{"response":{"docs":[{"id":"bcas_bcmss0837_692","title":"Report: \"\"Little Rock School District Educational Equity Monitoring 1995-96, First Semester Summary Report,\"\" Planning, Research, and Evaluation Department","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":["1996-02"],"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","School improvement programs","School employees","School discipline"],"dcterms_title":["Report: \"\"Little Rock School District Educational Equity Monitoring 1995-96, First Semester Summary Report,\"\" Planning, Research, and Evaluation Department"],"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/692"],"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\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas February 1996 TABLE OF CONTENTS AREA AND MAGNET SCHOOLS Page 1.0 Equitable Placement by Race/Gender in School Programs 3 2.0 Curriculum 10 3.0 School/District Initiated Honors and Awards 31 4.0 Committees 38 5.0 Extracurricular Activities 42 6.0 Student Achievement/Assessment 50 7.0 Special Education 61 8.0 Gifted and Talented Education 65 9.0 Staff Development 73 10.0 Parental Involvement 81 11.0 Student Discipline 88 12.0 Building Leadership/Management 106 INCENTIVE SCHOOLS 1.0 Equitable Placement by Race/Gender in School Programs 121 2.0 Curriculum 121 3.0 School/District Initiated Honors and Awards 124 4.0 Committees 126 5.0 Extended Day Educational Opportunities 126 6.0 Student Achievement/Assessment 127 7.0 Special Education 129 8.0 Gifted and Talented Education 130 9.0 Staff Development 132 10.0 Parental Involvement 133 11.0 Student Discipline 135 12.0 Building Leadership/Management 137 ADDITIONAL OBSERVATIONS 140 ADDENDUM School Category Groupings Used In Report Henderson Health/Sciences Magnet Program McClellan High School Business/Communications Magnet Program 148 151 153LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH AND EVALUATION DEPARTMENT 1995-96 EDUCATIONAL EQUITY MONITORING FIRST SEMESTER SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by local biracial committee members and the Planning, Research and Evaluation staff. Each team conducts one school visit each semester using a monitoring instrument developed by the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits, with instructions for these instruments to be shared with their school staffs. The visits are scheduled cooperatively with each principal. The teams report semi-annually to the superintendent the progress or lack of progress in the following areas: Equitable Placement by Race and Gender in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of the visits conducted between October 23, 1995 and December 15, 1995. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this report is to identify the degree to which each school is progressing toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29). At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principals comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation, through the appropriate central office administrator, provides guidance for corrective actions. Therefore, current conditions may be different.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 3 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25% black) certified and (at least 25% white) non-certified staff reflects appropriate percentage Racial/Gender Balance (at least 25% black) in staff assignments, programs, content areas, and grade level School enrollment to be within the appropriate racial range for 1994-1995 elementary 40% to 60%, junior high 51.25% to 76.88%, senior high 49.11% to 73.67% Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Plans to eliminate one-race classes, if one-race classes are identified Class enrollments comply with state standards Strategies to increase the number of minority students in upper level courses/class groups FINDINGS: Area Elementary Schools: Six schools had not attained the goal for equitable staffing. McDermott, Meadowcliff and Otter Creek fell below the staffing goal of at least 25% black certified staff members although McDermott missed this goal by less than 1%. Brady, Jefferson and Pulaski Heights fell below the staffing goal of at least 25% white non-certified staff members, with Jefferson missing the goal by only 1%.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 4 Seven schools, Forest Park, Fulbright, Jefferson, McDermott, Pulaski Heights, Otter Creek and Terry, reflected the acceptable range for black student enrollment for 1995-1996. Eight schools (Brady, Fair Park, Fulbright, Geyer Springs, Mabelvale, Pulaski Heights, Otter Creek and Terry) had class enrollments that did not reflect the racial/ethnic composition of the school. Fair Park had six of 15 classes out of range. Geyer Springs kindergarten was out of range. Pulaski Heights 4th grade and Otter Creeks 3rd grade were out of range. A one-race special education class was found at Geyer Springs where 11 black students were enrolled. Response from Principal(s)\nThe Jefferson principal reported that two black certified staff members have been added during the current academic year. The Meadowcliff principal explained that all efforts are being made to recruit black certified staff. The Fair Park principal indicated that strategies were being implemented to address disproportionate enrollments which included teacher recruitment teams and parent involvement activities to market the school. The Forest Park principal requested principals have more input into determining class size, pending needs of students and circumstances unique within a building at particular times. The Fulbright principal stated that classroom assignments are based on three factors: class size at each grade level, distribution of class by race and distribution among classes by gender. The Geyer Springs principal noted thatEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 5 openings in kindergarten are filled by the student assignment office with regard to total kindergarten racial composition, but not individual kindergarten black/white enrollment. The Pulaski Heights principal stated that the school staff does not assign students to the school. However, all but two of the 4th graders were there last year. The Otter Creek principal said that when the school year started, classes were balanced based on percent in each grade level. When students move in and out of the school, it is difficult to control the class racial composition. Original Magnet Elementary Schools: The composition of the school staff (certified and non-certified members) was adequate to ensure student contact with varied staff personnel at Williams. At Booker, 6% of the non-certified staff were white. At Gibbs, 13% of the noncertified staff members were white. At Carver, 23% of the certified staff members were black. School enrollments reflected the racial composition prescribed by the court- approved desegregation plan. Class enrollments generally reflected the racial/ethnic composition of the school at all four schools. Principals provided strategies used to balance class enrollments. No one-race classes were reported at any of these schools. Response from Principal(s): The principal from Carver said that according to the PN agreement, she had to use the transfer file in filling open positions. There were only whiteEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 6 teachers in this file. Therefore, she had no options to hire anyone other than a teacher from this file. Interdistrict Elementary Schools: King, Romine and Washington attained the goal for equitable staffing for certified staff members. The goal for non-certified staff was not achieved. Noncertified staff was 18% white at King, 24% white at Romine, and 14% white at Washington which was not very different from last years equity report. The school enrollment at Romine and Washington did not reflect the racial composition prescribed for the interdistrict schools. Washington had four classes out of range. No one-race classes were observed. Response from Principal(s): None Area Junior High Schools: Forest Heights, Mabelvale and Southwest attained the equitable staffing goal. The non-certified staff at Cloverdale was 11% white and the certified staff at Pulaski Heights was 22% black. The school enrollment at Cloverdale and Southwest did not reflect the racial composition prescribed for area junior high schools. None of the schools had class enrollments that reflected the ethnic composition of the school population. Principals provided strategies to eliminate disproportionate class/course enrollments. One-race classes were reported at Cloverdale, Mabelvale, andEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE? Pulaski Heights. Response from Principal(s): The Forest Heights principal said some classes are disproportionate due to the low test scores of students. Students scoring low on Stanford 8 will be enrolled in classes to improve their skills in a specific subject. Original Magnet Junior High School: The equitable staffing goal was attained at Mann. The 53% black student enrollment was within the range approved by the Court. Sixty-five percent of the classes did not generally reflect the ethnic population of the school. The principal provided strategies to eliminate disproportionate class/course enrollments. There were no one-race classes reported. Response from Principal: None Area Junior High Schools with Magnet Programs: Dunbar and Henderson attained the equitable staffing goal for certified staff. The goal for non-certified was not attained at Dunbar where only 18% of noncertified employees are white. The school population at Dunbar and Henderson reflected the acceptable range of 40% to 60% black. Approximately 64% of the classes at Dunbar and 28% of the classes at Heiiderson did not reflect the school population. The principals provided strategies to eliminate disproportionate class/course enrollments. Four one-race classes were reported at Dunbar.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 8 Response from Principal(s): None Alternative Learning Center: The ALC did not attain the equitable staffing goal for non-certified positions with only 11% white personnel. School enrollment was 89% black. Classes generally reflected the ethnicity of the student population. No one-race classes were observed. Response from Principal: None Area Senior High Schools: Fair and Hall attained the equitable staffing goal. School enrollments at both schools reflected the acceptable range of 49.11% - 73.67%. Class/course enrollments did not generally reflect the composition of the student population at either school. Fair reported 39% of their classes were over or under-represented by blacks, and Hall had 41% of their classes out of compliance. Fifteen one-race classes existed at Hall. Written strategies to eliminate disproportionate classes were provided. Response from Principal(s): None Original Magnet Senior High School: Parkview attained the equitable staffing goal. Fifty-two percent of theEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 9 student population was black. Forty-nine percent of classes were above or below the acceptable range for black student enrollment. Three one-race classes were reported which included eight white students in a German class and six black students in a Language Plus II class. There were 18 black students in kindergarten. Response from Principal: None Area Senior High Schools with Magnet Programs: The composition of the school staff at Central and McClellan met the goal for certified and non-certified personnel. Central's school enrollment was 63% black and within the prescribed range of 49.11% - 73.67%. McClellan did not meet this goal with an 80% black enrollment. Class/course enrollments did not reflect the composition of the student body. Seventy-six percent of the classes at Central and 25% of the classes at McClellan were over or under the acceptable range. The principals provided strategies to eliminate disproportionate classes and the 19 one-race classes at Central and the four one-race classes at McClellan. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Metropolitan did not achieve the staffing goal for certified or non-certifiedEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 10 staff. Staff included 22% certified black staff and 20% non-certified white staff. The school population was 50% black. There were no one-race classes reported. Response from Principal: None 2.0 CURRICULUM At each school the monitors expected to find: Implementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implement the curriculum with what you have) Varied teaching strategies reflected by display of student work Current and complete documentation of student progress. Teachers demonstrating use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism FINDINGS: Area Elementary Schools: In all twenty-three (23) area elementary schools most of the teachers said that materials and equipment were adequate for curriculum delivery. Some teachers at Brady School needed more spelling and reading instructional material.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 11 Also at Brady School, it was mentioned that more multicultural materials could be used in the library. Some monitored teachers at Dodd Elementary School mentioned that more copy paper was needed and more supplies were needed in the third grade. At Woodruff School, it was reported as it was in a previous school year that more computers in the classrooms would enhance instruction and facilitate the use of ABACUS. It was also reported that some pull-down wall maps of the United States and of the world were needed at Woodruff. At Fair Park School, some monitored teachers said that there were not enough consumable books for new students when they arrive at the school. It was reported that new students had to wait several weeks for these consumable books. At Forest Park School, it was reported that the kindergarten instruction would be enhanced if individual handwriting booklets and mathematics workbooks could be provided. In most of the classrooms monitored, most of the student records were found to be current and complete in all of the area elementary schools. In all of the area elementary schools, most students in the monitored classrooms were actively involved in instruction. Such activities as students participating in a music lesson, marching, clapping hands, pupils in a classroom discussion of a story the teacher had read to the class, creative writing following aEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 12 teacher read story and students working on making a globe were observed. Other student activities observed were participation in oral word games with students acting as detectives, learning the sounds of letters, testing, learning about teamwork and diversity, writing poetry, doing art work, watching a video on phonics, working on spelling, vocabulary and alphabetizing and discussion of tornado safety. Some students were observed working on book reports. In all area elementary schools, classroom seating patterns observed promoted interaction among students of different race/gender. In all the area elementary schools bulletin boards, displays of projects, publications, and productions throughout the school including the media centers reflected the racial/ethnic/gender differences of the student body and/or multiculturalism. Examples of this were \"Christmas Around the World,\" Egyptian, European, African-American and American Indian cultures, and a poster with the theme \"We are all children under the same sky.\" At Fulbright School, there was a commercial poster observed promoting achievement with only white students depicted. In most of the area elementary classrooms visited, a reflection of the racial/ethnic and gender differences of the student body and/or multiculturalism was observed. Some examples were at Otter Creek School a \"Being a Good Neighbor\" bulletin board, at Western Hills School there were pictures of actual students on the honor roll bulletin board, and at McDermott there was a \"Lets Be Friends\" poster. At Forest Park, posters of famous black Americans wereEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 13 observed as well as friends around the world and children of other cultures. In most of these classrooms visited, there were many displays of student work observed. Examples of this at Geyer Springs School were art work on the Thanksgiving theme, graphs, poetry written by students, book report projects, and science experiments. At McDermott School, examples of this were rhyming word papers, time lines of their lives drawn by pupils, art work, and clay pots made by students. However, of the six classrooms monitored at Pulaski Heights Elementary School, there were three teachers who had student work displayed. and three who did not. At Fulbright Elementary, science work, art work. handwriting displays and story maps were in evidence in the visited classrooms. Multicultural objectives of the curriculum guides were being taught in all of these schools visited. At Otter Creek School, astronauts and scientists of the various races were studied. Various multicultural books and materials were being used at Otter Creek. At Geyer Springs School, the students made a tepee and sat in it and read a book about American Indians. At Pulaski Heights Elementary School, the media specialist helped initiate a theme of \"Winter Holidays Around the World.\" She was heard reading a story of the Japanese Winter Holiday to a group of children in the library. Classes at Pulaski Heights Elementary School were observed working on the Kwanza theme and Aesops Fables. At Cloverdale Elementary School, the students were observed talking about the cultures of Africa, Mexico, and Canada. At Fulbright School, the ThanksgivingEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 14 theme of the pilgrims and the American Indians was replete throughout the building. King Tut and Socrates were taught in some rooms. Harriet Tubman and Kachina dolls of the Pueblo Indians were taught in other rooms visited. Response from Principal(s): The Fair Park principal said that with the districts being in difficult financial straits, the LRSD does not routinely send extra books to the school to await the arrival of new students. Original Magnet Elementary Schools: Materials and equipment were reported to be sufficient for curriculum delivery by most monitored teachers. At Carver Magnet School, overhead projectors, computers, and televisions were observed in the visited classrooms. Some visited Carver teachers said that they had gone to various state and local facilities to provide materials for class. Some visited teachers said that all they had to do was ask for materials and equipment, and it was provided. At Williams School, it was reported in some monitored classrooms that more computers were needed. All observed student records were current and complete. In most classrooms visited, all students were actively involved in classroom instruction. At Gibbs School, observed students were actively involved in gardening, small group discussions and question/answer sessions. At Williams School, a sixth grade student was observed reading to a second grade class, andEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 15 the pupils were preparing to write a creative paper about the story. Williams' students were also observed writing book reports, drawing a mural, doing independent study, reading a book about Native Americans, and completing a project about the Pilgrims. In all classrooms visited, seating patterns promoted interaction of the races/genders. Throughout these schools, publications, bulletin boards, and productions reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. At Carver School, there was a display of book reports of the last books read in one classroom visited. A poster was observed of black scientists and inventors in history in another visited classroom. There was another poster observed with the theme that reading opens up new worlds with different cultures pictured around it. At Williams School, international menus were posted for the international food fair. There was a display at Carver School of an American Indian theme exhibited on the bulletin boards throughout the school. A bulletin board in the hallway with student art work was observed as well as a \"Fall into Autumn' bulletin board. At Gibbs School, one week before the monitoring visit, there was an Italian Festival held. At Williams School, there was a display on China and Japan.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 16 Displays of Egyptian and Indian cultures were noted in the classrooms visited at Booker School. In most classrooms monitored, displays of student work reflecting various teaching strategies were observed. The various resources of the different states were displayed artistically on shoe boxes around a visited classroom at Carver Magnet School. At Williams School, a writers corner in one classroom displayed student writing, test papers, art and mathematics work, and spelling. Multicultural objectives of the curriculum guides were being taught in all classrooms visited at all these schools. In one classroom visited at Carver Magnet School, corn was sprouted the way the native Americans did it. The United Nations and different cultures were studied in another visited classroom at Carver. Three ways of multiplying numbers were studied in another Carver classroom visited: Egyptian doubling, Russian peasant and lattice from India. At Williams Magnet School, units of study on Kenya and China were observed as well as the studying of other lands in a \"Walking in the shoe steps of other people\" theme. Students from Booker Magnet School went to Wildwood Park to performances with a multicultural theme. The media specialists at Booker, Carver and Williams Magnet Schools annually evaluated the adequacy of the multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. There was no answer to this item on the Gibbs Team Consensus report becauseEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 17 it was reported that the media specialist was not in the building on the day of the program for equity monitoring. Response from Principal(s): None Interdistrict Elementary Schools: At King, Romine and Washington Schools, most monitored teachers had adequate materials and equipment to deliver the curriculum. However, at King School computers in some classrooms at one grade level were not functional on the day of the monitoring visit. At Washington School, overhead projectors. televisions and encyclopedias were observed in most of the visited classrooms. and most monitored teachers said that they had adequate materials and equipment. However, a power surge burned out two computers in the media center. These computers needed to be fixed, and a CD drive computer was needed. At Washington School, it was also reported that there were certain experiments to do in the science curriculum. A problem was that no one prepared materials for the science experiments. Two visited classrooms needed encyclopedias. At Washington School, it was reported that the LRSD had a policy that computers in the laboratory cannot be moved to the classroom. It was noted that Washington School was a big school with many students. Yet, rather routinely the same amount of materials was sent to Washington as a smaller school with fewerEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 18 pupils. Most observed records were current and complete at these schools. However, at Washington School, one visited teacher had no grade book at the school. At these schools, all observed students were actively involved in classroom instruction. Some visited teachers were observed asking questions, with the students answering questions. ABACUS testing was observed. In most classrooms observed, students of both races and genders were observed seated together. However, in one monitored classroom at King School, when the students were allowed to work in groups, the equity monitor noted that one small group consisted of three white students. All monitors reported observing an abundance of multicultural displays throughout the schools on bulletin boards, displays of projects, publications and productions. Multiculturalism was reflected in all classrooms visited in these schools. At Washington School, Caddo and Quapaw Indians of Arkansas displays, student art work with multicultural aspects, and a bulletin board display of the Central High School crisis were observed. In all monitored classrooms, numerous displays of student work were evident. Examples of this were pictures drawn by students, writing samples, and seed planting systems. At all three of these schools, it was reported that the multicultural objectivesEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 19 of the curriculum guides were taught. Some examples of this were integration and Chinese writing. At King School, the media specialist reported that the budget was increased this year and the multicultural media collection was increased. It was reported to be continually evaluated. The library media specialist at Romine School was sensitive to the need to include multicultural materials in the holdings. Moreover, there was sufficient evidence in the files to support this conclusion. A book order with multicultural materials such as American Indians was seen at Washington Elementary. Response from Principal(s): The principal from King School commented that computers in the first grade classrooms have been temporarily inoperative at times this school year. The situation has been closely monitored. Repairs were in progress on the day of the monitoring visit. Area Junior High Schools: Four of the five schools, Cloverdale, Mabelvale, Pulaski Heights and Southwest, had adequate materials and equipment to deliver the curriculum. The ninth grade English Department at Forest Heights Junior High School needed 50 textbooks for all students to have one book. Teachers visited in the science department at Forest Heights needed hands-on projects materials to supplement the textbooks.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 20 At Mabelvale Junior High School, a science laboratory room was badly needed, as well as additional science equipment. It was reported that the LRSD Science supervisor was quite helpful in seeing that supplementary science materials were provided. Teachers at Mabelvale spent personal funds for materials. English classes at this school needed more current reading materials which contained extensive multicultural selections. All records observed at these schools were current and complete. In four (Cloverdale, Mabelvale, Pulaski Heights and Southwest) of five of these junior high schools, all observed students were actively involved in classroom instruction. However, at Forest Heights Junior High School, in some classrooms visited the students were not actively involved with such activities going on as throwing of spit wads, talking, playing around, and moving around in the room. In these rooms it appeared that the students did whatever they wanted to do. apparently without teacher direction. Most observed classroom seating patterns promoted interaction among students of different race/gender in all of these junior high schools. The Mabelvale Junior High School media center was equipped with a computer/CD/ROM that has SIRS available and offers multicultural research capability for students. Mabelvale Junior High School has completed all of the requirements to become a GLOBE school and will be the only such school in the LRSD. GLOBEEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 21 is a worldwide science and education program coordinating the work of students, teachers, and scientists to study and understand the global environment. GLOBE is an international partnership, involving countries around the world. Wal-Mart-Geyer Springs donated a Zoomfax Modem/External/v.32 bis computer modem, cable and phone cable that will assist Mabelvale Junior High School to have an Internet connection for the GLOBE program. SECME, Science Engineering, Communication, and Mathematics Enrichment, a new program being implemented at Mabelvale Junior High School, gave a grant of $500 to the school to cover the cost of a dedicated phone line ($38/month). The media specialist has been instrumental in securing these donations for an INTERNET connection. Response from Principal(s): The Forest Heights Junior High School Principal said that the problem with the lack of materials in the two departments was evidently the result of a communication problem between the two department chairs and him. He said that he would meet with the department chairs of English and science to rectify the shortage of materials. Magnet Junior High School: All interviewed teachers at Mann Junior High School said that materials and eguipment were adequate. All records observed were current and complete. Most observed students were working in groups and participating in discussions. All observed classroom seating patterns were adequate to promote interactionEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 22 among students of different race/gender. Bulletin boards throughout the school and displays were reported by all the monitors to be multicultural. All visited classrooms displayed multicultural materials. Monitors observed student work displayed in all visited classrooms. Examples of this were mathematics projects, science displays, and biographies of scientists of different cultures. Multicultural objectives were reflected in the student work displayed. Multicultural objectives were observed in lesson plans. The media specialist evaluated multicultural materials in the media collection. Teachers were encouraged to recommend new multicultural materials for purchase. The media specialist said that an intensive effort was being made to purchase more materials on Asian and Hispanic populations. Response from Principal: None Area Junior High Schools with Magnet Programs: Although at Dunbar and Henderson Junior High Schools most classrooms visited had adequate materials and equipment, the Henderson choir was reported to need more money in the budget for sheet music which costs $1.25 for one sheet of music. All observed student records at these two schools were current and complete.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 23 At Henderson, in most classrooms visited, all students were actively involved in classroom instruction. Dunbar students were observed working in groups, participating in discussions, taking a test, watching an overhead transparency presentation and watching an educational film. In most classrooms visited at these two schools, the seating patterns promoted interaction among students of different race/gender. Posters and bulletin boards throughout Dunbar and Henderson reflected the racial/ethnic/ gender differences of the student body and/or multiculturalism. In all monitored classrooms, there were displays of multicultural materials. At Henderson, different countries were reflected in an observed bulletin board. Flamingo dancing was a theme for another observed bulletin board at Henderson. In most monitored classrooms at Dunbar, there was a display of student work. However, the traveling teachers at Dunbar had no display of student work. Although posters of students work were displayed in one visited Henderson classroom, in most monitored rooms there was not a display of pupil work. At Henderson Junior High School, pictures of the different cultures were observed in the visited classrooms. It was reported that discussions of the accomplishments and music of the different races and cultures occurred. At Dunbar Junior High School, in most classrooms visited, multicultural objectives of the curriculum guides were taught. In one Dunbar mathematics classroom monitored, the teacher said that there was nothing multicultural to teach butEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 24 Arabic numbers, an obvious difference from the reality of the curriculum guides for mathematics which were replete with multicultural objectives. Multicultural objectives were observed in the lesson plan books of the other Dunbar monitored teachers. Many multicultural displays were observed in the media center at Henderson. It was reported that the media specialist annually evaluated the adequacy of multicultural materials in the Henderson media collection and continually evaluated new materials to be considered for purchase. One visited teacher at Dunbar said that the media center materials needed multicultural updating. On the day of the monitoring visit, the library staff was in the process of making an order of multicultural materials. It was reported that in order to get ready to make this order, evaluation of the adequacy of the multicultural materials occurred. Response from Principal(s): None Alternative Learning Center: In the seven classrooms observed, the teachers at the Alternative Learning Center had adequate materials and equipment to deliver the curriculum. All records observed were current and complete. Observed students were working in groups, taking exams and engaged in meaningful discussion. In the classrooms visited, the seating patterns promoted desired exchange among students.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 25 Throughout the school, posters and murals reflected a multicultural commitment. Also, bulletin boards were of a similar nature. All classrooms monitored revealed multicultural themes. Student work was displayed in all classrooms visited. Multicultural objectives of the curriculum guides were being taught in the majority of the classrooms visited. This Alternative Learning Center (ALC) site is without a library/media center. However, the English teacher and principal worked closely together in annually evaluating the adequacy of multicultural materials in the media collection, and they continually evaluated new materials to be considered for purchase. Response from Principal: None Area Senior High Schools: Televisions, puzzles, manipulatives and numeral cards were observed in the visited classrooms at Fair High School. Although most of the visited teachers at Hall High School had adequate materials and equipment to deliver the curriculum, one teacher said that the budget for their department was cut in half this semester. However, this teacher said that mini-grants have been provided by the PTSA to fund the purchase of additional materials and equipment. All records observed at these schools were current and complete. All observed students in the visited classrooms were listening, asking questions or quietly working at computer stations in both of these schools.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 26 In all classrooms visited, the seating patterns promoted interaction among students of different race/gender. At Fair High School, bulletin boards were observed with pictures of black students and white students throughout the school. In the media center there were posters depicting multiculturalism. All monitors at Hall High School said that multicultural displays were evident throughout the school. At Fair High School, there were two monitored classrooms with no displays reflecting racial/ethnic/gender differences of the pupils. The monitors at Hall High School observed multicultural bulletin boards in all monitored classrooms. Multicultural objectives were observed in lesson plans and reflected in displays at Hall High School. Stories dealing with the various cultures were told in one monitored classroom at Fair High School. In one visited class, the teacher emphasized the differences in business of the various cultures. In another classroom at Fair, it was explained how different kinds of families were found in the different cultures. The Scottish culture was being studied in one class. At Hall High School, student and teacher recommendations for new multicultural materials were encouraged. The Hall media specialist evaluated these requests and the holdings to purchase needed books and materials as needs changed. Many and varied cultures were observed on display in the book holdings at Fair High School. New books with multicultural themes were observed beingEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 27 displayed. A library staff member said that the adequacy of multicultural materials in the media collection was annually evaluated. Response from Principal(s): The Hall High School principal said that the budget for the current school year was determined before she became principal. Original Magnet Senior High School: A majority of the teachers interviewed reported having adequate materials and equipment. However, it was reported that some new band instruments were needed, and some sheet music and a CD/cassette player/recorder were needed for choral music. According to the teacher, additional funds were needed to purchase videotapes for the Theater History course. All monitored records were current and complete. In all classes visited, all students were actively involved in instruction. Examples were: practicing for a band program, individual students reading parts of a play, testing, classroom discussion and teacher explanations. In all but one of the monitored classrooms, the monitors observed that classroom seating patterns promoted interaction among students of different race/gender. Monitors also observed that bulletin boards, displays of projects. publications, and productions throughout the school including the media center reflected the racial/ethnic/gender differences of the student body and/or multiculturalism. Examples were: a poster with a theme of blacks in the arts, andEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 28 murals on the walls. In all but one classroom monitored, there were pictures of students of the different races engaged in various activities, multicultural posters, pictures of a multiracial play from the young playwrights festival in New York and posters concerning Greek drama. In a majority of classrooms visited, student work was on display. Examples of this were: student writing, art work, primitive and Greek masks, posters, and creative literature projects. All Parkview High School teachers interviewed reported teaching the multicultural objectives. Examples were\nsinging songs in languages other than English and studying scientists of other cultures. The Parkview media specialist continually purchased new multicultural materials after a thorough evaluation of available materials. Lists were accepted from students and teachers before buying decisions were made. The media specialist recently purchased \"Discovering Multicultural America.\" a multimedia CD-ROM, which contains extensive data on Africa, Asian, Hispanic and native North Americans. Response from Principal: The Parkview principal reported that efforts were underway to improve the holdings of the Music Department. A proposal, \"The Curriculum Review/Update,\" contained full information regarding the equipment/instrumentation housed in theEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 29 school music department. Information concerning this proposal can also be found in the \"Extended Program Evaluation Document.\" Area Senior High Schools with Magnet Programs: All teachers interviewed at both Central and McClellan High Schools reported having adequate materials and equipment to deliver the curriculum. However, one mathematics teacher at Central High School reported that some computers in the classroom would greatly enhance instruction. Although the science teachers interviewed at Central High School reported having adequate materials and equipment, the science facilities needed updating and upgrading. It was also necessary that supplemental kits be provided for various instructional units in order to have adequate materials and equipment for those units of study. All observed records were current and complete. All students in all visited classrooms were actively involved in instruction. Examples were\nteacher preparing students for an activity, analyzing a sonnet, watching a video from the Humanities Council, working in a small group, taking examinations and fruitful debate. In all classrooms visited, the seating patterns promoted the desired interaction among students of varying races and genders. Multicultural displays and posters were observed on bulletin boards in the media center, counselors offices and the whole school in general. In a majority of the classrooms monitored, famous black American posters, posters on mathematics from variousEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 30 countries, maps and posters of African kings and queens were observed. In a majority of the classrooms monitored, student work was displayed. Examples were: maps made by students, science projects and student writing. All visited teachers reported that multicultural objectives of the were taught. curriculum guides At both Central and McClellan High Schools, the media specialists constantly evaluated the adequacy of multicultural materials in the media collection and continually evaluated new materials to be considered for purchase. Faculty members made suggestions. Media specialists sent reviews of materials and books to teachers to ask for their opinions. Central has added a great deal of multicultural material in the fields of science and mathematics. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: The visited teachers said that the materials and equipment were adequate. However, more advanced camera equipment was needed in the television production class. A new IBM computer with CD ROM was added in the Health Occupations classroom this school year. Students could now access medical encyclopedic technology using the computer. Another example of new equipment was the computerized paint mixing system in the paint and body class. The system was supplied by a partner in education.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 31 Current and complete parent conference documentation, lesson plans and interim reports were observed. Students were observed making preparation for producing video Christmas cards. In other classrooms visited students were reviewing for tests. Observed student seating patterns were well mixed. School-wide multicultural displays were observed, such as student photographs in the front hallway. These reflected the student population. Classroom bulletin boards observed were multicultural. Student work projects, videos made by pupils, and photographs were observed. The visited teachers said that multicultural objectives were taught as an integral part of the curriculum. A media specialist was not employed at Metropolitan. The vocational teachers in each area ordered current magazines and materials to supplement required textbooks. All current materials were ordered by each teacher. It was reported that the most recent material ordered was multicultural in nature. Response from Principal: None 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honorsEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 32 Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards FINDINGS: Area Elementary Schools: There was only one negative answer given to all items of this section for all area elementary schools. The negative answer came on the Wilson School checklist. Procedures and requirements in a written form had not been distributed to parents and students at Wilson School. Student of the Month,\" honor roll, good behavior, perfect attendance, and \"Caught Being Good\" were awards and honors given at Otter Creek School. Examples of honors and awards at Badgett School were honor roll, perfect attendance and \"Student of the Week. II At Geyer Springs School, procedures and requirements were distributed to staff, students and parents through the opening bulletin, newsletters and written announcements. The distribution of honors and awards will be reported the second monitoring visit. Response from Principal(s): The Wilson Principal said that the issue of getting written procedures and requirements on honors and awards distributed to parents and students would beEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 33 rectified. Original Magnet Elementary Schools: The various honor rolls and the \"Caught Being Good\" programs at Carver Magnet made for a variety of awards and honors. A large honor roll bulletin board in the hallway outside the office area showed the variety of students who received this honor at Carver. The other three original magnet elementary schools also provided a variety of awards and honors. The honors and awards were discussed in the Carver Student Handbook. The handbook was presented to each student and his/her family upon enrollment, and they were encouraged to read it. The other three original magnet elementary schools also distributed written procedures and requirements governing honors and awards to staff, students and parents. All four of the original magnet elementary schools regularly evaluated the offerings and procedures for honors and awards for equity and to determine if new awards were necessary to meet student needs. The distribution of honors and awards will be reported on the second monitoring visit next semester. Response from Principal(s): None Interdistrict Elementary Schools: There were no negative answers given in this section of honors and awards for the Interdistrict Elementary Schools. The distribution of honors and awards willEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 34 be monitored during the second semester visit. Response from Principal(s): None Area Junior High Schools: There were no negative answers given in this section of honors and awards for the five Area Junior High Schools. Trophies, science fair and honor society were in evidence at Forest Heights Junior High School. At Cloverdale Junior High School, the academic honor rolls, citizenship honor roll, athletic awards, and \"Most Improved Student\" awards offered a variety. At Forest Heights Junior High School, it was reported that the staff notebook takes care of distributing to staff, students and parents the written procedures and requirements governing honors and awards by delineating how teachers can inform parents and students. At Cloverdale Junior High School, the written procedures and requirements governing honors and awards were distributed in the Cloverdale Student Handbook and in a bulletin to parents. Teachers also received the above. At Pulaski Heights Junior High School, interdisciplinary teaching teams determine offerings and procedures regarding honors and awards. Results were shared with steering committees. Distribution results were provided for a review by team members.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 35 The distribution of honors and awards will be reported on the second monitoring visit. Response from Principal(s): None Original Magnet Junior High School: There were no areas of concern noted at Mann Magnet Junior High School with regard to the distribution of honors and awards. Response from Principal: None Area Junior High Schools with Magnet Programs: There was one area of concern in this section of the checklist for Dunbar. Although there was a statement in the teachers handbook and bulletin announcements at Dunbar, there was nothing written for parents on honors and awards. Response from Principal(s): None Alternative Learning Center: It was reported that each Friday at the Alternative Learning Center an awards assembly was held to recognize students. It was noted that 82% of the award recipients were black.