT Inf Date 11/28/00 10/13/00 9/27/00 9/27/00 10/27/00 10/20/00 10/12/00 10/06/00 11/10/00 10/24/00 11/09/00 9/22/00 11/09/00 11/17/00 11/17/00 11/27/00 11/07/00 9/01/00 10/09/00 9/19/00 10/11/00 10/27/00 9/29/00 9/01/00 9/19/00 10/10/00 8/31/00 9/11/00 9/21/00 10/03/00 9/07/00 11/07/00 11/17/00 11/16/00 11/16/00 9/27/00 10/13/00 10/13/00 11/10/00 10/10/00 10/27/00 9/28/00 8/29/00 9/19/00 12/11/00 9/06/00 10/12/00 12/04/00 9/26/00 9/26/00 9/15/00DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 10 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: 02 OUTOP-SCHOOL(NOT EXCEED 10 DY Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 305238 CHANCE, JOHN M. 922361 CLARK, COURTNEY J. 928852 COATS, ARCHIE M. 928852 COATS, ARCHIE M. 928852 COATS, ARCHIE M. 928852 COATS, ARCHIE M. 927886 COLWYE, GREGORY J. 936876 CONNORS, DEANDRE A. 936876 CONNORS, DEANDRE A. 936876 CONNORS, DEANDRE A. 914146 CONNORS, KENYATTA C. 918458 CONWAY, RICKY. 926087 COTTON, KEVIN L. 926087 COTTON, KEVIN L. 934705 CRAIN, KENNETH. 934705 CRAIN, KENNETH. 922465 CRUTCHFIELD, SHANKA L. 924435 CURLEY, BRANDON S. 924435 CURLEY, BRANDON S. 927165 CYRUS, TERRELL C. 916550 DANIELS, CHRISTOPHE H. 919723 DAVIS, JEFF. 919723 DAVIS, JEFF. 933180 DAVIS, NIKKI T. 996430 DAVIS, RODIRQUES D. 996430 DAVIS, RODIRQUES 0. 930477 DEAN, RICKEY L. 915910 DONAHUE, JESSICA M. 928454 DUKES, BOBBY J. 928810 DULANEY, VAMON. 925512 ELLIS, GLENN D. 925512 ELLIS, GLENN D. 917083 FIELDS, AARON N. 927128 FIELDS, ARIANE N. 917026 FOSTER, COURTNEY R. 915901 FRAZIER, BRALON F. 915901 FRAZIER, BRALON F. 915901 FRAZIER, BRALON F. 992486 GAGE, ANTOINE B. 923617 GILES, TYRONE D. 923617 GILES, TYRCWE D. 927576 GOODMAN, KEITH D. 928297 GRAY, JENNIFER D. 928297 GRAY, JENNIFER D. 916963 GRAY, WILLIAM X. 985093 GRAYDON, CANTRELL. 985093 GRAYDON, CANTRELL. 985094 GRAYDON, CHRISTOPHE T. 930261 GREEN, CHRISTOPHE B. 930261 GREEN, CHRISTOPHE B. 930602 GREEN, KENYONE S. Date 9/08/00 9/26/00 9/08/00 10/24/00 10/24/00 12/01/00 12/11/00 9/12/00 9/27/00 9/27/00 9/22/00 11/01/00 9/26/00 11/14/00 10/18/00 11/30/00 9/27/00 10/09/00 11/10/00 11/13/00 9/19/00 10/05/00 11/29/00 11/07/00 10/27/00 11/08/00 10/17/00 10/27/00 11/10/00 12/11/00 8/29/00 10/06/00 9/13/00 9/21/00 9/26/00 9/15/00 11/01/00 11/27/00 11/17/00 10/11/00 12/12/00 12/06/00 11/30/00 11/30/00 8/30/00 10/31/00 11/17/00 9/28/00 10/05/00 10/13/00 11/21/00 Cl 11 10 09 09 09 09 10 09 09 09 11 10 10 10 09 09 09 09 09 09 11 09 09 09 10 10 10 12 09 09 10 10 10 10 12 12 12 12 12 10 10 09 09 09 11 09 09 09 09 09 09 Eth 01 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 . 01 02 02 02 02 02 02 02 i 02 02 02 02 i 02 1 02 02 ! 02 ' 02 02 02 j 02 02 02 02 02 02 02 02 02 ' 02 02 02 Sex M M M M M M M M M M F M M M M M F M M M M M M F M M M P M M M M M F M M M M M M M M F F M M M M M M M Infraction__________________________ 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT O 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLOW DIRECTIVES 2150 POSSESSION OR USE OF ALCOHOL O 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2122 FALSIFYING SIGNATURE/INFORMATI 2115 REPEATED VIOLATIONS OF CATSGOR 2040 MITTUAL COMBAT 1030 MINOR ALTERCATION 2070 LOITERING OR CRIMINAL TRESPASS 1060 FAILURE TO FOLLOW RULES OR DIR 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 2115 REPEATED VIOLATIONS OF CATEGOR 2121 REPEATED VIOLATION - CATEGORY 1062 REFUSE TO OBEY RULES OR DIRECT 2030 THEFT/THEFT BY RECEIVING 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES Inf Data 9/08/00 9/26/00 9/08/00 10/24/00 10/16/00 11/30/00 12/11/00 9/11/00 9/26/00 9/26/00 9/22/00 10/31/00 9/26/00 11/14/00 10/13/00 11/29/00 9/26/00 10/06/00 11/09/00 11/10/00 9/19/00 10/03/00 11/19/00 10/20/00 10/26/00 11/08/00 10/17/00 10/27/00 11/10/00 12/11/00 8/29/00 10/06/00 9/13/00 9/21/00 9/26/00 9/15/00 11/01/00 11/27/00 11/17/00 10/11/00 12/12/00 12/05/00 11/16/00 11/29/00 8/30/00 10/30/00 11/16/00 9/27/00 10/03/00 10/12/00 11/20/00DKL00BR2 Date: 1/09/01 Discipline Management System Action Sunanary Report School 002 HALL 2000/08/21 2001/01/05 ACTIONI 02 OUT-OP-SCBOOL(HOr EXCEED 10 DY Page 11 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student___________________________ 992606 GREEN/ MYISHA R. 922785 GREEN, TORIBIO M. 929523 GREENE/ TRUDRELL L. 967674 GRIMES, ELBERT K. 304489 GUERRA, RODRIGO. 921517 HADLEY, CHAUNCEY R. 936370 HAMPTON, CLIFTON E, 936370 HAMPTON/ CLIFTON B. 936370 HAMPTON, CLIFTON E. 936370 HAMPTON, CLIFTON B. 922689 HARRIS, CLABORN L. 956716 HARRIS, LIMZI R. 921978 HARRIS, MARCUS D. 921978 HARRIS, MARCUS D. 936192 HARRIS, WHITNEY A. 975070 HARRIS, YESMAH L. 300751 HARRISON, CHRISTOPHE L. 929217 HART, ALISA R. 935452 HAWKINS, DEREK T. 935453 HAWKINS, ERIC T, 960268 HAYNES, DERRICK D. 959119 HAYWOOD, RICKEY L. 959119 HAYWOOD, RICKEY L. 952255 HENSON, LUVENA A. 922204 HIGGINS, PATRICK L. 924461 HINTON, BOBBY R. 924461 HINTON, BOBBY R. 933962 HORTCI, TERRA N. 931927 HOWARD, JILNIAL A. 913129 HUDSPETH, LEIFKL. 913129 HUDSPETH, LEIFEL. 924404 HUDSPETH, RAFEL L. 979383 HUGHES, WILLIAM R. 917030 HUMPHREY, NATHAN J. 928805 IRBY, TAMARA D. 915968 JACKMAN, IRVING P. 935672 JACKO, MICHAEL A. 920733 JACKSON, ANTONIO D. 999416 JACKSON, DALE E. 922186 JACKSON, TERRENCE L. 923794 JAMES, QUINTON T. 923794 JAMES, QUINTON T. 923794 JAMES, QUINTON T. 305875 JIMENEZ, NESTOR S. 931020 JOHNSON, AMANDA D. 932313 JOHNSON, EARVIN B. 960639 JOHNSON, IVORY J. 930877 JOHNSON, JEROME B. 919336 JOHNSON, TAURUS T. 919336 JOHNSON, TAURUS T. 935764 JOHNSON, TYRONE. Date 12/06/00 11/08/00 11/16/00 11/07/00 11/21/00 10/06/00 9/28/00 10/16/00 12/04/00 12/12/00 9/06/00 9/19/00 10/19/00 1/04/01 11/27/00 8/30/00 9/19/00 12/05/00 11/01/00 11/01/00 10/06/00 10/25/00 12/12/00 9/18/00 8/30/00 10/31/00 11/01/00 9/21/00 10/02/00 9/18/00 10/09/00 10/09/00 11/16/00 12/06/00 9/29/00 12/12/00 11/01/00 9/11/00 10/18/00 10/09/00 8/30/00 9/20/00 11/16/00 11/10/00 10/25/00 9/18/00 9/19/00 9/29/00 10/02/00 10/30/00 10/30/00 Cl 09 10 12 11 09 09 09 09 09 09 10 09 10 10 09 09 10 09 10 10 09 10 10 11 10 09 09 09 10 10 10 10 10 12 09 12 11 10 11 11 10 10 10 10 09 12 10 10 12 12 09 Eth 02 02 02 02 03 02 * 02 02 02 02 02 01 02 02 02 02 01 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 i 02 i 06 02 ' 02 02 02 02- 02 j 02 i 02\n02 * 03 02 02 02! 02 i 02 02 02 Sex F M M M M M M M M M M F M M F M M F M M M M M F M M M F F M M M M M F M M M F M M M M M F M M M M M M Infraction____________________-___ _ - 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2110 DISORDERLY CONDUCT 2120 HARASSING COMMUNICATIONS 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF 2080 2090 VANDALISM (INTENTIONAL DESTRUC non-threatening profanity at O 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2090 NON-THREATENING PROFANITY AT 0 2080 VANDALISM (INTENTIONAL DESTRUC 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NON-THREATENING PROFANITY AT 0 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 2122 FALSIFYING SIGNATURE/INFORMATI 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 1070 REFUSE TO OBEY BUS RULES/REGUL 2090 NON-THREATENING PROFANITY AT O 2040 MUTUAL COMBAT 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT 0 2090 non-threatening PROFANITY AT O 2020 BATTERY 2090 NON-THREATENING PROFANITY AT 0 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OP CATEGOR 1062 REFUSE TO OBEY RULES OR DIRECT Inf Date 12/04/00 11/08/00 11/16/00 11/07/00 11/20/00 10/06/00 9/28/00 10/16/00 12/01/00 12/11/00 9/06/00 9/19/00 10/19/00 1/03/01 11/06/00 9/01/00 9/18/00 12/01/00 10/27/00 10/27/00 10/02/00 10/25/00 12/11/00 9/18/00 8/29/00 10/31/00 10/09/00 9/21/00 9/29/00 9/18/00 10/09/00 10/09/00 11/15/00 12/06/00 9/26/00 12/12/00 11/01/00 9/11/00 10/18/00 10/09/00 8/30/00 9/20/00 11/15/00 11/10/00 10/24/00 9/18/00 9/19/00 9/29/00 10/02/00 10/30/00 10/27/00 DML008R2 Date: 1/09/01 Discipline Management System Action Sunmary Report page 12 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: 02 OUT-OF-SCHOOL(NOT EXCEED 10 DY Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student_____________ 935764 JOHNSON, TYRONE. 933051 JONES, SHANELLE L. 933051 JONES, SHANELLE L. 937594 JORDAN, ERIC D. 937594 JORDAN, ERIC D. 916691 JORDAN, RICHARD M. 922041 JORDAN, TIFFANYE D. 913703 LANGFORD, TONY L. 924076 LEE, JENNIFER L. 919085 LEE, JESSICA Y. 919085 LEE, JESSICA Y. 896526 LONDON, TERRY D. 910356 LOVE, CARLOS D. 916005 LOVE, MARQUITA A. 916005 LOVE, MARQUITA A. 916005 LOVE, MARQUITA A. 950865 LYTLE, JOSEPH D. 921843 MALLORY, JONATHON L. 921843 MALLORY, JONATHON L. 932269 MANNINO, SCOTTIE G. 922360 MARSHALL, KENDALL E. 922360 MARSHALL, KENDALL E. 994417 MASON, DAVID C. 922196 MCCLENDON, EDDIE L. 998332 MCCULLOUGH, LAJEAN M. 974381 MCDANIEL, AVIVA M. 998793 MCKINNEY, STEPHEN W. 998793 MCKINNEY, STEPHEN W. 987741 MCMILLON, CHASE R. 987741 MCMILLON, CHASE R. 980071 MCMULLIN, TOCARRA R. 984984 MEAD, KATHALIYA. 924732 MEDLOCK, CORINTHIA M. 922751 MERRITT, TERRY L. 917577 MILLER, JOSHUA M. 952061 MOLES, JENNIFER M. 952061 M3LES, JENNIFER M. 922279 MONTGOMERY, CASEY A. 922369 MOORE, JOHNATHON T. 925376 MOORE, LASHONDA L. 923768 MORRISON, QUINCY Z. 923768 MORRISON, QUINCY Z. 933035 MORTON, BRIAN E. 933035 MORION, BRIAN E. 305128 MUNOZ, OSCAR A. 936111 NEELY, BRANDON M. 936111 NEELY, BRANDON M. 913208 NEELY, DERECK M. 924343 NORRIS, BRANDON L. 924343 NORRIS, BRANDON L. 924343 NORRIS, BRANDON L. Date 12/07/00 10/03/00 11/13/00 9/21/00 10/09/00 11/08/00 10/30/00 10/09/00 9/01/00 9/11/00 9/26/00 10/02/00 10/24/00 10/09/00 10/13/00 11/10/00 12/05/00 9/26/00 11/10/00 9/07/00 9/20/00 12/01/00 11/17/00 10/30/00 10/27/00 11/10/00 9/14/00 9/27/00 10/03/00 10/20/00 11/27/00 9/29/00 11/10/00 10/18/00 9/06/00 9/29/00 11/16/00 10/17/00 11/06/00 10/18/00 8/31/00 9/15/00 10/13/00 11/09/00 11/28/00 10/13/00 11/13/00 9/21/00 9/22/00 11/21/00 11/21/00 Cl___ 09 09 09 10 10 12 10 11 10 09 09 10 12 11. 11 11 09 10 10 09 09 09 11 10 09 09 11 11 12 12 09 12 09 11 11 10 10 11 10 11 11 11 09 09 10 09 09 10 09 09 09 Eth 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 01 02 02 02 02 02 02 02 02 02 02 02 02 02 02 04 02 01 01 01 01 02 ' 02 02 02 02 02 02 03 02 1 02 02 02 02 02 I Sex M F F M M M F M F F F M M F F F M M M M M M M M F F M M M M F F F M M F F M M F M M M M M M M M M M M Infraction _. 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2090 NON-THREATENING PROFANITY AT 0 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2070 LOITERING OR CRIMINAL TRESPASS 2090 NON-THREATENING PROFANITY AT O 2110 DISORDERLY CONDUCT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2150 POSSESSION OR USE OF ALCOHOL O 1050 LEFT SCHOOL/CLASS WITHOUT PERM 2110 DISORDERLY CONDUCT 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2122 FALSIFYING SIGNATURE/INFORMATI 1062 REFUSE TO OBEY RULES OR DIRECT 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NCJ-THREATENINO PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 1133 REPEATED SCHOOL/CLASS TARDIES 2115 VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2070 LOITERING OR CRIMINAL TRESPASS 2121 REPEATED VIOLATION - CATEGORY 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2122 FALSIFYING SIGNATURE/INFORMATI 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1110 USE OF VERBAL ABUSE/FIGHTING W Inf Date 12/01/00 10/03/00 11/10/00 9/21/00 10/09/00 11/08/00 10/27/00 10/09/00 9/01/00 9/05/00 9/26/00 9/29/00 10/24/00 10/09/00 10/13/00 11/10/00 12/01/00 9/25/00 11/09/00 9/07/00 9/20/00 11/29/00 11/17/00 10/27/00 10/27/00 11/09/00 9/14/00 9/27/00 10/03/00 10/20/00 11/10/00 9/29/00 11/09/00 10/18/00 9/06/00 9/29/00 11/15/00 10/17/00 11/01/00 10/18/00 8/31/00 9/15/00 10/12/00 11/07/00 11/28/00 10/02/00 11/09/00 9/21/00 9/21/00 11/20/00 10/26/00 DML008R2 Date\n1/09/01 School 002 HALL Discipline Management System Action Summary Report 2000/08/21 2001/01/05 Page 13 11:53 AM ACTION: 02 OUT-OF-SCHOOL(NOT EXCEED 10 DY Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student_____________________ _____ 916325 NORRIS, ELDRIDGE B. 916335 NORRIS, ELDRIDGE B. 960701 NORRIS, LATOYA R. 931800 NORWOOD, GALON C. 931600 NORWOOD, GALON C. 959966 OLIVE, ROSHAWN L. 959966 OLIVE, ROSHAWN L 921453 OLIVER, TANESUA L. 928619 OWENS, ANTHONY D. 927451 CWENS, JASON M. 927451 CWENS, JASON M. 995061 PARKER, ANTHONY D. 928457 PARKER, KINGSTON E. 928457 PARKER, KINGSTON E. 928457 PARKER, KINGSTON E. 921885 PARKER, MILLICENT R. 921885 PARKER, MILLICENT R. 908102 PATTON, MICHAEL C. 975191 PATTON, MONTEZZ D. 916418 PAYNE, JOHN W. 916418 PAYNE, JOHN W. 916223 PENNINGTON, CEDRIC B. 916223 PENNINGTON, CEDRIC E. 301041 PERRY, CURTIS M. 907287 PETERS, LATISHA S. 935385 PHILLIPS, JEFFREY A. 926088 PIERKOWSKI, DAVIN V. 979139 POLANCO, CARLOS E. 959853 PONCE, INGRID J. 972721 POSTELL, ALIYA C. 972721 POSTELL, ALIYA C. 972721 POSTELL, ALIYA C. 959550 POWELL, WALTER. 907726 PRIDE, LONZELL L. 994525 RAMIREZ, ISAAC R. 928677 RAYFORD, OTIS. 928677 RAYFORD, OTIS. 928209 REYNOLDS, SHAUN K. 968177 RICHARDSON, GARY D. 925269 RIDEOUT, RICHARD C. 916491 ROBINSON, PETER H. 916491 ROBINSON, PETER H. 916491 ROBINSON, PETER H. 932730 ROBINSON, TANEISHA L. 965742 RODRIGUEZ, MARIA T. 926766 ROSE, MALBSA R. 910466 ROUSE, TYRELL E. 967852 SALERS, ROBERT D. 304665 SANDERS, EDWARD L. 304665 SANDERS, EDWARD L. 935039 SCCTT, RODNEY D. Date___ 10/09/00 10/19/00 10/09/00 10/05/00 11/01/00 11/01/00 11/07/00 9/13/00 10/09/00 9/19/00 10/17/00 9/15/00 9/28/00 10/09/00 11/15/00 10/05/00 10/13/00 11/30/00 10/26/00 9/22/00 11/06/00 10/02/00 11/01/00 9/05/00 10/25/00 9/11/00 12/05/00 10/31/00 11/27/00 10/10/00 10/20/00 11/09/00 10/13/00 11/16/00 9/29/00 11/10/00 11/29/00 10/09/00 10/11/00 12/04/00 10/06/00 11/15/00 12/12/00 11/20/00 11/28/00 11/17/00 11/17/00 10/12/00 10/19/00 12/06/00 9/18/00 Cl 10 10 09 09 09 10 10 11 09 11 11 11 09 09 09 10 10 12 10 12 12 10 10 09 12 09 09 12 10 09 09 09 12 12 11 09 09 09 09 10 11 11 11 09 10 10 12 10 11 11 09 Eth 02 02 02 02 02 02 02 02 02 01 01 02 02 02 02 02 02 02 02 02 02 02 02\n02 ) 02 I 02 01 03 . 03 ! 02 02 02 02 J 02 I 03 02 02 02 02 02\n02 02 02 02 03 02 ' 02 01 02 02 02 Sex M M F M M M M F M M M M M M M F F M M M M M M M F M M M F F F F M M M M M M M M M M M F F F M M M M M Infraction _______ _ 2090 NON-THREATENING PROFANITY AT O 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1090 REFUSED TO SERVE DETENTION 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 1062 REFUSE TO OBEY RULES OR DIRECT 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2122 FALSIFYING SIGNATURE/INFORMATI 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2040 MUTUAL COMBAT 1132 USB/POSS. DRUGS {1ST) 2090 NON-THREATENING PROFANITY AT O 1070 REFUSE TO OBEY BUS RULES/REGUL 2115 REPEATED VIOLATIONS OF CATEGOR 2090 NCW-THREATENING PROFANITY AT O 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2040 MUTUAL COMBAT 2090 NON-THREATENING PROFANITY AT O 2110 DISORDERLY CONDUCT 2122 FALSIFYING SIGNATURE/INFORMATI 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2120 HARASSING COMMUNICATIONS 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2150 POSSESSION OR USE OF ALCOHOL O 2115 REPEATED VIOLATIONS OF CATEGOR 2115 repeated violations of CATEGOR 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2122 FALSIFYING SIGNATURE/INFORMATI 2090 NON-THREATENING PROFANITY AT O 1060 FAILURE TO FOLLOW RULES OR DIR 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2040 MUTUAL COMBAT 2110 DISORDERLY CONDUCT Inf Date 10/06/00 10/19/00 10/03/00 10/03/00 10/27/00 11/01/00 11/06/00 9/13/00 10/06/00 9/19/00 10/17/00 9/15/00 9/27/00 10/06/00 11/14/00 10/03/00 10/12/00 11/30/00 10/25/00 9/22/00 11/06/00 10/02/00 10/31/00 8/31/00 10/25/00 9/08/00 11/30/00 10/31/00 11/27/00 10/10/00 10/19/00 11/08/00 10/13/00 11/16/00 9/29/00 11/09/00 11/28/00 10/06/00 10/11/00 12/01/00 10/06/00 11/15/00 12/12/00 11/17/00 11/27/00 11/16/00 11/17/00 10/12/00 10/19/00 12/06/00 9/ie/oo DML008R2 Date: 1/09/01 DiBcipline Management System Action Summary Report Page 14 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION\n02 OUT-OP-SCHOOL{NOT EXCEED 10 DY Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 924424 SHELLS/ KATHERINE N. 930946 SHELTON/ LATOYA S. 938606 SHINE/ RICKEY T. 905263 SIMMONS/ AARON G. 950190 SKAGGS/ SARAH K. 918316 SMITH/ ANTRONE W. 923826 SMITH/ PATRICE L. 933162 SMITH/ TIMOTHY J. 922323 SPENCER/ MICHAEL D. 922323 SPENCER/ MICHAEL D. 917556 STEWART, TERRENCE D. 917556 STEWART, TERRENCE D. 921290 STOKES, STEVEN A. 921290 STOKES, STEVEN A. 938719 STRIBLET, LA DON L. 938719 STRIBLET, LA DON L. 938719 STRIBLET, LA DON L. 938719 STRIBLET, LA DON L. 925024 STRICKLAND, MARQUITIA L. 998638 STROMAN, AMANDA M. 996638 STROMAN, AMANDA M. 922240 TATE, ASHLEY N. 921374 TAYLOR, BRIAN K. 916336 TAYLOR, JAMES X. 994915 TAYLOR, OZONE I. 936920 THOMPSON, BREON D. 304211 THOMPSCW, KANDACE M. 304211 THOMPSON, KANDACE M. 923975 THOMPSON, LATOYA R. 923975 THOMPSON, LATOYA R. 915455 THORNTON, THEOTIS D, 915490 TICEY, JAMES H. 915490 TICEY, JAMES H. 990231 TILMON, DONYA D. 971399 TODD, JEREMY T. 926747 TRUMBLE, STUART S. 926747 TRUMBLE, STUART S. 926747 TRUMBLE, STUART S. 951887 TURNER, ARIC D. 951776 TURNER, DEMARIO Q. 951776 TURNER, DEMARIO Q. 935480 USSERY, BRYAN 0. 935480 USSERY, BRYAN O. 935480 USSERY, BRYAN O. 927657 VEASEY, MARCUS D. 987863 VIDRINE, KYLE W. 962849 WADE, BRANDI L. 930092 WADE, KEITH J. 930092 WADE, KEITH J. 930092 WADE, KEITH J. 930092 WADE, KEITH J. Date 10/13/00 10/09/00 11/17/00 11/08/00 12/01/00 10/31/00 10/20/00 11/08/00 11/01/00 12/06/00 10/09/00 11/16/00 10/20/00 12/12/00 9/01/00 10/06/00 10/20/00 11/09/00 10/12/00 9/19/00 11/17/00 10/13/00 12/06/00 10/12/00 10/06/00 9/20/00 9/20/00 9/20/00 9/18/00 10/26/00 10/27/00 9/15/00 12/11/00 9/22/00 10/19/00 10/05/00 10/13/00 12/05/00 10/17/00 10/03/00 10/10/00 9/20/00 10/09/00 10/30/00 12/04/00 10/31/00 12/08/00 9/18/00 10/11/00 10/20/00 10/24/00 Cl 11 10 11 10 09 11 10 09 11 11 10 10 10 10 09 09 09 09 11 10 10 10 11 10 10 09 10 10 09 09 12 10 10 10 10 09 09 09 09 09 09 09 09 09 09 09 09 09 09 09 09 Eth 02 02 02 02 01 02 02 02 02 02 02 02 02 02 02 02 02 02 02 01 01 02 02 02 02 02 01 01 02 02 02 02 02 06 . 01 01 01 01 02 02 02 ' 02 : 02 - 02 . 02 01 5 02 02 02 02 02 Sex F F M M F M F M M M M M M M M M M M F F P F M M M M F F F F M M M M M M M M M M M M M M M M F M M M M Infraction____________________ ______ 2040 MUTUAL COMBAT 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2121 REPEATED VIOLATION - CATEGORY 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2040 MUTUAL COMBAT 2115 REPEATED VIOLATIONS OF CATEGOR 2122 FALSIFYING SIGNATURE/IBJFORMATI 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2080 VANDALISM (INTENTIONAL DESTRUC 2122 FALSIFYING SIGNATURE/INFORMATI 2040 MUTUAL COMBAT 2040 MUTUAL COMBAT 2110 DISORDERLY CONDUCT 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2150 POSSESSION OR USE OF ALCOHOL O 2150 POSSESSION OR USE OF ALCOHOL O 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 2090 NON-THREATENING PROFANITY AT O 2040 MOTUAL COMBAT 2110 DISORDERLY CONDUCT 2090 N\u0026lt;M\u0026lt;-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT 1070 REFUSE TO OBEY BUS RULES/REGUL 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2110 DISORDERLY CONDUCT Inf Date 10/13/00 10/06/00 11/17/00 11/07/00 11/20/00 10/31/00 10/19/00 11/01/00 10/31/00 12/06/00 10/09/00 11/15/00 10/19/00 12/11/00 9/01/00 10/05/00 10/19/00 11/08/00 10/12/00 9/19/00 11/16/00 10/12/00 12/06/00 10/12/00 10/06/00 9/20/00 9/20/00 9/20/00 9/18/00 10/24/00 10/27/00 9/15/00 12/11/00 9/22/00 10/19/00 10/03/00 10/12/00 12/04/00 10/05/00 10/03/00 10/09/00 9/19/00 10/06/00 10/27/00 12/01/00 10/31/00 12/04/00 9/15/00 10/10/00 10/19/00 10/24/00 DML008R2 Date: 1/09/01 School 002 HALL Discipline Management System Action Suinniary Report 2000/08/21 2001/01/05 ACTIONS 02 OUT-OF-SCHOOL(NOT EXCEED 10 DY Page 15 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student___________________ 960119 WADE, RENALDO K. 960119 WADE, RENALDO K. 916864 WALKER, GERALD D. 937535 WARREN, BRANDON L. 911910 WARREN, WAYNE. 929183 WESTON, TRAVIS D. 922265 WHITE, ASHLEY D. 916398 WHITE, EBONY S. 922332 WHITE, KELLIE P. 922332 WHITE, KELLIE F. 952489 WHITE, TAWANNA J. 305192 WILKERSON, ASHLEY R. 305192 WILKERSON, ASHLEY R. 929131 WILLIAMS, BRANDY L. 929131 WILLIAMS, BRANDY L. 986647 WILLIAMS, CHRISTOPHE M. 938568 WILLIAMS, CURTIS L. 917010 WILLIAMS, DERRICK E. 929240 WILLIAMS, GREGORY J. 921571 WILLIAMS, LARRY M. 928962 WILLIAMS, LASHIKKA S. 897592 WILLIAMS, RODNEY E. 922782 WILLIAMS, RORY M. 933561 WILSON, GERALD A. 996402 WIRGES, TRACEY A. 996402 WIRGES, TRACEY A. 924669 WRIGHT, DOMONIC D. 924670 WRIGHT, JONATHAN L. 927658 WRIGHT, RODNEY J. Date 9/18/00 10/02/00 10/09/00 9/29/00 9/13/00 12/07/00 10/12/00 10/16/00 9/21/00 10/26/00 10/20/00 9/12/00 11/10/00 9/18/00 10/17/00 10/31/00 12/07/00 9/22/00 11/06/00 11/09/00 9/21/00 11/06/00 9/25/00 11/17/00 10/18/00 11/08/00 9/15/00 9/15/00 12/04/00 Cl 09 09 10 10 12 09 11 12 10 10 09 09 09 09 09 10 09 10 09 11 10 11 09 09 12 12 10 11 09 Eth 02 02 02 02 : 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 01 01 02 02 02 Sex M M M M M M F F F F F F F F F M M M M M F M M M M M M M M Infraction________ ______________________ 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIBECTIVES 2110 DISORDERLY CONDUCT 2122 FALSIFYING SIGNATURE/INFORMATI 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2040 MUTUAL COMBAT 1050 LEFT SCHOOL/CLASS WITHOUT PERM 2090 NON-THREATENING PROFANITY AT 0 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIBECTIVES 1062 REFUSE TO OBEY RULES OR DIRECT 2105 REFUSING TO FOLLOW DIRECTIVES 1110 USE OF VERBAL ABUSE/FIGHTING W 2105 REFUSING TO FOLLOW DIBECTIVES 2090 NOH-THBEATENING PROFANITY AT O 2110 DISORDERLY CONDUCT 2040 MUTUAL COMBAT 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 1062 REFUSE TO OBEY BULES OB DIRECT 2105 REFUSING TO FOLLOW DIBECTIVES 2105 REFUSING TO FOLLOW DIBECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 2110 DISORDERLY CONDUCT 2110 DISORDERLY CONDUCT 1062 REFUSE TO OBEY BULES OB DIRECT Inf Date 9/15/00 9/29/00 10/09/00 9/28/00 9/13/00 12/05/00 10/12/00 10/16/00 9/21/00 10/25/00 10/18/00 9/07/00 11/08/00 9/15/00 10/16/00 10/31/00 12/07/00 9/22/00 11/05/00 11/09/00 9/21/00 11/01/00 9/22/00 11/14/00 10/18/00 11/08/00 9/15/00 9/15/00 12/05/00 ACTION\n03 OOS (LONG TEBM)/EXPULSION RCMD Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student_____________ 931439 ACOME, ERIC A. 927271 ANDERSON, IHEODIS. 923699 BELCHER, NATASHA Y. 922174 BROOKS, VERNON J. 927233 BROWN, FLOYD L. 927233 BROWN, FLOYD L. 927233 BROWN, FLOYD L. 923993 BROWN, FRANKLIN J. 923993 BROWN, FRANKLIN J. 931893 CALLOWAY, BRYAN M. 923743 CARROLL, SCORPIO L. 998621 CHERRY, ROLLY M. 912353 CLICK, LASHONDRA D. 928852 COATS, ARCHIE M. 936876 CONNORS, DEANDRE A. 927165 CYRUS, TERRELL C. 924086 DIXON, CLBAVONE M. Date 11/07/00 11/17/00 9/22/00 11/09/00 9/29/00 10/20/00 12/01/00 9/29/00 9/29/00 12/08/00 10/10/00 10/11/00 9/28/00 12/11/00 10/18/00 9/18/00 9/14/00 Cl 10 09 10 10 09 09 09 09 09 09 09 10 11 09 09 09 10 Eth 01 02 02 02 02 02 02 . 02\n02 02 02 01 02 ' 02 02 02 02 Sex M M F M M M M M M M M F F M M M M Infraction ______________ _ _________ 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 3140 TERRORISTIC THREATENING 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIBECTIVES 2105 BEFUSING TO FOLLOW DIBECTIVES 2020 BATTEBY 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 3072 VERBAL ABUSE OF STAFF 2115 REPEATED VIOLATIONS OF CATEGOR 2010 ASSAULT 2105 REFUSING TO FOLLOW DIRECTIVES 3072 VERBAL ABUSE OF STAFF 2020 BATTEBY 3090 POSSESSION OF WEAPON Inf Date 11/07/00 11/16/00 9/22/00 11/09/00 9/29/00 10/19/00 11/30/00 9/28/00 9/26/00 12/07/00 10/09/00 10/11/00 9/28/00 12/11/00 10/18/00 9/18/00 9/14/00 DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 16 11:S3 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: 03 OOS (LONG TERM)/EXPULSION RCMD Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student 925512 ELLIS, GLENN D. 917026 FOSTER, COURTNEY R. 928410 GRIFFIN, LARON L. 916573 HARRIS, MICHAEL D. 916573 HARRIS, MICHAEL D. 959119 HAYWOOD, RICKEY L. 918572 JAMES, KELVIN L. 923794 JAMES, QUINTON T. 923794 JAMES, QUINTON T. 992375 JOHNSON, EARVIN B. 982283 JONES, ANDREW D. 933051 JONES, SHANELLE L. 926653 KELSEY, WILLIAM P. 894448 LOWE, CORNELL D. 919352 MARTIN, SHELLY R. 988504 MCBRIDE, WILLIAM D. 922196 MCCLENDON, EDDIE L. 987741 MCMILLON, CHASE R. 923603 MORGAN, CAESER S. 933035 MORTON, BRIAN E. 933035 MORTON, BRIAN E. 928626 NORRIS, ARLANDRIS K. 931800 NORWOOD, GALON C. 973702 ORTEGA, FRANK M. 995061 PARKER, ANTHONY D. 967585 PATTON, DARLENE A. 973336 PETERS, TAKESHA R. 979139 POLANCO, CARLOS E. 990177 SANTIAGO, ROBERT L. 935039 SCOTT, RODNEY D. 924603 SIMPSON, CHRISTOPHE R. 931509 SPROUSE, KRISTIAN T. 932573 STEVENSON, SHEENA F. 938719 STRIBLET, LA DON L. 916336 TAYLOR, JAMES X. 951776 TURNER, DEMARIO Q. 935480 USSERY, BRYAN O. 930092 WADE, KEITH J. 960119 WADE, RENALDO K. 998679 WALKER, ALEXANDER D. 916470 WIMBLEY, LOUIS G. Date 11/13/00 10/09/00 10/16/00 9/26/00 11/17/00 9/06/00 8/31/00 10/10/00 11/15/00 10/17/00 9/28/00 9/12/00 11/13/00 11/01/00 12/05/00 10/31/00 1/05/01 11/10/00 9/21/00 12/01/00 12/11/00 9/18/00 12/11/00 10/18/00 10/31/00 9/28/00 10/27/00 10/01/00 10/10/00 11/07/00 9/12/00 12/07/00 11/13/00 12/01/00 11/16/00 11/18/00 12/01/00 12/05/00 10/27/00 12/11/00 12/06/00 Cl 10 12 09 12 12 10 10 10 10 12 09 09 09 11 12 09 10 12 09 09 09 09 09 12 11 09 11 12 09 09 10 12 09 09 10 09 09 09 09 09 12 Eth 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 02 . 02 02 02 03 02 02 02 03 06 02 02 02 02 i 02 i 02 02 02 02 02 01 02 ! J Sex M M M M M M M M M M M F M M M M M M M M M M M M M P F M M M M F F M M M M M M M M Infraction______________________________ 2020 BATTERY 2110 DISORDERLY CONDUCT 3072 VERBAL ABUSE OF STAFF 2020 BATTERY 2121 REPEATED VIOLATION - CATEGORY 2110 DISORDERLY CONDUCT 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 3072 VERBAL ABUSE OF STAFF 3072 VERBAL ABUSE OF STAFF 2020 BATTERY 2105 REFUSING TO FOLLOW DIRECTIVES 2100 SEXUAL MISC^DUCT/BEHAVIOR OR 3072 VERBAL ABUSE OF STAFF 2020 BATTERY 3072 VERBAL ABUSE OF STAFF 3072 VERBAL ABUSE OF STAFF 2115 REPEATED VIOLATIONS OF CATEGOR 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2020 BATTERY 2105 REFUSING TO FOLLOW DIRECTIVES 3140 TERRORISTIC THREATENING 3072 VERBAL ABUSE OF STAFF 2010 ASSAULT 3071 PHYSICAL ASSAULT OF STAFF 3140 TERRORISTIC THREATENING 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 3072 VERBAL ABUSE OF STAFF 3140 TERRORISTIC THREATENING 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 2115 REPEATED VIOLATIONS OF CATEGOR 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 2080 VANDALISM (INTENTIONAL DESTRUC 3092 POSS./WEAP KNIFE/CLUB/FACSIM.B Inf Date 11/13/00 10/09/00 10/16/00 9/26/00 11/17/00 9/06/00 8/31/00 10/10/00 11/15/00 10/17/00 9/28/00 9/12/00 11/13/00 11/01/00 12/05/00 10/31/00 1/05/01 11/10/00 9/21/00 11/30/00 12/11/00 9/18/00 12/08/00 10/18/00 10/31/00 9/28/00 10/27/00 10/01/00 10/10/00 11/07/00 9/12/00 12/07/00 11/13/00 11/30/00 11/16/00 11/17/00 11/30/00 12/04/00 10/27/00 12/08/00 12/06/00 ACTICW\n05 SENT HOME Sch 002 002 002 002 002 Student 301009 ALDACO, DALIA E. 923699 BELCHER, NATASHA Y. 973698 BENRAHOU, IKRAM. 925170 BOWMAN, KELION D. 915665 BROWN, ERIC K. Date 9/22/00 9/15/00 9/22/00 8/31/00 9/19/00 Cl 09 10 10 10 10 Eth , 03 : 02 01 02 02 Sex F F P M M Infraction_________________________ 1110 USE OF VERBAL ABUSE/FIGHTING W 1050 LEFT SCHOOL/CLASS WITHOUT PERM 1110 USE OP VERBAL ABUSE/FIGHTING W 1062 REFUSE TO OBEY RULES OH DIRECT 2020 BATTERY Inf Date 9/22/00 9/15/00 9/22/00 8/31/00 9/19/00 t LDML006R2 Date: 1/09/01 School 002 HALL Discipline Management System Action Summary Report 2000/08/21 2001/01/05 ACTION I 05 SENT HOKE Page 17 11:53 AM Sch 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 002 Student__________ _______________________ 926897 BROWN, SHARON M^ 305516 CAZARES, CARLA M. 913182 CLAY, DEWAYNE. 928852 COATS, ARCHIE M. 926087 COTTON, KEVIN L. 927165 CYRUS, TERRELL C. DEAN, RICKEY L. 922858 DUHART, COURTNEY D. 925512 ELLIS, GLENN D. 992486 GAGE, ANTOINE B. 923617 GILES, TYRONE D. 936370 HAMPTON, CLIFTON E. 936370 HAMPTON, CLIFTON E. 921820 HENDERSON, LATOYA T. 304729 HILLSMAN, MICAH D. 932577 IFABIYI-APOLABI, VICTORIA B. 924166 JOHNSON, IRVING A. 960639 JOHNSON, IVORY J. 960639 JOHNSON, IVORY J. 930877 JOHNSON, JEROME E. 930877 JOHNSON, JEROME E. 922041 JORDAN, TIFFANYE D. 919085 LEE, JESSICA Y. 896526 LONDON, TERRY D. 977402 LOPEZ, MARIA P. 921843 MALLORY, JONATHON L. 932269 MANNING, SCOTTIE G. 987741 MCMILLON, CHASE R. 922369 MOORE, JOHNATHON T. 323391 MORRIS, TREMIN M. 925476 NEAL, TERRANCE R. 959966 OLIVE, ROSHAWN L. 959966 OLIVE, ROSHAWN L. 959966 OLIVE, ROSHAWN L. 935385 PHILLIPS, JEFFREY A. 921330 PHILLIPS, TOMI J. ____91907^POINTER, JOSEPH E. 928677 RAYFORD, OTIS. 924679 REED, ANGELA R. 935039 SCOTT, RODNEY D. 935759 SMITH, SHASTA N. 936048 STEPHENS, CRAIG L. 938719 STRIBLET, LA DON L. 930092 WADE, KEITH J. 305192 WILKERSON, ASHLEY R. i 301074 YOUNG, AMANDA B. Date 9/26/00 9/22/00 9/15/00 9/08/00 8/31/00 8/31/00 10/16/00 11/15/00 11/08/00 11/10/00 12/11/00 9/28/00 9/28/00 11/01/00 10/10/00 10/06/00 8/31/00 9/19/00 10/10/00 9/21/00 12/05/00 8/31/00 9/05/00 11/01/00 9/22/00 8/31/00 9/01/00 11/09/00 9/26/00 8/31/00 11/16/00 11/01/00 11/01/00 Cl 10 09 11 09 10 09 10 10 10 12 10 09 09 10 09 09 10 10 10 10 10 10 09 10 10 10 09 12 10 09 10 10 10 Eth 02 03 02 02 02 02 02 02 02 02 02 . 02 . 02 02 02 02 02 02 : 02 02 . 02 02 02 02 03 , 02 02 ' 02 II 02 ACTION: 502 STODENT HEARING OHLY - 502 Sch Student 12/05/00,_____ 10 9/08/00 12/05/00 8/30/00 10/17/00 11/01/00 10/14/00 10/27/00 10/11/00 10/19/00 11/17/00 9/05/00 10/27/00 Date 09 10 11 09 10 09 09 09 09 09 09 11 Cl 02 02 02 i 02 i 02 I 02 : 02 02 1 02 02 02 01 02 i 02 02 02 01 . Sex F F M M M M M M M M M M M F M F M M M M M F F M F M M M M M M M M __ M M F M M F M F M H M F F Infraction 1110 USE OF 1110 USE OF VERBAL ABUSE/FIGHTING W VERBAL ABUSE/FIGHTING W 1030 MINOR ALTERCATION 2040 MUTUAL COMBAT FAILURE TO FOLLCW RULES OR DIR 1060 2105 2122 refusing to follow DIRECTIVES FALSIFYING SIGNATURE/INFORMATI 1050 LEFT SCHOOL/CLASS WITHOUT PERM 2020 BATTERY 2115 REPEATED VIOLATIONS OP CATEGOR 2115 REPEATED VIOLATIONS OF CATEGOR 3080 POSSESSION OF FIREARM 3072 VERBAL ABUSE OF STAFF 1090 REFUSED TO SERVE DETENTION 1030 MINOR ALTERCATION 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 2020 BATTERY 2105 REFUSING TO FOLLOW DIRECTIVES 1133 REPEATED SCHOOL/CLASS TARDIES 1050 LEFT SCHOOL/CLASS WITHOUT PERM LEFT SCHOOL/CLASS WITHOUT PERM 1050 1062 REFUSE TO OBEY RULES OR DIRECT 1080 FAILURE TO SERVE DETENTION 1110 USE OF VERBAL ABUSE/FIGOTING W 1060 FAILURE TO FOLLOW RULES OR DIR 1060 FAILURE TO FOLLOW RULES OR DIR 2115 REPEATED VIOLATIONS OF CATEGOR 1110 USE OF VERBAL ABUSE/FIGHTING W 2090 NON-THREATENING PROFANITY AT O 3140 TERRORISTIC THREATENING 2115 REPEATED VIOLATIONS OF CATEGOR 1090 REFUSED TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 2040 MUTUAL COMBAT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1062 REFUSE TO OBEY RULES OR DIRECT 1080 FAILURE TO SERVE DETENTION 1062 REFUSE TO OBEY RULES OR DIRECT 1030 MINOR ALTERCATION 1030 MINOR ALTERCATION 2090 NON-THREATENING PROFANITY AT O 2105 REFUSING TO FOLLOW DIRECTIVES 2105 REFUSING TO FOLLOW DIRECTIVES 1030 MINOR ALTERCATION Inf Date 9/26/00 9/22/00 9/15/00 9/08/00 8/31/00 8/31/00 10/16/00 11/15/00 11/08/00 11/10/00 12/11/00 9/28/00 9/28/00 11/01/00 10/09/00 10/05/00 8/31/00 9/19/00 10/10/00 9/21/00 12/05/00 8/31/00 9/05/00 11/01/00 9/22/00 8/31/00 9/01/00 11/09/00 9/26/00 8/31/00 11/16/00 11/06/00 11/01/00 12/05/00 9/08/00 12/05/00 8/30/00 10/17/00 11/01/00 10/13/00 10/27/00 10/11/00 10/19/00 11/17/00 9/05/00 10/27/00 Eth Sex Infraction Inf Date DML00BR2 Date: 1/09/01 School 002 HALL Discipline Management System Action Sunmary Report 2000/08/21 2001/01/05 Page 18 11:53 AM ACTION: 502 STUDENT HEARING ONLY - 502 Sch 002\" 002 002 002 002 002 Student ______________ 923993 BROWN, FRANKLIM J. 927165 CYRUS, TERRELL C. 916573 HARRIS, MICHAEL D. 959119 HAYWOOD, RICKEY L. 962283 JONES, ANDREW D. 913102 ORTEGA, FRANK M. Date 9/28/00 9/18/00 9/26/00 9/06/00 9/28/00 10/18/00 Cl 09 09 12 10 09 12 Eth 02 02 02 02 02 03 Sex M M M M M M Infraction________________ 2020 UATrEH? ' 2020 BATTERY 2020 BATTERY 2110 DISORDERLY CONDUCT 2020 BATTERY 3140 TERRORISTIC THREATENING Inf Date 9/28/00 9/18/00 9/26/00 9/06/00 9/28/00 10/18/00 ACTION: 503 STUDENT HEARING ONLY - 503 Sch 002 002 002 Student_____________________ 927233 BROWN, FLOYD L. 936B16 CONNORS, DEANDRE A. 924603 SIMPSON, CHRISTOPHE R. Date 10/19/00 10/18/00 9/12/00 Cl 09 09 10 Eth 02 02 02 Sex M M M In fraction__________________________ 2105 REFUSING TO FOLLOW DIRECTIVES 3072 VERBAL ABUSE OF STAFF 3072 VERBAL ABUSE OF STAFF Inf Date 10/19/00 10/18/00 9/12/00 ACTION: 507 STUDENT HEARING ONLY - 507 Sch 002 Student_______________ 987741 MCMILLON/ CHASE Date 11/10/00 Cl 12 Eth 02 Sex M Infraction____________________________ 2115 REPEATED VIOLATIONS OF CATEGOR Inf Date 11/10/00 ACTION: 508 STUDENT HEARING ONLY - 508 Sch 002 002 002 002 002 002 002 002 002 Student______________________ 923743 CARROLL, SCORPIO L. 998621 CHERRY, HOLLY M. 912353 CLICK, LASHONDRA D. 924086 DIXON, CLEAVONE M. 917026 FOSTER, COURTNEY R. 928418 GRIFFIN, LARON L. 992375 JOHNSON, EARVIN B. 967585 PATTON, DARLENE A. 990177 SANTIAGO, ROBERT L. Date 10/09/00 10/11/00 9/28/00 9/14/00 10/09/00 10/16/00 10/17/00 9/28/00 10/10/00 Cl 09 10 11 10 12 09 12 09 09 Eth 02 01 02 02 02 02 02 02 06 Sex H F F M M M M F M Infraction_____ 3072 VERBAL ABUSE OF STAFF 2115 REPEATED VIOLATIONS OF CATEGOR 2010 ASSAULT 3090 POSSESSION OF WEAPON 2110 DISORDERLY CONDUCT 3072 VERBAL ABUSE OF STAFF 3072 VERBAL ABUSE OF STAFF 2010 ASSAULT 3072 VERBAL ABUSE OF STAFF Inf Date 10/09/00 10/11/00 9/28/00 9/14/00 10/09/00 10/16/00 10/17/00 9/28/00 10/10/00 ACTION: 512 STUDENT HEARING ONLY - 512 Sch 002 002 002 002 Student _________________ 923699 BELCHER, NATASHA Y. 918572 JAMES, KELVIN L. 923794 JAMES, QUINTON T. 928626 NORRIS, ARLANDRIS K. Date 9/22/00 8/31/00 10/10/00 9/18/00 Cl 10 10 10 09 Sth 02 02 ' 02\n02 Sex \"T\" M M M Infraction_________________________ 3140 TERRORISTIC THREATENING 3072 VERBAL ABUSE OF STAFF 2105 REFUSING TO FOLLOW DIRECTIVES 2020 BATTERY Inf Date 9/22/00 8/31/00 10/10/00 9/18/00DML008R2 Date: 1/09/01 School 002 HALL Discipline Management System Action Summary Report 2000/06/21 2001/01/05 ACTION: PC PARENT CALLED Black White Infraction_________ MINOR ALTERCATION M 1 P 1 M F Hispanic Asian Indian Total Students Total Infractions M F M F M F M 1 P 1 M 1 F 1 Page 19 11:53 AM Total Actions M 1 F 1 LEFT SCHOOL/CLASS WITHOUT PERMISSBON 2 2 2 FAILURE TO FOLLOW RULES OR DIRECTEVES2 1 5 3 5 3 5 3 REFUSE TO OBEY RULES OR DIRECTIVEa 12 12 12 5 1 5 5 5 REFUSE TO OBEY BUS RULES/REGULATIONS 1 1 1 NON-TgREATRHIMQ PROFANITY AT OR ABOUT STAFF X X .1 REFUSING TO FOLLOW DIRECTIVES 1 3 1 3 1 3 1 3 DISORDERLY CONDUCT 1 1 1 1 1 1 1 1 Totals: 25 10 26 11 26 11 26 11 ACTION: PF PARENT CONFERENCE Black White Infraction Hispanic Asian Indian Total Students Total Infractions Total Actions BEHAVIOR THAT VIOLATES A PERSON'S RIGHTS M P 1 1 M F M P M P M F M F 1 M P 1 M F 1 LEFT SCHOOL/CLASS WITHOUT PERMISSION 1 1 1 1 FAILURE TO FOLLOW RULES OR DIRECTEVES I 2 2 2 REFUSE TO OBEY RULES OR DIRECTIVEa 1 1 1 REFUSE TO OBEY BUS RULES/REGULATIONS 1 1 1 USB GP VERBAL ABUSE/FIGHTING WORDS/GEaTURES 2 2 2 VERBAL ABUSE OF STAFF 1 1 1 1 Totals: 4 1 5 4 5 4 S 4 ACTION: SW STUDENT WARNED Black White Infraction_________ MINOR ALTERCATION Hispanic Asian Indian Total Students M 13 Total Infractions M 13 Total Actions M 13 M e F 8 M 3 P M 1 F M 1 F M F F 6 F 6 F e LEFT SCHOOL/CLASS WIISOUT PERMISSBON 3 3 3 FAILURE TO FOLLOW RULES OR DIRECTIVES1 1 1 1 29 12 30 12 30 12DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 20 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: SW STUDENT WARNED Black White Infraction M REFUSE TO OBEY RULES OR DIRECTIVM 14 M 4 F Hispanic Aslan Indian Total Students Total Infractions Total Actions M F M F M F M 23 F 14 M 25 F 14 M 25 F 14 REFUSE TO OBEY BUS RULES/REGULATIONS 1 1 1 1 1 1 1 USE OR POSSESSION OF TOBACCO 1 1 1 1 USE OF VERBAL ABUSB/FIGHTING WORDS/GE9TURES 2 2 2 2 2 2 REPEATED SCHOOL/CLASS TARDIES 2 2 1 3 2 3 2 3 2 NON-THREATENING PROFANITY AT OR ABOUTISTAFF 1 1 1 REFUSING TO FOLLOW DIRECTIVES 3 3 3 3 3 3 3 3 POSSESSION OR USE/PAGINQ DEVICE 3 2 3 2 3 2 3 2 Total*: 68 44 8 2 2 1 81 45 84 45 84 45 ACTION: 01 IN-SCHOOL SUSPENSION Black White Infraction_________ MINOR ALTERCATION M 2 F 3 M F Hispanic Asian Indian Total Students Total Infractions Total Actions M F M F M F M 2 F 3 M 2 F 3 M 2 F 3 BEHAVIOR THAT VIOLATES A PERSONSIRIGBTS 1 4 1 4 1 4 LEFT SCHOOL/CLASS WIIHOUT PERMISSION 11 5 3 1 2 28 16 29 16 29 16 FAILURE TO FOLLOW RULES OR DIRECTIVES 5 1 1 1 8 5 8 5 8 5 REFUSE TO OBEY RULES OR DIRECTIVM 17 1 1 29 18 30 18 30 19 REFUSE TO OBEY BUS RULES/REGULATIONS 1 1 1 FAILURE TO SERVE DETBNTICW 8 6 2 2 10 8 10 8 10 8 REFUSED TO SERVE DETENTION 6 4 6 4 6 4 6 4 USE OP VERBAL ABUSE/FIGHTING W0RDS/GE8TURBS 1 1 8 5 8 5 8 5 REPEATED SCHOOL/CLASS TARDIES 6 11 1 1 7 12 7 12 8 12 NON-THREATENING PROFANITY AT OR ABOUT STAHF 1 1 1 REFUSING TO FOLLOW DIRECTIVES 19 9 1 19 10 19 13 19 13 Total*: 100 74 12 6 4 2 120 85 122 88 123 89DML008R2 Date: 1/09/01 Discipline Management System Action Summary Report Page 21 11:53 AM School 002 HALL 2000/08/21 2001/01/05 ACTION: 02 OUT-OP-SCHOOL(NOT EXCEED 10 DY Black White P M P Hispanic Aslan Indian Total Students Total Infractions Total Actions M F M F M P M 1 P M 1 F M r Infraction_________ MINOR ALTERCATION M 1 1 LEFT SCHOOL/CLASS WITHOUT PERMISSION 3 3 3 3 FAILURE TO FOLLOW RULES OR DIRECTIVES 2 2 2 REFUSE TO OBEY RULES OR DIRECTIVES 3 9 3 9 3 9 3 REFUSE TO OBEY BUS RULES/REGULATIONS 1 2 1 2 1 2 1 REFUSED TO SERVE DETENTiai______.JI. 1 T .1 1 _____1 _ USB OF VERBAL ABUSE/FIGHTING WORDS/GESTURES 1 1 1 1 1 1 USE/POSS. DRUGS (1ST) 1 1 1 1 REPEATED SCHOOL/CLASS TARDIES 1 1 1 1 BATTERY 2 2 2 2 1 1 1 1 THEFT/THBFT BY RECEIVING MUTUAL COMBAT 16 11 21 13 21 14 21 14 3 1 1 1 LOITERING OR CRIMINAL TRESPASS 3 3 3 3 1 2 1 2 1 2 VANDALISM (INTENTIONAL DESTRUCTIOH/PROPERTY) 2 NON-OHREATENING PROFANITY AT OR ABOUT7STAEF 27 28 28 REFUSING TO FOLLCW DIRECTIVES 43 21 47 22 68 25 71 25 DISORDERLY CONDUCT 26 33 34 34 REPEATED VIOLATIONS OF CATEGORY ISOFFBNSES 54 64 65 6 1 1 8 9 9 3 1 1 4 2 1 6 6 6 9 9 9 HARASSING COMMUNICATIONS 2 2 2 2 REPEATED VIOLATION - CATEGORY II OFFENSES 3 3 3 FALSIFYING SIGNATURE/INFORMATION 6 2 1 2 1 4 7 4 7 4 POSSESSION OR USE OF ALCOHOL OR DHUGS 1 5 1 5 1 5 2 VERBAL ABUSE OF STAFF 1 1 1 1 Totals: 195 63 20 224 74 257 79 261 80 8 6 2 1 1 ACTION: 03 OOS (LONG TERM)/EXPULSION RCMD Black White Hispanic Aslan Indian Total Students Total Infractions Total Actions Infraction M F M P M F M F M P H P M F M FDML00eR2 Date: 1/09/01 Discipline Management System Action Summary Report School 002 HALL 2000/08/21 2001/01/05 ACTION: 05 SENT HOME Black White Hispanic Asian Indian Total Students Total Infractions Page 23 11x53 AM Total Actions F Infraction MUTUAL COMBAT M 2 M F 2 M F 2 F M F M F M F M M 2 7 NON-TOBEATENINO PROFANITY AT OR ABOUT STAFF 2 2 2 3 1 REFUSING TO FOLLCW DIRECTIVES 3 1 3 1 3 1 REPEATED VIOLATIONS OF CATEGORY I4OFFENSES 4 4 4 FALSIFYING SIGNATURE/INFORMATION 1 1 1 1 1 VPPPIT. iwigg np STAgg. X J. 1 1 POSSESSION OF FIREARM 1 1 1 1 TERRORISTIC THREATENING 1 1 1 To tala: 36 36 15 36 15 36 15 ACTION: 502 STUDENT HEARING ONLY - 502 Black White Hispanic Aslan Indian Total Students Total Infractions Total Actions 9 3 3 M 4 F M F M F M F M F M 4 F M 4 F M 4 F Infraction BATTERY 1 DISORDERLY CONDUCT 1 1 1 1 TERRORISTIC THREATENING 1 1 1 6 Totals: 5 1 6 6 ACTION: 503 STUDENT HEARING ONLY - 503 Black White Hispanic Asian Indian Total Students Total Infractions Total Actions M F M F M F M F M 1 F M 1 F M 1 F Infraction______________ REFUSING TO FOLLCW DIRECTIVES M F 1 2 VERBAL ABUSE OF STAFF 2 2 2 3 Totals: 3 3 3 ACTION: 507 STUDENT HEARING ONLY - 507 Black White Hispanic Aslan Indian Total Students Total Infractions Total Actions M F M F M F M F M 1 P M 1 F M 1 P Infraction M F REPEATED VIOLATIONS OF CATEGORY IIDFFENSES Totals: 1 1 1 1 ACTION: 508 STUDENT HEARING ONLY - 508 innEioxsatiEQSisEr aurc OMlWS. 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[istird 2 3^ Cffl 2 1 3 4 1 3 3 1 1 1 2 2 1 5 3 1 1 2 2 2 3 J 3 3 2 3 3 2 3D 1 3 4 2 3 30 3 3 3 3 3 a I 3 3 3 2 3 6 1 5 7 3 3 3 3 1 3 36 3 2 2 3 5 3 3aHItr OB Effl'-KnisrHO. iifU tax SHIL iiiaiwc sfl: wnmiEHfieaN^ KMIHE: a-f-i-S-y--U-) TDCfflE: IjWl n SANCTIONS OffCFSCHD:--------- ------TaGTO-- lA OtBlE Ui offi m SK KT m w wr Bl ff' w SK W W JT ii4 Bl TOT ff oo o 2 2 ZtrCHIB 2 115 122 121 13) 1 \u0026lt;d ro in oI CM (D l/y s UI Q. t-H 1=1 a=) UWGS 11 siast Riil Id) 1 HCKWF 2 CisGit) 2 9ne2 2 110 ca\u0026gt; w 115 121 OKS 12 3ECBt 3HlhaHnH\u0026gt; O/lifSl HK H4 IT Btr TO EiaUID-------- 'UMr- HIT HK MU TT U' 1 3 E. 4 Z4 1U a 5 1 6 1 1 10 1 fl 2 e 1 1 4 27 6 1 1 4 27 1 5 24 1 I 1 1 12 28 18 1 1 5 24 1 12 1 1 1 5 24 1B 4 9 1 2 9 UB 9 1Z7 IJXEEF iftK SJfllj [EEKT aaic (J/W- JKE 14 HQIDWI R/MD lAiwa gjQi\n(j2 (caawuwsHiL SANCTIONS ______nrcFsaoir g^lE B4' E ff HK W St' 3 IfiStaU I M o ERis 1 SEDsitB 1 133 \u0026lt;3 /CTUlt Bttay 2 {SO 2 C 2 MO 2 on UO K\u0026gt; Lf) O I 3 CM -.-4 O in Icte - mSKF 2 0 CisOnl 2 W I^IAd 2 IC 33e 2 2 M r(RIE 2 a VKS 3 rbW 3 OT S w\u0026gt; QJffi III z a 1=) a 4 8 4 2 i 3 7 9 3 1 1 TOf 7 8 5 3 1 3 ICT ff HK *4 IT tF ------KMSTaH-------- WK B4 ff qpy id '\u0026gt;e ____ -TCBtr 2 2 z 14 21 12 21 1 1 1 1 WC HK WK TT IT 2 2 IB 1 1 5 2 7 4 IB 36 1 1 1 3 I 1 2 1 3 1 2 1 5 1 1 8 5 3 3 5 21 a 1 7 5 41 2 1 1 1 1 3 1 1 2 I 1 C6 aaapt e 5? iB i\u0026gt;g7K$3 T. 010 5 SitKiro } it Baillai 1 DC 1 1 4 1 1 5 12 3 1 15 1 1 1 334 1 7 8 S 3 3 5 21 22 1 7 6 44 2 2 2 1 1 6 MD 6 2 2 23 3 7 1 1 2 2 2 2 25 3 7 1 1 2 2 11 2 0 tlijtfq Iflita: - HaHef 2 DislDO 2 W (^rtVlD 2 115 0^ ID aBSUt 2 on \u0026amp; i Kciis I 2 CO 2 on 1 4 2 1 5 7 2 3 3 1 U 4 4 2 5 J) (D M 34 5 1 1 2 1 1 1 5 5 1 1 2 7 1 V 1 I 1 8 1 1 1 1 1 1 1 1 q 1 2 2 1 2 1 2 1 1 1 1 7 12 2 3 q 15 1 1 1 11 2 1 6 4 1 2 5 59 80 5 1 1 2 7 I 1 1 1 1 1 1 ID 1 2 2 5 1 1 1 1 2 11 i 7 4 2 2 (\u0026gt; 20 99 5 1 1 2 1 I 1iiffiERiKswrrasiREr 3fC iEMtra?\nDBaaaEHCfaeNcnE aaco iDo^ i(W3i q2 3301: C92 hCaUUHlOSOQl SAUCTIONS Cm u aSrCFSKOr laGTHM-Cffiao\nn.1 (HE a5 s' HK ( XT Wf WiT IM X3' ff HK (H KF KT a/a IKT M BK W4 13 XT Bffi \u0026amp; TOHi- ff MT HK rr XT xr O o DisOld 2 M tetlfio 2 IK 3 Ml t 1 2 ? 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Cm O SHn.aafE^ 149 a 230 C 2 35 6 2 1 1 2 17 2J9 Si IxJ z I a (/\u0026gt; L lUBF.ioKaHibasiBin aiMC (MU BS 2 hwim\n'695S^'won 8/ajro 3 3110\nOP iI\u0026gt;WB53HIl\u0026gt; SANCTIONS tjjrCFSMtlr IQGTHH- O3nJH\u0026gt;- -----Tinr 3 n 3- CHBtE nt, roE 05 a HK CT' W w CT 04 BF SK TiT S F wr 34 CT ff HK M I*' CT WP HK MS CT rt 3 Cffi HBPe^ 1 ftullin 1 Tadits 1 74it 2 W 13 2 \"\u0026gt; SS 1 s Bsojri 2 HrQjffi 2 Hrdnin 1 7 1 2 1 1 1 1 9 1 2 1 3 11 1 7 D 6 4 I 4 3 12 1 11 I 2 I 1 3 2 1 1 1 1 1 1 a 1 2 .o n 7 Ar 2 12 2 ID 1 3 ffi 7 6 1 1 3 4 I 1 1 5 1 1 1 I? ) 1 B J ffl aBOfC M\u0026gt; 51 IC 9 1 n 5 a 1 3 6 Zi 1 2 1 1 9 1 2 1 1 4 32 V 31 1 101 ) 6 1 1 3 6 1 1 2 2 5 1 1 1 13 I 9 1 2 1 1 4 B 3 13 1 1C6 8 2 1 1 3 1 S2 wt ffllsy Helt 1 2 2 ro 2 PC 2 0 .ij z\nI .J 55 4 lldtinj IoIb: - I-fcrtiirf 2 BOW I IBKH) 2 i. li? ftptVSo 2 115 ^2 2 ta 2 1 1 2 1 1 1 1 4 1 1 1 2 1 1 2 1 3 I I 1 1 1 3 1 5 1 3 y) 4 12 2 13) VAS St 3 OB 15 4 U 21 1 4 1 4 2 3 19 4 13 2 1 4 1 1 2 2 1 1 1 I 1 2 2 19 1 1 1 4 1 5 1 1 1 1 I 5 1 10 sum iBftaJi 1 2 67 W SI 8 8 16 9 1 1 1 1 IP 1 1 I 1 3 1 1 2 13 26 1 4 1 5 1 1 a 1 1 1 2 3 6 1 1 IS 1 1 1 3 1 8 1 1 20 8 15 31 1 9 6 1 1 1 1 1 1 1 2 1 1 7 1 4 4 1 1 4 1 2 1 14 1utBEWKaoBi.asBn' aarc CBZOtli \\KF. gaiIHE: \u0026amp;az i./itt S CL aanv 0$ UILHQI^^ sanctions Deua)- .-nSr ___ iqgtbm------- om -ojrcs'sffio-\" (HBIE QL cn ff 8 Cl o iRsraF c \u0026lt;0 as ord 04 tttXfto I\n2 1. 8 i- S 2 XB Uf\u0026gt; 115 53 3 3 i IZL 11 sacftt- 1 1 5L itiiatJ ftfnis i ?e 1 to Lf) I a Cm 8 ttugai I 2 TO acarff 9 rm CisOIti KftViD (grrtw 3idc2 flrCRffi 1 X 1 1 X 1 X 3 LU 2 J li HK XN w 2 1 11 16 1 X 15 X 1. cm 2 UD 2 32 2 W ' r la 2 IS 3 OE 3 cm 3 MD I 1 1 X1 1 1 w 1 6 wr iM IT fT 0K 'ffT WIT Bl ET HK IM TOC MIT HK Wff KT BS X 6 a 12 3EP6 oiaLSdaafl' If. 31 X 1 1 2 1 I 1 1 2 's : LX X X X 1 X 3 2 1 X ZE u 2 2 1 2 1 2 4 2 1 X 1 3 2 13 2 X 1 X I 2 X U X X X 2 ffi X X X 2 1 2 1 1 2 4 14 X 1 G n 1 3 1 9 1 9 f0 3X1 36 11 45 X 1 1 1 1 ^6 1 X 1 1 1 2 1 X 33 3flS T -n 4 1 2 X 12 22 1 ?. \u0026gt; 1 2 a X X X 2 1 2 3 X 3 7 16 X 2 X 1 3 48 j2 a \u0026lt;f\u0026gt; School Short Term Suspension ANNUAL Name Central J.A. Fair Hall McClellan Metropolitan Parkview ALE ALC Cloverdale Dunbar Forest Heights Henderson Mablevale Mann Pulaski Hgts. Southwest Totals Badgett Bale Baseline Booker Brady Carver Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Enrolled 1855 757 790 935 %Blk 59 81 71 84 911 51 Long Term Suspension 622 771 648 724 506 858 767 510 10,654 233 362 323 597 372 596 537 512 224 248 430 464 495 271 89 57 69 86 75 52 57 83 59 92 73 83 52 63 52 69 92 65 76 48 92 48 93 BM 153 145 164 186 15 41 h____ 1 41 382 173 321 372 142 112 129 221 2,598 5 15 55 34 22 39 106 0 18 12 21 53 43 0 BF WM WF 1998 Student Hearing Office Expulsion Total 64 61 53 65 2 22 0 19 147 80 114 124 74 51 51 106 1,033 37 14 4 _____6 4 24 07 13 13 6 18 0 33 10 36 15 1 34 0 14, 32 67 81 43 23 36 19 25 469 0 2 66 5 7 22 07 3 2 3 20 14 68 11 0 18 0 __ 1 16 21 22 8 14 16 6 13 174 0 000 ___ 3 0 3 01 0114 0 TOTAL 264 222 261 277 18 115 ___ _ 75 577 341 538 547 253 215 205 365 4,274 8 24 75 44 36 50 155 0 33 28 37 63 67 0 BM ____2q 8 28 ____ 12 34 0 10 31 27 7 33 21 7 6 ____31 248 1 21 1 _____ 1j 1 7 01 0 _____q 1 _____ i_ 1 BF__ 13 9 5 __ ____ 1_ 0 0 3 13 9 13 8 13 13 ___12 104 ____ 1_ ____12 ____q 0 0 ____q 0 0 5 0 ____q ____q 0 WM 0 0 ___4 ___ 0 ___ 0 ___001 ___36311 ___ 1_ ___4 ___ 5 29 ___ 0 ___01 ___ 0 ___ 0 0 ___ 0 ___ 0 21 ___ 0 ___ 0 __ 0 WF 01 0 01 0 0 02 30 20 00 2 11 00 0 00 0 1 0 0 00 10 0 TOTAL 33 18 ____ 37 ____ 13 _____ 5 4 0 14 ____ 45 ____ 23 44 35 _____ 9 13 ____ 50 392 _____ 2 _____ 34 _____ 1_ 1 _____ 1 _____803 6 _____ q _____ 2 _____21 BM 23 3 6 ____4 10 ____0 0 ____8 ____9 53 51 0 ____2 70 0 ____0 ____01 00 0 ____1_ 00 ____0 0 0 ___ 0 0 BF 1 1 0 00 00 02 32 1 6 0 3 2 21 0 0 0 0 0 00 00 00 00 1 WM ___ 2 ___ 0 ___010 ___ ___00 ___ 0 ___012 01 ___ 0 ___ 0 __ 8_ ___ 0 ___ a 0 ___ 0 0 ___ q ___ q ___q0 ___q0 ___ q ___q0 WF 0 0 0 0 0 00 0 01 0 0 0 00 0 1 0 00 0 0 0 0 0 0 _0 00 00 TOTAL ______ 26 _______ 4 _______ 6 _______ 5 _______ I _______ 1 _______ q 0 ______ 10 ______ 8 _______ 6 ______ 11 _______ 2 _______ 4 4 _______q _______ q 0 0 _______ q _______ q 1 _______ q 0 _______ q _______ q _______ q _______ q 1 #Blk 274 227 256 268 22 _____67 1 73 583 301 462 541 261 172 192 374 4,074 _____10 25 72 _____39 _____29 ____ 138 ______q 26 _____3q _____34 _____eq _____62 2 %Blk 85% 93% 84% 91% 100% 56% 100% 82% 92% 75% 81% 91% 87% 76% 87% 89% 84% 100% 93% 91% 87% 78% 86% 84% 0% 72% 88% 92% 92% 90% 100% Page 2 School Name Geyer Spgs. Gibbs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Hgts. Rightsell Rockefeller Romine Terry_______ Wakefield Washington Watson Western Hills Williams Wilson Woodruff Totals G Total 97/98 G Total 97/98 Difference Enrolled 316 311 513 658 407 477 332 242 328 464 249 450 328 511 373 660 493 315 479 362 284 14,216 24,886 24,986 100 % 75 52 44 54 73 57 79 92 46 55 94 59 63 46 86 53 89 70 52 82 71 65 67 66 1998 Student Hearing Office BM Short Term Suspension BF WM WF TOTAL Long Term Suspension BM BF Expulsion Total 7 97 30 55 12 22 8 16 37 16 28 6 39 23 12 93 18 1 42 _____9 913 3511 3,297 214 11 11 10 14 9 4 5 2 23 5 93 6 17 5 8 0 16 1 285 1318 1,320 -2 3 2 0 7 22 2 1 1 14 0 15 5 4 03 10 8 0 0 3 156 625 653 -28 1 0 066110 00 0211 00 4 0 000 36 210 216 -6 22 12 8 53 97 24 28 14 19 64 21 54 15 50 40 20 123 34 1 58 13 1390 5664 5,486 178 1 00 010 2 0 0103243 9 2 a01 1 48 296 319 -23 1 0 0 0100 1 0 0 00 0 0010 0 00 0 13 117 79 38 WM 0 0 0 1 0 0 0 0 0 0 0 0 2 2 0 51 0 0 0 0 16 45 41 4 WF ____000 0100 000 000100 10 00 0 5 16 14 2 TOTAL 2 0 0 1 3 0 2 1 0 1 0 3 4 7 3 15 4 0 0 1 1 82 474 453 21 BM 0 0 0 0 0 0 0 0 0 0 0 0\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_334","title":"Compliance hearing exhibits, ''Assessment Planning/Training Activities''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation"],"dcterms_title":["Compliance hearing exhibits, ''Assessment Planning/Training Activities''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/334"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nASSESSMENT PLANNING/ TRAINING ACTIVITIESzm zmm CZ) on 1. 2. 3. 4. 5. 6. 7. 8. 9. Assessment Planning/Training Activities Memorandum from Bonnie Lesley to elementary principals, Oct. 20, 1998, providing information on Smart Start training on standards, assessments, and accountability Copy of handout from ADEs training for educators on Smart Start: Higher Student Achievement through Standards and Performance Assessment, fall 1998 Plan and Process Alignment for Improved Student Achievement, Little Rock School District (Matrix showing relationship of various required plans to District processes), created fall 1998 Invitation to meeting on Systemic Planning Session for Assessment and Program Evaluation, May 18, 1999 Agenda for Assessment and Program Evaluation Work Session, May 18, 1999 Portfolio of Services of Division of Instruction, 1999-2000 Agenda for Division of Instruction, June 17, 1999 meeting\npresentation on the LRSD Assessment Plan Memorandum in July 28, 1999, Learning Links with attached article on Changing the Entitlement Culture -emphasis on results rather than process. LRSD Assessment Plan: Using Assessment to Enhance Student Achievement (PowerPoint presentation slides)presented to Board of Education in August 1999 10. Reading List prepared to distribute at the summer 2000 Campus Leadership Institute\nsection on Building and Maintaining Accountability Systems is about assessment and program evaluation 11. Transparencies used in July 19, 2000, Curriculum Day for principals, assistant principals, and brokers. 12. Notebook/handouts for July 19, 2000, Curriculum Dayfocus on quality management, data-driven decisions, and LRSD assessment programs 13. Memorandum in August 23, 2000, Learning Links with attached Primer on Assessment Literacy for distribution to Campus Leadership Teams 14. District Assessments: The Assessment Program for 2000-01 15. Memorandum to the Board of Education for July 26, 2001, agenda on Proposed Amendments to the Assessment Program y Il -fll^1 ^A7 ^1 LL Zo/ai/qs- LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 October 20, 1998 TO: Elementary Principals FROM: Dr. Bonnie Lesley,^Associate Superintendent for Instruction SUBJECT: Smart Start Training - Very Important! Please read the attaching several pages about Smart Start carefully. They describe the first training that ADE is providing for elementary principals and for one teacher/facilitator from each school. Note that you may choose to attend either I November 9-10 or November 10-11 or November 11-12 s r f E i Please call Regina Moore at 3121 in my office no later than Tuesday October 27, to let us know your choice of days and the same of your school facilitator. We know that substitutes will be a big problem, so please work with the human resource staff and your faculty to cover the teachers classes. I Smart Start includes standards, assessments, professional development, and accountability - all the stuff that we in Little Rock have already committed ourselves to do. Therefore, we are hopeful that we can fully participate in the ADE training, use our Campus Leadership Teams to plan for school improvement, implement the necessary changes, and step out to provide leadership and models for the rest of the state. We can leverage these opportunities to do what we want to do anyway: provide a first-rate education for all of our children. f. Ill look forward to hearing from you! Remember to call no later than next Tuesday. 