{"response":{"docs":[{"id":"bcas_p1532coll1_13678","title":"Miles Henderson interview with William Rose","collection_id":"bcas_p1532coll1","collection_title":"Butler Center for Arkansas Studies Audio Collection","dcterms_contributor":["Henderson, Miles"],"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","United States, Arkansas, Pulaski County, Little Rock, Dunbar High School, 34.73231, -92.28654"],"dcterms_creator":["Rose, William"],"dc_date":["1994-12-02"],"dcterms_description":["This oral history interview with William Rose was conducted as part of the Dunbar History Project"],"dc_format":["audio/mpeg","image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : University of Arkansas at Little Rock Center for Arkansas History and Culture"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["National Dunbar Alumni Association historical collection, 1880-2016 (UALR.MS.0021)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["African American--History--Arkansas","African Americans--Arkansas--Little Rock","Dunbar High School (Little Rock, Ark.)","Education--Arkansas--History","Education--Arkansas--Little Rock","Education, Secondary","School integration--Arkansas--Little Rock","Segregation in education--Arkansas--Little Rock"],"dcterms_title":["Miles Henderson interview with William Rose"],"dcterms_type":["Sound","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/p1532coll1/id/13678"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["files (digital files)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1591","title":"Court filings concerning Incentive School Monitoring Reports","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1994-12"],"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","Office of Desegregation Monitoring (Little Rock, Ark.)","Little Rock School District","School districts--Arkansas--Pulaski County","Arkansas. Department of Education","Education--Arkansas","Education--Evaluation","Education--Finance","Education--Standards","Educational law and legislation","Educational planning","Educational innovations","School management and organization","School improvement programs","Student assistance programs"],"dcterms_title":["Court filings concerning Incentive School Monitoring Reports"],"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/1591"],"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":["legal documents"],"dcterms_extent":["91 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_388","title":"Desegregation: ''Little Rock School District (LRSD) Desegregation Update'' reports, Book 3","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":["1994-12/1999-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration","Education--Evaluation","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District (LRSD) Desegregation Update'' reports, Book 3"],"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/388"],"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 MEMORANDUM To: Board of Directors Through: Dr. Henry P. Williams, Superintendent From: Russ Mayo, Associate Superintendent Date: December 10, 1994 Subject: Desegregation Update Sines this months desegregation update includes a number of items in progress, I have attached a summary of those items. On occasions when items continue from a previous month and no new information is available to report, I will present the report orally to you. .-vSIVSD JAN 2 7 1995 0ffic3 of OesegregrJcn MonitoringLittle Rock School District Desegregation Update Board of Directors Meeting December 15, 1994 Program Budget Document (PBD) When the PBD was first implemented, many non obligation items were included. At the time, we were uncertain about the precise definition of an obligation. Extensive discussions were held at that time about what was and was not an obligation. We knew then that some cleanup would be necessary. Working with the document this past year has helped. The distinction between obligations and observations or procedures is clearer. We began the cleanup process in November. Program managers were asked to review their sections of the PBD and mark items they believed were not appropriate for the document. These were two types: 1) completed, one time obligations and 2) items that were not obligations but normal procedure within the program area or simply observations. Their responses were returned to the Office of Desegregation. They are being compiled. These items will be noted in the second quarter PBD and dropped from the third quarter copy of the PBD. Some items will transfer to other documents such as the job description for the program manager or the procedures record for the program area. A paper trail will be established for each item dropped from the third quarter PBD. None of the ongoing obligations will be dropped. This procedure applies only to the PBD. Audit of Obligations (Attachment) The purpose of the annual Audit of Obligations is to catalogue and merge into the Program Budget Document (PBD) all desegregation obligations incurred during the previous year. In October 1993, all previous obligations under the desegregation plans were researched and included in the PBD. This years audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list was reviewed by the Superintendents Council, the Superintendent, LRSD Attorneys, and the LRSD Office of Desegregation. This year research on the audit includes an update on the sums of each obligation. Responsible persons were asked to report on the status on their listed obligations. Responses were reduced to codes. Evidence of the sums of each is mainuined by the person responsible. A copy of the completed audit is included with this update. Original Magnets: Geographic Preference (Anachment) The issue of geographic preference is on the Magnet Review Committees uble. Geographic preference refers to the practice of considering the racial balance impact on the area school by the transfer of a smdent to a magnet. This means that some students may not transfer to magnets because doing so will negatively impact the racial balance of their area school.Desegregation Update Board of Directors Meeting December 15, 1994 2 At a meeting of the MRC on November 19, I informed them that we use geographic preference in selecting students for magnets. Though this issue is being reviewed as if it is a new concept, it is not. It is protected by the Magnet Stipulation (February, 1987). It is also a practice in PCSSD since magnets were established. Attached is a memorandum presented to the MRC stating reasons for supporting the practice and encouraging their support. Desegregation Plan Modifications (Attachment) them. A number of sections of the plan are being reviewed with a eye toward modifying As you know, the process is time consuming. We hope to have a number of modifications before you by the board meeting in march. Any modifications must be approved by the Board of Directors before they are filed with the Court. Therefore, you will have an opportunity to review any modifications before they are final, illustration of the plan modification process. Attached is a graphic Registration Preparation for February registration is complete almost. The details of that information will be presented to the Board at the January meeting. Generally, the dates and activities are as they were last year. Director of Communications Interviewing for the position of Director of Communications has begun. Almost 200 applications were received. We hope to have someone in the position no later than mid- January. Decewdier 12, 199^-Desegregation Plan Amendment Process Students Patrons Teachers Committees Adininisti*aturs Demographic Changes Failure of Deseg. Process Propose Change (in writing) Changes in Law Changing Circumstances I I Office of Desegregation (LRSD) If approved 1. Initial Evaluation 2. When appropriate: Surveys \u0026amp; Public Meetings held Informal Consultation with Parties 3. Final Recommendation to Superintendent 4. Superintendent Recommends to Board  Submit to Court Share with Parties If the Court approves, the plan shall be amended noting the approved date. Little Rock School District K MayoLittle Rock School District MEMORANDUM To: Magnet Review Committee From: Russ Mayo, Associate Superintendent Date: December 12, 1994 Subject: Magnet Selection: Geographic Preference Little Rocks original magnets are among the most successful schools in the area. Their reason should not be blurred by the thrill of success, however. They developed from the need to voluntarily desegregate ail schools. So weighty is this goal in Pulaski County, that it has bound parties and patrons in a web of priorities punctuated by dilemmas. Too often, these dilemmas ignore the greater goal of educating students. The decision before the MRC is another dilemma. In short, it is the conflict between voluntary desegregation and extra funding. If geographic preference is prohibited in selecting students for magnet schools, a few more seats can be filled, drawing more funding. Area schools, however, will become more racially identifiable violating the intent of desegregation. If geographic preference is permitted, the prospects of desegregation are preserved, but some magnet seats will be empty wiout additional state funding. The position of the MRC is an important one. The success of voluntary desegregation will be inhibited or enabled by the decision. This decision will be a statement about the priorities of the MRC. By opposing geographic preference, funding becomes the priority. By supporting g'\neographic preference, voluntary desegregation remains the priority. In weighing your decision, the following information may be helpful: 1. The position of the U. S. Court of Appeals, Eighth Circuit, is clear on dilemmas involving the goal of desegregation and funding. In its 1991 decision concerning plan modifications, the Court stressed the following: .... We wish to dispel, in particular, any notion that an asserted lack of funds on the part of any of the three school districts would Justify a reduction in their commitment to desegregation....' 2. Geographic preference was and is a standing policy in the Pulaski County Special School District, according to Billy Bowles, Assistant Superintendent for Desegregation\n3. The primary goal of the MRC is desegregation. The court order establishing the MRC requires that the MRC shall have as its primary objective the furtherance of effective desegregation.\"* 4. Geographic preference, applied to student selection, drives the desegregating process. It is permitted by the Magnet Stipulation as noted here: ' Appeal of Little Rock School District. Pulaski County Special School District No. I. North Little Rock School District. 2 and Mrs. Lorene Joshua. 949 F.2d 253, 255 (Sth Cir. 1991). Magnet Review Committee Court Order (September 3, 1986), page 2.Magnet Review Committee Magnet Selection: Geographic Preference 2 SEAT ALLOCATION .... The three districts agree that each district will establish an open enrollment policy for magnet schools and will be permitted to determine how children will be selected for the magnet seats allocated to each district pursuant to that policy. This provision shall not prohibit the establishment of geographic preference areas where appropriate. 5. Regardless of the position taken by the MRC, every seat will never be filled unless the pool of white students requesting magnets increases dramatically. This condition is created by seat restrictions of race and grade level, two restrictions necessary to desegregation. The student selection practices of the Little Rock School District support geographic preference. We would appreciate your support of this practice. C\nDr. Henry P. Williams, Superintendent Chris Heller, LRSD Attorney  Magnet Stipulation (February 16, 1987), page 5.Little Rock School District MEMORANDUM To: Through: From: Date: Board of Directors perintendent Russ Mayo, Associate Superintendent January 12,1995 Subject: Desegregation Update The attached information represents the desegregation update for the month of January. RECE'' ip , .. (Little Rock School District Desegregation Update Board of Directors Meeting January 26,1995 Program Budget Document (PBD) When the PBD was first implemented, many non obligation items were included. At the time, we were uncertain about the precise definition of an obligation. Extensive discussions were held at that time about what was and was not an obligation. We knew then that some cleanup' would be necessary. Working with the document this past year has helped. The distinction between obligations and observations or procedures is clearer. We began the cleanup process in November. Program managers were asked to review their sections of the PBD and mark items they believed were not appropriate for the document. These were two types: 1) completed, one time obligations and 2) items that were not obligations but normal procedure within the program area or simply observations. Their responses were returned to the Office of Desegregation. They are being compiled. These items will be noted in the second quarter PBD and dropped from the third quarter copy of the PBD. Some items will transfer to other documents such as the job description for the program manager or the procedures record for the program area. A paper trail will be established for each item dropped from the third quarter PBD. None of the ongoing obligations will be dropped. This procedure applies only to the PBD. Original Magnets: Geographic Preference (Attachment) The issue of geographic preference was addressed by the Magnet Review Committee at it's December 13 meeting. Geographic preference refers to the practice of considering the racial balance impact on the area school by the transfer of a student to a magnet. Our practice did not allow students to go to magnet schools if their transfer negatively affected racial balance at the area school. We have changed that practice as a result of the request of the MRC. It is important to realize that this will cause our area schools to resegregate. At a meeting of the MRC on November 19, I informed them that we use geographic preference in selecting students for magnets. Though this issue was reviewed as if it were a new concept, it was not. It is protected by the Magnet Stipulation (February', 1987). It is also a practice in PCSSD since magnets were established. Attached is a memorandum presented to the MRC stating reasons for supporting the practice. Desegregation Plan Modifications (Attachment) A number of sections of the plan are being reviewed with a eve toward modifying them. As you know, the process is time consuming. We hope to have a number of modifications before you by the board meeting in Afarch. Some of theDesegregation Update Board of Directors Meeting January 26,1995 9 modifications will be proposed because of budget cuts. Anv modification must be approved by the Board of Directors before it is filed with the Court. Therefore, you will have an opportunity to review them before they are final. Attached is a graphic illustration of the plan modification process. Registration (Attachment) Preparation for February registration is complete. Registration information is attached. Generally, the dates and activities are as they were last year. Attendance Zone Analysis (Attachment) We have completed our analysis of students in and out of their attendance zones. Attached is a chart showing the breakdown by attendance zones. The first page represents totals by school and by attendance zones (across the top). The next few pages show the same information by race. The far right columns indicate the percentage of students who attend the school and live in the school's attendance zone. In other words, that is the percentage of those who attend their home school. A comparison is made between December 8,1993 and December 2,1994. I am pleased to report that our effort to return students to their attendance zone schools is paying off. Note that a positive number in the far right column indicates improvement over last year this time. Every school but four showed improvement. This is clear evidence that there is an effort to place our students in their home school unless they choose another school or program. Mayer, Ja^auuy 12, 1995Little Rock School District MEMORANDUM T0: Magnet Review Committee From: Russ Mayo, Associate Superintendent Date: December 12, 1994 Subject: Magnet Selection: Geographic Preference Little Rock s original magnets are among the most successful schools in the area. Their reason should not be blurred by the thrill of success, however. They developed from the need to voluntarily desegregate all schools. So weighty is this goal in Pulaski County, that it has bound parties and patrons in a web of priorities punctuated by dilemmas. Too often, these dilemmas ignore the greater goal of educating students. The decision before the MRC is another dilemma. In short, it is the conflict between voluntary desegregation and extra funding. If geographic preference is prohibited in selecting students for magnet schools, a few more seats can be filled, drawing more funding. Area  schools, however, will become more racially identifiable violating the intent of desegregation. If geographic preference is permitted, the prospects of desegregation are preserved, but some magnet seats will be empty without additional state fimding The position of the MRC is an important one. The success of voluntary desegregation will be inhibited or enabled by the decision. This decision will be a statement about the priorities of the MRC. By opposing geographic preference, funding becomes the priority. By supporting geographic preference, voluntary desegregation remains the priority. In weighing your decision, the following information may be helpful: 1. The position of the U. S. Court of Appeals, Eighth Circuit, is clear on dilemmas involving the goal of desegregation and funding. In its 1991 decision concerning plan modifications, the Court stressed the following: .... We wish to dispel, in particular, any notion that an asserted lack of funds on the part of any of the three school districts would justify a reduction in their commitment to desegregation....' 2. Geographic preference was and is a standing policy in the Pulaski County Special School District, according to Billy Bowles, Assistant Superintendent for Desegregation\n3. The primary goal of the MRC is desegregation. The court order establishing the MRC requires that \"the MRC shall have as its primary objective the furtherance of effective desegregation.\"* 4. Geographic preference, applied to student selection, drives the desegregating process. It is permitted by the Magnet Stipulation as noted here: ' Appeal of iutle Rock School District. Pulaski County Special School District No. I. North Little Rock School District, and Mrs. Lorenc Joshua, 949 F.2d 253, 255 (8th Cir. 1991). Magnet Review CommiHee Court Order (September 3, 1986). page 2.Magnet Review Committee Magnet Selection\nGeographic Preference SEAT ALLOCATION .... The three districts agree that each district will establish an open enrollment policy for magnet schools and will be permitted to determine how children will be selected for the magnet seats allocated to each district pursuant to that policy. This provision shall not prohibit the establishment of geographic preference areas where appropriate. 5. Regardless of the position taken by the MRC, every seat will never be filled unless the pool of white students requesting magnets increases dramatically. This condition is created by seat restrictions oi race and grade level, two restrictions necessary to desegregation. The student selection practices of the Little Rock School District support geographic preference. We would appreciate your support of this practice. C: Dr. Henry P. Williams, Superintendent Chris Heller, LRSD Attorney 3 Magnet Stipulation (February 16, 1987), page 5.Desegregation Plan Amendment Process Students Patrons Committees Teachers AdministAtors Demographic Changes Failure of Deseg. Process Propose Change (in writing) I Changes in Law Changing Circumstances Office of Desegregation (LRSD) If approved 1. Initial Evaluation 2. When appropriate\nSurveys \u0026amp; Public Meetings held Informal Consultation with Parties  3. Final Recommendation to Superintendent 4. Superintendent Recommends to mi B( oard Submit to Court Share with Parties If the Court approves, the plan shall be amended noting the approved date. Lillie Hoek School DixiricI K Mas Itt Little Rock School District MEMORANDUM To: Principals From: Russ Mayo, Associate Superintendent ^4^ Date: January 6,1995 Subject: LRSD 1995-96 Pre-Registration LRSD 1995-96 PRE-REGISTRATION TIMELINE DATE JANUARY 23-31 JANUARY 23 JANUARY 24 JANUARY 25 JANUARY 30 JANUARY 31 FEBRUARY 6-17 EVENT TIME MARCH 17 MARCH 27 - JUNE 1 MARCH 27 - APRIL 7 APRIL 3 APRIL 17 JUNE 2 - JULY 21 * Check Us Out\" Week at LRSD Elementary Schools________ Open House - Incentive/Interdistrict Schools_______________ Open House - Elementary Magnet Schools_________________ Open House - Secondary Magnet Schools__________________ Open House - Elementary Area Schools _______________ Open House - Secondary Area Schools ___________________ PRE-REGISTRATION at all schools and LRSD Student Assignment Office_____________ Assignment notification letters mailed for students in grades K-12 Pre-Registration continues at Area Schools Desegregation Transfer applications (Secondary students) accepted in Student Assignment Office____________________ Assignment notification letters mailed for 4 year old students Assignment notification letters mailed for secondary Desegregation Transfer applicants____________ Summer registration at LRSD Student Assignment Office 9:00 a.m. - 1:00 p.m. 5:30 p.m. - 7:00 p.m. 5:30 p.m. - 7:00 p.m. 5:30 p.m. - 7:00 p.m. 5:30 p.m. - 7:00 p.m. 5:30 p.m. - 7:00 p.m. 8:00 a.m. - 5:00 p.m. \"Check Us Out \" Week is a time we have set aside encouraging prospective patrons to tour our elementary schools during school hours. C: Superintendent's Council Office of Desegregation Monitoring North Little Rock School District Pulaski County Special School District Joshua Intervenors Knight Intervenors Chris Heller JCount of fD ZSchool c 0) OJ Lillie Rock School District School Attended and Attendance Zone Totals December 2. 1994 9 5 School  Badgetl_______ Bale ______ Baseline___ Booker Magnet Brady _________ tn 116 2 0 12 0 Carver Magnel 2 Chicot_______ Cloyer^le____ Dodd________ ______ Forest Pari Franklin_______ Fulbrighl______ Ga^nd Geyer Sphr\u0026gt;y Gj^s Magnet Jefferwn_____ M L7king Mablevate ___ McDermott 0 0 1 2 i P 0 0 0 1 i MeadowdifT Mrt^______ Otter^ree^ _ Pulaski ileighis Rightsell _____ Rockefeller Romitie________ Terry_____ WakeTield ____ Washington Watson______ Western tiills Williams Magnet WIson_______ Woodruff Hall k _____ F air K J______ Central K __ Parkview K McClellan K Granrt Toltl 0 0 2  p ~ 0 q 2 _o 15 Lp 0 0 2 0 2 2 0 0 0 0 \" 0 0 0 160 ra - _S2_ ! 165 ' L?  JO i 11 ! _9 3\n2 3 ' J^ ' __ I _2 9 _2 I ' 4 0 3 1 S 6 1 io ii 7 0 Ji i 12 16 2 1 q' _o 3 0\" 0 342 1 ar irr (a tn ) 0 i ^1 I 193  J2 0 I 3 i 8 ' j i _i ' _P i _j ' L 3 ' _ p : 0 is I _2 0 3 J 0 2 _q 8 3 0 J 3 _i _q 6 5 J4 _i _4  _g' 0 0 q 0 1 0 339 : S m 0 3 _2 11 i69 8 3 1 4 2 6 6 5 2 i io 4 0 J? _p 2  q _4 q 3 ~ 9 6 0 J5 _q _5 _28 2 J 3 i ? q 0 6 360  iliriM o u u 2 _3 16 8 2 8 ?? i _0 0 2 2 0 9 5 1 2 42 4 3 2 15 0 2 i4 ' 3 _1 5 ji 29 _1 4 6 p 'g 1 q 2 i 500 ar la o V \u0026gt; o u _ 1 _2 25 20 2 9 4 3 __2 3 2 _1 _ 6 5 i 6 23 _q -A 3 JI 2 1 8 4 5 _5 19 ^0 0 2 2 0 0 2  0 ' 0 6 495 o a- 2 1 2 13 \u0026lt;0 0. 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0 0 10 0 0 10 2 0 0 2 _p 0 0 0 7 0 2 7 1 0 0 1 0 0 4 18 0 2 18 10 0 0 10 0 0 0 0 0 0 0 0 ' 10 * 0 3 ' 22 ' 2  0 ' -J. _3 4 ~ b 0 ' _2\" 2 ' 0 0 2 ' 13 ' 0  0  13 \" 0 0 4 0 0 0 0 1 0 0 1 11 0 0 11 0  0 0  0 ' 2  0 ' 0 ' 2 ' I 0 b 0 2 0 2 4 J 0 0 1 3 0 0 3 5 2 ' 0 5 9 0 0 9 37 0 P 37 2 Lp 0 2 2 0 0 2 3 1 8 12 2 1 14 17 8 1 20 27 0 ' 0 ' 0 0 ' 3 ' 0 ' 0  3 \" 3 ' 0 ' 0  3 \" 0 ' 0  0  0  3 \" 0 3  8 _0 Z j ' 3 Z 4 8  0 14 20 \" 2 b 2 4 0 3 7 11 0 1 12 7 1 11 19 0 0 0 0 4 1 2 7 10 0 0 10 8 1 2 11  2  0 2 4 ' 0 ' 0  0  0 ' 1 0 2 2 0 2 2 0 0 2 0 38 b 30 4 0 0 4 15 0 __p 15 25 2 0 27 ' 4 ' 0 0 4 ' 34 ' 0 0  34 ' 10 ' 0 0 19 2 3 _p 0 3 2 11 _ _P _ 0 11 \" 4 0 0 4 15 0 0 15 2 'o 0 s 9 0 ' 0 0 _i 0 2 0 1 3 0 0 2 10 0 2 12 0 0 0 0 0 0 0 ' 21 ' 0 ' 5  2 10  1 ' 23 0 0 2 0 2 3 2 0 0 2 2 0 2^ 2 0 0 2 0 2  0 ^2 3 1 2 0 0 0 0 0 3 2 1 _8 0  0  0 0 ' 5 ' 0  0 5  1 ' 0 1 2  0  0 A. 2 _ 9 0 0 _ _5 2 2 0 2_ 1 3 0 0 _ 2 2 2 0 -I- 2 _ 0 0 2_ 0 1 0 0 0 8 0 9 15 0 0 0 0 0 0 0 0 0 s. 0 1 0 133 47 100 213 __0 79 300 230 h  z. o Jf- M44 $7 90% es4% 55 00* 51 97* 3 03* 8 2 8 14 3 0 5 8 _9 1 8 19 2 _p 0 2 0 ' b 0 0  12 ' 1  _2 25  1 ' 0 Ip _2' 1' 0 ' 4  5 ' 0 ' 0 ' 3 3 ' 0  3  3 ' 15 \" 1 1 0 0 2 2 0 2 _2 0 b 2 1 0 0 0 0 0 0 0 0 0 0 2 2 2 0 2 2 4 0 0 4 2 0 2 2 0 0 2 0 309 305 22 235 502 247 IS 115 377 303 14 204 501 330 0 110 454 300 52 46* 01 44* 1 02* 7 07 302 103 0 97 200 205 0 72 203 102 0 224 422 303 12 40 445 235 22 299 540 5013* 44 01* 5 32* 57 71* 55 23* 2 40* 05 10* 50 00* 15 10* 50 29* 51 40* 4 99* 50 54* 54 02* 2 52* 59 72* 50 24* 1 40* 5010* 57 73*  1 55* 09 00* '04 01* 4 99*Sdioot Garland Race Black Otter V^ila Garland Total Gerer Springs Otfier Geyer Springe Total Gibbs Magnet Black Olhef VS^rte GIbba Magnet Total Jeftereon OVitr V^ila Jeflereon Total ML Kjng 001 er V^iia Ml. 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Ttdont From: Russ Mayo, Associate Superintendent FEB 9 1995 Date: February 7,1995 Office of Qosegfegafion Monjicfing Subject: Desegregation Update The attached information represents the desegregation update for the month of February.Little Rock School District Desegregation Update Board of Directors Meeting February 23,1995 Registration Pre-Registration for the 1995-96 school year began on Monday, February 6, 1995 at all area schools, incentive schools, and the Student Assignment Office. The registration period will continue through February 17, 1995. All forms collected at schools will be forwarded to the Student Assigiunent Office for data input. The February 6 - 17,1995 period is for 4 year old program, kindergarten, students new to the LRSD, students requesting magnet assigiunent, and elementary desegregation transfer requests. The secondary desegregation transfer period will be from March 27 - April 7. The patron turn-out at the Student Assignment Office was approximately 500 persons on Monday, February 6, 1995. The Student Assignment Office staff was efficient in the organization of the registration process and the public commented positively. Total number of students registering will be available in the March Desegregation Update. Southwest Attendance Zone Analysis (Attachment) one Attached is an analysis of our southwest attendance zones. The first chart is a page chart which shows the percentage of students who attend southwest elementary schools and live in southwest. The information appears by school in the next to the last column at the right of the chart. For example, of those students attending Baseline Elementary, 90.29% come from southwest attendance zones. The average percentage of students living in southwest and attending southwest elementary schools is 80.13%. See the lower right comer of the chart. The last column of the chart indicates the percentage of black students who live in southwest attendance zones and attend the southwest schools. For example, black students living in southwest make up 67.64% of the total student eiurollment at Baseline Elementary. At Dodd Elementary, black students living in southwest make up 35.31% of the total student enrollment. Southwest attendance zones are shaded. All schools listed on the left are southwest schools. The second chart (two pages) shows where southwest elementary students attend school who leave southwest. Note that 19.87% leave southwest. Of southwest students, 8.68% chose to attend one of the original magnet schools. This leaves 11.19%. Some of these remaining students moved into southwest from incentive school attendance zones and chose to continue in the incentive school rather than transfer to a southwest school. Southwest students attending incentive schools are 4.20%. This is permitted under the plan. This leaves only 6.99% who attend school outside of southwest for miscellaneous reasons. Director of Student Assignment The position of Director of Student Assignment was advertised on January 10, 1995. The deadline for application was January 31, 1995. Due to the limited theDesegregation Update Board of Directors Meeting 2 deadline was extended to February 20, 1995. After qualified applicants have been selected, an interview committee will interview and select a candidate for recommendation. April 1, 1995 has been established as a target date for the recommended candidate to report to work. School Closings Meetings were held on Tuesday, January 31, 1995 with interested parties regarding the recommendation of closure of Fair Park Elementary School, and on Tuesday, February 7, 1995 with interested parties regarding the recommendation of closure of Badgett Elementary School. Questions and recommendations by the public were encouraged. The Fair Park meeting had approximately 100 present and the Badgett meeting was not held as of this writing. New Streets Added To LRSD Zones With the metropolitan area of Little Rock growing rapidly on the west side, many new streets have been created. Some of these new streets extend into PCSSD. This means that students leave a Little Rock neighborhood to attend a PCSSD school. We may have to look at changing school district boundaries in the future. Listed below are streets that extend into the PCSSD\nCHERRY CREEK SUBDIVISION (KANIS/BOWMAN ROADS) Cherry Laurel Drive (12705 and up) Misty Creek Drive Cherry Laurel Court Stoney Creek Drive Cherry Leaf Cove VILLAGES OF WELLINGTON SUBDIVISION (WEST OF ST. CHARLES) Governors Drive Bellewe Drive PEBBLE BEACH SUBDIVISION Lorian Drive Levant Drive Ledgelawn Drive (parts of) LRSD Biracial Committee The LRSD Biracial Committee is active and meeting monthly. We have had a slow start because of many new members and the job transfer of the LRSD Biracial Committee chair. Unfortunately, they have been unable to do two of their four required monitoring visits to the Incentive Schools. It is likely that they will do onlyDesegregation Update Board of Directors Meeting 3 two monitoring this year. Dr, Glowers trained them for monitoring at their February meeting. They are beginning to come together. With much lively debate, they have approved a modification to the LRSD Biracial Committee portion of the desegregation plan. It will be included in the process with other modifications being collected at this time. 1104^ Mayo-, Aiioci-aie^Sapertrtt\u0026amp;nde^^ pebraary 7, 1995Couni of ID T ZScliool Little Rock School District Southwest Schools Decemtyr 2 1994 Pala School Baseline Race Black Other White Baseline Tctai Chicot Black White Chicot Total Cloverdale Black Other White C'ove'dale Total Dodd Diack Other Willie Dodd Total Geyer Springs Geyer Springs Total Mablevale Black Other White Diack Other White MaO'evaie Total MeadowcliH Black Other VlAiite Meadowchff Total Otter Creek Black Other White O*ter Creek Total Wakefield Black Other White Wakefield Total Watson Black Other V'\\^ite W.Mson Total Fair K Black White Fair K Total McClellan K McCte'ian K Total Grand Total IsiacR I c0* tp \u0026lt; (O _0 _b 00 _q _ 0 00 _ 0 0 ' 0 0 0 ' 0 1 1 9 ra 03 0  0 00 1 1 b 1 _0 b 000 0000 0 0 2 _q 000 0 0 0 2 0 0 2 0 0 2 2 0 2 0 0 q 2 2 0 2 q0 1 q 20 0 q01 b b 1 2 01 2 0 b 0 0 1 00 0 0 0 0| 0 1| 13 II 141 3 49 193 6 0 2 8 11 0 5 16 0 0 __ [ 1 5 0 10 15 16 02 18 2 0 0 28 0 0 6 re m 0 b q 0 2 b i 3 1b 0 11 10 21 1  n w (0 a o 3 e w o3 1 5 0 4 1 01 18 25 171 33 4 87 0 1 24 0 1 0 b 0 1 0 b 262 34 23 212 2 30 2 21 0 01 5 1 0 5 8 32 31 249 0 0 _1_ _2 6 0 39 1 0 1 2 3 83 0 5 0 0 2 2 q 0 1 73 4 161 6 00 6 1 0 0 _g 0 1 q 0 1 Q 2 0 2 2 0 2 0 0 0 20 J 0 i 2 0 0 0 0 0 01 b 0 b 2 0 X3 ro  O 2 0 b 2 q \"o 'b 0 0 q 0 04 0 Iw I o M c Oi 0 2 68 0 6 14 0 0 0 0 0 281 0 0 0 0 0 q 0 0 0 00 0 0 0 0 0 0 0 0 0 0 0 2 Q 9 30 22 4 8 0 1 0 02210 0 42 23 3 0 0 3 5 0 27 12 11 0 3 0 0 15 11 3 0 2_ 5 5 0 0 S 25 17 0 4 0 3 29 20 1 0 x 1 2 0 2 66 120 2 4 2n 2 6 0 0 4 2j q 20 0 0 q0 q q 0 0 b 1 1 0 0 _0 01 b b 1 0 1 4 1 0 010 0 0 0 0 2 0 b 2 0 0 b 0 0 0 0 0 0 415 392 187 8 q 2 6 2 00 2 7 b 0 7 0 b b 0 0 0 0 00 17 0 _0 0 00 0 'o 0 21 0 b 21 J 0 b 1 4 0 0 4 0 b 0 0 0 0 0 0 0 31 0 2 J 0 b 20 9 0 0 J q 0 1 2 0 0 2 0 0 0 0 1 b b 1 0 0 0 00 11 0 4 1 b i 2 0 b b 0 L 0 0 15 3 \"o 0 3 2 0 0 2 12 02 14 3 2 3 6 3 03 e 0 0 0 0 135 6 32 172 3 0 0 3 8 0 1 2 0 1 b b 1 0 b 0 0 0 29 J2 01 3 7 04 11 8 0 1 70 0 0 00 231 qq2 2 q q5 0 0 q q q b 0 0 q q 0 q q q 11 4 q 0 0 b 0 0 3 b 6 3 2 0 b 1 06 0 0 0 16 q 21 0 q J1 0 b b 0 0 o b 0 0 q 0 0 0 b b 0 _0 JO 0 0 J 0 0 0 0 b 0 0 0 q 0 0 0 b 0 0 0 2 5 _0 b b 0 13 b b 13 2 0 0 2 0 b 0 0 5 0 b 5 10 03 13 19 0 7 26 20 08 26 2 0 0 21 0 0 7 ts I 2au 1 11 6 ^0 1 q q 21 0 0 6 0 V 0 rl I 0 q 0 06 *6 0 1 ' 2 0 6 0 V co oN _q 0 b 0 _? q 0 0 1 4 1 ic- 3 o o2 tn t? 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King M.L. King Total McDermott McDermott Total I Little Rock School Disthct Southwest Schools December 2. 1994 Data ZSchool 1 K I I I i Race Black White Black Other White Black Other White Black White Black Other White Black White Black White Black Other White Black White Black White Black Other White Black White Black White I Black \u0026lt;1 M n m 0 0 0 8 'c. 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QI 1 7i 2 1\n3 Ol Ol 1 0 01 01 01 0\nOi II II 58i 01 21 21 O' 0 01 01 01 0 11 0 0\n0 01 01 2: 4, 0 0 0: 0 01 01 2i 4i 0 Ol 1 0\n01 0 01 01 1! 