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 36 Response from Principal: None Area Senior High Schools: A variety of honors and awards was provided in areas including the \"Sidney Moncrief Award,\" course achievement awards, academics, citizenship and attendance. At Fair High School, oral and written guidelines were disseminated during assemblies, open house, and certified staff communicated the procedures for honors and awards to individual classes. Criteria for \"Hall of Fame\" and \"I Eagle Track Awards\" were in the Fair school profile. \"Eagle Track\" and \"Hall of Fame recipients were selected by any teachers wishing to participate. Any teacher may nominate students who meet the requirements, then the field is narrowed in an open forum of teachers\nthe recipient is finally selected by a vote by teachers. The distribution of honors and awards will be reported on the second monitoring visit next semester. Response from Principal(s): None Original Magnet Senior High School: At Parkview, academic honor roll, citizenship honor roll, athletic awards, and academic district awards offered a variety. Information was presented each quarter through notices and scope sheets from the counselors, school newspaper and Honors Night bulletin. Counselors, teachers, the principal, and assistantEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 37 principals, plus the Parkview Biracial Committee reviewed and evaluated honors/awards for equity. The distribution will be reported on the second monitoring visit. Response from Principal: None Area Senior High Schools with Magnet Programs: At Central High School, a variety of honors and awards was offered via honor rolls, recognition for academic achievement, service to school and community, and participation in extra-curricular activities. Also at Central, department chairs, working with school administrators, evaluated honors and awards for equity and to determine if new awards should be added. At McClellan High School, 80% of the honors and awards went to black students. Responses from Principal(s): None Metropolitan Vocational-Technical Education Center: All of the answers in this honors and awards section were positive for Metropolitan. Distribution of honors and awards will be monitored on the second semester visit. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 38 4.0 COMMITTEES At each school the monitors expected to find\nRacial/gender composition of appointed school- based committees (-25% to 12.5% of black student enrollment) generally reflects the school population FINDINGS: Area Elementary Schools: The monitoring teams at twelve schools (Bale, Baseline, Chicot, Cloverdale, Dodd, Forest Park, Geyer Springs, Jefferson, McDermott, Wakefield, Wilson, and Woodruff) reported that the composition of the school-based staff/parent committees was generally reflective of the staff/student populations. The composition of the parent committees was not reflective of the school population at Badgett, Brady, Fair Park, Fulbright, Mabelvale, Meadowcliff, Otter Creek, and Western Hills. Employee committees were not reflective of the staff population at Meadowcliff. There was no information reported for employee committees at Fair Park. The school profile at Chicot did not contain information on committees. However, the Chicot principal assured monitors that employee and parent committees are reflective of the school population. The 23% black parent representation on committees was not within range for Terry Elementary School. The school profile at Pulaski Heights Elementary showed that 33% of parent committee members were black. This percentage was not within the expected range of 35%- 53% black parents for the school. The participation rate for blackEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 39 parents at Watson was below the expected range. Response from Principal(s): The principal at Badgett said that district required guidelines for parent committees have been followed. The principal assured monitors at Terry that the school staff will continue to work to increase black parent participation at Terry. Original Magnet Elementary Schools: Appointed school-based committees were generally reflective of the applicable populations at Booker, Gibbs, and Williams. At Carver, staff committees reflected the composition of the staff. Thirty-five percent of the Carver parents participating on committees were black. This percentage is slightly below the recommended range of 38% - 57% for black parents. Response from Principal(s)\nNone Interdistrict Elementary Schools: School-based committees at Romine and Washington reflected the staff/student populations. The percentage of black parents serving on committees at King was slightly below the recommended range. Staff committees were reflective of the employee population at King. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 40 Area Junior High Schools: School-based committees generally reflect the staff/student population at Cloverdale, Mabelvale, and Southwest. Staff committees at Forest Heights and Pulaski Heights were reflective of the staff population. However, parent participation rates at Forest Heights and Pulaski Heights were not within the recommended range for each school. Response from Principal(s): None Original Magnet Junior High School\nThe monitors at Mann did not identify any areas of concern. Response from Principal: None Area Junior High Schools with Magnet Programs: At Dunbar and Henderson, committees generally reflected the staff/student populations. Response from Principal(s): None Alternative Learning Center: Monitors reported that committee percentages were within the expected range for the school population.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 41 Response from Principal\nNone Area Senior High Schools: The composition of parent committees at Fair and Hall were not reflective of the student population. Response from Principal(s): The vice-principal at Fair reported that there will be some new committees formed for COE. These committee formations will allow for a balance on committees by race. Original Magnet Senior High School: The team consensus report did not identify any areas of concern with regard to committees. Response from Principal: None Area Senior High Schools with Magnet Programs: There were no areas of concern with regard to staff/parent committees at Central or McClellan. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 42 Metropolitan Vocational-Technical Education Center: Employee committees are 24% black. Parent committees are generally reflective of the student body. Response from Principal\nNone 5.0 EXTRACURRICULAR ACTIVITIES At each school the monitors expected to find\nExtracurricular activities (sports, clubs, etc.) generally balanced (-25% +12.5% of black student enrollment) by race and sex to Recruitment practices to promote participation of all races and both genders in extracurricular activities FINDINGS: Area Elementary Schools: At all area elementary schools, procedures were in place to assure that students were apprised of information regarding various opportunities in extracurricular activities/extended educational programs. Examples of ways students were informed about the aforementioned opportunities included the following\ninformation provided by teachers and counselors, newsletters, announcements via intercommunication systems, monthly rap sessions with the principal, recruitment by teachers and counselors, monitoring by principals, and postings about schools.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 43 Participation in extracurricular activities/extended educational programs generally reflected the school population in all area elementary schools except Brady. Fair Park, and Pulaski Heights Elementary School. In these three schools, there was an over-representation of black student participants. At Brady, total membership in extracurricular activities was 75% black\nthe acceptable range for Brady is 48% - 72% black students, based on a 64% black student enrollment. At Fair Park, 93% of the participants in extracurricular activities were black\nthe acceptable range is 58% - 88% black students, based on a 78% black student enrollment. Fifty-seven percent of the students participating in extracurricular activities at Pulaski Heights Elementary were black\nthe acceptable range is 35% - 53% black students, based on the 47% black student enrollment. Although student participation at Dodd generally represented the student population, there were only three white cheerleaders, and 19 black cheerleaders. Response from Principal(s): None Original Magnet Elementary Schools: All original magnet elementary schools have procedures in place to assure that students are provided information regarding opportunities to participate in extracurricular activities/extended educational programs, according to monitoring team reports. Examples of procedures cited by monitors: distribution of information via school newsletters, use of closed circuit television, recruitment atEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 44 registration, use of bulletin boards for publicity about opportunities, and opening specific activities to all students in a particular grade level. Participation in extracurricular activities/extended educational programs generally reflected the school population at each original magnet elementary school except Carver, according to submitted reports. Sixty percent of the students who participated in extracurricular/extended educational activities at Carver were black, which is not within the acceptable range of 38% - 57% black students, based on the 51.8% black student enrollment at Carver. However, it should be noted that included in the calculation to determine the percentage of black students participating in the extracurricular/extended educational programs is the 86.8% black student participation in the summer reading program. Response from Principal(s): None Interdistrict Elementary Schools: No areas of concern regarding extracurricular activities were noted by monitors of the three interdistrict elementary schools. Procedures were evident at each of the schools to apprise students of opportunities to participate in extracurricular activities/extended educational programs. Additionally, participation in such activities/programs generally reflected the school population at King, Romine, and Washington, according to monitoring reports.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 45 Response from Principal(s)\nNone Area Junior High Schools: All area junior high schools have strategies to assure that students are provided information regarding opportunities to participate in extracurricular activities. Following are examples of such strategies cited by monitors: information in student handbooks, daily announcements and bulletins, recruitment activities by program/club sponsors and coaches, and through closed circuit television. Participation in extracurricular activities generally reflected the school population at each area junior high school, as reported by monitoring teams. However, the report from Forest Heights indicated that the Science Club was slightly out of the acceptable range of 58% - 87% black students, based on a 77% black student enrollment, with only 56% black student participation. At Mabelvale Jr. High School, the monitoring report noted that 13 of 20 organizations had memberships which fell within the acceptable range of 60% - 83% black students, based on a 73% black student enrollment. Three of the seven organizations that reflected an under-representation of black students had at least 50% black student memberships: MJHS Readers, 50% black members\ncheerleaders, 50% black membership\nForeign Language Club, 54.5% black student membership. The other three organizations which had an under-EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 46 student membership. The other three organizations which had an underrepresentation of black students were S.C.A.T., Pep Squad, T.S.A., and soccer. The report from Cloverdale Jr. High School indicated that the Drill Team had an all black membership. Response from Principal(s)\nNone Original Magnet Junior High School: No areas of concern regarding the section on \"Extracurricular Activities\" were noted on the monitoring report from Mann. Forty-six percent of the students who participated in extracurricular activities were black. Students were fully informed of opportunities for participation in the above activities via posters, exhibits in the cafeteria, at Open House, and announcements over the public address system. Response from Principal: None Area Junior High Schools with Magnet Programs: At both Dunbar and Henderson, monitoring reports indicated that procedures were evident to assure that students were fully informed about information regarding various opportunities in extracurricular activities. Examples of procedures cited: daily bulletin announcements, school newsletters, recruiting efforts by clubs/organizations, and use of displays and posters.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 47 Participation in extracurricular activities generally reflected the school population at Dunbar and Henderson. However, the report from Henderson noted that the drill team was composed entirely of black students. Response from Principal(s): The principal at Henderson indicated that he had asked all sponsors to recruit students to organizations so that memberships are racially balanced. Alternative Learning Center: No areas of concern were noted regarding the extracurricular section of the monitoring instrument. Although the report indicated that procedures were evident to assure that students were informed regarding opportunities to participate in extracurricular activities, no examples of procedures used were cited in the report. Eighty-one percent of student participants were black. Response from Principal: None Area Senior High Schools: At both Fair and Hall High Schools, it was evident to monitors that students were provided with necessary information regarding opportunities to participate in extracurricular activities. Methods used to inform students about extracurricular options included announcements in the daily bulletin, informational brochures. discussions with counselors, information in student handbooks, and recruitment by individual clubs/organizations. Additionally, reports indicated that participation inEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 48 extracurricular activities generally reflected the school population schools. at each of the Response from Principal(s): None Original Magnet Senior High School: No areas of concern were noted regarding extracurricular activities at Parkview. Information concerning procedures used to apprise students about the availability of extracurricular activities was distributed through the Parkview Handbook, the school newspaper, The Constitution, and through bulletins. Total participation in extracurricular activities was within the acceptable range, according to the monitoring report. However, some individual activities were not within range. Examples of activities with an over-representation of black students: Lab Singers, Peer Helpers, cheerleaders, FBLA, Gentlemens Club, boys basketball, football, and girls basketball. Ones with an under-representation of black students included: Alpha Omega, golf, German Club, the newspaper staff. stage band, and tennis. The monitoring report indicated that the a spirit group, has a 100% black membership. Response from Principal: None \"Liberty Belles,\" Area Senior High Schools with Magnet Programs: At both McClellan and Central, procedures were evident to assure thatEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 49 students were apprised of information regarding various opportunities in extracurricular activities. Examples of procedures used at Central included the following: announcements via daily bulletins, recruitment efforts by clubs and organizations, and try-outs for all sports. No specific examples were noted on the McClellan monitoring report. Student participation in extracurricular activities was within the acceptable range at McClellan, but not at Central, according to submitted reports. Monitors from Central noted that of the 30 organizations/athletic teams for which total membership was provided in the school profile, five were within the acceptable range. However, seven more were only slightly out of range. No activity/team was composed of 100% of any one race. The extracurricular activities with an over-representation of white students were primarily the honor and foreign language organizations and such activities as the Fellowship of Christian Athletes, Rotary Interact, and Accept No Boundaries. At Central, activities/teams with an over-representation of black students included DECA, FBI_A, the Ladies Club, and the Gentlemens Club. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No areas of concern were noted regarding extracurricular activities at Metropolitan. Forty-eight percent of the students who participate in these activitiesEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 50 are black, which is within the acceptable range, according to the monitoring report. Response from Principal: None 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: All students strengths and weaknesses assessed and their educational programs planned accordingly Evidence that graduation/promotion/retention rates are monitored and analyzed to reduce disparities in achievement (disaggregated bv race/gender) Test results that are used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups FINDINGS\nArea Elementary Schools: All team reports stated that goals and strategies are being developed and implemented to provide the best possible assistance for all students to experience successful test performance and achievement. These goals and strategies part of each schools improvement plan. Some schools mentioned specific are strategies during the monitoring interview. Pulaski Heights said that they pair more talented students with less talented students for teaching skills. Teachers ask questions after every lesson expecting that all students would be ready toEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 51 answer correctly. Reteaching occurred for those who did not. Another strategy they used was to offer enrichment periods. At Terry, students who needed extra help were identified, a special records folder was created and individualized help was provided. Cloverdale chose the primary grades to highlight in closing disparity. Teachers will concentrate on those skills that were not mastered. Fulbright students with special needs are targeted. Special work is given to low achieving students. A personal plan was written for each one of these students. One-on-one remedial help was given. Otter Creek uses small group instruction, and \"Reading Recovery.\" The staff reported keeping in close contact with parents to seek their help.in education. Peer helpers were used. All test scores used in this report are the result of comparisons between Spring, 1994 and Spring, 1995. All schools had mixed results. Otter Creek and Terry were the only schools who achieved the goal in the monitoring report. Test data from Badgett Elementary evidenced an improvement for white students from Grades 2 to 3, 3 to 4 and 5 to 6. Scores for black students decreased in Grades 1 to 2 and 4 to 5. White student scores decreased in Grades 1 to 2. The Stanford achievement results from Bale showed percentile scores for white students decreasing from Grades 2 to 3. Both black and white student scores decreased. Other scores remained stable. At Baseline Grades 1, 2, 3 and 6 did not meet the goal but overall scores showed improvement.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 52 Brady had black student score decreases in Grades 1 to 2 and white student score decreases in Grades 2 to 3 and 3 to 4. White student scores increased in Grades 4 to 5. Cloverdale students scored above the 50th percentile in Grades 1, 2 and 5, slightly below in Grade 4 and at the 43rd percentile in Grade 6. Disparities were as follows: Grade 1: -10 Grade 3: -25 Grade 5: -33 Grade 2: -9 Grade 4\n-17 Grade 6: -1 Dodd s scores showed a both white and black group increase in Grades 2 and 4. Disparities are as follows: Grade 1: -21 Grade 3: -18 Grade 5: -30 Grade 2: -32 Grade 4: -6 Grade 6: -25 Forest Park had some decrease in black student scores. White student scores were higher or stable. Disparities were as follows: Grade 1: -44 Grade 3: -50 Grade 5: -52 Grade 2: -76 Grade 4: -51 Grade 6: -49 At Geyer Springs, achievement of white students, black students and total achievement increased from Grades 1 to 2, 2 to 3, and 5 to 6. At Grades 3 to 4 total scores, both black and white, decreased. Disparities were as follows: Grade 1: -19 Grade 3: -55 Grade 5: -10 Grade 2: -10 Grade 4: +1 Grade 6: -32EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 53 Jefferson had white student score increases at Grades 2 and 5 and a decrease at Grade 1. Black student scores increased at Grade 6 and both groups decreased at Grade 3. Disparities are as follows\nGrade 1: -51 Grade 3: -48 Grade 5: -53 Grade 2\n-64 Grade 4: -50 Grade 6: -23 McDermotts scores included a black student score increase at Grades 2, 4 and 5 and a decrease at Grade 3. There was a white student score increase at Grade 6. Disparities were as follows: Grade 1: -46 Grade 3: -42 Grade 5: -35 Grade 2: -51 Grade 4: -30 Grade 6: -34 At Watson 70% of white students scores increased on the Basic Battery. Western Hills had both black and white student score increases in Grades 1 to 2, 3 to 4, 4 to 5 and 5 to 6. There was a white student score decrease from Grades 2 to 3. Wilson scores showed black and white student score decreases in Grades 1 to 2, 2 to 3 and 4 to 5 and an increase in black student scores from Grade 5 to 6. White student scores also decreased in Grades 3 to 4. At Woodruff, Grades 3-6 total achievement scores were at the 51st percentile or higher in Spring, 1995. Disparities were as follows: Grade 1: -13 Grade 3: -22 Grade 5: -24 Grade 2: -31 Grade 4: -25 Grade 6: -27EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 54 Schools have different acceptable ranges for black student retention. Also the reporting of retention is based on the number of retentions within the particular school and do not necessarily imply the number of retentions made by a particular school. Elementary schools which fall into the acceptable range of black retention are Bale, Brady, Dodd, Geyer Springs, Jefferson, Wakefield Response from Principal(s)\nand Wilson. The Pulaski Heights principal stated that \"The test scores do not always show that we receive many new students at the school every year.\" The Forest Park principal said, \"When analyzing achievement on the Stanford 8, it is important to consider the frequent turnover of black students, which greatly contributes to fluctuating test scores. Black students are assigned to Forest Park from all areas of Little Rock and from the Pulaski Original Magnet Elementary Schools: County District.\" At Booker, scores for white students increased from Grades 3 to 4 and scores for black students increased from Grades 2 to 3, 3 to 4 and 5 to 6. Scores for both groups decreased from Grades 1 to 2 and 4 to 5. The principal reported that schoolwide, there was over a 5% increase in the number of students in the upper two quartiles on the Stanford 8 last spring. In three of five cohort groups. Carver students lost in score on the scoring Complete Battery of Stanford 8. The principal reported that overall fewer students were in the lower quartile and more students scored above the 50th percentileEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 55 when comparisons were made between 1994 and 1995. Gibbs scores indicated increased achievement for black students in Grades 3 to 4. They showed a decrease from Grades 4 to 5. Achievement results for white students decreased from Grades 2 to 3 and 4 to 5. Williams School scores noted that total achievement at all grade levels except the third grade was at the 78th percentile or higher on the Spring, 1995 Stanford 8. Total achievement at the third grade was at the 69th percentile. All student scores increased or remained stable except at the third grade where black student scores decreased. Disparities were as follows: Grade 1: -14 Grade 3\n-31 Grade 5: -26 I Grade 2: -11 Grade 4: -15 Grade 6: -17 Carver. Gibbs and Williams were within the acceptable range of student retention. Response from Principal(s)\nThe Booker principal said that some parents requested retention for their children rather than send them to summer school. The Carver principal said that the magnet schools were asked to make a proposal to improve the environment of the school. Every teacher has listed technology development as a priority. The principals recommendation was also to improve computer technology. The magnet school review committee said that there has been no increase in budget for the magnet school in the last six years. Research shows that computers wereEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 56 good at helping at-risk students to close that gap in achievement disparity. The extended evaluation was being used to pitch computers, staff development in use of computers and new software as essential tools for learning in the 199Os. Interdistrict Elementary Schools: Washington attained the goal for assessment. At King, white student achievement increased from Grades 4 to 5 and decreased from Grades 2 to 3. All other scores remained stable. Strategies to improve scores were found in the school improvement plans. Washington mentioned some additional strategies. It was reported that all teachers were being inserviced on test scores. They were looking at the Fall, 1995 scores and they were entering low test objective areas in their teachers handbook. There was a hands-on science program at this school. Science laboratory situations were based on deficit areas on the Stanford Test. The grade level teachers met to discuss different discrepancies students had. Comprehension materials were used to help reading scores and context clues were taught. Romine was within the acceptable range for black student retention. Response from Principal(s): The principal added that modifications in student testing below grade level on Stanford 8 are in place in each classroom. Area Junior High Schools: None of these schools attained the student assessment goal. ForestEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 57 Heights eighth and ninth grade test results did not meet the criteria. Black student scores dropped from the 43rd percentile in Grade 7 in 1994 to the 29th percentile in Grade 8 in 1995 which is a significant drop. In comparisons between 1994 and 1995, Mabelvales scores were generally favorable. Grade 7 in 1994 to Grade 7 in 1995 and Grade 9 in 1994 to Grade 9 in 1995 showed total scores of both black and white students were higher. In comparison of the two eighth grades, black student scores remained stable while white student scores decreased. At Pulaski Heights, Grades 7 to 8 scores for black students decreased by five percentile points. All other scores remained stable. White student scores in Southwests Grade 8 dropped from the 60th to the 43rd percentile. Cloverdales scores improved from Grade 8 in 1994 to Grade 8 in 1995. In all other instances white achievement decreased. Achievement also decreased from Grade 9 in 1994 to Grade 9 in 1995. On the Complete Battery, disparities were as follows\nGrade 7: -18 Grade 8: -22 Grade 9\n-8 Only Cloverdale fell within their acceptable range for student retention. Testing strategies were found in the school improvement plans. However, Forest Heights teachers reported teaching higher level thinking skills and analogies to students. Some special writing assignments were developed to solve this problem. One teacher reported that small group work was used to deal withEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 58 achievement differences. Response from Principal(s): None Original Magnet Junior High School: When test results on the Complete Battery were compared, Mann white student scores decreased by six percentile points between 7th grade scores of 1994 and 1995. Black student scores increased from Spring, 1994 to Spring, 1995 in Grades 8 and 9 by five percentile points. Response from Principal: None Area Junior High Schools with Magnet Programs: Dunbar did not meet the goal as determined by the desegregation plan. In Grades 8 and 9 Stanford 8 scores for black students declined from 1994 to 1995. Henderson did meet the guidelines. Black students in the seventh grade in 1994 scored the 34th percentile and in 1995 scored the 35th percentile. The white student cohort group in seventh grade significantly improved their scores. Black students in the eighth grade in 1994 scored in the 33rd percentile and in 1995 scored in the 37th percentile. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 59 Alternative Learning Center: Test results for these students are a part of their home school records. Students are not retained at the ALC but rather at their home school. Response from Principal: None Area Senior High Schools: Neither Fair nor Hall reached the goal in student testing. At Fair, both black and white student cohort groups lost significant percentile points between 1994 and 1995. From 10th grade in 1994 to 11th grade in 1995 black student scores decreased from the 37th percentile to the 27th percentile and white student scores decreased from the 63rd percentile to the 55th percentile. At Hall, Grade 10 to 11 achievement decreased for both subgroups. Fair was within their acceptable range for retention. Hall was not. Once again, acceptable ranges differ from school to school and some of the retention may have been made at another school. Response from Principal(s): None Original Magnet Senior High School: Parkview did not meet the criteria for student assessment. At the 10th grade level, results indicate lower achievement for black students and white students. At the 11th grade level, scores of both groups decreased when oneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 60 compares the scores of 1994 10th grade students to those of Spring, 1995 11th grade students. Disparities were as follows: Grade 10\n-31 Grade 11: -35 Parkviews retention rate was within the established guidelines. Response from Principal: None Area Senior High Schools with Magnet Programs: Student scores at Central remained stable, and they met the criteria for this goal. Disparities were as follows: Grade 10: -52 Grade 11\n-48 McClellan did not meet the goal. No grade met the criteria. McClellan also met the acceptable range for retention but Central did not. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: This section is not applicable to this school. Metropolitan student scores are kept in the home schools. Response from Principal\nNoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 61 7.0 SPECIAL EDUCATION At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any over-representation of minorities Adequate facilities to meet the needs of the students served FINDINGS: Area Elementary Schools: Strategies were provided at each school to ensure that student placements are non-discriminatory in special education. Materials were reported to be adequate at 16 schools (Bale, Baseline, Chicot, Forest Park, Fulbright, Geyer Springs, Mabelvale, McDermott, Meadowcliff, Otter Creek, Pulaski Heights Elementary, Terry, Wakefield, Watson, Wilson, and Woodruff). A special education teacher at Badgett said that a computer in the resource room would benefit the students. At Brady, one teacher said basic supplies were adequate, but hands-on materials were needed for teaching reading and math. The teacher said she would discuss the reported need with the principal. The visited teacher at Dodd reported the need for equipment, hands-on instructional materials, and additional materials for non-readers. Both of theEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 62 interviewed teachers at Jefferson said that materials and equipment were needed. The teacher at Fair reported that additional software was needed for the computer. The observed classroom at Fair Park was located in a portable building. A teacher reported that there was a lack of handicapped access for speech in the portable building. The teacher also said that at times it was necessary to carry a physically handicapped child into the portable because it was not handicapped accessible. At Jefferson, a special education teacher said that a more accessible restroom which provides privacy for students is needed. The teacher at Cloverdale Elementary was absent on the day of the monitoring visit. Materials, equipment, and records will be monitored second semester. Response from Principal(s)\nThe principal at Brady said that she was not aware of the need for instructional materials in special education. She also said that when needs are identified, efforts are made to assist teachers in meeting the needs of students. The principal at Fair Park said there were no students at Fair Park who required assistance to enter the portable building. Oriqinal Magnet Elementary Schools: No areas of concern regarding special education were reported at Booker, Carver, Gibbs, and Williams.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 63 Response from Prjncipal(s): None Interdistrict Elementary Schools: No areas of concern regarding special education were reported at King, Romine, and Washington. Strategies were available at each school to ensure that special education placement and services provided are non-discriminatory. Response from Principal(s): None Area Junior High Schools: All area junior high schools had strategies to eliminate disproportionate student assignment to special education. All teachers reported adequate facilities, materials, and equipment. Monitors at Forest Heights reported that one of the visited special education classes was housed in an annex building and that facilities were not comparable to the campus in general. Teachers at Forest Heights reported that the facilities met the needs of students. Teachers said that materials and equipment were sufficient. Records monitored at all schools were current and complete. Response from Principal(s): The principal at Forest Heights said that there are classes other than special education classes located in the annex building.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 64 Original Magnet Junior High School: There were no areas of concern reported at Mann. Response from Principal: None Area Junior High Schools with Magnet Programs: Strategies to eliminate disproportionate student assignment to special education were evident at Dunbar and Henderson. The majority of teachers at both schools reported that materials and equipment were adequate to deliver the curriculum. There were no areas of concern noted on the team consensus report. Response from Principal(s): None Alternative Learning Center: Monitors reported that this is the first year a special education class has been housed at the Alternative Learning Center. No areas of concern were noted on the consensus report. Response from Principal: None Area Senior High Schools: Strategies were found to eliminate disproportionate student assignment to special education at both area high schools. At Fair and Hall, there were no areas of concern regarding equipment, facilities, or records in the monitored classrooEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 65 Response from Principal(s): None Original Magnet Senior High School: Monitors found no areas of concern at Parkview. Response from Principal: None Area Senior High Schools with Magnet Programs: Interviewed teachers at Central and McClellan reported they had adequate materials and equipment. However, at Central, the opinion was expressed that access to laboratory facilities would enhance instruction, as would the provision of workbooks. Records monitored at both schools were up-to-date and complete. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No special education classes are housed at Metropolitan Vo-Tech Center. 8.0 GIFTED, AND TALENTED EDUCATION At each school the monitors expected to find: Students identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staffEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 66 A planned and organized strategy to address any problem of underrepresentation of identifiable groups in gifted and talented programs Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served FINDINGS: Area Elementary Schools: There were strategies found at all area elementary schools to eliminate disproportionate student assignment to gifted and talented. It should be noted that there was no teacher for Gifted/Talented at Woodruff until the second week in November. Only two of these schools, Fulbright and McDermott, had negative answers to the item on teachers having adequate materials and equipment to deliver the curriculum. At Fulbright School, some visited teachers reported needing two more file cabinets. Also needed were a CD ROM drive computer and a set of dictionaries. At McDermott Elementary School, one of the visited teachers reported having adequate materials and supplies. The other did not. The monitors reported that more advanced materials were needed, and computer equipmentEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 67 should be available in the G/T classroom. It was reported that compared to last year, funding was very low for Gifted/Talented this school year. Part of the Gifted Program at Fulbright Elementary School was held in a portable building. The Gifted Program at Fair Park Elementary School was housed in a portable building which did not seem to have room enough for proper display of student projects. At Cloverdale Elementary School, the gifted facility was too small to house the students. There was also no sink in the room. The above limits the activities that can be conducted, as well as adversely affecting the implementation of the Gifted curriculum. All of the regular classrooms have sinks, according to the teacher. Additionally, there was not enough storage capacity to store on-going student projects. The gifted class at Wilson Elementary School was housed in a smaller classroom than it was last year. The teacher said that the classroom was adequate. Response from Principal(s): The Wilson Principal said that the school enrollment was up this school year over last school year. The location of the gifted classroom was changed to accommodate an additional regular classroom. The Fulbright Principal reported that the gifted teachers had access to the computer laboratory two times per week.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 68 Original Magnet Elementary Schools: All four of these schools had strategies to eliminate disproportionate student assignment to gifted and talented. Although the Booker Magnet School gifted teacher said that the materials and equipment were adequate, one project during the school year offered the students the experience of requesting a loan, raising money through projects, marketing and repaying the loan. The money raised by students has supplemented the gifted program. The teachers of the gifted classes at Williams reported that they were using creative spending and networking in order to approach having adequate materials and equipment. Williams teachers reported having received only $85 for the Gifted program thus far this year, and that no funds had been provided by the Division of Exceptional Children for gifted. It was also reported that the Williams principal has allocated paper and other materials to the gifted program and has been very cooperative in trying to fill the needs of the program. At Carver Magnet School, in order to eliminate the minority underrepresentation (35% black students) in the gifted classes, the following strategies have been implemented. The gifted specialist met with classroom teachers to discuss differentiation in the regular classroom and to develop strategies for implementation. All K-2 classrooms received thirty minutes of enrichment per week with the gifted Learning Styles Specialist.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 69 The Carver gifted specialist and the K-2 regular classroom teachers work together to observe and record information on potentially gifted students. All teachers have been inserviced on the inclusion of higher order thinking skills in all aspects of the curriculum. Teachers have received in-service training on recognizing the multiple intelligences and developing strategies to enhance these differing intelligences in the classroom. Classroom teachers at Carver used flexible grouping and cooperative learning techniques in order to expose all children to higher level tasks and experience success. Teachers have received in-service education concerning ways in which to recognize potentially gifted characteristics in students. Although it was reported that the Carver teachers had adequate materials and equipment, with 210-220 students identified as gifted, the special teacher felt overburdened. She said that she thought the gifted pupils needed more time with the teacher. It was reported that the school staff was educating some parents on how to work with their gifted students. Although the Carver gifted facility looked comparable to those of the campus in general, the gifted specialist said that at times during the school day the room seemed very crowded. The gifted specialist was of the opinion that there were too many students for the classroom size. All observed records at all of these schools were current and complete.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 70 Response from Principal(s): None Interdistrict Elementary Schools: No areas of concern were noted in this area for King, Romine and Washington Elementary Schools. Although most teachers visited at Washington School had adequate materials and equipment, some teachers needed more materials for enrichment activities. Challenge activities were observed while students used these materials. It was reported that purchasing a computer with software was planned for the gifted program. A donated computer needed repairing. Most of the teachers visited had current and complete student records. Response from Principal(s): None Area Junior High Schools: There were no areas of concern noted in the section \"Gifted and Talented Education\" for these schools. At Forest Heights Junior High School, it was reported that a program needed to be established to help gifted students who were weak in certain areas. Despite the fact that only five white students were assigned to the gifted program at Cloverdale Junior High School, this was still within the expected range for the school because of the 86 percent black student enrollment.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 71 At Mabelvale Junior High School, it was reported that although a majority of the teachers visited had adequate materials and equipment, the teachers of the G/T science classes reported that science equipment needed updating and that a laboratory facility was needed. Also, updated reading material was needed for English classes. At Mabelvale Junior High School, it was also reported that computers for the use of gifted mathematics students were needed. At Pulaski Heights Junior High School, it was reported that more space was needed for students to work together on projects. Response from Principal(s): None Original Magnet Junior High School: All the responses on the gifted section for Mann Magnet Junior High School were positive. Response from Principal: None Area Junior High Schools with Magnet Programs: All the responses on the gifted section for Dunbar and Henderson Junior High Schools were positive. At Dunbar, it was reported that the gifted coordinator had inserviced the entire faculty regarding procedures for identifying students. The Dunbar Principal had also conducted inservice with staff on the topic.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 72 Response from Principal(s): None Alternative Learning Center: No Gifted and Talented program is housed at the Alternative Learning Center. Response from Principal: None Area Senior High Schools: There were no negative responses to the gifted section of the checklist for Fair and Hall High Schools. Response from the Principal(s): None Original Magnet Senior High School: Although all the responses on the checklist section for gifted at Parkview High School were positive, some visited teachers reported needing more funds to purchase additional materials to enhance the implementation of the curriculum. Response from Principal: None Area Senior High Schools with Magnet Programs: All the responses on the checklist section for gifted were answered in the positive for Central and McClellan High Schools. It was reported that at Central,EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 73 networking was occurring with the junior high schools in providing early experience with gifted expectations and in forming a task force of successful black students from the gifted program to assist in recruitment to Advanced Placement and G/T classes. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: There were no gifted classes at Metropolitan. Response from Principal: None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find: Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the district-wide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum FINDINGS: Area Elementary Schools: The elementary schools report extensive staff development in all threeEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 74 areas of priority. Additional inservices this semester include COE training. Pathway to Excellence, Hands-on science activities. Literature Rich Environment, Thematic Units, School Safety/Gang Related, Integrated Literature, 4th Grade Crusade, Maps, Clowns/Bullies, local counselor and media specialist inservice on various topics and units of study, Reading Recovery and MCRAT. This educational training was provided at faculty meetings, workshops, and by the district. Title I teachers provide on-going inservice, and Title I teachers work directly in the classroom with students in cooperation with the regular classroom teacher. Only one area of concern was voiced at Terry where no teacher visited experienced inservice on multicultural curriculum delivery this semester. There were however 59 instances of this inservice prior to 1995-96. Response from Principal(s)\nThe Terry principal stated that an equity staff development inservice was advertised at Terry. She also said that Terry teachers were constantly encouraged to go to inservice on the topic of multiculturalism. Oriqinal Magnet Elementary Schools: Reports from these schools indicated that many courses dealing with educational equity, multicultural strategies, and student management were offered. Booker reported that AEA has recently provided workshops in \"Multiculturalism in Arkansas\" and \"Multiculturalism from a Global Perspective.\" They also mentionedEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 75 some workshops provided by the State Department of Education such as the K-3 Initiative. Inclusion training was also cited. The majority of Carver teachers indicated they had received equity and multicultural curriculum delivery inservice this year. All teachers also received Discipline with Dignity inservice. Gibbs focused on At-Risk student identification and had staff development to aid them in this effort. International studies teachers provided inservice during preschool week on multiculturalism. They also received classroom management and Positive Reinforcement training during the 1995-1996 school year. Williams included At-Risk Strategies and Modifications in their training, as well as Assertive Discipline and classroom management. All schools reported on-going links between classroom teachers and remedial teachers to provide a better understanding of the remedial programs. Response from Principal(s)\nNone Interdistrict Elementary Schools: All schools reported inservices that aid staff in providing equity, multiculturalism, and safety. Although there were no entries in the school profile. Washington teachers who were visited said they have received inservice in the different areas including workshops by Sanford Tollette of Pfeiffer Camp and Judy Milam of the IRC.