'i Attachments BAL/rcm bsa JU y\\riofis3s 9 DEPARTMENT of EDUCATION 4 STATE CAPITOL MALL LITTLE ROCK, ARKANSAS 72201-1071 (501) 682-4475 RAYMOND SIMON, Director MEMO TO: Superintendents m(^-4 Principals FROM: Raymond Simonff^ SUBJECT: Smart Start Summit DATE: October 20, 1998 The Arkansas Department of Education (ADE) has signed a contract with National School Conference Institute (NSCI) to provide unprecedented levels of training for all of our states 8^00 K-4 teachers, along with their superintendents, principals, and curriculum coordinators. Using a train the trainer model, NSCI will work with local educators over the next three years, assisting them in their efforts to assure that all children will meet or exceed grade-level requirements in reading and mathematics by Grade 4. Using actual data generated from their schools and classrooms, teachers will be shown how to incorporate Arkansas Curriculum Frameworks, the states standards for learning, into daily lesson plans. They will see how these standards relate to the mandated assessment (Grade 4 Benchmark Exam) and how that assessment can be mirrored in routine classroom activities from kindergarten through fourth grade. They will also be taught how to analyze actual assessment results and use that information to better focus instruction to minimize weaknesses and maximize strengths of their students performance. Enclosed you will find information and registration materials for the Standards and Accountability Summit, the first Smart Start intensive training opportunity for teachers and others. It is extremely important for all schools to be represented. Although four days have been reserved for the event, the structure is such that any individual may attend for a two-day period, either November 9-10, November 10-11, or November 11-12. It is not necessary for districts with multiple K-4 schools to send all personnel on the same two days. Every district choosing to participate must designate a facilitator who will have the primary responsibility for coordinating all local staff development activities with the ADE and NSCI. This facilitator must attend the summit and all other related training opportunities scheduled over the next few months. Superintendents, curriculum coordinators, and K-4 principals are also encouraged to attend. It is further recommended, but not required, that the superintendent designate one facilitator for each K-4 participating school rather than relying on one facilitator for the entire district. It is permissible for the superintendent, principal, or curriculum coordinator to serve as facilitator. Thank you for your willingness to join us in November as together we begin a new era in our work for improved academic achievement for the children of Arkansas. STATE BOARD OF EDUCATION: Ctairmaa - BETTY riCKETT.Oowiy Vie* CkairM* - JaNEU. CALDWELL, Bry**' Meoben EDWIN B. ALDERSON, JR., El DorxJo CARL L BAGGETT, Rave, MARTHA DKON, ArtWpfci. WILLIAM B, FISHEIL ParerHild LUKE GORDY, Vaa Bar*. ROBERT HACKLER, Mwaiala He JAMES MeLARTY UL Newport RICHARD C SMITH, JR.. McGebee I rwiR THOMPSON. JR.. Tmrtw ANITA YATES, BcBtMvtUc Ab Lqiul Opportaalty EnpioyerTo: Date: Re: Arkansas Superintendents K-4 Principals October 20,1998 Smart Start Participation |nsci| National School Conference Institute Greetings! Enclosed in this packet is information about the launching of Smart Start and the professional development partnership between the Arkansas Department of Education (ADE) and National School Conference Institute (NSCI). We are hoping for participation from 100% of Arkansas schools that include K-4 even though participation is optional. In order for the Smart Start initiative to be successful in your district, it must have your leadership, support, and commitment. Becoming a Smart Start school necessitates a commitment to the heartfelt belief that all children can learn as well as attendance to all relevant training sessions by the principal and/or facilitator. Attendance to training sessions by the superintendent and curriculum coordinator is strongly recommended. The role of the Smart Start facilitator is crucial to the success and effectiveness of implementation. Each participating school is strongly encouraged to select a facilitator using the enclosed criteria. If it is not possible to have a facilitator from each school, there must be at least one person designated as the district facilitator. The Smart Start initiative wiUJdck off with a Standards and Accountability Summit, which will take place at the Excelsior Hotel in Little Rock. A brochure which includes details about the Summit and registration form is included in the district (superintendent) packet. The invitation to attend the two- day training is extended to the following district personnel: Superintendent (Participation Strongly Encouraged) District Curriculum Coordinator (Participation Strongly Encouraged) Principal from Each K-4 School (Participation Strongly Encouraged) Facilitator from Each K-4 School or District Facilitator (Participation Required) The two-day Summit is only the beginning of the professional development opportunities that will be provided to your teachers, counselors, and administrators. Please note however, that the total capacity for the 3 two-day Summits is limited to 2,100 people. Please be assured that there are extensive plans to reach every staff member through this comprehensive professional development effort. It is imperative that schools bring their COE plans to the Summit\nindividual school data will be provided by the ADE. Both of these resources will be an integral part of the data-driven decisionmaking workshop training. The time frame for enrollment is short but necessary in order to get started right away. Please mail or fax the enclosed registration form by October 28, 1998 to: Janice Peters Smart Start Coordinator 600 Stegall Clarksville, AR 72830 FAX: 501.705.8091 Phone: 501.754.4347Smart Start Standards \u0026amp; Accountability Summit October 9 \u0026amp; 10,1998 October 10 \u0026amp; 11,1998 October 11 \u0026amp; 12, 1998 8:30 - 4:00 Identification of needs based on data Content Creating school structures that support results-driven teaching Professional development aligned to Arkansas standards and to the work that students are expected to do Accountability structures Training for facilitation of adult learning School data review Goal setting based on specific needs for increased student achievement Implementation strategies Collaborative processes Identification of resources LITTLE ROCK, AR EXCELSIOR HOTEL K-4 Reading \u0026amp; Mathematics Smart Start Arkansas Department of Education and National School Conference Institute Invite Each Arkansas District Use of distance learning technologies Common elements for success L'se of multiple opportunities for student success Myths and realities Superintendent Curriculum Coordinator K-4 Principals Designated Facilitator from each K-4 School r Principles of data-driven decision making Mail or Fax Registrations by October 28, 1998! Development of standards-based classrooms, schools and districts Janice Peters Smart Start Coordinator 600 Stegall, Clarksville, AR 72830 Fax: 501-705-8091 Phone\n501-754-4347 '3 Ml A r w y Smart Start Workshops 7'30 a.m. Registration \u0026amp; continental Breakfast 8:30 a.m. Session Begins Day One NSCI Smart Start Implementation Schools receive video and print resources Training for the facilitation of adult learning Use of distance learning technologies Development of Learning Teams Evaluation and Accountability Implementation Strategies National School Conference Institute 1 i Data-Driven Decision Making Day Two Schools bring COE plans ADE will provide Assessment data for each school School data review . Development of standards based classrooms, schools \u0026amp; districts Common elements for success Performance assessments as instructional tools Principles of data-driven decision making Dr. Douglas Reeves is the Director of the Center for Performance Assessment in Denver, Colorado. His practical approach to education has won praise from school leaders, teachers, parents, and students throughout the world. Dr. Peeves' engaging presentations carry a consistent message: successful school achievement in the 21st Century demands performance assessments based on high academic standards. The author of six books and numerous articles, Dr. Reeves is a frequent speaker in the U.S and abroad for education, business, and government organisations. I Smart Start Summit Registration Form Please mail or fax registration by October 28,1998 to: Janice Peters Smart Start Coordinator 600 Stegall Clarksville, AR 72830 Phone: FAX: 501.754.4347 501.705.8091 District Phone Address FAX INDICATE FIRST (1) AND SECOND (2) CHOICE. Every attempt will be made to honor your first choice. November 9 \u0026amp; 10 8:30 - 4:00 Registration begins at 7:30 a.m. November 10 \u0026amp; 11 8:30 - 4:00 Registration begins at 7:30 a.m. November 11 \u0026amp; 12 8:30 - 4:00 Registration begins at 7:30 a.m. Participants are responsible for travel and lodging\ncontinental breakfast and lunch will be provided each day. Attendees (please print) Superintendent Curriculum Coordinator K-4 Schools and Participants School School Principal Principal Facilitator Facilitator School School Principal Principal Facilitator FacilitatorSchool Principal Facilitator School Principal Facilitator School Principal Facilitator K-4 Schools and Participants (cont.) School Principal Facilitator School Principal Facilitator School Principal Facilitator School School Principal Principal Facilitator Facilitator School School Principal Principal I I Facilitator Facilitator School School Principal Principal Facilitator Facilitator School School Principal Principal I i Facilitator Facilitator II Criteria for Smart Start Site Facilitator The following are suggested qualities for the person selected as site facilitator for the Smart Start partnership: A member of the school district for three or more years Highly respected by fellow staff members An exemplary teacher in her/his selected area of instruction or An exemplary administrator, coordinator, counselor Effective oral and written communication skills Skillful in or willing to learn techniques for facilitation of adult learning Has a belief system in the importance of team/collaborative/cooperative strategies Interested in personal career development Interested and active in the positive development of the school and fellow staff members Operates from and believes in the truth that all children can learn Believes in high expectations for every child and teacherRole of the Smart Start Site Facilitator Attend statewide facilitator training, conferences and quarterly facilitator/principal meetings Receive materials from the Arkansas Department of Education and NSCI Distribute materials to staff Establish learning teams and meeting times Arrange for the room and refreshments on meeting days Assist in the development of site plans for standards- based instruction Facilitate adult learning before, during, and after each session Help participants integrate new ideas with current practices Encourage meaningful dialogue among participants to foster change Provide opportunities for reflection and evaluationIncentives for the Smart Start Site Facilitator 1. 2. 3. 4. 5. Personal and Professional Growth and Development Recognized leadership role Access to current research and tools Access to ongoing training opportunities Networking Opportunities With educators in Arkansas With educators throughout the United States With nationally recognized educational experts Support from NSCI Implementation Team Smart Start Summit and Getting Smarter Summer Conference Priority reservations at both the Summit and the Summer Conference Presentation of promising practices at Summer Conference Change Advocate Powerful advocate for positive school change within your site and district Recognition for Exemplary Implementation NSCI will showcase exemplary implementation practices at NSCIs National Conferences and distribute video presentations through the Arkansas interactive network and NSCIs Educators Edge satellite-delivered programming\u0026gt;4 ttkansas Compnehensfae Testing and Assessment pRognam Action Plan f To ensure maximum success from the m the recent rer^^^the Testing and Assessment Program (ACTAP), the folloyving actions will be taken, subject to legislative and regulatory changes where nec^sa^. O . J ..,44U tktO /A.M Those soecifically related to Smart Start are identified with the (SS) expected to begin during I99S-99 unless otherwise designation. All are noted. Sriidrt^^ri: Teaching is more for tomorrow than today. Unless all of us believe that all children can learn, we chart our future tethered to an anchor of mediocrity. The Smart Start initiative is based on the premise that 'ia ll chi,l,dren will meet or exceed mathematics^ These standards will be clearly commumcated to each school distn , administrators, teachers, students\nparents\nand-the voting public. - Smart Start represents a Tn ftillv realize and appreciate the potential impact of this program, it is necessary to view its s of/e intensive effons for Stese ftve g^des, bn. as one pan of a comprehensive program ffoorr pprree--kkiinndoeerrggaarnteenn tuharuouugguh twelfth grade. mathematics achievement is increased at the lower grade levels, the stage greater academic success through the middle and upper grades. When reading and will be set for The success of Smart Start necessitates the coordination of the following four areas: Standard - Represented by the Arkansas CCuurrrriiccuulluumm FFrraammeewwoorrkkss t(rFrraammcewwuoirNks ),,, .tUhe_s_e_ _s_ta_n_d_a_r_d_s_ w__il_l rcnonnttiinnuuee ttoo bbee rni.gBoorroouuss -a-n--d- -w--e-l-l -def ined. At Grades K-4, they wi serve as the basis for the expected levels of proficiency demanded^ in mathematics, including a very specific defimtion of what - \" grade-level requirements in reading and mathematics by Grade 4. they become the bluepnnt tor c---------- foundation laid earlier in breadth and depth. is reading and meant by meet or exceed At Grades 5-12, enhanced student performance, increasing the basic - Focused on both teachers and administrators, all activities the mission of Smart Start and emphasize topics related to subject matter content, curriculum alignment with 1 incorporation of a variety LkLu ^121 the Frameworks, analysis of assessment results, of instructional techniques, utilization of technology, distance learning, and other local district needs that might be identified. Student - i!n__s_ ttrAucctitnioon ,W ailnly testing will be understanding and application of knowledge. Clearly aligned with the Frameworks and classroom performance-based and will emphasize conceptual have been clearly communicated. :vmd7eliable, ZsVs^ents have been developed and administered, schools will be held accountable for student achievement. 2 agtap I 1 1 I I i f i i i The HSPE was piloted in the spring of 1996 and performance levels, which are being in during a five-year period, were adopted by the State Board of Education. Regular SStions of the exam occurred in the fall of 1996 and 1997. of litOTW (reading and writing) 44%, 49%, and 42% of students have met te sian'dati in each of th. tting periods\nin th. area of i.n? and , The End of Level Exams in reading, writing, mathematics. In the area 18%, and 13%. social studies are yet to be developed. Results from both the NRT and CRT may be used in determining school districts placement on Academic Distress. of the HSPE in February of 1998 in response to the test. This review consisted of the following activities. r Observers test administrators, teachers, school 2 \" Writien'feedbackwas ^hefe'dfron^ ndmimstrators. and students. received through multiple conversations during meetings. 3 Informatjonwas speaking engagements, telephone calls, letters, etc.. 4 -Testmg^tAmitteescommunicatedobservations, information, and reaction, 5: TheDireclor of the ADE met with representatives from Data Recognition Gozpora/Jon, the testing contractor, 1 8 9 common items from - reviewed for nhgnmentvath the Fram^orksby the Grade 1J Content Committees, ' - -A:r^view-ofperformance Standards Setting Committee, wdi conducted by a subcommittee of the scor^fiom ,he Ainincan CMge Tes, group of students who ipdk.f^^ ttii^ recent HSPE were compiled\nand I conducted by Drs. John 'An ^efruil review ofthe mathematics section was Dossey and Gail Burhll, both former presidents of the National Teachers o/Mathematics 4Action Plein: f SS'. Three half-time Specialists in Reading/Early Childhood Curriculum currently assigned to the Cooperatives will be increased to full time.\nSS i Fifteen K-4 Math Specialists will be hired and assigned to the Cooperatives. SS) The Accountability Section will be expanded to assist districts with data analysis and targeted techmeal assistance. Ten Secondary Math Specialists will be hired and assigned to university centers. An Educational Technology Unit will be established within the ADEs Information and Technology Section in orderto condnct-research-and monitor and assist local - No significant improvement in academic districts in the use of technology, j , achievement will occur without the appropriate infusion of technology into the instructional process. This unit will assume responsibility for coordinating all such efforts, taking advantage of the statewide network already in place and recognized as one of the premier such networks in the country. Teacher licensure requirements for those individuals entering the profession will be strengthened to better accommodate the higher demands of student achievement. The APrwill implement a complete analysis of historical data on a variety of assessments and educational programs in an effort to help schools more fully understand the most critical areas of need. This will help evaluate the relative effectiveness of the many initiatives currently ongoing within the state. Performance scales of Advanced, Proficient, Basic, and Below Basic have been created for the Benchmark Exams. End of Level Performance scales, consistent with the Benchtnark Exams will be developed. In defining these levels of performance, a distinction has been made will UV Alt ---- between adequate student possession of basic skills (Basic Level) and more complex variety of problem solving situations (Proficient Level). abilities to apply basic skills in a: , , .. information to students, parents, and educators and is Such a scale gives more more meaningful than the former designations, especially with the new emphasis on student mastery of core knowledge and skills. 6While awaiting the development of the algebra an ADEvwll issue directives to all distncts insisting that th assure Cf folToXnd will offer appropriate assistance to local educators to help assure be compliance. End of Level tests in biology and civics ot Ajnencan history will be added in 2000- 2001. time needed at high school. particularly snwe these.sludents.take a number of post-secondary admissions dt g seme period. will be continued during 1998-99. The Grade 4 and Grade 8 Benchmark Exams will be continue aunng _ l^mprehensive system of assessments built aromul the Frameworks must be m place f improved student performance to occur. fSS! n. Ode 4 Benctart is needed ,0 provide date toriSmW as well as to ensure that students are middle-level education. academically prepared for the transition into A (* Results of the Grade 4 Benchmark Exam have been analyzed and levels have been adopted by the Sute Board i the recommended performance of Education. - ^SetKral Perfcrmanc^befinitions well Adi^ancecd students,, demonstrate superior performance beyond proficient grade-level performance. They can apply Arkansass esublished reading, writing, and mathematics skills solve complex problems and complete demanding task on their own They can make insightful connections between abstract and ideas and provide well-supported explanations and concrete arguments. 9Proficient students demonstrate solid academic performance for the grade tested and are well-prepared for the next level of Arkansass established reading, writing, schooling. They can use Arkansas s estaniisneu and mathematics skills and knowledge to solve problems and rompTXks on their own. Students can tie ideas together and explain the ways their ideas are connected. 8i 1 1 ActionPlan will determine the percent of students performing /cS i Bemnning in 1998-1999, the stote will determine the percent of students peno b beta ?aSel in reading or ntathentatics baaed on a gtttde eq-vatat sc^- =.O on t. c AT o o4/,^rPrnripipntl.evel nerformanceon the Grade4Benchmar . the Grade 5, SAT-9 and/or Proficient Level performance on of its students performing below (high priority school) will be Any school with 50 percent or more grade level in reading or mathematics Accountable for reducing the percent of such students by at least 5 percent each year. Any high priority school that fails to demonstrate the required reduction on the next administration of the appropnate exam(s) will De placed on Alert status. Any high priority school that fails to demonstrate the required .JV14UW1 -------- the second subsequent administration of the appropriate reduction on exam(s) will be placed on Low Performing sUtus. Any high priority school that fails to demonstrate the required reduction on the third subsequent administration of the appropriate exam(s) will be placed in Phase I Academic Distress. Once the gateway assessments are identified, the state may expand the criteria \ninclude ,nn.fficien. by a eventual failure on the Grede 5, SAT-9 andZot Giade 4 Benchntarlt, Tlus would occur no later than 1999-2000. ----- \n^11 determine the number of students performing below ?he\"Proficient Level on the Grade 8 Benchmark and End of Level Exams in reading, Beginning 1999-2000, the state ________AM* T ay/a1 writing, algebra, and geometry. Any school with an unacceptable number of its students performing below the Proficient Level in any of the designated Exams (high priority school) will^be such students by a ceruin amount each year. The will be accountable for reducing . measures of acceptable performance and annual improvemen determined prior to the first administration of the Exams. 1 Any high priority school that fails to demonstrate the required reduction the MiS administration of the Exams will be placed on Alert sUtus. Any high priority school that fails to demonstrate the required eduction jx-F-tKA \"Will be olaced on on the second subsequent administration of the Exams will placed Low Performing status. 102 Higher Student Achievement -x r^^Through Standards \u0026lt;g^ h and Performance Assessment -5 j ~ J ft ft * U ' Professional Development for Arkansas Educational Leaders Presented by Douglas B. Reeves, Ph. D. Center for Performance Assessment ,Wig ft and ^National School Conferences Institute H I fca BEi i H H O \u0026lt;liMi. iiiu^ . ,^ijM. rW- [)y^ / 19^ ^AT^y^ ^*'- t' ' ^b\\uiziK7\u0026gt;^ .^-iJ^v^liib!/ /zX^H, /}mU\u0026gt; /UhA6|Z- Jkidj . ,Dr. Douglas Reeves Dr. Douglas Reeves is the President of the Center for Performance Assessment. An innovator in the field of educational assessment and accountability systems. Doug consults with school systems, universities and other educational organizations on the development and application of assessment and accountability systems. His most recent book, Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School and District, is the result of his extensive work with thousands of teachers and school leaders. Dr. Reeves is a frequent speaker in the U.S. and abroad for education, business, and government organizations and is an internationally featured keynote speaker on standards and assessment for the National School Conferences Institute, National Satellite Network, Video Journal of Education, and many national and international professional organizations. In addition to his six books. Dr. Reeves has contributed a number of articles to the assessment field. His most recent articles include Defending Performance Assessment Without Being Defensive and Responding to the Rhetoric of the Radical Right, published in School Administrator Magazine, Practical Performance Assessment for Busy Teachers recently in Learning Magazine, and Holding School Leaders Accountable: Seven Keys to Effective Evaluation, in the October 1998 School Administrator Magazine. He is also active as a researcher and scholar in the areas of student mobility, accountability systems, urban education, and assessment. Beyond his work in large-scale assessment and research, Doug has devoted many years to classroom teaching with students ranging from 6' grade to doctoral candidates. He also serves as the Educational Assessment Expert - the Testdoctor - for America Online, the worlds largest internet service, and responds to hundreds of inquiries from students, teachers, and school leaders in more than 90 countries about educational assessment and test preparation. At the Center for Performance Assessment, Dr. Reeves is joined by a professional staff with extensive teaching and leadership experience. The professional staff includes broad expertise in technology, literacy, urban education, science, mathematics, social studies, and a variety of other areas. The Center has led educational improvement efforts on four continents and throughout the United States on a state, provincial, district, and school level. Center for Performance Assessment (800)844-6599 (303)504-9312 Fax: (303)504-9417 1660 South Albion, Suite 1110 Denver, Colorado 80222 www.testdoctor.com Higher Student Achievement Through Standards and Performance Assessment Professional Development for Arkansas Educational Leaders Presented by Douglas B. Reeves, Ph. D. Center for Performance Assessment Overview e I - Strengths and Challenges in Arkansas e II - Whats In It For Me? Advantages for Teachers, Students, Parents, and the Community e III - The Evidence - Is It Worth It? IV - What Do We Do With Kids WhAo Dont Meet Standards? Center for Performance AMeeamenl 2 STOP Technique S - STOP T - Think alone on the focus questions for 3 minutes O - Observe the Impact of the seminar on your individual circumstances P - Process with two or three colleagues for 3 minutes Center tor Performance Aaawamertt 3 Copyright 1998, Center for Performance Assessment (800-844-6599) 1 /uuuL^ ^duhtii\u0026gt; \\Jli^)Li 4UiivV The STOP Technique is Imperative a Learning is Interactive, Not Passive a Observation of Your Individual Circumstances Is Respectful of Your Time a Processing With Colleagues Adds Depth to the Analysis C*nt*r (or Padormanct Auaumant 4 Part I -- Strengths of the Arkansas System -JfM' ' a Multiple Measurements - No Silver Bullet a glanced ApprqacfLtp Standards - Neither Micro-management nor Excessive Generality ~ Standards, Not Standardization a Creative and Specific Remedies Carrtar (or Parformartca Aaaaatmanl 5 Challenges of the Arkansas System Zklui' a Diversity of Students Requires Diversity of Assessment a High Stakes Assessments Require Legal Defensibility and Alternative Evidences of Proficiency 4 a Classroom Implementation Requires Improved Monitoring Techniques a Lessons of Other States Canter (or Parformanca Attaaamanl 6 \\/^t\\lMll\u0026gt;\\l,- Copyright 1998, Center for Performance Assessment (800-844-6599) 2 Part II -- Whats In It For Me? Benefits for Leaders and Administrator Benefits for Teachers Benefits for Students Benefits for the Community Cntr lor Porfonnonco AtMumoni 7 Benefits for Leaders and Administrators mi MJ Specific Solutions, Not Platitudes Evidence, Not Rhetoric Consistent and Fair Accountability from Standards Greatly Improved Focus in Curriculum, Instruction, and Assessment Conlor lor Portonnanc* AasMSmont Benefits for Teachers 8 Clear Expectations Respect for Teacher Feedback Respect for Teacher Judgment on Curriculum Issues Relief from Activity-Driven Schedule- Standards, Not Standardization Confer for Porformonco AasoMmont 9 Copyright 1998, Center for Performance Assessment (800-844-6599) 3 More Benefits for Teachers a Objective Evaluation of Students a Stop Teacher Shopping a Fairness: K-12, Cross-Disciplinary Team Responsibility a Not Just Effort but Effective Effort C*ntr (or Portonnanco AuoMinonI Benefits for Students Clear Expectations 10 M '/^ 1^6^^ (hP. XJ i * ./L X ^5 J Measurement of Achievement, Not Speed a Acknowledgement of Differences in Learning Style and Pace a Second Wind Through Use of Feedback Contor (or Podomanco Aaaaaamanl 11 Benefits for the Community Clear Expectations Straight Answers to Direct Questions Students With Choices, Not Dead Ends Challenge the Stereotypes of Public Education Cantor tor Portonnanco Aaaaaamofrt 12 Copyright 1998, Center for Performance Assessment (800-844-6599) 4 uPart III -- The Evidence on Standards Standards Vocabulary 9 Academic Content StandardsV a Performance Standards a Scoring Guides Cntr tor Portormanc* AatMamant 13 Standards Vocabulary lliJ. ib, ACUUuidi) ib Academic Content Standards Few in number, general in scope. Performance Standards Scoring Guides / Greater in number, ^ore specific. Standards dont make sense without scoring guides! Many in number specific in Cantar tor Partormanea Aaaaaamant 14 What Standards Are Not a a Seat Time a Passing with a D a Non-Academic Subjects a Comparison to the Norm .A hjiZtVv^ Cantar 1or Partortwartca Aaaaaamant 15 Copyright 1998, Center for Performance Assessment (800-844-6599) 5 Accepting Standards Means Rejecting Norms llllllllll'lll ... ..................Ill ---- a Standards are Challenging a Norms are Dumbed Down C\u0026lt;rt*r tor Portormanc* AccMsmont 16 Standards Are Challenging - Norms Are Dumbed Down a Do you have students in the 60th percentile in English who do not write well? a Do you have students in the 70th percentile in math who cannot apply mathematical principles to unusual and unpredictable situations? a Do you have 3.6 GPA students bored? Cantor for Porformanc* Aaaaaamarrt The Evidence \"S'90/90/90 Schools.... a 90% or more poverty level a 90% or higher minority enrollment a 90% or more students achieving or exceeding standards in math, science, reading, and writing Canlar tor Parformanca Auaaamant 18 Copyright 1998, Center for Performance Assessment (800-844-6599) 6 ICommon Elements of 90/90/90 Schools M Focus on Achievement Measurement - Honesty, Not Excuses Multiple Opportunities for Student Success Weekly Assessment Writing as Lever External Scoring Center (or Pertormence Aeeeeement 19 I I no. tJ 11.1 \\ /i . I It ah/ Ih. A.... ... ^XiiiiJiili) \u0026lt; lUi/ ibM\\^rK\u0026gt; 4\n^/*^^^ The Power of External Scoring Teacher to Teacher School to School Student to Student Principal to Student ^iSjtuh \u0026lt; Center (or Pertormerxe Aeeeeewent 20 Unexpected Research Results 6)0 ///Xi) _____________________________ Frequent Performance Assessment Helps Traditional Test Scores Frequent Performance Assessment Reduces Random Guessing Frequent Performance Assessment Reduces Student Anxiety Center (or Pertorrnenee Aeeeeemenl 21 Copyright 1998, Center for Performance Assessment (800-844-6599) 1IDU \"v -Ak/}^ I \u0026gt;J\u0026lt;f 'Id dd/hdv^'i^) b'^^^\u0026gt;'^'f'' Mut-^ a^-dUoTAj iMdti/dJ AJ-ii^ kH)'TPerformance Assessment for Excellence and Equity National Writing Test 96*97 80 75 sn: 78 74 w 74 0 Native Am. N \u0026gt; 27,000 Asian African Am. Hispanic While I Narrative Descriptive Informative I Cantsr tar Pertonnsnea Assssattrsnt 22 Implications for Arkansas 4ie^ut^ Iaup Mftk 4//Aii4JiJ More Writing in All Disciplines Consistent Messages to Students Elimination or Re-Focusing of Some Activities _)(- Cwrtf tor Pflenwnce Awsmenl 23 STOP -- Stop, Think, Observe, Process Weeding the Garden What activities can you stop doing that will not harm student learning? What are the common elements of these activities? What does that suggest for creating more time for effective instruction and assessment? CenW (Of Pwfonwoce Afmenl 24 Copyright 1998, Center for Performance Assessment (800-844-6599) 'jiiUuJij ) 8Part IV -- What Do We Do With Kids Who Dont Meet Standards? Curriculum Interventions That Work From Alternative Schools and Dummy Math to Meeting Standards Metaphor: Utility Infielder or ^5^mergency Room Physician\"? Cerritr tor Prfonnnc AMosamorrt Intervention Models -- Elementary Transform Title 1 Schedule and Responsibilities -'Kxw Team Teaching 26 Floating Academic Crisis Manager4[(^^ Principal Grading and Portfolio Monitoring Contor for Porlonnsnco Auoumoni 27 Copyright 199?88,, Center for Performance AAsssseessssmmeenntt (800-844-6599) 9 Intervention Models -- Secondary Academic Boot Camp 30 Days Before School in August, or First 30 Days of School Objective - DE-Tracking - Back to Regular Classes in October Year-Long Coaching and Study * Behavior, Study Skills, Confidence, REAL Self-Esteem Cntr (or Porlormonco AuottmonI 28 Intervention Models -- Secondary Double Math in 9th Grade and Beyond (or Sth graders unprepared for algebra Literacy Skills - Additional 1-2 hours per day if necessary Increase Extracurricular Activities - Involve Academic teachers, Change Schedule Comer tor PortormarKO Auesement 29 Balancing Academic Freedom and Anarchy Is Brown v. Board of Education Optional?________ Neither are Best Practices Assessment and Instruction Teacher Participation in Curriculum Re-Design Teacher Participation in Limiting Objectives Center (or Pertormerwe Aeeoesment gut ________________ 30 Copyright 1998, Center for Performance Assessment (800-844-6599) 10 UiCd' 4/0^ Central Office Leadership Explicitly Reject Coverage Identify Specific Textbook Chapters Not Related to* Standards Identify Essential Standards Commonly Omitted Gather, Publish, and Praise Teacher Innovations Center (or Perfonnance Aueeament 31 Stop: Focus on Action ideas e 3 Minutes Alone e 3 Minutes in Groups Return to Seminar Center (or Pedormenee Aeeeumertt 32 Time - Where Does It Come From? 1) Less Teaching as Telling and More Educative Assessment e 2) Leverage ~ Interdisciplinary Lessons and Assessment - including secondary levels Center (or Pertormence Aeeeesment 33 Copyright 1998, Center for Performance Assessment (800-844-6599) 11 Time - m in 3) StandardsZCIass Matrix ~ Find the duplication (Holidays, Bulletin Boards, Activities) 4) Every staff member media center, music, art, physical education, technology, vocational ~ supports the High School Graduatioi Requirements iJtion^l Center for Performance Aaeeeement 34 Time \u0026gt;\u0026gt;'V^ 1^1) \u0026lt; e 5) Extracurricular activities - not a modest increase, but HUGE increase in peer expectations of academic performance e 6) Curriculum Choices - Strategy, not popularity ~ double math and double English when necessary Center (or Performartce Aeeeesmenl 35 Time 0. .. \"I\"\"\" 7} MORE time for students in need - before, after, during school 8) INTENSIVE and FOCUSED intervention for mini-institutes - Boot Camp, Not Retention Center for Performance Aaaeaament 36 Copyright 1998, Center for Performance Assessment (800-844-6599) 12 STOP -- Stop, Think, Observe, Process But What Do I Do On Monday? Identify the practical implementation issues that have the greatest impact your individual circumstances Identify at least one new strategy that you will use to improve student achievement 37 Big Ideas Standards Are Fair and They Work Teaching Matters - More than Demographics Standards Are Not New - Careful Implementation With Good Assessment is Revolutionary Cntf tor Pwtonn^nc* A*twnt Big Ideas (continued) 38 Balance - Neither Standardization Nor Anarchy Teacher Discretion - Standards are Framework - Not Prescription Standards and Assessment Are Guiding Star - Curriculum and Daily Learning Activities Are Alternative Paths Conlor tor Portormonco AMOwnont 39 CwHf tof Ptlormanc* Af wntit Copyright 1998, Center for Performance Assessment (800-844-6599) 13 Central Theme: Teaching Quality is Critical Variable What explains variation in test scores? Economics, ethnicity, language ~ 24% Teaching qualification and practice - 49% Standards and Performance Assessments Work! CnUr tor Portormanca AasoMmont Unda Darling Hwnntond. 40 Special Addendum for Arkansas Assessment Share With Faculty Implications for High School Graduation Exam Strategies for Professional Integrity - - NotTest Prep C9f^ for Porfonnanc* AaMtamanl Test Format Multiple Choice Short Answer Extended Response - Essay Two hours for each test (reading, writing, math) - six hours total Canlar tor Partorwaooa Aaaawwant 42 Copyright 1998, Center for Performance Assessment (800-844-6599) 14 Test Preparation Writing Exercises Explain why answer is right Explain why other alternative answers are wrong Cross-Disciplinary Writing Particularly important in math ALL teachers in ALL subjects contribute to student preparation C*n\u0026lt;f Iw PertonwwK* Awmwit 43 Implications for Teaching Strategies e 1) staff Deveiopment - Standards- Based Instruction e 2) Incorporate Standards and Performance-Based Assessments into Classroom Instruction 3) Review and Revise High School Courses - Key to Opportunity to Learn Cntr for Pedonnanc* AaMaamonl 44 Implications for Teaching Strategies (continued) 4) Collaborative Review of Student Work ~ MUST Provide Consistent Message to Students on What Proficiency Means 5) Early Preparation - The High School Exam is a K-12 Responsibility 6) Focused Work in Reading, Writing, and Math Where Necessap Center for Performance Aaaeeament 45 Copyright 1998, Center for Performance Assessment (800-844-6599) 15 Implications for Teaching Strategies 7) Move Deadlines Back Two Weeks 8) Change Consequence for Bad Performance Not Low Grade, but MORE WORK A Cntf tof Pwrtonwnc* Awsmwti 46 Key Ideas Assessment Is Instruction You Cant Change Instruction Without Changing Assessment You Can Monitor Assessment Practices More Effectively Than You Can Monitor Teaching Practices Change Leadership Behavior to Change Teacher Behavior Cenler for Perlormsrtc* AMMsment 47 , First Things First --10 Action Ideas I\"\"...... TIWI 1) Move Deadlines Back Two Weeks 2) Change Penalty for Poor Performance Yip if I 3) Standards/Class Matrix -100% Participation 4) District Scoring Guides for Informative Writing Cenif lof Perfortnuce AewvK 48 Copyright 1998, Center for Performance Assessment (800-844-6599) 16 Action Ideas e 5) Focus Meetings on Student Achievement, Not Announcements 6) Cancel At Least One Class That Doesnt Contribute to Standards e 7) Restructure Sub-Pool With AfK' *-------------------------------------------------------------------------- I _______ Permanent Subs Who Share Responsibility for Student Learning Center tor Pertormence Aseesernenl 49 Action Ideas 8) Identify Maximum of Five Essential Questions For Each Secondary Class 9) Identify the Students Facing May 1999 Failure By October 1st, 1998 - Go Directly to Structured Curriculum, Do Not Pass Go Center for Performance Aeeeeement 50 Action Ideas 10) Nurture Leaders, Principals, and Teachers Who Are Change Agents Recognition (Authorship of Best Practices Book) Professional Development Weekly Phone Call or Note From Superintendent to Champions Business/Community Recognition Center tor Perfonwence Aeeeeement St Copyright 1998, Center for Performance Assessment (800-844-6599) 17 Tools for Leaders Standards Implementation Checklist (attached) Arkansas Assessment Hot Line - (800) THINK- 99 (800) 844-6599 Help Through the Internet: www.testdoctor.com, follow prompts to Arkansas Assessment Hot Line' Cn1r tor Portormsnc* 52 Questions and Discussion Douglas B. Reeves, Ph. D. Center for Performance Assessment www.Testdoctor.com Testdoctor@aol.com (800) THINK - 99 Corrtar for PorformarK* A*M*rrtont S3 Copyright 1998, Center for Performance Assessment (800-844-6599) 18 Standards Implementation Self-Assessment Adapted from Making Standards Work by Douglas B. Reeves, Ph. D. Center for Performance Assessment (800) 844-6599 www.testdoctor.com Classroom Checklist: Professional Practice Exemplary Proficient Progressing Plan to Improve 1. Standards are highly visible in the classroom. The standards are expressed in language that the students understand._______ 2. Examples of exemplary student work are displayed throughout the classroom._____ 3. Students can spontaneously explain what proficient work means for each assignment. 4. For every assignment, project, or test, the teacher publishes in advance the explicit expectations for proficient work.___________ 5. Student evaluation is always done according to the standards and scoring guide criteria and never done based on a curve. 6. The teacher can explain to any parent or other stakeholder the specific expectations of students for the year._________ 7. The teacher has the flexibility to vary the length and quantity of curriculum content on a day to day basis in order to insure that students receive more time on the most critical subjects. _______________ 8. Commonly used standards, such as those for written expression, are reinforced in every subject area. In other words, spelling always counts - even in math, science, music and every other discipline. 9. The teacher has created at least one standards-based performance assessment in the past month._______________ Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems 1 10. The teacher exchanges student work (accompanied by a scoring guide) with a colleague for review and evaluation at least once every two weeks._________________ 11. The teacher provides feedback to students and parents about the quality of student work compared to the standards - not compared to other students.______________ 12. The teacher helps to build a community consensus in the classroom and other stakeholders for standards and high expectations of all students.__________________ 13. The teacher uses a variety of assessment techniques, including (but not limited to) extended written responses, in all disciplines._____________ Other professional practices appropriate for your classroom: Exemplary Proficient Progressing Remarks 2 i Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems School Checklist: Professional Practice Exemplary Proficient Progressing Remarks 1. A Standards/Class matrix (standards across the top, classes on the left side) is in a prominent location. Each box indicates the correspondence between a class and the standards. Faculty members and school leaders discuss areas of overlap and standards that are not sufficiently addressed. 2. Standards are visible throughout the school and in every classroom.____________ 3. The school leaders use every opportunity for parent communication to build a community consensus for rigorous standards and high expectations for all students. 4. Information about rigorous standards and high expectations is a specific part of the agenda of every faculty meeting, site council meeting, and parent organization meeting.________ 5. The principal personally evaluates some student projects or papers compared to a school-wide or district-wide standard. 6. The principal personally evaluates selected student portfolios compared to a school-wide or district-wide standard.__________________ 7. Examples of exemplary student papers are highly visible.___________________ 8. Job interview committees explicitly inquire about the views of a candidate about standards, performance assessment, and methods for helping all students achieve high standards. 3 Copyright 1998 Center for Peiformance Assessment Permission for Reproduction Granted to School Systems 9. A jump-start program is available to enhance the professional education of new teachers who do not have an extensive background in standards and assessment 10. Every discretionary dollar spent on staff development and instructional support is specifically linked to student achievement, high standards, and improved assessment. 11. Faculty meetings are used for structured collaboration with a focus on student work - not for the making of announcements.____________ 12. The principal personally reviews the assessment and instructional techniques used by teachers as part of the personnel review and evaluation The principal specifically considers the link between teacher assessments and standards._____________ Other professional practices appropriate for your school: Exemplary Proficient Progressing Remarks 4 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems - \"H\n- r District/State/System Checklist Professional Practice 1. The system has an accountability plan that is linked to student achievement of standards - not to the competition of schools with one another._______ 2. The system has a program for monitoring the antecedents of excellence - that is, the strategies that schools use to achieve high standards. The monitoring system does not depend on test scores alone. 3. The system explicitly authorizes teachers to modify the curriculum guides in quantity and emphasis so that student needs for core academic requirements in math, science, language arts and social studies are met.___________________ 4. The system publishes the best practices in standards-based assessment on an annual basis, recognizing the creative efforts of teachers and administrators._____________ 5. The system has established an assessment task force to monitor the implementation of effective and fair assessments, and to distribute models of educational assessments for use throughout the year._________ 6. The system provides timely feedback on district-level assessments so that all assessments can be used to inform instruction during the current school year. Assessments that are not used for the purpose of informing instruction and improving student achievement are not used. Exemplary Proficient Progressing Remarks 5 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems 7. The system reports to the public a comprehensive set of student achievement results throughout the year.__________ 8. The system uses multiple methods of assessments for system-wide assessments. It never relies on a single indicator or single assessment method to represent student achievement._______________ 9. There is a clearly identified senior leader at the system level who is responsible for standards, assessment, and accountability, and who communicates this information clearly to all stakeholders.____ 10. Commitment to standards is a criteria in all hiring decisions at all levels.________ 11. The system monitors the investment of resources - including staff development, technology, and capital expenditures - for a consistent and clear link to student achievement of standards. System leaders can provide explicit examples of changes in resource allocation decisions that reflect this commitment. 12. Evaluations of schools and of building leaders are based on student achievement - not based on competition or any other norm-referenced system. 13. The system does not take into account ethnicity and socio-economic level in determining its expectations of student performance. These variables, along with linguistic background, learning disabilities, and other factors, are included in resource allocation decisions and the development of instructional and assessment strategies. Exemplary Proficient Progressing Remarks 6 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems Exemplary Proficient Progressing Remarks 14. The system allocates resources based on student needs and a commitment to the opportunity for all students to achieve standards. Resources are not allocated merely on the basis of student population - the objective is equity of opportunity, not equality of distribution. Other professional practices appropriate for your system: 7 Copyright 1998 Center for Performance Assessment Permission for Reproduction Granted to School Systems TEACHERS CONTRACT. state of arkan s. County of-this agreement, between. *8 Directors of the School District No. ------in the Countj of. State of Arkansas, and. ot the.,' a teacher who holds__ leenst .grade, and^ho agrees to teach a common School in said District, is as follows: r The said Directors agre^upan their part, in consideration of the covenants of said teacher, hereinafter contained, ro ezmpioy 'X the said Common School in said J\u0026gt;isCricc, for the term of___ ....months, commencing on the. of ....A. D., 19Z2,^ to pay therefor in the manner, and out of the funds pro^-ios. by a law, the sum of Dollars for each school month. Sard Directors furtheragree that all the steps required or allowed by law to be taken by said District and its o5=rrt. to secure the payment of teachers' wages, shall be so had and taken promptly, and the requirements of the law, in favor a: tie teacher, complied with by said District. The teacher on.. .part, agrees to keep__ , 2__ school open..yr .hours each scho.. -ay\nkeep carefully the register required by law: preserve from injury to the utmost of. .power the District prra^ gi\\e said school, entire time and best efforts during the school hours\nuse.. -Utmost' influer.c*' parents to secure a full attendance of scimlars, and generally to comply with aU the requirements of the laws of this SSita: lation to teachers, to the best of.. 'Tf-ability. Signature: Directo.- tach-: - Date.. .2^............................ 190 Place, J 1 V. t (NOTESee Section 7043, page 37..1901, Digest School Laws.' I it- \u0026lt; o u 5 a a B fees \"aS'\" Z E 05b 5 V c ' e G Q is-! * A/ :7!\nL 0 : sj fc 2 S -ft 5 s \u0026lt; Q Ui 8 a e e u V) 6 E t a I lu U c \"5 U5 Q 1 1 -I Au .1 \u0026gt; i: -1 '. 't STAfip OF ARKAl^AS 3 0) O c ' 6'- '-ii 'iAi t/\"- t TEACHERIS /LICENSE tj- s gigs /rf' *** abfjslb^ ^{fp,^hat 1'^ C\nk rr-: = 73 * rn J 2 o\" m 5 0 O ft Tl having presented examined in thi thereto,' in the' and^is hereby the limits of... term I s^3 V iU {..''I factory testimonials of g'bod moral character. ii. v ihis day been 2 Q) U-J ijii ^hes required' by law Jor a first-grade licensd^ttt^ ^IHIGH'SCHOOL SPECIAL BRANCHE^^ ' \"1 . . . .pilMt a a\u0026gt; ' I.\nC!i\nin addition S 3 (0 tf) I 0 O' 2 0 a r a 0 0 to teaph the same in the Public Schools of'ft^State within i^?:^Z?Zj?S:^sZCounty, for the lice^gwhto te^h r I of TWO years ffom the date hereof. unDe^tmv bano, This day of 1 190 \u0026lt;(\u0026lt; .......... The standingfpf',each applicant in i. * ' Ceuni) County Examiner. each study MUST BE ENDORSED on the certificate, otherwj|s\u0026lt;^the certificate shall not be valid. The bearer hereof is not authorized to teach any^udies except those named in this license.Exlrac^ from School Laws. w 3 0 m 3 \u0026lt; (/I 0 a Qj ft !Q T (T rt a 0 I iss3 Plan and Process Alignment for Improved Student Achievement Little Rock School District Process Data Analysis Campus Plan Process Interventions Professional Development Standards Assessment Accountability Parent Involvement SP X X XX X RDEP X X XX X OCR X X XX X Title I X X X XX X ACSIP X X X XX X ACTAAP X UPDI X NSF X X XX X CLP X X X XX X X X X X X X X X X X X X X X X X X X XX X X X X SP RDEP OCR Title I ACSIP ACTAAP UPDI NSF CLP strategic Plan Revised Desergregation and Education Plan Office of Civil Rights Resolution Agreement Title I Arkansas Comprehensive School Improvement Planning Arkansas Comprehensive Testing. Assessment, and Accountability Program Urban Professional Development Initiative National Science Foundation Campus Leadership Plan 4 Please mark on your Calendar! PRE would like to invite you to a Systemic Planning Session Regarding Assessment and Program Evaluation For the Little Rock School District Please join us in the Board Room from 8:30 to 3:30 If you cannot be with us, please call Irma (324-2121) Further information will be sent to you regarding the agenda.5 Assessment and Program Evaluation Work Session Agenda May 18, 1999 8:30-3:30 Board Room 8:30-8:40 WelcomeDonuts and Coffee/Cold Drinks 8:40- 10:00 Systemic Look at Assessment in the Little Rock School District 10:00-10:10 Break 10:10-11:30 What are the assessment and evaluation needs of the district initiatives? 