0 01 11 01 Oi 01 01 1 0 65 103 94 45i 691148\n69I 82 82 c re d 26 2 28 17 3 20 8 ___8 42 28 70 12 2 21 35 9 1 1 17 50 3 49 102 16 2 18 49 2 2 53 27 __1_ 34 10 3 13 ___1_ __1_ 6 __6 ___5 ___5 835 Office of Desegregation Page 2 TB':.7_4 X.5Little Rock School District MEMORANDUM To: Board of Director^ i. Superintendent From. Russ Mayo, Assc^ciate Superintendent Date: March 21,1995 Subject: Desegregation Update The attached mformation for the month of March. represents a supplement to the desegregation updateLittle Rock School District Desegregation Update Board of Directors Meeting March 30,1995 (Supplement March 21,1995) Registration Brochure (Attachment) At the request of Ms. Pondexter, additional information is provided to this month's Desegregation Update to the Board of Directors. Registration brochures are printed annually for parents and students residing in the Little Rock School District. The purpose of the brochure is to inform parents and students of the numerous choices available to them and how they might subscribe to those choices. Also included in the brochure is an insert with dates for registration events beginning in January and continuing through April. While it is desirable to have all brochures mailed before the middle of January, it is not absolutely necessary. Advertisement for late January Open House meetings and February Pre-Registration is not limited to the brochure. Press releases, public service announcements, flyers sent home from school, flyers posted in community business establishments, letters to ministers in churches, and school newsletters carry the majority of our awareness campaign. Therefore, our registration brochure is timely always as an information piece on the district. The style of the brochure was discussed with the Office of Desegregation Monitoring and received a favorable response last year. By using inserts, only certain pages must be revised each year and costs can be cut. Further, we can mail appropriate inserts individually when parents make an inquiry about a specific choice. The first attempt at this brochure came last year. A number of delays caused the mailing to occur after the Pre-Registration period. This year the revising and mailing of the brochure has been plagued with underestimates of quantities needed, the number of brochure jackets in inventory, and inserts needed to complete the job. Remember that we were without a Director of Communications during part of November, all of December, and part of January. In spite of this, on February 6, 12,312 were mailed including 1,505 to private school patrons. On March 15, an additional 3,331 were mailed. An additional 1,000 sets of inserts are due soon for mailing. AU brochures will be mailed prior to the beginning of our next registration period which begins March 27. This will complete the project. The total cost of the project for this year is $10,852.36. We wiU review whether or not this is a reasonable form of marketing in light of our current budget crisis. We did anticipate doing the brochure when this year's budget was constructed. A copy of the brochure is included with this update. Recruitment (Attachment) Attached is an update on recruitment from Becky Rather, our Coordinator of Recruitment. This is intended to address Ms. Pondexter's request for more information on recruitment. Mcu-chZl. 1995March 20, 1995 To: Dr. Mayo From: Becky Rather and Essie Middleton Re: Update on recruitment activities since Jan. 1,1995 Jan. 3 Jan. 6 Jan. 9 Jan. 10 Sent list of private school students to schools area Jan 10 Jan. 10 Jan. 10 Jan. 12 Jan. 17 Jan. 17 Jan. 18 Jan. 20 Jan. 20 Jan. 20 Taped PSA on recruitment and how to register. Met with Parent Council Reported to PTA Council on pre-registration and recruitment. Delivered 1000 brochures to PCSSD (Dr. Hertz) Met with Susie Roberts at PCSSD on recruitment Gave bi-monthly report to Biracial Committee Evening meeting with Forest Park potential parents. Bi-monthly recruitment survey due in from each of the school teams. Meeting at Crystal Hill for M-M students. Mailed 86 letters to Churches and 34 to Day Cares offering speakers and information. letters to 4-year-olds on the waiting lists who were not assigned to schools encouraging them to pre-register in February. Mailed 1500 registration brochures to private school students. Began mailing registration brochures to all households. LRSD Jan. 21, Jan. 28, Feb. 4. Jan. 23-31 Presentations to 300 Alltel prospective employees moving here from Ohio and North Carolina. Jan. 24 Jan. 24 Jan. 25 Jan. 30 Jan. 31 Held Check-Us-Out days in all elementary schools during school hours. Evening Open House in elementary magnets Dr. Mayo presentation to Junior League Evening Open House, secondary magnets Evening Open House, elementary magnets Evening Open House, secondary magnets Jan. 31-Feb. 1 Place Pre-registration posters throughout the city in grocery stores, housing projects, day care centers, etc. Feb. 1 Feb. 2 Feb. 15 Pre-registration flyer sent home with all LRSD students. Evening open house for incentive and interdistrict. Mailed information packets to Taylor Elementary in Jacksonville.Feb. 15 plan. Feb. 17 Feb. 2 0 Feb. 21 Feb. 22 Feb. 22 Feb. 23 Feb. 23 Feb. 24 March 2 March 3 March 7 March 7 March 8 March 9 March 9 March 12 Met with Mrs. Buchanan on Garland recruitment Mailed incentive school packets to Thelma Jasper, with Pulaski County Tri-District Early Childhood Program. packets to Bayou Meto Elementary PCSSD. Met with Mrs. Dade at Mitchell on recruitment plan. meetings. Called Dr. Hertz to ask for listing of all PCSSD and^LRSD incentive/interdistrict exchange ~~. She said they do not have any dates but 14 PCSSD schools are to be contacting incentive schools. Essie delivered labels of all black students from 4-year-old through 6th grade attending Romine to Dr. Hertz at PCSSD. Franklin teacher and Becky gave presentation at Joe T. Robinson Elementary. Essie made presentation to a parent meeting of Pulaski County Tri-District Early Childhood Program. Presentation to Janet Jones Realty Principals from Rightsell, Rockefeller, Franklin and Becky were scheduled at Murrell Taylor in Jacksonville, but meeting was postponed due to weather and has not been rescheduled as yet. Mailed packets to Southwest Airlines. March 13 March 15 Attended first planning meeting on booth for Riverfest in May. Bimonthly report to Bi-Racial committee. Meet with Pat Price to develop new 4-year-old brochure. Presentation to Prudential-McKay Realtors. Robinson parents and staff invited to Romine Becky made presentation to Highland Valley Methodist (just inside PCSSD) 10 Bayou Meto toured Rockefeller PT A. Represented LRSD at Southwest Airline ribbon and spoke with administrators about the 500 more new employees to come to Little Rock. March 15 Bi-monthly survey due from all school teams. March 28 Becky to present to Bayou Meto PTA April 24 Presentation to Cato Elementary Parent recruiters toured 24 families between 15  recruitment Jan. 4-MarchLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS March 30, 1995 To: Board of Directors From: Russell Mayo, Associ e Superintendent Through: Henry) 1* ams Superintendent of Schools Subject: Desegregation Update  DesegregationLittle Rock School District Desegregation Update Board of Directors Meeting March 30,1995 Pre-Registration Pre-Registration for the 1995-96 school year was held from Monday, February 6, through Monday, February 20, 1995 at all area schools, incentive schools, and the Student Assignment Office. The secondary desegregation transfer period will be from March 27 - April 7. There were 1,505 LRSD registration brochures mailed to private school patrons, 10,807 mailed to LRSD patrons, and an additional 5,311 will be mailed to LRSD patrons when the final printing is complete. The information contained in this brochures is applicable to the entire 95-96 school year. LRSD 1995-96 PRE-REGISTRATION TIMELINE DATE FEBRUARY 6-17 MARCH 17 MARCH 27 - JUNEl MARCH 27- APRIL7 EVENT PRE-REGISTRATION at all schools and LRSD Student Assignment Office_______ Assignment notification letters mailed for students in grades K-12__________________ Pre-Registration continues at Area Schools Desegregation Transfer applications TIME APRILS APRIL 17 (Secondary students) accepted in Student Assignment Office______________________ Assignment notification letters mailed for 4 year old students______________________ Assignment notification letters mailed for secondary applicants Desegregation Transfer JUNE 2- JULY21 Summer registration at LRSD Student Assignment Office 8:00 a.m. - 5:00 p.m.Desegregation Update Board of Directors Meeting 2 The following information will provide an update concerning kindergarten, magnet, and four-year old registration: 1. Two years ago by this time, about 1,200 kindergartners registered. Last year, it was 1,400, and this year it is 1,490. We are doing a better job with advertising preregistration. Annually, we expect about 2,000 kindergartners to be enrolled by the first day of the new school year. Kindergartners Year Black White Total 1994-95 1343 727 1995-96 890 600 2,070 1,490* 2. First choice requests for the original magnets are as follows: Black White Total School Parkview (10th) Mann (7th) Booker (K) Carver (K) Gibbs (K) Williams (K) Appls 230 307 13 51 20 47 Seats 101 87 29 21 14 21 Appls 122 136 12 64 Seats Appls 96 87 18 14 14 Seats 352 443 18 59 32 111 197 174 47 35 23 35 5 8 9 Four-Year Old Applicants for the 1995-96 School Year Black Applicants 586 White Applicants 139 Total 725 Percentage Black 81% As of February 21,1995Desegregation Update Board of Directors Meeting 3 LRSD Biracial Committee a The LRSD Biracial Committee is meeting monthly. The committee approved a modtikation to the LRSD Biracial Committee portion of the desegregation plan. The modification reduces the number of required monitoring visits from four (4) to two(2) per school year. The proposed modification will be included in the process with other modifications being submitted in the near future. The Bi-racial committee has planned the first of their scheduled monitoring visits. The committee was trained by LRSD Planning, Research, and Evaluation. will be given periodic updates on their progress. You LRSD Parent Council The Incentive School Parent Coimcil consists of representatives from each of the five (5) Incentive Schools and the Joshua Intervenors. Mr. Roy Albert, a Rockefeller parent, is the chairman of this council. The coimcil holds monthly meetings in which they assess the progress of the programs at the Incentive Schools. The Parent CouncU is scheduled to conduct monitoring visits to each Incentive School during the week of '^'7 Ol *1 nnr  March 27-31,1995. Tozw Hall/Straight Talk Calendar DATE March 1 March 15 April 4 April 11 April 12 April 18 April 20 April 24 TIME 6:30 p.m 5:00 p.m. 5:00 p.m. 6:30 p.m. 10:00 a.m. 6:30 p.m. 6:30 p.m. 5:00 p.m. LOCATION Ftilbright Elementary 300 Pleasant Valley Dr.______ Franklin Incentive 1701 So. Harrison Central High School 1500 Park Street____________ Southwest Community Center 6401 Baseline LRSD Transportation Scott Hamilton_____________ University Park Adult Center 6401 West 12th_____________ Pulaski Height Jr. High 401 N. Pine________________ LRSD Board Room 810 West Markham SUBJECT Town Hall Straight Talk (PRINCnALS) Straight Talk (TEACHERS) Town Hall Straight Talk (TRANSPORT.) Town Hall Town Hall Straight Talk (ADMINISTRATIVE STAFF \u0026amp; CLASSIFIED STAFF) HOST J- Riggs Dr. Williams Dr. Williams P. Gee O.G. Jacovelli Dr. Williams K. O'Malley L. Poindexter K. Mitchell J. Magness Dr. Williams Mcvrch/T, 1995Little Rock School District Desegregation Update Board of Directors Meeting September 26, 1996 LRSD BIRACIAL COMMITTEE The Biracial committee began plans for the 1996-97 school year on September 10, 1996. The committee will meet on the 1st Tuesday of each month. The October meeting will be held on Tuesday, October 1, 1996, in the LRSD board room. LRSD COUNTS Attached is the count for September 4, 1996 (attachment 1). This count reflects numbers mmed into the Smdent Assignment Office by each school on Wednesday, September 4, 1996. The attached count compares 1995 12th day count with 1996 12th day count. The official October 1, 1996 count that is mmed into the state department will be taken on Tuesday, October 1, 1996. yVAnWGUSTS Waiting lists are being worked as space becomes available. All students (no shows) who never attended a LRSD school in the 1996 school year were dropped on Tuesday, September 3, 1996. Parents of students on the waiting lists for seats were contacted beginning Thursday, September 5, 1996, to offer seats where vacancies exist. Many parents requested time to consult with their child regarding the decision on seat acceptance. Also, due to the fact that Stanford 9 testing is scheduled for September 16 - 26, 1996, we must protect the integrity of the childs testing situation and not move smdents during the testing process. If a student cannot be in attendance in their new school by Wednesday, September 11, 1996, the smdent will remain in their current school until the testing is completed. Immediately following the completion of testing the smdent can go to the new school. Even though the two week period is set for testing, schools vary the test schedule, and smdents may miss parts of the test or have to repeat parts if they move during that period. The early move may result in incomplete test results.Central HS Fair HS__________ Hall HS__________ McClellan HS Parirview HS Sub-Totail w/o Magnetsi Cloverdale JH Dunbar JH_______ Forest Heights JH Henderson JH Mabelvale JH Mann JH_________ Pulaski Heights J! Southwest JH Sub-Totall w/o Magnetsi Badgett ) Bale_____________ Baseline_________ Booker Brady____________ Carver Chicot Cloverdale_______ Dodd Fair Park Forest Park Franklin Fulbright_________ Garland Geyer Springs Gibbs Jefferson King_____________ Mabelvale________ McDermott \n Meadowctiff | Mitchell j Otter Creak Pulaski Heights Rightsell Rockefeller | Romine j Temy |' Wakefield I Washington I Watson I Western Hills Williams_________ Wilson Woodruff iji A. COUNTS? XLS Little Rock School Distnct Twelfth Day Enrollment Count September 4. 1996 Swtambw S. J995 5 967! 513i 6111 2171 5981 253? 6781 149! 4391 370! 5: O ' 40! 12! 341 111 411 3 o u 5 u Sepiambar 4. 1996 S O' 2' 0 J 1520! 63.62% 840 72.74% 885 67.57% 838! 80.91% 8501 51.65% 1080 645. 51i 32931 1502! 1381 4933 66.75% 2854' 1132! 505! 61I 4531 2741 5631 6031 157! 1541 332! 1091 445 ! 3481 4481 3351 4101 731 97! 12! 211 141 141 61 341 12! 241 4083: 69.90% 578 87.37^ 748' 60.56^ 734 ' 76.70%) 771' 78.21%! u (I 5 II a I o 3759. 15111 137! 33141 1163! 1031 1611 2431 240! 421 78! 71' 3171 252! 2531 321 3581 3731 1191 2841 881 581 171! 1111 215! 52! 2081 2181 3831 181 2541 2541 226! 2241 1661 191 691 1241 2181 2811 2841 218! 3031 132! 2631 211! 307! 237! 961 41 138! 1841 1861 199! 1931 51 229! 1071 216! 75! 2361 2711 3631 421 4281 2071 3401 761 2081 105! 255! 228! 296! 1701 761 76! II 22! 71 271 26 18! 81 71 8! 10! 10! 12! 121 21 91 141 7! 14! 61 21! 01 01 71 171 41 171 101 241 201 261 91 31 161 91 81 4471 74.27% 827' 53.81% 795' 56.35% 507 80.87% 5407 69.52%! 4580- 72.36%! 204. 78.92% 343! 70.85% 318 75.47% 596 53.19% 398: 63.57% 623 51.52%) 4541 78.85% 438' 85.16% 2901 58.97% 277 77.62%! 436. 47.71%!' 413' 92.74%!  5201 48.85%!' 247! 91.50%!' 302! 74.17%!' 3041 54.61%!' 506! 43.08%!' 5161 55.04% 441' 68.71% 4951 53.13% 403! 76.18% 241! 98.34% 3291 41.95%) 402 46.27%) 202' 95.54%) 3531 64.87/^ 301' 71.76'%) 5311 44.44%) 4251 85.41%! 6611 64.75% 425. 80.00% 316! 65.82% 4991 51.10% 3811 77.69% 254 66.93%! Sub-Totall 89981 44711 4111 13880 64.83%! w/o Magnetsi Grand 7ota/ w/o Magnets i 7924' 3562 3361 11822 67.03%! 160501 7484 6861 24220 66.27%) 14092 5857 536 20485 68.79%! 579- 154 589' 195 765! 144 471- 368 11! 28 i 211 39! 3484 1506 1501 3013 1138 1111 531 47: 26: 432 297 ' 341 481 608 348 121 1061 1151 448 347 468 313' 417 74 11! 121 7! 271 71 26 3733 1420 150. 3285 1073, 123! 178' 260' 239 341 901 521 2! 17' 3! 3121 2461 291 231 96' 461 306' 271 22! 367 421' 157 193 122! 341 491 101 84! 55! 214, 225. 405' 260 243! 226! 1591 209 21 i 2301 2! 4! 9! 5, 7' 141 19! 681 12! 1281 131 282! 329 2491 306 99! 91 191 111 2711 1921 201 290 243! 135 246 227 225: 201! 34! 8' 169\n193 4! 1291 5! II 7! 191 51 23! 2331 269. 761 171 231 378 i 28! 171 403: 236! 58! 382' 219' 258 291 i 188' 72! 101 911 31 2201 221 53! 131 77' 31 1776, 60.81% 744 - 77.32% 812 72.54% 930! 82.26% 878 53.64% 5140. 67.78%! 4262 70.6^ 604. 87.91% 763 56.62% 613 78.47% 726- 83.75% 4701 74.04% 822 ' 54.50% 788 59.39'%) 517 80.66^ 5303 70.39%!' 4481 73.31%!' 2141 83.18%!' 367' 70.84%)' 299- 79.93^' 587' 53.15%)' 373. 61.93^' 599 51.09%!' 523' 70.17%!' 480 ' 87.71%! 245- 64.08%! 257 75.10%)' 444 48.20%!' 433! 93.53%!' 5041 51.59%!' 2641 92.05%!' 306! 73.86,%! 300 53.00%)' 500! 41.80%!' 597' 55.11%)' 4161 73.56%]' 483! 56.11%)' 379 ! 76.52%]' 252! 96.43% 311! 43.41% 458' 53.71% 236! 96.19%!' 377' 59.68%!' 2941 68.37%!' 5251 44.38%)' 4231 89.36%l' 697' 57.82%!' 4641 82.33%) 313i 69.97% ' SOOi 51.60% 357! 81.51%]' 273' 68.86%!' 9220 4325 5411 14086 65.46%! 8170 3439 455 12064- 67.72%! 16437 7251 841 24529 67.01%! 14468 5650 689 20807 69.53%! Offica of Studonl Assicnmant ii 1891i  -115 954! 12911 11991 10001 -210 -479 -269 -122 63351 -1198 53351 -1073 868! 8121 8581 907! 6141 8501 7451 737! -264 -49 245 -181 -144 -28 43 -220 6391' -1088 55411 -1060 2571 401! 390! 656! 467! 6131 5581 4921 3281 351' 3991 4341 540! 2981 3281 3531 4921 728! 5151 517! 4651 2981 3511 3741 2581 4691 4871 5151 492! 836! 492! 328! 5171 3941 3241 wt3 -34 -91 -69 -94 -14 -35 -12 -83 94 45 ___ 36 34 22 53 ____8 131 99 -34 -86 -46 -40 34 -22 -92 -193 10 -69 -139 -28 -15 -17 -37 -51 157171 -1631 13578! -1514 284431 -3914 244541 -3647Little Rock Scluxil District Desegregation Update Board of Directors Meeting December 19. 1996 LRSD BIRACIAL COMMITTEE The LRSD Bi-racial committee continues to hold monthly established meetings. The committee conducted 3 monitoring visits during October. The committee is working to rewrite e bylaws, due to the restructuring of the committee in September 1995, by the parties. The new proposed bylaws will be presented to the Board for review upon completion. LRSD RECRUITMENT REPORT The Recruitment Report for the 1st quarter of 1996-97 school year is attached (Attachment 1). This report provides recruitment activities conducted by the two LRSD Parent Recruiters (Essie Middleton and Becky Rather) during the 1st quarter of the school year. An update through December 19, 1996, will be available for the December 19. 1996, board meeting.November 25, 1996 To: Nancy Acre, Director of Student Assignment From: Becky Rather \u0026amp; Essie Middleton, Parent Recruiters Re: Recruitment Report, 1st Quarter, 96-97 JULY 1-31 Developed ad for Kid's Directory featuring Incentive Schools, CARE, 4-year-old program and registration dates. Ad was distributed trhoughout month of July 2 10 10 12 Met with Suellen Vann about new Incentive School brochures Met with Mable Donaldson for infoirmation on Gifted/Talented in schools Mailed letter to all white students on 4-year-old waiting lists offering available seats Met with Parent Involvement Administrative Team about 14 17 17 19 19 22 23 24 24 25 25 25 29 29 30 31 31 new District Parent Involvement Policy Sent memo to Communications outlining agreed upon plans for Incentive Schools Presented recruitment plans for the year to Director of Student Assignment Met with Alliance for Our Public Schools LRSD 96-97 calendars ready for distribution to Realtors, prospective parents, etc. Registration letters and flyers mailed to 156 churches and childcare providers in the city. Attended monthly meeting of Parent Involvement Administrative Team Met with Janet Jones Realty to provide new calendars Work with new principal at Chicot on recruitment for school Met with Pat Price on Parent Involvement workshop Sent OERFs to McClellan and Henderson for recruitment efforts Met with Ark. Community Foundation Julie Wiedower represented office in Magnet Meeting Mailed calendars to all LRSD households infoirming them of registration, school opening dates, etc. Participated in Principal Workshop on Parent Involvement Attended Parent Involvement Conference with State Dept. Attended Nuts \u0026amp; Bolts on Planning Developed new letter to newcomers AUGUST 1 1 Press releases distributed on registration dates Hold Secretaries inservice on registration1\u0026amp;2 3 5 7\u0026amp;8 12 13 14 15 23 26 26 27 27 29 30 Distributed registration posters throughout city in grocery stores, housing projects, medical offices, youth centers. Department of Human Services, etc. Meet with McKay Realtors Worked on CARE closing at several schools Registration in Schools Attend Early Childhood meeting Attend PTA Council Workshop at Romine Met with Alliance for Our Public Schools Nancy Acre met with ODM, PCSSD, NLR Sent letter to Communications about Incentive brochure Interdistrict schools open houses Magnet elementary schools open houses Area schools open houses Incentive schools open houses Mann, Dunbar, Metro open houses Contact Sterling Ingram on extended day information SEPTEMBER 3 3 4 5 9 10 10 12 12 16 17 18 23 23 25 25 26 30 Assist Henderson PTA Junior High open houses Acre met with Bowles, Collins, Acklin, Jackson High school magnets open houses Area high schools open houses PTA Council meeting Board Room Report to Biracial Committee Attend Parent Involvement Administrative Team meeting Assist Henderson in Recruitment Attend Department of Education retreat Talked to Family Magazine about promotional stories due day - Gathered lists of names of recruitment team members from each school Worked with Sweeney Realty Review incentive school brochure Held meeting on planning 6th grade orientation Attended Kids Count meeting at Arkansas Children's Hospital Assist McCaskell Realty Attend Amendment One meeting at Governor's mansion The parent recruiters toured 16 families during the first quarter (July-Sept.) of 96-97. Each family tour includes between one and six schools, depending on the grade level of child and availability of seats.'}7 /pencil Little Rock School District MEMORANDUM To\nFrom: Date: Subject: Board of Directors Dr. Don Roberts, Superintendent January 23, 1997 Desegregation Update The attached information represents the desegregation update for the month of January.Little Rock School District Desegregation Update Board of Directors Meeting January 23. 1997 Registration Pre-Registration for the 1997-98 school year began on Tuesday, January 21, 1997, at all area schools, incentive schools, and the Student Assignment Office. The registration period will continue through January 31, 1997. All forms collected at schools will be forwarded to the Student Assignment Office for data input. The January 21 - 31, 1997 period is for 4 year old program, kindergarten, students new to the LRSD, students requesting magnet assignment, and elementary desegregation transfer requests. The secondary desegregation transfer period will be from March 10 - March 28. LRSD Biracial Committee The LRSD Biracial Committee is active and meeting monthly. The committee meets on the 1st Tuesday of each month at 6:00 p.m. in the LRSD Board Room. DECEMBER 27, 1996 COURT ORDER On December 27, 1996, Judge Susan Webber Wright approved a motion filed by LRSD seeking a six to nine month plan development period which LRSD would concentrate its efforts on developing plan modifications to improve education and desegregation within the district. Also, the court approved LRSDs withdrawal of the motion to reconsider the Courts ruling on the LRSDs motion to end federal court jurisdiction. LRSD has until September 30, 1997 to refile its motion for reconsideration.ft ' Qi/t M. Little Rock School District MEMORANDUM To: From: Board of Directf^s^ d Dr. Don Robert^ Sup Superintendent Date: Subject: February 21, 1997 Desegregation Update b 2 (f !9::- ifScSafSylT/'OiVMD 'e r The attached information represents the desegregation update for e month of February.Little Rock School District Desegregation Update Board of Directors Meeting February 27, 1997 REGISTRATION Registration for all new and kindergarten students to the LRSD and those students opting for transfer options began January 21, 1997, and continued through January 31, 1997. The following information will provide an update concerning kindergarten registration. KINDERGARTNERS Year 1995-96 1996-97 1997-98 Black 890 851 910 Non-Black 600 557 546 Total 1490 1408 1456 Attachment 1 is a Projection by School for the 1997-98 school year as of February 21, 1997. These numbers do not include NLRSD and PCSSD or Four-Year old students. Assignment letters for all kindergarten, new students, and students requesting options will be mailed to parents on March 5, 1997. The secondary desegregation transfer application period will be March 10, 1997 - March 28, 1997. Assignment notification letters will be mailed to parents on April 9, 1997. Four-Year old applicant numbers will be available for the board meeting in April. Notification letters to parents of Four-Year old applicants will be mailed on April 18, 1997. LRSD BIRACIAL COMMITTEE The LRSD Biracial Committee met on February 4, 1997. The committee unanimously voted to accept the new bylaws proposed by the committee. Attachment 2 is a copy of the newly adopted bylaws. The next meeting will be held March 4, 1997, at 6:00 p.m.Little Rock School District Projection by School 97-98 as of February 21, 1997 School Central HS Fair HS Hall HS McClellan HS Parkview Mag. HS SUB-TOTAL Cloverdale JH Dunbar JH Forest Heights JH Henderson JH Mabelvale JH Mann JH Pulaski Heights JH Southwest JH SUB-TOTAL Badgett  Black White Other Total Bale ** Baseline *Booker Brady ** Carver Chicot * ** Cloverdale Dodd Fair Park * Forest Park Franklin ** Fulbright Garland Geyer Springs Gibbs Jefferson ** King Mabelvale * McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell * Rockefeller Romine Terry ** Wakefield Washington Watson  ** Western Hills Williams Wilson ** Woodruff  SUB-TOTAL GRAND TOTAL 1179 668 572 875 403 3697 592 486 448 584 347 379 403 471 3710 163 240 225 277 217 277 330 413 139 178 201 386 257 224 220 153 195 320 285 244 270 235 121 216 226 233 195 232 349 360 391 202 238 300 185 8697 700 149 176 141 347 1513 45 305 ATTACHMENT 1 I 16104 I 138 110 124 327 334 116 1499 30 81 38 227 82 232 119 41 73 51 231 17 248 2 58 119 277 m 88 194 62' 6 152 196 4 141 65 269 25 208 52 90 198 56 60 4069 7081 50 11 29 25 33 148 29 36 18 18 9 29 16 22 177 2 18 8 31 36 23 32 13 5 6 7 10 9 18 7 14 9 28 12 20 7 6 10 17 4 21 25 27 21 69 10 2 15 16 6  564 ' 889 ' 1929 828 777 1041 783 5358 666 827 604 712 480 735 753 609 5386 195 339 271 535 335 532 481 467 217 235 439 413 514 244 285 286 481 625 385 458 339 247 283 429 234 395 285 528 395 637 453 294 451 372 ' 251 13330 ' 24074 I % Black 61.1% 80.7% 73.6% 84.1% 51.5% 68.9% 88.9% 58.8% 74.2% 82.0% 72.3% 51.6% 53.5% 77.3% 68.8% 83.6% 70.8% 83.0% 51.8% 64.8% 52.1 tw /O 68.6% 88.4% 64.1% 75.7% 45.8% 93.5% 50.0% 91.8% 77.2% 53.5% 40.5% 51.2% 74.0% 53.3% 79.6% 95.1% 42.8% 50.3% 96.6% 59.0% 68.4% 43.9% 88.4% 56.5% 86.3% 68.7% 52.8% 80.6% 73.7% 65.2% 66.9% Capacity 2040 916 1220 1180 993 6349 750 772 780 960 600 900 700 754 6216 285 414 402 656 443 613 573 587 280 338 453 512 580 298 360 328 537 721 471 537 428 298 358 509 278 499 431 582 481 706 562 358 492 446 318 16134 28699 *Does not include NLRSD and PCSSD students February 21, 1997 ** Does not include Four-year old studentsattachment 2 LITTLE ROCK SCHOOL DISTRICT BOARD OF DIRECTORS BIRACIAL COMMITTEE BY-LAWS I. MEMBERSHIP The Little Rock School District Board of Directors Biracial Committee (\"Committee\") shall consist of up to 30 members. Twelve member positions on the Committee may be appointed by both the Little Rock School District Board of Directors and by the Joshua Intervenors. Knight Intervenors. Six member positions may be appointed by the IT. TERMS OF MEMBERSHIP Each member shall be appointed for a term of three (3) years and shall be eligible for reappointment. The term of membership shall begin on July 1 of the year appointed and end on June 30 of the final year. One year for the purposes of Committee membership shall run from July 1 to June 30. III. RESIGNATION Whenever a member is unable to complete his/her term of appointment, the member shall submit a letter of resignation which shall be binding. majority vote of If a verbal resignation is given, the membership is needed to then a confirm the resignation, and the member shall be notified by letter from the Secretciry or Chairperson of the Committee's action. IV. REMOVAL FROM MEMBERSHIP A. A member who misses two scheduled meetings during one year shall automatically be terminated from  Committee membership. The member may appear at the next scheduled meeting of the Committee to explain the reasons for his/her absence and request reinstated if a majority of the Committee votes to reinstate the member. If the Committee votes to reinstate the member, the Committee shall also by majority vote decide whether one or both of the member's absences shall be excused.  B. A member who misses four scheduled meetings during one year shall be automatically terminated from Committee membership.V. MEETINGS The Committee shall meet at least once a month. The each meeting shall be determined by date and place of _______ , Special meetings may be called by the Little Rock School Board, the Chairperson of the Committee, or the Little Rock School District Superintendent or his/her designee. The Secretary of the Committee shall provide written notice of all regularly time, majority vote. scheduled and special meetings to all members of the Committee, members automatically terminated under Section IV. A. due to being absent from the last scheduled meeting, and the Little Rock School District Superintendent. VI. QUORUM A majority of votes cast at any meeting at which a quorum is present shall decide every question or natter submitted to the Committee at such meeting. A quorum shall be one more than one- half of the current Committee membership. A majority shall be one more than one-half of the members present at a meeting. VII. ELECTION OF OFFICERS Officers shall be elected at the June meeting of the The following officers shall be elected: Chairman, Vice Committee. Chairman and Secretary. A majority shall be required for election of each officer./AonJ\\ l99f iJ. Little Rock School District MEMORANDUM To: From: Date: Subject: Board of Directors Dr. Don Roberts, Superintendent March 27, 1997 March Desegregation Update The attached information represents the desegregation update for the month of March.Little Rock School District Desegregation Update Board of Directors Meeting March 27, 1997 REGISTRATION The 1997-98 four-year old registration was extremely successful. We had a total of 927 applicants during the period beginning January 21, 1997, and ending January 31, 1997. The racial breakdown of applicants is: 751 Black 176 White and Oer 927 Total The total capacity for the four-year old program is 720 seats. The racial breakdown of seat capacity is: 360 Black 360 White and O\u0026amp;er 720 Total The numbers listed above do not include the applicants accepted after March 10, 1997. Notification letters to parents of four-year old applicants accepted into the LRSD program will be mailed on April 18, 1997. LRSD BIRACIAL COMMITTEE The LRSD Biracial Committee met on March 4, 1997. Dr. Roberts attended the meeting and spoke with the committee in reference to the recent court approved motion. All monitoring of the Biracial Committee will cease until September 1997. The next meeting will be held April 1, 1997, at 6:00 p.m. in e LRSD Board Room.9^ Little Rock School District MEMORANDUM To: From: Date: Subject: Board of Directors Dr. Don Roberts, Superintendent April 24, 1997 April Desegregation Update The attached information represents the desegregation update for the month of April.Little Rock School District Desegregation Update Board of Directors Meeting April 24, 1997 DESEGREGATION TRANSFERS The Desegregation Transfer period for secondary students ended March 28, 1997. All students who applied for transfers were notified by mail on April 9, 1997, of the 1997-98 assignment. A total of 1157 students submitted applications for senior high schools, applications were approved. All A total of 210 smdents submitted applications for junior high schools. 161 (77%) of the applications were approved to their 1st, 2nd, or 3rd choices. LRSD BIRACIAL COMMITTEE The LRSD Biracial Commitiee met on April 1, 1997. The comminee viewed a discipline video about the program currently in operation at Carver Magnet. The committee had mixed feelings regarding the program. Also, the committee was given a brief overview on the Vital Link program by Deana Keathley. The next meeting will be held May 6, 1997, at 6:00 p.m. in the LRSD Board Room. FOUR-YEAR OLD PROGRAM A total of 1026 applicants have applied for the four-year old program through April 21, 1997. The Little Rock School District has seats for 720 four-year olds. Parents were notified by mail on April 19, 1997, regarding their placement in the program or on the waiting list.Little Rock School District MEMORANDUM To: From\nDate: Subject: Board of Directors Dr. Don Roberts, Superintendent May 22, 1997 May Desegregation Update The attached information represents the desegregation update for the month of May.Little Rock School District Desegregation Update Board of Directors Meeting May 22, 1997 RELEASE OF INCENTIVE SCHOOL KINDERGARTEN SEATS Incentive school kindergarten seats are reserved at 50/50 for black and white students. If enough white students are not available, we request the court to release the seats . -  reserved for white students. The seats were released on May 19, 1997. Students on the waiting list for those seats will be notified by June 1, 1997.LITTLE ROCK SCHOOL DISTRICT RECE?VP^ MEMORANDUM APR 2 b 1995 Office of Desegregation Monitoring To: Through: From: Date: Subject: Board of Directors Dr. llii 1, Superintendent Russ Mayo, Associate Superintendent April 27,1995 Desegregation Update April. The attached information represents the desegregation update for the month ofLittle Rock School District Desegregation Update Board of Directors Meeting April 27,1995 LRSD 1995-96 PRE-REGISTRATION TIMELINE DATE FEBRUARY 6-17 MARCH 17 MARCH 27 - JUNEl MARCH 27- APRIL7 EVENT PRE-REGISTRATION at all schools and LRSD Student Assignment Office_________ Assignment notification letters mailed for students in grades K-12__________________ Pre-Registration continues at Area Schools TIME APRILS APRIL 17 Desegregation Transfer applications (Secondary students) accepted in Student Assignment Office______________________ Assignment notification letters mailed for 4 year old students______________________ Assignment notification letters mailed for secondary applicants. Desegregation Transfer JUNE2- JULY21 1995-96 Waiting List Published___________ Summer registration at LRSD Student Assignment Office 8:00 a.m. - 5:00 p.m. LRSD Biracial Committee The Bi-racial committee has planned the first of their scheduled monitoring visits to the Incentive Schools. The visits will begin on May 2, 1995. The committee was trained by LRSD Planning, Research, and Evaluation.Desegregation Update Board of Directors Meeting 2 ApriJ/May Town Hall/Straight Talk Calendar DATE April 10 April 11 April 12 April 18 April 24 May 1 May 2 May 10 TIME 5:00 p.m. 6:30 p.m. 10:00 a.m. 6:30 p.m. 5:00 p.m. 6:30 p.m. 5:00 p.m. 6:30 p.m. LOCATION Pulaski Heights Elementary Southwest Community Center 6401 Baseline LRSD Transportation Scott Hamilton_____________ University Park Adult Center 6401 West 12th_____________ LRSD Board Room 810 West Markham McDermott Elementary 1200 Reservoir Rd. Central High Pulaski Heights Jr. High 401 N. Pine SUBJECT Straight Talk (Asst Prin.)_______ Town Hall Straight Talk (TRANSPORT.) Town Hall Straight Talk (ADMINISTRATIVE STAFF \u0026amp; CLASSIFIED STAFF) Town Hall Straight Talk (TEACHERS) Town Hall LRSD Tool/Board Action Required ACTION Board review of tentative budget Conduct Board Work Session tentative budget % COMPLETE 0% SCHEDULED START 5-25-95 . on 0% 5-29-95 HOST Dr. Williams P. Gee Dr. Williams ICC/MaUey L. Poindexter Dr. Williams John Riggs Dr. Williams K. Mitchell J. Magness SCHEDULED FINISH 5-25-95 5-31-95 ApribZr. 1995Little Rock School District MEMORANDUM To: Board Directors Through\nDr. H Superintendent From: Rugg IIIXXIkCXl^ACXL Mayo,^^sociate Superintendent Date: April 27,1995 Subject Desegregation Update The attached information represents a supplement to the desegregation update for the month of April.Desegregation Update Board of Directors Meeting April 27,1995 TELEPHONE REPORT The monthly telephone report for the Student Assignment office is listed in the chart below. The table indicates the number of calls received during each month since January, 1995. MONTH January February March April 1 - April 18 CALLS RECEIVED 4006 __________4269__________ __________4086__________ 2488 Desegregation Plan Modifications April 14,1995 The revised table below indicates the proposed plan modifications as of April 14,1995. Budget Related 1. McClellan Community School_____ 2. Staffing - Incentive Schools 3. Academic Progress Incentive Grants 4. Focused Activities Others 1. LRSD Biracial Committee________ 2. Student Assignments_________ 3. Parent Council - Incentive Schools 4. Parent Involvement/ Community Linkages 5. Spanish - Incentive Schools____________ 6. Recruitment of Private School Students 7. Incentive Schools Parent Recruitment Result Reduce Reduce Reduce Reduce Change Change 4 to 2 mon. visits Change Delete Change ChangeI'rt S - bitlie Rock School District MEMORANDUM To\nBoard of Directors Through\n^j. Henry P. Williams, Superintendent From\nDate\nRuss Mayo, Associate Superintendent May 8,1995 MAY 2 4 1595 Subject\nDesegregation Update Ofiica Ct Desegregaticn Moniicritig May. The attached information represents the desegregation update for the month ofLittle Rock School District Desegregation Update Board of Directors Meeting May 25,1995 LRSD Biracial Committee The Bi-racial committee began monitoring on May 2,1995. The monitoring visits to all Incentive Schools will be completed by May 31,1995. LRSD Tool/Board Action Required ACTION Board review of tentative budget Conduct Board Work Session tentative budget on SCHEDULED START 5-25-95 5-29-95 SCHEDULED FINISH 5-25-95 5-31-95 LRSD Pre-Registration Counts by School ______________as of May 8,1995 SCHOOL Central Hall Parkview Fair McClellan Mann Dunbar Forest Heights Pulaski Heights Southwest Henderson Cloverdale Mabelvale Booker Bale Bradv Badgett________ McDermott Carver Baseline Fair Park Forest Park Franklin Garland Gibbs Chicot Western Hills Jefferson BLACK 1057 632 404 665 735 444 495 513 484 444 624 507 392 298 228 228 127 251 318 228 184 199 385 232 164 318 192 205 WHITE 548 261 364 243 190 388 226 191 346 107 180 94 131 221 79 121 35 232 278 71 64 238 26 9 127 105 91 299 OTHER 47 28 33 7 14 21 14 22 7 20 26 8 3 19 10 18 0 19 17 5 7 8 14 27 14 6 7 7 TOTAL 1652 921 801 915 939 853 735 726 837 571 830 609 526 538 317 367 162 502 613 304 255 445 425 268 305 429 290 511 % BLACK 64.0% 68.6% 50.4% 72.7% 78.3% 52.1% 67.3% 70.7% 57.8% 77.8% 75.2% 83.3% 74.5% 55.4% 71.9% 62.1% 78.4% 50.0% 51.9% 75.0% 72.2% 44.7% 90.6% 86.6% 53.8% 74.1% 66,2% 40.1%Desegregation Update Board of Directors Meeting 2 SCHOOL Cloverdale____ Dodd .Meadowcliff Mitchell King__________ Rockefeller Geyer Springs Pulaski Heights Rightsell Romine Washingl Williams Wilson :on Woodruff Mabelvale Terrv Fulbright Otter Creek Wakefield Watson TOTAL Attached BLACK 343 174 283 243 308 260 203 213 207 218 451 251 259 135 308 217 254 153 328 335 16,096 WHITE 65 89 100 8 229 142 69 215 8 75 213 226 87 77 119 311 299 191 50 79 7,917 OTHER 8 7 0 3 16 18 3 15 4 14 26 14 8 11 11 30 16 7 14 8 661 LKSD Desegregation Transfers TOTAL 416 270 383 254 553 420 275 443 219 307 690 491 354 223 438 558 569 351 392 422 24,674 % BLACK 82.5% 64.4% 73.9% 95.7% 55.7% 61.9% 73.8% 48.1% 94.5% 71,0% 65.4% 51.1% 73.2% 60.5% 70.3% 38.9% 44.6% 43.6% 83.7% 79.4% 65.2% you will find the information requested regarding the Secondary Desegregation Transfers. Ruji-Mciyo',Rationale for Junior High Desegregation Transfers 1995-96 The student assignment office received (208) desegregation transfer applications for junior high schools. 