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 76 All interdistrict school teachers visited indicated they had inservice to better understand the remedial programs. Response from Principal(s): None Area Junior High Schools: Most of these school staffs included all of the specific courses mentioned in the report. Additional inservices mentioned at Cloverdale were the Student Assistance program, vocational education, specific multicultural classes from a global perspective, and Discipline: Results, Not Outrage. Forest Heights was a concern since there was no evidence of staff development in equity education or multicultural curriculum delivery this year. Most teachers visited however did indicate training in discipline management. Mabelvale cited New Futures and Stanford 8 training. Science Crusade participation and multiculturalism inservice. Teachers had a concern about receiving multicultural training as opposed to studies about only black/white cultures. Several teachers also voiced their concern about central office decisions that do not allow them to implement their classroom management training. Pulaski Heights and Southwest reported that all suggested inservices were provided. Conflict Resolution was an addition. In all area junior high schools, regular classroom teachers teach the Language Plus and Math Assistance classes. All teachers in all schools haveEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 77 been provided training in these programs. Response from Principal(s): None Original Magnet Junior High School: The staff at Mann had already experienced many workshops such as Prejudice Reduction and Cultural Relations prior to 1995. On-going training in 1995 included At-Risk student identification and modifications and Successful Year Starts. The majority of certified staff members also had Conflict Resolution and Behavior/Styles/Student workshops this year. Counselors and remedial teachers provided training in the remedial programs in conjunction with district training. Response from Principal: None Area Junior High Schools with Magnet Programs: Both schools reported that staff development in the required areas had already been received prior to 1995. This year staff members at Dunbar had inservice in cooperative learning, PET and/or TESA. Sixteen staff members had workshops on multiculturalism and four staff members had classroom management workshops. Remedial inservice was provided by Dunbar remedial teachers and the school district. Henderson Magnet School teachers had Health Science workshops last summer sponsored by UAMS. They also had a school health science workshop.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 78 Some of the teachers attended these inservices at UCA. They also attended a Partners-in-Education for Teachers class during the summer. Henderson also reported that the AEA provided a variety of inservice topics like the INTERNET. Staff development activities in teaching strategies for multicultural curriculum delivery is on-going throughout the school year. Some staff monitored had just completed an Assertive Discipline inservice. Most visited teachers said that they had not had on-going inservice in understanding the remedial programs. Response from Principal(s): None Alternative Learning Center: The School Profile documented that inservice in educational equity, multicultural curriculum delivery and classroom management was provided to staff. This year, there are no Title I teachers at the center. Response from Principal\nOur whole program is one of remediation. Our staff has continuous inservice on how to remediate all students and help them to become more successful in a special classroom setting. Area Senior High Schools: Many of the staff members at these two schools received inservice training prior to this year. The staff at Fair focused on inservice in understanding the remedial programs which was an area of concern last year. Most visited teachersEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 79 received training in classroom management this year. As of the first semester of the 1995-1996 school year, none of the staff of classrooms monitored reported inservice in educational equity or teaching strategies for multiculturalism. Prior to 1995 there were 210 staff members who received education equity training and 65 who completed training in PET and Cooperative Learning. Hall included in their school profiles inservice in Prejudice Reduction, At-Risk strategies, TESA, PET and Cooperative Learning. Violence Prevention was also provided prior to 1995. All interviewed teachers said that extensive training has been provided in understanding the remedial programs and assistance is readily available. Response from Principal(s): None Original Magnet Senior High School: Parkview offered many inservices to staff in educational equity which included PET, TESA, Student Assistance, Stanford 8 instruction and test taking. Multicultural learning and cooperative learning were cited as well as Conflict Resolution and classroom management workshops. Positive Communication was also included. Remedial classes are taught by the regular classroom teachers and explained to the rest of the faculty. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 80 Area Senior High Schools with Magnet Programs: Both schools provided inservice training in all areas. Central cited Advanced Placement inservice and academic course inservice which included a math workshop on multiculturalism. Common Ground was another course currently being offered. The principal reported that all academic support programs have been explained to all faculty members. McClellans school profile outlined the many inservice offerings available. The administration pointed out that the regular classroom teachers have a clear understanding of the remedial programs as a result of inservice training. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: Many courses have already been provided prior to the 1995-1996 school year. Additional training this year include Self Esteem, Learning Styles and Positive Discipline. Teachers were given Stanford 8 scores and achievement records to enable teachers to appropriately address students strengths and weaknesses. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 81 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find: Documentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents have been actively solicited When financially possible, transportation provided for parents who need the service School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provision for regularly informing and involving parents regarding all aspects of their childs school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school plans FINDINGS: Area Elementary Schools: The majority of teachers at area elementary schools ranked the telephone as the most effective method of encouraging parental involvement. Personal contacts and letters/memos were also reported as effective means of communication. Home visits were rarely cited as a communication process used by the school to increase parental involvement.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 82 The majority of visited teachers said that all identifiable groups of parents are involved in school functions. However, teachers at Mabelvale and Meadowcliff said that all parent groups were not represented, and more participation by all parents is encouraged. At Fulbright, the monitoring team reported that parents were not involved in the development of the School Improvement Plan. Three area elementary schools (Mabelvale, Meadowcliff, and Woodruff) reported that district structure, policy, and programs had not been discussed at school meetings at the time of the first semester monitoring visit. Response from Principal(s): The principal at Fulbright said that it was an oversight that parents were not involved in the development of the School Improvement Plan. However, he also reported that co-presidents of the PTA reviewed the plan. The principal at Meadowcliff said that although local school meetings had not included information on district policy and programs, the counselor at Meadowcliff was conducting a five-week workshop on \"Helping Students Succeed In School.\" The Woodruff principal said that a PTA meeting was planned for the month of December. Topics to be discussed at the meeting included Stanford-8 testing results, district programs, and ways to access them. Oriqinal Magnet Elementary Schools: Parents at all schools were given opportunities to provide input regarding the School Improvement Plan. Parent involvement was encouraged throughEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 83 phone calls, newsletters, and parent conferences. Teachers at Williams said that parent contract letters and a volunteer booth have also been used to enhance parental involvement. All schools reported evidence of providing parents with information on district policy and programs at PTA or other parent meetings. Response from Principal(s): None Interdistrict Elementary Schools: The team consensus reports listed phone calls, memos, and newsletters as the most frequently used methods to encourage parental involvement. Responses were positive relating to parental involvement at all three schools. Response from Principal(s)\nThe assistant principal at Washington said that grant money is used to provide parents with information through mini-seminars. Area Junior High Schools: At Mabelvale Junior High, a variety of methods is used to encourage parental involvement. All interviewed teachers at Mabelvale mentioned the effectiveness of team conferences and team newsletters. The majority of visited teachers at Mabelvale, Southwest, and Cloverdale Junior High said that all groups of parents are represented and involved in school functions, but more parental involvement is needed.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 84 Teachers at Forest Heights reported that the school provides equitable opportunities for parental involvement in the district and school activities. Phone calls were reported to be the most effective means of communication with parents. It was noted that some teachers are beginning to bring their own cellular phones to the classroom. These teachers said this is a most useful and effective way to contact parents immediately when a discipline problem occurs. Teachers also said discipline has improved since they have been able to immediately involve parents via phone calls. No evidence was provided that district policy, structure, and programs had been addressed at PTA meetings or through mini-seminars held at Forest Heights or in the community. The Pulaski Heights team reported positive responses to all parental involvement questions, except one. Fifty percent of the interviewed teachers at Pulaski Heights said that all identifiable groups of parents are not actively involved in school functions. Response from Principal(s): None Original Magnet Junior High School: Teachers at Mann reported phone calls, newsletters, and student plan books as regularly used methods to improve parent-school communication. Documentation was available as evidence that parents were involved in the remediation programs in which their children participate. Parents activelyEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 85 participated in the development of the improvement plan. District policies and programs were discussed at Manns Open House and Seventh Grade Orientation. Response from Principal(s): None Area Junior High Schools with Magnet Programs: Teachers at Dunbar and Henderson said that phone calls and parent conferences were among the most effective ways to encourage parent involvement. The majority of teachers reported that all identifiable groups of parents are involved in school functions. Parents were involved in the development of the improvement plan at both schools. District policies and programs have been discussed at PTA meetings at Dunbar and Henderson. Teachers at Henderson said that the principal or guest speaker addressed LRSD programs or procedures during each PTA meeting. Response from Principal(s)\nNone Alternative Learning Center: Phone calls were reported as the most effective way the school communicates with parents. Parents were involved in the development of the improvement plan. No areas of concern were reported. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 86 Area Senior High Schools: Teachers at Fair and Hall said that phone calls were the most effective form of communication with parents. Interviewed teachers at Fair and Hall reported that all identifiable groups are involved in school functions. At Hall, an active PTA, a diversified parent group of regular volunteers, and VIPS were some of the examples of parental involvement cited. Regular contacts were made with parents at both schools. Documentation was available at both high schools to show that parents were involved in the development of the improvement plan. Parent conference letters were observed as evidence of parent involvement in remedial programs in which their children participate. Response from Principal(s): None Original Magnet Senior High School: Information regarding district structure, policy, and programs has been distributed and discussed at Parkview PTA meetings. Teachers said the most effective way to encourage parent involvement is offering activities in which students perform. Teachers reported that all identifiable groups of parents are involved in school functions. Parent input from the Quality of Education survey was utilized in the development of the improvement plan. Parents on the PTSA Board/ExecutiveEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 87 Committee were directly involved in developing the local School Improvement Plan. Response from Principal: None Area Senior High Schools with Magnet Programs: No areas of concern were reported at Central or McClellan. Memos were reported to be the most effective method of communication with parents at McClellan. Personal contacts were reported as most effective at Central. All parent groups were represented at school functions. However, more involvement by black parents was desired at Central. Parents at both schools were involved in remedial programs in which their children participated. At Central and McClellan, parent participation in the development of the local School Improvement Plan was evident. District structure, policy, and programs were addressed at PTA at both high schools. Response from Principal(s)\nNone Metropolitan Vocational-Technical Education Center: Areas of concern were not identified at Metro. All identifiable groups of parents participate on advisory boards and serve as chaperons through the career orientation classes. Effective methods were used to encourage parent involvement. Examples include phone calls, parent conferences, and sendingEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 88 home student work such as videos produced by students. Staff members and Advisory Board members were assembled for planning and developing the School Improvement Plan. Home school PTA meetings and church meetings were avenues used to apprise parents of district structure, policy, and programs. Response from Principal: None 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality exists Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained School staff very active and visible in directing/ controlling students FINDINGS: Area Elementary Schools: Information regarding LRSD disciplinary policies and procedures was distributed to all students and parents at all area elementary schools. The UttleEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 89 Rock School District Rights and Responsibilities Handbook was taught, and a form denoting receipt thereof is kept on file at each school. School and classroom rules were carefully explained, and in most cases, were posted throughout the schools. At each of the area elementary schools, monitors reported that the school staff had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success, and alleviate behavior problems. Examples of the aforementioned included incentive programs. monitoring at-risk students, use of behavior management plans, conferences with parents, practice of positive discipline, assemblies, honor/award systems. detention hall, tutoring, efforts of counselors, cooperative learning, and extracurricular activities. According to monitoring reports, classroom instruction proceeded in an orderly manner at each area elementary school. Additionally, principals, assistant principals, and teachers were considered very active/very visible in directing/controlling students at all area elementary schools. Supervision aides at each area elementary schools except Brady and Fulbright were also considered very active/very visible in directing/controlling students. At Brady, the monitoring report indicated that supervision aides were somewhat active/somewhat visible in performing that task. At Fulbright, supervision aides were considered not active/not visible in directing/controlling students. The report from FulbrightEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 90 indicated that more supervision on the playground by supervision aides was needed, and further stated that upper grade level students were observed on the playground intimidating small primary level students, evidently unobserved by aides. With the exception of Watson, Pulaski Heights and Mabelvale Elementary Schools, all area elementary schools had three or fewer suspensions/expulsions the first nine weeks. At Pulaski Heights, eighty-one percent (17/21) of the students who received the above disciplinary sanctions were black. The acceptable range for Pulaski Heights Elementary is 35% - 53% black students. based on a 47% black student enrollment. At Mabelvale Elementary, eighty-six percent (6/7) students who were suspended/expelled the first nine weeks were black. The acceptable range for Mabelvale is 53% - 79% black students, based on a 70% black student enrollment. All ten of the students who were suspended/expelled the first nine weeks at Watson were black. The acceptable range for Watson is 61% - 91% black students, based on an 81% black student enrollment. Where needed, strategies to eliminate disproportionate discipline sanctions among identifiable student groups were in place at all area elementary schools. Examples of strategies cited in monitoring reports'follow: incentive programs. teacher inservices, behavior modification plans, conferences with parents. detention, functioning discipline committees, and award programs.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 91 Response from Principal(s)\nNone Oriqinal Magnet Elementary Schools: All original magnet elementary schools apprised students and parents of LRSD disciplinary policies and procedures, according to reports submitted by monitoring teams. The Little Rock School District Rights and Responsibilities Handbook was taught, and forms denoting receipt thereof are kept on file. Classroom and school rules were also explained and posted. Strategies have been implemented to enable students to remain in school. promote academic success and alleviate behavior problems at each original magnet elementary school. Examples of the foregoing cited by monitors follow: award and incentive programs, individual student contracts, peer helpers, tutors. detention hall, and academic and behavior plans for students. Classroom instruction proceeded in an orderly manner in classrooms observed by monitors at the original magnet elementary schools. All appropriate personnel were observed as being very active/very visible in directing/controlling students at Booker, Carver, and Gibbs. At Williams, monitors considered the assistant principal, teachers, and supervision aides as being very active in supervising students\nthe principal was viewed as neither active nor visible in completing that task.EDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 92 Monitoring reports indicated that two or fewer students received suspensions/expulsions the first nine weeks at all original elementary magnet schools except Booker. At Booker, 90% of the ten students who received disciplinary sanctions were black, which is not generally representative of the student population. All of the original elementary magnet schools have implemented strategies to eliminate disproportionate discipline sanctions among identifiable groups, per monitoring reports. Examples of the strategies follow: formation of Discipline Hearing Committees, after-school detention programs, emphasis on conflict resolution, individual counseling, intervention programs, work of Pupil Services Teams, and efforts to help students develop effective study techniques. Response from Principal(s): None Interdistrict Elementary Schools: Information regarding LRSD disciplinary policies and procedures was made available to all students and parents at King, Romine, and Washington, according to monitoring reports. Additionally, the school staff at each of the schools indicated that plans, procedures, and practices were in use to enable students to remain in school, promote academic success, and alleviate behavior problems. At King, examples of the aforementioned included incentives for appropriate behavior, cooperative discipline, and an In-school Suspension Program. AtEDUCATIONAL EQUITY MONITORING 1995-96 FIRST SEMESTER SUMMARY REPORT PAGE 93 Washington, monitors indicated that there was an emphasis on building selfesteem. No specific examples were noted on the report from Romine. Monitors reported that classroom instruction proceeded in an orderly manner in classrooms visited at the three interdistrict elementary schools. Suspension/expulsion rates generally represented the student population at King and Romine, but not at Washington. Eighty-three percent of the students receiving suspensions the first nine weeks at Washington were black, which is not within the acceptable range of 48% - 72% black students, based on a 64% black student enrollment. Strategies to eliminate disproportionate discipline sanctions among identifiable groups had been developed at Washington. Although no disproportionality in this area was evident at King, strategies to prevent disproportionate sanctions were in the narrative section of Kings school profile. The report from Romine indicted that no strategies in this area were needed. At King and Romine, monitors considered all appropriate personnel as being very active/very visible in directing/controlling students. However, at Washington, the principal was regarded as somewhat active/somewhat visible in directing/controlling students, and the supervision aides were considered as not active/not visible in completing the same task. The re\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_170","title":"Semiannual Monitoring Report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1996-02-01"],"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":["Education--Arkansas","Arkansas. Department of Education","Educational statistics","Education and state","Little Rock (Ark.). Office of Desegregation Monitoring","School integration"],"dcterms_title":["Semiannual Monitoring Report"],"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/170"],"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\nFEB . 5 1996 Officeo f DesegregatiMonor nio@ij SEMI-ANNUAL MONITORING REPORT February 1, 1996 II lJ e. ri \\ TABLE OF CONTENTS Introduction .................................................................................................. .i - iii Amboy Elementary School. .......................................................................... 1 Baker Elementary School. ........................................................................... .4 Carver Magnet Elementary School. .............................................................. 6 Cato Elementary School. .............................................................................. 8 Central Elementary School. .......................................................................... 11 Cloverdale Elementary School. .................................................................... 13 I Crestwood Elementary School... .................................................................. 15 Crystal Hill Interdistrict Magnet Elementary School... ................................ 1 7 Fuller Elementary School. ............................................................................ 19 Geyer Springs Elementary School. ............................................................... 21 Gibbs Magnet Elementary School. ................................................................ 23 Halli High School. ......................................................................................... 25 Lakewood Elementary ................................................................................... 29 Landmark Elementary School... ................................................................... .31 Mabelvale Elementary School. ...................................................................... 33 Martin Luther King Magnet Elementary School... ........................................ 36 Meadowcliff Elementary School. .................................................................. 39 Meadow Park Elementary School... .............................................................. .41 Pulaski Heights Elementary School. ............................................................. .43 Seventh Street Elementary School... ............................................................ .48 Murrell Taylor Elementary School. .............................................................. 50 Warren Dupree Elementary School.. .......................................................... 52 SEMI-ANNUAL MONITORING REPORT OVERVIEW: SELECTION OF SCHOOLS: The schools included in this report represent 20% of Pulaski County School sites and are Cycle V. Each of these schools began the Extended COE school improvement process during the fall of 1994, and each will have an external team review of its Extended COE school improvement plan during the spring of 1996. The external team will be composed of teachers and administrators from other districts, college professors, and Arkansas Department of Education (ADE) personnel. It was determined by the ADE Field Services Specialists who work with these schools that these are the schools which have progressed far enough to have completed some needs assessment, drafted a school profile, selected targets and outcomes, and selected specific strategies. This represents the first opportunity to observe the extent to which these schools have infused the school improvement process with equity concerns and the indicators of success specified in 1989 in the Allen letter. NEEDS ASSESSMENT: The steps of the needs assessment process are described below. Once appropriate data has been reviewed, each school staff determines weaknesses or needs of that particular school. Areas of concern are initially identified broadly and noted through the target selection process described below. As the focus begins to narrow and become more refined, outcomes first emerge and the specific actions are selected to address those identified needs. TARGET SELECTION: --. The schools were instructed to select at least four targets from the seven correlates of Effective Schools or the four Indicators of Success of the desegregation components. It was acceptable to choose more than four targets if the school felt the need to do so. Target selection was completed by the staff at each school following the collection, disaggregation, and analysis of three types of data. Those data types are archival, perceptual, and achievement. This selection activity was conducted following the creation of appropriate committees working with the building principal. Final target selection was based on the results of the data collected for the school profile and on staff discussion and input. OUTCOME SELECTION: Upon completion of target selection activities, a target committee was established for each of the chosen areas. These committees are composed of certified staff, classified staff, parent representatives, and others. One of the tasks of these committees is to further review the data and identify the areas of concern that might be related to their particular target area. It then follows that these committees decide what needs to be accomplished in order to improve those identified needs. The task of creating outcomes or specific goals becomes critical at this point. Generally, it is suggested that two to three outcomes be chosen for each of the target areas. ACTION/STRATEGY SELECTION: Following the creation of appropriate outcomes for each target area, the target committees then began work on formulating activities that can be conducted at the school to help with the successful accomplishment of the desired outcomes. This process includes the perusal of current educational research that is related to the desired outcome, as well as brainstorming/teaming activities with the committees. Decisions on strategies are based on staff input, research, budget considerations, administrative approval, and other factors. The actions finally agreed upon are established over a fiveyear period with emphasis on specifics for the first year or two with general goals established for year three, four, and five of the cycle. As those later years approach, the specifics of the proposed activities are finalized. DESEGREGATION COMPONENTS: The schools were given direction on relating or connecting the selected outcomes with equity goals furnished by the ADE Equity Unit. Information was also given on how to connect the actions/strategies with the components of the 1989 Allen letter. The format for the action/desegregation connection is referred to as an INFUSION DOCUMENT. This document shows the relationship of each specific action to a specific desegregation component if appropriate and will be completed at (or by) the time of the Team Visit. TECHNICAL ASSISTANCE: Field Services Specialists, as well as other ADE personnel, provide assistance to the school during the ECOE processes. On-site visits are made to each school along with general meetings usually held at the central office facilites of the various districts. Listed below are examples of the assistance provided for the these Cycle V schools: ii i Teaming/site based activities Data collection/disaggregation Effective Schools research Committee structure ECOE orientations Motivational workshops Technical reviews of improvement plan drafts Equity quidelines/goals For a complete list of all activities See Exhibit A. In conjuction with the assistance directly from the ADE, Field Services Specialists work closely with the staff development units of the three school districts in providing information to the individual school on what is available to meet specific needs identified for that school. This information includes research available, media resources, training available, and specific district personnel available to assist the schools in the school improvement process. FURTHER ACTIVITIES: Each of these Cycle V schools will have an external team visit in the spring of 1996 to validate the ECOE process followed and to make recommendations to assist in future decisions. Preparations are now underway for these visits with informational meetings being conducted, School Improvement Program drafts undergoing technical review, external teams being finalized, and print dates being established. A team report summarizing the findings and recommendations of the external team visit will be prepared for each school following the visit. SPECIFIC SCHOOL SITE ACTIVITES: Attached is an individual status report on each of these twenty percent of the Pulaski County Schools. Each of these schools is a Cycle V school preparing for an external team visit. lll /J .u School: Target: Outcomes: Amboy Elementary School Clear School Purpose Students, staff, and community will increase understanding of and respect for Amboy's mission School staff will communicate to students, parents, and community their care and concern for students, for their learning, and for the school Equity Goal: Parental Involvement/School Displays Actions: Target: Outcomes: Paint school motto on wall in the media center Include the school motto in the morning announcements Create visual banners to display understanding of Am~oy's mission statement Post mission statement in each classroom Paint school motto and rocket design on school parking lot Promote student understanding and use of motto, \"where learning and learners soar,\" in individual/group Explain school mission during student /parent orientation New staff orientation of clear school mission Promote Clear School Purpose in featured section of school newsletter Send invitations to parents to special school events during school hours Reevaluate strengths and concerns through a parent, student, and staff survey Monitoring and Assessment of Student Achievement Reduce the disparity of reading scores between black and white students on standardized tests Develop portfolios Improved interest in reading Equity Goal: Instructional Services Actions: All staff members attend K-4 Math Crusade Test all kindergarten students for Early Prevention of School Failure Extend Reading Recovery to include students in grades K-3 Research factors that contribute to low student test scores Develop a profile on these students to include attendance, tardiness, parent response to letters, study habits, and test taking skills Examine literature for strategies that would affect disparity Target: Outcomes Develop a checklist for students who show no growth in two years Initiate a pilot portfolio in grades K-6 Present in-services on terminology of techniques for portfolios Implement Language Arts portfolios in all grades Implement Math portfolios in all grades Inform parents of portfolios Implement year-long reading incentives Advertise the importance of reading through posters and parents Implement \"Reading Across the Curriculum\" Establish a student authors' center in the library Parent and Community Involvement Increase community involvement Increase parental involvement in instructional programs Equity Goal: Parental Involvement Actions: Target: Outcomes: Increase the use of the \"Dare\" officer Invite parents as guest speakers Design and implement a teacher, parent, student contract for homework completion Hire a Parent Center Coordinator Promote a Parent Week Establish a parent bulletin board Familiarize parents with grade level appropriate books/reading materials Inform parents of student behavior on a consistent basis School Climate Improve parent/student perceptions concerning an attractive and inviting campus Improve student behavior Promote a safe physical environment Equity Goal: Facilities/Instructional Services Actions: Design a school climate questionnaire and send to parents, teachers, and students Develop a plan to improve the aesthetics of the bottom floor Inform parents, staff, and students of improvements made Install new lighting in parking lot 2 Determine an alternate traffic route Implement a Student Intervention Class of disruptive students Research solutions for improving behavior of black males Implement a behavior plan for the cafeteria Improve playground supervision Research behavior solutions used successfully in other schools Provide teachers with a list of alternative strategies that deal with behavior 3 School: Target: Outcome: Baker Elementary School Climate Improve the safety and security of students and staff Equity Goal: Eliminate the disparity between black and white students Actions: 1. Develop a VPCP plan 2. Review and implement VPCP plan 3. Perform a crisis drill involving VPCP team 4. Revise discipline management plans 5. Implement school improvement/ discipline management plan Outcome: Promote positive school spirit and pride among students and staff Equity Goal: Eliminate the disparity between black and white students Actions: Target: Outcome: 1. Implement a student council in the intermediate grades 2. Implement an ambassador program in the primary grades 3. Organize a committee to design school spirit activities 4. Implement school spirit activities as designed by school spirit committee High Expectation Instill in students a sense of personal worth through improved academic achievement Equity Goal: Eliminate the disparity of test scores between black and white students Actions: Target: Outcome: 1. Reward students achievement in a positive manner 2. Provide students with a school wide motivational experience monthly 3. Enhance students performance by the display of student work Monitoring and assessment of student achievement Improve reading comprehension by providing whole literacy experience and basic skills instruction Equity Goal: Student Achievement Actions: 1. Utilize computer lab 4 2. Utilize current reading series 3. Provide classroom time for independent reading and creative writing 4. Provide flexible small group instruction in reading skills 5. Provide more media center time for students 6. Provide in-service training for parents on tutoring skills for students 7. Provide tutorial instruction to students in Extended Day Outcome: Improve test taking skills Equity Goal: Student Achievement Actions: Target: Outcome: 1. Purchase books and/or materials in order to assist students in test taking 2. Address basic skills in reading and math through computer lab instruction 3. Develop and teach good test taking skills 4. Encourage and motivate students on the importance of test taking 5. Coordinate and provide remedial instruction to small group and individual students 6. Provide in-service training for teachers to assist in test taking skills Opportunity to Learn and Time on Task Improve dissemination of economic education information Equity Goal: Instructional Services Actions: 1. Develop a scope and sequence K-6 economic education 2. Provide in-service training to disseminate available resources 5 School: Target: Outcomes: Carver Magnet Elementary School School Climate Improve perceptions of the school Maintain/improve current enrollment Equity Goal: To be completed prior to external visit Actions: Target: Outcome: Parental newsletter Increase walkie/talkie use Increase student performances/exhibition Create yearbook Motivational speakers Parent/Community Involvement Increase communication/awareness Equity Goal: To be completed prior to external visit Actions: Target: Outcomes: Create rewards program Special needs resources provided to parents Parent Calling Program Monitoring/ Assessment of Student Achievement Increase overall achievement Reduce academic disparity Increase assessment types Equity Goal: Instructional Programs Actions: Summer reading programs Math inventories Teacher appraisal of students KILLGORE Inventory Anecdotal Records Portfolios JOSTEN Learning System EPSF Program 6 Target: High Expectations Outcomes: Increase staff belief that all children can learn Increase student active participation in curriculum issues Equity Goal: To be completed prior to external visit Actions: Whole group instruction from intervention specialist Rhythm of Reading Summer Program Green Circle Cultural Awareness Program Pen Pals Monthly reading contests Book Buddies Book Fair Cooperative Leaming 7 School: Target: Outcomes: Cato Elementary School Monitoring and Assessment of Student Achievement There will be a reduction in the disparity in test scores between black and white students in the area of reading There will be a reduction in the disparity in test scores between black and white students in the area of mathematics Equity Goal: Instructional Services Actions: Target: Outcome: Organize Reading Lock-In for Intermediate grades Implement DEAR (Drop Everything and Read) Conduct poetry writing contest Implement \"Book It\" Program Implement a peer tutoring program Involve parents and community members as guest readers Initiate author visits Create a \"Kids Komer\" in the media center for student published books Implement Test Ready Conduct theme celebrations Establish a school newspaper Implement \"Wee Deliver\" (a post office system) Implement use of portfolios in reading Implement the celebration of environmental issues Implement a math section in school newspaper Develop three hands-on activities per grade level each year to correlate with \"Building Bridges Cultural Connections\" Raise money for sets of calculators for each grade level Provide sets of calculators for each grade level Implement calculator activities Create opportunities for students to enhance reasoning and problem solving techniques utilizing team learning, cross-age peer tutoring, and use of lap size dry erase boards Develop incentive programs which include estimation contest, problem of the week, and math journals Initiate the use of mathematics linked to poetry Create a \"Math Problem Solving Fair\" School Climate Demonstrate shared responsibility among students, teachers, support staff, parents, and administrators for consistent and fair student 8 discipline Equity Goal: Discipline, suspensions, and expulsions Actions: Target: Outcome: Organize committee for conflict resolution Conduct staff in-service Provide parent information on Conflict Resolution through use of pamphlets, letters, and PTA meetings Select and train students as conflict resolvers Provide school-wide training in Conflict Resolution Train new resolvers and staff each year Implement Conflict Resolution program Time on Task Demonstrate shared responsibility among students, teachers, support staff, parents, and administrators for consistent and fair student discipline Equity Goals: Instructional services Student achievement Actions: Target: Outcomes: Incorporate sponge activities Provide independent, educational, free choice activities Utilize a \"Study Buddy\" system Attend workshops on multiple modalities of learning Involve all students in multi modality learning activity Attend mini in-service to strengthen skills in cooperative learning Parent and Community Involvement There will be an increase in parental involvement in school activities There will be an increase in participation of citizens in school improvement Equity Goal: Parental involvement Actions: Develop an annual grade level teacher-parent meeting Implement grade level teacher-parent meetings Develop and implement parent classes to instruct parents about conflict resolution Purchase and install a marquee for PT A announcements and school events 9 Grade level thematic guest speakers Invite more parents to be volunteers in the classroom Semi-annual play ground improvement and clean-up day Adopt-a-grandparent Implement Career Fair, Thematic units, Speakers, Dress-up Day School: Target: Outcome: Central Elementary School Instructional Leadership To expand staff knowledge and use of varied teaching strategies Equity Goal: Staff Development Actions: Target: Outcomes: Implement flexible grouping Develop more writing activities in all subjects Introduce Windows on Science Up-date portfolio assessment in-service Design and implement a teacher-peer coaching program in Language Arts and portfolio assessment Parent and Community Involvement Increase parent contact and volunteerism in the school Improve academic contact between home and school Equity Goal: Parent Involvement Actions: Target: Outcomes: Hire a part-time parent coordinator to inform parents of volunteer opportunities Give parents credit for PTA attendance Invite parents and family to read to students on Family Reading Day Develop a staff \"Wishing Well\" so parents can donate items for class needs Design a variety of thank-you notes to be sent home when appropriate Develop a class newsletter Apply for a Southwestern Bell grant which provides books for parents Provide refreshments at Parent-Teacher Conferences Develop a teacher-parent contact form Seek funding to mail newsletter home Invite parents to observe a lesson being taught by child's teacher School Climate Improve staff morale Improve student self-esteem and self-motivation Equity Goals: Staff Development Discipline, Suspensions, and Expulsions 11 Actions: Target: Outcomes: Initiate monthly thematic luncheons Recognize teachers for outstanding deeds Teachers are dismissed to eat at local restaurant Door prizes at staff meetings are donated by school partners Improve conditions of teachers' lounge Schedule motivational speaker for staff Organize a staff honors assembly Organize a staff talent show Establish a Student of the Week Bulletin Board Recognize the most improved boy/girl in each classroom Implement an Adopt-a-Student program Explore ideas of adding picnic tables to the playground Monitoring and Assessment of Student Achievement Decrease the disparity of test scores between neighborhood students and students who are bussed Decrease the number of disciplinary referrals Equity Goal: Instructional Services Actions: Develop guidelines for Portfolio Assessment Implement Cooperative Learning Organize a 5-6 mini-middle school  Investigate ways to find more community resources to provide individual help to students Provide more educational field trips Implement a Behavioral Rewards program Initiate a Special Friends program Utilize high school mentors Initiate an intervention classroom Pilot a field placement for social workers Initiate a Student of the Week Picture program Initiate a Student-Administrator Luncheon program 12 School: Targets: Outcomes: Cloverdale Elementary School Quality of Education Student Achievement Increase parental involvement Improve school climate Increase expectations Reduce classroom interruptions Equity Goal: Instructional Services Actions: Target: Outcome: Increase student leadership opportunities ( 13 activities listed) Implement in-school suspension Develop volunteer recruitment materials VIPS Breakfast Provide staff workshop on school climate Thematic units A wards Assemblies Equal Access Identify and remove all facility barriers Equity Goals: Facilities Instructional Services Actions: VIPS Program Add 4-year old Program Add new instructional materials Target: Staff Characteristics Outcome: Improve community/school relations Equity Goals: Parental involvement Staff development Actions: Schoolwide picnic Parents Night Out STEP Program Workshops (staff) 13 Prejudice reduction Classroom Management and Conflict Management Multicultural diversity 14 School: Target: Outcome: Crestwood Elementary School Clear School Purpose Improve student/parent communication about students' activities and achievement Equity Goal: Parent Involvement Actions: Target: Outcomes: Develop a new contract between all students, parents and teachers about behavior and progress Develop a form for weekly communication with parents Devise a school/parent homework communication instrument Survey parents for suggestions High Expectations Encourage learning and achievement Improve reading achievement Equity Goal: Equal Access Actions: Target: Outcomes: Survey parent for curriculum contributions Increase use of resource people Increase educational field trips Enhance multicultural awareness during units of study by each grade level Promote environmental awareness Plan to celebrate Earth Day Encourage interest in reading with \"Dear,\" \"Read to Succeed,\" and \"Book It\" Initiate a reading theme each year Read 3-5 books in each primary class each day Teachers will read to students each day Develop a reading list for each student Students will keep a list of all books read Monitoring and Assessment of Student Achievement Improve the disparity of scores between black and white students on standardized achievement tests Expand the use of portfolios for improving students' writing, reading, and language skills 15 Equity Goal: Documentation of efforts to reduce any disparity in student achievement between minority, non-minority, and/or other identifiable groups of students Actions: Target: Outcome: Provide adult tutors for every student scoring less than 25% on the SAT Revise the student peer tutoring by all intermediate students to primary students Provide a peer tutoring in each classroom Revise the special assistance program for students that had no growth in two years Enhance active parent involvement in all curricular areas Collect statistics yearly to determine successes Parent and Community Involvement Improve parental involvement in school/instructional activities Equity Goal: Provide equitable opportunities for parent involvement Actions: Improve communication with parent through newsletters and parentteacher conferences Provide a Parent Center Provide communication from each class detailing events and progress Establish a home reading program for parents and students Increase the involvement of parents in the VIPS program 16 School: Target: Outcome: Crystal