{"response":{"docs":[{"id":"bcas_bcmss0837_329","title":"Compliance hearing exhibits, ''Communicating Best Practices''","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","School administrators"],"dcterms_title":["Compliance hearing exhibits, ''Communicating Best Practices''"],"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/329"],"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\nCOMMUNICATING \"BEST PRACTICES IICommunicating Best Practices 1. Memorandum to Division of Instruction, Sept. 18, 1998, establishing procedures for the publication of Learning Links, a weekly publication for principals from the Division. Literacy 1. Memorandum to selected staff from Bonnie Lesley, Aug. 26, 1998, on development of the literacy plan\nattached article, Urban School Development: Literacy as a Lever for Change. 2. Memorandum to middle school principals in Dec. 9, 1998, Learning Links with references to three books providing the research base for the middle school Reading/Writing Workshop program. w 3. Memorandum from Bonnie Lesley to principals in Jan. 6, 1999, Learning Links with suggested books that outline best practices in the development of literacy. ^25 4. Memorandum from Bonnie Lesley to middle school principals in Jan. 13, 1999, Learning Links advising them of multiple copies of books they will receive on best practice in teaching middle-level literacy. 5. Memorandum from Bonnie Lesley to principals in Jan. 21, 1999, Learning Links on potential programs to remediate reading problems. ^77 6. Memorandum from Bonnie Lesley to elementary principals in July 21, 1999, Learning Links advising them they will receive an additional book on development of literacy. 7. Memorandum from Bonnie Lesley to middle and high school principals in August 4, 1999, Learning Links relating to remediating reading problems at the secondary level\nattached article from Harvard Education Letter. Johnny Still Cant Read? 8. Memorandum from Bonnie Lesley to middle school principals in Aug. 25, 1999, Learning Links on teacher participation in training and on strategies for developing vocabulary\nattached article, Six Whole Class Vocabulary Strategies for the Content Areas by Hanus, et al and Teaching Vocabulary in the Subject Areas by Karen Wood. 9. Memorandum from Bonnie Lesley to middle school principals in September 1, 1999, Learning Links on teaching reading to students performing at the lowest levels\nattached articles. A. A research synthesis on what works in restructuring urban middle school reading and writing programs.B. C. D. E. Reading Comprehension Instruction for At-Risk Students: Research-Based Practices that Can Make a Difference Teaching Them All to Read: Results of a Nationwide Study of Successful Literacy Programs for Young Adolescents Alternatives to More of the Same for Poor Readers Students at Risk: The Slow Reader in the Middle Grades 10. Memorandum to SEA principals from Bonnie Lesley, Nov. 15, 1999, on evaluation research on SEA\nattached article, Success for All: A Summary of Evaluations by Jeanne Weiler. 11. Memorandum from Bonnie Lesley in Nov. 17, 1999, Learning Links on early literacy\nsummary of research on what works in high-poverty schools\ncharacteristics of effective teachers\nattached article, Study Details Effectiveness of High-Poverty Schools in Reading Education During Early Grades from Michigan State University. 12. Memorandum to principals in Dec. 8, 1999, Learning Links from Bonnie Lesley on how to teach vocabulary\nattached article, Making Vocabulary Development Manageable in Content Instruction by Katherine Misulis. 13. E-mail from Bonnie Lesley to elementary principals, Dec. 17,1999, requesting information on the implementation of Animated Literacy at the kindergarten level. 14. E-mail from Bonnie Lesley to elementary and middle school principals, Jan. 11, 2000, with suggestions for the next years Title I budget\npotential changes in SEA. 15. Memorandum from Bonnie Lesley to elementary principals in Jan. 12, 2000, Learning Links with research on Direct Instruction and Success for All\nattached article, Prepackaged School Reform by Jay Mathews. 16. Memorandum to elementary principals and brokers in Mar. 22, 2000, Learning Links on research-based reading program\nattached research summary, Improving the Reading Achievement of Americas Children: 10 Research-Based Principles. 17. Memorandum to high school principals in Apr. 12, 2000, Learning Links on the research base for the ninth grade English I Workshop program\nattached chapter from Best Practice: New Standards for Teaching and Learning in Americas Schools. 18. E-mail from Kathy Lease to middle and high school principals. May 30, 2000, advising caution in using only one set of data to make decisions about program changes. 19. Memorandum from Bonnie Lesley to reading staff. Mar. 19, 2000, on evaluating the content of the professional development program for teaching reading. 20. Memorandum to Suzi Davis and Barbara Brandon, March 26, 2000, asking them to develop a program to address needs of middle and high school students with low performance in reading. 21. Research Report, Every Child Reading: A Professional Development Guide, November 2000 22. Research base for Early Literacy Learning in Arkansas (ELLA) 23. Report: Early Literacy Learning in Arkansas, General Information. 24. Research Report from Educational Research Service, How Children Learn: What Cognitive Research Tells Us About Effective Instruction. 25. Research Report from NCREL, Meaningful, Engaged Learning and Components of a Learner-Active, Technology Infused Classroom: What It Looks Like. 26. Research Report from National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. April 2000. 27. Whats the Big Idea? Integrating Young Adult Literature in the Middle School, from the January 2001 English Journal. 28. To Grammar or Not to Grammar: That Is NOT the Question, from Voices from the Middle: Contextualizing Grammar by Constance Weaver, Carol McNally, and Sharon Moerman. 29. Just the Facts: Research and Theory about Grammar Instruction, from Voices from the Middle: Contextualizing Grammar by Constance Weaver, Carol McNally, and Sharon Moerman. 30. Developing Students Textual Intelligence Through Grammar, from Voices from the Middle: Contextualizing Grammar by Constance Weaver, Carol McNally, and Sharon Moerman. 31. The Evolution of Middle Schools by Paul George in December 2000 Education Leadership. 32. Holding Sacred Ground: The Impact of Standardization by Carl Glickman in December 2000 Education Leadership. 33. Response to Literature as a Cultural Activity, Reading Research Quarterly, January/ February/March 2000. 34. Reading AloudAre Students Ever Too Old? from Education World. LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 18, 1998 TO: Division of Instruction Staff Dr, Kathy Lease Gene Parker Dennis Glasgow Vanessa Cleaver Carol Green Debbie Milam Pat Price Marion Woods Marvin Schwartz Catherine Gill Marian Shead-Jackson Leon Adams Paulette Martin Linda Young Marion Baldwin Dr. Patty Kohler Marie McNeal Mable Donaldson FROM: Dr. Bonnie LesleyyAssociate Superintendent for Instruction SUBJECT: Learning Links\" Attached you will find a copy of \"Learning Links which list the definition, objectives, process, distribution, and archives of how Learning Links will work. The first publication of Learning Links will be sent out on Wednesday, October 7. This means that all information to be included in this first publication must be in my office no later than noon Tuesday, October 6,1998. Also, attached for your information is a copy of the Superintendents Cluster Groups that lists the meeting dates and times. Please distribute this information to your staff. Thank you all for the wonderful job that you are doing. BAL/adg Attachments Learning Links LRSD Division of Instruction Definition Learning Links is a weekly, consolidated mailing to principals that includes all communication from the Division of Instruction to the schools. The packet will include the following: 1. 2. 3. 4. 5. 6. All memoranda to principals or groups of principals (e.g., high school, junior/ middle school, elementary school. Incentives schools. Magnet schools, clusters, etc.) Copies of memoranda sent to school-level staff, which are provided to principals for their information (e.g., memoranda to English teachers, first grade teachers, counselors, etc.) Information about professional development opportunities Information from federal and state officials relating to curriculum/instruction/ assessment issues Suggested readings Updates on our steps toward implementation of the Student Success Model (standards, assessments, professional development, personalized education, building community support, and communication) Objectives 1. To provide a higher quality of service to one category of primary customers, principals. 2. To improve communication from the Division of Instruction to principals. 3. To improve communication within the Division of Instruction through the distribution of  Learning Links to Instruction staff and members of the Superintendents Cabinet. Process All memoranda and other information to be sent to principals are to be delivered to Bonnie Lesleys office by noon on Tuesday of each week. These documents can be in the form of hard copies, faxes, or through attachments to e-mail. Confidential communication sent to individual principals or to a small group where there is no need for others to know should continue to be sent outside the packet. Each item must include at the top or in the subject line a phrase or sentence that describes the content. Examples follow\n Kathy Lease attaches a summary of the school climate survey responses.  Marion Woods provides information about a conference in Little Rock on school restructuring.  Vanessa Cleaver sets up meetings to organize Vertical Teams as a part of the NSF project. All Division of Instruction secretaries shall receive information on the deadlines for submission, the expectations for format, and on the requirements for describing the item.Items submitted past the deadline or that do not include the required information shall be returned to the administrator submitting the item. Principals shall be instructed to IGNORE any information from Division of Instruction staff sent to them outside the packet unless it contains the initials and approval of Bonnie Lesley or Kathy Lease (these approvals will be given for emergencies only). Principals receiving any communication from outside the packet from Instruction staff are requested to send the items to Bonnie Lesley so that the rules relating to communication from this Division can be reinforced. When Bonnie Lesley or Kathy Lease approve an item to be sent outside the packet, a copy of that item shall be included in the next weeks packet for everyones information. Staff from the Division of Instruction are NOT to duplicate through separate mailings to principals any communication included in the packet. Staff from the Division of Instruction are NOT to require principals to duplicate materials and distribute them to teachers. Rather, a copy of memoranda distributed to teachers or other staff shall be included for the principals information. The graphic used by the Superintendent in the 1998 Principals Institute shall be used on the cover sheet, and the color of the cover sheet shall remain the same throughout the year in order to give identity to the publication. An index of each packet shall be compiled on the second page that includes the one-sentence or phrase description of each item. This index helps people decide which items they must read and also facilitates locating an item in a past issue that needs to be referenced. Distribution Learning Links items shall be screened, organized, and indexed by designated staff, then copied and-distributed, as follows:  1 copy to each elementary school and each secondary school under 500  2 copies to each secondary school over 500  1 copy to each department head in the Division of Instruction  1 copy to each member of the LRSD Cabinet The packet shall be distributed on Wednesday afternoon of each week. It is the responsibility of each person receiving the packet to read it promptly and then to route it or pieces of it to other appropriate staff working in the school or in the department. Archives The Associate Superintendent for Instruction, the Assistant Superintendent of PRE, and the Coordinator of Professional Development shall maintain a complete set of the packets for future reference. SCHOOL CLUSTER GROUPS A B C D E Central High Dunbar Jr. Henderson Jr. Pulaski Hts. Jr. Badgett Bale Forest Pk. Jefferson Fair High Mabelvale Jr. Southwest Jr. Booker Magnet Garland King Mabelvale Meadowcliff Hall High Forest Heights Jr. Brady Carver Magnet Fair Park Franklin Fulbright McDermott McClellan High Cloverdale Jr. Chicot Cloverdale Geyer Springs Rightsell Rockefeller Wakefield Parkview High Metropolitan ALC Mann Magnet Jr. Baseline Dodd Gibbs Magnet Terry Mitchell Otter Creek Romine Washington Western Hills Pulaski Hts. Administrators: Wilson Administrators: Williams Magnet Administrators: Watson Administrators: Woodruff Administrators: To be assigned. To be assigned. To be assigned. To be assigned. To be assigned. * * REVISED * * SCHEDULE OF CLUSTER MEETINGS A B C D E Monday, 09-14-98 1:30-3:30 p.m. Tuesday, 09-15-98 1:30- 3:30 p.m. Wednesday, 09-16-98 1:30- 3:30 p.m. Thursday, 09-17-98 1:30- 3:30 p.m. Monday, 09-21-98 1:30-3:30 p.m. Monday, 11-16-98 1:30-3:30 p.m. Tuesday, 11-17-93 9:30- 11:30 a.m. Tuesday, 11-17-98 1:30-3:30 p.m. Wednesday, 11-18-98 9:30-11:30 a.m. Wednesday, 11-18-98 1:30-3:30 p.m. Wednesday, 02-17-99 1:30 - 3:30 p.m. Thursday, 02-18-99 9:30- 11:30 a.m. Tuesday, 02-16-99 1:30-3:30 p.m. Tuesday, 02-16-99 9:30-11:30 a.m. Wednesday, 02-17-99 9:30-11:30 a m Thursday, 05-06-99 9 30 - 11:30 am. Wednesday. 05-05-99 1:30 - 3:30 p m. Wednesday, 05-05-99 9:30-11:30 a m. Thursday. 05-06-99 1:30 - 3:30 p.m. Tuesday, 05-04-99 1:30-3:30 p m Cluster Assignments Cluster A - Area\nQuality IndexCustomer Service \u0026amp; School Climate Kathy Lease (Lead) Linda Watson Suellen Vann Junious Babbs Debbie Milam Pat Price Doug Eaton Darrel Paradis Mike Martello Morlin McCoy Terrence Roberts Cluster B - Area: Quality IndexStudent Achievement \u0026amp; Value Added Incentive Bonnie Lesley (Lead) Gene Parker Dillingham Marie McNeal John Ruffins Dick Hurley Stephen Ross Cluster C - Area: Quality IndexAttendance \u0026amp; At-Risk I Drop Out Sadie Mitchell (Lead) Jo Evelyn Elston Carol Green Lloyd Sain Bobby Jones Paulette Martin Valerie Hudson Mark Milhollen Brady Gadberry Cluster D - Area: Campus Leadership Guidelines, Administrative Policy 4 Campus Report Card Les Gamine (Lead) Marion Woods Brady Gadberry Dennis Glasgow Patty Kohler Linda Young Mona Briggs Cluster E - Area\nCampus LeadershipPlanning \u0026amp; Campus Goals Marian Lacey (Co-Lead) Frances Cawthon (Co-Lead) Mable Donaldson Lucy Lyon Leon Adams Ed Williams Vanessa Cleaver TO\nFROM\nSUBJECT\nLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72201 August 26, 1998 Pat Price Gene Parker Dr. Patty Kohler Kris Huffman Judy Milam Judy Teeter Dr. Bonnie Lesley,Associate Superintendent for Instruction Urban School Development\nLiteracy as a Lever for Change See the attached ,nformation from the Internet. This program was the one I was trying to think of. It sounds exciting, doesnt it?! 20/20 Analysis sounds good too! Maybe we should create a LRSD literacy model that is a hybrid of the best from the best external models. BAL/adg AttachmentTools for Schools - Urban School D...nt\nLiteracy as a Lever for Change http://www.ed.gov/pubs/ToolsforSchools/usd.html Tools for Schools - April 1998 Urban School Development: Literacy as a Lever for Change What Is It? For the past 5 years, the Center for School Improvement has collaborated with a number of Chicago elementary schools on an initiative called Urban School Development: Literacy as a Lever for Change. Each school in the collaborative serves an impoverished community where student achievement is very low. The network includes two \"continuing\" schools that have been collaborating with the Center for several years, and five \"new\" schools (including two \"probation\" schools) that joined the network 2 years ago. The clustering enables schools to be a resource to each other. Additionally, to break down schools' isolation from outside expertise, the program also partners with the Martha L. King Early Language and Literacy Center at the Ohio State University. This is the National Center for Reading Recovery. Why Did It Get Started? The Center for School Improvement was initiated simultaneously with the enactment of Public Act 85-1418. This legislation sought to enhance children's learning opportunities in the Chicago Public Schools, and reconnect local schools with their communities. Toward these ends, principals were placed on performance contracts, each school elected a parent-dominated local school council, teachers' voices were amplified by virtue of their seats on the local school council and also by the creation of a professional personnel advisory committee, and local schools were given much more fiscal authority. As a university- based, external partner, the Center for School Improvement's mission is to promote each school's comprehensive development. How Does It Work? At present, all of the schools have made significant progress toward restructuring. They are deeply engaged in a comprehensive school development process that aims to:  Enhance the leadership capacity of staff and parents\nStrengthen school committees (the local school council, the professional personnel advisory committee and other committees) such that schools become responsive to the needs of their communities and self-guided\nDevelop professional expertise and practice such that a professional community develops, teaching and learning is enhanced, and all students have the opportunity to attain the highest academic standards\nand Build local capacity so that evaluation and accountability is rigorous, and decision- making is democratic, data-dnven, strategic, and focused on the needs of children. The Literacy as a Lever for Change initiative is organized around four programmatic areas: leadership development, literacy, social services, and building local capacity for strategic planning and evaluation. We summarize our strategies and core activities below. 1 of 4 8/25/98 5:25 PM Tools for Schools - Urban School D...nt: Literacy as a Lever for Change http\n//www.ed.gov/pubs/ToolsforSchools/usd.html Literacy Initiative At the primary level, the Center for School Improvement's literacy initiative is a collaboration with Ohio State University. At the intermediate and upper grades, we collaborate with the Chicago Area Writing Project and Writers in Schools. These partnerships enable schools to draw on the principles of literacy instruction and teacher professional development that have been evolved in these programs over more than two decades. The program aims to ensure the equity goal of success for all students by creating differentiated services that include intensive tutorials, small group instruction, and enriched literacy classrooms. Teachers are coiuiected with outside expertise and each other through a year-long workshop. Follow-up support is provided from Ohio State University, the Center for School Improvement, and the school's literacy coordinators. A local assessment system is also developed by teachers to ensure that assessment is authentic and always coimected to meaningful instruction. Family literacy programs round out the initiative. Through a home-book program and other parent education activities, the program seeks to meaningfully engage all parents as full partners in their children's education. Social Service Initiative The Center for School Improvement's social service initiative coordinates and develops services for children, and better connects each school to its community. Most importantly, it engages all of the adults in the school community in sustained discussion about the kinds of citizens they would like their children to become, the joint responsibility that parents and professionals must take fo\" children's well-being, and the norms of discipline and behavior that must be established to recreate schools as caring, personal environments that best promote children's development. Specific activities include the development of a social service team at each school. These teams meet and deliberate on a regular basis, visit community agencies, and problem solve across communities. The aim is for school decision-making to become deliberative, strategic, and fully inclusive. The social service aspect of the model is viewed as prerequisite to any meaningful academic change. It ameliorates parents' and professionals' isolation from each other, creates time and a safe environment for adults in the school community to discuss children's needs, and establishes a social service team whose job it is to coordinate and personalize services around those needs. Leadership Development The aim of the Center for School Improvement's leadership activities is to develop the capacity of the entire professional staff to work together and with parents. This is the only viable path toward creating school communities that can become self-guided and act in the best interests of children. Center for School Improvement senior staff mentor principals on a continuous basis. The program encourages the formation of a leadership team at each school. Staff from the Center regularly meet with this team to jointly evaluate school plans, budgets, programs, staffing, and ties to external expertise. The aim is to develop a team that broadly represents the school community and can share responsibility with the principal and local school council for budget and school improvement planning. Network schools are also asked to fund a role for at least two full-time, freed literacy coordinators. These individuals receive intensive training and mentoring from Ohio State University and Center for School Improvement staff. The job of these teacher leaders is to teach a small group of students, and individually mentor the efforts of classroom teachers as they implement the literacy framework. 2 of 4 8/25/98 5:25 PMTools for Schools - Urban School D...nt: Literacy as a Lever for Change http://www.ed.gov/pubs/ToolsforSchools/usd.html Building Analytic Capacities The aim of these activities is that schools develop the capacity to collect good information, then analyze and use it for programming, planning, evaluation, and budgeting. Schools are encouraged to engage in self-analysis, and together with Center staff, surveys, needs assessments, interviews, and classroom visits are conducted. Feedback is provided to the schools by Center staff. Students' test scores are analyzed and findings are shared with school staff. Implications for staff development and strategic planning (school improvement planning, budgeting, and personnel selection) are also pursued. Additional documentation and evaluation activities include aimual testing of a sample of students engaged in the initiative and the development of a local assessment system for instructional guidance. These assessments provide the public evaluations that can document both progress and problems. Most importantly, substantive feedback to schools opens up discussion about what the tests are measuring, as well as the resources that teachers need in order to promote the kinds of quality instruction that will enhance student learning and performance. What Are The Costs? Network schools are asked to enter a cost-sharing arrangement with the Center for School Improvement. The bulk of this sum pays for the two literacy coordinator positions. Support for Center for School Improvement staff, research, and program development comes from the Center for Research on the Education of Students Placed At Risk, the Chicago Community Trust, the MacArthur and Joyce Foundations, the Annenberg Challenge Grant, and also contributions from two private philanthropists. How Is The Model Implemented In A School? Network schools must be amenable to a multi-year collaboration and be willing to allocate the necessary funding to support this comprehensive initiative. What Is The Evidence That The Model Is Successful? The Literacy as a Lever for Change initiative is in a pilot stage. To date, implementation of the program is showing classroom effects, that is, teachers who are actively implementing the literacy framework are showing statistical and educational improvements in student learning as measured on standardized tests and local assessments. In addition, there have been positive changes in school culture and climate, a pluralization of leadership, and enhanced parent involvement in both governance activities and support for children's learning. Where Can I See It? A limited number of site visits can be arranged by contacting the Director of Research of the Center for School Improvement. Whom Do I Contact? Sharon Rollow, Director of Research Center for School Improvement 1313 East 60th Street Chicago, Illinois 60637 Telephone: 773-702-4472\nFax: 773-702-2010 E-mail: rollow@,consortium-chicago.org The Research Base 3 of 4 8/25/98 5:25 PM Tools for Schools - Urban School D.,.nt: Literacy as a Lever for Change http\n//www.ed.gov/pubs/ToolsforSchools/usd.html The Center for School Improvement's literacy initiative is grounded in more than 20 years of research on children's learning and teachers' professional development at the National Center for Reading Recovery at the Martha L. King Early Language and Literacy Center at the Ohio State University. The leadership initiative is based on theories of democratic governance. The literature on organizational development grounds the Center for School Improvement's work with schools around strategic planning and building analytic capacity. -###- [Urban Learner Framework] IF [Adaptive Learning Environments Model] 4 of 4 8/25/98 5:25 PM Tools for Schools - 20/20 Analysis\nA Tool for Instructional Planning http\n//www.ed.gov/pubs/ToolsforSchools/20_20.html Tools for Schools - April 1998 20/20 Analysis: A Tool for Instructional Planning What Is It? 20/20 Analysis is a planning tool for developing an integrative service delivery plan that focuses on giving students who show the least and most progress on significant outcome variables intensive instruction and related service support. The goal of the program is to provide an analytic procedure for identifying students most in need of special help, based on student achievement and other outcome data routinely collected by schools and school districts. By identifying students in the lowest 20th and highest 20th percentiles, 20/20 Analysis pinpoints those students for whom the existing instructional and related service program delivery is least effective, so that it can be adapted to suit their individual needs. Why Did It Get Started? Current categorical programs designed to serve students with special needs are ineffective and cause a number of problems. In many schools, 50 percent or more of all students are placed in special categorical programs at some point between kindergarten and grade 12. The time and cost involved in such categorical evaluations and placements are staggering, and implementation of the categorical programs tends to be disjointed and ineffective in meeting students' needs. How Does It Work? 20/20 Analysis consists of a two-phase process: 1 of 4 8/25/98 5:30 PM Tools for Schools - 20/20 Analysis: A Tool for Instructional Planning http://wwi\\:-.ed.gov/pubs/ToolsforSchools/20_20.html Needs Analysis Administrators and educators select an area of learning outcomes such as reading, math, attendance, or disciplinary incidence and assess students' performance within that area. For example, using existing data from standardized achievement tests, and/or curriculum-based assessment and teacher evaluations in reading achievement, the school staff then examine grade- wide or school-wide achievement levels to identify students who require \"special' interventions. Achievement levels for students below the 20th percentile or above the 80th percentile are identified as \"low 20\" or \"high 20\" groups for whom curriculum adaptation and/or intensive instruction are needed. By focusing on both the lowest and highest ends of the achievement continuum, findings from the 20/20 Analysis provide a broad, systematic, outcome-based approach to identifying students requiring special educational and related service support. 20/20 Analysis provides an alternative to the current practice of identifying or \"certifying\" students for the existing narrowly framed (and mostly disjointed) categorical programs, which tend to result in child labeling and program segregation. Implementation Plan Phase two identifies and analyzes alternative ways to modify curriculum and instructional and related service delivery practices to the learning needs of individual students in the high- and low-20 groups. Emphasis at this phase of the analysis centers on programmatic implementation concerns that address the needs of the individual students and the development of individual program plans. What Are The Costs? The cost requirements vary, depending on the scope of analysis and need for follow-up activities (e.g., staff time to compile school district-collected data for analysis\nstaff time to develop an implementation plan for improving instructional and related service delivery\nand staff time for implementation training). However, a central premise of the 20/20 approach is that the starting point for improvement is more efficient and effective use of current resources and finding creative ways to redeploy existing resources, including personnel to support implementation. How Is The Model Implemented In A School? Implementation of Phase I, the Needs Analysis Phase, can be carried out by using school-collected data with very minimal staff time. This aspect of the analysis can be done by the district-level evaluators in the district's \"accountability\" or evaluation office. Phase n involves the thorough examination of Phase I findings and active participation of teachers, parents, and related service providers to develop an implementation plan. This plan calls for a collaborative and coordinated appeal to service delivery to enhance learning opportunities for each student, focusing particularly on those in the bottom and top 20 percent group for whom adaptations of the curriculum and instructional and related services support are needed. Specifically, 20/20 Analysis provides schools with the information necessary for developing service delivery plans that encompass a full range of coordinated approaches to meet the individual needs of all children, including and especially those at the margins of the achievement continuum. 20/20 Analysis is intended to facilitate program implementation efforts in integrated ways to reduce fragmentation and improve program effectiveness. What Is The Evidence That The Model Is Successful? 2 of 4 8/25/98 5:30 PMTools for Schools - 20/20 Analysis: A Tool for Instructional Planning http://www.ed.gOv/pubs/ToolsforSchools/20_20.htinl 3 of 4 20/20 Analysis has gained increasing support among schools interested in implementing comprehensive school reform, particularly in light of the Title I schoolwide program provisions of the Improving America's Schools Act of 1994 (IAS A) and the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA, Part B). 20/20 Analysis directly addresses many of the current problems in the delivery of special or categorical programs through a variety of vehicles, including those discussed below. Providing a reliable, accountable, and cost-effective process for identifying instructional and related service needs of the students in a given school or district. The current practice for identification and classification of students for special programs has become an increasingly costly venture. Program categories are ill defined, and classification is unreliable. The 20/20 procedure seeks to appropriately adapt school programs according to simple yet comprehensive and systematic procedures. This allows schools to quickly identify which students need extra support, without having to use costly and stigmatizing identification and classification methods in order to access services. Schools can then apply the money they would have spent on testing and categorization toward much needed services. Redesigning demeaning labels (e.g., learning disabled, attention deficient, or emotionally or educationally disturbed) that have no currency for instructional or learning improvement. The current classification and labeling system not only fails to provide any specific and practical interventions that can be used to meet the needs of the individual student, but is likely to generate resistance from parents and have deeply stigmatic effects on children. With 20/20 Analysis procedures, the first step in diagnosis is lot labeling, but direct assessment of the learning needs and progress. Focusing on individual needs of students, especially those whose learning progress is marginal. This adds important dimensions of student achievement in ways that are instructionally relevant. Implementation of the second phase of 20/20 Analysis has consistently brought about collaborative efforts among professionals with specialized expertise who sometimes operate in disjointed and competitive ways, and encouraging school- and district-wide coordination of programs. By concentrating on the important outcomes or goals of education and the basic components of student learning, such as reading, quantitative thinking, and classroom behavior, implementation of 20/20 Analysis has resulted in significantly improved student outcomes for children at the margins and students in the middle of the achievement distribution. In 20/20 Analysis learning difficulties are indicators of intervention needs rather than student deficits. Greater efficiency and effectiveness in the delivery of special services can be accomplished through early detection, description of learning needs, and interventions. Where Can I See It? 20/20 analyses are being carried out in selected schools in a variety of settings. Contact the Laboratory for Student Success for schools and school districts using 20/20 Analysis as a planning- and instructional-related service delivery tool. Whom Do I Contact? Dr. Margaret C. Wang, Professor and Director Laboratory for Student Success at Temple University Center for Research in Human Development and Education 1301 Cecil B. Moore Avenue Philadelphia, Peimsylvania 19122 6091 Telephone: 215-204-3000\nFax: 215-204-5130 Toll-free Telephone: 800-892-5550 E-mail: lss@,vm.temple.edu'. Website: http://www.temple.edu/LSS 8/25/98 5:30 PM Tools for Schools - 20/20 Analysis\nA Tool for Instructional Planning http://www.ed.gOv/pubs/ToolsforSchools/20_20.html The Research Base Approximately 80 percent of the students now served in \"special\" categorical programs such as Special Education, Title I, as well as others who are in a variety of remedial and compensatory programs, show poor achievement in basic literacy skills. Findings from research demonstrate quite clearly that these students do not need different kinds of instruction, but more intensive quality instruction. 20/20 Analysis is a planning and program monitoring tool. It provides a systematic way of developing informed decisions utilizing existing school data. 20/20 analyses have been carried out in schools varying in geographic and socioeconomic characteristics. Feedback from these schools has indicated that the analysis is a feasible process and provides useful indicators for identifying students whose needs require greater-than-usual instruction and related services. Furthermore, the school staff sees 20/20 Analysis as a useful process for fostering a non-categorical approach to achieving targeted learning outcomes for individual students. By assembling data over successive years, the 20/20 approach is useful in showing how successful individual schools are in improving the learning progress of low- and high-20 groups, as well as for average students. Longitudinal data show that some schools are consistently successfill in increasing the process of low-20 pupils (e.g., the data show low-20 pupils in first and second grades who rank significantly higher in terms of achievement by grades five and six). Data are also assembled to show characteristics of schools that are successful in increasing achievement at one or both margins (low-20, high-20, or both). Charting progress by various subgroups of students (e.g., Afncan- Americans, Latinos, Native Americans) has been greatly facilitated without the use of labeling or separations of students by category. IIIIII -###- [Introduction] PREV HEXT l[Advancement Via Individual Determination (AVID)] 4 of 4 8/25/98 5:30 PM BD % L- I. I 'I i f LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 SOUTH PULASKI STREET LITTLE ROCK, AR 72206 December 9,1998 TO: Middle School Principals FROM: Dr. Bonnie Lesley/Associate Superintendent for Instruction SUBJECT: Reading/Writing Workshop The two books most referred to for reading/writing workshop strategies follow: In the Middle: New Understanding About Writing, Reading and Learning by Nanci Atwell, Boynton/Cook. ISBN: 0867093749. Cost is $32.50. Seeking Diversity: Language Arts with Adolescents by Linda Rief and Nanci Atwell. Heinemann. ISBN: 0435085980. Cost is $25.00. I recommend also to everybody the second edition of Best Practice: New Standards for Teaching and Learning in Americas Schools by Steven Zemelman, Harvey Daniels, and Arthur Hyde, published by Heinemann, 1998. The chapters on \"Best Practice in Reading and Best Practice on Writing are both excellent, and they refer to Nanci Atwells work. BAL/adg I // 6/^^ LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 January 6, 1999 TO: Principals u FROM: SUBJECT: Dr. Bonnie Lesley, Associate Superintendent for instruction Resources for Literacy Teaching Strategies Several of you have asked me about \"best practice strategies relating to literacy. Each school should have in its professional development library the journals published by the National Council of Teachers of English and the International Reading Association. These organizations a so publish wonderful monographs and books, as well as newsletters of interest to teachers. Subscription information for NCTE and IRA are attached. One of my favorite publishers of books by teachers for teachers is Heinemann. I am attaching a copy of their catalog for ydur convenience. Youll see many books you want. Elementary principals - please note pp. 3, 4, 5, 9, 30, 35, 36, 37 - just to get started. Middle school principals - please note pp. 12, 13, 46, 47, 48, 49 - again just as a start! There are wealths of other books too that will help in social studies, science, and mathematics. f I I have seen teacher study groups work powerfully to change instructional practice. You may wish to consider such a strategy to support Campus Leadership. BAL/rcmL.L I /I 3/^ 7 I I LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 i I January 11,1999 TO\nMiddle School Principals i FROM: SUBJECT\nDr. Bonnie Lesley, Associate Superintendent for Instruction I Professional Development Resources So that you and your Reading and Writing Workshop teachers can get started in thinking about next years new course, we are sending under separate cover the following resources: 4 copies of 4 copies of 4 copies of In the Middle by Nancie Atwell Seeking Diversity by Linda Rief 1 set of Side by Side The Workshop Series by Nancie Atwell You may wish to begin study/discussion groups on these materials. Please call Gene Parkers office if you need assistance. BAL/rcm i j I j cc: Gene Parker L. Z_ LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 July 16. 1999 TO: Principals FROM: SUBJECT: Dr. Bonnie Lesley,\"Associate Superintendent, for Instruction Remediating Reading Problem Some of you have asked me about remedial programs for kids who cant read. At the elementary level we have recommended ResKting Recovery, Success for All, and the Reading Clinic. Two of our middle schools are implementing new programs this fall: Project Read at Mablevale and the Scottish Rite program at Pulaski Heights. You may want to take a look at the attached information on a program called Read Right. I am not recommending it because I have no first-hand knowledge about it, but the attached information certainly looks good! We are going to need an effective program if you are to improve your literacy scores. Well look into it some more, but in the meantime I wanted to share what I have. If you know people in any of the districts using the program, please give them a call. Attachments BAL/rcmLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 July 19,1999 TO\nJ -A'fe FROM\nSUBJECT\nElementary Principals Dr. Bonnie Lesiey.\\^sociate Superintendent for Instruction Intermediate Reading and Writing Ai' f Under separate cover I am sending you one copy of another book by Lucy Calkins called Living Between the Lines. Please make it available to your teachers. I think it will be helpful in creating a culture that supports the development of literacy. t. 4 BAL/adg 1' I fit ll 1 15a VO. . A little rock school district instructional resource center 3001 PULASKI STREET little rock, ar 72206 (501)324-2131 July 29, 1999 TO\nMiddle and High School Principals FROM: ichoo W( , MOOv Dr. Bonnie Lesley,'Associate Superintendent, for Instruction SUBJECT\nReading at the Secondary Level We all feel frustrated at the low reading skills of many of our secondary students. Please read the attached articles carefully. There are some ideas here that we should consider. Attachment BAL/rcm Published by the Harvard Graduate School of Education july/August 1999 Volume IS,Number4 HARVARD EDUCATION LETTER N S D E Reading Success at Boys Town 5 Johnny Still Cant Read? Why high school students arent developing the reading skills they need__ and what some researchers suggest to solve this growing problem By Peggy J. Farber Each fall Anna Lobianco, a reading specialist at Bread and Roses Integrated Arts High School in New York Qty, gives a reading test to the 90 incoming 9th-gradeis. As part of the assessment, she inter-students are lagging. Fewer high schools today have reading support stafflike Lobiancothan at any time in the past to instruct students in advanced reading processes. In fact, experts say that secondary teachers views the students about their attitudes toward reading and should just assume that most of their students cannot how they handle problems that arise while reading I get the exact same responses from kids every year, says Lobianco. They hate reading. Its just a labor. Of the students Lobianco screens, almost one-third are identified for inclusion in her remedial reading class. A question I always ask kids is what do you do when you come to a word you dont know, she continues They all say the same thing: T look it up in the dictionary. They dont have any [other] strate-read at grade level In practical terms, they say, this means that high school teachers will have to train stu- A new survey shows only 40 dents in reading at the same time they teach content That challenge is especially fotmidible considering percent of adolescents read well fbat high schoolers enough to comfortably manage standard high school texts. gies for reading. They dont have the skip it, try to figure it out and come back to it later* type strategies Lobiancos observations are echoed by results of the with reading problems may have gotten sidetracked at different stages in their development. According to Catherine Snow, professor at the Harvard Graduate School What Secondary Teachers Can Do to Teach Reading 4 The Brain-Based\" Ballyhoo 5 Breakfast for the Brain 6 Segregation: Stepping Back in Time? 7 What Teachers Know and Dont Know Matters Dennis Sparks  8 -OurNew^ebsIte  www.edletteRorari^Q ____________________ ______ failed to learn fundamentals of reading in the primary -V- 3? nova-..fl. .. J , .L.-:yersfQns.ofo\u0026amp;Are^cte^ iireadingfinclU^fn^.uSeMlrnksitoT the researchers and programs A - : menoonedias^weH \u0026amp;addltfonal . links andiresourcesl^tfbcus.1%. .on seconA^,schook^dlng.A.  The Forum- Feature^^i-tife::, / V A transcnpt-ofrBoys to Mend an-HGSE.Forunj'dlscussion.y/itbi-.'  Carol Gilligan, James Garbarlno,: land James' Qlllgan about the . r emotional struggles and violence\n.'i\nln/boys.\n::\u0026amp;^X' of Education, some older students struggle because they 1998 National Assessment of Educational Progress (NAEP) on but never progressed in fluency and comprehension in reading, released in March by the U.S Department of ~ Education. The new survey shows that although virtuaUy all adolescents are able to carry out simple reading tasks. sufficiently to read the texts encountered after 4th grade. Still others developed reading skills up to, say, a 6th-only 40 percent can read well enough to comfortably manage standard high school texts or 8th-grade level, but havent actually read enongi develop fee vocabulary or general knowledge that Ino more ____________ _ advanced reading requires Although most high school Only 6 percent of American 17-year-olds read at what ets may be able to read the words on the page, many ii .u..:----------- do not have the skills that allow them to synth^^^r summarize information, draw conclusions, make general- L izations, or relate information drawn from texts to their 1^ NAP designers deem an advanced levelthat is, can syn-thesize and learn fi-om specialized reading material. That age group is the only one showing lower scores today than when the NAEP was first given in 1971, which begs the question, Why are the reading skills of older students not showing more improvement? While the nation has concentrated much needed attention on beginning readers, efforts to help high school own knowledge. Secondary school students are expected to learn independently from print, but no one shows them how, says Arlene Barry, an assistant professor of curriculum and instruction at the University of Kansas We start to Also-visitounpase research ' features Jndndlng those on retention, successfufminontyL'/. students, and science\neducadonr -chi\u0026amp;mW work with kids on stories from the time I irvard Letter TOWAL DIRECTOR . ing you how to tangle with the text, how to construct meaning. Reading experts say another factor theyre infants. We read stories to them, and feev know the pattern\ntheres going to be an ending and a resolution. The kind is fee publics mispercepuons about of texts kids are reading at higher levels- literacy. Across the states, governors and teachers engage students in a dialogue (thus, reciprocal) at employs four thinking strat^ generating questions based on what the students already know, pre- I \u0026gt;? 4 -.5 J y- GrMS-OMi- 3 iOCIATt EDITOR MGonton 3DUCT1ON EDITOR dy.WalS.-. ... [TORIALASSISTAMT jIkednoand EB manager g) Goman  '*' the informational, technical textsthere are patterns in them, too, but the kids are not aware of that and nobody walks them through it, Common Mistakes Mature readers might find it perplexing ^ltyedtor . . that adolescents fail to stop reading and legislatures pour public resources into intervention programs for young children dBng what is about to happenjnthe text, summartTing what students have lUSt remand storing to clarify when students and fail to fund any literacy programs for hit confusing material. secondary students Their mistake: assuming that reading develops automatically once a child masters the fundamentals Were seduced by this notion that  if we could just teach the basics by 4th Another effort gets teachers them-chirdFBmora jrrORlALADVISORir BOARD Diracton Priraa^ eftwf.HGSfe Katherine C Boies, jcorenHGSUnda Dariing-jntnoftd. Professor. Columba achera College\nSaly Dias, jperintendent'Afetertown (MA) ubScSchoolsHaroldHowB ll, - ecturer. Emeritus, HGSE\nSusan - loora Johnson. Professor and academic Dean, HGSfc Robert :epivProfes$or.HGS\u0026amp; eegy Kemp. Office of School irtnenhips, HGSE Marya  jverson. Superintendent. North _ Colonie Central Sdiool District. Mewtonvile. NY\nDeborah Meier, , MndpaL Mission HUI School. 8\u0026lt;t\u0026gt;n. MA: John Merrow. Presi-dentlhe Merrw Rexxt Jerome T Murphy, Profesiorand Dean, HGSEAnhuf-J. RosenthaL PubBsh-l  Cowutant\nCadierine Snow. Professor,HGSEJay Sugarman., Teadw. Riride School BrookAne. MAiArtadneVabamis, Diractor of take Stock when they become confused, . grade kids would be able to handle the but reading specialists report that this is complex demands of literacy that are one of the most common mistakes young required of middle and high school s^ adults make Teachers dont realize that kids can read something and say the words okay, but not understand what theyve reada^not even know th^ dont undead, Barry saya In secondly sdiool, teaching shifts from the process of learning to the content students should learn, leaving teachers with little time to address reading. Even teachers who know how to teach reading in their content areas rarely do so. Thirty-seven states require second-dents, and thats just not going to happen, ary school teachers to take at least one Governors and legislatures pour public resources into intervention programs for young children and fail to fond any literacy programs for secondary students. Pu^ WonTBOon,HGSE Htfvod Eitonon Later (ISSN 87SS-37I6) b pufaitfitd bffwmWy b)f Hvwd Graduate School of Education. 6 Appan*^. Canixidjt. MA 011 38-3751 Sccond-daa poR\u0026gt;|* Boston, MA. and addtional mailing oAces. Posonaster Sand address dwi|(s) to Harvard Eduadon Lkct. 8 Appiw Vfey, Cambridge. MA 02138-3751 Slpied articles in Horvord EiAMOtion - Later raprasenc the views of the uxhorsJMkirass editorial corra-jpondance to effitora. Harvard . E****^?^ Lcoer, Gutman Library. 6 Appian Cambridge, MA 011 3^3752: phone 617-495-3431\nfex817496-35B4: emal edicor^edieoerorg\nweb: www,cdlcter.orx. I W by the President and FeBowi Harwd Coll^ PuUislwd as a non-profit service. ' Al rights reserved. Special permission is required to reproduce in any manner, n whole or in part\n. die rraterial herein contained.\n',,Cal 617^95-3432 fer reprint. ^'penmslon infonnatiork HOWTO SUBSCRIBE  - Send $32 for in^viduab. $39 for * s bwitutions ($40 (or Canada/Mex- C0b$49 other fereig^ In LLS. finds  hfervarti Uuation Letter. Appan VWy, Cambfk^ MA\n.01I3^3752\norallusat8l7-495- 'i-f3432 h Manachusets or' f,.''^flpO-5I3-O7i3 outside Massachu- A sitt Subscription prices subject ^*^Co dngi without notice. Siri^ edpiat $5.00. Back issues and bulk ^:.\"ajbeaiptiora available at spedal \". nnc oil 800-513-0763. course in reading, yet studies show that only a small percentage of teachers actually use the strategies they leam. And recent sure trends are making it tougher for teachers to stray from content instruc-tion. Thirteen states have recendy instituted exit exams that require students to meet high standards that emphasize selves to think about how they read and then try to pass those skills on to kids. Cynthia Greenleaf director of research at the San Francisco-based WestEds Strategic Literacy Initiative, and her colleague, Ruth Schoenbach, are collaborating with secondary school teachers to bring insights from cognitive research into classrooms. Greenleaf says fee first stepjn^r work with high school teachers is always to get them to recognize what they do when feev read. We have groups of social studies teachers sit together and read a history analysis, and chemistry teachers read a Scientific American article, Greenleaf says. And we have them list their reading moveswhat they pay attention to. Inevitably, teachers discover feat advanred reading in one disaplirie is nothing likeTt is in another.Teachers need tn unrover such hidden, or veiled. Richard Vacca says. We have 30 years of procesvss and make them apparent to statistics that show the problem isnt only with beginning literacy, yet we front load everything and then the funding just stops. students, says Greenleaf We need to try to figure out ways of helping our kids into 1 content knowledge, and more states are in the process of rolling out such exams. Teaching adolescent literacy is not supported from the top down, says Richard Vacca, former president of the International Reading Association and co-author of a respected textbook on secondary school reading. The oidy thing Thinking About Thinking There is a considerable body of experimental research demonstrating that when that masked world of how you do literary readings, science readings, historical readings, she says. Next Greenleaf and Schoenbach introduce teachers to research-based tech- adolescent students are shown how to tTuiqiquueess ssuucchh aass_ rreecaipprroocaarl, tteeaacchnmingg tmhadti \n^\nrimreir own thinking, they able help students expandto^epertoue of ____ \"* ' . . - -  J__ flAvCKililn to get more from their texts and to per-fotm mote complicated operations with the information.Thinkingabout think-ing or metacognition is a hallmark of thats important is a score on a state profi- ea^dolescent developmenUn^e dency t,estt, aAnndd tthhaattss ccoonntteenntt ddrriivveenn..  backboned adolescent readingexpen- Harvard lecturer Vicki Jacobs says secondary school teachers who neglectto address literacy explicitly may be add^ to the problem by sending stud^an inaccurate message about how mature 'reading works IflMy to students, Go home and read a book chapter and come meats Several experimental regimens train students to think while they read. However, little work has been done to move these protocols out of laboratories and into secondary classrooms back tomorrow and Ill give you a quiz, says Jacobs, then Im implying that good Developed in the early 1980s by reading is like a fairy landing on your researchers Ann Brown and Annemarie shoulder and you just get it Im not show- Palincsar, this approach has content-area thinking strategies and develop flexibility in using them. They also urge teacheg_to make use of the developmental strengths of adolescents At Thurgood Marshall Academic High School in San Francisco, Greenleaf and Schoenbach developed a mandatory literacy course for all incoming 9th-gtaders in 1996 that emphasizes adolescents Amerging abilities to think about thinking and to be retrospective about themselves One model feat has been tried in I-n the first unit. Reading Self and Society, classrooms and is favored by several read- students explore their own readmg iden-ing experts is^pro^ teaching''! hues, including their histones as readers - and what kind of problems they have experienced, as well as what kind of role reading will likely play in their intended career goals During the course, which met for two Furthermore, when the same students were tested again at the end of 10th 90-minute block periods and one 50-minute grade, a year after the course had ended, period per week, students also read narra-rives from authors such as Malcolm X, Explaining the results of her work with the San Francisco 9th-grade teachers, Greenleaf voices a complaint heard their gains not only held but even acceler- repeatedly in conversations with literacy Qaude Brown, Frederick Douglass, and oers. They read silently in class for 20 to 25 minutes each block period, kept, logs describing e reading problems they encountered, and got explicit instruction in self-help cognitive spategies, such as predicting questioning and clarifying At the end of the 1996-97 academic year, students showed significant gains in ated. By the spring of 1998 the group had gained approximately four years reading ability in two academic years. More significantly, perhaps, is at students perceptions about reading, as measured by open-ended surveys conducted at the beginning and end of the year, changed dramatically. More students not enough  reported that they liked reading, that they purposefully decided which books to reading achievement, moving from the 47th read, had favorite authors, and understood to the 50th percentile in national ranking. what they read. experts. This is exactly why we need to do e work at the secondary level, she says, why we cant just say, Oh. e kids got it in K through 3. they know how to decode and they know how to approach words that are unfamiliar, and how to chunk text and read fluently. That is Peggy J. Farber is a freelance educarion reporter based in New York City For Further Information Notfiihg^SwesB KidsiF^I Better than Learning* KiRi^ihBSbccess'^^iB6]^TGwhW^^|'5SgO^\u0026lt; ..... Mi't -IJhffieETilana^'s^q^^^inN^i\u0026amp;a\n. X- '3' __________ ifmiQfmtoe^bhis\u0026amp;tic^lsiie'Mj^AfBd^^TO^ Boys Town Reading Center, Fadier Ranagans Boys' Home, Boys Tosvn. Nebraska 68010:402-498-1155 M Cums and AM. Longo. When Adoiescens Cant ReodrAlethocis ok Matends that VMxk. Cambriage. MABrooldine Books, 1999. C. Czfl\u0026lt;a \"Reading Happens in Your Mind. Not Your Mouth.\" CoSfijma EngSsb 3. no. 4 {Summer 1998): 6-7 R Donahue, K.VoelW,J. Campbell, and J. Maneo. NAEP 1998 Rep^ Card for dK Notion and [he States. V^^ngion. DC US. Deoarnnenc of Education. Office o' Educational Research and Improvement. March I999\nwww.nces. ed.gov/nationsreportcard/pubs /mainl998/l999S003html. Guide to the Reading Wars, a collection of documents and articles on the MiddlcVYeb site. Funded By the Edna McConnell Clark Foundation, MiddleWeb provides information on middle school r^orm. www.middleweb.com /Reading.htmi. D. G OBrien. R. A Stewart, and EB. Moje-'Why Content Literacy is Difficuit to Infuse into the Secondary Schooh Complexities of Curriculum. Pedagogy, and School Culture.\" Reading Research Quarurfy 30, no. 3 (Juiy/Augusi/' September 1995): 442-463. Project WebSIGHT provides a practical introduction to reciprocal teaching, and includes sample lessons and researcn results. The site was created by the Miami-Daae County Public Schools, tne University of Miami, and the Florida Department of Education, www.miamisci.org/tec /indexhcml. The Strategic Literacy Initiative, WesiEd, 730 Harrison Street, San Francisco, CA 94107:415-565- 3000: www.westedxrg/stratiic: send e-mail to Ruth Schoenbach at r5choen@wested.org or Cyndnia Greenleaf at cgreen@wes^.org. R.T, V^cca-'tet's Not Marginalize Adolescent Literacy.\" Jqumol of Adolescent and Adult Liieracy 41, no 8 (May 1998): 604-609. '7:1/is event iitndenty\nhob^^^MStf^ :'seyereeinoB6^:Mi^riaafe^^l^^@^^Mlm\u0026amp;s4|J^.h^SMnfehyjiS^terii^td'B^:r^^na\nt^ng#Ji: .yeaiSfofkfi\u0026amp;^eS^^roaBu\u0026amp;^Sbys^^'^^ral^'^ tt severe eniQtioM^4soaan^^^0^ei^pjdent^^ 'iii ^t\u0026amp;e^^5^.^^n^ou3Egetlriils^o:i^^ ^^^^Mfc\u0026amp;old^adoi^n^^fSiriisSa^g^^^^^^liJ' ^edmtoffiifrisen^tdp)^^ Isfoaehts in.her,p'rt^i7injljgOTng hdtttSSfowibeM^^^de. * ft tll ft - ytrJtH .t Ifanaawve\nSO*J J-W: fei -^-3y:We^canft,afi - -. ___________________________ i_______________ ........ Ml level wtGk^e'StruggfingMti^\n3S iffijgmdelCTbVftiGUse^ 3\ni*Smgfie^Teafing$bfweSi'fiie6ffi-5i\u0026amp;\u0026amp;@ffi^ w^tem^Jioving'fiiOTkno^^ iffEj^tetit^\nsriidenfa a^vifittgradd iwel^fe^^ lihfemtifigSormatiori\u0026amp;uhdmtiejS, '' \u0026lt;uyW\nkevs fo'-the progranis siicceaafeits highlyvfiS\":\n{StriiSiir^ criuises pt^ctablfton^aapd'hhilfe grni^j ifjfcmBSysjCiiifejThe-ygmflenfagmt^ \"\nt^SmiSw^^cld^fqqiari^nl^pnf\u0026amp;^51alls~ifiafiyieariij^pnfi^sa^f9SiS:ffi6Westj^t^^ larejiecessaEigf^riwistudegtjft^eirn|g[tktgge:aOj6^^8f^^eyare^atje^^iear^gfsfQge^ SaeveIopm^beeaoseStl^MevfccatcliSRiif7^onli\u0026lt;^O^i^M-jMcfa\u0026amp;^bi^fhm^1he\n^ffi^ j\u0026amp;uaallfii5t5te{frss^giiflSs:^^g]adgm^ j^^wjth^ja^ieadmg-iKoass^JllS^ i^' i dentsinifaeEiirogramgaitLabotititwD\n-37\u0026lt; 5-1^3 k'la'iv. j.^wsK^m sir yeais foreveiv^ear of ipsEactionrand^jtfreag^ave? WfebeenfrepiieaSd-iri'sav^idc^isecim^ ^'ftaroiihdtlieicdiaf^tTlie-B^Tliwri^R^ain^C^^\ni\u0026amp;cuirently\nl3e^iuSy^S!(iffifrafts^^i^^msl?S\nj jCiiiS S S- .elX, -.t- -i- ^gideasiFl^istifets?^^\n^^^^ii!\u0026amp;e^^sSS^yel^ ssounds and gomgifinotigfi^^ortsto construdtoowledge\n\u0026gt;!ye ti,hJs=X!it Harvard Education Letter July/August 1999 3 What Secondary Teachers Can Do To Teach Reading A three-step strategy for helping students delve deeper into texts By Vicki A. Jacobs e You want me to teach reading? But I'm a content teacher. I don't have time to stop and teach reading. Besides, I wouldn't even know how to begin. by providing them wi\u0026amp; means to preview ry blossoms or whether there is a national 1 fe- T1 hese are typical concerns of secondary teachers when asked to take more responsibility for their students reading. One reason for their concern may be confusion about what secondary reading is and anticipate the text. Such preparatory activity is critical for comprehension to occur. the monuments or government buildings For example, a 9th-grade social stud- that a tourist would be interested in seeing, ies class may be planning to read about cemetery near Moscow as there is near Washington, DC They might also consider Moscow as an introduction to a unit on As a result, the students build on the knowl-edge they bring to a text while beginning to Russia. Depending on the purpose of the anticipate and pose questions about that text, reading (and it is important to be explicit to students about purposes), the teacher might have students brainstorm individually about what they already know about Simply put, if reading through grades a national capital that is more familiar to 3 or 4 is about learning to readacquiring them: Washington, DC Most likely, the the skills needed to decode the written word automatically and fluentlythen reading from about grade 4 on is about using those skills to comprehend what is writtenthat is, using reading to leam. Texts used in subject areas often employ language, syntax, vocabulary, and concepts that are specific to a particular field of study. Merely assigning reading does not help students leam how to tangle with these specialized texts to construct meaning teachers must help prepare students brainstorm will spark both common associations (such as the president, the Capitol, cherry blossoms, or Arlington Pre-reading requires considerable time but is a wise and critical investment. In addition to brainstorming and graphically organizing information, teachers can also instruct students to ask and answer questions before reading. These questions which can be supplied by the teacher or developed by students through directed writing or interactive discussion, might include, What do I already know and what do I need to know before reading? and What do I think this passage will be about, given the headings graphs or pictures? Teachers can also make use of clozethat is deleting important words or concepts from a passage and having students guess or choose the word that would best fit the blank. Pre-reading activity requires considerable time, for and guide them through the texts so that National Cemetery), as well as less com-they will learn from them most effectively, mon associations certain students might but that time is a wise and critical investment, for it prepares students to actively engage with the text Pre-Reading To avoid feeling that they have to stop have because of theirpwnknowledge and Guided Reading experience (say, the Holocaust Museum, or an anecdote about a visit to Washingteaching content in order to teach reading ton, DC). The class could then compile secondary teachers might think of reading and share their brainstorms, which the The second stage of the reading process is called guuied reading. During this stage, stu-dents need structured means to integrate the knowledge and information that they bring as a comprehension or understanding teacher can use to help the students grasp to the text with the new that is provided process that involves three stages. (These particular concepts or vocabulary that will by the text. Guided-reading activities should stages are derived from a model of learning be important to understanding the text teacher can use to help the students grasp called schema theory.! The first stage is The class might then organize their called pre-reading. One of the purposes of brainstorms into categories (such as mon-pre- reading is to acknowledge the different contexts, experiences, biases, and background knowledge (often called the given) of students that will influence how they read and learn from a text (the new). By knowing what students bring to their reading teachers can provide em with bridges, or scaffolds, between the given and the newclarifying unfamiliar vocabulary and concepts, and offering other necessary information in uments, government buildings, a tourists engage students in probing the text beyond its literal meaning for deeper understanding They should include multiple points of view, which is a requirement of higher stages of view of the city), or into webs, outlines, or reading Students should have the opportu-cluster sgraphic organ_iz_e_r_s _t_h_a_t _v_is_u_a lly nhy to revise their preliminary questions, illustrate the relationships among vocabu- search for tentative answers, gather, organ-lary or concepts The teacher could then divide the class into small groups and assign each group a category from the brainstorm, asking em to use the Wash-ington, DC, examples as a way to think ize, analyze, and synthesize evidence, and begin to make generalizations or assertions about their new understanding. A simple way to lead students beyond surface understanding is to reword the factual about Moscow. For example, a group that questions that texts characteristically pro-________________ __ _ is assigned a tourists view of the dt.y  videat the end of a chapter into questions theprgggs Pre-reading activities also pro- might consider whether there are gardens that ask how or why. Such questions ask mote students eng-a -gement and inter estI it* Moscow that equal the beauty of cher- students not only to locate information, but J i also to apply that information in some sub- stage, teachers give students ways to artic-stantive way. For example, a social studies ulate their understanding of what they text mieht ask, What three rivers that flow through Russia are connected by canals? Only surface comprehension is required for students to find and copy the pie, students might be asked to discuss answer from the text (the Don, Dneiper, and Volga Rivets). In contrast, a guidedreading question, such as How would Russias transportation and trade be affected if there were no canals to link e transportation). They then might be asked Don, Dneiper, and Volga rivets? requires students to consider how facts from the text inform each other and help answer the question. Other common guided-reading activities include reader-response journals and study guides 1 i Post-Reading Stage three of the secondary reading process is called post-reading. During this ulate their undeisianding of what they have read, and then to test its validity, apply it to a novel situation, or argue it against an opposing assertion. For exara-how the United States and Russia are similar and different, given one aspect of Russian culture that they have studied (e.g, the people, geography, industry, or to argue what impact these similarities and differences might have when Russia and the United States need to come to some agreement of international consequence, such as the war in Kosovo. By engaging students in pre-, guided-, and post-reading activities, teachers not only support students understanding of content, but also provide them with opportunities to hone their comprehen-sion, vocabulary, and study skills without interrupting content learning. Teachers should make decisions about how they will use such activities, depending on their purposes for teaching, the difficulty of the For Further text, and how well their students can read Information the text Most teachers already employ H many of the principles and practices asso-  dated with the reading process However, j. chait Stages of heading Develop-by becoming more aware of how they use them and to what end, teachers can become more confident about whether students comprehend both the word and the spirit of their texts.  Mcfa' A. Jacobs is a lecturer on education and associate director of Teacher education Programs at the Harvard Graduate School Education. This article dransfrom her book. Secondary Reading and Writing: Issues and Opportunities, which will be published by Brookline Bodes later this year ment New Yoric McGnw-Hiil, 1983, D.W. Moore, j.E Readence. and R.J. PJekeJman. Prereoding Acwoej far Content Anw Heading and Learning (2nd ed.). Newark DE intemanon-al Reading Association, 1969. B.D. Roe, B.D. Stoodt, and PC. Bums. Secondary Schoo/ Reading InanjcDonilhe (^teni Areas (6ch ed.). Boston, MA\nHoughton Mifflin. 1998. I The Brain-Based Ballyhoo New research on the brain may shed light on how kids leam, but should it change the way theyVe taught?The debate simmers... By Millicent Lawton j when Sarah Jerome, a Wisconsin says John Bruer, president of the James school superintendent, and her S. McDonnell Foundation in St Louis, colleagues read about a brainI 1 1 research study connecting keyboard music lessons to improved-skills in spatial and abstract reasoning in preschoolers, they didnt wax philosophic about the potential benefits of such research. They pul the new information into practiceand fast In 1996-97, Jerome and company added keyboard lessons to the elementary music curriculum in the 4,200-sludent Kettle Moraine school district in Wales, WI. When kindergartners showed better puxzle-solving aria block-building skills, Jerome plowed about $40,000most of it donatedinto buying 120 electronic keyboards for all grade levels in the districts four elementary schools. Today, teachers say the students who take keyboard lessons ence and the media hype surrounding have better concentration and discipline in them. Proponentsby and large consult-I the classroom. Are Jerome and others like her read- research about the brain can help K-12 ing too much into early results from brain  research, a science still in its infancy? Fd be reluctant to invest substantial resources in a curriculum based on a single study, which funds research in neuroscience and psychology. Such reactions highhght the current the truth probably lies somewhere in tug-of-war over so-called brain-based education, a pedagogical bandwagon set Are Jerome and others reading too much into early results fixim brain research, a science still in its infancy? in motion by recent advances in brain sci-ants, not brain scientistsargue that educators know what and how to teach. But critics, mostly in the scientific commu-nity, question the accuracy of some of the and classroom practice. Education con-movements claims and argue that the breakthroughs it touts are little more than longstanding educational philosophy and common sense repackaged under a new, faddish name. As in many debates, the middle. One supporter of brain-based education, Eric Jensen, says learning about the brain can help educators make better decisions. Jensen, a staff developer and author of Teaching with the Brain in Mind, says he doesnt want brain biology to drive school policy and practice exclusively. StilL he says, there are a lot of important findings in the field of neuroscience that have some direct classroom applications Educational consultant David A. Souza, author of How the Brain Learns, agrees: Teachers are trying to change human brains every day. The more they know about how [the brain] works, the more likely they are to be successful. The secret, according to brain-based advocates, is in making the tight connections between new laboratory research suitants Renate and Geoffrey Caine, l-L LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 24, 1999 TO: FROM\nSUBJECT: Middle School Principals Dr. Bonnie Lesley,'Associate Superintendent, for Instruction Reading and Writing Workshop and Vocabulary Development We were generally delighted with teacher responses to the eight days of training we offered during the summer to prepare teachers to teach the grades 6-8 Reading and Writing Workshop. I know that Suzie Davis has already met with your teachers as well, and I know that she has scheduled a meeting with you soon to help you know what to expect when you visit those classrooms. So - we are off to a good start! Learning how to teach in this new way, however, will be difficult for some, so we want to ensure that the teachers are continually encouraged and supported. Meetings and additional training will be set up throughout the year. To assist all your teachers, not just the English teachers, in teaching vocabulary - one of our weakest areas on the SAT9 -1 am attaching copies of two articles you may find helpful. Teaching Vocabulary in the Subject Areas\" by Karen Wood, Middle School Journal, November 1987, \"Six Whole Class Vocabulary Strategies for the Content Areas by Karen Hanus, et al. Middle School Journal, January 1991. Vocabulary development is a great topic for team collaboration. Ill send other articles frequently that you can simply pass along\nuse in faculty, department, or team meetings\nor simply read for your own use. Please feel free to let me know if there is something specific that you need. BAL/rcm cc\nSuzi Davis Pam Persons - Cloverdale IiDULE School Journal f i Six whole class vocabulary strategies for the content areas Karen Stinson Hanus Margaret Mary Sulentic Richard Rebouche Sharon Smaldino S i I Middle School Journal . As students enter and progress through the Techiuque is one method to help students 'middle and secondary school, they face the efficiently preview their textbook for important increasingly more difficult task of bringing vocabulary prior to reading a unit or chapter, special reading skills to content area subjects. First, have students survey the unit and identify The reading skills learned in elementary grades -u/nrHs that- a written in italirc nr offer no guarantee of successful skill application in history, science, or any other field. In the upper grades, students must use the fundamental vocabulary and reading comprehension abilities already learned and apply them to increasingly more difficult materials. In addition, students must (a) learn the specialized vocabulary of vocabulary words that are written in italics or content areas, (b) find definitions of these specialized words in their text, and (c) be able to select and learn new words and meanings on their own in order to become independent bold face. Second, have students try to locate the definitions of the words from context in the text. Some texts define a specialized vocabulary immediately preceding the italicized word, others provide definitions in the margin or include a separate section on vocabulary. Have students go back through the text locating additional important vocabulary words and explain how the words were identified. Point out any additional vocabulary words and clues to locating them in the chapter. Third, let students learners (Readence, Bean, \u0026amp; Baldwin, 1981). Most examine the visuals and predict from the pictures students do not automatically acquire new and graphs what information the chapter will concepts and the ability to identify words that include about the vocabulary terms that have represent new concepts on their own. Therefore, been located. Fourth, determine the purpose attention must be paid to the special vocabulary and value of specialized vocabulary. Point out anH reading skills required in subject matter that the specialized vocabulary generally areas or students will fail to~~achieve as'they contains the major concepts of the unit or chapter. should (Herber, 1970\nManzo, 1980\nOlson \u0026amp; Fifth, from the information already generated in (Ames,\" 1972\nRobinson, 1975). Failure to teach the survey of vocabulary, conduct a class specialized reading could lead to frustration and discussion of the important points of the chapter. decreased student motivation and achievement Next, help students ^oup the vocabulary terms JCleweU \u0026amp; Haidemos, 1983\nMoore \u0026amp; Readence, into logical categories (Ausubel, 1968). Some B981). J Students learn in a variety of ways\ntherefore. specific categorization procedures will be explained later in this article. Finally, as a whole {successful vocabulary instruction calls for a class group, generate a phrase or sentence that {repertoire of activities including personal explains what the author was trying to say about {experiences with the word, categorizing words, the subject. (oral and silent reading of material containing the ------------------------ ----------- [words, and direct vocabulary practice (Moore. (^Z^emantic webbing Keadence, \u0026amp; Rickelman, 1982). Content area teachers need to teach (a) the specialized Also called mapping, semantic webbing is a yocabulary of their subject area, (b) techniques to popular content area reading strategy to help earn new vocabulary, and (c) the special features students learn vocabulary and relationships jf the textbook such as the glossary, italicized between concepts (Sinatra, Stahl-Gemalke, \u0026amp; words, and index. The following six strategies Berg, 1984). Whole class mapping requires ire intended for busy, content area teachers, students to interpret pre-exiting knowledge and These strategies will provide practical activities expenence while helping them recall and retain i :o use with the whole class to improve students' text information. In addition, maps help students :ontent area vocabulary and reading skills. extend vocabulary comprehension and expand 1. Survey texts ? students' intuitive notions about similarities and differences among concepts. A web or map is a graphic arrangement showing the major ideas I Students need to become familiar with their aanndd rreellaattiioonnsshhiippss aammoonngg wwoorrdd rmneeaanniinnggss.. FFiinrs t, :extbooks. Early in the year ask students all the important vocabulary of the unit needs to questions aimed at helping them remember how be identified by the teacher or the students. Then the index, glossary, typographical formats and a large circle is drawn in the center of the j^ther salient features of the textbook can help chalkboard or transparency. Students can then Sem learn (Maring \u0026amp; Furman, 1985). Regularly discuss and determine the vocabulary word main - 'eview with students the major features of the idea in the passage or unit. This vocabulary f xts as new chapters or units are begun. Give word is then written in the center circle. Second, ^dents practice in identifying and locating lines are drawn outward from the center pecialized vocabulary words in the text and in attaching circles to the end of each of these me glossary. spokes. Third, students locate related, I A modification of Aukerman's (1972) Survey subordinate vocabulary words to fill in the circles. January 1991 37 toDLE School Journal Continue this strategy until all ideas, space or need on their copy. Second, these words are time is exhausted. The final display will be in the presented one at a time to the students. Aseach shape of a spider web. It does not follow any word is presented, students discuss any rigid conentions and is formed as concepts are definitions or associations they have with the discussed. Arrows, shaded lines, squares or word. Students provide examples and try to rectangles can be used to illustrate special relate the word to previously discussed terms, relationships vyith the terms (e.g., cause and Third, the teacher adds information about the effect, comparison) in the text. If webs are written word and uses the word in spoken context, on transparencies and stored, they can be used to modeling vocabulary usage for the students, help students who have been absent from class This helps students infer meanings associated discussion and for reviewing at the end of a unit, with the word. This process is continued until aU Reviewing with the web will help students the words have been introduced. Fourth, prepare for tests by providing a visual students are paired and given a limited time representation of the important vocabulary and (three to five minutes) to use the words in concepts.  conversation about the topic in which the words --------------------------------------- are related. Using a timer helps students stay on CX-The structured overview_J) task. Students can take turns recording the number of words that are meaningfully used in The structured overview (Dupuis \u0026amp; Snyder, conversation. Fifth, a brief discussion about the 1983\nVacca \u0026amp; Vacca, 1986) is one prereading uses of the vocabulary can ensue, or students can activity that can help students leam content area be instructed to immediately write a short vocabulary. It involves teaching new content paragraph using as many capsule words as area wc rds before the student is asked to read possible in five to ten minutes. Again, the use of them inTheir textbook (Tierney, Readence, \u0026amp; the timer helps students summarize and keeps Dishni \", 1985). the vocabulary lesson within available time Tc prepare a structured overview, first, locate constraints for the content teacher. Finally, the aU of the important vocabulary from a utut and teacher selects two or three paragraphs to read prepare them in chart form as a teacher's guide aloud to the class. Capsule vocabulary uses both for the lesson. Second, write each word on a the receptive and expressive modes to teach new separate sheet of paper asking students questions vocabulary and the relationships between these about each word as it is written. Ask questions vocabulary words. In addition, the word lists so that the words are defined individually and in provide excellent student references and review, relation to other words. Third, after all of the and involve students actively in the learning words have been written onto the sheets, process. encourage students to help construct a wall chart -------------------------------- by arranging the vocabulary sheets to show the 5. List, group, and label relationships of the words to each other. The chart of relationships can be left taped to the This is a classic strategy from Taba (1967) in wall, or can be thumbtacked to a bulletin board which students categorize vocabulary words for as graphic representation of the important a specific topic. Students can first orally read a concepts of the unit. The chart can also be typed passage or unit using an Oral Languaging and copied as a study or test aide. The advantage Strategy (Manzo, 1980) or discuss a silently read of this strategy is that students are provided an passage using a Questioning Strategy (Vacca \u0026amp; overview of what they are going to study and Vacca, 1986). Second, students brainstorm a list 4. Capsule vocabuL their active participation in building the overview of vocabulary words related to the topic area, will generate interest and tap their prior The brainstorming can be specific to a particular knowledge of the subject. passage or unit or can be used for a general overview of a topic This brainstorming is usually done with a whole class, but can also be conducted January 1991 38 ' in small groups. Disabled readers and The capsule vocabulary (Crist, 1975\nmainstreamed students can be successful if the Cuimingham, Cunningham, \u0026amp; Arthur, 1981) is a teacher calls upon them first to suggest some of strategy in which students read, recite, and vyrite the words for the brainstormed list (Maring \u0026amp; important vocabulary words from their content Furman, 1985). As the vocabulary words are area. First, the teacher selects twelve to fifteen generated, the teacher or a student writes the specialized vocabulary words from the passage terms on the chalkboard, transparency, or a large or unit. These words are typed on a list and sheet of paper. Third, after twenty-five or thirty copied so that each student will have a vocabulary words are generated the students are instructed list. Students are given the list and instructed to to list the words into groups of four to six words write down any notes or definitions that they that they think go logger in some way. StudentsMiddle School Journal an be timed. Three to five minutes should be References ufficient. After students have formed their Au.'k.oTman,R.C. {WTr). Reading in the secondary school .... classroom. New York: McGraw-Hill. an ocabulary word groups, instruct them that they ave several minutes to devise a label or name Ausubel, DP. (1968). Educational psychology: A cognitine view. New York: Holt, Rinehart and Winston. Clewell, S.F., \u0026amp; Haidemos, J. (1983). Organizational strategies to increase comprehension. Reading or each group. Fourth, the teacher leads the tudents in sharing their groups and labels, writing some of them on the chalkboard as _______ xamples of vocabulary categories. Students are Crist, B.I. (1975). One capsule a weekA painless ncouraged to explain why they grouped and  ...................................... .. ibeled the words as they did. A variety of World, 22,314-321. remedy for vocabulary iUs. Journal of Reading, 19, 147-149. jsponses need to be encouraged and regrouping Cunningham, J.W., Cunningham, P.M., \u0026amp; Arthur, xplored. The advantage of this strategy is that -------- udents will come up with many of the important rords associated with a particular topic and will DuPis, M.M \u0026amp; Snyder, SU. (1983) Developing , . . T'l  rnnronK khpoiicrh vnranillflrv A cfraMcru Hr xpand their associations for termmology. This m also be used as a prereading diagnostic S.V. (1981). Middle school and secondary school reading. New York: Longman. concepts through vocabulary\nA strategy for reading specialists to use with content teachers. Journal of Reading, 26,297-305. rtivity. Important vocabulary words about the Herber, H.L. (1970). Teaching reading in content areas. ipic that were not generated by brainstorming - *...........  - - - re probably not well known. These identified rords can then be directly taught to the students.\n. Words on the wall Visual representations of vocabulary are very ' elpful for students, but it is time consuming to i se transparencies or write words on the 5 lalkboard every day. Words on the wall Englewood Cliffs, NJ: Prentice-Hall. Manzo, A.V. (1980). Three \"universal\" strategies in content area reading and languaging. Journal of Reading, 24,146-149. Maring, G.H., \u0026amp; Furman, G. (1985). Seven \"whole class\" strategies to help mainstreamed young people read and listen better in content area classes. Journal of Reading, 28,694-700. Moore, D.W., \u0026amp; Readence, J.E. (1981). Accommodating individual differences in content classrooms. High School Journal, 64,160-165. Zunningham, Cunningham, \u0026amp; Arthur, 1981) Moore,D.W.,Readence,J.E.,\u0026amp;Rickelnian,R.J. (1982).\nroo vides a visual representation of important j OCi dn :abularv terms. Words on the wall visually iinforces the key vocabulary terms, and allows Prereading activities for content area reading and learning. Newark, DE\nInternational Reading Association. le teacher to point out the terms as the Olson, A.y., \u0026amp; Ames, W.S. (1972). Teaching reading xabulary surfaces in discussion or lecture. First, skills in secondary schools. San Francisco: Intext. : le teacher previews the chapter or unit and lentifies the important vocabulary terms. :cond, each term, is written on a half sheet of mstruction paper. A picture, synonym. ntence, or some other aid to memory is included 1 the card. Third, before the term is discussed  included in the assigned readmg material, the rm is presented to the class. Terms are defined Readence, J.E., Bean, T.W., \u0026amp; Baldwin, R.S. (1981). Content area reading: An integrated approach. Dubuque, lA: Kendall/Hunt. Robinson, H.A. (1975). Teaching reading and study strategies: The content areas. Boston: Allyn and Bacon. Sinatra, R.C., Stahl-Gemake, J., \u0026amp; Berg, D.N. (1984). Improving reading comprehension of disabled readers through semantic mapping. The Reading ecifically to the topic, in relation to other words Teacher, 37,22-29. 1 the wall and in context. The half-sheet with Taba, H. (1967). Teacher's handbook for the elementary le term and any added information is then social studies. Palo Alto, CA\nAddison-Wesley. ped to the wall. Fourth, when the unit is Tierney, R.J., Readence, J.E., \u0026amp; Dishner, E.K. (Eds.). mcluded, label the list by the chapter name, tit heading or topic, and begin again with a (1985). Reading strategies and practices: A tw list. Students can use the wall list as a ference in writing assignments and in taking compendium (2nd ed.). Boston: Allyn and Bacon. Vacca, R.T., \u0026amp; Vacca, J.L. (1986). Content area readmg (2nd ed.). Boston: Little Brown. Sts. Fifth, as new terms are added, update and Karen Stinson Hanus is on leave from the Cedar :pand the vocabulary on the wall This provides Falls, Iowa school system. excellent specific content area vocabulary ictionary for your specific class syllabus. t These six whole class strategies will not Margaret Mary Sulentic teaches at West Intermediate School, Waterloo, Iowa. gvide all the vocabulary instruction needed in Richard Rebouche is Principal at Castle Hill in content area. They are intended as a practical Waterloo Iowa. \u0026amp;rtmg point for busy classroom teachers in the needs of teaching specialized Sharon Smaldino teaches at the University of gcabulary of a content area to an entire class. - - - - January 1991 39 Northern Iowa, Cedar Falls, Iowa. fest- MIDDLE SCHOOL Journal- Teaching vocabulary in the subject areas Semantic mapping uses students background in learning new vocabulary KAREN D. WOOD i write down the first, or the shortest. TIhink back to teacher x whose primary approach to teaching science vocabulary was to list prior knowledge, including an captured or lost. Also, in this phase, thirty words on the board and have the class look them up in the dictionary.\nRecall, too, how you and your partner divided the list in half and proceeded to  definition available. Whether it fit the i context in which the word would appear was unimportant. Like most middle level : age students, the main concern was to get\nthe assignment finished.\nUnfortunately, teacher x was probably taught using a similar method - more , evidence that poor teaching methods tend to perpetuate themselves. Such methods do : little to give students a conceptual  understanding of subject matter : vocabulary. j Any go^ teacher is aware that students who know the vocabulary of a course tend to understand the content of the subject i matter as well. In fact, as early as 1944, Davis found that word knowledge is the most potent contributor to overall\ncomprehension. More recent research also supports this finding (Hayes and Tierney, 1982). Along with word knowledge, prior knowledge and experiences in general have also been proven essential to the comprehension process (Spiro, 1977\ni j Rurnelhart and Ortony, 1977). In essence. O yocabulary is a means for labeling these I^Sxperiences stored in our minds^ ^^^^ccording to Johnston and Pearson (1982), understanding of the significant vocabulary background information for 'he selection in a lesson, is the best predictor of is presented, key concepts an introduced, comprehension - more powerful than prior knowledge is elicited and assessed, measures of reading ability or purposes for reading are determined. achievement. In the reading phase, purposes are Described in this column is a strategy followed as readers merge their precalled semantic mapping (Johnson and existing knowledge with the new Pearson, 1984) which uses students knowledge presented in the text. The background in the learning and retention postreading, or follow up, phase is the of new vocabulary. Semantic mapping has vehicle for thoroughly synthesizing the appeared under various names in the new with the known. Here, key terms are literature, for example, semantic webbing reviewed, major concepts are discussed (Freedman and Reynolds, 1980) and fact and summarized, and additional questions analyzer or FAN (Swaby, 1984), to name are raised. Further, the lesson may be a few. Regardless of the label enjoyed, it extended to include writing, illustrating. is essentially a representation of the key concepts in a unit of instruction. Semantic mapping can be used throughout diagrammatic developing or researching relevant topics. Prereading Phase Begin by asking students to contribute the three major phases of the instructional all they can about the given topic. This can lesson: prereading, reading and be accomplished by focusing their postreadmg. t he prereading phase of an instructional lesson may well be the most probes. For example, on the topic of associations through the use of question important phase of all for it is here that volcanoes, the teacher may write students interest in the material is either categories on the board such as Word knowledge is the most potent contributor to comprehension. Characteristics, Effects, Places Most Often Found or Names. Map categories, as supplied by the teacher, can often be derived from the headings given in the textbook selection to be read. These categories can be highlighted with a circle (see Figure 1). Then students can volunteer information from their background knowledge for each category shown, contributions are subsequently written on the board in NOVEMBER 1987 / 11 Vi _____ _ ________ _______ o -. Questions can be asked to determine the Another very thorough, but more time depths of the students understanding. To  relation to the major categories. onsuming alternative is to list all of the further extend the activity, have the tudent contributions on the board in any students pose research questions which  \u0026gt;uUUCUt CUilti iUUUVOia order given. Then the students can be may lead them beyond the information asked to group these concepts based on presented in. the selection read. For their common elements. The students example, questions may arise such as how do barnacles attach to ships? (see Figure 2) or  What other mountains are in Alaska? (see Figure 1). Such probing can provide the impetus for interesting projects for library or community research. II I themselves come up with the categories or labels for the terms given. These labels and their corresponding terms can be arranged in a map or web like manner as decided by both teacher and the class. In either of the two alternative methods shown, the teacher may intervene by terms not high, steep lands . preteaching significant, mentioned by the students. After feeling comfortable that the class has adequately displayed their pre-existing knowledge on the topic, they can be assigned the reading of the selection. Reading Phase During the reading, the students should i h\u0026lt;. insfnictfid to use the map as their guide to the major concepts. They may be asked to make either mental or graphic notes of information relevant to the categories Mt. McKinley is highest longest chain is die rocides top is flat high area of land Plateaus Mountains Colorado Plateau body of land\ndisplayed on the map. In this way, they KrToundedby know what to focus on while reading and what information is not pertinent to their purposes for reading. IPostreading Phase Direct the attention of e class to e semantic map by asking them what new knowledge they gained about each of the categories. This new information should be added to the map until each major heading or category contains a cluster of topically related associations. The teacher may choose to use different shades of chalk or, if an overhead projector is used, different colors of transparency pens to illustrate the growth in knowledge before and after the reading. Note the changes in the students knowledge base for the following example\nPostreading Types of Volcanoes ! active extinct water  .1  Islands Manhattan s presently erupting no longer erupts active 1 canenipt at any time Figure 1 Social Studies Landforms of the U.S. Ceonl Plains largest Hains CeotnJ wide area of flat land U.S. Landforms X Great I Coastal Peninsula Florida bamer coral Common Trails exoskeletoa jointed openings Crustaceans  5 prs. tegs 2 prs antennae crab, lobsters shrimp barnacles Prereading Types of Volcanoes intermittent 1 occasional eruptions dormant from French Word dotniir-to sleep-may eniptorbe donnant for many years volanic Figure 2 Science Arthropods Arthropods extinct I no longer dangerous  land almost completely bound by water Continental Arachids 4 prs. leg* mites, tteks parasite scorpions spiders predaton Millipedes eat roots, stems baitnless 2 prs. legs pet segment Centipedes front claws poisonous predators 1 pr. legs per segment Insects Social insects butterflies, moths beetles 2 pn. wings 3 pn. legs I i i I i j I I S iI I : 1 j As a Stimulus for Writing Because semantic mapping presents the key concepts of a selection in an organized display, it is an excellent framework for 'a writing assignment. Working in pairs nr small groups, students can be asked to choose a cluster of information on which to write. Or, they may be instructed to write about the overall topic (Landforms of the U.S., Arthropods, etc.), merging the concepts for each of the subcategories into separate paragraphs. equal t not equal symbol As with any new lesson, it is imperative i that the writing assignment be thoroughly modeled at the onset. This can be accomplished by showing a completed paragraph and then enlisting the aid of the class in the composition of one or more ' sample paragraphs. Thus, the teacher is gradually releasing responsibility to the students before assigning independent practice. i As a Review Process t Semantic mapping can also be used 3 exclusively in the postreading phase  rriMnc fnr rAuiMutnir as a I means for reviewing the content of lettm for numbers Figure 4 Algebra Variables and Equations Variables values of variable expression parentheses Qumerical expression numerals ! simplifying the _____ expression I evaluating or finding the value of grouping symbols I brackets fraction bar  an instance, the class is actively involved i II ji i material just read or learned. Figure 3 shows the strategy as it can be applied to a math review lesson on variables. In such semantic mapping, the cliche we teach Spiro, Raad J. Remembering information from text: as we were taught* may soon become 'state of schema approach. In Schooling and positive one. aeguisirion of knowledge, edited by R.C. Anderson, K.J. Spiro and W.E. Montague. Hillsdale, N.J. Lawrence Erlbaum, 1977. taught a REFERENCES Davis, F.B. Fundamental factor of comprehension Swaby,B. FAN out your facts on the board.\" The Reading Teacher, 1984, 37, 914-16. in the review process by contributing what _ . __ Dr. Karen D. Wood is in the Department diey remember a^ut a recent passage read Lding.\"Instruction, College of or a lesson taught. The teacher aids this Freedman, F.G. and Reynolds, E.G. Enriching Education, University of North Carolina process by arranging the students* webbing.\" ot in reading.\" Psychometrika, 1944, 9 185-187 contributions in an organized manner. 5 Summary basal reader lessons with semantic webbing. The Charlotte. This column which presents Reading Teacher, 1980, 33, 677-684. InstTTictional Strategies based on research T* ,1^'ioping waders firuiings ig a regular Journal feature kknnoowwlleeddgcee throuegh aannaalloofgfvy..  RReeaaddminge RReesxneaarrechh  ' I Semantic mapping represents a concept development approach to teaching vocabulary. Because students are actively Quaterly, 1982 , 77, 256-280. Johnson, D.D. and Pearson, P.D. Teaching reading vocabulary, second edition. New York: Holt, Rinehart and Winston, 1984. it involved in the process by contributing Pearson P.D. Prior knowledge their pre-existing knowledge on given connectivity and the assessment of reading topics, their interest is heightened, their comprehension. Technical Report No. 245. Urbana,  * ' -------------------  -Q.-wwwu XILX*.. Uwanuivrvexrosikitjyr yojif iIUllJinLUoUisia,, 117908.26.. : knowledge base broadened and their Rumclhart, D.E. and Ortony, A. The representation comprehension enhanced I Perhaps by including in our repertoire of teaching strategies methods such as of knowledge in memory. ' In Schooling and she acquisition ofknemdedge, edited by R.C. Anderson, K.J. Spiro and W.E. Montague. HiUsdale, N.J. Lawrence Erlbaum, 1977. I e TJie Idea Factory (Sm p. 10) also includes a column Short Stuff editor, Joel Turvey, presentea this example. successful practices in 75 words or less. The i My students keep Teaming logs to practice writing skills across the curriculum. The tooic Describe the frog that youth pAr efproarrte tdk otof iidzxitsi sejc:t_ in l*i fe sictj?ie* nc_ e yesterday...). ..i.s.. ..o..n.. e overhead classroom. Precious class time is saved as students begin to write while I take roll or question (for example, as they walk in the as soon as the bell rings.  Joel Turvey NOVEMBER 1987 / 13 L-L ^Itl LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 1, 1999 J TO: Middle School Principals FROM\nDr. Bonnie Lesley, AAssisociate Superintendent for Instruction SUBJECT: Teaching Reading I Several of you have indicated your interest in knowing more about how to teach reading to the students who are performing at the Below Basic or lowest quartile. I am attaching some articles that I hope will be helpful. 1. A research synthesis on what works in \"restructuring urban middle school reading and writing programs. 2. Reading Comprehension Instruction for At-Risk Students: Research- Based Practices that Can Make a Difference by James Flood and Diane Lapp, Journal of Reading. April 1990. 3. Teaching Them All to Read: Results of a Nationwide Study of Successful Literacy Programs for Young Adolescents by Judith Davidson, Middle School Journal. May 1989. 4. Alternatives to More of the Same' for Poor Readers by Marjorie Wuthrick, Middle School Journal. January 1990. 5. Student at Risk\nThe Slow Reader in the Middle Grades by Leslie Ann Perry, Middle School Journal. January 1990. BAL/adg Attachments ISSUE 32  FALL 1994 Integrate Reading and Writing And Focus on Early Adolescent To Improve Urban Middle School Restructuring urban middle school reading and writing programs to capitalize on the unique abilities and perspectives of adolescents has paid off in higher student achievement, according to two separate studies by researchers at the Center for Research on Effective Schooling for Disadvantaged Students. The researchers, Robert J. Stevens and Scott Durkin, found that students in a program called \"Student Team Reading\" and Student Team Writing\" had higher reading comprehension scores than students in control groups. In one study, reading vocabulary and language expression scores were also higher than among control groups. The Hopkins researchers note that several strategies contributed to these results. First, an emphasis on cooperative learning, such as pairing students for reading activities, takes advantage of the influence of peers on early adolescents. Integrating readingjind writing instruction to make it more meaningful for adolescents is another key component of the program. Having e same teacher for both subjects riiakes ifeasier to ensure that writing and reading Activities are linked. The atmosphere is also more personal when students have the same teacher for both subjects. This relaxed setting is especially important for middle schoolers, who often feel alienated by the impersonal atmosphere of the traditional middle school. Stevens and Durkin stress the importance of using good literature that interests . students for instruction instead of basal readers, following up with activities where students apply new knowledge, and providing instruction on reading comprehension strategies to develop students higher order thinking skills. Source Using Student Team Reading and Student Team Writing in Middle Schools: Two Evaluations is available from the Center for Research on Effective Schooling for Disadvantaged Students, The Johns Hopkins University, 3505 N. Charles St., Baltimore, MD 21218 (cite Report no. 36, 21 pages, $3.95 prepaid). NCREL Clipboard  Page 23 I I I 490 1 Elood and Lapp are professors of Reading and Lan- wh2! State University f^here they vrork with preservice and in^^rvif^a preservice and inservice teachers (Coiiege of Education, San Diego CA 92182 USA) The^ research interests include effective comprehen- Sion instructional practices for dents. at-risk and reguiar stu- Reading comprehension instructiorr.for at-risk students\nResearch-based practices that can make a difference James Flood Diane Lapp  In \"statP n^fTJ ^htten about ^Jja^-of-the-art rearijng^comprehension instruc- tional practices for at-risk students in middle and students as well as regular secondary schoojmn?^ Durkin, 1978-79- Flood 1984a, 1984b\nGuthrie, 1981\nPearson, son, Faraone, Hittieman, \u0026amp; Unruh JareeSS\n.'?\"'  M-cators agree that effective comprehension 1984\nRobin- 1990\nTierney \u0026amp; a ciiBciive comprehension results from the interaction of four sets of important variables z^aier vjvab/es (age, ability, affect, motivation), text varie- bles (genres, type, features, considerateness)\neduca- lanal context variables (environment, task, social grouping, purpose)\nand teacher variables (knowledge, experience, attitude proach). and pedagogical ap- Eacfi of these variables plays \" ^htical role in the successful acquisition of comprehension anri Comprehension strategies ^'scussed as it relates to effective teaching practices for at-risk students. Two major questions will be discussed-in this article: (1) What do henders read texts?_(2) What do we know about teac^ ing at-risk students to comprehenders? become competent Journal of Reading April 1990 Competent comprehenders competent comprehenders exhibit a set of discernible characteristics. Research- st?u^r competent readers actively con- \" meranT^^T-?  they .^eract and transact\" with the words on the oaoe^ integrating new information ---------on the page vyith preexisting knowl- edge-^wEt^Anderson^ieb-\n^:^i7Wi-^ 1986\nRosenblatt, 1938, 1982). Further found that a readers 1986\nParis, it has been prior knowledge, experience titude, and perspective determine the lat- ways in which 77.i 5 I J f 5 J u J V 4 I I3 I information is perceived, understood, valued, and stored (Anderson et al.. 1985: Flood. igfl4a. i9R4h: Holbrook, 1987\nPearson, 1984\nRumelhart, 1981\nSquire, 1983). The competent comprehender: A strategic reader Good readers are strategic readers who actively construct meaninq as they read\nthey are selfmotivated and self-directed (Paris, Lipson, \u0026amp; Wixson, 1983)\nthey monitor their own comprehension by questioning, reviewing, revising, and rereading to enhance their overall comprehension (Baker \u0026amp; Brown, 1984). Good readers have learned that it is the reader in the reading process who creates meaninq, not the text or even the author of the text. There is some consensus among researchers that competent readers have a plan for comprehending\nthey use their metacognitive knowledges in an orderly way to implement their plan (Flavell, 1981). While each readers plan varies for each text and task, the following steps seem to be part of the competent readers generalized plan for many different kinds of texts: A PLAN FOR READING Before reading, the strategic reader\nx Previews the text by looking at the title, the pictures, \\ and the print in order to evoke relevant thoughts and memories Builds background by activating appropriate prior knowledge through self-questioning about what he/ she already knows about the topic (or story), the vocabulary and the form in which the topic (or story) is presented Sets purposes for reading by asking questions about 3 what he/she wants to learn (know) during the reading episode During reading, the strategic reader:' Checks understanding of the text by paraphrasing the authors words Monitors comprehension by using context clues to figure out unknown words and by imaging, imagining, inferencing, and predicting Integrates new concepts with existing knowledge, continually revising purposes for reading After reading, the strategic reader\n- Summarizes what has been read by retelling the plot of the story or the main idea of the text Evaluates the ideas contained in the text Makes applications of the ideas in the text to unique situations, extending the ideas to broader perspectives , Teaching at-risk students If the preceding remarks accurately reflect the processes that the competent comprehender engages in, one might wonder: Is there a role for the teacher or does comprehension ability merely occur as a result of practice, of extensive and frequent reading? Are at-risk students at risk because they have not been taught how to comprehend or because they do not practice reading? Can comprehension be taught? Although some educators have suggested that the controvysial question Can comprehension be taught? is no longer a burning, lingering issue (Pearson, 1984\nTierney \u0026amp; Cunningham, 1984) it seems to have been re-ignited recently in both its old form and in a newer form. Carver (1987) in his article entitled \"Should Reading Comprehension Skills Be Taught? argues that the evidence for teaching comprehension is \"weak, nonexistent, or directly counter (to the data). He states: The evidence presented to support the case for teachers spending more time teaching reading comprehension skills is frail at best. Too often the Easiness Principle and the Reading Time Principle are not accounted for in research, and there is no solid evidence that gains due to the Reading Practice Principle will transfer to reading ability in general. It makes more sense to regard comprehension skills as study skills in disguise, and teaching them to unskilled readers is a questionable practice. However, Haller, Child, and Walberg (1988) in their article entitled Can Comprehension Be Taught? A Quantitative Synthesis of Metacognitive Studies\" examined the results of 20 seminal studies (that included 1,553 students) on the effects of metacognitive instruction on reading comprehension performance. Although the exact nature of metacognition is still being debated, it was defined in their study as three mental activities that constitute metacoqnitipn: being aware, monitoring, and regulating in order to faltering understanding. Their results strongly suggest that comprehension v - can be taught. They found that there was ample evi-dence to encourage teachers to instruct students in reading comprehension from a series of research studies that were rigorously conducted. Three specific findings were highlighted in their analysis: (1) there were age effects especially for seventh/eighth grade and second-grade at-risk students: (2) reinforcement was the single most effective part of reading comprehension instruction\nand (3) the more instructional features involved in the learning episode, the significant the results.' ' more It seems that the real answer to this question must be a qualified one in which definition and purpose are Reading comprehension instruction for at-risk students 491 -r: 78. 3 3 1 ii I i clearly explained. In asking the question Can comprehension be taught? one has to be careful to add Comprehension of what, by whom, under what conditions, and for what purposes? Although one has to attend to the possibility that the question is still open, there is ample and ever increasing evidence that comprehension instruction has been effective for many at-risk students. The purpose of this article is to review representative samples of these studies to determine elements of comprehension instruction that seem general and useful for teachers working with at-risk students at various grade levels in various settings. Naturally not all relevant studies can be included in this paper\nrather only a modest number will be included as illustrations of what we currently know about comprehensign instruction for this population. their own experiences, knowledges, and valiiea , -Geven practices that hava haan proven to be si,r. ces^ in helping at-risk students develop their com-^ prehension abilities will be discussed. These include: /i\\  z -wwu. I ucoe incluae: n^parmg for reading practices. (2) reciprocal ^aclTing practices. (3) understanding------------- knowledge of text structum practices, (5) information and using practices, (4) questioning processing practices. (6) reading practices. (1) Preparing for reading practices Two activities that help at-risk t .wu auuvu.es tnat help at-risk students ready themselves for reading are PReP and Previewing. s f I An instructional approach: Constructivism in practice J I } In recent years it has been argued that students develop comprehension skills and strategies most successfully through a process approach that emphasizes the underlying cognitive and linguistic skills that are prerequisites for understanding and appreciating texts. Just as has been the case for some time in writ- Prereading Plan (PReP). Langer (1982, 1984) proposed an activity that pre- pares students for reading by activatinq their prior knowledge through a series ' There are three stages to PReP: reflections about initial associations: and (3) series of prompt questions- (1) initial associa- i I mg instruction, reading instruction is u.\nJ^,..,uiim g rgfound change in its theoretical orientation and ensuing pedagogy. Educators are moving away from fragmented component skills approaches iFvB underqoinq a reformulation of knowledge In the initial association stage, the teacher selects a word, phrase, or picture about the key concept in the text and initiates a discussion related associations. For to induce concept- example, in teaching a les- - J . --in wnicn reading is taught as a series of subskills to a holistic _approach in which comprehension is vieweri a\u0026lt;\na nan. Prativo /P^u\n____________- ___ erative process fRohingnn at ai igon) As a result, contemporary comprehension instruc- .. , . - I-------- J 'h*'jmiI tipn for at-risk students needs to be based on con- jy^truchvist principles that acknowledge role as tho t -- ---------- role as the meaning-maker 'S ____________ in the reading act.JDon- structivism calls for an understanding and implementation of the notion that the student takes for learning and the teacher provides appropriata di- rection and support. It requires a form of collabor^n between teachers and students in which teachers and students work toqether to ensure that students internalize rules and strategies for making meaning. ownership Seven practices that foster constructivist principles _ There are many teaching and learning activities that foster constructivist notions and lead to the development of comprehension abilities. These activities based on the premise that comprehension is cnn. are in which students grow in comprehension abilities bv processing texts in a generative manner, building on 492 Journal of Reading April 1990 American Revolution, the teacher might ask What comes to mind when you hear the words Revolutionary War? During the reflection stage students .. .y rerieciion stage students are asked to ex- plain their associations, e.g.. \"Why do those ideas come to mind?\" Langer (1984) found that the , udnger (iaa4) found that the social context of this activity advanced students understandingthey expanded or revised their knowledge through listening to and interacting with their peers. In the final stage, reformulation of knowledge students might be asked Have you gained any new in- .. , -------yameu any new in- formation about the Revolutionary War? She found that students knowledge was expanded through the generative processes in which they were engaged She found that students responses changed frorn remotely related personal experiences to an understanding of relations between pieces of knowledge. to an underPreviewing. Many researchers and educators have used pre- Graves, Prenn. and Cooke (1985) tested a specific procedure dents listened to a lengthy preview of text. in which stu- an assigned The preview was prepared by the teacher and its 79.t i i I i ( I i i purpose was to motivate students. It had three parts: (1) the activation of prior personal experiences that were relevant to the text\n(2) the building of necessary background knowled^ for the text: and (3) the establishment of an organizational framework for the text that was consistent with the framework the author used to present information. Students who listened to the previews before reading the text significantly outperformed students who did not have previews on multiple measures of comprehension. i 1 i ! 5 ! I ! (2) Reciprocal teaching practices Palincsar and Brown (1985) and Palincsar (1984) have developed a paradigm that has been effective for developing constructivist, process-oriented reading comprehension abilities. In their methodology, students take turns assuming the role of the teacher through a structured dialogue. The teacher models four distinct comprehension strategies and the students have opportunities to practice these strategies. Students are asked to (1) summarize in a simple sentence the paragraph that was read, (2) generate a question about the paragraph that was read to ask a fellow student. (3) ask for clarity (or resolution) of anything in the text that was unclear, and (4) make a prediction about what will happen next in the text. In their studies, students were shown how to do this by teacher modeling. Adult support was withdrawn gradually as students exhibited their ability to perform the task independently. Palincsar (1984) reported gains of 35% and more on comprehension assessments after 20 days of instruction. Palincsar and-Bjown's original formulation was based on(yygotsky)s^1978) notions about the zone of proximal development which he described as: (3) Understanding and using knowledge of text structure practices Narrative texts Some researchers argue that explicit instruction of story structure is unnecessary because students will automatically acquire this knowledge indirectly as a by-product of story listeningZviewing (Moffett, 1983). Schmitt and OBrien (1986) argued against instruction in narrative structure, suggesting that this form of instruction was both unnecessary and counterproductive\nit emphasized only one piece of a story and deemphasized story content. However, there are other researchers who have found that instruction in narrative structure positively affects student reading (Fitzgerald \u0026amp; Spiegel, 1983). Further, Buss, Ratliff, and Irion (1985) found that students who had little knowledge of story structure benefited considerably from direct instruction in text organization, specifically in story grammars. Information /expository texts Many researchers have reported that students at all grade levels can be taught the structures that underlie expository texts (Berkowitz, 1986\nPeabody, 1984\nSlater, Graves, \u0026amp; Piche, 1985\nTaylor \u0026amp; Beach, 1984) and that the consistent use of this knowledge enhances recall and comprehension (Armbruster, Anderson, \u0026amp; Ostertag, 1987\nBaumann, 1984), Further, students who had the knowledge but did not use it were more negatively affected when reading texts with unfamiliar material than texts with familiar material (Meyer, Brandt, \u0026amp; Bluth, 1980\nTaylor \u0026amp; Beach, 1984), At-risk students particularly benefit from instruction in text structure because it becomes a useful aid when the content is unfamiliar (Palincsar \u0026amp; Brown, 1985). s J The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or In collaboration with more capable peers. t Reciprocal teaching is highly dependent upon discussions between students and teachers. Alvermann, Dillon, and OBrien (1987), Duffy and Roehler (1987), and Palincsar (1986) explain that discussion is a critical component of effective comprehension instruction because it is through discussion that the teacher learns what is in the students minds, and thereby can 'estructure the situation to aid the student in understanding. (4) Questioning practices Ouestion/Answer Relationships (QARs) In several studies, Raphael (1982, 1986) demonstrated that at-risk as well as regular students were capable of generating and answering questions that enhanced their comprehension and led to independent processing. She designed four tvoes of QARs: (1) text-based QARs in which the answers are right there,\" i.e., explicitly stated in the text\n(2) text-based QARs in which the student has to think and search\" for relevant information throughout the te^t: (3) knowledge- based QARs in which the reader has to read the text to understand the question, but the answer is not in the text\nand (4) knowledge-based QARs in which the student can answer the question without reading j i ! Reading comprehension instruction for-at-risk students 493 ) i 80. I f j I I the text. In the beginning stage of this process, the teacher accepts total responsibility for the five key elements of the activity: (1) assigning the text, (2) generating the questions, (3) providing answers, (4) identifying the QAR, and (5) providing a justification for the QAR identified. Eventually, control is released to the student after guided practice is offered to the student Students who were trained in the QAR activity dem- ^onstrated significant gains in comprehension. Aimiu^s Sawisal i'\u0026amp;sarchers have demonstrated the effectiveness or' tusing analogies to enhance comprehen- (Hayes \u0026amp; Tierney, 1982\nPeabody, 1984) Bean' Singer, and Cowen (1985) developer Study Guide to help students 40 Analogical 'understand the concepts that they were learning. In their study they used jhe analogy of a functioning factory to un^ ^er^,d the working of cells in the human hTrty -V. Students who were given the analogical guide signifU ~ candy outperformed students who were taught theV formation in more traditional ways. ID- (5) Information processing practices KWL: What we know, what we want to find out, what we learn and still need to leam The KWL procedure, developed by Ogle (1986), rests upon constructivist rincioles- it is the reader who ultimately must seek and find meaninn Initially, the student is shown how to use the guidethis is followed by the teacher's question How do you know that?\" which reminds the student to seek evidence from the text or from previous knowledge. This procedure is intended to activate, review, and develop background knowledge and to set useful purposes that will enable the student to be an active, independent learner. (6) Summarizing practices Summary writing Concept- Task-Application (C- T-A) Wong and Au (1985) found that the asking of focused prereadinq discussion questions about critical concepts contained in the text enhanced students' background knowledge before reading During this first phase, students set purposes tor reading and the goals of the questions were twofoldto find out what students already knew about a topic and to determine what they still needed to know. . ^-[snswed interest in summarization as a means for\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_324","title":"Compliance hearing exhibits, ''Communications About African American Achievement''","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","African American students"],"dcterms_title":["Compliance hearing exhibits, ''Communications About African American Achievement''"],"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/324"],"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\nCOMMUNICATIONS ABOUT AFRICAN AMERICAN ACHIEVEMENT2r1 ZOO mm hO Communications about African American Achievement 1. Memorandum to selected staff from Bonnie Lesley, Aug. 18, 1998, setting up meeting to review Revised Desegregation and Education Plan and specifically to discuss need to open access and ensure success of African Americans in Advanced Placement courses 2. Memorandum to selected staff from Bonnie Lesley, Aug. 27, 1998, following up on the August 26 meeting with list of assignments and possible program strands to use in planning ^35 3. Memorandum to selected staff from Bonnie Lesley, Sept. 18, 1998, on K-12 Talent Development\nadded Horace Smith to committee on AP\nattached several articles relating to minorities in AP courses A. B. C. The Canary in the Mine: The Achieivement Gap Between Black and White Students by Mano Singham from September 1998 Kappan The Philadelphia Partnership: Improving College Access and Retention Among Minority and Low-Income Students by Steven Ender, et al in the Summer 1998 issue of The College Board Review. Some articles about the Talent Development Middle School model researched by Mona Briggs. 4. Copy of an article from The American Prospect. September/October 1998 distributed to staff, The Black-White Test Score Gap, by Christopher Jencks and Meredith Phillips. 3^7 5. Copy of an article distributed to staff from Education Week. Sept. 9, 1998, Bridging the Remediation Gap: Why We Must (and How We Can) Align K-12 Standards with College Placement by Michael Kirst. 6. Memorandum from Bonnie Lesley to secondary principals, December 16, 1998, urging them to convene a staff committee to determine ways to enroll as many students as possible in the Pre-AP and AP courses\nspecific reference to the Revised Desegregation and Education Plan. 7. Memorandum to principals from Bonnie Lesley, Feb. 8, 1999, on high expectations with attached article from ERIC, Expectations for Students. 8. Memorandum to principals from Bormie Lesley, Feb. 12, 1999, on the importance of building relationships between teachers and students for improved student achievement\narticle attached, Working with Students and Adults from Poverty by Ruby Payne. 3^1 9. Memorandum to high school principals, counselors, and registrars from Bonnie Lesley, Aug. 27, 1999Administrative Directive: High School Curriculum\nsection on Equity, with specific references to section 2.6 of the Revised Desegregation and Education Plan and the importance of curriculum access. 10. Memorandum from Bonnie Lesley in September 1, 1999, Learning Links on Teaching ALL the Kids\nattached article by Adela Solis, Extending Advanced Skills Instruction into the Education of Disadvantaged Students 11. Memorandum from Bonnie Lesley in September 22, 1999, Learning Links celebrating the big jump in numbers of students earning a 3 or above on the Advanced Placement examinations\nattached tables. 12. Memorandum in October 13, 1999, Learning Links on Getting Smart and attaching an article, Making American Smarter: A Centurys Assumptions About Inate Ability Give Way to a Belief in the Power of Effort, by Lauren Resnick. 13. Memorandum to selected staff from Bonnie Lesley, November 10, 1999, reconvening the K-12 Talent Development Committee to work on a local adaptation of Project AVID, in collaboration with Dr. Terrence Roberts\nspecific references to the Revised Desegregation and Education Plan\nsummary of initiatives already implemented\netc. 14. Memorandum to princi,.'als from Bonnie Lesley in December 1, 1999, Learning Links recommending transition strategies from one level of schooling to another to improve academic achievement. A. Summer Programs Help Students Adjust to Key Transition Points B. When Standards Fails 15. Article in December 1, 1999, Learning Links: Teaching AP European History in a Multiethnic Setting for principals 16. Memorandum in January 26, 2000, Learning Links with attached article, Why Every Child in America Deserves a School Where She/He is Known and Valued by Davis Marshak. 17. E-mail from Bonnie Lesley to high school principals and other staff, Jan. 24, 2000, attaching an article on College Freshmen Bored by High School Senior Year. ^50 18. Memorandum from Bonnie Lesley in February 9, 2000, Learning Links on how to improve student achievement\nattached article, Improving Chicagos Schools ! 19. E-mail from Bonnie Lesley to Division of Instruction and Cabinet, March 9, 2000, attaching an article by Anne Quindlen from Newsweek on The Best High Schools and the importance of challenging courses. 20. E-mail from Boimie Lesley to staff, March 16, 2000, relating to placing into the budget needed funds for the administration of the Pre-AP and AP programs. 21. Memorandum from Bonnie Lesley in March 22, 2000, Learning Links on the importance of students taking challenging courses\nattached article from Southern Regional Education Board, Good News, Bad News and Actions for Helping Students Complete a Challenging Program of Study. tl 22. E-mail from Bonnie Lesley to selected staff, April 12, 2000, inviting us to hear Dr. Andrew Billingsley speak on The Black Family. 23. Memorandum from Bonnie Lesley to middle and high school staff in April 19, 2000, Learning Links on attendance at the Administrators AP Conference\nreference to Revised Desegregation and Education Plan. 24. Memorandum from Bonnie Lesley in May 3, 2000, Learning Links encouraging participation in Dr. Terrence Roberts training on Learning to Cope with Differences and attaching a reading list that might be helpful. 25. Memorandum from Bonnie Lesley in May 3,2000, Learning Links related to Project AVID\nattached article by Mary Catherine Swanson, Education for the New Millenium. 26. E-mail from Bonnie Lesley to various staff. May 4, 2000, with rationale for changes in the graduation requirements and the importance of high expectations for all students. 27. Memorandum from Bonnie Lesley in May 17, 2000, Learning Links on equity\nattached article, We Should Not Kid Ourselves: Excellence Requires Equity, by Bradley Scott. 28. E-mail from Les Camine to staff, July 25, 2000, with attached article, Is the Test Score Gap Really Color Based? by William Bainbridge. ^^1- 29. E-mail from Bonnie Lesley to high school curriculum staff, Aug. 11, 2000, with attached article on Advanced Placement, Not Exclusion. 30. Memorandum to Associate Superintendents, September 11, 2000, from Bonnie Lesley on the role of counselors in enhancing academic achievement. 31. Memorandum to selected staff from Bonnie Lesley, October 2, 2000, with copy of a self-assessment instruction, Bridging the Gap: Self-Assessment Instrument developed by the Mackenzie Group, Washington, DC. 32. Memorandum to principals from Boimie Lesley, October 2, 2000, with attached report, Dispelling the Myth: High Poverty Schools Exceeding Expectations. 3^5 33. Memorandum to principals in November 1, 2000, Learning Links on stereotype research and attaching an article by Claude Steele, Stereotype Threat and the Test Performance of Academically Successful African Americans, from the book. The Black-White Test Score Gap by Christopher Jencks and Meredith Phillips\nreference to Terrence Roberts. 34. E-mail from Bonnie Lesley to NSF team, Nov. 16, 2000, advising them of the purchase of the video-tapes from the Columbus meeting for NSF participants on Bridging the Gap. 35. E-mail from Bonnie Lesley to selected staff, Nov. 20, 2000, advising them of the importance of successful implementation of the IB programs at Cloverdale Middle and McClellan High if the magnet grant got funded. 36. E-mail from Bonnie Lesley to Les Gamine, Nov. 20, 2000, with rationale for building in incentives for African American students to take challenging courses\nreferences the Revised Desegregation and Education Plan. 37. E-mail from Suzi Davis to a parent, Dec. 5, 2000, with an explanation of the criteria for placement of students in advanced courses and the differentiated curriculum for Pre-AP at the middle school level. 38. Memorandum from Bonnie Lesley to the Board of Education, Dec. 14, 2000, proposing changes in the graduation requirements, with rationale\nreferences to equity and the Revised Desegregation and Education Plan. ^'7/ 1LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72206 August 18, 1998 TO: Mable Donaldson Mona Briggs Dennis Glasgow Marie McNeal Dr. Kathy Lease Vanessa Cleaver Gene Parker FROM: Dr. Bonnie Lesley/Ase\u0026gt;seociate Superintendent - Instruction SUBJECT: AP Courses and PSAT/ACT Preparation We need to meet! Please join me at 9:00 a.m. on Wednesday, August 26, in my small conference room. Lets plan to discuss the following: 1. Desegregation and Education Plan requirements\nreview process\nstatus report 2. NSF grant requirements 3. Need for AP program coordination 4. Project AVID - option 5. Related issues Ill look forward to seeing you. BAL/adg 2INSTRUCTIONAL RESOURSE CENTER LITTLE ROCK SCHOOL DISTRICT 3001 PULASKI LITTLE ROCK, AR 72204 August 27, 1998 TO: Kathy Lease  Marie McNeal Mable Donaldson Dennis Glasgow Gene Parker Vanessa Cleaver Mona Briggs FROM\nDr. Bonnie Lesley, Associate Superintendent - Instruction SUBJECT: AP Program Thank you very much for your attendance at and participation in our August 26 meeting, I am excited about the beginning of our plan. Below according to my notes, are the responsibilities we agreed to assume: 1. 2. 3. 4. 5. 6. 7. 8. 9. Kathy Lease - examine possibility of adding a non-verbal IQ test to our assessment plan - to be used as another indicator of academic potential. Kathy Lease - conduct a study by school and by grade level of the numbers and percentages of students performing in the top quartile of each sub-test of the SAT 9 Mable Donaldson - assume role of AP Coordinator Mable Donaldson - survey the AP teachers to see what training theyve had Vanessa Cleaver - review Project AVID\ndetermine steps we need to take in order to implement Mona Briggs - find out about the John Hopkins Talent Development Middle Schools Dennis Glasgow - draft the proposed AP policy Marie McNeal - research potential parent education programs, especially there relating to AA males academic achievement Bonnie Lesley - outline proposed planning components2 10. 11. 12. 13. 14. Bonnie Lesley - research potential funding sources Bonnie Lesley - speak to cabinet about need to recruit quality teachers\ndesire of Instruction staff to be involved in recruitment and screening of teachers\nneed for more AA teachers in g/t, honors, and AP courses. Bonnie Lesley - raise issue of need for science labs with utilities at the junior high/middle schools Bonnie Lesley - ensure that School Improvement Plans address this targeted population Dennis Glasgow and Gene Parker - examine the College Boards Pacesetter courses for potential adoption at the high school level We agreed to meet again at 1:30 on Friday, September 25, to review our progress. Our agenda will include the following: 1. Refinement of proposed planning strands (see attached) 2. Reports from team members on assigned tasks 3. Planning next steps BAL/rcm Attachment3 PROPOSED PLANNING STRANDS FOR GT/HONORS/AR PROGRAM IMPROVEMENT I. CURRICULUM  Vertical Teams (k-12 \u0026amp; higher Ed.)  