46% of the applications were granted for a total of 96 students. 78 seventh grade students, 40 seventh grade students were granted transfers to PHJH, 29 to FHJH, 3 to MJH, 5 to HJH and 1 to SWJH. 10 eighth grade students, 4 to FHJH, 4 to PHJH and 2 to hjh. 8 ninth grade students were granted transfers, 1 to FHJH, 6 to PHJH and 1 to HJH. Black students from the Cloverdale and southwest attendance zones received the majority of junior high transfers because the transfers benefited the sending and receiving schools where racial balance is a concern. Pulaski Heights JR High could have received more black students because of their racial balance, but capacity is limited. Transfers were granted to all students except, where racial balance would not remain constant or improve. Therefore, 16 eighth grade applicants and 5 ninth grade applicants were denied. Racial balance before and after transfers were as follows: SCHOOL Cloverdale Forest Heights Henderson Mabelvale Pulaski Heights Southwest BO 9 O* 3 I a J 83.3%| 71.3% 73.7% a 9 s 83.2% 71.3% 75.0% 74.5% 55.5%i 58.0% 79.3%i 77 6%'1995-96 SENIOR HIGH DESEGREGATION TRANSFERS TOTAL APPLICATIONS RECEIVED: 10TH GRADE IITH GRADE 12TH GRADE 176 21 4 APPLICATIONS GRANTED: lOTH GRADE IITH GRADE 12TH GRADE 119 21 4 percentage of total applications granted 71.6% APPLICATIONS DENIED: lOTH GRADE IITH GRADE 12TH GRADE 57 0 0 RATIONALE All 11th and 12th grade applications were granted because space was available and the number of applicants was so small as to not impact the racial balance at any of the four schools. Racial balance inhibited the movement of 57 10th grade The racial percentages of each school's applicants. 10th grade class before considering desegregation transfers were as follows: Central Hall Fair McClellan 59.4% 73.8% 73.6% 83.1% Therefore, any black students who requested a transfer out of Central to Hall, to Fair, or to McClellan were denied. Likewise, any white students who requested a transfer out of McClellan were denied. Two black students, one at Hall and one at Fair, who requested transfers to McClellan, also were denied.GRADE 10th little rock school district 10TH GRADE DESEGREGATION TRANSFERS I# OF REQUES 1 ro SCHOOL BLACK 26 54 51 1 TOTAL I 138~7 WHITE ^i3 11 14 0 38 I rOTAL 39 65 65 7 ~ 176 I SCHOOL Central Fair Hall McClellan [I# OF REQUEST FROM SCHOOL j BLACK 52 13 16 57 138 I WHITE 22 2 11 3 38 TOTAL 74 15 27 60 176Little Rock School District MEMORANDUM To: Through: From: Date: Subject Board of Directors Dr. Henry P. Williams, Superintendent Russ Mayo, Associate Superintendent May 18,1995 Supplement to May Desegregation Update The attached information represents the supplement to the desegregation update for the month of May.1-ictie KOCK ocxiooi L\u0026gt;i5cricc Desegregation Update Board of Directors Meeting May 25,1995 LRSD Biracial Committee The Bi-racial committee began monitoring on May 2,1995. The monitoring visits to all Incentive Schools will be completed by May 31,1995, LRSD Tool/Board Action Required ACTION Board review of tentative budget Conduct Board Work Session tentative budget on SCHEDULED START 5-25-95 5-29-95 SCHEDULED FINISH 5-25-95 5-31-95 LRSD Pre-Registration Counts by School April 19, 1994 School Central HS Fair HS Hall HS McClellan HS Parkview Mag. HS Sub-Total w/o Magnets Cloverdale JH Dunbar JH Forest Heights JH Henderson JH Mabelvale JH MannJH Pulaski Heights JH Southwest JH Sub-Total w/o Magnets Badgett Bale Baseline Booker Brady Carver Magnet Chicot Cloverdale PBlk 1087 628 669 716 434 3534 3100 543 454 552 668 451 466 461 507 4102 3636 108 190 217 304 218 316 335 262 P Wh 577 283 318 212 302 1692 1390 131 246 180 265 165 366 367 131 1851 1485 46 60 60 248 140 262 145 76 POth 46 6 23 8 23 106 83 5 11 16 30 5 19 7 16 109 90 0 10 5 18 13 9 4 7 PTtlj 1710 917 1010 936 759 5332 4573 679 711 748 963 621 851 835 654 6062 5211 154 260 282 570 371 587 484 345 %Blk 63.57% 68.48% 66.24% 76.50% 57.18% 66.28% 67.79% 79.97% 63.85% 73.80% 69.37% 72.62% 54.76% 55.21% 77.52% 67.67% 69.78% 70.13% 73.08% 76.95% 53.33% 58.76% 53.83% 69.21% 75.94% P Blk 1057 662 627 738 402 3486 3084 507 495 508 626 394 430 482 445 3887 3442 124 229 223 290 231 309 326 330 April 17, 1995 PWh 548 244 255 194 354 1595 1241 95 223 174 191 131 378 340 107 1639 1532 38 75 74 216 122 278 105 66 POth 46 7 ___ 14 ___ 127 ___94 8 14 20 ___W 3 ___M 7 20 121 101 0 10 5 19 16 14 6 7 PTtl 1651 913 909 946 789 5208 4419 610 732 702 846 528 828 829 572 5647 5075 162 314 302 525 369 601 437 403 %Blk 64.02% 72.51% 68.98% 78.01% 50.95% 66.94% 69.79% 83.11% 67.62% 72.36% 74.00% 74.62% 51.93% 58.14% 77.80% 68.83% 67.82% 76.54% 72.93% 73.84% 55.24% 62.60% 51.41% 74.60% 81.89%Desegregation Update Board of Directors Meeting 1 School Dodd Fair Park Forest Park Franklin Fulbright Garland Geyer Springs Gibbs Jefferson King Mabelvale McDermott Meadowcliff Mitchell Otter Creek Pulaski Heights Rightsell Rockefeller Romine Stephens Terry Wakefield Washington Watson Western Hills Williams Wilson Woodruff E. Mitchell Day C Sub-Total w/o Magnets Grand Total w/o Magnets P Blk 169 175 177 275 232 158 193 167 199 297 280 235 274 190 160 177 166 247 235 126 217 319 433 303 191 252 234 118 19 8168 7110 15804 13846 April 19. 1994 P Wh 91 62 270 24 289 4 69 124 288 182 149 237 115 12 190 216 10 116 65 3 297 87 230 68 110 208 92 71 8 4724 3874 8267 6749 POth 9 6 5 6 17 20 5 9 5 7 5 20 0 4 8 14 1 9 12 1 30 6 19 1 2 8 8 5 0 308 264 523 437 PTtl 269 243 452 305 538 182 267 300 492 486 434 492 389 206 358 407 177 372 312 130 544 412 682 372 303 468 334 194 27 13200 11248 24594 21032 %Blk 62.83% 72.02% 39.16% 90.16% 43.12% 86.81% 72.28% 55.67% 40.45% 61.11% 64.52% 47.76% 70.44% 92.23% 44.69% 43.49% 93.79% 66.40% 75.32% 96.92% 39.89% 77.43% 63.49% 81.45% 63.04% 53.85% 70.06% 60.82% 70.37% 61.88% 63.21% 64.26% 65.83% P Blk 174 186 199 391 248 228 199 164 199 311 306 250 284 235 152 205 207 258 220 207 326 452 337 185 246 260 138 19 8648 7620 16021 14146 April 17,1995 P Wh 84 60 238 29 295 9 66 127 297 225 120 224 98 8 189 215 8 139 75 POth 7 7 5 14 17 26 3 14 7 20 10 18 0 3 7 15 4 18 14 PTtl 265 253 442 434 560 263 268 305 503 556 436 492 382 246 348 435 219 415 309 Closed 316 54 206 76 90 223 75 8 4621 3769 7855 6542 31 14 26 7 6 14 9 7 0 400 339 648 534 554 394 684 420 281 483 362 220 27 13669 11728 24524 21222 %Blk 65.66% 73.52% 45.02% 90.09% 44.29% 86.69% 74.25% 53.77% 39.56% 55.94% 70.18% 50.81% 74.35% 95.53% 43.68% 47.13% 94.52% 62.17% 71.20% 37.36% 82.74% 66.08% 80.24% 65.84% 50.93% 71.82% 62.73% 70.37% 63.27% 64.97% 65.33% 66.66%LITTLE ROCK SCHOOL DISTRICT 1995-96 DESEGREGATION TRANSFER APPLICATION SUMMARY __________________JUNIOR HIGH SCHOOLS ZTH GRADE: 8TH GRADE: 9TH GRADE: TOTAL APPLICATIONS RECEIVED: Total 169 26 13 208 Black 125 23 10 158 White 44 3 3 50 %Blk 74% 88% 77% 76% I# OF REQUEST TO SCHOOL | I# OF REQUEST FROM SCHOOL | GRADE 9th TOTAL BLACK 0 0 2 1 0 5 2 10 WHITE 0 0 2 0 0 1 0 3 TOTAL 6 0 4 1 0 6 2 13 SCHOOL CLOVERDALE DUNBAR FOREST HEIGHTS HENDERSON MABELVALE PULASKI HEIGHTS SOUTHWEST SMCX i 2 4 1 0 0 2 10 WHITE 6 0 0 2 0 0 1 3 TOTAL 1 2 4 3 0 0 3 13 GRADE 8TH TOTAL BLACK i 0 6 4 0 8 4 23 WHITE 0 0 0 0 0 3 0 3 TOTAL i 0 6 4 0 11 4 26 SCHOOL CLOVERDALE DUNBAR FOREST HEIGHTS HENDERSON MABELVALE PULASKI HEIGHTS SOUTHWEST BLACK 2 4 3 3 4 0 7 23 WHITE 0 1 0 2 0 0 0 3 TOTAL 2 5 3 5 4 0 7 26 GRADE 7TH TOTAL BLACK 0 28 5 8 66 6 125 WHITE i 0 13 4 1 18 1 44 TOTAL 13 0 41 9 15 84 7 169 SCHOOL CLOVERDALE DUNBAR FOREST HEIGHTS HENDERSON MABELVALE PULASKI HEIGHTS SOUTHWEST BLACK 24 12 9 16 21 0 43 125 WHITE 4 4 6 18 2 0 10 44 TOTAL 28 16 15 34 23 0 53 169 95-96 DESEG JH TRANSFERS Page 1LITTLE ROCK SCHOOL DISTRICT MEMORANDUM To: Board of Directors Through: From: Date: Dr. Henry P. Williams, Superintendent Russ Mayo, Associate Superintendent June 22, 1995 Subject: Desegregation Update June. The attached information represents the desegregation update for the month of I I IJ i 1 Little Rock School District Desegregation Update Board of Directors Meeting June 22,1995 REGISTRATION Registration will continue during the summer months at the Student Assignment Office. August registration will be held on August 7 -8, 1995 in the schools. The registration hours will be 8:00 a.m. - 6:00 p.m.. LRSD Biracial Committee The Biracial committee began monitoring on May 2,1995. The monitoring visits to all Incentive Schools were completed on May 31,1995. Each Incentive School was scheduled to be monitored one (1) time during the second semester. A final report will be prepared. i i IMEMORANDUM To: Through: From: Date: Boar^f Directors Lfc/\u0026lt;Qen^d\u0026gt;' Russ Mayo, j July U, 1995 'Wi ams/Superintendent iate Superintendent Subject: Desegregation Update July. The attached information represents the desegregation update for the month ofLittle Rock School District Desegregation Update Board of Directors Meeting July 20,1995 REGISTRATION Registration will continue during the summer months at the Student Assignment Office. August registration will be held on August 7 - 8, 1995 in the schools. The registration hours will be 8:00 a.m. - 6:00 p.m.. LRSD BIRACIAL COMMITTEE The LRSD Biracial committee met on June 27,1995 to elect officers for the 1995-96 school year. The officers are: Kenyon Lowe - Chairman Delaney Fleming - Co-Chairman Liz Parkhurst - Secretary The Biracial committee will begin plans for the 1995-96 school year with a meeting on August 29,1995. SCHOOL RELOCATIONS Attachments 1 and 2 are proposed timelines for the relocation of Fair Park and Badgett pending court approval. Preparations are being made to meet deadlines of notification to parents regarding assignments and meeting dates and times. These letters will be mailed on July 10,1995 if court approval is given. The meeting times and dates for peirents will be: BADGETT - July 18,1995 FAIR PARK - July 20,1995 6:30 p.m. 6:30 p.m. Student Assignment personnel along with LRSD Parent Recruiters will be available to assist parents with questions, options, and paperwork dxiring these meetings.MEMORANDUM To\nDr. Henry P. Williams, Superintendent From: Russ Mayo, Associate Superintendent Date\nJune 21, 1995 Subject: Closing of Badgett School Updated Timeline 1, 2. 3. 4. MikstBae ...... ...... Develop a list of key people in the community who should be contacted immediately Design possible scenanos for new attendance zones Business Case presented to the LRSD Board of Directors for approval__________ Notify patrons at February registration of the possibility that the school will dose. 5. Compile list and mailing labels of all students living in the Badgatt School attendance zone and Dstt 1/13/95 1/30/95 1/26/95 2/6/95 2/1/95 FcrsM: Modeste Mayo Williams Mayo Mayo 6. 7. 8. 9. those scheduled to attend the school. Sort the lists by\na) those who attend Badgett School but live outside of the attendance zone b) those who attend Badgett School but live in the attendance zone\nand, c) those who do not attend Badgett School but live in the attendance zone.__________ Develop notice of relocation and date of community informabon meeting to send to\na) parents \u0026amp; students: b) community groups and churches\nc) media (press release) d) for door-to-door delivery in the neighborhood Conduct informational meeting with the principal, faculty, and staff about the process Mail nobce of possible relocation and date of community information meeting to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release)_________________________________________________ Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10. Conduct community information meetings 11. Notify finance person to indude this as a budget reduction strategy 12. Finalize a specific plan for new attendance zones_______________________________________ 13. Business Case presented to the LRSD Board of Directors for approval______________________ 14. File motion with the U. S. Federal Court to relocate students at Badgett School_______________ 15. Determine date for Student Assignment personnel to go to school and offer guidance to patrons about choices for their students. ________________________________________ 16. Develop letter to parents and students with announcement of dosing and choices asking for a response by a deadline. Deadline must be after student assignment guidance meeting._____ 17. Develop flyer to parents and students with announcement of dosing and date of guidance meeting at school to help patrons with choices.____________________________________________ 18. Receive court approvaP __________ 19. Mail letter of relocation and date of guidance meeting to patrons___________________________ 20, Deliver fliers, door-to-door, announcing the relocation and date of the guidance meeting________ 21. Inventory building_____________________________________________________________ 22. Conduct patron guidance and information meeting no later than___________________________ 23. Mail letters to parents and students with announcement and notifying them of new assignment 24. Remove materials and equipment from school_________________________________________ 25. Reroute transportation of students_______________________________________________ 26. Secure building_________________________________________________________________ 27. Reassign staff__________________________________________________________________ 28. Send final assignment notices to patrons and students C: SupennlcnJcnt's Cabinci * Kemaining iinwline ih hxscU on Cmin approval. 1/26/95 1/25/95 1/26/95 1/26/95 2/7/95 3/3/95 6/20/95 6/22/95 6/23/95 6/26/95 6/26/95 6/26/95 7/7/95 7/10/95 7/10/95 7/14/95 7/20/95 7121195 7131195 7131195 7131195 7131195 813195 Mayo Modeste Mayo Mayo Mayo Williams Mayo Williams Williams Mayo Mayo Mayo Williams Mayo Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley MayoMEMORANDUM To: Dr. Henry P. M^illiams, Superintendent From: Russ Mayo, Associate Superintendent Date: June 21, 1995 Subject: Closing of Fair Park School Updated Timeline 6. 7. 8. ......... Develop a list of key people in the community who should be contacted immediatery__________ Design possible scenanos for new attendance zones Business Case presented to the LRSD Board of Directors for approval_____________________ Notify patrons at February registration of the possibility that the school will dose. Compile list and mailing labels of all students living in the Fair Path Schoo/ attendance zone and those scheduled to attend the school. Sort the lists by: a) those who attend Fair Park School but live outside of the attendance zone b) those who attend Fair Park School but live in the attendance zone: and. c) those who do not attend Fair Park School but live in the attendance zone. Develop notice of relocation and date of community information meeting to send to: a) parents \u0026amp; students: b) community groups and churches: c) media (press release) d) for door-to-door delivery in the neighborhood Conduct informational meeting with the principal, faculty, and staff about the process_________ Mail notice of possible relocation and date of community Information meeting to: a) parents \u0026amp; students: b) community groups and churches\nc) media (press release) _____________________________________________________ 9. Deliver fliers, door-to-door, announcing the relocation and date of the information meeting 10, Conduct community information meetings 11. Notify finance person to include this as a budget reduction strategy_________________________ 12. Finalize a specific plan for new attendance zones 13. Business Case presented to the LRSD Board of Directors for approval 14. File motion with the U. S. Federal Court to relocate students at Farr Part Schoot___________ 15. Determine date for Student Assignment personnel to go to school and offer guidance to patrons about choices for their students._________________________________________________ 16. Develop letter to parents and students with announcement of closing and choices asking for a response by a deadline. Deadline must be after student assignment guidance meeting._____ 17. Develop flyer to parents and students with announcemeat of closing and date of guidance meeting at school to help patrons with choices.____________________________________________ 18. Receive court approval 19. Mail letter of relocation and date of guidance meeting to patrons________________________ 20. Deliver fliers, door-to-door, announcing the relocation and date of the guidance meeting 21. Inventory building_____________________________________________________________ 22. Conduct patron guidance and information meeting no later than________________________ 23. Mail letters to parents and students with announcement and notifying them of new assignment 24. Remove matenals and equipment from school 25. Reroute transportation of students_______________ 26. Secure building______________________________________________________________ 27. Reassign staff________________________________________________________________ 28. Send final assignment notices to patrons and students C: Supcrinlcndcnl's Cabinet 'Rcinntiiing timeline is hiced on Court iipprnviil Date 1/135 1/30/95 1/26/95 2/6/95 2/1/95 1/26/95 1/30/95 1/265 1/26/95 1/31/95 3/3135 sao/35 5722/35 5123135 5/25735 6/26/95 6/26/95 rnrss 7/105 7/10/95 7/145 7/20/95 7/21/95 713^1^5 7IZM35 7/31/95 7/31/95 a/3/95 Modeste Mayo Williams Mayo Mayo Mayo Modeste Mayo Mayo Mayo Williams Mayo Williams Wililams Mayo Mayo Mayo Williame Mayo Mayo Neal Mayo Mayo Eaton Cheatham Eaton Hurley Mayo'Ta/Zn /ffjtnd* /i/f- afiy MEMORANDUM To: Board [TS ? Through: Dr. Henry P. Willij !, Superintendent From: Rugs Mayo, Associate Superintendent AL-G - i/ Date: August 24,1995 Cuic: Subject: Desegregation Update The attached information represents the desegregation update for the month of August.Little Rock School District Desegregation Update Board of Directors Meeting August 24,1995 REGISTRATION Registration was held in the schools and the Student Assignment Office on August 7-8,1995. The Student Assignment Office will be closed to the public on August 18,1995 to process paperwork for aU students registered through August 17,1995 so they have an assigned school on August 21,1995. LRSD BIRACIAL COMMITTEE The Biracial committee will begin plans for the 1995-96 school year with a meeting on August 29,1995. LRSD COUNTS Attached is a projection of students registered for the 1995-96 school year comparing that with the 1994-95 data. (Attachment 1) DIRECTOR OF STUDENT ASSIGNMENT Ms. Nancy Acre was named Director of Student of Assignment. Ms. Acre will be an asset to our department and 1 encourage you to meet her if you have not done so. You may reach Ms. Acre at 324-2272 or *44.ai8?95 Little Rock School District Comparison August 3. 1994 to August 4. 1995 central HS Fair HS Hall HS McClellan HS Parkview Mag. I Blacki Whitei Other\nTotal %Black Black\nWhite\nOther Total! %8lack ! IO8O1 6541 I 697! 7391 442! 585i 294! 342! 218! 343! Sub-Totall 36121 17821 w/o Magnetai Cloverdale JH , Dunbar JH ! Forest Heights', Henderson JH Mabelvale JH\nMann jh Pulaski Height i 31701 14391 5221 462' 583 i 6911 4361 4741 4691 Southwest M I 507? 1261 256 i 1911 2831 1781 3861 3821 1241 Sub-Totall 41441 1926i w/o Magnetai 36701 15401 eadgecr Bale Baseline Booker Brady I Carver Magnet Chicot Cloverdale Dodd Fair Park Forest Park Franklin Fulbright Carland I i I 119' 2091 215! 316! 239! 318! 338! 297! 1701 1841 182! 3511 2391 2421 Ceyer Springs \u0026gt; 219| CiODS Jefferson I I King Mabelvale McDermott Meadowcliff ' Mitchell Otter Creek Pulaski Height i Rightsell Rockefeller Romine Stephens Terry I 1 165! 217! 3371 3111 2381 242! 201! 1671 189! Ttt? 2631 257! 501 76 i 62! 2681 1631 269' 156i 83! 96! 73! 2651 401 305! 5! 76! 1331 3001 2471 1691 2401 1241 121 201! 2201 1301 94! 50 6 22 9 24 111 87 6 12 17 32 6 22 8 17 1201 98 0 12 4 16 20 10 6 10 8 10 6 13 17 26 7 12 1715 954 1061 966 809 5505! 46961 654 730 791 1006 620 ozC 13 7 21 0 4 9 14 1 14 14  Wakefield i Washington i M/acon western Hills i Williams Wilson woodruff E. Mitchell 2261 3301 2931 891 4601 2361 3191 1961 801 1131 29 8 31 6 ' 2521 2121 ' 2571 102! i 1371 I T 921 I Sub-Totall 85791 50801 w/o MagneHi 75281 41981 Grand Total I I6335I S7SSI 882 859 648 61901 33081 169 297 281 600 4221 597 500 390 274 267 4531 404 561 273 302 310 523 597 487 499 366 217 377 423 184  407 365 548 427 727 405 2 311 9 10 7 473 369 236 382 335 673 520 140411 120611 37361 220651 6X97%| 68.55% 65.69% 76.50% 54.64% 65.61% 6730% 79.82% 63.29% 73.70% 68.69% 70.32% 53.74% 54.60% 78.24%l 66.95%i 69.14% 70.41% 70.37% 76.51% 5X67% 56.64% 53X7% 67.60% 76.15% 6X04% 68.91% 40.18% 86.88% 4X60% 88.64% 7X52% 53.23% 41.49% 56.45% 63.86% 47.70% 66.12% 9X63% 44.30% 44.68% 96.20% 64.62% 70.41% 41.24% 77.28% 63.27% 78.77% 63.02% 53.28% 69.65% 58.05% 61.10/(.| 62.42%! 63.47% 65.12%! 10811 673! 646! 7541 432! 3586 3154 5431 479! 5401 6461 3961 453! 498! 453 4008 3555 1291 2351 228! 315! 242! 326! 325! 371! 1901 191! 2151 395! 246! 231! 220! 165! 2061 312! 308! 264! 290! 252! 156! 211! 2061 2771 225! T 2301 3241 448! 349! 205 i 2541 277? 145! I 5761 266! 2901 1901 387! 1709 1322 911 285 i 1891 1941 1401 395! 356! 89 1739 1344 35, 841 71! 260! 150! 292! 106! 62! 101\n681 245, 241 3081 71 70! 127! 300! 260! 126i 222! 1071 101 1911 217' 81 1501 761 3231 531 242! 86i 981 2331 871 811 89631 48801 79031 39681 165571 83281 14612 I 6634 I Office of Desegregation 51 9 28 16 35 139 104 8 17 21 29 3 23 10 21 132 109 0 15 6 28 16 18 7 7  7  10  8  15 ' 18  25  6 ' 15  7  18  11  22  0  3  7  17  4 ' 19  17081 948 964 960 354) 5434' 45801 642 781 750 869 539 871 864 563 58791 5008 164 334 305 603 408 636 43a Tao! 269 468 434 572 263 296 63.29% 70.99% 67.01% 7854% 50.59% 65.99% 6886% 84.58% 6133% 72.00% 74.34% 73.47% 5X01% 57.64% 80.46% 68.17% 70.99% 78.66% 7036% 74.75% 5X24% 5931% 51X6% 74X0% 8432% 63.76% 71.00% 45.94% 91.01% 43.01% 87.83% 7432% 307 53.75% 513 40.16% 590 445 ' 508  397  265  354  445 ' 218  14 32 14 34 9 5 15 9 9 450 \"It? 3?! 5S7 3?\u0026lt; w w 724 31 5X88% 69X1% 51.97% 73.05% 95.09% 44.07% 47.42% 94.50% 62.11% 71.43% 3932% 82.86% 61.88% 444 78.60% 308 6636% 502 373 351 142931 122451 25606 21333 50.60% 74.26% 61.70% 6Z71% 6434% 64.66% 66.93% PROJCTSJtLSMWOAL MON-LRSD 8T0DEMT8 8TATI8TICAL BUMMARY REPORT AUQUBT 22, 1*94 - JUMB C, 1995 MLR SCHOOL DISTRICT QRRDE BM 1st 4th sth 7 th 8th 9th 9th 11th 11th Total PULASKI COUHTY ORADB BM 1 1 0 1 1 2 1 0 0 7 4th 1 sth 0 6th 0 7th 1 8th 0 sth 0 9th 2 10th 1 10th 2 10th 11th Total Grand Total 2* 0 9 16 RACB/OENDBR BF vr OH or TOTAL PROCESSED REFERRAL/DISPOSITIOH 0 0 0 0 0 1 LRSD transported home. 0 0 0 0 0\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"tws_oid25_34205","title":"Russell B. Sugarmon Work Experiences","collection_id":"tws_oid25","collection_title":"Russell B. Sugarmon Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898"],"dcterms_creator":null,"dc_date":["1994-12-01"],"dcterms_description":null,"dc_format":null,"dcterms_identifier":["19941201_Russell_Sugarmon_Work_Experiences_792"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":["Russell B. 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Hamilton was conducted as part of the Dunbar History Project"],"dc_format":["audio/mpeg","image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : University of Arkansas at Little Rock Center for Arkansas History and Culture"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["National Dunbar Alumni Association historical collection, 1880-2016 (UALR.MS.0021)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["African American--History--Arkansas","African Americans--Arkansas--Little Rock","Dunbar High School (Little Rock, Ark.)","Education--Arkansas--History","Education--Arkansas--Little Rock","Education, Secondary","School integration--Arkansas--Little Rock","Segregation in education--Arkansas--Little Rock"],"dcterms_title":["Miles Henderson interview with Henry B. 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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"],"dcterms_title":["\"Audit of Obligations, October 1993-October 1994,\" Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1098"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock School District Audit of Obligations. October 1993-0ctober 1994 g o (1) Q. '- CJ i:::,- 0(,,/ ), :z \"\"' vi c,\nc,::, g - o -.0 ~ -.0 3::: \u0026lt;..n \u0026lt;, :, ~~ ':, ..:, November 22, 1994 l1 f~ t=  \"19 ,:,. ....J.u..l '-:.:- n-1 tj t) '. llJ ~:: \\. :) ' \u0026lt; ~ ~ ,.:, . .. . - :. '.:  : f l '. ! --1 I -_r,y ,.., : . .\n{.'\"'. . ,-:.~ , r.~ .. .1~ ~~-, 1 ~ . .. :. ~ I\n~J  ,. C.. \",\"'  ' . J) ( fl  -\n,. . :) t \u0026gt; (/)  Little Rock School District Audit of Obligations October 1993-0ctober 1994 The purpose of the annual Audit or Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. In October 1993, all previous obligations under the desegregation plans were researched and identified. By February 1994, they were added to the Program Budget Document. That Program Budget Document represents all incomplete obligations of the district through October, 1993. This year's audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list has been reviewed by the Superintendent's Council, the Superintendent, LRSD Attorneys, and the LRSD Office of Desegregation. This year research on the audit includes an update on the status of each obligation. Responsible persons were asked to report on the status on the listed obligations. Responses have been reduced to codes. The audit is included here in chart form for easy reference. Evidence of the status of each is maintained by the person responsible. The chart is divided according to the documents from which the obligations were drawn. In the far left column, each obligation or recommendation is numbered in sequence for easy reference. The date of the document, type of document, page, obligation, person responsible, and the date the obligation was completed (if completed) is included. Codes appear along the right side of the chart. They indicate the status of the obligation. Their legend appears at the bottom of each page. Those without a code cannot be attempted until other events occur. They are found in the section on the Stephen's Stipulation. Final written comments from Judge Wright concerning the Stephens Stipulation are expected. Document types from which obligations came are coded as follows: MR = Monitor's Report TR = Transcript COxxxx = Court Order ST = Stipulation A copy of this audit will be sent to the following locations and people: I. Filed with the U. S. Federal Court, Eastern District of Arkansas (Judge Susan Wright and all parties)\n2. Members of the Little Rock School District Board of Directors\n3. The Superintendent of LRSD\n4. Members of the Biracial Committee\n5. Members of the Parent Council\n6. Members of the Superintendent's Council 7. Each Program Manager affected (to be included in the Program Budget Document for monitoring unless they are completed, one-time obligations)\n8. The Director of Planning, Research, and Evaluation as custodian of the Program Budget Document\nand, 9. The LRSD Office of Desegregation. Russ Mayo, Associate Superintendent for Desegregation 2 3 4 5 6 7 8 9 10 11 12 13 12/03/94 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 DOC Pg MR 5 MR 5 MR 12 MR 12 MR 13 MR 15 MR 15 MR 15 MR 15 MR 22 MR 22 MR 22 MR 27  LRSD Audit of Obligations October, 1993 to October, 1994 INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMMENDATION PERSON DONE Make recruiting white students to the incentive schools among district priorities, focusing the energy Mayo, and resources necessary to ensure that the incentive schools become fully desegregated. Wagner Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them Matthis for the other incentive schools. Establish goals and objectives for racially balancing each incentive school staff as part of a Hurley comprehensive long-range strategic plan for implementing the incentive school features. Exempt incentive schools from being forced to accept any employees that have not been interviewed Hurley 8-94 and recommended by the principal and the school's staffing committee. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Hurley 8-92 fulfill the commitments in its desegregation plans. Asst. Supt. Requirement: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua lntervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) Institute staffing needs assessments as an annual process in the incentive schools. Matthis 11 -93 Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in Matthis 11-93 the plan as well as other relevant archival and anecdotal data. Train principals and staffing committees in procedures for effective assessing staffing needs. Woods Involve the LRSD Human Resource Department as an integral part of the assessment process. Matthis Develop specific, comprehensive job descriptions for instructional and supervision aides. Asst. Supt. Hurley Make sure all aides receive a thorough orientation to their individual job along with comprehensive, Woods ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. Provide teacher inservice training in the effective use of instructional aides that include team-building Woods activities for teacher and aide teams. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Matthis fulfill the commitments in its desegregation plan. Requirement: The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (lnterdis. Plan, pg. 6) - Needs to be done + In progress  Completed + + + + + + + + 14 15 16 17 18 19 20 21 22 23 24 25 26 27 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103/94 DOC Pg MR 30 MR 34 MR 38 MR 38 MR 38 MR 38 MR 38 MR 38 MR 38 MR 40 MR 41 MR 41 MR 41 MR 41     LRSD Audit of Obligations, November 1994 Page 2 RECOMMENDATION PERSON DONE ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Roberson + fulfill the commitments in its desegregation plan. Requirement: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (lnterdis. Plan, pg. 27) Increase the amount of time the gifted and talented program specialists spend in the incentive schools Donaldson 8-94 so they can fully implement the GIT program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace Eaton + water damaged ceiling tiles and carpet. Repair or replace the leaky roof in Mitchell's reading room. Eaton 9-94 Replace the loose floor tiles in Mitchell's hallway. Eaton 7-94 Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Eaton + Repair the floor and wall in Rightsell classroom 3-8, and then replace any damaged carpet. Eaton 7-93 Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down Eaton 7-92 spout draining toward the foundation. Make sure all incentive school principals are aware that district funds are available to improve Eaton 1-94 landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Matthis + fulfill the commitments in its desegregation plans Requirement: The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-term desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) Create job descriptions for council members that clearly identify the district's expectations of the Mayo, 6-94 council, membership responsibilities, and the amount of service time involved. Buchanan Outline the council's organizational structure and its working and reporting relationship to the school Mayo, 6-94 board, district administrators, the incentive schools, and other monitoring entities. Buchanan Provide a comprehensive orientation for the council at the beginning of each school year so all Mayo, + members will understand their role, district policies and procedures, communication channels, and Buchanan what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and Mayo, 6-94 objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's Buchanan desegregation plan obligations. - Needs to be done + In progress  Completed 28 29 30 31 32 33 34 35 36 37 38 39 40 41 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103/94 DOC Pg MR 41 MR 41 MR 41 MR 43 MR 43 MR 43 MR 45 MR 45 MR 46 MR 47 MR 47 MR 48 MR 48 MR 49   LRSD Audit of Obligations, November 1994 Page 3 RECOMMENDATION Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations. Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks. Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of lime and other resources. Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program. Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Writing to Read labs, or another instructional technology program, are in place for grades K-2 at each school. (LRSD Plan, pg. 152) Base staff development on activities on areas of demonstrated need. Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach. Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year. Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision. Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences. Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs. Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. - Needs to be done + In progress PERSON DONE Mayo, 3-94 Buchanan Mayo, 6-94 Buchanan Mayo, Buchanan Price 10-94 Price 8-93 Price Woods Parker Asst. Supt. Asst. Supt. Asst. Supt. Grier Grier Glasgow  Completed + + + + + + + + + 42 43 44 45 46 47 48 49 50 51 52 53 54 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/0 3/94 DOC Pg MR 49 MR 51 MR 51 MR 51 MR 51 MR 52 MR 53 MR 55 MR 56 MR 57 MR 58 MR 61 MR 61    LRSD Audit of Obligations, November 1994 Page 4 RECOMMENDATION PERSON DONE Ensure that the materials needed for all science experiments are available to school staff and make Glasgow + sure teachers are aware of procurement procedures. Capitalize on the district's resident expertise and experience to assist the incentive schools in Grier, + establishing a foreign language program as an integral part of the overall school program. Parker Place as many qualified foreign language teachers as needed to provide Spanish instruction to Grier, 8-94 incentive school students as part of the regular school day instructional program. Parker Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to Grier, + help the regular classroom teachers reinforce foreign language instruction across the curriculum. Parker Increase the amount and improve the quality of Spanish language materials available in each school. Grier, + Parker ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Matthis 8-93 fulfill the commitments in its desegregation plans. Requirement: Parent Home Study Guides in each core subject area for each grade (1 -6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993- Woods + 94 school year. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Woods + fulfill the commitments in its desegregation plans. Requirement: The Effective Schools model operates in each school, with training provided for implementation. (LRSD Plan, pg. 154) ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Asst. Supt. + fulfill the commitments in its desegregation plans. Requirement: The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Grier, + fulfill the commitment in its desegregation plans. Parker Requirement: A Lalin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. The staff schedules time for instruction, provides materials and supplies, and documents student achievement. (LRSD Plan, pp. 154, 159-164) Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the Matthis + physical education curriculum. Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and Milam + encourage can be so important to a child's development that every student who needs or wants a mentor should have one. Consider a trainer of trainers program or similar means to equip principals or other school staff to train Milam + volunteer mentors. - Needs to be done + In progress * Completed 55 56 57 58 59 60 61 62 63 64 65 66 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC Pg MR 63 MR 65 MR 68 MR 68 MR 68 MR 68 MR 68 MR 68 MR 68 MR 70 MR 70 MR 72 LRSD Audit of Obligations, November 1994 Page 5 RECOMMENDATION Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses. Treat and teach career skills development as an integral part of school life. Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded ii. Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend. Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals. Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit. Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed. Consider implementing the recommendations made by the extended year administrative staff in the district's summary report. Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. - Needs to be done + In progress PERSON DONE Cheatham 4-94 Elston Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Asst. Supt. 8-92 Asst. Supt. 10-93 Asst. Supt., 10-92 Principals  Completed + + + + + + + + . 