11:30-12:00 Data Gathering in the Districtwho needs it, what do they need, and when? 12:00-12:45 Lunch provided 12:45-2:00 Program EvaluationDefining needs, establishing timelines 2:00-2:10 Break 2:10-3:30 Next StepsPrioritizing needs, identifying stakeholders to develop LRSDs comprehensive plan. 6 Support for School Improvement Services Little Rock School District, 1999-2000 Process Principal Evaluation Responsibility School Services Definition_______________________ Formative evaluation conferences Professional Improvement Plans Coaching and advising Summative evaluation Professional development opportunities * Broker School Services Cluster Organization Campus Leadership School Improvement Planning SIP Implemen-tation Program Evaluation Superintendent School Services Technical Assistance Team and Teaching and Learning Team School Services Testing and Program Evaluation Team *( Monitoring compliance___________ Coaching Advocacy_______________________ Collaborative planning for Campus Leadership implementation Professional development Communication of critical issues Coordination of implementation of Campus Leadership Plan *1Professional development for principals and brokers Critical Tasks Calendar Annual CLT Institute Publication of Handbook Support in design of School Improvement Plan *1Monitoring of successful implementation of School Improvement Plan_______________________________ Assessment services Reports on assessment results Interpretation of assessment results Dissemination of program evaluations Technical assistance in establishing school-level program evaluations Process Process Audits Responsibility Technical Assistance Team Definition____________________________ Analysis of effective implementation of Campus Leadership Plan (rubric) *1Review of School Improvement Grant-Funded Projects Planning and Development Team Planning processes (rubrics) Analysis of resource use (rubric) Analysis of quality of School Improvement Plan (rubric) Analysis of status of ACSIP planning Analysis of Title I compliance_______ Training and information on potential grants Strategic Plan and RDEP alignment Creating partnerships/coalitionsZ collaborations Technical assistance in proposal writing Curriculum Audits Teaching and Learning Team *1 * Review of performance data Analysis of master schedule Analysis of special programs 'Profile of instructional practices Analysis of curriculum maps 'Analysis of grade-level/team/ *1 * * department chair roles and effectiveness *1Identification of professional development needs for school staff Analysis of curriculum compliance issues District Curriculum Teaching and Learning Team Development of standards and grade-level/ course benchmarks Discipline/program-specific professional development In-class coaching Development of delivery standards and instructional framework Development of district-level curriculum maps *1Development of district-level curriculum documents *1Development of grade-level/course brochures for parents Administration of special programs 1 Process Accreditation/ Title I Responsibility Technical Assistance Team Definition k\u0026lt;Study groups Professional Development Professional Development Team Title I planning process/compliance ASCIP Curriculum mapping Action research Models for change Benchmarking the change process Tracking data for ACTAAP goals on professional development Teacher Induction Program *1Professional development coordination and calendars *1Resource library on school improvement topics Building Partnerships Parents/ Community Team *Technical assistance in developing meaningful parental involvement at the school level *Assistance in identifying school Corrective Actions School Services partnersPartners in Education School-Parent Compacts Title I Parent Involvement compliance Parent education opportunities Parent-teacher conferences Collaborative Action Team Coordination of VIPS Vital Link Community Education programs Adult Education programs____________ Decisions relating to corrective actions for schools failing to meet improvement goals over time. 7 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 June 9, 1999 TO: I Dennis Glasgow Marie McNeal Vanessa Cleaver Gene Parker I Linda Young Kathy Lease Paulette Martiiv MaRerrBaldwin\u0026gt;4. Mahon-Woods Y Dobbie-MUam bocyXybh Mable-Donaldson Patty Kohler Leon Adams sX Ray Gillespie tZ FROM\nDr. Bonnie Lesley, AAssssociate Superintendent for Instruction SUBJECT: Division Retreat Please block out Thursday, June 17, for a full-day work session so that we can complete summer planning, assess our 1998-99 year, and celebrate our successes! Lunch will be served. Well meet in Room 19. tentative agenda follows: 1. Welcome 2. Assessment of June 2-3-4 3. Preliminary Planning for August Inservice (Marion, please bring copies of summer calendar, what is already scheduled for preschool, etc.) 4. Discussion of summer publications (Bring copies of what you have.) a. b. c. d. Grade - level lists of K-8 standards/benchmarks for teachers and principals Grade - level lists of standards/benchmarks for parents Course level lists of 9-12 standards/benchmarks for teachers and principals Curriculum Guides I Page 2 Memo - Division Retreat 5. 6. 7. 8. 9. July 23 Training for Principals (what else?) Dr. Steve Ross (1 hr.) - Programs That Work PreK-3 Literacy Plan (what principals need to know to ensure success) NSF Math/Science (what principals need to know to ensure success) Middle School ReadingAA/riting Workshop (what principals need to know to ensure success) K-12 Standards/Bench'marks ESL (what principals need to know) LRSD Assessment Plan - Kathy Lease LRSD Program Evaluation Plan - Kathy Lease Division Reorganization Plan - Bonnie Lesley End-of-Year Report on Work Plan Priorities - Bonnie Lesley 10.1999-2000 Work Plan Priorities - Bonnie Lesley BAL/rcm I ) 8 I LL LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 July 21, 1999 TO\nEveryone FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT\nAccountability Please read carefully the attached article on \"Changing the Entitlement Culture\" from the latest issue of the American School Board Journal. It will help you understand the job before us in changing culture. And we can do it! Things are falling into place! BAL/adg Attachments ACCOUNTABILITY I Changing the Entitlement Culture Why we v^ed to make performance our top priority BY PAUL McGOW AND JOHN MILLER Puts a high value on input and process D over outcomes and results. This means emands for change in public ed- uicre is an exaggeraieq emphasis on ucation are resulting in new budgets and on a staffs good inten-there is an exaggerated emphasis laws, regulations, and programs tions, hard work, and caring attitudes. that threaten to overwhelm the public but less emphasis on how those factors schools.'To date, 49 states have en- affect student achievement. It means ^ted education reform legislation. Al- that budgets, teacher contracts, sched-onaffect student achievement. It though many of these initiatives have ules, and facilities tend the potential to help, most fail to ad-to overshadow dress what we believe is a fundamental question: How can we improve the performance of the large, complex system that educators we call public education when its orga-discussions about student learning and the quality of instruction. that they deserve regular salary raises and good benefits because of the years they have spent in education. In most school districts, how long a teacher has servedrather than how well the teacher performsis the primary determinant of how much that teacher earns. Regardless of how much knowledge they possess or how well their students are doing, many teachers beThe entitlement culture also means nizational practices and culture deeply rooted in entitlement? are so operate on the belief around longer, that they have a right to their jobs and lieve they are entitled to bigger paychecks simply because theyve been likewise, school boards believe the Examples of what we call entitlement aren t hard to find. When its contract time, for example, teachers rally for higher raises regardless of whether student achievement is improving. And when mismanagement and lagging performance prompt state or municipal takeovers, board members and superintendents are reluctant to relinquish their powers. As school leadersT you areInTpoal tion to change this ingrained belief system what we call educations entitlement culture. We envision instead the era of the new advocate, a school leader who focuses on performance and its continuous improvement Process or results? The current culture of entitlement Entitled Organizations Reflect Performance Organizations Reflect Individuals who: Individuals who: focus on good intentions talk about how hard they work think about how many hours they work mention how many years they have been there feel they deserve certain things as a result of the above focus on accomplishments talk about effectiveness think .about what they are achieving communicate their present goals and objectives know their value and future rest on . .. awccuoiimiwpiliiosmhmtjceHnti ' . ' generally feel little need to change their behavior or approach embrace ongoing learning and change feel an urgency to meet the needs of all ? An organization that: An organization that: Paul McGowan ('psrncgow@aol.conU is the founder of Education Associates, a consulting firm in Ogunquit, Me., that works with local school districts and state departments of education. John Milter (jdnil@nantuckeLneU is a former teacher and elementary school principal from Nantucket, Mass. focuses generally on the number of \"activities measures the amount of effort \" talks about what if deserves - a: rejects the term customer sells, but does not market . we.': s pays\nbased on years of service! education, or title attends to the amount of input and the \u0026gt;process of doing work feels others should stay out of their business , Itolerates help works to maintain the existing system (discounts the valueof data gathering and outcomes THE AMERICAN SCHOOL BOAED JOURNAL focuses on outcomes and improving results measures impact related to goals talks about what it is learning ' J embraces the concept of customer or client markets and sells pays for performance, type of experience, and knowledge J : attends to goals, objectives, and ' outcomes welcomes people who build organizational effectiveness adapts and changes the system to be more responsive .\u0026gt; invests in data gathering, analysis, and I as keys tO: improvement \\ AUGUST 1999 43 I I to^dd^s P''! improving instruction. And so tax dollars required to run fee schools holding annual pubUc meetin ' of how well those schools formance imorovement in hUw. some are i are doing. And students beHeve that if they attend school for 12 years without getting into trouble, they deserve a a youngster is entitled to a diploma after 12 years of school.) Howj^you get an organization to improve its performance when it ope-- a^from the assumption that it is enti- dgd tojts customers, jobs, budgets, fa- (^ties, and other necessary resources? the answer is feat its virtuafly fel^si- ble to mitiate change under those cir- cumstances. Instead, the challenge i\nfor leaders to change the culture. IS Focusing on performance Our society shares a strong convic- don that all children have the right uw UIUL dll cniioren nave to an education, but more and more voices are challenging the belief that public schools have an inherent right to provide that education. Consider\nfor ii -------- tuuvauuii. consioer\nlor instance, that more than 1 million chil- dren are now home-schoofed fee her of cjmrter schools has mushroomed, and support for yoi^ers is niun- - -------oS on performance improvement to discuss year- to-year progress and strategies for im- provement imWe are heartened that such changes way public schools do business. Most knowand be able to do by the timp they complete elementary, middle, and high school? What percentage of our students meet these criteria? I / -Bg^value data gathering and alvsis rplafAd 1 r ' analysis Feiated to student learKh^'^ achievement, or do we discount simh efforts? Do we use the resulting information to improve classroom instnip- tion? ' I { ( ( public schools arTstiU ph-^^ acti^ut 4\nltoj?5^desyste_matic vehid^r Public schools must earn the right to provide education... they must focus attention on performance, not entitlement. In the late 1980s and early 90s. health care in this country was con- J VWIX' fronted by these same forces. Hosoi- tals. medical practices, and doctors tendons and hard work, facing fee demands for improved performance in terms of cost, quality of care, and ac- We believe this is a golden opportunity for public schools to assert thpm- --------of care, an acknowledging that public schools ] must earn the right to provide eduq^j- i tionthat, in essence, they must focus\nITdoc- parmi^In^iFIni^, andltudent feedback on our performance? J'esent the use of statewide test results as a key indicator of student learning but fail to cators? agree on local indiWe understand that transforming fee gitore of education does not happen Ygrnight. And we realize that there are risks involved in trying to change a culture of entitlement to one of perfor- mance. The most common fear when performance becomes a district's primary focus is that education will be- come too much like businesscaring only about fee bottom line as measured by test scores. Teachers and principals worry that the schools will simply teach to the test and that educators will be unfairly held accountable for poor results. Thats an understandable worry, but its one that can be over- come in part, by designing perfor- mance evaluation syst^s that rely more than just test scores. ^orienting education from on a culture ! /' / 1 I I I I I i ( / tor, or medical practice tharharnot h ShrTOfoHTaH^-......J been affected by fee cha^gTs Lt in mo- tion by this shift Similar shock waves onfe clSed know --------------------------- ----------- are now bearing down on nWh i eduspeak of creating attention on performance, not entitle- schools. Welong learners and the centrality of ment the classroom Tn ifc v_ _ I f To be sure, this is happening in some places. Some districts, for ouine oistncts, tor exam* pie, are developing overall perfor- mance assessment systems that include state achievement tests, local as- classroom. In its place will be giore focused What you can do Ho^_can you, as school leaders, re- achievemm spond to the pressure for change? How --------------- can you make performance the pri a commitment to how schools should improve student Such a renewed focusrather than I - -Aji.yvcu juLUb-rainer than a r'' P''-' defined commitmentwill also you. I. other words, mary focus among educators? sessments, and feedback from stu- community, ffom what we call an^e-^ Some have delineated what students \"---------------------anenaued need to know and be able to do at each .-----------------------------organization to a performance organization? level, ag.ed on fee learning, and created an ongoing yourself some tough quesL^s Process for teachers to collaborate on a What do we expect our students to improve? classroom in^uc- inmeased confidence and tgjst in fee public schools among taxpayers L^her level of teacher satisfai^on Md increased parental invoivement In- evitably, this will result in hi^er ??? I i \u0026gt; I 44 AUGUST 1999 (Continued on page 51) 1 the AMERICAN SCHOOL BOARD JOURNAL II Accountability (Continued from page 44) i dent achievement Recently, the Washington Post conducted a study of student performance based on the standardized test scores of Maryland fifth-graders. As expected, the study found that poverty was a major determinant of how well students scored. However, the study also found several schools with large percentages of poor students who were making remarkable progress. These schools cited teamwork, coordination, and parental involvement as important factorT in their success. In other words, the schools that defied the odds were characterized by a schoolwide focus on per- i formance. Unfortunately, these schools were considered anomalies. We need to create an atmosphere in education where they are the nonm Changing such attitudes will be difficult, we know. In one district where we worked, school leaders and teachers repeatedly touted the official school motto that all children can learn_a worn cliche embraced by districts across the country. We suggested they be a little braver and upgrade the message to \"all children will learn.\" But they refused. Their reason: There was no way they could guarantee that children will learn. Unfortunately, we-were not surprised. Making such a bold statement indicates a commitment to ! improving performancenot merely a belief that learning is possible. For too long, we believe, school leaders have blamed poor results on lack of funds, limited time, and the problems i seize the initiative. We need to remember that public education is not alone in this journey. Utilities, health care, business, and government are being transformed by this same fundamental shift to performance-oriented systems An understanding of how this shift is working in other areas will help education develop its own set of new strategies. Mwt important, educators need to em- _^ce a culture of performance as an opportunitynot fear it as a threat A performance orientation offers a new lens through which to view the true potential of our public schools. Let's begin looking through that lens We just might like what we see. kids bring to school. It is time to face up to these obstacles and stop abdicating our responsibility for improving schnnl performance. As a consequence of this defensiveness, legislators and outside interest groups have taken the initiative and are mandating tests, charters, and a smorgasbord of new requirements. Many critics have grave doubts that public schools can improve and propose dismantling public education as we know it with voucher proposals and privatization takeovers. It is tune for public school leaders to I I I i i 9 LRSD Assessment Plan SV Using Assessment to Enhance Student AchievementEssential Purposes of Assessment * Improvement of Student Learning Improvement of Instructional Programs Public Accountability, Confidence, and SupportThe design of our assessment plan is guided by the Revised Desegregation and Education Plan... 2.6 No barriers to participation by qualified African-Americans in extracurricular activities 5 AP courses, honors and enriched courses and the gifted and talented program 2.7 Improve and remediate the academic achievement of African-American students 2.7.1 Assess academic programs for effectiveness in improving African-American achievementif not effective, modify or eliminateRDEP, continued, Si 2,8 Promote and encourage parental and community involvement and support in the operation of LRSD and the education of LRSD students 5.2. La. By completion of the third grade, all students will be reading independently and show understanding of words on a pageRDEP, continued. 5.2.1 Primary Grades 5.2.1.d. Identify clear objectives for student mastery of all three reading cueing systems and of knowing-how-to-leam skills\n 5.2.1 .g. Monitor student performance using appropriate assessment devices\n 5.2.1 .h. Provide parents/guardians with better information about their childs academic achievement in order to help facilitate the academic development of students\nRDEP, continued... 5.2.2 Intermediate Grades 5.2.2.a. By completion of the sixth grade all ** students will master and use daily higher level reading comprehension skills for learning in all subject areas, for making meaning in real life experiences and for personal growth and enjoyment\n 5.2.2.e. Monitor student performance using appropriate assessment devices\n 5.2.2.f. Provide parents/guardians with better information about their childs academic achievement...RDEP, continued... 5.2.3. Secondary Schools 5.2.3.a. Adopt as a goal that upon graduation all students will read independently with comprehension in all subject areas and be proficient in language arts, as necessary to be successful workers, citizens, and life-long learners\n 5.2.3.f. Monitor student progress and achievement using appropriate assessment devices.* RDEP, continued. R'- 5.3 Mathematics 5.3.2. Develop appropriate assessment devices for measuring individual student achievement and the success of the revised curriculum.Other guiding documents that impact assessment decisions... Strategic Plan Title I/K-3 Literacy Plan NSF Grant ACTAAP (State Accountability Plan) - Benchmark exams - End-of-Course exams - SAT-9Proposed Modifications to the LRSD Assessment Plan: Individual pre- and post-assessments for Kindergarten and 1 st grade Individual pre- and post-assessments for 2nd grade with G/T sereening seeond semester (CRT and Raven) Pre- and post-eriterion refereneed tests to measure individual student growth from year to year (grades 3-11)LRSD Assessment Plan, cont d... State Required Assessments^ SAT-9 norm-referenced test for grades 5, 7, and 10 Primary benchmark exam (grade 4) Intermediate benchmark exam (grade bnot yet developed) Middle Level benchmark (grade 8) End-of-Course tests-Algebra I, Geometry, and LiteracyLRSD Assessment Plan, cont 'cl... District Coordinated Classroom Assessments Performance assessments aligned with Benchmark assessments and End-of-Course exams District developed CRTs measuring attainment of state standardsLittle Rock School District is committed to monitoring the individual academic growth of every student, and our assessment program must meet that need.Students use tests to ansyver these questions: Am I learning what Im supposed to learn? Can I do what Im supposed to do? Am I trying as hard as I can? Should I try harder?Teachers use tests to answer these questions: Is each child growing in what he or she knows and can do? Is my teaching/instruction helping this group of students to be successful? Do any of my students need assistance from a special program? What changes do I need to make in my instruction?Parents use tests to ansyver these questions: How is my child doing? How is my child doing compared with others? Has my child mastered his/her grade level skills?The Board uses tests to ansyver these questions: 5. Is the program of instruction working? Are our students meeting or exceeding the standards?Administrators use tests to ansy\\^er these questions: \u0026gt; What staff development is needed? How and where should we allocate resources?State and community use tests to ansyver these questions? it How well is the district doing its job? How do our schools and district compare with others?What skills does our community expect our students to have? Literacy skills Problem solving skills Ability to work togetherSchool Report Cards.... High Stakes Accountability Accountability for individual schools Who is not achieving? - Identify by name all students who are below proficient level Why not? - Curriculum - Instruction - Assessment What are we going to do about it?Paradigm Shifts 1 Bell Curve - Normal distribution continues to fall into predictable patterns unless interventions are made. The New Paradigm - Standards-driven system - Smart Start belief systemWhat is a standard? What we want students to know and be able to do Common assessment of students performance: create tests worth teaching to Externally set criteria for passing (a rubric/scoring guide)Standards-Driven Belief System Effort-based achievement Clear expectations to students Clear content standards ra Alignment of assessment with curriculum and instruction Adequate amount of time Honest feedback about progress Multiple opportunities to demonstrate what students have learned.Teaching Toward Tests Worth Taking... Academic Content Skills - Charts, graphs, number line, value of money, fractions, addition, subtraction, estimation, measurement - Editing skills, specific content from reading material (3 types of texts), vocabulary, main idea, plot, character, setting, elements of style, using resource material (dictionary) Process skills - Drawing a conclusionbest answer/most reasonable - Probability-most likely what is missing/wh^j^ needed - Reading strategiescontext clues, drawing conclusions (main idea), inferring information\npredicting, understanding why the author wrote the material, and sequencing events - Problem solving skills: organizing information from one or more sources/eliminating unnecessary information/defending a position (specific to material provided)/ comparing or contrasting - Writing process skills: prewriting/editing/revisionIB Childrens self-esteem gets better when they see themselves getting better. Heidi Hayes Jacobs.rw rr.T'\n3^ \"S' rr 'lU'xyM, What are the essential questions about assessment? R\"\n. What do we want to accomplish with our assessment plan? What is the purpose of the assessment system? What do we want to do with the information? How do we value the Benchmark exams?Essential Questions... continued What difference will the assessment sy^m make in the educational experience of the students? What difference will the assessment system make to the classroom teacher? Does the assessment system prepare students for high stakes exams? What skills are required for teacher and student success?7 Steps to Increase Student Achievement... 1. Aeknowledge where you are. 2. Analyze where you are. 3. Align teaching with assessment. 4. Assess in a manner that is the same as on high stakes testing. 5. Attitude is everything all the time. 6. Accentuate your focus on testing strategies. 7. Activate a plan that will meet the needs of your learners. Charity Smith, ADE10LESLEY, BONNIE From: Sent: To: Subject: LESLEY, BONNIE Tuesday, May 23, 2000 5:40 PM LEASE, KATHY R.\nMITCHELL, SADIE Reading List Attached is a draft of the reading list that you all asked me to compile. See what you think. There is much I could add. of course, but I just arbitrarily stopped. Let me know. Recommended Reading for Campus... 1 Recommended Reading for Campus Leadership Teams Little Rock School District, 2000-2001 Leading and Managing Change Darling-Hammond, Linda. The Right to Learn: A Blueprint for Creating Schools that Work. San Francisco: Jossey-Bass Publishers. 1997. Evans, Robert. The Human Side of School Change: Reform. Resistance, and the Real- Life Problems of Innovation. San Francisco: Jossey-Bass Publishers. 1996. Fullan, Michael. Change Forces: Probing the Depths of Educational Change. New York: The Falmer Press. 1993. Fullan, Michael G. with Suzanne Stiegelbauer. The New Meaning of Educational Change. New York: Teachers College Press. 1991. Hord, Shirley, et al. Taking Charge of Change. Alexandria, VA: ASCD. 1987. Williams, R. Bruce. Twelve Roles of Facilitators for School Change. Arlington Heights, IL: Skylight. 1997. Building and Maintaining Accountability Systems Bernhardt, Victoria. Data Analysis for Comprehensive Schoolwide Improvement. Larchmont, NY: Eye on Education. 1998. Herman, Joan and Winters, Lynn. Tracking Your Schools Success: A Guide to Sensible Evaluation. Newbury Park, CA: Corwin Press. 1992. Holcomb, Edie. Getting Excited About Data: How to Combine People. Passion, and Proof. Thousand Oaks, CA: Corwin Press, 1999. Leithwood, Kenneth and Aitken, Robert. Making Schools Smarter: A System for Monitoring School and District Progress. Thousand Oaks, CA: 1995. Reeves, Douglas B. Accountability in Action. Denver, CO: Advanced Learning Centers. 2000. Schmoker, Mike. Results: The Key to Continuous School Improvement (2\"** Edition). Alexandria, VA: ASCD. 1999. Deep Knowledge About Teaching and Learning Bruer, John T. Schools for Thought: A Science of Learning in the Classroom. Cambridge, MA: The MIT Press. 1993. Cawelti, Gordon (ed.). Handbook of Research on Improving Student Achievement. Arlington, VA: Educational Research Service. 1999. Cole, Robert W. (ed.). Educating Everybodys Children: Diverse Teaching Strategies for Diverse Learners. Alexandria, VA: ASCD. 1995. Dalton, Stephanie Stoll. Pedagogy Matters: Standards for Effective Teaching Practice. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence. 1998. Danielson, Carlotte. Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: ASCD. 1996. Glatthom, Allan A. (ed.). Content of the Curriculum. Alexandria, VA\nASCD. 1995. Howard, Gary R. We Cant Teach What We Dont Know: White Teachers. Multiracial Schools. New York: Teachers College Press. 1999. Joyce, Bruce R. and Calhoun, Emily F. Creating Learning Experiences: The Role of Instructional Theory and Research. Alexandria, VA: ASCD. 1996. Joyce, Bruce and Weil, Marsha. Models of Teaching. Englewood Cliffs, NJ: Prentice- Hall, Inc. 1986. Ladson-Billings, Gloria. The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass Publishers. 1994. Marzano, Robert J. A Different Kind of Classroom: Teaching with Dimensions of Learning. Alexandria, VA: 1992. Marzano, Robert J. and Kendall, John. A Comprehensive Guide to Designing Standards- Based Districts. Schools, and Classrooms. Alexandria, VA: ASCD. 1996. Marzano, Robert J. and Kendall, John S. with Gaddy, Barbara B. Essential Knowledge: The Debate Over What American Students Should Know. Aurora, CO: McREL. 1999. National Research Coimcil. Bransford, John D., et al. (eds.). How People Learn: Brain. Mind. Experience, and School. Washington, DC: National Academy Press. 1999. Newman, Fred M.\nSecada, Walter\nand Wehlage, Gary G. A Guide to Authentic Instruction and Assessments: Vision, Standards and Scoring. Madison, WI: National Center for Educational Research. 1995. Reeves, Douglas B. Making Standards Work: How to Implement Standards-Based Assessments in the Classroom. School, and District. Denver, GO: Advanced Learning Systems. 1996. Rodriguez, Eleanor Renee and Bellanca, James. What Is It About Me You Cant Teach? An Instructional Guide for the Urban Educator. Arlington Heights, IL: Skylight. 1996. Stigler, James W. and Hiebert, James. The Teaching Gap: Best Ideas from the Worlds Teachers for Improving Education in the Classroom. New York: The Free Press. 1999. Tomlinson, Carol Arm. The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD. 1999. Wiggins, Grant P. Assessing Student Performance: Exploring the Purpose and Limits of Testing. San Francisco: Jossey-Bass Publishers. 1993. Zemelman, Steven\nDaniels, Harvey\nand Hyde, Arthur. Best Practice: New Standards for Teaching and Learning in Americas Schools. Portsmouth, NH: Heinemann. 1998. Creating and Living the Vision and Mission American Institutes for Research. An Educators Guide to Schoolwide Reform. Arlington, VA: Educational Research Service. 1999. Bernhardt, Victoria. The School Portfolio: A Comprehensive Framework for School Improvement. Larchmont, NY: Eye on Education. 1999. Cawelti, Gordon. Portraits of Six Benchmark Schools: Diverse Approaches to Improving Student Achievement. Arlington, VA: Educational Research Service. 1999. Educational Research Service. Blueprints for School Success: A Guide to New American Schools Designs. Arlington, VA: Educational Research Service. 1998. Fitzpatrick, Kathleen A. Indicators of Schools of Quality: A Research-Based Self- Assessment Guide for Schools Committed to Continuous Improvement. Schaumburg, IL: National Study of School Evaluation. 1997. Ginsberg, Margery B\nJohnson, Jr., Joseph F. and Moffett, Cerylle A. Educators Supporting Educators: A Guide to Organizing School Support Teams. Alexandria, VA: ASCD. 1997. Glasser, William. The Quality School: Managing Students without Coercion. New York\nHarperCollins. 1992. Glasser, William. The Quality School Teacher: A Companion Volume to The Quality School. New York: HarperCollins. 1993. Meier, Deborah. The Power of Their Ideas: Lessons for America from a Small School in Harlem. Boston: Beacon Press. 1995. McCune, Shirley D. Guide to Strategic Planning for Educators. Alexandria, VA: ASCD. 1986. Newmann, Fred M. and Wehlage, Gary G. Successful School Restructuring. Madison, WI: Center on Qrganization and Restructuring of Schools. 1995. Building Collaborative Environments Calhoun, Emily F. How to Use Action Research in the Self-Renewing School. Alexandria, VA: ASCD. 1994. DuFour, Richard and Baker, Robert. Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: National Educational Service. 1998. Fullan, Michael and Hargreaves, Andy. Whats Worth Fighting for in Your School. New York: Teachers College Press. 1996. Joyce, Bruce and Showers, Beverly. Student Achievement Through Staff Development. New York: Longman. 1988. Joyce, Bruce\nWolf, James, and Calhoun, Emily. The Self-Renewing School. Alexandria, VA: ASCD. 1993. Lambert, Linda. Building Leadership Capacity in Schools. Alexandria, VA: ASCD. 1998. Murphy, Carlene and Lick, Dale. Whole-Faculty Study Groups: A Powerful Way to Change Schools and Enhance Learning. Thousand Oaks, CA: Corwin Press. 1998. Sergiovanni, Thomas J. Building Community in Schools. San Francisco: Jossey-Bass Publishers. 1994. Sparks, Dennis and Hirsh, Stephanie. A New Vision for Staff Development. Alexandria, VA: ASCD. 1997.11 LESLEY, BONNIE From: Sent: To: Subject\nLESLEY. BONNIE Tuesday. July 18. 2000 3:14 PM BABBS. JUNIOUS\nFRANCES CAWTHON\nGADBERRY. BRADY L.\nHURLEY. RICHARD\nLeslie Carnine\nLINDA WATSON\nMARIAN LACEY\nMILHOLLEN. MARK\nSadie Mitchell\nSTEWART. DONALD M.\nVANN. SUELLEN\nVictor Anderson\nANDERSON. BARBARA\nASHLEY. VIRGINIA\nBEARD. SUSAN\nBRANCH. SAMUEL\nCARSON. CHERYL\nCARTER. JODIE\nCARTER. LILLIE\nCHEATHAM. MARY\nCOURTNEY. THERESA\nCOX. ELEANOR\nDARIAN SMITH\nDEBORAH MITCHELL\nETHEL DUNBAR\nFIELDS. FREDERICK\nGOLSTON. MARY\nGREEN. CAROL\nHARKEY. JANE\nHOBBS. FELICIA L.\nHOWARD. RUDOLPH\nHUDSON. ELOUISE\nJAMES. BRENDA\nKEOWN. ADA\nLillie Scull\nLinda Brown\nMANGAN. ANN\nMARY BARKSDALE\nMORGAN. SCOTT\nMOSBY. JIMMY\nNORMAN. CASSANDRA R.\nPATTERSON. DAVID\nPETERSON. MICHAEL\nROUSSEAU. NANCY\nSAIN. LLOYD\nSHARON BROOKS\nSMITH JR. VERNON\nWORM. JERRY\nZEIGLER. GWEN S.\nADAMS. LEON\nAUSTIN. LINDA\nBRIGGS. MONA\nCLEAVER. VANESSA\nCRAWFORD. PAMELA\nDAVIS. SUZI\nDEBBIE MILAM\nDILLINGHAM. YVETTE\nDONALDSON. MABLE\nGLASGOW. DENNIS\nHOBBY. SELMA\nLEASE. KATHY R.\nMARION BALDWIN\nMARTIN. PAULETTE\nMcCOY. EDDIE\nMcNEAL. MARIE\nNEAL. LUCY\nPRICE. PATRICIA\nSMITH. GARY\nWALLS. COLLEEN\nWILLIAMS. ED\nWOODS. MARION My Transparencies Many of the transparencies that you will see durii lul itioi e in your notebook, but I know that some of you will want all of them--ready to go and use with your'statf. Anticipating those requests. I am attaching the files so that you can print them-if you want them. Today's Objecttves.doc Standards. Inst., Assessment.d... Key Characteristics of the Cri... July 19 Presentation.doc 1 Todays Objectives 1. To make connections between the Quality Management model and our workespecially curriculum, 2. 3. 4. 5. instruction, and assessment. To acquaint everyone with the LRSD application for the Arkansas Quality Award. To provide us with some preparation for the site visit on August 16-18. To encourage everyone to think about how the District information applies at the school/ department level. To encourage schools and departments to apply for a Quality award in 2000-2001.6. To clarify content standards benchmarks, performance standards, assessments. 9 7. 8. 9. To examine the big picture of assessment. To consider the importance of assessment data quality. To understand the big picture of assessment of literacy, citizenship, mathematics, and science. 10. To connect with the Leadership Academy and the CLT Institute agendas. 11. To have some fun together!Thanks so much to Anita Gilliam, Regina Moore, Biondell Lee, Sharon Kiilsgaard, Doug Eatons staff. King Elementary staff, and all others who did a ton of work and preparation to ensure a quality environment, materials, and food for today! Thanks also to all the presenters! And thanks to you, the participants, for coming! We hope its a good day!Key Characteristics of the Criteria 1. The Criteria focus on business results. A. Customer focused results B. Financial and market results C. Human resource results D. Supplier and partner results E. Organizational effectiveness results2. The Criteria are non-prescriptive and adaptable. The do NOT prescribe: specific tools, techniques, technologies, systems, measures, or starting points\n that your organization should or should not have departments for quality, planning, or other functions\n how your organization should be structured\nor that different units in your organization should be managed in the same way.3. The Criteria support a systems perspective to maintaining organization-wide goal alignment. Embedded in Core Values and Concepts Embedded in the Criteria Embedded in the results-oriented, cause-effect linkages among the Criteria items. Alignment ensures consistency of purpose while also supporting agility, innovation, and decentralized decision making.Four Stages of Learning Cycles 1. PLAN. Planning, including design of processes selection of measures, and deployment of requirements. 9 2. DO. Executive of plans. 3. STUDY. Assessment of progress, taking into account internal and external results\nand 4. ACT. Revision of plans based upon assessment findings, learning, new inputs, and new requirements.CORE VALUES AND CONCEPTS 1. Visionary Leadership Set directions Create a customer focus Create clear and visible values Create high expectations for performance Balance needs of stakeholders Ensure creation of strategies, systems, methods for achieving excellence Inspire and motivate employees Encourage involvement, development and learning, innovation, and creativity of all employees. Display ethical behavior and personal involvement in planning, communications, coaching, developing future leaders, review of organizational performance, and employee recognition. Serve as role models, reinforcing values and expectations and building leadership, commitment, and initiative throughout your organization.2. Customer Driven Build customer satisfaction, preference, referral, and loyalty. Being customer driven means much more than defect and error reduction, merely meeting specifications, or reducing complaints. Being customer drive is a strategic concept. It is directed toward customer retention, market share gain, and growth. It demands constant sensitivity.3. Organizational and Personal Learning Organizational Learningthe continuous improvement of existing approaches and processes and adaptation to change, leading to new goals and/or approaches. Learning must be embedded in the way the organization operates: I a. It is a regular part of daily work. b. It is practiced at personal, work units, and organizational levels. c. It results in solving problems at their source.d. It is focused on sharing knowledge throughout your organization. e. It is driven by opportunities to affect significant change and do better. Organizational Learning Resnlts In: a. Enhancing value to customers b. Developing new opportunities c. Reducing errors, defects, waste, and related costs d. Improving responsiveness and cycle time performance I e. Increasing productivity and effectiveness in the use of all resources throughout the organizationf. Enhancing your organizations performance in fulfilling its public responsibilities and services as a good citizen. Employee success depends increasingly on having opportunities for personal learning and practicing new skills. Learning results also in being more responsive, more adaptive, and more efficient.4. Valuing Employees and Partners Major challenges: a. Demonstrating commitment to employees b. Providing recognition opportunities that go beyond compensation c. Providing opportunities for development and growth d. Sharing organizational knowledge e. Creating an environment that encourages risk taking.Internal Partners Labor-management High performance work teams Network relationships among schools/departments External Partners Customers (parents and students) Suppliers Education organizations Etc.5. Agility developing a capacity for rapid change and flexibility. shortened design-to-introduction cycle time. improvements in use of time. 6. Focus on the Future Long-term commitments to key stakeholders. Developing employees and suppliers. Seeking opportunities for innovation. Fulfilling public responsibilities.7. Managing for Innovation Making meaningful change Creating new value for the organizations stakeholders Leading organization to new dimensions of performance Important for all departments and processes. Must be a part of the culture and daily work of the organization.8. Management by Fact Must depend upon measurement and analysis for decision making. Must use many types of data and information. Analysis refers to extracting larger meaning from data and information to support evaluation, decision-making, and operational improvement. Measurements selected must be those that lead to improved customer, operational, and financial performance.9. Public Responsibility and Citizenship Ethics and responsibility to protect public health, safety, and the environment. Should emphasize resource conservation and waste reduction. Should anticipate adverse impacts. Must prevent problems, provide a forthright response if problems occur, and make information and support available to the public. Design strategies should anticipate growing environmental demands and related factors.Should see compliance and regulations as opportunities for continuous improvementand go beyond mere compliance. Provide leadership and support of publicly important purposes. Influence other organizations to partner for improvement of the community. lO.Focus on Results and Creating Value Must focus on creating value for all stakeholders. Strategy must include all stakeholder requirements.11. Sy stems Perspective Seven categories of criteria provide the building blocks of the system: a. Leadership b. Strategic planning c. Customer and market focus d. Information and analysis e. Human resources focus f. Process management g. Business resultsAlignment means that we focus on strategic directions and on customers. Leaders must monitor, respond to, and build on the business results. A systems perspective means managing your whole enterprise, as well as its components, to achieve performance improvement.Academic Content Standards The general expectations of what a student should know and be able to do. These are typically few in number and general in scope. Benchmarks The specific expectations of what students should know and be able to do at a specific grade level or course level.Scoring Guides (Rubrics) These are the very specific descriptions of student proficiency for an individual standards-based assessment. Performance Standards These are the descriptions of how good is good enough. ADE defines four performance levels: Below Basic, Basic, Proficiency, Advanced. ACTAAP says that the Proficient level is the performance standard that 100% of the students should attain.Standards-Based Instruction LRSD professional development is focused on empowering teachers with effective teaching strategies that are designed to enable increasing percents of students to attain the academic content standards and benchmarks. Standards/benchmarks, instruction, and assessment, therefore, become SEAMLESS, since they are so tightly aligned.PCL XL error Subsystem: KERNEL Error: IllegalTag Operator: 0x1b Position: 217 Academic Content Standards The general expectations of what a student should know and be able to do. These are typically few in number and general in scope. Benchmarks The specific expectations of what students should know and be able to do at a specific grade level or course level.Scoring Guides (Rubrics) These are the very specific descriptions of student proficiency for an individual standards-based assessment. Performance Standards These are the descriptions of how good is good enough. ADE defines four performance levels: Below Basic, Basic, Proficiency, Advanced. ACTAAP says that the Proficient level is the performance standard that 100% of the students should attain.Standards-Based Instruction LRSD professional development is focused on empowering teachers with effective teaching strategies that are designed to enable increasing percents of students to attain the academic content standards and benchmarks. Standards/benchmarks, instruction, and assessment, therefore, become SEAMLESS, since they are so tightly aligned.Assessment System Multiple indicators of student performance: Teacher observations Formative grades (daily, homework) Summative grades (quarter/semester tests/grades) Unit/module criterion-referenced tests Criterion-referenced tests (pre- and post ALTs) State Benchmark tests (summative only) SAT9 (summative, norm-referenced) EXPLORE, PLAN, ACT (or PSAT, SAT) Advanced PlacementAssessments and Quality Enable us to do Management by Factto be Data- Driven Decision Makers Enable us to measure Organizational Effectiveness Enable us to be Continuous Learners Enable us to engage in Continuous Improvement Enable us to be responsive to Customer Requirementsto be accountable Enable us to diminish amount of re-work (remedial instruction, repeating courses, summer school costs, retention, dropouts, etc.)Importance of Data Quality Assessment Data Are Compromised When: Test security is violated. Absent students are not given make-ups. Some students are inappropriately exempted. Students are not taught the curriculum over which they will be tested. Students have not received some test-wiseness instruction so that they are familiar with the test format and expectations. The testing environment does not encourage students to do quality work. The school has not protected student distractions and/or fatiguesuch as scheduling conflicting co/extracurricular activities the night before or on the day of tests. Students do not complete the test. Answer sheets are not checked carefully to ensure that all have been collected, that they are scorable, etc. Tests are not administered on designated days or by the designated deadline. People violate the rules on security or fold to temptations to fudge. Answer documents are not turned in on time.The Assessment System Is Also Compromised When: Instructions on test administration are not clear. Inadequate quantities of testing materials are provided. Inadequate training is provided on test administration. Schools, teachers, students, and parents do not receive immediate feedback on the results, with guidance on interpreting results in user-friendly language. Customers do not receive accurate reports. Results are not used for decision-making, about instruction of individual and groups of students about program effectiveness, about teacher effectiveness, about professional development needs, about school performance, etc. 512 Agenda, Wednesday, July 19, 2000 Curriculum/Instruction/Assessment for Principals, Assistant Principals, and Brokers King Elementary School 8:008:30 Coffee, Food, Visiting, Fun 8:3010:30 Overview of the Day (Bonnie Lesley) A Walk-Through of the LRSD Application for the Level III Arkansas Quality Award 10:3010:45 Break (Suzi Davis, Pat Price, et al) 10:4511:45 The Big Picture of Assessment in LRSD 11:451:00 Lunch and Visiting and Fun (surprise) 1:001:45 Assessing Literacy and Social Studies 1:452:30 Assessing Science 2:302:45 Break (Debbie Milam, et al) 2:453:30 Assessing Mathematics 3:303:40 Technology News (Lucy Neal) 3:403:48 Fun (Winona, aka GS) 3:484:00 Wrap Up and All on the Wall Quality District Processes (Examples) Customer Service___________ Parent Program Restructuring Plan Web Page Newsletters Public information Training for clerical staff Volunteers in Public Schools Partners in Education Collaborative decisionmaking Access to technology Translations of key documents and for key meetings Personalized Education Plans School/Home Compacts Publication of refrigerator curriculum Student/parent handbooks Employee benefits program Responses to Climate Surveys Etc. Data-Driven Decisions *Assessment Results (DRA, Observation Surveys, CRTs, ALTs, State Benchmark Exams and End-of-Level tests, SAT9, Explore/Plan/ACT, AP, etc.) *Monthly fmancial/budget reports *Attendance reports *Suspension/expulsion reports *Dropout reports *Quarterly grade reports *Teacher attendance reports *Extracurricular participation reports School staffing reports Results of School Climate Surveys Polling on critical issues Program evaluations Staff performance evaluations District, school, and program audits Financial audits Equitable allocation of resources Etc. Continuous Learning_______ Training relating to implementation of new curriculum standards and appropriate instructional strategies Instructional technology training Learning to Cope with Differences training CLT Institutes Quality training for principals and brokers PathWise training for mentor and novice teachers Learning Links Professional development activities Subscriptions to professional journals Professional library Participation in professional organizations and networks Action research Tuition reimbursement Internet access Etc. Continuous Improvement *Analyses of data *Use of data to design improvement strategies *Guide to School Improvement Planning *Campus Leadership Plan *District Work Plan Priorities *Strategic Plan * Revised Desegregation and Education Plans *Title I Plans *ACSIP processes * School improvement planning *Grant proposals (Safe Schools/Healthy Students, National Science Foundation, Carnegie, Gear-Up, etc.) *Etc. |Key Characteristics of the Criteria] \u0026amp; 1. The Criteria focus on business results. A. B. C. D. E. Customer focused results Financial and market results Human resource results Supplier and partner results Organizational effectiveness results 2. The Criteria are non-prescriptive and adaptable. The do NOT prescribe: specific tools, techniques, technologies, systems, measures, or starting points\n that your organization should or should not have departments for quality, planning, or other functions\n how your organization should be structured\nor that different units in your organization should be managed in the same way. 3. The Criteria support a systems perspective to maintaining organization-wide goal alignment. Embedded in Core Values and Concepts Embedded in the Criteria Embedded in the results-oriented, cause-effect linkages among the Criteria items. Alignment ensures consistency of purpose while also supporting agility, innovation, and decentralized decision making. Four Stages of Learning Cycles 1. 2. 3. 4. PLAN. Planning, including design of processes, selection of measures, and deployment of requirements. DO. Executive of plans. STUDY. Assessment of progress, taking into account internal and external results\nand ACT. Revision of plans based upon assessment findings, learning, new inputs, and new requirements. 1 CORE VALUES AND CONCEPTS 1. Visionary Leadership Set directions Create a customer focus Create clear and visible values Create high expectations for performance Balance needs of stakeholders Ensure creation of strategies, systems, methods for achieving excellence Inspire and motivate employees Encourage involvement, development and learning, innovation, and creativity of all employees. Display ethical behavior and personal involvement in planning, communications, coaching, developing future leaders, review of organizational performance, and employee recognition. Serve as role models, reinforcing values and expectations and building leadership, commitment, and initiative throughout your organization. 2. Customer Driven Build customer satisfaction, preference, referral, and loyalty. Being customer driven means much more than defect and error reduction, merely meeting speciflcations, or reducing complaints. Being customer drive is a strategic concept. It is directed toward customer retention, market share gain, and growth. It demands constant sensitivity. 