Hill Elementary Magnet School Instructional leadership Provide more opportunities for the administrators to become actively involved in daily classroom activities Equity Goal: Instructional services Actions: Target: Outcome A monthly planner for special activities will be located in the hallway by the office Periodic administrative guest appearances on Channel 52 News (closedcircuit channel) School climate Improve consistent discipline throughout the community and transitional areas of the school (playground, hallways, cafeteria, and restrooms) with responsibility shared by all staff Equity Goal: Discipline, suspensions, and expulsions Actions: Target: Outcomes: Clarify and review the cafeteria rules Inservice cafeteria personnel on job description, discipline management skills, and conflict resolution Post and enforce the rules and consequences Send home rules to parents Enforce the cafeteria seating chart Provide motivational incentives for good behavior Develop rules for halls and restrooms Post the rules in halls and restrooms Enforce the rules in the halls and restrooms Teachers will stand in the hall when students are entering exiting the classroom Uniform hall passes will be issued Clarify and review playground rules and consequences for students Post rules on the playground Use of Peace Patrol for conflict resolution Monitoring and assessment of student achievement Prevent the decrease of test scores between second and third grade and between fourth and fifth grade 17 Decrease the disparity of test scores at all levels between black and nonblack students Equity Goals: Instructional services Actions: Target: Outcome: The school is still developing the actions to accomplish these goals Parent and community involvement To improve parental attendance at PTA meetings School leaders will inform the community of the school's progress Equity Goal: Parental involvement Actions: Child care provided at PTA business meetings A banner will be displayed at the drop off and pick-up lane announcing \"PT A MEETING TONIGHT\" Door prizes will be awarded at each PT A meeting A column featuring grade level information and \"happenings\" will be included in the school newspaper Administrators will give updates (grade level) at each PT A meeting 18 School: Target: Outcome: Fuller Elementary School Parent and Community Involvement Parents and community members will be more involved in school activities Equity Goal: Parent Involvement Actions: Target: Outcomes: The school will publish a regular newsletter for parents and community The school will survey parents concerning interests, talents, and knowledge they would be willing to share with students The school will improve attendance at PT A activities Special events will be scheduled regularly to involve parents at school Monitoring and Assessment of Student Achievement Student standardized achievement test scores will increase Disparity between test scores of black and white students will decrease Equity Goals: Curriculum Actions: Target: Outcome: Learning materials Student achievement Student Activities Honors and Awards Implement Jostens Reading and Math Learning Series for computers Initiate HOP (Hooray for Our Progress) for children who show progress during each grading period Establish a Junior BETA Club Reading, LEAP, Reading Recovery, Classroom teachers and Title I Instructional assistants will begin collaborative team teaching in K-4 Create a Reading and Writing lab for K-2 Instructional Leadership New instructional programs will be implemented which will lead to improved student achievement Equity Goal: Instructional services Actions: Time will be scheduled to review and analyze standardized test scores 19 Target: Outcome: Invite the education departments of colleges to send students and provide activities for students with identified areas of academic weakness Establish daily FORT (Fuller Official Reading Time) School Climate The staff will promote responsible behavior among all students on campus by being good models, working as a team, providing constant support for all students, and implementing the Discipline Management Plan. Equity Goals: Administrative procedures Committees Actions: Discipline, suspensions, and expulsions Honors and awards The Discipline Management Team will review, revise, and post rules and consequences for the entire school campus. The staff will teach, review rules, rewards, and consequences by modeling appropriate behavior for students Staff will complete stress management training Promote peace and harmony and show school pride by wearing peace Tshirts Review and monitor responsible behavior needed in the cafeteria Regular meetings of the lunch duty supervisors to discuss ways to improve the climate and behavior in cafeteria Provide music for students while eating in the cafeteria Parents will receive a copy of the rules Playground rules will be posted outdoors and used as visual cues during recess Meet with PT A to develop a strategy to get a fence for the playground area Teachers will be visible on ramps and hallway areas when students are entering and exiting the building Create bus seating charts for field trips 20 School: Target: Outcomes: Geyer Springs Elementary School Monitoring/ Assessment of Student Achievement Reduce achievement disparity Increase/adjust teaching styles Improve test/study skills Equity Goal: Instructional Services Actions: Target: Outcomes: Increase use of phonetic materials Increase field trips Utilize ABACUS to monitor Thematic Units Vary teaching strategies Cooperative Learning Increase enrichment activities School Climate Provide safe/secure environment Create positive atmosphere Increase overall respect level Equity Goals: Instructional Services Student Achievement Actions: Target: Outcomes: Pupil Service Team (Bi-monthly) Behavior Incentive Program Quarterly Awards Program Human Relations training Parent/Community Involvement Increase parent/community involvement in school functions Increase school/parent communication Equity Goal: Parental Involvement Actions: Weekly parental reports Monthly calendar Create parent room 21 Target: Outcomes: Increase parent materials in media center Recruit volunteers Parent Calling Committee Opportunity to Learn/Time on Task Reduce tardies/absences Reduce class time distractions Equity Goals: Instructional Services Student Achievement Actions: Quarterly identification of tardy/absence problems Attendance Awards Discipline Hearing Committee 22 School: Target: Outcomes: Gibbs Magnet Elementary School Instruction Leadership/Monitoring and Assessment of Student Achievement Secure additional resources Improve communication Improve staff development Equity Goals: Staff development/materials Student achievement Actions: Improve resources file Weekly grade level meetings Suggestion Box Portfolio Workshop Grade 3-4 ACTAP Program Learn-A-Language mini-classes Target: Opportunity to Learn/Time on Task Outcomes: Vary instruction methods Increase HOTS activities Broaden Cooperative Learning Equity Goal: Instructional services Actions: Interdisciplinary Units Learning style inventory HOTS Workshop Purchase Problem Solving Program Expository Writing Program Target: Parent/Community Involvement Outcomes: Increase parental involvement Increase community involvement Equity Goals: Parental involvement Community involvement Actions: Family Outreach Program 23 Parenting classes Partner in Education Committee Target: School Climate Outcomes: Improve respect Ensure fair/consistent discipline procedures Equity Goal: To be completed prior to external visit Actions: K-6 Peace Unit Honor/Citizenship assemblies Self-Esteem Program Mentor Program In-school suspension 24 School: Target: Outcome: Hall High School Parent and Community Involvement To Increase Parental and Community Involvement in Academic Classroom Settings Equity Goal: Parental Involvement (School districts shall provide equitable opportunities for Parental involvement in the district) Actions: Target: Outcome: Develop and make available to each teacher a questionnaire which identifies parents careers/hobbies and their availability as classroom speakers Create a form letter for teachers' use to enlist parental assistance prior to each field trip Form a parental group to assist in special testing programs Compile a list of parent community tutors according to subject areas Write a letter to be mailed to parents one week prior to each parent conference Write press releases to publicize parent conference days, interim report dates and quarterly grade report dates Parent/Community Involvement To Increase Parental and Community Involvement in School Related Activities Equity Goal: Parent Involvement Actions: 1. Form parent committees in each school club to assist in sponsorship and in club activities 2. Train parents as Student-Assistance Facilitators for work with at-risk students 3. Publicize parent/community efforts in school activities at regular intervals Outcome: To increase Effectiveness in Parental/Community Relations Equity Goal: Parent Involvement Actions: 1. Hold on-site in-service training sessions for teachers which include parent/community involvement strategies 25 Target: Outcome: 2. Familiarize teachers with community agencies which serve high school students 3. Familiarize teachers with church affiliations and ministers of our students High Expectation Proper placement of Students in both academic and vocational courses Equity Goal: To insure that non-discriminatory policies are used in assigning students to Vocational and upper-level academic courses Actions: Outcome: I. To survey students for academic and career interest 2. To promote positive ideas about learning by presenting resource speakers from the community and by providing positive reinforcement from Teachers/mentors 3. To reward students for achievement and perfect attendance with incentive Cards, special privilege and extra-curricular activities designed especially for them. Hall High School will have expanded career as planning as measured by Developing career programs and hiring a career counselor Equity Goal: To provide career guidance to every student and sub-group with special focus on race, socio-economic status, and gender Actions: Outcome: Expand career planning activities and explore the possibility of hiring a career counselor Increase the number of male instructional members Equity Goal: To achieve a ratio of male to female staff members that is comparable to the student ratio Actions: Target: Outcome: 1. Work for higher salaries by having the CTA representatives lobby state Legislators, and teachers working for millage increase in local elections 2. Practice affirmative action by gender School Climate Foster (Implement) Consistent Enforcement of Policies and Rules by all Faculty and Administrators 26 Equity Goal: To reduce the disparity between subgroups in the number of disciplinary actions Actions: Outcome: Administrators will conduct open forums, one-on-one and small discussion to address policy and faculty concerns Increase Overall Student Achievement Equity Goal: Student Achievement Actions: I . Reduce tardiness 2. Develop alternative methods of assessment 3. Increase effectiveness of substitute teachers Outcome: To reduce racial disparity in student Achievement Equity Goal: Student Achievement Actions: Target: Outcome: I. Implement a before school tutoring program 2. Teach study skills in study hall, and organize students in in study groups 3. Increase the use of multi-cultural and non-discriminatory materials Instructional Focus and Measurement To improve performance on standardized test Equity Goal: Improve academic achievement of all students. Actions: Outcome: 1. To establish a program to recruit more students into summer ACT test taking practice sessions 2. To develop a teaching test taking skills in service training for Teachers 3. To implement test taking skills instruction during classes using the Club day schedule 4. To implement a student advisory board to suggest ways to reduce student test taking apathy To increase the overall GP A of students at Hall High School Equity Goal: To Address all learning styles by providing a variety of assessment methods 27 Actions: 1. To provide additional instruction in selected core content areas using peer tutoring and remediation. 2. Provide ESL classes 3. To implement effective placement of all students in appropriate courses based on test scores, GP A, successful prerequisite completion, or teacher recommendation 4. To establish extended class periods with block or flexible scheduling 5. Provide teachers with training in cooperative learning techniques 6. To implement a student advisory board to suggest ways to reduce study apathy 28 School: Target: Outcome: Lakewood Elementary Measurement and Assessment of Student Achievement Utilize and extend resources to assist students in overcoming deficit in science Equity Goal: To ensure that appropriate teaching strategies and instructional methods are utilized to meet the diverse needs of the population Actions: Outcome: 1. Implementation of new science basal program 2. Inventory current science books and materials 3. Acquisition of new science equipment materials and science related books 4. Implementation ofK-4 Crusade objectives 5. Increase student awareness of the importance of good test taking skills Utilize and extend resources to assist students in overcoming deficit in reading Equity Goal: To ensure that appropriate teaching strategies and instructional methods are utilized to meet the diverse needs of the student population. Actions: Target: Outcome: 1. Implement a skills-based approach to reading 2. Flexible grouping in reading classes 3. Implementation of Reading Recovery Program 4. Comprehensive reading inventory to ensure proper placement 5. Analyze standardized achievement test data for strengths and weaknesses 6. Utilize \"Common Reading Task\" as alternative assessment tools Opportunity to learn/Time on Task An environment conducive to learning is provided throughout Lakewood Elementary Equity Goal: Instructional Services Actions: 1. Riel effective classroom management techniques 2. Prepare, provides, and teach student the Student Rights and Responsibility Handbook 3. Provide a variety of learning materials for early arriving students 29 Target: Outcome: 4. Include peer tutoring as an instructional tool within the school 5. Coordinate 6th grade and resource teachers schedules to Implement inclusion 6. Pilot inclusion in designated 6th classes School Climate Promote school pride Equity Goal: School Display Actions: Target: Outcome: 1. Display class pictures and work on a bulletin board to highlight each grade during the year 2. Display a classroom banner with each teacher's name and a representation of the school mascot 3. Engage students in presenting experiments and/ or projects to various classrooms in the building emphasized process skills. Parent and Community Involvement To increase the on-site involvement of parents and community Equity Goal: Parental Involvement Actions: 1. Designate a \"School Raising Day\" to involve parents in sprucing up the school and grounds 2. Establish one night in each class during the school year when families can participate in an academic activity 3. Provide school wide parent letters with suggestions to improve learning 4. Inform parents of academic and behavioral needs by mail 5. Produce a video showcasing Lakewood Elementary which would be available for community school use 30 School: Target: Outcomes: Landmark Elementary School Parent and Community Involvement Teachers will become better informed about students' community and home environment There will be an increase in parent involvement in parent conferences More parents will become involved as school volunteers Equity Goal: Parental involvement Actions: Target: Outcomes: Employ substitute to enable the teacher to visit students' homes Develop incentives for parents' participation in school events Invitations to volunteer for specific tasks will be mailed to each parent Monitoring and Assessment of Student Achievement There will be a reduction in racial disparity in standardized test scores There will be improvement in vertical and horizontal articulation of curriculum There will be a reduction in tardies and absences Equity Goal: Instructional services Actions: Target: Outcomes: Identify students at-risk academically and provide remediation based on individual analysis of standardized tests Implement use of timed tests in reading and math classes as practice for all students Cross-grade collaboration by teachers to analyze curriculum Incentive program for attendance School Climate There will be a reduction in racial disparity in student discipline events Teachers will follow a consistent discipline plan for all students Equity Goal: Discipline, suspensions, and expulsions Actions: Implement Discipline Management Plan Develop Violence Prevention and Control Plan Establish an In-School Suspension program Guest speaker program to bring positive role-models to school Incentive program for good behavior 31 Target: Outcome: High Expectations All students have equal opportunities to be selected for honors and awards Equity Goal: Honors and awards Actions: Honor Roll bulletin board Honor roll assembly to recognize honor roll students \"Out To Lunch\" day Develop a newsletter for announcements, recognition Art contest for COE Booklet cover Sixth grade gift to the school 32 School: Mabelvale Elementary Target: Monitoring and Assessment of Student Achievement Outcome: To increase the achievement level of Kindergarten students Equity Goal: Student Achievement Actions: Outcome: 1. Vocabulary word for the day 2. Peer tutoring 3. Language Arts Games 4. Monthly Grade Level meetings to share techniques 5. Public television in each classroom 6. Teacher reads to students daily To increase the achievement level of 1st and 2nd grade students to the 50th NCE in reading Equity Goals: Student Achievement Actions: Target: Outcome: 1. Parents and reading partners 2. School-wide Reading Program D.E.A.R. 3.Class sets of dictionaries in each classroom 4.Computer lab School Climate To promote a greater sense of pride about learning and corning to school Equity Goal: Instructional Services Actions: 1. Increase the display of student work and activities in classrooms 2. Increase recognition of student achievement 3. Publish a school newspaper Outcome: To establish a higher level of respect between students Equity Goal: Discipline, Suspensions and Expulsion Actions: 1. To conduct an awareness seminar for all faculty and staff re: Fair Equal and consistent treatment of all students. 2. To implement conflict resolution 3. Counselor will conduct resolution lessons with students 33 Outcome: To enhance the appearance of the building and the grounds Equity Goal: Facilities Actions: Target: Outcome: 1. Grade levels assigned to clean up the school grounds monthly 2. To provide special recognition for clean classrooms on a regular basis 3. To improve the intermediate playground by adding more games and equipment 4. To provide a shaded area for students to sit 5. Put volley ball net up each day for recess High Expectations Teachers will implement strategies to ensure that students will have a clear understanding of work assignments Equity Goal: Honors and awards and student achievement Actions: Outcome: 1. To have students hearing and vision checked based on need 2. Give learning styles inventory to students in grades two thru six 3. Use computer lab as a reinforcement of skills Teachers will expect low achievers to respond as often as other students and slow learners will receive as much praise as advanced students Equity Goal: Honors and awards and student achievement Actions: Target: Outcome: 1. Stress the importance of listening skills through daily activities 2. Teachers will give learning styles inventory to students in grades two thru six 3. Display students work in hall and classrooms 4. Implement the B.U.G. club (Bring Up Grades) Parent and Community Involvement To inform parents of opportunities in which they can assist with school projects Equity Goal: Committees Actions: 1. Fall carnival 2. Awards Assembly 34 Outcome: 3. Talent Show 4. Celebrity Readers 5. Field Day To increase parental and community involvement through the P.T.A. and Partners in education Equity Goal: Parent Involvement Actions: 1. Monthly meetings 2. Parent open and orientation 3. Monthly newsletter/calenders to inform parents of school activities 35 School: Target Outcome: Martin Luther King Elementary School Instructional Leadership The principal will be more visible in the school Equity Goal: Administration Actions: Outcome: 1. The principal will communicate with students via classroom Monitor 2. The principal will increase classroom visitation 3. Students of the week will visit the principal during the week to be recognized. Instructional leadership in the school will focus on teaching and learning with an emphasis on integrated curriculum. Equity Goal: To ensure that multi-cultural curriculum is being implemented Actions: Target: Outcome: 1. Detailed lesson plans will reflect skills being taught through an integrated curriculum. 2. Detailed lesson plans will reflect a variety of teaching strategies 3. Newsletter will stress the skills and objectives that tie into each unit of study. Parent and Community Involvement To prove student/parent/teacher communication by providing immediate feedback concerning student progress Equity Goal: School district shall provide equitable opportunities for parent involvement in the district Actions: Outcome: 1. Inform parents at the beginning of the year about methods used to provide feedback on student progress 2. Increase attendance at parent/teacher conference by offering incentives 3. Weekly reports sent home to be signed and returned 4. Conference with individual students on progress To improve communication about school programs between the school, parents and community 36 Equity Goal: Schools shall provide equitable opportunities for parent involvement Actions: Target: Outcome: 1. Utilize PIE resource to help make the community aware of school programs 2. Invite community leaders to school programs and meetings 3. Send newsletter and calendar of monthly events to community leaders 4. Recruit community volunteers as readers/mentors and tutors High Expectation The teachers will design and conduct lessons to meet the needs of all students Equity Goal: School districts shall ensure that no student is denied access to quality instructional services Actions: Target: Outcome: Explore alternative planning methods more conducive to integrated curriculum. Clear School Purpose and School Climate To develop a clear understanding of the school's mission by students, parents, staff and community Equity Goal: School districts shall provide equitable opportunities for parental involvement in the district Actions: Outcome: 1. Provide a beginning of school in service to review the schools mission and goal 2. Develop a video for parents and community to review on school tour 3. Develop a brochure for parents and community 4. Conduct a new parent student orientation 5. Post school mission statement throughout the building To insure that students follow class and school rules in respecting the rights and properties of others Equity Goal: Schools shall insure that disciplinary policies and practices are non-discriminatory. 37 Actions: Outcome: Develop a plan for reporting student behavior outside the classroom To insure that students, parents, staff and administrators share in the responsibility for discipline Equity Goal: School shall insure that disciplinary polices and practices are non-discriminatory Actions: 1. Better utilization of the school discipline plan. 2. Explore the use of the \"Cooperative Discipline\" as a school-wide program. 38 School: Target: Outcomes: Meadowcliff Elementary School Quality of Education Decrease academic disparity Improve perception about the school Increase positive behavior activities Equity Goals: Equal access to all programs Equitable parental involvement Actions: Target: Outcomes: Test taking skills practice Minority speakers Minority volunteers Computer Lab Staff recognition program Faculty needs assessment Staff Characteristics Improve communication between school/patrons Recruit qualified minority educators Equity Goals: Student contact with a diverse staff Equitable parental involvement Actions: Create staff interview teams Parent connection workshops Create school information brochure Target: Equal Access Outcome: Insure a restriction free school Equity Goals: Equal access to awards/honors Equal access to all school facilities Equal access to instructional services Actions: Student interest survey Remove all handicapped barriers Add bias free media materials 39 Target: Outcomes: Student Achievement Increase composite score 10% over a five-year period Increase parental attendance by 2% annually Decrease student absences and tardies by 10% over a five-year period Equity Goals: Non-discrimatory standardized tests Equitable parental involvement Achievement disparity reduction Actions: Daily use of cable networking system Vowel/consonant program Pilot EPSF first grade reading Peer/adult tutors Pursue Reading Recovery Program Parent of the Month Program 40 School: Target: Outcomes: Meadow Park Elementary School School Climate Improve ownership and appearance of the school facilities Improve student/teacher relationships and morale Equity Goals: School Displays Honors and Awards Actions: Target: Outcomes: Involve students in hall bulletin boards Emphasize respect for school facilities through teacher lessons and morning announcements Maintain organized/attractive classroom atmospheres Organize student teams to monitor appearance of school facilities Initiate a landscaping program Include students in morning announcements Develop an awards program for students' work habits and behavior Schedule monthly time for staff and students to eat together High Expectations Improve the activities that reflect high expectations Increase students' value of education Equity Goal: Instructional Services Actions: Target: Outcomes: Recognize students' achievement through displays Actively engage students in lesson planning Implement portfolio assessment Implement flexible grouping Conduct staff meetings to allow for grade level sharing Incorporate higher order thinking skills into the instructional activities Organize a Career Fair Schedule achievement awards assemblies Highlight staff members and their accomplishments using the lobby showcase Utilize motivational speakers Connect classroom objectives to real-life situations Parent and Community Involvement Improve communication between school, parents, and community 41 Expand educational resources for parents and community Equity Goal: Parental Involvement Actions: Target: Outcomes: Send home a monthly memo of upcoming events and activities Inform parents of student progress by phone contact Have parents sign report cards Utilize the NLR district Community Access Channel Promote upcoming school activities on radio and television Conduct a class for parents and students on students' health concerns Develop a plan to make the media center accessible to parents and community Survey parents and students for additional resources to share Monitoring and Assessment of Student Achievement Increase the use of testing and evaluative procedures Increase parent/community awareness of student achievement Equity Goals: School Displays Parent Involvement Actions: Organize a Science Fair Implement a Peer Tutoring program Analyze, highlight, and send home computer lab reports Initiate a Book-It program Plan a Book Fair Organize a Career Fair Conduct a parent workshop on standardized testing Conduct PT A workshops on student achievement and assessment 42 School: Pulaski Heights Elementary School Target: Clear School Purpose Outcomes: Develop and maintain a well-trained staff Monitor and develop curriculum to reflect goals and objectives ofLRSD Support and enrich curriculum for all students to improve achievement and decrease disparity To effectively implement a school wide discipline plan To provide a physical environment where learning is exciting Equity Goals: Staff Development School districts shall ensure that no student is denied access to quality instructional services Support and emich curriculum for all students to improve achievement and decrease disparity Implement integrated educational programs that will ensure that all students grow academically, socially, and emotionally with emphasis on basic skills and academic emichment while closing disparities in achievement Actions: Incorporate Master Teacher program Train teachers in McRat Delta Teachers Academy Junior Great Books Each teacher will submit to the principal an individual improvement plan before formal evaluation Resource speakers will address specific needs of PHE at staff meetings and in-services Train teachers in K-4 Crusade Planning time and grade level meeting will be used for teacher to plan grade-level activities and units School-wide goals and plans are shared by means of a weekly newsletter, \"Thursday Express\" Develop scope and sequence for trade books All teachers will teach the LRSD core curriculum Students can \"free flow\" to the LMC to do research and extended activities Use museum box from the Arkansas Museum of Science and History School-wide quiz bowl Teachers and staff will build units with emphasis in multicultural education Implement cooperative learning strategies 43 Target: Geography after school (Grade 4-6) Implement McRat Program Intermediate Teachers and specialists prepare two thematic units per year per grade level Junior Great Book Read-Aloud Program Provide parent meeting to inform parents of the school's role and their role in Junior Great Book Read-Aloud Program To sponsor science fair To sponsor multicultural fair Participate with UALR as partner in the Arts Plan educational field trips to enhance curriculum units Celebrate Arkansas Heritage Week Use content area competition to stimulate learning e.g. spelling bee, Geography bee, Math Olympiad, Odyssey of the Mind, School-Wide Quiz Bowl Special services and additional assistance will be provided for students meeting the requirements Classroom teachers meet with specialist to coordinate activities and communicate with each other about students they share Scholastic News will be used on all grade levels as a resource for Social Studies and current events Teachers and specialists prepare two thematic units per year per grade level  Junior Great Book Read-Aloud Program To post picture of student of the month Each staff member will adopt one at-risk student To have a school-wide pledge, created by PHE students To provide in-service training for school aides on positive discipline with with children and teamwork with faculty Honor all aides and provide incentives for them Schedule 9-weeks awards ceremony at the end of each quarter Assign tables in cafeteria Post rules in cafeteria and schedule school assembly with aides to review rules and regulations Review the playground rules and teach them to all students Students picked up by teachers in courtyard each A.M. Specialists monitor hall Student fire marshals are selected to assist with fire drills Send home a weekly letter informing parents of what is taking place in classroom All visitors are required to obtain a visitor's pass School Climate 44 Outcomes: To effectively implement a school wide discipline plan To provide a physical environment where learning is exciting Equity Goal: Provide a safe and orderly climate that is conducive to learning for all students Actions: Review and revise existing discipline plan Establish school rules and consequences Post rules in classroom and other appropriate places in the building Schedule weekly pupil services team meeting Schedule \"Straight Talk\" assemblies to reinforce respect of school rules To post picture of student of the month Each staff member will adopt one at-risk student To have a school-wide pledge created by PHE students To provide in-service training for school aides on positive discipline with children and teamwork with faculty Honor all aides and provide incentives for them Schedule 9-weeks awards ceremony at the end of each quarter Assign tables in cafeteria Post rules in cafeteria and schedule school assembly with aides to review rules and regulations Review the playground rules and team them to all students Students picked up by teachers in courtyard each A.M. Specialists monitor hall Conduct Playground Discipline Training Student fire marshals are selected to assist with fire drills Send home a weekly letter informing parents of what is taking place in classroom All visitors are required to obtain a visitor's pass in the office Have a school-wide pledge created by staff and students To provide in-service training for school aides on the following: Positive discipline with children Teamwork with parents and families Parents are invited to special recognition programs e.g. Jr. Great Books, Math Olympiad, Nine week awards, special classroom activities, 6th grade end of year awards, and science fair Investigate replacement of water fountains Implementing a school wide incentive program for the cleanest room on a weekly basis Investigate smaller commodes in the kindergarten bathrooms Improve the signs in front and back of school with landscaping included Review and revise existing school emergency plan 45 Target: Outcomes: Monitor and Assessment of Student Achievement Decreased Disparity Between Black and White Students Increase achievement and performance for all levels of students Increased academic achievement for \"At Risk\" learners Equity Goals: Implement integrated educational programs that will ensure that all students grow academically, socially, and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement Actions: School districts shall ensure that no student is denied access to quality instructional services Use computer lab to reinforce curriculum objectives in Math and Reading Monitor growth and progress accordingly Assess data and identify disparity between black and white students Recommend K-4 Summer School for \"At-Risk\" students Teach test-taking skills Implement the Accelerated Reader Program Use reports generated by ABACUS to monitor student mastery of curriculum objectives Use a variety of assessment tools to monitor student achievement e.g. Teacher-made test-Portfolios, Projects, Oral Discussions Provide Title I Reading and Math for targeted students Provide GT for identified students and enrichment for all students Coordinate curriculum between grade levels in each subject area Involve parents of high risk students by confrencing, signing homework, Assignment notebook, classroom visits, frequent correspondence with the teacher by note or phone Identify high risk students List intervention strategies for each identified low achieving student Parent/student/teacher contracts will be written for students as needed Implement instruction geared to specific learning styles Target: Time on Task Outcome: To provide a variety of teaching approaches to ensure opportunities for all students to learn Equity Goal: Implement integrated educational programs that will ensure that all students grow academically, socially, and emotionally with emphasis on basic skills and academic enrichment while closing disparities 46 Actions: Implement instruction geared to specific learning styles Interdisciplinary units developed will include specific activities for atrisk students, and multicultural activities Implement problem solving strategies for grades 1-6 Implement a mentoring program for at-risk students Media Specialist and teachers will plan weekly for library media skills instruction for grades 3-6 T earn teaching in intermediate grades will be done Students in grades 3-6 will do research on assigned science topics to produce a book or related product Implement a plan in grades 4-6 to provide parents, teachers, and students with guidelines for maintaining the use of an assignment notebook which includes frequent correspondence with parents and teachers Use of phonics books to practice test-taking skills for grades 1-3 Assignment of additional computer time as needed Develop interdisciplinary units integrating curriculum objectives as outlined in the district's curriculum guide Use and update as needed intervention plan developed for at-risk students Provide individual tutoring during school for kindergarten students with considerable needs (EPSF) Screening Test Provide study hall four days per week for 15 minutes per day for students to complete classwork 47 School: Targets: Outcomes: Seventh Street Elementary School Monitoring and Assessment of Student Achievement Students will become proficient readers Improve student performance in social studies Equity Goals: Equal Access Actions: Target: Outcomes: Utilize phonetic and comprehension strategies in the teaching of reading Encourage more independent reading Establish a daily school-wide sustained silent reading period Incorporate social studies vocabulary throughout the curriculum Utilize multi-media resources in classrooms Teach test-taking skills Maximize the use of multicultural materials through the social studies curriculum Analyze new social studies materials High Expectations Increase students' responsibility Have high expectations for all learners Equity Goal: Equal Access Actions: Target: Outcome: Increase student displays in classrooms and hallways Focus on the 15 interactions ofT.E.S.A. Teachers will identify clear criteria for student achievement Establish peer tutors for grades 4-6 Encourage students to be writers Provide opportunities for students to complete assigned work Students will have opportunity to earn supplies Implement portfolio assessment Provide incentives for completing assigned work Time on Task/Opportunity to Learn Increase instructional time by promoting positive behavior and work habits Equity Goal: Equal Goal 48 Actions: Target: Outcomes: Inform students of rules and post throughout building Implement a \"Time Out\" program in each classroom Implement an \"Intervention Classroom\" program Create cooperative learning groups Encourage students to stay on task and to utilize classroom time effectively In-service teachers on multiple intelligences Integrate selected areas of multiple intelligences Parent and Community Involvement Increase involvement of parents in school activities Increase the community's involvement as positive role models for students Equity Goal: Equal Opportunities for Parent Community Involvement Actions: Invite parents to read to class Invite parents to listen to individual students read Conduct parenting workshops focusing language development and reading readiness Invite parents to spend an entire day with their child at school Members of the community will be invited to discuss their jobs and hobbies Implement a community \"lunch bunch\" 49 School: Target: Outcomes: Murrell Taylor Elementary School Student Achievement There will be a reduction in racial academic disparities There will be an increase in academic performance of all students There will be an increase in parent involvement Equity Goals: Instructional services Parental involvement Actions: Target: Outcomes: Enhance staff skills using a site-based staff development plan Create opportunities for active involvement for all learners Teach positive social behavior through \"Let Our Violence End (LOVE)\" Annual Science Fair for grades 3-6 Parent education programs PALS Quality Education Staff will be trained to deal with the special needs of all children Staff will be trained to address individual learning styles Staff will be trained in strategies to increase parental involvement Optimize the use of math manipulatives Improve the whole literacy program Equity Goal: Instructional services Actions: Target: Outcomes: The actions for these outcomes are still under development Equal Access The school will increase the number of computers available for student use by 30% each year The school will establish an after-school tutoring program The staff will train parents to assist students with academic needs Teachers will show an increase in the use of alternative instructional methods The school will establish a school supply resource bank for needy students Equity Goals: Learning materials Parental involvement 50 Actions: Target: Outcomes: Develop a computer training curriculum that defines skills by grade level Develop an After School Tutoring Plan Identify supplies needed for Resource Bank and work with PT A to obtain them One Team Concept The school will implement a parent training plan to increase student social and academic performance Taylor Elementary will become a certified PCSSD \"Site-Based Management\" school The school will win an Arkansas Quality Award There will be an increase PALS hours of 25% each year for next three years The school will develop a strategy to implement the \"Team Taylor\" concept The school will develop a media/publicity strategy to increase parent, staff, and community awareness of Murrell Taylor activities The school will integrate all school planning functions into the ECOE process There will be a consolidation of all school plans into the annual Murrell Taylor Performance Plan Equity Goal: Parental involvement Actions: Identify and develop parent training plan based on teacher and parent needs Obtain staff consensus on becoming a site-based management school Elect School Council Implement Quality Application Plan. Form a \"Team Taylor\" task force comprised of staff, parent, and community representatives Identify all planning requirements, and align additional planning functions into the appropriate target team 51 School: Target: Outcomes: Warren Dupree Elementary School High Expectations Teachers will develop high expectations for student achievement There will be an increase in parental involvement in students' education Students will have an increased belief in the value of education Equity Goal: Instructional services Parental involvement Honors and awards Actions: Target: Outcome: Promote Awards and Recognition programs Create \"on-the-spot\" awards and recognition throughout the year Implement a consistent discipline management plan Create a student council Train students in conflict resolution Display work of all students Time on Task/Opportunity to Learn Students and teachers will spend more time involved in instruction Equity Goal: Instructional Services Curriculum and Instruction Actions: Target: Outcomes: All assemblies will be held in the afternoon Preparation time for special programs will be limited to two weeks Develop a school calendar Resource and speech students will have visual aids Primary recess will be moved to morning School Climate Staff morale will improve Student morale will improve Equity Goal: Staff development Actions: Conduct a workshop on teachers' rights and responsibilities Develop a plan to show additional staff appreciation Initiate a \"secret pal\" program Establish a Teacher Alliance meeting each semester to share ideas 52 Target: Outcomes: Each class will have a \"question and answer\" session with the principal Students' birthdays will be recognized Set a schedule and celebrate various ethnic observances Establish the GRAND mentoring program Monitoring and Assessment of Student Achievement SA T8 scores in reading will improve Student achievement in language as it relates to language and reading will increase Student achievement in science and social studies as it relates to reading will increase Equity Goal: Equal access Actions: Target: Outcomes: Teachers will use a variety of assessment methods, including oral evaluation, observation, and portfolios. Fifteen minutes each day will be set aside after lunch for reading Teachers, support staff, and parents will be trained in the interpretation of student test scores Conduct a Family Reading Night Hold a \"Make and Take\" night Teachers will create more opportunities for development of written expression skills through new instructional activities Spelling bees by grade levels Utilize television equipment to teach communication skills Utilize computer assisted instruction to focus on language skills Each teacher will schedule at least one science experiment per chapter Clear School Purpose The school will have a current, meaningful mission statement There will be an academic climate that will enhance students' enjoyment of school Equity Goal: Curriculum and instruction Actions: Incorporate mission statement into opening exercises Post mission statement in cafeteria and recite acronym at PT A meetings Acronym and mission statement will be printed in school handbook. Schedule resources that are relevant to subject matter 53 FIELD SERVICE SPECIALISTS Extended COE - Monitoring - Technical Assistance ATTACHMENAT Job Descriptiona nd Purpose: Field Service Specialists' responsibilities consist of five major areas: 1. Review and correct Annual State Accreditation reports and recommend accreditation status. 2. Provide school improvement technical assistance and accreditation of North Central Association schools (all schools in the three Pulaski County school districts are accredited by NCA) and organize School Improvement teams and visits. 3. Provide technical assistance to schools engaged in Extended COE (ECOE), which includes providing, upon request, training on ECOE and its component activities, special assistance to schools and school personnel, disseminating information and interpreting standards, regulations, and laws. 4. Answer questions called in by the public, school personnel, ECOE coordinators, legislators, and education professionals and maintain records. 5. Attend regular staff meetings, review grant applications, participate on monitoring teams, attend professional conferences, education and training programs for professional development, and visit K-4 summer school programs. ALICE SIMELTON List of Activities: September 1 - January 11, 1995 Dates School Activity 9-26-95 LRSD Met with staff development directors to discuss monitoring activities for ECOE. 9-29-95 North Little Rock High Conducted an overview of the ECOE and staff West Campus orientation. 10-3-95 Badgett Elementary Conducted a Technical Review visit. 10-4-95 NLRSD Met with staff development directors to discuss monitoring activities for ECOE. Fair Park Elementary Met with the members of the steering committee to discuss data collection, subgroup identification, formulating actions and equity guidelines. 10-5-95 Meadowcliff Elementary Conducted a Technical Review visit. 10-9-95 Baseline Elementary Met with the members of the steering committee to discuss data collection, subgroup identification, formulating actions and equity guidelines. 1 ALICE SIMELTON List of Activities: September 1 - January 11, 1995 Dates School Activity 10-9-95 Dunbar Junior High Met with the members of the steering committee to discuss data collection, subgroup identification, fo!lilulating actions and equity guidelines. 10-11-95 Rockefeller Magnet School Conducted a Technical Review visit. 10-13-95 Minority Recruitment Assisted with the preparation of the recruitment Meeting (Central Office) brochures to be mailed to all school districts in the state. 10-17-95 Parkview Magnet School Conducted an overview of the ECOE for the principal and the two chairpersons. 10-18-95 J. A. Fair High Met with the members of the steering committee to discuss data collection, subgroup identification, fo!lilulating actions and equity guidelines. 10-19-95 NLRSD Met with Ms. Esther Crawford and the principals of the seven elementary schools assigned to me. Discussed data collection, subgroup identification,s electiono f target areas and equity guidelines. 10-23-95 Dupree Elementary Conducted a Technical Review visit. 10-25-95 Parkview Magnet High Met with the steering committee members to discuss the ECOE process, the role of the steering committee, and the Allen letter components as related to ECOE. 10-27-95 Sylvan Hills Junior High Met with Ms. Sue Clark, principal, to discuss the collection and analyzing of data, choosing target areas and selecting target committees. 10-30-95 Baseline Elementary Presented an overview of the ECOE to the entire faculty of Baseline Elementary, and answered questions from the various committee members. 