67 68 69 70 71 72 73 74 75 76 77 78 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC Pg MR 72 MR 76 MR 76 MR 78 MR 78 MR 78 MR 84 MR 85 MR 89 MR 89 MR 89 MR 91  ---- LRSD Audit of Obligations, November 1994 Page 6 RECOMMENDATION PERSON DONE Make sure all extended day students have an opportunity for some fun activities, such as jump rope, Asst. Supt, 10-92 board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for Principals students to participate in wholesome activities just for fun. Make an effort to pair aides and teachers who are compatible with each other, and provide training Principals + that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics Woods + that include behavior management techniques and other subjects that will contribute to the aides' effectiveness. Consider having VIPS train incentive school principals to serve as instructors for new mentors so Milam + these building leaders can conduct their own streamlined, on-site mentor training. Allow principals to contact and select pre-professionals from institutions of higher education when the Asst. Supt. + opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands. Expand contacts with and widen access to the variety of community-based program~ designed to Principals support children and families. + Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish Hurley, 8-94 to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for Asst. Supt. the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. Comply with the requirement to develop complete student performance profiles for each child and then Principals 9-94 use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record. Make sure that each incentive school has a full-time certified guidance counselor on staff throughout Hurley, 8-94 the school year. Asst. Supt. Decide each incentive school's need for a social worker, then staff accordingly. Hurley, 8-94 Asst. Supt. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide Elston + an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers. Assign a district employee the responsibility for fully developing and implementing the plan Martin 1-94 requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. - Needs to be done + In progress  Completed 79 80 81 82 83 84 85 86 87 88 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103/94 DOC MR MR MR MR MR MR MR MR MR MR -- .     Pg 92 92 95 97 97 98 105 105 105 106 LRSD Audit of Obligations, November 1994 Page 7 RECOMMENDATION PERSON DONE Follow up to provide appropriate assistance to survey respondents who have expressed interest in Martin 3-94 receiving specialized help from the district, such as obtaining their GED. Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Milhollen, + Center, as a means for providing education opportunities for parents. Martin ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Gill + fulfill the commitments in its desegregation plans. Requirement: A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping Gill + incentive school parents understand and carry out school expectations. Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for Gill + training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Principals + fulfill the commitment in its desegregation plan. Requirement: Recognition is used as a tool for community and parent involvement . The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involve students in the recognition selection process. (LRSD Plan, pp. 209-210) Standardize the method staff uses to document and report home and school communication to Principals + promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parenUteacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information. Train incentive school principals and staff to serve as trainers for new mentors so they can conduct Woods + their own mentor training, if needed, and thereby expedite mentor placement. Develop transportation policies and procedures, ensuring that principals are aware of this service, Cheatham, 4-94 know how to identify parents' transportation needs, and understand how to arrange for it to support Principals parent participation where needed. Provide parents with current school year contracts to sign when they register their children in the Principals + incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments. - Needs to be done + In progress  Completed  89 90 91 92 93 94 95 96 97 98 99 100 102 -- DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC MR MR MR MR MR MR MR MR MR MR MR MR MR IE a-    --- Pg 109 109 109 116 116 117 117 117 117 117 117 117 120 LRSD Audit of Obligations, November 1994 Page 8 RECOMMENDATION PERSON DONE Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the Wagner, + key communicators. Without consistent direction and support, those who volunteer as a speaker or Principals key communicator can't be expected to carry out their responsibilities effectively. Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and Wagner, + key communicators that includes specific goals, objectives, the persons responsible, and evaluation Principals criteria to determine success and where changes need to be made. Develop job descriptions for the speakers bureau and key communicators that clearly identify the job Wagner, goal, qualifications, performance expectations, the participant and district responsibilities, and the Principals amount of time that will likely be required to successfully perform each job. Seriously consider placing at Rockefeller an early childhood program specialist who has the Matthis + credentials and experience that clearly illustrate adequate training and interest in the education of very young children. Re-establish the Rockefeller advisory group. Price, 1-94 Mangan Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then Price, 3-94 publish the results in an informational handbook for parents. Mangan Make sure that the early childhood students receive the services of the school's counselor. Very Mangan 93-94 young children can need the specialized insights and services of a counselor professional just as much as older children. Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Milhollen + Magnet Program that the district lavishes on other magnet schools and programs. Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district Mangan + should capitalize on its success. Refrain from placing any uncertified teacher in an early childhood classroom. Mangan 8-93 Provide regular, quality staff development opportunities for the early childhood education staff. Mangan + Ensure that Rockefeller serves as an early childhood education model, demonstration site, and Mangan 93-94 training center by initiating the innovative practices described in the desegregation plan, utilizing ongoing advice and expertise from parents, teachers, and college and university staff. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Milhollen Annually fulfill the commitments in its desegregation plan. Requirements: Fundings for the Incentive Schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (lnterdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court- approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) - Needs to be done + In progress  Completed 103 104 105 106 107 108 109 110 111 112 113 114 115 - DATE 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 12/03/94 DOC Pg MR 12 MR 12 MR 12 MR 12 MR 12 MR 12 MR 13 MR 13 MR 13 MR 13 MR 19 MR 20 MR 20 - ii LRSD Audit of Obligations, November 1994 Page 9 Incentive School Recruitment Monitoring Report RECOMMENDATIONS PERSON DONE Evaluate the means parent recruiters are using to inform the community about the incentive schools Wagner + hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. Ensure that prospective parents receive information about the incentive schools by expanding the target Wagner + audience. Assign specific district employees the responsibility and accountability for fully developing and Wagner + implementing all the district's recruitment obligations identified in the desegregation plans, marketing plan, and court orders. Develop a system to ensure that employees responsible for incentive school recruitment receive all Mayo 1-94 monitoring reports and court orders that deal with the incentive schools. Establish parent recruitment teams in each incentive school, staffing the teams according to qualification Principals, + and job descriptions that clearly state the team charge, the district's expectations, qualifications (such as Wagner skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated. Implement an orientation and training schedule for the recruitment teams that utilizes the skills and Principals, expertise of parents and district personnel who have a track record of successfully promoting Wagner, desegregation. Ingram Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and Wagner, + neighborhoods for recruitment to the incentive schools. Principals, Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a Wagner school and what would prompt them to request a desegregation transfer to an incentive school for their children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Principals 5-94 Annually identify specific recruitment goals for each incentive school and regularly track the headway Wagner, + made toward each goal. Principals Establish a target date for completing recruitment efforts, measuring results, and deciding whether to Wagner, 9-94 petition the Court to release available pre-kindergarten and kindergarten seats to black students who Mayo could benefit from the district's early childhood education. Routinely survey parents whose children opt out of incentive schools to determine why they leave and to Principals, + which schools they move. Then use this information to modify recruitment and retention strategies. Ingram Consider adding four-year-old classes at the incentive schools which have only one class, thereby Matthis 8-94 * achieving a more even grade structure that can help foster desegregation as children rise from one grade level to the next. - Needs to be done + In progress  Completed  116 117 118 119 120 121 122 123 124 125 126 127 128  DATE 01-25-94 01-26-94 01-26-94 02-04-94 02-04-94 02-25-94 03-16-94 04-05-94 04-08-94 04-22-94 06-07-94 06-07-94 06-07-94 - DOC Pg TR 54 TR 227 TR 241 CO2091 2 CO2091 6 TR 115 CO2129 3 CO2146 5 CO2155 1 TR 39 TR 39 TR 150 TR 192 -  - LRSD Audit of Obligations, November 1994 Page 10 Audit of Court Orders \u0026amp; Transcripts OBLIGATION PERSON DONE The Court wants PCSSD and LRSD to document and track their success in efforts toward recruitment. Wagner The LRSD is obligated to build, in addition to the King lnterdistrict School in the fall of 1993, the Mayo 6-94 Stephens lnterdistrict School. 1 LRSD was instructed to take a careful look at the demographic data it has supplied the ODM, and at student population shifts because black children are going from the central Little Rock area to Crystal Hill and King School. The Court instructed the LRSD that it wanted the interdistrict transfers, which are at the heart of the Mayo 5-94 Desegregation Plan, to be done more quickly than the District has done in the past. LRSD white students may be permitted to attend King lnterdistrict School without violating the Mayo 8-94 desegregation plans. The ideal goal being a student enrollment ration of 50 percent black to white. White students attending an LRSD lnterdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County Develop immediately specific guidelines regarding assignments to King School, by extension, apply to Mayo 9-94 its other lnterdistrict schools. Guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and white children\nthey must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools\nthey must be clear and unambiguous enough for district workers and parents to understand\nand while a specific numeric quota or cap is neither required nor desirable, the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. The Court goes on the record that the district is to follow through in its efforts to get feedback from its Williams 11-94 budget process and public input with respect to the budget. LRSD reimburse PCSSD $167,113 within 60 days of order Millhollen APPEAL + PEND. Approval of school construction at Jefferson Elementary should be and hereby is granted Eaton + LRSD will pay an increase of $52,604.09 in the ODM Budget. Millhollen 6-94 The court wants something justifying the expenditures and explaining why increases, decreases or Millhollen 9-94 deletion are made and these business cases for expenditures above $25,000. It wants to know how white students will be recruited for the incentive school, what student assignment Mayo + zones will be, and the impact on the racial balance of all the schools. Before the court gives final approval to the Stephens and Garland Schools Stipulation it wants more thought on it. The court wants more detail on how the district plans to recruit white students for Stephens in light of Mayo + the demographic trends. In addition, the court wants to know who will be responsible for recruitment. Wagner 9-94 1 The Stephens Stipulation of June 7, 1994 changes the third interdistrict school from Stephens to Washington. - Needs to be done + In progress  Completed 12/03/94 129 130 131 132 133 134 135  DATE 06-07-94 06-28-94 06-28-94 09-07-94 10-24-94 10-24-94 10-24-94 12103/94 - DOC Pg TR 193 CO2225 5 TR 81 co 4 co 5 co 6 co 8 - - II Ii LRSD Audit of Obligations, November 1994 Page 11 OBLIGATION PERSON DONE The court wants a long-range facilities study, which considers the 1988 study and the Deseg. Plan. Eaton + Approved magnet status for King with the expectation that the LRSD will expeditiously revise its Mayo 9-94 lnterdistrict School Assignment Guidelines to facilitate intradistrict transfers of white students, thus promoting racially balanced school enrollments. The court expresses its interest in pursuing the idea of middle schools and asks the Superintendent of Wiiliams + Schools to set a goal with interim time lines where the school district will reach point a, b, c and d and finally reach a decision as to whether middle schools are a viable option for the school district. LRSD may fill the vacant seats in kindergarten and 4 year old programs at the incentive schools, and also Mayo 10-94 in the four year old programs at the other schools. The district must reserve half of all incentive school kindergarten and 4 year old seats for 1995-96 and subsequent school years, and must also remain mindful of the target racial balance in the other elementary schools so as to recruit and assign students accordingly. The LRSD must seek court permission before releasing any reserved seats in future school y_e.ar.s... Develop and conduct quality, continuous training on the program planning and budget process for all Clowers + those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented. Institute management processes which will actively review progress, in terms of achievements and Clowers + expenditures, on a regular basis, involving every level of the organization down to at least every budget manager. LRSD must submit on or before Wednesday, November 16, 1994, a concise but complete description Matthis of the Spanish program as it is being offered at each of the incentive schools - Needs to be done + In progress  Completed  136 137 138 139 140 141 142  DATE 10-24-94 10-24-94 DATE 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 -  DOC Pg co 9 co 17 DOC Pg ST 1 ST 1 ST 1 ST 1 ST 2    ii --   LRSD Audit of Obligations, November 1994 Page 12 OBLIGATION The district is to submit on or before Wednesday, November 16, 1994, a description of theme implementation in each of the incentive schools that includes at least the following information: 1) a summary of the theme, how it is being integrated into the curriculum and school activities, and the implementation timeline. 2) if theme implementation is contemplated in phases, the rationale for such a method and plans for seeking Court approval for that approach. 3) a summary of the special programs, activities, events, equipment, and materials which are devoted to theme support at each school. 4) the extent to which the theme is fully implemented at each school and an explanation for any delays in implementation. 5) what remains to be done to implement the theme fully. 6) the amount of money spent on each school's theme implementation during FY 1992-93 and FY 1993-94 and the amount budgeted for FY 1994-95, by line item category, if possible (e.g., personnel, equipment, etc.). The court requires the district to file a plan or business case which explains how the district plans to spend the money on transportation. Stephens School Stipulation2 June 7, 1994 OBLIGATION Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred students and will be constructed as soon as possible but shall be completed no late than July 31 , 1996. The new Stephens school shall be a magnet school ... PERSON DONE Matthis, Ingram Mayo 10-94 PERSON DONE Williams 6-94 Mayo 8-94 Eaton Eaton Matthis + 2 This stipulation was the subject of the June 7, 1994 hearing. References 126-129 on this list are related to this stipulation. Toward the end of the hearing, Judge Wright approved the building of \"something\". Therefore, LRSD assumes that these items from the stipulation are now obligations. From the hearing, it is clear that Judge Wright remains concerned about whether or not students can be recruited to racially balance the new Stephens School and whether or not enough students exist in LRSD to justify a planned capacity of 700. Therefore, LRSD is further assuming that items 126-129 above are still of interest to Judge Wright. - Needs to be done + In progress  Completed 12/0 3/94  143 144 145 146 147 148 149 150 151 152 153 154 155  DATE 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 12/03/94  DOC Pg ST 2 ST 2 ST 2 ST 2 ST 2 ST 3 ST 3 ST 3 ST 3 4 ST 4 ST 4 ST 5 ST 5 II -  LRSD Audit of Obligations, November 1994 Page 13 OBLIGATION .. . and the student body shall consist primarily of black and white LRSD students and some majority-to- minority transfer students from PCSSD. Garland Incentive School shall be closed as an educational learning center for elementary pupils when Stephens Magnet School is opened. The former Garland Students shall be assigned to Stephens Magnet School. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. Stephens Magnet School shall have a bi-racial faculty with at least forty percent black certified faculty members not including administrators. They will also promote the use of uniforms as is done at Williams Magnet School unless it is demonstrated to be unfeasible. The double funding provisions for Stephens and Garland Schools shall apply to Stephens Magnet School unless and until the new school becomes an effectively desegregated school. (At or below 80% black population) Moreover, the Stephens Magnet School shall be funded at the level contemplated for the highest quality educational programs in the LRSD. ' Stephens Magnet shall provide the following benefits which are found in LRSD incentive schools: 1. Extended Day Program\n2. Extended Week Program\n3. Extended Year Program\n4. Early Childhood Program\n5. Curriculum Specialist\n6. Student Educational Plans\n7. Computer Loan Program\n8. Parent Programs including parents as tutors, instructional aides and advisors. . . . Parent support workshops shall be provided at least once each quarter of the school year. Parents shall be employed as instructional aides with the expectation that they may, in accordance with the desegregation plans, complete college teaching degree programs leading to teacher certification at LRSD's expense and enjoy possible career opportunities in the districts. The goal for the racial composition of the new Stephens Magnet School shall be fifty-five percent black student enrollment with a target racial composition range of fifty percent black to sixty-five percent black. LRSD will pursue federal magnet school grants and funds from other potential funding sources. All parties will be fully involved in the development of the new Stephens Magnet School to ensure that the desegregation plan objectives can be achieved. The parties agree to withdraw their appeal regarding Stephens School. - Needs to be done + In progress PERSON DONE Mayo Williams Mayo Mayo Hurley, Principal Matthis, Principal Williams Williams Matthis, Principal Mayo Williams Matthis Attorneys  Completed + + 156 157 158 159 - DATE 06-07-94 06-07-94 06-07-94 06-07-94 12/03/94 DOC ST ST ST ST - - - .. ill .. iii ill  Pg 5 6 6 6 LRSD Audit of Obligations, November 1994 Page 14 OBLIGATION PERSON DONE The parties agree that early childhood programs within LRSD should be located in accordance with Mallhis 6-94 LRSD's motion and substituted Exhibit 1 (Motion for Approval of Four-Year Old Program Sites, April 6, 1994 and substitute Exhibit 1 to that motion, April 21, 1994. The LRSD agrees to either resolve the matter of costs with Joshua or, failing resolution, to have the Williams amount of same referred to the Court for disposition at the cost of the LRSD. The parties agree that the combination of the operation of Washington lnterdistrict Magnet School and Williams 6-94 the agreements contained in this stipulation and settlement satisfy the desegregation plan requirements for interdistrict schools required to be constructed within LRSD. No additional interdistrict schools within LRSD are required by the desegregation plans. The parties agree to cooperate with the City of Little Rock in an effort to enhance the facilities and Williams + educational opportunities of Stephens Magnet School. - Needs to be done + In progress  Completed Little Rock School District Audit of Obligations October 1993-0ctober 1994 November 22, 1994 I , I ' ') 1 c_. ......J., l l \\! . r IN THE UNITED STATES DIST~tC~,FPUF-T EASTERN DISTRICT r6K1 'ARKANSAS-. ' WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT ... ,, __ __ ' \\ PLAINTIFF v. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL DEFENDANTS INTERVENORS INTERVENORS NOTICE OF FILING The Little Rock School District (LRSD) hereby gives notice of the filing of the attached audit of obligations, October 1993 - October 1994. The attached audit of obligations is being filed in order to apprise the court, the monitor and the parties of the desegregation efforts being made by LRSD. LRSD' s progress in meeting its desegregation obligations will be shown in the LRSD Program Budget Document. Respectfully submitted, LITTLE ROCK SCHOOL DISTRICT FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Street Little Rock, AR 72201 ( 501) 376-2011 By:~.,lK_~~:..:.i_.,..:._J~~~~~~::J.__ t)i CERTIFICATE OF SERVICE I certify that a copy of the foregoing Notice of Filing has been served on the following people by depositing copy of same in the United States mail on this 27th day of January 1995: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; 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 Desegregation Monitor Heritage West Bldg., Suite 510 201 East Markham street Little Rock, AR 72201 Ms. Elizabeth Boyter Arkansas Dept. of Education 4 State Capitol Mall Little Rock, AR 72201-1071 ~ ChF istopher He t l/ 2 Little Rock School District Audit of Obligations October 1993-0ctober 1994 The purpose of the annual Audit of Obligations is to catalogue and merge into the Program Budget Document all desegregation obligations incurred during the previous year. In October 1993, all previous obligations under the desegregation plans were researched and identified. By February 1994, they were added to the Program Budget Document. That Program Budget Document represents all incomplete obligations of the district through October, 1993. This year's audit is for the period from October of 1993 through October of 1994. All court orders, hearing transcripts, monitoring reports, and stipulations were reviewed for that period. The obligations were extracted from the documents and listed. The list has been reviewed by the Superintendent's Council, the Superintendent, LRSD Attorneys, and the LRSD Office of Desegregation. This year research on the audit includes an update on the status of each obligation. Responsible persons were asked to report on the status on the listed obligations. Responses have been reduced to codes. The audit is included here in chart form for easy reference. Evidence of the status of each is maintained by the person responsible. The chart is divided according to the documents from which the obligations were drawn. In the far left column, each obligation or recommendation is numbered in sequence for easy reference. The date of the document, type of document, page, obligation, person responsible, and the date the obligation was completed (if completed) is included. Codes appear along the right side of the chart. They indicate the status of the obligation. Their legend appears at the bottom of each page. Those without a code cannot be attempted until other events occur. They are found in the section on the Stephen's Stipulation. Final written comments from Judge Wright concerning the Stephens Stipulation are expected. Document types from which obligations came are coded as follows : MR = Monitor's Report TR = Transcript COxxxx = Court Order ST = Stipulation A copy of this audit will be sent to the following locations and people: 1. Filed with the U. S. Federal Court, Eastern District of Arkansas (Judge Susan Wright and all parties)\n2. Members of the Little Rock School District Board of Directors\n3. The Superintendent of LRSD\n4. Members of the Biracial Committee\n5. Members of the Parent Council\n6. Members of the Superintendent's Council 7. Each Program Manager affected (to be included in the Program Budget Document for monitoring unless they are completed, one-time obligations)\n8. The Director of Planning, Research, and Evaluation as custodian of the Program Budget Document\nand, 9. The LRSD Office of Desegregation. Russ Mayo, Associate Superintendent for Desegregation 2 3 4 5 6 7 8 9 10 11 12 13 12/03194 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 DOC Pg MR 5 MR 5 MR 12 MR 12 MR 13 MR 15 MR 15 MR 15 MR 15 MR 22 MR 22 MR 22 MR 27 LRSD Audit of Obligations October, 1993 to October, 1994 INCENTIVE SCHOOL MONITORING REPORT (1992-93) RECOMMENDATION Make recruiting white students to the incentive schools among district priorities, focusing the energy and resources necessary to ensure that the incentive schools become fully desegregated. Identify the facts that are working to make Rockefeller a desegregated school and adopt or adapt them for the other incentive schools. Establish goals and objectives for racially balancing each incentive school staff as part of a comprehensive long-range strategic plan for implementing the incentive school features. Exempt incentive schools from being forced to accept any employees that have not been interviewed and recommended by the principal and the school's staffing committee. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plans. Requirement: The Incentive Schools Staffing Committee is composed of teachers, parents, supervisors, principals, other administrators, and the Joshua lntervenors. The committee assesses staffing needs, sets criteria, assists in recruiting quality staff, and determines hiring procedures. (LRSD Plan, pg. 190) Institute staffing needs assessments as an annual process in the incentive schools. Develop a comprehensive guide for assessing staffing needs which incorporates the factors listed in the plan as well as other relevant archival and anecdotal data. Train principals and staffing committees in procedures for effective assessing staffing needs. Involve the LRSD Human Resource Department as an integral part of the assessment process. Develop specific, comprehensive job descriptions for instructional and supervision aides. Make sure all aides receive a thorough orientation to their individual job along with comprehensive, ongoing formal training in areas such as child development, supervision and classroom management, learning styles, and discipline techniques. Provide teacher inservice training in the effective use of instructional aides that include team-building activities for teacher and aide teams. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: The parties shall have as a high priority the elimination of educational achievement disparities between black and white students, and recognize that eliminating disparity may place greater demands on the black students in racially identifiable school than on others. (lnterdis. Plan, pg. 6) - Needs to be done + In progress PERSON DONE Mayo, Wagner Matthis Hurley Hurley 8-94 Hurley 8-92 Asst. Supt. Matthis 11-93 Matthis 11-93 Woods Matthis Asst. Supt. Hurley Woods Woods Matthis * Completed + + + + + + + + 14 15 16 17 18 19 20 21 22 23 24 25 26 27 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC Pg MR 30 MR 34 MR 38 MR 38 MR 38 MR 38 MR 38 MR 38 MR 38 MR 40 MR 41 MR 41 MR 41 MR 41 LRSD Audit of Obligations, November 1994 Page 2 RECOMMENDATION PERSON DONE ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Roberson + fulfill the commitments in its desegregation plan. Requirement: Disaggregate data related to student discipline and review student data to address issues of racial disparity. (lnterdis. Plan, pg. 27) Increase the amount of time the gifted and talented program specialists spend in the incentive schools Donaldson 8-94 so they can fully implement the Grr program and spend more time identifying the children whose needs can be met through the program. Continue to repair roof leaks at Franklin as they occur. Once a leak is corrected, repair or replace Eaton + water damaged ceiling tiles and carpet. Repair or replace the leaky roof in Mitchell's reading room. Eaton 9-94 Replace the loose floor tiles in Mitchell's hallway. Eaton 7-94 Develop a schedule of carpet repair or replacement for Rockefeller, Mitchell, and Rightsell. Eaton + Repair the floor and wall in Rightsell classroom 3-8, and then replace any damaged carpet. Eaton 7-93 Take steps to correct the remaining drainage problems at Rightsell, including relocation of any down Eaton 7-92 spout draining toward the foundation. Make sure all incentive school principals are aware that district funds are available to improve Eaton 1-94 landscaping at their schools if a parent, teacher, or community organization will take maintenance responsibility for plantings. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Matthis + fulfill the commitments in its desegregation plans Requirement: The incentive school program promotes and ensures academic excellence in schools that have been difficult to desegregate. The incentive school program compensates the victims of segregation and serves as a tool for promoting meaningful and long-term desegregation in these schools and in the entire school district. (LRSD Plan, pg. 149) Create job descriptions for council members that clearly identify the district's expectations of the Mayo, 6-94 council, membership responsibilities, and the amount of service time involved. Buchanan Outline the council's organizational structure and its working and reporting relationship to the school Mayo, 6-94 board, district administrators, the incentive schools, and other monitoring entities. Buchanan Provide a comprehensive orientation for the council at the beginning of each school year so all Mayo, + members will understand their role, district policies and procedures, communication channels, and Buchanan what district resources and support are available. Develop and carry out a specific plan for meeting council obligations that includes goals and Mayo, 6-94 objectives, tasks, timelines, persons responsible, and evaluation criteria that addresses the council's Buchanan desegregation plan obligations. - Needs to be done + In progress * Completed 28 29 30 31 32 33 34 35 36 37 38 39 40 41 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC Pg MR 41 MR 41 MR 41 MR 43 MR 43 MR 43 MR 45 MR 45 MR 46 MR 47 MR 47 MR 48 MR 48 MR 49 LRSD Audit of Obligations, November 1994 Page 3 RECOMMENDATION Develop a monitoring instrument for council use that correlates specifically with desegregation plan and court order requirements. Such an instrument and the information it elicits will facilitate an ongoing assessment of how well the district is complying with its obligations. Help the council develop monitoring and reporting procedures, guideline, and schedules that provide members clear direction for their monitoring tasks. Coordinate monitoring activities with other internal monitoring groups including the district biracial committee, school biracial committee, and the Department of Planning, Research and Evaluation. Such coordination will help avoid monitoring gaps and duplication and also help ensure more effective use of time and other resources. Include as a member of the Early Childhood Education Task Force at least one instructional aide or teacher from each school having a four-year-old program. Increase the involvement of area colleges and universities by naming active higher education representatives to the task force. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to fulfill the commitments in its desegregation plan. Requirement: Writing to Read labs, or another instructional technology program, are in place for grades K-2 at each school. (LRSD Plan, pg. 152) Base staff development on activities on areas of demonstrated need. Utilize Teacher Assistance Plan (TAP) for those teachers who need the help available through the TAP approach. Encourage principals and assistant principals to attend subject area in service meetings so they, too, are well informed and understand the new curriculum Ensure that each school develops and executes a plan for fully implementing its theme by the opening of the 1993-94 school year. Provide equal treatment for Stephens Incentive School by providing full support for a school theme. Children at Stephens are entitled to every incentive school feature guaranteed them by the Settlement Plans, unless the district should seek, and the Court grant, permission to temporarily deviate from a particular plan provision. Establish a schedule of regular meetings among the incentive school program specialists so they can discuss effective theme implementation strategies, share ideas, and review experiences. Encourage interaction among the incentive school program specialists and those specialists assigned to the magnet schools. Capitalizing on in-house expertise and encouraging cooperation among the schools will help strengthen the district's programs. Schedule science inservice training for teachers who need or want help improving their science instruction. Principals should be able to determine which teachers are not fully using the science labs and steer them to staff development sessions devoted to enlivening science in the classroom. - Needs to be done + In progress PERSON DONE Mayo, 3-94 Buchanan Mayo, 6-94 Buchanan Mayo, Buchanan Price 10-94 Price 8-93 Price Woods Parker Asst. Supt. Asst. Supt. Asst. Supt. Grier Grier Glasgow * Completed + + + + + + + + + 42 43 44 45 46 47 48 49 50 51 52 53 54 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103/94 DOC Pg MR 49 MR 51 MR 51 MR 51 MR 51 MR 52 MR 53 MR 55 MR 56 MR 57 MR 58 MR 61 MR 61 LRSD Audit of Obligations, November 1994 Page 4 RECOMMENDATION PERSON DONE Ensure that the materials needed for all science experiments are available to school staff and make Glasgow + sure teachers are aware of procurement procedures. Capitalize on the district's resident expertise and experience to assist the incentive schools in Grier, + establishing a foreign language program as an integral part of the overall school program. Parker Place as many qualified foreign language teachers as needed to provide Spanish instruction to Grier, 8-94 incentive school students as part of the regular school day instructional program. Parker Encourage the Spanish teachers to develop a series of Spanish \"mini-lessons\" for each grade level to Grier, + help the regular classroom teachers reinforce foreign language instruction across the curriculum. Parker Increase the amount and improve the quality of Spanish language materials available in each school. Grier, + Parker ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Matthis 8-93 fulfill the commitments in its desegregation plans. Requirement: Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153) Provide sufficient training and support to enable all schools to fully implement Abacus during the 1993- Woods + 94 school year. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Woods + fulfill the commitments in its desegregation plans. Requirement: The Effective Schools model operates in each school, with training provided for implementation. (LRSD Plan, pg. 154) ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Asst. Supt. + fulfill the commitments in its desegregation plans. Requirement: The school emphasizes a classics reading program and uses the basal reader to augment the classics. (LRSD Plan, pg. 154) ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Grier, + fulfill the commitment in its desegregation plans. Parker Requirement: A Latin program, used to increase vocabulary and word attack skills, is incorporated into the fifth and sixth grade language arts program. The staff schedules time for instruction, provides materials and supplies, and documents student achievement. (LRSD Plan, pp. 154, 159-164) Incorporate leisure time activities, which students can pursue throughout their lifetime, as part of the Matthis + physical education curriculum. Strengthen efforts to recruit mentors for the students. Having at least one special friend, coach, and Milam + encourage can be so important to a child's development that every student who needs or wants a mentor should have one. Consider a trainer of trainers program or similar means to equip principals or other school staff to train Milam + volunteer mentors. - Needs to be done + In progress  Completed 55 56 57 58 59 60 61 62 63 64 65 66 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03194 DOC Pg MR 63 MR 65 MR 68 MR 68 MR 68 MR 68 MR 68 MR 68 MR 68 MR 70 MR 70 MR 72 LRSD Audit of Obligations, November 1994 Page 5 RECOMMENDATION Abandon the practice of limiting three-and-four-year-old children to walking field trips and allow them to travel by bus to any appropriate site, with parental approval. Whatever the past misunderstanding that resulted in travel restrictions for young students, ADE should confirm that, with appropriate parent permission, it is lawful to transport children of these ages in public school buses. Treat and teach career skills development as an integral part of school life. Solicit candid feedback from summer school participants (including staff, parents, and students) about what they most and least valued about the summer school programs. Ask them to identify those elements that enticed them into the program, what facilitated their participation, and any barriers that impeded it. Ask incentive school parents and students who did not take part in summer school to identify why they did not participate and what would most likely induce them to attend. Seek broad-based input from incentive school staff, parents, and students to learn what course offerings or other program features make summer school most appealing to prospective participants. Routinely monitor and evaluate summer school as part of a comprehensive, ongoing process for continuous improvement. Include the incentive school principals, teachers, students, and parents in the assessment, publish and analyze the results, and when act decisively upon what the evaluation reveals. Mount an aggressive marketing campaign for summer school recruitment, getting ideas from staff, students, and parents and also encouraging them to help recruit. Maintain thorough and accurate records of all summer school information, including planning, recruitment efforts, surveys or other means of input and feedback, evaluations, a tally of children participating in each program category and individual class, and a record of these students' home school. Comprehensive records will enable program planners to track success and make appropriate program modifications as needed. Consider implementing the recommendations made by the extended year administrative staff in the district's summary report. Encourage partnered schools to develop some joint projects and co-activities so students will learn how to plan, organize, and cooperate on activities that they develop. Shared ventures could held increase participation in Saturday School activities. The principals should collaborate with each other to provide the necessary resources and to ensure successful projects. Consider pairing Franklin with two smaller incentive schools for Saturday School activities so no incentive school is without a partner to encourage sharing and variety. Design the extended day survey to include a description of the skills a student develops while engaged in leisure time activities. This design will help parents and students recognize the importance of a good balance between work and play. - Needs to be done + In progress PERSON DONE Cheatham 4-94 Elston Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Ingram, Asst. Supt. Asst. Supt. 8-92 Asst. Supt. 10-93 Asst. Supt., 10-92 Principals * Completed + + + + + + + + 67 68 69 70 71 72 73 74 75 76 77 78 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103194 DOC Pg MR 72 MR 76 MR 76 MR 78 MR 78 MR 78 MR 84 MR 85 MR 89 MR 89 MR 89 MR 91 LRSD Audit of Obligations, November 1994 Page 6 RECOMMENDATION PERSON DONE Make sure all extended day students have an opportunity for some fun activities, such as jump rope, Asst. Supt, 10-92 board games, or making up and reciting rhymes. It's developmentally and emotionally healthy for Principals students to participate in wholesome activities just for fun. Make an effort to pair aides and teachers who are compatible with each other, and provide training Principals + that will enable instructional aides and classroom teachers to work together as an effective team. Provide pre-service orientation and training for all aides, and follow-up with regular inservice, on topics Woods + that include behavior management techniques and other subjects that will contribute to the aides' effectiveness. Consider having VIPS train incentive school principals to serve as instructors for new mentors so Milam + these building leaders can conduct their own streamlined, on-site mentor training. Allow principals to contact and select pre-professionals from institutions of higher education when the Asst. Supt. + opportunity presents itself. Sometimes the best deals occur because of a chance meeting at a seminar or conference. It doesn't make sense for a good opportunity to get lost in bureaucratic wastelands. Expand contacts with and widen access to the variety of community-based programs designed to Principals + support children and families. Allow teachers who want to leave the incentive schools to do so with impunity. If staff members wish Hurley, 8-94 to transfer elsewhere, they are not necessarily unfit or incompetent\nthey may simply not be suited for Asst. Supt. the incentive school experience. It cannot be overemphasized that the district should only assign people to the incentive schools who are not only talented, committed, and experienced, and who also want to be there. Comply with the requirement to develop complete student performance profiles for each child and then Principals 9-94 use the information to define and guide each student's learning path and to help determine the effect of the variables these profiles record. Make sure that each incentive school has a full-time certified guidance counselor on staff throughout Hurley, 8-94 the school year. Asst. Supt. Decide each incentive school's need for a social worker, then staff accordingly. Hurley, 8-94 Asst. Supt. Require incentive school counselor to meet as a group on a regular basis. Such meetings will provide Elston + an informal atmosphere in which to discuss problems unique to incentive schools, develop solutions, share ideas and success stories, and to explore ways to expand their resources. Counselors need the support and encouragement they could get from an organized group of peers. Assign a district employee the responsibility for fully developing and implementing the plan Martin 1-94 requirements for a program that will equip parents with job skills necessary for employment at all levels within the incentive schools. Be sure to include program goals, objectives, timelines, persons responsible for each step of implementation, and evaluation criteria. - Needs to be done + In progress * Completed 79 80 81 82 83 84 85 86 87 88 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/03/94 DOC Pg MR 92 MR 92 MR 95 MR 97 MR 97 MR 98 MR 105 MR 105 MR 105 MR 106 II LRSD Audit of Obligations, November 1994 Page 7 RECOMMENDATION PERSON DON Follow up to provide appropriate assistance to survey respondents who have expressed interest in Martin 3-94 receiving specialized help from the district, such as obtaining their GED. Evaluate the cost effectiveness of using local community resources, such as the Parent Learning Milhollen, + Center, as a means for providing education opportunities for parents. Martin ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Gill + fulfill the commitments in its desegregation plans. Requirement: A Parent Center in each school provides resources and materials, recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208) Evaluate the parent workshops offered to determine if they are meeting the plan's goal of helping Gill + incentive school parents understand and carry out school expectations. Ask workshop participants to evaluate each session at its conclusion to make candid suggestions for Gill + training improvement and future session topics. Then carefully analyze the feedback to assess the quality and relevancy of the training and make changes accordingly. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Principals + fulfill the commitment in its desegregation plan. Requirement: Recognition is used as a tool for community and parent involvement . The school recognizes parents and the community at monthly PTA meetings, displays awards, gives school lunch vouchers to award winners, and involve students in the recognition selection process. (LRSD Plan, pp. 209-210) Standardize the method staff uses to document and report home and school communication to Principals + promote data consistency and accuracy. In order to standardize reporting and minimize the burden of documentation, schools could use a simple form identifying the contact date, type of contact (such as parenUteacher conference, home visit, interim or monthly report, phone call, success or alert card), which staff member contacted whom (parent, grandparent, or other), and a brief description of the results of the contact or any other pertinent information. Train incentive school principals and staff to serve as trainers for new mentors so they can conduct Woods + their own mentor training, if needed, and thereby expedite mentor placement. Develop transportation policies and procedures, ensuring that principals are aware of this service, Cheatham, 4-94 know how to identify parents' transportation needs, and understand how to arrange for it to support Principals parent participation where needed. Provide parents with current school year contracts to sign when they register their children in the Principals + incentive schools. Contracts with old dates and information convey a sloppy message that parents can interpret as a sign that either the school, the district, or both don't place much value on the contracts or parent commitments. - Needs to be done + In progress * Completed 89 90 91 92 93 94 95 96 97 98 99 100 102 DATE 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12/09/93 12103/94 DOC Pg MR 109 MR 109 MR 109 MR 116 MR 116 MR 117 MR 117 MR 117 MR 117 MR 117 MR 117 MR 117 MR 120 ii LRSD Audit of Obligations, November 1994 Page 8 RECOMMENDATION PERSON DONE Assign a LRSD employee the responsibility for coordinating the speakers bureaus and assisting the Wagner, + key communicators. Without consistent direction and support, those who volunteer as a speaker or Principals key communicator can't be expected to carry out their responsibilities effectively. Develop and implement a comprehensive plan for utilizing the services of the speakers bureaus and Wagner, + key communicators that includes specific goals, objectives, the persons responsible, and evaluation Principals criteria to determine success and where changes need to be made. Develop job descriptions for the speakers bureau and key communicators that clearly identify the job Wagner, goal, qualifications, performance expectations, the participant and district responsibilities, and the Principals amount of time that will likely be required to successfully perform each job. Seriously consider placing at Rockefeller an early childhood program specialist who has the Matthis + credentials and experience that clearly illustrate adequate training and interest in the education of very young children. Re-establish the Rockefeller advisory group. Price, 1-94 Mangan Regularly evaluate Rockefeller's early childhood education policies as specified in the plan and then Price, 3-94 publish the results in an informational handbook for parents. Mangan Make sure that the early childhood students receive the services of the school's counselor. Very Mangan 93-94 young children can need the specialized insights and services of a counselor professional just as much as older children. Concentrate the same level of attention, funding, and materials on the Rockefeller Early Childhood Milhollen + Magnet Program that the district lavishes on other magnet schools and programs. Broadly publicize the Early Childhood Magnet Program. This program is truly unique and the district Mangan + should capitalize on its success. Refrain from placing any uncertified teacher in an early childhood classroom. Mangan 8-93 Provide regular, quality staff development opportunities for the early childhood education staff. Mangan + Ensure that Rockefeller serves as an early childhood education model, demonstration site, and Mangan 93-94 training center by initiating the innovative practices described in the desegregation plan, utilizing ongoing advice and expertise from parents, teachers, and college and university staff. ODM makes no new recommendations\nthe district remains obligated to follow all court orders and to Milhollen Annually fulfill the commitments in its desegregation plan. Requirements: Fundings for the Incentive Schools shall be set at two times the level for the elementary area schools to ensure that the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences and activities. (lnterdis. Plan, pg. 4) The Little Rock School District Board of Directors is committed to improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the Court- approved desegregation plan as incentive schools. (LRSD Plan, pg. 1) - Needs to be done + In progress * Completed 103 104 105 106 107 108 109 110 111 112 113 114 115 DATE 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 03/11/94 12/03/94 DOC Pg MR 12 MR 12 MR 12 MR 12 MR 12 MR 12 MR 13 MR 13 MR 13 MR 13 MR 19 MR 20 MR 20 LRSD Audit of Obligations, November 1994 Page 9 Incentive School Recruitment Monitoring Report RECOMMENDATIONS PERSON DONE Evaluate the means parent recruiters are using to inform the community about the incentive schools Wagner + hotline, then analyze the findings to determine more effective ways to heighten awareness of this service. Ensure that prospective parents receive information about the incentive schools by expanding the target Wagner + audience. Assign specific district employees the responsibility and accountability for fully developing and Wagner + implementing all the district's recruitment obligations identified in the desegregation plans, marketing plan, and court orders. Develop a system to ensure that employees responsible for incentive school recruitment receive all Mayo 1-94 monitoring reports and court orders that deal with the incentive schools. Establish parent recruitment teams in each incentive school, staffing the teams according to qualification Principals, + and job descriptions that clearly state the team charge, the district's expectations, qualifications (such as Wagner skills, experience, or school affiliation), the amount of time involved, and the precise duties anticipated. Implement an orientation and training schedule for the recruitment teams that utilizes the skills and Principals, expertise of parents and district personnel who have a track record of successfully promoting Wagner, desegregation. Ingram Utilize up-to-date enrollment and school capacity data to develop a plan to target specific schools and Wagner, + neighborhoods for recruitment to the incentive schools. Principals, Survey white parents in LRSD and PCSSD to find out what features they consider when selecting a Wagner school and what would prompt them to request a desegregation transfer to an incentive school for their children. Develop a comprehensive and detailed annual recruitment plan for each incentive school. Principals 5-94 Annually identify specific recruitment goals for each incentive school and regularly track the headway Wagner, + made toward each goal. Principals Establish a target date for completing recruitment efforts, measuring results, and deciding whether to Wagner, 9-94 petition the Court to release available pre-kindergarten and kindergarten seats to black students who Mayo could benefit from the district's early childhood education. Routinely survey parents whose children opt out of incentive schools to determine why they leave and to Principals, + which schools they move. Then use this information to modify recruitment and retention strategies. Ingram Consider adding four-year-old classes at the incentive schools which have only one class, thereby Matthis 8-94 achieving a more even grade structure that can help foster desegregation as children rise from one grade level to the next. - Needs to be done + In progress  Completed 116 117 118 119 120 121 122 123 124 125 126 127 128 DATE 01 -25-94 01-26-94 01-26-94 02-04-94 02-04-94 02-25-94 03-16-94 04-05-94 04-08-94 04-22-94 06-07-94 06-07-94 06-07-94 DOC TR TR TR CO2091 CO2091 TR CO2129 CO2146 CO2155 TR TR TR TR Pg 54 227 241 2 6 115 3 5 1 39 39 150 192 II LRSD Audit of Obligations, November 1994 Page 10 Audit of Court Orders \u0026amp; Transcripts OBLIGATION PERSON DONE The Court wants PCSSD and LRSD to document and track their success in efforts toward recruitment. Wagner The LRSD is obligated to build, in addition to the King lnterdistrict School in the fall of 1993, the Mayo 6-94 Stephens lnterdistrict School.1 LRSD was instructed to take a careful look at the demographic data it has supplied the ODM, and at student population shifts because black children are going from the central Little Rock area to Crystal Hill and King School. The Court instructed the LRSD that it wanted the interdistrict transfers, which are at the heart of the Mayo 5-94 Desegregation Plan, to be done more quickly than the District has done in the past. LRSD white students may be permitted to attend King lnterdistrict School without violating the Mayo 8-94 desegregation plans. The ideal goal being a student enrollment ration of 50 percent black to white. White students attending an LRSD lnterdistrict school will be recruited primarily from the PCSSD or beyond Pulaski County Develop immediately specific guidelines regarding assignments to King School, by extension, apply to Mayo 9-94 its other lnterdistrict schools. Guidelines are to reflect past practices and promises and include intradistrict transfer eligibility criteria for both black and white children\nthey must be sufficiently comprehensive to be applicable to all of the district's interdistrict schools\nthey must be clear and unambiguous enough for district workers and parents to understand\nand while a specific numeric quota or cap is neither required nor desirable, the guidelines must describe that portion or range of intradistrict transfers that an individual interdistrict school can reasonably accommodate. The Court goes on the record that the district is to follow through in its efforts to get feedback from its Williams 11 -94 budget process and public input with respect to the budget. LRSD reimburse PCSSD $167,113 within 60 days of order Millhollen APPEAL + PEND. Approval of school construction at Jefferson Elementary should be and hereby is granted Eaton + LRSD will pay an increase of $52,604.09 in the ODM Budget. Millhollen 6-94 The court wants something justifying the expenditures and explaining why increases, decreases or Millhollen 9-94 deletion are made and these business cases for expenditures above $25,000. It wants to know how white students will be recruited for the incentive school, what student assignment Mayo + zones will be, and the impact on the racial balance of all the schools. Before the court gives final approval to the Stephens and Garland Schools Stipulation it wants more thought on it. The court wants more detail on how the district plans to recruit white students for Stephens in light of Mayo + the demographic trends. In addition, the court wants to know who will be responsible for recruitment. Wagner 9-94 1 The Stephens Stipulation of June 7, 1994 changes the third interdistrict school from Stephens to Washington. - Needs to be done + In progress  Completed 12103/94 129 130 131 132 133 134 135 DATE 06-07-94 06-28-94 06-28-94 09-07-94 10-24-94 10-24-94 10-24-94 12103194 DOC Pg TR 193 CO2225 5 TR 81 co 4 co 5 co 6 co 8 LRSD Audit of Obligations, November 1994 Page 11 OBLIGATION PERSON DONE The court wants a long-range facilities study, which considers the 1988 study and the Deseg. Plan. Eaton + Approved magnet status for King with the expectation that the LRSD will expeditiously revise its Mayo 9-94 lnterdistrict School Assignment Guidelines to facil itate intradistrict transfers of white students, thus promoting racially balanced school enrollments. The court expresses its interest in pursuing the idea of middle schools and asks the Superintendent of Wiiliams + Schools to set a goal with interim time lines where the school district will reach point a, b, c and d and finally reach a decision as to whether middle schools are a viable option for the school district. LRSD may fill the vacant seats in kindergarten and 4 year old programs at the incentive schools, and also Mayo 10-94 in the four year old programs at the other schools. The district must reserve half of all incentive school kindergarten and 4 year old seats for 1995-96 and subsequent school years, and must also remain mindful of the target racial balance in the other elementary schools so as to recruit and assign students accordingly. The LRSD must seek court permission before releasing any reserved seats in future school ~ Develop and conduct quality, continuous training on the program planning and budget process for .all Clowers + those who participate in that process. At a minimum, these training sessions should address the operational responsibilities of the participants in each of the components of the process (needs assessment, program inventory, goals and objectives, program development, budgeting, monitoring and reporting, and evaluation). The LRSD will work with ODM to ensure that the training is adequately defined and implemented. Institute management processes which will actively review progress, in terms of achievements and Clowers + expenditures, on a regular basis, involving every level of the organization down to at least every budget manager. LRSD must submit on or before Wednesday, November 16, 1994, a concise but complete description Matthis of the Spanish program as it is being offered at each of the incentive schools - Needs to be done + In progress * Completed 136 137 138 139 140 141 142 DATE 10-24-94 10-24-94 DATE 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 DOC Pg co 9 co 17 DOC Pg ST 1 ST 1 ST 1 ST 1 ST 2 LRSD Audit of Obligations, November 1994 Page 12 OBLIGATION The district is to submit on or before Wednesday, November 16, 1994, a description of theme implementation in each of the incentive schools that includes at least the following information: 1) a summary of the theme, how it is being integrated into the curriculum and school activities, and the implementation timeline. 2) if theme implementation is contemplated in phases, the rationale for such a method and plans for seeking Court approval for that approach. 3) a summary of the special programs, activities, events, equipment, and materials which are devoted to theme support at each school. 4) the extent to which the theme is fully implemented at each school and an explanation for any delays in implementation. 5) what remains to be done to implement the theme fully. 6) the amount of money spent on each school's theme implementation during FY 1992-93 and FY 1993-94 and the amount budgeted for FY 1994-95, by line item category, if possible (e.g., personnel, equipment, etc.). The court requires the district to file a plan or business case which explains how the district plans to spend the money on transportation. Stephens School Stipulation2 June 7, 1994 OBLIGATION Stephens Incentive School will be closed at the end of the 1993-94 school year. Students who would otherwise have attended Stephens Incentive School shall be assigned to Garland or Franklin Incentive School but will have the option of attending other schools where their presence will aid desegregation. LRSD shall build a new school within generally the same area in which the Stephens and Garland schools are now located. The new school shall accommodate approximately seven hundred students and will be constructed as soon as possible but shall be completed no late than July 31, 1996. The new Stephens school shall be a magnet school . . . PERSON DONE Matthis, Ingram Mayo 10-94 PERSON DONE Williams 6-94 Mayo 8-94 Eaton Eaton Matthis + 2 This stipulation was the subject of the June 7, 1994 hearing. References 126-129 on this list are related to this stipulation. Toward the end of the hearing, Judge Wright approved the building of \"something\". Therefore, LRSD assumes that these items from the stipulation are now obligations. From the hearing, it is clear that Judge Wright remains concerned about whether or not students can be recruited to racially balance the new Stephens School and whether or not enough students exist in LRSD to justify a planned capacity of 700. Therefore, LRSD is further assuming that items 126-129 above are still of interest to Judge Wright. - Needs to be done + In progress  Completed 12/03/94 143 144 145 146 147 148 149 150 151 152 153 154 155 DATE 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 06-07-94 12103/94 DOC Pg ST 2 ST 2 ST 2 ST 2 ST 2 ST 3 ST 3 ST 3 ST 3 4 ST 4 ST 4 ST 5 ST 5 LRSD Audit of Obligations, November 1994 Page 13 OBLIGATION ... and the student body shall consist primarily of black and white LRSD students and some majority-to- minority transfer students from PCSSD. Garland Incentive School shall be closed as an educational learning center for elementary pupils when Stephens Magnet School is opened. The former Garland Students shall be assigned to Stephens Magnet School. Students who reside within the area of the Stephens Magnet School shall be entitled to preferential assignment to the new school. Stephens Magnet School shall have a bi-racial faculty with at least forty percent black certified faculty members not including administrators. They will also promote the use of uniforms as is done at Williams Magnet School unless ii is demonstrated to be unfeasible. The double funding provisions for Stephens and Garland Schools shall apply to Stephens Magnet School unless and until the new school becomes an effectively desegregated school. (At or below 80% black population) Moreover, the Stephens Magnet School shall be funded at the level contemplated for the highest quality educational programs in the LRSD. Stephens Magnet shall provide the following benefits which are found in LRSD incentive schools: 1. Extended Day Program\n2. Extended Week Program\n3. Extended Year Program\n4. Early Childhood Program\n5. Curriculum Specialist\n6. Student Educational Plans\n7. Computer Loan Program\n8. Parent Programs including parents as tutors, instructional aides and advisors. . .. Parent support workshops shall be provided at least once each quarter of the school year. Parents shall be employed as instructional aides with the expectation that they may, in accordance with the desegregation plans, complete college teaching degree programs leading to teacher certification at LRSD's expense and enjoy possible career opportunities in the districts. The goal for the racial composition of the new Stephens Magnet School shall be fifty-five percent black student enrollment with a target racial composition range of fifty percent black to sixty-five percent black. LRSD will pursue federal magnet school grants and funds from other potential funding sources. All parties will be fully involved in the development of the new Stephens Magnet School to ensure that the desegregation plan objectives can be achieved. The parties agree to withdraw their appeal regarding Stephens School. - Needs to be done + In progress PERSON DONE Mayo Williams Mayo Mayo Hurley, Principal Matthis, Principal Williams Williams Matthis, Principal Mayo Williams Matthis Attorneys * Completed + + 156 157 158 159 DATE 06-07-94 06-07-94 06-07-94 06-07-94 12103/94 DOC Pg ST 5 ST 6 ST 6 ST 6 LRSD Audit of Obligations, November 1994 Page 14 OBLIGATION PERSON DONE The parties agree that early childhood programs within LRSD should be located in accordance with Matthis 6-94 LRSD's motion and substituted Exhibit 1 (Motion for Approval of Four-Year Old Program Sites, April 6, 1994 and substitute Exhibit 1 to that motion, April 21 , 1994. The LRSD agrees to either resolve the matter of costs with Joshua or, failing resolution, to have the Williams amount of same referred to the Court for disposition at the cost of the LRSD. The parties agree that the combination of the operation of Washington lnterdistrict Magnet School and Williams 6-94 the agreements contained in this stipulation and settlement satisfy the desegregation plan requirements for interdistrict schools required to be constructed within LRSD. No additional interdistrict schools within LRSD are required by the desegregation plans. The parties agree to cooperate with the City of Little Rock in an effort to enhance the facilities and Williams + educational opportunities of Stephens Magnet School. - Needs to be done + In progress * Completed\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from the The Andrew W.\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_216","title":"Little Rock School District (LRSD) 1994-1995 First Quarter Status Report, Program Planning and Budget Document for Non-Desegregation Programs","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":["1994-11-18"],"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--Finance","Educational statistics"],"dcterms_title":["Little Rock School District (LRSD) 1994-1995 First Quarter Status Report, Program Planning and Budget Document for Non-Desegregation Programs"],"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/216"],"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\nLITTLE ROCK SCHOOL DISTRICT reCEIVED 1994-95 FIRST QUARTER STATUS REPORT Office NOV 1 8 1994 of Desegregation Monitoring PROGRAM PLANNING AND BUDGET DOCUMENT FOR NON-DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT November 18, 1994 EXHIBIT 2 TABLE OF CONTENTS SEQUENCE H PAGE # SEQUENCE # PAGE # Preface 1 SCHOOL OPERATIONS CLUSTER (BUFF) Mission Statement 2 Goals 3 209 210 211 212 Elementary Junior High School High School Athletics 56 58 60 62 District Financial Summary 4 SCHOOL SUPPORT CLUSTER (BLUE) Definitions 5 Organization of the Report 7 Cluster Budget Documents 8 CURRICULUM CLUSTER (PINK) 201 202 203 204 205 206 207 208 4 Year Qld Program/City Wide Early Childhood Education Program Kindergarten Special Education Vocational Educational Adult Education Compensatory Education Gifted and Talented Curriculum Services 10 16 18 23 27 30 35 38 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 Guidance Services Drug Abuse Prevention Health Services Curriculum Services/VIPS Educational Media Services Board of Education Services Executive Administrative Services Support Service Management Fiscal Services Plant Services Pupil Transport Services Purchasing Services Safety \u0026amp; Security Services Planning \u0026amp; Evaluation Services Communication Services Human Resource Services Labor Relations Data Processing Services Family Life/New Futures Indebtedness Contingencies 69 78 84 92 97 100 102 104 107 109 111 115 119 121 130 137 141 146 151 155 157PREFACE The mission statement and goals of the Little Rock School District serve as guides for all decision-making. The information gained from the First Quarter Status Report Program Planning and Budget Document for Non-Desegregation Programs will provide direction for quality, interim decision-making as well as summative decision-making. The report enhances the districts ability to monitor and report achievements and expenditures relative to programs which are not a part of the districts Court-Approved Desegregation Plan obligations. Among other things, specific quarterly expenditure information will be provided in addition to the YTD (Year-to- Date) Expenditure information. The First Quarter Status Report Program Planning and Budget Document for Non-Desegregation Programs contains the following: (1) The Mission Statement of the Little Rock School District\n(2) The Goals of Little Rock School District\n(3) LRSD YTD (Year-to-Date) Non-Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Organization of the Report\n(6) Non-Desegregation Program Budget Documents, Grouped by Clusters\nand, (7) The LRSD Organizational Chart. 1LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens to fairness, racial equity and adequate support for education. 21. 2. 3. 4. 5. 6. LITTLE ROCK SCHOOL DISTRICT GOALS The LRSD will 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. The LRSD will develop and maintain a staff that is well-trained and motivated. The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 3Little Rock School District Non-Desegregation Expenses Program Seq. No. 201 202 209 210 211 212 203 204 205 206 207 213 215 208 217 218 219 220 221 222 223 224 225 226 227 228 229 230 232 233 231 Program Name ' FOUR YEAR OLD/HIPPY KINDERGARTEN ELEMENTARY JUNIOR HIGH HIGH SCHOOL ATHLETICS SPECIAL EDUCATION VOCATIONAL EDUCATION ADULT EDUCATION COMPENSATORY EDUCATION GIFTED AND TALENTED_________ GUIDANCE SERVICES HEALTH SERVICES CURRICULUM SERVICES EDUCATIONAL MEDIA SERVICES BOARD OF EDUCATION SERVICES EXECUTIVE ADMIN SERVICES SUPPORT SERVICE MGMT FISCAL SERVICES PLANT SERVICES PUPIL TRANSPORT SERVICES PURCHASING SERVICES SAFETY \u0026amp; SECURITY SERVICES PLANNING \u0026amp; EVAL SERVICES COMMUNICATIONS SERVICES HUMAN RESOURCES SERVICES LABOR RELATIONS DATA PROCESSING SERVICES INDEBTEDNESS CONTINGENCIES FAMILY UFE/NEW FUTURES TOTAL Budget 94-95 233,992.00 3,160,053.09 16,985,179.56 9,273,594.63 8,395,188.73 166,457.85 6,558,677.51 4,930,172.15 790,194.57 591,353.64 1,230,868.19 3,090,710.95 841,095.06 1,910,391.39 2,273,321.76 1,009,265.44 334,675.03 1,405,884.22 1,801,273.31 9,787,229.05 7,354,396.24 1,540,494.68 830,592.70 343,221.38 156,392.33 2,954,841.75 103,384.29 875,875.49 8,304,475.00 0.00 430,400.00 99,663,651.99 FTEs 0.00 89.00 653.14 287.20 244.20 0.00 151.50 106.20 23.00 13.80 32.80 67.60 27.10 55.00 70.50 0.00 5.00 3.00 12.00 245.63 346.80 16.00 0.00 7.00 4.00 10.00 2.00 10.00 0.00 0.00 0.00 2,482.47 YTD Expense 374.09 372,250.21 3,111,344.22 1,391,997.19 1,334,045.62 85,811.76 642,886.96 942,972.54 122,829.00 97,832.95 143,592.75 458,418.49 89,253.85 366,222.44 386,959.34 675,518.41 148,421.91 73,043.84 95,110.97 2,019,809.40 873,991.89 762,486.70 445,064.23 71,634.05 36,393.18 480,013.09 28,288.97 179,033.47 1,419,610.48 0.00 3,464.67 16,858,676.67 1 st Quarter 374.09 372,250.21 3,111,344.22 1,391,997.19 1,334,045.62 85,811.76 642,886.96 942,972.54 122,829.00 97,832.95 143,592.75 458,418.49 89,253.85 366,222.44 386,959.34 675,518.41 148,421.91 73,043.84 95,110.97 2,019,809.40 873,991.89 762,486.70 445,064.23 71,634.05 36,393.18 480,013.09 28,288.97 179,033.47 1,419,610.48 0.00 3,464.67 16,858,676.67 2nd Quarter 3rd Quarter 4th Quarter % Budget Spent 0.16% 11.78% 16.39% 15.01% 15.89% 51.55% 9.80% 19.13% 15.54% 16.54% __ 11.67% ' 14.83% 10.61% 19.17% 17.02% 66.93% 44.35% 5.20% 5.28% 20.64% 11.88% 49.50% 53.58% 20.87% 23.27% 16.24% 27.36% 20.44% 17.09% 0.00% 0.80% 16.92% 4DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the First Quarter Status Report Program Planning and Budget Document for NonDesegregation Programs. Program: A program is an established plan of operation, composed of a group or series of related activities which are earned out to serve a specific area of identified need. Program Description: A program description includes a purpose, scope and content, and participants/beneficiaries related to the respective program. Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. Strategies: Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. Evaluation Criteria: Evaluation criteria are statements which specify the end product of an objective or strategy, and evaluation criteria establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one or two formatted pages. Program Sequence # (Seq.#): The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Date: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an established name for each program has been assigned by the district planner. 5DEFINITIONS AND DATA ELEMENTS Page 2 Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader: The Secondary Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e., the Program Manager, the Principal, and/or the Assistant Superintendent). District Goal Support: Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. Beginning Date: This is the actual date a particular strategy began. For consistency, all dates should be printed in the following format: MM/DD/YY, (03/31/04). Completion Date: This is the actual date a particular objective or strategy was completed. For consistency, all dates should be entered in the following format: MM/DD/YY, (04/01/94). If an activity toward a strategy has been started but not completed, a percent of completion (for example, 50%) should be entered in the Completion Date column. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 6ORGANIZATION OF THE REPORT This section provides guiding information about the text of the First Quarter Status Report Program Planning and Budget Document for NonDesegregation Programs. Pagination: Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (i.e., 1,2,3,...) throughout the report at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i. Clusters. Programs have been sorted into broad categories called clusters. Clusters include programs or schools grouped together because of similar and related operational functions. For convenience and management of this report, similar programs have been grouped into three color-coded clusters: Curriculum, School Operations, School Support. To locate a program, determine the relative cluster of the program by using the \"Table of Contents\" and then refer to the program sequence number (Seq If} or page number for facilitating program reference in the report. Organizational Level. The School Operations Cluster employs only four programs. In addition to Athletics, the School Operations Cluster classifies the fifty schools according to three school organizational leveled programs: Elementary, Junior High, and Senior High. Organizational Chart. An organizational chart has been included to provide reference information matching designated responsible persons with desegregation and non-desegregation programs. 7CLUSTER BUDGET DOCUMENTS 8Curriculum Cluster * 4 Year Old Program/City Wide * * * Early Childhood Education Program Kindergarten Special Education Vocational Education Adult Education Compensatory Education Gifteil and Talented Curriculum Services 9Program Seq 201 Program Name: Four-Year-Old Pnigram/HIPPY Program Code: Primary Leader: Program Description: District Goal Support: Program Goal: I Plan References: FY Program Budget: YTD Expenditures: I.RSD FY 94-95 PROGRAM BUDGET DOCUMENT  Estelle Matthis Secondary Leader: Pat Price Page: I Revision Dale: November 14, 1994 The punwse of te progn,m is io mee. the growing needs of disadvaniaged sindendi and io improve dre racial balance a. schools dra, are d.fficnli io desegregaie by i\"cor^ralingildbo^d^Mneadon programs inepurpo Pg_ a. , ---------children which meet their needs and stimulate learning in all developmental areas - physical, social, emotional, and intellectual. Pnonly lor the Elementary schools. The program provides experiences for young UIC CIClllCllulI/ a^livuii. IIIV piugiaiii (/lu'iuwj  ------------ -------- .-zz- j identification of program sites will be given to areas that have a very high concentration of low income students and in schools that are difficult to desegregate. into resources that are in all phases of school activities and operations. To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. $233,992.00 1st Qtr Expend: $374.09 3rd Qtr Expend: FTE $374.09 2nd Qtr Expend: 4th Qtr Expend: [ Related Function Codes: in I 1Program Saq 201 Program Name: Four-Year-Oid Program Program Code: Program Goal: Plan Reference Page Number LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis To establish arxJ maintain developmentally appropriate Early Childhood programs for pre-school children. Objectives Strategies Page: 2 Revision Date: October 14, 1994 Secondary Leader: Beginning Date Completion Date Pat Price Responsibility Evaluation Criteria 1. Implement early childhood education programs that provide experiences for young children which meet their needs artd stimulate learning in all developmental levels. 07/01/94 06/30/95 Dep. Supt., Asst. Supt., Supervisor, Principals, Teachers, instructional Aides 1. (Annual review of assessment data beginning at the erxl of the kindergarten year of each child participating in the program. EPSF Post Assessments)  (Comparisons of the progress of children who did and did not participate in the program.)  (Standardize achievement tests will be given to each child at the ertd of the third grade level. These tests will provide data indicating the success of the Early Childhood Program as an intervention strategy.) 1.1 Identify sites for program implementations. 07/01/94 06/30/95 Dep. Supt.. Asst. Supt.. Supervisor. Plant Services, Principals 1.1 Sites established for program implementations. A. Sites for program implementation have been identified. 07/01/94 08/01/94 1.2 Assisted in recruiting teachers arxf aides as needed. 07/01/94 06/30/95 Human Resource Dept., Principals, Asst. Supt., Supervisor 1.2 Employment of teachers arxi aides for new and open positions. A. Assisted in recruiting teachers ar\u0026gt;d aides as needed. 07/0194 08/22/94 11Page: 3 Program 8eq 201 Revision Date: October 14, 1994 Program Name: Four-Year-Old Progranrt Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To establish arxl maintain developmentally appropriate Early Childhood programs for pre-school children. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 Obtain materials, supplies erxi equipment for all new programs. A. Obtained materials, supplies, and equipment for all new programs. 1.4 Provide inservice and technical assistance for principals, teachers, artd Instructional assistants. A. Inservices provided July 18, 1994\nAugust 16, 1994\nAugust 18, 1994 07/01/94 07/01/94 07/01/94 07/18/94 06/30/95 08/22/94 06/30/95 35% Supervisor, Purchasing Dept. Supervisor, Staff Development 2. At the end of each year in HIPPY, 80% of the cNkfren served will exhibit readiness skills for kirKfergarten. 1. To promote the HIPPY program (To compose arxl mail public service announcements to local radio arxl television stations channel 14 \u0026amp; 16 and flyers) 2. To select HIPPY aides (Interview and select aides\ninitial training of aides arxf staff\nto enroll families into the program) 07/01/94 07/01/94 06/30/95 06/30/95 Supervisor Staff 1.3 Materials, supplies. ar\u0026gt;d equipment will be in place to meet LRSD curriculum artd licensing requirements. 1.4 Agendas and documentation of inservice evaluations. The Early Prevention of School Failure screening instrument will be used for pre \u0026amp; post assessment for the children upon entering kindergarten to provide data that shows readiness. If students are not proficient in two or more areas, they are identified as \"not ready\". Teacher surveys will be conducted annually to provide information relating to readiness skills.Page: 4 Program Seq *: 201 Revision Date: October 14. 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader\nEstelle Matthis Secondary Leader: Pat Price Program Goal: To establish arxl maintain developmentally appropriate Early Childhood programs for pre-school children. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. Arrange logistics with state for the initial training Comment: This Is done through HIPPY State Regional Office (initial training of aides and staff) 4. Conduct home interview arxi enroll families into program (To enroll families Into the program) 5. To recruit families (Compose and mail correspondence to recruit families \u0026amp; instructional aide trainees) 6. Identify families to be served by each coordinator (To determine service of coordinators) 7. Identify families to ba served by each aide (To assign families to be served by each aide) 8. To organize instructional material 9. Conduct three (3) day workshop (To familiarize aides of the HIPPY implementation of LRSD) 10. Obtain material for program (Order material) 11. To orientate enrolled families to the HIPPY program (Conduct orientation meeting) 13 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 Supervisor/Coordi nator Staff Supervisor Coordinator Secretary Supervisor Supervisor Supervisor/Coord- inator A standarized achievement test will be given to each child at the erd of the third grade as a comparison between the HIPPY students and a control group. Assignment of families to CoordinatorsPage: 5 Program Seq f: 201 Ravislor) Date: October 14. 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Qoal: To establish snd maintain developmentally appropriate Early Childhood programs for pre-school children. plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 12. Identify meeting sites of group meetings (Secure meeting sites for group meetings\nmail out notification of meeting sites! 13. To schedule implementation of HIPPY curriculum (Schedule aides weekly home visits: schedule area group meetings, print flyers, schedule weekly service for aides\nschedule aides first teaching with own child. 14. To provide parents with information that will assist them with their own children (Schedule workshop for parents \u0026amp; aides, mail out \u0026amp; print materiatsl 15. To evaluate aide trainees mid-point 15th week. (To evaluate each aide trainee) 16. Conduct survey of parents-print materials (To determine program success) 17. Implement secortd part of HIPPY curriculum. 18.'Evaluation of aides 19. Obtain a site and speaker and schedule a lecture for parents (provide parents with information to be successful with their children) 20. Build the aides artd children's self esteem (Activities) 21. Graduation of HIPPY children and aides reception (Staff will organize) 22. Evaluate aides (Schedule final evaluation of trainees in program) 23. To begin implementation of HIPPY program (Staff in place) 11 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 Coordinator Supervisor/Coord- inator Supervisor/Coordi nator Coordinators Supervisor Supervisor/Coord- inator Coordinator Supervisor Staff Staff Coordinator Supervisor Page: 6 Program Seq f: 201 Revision Date: October 14, 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estella Matthis Secondary Leader: Pat Price Program Goal: To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 24. Maintain regular staff (Secretary) 07/01/94 06/30/95 Supervisor 25. Aides made home visit (To assist in traveling expense) 07/01/94 06/30/95 Staff 15Program Seq 202 Program Name: Kindergarten Program Program Code: Primary Leader: Program Description: District Goal Support: Program Goal: I Plan References: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Pat Price Page: 1 Revision Date: November 14, 1994 In accordance with state standards the Little Rock School District maintains a full day kindergarten program that renders an environment which provides a variety of experiences appropriate to the child's developmental stage. Services are provided to these students by certified teachers. Goal #1 - 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. Goal #2 - Develop and maintain a staff that is welHrained and motivated. Goal #3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor Io society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21 st Century Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan Goal #6 - Provide a safe and orderly climate that is conducive to learning for all students Goal #6 - Ensure that equity occurs in all phases of school activities and operations To provide appropriate instructional services to all kindergarten students. ] [ FY Program Budget: YTD Expenditures: Related Function Codes: $3,160,053.09 $372,250.21 1st Qtr Expend: 2nd Qtr Expend: $372,250.21 3rd Qtr Expend: 4th Qtr Expend: 16 FTE 09.00Program Seq 202 Program Name: KirnJergarten Program Program Coda: Program Goal: Plan Reference Page Number LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Esteiie Matthis Secondary Leader: Page: 2 Revision Date: October 14, 1994 Pat Price To provide appropriate instructional services to all kirxlergarten students. Objectives Strategiea Beginning Date Completion Date Responsibility Evaluation Criteria 1. Implement kirxlergarten programs in accordance with state starxlards arvJ district guidelirws. 07/01/94 06/30/95 Asst. Supt., Supervisors, Principals, Teachers 1. Programs will be In place to meet state standards arxl district guidelines. 1.1 Assist in recruiting certified teachers as needed. A. Assisted In recruiting certified teachers as needed. 1.2 Obtain materials, supplies, arxl equipment for all new programs. A. Obtained materials, supplies, and equipment for all new programs. 1.3 Provide inservice and technical assistance for teachers. A. Provided inservice and technical assistant for teachers. 1.4 Ensure proper documentation arxi evaluation of student progress. A. Pre*EPSF completed. 1.5 Provide inservice and technical assistance for principals, teachers, arxl instructional assistants. A. Inservices provided July 18, 1994\nAugust 16, 1994\nAugust 18, 1994 17 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/15/94 07/01/94 08/22/94 07/01/94 07/18/94 06/30/95 09/30/94 06/30/95 09/30/94 06/30/95 35% 06/30/95 09/02/94 06/30/95 35% Human Resource Dept., Principals, Asst. Supt., Supervisor Supervisor, Purchasing Dept. Supervisors, Staff Development, Principals Asst. Supt., Supervisor, Principals Supervisor, Staff Development 1.1 Employment of teachers for new and open positions. 1.2 Materials, supplies, and equipment will be in place to meet L.R.S.D. curriculum arxl state starxlards. 1.3 Agendasand documentation of inservice evaluations. Annual reviews of data pre and post EPSF assessments. 1.5 Agendas arxl documentation of inservice evaluationsProgram Seq f: 203 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Program Description: District Goal Support: Program Goal: Plan Rererences: LRSD FY 94 95 PROGRAM BUDGET DOCUMENT Secondary Leader: Patty Kohler Page: 1 Revision Date: November 16. 1994 Purpose Special education is specially designed instruction, at no cost to parents, to meet the unique needs of students with disabilities. This includes instruction conducted in the classroom, in the home, in hospitals and institutions and in other settings\nand instruction In physical education. Scope and Content Special education services are provided in accordance with each childs Individual Education Program (lEP). A student is determined'eligible for special education services when a disability is present as defined in the Individuals with Disabilities Education Act (IDEA) that results in an adverse effect on educational performance and the corresponding need for special education services. A full continuum of services is provided which includes multiple options for placement. Participants/beneficiaries Students served through special education services have been identified as having disabilities defined by the IDEA. During the 1992-93 school year. 8.13% of the districts population or 2.026 students received special education services (Dec. 1. 1992 count). Goal fl - 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. Goal #2 - Develop and maintain a suff that is well-trained and motivated. Goal #3 - The Little Rock school Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, suff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21sl Century. Goal *4 - Solicit and secure financial and other resources that are necessary to fully support our schools. Including our desegregation plan. Goal #5 - Provide a safe and orderly climate that is conducive to Goal #1 learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related services in each childs least restrictive environment. I 1 FY Program Budget: YTD Expenditures: Related Function Codes: $6,558,677.51 $642,886.96 1st Qtr Expend\n2nd Qtr Expend: 1210. 1220. 1230. 1240. 1290. 1292, 2142 $642,886.96 3rd Qtr Expend: 4th Qtr Expend: 18 FTE 151.50Program Seq #: 203 Program Name: Special Education Program Code: Program Goal: Plan Reference Page Number NA LRSP FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: Patty Kohler November 16, 1994 The goal of ihe special education progiam is to provide all eligible students with disabilities appropriate special education and related services in each child's least restrictive environment. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Provide itinerant instruction to eligible students in accordance with each childs lEP, to be reviewed on an annual basis through federally mandated review process. 2. Provide Resource instruction to eligible students in accordance with each child's lEP, to be reviewed on an annual basis through federally mandated review process 1.1 Identify and employ certified, qualified teachers to deliver services to students A. All Consulting Teachers hired 1.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials needs identified 1.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered B. Monitoring schedule initiated 1.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice 2.1 Identify and employ certified, qualified teachers to deliver services to students A. Resource, teachers hired 2.2 Identify equipment, material and supplies needed in order to deliver services to students A. Material needs identified in 07/01/94 07/01/94 07/01/94 09/01/94 07/01/94 09/01/94 09/15/94 07/01/94 08/16/94 07/01/94 07/01/94 07/01/94 09/01/94 06/30/95 09/15/94 06/30/95 09/15/94 06/30/95 09/15/94 09/30/94 06/30/95 08/16/94 06/30/95 09/15/94 06/30/95 09/30/94 Director, Human Resources, Supervisors Director. Teachers. Supervisors Supervisors. Examiners, Principals, Teachers Director. Supervisors Director. Human Resources. Supervisors Director, Teachers, Supervisors 1.1 A list of certified teachers will be provided 1.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will lie identified 1.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 1.4 Inservice participants, dates, and topics will be provided 2.1 A list of cenilled teachers will be provided 2.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identifiedPage: 3 Program Seq #: 203 Revision Date: November 16, 1994 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Goal: The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related services in each childs least restrictive environment. Plan Reference Page Number Objectives Strategics Beginning Date Completion Date Responsibility Evaluation Criteria 2.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates 07/01/94 06/30/95 Supervisors, Examiners, Principals, Teachers 2.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates A. Test materials ordered 09/01/94 09/15/94 B. Monitoring schedule initiated 09/01/94 09/15/94 2.4 Provide inservice training for teachers as needed to ensure that students are served appropriately 07/01/94 06/30/95 Director, Supervisors 2.4 Inservice participants, dates, and topics will be provided A. Preschool inservice 08/16/94 08/16/94 3. Provide special class instruction to eligible students in accordance with each childs lEP, to be reviewed on an annual basis through federally mandated review process 3.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/94 06/30/95 Director, Human Resources, Supervisors 3.1 A list of certified teachers will be provided A. Special class teachers hired 07/01/94 09/15/94 3.2 Identify equipment, material and supplies needed in order to deliver services to students 07/01/94 06/30/95 Director, Teachers. Supervisors 3.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identified A. Material needs identified 09/01/94 09/30/94 3,3 Ensure completion of appropriate evaluations and documenution for each student in accordance with State and Federal Mandates 07/01/94 06/30/95 Supervisors. Examiners. Principals. Teachers 3.3 Monitoring repons will indicate increased levels of compliance with applicable law and mandates A. Test materials ordered 09/01/94 09/15/94 B. Monitoring schedule initiated 09/15/94 09/30/94 3.4 Provide inservice training for teachers as needed to ensure that students are served appropriately 07/01/94 06/30/95 Director. Supervisors 3.4 Inservice participants, dates, and topics will be provided A. Preschool inservice 08/16/94 08/16/94 20Page: 4 Program Seq #: 203 Revision Date: Novemlx\nr 16, 1994 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Goal: The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related services in each childs least restrictive environment. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4. Provide homebound and hospital instruction to eligible students in accordance with each childs lEP. to be reviewed on an annual basis through federally mandated review process 4.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/94 06/30/95 Director, Human Resources. Supervisors 4.1 A list of certified teachers will be provided A. Homebound teachers employed 08/16/94 09/15/94 5. Provide extended year services to eligible students in accordance with State and Federal Mandates 4.2 Identify equipment, material and supplies needed in order to deliver services to students A. Material needs identified 4.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered B. Monitoring schedule initiated 4.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice 5.1 Identify and employ certified, qualified teachers to deliver services to students 5.2 Identify equipment, material and supplies needed in order to deliver services to students 5.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates 21 07/01/94 09/01/94 07/01/94 09/01/94 09/15/94 07/01/94 08/16/94 07/01/94 07/01/94 07/01/94 06/30/95 09/30/94 06/30/95 09/30/94 09/30/94 06/30/95 08/16/94 06/30/95 06/30/95 06/30/95 Director. Teachers. Supervisors Supervisors, Examiners, Principals, Teachers Director, Supervisors Director, Human Resources. Supervisors Director, Teachers, Supervisors Supervisors, Examiners, Principals. Teachers 4.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identified 4.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 4.4 Inservice participants, dales, and topics will be provided 5.1 A list of certified teachers will be provided 5.2 Equipment, materialsand supplies will be listed. Pilot projects where new materials are used will be identified 5.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandatesPage: 5 Program Seq #: 203 Revision Date: November 16, 1994 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Goal: The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related services in each childs least restrictive environment. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.4 Provide inservice training for teachers as needed to ensure that students are served appropriately 07/01/94 06/30/95 Directors, Supervisors 5.4 Inservice participants, dates, and topics will be provided 22LRSP FY 94-95 PROGRAM BUDGET DOCUMENT Program Seq 9'. 204 Page: Revision Date: November 16, 1994 Program Name : Vocational Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Carol Green I Program Description: Vocational education is designed to provide a program of learning experiences to develop skilled and adaptable workers who are.prepared to pursue additional learning opportunities that will result in more productivity. Vocational education also develops abilities, attitudes, and appreciatioru that contribute to a satisfying life enhancing family, civic, and personal responsibilities. Education is vocational when it provides instruction in the \"why* and *how' to students, rather than instruction about* things. It is concerned with the development of the individual student in five areas: (1) personal skills and attitudes, (2) communication, (3) employability skills, (4) broad and specific occupational skills and knowledge, and (5) a foundation for career planning and lifelong learning. The content of the vocational curriculum includes any and every source which will add specifically to the students proficieiKy in a chosen occupation. Such a course of study may include related physics, English (applied communications), applied math, applied biology and chemistry, or other subject matter or information needed to nuke the learner a more efficient worker. Course offerings in vocational education are available in all secondary schools and include Ihe following programs: (1) Business and Marketing, (2) Home Economics, and (3) Trade and Industrial Technology. On the junior high level, vocational courses iiKlude: Career Orientation, Keyboarding, Computer Technology and Exploring Industrial Technology Education I and II. Specialized courses are offered at Metropolitan Area Vocational Center. Vocational education instruction is offered to all students who need, desire and can profit from it. All youth, regardless of race, gender, economic or social background, or handicapping conditions are included within the scope of vocational education. IKstrict Goal Support: (1) 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. (2) Develop and maintain a sUff that is well trained and motivated. (3) The Lillie Rock School Board adminisiralion staff and students will demonstrate in their day to day behavior that they accept each individual as a valued contribution Io society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st century. (4) Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan (5) Ensure that equity occurs in all phases of school activities and operation. Program Goal: To provide the opportunity for all students (o develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. Plan References: FY Program Budget: $4,930,172.15 1st Qtr Expend: $942,972.54 3rd Qtr Ehtpend: FTE 106.20 YTD Expenditures: $942,972.54 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 1321, 1331, 1332, 1333, 1341, 1351, 1352, 1353, 1354, 1362, 1371, 1392, 1360, 1362, 2410 2.3 ]Program Seq /: 204 Program Name: Vocational Education Program Code: LRSD FY 94-95 PROGRAM BUIXjET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: Rerision Date: Carol Green November 16, 1994 2 Program Goal: To provide the opportunity for all students to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. Plan Refereme Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Provide quality instruction to all students enrolled in vocational courses. 1.1 Identify and employed certified teachers to deliver quality learning experietKes and skilled training to students. 07/01/94 06/30/95 Director, Assistant Director, Principals, Human Resources Director and Teacher Recruiter l.I A list of certified teachers or applicants will be provided. A. Identified teachers interviewed for potential job openings in vocational education. 07/01/94 09/30/94 1.2 Identify equipment, materials and supplies needed. 07/01/94 06/30/95 Director, Assistant Director, Teachers 1.2 Equipment, materials and supplies will be listed and prioritized A. Task Force meeting planned to review Task Force recommendations prior to rewrite. 09/25/94 25 % 1.3 Provide inservice training for teachers as needed to deliver quality instruction to students. 07/01/94 06/30/95 Director, Assistant Director, Staff Development Director 1.3 A listing of inservice dates, topics, and participants will be provided. A. Pre school inservice planned and held August 10 and August 17. B. Meeting with vocational coordinators to discuss program changes.B. C. Six vocational teachers received Applied Math Training along with district math teachers. D. Five vocational teachers attended Workplace Readiness Training (Halt, Parkview, and Central). 1.4 Provide an opportunity for teachers to keep abreast of changing techtKilogical needs and training in the workplace. 07/01/94 07/19/94 08/02/94 07/21/94 07/01/94 08/17/94 07/19/94 08/05/94 07/22/94 06/30/95 Director, AssisUnt Director 1.4 A list of professional meetings and conferences teachers have attended will be provided. A. Three additional teachers (l-Parkview, l-Central, 1-Fair) sent to Authorized Training Associate for WordPerfect Corporation in preparation for implementing the Desktop Publishing course. 24 08/02/94 08/12/943 Page: Program Seq 9i 204 Revision Date: November 16, 1994 Program Name: Vocational Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Carol Green Program Goal: To provide the opportunity for all students to develop woriq\u0026gt;lace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. Plan Reference Page Number Objectives Strategies Begiiuung Date Completion Date Responsibility Evaluation Criteria 2. Review, update, or revise course offerings to reflect the needs and trends of the 21 at century. 2.1 A vocational task force will be organized to address issues of the course offerings. 07/01/94 06/30/95 Director, Assistant Director 2.1 Recommendations made by the task force wilt be identified and completed. A. Three vocational programs recommended for elimination due to consistent low enrollment figures. 07/01/94 100% 3. Maintain all equipment used in skilled training labs. 3.1 Identify equipment in need of repair or replacement in the vocational skilled training labs. 07/01/94 06/30/95 Director, Assistant Director, Principals, vocational teachers. 3.1 All skilled lab equipment will be identified for needed repair and maintenance. 4. Awareness activities to promote vocational education will be made available to all students. A. Equipment repaired, cleaned and maintained in preparation for opening of schools. B. Purchase equipment to replace destroyed, stolen, or irreparable equipment in E.I.T.E. Lab at Forest Heights. C. Requests for new equipment, supplies, and materials submitted by teachers. 4.1 Recruitment activities through advertisement, flyers, videos, and student presentation will be made available Io all students. A. Vocational teachers asked to supply names of former students for \"Success Stories* recruitment video. B. Ad in Arkansas Democrat/Gazette to publicize classes at Metropolitan Vo-Tech. 4.2 Tech Prep committee awareness campaign Io inform parents about Tech Prep and its benefits. 07/01/94 08/10/94 08/01/94 07/01/94 09/15/94 08/30/94 07/01/94 08/22/94 09/30/94 40% 06/30/95 09/30/94 09/30/94 06/30/95 Vocational teachers, Director, Task Force, and Advisory Committees. 4.1 a) Surveys will be conducted to determine how students became aware of vocational education (b) Monitoring of student enrollment will determine the success of the awareness sessions. Director, Assistant Director, Tech Prep Coordinator 4.2 List of all awareness sessions and Public Relations Activities will be compiled. A. Vocational Director explained/discussed Tech Prep to new LRSD priiKipals. 25 08/09/94 08/11/94Page: Program Seq #: 204 Revision Dale: November 16, 1994 Program Name: Vocational Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Carol Green 4 Program Goal: To provide the opportunity for all students to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanging society and technological workplace. Plan Reference Page Nisnber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Vocational Director explained Tech Prep as it relates to Applied Biology/Chemistry at Science Teachers Pre-school Inservice. 08/17/94 09/30/94 2G Program Seq f-. 205 Program Name: Adult Education Program Code: Primary Leader: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Paulette H. Martin Page: I Revision Date: November 16. 1994 Program Description: Adult Education is specially designed instruction at no cost to students to upgrade their educational level and or to help them obtain a high school equivalency (GED) diploma. This includes instruction at the Adult Education Center and its satellite programs in businesses, industries, various community and state agencies and churches. Scope and content Adult Education services arc provided in accordance witli each student's needs and goals. A student is eligible for Adult Education services if he/shc is at least sixteen years of age or older and has been released from regular public school by the superintendent or his/her designee or is eighteen years of age and has withdrawn or dropped out of public school. Participants/benericiaries Students served in Adult Education arc identified as having withdrawn or dropped out of public school. During the 1992-93 school year. 3078 students received Adult Education services. District Goal Support: Goal #1 - Implement integrated educational programs that willl ensure that all students grow academically, socially, and emotionally with emphasis on basic skills and academic enrichment whille closing dispanies in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock School Board, administration, staff and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21 sc Century. Goal #4 - Solicit and secure financial and other resources that are necessary to full support our schools. Goal if 5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal ff 6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: The goal of the Adult Education Program is to upgrade the basic literacy skills of adults, to assist adults in obuining their high school equivalency (GED) diploma, and to provide computer literacy training. Plan Refereitces: 1 FY Program Budget: $790,194.57 1st Qtr Expend: $122,829.00 3rd Qtr Expend: FTE 23.0 YTD Expenditures: $122,829.00 2nd Qtr Expend: 4th Qtr Expend: Related FuiKtion Codcs:1430 1410. 1420. 1445, 1490 27 HI 3LfiSD J-Y 94-95 PRtXiRAM BUDGET DOCUMENT Page: 2 Program Seq 205 Revision Date: November 16, 1994 Program Name: Aduft Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Paulette H. Martin Program Goal: The goal of the Adult Education program is to upgrade the basic literacy skills of aduft and/or Io assist adults in obtaining their high school equivalency (GED) diploma. Plan Reference Page Number NA Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Develop and maintain a staff that is well-trained and motivated. 1.1 Identify and employ qualified teachers to deliver services to students 07/01/94 06/30/95 Director, Human Resources\nDirector, Adult Education 1.1 A list of certified teachers will be provided A. All teachers hired 08/01/94 08/15/94 2. Inform the Community of the services offered by the Adult Education Program 3. Solicit funding to fully support the Aduft Education Center 1.2 Identify equipment, materials, and supplies needed in order to deliver services to students A. Materials and supplies disseminated 1.3 Provide Inservice training for teachers as needed to ensure that students are served appropriately A. Preschool Inservice B. Central Arkansas Adult Education Inservice 2.1 Promote the Aduft Education Program A. Recruiter distributes posters/brochures to grocery stores, barbar/beauty shops, medical clinics, public health units, churches 6. Tapes made and running on local TV and radio stations C. Businesses and Industries Contacted 3.1 Submit Proposals and secure financial resources for operation of the Adult Education Program A. Family Literacy (Special Project) 07/01/94 08/15/94 07/01/94 08/15/94 09/29/94 07/01/94 08/01/94 08/15/94 08/01/94 07/01/94 08/03/94 28 06/30/95 08/19/94 06/30/95 08/16/94 09/30/94 06/30/95 25% 25% 25% 06/30/95 08/10/94 Director, Ass t Director, Teachers, examiners Director Director. Ass t Director. Recruiter, teacher Director 1.2 Equipment, materials and supplies will be listed 1.3 Inservice participants, dates and topics will be provided 2.1 Copies of tapes, brochures, and posters wilt be provided as well as a schedule of places visited by the recruiter. 3.1 Copies of proposal will be providedPage: 3 Program Seq *: 205 Revision Date: November 16, 1994 Program Name: Aduft Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Paulette H. Martin Program Goat: The goal of the Adult Education program is to upgrade the basic literacy skills of adult and/or to assist adults in obtaining their high school equivalency (GED) diploma. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Workplace 09/06/94 09/16/94 4. Provide Adult Basic Education and General Adult Education to agencies which have a minimum often (10) students 4.1 Set up Adult Education satelite classes upon request A. AGC Math Class B. Community Punishment Center C. Raytheon Jets satellite Adult Education classes when requested D. Oaks Residential Center E. Union Rescue Mission F. Lion's World Services for the Blind G. Metropolitan Vo-Tech H. Instructional Resource Center (IRC) I. Pulaski County Jail J. Our House II K. Pinnacle House L. Forensic Unit, State Hospital M Unit 4. State Hospital N. United Cerebral Palsy Skill Center O. Watershed II P. Crystal Hill Baptist Church Q. Tomberlin Church of Christ 29 07/01/94 09/01/94 08/22/94 07/25/94 08/25/94 09/06/94 08/22/94 08/22/94 08/23/94 08/22/94 08/22/94 08/23/94 09/29/94 08/22/94 08/22/94 08/22/94 09/12/94 09/08/94 06/30/95 66% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% 25% Director 4.1 List of satellite classes will be providedLRSD FY 94-95 PROGRAM BUDGET DOCUMENT Program Seq #: 206 Page: 1 Revision Date: November 17. 