3. Organizational and Personal Learning Organizational Learningthe continuous improvement of existing approaches and processes and adaptation to change, leading to new goals and/or approaches. Learning must be embedded in the way the organization operates: a. b. c. d. e. It is a regular part of daily work. It is practiced at personal, work units, and organizational levels. It results in solving problems at their source. It is focused on sharing knowledge throughout your organization. It is driven by opportunities to affect significant change and do better. Organizational Learning Results In: a. b. c. d. e. f. Enhancing value to customers Developing new opportunities Reducing errors, defects, waste, and related costs Improving responsiveness and cycle time performance Increasing productivity and effectiveness in the use of all resources throughout the organization Enhancing your organizations performance in fulfilling its public responsibilities and services as a good citizen. Employee success depends increasingly on having opportunities for personal learning and practicing new skills. Learning results also in being more responsive, more adaptive, and more efficient. 4. Valuing Employees and Partners Major challenges: a. b. c. d. e. Demonstrating commitment to employees Providing recognition opportunities that go beyond compensation Providing opportunities for development and growth Sharing organizational knowledge Creating an environment that encourages risk taking. Internal Partners Labor-management High performance work teams Network relationships among schools/departments External Partners Customers (parents and students) Suppliers Education organizations Etc. '1 5. Agility -developing a capacity for rapid change and flexibility. -shortened design-to-introduction cycle time. improvements in use of time. 6. Focus on the Future -Long-term commitments to key stakeholders. Developing employees and suppliers. -Seeking opportunities for innovation. -Fulfilling public responsibilities. 7. Managing for Innovation Making meaningful change -Creating new value for the organizations stakeholders Leading organization to new dimensions of performance -Important for all departments and processes. -Must be a part of the culture and daily work of the organization. 8. Management by Fact Must depend upon measurement and analysis for decision making. Must use many types of data and information. Analysis refers to extracting larger meaning from data and information to support evaluation, decision-making, and operational improvement. Measurements selected must be those that lead to improved customer, operational, and financial performance. 9. Public Responsibility and Citizenship Ethics and responsibility to protect public health, safety, and the environment. Should emphasize resource conservation and waste reduction. Should anticipate adverse impacts. Must prevent problems, provide a forthright response if problems occur, and make information and support available to the public. Design strategies should anticipate growing environmental demands and related factors. Should see compliance and regulations as opportunities for continuous improvementand go beyond mere compliance. Provide leadership and support of publicly important purposes. Influence other organizations to partner for improvement of the community. 10. Focus on Results and Creating Value --Must focus on creating value for all stakeholders. Strategy must include all stakeholder requirements. 11. Systems Perspective Seven categories of criteria provide the building blocks of the system: a. b. c. d. e. f. g- Leadership Strategic planning Customer and market focus Information and analysis Human resources focus Process management Business results Alignment means that we focus on strategic directions and on customers. Leaders must monitor, respond to, and build on the business results. A systems perspective means managing your whole enterprise, as well as its components, to achieve performance improvement. Attachment C: Oveiview of Best Practice STEPS FOR ENSURING DATA QUALITY Standards for Data Quality U.S. Department of Education 1. Are requirements known? 2. Is process well designed?--.. ^5- 3. Is process well documented and communicated? 4. Is prtices^wfeli implemented? iBW? Validity n Accuracy 5. Are data verified and compared? 6, Are data appropriately analyzed and-,\nreported? ' Editing Reporting / Calculating Compare policy, regulation, rules, and procedures with instructions given to data providers, collection forms, and code in computer programs. M Review design' by agencies, and staff. M \n'sp'\np\n\"i\" Preprint all available data.''Liniit\ntfmS data are entered.\nP .7#? Timeliness Provide training and certification for data providers. Train all new staff. M P Use checklists and sign-offs for key steps. P Riin sampie data and verify. P Run audit reports for review by experts with knowledge of reasonableness. M E Disclose fully conditions affecting interpretation - of the data. M P E Include data providers and data processors in decisions to establish what is feasible. M Use ijhbst automated/- validated levelWdata entry possible (e g selection from codes in ' an-autotnated application vs. filling in Provide documentation for data providers and data processors. M P Provide immediate help for data providers. M P Ensure problems are reported, documentedX^-, corre^tedi and ./'jA\nVerify all calculations and conditional rules. M PE Review data with /- \u0026lt; providers andiothers with a stake in lhe\u0026gt; ',''3 results. ME , Follow an established change-management process. M P paper forms). P Use random Checlfi - - - during prddu^tiqiti P CObimuhicated back to the source of the problem or reporLM P \" Compare data to past runs, standards, or similar groups. M P E iCsi\ni^-' Ensure analysis \" Comply with professional standards for data collection, analysis, and reporting. ME Automate Veriricatidn'ofi\nentries at the ^Hiest y-f Ensure the physical and fiscal requirements are available (e.g., computer hardware, software, network, etc.) M P #-1-3- Conduct on-site reviews during the process. M P' Check data exchanges, crosswalks, and translations for integrity. P techniques meet the . assumptions required v for proper use.-M E: Present conclusions ii\nlevels (e.g., upon key stroke Vs, from ptihie4 Pei-sons Primarily Respoii-sible for Data Qualify During Each Step: addit report). P\u0026lt; fairly within a contCxti^ for interpretation: M \u0026gt;X\u0026gt;ijt.'\nEnsure people at all levels are knowledgeable, certified, trained, and competent for the tasks for which they are responsible. M E Run maintenance before all production. Verify-^*: off-hour maintepance/-^ add staff a vailability Bp^ 3?'S, Target date^are repsoitab^grid cl??r. M = Manager of the program P = Programmer or processor of the data Publish technical reports or make available data files with detailed data for'Verification of - analyse^-ahd statements:. ME E = Evaluator Protect the The provider of the data is responsible for conscientiously following flic prescribed process, reporting problems, and verifying the accuracy and completeness of all data submitted. confidentiality rights of-individuals (FERPA)\nM e\" AilachmcniC Pagel of? Evaluation Software Publishing, Incorporated Austin, Texas Data Area: Any Area Best Practice DATA QUALITY STEP 1 Standards for Data Quality U.S. Department of Education 1. Are requirements known? Build and maintain documentation for all programmatic and professional reejuirements i\n?. Yalidily Compare policy, regulation, rules, and procedures with instructions given to data providers, collection forms, and code in computer programs. M Include data providers and data processors in decisions to establish what is feasible. M Follow an established change-management process. M I Comply with professional standards for data collection, analysis, and reporting. M E Ensure people at all levels are knowledgeable, certiHed, trained, competent, and energetic for the tasks for which they are responsible. M E Allachment C Page 2 of 7 t\n.' Attend training or conference sponsored by controlling agency. 'Ac.' -T\u0026lt; '?^- r1 yg!}?' Vi\n4: ?r'2S\\Sc ,5? I.' r*^ ..cX^\u0026gt; s X?*-' Update files with copies of current/ revised policies, regulations, rules, or procedures. $ Update references with current, new, or revised professional standards. q\nCompare latest documents with prior documents and verify any changes from prior year. iT Communicate with programming staff to determine the extent and feasibility of all changes required. 1^ J' ^\n'V 3\n'i' IS Complete a i -5* -r i Attend training or conference for professionals in this area. Z_______ 2: Communicate with data providers to determine the extent and feasibility of all changes required. , Program Change Request for programmer to update code. Follow established change management process to implement changes. k- Conduct an annual personnel evaluation of all staff to ensure required competencies and performance are present. Follow-up with improvement plans and annual goals as appropriate. asgol Create, review, or update job descriptions and competencies for each position related to this data area. Follow established procedures whenever a new employee is hired to ensure adequate qualifications. Evaluation Software Publishing, incorporated Austin, Texas Data Area: Any Area Best Practice DATA QUALITY STEP 2 Standards for Data Quality U.S. Department of Education 2\nIs process well designed? I Validity Complete Step 1, Develop or review current process design aligned with I Accuracy current R^e^^esign by peers, agenci^ and staff. M l^nmtall availableiW'- Communicate with data providers to determine the extent and feasibility of all design changes required. requirements from Step 1. Incorporate validation processes into the design to ensure data integrity. IWeiMHMIBiiaMIHMmilU Access extant files to preprint all available data to eliminate entry errors by data providers. .ar^:^tered. p ? t Use most automated/ \u0026gt; validated level of data ' entry possible (e,g. \u0026gt; selection from codesi.fp'\u0026gt;''i an automated % application ill Communicate with programming staff to determine the extent and feasibility of all design changes required. Compare latest documents with prior documents and verify changes from prior year. Establish target dates for key actions and verify their reasonableness. Automate data capture and incorporate edit checks and validations at the time of data entry. .............................mil paper forins)^:\nFj Use raiidoinTdieck$\ni?i during prd^iictionrr Review design with program management staff. AutonM^^iication of entriea^aDlie^arliest - Ievel8\n(etgi^npon key stroke jTssppijii pointed audit reporf)jtP Runmaintdiance before all prSduetMiL Vefffy ofFtJipbr mi^teiiadte^^'. anA^iiff aVallabhfty. P-, iW Target dates are' reasonaBlfeapd cl^r.M Attachment C Page 3 of 7 Review design with officials in controlling agency. SaaBBBBBBMaBBBBI Complete a Program Change Request for programmer to update code. Follow established change management process to implement changes. Schedule maintenance of ail hardware and checks of all other systems prior to key actions. Schedule random checks during each phase of entry, processing, and production. nB Arrange for off-hour maintenance, on-call employees, and other back-up procedures during key activities. , Review design with professionals in other districts. Arrange for a hot back-up site for all operations in the event of failure of primary systems. Verify data at the earliest level\nautomate if possible. Evaluation Software Publishing, Incorporated Austin, Texas Data Area: Any Area Best Practicjs DATA QUALITY STEP 3 Standards for Data Quality U.S. Department of Education 3. Is process well documented and communicated? Provide training and certification for data providers. Train all new staff. M P Provide documentation for data providers and data processors. M P Provide immediate help for data providers, M P Ensure the physical and fiscal requirements are available (e.g., computer hardware, software, network, etc.) M P Attachment C Page 4 of 7 J.?C4 .-Cl'I M . /I:/ *\u0026gt;5, 5 Complete Step 1 . i.- . . !\u0026lt; Complete Step 2. S Prepare, distribute, *\u0026gt;S^ .on S*- -S'-^V si and maintain a comprehensive guide for data providers. Update guide as changes occur. * ,1 i Identify all data providers\nmaintain a record of experience and training. p\"--- ---- -------- Esiaolisn and \" follow proper 3^' '^.- tfs at: -~i ieSi district protocol for communicating with data providers to establish the authority and priority for providing data in this area. f'\" rS^' Provide training for data providers\ndocument participation\nmeasure skills and knowledge\nissue certification of completion of training. w. .\u0026lt; x^' 7^'*i. X \u0026gt; 2'\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_327","title":"Compliance hearing exhibits, ''Assessment Processes (Examples)''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation"],"dcterms_title":["Compliance hearing exhibits, ''Assessment Processes (Examples)''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/327"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nASSESSMENT PROCESSES ( EXAMPLES)zro mm z (A o f Assessment Processes (Examples) 1. Memorandum to elementary and junior high principals, Nov. 16, 1998, on schedule for picking up SAT9 testing materials 2. Memorandum to elementary school principals, Dec. 14, 1998, on procedures for upcoming administration of the criterion-referenced tests in reading and mathematics 3. Memorandum to elementary and junior high principals, Jan. 5, 1999, on the testing procedures for grades 4 and 8 ACTAAP Benchmark examinations fi 4. Memorandum to elementary and junior high principals and counselors, Jan. 26, 1999, on inservice schedule for test coordinators for the ACTAP Benchmarks for grades 4 and 8 5. Memorandum to selected administrators on Data Quality with attached paper written by Dr. Glytm Ligon 6. Memorandum to elementary principals, Aug. 17, 1999, relating to use of released items from Smart Start assessments 1. E-mail to curriculum staff, Aug. 23, 1999, relating to use of released items from Smart Start assessments 8. E-mail to elementary and middle school principals, Sept. 17, 1999, inviting them to an overview session on the new pre- and post-test Achievement Level Tests developed by Northwest Evaluation Association. 9. Memorandum in Sept. 22, 1999, Learning Links to prineipals identifying training needs to administer the Observation Survey and Developmental Reading Assessment 10. Memorandum to principals and K-2 teachers in March 15, 2000, Learning Links setting up an assessment training review for the Developmental Reading Assessment and Observation Survey 11. E-mail to Bormie Lesley on Mar. 17, 2000, suggesting a resource on how to assess technology knowledge 12. Memorandum in Apr. 5, 2000, Learning Links to elementary and middle school principals and test coordinators on new information relating to ACTAAP Benchmark examinations in grades 4 and 8 and the field testing in grade 6. 13. Document entitled Description of the Assessment System prepared in April 2000 in response to a request from the National Science Foundationrelating to the assessment of mathematics and science 14. Document entitled Procedures for Providing Data Analysis/Interpretation to Decision Makers prepared in April 2000 in response to a request from the National Science Foundationrelating to the assessment of mathematics and science =^^1 15. Document entitled Orientation to the Analysis and Interpretation of Test Results prepared in April 2000 in response to a request from the National Science Foundation^relating to the assessment of mathematics and science. 16. E-mail to Kathy Lease, May 23, 2000, providing feedback to proposed survey of middle school students and teachers. 17. E-mail to principals, Aug. 25, 2000, providing information on upcoming administration of the Achievement Level Tests in September. -fl' 18. E-mail to Bonnie Lesley, Aug. 31, 2000, providing information on new middle school report card 19. E-mail to Botmie Lesley, Aug. 31, 2000, providing copy of new middle school report card report 20. Memorandum from Linda Austin to Marian Lacey providing Middle School Report Card Update 21. E-mail to middle school principals, Jan. 3, 2000, setting up training for teachers on how to administer the State Benchmark examinations 22. Memorandum to Division of Instruction, Feb. 1,2000, setting agenda for Feb. 2 meeting\nincludes information on the District Assessment Plan 23. E-mail to elementary principals, Feb. 1, 2000, providing information on the use of calculators on Benchmark examinations 24. E-mail to principals, Feb. 3, 2000, providing copy of assessment schedule/matrix to distribute to teachers 25. Document prepared in fall 1999 by PRE on Achievement Level Tests\nAssessments that Make a Difference 26. Memorandum to all principals and test coordinators, Mar. 17, 2000, establishing training sessions for the administration of the Benchmark and end-of-course examinations 21. Memorandum in Apr. 5, 2000, Learning Links to high school principals and test coordinators providing new information from ADE on the end-of-course literacy examination 3^ ^7 ^7 28. E-mail to Kathy Lease and Les Gamine, Apr. 7, 2000, providing rationale for adding science assessments to the Achievement Level Tests -^3- 29. Memorandum in Aug. 30, 2000, Learning Links to elementary principals and K-2 teachers including pre-testing instructions for the Observation Survey and Developmental Reading Assessment 30. Memorandum in Aug. 30, 2000, Learning Links to all principals and test coordinators establishing inservice schedule for administration of the SAT9 and ALTs 31. Memorandum in Sept. 8, 2000, Learning Links to elementary principals relating to K- 2 assessment and the importance of the language arts instructional block '/(f 32. Memorandum in Sept. 27, 2000, Learning Links to elementary and middle school principals relating to the administration of the end-of-module tests in mathematics and the end-of-unit tests in science ^7 33. Memorandum in Sept. 26, 2000, Learning Links to elementary principals relating to instructions to complete the Observation Survey and Developmental Reading Assessment 34. Memorandum to principals, Oct. 13, 2000, requesting feedback through a survey for consideration by the Assessment Focus Group\ncopy of survey attached 35. Memorandum to principals, Feb. 13,2001, with information on the administration of the climate surveys for parents, teachers, students, and administrators -7^ 36. E-mail, Feb. 26, 2001, relating to administration of surveys for the Extended Year Education school evaluation ^7 37. E-mail to curriculum directors, Feb. 27, 2001, relating to discussion of the potential purchase of an electronic curriculum/assessment management system 38. E-mail to principals and selected others on Mar. 1, 2001, relating to an information session on ALT online testing 39. E-mail to principals. Mar. 1, 2001, providing spring testing schedule for elementary, middle, and high schools 40. E-mail to Les Gamine, Mar. 8, 2001, providing outline of PRE responsibilities for Dr. James, incoming superintendent 41. Memorandum to elementary principals. Mar. 14, 2001, providing information on end- of-module mathematics criterion-referenced tests42. E-mail between various staff. Mar. 14-15, 2001, relating to analysis of results of mathematics and science criterion-referenced tests 43. Document entitled Mathematics, Reading, and Language Achievement Tests: Administration Guide prepared by PRE for use in training sessions for the ALTs, 2000-01 1I- LL I I Planning, Research, \u0026amp; Evaluation -Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 M TO: FROM: DATE: Elementary and Junior High Principals Dr. Kathy Lease, Asst. Supt. ^4 November 16,1998 E SUBJECT: Pick up of Stanford Achievement Test, Ninth Edition, Reports for Grades 3 \u0026amp;8 The Stanford Achievement Test, Ninth Edition, (Stanford 9) reports for grades 3 and 8 are available for you or your designee to pick up in the Instructional Resource Center (IRC), Room 12. If you have not picked up your Stanford 9 reports for grades 5, 7, and 10, please do so immediately. 0 If you have any questions regarding these reports, please contact us at 2121, 2123, or 2125. cc\nElementary and Junior High Counselors 2 f TO: ftp. LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation FROM: Elementary School Principals Dr. Kathy Lease, Asst. SuptJ^ Planning, Research, and Evaluation SUBJECT: Criterion Reference Tst (CRT) Administration DATE: December 14, 1998 LL The purpose of this memorandum is to inform you of the procedures for the upcoming administration of the CRT. The grade levels to be tested are 3, 4, 5 and 6. The subject areas that will be tested are mathematics and reading. The CRT is scheduled to be administered to one half of the schools on January 6-7, 1999\nthe remaining schools will test on January 7-8. Each school will be assigned testing dates. If you have a conflict with your assigned testing dates, please contact PRE and we will try our best to accommodate your schedule. See attached list for your testing dates. As you are aware, the Little Rock School District (LRSD) Boarfrof Education approved the administration of the CRT to measure student progress with the curriculum. It is for this purpose that we are conducting the second CRT in January of 1999\" that will assess progress on the grade level benchmarks. Unlike the first CRT that was scored by individual teachers, this test will be machine scored by PRE in order to assist teachers with the grading. Therefore, it is necessary that the instructions and procedures for administering be followed exactly. Please remember that the results of this test must be incorporated into the second nine weeks grade. The value of the test and how it is incorporated may be decided at the building level. The Reading and Mathematics Departments, along with input from teachers, established ten (10) benchmarks per subject area representing skills and objectives that students should know and be able to do. There will be four (4) questions per benchmark totaling forty questions for both sections of the test. Students must answer 3 of 4 questions correctly to obtain mastery. Please share the relevant information from this memo with your teachers and share instructions on the following pages with your elementary teachers, grades 3 through 6. We have attached a list of Teacher ID Numbers for you to assign to individual classroom teachers. The teachers will use these numbers when completing the scoring sheets. The following pages will provide additional information related to the administration of the CRT. If you have any questions regarding the testing instructions or procedures, please contact the PRE staff at 2120, 2123, or 2125. Thank you for your cooperation and dedication to providing students in the LRSD a quality and equitable education.CRITERION REFERENCED TESTS ASSIGNED TESTING DATES January 6-7,1999 Badgett Bale Baseline Booker Brady Carver Magnet Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Magnet Jefferson January 7- 8,1999 - King Magnet Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Elementary Rightsell Rockefeller Romine Terry Wakefield Washington Watson Western Hills Williams Magnet Wilson Woodruff r CRITERION REFERENCED TEST DIRECTIONS FOR ADMINISTERING (READING AND MATHEMATICS)PROCEDURES PRIOR TO,and.AFTER..TEST,ADMINISTRATION Delivery and Return of Scoring Sheets from PRE CRTs and score sheets will be delivered to schools. The score sheets must be returned by the principal or his/her designee promptly at the completion of the second day of testing and returned to PRE (Room 12). Each grade level should be identified by teacher and returned separately in the envelope provided. Teachers may keep the classroom sets of CRTs for reference. Please make sure that the scoring sheets are turned in the same direction prior to placing in the return envelope. IMPORTANT: \u0026gt; PLEASE MAKE SURE THAT THE SCORING SHEETS ARE TURNED IN THE SAME DIRECTION PRIOR TO PLACING IN THE RETURN ENVELOPE. \u0026gt; DO NOT PAPER CLIP OR RUBBER BAND THE SCORING SHEETS. \u0026gt; PLEASE REMOVE THE PERFORATED STRIPS ON EACH SIDE OF THE SCORING SHEETS BEFORE RETURNING TO PRE. PROCEDURES.DUR.ING.T.E.ST.ADM.INISTRA.TION The test administration should be conducted in an optimal testing environment that will promote a successful experience for all students. Unlike the SAT-9, (a timed, norm-referenced test) the CRT is not timed. Therefore, students should be given ample time to complete each section of the test. It is recommended that the reading and mathematics sections of the test be administered on separate days. Determination of the sequence for administering the mathematics and reading tests will be your decision to make. However, the first forty items on the scoring sheets must be reserved for the Reading Test and following forty items must be reserved for the Mathematics Test The teacher should read the directions provided at the beginning of each test to the students. Sample test items will be provided for the third grade Reading Test only.Completing the Scoring Sheets To complete the scoring sheets you must\n\u0026gt; \u0026gt; \u0026gt; Use #2 pencils only. Disregard true and false selections. This is a multiple-choice test with four selections (a, b, c or d). Have students print the following: Name, Subject (CRT-2), DO NOT COMPLETE HOUR AND DATE. Print appropriate teacher number in the Test ID Number section (see your principal for the correct teacher number). Then mark the corresponding circle below each box.). Begin the teacher number with the first numeral aligned from \u0026gt; the left. NOTE: The last three boxes will be blank. Print student social security number in Student /Teacher ID No. section. Then mark the corresponding circles. Begin the student social security number with e first numeral aligned from the left. NOTE: The last box will be blank. \u0026gt; Follow instructions provided on the score sheets for correct marking of bubbles. PLEASE NOTE: The first forty (40) items on the scoring sheet are designated for the Reading Test (1-40). The following forty (40) items are designated for the Mathematics Test (41-80). Attached, is an example of a completed simulated copy of the scoring sheet. I IMPORTANTl I Please make sure that students do not^ when marking their ansvvers. The coring. # \u0026gt; -\u0026lt; i s If you have any questions with reg the CRT, please do not hesitate to i,,^ swImm MHAMF .. SUPJ6CT I LITTLE ROCK SCHOOL DISTRICT _____ DATE _ ( MARKING INSTRUCTIONS USE_NO._ 2 ^^NCIL^pNJ^ INCORRECT MARKS CORRECT MARKS a a o C 6 M Bl N ATI ON A N S W E R SHE ET a/' [Q update student RECOHD8~} ERASE ALL CHANGES CLEANLY AND COMPLETELY . MAKE NO STRAY MARKS ANYWHERE ON THIS FORM TEST ID NUMBER @ o o o w 0 1 _ STUDENT/TEACHER ID NO. o o Q U I etQQQQQQQQQ e e0 0000000 Q 0 OO -^q1JL(^-Q----Q- - '7?(2Qci/n^ 1\n16OO 2000 17 T F ! T F 3 : 18 o T F T F T F 4 O 0 0 T F 5 20 T F MULTIPLE CHOICE/TRUE-FALSE 6 O T F 1 T F 8 O T F ,90 T F 10 O T F 11 0 0 T F 12OO I 27 T F 13 0 i T F 14OO0 j 23 T F 15 0 i 30 i T F T F I T F i 19 I T F T F 21 T F 22 O T F 23 0 T F 24 0 T F 25 0 T F 26 0 T F I T F 26 O 0 T F T F r T F 31 T F 32 T F 33 T F 34 T F 35 T F 36 T F 37 T F 38 T F 39 T F 40 41 T F 42 0 T F 43 0 T F 44 0 T F 45 T F 46 0 T F 47 0 T F 48 0 T F 49 T ,F 50 0 T F 51 T F 52 T F ! 53 T F 54 0 T F 55 T F 56 T F 57 T F 58 0 0 T F 59 T F 60 0 T F 61 T F 62 T F 63 T F 64 T F 65 T F 66 T F (1 T F 68 T F 69 T F 70 T F T F 72 0 T F 73 T F 7i 0 0 T F 75 T F 76 O T F 77 0 T F 78 T F T F 80 T F 81 T F 82 0 T F 83 0 T F 84 0 T F 85 T F 86 0 T F 87 T F 88 0 T F 89 T F 90 0 T F 91 0 T F 92 T F 93 T F 94 T F 95 T F 96 0 T F 97 T F 98 0 O T F 99 T F 100 1 I I I I I I I I I I I I I 1,111 111 I II I n I I I I Ti II I I 11 I I I I I I II I I I I I I I MARKING INSTRUCTIONS DO NOT MARK IN USB NO. 2 PENCIL ONLY rj THIS SHADED AREA INCORRECT MARKS 0 @ CORRECT MARKS e e ERASE ALL CHANGES CLEANLY AND COMPLETELY MAKE NO STRAY MARKS ANYWHERE ON THIS FORM MATCHING t0OOOQ00000 1B0 QOO0000O000GOC 2O0O00O00OO0O00O0000O0000O0 170 OOOOOO0OO0OOOOO00OOOOOOO' 3O0O00O00OO0O0000000O0O00O0 18 0 0'0 0 O O 0 0 0 0 0 0 0 O 0 O 0'0 o c 1O0OO0OOOOOOO000O000O0O0OO 13O0000OOOOO0O0O0O00OOOOOOOC 5 OOOOOOO0OOO 20 OOOO0O0O00000OOOOOOC tOO0O0O00O00000000 2iOOOO0O0OO0OOOOOOOf iQ 0OOOOOOO0 22 OOOO0OO0OOOOOOC 8O0OOOOO0O0OO0OO 23OOOOO0O0OOOOOOOO'^ 9 00OOOOOOOO 24 00OO00000OO00O( :i)O OO00OOOOO0O00OOOO0O 25OOOOOOOO0OO00OOOOOOOC iiO00OOOOO0O 26 OOOOOOO0OOOOOC 12 OOOOOOOOOOOOOO0 13 0OOOOOOO0 2jQ O0OOOO0OOOOOOOOOGO 28OOOOOOOOOQOOOOO 14 O(p0OOOO0(^OOOO0 29OOOOOOOOOOOOOOOQOOOC 15 00OO0O000000Q0Q 30 OOOOOOO0OOOOOOO i I I I I i I 11 I i l l i i I I i I I i I I I i f iIiiiiiiiiiiiTiiii i iiiiii i 11 i 3L-L //z/\u0026lt;\u0026lt;7 Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 To: From: Date: Elementary and Junior High Principals -Aathy Lease, Asst Supt., PRE January 5,1999 Re: ACTAP for 4 and graders ACTAP will be administered February 1-4. You will receive more specific information on times and testing procedures later. Through school mail you will receive copies of the ACTAP Parent Notification Pamphlet which must be distributed to the parents of 4^ and 8^ graders prior to January 15. This pamphlet provides parents with an overview of the test and some strategies for helping their students prepare for these tests. The back of these pamphlets has a place for you to fill in the Little Rock School District name, the name of your school, and the dates of the test. Principals can decide who they want to fill in the information (students, teachers, office staff) and how (hand written, using a stamp, etc.). Please call PRE, if you have questions (324- 2121). ia 4 L~L (/ V? 7 Planning\nResearch, and Evaluation TO: FROM: Elementary and Junior High Principals and Counselors Dr. Kathy Lease, Assistant Superintendent, PRE Yvette Dillingham, Evaluation Specialist, PRE DATE: January 26, 1999 I 5 SUBJECT: ACTAP Benchmarks for Grades 4 and 8 In-service Rescheduled I The ACTAP in-service has -been rescheduled for January 28, 1999, in the district office Boardroom from 2:00 - 4:00 p.m. We do realize this will allow school test coordinators only one day to in-service test administrators. Please allow the time to provide this in-service on Friday, January 29, 1999. S Test materials will be available for pick-up on Wednesday, January 27 at 1:00 p.m. Please DO NOT open secured test materials until the first day of testing, February 1, 1999\nhowever, grade 4 test administrators may prepare manipulatives as soon as they receive them. Test materials must be placed in a secured location at all times except during the time of testing. Please review and become very familiar with the Test Security Guidelines. Your patience and understanding are greatly appreciated as we prepare, not under the most optimal conditions, for the administration of grades 4 and 8 (pilot) Benchmark Examinations. If you have further questions, please contact PRE at 2120, 2123 or 2125. 5LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 June 10, 1999 TO\nLes Gamine John Ruffin Kathy Lease Brady Gadberry Junious Babbs Ed Williams FROM: Dr. Bonnie LesleyrAssociate Superintendent for Instruction SUBJECT\nData Quality I think youll find the attached paper by .Glynn Ligon on data quality interesting and helpful as we search for ways to improve. Attachments BAL/rcm dataqual Page 1 of 17 EvaluatioiTSoftwafe Publishing Data Quality: Earning the Confidence of Decision Makers Glynn D. Ligon Evaluation Software Publishing, Incorporated Paper Presented at the Annual Meeting of the American Educational Research Association April 1996 New York, New York Data quality is more than accuracy and reliability. High levels of data quality are achieved when information is valid for the use to which it is applied, and when decision makers have confidence in the data and rely upon them. Summary Professionals responsible for educational research, evaluation, and statistics have sought to provide timely and useful information to decision makers. Regardless of the evaluation rriodel, research design, or statistical methodology employed, informing the decision making process with quality, reliable data is a basic goal. The definition of quality for education data has not been adequately addressed in the literature of educational research and evaluation. In the publications describing quality related to general information systems, the concept is narrowly interpreted to mean accurately J and reliably processed data. This paper ties together the foundations of data '' quality from the formal information systems literature with the practical aspects of data quality in the arena of public education decision making. A hierarchy of data quality is described to assist both the understanding of http://www.evalsoft.coin/esp/html/body_dataqual.html 6/8/99 dataqual Page 2 of 17 quality and the requirements for achieving quality. The hierarchy ranges from the availability of dysfunctional, bad data to the quality level of data-based , decisions made with confidence. For practitioners, a checklist is provided for use in determining the quality of their data sources. Readers of this paper are requested to provide the author with ideas on the topic of data quality. Comments specific to this paper, anecdotes illustrating points, or further thinking related to the pursuit of data quality are all solicited. Please communicate your reactions to: lnternet:gligon@evalsoft.com Voice:512-458-8364 Fax:512-371-0520 Mail:1510 W. 34th Street Suite 200Austin, Texas 78703 Background Data quality is essential to successful research, evaluation, and statistical efforts in public schools. As statewide accountability systems that rely upon large data bases grow, concern follows about the data quality within those emerging state-level data bases. As states and the Federal government move toward establishing data warehouses to make information available electronically to anyone, questions are raised about the quality of the data collected and stored. What is not universally sought is Federally imposed standards for data and information systems. There is broad support for voluntary standards which states and local school districts can adopt. What is needed first is a way to know when quality data are available and when caution should be exercised. (New. Developments in Technology: Implications for Collecting, Storing, Retrieving, and Disseminating National Data for Education G. Ligon, Paper Prepared for MPR Associates and the National Center for Education Statistics, November, 1995.) Decision makers at all levels are relying upon data to inform, justify, and defend their positions on important issues. What are the key criteria on which to determine data quality? Is there a logical sequence to the processes for ensuring quality in information systems? The concern for data quality is somewhat different than the slowly emerging interest in education data that has grown for decades. The concern for data quality is a sign of maturity in the field, an increasing sophistication by the audiences who use education data. In other words, first we asked \"Are our students learning?\" Then we had to ask \"What are the education indicators that we should be monitoring?\" Finally, we are asking \"Now that we have some indicators, do we trust them?\" (WhatDow-Jones Can Teach Us: Standardized Education Statistics and Indicators, G. Ligon, Presented at the American Educational Research Association Annual Meeting, 1993\nA Dow Jones ! Index for Educators , G. Ligon, The School Administrator, December,-1993.) Nn easy point in time to mark is the release of the \"Nation at Risk\" report-. Much reform in education followed, including expansion of accountability http://www.evalsoft.com/esp/htmbT3ody_dataqual.html dataqual Page 3 of 17 systems within states. The search heated up for the true, reliable indicators of quality in education. A major event was the passage of the 1988 Hawkins Stafford Education Amendments that called for improving the quality of the nation's education data. From that legislation, the National Forum for Education Statistics was begun, and from that group has followed a continuing focus on data quality issues. The Forum is made up mainly of state education agency representatives, who at times include local education agency staff in their work groups. I have combined notes and observations from two decades of research and evaluation in public schools with the experiences from five years of reviewing and designing information systems for state and national education agencies. Often the question has been asked as to the definition of data quality and how to achieve it. The deliberations of the work groups responsible for the development of the Standards for Educational Data Collection and Reporting (SEDCAR), the ANSI ASC X-12 EDI standards for the electronic exchange of student records (SPEEDE/ExPRESS), and the national definition of dropout rates for the Common Core of Data collected by the National Center for Education Statistics have provided a unique opportunity to observe how quality is sought and defined from various perspectives. (Getting to the Point and Counter Point of Dropout Reporting Issues , G. Ligon, Presented at the American Educational Research Association Annual Meeting, April, 1994.) My membership on the U.S. Department of Education Evaluation Review Panel and Texas' Commissioner's Advisory Committee for Research and Evaluation has presented opportunities to relate the definitions and processes for quality data to on-going activities. One overarching observation from these experiences is that there are multiple perspectives that determine the reality of data quality. These are generally represented by: Decision Makers (parents, teachers, counselors, principals, school board members, tax payers, etc.) Program Managers (principals, directors, supervisors, etc.) General Audiences (parents, taxpayers, businesses, etc.) Data Collectors and Providers (clerks, teachers, counselors, program managers, etc.) Evaluators, Researchers, Analysts Individuals may occupy more than one of these groups simultaneously. At the risk of over simplifying, the primary perspective of each group may be described as: I Decision Makers: \"Do I have confidence in the data and trust in the person providing them?\" Program Managers: \"Do the data fairly represent what we have accomplished?\" - General Audiences: \"Did I learn something that appears to be true and useful, or at least interesting?\" Data Collectors and Providers\n\"Did the data get collected and reported completely and in a timely manner?\" Evaluators, Researchers, Analysts: \"Are the data adequate to . support the analyses and the results from them?\" http://www.evalsoft.coin/esp/html/body_dataqual.html 6/8/99 dataqual Page 4 of 17 In this view, the burden for data quality falls to the data collectors and providers, and the evaluators, researchers, and analysts. Who else would be in a better position to monitor and judge data quality? However, in the end, the audiences (e.g., program managers, decision makers, and general audiences) give the ultimate judgment when they use, ignore, or disregard the data. Which ties in well to this paper's conclusion that the highest level of data quality is achieved when information is valid for the use to which it is applied and when decision makers have confidence in the data and rely upon them. The Pursuit of a Definition of Data Quality Four years ago, Robert Friedman, formerly the director of the Florida Information Resource Network (FIRN) and now in a similar position for Arkansas, called and asked for references related to data quality. The issue had arisen as the new statewide education information system for Arkansas was being developed. There were few references available, none satisfactory. I began documenting anecdotes, experiences, and insights provided by individuals within the educational research, evaluation, and information systems areas to search for \"truths. The resultant hierarchy is one representation of what was found. This paper describes some of these anecdotes and experiences to illustrate the thinking of national, state, and local professionals. Several ideas were consistently referenced by individuals concerned with data quality. 1. Accuracy Technical staff mention reliability and accuracy. This is consistent with the published literature in the information systems area. Accuracy, accuracy, accuracy-defined as do exactly what we are told, over and over. Not all information specialists limit themselves to the mechanical aspects of accuracy\nhowever, because they may not be content or process specialists in the areas they serve, their focus is rightfully on delivering exactly what was requested. After all, that is what the computer does for the Quality data in, quality data out. 2. Validity However, programmatic staff point out that data must be consistent with the construct being described (i.e., validity). If their program is aimed at delivering counseling support, then a more direct measure of outcomes than an achievement assessment is desired. ) Valid data are quality data. http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99 dataqual Page 5 of 17 1 3. Investment A key element frequently cited as basic for achieving quality is the reliance upon and use of the data by the persons responsible for collecting and reporting them. School clerks who never receive feedback or see reports using the discipline data they enter into a computer screen have little investment in the data. School clerks who enter purchasing information into an automated system that tracks accounts and balances have a double investment. They save time when the numbers add up, and they receive praise or complaints if they do not. Whoever is responsible for collecting, entering, or reporting data needs to have a natural accountability relationship with those data. The data persons should experience the consequences of the quality of the data they provide. This may be the most important truism in this paper: The user of data is the best recorder of data. 4. Certification Typically, organizations have a set of \"official\" statistics that are used, regardless of their quality, for determining decisions such as funds allocation or tracking changes over time. These official statistics are needed to provide some base for planning, and the decision makers are challenged to guess how close they are. Organizations should certify a set of official statistics. 5. Publication Public reporting or widespread review is a common action cited in the evolution of an information system toward quality. In every state that has instituted a statewide accountability system, there are stories of the poor quality of the data in the first year. Depending upon the complexity of the system and the sanctions imposed (either money or reputation), subsequent improvements in data quality were seen. The most practical and easily achieved action for impacting data quality is: Publish the data. I 6. Trust Decision makers refer to the trust and confidence they must have in both the data and the individuals providing the data. http://www.evalsofl.com/esp/html/body_dataqual.htinl 6/8/99 dataqual Page 6 of 17 1 Trust is a critical component of the working relationship between decision makers and staff within an organization. That trust must be present for data to be convincing. Consultants are used at times to provide that trust and confidence. Decision makers often do not have the time nor the expertise to analyze data. They rely upon someone else's recommendation. Data should be presented by an individual in whom the decision makers have confidence and trust. Trust the messenger. These six statements faithfully summarize the insights of professionals who have struggled with data quality within their inforrhation systems. They address processes that contribute toward achieving data qualitythe dynamics influencing quality within an information system. They do not yet clearly indicate how successful the organization has been in achieving quality. To make that connection, the following hierarchy was developed. A Hierarchy of Data Quality A hierarchy of data quality has been designed to describe how quality develops and can be achieved. The paper details the components and levels within this hierarchy. This schema is to be regarded as fluid within an organization. Some areas of information, such as student demographics, may be more advanced than others, such as performance assessments. Some performance assessments may be more advanced than others. The highest level of quality is achieved when data-based decisions are made with confidence. Therefore, several components of quality must be present, i.e., available data, decisions based upon those data, and confidence by the decision maker. Ultimately, quality data serve their intended purpose when the decision maker has the trust to use them with confidence. The traditional virtues of quality (e.g., reliability and validity) form the basis for that trust, but do not ensure it. Accuracy is the traditional characteristic defined within formal information systems architecture. Accuracy begs the question of whether or not the data are worthy of use. From the observations of organizational quests for quality information systems, the concept of official data has been described. Data are official if they are designated as the data to be used for official purposes--e.g., reporting or calculation of formulas such as for funding schools and programs. At the earliest stages of information systems, the characteristic of being available is the only claim to quality that some data have. The level at the base of the hierarchy is characterized by no data being available. Attachment A illustrates the hierarchy. ) Bad Data http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99 dataqual Page 7 of 17 -1.1 Invalid Bad data can be worse than no data at all. At least with no data, decision makers rely upon other insights or opinions they trust. With bad data, decision makers can be misled. Bad data can be right or wrong, so the actual impact on a decision's outcome may not always be negative. Bad data can result from someone's not understanding why two numbers should not be compared or from errors and inconsistencies throughout the reporting process. The definition of bad data is that they are either\nPoorly standardized in their definition or collection to the extent that they should be considered unusable, or Inaccurate, incorrect, unreliable. An example of bad data occurred when a local high school failed to note that the achievement test booklets being used were in two forms. The instructions were to ensure that each student received the same form of the exam for each subtest. However, the booklets were randomly distributed each day of the testing, resulting in a mixture of subtest scores that were either accurate (if the student took the form indicated on the answer document) or chance level if the form and answer document codes were mismatched. This high school was impacted at the time by cross-town bussing that created a very diverse student population of high and low achievers. From our previous analyses, we also knew that an individual students scores across subtests could validly range plus or minus 45 percentile points. Simple solutions to interpreting the results were not available. {Empty Bubbles\nWhat Test Form Did They Take? D. Doss and G. Ligon, Presented at the American Educational Research Association Annual Meeting, 1985.) Carolyn Folke, Information Systems Director for the Wisconsin Department of Education, contributed the notion that the hierarchy needed to reflect the negative influence of bad data. In her experience, decision makers who want to use data or want to support a decision they need to make are vulnerable to grasping for any and all available data-without full knowledge of their quality. The message here is look into data quality rather than assume that any available data are better than none. None O.OUnavailable ) Before \"A Nation at Risk,\" before automated scheduling and grade reporting systems, and before the availability of high-speed computers, often there were no data at all related to a decision. So, this is really the starting point for the hierarchy. * http://www.evalsoft.com/esp/html^ody_dataqual.html 6/8/99 dataqual Page 8 of 17 When a local school district began reporting failure rates for secondary students under the Texas No Pass/No Play Law, one school board member asked for the same data for elementary students. The board member was surprised to hear that, because elementary grade reporting was not automated, there were no data available. (After a long and painful process to collect elementary grade data, the board member was not pleased to learn that very few elementary students ever receive a failing grade and that fewer fail in the lower achieving schools than fail in the higher achieving schools.) (No Pass - No Play: Impact on Failures, Dropouts, and Course Enrollments, G. Ligon, Presented at the American Educational Research Association Annual Meeting, 1988.) When no data are available, the options are typically obvious-collect some or go ahead and make a decision based upon opinion or previous experience. However, there is another option used by agencies involved in very large-scale data collections. The Bureau of the Census and the National Center for Education Statistics both employ decision rules to impute data in the absence of reported numbers. Missing cells in tables can be filled with imputed numbers using trends, averages, or more sophisticated prediction analyses. Decision makers may perform their own informal imputations in the absence of data. Available 1.1 Inconsistent Forms of Measurement Poor data come from inconsistencies in the ways in which outcomes or processes are measured. These inconsistencies arise from use of nonparallel forms, lack of standardized procedures, or basic differences in definitions. The result is data that are not comparable. In 1991, we studied student mobility and discovered that not only did districts across the nation define mobility differently, but they also calculated their rates using different formulas. From 93 responses to our survey, we documented their rates and formulas, then applied them to the student demographics of Austin. Austin's \"mobility\" rate ranged from 8% to 45%, our \"turbulence rate ranged from 10% to 117%, and our \"stability rate ranged from 64% to 85%. The nation was not ready to begin comparing published mobility rates across school districts. (Student Mobility Rates: A Moving Target, G. Ligon and V. Paredes, Presented at the American Educational Research Association Annual Meeting, 1992.) A future example of this level of data quality may come from changes in the legislation specifying the nature of evaluation for Title I Programs. For years, every program reported achievement gains in normal curve equivalent units. Current legislation requires each state to establish an accountability measure and reporting system. How will performance be aggregated across states? How will gains be verified by the U.S. Department of Education as mandated? Full time equivalents and head counts, duplicated and unduplicated counts, average daily attendance and average daily membership are all examples of how state accountability systems must align the way schools maintain their http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99 dataqual Page 9 of 17 records. Who is not familiar with the \"problem\" of whether to count parents in a PTA meeting as one attendee each or as two if they have two students in the school? 