11-10-95 Geyer Springs Elementary Conducted a Technical Review visit. 11-15-95 Jacksonville Jr High -North Participated in Desegregation Monitoring. Jacksonville Jr High -South Participated in Desegregation Monitoring. 11-16-95 Sylvan Hills Elementary Participated in Desegregation Monitoring. 11-17-95 Crestwood Elementary Participated in Desegregation Monitoring. 11-17-95 Pike View Elementary Participated in Desegregation Monitoring. 11-20-95 Central Elementary Participated in Desegregation Monitoring. 11-21-95 Seventh Street Elementary Participated in Desegregation Monitoring. 2 ALICE SIMELTON List of Activities: September 1 - Januarv 11, 1995 Dates School Activity 11-21-95 RedwoodE lementary Participated in Desegregation Monitoring. 11-27-95 Amboy Elementary Participated in Desegregation Monitoring. 11-28-95 Hall High Conducted a Technical Review visit. 11-29-95 Jacksonville High Participated in Desegregation Monitoring. 11-30-95 Park Hill Elementary Participated in Desegregation Monitoring. Indian Hills Elementary Participated in Desegregation Monitoring. 12-1-95 Meadow Park Elementary Participated in Desegregation Monitoring. Glenview Elementarv Participated in Desegregation Monitoring. BOB PAVLOVICH List of Activities: September 1 - December 1, 1995 9-28-95 Cato Elementary Conducted a Technical Review visit. Met with the building principal and steering committee to discuss the mission statement development, data collection, data analysis, survey interpretation, outcome development, equity goals, action development, tirneline, persons responsible for action implementation, staff development and visiting team process. 9-29-95 Harris Elementary Conducted a Technical Review visit. Met with Kirn Hearn and Sandra Fikes (steering committee co-chairs) 10-4-95 LRSD-IRC Met with Ron Looper to discuss staff development needs and staff development programs provided by LRSD, coordination of these needs by Mr. Looper and Mr. Watts, coordination ofECOE through open communications with Mr. Looper and Mr. Watts, and a district meeting with all ECOE steering committee chairperson 3 BOB PAULOVICH List of Activities: September 1 - December 1, 1995 10-5-95 MeadowcliffElementary Assisted David Watts with Technical Review. Met with the steering committee and recommended the following: incorporate equity goals with each outcome, continue to collect archival and achievement data, specify month and year for each action (implementation), specify the person responsible for action implementation, determine a sub-population not meeting appropriate achievement levels, determine acceptable levels of achievement and contact the LRSD staff development office for assistance. 10-9-95 Dunbar Junior High Met with Alice Simelton, John McKinnon and the steering committee and discussed the following: data collection (archival, achievement, and perceptual), data disaggregation, data analysis, outcome development, incorporation of equity goals, timeline (month and day of action implementation), identifying a sub-population of low achieving students, determination of acceptable and unacceptable achievement levels, mission statement development and equity guidelines. 10-10-95 Fuller Elementary Met with John McKinnon, Alice Simelton, David Watts, and staff members (steering committee, assistant principal, Ms. Kelly Whiddon, and principal, Shyrel Rose) and discussed the following: mission statement development, data collection, data analysis, determination by the faculty of acceptable levels of achievement, action development, outcome selection and development, master timeline with the specific individuals responsible, organized abandonment, and research for ideas. 10-12-95 Cloverdale Elementary Assisted David Watts and Alice Simelton with a technical review. 10-20-95 Mabelvale Junior High Met with the steering committee chairperson in response to a request for assistance with improvement plan maintenance. Recommended the following: continue to revise and update the improvement, continue to collect achievement data, continue to collect archival data, select an equity goal for each outcome in the present plan and explained the infusion document. I 1-6-95 Meadow Park Elementary Participated in Desegregation Monitoring. 11-7-95 Lynch Drive Elementary Participated in Desegregation Monitoring, 4 BOB PAVLOVICH List of Activities: September 1 - December 1, 1995 11-10-95 Indian Hills Elementary Participated in Desegregation Monitoring. 11-17-95 Crestwood Elementary Participated in Desegregation Monitoring. 11-20-95 Central Elementary Participated in Desegregation Monitoring. 11-21-95 Seventh Street Elementary Participated in Desegregation Monitoring. 11-22-95 Lakewood Elementary Participated in Desegregation Monitoring. 11-27-95 Amboy Elementarv Participated in Desel(l\"egation Monitoring. JOHN McKINNON List of Activities: September 1 - December 1, 1995 9-5-95 Warren Dupree Elementary Conducted a Technical Assistance visit with steering a committee chair, Kathy Swift. Reviewed the draft of the improvement plan. 9-6-95 PCSSD Participated in a principals' meeting to discuss procedures for schools in ECOE. 9-7-95 Hanis Elementary Met with steering committee co-chairs (Kim Hearns and Sandra Fakes). 9-12-95 Sylvan Hills High Provided technical assistance. Met with steering committee to plan for cycle I. 9-28-95 Cato Elementary Conducted a Technical Review visit. 9-29-95 Sherwood Elementary Provided a review ofECOE process. Conducted Staff Orientation. Hanis Elementary Provided technical assistance. Taylor Elementary Provided technical assistance. 10-5-95 MeadowcliffElementary Conducted a Technical Review visit. 10-9-95 Dunbar Junior High Conducted a Technical Review visit. 10-10-95 Fuller Elementary Conducted a Technical Review visit. 10-11-95 Rockefeller Elementary Conducted a Technical Review visit. 10-23-95 Dupree Elementary Conducted a Technical Review visit. 10-27-95 Hanis Elementary Provided technical assistance to discuss the plans of the Clear School Purpose Target Committee. 11-1-95 Sylvan Hills High Provided technical assistance. Met with entire faculty for presentation on data collection, disaggregation, and analysis. 5 JOHN McKINNON List of Activities: September 1 - December 1, 1995 11-8-95 Mabelvale Elementary Conducted a Technical Review visit. 11-10-95 Geyer Springs Elementary Conducted a Technical Review visit. 11-14-95 Jacksonville Elementary Participated in Desegregation Monitoring. Arnold Drive Elementary Participated in Desegregation Monitoring. 11-16-95 Mills High Participated in Desegregation Monitoring. Fuller Elementary Participated in Desegregation Monitoring. 11-17-95 Robinson High School Participated in Desegregation Monitoring. Robinson Elementary Participated in Desegregation Monitoring. 11-20-95 Central Elementary Participated in Desegregation Monitoring. 11-21-95 7th Street Elementary Participated in Desegregation Monitoring. Redwood Elementary Participated in Desegregation Monitoring. 11-28-95 Hall High Participated in Desegregation Monitoring and conducted a Technical Review visit. 11-29-95 Carver Elementary Participated in Desegregation Monitoring. Scott Elementary Participated in Desegregation Monitoring. 11-30-95 Tolleson Elementary Participated in Desegregation Monitoring. Garland Elementary Participated in Desegregation Monitoring. 12-1-95 Mabelvale Jr. High Participated in Desegregation Monitoring. Mablevale Elementarv Participated in Desegregation Monitoring. DAVID WATTS List of Activities: September 1 - December 1, 1995 9-7-95 Romine Elementary Met with principal and assistant principal to discuss ECOE components of infusion,equity goals, reforming committees, data collection, updating the original COE plan and the status of cycle II schools. Harris Elementary Met with ECOE committee chairs, and conducted a technical review. 9-11-95 LRSD-IRC Met with Ron Looper and developed a tentative plan of progress for the ECOE process. Discussed timelines, staff development requirements, infusion, equity, strategies, technical reviews, and role of the principal. 6 DAVID WATTS List of Activities: September 1 - December 1, 1995 9-12-95 LRSD-IRC Delivered packet and discussed COE guidelines with Ron Looper. 9-18-95 LRSD Met with central office staff, building principals, ECOE steering committee chairs and discussed scan sheets, technical review, Allen letter, infusion, equity goals, team visit overview and tirnelines. 9-21-95 Mabelvale Elementary Met with ECOE committee chairs to discuss data analysis and outcome creation. 10-4-95 Mabelvale Elementary Met with all target committees to discuss progress and make suggestions for the ECOE SIP. 10-5-95 MeadowcliffElementary Met with the principal and ECOE steering committee chairs and conducted a technical review of the rough draft. 10-11-95 Rockefeller Elementary Met with the ECOE steering committee chairs and conducted a technical review of the rough draft. 10-12-95 Cloverdale Elementary Met with all ECOE steering committee chairs and parental representatives. Conducted a technical review of the rough draft. 10-19-95 Southwest Jr. High Met with the High Expectations Target Committee and discussed data analysis and outcome selection. 10-20-95 Mabelvale Jr. High Met with the ECOE chair and principal to discuss updating the original COE plan and infusion of the Allen Letter components. 10-23-95 Warren Dupree Elementary Met with Principal and steering committee chairs and conducted a technical review of the rough draft. Hall High Met with representatives from all target committee. Discussed data analysis, outcome specifics, action specifics, responsibility specifics, timeline, equity, and team visit. 11-2-95 Hall High Met with ECOE steering committee members and discussed expansion of a CPEP program. 11-9-95 Central Office Met with Ron Looper, ECOE contact person, LRSD, to discuss the draft of the master plan/calendar for the LRSD ECOE process. Central Office Met with Dr. Richard Hurley to discuss the state accreditation process. 7 DAVID WATTS List of Activities: September 1 - December 1, 1995 11-10-95 Geyer Springs Elementary Conducted a Technical Review visit of the draft of the ECOE SIP. Held an exit interview with the principal. 11-13-95 LRSD-IRC Met with Ron Looper to discuss the role of various committees in the ECOE process. 11-14-95 Jacksonville Elementary Conducted a monitoring visit. Arnold Drive Elementary Conducted a monitoring visit. 11-16-95 Mills High School Participated in Desegregation Monitoring. Fuller Elementary Participated in Desegregation Monitoring. 11-17-95 Robinson High Participated in Desegregation Monitoring. Robinson Elementary Participated in Desegregation Monitoring. 11-28-95 Hall High Conducted a Technical Review of the ECOE rough draft. A monitoring visit was conducted at the same time. 11-29-95 Carver Elementary Conducted a Technical Review of the ECOE draft. Participated in Desegregation Monitoring. Scott Elementary Participated in Desegregation Monitoring. 11-30-95 Tolleson Elementary Participated in Desegregation Monitoring. Garland Elementary Participated in Desegregation Monitoring. 12-1-95 Mabelvale Jr. High Participated in Desegregation Monitoring. Mabelvale Elementary Participated in Desegregation Monitoring. LRSD Delivered the state accreditation status report to Dr. Hurley for corrections. 8\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1466","title":"Report: ''1995-96 School Racial Balance, Monitoring Report,'' Office of Desegregation Monitoring, United States District Court, Little Rock, Ark.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["2nd Provisional Aero Regiment, United States. 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Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","School integration","School management and organization"],"dcterms_title":["Report: ''1995-96 School Racial Balance, Monitoring Report,'' Office of Desegregation Monitoring, United States District Court, Little Rock, Ark."],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1466"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["reports"],"dcterms_extent":["6 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1661","title":"Court Filings: District Court, depositions of Dr. Ruth Steele and Bobby Lester","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":["Steele, Ruth","Lester, Bobby"],"dc_date":["1996-01-26"],"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","Special districts--Arkansas--Pulaski County","Education--Evaluation","Educational law and legislation","Education--Arkansas","School superintendents","School management and organization","Education--Finance","Little Rock School District","School integration","Educational planning","School districts"],"dcterms_title":["Court Filings: District Court, depositions of Dr. Ruth Steele and Bobby Lester"],"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/1661"],"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":["137 pages"],"dlg_subject_personal":["Steele, Ruth","Lester, Bobby"],"dcterms_subject_fast":null,"fulltext":"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, ET AL. v. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE W. KNIGHT, ET AL. NOTICE OF FILING OF DEPOSITIONS OF DR. RUTH STEELE AND BOBBY LESTER PLAINTIFFS DEFENDANTS INTERVENORS INTERVENORS Little Rock School District, for its Notice of Filing, states: 1. The following documents are being filed and made a part of the record in the above-styled case: (a) Deposition of Dr. Ruth Steele, taken December 8, 1995; (b) Deposition of Bobby Lester, taken December 8, 1995. (:lbomolfoadloy\\lnd\\lnd-pul- Respectfully submitted, Christopher Heller John c. Fendley, Jr. FRIDAY, ELDREDGE \u0026 CLARK 2000 First Commercial Building 400 West Capitol Avenue Little Rock, Arkansas 72201-3493 501/376-2011 Attorneys for LRSD By: CERTIFICATE OF SERVICE served on the following counsel on this zJet1. day of ..,. _____,. ,-/ I certify that a copy of the foregoing pleadinFasbe en 19 tj(, Y Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 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. 3400 Capitol Towers Capitol \u0026 Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell Roachell and Streett First Federal Plaza 401 West Capitol, Suite 504 Little Rock, AR 72201 Ms. Ann Brown Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR 72201 Mr. Timothy G. Gauger Office of the Attorney General 323 Center Street 200 Tower Building Little Rock, AR 72201 (:lbomo\\fcndloy\\lndllnd-pw.- ,. IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION  LITTLE ROCK SCHOOL DISTRICT, et. al. V. No . LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT LORENE JOSHUA, et.al. KATHERINE w. KNIGHT, et.al.  DEPOSITION OF DR. RUTH STEELE TAKEN IN LITTLE ROCK, ARKANSAS FRIDAY, DECEMBER 8, 1995 AT INSTANCE OF DEFENDANTS ********** APPEARANCES ON BEHALF OF THE PLAINTIFF : CHRIS HELLER, ESQ. CLAY FENDLEY, ESQ. Friday, Eldredge and Clark 400 West Capitol AV Little Rock, AR 72201 ON BEHALF OF THE DEFENDANT: M. SAMUEL JONES, ESQ. Wright, Lindsey and Jennings 200 West Capitol AV Little Rock, AR 72201 ********** copy GIBSON-BRANTON REPORTING SERVICE r so 1 , 224-6409 INTERVENORS INTERVENORS CONTENTS APPEARANCES STIPULATIONS WITNESS SWORN EXAMINATION BY MR. JONES COURT REPORTER'S CERTIFICATE GIBSON-BRANTON Rf PORTING SERVICE (SOIJ 224-6409 PAGE 1 3 4 4 27 2  3 STIPULATIONS The deposition of DR. RUTH STEELE, produced, sworn and examined in the offices of Wright, Lindsey and Jennings, 200 West Capitol Avenue, Little Rock, Arkansas, commencing at 10:10 a.m. on Friday, December 8, 1995 in the captioned cause at the instance of the counsel for the Defendants, said deposition being taken according to the terms and provisions of the Federal Rules of Civil Procedure. It is stipulated and agreed that all forms and formalities in the taking, transcribing, forwarding and filing of said deposition are hereby waived by the parties, the right being expressly reserved to object to the testimon of the witness at the time of trial as to responsiveness, competency, relevancy and materiality, other than those with respect to the form of the questions as propounded to the witness . GIBSONBRANTON Rf PORTING SERVICE r so 1 J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 THEREUPON, DR. RUTH STEELE having been called to testify, was duly sworn and testified as follows : EXAMINATION BY MR . JONES : Q A Q Who are you? Ruth Steele. Ruth, help me. Can you give me the dates in which you 4 became the Little Rock superintendent, and the date that you left? A Q A Q In July of 1989 and to June 30, 1992. And I trust Chris has told you why you're here? Yes. Okay. Before I get into the obvious questions, have you had occasion to review anything in writing to help you get ready for the deposition today? A A little bit of the settlement agreement, and some factual information that showed some budget . figures, and things of that nature. Q A Can you be more specific on the latter? I think it was a work-up sheet that was produced by someone at the Pulaski County School District, showing a scenario of M to M payments , and that sort of thing. Q Before you reviewed that recently, had you ever seen it GIBSON-BRANTON REPORTING SERVICE (501 J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 or something like it? A Q No, I had not seen anything like that. Okay. Anything else that you can recall that you reviewed? A Q A Q A No. Any -- did you review anybody's testimony? No. Did Chris or anyone else summarize that for you? He talked a little bit about the - - no, I don't think not about anybody's testimony. Q A Or anybody's position, or anything like that? We just reviewed some general types of ideas, thoughts, 5 comments from -- that Don had made, that Chip had made just to kind of help me to recollect some of the things that were occurring around the time frame that we're talking about . Q What I want to ask you to do -- understanding that we're going to get down to late September of 1989 -- can you capsule for me your recollection of what was still an issue regarding the financial settlement with the state as we entered those hearings before Mr . Mccutcheon in late September of '89? A One of the issues had to do with the methods of funding for the interdistrict schools, and the problems about the actual payments, and how those would be handled. There had been a lot of prior issues over the release o GIBSON-BRANTON Rf PORTING SERVICE (S0IJ 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 - 13 14 15 16 17 18 19 20 21 22 23 24 25 - 6 funds whether or not there was actually an agreement that could be acted upon, based on the problems with the -- that we had with the legislature first approving it, and then the appropriations bill being struck, and then Nap Murphy losing his key, and then the third and final decision from the legislature about the capping the amount of money, and not really agreeing in substance to anything other than a cap, in terms of the money, except for those things which had already been agreed to, like the M to M money, and transportation, and that kind of thing. Q And as the hearings began, do you have a recollection of any issues that were still out there between the parties -particularly the county and Little Rock? A The discussions about the interdistrict schools. That was one of the things discussed. And then the discussion with the -- with Mccutcheon over whether or not there was an executable agreement, it seems to me were -- those were primarily the things that I remember being an issue then. Q Do you remember anything occurring during the course of those hearings that prompted the parties to engage in furthe negotiations? A I remember there was a -- there was a room that we -- several of us were coming in and out. There was an issue over the funding of the interdistrict schools and the poolin of the -- how that would work. And there were some GIBSON-BRANTON REPORTING SERVICE r 50 I J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 - 13 14 15 16 17 18 19 20 21 22 23 24 25 - discussions between Chris and you, and others that you were engaged in some discussion around, around that. And the -- primarily that's what I recall was going on at that particular time. Q Do you recall any specifics at all about pooling -where the term came from, what it meant -- anything like that? 7 A What I understood that it meant was that the money would be -- that would be forthcomi ng from the state in terms of the sending and receiving districts, and the amount that would be contributed, that would be pooled; and that that would be used -- that pooled money would be used for the education of students attending the interdistrict schools. And that's what -- and that the amount that would be spent would be equalized so that no students from either district would be penalized in terms of a per pupil expenditure that would be identified for them as they attended those schools, in the event that two were eventual! established one in Little Rock and one in Pulaski County . Q Do you have any recollection of why pooling came into existence? A It's -- my recollection is that it came into existence because we were attempting to establish, based on the magnet school model, that there would be an equitable, same amount of money that would be spent in the interests of furthering GIBSON-BRANTON REPORTING SERVICE ( 50 I J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 desegregation to those types of schools. That's what I recall. Q- I take it, then, that you do not have any recollection 8 that would involve settling an issue, like who got what part of the funds the state was willing to provide? A Well, the sending district was to receive -- or was to contribute half its table rate. And the host district was to receive the full cost of educating the child, is what I remember about the distribution of the money; and that the $200,000 per year that Pulaski County was going to get for a five - year period would be contributed toward that pool. Q Do you have any recollection of why the county was going to contribute $200,000 a year? A The only thing that I remember is that there were some difference in the amount of money per pupil that the county expended in educating its students, as compared with what Little Rock was spending to educate students; and that that amount of money was perhaps going to be used for that purpos to equalize all of that, as a 'part of that . Q Let me just try kind of a general question . Is there anything else that you can recall being either debated or resolved in that room outside of the court room during the course of those hearings? A There were, as I recall from the discussions, there wer there was agreement as to the fact that the interdistrict GIBSON-BRANTON REPORTING SERVICE r 50 I J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 9 schools would be funded along the same general types of procedures as the magnet schools. There would be a per pupil amount established. There would be equalized funding, which would come from the pool that was generated through funds from Little Rock and from Pulaski County. And that the application of that would be for all of the students that were attending the interdistrict schools, not simply those sent or received; but that that would apply to the total student population in the interdistrict school. And I think that's reflected in the subsequent paragraphs that were added to the September version of the settlement agreement, which I think is dated a day or so after the hearing that we had with Mr. Mccutcheon. Q And I didn't bring the thing with me. But -- is that it, Chris? MR. HELLER: Yeah. BY MR. JONES: Q Ruth, may I just look at that, and identify it, for the record the paragraph that you're referrlng to. A I think they're on pages 11 and 12. They're paragraph '0' and 'P' of the revised agreement. Q Let me just glance at that. After these hearings ended, do you have any recollection of reducing to writing yourself anything that was discussed or agreed to in those negotiatin sessions that took place during the hearings? GIBSON-BRANTON REPORTING SERVICE r 50 I J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 10 A Are you asking if I wrote anything, or if I have any recollection of anyone writing anything? Q A Yes. I don't recall when that was done, or how that was done. I did not write anything. Q Okay. Do you recall if you took any notes during those negotiating sessions? A I probably did because I usually always did . But I don't have any idea where they are. But I'm just sort of a note-taker, so I probably wrote some things down at some point. But I don't have them, as far as I know because I've gone through a lot of files since then. Q That would have been the kind of thing that you would have left at the district, or taken with you -- if you know? A I don't know. I took a lot of things home. And -- but there were just volumes and tons of stuff, as you know. And I have no idea where any of that might be -- probably in my rough notes that I took with me. But I wouldn't have any idea whether I saved them or not. Q After those hearings concluded in September of '89, do you have any recollection of the pooling matter coming to your attention or being anything that you were working on, o directing anyone to work on any time before you left in June of '92? A There were some discussion about that with Chip Jones GIBSON-BRANTON Rf PORTING SERVICE f 50 I J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 - 14 15 16 17 18 19 20 21 22 23 24 25 11 and Herb Cleek. And I did not work directly with that, except to -- my concern was always that you make sure that the students who move from our district to Pulaski County are not shortchanged in terms of any per pupil expenditure that were being spent for them; and that the pattern of funding for the interdistrict schools would be similar to that of the magnet schools, not necessarily in terms of the exact amount, but that there would be an amount identified that would be spent for the students who attended those schools. And my concern was that we would not want our kids to be going to the Pulaski County School District, and receiving less per pupil in any kind of significant way, other than what they had received and would have received had they stayed with us. Q Other than that recollection, do you have any recollection or knowledge of any work or analysis that Mr. Cleek or Mr. Jones may have done, . either during your tenure or thereafter? A I don't recall seeing anything in writing that they produced. Q We can look at some of the language -- the paragraph '0,' page 12 of the agreement, the particular sentence that says, 11The instructional budgets of the interdistrict school will be equalized.\" Let me ask you first, in 1989, if I had GIBSON-BRANTON Rf PORTING SERVICE f 50 I J 224-6409  1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 12 asked you in that room what an instructional budget was, what would you have told me? A I would have told you that that included, to my knowledge, everything except transportation and capital outlay. That's generally what I think the state understood a per pupil expenditure to mean. That would have been instructional costs, excluding generally those two items building buildings and transportation. Q Since we all know that at one time you headed the State Department of Education, could you direct me at all to any document or book, or anything like that, out there that woul use the term 'instructional budget;? A I don't think that that term was used, though I think the term 'per pupil expenditure' was used, which has typically been understood to be synonymous generally with th term 'instructional budget.' And that appears, as I recall, in the document that's produced yearly by the state that compares districts throughout the state in a number of ways. And one of those is on the basis of per pupil expenditure. And I think that that term is defined perhaps in the front o that book, or somewhere. Or it's been generally understood to mean instructional costs, or the cost of educating the child that's spent on a district basis. Q Do you have any idea, then, why the settlement GIBSON-BRANTON REPORTING SERVICE ( 50 I J 224-6409 ]. 2 3 4 5 6 7 8 9 J.0 ]. ]. J.2 J.3 - J.4 J.5 J.6 ]. 7 ]. 8 J.9 20 21. 22 23 24 25  J.3 agreement used the expression 'instructional budget,' rather than 'per pupil expenditure'? A No, I don't know why that term would have been used particularly. I can't really say other than to limit it from capital outlay and transportation, which were of course big issues to the state in terms of not being included in the calculation of that cost. Q One of the things Chris and I have been puzzling over is trying to figure out who wrote this language. Do you know? A No. Q Do you recall being shown it during, or shortly after the conclusion of the hearing? A I don't recall when I saw it first. You know, we went over the settlement agreement several different times, and under several different -- for several different reasons. And I don't really recall the first time that I saw the language. Q Do you recall reviewing it before your board president signed off on it? A I don't recall. Q Do you believe that the language in paragraph '0' is inconsistent with your recollection of what was agreed to an anticipated? A No, I don't think that it's inconsistent with what I agreed to at all. GIBSON-BRANTON REPORTING SERVICE r 50 I J 224-6409 - 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 14 Q Does the term 'operating budget' mean anything to you? A Yes. Q What does that mean? A Well, it means that that's the budget that's used to pay for the day to day operations -- general types of operations -- of the district. It would not include, as I recall -- and again, I'm talking from memory here. It would not include perhaps some fixed categories of funds that woul be set aside for various purposes that would not be considered as part of the day to day operational needs of the district. Q So then, operating budget or operations budget would not be equivalent to per pupil expenditure? A However, I think it's very much included in a per pupil expenditure. Per pupil expenditure would be a part of, I would think, the operating budget of the school district . Q But an operating budget is something that is more inclusive than per pupil expenditure? A It might, but I don't know how to -- I don't recall ho to break down the category exactly. But it might be more tha that. But I don't -- I'd have to give that some thought in terms of what specific categories might be included. I just haven't thought about it in awhile . Q Other than your recollections, have you been asked to give any kind of professional opinions in this hearing? GIBSON-BRANTON REPORTING SERVICE r 50 I J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 15 A No. Q You did review some work sheets that you understand were prepared by someone at the county. Do you have any reaction to those? A The reaction that I had was that the work sheets as I viewed them were not consistent with what I understood to be the intent of paragraphs '0' and 'P' from the September version of the settlement agreement. Q Okay. Chris, I'll need to explore that if you're going to really get into that with Ruth -- if you're going to get into methodology, and all that . MR. HELLER: I did not inten? to get into methodology with Ruth, other than her understanding of what the terms of the settlement agreement meant . I'll probably talk to Don and Chip about the methodology, and whether or not that reflects our position on what the settlement agreement means. But I don't expect to have Ruth work through the work sheets and talk about methodology . BY MR. JONES: Q Then let me just ask her this question. What was it as you reviewed those that seemed to be inconsistent with pooling? A The inconsistency, seems to me was that the calculation did not reflect attention to all of the students in the interdistrict schools, but only those who were M to M GIBSON-BRANTON RE PORTING SERVICE r so 1 J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 16 transfers, so that what you would have would be a situation where an amount of money would be spent on some students that would not be spent on others in the pool. The intent of the pooling, as I understood it, was to make sure that all the students who attended the interdistrict schools, whether M to M transfers or not would be given the same amount per child -- per pupil expenditure per child in those schools . Q Let me ask you this. What's the state of your knowledge about how those interdistrict schools are being funded today , and what has been spent at the schools? A I don't know, because I don't know Apart from the agreement to -- for the sending district and the receiving district, and the amount that's contributed, and the $200,000 per year by Pulaski County, I have to assume that that's par of the issue . So I don't really know exactly how they're being funded at this particular time. Q I want to make sure that I understand your testimony. Let's take Crystal Hill Elementary School . . Do you have any information that any child at Crystal Hill that may from the county is having more or less spent on his or her education there than a child that transferred to Little Rock. A I don't have any information about that. I would have to look at a school budget to see, I suppose, how that would work. GIBSON-BRANTON REPORTING SERVICE (501 J 224-6409 - 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Q If you've got 340 kids from Little Rock there, and 380 kids from the county there, and they're all in the same programs, would you give me a hypothetical about how more might be spent on the county kids versus the Little Rock kids? 17 A Well, the issue, I think has to do with the kids who are there who are not M to M transfers, but who would be attending the school anyway, so that the amount per child would be equalized for all of the kids who are in attendance at the school. And that I think is one of the issues, is that we didn't anticipate in the agreement that there would be a difference in the amount per child in a school so that the pool would be created by virtue of the process of sendin and receiving districts, and the pool of money from Pulaski County. I may not be answering your question. MR. HELLER: Sam, maybe I can help. Ruth's testimony wasn't that the problem might be that different amounts would be spent on Little Rock kids versus Pulaski County kids in a Pulaski County school; but that less might be spent on all the kids in a Pulaski County school versus a Little Rock school. MR. JONES: Yeah, and I thought she said both . That's why I was exploring the form of it. If you will stipulate that's not what she was trying to tell me, I'll ge GIBSON-BRANTON Rf PORTING SERVICE fSOIJ 224-6409 - 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 18 on to something else. MR. HELLER : Well, you can probably ask her that, but that was my understanding of the testimony. THE WITNESS: Yes, that's right. BY MR. JONES: Q So what Chris said is right? You'll have to say, \"yes,\" for the record . A Yes. Q All right . Let's go, then, to comparing any county school, interdistrict, to any Little Rock school , interdistrict. Do you have any information or knowledge that any of the county interdistrict schools are spending less than any one of the Little Rock interdistrict schools? A I don't have information about that. I ' ve not looked at anything that would show any kinds of comparison. Q We introduced quite a few exhibits in the on the first day that we had of the pooling hearing . To your knowledge, with the exceptions of work sheets of the county, have you seen any of those? A Now, when you're talking about the pooling hearing, which one are you referring to? Q Well A Date-wise? Q Well, the one we had a couple of months ago. A So your question is what, again? GIBSON-BRANTON REPORTING SERVICE r 50 I J 224-6409 - 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Q To your knowledge, except for work sheets from the county, have you been shown, or have you seen any of the exhibits that were introduced at that hearing? A No. Q I take, then, you have not seen any correspondence or 19 memoranda that may repose in a file of the Little Rock School District? A No . Q I'll have to ask Chris. Do you anticipate between now and -- when do we go back -- Thursday? MR. HELLER: Thursday. MR. JONES: Showing her any of that? MR. HELLER: Well, as I recall, Sam, none of that correspondence was directed to her. MR. JONES: after she left. MR . HELLER: Oh no, she -- I think it all started I don't anticipate doing that. But if there's something that you want to ask her about correspondence -- MR. JONES: MR. HELLER: Well, I hate to drag it all out. Well, I think beyond the types of things she's testified on here already, there's nothing that correspondence that I would ask her about that is beyon the opinions that she has given so far this morning. [Whereupon parties went off the record.] GIBSON-BRANTON REPORTING SERVICE r so 1 J 224-6409 - 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 [Back on the record.] BY MR. JONES : Q We can go back for a few minutes to the negotiations 20 that were occurring in September of '89, and I want to rule out some things unless some of this jogs your memory . I take it you have no recollection of the county and Little Rock being involved in a scenario where there was two million dollars left that the state was going to provide. And the issue came down to who's going to get what part of that. Let's stop right there. Does any of that ring any bells? A In terms of the discussion that went on at that time about that? Q Yeah. A I don't recall except that it was there. And no, I don't recall any detailed discussions about that at all. Q Do you remember the figure two million dollars being mentioned? Is that a yes? A Yes sorry. Q And this may not be important, but do you remember who on behalf of the Little Rock district agreed to the pooling concept? A I can't recall exactly how that came about. I think there was some. discussion of that with Herb Cleek, with Chip, with the state, with you and Chris. But where the idea GIBSON-BRANTON REPORTING SERVICE (SOIJ 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 - 21 originated in whose head -- I really don't recall. Q Yeah. Right now I'm beyond that and asking you when it was on the table, after it had been discussed, do you recall who on behalf of the Little Rock School District approved it? A No, I don't remember. Q Could it have been someone other than you? A I doubt that anyone on my staff -- I'm certain that if the idea originated from Herb or from James Jennings, or fro Chip, or from all three, that they would have communicated it to me, explained it to me, and that I would have agreed to it. But in terms of anything beyond that, I don't recall. Q I'm just kind of curious. You include both paragraphs '0' and 'P,' as being somehow pertinent to the pooling issue. What does 'P' have to do with it? A It's just one of the ones that got added, that was not in the March agreement. Q Okay. A It really doesn't have any relevance, other than it was just one of the ones that was added that made that document little different from the earlier document. Q I've never gone back and compared them. Do you even have old drafts? MR. HELLER: I've got the March agreement. And I can tell you that the last paragraph in that section in the March agreement was probably 'M,' rededicated millages. GIBSON-BRANTON Rf PORTING SERVICE r 50 I J 224-6409 - 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 MR. JONES: 22 Ah, yes . What I -- I don't think this really matters. But it looks to me like section '0' was probably just added to. It looks like this first part was probably agreement. probably it had to have been in the original MR. HELLER : I don't think so. MR . JONES: Yeah, you're right, because that's wha that was one of my fusses. THE WITNESS: Uh-huh. BY MR . JONES : Q Ruth, I think you touched on this. And you may have answered it fully and I've just forgotten. Do you have any recollection during those hearings -- before those hearings -- of the county taking the position that the receiving district for an M to M student should receive state payments that would be made to the sending district? A What I recall is that the sending district would receive half the table rate. The receiving, _or host district would receive the full cost of educating the child. That's what I remember. Q Well, do you remember the county taking the position that that ought to change? A No. Q Okay. So I take it, then, having no recollection of th county taking that position, that you do not have a GIBSON-BRANTON REPORTING SERVICE (501 J 224-6409 - 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 23 recollection that one of the reasons pooling came about was to resolve that issue? A Well, my recollection about pooling is that it was done to create just simply that -- a pool of money through which spending could be equalized for the students in the interdistrict schools. That was the purpose of it, as I understood it and as I recall it. But I don't remember the county taking a position about that particular part of it . Q Understanding that, do you have any recollection or explanation of why something like section '0' was not in the original agreement? A Well, other than the fact that it hadn't been fully determined how this was going to work at that point. And that was one of the things that, I suppose, we had not come to agreement on fully at that point, or it had been overlooked - - one or the other . Q And I had forgotten this. I guess when we started that process, you were representing the state . And when we ended that process, you were representing Little Rock. A Yeah, things were on kind of a fast track there for awhile. Q Do you have any recollection of any time of instructing Chip Jones to evaluate the settlement agreement with the state for any possible changes to propose? A To negotiate with the state? GIBSON-BRANTON REPORTING SERVICE ( 501 J 224-6409 - 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 24 Q Or to even just think about it, to make a recommendation to do that? A I think that there was some -- some feeling at some point -- and I'm trying to recall the sequence of dates. When we got the approval from the Eighth Circuit -- the final approval -- was it December of '90? Q Right. A That there was some suggestion again, this is very far back in my memory -- that there might be the opportunity to talk about with the parties some changes that might make the plan more workable. And I don't remember issuing Chip a directive to do that. But I remember talking about certainl exploring whatever avenues we could to make sure that we had a workable agreement. I don't recall suggesting any kinds o changes in the agreement with regard to the interdistrict school. Q I understand you're doing consulting-type work these days? A [witness nods head up and down.] Q Just out of curiosity, can you give me some examples of what you're doing and for whom? A I'm primarily working in the area of curriculum development, and in grant writing -- school districts and co-ops -- ranging all the way from early childhood education to professional development, and helping districts write GIBSON-BRANTON REPORTING SERVICE r so 1J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 - 14 15 16 17 18 19 20 21 22 23 24 25 25 curriculum based on the requirements of Act 236. And that's primarily what I've done. Some staff development, and some areas like authentic assessment and dimensions of learning -- things like that. Q I think this happened after you left, but let me ask you anyway. Do you have any recollection of being involved in appointing people to any committees that may have been set up to consider curriculum themes for interdistrict schools? A No. Q Do you have a recollection that that was to be done at some point in time? A I think it -- I think yes, I can say that. I don't recall exactly when or how, but we did that with regard to there was a lot of discussion, for example, with regard to themes in the incentive schools. So it would make sense tha at some point there was some discussion about that with regard to the interdistrict schools. Q I think I asked you if you talked to Chris, or anyone else -- I just want to make sure. I take it you have not discussed the pooling issue with Chip Jones? A No. Q Did Chris ask you to look through anything -- A Wait, let me back up. Do you mean in relationship Q Recently? A No. GIBSON-BRANTON REPORTING SERVICE r 50 I J 224-6409 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Q 26 Has Chris or anyone else asked you to look through your papers to -- to look to see if there is anything about pooling in your papers? A Not that I recall, no. Q And I think I asked you this, and just out of your own curiosity, have you looked through any of  "},{"id":"bcas_bcmss0837_1228","title":"Obligations from the Pulaski County Desegregation Case, Abbreviated Summary, third edition","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":["1996-01-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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' ,. Little Rock School District Obligations from the Pulaski County Desegregation Case Abbreviated Summary Third Edition, January 25, 1996 Little Rock School District Obligations from the Pulaski _County Desegregation Case Summary The attached list is an updated summary of obligations essential to the Little Rock School District in the Pulaski County Desegregation Case. This list is a further revision of two earlier publications. The first edition was published August 4, 1995. The second edition was published August 23, 1995. The list was excerpted from documents relating to the case. Documents reviewed include the Little Rock Desegregation Plan, The Interdistrict Plan, court orders, stipulations, transcripts, exhibits, and monitoring reports to name a few. The first audit of LRSD obligations was completed by attorneys of the Friday, Eldredge \u0026amp; Clark law firm in December 1993. After extensive review by LRSD senior management, the obligations were filed with the U. S. Court, Eastern District of Arkansas. The Program Budget Document (PBD) was then developed to monitor these obligations. To keep the PBD current, an audit of new obligations is done each year. During the first six months of 1995, a study was repeated. All legal documents relating directly to LRSD obligations in the Pulaski County Desegregation Case were reviewed agai~ to verify the accuracy of the original audit. Obligations are defined generally as statements that require action. They include those that are routinely done in a school district. They are included here because they are specifically mentioned in documents relating to this case. This document includes two parts as follows: I. Explanation of Codes for List of Obligations (Figure 1) is an explanation of headings across the top of the obligations list and the meaning of codes found in that column\nand, 2. Pulaski County Desegregation Case Obligations is the list of obligations abbreviated for quick reference. It is a working document. We believe it includes all possible obligations including those from stipulations dating back to 1986. There are 2008 listed. NOTE: Under no circumstances should the abbreviated text of the Pulaski County Desegregation Case Obligations list be considered a complete statement of the obligation. The original legal reference should be read when making decisions about the implementation or meaning of the item. This list is intended/or use as a quick reference. Russ Mo.