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Glasgow/Parker Program Description: Compensatory Education funded programs are designed to improve the quality of LRSDs academic programs Activities include supplemental instruction for students, resource materials, inservice education for teachers, and support for parental involvement. District Goal Support: (1) Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic and academic enrichment while closing disparities in achievement. (2) Develop and maintain a staff that is well-trained and motivated. Program Goal: Disparity reduction - to provide equitable language arts and mathematics learning for all students in the mainstream setting. [ Plan References: [ FY Program Budget: YTD Expenditures: $591,353.64 $97,832.95 1st Qtr Expend: 2nd Qtr Expend\n$97,832.95 3rd Qtr Expend: 4th Qtr Expend: FTE 13.80 I Related Function Codes: 1560, 1570, 1595 ] 30Program Seq 206 Program Name: Compensatory Education Program Code\nProgram Goal\nPlan Reference Page Number LRSP FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader\nEstelle Matthis Secondary Leader\nPage: 2 Revision Date: November 17, 1994 Adams/GlasgowZParker To assist low achieving students to make accelerated progress and catch up. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. To use an integrated shared reading/writing approach of instruction to promote student independence as readers, writers, and learners, (fourteen schools, K-3) 2. To improve students' abilities to analyze, explain, and summarize materials from books and tapes utilizing the reading styles approach, (two schools) 07/01/94 06/30/95 Principals and Teachers 1. Student profiles on LRSD Language Arts Curriculum will be used to assess student achievement. 1.1 Purchase and distribute materials and supplies to schools. 1.2 Provide additional time for instruction using the Shared Reading/Writing Approach through thematic units utilizing these materials. 1.3 Provide whole group instruction for all K-1 students and additional small group and individual instruction as needed. 1.4 Provide second and third grade students with instruction using the Shared Reading/Writing Approach. 1.5 Provide participating teachers and administrators with a minimum of nine hours staff development. 1.6 Provide summer scholarships to train the trainers. 31 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 Director of Reading and IRC Reading Specialists Principals, First Grade Teachers, and Reading Specialists Principals and Classroom Teachers Principals, Classroom Teachers, and Reading Specialists Director of Reading and Rigby Consultants Director of Reading and Rigby Consultants 1.1 Documentation of purchase orders. 1.2 The number of developed thematic units will comprise the evaluation. 1.3 Record of classroom observation and schedules. 1.4 Schedules and list of students. 1.5 List of participants with evaluations. 1 6 List of trainers. 2. The evaluation criteria includes the recognition of the sound of letters in isolation and in words, and in how to blend sounds togetherPage: 3 Program Seq 206 Revision Date: November 17, 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Glasgow/Parker Program Goal: To assist low achieving students to make accelerated progress and catch up. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.1 Diagnose students' reading styles in four areas\ntactic, visual, kinesthetic, auditory. 2.2 Structure students' work around identified reading styles. 2.3 Actively involve students in learning activities. 2.4 Send home appropriate books and corresponding tape recordings for the reading styles of targeted students. 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/03/95 06/30/95 Principals and Classroom Teachers Principals and Classroom Teachers Principals and Classroom Teachers Principals and Classroom Teachers 2.1 The number of Reading Styles Inventories completed. 2.2 Students' Individual Learning Plan. 2.3 Students' Individual Learning Plan. 2.4 The number of purchases and record of usage. 3. To improve students' vocabulary and comprehension skills through phonics related reading, (one school) 4 To promote communications between home and school. 3.1 Use the Direct Instruction Program in phonics to teach students. 3.2 Provide target students with presentation books, story books, homework, and materials. 4.1 Inform parents regarding instructional approaches. 4.2 Conduct conferences with parents on student progress 32 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 Principals and Classroom Teachers Principals and Classroom Teachers Principals and Teachers Principals and Teachers 3. The criteria consists of: a) reference data in reading\nb) amount of peer tutoring\nc) number of discipline problems\nd) parental communication\ne) number of identified reading styles. 3.1 Activities contained in the daily lesson plan will comprise the evaluation. 3.2 Record of books students read annually. 4. Record of take-home materials. 4.1 Documentation of communications. 4.2 Documentation of conferences.Page: 4 Program Seq Hf: 206 Revision Date: November 17, 1994 Program Name\nCompensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Glasgow/Parker Program Goal\nTo assist low achieving students to make accelerated progress and catch up. IB Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.3 Provide take-home books and materials for parents. 07/01/94 06/30/95 Principals and Teachers 4.3 Record of send-home materials. 5. To reduce education deficit in reading of target students in grades nine through twelve by reinforcing the regular education program with Language Arts Plus. 07/01/94 06/30/95 Language Arts Supervisor 5. Criteria consists of Pre and Post Norm Referenced data in Reading/Language Arts for participating students. 5.1 Reduce language arts class size and add an enrichment class to the schedule. A. Student class schedules refined. B. Math Plus classes - regular. Pre-Algebra, Algebra at 7 junior high schools and 3 senior high schools 5.2 Provide tutorial and remedial learning experience in the enrichment class. A. Classroom instruction. 5.3 Employ a variety of instructional strategies which permit teachers to clarify, enhance or remediate in the academic setting. 07/01/94 06/30/95 Principal 5.1 Class size at each school site and schedules will comprise the evaluation. 07/01/94 09/30/94 07/01/94 07/01/94 08/22/94 07/01/94 08/22/94 06/30/95 15% 06/30/95 Principal/ Classroom Teacher Principals and Language Arts Teachers 5.2 The number of students, tutor and schedule of session will comprise the evaluation. 5.3 Daily lesson plans will comprise the evaluation. 6. To prevent school failure and dropout with additional assistance from tutors in reading and mathematics A. Inservice -Pre-School Secondary English and Language Arts Plus -Pre-School Secondary Math Plus -Record Keeping - Secondary Academic Support 33 07/01/94 08/16/94 08/16/94 09/01/94 06/30/95 09/01/94 09/01/94 09/01/94Page: 5 Program Seq #: 206 Revision Date: November 17, 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Glasgow/Parker Program Goat: To assist low achieving students to make accelerated progress and catch up. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria -Math Teachers Math Plus 09/27/94 09/29/94 6.1 The Little Rock School District will purchase the following tutoring services from the Cornerstone Project: A) Ten certified tutors who has special training in working with remedial students\nB) Tutors will work with students through one-on-one situation or in groups not to exceed four students\nC) Students will receive one hour of instruction in reading and one hour in mathematics\nD) Review individual student performance with parents\nE) Cornerstone Projects Parent Action Committee will provide a forum for communication among parents, tutors and staff: F) Parent education seminars will be offered for parents awareness\nG) The service will be Monday through Thursday for nine months or 180 days. 07/01/94 06/30/95 Director of Federal Programs 6.1 Students' progress will be monitored by receiving school report, quarterly grade reports, contact with school counselors, and progress with tutoring materials. 31LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Program Seq if: 207 Page: 1 Revision Date: November 16, 1994 Program Name: Gifted Programs Program Code: Primary Leader: Estelle Matthis Secondary Leader\nMable Donaldson Program Description: The Little Rock School Distrtet's Gifted Program offers to its students through a design that consists of observation and enrichment for all students in grades K-2 Resource rooms and indirect services are provided for grades 3-6 and special classes for students in grades 7-12 . The program operates in compliance with the Arkansas Depart of Educations Gifted and Talented Approval Standards. The Standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and facilitators) who have completed or who are pursuing graduate credit in gifted education. District Goal Support: Goal #1 - 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. Goal * 2 - Develop and maintain a staff that is well-trained and motivated. Goal # 3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Goal # 4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal * 5 - Provide a safe and orderly climate that is conductive to learning for all students. Goal # 6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: To provide appropriate instructional services to all identifted students. I Plan References\n1 FY Program Budget: $1,230,868.19 1st Qtr Expend: $143,592.75 3rd Qtr Expend: FTE 32,80 YTD Expenditures: $143,592.75 2nd Qtr Expend: 4th Qtr Expend\nRelated Function Codes\n] 35Program Seq #: 207 Program Name: Gifted Programs LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Page: 2 Revision Date: November 16, 1994 Program Code\nPrimary Leader: Estelle Matthis Secondary Leader\nMable Donaldson Program Goal\nTo provide appropriate instructional services to all identified gifted students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Provide resource room and indirect instructional services to identified students according to district and state curriculum guidelines 07/01/94 06/30/95 G/T Supervisor, Coordinator, Teachers 1.1 Identify certified teacher(s) (specialists) to provide needed senzices at each school. A. Specialist positions filled at all schools. 1.2 Aid schools in providing materials, supplies, external laboratory experiences and participation in local, state and national'activities. A. Invoices and requests received from schools. 1.3 Ensure proper documentation and evaluation of student records (placement) according to district and state guidelines. A. Monitoring of school records scheduled. 1.4 Provide inservice training for teachers (specialists) to ensure that students are receiving appropriate instructional services. A. Pre-school inservices held for facilitators and specialists. 36 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/16/94 07/01/94 08/16/94 06/30/95 94% 06/30/95 10% 06/30/95 20% 06/30/95 08/16/94 Supervisor, Coordinator, Human Resources Dept. Supervisor, Coordinator, Principals Supervisor. Coordinator, Principals, Specialists Supervisor, Coordinator. Staff Development, Curriculum Supervisors List of certified teachers serving each school. Invoices, copies of requests and memberships and/or participation in various activities. Copies of monitoring report and school visitation logs Agendas, participation roster, inservice evaluationsPage: 3 Program Seq 207 Revision Date: November 16, 1994 Program Name: Gifted Programs Program Code: Primary Leader: Estelle Matthis Secondary Leader: Mable Donaldson Program Goal: To provide appropriate instructional services to all identified gifted students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Monthly G/T Council meetings held for G/T facilitators. C. Tri-District Curriculum Inservice held for G/T specialists. 37 09/27/94 09/16/94 13% 09/16/94Program Seq 206 Program Name: Curriculum Services Program Code: Primary Leader: Program Description: District Goal Support: Program Goal: Plan References\nFY Program Budget: YTD Expenditures: Related Function Codes: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Sterling Ingram Page: 1 Revision Date: November 17, 1994 ............... _ . ____________niviinn nf r.irriculum Services seeks to improve curriculum design and delivery K-12 that is consistent with state guidelines and national recommendations. This division The Little Rock School Districts teaching principles and grounded in assistance to the schools. Goal #1 'TS-'TSKSKS.-. S5  CS disparities in achievement. Goal #2 - Develop and maintain a The purpose of ournculum services is Io plan, direct, and coordinate improved curriculum design and delivery as well as to ensure $1,910,391.39 $366,222 44 1st Qtr Expend: 2nd Qtr Expend: 1190, 1193, 2211, 2212. 2490. 3800. 4900, 2219 $366,222.44 3rd Qtr Expend: 4th Qtr Expend: 38 made to ensure that instructional delivery is based on sound curricular articulation and coordination K-12. I FTE 55Program Seq #: 206 Program Name: Curriculum Services Program Code: Program Goal: Plan Reference Page Number LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: The purpose o( curriculum services is to plan, drrect, anti coordinate improved curriculum design and delivery as well as Objectives Strategies Page: 2 Revision Date: Sterling Ingram November 17, 1994 to ensure curricular articulation and coordination K-12. Beginning Date Completion Date Responsibility Evaluation Criteria 1. Develop a coordinated and articulated curriculum that is comprehensive and demonstrates congruence between what is written, taught, and tested. 1.1 Development of curriculum guides through the assistance of district-wide committees A. Mathematics curriculum guide was revised by a district committee to reflect the State Mathematics Framework. B. Revised language arts curriculum was completed, edited, and printed. C. Revised foreign language curriculum was completed, edited, and printed. 1.2 Provide inservice training for teachers to assist in effective delivery of the curriculum A. All teachers K-12 were given training in the use of the revised mathematics curriculum guide. B. Eisenhower staff development specialists in science provided training for individual teachers and groups of teachers at greatest need schools regarding strategies and techniques for delivery of the science curriculum. 39 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 08/15/94 08/01/94 08/01/94 06/30/95 09/01/94 25% Curriculum Directors, Supervisors and Coordinators. Principals Curriculum Directors, Supervisors and Coordinators, Certified Teachers, Principals Curriculum Directors, Supervisors and Coordinators, Principals 1.0 Revised curriculum is in place that responds to the recommendations of the curriculum audit. Comprehensive review process is in place 1.1 Curriculum guides are in place and are aligned with District objectives 1.2 Documentation of inservice activities are available 1.2 Test scores will demonstrate improvementPage: 3 Program Seq 208 Revision Date: November 17. 1994 Program Name: Curriculum Services Program Code: Primary Leader\nEstelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies C. Elementary Chapter 1 mathematics specialists participated in an inservice on the Chapter 1 Program. D. Secondary Compensatory Education mathematics teacher participated in an inservice on teaching strategies and documentation required for Comp. Ed. E. Preschool inservice was held for all special education staff. F. Preschool inservice was held for library media specialists. G. Inservice was provided in Social Studies, teaching strategies to all secondary social studies teachers at preschool conference. H. Inservice training was provided for Kindergarten and E.C.E. teachers. I. Harcourt Brace inservice was provided for elementary principals in order that they may assist teachers with the new basal series J, Elementary language arts curriculum training was provided during preschool inservice week. K. Secondary English/Reading/Learning Foundations new teacher training was provided. L Elementary reading teacher inservice providing information for new basal was held. M. Elementary language arts/reading training was provided. N. Pre-school inservice provided to G/T specialist and facilitators O. Tri-District Inservice held for G/T specialists - North Little Rock west campus. 4 fl Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/94 07/01/94 08/16/94 08/12/94 08/16/94 08/15/94 08/03/94 08/15/94 08/16/94 08/31/94 09/19/94 08/16/94 09/16/94 09/01/94 09/29/94 08/16/94 08/16/94 25% 25% 08/03/94 08/16/94 08/16/94 08/31/94 09/20/94 08/16/94 09/16/94r Page\n4 Program Seq #: 208 Revision Date: November 17, 1994 Program Name: Curriculum Services Program Code: Primary Leader\nEstelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, rJirect, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 Provide technical assistance as needed for individual school sites and/or individual teachers 07/01/94 06/30/95 Curriculum Directors, Supervisors and Coordinators. Staff Development 1.3 Weekly visitation logs reflect visits for technical assistance 1.3 Test scores will demonstrate improvement A. Technical assistance was provided as needed or requested in all curricular areas by curriculum directors and supervisors. 07/01/94 25% B- Eisenhower staff development specialists in math and science provided technical assistance as requested to schools. 07/01/94 25% C. Chapter 1 mathematics specialists provided technical assistance related to the Chapter 1 Program to assigned schools. D. Visits were made to every school by special education staff to provide assistance. 07/01/94 08/22/94 25% 09/30/94 E. Great Expectation training was held for staffs of Rightsell and Mitchell Incentive Schools. 08/30/94 09/01/94 F- EPSF Workshop was held G. Phonics Workshop was held. H. Technical assistance was provided in Social Studies to all new social studies teachers and new/reassigned principals. I. Technical assistance was provided for individual school sites and/or individual teachers. J. Language Arts Plus technical assistance was provided for Henderson Jr. High and Hall High. K. English teacher technical assistance was provided for Hall High. L Spanish teacher technical assistance was provided for Franklin Incentive School. 08/16/94 08/16/94 08/21/94 08/04/94 07/01/94 08/30/94 09/14/94 09/14/94 08/21/94 90% 25% 09/13/94 09/14/94 09/14/94 4 1Page: 5 Program Seq #: 206 Revision Date: November 17, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose o( curriculum services Is Io plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria M. Approximately thirty-one (31) Individual schools and/or teachers were provided assistance through visitations, conferences, or technical assistance by the Reading Department specialists including special demonstrations. N. Technical assistance was provided to new librarians. O. Technical assistance was provided by computer specialists and technicians in using Abacus Instructional Management System and in using the Computer Labs. p. Technical assistance provided by G/T supervisor and coordinator as needed. Q. Early Childhood Education on-site visits: 29 R. Instructional Technology/Media and Computer Central on-site visits: 428 S. Math/Science on-site visits. 52 T. Reading on-site visits: 86 1.4 Assist schools in the selection of appropriate materials and resources for delivering the curriculum effectively to students A. Schools requesting replacement supplies for science kits were furnished the supplies by the Science Office. B Equipment and supplies were ordered for K-4 and Math Crusade participants. C. Visits were made by special ed staff to every school to provide assistance. 42 08/17/94 08/12/94 08/15/94 08/15/94 08/08/94 08/08/94 08/08/94 08/06/94 07/01/94 07/01/94 07/01/94 08/22/94 09/30/94 25% 25% 25% 25% 25% 25% 25% 06/30/95 25% 25% 09/30/94 Curriculum Directors. Supervisors and Coordinators, Staff Development 1.4 Materials and resources are in place 1.4 Requisitions for materials are on filePage: 6 Program Seq 206 Revision Date: November 17, 1994 Program Name\nCurriculum Services Program Code\nPrimary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.0 Identify and secure resources, both material and human, to support the program of studies offered by the District D. Assistance was provided to elementary and secondary teachers and principals in the types of supplemental social studies materials to purchase. E. Materials and resources were ordered and in place for Kindergarten and E.C.E. F. A committee was selected and convened to choose materials and resources for junior high school reading program. G. Materials and resources were identified for Franklin Spanish program. 1.5 Analyze standardized test results together with Abacus and/or other appropriate data to revise and/or modify curriculum as needed A. Results of standardized tests were used to identify target schools for service by the Eisenhower science specialists. B. Mathematics curriculum revision used test data and anecdotal data from teachers to suggest modifications to the curriculum. C. Planning retreat was conducted for reading specialists to identify and target weak skills areas. 08/04/94 07/01/94 09/01/94 09/01/94 07/01/94 07/01/94 07/01/94 08/24/94 07/01/94 25% 09/30/94 10/14/94 10/03/94 06/30/95 09/01/94 08/15/94 08/25/94 06/30/95 Curriculum Directors, Supervisors and Coordinators, Principals, Teachers 1.5 School improvement plans reflect emphasis on identified areas of need Curriculum Directors, Supervisors and Coordinators, Director of Procurement, Principals 2 0 The courses in the program of studies have resources available for full implementation 4 3 EPage: 7 Program Seq : 208 Revision Date: November 17. 1994 Program Name\nCurriculum Services Program Code: Primary Leader: Esteiie Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12- Plan Reference Page Number Objectives Strategies 2.1 Identify and order equipment and supplies needed by schools to implement their instructional program A. All subject area supervisors and coordinators ordered equipment and supplies as needed by schools. B. Replacement science supplies were provided to schools that made a request. C. K-4 and Math Crusade equipment and supplies were ordered for Crusade participants. D. Equipment and supplies were identified and ordered for schools to implement their Kindergarten and E.C.E. progress. E. Materials identified and ordered for G/T program 2.2 Provide direct services to schools through the deployment of curriculum and technical specialists to help implement the schools' instructional program A. Eisenhower staff development specialists in math and science served target schools. B. Supervisory staff made on-site visits for technical assistance to schools. C. Technical assistance provided to schools upon request by G/T supervisor and coordinator. Beginning Date 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/01/94 07/01/94 07/01/94 07/01/94 08/15/94 Completion Date 06/30/95 25% 25% 09/30/94 09/30/94 15% 06/30/95 25% 25% 25% Responsibility Curriculum Directors, Supervisors and Coordinators, Teachers, Principals, Director of Procurement Curriculum Directors, Supervisors and Coordinators, Curriculum and Technical Specialists, Principals Evaluation Criteria 2.1 Requisrtions/purchase orders reflect the equipment and supplies ordered by/for the schools to implement their instructional program 2.2 Weekly visitation logs document the direct services to schools provided by curriculum and technical specialists 41Page: e Program Seq Program Name\nProgram Code: Program Goal: Plan Reference Page Number 208 Revision Date\nNovember 17, 1994 Curriculum Services Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Ot^ectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.3 Maintain a library of audio-visual materials, staff development materials, and other specialized materials for loan to schools A. Math office loaned materials to schools on request. B. Science office loaned microscopes to elementary schools on request. C. Videotapes were circulated from the Instructional Materials Center as requested by schools. D. Professional Library Catalog was issued to all employees. E. Materials checked out to schools upon request from G/T office library. 2.4 Interview prospective candidates for teaching positions as well as other certified and noncertified positions to assure the best qualified applicants are selected for employment A. Candidates were interviewed and a math secretary was empbyed. B. Curriculum staff members interviewed prospective teacher candidates in the respective subject areas. C. Family Life Education teacher position was filled with an experienced and qualified individual. 07/01/94 07/01/94 07/01/94 07/01/94 08/12/94 08/15/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 25% 25% 25% 08/12/94 25% 06/30/95 09/01/94 25% 09/01/94 Director of Staff Development, Coordinator of Library Services, Curriculum Directors, Supervisors and Coordinators Curriculum Directors, Supervisors and Coordinators, Director of Human Resources. Principals 2.3 An audio-visual catalog and staff development library catalog will document the materials available for loan to schools\ncheck-out logs will document the loan of other specialized materials to the schools 2.4 Appointment books and feedback information will record the applicants who were interviewed by the curriculum supervisors 45 Page: 9 Program Seq 206 Revision Date: November 17, 1994 Program Name\nCurriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12- Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria D. Candidates were interviewed for secretary to the Social Studies Department. Candidate was recommended and approved. E. Prospective G/T specialist interviewed and hired to fill vacancies. 2.5 Print District documents for dissemination to teachers, principals, students, and/or parents A. Parent Home Study Guides were revised, printed and disseminated to the schools. B. Revised mathematics curriculum guides were printed and distributed to teachers. C. Elementary library media resource guide was printed and disseminated to elementary librarians. D. Curriculum and resource guides provided for newly assigned teachers and specialist. 2.6 Prepare instructional activities and materials for teachers and explain/demonstrate their use 08/24/94 07/25/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/29/94 94% 06/30/95 09/30/94 09/01/94 08/12/94 09/12/94 06/30/95 Curriculum Directors, Supervisors and Coordinators, Administrative Assistant to the Manager of Support Services, Printer at printshop 2.5 Teachers and principals have copies of applicable curriculum guides\nsign-off lists document the distribution of parent home study guides to parents\nstudent/parent records document that students and parents received \"Rights and Responsibilities Handbook\" Curriculum Directors, Supervisors and Coordinators, and Specialists at IRC 2.6 Monthly IRC Thursday Night Workshops are held to share instructional activities and materials with teachers: copies of other activities and materials prepared for teachers are on file at the IRC A. Eisenhower math and science specialists prepared activities for demonstrations lessons and team teaching experiences at target schools. 07/01/94 25% Page: 10 Program Seq 208 Revision Date: November 17, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.0 Provide technical assistance to principals, teachers, and other personnel to facilitate the effective implementation of District programs B. Bi-monthly IRC inservice \"Open Houses\" were planned and information was mailed to the schools. C. Instructional materials for Kindergarten and E.C.E. teachers were prepared and demonstrated. 3.1 Assist the schools through the services of roving computer technicians to keep computer labs and equipment up and running A. Computer Technicians served every computer lab to ensure equipment was up and running. 3.2 Assist teachers with self-identiTted or principal- identified needs to improve the teaching/learning process through content specific training as well as training in using various instructional strategies A. Supervisory staff made on-site visits for technical assistance to schools. B. Assistance provided by coordinator, peer specialist, and supervisor. 47 07/01/94 08/15/94 07/01/94 07/01/94 08/15/94 07/01/94 07/01/94 07/01/94 25% 25% 06/30/95 06/30/95 25% 06/30/95 25% 25% Curriculum Directors. Supervisors and Coordinators Coordinator of Technology, Computer Technicians, Principals Curriculum Directors, Supervisors and Coordinators, Director of Staff Development, Principals 3.0 District programs in the area of curriculum operate smoothly, without undue breakdown of equipment, lack of training of personnel, or lack of information by district personnel 3.1 Computer labs provide good service and have little \"down\" time 3.2 Weekly visitation logs and visitation reports document technical assistance provided to teachersPage\n11 Program Seq #\n208 Revision Date: November 17. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.3 Help schools identify staff development needs and plan insenrice to address those needs A. \"Rights of Passage\" inservice scheduled and planned for Franklin Incentive School. B. Portfolio planning assistance was provided for King Magnet. 3.4 Monitor program implementation through classroom visitations A. On-site visits were made to schools by supervisory staff to monitor classrooms for program implementation. B Monitoring of G/T program ongoing by supervisor and coordinator. 3.5 Provide information to appropriate school personnel concerning academic events, training opportunities, funding sources, content-related questions, and special programs to enhance the instructional program A. Supervisory staff provided information to teachers and other staff through council meetings and mail-outs about special events and opportunities. 07/01/94 07/01/94 09/13/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 09/30/94 09/13/94 06/30/95 25% 25% 06/30/95 25% B. Information on academic events opportunities, etc. provided to schools by G/T supervision and coordinator 08/11/94 25% 48 Director of Staff Development. Principals, Curriculum Directors, Supervisors and Coordinators Curriculum Directors, Supervisor and Coordinators Curriculum Directors, Supervisors and Coordinators 3.3 The Staff Development Catalog contains training that meets the needs identified in the schools School Improvement Plan 3.4 Weekly visitation logs document program monitoring 3.5 Memos, council agendas, and other written correspondence containing pertinent information is on file in each curriculum areaProgram Seq if: Program Name: Program Code\nProgram Goal: Plan Reference Page Number 208 Curriculum Services Primary Leader: Estelle Matthis Secondary Leader: The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure Objectives Strategies Beginning Date Page: Revision Date: Sterling Ingram 12 November 17. 1994 curricular articulation and coordination K-12. Completion Date Responsibility Evaluation Criteria 4 Provide staff development experiences for the effective implementation of the curriculum 3.6 Assist schools with special needs students to address the identified needs to improve the learning process A. Chapter 1 and Compensatory Education mathematics programs were set up and implemented to serve identified students with deficits in mathematics. B. Social Studies assessment was conducted for students at Gibbs, Booker, and Dunbar to assist schools with appropriate placement. C. Assistance was provided for special needs students in Kindergarten and E.C.E. programs to assist the learning process. D. G/T supervisor and coordinator provide assistance to schools in providing needed services to identified gifted students. 4.1 Provide inservice training through district-wide minicourses, training courses as well as schoolbased workshops to maximize the delivery of the curriculum A. Mini-courses were planned and included in the staff development catalog. B. School-based inservice programs with emphasis on content and methodology were presented 07/01/94 07/01/94 08/22/94 08/22/94 07/25/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 25% 25% 25% 25% 06/30/95 06/30/95 25% 25% Curriculum Directors, Supenrisors and Coordinators, Principals Curriculum Directors, Supervisors and Coordinators. Staff Development Curriculum Directors, Supenrisors and Coordinators. Staff Development 3.6 Programs to address special needs students are in place 4.0 Inservice programs offered are in response to identified needs district-wide as well as local school sites 4.1 Catalogue reflects inservice opportunities 4.1 Computer generated record reflects all inservice topics, dates, participants 4.1 Evaluations are on file 49 Page: 13 Program Seq If: 208 Revision Date: November 17, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose o( curriculum services Is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria C. Three school-based inservices provided by Early Childhood Education. D. Eight school-based inservices provided by Math/Science. 4.2 Maintain professional materials and supplies that can be accessed by local school sites for identified needs and/or professional development 08/08/94 08/08/94 07/01/94 25% 25% 06/30/95 Curriculum Directors. Supervisors and Coordinators, Staff Development Specialists 4.2 Record of available materials is on file as well as documentation of materials that have been checked out for local schools A. All curricular areas maintain professional materials and supplies that can be accessed by local school sites. 07/01/94 25% B. Professional materials incorporated into G/T office library. Materials available for check-out. 4.3 Provide technical assistance to individual schools/teachers through demonstration lessons, team-teaching as well as individual/group planning at the local school 07/01/94 07/01/94 25% 06/30/95 Curriculum Directors. Supervisors and Coordinators, Staff Development Specialists 4 3 Copies of weekly visitation logs as well as staff development plans are available A. Eisenhower Staff Development Specialists in science and math conducted demonstration lessons, team teaching, and small group inservice sessions at the local school level. 4 4 Provide opportunities for teachers to work at the IRC to design and create their own activities 07/01/94 07/01/94 25% 06/30/95 Curriculum Directors, Supervisors and Coordinators, Staff Development 4.4 List of available dates and participants is available A. Bi-monthly IRC inservice \"Open Houses\" were planned and a schedule of the \"Open Houses\" was provided to the schools. 07/01/94 25% 50 LProgram Seq if: Program Name: Program Code\nProgram Goal: Plan Reference Page Number 208 Curriculum Services Primary Leader\nEstelle Matthis Secondary Leader: Page: Revision Date: Sterling Ingram 14 November 17, 1994 The purpose of curricLilum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.0 Develop and evaluate programs to meet needs established by the district in the curriculum area 4.5 Provide specialists and technicians to assist local schools in the implementation of the Abacus Instructional Management Program 5.1 Plan programs for magnet, interdistrict, incentive, and other schools established by the District to incorporate selected themes A. Assistance was provided staff at Henderson Health Sciences Magnet School to develop two new courses\nTechnical Writing and Scientific Illustration B. \"Rights of Passage\" inservice scheduled and planned for Franklin Incentive School. 5.2 Develop District-wide programs to meet the special needs of identified populations of students 07/01/94 07/01/94 07/01/94 07/01/94 09/06/94 07/01/94 06/30/95 06/30/95 06/30/95 08/15/94 09/30/94 06/30/95 51 Staff Development, Computer Central Curriculum Directors, Supervisors and Coordinators, Director of Planning Research and Evaluation Curriculum Directors, Supervisors and Coordinators, Assistant Superintendents, Principals, Associate Superintendent for Desegregation Curriculum Directors, Supervisors and Coordinators, Principals, Director of Federal Programs 4.5 Weekly visitation logs document direct services to the schools 4.5 Increased use of the Abacus system 5.0 Programs are developed to meet needs established by the District: the program budgeting process and Fast-track\" evaluations are used to evaluate new and existing programs 5.1 Schools with special themes have programs in place that infuse the theme throughout the curriculum 5.2 Student populations with special needs identified by the District in the curriculum area have programs in place to address their needs Page: 15 Program Seq /f : Program Name\nProgram Code: Program Goal: Plan Reference Page Number 208 Revision Date: November 17, 1994 Curriculum Services Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Academic Support Program students were identified for mathematics support and the program has begun. B. ESL program was discussed during principals' meeting. C. ESL tutors were hired for 1994-95 school year to serve 101 students in 35 schools. D ESL tutor inservice was held. E. ESL conference was held. F Programming for identified gifted students available at all schools. 5.3 Assess the effectiveness of District programs in the curriculum area 5 4 Seek funding for District programs that qualify for grants from external funding sources A. A $2500.00 grant for classroom management was received to offer two classroom management training sessions. B. External funding in the amount of $233,992.00 was sought and received for E.C.E. programs. 