1.2Data Collected by Some at Some Times Incomplete data are difficult to interpret. In 1994, the Austin American Statesman published an article about the use of medications for ADD/ADHD students in the public schools. The headline and point of the story was that usage was much lower than had been previously reported. The person quoted was not a school district employee and the nature of some of the statistics caused further curiosity. So, I called the reporter, who said he had not talked to the District's Health Supervisor and that the facts came from a graduate student's paper. Checking with the Health Supervisor showed that only about half the schools had participated in the survey, some of those with the highest levels of use did not participate, the reporter used the entire District's membership as the denominator, and the actual usage rate was probably at least twice what had been reported. The reporter's response: \"I just reported what she told me.\" 1.3Data Combined, Aggregated, Analyzed, Surhmarized The highest level of \"available data\" is achieved when data are summarized in some fashion that creates interesting and useful information. At this point in the hierarchy, the data begin to take on a usefulness that can contribute to a cycle of improved quality. At this point, audiences are able to start the process of asking follow-up questions. The quality of the data becomes an issue when someone begins to use summary statistics. One of the most dramatic responses to data I recall was when we first calculated and released the numbers and percentages of overage students, those whose age was at least one year over that of their classmates. Schools have always had students' ages in the records. Reality was that no one knew that by the time students reached grade 5 in Austin, one out of three was overage. In at least one elementary school over 60% of the fifth graders were old enough to be in middle school. (The number of elementary retention's began to fall until the rate in the 9O's was about one fifth of the rate in the 8O's.) {Do fVe Fail Those We Fail?, N. Schuyler and G. Ligon, Presented at the American Educational Research Association Annual Meeting, 1984\nPromotion or Retention, Southwest Educational Research Association Monograph, G. Ligon, Editor, 1991.) _ ) When relatively unreliable data'are combined, aggregated, analyzed, and summarized, a major transformation can begin. Decision makers can now apply common sense to the information. Data providers now can see consequences from the data they report. This is an-important threshold for data quality, in countless conversations with information systems managers and public school evaluators, a consistent theme is that when people start to see their data reported in public and made available for decision making, they begin to focus energies on what those data mean for them and their school/program. http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99 dataqual Page 10 of 17 Texas schools began reporting financial data through REIMS (Public Education Information Management System) in the 198Os. The first data submissions were published as tables, and for the first time it was simple to compare expenditures in specific areas across schools and districts. Immediately, a multi-year process began to bring districts more in line with the State's accounting standards and to ensure better consistency in the matching of expenditures to those categories. When districts reported no expenditures in some required categories and others reported unrealistically high amounts, the lack of data quality was evident. DATA BECOME INFORMATION. Around this point in the hierarchy, data become information. The individual data elements are inherently less useful to decision makers than are aggregated and summarized statistics. From this point on in the hierarchy, basic data elements are joined by calculated elements that function as indicators of performance. Official 2.1 Periodicity Established for Collection and Reporting Periodicity is the regularly occurring interval for the collection and reporting of data. An established periodicity is essential for longitudinal comparisons. For valid comparisons across schools, districts, and states, the same period of time must be represented in everyone's data. The National Center for Education Statistics (NCES) has established an annual periodicity set around October 1 as the official date for states to report their student membership. Reality is that each state has its own funding formulas and laws that determine exactly when membership is counted, and most do not conduct another count around October 1 for Federal reporting. I was called on the carpet by the superintendent once because a school board member had used different dropout rates than he was using in speeches during a bond election. He explained very directly that \"Every organization has a periodicity for their official statistics.\" That of course is how they avoid simultaneous speeches using different statistics. After working hard with the staff to publish a calendar of our official statistics, I discovered that very few districts at the time had such a schedule. (Periodicity of Collecting and Reporting AISD's Official Statistics, G. Ligon et al., Austin ISD Publication Number 92.M02, November, 1992.) 2.20fficial Designation of Data for Decision Making ) Finally, official statistics make their way into the hierarchy. The key here is that \"officiar does not necessarily guarantee quality. Official means that everyone agrees that these are the statistics that they will use. This is a key milestone, because this designation contributes to the priority and attention devoted to these official statistics. This in turn can contribute to on-going or future quality. http://www.evalsoft.com/esp/htm l/body_dataqual.html 6/8/99 dataqual Page 11 of 17 Every year, our Management Information Department's Office of Student Records issued its student enrollment projection. The preliminary projection was ready in January for review, and a final projection for budgeting was ready by March. Here is another example of how the presence of a bond election can influence the behavior of superintendents and school board members. The superintendent gave a speech to the Chamber of Commerce using the preliminary projection. Then our office sent him the final projection. He was not happy with the increase of about 500 in the projection. He believed that created a credibility gap between the figures used in campaigning for the bonds and the budgeting process. So, the preliminary projection, for the first time in history, became the final, \"official\" projection. The bonds passed, the next year's enrollment was only a few students off of the \"official\" projection, the School Board was impressed with the accuracy of the projection, and Austin began a series of four years when all the projection formulas were useless during the oil arid real estate bust of the late 8O's. The next time the \"official\" projection was close was when a member of the school board insisted that the district cut 600 students from its projection in order to avoid having to budget resources to serve them. THE RIGHT DA TA MUST BE USED. At this point, the qualities of accuracy and reliability are required. Moreover, the best data are not quality data if they are not the right data for the job. 2.3Accuracy Required for Use in Decision Making With the official designation of statistics, either by default or intent, their use increases. Now the feedback loop takes over to motivate increased accuracy. The decision makers and the persons held accountable for the numbers now require that the data be accurate. Wh6n we began publishing six-week dropout statistics for our secondary schools, the principals started to pay attention to the numbers. They had requested such frequent status reports so the end-of-the-year numbers would not be a surprise, and so they could react if necessary before the school year was too far along. Quickly, they requested to know the names of the students that we were counting as dropouts, so verification that they had actually dropped out could be made. Having frequent reports tied directly to individual student names improved the quality of the dropout data across the schools. THE RIGHT ANALYSES MUST BE RUN. The quality of data is high at this point, and the decision maker is relying upon analyses conducted using those data. The analyses must be appropriate to the question being addressed. A caution to data providers and audiences: There are times when data quality is questioned, but the confusing nature of the data comes from explainable anomalies rather than errors. We should not be too quick to assume errors when strange results arise. A district's overall average test score can decline even when all subgroup averages rise\nstudents can make real gains on performance measures while falling farther behind grade level\nschools can fail to gain on a state's assessment, but be improving. (Anomalies in Achievement Test Scores: What http://www.evalsoft.coIn/esp/html^ody_dataqual.html 6/8/99 dataqual Page 12 of 17 Goes Up Also Goes Down, G. Ligon, Presented at the American Educational Research Association Annual Meeting, 1987.) Valid 3.1 Accurate Data Consistent with Definitions Trained researchers are taught early to define operationally all terms as a control in any experiment. Every organization should establish a standard data dictionary for all of its data files. The data dictionary provides a definition, formulas for calculations, code sets, field, characteristics, the periodicity for collection and reporting, and other important descriptions. Using a common data dictionary provides the organization the benefits of efficiency by avoiding redundancy in the collection of data elements. Another important benefit is the ability to share data across departmental data files. (Periodicity User Guide, Evaluation Software Publishing, Austin, Texas, 1996.) The classic example of careless attention to definitions and formulas is Parade Magazine's proclamation that an Orangeburg, South Carolina, high school reduced its dropout rate from 40% to less than 2% annually. Those of us who had been evaluating dropout-prevention programs and calculating dropout rates for a number of years became very suspicious. When newspapers around the nation printed the story that the dropout rate in West Virginia fell 30% in one year after the passage of a law denying driver's licenses to dropouts, we were again skeptical. Both these claims had a basis in real numbers, but each is an example of bad data. - The Parade Magazine reporter compared a four-year, longitudinal rate to a single-year rate for the Orangeburg high school. The newspaper reporter compared West Virginia's preliminary dropout count to the previous year's final dropout count. (The West Virginia state education agency later reported a change from 17.4% to about 16%.) (Making Dropout Rates Comparable: An Analysis of Definitions and Formulas, G. Ligon, D. Wilkinson, and B. Stewart, Presented at The American Educational Research Association Aimual Meeting, 1990.) 3.2Reliabie Data Independent of the Collector Reliability is achieved if the data would be the same regardless of who collected them. / What better example is available than the bias in teacher evaluations? When Texas implemented a career ladder for teachers, we had to certify those eligible based upon their annual evaluations. The school board determined that they were going to spend only the money provided by the State for career ladder bonuses, so that set the maximum number of teachers who could be placed on the career ladder. Our task was to rank all the eligible teachers and select the \"best.\" Knowing there was likely to be rater bias, we calculated a Z score for each teacher based upon all the ratings given by each evaluator. Then the Z scores were ranked across the entire district. The adjustments based upon rater bias were so large, that near perfect ratings given by a very easy evaluator could be ranked below much lower ratings given by a very tough evaluator. The control was that the teachers' http\n//www.evalsoft.com/esp/htmLl3ody_dataqual.html 6/8/99 dataqual Page 13 of 17 rankings within each raters group were the same. ) Everything was fine until a school board member got a call from his childs teacher. She was her schools teacher-of-the-year candidate but was ranked by her principal in the bottom half of her school, and thus left off the career ladder. The end of the story is that the school board approved enough local money to fund career ladder status for every teacher who met the minimum state requirements, and we were scorned for ever having thought we could or should adjust for the bias in the ratings. {Adjusting for Rater Bias in Teacher Evaluations: Political and Technical Realities, G. Ligon and J. Ellis, Presented at the American Educational Research Association Annual Meeting, 1986.) 3.3Valid Data Consistent with the Construct Being Measured The test of validity is often whether a reasonable person accountable for an outcome agrees that the data being collected represent a true measure of that outcome. Validity is the word for which every trained researcher looks. Validity assumes both accuracy and reliability. Critically, valid data are consistent with the construct being described. Another perspective on this is that valid data are those that are actually related to the decision being made. The local school board in discussing secondary class sizes looked at the ratio of students to teachers in grades 7 through 12 and concluded that they were fairly even. Later they remembered that junior high teachers had been given a second planning period during the day, so their actual class sizes were much higher. Then they moved on to focus on the large discrepancies between class sizes within subject areas to discover that basic required English and mathematics classes can be efficiently scheduled and are large compared to electives and higher level courses. In the end, the school board members became more understanding of which data are valid for use dependent upon the questions they are asking. Quality 4.1 Comparable Data: Interpretable Beyond the Local Context Quality is defined here beyond the psychometric and statistical concepts of reliability and validity. Quality is defined by use. Quality data are those that function to inform decision making. For this function, the first criterion is: Quality data must be interpretable beyond the local context. There must be a broad base of comparable data that can be used to judge the relative status of local data. We can recognize that there are some decisions that do not necessitate comparisons, but in most instances a larger context is helpful. Each time I read this criterion, I argue with it. However, it is still in the hierarchy because decisions made within the broadest context are the best informed decisions. Knowing what others are doing, how other districts are performing does not have to determine our decisions, but such knowledge ensures that we are aware of other options and other experiences. AERAS Division H sponsors an annual publications award competition to showcase the best of the nations evaluation reports. Each year, these can be seen in the Annual Meeting exhibit area. Educational Research Service http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99 dataqual Page 14 of 17 I and PDK's CEDR both disseminate these reports. The annual award recipients represent excellent examples of evaluation studies that typically provide analyses and interpretations useful beyond their local context. Most states and districts have struggled with defining and reporting their dropout rates. Despite the lofty goal often embraced of having 100% of our students graduate, there is still the need for comparison data to help interpret current levels of attrition. When we compared Austin's dropout rate to published rates across the nation, we found that the various formulas used by others produced a range of rates for Austin from 11 % to 32%. Our best comparisons were across time, within Austin, where we had control over the process used to calculate comparable rates. (Making Dropout Rates Comparable\nAn Analysis of Definitions and Formulas, G. Ligon, D. Wilkinson, and B. Stewart, Presented at The American Educational Research Association Annual Meeting, 1990.) 4.2Data-Based Decisions Made with Confidence The second criterion is: Data-based decisions must be made with confidence, at least confidence in the data. This is the ultimate criterion upon which to judge the quality of data-'do the decision makers who rely upon the data have confidence in them. Assuming all the lower levels of quality criteria have been met, then the final one that makes sense is that the data are actually used with confidence. This is a good time to remind us all that confidence alone is not sufficient. One reason the construct of a hierarchy is useful is that each subsequent level depends upon earlier levels. A local district's discipline reporting system had been used for years to provide indicators of the number of students and the types of incidents in which they were involved. The reports were so clear and consistent that confidence was high. /\\s part of a program evaluation, an evaluator went to a campus to get more details and discovered that only about 60% of all discipline incidents were routinely entered into the computer file. The others were dealt with quickly or came at a busy time. No one had ever audited a school's discipline data. On the other hand, the dropout and college-bound entries into a similar file were found to be very accurate and up-to-date. My biases are evident in the descriptions of the ievels of this hierarchy: 1. Accurate and reiiable data should be a given in any information system. 2. Knowing the question being asked or the decision to be made is critical to ensuring that the right data are used and the appropriate analyses are conducted. 3. Beyond these more mechanical levels of quality, use is the goal. A claim of true quality cannot be made unless the data are useful, usable,' and used. Information systems professionals can be understood for ending their http://www.evalsoft.com/esp/htinl/body_dataqual.html 6/8/99 dataqual Page 15 of 17 I treatment of data quality somewhere in the middle of this hierarchy. For those who work at the decision-making level of an organization, more is required. Applying the Hierarchy to a Local School District To illustrate whether or not the hierarchy has any relationship to a real information system, I thought back three years to our data in Austin. Attachment B is a summary of my ratings of several of the information systems from that time. These ratings range from -1.1 for the misleading data available on the computers in each school, to 4.2 for the reliable and relied upon data available on lunch and transportation programs. Yes, I rated those two areas as higher quality than assessment, in which I had invested almost 20 years. Our assessment data were excellent, but we never achieved that highest level of trust and confidence afforded lunch and transportation data. Some of that might be part of the nature of school board members' uneasiness with complex-looking test scores, or the constant tirades of detractors giving individual accounts of how test scores mislabeled their students. Assessment data will always be more challenging to control than the basic counts of who eats and who rides. But take nothing away from the lunch and bus people. They used their data, depended upon them, and ensured their quality. What Can an Organization Do? A self-assessment of data quality can be conducted in each area. This can be very formal with a team approach, or very informal with a checklist kept handy for reference whenever quality issues arise. Attachment C is a sample checklist that contains the key criteria that were identified through the development of the hierarchy. The highest level of data quality would be illustrated by a positive response to each question in the checklist. The format recognizes that data quality will vary across areas and even across sub-areas within an area. The answers to the questions on the checklist may not be known or may be different depending upon an individual's role within the organization. Sections A. Statistics and B. Data Eiements match with levels 1.3 through 3.1 of the hierarchy. Positive ratings in these sections indicate a foundation for best practice in creating reliable, quality data files. Section C. Results and Interpretation matches levels 2.2 through 3.3. Positive ratings in this section indicate that the data are being analyzed and reported for use. Section E. Investment fits into the hierarchy around levels 2.2 and 2.3 where the attention focused upon the data and the use of the data by the providers are key. Section D. Confidence represents level 4.2 where use is made of the data-with confidence. - 1 Dealing with Error http://www.evalsoft.coin/esp/html/body_dataqual.html 6/8/99 dataqual Page 16 of 17 When I read this paper just before its printing, there was a sense that the higher level nature of the hierarchy did not deal well with some of the nitty- gritty issues of data quality that are usually fretted over by information systems managers and data providers. Many of these fall into the general category of error. Error can be mistakes that result in bad data or those pesky probability statistics that keep us from ever being 100% confident in our data. / have always been uncomfortable calling some of these problems errors when the reality is that they represent at times conscious decisions merely differences in how data are recorded from place to place. factors are divided below in two general categories. Error or 1. Measurement Errors Measurement errors are those imprecisions that result from our inability to be absolutely perfect in our measurements. One is the reliability of an instrument, test, or performance task (illustrated by a test-retest difference). Measurement errors can also be \"intentional\" as occurs when we round numbers or put values in ranges rather than use a more precise value. Sampling error limits the probability of reliable data. Measurement error is adequately dealt with in text books. Measurement error is less often adequately dealt with in practice. At times, we lose precision by translating our data from one format to another. For example, a student's course history from one high school must be translated into the standards of another high school when the student transfers. Not only might the course content and levels not match, but the credits awarded and grading system may differ. When a California school that uses three dozen ethnicity codes for its students reports to the Office for Civil Rights, those codes are crosswalked to five categories. 2. Mistakes These errors occur, and the challenge is to notice them, so they can be corrected if possible. Calculation errors, data entry errors, programming errors, and other human mistakes are best addressed with adequate training, monitoring, and redundancy. Some useful techniques for detecting errors accompany the emergence of automated information systems. We now have the ability to run edit checks on data bases to determine the reasonableness of the data. Check sums can be calculated and compared to benchmark totals. Ranges of values, valid codes, and field characteristics (e.g., alphabetic, numeric, date, etc.)'can be verified by the computer. Professionals always have available one of the best techniques-the use of estimating. Individuals who are goo estimators are those that are good at detecting potential errors. Use of trend data and comparable group data when available is helpful to judge the reasonableness of data. A perspective that has become almost universal among professionals dealing with data quality issues is that when information systems became distributed throughout organizadons rather than being centralized, that the potential for errors was also distributed. The design of a distributed information system must account for data quality checks and establish responsibility for quality. The traditional notion that data processing's responsibility for accuracy begins http://www.evalsoft.com/esp/html/body_dataqual.html 6/8/99dataqual Page 17 of 17 and ends at the computer room door changed when that \"door\" was distributed to multiple locations through the magic of networks. Now the organization as a whole, each department that uses information as well as each department that collects information, must take responsibility for data quality. The bottom line on statistical error is that other references have been dealing with the details of this issue for a long time. The probability issues basic to sampling and measurement error are permanent and calculable. The mistake issues have management solutions that should be employed within every organization. Conclusion The hierarchy was a convenient way to think through what makes for quality data. Reality is that our information systems will not fall neatly into one of the levels of the hierarchy. In fact they may not often evolve sequentially through each level. At any point in time, their levels may shift up or down. What is useful here is that the hierarchy describes the characteristics of relatively low and relatively high levels of data quality. With the checklist and the hierarchy, an organization can begin to examine quality issues and plan improvements as needed. http\n//www.evalsoft.coni/esp/html/body_dataqual.html 6/8/99 6 To: From: Date: Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 Elementary Principals Kathy Lease, Asst. Supt., PRE August 17, 1999 Re: Smart Start Assessments mil A committee of folks from the Instructional Division, along with the PRE staff, met Friday, August 27, 1999 and reviewed the released items from the Smart Start disk. It was the decision of the Assessment Planning Committee that schools could use all the assessments on the disk. The group decided that schools could benefit greatly from utilizing those assessments, and that our curriculum staff could design second and third quarter CRTs. For schools who need to concentrate on improving their scores on the CRTs and the Benchmark exams, these released items will be a big asset. We are going to have to invest some time in teaching teachers who need training in how to score papers using a scoring guide (rubric). What we do know is that students will perform better on assessments, if they are familiar with the format of the questions. These released items give teachers an excellent opportunity to provide quality practice for the Benchmark exams. The other thing that we know about these released items is that they assess the curriculum that we are required by the state to teach. Therefore, how well the students perform on these assessments gives principals an opportunity to informally assess the effectiveness of the delivery of the curriculum. If you have questions about how to use the released items, please contact one of the curriculum folks from that area of expertise (literacy or math) or PRE, and well get someone to help you. If you do not have a disk, contact Marion Woods. Cc\nDr. Bonnie Lesley, Associate Superintendent Sadie Mitchell, Associate Superintendent Frances Cawthon, Assistant Superintendent 7 LESLEY, BONNIE From: Sent: To: Cc: Subject: LEASE. KATHY R. Monday, August 23,1999 12:53 PM PRICE, PATRICIA\nHUFFMAN, KRIS\nTEETER, JUDY\nMILAM, JUDY\nKILLINGSWORTH, PATRICIA\nFREEMAN, ANN\nCLEAVER, VANESSA\nGLASGOW, DENNIS LESLEY, BONNIE\nTRUETT, IRMA Smart Start Assessments Importance: High Dear Folks, We would like to initiate some conversation about the released items on the Smart Start disk and how we could use them in our CRTs. I would also like Susie Davis and Pat Busbea to join us, but they dont have email, so Pat Price and Ann, when you see them, please invite them. We would like to meet on Friday morning at 8:30 in room 18. I sent a memo to principals asking if they had folks who would be interested in working with us. We have had several responses. After this initial brainstorming session, we will add teachers, parents, and principals to a larger planning group. If you cant join us, please me or Irma (2121) know. Thanks, KL Dr. Kathy Lease, Asst. Supt. Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski St. Little Rock, AR 72206 Phone: 501-324-2122 Fax: 501-324-2126 Email: kriease@lrsdadm.lrscl.k12.ar.us 1 8 LESLEY, BONNIE From: Sent: To: Cc: Subject: LEASE. KATHY R. Friday. September 17.1999 1:43 PM ANDERSON. BARBARA\nASHLEY. VIRGINIA\nBEARD. SUSAN\nBRANCH. SAMUEL\nCARSON. CHERYL\nCARTER. LILLIE\nCHEATHAM. MARY\nCOURTNEY. THERESA\nCOX. ELEANOR\nSMITH. DARIAN\nMITCHELL. DEBORAH\nDUNBAR. ETHEL B.\nDONOVAN. FAITH\nFIELDS. FREDERICK\nGOLSTON. MARY\nHALL. DONNA\nHARKEY. JANE\nHARRIS. HENRY\nHOBBS. FELICIA L.\nJONES. BEVERLY\nKEOWN. ADA\nSCULL. LILLIE\nMANGAN. ANN\nBARKSDALE. MARY D.\nMENKING. MARY\nMORGAN. SCOTT\nACRE. NANCY\nOLIVER. MICHAEL\nPHILLIPS. TABITHA\nBROOKS. SHARON A.\nSMITH. DARIAN\nTUCKER. JANIS A.\nWARD. LIONEL\nWILSON. JANICE M.\nWORM. JERRY\nZEIGLER. GWEN S.\nCARTER. JODIE\nHOWARD, RUDOLPH\nBROWN, LINDA\nNORMAN. CASSANDRA R.\nSMITH. VERNON\nBERRY. DEBORAH\nFULLERTON. JAMES\nHUDSON. ELOUISE\nJAMES. BRENDA\nBUCK, LARRY\nMOSBY. JIMMY\nPATTERSON. DAVID\nROUSSEAU. NANCY MITCHELL. SADIE\nCAWTHON. FRANCES H.\nLACEY. MARIAN G.\nBRADFORD. GAYLE NWEA Overview Darian. I dont which of these addresses is right for you! Hope you get this. It came back the first time! KL Dear Principals. I would like to invite you to an. overview session on the new pre-and post-test assessments that we will be developing for grades 3-11 with Northwest Evaluation Association. Our consultant will be here from Portland to give us a presentation on what we can expect from our new assessments and the process that will take place to design those assessments. The session will be on Sept. 23\"' at 3:00 in room 19 of the IRC. I scheduled it at this time so that there would be a minimum amount of interference with your school day. should you decide to attend. I think you would find the session informative and helpful as we look at the whole assessment package that is facing us. If you cannot come at this time, there will be a morning session for curriculum and district-level folks at 9:00 in room 19 at the IRC. You are welcome at either session. Please call me if you have questions (2122). Thanks. Kathy PS-Please call your fellow principals that may not be reading their email!! Dr. Kathy Lfease, Asst. Supt. Planning, Research, and Evaluation Little Rock School District 3001 S. Pulaski St. Little Rock, AR 72206 Phone: 501-324-2122 Fax: 501-324-2126 Email: krlease@lrsdadm.lrsd.k12.ar.us 1 9F EARLY CHILDHOOD/LITERACY LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 17,1999 TO: Principals FROM\nPat Busbea and AAnnn Freeman THROUGH: Pat Price, Early Childhood/Literacy SUBJECT: Assessment Training During our recent assessment trainings we found that several teachers have not received all the training necessary to fulfill the Districts testing requirements. We need your help in identifying these teachers so we can provide the needed training. Please provide a list of any new K-2 teachers who began working in your building after the trainings were held on August 16*^ and 17^. Also, if you are a Success For All school please list any teachers that did not attend the ELLA trainings that were held on August 16* and 17 . Both lists need to include the teachers name, grade level, and assessment trainings needed. Please send your list(s) to us by Monday, September 27. Or you may e-mail this information to Pat Price. Thank you for your cooperation. Listed below is a list of the assessments for each grade level: Kindergarten teachers need to be trained in the following assessments from Marie Clays Observation Survey: Letter identification Word test Concepts about print Writing vocabulary Hearing and recording sounds in words (dictation sentence). First Grade teachers need to be trained in the following assessments from Marie Clays dbservation Survey: Assessment Training - Memo September 17, 1999 Page Two Letter identification Word test Concepts about print Writing vocabulary Hearing and recording sounds in words (dictation sentence) Ret^nn administering the Developmental Reading Assesments by Joetta Beavers. --------- Marie Clays Observation Survey: i\" ' fello^ins assessments from Word test Writing vocabulary Heanng and recording sounds in words (dictation sentence) teachers also need training in administering the ^velopmental Reading Assessment by Joetta Beavers Test by Gentry and Gillett. and the Gentry Spelling /adg i ) j i r i10 i i Memorandum LL l\u0026gt;l\\sloc \u0026lt;0Mtnw I I I To: From: Principals and K-2 Teachers Pal Busbea and Ann Freeman Through: rat Price, Director of Early Childhood/Literacy Date: Re: 03/09/00 Assessment Training There will be an assessment training review for anyone who feels they need to go over the assessments before post-testing begins in April. We will review running records, the Developmental Reading Assessment and the sub-test in Observation Survey. The training will be Monday, March 20,2000 from 3:30 p.m.- 6:30 p.m. at King Elementary in toe multipurpose room. Please call Sandra in toe Literacy Department at 324-0526 to register for toe training. We will have to limit toe session to 50 participants due to space, so please notify us as soon as possible. t f' if' .F 1 t. '.i- I11LESLEY, BONNIE From: lent: Subject: NEAL, LUCY Friday, March 17, 2000 3:38 PM LESLEY, BONNIE great book Last night I had one of those wake-up-in-the-middle-of-the-night-and-worry sessions. Thinking I would read myself back to sleep I picked up How Teachers Learn Technology Best by Jamie McKenzie. It is super. He covers so many issues we are dealing with from how adults learn, how we assess technology knowledge, approaches to integrating technology and not just buying \"stuff'....and on and on. I would lend it to you but I'm afraid you might not give it back and I need this book. Anyway -1 had to share it. If I buy a few more copies, would you like one? One site he lists for assessing technology is http-.l/www.bham.wednet.edu/assess2.htm. Take a look at the assessment for staff. If we could survey our staff for baseline data and then give it again each year, we would have some good stuff that would help us figure out a plan. See what you think. Enough. I think I'll go home. Lucy M. Neal, Director, Technology and Media Services Little Rock School District 3001 S. Pulaski Street Little Rock, Arkansas 72206 501.324.0577 (voice) 501.324.0504 (fax) 1 12LITTLE ROCK SCHOOL DISTRICT Planning, Research, and Evaluation . 3001 South Pulaski X Little Rock, Arkansas 72006 March 4, 2000 - TO\nElementary, Middle School Principals and Test Coordinators FROM\nYwette Dillingham, Testing and Evaluation Specialist THROUGH\nathy Lease, Assistant Superintendent, PRE SUBJECT\nACTAAP Benchmark Exam (Grades 4 \u0026amp; 8) and Field Testing (Grade 6) We have received the following important and new information from the ADE regarding the above exams\n Please make note that Intermediate Level (Grade 6) students in the LRSD will take the Writing portion of the Benchmark Examination (Field Test). LRSD was not selected to participate in the End of Course Algebra I and Geometry Field Tests. Please send home with students, the week of April 10-14, the enclosed Benchmark Parent Notification Pamphlet that explain the importance of ACTAAP and provide information on the Benchmark Exams (Grades 4 \u0026amp; 8) and Field Test (Grade 6). Test Administrators need to be very familiar with the content of the enclosed Test Administrators Manuals, therefore, please disseminate the manuals immediately upon receipt. Secured test materials for (Grades 4 \u0026amp; 8) will be delivered to schools on April 19. Secured test materials for (Grade 6) will be delivered to schools no later than April 24. If you have any questions or need additional Parent Notification Pamphlets and Test Administrators Manuals, please call me at 2123 or fax your request to 324-2126. 13r Description of the Assessment System System Overview Assessment of student achievement is partitioned as follows\n1. Comparison with national norms 2. Mastery of State standards and benchmarks 3. Mastery of District standards and benchmarks The District trend has been to reduce broad utilization of norm referenced measures, such as the Stanford Achievement Test, 9* Edition and to target select grades where comparison with national norms may be most useful. Concurrently, a broad expansion of criterion referenced measurement has been instituted in a sequential and cumulative process of administration at targeted grade levels. Norm Referenced Measures of Math \u0026amp; Science Achievement Relative to mathematics and science, the following three measures are administered annually at targeted grade levels: SAT-9 ACT EXPLORE PLAN AP Stanford Achievement Test 9\" Edition American College Testing American College Testing American College Testing The College Board Advanced Placement Test Grades 5, 7, 10 Grades 11, 12 Grade 8 Grade 10 Grades 10, 11, 12 Widely known and utilized in school systems, no description of these measures is provided here. Criterion Referenced Measures of Math \u0026amp; Science Achievement Relative to mathematics and science, the following three measures are to be administered armually at targeted grade levels: ALT ACTAAP CRT ACTAAP Achievement Level Test State Benchmark Examination District Benchmark Examination Grades 2-11 Grades 4, 8 Grades 3-11 End of Course Tests: Algebra I, Geometry, Biology I A brief overview of these lesser known measures is provided later in this document. Measures for Testing Mathematics Achievement The tables below were designed to clarify the assessment system. Measures for Testing Mathematics Achievement Grade Level K i 2 3 4 5 6 7 8 9 10 11 12 End of Course Total Grade Level K i 2 3 4 5 6 7 8 9 10 11 12 End of Course Total Number of Tests 0 0 2 2 3 3 2 3 4 2 5 4 2 2 34 Type of Tests Name of Tests Criterion Criterion Criterion Criterion \u0026amp; Norm Criterion Criterion \u0026amp; Norm Criterion \u0026amp; Norm Criterion Criterion \u0026amp; Norm Criterion \u0026amp; Norm Norm Criterion 11 criterion, 6 norm ALT, CRT ALT, CRT ALT, CRT, ACTAAP ALT, CRT, SAT-9 ALT, CRT ALT, CRT SAT-9 ALT, CRT, EXPLORE, ACTAAP ALT, CRT ALT, CRT, SAT-9, PLAN, AP ALT, CRT ACT, AP AP, ACT Algebra 1, Geometry Measures for Testing Science Achievement Number of Tests 0 0 01 12 12 21 43 31 21 Type of Tests Name of Tests Criterion Criterion Criterion \u0026amp; Norm Criterion Criterion \u0026amp; Norm Criterion \u0026amp;. Norm Criterion Criterion \u0026amp; Norm Criterion \u0026amp; Norm Criterion \u0026amp; Norm Criterion 11 Criterion, 6 Norm ALT ALT ALT, SAT-9 ALT ALT, SAT-9 ALT, EXPLORE ALT ALT, SAT-9, PLAN, AP ALT, ACT, AP ALT, ACT, AP Biology 1 2 Orientation to Criterion Referenced Assessment Measures Criterion referenced testing is an increasingly significant approach to assessment in the Little Rock School District and in the Arkansas State Department of Education in a phinful effort to measure achievement in relation to standards and their attending benchmarks. Summaries of lesser known measures are provided below. State Mandated ACTAAP Benchmark Examination, Grades 4 \u0026amp; 8 The State is in the process of implementing its Arkansas Comprehensive Testing, Assessment \u0026amp; Accountability Program (ACTAAP) which includes a Benchmark Examination containing a measure of mathematics achievement. The intent and purpose of this component is to identify students in need of additional instruction in mathematics. This examination process is being developed, piloted, and implemented in a sequential and cumulative process beginning with 4' th grade in SY 1997-98, and including 8' grade in SY 1998-99. SY 2000-01 will incorporate the math measure for b\"\" grade currently being piloted in other schools across Arkansas. Also end- of-course measures for Algebra I, Geometry, and Biology I are currently in the item development phase. The comprehensive mathematics component contains multiple-choice and open-response questions based on The Arkansas Mathematics, Reading, and English/Language Arts Curriculum Frame-works. Items are developed with the assistance and approval of the Arkansas Department of Mathematics Content Advisory Committee composed of active Arkansas educators with expertise in mathematics. The committee develops and reviews both multiple-choice and openresponse items to ensure they reflect the Arkansas Curriculum Frameworks and are grade- appropriate. While multiple-choice questions are scored by machine to determine if the student chose the correct answer from four options, responses to open-response mathematics questions are scored by trained readers using a pre-established set of scoring criteria. Students can receive a test score of one through four with four representing Advanced followed by Proficient, Basic, and Below Basic. Achievement Level Test (ALT), Grades 2-11 The recently implemented Achievement Level Test (ALT) includes a series of mathematics achievement measures that increase in difficulty across eight levels. This type of measurement is designed to document growth by assessing students at the cutting edge of their individual achievement level. Fall and spring administration across grades 2-11 permit measurement of growth within and across school years expressed in two kinds of scores: percentile scores and scale or RIT (Rasch Interval Scale) scores. Percentile scores can be used to compare students to the large group of test takers using the ALT developed by the Northwest Evaluation Association. It is important to note that this is a comparative group currently involving 104 schools districts 3and 500,000 students and growing 4 to 13 points annually. This is not a norm group configured to represent public school populations. More importantly, demonstration of growth within and across an individuals matriculation in grades 2-11 is documented using the RIT score designed to make direct comparisons to a criterion performance level along a scale from 160 to 250. Students typically start at a RIT score of about 170-190 in the fall of the 3\"* grade and progress to the 230-260 range by high school. Students at 235 have reached a readiness level for Algebra I. It is very important to note that along the Rasch Interval Scale, scores have the same meaning regardless of the individual students grade level. This type of measurement allows some students to start at a higher RIT level and some low-achieving students to never reach the top level. The design provides an accurate measure of each students achievement where the typical standardized test, by its nature, provides inadequate measures for many students, especially those at the high and low ends of the scale. Also important is the fact that tests are aligned with The Arkansas Mathematics, Reading, and English/Language Arts Curriculum Frameworks, thus enabling the District to determine impact and effectiveness of its instructional programs. The pool of test questions, developed by the Northwest Evaluation Association, has been extensively field tested to insure items of the highest quality and fairness. A balance of math teachers and curriculum specialists (i.e., race, gender, and grade level) matched the pool of questions to the standards and their attending benchmarks included in the aforementioned Frameworks. During test development activities, questions were calibrated for difficulty and assigned to a level (e.g.. Math levels 1-8). For example\nAn appropriate expectation of a Level 1 student is to multiply whole numbers, while a Level 6 student should be able to multiply fractions. This calibration makes it possible to calculate the RIT score which is tied directly to the curriculum. alts are administered during the 1\" and 3\"* quarters and measure achievement in elementary grade and middle grade math, algebra I, algebra II, and geometry. The tests consist of multiple choice questions and while there is no time limit each test takes approximately 90 minutes to complete. A variety of reports are available and the NWEA software disaggregates the data by school, teacher, grade level, subject, gender, ethnicity, and special codes (e.g., special education and ESL). Classroom reports provide student data on RIT scores, percentile scores, and performance in relation to standards and benchmarks. District/school wide reports provide comparison data among schools. Parent reports provide RIT, percentile, and benchmark performance scores as well as an explanation of how to interpret test scores. Future developments include the addition of a Science Component to the ALT in the late Spring of 2000. Using the aforementioned process, select science teachers and curriculum specialists will draw items from a software pool provided by the Northwest Evaluation Association. This process, which can be repeated to revise the test periodically, will enable the District to ensure congruence of the science measure with the aforementioned Frameworks. First administration of 4 the science measure is planned for Fall, 2000. District Mandated CRT Benchmark Examination, Grades 3-12 Both the aforementioned ACTAAP Benchmark Examination and the Districts CRT Benchmark Examination are designed to measure a students proficiency of The Arkansas Mathematics, Reading, and English/Language Arts Curriculum Frameworks. In contrast to sequential and cumulative implementation of the ACTAAP (4* and 8'*' grades to date with 6* grade in 2001), the CRT Benchmark Examination measures mathematics achievement across grades 3-12. The Districts Department of Planning, Research and Evaluation conducted an extensive and thorough reliability and validity study using data from students taking the CRT Benchmark Examination during Spring, 1999. Study results performed by Ph.D. level research personnel document the CRT Benchmark Examination as a reliable measurement with concurrent validity. In addition, very strong evidence documents that over time this measure will get consistent results (reliability). Pearson-Product Moment correlation results were obtained using test scores from the 4* grade ACTAAP and CRT Benchmark Examinations. A test of internal consistency (i.e., reliability) was performed on the CRT Benchmark Examination. Results indicate the ACTAAP and CRT Benchmark Examinations have a positive and significant conelation (Math, .663, \u0026lt;.01 and Reading, .690, \u0026lt;.01). Alpha levels, an indicator of reliability, were .924 for the CRT Benchmark Examinations measure of mathematics achievement and .899 for the measure of reading achievement. The effectiveness of this powerful and sensitive measure has been enhanced by development of district and class summaries designed to display results in an item analysis format that connects test results for individual questions to benchmarks and their respective standards. Examination of the class report reveals how visually easy it is to identify precisely which benchmarks an individual student or groups of students need further instruction on and which they perform at the proficient or advanced level. 514 Procedures for Providing Data Analysis/Interpretation to Decision Makers System Overview Decision makers work at all levels of math and science programming. Parents, teachers, curriculum consultants, principals, program directors, various levels of system administrators, and community partners all make decisions relevant to CPMSA programming. Each cohort needs data collected and recorded for the project. The format varies from comprehensive documents laden with figures for annual reports or site visits from the funding agent to targeted fact sheets or briefs prepared for program participants such as lead teachers participating in academic support initiatives or ancillary staff coordinating academic enrichment programs. Formats For Disseminating Data to Facilitate Direct Programming A variable format from the brief to the comprehensive is needed for direct program providers. At the time of this report the academic support format involves a series of tables with a fact sheet used to record and report progress on a mathematics initiative encompassing 4* and 8* grades. This specific example of a working format designed to collect and disseminate data in a circular fashion that promotes program evaluation and program implementation in a feedback loop and is continually adapted to meet emerging needs is a particular area of expertise for the NSF Program Evaluator. This format works particularly well with direct service providers and will continue to be used. A version of this loop format is currently being utilized to facilitate expansion of the After School Science Club. Activities include and elementary and middle school teacher surveys to capture their input in decision making related to prioritizing science club content for the upcoming year to be congruent with standards and benchmarks addressed in classroom-based activities. The materials used in these two endeavors are designed to collect and disseminate data across various participants in a decision-making network related to a specific program. Table/fact sheet materials are in place to collect and disseminate data for direct providers to use their own decision making or in collaborative decsion making with classroom teachers or communitybased site participants. Formats vary for facilitating direct programming but typically they involve mechanisms that can visually convey just-in-time data to personnel applying the information directly. They are designed to promote effective functioning and to capture all critical variables with ease in recording, transmitting, processing (analyzing and interpreting) and returning processed data to participants in a timely manner to keep the loop functioning to the benefit of all. Formats for Disseminating Data to Facilitate Long Range Planning Various groups need access to the Program Evaluation Record, the repository where current dataI, are housed on the following topics: 1, 2. 3. 4. 5. 6. 7. 8. District-Wide Student Demographics \u0026amp; Select Statistics Enrollment Information for Gate-Keeping Math and Science Courses Achievement Data for Math and Science Academic Support Initiatives Academic Enrichment Programs Professional Development and Certification Across Teachers of Math and Science Community Engagement Resource Allocation Such groups include the following types of personnel: CPMSA program/project administrators Cabinet members Board of Education Community media Principals School facilities Counselors Assistant principals CPMSA Governing Board Other grant funded program.'project administrators Easy access to this repository is needed for direct (1) fiscal, (2) programmatic, and (3) community-based initiatives related to NSF. Additionally, these types of personnel have frequently contacted the NSF Program Evaluator for specific data to extend and enrich CPMSA planning. Personnel representing other District programs also request data they know is warehoused in the Program Evaluation Record for a variety of District needs. At the current time, a primary copy of the Program Evaluation Record is housed in the NSF Program Evaluators office and the Program Directors office. These two individuals have planned for some time to utilize an existing District approach to transmit a copy of the current edition to select personnel from list above. The approach is to distribute copies in ring binder format with periodic Information Updates forwarded by in-house mail. The Information Update can take memo form: identifying its purpose and intent and where to insert it into the ring binder. This is a mechanism all District personnel are familiar with and utilized for similar types of projects. Plans are underway to introduce the Information Update process and to distribute initial materials at the next NSF Governing Board meeting. For example, the recently completed first year evaluation of the After School Science Club would be an excellent Information Update as would the 4' and S* Grade Mathematics Initiative. 