Talent Development focus at elementary and middle schools  Use of AP course syllabi  Review of GT/Honors/AP Curriculum documents II. PROFESSIONAL DEVELOPMENT  Counselors  T e icher (Proj ect AVID?)  Principals  Tuition for teachers to earn endorsement  Recruitment of Quality teachers III. STUDENT SUPPORT  Instructional strategies  One-on-one tutoring (Project AVID?)  Parent education/involvement IV. RESOURCES  Teaching materials  Science labs at middle schools  Funding for professional development3 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 18, 1998 TO: Vanessa Cleaver Mable Donaldson Dennis Glasgow Marie McNeal Horce Smith (ODM) Kathy Lease Gene Parker Jo Evelyn Elston Mona Briggs FROM\nDr. Bonnie Lesley,'Associate Superintendent for Instruction SUBJECT: K-12 Talent Development Our work is coming along! Attached for your information is the material regarding project AVID that Vanessa, Mable, and I presented to the Board at their agenda meeting on September 10. We had earlier discussed it with Dr. Gamine and secured his blessing to go forward. The project is on the Boards consent agenda for the September 24 meeting. I have also had a discussion of our overall plan with the staff at ODM. Horace Smith is joining our committee, and we welcome his input. I am also inviting Jo Evelyn to join us. Are there others we should include? I am attaching three important pieces for you to read before our meeting at 1:30 in Gene Parkers office on Friday, September 25. (1) The Canary in the Mine: The Achievement Gap Between Black and White Students by Mano Singham from the September 1998 Kappan. Dont miss the references to Uri Treismans work. Hes the one I told you about. (2) The Philadelphia Partnership: Improving College Access and Retention Among Minority and Low-Income Students by Steven Ender, st al, in the Summer 1998 issue of The College Board Review. Be sure to look at the research findings. Interesting! And maybe it gets at that culture issue that Marie raised. (3) Some articles about the Talent Development Middle School that Mona Briggs researched for us. (I also am sending this on to the middle school principals.) Look at the model carefully to see if it will work in Little Rock. Our agenda for the meeting follows: 1. Discussion of readings  Lessons learned  Implication for our plan 2. Reports  Status of AVID implementation  Percent in Top Quartile  Survey of AP Teachers  AP Policy Draft  Planning Components (see attached) (WeTl do the other reports at the next meeting.) Vanessa and Mable Kathy Mable Dennis Bonnie Lesley 3. Miscellaneous BAL/rcm Attachment cc: Les Gamine Brady Gadberry 1. IL III. IV. V. PROPOSED PLANNING STRANDS Teacher Involvement and Support  Early imvolvement in plan  CTA involvement CURRICULUM  Vertical Teams (k-12 \u0026amp; higher Ed.)  Talent Development focus at elementary and middle schools  Use of AP course syllabi  Use of Pacesetter courses (?)  Review of GT/Honors/AP Curriculum documents PROFESSIONAL DEVELOPMENT  Instruction staff  Counselors  Teacher  Principals  Tuition for teachers to earn endorsement  Recruitment of Quality teachers STUDENT SUPPORT  Instructional strategies  One-on-one tutoring (Project AVID?)  Study groups  VIPs members  University partners RESOURCES  Teaching materials - AVID  Science labs at middle schools  Funding for professional developmentAdvancement Via Individual Determination (AVID) LRSD Strategic Plan Objectives  No later than the year 2003, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculum. By 2003, the percentage of students in every identified sub-group of race and gender ... performing at the highest quartile in reading and mathematics on standardized tests shall be at least 30%. Revised Desegregation and Education Plan Three important sections of the LRSD Revised Desegregation and Education Plan follow: Section 2/5. 2.6 LRSD shall implement programs, policies, and/or procedures designed to promote participation and to ensure that there are no barriers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses and the gifted and talented program. Section 2/5. 2.6.1 LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging Afncan-American students to participate in honors and enriched courses and advanced placement courses. Section 2/5. 2.6.2 LRSD shall implement programs to assist African-Americans in being successful in honors and enriched courses and advanced placement courses. National Science Foundation Cooperative Agreement One of the most important needs identified in the LRSD grant proposal to NSF was as follows: A need exists for students to begin preparation to enter high school Advanced Placement mathematics and science courses and other upper level mathematics and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the type of skills and content knowledge that is required to be confident about their ability to succeed in these courses. The pre-requisite skills and the confidence they engender are both critical elements in increasing the number of students in AP and other upper level mathematics and science courses. This is particularly true for some minorities who may not be well represented among upper classmen who are currently enrolled in these courses. District Responses The District has assembled the core of a team to be expanded as tasks become more clear to create a systemic plan to meet both the letter and spirit of the Revised Desegregation Plan, as well as the objectives of the NSF project. The plan, to be presented to the Board later in the school year will include the steps we believe to be necessary to create a K-12 talent development program both to improve student access to and success in the advanced placement, honors, and gifted/talented courses in all our schools. The centerpiece of the plan, we know already, will be, with the Boards approval, the implementation of Project AVID (see attachments for basic information). We suggest that the District phase in the implementation of the program over three years, as follows: 1998-99 1999-2000 2000-01 Planning year for implementation in the five high schools Implementation year for the five high schools Planning year for implementation in the eight middle schools Continuation/refmement of high school implementation Implementation year for the eight middle schools This phase-in approach is recommended in order for us to do the best possible job of implementation with the resources (human, time, and money) available to us. Also, we think that the changes for the middle schools that will be implemented in 1999-2000 are comprehensive enough that the staffs do not need yet another innovation during 1999- 2000. Upon the Boards approval, the staff will negotiate the Planning Year contract with AVID and will begin the planning activities, involving staff, students, and parents. What Factors Contribute to Program Effectiveness? (from Show Me the Evidence! By Robert Slavin and Olatokunbo Fashola, Corwin Press, 1998) 1. Effective programs have clear goals, emphasize methods and materials linked to those goals, and constantly assess students progress toward the goals. There is no magic in educational innovation. Programs that work invariably have a small set of very well-specified goals ..., a clear set of procedures and materials linked to those goals, and frequent assessments that indicate whether or not the students are reaching the goals. Effective programs leave little to chance. They incorporate many elements, such as research-based curricula, instructional methods, classroom management methods, assessments, and means of helping students who are struggling, ail of which are tied in a coordinated fashion to the instructional goals. Programs almost always have their strongest impacts on the objectives they emphasize. 2. Effective and replicable programs have well-specified components, materials, and professional development procedures. There is a belief in many quarters that each school staff must develop or codevelop their own reform model, that externally developed programs cannot be successfully replicated in schools that had no hand in developing them. ... In fact, over time evidence has mounted that reform models that ask teachers to develop their own materials and approaches are rarely implemented at all. Studies of alternative programs implemented under similar conditions find that the more highly structured and focused programs that provide specific materials and training are more likely to be implemented and effective than are less-well-specified models. ... Although there are examples of success in models lacking clear structure, the programs with the most consistent positive effects with at-risk students are those that have definite procedures and materials used in all participating schools. 3. Effective programs provide extensive professional development. A characteristic shared by almost all of the effective programs we identified is the provision of extensive professional development and follow-up technical assistance. Few, if any, provide the classic half-day, onetime workshops that constitute the great majority of inservice programs, especially those usually provided with textbook adoptions. On the contrary, most of the successful programs we identified provide many days of inservice followed by in-class technical assistance to give teachers detailed feedback on their program implementations. Typically, teachers work with each other and with peer or expert coaches to discuss, assess, and refine their implementations. The training provided is rarely on generic strategies from which teachers pick a few ideas to add to their bags of tricks. Instead, training focuses on comprehensive strategies that replace, not just supplement, teachers current strategies. 4. Effective programs are disseminated by organizations that focus on the quality of implementation. The programs identified in their review that have been associated with consistent positive effects in many settings tend to be ones that are developed and disseminated by active, well-structured organizations that concentrate efforts on ensuring the quality of program implementation in all schools. These organizations, often based in universities, provide training and materials and typically create support networks among program users. i The Canary In the Mine The Achievement Gap Between Black and ^hite Students na By Mano Singham The educational achievement gap is real and has serious ' 'al, economic, and political consequences, Mr. Singham tnts out. But the situation is by no means hopeless, if we start looking at the problem in new ways and avoid simplistic one-shot solutions. HAKER Heights is not your typical community. It is a small inner-ring bedroom suburb of Cleveland, covering an area of about five square miles and having a population of 30,000. It is a carefully planned city with tree-lined streets winding past well-maintained homes and manicured lawns, lakes, parks, and red-brick schools nestled in campus-like grounds. The city is about one-third African American and two-thirds white, with a sprinkling of other minorities. Although income levels in the city range from the poor (about 10% below the poverty level) to millionaires, the image of Shaker Heights is that of a primarily middle- and upper-middle-class community (median family income of $66,000) that is home to many of the academics, professionals, and corporate executives of all ethnic groups who work in the Cleveland area. It is also a highly educated mmunity, with more than 60% of all residents over the age of 25 holding at least a bachelors degree  a figure three times the national average. MANO SINGHAM is assixiaie director of the University Center for Innovations in Teacitini\nand Education and principal researcher in the Department ofPhvsics, Case Western Reserve University. Cleveland, Ohio. The academic achievement gap MAY REALLY BE TELLING US THAT THERE ARE FUNDAMENTAL PROBLEMS WITH THE WAY EDUCATION IS DELIVERED TO ALL STUDENTS. caused them to fall behind in the first place at the expense of the higher-level ones, thus compounding the problem instead of solving it. On the other hand, if students are given interesting and challenging problems to work on, things that pique their interest and are relevant to their lives, they are more likely to acquire the so-called basic skills as a means to solving the problems of interest. In his book Color-Blind Ellis Cose describes another success story of black education, this time at Xavier University, a historically black college in New Orleans?8 This university took to heart the message of psychometrician Arthur Whimbey, who argued in Intelligence Can Be Taught that students can be taught to perform better academically by a suitably planned program that stresses the importance of hjgh- Srievelthinking skills. When theschool adopted a Whimbey-inspired curriculum, incoming freshmen so improved their academic performance that Xavier is now the Single biggest supplier of black graduates to medical schools, despite its relatively small enrollment. Once again it must be emphasized thatwhat was stressed in thi.s program was the challenging nature of the acadernic program, thednve for excellence as opposed to remediation. IHAVE argued here that perceiving the academic performance of white students as the norm and that of blacks as a measure of the problem naturally leads to the proposing of solutions that have as their basis the attempt to persuade blacks to \"act white or at least to adopt white values. But the implicit notion that black behavior and values are somehow inferior to whites makes these solutions offensive and unacceptable to many blacks. There is an even more serious objection to this strategy of trying to get everyone to adopt the white ethic as a means of reducing the educational achievement gap. It is that it might be masking the true nature of the problem by assuming that there is no real problem in the educational delivery system as such but only in the way that it is received by different groups: that is, black students dont respond to education in the proper manner. An alternative explanation is that the primary problem lies not in the way black children view education but in the way we teach all children, black, white, or other. The traditional model of education is one that largely requires children to work alone or to listen to an instructor. It is a passive model, based on the assumption that extrinsic rewards (such as credentials and jobs) are sufficient motivators for students to go to school and learn. Education is regarded as medicine\nit is good for you but not necessarily pleasurable or worth doing for its own sake. Much emphasis is placed on teaching students facts that are unrelated to their interests or immediate experience but that they are told will be useful to them in the future. There is very little emphasis on exploiting the intrinsic curiosity that children have about the world around them or on using thlsas a springboard for challenging, self-motivated, and self-directed investigative sludies. Alternative, active learning methods of education (which have variants that come under the labels of \"inquiry or discovery learning) have as their primary mo- Tivator intrinsic rewards, the satisfaction that students experience when they, by their owfrefforts, solve some complex and challenging problem. Anyone who has strug-gled to understand a complex issue he or she cared deeply about and has succeeded knows the feeling of exhilaration and confidence in ones abilities that ensues. TtTsTruTya highTUnfortunately, this hap-pens far too rarely in education. Instead, most students (irrespective of gender or ethnicity) see the classroom as a place where they are made to learn material and jump through assessment hoops that have no meaning for them, with the carrot being rewarding employment far into the future. Research indicates that active learning methods produce signihcant academic gains for students, with more on-task behavior in class. These methods also reduce the achievement gap  but not, as it might be feared, by dumbing dowm the curriculum or depressing the performance of traditional high achievers. These students gain too, but the most dramatic gains tend to be for those who are not well served by the traditional passive model (i.e., involuntary minorities and women). This is because these students are the ones who lagged behind more in the traditional classroom and thus have more room to improve their perf I formance. 10 Such a deep-rooted criticism of the cur- -rent education system is hard for many people to accept, especially those who are already highly credentialed academically. After all, they reasonably point out, the system worked for me, and 1 became a success. In addition, the U.S. has become an economic, scientific, and technological superpower. So how could its education system be so bad? The issue is not whether any given education system is good or bad, and framing the question in this way is to go down a blind alley. The issue is what fraction of-K the student population you want to achieve . excellence. The fact is that there never was a majority of students just like us. What is true is that there has always been a relatively small fraction of students (possibly as high as 25%) from families that expect them to pursue a college education. For this fraction, the links between effort, credentials, and rewards are sufficiently realistic and compelling to act a.s an extrinsic motivator for academic effort. But i But Fordham found that young black people now, following Malcolm Xs lead, see things quite differently. What they have observed is that the success of the pioneers did not breed widespread success. A few more blacks made it into the professions but nowhere near the numbers necessary to lift up the whole community. Fordham reports that young black people see the strategy of using individual success to lead to community success as a fatally flawed one. They have replaced it with a largely unarticulated but nevertheless powerfully cohesive strategy that is based on the premise that the only way that the black community a.s a whole will advance is if all its members stick together and advance together. This way they can keep their ethnic identity intact (i.e., not have to act white). Hence the attempt by any individual black to achieve academic success is seen as a betrayal because it would involve eventually conforming to the norms of white behavior and attitudes. This view causes immense problems for those black students who have higher academic aspirations. Many are tom between wanting to achieve academic success because of their parents expectations and sacrifices on their behalf and the natural desire to stay in step with their peers and retain important adolescent friendships. Many of them adopt a middle road, keeping their grades just high enough to avoid trouble at home and preserve good relations with their teachers but no more. Fordham calls their strategy tacelessness  behaving in what they see as a raceneutral manner so as not to draw attention to themselves. They also tend to study alone and in secret so that they cannot be accused of breaking ranks with their peers. argue, the best thing to do would be to accept thi.s situation and then determine how to minimize its adverse social consequences. The good news is that there is little evidence for the belief that black students are somehow genetically inferior to white.s and that this constitutes an insurmountable barrier to their ever achieving academic equality, The further good newsis that there are some very promising studies that indicate that the achievement gap in education can be narrowed dramatically and even eliminated. 1 he bad news is that it is not going to be easy to achieve this goal. The problem needs to be addressed on many fronts  educationally, socially, and psychologically  and there is no single magic bullet that is going to take care of it. The first thing to note is that there is one odd feature that characterizes the discus- n of any social problem that is an-al) ural state of society, and black statistics are used as a measure of the problem. If the problem is viewed in this way, then the solution lies in getting black people to act white, i.e., to adopt the values, behavior, attitudes, and mannerisms of white people, so that blacks will perform as well as whites. Much of the preaching of virtues to the black community about their social pathology (the sociopathological model) seems to have this belief as a basis. There are many problems with this approach. One is that black people are not it might hurt their chances of economic and educational succes.s in life. Researcher Signithia Fordham, in her studies of black high school students in Washington, D.C., found that there wa.s a marked difference in attitudes toward academic and career success between the generation of blacks that came of age during the civil rights struggle and their children.' For black parents, the success of any one black person in any new field was perceived also as a vicarious victory for the whole black community because that individual was opening doors that had hitherto been closed to blacks. Other blacks could then emulate the example of the pioneer and follow in his or her footsteps. Thus eventually the community as a whole could pull itself out of the miserable conditions that were the lega / of slavery. So the black community rejoiced when Thurgood Marshall became a Supreme Court justice, when Ralph Bunche became an undersecretary- general of the United Nations and a winner of the Nobel Prize, when Arthur Ashe became Wimbledon and U.S. Open tennis champion, and when others became lawyers, doctors, nurses, college professors, and other kinds of professionals and administrators. It seemed to be only a matter of time before all members of the black community would obtain their share of the American dream that had long been denied them. There was a price that was paid by these trailblazers, though. They recognized that all eyes were on them to see if they would measure up. Ever mindful of their responsibility not to jeopardize the chances of those who were to come after them, these black pioneers had to prove themselves as impressed with the virtues of whites as worthy in white eyes, and this was done whites are and see no need to emulate them, by acting white (at least in their work This pattern of isolated study leads to dis-on the basis of how different ethlie groups compare. Statistics for whites e usually taken as a measure of the natGiven the behavior of whites during the time environment), by adopting the values and astrous consequences when these same stu-of slavery, to ask blacks to regard whites behavior of the white-dominated estab- dents confront the more challenging colas role models for virtuousness seem.s pre- lishment they were trying to penetrate. In lege environment. sumptuous, to put it mildly. James Bald- his autobiography, Malcolm X speaks sar- By itself, Fordhams explanation of why win captured this difference in perception donically of what he calls these firsts, black students underperform may not be when he .said in The Fire Next Time, ^ite black people who were hailed as the first sufficiently compelling. But Claude Steele Americans find it as difficult as white peo- to occupy any position that had previous- of Stanford University (along with Joshua SO' or ple elsewhere do to divest themselve.s of ly been denied to blacks. He said that very Aronson) has done research that indicates the notion that they are in possession of often it wa.s these people, even more than that other complementary factors contrib-ntrinsic value that black people need whites, who would vociferously condemn ute to poor academic perfonnance by blacks, [Tlhere is certainly little enough other black.s like himself who did not buy Steeles research on college students at Stan-in the white man s public or private life into the notion of having to act white in ford and the University of Michigan indi-that one should desire to imitate.' order to advance them.selves and their com- cates that when students are placed in a t. Is I Bi It would also be presumptuous to as- munity. But by and large, such white be- situation in which a poor performance on sume that rejecting the white behavior mtxJ- havior was tolerated and excused by blacks a standardized test would support a stereo-el is an act designed merely to give per- as a temporary strategy for the long-term type of inferior abilities because of the I verse satisfaction to blacks, even though benefit of their community. student's ethnicity or gender, then the stu- 'i dents perfonnance suffers when compared ic performance are more complex.'' They a more pernicious effect still at work. He with those who do not labor under thi.s looked at studies of the performance of dif- finds that the value ot the reward lies preconception. For example, when black ferent ethnic minority groups in the same very much in the eye of the beholder, be- student.s and white ones were given test.s society (such as African Americans, His- cause this perception i.s strongly affected by that they were told measured their academ- panics, Asians, and Native Americans in the group with which one compares one- ic abilities, black students did worse than the U.S.) and of the same ethnic minority self. Ogbu argues that members of volun- whites. But when a control group of black group.s in different societie,s (such as Ko- tary minorities (i.e., the immigrant groups students and white ones were given the reans in Japan and the U.S.). Their results against whom blacks are routinely and ad- same test but were told that the test did not indicate that the performance of any giv- versely compared) judge their status and have any such significance but wa.s mere- en minority depend.s on a complex inter- rewards against those of their peers whom ly a laboratory tool, the difference in per- play of factors, such as whether the mi- they left behind inlheirnative country. So formance disappeared. He calls this phe- nority i.s a voluntary one (such a.s Asians even if they are working in lower-status I nomenon stereotype threat. now and earlier generations of Jews, Irish, jobs in the U.S. than those they left behind What is interesting about Steeles re- and Germans) oran involuntary one (such to come here, they tend to be earning more search results i.s that they do not apply on- a.s blacks due to enslavement, Native Amer- than their peers who stayed at home, and ly to black/white comparisons. The same leans due to conquest, and Hispanics due they also feel that their children (for whom phenomenon occurred with men and worn- to colonization), and the perceptions of they made the sacrifice to come to the U.S.) en.The womens performance deteriorat- the dominant community toward the mi- will have greater educational opportuni- ed when they were told that the standard- nority. For example, Koreans and the Bu- ties and chances for advancement than the ized mathematic.s test they were taking had raku (a tribe in Japan that is ethnically children of their peers back home. Hence shown gender differences, wheTea.s the male/ identical with other Japanese) do poorly they have a strong sense of achievement female difference disappeared in the con- in Japanese schools, where both groups are that makes them strive even harder and in- trolg:roup when the women were told that considered to be academically inferior. But still these values in their children. the identical test had not shown any gen- members of the same groups excel when But blacks (an involuntary minority) der differences. The white men, who were they come to the U.S., which tends to view have a different group as a basis for com- outperforming black and women students, any Koreans or Japanese (being Asian) as parison. They have no reference points to were themselves not immune to the stereo- academic high fliers. groups outside the U.S. They compare their type threat. When they were told that the Z Ogbu points out the importance to aca- achievement with that of white people same tests were being used to compare their ' demic performance of the perception of the (usually suburban, middle-class whites), abilities with Asians, their performance de-1 relationship between effort and reward, and they invariably suffer in the compari- teriorated. People are more likely to work harder if son. Ogbu says that in his interviews with Another interesting fact that Steele un- 1 they can see a benefit in return and have successful blacks (however one meas- covered is that the threat of stereotyp- a realistic expectation of receiving that ures that), it does not take long for the sen- ing that depresses performance does not / benefit. In the case of education, this link timent to be expressed that, of course, if have to be very obvious. Just being re-Z lies in the belief that educational effort they had been white, they would beeven quired to check off their gender or eth- leads to academic credentials, which in more successful, would have advanced more nicity on the answer sheet was sufficient! turn lead to gainful employment. to trigger the weaker performance by the in their careers, or would have made more This effort/reward scenario lies at the money. So for blacks, the perceived link students. Steele concludes that the fear that basis of the white work ethic and forms between effort and reward is far weaker a poor performance on a test will confirm an important component of the lectures than it is for whites and voluntary minori- a stereotype in the mind of an examiner delivered to blacks by those who adhere ties, and we should not be too surprised if imposes an anxiety on the test-taker that to the sociopathological view of under- the weakness of this link manifests itself is difficult to overcome. Given the wide- achievement. Ogbu points out that the ef- in a lower commitment to academic effort. ( 1 spread suspicion that blacks cannot cut it fort/reward relationship is not at all obvi- The causes of black underachievement in the academic world or that women are ous to blacks. For years blacks were de- identified by Fordham, Steele, and Ogbu not good in math, both these groups enter nied employment and education commen- cannot simply be swept away by legisla- any test-taking situation with a disadvan- surate with their efforts. It did not matter live or administrative action, by exhorta- tage compared with tho.se who do not have how much they valued education or strove tions, or by identifying people with racial this fear. Steele suggests that it i.s this fear to master it\nhigher levels of education and prejudice and weeding them out of public that causes these groups to disinvest in edu- employment were routinely denied them life. They lie in factors that are rooted deep- cation, to assert that it is not important and purely on the basis of their ethnicity. Hence ly in history and that will not go away by that they are not going to expend any ef- it is unreasonable to expect them to see themselves and may even worsen if not fort on mastering it. That way, a poor per- the work/credential/employment linkage addressed. The good news is that there are formance is only a measure of the indi- as applying to them, as most whites do. viduals lack of interest in the subject and specific educational strategies that pro- But it could be argued that this differ- vide hope for change. is not a sign of his or her inability to mas- ence in perception i.s something that will ter it. One study originated around 1974 at di.sappear with time (or, as some might con- the University of (Jalifomia, Berkeley, and Anthropologist John Ogbus and other tend, should have disappeared by now if was the result of an observation by a math- researchers studies of the effects of mi- not for blacks clinging to their victim ematics instructor named Uri Treisman. nority/dominant relationships on academ- status.) But Ogbu points out that there i.s He noticed (as had countless other college \\ Z i iThe Chinese students, UNLIKE THE BLACKS, STUDIED TOGETHER, ROUTINELY ANALYZING LECTURES AND SHARING TIPS AND STRATEGIES. instructors) that black and Hispanic students were failing in the introductory mathematics course in far greater numbers than wer*- members of any other ethnic group ani e thus more likely to drop out of colferent performances, and what he found was interesting. He discovered that, while both blacks and Chinese socialized with other students in their group, the Chinese also rm Jig ^together, routinely analyzing lectures and instructors, sharing tips and ^planations and strategies for success. They had an enormously efficient information network for sharing what worked and wfiaTdidnt/lf someone made a mis-take, others quickly learned of it and did not repeat it. In cqntrast, the black students partied together, just like the Chinese, but then went their separate ways for studying, perhaps as a result of the high ^hool experience Fordham describes. This tendency resulted in a much slower pace of learning, as well as the suffering that comes with having to learn from mistakes. Black students typically had no idea where they stood with respect to the rest of the class, and they were usually surprised by lege. this occurred despite remedial cours-ks, interventions, and other efforts aimed * irectly at this at-risk group. Treisman inquired among his colleagues as to the possible reasons for this phenomenon and was given the usual list of suspect causes: black students tended to come from homes characterized by more poverty, less stability, and a lack of emphasis on education\nthey went to poorer high schools and were thus not as well prepared\nthey lacked motivation\nand so forth. Rather than accept this boilerplate diagnosis, Treisman actually investigated to see if it was true. Hefound that the black students at Berkeley came from families that placed an intense emphasis on education. Their parents took great pride in and were highly suppofliye of their going to college. Manvof these black students had gone to excellent high schools and were as well prepared as any other group. There was also a wide di-versity among them  some came from integrated middle-class suburban neighborhoods\nothers, from inner-city segregated ones. Clearly the conventional wis-dc did not hold,ahd the cause of their ch..i.e..v..e..m...e..n..t. .l.a.-y elsewhere. What 1 reisman then did wa.s to narrow his investigation to just two groups  biacksahig'fKeTugTi^hieving ethnic Chi- otten remeoiai neseTninbrity. HeTtudied ail aspects of suidents (not just those who happen^to course.s bore the students (turning thern^ff lEFfwtTgfoups live.s to see what factors chancFupon this effective strategy) the lo education even more) and tend to rei,n- .  ' \u0026gt;- - force the low-level thinking skills that ing as methods of achieving academic suc-cess. One notable feature of this experiment was that the working groups were mixed ethnically and in terms of prior achievement. The second noteworthy feature was that the students were given very challenging problems to work on, much harder than the ones that they would normally have encountered in the regular courses. It is interesting that both these features, although they preceded Claude Steeles research, avoided triggering the stereotype threat identified by him. The ethnically mixed nature of the groups avoided the perception that this was a remedial program aimed at blacks, while the explicitly challenging nature of the problems posed to the students meant that there was no stigma attached to failing to solve them. Failure was simply due to the difficulty of the problems, not to membership in an ethnic group that was assumed to be incapable of achieving academic success. In addition, when students did succeed in solving a problem, they experienced a sense of exhilaration and power at having achieved mastery of something difficult, which, as anyone who has experienced it will testify, is the only real and lasting incentive fo high achievement. What Treis- 3^ man found was that, as a result of his / workshops, black students' performance improved by as much asone letter grade. Much research supports the effective-ness of Treismans strategy. Traditional remedial courses designed for underachieving students are largely based on the assumption that poor performance is due to lack of adequate preparation: that weaker students are handicapped by a lack of so-called basic skills. Hence these courses tend to have a strong emphasis on drilling the fact that they received poor grades de- students on the basics. But what such cours-spite doing exactly what they thoughtwas es ignore is that students fall behind aca-expected of them, such as going to class, demically for a variety of reasons, not the handing in all their assignments on time, least of which is that they have not mas-and studying for as many hours as other tered the hTgher-level reasoning and prob-sfudents.------------ ----  lem-solving skills that are the prerequi- Treisman addressed this problem by ere- sites tor success in real life. So even if you ating a workshop for his mathematics stu- drill students in the basics so that they reach dents. llTthese workshops, students weTe the same hypothetical starting line a.s oth-formed into groups and worked on math- ers, they start falling behind again as soon ematic.s problems together. Discussion and as they encounter new material because sharing of information were actively en- they do not know how to process the new couraged and rewarded. By this means, information efficienjly. Even worse, the Treisman sought to introduce to all his drilling methods often used in remedial i might be contributing to their hugely dif- value of group academic effort and shar-f Favored explanations for THE ACHIEVEMENT GAP SEEM TO DEPEND ON WHERE ONE STANDS ON THE IDEOLOGICAL SPECTRUM. Shaker Heights prides itself on the excellence of its school system, taxing itself voluntarily with one of the highest rates in the state of Ohio in order to maintain the wide range of academic and extracurricular programs that provide the students who take advantage of them with an education that would be the envy of any child in the nation. Hence the city tends to attract as residents relatively well-off people who seek both an integrated community and a high-quality education for their children. Every year, the school district sends off about 85% of its graduating seniors to four-year colleges, many of them prestigious, and boasts a remarkably high number of the National Merit Scholarship semi finalists, way out of proportion to the small size of its student enrollment (about 5,500). But all is not well, and the problem is immediately apparent when you walk into classrooms. Although the school population has equal numbers of black students and white ones, in the highest-achievement tracks (the Advanced Placement sections) you find only a handful of blacks (about 10%), while the lowest-achievement tracks (called general education\") are populated almost exclusively by blacks (about 95%). When educational statistics are disaggregated by ethnicity, it is found that black Shaker Heights students on average do better than black students elsewhere, just as white Shaker Heights students do better than their counterparts in other school systems. The real puzzle has been why, although both communitie.s have equal access to all the school districts educational opportunities, the academic performance of black Shaker Heights students lags significantly behind that of their white peers. For example, the average black SAT score in 1996 was 956 (compared to a national black average of 856), while the average for white students was 1198 (compared to a national white average of 1049). This ethnic educational achievement gap is hardly news. It is a well-studied and well-established fact that, using almost any measure (the famous 15-point average LQ. gap between blacks and whites sensationalized by The Bell Curve, SAT scores, college and high school grade-point averages, graduation and dropout rates), black students nationwide do not perform as well as whites.' While the phenomenon itself is indisputable, there is no clear consensus on the causes, and favored explanations seem to depend on where one stands on the ideological spectrum. The so-called liberal interpretation is that this gap is the result of economic disparities between the two ethnic communities that can be traced back to the legacy of slavery and other forms of oppression that blacks have suffered. Support for this view (which I will call the socioeconomic model) comes from the fact that educational achievement correlates more strongly (although not perfectly) with economic status than with any other single variable. Proponents of this model argue that, since the black community lags badly behind the white in both income and wealth, the educational disparities are caused by the socioeconomic disparities. Once economic disparities disappear, proponent.s of this model say, educational (and other social) disparities will vanish along with them. Those at the so-called conservative end of the ideological spectrum are not convinced that economic factors are the primary cause of black educational underachievement. As evidence, they point to the fact that other minority groups such as Asians, some of whom are economically worse off than blacks, excel in school. They believe that, while the legacy of slavery and segregation was indeed harsh, the civil rights legislation of the Fifties and Sixties has removed all legal roadblocks to black advancement and we have now achieved a color-blind society. This view leads them to conclude that various social pathologies within the black community (lumped under the euphemism black culture) must be at fault. They point to unstable families\npoor parenting skills\nlack of drive and ambition\nnegative peer pressure and poor choice of role models\nhigh levels of teenage pregnancies, drugs, and crime\nand lack of parental involvement in their childrens education as the causes of a lack of interest in education among black students. Believers in this type of explanation (which I will call the sociopathological model) tend to lecture black communities constantly about the need for a wholesale spiritual awakening to traditional virtues and the work ethic. While they appreciate the hardships that blacks suffered in the past, their solution is to say, in effect, Get over it. The real victims and perpetrators of that unjust system are dead. Stop looking to the past and clairrung to be a victim. Pull yourself up by your bootstraps, and take advantage of what is now equally available to everyone. This group concedes that, while racial prejudice still exists, it is essentially a personal matter that should be dealt with on a personal level. A third view (which I will call the genetic model) is best represented by Charles Murray and Richard Hermstein, authors of The Bell Curve, who, after making the appropriate regretful noises to indicate their lack of racial prejudice, essentially conclude that the educational disparity is a fact of nature, the result of longterm evolutionary selection that has resulted in blacks simply not having the genetic smait.s to compete equally with whites. Instead of engaging in well-meaning, heroic, but ultimately futile efforts to solve an inherently insoluble problem, the authors  I I even in these families, many students sense that school is not a very interesting or challenging place, and they simply go through the motions, hoping to escape with just enough success to avoid parental censure before they enter the real world and do someing meaningful with their lives. Once they do get into real jobs and are confronted with challenging problems, some of them soon develop the higher-level thinking skills required for success. But in those communities and families in which the perception of the link between effort and reward is weaker (as is the case with low-income families of all ethnicities and with involuntary minorities), these extrinsic rewards become even less compelling as motivators for academic effort and excellence, and the students' performance suffers. In fact, the effort/re-ward link may actually work against education since life on the streets may seem to provide a more realistic expectation of material reward. As long as society requires only a small fraction of educated le and does not care about gender or euuuc or socioeconomic equity issues, then the present system of education is quite adequate. What the academic achievement gap may really be telling us is that, while the symptoms of the education system's ills are more clearly visible in the black community than in the white, there are fundamental problems with the way education is delivered to all students. It used to be that coal miners took canaries into the mines as detectors of noxious gases. If the canary died, then the miners realized that they were in a region of danger and took the necessary precautions. The educational performance of the black community is like the canary, and the coal mine is the education system. The warning signals are apparent. But treating the problem by trying to make blacks like whites would be like replacing the canary in the coal mine with a bird that is more resistant to poisonous gases. It simply ignores the real problem. While we cannot change history, we should not try to dismiss it as irrelevant either. We must come to terms with its vw real and serious consequence.s for ives now if we are to go beyond shallow analyses of important problems such as the achievement gap in education. Such shallow analyses, in the long run, do more harm than good because they force even well-meaning people to choose between two unsavory options: either to adopt a race-neutral socioeconomic explanation that cla,she.5 with everyday experience (and is hence secretly rejected though lip service is paid to it) or to look for pathologies in the character or culture of the involuntary minority communities. Neither option reflects the reality. The educational achievement gap is not an artifact. It is real and has serious social, economic, and political consequences. Its roots lie in complex and historically rooted ethnic relationships and characteristics. But the situation is by no means hopeless. We can be encouraged by very promising experiments that have narrowed this gap. But we have to start looking at the problem in new and deep ways, and we must avoid the temptation to seek simplistic one-shot solutions if we are going to make any real headway. 1. Richard J. Hermstein and Charles Murray, The Bell Curve (New York: Free Press, 1994). 2. Mano Singham, Race and Intelligence: What Are the Issues?,\" Phi Delta Kappan, December 1995, pp. 271-78\nStephen Jay Gould, The Mismeasure of Man (New York: Norton, 1981)\nand R. C. Lewon-ton, Steven Rose, and Leon J. Karnin, Not in Our Genes (New York\nPantheon, 1984). 3. James Baldwin, The Fire Next Time (New York: Dial Press, 1963), p. 108. 4. Signithia Fordham, Racelessness as a Factor in Black Students School Success,\" Harvard Educational Review, February 1988, pp. 54-84. 5. Claude M. Steele, \"Race and the Schooling of [WHAT I SbllfW \"One per person, of course,\" Black Americans,\" Atlantic, April 1992, pp. 68-78\nClaude M. Steele and Joshua Aronson. Stereotype Threat and the Intellectual Test Performance of African Americans, Journal of Personality and Social Psychology, vol. 69. 1995. pp. 797-811\nand David J. Lewin, Subtle Clues Elicit Stereotypes Impact on Black Students,\" Journal of NIH Research, November 1995, pp. 24-26. 6. See, for example, John Ogbu, \"Immigrant and Involuntary Minorities in Comparative Perspective\"\nYongsook Lee, Koreans in Japan and the United States\nand Nobuo K. Shimabara, Social Mobility and Education\nBurakumin in Japan,\" in John Ogbu and Margaret Gibson, eds.. Minority Status and Schooling (New York: Garland, 1991). 7. P. Uri Treisman, Studying Students Studying Calculus,\" College Mathematics Journal, vol. 23,1992, pp. 362-72. 8. Ellis Cose, Color-Blind: Seeing Beyond Race in a Race-Obsessed World(New York: HarperCollins, 1997). 9. Arthur Whimbey with Linda Shaw Whimbey, Intelligence Can Be Taught (New York: Dutton, 1975). 10. David W. Johnson, Roger T. Johnson, and Karl A. Smith, Active Learning: Cooperation in the College Classroom (Edina, Minn.\nInteraction Book Co., 1991)\nMark Keegan, Psychological and Physiological Mechanisms by Which Discovery and Didactic Methods Work,\" School Science and Mathematics, vol. 95, 1995, pp. 3-10\nChet Meyers and Thomas B. Jones, Promoting Active Learning (San Francisco: Jossey-Bass, 1993)\nJane Butler Kahle, Systemic Reform: Challenges and Changes, Science Educator, Spring 1997, pp. 1-5\nand Jane Butler Kahle and Aita Damnjanovic, The Effect of In-quiiy Activities on Elementary Students Enjoyment, Ease, and Confidence in Doing Science\nAn Analysis by Sex and Race,\" Journal of Women and Minorities in Science and Engineering, vol. 1,1994, pp. 17-28. K C 1VJVC5 Al StcvcH ( . Emk!', Byrdii .1. ll i/ey, (.md Clkirks Pui^iiiu) I I With activities for parents and ^i..dents, this growing program is helping students graduate from high school and go on to college. The Philadelphia Partnership Improving College Access and Retention among Minority and Low-Income Students INCE the mid-1960s, equal educational opportunity regard- kss of race, sex, and socioeconomic status has been an important national goal. However, as Fenske, Geranios, Keller, and Moore reported, socioeconomic status continues to be the main determinant of who goes to college in all ability levels, and American Indians, African Americans, and Hispanics are underrepresented in attainment of high school diplomas and in participation in post-secondary education compared to whites and Asian Americans.' President Clinton has proposed legislation that would allocate additional federal funds to programs that encourage low-income children to attend college. This legislation would provide funding for colleges and universities to form partnerships with middle and high schools to offer counseling and tutoring services. Funding would be available to any district in which at least 50 percent of the families have incomes below the poverty line. In the proposed legislation, the criteria defining income and po vertv are extremely important. Kennedy, Jung, and Orland stated, It is clear that poverty and low achievement in school are related.\" It is a fact. Schools with large proportions of poor students were far more likely to exhibit lower average achievement scores than other schools.^ Since 1989, the Office of Social Equity of the Pennsylvania State System of Higher Education has sponsored a program in partnership with the Philadelphia School District's 22 comprehensive, neighborhood (nonmagnet) high schools to increase the number of low-income Sierei, C. Ender, prafessur. Indiana Unirer.diy of Pennsyirania, ix die xiie direetar for the xeeondphaxe oj ihe pariner.ddp program. He plays a eemra! rule in die de.rign and euordinaimn at die program ax irell a.x il.x replieaiion in other regions, and coiiduels ongoing research ami evaluation of the profirams re.\\tifr.\\. the Stale Sv Ui's (firet iar oj'social equity. Byran .1. . .................................y . IJI I t//i .1. H Iley f.\\ifK'prumuycoiiiacdJ(Ha/Hyuvyi-am\\villu'n the Officeo/thc Chaueeffor. ffecoorifinale.', Ilf eiiriiie.r  i!h Ihe rresidcntsnfihe i\u0026lt;ai iieii,aiinx nnirersiiiex. appri.m ihe Haaid afdareinarx a! ihepragrain'.t.nain.rundie.riilh. andpre.reni.randdelend.x ihepmxiani shinlyei in llienninial appmpritilitinx piwvxx. CInirles Puxmio. axsi.xiani proiesxiir. IPext Cliexier I'nirersiiv of Pennsyirania. u i(.\u0026lt; a xile direclor lor die Jirxl phase ol ihe program from Iodo to IWd. He luniinwx h, .irrvc ax a kay family in Mirci v .afile ,nii,/r aihmiure seyiiimi afilw /ii ayralii. All llii m al the ail,rs hare h-m laralvclah ihe ilexiKii.,I,lire, , , and ,i:il,a ,e at iln.x jnaxiain Irani if, itiec/niia, in laxy. I I 1the /hildtK-lpIHii and minority students who. upon graduation from high school, attend college and graduate. The Philadelphia School District clearly meets the criteria in the proposed legislation. The district was recently described by a regional newspaper in the following manner: \"The fifth- largest urban school district in the nation, it sees half of its ninth graders fail to graduate from high school in four years. . . . Fewer than 6 percent of high schoolers are proficient in reading. . . . Three-quarters of its students are black or Hispanic, and most of them are poor.'' Overview of the Partnership Program One hundred sophomore students are selected annually to participate in a three-phase college preparation program concluding with high school graduation / ( Rising seniors panicipaie in a three-week residential program at Indiana University of Pennsylvania which closely approximates the academic demands of JB an average course load. and enrollment in college. The program is organized around three summer sessions and offers several other educational activities for students and parents during each academic year. The emphasis is on orientation, motivation, and preparation, and all costs are paid by the Office of Social Equity. Nomination Criteria. The program attempts to maximize student success by focusing on those cognitive and noncognitive variables that positively influence the likelihood that students from poor school districts will graduate from high school and go on to college. Students are nominated by high school counselors on the basis of a number of criteria, including: /  the student is scheduled to graduate with his or her class\n the student has a high school average of C+ or higher and is enrolled in an academic rather than a vocational program\nI  the student has completed Algebra I with at least a grade of C\nU  the student is reading at or near grade level\n1 I- ' 4.. f^l - V I J  1}  the student will need financial assistance to attend college\nand  the student has demonstrated personal responsibility through involvement in school, community, work, or home activities. Several of these criteria have been shown to predict graduation from high school and enrollment in and success in college. The mathematics criterion is nonnego-tiable. According to Horn and Carroll, Among at-risk students who aspired to a college degree and were academically prepared, about two-thirds (64 percent) .if those enrolled in a four-year college completed at least one advanced math course (such as calculus), compared with about one-third who enrolled in other postsecondary education (36 percent) or who did not enroll at all (31 cent)\nns Demonstrating personal responsibility through participation in extracurricular activities is also important. Horn and Carroll stated, The rate at which students participated in two or more extracurricular activities distinguished students who enrolled in a four-year college (48 percent) and those who had never enrolled in postsecondary education (34 percent)\n6 A deliberate decision was made to recruit above-average and average students (with B to C averages) rather than superior (.4) students. We reasoned that superior students would be encouraged to apply to college by counselors and would see college as a possibility. W'e hoped to offer college opportunities to those students who thought college was outside of their grasp. Also, we intentionally targeted students from low-income families. Most students from poor and welfare backgrounds believe col- ,, lege is out of reach financially and have little idea of the many financial aid resources that are available. Selection Criteria and the Selection Process. The application for the program focuses on several noncognitive predictors of college suc-ces^ for low-income and minority students. These pTedictors were developed by Sedlacek and Brooks and include having a positive self-con-cept, making a realisticjefEiippraisal, having the \" ability lo^il withjacism, partici- I\npaljng^in comniunity service, having a preference for long-range goals rather than concentrating only on shdrt-term or immediate needs, having a strong support person to turn to in times of crisis, and exhibiting evidence of successful leadership experience.' While the application questions do not tap into each of these characteristics, the questions gather information about the nominees strengths in these categories. Each of the 250 applications is read and ranked by two independent raters. The selection process is difficult and each year scores of students who meet the basic selection criteria must be rejected because of budget limitations. Phase One: The Rising Junior Program. The first summer session in the program is offered following the students sophomore year in high school at West Chester University of Pennsylvania and is a combination of outward- bound and upward-bound experiences, adapting many of the themes found in adventure-based programming. Phase One lays the foundation for the development of the academic and behavioral skills and styles that will enhance students preparation for college. Many physically challenging activities are introduced to demonstrate the importance of human interdependence and personal adaptation. Students begin to realize that reaching out to others in times of need is of critical importance and that the ability to adapt to changing environments is a life skill essential to success in college. The program uses the metaphor of the dinosaur, those that do not adapt, do not survive! Other summer program activities include an environmental science laboratory experience\na camping trip for which the students do most of the preparation, cook, set up tents, and practice new outdoor living skills\nand an on-campus volunteer service activity. Students are required to keep a journal and to reflect on each experience and its personal significance for them. Formal assessment instruments in mathematics and reading are administered, establishing baselines against which students can monitor their progress over the next two years. In September, students and their parents or guardians receive a report evaluating their performance in the first year of the program, including the results of the Nelson-Denny Reading Test\n the results of the Early Mathematics Placement Test (EMPT).* which assesses a students readiness for college algebra\nan evaluation (grade) for the environmental science laboratory experience\nand faculty feedback on the student's journal. The report also addresses such things a.s attention to detail, goal setting, the ability to concentrate and focus, problem- solving skills, and effort, commitment, and partici- 11 8 ( f I I1 , I i i I 1 I T The /'liUtidclphia Piirtncrship I I I I pation. The report concludes with recommendations for the junior year, including specific activities to improve students reading and math skills. Phase Two: The Rising Senior Progrant. Following the junior year, students participate in the rising senior summer session of the program. This is a three-week residential session held on the campus of Indiana University of Pennsylvania, closely simulating the first three weeks of college. Many hi^-risk students find themselves hope-lesslyTjehind after a few short weeks in college. They have no idea of the academic demands of college and attempt to use the same approaches in college that worked with a fair degree of success in high school. The simulation demonstrates the stark reality of college academic life. Each student is enrolled in six minicourses-math. laboratory science, social science, fine arts, English composition, and a study skills/higher education orientation sem'inar. This schedule approximates a normal 16 ^edit-houF college load. The format, pace, and content of courses mirror as closely as possible that of regular college courses. The schedule includes attending classes, writing research papers, ancTtaking exams, as welTas considerable free time, which participants are expected to manage effectively. Students are retested using the same reading comprehension and math tests administered during Phase One. Peer advisers live in the residence hall and provide guidance on how to tackle the new curriculum, course schedule, and abundance of free time. These topics are also stressed in the study skills seminar, which emphasizes strategies for success in the college environment. Students and their families receive a report on their performance in September. Professors award grades for each minicourse along with written feedback regarding students performance. Peer advisers write comments on how students handled the considerable freedom and the associated responsibilities of the simulated college experience. The report includes results on the standardized reading and mathematics tests and recommendations for the senior year. Students are also given a global score on their performance in the program ranging from superior to below average. This score is based on the grade-point average earned in the minicourses. In addition to the summer sessions and fall meetings at which evaluations are given, the program offers several other ongoing activities. Summer program faculty visit participating students in their schools twice a year. This I provides an opportunity for faculty to meet with students\non their own turf and to continue the mentoring activities initiated during the summer sessions. Faculty consult with I counselors and discuss grades, SAT dates, and financial aid I and admission deadlines with students. A meeting is held for the parents of each new group of students at which the special responsibilities of parents of partnership students are discussed. Phase Three: College Matriculation. Students who successfully complete the first two summer phases of the program and choose to enroll at one of the 14 universities in the Pennsylvania State System of Higher Education matriculate during the surhmer following high school graduation. This strategy is intentional on our part. Many students are accepted in special summer developmental or bridge programs. Others matriculate as regular college freshmen and earn up to six or seven college credits in summer school. Still others take a combination of developmental and college courses. Summer school offers students a good opportunity to get to know the campus, its resources and personnel, and to develop general coping and problem-solving strategies before beginning the frenzied fall term as new freshmen. The program pays for the entire cost of the summer session. The program also awards students who maintain a C or better grade-point average a grant of S250 a semester for eight semesters of study. All costs are paid through funds administered by the Office of Social Equity. Program Outcomes To determine the effectiveness of the program, a research and evaluation study was initiated in 1989. To date, 452 students have completed the summer sessions65 percent of the students who were selected for and started Phase One. Of these 452 students, 402 (89 percent) graduated from high school on time and 401 enrolled in some form of postsecondary education. Of those who entered college, 307(77 percent) enrolled at one of the 14 universities in the Pennsylvania State System of Higher Education. Of those 307 students, 192 (63 percent) have either graduated or are still enrolled. Of those eligible to graduate in six years, 55 percent have done so. Of the remaining student's, 33 (11 percent) left college prior to graduation in good academic standing and 82 (27 percent) were dismissed for academic reasons or left with below-average grades. Correlation studies were conducted to investigate the relationships between program variables and students performance during their first year of college. We looked for relationships between first-year college grade-point averages and scores on the Nelson-Denny Reading Test, the EM PT, and performance in the Phase Two college //. ... 'c -7s e-i, p 1 rhe Philadelphia Partnership Program has experienced considerable success. Students benefit from the guidance of faculty as well as the support of a college-bound peer group. simulation program as measured by the global scores. A statistically significant and rather large correlation (r = The majority of the students in the program are staying in college and graduating. Comparing the over 50 percent success rate of partnership students to the national college graduation rate of students from these demographic groups, partnership student performance is truly impressive. Partnership students come from high schools within the Philadelphia School District in which 76 percent of the families are classified as low-income and 41 percent of the families are on welfare. Only 43 percent of the students from these high schools take the SAT (their mean average score is 726). A sampling of partnership students SAT scores revealed an average of727. The racial composition of the school district was 64 percent African-American, 20 percent white, 11 percent Latino, and 5 percent Asian. The students in the program were 62 percent African-American, 21 percent white, 6 percent Latino, and 11 percent Asian. .496, p .000) was observed between the global scores and the first-year college grade-point averages. The better students performed in the college simulation, the better they performed in college. Also, a modest though statistically significant correlation (r = .244, p \u0026lt; .001) between the EMPT scores and the first-year college grade-point averages was observed. No statistically significant correlation was found between the Nelson-Denny Reading Test scores and first-year college performance. The retention and graduation rates of students participating in the partnership program are extremely encouraging and provide evidence of success. The lack of, or presence of only modest, statistically significant correlations between formal measurements of cognitive ability (math and reading) and college performance did not surprise us. We did not expect to find a relationship between reading level (measured by the Nelson-Denny Reading Test) and first-year college grades. These students are slow readers and the Nelson-Denny is a timed test. We were pleased to observe the relationship, although modest, between the mathemat- ~s exam andlTfst-Vear college grades.~The EMPT math test iiTeasures readiness fofcollege algebra, and Algebra I was one of tliFn6nneg6fiaBle~seTeeiroh criteria. It is clear from our researdTlTjalsuccess in college for these students is best prtxlicted by their success ^ die college simulation experi-ence offered in Phase Two of the program. A comparison of national graduation data for similar student cohort groups is another indication of the success of this program. Recent data published in Postsecondary Education Opportunity'' indicated that students with backgrounds similar to partnership students experience lower graduation rates. For example, approximately 31.2 percent of the African-American population, 56.6 percent of the Asian-American population, 38.3 percent of the Mexican- American population, 35.5 percent of students with SAT scores of 700 to 840. and 42.6 percent with parents income between $20,000 and $24,999 graduate within six years of matriculation. The program is making a difference. Parents and sghool counselors continually tell us of the change they observe in these students as they participate in the summer program activities. They say that the students demonstrate a stronger commitment to their high school studiedenroll in more demanding courses, and assume greater personal responsibility for their lives. One explanation for the positive results may be the comprehensivenessoftheprogram interventions. Through participation in the program, students become part of a college-bound group. Horn and Carroll stated, \"the num-ber of students' triends with plans lo attend a foTir-year coHege was strongly a^ociafed with enroThnent outcomes\nstudenis^ho enrolled in a~four-year college were muchTndfe\"likelyTd~reporlThat all or most of their (Continued on pope 32) I I fAlui iiliim hu iIk' Ihiih Si liimf (iiuibiules. lb. I able X\n17. [able 1 ?. MPR As\u0026gt;octules. Ine., of Berkelev. California. de\\eloped a four-year ?ge qualifieation index f(r NCIS based on high school GPA, senior s rank. Nl.l.S 1992 aplilude lest. SA T and ACT scores, and academic course vs ork. The inde.x is used in .-It'cc.v.s lo PusiM-i iimkiiy Educalioufur ihe fli^h Sduml Graduale.s. 14. U.S. Department of Education. Access lo Puslsccundary Educaliou for ihc 1992 Hii^h Sclioid Graduates. 2S. Table 14. 15. Content Standards. Graduation. Teacher Licensure. Time and Attendance: A 50-Siale Report (Washington, D.C.: Council of Chief Slate School Officers. 1996). 16. Arthur Levine and Jana Nidiffer. Bcaiinf' the Odds. How the Poor Get IO CoHege (San Francisco\nJossey-Bass. 1996), 143. 17. Levine and Nidiffer, 65,139, 18. See Robert H. Fenske, Christine A. Geranios, Jonathan E. Keller, and David E. Moore, Early Intervention Program.'!: Opening the Door to Higher Education (Washington, D.C.: George Washington University, 1997)\nWatson S. Swail. The Development of a Conceptual Framework to Increase Student Retention in Science, Engineering, and Mathematics Programs at Minority Institutions of Higher Education (ERIC, ED 396 921)\nLevine and Nidiffer, Beating the Odds: How the Poor Get to College. 19. Samuel M. Kipp IH, Demographic Trends and Their Impact on the Future of the Pell Grant Program.\" in Memory. Reason, and Imagination: A Quarter Century of Pell Grants (New York: College Entrance Examination Board, forthcoming). 20. Programs such as the University of North Carolinas MSEN program (grades 6-12), Californias MESA program (grades 4-12). and Xavier Universitys ChemSiar, BioStar, and MathStar programs (high school) have had excellent success in motivating and preparing underrepresented students for college. College-^community partnerships such as these work. 21. Quoted in Lawrence E. Gladieux, A Diverse Student Body: The Challenge of Equalizing College Opportunities, Journal of College Admission 152/153 (1996): 8. 22. Some prominent examples include the Emerging Scholars Program ') based at the University of Texas at Austin, which utilizes peer aps and interaction to form strong, cohesive study groups that encourage academic excellence and problem solving\nthe Supplemental Instruction program developed at the University of Missouri: Kansas City and now in place at over 1,100 campuses across the country, which provides tutoring-like experiences for students on campus: and the University of South Carolinas Freshman Seminar Program, originally developed to help retain African-American students through their freshman year. 23. Quoted in Lawrence E. Gladieux and Thomas R. Wolanin, Congress and the Colleges (Lexington, Mass.: Lexington Books, 1976), 28. Philadelphia Partnership (Continuedfrom page 21) friends planned to attend.'- Strong friendships develop during the summer sessions, and some students even make plans to enroll at the same college. The partnership program is not only making a difference, it is doing so at a very reasonable cost. The Pennsylvania State System of Higher Education spends approximately S6,800 to sponsor a student for the two summer sessions, summer school matriculation, and the S250 grant for each of eight semesters of college study. In comparison, the federally funded Upward Bound program, which has very similar goals lo those of the partnership program, spent roughly $3,825 in 1994-95 for each sndent.\" Given these figures, an Upward Bound student jld cost the government approximately 512,000 for three years of high school, compared with the 56,800 the Pennsylvania State System of Higher Education isinvest-ing in partnership students from the tenth grade through four years of college. Exp t In a recent statement regarding his proposal to provide additional funding to programs that encourage children from low-income families to attend college, President Clinton , said, In every community in the country, there are children fc with enormous ability who just need a little spark to go on to great things.''* The president is correct in his observation. We have seen underprepared low-income students reach new heights of educational and personal attainment that many critics would have said were not possible. The partnership program has experienced considerable success, so much so that the Pennsylvania State System of Higher Education replicated the partnership model in the Pittsburgh School District and expanded it to both the Harrisburg and Erie Area School Districts this summer. As in Philadelphia, ethnic minority and low-income students are predominant in these districts. These students traditionally drop out of high school in alarmingly high numbers and those who do graduate do not enroll in college. In the summer of 1998, 250 tenth graders representing four geographic areas of the state began participation in Phase One of the partnership program at four different state universities in Pennsylvania. With such encouraging numbers, the Philadelphia partnership and similar programs can serve as models for additional outreach programs that make a difference in students lives. 9 References I. R. H. Fenske, C.A. Geranios, J,E. Keller, D.E. Moore, Early Intervention Programs: Opening the Door to Higher Education, ASHE-ERIC Higher Education Report, Vol. 25, No. 6 (Washington, D.C.: Graduate School of Education and Human Development, George Washington University, 1997): 1. 2. Clintons Budget Request to Include College Early Intervention Program, Higher Education and National Affairs, Vol. 47, No. 2 (February 2. 1998). 3. M. M. Kennedy, R.K. Jung, and M.E. Orland, Poverty. Achievement, and the Distribution of Compensatory Education Services. Interim Report, ED 71 546 (Washington, D.C.\nU.S. Department of Education. 1986)\n3- 4, cited in Fenske et al. 4. M. Carpenter, David Hornbeck: A Reformer Struggles in Philadelphia, Pittsburgh Post Gazette (May 13, 1997): A7. 5. L. J. Horn and C. D. Carroll, Confronting the Odds: Students at Risk and the Pipeline to Higher Education. Statistical Analysis Report. Data Series NELS 88/94 (Washington. D.C.: U.S. Department of Education. Office of Educational Research and Improvement, 1997)\niv. 6. Horn and Carroll, v. 7. W. E. Sedlacek and B. C. Brooks. Racism in American Education: A Model for Change (Chicago: Nelson-Hall, 1976). 8. M. A. Gass. Adventure TherapyTherapeutic Applicationsof Adventure Programming Iowa\nKendall-Hunt, 1993). 9. J. I. Brown, V. V. Fishco, and G. Hanna, Nelson-Denny Reading Test (Itasca, 111.: Riverside, 1993). 10. Ohio Board of Regents. The Ohio Early College Mathematics Placement Testing Program (Columbus, Ohio, 1989). 11. T. G. Mortenson. \"Institutional Graduation Rales by Pre-College Characteristics of Students.\" Postsecondary Education Opportunity (Oskaloosa. Iowa\nThe Mortenson Research Seminar on Public Policy Analysis of Opportunity for Posisecondary Education. March 1997). 12, Horn and Carroll. 11, 13. Fenske et al. 14. Chris Mondics, \"Plan Would Urge Low-Income Students lo Consider (ollege, Phihidciphia //n/m/tT (February 5, 1998): A4. t hf ( iiHi '.'.e Hmiiil l\\i\\ it \\i Sumin, P LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 18,1998 TO: Vanessa Cleaver Mable Donaldson Dennis Glasgow Marie McNeal Horce Smith (ODM) Kathy Lease Gene Parker Jo Evelyn Elston Mona Briggs FROM: Dr. Bonnie Lesley .^Associate Superintendent for Instruction SUBJECT: K-12 Talent Development Our work is coming along! Attached for your information is the material regarding project AVID that Vanessa, Mable, and I presented to the Board at their agenda meeting on September 10. We had earlier discussed it with Dr. Camine and secured his blessing to go forward. The project is on the Boards consent agenda for the September 24 meeting. I have also had a discussion of our overall plan with the staff at ODM. Horace Smith is joining our committee, and we welcome his input. I am also inviting Jo Evelyn to join us. Are there others we should include? I am attaching three important pieces for you to read before our meeting at 1:30 in Gene Parkers office on Friday, September 25. (1) The Canary in the Mine: The Achievement Gap Between Black and White Students by Mano Singham from the September 1998 Kappan. Dont miss the references to Uri Treismans work. Hes the one I told you about. (2) The Philadelphia Partnership: Improving College Access and Retention Among Minority and Low-Income Students by Steven Ender, et al, in the Summer 1998 issue of The College Board Review. Be sure to look at the research findings. Interesting! And maybe it gets at that culture issue that Marie raised. I (3) Some articles about the Talent Development Middle School that Mona Briggs researched for us. (I also am sending this on to the middle school principals.) Look at the model carefully to see if it will work in Little Rock. To appear in the January 1998 issue of Principal Magazine. Talent Development: A Philosophy and Blueprint for Middle School Reform By Stephen B. Plank (Associate Research Scientist) and Douglas J. Mac Iver (Research Scientist and Associate Director) Center for the Social Organization of Schools, Johns Hopkins University Two hundred and fifty eighth graders were piling onto the yellow buses that would take them back to Philadelphia. Many of these children had never been on a college campus before. They had, however, spent one period each week for the past two years exploring careers, and talking about the importance of taking middle school and high school seriously, and of making plans for college. In addition, they had completed a demanding core curriculum in middle school including a hands-on science curriculum, an English cur- iculum emphasizing great literature and a challenging math curriculum culminating with a year-long Algebra I course. Now they had spent the day visiting classrooms, dormitories, a library, gymnasium, and cafeteria at Johns Hopkins University in Baltimore. They had gotten the chance to ask some tough questions: \"What kind of grades does it take to get into Hopkins? How much does it cost? Is financial aid available? What do 'people study here? Do you have many bilingual or minority I students here?\" ' / It is a challenge to get students from public middle schools in impoverished urban neighborhoods to attain success in a demanding college-preparatory curriculum. It may be even more difficult to get them to see college as a real and attainable goal. Had these things happened for these students? Had the rigorous core curriculum, the multiple-year sequence of career exploration lessons, and this days visit changed their views and futures? Time will be the ultimate test, but a first and encouraging clue came when one boy leaned from the bus. Pointing to one of the day's organizers, he called, \"Hey, lady! See you in four years!\" The Talent Development Middle School Model Since 1994, the Center for Research on the Education of Students Placed At Risk (CRESPAR) has been working to develop and evaluate the Talent Development Middle School model. CRESPAR researchers (including ourselves), curriculum witers, and instructional To appear in the January 1998 issue of Principal Magazine facilitators at Johns Hopkins and Howard Universities are working with public middle schools in Philadelphia and Washington, D.C., to implement and refine the model. Plans are being made to expand to other schools and other cities. The goal of the Talent Development (T.D.) model is to establish the sorts of curriculum, instruction, school organization, and professional development needed in order for all students to learn challenging academic materials and prepare for successful futures. Eight key components of the T.D. model are the following: O A demanding core curriculum for all. In T.D. schools, every student completes a core curriculum in the major subject areas that focuses on higher order competencies. This course of study is facilitated by cooperative learning and active learning methods in which peer tutoring - and hands-on discovery are embedded in the daily routine of classroom life. Reading, English, and language arts classes read award-winning novels, plays, and autobiographies. This great literature serves as a springboard for vocabulary and reading comprehension exercises and literature-based writing, all of which are pursued via peer-assisted learning techniques. The math curriculum is based on the University of Chicago School Mathematics Project It includes the goal of having all eighth graders master algebra. The science curriculum uses NSF-approved commercial hands-on programs that align with Project 2061's benchmarks (e.g.. Science and Technology for Children, Science Education for Public Understanding, FACETS, and INSIGHTS.) We are just beginning to develop the T.D. social studies program, based on the recommendations of the National Center for History in the Schools, the National Council for Social Studies and others. G Detracking of instruction. For too long middle and high schools have been driven by a sorting paradigm in which some students receive high-expectations instruction while others are relegated to lower quality education and lower quality futures. Consistent with the demanding core curriculum for all, the T.D. model asserts that all children are capable of succe^^jjg in demanding college-preparatory courses when given the right types of support.To appear in the January 1998 issue of Irincipal Mafiizine.  Extra help. If a school is going to dismantle tracking and expose all students to the same demanding core curriculum, some students will need frequent extra help in order to succeed at the challenging learning tasks they face. In T.D. schools, students needing extra help in mathematics or reading receive an accelerated learning class (in addition to their regular math or reading class) that replaces an elective course for ten weeks each year to provide a substantial extra dose of intensive learning experiences with smaller learning groups and daily use of computers and cooperative learning methods. 9 Communal organization. The T.D. reform model recognizes that dramatic improvements in student performance depend not only on curricular and instructional reforms but also upon increasing students academic effort and deepening their commitment to take full advantage of their learning opportunities. The model recognizes that student effort and commitment can be greatly increased by implementing innovative approaches to school organization and staffing that allow teachers, students, and families to establish strong bonds and close caring relationships. It is for this reason that a communal 0 lizafion of the school is established that inchates leaRBOg I commumties which serve 200 to 300 students, occupy their own parts of the building, and endure / for two or three years. Also, teachers are encouraged to remain with the same students for two or three years (shadowing) and to teach at least two subjects (semi-departmentalizationjj^ch allows them to establish stronger relationships with a smaller number of students. Finally, teachers are organized into two- or three-person interdisciplinary teams so that they can confer with each other and respond to the students whom they share. 9 Career and education exploration. Middle school is the right time for students to learn about different career paths, form high aspirations, and make decisions about middle school, high school, and even postsecondary schooling. In T.D. schools, students complete a three-year course that meets weekly. The course comprises activities that encourage them to formulate educational and career aspirations, inform them of the requirements to gain entry into selective high schools and colleges, and provide ongoing career exploration and goal-setting.To appear in the January 1998 issue of Principal Muiazine. O Cultural literacy. Every racial, ethnic, and cultural group can offer proud and worthy traditions and role models. When students are made aware of these, it can boost interest and achievement in their academic endeavors. In T.D. schools, students gain an appreciation for their own and other cultures through the books they read, lessons and career fairs in the career exploration course, and various lessons in math, science, social studies, and expressive arts.  Expanded opportunities for academic recognition. The reward systems of most schools deliver a majority of their benefits to those students who have already reached high levels of achievement. The students who need to increase their effort the most in order to meet high standards have the least incentive to do so.T To encourage all students to give their best regardless of their current level of proficiency and to recognize individual improvement and progress toward high standards, growth-oriented evaluation practices are used. In addition, students are given realistic, unambiguoos feedback concerning how their performance compares to nati\u0026lt;Mad norms and perftMmmce i^jteadards.  School-family-community partnerships. We have been inspired by our colleague Joyce ' I Epstein to hink about ways school-famiiy-community partnerships can boost student success.2 T.D. schools try to recruit an action team of faculty, parents, students, and community members which establishes a comprehensive program of cooperation. As a part of the program, community members and local businesspeople from a broad spectrum of occupations are recruited to assist with career exploration activities. Findings After Two Years The first school to adopt the T.D. model was Central East Middle School in Philadelphia. Since then other schools in Philadelphia and Washington have begun adoption. With all of these I T.M. Tomlinson and C.T. Cross, Student Effort: The Key to Higher Standards, Educational Leadership. 69-73, September 1991. 2 J. L. Epstein, School/Family/Community Partnerships: Caring for the Children We Share, Phi Delta Kappan, 701- 712, May 1995.To appear in the January 1998 issue of Principal Magazine. schools, our strategy has been to give full attention to some subject areas and stnne of the model's components in the first year and to move to full implementation over the course of two or three years. So, for example, efforts during the 1995-96 school year at Central East were focused on Reading, English, and Language Arts (RELA) staff development, curriculum, and instruction, as well as the career exploration curriculum and some of the whole-school organizational reforms. During the second year, these efforts were continued or augmented and math and science initiatives were begun. During the 1997-98 school year, much attention will be given to math and science efforts, and initial forays into social studies and expressive arts reforms will be made. Our evaluations of motivation, achievement, and other outcomes in T.D. schools involve comparisons with other closely matched comparison sites. To date we have found that, during the 1995-96 school year, a classroom's greater use of the Student Team Reading program was positively and significantly related to students' perceptions of 1) peer support for achievement, 2) teacher's caring for students, 3) working to meet adults' standards, 4) the value of RELA classes for the future, 5) effort, 6) self-concept of ability, aid 7) giving ones best.3 Also, we have examined student achievement on the Stanford 9 reading comprehension test, administered in April 1996.4 The analyses show that the typical Central East student ~ when matched with a student with the same prior achievement (on the CTBS in 1995) and grade level from the comparison school ~ outperformed his or her counterpart at the comparison school by almost twelve scale score points. The difference between a typical seventh grader and a typical eighth grader in these schools on this test is only six points, so this is truly encouraging news for Central East and the T.D. model. Another important finding is that top achievers (students with the highest prior achievement scores on the CTBS) particularly benefited from the new curriculum and pedagogy 3 D. J. Mac Iver and S. B. Plank, Report No. 4: The Talent Development Middle School: Implementation and Effects of Student Team Reading. Baltimore\nCenter for Research on the Education of Students Placed At Risk, 1996. 4 D. J. Mac Iver, S. B. Plank and R. Balfanz, Report No. 15. iTorking Together to Become Proficient Readers: Early Impact of the Talent Development Middle School's Student Team Literature Program. Baltimore: Center for Research on the Education of Students Placed at Risk, 1997.To appear in the January 1998 issue of Principal Magazine. in RELA. Top achievers al Central East - students whose prior achievement was one standard deviation above the mean on the CTBS in 1995 -- outperformed top achievers at the comparison school by seventeen scale score points on the Stanford 9's reading comprehension test. Opponents of the Talent Development approach often argue that top-achieving kids will suffer in schools that use the model because of the emphasis on providing a demanding curriculum to all students in heterogeneous classrooms. The evidence suggests just the opposite\nit suggests that a school's top achievers are the ones who take the greatest advantage of the challenging curriculum and state-of-the-art pedagogy that characterizes the Talent Development approach. Regarding the impact of the career exploration and educational decision-making lessons, analyses have shown large and significant effects on students' self-reported career understanding an.\nbelief in the importance of making educational and career plans during middle school.5 Also, significant effects are seen on seventh graders' educational attainment goals, in analyses that account for their prior goals as sixth graders. As we continue our research, we hope that the career exploration and educational decision-making activities will also facilitate 1) high levels of accurate knowledge about adult work and education, 2) successful transitions to high school, 3) persistence in high school, and 4) successful transitions to college and work. Conclusions Talent Development is a philosophy about the excellent things schools and students can achieve. Talent Development is also a blueprint for how these things can be achieved. Not all of the components have been created from scratch. Many draw upon the best practices that have emerged during the past decade of middle school reform. What we feel is most innovative and promising about the Talent Development effort is the way the components fit together as a whole, to support and facilitate one another as a model for whole-school reform. Initial research findings are encouraging. Development of the model continues. Both the successes and struggles we have witnessed in the first Talent Development sites have taught us important 5 D. J. Mac Iver and S. B. Plank, From \"At-Risk \" to \"On-TargelEffects of Puriicipaiion in Career Exploration Activities on Urban Middle School Students. Paper presented at the Annual Meeting of the American Educational Research Association, 1997.To appear in the January 1998 issue of Principal Magazine. lessons. We hope that this knowledge will allow an increasingly large network of middle schools to transform the educational opportunities and pathways of their talented students. For Further Information The Center for Research on the Education of Students Placed At Risk (CRESPAR) is a partnership of Johns Hopkins University and Howard University, in collaboration with researchers at the University of California at Santa Barbara, University of California at Los Angeles, University of Chicago, Manpower Demonstration Research Corporation, WestEd Regional Laboratory, University of Memphis, and University of Houston-Clear Lake. It is supported as a research and development center by funds from the Office of Educational Research and Improvement, U.S. Department of Education (R-117-D40005). The Talent Development Middle School program also gratefully acknowledges funds from Carnegie Corporation of New York (B 6643). The opinions expressed in this article do not necessarily reflect the position or policy of OERI or the Carnegie Corporation, and no endorsement should be inferred. For additional information on CRESPAR and its programs, write to C.S.O.S., Publications Department, Attn: Diane Diggs, 3505 North Charles St, Baltimore, MD 21218. For additional information on the Talent Development Middle School program, contact the authors at the same address given above.lAK, lAl,!.-! I Jl.V L-CUl'MCiN 1 iVllUUbO ..i,| CRESPAR Home Page CSOS Home Page CREATING TALENT DEVELOPMENT SCHOOLS IN WHICH ALL STUDENTS SUCCEED CRESPAR Models Built with Collaborating Schools Are Making A Difference at Elementary, Middle, and High School Levels The Center for Research on the Education of Students Placed At Risk (CRESPAR), co-directed by Robert E. Slavin at Johns Hopkins University and A. Wade Boykin at Howard University, has a straightforward mission ~ to conduct the research, development, evaluation, and dissemination needed to transform schooling for students placed at risk. What does it mean to A \"transform\" schooling? To CRESPAR, it means schools need to change from places that sort and classify children to places that help all children succeed in demanding curricula. This can be accomplished in Talent Development schools  schools that hold all students to high standards but provide multiple pathways and research-based practices that ensure their success. The research, development, evaluation, and national dissemination of Talent Development Schools at a 1 levels - elementary, middle, and high school -- is a major CRESPAR commitment. THE TALENT DEVELOPMENT HIGH SCHOOL Program Directors James M. McPartland, Johns Hopkins University Velma LaPoint, Howard University \\ THE TALENT DEVELOPMENT MffiPLE SCHOOL Program Directors Serge Madhere, Howard University Douglas J. Mac Iver, Johns Hopkins University CRESPAR Home Page CSOS Home Page I 8/28/98 9:00 AM4^pehnayorl Not Tough Chat on TV Japans Anorexia  I A I THE I AMERICAN Migiwit Sports SEPTEMBER-OCfOBER 1998' $4.95 USA/S5.95 CAN ! 779(ib 0 9 \u0026gt; PROSPECT M. A JOURNAL FOR THE LIBERAL IMAGINATION A I THE BLACK-WHITE TEST SCORE GAP iyhy t ifpherjettcks^ Mui Mereditfv PkUUps THE RISE AND FALL OF RACIALIZED LIBERALISM by Sean VtHlentz .-*Americas Next Achievement Test Closing the Black-White Test Score Gap by Christopher Jencks and IvIeredith Phillips frican Americans currently score lower than European Americans on I i vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence. This gap appears before children enter kindergarten, and it persists into adulthood. It has narrowed smce I 1970, but the median American black still scores below 75 percent of American whites on most standardized tests. On some tests the typical American black scores I i 1 below more than 85 percent of whites. The black-white test score gap does not appear to be an inevitable fact of nature, t is true that the gap shrinks only a little when black and white children attend the same schools. It is also true that the gap shrinks only a little when black and white families have the same amount of schooling, the same income, and the same wealth. But despite endless speculation, no one has found genetic evidence indicating that blacks have less innate intellectual ability than whites. Thus while it is clear that eliminating the test score gap would require enormous effort by both blacks and whites and would probably take more than one generation, we believe it can be done. This convictionsupported at greater length in the new collection of studies we have edite , The Black-White Test Score Gap, soon to be published by the Brookings Institution rests mainly on three facts:  IQ and achievement scores are sensitive to environmental change. Scores on nonverbal IQ tests have risen dramatically throughout the world since the 1930s. The average white scored higher on the Stanford-Binet test in 1978 than 82 percent of whites who I took the test in 1932. academic achievement have also narrowed throughout  Black-white differences in a---------------------- the twentieth century. The best trend data come from the National Assessment o Educational Progress (NAEP), which has been testing seventeen-year-olds since 1971 and has repeated many of the same items year after year. From 1971 to 1996, t e black-white reading gap shrank by almost half an d the math gap by a third. [See The Diminished Gap in Readin o and Math Scores, page 45.] According to a study ..... sociologists, Min-Hsiung Huang and Robert Hauser, the black-white vocabu lary gap also shrank by half among adults born between 1909 and 1969. by two 44 t II I M I k l\u0026lt; A \\ P K * \u0026gt; S I* 1 ' I si I' I I '.1 h I u 1 u h 1 .1\u0026lt; I s 1 i I When black or mixed-race children are raised in tehi/c rather than black homes, thetr prc-adolescent test scores rise dramatically. Black adoptees scores seem lo fall in adolescence, but this is what we would expect if, as seems likely, their social and cultuial resemble that of other black adolescents and becomes less like environment comes to that of the average white adolescent. Why Test Scores Matter In a country as racially polarized as the United States, no single change taken in isolation could possibly eliminate the entire legacy of slavery and Jim Crow or usher in an era of full racial equality. But if racial equality is Americas goal, reducing the black-white test score gap would probably do more to promote this goal than any other strategy that could command broad political support. Reducing the test score gap is probably both necessary and sufficient for substantially reducing racial inequality in educational attainment and earnings. Changes in education and earnings would in turn help reduce racial differences in crime, health, and family structure, although we do not know how large these effects would be. This judgment contradicts the conclusion of Inequality, a study published in 1972 by one of us (Christopher Jencks), which argued that reducing cognitive inequality would not do much to reduce economic inequality. The reason for The Diminished Gap in Reading and Math Scores Black and White 17-Year-Olds the contradiction is simple\nthe world has changed. In 1972, the best evidence about what happened to black workers with high test scores I i 1 Q (A o c (B c 0.4 . . 0.2 \ns C.o s g -0.2 O) ? -0.4 c 0)  -0.6 o 4) XJ -1-0 O -1.2 c 3 a -1.4 1971 White Reading White Math Black Reading Black Math 1976 Source: National Assessment of E(3ucatiOfl Progress. Tests in ail years are tn a common metric and have been rescaled so that the 1996 population mean is xero and the 1996 standard deviation is 1.00. 1981 1986 1991 1996 came trom a study oy rniuips v.uirigiiL, wnu uau analyzed the 1964 earnings of men in their thirties who had taken the Armed Forces Qualification Test (AFQT) between 1949 and 1953. Overall, employed black men earned 57.5 percent of what whites earned. Among men with AFQT scores above the national average, black men earned 64.5 percent of what whites earned. In such a world, eliminating racial differences in test performance did not seem likely to reduce the earnings gap very much. Todays world is different. The best recent data on test scores and earnings^ come from the National Longitudinal Survey of Youth (NLSY), which from a study by Phillips Cutright, who had gave the Armed X I .M h I H - II A M r K 1 c A  s N i: X T ACHI I- V I. M I'. N I I' I' S I 45 1 4 1 it- If 4, h I I ! I i 1 I ! i I.1 Scrx'iccs Vocational Aptitude Battery to a national saatniplc ol young people in 19S(). Among employed men who were 31 to 36 years old in blacks earned 67.5 percent ol what white\naimeda I i I I I I I i {J\ni ii\ni li' modest but significant improvement over the situation in 1964. The big change occurred among blacks with test scores near or above the white average. Among men who scored between the thirtieth and forty-ninth percentiles nationally, black earnings rose from 62 to 84 percent of the white average. Among men who scored above the fiftieth percentile, black earnings rose from 65 to 96 percent of the white average. [See More-Equal Scores Now Bring More-Equal Earnings, below.] In this new world, raising black workers test scores looks far more important than it did in the 1960s. ground is thcrelore false. Furthermore, test score dit-lerences between siblings raised in the same famih have sizable effects on their educational attainment and earnings. Thus while it is true that eliminating the black-white test score gap would not eliminate the black-white earnings gap, the effect would surely be substantial. Reducing the black-white test score gap would reduce racii disparities in educational attainment well as earnings. The nationwide High School and Beyond suney tested tvrelfth graders in 1982 and followed them up in 1992, when they were in their as late twenties. At the time of the follow-up only 13.3 percent of the blacks had earned a bachelors degree, comipared to 30 percent of the non-Hispanic whites. Many observers blame this disparity on black parents' i: 1 I J I t I More-Equal Scores Now Bring More-Equal Earnings Ratio of Black to White Annual Earnings in 1964 and 1993 for Employed Men in Their Early Thirties, by Percentile Score on a Military Test Taken Between the Ages of 18 and 23 100 o = 90 $ BO o1 u o 60 co  CD M O) 50 40  30 ------ a UI JC fg m 20-------- 10 0-------- da Cutright 1964 3^ NLSY 1993 inability to pay college bills, black students lack of motivation, or the hostility that black students encounter on predominantly white college campuses. All these factors probably play some role. Nonetheless, when I\"? 0-9 10-29 30-49 A s 50-99 Sources: Cutn^l and auffiofs' tabuiabons Irom Uie NatkmaJ Lor'gitixSnal Survey 0\u0026lt; Vouth (NLSY) Cutn\u0026lt;^i versjoo ol the AFOT KxSuded vocabulary, anthmelic, and spaaai relations. Our NLSY approxitnabon ol Cutnghrs AFOT included word knowledge, numencal operalions, ar*d mechanical reasoning See our inlfoducbon to The While Tesi Score C/ip kx deUHs on the samples and standard errors Some skeptics have argued that scores on tests of this kind are really just proxies for family background. Family background docs affect test performance. If wc compare random pairs of children, their IQ scores differ by an average of 17 points. Among pairs of children who have been adopted into the same family, the difference averages about 15 points. Even if we compare pairs of biological siblings reared in the same family, their IQ scores still tliffer by an average of 12 or 13 points. The claim ihai lest scores are only a proxy for laniily back- -4G I II I A .\\1 I K I  \\ \\ I' B o I' I k I we compare blacks and whites with the same rv'elfth-grade test scores, blacks are more likely than whites to complete college. Once we equalize test scores. High School and Beyond blacks 16.7-point disadvantage in college graduation rates turns into a 5.9-point advantage. Eliminating racial differences in test performance would also allow colleges, professional schools, and employers to phase out the racial preferences that have caused so much political trouble over the past generation. If selective colleges based their admission decisions solely on applicants predicted college grades, their undergraduate enrollment would currently be 96 or 97 percent white and Asian. To avoid this, almost all selective colleges and professional schools admit African Americans and Hispanics whom they would not admit if they were white. It selective colleges could achieve racial diversity without making race an explicit laclor in their admission decisions, blacks would do belter in college and whiles nurse fewer political grudges. s 1. 1' 1 1 M B I H \u0026lt; H would I  B I i\u0026lt; t '  J I Ailvocatcs ol racial equality inighi be mtirc w illing accept (Hir argumeni ihai naiTowing the test S'\nore :( J s J J r 5 1 gap is crucial to achieving their goals if they believed that narrowing the gap was really feasible. But pessimism on this Iront has become almost universal. In the 1960s, racial egalitarians routinely blamed the test score gap on the combined effects ol black poverty, racial segregation, and inadequate 1 unding lor black schools. That analysis implied obvious solutions\nraise black childrens family income, desegregate their schools, and equalize spending on schools that remain racially segregated. All these steps still look useful, but none has made as much difference as optimists expected in the early 1960s.  The number of affluent black parents has grown substantially since the 1960s, but their childrens test scores still lag far behind those of white children from equally affluent families. Income inequality between blacks and whites appears to play some role in the test score gap, but it is quite small.  Most southern schools desegregated in the early 1970s, and southern black nine-year-olds reading scores seem to have risen as a result. Even today, black third graders in predominantly white schools read better than initially similar blacks who have attended predominantly black schools. But large racial differences in reading skills persist even in desegregated schools, and a school's racial mix has little effect on reading scores I or all ihesc reasons, the number ol people who ihink ihev know how to eliminate racial dillerences in lest performance has shrunk steadily since the mid-1-\u0026gt;60s. While many people still think the traditional liberal remedies would help, few now believe they would suffice. cmoralization among liberals has given new legitimacy to conservative explanations for the test score gap. From an empirical viewpoint, however, the traditional conservative explanations are no more appealing than their liberal counterparts. These explanations fall into three overlapping categories: the culture of poverty, the scarcity of two-parent black families, and genes.  In the 1960s and 1970s many conservatives blamed blacks problems on a culture of poverty I^educing the black-white test score gap would probably do more to promote racial equality than any other strategy that commands broad pohtical support. after sixth grade or on math scores at any age.  Despite glaring economic inequalities between a few rich suburbs and nearby central cities, the average black child and the average white child now live in school districts that spend almost exactly the same amount per pupil. Black and white schools also have the same average number ot teachers per pupil, the same pay scales, and teachers with almost the same amount ot formal education and teaching experience. The most important resource difference between black and white schools seems to be that both black and white teachers in black schools have lower test scores than their counterparts in white schools. that rejected school achievement, the work ethic, and the two-parent family in favor of instant gratification and episodic violence. In the 1980s conservatives (as well as some liberals) characterized the black underclass in similar terms. But this description fits only a tiny fraction of the black population. It certainly cannot explain why children from affluent black families have much lower test scores than their white counterpans.  Conservatives invoke the decline of the family to explain social problems almost as frequently as liberals invoke poverty. But once we control for a mothers family background, test scores, and years of schooling, whether she is married has even less effect on her childrens test scores than whether she is poor.  Scientists have not yet identified many of the genes that affect test performance, so we have no genetic evidence regarding innate cognitive differences between blacks and whites. But we have accumulated a fair amount of indirect evidence since 1970. Most of it suggests that whether children live in a black\" or white environment has far more impact on their test performance than the number of Africans or Europeans in their family tree [see The Heredity-Environment Controversy, page 48], NUM B I. B 4 (1 A M I -: K I \u0026lt;. A  S N i\nX T ACHI I . V I M i : N T T i : T 47 I I 1 .1 1 I I  iJ 11 1 t It ii Culture and Schooling Taken as a whole, then, what we have charac- grouped under two overlapping headin school- I icrizcd as the traditional explanations lor the 3 I: II 1 I I I I I i i ! I I i black-white test score gap do not take us very lar. This has led some people to dismiss the gap as unimportant, arguing that the tests are culturally biased and do not measure skills that matter in the real world. Few scholars who spend time looking at quantitative data like that in the figure on page 46 accept either of these arguments, so they have had to look for new explanations of the gap. These new explanations can mostly be The Heredity- Environment Controversy \"W-W J^hen the U.S. Army launched Amer- / icas first large-scale mental testing program in 1917, whites scored substantially higher than blacks. Biological deter- minists immediately cited these findings as evidence that whites had more innate ability than blacks, but cultural determinists quickly challenged this interpretation. Neither side had a convincing way of separating the effects of heredity from the effects of culture, so the debate was an empirical standoff. After 1945, the horrors of the Holocaust made all genetic explanations of human differences politically suspect. Once the U.S. Supreme Court declared de jure racial segregation unconstitutional in 1954, genetic explanations of racial differences became doubly suspect, because they were identified with southern resistance to desegregation. As a result, environmental explanations remained dominant throughout the 1960s. Then in 1969 Arthur Jensen published an article in the Harvard Educa- lional Review arguing that educational programs for disadvantaged children initiated as part of the War on Poverty had failed, and that the black- white test score gap probably had a substantial genetic component. Jensens argument went roughly as follows: (1) Most of the variation in white IQ scores is genetic\n(2) no one has advanced a plausi- 4K till \\ \\t I P I  A \\ 1' K (  s ! 1 f I ing and culture. .Social scientists thinking about school ellects\" has changed substantially since the late 1960s. The 1966 Coleman Report and subsequent studies convinced most economists and quantitative sociologists (including Jencks) that school resources had little impact on achievement. Since 1990. however, new statistical methods, new data, and a handful of genuine experiments have suggested that additional resources may in fact have sizable effects on student achievement. The notion that resources mat- ble environmental explanation for the black-white gap\ntherefore, (3) it is more reasonable to assume that part of the black-white gap is genetic than to assume it is entirely environmental. Jensens article created such a furor that psychologists once again began looking for evidence that bore directly on the question of whether racial differences in test performance were partly innate. (Richard Nisbett reviews these studies in The Black-White Test Score Gap} Two small studies have tried to compare genetically similar children raised in black and white families. Elsie Moor\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_292","title":"Compliance hearing exhibits: ''High Schools''","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","Education, Secondary"],"dcterms_title":["Compliance hearing exhibits: ''High Schools''"],"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/292"],"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\nHIGH SCHOOLSO_| ZCD mm z 0) on High Schools 1. Memorandum from Bonnie Lesley to high school principals and others, Sept. 2, 1998, with information on a Ninth Grade Transition program. 2. Memorandum to high school principals from Bonnie Lesley in Dec. 16, 1998, Learning Links with a copy of a new book. Small Schools. Big Imaginations: A Creative Look at Urban Public Schools. 3. Memorandum to high school principals from Bormie Lesley, Mar. 20, 1999, on a High Schools that Work conference. 4. Memorandum to high school principals from Bonnie Lesley, July 19, 1999, with four models for creating small learning communities. -^1^1 5. Memorandum to middle and high school principals from Bonnie Lesley in Dec. 1, 1999, Learning Links with another model for grade 9 transition. ^/\u0026lt;S 6. Memorandum to high school principals and others from Bonnie Lesley, Nov. 6, 2000, on high school reform\nattached copy of a new research report, High Schools of the Millennium. -/\u0026lt;^ 1. Memorandum from Bonnie Lesley to high school principals. Mar. 6, 2001, attaching 25 copies of a book. Rethinking High School for use by teachers serving on the action research teams. 8. Memorandum to Carnegie Management Team from Bonnie Lesley, Mar. 26, 2001, on high school systemic issues\nattached article, The Lost Opportunity of Senior Year: Finding a Better Way. 9. Memorandum from Bonnie Lesley to high school principals, Apr. 6, 2001, with copies of a book by Mike Schmoker, Results: The Key to Continuous School Improvement. 1 TO\nFROM: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 S. PULASKI LITTLE ROCK, ARKANSAS 72206 September 2,1998 High School Principals Marian Lacey, Assistant Superintendent - Secondary Education Sadie Mitchell, Associate Superintendent - School Services Dr. Kathy Lease, Assistant Superintendent - Planning, Research \u0026amp; Evaluation Dr. Bonnie Lesley .Waas os( ociate Superintendent for Instruction SUBJECT: Ninth Grade Transition I am attaching some information about a ninth grade transition model developed by the Manpower Demonstration Research Corporation in New York. You may find these ideas helpful as you develop your plan for moving freshmen to the high school. If I can help in other ways, please let me know. Attachments BAL/adg PROJECT TRANSITION: CORE ELEMENTS These elements were developed based on discussions with education policy experts, a review of past studies of related programs, and discussions with school administrators, teachers and students. Teacher-student teams Teams of approximately 30 grade 9 students, grouped heterogeneously, will take their principal academic courses together. Four teams of students will be taught by a single teacher team, probably consisting of an English, math, science, and social studies teacher. Each teacher team will share a planning period to discuss collaborative efforts to improve instruction and to respond to the needs of their shared first-year students. There will be a one-course reduction in the number of classes taught by participating teachers to provide time for the additional shared planning period and for the extra work they will be required to do. Innovative professional development through teacher learning communities and coaches The teachers in each team will observe each others classes, plan jointly, and work together to develop and implement responses to the problems that they confront in their classrooms and to implement improvements in their instructional methods. The goal is for each team to build a \"teacher learning community\" that will provide concrete, sustained support for upgrading instruction. A facilitator or coach will support the teacher teams, \"holding up the mirror,\" to keep the teachers focused on the goals of improved instruction and student achievement. Coaching will begin during the summer before the teachers begin their work together. In addition, the coaches will provide direct assistance to teachers in using effective instructional tools, including cooperative learning strategies, applications-based and project assignments, proactive classroom management methods, and clarified expectations for students work. Discipline-specific professional development will be provided through links to teachers departmental colleagues. Use of warning signals and action plans for failing students Professional development will prepare the teacher teams to recognize the early warning signals of student failure and to implement specific action plans for students in need of extra assistance to prevent failure. Action plans will include tutoring by peers and by members of the teacher team\nextra instructional time\nand student-teacher-parent contracts. 1BENEFITS FOR PROJECT TRANSITION SITES There are eight main benefits for sites participating in Project Transition.  State-of-the-art study of Project Transition. Sites selected to participate will receive a rigorous evaluation of their high school transition project at virtually no cost to the school or district. The study will provide an in-depth examination of the implementation, impacts and cost of Project Transition.  Funding supplement to cover coaches, professional development activities, and research-related costs. MDRC expects to secure funding for Project Transition to compensate participating school districts for research and data collection costs and the costs of the coaches and summer institutes. The amount of the site payments will depend on the programmatic and research-related activities currently being developed.  National and local exposure to help solidify support from the school board, conununity and state. Sites can use their participation in the study as tangible evidence of their involvement in systemic reform. This may be useful in solidifying state and local support in order to preserve the reforms during the test period and justify an expansion if research findings are positive. MDRC will work with the district to try and obtain any sute waivers necessary for the project to be implemented.  Opportunities for idea-sharing and information exchange. Participating sites will be selected from several regions of the country. As part of a national network, these sites will have the opportunity to compare experiences, leant about innovative approaches, and share operational lessons and \"best practices.\" Toward this end, there will be two conferences for participating sites. MDRC will cover travel costs for these conferences.  Customized technical assistance and training. Site staff will receive training and technical assistance on professional development, coaching, action plans and research and dau collection procedures. The training and technical assistance will be provided at no cost to the site. Teachers will participate in state-of-the art professional development and coaching activities.  Lx)cal program and policy development. At the local level, sites wiU have access to specific findings that can be used by administrators and teachers to develop policies for improving student success in the school. MDRC wiU provide periodic interim briefings on the project for district leadership, school staff, local resource partners, and others and work to help districts expand the reforms to other schools if they prove to be effective. (continued) 2BENEFITS FOR PROJECT TRANSITION SITES (continued)  State and national policy development. At the state and national levels, advocates of systemic reform are calling for smaller learning environments for students and teachers and better professional development for teachers. Participating sites will be part of a project that promises to provide credible evidence on the effectiveness of these reforms, and will help shape future policy directions.  Technology transfer. Through their participation in the project, district research and evaluation staff can learn more about how to design and implement random assignment evaluations and implementation studies so that these research methods can be applied to internal evaluations conducted by the district. 3 PROJECT TRANSITION: RESPONSIBILITIES AND SITE SELECTION CRITERIA High school:  Broad support. The participating high school has broad support for the project from the principal, teachers, students and parents\nwe will proceed with the project in a school only if a sizable majority of the faculty votes to participate.  Project phase-in plan. The participating high school seeks to \"phase in\" the project initially for about half of the ninth grade class with full implementation occurring in subsequent years.  Eligibility factors. The schools environment is appropriate for a longitudinal impact study of Project Transition: low to moderate mobility of students, a large ninth grade population, high dropout rates, relatively high percentage of students qualifying for the school lunch program, limited use of ability grouping in the ninth grade (or a plan or willingness to shift from ability groupings), and little use of separate, self-contained programs for ninth grade students.  Data collection. The high school staff are willing to cooperate with the projects research and data collection requirements, including making school records available to the research team. Costs are defrayed by MDRC site grants. District:  Commitment to systemic reform. The district has implemented teacher-student clusters in the ninth grade in at least one high school and plans and encourages the expansion of clustering to other high schools.  Broad Support. There is broad support in the district from the school board, superintendent, teacher union, parent groups, community groups, and other education st^eholders.  Large comprehensive high schools. The district has large, comprehensive high schools suitable for the demonstration, serving students from numerous feeder schools, with a substantial number of low-achieving students qualifying for the school lunch program, and high dropout rates.  Resource capability. The district will allocate resources for the additional preparation period for participating teachers or provide the equivalent amount for other project-related costs (such as the coaches). (continued) 4PROJECT TRANSITION: RESPONSIBILITIES AND SITE SELECTION CRITERIA (continued) District (continued):  Data collection. The district is also willing to cooperate with research and data collection requirements. This will include getting parent and student signatures on consent materials, completing a baseline form on all incoming ninth graders, completing random selection of teachers and students (if a random assignment design is used), and arranging for students and teachers to cooperate with MDRC researchers during field research visits. Conununitv:  Availability of a local resource partner (LRP). The community has a local institution or agency either within or outside the school district which will facilitate the professional development and coaching components. This organization has the staff, skills, and cnowledge of the local schools and community needed to support the project. 5 RESEARCH DESIGN: THE USE OF RANDOM SELECTION During the planning year, MDRC plans to explore the feasibility of using random assignment to carry out the research. If random assignment proves not to be feasible, we will consider other research designs.  Random selection has been used successfully in hundreds of studies. MDRC has 20 years of experience using random selection, with over 200,000 people randomly assigned.  The reason to use random selection in a major evaluation is to be able to compare two groups that are essentially identical (on both measurable and unmeasurable characteristics, such as motivation)\none group receives the project being evaluated, the other receives the regular school program\nsubsequent differences between the two groups can be attributed with confidence to the reform being tested.  Random selection provides a fair and totally objective method of deciding who receives services when resources are limited. Random selection provides an equal opportunity for access to services. It is often considered fairer than discretionary admissions. Many school districts currently use a lottery to select students for magnet programs and other programs that have limited slots. Random selection is identical to this type of lottery.  Random selection is generally accepted by students, parents, and the public when it is fuUy explained in advance and is understood by aU parties. MDRC assures ethical protection and confidentiality for aU participants.  MDRC provides training to school staff involved with the random selection process, including scripts, Q and A materials and suggested responses to questions.  Other evaluation methods are subject to great uncertainty and dispute. Random selection has been endorsed by numerous national panels of experts, including the National Academy of Sciences. \"Although the [educational] reform sentiment is strong, most of these proposed alternatives are not fully articulated and are of unknown merit. . . [identifying appropriate control groups can be dijficult, and following a mobile student population for several years is never easy. But without high-quality and credible evaluations, school districts will never be able to choose wisely among available innovations. . . The committee is convinced that widespread school reform will require partnerships between researchers and practitioners. Each has much to contribute to the quest. Researchers can provide breadth and depth of inquiry and rigor of investigation\nelaborate new theories, conduct carefully controlled experiments, study programs and practices in multiple sites, and prepare national indicators of educational progress.\" - National Academy of Sciences, 1992 6ETHICAL PROTECTIONS: PROJECT TRANSmON  Meeting all students basic needs All ninth grade students, regardless of whether they are randomly selected for the project group or the regular high school group, are eligible for all public school entitlements.  Provision of full information on the evaluation All ninth grade students and their parents receive a fuU explanation of the random selection process and of their status regarding the project. Parents must give consent to their children being in the study.  Provision of a fair and equitable way to allocate scarce resources Random selection, a lottery process, is used to allocate slots. This can be fairer than discretionary decision-making.  Protection of privacy and data confidentiality Information on participants in the evaluation is carefully collected and securely maintained, with fuU confidentiality as required by law.  Institutional Review Board The research protocol will be reviewed by an independent institutional review board (TRB) to assure that student protection is adequate and students are not put at undue risk because of the research. 7PROJECT TRANSITION: Tentative Project Timeline Key activities: Fall 1994 - Spring 1995 Planning Year Site selection Consensus building Vote by teachers Local resource partner identification Further development of four core elements Finalization of research design Key Activities: Summer 1995- Spring 1996 Demonstration/ Evaluation Year Summer institutes for teachers with followup activity during the school term Random assignment of incoming 9th grade students and teachers Data collection and research on impacts and costs Report preparation and dissemination Research on implementation Key Activities: Summer 1996- Summer 1997 Expansion Year Summer institutes for teachers with followup during the school year Implementation of Project Transition for all 9th grade students and teachers 8 MAJOR OPEN ISSUES Resolution of the following open issues will be based on discussions with potential sites: -  Tuning and nature of extending the intervention to the upper grades Validation of the feasibility of using a random assignment design The length of the followup period beyond the tenth grade Selection of teachers for Project Transition Content of professional development and the link to subject area department Selection process for coaches and local resource partners Non-educational outcomes to be measured Possible special activities for students at the beginning of the ninth grade Division of labor between the school district and the local resource partner Amount of the site grant 9BACKGROUND INFORMATION ON MDRC The Manpower Demonstration Research Corporation (MDRC) is a nonprofit social policy research organization with offices in New York City and San Francisco. For 20 years it has developed and tested interventions aimed at improving the economic and life prospects of disadvantaged Americans. MDRC has been widely recognized as providing highly credible, practical, and policy- and program-relevant information on education, job training, welfare-to- work, and adolescent parenting programs. MDRC was formed to respond to the need for more definitive information in the employment and training field and it has pioneered the use of longitudinal, field-based studies involving 300 counties or communities in 40 states. Distinguishing features\n diverse staff with backgrounds in social science research and program operations\nallows for combining research expertise with operational know-how  successful in balancing research requirements with program operation needs to minimize the burden and intrusion of research  the successful implementation of random assignment evaluations in diverse institutional settings which provides the most reliable information on program effectiveness  effectively and broadly disseminating results to improve policy and practice Examples of education and youth projects: Career Academies Evaluation MDRC is conducting a longitudinal evaluation of Career Academies which are schools within schools organized around a career theme. Ten schools are participating in the evaluation which will be measuring the effects of the Academies on educational and labor market outcomes and reductions on risk-taking behaviors. School-to-Work Transition MDRC conducted a major implementation study of 16 school-to-work programs incorporating the range of options (Career Academies, Tech prep, youth apprenticeship, etc.). The results of the study helped shape the recently enacted School-to-Work Opportunities Act and is guiding educators and employers in their development of school- to-work plans under the new legislation. (continued) 10BACKGROUND INFORMATION ON MDRC (continued) Youth Entitlement MDRC managed and evaluated the largest, federally sponsored youth employment program called Youth Entitlement which guaranteed jobs to all 16-19 year olds disadvantaged students in 17 communities on the condition that they stay in or return to school. Over 76,000 youth participated. LEAP MDRC is conducting an evaluation of Ohios Learning, Earning, and Parenting (LEAP) Program, an unusual statewide initiative that uses financial incentives, case management, and support services to induce teen parents on welfare to stay in or return to school. JOBSTART MDRC developed and evaluated JOBSTART, an alternative education and trainin\nprogram for school dropouts which operated at 13 sites throughout the country. ig New Chance MDRC conducted a 16-site demonstration of New Chance, a comprehensive program for young women on welfare and their children featuring education, parenting, life skills, work readiness and job training for participating mothers and on-site child care for their children. I 11MANPOWER DEMONSTRATION RESEARCH CORPORATION MDRC Three Park Avenue New York, NY 10016-5936 Tel: (212) 532-3200 Fax: (212) 684-0832 Regional Office: 88 Kearny Street, Suite 1650 San Francisco, CA 94108 Tel: (415) 781-3800 Fax: (415) 781-3820 --.I I NOV 1 4 (994 i Board of Directors: I-November 11, 1994 Dr. James Hensley Superintendent Kansas City School District 625 Minnesota Ave. Kansas City, KS 66101 Richard P. Natbaa. CJtairman Paul H. O'Neill, rrearitncr Eli Giiuberg. Chainnan Ejnentus Rebecca M. Blank Antooia Hernandez Alan Kistler Richard J. Mumane Rudolph G. Penner Franklin D. Raines Robert Solow Gilbert Steiner Mitchell Sviridoff William Julius WQsoa Waiiam S. Woodside Judith M. Gueron, Presidons I  J I I Dear Dr. Hensley I am writing to you at the suggestion of Susan Wally at The Ewing Marion Kauffman Foundation to introduce you to the Manpower Demonstration Research Coiporation and the work we are doing on education reform. In October, I met with staff at The Kauffman Foundation to discuss MDRCs work in the school-to-work field and our emerging portfolio of education projects. MDRC is launching a new education demonstration called Project Transition which will attempt to reform large, comprehensive high schools starting in the ninth grade, by creating a more supportive and personalized learning environment for students during their first year of high school. After discussing Project Transition with the Kauffman staff, I discovered that The Kauffman Foundation has been involved with a similar project at Harmon High School. I learned that the Interdisciplinary Team Teaching Project at Harmon High was an outgrowth of an earlier project called. Project Choice, which Kauffman supported at Westport High in Kansas City, Missouri and five high schools in Kansas City, Kansas. Susan WaUy was kind enough to share a copy of the video on the Harmon Interdisciplinary Team Teaching Project with me and after watching it I could not believe how much the approach had in common with our proposed plans for Project Transition. We are in preliminary discussions with The Kauffman Foundation to determine if they would be interested in supporting Project Transition. This wiU depend, in part, on fmding strong candidate high schools in Kansas City, Kansas or Kansas City, Missouri. This letter begins with background information on MDRC and then provides a more detailed description of Project Transition including the benefits and responsibilities of participating in the demonstration and our selection criteria for choosing potential high schools. We would greatly appreciate it if you could have a member of your staff provide us with a preliminary indication of your interest in Project Transition by filling out the enclosed form and faxing it back by November 23th. Background Information on MDRC Before providing a more complete description of Project Transition, let me first give you some background information on our organization. MDRC is a nationally known nonprofit research organization with offices in New York City and San Francisco. For the past 20 years, MDRC has been conducting rigorous multi-site evaluations of promising social policy initiatives designed to improve the life circumstances and economic weU-being of people from low-income families. We have worked in the fields of education, job training, youth employment, teen parenting, and welfare-to-work programs. Our work has three distinctive features. First, we are very selective about the programs we take on by focusing on projects that are on the cutting edge of policy. Second, we place a high priority on aggressive and sustained dissemination of research findings as a vehicle to both inform the public, improve policy, and institutionalize programs which work. Third, we use research techniques which provide the most reliable measures of whether programs work and are cost-effective. Over the years, we have developed a reputation as one of the most trusted and reliable organizations in studying program effectiveness. g Our work in education during the past five years includes a study of 16 school-to- work programs which helped shape the School-to-Work Opportunities Act (signed into law in May), analyses of the effectiveness of adult education programs for welfare recipients, and the evaluation of Ohios LEAP program which uses a combination of financial incentives and penalties to induce teen parents on welfare to stay in or return to school. Our largest education project is a comprehensive evaluation of a promising school restructuring initiative called High School Career Academies which are schools-within- schools organized around a career theme. We have successfully launched this study in eight schools and we will be adding several more this year. Recently, MDRC received a challenge grant from The Ford Foundation to provide seed funding for a series of evaluations and demonstrations of promising school-based interventions and reforms in high schools and middle schools. Funds for Project Transition are budgeted in our challenge grant from Ford and through our affiliation with the new Department of Education Center for Research on the Education of Youth Placed At-Risk (CRESPAR). Project Transition Project Transition focuses on the first year of high school - a particularly vulnerable time in the schooling career of many students often characterized by poor attendance, sliding grades, and disengagement with school which can result in dropping ig out. A large part of the problem is attributable to the characteristics of large, comprehensive high schools which can be formidable, intimidating environments for ninth graders who may take a conveyor belt of disconnected 50 minute classes and have limited opportunities to buUd relationships with teachers. The project has three key elements:  Teacher-student teams: Teams of approximately 30 grade 9 students, grouped heterogeneously, wiU take their principal academic courses together. Four teams of students wUl be taught by a single teacher team, probably consisting of an English, math, science, and social studies teacher. Each teacher team wUl share a planning period, to work on improving instruction and to respond to the needs of their shared first-year students. There wiU be a one-course reduction in the number of classes taught by participating teachers, to provide time for the additional shared planning period and for the extra work they wiU be required to do.  