}!01 .Associo.te Superintendent X5PBDPLIB DOC' Primary Leader is the person primarily responsible for implementation Little Rock School District Explanation of Codes for List of Obligations Secondary Leader is the person who completes the PBD and oversees the implementation Original legal document from which the item comes\nCodes are as follows: CO - Court Order CS - Court Order 8th_ Circuit EX-Exhibit HN - Henderson Plan I - lnterdistrict Plan LR - LRSD Deseg. Plan MC - McClellan Plan MR - Monitoring Report SA - Settlement Agreement ST - Stipulation TR - Transcript Figure 1 ,._ Page number of original legal document from which the item comes Date of the legal document (#)ijijiij~iij [~# } Abbreviated text of the obi igation or recommendation. Refer to legal reference for complete version. LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text \" APIG \u0026amp; F Act. Asst Supts Principals LR 81 4/29/92 Implement Focused Activities APIG \u0026amp; F Act. Asst Supts Principals LR 83 4/29/92 Principal Appoints Activities Coordinator and Steering Staff APIG \u0026amp; F Act . Asst Supts Principals LR 83 4/29/92 Develop Activities Action Plan APIG \u0026amp; F Act . Asst Supts Principals LR 83 4/29/92 Develop Checklist to Monitor Program APIG \u0026amp; F Act. Asst Supts Principals LR 83 4/29/92 Use Checklist to Assist Activities Coordinator APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Provide Means for Area Schools to Reduce Disparity APIG \u0026amp; F Act . Asst Supts Principals LR 85 4/29/92 Identify Grant Review Committee APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Develop Continuation Proposal/Progress Report Format APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Distribute Continuation Proposal/Progress Report Format APIG \u0026amp; F Act . Asst Supts Principals LR 85 4/29/92 Conduct Grant-Writing lnservice APIG \u0026amp; F Act . Asst Supts Principals LR 85 4/29/92 Area Schools Submit Continuation Grants to Review Comm. APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Make Grant Awards APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Submit Schools Progress Reports APIG \u0026amp; F Act. Asst Supts Principals LR 85 4/29/92 Conduct Program Evaluation Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat: Double funding for students attending Incentive Schools Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat : Operate the agreed number of magnet schools Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat : Operate the agreed number of interdistrict schools Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat: Effort to eliminate achievement disparity between races Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat : Appropriate involvement of parents Com. to Dsg. Bd of Directors Supt ca 5 11/14/91 No retreat: Elements of Early Childhood, at least in Incentive Schools Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Create environment encouraging academic and human growth Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Keep Citizens/Staff Informed Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Conduct self evaluations of commitment to deseg. Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Delineate LASO Deseg Mission to Staff \u0026amp; Community . Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Use Deseg Mission to Develop Policies Com. to Dsg . Bd of Directors Supt LR 2 4/29/92 Expect Adm. Staff to Provide Structured Leadership Com. to Dsg. Bd of Directors Supt LR 2 4/29/92 Examine Racial Makeup of Staff Com. to Dsg. Bd of Directors Supt LR 3 4/29/92 Develop Budget Consistent w/Policies Com. to Dsg . Bd of Directors Supt LR 3 4/29/92 Staff Development Deseg. Needs Com. to Dsg . Bd of Directors Supt LR 3 4/29/92 Restructuring to Eliminate Discrimination Com. to Dsg . Bd of Directors Supt LR 2 4/29/92 Improve human relations climate Com. to Dsg. Bd of Directors Supt co 1 7/1/91 Court requires each member of Bd. of Dir. to attend court hearings Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 4-yr-old Transportation Provided to new King School Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Cost of M-M transport . to ADE with ADE option about how to provide Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Provide transport. for extra-curr. act. (Cost to ADEi Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Prorate according to actual use in magnet .\u0026amp; M-Ms cost of other vehicles Page 1 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text \" Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Agreement by Dists. to account separately for magnet \u0026amp; M-M costs - Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Agreement by Dists. to make accounting avail. to ADE at any time --- Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Request resources to provide trans . for even/extended day pgrms --- Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Determine resource requirements -- Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Reduce number of runs from three to two ( 1990-91) --- Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Procure resourses to support two run system Comp Trnspt Mng Sup Serv Dir Transport LR 228 4/29/92 Progress was made in utilization of ECOTRAN MAPNET System Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Student/geographic data loaded in system Comp Trnspt Mng Sup Serv Dir Transport LR 228 4/29/92 Updating the geographic files, with the database Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Cooperative effort w/city and others to ensure accurate geo. info. Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Encode School attend. areas/updated walk zones in map files Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Walk zones encoded into map for bus utilization Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 Review and update Transportation Safety policies Comp Trnspt Mng Sup Serv Dir Transport LR 227 4/29/92 lncorp. Transportation policies into applicable document Comp Trnspt Mng Sup Serv Dir Transport I 5 4/29/92 Create assignment promotion population region tables Comp Trnspt Mng Sup Serv Dir Transport ca 40 12/12/90 Information downloaded from mainframe media format Comp Trnspt Mng Sup Serv Dir Transport co 17 10/24/94 School attendance areas encoded into the geographic tables Desegregation Assoc Supt Asst Supts LR 28 4/29/92 Monitor the Desegregation Plan Desegregation Assoc Supt Asst Supts LR 226 4/29/92 Conduct site visits Desegregation Assoc Supt Asst Supts LR 226 4/29/92 Develop and implement improvement plans Desegregation Assoc Supt Asst Supts LR 226 4/29/92 Monitor implementation of improvement plans Desegregation Assoc Supt Asst Supts LR 226 4/29/92 Identify statutes and regulations that impede desegregation. Desegregation Assoc Supt Dir PRE LR 226 4/29/92 Review Program Budget Documents Desegregation Assoc Supt Dir PRE I 6 4/29/92 Make quarterly reports to the Office of Desegregation Monitoring. Desegregation Assoc Supt Dir PRE I 6 4/29/92 Provide reasonable access to data to eval. succ. of plan for parties Desegregation Assoc Supt Dir SAO co 1 8/2/93 Appoint tri-dist. improvement council Desegregation Assoc Supt Dir SAO co 2 12/16/94 Appoint comm. for specific concerns Desegregation Assoc Supt Dir SAO co 2 12/16/94 Replace Deseg. Facilitator with Director of Student Assignment Eqty Mon Assoc Supt Dir PRE co 1 8/26/93 Submit project management tool to the court each month Eqty Mon Assoc Supt Dir PRE co 1 10/7/93 Submit revised audit Eqty Mon Assoc Supt Dir PRE LR 129 4/29/92 Score, Collect, Store, and Report Test Scores Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Conduct monitoring w/Local Biracial Committees Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Design reporting f9rms Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Select Team Members Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Establish Monitoring Schedule .. Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Conduct Site Visits Page 2 LRSD Office of Desegregation 1/25/96 - - - - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Prepare/Distribute Semi-Annual Monitoring Reports Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Conduct qtr. monitoring visit by District-wide Biracial Committee Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Review monitoring design prior to July 1 each year Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Submit revisions to LRSD Board/Joshua lntervenors by August 15 Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Present unresolved revisions to the Court Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Conduct semester visits using approved monitoring instruments Eqty Mon Assoc Supt Dir PRE LR 224 4/29/92 Prepare Semester Reports for Superintendent Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Distribute Copies of Reports Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Improve Educational Equity in All Schools Eqty Mon Assoc Supt Dir PRE LR 225 4/29/92 Develop and implement corrective strategies Eqty Mon Assoc Supt Dir PRE I 6 4/29/92 Parties to deter. effect. of each dist.'s implement. of plans end of each yr. Eqty Mon Asst Supts Principals LR 30 4/29/92 Appoint School Based Bi-racial Comm. to monitor Eqty Mon Asst Supts Principals LR 30 4/29/92 Dist. Bi-racial Will Monitor Deseg. Efforts Eqty Mon Asst Supts Principals LR 30 4/29/92 Establish Reporting System Eqty Mon Asst Supts Principals LR 30 4/29/92 Provide Staff lnservice on Equity Concerns Eqty Mon Asst Supts Principals LR 30 4/29/92 Provide Prog. to Raise Parental Awareness as mini-seminars at PTA mtg. Eqty Mon Asst Supts Principals LR 30 4/29/92 Monitor School Standards for high quality ed. w/ sch mon. visits Eqty Mon Asst Supts Principals LR 38 4/29/92 Achieve Equity in Class Structure by Grade/Subject Area Eqty Mon Asst Supts Principals LR 38 4/29/92 Review Class Ratios by Subject/Class/Teacher on Semester Basis Eqty Mon Asst Supts Principals LR 38 4/29/92 Address Disparities with Intervention Activities Eqty Mon Asst Supts Principals LR 38 4/29/92 Remove Address Barriers To Equitable Participation of Students Eqty Mon Asst Supts Principals LR 38 4/29/92 Achieve Equity in Teaching Methods Eqty Mon Asst Supts Principals LR 38 4/29/92 Achieve Equity in Student Instructional Practices Eqty Mon Asst Supts Principals LR 38 4/29/92 Review Grade Distribution on Semester Basis . Eqty Mon Asst Supts Principals LR 38 4/29/92 Address Disparities With Intervention Activities Eqty Mon Asst Supts Principals LR 3B 4/29/92 Provide lnservice to Principals/Teachers - Varied Learn. Styles Eqty Mon Asst Supts Principals I 6 4/29/92 Eval. effectiveness of all personnel and programs by Dists. \u0026amp; ADE Eqty Mon Bd of Directors Supt co 1 6/17/93 Court will not tolerate funneling of ODM requests through LRSD centr. off. Eqty Mon Bd of Directors Supt co 1 9/8/93 Request from ODM not to pass through Supt. Eqty Mon Bd of Directors Supt co 1 9/8/93 Provide Payroll Services ODM Eqty Mon Supt Assoc Supt LR 30 4/29/92 Ensure Organizational Structure providing equal opportunity Eqty Mon Supt Assoc Supt LR 30 4/29/92 Review Organizational Structure in schs. \u0026amp; centr. office Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Inform All Students/Patrons of Co-Curricular/Extra-Curr. Activities Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Use Media /Press to Inform Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Send Printed Info to Parents Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Make Clear Public Address System Announcements to Students Page 3 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date .. ~, .Abbreviated Text \" \u0026lt;' ,-, Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Use Community Agencies to Assist with Recruitment Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Staff Recruit Students to Participate Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Staff Contact Students Individually for Involvement Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Staff Should Recruit From Students Who Do Not Normally Participate Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Increase Student Participation, Part. Minority Students Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Profile Student Involvement in Each Club/Activity (disaggregate) Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Remove All Barriers to Equitable Participation Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Provide Dist. Transportation for Extracurricular .. Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Provide Student Access for Uniforms/Equip. Needed at Minimal Cost Ex-Curr. Part. Asst Supts Principals LR 40 4/29/92 Develop/Use School Profiles for Overview of Success/Impact on Stud. Ex-Curr. Part. Asst Supts Principals LR 40 -4/29/92 Profile School By: Grade Dist., Att., Dis.Action, Test Scores, Student lnvol. Ex-Curr. Part. Asst Supts Principals LR 40 4/29/92 Disaggregate Data by Race Ex-Curr. Part. Asst Supts Principals LR 40 4/29/92 Provide Develop./lmplementation of Intervention Strategies Ex-Curr. Part. Asst Supts Principals LR 39 4/29/92 Provide and Encourage Students to Participate - Extracur. Act. Facilities Assoc Supt Dir SAO co 1 3/17/92 Motion to close lsh Incentive School granted. Facilities Assoc Supt Dir Transport I 5 4/29/92 Monitor implementation of recruitment by Biracial comm Facilities Asst Supts Coord New Fut co 1 9/13/93 Court approves substitute language on New Futures Facilities Mng Sup Serv Dir Plant Serv co 1 4/30/93 Motion granted for construction of cafeteria at Chicot Elementary Facilities Mng Sup Serv Dir Plant Serv co 1 4/30/93 Provide data to court prior to approval of Williams construction project Facilities Mng Sup Serv Dir Plant Serv co 1 4/30/93 Account for 1,270 sq ft difference on Fair const. project Facilities Mng Sup Serv Dir Plant Serv I 5 4/29/92 Further school const. must have court approval Facilities Mng Sup Serv Dir Plant Serv co 2 1/22/93 Adjust Omaha Plan for Buildings w/Spec. Needs Facilities Mng Sup Serv Dir Plant Serv co 2, 5, 46 4/5/94 Approval of school const. - Jefferson Facilities Mng Sup Serv Dir Plant Serv TR 193 6/7/94 Request court approval for const. at Jefferson Facilities Mng Sup Serv Dir Plant Serv TR 193 6/7/94 Complete long-range facilities study Facilities Mng Sup Serv Dir Plant Serv co 2, 5,46 4/5/94 Contract w/professional planners for facilities study Facilities Mng Sup Serv Dir Plant Serv co 1 3/31/93 Seek approval of const. projects at Chicot, Jefferson, Williams \u0026amp; Fair. Facilities Mng Sup Serv Dir Plant Serv co 5 2/8/95 Court requires long-range facilities plan Facilities Mng Sup Serv Dir Plant Serv co 6 2/8/95 Involve the community in plan decision-of budget making process Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Do facil. needs assess. on trends in stud. pop., staffing, demog., \u0026amp; AZ Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Distr. goals \u0026amp; Objectives Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Deseg. requirements Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: decision criteria Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: ldent. \u0026amp; analysis of options Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Proposed facilities changes Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Impact of programmatic changes, i.e., middle schs Page 4 LRSD Office of Desegregation 1/25/96 - - - - - - - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: reassignment of students with closings Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Burden of busing Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to consider: Impact of financial stability Facilities Mng Sup Serv Dir Plant Serv co 8 2/8/95 Fae. Study to include: Examination of the buildings used for admin. space. Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Maintain all school facilities for safe/operable condition Facilities Mng Sup Serv Dir Plant Serv co 26 5/1/92 Revise Jr. High Capacity Study Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Process work orders from facilities for repairs Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Review Jr. High capacity prior to start of sch. \u0026amp; make adjustments Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Concrete walks/macadam drives will be in good repair Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Review Jr. High Capacities Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Projects requested/completed/1st Otr-13/9-2nd Otr 32/27 Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Plan New Jr. High Construction Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Involve Parties in Planning for Additional Jr. High Cap. Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29192 Involve Adm. in Jr. High Planning Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Establish Construction Timelines Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Public address/bell systems put in bldgs. if items not repair. Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29192 Projects requested/completed/1st qtr-201 /1 59-2nd qtr 192/177 Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Replace schools w/portable bldgs. with new units or repair Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Projects requested/completed-1st qtr-13/8-2nd qtr 67 /60 Facilities Mng Sup Serv Dir Plant Serv LR 129 4129/92 Incorporate long-term \u0026amp; deseg goals into junior high capacity study Facilities Mng Sup Serv Dir Plant Serv LR 129 4/29/92 Address JHS capacity Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5/92 Repair/replace roof on ea. level of bldg. - Franklin Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5192 Determine feasibility of Garland Remodeling Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5/92 Evaluate Condition of lsh Building Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5/92 Eliminate moisture problem/playground improve- Rightsell- Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5/92 Address Repairs/Remodeling Mitchell Facilities Mng Sup Serv Dir Plant Serv MR 43 6/5192 Install Rockefeller Heat/AC Facilities Mng Sup Serv Dir Plant Serv MR 43 615/92 Complete Repairs/Stephens Facilities Mng Sup Serv Dir Plant Serv MR 43 615/92 Provide Incentive School Landscaping Facilities Mng Sup Serv Dir Plant Serv MR 47 615/92 Make Incentive schools priority in district capital improvement Facilities Mng Sup Serv Dir Plant Serv MR 47 6/5192 Make Incentive schools high priority in capital funding Facilities Mng Sup Serv Dir Plant Serv co 1 3/21191 Constr. proj. approved for Rightsell, Mitchell, Cloverdale Elem/JH, etc. Facilities Mng Sup Serv Dir Plant Serv co 1 9/13/93 Court approves sub. language on J. A. Fair constr. Facilities Mng Sup Serv Dir Plant Serv co 1 9127/93 Demolish Old Stephens and use for community - do not leave vacant Facilities Mng Sup Serv Dir Plant Serv co 1 9/27/93 Court requires LRSD to report to ODM plans for old Stephens's Bldg. Fed. Progs. Asst Supts Principals co 1 3/24/93 Study dist. GPA/Citizenship requiremens Page 5 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text .. Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Submit Application to USDE for Funding Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Be Placed on Mailing List for Grant Applications - - Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Form Grant Devel. Committee --- Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Develop Grant Proposal Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Appoint Grant Development Committee Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Conclude Grant Proposal is Ready for Admission -- Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Provide Grant Proposal to Board for Approval -- Fed. Progs. Supt Dir Fed Progs LR 96 4/29/92 Develop Grants To Enhance Desegregation Fed. Progs. Supt Dir Fed Progs LR 96 4/29/92 Identify Programs/Funding Areas Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Submit Grant Proposal to USDE -- Fed. Progs. Supt Dir Fed Progs LR 97 4/29/92 Pursue federal magnet school grants and funds Finance Mng Sup Serv Mng Finance MR 2 6/5/92 Reinstate individuals listed for 93-94 Finance Mng Sup Serv Mng Finance MR 47 6/5/92 Restore 22.8 FTE music teachers for 93-94 \u0026amp; 7th per. at Henderson Finance Mng Sup Serv Mng Finance co 1 1/4/91 Any changes to budget must be court approved for budget 93-94 Finance Mng Sup Serv Mng Finance co 1 8/4/92 Revise budget so not so dependent on non-recurring revenue sources Finance Mng Sup Serv Mng Finance co 1 11/5/92 Place pooling of M-to-M funds into a central account. Finance Mng Sup Serv Mng Finance co 1 12/30/92 Get feedback and pub. input from budg. process Finance Mng Sup Serv Mng Finance co 1 12/30/92 LRSD reimburse PCSSD $167,113 within 60 days of order -- Finance Mng Sup Serv Mng Finance co 1 7/9/93 LRSD will pay an increase of $52,604.09 in the ODM Budget. -- Finance Mng Sup Serv Mng Finance ca 5 7/12/95 Submit to courts business cases for expenditures above $25,000. Finance Mng Sup Serv Mng Finance TR 115 2/25/94 Identify major adjust. made since 1995-96 propos. budget doc. last month. Finance Mng Sup Serv Mng Finance co 3 3/16/94 ADE \u0026amp; Districts to follow payment procedures Finance Mng Sup Serv Mng Finance co 1 4/8/94 ADE to pay cost of K-1 2 FTE students to host dist. Finance Mng Sup Serv Mng Finance TR 39 4/22/94 Current yr. payments based on previous school year Finance Mng Sup Serv Mng Finance co 1 5/1/95 Host to report M-Ms to ADE on forms provided ~ce Mng Sup Serv Mng Finance co 1 12/27/94 By 1 /17 /95 file w/court copies of magnet application Finance Supt Asst Supt Sec co 2 3/3/95 Do bus. case that considers CO 12/30/92 on 7 per. day at magnets --- Finance Supt Mng Sup Serv co 103 6/15/93 Describe strategy to address funding shortfalls Finance Supt Mng Sup Serv TR 140 2/1/93 Develop Budget Finance Supt Mng Sup Serv TR 144 2/1/93 Allow eval. of adverse effects in approach to budget cuts Finance Supt Mng Sup Serv TR 144 2/1/93 Plan development and submission of Business Cases Finance Supt Mng Sup Serv co 3 3/16/94 Report Current Financial Position Finance Supt Mng Sup Serv co 3 3/17/94 Make Allocations as Approved Finance Supt Mng Sup Serv co 1 2/23/93 Treat ODM budget person like LRSD employee for benefits, etc. Finance Supt Mng Sup Serv co 2 3/3/95 Keep budget cuts away from children and deseg. plan (See CO 12/30/92) Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Implement 4 yr old Program at Incentive Schools Page 6 LRSD Office of Desegregation 1/25/96   LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text .. Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Provide Elem. Prin. Pre-registration lnservice --- Four-Yr-Old Dir Staff Dev Dir Early -Child LR 17 4/29/92 Conduct Pre-registration Media Publicity Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Assign Students -- Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Tag 4-yr-old Students on AS400 --- Four-Yr-Old Dir Staff Dev Dir Early Child LR 11 4/29/92 Recruit \u0026amp; interview teachers/aides Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Obtain Curr. Supplies/Furniture by sending orders to vendors Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Train Teachers/Aides ECE Curriculum thru monthly orient. \u0026amp; inservice Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Conduct Monthly lnservice Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Familiarize Parents w /4-yr-old Program Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Conduct Parent Orientation Mtg. \u0026amp; Conference Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Include 4-yr-old Children in Master Schedule Four-Yr-Old Dir Staff Dev Dir Early Child LR 17 4/29/92 Ensure Key Experiences Occurring in Classroom Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Evaluate 4-yr-old Program Effectiveness Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Administer 4-yr-old Evaluations Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Maintain 4-yr-old Portfolio Assessments Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Analyze Test Data for Soard Report Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Utilize Results for Program Improvement Four-Yr-Old Dir Staff Dev Dir Early Child LR 18 4/29/92 Support Task Force As Avenue for Input Four-Yr-Old Dir Staff Dev Dir Early Child MR 17 6/5/92 Conduct Monthly Task Force Mtgs. Four-Yr-Old Dir Staff Dev Dir Early Child MR 17 6/5/92 Receive Letter of Support from Participating Agencies Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Develop Plan for City-wide ECE Program Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Establish Plan Procedures Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Identify Reps from Agency for Committees Four-Yr-Old Dir Staff Dev Dir Ear.ly Child LR 19 4/29/92 Delineate Committee Goals/Tasks /Timelines Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Initiate City-wide ECE Program Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Conduct Mtgs. to Review Progress of Committees Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Identify Resouces Needed by Committee -- Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Collaborate w /HIPPY, PCSSD, NLRSD, Head Start Four-Yr-Old Dir Staff Dev Dir Early Child LR 7 4/29/92 Schedule Mtgs. of Reps of Various Entities Four-Yr-Old Dir Staff Dev Dir Early Child LR 10 4/29/92 Supv. Meet to Discuss Shared Resources Four-Yr-Old Dir Staff Dev Dir Early Child LR 10 4/29/92 Plan Joint lnservices Four-Yr-Old Dir Staff Dev Dir Early Child LR 10 4/29/92 Review 1st Draft of Comprehensive Plan Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Submit Final Draft to Boards of Directors Four-Yr-Old Dir Staff Dev Dir Early Child LR 19 4/29/92 Plan Joint Parent Involvement Activities Four-Yr-Old Dir Staff Dev Dir Early Child LR 10 4/29/92 Inform Waiting List Parents About Vacancies Four-Yr-Old Dir Staff Dev Dir Early Child LR 10 4/29/92 Conduct SAO/Parent Mtg. Re Kindergarten Assign. Process Page 7 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text Four-Yr-Old Dir Staff Dev Dir Early Child LR 11 4/29/92 Compile List of Graduates -- Four-Yr-Old Dir Staff Dev Dir Early Child LR 11 4/29/92 Compensate tutors with coupons -- - Four-Yr-Old Dir Staff Dev Dir Early Child LR 171 4/29/92 Until further order, this shall be the sched. for placement of 4-yr-old classes Four-Yr-Old Dir Staff Dev Dir Early Child co 1 3/18/93 Offer Four 4-yr-old Classes if lsh Closed Gifted Prog Dir Except Child Dir Gifted LR 59 4/29/92 Share Research/Findings for Program Operation Gifted Prog Dir Except Child Dir Gifted LR 59 4/29/92 Establish Reg. Mtg. Sched. Tri-District Gifted Supv. Gifted Prag Dir Except Child Dir Gifted LR 59 4/29/92 Inform/Involve Other Adm. Staff of Procedures Gifted Prog Dir Except Child Dir Gifted LR 59 4/29/92 Establish Tri-District Model Program Gifted Prag Dir Except Child Dir Gifted LR 59 4/29/92 Participate in UALR Project Promise Gifted Prag Dir Except Child Dir Gifted LR 60 4/29/92 Share Cost of Outside Consultants Gifted Prag Dir Except Child Dir Gifted LR 60 4/29/92 Meet to Discuss Individual Program Needs Gifted Prog Dir Except Child Dir Gifted LR 60 4/29/92 Plan Tri-District lnservices Gifted Prag Dir Except Child Dir Gifted LR 60 4/29/92 Hold Tri-District lnservices Gifted Prag Dir Except Child Dir Gifted LR 61 4/29/92 Train Staff on Scope/Sequence Gifted Prag Dir Except Child Dir Gifted LR 61 4/29/92 Conduct Staff Meetings for New Teachers Gifted Prag Dir Except Child Dir Gifted LR 61 4/29/92 Complete Scope \u0026amp; Sequence Instrument Gifted Prag Dir Except Child Dir Gifted LR 62 4/29/92 Implement Objectives Relating to Plan Gifted Prog Dir Except Child Dir Gifted LR 61 4/29/92 Appoint Tri-District Curr. Committee Gifted Prag Dir Except Child Dir Gifted LR 62 4/29/92 Implement Strategies/Activities to Refine Plan Gifted Prag Supt Mng Sup Serv TR 1 7/6/95 Restore Gifted Coordinator to Budget Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Review policies/% student participation Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Review dist. racial group repres. extracur. activ. Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Appoint comm. to evaluate results of data review Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Recruit students participate in cocurricular act. Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Make staff, parents, aware of student opportun. Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Provide special supports of costs, recruitment Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Reserve slots to ensure proportional participation Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Delete PAL after submission of prg. that can be monitored Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Inform Students of All Opportunities Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Publish Annual Document of Financial Aid, Higher Ed. Opportunities Guid/Cnslng Asst Supts Principals LR 35 4/29/92 Encourage Students to Take Advantage of Opportunities Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Follow-up on Referral Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Make Parents Part. In Ed. by Keeping Them Informed Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Hold Community Ed. Mtg. Each Year During Spring Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Provide Written Info to Parents on Curriculum Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Make Students Aware of Ed./Post Ed. Opportunities - Page 8 LRSD Office of Desegregation 1/25/96 - II II  LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text Guid/Cnslng Asst Supts Principals LR 37 4/29/92 Hold Annual Skills/Employment Fair with Business Community -- Hender. Mag Assoc Supt Dir SAO HN 25 5/1/92 Eliminate position of Deseg. \u0026amp; create Director of Student Assignment Hender. Mag Assoc Supt Dir SAO HN 25 5/1 /92 Seek community involvement in determining New School Sites Hender. Mag Assoc Supt Dir SAO HN 25 5/1/92 Require A/Z Students Submit Magnet Application ---- Hender. Mag Assoc Supt Dir SAO HN 25 5/1/92 Require Non-A/Z Students Complete OERF - Hender. Mag Assoc Supt Dir SAO HN 26 5/1/92 Use Random Selection Process for Non-A/Z Applicants Hender. Mag Assoc Supt Dir SAO HN 26 5/1/92 Require lnterdistrict Students Complete M-M and OERF Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Avail Services to All At Risk Jr. High Students Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Provide Clearly Stated Program Goals/Objectives Hender. Mag Asst Supt Sec Principal Hen HN 4 5/1/92 Provide Comprehensive Description of Program Components Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Establish 7 -period Day Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Describe Selection Criteria for Students/Teachers/Staff Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Hold Mtg. During 2nd Semester to Familiarize New Students Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Principal Meets Prior to 4/23/92 w/Staff re Commitment Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Grant StaffTransfers According to PN Agreement Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Ascertain Future Applicants' Commitment to Magnet Program Hender. Mag Asst Supt Sec Principal Hen HN 26 5/1/92 Ensure Staff Racial Balance Complies w/Deseg Requirements Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Specialist Coordinates Program and Teaches Part-Time Hender. Mag Asst Supt Sec Principal Hen co 28 2/11/92 Identify Students by Grade/Teachers \u0026amp; Staff by Role Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Address Program Implementation/Completion Timelines Hender. Mag Asst Supt Sec Principal Hen co 4 2/11/92 Identify Necessary Resources\nIdentify Costs Hender. Mag Asst Supt Sec Principal Hen co 4 2/11/92 Itemize Necessary Teacher Training (Preparatory \u0026amp; Ongoing) Hender. Mag Asst Supt Sec Principal Hen co 4 2/11 /92 Provide Evaluation Criteria/Timelines Hender. Mag Asst Supt Sec Principal Hen co 4 2/11/92 Anticipate Impact on School Capacity, Facilities, Enrollment Hender. Mag Asst Supt Sec Principal Hen co 3 2/11/92 Identify Community Involvement in Program Development HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Select 14 HIPPY Aides HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Conduct Initial Training Aides/Staff HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Arrange Logistics w/State Regional Office for Training HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Conduct Home Interview /Enroll Families HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Recruit Families HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Send correspondence to Churches to Recruit Families/Aides HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Determine Service of Coordinators HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Identify Families to be Served By Each Coordinator HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Identify \u0026amp; assign families to be serviced by aides HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Organize Instructional Material HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Print Curriculum Material Page 9 LRSD Office of Desegregation 1125196 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Familiarize Aides of Implementation in LRSD --- HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Conduct 3-day Workshop ---- HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Obtain Material for Program - HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Conduct orientation meeting for enrolled families of program HIPPY Dir Staff Dev Dir HIPPY LR 14 4/29/92 Identify and secure meeting sites for groups HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Mail Notification of Meeting Sites HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule Implementation of Curriculum HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule Weekly Home Visits -- HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule Group Meetings/Print Flyers HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule lnservice for Aides HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule Aides Teaching Own Child -- HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Provide Parents w/lnfo to Assist w/Their Children thru workshop --- HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Schedule Workshop Parents/Aides-Mail Materials HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Evaluate Aide Trainees Mid-Point - HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Determine Program Success by conducting survey of parents-printed mat. ~ HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Implement Second Part of HIPPY Curriculum HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Evaluate Aides HIPPY Dir Staff Dev Dir HIPPY LR 15 4/29/92 Obtain speakers \u0026amp; sched lectures to provide parents w/lnfo. for success I-HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Build the Aides' Children Self-Esteem HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Provide Activities w/lnvolvement for Children HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Oranize graduation reception HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Staff Will Organize --- HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Schedule Final Evaluation of Trainees HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Retain Staff in Place HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Begin Implementation of Program HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Maintain Regular Staff HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Identify Secretary HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Assist in Traveling Expense HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Aides Make Home Visit HIPPY Dir Staff Dev Dir HIPPY LR 16 4/29/92 Initiate Home-based and 4-yr-old collaboration in training areas HIPPY Dir Staff Dev Dir HIPPY LR 6 4/29/92 Collaborate Implementation LRSD and PCSSD HIPPY Dir Staff Dev Dir HIPPY LR 6 4/29/92 Develop Written School-Based Guidance Plans Inc Schs Bd of Directors Supt I 4 4/29/92 Operate the incentive schools for at least six years Inc Schs Dir Staff Dev Asst Supt IS LR 150 4/29/92 Initiate planning Inc Schs Dir Staff Dev Asst Supt IS LR 151 4/29/92 Continue Incentive School Program Committee Inc Schs Dir Staff Dev Asst Supt IS LR 151 4/29/92 Restructure committee as council Page 10 LRSD Office of Desegregation 1/2 5196   LRSD Desegregation Case Obligations Subject Pri ld Sec ld De DP Date Abbreviated Text Inc Schs Dir Staff Dev Asst Supt IS LR 151 4/29/92 Place two parents on each incentive school comm. --- --- Inc Schs Dir Staff Dev Asst Supt IS LR 151 4/29/92 Monitor activities related to incentive school program . Inc Schs Dir Staff Dev Asst Supt IS LR 151 4/29/92 Parent Council will report to Board quarterly -- Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Promote/enhance leadership and staff understanding Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Provide an indepth pre-orientation session Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Develop process for developing Incentive School Plan. Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Assist principal in presenting an in-depth pre-orientation Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Assist with orientation session for parents Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Develop Incentive School Plan for each school. --- Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Identify Incentive School Plan teams. --- Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Develop detailed individual Incentive School Plan. Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Review and approve School Plan. Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Develop curriculum specific to the incentive schools. Inc Schs Dir Staff Dev Asst Supt IS LR 165 4/29/92 Identify areas in need of curriculum development. Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Identify teachers for curriculum teams. Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Plan orientation for curriculum development Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Review preliminary draft of revised curriculum Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Develop components for each curriculum area. Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Proof and type Incentive School Curriculum Guides. Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Print Curriculum Guides. Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Provide curriculum guides inservice Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Procure equipment and furniture Inc Schs Dir Staff Dev Asst Supt IS LR 166 4/29/92 Develop bid for equipment and furniture . Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Bid for specific equipment and furniture. ---- Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Order furniture and equipment. Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Ensure adequacy of all equipment and furniture . Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Effect facility modifications Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Review Incentive School Plans with the Sup Svcs Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Identify modifications timeline Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Contract for service as needed/identified in the plans. Inc Schs Dir Staff Dev Asst Supt IS LR 167 4/29/92 Implement the modification plan for the facilities. Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Make final inspection of facilities modification. Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Ensure availability of adequate resources Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Initiate identification of materials and textbooks Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Involve school teams in reviewing the needs Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Identify any materials or textbooks that must be ordered Page 11 LRSD Office of Desegregation 1125196 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De OP Date Abbreviated Text Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Maintain building record of requisitions Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Monitor and approve requisitions as requested --- --- Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Maintain audit for all materials received. - Inc Schs Dir Staff Dev Asst Supt IS LR 168 4/29/92 Cross validate all orders not received . --- Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Select sponsors for each special program Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Complete contracts with extended day employees Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Complete Master Schedule for total school program. Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Review/Revise staff Development Plan for the fall Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Obtain requirements for all special programs. Inc Schs Dir Staff Dev Asst Supt IS LR 169 4/29/92 Pay fee and order all materials for special activity. Inc Schs Dir Staff Dev Asst Supt IS LR 152 4/29/92 Augment academic program Inc Schs Dir Staff Dev Asst Supt IS I 4 4/29/92 Implement the incentive school program Inc Schs Dir Staff Dev Asst Supt IS co 8 10/24/94 Submit by 11 /16/94, a description of the Span. prog. in the incen. sch. Inc Schs Dir Staff Dev Asst Supt IS co 9 10/24/94 Submit by 11 /16/94, a descp.of theme implem. in each incent. sch. Inc Schs Supt Dir Staff Dev I 4 4/29/92 Retain Consultant w/Majority Black Educ. Experience Info. Servs . Supt Dir Info Serv LR 129 4/29/92 Provide support for all school and central office -based functions Info. Servs. Supt Dir Info Serv LR 129 4/29/92 Collect, Store, and Report Dropout Statistics Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Student Achievement Data Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Attendance Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Disciplinary Data Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Collect, Store, and Report Student Assignment Data Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Capacity to respond to District needs as required by District goals Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Maintain adequate computer hardware Info. Servs. Supt Dir Info Serv LR 130 4/29/92 Develop or acquire the software required to support the district lnterdist Schs Assoc Supt Dir SAO LR 147 4/29/92 Consider Applications on Basis of Deseg Requirements Only lnterdist Schs Assoc Supt Dir SAO LR 147 4/29/92 Process Applications During Spring Each Year lnterdist Schs Assoc Supt Dir SAO LR 147 4/29/92 Recruit black students in accordance w/lnterdistrict plan lnterdist Schs Assoc Supt Dir SAO I 4 4/29/92 Develop recruitment plan w/PCSSD for M-to-M transfers lnterdist Schs Assoc Supt Dir SAO I 4 4/29/92 Advertise M-to-M transfers to students lnterdist Schs Assoc Supt Dir SAO I 11 4/29/92 Monitor lnterdistrict Enrollment lnterdist Schs Assoc Supt Dir SAO I 4 4/29/92 Monitor student assign. and enroll. at incentive schools. lnterdist Schs Assoc Supt Dir SAO I 8 4/29/92 lnterdistrict Magnet schs open to students outside Pul. Cty. lnterdist Schs Assoc Supt Dir SAO I 9 4/29/92 Recruitment to lnterdistrict Schools lnterdist Schs Assoc Supt Dir SAO I 9 4/29/92 Transfer Black Students from Romine to Baker lnterdist Schs Assoc Supt Dir SAO TR 80 5/29/92 Target recruitment of black students to interdistrict schs lnterdist Schs Assoc Supt Dir SAO co 1 7/9/93 Allow interdist. sch studs. to attend incentive school for after sch. prog. Page 12 LRSD Office of Desegregation 1125196  LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text lnterdist Schs Assoc Supt Dir SAO LR 147 4/29/92 Form Site Selection Committee for Clinton School lnterdist Schs Assoc Supt Dir SAO LR 147 4/29/92 Request designation of King as Magnet - lnterdist Schs Assoc Supt Dir SAO I 4 4/29/92 Conduct Recruitment --- lnterdist Schs Assoc Supt Dir SAO I 10 4/29/92 Monitor Enrollment lnterdist Schs Assoc Supt Dir SAO I 10 4/29/92 Racially balance student pop. 60%-40% of either race -- lnterdist Schs Assoc Supt Dir SAO I 10 4/29/92 Have early childhood program at Romine lnterdist Schs Assoc Supt Dir SAO TR 39 6/7/94 Hold commnunity mtgs. on theme at Romine prior to 2/24/89 lnterdist Schs Assoc Supt Dir SAO TR 150 6/7/94 New Stephens to be built Pre-K through 6 located near 1-630 lnterdist Schs Assoc Supt Dir SAO TR 192 6/7/94 Tell how white studs. will be recruit. for new Stephens ... lnterdist Schs Asst Supts Principals Inter LR 148 4/29/92 Operate/maintain King lnterdst. School lnterdist Schs Asst Supts Principals Inter LR 148 4/29/92 Establish Program Use Thematic Approach lnterdist Schs Asst Supts Principals Inter LR 147 4/29/92 Operate Romine lnterdist Schs Asst Supts Principals Inter co 5 6/28/94 Approved magnet status for King lnterdist Schs Bd of Directors Supt I 3 4/29/92 Establish six thematic interdistrict schools (3 for LRSD) lnterdist Schs 8d of Directors Supt I 3 4/29/92 Open King lnterdist Schs Bd of Directors Supt I 3 4/29/92 Establish Romine lnterdistrict lnterdist Schs Dir Staff Dev Asst Supt IS co 1 7/9/93 Offer distinctive program worthy of magnet designation at King lnterdist Schs Dir Staff Dev Dir Early Child TR 192 6/9/93 Have early childhood program at New Stephens --- lnterdist Schs Dir Staff Dev Dir Early Child I 10 4/29/92 Est. as Model Acad. Achiev. of Disadvantaged Students lnterdist Schs Mng Sup Serv Dir Plant Serv co 1 6/5/92 Submit plan for new Stephens lnterd. to court with certain criteria lnterdist Schs Mng Sup Serv Dir Plant Serv TR 227 1 /26/94 Build, in addition to the King in the fall of 1993, the Stephens Inter. Sch. lnterdist Schs Mng Sup Serv Dir Transport TR 193 6/9/93 Estab walk zones. in accordance with policy lnterdist Schs Supt Asst Supt B I 8 4/29/92 Get public opinion concerning interdistrict sch. themes lnterdist Schs Supt Asst Supt B I 8 4/29/92 Sched. public meetings to get input on interdistrict sch themes lnterdist Schs Supt Mng Sup Serv SA 12 9/28/89 Equalize interdistrict programs and pool M to M payments IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Provide Adequately Equipped Labs for Students IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Select at least one foreign language for study IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Expand computer labs. IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Make a computer loan program available IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Develop school themes to attract parents into the schools IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Augment Programs to Meet Interest/Needs of Student IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Permit laptop computer checkout IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Survey parents to determine interest for theme selection. IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use the District model as the core curriculum for pre-k thru 6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use Learning to Read Thru Literature as primary reading prog. K-6 .. IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use Basal textbooks to augment classics reading program K-6. Page 13 LRSD-Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date I Abbreviated Text IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Place strong emphasis on critical reading skills grades 4-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Increase motivation/learning with oral expression through reading IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Amplify regular core curriculum if used in incentive schools -- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Expect Lang. Modeling in oral expression, vocab . and usage skills -- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize the study of history from a subject area context IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize introductory concepts in history, geo., and civics K-3 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use Writing to Read as instructional component K-2 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use Writing Across the Curriculum to enhance writing skills IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Use Latin Program to increase vocabulary/word attack skills IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Teach geography through active learning strategies. -- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Include multicultural curriculum in each level of social studies K-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Promote \" living social studies\" Learning strategies/activities K-6 -- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize American and Arkansas History 4-5 1--- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize World History 6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Integrate celebrations/ceremonies into the curriculum IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize use of word or story problems 2-6 --- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Introduce basic concepts in geometry and algebra 2-6 -- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Use manipulatives extensively Pre-K-3 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Use computers to organize and utilize mathematical data 5-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize critical thinking with methodology and results K-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Use hands-on discovery/exploration to learn scientific concepts K-3 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Supplement class and textbook work with practical demonstrations IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize life sciences and physical sciences 4-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Show mastery of concepts with an annual project IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Include information packets with homework assignments IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Include an introduction to basic concepts in music and art --- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Keep content of art and music sequential and cumulative --- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize enjoyment/creation of music, painting, and crafts Pre-K-3 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 155 4/29/92 Emphasize penmanship at each level IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Use total response approach as instructional methodology IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize cultural \u0026amp; historical differences \u0026amp; developments 4-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Reinforce concepts with in-school performances and/or exhibits IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Select at least one foreign Lang for study at each school IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Use \"total physical response\" approach to teaching IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize basic vocabulary, conversation, \u0026amp; culture for 1-6. IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Use a foreign Lang laboratory for instruction Page 14 LRSD Office of Desegregation 1125/96   LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize transcribing and translating foreign Lang --- -1- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Provide experiences/interactions with a native Lang user. --- -- ----- IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize vocabulary, grammar, reading, writing, culture 4-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 154 4/29/92 Emphasize Oral Lang Expression in reading and English/Lang arts IS Acad Prgs Dir Staff Dev Asst Supt IS LR 153 4/29/92 Use Learning Styles Inventories in each incentive school IS Acad Prgs Dir Staff Oev Asst Supt IS LR 153 4/29/92 Develop Parent Home Study Guides IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Include Family Life Education in the total elem. curriculum 1-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Make Nifty Nutrition available for all grades 1-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize \"wellness\" for the young K-6 IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize understanding \u0026amp; respect for the handicapped IS Acad Prgs Dir Staff Dev Asst Supt IS LR 156 4/29/92 Emphasize team sports and lifelong leisure skills K-6 IS Acad Prgs Dir Staff Dev Principal IS MR 39 6/5/92 Keep statistics on the Saturday Programs IS Acad. Act. Dir Staff Dev Asst Supt IS LR 154 4/29/92 Remedial classes will be available during instructional day IS Acad. Act . Dir Staff Dev Asst Supt IS LR 154 4/29/92 Computer generate Formative criterion-referenced tests IS Acad. Act. Dir Staff Dev Asst Supt IS LR 154 4/29/92 Utilize Heterogeneous grouping at each grade level IS Acad. Act . Dir Staff Dev Asst Supt IS LR 154 4/29/92 Effective school model will be operative in incentive schools IS Ext. Day/Wk Dir Staff Dev Asst Supt IS LR 189 4/29/92 Provide compensation to staff. IS Ext. Day/Wk Dir Staff Dev Asst Supt IS LR 189 4/29/92 Compensate teachers/principals who work extra periods IS Ext. Day/Wk Dir Staff Dev Principal IS MR 25 6/5/92 Conduct study to determine most appealing activities IS Ext. Day/Wk Dir Staff Dev Principal IS MR 25 6/5/92 Document volunteer training IS For. Lang. Dir Staff Dev Asst Supt IS LR 153 4/29/92 Operate lang labs with appropriate equipment/materials IS Guid/Cnslng Dir Staff Dev Dir Pup Serv MR 27 6/5/92 Establish scouting membership list IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Make incent. sch. Principals/staff aware of Latin prog. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Present implementation plan proposal to assoc./asst. supts IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Schedule awareness mtg. with Principals of incent. schs. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Develop agenda for Principals' meeting. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Conduct awareness meeting with Principals. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Schedule awareness mtg.-5th/6th grade incent. schs. Tchs. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Conduct awareness mtg. with current 5th and 6th grade Tchs. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Identify 5th/6th grade Tchs. wishing to stay at incent. schs. IS Latin Dir Staff Dev Asst Supt IS LR 162 4/29/92 Recruit and fill vacancies. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Provide inservice to participating Teachers. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Requisition instructional materials. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Conduct above four inservice workshops. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Duplicate copies of above materials. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Schedule two inservice meetings of three hours each. Page 15 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Develop agenda for above two meetings. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Conduct above two meetings IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Contact UALR about offering college course. IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Schedule four two-hour inservice workshops IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Implement elementary Latin Program in 5th/6th grade IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Schedule time for classroom instruction. --- IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Purchase/duplicate/create student materials IS Latin Dir Staff Dev Asst Supt IS LR 163 4/29/92 Incorporate Latin program into district's Lang arts program. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Evaluate the elementary Latin Program. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Monitor classroom activities. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Identify student growth on standardized tests. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Develop student, Teachers, parent assessment survey. - IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Disseminate above surveys. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Compile survey results. IS Latin Dir Staff Dev Asst Supt IS LR 164 4/29/92 Submit final evaluation report to assoc. supts. IS Par lnvolv Dir Staff Dev Asst Supt IS LR 206 4/29/92 Include strategies for incorporating parental involvement IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Design and administer a needs assessment IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Offer opportunites for adult community education IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Establish an lncentivewide Parent Internship IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Recruit parents from the incentive schools for teacher aides IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Establish mentorships between teachers and parents IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Implement the parent internship program IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Establish a parent center in each school IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Provide resources/staff to operate the center IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Train parent to operate the center IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Form comm. composed of parents/school personnel IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Distribution of monthly communications packet IS Par lnvolv Dir Staff Dev Asst Supt IS LR 208 4/29/92 Seek parents' recommendation for resources IS Par lnvolv Dir Staff Dev Asst Supt IS LR 207 4/29/92 Investigate community education classes for parents IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Assist parents to carry out expections of schools IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Offer mini-workshops IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Parents to pick up report cards twice a year IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Provide opportunities for counselors contact with parents IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Demonstrate the use of community resources IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Use parent recogntion as a tool for community involvement IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29192 Recognize parents monthly Page 16 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De OP Date Abbreviated Text IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Recognize community person for school involvement monthly --- IS Par lnvolv Dir Staff Dev Asst Supt IS LR 209 4/29/92 Display parent/community recognition awards - IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Provide school lunch voucher for award winners --- - IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Involve students in selection process of award winners IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Establish approach to communication between home/school IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Identify three key parent communicators IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Teach parents the system for advancing support IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Establish community resource list IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Invite community patrons of pre-school IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Encourage parent attendance at PT A meetings IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Prepare and distribute Parent Handbooks IS Par lnvolv Dir Staff Dev Asst Supt IS LR 210 4/29/92 Require parents to sign homework assignments IS Par lnvolv Dir Staff Dev Asst Supt IS LR 211 4/29/92 Require parents to call school to report absences IS Par lnvolv Dir Staff Dev Asst Supt IS LR 211 4/29/92 Require two or more home visits IS Par lnvolv Dir Staff Dev Asst Supt IS LR 211 4/29/92 Require contractual commitment from parents IS Par lnvolv Dir Staff Dev Asst Supt IS LR 211 4/29/92 Require all parents to sign contract prior to enrollment IS Par lnvolv Dir Staff Dev Asst Supt IS LR 212 4/29/92 Strengthen linkages between home/school IS Par lnvolv Dir Staff Dev Asst Supt IS LR 212 4/29/92 Hold parenting education classes for mothers IS Par lnvolv Dir Staff Dev Asst Supt IS LR 212 4/29/92 Hold evening/Saturday classes to expose chih:Jren to science/math IS Par lnvolv Dir Staff Dev Asst Supt IS LR 212 4/29/92 Use school as community center IS Par lnvolv Dir Staff Dev Asst Supt IS LR 212 4/29/92 Hold workshops to expose students/parents to science/math IS Par lnvolv Dir Staff Dev Asst Supt IS LR 213 4/29/92 Raise trust level between school/community IS Par lnvolv Dir Staff Dev Asst Supt IS LR 213 4/29/92 Provide inservice courses for teachers and school IS Par lnvolv Dir Staff Dev Asst Supt IS LR 213 4/29/92 Develop speakers bureau for community IS Par lnvolv Dir Staff Dev Asst Supt IS LR 213 4/29/92 Develop calendar of events of neighborhood activities IS Par lnvolv Dir Staff Dev Asst Supt IS LR 213 4/29/92 Develop activity places high value on neighborhood pride IS Par lnvolv Dir Staff Dev Asst Supt IS LR 214 4/29/92 Formulate committee develop school improvement IS Par lnvolv Dir Staff Dev Asst Supt IS LR 214 4/29/92 Provide atmosphere where parents are open IS Par lnvolv Dir Staff Dev Asst Supt IS LR 214 4/29/92 Involve more people in decision making IS Par lnvolv Dir Staff Dev Asst Supt IS LR 214 4/29/92 Create sense of ownership through involvement IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Information to community on Incentive school program IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Mail report on Incentive schools to community groups IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Conduct information sessions on pre-registration activities IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Conduct information sessions with special audiences IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Establish Saturday information booths IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Secure special media coverage Page 17 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sac Ld De DP Data Abbreviated Text IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Highlight sheets to elementary parents --- IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Provide telephone hotline -- IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Place highlight sheet in local business --- --- ~-- IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Seek 'Special media coverage State Press/black radio stations IS Par Recruit Dir SAO Coord Recruit LR 215 4/29/92 Brochure for each Incentive school ---- IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Seek Spec. designation from Dept. of Ed to market Incentive sch IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Endorsements from local celebrities IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Hold meetings w/NLRSD/PCSSD M-to-M transfers IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Hire two parent recruiters IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Provide public service announcements for Incentive schools IS Par Recruit Dir SAO Coord Recruit LR 216 '4/29/92 Advertise incentive schools on billboards IS Par Recru it Dir SAO Coord Recruit LR 216 4/29/92 Conduct Media blitz to heighten public awareness IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Produce videocassette recordings for presentation IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Provide brochures for Incentive school distributed in Pul. County IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Open house at Incentive schools IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Provide geographic areas info on Incentive schools IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Conduct small group tours IS Par Recruit Dir SAO Coord Recruit LR 216 4/29/92 Establish Speakers bureau for Incentive school IS Par Recruit Dir SAO Coord Recruit LR 217 4/29/92 Monitor/evaluate recruitment in Incentive schools IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Establish a flexible programming approach IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 189 4/29/92 Provide addt'I compensation for extra periods IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 189 4/29/92 Investigate Community Ed. Classes for Parents IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Allow for team teaching or other effective teaching strategy --- IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Allow stud. to remain in class for extended time periods if needed IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Develop a plan for individualized instruction within a building IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Investigate other areas for possible inclusion. IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Investigate areas for possible plan inclusion. IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Provide permanent Assigned Subs Incentive Schools --- IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Assign Half-time assistant principal IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Establish a uniform policy for students IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 189 4/29/92 Provide Saturday Enrichment Programs IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Standardize dress for Teachers. IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Encourage PT A attendance IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Provide Student Handbooks to each student IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Provide Science Lab at each school IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Provide a computer lab at each school Page 18 LRSD Office of Desegregation 1/25/96 - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Provide a complete playground for PE purposes IS Pol \u0026amp; Proc Dir Staff Dev Asst Supt IS LR 188 4/29/92 Make student handbooks available to every student. --- IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Document visits to each student's home IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Develop a comprehensive long-range strategic plan IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 20 6/5/92 Involve all affected in discipline policy development. IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Define appropriate and inappropr. behavior \u0026amp; consequences IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Publicize policies and procedures IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Insist upon fair and consistent enforcement of discipline policies. IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Provide Teachers training in dealing with disruptive students. IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Collect discipline data and monitor the program IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 23 6/5/92 Maintain records of volunteer participation IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 37 6/5/92 Maintain documentation of all parent meetings and activities IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Routinely record meeting agenda and minutes IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Establish a mechanism to ensure that parents sign homework IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Have contracts ready for parents to sign when they register IS Pol \u0026amp; Proc Dir Staff Dev Principal IS MR 38 6/5/92 Mount recruitment campaign IS Soc Sklls Dir Staff Dev Asst Supt IS LR 156 4/29/92 Prepare students to become independ. thinkers \u0026amp; problem solvers --- IS Soc Sklls Dir Staff Dev Asst Supt IS LR 156 4/29/92 Teach social skills through the core instructional program IS Soc Sklls Dir Staff Dev Asst Supt IS LR 156 4/29/92 Teach values and mores of students' ancestors IS Soc Sklls Dir Staff Dev Asst Supt IS LR 156 4/29/92 Teach Structured self-esteem building lessons in small groups. IS Soc Sklls Dir Staff Dev Asst Supt IS LR 156 4/29/92 Focus on problem-solving, decision-making, peer pressure, etc. IS Soc Sklls Dir Staff Dev Asst Supt IS LR 157 4/29/92 Create program to respond to developmental changes in students IS Soc Sklls Dir Staff Dev Asst Supt IS LR 180 4/29/92 Establish training for peer tutors IS Soc Sklls Dir Staff Dev Asst Supt IS LR 157 4/29/92 Use individuals presentations to provide role models for students IS Soc Sklls Dir Staff Dev Asst Supt IS LR 157 4/29/92 Establish a mentoring program for students. IS Soc Sklls Dir Staff Dev Asst Supt IS LR 175 4/29/92 Increase opport. for services through serv. agency relationships IS Soc Sklls Dir Staff Dev Principal IS MR 29 6/5/92 Coordinate mentor program with VIPS IS Soc Sklls Dir Staff Dev Principal IS MR 29 6/5/92 Record/Maintain documentation on mentors, students, \u0026amp; activities IS Soc Sklls Dir Staff Dev Principal IS MR 29 6/5/92 Identify the staff development needs IS Staff Dev Dir Staff Dev Principal IS co 42 5/1 /92 Develop strategy to meet staff development requirements. IS Staff Dev Dir Staff Dev Principal IS MR 7 6/5/92 Record School Profile staff development data IS Staff Dev Dir Staff Dev Principal IS MR 7 6/5/92 Evaluate classroom utilization of inservice training IS Staff Dev Dir Staff Dev Principal IS MR 8 6/5/92 Evaluate quality, relevance, and adequacy of staff training IS Staff Dev Dir Staff Dev Principal IS MR 8 6/5/92 Promote staff awareness of heterogeneous grouping IS Staff Dev Dir Staff Dev Principal IS MR 11 6/5/92 Ensure all incentive school staff participate TESA. IS Staff Dev Dir Staff Dev Principal IS MR 11 6/5/92 Consider GESA training as part of staff development curriculum. Page 19 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De OP Date Abbreviated Text IS Staff Dev Dir St aff Dev Principal IS MR 11 6/5/92 Emphasize staff training that facilitates active learning at all grades. IS Staff Dev Dir Staff Dev Principal IS MR 14 6/5/92 Emphasize importance of variety in teaching techniques/grouping. - IS Staff Dev Dir Staff Dev Principal IS MR 14 6/5/92 Use a wide range of resources and specialist IS Staff Dev Dir Staff Dev Principal IS MR 14 6/5/92 Establish a summer school program. IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Implement staff development activities ---- ---- IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Identify the staff development needs IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Develop inservice schedule IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Notify staff of inservice dates --- -1- IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Plan details for inservice IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Obtain services of consultants IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Implement fall training cycle . IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Evaluate staff development activity IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Identify the staff development needs IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Develop inservice schedule IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Notify each school staff of proposed inservice dates IS Staff Dev Supt Dir Staff Dev LR 170 4/29/92 Plan details for delivery of inservice IS Staff Dev Supt Dir Staff Dev . LR 199 4/29/92 Promote understanding of Incentive school concept IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Establish a process for developing each Incentive School Plan. IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Assist in presenting an indepth pre-orientation session for staff IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Assist with orientation for parents in the incentive schools. --- IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Develop curriculum specific to incentive schools. IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Identify each area in need of curriculum development. -- IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Identify Teachers for curriculum teams. IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Plan orientation and format for curriculum development. IS Staff Dev Supt Dir Staff Dev LR 199 4/29/92 Review preliminary draft of revised curriculum IS Staff Dev Supt Dir Staff Dev LR 200 4/29/92 Develop additional components for each curriculum area. IS Staff Dev Supt Dir Staff Dev LR 200 4/29/92 Proof and type incentive school curriculum guides. IS Staff Dev Supt Dir Staff Dev LR 200 4/29/92 Print curriculum guides. IS Staff Dev Supt Dir Staff Dev LR 200 4/29/92 Distribute/provide inservice on curriculum guide implementation IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Analyze staff development needs regularly IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Establish a Staff Development Committee IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Collect and review data on needs and interests of student pop. IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Conduct a survey of staff development needs and interests IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Identify staff who have not participated in required inservice IS Staff Dev Supt Dir Staff Dev LR 201 4/29/92 Assess staff members needs on an ongoing basis IS Staff Dev Supt Dir Staff Dev LR 202 4/29/92 Plan staff development experiences on an on-going basis Page 20 LRSD Office of Desegregation 1125196 LRSD Desegregation Case Obligations Subject Pri ld Sec ld De DP Date t Abbreviated Text IS Staff Dev Supt Dir Staff Dev LR 202 4/29/92 Plan a min. of staff development activities for incent. sch. staff IS Staff Dev Supt Dir Staff Dev LR 202 4/29/92 Conduct meetings for planning of staff development --- IS Staff Dev Supt Dir Staff Dev LR 202 4/29/92 Plan staff development activities on an on-going basis IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Implement and evaluate staff development activities. IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Implement Staff Development Committee activities IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Conduct staff development activities. IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Evaluate staff development experiences. IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Implement the Teachers Demonstration Program. IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Establish committee to plan a Teachers Demonstration Program IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Implement the Teachers Demonstration Program. IS Staff Dev Supt Dir Staff Dev LR 203 4/29/92 Monitor the Teachers Demonstration Program IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Implement a Master Teachers Program. IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Establish committee to plan a Master Teachers Program IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Implement Master Teachers Program in each incentive school. IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Maintain a pool of prospective staff members IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Monitor the Master Teachers Programs in each incentive school IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Provide assistance for new Teachers or those having difficulty IS Staff Dev Supt Dir Staff Dev LR 204 4/29/92 Select IRC specialist to provide assistance to incentive schools IS Staffing Dir Staff Dev Asst Supt IS LR 190 4/29/92 Determine staffing needs and promote staff awareness IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Establish District Incentive Schools Staffing Committee IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Identify staffing needs IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Develop Staffing Criteria IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Develop Job Descriptions IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Adver1ise Vacant Positions IS Staffing Dir Staff Dev Asst Supt IS LR 195 4/29/92 Provide an indepth orientation session IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Identify pool of prospective staff and administrators. IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Implement ongoing local and national recruitment IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Maintain files on prospective staff members. IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Select principals and provide orientation and training. IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Review criteria for principal selection IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Begin local and national recruitment IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Select racially balanced interview teams IS Staffing Dir Staff Dev Asst Supt IS LR 196 4/29/92 Preliminary screening/interviews. IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Conduct final interviews. IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Make recommendations to Board. .. IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Provide inservice to acquaint new principals Page 21 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text ' IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Select staff. - ~ IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Select racially balanced interview teams IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Interview applicants. - IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Make staff recommendations for employment to Board. IS Staffing Dir Staff Dev Asst Supt IS LR 197 4/29/92 Issue and explain one-year special contracts. IS Staffing Dir Staff Dev Asst Supt IS LR 198 4/29/92 Review staff employment/ commitment/effectiveness - ~ IS Staffing Dir Staff Dev Asst Supt IS LR 198 4/29/92 Review staff commitment informally - IS Staffing Dir Staff Dev Asst Supt IS LR 198 4/29/92 Monitor staff effectiveness IS Staffing Dir Staff Dev Asst Supt IS LR 194 4/29/92 Provide add'I inservice training prior to the start of school IS Staffing Dir Staff Dev Asst Supt IS LR 194 4/29/92 Incentive school Teachers report back to work 5 days earlier IS Staffing Dir Staff Dev Asst Supt IS LR 194 4/29/92 Provide separate stipends for returning to work ahead of schedule. IS Staffing Dir Staff Dev Asst Supt IS LR 194 4/29/92 Use student teachers from different colleges IS Stud Achv Dir Staff Dev Asst Supt IS LR 158 4/29/92 Use field trips to enhance learning IS Stud Achv Dir Staff Dev Asst Supt IS LR 158 4/29/92 Supplement local field trips with state/national trips IS Stud Achv Dir Staff Dev Asst Supt IS LR 158 4/29/92 Determine choices by school needs/interests IS Stud Achv Dir Staff Dev Asst Supt IS LR 158 4/29/92 Submit Plans to Board/Administration annually IS Stud Achv Dir Staff Dev Asst Supt IS LR 157 4/29/92 Reinforce the core curriculum in Pre-K - Grade 6 IS Stud Achv Dir Staff Dev Asst Supt IS LR 157 4/29/92 Develop programs to improve student achievement IS Stud Achv Dir Staff Dev Asst Supt IS LR 157 4/29/92 Use peer tutors to assist Teachers IS Stud Achv Dir Staff Dev Asst Supt IS LR 157 4/29/92 Use Academic Reinforcement Clubs IS Stud Achv Dir Staff Dev Asst Supt IS LR 157 4/29/92 Use a variety of Special Interest Clubs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 178 4/29/92 Permanently assign substitutes to each incentive school. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 178 4/29/92 Create school site teams IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 178 4/29/92 Rotate team membership on a semester basis IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Offer Special skills programs after school IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Provide supervision of students at the incentive schools. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 179 4/29/92 Offer field trips during extended week programs IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 171 4/29/92 Provide trans to students at the Homework Center IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Establish offerings IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Employ instructional aides for career awareness IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 175 4/29/92 Attendance/behavior guidelines assist studs. \u0026amp; keep them in sch. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Establish training for peer tutors IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 171 4/29/92 Provide transportation for extended day children. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 179 4/29/92 Develop Saturday enrichment programs. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 179 4/29/92 Develop Saturday programs to enhance learning IS Suppt Prgs Dir Staff Dev Asst Supt:IS LR 171 4/29/92 Evaluate hotline/Centers/awareness relationships Page 22 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 171 4/29/92 Provide staff hotlines with teachers on a rotating basis ----- - IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Provide training for Teachers in peer tutoring - IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Use retired Teachers mentors to tutor and sponsor clubs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 172 4/29/92 Implement a career skills development program IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 172 4/29/92 Use a variety of means to create career awareness IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 176 4/29/92 Develop Incentive/recognition programs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 176 4/29/92 Use a variety of methods for recognition IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 185 4/29/92 Work community to supplement school programs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 185 4/29/92 Study access to Camp Pfiefer IS Suppt Prgs Dir .Staff Dev Asst Supt IS LR 185 4/29/92 Work with Campt Pfiefer Dir. to target incentive students IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 185 4/29/92 Work w/community to establish similar programs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Obtain information regarding student academic growth. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Develop valid/reliable monitoring instrument(s) IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Establish training for monitoring teams IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Track attendance/discipline/behavior/achievement. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Monitor quarterly IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Maintan class and school profiles IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Involve parents in the development SEPs IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Develop SEP format IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Involve parents in writing plan IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Include extracurricular activities IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Plan quarterly reports/visits by monitoring team IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Develop reporting format IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Involve staff, patrons in monitoring IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Involve all staff in goal setting IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Evaluate goal achievement IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Randomly select students to participate each year IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Conduct Student \"training\" IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 186 4/29/92 Student generation of questionnaires IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Analyze data IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Generate conclusions IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Report survey results IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Establish computerized data access IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Install computers. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Tie into mainframe. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Write programs for reporting student data Page 23 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Establish School Improvement Teams - IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Include representatives of all school departments IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Rotate team membership by semester - IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Plan for parent/student meetings for input. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Plan for implementation of changes. --- IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Make recommendations for changes. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Implement changes. -- IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 187 4/29/92 Evaluate changes IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 178 4/29/92 Double fund incentive schools IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Mentors provide support IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Provide Homework Centers IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Set homework center schedules to meet students needs. -- IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 180 4/29/92 Provide Homework Hotlines IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 172 4/29/92 Provide appropriate number of supervision aides IS Suppl .Prgs Dir Staff Dev Asst Supt IS LR 172 4/29/92 Develop year round school program IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 181 4/29/92 Arrange Community access/field trips IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 181 4/29192 Visits historical, scientific and cultural events and exhibits IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 173 4/29/92 Bring exhibits and performances to the schools. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 173 4129/92 Visit industrial complexes IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 181 4/29/92 Build a program of community involvement IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 181 4/29/92 Establish Girl/Boy Scout Programs at each school. IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 181 4/29/92 Offer special skills programs after school IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 173 4/29/92 Monitor student if activity finishes early IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 174 4/29/92 Seek assistance to provide services -- IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Provide community services access for all students IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4129/92 Dev. compacts community agencies/universities for student assistance IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4129/92 Establish mentoring program for students to work with role models IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Make parents aware of the options open to their children. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Implement mentoring program IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Place special emphasis on schools recruiting minority students IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Provide students with exper. in testing.listening, \u0026amp; study skills IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Hold home/neighborhood meetings to increase involvement IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Meet at neighborhood sites with small groups of parents IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Meet at homes with groups of parents. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Involve ministers. IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Increase parental involvement Page 24 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Parent assist at schools IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Parents sign homework IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Provide regular communication between school and home IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Encourage parents to provide classroom support IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 183 4/29/92 Establish place for designated meetings IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Establish learning time schedules for extended day. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Schedule weekly extended day programs based on needs IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Improve home/school communication. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Review children's progress regularly IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Send alert and success cards regularly to parents. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 04/29/92 Establish meaningful elementary extracurricular activities IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Give students recognition and leadership opportunities IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Implement individual and group counseling for all students. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Include Peer facilitators IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Provide individual and group counseling. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Teach conflict resolution IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Implement Incentive/recognition programs by 1990-91 IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Create student recognition programs. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Create Good Citizen programs IS Suppl Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Create Community involvement recognition. IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Structure/begin wellness program for students at ea/sch IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Assign Fulltime Nurse IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Conduct Student Screening IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 184 4/29/92 Make presentations to parents on similar topics IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 175 4129192 Provide time out areas IS Suppt Prgs Dir Staff Dev Asst Supt IS LR 175 4/29/92 Parents sign contractual agreement IS Supp! Prgs Dir Staff Dev Asst Supt IS LR 175 4/29/92 Allow Non-Washington attendees access to ext'd act. IS Supp! Prgs Supt Dir Info Serv LR 177 4/29/92 Computerize data access in all incentive schools Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Implement the proposed new elementary library/media prog. Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Hire Consultant, Coard. \u0026amp; Clerical Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Review Recommendation/Outline Program Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Identify Material \u0026amp; Equipment Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Schedule films\\videos as possible Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Develop Procedures, Policies, Curr. Guides Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Supply films/videos per schedule Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Order equip./materals necessary including AV software Page 25 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text\nLibrary Media Tech Supt Dir Media/Tech LR 109 4/29/92 Conduct inservice on curriculum develop for staff Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Hire full-time librarians and full -time clerks for each elem. school - - Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Develop a maint. proposal assuring prompt and efficient repair Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Receive Requests Fall '89 AV Materials Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Notify teachers via librarians of the fall schedule (films/videos) Library Media Tech Supt Dir Media/Tech LR 109 4/29/92 Process new material including cataloging . Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Develop a seven to ten year AV equipment purchase plan Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Order Supplies \u0026amp; Printing Library Media Tech Supt Dir Media/Tech LR 110 4/29/92 Conduct inservice for librarians and library clerks. Library Media Tee~ Supt Dir Media/Tech LR 106 4/29/92 Extend/enrich the basic skills for students varied learning styles Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Library media specialists will plan with teachers for materials Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Library media specialists will plan with staff for reading motivation Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Library media specialists will plan with teachers for library inst. Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Library media specialists will instruct students in literary skills library Media Tech Supt Dir Media/Tech LR 106 4/29/92 Develop Summative Evaluation Instrument Library Media Tech Supt Dir Media/Tech LR 106 4/29/92 3/5 tchs . will consider themselves frequent users Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Provide student access at point of need library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Increased Student Use of Library Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Increase number of tch. plan learn act. involving media activities Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Remove barriers/constraints to the program Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Increased Student Visits to Library Media Ctr. Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Increase vol. of books checked out Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Document number of students visiting library Library Media Tech Supt Dir Media/Tech LR 107 4/29/92 Document number of classes scheduled Library Media Tech Supt Dir Media/Tech LR 108 4/29/92 Annually evaluate multicultural materials Library Media Tech Supt Dir Media/T-ech LR 108 4/29/92 Share recommendations for multicultural materials Library Media Tech Supt Dir Media/Tech LR 108 4/29/92 Establish 92-93 school year as baseline to determine progress. library Media Tech Supt Dir Media/Tech :MR 15 6/5/92 Bring parity of holdings to library resources at incent. schools Library Media Tech Supt Dir Media/Tech MR 15 6/5/92 Increase library capacities Mitchell/Garland M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Court wants detail how the dist. will recruit white students for Stephens M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Court wants to know who will be responsible for recruitment . M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Follow M-M eligibility guidelines M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Blks. in major. at sch. \u0026amp; (dist. 50% +) may go to sch. \u0026amp; dist. where minority M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Whts. in major. at sch. \u0026amp; (dist. 50% +) may go to sch. \u0026amp; dist. where minority M-M Transfers Assoc Supt Dir SAO ST 2 8/26/B6 Hm. dist. to verify good standing or may go on provisional status M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Follow application procedure, limit repeated transfers, \u0026amp; refine placement Page 26 LRSD.Office of Desegregation 1/25196  LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 File studs. application in home dist. by May 1 of preceding yr. M-M Transfers Assoc Supt Dir SAO ST 2 8/26/86 Allow only one transfer per student during any year M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Process home dist. appl. \u0026amp; forward copies to host dist. M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Furnish complete student file with appl. by Home dist. M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Transl. dependent on host 's space in sch., grade, \u0026amp; compliance with ADE --- M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Communicate acceptance to parent M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 May make better place. end of 1st sem. with tests, pert., consultation M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Observe guidelines once M-M accepted by host M-M Transfers Assoc Supt Dir SAO ST 3 8/26/86 Commit. for duration of stud's. vol. part. (1 yr. or grad.) not revocable M-M Transfers Assoc Supt Dir SAO ST 4 8/26/86 Studs. do not have to annually apply once accepted M-M Transfers Assoc Supt Dir SAO ST 4 8/26/86 Studs. expected to follow feeder pattern of assigned school M-M Transfers Assoc Supt Dir SAO ST 4 8/26/86 Host has authority to disc ., suspend, expel with due process M-M Transfers Assoc Supt Dir SAO ST 4 8/26/86 Transfrs. expected to meet same standards as host dist. students M-M Transfers Assoc Supt Dir SAO ST 4 8/26/86 Host must make policies, proced., \u0026amp; expect. available to transfrs M-M Transfers Assoc Supt Dir SAO ST 7 8/26/86 Host must ignore transfer status of stud. when responding to needs M-M Transfers Assoc Supt Dir SAO ST 7 8/26/86 Encourage all M-Ms to participate in all programs M-M Transfers Assoc Supt Dir SAO ST 7 8/26/86 Sp. Ed. transfers allowed based on available services in host dist. M-M Transfers Assoc Supt Dir SAO ST 8 8/26/86 Host can opt. to count or not count M-M for stud. assign. plan MM Transfers Assoc Supt Dir SAO I 11 4/29/92 M-M legally can impact targeted student ratios without any recourse M-M Transfers Assoc Supt Dir SAO TR 241 1/26/94 Depart. from ratios not require dist. to recompose stud. body of affect. sch. M-M Transfers Mng Sup Serv Dir Transport ST 5 8/26/86 Demonstrate Invest. pd. for children before settlement money lost M-M Transfers Mng Sup Serv Mng Finance ST 5 8/26/86 Host to estimate \u0026amp; forward FTE of students to ADE in Sept. M-M Transfers Mng Sup Serv Mng Finance ST 5 8/26/86 ADE to pay monthly with correction in January M-M Transfers Mng Sup Serv Mng Finance ST 6 8/26/86 Host may not count M-M in number of reg. aide stud. number . M-M Transfers Mng Sup Serv Mng Finance ST 6 8/26/86 ADE pays home dist .. 