2To extend the utility of tins approach, a Project Circular in the form of a fact sheet, will be disseminated electronically using the extensive District e-mail network. Updates at periodic intervals will be emailed to personnel selected by the Co-Principal Investigators and the Project Director. It is important to note that in the fall meeting of the NSF Governing Board this type of electronic information dissemination was enthusiastically endorsed. The Districts email directory installed in each computer will facilitate this. The electronic network is there and can be easily utilized for this purpose. Additionally, a feedback loop can be implemented here to enable personnel to request data and to submit data and in this way enhance planning and decision making. Formats for Disseminating Data to Facilitate the Understanding of Data Frequently reports related to test results are distributed to coimselors, principals, and other busy personnel with little time or expertise in decoding these dense and technical manuscripts. District-wide ACT, Plan, Explore, and AP reports have been purchased and routed to the NSF Program Evaluators office where they are processed and transformed into useful, practical formats with direct application to program decision making. Currently these reconstituted test reports are housed in the Program Evaluation Record. This data can easily be disseminated in small relevant segments using a fact sheet form that is compact, visually accessible and highly useful for busy personnel who need to apply the information directly. The Information Update or Project Circular format in hard copy or electronically or both can be used to distribute this very useful information to District personnel. Marketing research has long demonstrated the value of the touch-touch method of information dissemination in contrast to the one-time bury them with data approach. Recent brain research conoborates these findings. This concept will be embedded in the approach of disseminating the analysis and interpretation of test results in small relevant segments as close to the time of administration as possible. This process will be monitored to identify modifications that will make it more effective and efficient. Formats for Disseminating Data to Specific CPMSA Program Components The NSF Program Evaluator will meet with the Project Team to identify the most effective and useful approach for processing data. Once data has been processed, it will be presented to the Project Team so they have access to program evaluation data prior to other District personnel. Evaluation reports, both formative and summative, will be included as well as a preview of Information Updates such as the aforementioned After School Science Club report or the 4* and 8' Grade Mathematics Initiative. In addition, CPMSA program personnel have related data needs that can be met through this mechanism. For example, Dr. Bonnie Lesley recently needed to access raw data on students enrolled in Pre-AP and AP courses for the past three years. She analyzed and interpreted the 3data, by school and by specific course. Her intent and purpose was to (1) report the efforts that had been made to increase percentages of African American students enrolled in these courses and (2) to identify areas needing improvement by school and subject area. The resulting information was disseminated in writing and discussion with the Division of Instruction. Plans were made to enhance curriculum and teacher training for the Pre-AP courses. A goal was established to align activities with ACT objectives and the AP syllabus and to begin reviewing materials. This is an excellent example of data driving decision making that produces a feed back loop with direct impact on programming. Formats for Disseminating Data to Meet Policy Reporting Requirements A May/June program evaluation presentation has been scheduled to inform District board members of the status and activities of CPMSA program evaluation. While this formal activity will serve to meet policy reporting requirements, it will be an appropriate time to initiate an informal reporting process utilizing the aforementioned Information Updates and Project Circulars. Summary Principal inyestigators, the program director, and the NSF program evaluator have considerable combined expertise in presenting information to stimulate its direct application in educational environments. In addition, the NSF Program Evaluator has provided technical assistance to programs nationwide related to the dissemination of data in accessible formats that promote immediate application. The combined energy and expertise will bring the initiatives described herein to a high level of quality and utility designed to promote excellence in decision making. 415 1. Orientation to the Analysis \u0026amp; Interpretation of Test Results District-wide Orientation A major transition is underway related to the type and number of assessment measures used to document the mathematics and science achievement of students. Two major initiatives (ALT, CRT) designed to obtain highly detailed information directly related to standards and benchmarks for all students, from primary to secondary, are so new that the results are still being processed. At the time of this report, race/ethnicity disaggregation is not yet available. These measures have great breadth and depth and are designed to located students on a scale and then measure growth. These pieces of the picture will be accurate and comprehensive based on reliable and valid measures but these pieces of the picture will arrive later. See addendum to this report, sent separately to Julio Lopez, NSF project officer, with our first figures to document CPMSA programmatic impact at the fourth grade cohort - both the current group and those who are now in 5* grade. Our first real sign of impact is powerful: the J\"\" and 5*** grade had gains of 1.5% and 18.8% respectively between the first administration of the CRT Benchmark Exam in 1998 and the second administration in 1999. This is a grade level cohort at which considerable resources have been targeted not the least of which are the wonderful lead teachers. At the time of this report the data were not yet disaggregated by race so we cannot yet identify how these increases are spread across the 6 race/ethnicity cohorts . Implications for us center around the fact that 3\"* and 6\"' grades had a decrease of 3.4% and 4% respectively. Other criterion-referenced measures (ACTAAP) are being implemented sequentially and cumulatively one grade at a time so although scores and race/ethnicity disaggregation are available they only cover two grades. While the information they provide is excellent and has great promise for expanding the achievement picture, it is a work in progress. Test results for the well-established norm referenced measures are available, particularly with race/ethnicity disaggregation. It is important not to be distracted by their availability. They have serious flaws and that is why the ongoing transition is occuring to support their results with criterion referenced data. Targeted grade levels for administering this particular measure do not capture growth and may be producing an incomplete picture of student achievement. Other norm referenced measures such as Advanced Placement are measures students self select to take. For this measure and for the Explore, Plan, and ACT tests, from American College Testing, teacher concern centers around the fact that students and their parents, particularly minority students, are not well informed about the intent and purpose of such measures. Students take these tests with little or no planned introduction to promote motivation and enhanced test performance. It is also important to note the impact on math and science during this transition. The change initiative first impacted mathematics and only now is addressing science assessment. For example, work is underway to implement criterion referenced measures, particularly the ALT. At this time the only available data in this report related to .science achievement comes from norm referenced tests: the SAT-9, Advanced Placement, Explore, Plan, and ACT. A review of this document will create the impression of an incomplete picture. That impression will be accurate and serve to underscore the transitional status of LRCPMSA activities to document mathematics and science achievement. A positive influence on this process has been created by the National Science Foundation. Not only has the initiation timetable has been speeded up but (1) measures that capture growth for each student and (2) measures that document achievement in relation to standards and benchmarks have become a major focus. The achievement picture is expanding in tandem with CPMSA. At the same time grant- sponsored programs are stimulating achievement, the Assessment System is better able to measure the growth. It is important to note that the Core Data Elements report required by NSF focuses on mathematics and science assessment results after three years of CPMSA programming. The LRCPMSA will be implementing its third year at the same time the Assessment System transition activities are coming together. In the meantime, this report has been partitioned to aid the reader in getting a clearer picture related to mathematics and science achievement at the elementary, middle, and high school levels. Across measures, the most complete picture possible at this time is presented. Particularly in the case of the new criterion referenced measures, preliminary data is all that is currently available. This information is presented as it affords a valuable preview of upcoming comprehensive data. IL Analysis \u0026amp; Interpretation of Mathematics Test Results Elementary Student Achievement in Math Overview Elementary student achievement in mathematics is measured by one norm referenced measure: the Stanford Achievement Test - 9'*' Edition. Three, less familiar, criterion referenced measures are also utilized: the Achievement Level Test (ALT)\nthe Criterion Referenced Test (CRT)\nand the ACTAAP Benchmark Examination. In preparation for understanding the results of these less familiar please refer to the Description of the Assessment document contained in another section of this report. Mathematics Achievement Measured by Criterion Referenced Tests Interpretation of Achievement Level Test (ALT) Results The most recent documentation of elementary mathematics achievement are results of the recently administered Achievement Level Test (ALT). Administered in March, test takers 2involve students in Grades 2-5. District-wide summaries are available at the time of this report. However, data related to race/ethnicity are not yet available to identify the configuration of the population. Nevertheless, the available mean, median, and standard deviation document the achievement of each grade level cohort. More importantly, the first administration of this type of measure locates each of the 7711 LRSD students in grades 2 - 5 on the Rasch Interval (RIT) Scale so each subsequent fall and spring administration of the test can measure growth. Across grades 2 - 5, 7145 test takers (92.6% of the total elementary population of 7711) comprised the following cohorts: Grade 2 Grade 3 Grade 4 Grade 5 23.5% 26.0% 25.9% 24.3% 1,686 students 1,864 students 1,852 students 1,743 students The ALT utilizes the Rasch Interval Scale in which test takers typically start at a scored of 170- 190 in the fall of the third grade. Mean RIT scores displayed below are consistent with expectations for their grade. Although the range of RIT scores is not yet available for each grade, the median and standard deviation indicate little dispersion or variability of scores. For grades 2-5 scores are clustered around the mean and not widely scattered. Grade Mean Median Standard Deviation 2 3 4 5 182 194 202 208 183 194 202 208 13.46 13.49 13.26 13.60 Once race/ethnicity data are available, it will be possible to determine how much of the variability or dispersion from the mean is associated with these variables. These scores should be regarded as the starting location on the RIT scale from which growth will be measured twice annually until each student completes grade 11. Interpretation of ACTAAP Benchmark Test Results As the ACTAAP overview in Description of the Assessment System indicates, the Benchmark Examination for 4* grade has only been administered for two school years. Across the two first administrations of the Benchmark Examination, an average of 1,701 fourth graders (1,643 in SY 1997-98 and 1,760 in SY 1998-99) took the math component of this test. Complete data is available for both Baseline and Year One. Although this measure is only administered at the 4th grade level, 88.8% of the population at that grade level took the test. Available race/ethnicity data make it possible to describe configuration of the population in detail. 3The majority of 4th grade test takers performed at the basic or below basic quartiles: 74% (1208 students) in the Baseline year\n78% (1366 students) in Year One. Distribution across quartiles was very stable (less than 10% change). The greatest change in the number of test takers was a 9.0 increase in those performing at the below basic quartile in Year One. Quartile 1997-98 1999-98 Difference Advanced Proficient Basic Below Basic Test Takers 10% 16% 24% 50% 1,639 9% 13% 19% 59% 1,754 -1 -3 -5 9 115 The majority of test takers were Black/not Hispanic. From Baseline to Year One the mean number of test takers in this cohort was 680 or 39.9% of the test taking population. As figures in the following table indicate, a significant majority (89.0%) of this cohort performed at the two lowest quartiles. Compared to other cohorts. Black test takers had a significant minority performing at the Advanced and Proficient quartiles. This cohort had the smallest percentage of test takers performing at the Advanced quartile. Quartiles Indian Asian Black White Hispanic 1 2- 3 4 12.5 7.0 20.5 60.0 30.5 23.5 16.5 29.5 2.5 8.0 20.0 69.0 24.5 27.5 26.5 23.5 9.0 27.5 16.5 47.5 The second largest group of test takers were White/not Hispanic with a mean of 501 (29.4%) test takers from Baseline to Year One. As in the following table indicate, this cohort was very evenly distributed across each of the four achievement levels with a slightly larger (6%) at the Proficient and Basic quartiles. The Hispanic cohort had a mean of 24 (14.1%) test takers from Baseline to Year One. A bifurcated distribution characterized this cohort: 47.5% at Basic/Below Basic and 27.5% at Proficient. The Asian cohort had a mean of 30 (17.6%) students. The majority of students (54.0%) performed at the Advanced and Proficient while 46.0% were at Basic/Below Basic. The small American Indian cohort had a mean of 14 (8.5%) across Baseline and Year One with 80.5 % at 4at Basic/Below Basic. Mathematics Achievement Measured by Norm Referenced Test Results Interpretation of SAT-9 Test Results A single norm referenced measure is administered at the elementary level - the Stanford Achievement Test - 9th Edition. Complete data are available for Baseline through Year Two. Although this measure is only administered to 5th graders, available math achievement data make it possible to describe configuration of the population in detail. Across the three administrations of the SAT-9, an average of 1575 fifth graders (1,635 in SY 1997-98\n1530 in SY 1998-99\nand 1560 in SY 1999-2000) took the math component of this test. Complete data is available for Baseline through Year One. Although this measure is only administered at the 5th grade level, 82.9% of the population at that grade level took the test. Available race/ethnicity data make it possible to describe configuration of the population in detail. Quartile 1997-98 1999-98 Difference 1999-20 Difference Fourth Third Second Top Test Takers 15% 23% 23% 39% 13% 20% 25% 42% -2.0 -3.0 2.0 3.0 12% 19% 23% 46% -1 -1 -2 -4 1,635 1,530 105 1560 75 The majority of test takers were Black/not Hispanic. Across Baseline and Year One the mean number of test takers in this cohort was 989 or 63.2% of the test taking population. As figures in the following table indicate, a significant majority (80.5%) of this cohort performed at the two lowest quartiles. Compared to other cohorts. Black test takers had a significant minority performing at the top two quartiles. This cohort had the smallest percentage of test takers performing in Quartile 4. Quartiles Indian Asian Black White Hispanic Other 1234 41.6 8.3 16.6 33.3 11.5 12.6 34.6 41.0 57.3 23.2 13.2 6.1 21.3 22.3 28.2 28.0 40.5 28.2 15.1 18.5 23.8 26.1 23.8 26.1 5 The second largest group of test takers were White/not Hispanic with a mean of 414 (26.4%) students. As figures in the following table indicate, this cohort was very evenly distributed across each of the four quartiles with a slightly larger (6%) number in the top two quartiles. The Hispanic cohort had a mean of 127 (8.1%) test takers across Baseline and Year One. The majority (68.7%) performed in e two lowest quartiles. The remaining 33.6% were rather evenly dispersed across the top two quartiles. Configuration of this cohort is similar to the dispersion of Black test takers across the four quartiles. The Asian cohort had a mean of 18 (1.5%) students. Configuration of this cohort is the opposite of that for Hispanic test takers. The majority of students (75.6%) performed in Quartiles 3 and 4 with a rather evenly distributed 24.3% in Quartiles 1 and 2. The Other cohort of students for whom race/ethnicity is not identified had a mean of 14 (.08%) students. Configuration of this cohort is similar to the rather even dispersion of White test takers across the four quartiles. A bifurcated distribution characterized the American Indian cohort: 41.6% in Quartile 1 and 49.9% in Quartiles 3 and 4. This small group had a mean of 12 (.006%) from Baseline to Year Two. Summary of Mathematics Achievement at the Elementary Level The ACTAAP and SAT-9 document stability in the number of test takers across race/ethnic cohorts. Additionally, these two measures identify the ongoing position of Black and Hispanic test takers in the lower two quartiles in contrast to White and Asian cohorts distributed at higher quartiles and more evenly across the four quartiles. Both measures locate 67 - 78% of elementary test takers in the two quartiles signifying the lowest performance level. Criterion referenced data currently available locate elementary students on an interval scale that will be utilized twice annually in upcoming school years to identity growth in mathematics achievement. Current mean, median, and standard deviation analysis indicate scores have small amounts of variance and that student scores are consistent with expectations for their grade. Middle School Student Achievement in Math Overview Middle school student achievement in mathematics is measured by two norm referenced measures: the Stanford Achievement Test - 9 Edition\nand Explore. Three, less familiar, criterion referenced measures are also utilized: the Achievement Level Test (ALT)\nthe Criterion Referenced Test (CRT)\nand the ACTAAP Benchmark Examination. In preparation for 6understanding the results of these less familiar please refer to the Description of the Assessment document contained in another section of this report. Mathematics Achievement Measured by Criterion Referenced Tests Interpretation of Achievement Level Test (ALT) Results As with the elementary population, the most recent documentation of middle school mathematics achievement are results of the recently administered Achievement Level Test (ALT). Across grades 6-8,4765 test takers (88.4% of the total elementary population of 5386) comprised the following cohorts: Grade 6 Grade 7 Grade 8 Algebra I Algebra II Geometry 33.6% 32.9% 26.1% 6.9% .04% .02 % 1604 students 1568 students 1246 students 330 students 30 students 14 students One 8*^ grader, a special education student, performed at an elementary level with a score of 189. This type of student would perform at the 1 quartile on the SAT-9 with no possibility of measuring growth. The ALT is able to document small increments of growth over time. Although the range of RIT scores is not yet available for each grade, the median and standard deviation indicate little dispersion or variability of scores, For grades 6 - 8 scores are clustered around the mean and not widely scattered although the variability for grade 6 and particularly for grade 7 are larger than for the 8* grade cohort and for cohorts in the elementary grades. Mean RIT scores displayed below are consistent with expectations for their grade. Grade Mean Median Standard Deviation 207 213 213 206 212 212 14.08 16.65 13.49 6 7 8 The performance of middle school students in Algebra I, Algebra II, and Geometry is displayed below: Algebra I Mean Median Standard Deviation Grade 7 Grade 8 260 252 259 252 12.95 9.09 7Algebra II Grade 8 259 259 12.20 Geometry Grade 8 264 264 9.96 Once race/ethnicity data are available, it will be possible to determine how much of the variability or dispersion from the mean is associated with these variables. These scores should be regarded as the starting location on the RIT scale from which growth will be measured twice annually until each student completes grade 11. Interpretation of ACTAAP Benchmark Test Results As the ACTAAP overview in Description of the Assessment System indicates, the Benchmark Examination for 8* grade was administered for the first time in SY 1998-99. Complete data is available for the 1497 eighth graders (85.0 of the 1772 eighth grade population) who took the math component of this test. Available race/ethnicity data make it possible to describe configuration of the population in detail. The majority of 8th grade test takers (89.0%) performed at the basic or below basic quartiles. Quartile Advanced Proficient Basic Below Basic Test Takers 1998-99 2% 9% 24% 65% 1,639 The majority of test takers were Black/not Hispanic. The 1011 test takers in this cohort were (67.5%) of the test taking population. As figures in the following table indicate, a significant majority (97.5%) of this cohort performed at the Basic/Below Basic quartiles. Compared to other cohorts. Black test takers had a significant minority performing at the Advanced and Proficient quartiles. Such a bottom-loaded distribution is typical for this cohort. Quartiles Indian Asian Black White Hispanic 1 2 3 4 0 0 17.6 82.3 9.0 27.2 33.3 30.3 1.8 2.0 17.0 80.5 5.0 25.6 41.8 26.4 0 5.7 17.1 77.1 8The second largest group of test takers were White/not Hispanic with a mean of 401 (26.7%) students. The majority of test takers (68.2%) are bottom-loaded in quartiles 3 and 4. This is a very different distribution than the 4* grade ACTAAP test takers who were evenly distributed across the four quartiles. The Hispanic cohort had a mean of 127 (8.1%) test takers across Baseline and Year One. The majority (94.2%) performed at the Basic/Below Basic quartiles. The 33 member Asian cohort (2.2% of the test taking population) was top-loaded with 63.6% at the Advanced and Proficient quartiles as is characteristic of this cohort. A similar distribution characterized the American Indian cohort\n99.9% in the Advanced and Proficient Quartiles. This small group contained 17 members or 1.1% of the test taking population. Mathematics Achievement Measured by Norm Referenced Test Results Interpretation of SAT-9 Test Results Complete Stanford Achievement Test - 9th Edition data are available for Baseline through Year Two. Although this measure is only administered to 7th graders, 85.5% of the population at that grade level took the test. Available race/ethnicity make it possible to describe configuration of the population in detail. Across the three administrations of the SAT-9, an average of 1545 seventh graders (1592 in SY 1997-98\n1615 in SY 1998-99\nandl428 in SY 1999-2000) took the math component of this test. Complete data is available for Baseline through Year Two. The majority of test takers were Black/not Hispanic. From Baseline to Year Two the mean number of test takers in this cohort was 1013 or 65.5% of the test taking population. As figures ill the following table indicate, a significant majority (76.7%) of this cohort performed at the two lowest quartiles. Compared to other cohorts. Black test takers had a significant minority performing at the top two quartiles. This cohort had the smallest percentage of test takers performing in Quartile 4. Quartile 1997-98 1999-98 Difference 1999-20 Difference Fourth Third Second Top 17% 18% 21% 44% 16% 19% 23% 40% -1.0 1.0 2.0 -4.0 18% 18% 22% 41% 2.0 -1.0 -1.0 1.0 Test Takers 1,592 1,615 -23 1428 -187 9 The second largest group of test takers were White/not Hispanic with a mean 443 (28.6%) students. The majority (64.2% of this cohort performed in quartiles 3 and 4. Quartiles Indian Asian Black White Hispanic Other 1 2 3 4 44.4 22.2 11.1 22.2 18.7 20.3 25.0 35.9 53.5 23.2 14.2 7.3 46.8 18.9 26.6 37.6 16.8 18.8 26.6 37.6 33.3 27.5 13.7 25.4 The Hispanic cohort had a mean of 26 (1.6%) test takers from Baseline to Year Two. The Other cohort of students for whom race/ethnicity is not identified had a mean of 16 (1.0%) students. The Asian cohort had a mean of 42 (1.1%) students. The majority of students (60.9%) performed in Quartiles 3 and 4. A bifurcated distribution characterized the American Indian cohort: 44.4% in Quartile 2 and 33.3% in Quartiles 3 and 4. This small group had a mean 3 (.01%) across Baseline and Year Two. Interpretation of Explore Test Results Complete Explore data are available for Baseline through Year One. Although this American College Testing measure is only administered to 8th graders, 96.7% of the population at that grade level took the test. Across the two administrations of Explore, an average of 1715 eighth graders (1842 in SY 1997-98 and 1589 in SY 1998-99) took the mathematics, Pre-Algebra, Algebra/Geometry component of this test. Available race/ethnicity data make it possible to describe configuration of the population in detail. The 1997-98 average score of 11.9 for the District was 2.7 points lower than the national average of 14.3. In 1998-99, the average District score was 14.6 compared to the national average of 14.3. Thus in Year One, a gain of 3 points was made in the District's average score. The comparison of math scores across race/ethnic groups clearly illustrate that the White and Asian test takers performed close to the national average in the Baseline Year and well above it in Year One. Positively, each cohort demonstrated growth. Black Indian White Mexican Hispanic Asian Puerto Rican Hispanic 1997 11.7 1998 13.0 Dif 1.3 7.0 11.0 3.0 14.4 16.6 2.2 9.0 12.0 3.0 13.7 15.8 2.1 9.0 12.0 3.0 10Summary of Mathematics Achievement at the Middle School Level As with the elementary population, the ACTAAP and SAT-9 document stability in the number of test takers across race/ethnic cohorts. Additionally, the Explore measure identifies the ongoing position of Black and Hispanic test takers in the lower two levels of test performance in contrast to White and Asian cohorts distributed at higher levels of performance and more evenly across levels. At this time, these measures provide the only race/ethnicity documentation of achievement in mathematics. Criterion referenced data currently available locate middle school students on the RIT scale for middle math. Algebra I, Algebra II and Geometry. An added benefit is the ability to document growth of special education students using the ALT measure. These students would otherwise be lodged permanently in the SAT-9 quartile 1 with documentation of small increments of achievement in mathematics. High School Student Achievement in Math Overview High school student achievement in mathematics is measured by three norm referenced measures: the Stanford Achievement Test - 9* Edition\nthe ACT\nand Plan. One, less familiar, criterion referenced measure has cunently been implemented from the master plan for the Assessment System\nthe Achievement Level Test (ALT), soon to be followed by Criterion Referenced Test (CRT) for end-of-course documentation of Algebra, Geometry, Concept Geometry, and Trigonometry. In preparation for understanding the results of these less familiar please refer to the Description of the Assessment document contained in another section of this report. Mathematics Achievement Measured by Criterion Referenced Tests Interpretation of Achievement Level Test (ALT) Results As with elementary and middle school populations, the most recent documentation of high school mathematics achievement are results of the recently administered Achievement Level Test (ALT). Across 9-11, 3853 test takers (54.2% of the total high school population of 7106) comprised the following cohorts: Algebra 1 Algebra II Geometry 16.9% 16.4% 20.8% 1203 students 1171 students 1479 students 11Twenty-eight special education students, performed at an elementary level and 53 at the middle math level. This type of student would perform at the I* quartile on the SAT-9 with no possibility of measuring growth. The ALT is able to document small increments of growth over time. Although the range of RIT scores is not yet available for each grade, the median and standard deviation indicate little dispersion or variability of scores. Scores are clustered more closely around the mean and less widely scattered for these specific subjects than for elementary or middle math. Student mean RIT scores displayed below for Algebra I are consistent with expectations for their grade. Grade Mean Median Standard Deviation 9 10 11 241 239 238 240 239 237 7.08 6.37 6.14 Student mean RIT scores displayed below for Algebra II are consistent with expectations for their grade. Grade Mean Median Standard Deviation 10 11 12 254 250 249 253 250 248 7.80 5.80 4.55 Student mean RIT scores displayed below for Geometry are consistent with expectations for their grade. Grade Mean Median Standard Deviation 10 11 12 248 246 246 247 245 245 6.60 5.78 6.88 Once race and gender data are available, it will be possible to determine how much of the variability or dispersion from the mean is associated with these variables. 12Mathematics Achievement Measured by Norm Referenced Test Results Interpretation of SAT-9 Test Results Complete Stanford Achievement Test - 9th Edition data are available for Baseline through Year Two. Although this measure is only administered to 10th graders, 80.7 % of the population at that grade level took the test. Available race/ethnicity data make it possible to describe configuration of the population in detail. Across the three administrations of the SAT-9, an average of 1571 seventh graders (1645 in SY 1997-98\n1576 in SY 1998-99\nand 1493 in SY 1999-2000) took the math component of this test. Complete data is available for Baseline through Year Two. Quartile 1997-98 1999-98 Difference 1999-20 Difference Fourth Third Second Top 15% 27% 28% 31% 34% 26% 24% 34% -19 -1.0 -4.0 -3.0 13% 24% 27% 36% -21 -2.0 -3.0 2.0 Test Takers 1,646 1,576 -70 1493 -83 The majority of test takers were Black/not Hispanic. From Baseline to Year Two the mean number of test takers in this cohort was 1070 or 55.0% of the test taking population. As figures in the following table indicate, a significant\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "},{"id":"bcas_bcmss0837_335","title":"Compliance hearing exhibits, ''Best Practice in Curriculum and Instruction''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1998/2001"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational law and legislation","Education--Evaluation","School management and organization"],"dcterms_title":["Compliance hearing exhibits, ''Best Practice in Curriculum and Instruction''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/335"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["exhibition (associated concept)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n \n\n\n \n\n \n\n\n \n\n\n \n\n\n\n\n \n\n\n\n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\nBEST PRACTICE IN CURRICULUM AND INSTRUTIONO_| zn mzm (/) o Best Practice in Curriculum and Instruction 1. Memorandum to selected staff from Bonnie Lesley, Aug. 26, 1998, with attached excerpt from book by Douglas Reeves (ADE consultant on implementation of Smart Start), Making Standards Work: How to Implement Standards-Based Assessments in the Classroom, School, and District. 2. Memorandum to principals in Oct. 28, 1998, Learning Links information about a recommended book. Best Practice: New Standards for Teaching and Learning in Americas Schools. 3. Memorandum to principals in Nov. 11, 1998, Learning Links\nattached speech by Hayes Mizell, Principals as Leaders in Standards-Based Reform. 4. Memorandum to staff in Aug. 11,1999, Learning Links on a new publication. Taking Responsibility for Ending Social Promotion. 5. Memorandum in Aug. 18, 1999, Learning Links on curriculum standards\nattached article, Realizing the Promise of Standards-Based Education. 6. Letter to McRel Institute, Sept. 16, 1999, requesting permission to make copies of certain pages of Essential Knowledge: The Debate Over What American Students Should Know. 7. Memorandum in Nov. 9, 1999, Learning Links on standards-based reform\nattached article by Mike Schmoker and Robert Marzano. 8. Memorandum to selected staff from Bonnie Lesley, Nov. 22, 1999, establishing a committee to develop Instructional Standards for the District\nattached copies of several research-based models for consideration. 9. Memorandum to selected staff from Bonnie Lesley, Dec. 8, 1999, with follow-up to committee working on Instructional Standards\nattachments to support the work, including research article from ERS, How Children Learn: What Cognitive Research Tells Us About Effective Instruction. 10. Memorandum to selected staff from Bonnie Lesley, Dec. 14, 1999, with more models to consider for the Instructional Standards. 11. Memorandum to Terrence Roberts, Steve Ross, ODM, John Walker, and CTA from Bonnie Lesley, Dec. 15, 1999, requesting their input on the work relating to development of Instructional Standards. 12. Document: Summary of Teaching and Learning Research-Based Models, prepared for June 2000 workshop for high school teachers and used subsequently in other meetings as a summary of best practice. 13. Memorandum in Oct. 4, 2000, Learning Links to principals from Bonnie Lesley on readings before the Oct. 25-26 workshop on Teaching and Learning\nattached three articles. 14. Memorandum to Division of Instruction from Bonnie Lesley, June 7, 2001, on constructivism with attached publication from Detroit Public Schools. 1 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72201 August 26, 1998 TO: Dr. Les Carnine Dr. Patty Kohler Dr. Kathy Lease Mable Donaldson Dennis Glasgow Gene Parker Marie McNeal Vanessa Cleaver Pat Price Lucy Lyon Marion Woods Carol Green FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Meeting with Doug Reeves I know that youve had a hard time getting hold of a copy of Doug Reeves book, as I had suggested you do. I m including a copy of the first few pages so that you can at least get a sense of what he is about. BAL/adg AttachmentMAKING I STANDARDS WORK How to implement Standards- Based Assessments in the Classroom, School, and District DOUGLAS B. REEVES, Ph.D. Center for Performance Assessment i, Contents Introduction 1 Part OneWhy Standards Matter chapter one Tying the Bell on the Cat................................... chapter two Getting to Know Your Standards...................... chapter three Standards and NormsWhat is the Difference? 7 15 23 chapter four Standards-Based AssessmentsThe Key to Standards Implementation................................................. chapter five Standards-Based AssessmentsHow Are They Better? chapter six The Role of the Classroom Teacher................................ chapter seven The Role of the Principal . chapter eight The Role oi the District . . chapter nine Measiirint\nStandards Achievement 33 41 47 57 63 71 II Miikmji\nSlundariLs Wurk chapter fen Validity and Reliability ............................ chapter eleven The Role of National and State Standards 83 . 91 Part TwoMaking Standards Work in the Classroom chapter twelve Collaboration: The Key to Effective Staff Development.. chapter thirteen Step One: Pull the Weeds Before Planting the Flowers..... chapter fourteen Step Two: Identify the Primary Standard........................... chapter fifteen Step Three: Develop an Engaging Scenario ..................... chapter sixteen Step Four: Develop Requirements for Students to Apply, Analyze, and Demonstrate Knowledge.............................. chapter seventeen Step Five: Develop Scoring Guides (Rubrics).................... chapter eighteen Step Six: Create an Exemplary Assignment ..................... chapter nineteen Step Seven: Get Feedback.................................................... chapter twenty Step Eight: Clarify and Enrich the Assignment.................. chapter twenty-one Step Nine: The Acid TestStudent Understanding and Use . . . chapter twenty-two Step Ten: Sharing With Colleagues.................................................. . 97 101 107 109 113 119 123 127 131 135 139 L Milking Sliiiuldids Work Part ThreeMaking Standards Work in the District chapter twenty-three Accountability\nThe Key to Public Acceptance . . . chapter twenty-four Organizing the District for Standards Implementation 145 . 151 chapter twenty-five Communicating About Standards With Parents and the Public . . 157 chapter twenty-six Responding to Constituent Challenges Part Four Reproducible Handouts Appendices ......................................................................... Appendix A: Performance Assignments/Assessments Appendix B: Staff Development Curriculum .... Appendix C: Standards Implementation Checklist . Glossary Bibliography 163 171 191 193 235 241 249 . 251 I . Order Form 255 -1 1 fl I Fil r h li introduction How to Get the Most Out of This Book This volume is designed not simply to be read, but to be used. It is written principally for use by classroom teachers and administrators at the building and district level. However, many of those interested in effective educational strategies, including students of educational leadership and assessment, parents, board members, and policy makers may find this format useful. Part One Part One addresses why standards matter. The central rationale for standards-based assessments is that they provide a means of evaluation that is accurate and fair. An essential component of fairness is consistencystudents and teachers have a fixed target at which to aim. In contrast to norm-referenced measures frequently in use by school districts, the standards-based academic target does not change. If, for example, students are expected to demonstrate proficiency in the application of the Pythagorean theorem (Figure 1.1, right) after a ninth grade geometry class, they can take scant comfort in being better than other .students. Proficiency is more than beating other students. It i.s insufficient to be better than 50% of the other ninth graders in the nation by successiully answeringor guessingthe responses to a multiple choice test, and then claiming that one i.s above average.\" figure 1.1 Pythagorean Theorem a^ + ib ll!a\nST r I c eI o 1J introduction 1 I Shnutn.ls Work A .sl\niii(.lai\\l.s-ha\u0026gt;cJ syslcin will require the sliidetil In deinunstrale the ap|'lieatii)i) of the I'ylhat'orean iheoreni perhaps by using pencil and ptiper, perhaps by using blocks of wooil, or perhaps bv using a video-taped oral presentation. In none of these ctises can a student guess the right answer. In this respect, standards-based assessments are iiaevimbly more rigorous and more demanding than traditional multiple choice tests. Moreover, the require- ment to deme'nscrate that the sum of the square of two sides of a right triangle is equal to the square of the hypotenuse (a^ + b^ = c) does not change, while the national average does change from year to year. Part One will address why this method of assessment is the appropriate way to implement standards and what the roles of classroom teachers, principals, and district officials are with respect to implementing such a system. t Part Two Part Two of this book addresses, in a step-by-step manner, the process of making standards work in the classroom. All too frequently, the model of educational innovation has been that of a single teacher who attends a workshop, comes back to school full of innovative ideas and enthusiasm, and implements those ideasin one classroom. Sometimes, though rarely, these ideas are shared with others. Even more rarely are they implemented by others. But on the whole, innovation is sporadic and inconsistent. .8 i i f The process of implementing standards-based performance assessments, by contrast, demands a collegial effort. The requirement for collegiality is not merely a social or political necessity. Effective assessments require consistent evaluation and the application of several disciplines at the same time. If a school system has a writing standard, for example, and teachers create assessments in mathematics, science, and social studies without regard for the writing standards, chaos ensues. Students recognize these inconsistencies and will be the first to tell us that the standards emperor has no clothes. If, on the other hand, standards are consistently applied in assessments in which the evaluation criteria do not change from one discipline to the next, student performance responds accordingly. Such a move from idiosyncrasy to consistency requires cooperative work by teachers. Only with this consistency will policy makers, taxpayers and, most importantly, students, understand that standards have moved from slogans and speeches to clear and unambiguous practice in the classroom. The issue of consistency invariably raises the issue of teacher independence and discretion. Let us not mince words here: in few other professions do practitioners of all levels of experience and education have such broad discretion to make critical decisions throughout the vast majority of the day. The adoption of standards, consistently applied through standards-based performance assessments, retains large amounts of this discretion, freedom, and individual judgment. But this freedom has limits. The widespread practice of teachers defining curriculum and choosing not to teach critical subjects based on little more than their personal preference will, in a standards-based school system, go the way of the Dodo bird. Changes in teaching practice and experiments in learning activities are one thing\nchoosing to omit fractions for a third grade class because, in the word.s of one teacher, I dont like fractions, is an intolerable abuse of discretion. 2 a introductionMftkinx SliiruLiids Wurl- The need (or consistency in the applicalion o( standards is based on more than a bn tea net title imperative (or control or the psvebometric zeal tor statistical reliability. Consistency is requireJ by our commitment tc\u0026gt; (airness. Any reasonable notion o( (airries.s reqiiire.s that educational strategies, particularly assessments, must be consistent within a school system. Phis means, as a practical matter, that spelling counts in math class as surely a.s it docs in an English class. It implies that math counts in a graph provided to the social studies or economics teacher as surely as it does were the graph submitted to the science or math teacher. Although the development of standards-based performance assessments permits an extraordinary amount of creativity by individual teachers, the standards themselves remain fixed guiding stars by which educators and administrators can navigate. ihf tn S-If The Ten Steps described in Part Two comprise the heart of this book. The application of these steps to a single assignment and single standard by every teacher in a district can, over the course of two to three years, completely change the way educational strategies are developed, delivered, and assessed. B Part Three Part Three addresses the broader policy issues involved when making standards work in the district. Accountability, recognition, and response to challenges are among the critical issues of this section of the book. These chapters offer concrete and specific ideas helpful to superintendents and other educational leaders at the district level. B Part Four Finally, the reader will find reproducible handouts for easy review of key information, detailed sample assessments and assignments (including a sample format for assignments), a handy glossary, and a brief bibliography. School reform does not take place with books or speeches. School reform takes place through the actions of individual parents, teachers, and administrators who are willing to change what happens in the classroom. The standards movement can have an enormous intluence on a national commitment to excellence and equity, but it will inherently be the culmination of the efforts of teachers and school leaders working together, rather than a march in lock-step fashion to a uniform drumbeat. At the Center for Performance Assessment, we continue to gather stories of successful and unsuccessful innovations, and we hope that you might take a moment to share your stories with us. We look forward to an engaging, challenging dialogue with each of our readers and encourage you to contact us. Center for Performance Assessment 1660 South Albion Street Suite 1110 Denver, CO 80222 (501)504-9312 800-THINk-99 (800-844-6599) Fax: (.505) 504-9417 Web Site: wwu.testdtKtor.com E-mail: perlassessfu aol.eom i\n:%' s. I i B I I 1 introduction 3 a 'Hr fJl3\nfS 1 at chapter one Tying the Bell on the Cat The implementation of standards brings to mind this classic fairy tale. Once upon a time a council of mice gathered to consider how to deal with their deadly enemy, the cat. After much deliberation, the council decided that the best thing to do would be to tie a bell around the neck of the cat so that the mice would be warned whenever the cat approached. Amidst their general back slapping and self-congratulation, a small young voice uttered the telling question, But who will tie the bell on the cat? This book is about tying the bell on the cat. The national standards movement now faces a similar dilemma. There appears to be general agreement across the political spectrum that academic standards should: Be rigorous and challenging Be related to the technological forces that will mold the twenty-first century in which today's students will work Provide a fair and equitable basis for evaluation However, there i.s widespread and deep disagreement about how schools will be held accountable tor the implementation of these standards. Without accountability and without comprehensive and meaningful assessments, the standards movement contains little more than platitudes. While high expectations are certainly an important part of successful academic achievement strategies, expectations alone are insufficient. Assessment and accountability drive every other element ol the education delivery system, including instruc- Pari Oni -Why Standards Matter chapter one 7 I -jn , tt I I II h'W ' i A iti. f.- i 5^ Is t K. A* if li M.ikiii,i\nMill,.I, i- I dv.sign, clas.sruom iechnk|iic, alliicaiiiiii wl tt-sawcfs, .adiuniisiniiivc praciicc, ain,! central oflice decision making. a Linking Standards to AssessmentsAn International Challenge This issue crosses national boundaries. In August of 1997, I addressed a policy roundtable at the International Conference on Technology and Education in Oslo, Norway. Representatives of 57 countries heard speeches from leaders including a Prime Minister, several cabinet-level education officials, and a large number of leaders from universities and school systems. They appeared to be united on the necessity for high standards and placed particular emphasis on the need for technology literacy, student collaboration, and higher order thinking skills. The most frequent comment from the delegates of the many nations was, The same speech could have been delivered by educational leaders in our country. 