Innovative professional development through teacher learning communities and coaching: The teachers in each team wUl observe each others classes, plan jointly, and will work together to develop and implement responses to the problems that they confront in their classrooms in order to improve their instructional methods. The goil is for each team to build a \"teacher learning community\" that wUl provide concrete, sustained support for upgrading instruction. A facilitator or coach wUl support the teacher teams, \"holding up the mirror\" to keep the teachers focused on the goals of improved instruction and smdent achievement. Coaching will begin during the summer before the teachers begin their work together. In addition, the coach will provide direct assistance to teachers in using effective instructional tools with an emphasis on strategies which promote active learning, including cooperative learning strategies, applications- based and project assignments, proactive classroom management methods, and clarified expectations for students work. If appropriate, support for multicultural education may also be involved. Discipline-specific professional development wUl be provided through links to teachers departmental colleagues. We plan to work with a local resource partner (LRP) to carry out the projects professional development and coaching components.  Use of warning signals and action plans for failing students: Professional development wUl prepare the teacher teams to recognize the early warning signals of student failure, and to implement specific action plans for students in need of extra assistance to prevent failure. Action plans wUl include tutoring by peers and by members of the teacher team, extra instructional time, and student-teacher-parent contracts. We plan to start Project Transition in two districts (and up to two schools in each district) and expand through a staged growth process. The eligibility factors that we wUl be looking for in choosing high schools include a strong commitment to high school restructuring, high need indicators as detennined by low test scores, low graduation rates, and high drop out rates, and a willingness to cooperate with research and data requirements. Milwaukee is likely to be one of the districts and we are interested in exploring both Kansas City, Kansas and Kansas City, Missouri in connection with possible support from The Kauffman Foundation. 3There are a number of potential benefits for schools that participate in the study. These benefits include: receiving free technical assistance to implement an important educational innovation\nreceiving a cost-free, state-of-the art evaluation of the effectiveness of the innovation, thereby responding to accountability and performance goals\nbecoming part of a network of innovating schools across the country, and participating in conferences with those schools\ninfluencing state and national education policy\nand the suture and prestige attached to being part of an important national innovation. I should also point out that we plan to award grants to schools to compensate them for the coaches, the professional development activities for teachers, and research related costs associated with the study. School districts or schools are expected to^absorb the staffing costs associated with creating additional preparation periods. Schools in MDRCs evaluations can also expect to receive considerable exposure and visibility because of MDRCs suture and repuUtion among the policy community, practitioners, and press. To further acquaint you with our work, I am enclosing a discussion paper on Project Transition as well as our annual report. Once we receive your nominations, we would like to schedule a conference call to answer any questions that you might have and explain Project Transition in more detail. This could lead to a future site visit in December to meet with principals from prospective high schools. Please feel free to call me with any questions or concerns. Again, we would appreciate it if someone from your staff would complete the attached form and fax it back to us by Thanksgiving. I look forward to learning more about school reform in Kansas City and hearing from you soon. Sincerely, Ma Rob Ivry / Senior Vice President cc. Susan Wally 4PROJECT TRANSITION Please fax this information to: Mary Andes Manpower Demonstration Research Corporation 3 Park Avenue New York, New York 10016 FAX: 212-684-0832 Please return this information no later than Wednesday, November 23rd. District name: District contact person: Is your district interested in being considered to participate in Project Transition? ___ YES (Please complete the remainder of this questionnaire.) ___ NO (Thank you for responding to our inquiry.) High schools can only be considered if they have more than 400 students in grade 9, low graduation rates, high poverty rates, and they have not already instituted the Project Transition reforms. This questionnaire provides space for you to nominate up to three high schools\nyou may add more if you wish. 1) HIGH SCHOOL: CONTACT PERSON AND PHONE: GRADE 9 ENROLLMENT: % OF GRADE 9 STUDENTS WHO DO NOT GRADUATE (approx.): % OF STUDENTS ELIGIBLE FOR FREE OR REDUCED-PRICE LUNCH: % OF GRADE 9 STUDENTS WHO FAIL ONE OR MORE COURSES (approx.): ABSENTEE RATE FOR GRADE 9 STUDENTS: % OF GRADE 12 STUDENTS ACCEPTED BY A COLLEGE (approx.): PLEASE BRIEFLY LIST AND DESCRIBE CURRENT SPECIAL PROGRAMS OR INITIATIVES FOR GRADE 9 STUDENTS AND THE PERCENTAGE OF GRADE 9 STUDENTS THEY INCLUDE:2) HIGH SCHOOL: CONTACT PERSON AND PHONE: GRADE 9 ENROLLMENT: % OF GRADE 9 STUDENTS WHO DO NOT GRADUATE (approx.): % OF STUDENTS ELIGIBLE FOR FREE OR REDUCED-PRICE LUNCH: % OF GRADE 9 STUDENTS WHO FAIL ONE OR MORE COURSES (approx.): ABSENTEE RATE FOR GRADE 9 STUDENTS: % OF GRADE 12 STUDENTS ACCEPTED BY A COLLEGE (approx.): PLEASE BRIEFLY UST AND DESCRIBE CURRENT SPECIAL PROGRAMS OR INTIIATrVES FOR GRADE 9 STUDENTS AND THE PERCENTAGE OF GRADE 9 STUDENTS THEY INCLUDE: 3) HIGH SCHOOL: CONTACT PERSON AND PHONE: GRADE 9 ENROLLMENT: % OF GRADE 9 STUDENTS WHO DO NOT GRADUATE (approx.): % OF STUDENTS ELIGIBLE FOR FREE OR REDUCED-PRICE LUNCH: % OF GRADE 9 STUDENTS WHO FAIL ONE OR MORE COURSES (approx.): ABSENTEE RATE FOR GRADE 9 STUDENTS: % OF GRADE 12 STUDENTS ACCEPTED BY A COLLEGE (approx.): PLEASE BRIEFLY LIST AND DESCRIBE SPECIAL PROGRAMS OR INTTIAHVES FOR GRADE 9 STUDENTS AND THE PERCENTAGE OF GRADE 9 STUDENTS THEY INCLUDE: MDRC is very grateful for your assistance. If you have any questions, please call Robert Ivry or Mary Andes at 212-532-3200. PROJECT TRANSITION\nBLkLDING HIGH SCHOOL REFORM STARTING IN GRADE PNE A Discxission Paper Manpower Demonstration Research Corporation August 1994 Project Transition: Achieving a Successful Transition to High School Overview High dropout rates, low achievement, and a lack of hope for the future are part of most students daily lives in many large, comprehensive high schools across the United States, particularly in urban areas. Responses to this problem encounter many barriers: entrenched school practices that resist change\nteachers and administrators uncertainty about the feasibility 3.id effectiveness of reforms\nlimited local access to the kinds of support and expertise needed to intrc luce and implement high school reform\nand limited local capacity to support and institutionalize reform. MDRCs Project Transition seeks to build a parmership with selected local school districts that are committed to reform, in order to test the effectiveness of promising reforms focusing initially on the first year of high school. The goals of Project Transition are to build the local capacity to implement and institutionalize reform in high schools\nto provide valuable expertise in designing, planning, and executing a major high school reform\nand to demonstrate the feasibility of reforming large, comprehensive high schools that serve concentrations of students who are placed at risk of educational, failure by the existing public school system. School reform efforts have concentrated on the elementary and middle schools, while changes in high schools lag behind. Many policymakers want to support high school reforms that are seen as \"winners,\" but there are few promising reform efforts underway, particularly in large urban high schools. MDRC seeks to build policymakers interest in large-scale support for high school reforms by conducting a state-of-the-art evaluation and - if the results are positive - using this evidence to leverage a major expansion of state and federal support for high school reform. MDRCs planned role in Project Transition is to identify several partner school districts that are committed to high school reform\nto build a consensus enabling major reforms to be implemented effectively\nto suppon the initiation of the reform process in selected high schools\nand to build the districts capacity to implement and sustain key reforms. In addition, MDRC will document and evaluate the reform process through three studies: a major impact and implementation evaluation, an implementation study examining the lessons from local high schools that started their reforms before the impact-evaluation schools, and a study of issues affecting the institutionalization of the reforms in the partner districts. Project Transitions high school reforms will start in grade 9 and will have four components: 1 organizational changes aimed at creating smaller, more supportive learning experiences for students (using ideas developed by the middle school reform movement)\ninnovative professional development for teachers based on learning communities and collaboration (reflecting recent research on the school as a workplace)\ncoaching for teachers\nand the use of early warning signals to identify students who need extra help, and Action Plans for teachers to use in helping these students catch up. A detailed description of these components, and of the implementation-institutionalization perspective that is the basis for Project Transition, are presented in this discussion paper. The Problem Young peoples life chances depend directly on their performance in high school. A high school diploma is a requirement for college entrance and for many high-wage Jobs, and jobs with good earnings potential increasingly require the communication skills, math, and science knowledge taught in high school and post-secondary programs. Yet many young people either perform poorly in high school or drop out. High school achievement levels are substantially lower for young people of color and those from families in poverty than for other young people, greatly reducing their economic prospects. The National Center for Education Statistics (1991) reports that there is a \"tenfold difference between the dropout rates of students from families with low as compared to high incomes.\" Sadly, studies of dropout prevention and dropout recovery programs have found mostly discouraging results. Consequently, there is a pressing need for school reforms thatprevezir students failure while they are still in high school. For many students, the traditional structure and practices of large, comprehensive high schools appear to be major sources of low achievement and dropping out. The research of Milbrey McLaughlin and Joan Talbert (co-directors of the Center for Research on the Context of Secondary School Teaching [1993]), Robert Felner, and others highlights the lack of fit between the structure and norms of many large, comprehensive high schools and the needs of their students. Moreover, recent research strongly suggests that the first year of high school (typically grade 9) creates particularly difficult problems for many students, particularly those in large urban Their experiences during the first year of high school appear to push many who had areas. previously done well in school down the path toward school failure and dropping out. There are several reasons for this: A threatening environment. 1. The high school environment is very different from the elementary' and middle school settings. From the perspective of first-year students, the high school is full of hundreds of strangers, most of them older, more confident, and more aggressive than first-year students\nolder students often harass younger students\nsexual harassment of both girls and boys is commonplace (AAUW Educational Foundation, 1993)\nstudents may have well-founded fears of violence and crime in school and while traveling between home and school\nand drug use and drug sales may occur in and around many large high schools. 2Many students feel anonymous and isolated because they know and are known by only a small proportion of their classmates, reducing the support they receive (Felner et al., 1981). Many African American and Hispanic students perceive a lack of understanding of and respect for their ethnic and racial background among some teachers and classmates, further undermining their engagement in school. 2. Impersonal treatment. The large high school is a far more impersonal place than middle and elementary schools. Because students have a different teacher and, in many cases, different classmates in each class, and because each teacher has 150 or more students, teacher-student and student-student relationships are often aloof and detached. In these circumstances, many students respond to school problems or anxieties with truancy. When a student is absent from school, it is typically a school clerk who calls the students home, rather than an adult the student and parent knows. 3. Attendance problems. Students absences increase dramatically in their first year of high school. Professor Roger Weissberg is an expert on school settings who has extensively studied the schools in a northeastern city with a large proportion of African American and Hispanic students. His data show that in this district, students in the first year of high school have far more absences than students in any other grade. He found that in 1990-91, the average student in the first year of high school was absent more than 32 days  fifty percent more days than in the preceding grade, and more an one-sixth of the school year. A study by Felner et al. (1981) found that in the first year of high school, 45 percent of the students studied were absent more than 20 days (four school weeks), while in the year before high school only 23 percent had that level of absences. Frequent absences undermine students ability to keep up with their course work, and classes with high rates of student absence disrupt teachers ability to provide interesting, high expectations, high content instruction. Students absences during the first year of high school appear to predict dropping out, low achievement, and other problems, according to recent research by Roderick (1990). 4. Changes in students school pejformance. Evidence is emerging that many students school performance declines markedly in their first year of high school  even students who had previously been doing well in school. One study of a district with a high concentration of African American and Hispanic students found that students grade averages fell by more than one half of a letter grade in the first year of high school\nthe proportion of students achieving less than a C average was 40 percent in the first year of high school, compared to 22 percent in the year before high school, and these problems were concentrated among African American and Hispanic students (Felner et al., 1981). In 1990-91, only 35.5 percent of ninth graders in the Chicago Public Schools passed all of 3 5. 6. their courses\nmore than half failed two or more courses\nand in some schools, only 15 percent passed all of their courses (Roderick and Novotny, n.d.). Ineffective instruction. Many high school teachers make little use of the newer instructional practices that can be highly beneficial in teaching a wide range of students, including project assignments, cooperative learning, hands-on activities, applications-based lessons, and other active learning methods. McLaughlin and Talbert (1993) found that perhaps because many teachers are under great pressure to cover the curriculum and have not received the support they need to try new approaches, \"many of the teachers who continue traditional practices see the behavioral and achievement problems in todays classrooms primarily as students problems... and justify their practices in terms of traditional subject area standards and orthodoxies.\" The teachers of low-achieving students typically have less access to professional development than other teachers. Most high school teachers have no one to turn to for sustained and personal assistance in upgrading their teaching practices and subjectmatter knowledge, so it is not surprising that many simply accept students high course failure rates and continue to use ineffective instructional practices. The high schools limited ability to link students v/ith supportive adults and peers. At a time in their development when students need close attention and support as they test their growing independence, most high school norms and practices result in many students having little close contact with teachers. This lack of engagement of students with their teachers takes away an important opportunity for students to receive needed adult support. In addition, many students receive little school-related support from their classmates, because of the difficulty of forming friendships when students share only one or two courses in common. Students who have few classmates as friends experience difficulty countering the anti-school peer culture with peer relationships and support that are based on shared courses and daily classroom experiences. High schools typically do little to connect students growth as adolescents - including their new interest in the relevance of their education to adult life and their changing affective and psycho-social connections to classmates, schoolwork, and extracurricular projects  with in-school learning. According to this evidence, the organization, norms, and standard operating procedures of the large high school appear to be highly problematic for students (and particularly for students of color) in their first year of high school. Events during this year can undermine students success throughout high school, and can eventually cause them to drop out (Roderick, 1990). In contrast, students who do well in their first year of high school have a much better chance to graduate from high school and to succeed in the labor market. 4 These findings on the transition year from middle school or junior high school to high school are consistent with the large body of research showing that significant transition experiences are occasions of stress, morbidity, mortality, family disruption and divorce, job failure, and other major problems (literature reviewed by Wapner, 1981). These problematic transitions include the first year of retirement, the first months in a new job, the first year of marriage, the occasion of a divorce, and  it is now increasingly clear - the first year of high school. Even when high schools consistently fail many of their students - as evidenced by high dropout rates and a pattern of low achievement - they often resist change. Large, comprehensive high schools are locked into a structure that keeps the failed approaches going, limits teachers opportunities to change, and ignores the untapped resources that lie within teachers and students. The lack of significant change in failing high schools can be attributed to several deep-seated characteristics of most large, comprehensive high schools\nHeavy teacher workloads. Most high school teachers have five 50- - minute classes to teach each day, with 30 students or more per class. Adding more work or new .kinds of tasks for teachers is therefore seen as infeasible. A subject matter emphasis. High school teachers traditionally view their work as being focused on the subject matter of the courses they teach, and high schools organization and practices place great emphasis on moving students through a prescribed sequence of courses\nmost high schools and many teachers place much less emphasis on teacher-student relationships and adolescent development issues. Rigid course requirements. Prescribed course sequences, graduation requirements, and college entrance requirements make it difficult for school administrators and teachers to alter many current practices and divisions of labor. Limited capacity to deal with developmental and behavior issues. High school teachers have little training and few resources enabling them to respond to the developmental issues and behavior problems of their students\nconsequently, many teachers are reluctant to deal with these issues more than they do now. Guidance counselors and other specialized school staff have little impact on many students. Weak support for teachers. Professional development activities for high school teachers have often been ineffective and of poor quality, further limiting their capacity to improve existing practices. In order to succeed, efforts to bring about major reforms in high schools need to recognize and respond to these sources of high schools resistance to change, both in their design and in the way they are implemented. Project Transitions concrete responses to this problem are discussed later in this paper. 5The problems of the large high schools educational ineffectiveness, its resistance to change, and students needs during the transition to high school are interrelated. Students special vulnerability during their first year of high school underscores the need to provide extra support during this important transition, and strongly suggests that creating a successful transition to high school may yield large and sustained benefits for many students\nyet most large high schools do not provide effective support for students and the rigidity of many large comprehensive high schools is likely to block most efforts to improve students first year of high school. Thus, resolving any of these problems is likely to require an approach that responds to all of them. A Response to the Problem The available evidence strongly suggests that there is an important opportunity to increase the educational success of students who are currently placed at risk of failure by their high school, if reformers can change students experiences during the critical period of their transition to high school. By targeting a particularly important time in students development, a carefully-designed effort might produce results that substantially exceed those of innovations at other points in school, and there is some reason to believe that these results may be sustained over time (Felner et al., 1993) and can serve as the basis for reforms in the upper grades in high school. However, it is well known that changing a schools established practices is very challenging and requires extensive work with the affected teachers, administrators, and students (Pauly, 1991). For this reason, MDRG plans to base Project Transition on an implementation-institutionalization approach (Fullan, 1990). This approach focuses on the process of building a local capacity to support and institutionalize high school reforms so that they become firmly embedded in local policy and practice long after MDRCs project has been completed. To do this, MDRC plans to build partnerships with selected local school districts that are committed to reforming their high schools and that meet additional criteria reflecting their ability to collaborate with MDRC on supporting the reform process. (Site selection criteria are discussed later in this paper.) Project Transitions reforms  which are built on research and experience in both middle schools and high schools - concentrate initially on improving the school structures and practices that are directly related to the core classes taken by first-year students. This focus will avoid many of the problems and difficulties that are encountered by efforts to restructure the whole high school at once. There are several reasons that the structures and practices in grade 9 are likely to be more amenable to change than those in other grades, at least initially. In grade 9, most of a schools students take similar courses and have few electives, reducing the complexity of restructuring their schedules. The teachers of 9th grade students already bear the brunt of the educational, behavioral, and absenteeism problems of students just making the transition to high school, and they are therefore likely to be more willing to try new practices and organizational approaches than uppergrade teachers. Ability grouping issues are less complicated in grade 9, and changes in grouping practices are more practical, than in upper grades. Finally, most students entering grade 9 are still relatively engaged in the world of the school\nwith each passing year, the problems of student disengagement become more severe. An implementation-institunonalizanon approach. To succeed and to be sustained, any school reform effort must be carefully implemented in ways that are sensitive to the particular 6context of each school, and that build strong local involvement in and ownership of the reforms. The first step toward effective implementation is careful site selection. MDRC will use the site selection process to identify districts and schools with the capacity for implementing the projects reforms effectively. Site selection criteria will include: Selecting partner school districts that have already started the kinds of reforms contained in Project Transition in some of their high schools, demonstrating their commitment to this reform approach and enabling teachers in the evaluation sites to observe peers in neighboring schools\nSelecting partner school districts that are seeking to pursue Project Transition reforms district-wide and are committed to providing financial support for the reforming schools\nSelecting high schools in which at least 85 per cent of the staff vote to collaborate with Project Transition, after consensus-building discussions\nSelecting high schools whose principal is committed to supporting the reforms, and who agrees to participate fully in all of Project Transitions summer institutes and other professional development activities\nand In each site, a local agency or institution (the projects \"local resource partner,\" or LRP) will collaborate with MDRC to conduct Project Transitions main reform activities\nthis agency will be selected based on its capacity to develop and provide the support, technical assistance, coaching, assistance in professional development activities for teachers, and other roles needed to implement and sustain the reforms and to spread them to additional high schools after MDRCs role in the project is complete. By forming partnerships based on these criteria, MDRC will be able to work with school districts, high schools, and LRPs that can implement, sustain, and build on key reforms (with assistance and expertise provided by MDRC). This is a local capacity-building strategy that reflects the lessons of the extensive research on the implementation and institutionalization of reforms in schools (Fullan, 1990\nPauly, 1991). The proposed approach will be based on major structural reform components, described below, which can be widely used by large, comprehensive high schools, with opportunities for schools to make their own adjustments and adaptations in the over-arching approach. By combining these core structural components with the flexibility derived from adaptations to the local school context. Project Transition can avoid the resistance that undermines prescriptive, top-down models. Four components. Project Transition has four key reform components: organizational changes affecting the classes and homeroom of first year students\na new approach to professional development for teachers\nthe use of a facilitator or coach to support teachers efforts to improve their instructional practice\nand the use of early warning signals and action plans for failing students. Currently, MDRC is working with teams of experts and practitioners to refine and develop Project 7 Transitions central elements\nthis work will continue the adaptation and strengthening of the reform approach. 1. Organizational changes: teacher-student clusters The proposed organizational changes in Project Transition are intended to create a small, family-like \"school within a school\" for students in the first year of high school. Students and teachers will be grouped together in clusters. A cluster of approximately 30 students will take all of their principal academic courses together. Several clusters of students will be taught by a specific group of teachers\nfor example, four clusters of first-year students could be taught by a single teacher cluster consisting of an English, math, science, and social studies teacher. The teachers in a cluster will also serve as the homeroom teachers for their four student clusters. Each cluster of four teachers will share a common planning period to discuss their shared first-year students and their problems, enabling them to make sure that cluster students do not \"fall between the cracks\" in a large, anonymous high school. Classroom assignments will be adjusted so that all clusters of first-year students will have their classes in a single part of the school building, thus reducing their contact with older students and keeping them with a stable group of peers. In addition, the homeroom period will be lengthened slightly (perhaps to 20 minutes) so that homeroom teachers can meet regularly with individual students to check up on their progress and problems. (These organizational changes follow the ideas developed and disseminated by Felner et al., 1982, and Carnegie Council on Adolescent Development, 1989). The goal of the organizational changes is to break with the traditional organization of the high school, which provides little interpersonal support for entering students and treats them in impersonal ways. Instead, this reform approach aims to increase the engagement of students with their teachers and classmates, and similarly to increase the engagement of teachers with their students. For students, these organizational changes are aimed at creating small, stable groups of classmates who take their principal classes together and who know their classmates and their teachers well. For teachers, the changes seek to create small teacher clusters whose members work with the same students and come to know them well, learn from each other, solve educational problems together, and identify and resolve students problems before they become overwhelming. By fostering closer, more supportive relationships between students and their teachers (as well as between classmates within each cluster), this reform is expected to increase the support for students psycho-social development in school. MDRC believes that the additional work that will be required for teachers using the approach described in this paper will necessitate a one-course reduction in participating teachers course load, and the addition of a shared planning period for joint work by the teachers in each cluster. For example, in a school in which teachers normally are responsible for five courses, the teachers who participate in Project Transition would teach four courses\nthese teachers would also have added responsibilities for shared work with the other teachers in their cluster and for responding to students absences and other student problems. Some of this additional work would be done during the additional planning period for participating teachers. Overall, their workload would equal or exceed the normal five-course workload. District financial support for reducing the course load of participating teachers will be negotiated as part of the site selection process. (Districts Chapter 1 funds for secondary schools, which are likely to increase under the proposed reauthorization of the Elementary and Secondary Education Act, are a potential funding source.) MDRC will work with 8 school staff (including teachers, union representatives, department chairs, principals, and district staff), LRPs, and education experts to develop and refine the proposed approach. 2. Professional development: teacher learning communities The goal of Project Transitions innovative professional development activities is to help teachers use the cluster organizational approach to improve the quality of their instructional practices and to strengthen student-teacher relationships. Each cluster of teachers will become responsible for working together to identify and implement needed responses to the problems that they confront in their classrooms, and for improving their classroom practices. own The key to this approach is for each cluster of teachers to become active participants in their own professional development: observing each others classrooms, working together to solve the problems they confront in their classrooms, and providing concrete and sustained support for each others efforts over time to make needed changes in their classrooms. Currently, most professional development techniques for teachers are lectures and workshops that try to transmit canned, prescriptive information on teaching methods to teachers, with little benefit. In contrast, the proposed approach will use the teacher clusters to conduct their own ongoing, shared professional development activities that respond to teachers classroom problems, adapt to the particular issues in their student clusters, and are directly relevant to the needs that teachers perceive for improvement in their instruction and other practices. Compared to traditional professional development methods, this cluster-based approach is much more intensive and much more tailored to teachers need for specific and concrete assistance in adapting new instructional methods to the circumstances in their classrooms. For example, a cluster of teachers can use their shared planning period to work on improving instruction in their classes\nthey can observe each others classes during their (regular) preparation period\nand they can work with their coach on ways to use new instructional methods in their cluster (coaching is discussed under the next heading). Because their work on improving instruction and support for students in their cluster will be conducted continuously over time, they will be able to reinforce, review, and revise their improvement efforts through a continuing give-and- take process. A major goal of this professional development approach will be to provide teachers with the training, assistance, and support they need to use their clusters for these kinds of professional development activities. McLaughlin (1993) has described the valuable professional development experiences that are created by the \"learning communities\" of teachers that were found in recent studies by the Center for Research on the Context of Secondary School Teaching. These teachers used their collaborative relationships with colleagues to identify aspects of their practice that were not working, to find changes that held the promise of improving students achievement, and to implement the changes effectively. As the teachers tried these changes in their classrooms, they were able to get ideas from their teacher learning community about how to respond to unanticipated problems, enabling them to keep making progress rather than giving up when things went badly. I These teacher learning communities were created by the teachers emselves, and were not art of a planned intervention or mandate. Consequently, it is not yet known whether a reform such * .  ______k/i kAriAfitC anH as this one can consistently produce teacher learning communities. However, the many benefits and 9satisfactions that the teachers in McLaughlin's research received from their learning communities shows that many teachers are likely to value the assistance that they can receive from learning communities. Consequently, it seems likely that the proposed approach can create and sustain teacher learning communities. Among the key unanswered questions for Project Transition is how teachers should be grouped together for these activities. One possibility is to support and encourage each cluster of teachers to work together as a learning community\nanother is for the teachers in several clusters to work together\na third possibility is for participating teachers to form their own self-selected groups. Other variants are possible, as are combinations of these approaches. There may even be substantial benefits if some, but not all, of the teachers in a cluster participate in the groups professional development activities. Professional development in the teacher clusters will be based on concrete and specific activities designed to improve teachers instructional methods, increase teachers subject-specific knowledge and pedagogy, and strengthen the connections between teachers and students. These goals will require a range of techniques. These may include, for example, instruction in and shared development of cooperative learning lessons, and observation and practice in subject-specific teaching methods. Community-building activities for teachers and diversity training may be needed if teachers expectations for students are low, or in schools where there is stereotyping of students based on their race or ethnicity. MDRC will work with its local parmers, and particularly with the LRP, on the design and management of the professional development activities. These activities will be implemented and supported by the LRP and the participating teachers, with active and continuing involvement by each schools principal. The following professional development activities are proposed: The clusters of teachers will start working together before the beginning of the school year (probably in a summer institute), participating in activities aimed at developing collaborative relationships and substantive problem-solving skills that they can apply to the problems that they confront in their cluster of classrooms. To build strong connections between teachers and students and among students, team-building and diversity training will be used as appropriate, both during the summer institute and subsequently. Teachers will receive training in using their shared planning period to work with the other teachers in their cluster to solve students problems, and in effective methods of establishing strong bonds with students early in the school year. While it seems likely that each teacher will have at least 120 students (making it difficult for a teacher to form close contacts rapidly with every student), a cluster of teachers can divide the responsibility for making early contact with each student so that each teacher in the cluster can focus on a manageable number of students - 30 or so. Teachers will receive brief training in adapting a lengthened homeroom period into a teacher-based advisory period, and in techniques for 10 identifying students academic and other problems, making referrals, providing support by listening to students concerns, and other basic problem-solving and advisory practices. Depending on the situation in each participating school, it may be useful to involve the schools guidance counselors in providing these training activities and working with teachers\nhowever, this is unlikely to be practical in all schools, since the skills and effectiveness of guidance counselors vary among schools. However, the proposed approach is not intended to convert teachers into guidance counselors. When a student is absent, one of the teachers of the students cluster will contact the parent and student, and will initiate any actions required to get the student back into school and engaged in learning. Parents will also meet with teachers to discuss students accomplishments and needs. Professional development activities for each cluster of teachers may include activities designed to strengthen their instructional methods (including their use of cooperative learning and other high-student-engagement methods) and strengthen the links between teachers and students (for example, diversity training and team building). These activities will be adapted to meet the particular needs of teachers and students in each school. Some professional development activities will focus on improving teachers subject-specific instructional methods and subject matter knowledge. Support for these activities will be sought from the schools departments, and department-based activities will be used to strengthen teachers practice. These changes will be initiated through pre-school-year summer training lasting approximately 1-2 weeks\nit will be developed and maintained during the school year through the continuing work of each cluster of teachers, with coordination across the clusters in each participating school. The LRP will conduct the professional development activities (with assistance from MDRC), and will build its capacity to support innovative professional development processes in local high schools after the projects completion. A potentially valuable activity for improving teachers effectiveness may be engaging the teacher clusters in developing thematic curricular activities. Current research by Judith Warren Little, Joan Talben, and others suggests that when groups of teachers from different disciplines work together to create new cuniculum units on a common theme (such as the health professions, the concept of discovery in science and in the exploration of the New World, or the documentation of the local communitys history), they not only produce substantively valuable and challenging new lessons for students - they also give teachers the basis for shared work to improve their teaching practice. These researchers suggest that many teachers may need to have a substantive project, such as developing a new curriculum unit, as the initial basis for their discussions with peers on the sensitive subject of improving classroom practices. Before this approach is implemented, MDRC staff will work with practitioners and experts to determine whether students are likely to benefit from 11 cluster teachers joint work developing new curricular units and from related collaboration among the teachers in their cluster. This curriculum development activity will only be used if it is highly likely to benefit both students and teachers. If thematic curriculum development activities are used, they will supplement, rather than replace, the other professional development activities. There is still considerable work to be done to flesh out the projects professional development activities, and particularly to determine the best ways to help the teacher clusters become active and effective in conducting much of their own professional development. MDRC is working with experts and practitioners to design professional development activities that will build teacher learning communities\nimprove the instruction, support, and daily classroom experiences of grade 9 students\nhelp the teacher clusters to increase students engagement with teachers and school\nand help teachers improve the quality and content of instruction. 3. Coaching: instructional support and feedback for dusters of teachers The goal of this component is to help the teacher clusters reflect on their current practice, identify effective strategies for engaging students in schoolwork, use innovative instructional methods, and develop the curriculum being used in their cluster. A facilitator or coach will work with the teacher teams, \"holding up the mirror\" to keep the teachers focused on the goals of improved instruction and student achievement. Coaches provide an intensive, one-on-one source of assistance and prodding that is typically missing from the low-intensity help that is typically available to teachers\nit represents a sharp break with traditional school organization and with many other reform approaches. Coaching will begin during the summer before the teachers begin their work together. In addition, the coach (and possibly other, more specialized resource staff) will provide instruction on the use of effective instructional tools, including cooperative learning strategies, applications-based and project assignments, other active learning methods, proactive classroom management methods, and clarified expectations for students work. When needed, discipline-specific professional development (such as improved methods of teaching algebra) will be provided, with support from the schools subject-matter departments. Cooperating experts, LRPs, and MDRC will develop the coaching approach and will provide ongoing support to the coaches. The training and support for coaches will include preparing them to work with teacher learning communities\nmaking sure that they understand the issues that teachers face when they implement new pedagogical methods such as cooperative learning\nand building their expertise in helping teachers work effectively with students of color and confronting diversity issues. Coaching activities will be conducted by the LRP, with assistance from MDRC. No decision has been reached on whether or not the coaches will be teachers in the participating high schools\nthis and other aspects of the coaching plan will reflect the projects implementationinstitutionalization perspective. 4. Warning signals and action plans: extra support for failing students The goal of this component is to help students who are failing a course to catch up with o their classmates, while avoiding the typically ineffective strategy in which students are \"referred out\" of their home classes for remediation. It acknowledges that teachers typically encounter entering 12students who quickly fall behind their peers, and breaks with the usual lack of response to this common predicament by providing teachers with useful, classroom-based ways to respond to this situation. Students who fall behind their classmates in grade 9 courses are likely to fail those courses and to be placed at high risk for dropping out, and their teachers often have little in the way of extra support or assistance to respond to their needs. Professional development will be used to help teacher teams recognize the early warning signals that a student is failing a course, and to implement specific action plans for students in need of extra assistance to pass their courses. Action plans will build on students talents, and will include tutoring by peers and by members of the teacher team\nextra instructional time\nand student-teacher-parent contracts. With assistance from staff members of the Center for the Social Organization of Schools at Johns Hopkins University, MDRCs team will develop sample action plans for use by the teacher clusters. As part of the teacher clusters preparation for implementing the project, they will use part of the summer professional development period to work together to adapt, revise, and add to these sample action plans, readying them for use with their students in September. Action plans differ in three ways from the individualized education programs (lEPs) typically used for students who need extra assistanc a variety of action plans designed to respond to a range of student educational needs will be prepared in advance so that they are ready for immediate use when failing students are identified\nthe resources for the action plans will be readily available, so there are no delays in getting students into needed services\nand the action plans will maintain students in their home classes and under the responsibility of their original teachers, rather than referring them out so that they become the responsibility of non-classroom specialists. Discussion of the Proposed Reforms Will Project Transitions reforms make enough of a difference in students schooling to produce dramatic improvements in their achievement and graduation from high school? To answer that question, it is useful to summarize the ways that the reforms are intended to change students daily experiences in high school: Students will remain with a small group of classmates for most of the school day in grade 9, thereby dramatically reducing the flux in their environment and stabilizing the membership of and linkages within their school peer group. Teachers will be able to form strong bonds with their students early in the school year, before students school problems become overwhelming. Students attendance, behavior, homework, course work, and personal issues will be identified and addressed by adults who know em well, before these problems are likely to cause school failure. Teachers will use their meetings with the other teachers in their cluster to identify and solve students problems, to identify the early warning signals that a student may be failing, and to implement action plans to help those students catch up with their classmates. 13 A strong feeling of support, welcome, and family-like acceptance will be created and maintained throughout the first year of high school. Groups of teachers will receive sustained support from knowledgeable colleagues aimed at improving their instructional practice. Teachers will identify ineffective instructional methods and will receive sustained assistance from their peers in adapting new methods to improve their practice. Students who are at risk of failing will receive extra support and instruction to prevent failure. By the time students enter grade 10, they will have established a strong support network of high school peers\nthey will have strong bonds with several teachers in the school\nthey will have learned how to manage the relati^'ely independent work requirements of high school (including homework and long-term assignments)\nand they will be less vulnerable to harassment fri.m older students in the school. Broad coverage. These reforms possess a significant advantage that is missing from many other efforts to improve students achievement and to reduce dropping out: they affect virtually all of the first-year students in a high school, thus eliminating the need to identify and target students who are thought to be at risk of dropping out or failing in school. Project Transition is intended to prevent school failure for students who have previously succeeded in school (Felner et al., 1982), and to reverse a downward pattern in the school performance of students - enabling them to break out of negative peer networks and negative behaviors and to begin new and positive kinds of school experiences. Target group. Project Transition is designed to benefit students in large high schools that have a history of high dropout rates and weak student engagement. In these settings, it can be implemented for all students who take mainstream classes in their first year of high school. This will presumably exclude those special education students who are not mainstreamed, and those students who are assigned to special advanced placement or honors classes, since these students already participate in a cluster-like educational setting. Because this project is designed to meet the particular student needs described earlier in this paper, it is not appropriate for high schools that do not have those needs. High schools that are relatively small, have high graduation rates, and have entering ninth graders who already know most of their classmates well (because they come from a single feeder school, for example) are not appropriate sites for this project. Intended effects and outcome measures. If Project Transition is effective, its combination of changes in the schools instruction and social supports will improve students outcomes in their first year of high school. Key student outcomes to be measured will include: achievement, as measured with state-of-the-art assessments 14attendance homework completion grades course credits earned discipline referrals survey measures of students sense of efficacy, locus of control, and other measures of empowerment and social skills\nreports of peers support for school achievement\nstudents expectations for post-high-school education and employment, and the steps they have taken to prepare for these planned activities  survey measures of students risk-taking behaviors A key measure of Project Transitions effectiveness will be its long-term impacts on students. Consequently, MDRC plans to gather data on student outcomes after the first year of high school, including\ngraduation rate cumulative high school outcomes (same as those measured at the end of grade 9: achievement, attendance, grades, course credits earned, discipline referrals, attitude measures, expectations and steps taken to achieve plans for the future, and risk-taking behaviors) post-secondary enrollment and completion  employment Data on students graduation and other school-reported outcomes can be collected from school records. The other long-term outcomes would require a survey, for which MDRC will seek funding if other outcome data are sufficiently positive to make a survey worthwhile. Adaptation to local circumstances. Implementation research has consistently shown that new educational approaches must be adapted to the circumstances in each school if they are to gain long-term acceptance. MDRC will use two approaches to adapt Project Transition flexibly to the needs and circumstances of participating schools, while maintaining the learning opportunities of a unified project. First, the LRPs will identify and respond to local concerns and circumstances\nbecause they have extensive knowledge of their community and its schools, they can determine the best ways to fit the projects components into each school. Second, the projects four components were designed to be strong, clearly described, yet adaptable approaches that can be implemented in ways that are relevant to the particular circumstances of each school. The four components form a concrete approach to school reform, without forcing schools into a narrowly prescriptive set of activities. 15MDRCs research on the implementation of Project Transition represents a major learning opportunity, equal in importance to the impact evaluation measuring the projects effectiveness. The implementation research wilt tell the story of \"what the schools did, how they did it, and what they learned in the process.\" These lessons will be an essential resource for educators and LRPs working to change the basic structure of the large comprehensive high school, and for policymakers seeking effective ways to support effective school reforms. Tracking. Previous efforts to create small instructional units within high schools have sometimes led to increases in the use of tracking, which often results in lowered expectations and watered-down instruction for low-achieving students (Oxley, 1994). For example, in schools whose\nrade 9 math classes are grouped by ability level, the introduction of student clusters could result g in the tracking of students - by math ability level - in all of their courses. Consequently, a critical challenge for Project Transition is to make sure that the creation of teacher-student clusters does not inadvertently increase the use of tracking. One possible way to avoid this pernicious and stigmatizing result would be for MDRC to select high schools in which most grade 9 students already take the same courses and can be heterogeneously grouped. Another approach would be to teach two levels of math in each cluster. In addition, the projects implementation plan will specify agreed- upon levels of diversity in student grouping\nthese will be confirmed by MDRC when students class schedules are examined before the beginning of the school year. These or similar measures will be combined with consensus-building to reach agreement on avoiding increases in the use of tracking. (As noted previously, those special education students and honors students who are not mainstreamed will not be included in the project, so heterogeneous grouping will not affect them.) Grades 10-12. If Project Transition produces large and positive impacts on students achievement, it can be used as the basis for restructuring some or all of the upper grade levels in high schools. MDRC staff will work with school staff and experts to consider expanding this project to include grades 10, 11, and 12. The upper-grade restructuring effort could include assigning students who were in grade 9 student clusters together to similarly-clustered classes in grade 10\nusing teacher learning communities for professional development in grades 10-12\nexpanding the use of coaching to the upper grades\nexpanding the use of action plans for failing students\nand other changes. It appears to be highly advantageous to begin the process of restructuring high schools by introducing changes in grade 9. Grade 9 instruction is less specialized than instruction in the upper grades\nconsequently, it easier to group students into heterogeneous clusters in grade 9 than in the upper grades. Grade 9 teachers may be more willing than upper-grade teachers to participate in major restructuring efforts, since they currently face particularly difficult teaching problems and often recognize that major changes are needed if they are to succeed. Students take more elective courses in grades 10-12 than in grade 9, and consequently it is easier to implement the teacher-student clusters in grade 9 than in the upper grades. If Project Transition is successfully implemented in grade 9, and if it produces positive impacts on students engagement in school, attendance, credits earned, and achievement, the expected resistance of upper-grade teachers to school reform may be easier to overcome. For these reasons, the goal of school-wide restructuring may be easiest to achieve by starting in grade 9 and expanding into the upper grades. Many experts believe that all change efforts are inevitably incremental\nfor them, the key question is, how big should the increments be in order to achieve the best results? The design of 16grade 9 and (if the results are positive) would later expand to effective, incremental, step-by-step implementation Project Transition  which starts in the upper grades - is an attempt to foster an process for major school reforms. MDRC and our advisors will continue to work on the issues surrounding the res^cturing of erades 10-12 and the best ways to connect Project Transitions grade 9 restructuring with school- Xge. iTe goal is to idLtify the most effective and practical reforms to enable previously low-achieving students to succeed in all four years of high school. Outcomes of similar interventions. Careful studies of efforts to improve the first y^ of are svaxvc, b^au^e until relatively recently, few researchers have recogmzed^^e of this transitional period. A study of the School Transitional Environment Project high school are scarce, because importance (STEP), an intervention based on teacher-student clusters and teacher-based advisories, was niervenuun ua^cu uu iwvuvi ---------- conducted by Robert Felner and colleagues in the early 1980s in a nor^eastern urban high school serving mostly African American and Hispanic students. By the end of grade 9, th^e 59 group ^students had significantly better attendance and grades than the 113 matched students. Data collected five years after the demonstration showed.that fce droui. showed , the dropout rate for the .............. - for the comparison group was 43 percent ^Tim'pr^siv^fmding (Felner et al., 1993). Felner and his team have t. - _J____crhnnk in Tllinnis and other states to extend and refine STEP, dau irom treatment group was 24 percent, while the dropout rate schools and many middle schools in Illinois and other states to these schools also point to the benefits of this approach (ibid.). These promising studies are important because they set the stage for independent evaluations that can stimulate policymakers to support large-scale implementation of proven^ STEP ^d Velated mforins have not yet been subjected to a multi-site field test using a high-reli^ility rXXign, the logical next step is to test the effectiveness of these reforms by conductmg_a S- -liable research design. By defnidvely deiemdning X'ettS^eZ of this reform approach in high schools, such a smd, lev^e a major expansion in its use by educators and policymakers m a wide variety of school districts. lack of consistency of STEP and related high Little is now known about the consistency or Little IS now mown duuui uit ------------ . ___ school reforms impacts in diverse settings, and this knowledge gap could be remedied by the implementation research linked to a multi-site field test. MDRC has taken steps to investigate whether Project Transition s reforms could feasibly be of low-achieving students. MDRC imnlemented in a wide range of schools serving concentrations staff visited several high schools that are implementing innovative programs for firj-year students\nSSX. X.U- approaches vary, Mt experiences appear to show that tee tads of refo^ are feasible. MDRC is also learning about the \"charters\" in Philadelphia s high schools (^Fine, 1994)- their organization is in some significant respects similar to Project Transition s tocher-student uicii V o ................. .______ n.mDr't nrniprf in Philadelohia s clustersVand there are some valuable implementation lessons for MDRCs project in Philadelphias   with Robert Felner the issues that a major implementation experiences. MDRC staff are discussing and evaluation study should address. 17Research Questions A rigorous, multi-site study can produce reliable evidence about the effectiveness of Project Transition, and if the evidence is positive, can set the stage for major and widespread changes in American high schools. In addition, positive findings will lay the foundation for improvements in the remaining years of high school. MDRCs planned study will enable practitioners and policy makers to learn the answers to the following questions about the implementation and the impacts of the Project Transition reforms: In large, comprehensive high schools with high dropout rates and numerous low-achieving students, is it feasible to implement reforms that alter the organization of teachers and students work and schedules in the first year of high school, creating clusters of students and teachers that function as schools within a school? Is it feasible to support and encourage groups of teachers to work together in collaborative groups resembling the teacher learning communities studied by McLaughlin, Talbert, and Little? What activities, training, feedback process, and supports contribute to this? Is it feasible to use coaches and structured reflection to improve teachers instructional practices? How can the coaches work be most effective? Is it feasible to meet the educational needs of students who fall behind in grade 9 by combining action plans and extra resources with students continued participation in the teacher-student clusters? approach be effectively implemented? How can this In what ways does the school and community context of participating high schools shape the implementation and the day-to-day operation of the grade 9 reforms? How do these contextual effects work, and what lessons do they provide regarding ways to improve grade 9 education for teachers and students? How do students experiences in the Project Transition clusters differ from the experiences of other first-year students in large, comprehensive high schools? How do their teachers experiences differ from those of other teachers of first-year students? Do participating teachers and students view the clusters as desirable or not? What reasons do they give for these views? How can the grade 9 reforms be implemented in other schools and communities that may wish to adapt it to their circumstances? What appear to be the core elements at other implementers should strive to maintain, and which elements can be altered in response to local circumstances? What lessons can be learned from the implementation process in the participating schools? 18 What is the impact of Project Transition on students performance in their first year of high school\non their achievement, attendance, homework completion, grades, course credits earned, assignment to high-cost special services, discipline referrals, motivation, perceived efficacy and locus of control, and perceptions of the classroom environment? What is the impact of Project Transition on students longer-term school performance\non the same outcomes in later grades, plus grade promotion and high school graduation? What is Project Transitions impact on the psycho-social and emotional growth and development of students? If the reforms produce substantial positive impacts on students school performance, what are the impacts on students post-high-school outcomes\npost-secondary enrollment and completion, transition to work, and earnings? Do boys and girls differ with respect to the reforms impacts and their perception of the reforms? If so, how and why does this happen? Do low- achieving students and students of color differ from other students with respect to the reforms impacts and their perception of the reforms? If so, how and why does this happen? What are the incremental costs of implementing the reforms, over and above the cost of the regular comprehensive high school program? Research Design some The research questions described in the previous section are intended to provide answers to coma of the major unanswered policy questions about high school reform\nAre Project Transition s reforms capable of being implemented in large high schools with a history of high dropout rates and low achievement, and if so, do they produce substantial positive impacts on students achievement, graduation rates, and healthy development? In other words, can these reforms turn around a failing high school, and can they change the outcomes for students who would have failed without the O' reforms? In order to create the leverage to get policymakers and practitioners to take action if the reforms produce substantial positive impacts, the answers to the research questions must be seen as being highly reliable and not attributable to causes unrelated to the reforms - such as students or teachers motivation, prior achievement, socio-economic status, or other factors resulting from the ways that people are selected to participate in the reform demonstration. In addition, the research design must be clear and readily explainable to policymakers, practitioners, and researchers. MDRCs work places great emphasis on the creation of research designs that meet these criteria. The implementation research design will document the process through which the reforms are introduced, adapted by teachers to fit into their practices, and experienced by students. It will 19 examine the daily experiences of students and teachers who participate in the reforms, and will make comparisons with the experiences of others who do not. The implementation process will be studied for at least the first 2^ years in each participating school. In each district, additional implementation lessons and comparisons will be gathered from another high school that has lengthier experience with teacher-student clusters and other reforms in grade 9. This part of the research design will build on the implementation-institutionalization perspective described previously in this paper. The impact research design will determine what difference the reforms made for the students who were assigned to the classes that are part of the reform demonstration. This determination requires the researchers to determine what these students outcomes would have been if they had not been part of the reform demonstration. Consequently, the research design needs to compare the outcomes for students who are in the reform demonstration to the outcomes for students who are equivalent in all ways (including motivation, prior achievement, socio-economic status, and other characteristics) except that they do not receive the reforms. MDRC has considered three types of impac research designs for this project: random assignment designs, regression discontinuity designs (t .so known as interrupted time series designs), and matched comparison group designs. All have strengths and limitations. Random assignment designs, when properly executed, create equivalent treatment and control\nroups whose outcomes can appropriately be compared. The reliability and credibility of impact CT- findings that are based on a sound random assignment research design would be very helpful for presenting Project Transitions results to policymakers. In this research design, a high schools grade 9 students would be divided into two groups through a lottery-like process\none group would receive the reform demonstration and the other would receive regular grade 9 instruction. If it is impossible to divide the grade 9 students in a school into these two groups, and to operate the reform methods and the regular grade 9 methods within the school simultaneously, then it would not be feasible to use a random assignment research design in that school. This might occur in schools that decide to include all grade 9 students in the reform demonstration, from the very beginning of its implementation\nhowever, it is worth noting that MDRC staff have visited several schools that \"phased in\" key elements resembling Project Transition, starting with half of the students in grade 9 - and thereby demonstrating the feasibility of this approach. Currently, MDRCs preferred strategy is to use a random assignment design, provided that it is clearly appropriate to create two groups of students (one receiving the reforms, and one receiving regular grade 9 instruction) in the cooperating schools. Regression discontinuity designs compare the outcomes for students who attend a school before a reform is introduced with those who attend the same school after its introduction. Regression discontinuity designs can be used to measure the changes that result when reforms are introduced for all students in a grade simultaneously. For this research design to produce credible results, there must be a high degree of stability, for several years before and after the introduction of the reform, in the school and in the characteristics of students attending the school. If this condition cannot be met - for example, if a schools average test scores have been inconsistent from year to year before the planned introduction of the reforms - a regression discontinuity research design is not appropriate. Anoer problem with regression discontinuity designs is caused by the fact that it will be difficult to obtain parents permission for researchers to examine student records when parents have moved\nthis presents a barrier to collecting data on the stability of student 20outcomes prior to the introduction of Project Transition. Subgroup analysis may also be problematic because most school district data systems contain little information on students demographic characteristics. Finally, the cost of obtaining long-term follow-up data for multiple cohorts of students is very high. Taken together, these issues raise questions about the feasibility of using a regression discontinuity design. MDRC staff continue to work on ways to resolve these issues. Matched comparison group designs compare the outcomes for students who are part of a reform demonstration to outcomes for \"matched\" students who have similar characteristics. In studies using this design, it is often difficult or impossible to know whether the two groups of students were really equivalent when the study began. Often, the matched students are selected in ways that suggest that they are on average less motivated, have different prior achievement, or come from families with different characteristics than students who participate in the reform demonstration. When the matched students are enrolled in a different school than the students participating in the reform demonstration, the unmeasured differences between the teachers, instructional methods, and school climates in the reform and comparison schools are a significant threat to the reliability of the research design. Because of the difficulty of obtaining highly credible impact fmdings from most matched comparison designs, MDRCs research team believes that it would be very risky to use a matched comparison group research design in Project Transition. However, MDRC is gathering information about matched comparison designs that seek to avoid the problems discussed here\nif a more reliable comparison group design is identified, it will be considered for use in this project. While random assignment designs appear to be, on balance, the most promising research designs for this project, it is possible that the most reliable and robust approach may be a combination of a random assignment design with a comparison to a single pre-Project Transition smdent cohort. This approach would take advantage of some of the strengths of regression discontinuity designs, without the feasibility problems of collecting data on numerous cohorts of students who attended grade 9 years before the research effort began. Specifically, it would enable the research team to make three kinds of comparisons: Project Transition students versus the randomly-assigned control group\npre-Project Transition students versus the randomly-assigned control group (if this comparison found no difference, it would indicate that the regular grade 9 program was producing consistent and stable effects)\nand pre-Project Transition students versus Project Transition students. This combined research approach would provide highly credible and rigorous benchmarks from which to measure the gains of e Project Transition students. Moreover, people who are concerned that there might be contact between the Project Transition and control group students and teachers would benefit from the comparison with pre-Project Transition students, who could not be affected by this kind of potential \"contamination.\" The research team will gaer information from the cooperating schools to assess the feasibility and appropriateness of all three types of research designs. This will include information on the feasibility of phasing-in the reforms, starting with approximately half of the grade 9 students and teachers\nthe past and likely future consistency of the schools educational activities and student characteristics\nand other factors. After weighing this information, MDRC and the participating schools will decide which research design is most likely to be feasible and to produce highly reliable and credible results. Robert Felners (1981) study of teacher-student clusters provides an indication that there are some high schools in which it is appropriate and desired by school staff to implement the proposed 21 reforms in phases, starting with one half of the first-year students and teachers In this situation, it would be feasible to randomly assign students to receive either the new approach or *e regular first- year high school program. All first-year students would be included in the random assignment for those special education and honors students who are already in clusters of classes process, except that are separate from other students classes. Teachers are obviously crucial participants in the proposed study. Consequently a quesuon that requires careful thought is how to select the teachers who will participate in Project Transition For the project to succeed, the support of a large majority of the teachers in a participating school will be required. MDRC will fully inform teachers about the project and will conduct a secret ballot vote to determine whether teachers want their school to participate. If a random assignment r^ch desit^n is used, one possible approach to selecting teachers to participate in the reforms would be to aainthe consent of the participating schools grade 9 teachers to randomly assign them to two . .. . r____ __j *1__________ Hol'jv thPir tr^iimncT and would implement the reforms, and the other group would delay their traimng reforms for the pilot and evaluation period (and would contmue to use the and instructional methods during this time). After the groups\none group participation in the schools pre-existing organizational structure--------- . . evaluation year, the teachers in the control group would have the opportunity to be uam^ and to imolement the reforms, and would receive the necessary support to do so. Considerable discussion and consensus-building with teachers, unions, and school officials will be needed to determine whether it is feasible to randomly assign teachers in this way. If a regression discontinuity research design is used, all of a schools teachers who t^ch arade 9 students would participate in the demonstration. This would eliminate the possibility of bi^ the selection of teachers,'provided that teachers grade-level assignments are not systematically changed when the project begins. Of course, the research would examine teachers grade-level assignments to assess whether they remained stable. Virtually all large-scale demonstration projects encounter issues raised by potential threats the research, including potentially \"contaminating factors. As these issues arise in Project to researcn, inciuaiiig povciiu\u0026lt;niy vuuwwuiiauiie Transition, MDRCs research team and its expert advisors will address them. Some may requure changes in the monitoring or implementation of some aspect of the demonstration\nothers may require changes in the research design. MDRCs staff have extensive experience in identifymg and these challenges. Recognizing and meeting these challenges in designing approp credibility of the projects findings is a central priority for MDRCs work ways that maximize on this project. A crucial component of MDRCs work is the assurance of eical treatment for all Durin\u0026lt; the site selection process, MDRC will work with local participants in MDRC projects. During the site selection process, muku wm - -ub school staff parents, and other stakeholders to design and implement measures insuring the e\u0026amp;ical treatment of all participants in Project Transition\nthese measures have been used successfully in o MDRCs Career Academies evaluation and other MDRC studies. Site Selection and Roles of Partners MDRC hopes to select three school districts and up to two high schools in each district to participate in Project Transition. 22MDRCs approach to selecting sites for this project and planning the roles to be played by the participating organizations reflects three goals: assuring that Project Transition will be well implemented\nconducting a highly reliable evaluation that will provide valuable information for policymakers and practitioners\nand building the local capacity to implement, support, institutionalize, and expand the Project Transition reforms if they produce positive impacts. Site selection decisions will be based on the following characteristics of each participating school district and high school: The district is committed to systemic reform in its high schools\nhas shown this commitment by implementing teacher-student clusters in grade 9 in at least one high school\nand is seeldng to expand the use of clusters in grade 9. A local institution or agency is available to support, maintain, and (eventually) lead a local effort to implement the professional development and coaching components of the reforms\nis organization has the staff, the skills, and the knowledge of the local schools and community needed to serve as MDRCs local resource partner (LRP) for the project. The district has several large, comprehensive high schools with numerous feeder schools, and these high schools serve a substantial number of low-achieving students and have a high dropout rate. The district is willing to use its own resources for implementing the projects professional development activities, including the additional shared preparation period for participating teachers. (Note that MDRC and its funders will reimburse sites for the costs of research-related activities and coaching.) The district and the participating high school staff are willing to cooperate with the requirements of the projects research and data collection. The participating high school has broad support for Project Transition from the principal, teachers, teacher union, parents, and other stakeholders. The participating school is an appropriate site for a longitudinal impact study of Project Transitions reforms, with a large grade 9 population, limited use of ability grouping in grade 9, little use of special programs for grade 9 students, limited mobility of students (so that students can receive a full year of the reforms), and without other significant barriers to a reliable determination of the reforms impacts The participating high school is an appropriate site for implementing a highly reliable and credible research design. If a random assignment research design is selected, participating schools need to be able to \"phase in\" the reforms, with a pilot year and an evaluation year in which approximately one-half of the grade 9 students and teachers would participate in the reforms, followed by the use of the reforms for all grade 9 students and teachers (except for students in segregated classes, as described elsewhere in this paper). 23These site selection criteria are intended to maximize the likelihood of successfully unplemX M-t Transition, building a strong local capacity to support system-wide reform, and obtaining an important and policy-relevant evaluation. the results m order to rd that end MDRC^will identify and work closely with a project is local capacity-building, o _ professional development ^racdvWes'Tf ProTe^t\" Transition and will provide the infrastructure and expertise to cctain and Land the reforms after MDRCs part of the demonstration ends. sustain and expand the reforms To clarify the ive schedule shows the main tasks for roles that MDRC and its partners will play in this project, the following tentative schedule snows me u.-- which each participatmg orgai^tion is respons planning, pilot, and demonstration/evaluation phases of the project. Planning (fall 1994 - spring 1995) MDRC: Identify potential sites Identify potential local resource partners (LRPs) Continue to develop the reforms, in collaboration with LRPs, districts, and LRPs: schools Formalize agreements with sites and LRPs Consensus-building in sites with all stakeholders Continue to develop the research design Sto Wormatlon\u0026lt;h. feasibility of random assignment and regression discontinuity research designs in potential sites With sites decide which type of research design to use Work with MDRC to build the LRPs capacity for conductmg professional development and coaching Work with sites to prepare for implementation Develop training for coaches and teachers Districts\nFormalize district support for Project Tr^ition Allocate resources for the districts contribution to the project school staff and parental support for Project Transition Schools\nFormalize _ . Identify teachers for participation m pilot year Pilot year (summer 1995 - spring 1996) LRPs: Train coaches and teachers Collaborate with school staff to plan for fall 1995 activities Conduct summer institutes UOnUUUL iUllUiiw . ___ Implement professional development and coaching in schools Districts\nSupport school and LRP work S' sSie grade 9 srudenu and teachers for faU 1995 classes Implement Project Transition in grade 9 24MDRC: Begin implementation research data collection and baseline data collection Review and oversee work by LRPs, districts, and schools If a random assignment research design is used, collaborate with schools to plan for random assignment of students and teachers Begin dissemination activities and networking Demonstration/evaluation year (summer 1996 - fall 1997) LRPs: Revise and improve activities based on pilot experiences Implement and support professional development and coaching Districts: Support school and LRP work and data collection Schools: Revise and improve activities based on pilot experiences Schedule grade 9 students and teachers for fall 1996 classes Continue to implement the reforms in grade 9 Provide evaluation data MDRC: Revise and improve activities based on pilot experiences Continue implementation research data collection and baseline data collection Review and oversee work by LRPs, districts, and schools If a random assignment research design is used, randomly assign students and teachers for the evaluation Collect evaluation data Survey students to measure Project Transitions impacts on their attitudes and perceptions Analyze implementation data and impact data and prepare reports, with input from LRPs, districts, and schools Disseminate findings If the fmdings from the demonstration/evaluation phase are positive, MDRC plans to measure Project Transitions longer-term impacts on students achievement, attendance, engagement in school, grades, credits earned, graduation (and dropping out), and post-high-school employment and education. MDRC will also continue to work with districts, schools, and LRPs during the 1997-1998 school year to expand the reforms to include all grade 9 students and teachers in the participating schools and to collect additional data. In addition, MDRC, the schools, districts, and LRPs will work on applying the lessons of the reform effort to the upper high school grades. A major goal of this project is for the LRPs to continue their work with districts and schools after MDRCs role in the project is completed\nMDRC will work with the LRPs, districts, and schools to facilitate this process. 25 References AAUW Educational Foundation, 1993. Hostile Hallways: The AAUW Survey on Sexual Harassment in Americas Schools (Washington, D.C.: AAUW Educational Foundation) Carnegie Council on Adolescent Development, 1989. Turning Points: Preparing American Youth for the 21st Century. The Report of the Task Force on Education of Young Adolescents (New York: Carnegie Corporation) Robert D. Felner, Judith Primavera, and Ana M. Cauce, 1981. \"The Impact of School Transitions: A Focus for Preventive Efforts,\" American Journal of Community Psychology vol. 9, no. 4, pp. 449-459 Robert D. Felner, Melanie Ginter, and Judith Primavera, 1982. \"Primary Prevention During School Transitions: Social Support and Environmental Structure,\" American Journal of Community Psychology vol. iO, no. 3, pp. 277-290 Roben D. Felne., Stephen Brand, Angela M. Adan, Peter F. Mulhall, et al., 1993. \"Restructuring the Ecology of the School as an Approach to Prevention During School Transitions: Longitudinal Follow-ups and Extensions of the School Transitional Environment Project (STEP),\" Prevention in Human Services vol. 10, no. 2, pp. 103-136 Michelle Fine (editor), 1994. Chartering Urban School Reform: Reflections on Public High Schools in the Midst of Change (New York: Teachers College Press) Michael G. Fullan, 1990. \"Staff Development, Innovation, and Institutional Development,\" in Bruce Joyce, ed.. Changing School Culture Through Staff Development (Alexandria, Virginia: Association for Supervision and Curriculum Development) Milbrey Wallin McLaughlin, 1993. \"What Matters Most in Teachers Workplace Context?\", in Judith Warren Little and McLaughlin, eds.. Teachers Work: Individuals, Colleagues, and Contexts (New York: Teachers College Press) Milbrey Wallin McLaughlin and Joan E. Talbert, 1993. Contexts ITiat Matter for Teaching and Learning (Stanford University: Center for Research on the Context of Secondary School Teaching) National Center for Education Statistics, 1991. Dropout Rates in the United States (Washington, D.C.: U.S. Department of Education) Diana Oxley, 1994. \"Organizing Schools into Small Units: Grouping,\" Phi Delta Kappan vol. 75, no. 7 (March), pp. 521-526 Alternatives to Homogeneous Edward Pauly, 1991. The Classroom Crucible: What Really Works. What Doesnt, and Whv (New York: Basic Books) 1 26 Melissa Roderick, 1990. \"The Path to Dropping Out: Middle School and Early High School Experiences,\" Working Paper H-90-13, Malcolm Wiener Center for Social Policy (Cambridge, Massachusetts: Kennedy School of Government) Melissa Roderick and Douglas Novotny, n.d. \"Student Life in High Schools: A Longitudinal Study  Project Description,\" paper provided by the authors. University of Chicago, p. 1 Seymour Wapner, 1981. \"Transactions of Persons-in-Environments: Some Critical Transitions,\" Journal of Environmental Psychology vol. 1, pp. 223-239 27 PROJECT TRANSITION: REFORMING HIGH SCHOOLS STARTING IN GRADE NINE OVERVIEW FOR SCHLAGLE HIGH SCHOOL Manpower Demonstration Research Corporation August, 1995 I Introduction The Manpower Demonstration Research Corporation (MDRC), a non-profit research organization, has asked Schlagle High School in Kansas City, KS to work in partnership with us to develop and implement Project Transition (PT), an approach aimed at improving the instructional environment of 9th grade students. The primary components of PT include: (1) student-teacher clusters or teams\n(2) a daily shared planning period for team teachers\n(3) teacher-centered professional development\nand (4) the use of action plans for failing students. This overview describes the goals of PT and its components, the benefits for and responsibilities of Schlagle High School should Schlagle decide to be involved with PT, and MDRCs evaluation plans. What are the goals of Project Transition? The overall goal of Project Transition is to transform the educational experiences of 9th graders as they make the transition from middle school to high school. This is often a vulnerable period in students schooling, marked by high absenteeism and declining grades which are often the antecedents to dropping out. Specifically, the goals of PT are to: 1. 2. 3. create a more personalized and supportive learning environment for 9th grade students within large, comprehensive high schools\nimprove the academic performance and achievement levels of 9th grade students\nand create a more stimulating and rewarding work environment for teachers in which they have an opportunity to work with their colleagues and a coach to improve instructional practices. What is Project Transition? The core components of Project Transition - which would be adapted by Schlagles faculty - are\nPersonalized, small-scale learning environments for students based on teacher-student teams of four teachers and approximately 120 - 130 9th grade students. Teacher-student teams enable students to get to know their teachers and classmates well and teachers to respond to students needs. Ideally, each teacher-student team consists of one teacher from each of four academic subjects (English, math, science, and social studies) and students taking the four classes taught by those teachers. 1Intensive professional development for teachers to improve the quality of instruction. Teachers rarely have the opportunity to spend substantial time working together as part of a community of professionals that takes responsibility for improving its performance. The goal of PT is to build a \"teacher learning community\" that will provide concrete, sustained support for upgrading instruction. In PT teachers get resources that help them collaborate, including daily shared planning and professional development periods for each teacher team\na coach to facilitate the teams shared work, and demonstrate and provide feedback on improved instructional methods\nand links with The Learning Exchange to provide further professional development, including summer institutes for the teacher teams and on-going support for teachers on an as-needed basis. Use of action plans for failing students. Professional development will prepare teacher teams to recognize the early warning signals of student failure and to implement specific action plans for students in need of extra assistance to prevent failure. Action plans could include tutoring by peers and by members of the teacher team, extra instructional time, and student-teacher-parent contracts. Taken together, these components in effect create \"small schools\" or schools-within- schools for 9th grade students which, along with intensive professional development to help teachers work together effectively, can provide an enriched, supportive learning environment for students as well as teachers. How would Project Transition be implemented at Schlagle? Before Schlagle decides to become involved in PT, we hope there will be a process that leads to a decision to go forward that has broad support. In particular, we think that Schlagles administrators, teachers, and other staff need to consider and decide how PT meets their needs as professional educators. We say this because the core elements of PT are only the beginning of a process in which the teachers, staff, and students of participating high schools provide the substance that leads to improved teaching and learning. Participating schools adapt these components to their own, unique school environments, adding their own ideas and approaches to improving student instruction within the PT framework of student-teacher clusters supported by teacher-led professional development. Individual school communities determine the specific structural, curricular, and professional development activities, and the administrators and teachers of the participating high schools run PT. MDRC provides assistance in building a consensus to implement PT and provides resources to support the professional development coach and The Learning Exchange. MDRC will also evaluate the demonstration to provide information on how PT is implemented and its effects on students attendance grades, credits earned, discipline referrals, and graduation, and on students attitudes, engagement in school, future plans, and social development. 2What is the proposed timeline for implementing Project Transition? Project Transition would be phased in over 3 years: 1. Fall 1995 - Spring 1996 Planning and Baseline Year Kev Activities: planning by stakeholders within the Schlagle community on how to tailor PT to their school environment, consensus building, depending on whether or not teachers adopt PT signing the Memorandum of Agreement, identifying the PT teacehrs, collecting baseline data from the current 9th grade, and hiring (with PT teachers involved) the professional development \"coach\". 2. Summer 1996 - Spring 1997 Demonstration / Evaluation Year Kev Activities: summer institute for teachers, enrollment of incoming 9th grade students into \"teams\" that generally travel together during the day with the same core of teachers, data collection and research on PT, daily meeting in the common planning period, ongoing professional development with the coach and The Learning Exchange. 3. Summer 1997 - Summer 1998 Expansion Year Kev Activities: summer institute for teachers with follow-up, 2nd year of implementation of PT for 9th grade students and teachers, decision on whether and how to expand PT based on results from the research findings. What are the benefits for schools participating in Project Transition? Funding supplement to cover coaches, professional development activities, and research-related costs. MDRC has secured funding for PT to compensate participating school districts for research and data collection costs and the costs of the coaches and summer institutes, and some additional resources for ongoing professional development. State-of-the-art study of Project Transition. Schools selected to participate will receive a rigorous evaluation of their high school transition project at virtually no cost to the school or district. The study will provide an in-depth examination of the implementation and effects of PT. National and local exposure to help solidify support from the school board, community and state. Schools can use their participation in the study as tangible evidence of their involvement in systemic reform. This may be useful in solidifying state and local support in order to preserve the reforms during the test period and justify an expansion if research findings are positive. 3Opportunities for idea-sharing and information e.xchange. Participating schools will be selected from several regions of the country. As part of a national network, these sites will have the opportunity to compare experiences, learn about innovative approaches, and share operational lessons and \"best practices.\" Locally, Schlagle faculty would be encouraged to establish a professional relationship with Harmon High School, which has successfully implemented student-teacher teams, to serve as a resource. Daily and on-going professional development. School staff will receive daily professional development, facilitated by their \"coach\", development will be provided by the Learning Exchange. Ongoing professional Local program and policy development. At the local level, school districts and the participating schools will have access to specific findings that can be used by administrators and teachers to develop policies for improving student success in the school. What are the responsibilities of schools participating in Project Transition? Project ownership. Schlagle High School will need broad support for PT from the principal, teachers, students and parents. School staff and teachers must want to develop PTS core components into a promising approach which seeks to improve instruction for 9th grade students at Schlagle. School staff should feel comfortable working with MDRC to secure support from the district, school board, superintendent, teacher union, parent groups, and other education stakeholders in the community. Eligibility factors. Schlagle High School successfully met the eligibility criteria to participate in Project Transition. The schools environment is appropriate for a longitudinal impact study of PT: a large 9th grade population, low to moderate mobility of students, high dropout rates, high percentage of students qualifying for school lunch program, limited use of ability groupings in the 9th grade (or willingness to shift from ability groupings), and little use of separate, self-contained special programs for 9th grade students. We continue to discuss how to incorporate science classes into the PT model. Data collection. High school and district staff are willing to cooperate with PTs research and data collection requirements, including making school records available to the research team, helping to administer student surveys, and participating in field research visits by MDRC staff. 4What other sites are involved in PT? We plan to develop PT in three or four sites nationally. At this time, Pulaski High School in Milwaukee, Wisconsin is implementing PT in the 1995-1996 school year throughout its ninth grade. We are also having active discussions with school officials in San Antonio, Texas and New York City, New York. How is Project Transition funded? In Kansas City, PT is funded in part by the school district which has agreed to provide resources to allow PT teachers to have a one course load reduction in their teaching responsibility in order to incorporate the common planning period into their daily schedule\nthe Kauffman Foundation, the Ford Foundation, and the U.S. Department of Educations Office of Ed\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_357","title":"Compliance hearing exhibits, ''School Improvement''","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","School improvement programs"],"dcterms_title":["Compliance hearing exhibits, ''School Improvement''"],"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/357"],"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\nSCHOOL IMPROVEMENT0-1 zm zmm 0) o School Improvement lO. Memorandum to Cabinet from Bonnie Lesley, Sept. 8, 1998, with excerpts from a book on total quality management. The Five Pillars of TOM: How to Make Total Quality Management Work for You by Don Creech. 11. Memorandum to Cabinet from Bonnie Lesley, Sept. 8,1998, with copy of an article she wrote on school restructuring and TQM, Do They Hear What We say? Understanding School Restructuring Initiatives. 12. Memorandum to principals from Bonnie Lesley in Feb. 24, 1999, Learning Links with copies of transparencies from February 1999 principals meeting on school improvement. 13. Memorandum by Bonnie Lesley in Aug. 18, 1999, Learning Links on good teachers\nattached article from Education Week, What Makes a Good Teacher? 14. Memorandum from Bonnie Lesley in Sept. 29, 1999, Learning Links on the few essential components of successful school reform\nattached article, Perspectives: What Does it Take to Reform a Low-Performing School? 15. Memorandum from Bonnie Lesley in Mar. 1,2000, Learning Links on school improvement\nattached article, Getting Results. 16. Memorandum from Bonnie Lesley in June 14, 2000, Learning Links on effective schools research\nattached article, Educating Urban Minority Youth: Research on Effective Practices. Y1. Memorandum from Bonnie Lesley in Oct, 2, 2000, Learning Links on what works\nattached study, Making Standards Work: Active Voices, Focused Learning. -/^1 10LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 8, 1998 TO\nDr. Les Gamine Dr. Kathy Lease Dr. Vic Anderson Dr. Richard Hurley Brady Gadberry Marian Lacey Sadie Mitchell Mark Milhollen Suellen Vann Junious Babbs Dr. Linda Watson Frances Cawthon FROM: Dr. Bonnie Lesley, Associate Superintendent for Instruction SUBJCT: TQM in Practice One of my favorite TQM books is Don Creechs The Five Pillars of TQM: How to make Total Quality Management Work for You. Attached are some of the more relevant (to us in education) excerpts from that book - I hope you find them helpful as we begin thinking about how to implement the Campus Leadership Plan. BAL/adg Excerpts from The Five Pillars of TQM: How to Make Total Quality Management Work for You New York: Truman Talley Books, 1994 This book is about the management problems of our countryand proven solutions to them. The problems seem especially daunting and highly resistant to correction, but that need not be the case. So the book is aimed at every level within every organization because that is where the change for the better must begin, whatever the organization's nature. (2) . .. when it comes to introspection in individual businesses, you will find everything from demal that management change is needed there, to uncertainty as to what is broken, and on to serious doubts about how to fix it even if it is. This book addresses those issues. (2) Our management practices must change. Adequate though not ideal for earlier times they are thoroughly unsatisfactory in an era of intense competition. (3) I've found a TQM program must meet four criteria if it is to succeed. First, it must be based on a quality mindset and quality orientation in all activities at all times, including in every process and product. Second, it must be strongly humanistic to bring quality to the way employees are treated, included, and inspired. Third, it must be based on a decentralized approach that provides empowerment at all levels, especially at the frontline, so that enthusiastic involvement and common purpose are realities, not slogans. Fourth,  TQM must be applied holistically so that its principles, policies, and practices reach every nook and cranny of the organization. It [TQM] works successfully in any organization, whatever its size, whatever its nationality, whatever its product or service, whatever its industry, and whatever its market niche. (5) Product is the focal point for organization purpose and achievement. Quality in the product IC imnriCPikla it mmlihi im ___It..___ .1  . \" \" _ is_impossible without quality in the process. Quality in the process is impossible without the right organization. The right organization is meaningless without the proper leadership Strong,.bottom-up commitment is the support pillar for all the rest. Each pillar depends upon the other four, and if one is weak all are. ~ ------ The five pillars of TQM: Product, Process, Organization, Leadership, Commitment. (7) Various surveys show that a mere 5 percent of American workers are organized into work teams.... The long-standing American preference is for organization by functions with a vertical, centralized structure to provide the oversight.  ... the choice of the organizational system, structure, and style ends up deeply affecting th A nct/rkp cnirit o11 ___u :____cri the psyche and spirit of all employees. There's insufficient recognition that the most important system of all is the human system. (10) .. . a decentralized structure facilitates leadership and unleashes creativity. Indeed the kev nilPCtinn ic whAthAr thA r\\rnnri'Totir\\ ----------------1____...i-.i.. ..  . question is whether the organization serves or squashes the human spirit. Therefore how you choose to organize can either make you or break you. (11) There is increasing recognition Ihat how one organizes profoundly affects everything else mH fho Imm .-kT-z-vy-l.  U. . .L _ I .. i\u0026gt; z i * and that the team approach produces by far the best results. (12) 1In fact, individual behavior is powerfully shaped by the organizational roles people play. The most effective way to change behavior, therefore, is to put people into a new organizational context, which imposes new roles, responsibilities and relationships on them. . . . your approach must feature goals and tasks which are clearly defined. Finally, success indeed depends on sensitive and focused leadership-which I agree is a resource in very short supply. (13) ... organizing by functions creates separation, not integration. (14) Most centralized organizations have too many managers, and too little management. ... Centralization produces too little managementdespite layers of managersfor two reasons. First, it simply does not create and foster the active, sensitive involvement by managers that is needed. Second, in a centralized system the \"management,\" in the proactive sense, is not found at the frontline level where things to be done need to be managed. (20) .., the application of centralist thinking has been the principal culprit in America's flat productivity growth. . . . (22) I am convinced that the way to win big and grow big is to organize small. My advice to organizational leaders over the years has been: Think big about what you can achieve\nthink small about how to achieve it. That's because you get things done through individuals and small groups of individuals. (25-26) Any organization will be only as successful as those at the bottom are willing to make it. Their focus, spirit, enthusiasm, objectivity, and motivation are masters that transcend all others in importance. Study after study shows that employees are powerfully affected by the organizational principles and structure that shape their roles, responsibilities, and feelings of fulfillment. (26) The best organizations use the team approach to stay agile and adaptable. (28) The decentralized approach is radically different from the centralized approach discussed earlier. In fact, it's the virtual antithesis, and the differences from the centralized, managership approach show up sharply. The structure is based on Teams, not Functions. The supervisory focus is centered on Outputs, not Inputs. The accomplishment mindset is on the team Product, not on each person's Job. ... Its great and proven strength lies in the creation of new motivation and commitment among ^1 employees and of proactive leadership from the bottom up. (30) I've found the resistance to changing the centralist style is less a matter of hardheaded intransigence than of a lack of insight into the problems it produces. The resistance is buttressed by dim understanding of how a decentralized approach can improve matters (31) If I learned nothing else, it is that what goes on at the front is what determines organizational success-all the rest is background music. (32) Honda organizes by teams, not by functions. (45)Also, every team has goals that give meaning and substance to \"Kaizen\" (the Japanese term that essentially means \"continuous improvement\"). One finds measurement at all key product-process interlace points. The results of those measurements and assessments analyzed comparatively with history, goals, like shifts, and like teams. Scoreboards are reflecting those results and standings are everywhere. The objective feedback to the employee is relevant, rigorous, and rapid. As a result, leaders at every level display impressive, in-depth understanding of the subcomponents at each of the various assembly stages of their final product. .. . Honda trains, trains, and trains some more, and special training emphasis is placed on team leaders at every level. ' Each of the Honda principles and the methods used to carry them out are fully oriented to the customers, internal and external. And, Honda is absolutely unyielding on the quality of the product. The employees build the quality in-not inspect it in-at the various subcomponent stages. They do it right the first time and every time to every possible extent. (46-47) ' ... Honda's success with quality circles is due to their being but one of four key parts in Honda's overall approach to detailed employee involvement. (48) It's the management system and the way employees are organized and treated within that system that count. And that applies everywhere. (50) ... continuous, measurable, and incremental improvement.... Everyone I tolked with talks goals in numbers as well as in words, from the bottom to the top. (51) Principles operate top to bottom. Decisions operate bottom to top. (54) The team concept supports the basic attitude that the company belongs to each and every team member, not just management. (57) . a Toyota s principles . .. include high standards, excellent management-labor relations, well-motivated work force, outstanding planning, smooth integration of the various elements, and the pervasive use of goals, measurement, and feedback to employees at all levels. Like Honda, Toyota uses multiskilling as a key feature of its team approach. All team members learn one or more additional skills related to their team's responsibilities. (58) ... open offices and companywide dining are merely the start. It's an important way of making the leaders, the most senior ones included, accessible and approachable. It replaces the usually empty phrase \"open door\" with lots of opportunities for personal interactions. Those practices demonstrate with actionsnot just with wordsa readiness to listen with interest not aloofness. .. . When the top leader places that kind of premium on seamless communication and openness, it sets the tone for every'one. It's not that hard to instill in the organizational culture, but it has to come from the top. (61) . . . the team concept is absolutely dependent upon mutual trust, mutual respect and mutual support. . . . the leadership challenge is to have no weak links. (79) 31 saw in case after case that if you can create teams of people who care about and trust one another, and get leadership and commitment operating from the bottom up, you can create feats of quality and productivity that appear miraculous when compared to the levels that others are achieving. (83) When you don't have to do it over, it yields great mission efficiency, effort efficiency, and cost efficiency. (121) The centralized approach works to separate the thinkers from the doers. That's one of the reasons it works so poorly. (132) Leaders . .. must not only stick to their knitting, but also frequently reappraise what their knitting is all about. (144) We constantly challenged and reviewed our own most devoutly held beliefs. Paying that kind of attention to the business of the business is fundamental to aware, proactive leadership. However, it simply doesn't get enough attention by enough leaders in enough organizations. (145) ... it is at the top of the ladder that TQM management principles must be supportedeven championed-if they are to be allowed to spread. (147) ... if the organization is wrongly structured, nothing else goes well either. The evidence that this is the case is simply overwhelming. The evidence is also abundant that the right organization-decentralized, team-based-provides the required framework for TQM to operate freely and effectively in every organizational element at all levels. (157) Product is the focal point for organization purpose and achievement. (158) ... all organizations, their subelements, and the individual employees within them have a product. That's true whether those organizations are public or private, whether they deal in goods or services. . . . That product can be identified and defined in terms of its customer, internal or external (159) I I I A common purpose is essential for success. (161) . . . plumbing the extent of the common values, perspectives, and purpose is the surest way to judge whether an organization is being managed well or poorly. (162) The quality mindset. . . manifests itself in the pride and professionalism the employees feel and reflect\"Or do not reflect... . Pride is the fuel of human accomplishment. . . Unquality is unaffordable. (166) . . . pride and quality (in all things, not just some things) go together. You can't have one without the other. And you won't achieve professionalism without both. I . . . lack of sensitivity to the wellsprings of quality largely stems from shopworn but doggedly persistent ideas on where to economize. And it usually traces back to the beancounters lound in nearly all companies, especially traditionally managed ones. They VnrMl/ I kn /'net of (L..X , ,l____r_.x1_- 4 I . a know the cost ol everything and the value o! nothing. And they exercise a hammerlock on all the cost and value trade-off decisions. Those beancounters don't fully understand the 4 ifirst effects of their decisions, much less the secondary effects, but those secondary effects /*s ri t m 1 r Ari I 1 J 1 rt I I 1 z, \u0026lt;1 i 1. J -  most assuredly influence attitude, motivation, and pride. (167) Quality begets quality. (171) .l.jlAY-?..tto problem whatsoever with diligent efforts to save money. I do have problems big problemswith insensitive bureaucrats who try to save money on the wrong things. (173) Be wary of cuts that affect the quality mindset-don't disable it. (174) I've never seen a sharp organization that didn't look sharp. That's just the start, of course. It must go on to professionalism in all things, but the quality mindset is the cornerstone of all professionalism. A necessary condition of being professional is to look professional. People are affected by their surroundings, the way they're treated, and the way they're led either positively or negatively. It's up to senior leaders to decide which it is to be. (175) Turnarounds, in rny experience, share one common element a change in the way the organizations human system rallies itselfunder changed policiesto bring forth unrealized work-force potential. That slumbering potential is always there. (181) .. . success lies in making each group's product the focal point for purpose and achievement. It also serves as the logical rallying point for quality and productivity. (189) The cycle that shapes the process can appropriately start nowhere else than with the customer's needs and wants. (191) There are at least two \"customers\" of the American primary and secondary educational system. (1) the student, and (2) those who will use the services of that student. The first isn t complaining about the way the system is working, but the second is. Numerous surveys show how poorly equipped students are t ______favta i techmeal complexity and intensifying competition. Much h^b^n written a^ut  to enter a work force that faces increasing ' 7 :. ^77*7  vAjuipcuuuu. iviucn nas neen written atxiut our deficiencies in defining the product of that educational system, other than as graduation' the pntincm mr'innoc r\u0026gt;r\\nrirfi ________x- , , . criticism includes concern over the lack of comparative nationd standards and the lack of countrywide testing against such standards. Indeed, there's a strong case to be made that Its the very absence of a satisfactory product definition that leads to policies like \"social promotion (moving a student on to the next grade because of age, not accomplishment) Many teachers decry the practice, but most school boards either champion it or tolerate it. rp .f X,  * , . ' , ----------------- viiauijJikJll 11 UI lUICldLC I 1 o them It s an answer to alarming dropout rates and the perceived right for all students orQzliiQto__^1/1 th /-- ____ 4.:___ z-i- .1 .. .'x.x.  ixMj . aicuiiiHig uivpuul Idles ana me lor to graduate-with or without an education. Given that lack of focus on the customer and the r\\rA/li inUnM v.z.... __________ x_ x1_ _ .   . (.tiv. product, when you move on to the actual educational processes, it's not surprising that they  J 1 , . --------------- vvviwva, 110 iivi ouipiiaillH llldl II vaiy widely, have fuzzy definition and purpose, and often are geared simply to pumping students out the door. (192)  Seven-Steps approach to process related problem-solving: 1. What's the problem? 2. Where are we now? 3. 4. 5. What are the root causes? What is needed to improx e? What happened from our actions? 6. How do we hold on to the improvement? 57. Whal is the next item to be addressed? (196) The best way to start is with the basics. Even simple measurement, analysis, and scoreboarding techniques can yield needed insights and point employees in the right directions. (202) Typically, companies that were experiencing the most serious crisis were willing to implement change at a faster rate. Successful companies implemented gradual changes. Total Quality Management truly is a cultural change. It involves a change in both the stated and unstated rules which govern the behavior and beliefs of an organization. Adopting new techniques, tools, or programs such as problem solving working groups can be important-but in themselves do not represent cultural change. (209) ... you don't have to become an expert at statistical and mathematical legerdemain to transform your organization for the better. (211) In God we trust\nall others bring data. (240) ... 95 percent of businesses need broad systemic changesnot patchwork changes that leave the traditional style basically untouched. (242) ... quality improvement teams, and, indeed all of the other parts of a TQM system are each well worth doing in their own rights.... But it is all of them working together in a systemic way that produces the dramatic results companies really want. Anyone interested in quality management must consider it as a complete management system. (243) ... six sigma means one is achieving process perfection 99.9999997 percent of the time. Translated, that's only 3.4 defects per million. Six Steps to Six Sigma: 1. Determine what your product is. 2. Determine who the customer is for that product. 3. Identify the suppliers you need for your product. 4. Map out the process you must use in putting it together. 5. Examine that process to eliminate errors and wasted steps. 6. Establish measurement means to feed continuous improvement. (250) Tolstoy: All men's instincts, all their impulses in life, are only efforts to increase their freedom. Wealth and poverty, health and disease, labor and leisure, culture and ignorance, repletion and hunger, virtue and vice, are all only terms for greater or lesser degrees of freedom. (256) ^59^^^ inversely proportional to the degree of management centralization. Bosses need to take a critical look at their entire management system. They must decide, that they will have less control of people and more control of events. That's not a contradiction in terms. (259) Decentralization, empowerment, and ownership created great improvement in our control of events, products, and outcomes. (260) 6How employees feel is even more important than what they know in determining job performance. (262) Matrix management is a blueprint for organizational confusion, which in some of its variations approaches anarchy. It does so in an altogether appropriate quest-the quest for more effective internetting of effort. But the clouded authority and accountability, and the continued dominance of the top-down, functional structure in decision-making and ownership, washes out almost all its beneficial effects. While good people can make it work-after a fashion-that doesn't mean it's the best approach. The best approach is not to organize in the centralized manner in the first place. There's a better way to internet and integrate the organization (269) Surveys show that where you have excessive behavior formalization as the principal management tool you get alienation and apathy, not motivation and initiative. (273) To create organizational success the boss must build a system that, among other TQM principles to be applied, provides widespread empowerment and non-interference from the top. However, the top boss also must stay involved and informed. That's necessary to keep the decentralized empowerment going, and to resist the ever-present tendency of lower-level managers to recentralize. The toss also must know when and where to intrude to head off incipient problems before they can grow to disasters. It is striking that balance between involvement and intrusion that's important. Some characterize the notion underlying that balance as \"nose in, fingers out,\" or NIFO. By whatever name, those at the lower levels quickly perceive how you are striking that balance, and whether their own empowerment is real or fanciful. It's not difficult or complicated so long as you base your actions on trust and respect until the scoreboard and other measurements show that intrusion is required. Leaders indeed should get out of the way, but they also must help find the way, show the way, and pave the way. (281) Nothing speaks louder than powerful, irrefutable indications that you are getting far better all the time. (282) Centralization breeds and nurtures managership.... Decentralization breeds and nurtures leadership. (294) The Japanese call frontline employees associates because their management philosophy is to treat them as such. The Japanese companies also call the superxisors of their teams leaders. That's because they expect them to do some real leading, and they train them accordingly. Tl^ we long have prized managing over leading is one of our biggest national problems. You cannot have leadership unless you belie\\ e in it.... There's a vast difference between exhortation and empowerment. You must do more than talk about it\nyou must change the organization conceptually and structurally to bnng leadership alive at all levels. . . . Obviously, some decisions can only be made at the very topbut they should be rare exceptions, not the rule. And they should deal with major resource decisions and new directions, not day-to-day management. The leaders at the top should chart the course, not constantly steer the ship. (297) 7It's managership, not leadership, that breeds apathy, disincentive, and dependency. I have yet to see a top-notch organization, public or private, that didn't have the benefit of strong leadership. There are no poor outfits, just poor leaders. (300) Leaders must be taught, and can be taught. And they must be taught how to motivate those who work for themand to accept personal responsibility for building common purpose and organizational success. Leading involves determining the right things to do. It involves creating the favorable orgamzational dynamics to get people to commit themselves, energetically and enthusiastically, to bringing those right things about. Leading involves vision and principles. It involves influencing employee mindset and motivation. It involves creating a positive culture and harmonious climate. It involves creating ownership and empowerment in pursuit of the shared vision and common purpose. So leadership is hardly the sole province of the top leaders. And it most definitely is not the centrdist business of just telling employees what to do, how to do it, and when to do it. (301-302) Leaders provide the vision\nmanagers carry it out Leaders make it better\nmanagers make it run. Leaders make it happen\nmanagers hope it happens. Leaders create more leaders\nmanagers create more managers. Leaders address the constant race between inspiration and indolence-and add to the inspiration. ... leaders build commitment through policies that increase motivation and decrease alienation. And leaders constantly probe for evidence of each. That requires involvement and sensitivity. It also requires trust, openness, and unfettered communicationnot aloof, Olympian managerial detachment, as is so common in centralized organizations. ... leaders understand that the way to win starts with the will to win-and that instilling both is leadership business. In that pursuit, leaders understand that fervor feeds on opinions-and opinions feed on presumed facts. So they influence those opinions by getting the actual facts out for everyone's benefit. They combat misinformation, and disinformation, with the straight skinny. They understand that it's objectivity that keeps misdirected subjectivity under control. Uninformed opinions and misplaced fervor thrive in an information vacuum because there's no counterforce at work. Yet most companies and managers pay scant attention to the need to keep employees well informed-or to seek their opinions. They simply don't invoke the four most important words in any management system: What do you think? (304-305) Leadership and motivation go together. (305) The team-based approach is the ideal way to ensure that real empowerment reaches the frontline-and that it gets exercised in a focused and responsible way. (306) Teams provide an ideal structure for recognizing where technology can be fruitfully applied and gaining support for its introduction into the work equation. (308) [Tenacity] is my shorthand for backbone, chutzpah, determination, endurance, fortitude, guts, grit, spunk, stamina, pluck, persistence, and perseverance. (309) 8Without meaningful comparison, people in all walks of life are simply not objective about their strengths and weaknesses. They tend to magnify the former, downplay the latter, and overdramatize their standing and accomplishments.. .. businesses that do not provide measurement and comparison, and most don't, can count on their planning being faulty and their leadership misdirected, because neither is formulated in the harsh light of objective reality, (313) You can't tell the winners without a scoreboard, or tell the losers either. And without a scoreboard neither winners nor losers will know which they are. No one will know how to get better, either. In that regard, I strongly believe a leader's greatest nemesis is human subjectivity. I quickly add that it can be a leader's greatest ally-when marshaled in the proper way. In all cases, the greater the objectivity of everyone in the organizationbased on ample data, facts, and surveys and not on supposition-the better off you are. (314) . . . you have to work hard at keeping organizations decentralized. (315) . . . the best way to achieve coherence and control is through leadership, not rules and managership.... you have to work at keeping decentralization going because of the prior conditioning of generations of our managers.... it takes guts to be a decentralizer, but the payoff is large. (317) The measurement system must not only be simple and understandable, but it must be primarily designed for the employees who are actually doing the work. (319) George Bernard Shaw: The greatest problem in communication is the illusion that it has been accomplished. One of the cardinal rules in effective communication is to be sure you're saying what you mean to say in the first place. (320) It's no mystery to anyone that the language used in an organization is one signal of its policies and practices. (323) I made up and used twenty-five reminders to myself on how to help make communication boundaryless, honest, and unstilted. They reminded me of the keys to making it a language of purpose, not protest, between front and rear: 1. Speak the language of trust, not of mistrust. 2. Don't confuse fancy words with profound ideas. 3. Don't harangue the many as the message for the few. 4. Reward the messengers of bad tidings, not shoot them. 5. Listen intently to the dissenting view\nit may be right. 6. Keep all the language goals-directed-not rules-directed. 7. Talk in numbers as well as in words to crystallize purpose. 8. On key issues communicate several layers deep. 9. If the policy is important, put it in writing-concisely. 10. Listen for the echoes to learn if it's all getting through. 11. Follow up to ensure there is full comprehension throughout. 12. Remove all barriers to upward communication. 13. Be candid, and tell it like it iswithout fear or favor. 14. Get all possible facts before expounding on the conclusions. 15. Get out the straight skinnyto combat misinterpretations. 16. Don't overhype or advertise. Let actions speak the words. 9 17. Praising the winners has more power than criticizing losers. 18. Credibility depends on flexibility, not mindless consistency. 19. Knowledge is power when widely shared, not withheld. 20. Feel free to admit you don't know, but you do want to learn. 21. The best opening sentence of all is: What do you think? 22. Listening, Hearing, Caring are the keys to mEdong it thrive. 23. Provide the means and the incentives that will make it work. 24. Go where you need to go. Spend whatever is needed. 25. Treat the communications grid as an electrical grid. Any node failures leaves people in the dark. Fill the vacuums. Find the reason they're there. Fix the grid. (325) In short, leaders need to stay closely attuned to the organization language. It is telling them what the organization is thinking, feeling, and doing. Effective communication depends on the means and methods to make it free-flowing-and also depends on the leadership positively affecting the thinking, feeling, and doing. That can't be done with adequate effectiveness unless employees at all levels are sharing common information about what's going on. Therefore, the need is not only for caring, proactive leadership and free-flowing communication, but also for effective means of information gathering and distribution that provide the insight for enlightened choices and decisions. (326) . . . you must have ways to measure progress throughout. Otherwise you \"don't know whether it's doing any good or not\" when you take actions to improve. And you don't know where to make midcourse corrections, either. (327) Peter Drucker: If you want it, measure it. If you can't measure it, forget it.