5 of table rate M-M Transfers Mng Sup Serv Mng Finance ST 6 8/26/86 Payment provisions do not apply to magnet schools \u0026amp; programs M-M Transfers Mng Sup Serv Mng Finance ST 6 8/26/86 Agree mt by Parties to finance formula prposed by MRC at 1 /29-3-/87 Hrg. M-M Transfers Mng Sup Serv Mng Finance ST 6 8/26/86 Pay .5 of cost of construction or renovation by ADE M-M Transfers Mng Sup Serv Mng Finance ST 7 8/26/86 Pay customary state aid by ADE M-M Transfers Mng Sup Serv Dir Transport ST 4 8/26/86 Generate new stop network to improve efficiency M-M Transfers Mng Sup Serv Mng Finance ST 5 8/26/86 Update and revise all Transp routes! M-to-M Mag Assoc Supt Dir SAO LR 142 4/29/92 Parties to promote M-M transfers M-to-M Mag Assoc Supt Dir SAO LR 142 4/29/92 lnterdistrict transfers must be done more quickly M-to-M Mag Assoc Supt Dir SAO LR 144 4/29/92 SAO assigns students to Henderson Jr. High Magnet M-to-M Mag Assoc Supt Dir SAO LR 144 4/29/92 SAO assigns students to McClellan High Magnet .. M-to-M Mag Assoc Supt Dir SAO LR 143 4/29/92 Obtain a 60/40 ratio of either race in interdist. magnets Page 27 LRSD Office of Desegregation 1125/96 LRSD Desegregation Case Obligations Subject Prl Ld Sec Ld De DP Date Abbreviated Text M-to-M Mag Assoc Supt Dir SAO LR 143 4/29/92 Assign students to Washington Magnet School by SAO - McClell. Com Sch Asst Supt Sec Principal McCI LR 94 4/29/92 Do written plan for Henderson Mag. in 30 days --- McClell. Com Sch Asst Supt Sec Principal McCI LR 94 4/29/92 Committee will follow planning model --- --- McClell. Com Sch Asst Supt Sec Principal McCI LR 94 4/29/92 Solicit community input throughout the entire process --- McClell. Com Sch Asst Supt Sec Principal McCI LR 94 4/29/92 Program will reflect the community's needs and wishes McClell. Mag Assoc Supt Dir SAO MC 2 5/1 /92 Assign students to Central High Magnet School by SAO --- McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 Assign students to Dunbar Magnet Jr. High by SAO McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 Use Program to Achieve Racial Balance McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 A/Z Students Must Submit Magnet Application McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 Non- A/Z Students Must Submit OERF McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 Use Random Selection Process for Non-A/Z Applicants McClell. Mag Assoc Supt Dir SAO MC 51 5/1/92 lnterdistrict Students Complete M-M and OERF McClell. Mag Assoc Supt Dir SAO MC 60 5/1/92 Consider Applications on Basis of Deseg Requirements McClell. Mag Asst Supt Sec Principal McCI co 3 2/11/92 Committee will report their progress regularly to LASO, ODM,\u0026amp; community ~I.Mag Asst Supt Sec Principal McCI MC 2 5/1/92 Provide Clearly Stated Program Goals/Objectives McClell. Mag Asst Supt Sec Principal McCI co 3 2/11 /92 Increase Academic Achievement/Decrease Disparity in BI/Wh McClell. Mag Asst Supt Sec Principal McCI MC 5 5/1/92 Provide Comprehensive Description of Program Components McClell. Mag Asst Supt Sec Principal McCI MC 5 5/1/92 Interweave Business Courses With Various Subject Areas McClell. Mag Asst Supt Sec Principal McCI co 3 2/11/92 Begin 7-period Day in 1992-93 McClell. Mag Asst Supt Sec Principal McCI MC 51 5/1 /92 Describe and Use Selection Criteria for Students, Teachers, Staff McClell. Mag Asst Supt Sec Principal McCI MC 51 5/1/92 When Declaring Area of Study McClellan Students Also Apply McClell. Mag Asst Supt Sec Principal McCI MC 51 5/1/92 Hold Mtg. During 2nd Semester to Familiarize New Students McClell. Mag Asst Supt Sec Principal McCI MC 52 5/1/92 Familiarize Staff with Goals/Objectives of Program McClell. Mag Asst Supt Sec Principal McCI MC 52 5/1/92 Hold meeting with Prin./Staff prior to 4/23/95 re: committment McClell. Mag Asst Supt Sec Principal McCI MC 52 5/1/92 Grant Staff Transfers According to PN Agreement --- McClell. Mag Asst Supt Sec Principal McCI MC 52 5/1/92 Ascertain Future Candidate's Commitment to Magnet Program McClell. Mag Asst Supt Sec Principal McCI MC 53 5/1/92 Ensure Staff Racial Balance Complies w/Deseg Requirements McClell. Mag Asst Supt Sec Principal McCI MC 55 5/1/92 Identify Students by Grade/Teachers \u0026amp; Staff by Role McClell. Mag Asst Supt Sec Principal McCI MC 56 5/1/92 Provide Program Implementation/Completion Timelines McClell. Mag Asst Supt Sec Principal McCI MC 57 5/1/92 Identify Necessary Resources \u0026amp; Costs McClell. Mag Asst Supt Sec Principal McCI MC 58 5/1/92 Itemize Necessary Teacher Training (Preparatory \u0026amp; Ongoing) McClell. Mag Asst Supt Sec Principal McCI co 3 2/11/92 Provide Formative/Summative Criteria/Timelines Multicult Curr. Asst Supts Principals LR 35 4/29/92 Provide Guidance/Counseling to Address Student Needs Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Obtain Info on Multi-Cultural Courses from Colleges Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Advertise Course Offerings to Staff Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Identify Summer/Fall Course Participants Page 28 LRSD Office of Desegregation 1/25/96 - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date 'if} ,,,1J,. Abbt:evlated Text ,,\n:,:. /,r ,,. :, Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Develop District A/V Resource Catalog Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Review \u0026amp; catalogue A/V materials Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Purchase Addit. A/V Materials from Budget Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Identify Other Resources for A/V Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Revise A/V Catalog for LRSD Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Place Initial Supp. Order for AN Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 66 4/29/92 Plan annual instructional materials fair (Multicultural) Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Plan Fair as Component of Pre-School Conference (more) Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Identify Vendors of Instructional Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Establish Pre-School Cont. Dates/Invite Vendors Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Confirm Fair Participants Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Acquaint Staff w/Fair Plans \u0026amp; relationship to desegregation Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Conduct Media Campaign for Fair Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Host tri-district \"Instructional Materials Fair\" Multicult Curr. Dir Staff Dev Curr Supvs LR 67 4/29/92 Develop Criteria for Textbook Review/Adoption Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Revise Board Policy for Textbook Adoption Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Identify ad hoc Committee to Review Criteria for Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Conduct Staff Devel. Training on Bias in Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Submit Revised Policy to Board Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Adopt Policy on Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Utilize Consultant to Train Staff in avoiding sex \u0026amp; race stereo. in texts Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Make Recommendations to Board on Textbook Adoption Multicult Curr. Dir Staff Dev Curr Supvs LR 68 4/29/92 Develop Pre K-6 Curriculum Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Host 3 Public Mtgs. for Suggestions from Patrons . Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Retain Natl Curr. Dev. Expert - 2-yr. Contract Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Issue Timeline/Checklist for Task Completion Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Develop Expectations for Curr. Comm. Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Identify Curr. Comm. Members per numbers in plan Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Obtain Model Curr. Units Multicult Curr. Dir Staff Dev Curr Supvs LR 69 4/29/92 Conduct Task Completion Monitoring Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Operationalize Curr. Dev. Timeline Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Review Comprehensive Guides Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Type \u0026amp; Print comprehensive guides Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Develop Expect. for Resource Consultant Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Secure 6 Local Resource Consultants Multicult Curr. Dir Staff Dev Curr Supv~ LR 70 4/29/92 lnservice on Teaching Strategies Page 29 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text Multicult Curr. Dir Staff Dev Curr Supvs LR 70 4/29/92 Conduct Elem. Staff lnservice Multicult Curr. Dir Staff Dev Curr Supvs LR 71 4/29/92 Order Materials from Local Bldg. Budgets Multicult Curr. Dir Staff Dev Curr Supvs LR 71 4/29/92 Extend lnservice Through Cluster Mtgs. Multicult Curr. Dir Staff Dev Curr Supvs LR 71 4/29/92 Host 3 Education Mtgs. for Elem. Parents for overview Multicult Curr. Dir Staff Dev Curr Supvs LR 71 4/29/92 Develop Curr. for Gr. 7 -1 2 Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Verify 2nd Year National Experts Contract Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Issue Timeline for 1 989-90 Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Meet to Receive Suggestions Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Develop Expectations for Committee Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Identify secondary curr. com. members per plan numbers Multicult Curr. Dir Staff Dev Curr Supvs LR 72 4/29/92 Obtain Curriculum Units Models Out of LRSD Multicult Curr. Dir Staff Dev Curr Supvs LR 73 4/29/92 Conduct lnservice Sessions Multicult Curr. Dir Staff Dev Curr Supvs LR 73 4/29/92 Develop Expectations for Consultants Multicult Curr. Dir Staff Dev Curr Supvs LR 73 4/29/92 Identify secondary soc. stud., music, \u0026amp; art committees per numbers in plan Multicult Curr. Dir Staff Dev Curr Supvs LR 73 4/29/92 Secure Consultant Services Multicult Curr. Dir Staff Dev Curr Supvs LR 73 4/29/92 Conduct task completion monitoring per timeline Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Operationalize curr. dev. timeline meetings (monthly) Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Review Guide for Content at Grade Level Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Print Guides Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 lnservice Secondary Adm. \u0026amp; Teachers Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Order Materials from Local Bldg. Budgets Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Monitor Use of Curr. Guides Multicult Curr. Dir Staff Dev Curr Supvs LR 74 4/29/92 Provide Staff Dev. Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Negotiate for Consultants to Provide lnservice Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Extend inservice through council mtgs. per named subject areas Multicult Curr. Dir Staff Dev Curr Supvs LR 75 4/29/92 Host 3 education mtgs. for secondary parents Multicult Curr. Dir Staff Dev Curr Supvs LR 75 4/29/92 Access Info to Teachers, Parents, Community Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Share Responsibility for Annual Materials Fair Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Provide Info to Staff on Graduate Courses Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Promote Grad Courses to Staff Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Write Institutions re Need for Grad Courses Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Investigate Strategies for Promotion to Staff Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Meet to Discuss Promotional Seminars Multicult Curr. Dir Staff Dev Curr Supvs LR 76 4/29/92 Enhance Educational Equity Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Share Effective Strategies at Council Mtgs. Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Purchase Science Supplies Page 30 LRSD Office of Desegregation 1125196 - - - - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP D~e . ct .  j, J\n'\"'' I, Abbreviated Text. ,\n.. ,, .. ,t:\n,,. i :\" Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Purchase Math Manipulatives Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Purchase trade books for wholeness of lang. Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Provide lnservice on science, math, and trade books Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Identify teacher needs using performance data Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Submit lnservice Needs to Staff Dev. Multicult Curr. Dir Staff Dev Curr Supvs LR 77 4/29/92 Schedule Teacher lnservice Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Monitor Teachers Use of Strategies Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Incorporate Materials into Program Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Review Appropriate Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Identify Materials to be Purchased at School Level Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Schedule Materials Workshop Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Monitor Use of Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Implement Organizational Practices Multi cult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Provide Teachers with Class Group Training Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Monitor Implementation of Strategies Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Review Placement Criteria Multicult Curr. Dir Staff D\"v Curr Supvs LR 78 4/29/92 Support Prins in monitoring balance of students in higher level courses Multicult Curr. Dir Staff Dev Curr Supvs LR 78 4/29/92 Ensure increased equity through inservice Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Base inservice on sceince, math, \u0026amp; trade books Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Ensure Equity in Use of Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Assess Current Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Identify Deficiencies in Textbooks Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Purchase Replacement Resource Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Provide Training Using Supplemental Materials Multicult Curr. Dir Staff Dev Curr supvs LR 79 4/29/92 Monitor Teacher Implementation of Materials Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Select Text Free of Stereotypes Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Achieve Equity in Special Activities Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Ensure Equitable Student Participation Multicult Curr. Dir Staff Dev Curr Supvs LR 79 4/29/92 Develop Course Area Guides Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Monitor Use of Curriculum Guide Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Maintain Challenging and Relevant Courses Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Review Content/Program Areas Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Assess Course Content for Changes Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Submit New Course Recommendations to A. Supt. Ed. Prog. Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Develop Currilculum Guides Approved Courses Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Provide lnservice on Implementing New Courses Page 31 LRSD Office of Desegregation 1/25196 LRSD Desegregation Case Obligations Subject Pri Ld Sec ld De DP Date Abbreviated Text Multi cult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Conduct Workshops on New Courses -- Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Monitor Course Implementation for Assignment Equity Mulucult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Monitor Staffing Multicult Curr. Dir Staff Dev Curr Supvs LR 64 4/29/92 Develop Speaker's Bureau Multicult Curr. Dir Staff Dev Curr Supvs LR 64 \",/29/92 Review AP Course Placement Criteria Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Monitor Course Enrollment for Equity Multicult Curr. Dir Staff Dev Curr Supvs LR 80 4/29/92 Establish Curriculum Review by 9/30/91 Multicult Curr. Dir Staff Dev Curr Supvs LR 65 4/29/92 Implement Curr. Review/Revision Cycle Multicult Curr. Dir Staff Dev Curr Supvs LR 65 4/29/92 Submit Policy \u0026amp; Goals to Board Multicult Curr. Dir Staff Dev Curr Supvs MR 13 6/5/92 Initiate Procedure to Field-Test New Curriculum Multicult Curr. Dir Staff Dev Curr Supvs MR 13 6/5/92 lmplement4 yr old Program at Selected Schools Multicult Curr. Supt Asst Supts I 7 4/29/92 Form Committee to Review Curriculum Requirements for Tri-Dist. New Futures Supt Coard New Fut MR 13 6/5/92 Establish 2 heterogeneous teams at each grade New Futures Supt Coard New Fut LR 145 4/29/92 Cluster 7th \u0026amp; 8th Grade Students New Futures Supt Coard New Fut LR 145 4/29/92 Provide Youth Specialists for Advocate Work New Futures Supt Coard New Fut LR 145 4/29/92 Establish School Based Social Service At Risk Students New Futures Supt Coard New Fut LR 145 4/29/92 Develop Incentive Programs/Partnerships w/Businesses New Futures Supt Coard New Fut LR 145 4/29/92 Assist Teaching Teams in Developing Incentive Programs New Futures Supt Coard New Fut LR 145 4/29/92 Establish Homework Center \u0026amp; Hotline New Futures Supt Coard New Fut LR 145 4/29/92 Implement Early Morning Tutorials New Futures Supt Coard New Fut LR 145 4/29/92 Develop After School Programming New Futures Supt Coard New Fut LR 145 4/29/92 Implement Saturday Morning Detention New Futures Supt Coard New Fut LR 145 4/29/92 Establish In-School Suspension Program New Futures Supt Coard New Fut TR 81 6/28/94 Court asks the Supt. to set goal with timelines on middle schools Orig Magnets Assoc Supt Coard Recruit I 4 4/29/92 Develop parent involve. support activities for learning process Orig Magnets Assoc Supt Dir SAO I 4 4/29/92 Process Applications During Spring of Each Year Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Anticipate Impact on School Capacity, Facilities, Enrollment Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Permit assignment of students outside Pul.Cty. to select interdistrict schs Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Operate and maintain the original magnet schools Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Monitor student assignments and enrollments Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Follow seating allocation guidelines from Stipulation 2/16/87 Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Make Magnet racial balance target 50-50 Orig Magnets Assoc Supt Dir SAO ST 5 2/16/87 Allocate seats according to formula in Stipulation 2/16/87 for 87-88 Orig Magnets Assoc Supt Dir SAO ST 6 2/16/87 Reserve 25% of total seats to shadow zone (Host Distr.) Orig Magnets Assoc Supt Dir SAO ST 6 2/16/87 Reserve 75% seats in proport. to stud. pop. of ttl. county at org. level Orig Magnets Assoc Supt Dir SAO ST 6 2/16/87 Determine racial balance of seats determ. as in S6.22 above ' Page 32 LRSD Office of Desegregation 1/25/96 - - - - - - LRSD Desegregation Case Obligations Subject Pri Ld Sec Ld De DP Date Abbreviated Text Orig Magnets Assoc Supt Dir SAO ST 6 2/16/87 Allocate Ttl. seats for NLRSD not to exceed 4 75 ( 100 at Parkview) --- Orig Magnets Assoc Supt Dir SAO ST 7 2/16/87 Allocated seats by org. level and not by school Orig Magnets Assoc Supt Dir SAO ST 7 2/16/87 MRC may approve exception if overage for dist., --- Orig Magnets Assoc Supt Dir SAO ST 7 2/16/87 Est. open enrol. polcy \u0026amp; deter. how stud. sel.\nnot prohib geo. prf. by Dists. Orig Magnets Assoc Supt Dir SAO ST 8 2/16/87 Fill unfilled seats by other districts to avoid vacant seats Orig Magnets Dir SAO Coord Recruit I 4 4/29/92 Conduct appropriate recruitment strategies Orig Magnets Dir SAO Coord Recruit I 4 4/29/92 Conduct Parkview recruiting campaign Orig Magnets Dir SAO Coord Recruit I 4 4/29/92 PCSSD/NLRSD/LRSD engage in recruit. efforts magnet sch -- -Orig Magnets Dir SAO Dir SAO I 4 4/29/92 Strategic recruitment reports should contain cost info Orig Magnets Mng Sup Serv Dir Transport ST 4 2/16/87 Dist. is bound to keep pledge to double fund incent. school Orig Magnets Mng Sup Serv Dir Transport ST 4 2/16/87 Continue double fund. after six yrs. if inc. schs. over 80% black Orig Magnets Mng Sup Serv Dir Transport ST 4 2/16/87 Restore certain cuts to 92-93 budget Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Pay .5 of cost of educ. students at orig. magnets by ADE Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Dist. not filling seat req . to pay host debt serv., if seat not filled by others Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Provide separate accounting \u0026amp; budgeting to MRC by host Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Magnet students may not count for M-M incentive money Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Entire costs of magnet \u0026amp; M-M trnfrs. including extra-curr. payed by ADE Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Use cost-effective measures by Distr. Orig Magnets Mng Sup Serv Mng Finance ST 6 2/16/87 Dist. may not use inter. trans. plan to seek new buses for other use Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Add cost of new, full-size buses to fleet costs \u0026amp; apply pro rat a basis Orig Magnets Mng Sup Serv Mng Finance ST 3 2/16/87 Inter. Trans. Plan adm. by lnterdistrict Transportation Authority (ITAi Orig Magnets Mng Sup Serv Mng Finance ST 4 2/16/87 Composed ITA of rep. from each dist. \u0026amp; ADE Orig Magnets Mng Sup Serv Mng Finance ST 4 2/16/87 Conflict to be resolved by U. S. Magistrate as Spec. Mstr. for Court Orig Magnets Mng Sup Serv Dir SAO I 5 4/29/92 Schs. in lower socio-econ. areas shall receive equal attention \u0026amp; resources Orig Magnets Mng Sup Serv Mng Finance ST 4 2/16/87 Nothing prohibits students choosing bus ride longer than 45 minutes Orig Magnets Mng Sup Serv Mng Finance ST 4 2/16/87 Black studs. not only children required to be bused for deseg. purposes Orig Magnets Mng Sup Serv Mng Finance ST 4 2/16/87 File business case which explains the money on transportation. Orig Magnets Supt Assoc Supt co 2 2/2/95 LRSD must consult with the MRC prior to making decisions on magnets Orig Magnets Supt Asst Supt B ST 1 2/16/87 Open Carver - Basic Skills \u0026amp; Math-Science Magnet (K -6) Orig Magnets Supt Asst Supt B ST 1 2/16/87 Open Williams - Basic Skills Magnet (K-6) Orig Magnets Supt Asst Supt B ST 1 2/16/87 Open Booker - Arts (K-6) Orig Magnets Supt Asst Supt B ST 1 2/16/87 Open Gibbs - Foreign Lang. \u0026amp; International Studies Magnet (K-6) Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Curriculum must reflect theme of the magnet Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Host to provide implemt. timeline to MRC, parties, \u0026amp; Court Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Participation of all students fully in magnet courses .. Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 All orig. magnet schools must/ will have strong academic oriented curr. Page 33 LRSD Office of Desegregation 1/25/96 LRSD Desegregation Case Obligations Sub)ect Prl Ld Sec Ld De DP Date Abbreviated Text Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Expans. or new magnets beginning in 88-89 to comply with CO 9/3/86 Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Appl. for new mags. presnt. to MRC before sch. year prior to implemt. Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Implement under conditions of Stipulation 2/16/87 Orig Magnets Supt Asst Supt Mag ST 2 2/16/87 Follow implementation guidelines of Stipulation 2/16/86 Orig Magnets Supt Asst Supt Mag ST 8 2/16/87 Appt. person for principal resp. to dev. \u0026amp; oversee magnet prog. by Host Orig Magnets Supt Asst Supt Sec ST 1 2/16/87 Open Mann - Math-Sciences \u0026amp; Arts Magnet Orig Magnets Supt Asst Supt Sec ST 1 2/16/87 Open Parkview - Arts \u0026amp; Performing Arts Magnet Orig Magnets Supt Asst Supts ST 1 2/16/87 Open stipulation magnet schools Orig Magnets Supt Mng Sup Serv SA 3 9/28/89 Maintain $3, 100/pupil operation. chrge for mag. studs. til chngd . by MRC Orig Magnets Supt Mng Sup Serv SA 4 9/28/89 LRSD contrib. towards the costs of 6 magnet schools (CO 2/27 /87) Parent Involve. Assoc Supt Coord Recruit MR 5 6/5/92 Involve parents in learning prog. to utilize APPLE/etc Parent\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 Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_p15728coll1_43080","title":"ACORN protests.","collection_id":"bcas_p15728coll1","collection_title":"Butler Center for Arkansas Studies Photographs Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Arkansas, 34.75037, -92.50044"],"dcterms_creator":null,"dc_date":["1996"],"dcterms_description":["This project was supported in part by a Humanities Collections and Reference Resources Implementation Grant from the National Endowment for the Humanities."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"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":["Association of Community Organizations for Reform Now (ACORN) records (BC.MSS.07.02)||Acorn Project; Arkansas African Americans"],"dcterms_subject":["ACORN (Arkansas)","Politics and government","Crowds","Persons","Demonstrations","Political posters","Civil rights","Activists"],"dcterms_title":["ACORN protests."],"dcterms_type":["StillImage"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/p15728coll1/id/43080"],"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":["photographic prints"],"dcterms_extent":["3 1/2 x 5, color"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons","title":"Alabama history education materials","collection_id":null,"collection_title":null,"dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1996"],"dcterms_description":["The Alabama History Education Materials Collection features instructional activities and lesson plans that were created from the collections of the Alabama Department of Archives and History. The materials in this collection cover topics in Alabama History from the First Alabamians to the modern Civil Rights Movement and more. These materials are downloadable, printable, and free to use."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--United States--Alabama","Lesson planning--United States--Alabama","Education--United States--Alabama"],"dcterms_title":["Alabama history education materials"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/landingpage/collection/lessons"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"umc_awr_50493","title":"Annual Convention, 87th","collection_id":"umc_awr","collection_title":"Advancing Workers’ Rights in the American South","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":null,"dc_date":["1996"],"dcterms_description":["Folder of materials from the \"National Association for the Advancement of Colored People, 1956-1999\" series from the AFL-CIO Civil Rights Department records"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-NC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Labor movement","Civil rights"],"dcterms_title":["Annual Convention, 87th"],"dcterms_type":["Text"],"dcterms_provenance":["University of Maryland, College Park. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hdl.handle.net/1903.1/50493"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["records (documents)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_10","title":"Arkansas Department of Education (ADE) funding","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. Department of Education","Education--Finance"],"dcterms_title":["Arkansas Department of Education (ADE) funding"],"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/10"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_8","title":"Arkansas Department of Education's (ADE's) Project Management Tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118"],"dcterms_creator":["Arkansas. Department of Education"],"dc_date":["1996-01","1996-02","1996-03","1996-04"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Education--Arkansas","Little Rock (Ark.). Office of Desegregation Monitoring","School integration--Arkansas","Arkansas. 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Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eArkansas. Department of Education\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n\n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"aarl_andrewyoung-oh_aarl-young-0362","title":"Audio Recording of the First Congregational Church Announcing Restoration Campaign with Andrew J. Young and Sermon for Valentines Day, 1996","collection_id":"aarl_andrewyoung-oh","collection_title":"Andrew J. 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Young and Sermon for Valentines Day, 1996"],"dcterms_type":["Sound"],"dcterms_provenance":["Auburn Avenue Research Library on African-American Culture and History"],"edm_is_shown_by":["https://archive.org/details/aarl-young-0362"],"edm_is_shown_at":["https://dlg.usg.edu/record/aarl_andrewyoung-oh_aarl-young-0362"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["sound recordings"],"dcterms_extent":null,"dlg_subject_personal":["Young, Andrew, 1932-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1007","title":"\"A Vision for the Future Little Rock School District Proposed Strategic Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1996/2001"],"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 (Ark.)--History--21st Century","Education--Arkansas","Educational planning","Education--Standards","School improvement programs"],"dcterms_title":["\"A Vision for the Future Little Rock School District Proposed Strategic Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1007"],"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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nA Vision For The Future Little Rock School District Proposed Strategic Plan 1996-2001 A mission statement is a broad statement of the unique purpose for . which the district exists and the specific function it performs. Mission Statement The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive contributing citizens. This is a~complished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. 1 Beliefs are a statement of the district's fundamental convictions, values, and character. Beliefs We believe ....  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Educated and involved citizens are necessary to sustain the health of a democracy.  Accepting and utilizing cultural and racial diversity enrich and strengthen the community.  Education can enhance every aspect of a person's life.  With every right comes a responsibility.  Actions speak louder than words.  Self-worth allows each individual to aspire to excellence and develop his/her unique capabilities.  Every individual is responsible for contributing to the general welfare of the community. 2 Objectives are an expression of the district's desired, measurable end results of student success, performance and/or achievement. Objectives  By the year 2001, average student performance for every identified sub group (race, gender) will be at or above the 75th percentile as measured by standardized tests.  No later than the year 2001, no fewer than 9 out of 10 students will meet or exceed LRSD standards of per ormance identified in the core curriculum.  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. 3 Strategies are the means by which the district can accomplish its objectives. Strategies  In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards.  We will develop the means to successfully implement or modify the Desegregation Plan in order to achieve unitary status as well as the objectives in the Strategic Plan.  We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving district standards in the core curriculum.  We will design and implement internal and external communication plans to improve public trust and community support.  We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with our students' learning. 4 Strategies (Continued)  We will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our inission and objectives.  We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan.  We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age.  We will develop and implement plans to establish financial stability and achieve the strategic objectives of the district.  We will develop and implement plans to restore public confidence in the safety and security of our schools.  We will integrate appropriate technology to help achieve our objectives, as well as effectively operate the district.  We will redesign our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan. (No action team necessary, due to dependency on the other strategies.) 5 Parameters are the guiding principals that establish the framework within which the district will accomplish its mission. Parameters *  No new program or service will be accepted unless it is consistent with the Strategic Plan, benefits clearly exceed costs, and provisions are made for staff development and program evaluation.  No program or service will be retained unless benefits continue to exceed cost and it continues to make an optimal contribution to the mission.  School-based decision making will always be consistent with the Strategic Plan as well as the Desegregation Plan.  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee. * Contractual items will be subject to negotiation. 6 In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. Strategy 1 Action Plan Year Year Year 1 2/3 4/5 X 1. Adopt a definition for content standards in the Little Rock School District. X 2. Adopt a definition for performance standards in the Little Rock School District. X 3. Submit the components of performance standard sets in the Little Rock School District. X X 4. Develop performance standards for the Little Rock School District X 5. Adopt a definition for delivery standards in the Little Rock School District. X 6. Adopt components of delivery standard sets in the Little Rock School District. X 7. Develop delivery standards for the Little Rock School District X X 8. Develop a trainer-of-trainers model for the Little Rock School District to use to train all appropriate human resources on how to implement and achieve the standards. 7 We will develop the means to successfully implement or modify the . Desegregation Plan in order to achieve unitary status as well as the objectives in the Strategic Plan. Strategy 2 Action Plan Year Year Year 1 2/3 4/5 X 1. Identification of LRSD desegregation plan obligations. X 2. Determine plan requirements/ obligations which are not feasible or educationally sound. X 3. Establish a timetable and plan for complying with all feasible obligations. X 4. Seek joint plan modifications and recognition of completed obligations through consultation with ODM, Joshua Intervenors, Knight Intervenors, all for the purpose of enabling the LRSD to achieve goals and objectives. X 5. Declare intention to cooperate with and establish working relationships with Joshua Intervenors, Knight Intervenors, and ODM. 8 We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving district standards in the core curriculum. Strategy 3 Action Plan Year Year Year 1 2/3 4/5 X 1. Adopt a policy statement providing for intervention as an operative and vital part of elementary school instruction. X 2. Expand com prehensive Reading Recovery /Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills. X 3. Develop an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3. X 4. Promotes school-wide reform and ensures access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. X 5. Implement middle school programming to provide a developmentally appropriate educational environment for the academic success of adolescents. X 6. Redesign the delivery system at the alternative learning center to improve academic skills and to address the social, emotional, and behavioral needs of the students. 9 Strategy 3 Action Plan (Conhnutd) X 7. Train requesting teachers in the Math/Science crusade (K-12) to better implement the Goal 2000 plan and give them the background for following the guidelines set forth by the NCTM (National Council of Teachers of Mathematics) and the related science organization. X 8. Provide extended day academic programming for students at risk of failing and in need of extra assistance in core subjects. X 9. Implement a three week summer program for identified at risk students in the middle level grades in order to provide an on-going three year experience in science and math. 10 We will design and implement internal and external communication plans to improve public trust and community support. Strategy 4 Action Plan Year Year Year 1 2/3 4/5 X 1. Communicate key issues with consistency to our audiences. X 2. Increase credibility with teachers, principals, and members of the district's staff through more timely and accurate information flow to and from LRSD's central administration. X 3. Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. X 4. Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the district, with regard to the quality of education received by all children within the LRSD' s schools. X 5. Shift focus away from the district back to its individual schools (as well as to their students and teachers). X 6. Create a system that ensures a constant flow of \"success stories\" from the individual LRSD schools into the District's Office of Communications for release to the public. X 7. Create positive spokespersons out of parents, teachers and other influential members of the community. 11 Strategy 4 Action Plan (Conhnutd) X 8. Improve the existing system that was designed to direct the media toward the appropriate information source within the District 12 We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with our students' learning. Strategy 5 Action Plan Year Year Year 1 2/3 4/5 X 1. Expand the role of Partners in Education to include the development of business and community partner coalitions with neighborhood school emphasis in an effort to expand resources which address external issues interfering with students' learning. X 2. Improved opportunities for young people to develop positive interactions with adults who are mentors. X 3. Increase the level of grant funding available to the LRSD to utilize in partnerships with community agencies and organizations to address external issues that interfere with students' learning. X 4. Design and develop a joint working agreement with LRSD and community agencies and organizations that ensures availability of and access to comprehensive support services for all LRSD students. 13 We will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives. Strategy 6 Action Plan Year Year Year 1 2/3 4/5 X 1. Develop job descriptions that are consistent and specific. X 2. Design recruitment/ entrance standards to attract superior personnel who excel academically or otherwise in their major fields of study, experience, or interest X 3. Develop a fair, equitable compensation system for all employees that is objective, fairly administered and tied to the performance of the school. X 4. To maximize student-teacher contact time, decrease substitute personnel expense to the district and enhance the morale of all district personnel. X 5. Create monetary and non-monetary incentives to reward district employees who work for the betterment of our students. X 6. Provide staff with opportunities to pursue educational endeavors that will promote high educational standards within the district X 7. Develop an evaluation process which accurately assesses employee performance and serves as a tool for professional growth. X 8. Develop a termination process which is fair, equitable and effective. [ Contractual items will be subject to negotiation.] 14 We will design a comprehensive staff development system to best adiieve tJze mission and objectives in the Strategic Plan. Strategy 7 Action Plan Year Year Year 1 2/3 4/5 X 1. To reformulate a district-level Staff Development Planning Council which will bring together stakeholders to advise and assist in the development of policy for and evaluation of a staff-development system that is site-specific and driven by the three objectives adopted by the LRSD. X 2. To train the Staff Development Planning Council, central administrative staff, and staff at five schools on teaming for school improvement. X 3. To meet the needs and address the problems of school sites through the use of school improvement teams. X 4. To establish a district and community technical assistance network to support school improvement teams. X X 5. To evaluate the staff development system within the district 15 We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age. Strategy 8 Action Plan Year Year Year 1 2/3 4/5 X 1A. Prepare for implementation of site-based management to allow individual schools choice to do what is best to meet the needs of their students. X 1 B. Implement site-based management to allow individual schools choice to do what is best to meet the individual needs of their students. X 2A. Identify a variety of school innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 2B. Develop a variety of innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 2C. Implement a variety of innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 3A. Establish a seed school with University Teacher Education ties to do ongoing research in the practical applications of various school programs and options, to keep current with literature in the field, to provide a site for exemplary individualized education for a student body representative of the LRSD student population, to do training by demonstration and example as well as precept, and thus continually adding to the list of potential programs and options for educational individualization. 16 Strategy 8 Action Pian(co11tittued-Page2) X 3B. Support and maintain operation of seed school. X 3C. Utilize the seed school to support teacher education and the testing of new educational programs and strategies designed to maximize individualized education. X 4. Allow students in grades K-12 to move at their own developmental and intellectual pace as teachers discover their learning styles to eliminate permanent ability tracking. X SA. Acquire alternative assessment methods that allow teachers to determine a student's actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X SB. Implement alternative assessment methods that allow teachers to determine a student's actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 6. Strengthen pupil service teams to be utilized as a first line screening mechanism for students evidencing problems so that alternative program options will be implemented for students not requiring Special Education. X 7. Collaborate with the community to offer early childhood programs for children ages 2 to 4 as an option for district patrons, with preference going to low socio economic status (SES) families, to provide experiences and information needed to equalize student preparation. X 8. Cultivate and use the community centralized resources guide (refer to strategy 5) for the individual development of each and every student. 17 Strategy 8 Action Pian(co11ti11ued-Page3) X 9. Provide community based services that enable parents, students, and community to work together to further a child's education. X 10. Create an educational climate which encourages parent/teacher interaction by eliminating major barriers and providing increased opportunities for participation in the learning process. 18 We will develop and implement plans to establish financial stability. and achieve the strategic objectives of the district. Strategy 9 Action Plan Year Year Year 1 2/3 4/5 X 1. Develop strategies to retain and attract students to the LRSD to assure adequate future revenues from sources that will be increasingly based on the size of student population. X 2. Develop a financial committee composed of LRSD personnel and community representatives to function as an advisory committee to the LRSD Board and Superintendent on budget development, monitoring, implementation, and other financial matters. X 3. Develop Board fiscal policy statements and manual to be housed in an official repository addressing revenues, expenditures, millage increase, debt service, monitoring, reporting, facilities planning, and staffing and procedures to effectively communicate to the public, teachers, and administration. X 4. Develop a five year revenue forecast (by month for the first year and annually for years two through five) for the District. X 5. Develop a five year expense forecast (by month for the first year and annually for years two through five) for the District X 6. Revise the process and develop policy on monitoring actual performance compared to budget to include Board briefings, mid-year adjustments and amendments, and report formats. 19 Strategy 9 Action Pian(co11ti1tued-Page2) X 7. Select peer school districts and develop performance indicators for comparison purposes in order to identify areas and possible means for improvement X 8. Establish a committee of District and non-District representatives to monitor proposed legislation and/ or regulations and make recommendations for new, or revisions to current, laws and regulations that would impact operations of the LRSD. X 9. Establish a goal to prepare a budget document that will meet the criteria for the Government Finance Officers Association (GFOA) Distinguished Budget Presentation Award. X 10. Develop resource sharing partnerships with North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). 20 We will develop and implement plans to restore public confidence in the safety and security of our schools. Strategy 10 Action Plan Year Year Year 1 2/3 4/5 X 1. Provide ongoing conflict resolution training and skill development for students. X 2. Improve behavior and safety on school buses and bus stops. X 3. Control access to school buildings, grounds and events. X 4. Implement a staff development plan for all personnel to fully understand safety policies and procedures. X 5. Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. X 6. Inform the public of plan in regard to the following (a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand). X 7. Develop a credible evaluation plan that will ensure complete and proper implementation. 21 We will integrate appropriate technology to help achieve our objectives, as well as effectively operate the district. Strategy 11 Action Plan Year Year Year 1 2/3 4/5 X 1. Define technology in terms of the educational and administrative needs of the LRSD. X 2. Establish a broad based technology advisory board for the LRSD. X 3. Acquire and implement the technology needed to meet current and future instructional and administrative needs of the LRSD. X 4. Assemble a technical staff to implement and support district information technologies, including computer hardware and software applications, networking, computer operations, and audiovisual services. X 5. Design and implement a comprehensive technology training program for all LRSD employees (teachers, administrators, and support staff) that provides appropriate facilities, tools, training, and supplies to maximize effectiveness. X 6. Train students in the use of technology so that they are able to access, evaluate, and apply information. X 7. Train students to use current technology to increase competencies in problem solving, specific content areas and critical thinking skills. 22 Strategy 11 Action Plan (Continued-Page2) X 8. Train teachers, administrators, and other school support staff to use current technology to increase productivity and maximize effectiveness. X 9. Gather, store, and analyze student data bases used to provide accurate and timely reports. 23\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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