1 then asked the group a simple question: if there is such unanimity on the need for high standards in thinking skills, collaborative work, and technology literacy, can any of the 57 nations here claim to have an assessment system that reflects these philosophies? In fact, can any nation claim to have an assessment system that doesnt reflect the opposite of what we claim to believe? One American community college dean said that they required technology performance assessment. A few delegates said that they were experimenting with individual proficiency tests at the university level. I These noble efforts notwithstanding, the state of assessment is now little different than it has been for decades. School leaders and national policy-makers talk about laudatory goals, and then continue to use tests that discourage (or more likely, prohibit) teamwork, cooperation and collaboration. The most frequently used tests encourage memorization of narrowly defined fact patterns or vocabulary words, and rarely require students to explain or justify their answers, analyze and synthesize information, or apply general principles to new and unfamiliar information. These are the skills required in the never-never land of political speeches, but rarely assessed in the classroom. The Central issue: How To Make Standards Work Despite this discouraging reality, the voices demanding change are gaining national and international attention. As far as voters and most board of education members are concerned, the issue is not whether to create effective accountability and assessment, but how to do it. There are a few hold-outs remaining who regard accountability and assessment as inherently improper, unfair, demeaning, and even unprofessional, but these voices are rarely taken seriously in most debates over educational policy. The new voices in the debate demand accountability and assessment systems that are based on high academic standards and that reilect the consensus of their communities about what students should know and be able to do. These voices lack the patience to debate endlessly whether we should have effective assessment--they demand to know how to implement effective iwsessment. It is to these 8 chapter one Pari OneWhy Standards Molfer i|^ energetic, innovative andyesfrii.siraied voiceMh.n this hook is addressed. Tlieir central questiim is: now that wc have standards, how do we make them work. K What Makes the Standards Approach Different From Business As Usual? Many school systems across the United States and abroad have endured the arduous proces,s of establishing academic standards. This has been no easy task, particularly in the politically charged areas of social studies, economics, and literature. As difficult as these tasks have been, however, even more difficulty lies ahead when transforming standards into assessments. If standards are to be successfully implemented, then many of the traditional ways of doing things must cease. Examples of traditional activities that can no longer take place under a standards-driven environment include the following\n Attendance (or seat time) is sufficient to gain credit. This issue frequently leads to a debate over social promotion versus high standards, n with the implication that high standards invariably lead to flunking students. In fact, high standards are founded on the core belief that all students can perform at high levels given the opportunity to learn, and with appropriate teaching and assessment strategies. Therefore, the practical impact of the application of high standards is neither high failure rates nor social promotionit is rather the use of multiple opportunities for students to demonstrate proficiency, and the steadfast refusal of teachers and administrators to label a student as proficient when they are not. i A D is a passing grade. I know of no classroom in American in which a D represents anything other than the failure of the student to demonstrate proficiency and the failure of the teacher to acknowledge it. The availability of a D is simply the policy op non that allows a school to explicitly acknowledge that a student failed to demonstrate proficiency in the subject, while refusing to require the student to do so. In a genuinely standards-based school system, the grade of D should not exist. Either students are proficient (usually a grade of at least an A or B and, sometimes, a C) or to be proficient should, in most circumstances, result in a gr\nthe student is afforded more opportunities to learn and Should the student refuse to do so, a failing grade, not a grade. XJiy are not. The failure of incomplete while emonstrate proficiency. L . is the only accurate \u0026lt;3 Pari OneWhy Sfondords Mofter chapter one TO ill K 9Mdknij\nVVdik I A great high school is measured by the quantity and creativity ol its elective offerings. There is not a shred of evidence to suggest that the prolileration oi non'acadeniic electives have improved student learning. But there is a growing quantity ol statistical and narrative evidence that an emphasis on core academic disciplines promotes student learning, not only in traditional test scores, but also in complex performance asses.sments. Nevertheless, there are hundreds of high schools that have academic standards for statistics and economics, but offer no classes in these subjects, while the same schools devote time and resources to classes for which the community has no academic standards. Note well: this does not make a brief for a curriculum based only on the three Rs\" but rather insists that every class, regardless of its label, owes a duty to the student and community to reinforce academic standards in math, language arts, social studies, and science. Classes in music, cooking, wood shop, and physical education offer extraordinary opportunities to teach math, science, history, and language arts. We cannot squander the talents and time of these teachers, nor can we afford the inconsistent message that such subjects are soft because they are not really academic. The defensiveness of teachers (and more commonly, some professional associations) on the subject of academic emphasis in elective subjects is misplaced. Academic core curriculum classes are identical in structure and length for every student. The common practice requiring that every ninth grade student should take the identical math class (typical algebra) is absurd. In a diverse district (that is, any district without a small and neatly identical group of students), some students come to the ninth grade ready for trigonometry while others require basic mathematical skills in order to avoid a catastrophic failure. Some students are ready for the challenges of literary criticism and advanced composition, while others need work on the fundamentals of spelling and grammar. A standards-based approach to education begins with the premise that all students can learn and achieve at high levelsbut that does not imply that all students leam in the same way and at the same pace. Standards-based districts expect that all students will achievethat does not mean that they should expect that all students will learn in the identical manner and at the same pace. The practical impact of standards implementation is more than a series of community meetings in which everyone exclaims how nice it would be if all students learned math, English, history, and technology. This will remain the stuff of Rotary Club lunch speeches unless it is transformed into specific curriculum reforms. It is likely that many school districts that began establishing standards would never have completed the journey had they realized that the elimination of these notion.s are the practical outcome of standards implementation. A standards-driven district, however, cannot afford rhe luxury of paying lip service to academic standards bv implementing ,i system based only upon attendance (or seat time\"), hourly credit, and ancient definition.s of satisfactory. Let us consider each ol these implications in some detail. , 0 chapter one Port OneWhy Standards Matter II I .r I 89 It's ProficiencyNot Seat TimeThat Matters f H Mil nl StandarJs implementation depends on a ilciiionstration of protitivuty. Iraditioiial means ol such as a Idler grade associated with seal lime.jire hardly ever an indication that a student has met standards. Indeed, most teachers would agree that students to whom they have given a \"D grade do not meet the standards for that class, and the teacher would have regarded the D as an unsatisfactory grade. Nevertheless, for the purptwes of awarding the ultimate credita high school diplomathe D is regarded as satisfactory. assessment tin\nli fi If standards mean anything, they mean that students must demonstrate proficiency in order to obtain credit for classes and, ultimately, in order to obtain a high school diploma from that school system. This means that the era of credit for attendance and class participation is over. Students gain credit through a demonstration of proficiency. This can be done either at the i. beginning of the class, in the middle of the class, or at the end of class. For students who demonstrate proficiency early, the classroom teacher has the responsibility of providing enrichment opportunities that allow those students to indicate..that they have exceeded standards. For students who have difficulty achieving standards, the teacher has the obliga- provide multiple opportunities for those students to make progress towards standards cion to provide multiple opportunities tor tnose stuaencs co imc luwmko and, ultimately, to meet the standards. For students who, at the end of the term, fail to meet standards, the teacher has an obligation to forthrightly indicate that the student does not meet standards, and hence was awarded no credit for the achievement of that standard. Along with this obligation to tell the uncomfortable truth, teachers have the obligation to continue to help the student work toward the achievement of that standard. I i sN n H Standards Lead to Curriculum Reform Standards implementation inevitably leads to curriculum reform, including the provision of intensive assistance for small groups of students who are not initially meeting standards. Another essential element of curriculum reform is the systematic use of standards in the description of courses. At the very least, this means that every class (particularly in a middle school, junior high, or high school) is listed in a course catalog and is associated with one or more standards established by the district. Some districts, for example, have standards in statistics, but no classes in it. On the other hand, they have classes in psychology, sociology, and photography, but no standards are associated with those classes. If standards are to become more than a slogan, then one of two things must happen. Either the classes that are not associated with standards are no longer taught, ora better alternativethe teachers of those classes creatively identify ways their classes can help students achieve academic standards. For example, statistics standards can clearly be met in a number of sociology, ethnic studies, psychology, and social studies classes. The same is true of many language arts and civics standards. The photography class could be linked to siandards in mathematics, language arts, and civics. The bottom line remains, however, that classes ni.)t linked to standards do not make a contribution to the goals of the district and should not be taught. li KI Pcf r OneWhy Standards Matter chapter one H 11.Siandard.s implementation requires a comparlmeniali\ned eurticuliim. By comparimeiiializa- tioii, I mean the reduction of some academic subjects into smaller blocks. I here should be no such thing a.s ninth grade mathematics\" or tentb gr.ade English. Rather, standards that these classes base traditieuially comprised should be taught in units ranging in size from a lew weeks te' a lull semester. It might be possible that some students would take two classes to complete all those requirements-the time traditionally used for a full class. Other students, however, may need four, five, or even six units to achieve the same level of standards. J j t y ? 5 This is most evident in mathematics classes. The notion that every ninth and tenth grader should take the same algebra class is simply preposterous. A number of students enter high school without knowing multiplication tables, not to mention having any preparation for J algebra class. The traditional system requires that these students take a class for which they are hopelessly ill-prepared and then brands those students as failures in mathematics. A better approach is to permit these students to achieve high school mathematics standards through a number of different classes, including not only traditional academic classes, but also application classes, vocational classes, and interdisciplinary classes. Those students still have to achieve the algebra standard but they do so by taking a variety of classesnot by taking a dumbed-down curriculum. h i The goal of a standards-based curriculum is not to tell students how to achieve standards, but rather to provide a broad menu of alternatives that meet the needs of students who require additional instruction, as well as those who have already achieved the standard and appreciate further enrichment. The practical effect of this system is that students who need to spend more class time to accomplish the graduation standards will take fewer electives. Does this mean that a student who needs extra math and English classes in order to achieve high school graduation might not have time in his or her curriculum for band and drama. That is precisely what it means. This leads to the next issue. Standards implementation almost invariably implies fewer electives. I I What About \"Non-Academic\" Electives? One of the many ill-considered trends in secondary school education in the last twenty years has been the proliferation of non-academic electives. Although many of these classes have earned high marks for innovation and creativity, they have done little to contribute to the academic achievement of students. Even in districts that claim to be standards-based, many of these electives continue to thrive in ignorant bliss ot any responsibility the teachers of these electives should have with regard to standards implementation. .Although 1 acknow- ledge the social importance ot many electives, these are times of limited resources and failin' academic achievement in many districts. Such times call for making choices with regard ig to available time and resources. Although it may not be necessary to eliminate electives in instrumental music, chorus, journalism, drama, social sciences, and creative writing (just to name a tew), it is essential that these electives be available only to students who have already achieved the standards appropriate for their grade level, or that those classes are directly used to help all students achieve academic standarels. In addition, the teachers of these elective' 12 chapter one Part OneWhy Stondarrds Matter'.liJkin.i' u-'. iW' sub|eits hear a respitnsibilif, (nr either demons!rating that their ckisses can, iii faet, help students achieve specilic academic siunchinls. or accepting the fact that the activities in which they are engageil are more appropritite a.s after-school exiraciirricnlar activities. To he sure, there are a number of teachers of music, shop, home economics, and many other elective.s who can be splendid mathematics and English teachers if only given the chance to use these subjects, which they so creatively teach, to help students achieve academic standards. h it| 1 There is substantial controversy on the subject of whether non-academic\" subjects should have their own standards. This position is advocated by many professional groups associated with music, physical education, and vocational education. They argue separate standards makes these subjects part of the standards movement. In my view, such a movement is precisely wrong. It distances these subjects from core academic subjects and may doom them to irrelevance. A better approach is to integrate these traditionally non-academic subjects with academic standards. For example, woodworking and cooking become ways to teach math and science. Music and art become ways to teach history and literature. This integration will elevate the status of music, art, woodworking, home economics, ant! subjects that are too frequently placed on the chopping block during budget difficulties, in sum, the importance of these subjects is best recognized, not by their isolation, but by th _ir integration into the core academic content standards of our schools. * IE ii Standards and High School Graduation Requirements Standards implementation implies different graduation requirements. The myth of the gentlemans C (or given todays grade inflation, the gentlemans A-) holds that mere attendance without an excess of disruptive behavior qualifies a student for a passing grade in a class. If standards are to have meaning, then a demonstration of proficiency must be linked to the awarding of high school diplomas. Many progressive districts are moving toward a certificate of completion for students who have been able to pass the attendance requirements for graduation but were unable to demonstrate proficiency in academic standards after the normal number of high school years. Typically, these students are offered a fifth year of instruction, at no charge, either in the secondary school setting or in an appropriate post-secondary institution. B Standards Call for Courage For most, tying the bell on the cat requires courage, just as it did for the council of mice. Districts that seek to undertake standards must be prepared to face the political firestorm that accompanies a restriction on student choices and a diminution of the widespread emphasis on non-academic elective subjects. Moreover, criticism will inevitably come from those who believe the application of curriculum blocks is too close to tracking.\" .As a result, they will brand the implementation of standards as unfair, sexist, racist, and other appellations thill say more about the le\\el ot educational and political discourse than they do about the targets of the labels. 4^ Par} OneWhy Standards Matter chapter one B 13 iiJfSShiHtknd.s Wmk I'iivilly, ciiticism will come from teachers, themselves, who appreciate pertormance-hased assessments ril slaiiciarJs in theory, hut who are less than enthusiastic when they discover that the primary responsibility for the creation and year-round administratitrn of these assessments rests with the classroom teacher. Only those districts w'illing to risk the wrath ol all of these criticisms, and many more, are going to be able to successfully implement standards. The result will certainly be worth it in academic achievement, fairness, equity, educational cipportunity, professional development for teachers, public accountability, and in many other ways. But only the most innovative and courageous districts will endure the pain and discomfort of these criticisms in order to achieve those long-term results. 1 j I i li li. J 14 ? P. j-t )ne Z/liy ihimlunU M'HIci , hLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72201 August 26, 1998 TO: Dr. Les Carnine Dr. Patty Kohler Dr. Kathy Lease Mable Donaldson Dennis Glasgow Gene Parker Marie McNeal Vanessa Cleaver Pat Price Lucy Lyon Marion Woods Carol Green FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Meeting with Doug Reeves I know that youve had a hard time getting hold of a copy of Doug Reeves book, as I had suggested you do. Im including a copy of the first few pages so that you can at least get a sense of what he is about. BAL/adg Attachment 2 1 I i L L { LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 October 23, 1998 TO: Principals I FROM\nDr. Bonnie Lesley, Associate Superintendent for Instruction ! SUBJECT: Best Practices You will want to add to your own and to the schools professional library copies of Best Practice: New Standards for Teaching and Learning in Americas Schools by Steven Zemelman, Harvey Daniels, and Arthur Hyde, published by Heinemann in 1998. (See www.heinemann.com.) I The book includes chapters on exemplary programs in reading, writing, mathematics, science, social studies, fine arts, and classroom structures for best practice. There is another chapter on staff development and a final one on urban schools. I think all could be helpful to your Campus Leadership Team. BAUrcm I i I j i 3 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 4, 1998 TO: Principals FROM\nDr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Principals and Standards Please read carefully the list of the attached speech by M. Hayes Mizell, Principals as Leaders in Standards - Based Reform. Mizell is absolutely right, I wish I had written this speech. I know that you all need support, however, not just admonition. Please send me your suggestions of the professional development you need, based on this speech, to lead standards-based reform in your school. We'll try to provide it! Remember - standards is one of four components of Smart Start. The others are professional development, assessment, and accountability. I hope you are seeing how all this fits together. Attachment BAL/rcm Home 1 Latest Updates | Newswatch 1 MiddleWeb Index I Reforming. Schools ] Links | Search Excerpts from the remarks ofM. Hayes Mizell at a meeting ofrall elementary, middle, and high school principals from the Corpus Christi Independent School District. The meeting was held on March 14, 1996 in the CCISD administrative offices in Corpus Christi, Texas. Principals as Leaders in Standards-Based Reform Somewhere in Corpus Christi there is a church marquee with a powerful message on it: \"Faith will work if you do.\" That says a lot, and I probably should leave it alone, but I can't resist the temptation to adapt that message to say \"Standards will work if you do.\" This morning I want to talk with you about the principal's leadership role inimplementing standard The concepts of content and performance standards are still relatively new, and this school system is one of only a few in the nation committed to making academic standards a reality in all the district's schools. This is a necessary and noble cause, but the truth is that there are no models for how to implement standards so they increase student performance. You probably want direction, but there is no road map for you. There is only hard thinking and hard work ahead. There are also risks. Some of you may want guarantees that standards will work magic on your teachers ^d your students. There are no such guarantees. Some of you may want the handbook on how to implement standards successfully. There is no such handbook. Like many other issues in education today, standards present difficult questions that depend on your experience, intellectual engagement, creativity and good faith for answers. Without tfae leadership of principals, standards will not result in more productive teaching and learning in your school^ ------------- This leadership is easy for me to talk about but difficult for you to demonstrate. I suspect many of you see standards implementation as one more item on a very long list of tasks somebody expects you to carry out. You experience your jobs as responding to a variety of \"shoulds,\" \"oughts,\" and \"musts,\" array of expectations and mandates that come at you from many different directions. an There is no shortage of people and groups who want to set your priorities. Some people want your schools to focus on student control and order, Others want to make sure the most advantaged and able students get the best teachers and the most engaging curricula. Still others want you to give priority to athletics, students social needs, or their self-esteem. It would surprise me if you wonder where or how standards you are supposed to fit standards into your list of dizzying tasks. There is no shortage of people and groups who want to set your priorities ... I suspect many of you see standards implementation as one more item on a very long list of tasks somebody expects you to carry out. I want to .suggest that you restructure your task list. Separate it into three parts. At the top of the list, write \"Enabling studenteto perFonn'at standard. Then insert twotirthree line spaces. ListeveryUsk for which you are responsible that is necessary to enable students to perform at .standard. Then insert several more line spaces, and then list all the other tasks you find on your plate. Now you have your list of priorities. Begin at the top. If making sure students perform at standard is your first priority, then you will develo_a respectful and 1 of 5 10/13/98 1:35 PMPrincipals as leaders in standards-based reform http'.//middleweb.com/Prinstan drd.html canng leamng enviroiment not to control students but beca^ it provides the context in which students \\ / can le^ b_gst. You will determine who gets which teachefnna~access?gwhat ^^iat TV all students need to perform at st^dard. You will provide all students with diverse opportunities to . develop and demonstrate their tolents becauseTich opportunities reinforce the importance of achievement in all areas of schooling. \" ..... You can use standards to refocus your schools on what I believe should be their primary mission, to significantly increase what students know and can do. Unless you are clear that \"this is, in fact, the~ mission, and unless you and the central office agree that it is also the school district's mission then standards will make little difference to your students. I do think it is important for principals ^d the central office to get straight on this issue. If enabling stodents to perform at standard is thepriprity^then jtmay call for reform in central office expe^tions and operations to support that priority One of die ' leadership roles of pnoci^sls if insist that what the central office does reflects what the cehrial office says. If enabling students to perform at standard is the priority, then it may call for reform in central office expectations and operations to support that priority. You can see that implementing standards is likely to be uncomfortable. Contrary to what most people assume standards jeggire educators to change more than they require students to change. Students will X\" not perform at standard unless teachers increase their own knowledge of subject content, more successfully engage shidents in learning that content, and assign and assess student work congruent with t^ perfOunaiice standards. Teachers v/ilT riot be able to make these changes unless principals and site-basedjecisionmaking teams give~pribrity to enabling students to perf^aTstdridarT\nmdT:rcatc the expectations, school culture, and supportTfructures necessary for-teachers to reform'their practice Principals will not provide the leadership to implement standards unless the central office gears its systems, operations, admonitions, and priorities to encourage and support principals' efforts to enable students to perform at standard. In other words, standards implementation is primarily about adult learning, adult change, and adult risk, all towards'tEe end of enabling every sPident to perform at higher X- The leadership of principals is needed at every level of this enterprise. You can begin with your Cl + _r40CO/4 /-I Cl*rt V i rr T U 1 1____________11 . srte^based decision making teams. I don't know how well your teams are functioning or where they are ----_, ---p - X V rj TTVil J MUI ivcuiw Olc luiiuuuiiuig ui vviicrc Liicy focusing their energies, but I have little doubt that they need your help in keeping them focused on improving student performance. .. . (Slite-based decision making teams bavp tn play a much more aggressive and creative role in understanding the actual performance levels of students, and focusing schools and their communities on student performance. This is not a role site-based teams will adopt easily, and principals have a leadership role to play in helping them do so. Each SBDM team and each principal also needs to grapple with this basic question: \"How should this school stmcture itself to enable students to perfonii at standard?\" Keeping this question high on the site^based decision making team's agenda is essential because an important dimension of sUndardsjiased reform is changing schools' organization and structures to more effectively support student and teacher learning. _ ' ... We know that when teachers have time to analyze and reflect on their classroom practice, and to learn from 2 of 5 10/13/98 1\n35PM1 c riuj^*r iiiKibiK rr w. Will\nx i xxx\u0026gt;\u0026gt;txxiivxikx.iiuxii and collaborate with each other, they become better teachers. This is not rocket science. For example, we know that all students perform better \\yhen they are in,small settings where they consistently interact with the same group of students and develop close relationsTups with their teachers. 7\\ These small communities of learning also provide better opportunities for teachers to^ tbkn6w dieir students well, and understand how students learn best and what keeps them from learning. We know that when students have extended class time to cover more subject matter and understand it more thoroughly, their learning increases. We know that when teachers have time to analyze and reflect on their classroom practice, and learn from and collaborate with each other, they become better teachers. This is not rocket science. However, in spite of what we know about \"what works\" in education, there are still m^y, many schools , vzxxvw wKo^uwuxxvxXj *44^xV CUV JLXll Aixcm^y iiKuxy jVXIvUIo y that are not re-forming themselves to create small learning communities, longer periods for instruction, ~ and more time for teacher reflection and collaboration, t his is a serious problem It hnrders on education malpractice. Schools know how to create conditions under which students can learn better and teachers can be more effective, but schools are not acting on what they know to improve education. What would we say about a doctor who.knows about a promising medical.treatmentbut refuses to risk .using it on a jick patient? What would we say about a corporate board of directors that knows there are management practices that can increase the p oductivity of employees and the value of the company's stock but tolerates executives who refuse to i nplement the more effective practices? Why are both of these examples almost ummaginable, but it is acceptable for schools not to act on what they know will benefit students and teachers? This has to change, and it will only change if principals become strong advocates for structural rgforms^that create conditions under which students and teachers will~b^better ableTb perform at higher levels. - What would we say about a doctor who knows about a promising medical treatment but refuses to risk using it on a sick patient? Why is this example almost unimaginable, but it is acceptable for schools not to act on what they know will benefit students and teachers? I make the case here that standards-based refoiin applies to the whole school, not just to teachers and students, and that principals need to exert leadership to ensure that this reform is integral to the school's structure, operations, and culture. In the flnal analysis, however,It will be in classrooms where content and performance standards succeed or fail. This means principals must pay just as much attention to ~ 'teachers'use of content and perfomiahce^standardTTh their cl^srooms ^to the school-wide reforms to support the teachers' ettorts. In Corpus Christi, principals will have to be especially vigilant because there has been some early success in standards implementation. Many teachers have accepted the standards because some of their peers participated in the standards development, and these colleagues have been able to orient other teachers to the standards and explain their purpose. Teachers are also welcoming the standards because across the district they provide common direction about what teachers should teach. Teachers also appreciate knowing how the content they are covering relates to the content students learned, or should have learned, at lower grade levels as 3 of 5 10/13/98 1:35 PM^cipals as leadeis in stanQaras-basea retorm http://middleweb.com/ Hnnstandrcl.titml well as to the content students should leam at higher grade levels. Teachers and students' families seem to like the fact that the standards have introduced coherence, fairness, and predictability to coverage of subject content and instruction. Of course, there is more work ahead. Teachers have to become more skilled at assigning work that will prepare students to perform at standyd and they have to become more proticient at assessing v/hat students actually know and can do. Principals need to make sure teachers are developing and boning these skills in ways that increase student performance. This means that principals need to provide leadership to standards-based reform by spending more time in classrooms. However, occasional visits to classes will not provide principals with the information they need to understand whether standards are spurring teachers towards more effective instruction and more productive student engagement in learning. Principals will have to make time to be in classrooms more routinely, for longer periods of time, and they .will need to go into these classes with ideas about the kinds of changes in teacher practice that ar'e'mdicahv^oT more effective instruction..... This leadership by principals at the classroom level is necessary because there is a looming problem in standards implementation. Now that the school system has developed and disseminated the standards, and teachers have ac'cepte3 them, teachers'jiractice may remain largely unchangecTThere are stiirdassrooms wherg'students j~e engaged m worksheets but where it is less clear how well students understand what they are learning, or whether the worksheets will enable the students to dem^trate^at they know and can do. There are still hallways -with little or no student work, or where there are displays of uncorrected student work. As I have said before, and as I will keep on saying, students will not pefforrh at standard if teachers do not change their practice so theyare more effective /v In engaging students inTeammgT\" The school system has academic standards that describe the levels of performance students should demonstrate, but I wonder if the school system has standards for exemplary teacher practice. The school system has promulgated academic standards that delineate the content teachers should cover - and the levels of performance students should demonstrate, but I wonder if the school system has standards for exemplary teacher practice. I am not suggesting that there should be such standards because teaching is truly an art rather than a science. At the same time, however, I do think it would be appropriate for the central office, in collaboration with representative teachers and administrators, to wrestle with identifying pedagogy and^practice that is most likely to enable students to perform at stmdard. If nothing else, this process would help principals develop a point ofview about teacher- behaviors that can increase student performance, and this would, in turn, inform principals' perspectives when they visit classrooms. In any case, the successful implementation of standards-based reform is absolutely dependent on the leadership of principals, and that leadership must be in evidence at the classroom level as well as throughout the school. Principals must develop a clear vision of the kind of teaching they believe is necessary to enable students to perform at standard, and tluough the hiring, support, and supervision of teachers they must provide the leadership to bring that vision to fruition in classrooms. I know your roles are very difficult and the demands on you are very hea-vy. Perhaps you have interpreted these remarks as one more pleading to give priority to a special interest. In a way you are right. I do not apologize for pleading for you to focus your role, your responsibility, and your moral authority on student performance. I do not apologize for asking you to bear the burden of leading true reforms at your schools that you know are best for the education of your students. 4 of 5 10/13/98 1:35 PMPrincipals as leaders in standards-based reform http\n//m iddle web. com/Prinstandrd .html I do not apologize for this special pleading because you and this school system are at an important juncture. The academic standards provide the framework for refocusmgyomVcEs ^^^Eori^al Student performance. Now the question is whethei you will compromise the standar^pj^smaU,^!^^ the m^g?ns thi j^^ffireTittleorschoolsand t^cheH\nand will yield little or nojgsults^,oFwEeffier you wilt ny the.stand^ds , -1 . 3~-j ----T-------catapult to major reforms in your buildings and classrooms, aiid^n to significantly higher levels oT student performance. \" On behalf of the thousands of yom students who are depending on you and your schools, I am asking you to choose e path that is hard for you but full of promise for the young people of this'commimlty. Return to \"The New Principal\" Return to The Haves Mizell Reader index 5 of 5 10/13/98 1:35 PM4 *//// q 7 I LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 I August 5,1999 I TO: Everyone t FROM: Dr. Bonnie Lesley,A, AAcssociate Superintendent for Instruction t SUBJECT: Social Promotion i The U. S. Department of Education has an excellent new publication that you will want to read: Taking Responsibility for Ending Social Promotion. A copy of the Executive Summary is attached. You can get a full copy of the report for yourself by calling 1-877-4ED-PUBS, or you can download it from the website: www.ed.gov. When you read it, youll want to note that we are implementing most, if not all, of the recommendations at the elementary level. i BAL/adg Attachments t I Executive Summary that all students have the best chance to achieve high standards of learning 1 i ! 1 Working to ensure-------------------- demands that educators and state and local leaders take responsibility for giving students the opportunity to meet high expectations and for ending the practice of social promotion-where students are allowed to continue to pass through school with their peers without satisfying academic requirements or meeting performance goals at key grades. In his 1999 State of the Union address. President Clinton called for an end to social promotion. In order to help educators and state and local leaders meet that challenge, the President directed the U.S. Department of Education to draw on lessons from research and practice to prepare this guide on I effective approaches to ending social promotion. I While the practice of passing along students who are unprepared is often hidden, there are indications that the problem is prevalent in many of our nations schools. More than half of teachers surveyed in a recent poll stated that they had promoted unprepared students in the last school year, often because they see no alternative. Research indicates that from 10 to 15 percent of young adults who graduate from high school and have not gone further-up to 340,000 high school graduates each year-cannot balance a checkbook or write a letter to a credit card company to explain an error on a bill. If one examines national assessments of student performance, * . 1 _ _ 1_____1 _r_____, A+ fU/a romo timA upwards of a third of students score below the basic level of proficiency. At the same time, analysis of the 1996 Current Population Statistics indicates that only about 3 percent of students 1 /_______3 Ur'7 koAT rpfoinpH are two or more years over age least once). for their grade (a good indication that they have been retained at same time, The issue of ending social promotion has too often been posed as a debate over the relative benefits and disadvantages of promotion versus repeating a grade (retention). Yet we know that neither strategy is appropriate for students who are not meeting high academic standards. Students who are promoted without regard to their achievement tend to faU eyen_fijrth^ejund their classmates as they move through school, and thqs_e_y^o_dgTiptdro2,3Ut usuaUy^nish without having the knowledge and slalls expected of hi .ah school graduates. At the same time_, Vpsearch shows feath^I^gSldents back to repe^ga^ithout changinging^ojLal,, ?i\n^\ni\nwii\n7F^Tective. The achievement of retai^students, after repea^_a^de^stiU jags of their peers, and retention also greatly incr^j^e likehhggd\u0026amp;g a out of school. Being held back twice makes dropping out a virtuaUert^v. Retenti^disproportionately affects minority and economically disadvantaged students. To pass students along in school when they are unprepared or retain them without addressing their needs denies students access to opportunities at the next level of schooling, in nostsecondary education, and in the workplace. Both policies send a message to students that little is expected from them, that they have little worth, and that they do not warrant the time and effort it would take to help them be successful in school. The cost of these policies extends beyond individual students to society as a whole. Employers have little confidence in a high school diploma as proof that graduates are prepared with the requisite skills. Colleges and 1 ! 3businesses spend resources providing remedial training for students and employees. Lack of education and skills is highly associated with poverty, crime, and violence among youth and young adults. With pressure increasing to hold students accountable for performance and to end social promotion, and research pointmg to negative findings related to retention, educators may feel they have few choices. The results of both policies are unacceptably high dropout rates, especially for poor and minority students, and madequate knowledge and skills for students. Neither practice closes the learning gap for low-achieving students, and neither practice is an appropriate response to the academic needs of students who have not mastered required coursework. Strategies Social Pr\u0026lt;Mafibiii Compreherisive approaches tO'radii^ socM pfomohoij require leadershipj rraotees, and conunanfty support to: This policy guide offers better options to social promotion and retention by focusing on interventions to help all students meet high expectations. While raising our awareness of the important need for students to meet performance requirements at key grades, ending social promotion is not a stand-alone policy that can be imposed on students. Taking responsibility for ending social promotion requires a comprehensive effort involving all stakeholders to addresses multiple problems and a variety of student needs. It starts with setting high standards and making them count by holding schools accountable for preparing students to meet the standards. A comprehensive approach .to ending social promotion requires early identification of student needs, researchbased strategies for improving learning. Set clear objectives for students to meet performance, standards at key grades. Identify student needs early in order to apply appropriate instructional strategies. Emphasize early childhood literacy. Focus on providing high-quality curriculum and instruction. Provide professional development that - deepens teachers' content knowledge and improves instructional strategies to engage all children in learning. Set out explicit expectations for all stakeholders, including families and communities, in efforts to help end social, promotion. Provide summer school for students who are not meeting high academic standards. Extend learning time through before- and after-school programs, tutoring, homework-centers, and year-round schoolings Reduce class sizes in the primary grades. Keep students and teachers together for more than one year and use other effective student grouping practices. - , Develop transitional and dropout prevention programs for middle arid hi'^ school students. Hold schools accQUihable by publicly reporting school performance, rewardiag school improvement, and intervening in' Isw-performing schools. \" and timely intervention for students who need extra assistance to meet standards. It demands that all classrooms have well-prepared teachers and high-quality curricula. It calls for increased J 5 I i I i ! {! f I i JIJ ii family involvement at home and in the school, and it calls for greater community support of educational activities. 5 i 1 I The guide shows how states and districts can set a policy context for high expectations and success, how schools can prevent and intervene to reduce school failure, and how these strategies can be sustained through ongoing support for school improvement. The guide concludes with an inventory of federal resources available to help states, districts, and schools end social promotion. i i i I\nI Taking Responsibility There is widespread agreement among the public that schools need to set higher standards than now exist for what students should know and be able to do to be promoted. The first step in taking responsibility for ending social promotion requires states and districts to develop clear and challenging standards for all stodents. There must be clear objectives for students to meet performance standards at key grades (e.g., every child should be able to read well and independently by the end of the third grade). States and districts also need to set explicit policies about the promotion of students and must take responsibility for making sure that students receive the help they need to meet the requirements -- including providing the necessary resources for schools to help students, and intervening in schools that fail to provide students with the skills they need to succeed. Districts \"such as Chicago, Tacoma (Washington), Philadelphia, Cincinnati, Corpus Christi (Texas), and New York City, and states such as Delaware, Florida, South Carolina, Texas, and Oregon have stepped up their efforts to improve student achievement by adopting policies to end social promotion and providing support and assistance to students who are unprepared for the next grade. Assessment is an important issue in efforts to end social promotion. Schools must be able to accurately measure student progress toward achieving performance standards, but education leaders must take care when deciding how assessments are used to influence student promotion decisions. There must be adequate educational justification for the use of the tests, evidence of validity and rehability for the populations tested, adequate prior notice to parents, and adequate opportunity for students to become familiar with the curriculum-bgmg. tested. States, districts, and schools should not rely upon one assessment as the sole measure for making educationally sound promotion decisions. Rather, a rich variety of measures of student progress are central to making student promotion decisions and diagnosmg problems early. High standards, clear policies, and high-quality assessments are the starting point from which other practices must be developed and aligned. Schools must concentrate on providing high- quality curriculum and instruction aligned with high standards and get all stakeholders-includii^g family and community members-involved in helping all students reach high standards. i iii ! IStarting Early I i To prepare students to meet high standards we must start early. By having a range of positive early learning experiences, young children broaden their knowledge and develop their skills. Early childhood education can help educators identify children possibly at risk of school failure and take steps to ensure their readiness for school and successful learning in the early grades. Starting early is particularly important to help students develop literacy skills. Reading must be introduced to children at a very young age, integrated into preschool activities, and reinforced at home. Across the nation, educators are recognizing the significance of early intervention. Chicagos Cradle to Classroom program works with 700 young mothers each year to give them the skills they need to stimulate their childrens minds as well as to care for them physically, emotionally, and socially. The citys Parents as Teachers program trains parents to visit the homes of r,500 preschoolers to help them develop preliteracy skills. In Charlotte-Mecklenburg the district has directed the great majority of its Title I funds toward its Bright Beginnings prekindergarten program. In collaboration with Head Start, the program gives four-year-old children a literary-rich, full day prekindergarten experience. Strengthening Learning Opportunities in the Classroom I I s i If students are to be held more accountable for their acadeimc performance and made to accept consequences for not meeting standards at key grades, schools must provide adequate opportouties for students to meet expectations on time. Educators must use data effectively to identify at-risk students before they fall too far behind. They must ensure that all students have access to good teachers by recruiting qualified teachers, providing teachers with high-quality i ( professional development opportunities, establishing mentoring and networking relationships ^ong teachers, andjroviding incentives for good teachers to work in the most needy schools. Educators and leaders also must take advantage of research-based practices to enhance student achievement\nthese include flexible student grouping, keeping teachers and students together for more than one year (looping), \" t I I i 1 cooperative learning, tutoring, and reducing class size. Schools must also strengthen learning opportunities for students with limited English proficiency, migrant students, and students with disabilities by providing them with appropriate educational services and accommodating their unique needs. This guide highlights examples of transitional programs for Along -with ending the practice of social promotion we must provide extra help for children after school and in the summer so that we don 'tjust identify children as failures, but instead say, we re going to give you more help until you succeed. -President Clinton, July 1998 non-English speaking immigrants and distance learning projects for migrant students. ivExtending Learning Time 1 i J 4 I 1 I i i I 1 1 S i\nPrograms that extend learning time-such as summer school, after-school programs, and ye^- round schooling-can help prepare students academically and developmentally to move to tte next grade. Mandatory summer school is a central feature of efforts to end social promotion in Nev^I^i^n, and Washington D.C. The 21st Century Commumty Learning Centers proffam, for example, enables schools to provide expanded learmng opportunities for :OTaftCT^ool, on weekends, and during the summer in a safe, drug-free, and supervised chi\nThe centers offer homework assistance, intensive tutoring in basic skills. environment. otter homeworK assisxance, mtcubivc m uaoiv counseling to prevent drug use and violence, and enrichment in core academic subjects, as well as opportunities to participate in recreational activities, the arts, technology education programs. and services for children and youth with disabilities. The centers are supported through school- OliU OVi w*.***---J-------- 11 community partnerships that include public and nonprofit agencies and organizations, local businesses, and educational entities. Helping Students Still Do Not Meet Standards For students who still have difficulty meeting standards despite prevention and early intervention efforts, repeating a grade with the same instniction over again has been found to be ineffective. These students need alternatives that help th'm develop the skills they need to acmeye. But intervention services usually dinainish in the upper grades, just as these students face tough challenges and peer pressure that can seriously affect their academic lives. Establishmr effective high school transition and dropout prevention programs can help. For example. Long Beach (CA) Unified School District assigns eighth-graders who fail two or more classes to the Long Beach Preparatory Academy, a year-long alternative program that has smaller classes than regular ninth-grade classes\nCounselors work closely with students and their families. In the programs first year of operation, almost 90 percent of participants earned promotion to the nmth grade. Holding Schools Accountable for Performance and Helping Them Improve Ig Ending social promotion requires real accountability for results, and this accountabili^ must \"STwiOie schoo'is. Many states and districts have taken steps to hold schools more 'accountable for student performance. Thirty-two states publish annual school report cards. Some states distribute the report cards to parents, and the contents of the reports often are published by local newspapers. State, district, and school leaders alike claim that this form of be a motivating force in school improvement efforts. To take public accountability can responsibility for ending social promotion also means that states and districts must intervene to improve schools that are failing, as well as reward schools that do make significant progressm helping all students meet performance standards. President Clinton and the U.S. Department of Education are committed to helping to end social promotion This guide concludes with an inventory of resources firom the U.S. Department of Education to help states, districts, and schools in the effort. The inventory starting on page 58 describes federal programs and assistance available and lists helpful documents. Vi s 1 LegM^tiea LeafniBg Clp^jtoniiSes National Class Size Reduction IhitiaUve: In October 199s Pr/^cid^nt n- te SSt\" ? \"S' 'ndt, hire, ..^d S' teachers and help reduce class sizes, particularly in the early grades. J^ellence Act: Two years ago President Clinton issued a challenge to help \u0026lt;^ldrcn.be able to read well and independently by fte end of third president si^d legislarion \u0026amp;at wiB provide $260 mil linn chil\u0026amp;eh to develop literacy skills. grade. In 1998, the to help more than 500,000 competitive-grant program provides $120 million mentonnf, tutoring, enrichment programs, and other aciivines c' \" awareness and oollege-going rates among low-income students ' to support activities designed to increase Community Learning Centers: $200 miffion in 1999 s ! m a a priority for I 5 J i hggall students reach high standards. It ftajoaMmffitoen.to .fbrperfoimance. It requires a focu^ of collective responsibility that can that^sc^kmdj^dents b^hddl^^^ l^-?,?J5?.OHLq.es-_.^d itd^^ V HpX/Al/\\r\\ ., only develop when expectations and a sense consequences are clearly communed within the. Qrhnni\n7j narrn'TTj'n ^ons^nces are clearly matag su.k., .1, child,if^^\n^^ggaS^a responsibility for ending social promotion. vi 1 I 15 / ' - / ?