\" Tom Peters: \"I haye become a fanatic about quantifyingbut a new sort of quantifying. I insist upon quantifying the soft stuffquality, customer linkups, innovation, organizational structure, people involvement.\" When used imaginatively [information technology] facilitates decentralized leadership, enlightened decisions, common perspectives, and common purpose. (328) Leadership is needed more than ever. As knowledge and attendant complexity grows the more important, not less important, core values become. Also, complexity calls for even more efficient operation of the human system in every organization, regardless of its type. (329) Leadership is far easier than ever before, not harder. It's far easier (because the tools are available) to provide overall purpose and coherence while at the same time widely distributing authority for agility, responsiveness, and effectiveness at all levels. The best companies, including the Japanese companies, prove it. With such tools we can acquire, aggregate, analyze, assimilate, and disseminate timely management information in more efficient and creative ways than ever before. . . . information technology can and must be used to facilitate decentralization. (330) Paul Strassmann: Automate only after you simplify. You cannot measure what is not defined. Effectiveness is a matter of team performance. Without productivity goals business has no direction. Without productivity measurements business has no control. Without strong leadership little succes.s can be expected. (332) 10 . . . information technologies flatten hierarchies. (332) . . . good communication is simply everyone having the same set of facts. (334) The companies that make the fullest and most imaginative use of information technology in a \"think small, tl II graphic example. (336) think wide\" contextare leaders in their industry. Wal-Mart serves as a Use information technology to aid the switch from managership to leadership. (341) . .. there must be strong leadership at the top. ... top management must be committed to distributing the authority throughout the organization-so that leadership can be exercised at the cutting edge, where it counts the most. (346) A leader's vision has power only to the extent it is shared by those who are asked to carry it out. (347) Lead by example. (349) Numerous studies show the influence of supervisors' qualities and behavior in shaping the attitudes of their subordinates. .. . I've frequently seen employee behavior and performance swing markedly back and forth as leaders change-even between positive and negative extremes. Positive, constructive behavioral patterns are important in leaders from the frontline level all the way up. (350) I never saw a new leader fail to have an effect. I found that leadership failures usually fit one of three basic patterns.... The first of the three involves the aloof and detached boss who simply doesn't know what's going on and whose employees don't know what he or she stands for. Leadership must be proactive, not reactive. That's what separates it from managership. And proactive leadership depends upon detailed involvement and awareness. The second of the three patterns involves those who practice rule through terror. Their leadership tools are threats, bombast, and intimidation. That intimidator approach is always a loser. Everyone below the boss becomes frightened to take any initiative, and communication dries up completely. (351) The third pattern is at the opposite extreme. That's the type of boss who is all over the place, but \"running for office\" and gladhanding, not probing, understanding, and setting new directions where necessary. This boss's personality craves the affection of everyone. . . . Such bosses confuse leniency with leadership. . . . employees soon learn it's no use telling them what's going on\nthey won't do anything about it anyway. Yes, leadership is essential-and it's not managership. But you won't have leadership without the freedom to exercise it. And you can't get it by sloganeering\nit depends on structure and system changes that provide the oxygen of empoweiTncnt. Only then will it nourish at every level. And that, in turn, will make the organization flourish. (352) 11 There are six [leadership qualities 11 have found to be of the greatest importance: courage, confidence, savvy, maturity, integrity, and desire. They interact, one with the other. (353) 1. Courage... . courage in interpersonal relationships and in adherence to principle. That brand of courage includes the courage to follow your convictions, but also the courage to change your mind, the courage to say, \"I don't know, but 1'11 find out\"\nthe courage to admit that neither you nor the organization you lead is perfect-or ever will be\nthe courage to keep learning, not resting on your laurels\nthe courage to place principles over prejudice, and over expediency. 2. Confidence. It goes with courage. Doing great things always starts with the belief that you can. So leaders need the tenacity that flows from confidence, not the timidity of doubt. But there's a vast difference between confidence and arrogance. The confident leader recognizes his or her need to keep growing and learning. The arrogant leaders knows it all, so there's nothing else to grow toward. The confident leader listens to others intently and is not threatened by criticism or the need to change policies that aren't working. In fact, the confident leader continually seeks them out. It's what you leam after you know it all that counts. (354) Some leaders build confidence in their subordinates\nothers drain it away. You want the first kind\nyou can't afford the second. Organizations should prize confidence and work hard to build it.... If it's confidence the organization reflects, based on the example of its leadership, the need for continuous improvement is taken for granted. If it's arrogance, forget improvement. 3. Savvy. It's more than knowledge and more than intelligence. It's a practical blend of the two. .. . Understanding, Know-how, Shrewd, Discerning. . . . The savvy are smart enough to recognize what they're dumb about, and take steps to fill in the blanks. 4. Maturity. I'm speaking here of emotional maturity, not age and not experience. (355) Leaders need to be trained so they do not confuse inspiration with intimidation, or being tough with being mean, or exercising control with their own loss of it.... Invariably, the emotionally immature are ineffective-though they fancy themselves the opposite-because the immaturity shows itself in other more subtle but equally damaging ways. Not the least of those are snap judgments and bull-headed obstinacy. That immature kind of leadership behavior is terribly damaging to employee morale and commitment. None of this means leaders shouldn't be tough-minded, make tough choices, and even be tough in handling individuals when required.... maturity is high on the list of leadership qualities. 5. Integrity. To establish organizational character, leaders must reflect integrity and honesty in all their actions, and demand the same from others. (356) 6. Desire.... desire to lead-for the right reason. . . . To make life better for others, not for oneself. That's what sustains the best leaders, and makes them go the extra mile and work unceasingly to make the organization succeed. (357) The most successful leaders, military or civilian, are good with people, and they provide the people-onented leadership example for the entire organization. 12 The strong desire to be the leader who \"makes it belter\" for others fuels determination that translates into extra effort and concern. (358) those who desire to lead for the right reason have the greatest empathy with those who work for them, and they build the needed rapport between the various layers of the organization. They are comfortable around people because they like people and are secure in the knowledge they are working in the best interests of everyone. (359) . .. they give and then some. Ask them to do a job, they do it-and then some.. . . They're running to make the organization and all its people better off, not running for office or for self-aggrandizement. .,. they're always aware of the need to accentuate each employee's dignity, not tear it down. (359) The more complex the world becomes, the more important core values become. The kind of leadership I espouse here, 1 have found, build loyalty throughout the organization. (360) Protecting cronies ruins many fine organizations. (361) When leaders practice the right kind of loyalty to their employees, they get the right kind in return. (362) I... spent a large amount of time in the selection, training, and grooming of the most senior leaders. Since most companies simply don't groom and train their leaders well, they see no good option but to proselytize and fill top positions by raiding other companies of their talent. .. . Many companies also operate on the flawed theory that you can't do it unless you've done it before. (365) ... I'm convinced leaders are made, not bom. Nurture can overcome nature in nearly all cases, given the right training. (366) Beyond creating the leaders with the right qualities and instincts, there's the matter of creating the organization's competence. That goes hand in hand with the quality of the leadership\norganizational competence obviously doesn't happen on its own. It comes from proactive, aware leaders who pay close attention to the training provided to each employee at every level. Unfortunately, surveys show that training is another of the weaknesses in the American management style. Clearly, situation awareness must include assessing internal training needs. (367) America's education system has proved stubbornly resistant to change. (370) Certainly, there's no groundswell for change. As a result, the elected school boards, which theoretically manage the system, end up tinkering on the periphery of its major problems. If the school boards don't get exercised and organize themselves for change in some reasonably consistent way across the land, don't expect change. Given that those school boards are committees, and there are thousands of them, my advice is not to hold your breath waiting for them to act. (371-372) 13. Training has always been important. Globalization makes it even more important. .. . the Japanese view training, including formal training, as a value issue, not a cost issue. They're right about that. . .. greatly expanded training-frequent, focused, formal-pays for itself many times over. Pay the price or pay the piper. (374) .. . devoting time, money, and effort to frontline team leader training makes sense because the caliber of the leadership there determines Honda's success. One simply cannot achieve high levels of competence, or of cooperation and commitment, without ample formal training. It's the leader's responsibility to build the competence and motivation within the organization. In the best companies they also participate in the teaching. Training is, quite simply, one of the highest leverage activities a manager can perform.... A manager generally has two ways to raise the level of individual performance of his subordinates\nby increasing motivation, the desire of each person to do his job well, and by increasing individual capability, which is where training comes in. (376) It is generally accepted that motivating employees is a key task for all managers.... You yourself should instruct your direct subordinates and perhaps the next few ranks below them. This doesn't mean, however, that companies should not reach outside for help if that's useful, all needs considered. ... I have one special piece of advice. If the business leaders aren't prepared to do it all, the one thing they simply should not \"outsource\" is determining the land of training they need to provide. (377) Some see a widely proclaimed erosion in the American work ethic as a sign of our times that's irreversible. I agree there's been an erosion, but I emphatically disagree that it can't be reversed. It's the managers who are failing the workers, not the other way around. .. . the work ethic is alive and well in America. (Provided, of course, that you don't turn the employees from committed to alienated with dumb management practices.) The leadership must provide the training, and the training the leadership. That's what organizational competence and renewal are about. The rest is background music. Fail in that and you fail in everything. (378) ... companies must replace the customary cost obsession with uncustomary' value orientation. And that, in turn, depends on each company's addressing and eliminating the beancounter mentality that's rampant in the traditionally managed organizations. (379) You can find beancounters in almost any job, at any level, in any endeavor. Very often they are in charge. They simply don't pay attention to the human aspects of their undertaking except in the most cursory way. (380) . . . far greater leadership involvement and dynamism are called for in the shaping of the organizational structure and organizational dynamics. What is needed is highly involved leaders-leaders who are not micromanaging but who are creating leadership thinking and involvement by everyone, and eliciting stronger motivation and commitment from everyone. 14The world will belong to passionate, driven leaders, people who not only have enormous amounts of energy but who can energize those whom they lead. . ,. leaders must stay in close touch and in tune with those they lead. (381) .. . the most important principle of proactive leadership\nYou go to the front not to issue instructions, but to gain insight and perspective. That cannot be delegated. The best leaders know that. ... to do our job right required personal interaction, not insulated management of an in box and a telephone from the rear. (382) It's my strong belief that in-depth insight into all organizational elements is the foundation for nonintrusive management. It's when leaders do not understand the challengesand the real problems and issues-that they intrude with direction that adds to the problem rather than to the solution. Involvement, immersion, interaction-call it what you will. American management doesn't do enough of it. (384) I knew the more I became a slave to my desk and in box the less well I would do my job. (385) Any bureaucratic entity of forty or more people can stay busy ten hours a day, six days a week, with no inputs and no outputs. (386) ... work is generated to fill the time and number of people available to do it, without any obvious connection to real-world needs. (387) . . . it's a very good idea to start worrying about leadership. What people feel is important. That provides motivation. What people know is important. That provides competence. More than anvthing, you need leaders and leadership, not some pale substitute for both. (388) No matter how you slice it, a team without a leader is a committee. And a team without a leader, a plan, and specific goals is the lost patrol. It is important to keep in mind the three basic management questions: What's the plan? Who's in charge? Compared to what? (389) The Japanese populate their companies with leaders. . . .I'm speaking of the enlightened, caring leadership that is based on full recognition of the profound difference between ordering people and persuading them to make good things happen in an organization. You can order compliance, but you can't order initiative, enthusiasm, and creativity. The power of resistance can always overcome the power of direction. That's what leads to creative incompetence as an art form practiced the world over by those who are not motivated and committed. In fact, you can count on it from the alienated. It's the worst kind of incompetence of all because it is the purest form of squandered potential. (390) . . . it's the caliber of the leadership that sorts out the winners from the losers. Every organization has leadership at work, whether it's called that or not. (391) 15 Mike Loh: One of the mostdominantcharacteristicsalcader must portray in these times is a sense of vision. A vision of where he or she wants that organization to go and what that organization should be thought of. A g\u0026lt;\nx)d leader sets goals, measures progres.s and rewards performance. He or she tries to give everyone a stake in the mission of the organization and its outcome. That's the role of leadership. (393) The reason most TQM programs are lloundering is that TQM is being treated as another management initiative and not as a pervasive change in the leadership style. (394) A wag once said, \"It isn't ignorance that causes the problems in the world, it's what people know beyond a shadow of a doubt that just isn't so.\" (395) An organization not only has a head\nit also has a heart. And the size of the heart depends upon the size of employee commitment to its ideals and goals. Organizational vitality from the bottom up must be built. And it doesn't happen with halfhearted employee support of where the head wants to go.... commitment must not only be on the list, but at the head of the list. Vince Lombardi: The quality of a person's life is in direct proportion to their commitment to excellence, regardless of their chosen field of endeavor. Mario Andretti: Desire is the key to motivation. It is the commitment to an unrelenting pursuit of your goal that will enable you to attain the success you seek. Abraham Lincoln: Things may come to those who wait, but only the things left by those who hustle. (399) It is very difficultno, virtually impossible-to achieve the loftier goals that globalization demands unless the employees at each level, bottom to top, perceive continuous improvement as a benefit and become committed to the goals that produce it. We know that organizational practices and policies directly affect the attitudes of the employees within that organization-and by extension their level of desire and commitment. ... Employee commitment is a largely neglected realm of American management, and within it lies the key to our competitiveness in a rapidly changing world. (400) ... research shows that \"little personal control on the job was the single largest cause of burnout.\" The workers themselves explain that a principal reason for their lack of enthusiasm for higher productivity is the lack of incentive to work harder. (403) We cannot substantially improve productivity when the preponderance of America's workers simply see no benefit in it to themselves. (405) ... unless the employees perceive that productivity and quality improvements will benefit them, directly and tangibly, you can forget the company's productivity improvement plan. It won't work because it lacli the principal ingredient. I find the single largest source of frustration is that femployeesl would like to make more of a contribution than they do now-if practices were changed so they could. (406) I'm convinced most do indeed want to do a good job. (407) 16 Pay-for-Skill-an incentive for workers to increase their job knowledge and productivity. Earned Time Off--Time off is given as a reward for productivity and quality achievements against specific goals. . . . Evidence shows that earned time off rewards, structured properly, can greatly improve productivity and quality. Thus it can help make money, not cost money, in the long run. (410) A willingness to learn from others is a strength, not a weakness. None of us came into this world with full-blown concepts and conditioning. We all learn from others. But some learn lots and some learn little. A willingness to learn from others, and a readiness to adapt to changing circumstances, help set the best companies apart. (418) Some union chieftains-not all-see a vastly diminished role for themselves in a system of performance-reward links. They also understand that benefits traditionally are tied to wage scales, including the retirement benefits, not to wages plus bonuses. That also provides a strong vested interest in perpetuating the status quo. Simply stated, we need new definitions of winning and losing in management and labor relations. These biases and habits are deeply ingrained, and changing isn't easy. (430) But it's high time both management and the unions assessed where they've been and where they're going or we're in for even rockier days ahead. I don't know about the rest of this fractious and contentious world, but that's where America most needs a peace treaty. (431) People believe in opportunity, not equality. Faith in individual effort and reward remains strong. (434) ... if you treat people fairly and justly they will respond in positive ways.... everyone wants to matter. And policies that in effect tell people they don't matter are a big turnoff. ... Conversely, those that make people believe they do matter inspire loyalty and commitment in return. . . . psychic pay greatly outweighs monetary pay. (435) . . . employees want responsibility whether it comes with a promotion or not. Company leaders need to pay lots of attention to the satisfaction index. (436) We pay a big price when common purpose and commitment become the missing ingredients b^ause of shortsighted management policies and practices. ... the work ethic is suffering in America because managers pay too little attention to the worth ethic. (437) Vince Lombardi... was fond of saying there are three key elements to winning in any human endeavor-be it sports, business, or life. The first is talent. The second is discipline. And the third, Lombardi said, is \"You ha\\'e to care for each other.\" And that spirit must come from the top. (438) Winston Churchill\n\"Man often stumbles across the truth, but then gets up and hurries on as if nothing had happened.\" (441) Rosabeth Kanter\n\"Powerlessness corrupts. Absolute powerlessness corrupts absolutely.\" (450) 17Everything I've experienced, and everything I've seen in the best companies, convinces me that success depends on the effectiveness of the management system by which a business operates-including the structure and style that shape its operations. (452) So how do businesses make real improvements in quality and productivity? It requires system changes, and that requires people who are determined to make a change. Obviously it's best if the leader at the very top of the organization sees the need for a holistic TQM approach and leads the charge. But it can also happen from within, starting in one part of the organization. From small acorns grow mighty oaks. Therefore, you can make a difference. You can be a principal catalyst for changewhatever your particular level might be. (4S3) A lot of the barrier to change is in the mindset.... My point is, a lot of the barriers to change are to be found in the minds of those who could carry it out, if only they would. No guts, no change. No guts, no glory. (454) . .. we used an evolutionary' method to bring about revolutionary change... creating models, conditioning people to change, winning converts as we went. . . . it's important to have a clear vision of where you're going--and to share it with everyone in the organization. It need not be a written, step-by-step plan, but the direction and ultimate reorganization goals should be well understood by all. Then you need to get all the employees involved in crafting as well as implementing the new organizational vision. (455) ... no matter how skillfully and humanistically you go about it you can expect some opposition-even a few hard-core pockets of it-as a few protect their turf and the status quo ante with which they are comfortable. You should use logic, example, and persuasion first, and to every possible extent. (You'll find that peer pressure from the majority who like the new approach will help in that regard.) Challenge individuals who are impervious to all that to get all the way in or all the way out. ... organizational transformations must be led, not driven. And companies must go about implementing decentralization in a decentralized way. Relentless pursuit of perfection can begin right away-but can be fine tuned as you settle into the new system. (456) i Once system change is started properly it takes on a momentum of its own. (457) There are not a lot of hard-and-fast rules on how to form the teams. But there are four general rules to keep in mind. First, we're talking about permanent organizational structure, not ad hoc team overlays. Second, the teams should be designed to exercise ownership over a specific product, and each team given adequate authority to carry our that charter. Third, each team should have a leader as the focal point of responsibility. (And the leadership style should create leadership involvement by every single team member.) Fourth, the teams should be small. That's to give content and meaning to the team product and to the relationships, interpersonal and organizational. How big should teams be? Depends on the industry, the company, and the product. In general, they should be kept as small as possibleas few as three or four and as many as fifteen, but no more. i The charter must be defined and the outputs measurable. (458) 18 The Combined Actions That Make Teams Successful T rust them E mpower them A im them M easure them S upport them Above all recognize After training them With wide latitude With objectives and goals For feedback and comparison With backing and resources and reward them to provide a stake in the outcome. (459) I Employees recognize when they are distrusted-and they resent it, as well they should. Moreover, they simply won't accept responsibility (or accountability) without adequate authority to carry it out-nor should they. (460) Therefore, a principal advantage of the team-based approach is that it allows managers to build trust and respect into the system, while also providing for accountability at every level. (460) The key to harmony and efficiency is the smooth integration of the various specialties, at a meaningful team level, and with clear-cut goals. Cooperation stems from giving people reasons and incentives to look at their endeavors in a team context. The functional approach just does not produce the same spirit or perspective. Teams do. They do, that is, if they are installed throughout~as the organizational building blocks. Pseudo-teams don't. Quasi-teams don't. Ad hoc committees (called teams) don't. And cross-functional teams make marginal not primary contributions. (464) Why so little measurement and feedback to be found in American businesses?... It certainly is not because the tools aren't available. And that bias against measurement doesn't benefit the frontline employees, it penalizes them. (465) There's room for quality and productivity improvement in every organization-embedded in all sorts of untapped potential. (467) Adequate factual infonnation is the lifeblood of intelligent decision-making. (469) Measurement of Specific Goals Provides These Important Results I I Focus Objectivity Recognition Improvement Motivation Decentralization Commitment On what is important From the comparisons Of what/where to fix Of the right things To improve the score With cohesion/control From this empowerment and reward process J Each result is important to TQM, and you simply won't get them without means to measure, compare, analyze, and feedback to those doing the work. Also, managers must be given means to track performancefor visibility, coherence, and \"control\"-or they won't even consider empowerment. (472) I The leaders of decentralized organizations realize that when you decentralize you also need means of keeping track. Why? Because they know ) ou can bet your boots it will all get better-bul that it won't get better, and stay better, in all places all the time. Thus, you need means to provide detailed, comparative insight so that you can spot problems and trends in their formative stages. I would add these convictions\nWhen performance is measured, it improves. When performance is measured and compared, it improves further. When 19 performance is measure, compared, and appropriately recognized and rewarded, it improves even more-dramatically more. (473) . I have found that employees will welcome measurement, even champion it, when it works to their benefit and not to their detriment. They even quickly grow to prize it if it's designed and structured as their system, and is used primarily for self-improvement, recognition, and reward. Moreover, if being measured is the price exacted for giving them a level of involvement and ownership they never had before, they can understand that. (474) But achieving quality involves a great deal more than the tools you use. It involves finding out what the customers need, how to design goods and services to respond to those needs, and how to produce them using the proper technology. (477) Experience shows if the top leader will break that mold, the entire organization will swing into step, and will do so with increasing vigor and enthusiasm. (491) Deming Cycle\nPlan-Do-Check-Act. By any name it's a useful tool in creating continuing process-product improvement. (521) Epilogue 1. Build your TQM approach, and its principles, on five system pillars\nProductProcess -Organization-Leadership-Commitment. Product is the focal point for organization purpose and achievement. Quality in the product is impossible without quality in the process. Quality in the process is impossible without the right organization. The right organization is meaningless without the proper leadership. Strong, bottom-up commitment is the support pillar for all the rest. Each pillar depends upon the other four, and if one is weak all are. 2. Firmly establish the character and culture of your organization. Develop the overarching principles. Key them to the human spirit. Ensure they are wholly understood and widely practiced-by all. Give them vigor through insistence, persistence, and consistency. Stress ethical conduct, integrity, and courtesy in all endeavors. The principles flow top down but their power must flow bottom up. 3. Use a decentralized, interactive system that integrates all levels. Organize for the new realities. Centralism is a bankrupt approach. Build a decentralized structure on the teams-outputs-product model Replace the I and My mindset usually found with that of WE and OUR. Foster belief in the rich rewards of teamw'ork, and professionalism. Build strong commitment by all to highest quality and productivity. 4. Organization is the central pillarit influences everything else. Create widespread ownership. Decentralize the authority throughout. Combine authority and accountability. Make that unambiguous to all. Eliminate unnecessary layers. Tear down all of the functional walls. Recast the rules. Streamline the paperwork. Shorten the cycle times. Maintain coherence and control with incentive, not author!tananism. 5. Base the structural building blocks on small teams not big functions. Organize by teams for involvement, agility, and an ownership focus. Keep each team at a manageable size. Provide each its own identity. Every team has a product. Identify it. Dignity it. Celebrate it. Form teams of teams. Clearly identify the interfaces between teams. Provide each team ample authority over iLs own part of the product. 206. Onent employee focu.s and activity to their product, not their job. One's job is self-centered. Build a group-centered product mindset. Define each product in terms of its customer, internal or external. Identify each product sub-element. Identify all involved processes. Create process improvement by measurement, analysis, and incentive. Use the product as the focal point, and rallying point for quality. 7. Place the prime leadership focus on the outputs, not the inputs. Inhibit micromanagement of the inputs. Champion output ownership. Develop output goals iteratively with the teams directly involved. Make the goals understandable, relevant, attainable-and wanted. Provide ample incentive for initiative, ingenuity, and innovation. Create strong desire for continuous improvement in every activity. 8. Keep score, assess, and provide timely feedback to one and all. Measure quality and productivity at varied product/process points. Use quantification benchmarks to judge your progress-and needs. Amplify objectivity through broad use of data, facts, and surveys. Use comparison to bring life to the data and to provide relevance. Use goals and scoreboarding to decentralize and create ownership. 9. Know your marketplace inside out and create strong customer linkage. Continually assess your strength and competitiveness in your niche. Be sure your expertise is suitably matched to each of the products. Pay close attention to the business of your business. Stick to it. Create a product-customer linkage. Assure everyone understands it. Ensure that every decision, every action, is keyed to the customer. 10. Provide a climate of quality which promotes pride and professionalism. Mobilize dedication to highest quality in all things, at all times. Pride is the fuel of human accomplishment. Create it. Sustain it. Make continuous renewal and rejuvenation everyone's responsibility. Calibrate your revisions on the level of motivation and enthusiasm. Quality begets quality. Provide the means, tools, and motivation. 11. Base any and all decisions on the inseparability of cost and value. Get every organizational level involved-from the very bottom up. Provide cost data to teams. Instill value consciousness throughout. Be wary of cuts that affect the quality mindset. Don't disable it. The line cuts the costs not the staff, to ensure value sensitivity. Use quality to drive costs down, not savings to drive quality down. 12. Provide detailed, focused training to employees at every level. On-the-job and ad hoc training are key parts, but are only parts. Formal training is vital for proper quality mindset and know-how. Make all training specific on key principles, methods, and goals. Train all employees at every levelincluding at senior levels. Leaders at all levels must be teachers. Leaders create leaders. 13. Give high priority and pay great attention to the communication flow. On key issues augment the hierarchical flow. Go several layers deep. Talk numbers as well as words. Ensure full comprehension throughout. Replace all inhibitions to upward communication with full openness. Provide the requisite means and adequate incentives to make it work. Listening, hearing, and caring are the catalysts which make it thrive. 14. Work unceasingly to instill common purpose from the bottom to the top. Close the classic management and labor gap. Make leadership seamless. Assure the common purpose is keyed to the product, and the customer. Get all of the employees enthused, and fully involved to support it. Stay in touch and in tune with all of the employees all of the time. Instill in all that commitment from all determines success for each. 21 15. Build the commitment through genuine ownership, and shared success. Emphasize the dignity and the worth of each job and every employee. Make wide use of recognition and reward, for individuals and teams. Make involvement real. Provide the opportunity and the incentives. Make ownership real. The test is if they feel it--and apply it. Provide a clear stake in the outcome for everyone. Share success. 16. Above all, build your total quality management on all five pillars. It's not complicated or mysterious. It need not all be done at once. But it requires actionsnot just words. A slogan is not a system. The system isn't difficult to implement. Start with these principles. The very best companies, worldwide, use them to beat the competition. All who use them reap far greater quality, productivity, and success. A holistic TQM system is a proven answer to the new realities of the 9O's. It will hugely benefit any organization whatever its size or its business. 11 LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 8, 1998 To: Dr. Les Carnine Dr. Kathy Lease Dr. Vic Anderson Dr. Richard Hurley Brady Gadberry Marian Lacey Sadie Mitchell Mark Milhollen Suellen Vann Junious Babbs Dr. Linda Watson Frances Cawthon FROM: SUBJCT: Dr. Bonnie Lesley .'Associate Superintendent for Instruction School Restructuring and TQM In 1992 I wrote the attached article for a Texas ASCD publication. You may find it interesting as we begin to think about the implementation of the Campus Leadership Plan. BAL/adg DOTHEY HEAR WHAT WE SAY? UNDERSTANDING SCHOOL RESTRUCTURING INITIATIVES by Bonnie A. Lesley, Ed. D. Assistant Superintendent for Curriculum Support Services Austin Independent School District Even though educations critics are dismayed at the slow pace of change in schools, we are, in fact, changing at least as rapidly as business organizations as a whole. After all, W. Edwards Deming began teaching the principles of total quality management (TQM) to the Japanese forty years before the first American corporation. Ford Motor Company, invited him to assist in their restructuring in the early 1980s. A decade later-a half century now-most American businesses maintain their old management methods even as their CEOs espouse the need to create new working environments and processes for knowledge workers and even as they continue to lose market share and profits to foreign corporations. Indeed, one of the barriers that schools confront in restructuring is the lingering support for th^ sort and select factory -model school among every communitys power elite. We hear the demand that we change. However, in too many cases, when we start implementing quality principles, we hear even louder, but not that way! Not if it affects my kid! What school leaders need even more than Adopt-A-School programs in this era is for business leaders to help us educate the community-their employees-on the urgency for the transformation of schools, on the understanding that there will be no excellence (quality) without equity, and on the reality that schools, just as businesses, must become more productive or die. Perhaps one reason that the business community is generally so critical of us-and one reason for our acceptance of that criticism-is that neither they nor we have understood that total quality management principles are embedded in every successful school restructuring initiative. Whether the embedding was conscious or intuitive does not matter. What matters is that we in education do the right things and do them right, just as it matters that business do the right things and do them right. As early as the 197O's, when Ron Edmonds first began conducting research on Effective Schools, he was seeking to identify the practices that enabled some schools to be more successful (productive) than others with similar kinds of students. If we look carefully at his identified correlates (and their continuing refinement by Lawrence Lezotte) and then juxtapose them beside Demings 14 principles, we see similarities immediately. Edmonds and Lezotte write about the importance of an instructional focus, collaborative processes, frequent and ongoing monitoring of student progress, effective teaching strategies, instructional leadership, a school climate conducive to teaching and learning, collegiality, high expectations, professional development at the school site, and the involvement of everyone in achieving the school mission. Anyone with a deep understanding of Effective Schools research hears the echoes of Demings exhortations for constancy of purpose, adopting the new philosophy, ending mass inspection, continuous improvement of processes, leadership, eliminating fear, breaking down barriers between staff areas, eliminating slogans and ratings, vigorous programs for organizational development and self-improvement, and putting everyone to work to achieve quality. But we have to know both the TQM principles and the Effective Schools literature to see that they are the same. What happens is that businesspeople lament our ignorance about systems and quality 1 management, and they encourage us to define our customers, engage in processes for continuous improvement, benchmark, and use statistical tools to measure progress toward achieving zero defects. The business worlds vocabulary is foreign to us. It sounds too scientific, too cold for the very complex environment of a classroom of 30 very diverse children with one teacher who must somehow assure their mastery of the curriculum-or at least some of it-when there are so many variables over which she (or he) has little or no control. So the businessperson does not understand that we are attempting to restructure according to quality principles, and we do not understand either. The reality is that all of the major restructuring initiatives are remarkably similar. All involve systemic changes in the guiding theories or beliefs or values, all include the importance of empowerment of teachers through collaborative processes, and the success of all is dependent upon the creation of a true community of learners. Otherwise, as John Champlin says, school-based management may result in a lot of people sitting around sharing ignorance. For instance, Henry Levins Accelerated Schools model focuses on necessary changes in the schools curriculum, instruction, and organization. He emphasizes the importance of unity of purpose, empowerment with responsibility, and building on strengths. The inquiry and planning processes that he teaches reflect his belief in the importance of taking stock or examining data on an ongoing basis and on study, research, piloting, and evaluating. William Glassers Quality Schools are, of course, grounded in his theory regarding the importance of self-responsibility and on the growing imperative that schools be as needs-satisfying as possible since increasing percentages of children do not have their needs met anywhere else. Therefore, he, like Deming, urges us to talk about quality at every opportunity, eliminate fear and coercion, and move toward self-assessment. His theory of lead-management is the collaborative, yet accountable, decision-making that we see in Levins model. We know that both Levin and Glasser are very much familiar with Demings work. The League of Professional Schools, led by Carl Glickman, is a fourth restructuring model that also emphasizes quality principles. Before a school can join the League, the faculty and staff must define its covenant-a statement of beliefs about teaching and learning developed collaboratively and by consensus. The covenant is their constancy of purpose or unity of purpose or grounding theoretical base. They must also write a charter-again collaboratively developed by consensus-that defines their decision-making processes. And, finally, they must commit themselves to critical study. The action research advocated by Glickman equates to Demings insistence on continuous improvement rather than mass inspection at the end of the process, to Edmonds correlate on measurement, to Levins taking stock, and to Glassers self-assessment for quality. A fifth important initiative is Theodore Sizers Coalition of Essential Schools. One of his premises is that the central purpose of schooling is for students to learn to use their minds well. His model focuses on the school level and assumes that the principal and teachers will make decisions and share leadership responsibilities. The Essential Schools staffs participate in continuous, long-term professional development during both the school year and the summer. James Comers developmental model is yet another \\'ariation of the quality theme. The purpose of the school, according to Comer, is to facilitate the childrens cognitive development and the learning of social skills. His collaborative school includes everyone on the staff, parents, and university and/or mental health professionals. Ending the isolation of teachers and forming bonds between university scholars and teachers to create a unity of theory and practice are the goals of his continuous learning program. A seventh approach, more that 20 years old now, is the Outcomes-Driven Developmental Model designed by John Champlin and his colleagues in Johnson City, New York. Champlin knew Glassers work, and he used mastery learning strategies to assure that high expectations became a realitythe purpose. Involvement and collaboration were introduced to create and maintain a healthy organization. And major investments were made from the beginning in training so that the staff would also be empowered by knowledge. Phillip Schlechty has proposed our eighth model, Twenty-First Century Schools. Constancy of purpose for him is values and commitments, and, he says, a major responsibility of leadership is to conceptualize, articulate, and communicate that purpose. Like Deming, he understands that mere involvement or participation by staff is not an end. It is a means by which quicker responses can be made to student needs, and it is the decision-making strategy most likely to produce quality results. Schlechty points out the irony of there being so few schools that organize to develop their staffs for continuous improvement. Ongoing support and training, he says, are an absolute prerequisite for successful change. All eight restructuring models continue to be refined and elaborated upon as our experience with them and the research grows. And the more we learn about how to move toward quality in education, the more our paths may converge with business practices. For instance, Ernst and Young published in 1992 a Best lYactices Report. It identifies conelates, if you will, of quality practices that work best for low-performing companies, for medium-performing companies, and for high-performing companies. Those practices that seem most appropriate for low-and mediumperforming organizations resemble to a high degree the practices-especially the emphasis on training for professional and organizational development- advocated by many reformers. The study also makes clear that benchmarking and abrupt decentralization are only effective in high- performing organizations. (Yet Texas mandates site-based decision-making all at one time for all.) Schlechty recognizes that one of the chief tasks of leaders in a knowledge society is to teach. Our task, then, in not only to teach childrenand their parentsand patrons who are not parentsbut businesspeople as well. We will gain their support and respect if we can help them see how educations leaders have translated the quality management principles for our unique environment. We must also help them-and each othersee that it does not matter whether we subscribe to Edmond and Lezottes Effective Schools, Levins Accelerated Schools, Glassers Quality Schools, Glickmans Professional Schools, Sizers Essential Schools, Comers Developmental Schools, Champlins Outcomes-Driven Schools, or Schlechtys Twenty-First Century Schools. They are all quality models with slight variations, just as business has varying TQM training models. Our pace does appear to be slow. Howex er, five years ago few of us had even heard of TQM or quality schools or accelerated schools. Five years ago, few of us talked about exit outcomes or authentic assessment or interdisciplinary curriculum or brain-based instruction or multiple intelligences. In fact, few of us ever spoke of site-based management or restructuring or flattened hierarchies or customers or empowerment or accountability or capacity-building in the context of schools. We have come a long way quickly. These promising concepts must now be taught to all educators, and we must devote the resources to assure that parents and business people also learn something about them. And somehow we must teach school board members that w'e will never have constancy of purpose unless superintendents can survive much longer than two years in a district and unless decision-making focuses on children, not the politics of adults special interests. We must also teach legislators about quality in education and insist that they stop mandating practices that violate quality management principles and best knowledge about teaching and learning. 3BIBLIOGRAPHY SCHOOL RESTRUCTURING INITIATIVES Accelerating remediation (Jan. 1991). Achieve! An Update on Student Retention Issues. Austin: Texas Research League. Bonstingl, John Jay (1992). Schools of quality: An introduction to Total Quality Management in education. Alexandria, VA\nAssociation for Supervision and Curriculum Development. Champlin, John (1992). Four phases in creating and managing an outcome-based program. Successful schooling for all. Lee Gray and Glenn Hymel, eds. Roseville, MN\n' Network for Outcome-Based Schools. Comer, James (1980). School power: Implications of an intervention project. New York: The Free Press. Conley, David (Feb. 1991). Restructuring schools: Educators adapt to a changing world. Eugene, OR: ERIC Clearinghouse on Educational Management Cushman, Kathleen (Nov. 1992). What works, what doesnt: Lessons from Essential School reform. Horace. 9: 1-8. Deming. W. Edwards (1986). Out of the crisis. Boston, MA: Massachusetts Institute of Technology. Edmonds, Ron (1979). A discussion of the literature and issues related to effective schooling. ERIC Document Reproduction Service No. ED 170 394. Edmonds, Ron (Oct. 1982). Programs of school improvement: An overview. Educational Leaders^p. 40: 4-11. Ernst and Young (1992). Best practices report: An analysis of management practices that impact performance. Cleveland, OH: American Quality Foundation. Glasser, William (1984). Control theory: A new explanation of how we control our lives. New York\nHarper and Row. Glasser, William (1992). The quality school: Managing students without coercion. New York: Harper Perennial. Glickman, Carl (April 1990). Open accountability for the90s\nBetween the pillars. Educational Leadership. 38-42. Glickman, Carl (May 1991). Pretending not to know what we know. Educational Leadership. 4-9. Glickman, Carl (Sept. 1990). Pushing school reform to a new edge\nThe seven ironies of school empowerment. Phi Delta Kappan. 68-75. Glickman, Carl and Lew Allen, eds. (1991). Lessons from the field: Renewing schools through shared governance and action research. Athens, GA: University of Georgia. 5 Guskey, Thomas (Feb. 1990). Integrating innovations. Edueational Leadership. 11-15. Levin, Henry (Winter 1993). Accelerated visions. Accelerated Schools. 2: 2-3. Levin, Henry (Sept. 1991). Building school capacity for effective teacher empowerment. New Brunswick, NJ: Consortium for Policy Research in Education. Levine, Daniel and Lawrence Lezotte (Mar. 1990). Unusually effective schools. Madison, WI: National Center for Effective Schools Research and Development. Lezotte, Lawrence (Jan./Feb. 1993). Creating effective schools today and tomorrow. The Journal for Quality and Participation. 16: 22-30. Lezotte, Lawrence and Barbara Jacoby (1990). A guide to the school improvement process based on Effective Schools research. Okemos, MI: Effective Schools Products, Ltd. Munsey, Donna and Patrick McQuillan (Feb. 1993). Preliminary findings from a five-year study of the Coalition of Essential Schools. Phi Delta Kappan. 486-489. Neuroth, Joann (1992). TQM handbook: Applying the Baldrige criteria to schools. Arlington, VA: American Association of School Administrators. Schlechty, Phillip (1990). Schools for the 21st century. San Francisco: Jossey-Bass FAiblishers. Sizer, Theodore (Nov. 1989). The Coalition of Essential Schools-A partnership formula for reform. Partnerships in Education Journal. 8-9. Sizer, Theodore (1990). The common principles of the Cocilition of Essential Schools. Providence, RI: Coalition of Essentid Schools. Tri bus, Myron (Jan./Feb. 1993). Quality management in education. The Journal for Quality and Participation. 16: 12-21. Walton. Marv (1986). The Deming management method. New York: The Putnam Publishing Company. 6 12 igOUlSi The LRSD Master Plan Components 1. Revised Desegregation and Education Plan 2. Strategic Plan , 3. Campus Leadership Plan 4 4. NSF Project 5. Title I 6. Smart Start 7. CCOE I I IThe ^^StufP They Have in Common 1. Standards (with emphasis on reading and mathematics) 2. Assessment I I I a 3. Professional development (instructional strategies etc.) 4. Accountability for results I I IK: i I I What Matters Most in Improving Achievement (Restructuring Variables that Work) 1. Caring, positive, safe, orderly, nurturing, risk- free, personalized, culturally sensitive learning environments (classroom and school-wide) 2. High expectations for success--both academics and behavior standards/benchmarks 3. Diverse, enhanced, and personalized instruction and assessment 4. Professional learning community for adults (including site-based, data-driven decision making site-based professional development, action research data analysis, AND collective responsibility for results. 9JiPTS'W.T*a::W?j rwr^ .t sisaBumREBReaasxaB!' Implications for Our Work 1. Elementary Leyel * ONE elementary language arts and ONE mathematics program that include the standards assessment, professional development, and 9 accountability expectations of LRSD, Title I, Smart Start, and NSF (math only). I I IJE. \u0026gt;- BEaa!s53srTOr'H(| I WM COMING SOON (Youll be involved): Hi * * * He * Hi K-5 Standards and Benchmarks by grade level Restructured K-3 and 4-5 curriculum plan Restructured Title I program I Professional development options--? days LRSD assessments to measure progress \u0026lt; I Adoption of an instructional framework New quality indicators of school successI I I 2. Middle Level * Middle school program standards  LRSD standards and benchmarks by course, 6-8 * New curriculum aligned with AR Frameworks: Reading and Writing Workshop, 6-8 Research and Writing Pre-AP, 6-8 Mathematics 6 Science 6 Career Orientation, 7 Arkansas History 7 Social Studies 8 Physical Education and Health 6 Expressions! Write On! 7-8 6-8 III I'll I.mill................. I IIlli II. jiiiii i| I ___I. * I New Pre-AP courses in core * LRSD assessments to measure progress * Professional development options for 7 days * Title I at grade 6 s * Adoption of an instructional framework * New quality indicators of school success I I I IB -aas?. kwaaNll !iRC2rns55wxspw?TrnCT?OTSJraD 3. High School Level * New curriculum standards and benchmarks by course * New courses , Physics I, gr^de 9 Several new electives * New emphasis on increasing numbers of students in Pre-AP and AP levels I I * New graduation requirements and new recommended curriculum  Professional development options for 7 daysL.L -5? MsMM * Adoption of instructional frameworkvery important to support new block scheduling in high schools * New end-of-level assessments * New quality indicators of school success 13 LL LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 (501) 324-2131 August 17, 1999 TO: Everyone FROM: Dr. Bonnie LesleSy,b Associate Superintendent, for Instruction SUBJECT: Good Teachers As the children come for a new school year, it is good to remember how very important good teachers are in their lives! Our jobs as administrators are, first, to select the very best ones available. Then we must support their work and both encourage and facilitate their growth and development. I am attaching an essay from Education Week about What Makes a Good Teacher?\" that I think you all will enjoy. I am also attaching a summary of critically important research on How Children Learn. We have paid the fee to reproduce this information, so feel free to make copies for your teachers. We will be using this same research as we develop delivery standards and an instructional framework for the District. Attachments BAL/rcm j i Commentary 34 education WEEK  JANUARY 20,1999 dividual who MW P.rfel.r What Makes A Good Teacher? the classroom. It was the in an extracurricular ac- level of performance that surprised and delighted th ^\"STthird attribute, distinctive character, is the most the tmro ai.i.iiuuv\u0026lt;=, tn the other elusive one, and it gives flavor or t----------- texture to the other This Historian Found 3 Answers-Over and Over Again two. (It is likely 11/ HIV co WUw* ------- , . the attribute that contributes most to memorable teacher.) In al- By Richard P. Traina level of education, there / jec^t What constitutes good teaching. Some years ago, I embarked on an interest- i bU of resetdi in pursuit of an  to ^tllt query. As a historian I deeded e^lore *e autobiographies of P-tTf. ^Thlse lQth and 20th centimes (some 120 oi me \u0026gt; iytn anu __ e enpial. econoinic, tevery question\nmatter being taught. students pil\"che\"^ damental. Where there was ease on the part of the teacher moving around the subject, a dexterity of explanation matter, such that students 1   o ernnd teacher also a memorable teacner.j ui ai- SgSBSSS tragedy overcome, an unabashed passion r subiect ot a way of demonstrating concern for the student (although throwing chalk at^orhugpng a a student are both out- of different social, economic. __mpn and women of dinerent social, , and explication, students could feel the teachers command of the material. That confi- . There was a palpable energy that suffused the competent and caring side of the communication lexicon these days). In any event, there was a palpable energy that suffused the competent and car reteachers whom they valued? dence was a root cause of a students respect for the teacher, opening the teacher, some mark-making quality. teacher. ing teacher, some mark-making quality. I cannot emphasize enough how powerful this combination of attributes was reported autobiographers believed that their hves were changed by such Sachers and professors. K should m to be. The good teacher. I guess memorable teacher. There were I would have to say { three characteristics that were the world differently. in the subject matter,_car^ deeply j^bout student^ deeply ---- These attributes were evi- 'gr^^eS^T^T^el of education or the subject caring character. __________  RichardPdiy^in^dl^^ University in Worcester, Mass. characteristic seemed equally  deeply about each student and about that stu- acTomphshment and growth. In this iMtance it . .. ., I recognizing the student as an in The second caring deeply about dents began with the teacher recojHow Children Learn: What Cognitive Research Tells Us About Effective Instruction Each day, professional fields as diverse as medical science, psychology, and education contribute more to the body of knowledge about how the human brain works. From Piagets research on developmental psychology, to Howard Gardner's theory of multiple intelligences, to the use of MRI and PET scans to examine physical brain activity, our knowledge of human cognition is always expanding. Recently, brain-based learning has become the focus of much attentionand some skepticismin the education profession. This overview of what we know about how children learn does not deal vtith the more controversial claims of brain research\nrather, it focusses on how this latest wave of research contributes to the growing body of useful knowledge about human learning and effective instruction. issue ofThe Informed Educator describes the key understandings that have come out of the cognitive research and explores how educators can use these findings to guide curriculum and instruction. Key Findings of the Research on Human Learning In the last few decades, research on human learning has produced a wealth of new information. Many of the conclusions of this research are inconsistent, but that is the nature of our evolving understanding of human learning. When the cognitive researchers take the additional step of applying their findings to make suggestions for practice and instructional strategies, the resource for educators is even richer. However, these strategies should not be viewed as prescriptive\nrather, the entire body of research is a tool to help develop awareness about the complexities of the teaching and learning process. When we look at the many theories that have come out of the cognitive research, what can we say we really know about the way people learn? The following sections highlight some of the key understandings that have gained wide acceptance, and discuss how educators can use these findings to inform teaching and learning. ** The brain searches for meaning. Whatever else we are as human beings, we have an innate desire for meaning, says Parnell (1996, so). Learners of all ages discover meaning by making connections. Recent cognitive research tells us that the need for developing connections is rooted in the basic functioning of the brain itself. An individual brain cell may be connected to 10,000 or more other brain cells. In simphfied terms, each brain cell receives messages from other cells and decides to pass each message along depending on the amount of electrical charge behind the message. When it finds little or no connection, the message may be 2000 Clarendon Boulevard, Arlington, Virginia 22201  Phone: (703) 243-2100  Fax: (703) 243-5V7I  www.ers.org Copyright  1998, Educational Research Service. Reproduced with permission. \u0026amp; discarded. Every time a person experiencesj some- thing that connects with a previous experience, that experience tends to stick, and something is learned (Parnell 1996). In the classroom, this means that teachers should\n Build curricula around what students already know. If facts are presented as part of a larger picture and associated with past learning, the brain  Provide a great deal of input, allowing the learner to construct patterns. Della Neve, Hart, and Thomas cite sparks as one way to increase input. Sparks are presentations by staff members, people from the community, or students on virtually any topic that is real and of interest (from collecting seashells, to repairing shoes, to making bread). is more likely to remember them (Bruer 1997).  Encourage students to talk about material in an 1 if I i j .V I 1 i I  Create meaning by linking information to real- life experience. IVhen possible, connect information to other personal associations (Jensen 1996).  Give students choices about what they learn so that they can choose what is most relevant to them.  Use meaning-making activities such as journal writing. For example, at the end of each lesson, students may write down what they learned, how the learning relates to what they already know, and how they can use this information in the fii- ture (Sousa 1998).  Embed learning activities in actual productive uses. For instance, students may use their language abilities by making signs for an event or by reading in preparation for a visit by an author.  Use stories, complex themes, and metaphors to link information and understanding.  Create interdisciplinary curricula, or find times when it is possible to address one topic across disciplines. The brain resists assimilating isolated bits of information\nit prefers to integrate information by recognizing and incorporating patterns. Meaning is also created by identifying patterns. The brain resists assimilating isolated bits of information\nit prefers to integrate information by recognizing and incorporating patterns (Caine and Caine 1995\nDella Neve, Hart, and Thomas 1986). What can teachers do in the classroom to take advantage of the brains preference for patterns? unstructured way, discovering on their own how each piece of the puzzle fits into something larger (Jensen 1996). 5* The brain is a complex system. The brain is a system of thoughts, emotions, imagination, and physiology that constantly exchanges information with its environment. As a parallel the brain is able to perform many functions processor, the brain is aoie ro pawuu simultaneously (Caine and Caine 1994). Research by neurologist Harold Chugani explains that a myriad of brain activities are possible because of connectiotis between trillions of neurons, representing potent! pathways that an electrical impulse may travel. mation broken up into small chunks, with supplied answers at every turn, does not take advantage o pathways that an such complexity (Nadis 1993). What are the implica- tions for teaching and learning? Schools should.  Immerse students in complex experience. Rich sensory materialssuch as music, field trips. books, and reproductions of fine artentice comi iplex thinking (National Education tion 1997). -2- Associa-  Avoid imposing artificial time limits on karning. Schedules should reflect the actual time it takes a student to complete a task, while maintaining sense of coherence (Caine and Caine 1995). a  Allow learning to follow its own course. Recog nize that the brain does not always take bgicd steps down one path, but can go down a hundred paths simultaneously. With varied experiences, students make connections and extract patterns, absorbing and retaining a great deal incidentally (Della Neve, Hart, and Thomas 1986).  There are many ways to be intelligent. Intelligence is multifaceted, defjdng measurement on an IQ_test. Howard Gardner originally identified seven basic types of intelligencelinguistic, musical, logical-mathematical, spatial, bodily-kinesthetic,taucaiionai Kesearcri service interpersonal, and intrapersonal^but he and other researchers acknowledge that there are more (Black 1994).This understanding suggests that teachers should:  Bring different kinds of intelligence to traditional subjects. Whether teachers link music to math or visual art to biology, the key is to tap into the many ways students learn.  Promote self-directed learning, in which students ask researchable questions\nidentify varied resources\nand initiate, implement, and bring closure to a learning activity. Regardless of the focusstudying the nesting habits of local birds or I F -these projects draw on solving a mock crimi numerous intelligences (Campbell 1997).  Teach students about the theory of multiple intelligences, and then ask them to think about which intelligences they use during different activities (Greenhawk 1997),  Provide choices so that students can pursue individual interests using individual strengths.  Allow aU students to express visual, tactile, emotional, and auditory learning preferences in response to multifaceted teaching. f [ ** Learning is an emotional activity. Emotions often serve as a link for retrieving information and enhancing long-term memory. If we recall an event from years ago, most often there is some emotion attached to it (McClanahan 1998). Research indicates that adrenaline, a hormone released by the adrenal gland when emotions are aroused, activates the amygdala, which then sends a message to the rest of the brain: This information is important. Remember it!\" (Paulus 1997,11). The amygdala can also be activated by harsh criticism, sending messages of threat to the rest of the brain\nthe resulting release of chemicals causes the body to fight, flee, or freeze (Jensen 1998). In general, how a person feels in a learning situation determines the amount of attention he or she devotes to it. Students need to have an emotional connection to their work, their peers, and their teachers (Sousa 1998). How can educators use this knowledge to improve instruction? They can:  Create a comfortable, nonthreatening climate. Anything that students might interpret as punitive, critical, or threatening may adversely affect learning (Della Neve, Hart, and Thomas 1986).  Engage students personally through the use of journals, discussion, sharing, and reflection. If there is a significant current event that may have personal meaning for the students, ask them to talk or write about it.  Use theater and dramaideal forums to engage the emotions. In general, how a person feels in a learning situation determines the amount of attention he or she devotes to it. V Learning is a social activity. Learning is heavily influenced by the interaction of the individual with the larger social environment. Our minds respond to interaction with others, in part because these situations often engage emotions, as discussed earlier. What are the implications for the classroom? Teachers can:  Create a classroom atmosphere in which students interact comfortably and see themselves as part of a learning community.  Look for opportunities for students to work in small-group settings.  Use peer tutoring. Metacognitive skills enhance learning. Effective learners do more than acquire knowledge of facts and concepts. They have an awareness of how they are learning and use it to monitor their own thought processes and to change their approach to fit the situation or activity (Bruer 1997). Some researchers argue that teaching thinking skills, learning strategies, problem solving, and creativity can make a difference as fundamental as how the brain itself works (Languis 1998,46). Metacognition involves being aware of ones strengths and weaknesses as a learner. What are the implications for teaching?  Recognize the importance of teaching students metacognitive strategies.  Involve students in discussions of their learning process and problem-solving strategies. By listen- -3- ing to students think out loud, teachers can recognize what specific understanding a student is missing, and then help the student obtain it (Bruer 1997).  Thematic, Integrated Curriculum There are many ways to organize learning around themes. Most of them require more teacher common preparation and effort than the tradition , su ject based curriculum. Yet, cognitive research clearly 1 Si Some researchers argue that \"teaching thinking skills, learning strategies, problem solving, and creativity can make a difference as fundamental as how the brain itself works.  supports the integrative approach. Marlin L Languis, 1998 As Walker writes, While subject-bound education treats students as passive receptacles, requiring them only to feed back fragments of skills and facts given them, integrative education promotes the construction of broad mental programs that require students to use skills and information in new, reahstic contexts (1995,1). Such an approach creates the expectation in students that there are connections to be made\nconnections with upcoming ideas in the same course, wth other courses, and with out-of- school settings (Perkins 1991). This process takes  Early learning is crucial. Brain research indicates that an important window of opportunity for learning occurs in the first few years of life (Seebach 1998\nJensen 1998). For instance, neurologist Harry Chuganis research demonstrates the rapid growth of the auditory cortex, claiming that by the childs first birthday, the auditory cortex is mapped\" (Shore 1997). While educators _ such as John Bruer (1997) take issue with some of the theories developed in the field of infant neuroscience, virtually all researchers do agree that this is an impor- tant time in human development. School leaders can take advantage of this knowl- the readiness of\ndge by finding ways to help increase t-j - - J X children who enter kindergarten. They can reach out families during the preschool years through alliances with local social service agencies, creating pro- to educate parents about the importance of grams to educate parents aoout uic early learning and what parents can do to give their children the best cognitive start (Shore 1997). \"ly learning and what parents Practices Supported by Cognitive Research When one considers the basic principles and understandings discussed above, it is clear that many current instructional approaches are compatible with understanding of how the human brain our current works. Several examples are discussed here. advantage of the minds continual search for meaning. l/Cooperative Learning The term cooperative learning is used to descnbe a variety of instructional strategies are in which students placed in small groups, working together achieve a common to goal (Little Soldier 1994). Much research has suggested that cooperative learning be effective\nour knowledge of cognitive research fillfill the suggests why. Working in groups can can human need for social interaction and can cultivate emotional responses in students. In addition, each students role in contributing to the group and working toward a common goal creates a powe purpose for individual learning (Jensen 1998, 33).  Block Scheduling Longer teaching periods may be conducive to teaching to the complex brain. Teachers have time to introduce a new topic with hooking activities, exciting demonstrations that stimulate questions in each student. More time is available to make connections to teal concerns, leading to higher levels of student motivation (Fitzgerald 1996). Many different instructional approaches can be used in one period, calling on a variety of intelligences. The Learning Cycle Approach This popular approach in science Instruction (exploration, invention, and application) has been demonstrated by research to result in higher content -4-tducationai Kesearcn service ! i I i I i achievement, improved thinking skills, and better attitudes toward science (Gabel 1995,124). Our new understandings of how the mind works help to explain its success. During the first phase of the Leanung Cycle Approach, students explore new materials and ideas vrith minimal guidance, raising questions about the phenomena being explored and identifying patterns of regularitytwo practices that reflect the brains quest for meaiting. In the invention phase, terms and concepts are introduced that explain the patterns discovered in the exploration phase. In the application phase, students apply the terms and concepts to new situations, thus learning to generalize in a broader context, once again nurturing the brains need to construct meaning (Klosowski 1998).  Establish a safe emotional climate where risktaking is the norm, and where students feel that wrong answers are as much a part of learning as right answers. Specific strategies include tapping into the emotional intelligences of the learners and organizing diverse smaU-group work.  Create a rich learning environment, resembling a childrens museum. Use enticing presentations of science equipment, art supplies, or computers to stimulate curiosity. Create mini-environments that facilitate a variety of activities, including one-on-one interactions between students and between the teacher and the student. quiet reflection, and learning centers. Sensory input music, print materials, visually appealing bulletin boardscan also engage the students interest. Teaching Higher-Order Thinking Skills The human brains capacity to act as a parallel processor and function on many levels at once helps to explain why higher-order thinking is an important part of the effective curriculum. Asking thoughtprovoking questions or requiring students to explain their reasoning can encourage learners to make connections between past and new learrting, create new neural pathways, strengthen existing pathways, and increase the likelihood that the new learrting will be consolidated and stored for future retrieval (Sousa 1998). Nummela and Rosengren explain that traditional methods of teaching are similar to giving students a Establish a safe emotional climate where risk-taking is the norm, and where students feel that wrong answers are as much a part of learning as right answers. Robin Fogarty, 1998  Teach the mind-tools and skills of life. These run the gamut from communication skills neces- single route to reach a destination, while teaching methods that take advantage of the brains capacity for complex problem-solving are more similar to giving students a map offering many possible routes to reach a destination. Route learning is quicker, and easier to test, but contains far less information than maps (1998, 85). sary in any social environment to skills needed to program computers. Specific skills might include critical thinking (prioritizing, comparing, and judging)\ncreative thinking (inferring, predicting. and generalizing)\nsocial skills (team leadership and conflict resolution)\ntechnological skills (key- Putting It All Together in the Classroom Research has much to teU. us about how children learn and what instructional methods are most effec- tive. Yet, educators still face the task of constructing UVC. iCL, tuuuaivio ouu ------------------ classroom environments that take advantage of this knowledge. Fogarty (1998) sets forth eight guidelines for the intelligence-friendly classroom. boarding and searching the Internet)\nvisual skills (painting and sculpting)\nand performance arts (dancing and acting).  Develop the skillfulness of the learner. Student skills are developed through mediation, practice, coaching, and rehearsal. Skill development occurs through formal teaching structures, such as direct Instruction, as well as through independent readings and research and through the dialogue of peer coaching and mentoring.  Challenge students with hands-on learning opportunities and lab-like situations, real-life expe- -5-w Educational Research Service i i i [ I ! k t riences that invite the learner to become an integral part of the process.  Involve many facets of intelligence. It is not necessary to include all eight intelligences in every lesson, but teachers might reasonably try to ery lesson, dul leacncrs iiugiii incorporate several different ways of understanding in any given assignment. For example, working on a school newspaper requires that students interview (interpersonal), write (verbal), design and lay out (visual), and critique (logical).  Transfer learning from the public arena to the personal through reflection, making learning meaningful and relevant. Possible tools for reflection include reading-response journals, in which the reader writes a personal, immediate response to what has been read, and learning logs, which record thoughts, comments, and questions prior to or following an experience.  Balance traditional assessment measures with portfolios and performance assessments. In addition to letter grades, use portfolio assessments (on collections of students best work) and performance assessments (on speeches, presentations, plays, concerts, etc.). An Intelligence-Friendly School Environment: Role of the Principal The instruction that goes on in classrooms will be most effective when it is supported by a total school environment, which can be established only with the support of the principal. David Sousa outlines steps take to bring about changes that principals can in school climate that are compatible with cognitive research.  Strive to provide students with a safe, emotionally warm climate in which to learn.  Encourage teachers to take appropriate risks with their curriculum and to challenge students with lessons requiring critical thinking.  Facilitate the development of alternative ways of assessing students that are more reflective of the kinds of meaningfill, multi-faceted learning fostered in intelligence-friendly classrooms.  Provide frequent opportunities for sharing among teachers about ways they have found to join classroom practice to research.  Establish and maintain a staff development program that will keep teachers abreast of current cognitive research. Another key role for the principal is supporting the development of materials for parents of preschool children, such as informational brochures rei\ngarding infant learning, health, and nutrition, and their implications for parenting. Principals are in a unique position to estabhsh partnerships between elementary schools, preschools, and parents to better prepare children for elementary education. Summary Today, we know more than ever about how human beings leam. Our challenge is to change schools to incorporate what we know. The cognitive research has implications not only for curriculum and instruc tion, as discussed in this summary, but also for school organization, assessment, and other important areas of public education. This does not mean taking the new findings of brain research, or neuroscience, so seriously that they curricula. Educational prescribe teaching methods or new theories are often programs based on unproven viewed as gimmicks by both educators and the public. But a healthy skepticism about these findings should not blind us to the fact that they may make a valuable addition to a solid foundation of knowledge about human learning that has been built over the last three decades. The research on human cogmtion provides valuable information that educators can use to develop effective instruction based on the learning needs of students. As Judy Lloyd Yero writes. True brain-compatible education should be an on-going and flexible process of trying to find the most natural and enjoyable approaches to on an increased under- teaclung/learning based standing of the brain/mind (1998,1). -6-cuucawoiiai rsesearcn service 1 1 r I I i si S I II 4 r I i IS References Armstrong, Thomas. 1994. Multiple Intelligences in the Classroom. Alexandria, VA\nAssociation for Supervision and Curriculum Development. Black, Susan. 1994. Different Kinds of Smart. TheExec- utive Educator (January 1994)\n24-27. n Bruer, John T. 1994. How Children Learn. The Executive Educator (August 1994)\n32-36. Bruer, John T. 1997. A Science of Learning. The American School Board Journal (February 1997)\n24-27. Caine, Renate Nummela, and Geoffrey Caine. 1994. Making Connections: Teaching and the Human Brain. Reading, MA\nAddison-Wesley. Caine, Renate Nummella, and Geofttey Caine. 1995. Reinventing Schools Through Brain-Based Learning. Educational Leadership (April 1995)\n43-47. Caine, Renate Nummela, and Geoffrey Caine. 1998. How to Think About the Brain. The School Administrator (January 1998)\n12-16. Campbell, Linda. 1997. Variations on a Theme\nHow Teachers Interpret MI Theory. Educational Leadership Kovalik, Susan, and Karen Olsen. 1993. What Is the Best Available Knowledge About How the Human Brain Learns? Quality Outcomes-Drive Education (October 1993)\n13-16. Kovalik, Susan and Karen Olsen. 1994. ITI: The Model. Integrated Thematic Instruction (Third Edition). Kent, WA\nBooks for Educators. Languis, Marhn L. 1998. Using Knowledge of the Brain in Educational Practice. NASSPBulletin (May 1998). 38-47. Litde Soldier, Lee. 1994. Here's How: Cooperative Learning: From Theory to Practice. Alexandria, VA\nNational Association of Elementary School Principals. McClanahan, Anita. 1998. Brain Research Informing Classroom Practices. Early Childhood. Western Oregon University. Online, www.tr.wou.edu/train/ (September 1997)\n14-19. Conant, Beth. 1998. Learning\nWhat Weve Learned.  Online, www.nauticom.net/www/cokids/ articleleaming.html. Della Neve, Charmaine, Leslie A. Hart, and Edgar C. Thomas. 1986. Huge Learning Jumps Show Potency of Brain-Based Instruction. Phi Delta Kappan (October 1986)\n143-148. DiCresce, Amy. 1997. Brain Surges. Online, www.med. wayne.edu/wmp97/brain.htm. Fitzgerald, Ron. 1996. Brain-Compatible Teaching in a Block Schedule. The School Administrator (September 1996)\n20-21, 24. Fogarty, Robin. 1998. The Intelligence-Friendly Classroom. Phi Delta Kappan (May 1998)\n655-657. Gabel, Dorothy. 1995. Chapter 9\nScience. In Handbook cf Research on Improving Student Achievement, Gordon Cawelti, editor. Arlington, VA\nEducational Research Service. Gardner, Howard. 1993. Multiple Intelligences: Theory into Practice. New York\nBasic Books. Greenhawk, Jan. 1997. Multiple Intelligences Meet St^- dards. Educational Leadership (September 1997)\n62- 64. Hoerr, Thomas R. 1997. Frog Ballets and Musical Fractions. Educational Leadership (September 1997)\n43- 46. Jensen, Eric. 1996. Brain-Based Learning. Del Mar, CA\nTurning Point Publishing. Jensen, Eric. 1998. Teaching with the Brain in Mind. Alexandria, VA\n/Association for Supervision and Curriculum Development. Klosowski, Lyn. 1998. To What Extent Is the SCIS 3 Science Curriculum Compatible with Brain Based Learning? Online. http\n//essc.calumet. purdue.edu/ Activity%20Science%20Research/Research%20HP. spring98/htm. Nadis, Steve. 1993. Kids Brainpower\nUse It or Lose It. Technology Review (November/December 1993)\n19- 20. National Education Association. 1997. Inside Scoop\nThe Latest on How the Brain Works. NEIA Today (April 1997)\n17. Nummela, Renate M. and Tennes M. Rosengren. 1988. The Brains Routes and Maps\nVital Connections In Learning. NASSP Bulletin (April 1988)\n83-86. Parnell, Dale. 1996. Cerebral Context. Vocational Education Journal (March 1996)\n18-21,50. Paulus, Norma. 1997. Students Need Emotional Response to Learn. State Education Leader Vol. 15, No. 1 (Winter 1997)\n11. Perkins, D.N. 1991. Educating for Insight. Educational Leadership (October 1991)\n4-8. Seebach, Linda. 1998. Brain Research Cant Guide Education. Online, www.worldafricarmet.com/hfe/ lifel400.html. Shore, Rima. 1997. Rethinking the Brain: New Insights into Early Development. New York\nFamilies and Work Institute. Sousa, David A. 1998. Brain Research Can Help Principals Reform Secondary Schools. NASSP Bulletin (May 1998)\n21-28. Sylvester, Robert. 1995. A Celebration of Neurons: An Educator's Guide to the Human Brain. Alexandria, VA. Association for Supervision and Curriculum Development. Sylvester, Robert, and Joo-Yun Cho. 1993. What Brain Research Says About Paying Attention. Educational Leadership (December 1992/January 1993)\n71-75. Walker, Dean. 1995. NAESP Research Roundup:Integrative Education. Vol. 12, No. 1. Alexandria, VA\nNational Association of Elementary School Principals. Willis, Scott. 1992.yfSCD Curriculum Update: Teaching _ Thinking. Alexandria, VA\nAssociation for Supervision and Curriculum Development. Yero, Judy Lloyd. 1998. Brain Compatible Learning. Online.www.funderstanding.com/messages/375.html. Young, Andrea C. 1997. Higher-Order Learning and Thinking\nWhat Is It and How Is It Taught? EducationalTechnology (July/August 1997)\n38-41. -7- 11For More Information on Cognitive Research and Instruction More in-depth information about cognitive research and instruction is available from the Educational Research Service in ERS Info-Files. Each Info-File contains 70-100 pages of articles from professional journals, summaries of research studies, and related literature concerning the topic, plus an annotated bibliography that includes an ERIC-CIJE search. Base price per Info-File-. $32.00. ERS Comprehensive subscriber price: $16.00. ERS Individual subscriber price: $24.00. To order, contact Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201. Phone: (800) 791-9308. Fax: (800) 791-9309. Add the greater of $3.50 or 10% of total purchase price for postage and handling. Phone orders accepted with purchase order number or Visa or MasterCard. ERS Info-Files on related topics include:  How Children Learn^Presents current research from neuroscience on how the brain works and the implications for learning, teaching, and curriculum. Articles also address brain-based learning, learning styles, and left/right brain hemisphericity. #IE-0343.  Multiple IntelligencesCovers programs, curricula, teaching methods, and research results applicable to the seven intelligences identified by Harvard psychologist Howard Gardner. #IE-0130. ) 4 The Informed Educator Series Educational Research Service prepares the publications in The Informed Educator series to provide busy education leaders with condse, yet comprehensive overviews of the most current research and information on topics of priority concern in education. 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Fax: (800) 791-9309.14 I S'* K ll l' i LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 September 27,1999 I I 'J f ( i. I I TO\nFROM\nSUBJECT\nPrincipals Dr. Bonnie Lesley\nAssociate Superintendent for Instruction School Reform 1 J The evidence continues to emphasize a few essential components for successful school reform. The attached article (provided to me by Mona Briggs) outlines the following six\n1. A strong research-based literacy curriculum HIPPY, ages 3-4 Four-Year-Old Program expansion ELLA, grades K-2 Effective Literacy, grades 3-4 Reading/Writing Workship, grades 5-8 High School Literacy - stay tuned etc. 2. A significant extra help components After-school programs Tutoring and mentoring Title I programs Summer School ALC and ACC Language Arts Plus etc. 3. A focus on smallness Middle school teams . Weve provided high \u0026amp; middle school principals a lot of information etc. I i i il 1 I I i ! i' i i i I i 1 I I i ISchool Reform - Memo September 27,1999 Page Two I I *\n4 A commitment to parental outreach and community building Parent-School Compacts - elementary and middle schools Title 1 Parent Programs Collaborative Action Team (CAT) VIPS Mentors Parent-Teacher Conferences Communities in Schools PIEs Vital Link Child Development Program (grant proposal) PTA Membership CLT inclusion of parents and community etc. d 5. An ongoing, schoolwide program of social skills development Conflict Resolution Peer Mediation Student Handbooks Parent Education Classroom Management training for teachers etc. I 6. A comprehensive, sustained staff development program  Urban Professional Development Initiative, UPDI  NSF training  Literacy training . CLT/Principals/Broker training  Prejudice reduction/cultural diversity training etc. You are encouraged to explore the resources listed in the articles bibliography. BAL/adg Attachments iE/! . . . Risk to Excellence\nPerspec...to Reform a Low-Performing Schhttp'.//www.ed.gov/offices/OERI/At-...sletter/sprmg99/Perspectives.html I prom At-Risk to Excellence - Spring 1999 \u0026lt;5- a 5 Perspectives: What Does It Take to Reform a Low-Performing School? 1 sr I The first in a series of viewpoints on current topics I .y I I I I I This article represents the perspectives of Susan Talley, a research analyst in the National Institute on the Education of At-Risk Students. Susan's work with the Department over many years has focused on educational research and development programs to improve achievement for urban, inner-city students. For the past 6 years, she has provided assistance related to promising research-based practices to key personnel in the District of Columbia Public Schools. The article discusses the six critical elements Susan has concluded must be present in a school reform model to turn around low-performing schools. Three decades of research on school reform has led to the identification of four basic elements that students need from their schools\nrelevant schoolwork, a nurturing and supportive environment, opportunities for academic success, and help with personal problems. Unfortunately, studies of schooling for students at risk of academic failure demonstrate that schools often fail to address the special circumstancesincluding economic, family, community, ethnic, and racial status^that characterize students placed at risk (Natriello, McDill, \u0026amp; Pallas 1990). I I I I i The challenges that low-performing schools must address are substantial. It is not uncommon for 80 percent or more of the students in such schools to be performing significantly below grade level and living in poverty and conditions that are inhospitable to healthy child development. For these schools, a reform model must encompass elements to meet student needs that might not be prevalent in other schools. 7 I e I ( Based on close examination of school reform models funded by this Institute and the research associated with those models, the author conclu\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_352","title":"Compliance hearing exhibits, ''Writings on Program Evaluation-Grant Funded Projects,'' Volume I","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","Education--Finance"],"dcterms_title":["Compliance hearing exhibits, ''Writings on Program Evaluation-Grant Funded Projects,'' Volume I"],"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/352"],"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'WRITING ON PROGRAM EVALUATION' -GRANT-FUNDED PROJECTS VOL. 1 OF 2Writings on Program EvaluationGrant-Funded Projects 2P* Century Community Learning Centers (grant-funded project) 1. Grant Performance Report, Year One, 1998-99 2. Annual Performance Report, 1999-2000 3. Annual Performance Report, 2000-01 Safe Schools/Healthy Students (grant-funded project) 4. Grant proposal to United States Department of Education for funding for the Safe Schools/ Healthy Students project 5. Grant Performance Repo Jan. 30, 2001 Carnegie High School Reform Plarming (grant-funded project) 6. Grant proposal to the Carnegie Foundation to fund a plarming year for high school reform 7. ^50 Study Circle Action Forum Report on Issues and Suggestions, March 1, 2001 53/ Accelerated Learning Center 8. Application for a Charter School Planning Grant (see p. 3 for Justification of the need) 9. Magnet Program.rGrant Proposa.! tn United Sltatpx lYyartmp.nt pf Education . .,If Copy Little rock LEADERS 21 ST Century Community LEARNING Centers Grant Performance Report Year One PERFORMANCE REPORTING PERIOD: 07/01 /98 - 03/25/991 2 Little Rock L.E.A.D.E.R.S. - A Community Learning Centers Project Project Evaluation for 1998-1999 1 1 1 Summary Little Rock LEADERS (Literacy Education, Academic Development, Educational 1 Resource Services) provides youth and adults with educational and social services at two high-profile locations in southwest Little Rock: McClellan Community High School and the Cloverdale campus which houses Cloverdale Junior High Academy as well as Cloverdale Elementary School. 1 1 I- The primary focus of activities is on improved academic achievement for youth. LEADERS programming and other district initiatives are aligned with the distncts strategic, and revised desegregation and education plans to maximize academic support for low performing students. In addition to the academic programs other youth programming includes\n2 Cool 4 School Summer Day Camp, junior high after-school cultural enrichment, K-6 Tutorial recreation, employment preparation training, and community service projects. Medical and mental health services are provided to students and their families. For adults, GED and skills training opportunities are available. J 1 Status During the first year of the project emphasis was placed on the academic program components. Specific objectives are listed on pages 14 and 15 of the proposal narrative.1 I I 3 Evaluation procedures for this project are designed to assess 1) implementation of program strategies and 2) impact of program strategies on participants. Implementation of program strategies is described in the process evaluation section. Impact of program strategies is described in the outcomes evaluation section. I  Process Evaluation S' I The program strategies, services and opportunities addressing the needs of 1 students at risk of educational failure, are tracked through a process evaluation consisting of three components: 1) participant profiles, 2) program attendance records and 3) activities records. . \" Participant Profiles. Participant profiles record who participates in the LEADERS activities. A profile is created for each participant as he or she enters the 1 program. The profiles contain basic information including name, address, school attended, r . I I other demographic information, and information concerning the specific program activities in which each participant is involved. Total numbers of participants across the LEADERS project and participant demographics are described below. h After-school Programs Profile forms were collected for 410 participants \u0026amp;om October 1998 through March 1999. These youth range in age firom 5 to 18 years and represent grades K through 12. The youth participate in programming at two different sites: K through 6* grades and 7' through 9* grades at Cloverdale Elementary/Junior High Campus\nand 10^ through 12* grades at McClellan High School. I II I I I4 Graphs 1 and 2 below detail age and grade information. Table 1 contains the number of participants by program. Graph 1 21st Century Community Learning Center Participants by Age October 1998-March 1999 60 S' 60 S 'J p .9 0. 15 p E 40 30 20 10 ijSSi 29 34 bl' K 'i'- 2  S- 32 - i Ta 10  11 12 13 14 15 16 17 ' 'Xi 10 A w 0 5 6 a?: kBH* w 9  7 e 9 4a * \u0026gt; i AGE J J Graph 2 21st Century Community Learning Center Participants by Grade October 1998-March 1999 60 I i J2 c ro o 50 40 co 0. *B so so 44 63 O ,W.A 46 n 27 26 1 e z M 20 10 24 13 ' k. 10 11 14 12 0 K 2 s 3 5 6 7 6 GRADE -J i5 j Table 1. 21\" Century Participants by Progra\nm October 1,1998March 25,1999 Cloverdale Elementary Cloverdale Junior High School_______________ McClellan High School TOTAL TOTAL 202 128 80 410 ?? \u0026amp; Males make-up 213 or 52% of the participants while 196 or 48% of the i participants are female. African-Americans account for 373 or 91% of the LEADERS participants, 18 or 4% are white, and the remaining 5% were youth of other races or youth who did not designate their race. _____ _--------- 1 Although programming occurs throu^ three programs located in southwest Little i I  Rock, participants attend 33 different schools in central Arkansas. The majority of the youth, however, attend the project schools. Thirty-two percent of the LEADERS participants attend Cloverdale Junior High\nalmost 23% attend Cloverdale Elementary school\nand about 20% attend McClellan High School. The youth participating in the LEADERS program live in neighborhoods across Little Rock. Participants home addresses fall in 13 different zip code areas. Most of the youth live in the areas surrounding the community school sites. Almost 68% or 278 youth live in the 72209 sup code that contains most of southwest Little Rock, which is a large area. Eleven percent live in the 72206 zip code and just over 9% live in zip code 72204. Transportation is an issue for participants even for those residing in southwest Little Rock. Consequently, over 54% or 223 participants rely on bus transportation. it 6 Program Attendance and Activities. Daily attendance is recorded at each of the three LEADERS programs. These data are used to assess attendance patterns and the daily contact hours participants have with the programs. A contact hour equals one hour of programming per participant. The daily attendance numbers represented in the charts below equal the daily number of contact hours youth have with the programs. Attendance 1 is described on a program by program basis. After-school Programs The Cloverdale Elementary after-school program provides tutoring each Monday, Tuesday and Thursday in four hourly sessions from 4:00 to 8:00 p.m. Two hundred and two different youth participated in elementary tutoring.^The number of participants in any 1 i J one session ranged from 1 to 42. Each participant receives one hour of tutoring per day. From October 1, 1998 through March 25,1999, elementary students completed a total of 3,459 hours of tutoring. The average daily attendance over this six-month period was 28 students for the 4 to 5 p.m. sessions\n11 students for the 5 to 6 p.m. sessions\n6,students for the 6 to 7 p.m. sessions\nand 20 students for the 7 to 8 p.m. sessions. Table 2 contains a breakdown of daily participants/hours by session time and month. Table 2. 21 Century Elementary School Program Attendance/Hours October 1,1998March 25,1999__________ Month[ Session Time Oct Nov Dec Jan Feb March Total 4:00 - 5:00 335 321 205 206 210 428 1705 5:00-6:00 143 96 62 73 126 144 616 6:00-7:00 54 66 50 62 61 70 363 7:00-8:00 TOTAL 154 129 137 148 74 105 747 686 612 454 489 471 747 34597 The junior high after-school program at Cloverdale provides tutoring from 4:00 to 5:00 p.m. on Tuesday, Wednesday, and Thursday. Programming began on October 20, 1998 and data for this report was collected through March 25,1999. One hundred and twenty-eight different junior high students participated during this five-month period. Daily attenHance ranged from 1 to 59 participants. As with the elementary tutoring, each participant receives one hour oftutoring pef day. The total number of tutoring hours for junior high Students was 1,943 from October 1998 through March 1999. The average daily attendance was .3. Table 3 describes the monthly numbers for program attendance and tutoring hours. Table 3. 21 Century Junior High Program Attendance/Hburs October 20,1998March 25,1999 I October November December January February March Total TOTAL 165 405 234 423 362 354 1943 After tutoring each day, LEADERS participants in the junior high program completed activities in the following personal development areas: Drama, art, gymnastics, computers. Ladies of Elegance, English as a second language tutoring, dance, and gospel choir. From the start of the program in October 1998 through March 1999, youth participated in over 1,900 program hours in these areas. The McClellan High after-school program provided tutoring to 80 youth from October 1, 1998 through March 23,1999. Daily attendance ranged from 1 to 33 8 participants, and the daily average was just over 15. As with the elementary and junior high programs, each participant received one hour of tutoring per day. High school students had 715 hours of tutoring during the six-month period from October to March. Table 4 breaks down these numbers by specific subject areas. Table 5 provides information on tutoring attendance/hours by month. Table 4. 21 Century High School Program Attendance/Hours of Tutoring by Subject Area October 20,1998March 25,1999___________ I Algebra 2_________________ Geometry/Lower Level Math Science^______________ English/Social Studies Trigonometry/Upper level Math_____________________ General Studies__________ Total 1 I- TOTAL 197 106 66 140 66 140 715 Table 5. 21 Century High School Program Attendance/Hours October 20, 1998March 23,1999 1 October November December January February March Total TOTAL 244 156 136 59 74 46 715 I9 For the following programs process evaluation consists of number served and activity provided. 2 Cool 4 School Summer Day Cany\u0026gt; T Session 5 year olds Is year olds 7 year olds 8 year olds 9 year olds 10 year olds 11 year olds 12 year olds Girls________ Boys________ Black White_______ New Campers per session Total Enrollment per session 1 5 36 2? 'it' 72 T 71 7 154 154 2 5 3? IT iy \"io\" 73\" 80 146 6 14 3 5 sT 23\" w 20 TT T\" V 7A 141 5 3 4 4 y y 33 Tt\" 14\" T\" y y 71 127 4 6 iTotals**! 5 sF 2F 2^ v 14\" y y 88 170 1 Ml 153 147 131 N/A ' 147 \u0026amp; Average Enrollment per Session 146.25 1 ** Totals reflect maximum number of participants by age, sex, and race except in the New Campers row which does add across and shows that there were a total of 177 different campers. The camp curriculum was broken down into four two-week sessions. The camp theme for 1998 was Arkansas is a Natural. Subtopics were selected for each two-week session. The subtopics were as follows: 1. Natural Resources of Arkansas10 2. Arkansas Today: Its All About Me! 3. Arkansas Past 4. Fun in Arkansas Students received 32 days of direct instruction in the curriculum themes and at least four theme related field trips. Each student completed either a group project or an individual project for each theme. Each student completed a personal page(s) for his or her notebook. In addition to the classroom curriculum, campers took part in recreational and cultural enrichment activities including: swimming, skating, drama and art. In addition, the Of camp employed 25 young adults. i  Community Education Ciasses Classes are offered throughout the year during the evening and on Saturdays. A I 1 variety of courses are offered including\ncomputer, foreign language, personal development, money management, employment preparation, recreation, and special interest. During the 1998-99 program year 63 classes were held for a total of 815 adults and 46 high school students. Health Services for Feeder Schools Free clinics were held each month fi'om September 1998 through March 1999. The clinics were held at the McClellan Community High School site that is equipped with a full service clinic. For the nine elementary schools whose populations are zoned to attend this high school, clinics were held one Saturday a month on a rotating basis. Local physicians and district nurses manned the clinic. In all, 82 famihes were seen in the clinic. I11 Most patients came for routine medical treatment and/or mental health assessments\nhowever, approximately 10% of the children seen received immunizations. Mental Health Services Services were provided at each of the LEADERS sites. In addition to the services provided during the Saturday clinics, McClellan High School students received services through student assistance programming. Four groups met on a semi-monthly basis in one hour intervals from October through March The concept for the groups is that students will be able to share and gamer support regarding problems that they have in common with others in their peer group. - The group topics are: 1) Sharing - for students wanting support for any concerns that are not related to alcohol and other drugs\nsuch as: career planning, goal setting, esteem building, peer and family relationships, etc. 2) Staying Straight  for students who at one time have used alcohol or other drugs and no longer choose to do so 3) Gnef  for students who have lost a loved one, friend, or significant other and need support for dpaling with their emotions, and 4) Concerned persons  for students who are concerned about the drug and alcohol use of someone close to them - - family or friend, or for students who are concerned about violence in their community. Thirty-five high school students benefited from participation in these groups. In addition to these groups, smoking cessation classes were held for 32 students between the months of October and February. On the Cloverdale campus, junior high groups met weekly for an hour each Monday. During the time period from October to March 16 groups were conducted serving a total of 33 students. The junior high groups worked on anger management.12 stress reduction/elimination, organizational and study skills, grief management, and improving negative behavior. A therapist was hired as part of the 2 Cool 4 School staff. Campers met with the therapist on an as need basis to handle aggressive behaviors. The therapist worked one- on-one and with small groups of children as necessary. Aggression therapy was the most commonly needed service. In all the therapist worked with less than 1% of the total camp population. Literacy Education Literacy education was provided via 2 Cool 4 School, the tutoring programs, and through the GED program for adults. Literacy volunteers are scheduled to be trained in August 1999. When this corp of volunteers is trained students and adults in need of literacy tutoring will be identified and matched with a volunteer. Outcomes Evaluation The impact of program strategies on LEADERS participants is assessed by tracking three outcomes: 1) enhanced academic skills of youth participants\n2) enhanced behavioral and emotional strengths of youth participants\nand 3) participant satisfaction with the program. Enhanced Academic Skilk. Enhanced academic skills is operationally defined as: 1) greater increase in national reading and math test scores for program participants when compared to matched control students\n2) greater increase in reading level for program13 participants when compared to matched control students\n3) greater increase in school attendance for program participants when compared to matched control students. Over the 1998-1999 academic year, work has been completed to obtain school district data necessary to define baseline academic skill levels for LEADERS participants. National reading and math scores, locally assessed reading levels, and attendance data will be obtained in May 1999. When the data is available, control groups will be defined and comparisons for evaluation made. Enhanced Behavioral and Emotional Strengths. Enhanced behavioral and emotional strengths will be operationally defined as greater increase in the subscale scores of the Behavioral and Emotional Rating Scale (BERS)(Epstein \u0026amp; Sharma, 1998) for program participants when compared to matched control students. The BERS is a nationally-normed, psychometrically-sound instrument designed to assess the level of personal strengths or assets of youth in five areas\nInterpersonal strengths (social skills), family functioning, intrapersonal strengths (positive self-concept), academic functioning. and affective strengths (ability to build relationships). The BERS has strong psychometric qualities and was constructed based on sound instrument-development practices. Ratings \u0026amp;om parents, teachers, and clinicians were collected on a nationally representative sample of 2,100 youth without disabilities and 900 youth with behavioral and emotional disorders. These ratings established BERS norms for youth without disabilities from 5 to 18 years of age and for youth with disabilities. For the five subscales, the mean standard score based on the national norms is 10, and the standard deviation of the standard score distribution is 3. The standardized total score.14 named the BERS Strength Quotient, has a mean of 100 based on the national norms and a standard deviation of 15. The BERS exhibits excellent reliability. Inter-rater reliability studies produce correlations above .83 and two-week test-retest reliability correlations were above .85. Concerning validity, the BERS correlates appropriately with other assessment instruments including the Teacher Report Form, the Walker McConnell Scale for Social Competence and School Adjustment, and the Self-Perception Profiles for Children. Also, on each of the 52 items, the subscale scores, and the total score, children without emotional and behavioral disabilities scored significantly higher than youth with emotional and behavioral disorders. The BERS is completed by an adult who knows the youtha teacher, tutor, or other program worker. Participation in positive youth development activities like those available through the LEADERS program should produce increased assets as measured by the five BERS subscale areas. To determine if assets are indeed increasing for LEADERS participants, the BERS will be completed at four month intervals for selected subgroups of the elementary, junior high and senior high participants and matched control students to assess change over time. After-school Programs The initial assessment for participants was completed on 160 youth in March and April of 1999. Subscale and total scale scores for these youth are reported in Table 6.15 Table 6. BERS Scores for LEADERS Participants BERS Standard Scale Score Strength Quotient Interpersonal Strengths Family Involvement Intrapersonal Strengths Academic Functioning Affective Strengths March-April 99 Assessment Mean 112.12 12.53 11.56 13.28 12.04 13.74 Standard Deviation 18.25 3.18 3.14 3.03 2.88 3.65 Number of Youth 50 129 61 141 136 125 For this initial BERS assessment, two points concerning the data are important. First, the numbers vary because only cases that had no missing data for a subscale were considered. Clearly, many of the program staff who completed the BERS for youth did not believe they had good knowledge of the participants family involvement. Only 61 of 160 youth had complete data for this item. This feet also explains the low number of total scale scores completed. The second point concerns the average scores for the subscales and total scale. All averages are considerably above the national norms of 10 for subscales and 100 for total scale. These numbers suggest that program staff believed this group of LEADERS participants, on the average, had strong assets in each of the areas assessed by the BERS. Additional assessments are required to determine whether these strong mean scores will be maintained.16 Participant Satisfaction. Assessment of participants satisfaction with the LEADERS program was completed by surveying participants and parents. The survey asked stakeholders to evaluate the usefulness of present activities, to suggest changes that would make present programming more useful, and to state unmet needs for which new programming could be designed. These surveys were compiled and results reported below. Ci* At the Cloverdale Elementary program, 61 youth were surveyed concerning the program. Over 57 percent said they always liked tutoring and 83 percent said they always liked working with their tutor. Over three-fourths of the students said their tutor always makes them feel smart. More than 95 percent of the students responded yes when asked if they thought tutoring helped their school work'and 74 percent expressed a desire to be in the program again next year. For the junior high program at Cloverdale, 32 participants were surveyed. Fifty- six percent said they always liked tutoring, and 78 percent said they would recommend the program to peers. Seventy-one percent believed their schoolwork improved as a result of the program, and 77 percent expressed a desire to be in the program again next year. Forty-eight high school students were surveyed at the McClellan program. Over 56 percent stated they always liked the tutoring program, and 92 percent would recommend the program to peers. Almost 69 percent believed their schoolwork had improved because of the program. Twenty-seven parents of elementary students in the LEADERS program were surveyed, and over 92 percent stated that the tutoring program had met their expectations. Over 90 percent also believed that their childs schoolwork had improved. All parents17 surveyed plan to enroll their children again next year, and 100 percent stated they would recommend the program to others. The parents also rated on a 1 to 10 scale the following items\n1. My child enjoyed tutoring. 2. I believe this program has helped my child in school. 3. The tutors work well with my child.    Ten was the best rating possible and one the worst. The average rating for each of the items was above 9. Clearly, for all three participant groups and the parents of elementary students, the LEADERS program was viewed as useful and enjoyable. The majority of youth liked the program and believed it helped their school performance. Youth and parents alike would recommend the program to others. Customer satisfection for the LEADERS program was high. I Reference for the BERS: Epstein, M.H. \u0026amp; Sharma, J.M. (1998). Behavioral and Emotional Rating Scale: A Strength-Based Approach to Assessment, pro.ed, Austin, TX. 2 Cool 4 School Summer Day Camp Surveys were collected from 113 campers, 30 staff members, and 36 parents to assess satisfaction with the camp. The survey results are listed in the following tables. Keep in mind that some of those surveyed did not answer every question and/or answers may not have been legible. Therefore, the number of responses provided for each question may not add up to the total number of persons surveyed.18 I like being at 2 Cool 4 School. 2 Cool 4 School Camper Survey Results All of the time 75 Sometimes Never 35 I enjoyed learning about Arkansas. I thought the work was easy. I think I learned a lot about Arkansas. I enjoyed the field trips. I enjoyed being with my counselor. I enjoyed working with my group. I thought my classroom teachers were 68 60 80 88 82 65 93 27 40 27 22 23 43 16 12 10 2 3 6 2 1 good teachers. I enjoyed art class. I enjoyed drama class. I enjoyed P.E. and Games. 72 79 89 33 16 22 4 5 1 I enjoyed working with the One Three One Five groups. (6-7 year olds only) 52 9 7 I think everyone was treated fairly at 67 31 11 2 Cool 4 School. I would like to come back next year. 75 20 13 Generally, campers enjoyed their summer day camp experience. Campers were asked to think about the things that they did at 2 Cool 4 School and to list the things they liked most. Many of the campers listed the various field trips, individual staff members (often19 their counselor), and the different activity groups, such as art, games, or drama. Most of the campers listed more than one thing, with the older campers listing several favorite things. When surveyed about what they liked least, the majority of campers left this part of the survey blank. The staff was asked to rate several different variables about the camp on a scale of 1 to 10, with 10 being the best and one the worst. Ratings were requested to discern - staffers personal satisfaction with the following: overall atmosphere of the camp, units of study presented during each session, quality of instruction, camp counselors, office personnel, classroom instructors, field trips, camp hours, and camp security. Comments recorded from the surveys include: (regarding instruction) learning based camp, organized program, kids have a chance to learn new things, maintains school instruction, and lots of activities ... (regarding atmosphere) a positive environment to work with children, good summer job if you like kids, nice place to be, and students meet new people and learn to work together. Twenty-seven staff members responded that they believed the camp helped children with their work during the regular school year. The comments that were written were very positive and dealt primarily with the quality or nature of the type of instruction the children received. The comments included: children are doing constructive work and not sitting all summer, continues the same type of instruction, no regression, and thought provoking. Improvement recommendations made by staff members included: better communication [is needed] between counselors and other staff, counselors need to help each other more, more interaction between counselors and campers, and switch camp20 I i counselors after four weeks. Computer time for campers was another concern raised on the staff surveys. Parents were also asked to rate the same variables as appeared on the staff survey. Overwhelmingly, parents gave ratings of 6 to 10 on virtually all of the variables. All thirty- six of the parents that returned the surv'ey stated that they would recommend the camp to their friends. Comments \u0026amp;om parents included: very educational and productive in all divisions, safe, fiin, learning, caring personnel, and structured curriculum. Some parents listed the cost as a factor such as quality care at affordable fees and great program for a great price. The maj .rity of the comments concerned the overall camp atmosphere and its effect on the children, such as The kids have been coming home I i 1 I i happy, most day camps are just play all day, outside camps. 2 Cool is enrichment. I I The kids have a good time, its a safe environment, and I think its well organized, and This is the most organized camp EVER! I feel good about working and not worrying about my child. The camp continuously added benefits for the children that are quite 1 immeasurable. Thirty-one parent respondents stated that they believed the camp activities would help their child with his or her work during, the school year. One respondent stated that it would not help and four stated that they did not know whether it would help or not. I I I I One Three One Five The workforce readiness skills training and community service project component of the grant was piloted in the summer of 1998 by McClellan Community Education. The21 program has been named One Three One Five because it is designed for students between the ages of 13 and 15. This program will be implemented with grant funds beginning June 21, 1999. Overall Status In Concert with stated objectives on grant proposal pages 14 and 15, a total of 587 youth between the ages of 5 and 18 participated in first year LEADERS programming. Through the summer day camp and after-school programs these youth were provided literacy education, academic support, recreation, and cultural enrichment in a safe, secure and educationally-structured environment. Sixty-three different community education classes were completed by 815 adults. Eighty-two families received medical services during the Saturday clinics held from September 1998 through March 1999. One hundred youth were provided mental health programming from July 1998 through March 1999. All programs were implemented with the exception of the community service/workforce readiness program for 13  15 year olds (which was piloted, but not with grant funds) and the literacy volunteer training. These programs have been scheduled for implementation during the summer of 1999.22 Little Rock LEADERS Budget (July 1,1998 - March 25,1999) Total Program Budget Personnel Fringe Benefits Travel_______ Equipment Supplies Contractual Construction Other Subtotal Indirect Total Requested 64,710 14,091 2,562 56,940 52,050 160,186 0 - 1,000 351,539 28,862 380,401 McClellan Program Budget Expended 33,335.00 13,561.97 1,222.11 57,657.23 37,611.45 97,773.09 Remaining 31,375.00 529.03 1,339.89 (717.23) 14,438.55 62,412.91 241,160.85 241,160.85 1,000.00 110,378.15 28,862.00 139,240.15 Personnel Fringe Benefits Travel_______ Equipment Supplies Contractual Construction Other________ Subtotal Indirect Total Requested 35,505 8,349 1,281 0 26,250 105,836 0 1,000 178,221 14,632 192,853 Cloverdale Program Budget Personnel Fringe Benefits Travel Equipment Supplies Contractual Construction Other_______ Subtotal Indirect_____ Total Requested 29,205 5,742 1,281 56,940 25,800 54,350 0 0 173,318 14,230 187,548 Expended 11,867.00 7,618.64 1,222.11 26,778.21 79,376.72 126,862.68 126,862.68 Expended 21,468.00 5,943.33 57,657.23 10,833.24 18,396.37 114,298.17 114,298.17 NOTE: Indirect costs will be drawn on June 30, 1999. Remaining 23,638.00 730.36 58.89 (528.21) 26,459.28 1,000.00 51,358.32 14,632.00 65,990.32 Remaining 7,737.00 (201.33) 1,281.00 (717.23) 14,966.76 35,953.63 59,019.83 14,230.00 73,249.83 2 Century Community Learning Centers Program Annual Performance Report U.S. Department of Education0MB No. 1890-0005 Exp. Date: 07/31/00 U.S. Department of Education GRANT PERFORMANCE REPORT COVSR SHEET 1. ' Performance Reporting Period 3/25/99 - 3/24/00 2. PR/Award No. (Block 5 on Grant Award Notification) 3. Project Title R287A981996-99 little Rock TFATFRS 4. Recipient Information 5. Contact Information Name: lESH Kame: M^-nrin Bairhrin Address: 810 W. hfaridTam Title: Cnnninity FHiirAtifTi Director Address: 0417 (Teypr c^'ngg Rnad. Cityt TnttleRodc State\nap T.ittlp Pnck^ AR__77209- Zip+4: .72201-7827 VH 57CH4149 ' - yax #S 501 E-mail Address: iiEbald5^iicc.lrgl.kl2.ar .us Tel. # s 6. Cumulative Expenditures 7. Annual Certification(s) of IRB approval Federal: $ Yes_____ a//4 Ho Non Federal: $ /\\loi 3. Authorized Representative Information To the best of my knowledge and belief, all data in this performance report are true and correct. Name TpsUpV. OnmltTP. (Typed dr printed) LOME @l]?dsdn.1rad.k12.ar.us E-mail Address 501 324-2000 Telephone Number 501 324-2146 Fax Number Signaturei 5/11/00 Date ED Form 524 B Grant- Level Information Annual Performance Report1,1: Program Focus, Goals \u0026amp; Objectives HB The purpose of the Little Rock LEADERS 21 Century Community Learning Centers Project is to provide needed educational and social services to youth and adults in the southwest Little Rock area. The primary focus of project activities is improved academic achievement for youth. The project makes possible the expansion of several programs operated by the Distncts Department of McClellan Community Education. Specific goals of Little Rock LEADERS (Literacy Education, Academic Development, Educational Resource Services)/21 Century Community Learning Centers are: 1) 2) 3) 4) 5) 6) to provide literacy education to youth and adults\nto provide academic support through tutoring programs\nto provide a safe, secure, and educationally-structured environment\nto provide support and training for child day care providers (workers)\nto provide medical and mental health services to under-served youth \u0026amp; their families\nand, to provide marketable skills training for adults. Program components include after-school tutoring for students in grades K-12, after-school recreation activities for elementary students, physical and mental health services for students and their families, summer programs for children ages 6-15, and community education classes for adults. Literacy education is an integral part of the after-school, summer, and community education programs. In coordination with other district initiatives such as the NSF Project, LEADERS programs help to mavimire academic support for low performing students. The after-school tutoring programs place emphasis on homework assistance and significant individualized attention to help students to master standards in core subjects. District specialists develop a standards-based, hands-on curriculum each glimmer for the 2 Cool 4 School Summer Day Camp program. This curriculum provides extended learning opportunities in math, science, and language arts to children ages 6-12. Monthly clinics are held during the school year to serve children and families unable to afford, preventive healthcare. Patrons may also be seen for minor health problems. Consults requiring follow-up care are referred to the local health unit and to clinics that serve the underinsured. Mental health services are also provided at each site during the school year and to the summer programs. Students take part in group counseling sessions designed to help them cope with a variety of mental health issues including grief and loss, conflict resolution, anger management, stress reduction, and self-esteem concerns. Community education classes are provided for adults throughout the school year and during the summer. This programming focuses on basic literacy (GED), information technology, and marketable job skills. Enrichment classes are also provided including Spanish, sign language, crafts, and a variety of personal development workshops. Annual Performance Report1-.2: Project Status Little Rock LEADERS enjoyed another successful year of project operations. This report covers the second year of project activities from the period of March 25,1999 through March 24, 2000. During this time a total of 1,024 students and 503 adults took part in LEADERS programs. This includes 87 families seen in the monthly health clinics and 159 students that received mental health services in the form of group counseling. The 1999-2000 school year has been a very busy one for the Little Rock School District. This year, the district converted to middle schools. The new configuration results in our high schools serving students in grades 9-12,6* graders moving into our former junior high schools, and elementary schools reducing to grades K-5. In anticipation of these changes, a debriefing session was held shortly following the end of first year after-school activities (06/11/99). This session provided an opportunity for all project components to meet jointly, share successes, reflect upon the years experiences, and make adjustments for the upcoming changes in the structure of LRSD schools. Project goals and objectives were the focus of this half-day session. Next steps for continued project improvement that resulted from the debriefing were implemented during this reporting period. Goal #1: To provide literacy education to youth and adults.- _ Tutors in the Cloverdale Elementary After-School Program received training from LRSD Readmg Recovery specialists on how to assess students readmg levels. They also received America Reads materiAk from Reading Helpers for use in the after-school program. A small collection of books is stored in the tutoring center for students to read once they have completed their homework. A literacy tutor was hired as part of the 2 Cool 4 School Summer Day Camp staff to work one-on- one with campers during the summer. Summer day camp teachers made referrals to the literacy tutor based on their observations of campers reading abilities. On average the literacy tutor worked with campers in thirty minute intervals, two-to-three times per week at the campers option. Adult literacy was largely provided through the GED classes. Referrals were made to Literacy Action as necessary to accommodate those in need of more in-depth literacy tutoring. part of the Cloverdale Middle After-school Enrichment Program, seven students participated in ESL classes. ESL classes were also offered to adults through the community education program. Goal #2: To provide academic support through tutoring programs. LEADERS tutoring programs served 555 different youth during this reporting period. Programs began in early October and operate through mid-May. Students receive significant individualized attention in the after-school programs. Our student-tutor ratio rarely exceeds five-to-one and is actually about three-to-one, most days. Parents and students identify subjects that are to be targeted for improvement at program registration. The program coordinator uses this information to assign tutors. The first priority of each tutoring session is to assist students with their homework in these specified areas. If the child I does not have homework time is spent reviewing skills and/or reading. Annual Performance ReportThe Cloverdale Elementary After-School Program has two components, recreation and tutoring. Each Monday, Tuesday, and Thursday tutoring is provided in one-hour intervals from 4:00 - 8:00 Maximum capacity for this program is 160 students or 40 per hour. Immediately foUowing p.m. Maximum capaciiy lor inis pru^\u0026lt;uii ib iw vx -rw ywa the close of school at 2:35 p.m., 40 -50 students of the host school enjoy recreational games and a snack. The majority of these students fimnel into the first tutoring block. The last hour oftutoring is reserved for homeless youth of the LRSD BOOST Program These students are bussed to the orogram from shelters and double-up homes throughout the city. For each bus, a BOOST parent is hired as a chaperone. These parents volunteer with the program during the tune the students are being tutored. Program staff consists of 15 tutors (ten of whom are certified teachers), a program coordinator (certified teacher at the host school), a janitor and a security guard. The Cloverdale Middle After-School Program also has two components, tutoring and enrichment. This program operates from 4:00 to 6:00 p.m, each Tuesday, Wednesday and Thursday. Maximum capacity for this program is 100 students and aU program participants are students of the host school. Program participants are required to take one hour of tutoring. This is a prerequisite for participation in the enrichment activities. Students at the top of their class and/or above grade level may serve as peer tutors to satisfy the tutoring requirement for enrichment activity participation, 'bese activities include drama, dance, choir, computer club, and ladies \u0026amp; gents chibs. Program staff consists of 15 tutors/activity leaders (eleven of whom are certified teachers at the host school), a program coordinator (assistant principal at the host school), and security. Transportation home is provided. The McClellan High After-School Program serves students of the host school on Mondays, Tuesdays, and Thursdays from 4:00 to 5:00 p.m Tutors provide subject-specific assistance in math and science. Tutors are also available for English, Spanish, and social studies. Program staff consists of pight tutors. Four of the tutors are teachers at the host school and one teacher is at Cloverdale Elementary School during the day. Other staff members include college students and a high school senior of the ho st school Transportation home is provided. Based on feedback from parents and program participants these programs have helped many students to improve their grades and as a result several students have increased their self-esteem | Goal #3: To provide a scfe, secure, and educationalfy-structured environment. j All T RADERS programs are conducted in LRSD schools and in accordance with District policies and procedures for safety and security. In addition, security staff is hired for each site. All TRADERS programs are structured to provide needed educational services to youth for the j purpose of academic improvement. Goal ^4: To provide support and training for child day care providers (workers). Our 2 Cool 4 School Summer Day Camp is a state-licensed day care. Employees of the camp receive training from the State Department of Human Services Childcare Licensing Division. This training outlines the requirements of child day care providers and includes information about mandated reporting. Orientation for staff includes information regarding camp policies, procedures and best practices. The staff also receives training from LRSD Curriculum Specialists on effective use of the summer day camp curriculum Annual Performance ReportiWJWBi Goal #5.: To provide medical and mental health services to underserved youth and their families. Health services are provided from 9:00 a.m. to 3:00 p.m, on the first Saturday of each month during the school year. The clinics are held at the McClellan Community High School site. Eighty-seven families were seen in the clinic, this year. Most clinic patrons came for routine check-ups and/or for consultations regarding minor health problems. Of the 87 persons seen, 71 were children and 16 were adults. Mental health services were provided to a total of 159 youth, 27 high school and 132 middle school students. The students participated in sharing groups established around a few common concerns including grief and loss, drugs, violence, self-esteem, peer and femily relations, goal setting, truancy, and smoking. Students enthusiastically took part in their groups. According to the mental health counselors, some groups were quite lively. They viewed the peer interaction as positive and in many cases they observed changes in the behavior of group participants. Mental health counselors followed up on matters requiring femily counseling and when necessary referrals were made. A rites of passage program for young men was implemented at the Cloverdale Middle School site. Students learned about rights and responsibilities, mannerisms, and issues surrounding growing up male in our society. Group discussions and speakers addressed topics including character building, assertiveness, how to communicate effectively, how to manage conflict, and other issues of student interest. The students enjoyed the activities that helped them to develop bonds with adult male role models and to increase their self-esteem. For the One Three One Five Summer Program, a curriculum was developed by mental health professionals to help program participants understand the dynamics of the work environment. The curriculum was called The Psychology of Work. Participants learned how to cope with frustration, how to be assertive, and how to effectively deal with peers and supervisors on the job. Further, participants learned how to work the public. Goal #6: To provide marketable skills training for adults. Community education classes are provided throughout the year. Patrons take a significant number of classes offered in order to increase their marketability and/or to increase their eligibility for promotion. A number of information technology courses are offered. Patrons also take advantage of workshops that provide them with information about resume writing, accounting/bookkeeping, financial planning/budgeting, grantwriting, and other skills commonly used in the work environment. Class fees are minimal\nhowever, for patrons unable to afford any fee, scholarships are made possible through this grant. ESSSCSfi Annual Performance Reportn 1.3: Budget  Complete budget table below for your programs current budget period (12 month period). Budget Category Budget allocation Personnel Fringe Benefits Travel Equipment Supplies Contractual Construction O\u0026amp;er $ 87,432.95 49,759.41 1,562.00 -0- 54,421.01 179,433.53 _______-0- 1,000.00 Anticipated Expenditure (as of end of budget ________period)________ $80,929.80 28,508.36 1,443.66 -0- 45, 731.59 150,950.95 -0- 1,000.00 Anticipated Carryover (as of end of budget period) $6,503.15 21,251.05 118.34 -0- 8,689.42 28,482.58 -0- _______________  Total Direct Costs (lines 1-8) Indirect Costs Training Stipends 373,608.90 32,424.97 1,000 307,564.36 32,424.97 1,000 66,044.54 -0- -0- Total Costs $407,033.87 340,989.33 66,044.54  Please give a narrative explanation for and plans for expending anticipated carryover amount. The anticipated carryover is largely due to staff delays, days lost-because of weather, and first- year carryover. Attrition also played a small part. Employees were not replaced if daily participant attendance did not require their replacement. The fringe benefits line item was initially calculated at 19.65% for all grant employees\nhowever, for persons not employed by the district the 12% teacher retirement is not required. This would account for a good bit of this overage. The anticipated carryover amount is expected to be absorbed by the end of the project period (June 30,200|) by extending the number of program days. However, based on information received at the Spring 2000 Regional Training, should a carryover still exist it will be expended by the following year. It is expected that the summer programs would absorb whatever amount left, if any.  Please indicate local or other matching contributions (in- kind or monetary contributions from funding sources outside of this grant). Ouachita Council Girl Scouts  $11,520 (in-kind) Rice Depot - $2,000 Consumer Credit Counseling Service/Family Service Agency - $3,500 (in-kind) Little Rock Parks \u0026amp; Recreation - $1,000 (in-kind) *Little Rock Zoo - $1,000 (in-kind) City of T P C.nmmiinity Programs/JTPA - $2.500 Skateworld Rink - $1,000 (in-kind) New Futures for Little Rock Youth/LRSD - $10,000 Little Rock School District/McClellan Community Education - $149,000-1- LRSD Boost Program - $5,000/LRSD Adult Education - $10,000/LRSD Child Nutrition - $7,500 Shown as a total in the linkages section of this report under the heading City of LR. Annual Performance Report1.4: Hov! many individuals participated in your program, by age, and by time of year? ' What is the total number of... COLUMN A # of adult attendees (19 years old or older) Individuals served during the past academic year_________________________________ Individuals served during the past summer Individuals served during both the past academic year AND summer 349 161 COLUMNS # of student attendees (up to and including 18 years old) 785 254 7 15 /sr. 7/- - Annual Performance Report 1.5: Lessons Learned and Planned Adjustments What lessons have you learned about your sites program from the data contained within this report? Surprisingly, we serve quite a large number of different people through our programs. We knew that we served a lot of students and adults\nhowever, we had no idea that it was that many different people. We concluded that this is in part due to the feet that our summer day eamp program (2 Cool 4 School) is fee based and after-school programs are fiee. Our secondary programs (middle and high school) seem to have decreasing attendance in the spring. Both programs have the highest number of attendees during the fell semester. Describe the adjustments, if any, that you plan to make to your program based on the information collected for this report. We will add a dateline to our after-school applications. We have open enrollment and most of our students enroll during the first couple weeks of the program. However, by adding a date line to the application it will be easier to track those students who are inconsistent in their attendance. The data is captured on the attendance logs, but they are voluminous making this calculation ji(a much harder job than it has to be. To that end, we are altering the method of attendance data collection. Each tutor will record the attendance of his or her students on a seating chart. These charts will make it easier to tally the total number of days a student has attended. This data will be entered into the database, monthly. Sign in sheets are currently collected weekly\nhowever, the seating charts will be easier to read and will not require as much paper as do the daily sign in sheets. We also plan to have more frequent analyses of the data collected, quarterly instead of by semester. We would like to have more joint meetings (both sites/all programs). We plan to add an enrichment component to the high school after-school program to include speakers and special interest workshops. Please list any other changes you plan to make this year. Due to scheduled maintenance at the high school, we will be relocating our summer programs to a nearby elementary school. This is in no way expected to impact the programs, in feet many of the staff feel that the elementary school environment will be more conducive as the desks and other fecilities are more to scale for 6-12 year-olds. Annual Performance ReportSite-Level Information McClellan Community High School 9417 Geyer Springs Road Little Rock, AR. 72209 (501)570-4149 Annual Performance Report2.1 Which program site are you reporting on? McClellan Community High School 2.2 What grade level does the host school serve? 9-12 2.3 Were any of the following components running prior to the inception of 21 CCLC funding?  After-school  Summer fl Other _Coinmunitv Education classes for adults 2.4 When did each component begin serving students as a 21 CCLC component? (day/month/year) After-school: Summer: _ Other: ____ 10-1-98 7-1-98 9-21-98 2.5: School year. In a typical week, what hours is the Center at this site open? (Exclude summer if hours of operation were different.) Please place an X in boxes when the Center is OPEN during the school year. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 a.m. 7 TO 8 A.M.________ 8 TO 9 a.m.________ 9 TO 10 A.M. 10 TO 11 A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M. ______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO S P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M. 7 TO 8 P.M._______ 8 TO 9 P.M. ______ Later THAN 9 P.M. Total X X X X X X X X X X X X X X X X X X 1 1 1 1 1 1 3 3 3 3 18 4 4 4 6 A nnual Performance Report2.6: Summer. Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place an X in boxes when the Center is OPEN during the summer. Mon Tues Wed Thurs Fm Sat Sun Total 6 TO 7 A.M._______ 7 TO 8 A.M._______ 8 TO 9 A.M._______ 9 TO 10 A.M.______ 10 TO 11 A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M.______ 1 TO 2 P.M._______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later THAN 9 p.m. Total X X X X X X X X X X X X X X 14 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 5 6 6 6 6 6 6 6 5 5 5 4 3 3 14 11 14 11 70 6 2.7: Does your Center offer services during school hours when school is not in session (e.g., holidays, inservice days for teachers)?  Yes  No 2.8: Describe the number of days the Center was open this past year. What is the total number of.... Days the Center operated during the school year_______ Days the Center operated during the summer__________ Number of days that your Centers host school was open # of Days 48 38 187 Annual Performance ReportMcClellan Community High School After-School Program 2.9\nKyour program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days___________________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style)___________________ TOTAL # of attendees 37 114 151 OR 2.10: If your program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days___________________ Attended 30 days or more (This is the# of regular attendees that you use IF the program is NOT drop-in style)______________ TOTAL 2.11 Retention What is the number of student attendees who ... Began this academic year and are still participating_______ Began last academic year and are still participating_______ Began this academic year and dropped out of the program TOTAL # of attendees # of attendees 90 - 0 151 2.12: JTTiat are the characteristics of students served by your program? What is the total number of... All students (total)_______________________________ _______White__________________________________________ Blade or African American Asian Native Hawaiian or Other Pacific Islander American Indian or Alaska Native Hispanic or Latino Students who have special educational needs__________ Students x^fio are considered LEP___________________ Students who are eligible for free or reduced price lunch Students who are new to the school __________ # of students in host school 1180 100 1054 26 121 26 460 315 #of student regular attendees (see 2.9 and 2.10) 114 2 111 ____________0 0 ___________0 1 0 45 41 Annual Performance Report2 Cool 4 School Summer Day Camp Program 2.9: If your program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days___________________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style)___________________ # of attendees TOTAL OS 2.10: If your program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days___________________ Attended 30 days or more (This is the # of regular attendees that you use IF the program is NOT drop-in style)______________ TOTAL # of attendees 99 88 187 2.11 Retention What is the number of student attendees who ... Began this academic year and are still participating_____' Began last academic year and are still participating_______ Began this academic year and dropped out of the program TOTAL # of attendees 86 returning can5)ers Available camp slots increased by 25 over the previous summer, from 150  175. Enrollment exceeded expectations. 2.12: What are the characteristics of students served by your program? What is the total number of... All students (total)__________________________________ _______White_______________________________________________ Blade or African American Asian Native Hawaiian or Other Pacific Islander American Indian or Alaska Native Hispanic or Latino Students who have special educational needs_____________ Students who are considered LEP______________________ Students who are eligible for free or reduced price lunch Students who are new to the school ______ # of students in host school # of student regular attendees (see 2.9 and 2.10) 187 6 180 ____________0 ____________1_ ____________0 0 0 168 N/A Annual Performance ReportOne Three One Five Summer Program 2.9\nIf your program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days _____________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style) TOTAL # of attendees 32 24 56 OR 2.10: If your program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days__________________ Attended 30 days or more (This is the # of regular attendees that you use IF # of attendees the program is NOT drop-in style) TOTAL 2.11 Retention What is the number of student attendees who ..._______ Began this academic year and are still participatii^ ______ Began last academic year and are still participating - Began this academic year and dropped out of the program TOTAL 2.12: What are the characteristics of students served by your program? # of attendees What is the total number of... All students (total)_____________________ White Black or African American__________________________ Asian__________________________________________ Native Hawaiian or Other Pacific Islander American Indian or Alaska Native____________________ Hispanic or Latino _____________________________ Students who have special educational needs__________ Students who are considered LEP___________________ Students vvdio are eligible for free or reduced price lunch Students who are new to the school_________________ # of students in host school # ofstudent regular attendees (see 2.9 and 2.10) 56 0 56 _____________0 _____________0 _____________0 0 0 N/A- N/A Annual Performance Report2.13\nAttendee Survey Results: McClellan After-School Program, What # of students reported that they... # Yes #No Enjoyable'. Like the 21^ CCLC program.________ Look forward to attending the program. 29 29 3 3 High Quality. Think there is someone available in the program to help when needed.____________________ Feel comfortable talking to the 21^ CCLC staff. Think they are doing better in school since they started coming to the 21 CCLC program._______ 27 32 32 5 0 0 Annual Performance Report2.13:-Attendee Survey Results: 2 Cool 4 School Summer Day Camp Program Enjoyable'. High Quality. What # of students reported that they... Like the 21 CCLC program.________ Look forward to attending the program. Think there is someone available in the program to help when needed. _________________________ Feel comfortable talking to the 21 CCLC staff- Think they are doing better in school since they started coming to the 21 CCLC program. #Yes 88 88 88 #No ** The exact survey used is attached. Data shown here is based on comparable information taken from that survey. Annual Performance Report 0 0 02 Cool 4 School Camper Survey Put a check in the box to tell how you feel about the things at 2 Cool 4 School. All of the time Most of the time Sometimes Never I liked being at 2 Cool 4 School I enjoyed learning about Arkansas. I thought the work was easy to do. I think I learned a lot about measurement. I enjoyed the field trips. I enjoyed being with my counselor. I enjoyed working with my group. rthought my classroom teachers were good teachers. I enjoyed art. I enjoyed choir. I enjoyed drama. I enjoyed P.E. and Games. I felt safe at 2 Cool 4 School. I think everyone was treated fairly at 2 Cool 4 School. I would like to come back next year. Think about the thirds you did at 2 Cool 4 School. What did you like most? List them.  What did you like least? List them. 2.13: Attendee Survey Results: One Three One Five Summer Program Enjoyable. High Quality. What # of students reported that they... Like the 21^ CCLC program.________ Look forward to attending the program. Think there is someone available in the program to help when needed.___________________________ Feel comfortable talking to the 21^ CCLC staff. Think they are doing better in school since they started coming to the 21^ CCLC program. #Yes 23 23 24 #No 1 1 0 ** The exact survey used is attached. Data shown here is based on comparable infixmation taken from that survey. Annual Performance ReportOne Three One Five Participant Survey Final Put a check in the box that best describes how you feel about the One Three One Five Program. Statement Strongly Agree Agree Disagree I enjoyed the One Three One Five program. I learned about different careers._________ I enjoyed the fieldtrips._________________ I liked the counseling staff. I enjoyed coming to the program every day. I enjoyed the speakers._________________ I felt safe at One Three One Five. I think everyone was treated feirly. I plan to attend the program next year. What did you like most about the program? What would you change? 2.14: Please describe each of the services and activities funded by your 21stCCLC grant. Description of Activity/Service Participation in Activity/Service Activity/Services Time Activity Offered Primary Type Staffing Level Staffing Type Academic Area Activity in Lcgisiation? What Ages/ Levels Served Average Daily Attendance How Many Hours Pf Week OfTcred? How Many Days Offered? Codes to use for completing the table: (A)fterschool MHS Community Education 2 Cool 4 School One Three One Five Clinics Mental Health (A).B^re School (B). Weekend (W). Summer (S^, and/or Other (0). A W/S/0 S S w S/0 Annual Performance Report Acadade (A) or Reertation A A A/R A/R One-on-aitor J:1 (C9. SmaB groupofl:27 group of 1:3-20 ^.and/or L^egroupqf J:20ormort(L). Pampro/Bssian aKPfAduB vohmieer /IQ. Teacher^, CoQ^e studmt C). Other stude/a (S). and/or Ol^r (O). Mahantiics ReadngEngish/ . 'languageArts  (IQ, Science SodalSiutBes Art/hhiac. '(A).Oiher(O).or (NA) Non-academic content. Illiteracy Education. 2'^SeidorCitixen * Programs, S^Day Care. 4\"Jnlegrcued Education. S^Sehool and Recreation Integrated during dimmer or Weekends. 6-^Nutrttion/Heaith. 7^Expanded Ubrary Hours.8~Technob^. B^ParentingSUBs. 10-Trttining. Il^Emphyment CoiBwUngor Asstatnee, i2 Unices for Non^raduates of SeamdeaySdrooh, li^Servdesfor IncSviduals with Disabilities. PreK,K-S,M. 9-n.Aduli(4l. or Other (O). S M M M s s FITS TO PVTCS PVTCS 0 a MRSSO 13 MJ 43 3 48 0 1A12 A 30 15 84 MRSA MRAO 13.43A10 4,53,11 6 K*5,0 113 50 38 6-S 27 40 28 ALL M2 12 13 6 2 7 21 2.15\nLinkages to School Day Program - McClellan site Please check all boxes that apply. Nature of Linkages u CZ) CO 4) Ta .S U u j? co O  I 2o -2 Od (Z3 o** ed ilH O y 3 U (J t O U B O \"Si s .2 g o  u a\u0026gt; .P CU Pm Ol Ced .w2 OwJ Q O I- Ie J3 A b W5 ea gI. is \u0026amp;) ?\u0026gt; b2 a o \"S 3  S 2 ta 2 3 S u o Principals_________ Teachers__________ Guidance Counselors X X X X X X X X X X X Coaches X X X X X X Support Staff_____ ' Custodial Staff_______ Other (Please identify\n) Students X X X X 2.16: Community Collaboration Please check all boxes that apply. Organization (Name or tvpel Nature of Collaboration \"S u List all community organizations with whom you collaborate. IZI (Z) O \"3 .S: rT u czi O c/}  b V .a CS on u3 uS H .t2\nS \u0026amp; I \u0026gt; b ('B'w u y U bO 79 \"S ,3 52\n-2  o s b \u0026gt; 00 BO O g 2 \"82 3 b b GO \u0026lt;2 I S .9i-3 Hort CA 72 ea Ph 4\u0026gt; SP 79 3 it 6 Ph co u 5 O 1 o 52 O Se .cs I vy s s Girl scouts X X X CCCS/FSA X X City of little Rock X X skateworld X OTHER LRSD DEPTS. X X X X X Annual Performance Report 3.1: Program Success Stories and Problems Use below to report additional information on program successes and problems. The obvious success stories are the many students who raised grade point averages because of Students like Amanda who raised her grades to A's in key classes such as after-school tutoring. Students like Amanda who raised her grades to a s m xcy Algebra I, English, Physics, Chemistry, and Spanish. Students who would not be prepared for a second level of Spanish are now understanding what is being taught\nthus, they will go on to the next level of that language. This program has changed the attitude of many students. These students came to the program o* . __________r__________A  4^'irrusrirkZlC! W inis piU^iUll llOO --------------------- feeling that learning and making good grades was impossible for them. After a few periods with ICCUUg LUOt ICOliUllg aoK* Iiifm Iiife _ our tutors there was an obvious change in their desire to leam, their ability to prepare to learn and OUT tUWJIS UUCXC WOO \u0026lt;ui --------------------------- - ,- - - . ability to pass tests. Students like Alexis and Calvin are coming to tutoring and are able to teU tutors what they need. This program's greatest success is providing students the ability to take ownership and responsibility for their learning. Many of the athletes who take part in the program are required to do so in order to participle in sports. Coaches stress the importance of doing as well in school as in sports. For some of these , j students it is apparent that they have become more serious students. They have begun to 1 toward the future and though they believe sports will carry them, they now seem to also understand that without good grades playing is not guaranteed. | See the following advertising supplement for McClellan Community Education program funded Century Community Learning Centers grant. This information appeared m the local by the 21 newspaper that reaches thousands of homes in the Little Rock metropolitan area. BMKEK Annual Performance Reporti' AL/y jtlJWXOJJW UVX X McClellan Community Education Programs e 0 0 0 0 0 0 0 ' e e ( After school tutoring is available on the campus of Cloverdale Elementary School. The program operates 4 -.8 p.m. Tutors work with small groups of children, and, whenever possible, children receive one-to-one \" m from ____fi,-______________________slot. Thniioh mnst of the oartlclDants reside in southwest Little Rock, some students from *1*0 p*iLU luvuia wuiR. WLUiouiaii giuupa ui ------ first-come-fitst'serve Vasia with 160 available tutoring slots. Though most of the participants ^reside in rirst-conae'iirst'serve basia witn lou siots, xnuugu iuui. ui u.ic ___ other secUons of the city take part In this free progrant. The U.S. Department of Education's 21st Century Community Learning Centers (21st CCLC) currently provides funding. 2 Cool 4 School Summer Day Camp Is a state-licensed daycare housed on the campus of McClellan ^imnunity High School^epro^ ^^ ates Monday through Friday from 7:30 a.m. - 5:30 p.m. The program targets youth between the ages of 6 ^d 12. The maxl^ n^ber ca^ slots is 200. Each year a dieme is adopted and curriculum is developed to align sununeractlvlUes wi* fast, lunch and two snacks daily. In addition to the educational curriculum, children also enjoy skatmg, swimming and various field trips. Registration fees and grants support this camp.. Cloverdale Elementary Recreational Program operates on Mondays, Tue^ays and I^uisdays rfter to Cloverdale Elementary students only. The 21st CeZLt) sponsqts the program, and addition^ sites will ea ng Middle School Programs  An aftet-^ool program is available to students on the campus, of Cloverdale Middle Level Academy. Wednesdays and Thmsdays from 4 - 6 p.m. Tutoring is provided in cote subject areas (math, science, lavage ^d^lJ screnceh^g^h^- a-SecondLanguage and Spanish. In ad^tlon, the students take part in enrichment programs inebdi^ dance, drama, gy^tlcs, computer, ctelt and a host of other activiUes. Approximately 150 youth participate in this program, and ttansportatron home is provided. Current hmding is pro- vlded by 21st CCLC, while New Futures funds transportation. .  One Three One Five is a work force readiness and community service program for youth ages 13 to 15. TRe cimmul^ tacludw p^ra^^ 0 provided by the Child Study Center on the Psychology of Work, Youth also learti pre-employment skdk and ^e^ve^ field ' nesses to learn about different types of industry. Tire program operate for sbt weeks durl^ the xummer, o 7 ^in mi, thwi^jt I inl Ror'k = ,: 5:30 p.m. The program Is housed on the campus of McClellan Community High School. While most parucipa^ live in ^w^t Urfe Rr^  __ .-_I .L------------^nj^,Ued by Centers for Youth \u0026amp; FamUies which also provides transpottauon. The enroUment maximum is 100 ' several youth outside the area ate 0 0 0 0 0 0 participants. '  ' ' High School Programs  w j -r After-school tutoring is available to students on the campus of McClellan Community High Schoo . Snanish and Thursdays from 4 - 5 p.m. Tutoring is available In the core subject areas (math science, lang^ge arte ^d ^ia^I science)^^d in Spa^L Transportation home is provided for students in need of this service. Approximately 75 studrate participle to thte program. McCle Ian taff, com munity members and peer tutors assist students In this program. Funding Is provided through the st  I 0 Community Programs \u0026amp; Events ? Community Education Classes are available on the campus of McClellan Comrnunlty High S Inom^Jop ^W^hinmaBel wltKtheh'o^ : and Saturday mornings. Theseclasses are for adults\nhowever, children may atterid certain classes (foteigri : ents. Class f^ are mWmal, and some workshop, are free. Course offerings Include: computer class. foreign lan^age cla^ to^cW  0 GED classes, crafts and tecteaflonal/lelsure classes. ACT workshops also are available, regardless of the applicMfs age, to those taking the ACT , * test\n Healthy Family Celebration is an annual .health and information fair held on the Saturday pfior to schtxil registration. Free h^th screenings, ' J immimhations, door prizes and food are jprovfded. Local businesses, agencies and organizations donate door prizes an serv ces. c v es an spe _ cial attractions ate planned for youth. -ti / .Site-Level Information Cloverdale Middle \u0026amp; Elementary Schools Hinkson Road Little Rock, AR. 72209 (501)570-4085 Annual Performance Report2.1 Which program site are you reporting on? Cloverdale Campus (Middle \u0026amp; Elementary) 2.2 What grade level does the host school serve? K-9(98). K-8(99) 2.3 Were any of the following components running prior to the inception of 21^ CCLC funding?  After-school  Summer  Other 2.4 When did each component begin serving students as a 21^ CCLC component? (day/month/year) After-school\nSummer\n_ Other\n____ 10-1-98 2.5: School year. In a typical wee^ what hours is the Center at this site open? (Exclude summer if hours of operation were different.)  Please place an X in boxes when the Center is OPEN during the school year. Mon Tues Wed Thurs Fm Sat Sun Total 6 TO 7 A.M. 7 TO 8 A.M.________ 8 TO 9 A.M. 9 TO 10 A.M. 10 TO 11 A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M. 1 TO 2 P.M. 2 TO 3 P.M. 3 TO 4 P.M. 4 TO 5 P.M. 5 TO 6 P.M. 6 TO 7 P.M. 7 TO 8 P.M. 8 TO 9 P.M._______ Later THAN 9 P.M. Total 1/2 X X X X X 1/2 X X X X X 1/2 X X X X X 1 1/2 3 4 43 3 5 1/2 5 1/2 5 1/2 181/2 X X 2 Annual Performance Report 2.6\nSummer. Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place an X^ in boxes when the Center is OPEN during the summer. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 A.M._______ 7 TO 8 A.M._______ 8 TO 9 A.M._______ 9 TO 10 A.M.______ 10 Toll A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M.______ 1 TO 2 P.M._______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M. Later THAN 9 P.M. Total 2.7: Does your Center offer services during school hours when school is not in session (e.g., holidays, in-service days for teachers)?  Yes  No 2.8: Describe the number of days the Center was open this past year. What is the total number of.... Days the Center operated during the school year Days the Center operated during the summer__________ Number of days that your Centers host school was open # of Days 61 0 187 Annual Performance Report2.9: If your program is a special events/non-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 10 days___________________ Attended 10 days or more (This is the # of regular attendees that you use IF the program is drop-in style)__________________ # of attendees TOTAL OR 2.10: Kyour program is a daily or semi-daily program, please fill the chart below. What is the number of student attendees who ... Attended fewer than 30 days___________________ Attended 30 days or more (This is the # of regular attendees that you use IF the program is NOT drop-in style)______________ TOTAL # of attendees 316 8S 404 2.11Retention What is the number of student attendees who ... Began this academic year and are still participating_______ Began last academic year and are still participating Began this academic year and dropped out of the program TOTAL 2.12\nWhat are the characteristics of students served by your program? # of attendees  199 205 0 404 What is the total number of... # of students in host school All students (total)_______________________________ White Black or African American _______ Asian___________________________________________ _______ Native Hawaiian at Other Pacific Islander_____________ _______ American Indian or Alaska Native____________________ Hispanic ( Latino Students who have special educational needs_________ Students who are considered LEP___________________ Students who are, eligible for free or reduced price lunch Students who are new to the school 1176 62 1022 92 117 82 863 266 a of student regular attendees (see 2.9 and 2.10) 88 3 83 2 65 12 2 Annual Performance Report 2.13\nAttendee Survey Results: Middle School Program What # of students reported that they... #Yes #No Enjoyable: Like the 21^ CCLC program._________ Look forward to attending the program. 34 32 2 4 High Quality: Think there is someone available in the program to help when needed.___________________________ Feel comfortable talking to the 21^ CCLC staff. Think they are doing better in school since they started coming to the 21 CCLC program._______ 34 35 35 2 1 1 Annual Performance Report2.13: Attendee Survey Results: Elementary School Program What # of students reported that they... #Yes #No Enjoyable-. Like the 21^ CCLC program.________ Look forward to attending the program. 93 93 0 0 High Quality. Think there is someone available in the program to help when needed. _______________________ Feel comfortable talking to the 21 CCLC staff. Think they are doing better in school since they started coming to the 21 CCLC program._______ 93 93 93 0 0 0 Annual Performance Report2.14: Please describe each of the services and activities funded by your 21stCCLC grant. Description of Activity/Service I Participation in Activity/Service Activity/Services Time Activity Offered Primiry Type Stafllng Levci Stafllng Type Academic Area Activity In Legislation? WhRt Levels Served ? Average Daily Attendance Sow Many Hoon per Week Offered? How Many Days Offered? Codes to use for completing the table: (A)fterschool Cloverdale (A)fterschool Recreation Mental Health 4fier^chool (A). Before School (B), fPeekaid Summer and/or Other (O). A A 8^ Xnzjwa/ Performance Report AcadeiiBe (A) or Recreation W-A R One-cn-cne or 1:1 (0). SimB gyoup of 1:2-7 groupofl:B-20 ^.andfor Uugfgyoupof 1:20 ar more (I). S M S Paraprofoaion al (P). Adult volutUeer (P). Teacher (T), Coliege siu^ Cf Other student (S), and/or Oi^ (O). PICS PTCS o Maiiietntdics Reat6ng\u0026gt;'Eng2sh/ Language Arts (1^. Science (SU. ^alStuiies (^. Other (O), or (NA) Non-acadeinc content. MRSSOA NA I^UlenacyEducation, 2SeniorCl/tsen Programs, S^DtsyCare, 4\"lntegnsted Education, SSchooland Recreation Imegrated (hiring Sunaner or Weekends. 6-Nulrition/Heabh, /-Expanded Library Hours. S-Tednoiogy. 9~PaTenting Skills. IB-Jridnlr^. Il-Emphymeni Counsetingte- Assistaux. 12-\u0026gt;Serricts for Nan-graduates cf Seamdary Stdioob, IS^Servdesfor Indriduals \\rilh Disabilities, 1A4 3^ PreK, JW. 6^. 9-12. Adult (A), or Other (O). k-5\u0026gt;8 115 8 61 K\u0026gt;S 53 4.5 61 K-5\u0026gt; 77 1 21 I I 2.15: Linkages to School Day Program Please check all boxes that apply. Nature of Linkages O OS 03 O OS k? u  j? CZ) O S 2 c2a (-O3 w 2 ta I I'  12-3'2 s g .a 5 sO O _ - U co U U  a 2 C3 o _ \"a a :2 .  -p -Og --aP Cti n, 03 fGld .2 \u0026lt; \"S c -gl \u0026gt; 2 di  Princ^als Teachers X X XX Guidance Counselors Coaches Support Staff_________ Custodial Staff________ Other (Please identify:) Parents (x) Ahinmae (@) X XX X XX X X X X X X X X x@ . 2.16: Community Collaboration Please check all boxes that apply. Organization (Name or type) List all commitnity organizations with whom you collaborate. New Futures/LRSD Rice Depot X X X X Nature of Collaboration X XX X X x@ T3 C 03 CO 03 O \"S .2: co O -a c 3 CqZ) I (A \"S o o e 5 I s 73 q .3 -K -O u 2 q\u0026gt; \u0026amp;  P -o Am 75 O 3 X X BO c - .SQ u lu U 00  a-a (S S o 2 til \u0026gt; co o 2 -3  gt. u -29 0.1 til co Annual Performance Report 1 2 I .3 9\" o -J 3 : CA u .-2 c4 0^ Q O GG3 \\w\u0026gt; 2 r\" o q 75 H o 3 :211 a. co X u 2 a Kb 3.1: Program Success Stories and Problems Jse the space below to report additional information on program successes and problems. The Cloverdale 21 Century Elementary After-School Tutoring Program has been successftd lelping students with letter and number recognition. Students who had not been consiste^ in liming in homework now do so on a consistent basis. Students who were felling in certain academic, areas improved their grades over a grading period. Problems include getting students to attend consistently. The tutoring and activities offered are excellent. The staff at Cloverdale are wonderfuL My child is in the Dance/Ballet Class and it has really improved her self-esteem and confidence in lerself. I hope this program will continue next school year! Comment from parent of Cloverdale vfiddle After-School participant (See survey that follows). ** See copy of letter addressed to Mr. Patterson and Mrs. Lamb (Cloverdale Middle School administrators) regarding ESL program. Consistent attendance during the second half of the year continues to be a problem for the middle school program. We can always count on our feithftil 45 and we are working on ways to increase this number. _ Annual Performance ReportLittle Rock School District 21^ Century Community Learning Center Grant I? A TWD C \"LEADERS Site: Date: Parent Survey C V\\\\(P 1. What school does youi child attend? 2. What grade is your child in? 3. How did you find out about this program? (Check all that apply.) McClellan Community Education brochure Teacher recommended ___Word-of-mouth Flyer seen at the school . ' . Other, please specify: 4. Has the tutoring program met your expectations? ___ i no 5. Has your childs schoolwork improved? J)Cys ----- 6. Would you recommend this program to others? _)Cyes ----no T. Does your childs te?p.her know about this program? X_ yes ----no imsure comn^nts: to the space below and on the back of this page, ptee you may have regarding this program. We welcome all suggestions for improvemeat. (f I^L S|-6^V d4 iS  \\rv Sj^. \"I hc\u0026gt;P\u0026lt;^ ^'5 nWeBsyc-.CMLA/ASP/l 1-16-99 To\nFrom\nMr. Patterson Ms. Lamb Meredith Wells RE\nESL students in Afterschool Program Date: November 17,1999 Thank you for visiting with me the ESL parents and they are about the Afterschool Program, i have spoken with all excited about their children being in. this CespSy \nthan^rESL class is being taught along.vnth the program. . Spanish-For-Spanish-S peakers. As far as I know this is the only school in the district that will be offering this wonderful advantage for our Non-English speakers as th^e is class. It is a--------- - nothing better for language acquisition than a writing in ones native language. solid foundation in reading and of the Afterschool Permission fonn and a letter  permission form. I will give these forms to -returned this week. I also until November 30 to give the needed. the students today and have requested the foms be mentioned that the program would not degtn for th^ office time to arrange bus transportation if it will be Thanks again for all your help. i-If 2 Century Community Learning Centers Program Annual Performance Report Updated February 2001 U.S. Department of Education0MB No. 1890-0004 Exp. Date: 02/28/03 U.S, Department of Education GRANT PERFORMANCE REPORT COVER SHEET 1. Performance Reporting Period 03/25/00 - 03/24/01 2. PR/Award No. (Block 5 on Grant Award Notification) 3. Project Title R287A981996-99 Little Rock LEADERS 4. Recipient Information 5. Contact Information Name:Little Rock School District Name: Marion Baldwin Address:810 W. Markham Title: Community Education Director Address:9417 Geyer Springs Road City:Little Rock State:AR Zip+4: 72209-7827 Tel. #: (501)570-4149 Fax #\n570-4098 E-mail Address:mebaldw@mccIrsd.kl2.arus 6. Cumulative Expenditures 7. Annual Certification(s) of IRB approval Federal: $ Yes No Non Federal: $ Not applicable 8. Authorized Representative Information To the best of my knowledge and belief, all data in this performance report true and correct. are Leslie V. Carnine Name (Typed or printed) LVCARNieirsdadm.Irsd.kl2.ar.us E-mail Address (501)324-2000 Telephone Number (501)324-2146 Fax Number Signa' 04/27/01 Date ED Form 524 B Grant-Level InformationProgram Objectives 1.1 Please list your original project objectives in the table below. You may extend this table onto the next page as needed. Program Objectives (as listed in proposal) List your original program objectives as stated in your grant proposal. Example: Reduce rates of juvenile crime in the community Status of Objective Describe whether you have met the stated objective, progressed toward the objective, revised the objective, or dropped the objective entirely.____________ Example: Met objective Changes / Comments Describe any changes made to your original objectives. If no changes have been made, comment on progress toward your objective. To provide literacy education to 1,515 youth and 360 adults over 3-year grant cycle. Met objective To provide academic support through tutoring. Met objective To provide a safe, secure and educationally- structured environment for 1,515 youth during non-school hours. Met objective Example: Juvenile crime has dropped 25 percent since the start of the 2E Century program, according to data from the local police department. Number of youth and adults served far exceeded goal. More than 25% of GED enrollees earned their GED.__________________ 25.6% of elementary, 13% of middle school and 8.5% of high school populations participated in program. Number of youth served far exceeded goal. To provide support and training for child day care providers. To provide medical and mental health services to underserved youth and their families. To provide marketable skills training to adults. Met objective Met objective Met objective 10% of trainees pursuing careers in education. Conducted 95 medical consultations and 97 students received mental health services, this year alone. 328 adults enrolled in community education classes, this year.1.2: Project Goals, Focus, and Status As we close out this successfill grant project, we are happy to report that the majority of Little Rock LEADERS programs will be sustained. The majority of our objectives were met with one exception, later noted in this report. Further, we have secured a second 21 Century Community Learning Centers grant (LEADERS^) that will establish four new sites. This report covers project activity for the period of March 25,2000 through March 24, 2001. Activities are reported by goat Goal #1: To provide literacy education to youth and adults. One objective of this goal was to train literacy tutors for youth and adults. This objective was never met. Efforts were made to identify potential trainees\nhowever, little came of that effort. Students and adults received literacy education through the programs\nbut, our goal was to establish a trained literacy corp. Though this objective was not achieved, successes of this goal are noted as follows. The Hooked on Phonics program is used in the elementary afterschool tutoring program. Students receive assistance with their homework and are given time to read once homework is completed. A small collection of books is stored in the tutoring center for the students. Writing is also encouraged as many students learn to read through writing. The ESL component of the middle school afterschool program provides literacy training for nonEnglish speaking students. This year, the number of ESL participants doubled from 7 to 15. It is also worth noting that the majority of these students attended the program more than 30 days. Our GED program continues to flourish. More than 25% of our GED enrollees earn their diplomas. We are second only to the Adult Education Center (AEC) in number of GED participants earning their GED. This is quite an accomplishment given the fact that the AEC has both daytime and evening classes where we only offer evening courses. Again, we hired a literacy tutor for below basic readers that participated in the 2 Cool 4 School Summer Day Camp program This time, a Little Rock School District Reading teacher was hired. Campers were able to work on their reading deficiencies throughout the summer. Parents commented that this was really helpful to their children. Goal #2: To provide academic support through tutoring programs. LEADERS tutoring programs served 329 total students in grades K-12. Programming started in early October and will operate through May 10, 2001. Students receive significant individualized attention in the afterschool program. Our student-tutor ratio rarely exceeds five-to-one and is actually about three-to-one, most days. Though we have not had any specific requests for special education, we did hire two special education teachers to work in the elementary school program, this year. These teachers have been assigned to work with the more academically challenged students. We continue to employ one of the resource teachers at the middle school program. This year, two special education students are enrolled in the middle school program. Parents and students identify subjects that are to be targeted for improvement. The program coordinator uses this information to assign tutors. The first priority of each tutoring session is toaoB 1 assist students in completing their homework. Once homework is completed, students spend time reviewing skills and/or reading. - Based on the feedback of parents and program participants, the tutoring programs have helped many students to improve their grades. Teachers and parents have noted an increase in self-esteem for many of these students. Letters from parents are attached to this report. Goal #3: To provide a safe, secure and educationally-structured environment. All LEADERS programs are conducted in LRSD schools and in accordance with District policies and procedures for safety and security. In addition, security staff is hired for each site. All LEADERS programs are structured to provide needed educational services to youth for the purpose of academic improvement. Goal #4: To provide support and training for child day care providers. Our 2 Cool 4 School Summer Day Camp is a state-licensed day care. Employees of the camp receive training from the State Department of Human Services Childcare Licensing Division. This training outlines the requirements of child day care providers. Orientation for the staff includes information regarding ( imp policies, procedures, and best practices. The staff is also trained for curriculum implements Ton to maximize its benefits to our campers. Goal #5: To provide medical and mental health services to underserved youth and their families. This year, ninety-five people were seen for medical consultations at the McClellan Community High School clinic. Of the 95 persons seen, 12 were adults. Most clinic patrons came for routine physicals, athletic physicals, and consultations regarding minor health problems. Mental health services were provided to a total of 117 youth, 72 high school and 45 middle school students. The students participated in sharing groups established around a few common concerns including grief and loss, drugs, violence, self-esteem, peer and femily relations, goal setting, and truancy. At the middle school, a rites of passage program was developed specifically for young men. Students in this program learned about rights, responsibility and the significance of growing up male in our society. The One Three One Five Summer Program again used a curriculum developed by mental health professions titled, The Psychology of Work. This curriculum teaches participants about the dynamics of the work environment. Participants engage in a variety of activities that equip them with needed skills to be successful in the workforce. Last summer, participants learned about entreprenuership from a local photographer. Goal #6 : To provide marketable skills training for adults. Community education classes are provided throughout the year. Patrons take a significant number of classes offered in order to increase their marketability and/or to increase their eligibility for promotion. A number of information technology courses are offered. Patrons also take advantage of workshops that provide them with information about resume writing, accounting/bookkeeping, financial planning/budgeting, grantwriting, and other skills commonly used in the work environment. B9BSJ 1.3: Lessons Learned and Planned Adjustments What lessons have you learned about your project from the data collected for this report?  This year, we experienced a slight increase in the number of students participating in both school year and summer programs. However, as was the case last year we are still serving quite a large number of people through our programs, and different populations in each program.  Our adult literacy program has the second highest number of GED graduates in the district.  This year, we maintained consistent attendance (fell and spring) at the middle school program following the drop off after initial enrollment.  The high school program experienced a threefold increase in spring attendance from 7 to 22. Describe the adjustments, if any, that you plan to make to your project, based on the information collected for this report. This section is not applicable as our project ends May 31, 2001. However, the majority of jut programs will continue. One adjustment for the future will be to try to get more involvement year around, such that, afterschool participants will also take part in summer programs. Please list any other project changes you plan to make this year. Program continuation using funds other than 21* Century Community Learning Centers grant.1.4: Budget Complete the following budget table for your projects current grant year. For most projects, this is June through May. Budget Category 1. Personnel 2. Fringe Benefits 3. Travel_____________ 4. Equipment 5. Supplies 6. Contractual 7. Construction 8. Other Total Direct Costs (lines 1-8) Indirect Costs Training Stipends Original Budget (from application) $ 64,710 14,091 2,562 -0- 52,050 160,186 1,000 $294,599 24,187 Included in travel Revised Budget (this years funding pins any carryover from previous year) 71,243.40 48,840.36 2,831.09 -0- 66,250.11 153,879.71 -0- 2,000 $345,044.67 33,674.32 Included in travel $378,718.99 Anticipated Expenditure (as of end of budget period) 71,243.40* 48,840.30** 2,831.09 -0- 66,250.11 153,879.71 :o: 2,000.00 345,044.67 33,674.32** Included in travel T . 1 $318,786 _ Total Costs each row, revised budget = anticipated expenditure + anticipated carryover. $378,718.99 Anticipated Carryover (as of end of budget period) -0- -0- Io: -0- -0- -0- -0- Please give a narrative explanation for anticipated carryover amount and your plans for expending it. Personnel costs will exceed the revised budget amountj however, the excess will be taken from the fringe benefits line hem. Fringe benefits also include FICA paid on hourly employees that were shown in the budget as a contractual expense. . . Shortly after the original proposal was submitted the State Department lowered the indirect cost ! factor\ntherefore the amount reflected is in excess of what will actually be spent for indirect costs. The additional funds will be absorbed in other line items of the budget.Community Collaboration 1.5 Use this table to describe active collaborations between your program and community organizations (for example, 4H, churches, YMCA, local businesses, universities libraries, ^^fe******\" \\ r ____ _____ fnr the type of organization, the numerical code for the museums). Please indicate the name or type of organization, the numerical coue lu me organization, the primary contribution of the organization to the project, and the estimated value of the contribution. You may extend this table onto the next page as needed. Organization (Name of all organizations with whom you collaborate.) UAMSC Child Study Center Consumer Credit Counseling Services Lakewood Golf School Bums Park Golf Assn. Lakeview Country Club GoUworld Judge Marion Humphrey Little Rock Parks \u0026amp; Recreation Little Rock School District (various depts.) Please code the type of organization from the list below. (1) National Organizations (e.g.. Boys \u0026amp; Girls Clubs, YMCA/ YWCA, Big Brothers/Big Sisters) (2) Community-Based Organizations (3) Libraries or Museums (4) Businesses (5) County or Municipal Agencies (e.g., police. Parks and Recreation, Health and Social Services (6) Colleges or Universities (7) Faith-Based Organizations (8) Hospitals/Clinics/Health Providers 8 Primary Contribution (1) Set Goals and Objectives (2) Raise Funds (3) Provide Services/Goods (meals, nurse, advertising) (4) Provide Volunteer Staffing (5) Provide Paid Staffing (6) Provide In-Kind Donations (7) Share Techniques for Conducting Activities (8) Other (describe) 1,3,7 Estimated Value of Contribution $50,000 1 4 5 4 4 7 5 5 3,4,8 6 6 6 6 6 3 1,2, 3,4, 5,7 $5,000 $200 $450 $100 $75 $500 $1,000 $150,000center-Level information (McClellan Community High School)Characteristics of 21^ CCLC Center 2.1 Which Center location are you reporting on? McClellan Community High School (school name) 2.2 Were any of the following components running prior to receiving 21 CCLC funds for this Center? 0^ After-school Summer * (Programs shown separately/held at alternate location due to building renovations) Other (specify): Community Education Classes for adults 2.3 Please report the start and end dates (Month/Day/Year) for each component serving 21 CCLC students during this reporting period. (See instructions on page 1 for your reporting period.) After-school: 10/03/00-05/03/01 Summer: Other: 06/19/00-07/28/00 09/25/00 - 12/07/00. 01/29/01 - 05/12/01 2.4 How many (paid and unpaid) staff members work directly with participants in the after-school program? 14 2.5 About how many (paid and unpaid) staff in each category work with students on academic activities? Enter EITHER numbers OR percentages of staff. Type of Staff Member School-day teachers (whether in host school or other school\ninclude former and substitute teachers)________________________________ College students____________________________________________ High school students Parents Youth development workers Other community members (e.g., business mentors, senior citizens) Other (specify):________________________ Number of Staff % of Staff 01 01 O ~0 \"oCharacteristics of Host Schools The host school is the school at -which your 2T' CCLC program Center operates. 2.6 What grade levels does the host school serve? Please report the grade levels served by the host school during the regular school day. 9-12 2.7 Enter the total number of days that the host school was open during the 2000-2001 school year (for example, 180). Do not include summer school 178Center Participation 2.8 How many individuals were served at this Center, by age and by time of year? This does not include adults who work/volunteer at the Center. Enter the number of adults (19 and older) andK- 12 students who attended the Center for each time period indicated. If your Center keeps an attendance list for each activity and people can attend more than one activity, please count them only one time. Row 1: Indicate the number of participants who attended during the academic year. Row 2: Indicate the number of participants who attended during the summer. Row 3 Indicate the number of participants who attended during both the academic year and the summer. Row 4: Add the first two rows together, then subtract the third row. This should result in the total number (unduplicated) of people the Center served in the pastyear. Example What is the total number of... Number of adult attendees (19 or older) Number of student attendees 1. Individuals served during the past academic year_______________________ 2. Individuals served during the past summer_____________________________ 3. Individuals served during both the past academic year AND summer 4. Individuals served in the grant year a 'A-f r- 4'1 S 4^\nT  Jfi55? i Use the table below for your report. What is the total number of... 1. Individuals served during the past academic year____________________________________ 2. Individuals served during the past summer 3. Individuals served during both the past academic year AND siunmer 4. Individuals served in the grant year* No. of adult attendees (19 or older) 343 No. of student attendees 97 343 97 0 0 0 0 *Note: As a check on the accuracy of your figures in each column, if you add the first two rows together and then subtract the third row, you should get the total number (unduphcated) of people served in the grant year (row 4). The numbers in the above table are strictly for illustration. 2.9 Enter the total number of days that the Center operated during the 2000-2001 school year. 77 2.10 Does the Center offer services during school hours when school is not in session? For example, this includes holidays, inclement weather days, and in-service days. This does not include weekend or summer programs.  Yes 0^No School Year: Hours of Operation 2.11 In a typical week, what hours is the Center open? This table is similar to a checklist. Please place a \"1\" in the boxes corresponding to the hours that your Center is open each day of the week during the school year. Remember to total the hours for each row and each column (corresponding to the days of the week). Please place a 1  in boxes when the Center is OPEN for that entire hour. Use 0.5 to indicate a 30-minuteperiod and .25for a 15-nunuteperiod. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 a.m. 7 TO 8 A.M. 8 TO 9 A.M. 9 TO 10 A.M. 10 Toll A.M. 11 A.M. TO 12 P.M. 12 TO 1 P.M. 1 TO 2 P.M. 2 TO 3 P.M. 3 TO 4 P.M. 4 TO 5 P.M. 5 TO 6 P.M. 6 TO 7 P.M. 7 TO 8 P.M. 8 TO 9 P.M. Later than 9 p.m. Total .5 1 1 1 1 .5 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 3 3 3 3 4.5 16.5 4 4 42.12 Did the Center offer services during the summer of 2000? eTycs  No IF NO, PLEASE GO TO 2.15 (STUDENT CHARACTERISTICS) 2.13 Enter the total number of days that the Center operated during the summer of 2000. **(Summer programs were held at an alternate location due to building renovations. They are shown separately for better clarity.) Summer: Hours of Operation 2.14 Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place a 1 in boxes when the Center is OPEN for that entire hour during the summer. Use 0.5 to indicate a 30-minuteperiod and .25for 15-minutes. Mon Tues Wed Thurs Fri Sat Sun TOTAL 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M.________ 2 TO 3 P.M.________ 3 TO 4 P.M.________ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later THAN 9 P.M. TotalStudent Characteristics 2.15 What are the characteristics of students who were served by your program in the current academic year? Record the number of students in each of the listed categories for the host school for your Center and for those students who attended your program during the academic year and any summer sessions. You may record a duplicated count in this table (for example, the same students are counted in more than one category). For example, a Special Education student may also be eligible for free or reduced price lunch. The host school is where your 2F* CCLC Center is located. Use the school s classification to identify LEP (Limited English Proficient) and Special Education students. What is the total number of... All students (total)_________________________________ ______White______________________________________ ______Black or African American _________________ ______Asian______________________________________ ______Native Hawaiian or Other Pacific Islander_______ ______American Indian or Alaska Native______________ ______Hispanic or Latino______________ Students who are considered Special Education_________ Students who are considered LEP (Lirmted English Proficient)_________________________________________ Students who are eligible for free or reduced price lunch Students who are new to the school (freshmen/^^ graders) Students in host school 1149 89 1041 1 0 0 18 117 12 382 366 Student attendees in CenteA 97 4 90 0 0 0 3 0 0 80 18Regular Attendees 2.16 Complete this table. Record (a) the total number of student attendees who attended the program fewer than 30 days during the program year (including summer) and (b) the number who attended 30 or more days during the program year (including summer). Any student who attended 30 days . . 1 Z . f -7*_____________. (/ziva or more during the program year (including summer) is a regular attendee. What Is the number of student attendees who ... Number of student attendees 97 a) Attended fewer than 30 days in current program year b) Attended 30 days or more in the current program year 0 97 TOTAL2.18 Please describe the services and activities funded by your 2P CCLC grant. Description of Activity or Service Participation in Activity or Service Activity or Service Number of Activities Times Activities Offered Staffing Level Staffing Type Grade Leveb Served Average Daily Attendance How Many Hours per Week Offered? How Many Days per Week Offered? If you do not offer any activities in a category, enter 0 for Number of Activities and go to the next category. How many activities are offered in this category? (1) Reading/Literacy (2) Mathematics (3) Science (4) Art, Music, Dance, Theater (5) Sports/Competitive Games (6) Technology, Video, Media (7) Community Service (8) Cultural Activities/Social Studies 1 3 T 0 0 0 0 1 After-school (A), Before School (B), Weekend (W), Summer (S), and/or Other (O). A One-on-one or 1:1 (O), Small group of 1:2-7 (S), Medium group of 1:8-20 (M), and/or Large group of 1:20 or more (L). Paraprofessional (P), Adult volunteer (V), Teacher (J), College student (C), Other student (S), antPor Other (O). PreK, K-5, 6- 8, 9-12, Adult (A), or Other (O). S T 9-12 6 3 3 A A A S S S T, C, S f 9-12 9-12 T 9-12 15 3 4 3 3 3 3 3 3 (9) Health/Nutrition (10) Youth Development (e.g., mediation, communications) (11) Services for Adults (12) Homework Help/Tutoring 1 0 1 1 w O,W PreK,K-5, 6-8,9-12,A 12 5/clinic 1/mo. A,W, S A M S A 9-12 25 10 2.5-5 3 4 3 Linkages to School Day 2.19 This table describes possible linkages between your Centers program and the host school. Indicate (by checking the appropriate boxes) which individuals from the regular school faculty/staff contribute to the program in the ways indicated in the first column. For example, the schools principal and teachers may significantly help you set goals and objectives for the after-school program (if so, both of these boxes would be checked). Alternatively, they may not be substantially involved in any of the ways suggested (if so, their box in the last row and no other row would be checked). Please check all boxes that apply. Roles/Contribution to after- school program Set goals and objective? Principal School-day Teachers X Guidance Counselors X OfSce Staff Custodian X X Recruit/refer students X X X Communicate school-day curricula to Center staff X Provide feedback on students X X Share instructional practices X Work in after-school program X X Promote access to facilities, provide resources or assistance X X X X Not substantively involved ..center-Level Information (Cloverdale Middle School)Characteristics of 21^ CCLC Center 2.1 Which Center location are you reporting on? Cloverdale Middle School (school name) 2.2 Were any of the following components running prior to receiving 2P CCLC funds for this Center? 0*^^er-school  Summer O Other (specify): 2.3 Please report the start and end dates (Month/Day/Year) for each component serving 21* CCLC students during this reporting period. (See instructions on page 1 for your reporting period.) After-school: 10/05/00 - 05/03/01 Summer: _________________ Other: _________________ 2.4 How many (paid and unpaid) staff members work directly with participants in the after-school program? 2.5 About how many (paid and unpaid) staff in each category work with students on academic activities? Enter EITHER numbers OR percentages of staff. Type of Staff Member School-day teachers (whether in host school or other school\ninclude former and substitute teachers) ______________________________ College students___________________________________________ High school students Parents Youth development workers Other community members (e.g., business mentors, senior citizens) Other (specify): Security______________________ Number of Staff 15 % of Staff 0 0 T 0 T \"2 11Characteristics of Host Schools The host school is the school at which your 2T CCLC program Center operates. 2.6 What grade levels does the host school serve? Please report the grade levels served by the host school during the regular school day. 6-8 2.7 Enter the total number of days that the host school was open during the 2000-2001 school year (for example, 180). Do not include summer school 178 12Center Participation 2.8 How many individuals were served at this Center, by age and by time of year? This does not include adults who work/volunteer at the Center. Enter the number of adults (19 and older) and K-12 students who attended the Center for each time period indicated. If your Center keeps an attendance list for each activity and people can attend more than one activity, please count them only one time. Row 1: Indicate the number of participants who attended during the academic year. Row 2: Indicate the number of participants who attended during the summer. Row 3 Indicate the number of participants who attended during both the academic year and the summer. Row 4: Add the first two rows together, then subtract the third row. This should result in the total number (unduplicated) of people the Center served in the past year. Example What is the total number of... Number of adult attendees (19 or older) Number of student attendees 1. Individuals served during the past academic year________________________ 2. Individuals served during the past summer____________________________ 3. Individuals served during both the past academic year AND summer___________ 4. Individuals served in the grant year .. 'I L KB A?\nr'Jfj it \"3 5i 1  Use the table below for your report. What is the total number of... 1. Individuals served during the past academic year_______________________________ 2. Individuals served during the past summer 3. Individuals served during both the past academic year AND summer_______________ 4. Individuals served in the grant year* No. of adult attendees (19 or older) 0 No. of student attendees 99 91 0 0 0 s 8 *Note: As a check on the accuracy of your figures in each column, if you add the first two rows together and then subtract the third row, you should get the total number (unduphcated) of people served in the grant year (row 4). The numbers in the above table are strictly for illustration. 132.9 Enter the total number of days that the Center operated during the 2000-2001 school year. 76 2.10 Does the Center offer services during school hours when school is not in session? For example, this includes holidays, inclement weather days, and in-service days. This does not include weekend or summer programs.  Yes No School Year: Hours of Operation 2.11 In a typical week, what hours is the Center open? This table is similar to a checklist. Please place a 1  in the boxes corresponding to the hours that your Center is open each day of the week during the school year. Remember to total the hours for each row and each column (corresponding to the days of the week). Please place a I in boxes when the Center is OPEN for that entire hour. Use 0.5 to indicate a 30-minute period and .25for a 15-nunute period. Mon Tues Wed Thurs Fm Sat Sun Total 6 TO 7 A.M. 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M. 2 TO 3 P.M.________ 3 TO 4 P.M. 4 TO 5 P.M. 5 TO 6 P.M. 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M. Later than 9 p.m. Total 3 3 1 1 1 1 1 1 6 2 2 2 142.12 Did the Center offer services during the summer of 2000?  Yes 0^No IF NO, PLEASE GO TO 2.15 (STUDENT CHARACTERISTICS) 2.13 Enter the total number of days that the Center operated during the summer of 2000. Summer: Hours of Operation 2.14 Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place a 1 in boxes when the Center is OPEN for that entire hour during the sunaner. Use 0.5 to indicate a 30-minute period and .25for 15-minutes. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M.________ 2 TO 3 P.M.________ 3 TO 4 P.M.________ 4 TO 5 P.M.________ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later than 9 p.m. Total 15Student Characteristics 2.15 What are the characteristics of students who were served by your program in the current academic year? Record the number of students in each of the listed categories for the host school for your Center and for those students who attended your program during the academic year and any summer sessions. You may record a duplicated count in this table (for example, the same students are counted in more than one category). For example, a Special Education student may also be eligible for free or reduced price lunch. The host school is where your 21\" CCLC Center is located. Use the schools classification to identify LEP (Limited English Proficient) and Special Education students. What is the total number of... Students in host scFiool Student attendees in Center All students (total)________________________________ White_____________________________ ______Black or African American_____________ ______Asian____________________________________ ______Native Hawaiian or Other Pacific Islander______ ______American Indian or Alaska Native____________ ______Hispanic or Latino__________________________ Students who are considered Special Education_______ Students who are considered LEP (Limited English Proficient)_____________________________ Students who are eligible for free or reduced price lunch Students who are new to the program________________ 99 3 81 0 0 0 15 0 15 99 54 16Regular Attendees 2.16 Complete this table. Record (a) the total number of student attendees who attended the program fewer than 30 days during the program year (including summer) and (b) the number who attended 30 or more days during the program year (including summer). Any student who attended 30 days or more during the program year (including summer) is a \"regular attendee. \" What is the number of student attendees who ... Number of student attendees 71 a) Attended fewer than 30 days in current program year b) Attended 30 days or more in the current program year 28 99 TOTAL 172.18 Please describe the services and activities funded by your 2P CCLC grant. Description of Activity or Service Participation in Activity or Service I Activity or Service If you. do not offer any activities [ in a category, enter 0 for i Number of Activities and go to the next category. (1) ReadingZLiteracy (2) Mathematics (3) Science (4) Art, Music, Dance, Theater (5) Sports/Competitive Games (6) Technology, Video, Media (7) Community Service (8) Cultural Activities/Social Studies______________ (9) Health/Nutrition (10) Youth Development (e.g., mediation, communications) (11) Services for Adults (12) Homework Help/Tutoring Number of Activities How many activities are offered in this category? X 1 1 3 0 1 0 1 0 0 0 1 Times Activities Offered After-school (A), Before School (B), Weekend (W), Summer (S), and/or Other (O). A A A A A A A Staffing Level One-on-one or 1:1 (O), Small group of 1:2-7 (S), Medium group of 1:8-20 (M), and/or Large group of 1:20 or more (L). M M M M M M S staffing Type Paraprofessional (P), Adult volunteer (V), Teacher (T), College student (C), Other student (S), and/or Other (O). T T T P, T, O T T T, O Grade Levels Served Average Daily Attendance How Many Hours per Week Offered? How Many Days per Week Offered? PreK, K-5, 6- 8, 9-12, Adult (A), or Other (O). 6-8 6-8 6-8 6-8 6-8 6-8 6-8 12 18 11 13 12 12 10 6 6 6 3 3 6 6 3 3 3 3 3 3 3 19 Linkages to School Day 2.19 This table describes possible linkages between your Centers program and the host school Indicate (by checking the appropriate boxes) which individuals from the regular school faculty/staff contribute to the program in the ways indicated in the first column. For example, the schools principal and teachers may significantly help you set goals and objectives for the after-school program (if so, both of these boxes would be checked). Alternatively, they may not be substantially involved in any of the ways suggested (if so, their box in the last row and no other row would be checked). Please check all boxes that apply. Roles/Contribution to after- school program Set goals and objectives Principal School-day Teachers X Guidance Counselors X Office Staff Custodian X X X Recruit/refer students X X Communicate school-day curricula to Center staff X X Provide feedback on students X X Share instructional practices X X Work in after-school program X X X Promote access to facilities, provide resources or assistance X X X X X L Not substantively involved 20center-Level Information (Cloverdale Elementary School) 10Characteristics of 21* CCLC Center 2.1 Which Center location are you reporting on? Cloverdale Elementary School (school name) 2.2 Were any of the following components running prior to receiving 2P CCLC funds for this Center? ^fter-school  Summer Q Other (specify): 2.3 Please report the start and end dates (Month/Day/Year) for each component serving 21^ CCLC students during this reporting period. (See instructions on page 1 for your reporting period.) After-school: 10/02/00-05/03/01 Summer: _________________ Other: _________________ 2.4 How many (paid and unpaid) staff members work directly with participants in the after-school program? 29 2.5 About how many (paid and unpaid) staff in each category work with students on academic activities? Enter EITHER numbers OR percentages of staff. Type of Staff Member School-day teachers (whether in host school or other school\ninclude former and substitute teachers)_______________________________ College students________________________________________ High school students Parents Youth development workers Other community members (e.g., business mentors, senior citizens) Other (specify): Security, custodian Number of Staff l6 % of Staff 3 4 T o I I 11Characteristics of Host Schools The host school is the school at which your 2T' CCLC program Center operates. 2.6 What grade levels does the host school serve? Please report the grade levels served by the host school during the regular school day. K-5 2.7 Enter the total number of days that the host school was open during the 2000-2001 school year (for example, 180). Do not include summer school 178 12Center Participation 2.8 How many individuals were served at this Center, by age and by time of year? This does not include adults who work/volunteer at the Center. Enter the number ofnduto (19 and older) andK-I2e,udemr^ aended,he Cetler for each attendance list for each activity and people can time period indicated. If your Center keeps an attend more than one activity, please count them only one time. Row 1: Indicate the number of participants who attended during the academic year. Row 2  Indicate the number of participants who attended during the summer. Row 3 Indicate the number of participants who attended during both the academic year and the Row 4: Id^the first two rows together, then subtract the third row. This should result in the total number (unduplicated) of people the Center served in the past year. Example What is the total number of... 1. Individuals served during the past academic year_______________________ 2. Individuals served during the past summer___________________ 3. Individuals served during both the past academic year AND summer 4. Individuals served in the grant year Number of adult attendees (19 or older) Jt 1 Number of student attendees ST Sw J. ft') k  i- C . 350  i T 1 \u0026gt; Use the table below for your report. What is the total number of... 1. Individuals served during the past academic year__________________________________ 2. Individuals served during the past summer 3. Individuals served during both the past academic year AND summer____ 4. Individuals served in the grant year* No. of adult attendees (19 or older) 0 No. of student attendees 133 133 0 0 0 0 0 *Note As a check on the accuracy of your figures in each column, if you add the first two rows togeAer and then subtract the third row, you should get the total number (unduplicated) of people served in the grant year (row 4). The numbers in the above table are strictly for illustration. 132.9 Enter the total number of days that the Center operated during the 2000-2001 school year. 78 2.10 Does the Center offer services during school hours when school is not in session? For example, this includes holidays, inclement weather days, and in-service days. This does not include weekend or summer programs.  Yes No School Year: Hours of Operation 2.11 In a typical week, what hours is the Center open? This table is similar to a checklist. Please place a 1\" in the boxes corresponding to the hours that your Center is open each day of the week during the school year. Remember to total the hours for each row and each column (corresponding to the days of the week). Please place a 7  in boxes when the Center is OPEN for that entire hour. Use 0.5 to indicate a 30-minuteperiod and .25for a 15-minuteperiod. Mon Tues Wed Thurs Fri Sat Sun Total 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M.______ 10 TO 11 A.M._____ 11 A.M. TO 12 P.M. 12 TO 1 P.M.______ 1 TO 2 P.M._______ 2 TO 3 P.M._______ 3 TO 4 P.M._______ 4 TO 5 P.M._______ 5 TO 6 P.M._______ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later than 9 p.m. Total .5 1 1 1^ 1 1 .5 1 1 1 1 1 .5 1 1 1 1 1 1.5 3 3 3 3 3 5.5 5.5 5.5 i 16.5 142.12 Did the Center offer services during the summer of 2000?  Yes 0^No IF NO, PLEASE GO TO 2.15 (STUDENT CHARACTERISTICS) 2.13 Enter the total number of days that the Center operated during the summer of 2000. Summer: Hours of Operation 2.14 Please fill in the number of hours the Center was open in a typical week during the summer. (Exclude hours the Center was open only during the school year.) Please place a 1 in boxes when the Center is OPEN for that entire hour during the summer. Use 0.5 to indicate a 30-minuteperiod and .25for 15-minutes. Mon Tues Wed Thurs Fri Sat Sun TOTAL 6 TO 7 A.M.________ 7 TO 8 A.M.________ 8 TO 9 A.M.________ 9 TO 10 A.M._______ 10 TO 11 A.M.______ 11 A.M. TO 12 P.M. 12 TO 1 P.M._______ 1 TO 2 P.M.________ 2 TO 3 P.M.________ 3 TO 4 P.M.________ 4 TO 5 P.M.________ 5 TO 6 P.M.________ 6 TO 7 P.M._______ 7 TO 8 P.M._______ 8 TO 9 P.M._______ Later THAN 9 P.M. Total 15student Characteristics 2.15 What are the characteristics of students who were served by your program in the current academic year? Record the number of students in each of the listed categories for the host school for your Center and for those students who attended your program during the academic year and any summer sessions. You may record a duplicated count in this table (for example, the same students are counted in more than one category). For example, a Special Education student may also be eligible for free or reduced price lunch. The host school is where your 2F CCLC Center is located. Use the school s classification to identify LEP (Limited English Proficient) and Special Education students. What is the total number of... Students in host school Student attendees in Center All students (total)_______________________________ ______White_________________________ ______Black or African American__________________ ______Asian_____________________________________ ______Native Hawaiian or Other Pacific Islander______ ______American Indian or Alaska Native____________ ______Hispanic or Latino__________________________ Students who are considered Special Education_______ Students who are considered LEP (Limited English Proficient)_____________________________________ Students who are eligible for free or reduced price lunch Students who are new to the school__________________ 401 20 355 1 0 0 22 38 8 341 108 103 7 86 1 0 0 6 3 0 88 31 16Regular Attendees 2.16 Complete this table. Record (a) the total number of student attendees who attended the program fewer than 30 days during the program year (including summer) and (b) the number who attended days during the program year (including summer). Any student who attended 30 days 30 OK D2OK6 t -------\"\"o  2 -*  or more during the program year (including summer) is a regular attendee. What is the number of student attendees who ... Number of student attendees 55 a) Attended fewer than 30 days in current program year b) Attended 30 days or more in the current program year 78 133* TOTAL *This number represents all of the program attendees. In 2.15 (previous page) only 103 participants are noted because those are the participants that attend the host school\nhowever, this program serves 30 additional students that attend schools other than the host school. 172.18 Please describe the services and activities funded by your CCLC grant. Description of Activity or Service Participation in Activity or Service Activity or Service Number of Activities Times Activities Offered Staffing Level staffing Type Grade Levels Served Average Daily Attendance How Many Hours per Week Offered? How Many Days per Week Offered? If you do not offer any activities in a category, enter 0 for Number of Activities and go to the next category. How many activities are offered in this category? (1) Reading/Literacy___________ (2) Mathematics______________ (3) Science__________________ (4) Art, Music, Dance, Theater (5) Sports/Competitive Games (6) Technology, Video, Media (7) Community Service (8) Cultural Activities/Social Studies______________ (9) Health/Nutrition (10) Youth Development (e.g., mediation, communications) (11) Services for Adults_______ (12) Homework Help/Tutoring 2 1 1 0 1 0 y 1 0 0 0 1 After-school (A), Before School (B), Weekend (W), Summer (S), and/or Other (O). A One-on-one or 1:1 (O), Small group of 1:2-7 (S), Medium group of 1:8-20 (M), and/or Large group of 1:20 or more (L). Paraprofessional (P), Adult volunteer (V), Teacher (I), College student (C), Other student (S), and/or Other (O). PreK, K-5, 6- 8, 9-12, Adult (A), or Other (O). A A A A A S S S M M S T, C T,C LC T, S T,C T, C K-5 K-5 K-5 K-5 K-5 K-5 45 48 40 50 40 40 3 3I 4.5 3 3 3 3J 4.5 3 3 19 Linkages to School Day 2.19 This table describes possible linkages between your Centers program and the host school. Indicate (by checking the appropriate boxes) which individuals \u0026amp;om the regular school feculty/staff contribute to the program in the ways indicated in the first column. For example, the schools 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_351","title":"Compliance hearing exhibits, ''Writings on Program Evaluation-Grant Funded Projects,'' Volume II","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","Education--Finance"],"dcterms_title":["Compliance hearing exhibits, ''Writings on Program Evaluation-Grant Funded Projects,'' Volume II"],"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/351"],"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'WRITING ON PROGRAM EVALUATION\" -GRANT-FUNDED PROJECTS VOL. 2 OF 2Writings on Program EvaluationGrant-Funded Projects \\ 2U Century Community Learning Centers (grant-funded project) / 1. Grant Performance Report, Year One, 1998-99 2. Annual Performance Report, 1999-2000 3. Annual Performance Report, 2000-01 Safe Schools/Healthv Students (grant-funded project) 4. Grant proposal to United States Department of Education for funding for the Safe Schools/ Healthy Students project 5. Grant Performance Report, Jan, 30, 2001 Carnegie High School Reform^tanning (grant-funded proiecf) 6. Grant proposal to the Carnegie Foundation to fund a planning year for high school reform 7. Study Circle,Xction Forum Report on Issues and Suggestions, March 1, 2001 Accelerated Learning Center / 8. App^ation for a Charter School Planning Grant (see p. 3 for Justification of the nedd) Magnet School Grant 9. Magnet Programs Grant Proposal to United States Department of EducationTABLE OF CONTENTS PART\nITEM\nPAGE PARTI\nAPPLICATION FOR FEDERAL ASSISTANCE PART II \\ ASSURANCES \u0026amp; CERTIFICATION PART III\nBUDGET FORM \u0026amp; INFORMATION PART IV\nPROGRAM NARRATIVE : Abstract I i Performance Indicators Reference Sheet ill t A. i INTRODUCTION 1 : NEEDS ASSESSMENT 6 B. PLAN OF OPERATION\nEffectiveness of the Management Plan 29\nAttainment of Specific Objectives Effective Use of Resources to Achieve the Objectives\nEqual Access for Eligible Participants 37 56 68\nRecruitment of Students of Different Backgrounds 73 C. i QUALITY OF PERSONNEL\nQuality of the Project Director 7Q D. I Experience of Key Personnel i Quality of the Teachers i Time Commitment of Key Persormel\nDistrict Non-Dlscriminatory Practices\nQUALITY OF PROJECT DESIGN\nI. Magnet Schools Profile IL Program Descriptions  J. A. Fair High School  Mabelvale Middle School 79 92 103 104 106 107 143  McClellan High School  Cloverdale Middle School 183 223 December 18, 2000 Little Rock School District TABLE OF CONTENTS PART i ITEM i PAGE E. i BUDGET AND RESOURCES\nAdequacy of Facilities 267 F, G ' H. II II I i Adequacy of Equipment and Supplies I Adequacy of Reasonableness of the Budget i EVALUATION PLAN i Summatlve Evaluation i Formative Evaluation i COMMITMENT \u0026amp; CAPACITY i PRIORITIES\nNeed for Assistance \nNew or Significantly Revised Magnet Schools i Use of the Lottery s Innovative Approaches ! State Plan for Goals 2000 i Comprehensive Community Involvement Plan : PART V i DESEGREGATION INFORMATION PART VI\nAPPENDICES 278 278 282 992 297 301 305 307 309 320 329 A. pplication Education for r e d e r a 1 Note: if available, please provide A s s i s t a D c e application package on diskette and specify the file format. rar\nU.S. Department of Education Fottn Approved 0MB No. 1875-0106 Exp. 06/30/2001 [j Applicant Information 1. Name and Address Organizational Unit Legal Name:. Address:___ City Little Rock School District 810 West Markham_____ ______ School District Little Rock AR State Pulaski County 72201 ZIP Code + 4 2. ApplicantsD-U-N-SNumber | 0|4 |0 |6 4| 4 |0 |0 |7 3. Applicants T-I-N 71-60 14717 4. Catalog of Federal Domestic Assistance #\n5. Project Director:. Linda Austin Address\n. 810 West Markham Little Rock City Tel.#: (501 ) 6. Is the applicant delinquent on any Federal debt? (If \"Yes,\" attach an explanation.) 8 I 4 B 1 I 6 I 5 I a|'- Title:. 7. Dves B No AR Sute 72201 - ZIP Code + 4 324  2112 Fax#: (501 ) .324 -2115 E-Mail Address: livoung@lrsdadm. Irsd.kl2.ar.us Application Information 9. Type of Submission: PreApplication [3 Construction  Non-Construction Application  Construction 13 Non-Construction 10. Is application subject to review by Executive Order 12372 process? IXI Yes (Date made available to the Executive Order 12372 process for review): 12 /19 /2000 I I No (If \"No.\" check appropriate box below.) 1 I Program is not covered by E.O. 12372. I 1 Program has not been selected by State for review. Start Date: End Date: Magnet Schools Assistance Program___________________ Type of Applicant (Enter appropriate letter in the box.) [Il A State B County C Municipal D Township  Interstate F Intermunicipal G Special District H Independent School District I Public College or University J Private, Non-Profit College or University K Indian Tribe L Individual M Private, Profit-Making Organization N Other (Specify):_____________________ 8. Novice Applicant B Yes  No 12. Are any research activities involving human subjects planned at any time during the proposed project period? Yes No 11. Proposed Project Dates: J7/^/200L Q6/2QQ4 Estimated Funding 14a. Federal b. Applicant c. State d. Local e. Other f. Program Income g. TOTAL RV. 11/12/99 a. If \"Yes,\" Exemption(s) #' c. IRB approval date: s $ $ $ 5 s s lx] No b. /Assurance of Compliance #\nOR I 1 Full IRB ar r~l Expedited Review 13. Descriptive Title of Applicants Project: Magnet Schools Assistance Program Propos. 1 Aiming for Excellence Authorized Representative Information 3,999,832 3,999,832 .00 .00 .00 .00 .00 .00 .00 15. To the best of my knowledge and belief, all data in this preapplicationZapplication are true lU Uic ucsi u* Uiy luawvTivMgv uuw -------------- \u0026lt; t .j ri. r and correct. The document has been duly authorized by the governing body of the applicant and the applicant will comply with the attached assurances if the assistance is awarde . Typed Name of Authorized Representative Dr. Leslie V. Gamine b. Title Superintendent of Schools Tel.#: (501 ) 324 - 2012 Fax#: (501) 3^ .2146 d. E-Mail Address: e. Signature of Autl lvcami@lrsdadm.lrsd.kl2. ar. us Tzcd Represem IVI Datel2 zQ8/200g ED 424 assurances - NON-CONSTRUCTION PROGRAMS 0MB Approval No. 0348-0040 hiirripn for this collection of information is estimated to average 15 minutes per response, includ. ing, time for reviewing Public reporting-b--u--r-d---e--n- for this coiieciio maintaining the data needed, and completing and reviewing the collection of instructions, searching existing data sources, gathering other aspect of this collection of information, including suggestions for PLEASE DO NOT RETURN YOUR COMPLETED FORM TO THE OFFICE OF MANAGEMENT AND BUDGET. SEND IT TO THE ADDRESS PROVIDED BY THE SPONSORING AGENCY._______ If you have questions, please contact the is the case, you will be notified. As the duly authorized representative of the applicant, I certify that the applicant: 1. 2. Has the legal authority to apply for Federal assistance and the institutional, managerial and financial capability (including funds sufficient to pay the non-Federal share of project cost) to ensure proper planning, management and completion of the project described in this application. Will give the awarding agency, the Comptroller General of the United States and, if appropriate, the State, through any authorized representative, access to and the right to examine all records, books, papers, or documents related to the award\nand will establish a proper accounting system in accordance with generally accepted accounting standards or agency directives. 3. Will establish safeguards to prohibit employees from using their positions for a purpose that constitutes or presents the appearance of personal or organizational conflict of interest, or personal gain. 4. Will initiate and complete the work within the applicable time frame after receipt of approval of the awarding agency. 5 Will comply with the Intergovernmental Personnel Act of 1970 (42 U.S.C. 4728-4763) relating to prescribed standards for merit systems for programs funded under one of the 19 statutes or regulations specified in Appendix A of OPM's Standards for a Merit System of Personnel Administration (5 C.F.R. 900, Subpart F). 6. Will comply w..i.t.h. a-l l Federal statutes .relatingJ .t o. nondiscrimination. These include but are not limited to. Title VI of the Civil Rights Act of 1964 (P.L. 88-352) which prohibits discrimination on the basis of race, color or national origin\n(b) Title IX of the Eduction Amendments of 1972, as amended (20 U.S.C. 1681- (a) 1683, and 1685-1686), which prohibits discrimination on the basis of sex\n(c) Section 504 of the Rehabilitation Previous Edition Usable 7. Act of 1973, as amended (29 U.S.C. 794), which prohibits discrimination on the basis of handicaps\n(d) the Age Discrimination Act of 1975, as amended (42 U.S.C. 6101-6107), which prohibits discrimination on the basis of age\n(e) the Drug Abuse Office and Treatment Act of 1972 (P.L. 92-255), as amended, relating to nondiscrimination on the basis of dnjg abuse\n(f) the Comprehensive Alcohol Abuse and Alcoholism Prevention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616). as amended, relating to nondiscrimination on the basis of alcohol abuse or alcoholism\n(g) 523 and 527 of the Public Health Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 ee 3), as amended, relating to confidentiality of alcohol and drug abuse patient records\n(h) Title VIII of the Civil Rights Act of 1968 (42 U.S.C, 3601 et seq.), as amended, relaUng to nondiscrimination in the sale, rental or financing of housing\n(i) any other nondiscrimination provisions in the specific statute(s) under which application for Federal assistance is being made\nand, 0) the requirements of any other nondiscrimination statute(s) which may apply to the application. Will comply, or has already complied, with the requirements of Titles II and 111 of the Uniform Relocation Assistance and Real Property Acquisition Policies Act of 1970 (P.L. 91-646) which provide for fair and equitable treatment of persons displaced or whose property is acquired as a result of Federal or federally-assisted programs. These requirements apply to all interests in real property acquired for project purposes purchases. regardless of Federal participation in 8. Will comply, as applicable, with provisions of the Hatch Act (5 U.S.C. 1501-1508 and 7324-7328) which limit the political activities of employees whose principal employment activities are funded in whole or in part with Federal funds. Authorized for Local Reproduction standard Form 424B (Rev. 7-97) Prescribed by 0MB Circular A-102 9 Will comply, as applicable, with the provisions of the Davis- Bacon Act (40 U.S.C. 276a to 276a-7), the Copeland Act (40 U.S.C. 276c and 18 U.S.C. 874), and the Contract Work Hours and Safety Standards Act (40 U.S.C. 327- 333), regarding labor standards for federally-assisted construction subagreements. 10. Will comply, if applicable, with flood insurance purchase requirements of Section 102(a) of the Flood Disaster Protection Act of 1973 (P.L. 93-234) which requires recipients in a special flood hazard area to participate in the program and to purchase flood insurance if the total cost of insurable construction and acquisition is $10,000 or more. 11. Will comply with environmental standards which may be prescribed pursuant to the following\n(a) institution of environmental quality control measures under the National Environmental Policy Act of 1969 (P.L. 91-190) and Executive Order (EO) 11514\n(b) notification of violating facilities pursuant to EO 11738\n(c) protection of wetlands pursuant to EO 11990\n(d) evaluation of flood hazards in floodplains in accordance with EO 11988\n(e) assurance of project consistency with the approved State management program developed under the Coastal Zone Management Act of 1972 (16 U.S.C. 1451 et seq.)\n(f) conformity of Federal actions to State (Clean Air) Implementation Plans under Section 176(c) of the Clean Air Act of 1955, as amended (42 U.S.C. 7401 et seq.)\n(g) protection of underground sources of drinking water under the Safe Drinking Water Act of 1974, as amended (P.L. 93-523)\nand. (h) protection of endangered species under the Endangered Species Act of 1973, as amended (P.L. 93- 205). 12. Will comply with the Wild and Scenic Rivers Act of 1968 (16 U.S.C. 1271 et seq.) related to protecting components or potential components of the national wild and scenic rivers system. 13. Will assist the awarding agency in assuring compliance with Section 106 of the National Historic Preservation Act of 1966, as amended (16 U.S.C. 470), EO 11593 (identification and protection of historic properties), and the Archaeological and Historic Preservation Act of 1974 (16 U.S.C. 469a-1 et seq.). 14. Will comply with P.L. 93-348 regarding the protection of human subjects involved in research, development, and related activities supported by this award of assistance. 15. Will comply with the Laboratory Animal Welfare Act of 1966 (P.L. 89-544, as amended, 7 U.S.C. 2131 et seq.) pertaining to the care, handling, and treatment of warm blooded animals held for research, teaching, or other activities supported by this award of assistance. 16. Will comply with the Lead-Based Paint Poisoning Prevention Act (42 U.S.C. 4801 et seq.) which prohibits the use of lead-based paint in construction or rehabilitation of residence structures. 17. Will cause to be performed the required financial and compliance audits in accordance with the Single Audit Act Amendments of 1996 and OMB Circular No. A-133. 18. Audits of States, Local Governments, and Non-Profit Organizations.\" Will comply with all applicable requirements of all other Federal laws, executive orders, regulations, and policies governing this program. SIGNATURE OF AUTHORIZED CERTIFYING OFFICIAL TITLE Superintendent of Schools APPLICANT ORGANIZAVlpN Little Rock School District DATE SUBMITTED December 22, 2000 standard Form 4248 (Rev. 7-97) Back 1. Type of Federal Action: b. disclosure of lobbying activities Complete this form to disclose lobbying activities pursuant to 31 U.S.C. 1352 (See reverse for public burden disclosure.) ___________ ---------------------------------- , - .T_______________ , \u0026gt; _!___ In Dannrt Tune\n2. Status of Federal Action: 3. Report Type: Approved by 0MB 0348-0046 a. contract b. grant c. cooperative agreement d. loan e. loan guarantee f. loan insurance_______ a a. bid/offer/application b. initial award c. post-award a. a. initial filing b. material change For Material Change Only: year quarter date of last report 4. Name and Address of Reporting Entity: 0 Prime I I Subawardee Tier_____ 5. If Reporting Entity in No. 4 is a and Address of Prime: Subawardee, Enter Name Little Rock School District 810 West Markham Little Rock, AR 72201 , if known'. Congressional District, if known'. 6. Federal Department/Agency: Two U.S. Department of Educatim 8. Federal Action Number, if known: 10. a. Name and Address of Lobbying Registrant (if individual, last name, first name. Ml)'. N/A 11. authorized by tlno 31 U.S.C. sootton Z13J52S '-jrnatiB dniaccaau rwoa ao lP kitibSyftbnyo tahc.d dviUBa la .a. hm.artie rliaal trampraoaa.n^tabori ol tact c aritariKl Irito. Thia dl.Uo.ur, 1. rwulhid pur.u.ht m 31 W.C 135^ Wormatlori wilt be reported Io the CortBrea. Krrrwinhuelly ^d W^all^e public rapmSori. An, penmn B-o fail, to file the repuWrd  ^ecl to e dtril pertelt, al not leu that 510.000 and not more than $100,000 for mrormalion nqirtlted BinxjBh ttlis torn is 31 U.S.C. 1352. This such failure. Federal Use Only\nCongressional District, if known : 7. Federal Program Name/Description: CFDA Number, if applicable'. 9. Award Amount, if known: $______________________ ___________ ____________ b. Individuals Performing Services (including address if different from No. 10a) (last name, first name, Ml): Signature\n_____ 4 Print Name: _ Title\n_______ Telephone No. N/A TiPsuV V. Gamine Superintendent of Schools (501) 32A-2012 Date\n12/22/00. Authorized for Local Reproduction Standard Form LLL (Rev. 7-97) INSTRUCTIONS FOR COMPLETION OF SF-LLL, DISCLOSURE OF LOBBYING ACTIVITIES This disclosure form shall be completed by the ^Tfil\" action, or a material change to a previous filing, pursuant to btle 31 U.S.C^seotion 1352. Member of Congress, an officer or employeeof ppaayymmeenntt ttoo aannyy lloobbbbyyiinngg eenntUittyy ffoor^ linnfflluueennccilnngg oorr attemp^ng o m uen 1. Identify the type of covered Federal action for which lobbying activity is and/or has been secured to infiuence the outcome of a covered Federal action. 2. Identify the status of the covered Federal action. 3. Identify the --------- the year and quarter in which the change occurred. Enter action. 4. Enter the full name, address, city, State and the first subawardee of the reporting entity that designates if it Is, or limited to subcontracts, subgrants and contract awards under grants. of the prime is the 1st tier. Subawards include but are not 5. If the organization filing the report in item 4 Checks -Subawardee.-then enter the full name, address, city. State and zip code of the prime Federal recipient. Include Congressional District, if known. 6. Enter the name of the Federal agency making the award or loan commitment. Include at least one example. Department of Transportation. United States Coast Guard. organizationallevel below agency name, if known. For 7. Enter the Federal program name or description for the covered Federal action (Item 1). If known, enter the full Catalog of Federal Domestic Assistance (CFDA) number for grants, cooperative agreements, loans, and loan commitments. 8 Enter the most appropriate Federal Identifying number availablefor the Federal action identified in XmlXei ' Invitation for Bid (IFB) number, grant announcement \"* \" **\" \"---------------------- '' assigned by the Federal agency). Include prefixes, e.g.. RFP-DE-90-001. award number\nthe application/proposal control number 9, For a covered Federal action where there has been an award or loan commitment by the Federal agency, enter the Federal amount of the awardfioan commitment for the prime entity identified In Item 4 or 5. entity kJenlified in item 4 to influence the covered Federal action. (b) Enter the full names Middle Initial (Ml). of the Individual(s) performing services, and include full address  dfiferent from 10 (a). Enter Last Name. First Name, and 11. The certifying official shall sign and date the form, print hisArer name. tiUe. and telephone number. collection of information unless it displays a valid OMB Control According to the Paperwork Reduction Act. as reporting burden for this collection of information is Number. The valid OMB control number for this information collection to OMB No.^M\u0026lt;^. PubK ,aitoining the data information. DC 20503. CERTIFICATIONS REGARDING LOBBYING\nDEBARMENT, SUSPENSION AND OTHER SoSlI^^TTERS\nAND DRUG-FREE WORKPLACE REQUIREMENTS Annlicants should refer to the regulations cited below to ddeetteerrmmiinnee tthhee cceerrttiiffiiccaattiioonn ttoo wwhhiicchh tthheeyy aarree rreeqquuiirreeud to attest. Applicants ?Govemment-wide Debarment and Suspension (Nonprocurer^nOjan Hacked wheMhe'^ (Grants).\" The certifications shall be treated as a material representation of fact upon which reliance will be placed when the Departrnent of Education determines to award the covered transaction, grant, or cooperative agreement. 1. LOBBYING As required by Section 1352, Title 31 of the U.S. Code, and implemented at 34 CFR Part 82, for persons entering into a grant or cooperative agreement over $100,000, as defined at 34 CFR Part 82, Sections 82.105 and 82.110, the applicant certifies that\n(a) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the making of any Federal grant, the entering into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal grant or cooperative agreement\n(b) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress In connection with this Federal grant or cooperative agreement, the undersigned shall complete and submit Standard Form - LLL, Disclosure Form to Report Lobbying,\" in accordance with its instnjctions\n(c) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tiers (including subgrants, contracts under grants and cooperative agreements, and subcontracts) and that all subrecipients shall certify and disclose accordingly. (c) Are not presently indicted for or otherwise criminally or civilly charged by a governmental entity (Federal, State, or local) with commission of any of the offenses enumerated in paragraph (2)(b) of this certification\nand (d) Have not within a three-year period preceding this application had one or more public transaction (Federal, State, or local) terminated for cause or default\nand B. Where the applicant is unable to certify to any of the statements in this certification, he or she shall attach an explanation to this application. 3. DRUG-FREE WORKPLACE (GRANTEES OTHER THAN INDIVIDUALS) As required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F, for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610 - A. The applicant certifies that it will or will continue to provide a drug-free workplace by\n(a) Publishing a statement notifying employees that the unlawful manufacture, disUibution, dispensing, possession, or use of a controlled substance is prohibited in the grantee s workplace and specifying the actions that will be taken against employees for 2. DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS As required by Executive Order 12549, Debarment and Suspension, and implemented at 34 CFR Part 85, for prospec- five p articipants in primary cover_e_d1 t..r_a_n__saatctions, as detineo at 34 CFR Part 85, Sections 85.105 and 85.110 A. The applicant certifies that it and its principals: (a) Are not presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal department or agency. violation of such prohibition\n(b) Establishing an on-going drug-free awareness program to infomi employees about\n(1) The dangers of drug abuse in the workplace\n(2) The grantee's policy of maintaining a drug-free workplace\n(3) Any available drug counseling, rehabilitation, and employee assistance programs\nand (4) The penalties that may be imposed upon employees for drag abuse violations occurring in the workplace\n(c) Making it a requirement that each employee to be engaged in the performance of the grant be given a copy of the statement required by paragraph (a)\n(b) Have not within a three-year period preceding this application been convicted of or had a civil judgement rendered (d) Notifying the employee in the statement required by para- g' ra' ph (a.) that, as a condition of employment Iu innHdAerr ftkhae ngrroanntt, the against them for commission of fraud or a criminal offense in co nnection w...i.t..h.. ..o..b...t.a...i.n ing, .a. ttempt_i_nrgiA trof norbmtianirn, or perfomning a public (Federal, State, or local) transaction or contract under a public transaction\nviolation of Federal or State antitrust statutes or commission of embezzlement, theft, forgery. employee will: (1) Abide by the terms of the statement\nand (21 Notify the employer in writing of his or her conviction for a violation of a criminal drug statute occurring in the workplace no bribery, falsification or destruction of records, making false later than five calendar days after such conviction. statements, or receiving stolen property\n(e) Notifying the agency, in writing, within 10 calendar days after receiving notice under subparagraph (d)(2) from an ernployee or otherwise receiving actual notice of such conviction. Employers of convicted employees must provide notice, including position title, to: Director, Grants Policy and Oversight Staff, U.S. Department of Education, 400 Maryland Avenue, S.W. (Room 3652, GSA Regional Office Building No. 3), Washington, DC 20202- 4248. Notice shall include the identification number(s) of each affected grant\n(f) Taking one of the following actions, within 30 calendar days of ' '  . _______L* t.rifh raenort tn anv III I onii a---------- receiving notice under subparagraph (d)(2), with respect to any employee who is so convicted: (1) Taking appropriate personnel action against such an ' '  ..................... ._______oo\u0026lt;.M\u0026gt;ie\u0026gt;tanf lAiith t em- ^1^ 1 aixii ly tij-'i-'* r ** . ... .. ployee, up to and including termination, consistent with the requirements of the Rehabilitation Act of 1973, as amended\nor (2) Requiring such employee to participate satisfactorily in a drug ' ' . . .....x!_______ for ftiinn abuse assistance or rehabilitation program approved for such purposes by a Federal, State, or local health, law enforcement, or other appropriate agency\nDRUG-FREE WORKPLACE (GRANTEES WHO ARE INDIVIDUALS) As required by the Drug-Free Workplace Act of 1988, and implemented at 34 CFR Part 85, Subpart F. for grantees, as defined at 34 CFR Part 85, Sections 85.605 and 85.610- A. As a condition of the grant, I certify that I will not engage in the unlawful manufacture, distribution, dispensing, possession, or use of a controlled substance in conducting any activity with the grant\nand B. If convicted of a criminal drug offense resulting from a violation occurring during the conduct of any grant activity, I will report the conviction, in writing, within 10 calendar days of the conviction, to\nDirector, Grants Policy and Oversight Staff, Department of Education, 400 Maryland Avenue, S.W. (Room 3652, GSA Regional Office Building No. 3), Washington, DC 20202-4248. Notice shall include the identification number(s) of each affected grant. (g) Making a good faith effort to continue to maintain a iviarjiiy a y-wv ------- drug-free workplace through implementation of paragraphs (a), (b), (c), (d), (e), and (f). B. The grantee may insert in the space provided below the site(s) for the performance of work done in connection with the specific grant\nPlace of Perfonnance (Street address, city, county, state, zip code) Little Rock School District 810 West Markham Little Rock, Pulaski, AR 72201 Check [ ] if there are workplaces on file that are not identified here. As the duly authorized representative of the applicant, 1 hereby certify that the applicant will comply with the above certifications. NAME OF APPLICANT Little Rock School District PR/AWARD NUMBER AND / OR PROJECT NAME Magnet Schools Assistance Program PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE Leslie V. Gamine Superin teendent of Schools SIGNATURE DATE December 22, 2000 12/98 ED 80-0013Certification Regarding Debarment, Suspension, Ineiigibiiity and Voluntary Exciusion Lower Tier Covered Transactions t of Education regulations implementing Executive Order 12549. Debarment and Suspension, 34 CFR certiticauon oy me ue|jaiui,o,.i oi coucauun ioyuiouu,.o v a .-n Part 85, for all lower ber transactions meeting the threshold and tier requirements stated at Section 85.110. This certification is required by the Department Instructions for Certification 1. By signing and submitting this proposal, the prospective lower tier 6. The prospective lower tier participant further agrees by submitting this proposal that it will include the clause titled Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion-Lower participant is providing the certification set out below. Tier Covered Transactions.\" without modification, in all lower tier covered transactions and in all solicitations for lower tier covered 2. The certification in this clause is a material representation of fact upon which reliance was placed when this transaction was entered into. If. it. is. l ater d...e..t.e..r.m....i.n.e. d .t.h..a...t. .t.h..e.. .p. frioosrp nencrttiivre.in lao'wer tier parbcipant knowingly rendered an erroneous certification, in addition to other remedies available to the Federal Government, the departmen or agency with which this transaction originated may pursue available remedies, including suspension and/or debarment. 3 The prospective lower tier participant shall provide immediate written notice to the person to which this proposal is submitted if at any time the prospective lower tier participant learns that its certitica- _ J __ rternriATH IC hu tion was erroneous when submitted or has become erroneous by reason of changed circumstances. 4. The terms covered transaction,\" debaiTed, susperided,\" ineligible,\" lower tier covered transaction,\" participant,\"\" person, primary covered transaction,\"\" principal,\" proposal,\" and volumarily excluded,' as used in this clause, have the meanings set out in me Definitions and Coverage sections of rules implementing Executive Order 12549. You may contact the person to which this proposal is submitted for assistance in obtaining a copy of those regulations. 5. The prospective lower tier participant agrees by submitting this proposal that, should the proposed covered transaction be entered into, it shall not knowingly enter into any lower tier covered transaction with a person who is debarred, suspended, declared ineligible, or voluntarily excluded from participation in this covered ^nsarton. unless authorized by the department or agency with which this transaction originated. transactions. 7. A parttcipant in a covered transaction may rely upon a certification of a prospective participant in a lower tier covered transaction that it is not debarred, suspended, ineligible, or voluntarily excluded from the covered transaction, unless it knows that the certification is erroneous. A participant may decide the method and frequency by which it determines the eligibility of its principals. Each participant may but is not required to. check the Nonprocurement List. 8. Nothing contained in the foregoing shall be construed to require establishment of a system of records in order to render in good faith the cerfificabon required by this clause. The knowledge and informaUon of a participant is not required to exceed that which is normally possessed by a prudent person in the ordinary course of business dealings. 9. EExxcceepptt ffoorr ttrraannssaaccttiioonnss aauutthhoornizzeeda uunndoeerr ppaarraaggrraapphn 5u uoif tuh.ecoseo instructions, if a participant in a covered transaction knowingly enters into a lower tier covered transaction with a person who is suspended, debamed, ineligible, or voluntarily excluded from participation in this transaction, in addition to other remedies available to the Federal Government, the department or agency with which this transaction originated may pursue available remedies, including suspension and/or debarment. Certification (1) The orosoective lower tier participant certifies, by submission of this proposal, that neither it nor suspended, proposed for debarment, declared ineligible, or voluntanly excluded from participation in its principals are presently debarred,  in this transaction by any Federal department or agency. (2) Where the prospective lower tier participant is unable to certify to any of the statements in attach an explanation to this proposal. NAME OF APPLICANT Little Rock School District________ PRINTED NAME AND TITLE OF AUTHORIZED REPRESENTATIVE Leslie V. Gamine Superintendent of Schools___________ _ SIGNATURE in this certification, such prospective participant shall PR/AWARD NUMBER AND/OR PROJECT NAME Magnet Schools Assistance Program DATE December 22, 20CMD ED 80-0014, 9/90 (Replaces GCS-009 (REV.12/88), which is obsolete) I I MAGNET SCHOOLS ASSISTANCE PROGRAM ASSURANCES In accordance with section 5106(b)(2) of the Improving America's Schools Act of 1994, the applicant hereby assures and certifies that it (1) will use funds under this part for the purposes specified in section 5102 of the Improving America's Schools Act of 1994\n(2) will employ teachers in the courses of instruction assisted under this part who are certified or licensed by the State to teach, or supervise others who are teaching, the subject matter of the courses of instruction\n(3) will not engage in discrimination based on race, religion, color, national origin, sex or disability in the hiring, promotion, or assignment of employees of the agency or oth personnel for whom the agency has any administrative responsibility, (4) will not engage in discrimination based on race, religion, color, national ongin, sex or disability in the assignment of students to schools or to courses of instruction within the schools of the agency, except to carry out the approved plan\n(5) will not engage in discrimination based on race, religion, color, national origin, sex or disability in designing or operating extracurricular activities for students. (6) will carry out a high-quality education program that will encourage greater parental decisionmaking and involvement\nand (7) will give students residing in the local attendance area of the proposed magnet ' '  - .... __X- _ X_in thnco nrniortc school projects equitable consideration for placement in those projects. FOR THOSE APPLICANTS THAT HAVE PREVIOUSLY APPROVED REQUIRED DESEGREGATION PLANS The applicant hereby assures and certifies that it is implementing that desegregation plan as approved. Signature i^f Authorized _ lature Representative 12/22/00 Date FY 2001 Magnet Schools Assistance Program Application Section D (Required Forms) - Page 18Certification of EligibiUty for Federal Assistance in Certain Programs I understand that J4 CFR 75.60,75.61, and 75.62 require that I make specific certifications of eligibiltty to the U.S. Department of Education as a condition of applying to Federal funds in certain progtarre m4 tot these requnemmts are r to any other eligibility toquiraneats that toe U.S. Department of Education miposet under program regulations. are m Under 34 CFR 75.60 - 7S.62: L I certify that k. I do not owe a debt, or I am current in repaying a debt, or I am not in default (as that term is used at 34 CFR Part 668) on a debt: I. To the Federal Qovenment under a nonprocurement transaction (e.g., a previous loan, scholarship, grant, or cooperative agreement)\nor 2. For a feUowshjp, scholarship, stipend, discretionary grant, or loan in any program of the U. Department of Education that is sulgect to 34 CFR 75.60,7S.61, and 75.62, including\nFcdscal Pell Grant Program (20 U AC 1070a, et seq.)\nn,.4\u0026gt;pii Supplemental Educational Opportunity Grant (SEOG) Program (20 UAC. 1070(b), et mq.): State Student Incentive Grant Program (SSIG) 20 U.S.C- 1070c, et seq.). Federal Loan Ptugtam (20 U.S,C 1087aa, et aeq-X Irtoome OvutetMU I^jceet Loan Dentonsttation Project (20 U.S.C 1087a, note)\n p,t\u0026gt;nil Stafford Loan Program, Federal Supplemental Loans for Students [SLS], Federal PLUS, or Federal Consolidation Loan Program (20 UAC. 1071, ct seq.), Cuban Student Loan Program (20 U.S.C 2601, ct aeq.), Robert C Byrd Honors Seb^eship Program (20 UAC 1070d-31, et seq.)\nJacob K. Javits Fellows Program U5.C 1134h-11341): Patricia Roberts Barris Fellowdiip Program (20 U.S.C. 1134d-1134g)\nChrista M'^^iitifTe Fellowtiup Program (20 UAC. 110S-ll05i): Biimprat Bducation FcHowship Program (20 U.S.C 3221-3262)\np \u0026gt;4whnwt\nnn 1 .\u0026lt;mg.Tenn Traiinag Program (29 UA.C 774(b))\nPaul Douglas Teacher Sobolatship Program (20 UAC. 1104, et aeq.)\nT w P.wffweement EducatioQ Program (42 U.S.C. 3775), Indian FcDowtiiip Program (29 UAC. 774(b))\nOR B. I have made arrangements aatisftcWiy to the U.S. Department of Bducation to re^y a \u0026lt;k*t as desaOit^ A.L or A.2. (above) on which X had not been current in repaying or on which I was m default (as that term IS used m 34 CFRPartd^ u. I eatlftr also ttat 1 have not iKca deelarad by a judge, as a eootfitiM of seateacir^ n^ i^l^^U3^^^^toniC\nWeralai.tnfctti.epe,iodoftto 1 taderstand that provSdiitf a \u0026amp;lse coti\u0026amp;atioo So any of the ftateawits abotre makes me li^ to repaymmt to to Ui Dtoot^ f Edaeatico to oo to basis of this oestifieatioo, to ewfl pouiliei, and to enimaal ptoaeeuhoo under 18 U5.C 1001. -Cr (Sigaattue) December 15, 2000 (Date) Leslie V. Carnine, Superintendent (Typed et Printed Name) . ... j_Mamet Schools Assistance Mime w Bnmber of to USOB program under which thu eethficalwo k being imdc\n_ , Program Proposal \"Aiming for ExcellenceIt BD 804016 (f/n) I Little Rock, Arkansas LITTLE ROCK MSAP SUMMARY YEAR1 YEAR 2 YEAR 3 TOTAL FAIR HIGH SCHOOL Direct costs McClellan high school Direct costs MABELVALE MIDDLE SCHOOL Direct costs CLOVERDALE MIDDLE SCHOOL Direct costs MAGNET OFFICE Direct costs $796,374 $1,015,354 $837,985 $789,430 $296,225 $1,092,780 $794,320 $759,813 $815,748 $272,664 $937,926 $875,664 $739,531 $822,617 $272,441 $2,827,080 $2,685,338 $2,337,329 $2,427,795 $841,330 TOTAL DIRECT COSTS $3,735,368 $3,735,327 $3,648,177 $11,118,873 Personnel Fringe Benefits Travel Equipment Supplies Contractual Construction Other Direct costs $935,220 $179,084 $101,296 $701,517 $1,129,587 $196,500 $0 $492,164 $3,735,368 $958,434 $182,294 $98,192 $474,603 $1,215,128 $182,500 $0 $624,176 $3,735,327 $1,012,140 $189,719 $82,672 $285,862 $1,402,840 $182,500 $0 $459,842 $3,615,575 $2,905,794 $551,098 $282,160 $1,461,982 $3,747,555 $561,500 $0 $1,576,182 $11,086,271 Indirect Costs @.0708 7.0800% $264,464 $264,461 $255,983 $784,908 Total Little Rock $3,999,833 $3,999,788 $3,871,558 $11,871,179 Little Rock MSAP Summary/ Page 1 Uttte Rock, Arkansas FAIR HIGH SCHOOL ITEM PA6ERERENCE ------- ----------------------------YEAR ONE UNIT PRICE NUMBER COST little rock ARKANSAS________ _ YEAR TWO YEAR THREE PERSONNEL Curriculum Coordinator I Medical Studies Lead Teacher Environental Science Lead Teacher Information Science Lead Teacher 32 33 33 $52,000 $48,500 $48,500 $48,500 1.0 1-0 $53,560 $49,440 $49,4401 $49,440 ^l 1.0 $55,167 $50,923 $50,9231 $50,923 1.0 i.ol 1.0 $58,4n $53,978 $53,978! $53,978 SUBTOTAL PERSONNEL 4.0 $201,880 4.0 $207,936 4.0 $220,412 FRINGE BENEFITS ARReBrement Redrement/Soc Sec. Woriwrs Compensation I Unemployment Health Insurance n/a n/8 n/a n/a n/a 12.00% 0.77% 0.87% 0.19% $2,620 4.0 4.0 4.0 4.0 4.ol $24,226 $1,544 $1,756 $3861 $10,480 4.0 4.0 4.0 4.01 4.0 $24,952 $1,591 $1,809 $3971 $10,480 4.01 4.0 4.0 4.01 4.0 $26,449 $1,686 $1,918 $4211 $10,480 SUBTOTAL FRINGE BENEFITS $38,392 $39,229 $40,964 IBAMEL Site VIsItato Magnet Schools MSAP Annual Meeting MSA Annual Conference 117 117 117 $778 $896' $1,200 4.0 2.0 2.0 $3,104 $1.7901 $2,400 4.0 2.0 2.0 $3,104 $1,7901 $2,400 0.0 2.0) 2.0 $0 $1,79o! $2,400 $7,294 $7,294 $4,190 ISUBTOTAL TRAVEL EQUIPMENT I Medical Anatomical Torso Electon Microscope Medical Sciences Lab I Environmental I Ecosystems \u0026amp; Environmental Lab I Greenhouse 123 123 123 134 134 $8,860 $6,0001 $66,000 $126,000 $46,000 0.0 0.5 0.51 $0 1.0 $6,650 $32,500 $62,500 Fair High School / Page 1 1.0 0.5 0.5 1.0 $5,000 $32,500 $62,500 $45,000 UtUe Rock, Arkansas Smart Boards Pond aiKl Deck KH Clhnatarium Greenhouse Annex Kit Information Sclenca Systems Engineering A Info. Sci. Lab 134 134 134 134 113 SUBTOTAL EQUIPMENT SUPPLIES Information Science Comp^Aar vri monitor Personal Printers Color Laser Printer Student Computer Furniture Digital Cameras Digital Camcorder Fax Machine Super VMS VCR w/Large Monitor PC Cameras Computer Software Computer Supplies Scanners Laptop Computers Medical Computer w/ monitor Personal Printers Computer Furniture Palm Pllota Disposable Aprons, Glovea, Masks Human Muscular Skelelon Human Muscular \u0026amp; Ligament Skeleton Double Stethoscope Student Stethoscope Virtual Reality Dissection Lab Mlnl-Gel Electrophoresis Kit 113 113 113 113 113 113 113 113 113 113 113 113 113 123 123 123 123 123 125 125 125 125 125 125 125 $15,000 $10,000 $6,000 $6,000 $80,000 $2,100 $325 $3,900 $440 $599 $899 $150 $1,000 $119 $25,000 $1,500 $399 $1,199 $2,100 $325 $440 $399 $300 $1,600 $800 $25 $18 $2,000 $155 1.0 0.0 0.5 10.0 5.0 0.0 10.0 0.0 0.0 1.0 2.0 1.0 6.0 4.0 20.0 5.0 5.0 5.0 0.0 1.0 0.1.0 1.0 3.I .0 30.0 $15,000 $0 $40,000 $21,000 $1,625 $0 $4,400 $0 $0 $150 $238 $25,000 $9,000 $1,596 $23,980 $10,500 $1,625 $2,200 $0 $300 $0 $800 $75 $540 $160,000 Fair High School / Page 2 0.0 1.0 0.5 20.0 10.0 1.0 20.0 3.0 5.0 0.0 2.0 15.0 1.0 6.0 75.0 5.0 5.1 5.1 .0 .0 20.0 1.0 1.0 1.1.0 1..10 30.1.0 $0 $10,000 $40,000 $42,000 $3,250 $3,900 $8,800 $1,797 $4,495 $0 $2,000 $1,785 $25,000 $9,000 $69,925 $10,500 $1,625 $2,200 $7,980 $300 $1,600 $800 $0 $2,000 $4,650 0.0 4.0 1.0 0.0 $0 $20,000 $5,000 $0 $196,000 25.0 10.0 2.0 25.0 3.0 5.0 0.0 0.0 1.0 6.0 3.0 125.0 15.0 5.0 15.0 20.0 1.0 0.1 2.1 $31,660 .0 .0 30.10 $52,500 $3,250 $7,800 $11,000 $1,797 $4,495 $0 $0 $25,000 $9,000 $1,197 $149,875 $31,500 $1,625 $6,600 $7,980 $300 $0 $50 $0 $4,650 Little Rock, Arkansas DNA Analysis Package Ethidium Bromide i Methylene Electronic CPR Mannequin Economy CPR Mannequin 1 Anatomical Fitness Equipment I Incubators I Human Torso I Video Microcopy System I Dental Instruments I Microcentrifuge I Human Prenancy Set I Potymerasa Chain Reaction Machine I Computerized Microscope I Spectrophotometer I Electrocardiogram Machine I Electrophoresis Chamber I Electrophoresis Power Supply I Histology Slides I Gel Viewing Box I Adam Interactlvo Anatomy I Cardio Tranduees I Biofeedback Equipment I Pulse Monitor I Human Ear Model I Human Eye Model I Urinary System I Larynx \u0026amp; Tongue I Mannequins I Medical Diagnostic Kits I Medical Supplies I Medical Software and Videos {Medical Books and Subcriptlons 123 123 123 123 123 123 123 123 123 125 125 123 123 123 123 123 123 123 123 123 123 123 123 126 126 126 123 123 123 125 125 125 125 $4,6351 $3,915 $750 $210 $5,000| $278 $1,415 $2,800 $2,000 $2,400 $875 $2,500 $2,500 $724 $2,8501 $199 $19o| $1,000 $500 $1,295 $i,ooo| $2,0001 $135 $28o| $285 $4io| $250 $750 $3,488 $5,000 $2,5001 $3,000 1.0 2.0 6.0 0.0 1.0 5.1.0 .0 .0 $4,635 $1,500 $1,260 $0 $1,415 1.1 1.1 1 1 .0 .0 $3,750 $3,488 $5,000 $2,500 $3,000 Environmental Computers w/MonItore Personal Printers Computer Furniture Palm Pilots 134 134 134 134 $2,100 $325 $440 $399 5.0 5.0 5.0 0.0 $10,500 $1,625 $2,200 $0 Fair High School I Page 3 0.0 2.0 1.0 6.0 3.0 3.0 1.0 1.0 1.0 1.0 1.0 1.0 6.0 1.0 6.0 6.0 1.0 1.0 0.0 0.0 1.0 15.1.0 1. 1 1 1 .0 .0 .0 1.0 10. 1 1.0 .0 1.1.0 1 1 .0 .0 15.0 5.0 15.0 20.0 $0 $7,830 $750 $1,260 $15,000 $834 $2,800 $2,000 $2,400 $875 $2,500 $2,500 $4,344 $2,850 $1,194 $1,140 $1,000 $500 $0 $0 $2,000 $2,025 $280 $285 $410 $250 $7,500 $3,488 $5,000 $2,500 $3,000 $31,500 $1,625 $6,600 $7,980 1.0 1.0 1.0 1.0 1.0 0.0 1.0 1.( 0.1 .0 .0 0.0 0.1.0 1 1 .0 .0 15.0 5.0 15.0 20.0 $0 $0 $5,000 $2,000 $2,850 $199 $1,000 $0 $1,295 $1,000 $0 $0 $0 $5,000 $2,500 $31,500 $1,625 $6,600 $7,980 Little Rock, Arkansas CBL Calculator ElectronI Balances w/computer 32 Smart Card TV taWo Stereo MIcroscpes Spectrophotometer Mobile Carts General Lab Equipment Environmental Test Kits Environmental Supplies Environmental VWeos/DVD Environmental Reference Books Environmental Periodicals Student Safety Sot Student Microscopes Brock Student Microscopes Fish Growth Pond (Indoors) Video Camera/MonItor/MIcroscope Screen Video Projector DIgItat Camera Quick Pad VCR/DVD Player Lumen Projector Video Documentation Review Cntr Multimedia Projector Laser Printer SUBTOTAL SUPPUES CONTRACTUAL Technology Malntonanco SUBTOTAL CONTRACTUAL qiueb Field Trip Admisslone end Meals UALR Summer Systems Engineering \u0026amp; Information Sciences Program for 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 134 113 110 110 $700 $400 $2,000 $1,000 $1,500 $200 $200 $100 $6,000 $4,000 $3,000 $3,000 $100 $500 $200 $1,000 $2,000 $2,000 $599 $3,995 $400 $1,500 $3,500 $4,500 $1,000 $25,000 4.0 10.0 0.0 2.0 2.0 10.0 30.0 100.0 1.0 1.0 1.0 1.0 60.0 20.0 10.0 1.0 1.0 1.0 0.0 2.0 1.0 0.0 0.0 0.0 2.0 $2,800 $4,000 $0 $2,000 $3,000 $2,000 $6,000 $10,000 $6,000 $4,000 $3,000 $3,000 $6,000 $10,000 $2,000 $1,000 $2,000 $2,000 $0 $7,990 $400 $0 $0 $0 $2,000 $223,092 $25,000 $11,400 Fair High School I Page 4 10.0 10.0 2.0 100.0 1.0 1.0 1.0 1.0 20.0 10.0 2.0 1.0 1.0 1.0 1.0 0.0 1.0 $7,000 $4,000 $0 $0 $3,000 $0 $0 $10,000 $6,000 $4,000 $3,000 $3,000 $0 $10,000 $0 $0 $0 $0 $5,990 $7,990 $400 $1,500 $3,500 $4,500 $0 $421,707 $25,000 $14,675 $25,000 10.0 10.0 1.0 2.0 2.0 100.0 1.0 1.0 1.0 1.0 20.0 10.0 2.0 1.0 1.1.0 $7,000 $4,000 $2,000 $2,000 $3,000 $0 $0 $10,000 $6,000 $4,000 $3,000 $3,000 $0 $10,000 $0 $0 $0 $0 $5,990 $7,990 $0 $1,500 $0 $0 $0 $0 $25,000 $15,725 MS\u0026lt;.64\u0026lt; $25,000 Little Rock, Arkansas 100 -150 freshmen each year Staff Dwelopmant Teacher Leadership Development Project Based Learning Inshucttonal Planning Thematic Teaching 4 Curriculum Scientific Inquiry Socratic Seminar Cooperative Learning Information Science Medical Investigations Environmental Science Cunfeulum Developmont Sys. Engineering 4 Information Scl. Environmental Science Medical Sciences Internal Signage External Signage 400.0 100.0 $40,000 100.0 $40,000 150.0 $60,000 SUBTOTAL TOTAL DIRECT TOTAL FAIR HIGH SCHOOL 136 136 136 136 136 136 136 131 120 138 108 131 120 113 113 $5,382 $5,382 $5,382 $1,170 $5,796 $6,210 $5,796 $12,000 $12,000 $12,000 $10,000 $10,000 1.0 1.0 1.0 1.0 1.0 1,0 1.0 1.0 $5,382 $5,382 $5,382 $1,170 $0 $0 $0 $12,000 $12,000 $12,000 $12,000 $12,000 $12,000 $10,000 $0 $160,716 $796,374 $798,374 Fair High School / Page 5 0.0 0.0 1.0 1.5 1.0 1.0 1.0 2.5 1.0 0.8 2.0 2.0 $0 $0 $5,382 $1,755 $5,796 $6,210 $5,796 $30,000 $12,000 $9,000 $12,000 $12,000 $12,000 $10,000 $20,000 $196,814 $1,092,780 $1,092,780 0.0 0.0 0.0 2.0 1.0 1.0 2.0 1.0 0.8 0.0 $0 $0 $0 $2,340 $5,796 $6,210 $0 $24,000 $12,000 $9,000 $12,000 $12,000 $0 $0 $159,071 $937,926 $937326 I UtUe Rock, Arkansas McClellan high school YEAR ONE ITEM PAOERERENCE UNIT PRICE NUMBER COST SUBTOTAL NUMBER COST I ITTLE ROCK ARKANSAS_________ YEAR TWO YEAR THREE subtotal number cost SUBTOTAL PERSONNEL Curriculum Coordinator Engineering Lead Teacher Business S Finance Lead Teacher Multi-Media Lead Teacher 32 33 33 33 $52,000 $48,500 $48,500 $48,500 1.0 1.0 1.0 1.0 $53,560 $49,440 $49,440 $49,440 1.0 1.0 1.0 1.0 $55,167 $50,923 $50,923 $50,923 1.0 1.0 1.0 1.0 $58,477 $53,978 $53,978 $53,978 SUBTOTAL PERSONNEL FRINGE BENEFITS AR Rettrwnent ReHfwnenVSoc Sec. Wortcets Compensation Unemployment Health Insurance n/a n/a n/a n/a n/a 12.00% 0.77% 0.87% 0.19% $2,620 4.0 4.0 4.0 4.0 4.0 4.0 $24,226 $1,544 $1,756 $386 $10,480 $201,880 4.0 4.0 4.0 4.0 4.0 4.0 $24,952 $1,591 $1,809 $397 $10,480 $207,936 4.0 4.0 4.0 4.0 4.0 4.0 $26,449 $1,686 $1,918 $421 $10,480 $220,412 SUBTOTAL FRINGE BENEFITS TRAVEL Site Visits to Magnet Schools MSAP Annual Meeting MSA Annual Conference IB Conference Fall IB Conference Spring National Academy Conference Project Lead the IN ay Conference SUBTOTAL TRAVEL EQUIPMENT International Baccalaureate Mobile Wireless Language Lab Engineering $38,392 $39,229 $40,964 194 194 194 194 194 194 194 184 $n6 $896 $1,200 $1,200 $1,200 $1,600 $1,172 $22,000 4.0 2.1.0 2.0 6.1.0 6.0 4.1.0 3.1.0 $3,104 $1,790 $2,400 $7,200 $7,200 $6,000 $3,516 $31,210 McClellan High School I Page 1 4.0 2.0 2.0 6.( 6.( 4.1 .0 .0 .0 3.1.0 1 .0 $3,104 $1,790 $2,400 $7,200 $7,200 $6,000 $3,516 $31,210 0.0 2.1.0 2.0 6.0 6.1.0 4.0 3.1.0 $0 $1,790 $2,400 $7,200 $7,200 $6,000 $3,516 $28,106 $22,000 Little Rock, Arkansas Dell Poweredge 9400 Automated Manufacturing Pacitage Engineering Lab MulO Media Multi Media Studio Center Business \u0026amp; Finance Smart Boards I Business \u0026amp; Finance Center SUBTOTAL EQUIPMENT SUPOJES Multi Media Computer w/ rtxxiltor Personal Printers Color Laser Printer Student Computer Furniture pigltal Cameras I Digital Camcorder I Fax Machine I Super VMS VCR w/Large Monitor I PC Cameras I Computer Software I Computer Supplies I Scanners I Laptop Computers I Engineering I Computer wl monitor I Personal Printers I Computer Furniture I HP Design Jet Printer  LaserJet Printer I Palm Pilots IPLTW Engineering Mt 1 IPLTW Engineering Mt 2 I PLTW Engineering Mt 3 I PLTW Engineering Mt 4 212 212 212 200 191 181 200 200 200 200 200 200 200 200 200 200 200 200 200 212 212 212 212 212 212 212 212 212 212 $38,780 $28,723 $76418 $60,000 $15,000 $80,000 $2,100 $325 $3,900 $940 $599 $899 $150 $1,000 $119 $25,000 $1,500 $399 $1,199 $2,100 $325 $440 $4,632 $1,310 $399 $4,988 $4,575 $4,650 $5,099 0.0 0.0 1.0 1.0 2.0 1.0 15.0 5.0 2.0 15.0 1.0 1.0 1.0 2.0 1.1 6.1 .0 .0 4.0 50.0 15.( 5.1 .0 .0 15.0 1.1 1.1 .0 .0 10.I.O 1.1.0 0.1.0 $0 $0 $75,418 $60,000 $30,000 $80,000 $31,500 $1,625 $7,800 $14,100 $599 $899 $150 $238 $25,000 $9,000 $1,596 $59,950 $31,500 $1,625 $6,600 $4,632 $1,310 $3,990 $4,988 $0 00 $0 $246,418 15.0 5.0 2.0 15.0 1.0 5.0 0.0 1.0 10.0 1.0 6.0 75.0 5.1.0 5.0 5.1.0 10.0 0.0 1 .0 $22,000 McClellan High School / Page 2 1.0 1.0 0.0 0.0 $39,799 $28,723 $0 $0 $0 $0 $0 $0 $68,622 $31,500 $1,625 $7,800 $14,100 $599 $4,495 $0 $1,000 $1,190 $25,000 $9,000 $89,925 $10,500 $1,625 $2,200 $0 $0 $3,990 $0 $4,575 15.0 5.0 2.0 15.0 1.0 5.0 0.0 0.0 1.0 6.0 3.0 125.1.0 5.0 5.( 5.1 .0 .0 20.0 0.1.0 1 1 .0 .0 $31,500 $1,625 $7,800 $14,100 $599 $4,495 $0 $0 $25,000 $9,000 $1,197 $149,875 $10,500 $1,625 $2,200 $0 $0 $7,980 $0 $4,650 $5,099 Little Rock, Arkansas Lightware Scout Projector Fluke Multimeter w/leads Digital Oeclllloscope Parallax Basic Stamp Nt Multl-Purpoae Workbench POE Supplemental Nt DIglmatIc Mini Priceasor Calper Nt POE Full Nt Discovery I Pneumatic Nt Motors \u0026amp; Generators System Stnicture Stress Analyzer Tenalte Tester Top Loading Adapter Engineering Materials Engineering Software Engineering Vldeoa, DVD, Books 212 212 212 212 212 212 212 212 212 212 212 212 212 212 212 212 $2,543 $160 $335 $132 $336 $65 $510 $1,055 $1,715 $1,297 $2,800 $350 $250 $15,000 $8,000 $5,000 1.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 1.0 $2,543 $0 $0 $0 $0 $0 $0 $0 $15,000 $8,000 $5,000 0.0 2.0 1.0 1.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 1.0 $0 $320 $335 $132 $0 $0 $0 $0 $0 $0 $0 $15,000 $8,000 $5,000 0.0 0.0 0.0 1.0 2.0 4.0 1.0 4.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 $0 $0 $0 $132 $672 $260 $510 $4,220 $1,715 $1,297 $2,800 $350 $250 $15,000 $8,000 $5,000 Business \u0026amp; Finance Computers w/Monltors Color Laser Printers Computer Fumlturo Palm Pilots Flatbed Scanners LCD Projector FHIng Cabinets CD-RW Laptop Computers Magazine Racka Easels National Academy Materials Business S Finance VIdeos/DVD Buelnesa \u0026amp; Finance Reference Books Business 8. Finance Periodicals Computer Software \u0026amp; licenses Pentium IV Senrer Media Tower Work Station Contemporary Training Series Nt Digital Camera VCR/DVD Player 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 191 $2,100 $2,200 $940 $399 $300 $4,000 $75 $300 $1,800 $450 $300 $1,000 $4,000 $3,000 $3,000 $8,000 $3,000 $7,000 $5,000 $599 $400 15.0 5.0 15.0 0.0 1.0 1.0 5.0 2.0 2.0 0.0 3.0 9.0 1.0 1.0 1.0 1.0 1.1.0 1.0 0.1.0 0.0 1.1.0 $31,500 $11,000 $14,100 $0 $300 $4,000 $375 $600 $3,600 $0 $900 $9,000 $4,000 $3,000 $3,000 $8,000 $3,000 $7,000 $0 $0 $400 McClellan High School I Page 3 5.0 1.0 5.0 60.0 1.0 1.0 2.0 2.0 3.0 0.0 1.0 1.0 1.0 1.0 0.0 1.( 10.1 .0 .0 1.1.0 $10,500 $2,200 $4,700 $23,940 $300 $4,000 $0 $600 $3,600 $1,350 $0 $0 $4,000 $3,000 $3,000 $8,000 $0 $0 $5,000 $5,990 $400 5.0 1.0 1.0 60.0 1.0 0.0 1.0 2.0 0.0 1.0 1.0 1.0 1.0 0.0 2.0 10.0 $10,500 $2,200 $940 $23,940 $300 $0 $0 $300 $3,600 $0 $0 $0 $4,000 $3,000 $3,000 $8,000 $0 $0 $10,000 $5,990 $0 I Little Rock, Arkansas SUBTOTAL SUPPLIES ICONTRACTUAL Technology Maintenance 191 $29,000 $341,420 1.0 $25,000 $318,491 $393,221 1.0 $25,000 SUBTOTAL CONTRACTUAL OTHER FleW Trip Admissions and Meals Staff Development Protect Lead the Way Protect Based Learning Instnjcttooal Planning mematlc Teaching \u0026amp; Curriculum Scientific Inquiry I Multiple Intelligences I Cooperative Learning I Engineering iMullFMedla \u0026amp; Graphic Design I Business 4 Finance I Curriculum Development I Engineering I Multi-Media 4 Graphic Design I Business 4 Finance I International Baccalaureate Feee iNAFFee I Internal Signage I External Signage 188 193 193 193 193 193 193 193 193 193 193 216 204 194 184 192 192 192 SUBTOTAL TOTAL DIRECT [total McClellan high school $29,000 $29,000 $29,000 $10,000 $12,000 $15,000 $2,100 $5,382 $5,382 $1,170 $5,796 $6,210 $5,796 $12,000 $12,000 $10,000 $15,000 $10,000 $10,000 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.1.0 1.0 $2,100 $5,362 $5,382 $1,170 $0 $0 $0 $12,000 $12,000 $10,000 $12,000 $12,000 $10,000 $10,000 $20,000 $10,000 $0 $132,034 $1,016,394 $1,016,364 McClellan High School / Page 4 1.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.1.0 2.1.0 2.0 $2,100 $0 $5,382 $1,170 $5,796 $6,210 $5,796 $12,000 $12,000 $10,000 $12,000 $12,000 $12,000 $12,000 $10,000 $20,000 $190,494 $794,320 $794,320 1.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.(.0 1.0 $2,100 $0 $5,382 $1,170 $5,796 $0 $0 $12,000 $12,000 $10,000 $12,000 $12,000 $12,000 $0 $0 $99,448 $879,664 $879,664 LiWe Rock, Arkansas MABELVALE MIDDLE SCHOOL ITEM PAGE REFERENCE UNIT PRICE NUMBER YEAR ONE COST SUBTOTAL NUMBER LITTLE ROCK ARKANSAS yeartw ' COST SSUUBBTTOOTTAALL NNUUMMBBEERR COST wee SUBTOTAL PERSONNEL Cunleulum Coordinator Medical Investlgallona Load Teacher Envlronental Science Load Teacher Information Sdonco Load Teacher 32 33 33 33 $52,000 $48,500 $48,500 $48,500 1.0 1.0 1.0 1.0 $53,560 $49,440 $49,440 $49,440 1.0 1.0 1.0 1.0 $55,167 $50,923 $50,923 $50,923 1.0 1.0 1.0 1.0 $58,477 $53,978 $53,978 $53,978 SUBTOTAL PERSONNEL FRINGE BENEFITS ARRodroment RaUramont/Soc Sec. Workers Compensation Unamploymsnt Health Insurance n/a n/a n/a n/a n/a 12.00% 0.77% 0.87% 0.19% $2,620 4.0 4.0 4.0 4.0 4.0 4.0 $24,226 $1,544 $1,756 $366 $10,480 $201,880 4.0 4.0 4.0 4.0 4.0 4.0 $24,952 $1,591 $1,809 $397 $10,480 $207,936 4.0 4.0 4.0 4.0 4.0 4.0 $26,449 $1,686 $1,918 $421 $10,480 $220,412 SUBTOTAL FRINGE BENEFITS TRAVEL sna VlaHa to Maflnat Schoda MSAP Annual Meeting MSA Annual Contorence SUBTOTAL TRAVEL EQUIPMENT MtdIctI ExardssBlko Troedmitl Smart Board Autodava Medical Investigattonss Lab EnWronmenta/ Environmental Studies Center Greenhouse Multi Media Projector Twelve Station Ub TaMo Smart Board InformtOon Sclmc* InFoCom Tech Center Cinema Screen Monitor Smart Board $38,392 $39,229 $40,964 163 163 163 169 169 169 169 169 172 172 172 172 172 148 148 148 $ne $896 $1,200 $6,116 $6,386 $16,000 $68,996 $60,000 $76,000 $49,610 $5,300 $6460 $16,000 $76,000 $7,999 $16,000 12.0 4.0 4.0 0.0 1.0 0. 1.5 2 0.0 0.!.5 $9,312 $3,580 $4,600 $17,692 $0 $50,000 $37,500 $12,900 $0 $37,500 $0 $0 Mabehzale Middle School / Page 1 6.0 4.0 4.0 1.0 1.0 0.\u0026lt;.0 0.1.0 0.1.5 1.0 1.0 1.5 1.0 0. 0. 0.1.0 $6,208 $3,580 $4,800 $5,115 $5,385 $0 $0 $37,500 $49,610 $5,300 $37,500 $0 $0 0.0 4.0 4.0 $0 $3,580 $4,800 $14,688 1.0 1.0 4i..O 1.0 0I..O 1.0 1.0 $8,380 $15,000 $58,995 $25,800 $15,000 $0 $7,999 $15,000 Little Rock, Arkansas Sound Board Mixer Studio Video Camera Blue Screen Video Editing Kit Multi Media Projector 148 148 148 148 $17,999 $10,000 $8,000 $5,300 $0 $0 0.0 0.0 0.0 1.0 $0 $5,300 1.0 2.0 $5,000 $10,600 $0 SUBTOTAL EQUIPMENT SUEEUES Intbrmatfon Science Computer w/ monitor Netwoilc Servera Laser Printers Color Laser Printer Student Computer Furniture Digital Cameras DIgttil Camcorder Media Editor Palmcorder tur Portable Screen Sound System Planner Boards External RW CD Unlntarrupted Power Source Tapa Back-Up System PaImPilol Projection Stand Projection Tables Conterancs Phono Super VHS VCR w/Largo Monitor Video Conferencing Camera Compular Software Computer Supplies Scanners Laptop Computers Medical Computet eil monitor Network Server Uninterrupted Power Source Laser Printers Computer Furniture Palm Pllob Dbposabla Aprons, Gloves, Masks Lab Fumiturs Human Muscubr \u0026amp; Ligament Skeleton Storage CaUneb Physician Scale Sanitizing Cabinet 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 148 159 158 159 159 159 159 159 159 159 159 159 159 159 $137,900 $136,210 $163,394 $2,100 $3,000 $1,000 $3,900 $840 $599 $899 $2,299 $549 $495 $2,500 $85 $345 $260 $350 $499 $125 $135 $500 $1,000 $119 $15,000 $1,500 $399 $1,199 $2,100 $1,800 $260 $1,100 $940 $399 $300 $110 $800 $385 $575 24.0 2.0 2.0 1.0 24.0 0.0 0.0 0.0 2.0 1.0 1.0 3.0 3.0 2.0 1.0 15.0 4.0 1.0 0.0 5.0 1.0 6.0 1.0 3.0 12.1.0 1.0 1.0 1 .0 15.0 10.0 5.0 20.0 1.0 1.0 1.0 $50,400 $6,000 $2,000 $3,900 $20,160 $0 $0 $0 $1,098 $495 $2,500 $255 $1,035 $520 $350 $7,485 $500 $0 $500 $0 $595 $15,000 $9,000 $399 $3,597 $25,200 $1,800 $260 $1,100 $14,100 $3,990 $1,500 $2,200 $800 $22,780 $385 $575 Mabelvale Middle School / Page 2 5.0 1.0 2.0 1.0 5.0 2.0 2.0 2.0 2.0 4.0 2.0 15.0 2.0 20 5.0 1.0 6.0 2.1.0 .0 .0 S.