//y/77 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 17, 1999 TO\nEveryone FROM\nDr. Bonnie Lesley, Associate Superintendent, for Instruction SUBJECT\nCurriculum Standards Teachers, K-12, will be implementing new curriculum standards and grade-level/ course benchmarks in English language arts, mathematics, science and social studies this year. We focussed on the critically important instructional strategies that will be required for student success in meeting those standards in the preschool inservice. Now the real work of translating standards/benchmarks into daily lesson plans beains. Teachers will need our support and ongoing professional development. Attached is an art.i.c.l e from t.1h e kM aa_r_c_hI- A1 999 issue of EduI cationrsa oJ I IL oeoaHdoerrcsKhiine tthhaatt I hope you find to be helpful. BAL/rcm .11^ 1-' 0 I * i-J To avoid curricular chaos, educators must be judicious about the standards they assess. Mike Schmoker and Robert J. Marzano . \\ b O The standards movement is arguably a major force in education today, and some researchers assen that the significance of the standards campaign will be huge. Undoubtedly, historians will identify the last decade of this centurj' as the time when a concentrated press for national education standards emerged (Glaser \u0026amp; Linn, 1993, p. xiii) But will the standards movement endure? .\\nd if it does, will it contribute significantly to higher achievement? We believe it willbut only if we rein in its most excessive tendencies. Those tendencies can be seen in the nature and length of state and professional standards documents and in their unintended consequences. The Promise of the Standards Movement Make no mistake: The success of any organization is contin-gent upon clear conunonl^_' _d_e_f_i_n_e_d_ g_oals. A well-articulated focus unleashes individual and collective energy'. And a common focus clarifies understanding, accelerates commum-cation, and promotes persistence and collective purpose (Rosenholtz, 1991). This is the stuff of improvement. The promise of standards can be seen in places like Frederick County, Maryland, where the number of students reaching well-defined and commonly assessed standards rose dramatically, lifting them from the middle to the highest tier in Maryland schools. Local assessments were deliberately aligned with standards as they' were embedded in the state assessments. Fon Logan Elementary School in Denver, Colorado, where scores rose significantly when teams of teachers analyzed weaknesses in performance relative to grade-level standards. Each team reviewed test data and developed strategies for helping students leam in identified areas of difficult}'. Lake Havasu City, Arizona, where teams of Title 1 teachers identified, defined, and focused instruction on common reading skills. Once teachers had a shared language about which skills to concentrate on. they improved strategies and systems to improve instructional quality- and consistency . As a result, the number of students reading at or above grade level rose from 20 to .A3 percent in just one year. Glendale Union High School District near Phoenix, Arizona, where teams of teachers have increased student performance for almost every course offered. All district teacherswhether they teach algebra, U.S. history, biology. I or senior Englishare teaching to the same year-end assess- ments developed by subject-are-.i teams. The same coordina-o lion is happening at Adlai Stevenson High School in I .\\TlO \\ to H S I' IM-R s l?\u0026gt; I o AN1\u0026gt; Cl RRlCni.OM Drvvi Ol'.Mr.N i 17 W ' b I i\u0026lt; SSI t\n4 -*r ^-1 Wq I 2j M I feV' 1 o \u0026amp;, } \\ 15 M i?e :i!^ J '\"^1 RS^ Si Lincolnshire. Illinois, where teacher teams continue to set measurable achievement records on every kind of assessment. Amphitheater High School in Tucson. Arizona, where teacher Bill Hendt routinely helps exceptional numbers of students pass advanced placement tests by carefully focusing instruction on the standards made explicil by the .\\1 exam. How did they get these results? Inter- estingh. not by focusing on standards contained in state or professional documents. Their eftoRs preceded those documents, \\onetheless. in each case. Ictichcrs hillll- cxiully irbiH .iliideiils nceited tn Iviii-ii. a ha! t'l Iciicb In. irhcrc In iiulimi-c. nml ii iinl In iinrh nil irilh cnlliiiyin-.-i. I leiir. tommon able ii learning MundartSman\nnumberpromote bettt r results. 'fhey_ are es-scnnal to locus anti to coherence. II Ibis is true, then etlucalors face iwo important tiuesiions: 11) Do c alreatly have MiriK ienih clear''Uuulard' and (2) \\rc M.ilv and |in\u0026gt;lcssiHnal -.laiiilard- i [very teacher deserves a clear, manageable, grade-by-grade set of standards ' and learning benchmarks that make sense and allow a reasonable measure of autonomy. Anything less is frustrating, inhumane, and counterproductive. documents truly helping us achieve the focus and the coherence that are vital to success? In too many cases, the answer to both questions is no. Don't We Already Have Standards? (luriously. standards in most districts arc often similar. We have curriculums, scope, and sequence for each grade level, course, and subject area. But the perception of a common, coherent program of teaching and learning i.s a delusion line of us once sat with a curriculum coordinator, ponng through a dense curriculum notebook of the gr.iJe-by-grade\" learner '\" The diicunient wa.s years in diMricl.s g 1 utc\u0026lt; imc.s ilu- making, Nonc'.lielcas. when the cijiirdinainr was asked wliai iiilluence the curriculum was having on instnic- tion. she was candid enough to reply probably none.\" Consultant and author Heidi Hin es Jacobs likes to say that curriculum guides are well-intended fictions.\" Her conclusion is that the current system actual!} encourages teachers to simply teach what they like to teach. It i.s time to admit that at the ground level, where teaehers teach and students learn, there is not coherence, but chaos. The chief problem i.s that there is simply too much to teach arguably iwo to three times loo much tschmidt. .McKnigbl. ck\nKaizen. IWi- and loo main options for what can be taught (Hosenholtz. 1901). There are enormous ilifferenees in what teachers teach in the same subiect al the same 18 I |\u0026gt;\nI A I l.i\\ M 11 Ihl U'-llir/'l Me i\nI ')p,II 1 grade level in the same school. In en when eommon. higbb structured texlbook.s are used as the basis lor a curriculum, teachers make independent and idiosyncratic decisions regarding what should be emphasized, what should be added, and what should be deleted (see. for example. Doyle. 1992). Such practices create huge holes in the continuum of content to which student.s are exposed. In The Learning Gap, researchers Sics'enson and Stigler (1992, p. 140? observe that teachers are daunted by the length of most textbooks.\" In a system that does little or nothing to help them coordinate priorities, the\\' are forced to select or to omit different topics haphazardb'. This only add.s to the prevailing chaos. Standards and School Improvement The implications of this chao.s go to the heart of school improvement. Researcher Susan Rosen-holtz found that (The hallmark of any successful organization is a shared sense among its members about what thev are tri ing to accomplish. Agreed-upon goals and ways to attain them enhance the organization's capacin/or rational planning and action. (1991. p. 13: our s^mphasis) For this reason, she was dismayed to find that schools were unique among organizations in lacking common goals and that the goals of teaching were multiple, shifting and frequently disputed \" (p. 13). This state of chaos wa.s the rationale ^1 for the standanls movementand the most visible and influential manitest.i-tions arc the state and professional stan-dartls documents, fet these documents themselve.s have contributed to the vein problems they were intended to solve. '.he Perils of Standards-Based Education Less is more' we keep telling ourselves. Students learn more when i U.S. schools would bpnetil from ' d?crcasinq the amount of content they try to cover. we leach lessbut teach it well (Dempster, 199.3). Nowhere i.s thi.s principle more obviously violated than in the standards documents, flic official documents generated by -19 states and the professional subject-area organizations have had unintended consequences. Commentator Ronald 'Wolk has found some of them not only to be written in language that is absurd but also to contain such quantin' that it would take 9 \u0026amp; a , J i 'j. In Glendale, Arizona, foreign language teachers assess students' work to obtain datalor curriculum improvement. a 10-hour teaching day to cover the material in them (1998). Because it is easier to add and enlarge than to reduce and refine, we are caught in the snare of having honored (perhaps for political reasons) far too man) suggestion, for inclusion in the standards documents. We have often failed to place bard hut practical limits on the number and the nature of the standards, fhe result? Bloated and poorlv written standards that almost no one can realistie.illy teach to or ever hope to adequaieb assess. W e are making the same mistakes with these documents that we made with our district curriculums. In the ease of standards, quaniio' is not qualiii. The iron) ol the I hirsl Inter A'Mii lA I HI'. I hi\nM I'i KI I'HI'' ' M) Cl Rlllfl l.liM Dl'Vl I OlMI.NI 1- national .Mathematics and Science Study I'I'IMSS) shouts at us: Although b.S. maihcmatics texlbook.s attempt to address I \"5 percent more topics than do Cicrman textbooks and .350 percent more topics than do.lapanese textbooks. both German and Japanese student.s significantly outperform U.S. students tn mathematics. Similarly, although U.S. science textbooks attempt to cover 930 percent more topic.s than do German tcxtbook.s and 433 percent more topics than do Japanese textbooks, both German and Japanese students significantly outperform U.S. students in science achievement as well (Schmidt, McKnigl\n:, \u0026amp; Raizen, 1996). Clearly, U.S. schools would benefit 1 from decreasing the amount of content they ua to cover. And teacher morale and self-efficacy improve when we confidently lay out a more manageable number of essential topics to be taught and assessed in greater deptli. Getting Standards 1 Right 94 Too many of the sure Stangl dards documents, informed . I as they are by the profes-sional subject-area standards, I have frustrated rather than helped our attempt to provide common focus and clariw for teachers and students. The good news is this\nClear, intelligible standards are a pillar of higher achievement. Aligned with appropriate assessments, they can help U.S realize the dream of learning for all. They are the heart of the infrastructure for school improvement (Rosenholtz, 1991\nFullan \u0026amp; Stiegelbauer. 1991). The Standards-Driven School Consider a school where teachers know exactly what essential skills and knowledge students should learn that sear and where they know that their colleagues are teaching to the same manageable standards. Recause of this, their fellow teachers can collaborate with them on lessons and units. This in turn lead.s to a living bank of ai 1 proven, siandards-relcrenccd instructional material lessons, units, and assessments perfected through action research. Both new and veteran teachers can peruse these targeted materials, learning from and adding to the richness of the faculty's repertoire. Because of these rich resources, new and struggling teachers achieve confidence and competence much more rapidly, and experienced teachers have a sense of making a meaningful, ongoing contribution to their craft while being renewed by instructional ideas that are engaging for students. Proven methods, practices, and lessons aligned with established standards become the center of the professional dialogue. Results on local, state, and formative assessments get better and better. Such an alignment leads inevitably to better short- and long-term results on local and state assessments as well as on norm-referenced, alternative, and criterion-referenced assessments. To create this infrastructure in schools, we can take a i few concrete steps: I. Start with the standards that are assessed. Be circum-spect about standards that are not assessed. After thoroughly reviewing the state standards documents, we believe that many of them never will be thoroughly assessed. Many of the existing standards that educators are working manically to cover\" will disappear because of their own irrelevancy and imprecision. Expending orga-nized effort on evert standard is senseless because many of them Will turn out to be ephemeral. Start by focusing teaching on the standards actually contained in current state norm-referenced or criterion-referenced assess-nicnts. As state assessments develop, real prioritics become clear. And tve must i-iriT3ll wc can about how to teach to these priorities most effectively Teachers in Colonido. now ihat they know the reading and writing standards 20 lint a rio.sAi t.e.*I*Ft\u0026lt;siii*'/.M.xit#.11 : Il is time for us to admit that at the qrounu level, where teachers teach and students learn, there is not coherence, but chaos. through their experience with the state assessments, arc responding in a positive and coordinated fasliion. Many schools, like Bessemer Elementarv- in Pueblo, which has an 80 percent minority population. have realized dramatic gains. At Bessemer, from 1997 to 1998, the number of students performing at or above the standard in reading rose from 12 percent to 64 percent. In writing, they went from 2 percent to 48 percent. Weekly standards-based team meetmgs made the difference. Teacher Steve Ducey at Sunnyslope High School in Glendale, Arizona, assesses a student bridge design. State and standardized assessments do not measure eveiything we deem important, hut success on such tests in this age of accountability is vital. Strong standardized scores cam us the trust of our communities as we begin to demon-stratc measurable progress on local criterion-referenced and alternative assessments. In districts where improvement on formal, public assessments is ol the essence, we should assemble clear lists of the standard.s and prollciencies that the assessments will require of I HOM students. District offices and regional consonium.s must take the initiative here. They must assemble representative teams of teachers to developand provide everv' teacher witha precise, manageable list of the essential, assessed standards. Every school year, the full faculty should conduct a review of assessment results. Teams of teachers should identify the most pronounced patterns of student weakness, then seek absolute clarin' on the nature of these proble.ms. Through staff development and regular, professional collaboration, teachers should focus on these areas, while monitoring progress regularly. 2. Reyond state assessments, add judiciously to the list of standards you will teach and assess. For Michael Fullan, assessment is the coherence-maker in school improvement (1998, personal communication). Because of the limitations of state and norm-referenced tests, we must develop local and district standards and assessments that take us beyond them. Districts should revdew 1 the standards documents, but S j1i then exercise severe discipline in prioritizing on the t basis of what students Will I most need if they are to I become reflective tliinkers, competent workers, and I responsible citizens. For even I grade or level, pilot your new I standards and assessments while asking the question, -An tlie standards clear, relevant, and not so numerous that they sacrifice depth over breadth? Dont be afraid to do a rough accounting of time for teacliing topics. Adlai Stevenson High School has achieved world-class results in this way Glendale Union High School District ha done a masterful job of successfully concentrating on norm-referenced test while implementing a coherent system of formative and end-ol-course alternative assessments for high school courses. These assessments require students to do investigative science and lo write analyses about social and 3 J J I 3 historical issuesail ttccording to clear standards anti criteria. These common, teacher-made tessessments embody and clarify precisely those thinking and reasoning standards that norm-referenced tests don t adequately assess. The result is an education that ensures a level of both breadth and substance that goes far beyond what is now required of the average high school graduate. Perhaps the best time to dt clop such standards-based assessments is summer. Such work doesn't always require enormous amounts of time or resources. In Lake Havasu City, Arizona, educators developed common K-12 assessments in almost every subject area for about 525,000 over a two-year period. They took only four days to prioritize core science standards and generate common K-12 assessments. 3. Do not add more topics than can be taught and assessed reasonably and effectively. A key to developing science assessments in Lake Havasu City was following open discussions with fast, fair rank-ordering procedures that used w'eighted voting to quickly establish priority standards. Because we can expect educators to differ in philosophy and priority-, every school employee could benefit from training in the use of these simple decision-making tools. The tendency toward overload is strong in schoolsand crippling to improvement efforts (Fullan \u0026amp; Hargreaves. 1996). .A district we know has received high praise for showcase work by developing grade-by-grade benchml\narks for the state standards. For 4th i grade, educators developed 210 items to be taught in math, but 125 of these were also to be taught in si.': to eight other grades. In another district, in . another state, there are only 17 items for 4th grade math, and they're written in language that is clear to parents and teachers. _ .Al the local and state levels, we must dentand that economy and clarity mf^n all standards and that they he meaningfullynot |ust rhetorically aligne(,l with assessments. Eveiy teacher deserve.s a dear, manageable, gradc-by- gr,.\nkIc sei of .staiit-lards and learning benchmarks that make sense and allow a reasonable measure ol autonomy. Anything less i.s Irusiraiing, inhumane. and counterproductive. Standardswhen we gel them rightwill give u.s the results we want. But this will require hard-headed, disciplined effort. Tlie lesson of TIMSS should considerably diminish the perceived risk of downsizing the curriculum. The very nature of organizations argues that we succeed when all parties are rowing in the same direction. \\Ve wall realize the promise of school reform when we esublish stan- McREL Researches Curriculum-Based Reform Curriculum-based reform, which aligns curriculum with content and performance standards, is sweeping education systems. But what makes curriculum-based reform effective? The Mid-continent Regional Educational Laboratory (McREL) is heading a series of studies to survey the implementation of this reform approach and its impact on student achievement. McREL researchers have identified four state-level components for successful curriculum-based reform: an ongoing standards review, a professional development plan, an assessment program, and an accountability system. Although 80 percent of states reported that they impose sanctions when school or I district assessment results are low. I only 55 percent of states reported that assessment is tightly aligned to standards. And more than 45 states require that all students meet standards and participate in standards-based assessment projects. The reports \"Curriculum Reform: 1 WV V ht IaOtk SJitaaltwe Ov-rrf f' icials -S'a-7y Works\" -an d- 1 \"Taking Stock of States' Curriculum-i Based Reform Efforts\" are available I frorri l /icREL, Curriculum, Learning i and Instruction. Project, 2550 South I Parke' Rd., Ste. 500, Aurora, CO ! 80014-1678 (Web site: ' \\v\\wy mcrefcgi. I (.lards and expectations for reaching them that arc clear, not conftising\nessential, not exhaustive. The result will be a new coherence and a shared focus that could be the most propitious step we can take toward educating all students well. References Dempster, F. N. (1993). Exposing our students to less should help them leam. Phi Delta Kappan, 74(6), 432-437. Doyle, W. (1992). Curriculum and pedagogy'. In P. W. .Jackson (Ed.), Handbook of research in curriculum (pp. 486-516). New York\nMacmillan. Fullan, M., \u0026amp; Hargreaves, A. (1996). What's worth fighting for in your school? New York: Teachers College Press. Fullan, M., \u0026amp; Stiegelbauer. S. (1991). The new meaning of educational change. New York\nTeachers College Press. Glaser, R., \u0026amp; Linn, R. (1993). Foreword. In L. Shepard (Ed.), Setting performance standards for student achievement (pp. xiii-xiv). Stanford, CA: National Academy of Education, Stanford University. Rosenholtz, S. J. (1991). Teacher's workplace: The social organization of schools. New York: Teachers College Press. Schmidt, W. H., McKnight, C. C., \u0026amp; Raizen, S. A. (1996). Splintered vision: An investigation of U.S. science and mathematics education: Executive summary. Lansing, Ml\nU.S. National Research Center for the Third International Mathematics and Science Study, Michigan State University. Stevenson, H. W., \u0026amp; Stigler, J. W. (1992). The learning gap: Why our schools are failing and what we can leam from Japanese and Chinese education. New- York: Summit. Wolk, R. (1998). Doing it right. Teacher Magazine. 7 0(1). 6. Mike Schmoker (e-mail: mschmoke mcrel.org) is author of Results: The Key to Continuous School improvement (ASCD, 1996). Robert J. Marzano is coauthor of A Comprehensive Guide to Designing Stenderds-Based Districts, Schools, and Classrooms (ASCD/McREL, 1997) and Content Knowledge: A Compendium of Standards and Benchmarks for K-12 education (McREl/ASCD, 1996). Schmoker is Senior Consultant, School Improvement, and Marzano is Senior Fellow for McREL, 2550 S. Parker Rd., Ste. 500, Aurora, CO 80014-1678. i.\\n(is roi! Snrr.HvisioN and Ci'RRicm.iiM Dro rioi'Mf.NT 7 6 fi -iS Individual Approach to a World of Knowledge September 16,1999 McRel Institute 2550 S. Parker Road, Suite 500 Aurora, CO 80004 We request permission to make copies of Appendix E, pp. 347-419 of Essential Knowledge: The Debate Over What American Students Should Know to use in discussions with curriculum committees of principals and teachers in the Little Rock School District. We further request permission to benchmark these terms by grade level and course and to include in our curriculum documents. Please call me at 501/324-2131 or email me at baiesie@irc.irsd.ki2.ar.us additional information. if you need Yours truly. Bonnie A. Lesley, Ed.D Associate Superintendent for Instruction BAL/adg 810 W Markham Little Rock, Arkansas 72201 www.lrsd.kl2.ar.us 501-324-2000 fax: 501-324-2032 7 LL TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 November 4, 1999 Everyone Dr. Bonnie Lesley, AASs!sociate Superintendent for Instruction Standards-Based Reform We all know that change of any kind is difficult. Before we know it, people with the best intentions slip back into the comfort zone - the way theyve always done it. Weve had one quarter of instruction now based on the new K-12 curriculum standards in English language arts, mathematics, science, and social studies. Weve spent a great deal of time and money training teachers in new instructional strategies that are necessary for aN students to meet the new standards. But has anything really changed? In many, many cases, absolutely! My heart is warmed by the stories I am collecting. In other cases, I know the answer is negative. So we must all be relentless in our expectations that teachers teach the new curriculum and relentless in our expectation that ajl children can and will learn. Every child must be taught the tested curriculum, and thats part of what standards enable us to do. The attached article will be helpful to you. It is written by Mike Schmoker, who wrote Results: The Kev to Continuous School Improvement, and Robert Morzano, who v/rote Essential Knowledge. You are culturally deprived if you dont know both of these books. ! IJ There are excellent suggestions in the article for your Campus Leadership Teams agenda. Be sure to discuss this information with them. We will review our standards at the end of the year. Well need your schools feedback. II Attachment BAL/rcm I i i rP.- 1^-' ! \ni 1 - . r J I i -A i' f I j To avoid curricular chaos, educators must be judicious about the standards they assess. Mike Schmoker and Robert J. Marzano .............................r^SsAS 4^. The standards movement is arguably a major force in education today, and some researchers assert that the significance of the standards campaign will be huge. Vndoubtcdlv, historians will identify the last decade of diis century as the time wher. a concentrated press for national education standards emerged (Glaser \u0026amp; Linn. 19S3. p. xiii). But will the standards movement endure? .And if it does, will it contribute significantly to higher achievement.' Xve believe it willbut only if w^e rein in its most excessive tendencies. Those tendencies can be seen in the nature and length of state and professional standards documentsand tn their unintended consequences. .it .. IW vAy5:3-^'^*,}\n.fv- '3. ?* ii\"r..rf- 1. -. .w\":f Sr i' V' .r**?\n' .f? {?\" \" \u0026lt; a'TSK'.fTC \u0026amp; s . r \"I-' '^i Z*rJ ,1''' IJ The Promise of the Standards Movement Make no mistake: The success of any organization is contin-gent upon clear, commonly defined goals. A well-articulated focus unleashes individual and collective energt'. And a common focus clarifies understanding, accelerates communication. and promotes persistence and collective purpose (Rosenlioltz, 1991). This is e stuff of improvement. The promise of standards can be seen in places like Frederick Counw, Maryland, where the number of students reaching well-defined and commonly assessed standards rose dramatically, lifting them from the middle to the highest tier in Manland schools. Local assessments were delib-eratelv aligned wi standards as tlicy were embedded in the state assessments. Fon Logan Elementin' School in Denver. Colorado, where ri' ^*1 f\" r .aSS , i:/ +\\V \u0026lt;- .i\n\u0026gt; ' ' -W -M-tX scores rose significantly v/hen teams of teachers anah'zed !k -.:. A. 2 ry s*' b^- If' \"f i^~\nr 2.y *1 El U-f S F\" ?- I.-. Si jME^ weaknesses in performance relative to grade-level stantods. Each team reviewed test data and developed strategies for helping students leant in identified areas of difnculp'. Like Havasu Ciw. Arizona, where teams of Title J-teachers identified, defined, and focused instruction on comnton reading skills. Once teachers had a shared language about which skills to concentrate on. they improved strategies and svstems to improve instructional qualip' and consistency. As a result, the number of siudent.s reading at or above gride let el \u0026amp;HJt-. , Af .k. ' ^VkA. .Jtt' L, rose trom 20 tn 5S porcen: in just one ^^ear. Glcnd.ak- Pninn High School District net Phoenix. i^'1 / *S.7W -**.^** 'W i*' Ji./ ^fc. -Il*, ** - { Arizona, where teams of teachers ha\\ e increased student pcrl'ormance for almost evers' course offered. .All district teacherswhether they teach algebr.i. t'.S. histon . biology, or .senior Englishare teaching to the same year^end iissess- I mcni.': developed b\\' siihicct-area team^ 'I he same coordina-iion is happening at Ailkii bxvenson High School in A.^^o'. iMh^ roll sii'i:n\\moN .\\si^ CiuwHt.' m I)' l hu-m i. vi r S: Iii S Z *rX^ '^2 I\n.\ni A! o I il\nS p-l\"*- * ^- i ^!::\u0026gt;^ 'iwii IB r3LS-rt..... nrr sit 4! t : % 9 S-'i. Lincolnshire. Illinois, where teacher xcains continue to set measurable achievement record on ever}' kind oi assessment. Amphitheater High School in T.iCson. .An.ona. wliere teacher Bill nv. Ks J Every teacher deserves a clear, manageable, qrade-bv-qrade set of standards and learning benchmarks that make sense and allow a reasonable measure of autonomy. Anything less is frustrating, inhumane, and counterproductive. I ndt routinely helps exceptional tmbers ol student.s pas.-, advanced acement tests by caretiilly focusing strtiction on the standards made cxpbcii b\u0026gt; liiC '.? exam. documents truly helping us achieve the focus a.ad the cohcre.\".cc t.hat arc vital to success? In too many cases, the answer to both questions is no. the ciirricnlum a.is havir tion. she wiis cand: enci en instruc- :1\nto reply Hc Xilf r^idtliv h. no\nb'. ned in si\n)- li these roLi'.is? Ir.lcr-r fn standards\n. ir nr'he.ssi'.jnal doev.-\nort^ pi ceded those ?i\n'.icu.T.e .oneii k in each case. icuclvi-.i ejzc.r c.v..'-. qT whu! slndeiils n-eiled ('\u0026gt; Icarh :\u0026gt; h(ili leach la. irhei'c Kt iailvm c. aiii! irl.hit la irarh ttU i: ih calk 'iio. ( k-ar. eommon ii arniim standa:'kismanageable in ,^^,qit-n^.| _-]iriinioie better rcMihs. I he\\ an Vsscnnal lo men-'\nind m coherence. 1! (his I' O'Ui. then edikator* late two anporiant tiue.suon'' ( I ) Do we alreadv 11.1.\n- .tilliciviul'. ilc.ir s'aiHtai.ht ,iu.l 12) \\r. ^iiitL uihI m.''cs''ionnl ^t-ini.-uil'. 18 Don't We Already Have Standards? (.uriousi\n. standartls in most dLstricts arc often similar. Vi e have curriculums. probably none.\" Consultant: Heidi 'Hayes Jacobs iike.s to s. curriculum guides are \"weh-i: fictions.\" Her conclusion i' th current system actually enc.r. and autlini . that ttcndetl itt\nthe J' teachers to simpb teach waat they L scop\n. and sequence for each grade Hl te-ach. ft i.s time to admit that at\nround. level, course, and subject area. But the perception ol a commoi.. coherent program ol teaching and learnin.g is a delusion. One ol us once s.it with a curriculum coordinator, ponng through a dense curriculum noiebool\noi the district s gr.ide-b\\ -grade learner tniuxmics. I bc (.kciiincni wa.*' ycac.'' in. t!ic 111.iking. .\\niicilulcs.s. w hen thf (.inirdin.iUr wat'' wlu: itifliicuvc* level, where teachers teach .ir.d stLa.lent.s learn, there is not coherence, but chaos. The chiei problem is that there-MS simptv too much lo each iirgiiablv two to llii'cc linic'' too ir.iic.b (Sehmidi. .Mcknight. l\u0026lt;a'' 'll. 1900)- and too mans- options lor w ha taught (Hosenhoh/ lb)I i can be I here are enormous dil'lerences in Vx hat leai lit i * teach in the same subb'Ct at the ^anle grad, level in the same school. I veii when common, highh structured ii-xlbooks are used as the ba'i' fora curriculum, teachers make indepeniicni and idiosvncratic decisions regarding what should be emphasized, what should be added, and whai should bv deleted (see. for example. Doyle. 199). .Such practices create huge boles in the continuum of content to which student.' are e.\\posed. In ZZie l.eariihr^ (rd/i. researchers .Siesenson and Stigler (1992. p. NO) obsen e that teachers are daunted by the length of most textbooks.\" In a system that doe.' little or nothing to help them coordinate priorities. they are forced to select or to omit different topics haphazardly. Thi.s only avid.' to the prevailing chaos. U.S. schools would benefit from decreasing the amount of content thev trv to cover. we leach lessbut leach it well (l)emp- Sier. I'W.i). Nowhere is this principle more obviousiv violated ilian in the siandaixl.' slocuments. The ofllcial docu-mcnis ncnited b\\- 9 stales and the proiessional subject-area organizations have has! unintended consequences. Commentator Ronald V oik ha.s found some o' them not only to be written in language that is -absurd' but also to co.m.ain such, quantity that it would take naliona! .Mtnliem.nics and Science .siudv I ri.MSS) shouts at us\n.Mihough li.s. inalheniatics lexibooks attempt to addres.s 15 percent more topic.' than do (ierman textbooks and .-.SO percent more lopics than do Japanese textbooks. both (lerman andja sanese students signilicanily outperform I'.S. student.' in mathematics. Similarly. although T.S. science textbooks attempt to cover y.-IO percent more topics than do (ierman te.xtbooks and percent more topics than do Japanese textbooks. both (Terman and Japanese students significantly outperform l..S student.' in science achievement as well (Schmidt. .McKnight. \u0026amp; Raizen. ipyd). Clearly. t.'..S. schools would benefit Stanciards ani^ School Improvement The implication.' of this chaos go to the hean of school improvement. Researcher .Susan Rosen-holu found that The hallmark of any successful organization is a shurea s^ among its sr a J member.' about what th.ey are trying to accomplish. .^greed-upon goals and ways to attain them enhance the organiza-tion's capacity for rat-onalplanning and action. (I9)l. p. l.'l: our emplvasis) from decreasing the amount of content thc\\' try to cover. .\\nd teacner morale and self-efficacy improve when we confidently lay out a more manageable number of essential topics to be taught and assessed in greater depth. H' k' /rift. S.-Tfe -w n In Glsndale, Arizona, foreign language teachers assess students' work to obtain data for curriculum improvement. Getting Standards Rijht Too many of the state standard,' documents, informed a.' they are by tlie professional subject-area standards, have frustrated rather than helped our anerapt to provide common focus and claritv for teachers and For this reason, she was dismat ed to find\nh:it schools is crc unique among orgaCiizatioi :kiiig common goais and that the goals of teaching were \"multiple, shifting and frequently disputed\" ip. I.'). \"Hiis state ol chaos wa.' the rationale for the standards movementant! the most visible and inilueiitial manilesia-iioiis are ihe sl.iic and profession.!! si.in-tl\nirds_tlocumen!s 'ivt tliese vlociimenl' themselves h.ive conirihuled Io llie \\ ers problems ihey. were intended lo sobe a Ill-hour teaching ckiy to cover the material in them (1998). Because it is easier tn add and enlarge th..n to reduce and refine, we are caught in the snare of having honored (perhaps for political reasons) tar too r n\\ Migi :\u0026gt;tion.' lor inclusion in the standards documents. \\\\ e haee often failed to place hard hut practical limits on the number .ind the nature of the siaadarils. 'Hie result' Bloated and students. The good news is this: Clear, intelligible standards are a pillar of . higher acltievement. Aligned iritb '7*' appropriate assessments, they can help 11.' realize the'dream of Icaniing for all. They are the heart of the infrastructure for school improvement (Rosenlioltz, 1991\nFullan \u0026amp; Stiegelbauer. 1991). poorh wriller anilards ihai almost no The Standards-Driven School\"^ (.onsider a school where teachers know exactly wh.at essentia! skill.' and knowl- The Perils of Standards-Based Education \"Less is more we keep telling oui'elves. Miideili' learn more uiieu one c.in rciili'iicalb teach |.\u0026gt; or ever h.ipc lo adei|ualch asses.' Weare making the same mi'iakc' wiih iliesc dociimeni' ihai e iii.iilc with our di'iricl eiirricule.m' hl Ihi va.eol 'l.iiitlarvls. qicmiilv is not qii.ihlv Iheiroiiv ol llie Hurd Inier-cilgc students should learn that y ,r and \\v here thev know that their colleagues are leaching to the same manageable standards. Because of this, ihcir fellow teachers can collaboraie with them on lesson.' anti units. I his in turn Icatl.s lo a living bank of \\ I V I H t \\ i \u0026lt; 1 SI ri i\n\\ |S|O\\ WIJ (J KKH I II M l)l A'l I Of Ml. SI 19 proven. standards-rcfcrenced msinu- ,lessons, unit.', and Students. District offices and regional \"consortiums must take ihe initiative liere Thev- must .tssemble representative teams of teachers to developand provide even- teacher witha precise, manageable list of the essential, assessed standards. it is time lOfiislo admit that 3t thf ground level, where teachers teacn and students learn, there is not coherence, but chaos. i noiial materials-asscssmi- ni.' pe-fecied through actioi research. Both new and veteran teachers can peruse these targeted materials, learning from and adding to the richness of the faculty's repertoire. Because of these rich resources, new and struggling teachers achieve confi-dl s-tA ! - I*-\"' -A\n'\"4 \u0026lt;4. 1..S deuce and competence much more rapidly, and experienced leachers have a sense of malting a meaningful, ongoing contribution to their craft while being renewed by instructional ihrougli their experience with the state assessments. are responding in a positive and coordinated fashion. Many schools. lik-F BessemerElementanJnPug^ Evert' school year. ih_full_faHlS' Qhfs.ii.l ronductTrevie^jaf assessment -Tg^StTre^s of teachers should-glen- 7?f\\ thejno^t pronouncedpattems^f lEjaemweaki^STthen seekabsohite claritv on the nature of thesgrublems. TKrou^'i staffdevelopmemand regular. kZ IS \u0026lt;i\nS. WKi ftA pEZ-Stw-.li'i S' y\"\" ideas that are engaging for students. Proven methods, practices, and lessons aligned with established standards become the center of the professional dialogue. Results on local, state, and formative assessments get better and better, such an alignment leads inevitably to better short- and long-term results on local and state assessments as well as on norm-referenced, alternative, and criterion-referenced assessments. which has an 80 percent minorigjypu-lation. have realized dramatic^gains. At Bessemer, from 199 to 1998. the number of students perfor.-ning at or above the standard in reading rose from 12 percent to 64 percent. In writing, \"they went from 2 percent to 48_percent. Weekly standards-basedjeanijasetings made the difference. SKtB t' professional collaboration, teachers should focus on these areas, while monitoring progress regularly. 2 state assessments. adil_ p.idiciously to the list of standards you will teach and assess. For Michael Fullan, \"assessment is the coherence-maker' in school improvement (1998, persona! communication). Because of the limitations of state and norm-referenced tests, we 3' that are assessed. Be circum- 1 L Start u'itb tbe standards spect about standards that ar-not assessed, .-\\fter thor-oughlv reviewing the state standard-s documents, we believe that many of them never -will be thoroughly assessed. Many of the emsting s\nindarcls th: educators are worldng manicalh.' to - cover wiii di. -cause of their own irapr LIZ irrelevancy and iisicn ipending orga- To create this infrastructure in scncols. we can take a few concrete steps: Bl must m-rctcreu'-'-ti - it develop local and Hisfrict standards and_^sss-r-' j .a. ments Sil Th^nSteus beyond Teacher Steve Ducey at Sunnyslope High School in Glendale, Arizona, assesses a student bridge design.\nd effort on even- standard is sense- State and standardized assessments ies.., because many of them wiU tunt out do no: measure everaalhng we de.em to be ephem-er.i Start by focusing teaching on the stand.ird.s acttralb i'mn7\n7\nam7bms^IcSs on suchtestsjti il-iis ape oTaccountabilitTislital-rnntained in ct -rent .state norm-refer- -I nr ,^nitrion-refcrenccd asse^- T^THdSdized scoiS'Mm u.s the tru^of our communities a.s we begin to demon-ments- \\s Slate asscssmenus dei elop. real priorities become clear. z\\nd we must learn all we can about him- to lead'. UI these priorities most efleciively. -rcachci-s in Colorado, now that ihet know the rcaU.ng and writing standard-. 2Q fill ( A , \\i l.i Ml umiH'/M \u0026gt;1 smite i-ni-asur.tble progress on local criterion-reterenced and alternative :i\n.pss.Tients. In districts whcrcTmprme-menl on ft-ii-n-ial. public asse.ssment.s is^if ihc c.ssciicc. V CL- should assemble clear lists of the standards and proheieneivs that the assessmeni.s will require ol 1 i)O them. Districts should reviev the standards documents, then exercise severe disci-pline in prioritizing on the I basis of what snidents will I most need if they are to I become reflective thinkers. competent workers, and r responsible citizens. For ev. 5 grade or level, pilot your ne i standards and assessments wliile asking the question,. the standards clear, relevan and not so numerous that they sacrifice depth over breadth? Don't be afraid to do a roug accounting of time for teaching topit Adlai Stevenson High School has 3dhS?eT5^rid-c!asTresults in this v Glendale Union High Schoo! District done a masterful job of successfully concentmting on norm-referenced t while implementing a coherent s\\-st of fonnative and end-ol-course alter\nlive assessments for high school courses. These assessments require students to do investigative science and to write analyses about social a hisiorieal issuesall aceoriling to clcai siandards and ci'iieria These common, teacher-made assessments embody .ind clanb nreeiscli those thinking and re a SI ining st.indards that norin-reler-i- ncrd lestsdiin'i .ulequalelv assess. 1 he result i.s an education that ensures a level of both breadth and substance that goes far bcvond what is now retjuireri of the average high school graduate. Perhaps the best time to develop such .standards-based assessments i.s summer. Such work doesn t alway s require enormous amotint.s oj time or resources.\n. In Lake Havasu Cit\\'. Arizona. educators developed common K-12 assessments in almost even' subject area for about 525.000 over a two-year period. They took only four dtiys to prioritize core science standards and generate common K-12 assessments. 3 Do not add more topics than can be taught and assessed reasonably and '~effectn'e!y~A key to developing science assessments in Lake Havasu City was following open discussions with fast, fair rank-ordering procedures that used weighted voting to quickly establish priorin- standards. Because we can expect educators to differ in philosophy and prioriri. every school employee could benefit from training in the use of these simple decision-making tools. The tendency toward overload is strong in schoolsand crippling to in.provement efforts (Fullan \u0026amp; Harg-reaves. 1996). A district we know has received high praise for showcase work by des eloping grade-by-grade benchmarks for the state standards. For -ith grade, educators developed 2l() items to be taught in math, but 125 of these were also to be taught in si.x lo eight other grades. In another district, in another state, there are only I\" items for -nil grade math, and they re written in language th.it is clear to parents and teachers. At the local and state lei els. we must .b-niand that econoim and cJiirib ii^onn all xiamlards and that they be meaiiinglulli^h iiisi rhelonealh aliuried wilh assi^sineiiis Fi ery teacher desen e's a clear, manageable, grade-hy- grade sei i.')f staiul'.irtls anti learning bendhu'.arks th.ii in.ike sense anti allow a reasonable measure of autonomy. Aiiyihiiig less is fnisiraiing. inhumane, and eounierprodutiive. Siandard.swhen ss e get them rijgl-iiwill give us the results we want. Bui this will require hard-headed, disciplined effort. The le,sson of TI.MSS should considerably diminish the perceived risk of downsizing the curriculum, Tlte verr nature of organizations argues that vs-e succeed when all parties are rowing in the same direction. We will realize the promise of school reform when we establish stan- McREL Researches CurricuIum-Based Reform Curriculum-based reform, which aligns curriculum with content and performance standards, is sweeping education systems. But what makes curriculum-based reform effective? The Mid-continent Regional Educational Laboratory (McREL) is heading a series of studies to survey the implementation of this reform approach and its impact on student achievement. McREL researchers have identified four state-level components for successful curriculum-based reform: an ongoing standards review, a professional development plan, an assessmient program, and an accountability svaem. Although 80 percent of states reported that they impose sanctio.ns when school or I district assessme'*.! results are low. I only 55 petce- states reported I that assessment iS tightly aligned to stanca'CS. Ano more than 45 states requino that all sr-dents meet stan-dards and oar: based assessn-.i The reports What Stale Or \"Taking Stock Baseo Reform spate in standards-nt oroiects. Curriculum Reform' !5!is Say Works and Stales Curricjlum-drts\" are available il'jm, Learn.c.g C-from McP.cL, and Instructior Project. 2550 South Parker Rd.. Ste SCO. Aturora, CO 1 800l4-167SlV.e viAW/.mcrel.org''. site: I io: si I\" II11 dard.s and expectations for reaching them that are clear, not confusing\nessential, not exhaustive. The result will be a new coherence and a shared focus that could be the most propitious step we can take toward educating all students well. H References Dempster, F, N. (1993). Exposing our students to less should help them learn. Pbt Delta Kappan, 432-43\". Doyle, W. (1992). Curriculum and pedagogy. In P. W. Jackson (Ed.). Handbook ofresear-.h in curriciduin (pp. -186-516). New York: Macmillan. Fullan, M., \u0026amp; Hargreaves, A. (1996). iVhat's worth fighting for in your school? New York\nTeachers College Press. Fullan, M.. \u0026amp; Stiegelbauer, S. (1991). Dre new meaning of educational change. New York: Teachers CoUege Press. Glaser, R, \u0026amp; Linn, R. (1993). Foreword. In L, Shepard (Ed.), Setting performance standards for student achievement (pp. xiii-xiv). Stanford, CA: National Academy of Education, Stc .ord Universiw. Rosenholtz. S. J. (1991). Tenc.bcrs workplace: ne social organization of schools. Y'ork: Teachers College Press. Schmidt. W. H.. McKnighi, C. C., \u0026amp; Raizen. S. A. (1996). Splintered vision: An investigation of U.S. science and mathematics education: Executive summan- Lansing, MI: U.S. National Research Center for the Th-,rd International Mathematics and Science Study, Michigan State University. Stevenson, H. W,, Stigler, J. M. (1992). The learning gap: Why our schools are failing and what tee can team from Japanese and Chinese education. New York: Sununit. Wolk, R. (1998). Doing it riglit. Teacher Magazine. TT'J'): 6. I Mike Schmoker (e-mail: mschmoke mcrel.org) is author of /Results. The Key to Continuous School Improvement (ASCD, 1956). Robert J. Marzano is coauthor of A Comprehensive Guide to Designing Standards-Based Districts, Schools, and Classrooms (ASCD/McREL, 1557) and Contenf Knowiedgs: A Compendiurn of Stsnddfds sod Benchmarks for K-12 Education (McRELZASCD, I I 1996). Schmoker is Senior Consultant, School Improvement, and Marzano is Senior Fellow for McREL, 2550 S. Parker Rd., Ste. 500. Aurora, CO 80014-1678 sios tsn Ci'nmcin.i'M llrt 11 oi'mi.n : 2 8 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 November 22, 1999 TO: Vanessa Cleaver Dennis Glasgow Marie McNeal Pat Price Suzi Davis Dr. Kathy Lease Linda Austin Carol Green Mable Donaldson Dr. Gary Smith (or designee) Karen Broadnax Gene Jones, ODM Dr. Virginia Johnson Mona Briggs Eddie McCoy FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJECT: Instructional Framework - Delivery Standards Please join me in a meeting on Tuesday, December 7, from 8:30 until noon in Room 18 at the IRC, to discuss what our Instructional Framework or Delivery Standards should be. We need to get this decision estabished as per the Strategic Plan, the Revised Desegregation Education Plan, and the NSF project. A related need is to construct/adopt a classroom observation form for use in assessing whether the practices are in use. And, critically important, is the need to use these standards as the curriculum for professional development. The models I want us to examine are as follows: 1. Stephanie Daltons Pedagogy Matters: Standards for Effective Teaching Practice (see attached) 2. Fred Newmann, Walter Secada, and Gary Wehlages A Guide to Authentic Instruction and Assessment: Vision, Standards, and Scoring (see attached summary) 3. Robert Marzanos (et al) Dimensions of Learning (see attached summary) 4. Robert Cole's Educating Everybodys Children (see copy in professional library) 5. Gordon Caweltis Handbook of Research on Improving Student Achievement (you have) ) 6. Charlotte Danielsons Enhancing Professional Practice (see attached summary) There are, of course, other models that we may wish to consider. If so, please do not hesitate to bring them in. Instructional Framework - Delivery Standards November 22, 1999 Page Two Our meeting agenda follows: Overview of Tash Summary of Pedagogy Matters Summary of Authentic Instruction Summary of Dimensions Summary of Everybody's Children Summary of Handbook of Research Summary of Professional Practice Discussion of NSFRequirements Bonnie Mable Pat Dennis Kathy Marie Mona Vanessa (15 minutes) (15 minutes) (15 minutes) (15 minutes) (15 minutes) (15 minutes) (10 minutes) ) Discussion of Options Bonnie A. Adopt a generic mode! B. Adapt a generic mode! C. Create a generic synthesis mode! D. Adopt discipline-specific models E. Adapt discipline-specific models F. Create synthesis discipline-specific models Qj. Create discipline-specific examples of the generic model Discussion of Process All 1. Who else should be in the conversation? 2. How should we structure principal/teacher input? 3. What expert assistance do we need? 4. What are our products? A. Set of Instructional Standards B. Observation Instrument(s) C. Professiona! Development Plan D. ? Next Steps 1. Next meeting? 2. Who will lead? 3. Whom shall we add? 4. What are agenda items? AllInstructional Framework - Delivery Standards November 22, 1999 Page Three Please prepare for the December 7 meeting by reviewing the following attachments: 1. Pedagogy Matters 2. 3. 4. 5. 6. Authentic Instruction, pp. 7-13 and pp. 28-43 Dimensions of Learning, pp. 3-18 Everybodys Children, pp, 77, 81, 101, 123,141 Handbook of Research, pp, iii-v Professional Practice, pp, 29-37 BAL/adg Attachments cc: Dr. Les Gamine Sadie Mitchell Dr. Marian Lacey Frances Jones J \u0026gt; Chapter 1: A Conception of Authentic Human Achievement CHAPTER 1 A CONCEPTION OP AUTHENTIC HUMAN ACHIEVEMENT ! 1 i t i THE PROBLEM hy should we be concerned about authenticity in education? Arent there already enough ideas-such as higher level thinking, creativity, basic and cultural literacy, disciplinary mastery, career skills, and responsible citizenship-that can serve as standards for intellectual quality? The aim of authentic standards for intellectual quality is not to replace these goals, but to address a serious problem that is neglected even as these goals are ardently pursued. The problem is that the kind of mastery required for students to earn school credits, grades, and high scores on tests is often considered trivial, contrived, and meaningless-by both students and adults. This absence of meaning breeds low engagement in schoolwork and inhibits transfer of school learning to issues and problems faced outside of school. The problem can be attributed to many sources: a curriculum consisting largely of superficial exposure to hundreds of isolated pieces of knowledge, which is reinforced by teacher training institutions, textbook publishers, testing agencies, and universities\nteaching loads and school schedules that exacerbate problems of classroom management, making it difficult for teachers to concentrate on individual students using their minds well\nand student isolation from adults in the community beyond school who have made significant achievements. I I i ! 7 I .J Guide to Auc^wntic Instruciion and Assessment Vision, Standards and Scoring lapter i: Conception of Authentic Human Ac In short, schools seem to promote inauthentic kinds of mastery and achievement. In contrast, autlientic academic achievement stands for accomplishment that is worthwhile, significant, and meaningful. Consider the kinds of mastery demonstrated by successful adulis-scientists, musicians, busine\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n \n\n \n\n \n\n\n \n\n \n\n \n\n \n\n \n\n\n \n\n \n\n \n\n\n\n\n\n\n\n\n\n \n\n \n\n\n\n \n\n\n \n\n\n\n \n\n\n\n "}],"pages":{"current_page":424,"next_page":425,"prev_page":423,"total_pages":6766,"limit_value":12,"offset_value":5076,"total_count":81191,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40200},{"value":"StillImage","hits":35114},{"value":"MovingImage","hits":4552},{"value":"Sound","hits":3248},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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