( 1.1 1.0 5.1 15.1 .0 0 10.0 5.0 15.i.O 1.0 0.0 $10,500 $3,000 $2,000 $3,900 $4,200 $1,198 $1,798 $4,598 $1,098 $0 $0 $340 $0 $520 $0 $7,485 $0 $270 $0 $2,000 $595 $15,000 $9,000 $2,398 $10,500 $1,800 $260 $5,500 $14,100 $3,990 $1,500 $1,650 $800 $0 $0 5.0 1.0 2.0 1.0 50 1.0 2.0 5.0 2.0 2.0 1.0 4.0 2.0 2.0 1.0 0.0 5.0 1.0 6.0 1.0 2.0 0.1 0.1 .0 .0 5.0 15.1.0 10.0 5.1.0 01..0 2.1.0 $10,500 $3,000 $2,000 $3,900 $4,200 $599 $1,798 $11,495 $1,098 $990 $2,500 $340 $690 $520 $350 $0 $0 $0 $0 $0 $595 $15,000 $9,000 $399 $2,398 $0 $5,500 $14,100 $3,990 $1,500 $0 $0 $0 Little Rock, Arkansas Classroom Blood Pressure PT Ta We PT Mats 08 A Analysis System Electronic CPR Mannequin Transit Chair Sktnfold Calipers Oven Incubators Human Torso Animal Cell Mitosis KH Reaction Timer Stretcher Skillmeter Printer Trauma Cases Repiralion Transducer BIpodal Electrode Assemby Lab Incubator Electrophoresis Call Electrophoresis Lab KH Ceentrlfuge DNAKRs Hot Plats SHreis Force Transducer Eyewash Fixture Microtome Human Ear Modal Human Eye Model Tissue Float Bath Slide Wanning Tabla Embedding Table Slide Cabinet Medical SuppHes Medical Software and Videos Medical Books and Subcripllons Envlmnmanttl Computed w/MonItofs Penonal FMntws Computer Furniture Pehn PtWs Plant TeWe Hydro Table Uninterrupted Power Source MIcroscpes River Tank Ecosystems Mobile Carts General Lab Equipment Incubator Environmental Supplies 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 159 172 172 172 172 172 172 172 172 172 172 172 172 172 $44 $2,500 $620 $2,250 $2,135 $445 $370 $850 $2,250 $795 $115 $206 $235 $160 $270 $145 $850 $189 $908 $1,790 $216 $346 $410 $79 $1,679 $280 $285 $360 $469 $165 $389 $5,000 $2,500 $3,000 $2,100 $325 $840 $399 $320 $465 $260 $679 $561 $200 $200 $350 $9,000 10.0 0.0 0.0 $440 $0 1.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 1.0 20.0 4.0 20.0 10.0 3.0 3.0 1.0 15.0 5.0 5.0 20.0 0.0 1.0 $2,135 $0 $0 $0 $0 $0 $5,000 $2,500 $3,000 $42,000 $1,300 $16,800 $3,990 $960 $1,395 $260 $10,185 $2,605 $1,000 $4,000 $0 $9,000 Mabelvale Middle School / Page 3 2.0 2.0 3.0 2.0 3.0 1.0 5.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 2.0 2.0 0.0 1.0 1.0 0.0 0.0 0.0 0.0 1.0 0.0 1.0 1.0 0.0 0.0 0.0 0.0 1.(0 1.0 1.(0 5.0 2.0 5.0 10.0 0.0 0.0 0.0 30.0 1.0 1.5 $88 $5,000 $1,860 $4,500 $6,405 $445 $1,850 $850 $2,250 $795 $115 $206 $235 $180 $540 $290 $0 $189 $908 $0 $0 $0 $0 $79 $0 $260 $285 $0 $0 $0 $0 $5,000 $2,500 $3,000 $10,500 $650 $4,200 $3,990 $0 $0 $0 $0 $0 $0 $6,000 $350 $13,500 30.0 1.0 1.0 0.0 1.0 0.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0 0.0 1.0 1.0 1.0 1.0 1.1 1.1 $1,320 $0 $0 $370 $650 $0 $850 $0 $0 $1,790 $216 $346 $410 $79 $1,679 $0 .0 .0 5.0 2.0 5.0 20.0 0.0 0.0 2.0 0.0 0.0 2.0 $360 $469 $185 $389 $5,000 $2,500 $10,500 $650 $4,200 $7,980 $0 $0 $0 $1,358 $0 $0 $0 $0 $18,000 Little Rock. Arkansas I Environmental VWeos/DVD Environmental Reference Books Environmental Periodicals Student Safety Set Environmental Data Logoer I Global Posttlonina Systwm |em Candle Ic-fam Lighting System Iptant Mobile [Environmental Chamber [comell Insect Cabinet [Neb I Rectangle Aquatic Set I Seine [chest Waders [stereo Microscopes [Brooder [Aquarium [pH Meter [Aquaculture System [Binoculars [Mlcroproiector [ Flaxcam [classroom Pond [Laminar Flow Unit I Planb for Aquarium [small Animals [Aquaculture Test KH [Hydroponics System [storage Cabinets [nigh Density Storage Cabinet [pish for Aquariums [water Purification System I KHma-grow system [ Nlma-grow Nxtoaoty Kit [Deep Soil Coring Tube I Field CoHoeBon Kit [Glassware [ Multi Media Screen [soil Salinity Tester 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 172 $4,000 $3,000 $3.000[ $ioo[ $450[ $572 $50 [ $78 840[ $2.850[ $667[ $129 $147 $260 $97 $739[ $350 $1,775 $510 $1,795 $151 [ $625[ $896[ $334[ $3.098[ $96 $42 $181 [ $144[ $1,300 $493 $175 $41 $1,355 $80 $152 $2,300 $530 $205 SUBTOTAL SUPPUES CONTRACTUAL Technotogy Maintenance 148 $26,000 SUBTOTAL CONTRACTUAL QIUEB 1.0 1.0 1.0 80.0 3.0l l 15.0| 2.0 0.0 0.0 0.0 0.0 0.0 $4,000 $3,000 $3.000] $6,000 $2,2171 $3501 $1,7751 $510 $1,795 $2.265| $625 $0 w 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 3.0 1.0 1.0 5.0 0.0 10.0 0.0 0.0 0.0 0.0 0.0 10.0 1.0 $0 $ol 0.0 1.0 $332,787 $26,000 Mabelvale Middle School / Page 4 1 .0 $4,000 $3,000 $3,000 $100 $450 $572 $50 $78 $2,850 $2,850 $867 $387 $147 $260 $485 $0 $0 $0 $0 $0 $1,510 $0 $0 $0 $0 $420 $175 $0 $205 $25,000 $208,446 $26,000 1.0 1.0 1.0 0.0 3.0 10.0 0.0 3.01 lO.ol lO.ol 3.0| 3.o| 8.0l 1 ol 2.o| 2.0 2.0 2.0 2.0 1-0 1.0 $4,000 $3,000 $3,000 w $5.385[ $1,510 $1.002[ $3.098[ $860[ $420[ $543 $432[ $10,400 $493[ $350| $205[ $2.710[ $160 $304 $2,300 $530 *0 $25,000 $196,766 $26,000 I Little Rock, Arkansas FWW Trip Admissions and Moab Staff Dwalomiient Irtardlselpllnaty Instniction ProjactBasadLsamlng Insbuctlonal Planning Thematle Teaching 4 Curriculum Sdenttflc Inquiry Cooperative Learning Medical Sclenca Information Science Environmental Science Currteulum Devetepment Information Sdence Environmental Science Medical Sciences Internal Signage External Signage 157 151 151 151 151 151 151 164 153 177 164 174 161 158 159 SUBTOTAL TOTAL DIRECT TOTAL MABELVALE MIDDLE SCHOOL $11,400 $14,675 $15,725 $5,382 $5,382 $5,382 $1,170 $5,796 $5,796 $12,000 $12,000 $12,000 $10,000 $10,000 0.0 1.0 1.0 1.0 1 1.0 1.0 1.0 $0 $5,382 $5,382 $1,170 $0 $0 $12,000 $12,000 $12,000 $5,000 $5,000 $5,000 $10,000 $0 $84,334 $837,886 $837,986 Mabehzale Middle School / Page 5 0.0 0.0 1.0 1.5 1.0 1.0 1 2.5 0.6 2.0 2.0 $0 $0 $5,382 $1,755 $5,796 $5,796 $12,000 $30,000 $9,000 $5,000 $5,000 $5,000 $20,000 $10,000 $129,404 $769,813 $769,813 1.0 0.0 1.0 2.0 1.0 1 2.0 0.8 1.0 $5,382 $0 $5,382 $2,340 $5,796 $0 $12,000 $24,000 $9,000 $5,000 $5,000 $5,000 $0 $0 $94,626 $739,631 $739,631 Little Rock, Arkansas ni OVERDALE MIDDLE SCHOOL YEAR ONE ITEM paq^eference unit price number cost SUBTOTAL NUMBER I ITTLE ROCK ARKANSAS_________ YEAR TWO year THREE COST eiiarnTAL NUMBER COST SUBTOTAL SIIHTOTAL NUMBER COST PERSONNEL Cuntculum Coordinator [Engineering Lead Teacher Business \u0026amp; Finance Lead Teacher MultLMedla Lead Teacher 32 33 33 33 $52,000 $48,500 $48,500 $48,500 1.0 1.0 1.0 1.0 $53,560 $49,440 $49,440 $49,440 1.0 1.0 1.0 1.0 $55,167 $50,923 $50,923 $50,923 1.0 1.0 1.0 1.0 $58,477 $53,978 $53,978 $53,978 SUBTOTAL PERSONNEL FRINGE BENEFITS [AR ReBrwnent Rerwnent/Soc Sec. Wortcere Compensation Unemployment Health Insurance n/a n/a n/a n/a n/a 12.00% 0.77% 0.87% 0.19% $2,620 4.0 4.0 4.0 4.0 4.0 4.0 $24,226 $1,544 $1,756 $386 $10,480 $201,880 4.0 4.0 4.0 4.0 4.0 4.0 $24,952 $1,591 $1,809 $397 $10,480 $207,936 4.0 4.0 4.0 4.0 4.0 4.0 $26,449 $1,686 $1,918 $421 $10,480 $220,412 SUBTOTAL FRINGE BENEFITS travel Site Visits to Magnet Schools 1 MSAP Annual Meeting MSA Annual Conference IB ConfereiKe Fall IB Conference Spring I National Academy Conference Project Lead the Way Conference SUBTOTAL TRAVEL EQUIPMENT International Baccalaureate MYP Mobile Vflreless Language Lab Eng/rreering $38,392 $39,229 $40,954 233 233 233 233 233 233 233 226 $776 $896 $1,200 $1,200 $1400 $1,600 $1,172 $22,000 4.0 4.0 4.0 6.0 6.0 4. kO 3.1 .0 $3,104 $3,580 $4,800 $7,200 $7,200 $6,000 $3,516 $36,400 Cloverdale / Page 1 4.0 4.0 4.0 6.0 6.1 .0 4.0 3.0 1.1 .0 $3,104 $3,580 $4,800 $7,200 $7,200 $6,000 $3,516 $36,400 $22,000 0.0 4.0 4.1 6.( .0 .0 6.0 4.0 3.0 $0 $3,580 $4,800 $7,200 $7,200 $6,000 $3,516 $32,296Little Rock, Arkansas SMART Board Robotic Automation Module Multi Media Pro|ector Engineering Enterprise Center MuWMed/a Multi Media Prelector I Video Camera Lighting Equipment I SMART Board I Cinema Screen Monitor I Sound Board Mixer I Professional Studio Camera Electronic Madia Enterprises Center I Economics I Economic Enterprise Emporium I SMART Board I Voting Machine I Multimedia Projector 263 263 263 263 241 241 241 241 241 241 241 229 229 229 229 SUBTOTAL EQUIPMENT SUPPUES Muta Media I Computer w/ monitor Color Laser Printer Laser Printer Student Computer Furniture Digital Cameras I Computer Server I CD Player iHarxilCam I Set Props I Lectern I Conference Table I Flat Monitor I Choral Risers I Staddng Chairs Student Text and Reference Books Super VMS VCR w/Large Monitor I PC Cameras 241 241 241 241 241 241 241 241 241 241 241 241 241 241 241 241 241 $1,499 $6,996 $6,300 $70,000 $6,300 $17,900 $14,999 $7,999 $17,999 $10,000 $70,000 $60,000 $14,999 $6,000 $6,300 $2,100 $2,050 $1,125 $940 $599 $1,800 $800 $800 $500 $119 $746 $849 $439 $40 $5,000 $834 $119 0.0 0.0 0.5 1.0 1.0 1.0 0.0 0.0 0.0 0.5 1.0 0.0 0.0 10.0 1.0 2.0 10.0 0.0 1.0 1.( 0.1 .0 .0 00 0.1.0 1.\u0026lt;.0 5.1.0 $0 $0 $35,000 $5,300 $17,900 $14,999 $0 $0 $0 $35,000 $60,000 $0 $0 $21,000 $2,050 $2,250 $9,400 $0 $1,600 $800 $0 $0 $0 $5,000 $595 $168,199 Cloverdale / Page 2 1.0 1.0 1.0 0.5 0.0 0.0 0.0 1.0 0.0 0.0 0.5 0.2 0.0 0.0 0.0 10.0 0.0 2.0 10.1.0 3.( 0.1 0.1 .0 .0 .0 2.0 0.1.0 3.1.0 0.1.0 0.0 0.1.0 0.0 1.(.0 0.0 3.1.0 $1,499 $5,995 $5,300 $35,000 $0 $0 $0 $7,999 $0 $0 $35,000 $9,600 $0 $0 $0 $122,393 $0 1.0 0.0 0.0 0.0 0.0 1.0 1.0 0.0 1.0 1.0 2.0 $5,300 $0 $0 $0 $0 $0 $0 $17,999 $10,000 $0 $14,999 $6,000 $10,600 $64,8S8 $21,000 $0 $2,250 $9,400 $1,797 $0 $0 $1,600 $0 $357 $0 $0 $0 $0 $5,000 $0 $357 10.0 1.0 2.0 10\u0026lt; 0.1 .0 .0 0.0 0.0 0.0 6.0 1.( .0 4.kO 4.0 25.1.0 1.(.0\n.o 1.0 2. 10. $21,000 $2,050 $2,250 $9,400 $0 $0 $0 $0 $3,000 $0 $746 $3,396 $1,756 $1,000 $5,000 $1,668 $1,190 Little Rock, Arkansas KCAT Set Design Telepfompter CD Rewrite Drive Computer Software Computer Supplies Prolectton Screen Scanners Laptop Computers Engineering Computer wl rrwnltor Architectural Printer Laser Printer FHe Server Computer Fumiturs Fax Machine Student Drafting Tools Air Track System Pulley Demonstration Set Space Shuttle Kit Designer's Kit Launch System Altitude Tracker Transroc II rocket locator Waterbottle Rocket Launcher Car Tech Bridge Kit 3-D HOME KIT Giant Stacking Trays -10 drawer Fin alignment Guides Magnetism Kit Van de Graaf Generator WImshurst Machine Lightning Accelerator Superconductor Kit Bobbitt Power supply Oscilloscope RF Signal Generator Multimeter Electronic Lab Kit Helix Coll Pro)ectual 241 241 241 241 241 241 241 241 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 $2,000 $1,850 $345 $25,000 $5,000 $495 $399 $1,199 $2,100 $2,950 $1,125 $1,600 $440 $489 $79 $1,395 $259 $39 $45 $38 $22 $41 $2,400 $89 $69 $86 $698 $19 $83 $449 $115 $28 $85 $395 $765 $259 $92 $105 $90 0.0 0.0 0.0 1.0 2.0 1.0 4.0 2.0 5.0 1.0 0.0 0.0 5.0 1.0 25.0 $0 $0 $0 $25,000 $10,000 $495 $1,596 $2,398 $10,500 $2,950 $0 $0 $2,200 $489 $1,975 Cloverdale I Page 3 1.0 1.0 3.0 1.0 1.0 0.0 1.0 4.0 5.0 1.0 1.0 1.0 5.0 1.0 1.0 $2,000 $1,850 $1,035 $25,000 $5,000 $0 $399 $4,796 $10,500 $2,950 $1,125 $1,800 $2,200 $0 $0 $1,395 $259 1.0 6.0 6.0 3.0 4.0 15.0 1.0 2.0 0.0 5.0 30.0 30.0 10.0 10.0 10.0 1.0 30.0 30.0 10.0 3.0 30.0 3.1 1.1 .0 .0 1.0 10.I.0 2.0 5.1.0 2..(0 2.1 10.1 .0 .0 10.1.0 2.0 $0 $0 $0 $25,000 $30,000 $2,970 $1,197 $4,796 $31,500 $2,950 $2,250 $0 $2,200 $0 $0 $0 $0 $1,170 $1,350 $380 $220 $410 $2,400 $2,670 $2,070 $860 $2,694 $570 $249 $449 $115 $280 $170 $1,975 $1,530 $518 $920 $1,050 $180 Little Rock. Arkansas Magnetic Field Projectual Faraday's Pro)ectual Breadboarding Worirstatlon Laser Optica Set Spectroscope lANgular Momentum Apparatus I Organizer Cart iRobotIxMotorPak I Booster Pak I Remote Speeders I Knex Racing Energy Kit Knex Rollefcoaster KK-Knex Simple Machines Kit I Robotic Arm I Automotive Design Kits I Aerospace Module I Alternate Energy Module I Solar Energy Module I Uninterrupted Power Source I Helium Neon Laser I Electrostatic Kit I Drafting Tables I PLTW Engineering Kit 1 I PLTW Engineering Kit 2 I PLTW Engineering Kit 3 I PLTW Engineering KR 4  Engineering Module |r a D Module I Electronics Module I Uninterrupted Power Source I Air Compressor I Air Brush Kits I Laser Component Module Fiber Optics Module I Structural Engineering Module I Ballistic Cars iTrlcarts I Rocket Carl I Ballistic Pendulum Apparatus I Engineering Materials 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 253 $70 $185 $415 $250 $3151 $2251 $11 ol $59 $169 $691 $130 $259 $259 $399 $3,195 $1,195 $1,795 $2,295 $260 $635 $12ol $75o| $4,9881 $4,575 $4,65o| $5,099! $1,195 $1,195 $1,149 $260 $352 $149 $675| $1,150 $2,98sl $66 $91 $70 $69 $15,0001 1.0 10.0 10.0 10.0 10.0 10.0 10.0 10.0 1.0 2.0 0.0 1.0 0.0 0.0 2.0 0.0 0.0 0.0 0.0 0.0 1.0 $520 2.0 $5,250 $4,988 $0 $1,195 $0 $o| $520 $0 $0 $0 $0 $15,0001 Cloverdale / Page 4 0.0 0.0 1.0 0.0 0.0 0.0 2.0 1.0 1 .0 1.\u0026lt;.0 1 1 .0 .0 10.0 10.0 10.1 3.1 .0 0 1 .0 10.0 2.0 15.0 15.0 2.0 $225 $1,100 $590 $1,690 $690 $1,300 $2,590 $2,590 $399 $0 $0 $0 $0 $520 $0 $0 $0 $0 $4,575 $0 $0 $0 $520 $352 $149 $675 $1,150 $2,985 $660 $910 $700 $207 $15,000 5.0 5.0 5.0 5.0 2.0 1.0 1.0 0.0 0.0 1.1.0 1.0 0.0 O.( .0 0. 2. 0. (.0 !.O 1.0 0.1.0 0.1.0 o.\u0026lt; 0.1 .0 .0 O..l0 0.0 0.1.0 0.(.0 1.0 $700 $370 $6,225 $3,750 $630 $0 $0 $0 $0 $0 $0 $0 $0 $1,995 $0 $5,975 $8,975 $11,475 $520 $635 $120 $0 $0 $4,650 $5,099 $0 $0 $0 $520 $0 $0 $0 $0 $0 $0 $0 $0 $0 $15,000 Little Rock, Arkansas Engineerlno Software Engineering Videos, DVD, Books 253 253 $15,000 $5,000 1.0 1.0 $15,000 $5,000 1.0 1.0 $15,000 $5,000 1.0 1.0 $15,000 $5,000 Economics Computers w/MonItors Color Laser Printers Laser Printers Computer Furniture Palm Pitots Flatbed Scanners Conference Table Filing Cabinets Dyno Label Writer Electronic Labeler Paper Shredder Zoning Maps Locking Display Case Prototype Displays Paper Trimmers Cash Registers Portable Pro|ectton Screen Laptop Computers Magazine Racks Easels Interactive Globe Title Stamps Economics VWeos/DVD Economies Text \u0026amp; Reference Books Economics Periodicals Computer Software S licenses Netwoek Server Printing Calculator Versa Check Digital Camera VCR/DVD Player 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 229 $2,100 $2,200 $1,100 $940 $399 $300 $1,500 $75 $200 $80 $199 $336 $2,000 $1,500 $248 $1,125 $495 $1,800 $450 $129 $99 $25 $4,000 $6,000 $3,000 $8,000 $1,800 $30 $5,000 $599 $400 5.0 1.0 2.0 5.0 10.0 0.0 1.0 2.0 1.0 1.0 0.0 0.0 5.0 2.0 3.0 1.0 1.0 1.1.0 1.0 1.0 4.0 1 .0 0.0 1 .0 $10,500 $2,200 $2,200 $4,700 $3,990 $0 $1,500 $150 $200 $80 $0 $0 $0 $0 $0 $0 $0 $0 $0 $645 $196 $75 $4,000 $6,000 $3,000 $8,000 $1,800 $120 $5,000 $0 $400 10.0 0.0 2.0 10.0 5.0 1.0 0.0 2.0 0.0 0.0 1.0 3.0 1.0 2.0 3.0 2.0 1.0 3.0 3.0 0.0 0.0 1.0 1.0 1.1 1.1 .0 .0 0.0 2.0 2.1.0 0. 1.0 $21,000 $0 $2,200 $9,400 $1,995 $300 $0 $150 $0 $0 $199 $1,008 $2,000 $3,000 $744 $2,250 $495 $5,400 $1,350 $0 $0 $0 $4,000 $6,000 $3,000 $6,000 $0 $0 $10,000 $1,198 $0 10.0 1.0 1.0 10.0 20.0 2.0 0.0 2.0 0.0 0.0 0.0 0.0 3.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1.0 1.0 1.1.0 1.0 0.0 10.1.0 $21,000 $2,200 $1,100 $9,400 $7,980 $600 $0 $150 $0 $0 $0 $0 $6,000 $0 $0 $0 $0 $0 $0 $0 $0 $0 $4,000 $6,000 $3,000 $8,000 $0 $0 $0 $5,990 $0 SUBTOTAL SUPPLIES CONTRACTUAL Technology Maintenance 263 $26,000 $202,729 1.1.0 $25,000 $246,336 1.0 $25,000 $339,608 Cloverdale / Page 5 Little Rock, Arkansas SUBTOTAL CONTRACTUAL OTHER Field Trip Admissions and Meals Staff Development Project Lead the Way Project Based Learning Instructional Planning Thematic Teaching \u0026amp; Curriculum Scientific Inquiry Multiple Intelligences Cooperative Learning Engineering Multt-Medla Economics Curriculum Development Englrreering Multi-Media Economics Irrtematlonal Baccalaureate Fees Internal Signage External Signage 256 256 256 235 231 234 235 234 258 246 225 254 243 225 225 229 229 SUBTOTAL TOTAL DIRECT TOTAL CLOVERDALE MIDDLE SCHOO . $26,000 $26,000 $26,000 $10,000 $12,000 $15,000 $2,100 $5,382 $5,382 $1,170 $5,796 $6,210 $5,796 $12,000 $12,000 $10,000 $15,000 $10,000 $10,000 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.1.0 1.0 $2,100 $5,382 $5,382 $1,170 $0 $0 $5,796 $12,000 $12,000 $10,000 $12,000 $12,000 $10,000 $10,000 $10,000 $0 $117330 $789/430 $789/430 Cloverdale I Page 6 1.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 $2,100 $0 $5,382 $1,170 $5,796 $6,210 $5,796 $12,000 $12,000 $10,000 $12,000 $12,000 $12,000 $12,000 $10,000 $10,000 $140,464 $816,748 $815,748 1.0 0.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 0.0 $2,100 $0 $5,382 $1,170 $5,796 $0 $0 $12,000 $12,000 $10,000 $12,000 $12,000 $12,000 $0 $0 $99/448 $822,617 $822,617 UtMe Rock, Arkansas IITTLE ROCK ARKANSAS MAGNET OFFICE ITEM PAGE UNIT YEAR ONE COST ------ 7^ SUBTOTALS YEAR TWO COST SUBTOTALS * year THREE COST SUBTOTALS PERSONNEL Project Director Marketing / Recruiter Secretary 32,79 33,91 133,34,91 $65,000 $35,000 $23,000 1- 1.0 $65,0001 $39,70C $23,000 1.0 $66,950 $36,0501 $23,690 1.0 1.0 1.0 $68,959 $37,1321 $24,400 SUBTOTAL PERSONNEL 3.0 $127,700 3.0 $126,690 3.0 $130,491 fringe benefits AR Retirement Retirement/Soc Sec. Workers Compensation Unemptoyment Health Insurance 32,79,91 32,79,91 32,79,91 32,79,91 32,79,91 12.00% 0.77% 0.87% 0.19% $2,6201 3.0 3.0l $15,324.0 $976.9 $1,111.0 $244.0 $7,860.0 3.0 3.0 $15,202.8 $969.2 $1,102.2 $242.11 $7,860.0 3.0 3.0 $15,658.9 $998.3 $1,135.3 $2491 $7,860 SUBTOTAL BENEFITS $25,516 $25,376 $25,902 SUPPUES Pentium IV Desktop Computer Powertxjok Copying \u0026amp; Duplicating Fax Digital Camera I Phono Sets I Typewriter  Scanner I Printer I Office Supplies I Small Conference Table I Magnet Promotional Items I Grand Opening Celebrations iBook Cases I Color Laser Printer I Computer Software iFileCabinels I Computer Supplies 1 Office Fumitute 32,79,91 32,79,91 32,79,91 32,79,91 32,79,91 32,79,91 32,79,91 32,79,91 132,79,91 132,79,91 132,79,91 32,79,91 32,79,91 132,79,91 32,79,91 32,79,91 132,79,91 32,79,91 32, T9.91 $1,500 $2,500 $6,000 $250 $900 $300 $100 $250 $325 $3,000 $250 $4,000 $8.0001 $96 $2,050 $2,000 $180 $1,500 $900 3.0 0.0 3.0 1.0 1.0 0.0 3.0 3.0 3.0 $4,5001 $0 $6,0001 $250 $900 $900 $100 $250 $325 $3,0001 $250 $4,000 $0 $294 $2,050 $2,000 $540 $1,500 $2,700! 00 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 $0 $2,5001 $6,0001 $0 $0 $0 $0 $0 $0 $3,000 $0 $4,000 $0 $98 $2,050 $2,000 $0 $1,500 $0 0.0 0.0 1.0 0.0 0.0 0.0 0.0 0.0 0.0 1 .0 0.0 1 .0 0.0 1 .0 0.0 1 .0 0.0 1 .0 0.0 $0 $0 $6,000 $0 $0 $0 $0 $0 $3,000 $0 $4,000 $0 $98 $0 $2,000 $0 $1,500 $0 Cloverdale / Page 1 Little Rock, Arkansas SUBTOTALSUPPUES IBAYEL Out of District In-District 32,79 32,33,79,91 $7,200 $2,500 $29,559 $21,148 $16,598 SUBTOTAL TRAVEL CONTRACTUAL Evaluation Television Commercials Printing Radio Commercials Production Services Art 5i Layout 280 75 75 75 75 91 $37,500 $20,000 $14,000 $5,000 $16,000 $4,000 $9,700 SUBTOTAL CONTRACTUAL OTHER Memberships Women in Math \u0026amp; Science Camp Magnet Fair Costs SUBTOTAL OTHER DIRECT COSTS $96,500 72 76 $750 $4,000 $2,500 $7,250 $296,225 Cloverdale / Page 2 $7,200 $2,500 $37,500 $15,000 $14,000 $4,000 $10,000 $2,000 $750 $4,000 $2,500 $9,700 $82,500 $7,250 $272,684 $7,200 $2,500 $37,500 $15,000 $14,000 $4,000 $10,000 $2,000 $750 $4,000 $2,500 $9,700 $82,500 $7,250 $272341 Ind irect Cost PropositiFrom: INDIRECT COST PROPOSAL FOR USE IN 1998-1999 (Computed From 1996-97 Financial Information) UMtl. School District Name 6001000 LEA Number MAY 1 2 1999 AMfstant Directors Office Internal Administration X2LASK1 County May 10. 1999 Date Submitted INDIRECT COST RATE FOR 1998-1999 Non-Restricted Programs Rate Restricted Programs Rate INDIRECT COST CERTIFICATION 0.1868 0.0708 1 certify as the responsible official of LITTLE ROCK (School District) that this Indirect Cost Proposd has been prepared in accordance with instructions issued by the Arkansas Department oi Education and is correct to the best of my knowledge and belief. Those costs treated as indirect costs have not been claimed as direct cost, and similar types of costs have been accorded consistent treatment All expenditures entered in this proposal have been made and records supporting them have been maintained and Signature: 1 are available foraudit trintendent it Date: May 10, 1999 Superintel Approved By: Assistant Director, Internal Administration Date: Required by: CFR Part 80.40 Submitted To: Arkansas Department of Education Internal Administration #4 State Capitol Mall - Room 103-B Little Rock, AR 72201-1071 IDC-1 December 17, 2000 Little Rock School District ABSTRACT The mission of the Little Rock School District (LSRD) is to equip all students with the skills and knowledge to realize their aspirations, think critically and and face the future as productive. independently, learn continuously contributing citizens. This mission is accomplished through open access to a diverse, innovative and environment with a staff dedicated to challenging curriculum in a secure excellence and empowered with the trust and support of the community. The LRSD is located in Little Rock, Arkansas, the states capital. The LRSD is the largest public school district in Arkansas, with a K through 12 enrollment of 25,560 students for the 2000-2001 school year. Of the total student enrollment. 68% are African-American, 27% are white, and 5% are Hispanic, Asian, or other. The student enrollment is 72% minority. The district has two high schools and two middle schools located in the southwest section of the city that have a degree of minority isolation well beyond the other schools in the district. J. A. Fair High and McClellan High are the most minority isolated high schools in the district. Mabelvale Middle and Cloverdale Middle are the most minority isolated middle schools in the district. The district proposes McClellan, J. A. Fair, Cloverdale, and Mabelvale into magnet schools to convert McClellan, J. A. Fair, cioveraaie, ana iviaucivcuc to reduce and eliminate minority group isolation, to hold the non-minority students currently attending the schools, to attract neighborhood children back from private schools, and to attract student from outside the neighborhood from the private, Pulaski County and surrounding adjacent counties. These four Little Rock magnet schools will develop and implement curriculum national, state, and local systemic reforms aligned with content standards and student performance standards. The that promotes challenging state goals of these magnet schools include developing innovative educational methods  . 1 . . J _x ]   J. intoracfc frlfl't and practices that meet identified student needs and interests and that strengthen students knowledge of academic subjects and skills needed for O - .1_____-ni morfriAf successful careers in themes: the future. The schools will have the following magnet Abstract - iDecember 17, 2000 Little Rock School District Proposed Magnet Schools J. A. Fair High School McClellan High School Mabelvale Middle School Cloverdale Middle School Theme New or Revised Information Sciences and Systems Engineering Environmental Science Medical Studies Business and Finance Multimedia and Graphic Design Engineering International Baccalaureate Information and Communication Technology Environmental Science Medical Investigations Economics Multimedia Engineering International Baccalaureate Abstract -11 New Revised New New New MSAP INDICATORS REFERENCE SHEETSDecember 18, 2000 Objectiyel Little Rock School District federally fimded magnet, incidence and/of the deVee of minority student isolation m targeted Sources of Data and Next Update Indicator (of success) Application Page Annual Project Report Refs. Year 1 Page Refs. Year 2 Page Refs. Year 3 Page Refs. 1-1. Minority enrollment in targeted schools. Targeted schools with objectives of eliminating or preventing minority group Isolation keep 1 their minority enrollments below 50 percent. Targeted schools with the objective of reducing minority group Isolation I reduce their minority enrollment percentages. Provide overall district enrollment at time of application, by minority status, for the grade levels to be Included In magnet schools. List each magnet school and its\na) enrollment by minority status (both number and percentages of students), by grade, at time of application. 7 b) projected enrollment by minority status (both number and percentages of students), for each year of the proposed project, and 8-9 6,9 Report overall district enrollment by minority status, for the grade levels included in the magnet schools. For each magnet school: a) provide percentages of students) and by grade. b) provide current projections of enrollment by minority status, without the magnet If appropriate), and c) objective (to eliminate, reduce, or eliminate minority isolation). If the objective Is to prevent minority group Isolation, provide projected enrollment by minority I status, with and without magnet (i.e., operational definition of objective), with both number and I percentages of students. 13- 14 c) report the success or progress in meeting ------- the objective. Performance Indicators - UiDecember 18. 2000 Little Rock School District Objective 1 Federally funded magnet programs eliminate, reduce, or preyent .^e,,.^^^^ incidence and/or the degree of minority student isolation in targeted\n..  Sources of Data and Next Update Indicator (of success) Application Page Refs. Annual Project Report Year 1 Page Refs. Year 2 Page Refs. Year 3 Page Refs. 1-3. Minority/ Other distribution. Magnet curricular activities generally reflect the same minority/Other distribution as the magnet school (or PWS). Indicate curricular areas (e.g., classes, grades, subjects) in which you plan to promote broad participation and Interaction among different groups of students In the magnet school (or PWS). 21 Provide data on student participation, by minority status, in areas Intended to promote broad participation and Interaction, for selected grades or subjects. Describe what these data suggest tn terms of changes to your project. Performance Indicators - vl December 18, 2000 Little Rock School District Objective 2 Federally funded magnet programs promote national, state, and local systermc reforms and are aligned with challenging State content standards and student Sources of Data and Next Update Indicator (of success) Application Page Refs. Annual Project Report Year 1 Page Refs. Year 2 Page Refs. Year 3 Page Refs. 2-1. National, state, and local reforms. Magnet programs play an active role In Implementing national, state, and local reforms. Describe systemic reforms being implemented in your district, the goals of these reforms, and the contributions your magnet program will make to these efforts. 2-2. State content and performance standards. Project designs explicitly provide evidence of the I use of challenging State content standards and student performance standards. These are reflected in the program curriculum and in planned student assessments aligned to the curriculum. Indicate whether your state has a set of challenging content standards and student performance standards In the core subjects (e.g., reading, writing, math, science). If I NO, Indicate whether such standards are being developed and in what subjects, and briefly 1 describe the standards you are using in lieu of State standards. Indicate whether your state, district, or school has developed an assessment to measure performance against those standards. If YES, Indicate the subjects and whether you plan to use I the assessment. If NO, describe the assessment you Intend to use and why. 21 21 21 Provide a narrative of _____ _____ up to three pages which describes how your magnet program has supported and extended systemic reforms In you district. Identify any exceptions or changes to application information. Submit the assessment data as part of Objective 4. Performance Indicators - vU December 18, 2000 Little Rock School District Objective 3 feature innovative educational methods Federally funded magnet programs and practices that meet identified student needs and mterests. Sources of Data and Next Update Indicator (of success) Application Page Refs. Annual Project Report Year 1 Page Refs. Year 2 Page Refs. Year 3 Page Refs. 3-1 Innovative themes. Magnet programs Incorporate Innovative themes I and elements that meet identified student needs and Interest. Describe the themes and elements In the magnet program that will meet Identified student needs and interests, and provide a rationale for selecting these themes and elements. 106 For each magnet school, provide a narrative of up to two pages which describes how the magnet program has I Implemented these themes and elements and how they are meeting Identified student needs and interests. 3-2. Innovative educational methods and practices. Magnet programs incorporate Innovative educational methods and I practices that promote student achievement. Identify the elements in the magnet program that will promote student achievement, and provide a rationale for selecting these elements. 59-68 For each magnet school, provide a I narrative of up to three I pages which describes activities, methods, and practices, each of which meets all of these criteria: a) is related to the magnet theme, b) was not produced In the school prior to the magnet I program c) is used by at least two teachers in the school, and d) Impacts the achievement of 20 of more students. Performance Indicators - vlUDecember 18, 2000 Little Rock School District Objective 4 Federally funded magnet programs strengthen students knowledge of academic subjects and skills needed for successful careers in the future. Sources of Data and Next Update Indicator (of success) Application Page Refs. Annuzd Project Report Year 1 Page Refs. Year 2 Page Refs. Year 3 Page Refs. 4-1. Improved student achievement. Magnet students show achievement gains In core subjects, as well as In applied learning skills, which meet or exceed the gains I for students in the district as a whole. (Applied learning skills include higher order thinking skills, individual problem-solving ability, 1 communication skills, computer skills, and ability to contribute to group projects). 4-2. Vocational skills. (Optional \\for federally /unded magnet school or PWSs that do not /eature development of specialized skills) Magnet students demonstrate knowledge and proficiency In vocational skills related to the magnet theme. Describe how Increases In academic knowledge and applied learning skills will be assessed, overall and by minority status. Identify criteria for defining magnet students measures to be examined, and relevant comparison or reference groups, where appropriate. Describe the specific skills to be developed and how proficiency In these skills will be assessed, overall and by grade and minority status. Identify the standard for performance and the measure to be used against that standard. 26 26 26 Document the results from these assessments, overall and by school, grade, and minority status. Include both the number and percentage of students who meet the standard for performance. Describe what these data suggest In terms of changes to your project. 26 Document the results from these assessments, overall and by school, grade, and minority status. Include both the number and percentage of students who meet the standard for performance. Describe what these data suggest In terms of changes to your project. Performeince Indicators - txINTRODUCTION BACKGROUND HISTORY OF DESEGREGATION AND MAGNET SCHOOLS NEEDS ASSESSMENT December 15, 2000 Little Rock School District INTRODUCTION Little Rock is the geographical, political, and financial center of Arkansas. It is at the meeting point of the states major regions, the northwestern hills and the eastern Delta. a In 1722 Benard de la Harpe is said to have come up the Arkansas River in canoe. rock since a Legend has it that as he came up river he saw the first outcropping of he left the Mississippi and named it the little rock. The larger cliffs little further up stream, he named Big Rock. Today there is still a Big Rock Township in North Little Rock. In 1819 when the Arkansas Territory was formed, the point of rocks were selected as the territorial capital. Little Rock was the ideal site for a capital. It is located where the plains meet the hills, the natural ford of the river, and on the Southwest Trail to Louisiana and Texas. Today, Little Rock is on the move. The River Market Entertainment District has new businesses opening every month, sj al Developments along the river front on both sides of the river have made the river front parks a favorite for all types of festivals, concerts and family outings. Modem Little Rock has a population of 182,274 people. Its population is 64.6% white, 33.9% African-American, and less than 1% each for Native Americans, Asians, and people of Hispanic heritage. A large part of the citys downtovm is a part ofthe Pulaski County Enterprise Zone. The state capital, it is a city that has a relaxed and open feel - a far cry from the dramaUc events of 1957. part Introduction - 1December 15, 2000 Little Rock School District HISTORY OF DESEGREGATION In 1957, Little Rock unexpectedly became the battleground in the first major conflict between state and federal government authority over desegregation. At the time, the city was generally viewed as progressive by Southern standards. All parks, libraries and buses were integrated, a relatively high thirty percent of African-Americans were registered to vote and there were African-American police officers. However, when the Little Rock School Board announced its decision to phase in desegregated schools gradually, James Johnson, a candidate for governor, adopted a position against racially integrated schools. Johnsons rhetoric began to win him support, so the incumbent governor, Orval Faubus, who had previously shown no interest in the issue, jumped on the bandwagon. The first nine African-American students were due to enter Central High School that September. The day before school opened, Faubus reversed his decision to let the African-American students enroll in the interest of safety. Even though he was overruled by the federal court, Faubus ordered state troopers to keep the African-American students from entering the school. On the first day of school, the nine African-American students faced soldiers with bayonets that forced them away from the front entrance and into a seething crowd. Three weeks later. President Eisenhower brought in the 101 Airborne Division, and amfdst violent demonstrations the nine students were at last able to enter Central High School. In 1958, Central High School graduated its first African-American student. Following this historic graduation, the U.S. Supreme Court upheld an order to desegregate the citys schools. Governor Faubus immediately closed all four Little Rock high schools. The schools remained closed for two years. In 1959 the federeil courts declared the school closing unconstitutional and the high schools were reopened for the 1959-60 school year. Although the Little Rock School District faced a hostile governor and state administration and an unfriendly legislature, significant desegregation took place in the 60s. By the end of the decade Central High School had 1542 white students and 512 African- American students. In 1971 the Court of Appeals approved a plan for the desegregation of grades 6 through 12 in the Little Rock School District (LRSD). The School Board plan for the desegregation of the elementary grades was approved, with some modification, in 1972. Introduction - 2December 15, 2000 Little Rock School District By 1982 the LRSD was faced with massive white flight and had become 70% African-American. The district filed a suit to consolidate the three Pulaski County school districts into oned--i-s-t--r-i-c-t that would be 61% white. This was resisted by the other two districts in the county. In 1985 the Court rejected consolidation as too intrusive. The Court, however, extended the boundaries of the Little Rock School District to make them coterminous with the boundaries of the City of Little Rock. In expanding the bboouunnddaarriieess ooff tthhee LLRRSSDD tthnee cCoouurrtt aaududeeud nneeww schools and students. The four schools in the southwestern region of the city that are featured in this application were District to the LRSD. transferred from the Pulaski County School The most recent court action occurred in 1998 when the Court revised LRSD s Desegregation emd Education Plan. Building on its effort to remedy past discrimination by LRSD against African-American students, the Court s revision included seven designated magnet programs, with LRSD reserving the right to modify or discontinue designated magnet programs and to establish new magne programs. THE SOUTHWEST SCHOOLS The four schools that were transferred to the LRSD in 1985 from Pulaski County have changed a great deail since their realignment. The following chart shows the changes in the four schools: J. A. Fair High School McClellan High School Mabelvale Middle School Cloverdale Middle School These changes have occurred while the SW neighborhood has remained predominately white. In fact almost Introduction - 3 December 17, 2000 Little Rock School District one-third of the students in the attendance area are white. These students have opted for private schools, county schools, and home schooling. In fact 1,402 students who live in the neighborhood are not attending the neighborhood schools. Almost five hundred of these are White students. The MSAP application seeks to address this by converting the schools into magnet schools that will draw students from the SW neighborhood as well as from other areas of the county. There are enough White students living in the neighborhood and not attending the schools to achieve project goals. MAGNET SCHOOLS IN LITTLE ROCK The Little Rock School District is located in Little Rock, an urban city of 182,000 in the center of Arkansas, Ijinif Hock Mnal nUnd Sclitml .tfn/t ninl and covers approximately 100 square miles. The District is comprised of approximately 25,560 students and more than 3,500 employees on 50 campuses\n35 neighborhood elementary schools, eight middle schools, five high Tai schools, one career and technology high school and one alternative school for grades 6-12. Additionally, 'l there are 11 administrative sites. The ethnic breakdown of the District is 68% African-American, 27% Caucasian and \\ ale a 8 rrZ: r ig- LEGEND SenooK Sctvxx* I 0 CiMTwnWrr Scnem ' 5 % 8  2 h t 0 a T Sie '  t I i tfy Carwt Teen Cemr | Hispanic/Asian/Native American. The Little Rock School District offers several school choices for parents including Eirea schools, magnet schools/programs, incentive schools, interdistrict transfers and early childhood educaUon programs. Alternative programs are available for students in grades 4-12. In addition to the programs that are featured in this application, the Little Rock School District offers a full range of magnet programs to students in the city, the Introduction - 4December 15, 2000 Little Rock School District county, and in North LitUe Rock. Students may choose magnet schools operated by any ofthe three school districts as long as the transfer advances desegregabon goals. The following chart gives the magnet offerings that currently exist. The schools are color coded according to the operating district. SCHOOL THEME GRADES OPERATED BY Booker Arts K- 5 Little Rock School District Carver Basic Skllls/Math-Sclence K- 5 Little Rock School District Clinton Speech and Technology K-6 Pulaski County School District Crystal Hill Communications K-6 North Little Rock School District Gibbs International Studles/Foreign Language ____________ K- 5 Little Rock School District King High Intensity Learning Pre K - 5 Little Rock School District Rockefeller Early Childhood Pre K Little Rock School District Washington Basic Skllls/Math-Sclence Pre K-5 Little Rock School District Williams Basic Skills K-5 Little Rock School District Central Dunbar Henderson Mann McClellan Parkview International Studies International Studies Health Science Arts md Science Buslness/Communlcations Arts and Sciences 9-12 6-8 6-8 6-8 9-12 9-12 Little Rock School District Little Rock School District Little Rock School District Little Rock School District Little Rock School District Little Rock School District Introduction - 5 December 15, 2000 Little Rock School District NEEDS ASSESSMENT The District has therefore identified four priority needs which will be addressed by this project. NEED I. There is a need to reduce minority group isolation in four minority isolated schools in the Southwest section of Little Rock. The Southwest schools are in an area of the city which is composed of neighborhoods that have representation of both African-American and White communities. However, the enrollment of the schools is becoming increasingly minority as the White parents opt for private schools and county schools. The district proposes to make the four schools into magnet schools to hoW the other students currently attending the schools, attract neighborhood children back from private schools, and attract students from outside the neighborhood from private and county schools. The district enrollments at the grades to be included in the magnet project are displayed in the chart below. As mandated by LRSDs Court Order, enrollment is reported as African-American and Other. DISTRICT ENROLLMENT BY GRADE LEVEL GRADE LEVEL # African- American Students % African- American Students # Other Students % Other Students TOTAL 10 11 12 1,380 1,267 1,166 1149 1,261 1,078 1,003 69% 70% 67% 66% 69% 66% 64% 626 542 571 589 570 550 557 31% 30% 33% 34% 31% 34% 36% 2,006 1,818 1737 1,738 1,831 1,628 1,560 6 7 8 9 The proposed schools and their objectives are displayed in the following chart. Needs Assessment - 6December 15, 2000 Little Rock School District PROPOSED MAGNET SCHOOLS / OBJECTIV^ Proposed Magnet Schools Objective Whole School or PWS J. A. Fair High School Reduce African-American Student Isolation Whole School McClellan High School Reduce African-American Student Isolation Whole School Mabelvale Middle School Reduce African-American Student Isolation Whole School Cloverdale Middle School Reduce African-American Student Isolation Whole School The chart below gives the baseline enrollment, as of September 30, 2000, for each proposed magnet school. This represents the African-American enrollment at the time of application by grade. BASELINE ENROLLMENT SCHOOL! GRADE LEVEL J. A. Fair High 10 11 12 TOTAL # African- American Students % African- American Students # Other Students % Other Students TOTAL 217 172 177 152 718 79% 80% 79% 82% 80% 59 43 47 33 182 21% 20% 21% 18% 20% 276 215 224 185 900 9 McClellan High 10 11 12 TOTAL 338 272 251 180 1,041 92% 92% 89% 88% 91% 28 24 31 25 108 8% 8% 11% 12% 9% 366 296 282 205 1,149 9 Needs Assessment - 7 December 17, 2000 Little Rock School District SCHOOL / GRADE LEVEL Mabelvale Middle TOTAL Cloverdale Middle TOTAL # African- American Students % African- American Students # Other Students % Other Students TOTAL 162 131 114 407 82% 76% 78% 79% 36 42 32 110 18% 24% 22% 21% 261 206 114 653 198 173 146 517 87% 87% 78% 86% 39 32 32 107 13% 13% 22% 14% 300 238 146 760 6 7 8 6 7 8 The next table presents the projected enrollments for each of the proposed magnet schools for each year of the three-year MSAP project. The table indic^es the number and percentage of African-American and Other students. The proiections reflect the changes in enrollment that will result from the implementation of the MSAP project. It does not take into account demographic and environmental forces that do not relate to magnet school implementation. PROJECTED ENROLLMENT SCHOOL/ YEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Year 1 October 1, 2001 J. A. Fair High McClellan High Mabelvale Middle Cloverdale Middle 718 1,041 407 653 78% 89% 77% 84% 200 130 120 122 22% 11% 23% 16% 918 1,171 527 775 Needs Assessment - 8 December 17, 2000 Little Rock School District SCHOOL/ TEAR # A\u0026amp;lcan- American Students % African- American Students  Other Students % Other Students TOTAL s Year 2 October 1, 2002 J. A. Fair High McClellan High Mabelvale Middle Cloverdale Middle 718 1,041 407 653 75% 86% 74% 81% 233 170 145 149 25% 14% 26% 19% 951 1,211 552 802 Year 3 Oct. 1, 2003 J. A. Fair High McClellan High Mabelvale Middle Cloverdale Middle 718 1,041 407 653 70% 81% 69% 76% 310 250 180 205 30% 19% 31% 24% 1028 1,291 587 858 OBJECTIVE 1.1 By June 30, 2004, as a result of the implementation of magnet schools at the J. A. Fair and McClellan high schools and Mabelvale and Cloverdale middle schools, African-American isolation at these schools will have been reduced by 10% as evidenced by examination of official district records by an independent, outside evaluator in the Spring of 2004. The MSAP legislation is concerned about the effect that the magnet schools have QU the feeder schools. MSAP defines feeder schools as schools that the students attending the magnet school would normally attend. These are the schools from where the magnet schools draw their students. In addition to the Little Rock School District and the other two districts included in the Court Order, the district intends to attract students from private schools, home schooling, and the three Saline County school districts, Benton, Bryant, and Bauxite, that are adjacent to the southwest magnet schools. The following map shows the location of these school districts and the proximity to the target schools. Needs Assessment - 9Saline County is primarily a bedroom community of Little Rock. Most of the people in the county drive to Little Rock to work. This would facilitate enrollment of students since all four of the schools are close to major interstate highways. The following chart identifies the proposed magnet school and their feeder schools. Needs Assessment - 10 December 15, 2000 Little Rock School District FEEDER SCHOOLS Proposed Magnet Schools Feeder Schools J. A- Fair High School McClellan High School LR Central (attendance zone) Pulaski County ajacksonville High a Mills High North Pulaski High Oak Grove High Robinson High Sylvan Hills High North Little Rock Northeast High NLR West Benton School District Bryant School District Bauxite School District Private Schools Home Schools LR Central (attendance zone) Pulaski County Jacksonville High Mills High North Pulaski High Oak Grove High Robinson High Sylvan Hills High North Little Rock Northeast High NLR West Benton School District Bryant School District Bauxite School District Private Schools Home Schools Needs Assessment -11 December 17, 2000 Little Rock School District Proposed Magnet Schools Feeder Schools Mabelvale Middle School Little Rock School District Dunbar Middle (attendance zone) Forest Heights Middle Pulaski Heights Middle Pulaski County Schools Fuller Junior High Jacksonville Middle Jacksonville Junior Northwood Junior Oakgrove Junior Robinson Junior Sylvan Hills Junior North Little Rock Lakewood Middle Benton School District Bryant School District Bauxite School District Private Schools Home Schools Cloverdale Middle School Little Rock School District Dunbar Middle (attendance zone) Forest Heights Middle Pulaski Heights Middle Pulaski County Schools Fuller Junior High Jacksonville Middle Jacksonville Junior Northwood Junior Oakgrove Junior Robinson Junior Sylvan Hills Junior North Little Rock  Lake wood Middle Benton School District Bryant School District Bauxite School District Private Schools Home Schools The enrollment for the 2000-01 school year is the baseline enrollment for the feeder schools. The following chart gives the enrollment in the feeder schools on September 30, 2000. In addition, it projects the enrollment for each of the project years. Needs Assessment - 12 December 15. 2000 Little Rock School District SCHOOL/ YEAR Baseline Data Oct. 1. 2000 Little Rock Schools Central High Dunbar Middle (attendance zone) Forest Heights Middle Pulaski Heights Middle FEEDER SCHOOLS ENROLLMENT BASELINE AND PROJECTED # African- American Students % African- American Students 1144 441 497 421 55% 59% 65% 56% # Other Students % Other Students TOTAL 928 306 262 328 45% 41% 35% 44% 2072 747 759 749 Pulaski County Schools Jacksonville High MiUs High North Pulaski High Oakgrove Junior/Senior High Robinson High Sylvan Hills High Fuller Junior High Jacksonville Middle Jacksonville Junior High 341 264 183 209 123 207 343 247 275 37% 41% 24% 26% 14% 28% 49% 39% 38% 579 379 566 597 764 529 364 390 452 Needs Assessment - 13 63% 59% 76% 74% 86% 72% 51% 61% 62% 920 643 749 806 887 736 707 637 727 December 15, 2000 Little Rock School District SCHOOL/ YEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Northwood Junior High Robinson Junior High Sylvan Hills Junior High North Little Rock Schools Northeast High NLR West High Lakewood Middle 201 104 246 163 578 163 25% 23% 28% 35% 49% 35% 605 349 641 298 590 298 75% 77% 72% 65% 51% 65% 806 453 887 461 1168 461 Benton School District grades 6-12 Bryant School District grades 6-12 Bauxite School District grades 6-12 Project Year 1 Data Oct. 1. 2001 Little Rock Schools Central High Dunbar Middle (attendance zone) Forest Heights Middle 108 5% 2071 95% 2179 56 2%  3067 98% 3123 0 0% 502 100% 1144 441 497 502 55% 60% 67% 928 294 243 45% 40% 33% 2072 735 740 Pulaski Heights Middle 421 57% 314 43% 735 Needs Assessment - 14 December 15, 2000 Little Rock School District SCHOOL/ YEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Pulaski County Schools Jacksonville High Mills High North Pulaski High Oakgrove Junior/Senior High Robinson High Sylvan Hills High Fuller Junior High Jacksonville Middle Jacksonville Junior High Northwood Junior High Robinson Junior High Sylvan Hills Junior High North Little Rock Schools Northeast High NLR West High Lakewood Middle 341 264 183 209 123 207 343 247 275 201 104 246 37% 43% 25% 26% 14% 28% 49% 40% 38% 25% 23% 28% 163 578 163 574 356 557 592 756 523 355 378 445 599 346 640 36% 49% 36% 293 590 296 Needs Assessment - 15 63% 57% 75% 74% 86% 72% 51% 60% 62% 75% 77% 72% 64% 51% 64% 915 620 740 801 879 730 698 625 720 800 450 886 456 1168 459 December 15, 2000 Little Rock School District SCHOOL/ TEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Benton School District grades 6-12 Bryant School District grades 6-12 Bauxite School District grades 6-12 Project Year 2 Data Oct. 1. 2002 Little Rock Schools Central High Dunbar Middle (attendance zone) Forest Heights Middle Pulaski Heights Middle Pulaski County Schools Jacksonville High MUIS High North Pulaski High Oakgrove Junlor/Senior High S. Robinson High 108 5% 2069 95% 2177 56 2% 3060 98% 3116 0 0% 499 100% 499 1130 441 497 421 341 264 183 209 123 55% 61% 68% 58% 38% 44% 25% 27% 14% 920 279 235 308 559 336 552 579 742 Needs Assessment - 16 45% 39% 32% 42% 62% 56% 75% 73% 86% 2050 720 732 729 900 600 735 788 865 December 15, 2000 Little Rock School District SCHOOL/ YEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Sylvan HUls High Fuller Junior High Jacksonville Middle Jacksonville Junior High Northwood Junior High Robinson Junior High Sylvan Hills Junior High 207 343 247 275 201 104 246 29% 50% 40% 38% 26% 24% 29% 508 345 368 443 579 336 608 71% 50% 60% 62% 74% 76% 71% 715 688 615 718 780 440 854 North Little Rock Schools Northeast High 163 37% 277 63% 440 NLR West High 578 50% 587 50% 1165 Lakewood Middle Benton School District grades 6-12 Bryant School District grades 6-12 Bauxite School District grades 6-12 Project Year 3 Data Oct. 1. 2003 Little Rock Schools 163 108 56 0 37% 283 63% 446 5% 2% 0% 2056 3046 500 95% 98% 100% 2164 3102 500 .. Central High 1144 56% 901 44% 2045 Needs Assessment - 17 December 15, 2000 Little Rock School District SCHOOL/ YEAR # African- American Students % African- American Students # Other Students % Other Students TOTAL Dunbar Middle (attendance zone) Forest Heights Middle Pulaski Heights Middle Pulaski County Schools Jacksonville High Mills High North Pulaski High Oakgrove Junlor/Senlor High Robinson High Sylvan Hills High Fuller Junior High Jacksonville Middle Jacksonville Junior High Northwood Junior High Robinson Junior High Sylvan Hills Junior High 441 497 421 341 264 183 209 123 207 343 247 275 201 104 246 59% 68% 57% 39% 42% 25% 27% 14% 30% 50% 41% 39% 26% 25% 30% 305 229 319 539 366 542 556 727 493 344 353 425 564 316 574 Needs Assessment - 18 41% 32% 43% 61% 58% 75% 73% 86% 70% 50% 59% 61% 74% 75% 70% 746 726 740 880 630 725 765 850 700 687 600 700 765 420 820 December 15, 2000 Little Rock School District SCHOOL/ YEAR # African- American Students % African- American Students # other Students % Other Students TOTAL North Little Rock Schools Northeast High NLR West High Lakewood Middle Benton School District grades 6-12 Bryant School District grades 6-12 163 578 163 108 56 39% 50% 38% 5% 2% 257 586 267 2060 3022 61% 50% 62% 95% 98% 420 1164 430 2168 3078 Bauxite School District grades 6-12 Private Schools 0 0% 480 100% 480 The magnet schools will also draw from private schools in the county. The private schools that will feed the magnet are listed in the chart below. The enrollment is not available broken down by race. PRIVATE SCHOOL ENROLLMENT   School-/' Grade Levels \" Enrollment V Arkansas Baptist School System Pre-K - 6 7-9 10 - 12 440 157 153 Cathedrcd School 6-9 513 Christ Lutheran School Pre-K - 8 6-9 497 no Christ the King Catholic Immaculate Conception K- 8 K- 8 706 441 LR Adventists Academy Our Lady of Good Counsel K- 10 Pre-K - 8 441 i 187 Needs Assessment - 19 December 15, 2000 Little Rock School District School Grade Levels Enrollment 4 , Our Lady of Holy Souls St. Edwards St. Theresas Shiloh Walnut Valley Anthony Catholic Faith Christian Mt. St. Marys Pulaski Academy Southwest Christian Home Schooling Pre-K - 8 K-8 K-8 1 -8 K- 12 Pre-K - 8 9-12 7-12 9-12 Pre-K - 12 Pre-K - 12 525 165 300 17 800 380 664 115 650 1350 471 The Little Rock area has a large number of parents who have opted for homeschooling for their children. The magnet schools will recruit among the home schooling students to attend the magnet programs. The following chart shows the number of students being home schooled in the three districts during the 2000- 2001 school year according to the Arkansas State Department of Education. The racial breakdown of home schooling is not available. NUMBER OF HOME SCHOOLED STUDENTS District  i- # Students Home - Schooled: 2000-2001 w Little Rock North Little Rock Pulaski County Total 545 131 618 1294 aiKC32SS33BBEES 8 I y OBJECTIVE 1.2 By June 30, 2004, as a result of the opening of the four magnet schools, there will be no resulting negative impact - becoming African-American student isolated - on the feeder schools, as verified by school and district enrollment records. Needs Assessment - 20December 15, 2000 Little Rock School District The MSAP is also concerned about the assignment of students within the school. The district will monitor the way in which students are assigned to classrooms. The goal is to assure that there are not racially identifiable classrooms within the magnet school. OBJECTIVE 1.3 By June 30, 2002 and for each succeeding school year, students will be placed in the magnet program in a manner wherein classes reflect the same African- American/Other distribution (+/- 10%) as the school as evidenced by school class assignment records. NEED II: The Little Rock School District needs magnet schools that promote national, state, and local systemic reforms and are aligned with challenging state content standards and student ___________performance standards._____________________________________________ The State of Arkansas has adopted the goals of America 2000 as its goals for systemic school reform. These goals are to be met through the implementation of the Arkansas Curriculum Frameworks. These frameworks outline the major content areas and challenging student performance standards for each content area. These standards are the basis for the program designs for the magnet schools included in this application. Arkansas Goals 2000 Arkansas Education Goals: Working Together for Americas Future Readiness for School By the year 2000, all children will start school ready to learn. School Completion By the year 2000, the high school graduation rate will increase to at least 90 percent Student Achievement and Citizenship By the year 2000, students will leave grades four, eight and twelve having demonstrated competency tn challenging subject matter including English, mathematics, science, history, and geography: and every school in the State will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning, and productive employment in our modem economy._________________________________________________________________________ Needs Assessment - 21December 15, 2000 Little Rock School District Science and Mathematics By the year 2000, students will be first in the nation in science and mathematics achievement Safe, Disciplined, and Drug-Free Schools By the year 2000, every school in the State will be free of drugs and violence and wUl offer a disciplined environment conducive to learning. Adult Literacy and Lifelong Learning By the year 2000, every adult in the State wUl be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of cidzenshtp.____________________________________________ The Little Rock School District has established priorities that parallel those of the state. The LRSD priorities are detailed in the following chart. 1. 2. 3. 4. LRSD GOALS: PATHWAY INTO THE FUTURE___________________ Improved Learning CUmate - The district will reduce the number of suspensions, expulsions, and drop-outs. The schools will be safe and free from crime. Improved Student Achievement - The district will align curriculum with the state frameworks and use a standards-based curriculum in language arts, mathematics, social studies, and science. The district will imtiate steps so that more African-American students take Advanced Placement courses. Getting Students Ready of the Working World - The district wiU blend academic training with real-life work experiences. Computer technology will be integrated into the curriculum. Technology literacy standards have been established for every student. Improve Mathematics Performance - The district is participating in a National Science Foundation project to improve mathematics and science instruction over a five year period. The project Includes training for teachers and efforts to increase the number of students taking upper level math courses. These goals are embodied in the District Strategic Plan which identifies three specific objectives that the community should use to judge the success of the district. Needs Assessment - 22December 15, 2000 Little Rock School District Little Rock School District Strategic Objectives  Each Student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning. citizenship or service to others.  By 2003. at least 9 out of 10 students will meet or performance identified in the core curriculum. exceed LRSD standards of  By 2003, at least 65% of students in every identified sub-group of race and gender _______f oKrviro the notinnai a VP r a OP in reading and mathematics on will perform at or above the national average in standardized tests\nat least 30% will perform at the highest quartile in reading and mathematics on standardized tests\nand no more than 10% will perform at the lowest quartile in reading and mathematics n standardized tests. The State of Arkansas has an accountability system to reinforce its goals for student achievement. This is the Arkansas Comprehensive TesUng, Assessment and Accountability Program (ACTAAP). The goal of the program is to ensure that all students in the public schools of the state demonstrate grade-level academic proficiency through the application of knowledge and skills in the core academic subjects consistent with state curriculum frameworks, performance standards. and assessments. The first component of the plan is a set of clear, challenging academic standards which define what students should be able to so in the basic academic core subiects. These are delineated in ten state curriculum framework documents. . 1  ____________J - rt Based on these frameworks, student achievement is assessed according to the time line on the following chart. State-Mandated Assessments Assessments Grade Level Month Administered Primary Benchmark Intermediate Benchmark Middle Level Benchmark End of Course- Algebra 1 End of Course- Geometry End of Course- Literacy Norm-Referenced Grade 4 Grade 6 Grade 8 When Completed When Completed Grade 11 Grades 5.7, and 10 April April April January/May January/May January/May September S a I a I Needs Assessment - 23December 15, 2000 Little Rock School District Student Achievement and Citizenship, and Science and Mathematics and all of the LRSD goals. As such, the MSAP project has objectives that directly relate to the local efforts of systemic reform and are aligned with challenging state content and performance standards. The schools will address the testing program and the system for accountability under the fourth objective of this application. OBJECTIVE 2.1 By June 30, 2002 and for each succeeding school year, the project design of the four magnet schools will show evidence of the use of challenging instructional materials and content that will meet state performance standards as evidenced by observations of classrooms by an outside evaluator. OBJECTIVE 2.2 By June 30, 2002 and for each succeeding school year, the instructional staff at the magnet schools will have a clear understanding of State content and performance standards and provide instructional programs based on those standards as evidenced by the responses to a teacher survey and the classroom observation of an outside evaluator. OBJECTIVE 2.3 By June 30, 2002 and for each succeeding school year, at least 60% of the parents responding to the annual survey will have participated in school activities as evidenced by the responses to a parent survey in the spring of each project year administered by an independent outside evaluator. OBJECTIVE 2.4 By June 30, 2004, there will be at least a 50% increase in the number of volunteer hours at the four schools compared to the base year 2000-01 as documented by the school volunteer logs collected and compiled annually the spring of each project year administered by an independent outside evaluator. Needs Assessment - 24December 15, 2000 Little Rock School District NEED III: The Little Rock School District needs to develop Innovative educational methods and pr\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_348","title":"Compliance hearing exhibits, ''Writings on Program Evaluation-Mathematics/Science''","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, ''Writings on Program Evaluation-Mathematics/Science''"],"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/348"],"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\"WRITINGS\" ON PROGRAM EVALUATION -MATHEMATICS/SCIENCE1 Writings on Program EvaluationMathematics/Science Formal Program EvaluationsMathematics/Science 1. Proposal to National Science Foundation, Aug. 1, 1998, to fund Collaborative Partnerships in Mathematics and Science Achievement (see pp. 2-4 for needs assessment). 2. Management Plan for Year One, 1998-99, CPMSA (based on proposal for funding to the National Science Foundation. 3. 1999-2000 Strategic Plan, CPMSA (based on data analysis and decisions about next steps) 4. September 2000February 2002 Strategic Plan, CPMSA (based on data analysis and decisions about next steps) 5. September 1, 2000August 31, 2003 Strategic Plan, CPMSA (based on data analysis and decisions about next steps) 6. Revised Three-Year Strategic Plan, April 11, 2001, CPMSA (based on data analysis and decisions about next steps) 7. Annual Progress Report, 1998-99, submitted to the National Science Foundation. 8. Letter from National Science Foundation to Dr. Les Camine, May 20, 1999, with follow-up report to Site Visit of April 27-29, 1999. ^3/ 9. Document prepared for December 3, 1999, Site Visit: Relationship of CPMSA Goals and LRSD Quality Indicators ^3-5 10. Agenda for NSF Site Visit, December 3, 1999 11. Letter from National Science Foundation to Dr. Les Camine, January 24, 2000, with follow-up report to Site Visit of December 1-3, 1999. 12. Annual Progress Report, 1999-2000, submitted to the National Science Foundation. 13. Copy of slide presentation to the National Science Foundation Site Visit team, December 1-3, 1999. 14. Letter from National Science Foundation to Dr. Les Camine, January 16, 2001, with follow-up report to Site Visit of December 6-8, 2000. 15. Copy of slide presentation to Board of Education relating to CPMSA progress, January 2001. ^37 r 16. Copy of slide presentation to the National Science Foundation Midpoint Review (reverse site visit) in Washington, DC, February 5, 2001. 17. Letter from National Science Foundation to Dr. Les Camine, March 15, 2001, with follow-up report on Midpoint Review presentation in Washington, DC (reverse site visit) of February 5,2001. 18. Systemic Initiatives Core Data Elements, 1998-99: Results for Little Rock, report submitted to the National Science Foundation relating to implementation of new mathematics/science programs 19. Systemic Initiatives Core Data Elements, 1999-2000: Results for Little Rock, report submitted to the National Science Foundation relating to implementation of new mathematics/science programs 20. Program EvaluationSigns of Success: Trends in Mathematics and Science Student Performance, 1997-98 and 1999-2000, report submitted by CPMSA Program Evaluator to project staff. 21. Program EvaluationBenchmark ExaminationOpen Response Mathematics Items: Student Outcomes of a Targeted Initiative with 4** Grade Students, 1998-99. 22. Program EvaluationACTAAP Benchmark Examination Mathematics Results, Grades 4 and 8, 1997-98 to 2000-01. 23. Program EvaluationDistrict Criterion Referenced Tests (CRTs), Higher-Level Mathematics and Science, 3''* Quarter, 2000-01 24. Program EvaluationStanford Achievement Test, 9* Edition, Mathematics Results, 1997-98 to 2000-01. 25. Program EvaluationStanford Achievement Test, 9**' Edition, Science Reasoning Results, 1997-98 to 2000-01. 26. Program EvaluationAdvanced Placement Test: Mathematics Results, 1997-98 to 2000-01. ^5^ 27. Program EvaluationAdvanced Placement Test: Science Results, 1997-98 to 2000- 01. 28. Program EvaluationAmerican College Test Results for 8* Grade EXPLORE, 1997- 98 to 2000-01. 29. Program EvaluationAmerican College Test Results for 10* Grade PLAN, 1997-98 to 2000-01. 30. Program EvaluationAmerican College Test Results for 12*' Grade ACT Test, 1997- 98 to 2000-01. 31. Program EvaluationComprehensive Partnerships for Mathematics and Science Achievement: Tabulated Indicators for Systemic Changes, 1997-98 to 2000-01, Part I: Graduation Data Summary and SEM Proficiency by Ethnicity. ^^7 32. Program EvaluationComprehensive Partnerships for Mathematics and Science Achievement: Tabulated Indicators for Systemic Changes, 1997-98 to 2000-01, Part II: Enrollment by Grade Level and Ethnicity. 33. Program EvaluationComprehensive Partnerships for Mathematics and Science Achievement: Tabulated Indicators for Systemic Changes, 1997-98 to 2001-02: Qualitative Indicators. 34. Program Evaluation^Comprehensive Partnerships for Mathematics and Science Achievement: Tabulated Indicators for Systemic Changes, 1997-98 to 2000-01: Part 4: Higher Level Mathematics and Science Course Enrollment and Successful Completion. 35. Program EvaluationSMART (Summer Advanced Mathematics Readiness Training), 1999 and 2000. 36. Program EvaluationAfter School Science Club, 1999 and 2000. 37. Executive Summary, CPMSA (Collaborative Partnerships for Mathematics and Science Achievement) Program Evaluation conducted by PRE, July 2000 38. CPMSA Program Evaluation conducted by PRE, August 2000 39. Updated draft of CPMSA Program Evaluation by John Nunnery, Feb. 26, 2001 40. Final Draft of CPMSA Program Evaluation by John Nunnery, July 2001 Collaborative Partnership for Mathematics and Science Achievement fCPMSA) 41. Grant Proposal to the National Science Foundation for supplemental funding relating to the implementation of the CPMSA projectLittle Rock Center of Excellence for Research, Teaching, and Learning (CERTL), October 1, 1998 42. LRSD Mathematics and Science Mini-Grant Application for 2001-02 to provide funds to schools to accelerate their implementation of the CPMSA project 43. E-mail from Bonnie Lesley to CPMSA team, Dec. 11, 2000, praising them for their preparation and performance at the NSF Site Visit 44. E-mail exchange with Boimie Lesley and Vanessa Cleaver relating to need for data to evaluate SECME program, Feb. 16, 2001 45. E-mail from/to Vanessa Cleaver and Bonnie Lesley, Feb. 21-Mar. 22, 2001, relating to needs to expand SMART program for Algebra I Readiness 46. Agendas for Advisory Committee/Goveming Committee/Steering Committee, September 1998^May 15, 2001 47. E-mail from Dennis Glasgow to elementary principals and other staff, April 11, 2001\nattached Validation Study on Investigations in Number, Data, and Space (elementary mathematics curriculum)\ncontains achievement data for districts around the country\nattached paper. 48. E-mail from Dermis Glasgow to elementary principals and other staff, April 25, 2001, providing information on the relationship between participation in professional development and student achievement\nattached bar graph. 49. E-mail from Dennis Glasgow to elementary principals and other staff, April 25, 2001, attaching a summary of a large scale study by the Miliken Family Foundation that links classroom practices to student achievement in mathematics. 50. E-mail from/to Bonnie Lesley and Eddie McCoy, Apr. 26, 2001, relating to an item analysis of SAT9 results that Ms. McCoy volunteered to do for the CPMSA program evaluation team 51. S AT9 item analysis for grades 5 and 7mathematics, completed by Eddie McCoy in June 2001. HKUJUGl bUMMAKY The Project Summary should include a statement o1 objecttves, methods to be employed, and the signfficance proposed activity to the advancement of knowledge or education. Avoid use of first person to complete this summary. DO JUSCU Q^viviijr VW M'W WWW.-------- - ~  r  \\ NOT EXCEED ONE PAGE. (Some Programs may impose more stnngent limits.) Little Rock Comprehensive Partnership for Mathematics and Science Achievemem Project Summary and Science Achievement (LRPMSA) is a collaborative Thp 1 ittle Rock Partnership for Mathematics and Science Achievement (LKbivioM\nis p vvn^uviau = ISoX sXn^Sorm of public education that will impact all students. The program poals are la increase :---------- . continued study through higher education toward careers in science, mathematics, and engineering. partnership effort among leading Tn accomolish these goals the Little Rock School District has built a partnership effort arnong leaaing the Arkansas Museum of Science and History\nmunicipal agencies - the City of UWe Rock ^n Rnnk Hni.mno Authoritv. the Central Arkansas Library System\nand the Little Rock Alhance Rock Housing Authority\nthe Central Arkansas PubJc Schoofs, aZsines^/community association dedicated to excellence in public e\nJucation. The LRPMSA program focuses on curriculum revision and staff development programs to increase the iiicu.i\\i r  .... . .________ incfn trlinn capacity of educators to motivate students and provide more effective instruction. Program goals include\n. PrPDare 100% of graduates to successfully complete Algebra . Tncrease the numLr of students, who successfully complete upper-level mathematics and . MoTa Board policy to require that students in AP courses take the AP examination.  Muopid Duaiu pw y _______^r^r^lrc fnr Prtch orade lev Revise-the mathematics curriculum to limit the number of topics for each grade level and subject  KeviseHne mciuicuiauvo ....... orrH tr th dsoth st which ach topic is taught. . implement standards-based modules in each elementary/middle school mathematics and science classroom. .  , Increase the use of standards-based pedagogy in all classrooms. : Provide^support programs for students in upper level mathematics and science courses^  riuviuc K a ... , ______and science oro and involvement of parents in the mathematics and science programs. ProXrta'JJeMdtindeZefop^^^^^^ to assistaall In facilitating the above stated objectives. NSF form 1358(1/94)TABLE OF CONTENTS For font size and page formatting specifications, see GPG Section ll.C. Section Total No. of Pages in Section Page No? (Optional)* Cover Sheet (NSF Form 1207- Submit Page 2 with original proposal only) A Project Summary {NSF Form 1358)(not to exceed 1 page) I B Table of Contents (NSF Form 1359) I c Project Description (NSF Form 1360)(including Results From Prior NSF Support) (not to exceed 15 pages) (Exceed only if allowed by a specific program announcemenVsolicitation or if approved in advance by the appropriate NSF Assistant Director or designee) 43 D References Cited (NSF Form 1361) Biographical Sketches (NSF Form 1362)(Not to exceed 2 pages each) /yVC\u0026lt;-4rOe 0 C. F G H I Summary Proposal Budget (NSF Form 1030, including up to 3 pages of budget justification/ explanation) Current and Pending Support (NSF Form 1239) Facilities, Equipment and Other Resources (NSF Form 1363) Special Information/Suliplementary Documentation A/X) /VA J Appendix (List below) (Include only if allowed by a specific program announcernenV ' ..   ____u.f \u0026gt;i\u0026gt;\\nrrknri9to NSF solicitation or if approved in advance by the appropriate NSF Assistant Director or designee) Appendix Items: Proposers may select any numbering mechanism for the proposal. Complete both columns only if the proposal is numbered consecutively.-------------------------------------------------------------------------- NSF FORM 1359(7/95)COVER SHEET FOR PROPOSAL TO THE OR CONSIDERATION BY NSF ORGANIZATION UNIT(S) NATIONAL SCIENCE FOUNDATION FOR NSF USE ONLY NSF PROPOSAL NUMBER I ndicate Ihe most specrfic wM unown, i  . pfogfam.1. dMSion etc ) ROGRAM ANNOUNCEMErn/SOLlCfTATlON NO /CLOSING OATE/U not \u0026gt;n response to a piogram annoufieemenUsoiiCitation enter GPG NSF 95-2? DATE RECEIVED number of copies DIVISION ASSIGNED FUND CODE FILE LOCATION I EMPLOYER IDENTIFICATION NUMBER (EIN) OR TAXPAYER IDENTIFICATION NUMBER (TIN) 71 601 471 7 SHOW PREVIOUS AWARD NO. IF THIS IS  A RENEWAL OR Q AN ACCOMPLISHMENT-BASED RENEWAL name of organization tqwhich award should be made Little Rock School District awardee organization code (IF KNOWN) name of performing organization, if different from above PERFORMING ORGANIZATION CODE (IF KNOWN) IS awardee organization (Check All Thal Apply)  for-profit organization (See GPG 1I.D.1 For Definilions) _ TITLE OF proposed PROJECT Little Rock Partnership REQUESTED AMOUNT 3,228,022 IS THIS PROPOSAL BEING SUBMITTED TO ANOTHER FEDERAL j AGENCY? YES  noQ if yes. list ACRONYM(S) address of AWARDEE ORGANIZATION, INCLUDING ZIP CODE 810 West Markham Little Rock, AR 72201 address of perfo^ organization, if different, including zip code small BUSINESS QmINORITY BUSINESS for Mathematics and Science PROPOSED DURATION (1-60 MONTHS) 6 0 rrwnths ICHECK appropriate box(ES) if this proposal includes ANY OF THE ITEMS LISTED BELOW [^BEGINNING INVESTIGATOR (GPG I A3)  DISCLOSURE OF LOBBYING ACTIVITIES (GPG 11.0.1)  PROPRIETARY 4 PRIVILEGED INFORMATION (GPG 11.0.10)  national environmental POLICY ACT (GPG 1I.D.10) ,  historic places (GPG II.D.10)  SMALL GRANT FOR EXPLOR. RESEARCH (SGER) (GPG 11.0.12) Q group PROPOSAL (GPG Il.D.12) pi/pD department Superintendent Pl/PO PAX NUMBER 501-324-2146 NAMES (TYPED) ______________ PI/PD NAME Leslie Carnine CO-Pl/PO Dennis Glasgow CO-Pl/PO CO-Pl/PD CO-PVPD NOTE\nTHE FULLY SIGNED J 0WOMAN-OWNED BUSINESS ) Achievement REQUESTED STARTING DATE August 1, 1998  VERTEBRATE ANIMALS (GPG 1LD.12) lACUC App. DM n HUMAN SUBJECTS (GPG Il.D.12) Exemplion Subsection____ of IRB App. Dale  international cooperative ACTMTIES: COUNTRV,'COUNTRIES  FACILITATION FOR SCIENTISTS/ENGINEERS WITH DISABILITIES (GPG V.G.)  RESEARCH OPPORTUNITY AWARD (GPG V.H) PI/PD POSTAL ADDRESS Little Rock School District 810 west Markham Little Rock, AR 72201 Social Security No.* 484-46-7737 High Degree. Yr Ed.D. 196? 31-86-0758 Ed.S. 1 9f' Telephone Number qm-3?4-?nQQ. Electronic Mail Address i I 1 vrarniP1rsftBftm.1rsd.kl2.at 1 501-324-05: 0 d r g1a sg@lrsdadm.Irsd, .ar.us I CERTIFICATION PAGE MUST BE SUBMITTED IMMEDIATELY FOLLOWING THIS COVER SHEET AN INTEGRAL PART OF THE NSF NSF Form 1207 (7/95) ISS VOLUNTARY AND WILL NOT AFFECT y'^ANO assist in PROCESSING THE PROPOSAL SSN THEORGANIZAIIONSa^BILITYFORANAW^^^^^^^^^ Page 1 o(2 CERTIFICATION PAGE__________________________________ Certification for Principal Investigators and Co-Principal Investigators 1 certify to the best of my knowledge that: (1) the statements herein (excluding scientific hypotheses and scientific opinions) are true and complete, and . . Hnin=i vxznrv (2) the text and graphics herein as well as any accompanying publications or other documents, unless otherwise indicated, 9 signatories or individuals working under their supervision. I agree to accept responsibility for the scientific conduct of the projec an o provi e e required progress reports if an award is made as a result of this application. I understand that the willful provision o( false information or concealing a material fact in this proposal or any other communication submitted to NSF is a criminal offense {U.S Code, Title 18, Section 1001), Name (Typed) PI/PD Signature Date Co-Pl/PD Co-PI/PD Dr. Leslie Garni ne Dennis Glasgow 10.12.97 10.12.97 Co-Pl/PD Co-PI/PD Certification for Authorized Organizational Representative or Individual Applicant By signing and submitting this proposal, the individual applicant or the authorized official of the applicant institution is. (1) certifying that statements made herein are true and complete to the best of hisAier knowledge\nand (2) agreeing to accept the obligation to comply NSF terms and conditions an award is made as a result of this application. Further, the applicant is hereby providing certifications regarding Federal debt status debarment and suspension, drugfree workplace, and lobbying activities (see below), as set forth in the Grant Pnoposaf Guide (GPG), NSF ^27. WiII ul prowsion of false information in this application and its supporting documents or in reports required under an ensuing award is a cnminal offense (U.S. Code. Tit e . Section 1CX)1). In addition. If the applicant institution employs more than fifty persons, the authorized official of the applicant institiftton is certi^ng that the institiftion has implemented a written and enforced conflict of interest policy that is consisterit with the provisions of Grant Policy Manual Section 510 that to the best of his/her knowledge, all financial disclosures required by that conflict of interest policy have been made\nand that all identified conflicts of interest ha been satisfactorily managed, reduced or eliminated prior to the institution's expenditure of any funds under the award, in accordance with the institution s conflict of interest policy. Conflicts which cannot be satisfactorily managed, reduced or eliminated must be disclosed to NSF. Debt and Debarment Certifications (if answer \"yes\" to either, please provide explanation.) Is the organization delinquent on any Federal debt? Yes O No Is the organization or its principals presently debarred, suspended, proposed for debarment, declared ineligible, or voluntarily excluded from covered transactions by any Federal Department or agency? YesQ NoFT Certification Regarding Lobbying This certification is required for an award of a Federal contract, grant or cooperative agreement exceeding $100,000 and for an award of a Federal loan or a commitment providing for the United States to insure or guarantee a loan exceeding $150,000. Certification for Contracts, Grants. Loans and Cooperative Agreements The undersigned certifies, to the best of his or her knowledge and belief, that: (1) No Federal appropriated funds have been paid or will be paid, by or on behalf of the undersigned, to any person for influencing or attempting to influence an officer or employee of any agency, a Member of Congress, an officer or employee of Congress, or an employee of a Member of Congress in connection with the awarding of any federal contract, the making of any Federal grant, the making of any Federal oan, the entenng into of any cooperative agreement, and the extension, continuation, renewal, amendment, or modification of any Federal contract, grant, loan, or cooperative agreement. (2) If any funds other than Federal appropriated funds have been paid or will be paid to any person for influencing or attempting to influence an officer or Member of Congress, and officer or employee of Congress, or an employee of a Member of Congress in connection with this cooperative agreement, the undersigned shall complete and submit Standard Form-LLL. \"Disclesure of Lobbying employee of any agency, a Federal contract, grant, loan, or Activities,\" in accordance with its instructions. (3) The undersigned shall require that the language of this certification be included in the award documents for all subawards at all tfers including subcontracts, sqbgrants. and contracts under grants, loans, and cooperative agreements and that all subrecipients shall certify and disclose accordingly. This certification is a material representation of tact upon which reliance was placed when this transaction was made or entered into. Submission of this entering into this transaction imposed by section 1352, title 31, U.S. Code. Any person who fails to file the certification is a prerequisite for making or required certification shall be subject to a civil penalty of not less than $10,000 and not more than $100,000 for each such failure. AUTHORIZED ORGANIZATIONAL FtEPRESENTATIVE NAMEniTLE (TYPED) SIGNAJ^RE DATE Dr. Lpslie Gamine. Superintendent 10.12.97 TELEPHONE NUMBER 501-324-2000 ELECTRONIC MAIL ADDRESS \\ 1 vearni @1 rsdadin.lrsd.kl2. us FAX NUMBER 501-324-2032 Page 2 of 2Lillie Rock Comprehensive Pannersliip for Matheiualics and Science Achievement Little Rock Comprehensive Partnership for Mathematics and Science Achievement Proposal Contents PROJECT DESCRIPTION 1 A. CITY DEMOGRAPHICS 1 B. SCHOOL SYSTEM DEMOGRAPHICS 1 C. PROBLEMS TO BE ADDRESSED ,3 D. PROJECT DESIGN .4 1. Project Scope.................................................................... 2. Disciplinary Focus........................................................... 3. Participant C\u0026gt;iaracteristics................ ......................... 4. Intervention Strategies and Activities..................... 5. Project Monitoring, Assessment and Dissemination E. PROJECT STAFF AND ADVISORY COMMITTEE ..4 ..5 ..5 ..5 11 11 F. PARTICIPATING ORGANIZATIONS AND RESPONSIBILITIES 12 G. MANAGEMENT PLAN AND TIME LINE. 13 H. EVALUATION AND ASSESSMENT 13 BUDGET (NSF 1030) 16 APPENDIX......................................................................................................... A. LRSD Student Enrollment and Completion in Upper Level Courses B. LRSD 1997-1998 ENROLLMENT......................................................................................... C. PRIMARY Investigator Vita....................................................................... D. Co-Primary Investigator Resume........................................................... E. Project Director Job Description........................................................... F. Program Implementation Timeline......................................................... G. Letters of Support..................................................................................... .41 .41 .43 .44 .46 .48 .50 .55 Lillie Rock Comprehensive Partnership for Mallicinalics and Science Achicvemenl Project Description A. City Demographics identifies Little Rock with 175,795 residents. Racial groupings within that Data from the 1990 Census identifies Little Rock with V5./9b resioems. y.uuHu.yo ............. total are 64.6% white. 33.9% black, and less than 1% percent each for native Americans. Asians and ------nrinin A lamp minoiltv DODulation resides in Little Rocks downtown and eastern people of Hispanic origin. A large minority population resides in areas where one-third to one-fourth of the people live at or below the poverty line. A significant portion of downtown iittle Rock is included within the Pulaski County Enterpnse Comrnumty. the federal economic development program for urban areas with high povertyjBtes. Da a om the f^ulasta Co y Rock and 32% of the EC live below poverty levels. Median income for EC reveals that 14 6% of Little Rock and 32% of the EC live Peiow poveny leve.s .v- a,, = .v. Sie Rock is $26,889 compared to $14,241 for the EC. Educational atteinrnent for adults f^er reflects the general racial and economic disparities of the city. Ql% of the white adult population and 68.9 /o of the black adult population are high school graduates. In higher education. 35 4% of the white population holds bachelor's degrees or higher compared to only 16.5% of the black adults. Algebra 1 Enrollment and Success Rate by Grade Level (Grade of C or better) Grade Level 7-8 _______9 10-12 Enrollment 394 1,038 375 Successful Completion / Percentage 330 / 83.8% 570 / 54.9% 144/38.4% Enrollment in SMET Courses COURSE Algebra I____________________ Geometry____________________ Algebra II_______________ Trigonometry / Advanced Algebra Pre-Calculus __________ AP Calculus AB___________ Biology I - _______ Chemistry I________________ Physics I____________________ AP Biology II ____________ AP Chemistry II _____________ AP Physics II_____________ ENROLLMENT 1,830 1,169 1,379 666 26 171 1,899 1,241 237 111 54 29 Graduation data for students completing courses through pre-calculus with at least 3 years science:  Graduating Class Enrollment\n1.902  Number Completing Pre-Calculus with Three Units of Science: 666  Percentage of Total\n35% B. Schoof System Demographics Math and Science Curricula The mathematics curriculum promotes in students the capacity to think, to solve problems, and to make connections into a personal, ever expanding knowledge base. General and Integra ^3) ^^lits, including Algebra I or its equivalent. graduation requirements in 1Lillie Rock Comprehensive Pannership for Maihcmaiics and Science Acliievemeni Applied Math I and II are offered as an Algebra I equivalent course. The math curriculum includes Algebra 1, Algebra 11, Geometry, Statistics, AP Statistics, Pre-Calculus, Trigonometry and Advanced Algebra, AP Calculus AB and AP Calculus BC. The K-12 science curriculum contains broad science concepts that should be gained by students through inquiry and other types of first hand experiences. Connections with other disciplines, real-life applications, the nature of scientific inquiry, the history of science, and content in the life, earth and space, and physical sciences are included at all levels. In junior high school, students take integrated science which focuses on the connections between the various disciplines of science. General graduation requirements in science include three (3) units\none in a physical science, one in a life science, and the third in an elective science course. LRSD science courses include. Science and Technology\nApplied Biology I and II\nBiology 1 and ll/AP\nPhysics I and ll/AP\nChemistry I and 11/AP, and Physiology. Student Characteristics The Little Rock School District is the largest public school district in Arkansas, with a K-12 enrollment of 24,886 for the 1997-98 school year. The District operates fifty school buildings, including thirty-five elementary schools (Pre K - 6\"* Grade), eight junior high schools (7*' - S' Grade), five senior high schools (io' - 12' Grade), one vocational technical high school, and one alternative school. Since 1982, District efforts for the desegregation of schools have been guided by a federal court desegregation order and the Eighth Circuit Court of Appeals. School assignrnent is based on attendance zones, and predominantly minority neighborhoods are served by schools with high minority student enrollment. Particularly in inner city neighborhoods, black student population averages 80 percent and higher. Minority students comprise 71% of the total LRSD student body. More specifically, black students account for 67%, Hispanic, Asian, and other minorities represent 4%, and white students 29% of the total school enrollment. A large number of LRSD students come from low income households, as reflected in a 50% eligibility for the free and reduced lunch program and 40% participation in Title 1 programs. Black students comprise a disproportionately high percentage of these low income groups. In the 1996-97 school year, 921 students out of 10,628 students at the secondary level dropped out of school. This represents 8.7% of the LRSD secondary student enrollment. Black students accounted for 69% of the dropout population, with black males representing 44% and black females representing 25.1 % of the total. Teacher Characteristics The LRSD employs 2,191 teachers, of whom 38% are minorities. All teachers have bachelors degrees and are certified, and'46% have masters degrees. Many math and science teachers, especially at the upper elementary and junior high level, do not have degrees in their field. About 50% of high school math teachers have math degrees. About 75% of high school science teachers have degrees in science or science education, and 40% have masters degrees in those fields. Available Equipment and Resources Elementary schools are provided a set of basic materials and supplies that are needed to implement the science curriculum. Consumable and lost or damaged supplies are replaced upon request. District science specialists loan more specialized equipment such as microscopes to the elementary schools and show teachers how to use the equipment. Junior high science classes take place in science laboratories which are moderately well equipped with lab tables, microscopes, balances, teacher fahipq sinks Utilities, and necessary materials and supplies. High school science demonstration tables, sinks, utilities, 2Lillie Rock Comprehensive Partnership for Maihcmaiics and Science Achievcinenl classes are generally held in laboratories which are fully equipped. Computers are available on a limited basis at most secondary schools. The District is in process of wiring all schools for Internet connection. C. Problems to be Addressed While the LRCPMSA Program is targeted at all students, the most significant gains will need to be made among black and Hispanic students, and particularly females within those groups, for the overall program to achieve its goals. These students are underrepresented in the SEM pipeline, and they are less likely than white and Asian students to earn advanced diplomas or even pursue postsecondary education. On many occasions, minorities participate in upper level courses at later grade levels than white students, thereby limiting their enrollment in the full range of courses available. For example, blacks outnumber white students in 11' grade Algebra I enrollment by a 6:1 ratio. The low participation of minorities in the SEM pipeline is the result of early exposure to educational barriers. Many underprivileged students and parents have the false impression that education, particularly math and science, is lacking in direct application to their world. They see a gap between learning and the application of knowledge, between education and jobs. Many disadvantaged young people have attitudes that it is not cool to be smart or to act on self-development goals. As a result, they have a low perception of their potential for success in mathematics and science. Negative attitudes and social barriers to education have caused a disparity level which is established early on and maintained across the entire K-12 spectrum. The data below illustrates the disparity levels which persist for minorities, especially blacks, in mathematics education. LRSD National Percentile Rankings in Total Math Stanford 9 Achievement Test - Fall 1996 Grade 2 Grade 11 Black 21 35 White 54 65 Hispanic 28 56 Native American 2 58 Asian 50 77 Other 38 79 i Specific problems to be addressed by the LRCPMSA intervention strategies and activities include: Lack of parental/community support for education A high percentage of LRSD students come from low-income families. Many reside in public housing, are raised by single females with high dependency on social services, and have daily exposure to teen pregnancy, youth crime and violence, and low rates of adult literacy and high school completion. Many of their parents often are uncomfortable dealing with schools and teachers because of their own lack of education. In such homes, parents are generally ill prepared to motivate or assist their children's education Low numbers of students in advanced math and science courses especially minorities): Students in advanced mathematics and science courses are not having the level of success that the District expects. Successful completion (as measured by a grade of C or better) of some courses is only in the range of 50-60% (see Appendix A. Table 2). And these are the small number of students who actually felt prepared enough and had enough confidence to take the upper-level courses. With an increase in the number of students in the pipeline over the next several years the level of success may drop even more if corrective action is not taken. A need exists to increase the success rate of students in advanced math and science courses. Corrective action is needed on two fronts: to better prepare students with the knowledge and skills which are prerequisite for advanced math and science courses and to provide a support mechanism for students who are enrolled in those courses. 3Little Rock Coinpreliensive Partnership for Mathematics and Science Achievcincnt Low success rate of students in advanced mathematics and science courses (especially minorities: Students enrolled in advanced mathematics and science courses are not having the level of success that the District expects. Student data in Appendix A. Table 2 shows that successful completion of some courses (measured by grade C or better) is only in the 50%-60% range. And these are the small number of students who actually felt prepared enough and had enough confidence to take the upperlevel courses. With an increase in the number of students in the pipeline over the next several years, the level of success may drop even more if corrective action is not taken. Corrective action to increase the success rate of students in advanced math and science courses is needed on two fronts: to better prepare students with the knowledge and skills which are prerequisite for advanced math and science courses and to provide a support mechanism for students who are enrolled in those courses. Low numbers of students in AP classes who take the AP exam: Advanced Placement (AP) courses are offered in a variety of subject areas in the District. AP courses in calculus AB, calculus BC, statistics, biology year 2, chemistry year 2, and physics year 2 are offered. Very few students in the courses take the AP examination (see Appendix A. Table 3). The AP examination has been optional for students, the rationale being that requiring the AP exam would discourage students from taking the courses. A need exists to require students to take the AP examination, for no other way exists to maintain the high standards established by the College Board or to determine how students measure up to those standards. Low usage of standards-based instructional methods/materials: The District's mathematics and science programs are textbook based. Granted, the textbooks being utilized purport to be standards- based, and they do contain many features which are based on the national standards in mathematics and science. However, the textbooks can also be used in a very traditional way that bears little resemblance to the standards, and many teachers choose to use them in that fashion. There is a need to provide teachers with truly standards-based programs and to provide the necessary training and support to ensure proper implementation of the programs. Mathematics curriculum does not reflect NCTM standards: The Third International Math and Science Study TIMSS) that compared eight grade mathematics achievement in forty-one (41) countries reported that the number of math topics taught in the eight grade in the United States is much greater than that in other countries, such as Japan and Germany. The message in this report follows the NCTM Standards which claim that the U.S. mathematics curriculum is a mile wide and an inch deep. The mathematics curriculum in the District follows this pattern at all grade levels. A need exists to revise the mathematics curriculum to reduce the coverage\" and to give more depth to each topic. D. Project Design 1. Project Scope The overall goal of the LRPMSA is to promote a higher standard of learning and performance in math and science in all students. The program will specifically work toward closing the gap in college-going and success rates between minority and non-minority, advantaged and disadvantaged students. LRPMSA will use math/science as a lever, beginning at middle grades, to achieve systemic reform. The program will redesign classroom learning and strengthen the practical applications of education through high academic standards and appropriate support systems for all students. As a result, all students will be prepared for success in higher education and the world of work, particularly in careers with high application of math and science skills. 4Little Rock Coiiipreliensive Partnership for Mallieinatics and Science Acliicvcincnt 2. Disciplinary Focus The LRPMSA will focus on all K-12 math and science programs through components addressing the needs of educators, parents, and students. The primary program components include: 1. 2. 3. 4. 5. District-wide policy and practice changes On-going professional development for teachers, counselors, and administrators Student academic enrichment programs Parent and family involvement Community partnerships 3. Participant Characteristics The LRPMSA will address all students in the LRSD, and program activities will be equally accessible to all. However, because economically disadvantaged, minority, and female students suffer the greatest disparity in mathematics and science education, program goals will be largely accomplished by individuals from those groups. Similarly, program outreach to parents will be offered to all, but a greater participation is anticipated from schools with low parent involvement or low parental capacity for assisting student learning. All LRSD educators will participate in the program through input into school plans. Program-specific professional development will be provided for math and science teachers and school counselors. 4. Intervention Strategies and Activities The LRPMSA will introduce systemic change encompassing curriculum, instructional practices, and staff development for teachers at all grade levels, K-12. a. Pre-AP courses/emphasis: A need exists for students to begin preparation to enter high school Advanced Placement (AP) math and science courses and other upper level math and science courses while they are still in elementary and junior high school. Many students, even if they meet the course prerequisites for upper level courses, have not acquired the types of skills and content knpwledge that is required to be confident about their ability to succeed in these courses. The pre-requisite skills and the confidence that they engender are both critical elements in increasing the number of students in AP and other upper level math and science courses, this is particularly true for some minorities who may not be well represented among upper classmen who are currently enrolled in these courses. The College Board offers training for Vertical Teams in the various subjects in which Advanced Placement (AP) courses are offered. The Vertical Teams include the high school teachers of the AP courses as well as teachers at the middle school and elementary levels who teach courses that precede or are pre-requisite to the AP courses. The Vertical Teams meet on a regular basis and discuss the specific skills and knowledge that are needed by students to be successful in the AP courses. The teachers of the pre-requisite courses adjust their instruction to strengthen their students in these critical areas. Vertical Teams will be established in the areas of mathematics and science for each of the five high schools in the District. Included on the teams will be middle school and upper elementary school teachers of mathematics and science from the schools that are feeder schools for each high school. The teams will receive Vertical Teams training included as part of the Advanced Placement Training offered by the College Board. b. Individual School Plans: The low numbers of students in advanced math and science courses is a systemic problem that has its roots in low expectations and poor preparation. A need exists to intervene in students' lives at an early stage in their education to plant the seed\" of high expectations for success in mathematics and science and to nourish that seed constantly until it germinates and grows. 5Little Rock Comprehensive Pannership for Mathematics and Science Acliievement Preparation toward the attainment of prerequisite knowledge and skills needs to begin in the elementary grades and continue into high school. Every school in the District develops and submits a school improvement plan each September/October. component will be added to this required annual plan that asks school staff to collaborate and A new component will be added to this requirea annual pian mat asivs suwi siau identify how they will intervene in students' lives to develop high expectations for present and continuing success in mathematics and science. Not only will the motivation factor be addressed but also strategies--for ensuring present success in learning the necessary skills and content that can lead to future success in advanced mathematics and science courses. The expectation is that schools will be very creative and effective in developing activities that will include greater numbers of students in the math/science pipeline. Including this component in the annual School Improvement Plan is a systemic way of addressing the need. The School Improvement Plans are reviewed at-the assistant superintendent level, and principals are held accountable for the plan during their annual performance appraisal. Counselors have an extraordinary amount of influence over the c. Training for Counselors: ------------- math/science pipeline. Not only do they steer students toward or away from particular courses, they also advise students about future career opportunities and college programs of study. Counselors are prone to the same stereotypical tendencies as are teachers and parents. Counselors often have a mindset that the \"gifted white male or Asian male student is the prime candidate for encouragement and enrichment in the areas of mathematics and science. Even bright minorities and females are directed toward other disciplines and left out of the math/science pipeline. A full day's training with follow-up sessions for counselors will be held to establish the focus on mathematics and science that the District wants to have. The system-wide commitment to increasing the number of students who are in the pipeline will be shared. The training will be modeled after TESA (Teacher Expectations and Student Achievement) and EQUALS (Lawrence Hall of science equity program) in that it will ask counselors to examine their own behavior as it relates to their interaction with different groups of students. Counselors may have unwittingly through their behavior been an impediment to students' motivation, confidence, and preparation for taking upper level mathematics and science courses. Statements and behaviors that would be conducive to inspiring all students in the area of mathematics and science will be identified and practiced. Counselors, as part of the training, will be allowed to develop their own plan for addressing the need for more students in the math/science pipeline. d. Student Support Programs: Often, just a little extra support and encouragement is needed along the way to motivate underrepresented, underserved students to believe in themselves and excel in mathematics and science. For many students this extra push can come from extra-curricular or co- curricular programs which are provided for them as enrichment during the regular school year or dunng the summer months. The District will establish or expand the student support programs: SECME (Southeastern Consortium for Minorities in Engineering), JR-TEAMS (Joint Recruiting and Teaching for Effecting Aspiring Minorities in Science), and VITAL LINK. SECME is a program offered through a consortium of IVllI l\\zl ILICO II I SJ**!^* , ,, 1 .1 M southeastern universities that motivates minorities (and others) to excel in math and science through a includes local and national competitions in essay writing, poster creation, and the club format that includes local and national compewions in essay wimiiy, pustc, u,,, o... mousetrap car event. A curriculum component is included for math and science courses^ Club meetings are motivational events that include mentoring, social activities, and field trips. Three (3) high schools five (5) junior high schools, and three (3) elementary schools currently participate in the SECME program. Summer training is offered for teachers at a southeastern university. The national 6Little Rock Comprehensive Partnership for Mathematics and Science Achievement finals for the student competitions are held at the same time. SECME chapters will be established at all of the Districts schools over the course of three years. JR-TEAMS is a two week program that will be offered through a partnership with the University of Arkansas at Little Rock (UALR). JR-TEAMS was offered for District students under funding from the National Science Foundation during 1995-97. The program, which is not presently funded, was a multidisciplinary pre-college science and engineering program sponsored by the UALR Department of Chemistry and involving six departments within the college of Science and Engineering Technology. The goal of the-program is to increase the number of minority students from the Little Rock School District pursuing degrees in science and engineering. A variety of academic programs in mathematics and science and mentorship and coaching by college students are centerpieces of JR-TEAMS. JR- TEAMS summer program will be offered for 45 seventh, eighth, and ninth grade students during the summer of 1999 and in each summer thereafter. Local school follow-up, support, and enrichment will occur for these students throughout the regular school term. As students exit the program in the tenth grade, a school based counseling and follow-up program takes over and another 15 new seventh grade students are added. VITAL LINK is a summer work site experience that acquaints students with the job requirements and responsibilities in-a variety of careers. Students spend five days at a work site and actually get to investigate career opportunities and spend time helping with those responsibilities. Job site employees orient students to the different jobs at that site and what students would need to know to be successful in each position. Five hundred (500) students participated in VITAL LINK during the..summer of 1997. Additional VITAL LINK sites will be established for the summer of 1999 that focus on careers in the field of mathematics and science. Underrepresented and underserved sixth grade students from each elementary school who show promise in advancing their studies in mathematics and science will be assigned to these locations (MATH/SCIENCE VITAL LINK). Project staff will work closely with the math and science businesses/industries who participate in VITAL LINK to promote a continued relationship with the students as mentors or in some other capacity during the school year. e. Extended Year Algebra I Program: Algebra I is often viewed as a gate-keeping course in mathematics. Successful completion of algebra I provides access to higher level mathematics and science courses. Failure to master algebra I skills, on the other hand, shuts the door to success in higher level mathematics and science courses. Summer algebra I institutes will be formed to serve students at all eight junior high schools. Entering ninth grade students who need a little extra push to be successful in algebra 1 will be invited to attend a two-week, half-day algebra 1 enrichment institute prior to the beginning of school. Algebra I teachers from the junior high schools will instruct the classes and high school student mentors/coaches will be utilized to assist in the ratio of one high school mentor for every five (5) students. One hundred twenty (120) students will be involved in the program the first summer and 240 each summer thereafter. The algebra 1 enrichment institute is designed to give students an extra boost so that they start off ahead and confident in their regular algebra I course when school starts. The bonding between these students and their teachers should also boost students confidence and raise the expectations of teachers for these students. The student mentors/coaches will be asked to continue to serve as tutors/mentors/coaches during the regular school term. They will be compensated forlheir service in this area. National standards from NCTM (National Council of f. Adoption of Standards Based Programs: Teachers of Mathematics) and the National Science Education Standards were developed by broad based teams consisting of practitioners and researchers in the areas of mathematics and science^ These standards are recognized as state of the art for curriculum, instruction, and assessment 7Little Rock Coinpreliensive Partnership for Mathematics and Science Achievement practices in mathematics and science. A wide variety of curricular materials available on the market claim to be standards-based. Many of these, however, incorporate some aspects of the standards while clinging to the traditional approach that has not served us well. The standards-based programs whose development was funded through the National Science Foundation have undergone a rigorous cycle of development, field testing, and revision. These NSF approved programs were developed using the national standards and represent the best standards-based programs available today. The District will adopt standards based programs in mathematics and science. The Investigations\" curriculum developed by TERC (Technical Education Research Center) will be phased in over four years starting at grades 4 and 5 in 1998-99 and \"backing up to grades 3, 2, and 1 in subsequent years. Thorough, module-specific training will be provided for teachers. Site based support and follow-up will be provided so that implementation will be successful. At the same time, beginning in 1998-99, the 1999-2000 Connected Mathematics Project (CMP) will be implemented in grade 7 throughout the District. Again, follow-up and support will be provided at every step along the way to ensure success. In science. Science and Technology for Children (STC) will be phased in throughout the District's 35 elementary schools for grades 1-6, starting in 1999-2000. STC units will be provided to schools through a science resource center that loans the kits to schools and refurbishes them after each use. The resource center will be manned by teacher's aides and volunteers under the direction of the Project Director. Training and follow-up and support for each unit will be provided. g. Revised Mathematics Curriculum: The TIMSS (Third International Math and Science Study) report found that the mathematics curriculum in the United States is much broader and has less depth than the curriculum in other countries where students have greater mathematics achievement. Students are exposed to much content at each grade level but do not learn the material well. Consequently, students confront the same material year after year. Although the NCTM standards were available in draft form when the District's curriculum was last revised, the number of concepts and topics at each level is still . too great. Teachers who served on the curriculum revision committee were reluctant to give up any content they had traditionally taught and, furthermore, the textbooks were still overstuffed with content. The mathematics curriculum of the District will be revised, K-12, to provide greater focus on a smaller number oLcohcepts/skills at each grade level or course. The Vertical Teams approach where a crosssection of teachers from high school, middle school, and elementary school work together to identify the most important mathematics at each grade level or course will prepare students for success in advanced courses. The NCTM standards and standards based curricula such as the Investigations.'w curriculum from TERC and the Connected Mathematics Project will also be used to identify the most important topics for each grade level and course. h. Board Policy for AP Exams: Advanced Placement (AP) courses are offered in a variety of subject areas in the District. AP courses in calculus AB, calculus BC, statistics, biology year 2, chemistry year 2, and physics year 2 are offered. Students are offered an additional quality point toward their grade point average for completing an AP course. However, very few (19% ) students in these courses take the AP examination. The rationale for not requiring the AP exam has been that it would discourage students from taking the courses. A benchmark to measure success in our AP courses does not presently exist. The LRSD Superintendent will recommend the Board adopt a policy requiring students in AP courses to take the appropriate AP examination. Results of these exams will guide the District in maintaining quality in these courses. The District will allocate funds to pay for the cost of the AP examination for students on a sliding scale based upon income level. Teachers will utilize strategies to help students who are test-anxious. Advance practice with retired copies of the AP exams, available from the College Board, will be one strategy that is used. 8 Lillie Rock Coiiipreliensive Partnership for Malhematics and Science Achievement i. Follow-up and Support for Staff Development: The District has provided many staff development programs for teachers. Cooperative learning, Teacher Expectations and Student Achievement (TESA), K-4 Crusade (Arkansas SSI Component), Math Crusade (Arkansas SSI component), and Science Crusade (Arkansas SSI component) are just a few of the staff development programs which appear to support national standards in mathematics and science. The District, however, has been remiss in not adequately supporting, through follow-up and technical assistance, the continued implementation of the components of these programs. In reality teachers need much encouragement and support during the time they are beginning to implement a new program. As it is, notebooks and manipulatives are often sitting idle on bookshelves. Each new staff development program undertaken by the District will have a follow-up/accountability component. The District will only offer staff development in proportion to its ability to provide follow-up and support. All staff development included in the areas of mathematics and science in this proposal will have viable follow-up. In addition worthwhile staff development efforts from the past will be revitalized. A reunion of Math Crusade and K-4 Crusade participants will be held. A motivational tone will be established through the speeches and activities of the day. Teachers will be asked to start or continue their implementation of these programs with District support. Classroom visitations will be scheduled, materials and supplies will be up-dated, and on-going support meetings will be scheduled. The full benefit that could have come from these staff development courses has not been realized: however, it has not been lost. With an extra effort from the District, the potential of these courses can be reached. Training will be provided for new teachers of science and mathematics. Teacher turn-over in math and science is quite high. Students may lose their motivation and confidence in mathematics and/or science when they encounter a first year teacher who has had little or no preparation and support by the District. A buddy teacher system will be used where each new teacher is assigned an experienced teacher to advise and assist them during their first year of teaching in the District. Training offered by the District related to implementation of the mathematics or science curriculum, classroom management, use of manipulative materials, and cooperative learning will better prepare teachers to meet the needs of potential participants in higher level mathematics and science courses. j. Support of Arkansas Statewide Systemic Initiative: The efforts of the Little Rock School District and the Arkansas Statewide Systemic Initiative (ASSI) need to have a synergestic effect. The ASSI, funded by the National Science Foundation, has developed programs with goals that are similar to those delineated by the Little Rock School District in this proposal. The ASSI goals are centered around improving mathematics and science education for students through the adoption of standards-based curricula, instruction, and assessment. ASSI programs include the K-4 Crusade, Science Crusade, Math Crusade, Family Math and Science, EQUALS, and regional partnerships that seek the involvement of business and industry in mathematics and science education. ASSI also supports the piloting of standards-based programs in local school districts. The District plans to continue its symbionic relationship with the ASSI. Eleven (11) District employees serve as instructors/trainers for ASSI courses. In addition the District has representatives who sit on the advisory committee for the Central Arkansas Business-Education Partnership, serve as coaches for the Arkansas Leadership Academy, and who develop/revise curricula for ASSI. The ASSI, in turn, provides a multitude of staff development opportunities for District employees. Also, the ASSI has provided financial assistance for such activities as a Principals Retreat with a math and science focus, seed money for piloting standards-based programs in mathematics and science, and grants for schools to implement family math and science programs. 9Lillie Rock Coinprchensive Partnership for Malheniaiics and Science Achievement The District is very supportive of ASSI programs. Pilot programs in Event-Based science, TERC mathematics. Connected Mathematics Project, and Science and Technology for Children will be implemented this year with the support of ASSI. The pilots will prepare the District for broader implementation of these programs in the future. Should ASSI not be re-funded, the District will fund training programs for teachers in grades K-12 that will be modeled after the Crusade courses. The District will also take steps to realize the potential from teachers previous participation in the Crusade courses. Reunions of Crusade participants will be scheduled each year. Updated information and activities will be shared with mathematics and science teachers. Lest, broken, or outdated equipment will be replaced. Site visitations to each participants classroom will be scheduled to provide technical assistance and to monitor the teachers use of Crusade-type pedagogy and activities. Although the vast majority of teachers who participated in Crusade courses believe in their worth, many do not fully adopt the Crusade way of teaching because of each of support and monitoring from the District. The reunion concept will allow the District to recoup good staff development that was offered in the past few years. k. Tutoring for Upper Level Math and Science Courses: As more students enroll in upper level mathematics and science courses, the need for an academic support system becomes greater. Students need toknow that there is a built-in way to get help if they fall a little behind in an advanced class. Teachers generally target instruction toward the academic middle of the class. This tendency puts the lower academic end of the class in the position of becoming frustrated as the pace of instruction runs beyond their capacity to incorporate new knowledge. This group of students are likely candidates for either never enrolling in upper level courses in the first place or dropping out when they begin to fall behind. Block scheduling presents the opportunity to build tutoring time into the schedule for students in upper level mathematics and science courses. Peer tutoring will be utilized along with outside volunteer tutors. Students who participate as peer tutors will receive service learning hours for their contributions. (In conjunction with Arkansas Act 648, the LRSD allows students to earn academic credit for activities that align educational goals with projects in citizenship and service to others.) Parkview and Hall high schools currently have block schedules. The tutoring program will be established in those schools in year one ol the grant cycle and will be expanded to the other three high schools as they move to block scheduling during the next five years. Tutoring will be available for students enrolled in calculus, trigonometry, algebra 11, geometry, physics, and chemistry. I. Parent Education and Involvement: Standards-based mathematics and science programs may appear foreign to many parents. To those who learned mathematics and science through a traditional approach, the seeming disorder and noise that are a natural by-product of cooperative groups of students using manipulatives or doing hands-on science investigations may be disconcerting. These parents expect for students to be sitting in straight rows, for teachers to be delivering instruction, and for students to be listening, taking notes, and practicing that which was taught to them, parents must be taught about standards-based instruction\nthey must understand the great benefits that come from students taking a more active role in their own learning. They must understand that the use of calculators doesnt ruin a students mastery of basic math facts, that student group work is not unstructured, and that a teacher-facilitator can be much more effective than a teacher-disseminator. Family math and science will be used to make parents aware of what standards-based instruction looks like. The program allows parents and their children to participate in math and science activities together. Seven (7) elementary and junior high schools will begin a family math and science program during the 1998-99 school year. The remaining elementary and junior high schools will be phased in over the next four years, 1999-2003. A couple of teacher-facilitators from each school will be given training that will 10 Lillie Rock Comprehensive Partnership for Malhematics and Science Achievement allow them to conduct family math and science nights three times a year at their school. Each school with a family math and science program will be awarded a small grant for materials and supplies for family math and science night and for refreshments for parents. The activities for the night will model the strategies used in the Districts standards-based programs and will allow time for a discussion of the District's curriculum/programs with parents and students. 5. Project Monitoring, Assessment and Dissemination Monitoring of project activities is crucial to staying on course and realizing the objectives of the project. Quantitative student data disaggregated by students' national origin and gender, records of teachers' participation in staff development programs and the like will be analyzed on a frequent basis by the project staff and advisory committee. Qualitative data gained from teacher feedback forms, questionnaires, and anecdotal notes from site visits will also yield results that have a bearing on project success. Frequent monitoring allows potential problems to be noted in time for mid-course corrections to be made. Monitoring of the project will be an ongoing process that includes the following activities: 1. 2. 3. 4. 5. 6. 7. 8. 9. Examine enrollment figures for mathematics and science courses by semester. Examine grade distribution reports for mathematics and science courses by quarter. Compare the number of students taking AP examinations to the number of students enrolled in AP courses on an annual basis. Review and assess math/science component of school improvement plans. Keep records of attendance at staff development provided by the project. Make site visits of personnel who participate in staff development to give assistance and assess the effectiveness of the training put in practice. Review participation level in student support programs. Track success (grade of C or better) in algebra I of those students who participated in extended year algebra I program. Visit classrooms where standards-based curricula are being used. 10. Solicit feedback from teachers at all levels regarding implementation of revised mathematics curriculum. 11. Keep records on an annual basis of District participants in ASSI programs. 12. Keep rejcords of parents who attend Family Math and Science nights. 13. Visit tutoring component of upper level math and science courses. 14. Review/disaggregate data from norm-referenced tests and criterion-referenced tests. Project staff and the CPMSA advisory committee will meet on a monthly basis for the purpose of reviewing monitoring data' and planning mid-course corrections. Depending on the decisions of the committee, additional staff development may be held, additional student-centered programs may be planned or existing ones modified, monitoring schedules may be changed to focus on schools/programs of greatest need, changes in the assistance given by building principals and school-based specialists may occur. Results of the project will be disseminated to the community through the local print and electronic media, District publications and cable television, local school PTA meetings, televised School Board meetings, and visiting other Districts to share information or by hosting visits by teams from other schools. E. Project Staff and Advisory Committee Principal Investigator for the project will be LRSD Superintendent Dr. Leslie Carnine, who brings an extensive professional background to the position. He served for ten years as Superintendent of the 11 Lillie Rock Comprehensive Pannership for Mathematics and Science Achievement Wichita Falls, Texas, school district. Prior to that time. Dr. Gamine served in Texarkana, AR, as superintendent and assistant superintendent and as a high school principal in Harrison, AR. Co-Principal Investigator will be Dennis Glasgow, LRSD Director of Math and Science. Glasgow will be responsible for the design and execution of the K-12 math/science curricula and instructional program and for in-service education of math and science teachers. The Pl and Co-PI positions will be provided as a program match by the LRSD. Resumes for Carnine and Glasgow are included in the Appendix. A full-time Project. Director will oversee planning, staff development, curriculum design and all coordination and scheduling of activities with program partners. The position will require a distinct balance of administrative skills and hands-on math or science education. A job description for the position is provided in the Appendix. A full time Secretary will provide clerical assistance to the Project Director. Additional program staff will include an Evaluator to maintain on-going and summary assessment of activities in relation to program goals and an Instructional Aide to refurbish the STC and other kits as they are circulated among schools. Members of the Advisory Committee will include representatives from the program's primary partners and the four senior LRSD personnel. Additional committee members will include school administrators, counselors, teachers, parents, business and community leaders, and professionals in areas of math and science. F. Participating Organizations and Responsibilities Numerous organization and businesses will participate in the. partnership, particularly in the Vital Link component, by serving as host sites for student and teacher summer internships. A group of primary partner organizations, however, will have additional responsibilities. These are institutions whose mission and resources allow them an active role in planning and implementing innovative learning experiences for students and teachers. Each primary partner will have a representative on the Advisory Committee. The primary partners and some of the program opportunities they will contribute include:  Philander Smith College (PSC) is a historically black college (HBC) with a distinguished record of public service in the minority community. The college will use its facilities and staff to promote math and science education, offering summer, after school, and Saturday programs. PSC students will serve as tutors and 'big brothers/sisters' for elementary and secondary students, and they will help students recognize their potential in higher education. Through established community outreach programs, PSC will also assist in raising the capacity of parents to positively influence their children toward math and science education.  University of Arkansas at Little Rock (UALR) is an urban campus within the University of Arkansas System. The Universfty includes a College of Education, a planetarium, and a College of Science and Engineering Technology. UALR is currently engaged in several partnership programs with the LRSD, including management of a community Homework Center, a technology education program, and the implementation of Arkansas Math and Science Crusades. The campus is host for Arkansas SECME and NSF Project STRIVE (science teacher research). As a program partner, it will be involved in the JUNIOR TEAMS Program (summer enrichment programs for students), in teacher development, curriculum reform, educational technology applications, star parties, summer institutes, summer science camps, and links with national laboratories (Oak Ridge\nNASA) and industry,  University of Arkansas for Medical Sciences (UAMS) is the states teaching hospital and medical campus, housing extensive Colleges of Medicine, Pharmacy, and Nursing, research facilities, and established medical outreach programs. UAMS conducts educational programs for teachers and students throughout the state and is a leader in applying telecommunications technology to the classroom. As a program partner, UAMS will assist in providing schools with access to research laboratories and sites of applied science. Il will conduct programs for summer enrichment, teacher 12 Lillie Rock Coinpreliensive Partnership for Maiheinalics and Science Achievement development and student awareness of careers in the health sciences. It will expand its established ' .......... . tr __rir-^e /*loeer/^nm partnership relations with presentations, and other resources across the District. several Little Rock schools, offering lectures, field trips, classroom a public institution incorporated in 1927. In . Arkansas Museum of Science and History (AMSH) is , . 1998, AMSH will move into the new Museum Center, tripling in size. Exhibits in the new faculty wu offer nontraditional learning opportunities, featuring hands-on and interactive displays. AMSH will implement a system of science clubs to be located at community centers across Little Rock, provide an educator to the sites, and train center staff to implement local programs. The science clubs wiH an educator to the sites, ana irain cerner biau lu niipiciiiciH  ----------- -- operate weekdays after school. The Museum will also assist schools in developing, displaying, and promoting student science projects. Because the Vital Link component will place approximately 1,500 students and 150 teachers in summer internships at local businesses, a wide range of Little Rock organizations will participate. Among the most prominent of these wilt be the City of Little Rock, whose Police and Fire Departments, Municipal Water Works, and other public service operations will give students a clear view of applied technology in their immediate neighborhoods. Vital Link will also be strongly assisted by the Little Rock Alliance for Our Public Schools, an association of leading businesses and community organizations dedicated to public support and excellence in education. The Alliance helped establish Vital Link in 1997, and Alliance organizations will continue to be instrumental in recruiting additional business sites for the  -____ .. X .\u0026gt; __. . .UI i_____litQrar'V internships Beginning in the 1997 school year, the Alliance will implement a city-wide early literacy  ** .... . . -p-i__I r-vroi/iHzTi fr^ininn tn thA program that links reading tutors with elementary students. The LRPMSA will provide training to the Alliance literacy tutors to help them influence students to the SEM pipeline. Further program participation will be coordinated at the six branches of the Central Arkansas Library System through summer and after school reading programs and computer research assistance for science-related inquiries. The Little Rock Housing Authority will have an important role in community outreach, providing sites and recruitment for parent training and Algebra I summer institutes. G. Management Plan and Time Line The CPMSA project will be administered by the Little Rock School District under the direction of the  * ..t. ___J xu.  r\\t nihom afmc anrt the principal investigator and the Director of Mathematics and Superintendent of Schools who serves as the principal investigator and tne uirecior or iviau wi wiu auu Science who serves as the co-principal investigator. The day-to-day coordinator of grant activities will be under the direction of the project director. An advisory committee will be formed to revieiw project activities and planning, engage all members in focused discussions on progress in meeting objectives and making mid-course corrections, and particularly in Year 1, determine the allocation of program The advisory committee will meet monthly through the start-up period (year 1) resources for Year 2-5. The advisory committee will meet monthly tnrougn me swii-up peiiuu y and at least quarterly thereafter. An implementation timeline follows has been developed (See Appendix E) as a management tool to guide development of project activities.. Staff development. Vital Link, and planning of primary partner activities will be the major accomplishment of Year 1. These start up efforts will allow the LRPMSA to grow at a controlled rate, additional local support in an orderly fashion and increasing gaining the number of Vital Link student/teacher placements as the program staff gains in experience. Additionally, staff development efforts early in the program will facilitate creation of new thematic units and cumculum design that will be phased-in and implemented in later years. H. Evaluation and Assessment The primary goal of the District's CPMSA proposal is the improvement of the ma hematics and sc ence oroqram This improvement will come through the establishment of a viable mathemat^s and science '^pipeline that begins in the elementary grades and continues through the middle/junior high school i 13Little Rock Coiitprehensive Pannership for Matliematics and Science Achievenient high school. The pipeline will be filled with large numbers of students reflective of the District's population who are in the process of 1) being motivated by caring teachers\n2) becoming confident through successful participation in a student-centered, standards-based instructional program\n3) gaining competence in mathematics and science knowledge and skills through a rigorous and well articulated curriculum\n4) enrolling in upper level mathematics and science courses\n5) graduating from high school prepared to major in a SMET course of study. Project objectives designed to evaluate and/or support the goal of the CPMSA project are to: 1. Increase the number of students who successfully complete upper-level mathematics and science courses. 2. Adopt a Board policy to require that students in AP courses take the AP examination. 3. Revise the mathematics curriculum to limit the number of topics for each grade level and subject 4. 5. 6. 7. 8. and to increase the depth at which each topic is taught. Implement standards-based modules in each elementary/middle school mathematics and science classroom. Increase the use of standards-based pedagogy in all classrooms. Provide support programs for students in upper level mathematics and science courses. Increase the knowledge and involvement of parents in the mathematics and science programs. Provide targeted staff development that helps staff facilitate the above stated objectives. Quantitative student based outcomes for the project at the end of five (5) years are\n1. 2. 3. Increase enrollment in upper level mathematics and science courses as shown below. The proportion of students in upper level courses will be reflective of the District's overall student ethnic/racial balance. Math and Science Courses_______ Trigonometry and Advanced Algebra Pre-Calculus___________________ AP Calculus AB________ Physics I_______________________ AP Biology II____________________ AP Chemistry II_________________ AP Physics II Amount of Increase 1.5x 2x 2x_______________ 3x 3x 3x 2x Increase by 13% (from 62% to 75%) the successful completion rate for upper level mathematics and science courses. Increase by 22% (frorn 63% to 85%) the number of students who successfully complete algebra I by the end of the ninth grade. Sixty percent (60%) of the gains will be achieved by the end of the third project year. To achieve these outcomes the instructional practices of classroom mathematics and science teachers wilt need to change. The number of teachers who use standards-based materials and pedagogy needs to increase. Standards-based mathematics and science kits will be phased-in in schools so that all elementary-and middle school teachers-have access by the end of a five year period. Appropriate training, monitoring, and follow-up will ensure that the kits are used properly. The Arkansas Statewide Systemic Initiative (ASSI) and the recently adopted plan of the Little Rock School District are in alignment with this proposal. The needs in mathematics and science were identified outside the grant development process. The District has already recognized the benefits of the activities in this proposal. The District has access to the resources and support of ASSI. Eleven (11) 14Little Rock Coinpreliensive Partnership for Matlieniatics and Science Acliieveniciit District personnel serve as trainers for the Arkansas Crusades. These trainers will be here with or without continuation funds from ASSI receives and after the CPMSA grant expires. The administrative support and expertise are in place to continue the proposed program after funding is discontinued. 15appendix B HRD PROPOSAL BUDGET 5 YEAR TOTAL FOR NSF USE ONLY organization _______ little Rock School District PRINCIPAL INVESTIGATOR/'PROJECT DIRECTOR __________ Dr. I. p___s_I _j_p_ _r__a_m__i_ n_p A. SENIOR PERSONNEL: PVPD. Co-PI's. Faculty and Other Senior Associates (List each separately with title. A.6. show number in brackets) NSF FUNDED PERSON-MOS. CAL. PROPOSAL NO. AWARD NO. duration (MONTHL Proposed Grantee 1. 2. 3. 4. 52. 6. Primary Investigator----- Cn-Pritnary Tnvpsti gatJiic Oirprtor-------------------------- IQ 22 2_L2 ) OTkFE'RV(LIST^INDIVIDUALLY ON BUDGET EXPLANATION PAGE) ! (4 ) TOTAE'SENIOR personnel (1-5)______________________ L B OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) T ( 2. ( 3.( 4. ( ) POST DOCTORAL ASSOCIATES I ACAD.i SUi^ I I T FUNDS REQUESTED FROM NSF S I i ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.)| ) GRADUATE STUDENTS______________ ___ ______________________ ) UNDERGRADUATE STUDENTS '____________ ________________ 5. ( 1 ) SECRETARIAL - CLERICAL 6. ( i ) OTHER Instructional Aide 1 I T I 360,301.- 110,919- NON-FEDEHAL MATCHING FUNDS . 5 59.847 __ 7B.,.Q6Q 98.919 TI I 1 TOTAL SALARIES AND WAGES (A-,B)___________________________________\nC. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)________ ______________________________ TOTAL SALARIES. WAGES AND FRINGE BENEFITS (A-.B-I-C)________\n_______________ D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING S1000)\nTOTAL PERMANENT EQUIPMENT E. TRAVEL 1  DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN______________ _____________________________ r. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Undergraduate d. Graduate e. Faculty #38,781 4_S,O49 n_____ Slipend T ravel s 287x712s s22aj)64s712Q0 Subsist. $______ Other 5902,734 S. S. s. S. S. s. i 1I i i s 36.288 sJQi.587 $. s. s. s. s. s. 93,673 I_________ 41.216 I_________ 606,009 I 3.36.836 141,681 .1 647,690- 20.040 I TOTAL PROJECT COSTS $ 59.84 U__ 78.06 360,30 209,83 607 ..^4 93,67 41,21 742.22 66.310-1__ 307,9. 950^3 20.0^ (43.776 ) total participant costs G. OTHER DIRECT COSTS_________________ 1. MATERIALS AND SUPPLIES____________ 2. PUBLICATION COSTS/PAGE CHARGES 3. CONSULTANT SERVICES______________ 4. COMPUTER (ADPE) SERVICES_________ 5. SUBCONTRACTS______________________ 6. other__________________________ _ TOTAL OTHER DIRECT COSTS___ H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) TOTAL INDIRECT COSTS____________________ _______ _________________________________________ J. total direct AND INDIRECT COSTS (H 4 I) ______________________________________ K PESIPUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 AND 253) L AMOUNT OF THIS REQUEST (J) OR (J MINUS K) PbPO TYPED NAME \u0026amp; signature- I psiip Carnine INST REP, TYPED NAME \u0026amp; SIGNATURE-IISF Form 1030HRD (9/94) 2.162.570 403.315 DATE 10/14/97 DATE IG I T T i I 9,600 I I 14.3.310 I I I I 152.810 T 2.983.110 I .714.4 244.913 i________ 3,7?R,032 i 714,461 I .14.1,2 iS2* 5Z.. 244 c 3,434,4 53,228,0225 714,451 I S 3,934, ____________ FOR NSF USE ONLY_________ indirect COST RATE VERIFICATION Oaie CheCK^ Date bl Rate Sheet Indiali-OGA^ P'C' SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPh HRD .OPOSAL BUDGET FOR NSF USE ONLY ORGANIZATION , , Little Rock School District iINCIPAL INVESTIGATOR/PROJECT DIRECTOR j Dr. Leslie Carnine SENIOR PERSONNEL PI/PD, Co-PI's. Faculty and Other Senior Associates (List each separately with tide, A.6. show number In brackets) NSF FUNDED PERSON-MOS. PROPOSAL NO. AWARD NO. DURATION (MONTHS) Proposed Granted 1. 2. 3. 4. Ai 6. Primary Investigator----------------------------- Co-Primary Investigator------------------ Director_____________________----------------- Evaluator ______________________________ ) OTHERS (LIST INDIVIDUALLY ON BUDGET EXPLANATION PAGE) i ) TOTAL SENIOR PERSONNEL (1 -5) B. OTHER PERSONNEL (SHOWNUMBERS IN BRACKETS) n. 31 ) POST DOCTORAL ASSOCIATES _____________________________ ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.) ) GRADU.ATE STUDENTS______________________ ) undergraduate STUDENTS___________________________ 5, ( 1 ) SECRETARIAL - CLERICAL________________ 6.( )OTHER Instructional Aide CAL 24- 24_ 24 24 ACAO. SUMR. FUNDS REQUESTED FROM NSF $ 1Q1 ,QQQ. 36.000 I^7,non TOTAL SALARIES AND WAGES (A-rB)_____________________________________________________ C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)________________________________________ TOTAL SALARIES. WAGES AND FRINGE BENEFITS (A-rB-tC) ______________________ D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $1000): 36,360 10.000 83,3m 51,341 \u0026gt;84-7 01 2?* TOTAL PERMANENT EQUIPMENT E. TRAVEL 1. DOMESTIC (INCL CANADA AND U.S. POSSESSIONS) 2. FOREIGN____________________________________________ F. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Undergraduate d. Graduate e. Faculty________ 9446 1257 ___ _____ ___ Stipend s 95,904$ Travel Subsist ' $_______ Other $. $. $. NOtTFEDERAL MATCHING FUNDS $ 23,230 30,300 24,QQQ 11 77,580 21,708 99,.2.3a 8.016 8,000 S239.42A 6$21,00CS_9,_Q72 $2Ji_21C g! $. $. $. $. $. S. $. $. $. TOTAL PROJECT COSTS $23,230 30,300 101,000 60,000 36.360 10,000 260,890 78* 049 333,a34 7 8.000 mnjLA 1 0,703) TOTAL PARTICIPANT COSTS G. OTHER DIRECT COSTS______________ i 1. MATERIALS /WD SUPPLES____________ I PUBUCATION COSTS/PAGE CHARGES . 3. CONSULTANT SERVICES - 4. COMPUTER (ADPE) SERVICES 5. SUBCONTRACTS _____________ 6. OTHER_______________________________ TOTAL OTHER DIRECT COSTS H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) 607,911 208,565 }81 6.476 TOTAL INDIRECT COSTS .2,4aa 2,400 34670 34,67.Q. q 2- to M Q~ 37,03a 315,801 37,070__ 1,208,5a .6\u0026gt; ! c. J. TOTAL DIRECT AND INDIRECT COSTS (H -t-1) ______________________________________ K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 AND 253) 960,578 315,803 72, am 1 ,276.38 L AMOUNT OF THIS REQUEST (J) OR (J MINI Pt/PD TYPED NAME 1 SIGNATURE\" Dr. Leslie Carnine INST. REP. TYPED NAME i SIGNATURE^ Mark Milhollen NSF Form 1030HRD (9/94) 1 DATE 4-9-98 DATE 4-9-98 SQ60, S7R| S 31 5,.m. 0i O*ck^ -$1,276,3B _________FOR NSF USE ONLY________ indirect cost rate VERIFICATION Dale of Rale Sheet Proqnm SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM 233) rt rU- ' /HRD PROPOSAL BUDGET YEAR 1 FOR NSF USE ONEV ORGANIZATION _________ Little School District__________ PRINCIPAL INVESTIGATOR/PROJECT DIRECTOR ___________Or. I pslip r.arninp -------------------------------- A.. SENIOR PERSONNEL: Pl/PD, Co-PI's. Faculty and Other Senior Associates (List each separately with tide, A.6. show number in brackets) PROPOSAL NO. AWARD NO. duration (MONTHS) Proposed Gra Filed NSF FUNDED PERSON-MOS. I NSF Form 1030HRD (9/94) 1. 2. 3. 4. S. ( 6. Primary Inve-stigator___ On-Primary TnypsTigRt.nr Director__________________ Eva1uatt^ ) OTHERS (LIST INDIVIDUALLY ON BUDGET EXPLANATION PAGE) ! ( 4 ) total SENIOR PERSONNEL (1-S) B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 11 11 3.( 4. ( ) POST DOCTORAL ASSOCIATES_______________________________ ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.) )GRADUATE STUDENTS_______________________________________ ) UNDERGRADUATE STUDENTS S. ( 1 ) secretarial - CLERICAL 6.( )OTHER CAL. 12 12_ 12_ 12- ACAD. SUMR. FUNDS REQUESTED FROM NSF S 5Q,.0Q0 12.000 62,000 18,000 TOTAL SALARIES AND WAGES (A-rB)______________________________________________________ C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)_______________________________________ TOTAL SALARIES. WAGES AND FRINGE BENEFITS (A-,B-,C)_______________________________ D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $1000): TOTAL PERMANENT EQUIPMENT E, TRAVEL 1. DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN F. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Undergraduate d. Graduate e. Faculty * 114 . 154 ___ #____ # Stipend Travel. S 31,468$ $_27359 $_i3i)n $. $. $. $, $. s. Subsist. $______ $______ $______ $______ $ 1 Other $153Q0 $101.800 $_____ $_____ $_____ ._81!3Qa 22,400 102,400 4.008 NONFEDERAL MATCHING FUNDS $ ll,500~ .15,000- TOTAL PROJECT COSTS $ 11.500' __ LS*aQD- 50,000 12,000 ?5,5no 88,500 18,000 26.500 ...7.320. 3332a 106.500 29,820 136,320 f S.Y, 8.000 . 8.000 4.008 (168) total PARTICIPANT COSTS G. OTHER DIRECT COSTS 1. MATERIALS AND SUPPLIES 2. PUBLICATION COSTS/PAGE CHARGES 3. CONSULTANT SERVICES  4. COMPUTER (ADPE) SERVICES 5. SUBCONTRACTS 6. OTHER TOTAL OTHER DIRECT COSTS H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) n,Qh2 181,4.711 2]2\u0026gt;485 total INDIRECT COSTS____________________________________________________________________ J total direct AN[3 INDIRECT COSTS (H -, I)______________________________________________ K RESIDUAL FUND'S (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 AND 253) L AMOUNT OF THIS REQUEST (J) OR (J MINUS K) PI/PD TYPED NAME \u0026amp; SIGNATURE' Qr. ipslie Camine_____________ INST. REP. TYPED NAME \u0026amp; SIGNATURE' DATE 10/14/97 DATE 17 lb,Ub3 148,533 212,485  .15,061 411,018 198,533 Date Checked i  212.485 411.018 _________ FOR NSF USE ONLY________ INDIRECT COST RATE VERIFICATION Dale of Rale Sheet Inlials- Program SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM 233 AHHhNUIX B HRD PROPOSAL BUDGET YEAR 2 FOR NSF USE ONEY E. TRAVEL ORGANIZATION Little Rock School District PRINCIPAL INVESTIGATOR/PROJECT DIRECTOR Hr. Ips1ip rarninp A. SENIOR PERSONNEL: Pt/PD. Co-Pfs. Faculty and Other Senior Associates (List each separately with title, A.6, show number in brackets) NSF FUNDED PERSON-MOS. PROPOSAL NO. AWARD NO. DURATION (MONTHS' Proposed Granted 1. 2, 3. 4. 5.( 6. Primary Investigator-------------------------------- Co-Primary Tnvp^tigator-------------------------- ___ Director------------- ------------------------------------- ___ Evaluatop----- ---------------------------------------------- ) OTHERS (LISt-INDIVIDUALLY ON BUDGET EXPLANATION PAGE) ( 4 ) TOTAL SENIOR PERSONNEL (1-5) ~ B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1 2( 3.( Al ) POST DOCTORAL ASSOCIATES_______________________________ ) OTHER PROFESSIONALS (TECHNICIAN, PROGRAMMER. ETC.) )GRADUATE STUDENTS_______________________________________ ) UNDERGRADUATE STUDENTS________________________________ 5. ( 1 ) SECRETARIAL - CLERICAL 6. ( 1 ) OTHER Instructional Aide. CAL. 12 12_ 17. -12- ACAD. SUMR. FUNDS REQUESTED FROM NSF S 51,000 27,00a 7A,nnn I I I I NON-FEDERAL MATCHING FUNDS S m3p 15,3QQ 24,1100 .51,030  TOTAL SALARIES AND WAGES (A-fB)______________________________________________ C, FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)___________________________________ ___ TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A-fB-fC) D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING $1000): TOTAL PERMANENT EQUIPMENT 1. DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN____________________________________________ F. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Undergraduate d. Graduate _ e. Faculty .Travel Subsist. a332. S S $ *1 , ] 0.3. 5114,507 519,500 59,072 #_____ n____  (1 0 .'235) total PARTICIPANT COSTS G. OTHER DIRECT COSTS_________________ 1, MATERIALS AND SUPPLIES____________ 2. PUBLICATION COSTS/PAGE CHARGES 3. CONSULTANT SERVICES 4. COMPUTER (ADPE) SERVICES________ 5. SUBCONTRACTS______________________ 6. OTHER________________________________ TOTAL OTHER DIRECT COSTS___ H, TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) Stipend $, S. S. $. s. $. $. $. $. Other ^^24.424 si 37,410 s_____ $_____ $ TOTAL INDIRECT COSTS____________________ __________________________________________ _ J TOTAL DIRECT AND INDIRECT COSTS (H I)___________________________________________ ___ K. RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 AND 253) L AMOUNT OF THIS REQUEST (J) OR (J MINUS K) PI/PD TYPED NAME \u0026amp; SIGNATURE' Ipslip Carnine IMST. REP. TYPED NAME \u0026amp; SIGNATURE' NSF Form 1030HRD (9/94) DATE 10/14/97 DATE IS 18,360 .1 10,000 103,360__ 28,941 I 132,301 .51,030 14,288. 65,318 A'  77008 530,B4a I T 2\n40ir 34,670 37,070 JQ4,22a TOTAL PROJECT COSTS $ 11,730 ___15.300 ___ 51,000 dR non JSJIQDL 10.3,318 57,817 I_______ 762.045 I 103.318 i 126,030 18.360 10.000 154.350 43.229 197.615 TTOOE J 568,845 ZTTOl 34,670 37,07C 807,64F 57,817 865.36\n$762,045 I S103,318 I? 865.362 ____________ FOR NSF USE ONLY___________ INDIRECT COST RATE VERIFICATION Dale Checked Date of Rafe Sheet InniaJS'OGA,.. P/ogra' SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM 2 appendix b HRD PROPOSAL BUDGET YEAR 3 FOR NSF USE ONLY ORGANIZATION LITTLE Rock School District PRINCIPAL INVESTIGATOR/PROJECT DIRECTOR __________Or. IpsI1p Garni np-------------------------------------- A. SENIOR PERSONNEL: PVPD. Co-PI's. Faculty and Other Senior Associates (List each separately with title. A.6. show number in brackets) PROPOSAL NO. AWARD NO. DURATION (MONTHS Proposed Granlec NSF FUNDED PERSON-MOS. CAL. 1. 2. 3. 4. 5.( 6. Primary Investiga-t.Qr__________________ Gn-Primary Tnypstigatnr-------------------------------------- ___ Director -.-------------------------------------------- ------Eval ua-tor ------------------------------------------------ ) OTHERS (LIST INDIVID.UALLY ON BUDGET EXPLANATION PAGE) (4 ) TOTaCSENIOR PERSONNEL (1-5) B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1-( 2. ( 3. ( 4. ( 12 r I ACAD. SUMR, FUNDS REQUESTED FROM NSF I S 1I77 12. 12. .12 1 1 82,020 24,480 .76 ,00-1 1 NON-FEDERAL MATCHING FUNDS S 11,964 24^4.80 ) POST DOCTORAL ASSOCIATES __________________________ ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.)| ) GRADUATE STUDENTS________________________________________ ) UNDERGRADUATE STUDENT?________________________________ 5. ( 1 ) SECRETARIAL - CLERICAL 6. ( 1 ) OTHER Instructional Aide I I I I TOTAL SALV^RIES AND WAGES (A-^B)______________________________________________________ C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)__________________________________' TOTAL SAL-ARIES. WAGES AND FRINGE BENEFITS (A-I-B-.C)_____________\n______________ _ D. PERMANENT EQUIPMENT-(LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING SIOOO): total PERMANENT EQUIPMENT E. TRAVEL 1. DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN___________________________ ________________ r. PARTICIPANT SUPPORT COSTS a. K-12 (Sludents) b. K-12 (Teachers) c. Undergraduate d. Graduate e. Faculty FiQ..iai 1'201 Stipend 383,936 S115,.514 s_____ s_____ s Travel S___ Subsist. S______ si5L,iQD s_ajl22 S. S. s. $. S, S. Other ^46,530 345,188 5_______ S_______ 5 I 1 18,727 I 10.200 I 108,427 I. 29,5-19 ! 134,\u0026amp;4\u0026amp;-- 82,081 14,574 66,-625 4,008 I total PROJECT COSTS ~11,96L 15,60e ___52/12i 48,96C 128,552 18,727 10.20c 187,478 44,09' -1201^ \u0026gt; J. 4. ' S.'S,-.-'*' \\ * #Sft -rjt, 1^777 . 4,OOE 1*5, r (1 1.382 ) total PARTICIPANT COSTS G. OTHER DIRECT COSTS_________________ 1. MATERIALS AND SUPPLIES 2. PUBLICATION COSTS/PAGE CHANGES 3. CONSULTANT SERVICES______________ 4. COMPUTER (ADPE) SERVICES________ 5. SUBCONTRACTS______________________ 6. OTHER  total OTHER DIRECT COSTS_______ H, TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) TOTAL INDIRECT COSTS______________________ J TOTAL DIRECT AND INDIRECT COSTS (H I) I I I II 40-.37 II 500,740 2,400 I I IT 35,410 I 37,810 727,129 I lifiJDIlQ. 35,410 37,810 843,.12a K residual funds (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 ANO 253) I L AMOUNT OF THIS REQUEST-(J) OR (J MINUS K) PI/PO TYPED NAME \u0026amp; SIGNATURE' ^ir. I psi ie Garni ne INST R=p TYPED NAME \u0026amp; SIGNATURE* I DATE i 10/14/97 I DATE IISF Form I030HRD (9/94) i ---- 786.829 I 116,000 I I S786,826 I S116,noo Dale Checked 59,697 902.826  ^902,821 _________ FOR NSF USE ONLY________ INDIRECT COST RATE VERIFICATION Dale of Rate Sheet Inilials-OGA^ PrOO' SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM appendix b HRD PROPOSAL BUDGET YEAR 4 E. TRAVEL organization _______ little Rock School District PRINCIPAL INVESTIGATOR/PROJECT DIRECTOR ____________FOR NSF USE ONLY_________ PROPOSAL NO. I DURATION (MONTHS1 i Proposed I Granted AWARD NO. 1 ip Carninp- 1 ________ Dr ,  . _____________ A. SENIOR PERSONNEL: PUPO. Co-PI's. Faculty and Other Senior Associates (Lisl each separalefy wilh A.6. show number in brackets) NSF FUNDED PERSON-MOS. 1. 2. 3. 4. 5( 6. Primary Invpstigator--------------------------- --- r.n-Primary 1 nvpsti natHE-------------------------- - O-i rprtnr-------------------------- --------------------------------------------- r v a 1 H 3 '  ' ) OTHERS (LIST INDIVIDUALLY ON BUDGET EXPLANATION PAGE) (4 ) TOTAL SENIOR PERSONNEL (1-5)__________________ B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) L( 2. ( 3.( 4. ( ) POST DOCTORAL ASSOCIATES CAL. 12 ._L2_ LjL7_ I ACAD. SUMR. I FUNDS REQUESTED FROM NSF I $__________ 12 I 53,060 I 24,970 lEJLiQ-l ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.)I ) GRADUATE STUDENTS____________ ____________________________ )UNDERGRADUATE STUDENTS\" ___________________________ 5. ( 1 ) SECRETARIAL - CLERICAL 6. ( 1 ) OTHER Instructional Aide TOTAL SALARIES AND WAGES (A-.B) __________________________________ __________________ C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)_____________________________ __________ TOTAL SALARIES, WAGES AND FRINGE BENEFITS (A-.B-\u0026gt;C)_____________________________ D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING S1OOO)\nTOTAL PERMANENT EQUIPMENT 1. DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN____________________________________________ F. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Uncergraduate d. Graduate e. Faculty Slipend fTiTSz sllMOO s S s S s S Travel S_______ $17,50.0 S_______ S_______ S_______ Subsist. S_____ S9.072 $_______ s____ s____ I T I Other S 248,206 $153,784 s______ s______ $ NON-FEDERAL MATCHING FUNOS $ 12,204 15.918 21,970 total PROJECT COSTS .? 12,204 15,918 _53.Q60 49,940 I T I I I E3,nq? 131.122 19.102 I 10.404 I 107,836 I 30,110-i 137,646 I. I 4.008\nI 19.107 10.404 -14^866 67,958  \u0026lt;5^ .. 44,975 205.604 J*\" J 4,008 (12.317 ) total PARTICIPANT COSTS G. OTHER DIRECT COSTS_________________ 1. MATERIALS AND SUPPLIES_______ 2. PUBLICATION COSTS/PAGE CHARGES 3. CONSULTANT SERVICES______________ 4. COMPUTER (ADPE) SERVICES________ 5. SUBCONTRACTS______________________ 6. OTHER_______________________ _________ total other DIRECT COSTS___ H. TOTAL DIRECT COSTS (A THROUGH G) I. INDIRECT COSTS (SPECIFY) 844.023 i__ 61,315. I i 2,400 i I 36,172 i 38.572  j. 724.249 I 131,833 1 i I 6d7,.89 i I T 774\n36,1 38.5 856,C total INDIRECT COSTS_______________________ _ ____________________________________ _________ J total DIRECT ANO INDIRECT COSTS (H \u0026gt; I) _______________________________ __________ K RESIDUAL FUNDS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 ANO 2S3) L amount of THIS REQUEST (J) OR (J MINUS K) PI/PD PrPED NAME \u0026amp; SIGNATURE I psiip Camine l.'IST REP. TYPED NAME \u0026amp; SIGNATURE nSF Form 1030HRD (9/94) 59,460 i ' ~ 783.709 I 131, .833 I ?8.3.709 iS 131., 833 155 918 J DATE 10/14/97 DATE Dale CMectted i _________ FOR NSF USE ONLY________ INDIRECT COST RATE VERIFICATION Dale ol Rale Sheet Imiials-OGA Proc, SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM 2.0 appendix B HRD PROPOSAL BUDGET YEAR 5 FOR NSF USE ONLY E. TRAVEL ORGANIZATION _________ LITTLE Rock School District PRINCIPAL INVESTIGATOR/PROJECT DIRECTOR Hr I p'\n] 1 p r.Arn-i np A. SENIOR PERSONNEL: PVPD. Co-PI's. Faculty and Other Senior Associates (List each separately with title. A.6. show number in brackets) NSF FUNDED PERSON-MOS. PROPOSAL NO. AWARD NO. DURATION (MONTHS^ Proposed Gtanled 1. 2. 3. 4. 1 6. Primary Investiga-tor------------------------------ r.n-Primary Invpstinatnc------------------------- ___ Di rector---------------------------------------------------- ____Evaluafor------------------------------------------------------- ) OTHERS (LIST.INDIVIDUALLY ON BUDGET EXPLANATION PAGE) ( 4 ) TOTAL SENIOR PERSONNEL (1-5) ~ B. OTHER PERSONNEL (SHOW NUMBERS IN BRACKETS) 1( 2. ( 3.( ( CAL 12 LL2_ ! IZ- 12 ACAD.i SUMR. TI FUNDS REQUESTED FROM NSF S 54. UU 25,469 II NON-FEDERAL MATCHING FUNDS s I248 16.236 TOTAL PROJECT COSTS $ 12,448 16,236 ___ 5.4,121 50,938 ) POST DOCTORAL ASSOCIATES_______________________________ ) OTHER PROFESSIONALS (TECHNICIAN. PROGRAMMER. ETC.) ) GRADUATE STUDENTS________________________________________ ) UNDERGRADUATE STUDENTS\" 5. ( 1 ) SECRETARIAL - CLERICAL 6. ( 1 ) OTHER Instructional Aide TOTAL SAL-ARIES AND WAGES (AuB)_________________________________________________ __ C. FRINGE BENEFITS (IF CHARGED AS DIRECT COSTS)______________________________________ _ TOTAL SALARIES. WAGES AND FRINGE BENEFITS (A-rB-rC)________________________________ D. PERMANENT EQUIPMENT (LIST ITEM AND DOLLAR AMOUNT FOR EACH ITEM EXCEEDING SIOOO)\ntotal PERMANENT EQUIPMENT 1. DOMESTIC (INCL. CANADA AND U.S. POSSESSIONS) 2. FOREIGN____________________________________________ f. PARTICIPANT SUPPORT COSTS a. K-12 (Students) b. K-12 (Teachers) c. Undergraduate^ d. Graduate e. Faculty #8.144 #X2 84 It______ Slipend T ravel s 63,936 s sIJA,284 s J,5D0 S, s. s. S. S. S. Subsist. $_____ s9,072 s_____ s_____ s I I Other .9171,574 s.l3,405 $_____ s_____ s 79,5901 - - - - - - - - - - - - 1 54,1 S3 12% 743 1 I I 19.484 I 10,612 I 109,6861 30,711.] 140,397 I 54,153 15-462 69,315 '.X ' 4750? 5. 19,484 10.612 45,872 209,712 47W (9,374 ) TOTAL PARTICIPANT COSTS G. OTHER DIRECT COSTS_________________ 1. materials AND SUPPLIES_______ 2. PUBLICATION COSTS/PAGE CHARSES 3. CONSULTANT SERVICES______________ 4. COMPUTER (ADPE) SERVICES________  5 SUBCONTRACTS______________________ s. other__________________________ total other direct COSTS H. total DIRECT COSTS (A THROUGH G) 1. INDIRECT COSTS (SPECIFY) total iriDlRECT COSTS_____________ J total direct and INDIRECT COSTS (H I)_______________________________________________ K RESIDUAL FUNOS (IF FOR FURTHER SUPPORT OF CURRENT PROJECTS SEE GPM 252 AND 253) L AMOUfjT OF THIS REQUEST (J) OR (J MINUS K) PFPD TYPSO name \u0026amp; SIGNATURE J_ps1ie Carnine INST R = p TYPED NAME \u0026amp; SIGNATURE NSF Form 1030HRD (9/94) 460,271 i 81,500 I T 2,400 II 36,958 I 2.4Qf I 39,358 7 644,034 I 150,815 52.875 I________ 696,909 I 150,815 I 3g,35r 794,fi4\u0026lt; 52.87\n842.7Z^ DATE 10/14/97 DATE s696,909 I ^150.815 8.42, _________ FOR NSF USE ONLY________ indirect cost RATE VERIFICATION Date Checked Dale ol Rale Sheet imiiaJsDG*.^- P'OC SIGNATURES REQUIRED ONLY FOR REVISED BUDGET (GPM il BUDGET JUSTIFICATION A, Senior Personnel Primary Investigator for the LRPMSA will be the LRSD Superintendent. His 1. ri Uliai y II ivcouyai'Ji ...........................- --------------. participation in the program will be entirely as in-kind matching. The value or tnis match is projected at 10% FTE, or $11,500 per year. Grant Funds Local Match Year 1 Year 2 Year 3  Year 4 Year 5 0 0 0 0 0 5-Year Total $0 11,500 11,730 11,965 12,204 12,448 $59,847 2. Co-Primary Investigator will be the LRSD Supervisor of Math and Science. His participation in the program will be entirely as in-kind matching. The value of this match is projected as 25% FTE or $15,000 per year. Grant Funds Local Match Year 1 Year 2 Year 3 , Year 4 Year 5 0 0 0 0 0 5-Year Total $0 15,000 15,300 15,606 15,918 16,236 $78,060 3 A Project Director will be hired. The Job Description for this position is included in \" the Aopendix and scheduled to be compensated at $50,000 in Year 1 with an ' ....  .t_ ________-1. fr\\r fhic nnc annual 2% cost of living increase for the program duration. Salary for this position is indicated below. Year 1 Year 2 Year 3 Year 4 Year 5_____ 5-Year Total Grant Funds 50,000 51,000 52,020 53,060 54,121 $260,201 Local Match 0 0 0 0 0 0 224. The services of a Program Evaluator will be compensated at $48,000 per year with an annual 2% cost of living increase for the program duration. In Year 1, the Evaluator will serve at 25% FTE and at 100% FTE in Years 2-5. Funding for the Evalutor will be provided by grant funds in Year 1 and be matched by 50% in Years 2-5 Year 1 Year 2 Year 3 Year 4  Year 5_____ 5-Year Total Grant Funds______ 12,000 24,000 24,480 24,970 25,469 $110,919 Local Match 0 24,000 24,480 24,970 25,469 $98,919 B. Other Personnel 1. An secretary/clerical position will be provided by grant funds and scheduled to be compensated at $18,000 in Year 1 with an annual 2% cost of living increase for the program duration. Salary for this position is indicated below: Year 1, Year 2 Year 3 Year 4 Grant Funds 18,000 18,360 18,727 19,102 Years 19,484 5-Year Total 93,673 Local Match 0 0 0 0 0 0 2. An Instructional Aide will assist with the implementation of standards based curriculum modules. The aide will refurbish STC and other kits as they are rotated among the schools. Beginning in Year 2, the aide will be 100% FTE, compensated at $10,000 wiith an annual 2% cost of living increase for the program duration. Salary for this position is indicated below: Year 1 Year 2 Year 3 Year 4 Year 5 5-Year Total Grant Funds 0 10,000 10,200 10,404 10,612 1 41,216 Local Match 0 0 0 0 0 0 23C. Fringe Benefits - Determined at 28% Fringe on Grant Funds Year 1 Year 2 Year 3 Year 4 Year 5 Total Fringe Program Director Evaluator Secretary Instructional Aide Total Fringe Salary Fringe 50,000 14,000 12,000 3,360 18,000 5,040 0 ____ 0 22,400 Salary Fringe 51,000 14,280 24,000 6,720 18,360 5,141 10,000 2,800 28,941 Salary Fringe 52,020 14,565 24,480 6,854 18,727 5,244 10,200 2,856 29,519 Salary Fringe 53,060 14,856 24,970 6,992 19,102 5,349 10,404 2,913 30,110 Salary Fringe 54,121 15,153 25,469 7,131 19,484 5,456 10,612 2,971 30,711 72,854 31,057 26,230 41,216 11,540 141,681 Fringe on Matching Funds Primary Investigator Co-Primary Investigator Evaluator Total Fringe Year 1 Salary Fringe 11,500 3,220 15, 000 4,200 0 ____0 7,420 Year 2 Salary Fringe 11,730 3,284 15,300 4,284 24,000 6,720 14,288 Year 3 Salary Fringe 11,965 3,350 15,606 4,370 24,480 6,854 14,574 Year 4 Salary Fringe 12,204 3,417 15,918 4,457 24,970 6,992 14,866 Year 5 Salary Fringe 12,448 3,485 16,236 4,546 25,469 7,131 15,162 Total Fringe 16,756 21,857 27,697 66,310 D. Permanent Equipment . Year 1 $8,000 Match - 2 sets of office furniture\ncomputer, pnnter, desk, etc. @ $4,000 Year 2- 5 0 E Travel Total travel per year: $4,008 5-Year total travel\n$20,040  PI to NSF Director's meeting twice annually 2 trips @ $576 = $1,152 Air fare, cabs Per diem\n2 days @ $38 Lodging  Three people (program 350 76 150 director and two trainers) to annual .national science or national math conventions. 3 persons @ $952 = $2,856 Air fare, cabs Per diem: 4 days @ $38 Lodging: 3 days @ $150 350 152 450 24 F. Participant Support Summary of Intervention Activities - Grant Funded 1. Standards Based Curricula 2. Junior Teams*________ _ 3. Revise Math Curriculum 4. Extended Year Algebra I 5. AP Exams_____________ 6. New Teacher Training 7. Vertical Teams_________ 8. Vital Link______________ 9. Crusades Reunion______ 10. Crusades Training______ Year 1 _____g0 0 11  Family Math/Science 38,368 15,000 4,128 10,350 6,300 _____ 0 _____ 0 2,916 Year 2 219,729 ______0_ 0 76,736 21,250 4,252 ______ 0_ 6,444 13,110 127,840 2,916 Year 3 236,316 ______0_ ______ 76,736 20,625 4,380 ______ 6,592 16,388 127,840 2,916 Year 4 229,344 0 0 76,736 16,875 4,511 ______ 0 6,745 20,484 127,840 2,916 Year 5 147,054 0 0 76,736 10,000 4,646 0 6,902 25,605 127,840 2,916 Total 832,443 0 0 345,312 83,750 21,917 10,350 32,983 75,587 511,360 14,580 -------------------------------- 0 58.572 5588,,557722 5588,5,57722 0588.,05/722 234,288 Total 77,062 530,849 550,365 | 544,023 460,271 2?l6j  Junior Teams is represented as a subcontract with UALR and included in budget section G5. 12. SECME 2,162,570 Summary of Intervention Activities - Local F4atch Funded 1. Standards Based Curricula 2. Junior Teams____________ 3. Revise Math Curriculum 4. Extended Year Algebra I 5. AP Exams__________ __ 6. New.Teacher Training 7. Vertical Teams__________ 8. Vital Link_______________ 9. Crusades Reunion______ 10. Crusades Training______ 11. Family Math/Scignce 12. SECME____________ ___ I Total Year 1 ______g_ ______o_ 4,725 ______ g_ ______ 0_ 0 0 ______ g_ 0 165,840 _____ g ______ g 170,565 Year 2 ______0_ ______g_ ______ o_ ______ o_ ______ g_ ______ o_ 0 ______ g_ 0 38,000 ______ 0 ______ 0 38,000 Year 3 ______0_ 0 o ______ 0_ 6,875 ______ 0_ ______ 0_ ______ 0 ______ 0 38,000 ______ 0 4,500 49,375 Year 4 _____g_ ______ _____g_ 16,875 _____ g_ _____ g. ______ 0 0 38,000 _____ g 9,000 63,875 Year 5 0 ______g_ 0 0 30,000 ______g_ 0 0 ______ 0 38,000 0 13,500 81,500 Total C 0 4,725 C 53,750 C c c c 317,84C C 27,00C 403,315 Summary of Participant Support Costs Year 1 Year 2 Year 3 Year 4 Year5 Totals # 468 10,235 11,382 12,317 9,428 43,830 stipend 129,327 178,443 179,450 180,336 178,220 845,776 travel 1,500 19,500 19,500 19,500 19,500 79,500 25 per diem 0 9,072 9,072 9,072 9,072 36,288 other 116,800 361,834 391,718 398,990 334,979 1,604,321 Total 247,627 568,849 599,740 607,898 541,771 2,565,885 F. Participant Support (continued) Year 1 Intervention Activities______ 1, Standards Based Curricula 2. Junior Teams__________ _ 3. Revise Math Curriculum 4. ExTended Year Algebra I 5. AP Exams_________ _ 6, New Teacher Training 7, Vertical Teams_________ 8. Vital Link______- _____ 9. Crusades Reunion______ 10. Crusades Training______ 11. Family Math/Science 12. SECME____________ Total Grant Funds 0 0 0 38,368 15,000 4,128 10,350 6,300 0 0 2,916 0 77,062 Match 0 0 4,725 0 0 0 0 0 0 165,840 0 0 170,565 Total 0 0 4,725 38,368 15,000 4,128 10,350 6,300 0 165,840 2,916 0 247,627 al. K-12 students aZ bl. K-12 teacher bZ b3. b4. b5. b6. b7. ______ . 'Totals # 124 190 15 8 24 16 11 68 12 468 stipend 31,968 ______ 0_ 4,725 6,400 4,128 10,350 4,800 65,840 1,116 129,327 travel 0 ___ 0_ ___ 0_ ___ 0_ ___ 0 0 1,500 0 ___ 0 1,500 per diem 0 0 _______0 _______0 _______0 _______0 _______0 0 _______ 0 0 other 15,000 0 0 0 0 0 100,000 1,800 116,800 Total 31,968 15,000 4,725 6,400 4,128 10,350 6,300 165,840 2,916 247,627 0 - al. Extended Year Algebra I 2-week academy, in August before school begins. 8 academies to be conducted with 15 students per site. 120 students @ $100 stipend = $12,000 24 Student coaches at academies: 3 per site x 8 sites @ $400 = $9,600  after school: 2hrs/wk x 36 weeks x 3 per site x 8 sites @ $6 = $10,368 a2. AP Exams , Payment for AP exam fees for students enrolled in Title 1 or free/reduced lunch programs. District average 40% Title I enrollment. AP exam fee of $79. 475 AP students x 40% = 190 students x $79 = $15,000 26 b1. Revise Math Curriculum: , . 15-member teacher committee will work 5 days on curriculum revision. Teacher substitute costs @ $43/day 15 x 5 X $43 = 3,225 Printing costs = 1,500 $4,725 (Local Match) b2. Extended Year Algebra I 2-week academy in August before school begins, 8 academies to be conducted. Teacher stipend of $800 for 2 days inservice, 2 weeks instruction, program supervision and coordination of student coaches 1 person x 8 sites @ $800 = $6,400 b3. New Teacher Training ___ 24 new math and science teachers will attend 4 workshops per year. Stipends for substitute teachers is $43/day and will increase at 3% annually in Years 2-5. 24 teachers x 4 workshops @ $43 = $4,128 Year 2 Year 3 Year 4 Year 5 4,252 4,380 4,511 4,646 18 teachers will attend a 2-day conference to learn concepts of Vertical Teams. Teachers will be two participants each (one math and one science teacher) from five high school (and one participant from each eight junior high schools.   175 2-day conference registration: Airfare\nHotel (double occupancy) Food: 300 50 50 $575 per person x 18 persons = $10,350 Placement of teachers (along with students) at local businesses with specialties in math and science. Teachers will have 1 day of Vital Link training and 5 days of Vital Link stipend with include 3% annual cost of living increase in Years 2-5. programming. Program 1 supervisor teacher\n10 days @ $120 = 10 teachers x 6 days @ $69 - Travel\nYear 1 Year 2 Year 3 Year 4 Year 5 Years 1-5: 1,200 3,600 4,800 4,944 5,092 5,245 5,402 2 buses X 20 days @ $37.50 = $1,500 annually 27b6. Crusades Training Year 1 Year 2-5 Grant 0 127,840 Match 165,840 38,000 Tuition E'quipment instructors Science or Math Crusade: 20 teachers @ $424.50 K-4 Crusade: 2 classes of 20 teachers = 40 teachers @ $849_____________ ___________ Science or Math Crusade:20 teachers @ 2,500 K-4 Crusade: 2 classes of 20 teachers = 40 teachers @ $1,250_______ ___________ _______ Science or Math Crusade: 2 instructors @ $1,800 K-4 Crusade: 6 instructors @ $3,300___________ Total 8,480 33,960 50,000 50,000 3,600 19,800 I 165,840 Grant 7,480 29,960 30,000 37,000 3,600 19,800 Match 1,000 4,000 20,000 13,000 0 i 0 ! |127,840 38,000 I b7. Family Math/Science Program at 6 schools, 2 teachers at each site. Supplies/refreshments: 6 sites x @ $300 = Stipends: 6 sites x 2 coordinators @ $50 = Teacher training: 6 sites x 2 substitutes @ $43 = Total 1,800 600 516 $2,916 28 F. Participant Support (continued) Year 2 Intervention Activities______ 1. Standards Based Curricula 2. Junior Teams___________ 3. Revise Math Curriculum 4. Extended Year Algebra I 5. AP Exams_________' 6. New Teacher Training 7. Vertical Teams - _____ 8. Vital Link______________ 9. Crusades Reunion______ 10. Crusades Training______ 11. Family Math/Science 12. SECME _____________ Total Grant Funds 219,729 0 0 76,736 21,250 4,252 0 6,444 13,110 127,840 2,916 58,572 530,849 Match 0 0 0 0 0 0 0 0 0 38,000 0 0 38,000 Total 219,729 0 0 76,736 21,250 4,252 0 6,444 13,110 165,840 2,916 . 58,572 568,849 al. K-12 students a2_____________ a3._____________ a4 __________ a5.____________ bl. K-12 teachers b2.____________ b3.. -________ b4.____________ b5.____________ b6.____________ b7.____________ b8. Totals # 1,975 4,100 2,500 288 269 769 ___ 16. ___ ___ 11_ 185 68 ___ 12 ___ 18 10,235 stipend 0 0 _____ P_ 63,936 _____ g. 16,555 12,800 4,252 4,944 ______ 0 65,840 1,116 9,000 178,443 travel 0 0 0 0 ____ 0_ ____ 0 ____ 0 ____ 0 1,500 0 0 0 18,000 19,500 per diem 00 0 0 0 0 0 00 0 0 0 9,072 9,072 other 78,514 54,120 70,540 0 21,250 0 0 0 0 13,110 100,000 1,800 22,500 361,834 Total 78,514 54,120 70,540 63,936 21,250 16,555 12,800 4,252 6,444 13,110 165,840 2,916 58,572 568,849 al. Standards Based Curricula - CMP Modules for all O* grade classrooms: $78,514.15 Modules: 79 classrooms @ $243.85 = $19,264.15 Books: 79 classrooms x 25 students @ $30 = $59,250 a2. Standards Based Curricula - TERC \"Investigations Curriculum for half of all 4'* and 5* -grades: $54,120 82 4\" grade classrooms @ $340 = $27,880 82 5\"' grade classrooms @ $320 = $26,240 164 rooms x 25 students per classroom = 4,100 students 29 a3. Standards based Curricula - Science and Technology for Children (STC) kits\n$70 540 1 kit per grade level per year. 25 copies to be rotated among schools @ S2,630 = $65,740 Refurbishment of kits = $4,800 100 rooms x 25 students per classroom = 2,500 students a4. ^'^^^week'acaderny in August before school begins. 8 academies to be conducted with 30  students each. ^40 students @ $100 stipend = $24,000 ^znn-iq9nn 48 Student coaches at academies\n6 per site x 8 sites @ $400 - $19,200 after school\n2hrs/wk x u 36 weeks x 6 per site x 8 sites @ $6 - $20,736 Payment for AP exam fees for students enrolled in Title 1 or free/reduced lunch programs. 7 _________ . . A ________C7Q District average 40% Title I enrollment. AP exam fee of $79. 672 AP students x 40% = 269 students x $79 = $21,250 b1. Standards Based Curricula Substitute teachers needed\n385 half-day subs @ $43 = $16,555 Training Topic CMP TERC STC # Teachers 79 164 526 769 total teachers trained b2. Extended Year Algebra I 2-week academy in August before school begins. 8 academies to be conducted. Teacher stipend of $800 for 2 days inservice, 2 weeks instruction, program supervision and coordination of student coaches 16 persons {27site) x 8 sites @ $800 = $12,800 b3. New Teacher Training - 24 new math and science teachers will attend 4 workshops per year. Stipends for substitute teachers is $43/day and will increase at 3% annually in Years 2-5. See payment schedule in Year 1, b3. b4. Vital Link See Year 1, b.5 30b5. Crusades Reunion Saturday program, projected attendance by approximately 55-60% of invited Crusades alumni. K-4 Crusades\n100 persons x $35 (big books) = Math Crusades\n50 persons x $100 (Tl-83 calculators) = Science Crusades: 35 persons x $100 (equipment) = Lunch: 185 persons @ $6 =_________ _______________ Years 3-5 25% annual increase Year 2 total Year 3 Year 4 Year 5 3,500 5,000 3,500 1,110 $13,110 -185 teachers $16,388 - $20,484 - $25,605 - 231  289 361  b6. Crusade Training See Year 1, b6. b7. Family Math/Science See Year 1, b7. b8. SECME Stipend Travel Subsistence Other (supplies) 18 teachers (2 each at 9 schools) @ $50 18 teachers @ $350 (airfare)__________ 18 teachers x 13 nights $50 (hotel)_____ 18 teachers x 14 days @ $36_________ 9 schools @ $2,500 Total 9,000 6,300 11,700 9,072 22,500 58,572 SECME participation and costs will increase in Years 3-4 with the addition of 9 new schools each year. Local match will begin in Year 3 to provide on-going supplies/materials to schools that have received initial grant-funded training. On-going supplies are figured at  $500 per school. # schools # teachers Grant funds Year 1 Year 2 Year 3 Year 4 Year 5 0 9 18 27 36 0 18 36 54 72 _____0 58,572 58,572 58,572 58,572 Schools with ongoing SECME 0 0 9 18 27 Match 0 0 4,500 9,000 13,500 31 Total 0 58,572 63,072 67,572 72,072 F. Participant Support (continued) Year 3 Intervention Activities______ 1. Standards Based Curricula 2. Junior Teams___________ 3. Revise Math Curriculum 4. Extended Year Algebra I 5. AP Exams______________ 6. New Teacher Training 7, Vertical Teams_____  8. Vital Link______________ 9. Crusades Reunion______ 10. Crusades Training______ 11  Family Math/Science 12. SECME ____________ Total Grant Funds 236,316 0 0 76,736 20,625 4,380 0 6,592 16,388 127,840 2,916 58,572 550,365 Match 0 0 0 0 6,875 0 0 0 0 38,000 0 4,500 49,375 Total 236,316 0 0 76,736 27,500 4,380 0 6,592 16,388 165,840 2,916 63,072 599,740 al. K-12 students a2.____________ a3.____________ a4. a.5____________ bl. K-12 teacher _bZ____________ b3.____________ b4.____________ b5.____________ b6... ~________ b7.____________ b8. _____ Totals #___ 720 6,325 2,500 288 348 803 16 ___ ___ 1J_ 231 68 ___ 1^ ___ 36 11,382 stipend ______0_ ______ 0_ 0 63,936 0 17,286 12,800 4,380 5,092 ______ 0 65,840 1,116 9,000 179,450 travel ___ g_ ____ 0_ 0 0 0 0 0 ____ 0 1,500 ____ 0 0 0 18,000 19,500 per diem 0 0 0 _______0_ 0 0 0 0 0 0 0 0 9,072 9,072 other 58,420 85,270 - 75,340 0 27,500 _____ g_ 0 0 0 16,388 100,000 1,800 27,000* 391,718 Total 58,420 85,270 75,340 63,936 27,500 17,286 12,800 4,380 6,592 16,388 165,840 2,916 63,072 [ 599,740 al. Standards Based Curricula - CMP Modules for all 7*' grade classrooms: $58,420.32 Modules: 24 classrooms @ $1,534.18 = $36,820.32 Books: 24 classrooms x 30 students @ $30 = $21,600 24 rooms x 25 students per classroom = 720 students a2. Standards Based Curricula - TERC Investigations\" Curriculum for remaining half of all 4'*\" and 5\" grades and half of all 3\" grades: $85,270 - 82 4'*' grade classrooms @ $340 = $27,880 82 5* grade classrooms $320 = $26,240 89 3\" grade classrooms @ $350 = $31,150 253 rooms x 25 students per classroom = 6,325 students 32 a3. Standards based Curricula - Science and Technology for Children (STC) kits: $75,340 kit per grade level per year. 25 copies to be rotated among schools @ $2,630 = $65,740 Refurbishment of 1*' kits = $4,800 Refurbishment of 2\"'* kits = $4,800 100 rooms x 25 students per classroom = 2,500 students a4. Extended Year Algebra I ''2-week academy in August before school begins. 8 academies to be conducted with 30 students each. 240 students @ $100 stipend = $24,000 48 Student coaches at academies: 6 per site x 8 sites @ $400 = $19,200 after school: 2hrs/wk x 36 weeks x 6 per site x 8 sites @ $6 = $20,736 (I a5. AP Exams Payment for AP exam fees for students enrolled in Title I or free/reduced lunch programs. District average 40% Title I enrollment. AP exam fee of $79. 890 AP students x 40% = 348 students x $79 = $27,500 Grant share: 75% = $20,625 Local match : 25% = $6,875 bl. Standards Based Curricula Substitute teachers needed: 402 half-day subs @ $43 = $17,286 Training Topic CMP TERC STC # Teachers 24 253 526 803 total teachers trained b2. Extended Year Algebra I . - 2-week academy in August before school begins. 8 academies to be conducted. Teacher stipend of $800 for 2 days inservice, 2 weeks instruction, program supervision and coordination of student coaches 16 (2/sites) x 8 sites @ $800 = $12,800 b3. New Teacher Training 24 new math and science teachers will attend 4 workshops per year. Stipends for substitute teachers is $43/day and will increase at 3% annually in Years 2-5. See payment schedule in Year 1, b3. b4. Vital Link See Year 1, b.5 b5. Crusades Reunion See Year 2, b5. b6. Crusades Training See Year 1 b6. 33Ui b7. Family Math/Science See Year 1. b7. b8. SECME See Year 2, b8. 34 F. Participant Support (continued) Year 4 Intervention Activities______ 1  Standards Based Curricula 2. Junior Teams___________ 3. Reytse Math Curriculum 4, Extended Year Algebra I 5. AP Exams______________ 6. New Teacher Training 7. Vertical Teams_________ 8, Vital Link______ \"_______ 9, Crusades Reunion______ 10. Crusades Training_______ 11. Family Math/Science 12. SECME _____________ Total Grant Funds 229,344 0 0 76,736 16,875 4,511 0 6,745 20,484 127,840 2,916 58,572 544,023 Match 0 0 0 0 16,875 0 0 0 0 38,000 0 9,000 63,875 Total 229,344 0 0 76,736 33,750 4,511 0 6,745 20,484 165,840 2,916 67,572 607,898 al. K-12 students a2.____________ a3.____________ a4.____________ a5.____________ bl. K-12 teacher b2.____________ b3. ________ b4.- __________ b5.____________ b6.____________ b7.____________ b8. # 720 7,075 2,500 288 427 833 16 ___ ___ 11_ 289 ___ 68 ___ 12 54 stipend ______ 0_ ______ 0_ _____ g_ 63,936 _____ q_ 17,888 12,800 4,511 5,245 ______ 0 65,840 1,116 9,000 travel Totals 12,317 I 180,336 ____ 0_ ___ q_ ____ 0_ ___ g_ 0 0 00 1,500 0 0 ____ 0 18,000 19,500 per diem 0 0 0 0 0 0 0 0 0 0 0 0 9,072 9,072 other 53,532 77,784 80,140 0 33,750 0 0 0 0 20,484 100,000 1,800 31,500 398,990 Total 53,532 77,784 80,140 63,936 33,750 17,888 12,800 4,511 6,745 20,484 165,840 2,916 67,572 607,898 al. Standards Based Curricula - CMP Modules for all 8\"' grade classrooms: $53,532 Modules\n24 classrooms @ $1,330.50 = $31,932 Books\n24 classrooms x 30 students @ $30 = $21,600 a2. Standards Based Curricula - TERC Investigations Curriculum for remaining half of all 3' grades and half of all T' and 2\"^ grades: $77,784 89 3^ grade classrooms @ $350 = $31,150 101 1 grade classrooms @ S226 = $22,826 93 2\"^ grade classrooms @ $256 = $23,808 283 rooms x 25 students per classroom = 7,075 students 35 a3. Standards based Curricula - Science and Technology for Children (STC) kits: $80,140 3\"* kit per grade level per year. 25 copies to be rotated among schools @ $2,630 - $65,740 Refurbishment of 1*' kits = $4,800 Refurbishment of 2\"'* kits = $4,800 .. Refurbishment of S'\"* kits = $4,800  100 rooms x 25 students per classroom = 2,500 students a4. Extended Year Algebra I 2-week academy in August before school begins. 8 academies to be conducted with 30 students each. 240 students- $100 stipend = $24,000 48 Student coaches at academies: 6 per site x 8 sites @$400 -$19,200 after school\n2hrs/wk x 36 weeks x 6 per site x 8 sites @ $6 = $20,736 u a5. AP Exams Payment for AP exam fees for students enrolled in Title I or free/reduced lunch programs. District average 40% Title I enrollment. AP exam fee of $79. 1,067 AP students x 40% = 427 students x $79 = $33,750 Grant share\n50% = $16,875 Local match: 50% = $16,875 b1. Standards Based Curricula Substitute teachers needed: 416 half-day subs @ $43 = $17,888 Training Topic CMP TERC STC # Teachers 24 283 526 833 total teachers trained bZ? Extended Year Algebra I 2-week academy in August before school begins. 8 academies to be conducted. Teacher stipend of $800 for 2 days inservice, 2 weeks instruction, program supervision and coordination of student coaches 16'(2/sites) X 8 sites @ $800 = $12,800 b3. New Teacher Training 24 new math and science teachers will attend 4 workshops per year. Stipends for substitute teachers is $43/day and will increase at 3% annually in Years 2-5. See payment schedule in Year 1, b3. b4. Vital Link See Year 1, b.5 b5. Crusades Reunion See Year 2, b5. 36b6. Crusades Training See Year 1. b6. b7. Family Math/Science See Year 1, b7. b8. SECME ._See Year 2, b8. 37 F. Participant Support (continued) Year 5 Intervention Activities______ 1, Standards Based Curricula 2. JuniorTeams___________ 3. Revise Math Curriculum 4, Extended Year Algebra I 5, AP Exams______________ 6. New Teacher Training 7. Vertical Teams__________ 8. Vital Link______ \" _____ 9. Crusades Reunion______ 10. Crusades Training_______ 11, Family Math/Science 12. SECME_______________ Total Grant Funds 147,054 0 0 76,736 10,000 4,646 0 6,902 25,605 127,840 2,916 58,572 460,271 Match 0 0 0 0 30,000 0 0 0 0 38,000 0 13,500 81,500 Total 147,054 0 0 76,736 40,000  4,646 0 6,902 25,605 165,840 2,916 72,072 541,771 al, K-12 students a2.____________ a3.____________ a4.____________ bl. K-12 teacher b2.____________ b3.____________ b4.____________ b5. ________ b6.- __________ b7.____________ b8. _____ Totals # 4,850 2,500 288 506 720 ___ 16. ___ 11 361 ___ 68 ___ 12 ___ 72 9,428 stipend ______0_ ______0_ 63,936 0 15,480 12,800 4,646 5,402 ______ 0 65,840 1,116 9,000 178,220 travel 0 ___ g_ 0 0 0 ____ 0 0 1,500 ____ 0 0 ____ 0 18,000 19,500 per diem 0 00 0 0 0 0 0 00 0 9,072 9,072 other Total 46,634 ' 46,634 84,940 0 40,000 0 0 0 ______0 25,605 100,000 1,800 36,000 334,979 84,940 63,936 40,000 15,480 12,800 4,646 6,902 25,605 165,840 2,916 72,072 541,771 st al. Standards Based Curricula - TERC Investigations Curriculum for remaining half of all 1 and 2\"' grades\n$46,634 101 1' grade classrooms @ $226 = $22,826 93 2' grade classrooms @ $256 = $23,808 194 rooms x 25 students per classroom = 4,850 students a2. Standards based Curricula - Science and Technology for Children (STC) kits: $84,940 4'\" kit per grade level per year. 25 copies to be rotated among schools @ $2,630 = $65,740  - Refurbishment of 1*' kits = $4,800 Refurbishment of 2\" kits = $4,800 Refurbishment of 3\"^ kits = $4,800 Refurbishment of 4'* kits = $4,800 100 rooms x 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_1689","title":"Court filings concerning LRSD's revised desegregation and education plan, districts' supplement to past and pending claims against the state defendants, and ODM report, ''1997-98 Enrollment and Racial Balance in the Pulaski County School Districts''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1998-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Joshua Intervenors","Office of Desegregation Monitoring (Little Rock, Ark.)","Education--Arkansas","Education--Evaluation","Education--Finance","Educational law and legislation","Educational planning","Educational statistics","School management and organization","School integration","School enrollment","School improvement programs","School facilities","Student assistance programs"],"dcterms_title":["Court filings concerning LRSD's revised desegregation and education plan, districts' supplement to past and pending claims against the state defendants, and ODM report, ''1997-98 Enrollment and Racial Balance in the Pulaski County School Districts''"],"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/1689"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["judicial records"],"dcterms_extent":["111 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"District Court, order; District Court, joint motion of Little Rock School District (LRSD) and Joshua for approval of Little Rock School District's (LRSD's) revised desegregation and education plan; District Court, memorandum brief in support of joint motion of Little Rock School District (LRSD) and Joshua for approval of Little Rock School District's (LRSD's) revised desegregation and education plan; District Court, two orders; District Court, districts' supplement to past and pending claims against the state defendants; District Court, addendum to districts' supplement to past and pending claims against the state defendants; District Court, order; District Court, memorandum opinion and order; District Court, notice of filing, Office of Desegregation Monitoring report, ''1997-98 Enrollment and Racial Balance in the Pulaski County School Districts''; District Court, notice of filing, Arkansas Department of Education project management tool  The transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.  IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, * Plaintiff, * vs. * No. LR-C-82-866 * * FILED EA U.S. DISTRICT COURT STERN DISTRICT ARKANSAS JAN I 2 1998 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al., * RECEIVED Defendants, * * MRS. LORENE JOSHUA, et al. , * J.i\\i I } 3 1998 Intervenors, * * OFFICE OF KATHERINE KNIGHT, et al., * DESES.REGATICN MONITORlrJG Intervenors. * ORDER Before the Court is a motion filed by the Pulaski County Special School District - (\"PCSSD\") requesting that this Court grant summary judgment on the issue of the state funding formula. 1 The Arkansas Department of Education (\" ADE\") has responded to the PCSSD's motion.2 After carefully considering the motion and the response, this Court denies the PCSSD's motion for summary judgment on the issue of the state funding formula. Summary judgment is appropriate when \"the pleadings, depositions, answers to interrogatories, and admissions on file, together with the. affidavits, if any, show that there is no genuine issue as to any material- fact and that the moving party is entitled to a judgment as a matter of law.\" Fed. R. Civ. P. 56(c). This Court concludes that there are genuine issues of material fact in dispute regarding the state funding formula. 1 Docket No. 3042. 2 Docket No. 3051. 104 Previously, this Court entered Orders granting summary judgment on the issue of state funding for teacher retirement matching contributions, 3 granting summary judgment on the issue of health insurance, and denying summary judgment as to special education and loss funding. 4 Currently, several of these issues are on appeal to the Eighth Circuit Court of Appeals. The Eighth Circuit has yet to rule, and therefore, these issues remain unresolved. These unresolved issues relate to the issues raised by the PCSSD in its current motion for summary judgment pending before this Court. Furthermore, although not of record in this case, recent newspaper reports indicate that certain aspects of the funding formula are still being litigated in Arkansas state court. See Cynthia Howell, Lawyers Seek to Delay Trial in School Funding Suit, Arkansas Democrat Gazette, Jan. 8, 1998, at 2B. Because there are genuine issues of material fact in dispute regarding the state funding formula, this Court denies the PCSSD's current motion for summary judgment. IT IS SO ORDERED THIS ff\\._day of January 1998. 3 Docket No. 2930. 4 Docket No. 2968. ~ ~,4t.1 UNITED STA ~ISTRICTJ GE fHfS DOCUMENT ENTERED ON DOCk:ET SHEET IN COUPUANCE ~ RULE 5e ANOOA 7'9(8) FACP ON 1//t;;. ~ . IV  l/l1 :_ 2 MICHAEL E. GANS - Clerk of Court UNITED STATES COURT OF APPEALS FOR THE EIGHTH CIRCUIT U.S. COURT \u0026 CUSTOM HOUSE 1114 MARKET STREET ST. LOUIS, MISSOURI 63101 January 16, 1998 VOICE (314) 539-3600 ABBS (BOO) 652-8671 Is. wustt.edu/Sth.cir RECEIVED Mr. Jim McCormack Clerk U.S. DIS1RICT COURT, EASTERN ARKANSAS Room 402 600 W. Capitol Avenue Little Rock, AR 72201-3325 JAN 2 1 1998 OFFICE OF DESEGREGATION MONITORINQ Re : 96-2047EALR L.R. School Dist. vs. Servicemaster Manag. Dear Clerk: The mandate of this Court is enclosed together with a receipt. Will the clerk of the district court please sign, date and return the receipt to this office. w~~~rt.~ Michael E. Gans Clerk of Court led Enclosure( s) District Court Clerk-Re : Files _x_Enclosed please find : 1 vol. 1R {J)a-J.nor- ~~e_J\\ 'Wt/!(J,,:m,Jj;) ( LETIER FOR INFORMATIONAL PURPOSES ONLY) cc: Christopher John Heller Joseph Steven Mowery John C. Everett Samuel Arnold Perroni William Henry Trice III Richard Wilson Roachell John W. Walker Robert Pressman Norman J . Chachkin Philip K. Lyon M. Samuel Jones III Nelwyn Leone Davis Tim C. Humphries Office of Desegregation Monitor Horace Alvin Walker Perlesta Arthur Hollingsworth Kenneth G. Torrence Otis Henr y Storey District Court/Agency Case Number(s) : 82-CV -866 IN THE UNITED STATES DISTRICT ~Q~t l~Ti:llCT cfJRT EASTERN DISTRICT OF ARKANSAS 1 111 ~ D,S I RI T Ar- '\\, N~\u003clS WESTERN DIVISION JAN 2 1 1998 LITTLE ROCK SCHOOL DISTRICT J,%1~S WM CORMACK, Cl r:-r:i:\u003c B;:: PLAmTIFF O::? C~~ .~ v. LR-C-82-866 RECEIVED PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL JAN 2 3 1998 DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS OFFICE Of KATHERINE KNIGHT, ET AL DESEGREGATION MONITORING INTERVENORS JOINT MOTION OF LRSD AND JOSHUA FOR APPROVAL OF LRSD'S REVISED DESEGREGATION AND EDUCATION PLAN Plainti.,ff Little Rock School District (\"LRSD\") and the Joshua Intervenors (\"Joshua\") for their Joint Motion For Approval_ of - LRSD's Revised Desegregation and Education Plan state: 1. Joshua and LRSD move for tentative and, ultimately, fina l approval of LRSD's Revised Desegregation and Education Plan dated January 16, 1998 (attached hereto as Exhibit A). 2. On September 26, 1997, LRSD submitted and requested approval of LRSD's Revised Desegregation and Education Plan dated  September 18, 1997. Following submission, LRSD and Joshua engaged in extensive negotiations in an effort to develop a revised plan which both parties could support. Those negotiations resulted in LRSD's Revised Desegregation and Education Plan dated January 16, 1998 (\"January 16 Revised Plan\"). On that date, counsel for Joshua confirmed in writing Joshua's agreement to support approval of the January 16 Revised Plan. See Exhibit B. Also on that same date, the LRSD Board of Directors approved the Janua~y 16 Revised Plan and authorized submission of the plan to this Court for approval. 3. LRSD and Joshua stipulate to the following facts in support of this Motion: a. that the record in this case supports modification of LRSD's desegregation obligations; b. that the January 16 Revised Plan is an appropriate modification of LRSD's desegregation obligations; c. that the January 16 Revised Plan is constitutional, workable and fair to Joshua class members; and, d. that, if LRSD substantially complies with its obligations under the January 16 Revised Plan during its term and implements in good faith the programs, policies and procedures related thereto, LRSD will be unitary with regard to all aspects of school operations at the end of the 2000-01 school year. 4. As a part of the compromise and settlement between LRSD and Joshua, Joshua has agreed that they will request that the Court of Appeals for the Eighth circuit hold their two pending appeals in abeyance, and LRSD and Joshua have further agreed that they will attempt to resolve Joshua's past, present and future claims for attorneys' fees and costs by mediation. 5. LRSD and Joshua recognize that their compromise and settlement cannot be approved by this Court without notice to Joshua class members. ~ Fed. R. Civ. P. 23(e). Accordingly, LRSD and Joshua propose dissemination of the notice attached hereto as Exhibit c. This notice shall be published no less than thirty (30) days before a deadline established by this Court for Joshua 2 class members to submit written objections to approval of the January 16 Revised Plan. LRSD shall bear all costs associated with publication of the notice. LRSD shall cause the notice to be published in the Arkansas Democrat-Gazette; shall print and distribute copies of the notice to teachers; shall prominently post the notice at all. school; and shall cause the notice to be broadcast over the cable television channel controlled by LRSD. 6. In light of their agreement, LRSD and Joshua respectfully request that the hearing currently scheduled for the week of February 2, 1998 be cancelled.  7. LRSD and Joshua have prepared for the Court's consideration an Order (attached hereto) granting the relief sought in this Motion. WHEREFORE, LRSD and Joshua pray that this Court tentatively approve LRSD's Revised Desegregation and Education Plan dated January 16, 1997, pending the filing of objections filed by Joshua class members; that the notice attached hereto as Exhibit c be published at least thirty (30) days the deadline for Joshua class members to submit written objections; that the hearing currently scheduled for the week of February 2, 1998 be cancelled; and that this Court . finally approve LRSD's Revised Desegregation and Education Plan dated January 16, 1997 upon consideration of any objections filed by Joshua class members. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT THE JOSHUA INTERVENORS 3 FRIDAY, ELDREDGE, CLARK First Commercial Bldg., Suite 2000 400 West Capitol Little Rock, AR 72201-3493 (501) 376-2011 BY: John W. Walker, P.A. 1723 s. Broadway Little Rock, AR 72201 (501) 374-3758 BY: CERTIFICATE OF SERVICE I certify that a copy of the foregoing has been served on the following pe?jes~ depositing a copy of same in the United states mail on this day of January, 1998. Mr. Sam Jones Wright, Lindsey \u0026 Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026 JONES, P.A. 425 w. Capitol, Suite 3400 Little Rock, AR 72201-3472 Mr. Richard Roachell Mr. Travis Creed Roachell Law Firm First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 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 323 Center Street 200 Tower Building Little Rock, AR 72201 General 4 SBC'l'IOII 1: Little Rock . School District Revised Desegregation and Education Plan January 16, 1998 Prior Agreements and Orders. 1.1. This Revised Desegregation and Education Plan (\"Revised Plan\") shall supersede and extinguish all prior agreements and orders in Little Rock School District v. Pulaski County Special School District, U.S.D.C. No. LR-C-82-866, and all consolidated cases related to the desegregation of the Little Rock School District (\"LRSD\") with the following exceptions: a. The Pulaski County School Desegregation Case Settlement Agreement as revised on September 2 8 , 1989 (\"Settlement Agreement\"); b. The Magnet School Stipulation dated February 27, 1987; c. Order dated September 3, 1986, pertaining to the Magnet Review Committee; d. The M-to-M Stipulation dated August 26, 1986; and, e. Orders of the district court and court of appeals interpreting or enforcing sections a. through d. above to the extent not inconsistent with this Revised Plan. 1. 2. This Revised Plan does not affect the Joshua Intervenors' (\"Joshua's\") right to enforce the Interdistrict Desegregation Plan with respect to the Pulaski County Special School District (\"PCSSD\") and the North Little ' Rock School District (\"NLRSD\"). 1.3. Although this Revised Plan supersedes the Interdistrict Desegregation Plan, LRSD expects to continue to work cooperatively with PCSSD and NLRSD in the areas addressed by the Interdistrict Desegregation Plan. \"i' EXHIBIT I A SBCTXOH 2: Obligations. 2.1. LRSD shall in good faith exercise its best efforts to comply with the Constitution, to remedy the effects of past discrimination by LRSD against African-American students, to ensure , that no person is discriminated against on the basis of race, color or ethnicity in the operation of LRSD and to provide an equal educational opportunity for all students attending LRSD schools. 2.1.1. LRSD shall retain a desegregation and/or education expert approved by Joshua to work with LRSD in the development of the programs, policies and procedures to be implemented in accordance with this Revised Plan and to assist LRSD in devising remedies to problems concerning desegregation or racial discrimination which adversely affect African-American students. 2. 2. LRSD shall implement programs, policies and/ or procedures designed to ensure that LRSD hires, assigns, utilizes and promotes qualified African-Americans in ' a fair and equitable manner. 2.2.1. LRSD shall maintain in place its current policies and practices relating to the recruitment of AfricanAmerican teachers which have allowed LRSD to maintain a teaching staff which is approximately one-third African-American. 2.2.2. LRSD shall implement programs, policies and/or procedures designed to increase the number of African-American media specialists, guidance counselors, early childhood teachers, primary grade teachers and secondary core subject teachers, including offering incentives for African-American teachers to obtain certification in these areas, and to assign those teachers 2 to the LRSD schools where the greatest disparity exists. 2,2.3. LRSD shall establish a uniform salary schedule for all positions within the district, including a salary range for director and associate and assistant superintendent positions, designed to provide compensation in accordance with qualifications and to minimize complaints of favoritism. 2.2.4. LRSD shall implement a policy for the centralized hiring and assignment of teachers by the LRSD Human Resources Department designed to provide an equitable distribution of teaching resources and to prevent nepotism and preselection by a school principal. 2.2.s. LRSD shall implement a policy of promotion from within which shall include procedures for notifying district employees of open positions. 2.2.6. LRSD shall implement programs, policies and/or procedures designed to ensure that the teaching staffs at all LRSD schools are substantially similar with regard to average years of experience and percentage of teachers with advanced degrees. 2.2.7. LRSD sha,l l negotiate with the Knight Intervenors to establish a procedure for the mandatory reassignment of teachers as necessary to enable LRSD to meet its obligations under Section 2.2 of this Revised Plan. 2.3. LRSD shall implement student assignment programs, policies and/or procedures designed to ensure the desegregation of LRSD schools to the extent practicable, including but not limited to Sections 3 and 4 of this Revised Plan. 3 2. 4. LRSD shall implement programs, policies and/or procedures designed to ensure that there is no racial discrimination in the referral and placement of students in special education or in other programs designed to meet special student needs. 2. 5. LRSD shall implement programs, policies and/ or procedures designed to ensure that there is no racial discrimination with regard to student discipline. 2.5.1. LRSD shall strictly adhere to the policies set forth in the Student Rights and Responsibilities Handbook to ensure that all students are disciplined in a fair and equitable manner. 2.5.2. LRSD shall purge students' discipline records after the fifth grade and eighth grade of all offenses, except weapons offenses, arson and robbery, unless LRSD finds that to do so would not be in the best interest of the student. 2.5.3. LRSD shall establish the position of \"ombudsman\" the job description for which shall include the following responsibilities: ensuring that students are aware of their rights pursuant to the Student Rights and Responsibilities Handbook, acting as an advocate on behalf of students involved in the discipline process, investigating parent and student complaints of race-based mistreatment and attempting to achieve equitable solutions. 2.5.4. LRSD shall work with students and their parents to develop behavior modification plans for students who exhibit frequent misbehavior. 2. 6. LRSD shall implement programs, policies and/ or procedures 4 . I designed to promote participation and to ensure that there are no barriers to participation by qualified African-Americans in extracurricular activities, advanced placement courses, honors and enriched courses and the gifted and talented program. 2.6.1. LRSD shall implement a training program during each of the next three years designed to assist teachers and counselors in identifying and encouraging African-American students to participate in honors and enriched courses and advanced placement courses. 2.6.2. LRSD shall implement programs to assist African-American students in being successful in honors and enriched courses and advanced placement courses. LRSD shall provide transportation to students otherwise eligible for transportation to school to allow those students to participate in after-school activities required for participation in an extra-curricular activity. 2. 7. LRSD shall implement programs, policies and/ or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan. 2. 7.1. LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of ( - 5 either modifying how the program is implemented or replacing the program. 2. 8. LRSD shall implement programs, policies and/ or procedures during each of the next three years designed to promote and encourage parental and community involvement and support in the operation of LRSD and the education of LRSD students. 2. 9. LRSD shall implement programs, policies and/ or procedures designed to ensure an equitable allocation and/or reallocation of financial, technological and educational resources to LRSD schools. 2. 9. 1. Within 60 days of the district court's approval of this Revised Plan, LRSD, after consultation with Joshua, will develop a process or standard for assessing the equitable allocation of resources. 2.9.2. Within 180 days of the district court's approval of this Revised Plan, LRSD shall report by school the results of its assessment of the allocation of resources. 2.10. LRSD shall implement programs, policies and/or procedures designed to ensure the equitable maintenance and repair of LRSD facilities. 2.11. LRSD shall implement programs, procedures designed to ensure that there discrimination in the services. provision of guidance policies and/or is no racial and counseling 2 .11. 1. Guidance counselors shall work with students in an effort to provide for more equity in academic honors, awards and scholarships. 6 2.12. LRSD shall implement programs, policies and/or procedures designed to ensure that every LRSD school provides its students a learning environment free from discrimination. 2 .12. 1. LRSD shall implement a training program through the United States Department of Justice, the Arkansas Department of Education and/or the National Conference of Christians and Jews in prejudice reduction and cultural sensitivity. 2.12.2. LRSD shall implement policies and procedures for investigating the cause of racial disparities in programs and activities and developing remedies where appropriate. 2.13. LRSD shall implement programs, policies and/or procedures designed to ensure LRSD substantially complies with its obligations  under this Revised Plan. 2.13.1 The LRSD Superintendent shall be responsible for overseeing LRSD's compliance with this Revised Plan in accordance Section 6. SECTION 3: Student Assignments. 3.1. Attendance Zones. While this Revised Plan does not require any sudden or drastic changes to the present student assignment plan, LRSD attendance zones may be redrawn in accordance with the following guidelines: 3.1.1. Satellite Zones. attendance zones where the impact LRSD may eliminate satellite would be to reduce the transportation burden on African-American students; 3. 1. 2. Neighborhood Schools. LRSD may assign students 7 to area1 elementary and junior high/middle schools based on reasonably compact and contiguous attendance zones drawn to create as many truly desegregated schools (from forty to sixty percent African-American) as reasonably practicable, except as provided in Section 3.1.3. below; 3.1.3. Exception. Where a reasonably compact and contiguous attendance zone will result in an elementary or junior high/middle school which is less than twenty percent AfricanAmerican, LRSD reserves the right to either: a. Draw the attendance zone at less than full capacity to allow for the voluntary transfer of African-American students to the school; or, b. Create one or more satellite attendance zones of primarily African-American students. If a satellite zone is established, it shall be of su'f ficient size to ensure substantial desegregation at the school. 3. 1.4. High Schools. LRSD may assign students to area high schools based on attendance zones drawn so that the percentage of African-American students at each high school shall be within plus or minus twenty percentage points from the percentage of African-American students for high schools as a whole and so that, to the extent practicable, a stable and predictable feeder pattern exists from LRSD junior high/middle schools. 3.2. Voluntary student Transfers. Beginning in the 1998-99 1The term \"area\" school shall refer to all LRSD schools except magnet and interdistrict schools. 8 school year, the following guidelines shall govern voluntary student transfers: 3.2.1. Desegregation Transfers. LRSD students whose race constitutes more than sixty percent of the population at their attendance zone school shall be permitted to transfer to another LRSD area school where their race constitutes le~s than forty percent of the student population subject to capacity limitations and to reasonable requirements established by LRSD; 3. 2. 2. Racial Isolation Transfer. LRSD students whose attendance zone school is a one race, African-American school (~ 90% African-American) shall be permitted to transfer to a racially balanced LRSD area school subject to capacity limitations and to reasonable requirements established by LRSD; 3.2.3. Magnet Program Transfer. LRSD students shall be permitted to transfer to another LRSD area school to participate in a designated magnet program subject to capacity limitations and to reasonable requirements established by LRSD; 3.2.4. Employees' ,Child Transfer. LRSD employees who reside in the LRSD may choose to have their children attend the same school or campus at which the employee works, not including Magnet schools, subject to capacity limitations and to reasonable requirements established by LRSD; 3. 2. 5. Special circumstances Transfer. Upon a showing of a special need arising out of circumstances unique to a particular student, a student may, at the sole discretion of LRSD, be permitted to transfer to another LRSD area school subject to 9 capacity limitations and to reasonable requirements established by LRSD; 3.2.6. outside students. LRSD schools shall be open to students who reside outside Pulaski County where the acceptance of the transfer will improve the racial balance of the district as a whole and of the school to which the student wishes to transfer and subject to capacity limitations and to reasonable requirements established by LRSD; and, 3.2.7. Transportation . LRSD shall provide transportation to voluntary transfer students with the following ,. exceptions: (i) employee's child transfers, (ii) special circumstances transfers, and (iii) transfers from outside Pulaski County. 3.3. Magnet Programs. The designated magnet programs at this time are the following: a. Rockefeller Early Childhood Program; b. King High Intensity Learning Program; c. Washington Math Science Program; d. Henderson Health Science Program; e. Dunbar International Studies/Gifted and Talented Program; ,. f. Central International Studies Program; and, g. McClellan Business Communications Program. LRSD reserves the right to modify or discontinue designated magnet programs and to establish new magnet programs. However, LRSD agrees that during the term of this Revised Plan it will not modify 10 or discontinue a magnet program which is successful. 3.4. Middle Schools. LR.SD shall establish a schedule for the orderly conversion of some or'all of its junior high schools to middle schools for grades six, seven and eight and move the ninth grade to high schools. As a part of this conversion, LRSD reserves the right to chan9e the grade level structure at all of its schools, including magnet schools. 3. 5. Ninth Grade Schools. Because of limited capacity at LRSD's high schools, it may be necessary as a part of the orderly conversion to middle schools to establish two or more schools composed entirely of ninth grade students. If so, LRSD shall assign students to the ninth grade schools based on attendance zones drawn so that the percentage of African-American students at each ninth grade school shall be within plus or minus ten percentage points from the district-wide percentage of ninth grade African-American students. 3.6. School Construction/Closing. LRSD shall construct at least two new area elementary schools, one in west Little Rock and one at the site of the former Stephens school. When the new Stephens Elementary opens, it shall receive additional funding as described in Section 5.5 of this Revised Plan and one or more of the schools identified in Section 5.5 will be closed. When a school identified in Section 5.5 is closed, LRSD shall exercise its best efforts to find a community or educational use for the property. Otherwise, LRSD sI+all not seek to close schools in African-American neighborhoods solely because of age or poor 11 maintenance except when a new school will be located in the same general area. 3.7. Modification Standard. During the term of this Revised Plan, LRSD shall not recommend modifications to attendance zones or grade level structure or the construction, enlargement or closing of a schools other than as provided in this Revised Plan unless: 3.7.1. Such action would further the goal of desegregating LRSD or eliminating the vestiges of discrimination to the extent practicable; or, past 3.7.2. The LRSD Board of Directors determines ( i) that the educational benefits expected from such action substantially outweigh any adverse effects of the proposed action, (ii) that no practical alternative to the proposed action exists which will accomplish the educational objective, and (iii) that to the extent practicable measures will be initiated to counteract any adverse affects of the proposed action. 3.8. Racial Balance. This Revised Plan recognizes that the ,. desegregation of LRSD to the extent practicable does not require that every LRSD school be racially balanced. Accordingly, nothing in this Revised Plan shall be construed as requiring a particular racial balance at every LRSD school or as obligating LRSD to recruit students to obtain a particular racial balance in every LRSD school. 3.9. Housing. LRSD and Joshua co:mmi t to promote housing desegregation within segregated neighborhoods. They pledge to work together and use their best efforts to dismantle, and prevent 12  recurrence of, segregated housing patterns. SBC'l'IO 4: Interdistrict schools. LRSD and PCSSD shall operate Interdistrict Schools in accordance with the following: 4.1. PCSSD Interdistrict Schools. PCSSD shall operate Baker Elementary, Clinton Elementary, Crystal Hill Elementary and any new elementary school constructed in Chenal Valley as Interdistrict Schools; 4. 2. LRSD Interdistrict Schools. LRSD shall operate King Elementary, Romine Elementary and Washington Elementary as Interdistrict Schools; 4. 3. Racial Composition. The ideal composition at interdistrict schools shall be as close to 50%-50% as possible with the majority race of the host district remaining the majority race at the Interdistrict School; 4.4. Reserved Seats. PCSSD shall reserve at least 200 seats at Clinton Elementary and up to 399 seats at Crystal Hill Elementary for interdistrict transfer students from LRSD; 4.5. Recruitment. LRSD and PCSSD agree to implement programs at Interdistrict Schools designed to attract interdistrict transfers and to work cooperatively to recruit interdistrict transfers to Interdistrict Schools; 4.6. Outside Students. Interdistrict Schools shall be open to students who reside outside Pulaski County where the acceptance of the transfer will assist the Interdistrict School in achieving its ideal racial composition; and, 13 4. 7. Transportation. Transportation shall be provided by the home district for interdistric, t transfers from Pulaski County to Interdistrict Schools. \u0026BCTIOB s: student Achievement. 5.1. Early Childhood Education. LRSD shall implement an early childhood education program which shall include a HIPPY program and a four year-old program with no less than 720 seats. LRSD contemplates that the four yearold classes will remain at their present sites or in the same general location. 5.2. Reading/Language Arts. 5.2.1. Primary Grades. LRSD shall implement at least the following strategies to improve the academic achievement of students in kindergarten through the third grade: a. Establish as a goal2 that by the completion of the third grade all students will be reading independently and show understanding of words on a page; b. Focus teaching efforts on reading/language arts instruction by teaching science and social studies content through _ reading/language arts and mathematics experiences; c. Promote thematic instruction; 2The identification of specific goals in this Revised Plan is not intended to create an obligation that LRSD shall have fully met the goal by the end of the plan's term. LRSD's failure to obtain any of the goals of this Revised Plan will not be considered a failure to comply with the plan if LRSD followed the strategies described in the plan and the policies, practices and procedures developed in accordance with the plan. 14 d. Identify clear objectives for student mastery of all three reading cueing systems (phonics, semantics and syntax) and of knowing-how-to-learn skills; e. Monitor the appropriateness of teaching/learning materials to achieving curricular objectives and the availability of such materials in all classrooms; f. Establish uninterrupted blocks of time for reading/language arts and mathematics instruction; g. Monitor student performance using appropriate assessment devices; h. Provide parents/guardians with better information about their child's academic achievement in order to help facilitate the academic development of the students; i. Provide pre-kindergarten, kindergarten and first grade learning readiness experiences for students who come to school without such experiences; j. Train teachers to manage successful learning for all students in diverse, mainstreamed classrooms; k. Use the third and/or fourth grade as a transition year from focused reading/language arts and mathematics instruction to a more traditional school day; and, 1. Provide opportunities for students to perform and display their academic training in a public setting. 5. 2. 2. Intermediate Grades. LRSD intends to implement at least the following strategies to improve the academic achievement of students in grades four through six: 15 ,. ,. a. Adopt as a goal that 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; b. Promote thematic instruction; c. Establish uninterrupted blocks of time for reading/language arts, mathematics, science and social studies instruction;  d. Monitor the appropriateness of teaching/learning materials to achieving curricular objectives and the availability of such materials in all classrooms; e. Monitor student performance using appropriate assessment devices; f. Provide parents/guardians with better information about their child's academic achievement in order to help facilitate the academic development of the students; g. Train teachers to manage successful learning for all  "},{"id":"loc_rosaparks_48768","title":"[Davis Theater of Performing Arts, Montgomery, Alabama during groundbreaking event for the Rosa Parks Library and Museum at Troy University] [graphic].","collection_id":"loc_rosaparks","collection_title":"Rosa Parks Papers","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Montgomery County, 32.22026, -86.20761","United States, Alabama, Montgomery County, Montgomery, 32.36681, -86.29997"],"dcterms_creator":null,"dc_date":["1998"],"dcterms_description":["Photograph shows the Davis Theatre with the marquee welcoming Rosa Parks and announcing the groundbreaking for the Rosa Parks Library and Museum on the campus of Troy State University (now Troy University), Troy, Alabama.","Title devised by Library staff."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":null,"dcterms_is_part_of":null,"dcterms_subject":["Theaters","Marquees"],"dcterms_title":["[Davis Theater of Performing Arts, Montgomery, Alabama during groundbreaking event for the Rosa Parks Library and Museum at Troy University] [graphic]."],"dcterms_type":["StillImage"],"dcterms_provenance":["Library of Congress"],"edm_is_shown_by":null,"edm_is_shown_at":["http://hdl.loc.gov/loc.pnp/ppmsca.48768"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Please contact holding institution for information regarding use and copyright status."],"dcterms_medium":["photographic printscolor1990-2000.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_961","title":"Discipline","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":["North Little Rock School District"],"dc_date":["1998/2011"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock (Ark.)--History--21st Century","School districts--Arkansas--North Little Rock","Education--Arkansas","School management and organization","School discipline","School attendance"],"dcterms_title":["Discipline"],"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/961"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nGUIDELINES FOR SATURDAY SCHOOL PURPOSE RECEIVED JUN 4 1998 OFFIOCFE DESEGREMGAOTNIIOTNO RING Saturday School is a disciplinary alternative to in-school detention hall and/or suspension. Nonviolent student misconduct can be assigned remediation through the Saturday School program. Saturday School provides building administrators a means through which students can be disciplined without losing time in regular class. Failure to attend Saturday School as assigned will result in further disciplinary action that will likely be a more severe punishment. While Saturday School was implemented as a secondary disciplinary option, students in elementary grades 4th-6th have occasionally been assigned if the program was a maturity-appropriate alternative for the student. LOCATION Saturday School will be located at the North Little Rock High School WestCampus, 22nd and Main Streets. This location is centrally located to serve students from across the district. Transportation to Saturday School is the responsibility of the family. Central Arkansas Transit bus routes from throughout the city stop at 22nd and Main Streets. TIMESIDATES Saturday School will begin at 8:00 a.m. and dismissed at 12:00 p.m. Students will not be dismissed early and students must be in attendance for the full morning to receive credit for attending. Should Friday classes be dismissed due to inclement weather, Saturday School will not meet. The program functions best when parents are involved in making the Saturday School assignment. Parents should be asked to bring their children to Saturday School, accompany them into the building, and sign them in at the check-in area. A list of Saturday School dates for 1996-97 is attached. STAFF Depending upon each Saturday's expected enrollment, staff will be assigned to supervise the students. On most dates, two staff members will be assigned to supervise 30 students. The work-day for Saturday School staff will be from 7:45 a.m. to 12:15 p.m. ASSIGNMENT OF STUDENTS Seating at Saturday School is limited to thirty (30) students. Anticipating past attendance patterns to continue in 1996-97, we will continue to assign 40 students each Saturday and expect approximately 30 students to attend. Because Saturday School will serve students from across the district, the following procedure will be used to assign students to Saturday School:  Call Carol Pierce or Margaret Ness at 771-8010 to reserve a seat. School Administrators may choose to fax (771-8001) the names of students who have been assigned to Saturday School. If the fax method is used, please fax the updated list daily. Be prepared to provide the following data: i. Student's name and ID i. Home School i. Misconduct code from the disciplinary referral form  Each Monday, Carol or Margaret will begin accepting assignments for the following Saturday. Limit assignments to Saturday School to maximum of three Saturday per semester for each student.  Each Monday, Carol or Margaret will process attendance records and inform each school that assigned students to the program as to the student's success or failure in the previous Saturday's program. SATURDAY SCHOOL INFORMATION FOR PARENTS RECEIVE JUN 4 1998 OfflCOEF DESEGREMGAOTNIIOTNO R! PURPOSE Saturday School provides a means through which students can be disciplined without losing time in class. Non-violent misconduct can be assigned remediation through the Saturday School program. LOCATION Saturday School will be conducted at the North Little Rock High School-West Campus Science Building located at 22nd and Main Streets. Saturday classes will meet in the Science Building on the southeast comer of the campus. Refer to the campus map on the back of this sheet. TIMES/DATES Saturday School will begin at 8:00 a.m. and dismissed at 12:00 p.m. Should Friday classes be dismissed because of inclement weather, Saturday School will not meet. EXPECTATIONSOFSTUDENTSANDPARENTS    The North Little Rock School District assumes no responsibility in providing transportation to Saturday School. Transportation to Saturday School is the responsibility of the student's family. Parents are required to accompany students to Saturday School and sign them in. Parents will be asked to provide Saturday telephone numbers where they can be reached in case of emergency or a disciplinary problem at Saturday School. Parents will not be required to sign students out at 12:00 p.m.\nhowever, students should be picked up no later than 12:15 p.m. so that the building can be cleared and secured. Students will be checked in beginning at 7:45 a.m. Students arriving after 8:00 a.m. will not be admitted. At Saturday School, students will focus on homework and other assignments from their home school. Students without books and assignments will be admitted to Saturday School. In addition to homework assignments, students will complete discipline response packets related to their misconduct at school and participate in class discussion on appropriate classroom behavior. Response packets will be forwarded to the student's home schools for review. Classroom rules used in Student Assignment Class (S.A.C.) will be followed in Saturday School. - - :::- .la. ~ ~ \"\"l' /IIAI,,./ S7'~b~T ti-, ~t N~ \u0026gt;\u0026lt; K - i I ,- t : :-- ~ ~ ~ ~ \" .. \"\" \\ I' n. ~ \"' \" \"' ~\n:i:, \"' ~ I \"'~ :t ~ ~ ~ I\nCA ' ~ \"\"\\ \"' 't. \"'~ I ' ,\nwAPt.-' ~ .. .... ~ -~ ~ ~ I'- n \"' ti C\\ I !. I' -\"' ,. (JI \"' ~ ~ ():I C, 1\n\"- -~ I~ [:%.~/ -,~:-, ~ 0\\ \"t7 I' //le. C: :--1 ~~AN\u0026amp;c \" l1/'. ,Q,C,.,, \"\" ::i.,. C\u0026gt; ,1//c:-:\"\"b t \"\"i \" l/~.:.-111a-~ ~ ~~-,,:-- ~ ~ ~ \"' 2-\"I   l,,.A, / :t. 1. ,'. - .. ~ \" \"' .... .... \" ~ 'l\\ ii.. li,. ~ IPll.l.f\u0026gt;AI - iu:: cf AJA,.,,,,\u0026lt; I - I . I I - September 13 - September 20 - September 27 - October 4- October 11 - October 18 - November 8 - November 15 - November 22 - December 6- December 13 - December 20 - January 10- January 24 - January 31 - February 7 - February 14 - February 21 - February 28 - March 7 - March 14 - March 21 - April 11 - April 18 - April 25 - May2- May9- May 16- May 23 - May 30- SATURDAY SCHOOL SCHEDULE Richard Woods and Bobbie Riggins Winston Turner and Veronica Dokes Kevin Danaher and Freida Womack Charles Jones and Caroline Faulkner Richard Wood and Bobbie Riggins Winston Turner and Veronica Dokes Kevin Danaher and Freida Womack Charles Jones and Caroline Faulkner Richard Woods and Bobbie Riggins Winston Turner and Veronica Dokes Kevin Danaher and Freida Womack Charles Jones and Caroline Faulkner Richard Woods and Bobbie Riggins Winston Turner and Veronica Dokes Kevin Danaher and Freida Womack Charles Jones and Caroline Faulkner Richard Woods and Bobbie Riggins Winston Turner and Veronica Dokes Kevin Danaher and Freida Womack Charles Jones and Caroline Faulkner Richard Woods and Bobbie Riggins Winston Turner and Veronica Dokes Kevin Danaher and Freida Womack Charles Jones and Caroline Faulkner Richard Woods and Bobbie Riggins Winston Turner and Veronica Dokes Kevin Danaher and Freida Womack Charles Jones and Caroline Faulkner Richard Woods and Bobbie Riggins Winston Turner and Veronica Dokes 97/98 School Year ,. 9f:/97 School Year SATURDASYC HOOSL CHEDULE September 7 14 21 28 October 5 12 19 26 November 2 16 23 December 7 14 January 11 18 25 February 1 8 15 22 March 1 8 29 April 5 12 19 26 May 3 10 17 24 076-329 Reorder from: COMPLETE FORMS SERVICE NORTH LITTLE ROCK SCHOOL DISTRICT DISCIPLINARY REFERRAL Student's Name Grade Date Time School Staff Description of Incident Regarding Referral: Signature of Staff Member Action(s) Previously Taken _01 Checked Student's Folder _ 02 Held Conference with Student =03 H eld Conferencew ith Parent 04 Held Conference with Parent/ Student For Office Use Only Reasons for Disciplinary Actions: 05 Consulted Counselor =06 Changed Student's Scat _07 Telephoned Parent _08 Classroom Detention 01 Disregard for directions of teachers or administrators. 02 Disregard for directions of bus driver, lunch aides, or other authorized school personnel. _09 Elementary Re~ss Detention _10 Sent Previous Report Home _I I Sent Behavior Document Home 12 Other:_ ______ _ 03 Disruption and/or interference with the normal and orderly conduct of school and school-sponsored activities. 04 Behavior that involves indecent and/or immoral acts. 05 Wagering or any form of gambling. 06 Physical abuse, assault, insult or threatened physical abuse to a school employee. 07 Physical abuse assault, insult or threatened physical abuse to another student or any other individual. 08 Possession ofa knife, razor, ice pick, explosive, pistol, rifle, shotgun, pellet gun, mace, tear gas, pepper spray, or any other object that can be considered a weapon or dangerous instrument. 09 Possession of alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy\nor using, under the influence, offering for sale or selling alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10 Destruction of or the attempt to destroy school property. 11 Stealing or the attempt to steal school property or the property belonging to another individual. 12 Cheating or copying the work of another student. 13 Failure to abide by attendance rules. 14 Excessive tardiness to class. (Secondary use only) 15 Use of profanity, vulgar language or obscene gestures. 16 Committing extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 17 Engaging in verbal abuses such as name calling, ethnic or racial slurs, or using derogatory statements to other students, school personnel or other individuals. 18 Hazing includes subjecting students to indignity, humiliation, intimidation, social or other ostracism, shame or disgrace. 19 Gang Related Activities include belonging to or participating in secret societies of any kind. Gangs are prohibited on school grounds and at school-sponsored activities. Clothing, pins, and symbols of such organizations are also prohibited. 20 Sexual harassment. Action Taken by Administration: 0 I Conference with Student 02 Conference with Parent 03 Conference with Student and Parent 04 Privileges Denied 05 Behavior Contract 06 DetentionH all Time:_. __ _ Room: ___ # of Days: __ 07 Student Will Make Up Time 08 Student Placed on Probation 09 Student Assignment Class (S.A.C.) 10 Home Suspension 11 Boys/Girls Club Suspension 12 Alternative School Suspension (K-6) 13 Bus Suspension 14 Saturday School 15 Recommended Expulsion 16 Other:_. _____ _ School# Student ID Teacher ID Date Referral Reason Action Parent Contacted Parent: Please sign this form and return it to the Principal's Office. Parents are encouraged to contact the school administrators. Signature of Administrator Signature of Student Signature of Parent Comments: ____________________________________ _ White copy - parent 1995-96 Canary copy - teacher/after principal action Pink copy - principal Goldenrod copy - teacher/when referring B-17 NORTH LITTLE ROCK SCHOOL DISTRICT District Suspension Student's Name ------------------- Student ID# -------------- School ______________ Grade ___ _ Date ______________ _ Address of Parent or Guardian:------------------------------- Dear ____________ _ Your child has been involved in the following incident: _____________________ _ This letter is to infonn you that the following disciplinary action has been taken concerning your child. Beginning ___________ , your child will be assigned to the following program for ____ day(s):      Boys/Girls Club Suspensions for students in grades seven through twelve will be served at the North Little Rock Boys/Girls Club located at 13th and Main Streets directly across the street from the Alternative School. Classes begin at 8:30 a.m. and dismiss at 3:30 p.m. Transportation to the Boys/Girls Club Suspension program is the family's responsibility. Elementary Alternative School Suspensions for students in grades Kindergarten through six will be served at: School: ____________ Location: _____________ _ Time: _________ . Transportation to the Alternative School suspension class is provided. See attached bus schedule. Saturday School Suspensions for students in grades four through twelve will begin at 8:00 a.m. and will dismiss at 12:00 noon. This assignment is effective only on the date shown above. Failure to attend Saturday School will result in further disciplinary action. See attached Saturday School information sheet. Student Assignment Class Suspensions/SAC classes for students in grades seven through twelve are located on each secondary school campus. The class will begin and dismiss within the school's normal bell schedule. Home suspensions will be served in the students' homes. If a suspension exceeds four (4) days (not counting today), then it will be reviewed, if a parent or guardian so requests, by the Assistant Superintendent for Student Affairs. A copy of the policies of the Board of Education pertaining the suspensions and expulsions is available for examination at each school and at the Administrative Office .  Parent: Please retain this copy for your records. lfyou have further questions, please contact the school at Principal Assistant Principal/ Administrative Assistant Whitec opy-Parentc opy Yellow copy-Studenct opy Pink copy-Officec opy Goldenrodc opy-StudentA ffairsO ffice 1995-96 B-16 GUIDELINFS FOR SATURDAY SCHOOL PURPOSE Saturday School is a disciplinary alternative to in-school detention hall and/ or suspension. Nonviolent student misconduct can be assigned remediation through the Saturday School program. Saturday School provides building administrators a means through which students can be disciplined without losing time in regular class. Failure to attend Saturday School as assigned will result in further disciplinary action that will likely be a more severe punishment. While Saturday School was implemented as a secondary disciplinary option, students in elementary grades 4-6 have occasionally been assigned if the program was a maturity-appropriate alternative for the student. LOCATION Saturday School will be located at the Argenta Alternative Learning Center, 13th and Main Streets. This location is centrally located to serve students from across the district. Transportation to Saturday School is the responsibility of the family. Central Arkansas Transit bus routes from throughout the city stop at 13th and Main Streets. TIMES/DA TES Saturday School will begin at 8:00 a.m. and dismiss at 12:00 p.m. Students will not be dismissed early and students must be in attendance for the full morning to receive credit for attending. Should Friday classes be dismissed due to inclement weather, Saturday School will not meet. The program functions best when parents are involved in maldng the Saturday School assignment. Parents should be asked to bring their children to Saturday School, accompany them into the building, and sign them in at the check-in area. A list of Saturday School dates for 1994-95 is attached. STAFF Depending upon each Saturday's expected enrollment, staff will be assigned to supervise the students. On most dates, two staff members will be assigned to supervise 30 students. The work-day for Saturday School staff will be from 7:45 a.m. to 12:15 p.m. ASSIGNMENTO F STUDENTS Seating at Saturday School is limited to thirty (30) students. Anticipating past attendance patterns to continue in 1994-95, we will continue to assign 40 students each Saturday and expect approximately 30 students to attend. Because Saturday School will serve students from across the district, the following procedure will be used to assign students to Saturday School. - Call Doye Wasson at 771-8024 to reserve a seat. Be prepared to provide the following data, * student name and ID * home school * misconduct code from the disciplinary referral form If Doye is not available, Yolanda Platt (771-8022), Dana Chadwick (771-8023), or Esther Crawford (771-8021) can take the necessary information. - Each Monday, Doye will begin accepting assignments for the following Saturday. limit assignment to Saturday School to maximum of three Saturdays per semester for each student. - Each Monday, Doye will process attendance records and inform each school that assigned students to the program as to the student's success or failure in the previous Saturday's program. 1994-95 SATURDAY SCHOOL DATffi September 10, 17,24 October 1, 8, 15, 22, 29 November 5, 19 December 3, 10, 17 January 7, 14,21,28 February 4, 11, 18,25 March 4, 11 April 1,8, 15,22,29 May 6, 13,20,27 PURPOSE SATURDAY SCHOOL INFORMATION FOR PARENTS Saturday School provides a means through which students can be disciplined without losing time in class. Non-violent misconduct can be assigned remediation through the Saturday School program. LOCATION Saturday School will be conducted at the Alternative School (formerly Argenta Elementary), 13th and Main Streets. This location is centrally located to serve students from across the city. TIMES/DATES Saturday School will begin at 8:00 a.m. and dismiss at 12:00 p.m. Should Friday classes be dismissed because of inclement weather, Saturday School will not meet. EXPECTATIONS OF STUDENTS AND PARENTS * The North Little Rock School District assumes no responsibility in providing transportation to Saturday School. Transportation to Saturday School is the responsibility of the student's family. * Parents are required to accompany students to Saturday School and sign them in. Parents will be asked to provide Saturday telephone numbers where they can be reached in case of emergency or a disciplinary problem at Saturday School. Parents will not be required to sign students out at 12:00 p.m.\nhowever, students should be picked up no later than 12: 1 S p.m. so that the building can be cleared and secured. * On Saturday, use the building's west entrance at the corner of 13th and Maple Streets. * Students will be checked in beginning at 7:45 a.m. Students arriving after 8:00 a.m. will not be admitted. * At Saturday School, students will focus on homework and other assignments from their home school. Students without books and assignments will not be admitted to Saturday School. In addition to homework assignments, students will complete discipline response packets related to their misconduct at school. Response packets will be forwarded to the students' home schools for review. * Classroom rules used in Student Assignment Class (S.A.C.) will be followed in Saturday School. School Student's Name NORTH LITTLE ROCK SCHOOL DISTRICT DISCIPLINARY REFERRAL Date of Incident Grade Time Staff Description of Incident Regarding Referral: Signature of Staff Member Action(s) Previously Taken _ 01 Checked Student's Folder _ 02 Held Conference with Student _ 03 Held Conference with Parent _ 04 Held Conference with ParenV Student FOR OFFICE USE ONLY _ OS Consulted Counselor _ 06 Changed Student's Seat _ 07 Telephoned Parent _ 08 Classroom Detention _ 09 Elementary Recess Detention _ 1 O Sent Previous Report Home _ 11 Sent Behavior Document Home _ 12 Other: _______ _ REASONSF OR DISCIPLINARYA CTION: 01 Disregard for directions of teachers or administrators. 02 Disregard for directions of bus drivers, lunch aides, or other authorized school personnel. 03 Disruption and/or Interference with the normal and orderly conduct of school and school-sponsored acthlfties. 04 Behavior that ln110lvesIn decent and/or lrrmoral acts. OS Wagering or any fonn of gmnbllng. 06 Physical abuse or assault or threatened physical abuse to a school elll)loyee. 07 Physical abuse or assault or threatened physical abuse to another student or any other Individual. 08 Possession of a knife, razor, Ice pick, e,cploslve, pistol, rifle, shotgun, pelet gun, mace, tear gas, pepper spray, or any other object that can be considered a weapon or dangerous Instrument. 09 Using, offering for sale or selling alcoholic beverages or any narcotic drug as defined by Arkansas law or School Board policy. 10 Destruction of or the attelll)t to destroy school property. 11 Stealing or the attelll)t to steal school property or the property belonging to another indi\\lidual. 1 2 Cheating or copying the wor1c of another student. 13 Failure to abide by attendance rules. 14 Use of profanity, wlgar language or obscene gestures. 1 S Cormilttfng extortion, coercion, blackmail or forcing another person to act through the use of force or threat of force. 1 6 Engaging In verbal abuses such as name calling, ethnic or racial slurs, or using derogatory statements to other students, school persomel or other Individuals. 17 Hazing Includes any willful act done by a student, either Individually or with others, to another student for the purpose of subjecting the other student to Indignity, humliatlon, Intimidation, physical abuse or threats of abuse, social or other ostracism, shame or disgrace. 18 Gang Related Activities Include belonging to or participating In secret societies of any kind. Gangs are prohibited on school grounds and at school-sponsored activities and clothing, pins, and symbols of such organizations are also prohibited. 19 Sexual harassment. ACTION TAKEN BY ADMINISTRATION: 01 Conference with Student 02 Conference with Parent 03 Conference with Student and Parent 04 Pri\\lileges Denied OS Behavior Contract 06 Detention Hall Time: _ _ Room: ___ #of Days: __ Scoool # Student() 07 Student WII Make Up Time 08 Student Placed on Probation 09 Student Assignment Class {S.A.C.) 1 0 Home Suspension 11 Boys/Girls Club Suspension 12 Alternative School Suspension {K-6) 13 Bus Suspension Teacher() Orte Referral Reason 14 Saturday School 1 S Recommended Expulsion 16 Other: _______ _ Action Parent Contacted --------------------------------------------------------------------------------------------------------------------------------------- Parent: Please sign this form and return it to the Principal's Office. Parents are encouraged to contact the school administrators. Signature of Administrator Signature of Student Signature of Parent Comments: ____________________________________ _ white copy  parent canay copy  teacher/after principal action pink copy - principal goldenrod copy -teacher/when refening B-1 7 NORTH LITTLE ROCK SCHOOL DISTRICT District Suspension Student's Name----------------- Student ID# _____ _ Schoo_l_ _____________ Grade_ __ Date _______ _ Address of Parent or Guardian: 1  -------------------- Dear _____________ ,- Your child has been involved in the following incident: This letter is to inform you that the following disciplinary action has been taken concerning your child. Beginning ________ , your child will be assigned to the following program for ___ day(s):      Boys Club suspensions will be served at the North Little Rock Boys Club located at 13th and Main Streets directly across the street from the Alternative School. Classes begin at 8:30 a.m. and dismiss at 3:30 p.m. Transportation to the Boys Club suspension program is the family's responsibility. Alternative School Suspension for students in grades Kindergarten through six will be served at Rose City Alternative School at 1 00 Earle Street. Transportation to the Alternative School suspension class is the family's responsibility. Saturday School will begin at 8:00 a.m. and will dismiss at 12:00 noon. The school is located in the Alternative School building at 1 3th and Main Streets. Tran~portation to Saturday School is the family's responsibility. This assignment is effective only on the date shown above. Failure to attend Saturday school will result in further disciplinary action. Student Assigrvnent Class (SAC) for 7th and 8th grades is located on each middle school campus. SAC for grades 9-1 2 is located in the Alternative School building at 1 3th and Main Streets. The class will begin and dismiss within the school's normal bell schedule. Transportation for high school students will be provided to and from their home campuses. Home suspensionsw ill be served in the student's home. If a suspension exceeds four (4) days (not counting today), then it will be reviewed, if a parent or guardian so requests, by the Assistant Superintendent for Student Affairs. A copy of the policies of the Board of Education pertaining to suspensions and expulsions is available for examination at each school and at the Administrative Office. **************************************************************** Parent: Please retain this copy for your records. If you have further questions, please contact the school at _________ _ Principal Assistant Principal/ Administrative Assistant White copy~t copy Yelow copy-Student copy Plnlcc opy-Office Copy Goldenrod copy-Student Affairs Office B-16 N -..J 0 0 u.:., . ... n, n, ...  '\"ti 0 ti:, 0 X ' CX) -..J  z 0 ...... ::,-- ...... n, -..J N 0 ' CX) -..J  \"' 0 -..J -..J 00 0 0 0 2003-2004 Student Handbook Committee Administrators Dana Chadwick, Administrative Director - Secondary Education Kaye Lowe, Supervisor of Elementary Schools Bill Bowers, Principal - Lakewood Middle School Pam Wilcox, Principal -Amboy Elementary School Kevin Danaher, Assistant Principal - East Campus High School Richard Woods, Assistant Principal- West Campus High School Teachers Bryan Duffie, Teacher - East Campus High School Brenda Butler, Teacher - West Campus High School Jennifer Kimbrell, Teacher - Crestwood Elementary School Amberly Runsick, Teacher- Pike View Elementary School Yolanda Ellis, Teacher-Boone Park Elementary School Shandria Gordon, Teacher - Rose City Middle School Parents RECEIVED Karen Williams, Parent - Lakewood Middle School Marty Borguss, Parent - Ridgeroad Middle School Student Larayna Gilmore, Student- West Campus High School MAR- t 2004 D OFF!/lCFf ESEGRTEl(nG,. . o., T \"RINS  An Equal Opportunity Employer www.n1rsd.k12.ar.u 4.3-COMPULSORY ATTENDANCE REQUIREMENTS . Every parent, guardian, or other person having custody or charge of any,child age five (5) through seventeen (17) years on or before September 15 of that year who resides, as defined by Policy 4.1- RESIDENCE REQUIREMENTS, within the District shall enroll and send the child to a District school with the following exceptions: 1. The child is enrolled in private or parochial school\n2. The child is being home-schooled and the conditions of Policy 4.6- HOME SCHOOLING have been met\n3. The child will not be age six (6) on or before September 15 of that particular school year and the parent, guardian, or other person having custody or charge of the child elects not to have him/her attend kindergarten. A kindergarten wavier form prescnbed by regulation of the Department of Education must be signed and on file with the District administrative office\n4. The child has received a high school diploma or its equivalent as determined by the State Board of Education\n5. The child is age sixteen (16) or above and is enrolled in a post-secondary vocational-technical institution, a community college, or a two-year or four-year institution ofhigher education\nor 6. The child is age sixteen (16) or seventeen (17) and has met the requirements to enroll in an adult education program as defined by AC.A.  6-18-201 (b ). Legal Reference: AC.A. 6-18-201 Date Adopted: 9/24/91 Last Revised: STUDENTS 4.1-RESIDENCE REQUIREMENTS SECTION 4 STUDENTS 4.2-ENTRANCE REQUIREMENTS 4.3-COMPULSORY ATTENDANCE REQUIREMENTS 4.4-STUDENT TRANSFERS 4.5-SCHOOL CHOICE 4.6-HOME SCHOOLING 4.7-ABSENCES 4.8-MAKE-UP WORK 4.9-TARDIES 4.10-CLOSED CAMPUS 4.11-EQUAL EDUCATIONAL OPPORTUNITY 4.12-STUDENT ORGANIZATIONS/EQUAL ACCESS 4.13-PRIVACY OF STUDENTS'RECORDS/DIRECTORY INFORMATION 4.13 FORM-OBJECTION TO PUBLICATION OF DIRECTORY INFORMATION 4.14-STUDENT PUBLICATIONS AND THE DISTRIBUTION OF LITERATURE 4.15-CONTACT WITH STUDENTS WHILE AT SCHOOL 4.16-STUDENT VISITORS 4.17-STUDENT DISCIPLINE 4.18-PROHIBITED CONDUCT 4.19-CONDUCT TO AND FROM SCHOOL 4.20-DISRUPTION OF SCHOOL 4.21-STUDENT ASSAULT OR BATTERY 4.22-WEAPONS AND DANGEROUS INSTRUMENTS 4.23-TOBACCO AND TOBACCO PRODUCTS 4.24-DRUGS AND ALCOHOL 4.25-STUDENT DRESS AND GROOMING 4.26-GANGS AND GANG ACTIVITY 4.27-STUDENT SEXUAL HARASSMENT 4.28-LASER POINTERS 4.28A-CELL PHONES AND COMMUNICATION DEVICES 4.29-COMPUTER USE POLICY 4.29 FORM-STUDENT INTERNET USE AGREEMENT 4.30-SUSPENSION FROM SCHOOL 4.31-EXPULSION 4.32-SEARCH, SEIZURE, AND INTERROGATIONS 4.33-STUDENT VEHICLES 4.34-COMMUNICABLE DISEASES AND PARASITES 4.34A-HIV, AIDS 4.35-STUDENT MEDICATIONS 4.35 FORM-MEDICATION ADMINISTRATION CONSENT FORM 4.36-STUDENT ILLNESS/ ACCIDENT 4.37-EMERGENCY DRILLS 4.38-PERMANENT RECORDS 4.39-CORPORAL PUNISHMENT 4.40-HOMELESS STUDENTS 4.41-PHYSICAL EXAMINATIONS OR SCREENINGS 4.41 FORM-OBJECTION TO PHYSICAL EXAMINATIONS OR SCREENINGS 4.42-STUDENT HANDBOOK 4.43-BULL YING 4.1-RESIDENCE REQUIREMENTS Definitions: \"Reside\" means to be physically present and to maintain a permanent place of abode for an average of no fewer than four (4) calendar days and nights per week for a primary purpose other than school attendance. \"Resident\" means a student whose parents, legal guardians, persons having legal, lawful control of the student under order of a court, or persons standing in loco parentis reside in the District. \"Residential address\" means the physical location where the student's parents, legal guardians, persons having legal, lawful control of the student under order of a court, or persons standing in loco parentis reside. A student may use the residential address of a legal guardian, person having legal, lawful control of the student under order of a court, or person standing in loco parentis only if the student resides at the same residential address and if the guardianship or other legal authority is not granted solely for educational needs or school attendance purposes. The schools of the District shall be open and free through the completion of the secondary program to all persons between the ages of five ( 5) and twenty one (21) years whose parents, legal guardians, or other persons having lawful control of the person under an order of a court reside within the District and to all persons between those ages who have been legally transferred to the District for educational purposes. Any person eighteen (18) years of age or older may establish a residence separate and apart from his or her parents or guardians for school attendance purposes. In order for a person under the age of eighteen (18) years to establish a residence for the purpose of attending the District's schools separate and apart from his or her parents, guardians, or other persons having lawful control of him or her under an order of a court, the person must actually reside in the District for a primary purpose other than that of school attendance. The children or wards of any person who is at least a half-time employee of this District but reside in another district are eligible to emoll in District schools. Legal References: AC.A 6-18-202 AC.A.  6-18-203 Date Adopted: 6/23/87 Last Revised: 4.2-ENTRANCE REQUIREMENTS To enroll in a school in the District the child must be a resident of the District as defined in Policy 4.1-RESIDENCE REQUIREMENTS or meet the criteria outlined in Policy 4.40--HOMELESS STUDENTS. Students may enter kindergarten if they will attain the age offive (5) on or before September 15 of the year in which they are seekingi nitial enrollmentA. ny studentw ho has been enrolledi n a state-accreditedo r state-approvedk indergartenp rogrami n anothers tate for at least sixty (60) days, who will become five (5) years old duringt he year in which he/shei s enrolledi n kindergartena, nd who meets the basicr esidency requirementf or school attendancem ay be enrolledi n kindergartenu pon writtenr equestt o the District Any child who will be six ( 6) years of age on or before October 1 of the school year of enrollment and who has not completeda state-ac,ereditekdi ndergartenp rograms hallb e evaluatedb y the Districta nd may be placedi n the first grade if the resultso f the evaluationju stifyp lacementi n the first grade and the child's parent or legal guardian agrees with placement in the first grade\notherwise the child shall be placed in kindergarten. Any child may enter first grade in a District school if the child will attain the age of six ( 6) years on or before October 1 of the school year in which the child is seeking enrollment and the child has successfully completeda kindergartenp rogrami n a publics chooli n Arkansas. Any childw ho has been enrolledi n the first gradei n a state-accreditedo r state-approvede lementarys chool in another state for a period of at least sixty (60) days, who will become age six (6) years during the school year in which he/she is enrolledi n grade one (1) , and who meets the basic residencyr equirementsf or schoola ttendancei n Arkansasm ay be enrolledi n the first gradeu pon requesti n writingb y a parent or guardian Students who move into the District from an accredited school shall be assigned to the same grade as they were attendingi n their previous school( mid-yeart ransfers)o r as they would have been assignedi n their previouss chool.H ome-schooleds tudentss hallb e evaluatedb y the Districtt o detenninet heir appropriate grade placement. Prior to the child's admission to a District school: 1. The parent,g uardian,o r other responsiblep erson shallf urnisht he child's social securityn umber,o r if they request, the district will assign the child a nine (9) digit number designated by the department of education. 2. The parent,g uardian,o r other responsiblep erson shallp rovidet he districtw ith one (1) of the following documents indicating the child's age: a A. birth certificate\nb. A statement by the local registrar or a county recorder certifying the child's date of birth\nc. An attested baptismal certificate\nd. A passport\ne. An affidavit of the date and place ofbirth by the child's parent or guardian\n Previous school records\nor g. U.S military I..D. 3. The parent, guardian,o r other responsiblep erson shalli ndicateo n schoolr egistrationf ormsw hether the child has been expelled from school in any other school district or is a party to an expulsion proceeding. 4. The child shallb e age appropriatelyim munized,i rrespectiveo f grade,w ith at least three doseso f Diphtheria//TetanuAs/c ellularP ertussis( DTaP),D iphtheria/Tetanus/Pertuss(iDs TP), Diphtheria/Tetanu(sD T pediatric),o r Tetanus/Diphtheri(aT d Adult),a t least three doses of polio vaccine\nt wo doses ofRubeola (measles)v accine,o ne dose of Rubella (Germanm easles)v accinea nd one dose of Mumps vaccine. Additionallya, n appropriates erieso f HepatitisB vaccinea nd one dose ofV aricella( c hickenpox)v accine are requiredf or studentse nteringK indergarten.A n appropriate series of Hepatitis B is required for Transfer students (students not in your school district last school year) and students entering the seventh grade. Legal References: AC.A. 6-18-201 (c) AC.A  6-18-207 AC.A 6-18-208 AC.A. 6-18-702 AC.A. 6-15-504 (f) Date Adopted: 9/26/95 Last Revised: 4.4---STUDENT TRANSFERS The North Little Rock School District shall review and accept or reject requests for transfers, both into and out of the District, on a case by case basis. Any student transferring from a school accredited by the Department of Education to a school in the District shall be placed into the same grade the student would have been in had the student remained at the former school. Any student transferring from home school or a school that is not accredited by the Department of Education to a District school shall be evaluated by District staff to determine the student's appropriate grade placement. The Board of Education reserves the right, after a hearing before the Board, not to allow any person who has been expelled from another district to emoll as a student until the time of the person's expulsion has expired. The responsibility for transportation of any nomesident student admitted to a school in this District shall be borne by the student or the student's parents. The District and the resident district may enter into a written agreement with the student or student's parents to provide transportation to or from the District, or both. Legal References: AC.A. 6-18-316 AC.A. 6-18-510 AC.A. 6-15-504 (f) State Board of Education Standards of Accreditation VII (E) (l) Date Adopted: 6/30/87 Last Revised: 4.5-SCHOOL CHOICE The North Little Rock Board will consider all applications for School Choice postmarked not later than the July I preceding the fall semester the applicant would begin school in the District. The Board shall notify the parent or guardian and the student's resident district in writing of the Board's decision to accept or reject the application within thirty (30) days of its receipt of the application. The District shall advertisei n appropriatep 1inta nd broadcastm edia to inform students and parents in adjoining districts of the range of possible openings available under the School Choice Program. The public pronouncements shall state the application deadline and the requirements and procedure for participation in the progran1. Such pronouncements shall be made in the spring, but in no case later than June first. When considering applications, priority will be given to applications from siblings or stepsiblings residing in the same residence or household of students already attending the District through school choice. The District may reject a nonresident's application for admission if its acceptance would necessitate the addition of staff or classrooms\nexceed the capacity of a program, class, grade level, or school building\nor cause the District to provide educational services not currently provided in the affected school. The District shall reject applications that would cause it to be out of compliance witl1 applicable laws and regulations regarding desegregation. Letters of rejection shall state the reason(s) for the rejection. The Board of Directors reserves the right, after a hearing before the Board, not to allow any person who is currently under expulsion from another district to enroll in a District school. Students admitted under this policy shall be entitled to continued enrollment until they graduate or are not longer eligible for enrollment in the District's schools. Legal References: AC.A.  6-18-206 AC.A. 6-18-510 Date Adopted: 4.6-HOJYIE SCHOOLING Parents or legal guardians desiring to provide a home school for their children must give written notice to the Superintendent of their intent to do so and sign a waiver acknowledging that the State of Arkansas is not liable for the education of their children during the time the parents choose to home school. Notice shall be given: 1. At the beginning of each school year, but no later than August 15\n2. By December 15 for parents who decide to start home schooling at the beginning of the spring semester\nor 3. Fourteen (14) calendar days prior to withdrawing the child (provided the student is not currently under disciplinary action for violation of any written school policy, including, but not limited to, excessive tmexcused absences) and at the beginning of each school year thereafter. The parents or legal guardians shall deliverw ritten notice in person to the Superintendentt he :firstt ime such notice is given and the notice must include: 1. The name, date of birth, grade level, and the name and address of the school last attended, if any\n2. The location of the home school\n3. The basic core curriculum to be offered\n4. The proposed schedule of instruction\nand 5. The qualifications of the parent-teacher. To aid the District in providing a free and appropriate public education to students in need of special education services, the parents or legal guardians home-schooling their children shall provide information which might indicate the need for special education services. Legal References: AC.A 6-15-503 AC.A  6-41-206 Date Adopted: 6/23/87 Last Revised: 4.7-ABSENCES The Board believes that the fundamental right to attend public school places upon the student the accompanying responsibility to be regular in attendance. Regular attendance can be assumed to be essential for a student's successful progress in the instructional program. Students who are absent during all or part of a school day shall not participate in any school activity on that day or night unless permission is granted through the principal's office. Excused Absences Excused absences are those where a student was on official school business or when the absence was due to one of the following reasons and the student brings a written statement upon his/her return to school from the parent or legal guardian stating the date of the absence and such reason: 1. Illness or when attendance could jeopardize the health of other students\n2. Death or serious illness in the immediate family\n3. Other family situations which have received prior approval by the principal\n4. Observance of recognized holidays observed by his/her faith\nor 5. Attendance at a medical appointment or an appointment with a government agency. Unexcused Absences Absences not defined above or not having an accompanying note from the parent or legal guardian shall be considered unexcused absences. Make-up work for credit will not be allowed for unexcused absences. The Board does not recognize \"skip days\" or other similar days when students willfully miss school. Such absences shall be unexcused and no make-up work shall be allowed. Days missed due to expulsion or out-of-school suspension shall be unexcused absences. 1. PreK - 5-A student is not permitted more than six (6) unexcused absences during each semester. When a student has accumulated three (3) unexcused absences in a semester, the parent or guardian will be notified. When a student has accumulated more than six (6) unexcused absences in a semester, the school will notify the prosecuting authority and the parent or guardian will be subject to a civil penalty. When a student accumulates a total of twelve (12) absences, ( counting both excused and unexcused), the parent or guardian will be contacted for a conference concerning the student's work. 2. Grades 6- 8-A student who accumulates six (6) unexcused absences in a course during a semester shall not receive credit for that course. The principal may grant exceptions after consultation with teachers, counselors, and others who have knowledge of the circumstances. School principals shall notify parents or guardians when the student's unexcused absences total three (3). Notification shall be made by telephone ( on the same day) or by mail ( on the following day). Schools shall notify the prosecuting attorney's office when students unexcused absences exceed six (6). The prosecuting attorney can recommend that courts impose civil penalties on parents not to exceed $500 plus court costs and other fees assessed by the court. 3. Grades 9- 12-A student who accumulates four (4) unexcused absences in a course during a semester shall not receive credit for that course. The principal may grant exceptions after consultation with teachers, counselors, and others who have knowledge of the circumstances. School principals shall notify parents or guardians when the student's unexcused absences total two (2). Notification shall be made by telephone ( on the same day) or by mail ( on the following day). Schools shall notify the prosecuting attorney's office when students unexcused absences exceed four (4). The prosecuting attorney can recommend that courts impose civil penalties on parents not to exceed $500 plus court costs and other fees assessed by the court. Students who attend in-school suspensions shall not be counted absent on those days. The District shall notify the Department of Finance and Administration whenever a student fourteen (14) years of age or older is no longer in school. The Department of Finance and Administration is required to suspend the former student's operator's license unless he/she meets certain requirements specified in the code. Applicants for an instruction permit or for a driver's license by persons less than eighteen (18) years of age on October 1 of any year are required to provide proof of a high school diploma or enrollment and regular attendance in an adult education program or a public, private, or parochial school prior to receiving an instruction permit. To be issued a driver's license, a student enrolled in school shall present proof of a \"C\" average for the previous semester or similar equivalent grading period for which grades are reported as part of the student's permanent record. The North Little Rock School District has entered into a cooperative agreement with law enforcement officials to implement an Operation Stay in School Program. The North Little Rock Police Department will detain and question school-age children who are not in school on days and hours that the North Little Rock Schools are in session. Students who are found off school grounds without permission from the school will be transported to school and parents will be contacted. Absences for school business (athletics, college days, club activities, student performances, etc.) shall not be considered an absence from school. A student shall be allowed a maximum of six ( 6) absences per year in any one class. A student who has failed a course the previous nine weeks will not be allowed to miss that class for school business. The principal may grant exceptions after consultation with teachers, counselors, and others who have knowledge of the circumstances. Legal References: A.C.A.  6-18-209 A.C.A.  6-18-220 AC.A 6-18-222 A.CA 27-16-701 Date Adopted: 2/27/96 Date Revised: 4.8-MAKE-UP WORK A student who misses school due to an \"excused absence\" or for school business as outlines in Policy 4.7-ABSENCES shall be afforded the opportunity to submit make-up work. Following the absence, the teacher and student shall make arrangements for completion of the assignments. In order to receive credit, all work must be completed within the prescribed time. A student who misses school due to an \"unexcused absence\" shall not be afforded an opportunity to submit make-up work for credit. Date Adopted: 12/19/95 Last Revised: 4.9-TARDIES Promp1nesst o class is necessaryi n order to maximizel earningo pportunitiesf or all students.S tudentsa re therefore expected to be in class and ready for instruction at the appointed time. Principals shall implement suitable disciplinep rocedurest o encouragep romp1nessin class attendance. Date Adopted: 6/23/87 Last Revised: 4.10---CLOSED CAMPUS All schools in the District operate closed campuses. Students are required to stay on campus from their arrival until dismissal at the end of the regular school day. Students may be given permission to leave the campus by a school official and must sign out in the office upon their departure. All schools provide hot, well-balanced school lunches. Generally, students are expected to eat lunch at school. With written parental permission, a student who lives within five blocks of the school may go home for lunch. Date Adopted: 6/26/86 Last Revised: 4.11-EQUAL EDUCATIONAL OPPORTUNITY No student in the North Little Rock School District shall, on the grounds of race, color, religion, national origin, sex, age, or disabilityb e excludedf rom participationi n, or deniedt he benefitso f, or subjectedt o discriminationu nder any educationalp rogramo r activitys ponsoredb y the District. Date Adopted: 9/22/92 Last Revised: 4.12-STUDENT ORGANIZATIONS/EQUAL ACCESS N oncurriculum-relateds econdarys chool student organizationsw ishingt o conductm eetings on school premises duringn oninstructionalt ime shall not be denied equal access on the basis of the religious, political, philosophical, or other content of the speech at such meetings. Such meetings must meet the following criteria. 1. The meeting is to be voltmtary and student initiated\n2. There is no sponsorship of the meeting by the school, the government, or its agents or employees\n3. The meeting must occur during noninstructionatli me\n4. Employees or agents of the school are present at religious meetings only in a nonparticipatory capacity\n5. The meeting does not materially and substantially interfere with the orderly conduct of educational activities within the school\nand 6. Nonschool persons may not direct, conduct, control, or regularly attend activities of student groups. All meetings held on school premisesm ust be scheduled and approvedb y the p1incipal.T he school, its agents, and employees retain the authority to maintain order and discipline, to protect the well being of students and faculty, and to assure that attendance of students at meetings is voluntary. Fraternities, sororities, and secret societies are forbidden in the District's schools. Membership to student organizations shall not be by a vote of the organization's members, nor be restricted by the student's race, religion, sex, national origin, or other arbitrary criteria. Legal References: AC.A.  6-21-204 20 U.S.C. 4071 Equal Access Act Board of Education of the Westside Community Schools v. Mergens, 496 U.S. 226 (1990) AC.A.  6-18-601 et seq. Date Adopted: 6/26/86 Last Revised: 4.13 FORM-OBJECTION TO PUBLICATION OF DIRECTORY INFORMATION (Not to be filed if the parent/student has no objection) I, the undersigned, being a parent of a student, or a student eighteen (18) years of age or older, hereby note my objection to the disclosure or publication by the North Little Rock School District of directory info1mation,a s defined in Policy 4.13-PRIV ACY OF STIJDENT'S RECORDS, concerningt he student named below. Directory information includes, but is not limited to, a student's name, address, telephone number, electronic mail address, photograph, date and place of birth, classes, placement on the honor roll (or receipt of other types of honors), as well as his/her participation in school clubs and extracurricular activities, among others. I understandt hat the paiticipationb y the below-nameds tudent in any interscholastica ctivity,i ncluding athletics and school clubs, may make the publication of some directory infonnation unavoidable, and the publication of such information in other forms, such as telephone directories, church directories, etc., is not within the control of the District. I understand that this form must be filed with the office of the appropriate building principal within ten ( I 0) school days from the beginning of the current school year in order for the District to be bound by this objection. Failure to file this form within that time is a specific grant of permission to publish such information. Name of student (Printed) Signature of parent ( or student, if 18 or older) Date form was filed (To be filled in by office personnel) 4.13---PRIVA CY OF STUDENTS'R ECORDS/D IRECTORYI NFORMATION All students' educational records are available for inspection and copying by the parents of any student who is under the age of eighteen (18). At the age of eighteen (18), the right to inspect and copy a student's records transfers to the student. For purposes of this policy, the North Little Rock School District does not distinguish between a custodial and noncustodial parent with respect to gaining access to a student's records. The fact of a person's status as parent or guardian, alone, enables that parent or guardian to review and copy his child's records. If there exists a court order which directs that a parent not have access to a student or his records, the parent or guardian must present a file-marked copy of such order to the building principal and the Superintendent. The school will make good-faith efforts to act in accordance with such court order, but the failure to do so does not impose legal liability upon the school. The actual responsibility for enforcement of such court orders rests with the parents or guardians, their attorneys and the court which issued the order. A parent or guardian does not have the right to remove any material from a student's records, but such parent or guardian may challenge the accuracy of a record. The right to challenge the accuracy of a record does not include the right to dispute a grade, which must be done only through the appropriate teacher and/or administrator,t he decisiono f whom is final. A challenget o the accuracyo f material contained in a student file must be initiated with the building principal, with an appeal available to the Superintendent or his designee. Any appeal above that level will be to an independent hearing officer and must be consistent with the purposes of the federal Family Educational Rights and Privacy Act. Unless the parent or guardian of a student ( or student, if above the age of eighteen [18]) objects, directory information about a student may be made available to the public, military recruiters, post secondary educational institutions, prospective employers of those students, as well as school publications such as annual yearbooks and graduation announcements. \"Directory information\" includes, but is not limited to, a student's name, address, telephone number, electronic mail address, photograph, date and place of birth, classes in which he/she is enrolled, his/her placement on the honor roll ( or the receipt of other types of honors), as well as his/her participation in school clubs and extracurricular activities, among others. If the student participates in inherently public activities (for example, basketball,f ootball,o r other interscholastica ctivities),t he publicationo f such informationw ill be beyond the control of the District. A student's name when associated with their physical address, e-mail address, telephone number, or photograph will only be displayed on the District or school's web page after receiving the written permission of the student's parent or student if over the age of 18. The form for objecting to making directory information available is located in the back of the student handbook and must be completed and signed by the parent or age-eligible student and filed with the building principal' s office no later than ten (10) school days after the beginning of each school year. Failure to file an objection by that time is considered a specific grant of permission. Legal Reference: 20 U.S.C.  1232g 20 U.S.C.  7908 (NCLB Section 9528) 34 CFR99.3 Date Adopted: 6/26/86 Last Revised: 4.14-STUDENT PUBLICATIONS AND THE DISTRIBUTION OF LITERATURE Student Publications All publications that are supported financially by the school or by use of school facilities, or are produced in conjunctionw ith a class shall be considereds chool-sponsoredp ublications. School publications do not provide a forum for public expression. Such publications, as well as the content of student expression in school-sponsored activities, shall be subject to the editorial control of the District's administration whose actions shall be reasonably related to legitimate pedagogical concerns and adhere to the following limitations: 1. Advertising may be accepted for publications that does not condone or promote products that are inappropriate for the age and maturity of the audience or that endorse such things as tobacco, alcohol, or drugs\n2. Publications may be regulated to prohibit writings which are, in the opinion of the appropriate teacher and/or administrator,t mgrarnmatical,p oorly written, inadequatelyr esearched,b iased or prejudiced, vulgar or profane, or unsuitable for immature audiences\n3. Publications may be regulated to refuse to publish material which might reasonably be perceived to advocate dtug or alcohol use, irresponsible sex, or conduct otherwise inconsistent with the shared values of a civilized social order, or to associate the school with any position other than neutrality on matters of political controversy\nand 4. Prohibited publications include: a. Those that are obscene as to minors\nb. Those that are libelous or slanderous, including material containing defamatory falsehoods about public figures or governmental officials, which are made with knowledge of their falsity or reckless disregard of the truth\nc. Those that constitute an unwarranted invasion of privacy as defined by state law, d. Publications that suggest or urge the commission of unlawful acts on the school premises\ne. Publications which suggest or urge the violation oflawful school regulations\nf Hate literature that scurrilously attacks ethnic, religious, or racial groups. Student Publications on School Web Pages Student publications displayed on school web pages shall follow the same guidelines as listed. In addition, these publications shall: 1. Not contain any non-educational advertisements\n2. Not contain any personally identifying information, as defined by \"Directory Information\" in Policy 4 .13-PRN ACY OF STIJDENT RECORDS, without the written permission of the parent of the student or the student if over eighteen (18)\nand 3. State that the views expressed are not necessarily those of the School Board or the employees of the District. Nonschool Publications The Superintendent shall review nonschool publications prior to their distribution and will bar from distribution those materials that are obscene, libelous, pervasively indecent, or advertise unlawful products or services. Material may also be barred from distribution if there is evidence that reasonably supports a forecast that disruption will likely result from the distribution. Distribution of Literature The school principal or designee shall establish reasonable regulations governing the time, place, and manner of student distribution of literature. The regulations shall: 1. Be narrowly drawn to promote orderly administration of school activities by preventing disruption and may not be designed to stifle expression\n2. Be uniformly applied to all forms ofliterature\n3. Allow no interference with classes or school activities\n4. Specify times and places where distribution may and may not occur\nand 5. Not inhibit a person's right to accept or reject any literature distributed in accordance with the regulations. The Superintendent, along with the student publications advisors, shall develop administrative regulations for the implementation of this policy. The regulations shall include definitions of tenns and timelines for the review of materials. Legal References: AC.A. 6-18-1202, 1203, \u0026amp; 1204 Tinkerv. Des Moines ISD, 393 U.S. 503 (1969) Bethel School District No. 403 v. Fraser, 478 U.S. 675 (1986) Hazelwood School District v. Kuhlmeier, 484 U.S. 260 (1988) Date Adopted: 6/26/86 Last Revised: 4.15--CONTACT WITII STUDENTS WHILE AT SCHOOL Parents wishing to visit their children during the school day shall register first with the office. If there is any question concerning the legal custody of the student, the parent shall present documentation to the principal or his/her designee establishing the parent's custody of the student or legal right of visitation. It shall be the responsibility of the custodial parent to make any visitation restrictions regarding the noncustodial parent known to the principal by presenting a copy of a file-marked court order. Estranged parents may visit their child during school hours with the consent of the custodial parent. Questioning of students by non-school personnel shall be granted only with a court order directing such questioning, with permission of the parents of a student ( or the student if above eighteen [18] years of age), or in response to a subpoena or arrest warrant. If the District makes a report to any law enforcement agency concerning student misconduct or if access to a student is granted to a law enforcement agency due to a court order, the principal or the principal's designee shall make a good faith effort to contact the student's parent, legal guardian, or other person having lawful control by court order, or person acting in loco parentis on student enrollment forms. Principals must release a student to either a police officer who presents a subpoena for the student, or a warrant for arrest, or to an agent of the social services with a court order signed by a judge. Upon release of the student, the principal or designee shall give the student's parent, legal guardian, or other person having lawful control by court order, or person acting in loco parentis notice that the student has been taken into custody by law enforcement personnel or a social services agency. If the principal or designee is unable to reach the parent, he or she shall make a reasonable, good faith effort to get a message to the parent to call the principal or designee, and leave both a day and an after hours telephone number. Legal Reference: A. C.A.  6-18-51 Date Adopted: 9/26/95 Last Revised: 4.16-STUDENT VISITORS Student visitors in the classroom can be disruptive to the educational process. Student visitation is strongly discouraged. Any visitation to the classroom shall be allowed only with the permission of the school principal. Date Adopted: 6/26/86 Last Revised: ) 4.17-STUDENT DISCIPLINE The North Little Rock School DistrictB oard of Educationh as a responsibilityt o protect the health, safety, and welfare of the District's students and employees. To help maintain a safe environment conducive to high student achievement, the Board establishes policies necessary to regulate student behavior to promote an orderly school environment that is respectful of the rights of others and ensures the uniform enforcement of student discipline. Students are responsible for their conduct that occurs: at any time on the school grounds\noff school grounds at a school sponsored function, activity, or event\ngoing to and from school or a school activity. The District's administrators may also take disciplinary action against a student for off-campus conduct occurring at any time that would have a detrimental impact on school discipline, the educational environment, or the welfare of the students and/or staff. A student who has committed a criminal act while off campus and whose presence on campus could cause a substantial disruption to school or endanger the welfare of other students or staff is subject to disciplinary action up to and including expulsion. Such acts could include, but are not limited to a felony or an act that would be considered a felony if committed by an adult, an assault or battery, drug law violations, or sexual misconduct of a serious nature. Any disciplinary action pursued by the District shall be in accordance with the student's appropriate due process rights. The District's personnel policies committee shall review the student discipline policies annually and may recommend changes in the policies to the North Little Rock School District School Board. The Board shall approve any changes to student discipline policies. The District's student discipline policies, printed in the student handbooks, shall be distributed to each student during the first week of school each year and to new students upon their enrollment. Each student's parent or legal guardian shall sign and return to the school the acknowledgement form in the back of the handbook documenting that they have received the policies. It is required by law that the principal or the person in charge report to the police any incidents where a person has committed or threatened to commit an act of violence or any crime involving a deadly weapon on school property or while under school supervision. Legal Reference: AC.A 6-18-502 AC.A 6-17-113 Date Adopted: Last Revised: 4.18-PROHIBITED CONDUCT Students and staff require a safe and orderly learning environment that is conducive to high student achievement. Certain student behaviors are unacceptable in such an environment and are hereby prohibited by the Board. Prohibited behaviors include, but shall not be limited to the following. 1. Disrespect for school employees and failing to comply with their reasonable directions or otherwise demonstrating insubordination\n2. Disruptive behavior that interferes with orderly school operations\n3. Willfully and intentionally assaulting or threatening to assault or physically abusing any student or school employee\n4. Possession of any weapon that can reasonably be considered capable of causing bodily harm to another individual\nS. Possession or use of tobacco in any form on any property owned or leased by any public school\n6. Willfully or intentionally damaging, destroying, or stealing school property\n7. Possession of any paging device, beeper, or similar electronic communication device on the school campus during normal school hours unless specifically exempted by the administration for healih or other compelling reasons\n8. Possession, selling, distributing, or being under the influence of an alcoholic beverage, any illegal drug, or the inappropriate use or sharing of prescription or over the counter drugs, or other intoxicants, or anything represented to be a drug\n9. Inappropriate public displays of affection\n10. Cheating, copying, or claiming another person's work to be his/her own\n11. Gambling\n12. Inappropriate student dress\n13. Use of vulgar, profane, or obscene language or gestures\n14. Truancy\n15. Excessive tardiness\n16. Engaging in behavior designed to taunt, degrade, or ridicule another person on the basis of race, ethnicity, national origin, sex, or disability\n17. Hazing or aiding in the hazing of another student\n18. Gangs or gang-related activities, including belonging to secret societies of any kind, are forbidden on school property. Gang insignias, clothing, \"throwing sign \" or other gestures associated with gangs are prohibited\n19. Sexual harassment\nand 20. Bullying. The Board directs each school in the District to develop implementation regulations for prohibited student conduct consistent with applicable Board policy, State and Federal laws, and judicial decisions. Legal References: AC.A. 6-18-502 AC.A. 6-15-1005 AC.A 6-21-609 AC.A. 6-18-506 AC.A.  6-18-222 AC.A.  6-5-201 Act 681 of 2003 Cross-References: Prohibited Conduct #I-Policy# 3.17 Prohibited Conduct #2- Policy# 4 .20 Prohibited Conduct #3-Policy # 4.21, 4.26 Prohibited Conduct #4- Policy# 4.22 Prohibited Conduct #5- Policy# 4.23 Prohibited Conduct #8- Policy# 4.24 Prohibited Conduct #12- Policy# 4.25 Prohibited Conduct #14-Policy # 4.7 Prohibited Conduct# 15- Policy# 4.9 Prohibited Conduct# 18- Policy# 4 .26 Prohibited Conduct #19- Policy# 4.27 Prohibited Conduct #20-Policy #4.21A Date Adopted: 12/19/95 Last Revised: 4.19-CONDUCT TO AND FROM SCHOOL Students are subject to the same rules of conduct while traveling to and from school as they are while on school grounds. Appropriate disciplinary actions may be taken against commuting students who violate student code of conduct rules. The preceding paragraph also applies to student conduct while on school buses. The driver of a school bus shall not operate the school bus until every passenger is seated. Disciplinary measures for problems related to bus behavior shall include suspension or expulsion from school, or suspending or terminating the student's transportationp rivileges.T ransportings tudentst o and from school who have lost their transportationp rivilegess hallb ecome the responsibilityo f the student's parent or legal guardian. Legal Reference: A. C.A.  6-19-119 (b) Date Adopted: 6/26/86 Last Revised: 4.20-DISRUPTION OF SCHOOL No students hall by the use of violence,f orce,n oise,c oercion,t hreat,i ntimidationf, ear,p assive resistanceo, r any other conduct,i ntentionallyc auset he disruptiono f any lawfulm ission,p rocess,o r functiono f the school,o r engagei n any such conductf or the purposeo f causingd isruptiono r obstruction of any lawful mission, process, or function. Nor shall any student encourage any other student to engage in such activities. Disorderlya ctivitiesb y any studento r group of studentst hat adverselya ffectt he school's orderly educationale nvironments hall not be tolerateda t any time of schoolg rounds.T eachersm ay remove from class and send to the office of the principal or principal's designee a student whose behavior is so unruly, disruptiveo, r abusivet hat it seriouslyi nterferesw ith the teacher's abilityt o teach the students,t he class, or with the ability of the student's classmates to learn. Students who refuse to leave the classroom voluntarilyw ill be escortedf rom the classroomb y the schoola dministration. Legal Reference: AC.A. 6-18-511 Date Adopted: 9/26/95 Last Revised: 4.21-STUDENT ASSAULT OR BATTERY A student shall not threaten, physically abuse, or attempt to physically abuse, or behave in such a way as to be perceived to threaten bodily harm to any other person (student, school employee, or school visitor). Any gestures, vulgar, abusive or insulting language, taunting, threatening, harassing, or intimidating remarks by a student toward another person that threatens their well-being is strictly forbidden. This includes, but is not limited to, fighting, racial, ethnic, religious, or sexual slurs. Furthermore, it is unlawful, during regular school hours, and in a place where a public school employee is required to be in the course of his/her duties, for any person to address a public school employee using language which, in its common understanding, is calculated to: a) cause a breach of the peace\nb) materiallya nd substantiallyi nterferew ith the operationo f the school\nc ) arouse the person to whom it is addressed to anger, to the extent likely to cause imminent retaliation. Students guilty of such an offense may be subject to legal proceedings in addition to student disciplinary measures. Legal Reference: AC.A 6-17-106 (a) Date Adopted: 6/26/86 Last Revised: 4.22-WEAPONS AND DANGEROUS INSTRUMENTS No student shall possess a weapon, display what appears to be a weapon, or threaten to use a weapon while in school, on or about school property, before or after school, in attendance at school or any school sponsored activity, en route to or from school or any school sponsored activity, off the school grounds at any school bus stop, or at any school sponsored activity or event. A weapon is defined as any knife, gun, pistol, revolver, shotgmi, BB gun, rifle, pellet gmi, razor, ice pick, dirk, box cutter, numchucks, pepper spray or other noxious spray, explosive, or any other instrument or substance capable of causing bodily harm. Possession means having a weapon, as defined in this policy, on the student's body or in an area under his/her control. If, prior to any questioning or search by any school personnel, a student discovers that he/she has accidentally brought a weapon to school including a weapon that is in a vehicle on school grounds, and the student informs the principal or a staff person immediately, the student will not be considered to be in possession of a weapon. The weapon shall be confiscated and held in the office until such time as the student's parent/legal guardian shall pick up the weapon from the school's office. Repeated offenses are unacceptable and shall be grounds for disciplinary action against the student as otherwise provided for in this policy. Students found to be in possession on the school campus of a firearm shall be recommended for expulsion for a period of not less than one year. The School Board shall have the discretion to modify such expulsion recommendation for a student on a case-by-case basis. Parents or legal guardians of students expelled under this policy shall be given a copy of the current laws regarding the possibility of parental responsibility for allowing a child to possess a weapon on school property. Parents or legal guardians shall sign a statement acknowledging that they have read and understand said laws prior to readmitting the student. Parents or legal guardians of a student enrolling from another school after the expiration of an expulsion period for a weapons policy violation shall also be given a copy of the current laws regarding the possibility of parental responsibility for allowing a child to possess a weapon on school property. The parents or legal guardians shall sign a statement acknowledging that they have read and understand said laws prior to the student being enrolled in school. A report will be given to the North Little Rock Police Department and criminal charges may be filed following an investigation. Legal References: A.CA 6-18-502 (c) (2)(A)(B) AC.A. 6-18-507 (e) (1)(2) A.C.A.6-17-113 20 uses  8921 Date Adopted: 9/26/95 Last Revised: 4.23-TOBACCO AND TOBACCO PRODUCTS Smoking or use of tobacco or products containing tobacco in any form (including, but not limited to, cigarettes, cigars, chewing tobacco, and snuff) in or on any property owned or leased by a District school, including school buses, is prohibited. Students who violate this policy may be subject to legal proceedingsi n additiont o studentd isciplinarym easures. Legal Reference: AC.A. 6-21-609 Date Adopted: 7 /24/90 Last Revised: 4.24-DRUGS AND ALCOHOL The North Little Rock School District recognizes that student alcohol and other drug use is illegal and harmful and can seriously impair capacity to learn and to function effectively in our schools Therefore, the North Little Rock School District prohibits the possession, use, distribution or sale of such substances. Further, the North Little Rock School District supports a comprehensive program approach which includes, prevention, early identification/referral, intervention, and support/after-care to prevent or disrupt the use of alcohol and other drugs. The services of a certified drug/alcohol counselor are available at no cost to District students and parents. This policy applies to any student who is on school property, who is in attendance at school or at a school-sponsored activity (including any student who has left the campus for any reason and who returns to the campus), or whose conduct at any time or in any place interferes with or obstructs the mission or operation of the school district. It shall be a violation of policy for any student: 1. To sell, supply or give, or attempt to sell, supply, or give to any person any of the substances listed in this policy or what the student represents or believes to be any substance listed in this policy. Sell includes the following: Having more than one ounce or any amount packaged in separate bags/containers of any substance listed in this policy or what the student represents or believes to be any substance listed in this policy. 2. To posses, procure or purchase, to attempt to possess, procure or purchase, to be under the influence of (legal intoxication not required), or to use or consume or attempt to use or consume, the substances listed in this policy or what is represented to the student to be any of the substances listed in this policy or what the student believes to be any of the substances listed in this pol icy. Prohibited substances shall include, but not be limited to: alcohol or any alcoholic beverage\nmarijuana\nany narcotic drug\nany hallucinogen\nany stimulant\nany depressant\nany other controlled (illegal) substance\nany substance, legal or illegal, that alters the student's ability to act, think, or respond\nany other substance that the student represents or believes to be any substance prohibited by this policy\nor any substance manufactured to look like a substance prohibited by this policy. Any student engaging in any of the activities with any of the prohibited substances listed above shall be subject to the following penalties: A. Use or possession of any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. 1. First violation: The student shall be suspended to the Argenta In School Suspension Class (ASA() for a minimum of ten (10) school days. The police may be called. Proof of professional help is required when the student returns to school, and a parental conference is required prior to readmission. 2. Second violation: The student shalt be expelled for the remainder of the school year. B. Selling or buying on school property any substance prohibited by this policy or what the student represents or believes to be any substance prohibited by this policy. 1. The police will be summoned. 2. The student will be expelled for the remainder of the school year. Any student suspended or expelled in accordance with this policy shall be required to seek professional counseling prior to readmission to school. The student must receive full counseling through District approved professional counseling services at his/her own expense. Upon readmission, continued enrollment shalt be contingent upon completion of the alcohol/ drug counseling program. Failure to complete the alcohol/drug counseling may be grounds for expulsion. Page 2 of 2 4.25---STUDENTD RESSA ND GROOMlNG The North Little Rock Board of Education recognizes that dress can be a matter of personal taste and preference. At the same time, the Districth as a responsibilityt o promotea n environmentc onducivet o student learning. This requires limitations to student dress and grooming that could be disruptive to the educational process because they are immodest, disruptive, unsanitary, unsafe, could cause property damage, or are offensive to common standards of decency. The Superintendent shall establish student dress codes for the District's schools that are consistent with the above criteria and are included in the student handbook. Date Adopted: 9/26/95 Last Revised: 4.26-GANGS AND GANG ACTIVITY The Board is committed to ensuring a safe school environment conducive to promoting a learning environment where students and staff can excel. An orderly environment cannot exist where unlawful acts occur causing fear, intimidation, or physical harm to students or school staff. Gangs and their activitiesc reate such an a1mospherea nd shall not be allowed on school groundso r at school functions. The following actions are prohibited by students on school property or at school functions: I. Wearing or possessing any clothing, bandanas,jewelry, symbol, or other sign associated with membership in, or representative of, any gang\n2. Engaging in any verbal or nonverbal act such as throwing signs, gestures, or handshakes representative of membership in any gang\n3. Recruiting, soliciting, or encouraging any person through duress or intimidation to become or remain a member of any gang\nand/or 4. Extorting payment from any individual in return for protection from harm from any gang. Students found to be in violation of this policy shall be subject to disciplinary action up to and including expulsion. Students arrested for gang related activities occurring off school grounds shall be subject to the same disciplinary actions as if they had occurred on school grounds. Date Adopted: 4.27-STUDENT SEXUAL HARASSMENT The North Little Rock School District is committed to having an academic environment in which all students are treated with respect and dignity. Student achievement is best attained in an atmosphere of equal educationalo pportunityt hat is free of discriminationS. exualh arassmenti s a form of discrimination that undermines the integrity of the educational environment and will not be tolerated. Believing that prevention is the best policy, the District will periodically inform students and employees about the nature of sexual harassment, the procedures for registering a complaint, and the possible redress that is available. The information will stress that the District does not tolerate sexual harassment and that students can report inappropriate behavior of a sexual nature without fear of adverse consequences. The information will take into account and be appropriate to the age of the students. It shall be a violation of this policy for any student to be subjected to, or to subject another person to, sexual harassment as defined in this policy. Any student found, after an investigation, to have engaged in sexual harassment will be subject to disciplinary action up to, and including, expulsion. Sexual harassment refers to unwelcome sexual advances, requests for sexual favors, or other personally offensive verbal, visual, or physical conduct of a sexual nature made by someone under any of the following conditions: 1. Submission to the conduct is made, either explicitly or implicitly, a term or condition of an individual's education\n2. Submission to, or rejection of, such conduct by an individual is used as the basis for academic decisions affecting that individual\nand/or 3. Such conduct has the purpose or effect of substantiallyi nterferingw ith an individual's academic performance or creates an intimidating, hostile, or offensive academic environment. The terms \"intimidating,\" \"hostile,\" and \"offensive\" include conduct of a sexual nature which has the effect of humiliation or embarrassment and is sufficiently severe, persistent, or pervasive that it limits the student's ability to participate in, or benefit from, an educational program or activity. Actionable sexual harassment is generally established when an individual is exposed to a pattern of objectionable behaviors or when a single, serious act is committed. What is, or is not, sexual harassment will depend upon all of the surroundingc ircumstances.D ependingu pon such circumstances,e xamples of sexual harassment include, but are not limited to: unwelcome touching\ncrude jokes or pictures\ndiscussions of sexual experiences\npressure for sexual activity\nintimidation by words, actions, insults, or name calling\nt easing relatedt o sexual characteristics\na nd spreadingr umors related to a person's alleged sexual activities. Students who believe they have been subjected to sexual harassment, or parents of a student who believes their child has been subjected to sexual harassment, are encouraged to file a complaint by contacting a counselor,t eacher, Title IX coordinator,o r administratorw ho will assistt hem in the complaintp rocess. Under no circumstances shall a student be required to first report allegations of sexual harassment to a school contact person if that person is the individual who is accused of the harassment. To the extent possible, complaintsw ill be treatedi n a confidentialm anner.L imited disclosurem ay be necessary in order to completea thoroughi nvestigation.S tudentsw ho file a complainto f sexual harassment will not be subject to retaliation or reprisal in any form. Students who knowingly fabricate allegations of sexual harassment shall be subject to disciplinary action up to and including expulsion. Individuals who withhold information, purposely provide inaccurate facts, or otherwise hinder an investigationo f sexual harassments hall be subjectt o disciplinarya ctionu p to and includinge xpulsion. Legal References: Title IX of the Education Amendments of 1972, 20 USC 1681, et seq. A.C.A.  6-15-1005 (b) (1) Date Adopted: 8/24/93 Last Revised: 4.28-LASER POINTERS Students shall not possess any hand held laser pointer while in school\non or about school property, before or after school\nin attendance at school or any school-sponsored activity\nen route to or from school or any school-sponsored activity\noff the school grounds at any school bus stop or at any school-sponsored activity or event. School personnel shall seize any laser pointer from the student possessing it and the parent may reclaim it at the close of the school year, or when the student is no longer enrolled in the District 4.28-A-CELL PHONES AND COMMUNICATION DEVICES Students shall not possess any paging device, beeper, telephone, or similar electronic communication device on the school campus during the school day. Students may possess electronic communication devices on a school campus after normal school hours and during extra curricular activities. 4.29 FORM-STUDENT INTERNET USE AGREEMENT Student's Name (Please Print) _______________ Grade Level __ _ School ________________________ Date ___ _ The North Little Rock School District agrees to allow the student identified above to use the District's technology to access the Internet under the following terms and conditions: 1. Conditional Privilege: The student's use of the District's access to the Internet is a privilege conditioned on the student's abiding to this agreement. No student may use the District's access to the Internet unless the student and his/her parent or guardian have read and signed this agreement. 2. Acceptable Use: The student agrees that he/she will use the District's Internet access for educational purposes only. 1n using the Internet, the student agrees to obey all federal and state laws and regulations. The student also agrees to abide by any Internet use rules instituted at the student's school or class, whether those rules are written or oral. 3. Penalties for Improper Use: If the student violates this agreement and misuses the Internet, he/she shall be subject to disciplinary action. 4. \"Misuse of the District's access to the Internet\" includes, but is not limited to, the following: a.. Using the Internet for other than educational purposes\nb. Gaining intentional access or maintaining access to materials which are \"harmful to minors\" as defined by Arkansas law\nc. Using the Internet for any illegal activity, including computer hacking and copyright or intellectual property law violations\nd. Making unauthorized copies of computer software\ne. Accessing \"chat lines\" unless authorized by the instructor for a class activity directly supervised by a staff member\nf. Using abusive or profane language in private messages on the system, or using the system to harass, insult or verbally attach others\ng. Posting anonymous messages on the system\nh. Using encryption software\n1. Wasting the limited resources provided by the school, including paper\nJ. Causing congestion of the network through lengthy downloads of files\nk. Vandalizing data of another user\nI. Obtaining or sending information which could be used to make destructive devices such as guns, weapons, bombs, explosives or fireworks\nm. Gaining or attempting to gain unauthorized access to resources or files\nn. Identifying oneself with another person's name or password or using an account or password of another user without proper authorization\no. Invading the privacy of individuals\np. Divulging personally identifying information about himself7herselfo r anyone else either on the Internet or in an e-mail. Personally identifying information includes full names, address, and phone number\nq. Using the network for financial or commercial gain without District permission\nr. Stealing or vandalizingo f data, equipment,o r intellectualp roperty\ns. Attempting to gain access or gaining access to student records, grades, or files\nt. Introducing a virus to, or otherwise improperly tampering with the system\nu. Degrading or disrupting equipment or system performance\nv. Creating a web page or associating a web page with the school or District without proper authorization\nw. Providing access to the District's Internet Access to unauthorized individuals\nx. Failing to obey school or classroom Internet use rules\nor y. Taking part in any activity related to Internet use which creates a clear and present danger of the substantial disrnption of the orderly operation of the District or any of its chools. 5. Liability for debts: Students and their cosigners shall be liable for any and all costs (debts) incurred through the student's use of the computers or the Internet including penalties for copyright violations. 6. No Expectation of Privacy: The student and parent/guardian signing below agree that if the student uses the Internet through the District's access, that the he/she waives any right to privacy the student may have for such use. The student and the parent/guardian agree that the District may monitor the student's use of the District's Internet Access and may also examine all system activities the student participates in, including but not limited to e-mail, voice, and video transmissions, to ensure proper use of the system. The District may share such transmissions with the student's parents/guardians. 7. No Guarantees: The District will make good faith efforts to protect children from improper or harmful matter which may be on the Internet. At the same time, in signing this agreement, the parent and student recognize that the District makes no guarantees about preventing improper access to such materials on the part of the student. 8. Signatures: We, the persons who have signed below, have read this agreement and agree to be bound by the terms and conditions of this agreement. Student's Signature: -----------------------'Date _____ _ Parent/Legal Guardian Signature: _______________ Date ___ _ 4.29-COMPUTER USE POLICY The North Little Rock School District makes computers and/or computer Internet access available to students, to permit students to perform research and to allow students to learn how to use computer technology.U se of Districtc omputersi s for educationala nd/or instructionalp urposes only. It is the policy of this Districtt o equip each computerw ith Internetf ilte1ings oftware designedt o prevent users from accessing material that is hannful to minors. No student will be granted Internet access until and unless a computer-use agreement, signed by both the student and the parent or legal guardian (if the student is under the age of eighteen [18]) is on file. The current version of the computer use agreement form is incorporated by reference into board policy and is considered part of the student handbook. Students are advised that they enjoy no expectation of privacy in any aspect of their computer use, including e-mail, and that monitoring of student computer use is continuous. Students who misuse District-owned computers or Internet access in any way, including using computers except as directed or assigned by staff or teachers, using computers to violate any other policy or contrary to the computer use agreement, attempting to defeat or bypass Internet filtering software, or using the computers to access or create sexually explicit or pornographic text or graphics, will face disciplinary action, as specified in the student handbook and/or computer use agreement. Legal References: 20 USC 6801 et seq. (Children's Internet Protection Act\nPL 106-554) AC.A 6-21-107 AC.A 6-21-111 Date Adopted: 4.30-SUSPENSION FROM SCHOOL Students not present at school cannot benefit from the educational opportunities the school environment affords. Administrators,t herefore,s hall strivet o find ways to keep studentsi n school as participantsi n the educational process. There are instances, however, when the needs of the other students or the interests of the orderly learning environment require the removal of a student from school. The Board authorizes school principals or their designees to suspend students for disciplinary reasons for a period of time not to exceed ten (10) school days, including the day upon which the suspension is imposed. The suspension may be in school or out of school. Students are responsible for their conduct that occurs at any time on the school grounds\noff school grounds at a school-sponsored function, activity, or event\nand/or going to and from school or a school activity. A student may be suspended for behavior including, but not limited to that which: 1. Is in violation of school policies, rules, or regulations\n2. Substantially interferes with the safe and orderly educational environment\n3. School administrators believe will result in the substantial interference with the safe and orderly educational environment\nand/or 4. Is insubordinate, incorrigible, violent, or involves moral turpitude. The school principal or designee shall proceed as follows in deciding whether or not to suspend a student: 1. The student shall be given written notice or advised orally of the charges against him/her\n2. If the student denies the charges, he/she shall be given an explanation of the evidence against him/her and be allowed to present his/her version of the facts\n3. If the principal finds the student guilty of the misconduct, he/ she may be suspended\nand 4. The parent(s) or legal guardian(s) of the student shall have the right to appeal a building level decision as outlined in the student handbook. When possible, notice of the suspension, its duration, and any stipulations for the student's readrnittance to class will be given to the parent(s) or legal guardian(s) prior to the suspension. Such notice shall be handed to the parent(s) or legal guardian(s) or mailed to the last address reflected in the records of the District. Generally, notice and hearing should precede the student's removal from school, but if prior notice and hearing are not feasible, as where the student's presence endangers persons or property or threatens disruption of the academic process, thus justifying immediate removal from school, the necessary notice and hearing should follow as soon as practicable. Out-of-school suspensions shall be treated as unexcused absences and during the period of suspension students shall not be permitted on campus exceptt o attend a student/parent/administratocro nference. In-school suspension shall be treated as if the student was present at school. If a student is assigned to Student Assignment Classes (SAC) three times during a school year, any subsequent serious misbehavior will result in the student being suspended off campus for a maximum of ten days. The student shall not attend any school-sponsoreda ctivitiesd uring the imposed suspensionn or shall the student participatei n any school-sponsoreda ctivities.W hile under suspensions tudents shall not be eligible to participate in, practice for, or attend any student activity whether during or after the school day. These activities include both Vespers and graduation. Suspensions initiated by the principal or his/her designee may be appealed to the Superintendent, but not to the Board. Suspensionsi nitiatedb y the Superintendentm ay be appealedt o the Board. Legal References: AC.A. 6-18-507 Goss v Lopez, 419 U.S. 565 (1975) Date Adopted: 9/26/95 Last Revised: 4.31-EXPULSION The Board of Education may expel a student for a period longer than ten (10) school days for violation of the District's written discipline policies. The Superintendent may make a recommendation of expulsion to the Board of Education for student conduct deemed to be of such gravity that suspension would be inappropriate, or where the student's continued attendance at school would disrupt the orderly learning environment or would pose an unreasonable danger to the welfare of other students or staff. The Superintendent or his/her designee shall give written notice, sent by registered or certified mail, to the parents or legal guardians (mailed to the address reflected on the District's records) that he/she will recommend to the Board of Education that the student be expelled for the specified length of time and state the reasons for the recommendation to expel. The notice shall give the date, hour, and place where the Board of Education will consider and dispose of the recommendation. The hearing shall be conducted not less than three (3) calendar days not more than seven (7) calendar days following the date of the notice, except that representatives of the Board and student may agree in writing to a date not conforming to this limitation. The President of the Board, Hearing Officer, or other designated Board member shall preside at the hearing. The student may choose to be represented by legal counsel. The hearing shall be conducted in open session of the Board unless the parent requests that the hearing be conducted in executive session. Any action taken by the Board shall be in open session. During the hearing, the Superintendent will present evidence, including the calling of witnesses that gave rise to the recommendation of expulsion. The student, or his/her representative, may then present evidence including statements from persons with personal knowledge of the events or circumstances relevant to the charges against the student. Formal cross-examination will not be permitted. However, any member of the Board, the Superintendent, or designee, the student, or his/her representative may question anyone making a statement and/or the student. The presiding officer shall decide questions concerning the appropriateness or relevance of any questions asked during the hearing. The Superintendent shall recommend the expulsion of any student for a period of not less than one (I) year for possession of any firearm or other weapon prohibited on school campus by law. The Superintendent shall, however, have the discretion to modify the expulsion recommendation for a student on a case-by-case basis. Parents or legal guardians of a student enrolling from another school after the expiration of an expulsion period for a weapons policy violation shall be given a copy of the current laws regarding the possibility of parental responsibility for allowing a child to possess a weapon on school property. The parents or legal guardians shall sign a statement acknowledging that they have read and understand said laws prior to the student being enrolled in school. The Superintendent and the Board of Education shall complete the expulsion process of any student that was initiated because the student possessed a firearm or other prohibited weapon on school property regardless of the enrollment status of the student. Legal Reference: AC.A  6-18-507 Date Adopted: 9/26/95 Last Revised: 4.32-SEARCH, SEIZURE, AND INTERROGATIONS The District respects the rights of its students against arbitrary intrusion of their person and property. At the same time, it is the responsibility of school officials to protect the health, safety, and welfare of all students emolled in the District in order to promote an environment conducive to student learning. The Superintendent, principals, and their designees have the right to inspect and search school property and equipment. They may also search students and their personal property in which the student has a reasonable expectation of privacy, when there is reasonable suspicion to believe such student or property contains illegal items or other items in violation of Board policy or dangerous to the school community. School authorities may seize evidence found in the search and disciplinary action may be taken. Evidence found which appears to be in violation of the law shall be reported to the appropriate authority. School property shall include, but not be limited to, lockers, desks, and parking lots, as well as personal effects left there by students. When possible, prior notice will be given and the student will be allowed to be present along with an adult witness, however, searches may be done at any time with or without notice or the student's consent. A personal search must not be excessively intrusive in light of the age and sex of the student and the nature of the infraction. Such personal searches shall be conducted by a school official of the same sex as the student being searched with an adult witness of the same sex present. Pat-down searches may be conducted upon reasonable suspicion, as may metal detector searches. Items of clothing, other than such outer garments as overcoats, jackets, sport coats, shoes and socks, may not be requested to be removed. The Superintendent, principals, and their designees may request the assistance oflaw enforcement officials to help conduct searches. Such searches may include the use of specially trained dogs. Questioning of students by non-school personnel shall be granted only with a court order directing such questioning, with permission of the parents of a student ( or the student if above eighteen (18] years of age), or in response to a subpoena or arrest warrant. If the District makes a report to any law enforcement agency concerning student misconduct or if access to a student is granted to a law enforcement agency due to a court order, the principal or the principal's designee shall make a good faith effort to contact the student's parent, legal guardian, or other person having lawful control by court order, or person acting in loco parentis on student enrollment forms. Legal Reference: AC.A. 6-18-513 Date Adopted: 8/27 /96 Last Revised: 4.33-STUDENTS' VEHICLES Students who have presented a valid driver's license and proof of insurance to the appropriate office personnel, may drive their vehicle to school. Vehicles driven to school shall be parked in the area designated for student parking. Students are not permitted to loiter in parking areas and are not to return to their vehicles for any reason unless given permission to do so by school personnel. It is understood that there is no expectation of privacy in vehicles in parking areas. Drivers of vehicles parked on a school campus will be held accountable for illegal substances or any other item prohibited by District policy found in their vehicle. Students in grades seven and eight are permitted to ride motorcycles to school but are not allowed to drive cars. The school cannot be responsible for stolen property or damage to vehicles. Date Adopted: 9/26/95 Last Revised: 4.34-COMMUNICABLE DISEASES AND PARASITES Students with communicable diseases or with parasites shall demonstrate respect for other students by not attending school while they are contagious. In some instances, a letter from a health care provider may be required prior to the student being readmitted to the school. The parents or legal guardians of students found to have live lice or nits will be asked to pick their child up at school. The parents or legal guardians will be given information concerning the eradication and control of head lice. Before students may be readmitted following an absence due to head lice, the school nurse or designee shall examine the student to make sure they are free of any lice or nits. Each school may conduct screenings of students for head lice as needed. The screenings shall be conducted in a manner that respects the confidentialityo f each student. Date Adopted: 6/26/86 Last Revised: 4.34A-HIV, AIDS General Principles Recognizing the increasing incidence ofHN positive, AIDS, and other blood borne pathogen cases in Arkansas, the North Little Rock School District affirms it's belief in education as a major tool in combating the spreading of such infections. The critical lack of knowledge about these infections, and the discrimination against victims of these diseases require the District to provide age-appropriate, accurate, and current information to all North Little Rock School District staff and students. HN is not spread by casual, everyday contact. Therefore, unless the student or employee has a serious secondary infection that may be transmitted to others or has a significant health problem that will permanently restrict his/her ability to attend class or to work, infected students or employees shall attend the school and classroom or retain the position to which they would be assigned as if they were not infected. Nothing in this policy implies or mandates disclosure ofHN/AIDS status of students or staff. They are entitled to all rights, privileges, and services accorded to other students/employees. Decisions about any changes in the education program of an infected student or the job assignment of an infected employee shall be made on a caseby- case basis, relying on the best available scientific evidence and medical advice. There shall be no discrimination in employment based on having an HN infection or AIDS. No school employee shall be terminated, non-renewed, demoted, suspended, transferred, or subjected to adverse action based solely on the fact that he/she is infected with HN ( or is perceived to be infected). School employees who are unable to perform their duties due to an illness, such as those related to HN, shall retain eligibility for all benefits that are provided for other school employees with long-term diseases or disabling conditions. The District shall administer a program of on-going education about HN for students and all school employees, including full-time, part-time, and temporary professional and support staff to ensure that all are informed in a consistent manner about the nature ofHN infection, including how it is and is not transmitted according to current scientific evidence, District policies and procedures related to employees and students with diseases such as HN infection, resources within the District and elsewhere for obtaining additional information or assistance, and procedures to prevent the spread of all communicable diseases at school. Evaluating Students and School Staff Members Who Are Infected with HIV HIV infection is not transmitted casually\ntherefore, it is not in itself, a reason to remove a student or staff member from school the Superintendent who has been notified that a student or staff member is infected with HN shall ensure the safety of persons in the school setting and to plan to support the person with the illness. In the case of HIV, the Superintendent shall determine whether the person who is infected with HIV has a secondary infection, such as tuberculosis, that constitutes a recognized risk of transmission in the school setting. This is a medical question, and the Superintendent shall answer it by consulting with the infected person's physician, a qualified public health official who is responsible for such determinations, and the infected person and a student's parent or guardian. This group shall also discuss ways that the school may help anticipate and meet the needs of the student or staff member infected with HIV. If there is no secondary infection that constitutes a medically recognized risk of transmission in the school setting, the Superintendent shall not alter the education program or job assignment of the infected person. However, the Superintendent or his/her designee shall periodically review the case with the infected person (and student's parent or guardian) and the medical advisors described above. If there is a secondary infection that constitutes a medically recognized risk of transmission in the school setting, the Superintendent shall consult with the physician, public health official, and the infected person (and student's parent or guardian). If necessary, they will develop an individually tailored plan for the student or staff member. Additional persons may be consulted, if this is essential for gaining additional information, but the infected staff member, or the parents or guardian of a student, must approve of the notification of any additional persons who would know the identity of the infected person. The Superintendent should consult with the school attorney to make sure that any official action is consistent with federal and state law. When the Superintendent makes a decision about the case, there shall be a fair and confidential process for appealing the decision. If an individually tailored plan is necessary, it shall have minimal impact on either education or employment. It must be medically, legally, educationally, and ethically sound. The Superintendent shall establish guidelines for periodic review of the case and shall oversee implementation of the plan in accordance with local, state, and federal laws, including due process and appeal. Confidentiality The people who shall know the identity of a student or school staff member who is infected with HIV are those who will, with the infected person and a student's parent or guardian, determine whether the person who is infected with HIV has a secondary infection that constitutes a medically recognized risk of transmission in the school setting. They are as follows: 1. The Superintendent, or a person designated by the Superintendent to be responsible for the decision, and 2. The personal physician of the infected person. Notification of Additional Persons The decisionmakers listed above and the person infected with HN ( and a student's parent or guardian) will determine whether additional persons need to know that an infected person attends or works at a specific school. The additional persons will not know the name of the infected person without the consent of the infected person and student's parent or guardian. Depending on the circumstances of the case, the following persons may know about the person who is infected with HN, but do not know his/her identity: 1. The school nurse, and 2. The school principal or designee. Additional persons may be notified if the Superintendent and personal physician of the infected person feel that this is essential to protect the health of the infected student or staff member, or if additional persons are needed to periodically evaluate or monitor the situation. Consent for notifying these additional persons must be given by the infected person (and a student's parent or guardian). Confidentiality All persons shall treat all information as highly confidential. No information shall be divulged, directly or indirectly, to any other individuals or groups. All medical information and written documentation of discussions, telephone conversations, proceedings, and meetings shall be kept by the Superintendent in a locked file. Access to this file shall be granted only to those persons who have the written consent of the infected staff member or the infected student's parent or guardian. To further protect confidentiality, names will not be used in documents except when this is essential. Any document containing the name, or any other information that would reveal the identity of the infected person, will not be shared with any person, not even for the purposes of word processing or reproduction. Any school staff member who violates confidentiality will be disciplined according to policy and procedures. Testing Mandatory screening for communicable diseases that are not spread by casual, everyday contact, such as HN infection, shall not be a condition for school entry or attendance, or for employment or continued employment. Infection Control The District shall follow the most current Centers for Disease Control (CDC) \"Universal Precautions for Prevention of Transmission of Human hnmunodeficiency Virus, Hepatitis B Virus, and Other Bloodbome Pathogens in Health-Care Settings.\" As prescribed by CDC guidelines, training about techniques for preventing the spread of infectious diseases shall be comprehensive and shall be provided for students and staff. The Superintendent shall be responsible for the effective implementation of these training programs and procedures which shall be developed in collaboration with local or state health agencies and be a part of the District's safety program. The facility shall be cleaned and decontaminated after any incident involving blood or other potentially infectious materials. All equipment and contaminated work surfaces shall be decontaminated immediately or as soon as feasible after any spill of blood or other potentially infectious materials. Contaminated sharps, such as needles, broken glass, knives, etc., shall be placed in a sharps container for disposal. Date Adopted: 8/27 /96 4.35-STUDENt MEDICATIONS Prior to the administration of any medication to any student under the age of eighteen (18), written parental consent is required. The consent form shall include authorization to administer the medication and relieve the Board and its employees of civil liability for damages or injuries resulting from the administration of medication to students in accordance with this policy. Unless authorized to self-administer, students are not allowed to carry any medications while at school. The parent or legal guardian shall bring the student's medication to the nurse, or in the absence of a nurse, to the principal' s office. The student may bring the medication if accompanied by a written authorization from the parent or legal guardian. Medications, including those for self-medication, must be in the original container and be properly labeled with the student's name, the ordering provider's name, the name of the medication, the dosage, frequency, and instructions for the administration of the medication (including times). Additional information accompanying the medication shall state the purpose for the medication, its possible side effects, and any other pertinent instructions (such as special storage requirements) or warnings. Non prescriptive medications may be given to students upon the decision of the principal or the nurse. Such medications must be in the original container, clearly labeled and accompanied by a written authorization form signed by the parents or legal guardians that includes the student's name, the name of the medication, the dosage, and instructions for the administration of the medication (including times). Non prescriptive medications will not be given for more than one week without a written doctor's order. All medications must be administered in the school office or other designated area. The student must swallow the oral medication in the presence of the adult administering the medication. Inhalers must be used in the presence of an adult. The school is not responsible for any reactions caused by medications which are properly administered. If questions arise a medication, school personnel have the right to call the doctor/pharmacist regarding the medication. The school shall not keep outdated medications or any medications past the end of the school year. Parents shall be notified ten (10) days in advance of the school's intention to dispose of any medication. Medications not picked up by the parents or legal guardians within the ten (10) day period shall be destroyed by the nurse with a witness present. Reference: Arkansas State Board of Nursing: School Nurse Roles and Responsibilities Date Adopted: 12/19/95 4.35 FORM-MEDICATION ADMINISTRATION CONSENT FORM Student's Name (Please Print) ----------------------- Medications, including those for self-medication, must be in the original container and be properly labeled with the student's name, the ordering provider's name, the name of the medication, the dosage, frequency, and instructions for the administration of the medication (including times). Additional information accompanying the medication shall state the purpose for the medication, its possible side effects, and any other pertinent instructions (such as special storage requirements) or warnings. I hereby authorize the school nurse or his/her designee to administer the following medications to my child. Name(s) of medication(s) ______________________ _ Name of physician or dentist (if applicable) ________________ _ Dosage ______________________________ _ Instructions for administering the medication ----------------- Other instructions --------------------------- I acknowledge that the District, its Board of Directors, and its employees shall be immune from civil liability for damages resulting from the administration of medications in accordance with this consent form. Parent or legal guardian signature --------------------- Date ------- 4.36-STIJDENT ILLNESS/ ACCIDENT If a student becomes too ill to remain in class and/or could be contagious to other students, the principal or designee will attempt to notify the student's parent or legal guardian. The student will remain in the school's health room or a place where he/she can be supervised until the end of the school day or until the parent/legal guardian can check the student out of school. If a student becomes seriously ill or is injured while at school and the parent/legal guardian cannot be contacted, the failure to make such contact shall not unreasonably delay the school's expeditious transport of the studentt o an approp1iatem edical care facility.T he school assumes no responsibilityf or treatment of the student. When available, current, and applicable, the student's emergency contact numbers and medical information will be utilized. Parents are strongly encouraged to keep this information up to date. A written report shall be made of all injuries requiring medical attention. One copy shall be sent to the Director of Student Affairs and one retained by the school. Date Adopted: I 1/18/99 Last Revised: 4.37-EMERGENCY DRILLS All schools in the District shall conduct fire drills at least monthly. Tornado drills shall also be conducted at least annually. Other types of emergency drills may also be conducted. These may include, but are not limited to: 1. Earthquake\n2. Act of terrorism\n3. Chemical spill\nand/or 4. Airplane crash. Legal Reference: AC.A. 12-13-109 Date Adopted: 6/26/86 Date Revised: 4.38-PERMANENT RECORDS Permanent school records, as required by the Arkansas Department of Education, shall be maintained for each student emolled in the District until the student graduates or is beyond the age of compulsory school attendance. A copy of the student's permanent record shall be provided to the receiving school district upon the transfer of the student to another district. Date Adopted: 6/26/86 Last Revised: 4.39-CORPORAL PUNISHMENT The North Little Rock School Board prohibits the use of corporal punishment by any employee of the District against any student. Legal Reference: AC.A. 6-18-505 (c)(l) Date Adopted: '2/1/91 Last Revised: 4.40-HOMELESS STUDENTS The North Little Rock School District will afford the same services and educational opportunities to homeless children as are afforded to non-homeless children. The Superintendent or his/her designee shall appoint an appropriate staff person to be the local educational liaison for homeless children and youth whose responsibilities shall include coordinating with the state educational liaison for homeless children and youth to ensure that homeless children are not stigmatized or segregated on the basis of their status as homeless and such other duties as are prescribed by law and this policy. Notwithstanding Policy 4.1-RESIDENCE REQUIRMENTS, homeless students living in the District are entitled to enroll in the District's school that non-homeless students who live in the same attendance area are eligible to attend. If there is a question concerning the enrollment of a homeless child due to a conflict with Policy 4.1 or 4.2-ENTRANCE REQUIREMENTS, the child shall be immediately admitted to the school in which enrollment is sought pending resolution of the dispute. It is the responsibility of the District's local educational liaison for homeless children and youth to carry out the dispute resolution process. The District shall act, according to the best interests of a homeless child and to the extent feasible do one of the following: 1. Continue educating the child who became homeless between academic years or during an academic year in their school of origin for the duration of their homelessness\n2. Continue educating the child in his/her school of origin who became permanently housed during an academic year for the remainder of the academic year\nor 3. Enroll the homeless child in the school appropriate for the attendance zone where the child lives. For the purposes of this policy \"school of origin\" means the school the child attended when permanently housed or the school in which the child was last enrolled. If the District elects to enroll a homeless child in a school other than his/her school of origin and such action is against the wishes of the child's parent or guardian, the District shall provide the parent or guardian with a written explanation of their reason for so doing which shall include a statement of the parent/guardian's right to appeal. In any instance where the child is unaccompanied by a parent or guardian, the District's local educational liaison for homeless children and youth shall assist the child in determining his/her place of enrollment. The liaison shall provide the child with a notice of his/her right to appeal the enrollment decision. The District shall be responsible for providing transportation for a homeless child, at the request of the parent or guardian ( or in the case of an unaccompanied youth, the liaison), to and from the child's school of origin. For the purposes of this policy, students shall be considered homeless if they lack a fixed, regular, and adequate night-time residence or one of the following: 1. Sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason\nliving in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations\nliving in emergency or transitional shelters\nabandoned in hospitals\nor are awaiting foster care placement\n2. Having a primary night-time residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings\n3. Living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings\nor 4. Are migratory children who are living in circumstances described in 1 through 3. Legal References: 42 U.S.C.  11431 et seq. 42 U.S.C.  11431 (2) Date Adopted: 42 U.S.C.  11432(g)(l)(H)(I) 42 U.S.C.  11432 (g)(l)(J)(i), (ii), (iii), (iii)(I), (iii)(ll) 42 U.S.C.  11432 (g)(3)(A), (A)(i), (A)(i)(I), (A)(i)(II), (A)(ii) 42 U.S.C.  11432 (g)(3)(B)(i), (ii), (iii) 42 U.S.C.  11432 (g)(3)(C)(i), (ii), (iii) 42 U.S.C.  11432 (g)(3)(E)(i), (ii), (iii) 42 U.S.C.  11432 (g)(3)(G) 42 U.S.C.  11432 (g)( 4) (A), (B), (C), (D), (E) 42 U.S.C.  11434a 4.41 FORM-OBJECTION TO PHYSICAL EXAMINATIONS OR SCREENINGS I, the undersigned, being a parent or guardian of a student, or a student eighteen (18) years of age or older, hereby note my objection to the physical examination or screening of the student named below. Physical examination or screening being objected to: Vision test __ Hearing test Scoliosis test __ Other, please specify _________________________ _ __ Non-emergency, invasive physical examination as defined in Policy 4 .41 Comments: Name of student (Printed) Signature of parent ( or student, if 18 or older) Date form was filed (To be filled in by office personnel) 4.41-PHYSICAL EXAMINATIONS OR SCREENINGS The North Little Rock School District may provide from time to time for the administration of physical exams or screenings of its students. The intent of the exams or screenings shall be to detect contagious or infectious diseases or defects in hearing, vision, or other elements of health that would adversely affect the student's ability to achieve to their full potential. The District shall notify parents, at least annually, of the specific or approximate dates of any nonemergency, invasive physical examination or screening that is: 1. Required as a condition of attendance\n2. Administered by the school and scheduled by the school in advance\nand 3. Not necessary to protect the immediate health and safety of the student, or of other students. For the purposes ohhis policy, \"Invasive Physical Examination\" is defined as any medical examination that involves the exposure of private body parts, or any act during such examination that includes incision, insertion, or injection into the body, but does not include a hearing, vision, or scoliosis screening. Except in instances where a student is suspected of having a contagious or infectious disease, parents shall have the right to opt their student out of the exams or screenings by using form 4.41 FORM or by providing certification from a physician that he/she has recently examined the student. A student may be required to pass a physical exam before being allowed to participate in certain extracurricular activities to help ensure they are physically capable of withstanding the rigors of the activity. If a student so desires, he/she may use the family physician for this examination, but the expense shall be borne by the parents. It is understood that students who refuse to take such an exam will not be allowed to participate in the desired activity. The rights provided to parents under this policy transfer to the student when he/she turns 18 years old. Legal Reference: AC.A. 6-18-702 (b), (c), (f) 20 USC 1232h (c) [NCLB Act of 2001, Part F, Section 1061 (c) (l)(D), (2)(A)(i)(ii)(B)(C)(iii)(I)(II)(III()4, )(B)(ii),( S)(B), (6)(B)(C)] Date Adopted: 6/26/86 Last Revised: 4.42-STUDENT HANDBOOK It shall be the policy of the North Little Rock School District that the most recently adopted version of the student handbook be incorporated by reference into the policies of this District. In the event that there is a conflict between the student handbook and a general board policy or policies, and the student handbook is more recently adopted than the general board policy, the student handbook will be considered binding and controlling on the matter. Date Adopted: .. 4.43-BULL YING Respect for the dignity of others is a cornerstone of civil society. Bullying creates an atmosphere of fear and intimidation, robs a person of their dignity, detracts from the safe environm\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eNorth Little Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_952","title":"Discipline: ''Analysis of Disciplinary Actions, District Level,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["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","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline","School districts--Arkansas--North Little Rock"],"dcterms_title":["Discipline: ''Analysis of Disciplinary Actions, District Level,'' North Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/952"],"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\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nNORTH LITTLE ROCK SCHOOL DISTRICT ANALYSIS of R SEP2 1999 Off\\C0 ~ITTO noI G DISCIPLINARY ACTIONS District Level 1998-99 Francical J. Jackson Director of Student Affairs 3f: DIS03Z ::ite: 6/02/99 ime: 15:13:07 Analysis of Disciplinary Actions DISTRICT LEVEL From AUGUST Through JUNE ------------------------------------------------------------------------------~------------------------------------------------------------------------------- 1 9 9 7 - 9 8 -----BM------ -----BF------- -----NBM----- -----NBF------ # REF PCT /TOT # REF PCT /TOT # REF PCT/TOT # REF PCT/TOT # STU # STU ... r.- STU # STU ------------------------------------------------------------------------------- 9 S. A. C. 1801 5.3. 91/, 662 25.8% 547 16. 4~'. 132 .3 .. 9Y. 3:342 666 410 278 94 144.8 0 HOME SUSP. 511 67.9% 125 16.6% 104 13.8% 13 1. 7\"/4. 753 269 78 67 10 424 1 BOYS CLUB 515 65.8% 148 18. 91/. 112 14. 3\n. 8 1. or. 783 278 92 73 6 449 2 E. I. C. 0  1)% 0 . 0% 0 . or. 0 . 01. 0 0 0 0 0 0 7 EXPULSION 6 54. 51. 5 45.5% 0 . 01/. 0 . 01. 11 6 5 0 0 11 -------------------------------------- ---------------------------------------- 1 9 9 8 - 9 9 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 9 S. A. C. 1450 52. 41/. 719 26. 0'1/. 460 16. 61/. 138 5, 01/. 2767 604 356 257 95 1312 (I HOME SUSP. 574 65.2% 150 17.0:t~ 135 1 S. 3i~ 22 2. Si~ 881 Z Q ':l ' ~ 90 71 14 468 1 BOYS CLUB 363 58. 5'1/. 148 23. 8'1/. 88 14. Z'l. 22 3. 5'1/. 621 207 97 68 16 382 2 E. I. C. 216 50.5% 106 29. 71/. 29 8. 1 '1/. 6 1 ~ 7~~ ':le\n'-, ._.w I 118 52 24 6 2(\n(i 7 EXPULSION 7 63. 6'1/. 2 18. 2i'. l 9. 1 'l. 1 9 ~ l i'. 11 7 2 1 1 11 =------------------------------------------------------------------------------ COMPARISON =------------------------------------------------------------------------------ -----BM------ -----BF------ -----NBM----- -----NEF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-)# REF PCT(~/-) # STU # STU # STU # STU ===---------------------------------------------------------------------------- 9 S.A.C. 351- 1s. 5-1. 143- 16.6-% 87- 15.9-1/. 6 4.5 \n. 575- 62- 54- 21- 1 136- 0 HOME SUSP. 63 12.3 1. 25 20.0 1/, 31 2S.B ., ,. 9 0 Cl ._, % 12.8 24 12 4 4 44 1 BOYS CLUB 152- 29.5-'I. 0 . o 1./ 2.4- 21.4-'I. 14 17'3.0 1. 162- 71- 5 5- 10 61- 2 E. I. C. 216 21600. 0 \"1: 106 lOEOO.O % 29 2900.0 '!. E, 600.0 1/. ~57 118 52 2.4 E z.oc 7 EXPULSION l 16.7 '1/. 3- 6 0. IJ-1/. l 100.0 '!. 1 100.0 '!. 0 1 3- l 1 0 tef: DIS032 Jate: 6/02/99 'ime: 15: 13: 25 Analysis of D1scipl1nary Actions HIGH SCHOOLS From AUGUST Throu2h JUNE 1 9 9 7 - 9 8 ------------------------------------------------------------------------- ------ ,9 S. A. C. 0 HOME SUSP. 1 BOYS CLUB _,,.,_ E. I.C. .7 EXPULSION )9 S.A.C. .0 HOME SUSP. .1 BOYS CLUB 2 E. I. C. 7 EXPULSION -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 737 50. 5:,~ 397 2 7 6 2i~ 273 190 111 63. 4'1/, 3 , ~ 1 7. 7'1/. 43 14 221 7 2. o~-~ '\"\"\\\"'7 ..:, ( l ~ 1 ~I. 124 29 0 . Oi'. 0 . (Ii'. a (I l 16.7'1/, 5 83.31/. l 5 1 9 9 8 - 9 9 -----BM------ # REF PCT/TOT # STU 665 50. 6~1 265 91 65. 0% 47 122 58.4% 87 0 . 0% 0 C,J, 7 l. 4'/, C' J -----BF------ # REF PCTtTOT # STU 347 26. 4'/. 163 17 12. 1 1. 11 41 19. 6i'~ -,~ - ~ 0 . 01. C, l 14. '.ii~ 1 267 18. 3~-~ 58 4. o:-~ 131 44 2B 16. (I'/, r.:. ., 2. 9o/. 17 ,,., _ 48 15. 6 .,,. l . ,.:.,., .,. /,\n, 36 l 0 .. (!j~ (I . (1'1/. 0 0 0 . 0% (I ~ Oi~ (I 0 -----NBM----- -----NEF----# REF F~T/TOT # REF PCT/T0T # STU # STU 2.15 16. 2:'\"io 88 E,. 7'/. 115 ,\no 29 20. n. - L.. 1 ~/~ 14. 1 34 16. 3% 12 C 7 ., - . ,. 31 11 0 . (1 :'. I) . o,~ I) 0 l 14. 3,: 0 . Oi~ l 0 1458 S ..,,. .:,o ~75 7S 307 1 sc, (I 0 E, E, 1315 603 140 73 209 2.1:2: . 0 0 7 ., ( --------------------------------------------------------------------------===== COMPARISON ==------------------------------------------------------------------------------ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-)# REF PCT(+/-)# REF PCT(+/-) # REF PCTc~,-l # STU # STU # STU # STU ===----------------------------------------------------------------------------- 19 S. A. C. 0 HOME SUSP. l BOYS CLUE .2 E.I.C. . 7 EXPULSION 72- 8- .20- 4 99- 37- (i (I 4 4 o o_., ... . ..... t, 44. 8-'-~ 400. 0 ,. 0- 7- 4- 3- 4 0 (I 4- 4- 10. B i .. . 0 i'. 52- 16- 1 14- 0 (I l l 3. S\n. 30 15 1- 11 10 ,:, C 144- 1100. (1 if: DIS032 ,te: 6/02./99 . me: 15: 13: 19 Analysis of Disciplinary Actions MIDDLE SCHOOLS From AUGUST Throu~h JUNE ------------------------------------------------------------------------------------------------------------------------------------------------------------ 1 9 9 7 - 9 8 -------------------------------------------------------------------------------------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU S.A.C. 985 55. 01. 455 25.4% 279 1s.s1. 72 4. o,. 1791 358 211 146 48 763 HOME SUSP. 101 64.3% 36 2 2. 91. 17 1 o. a1. 3 1 . 91. 157 46 19 9 3 77 L BOYS CLUB 294 61.8% 111 z3_31. 64 13.4% 7 1. 5/. 476 154 63 37 C, J 259 E. I. C. 0 . oo,~ 0 . 01. 0 .O 0 . 01. 0 0 0 0 0 11 1 EXPULSION 5 100. O\"/. 0 . O'f. 0 .0% 0 . O'f. 5 5 0 0 I) 5 l 9 9 8 - 9 9 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU -------------------------------------------------------------------------------- 9 S.A.C. 749 54. 3i'. 354 25. 7i'. 226 16. 4% 50 3.6% 1379 316 180 130 35 661 0 HOME SUSP. 100 64. 5i'. .2 3 14. 8i'. 29 18.7i'. 3 1. 9:1, 155 43 10 12. 1 66 l BOYS CLUB Z41 58. 5i'. 107 Z6.0'l. 54 13. li', 10 z. 4 ~,. 412 120 64 37 5 226 2 E. I. C. 0 . o~~ (I . Oi', 0 . Oi'. 0 .O'I. 0 0 0 0 0 (I 7 EXPULSION 2 50. Oi', 1 25.0% 0 . Oi'. 1 zs. o~~ 4 z l 0 l 4 ------------------------------------------------------------------------------- COMPARISON =------------------------------------------------------------------------------ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-)# REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU ==-----------------------==---=----------------------------------------------~= 9 S.A.C. 236- '2.4. 0-'I. 101.- 22. 2-'f. 53- 19.0-% 22.- 30. 6-'/, 412- 42- 31- 16- 1. 3- 102- 0 HOME SUSP. 1.- 1.0-% 13- 26. 1-'I. 12 70.6 % 0 . ( \"I. i- 3- 9- 3 2- 11- 1 BOYS CLUB 53- 18. 0-i'. 4- 3. 6-\"/. 10- 15. 6-% 3 42.9 % E4- 34- l I) I) 33- 2 E. I. C. 0 . o , . 0 . 0 % 0 .0 \"I. 0 . (, i'. 0 0 0 0 0 I) 7 EXPULSION 3- 60.0-% l 100.0 i'~ !) .0 'I. 1 100.0 1/. 1- 3- 1 0 1 1- ef: DIS032 ate: 6/02/99 i me: 1 S: 13: 11 9 S.A.C. 0 HOME SlJSP. l BOYS CLUB 2 E. I. C. 7 EXPULSION Analysie of Disciplinary Actions ELEMENTARY K-5 From AUGUST Through JUNE 1 9 9 7 - 9 8 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 79 85.9% 10 10. 9'/. l 1.1% 2 2. 2.. /.. 35 9 l 2 299 7L 0% 58 13. a\n. 59 14.0-/. C' .J 1 ') , .... ~\n... /-o 1-80 4 \".J' 41 5 0 . er,~ 0 . 0% 0 .0% t) . I)'/  0 (, 0 0 0 . O'!. 0 . O\"/ 0 .0% 0 . O~r. 0 0 0 0 0 . 01. 0 . 01/. 0 . O'!. 0 . O'I. 0 0 0 0 J. 9 9 8 - 9 9 s 2. 4.7 421 ,1_. .,.I ~' 0 0 0 0 0 0 --------------------------------------------------------------------------- --- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/T0T # STU # STU # STU # STU ------------------------------------------------------------------------------- 9 S. A. C. 36 49. 3 i', 18 24. 7'1/. 19 26. Oi'. (I (-)\" ,. 73 24 13 1::: 0 49 0 HOME SUSP. 381 6 S. 2i~ 110 18. 8 ., 77 13.2% 16 ,. -, 70,~ 584 ,:_. 202 69 45 l ') ~ 32B 1 BOYS CLUB -0 0% 0 Oi~ 0 . 0~'. 0 . o:,. 0 (I 0 0 (\n- (l 2 E. I. C. 216 60. 5i'. 106 29. 7i'. 29 8. ,., ~ ,. 6 l. '-:\"I l 1,,. 357 118 52 24 6 2(10 7 EXPULSION 0 .0% 0 . r 1111 \\.. 0 . O\", . 0 ( .... I ' (! 0 0 0 (I (I COMPARISON -----BM------ -----BF------ -----NEM----- -----NBF----- # REF PCT(+/-)# REF PCT(+/-) # ~EF PCT(+/-)# REF PCTI+/-) # STU # STU # STU # STU =------------------------------------------------------------------------------- 9 S.A.C. 4 3-- 54.4-% 8 80. 0 1/. 18 1800.0 '/. 2- 100. \\~-/.. l ':-- 11- 4 11 2- ::. I) HOME SUS?. 82 27. 4 .,. 52 8'3. 7 \"\nI. 18 30.5 1. 11 220.0 ,. .i.. b.: 22 24 4 7 cc-, 'JI 1 BOYS CLUE I) . 0 % 0 . o i' ,,-,. .o ''J. 0  (_1 'I, I) 0 0 0 0 C 2 E. I. C. 216 21600. 0 ~I., 106 106-00.0 '!. 23 : 90!: . 0 'I. 6 00. : ., .... c: - ' :} ..,. I 118 52 - ~A E '--,:,c 7 EXPULSION 0 . I) % 0 . I) .. C, . ( .. ,. 0 ,, I, ., ,. 'J I) I) 1) 0 0 - ef: DIS032.S ate: 6/02/99 1me: 15: 13: 31 chool: 012 Analysts of Disciplinary Actions by School From AUGUST Through JUNE NORTH LITTLE ROCK HIGH SCHOOL - 11/12 1 9 9 7 - 9 8 -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT/TOT # REF PCT/TOT # REF PCTITOT # REF PCT/TOT # STU # STU # STU # STU ------------------------------------------------------------ ------------------ 9 S.A.C. 153 49.8% 92 30.0o/ .. 47 15. 3i~ 15 4. 9~-~ 307 99 64 38 15 21S 0 HOME SUSP. 6 6 0 ~ C:i~ 3 30.0% l 1 0. O~-'. 0 . o.,.~ 10 2 2 l (I 5 1 BOYS CLUB 44 a 3 .. o~~ 5 9.4~'- 4 7. 5/~ ,-, ,_,  (l~t, 53 33 5 4 (I 42 -~ -\u0026lt;-, E. LC. (I . 0~1\n. 0 .0% (I . O?. (I . 0% (i 0 (I 0 0 0 7 EXPULSION 0 . Oi'. 0 . Oi~- 0 I o:/. 0 . Oi'. 0 0 (I 0 (I 0 l 9 5 8 - 9 9 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REf PCT/TOT # STU # STU # STU # STU 9 S.A.C. 139 49. E'I. E6 23.7% 63 22. 6% 11 - . 9.,, . 279 9Z 49 42. 10 193 0 HOME SUSP. 4 36. c~ 3 21. n 4 %. 4% 0 . O'/. 11 4 2 4 0 10 l BOYS CLUe ?3 58. 9' 1 13 2 3. 21. 9 l!:. 1-,,., 1 1. 8 ,, \" !3 6 2. 4 11 9 1 4': L\". E. I.C I) . c:\no!I 0 . Oo/, 0 . O\"l. 0 0~.' I) 0 0 0 I) C 7 EXPULSION 1 SO. Ci~ I) .0% l :: (). 01. I) . 01/. 2 l IJ l (I 2 COMPARISON ------------------------------------------ ------------------------------------ -----EM------ -----BF------ -----NBM----- -----NDF ----- # REF PCTC+/-1 # REF PCTl+/-1 # fiEF PCT1+/-) # REF PCT(+l-l # STU # STU # STU ~ ST~ ==-------------- -------------------------------------------------------------- 9 S.A.C. 0 HOME SUSP. l BOYS CLUB 2 E. I.(: .. 7 EXPULSION 14- 7- 2 11- 9- 0 0 1 l 3 3. 3 -i~ 26- 15- 0 (l 8 6 (I (! Cl 0 16 4 3 3 (, (\nl l 34. 0\n'., 300.C % l 0(!. (: ',-~ 4- 5- (I (I l 1 0 c, (1 r_, .1..COIi) .... ~ef: D!S032S )ate: 6/02/99 rime: 1 S : .t 3: 4 .t ,chool: 013 Analysis of D1scipl1nary Actions by Sclrnol From AUGUST Throuih JUNE NORTH LITTLE ROCK HIGH SCHOOL - 09/10 1 9 9 7 - 9 8 -------------------------------------------- ----------------------------------- -----BM------ -----BF------ -----NBM----- -----NEF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ----------------------------------------------------- -------------------------- )9 S.A.C. 583 SO. Si~ 307 26. 61/ .. 220 19~1~-~ ~4 3. 8~1 J.154 175 129 93 3 (I Jt --,~ .i.-:.:.., ,' LO HOME SUSP. 3 75. O~,~ 0 . Oi'o 1 25. O~.t: 0 . 01/. 4 3 (I l 0 4 ll BOYS CLUB 177 6 9. 7i~ 32 12. 6~\n44 17. 3'1/. L' ~ 4 \",: 254 !.l. ' 24 32 1 148 l2 E. I. C. 0 . 0'1/. 0 . O~\"o (I # o~~ 0 .0% 0 0 0 (I 0 0 .7 EXPULSION l 16, 7% 5 83.3'.I. 0 .O 0 . (Ii~ E: l 5 0 0 6 ==------------------------------------------------------------------- ---------- : _________________1 _9_ _9_ e_ _-__9 _s_ ____________________________________ ________________ -----BM------ # REF PCT/TOT # STU -----BF------ # REF PCT/TOT # STU -----NBM----# REF PCT.tTOT # STU -----NEF----# REF PCT/TOT # STU ==------------------------------------------------------------------------------ 19 S.A.C. 506 5 0. !?'I. 272 27~31/. 140 1 -,,1.. l'i, 7. - I 7. 71/. 995 166 112 67 51 396 0 HOME SIJSP. 4 100.01. 0 . 01/. 0 .0% 0 .0% 4 2 0 0 0 1 BOYS CLUB 89 58. 2:~ 28 18. 'l .. , J ,. c...,.\".\n:6. 3% l.t 7. z..,,. 153 64 22 22 10 112 2 E. I.C 0 . t)/. I) . 01. 0 . 01. 0 . o-\n. ( 0 I} 0 I) c, 7 EXPULSION 3 75. 1)1/. 1 2.5. 01. (j . (11 ~ (~ 0 . 01o 4 3 l 0 0 4 ------------------------------------------------------------------------=-====- COMPARISON ===--------------------------------------------------------- ------------------ -----BM------ -----BF------ -----NBM----- -----NEF----- # REF PCTC~/-l # REF PCT(+/-)# REF ?CTC+/-l # REF PCT+.-\u0026gt; # STU  STU # STU # STU ====----------------=--==========================-==--=---------------~======== 9 S.A.C. 0 HOME SUSF. l BOYS CLUB 2. E. I. C. 7 EXPULSION 77- 9- 1 J.- 88- 27- 0 (i .0 20(. Cl :~ 17- (1 (I 4- 2.- (! c, 4- 4- B0- 26- 1- 1- 1 ?- 10- I) 0 (J (' ., ~ ...:\n.. ,-:..,.,. - ,,, 33 ::.1 (I (I (\n( (: (' 1 .-,_. ,.'. . ..- 3C- ef: DIS032S Analysis of Disciplinary Actions ate: 6/02/99 by School ime: 15: 13: 45 From AUGUST Through JUNE ChQol: 020 ARGENTA ACADEMY 1 9 9 7 - 9 8 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 9 S.A.C. 1 100.0% 0  O\"/, 0 . 01. 0 .0% 1 1 0 0 0 l 0 HOME SUSP. 186 64.1% 57 19.7\"!\n40 13.8% 7 2,. 4~~ 290 70 2 5 21 4 120 1 BOYS CLUB 0 .0% I) .0% 0 .0% 0 .0% 0 0 0 0 0 0 2 E. I. C. 0 . 01. 0 . O'/. 0 . 01. 0 . 01. 0 0 0 0 0 0 7 EXPULSION I) .0% 0 .0% 0 . 01. 0 .0% 0 0 I) 0 0 0 -------------------------------------------------------------------------------------------------------------------------------------------------------------- l 9 9 8 - B 9 ------------------------------------------------------------------------------------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 9 S.A.C. 48 60. 0'1/. 14 l 7. 5i'. 18 22. 5'1/. 0 . 01/. 80 25 9 ll 0 45 0 HOME SUSF. 177 65. li~ 35 12.9% 54 19. 91. 6 2.. 2% 272 79 17 22 2 120 l BOYS CLUB 0 .0% 0 . 0'1/. 0 .0% 0 . Oi~ (l 0 0 0 (I (I 2 E.I.C 0 . 0'1/. (I .0% 0 . Oi'. 0 . Oi'. 0 0 (I 0 0 (I 7 EXPULSION l 100. o:-~ (I . o,~ 0 ,, o,~ (I . Oi'. l l 0 0 0 1 COMPARISON -----BM------ -----BF------ -----NBM----- -----NEF----- # REF PCTl+/-) # REF FCTC+/-) # REF PCTl+t-l # REF FCTI+/-) # STU # STU # STU  STU 9 S.A.C. 47 4700.0 ., 14 1400.0 1. 18 1800.0 ., ,. ,. 0 .0 1/. 7S 24 9 ll 0 44 0 HOME SUS?. 9- 4.8-% 2. 2.- 38.6-1/. 14 3!:. 0 1/. 1- 14.3-i~ 18- 9 8- .'. . 2- 0 1 BOYS CLUB 0 .o % 0 .o 1/, 0 .0 % I) ' I) i'. 0 0 0 0 0 0 2 E. I. C. 0 .0 1/. 0 . I. .,, . 0  lj '/. 0 .c % 0 0 0 I) I) 0 7 EXPULSION 1 100.0 1. 0 .0 ,~ 0 .0 % 0 . (\n., ,. l Ill 1 0 0 0 1 ef: DIS032S ate: 6/02/99  i me: 15 : 1 3 : 5 2 chool: 024 Analysis of Disciplinary Actions by School From AUGUST Throuih JUNE RIDGEROAD MIDDLE SCHOOL 1 9 9 7 - 9 8 --------------------------------------------------------- --------------------- 9 S.A.C. 0 HOME SUSP. 1 BOYS CLUB 2 E. I. C. 7 EXPULSION -----BM------ # REF PCT/TOT # STU 416 55.tn 125 4 40. O\"/, 4 124 62. E'I. 62 0 . o\n, 0 2 100.0% 2 ------BF------ # REF PCT /TOT # STU 209 27. E- 80 3 o\no. o,: 3 41 2.0. 7% 28 I) . Oi', 0 0 ~ O. ,.~. 0 1 9 9 8 - 9 9 -----NBM----- -----NBF----# REF PCT/TOT # REF PCTITG1 # STU # STU 82 12. 2% 35 5.2% 43 2~ 2 20. 01. 1 1 :: .. 01o 2 l 29 14.6% 4 2. Gi. 16 2 0 . 0% 0 . 0~1. 0 0 0 . 0/. 0 ,. Oi~ 0 0 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 756 271 10 lG 1se 108 0 !) 2 2 ----------------------------------- ------------------------------------------- 19 s. A. C. 229 56. 81/. 108 26. 8.% 5\n14. 1., I ? L ~ 2~-~ 403 98 ~6 35 8 197 0 HOME SUSP. 3 75. O~l. 1 2s ~ o,~ l) .0% (l 0% 4 .3 1 0 0 4 1 BOYS CLUB 122 63. Si\n46 24. 0 ., /, l? c., Qt - \" .... ' 5 2. ~ 6 ~~ 192 54 28 15 3 100 2 E. I.C 0 Oo/. 0 Oi~ 0 Oi~ (I . o\n: (! 0 0 0 f) (! 7 EXPULSION -. 66. 7.,, 1 33. 3i 1  .:. ,. 0 O'I. 0 . Oi~ \"' 2 1 (I (I '\n/ COMPARISON ----------------------------------------------------------- ------------------- 19 S.A.C. 0 HOME SUSP. 1 BOY:3 CLUB 2 E. I. C. 7 EXPULSION -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT\\+/-)# REF PCT(+/-) # REF PCT(~/-) h REF FCT\\, -I # STU # STU ~ STU ~ ST~ 187- 45. o-,~ 101- 27- 2:4- 1- 25. 0-i~ 2.- 1- .:.- 2.- 1. 6-i'. 5 8- 0 0 t) \"I. 0 0 0 0 . (' ,. 1 0 1 48. 3-1: E.1\n. 7-% l 2:. 2 'I. .0 -\n. 100.0 ,~ 35-- 32. 0-i', 8- 2.-- 100.0-% 1- (: I) 0 0 30- 1.- l . ,, .!. 1. ef: DIS032S ate: 6/02/99 ime: 15:13:55 chool: 025 Analysis of Disciplinary Actions by School From AUGUST LAKEWOOD MIDDLE SCHOOL l S 9 7 - 9 8 Thrc,u2h JUNE -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ------------------------------------------ ------------------------------------ 9 S. A. C. 144 54.5% 74 28.0i', 40 15.2'1/. 6 2. .31)/,. 264 68 40 ,.,...,.. ,... ~\nC 141 0 HOME SUSP. 1 33. 3'1/. 1 33. 3% l 33., 3o/o (l . o~-~ 3 1 1 1 0 3 l BOYS CLUB 41 67. 21/. 16 26.2% 4 6. 6,~ 0 Oi~ 61 2S 9 3 0 ~':l\",' z E. I. C. 0 . O~I. 0 . 0~1 (I .0% 0 0% 0 0 0 (I 0 (I 7 EXPULSION 0 . Oi{. 0 . Oo/. 0 .. Oi~ 0 . Oo/, 0 0 0 0 0 0 1 9 9 8 - 9 9 ------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 9 S. A. C. 129 54. 0'/4 ,. ' OJ. 25.5% 27 11. 3\"t~ 22 9.2% 239 64 32 21 11 128 0 HOME SUSP. 3 100. Oo/, 0 . 01. 0 . 0% 0 . 01, 3 3 0 0 0 3 1 BOYS CLUB 42 72.4% 16 27. s-..~ 0 '0% D '01/. 58 22 9 I) 0 31 2 E. I. C 0 . o,. !) .0% 0 . 01/~ 0 . 0% 0 0 0 0 0 0 7 EXPULSION 0 . Oi~ 0 .0% 0 . o,~ 0 . O\"',~ 0 0 0 0 0 0 ------------------------------------------------------------------------------- : _________________C_O_M_PA_R_IS_O_N_ ______________________________________ _________________ -----SM------ -----BF------ -----NBM----- -----NBF----- # REF PCTC+/-l # REF PCTC+/-) # REF PCT(+/-)# REF PCTl+/-l # STU # STU # STU # STU :=------------------------------------------------------------------------------ 19 S.A.C. 15- 10. 4 .- .,, . 13- 17.6-% 13- 32 .. 5-~/I! 16 266. 7 ~/,. 25- 4- 8- 6- 5 13- .0 HOME SUSP. 2 200.0 o/. 1- 100. 0-o/. 1- 100. 0-i~ 0 . 0 ,,, !. 0 2 1- 1- 0 (I 1 BOYS CLUB l 2.4 % Ci .0 1/. 4- 100. 0-o/. 0 0 '1/, 3- 3- 0 3- 0 ro - ') E. I. C. 0 . 0 ., 0 0 ~I., 0 0 ., '- 0 . 0 ~Ir. 0 ,. lo 0 (I 0 (I 0 .7 EXPULSION 0 .o '1/, 0 .0 % 0 0 % (! 0 ,, ,. (i 0 0 (! (I 0 ef: DIS032S ate: 6/02/99 1me: 15: 13: 59 chool: 026 Analysis of Disciplinary Actions by School From AUGUST Throu~h JUNE ROSE CITY MIDDLE SCHOOL 1 9 9 7 - 9 8 ---------------------------------------------------------------------- -------- -----BM------ -----BF------ -----N8M----- -----NEF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ------------------------------------------------------------------------------- 9 S.A.C. 154 52 .. 21/ir 75 ZS. 4,~ 49 16.6% 17 5.8% 295 66 42 30 11 l4S 0 HOME SUSP. 2 66. 7'/. l 33. 3'l. 0 .0% 0 .0% 3 2 1 0 0 ~ 1 BOYS CLUB 78 63. 9'/. 28 23. 0'i'. 13 10.7% 3 2.5% 1 ,, ., LL 40 19 10 3 72 2 E. I. C. 0 . 0'i'. 0 . Oo/. 0 . 01/  0 . 01/. 0 0 0 (I (I 0 7 EXPULSION 0 (1% (I . 0'i'. 0 . o~~ 0  (J~~ 0 (J 0 0 0 0 =------------------------------------------------------------------------------ 1 9 9 8 - 9 9 ------------------------------------------------------------------------------- -----SM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ===----------------------------------------------------------------------------- 9 S.A.C. 134 49. 4\"/. 73 26.9% 56 20.TI, 8 ? . o~,. 271 62 42 30 6 140 0 HOME SUSP. 0 . 0~1. 0 . 0% 0 .0% I) . o-\n. I) 0 0 I) 0 0 1 BOYS CLUB 54 43. 21. 38 30.4% 28 22.4'/. C.,. , 4. 01. 125 30 21 17 z 70 2 E. I. C 0 . I)'/. 0 . 01. 0 .0% 0 . I)'/, 0 0 0 0 0 0 7 EXPULSION 0 .0% 0 .0% 0 . 01. 0 .0% 0 0 0 0 0 0 ===----------------------------------------------------------------------====-= COMPARISON ==----------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NEF----# REF PCTI+/-) # REF PCTC+/-l # REF PCTl+/-l # REF FCT\u0026lt;~f-) # STU # STU  STU # STU ===---------------------=-=========-=======================------------======== 9 S.A.C. 20- 13.0-i: .::- 2. ~ 1 7 14. 3 ., 9- 52.9-,.c 24- I-,,, ,. 4- 0 (I 5- 9- 0 HOME SUSP. ., 100. 0-1/. 1- 100.0-i~ 0 ,C, ., .:.- 1, (! .. \\r. / 'I, ~ 2- l- 0 (! 3- l BOYS CLUB 24- 30. 8-i'. 10 35. 7 ., 15 115. 4 ., \" 66.7 ., ,., lo ,. .:. ,. 10- 2 \"i 1- 2- 2 E. I. C. 0 . o ., 0 .o i'. (i ~ 0 i 0 , . ., ,. . Ct '- ' 0 0 0 (\nC 7 EXPULSION 0 .0 ., 0 .0 ., (I . c, ., ,. ,. (! . C \" Cl I\n, 0 0 (I 0 0 II ef: DIS0-32S ate: 6/02/99 'ime: 15: 14: 08 ,chool: 030 ~nalysis of Disciplinary Actions by School From AUGUST Throu2h JUNE POPLAR STREET MIDDLE SCHOOL 1 9 S 7 - 9 8 -----BM------ -----BF------ -----NBM----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU .\n, \" STU -----NBF----- # REF PCT/TOT ,.r .. STU ------------------------------------------------------------------------------- 19 S.A.C. 271 56. 9'l. 97 20 .. 41/o 98 20 ~ G'l. 10 2. 1 'l. 478 106 51 47 8 212 0 HOME SUSP. 10 83. 3% 2 16.7% 0 ,, 0~1. 0 . 0'1/. 12 '9 2 0 0 11 1 BOYS CLUB 51 53.7'l. 26 27. 4 .,, . 18 HJ. 9:-i: 0 . o,~ 95 3 (l 8 8 0 46 2 E. I. C. 0 . 0% 0 . 0'1/. 0 . 01/. 0 .0% 0 0 0 0 0 (I 7 EXPULSION 3 100. 01/. 0 . 01/. () . O~~ (I . 01/. 3 3 0 (I (l 3 1 9 9 8 - 9 9 -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT/TOT # REF PCT /TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ~------------------------------------------------------------------------------- l9 S.A.C. 229 53. 61/. 107 25. 1% 80 18.7% 11 .., \"- 6\"/ 427 88 so 42 10 190 .0 HOME SUSP. 0 .01/. l 100.01/. 0 . 1)1/. 0 . Oi~ 1 0 1 0 0 l 1 BOYS CLUB 23 62.Zi~ 7 18.9% 7 18. 9~'. 0 . 01/. 37 ,, 16 7 s 0 28 ... E. I.C 0 . O'l. 0 . 01/. 0 . 01/  0 . o\n. 0 0 0 0 I) I) .7 EXPULSION 0 01/. 0 . O'l. I) . o-a:~ l 100. O'l. l 0 0 0 1 l =------------------------------------------------------------------------------- COMPARISON ==------------------------------------------------------------------------------ -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT(+/-)# REF PCT(+/-) # REF PCTC+/-) # REF PCT(+/-) # STU # STU # STU # STU ===----------------------------------------------------------------------------- j9 S. A. C. 42- 15. 5-i~ 10 10.3 ~I. .18- 18. 4-,'. 1 10.C /~ Q_ 18- 1- s- 2 2- LO HOME SUSP. 10- .100.0-i'. 1- 50.0-% 0 .0 .,\n, 0 .o .\n., l- 9- 1- (I 0 0- L1 BOYS CLUB 2.8- 5 4. 9-i'. 19- 7 3. 1-i'. 11- 61. 1-i'. 0 . (1 ., ' 8- . 14- l- 3- (! 8- .., E. I. C. 0 .o ., 0 . 0 '1/. 0 . 0 ., 0 .c ., '\"\" ,. 0 I :. 0 0 0 0 0 l7 EXPULSION 3- 100.0-i'. (I . (I .,,. 0 .o o/. 1 100.0  ,- I 3- 0 (I 1 2.- ,f: DIS032.S ,te: 6/02/99 lme: 15: 14: 11 ::hool: 031 Analysis of Disclpl1nary Act Lons by School From AUGUST Thrcuih JUNE AMBOY ELEMENTARY SCHOOL ------------------------------------------------------------------------------------------------------------------------------------------------------------- 1 9 9 7 - 9 B ------------------------------------------------------------------------------------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ------------------------------------------------------------------------------------------------------------------------------------------------------------- 9 S.A.C. 0 ~ Oo/. 0 ~ Oi: (I . O'.,~ 0 . (!~/0 (i 0 0 0 0 0 :J HOME SUSP4 33 68. 8i'. 5 l O. 4i~ 10 20#8~ .~. C , o:,~ d.\nV\n18 5 7 0 30 1 BOYS CLUB 0 . Oi~ 0 . Oi~ 0 . O~I. 0 . o:-: 0 0 0 0 0 (! 2 E. I.C. 0 ~ ()~~ 0 # o/o (I . Oi'. 0 . Oi'. 0 (I (I 0 (i 0 7 EXPULSION 0 . Oi~ 0 . o~~ 0 . o:,. (I . Oi'. 0 0 (I (I 0 (I 1 9 9 8 - 9 9 =------------------------------------------------------------------------------ -----BM------ -----BF------ -----N5M----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF FCT/TOT # REF PCT/TOT # STU # STU # STU # STU ==------------------------------------------------------------------------------ 9 S.A.C. 0 . 0% 0 . 0% 0 . 01/. Ct . !)\"/  ,j I) I) 0 (: (1 0 HOME SUSP. 31 8 ,:: '-' 1 '!. 3 8. 31/. .2. 5. E:1/. 0 . Oi'. ?f 16 3 2 0 21 1 BOYS CLUB 0 . O\"/. 0 .0% I) . Oi'. rj , Oi~ 0 l) 0 0 0 L 2 E. I.C 0 . O'I. I) . I)% 0 . I)'/. 0 '04,', 0 I) 0 I) 0 !~ 7 EXPULSION 0 . Oi. I) . O'/. 0 . Oi1 .. (\n. o., 0 l) 0 0 I) c, ===----------------------- ---------------------------------------------------- COMPARISON ==--------------------------------------------------- ------------------------- -----BM------ -----2F------ -----NSM----- -----NSF----- # REF PCT(+/-)# REF PCT(+/-)# REF Per,~,-, REF PCT(T,-1 # STU ~ STU # STU # STU ==------------------------------------------------------------------------- --- 9 r A. C. 0 0 i', 0 r ., (I (J ..\n) 0 . _,\n, 0 0 C, (\n0 0 HOME SUSF. ,, L.- 6. 1 -,.., -... - 40. 0-i'. 8- 80. 0-!~ 0 ~ (! Jr ..!.2 - .-:.-. -. 5- c, ~ 9- l BOYS CLUB (I (I .. (I (! ~I,. 0 0 ., C, I ,. 0 0 (! C 2 E. I. C. 0 Cl ,, .,. 0 ') ~,. c, - ,'. 0 (I 0 (I (I C 7 EXPULSION (I 0 i'. 0 0 ..,. . [! (I ~,. C, (I (I 0 C - ef: DIS032S 6/02/99 15:14:11 ate: ime: chool: 032 Analysis of Disciplinary Actions by School From AUGUST Through JUNE LAKEWOOD ELEMENTARY SCHOOL ------------------------------------------------------------------------------------------------------------------------------------------------------------- 1 9 9 7 - 9 8 -----BM------ -----Bi:\n------ -----NBM----- -----NEF----- # REF PCT /TOT # REF PCT/TOT ft. REF PCT /TOT # REF PCT/TOT # STU F. STU # STU # STU ------------------------------------R-------------------------------------------------------------------------------------------- ------------------------------- 9 S.A.C. 0 .O 0 .0% 0 . 01. 0 .0% 0 0 0 0 0 0 0 HOME SUS?. 6 85. 71. I) . O'I. 1 14.3% 0 . 01/. 7 s 0 1 0 6 1 BOYS CLUB 0 . 01/, 0 . O'!  0 ~ Oi~ 0 .0% 0 0 0 0 0 0 2 E. I. C. 0 . 0% 0 . 0% 0 .0% 0 .0% 0 0 0 0 0 0 7 EXPULSION 0 .0% 0 .0% 0 . O'I. 0 .. 01. 0 0 0 0 0 0 l 9 9 8 - 9 9 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT \",, REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU -------------------------------------------------------------------------------- 9 S.A.C. 0 .O'I. 0  (J~I 0 . Ct% 0 Oi'. 0 0 0 0 0 (I 0 HOME SUSP. 3 42~9r~ 0 . (lo/. 4 57. 1 .,,, 0 .0% 7 2 0 l 0 3 1 BOYS CLUB 0 . 0% 0 . Oi~ 0 . Oi', 0 . Oi: (I 0 (I 0 0 0 2 E. I.C 0 01/, 0 . (11/. 0 (Ii'. 0 CI\" 0 0 0 0 (I 0 7 EXPULSION 0 0 .,, . 0 01/. (I 0% 0 . O'I. 0 0 0 0 (I (I =------------------------------------------------------------------------------ COMPARISON -----BM------ -----BF------ -----NEM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-)# REF PCT(+/-) # REF PCT\u0026lt;+/-) # STU # STU # STU # STU ==----------------------------------------------------------------------------- 9 S.A.C. 0 . o '!  0 .0 'I. I) . 0 1/. 0 .0 ,: 0 0 0 0 0 0 0 HOME SUSP. 3- S0.0-'/. 0 .0 1. - 300.0 % 0 .0 '/. 0 _\n)- 0 I) n 3- 1 BOYS CLUB 0 .0 % I) .0 'I. 0 . I) ~1. 0 . 0 ~,. 0 0 0 0 0 0 2 E. I. C. 0 .o 1/, 0 . I) % 0 .0 1. 0 . 0 % I) 0 0 0 0 0 7 EXPULSION 0 . !) '/ . 0 .0 1/. 0 .0 'I. 0 .0 1/, 0 0 0 I) I) 0 ~ef: DIS0.32S \u0026gt;ate: 6/02/99 1me: 15:14:14 :chool: 033 Analysis of Disciplinary Actions by School From AUGUST Throu~h JUNE BOONE PARK ELEMENTARY SCHOOL 1 9 9 7 - 9 8 -------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NB~----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ----------------------------------------------------------------------------------------~-------------------------------------------------------------------- ,9 S.A.C. 79 s s. e1. 8 9.0% 35 7 0 HOME SUSP. 46 76.7% 12 20.0% 24 6 1 BOYS CLUB 0 ' 0'/4 0 . O'\u0026lt;/ ,, 0 0 2 E. I. C. 0 .0% 0 . o~~ 0 0 7 EXPULSION 0 . 01/. 0 . 01/. 0 0 1 9 9 8 - 9 9 -----BM------ -----BF------ # REF PCT/TOT # REF PCT/TOT # STU # STU 9 S. A. C. 3 60.01/. 1 20. Oo/. 3 1 0 HOME SUSP. 107 8 ,, L., ~,1\u0026gt;1 ~ l11 21 16. 2% 57 12 l BOYS CLUB 0 . Oi'. 0 . Oo./ 0 0 2 E. I.C 0 . 0~1. 0 . Oi', 0 (I 7 EXPULSION (I .0% 0 ~ o:.~ 0 0 1 1. n. 1 2 :3 .. 3~/4, 2 0 ,. 0% 0 0 .0% 0 0 . O\"/... 0 -----NBM----# REF PCT/TOT # STU 1 20. Cl'.!. l 0 ~ O~J,, 0 0 . Oi~ (I (I . Oi~ 0 0 . 01. 0 1 1. l\"!., 1 0 ~ Oi~ 0 0 . 01. 0 0 . 01/. 0 0 .O I) -----NBF------ # REF PCT/TOT # STU 0 .0% (i ,, 1 t=/ !. .l ., ,.\n/0 1 0 ,0% 0 0 . 01~ 0 0 .0% 0 89 44 60 32 0 0 0 0 0 0 5 5 130 70 (I (i 0 0 0 0 -------------------------------------~----------------------------------------- COMPARISON ------------------------------------------------------------------------------------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-)# REF PCT(+/-) # STU # STU # STU # STU -------------------------------------------------------------------------------- 9 S.A.C. 76- 96.2-% 7- 87,5-% 0 . 0 1/ 1- 100. 0-% 84- 32- 6 0 1- 39- 0 HOME SlJSP. 61 132.6 '/4 9 75.0 % 2- 100.0-% 2 200.0 'l. 70 33 6 2- 1 3 8 1 BOYS CLUB 0 . !)  !) . 0 % 0 .0 o/. I) .0 % 0 0 0 I) 0 0 2 E. I. C. 0 .0 i~ 0 .0 ./4 0 . 0 \"/. I) .0 ~~ I) 0 0 I) 0 I) 7 EXPULSION 0 . 0 % I) .0 4/~ 0 .0 % 0 .0 % 0 I) 0 0 0 0 ef: D!S032S ate: 6/02/99 1me: 15:14:16 c::hool: 035 Analysis of D1scipl1nary Actions by School From AUGUST Throu~h JUNE SEVENTH STREET ELEMENTARY SCHOOL -------------------------------------~------------------------------------------ l 9 9 7 - 9 8 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # .STU ,_,.,,. STU ------------------------------------------------------------------------------- 9 S. A. C. 0 . 0i', 0 . 01. 0 . 0i', 0 . 0i', 0 0 0 0 0 0 0 HOME SUSP. 22 81. 5i', 3 11.l'l. 2 7. 41/. 0 . O'l. 27 16 3 1 0 20 1 BOYS CLUB 0 . o.,~ 0 .0'I. 0 ,. o~~ 0 .. o:/ .. 0 0 0 0 0 0 2 E. I. C. (I ~ o~~ 0 . Oi'. 0 .. o~J .. 0 . (Ii'. 0 0 0 (I 0 0 7 EXPULSION 0 . Qj~ 0 . Oi', 0 . Oi'. 0 . Oi'. (I 0 0 0 0 0 =------------------------------------------------------------------------------ l 9 9 6 - 9 9 =------------------------------------------------------------------------------ -----BM------ -----BF------ -----NBM----- -----NEF----- # REF PCT/TOT # REF FCT/TOT # REF PCT/TOT -U REF FCT/TOT TT # STU # STU # STU # STU ------------------------------------------------------------------------------- 9 S.A.C. 1 100.0'I. 0 . o,~ 0 . 01. 0 . 0% 1 1 I) I) 0 1 0 HOME StJSP. 23 65. 71. 12 34.3'1. 0 .O'I. 0 .0% 35 13 11 0 0 24 1 BOYS CLUB 0 . o:~ 0 . O'l. 0 . 01. 0 .0% 0 0 I) 0 0 0 2 E. I.C 116 57. 7'1. 82 40.6'1. 3 1. 5,~ 0 . 0% 201 51 33 '3 0 87 7 EXPULSION I) . 0'1. 0 . 01. 0 .0% 0 . 0'I. 0 0 0 0 0 0 ==---------------------------------------------------------------------====-==- COMPARISON =----------------------------------------------------------------------------== -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # fi:EF FCT\u0026lt;+J-) # REF PCT(+/-) # REF PCT\u0026lt;~,-\u0026gt; # STU\n. STU # STU # STU ==-============================================================================ 9 S.A.C. 1 100.0 1/. 0 .0 i'. 0 0 ., ,. 0 . c 1/ 1 1 0 0 0 1 0 HOME SUSP. 1 4. 5 ., 9 300.0 ,. .,,. z- 100. 0-i~ 0 (I .,... s 3- 8 1- (l 4 l SOYS CLUB 0 0 i', 0 ,o % 0 0 ., ' 0 (, 1/. (l (l 0 C, 0 0 2 E. I. C. 116 0 '1/. 82 .o ., 3 (! ., 0 . 0 ., i, 201 ,. ,. 116 82 3 0 S7 7 EXPULSION 0 . 0 t. 0 .o ., (I .0 ., ,. ,. (I 0 'l. 0 0 0 0 0 (i   ef: DIS032S ate: 6/02/99 ime: 15:14:19 chool: 037 Analysis of Disc1pl1nary Actions by Sr.:hool From AUGUST Throuih JUNE LYNCH DRIVE ELEMENTARY SCHOOL -------------------------------------------------------------------------------------------------------------------------------------------------------------- 1 9 9 7 - 9 8 -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ------------------------------------------------------------------------------- 9 S.A.C. 0 . 0% 0 . 0% 0 O\",~ 0 .0% 0 0 0 0 0 0 0 HOME SUSP. 26 74. 3% 7 20.0% 1 2.9% 1 2. 91. 35 19 7 1 1 28 1 BOYS CLUB 0 .0% 0 .0% 0 . O'l. 0 0% 0 0 0 0 0 0 2 E. I. C. 0 . 01/. 0 . 0'1/. 0 .. o~~ 0 . 1)% 0 0 0 0 0 0 7 EXPULSION 0 .0% 0 Oi'. 0 .0% 0 Oi', 0 0 0 0 0 0 1 9 9 8 - 9 9 -------------------------------------------------------------------------------------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 9 S.A.C. -0 . 01/. 0 . 01/. Cl .0% 0 . Oi'  (I 0 (I 0 0 0 0 HOME SUSP. 36 80. (Ii~ 6 13. 3~~ 2 4. 4% 1 2  2~o 45 27 5 2 l 35 l BOYS CLUB 0 . 0% 0 . Oi~ (I . 01/. 0 . 0% 0 0 0 0 0 0 2 E.I.C 64 72. 71/. 15 l 7. Oi~ 5 5.7\"1. 4 4 . 51/. 88 39 11 5 4 59 7 EXPULSION 0 . 01/. 0 . 01/. 0 . 01. 0 . Oi~ (I (J (J (I (I (I ------------------------------------------------------------------------------- COMPARISON -------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-)# REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU =------------------------------------------------------------------------------ 9 S.A.C. 0 .0  I) .0 % 0 .0  I) . l) 1. 0 0 0 0 0 0 .0 HOME SUSP. 10 38.5  1- 14.3- l 100.0 'I. 0 .0 1. 10 8 2- 1 I) 7 1 BOYS CLUB 0 .0 1/. 0 .0 'I, 0 .0 1. 0 . 0 1./ 0 0 0 0 0 0 2 E. I. C. 64 .o i'. 15 .0 1. 5 . 0 1/ 4 . ~) '!. 88 64 15 5 4 59 .7 EXPULSION I) .o i'. 0 . 0 \"!. 0 .0 ., ,. 0 .0 '/. 0 0 0 0 0 0 ~  D1S032S Analysis of Discipllnary Actions 6/02/99 by School 15:14:20 From AUGUST ThrOUQh JUNE 040 MEADOW PARK ELEMENTARY SCHOOL 1 9 9 7 - 9 8 -------------------------------------------------------------------------------------------------------------------------------------------------------------- S.A.C. HOME SIJSP. 1 BOYS CLUB E. I. C. EXPULSION 9 S.A.C. (I HOME SUSP. l BOYS CLUB 2 E.I.C 7 EXPULSION -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 0 . 01. 0 . O'I. 0 . 0% 0 .0% 0 0 0 0 40 8 0. 01/. 2 4. o\n. 7 14.0% 1 2.0% 13 2 5 1 0 . 01. 0 . o\n. 0 . OJ~ 0 .. o,~ 0 0 0 0 0 .0% 0 . 0\"/4 I) .0% 0 . 0 i'. 0 0 0 0 0 . O'I. 0 . o\n. I) . 01/. I) . 01/. 0 0 0 0 1 9 9 8 - 9 9 -----BM------ -----BF--~-- -----NBM----- -----NPF----# REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 0 . 0'1/. 0 . Oi', 0 . Oi'. 0 . O~~ 0 0 0 (I 47 73.4i~ 6 9. 4'/. 5 7. 8'1\nE, S.4% 23 6 -4 3 0 . Oi~ 0 .0% 0 . Oi~ 0 .0% 0 (I 0 (\n0 . o:: 0 . Oi'. 0 . o~.1. 0 . (lj~ 0 0 (I 0 0 . Oi', 0 . 0'1/. 0 . Oi'. (I (\u0026lt;'/ 0 0 0 0 COMPARISON -----BM------ -----BF------ -----NBM----- -----NEF----- # REF PCT\\+/-) # REF PCTl+/-) # REF PCTl+/-1 # REF PCTl+/-l # STU # STU # STU # STU I) 0 50 21 0 0 0 G 0 0 (i 0 E, 4 3b 0 (i (\n0 (! (I =--------------------------------------------------------------------- -------- 9 S.A.C. 0 . I) 1. 0 .0 '/. I' .0 'I. 0 .0 'I. 0 I) 0 0 0 0 0 HOME SUSP. 7 17. 5 1/. 4 200.0 % 2- 2 8. E,-'. 1 5 ::oo.i:,. '.I. 14 10 4 1- 2 15 1 BOYS CLUB 0 ~ 0 .. ,. 0 . I) 1. 1)  (! % 0 ) 1/, I) 0 0 I) I) I} 2 E. I. C. 0 .0 ., I) . I) 1/. 0 . o .. ,. ,. I) % t) 0 I) 0 lj \\} 7 EXPULSION I) . I) 1/. I) .0 % 0 . (! .,,. 0 '1:, ,, C l) I) 0 (' .. ,.\nif\nDIS032S 1te: 6/02/99 . me: 15: 14: 21 :hool: 041 Analysis of Disciplinary Actions by School From AUGUST Throu2h JUNE NORTH HEIGHTS ELEMENTARY SCHOOL ------------------------------------------------------------------------------------------------------------------------------------------------------------- 1 9 9 7 - 9 8 ------------------------------------------------------------------------------------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REP PCT/TOT # STU # STU # STU # STU ~ S.A.C. I) .0% I) .0% 0 . 01. 0 .0% 0 0 0 0 0 0 ) HOME SlJSP. ~r -.\u0026gt;o 69. 2.41. 0 .0% 14 2 6. 91. 2 3.8% 52 23 0 8 2 33 1 BOYS CLUB 0 , 04/ .. 0 . I)'/. 0 . Cl!. 0 . 0% 0 0 0 0 0 0 2 E. I. C. 0 . 01/. 0 .0% 0 .0% 0 .0% 0 0 0 0 0 0 7 EXPULSION 0 .0% 0 .0% 0 .0% 0 . 0% 0 0 I) 0 0 I) 1 9 9 8 - 9 9 -----BM------ -----BF------ -----N8M----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU .,..u STU ------------------------------------------------------------------------------- 9 S.A.C. 0 . o~~ 0 .0% 0 . Oi', 0 . O'l. 0 0 0 0 0 0 0 HOME SUSP. 28 50. Oi'. 2 3. 6i', 25 44. Si'. l l. 8% 56 16 2 18 l 37 l BOYS CLUB 0 .O (I . O\"' 0 . 01/. 0 . 01/. 0 0 0 0 0 0 2 E. I. C 10 35. 71/. 3 10. n. 14 SO. Oi', l 3. 6i'. 2B 9 2 10 l ..,.., .:...\u0026lt;.. 7 EXPULSION 0 . Oi'o 0 .0% 0 . o~~ 0 . Oi~ 0 0 0 0 0 0 COMPARISON ------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCTC+/-) # REF PCTC+/-) # REF PCTC+/-) # REP PCTl+/-1 # STU # STU # STU # STU ==----------------------------------------------------------------------------- 9 S.A.C. 0 .o % 0 .0 % 0 .o 'I. 0 .o 1. 0 0 0 I) I) 0 0 HOME S1JSP. 8- 22. 2-'/. 2 200.0 1/. 11 78.6 '/. 1- 50. 0-i'. 4 7- 2 10 1- 4 1 BOYS CLUB 0 .0 1/, 0 .0 '/. 0 .0 % 0 .0 % 0 l) 0 0 0 0 2 E. I. C. 10 .0 1. 3 . 0 '/. 14 .0 % 1 .o '.I. 2.8 10 3 14 1 , , ~'- 7 EXPULSION I) . 0 1/, 0 .0 '!. 0 .0 % 0 .o 1/. 0 0 I) I) 0 0  ef: DIS032S s.te: 6/02/99 ime: 15: 14: 21 chool: 042 Analysis of Disciplinary Actions by School From AUGUST Throush JUNE CRESTWOOD ELEMENTARY SCHOOL 1 9 9 7 - 9 8 -----BM------ -----BF------ -----NSM----- # REF PCT/TOT # REF PCT/TOT # P.EF PCT/TOT # STU # STU # STU -----NBF----- # REF PCT /TOT # STU ------------------------------------------------------------------------------- 9 S.A.C. 0 . 01/. 0 . 01. 0 .O 0 .O 0 0 0 0 0 0 J HOME SUSP. 15 57.7 7 26.9% 4 15. 41/. 0 .O 26 11 7 2 0 20 1 BOYS CLUB 0 .O !) . o,~ 0 . O\"/. 0 .0% 0 0 0 0 0 0 2 E. I. C. 0 . Oi'. 0 .O 0 .0% 0 .0% 0 0 0 0 0 0 7 EXPULSION 0 .0% 0 . I) 0 . 0~'. 0 . 0% 0 0 0 0 0 0 =------------------------------------------------------------------------------ 1 9 9 8 - 9 9 ==----------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU =------------------------------------------------------------------------------ 9 S.A.C. 0 . Oi'. 0 . Oi'. 0 . O'l. (I 0% 0 0 0 0 0 0 0 HOME SUSP. 23 67.6i'. 7 20. 6i', 2 5. o, -. 5. 9 ., - /o .:,, ,. 34 16 5 2 ,-,. Z:3 1 BOYS CLUB 0 . Oi', 0 . Oi', 0 . 0'1/. 0 O'l. 0 0 0 0 0 0 2 E. r.c 0 . O'l. 0 . Oi'. (I . Oi'. 0 0'1. 0 0 0 0 0 (I 7 EXPULSION 0 .Oi'. (I . Oi'. (I .O'I. 0 O'l. 0 0 0 0 0 0 ===--------------------------=-----=------------------------=====--============ COMPARISON ===--------------------------------------------------------------------======-- -----BM------ -----BF------ -----NBM----- -----NSF----- # REF PCT(+/-) # REF PCT(+/-1 # REF PCTC+/-l # REF PCTC~/-1 # STU # STU # STU # STU ==-------------------------------------------------=-=-=--------------========= 9 S.A.C. 0 .0 \"I. 0 . I) 'I. 0 . I) \"I  0 . I) 1/. 0 0 0 I) 0 ,-. 0 HOME SIJSP. 8 53.3 1/. 0 .o 1/. 2- 50. 0-1/. 2 200.0 ., ,. 8 5 2- 0 2 5 1 BOYS CLUB 0 .0  0 .0 \"/. 0 . 0 1/. I) . C .,,. C 0 0 0 0 I) 2. E. I. C. 0 .o 'I. 0 .0 % I)  '  0 . 0 1. 0 I) I) 0 0 I) 7 EXPULSION 0 .0 'I. I) .o 1/. 0 . I) 1. I) . I) 1/. 0 0 I) I) 0 0 ef: DIS032S ate: 6/02/99 1me: 15:14:22 chool: 043 Analysis of Disciplinary Actions by School From AUGUST Throuih JUNE PARK HILL ELEMENTARY SCHOOL -------------------------------------------------------------------------------------------------------------------------------------------------------------- 1 9 9 7 - 9 8 ------------------------------------------------------------------------------------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 9 S.A.C. 0 . 01. 0 .. 01o 0 .0% 0 . 0% 0 0 0 0 0 0 0 HOME SUSP. 33 54. 1% 12 19.7% 15 24.6% 1 Le 61 25 6 12 1 44 l BOYS CLUB 0 . O'I. 0 .0% 0 . ot. 0 .0% 0 0 0 0 0 0 2 E. I. C. 0 .0% 0 .0% 0 .0% 0 .0% 0 0 0 0 0 0 7 EXPULSION 0 .O'I. 0 . 0% 0 . 01. I) .0% 0 0 0 0 0 0 1 9 9 8 - 9 9 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ------------------------------------------------------------------------------- 9 S. A. C. (I . Oi~ 0 . O'l, 0 . 0'1/. 0 . O'l. (I 0 0 0 0 0 0 HOME SUSP. 52 41. 3'1/. 40 31. 7i~ 3 (I 23~8o/. 4 3. 2'1/. 1.2 6 24 15 12 4 c\nc v..J l BOYS CLUB 0 . (1'1/. 0 . 0'1/. 0 ,, O~,~ 0 . o~~ 0 (I 0 (I (I (! 2 E. I.C 21 50. Oi~ 6 l 7. l '1/. 7 20.0'I. 1 2. 9'1/, 35 15 5 6 1 28 7 EXPULSION 0 . 0'1/. 0 . 0'1/. (I . 0'1/. (I . 0'1/ 0 0 0 (I 0 0 =------------------------------------------------------------------------------ COMPARISON =------------------------------------------------------------------------------ -----BM------ -----BF------ -----NEM----- -----NBF----- # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU . rf STU ==--------------------------------------------------------------------- -------- 9 S.A.C. 0 . I) % 0 .0 % 0 . 0 1. 0 . I) % I) 0 0 0 0 0 0 HOME SUS?. 19 57.6 1/. 28 233.3 % 15 100.0 % 3 300.0 1/. 65 1- 9 0 3 11 1 BOYS CLUB 0 . 0 % 0 .0 % 0 .0 % 0 !) \"I  0 0 0 0 0 I) 2 E. I. C. 21 . I) '1/ 6 . I) 1/. 7 . l) % 1 .0 .,,. ~ c_\n)~ 21 6 7 l 28 .7 EXPULSION 0 .o t. 0 .0 '/4 0 . I) 1. 0 .o 1/, n 0 0 !) 0 0 II ef: DIS032S ate: 6/02/99 i me: 15: 14: 2 3 chool: 044 Analysis of Disciplinary Actions by School From AUGUST Through JUNE PIKE VIEW ELEMENTARY SCHOOL 1 9 9 7 - 9 8 -----BM------ -----BF------ -----NBM----- #. , REF PCT/TOT # REF PCT/TOT # REF PCT/TOT rr STU # STU # STU -----NBF----- # REF PCT/TOT # STU ------------------------------------------------------------------------------- 9 S.A.C. 0 . 01. 0 .0% 0 .0% I) . 0% 0 0 0 0 0 0 0 HOME SUSP. 11 84.6% 1 7.7% 1 7.7% 0 .0% 13 9 1 1 0 11 1 BOYS CLUB 0 . 0% 0 .0% I) .0% 0 . O\"/ 0 0 0 0 0 0 2 E. I. c. 0 .0% 0 . O'I. 0 .0% 0 . 01/  0 0 0 0 0 0 7 EXPULSION 0 .0% 0 .0% 0 .0% 0 .0% 0 0 0 0 0 0 ------------------------------------------------------------------------------- 1 9 9 8 - 9 9 =------------------------------------------------------------------------------ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT ,-,#. REF PCT/TOT # STU # STU # STU # STU =------------------------------------------------------------------------------ 9 S.A.C. 0 . o:~ 0 . 01/  0 . 01/. 0 . 0'1/. 0 0 0 0 0 (I 0 HOME SUSP. 17 7 3. 9'1/. ,, 8. 7~~ 4 17.4% 0 . 01/. 23 L., 12 z 2 (I Hi 1 BOYS CLUB 0 . O'I. 0 . o~~ 0 .0% 0 . 01/, 0 (I 0 0 0 0 2 E. I.C 4 100.01/. 0 . 0% 0 .0% 0 . o~~ 4 4 0 0 0 4 7 EXPULSION 0 . 0% 0 .0% 0 , O~~ 0 . Oi', 0 0 0 0 0 0 ==----------------------------------------------------------------------------- COMPARISON =------------------------------------------------------------------------------ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-) # REF PCTC+/-) # REF PCT(+/-) # REF PCTC+/-) # STU # STU # STU # STU ==----------------------------------------------------------------------------= 9 S.A.C. I) .0 % 0 .0 1/, 0 .0 % 0 .0 'I. 0 0 0 I) 0 0 0 HOME SIJSP. G 54.5 1/. 1 100.0 'I. 3 300.0 'I. 0 .0 '/, 10 3 1 1 0 5 1 BOYS CLUB 0 .0 % 0 . I) % 0 .0 % 0 .c % C, 0 I) 0 0 C 2. E. I. C. 4 . 0 1/. 0 . 0 ,~ 0 .0 'I. 0 . 0 1/ 4 4 0 0 0 4 7 EXPULSION 0 . 0 1/. 0 . 0 % 0 .0 % 0 .0 'I. 0 0 0 I) 0 0  Ill H: DIS032S ,te: 6/02/99 ,me: 15:14:23 :hool: 048 Analysis of Disciplinary Actions by School From AUGUST Through JUNE BELWOOD ELEMENTARY SCHOOL ----------------------------------------------------------------------------------------------------------------------------------------------------------~--- 1 9 9 7 - 9 8 ------------------------------------------------------------------------------------------------------------------------------------------------------------- -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCTITOT # REF PCT/TOT # STU # STU # STU # STU S.A.C. 0 .0% 0 . I)'/. 0 , O'/. I) .0% 0 0 0 0 0 0 ) HOME SUSP. s 83 ~ 3:.,~ 1 16.7% 0 . 0% 0 .0% 6 4 1 0 I) 5 l BOYS CLUB 0 . 01. 0 .0% 0 .0% 0 .. 04\n~ 0 0 0 0 0 0 2 E. I. C. 0 . 01. 0 . O'I. 0 . 0% 0 . OY  0 I) 0 0 0 0 7 EXPULSION 0 . 0% 0 . 0% 0 . 01/. 0 . 0% 0 0 0 0 0 0 1 9 9 8 - 9 9 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 9 S. A. C. 0 . 0'1/. (I . Oi1  0 .0% (I . 01. ( (I 0 0 0 C 0 HOME SUSP. 4 44. 4i~ 4 4 4. 4\n~ l 11. li~ 0 . (I'\n? l ., l (I 4 .. 1 BOYS CLUB 0 . 01/. 0 . o:/: 0 . Oi'. 0 .. Oi\"\" r, () (I (I (I (i 2 E. r.c 0 . 01/. (I . o~~ 0 . (1% (! ~ o~~ 0 (I (I (l 0 0 7 EXPULSION 0 . o~-~ 0 r1tt/  \\.J\u0026amp;, (I . Oi~ 0 .. (,/, 0 i) (I 0 0 I) COMPARISON =------------------------------------------------------------------------------ -----BM------ -----BF------ -----NBM----- -----NEF----- # REF PCTl+/-) # REF FCTl+/-l # REF FCTl+/-1 # REF PCT(+/-) # STU # STU # STU # STU ==----------------------------------------------------------------------------- 9 S.A.C. 0 .0 1/. 0 .0 'I. 0 . I) % 0 .c \"I. 0 0 I) I) 0 0 0 HOME SUSP. 1- 20. 0-'l. 3 300.0 1/~ l lOO.O 'I. 0 .(! /. 3 3- l - 0 1- 1 BOYS CLUB 0 . I) .. I) .0 1/ lj .0 ., 0 : ., ,, ,. C lo 0 0 I) 0 ) 2. E. I. C. C . I) 'l, I) .C ~-'~ 0 .0 ., 0 I} ., ,. ,. (I 0 I) t) 0 C, 7 El{PULSION 0  I) ., ,. 0 ,o .,, , C . {: ~'- 0 0 'I. :) 0 I) 0 0 !)   ef: DIS032S ate: 6/02/99 ime: 15: 14: 23 chool: 046 Analysis of D1sc1plinary Actions by School From AUGUST Through JUNE GLENVIEW ELEMENTARY SCHOOL 1 9 9 7 - 9 B ---------------------------------------------------------------------- -------- -----BM------- -----BF------ -----NBM----- -----NB!:\u0026lt;----- # REF PCT/TOT # REF PCT /T')T # REF PCT/TOT r.ur REF PCT/TOT # STU # STU .,, STU # STU ff ------------------------------------------------------------------------------------------------------------------------------------------------------------- 9 s. A. C. 0 HOME SUSP. 1 BOYS CLUB 2 E. I. C. 7 EXPULSION 0 .0% 0 0 0 . 0~'. 0 . o,. I) 0 0 0 9 81.8% 2 18. 21. 0 \" ()~I. 0 .0% 6 2 0 0 0 .0% 0 . 01. 0 .. Oi~ 0 . 01. 0 0 I) 0 0 . O'l. 0 .0% 0 . 0'I. 0 .0% I) 0 0 0 0 .0% 0 . 01. 0 ~ o~/. 0 . (j'/, 0 0 0 0 1 9 9 8 - 9 9 -----EM------ -----BF------ -----NBM----- -----NBF----# REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU 0 I) 11 8 0 0 0 () 0 I) ------------------------------------------------------------------------------- 9 s. A. C. 0 Oi'. 0 ( . ,., .. , 0 010 0 Oi~ 0 0 0 0 0 G (I HOME SUSP. 3 60. o~. 2 40. 0 ., ,. 0 o~~ (1 O'\nC., ., 3 z 0 0 5 1 BOYS CLUB 0 Q~/0 (I 0 .,,. 0 0~1. (I (I~-~ 0 0 0 0 0 ,, 2 E. I.C 0 01. 0 0i', 0 0 .,,. 0 01/, 0 (J 0 0 (I 7 EXPULSION 0 Oi'. 0 o~~ (I Oi'. 0 (lo/. C (I (I 0 0 0 COMPARISON -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT,+1-1 # REF PCTl~/-l  ~EF PCTI+/-) R REF PCT1~1-) # STU # STU # STU # STU )9 s. A.C. 0 0 % I) . 0 'l. !j I} \n. 0 . I) ., I, I) 0 0 (i 0 r: .0 HOME SUSP. 6- 6 6. 7--/. 0 . 0 \"I. (, . i) 1 () .,,, 6- 3- 0 0 () ,_ .1 BOYS CLUB 0 .o ,\n0  I) % 0 .'J ., ,. () ( o/. C 0 0 . ) 0 I) .2 E. I.C. 0 C ~-. 0 . I) \" i: :) ., 0 ,- ., ,. ,. ,.- ,, i) 0 I) 0 C ,.,, .7 EXPULSION 0 .o % 0 .0 o/, (i 0 ,. G !:i 'l.\n) I) 0 ::, 0 tj ,f: DIS032S Analysis of Disciplinary Actions 1te: 6/02/99 by School .me: 15:14:24 From AUGUST Through JUNE\nhool: 048 INDIAN HILLS ELEMENTARY SCHOOL 1 9 9 7 - 9 8 ------------------------------------------------------------------------------------------------------------------------------------------------------------- -----BM------ -----BF------ # REF PCT/TOT # REF PCT/TOT # STU # STU 3 S.A.C. I) .0% 0 . 01. 0 0 ) HOME SUS?. 17 68.0% 6 24. O\"/. 12 6 1 BOYS CLUB 0 .0% 0 . 0% 0 0 2 E. I. C. 0 .0% 0 .0% I) 0 7 EXPULSION 0 .0% 0 .0% 0 0 l 9 9 8 - 9 9 -----BM------ -----EF------ # REF PCT/TOT # REF PCT/TOT # STU # STU -----NBM----# REF PCT/TOT # STU I) . o/4 0 2 8.0% 2 0 .0% 0 0 . 01. 0 0 .0% 0 -----NBM----- .u REF PCT/TOT \" # STU -----NSF----# REF PCT/TOT # STU 0 .0% 0 0 .0% 0 0 . 01. 0 0 .0% I) 0 .0% 0 -----NBF----- # REF PCT/TOT # STU 0 0 25 20 0 0 0 0 0 0 ------------------------------------------------------------------------------- 9 S. A. C. 32 47. 8% 17 25.41. 18 26~9% Cl . Oi'. 67 21 12 11 (I 44 0 HOME SUSP. 7 50. 0~1 5 35. 7 .,,. 2 14. 3i'. 0 . O'l. 14 5 4 2 0 11 1 BOYS CLUB 0 . O~-~ 0 . O~t. 0 . (11/, 0 01 0 0 0 0 0 0 2 E. I.C 1. 100. Oi'. 0 . Oi'. 0 . Oi'. 0 . Oi'. 1 J. 0 (I 0 l 7 EXPULSION 0 O~I. 0 . Oi'. 0 0 .,. ., 0 .0% (I 0 0 0 0 0 ==----------------------------------------------------------------------------- COMPARISON -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT(+/-)# REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-) # STU # STU # STU # STU =------------------------------------------------------------------------------ 19 S.A.C. 32 3200.0 \"I. 17 1700.0 % 18 1\u0026amp;00.0 \"I. 0 .0 % S7 21 12 11 0 44 .0 HOME SUSP. 10- 58.8-% 1- 16.7-'I. G . I) 1/, 0 .o % 11- 7- 2- I) 0 9- .1 BOYS CLUB 0 .0 i'. I) .0 % I) .o ,~ 0 . I) ,. 0 0 0 I) 0 I) .2 E. I. C. 1 .0 1/. 0 .0 1/. 0 .0 'I. 0 .0 'l. l 1 0 0 0 1 L7 EXPULSION C, . 0 1. 0 . 0 1. I) .0 % l) .0 % 0 0 0 0 0 0 ~ II  lf: DIS03ZS ite: 6/02/99 tme: 15:14:25 :hool: 049 Analysis of Disciplinary Actions by School From AUGUST Through JUNE REDWOOD PRE-SCHOOL ---------------------------------------------------------------------------------------------------------------------------------------------------4---------- 1 9 9 7 - 9 8 -----BM------ -----BF------ -----NEM----- -----NSF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # STU # STU # STU # STU ------------------------------------------------------------------------------- 3 S.A.C. 0 . 01/. 0 . 01. 0 . 01. 0 .0% 0 0 0 0 0 0 u HOME SUSP. 0 . 0% 0 O'I. 0 .0% 0 . 01. 0 0 0 0 I) 0 1 BOYS CLUB 0 . O'I. 0 . 01. 0 . 01. 0 .0% 0 0 0 0 0 0 2 E. I. C. 0 .0% 0 .0% 0 .0% 0 . 01. 0 0 0 0 0 0 7 EXPULSION 0 .0% I) . 01. I) . I)'!. 0 . o\n. 0 0 0 0 0 0 1 9 9 8 - 9 9 -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT # REF PCT/TOT ,-rU STU # STU # STU # STU ------------------------------------------------------------------------------- 9 S.A.C. 0 . 0'1/. 0 0 ,. ., 0 . Oi~ 0 . 01/. (I (I 0 0 (I (I 0 HOME SUSP. 2 100. 01/. 0 , 01/. 0 .0% (I 0'1/. 2 2 0 0 0 .., ,:. 1 BOYS CLUB 0 .0% 0 o,~ (I .0% 0 0% 0 0 0 0 0 0 2 E. I.C 0 . 01/. 0 0.,, . (I . o~~ 0 , o,: 0 0 0 (I (I 0 7 EXPULSION 0 . 01/. 0 . Oi'. 0 . 01/, 0 .0% 0 0 0 0 0 0 ------------------------------------------------------------------------------- COMPARISON =------------------------------------------------------------------------------ -----BM------ -----BF------ -----NBM----- -----NBF----- # REF PCTl+/-l # REF PCT(+/-) # REF PCT(+/-) # REF PCT(+/-1 # STU # STU # STU # STU ==-------------------------==============================--=-------=--========= 9 S.A.C. 0 .o % 0 .0 % 0 .0 % I) .o % 0 0 0 I) 0 I) 0 HOME SUSP. 2 200.0 % 0 .0 % 0 .o 'I. I) .0 % 2 2 0 0 I) 2. 1 BOYS CLUB 0 .o % 0 .0 % i) .0 % 0 .0 ., ,. 0 0 I) I) l) 0 2 E. I. C. 0 . o 1/, 0 .0 '!. I) .0 % 0 .0 1/ 0 0 0 0 0 I) 7 EXPULSION I) .0 % 0 . t) % 0 .0 % 0 .0 ,~ I) 0 0 0 0 0 North Little Rock Public School,s Analysis of Disciplinary Actions SchooIYear1998-1999 GRAPHS         ii North Little Rock Public Schools Analysis of Disciplinary Actions District Level Action 09: S.A.C. BM BF NBM NBF -- --- ----- -- -- Ill 97-98 1801 862 547 132 --- --- ---- l'i'.l9 8-99 1450 719 460 138 Action 11: Boys Club II 97-98 fZl 98-99 600 ~------------~ 500 300 200 100 0 - - - BM -- 515 - 363 BF NBM NBF - -- 148 112 8 ------- 148 88 22 Action 10: Home Suspension 700 ~--------------, 600 1------------------, 500 400 300 200 100 - 0 II 97-98 [\\\\1 98-99 BM BF NBM NBF 511 125 104 13 574 150 135 22 Action 12: Alt School Susp (K-5) 250 ~------------~ 200 II 97-98 ii\nzJ9 8-99 50 0 BM 0 216 BF NBM NBF 0 0 0 106 29 6 North Little Rock Public Schools Analysis of Disciplinary Actions District Level Action 17: Expulsion 8 7 - 6 5 4 3 - 2 1 0 E97-98 I BM -I 6 98-99 7 North Little Rock Public Schools Analysis of Disciplinary Actions High School Level Action 09: S.A.C. 800 .-------------~ 700 600 500 400 300 200 100 0  97-98 Bl 98-99  97-98 D 98-99 BM 737 665 BM 221 122 BF NBM - . NBF - 397 267 58 - 347 215 88 Action 11: Boys Club BF NBM NBF - - 37 48 1 - 41 34 12 Action 10: Home Suspension 120 ~-------------~ 100  97-98 ~ 98-99 60 20 0 BM BF NBM NSF -- - 111 31 28 5 91 17 29 3 Action 12: Alt School Susp (K-5) 0.8 1-----------------\u0026lt; 0.6 1---------------- 0.4 1------------------j 0.2 1------------------j 0\u0026gt;----------------' North Little Rock Public Schools Analysis of Disciplinary Actions High School Level  97-98 1!391 8-99 Action 17: Expulsion 6 ~---------~ 5 ,-__.....,.,....-- 4 3 0 BM 1 5 BF 5 1 NBM NBF - 0 0 1 0 North Little Rock Public Schools Analysis of Disciplinary Actions Middle School Level Action 09: S.A.C. 1200 ,--------------~ 1000 800  00 200 0  97-98 Im 98-99 BM r 985 l 749 BF - NBM N--BF 455 279 72 - --- 354 226 50 Action 11: Boys Club 350 ,--------------~  97-98 m 98-99 300 250 200 150 50 0 I J I BM I 294 i 241 ! BF NBM NBF - 111 64 7 107 54 10 -- Action 10: Home Suspension 120 ,---------------, 100 80 60 20 0 - BM BF -- NBM NBF I--- --- C-~  97-98 101 36 17 3 I~ 98-99 100 23 29 3 Action 12: Alt School Susp (K-5) 0.8 1---------------1 0.6 1---------------1 o.  1---------------1 0.2 1--------------- 0 '---------------- BM BF NBM NBF - - - - -  97-98 0 0 0 0 ~ ---- ---- 1198-99 0 0 0 0 North Little Rock Public Schools Analysis of Disciplinary Actions Middle School Level  97-98 - ~- 98-99 Action 17: Expulsion 6 ~---------~ 5 4 3 2 0 BM 5 2 -- BF - 0 1 NBM NBF - - 0 - 0 - 0 1 North Little Rock Public Schools Analysis of Disciplinary Actions Elementary Level  97-98 flJ 98-99  97-98 Ill 98-99 Action 09: S.A.C. ! BM BF NBM NBF I - -- 79 10 1 2 - --- ! 36 18 19 0 Action 11: Boys Club 0.8 -----------------! 0.6 ,-----------------\u0026lt; 0.4 0.2 t-------------- 0 '----------------' l BM i BF NBM NSF I - - I 0 0 0 0 I - I 0 0 0 0 Action 10: Home Suspension 500 ~------------~ 400 t-----===--------------1 300 200 100 0 BM BF NBM NBF - --- -- --  97-98 299 58 59 5 I! 98-99 381 110 77 16 Action 12: Alt School Susp (K-5) 250 ,------------------, 200 \u0026gt;------is., Tf-------------j 100 ---  97-98 0 98-99 50 1--j':q :c1:i---1,.:-,,\n,.iq---------1 0 1-----\"-=\"-----\"-'--\"'\"\"\"---\"-\"'\"-'=-~==-' BM BF NBM NBF - -- - - -- - - 0 0 0 0 - - - - ------- 216 106 29 6 - North Little Rock Public Schools Analysis of Disciplinary Actions Elementary Level  97-98 m 98-99 Action 17: Expulsion 0.8 1--------------J 0.6 1-------------1 0.4 1-------------l 0.2 1---------------l o,____ _________ ___, i BM BF - NBM II NBF- 0 0 0 0 ~ - r- - i 0 0 0 I 0 Nort.hL ittlieR ock Pub.UcS chools Analysis of Disciplinary Actions SchooIYear1998-1999 Six Year Comparison         North Little Rock Public Schools Disciplinary Actions 6 Year Comparison Action 09: Student Assignment Class (S.A.C.) C  2000 .::it:. rn I- 1500 (/) C 1000 0 - +-' 0 \u0026lt;( 500 - 4-- 0 0 :it: Ethnic Group/Gender BM - - - BF - - - -- NBM I NSF -- -  93-94 977 - 529 449 I 156 - --- - -- ---- - --- -- 11:!194-95 869 460 411 I 126 D 95-96 1052 - - 446 - - :\n~ - 4-- ~~ ----  96-97 1264 - -- 55 m 97-98 1801 - - -862 - - -- -547 -----1-- -- 132 ____  98-99 1450 - - - 719 -- --- 460 -1----138 ---- North Little Rock Public chools DisciplinaryA ctions 6 Year Comparison  93-94 IEI 94-95 D 95-96  96-97 111917 -98  98-99 Action 10: Home Suspensions C 700 ~------------------------, ~ 600 I-----.=--------------------, ~ 500 ---,~S:I~ ~ 400 f---t',!\u0026gt;ll:I .!: 300 1-------1\n}_ 200 - o 100 =t:t: 0 BM 231 236 162 591 511 574 Ethnic Group/Gender II North Little Rock Public Schools Disciplinary Actions 6 Year Comparison Action 11: Boys Club C 600 ~ 500 l---------lT7\"ll------------------------, ro ._.. 400 (/) 5 300 l----1 Ethnic Group/Gender BM - BF - _, ____ NBM ____ NBF ___  93-94 119 - 39 - - 39 9 +-- ----- ----- 11!:91 4-95 133 - - 44 - 31 8 -t-- --- -- ---- D 95-96 334 - - 82 - 72 ---- 12  96-97 357 -- 146 - 85 20 ~ ------ 1197-98 -- 515 - 148 - 112 8 - --- ---- --~ - .. - -----  98-99 363 148 88 22 North Little Rock Public Schools DisciplinaryA ctions 6 Year Comparison Action 12: Alt School Suspension (K-5)  93-94 In 94-95 D 95-96  96-97 fl 97-98  98-99 C 2000 r-------------------------, Q) .Y ~ 1500 1----------~ en  1000 1----- ......, u ~ 500 1-----, 4- 0 =it - -- BM 168 178 - 1563 -- 154 - 0 216 Ethnic Group/Gender -- --- BF -- NBM NSF 54 45 8 - - 68 58 5 - --- 492 510 --- 71 - - - -- 30 32 3 ------0 0 0 -- 106 29 6   Iii ii ii ii North Little Rock Public Schools DiscipHnaryA ctions 6 Year Cornpariso,n Action 17: C 8 0) ..:ii::'. ro 6 - I-en C 4 0 ~ 0 \u0026lt;l'.'. 2 4- 0 =tt 0 Expulsions Ethnic Group/Gender BM BF NBM --- ---- -  93-94 ------- 6 4 3 lilil9 4-95 ----- 7 0 1 D-- 95---9- 6 -- 2 1 0 ----- ----- --- ill 96-97 -------- 3 7 0 I-'l-l- 9--7-98 --------- --- 6 5 0  98-99 7 2 1 NBF 0 0 2 0 0 1\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_422","title":"Discipline, management report, First Semester","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1998/1999"],"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","Education--Evaluation","Educational statistics","School discipline","School management and organization"],"dcterms_title":["Discipline, management report, First Semester"],"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/422"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nRECEIVED MAR A !9S9 - OfflCEGP-LITTLE ROCK SCHOOL DISTRICT KffiSREGATlON MONiTOftlMtf 1998-99 FIRST SEMESTER DISCIPLINARY MANAGEMENT REPORT LITTLE ROCK SCHOOL DISTRICT 1998-99 FIRST SEMESTER DISCIPLINARY MANAGEMENT REPORT The following information represents the 1998-99 First Semester Disciplinary Management Report. The data is presented in three sections. Each section begins with a comparison of total disciplinary sanctions for the quarter/semester and concludes with . y ocwivuvua XVI uic qu\u0026lt;uicr/bemesier ana concludes with an Illustration of the increase or decrease in short and long-term suspensions and expulsions for the quarter/semester. Discipline Sanctions by Reason Codes, Original and Final Sanctions, and Recidivism reports are also included. Note: Negative numbers may appear enclosed in parenthesis, (1) or, may precede hyphens, -1.Section I 1998-99 FIRST SEMESTER DISCIPLINARY MANAGEMENT REPORT1998-99 FIRST SEMESTER DISCIPLINARY MANAGEMENT REPORT ANALYSIS During the first semester of the 1998-99 school year, there was a decrease in the suspension/expulsion rate when compared to the 1997-98 school year. A review of the data illustrates that 362 fewer suspensions were issued during the 1998-99 school year. The number of suspensions/expulsions decreased by 13.4%. The number of suspensions received by African American students showed a substantial decrease of 341 (12.6%) suspensions. The number of students expelled from the District decreased substantially to only one student for the first semester of this school year. The Recidivism Report indicates that 1712 students committed the 2344 suspensions for the first semester. This figure indicates that less than 7% of the total District s student population was involved in behaviors that resulted in suspensions.Little Rock School District 1998-99 First Semester Disciplinary Management Report Comparison of Total Sanctions Issued by Race/Gender Race f^rst SemesterjQtaf $\u0026gt;1997/99 vsi: 1998/99 Sex Black White Male Female Total Male Female Total Total Sanctions 1997/98 Count 1759 578 2337 294 75 369 2706 1998/99 %Susp 65%  21%  86%  11%' ___3%' 14% ' 100%  Count 1418 560 1978 277 ___89 366 2344 %Susp 60% 24% 84% 12% ___ 16% 100% Total student population as of October 1,1998\n25,070 Total Black Students Total White Students 67% 33% Summary The following is a summary of the suspensions/expulsions for the 1998/99 school year. Total Black Sanctions 84% of the suspension population. Total White Sanctions 16% of the suspension population. Compiled by Office of Student Hearing Page 1 ISchool Nams Central J.A. Fair Hall McClellan Metropolitan Parkview Alt Agency ALE Sr. ALC Alt Agency ALP Jr. Cloverdale Dunbar Forest Heights Henderson Mablevale Mann Pulaski Hgts. 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