07/01/94 08/11/94 08/22/94 06/23/94 09/26/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 25% 08/11/94 08/22/94 08/23/94 09/28/94 25% 06/30/95 06/30/95 09/01/94 09/16/94 Curriculum Directors, Supervisors and Coordinators, Director of Planning Research and Evaluation Director of Federal Programs. Curriculum Directors. Supervisors and Coordinators 5.3 Utilization of manpower and resources in the curriculum area will reflect the use of program assessment results 5 4 Grant applications are on file in the Office of Federal Programs Page: 16 Program Seq K: Program Name\nProgram Code\nProgram Goal: Plan Reference Page Number 208 Revision Date: November 17. 1994 Curriculum Services Primary Leader\nEstelle Matthis Secondary Leader: Sterling Ingram The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.5 Plan programs of study for students that meet local, state, and national standards 07/01/94 06/30/95 Curriculum Directors, Supervisors and Coordinators, Assistant Superintendents, Principals 5.5 Curriculum and program of studies reflect state curriculum frameworks, and program of studies meets local and state requirements and reflects national recommendations and trends A. Math and Language Arts Curricula were revised according to national and state standards. 07/01/94 08/15/94 B Program of study for Kindergarten and E.C.E. programs met local, state, and national standards. 07/01/94 09/30/94 6.0 Develop and expand a cooperative relationship between home and school that will encourage positive home learning 5 6 identify or develop alterative means of assessing student achievement of curricular objectives A. Portfolio assessment inservices were presented. B Portfolio assessment plan for seventh grade was outlined. 6.1 Develop and print parent home study guides for distribution that can be used throughout the year to reinforce positive learning 53 07/01/94 09/21/94 09/01/94 07/01/94 07/01/94 06/30/95 09/21/94 09/30/94 06/30/95 06/30/95 Curriculum Directors, Supervisors and Coordinators, Assistant Superintendents, Principals Curriculum Directors, Supervisors and Coordinators, Principals, Teachers Curriculum Directors, Supervisors and Coordinators 5.6 Criterion referenced test items will be cleaned-up/revised in Abacus test item bank for use by pilot schools\nkindergarten and elementary report cards will be revised\nportfolio assessment workshops will be held for groups of teachers 6 0 Home and school cooperation and parental involvement will increase as reported on survey of parents and VIPs records 6.1 Guides are available Page: 17 Program Seq /f : Program Name: Program Code: Program Goal: Plan Reference Page Number 20B Revision Date: November 17. 1994 Curriculum Services Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram The purpose of curriculum services is to plan, direct, and coordinate improved curriculum design and delivery as well as to ensure curricular articulation and coordination K-12- Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Parent Home Study Guides were reprinted and distributed to parents at the school site level. 6.2 Prepare information for dissemination to public regarding curriculum and parent home study guides A. Schools used parent home study video to orient parents to the guides. 6.3 Provide inservice training for local school personnel and identified parents in the appropriate use of the study guide A. Schools presented parent home study guide inservice for new parents. 6 4 Participate in recruitment activities for parents and students, particularly for newly developed programs 6.5 Share information with parents about trends in the area of curriculum and about features of LRSD instructional programs A. A curriculum staff member is scheduled to present information about District programs at monthly PTA Council Meetings 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 09/01/94 06/30/95 09/01/94 06/30/95 09/01/94 06/30/95 06/30/95 25% Curriculum Directors, Supervisors and Coordinators Curriculum Directors. Supervisors and Coordinators, Staff Development, Principals, Teachers. Parents Curriculum Directors, Supervisors and Coordinators Curriculum Directors. Supervisors and Coordinators. Principals. PTA Council 6.2 Results of surveys from parents reflect their use 6.3 Record of inservices and attendees is available 6.4 Record of activities 6.4 Increase in number of students recruited for new programs 6.5 Agendas or records of information that is shared with parents I B. Parent meetings are held in the fall and spring to inform parents of G/T programs and opportunities available in the district. 09/05/94 25% 51 School Operations Cluster * * * Elementary Junior High School High School Athletics 57' Program Seq /\u0026gt;: 209 Program Name: Elementary Schools Program Code\nPrimary Leader: Program Description: District Goal Support: Program Goal: [ Plan References: FY Program Budget: YTD Expenditures: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Sadie Mitchell, Margaret Gremillion Secondary Leader\nPage: 1 Revision Date: November 14. 1994 Elementary School Principals The elementary school program seeks to provide Integrator) learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated setting. Central Office staff and principals collaborate to ensure quality educational planning for all students with the support of local school staff, parents, and patrons. To provide a quality integrated education for elementary school students 1 $18,985,176.56 $3,111,344 22 1st Qtr Expend: 2nd Qtr Expend: $3,111,344.22 3rd Qtr Expend: 4th Qtr Expend: FTE 653.14 [ Related Function Codes\n1120.2410.2590.1120 5(\nr PrograM Seq 4^: Program Maiae: ProgrsHi Code: Program Goal: Plan Reference Page Nimber 209 Elementary Schools LRSD EY 94-95 PROGRAM BUDGET EXJCUMENT Priaary Leader: Sadie Mitchell, Margaret Gremillion To provide a quality integrated education for elementary school students. Objectives Strategies Page: 2 Revision Date: November 2, 1994 1.0 Provide sufficient support to achieve a quality integrated education for all students. 1.1 Develop annual school budgets A. Each area school was assigned a given amount of money for their yearly expenditures. Adjustments were to be made on October 1, 1994. 1.2 Recommend appropriate personnel to deliver the educational program. A. A principal worked with the Recruitment Office and Hunan Resource Director to acquire names of personnel to interview that would balance their staff racially. 1.3 Requisition materials, supplies, and equipment necessary to deliver the educational program. A. A Principal and staff worked together in identifying the materials, supplies, and equipment needed to start school. This process is on-going as need arise. 57 Secondary Leader: Beginning Date 07/01/94 07/01/94 07/10/94 07/01/94 07/01/94 07/01/94 07/01/94 Elementary School Principals Coapletion Date 06/30/95 06/30/95 09/30/94 06/30/95 09/30/94 06/30/95 09/30/94 Responsibility Principals, Assistant Superintendents Principals, Assistant Superintendents Principals, Assistant Super i ntendents Principals, Assistant Superintendents 1.1 1.2 1.3 Evaluation Criteria Completed and approved budget document detailing how funds will be expended. Annual staff report Educational Equity Monitoring reports, regular site visits by the Assistant SuperintendentsProgram Seq #\nProgram Name: Program Code\nProgram Description\nDistrict Goal Support: Program Goal\nIPlan References: FY Program Budget: YTD Expenditures\nRelated Function Codes: 210 Junior High Schools Primary Leader\nLRSD FY 94-95 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader\nPage: 1 Revision Date: Junior High School Principals November 16, 1994 The junior high school program seeks to provide integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated setting. Central Office staff and principals collaborate to ensure quality educational planning for all students with the support of local school staff, parents, and patrons. To provide a quality integrated education for junior high school students. ] $9,273,594.63 $1,391,997.19 1130,1132,2410,2590 1st Qtr Expend: 2nd Qtr Expend: $1,391,997.19 3rd Qtr Expend\n4th Qtr Expend: FTE 287.20 ] Program Seq Program Name: Program Code: Program Goal: Plan Reference Page Number 210 Junior High Schools LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: November 16, 1994 Jr. High School Principals To provide a quality Integrated education for junior high school students. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 Provide sufficient support to achieve a quality integrated education for all students. 07/01/94 06/30/95 Principals, Assistant Superintendent 1.1 Develop annual school budgets A. Assist principals in monitoring local school budgets B. Monitor expenditures through purchase requests 1.2 Recommend appropriate personnel to deliver the educational program. A. Assist principals in identifying appropriate staff 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 25% 2% 06/30/95 25% 1 13 Requisition materials, supplies, and equipment necessary to deliver the educational program. A Approve requisitions based on appropriate identified needs 07/01/94 07/01/94 06/30/95 25% Principals, Assistant Superintendent Principals. Assistant Superintendent Principals, Assistant Superintendent Principals. Assistant Superintendent Principals. Assistant Superintendent Principals, Assistant Superintendent Principals. Assistant Superintendent 1.1 1.2 1.3 Completed and approved budget document detailing how funds will be expended. Annual staff report Educational Equity Monitoring reports, regular site visits by the Assistant Superintendent Program Sag if: Program Name: Program Code: Program Description: District Goal Support: Program Goal: [ Plan References: FY Program Budget: YTD Expenditures: Related Function Codes: 211 Senior High Schools Primary Leader: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Page: Revision Date: Senior High School Principals November 16, 1994 The senior high school program seeks to provide integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated setting. Central Office staff and principals collaborate to ensure quality educational planning for all students with the support of local school staff, parents, and patrons. To provide a quality integrated education for senior high school students. $8,395,188.73 $1,391,997.19 1140,2410, 2590,1140 1st Qtr Expend: 2nd Qtr Expend: $1,334,045.62 3rd Qtr Expend: 4th Qtr Expend: FTE 244.20 iO Program Seq Program Name: Program Code: Program Goal\nPlan Reference Page Number 211 Senior High Schools LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Estelie Matthis Secondary Leader: Page\n2 Revision Date: November 16, 1994 Senior High School Principals To provide a quality integrated education for senior high school students. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 Provide sufficient support to achieve a quality integrated education for all students. 07/01/94 06/30/95 Principals, Assistant Superintendent 1.1 Develop annual school budgets A. Assisi principals in monitoring local school budgets B Monitor expenditures through purchase request 1.2 Recommend appropriate personnel to deliver the educational program. 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 25% 25% 06/30/95 Principals, Assistant Superintendent Principals. Assistant Superintendent Principals, Assistant Superintendent 1.1 Completed and approved budget document detailing how funds will be expended. Principals. Assistant Superintendent 12 Annual staff report 1.3 A. Assist principals in identifying appropriate staff Requisition materials, supplies, and equipment necessary to deliver the educational program. A Approve requisitions based on appropriate identified needs 61 07/01/94 07/01/94 07/01/94 25% 06/30/95 25% Principals. Assistant Superintendent Principals, Assistant Superintendent Principals. Assistant Superintendent 1.3 Educational Equity Monitoring reports, regular site visits by the Assistant Superintendent Program Saq Program Name: Program Code: Program Description: District Goal Support: Program Goal: I Plan References: FY Program Budget: YTD Expenditures: Related Function Codes: 212 Athletics Primary Leader: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: The Athletics program provides the opportunity for students to develop skills in competitive team and individual sports activities. To ensure that equity occurs in all phases of school activities and operation. To provide a quality athletics program. $166,457.85 $85,811.76 Page: Revision Date: November 17, 1994 Assistant Superintendent-Secondary Schools, Ouida Carter 1st Qtr Expend: 2nd Qtr Expend: 1151. 1152, 1154, 1155, 1156, 1157, 1158 $85,811.76 3rd Qtr Expend: 4th Qtr Expend: 62 FTE Program Sag if: Program Name: Program Code: Program Goal\nPlan Reference Page Number 212 Athletics To provide a quality athletics program Objectives 1.0 To conduct junior high athletics program for boys and girls. (Football, basketball, track, soccer, golf volleyball, and tennis) LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Strategies 1.1 Conduct general office tasks. A. Order tickets for all sports for the school year. B. Provide Parent consent and Health forms for all athletes. C. Prepare athletic game schedules. D Distribute passes to all full time employees of the District E. Assign and contract game officials Page: 2 Revision Date: November 17. 1994 Secondary Leader: Beginning Date 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/01/94 07/01/94 F Payment of membership fees to AAA for all secondary schools. 08/31/94 Assistant Superintendent-Secondary Schools, Ouida Carter Completion Date 06/30/95 06/30/95 08/01/94 44% 33% 33% 44% 08/31/94 Responsibility Assistant Supt., Secondary, Carter O. Assistant Supt. Secondary, O. Carter Assistant Supt. Secondary, O. Carter Assistant Supt. Secondary, 0. Carter Assistant Supt. Secondary, 0. Carter Assistant Supt. Secondary, 0. Carter Assistant Supt. Secondary, O. Carter Assistant Supt. Secondary. O Carter 1.0 Evaluation Criteria An athletics program for junior high girls and boys is implemented as designed and approved by the LRSD Board of Directors, 1.1 Office duties are conducted within specified timeframes. Program Sag it: Program Namo: Program Coda: Program Goal: Plan Reference Page Number Page\n3 212 Athtetics Primary Leader: Estelle Matthis Secondary Leader: Revision Date: November 17. 1994 Assistant Superintendent-Secondary Schools, Ouida Carter To provide a quality athletics program. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria G. Payment of Catastrophic insurance coverage for junior high schools. 1.2 Order uniforms and supplies A. Receive and distribute uniforms and supplies for all sports as received. B. Order fill-in uniforms for Pulaski Heights. Mabelvale, Cloverdale and Mann football teams C. Order football supplies for all schools D. Oder basketball uniforms for Forest Heights, Mabelvale, Mann, Dunbar and Cloverdale. E. Order second set of jerseys to complete uniforms (volleyball). F. Order volleyball supplies for all schools 13 Conduct game operations tasks. A. Arrange for medical personnel to attend junior high school football games 08/31/94 07/01/94 08/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/01/94 07/01/94 Q7/01f94 08/31/94 06/30/95 33% 08/31/94 08/31/94 33% 09/01/94 09/01/94 Q6/3QI35 08/31/94 Assistant Supt. Secondary, O. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt. Secondary, O. Carter Assistant Supt. Secondary, O. Carter Assistant Supt. Secondary, O. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt. Secondary, O. Carter 1.2 Uniformsand supplies are available for use for each designated sports activity. 1 3 All game operations (officials, security, ticket takers and sellers, and ambulance service) are conducted in specified time frame Program Saq If: Program Name: Program Code: Program Goal: Plan Reference Page Number 212 Athletics Primary Leader\nEstelle Matthis Secondary Leader: Page: 4 Revision Date: November 17. 1994 Assistant Superintendent-Secondary Schools. Ouida Carter To provide a quality athletics program. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 20 To conduct senior high athletics program for boys and girls. (Football, basketball, track, soccer, tennis, golf, swimming, volleyball, and baseball) B. Requisition and set-up game payrolls for all sports and deliver to schools. C. Check all game reports and make deposits after each game. 2.1 Conduct general office duties. A. Order tickets for all sports for the school year. B Provide Parent Consent and Health forms for all athletes. C. Prepare athletic game schedules 0. Prepare contracts for school and game officials. 07/01/94 09/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 44% 20% 06/30/95 06/30/95 08/01/94 44% 33% 44% E. Distribute passes to full time employees of the district 08/01/94 33% 65 Assistant Supt. Secondary, 0. Carter Assistant Supt. Secondary, 0. Carter Assistant Supt., Secondary. Carter O Assistant Supt., Secondary O. Carter Assistant Supt. Secondary, O. Carter Assistant Supt. Secondary, 0. Carter Assistant Supt. Secondary, O. Carter Assistant Supt. Secondary, 0. Carter Assistant Supt Secondary, O. Carter 2.0 An athletics program for senior high girls and boys is implemented as designed and approved by the LRSD Board of Directors 2.1 Office duties are conducted within specified time frames. Program Seq It: Program Name: Program Code\nProgram Goal\nPlan Reference Page Number 212 Athletics To provide a quality athletics program. Objectives Page\n5 Revision Date\nNovember 17. 1994 Primary Leader\nEstelle Matthis Strategies F. Distribute passes to visiting schools for football and basketball. G. Payment of membership fees to AAA for all secondary schools. 2.2 Order uniforms and supplies. A. Order fill-in football uniforms for Central. Hall. McClellan. Fair and Parkview B. Order football supplies for alt schools C. Order basketball uniforms for Central. Hall, McClellan and Fair D. Order set of basketball jerseys for McClellan and filNn shorts and tops for Hall E. Order basketball supplies for all schools F. Order volleyball uniforms for Central, McClellan and Fair Rfi Secondary Leader\nBeginning Date 08/01/94 08/31/94 07/01/94 08/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 Assistant Superintendent-Secondary Schools, Ouida Carter Completion Date 75% 08/31/94 Q6/3QI35 33% 08/31/94 33% 33% 57% 09/01/94 Responsibility Assistant Supt. Secondary. O. Carter Assistant Supt. Secondary, O. Carter Assistant Supt., Secondary O. Carter Assistant Supt. Secondary. O. Carter Assistant Supt. Secondary. 0. Carter Assistant Supt. Secondary, O. Carter Assistant Supt. Secondary. O. Carter Assistant Supt. Secondary. O Carter Assistant Supt. Secondary, O. Carter Evaluation Criteria 2.2 Uniforms and supplies are available for use for each designated sports activity. r Program Saq \u0026gt;: Program Name: Program Code: Program Goal: Plan Reference Page Number 212 Athletica Primary Leader\nEstelle Matthis Secondary Leader\nPage: 6 Revision Date: November 17. 1994 Assistant Superintendent-Secondary Schools, Ouida Carter To provide a quality athletics program Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria G. Order volleyball supplies for all schools 23 Conduct game operations tasks. A. Requisition and set up game payrolls for all sports and deliver to schools. B. Arrange for stand-by ambulance service at football games. C. Check all game reports and make deposits after each game. 2.4 Arrange for transportation with outside vendors for all sports. R7 08/01/94 07/01/94 07/01/94 07/01/94 09/01/94 07/01/94 09/01/94 06/30/95 44% 08/15/94 20% 06/30/95 Assistant Supt. Secondary, O. Carter Assistant Supt., Secondary O. Carter Assistant Supt. Secondary, O. Carter Assistant Supt. Secondary. O. Carter Assistant Supt. Secondary. 0. Carter Assistant Supt., Secondary O. Carter 2.3 All game operations (officials, security, ticket takers and sellers, and ambulance service) are conducted in specified time frame. 2.4 Transportation for events occurring outside the 50 mile radius of Little Rock is completed as scheduled.School Support Cluster * Guidance Services * * * * * * * * Drug Abuse Prevention Health Services Curriculum Services/VIPS Educational Media Services Board of Education Services Executive Administration Services Support Service Management Fiscal Services * Plant Services * * * * * * * Pupil Transport Services Purchasing Services Safety \u0026amp; Security Services Planning \u0026amp; Evaluation Services Communication Services Human Resource Services Labor Relations * Data Processing Services Family Life/New Futures * Indebtedness * Contingencies 60 Program Saq #\n213 Program Name: Guidance Services Program Code: Primary Leader: Program Description: District Goal Support: Program Goal: [ Plan RefererKes: FY Program Budget: YTD Expenditures: LRSD FY 94\u0026gt;95 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Jo Eveiyn Eiston Page: Revision Date: November 17. 1994 The Guidance and Counseling Program provides services to support academic, social and emotional success for students in the Little Rock School District. 1. 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. 2. Develop and maintain a staff that is well-trained and motivated. 3. The LRSD Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century.- 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 5. Ensure that equity occurs in all phases of school activities and operations. To promote the personai/social, academic and career development needs of all LRSD students. 1 $3,090,710.95 $458,418 49 1st Qtr Expend: 2nd Qtr Expend: $458,418.49 3rd Qtr Expend: 4th Qtr Expend: FTE 67.60 [ Related Function Codes: 2111, 2114. 2120, 2121. 2129 ] 69 Program Seq Program Name\nProgram Code\nProgram Goal: Plan Reference Page Number N/A 213 Guidance Services LRSO FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis To maintain a well-qualified and racially diverse guidance staff in the Little Rock School District. Objectives Strategies Page: 2 Revision Date\nNovember 17. 1994 Secondary Leader: Jo Evelyn Elston Beginning Date Completion Date Responsibility Evaluation Criteria 1. To assist in the recruitment and selection of a qualified and racially diverse pool of counselor applicants for each school. 07/01/94 06/30/95 Director of Pupil Services. Director of Human Resources Minority Recruiter. Building Principals 1. The number of minority counselors in the District will increase as evidenced by a racially balanced staff at each building. 1.1 Aggressive recruitment of minority counselor applicants for employment pool. A. Visits to college/university campuses conducted by minority recruiter to identify potential minority applicants. 1.2 Conduct interviews to screen counsebr applicants prior to referral to building principals. A. Fifteen counselor applicants screened to fill nine counselor vacancies. B. Prospective applicants recruited from minority teaching pool. 1.3 Conduct annual minority recruitment seminar for identifying qualified minority/non minority counselor applicants. 7f) 07/01/94 06/30/95 7/01/94 07/01/94 07/20/94 07/20/94 07/01/94 25% 06/30/95 08/12/94 08/12/94 6/30/95 TrLDistrict Guidance Directors Minority Recruiter, Building administrators Director of Pupil Services, Minority Recruiter, Building Principals Tri-District Guidance Directors. Director. Pupil Services. Associate Supt. Desegregation. Minority Recruiter 1.1 Comparison of ratio of nonminority to minority counselors in each building. 1.2 Comparison of number of minority counselors to nonminority counselors prior to 1993-94 school year. 1.3 Participation rosters, seminar agenda, record of counselor recruits identified from attendance roster. Program Saq if: Program Name: Program Code: Program Goat: Plan Reference Page Number 213 Page: Revision Date: 3 November 17. 1994 Guidance Services Primary Leader: Estelle Matthis Secondary Leader: Jo Evelyn Elston To maintain a well-qualified and racially diverse guidance staff in the Little Rock School District. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. Develop, implement and maintain an effective staff development inservice program for District Counselors. 2.1 Organize and maintain staff development planning committee to identify counselor training needs and assist in developing inservice calendar. A. Elementary and secondary staff development committees formed and 1994*95 inservice calendars developed and approved. 2,2 Conduct monthly inservice workshops A. 1. 2 07/01/94 07/01/94 09/01/94 06/30/95 06/30/95 09/16/94 Monthly inservice workshop held: Elementary Counselors Secondary Counselors 2.3 Assess effectiveness of staff development training. 71 08/16/94 08/16/94 07/01/94 08/16/94 08/16/94 06/30/95 Deputy Supt., Director Pupil Services, District Guidance Counselors. Building Principals Deputy Supt, Pupil Services Director, Staff Development Training Committee Deputy Supt., Pupil Services Director. Staff Development Training Committee Director-Pupil Services, Staff Development Training Committee IRSC 2. District Counselors will receive inservice training annually to enhance professional knowledge and understanding to meet the guidance needs of ail LRSD students. 2.1 Roster of planning committee members and copy of annual insenrice schedules. 2.2 Monthly training calendars, Meeting agendas, participant post workshop evaluations. 2.3 Written post workshop evaluations Program Saq ! Program Nama: Program Code\nProgram Goal: Plan Reference Page Number 213 GuUanoa Sarvtcqa Primary Leader\nEstelle Matthis To maintain a well-qualtfied and racially diverse guidance staff in the Lrttte Rock School District. Ot^ectives Strategies A. Ninety percent of counselors rated the workshop content good to excellent. Page: Revision Date: November 17, 1994 Secondary Leader: Jo Evelyn Elston Beginning Date Completion Date Responsibility Evaluation Criteria 08/16/94 08/16/94 3. Annually review written school-based guidance program plans Io ensure that they address the personal/social, academic and career development needs of students. 3.1 Develop and implement school visitation schedule to review building guidance plans and to provide technical assistance and support as needed. A. School visHation schedules developed. 3.2 Provide assistance to counseling staff in refining all guidance program components. 3.3 Develop/refine program monitoring and evaluation instruments. 3.4 Develop and distribute program monitoring and evaluation timeline to program deliverers. 3.5 Conduct and analyze program evaluation data. 72 07/01/94 07/01/94 09/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 09/01/94 06/30/95 06/30/95 06/30/95 06/30/95 Assistant Superintendent. Director-Pupil Services, Building Principals, schoolbased guidance staff Deputy Supt., Director-Pupil Services, Building Principals Deputy Supt, Director-Pupil Services, Building Principals Deputy Supt., Director-Pupil Services, Building Principals Deputy Supt.Director- Pupil Services, Building Principals Deputy Supt., Director-Pupil Services, Building Principals 3. A districtwide comprehensive guidance and counseling program that meets the social, personal, academic and career development needs of all students will be implemented in grades K through 12. 3.1 Copy of approved school visitation schedule, copy of school-based guidance plans. 3.2 Copy of school visitation follow-up reports. 3.3 Completed program evaluation instruments. 3.4 Copy of monitoring and evaluation timelines. 3.5 Written program evaluation reports. Program Saq f: Program Name: Program Code\nProgram Goal\nPlan Reference Page Number 5 213 Revision Date: November 17. 1994 Guidance Servtces Primary Leader\nEstelle Matthis Secondary Leader: Jo Evelyn Eiston To maintain a well-qualified and racially diverse guidance staff in the Little Rock School District. Ot^ectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4. Inform students of all opportunities available to them and encourage them to take advantage of these opportunities. 5. Make parents partners in education of their children by making information accessible to them and keeping them informed. 07/01/94 06/30/95 Counselors, Principals, (Pupil Services Teachers, parents. Teachers) 4. Guidance services. Annual Report, and Report Comparison Reports will show all students needing services will receive them 4.1 Publish a document annually which lists financial aid\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_228","title":"Little Rock School District (LRSD) 1994-1995 First Quarter Status Report, Volume I","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994-11-18"],"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--Finance","Educational statistics"],"dcterms_title":["Little Rock School District (LRSD) 1994-1995 First Quarter Status Report, Volume I"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/228"],"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\nVOLUME I LITTLE ROCK SCHOOL DISTRICT RECEIVED 1994-95 FIRST QUARTER STATUS REPORT NOV 1 8 1994 Office of Desegregation Monitofing PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT November 18, 1994 EXHIBIT ISEQUENCE # PAGE # Preface 1 Mission 2 Goals 3 TABLE OF CONTENTS SEQUENCE tt SCHOOL OPERATIONS CLUSTER (BUFF) PAGE # District Financial Summary 4 Definitions 6 Organization of the Report 8 Cluster Budget Documents 10 09A 09B 10 11 12 13 14 15 16 17 18 School Operations (Principals) School Operations (Central Off. Adm.) Extracurricular Participation Student Hearing Officer In-School Suspension New Futures Academic Incentive Grants/Focused Activities McClellan Community School Unassigned Testing Assistance - Disadvantaged Job Fair 130 210 262 278 281 336 340 345 380 385 CURRICULUM CLUSTER (PINK) SCHOOL SUPPORT CLUSTER (BLUE) VOLUME n 01 02 03 04 05 06 07 08 HIPPY 4 Year Old Program/City Wide Early Childhood Education Program Academic Support Program (PAL) Multiculniral Curriculum Special Education Gifted Education Federal Programs Vocational Education 12 18 29 38 66 99 107 113 19 20 21 22 23 24 25 26 27 28 29 30 Unassigned Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation Data Processing Safety and Security Minority Teacher Recruitment Educational Equity Monitoring Commitment to Desegregation/Leadership Summer School (Interdistrict) Summer Learning Program - JTPA 388 409 422 431 435 442 447 454 462 466 474 I LSEQUENCE It PAGE tt SEQUENCE  PAGE tt 31 32 33 34 35 36 Contingencies Unassigned Facilities 483 485 Guidance/Counseling Program Leadership 491 Employment Practices Bidding Practices (Procurement) 499 502 RECRUITMENT CLUSTER (PURPLE) 37 38 39 40 Parent Involvement - Recruitment VIPS - Recruitment Public Relations Unassigned 508 522 536 56 57 58 59 60 61 62 63 64 INCENTIVE SCHQQLS CLUSTER (YELLQW) 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 Qffice of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Program Computer Loan Program Extended Day/Week Field Trips Unassigned Tranportation Unassigned Unassigned Instructional Aides Extended Year Recognition Program 554 565 567 569 571 573 576 584 588 590 593 596 Camp Pfeifer Monitoring Unassigned Unassigned Unassigned Staffing Required Staff Development Teacher Stipends/Inservice Qther Incentive Schools Academic Programs  Peer Tutors/Retired Teacher Mentors -- Themes  Kindergarten  Reading Across the Curriculum - Qral Expression Across Curriculum -- Learning Styles Inventory  Semi-Departmental ~ Instructional Tech  Study/Test-Taking  Parent Home Study  Computer Managed Instruction  Student Education Plans  Specialized Programs  Incentive Programs  Homework  Criterion-Referenced Test  Heterogeneous Grouping  Effective Schools - African/American History 599 602 612 623 641 644 iiSEQUENCE tt PAGE # SEQUENCE tt PAGE # 65 Social Skills -- Family Folklore  Positive Imaging - Interpersonal Skills  Rites of Passage  Mentoring Program 665 71 Counseling/Social Work  Community Services Access  College/Post Graduate Awareness  Study Skills  Home/Neighborhood Meet  Wellness Program 688 66 Special Activities -- Peer Tutoring Program  Academic Reinforcement Clubs -- Special Interest Clubs 671 72 73 74 School Policies and Procedures - Other Unassigned Unassigned 704 67 68 69 Latin Enrichment Program Unassigned Career Skills Development 676 STUDENT CHQICES/QPTIQNS CLUSTER (GRFF.N) 70 681 Incentive Schools Operations - Support Services 683 - Community Access/Field Trip  Community Involvement - Special Skills Program  Special Training  Parental Involvement  Learning Time Schedule  Home/School Community  Extracurricular Program  Attendance and Behavior  Subject Related Extracurriculum 75 76 77 78 79 80 81 82 Student Choices/Options King Interdistrict School Unassigned Romine Interdistrict School Rockefeller Early Childhood Original Magnets Unassigned M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) QRGANIZATIQNAL CHART iii 714 720 724 727 731 741 744PREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the First Quarter Status Report Program Planning and Budget Document for Desegregation Programs provides additional direction for quality, interim and/or summative decision-making for the district. Specifically, programs with poor performance or expenditure problems will have been addressed with corrective action continuously during the year rather than after the year is completed. The report enhances the districts ability to monitor and report achievements and expenditures relative to the programs identified in the Desegregation Plan for the most efficient and functional program planning on a quarterly basis. Several reporting practices should be noted as follows: Principals and Central Office Administrators have reported achievements in the first quarters report. 09A is the designated sequence number for reporting by Principals, and 09B is the sequence number relative to Central Office Administrators reporting. The desegregation audit was completed during the third quarter of the 1993-94 fiscal year. Additional desegregation obligations continue to be reflected in the program budget documents of the first quarter report for fiscal year 1994-95. These additional obligations come from the desegregation audit which includes Court orders, ODM monitoring reports ordered by the Court, and Court Hearing transcripts. (Underlined print denotes additional desegregation obligations language.) A continued refinement and adjustment period throughout the fiscal year 1994-95 will be necessary for language clarification and reference documentation of the additional desegregation obligations. The Little Rock School District will endeavor to make the language more consistent and uniform with the spirit and intent of the various obligations. The First Quarter Status Report Program Planning and Budget Document for Desegregation Programs contains the following: (1) The Mission Statement of Little Rock School District\n(2) The Goals of Little Rock School District\n(3) LRSD Quarterly Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Qrganization of the Report\n(6) Program Budget Documents Grouped by Clusters\nand, (7) The LRSD Organizational Chart. 1LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the Districts curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. 21. 2. 3. 4. 5. 6. LITTLE ROCK SCHOOL DISTRICT GOALS The LRSD will implement integrated educational programs that will ensure all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. The LRSD will develop and maintain a staff that is well-trained and motivated. The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 3Little Rock School District Quarterly Desegregation Expenses Page 1 Program Code 01 02 05 06 07 08 09 10 12 13 14 15 16 17 18 19 22 24 25 26 27 28 29 32 33 34 35 Program Name HIPPY______________________________ 4-YEAR OLD PROGRAM______________ STUDENT HEARING OFFICER OFFICE OF DESEGREGATION EXTRA-CURRICULAR PARTICIPATION TEACHER RECRUITER STAFF DEVELOPMENT_______________ ACADEMIC SUPPORT PROGRAMS MULTICULTURAL PROGRAMS ACADEMIC INC GRANTS/FOCUSED ACT ORIGINAL MAGNETS_________________ SPECIAL EDUCATION @ WASHINGTON SECURITY D/P SYSTEM STUDENT INFORMATION M-TO-M MAGNET SCHOOLS_________ KING INTERDISTRICT SCHOOL EDUCATIONAL EQUITY MONITORING COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTRICT THEME McClellan community school IN-SCHOOL SUSPENSION JOB FAIR TESTING ASSISTANCE LIBRARY SERVICES PARENT RECRUITING VIPS RECRUITING PREJUDICE REDUCTION Budget 94-95 326,723.78 1,943,683.64 96,144.76 511,645.41 7,000.00 45,592.16 352,932.12 1,615,303.00 259,837.33 320,000.00 4,501,756.00 56,853.51 761,286.72 712,289.22 374,496.22 1,333,107.64 421,787.43 8,000.00 69,631.59 170,000.00 794,173.67 1,092.82 5,066.96 427,230.43 40,000.00 40,680.19 5,000.00 FTE's 22.0 89.5 2.0 13.0 1.0 6.0 48.0 1.0 38.0 4.0 5.0 68.6 4.0 2.0 24.3 30.0 2.0 YTD Expense 61,678.75 292,010.10 22,243.00 108,505.23 __________0.00 13,998.89 71,968.88 209,511.74 45,936.67 11,939.29 0.00 10,223.45 117,300.43 606,929.33 49,630.60 210,448.33 179,438.34 0.00 52,813.00 45,764.00 107,224.23 452.34 1,395.74 49,509.88 27,755.74 2,418.93 0.00 1st Quarter 61,678.75 292,010.10 22,243.00 108,505.23 ________0.00 13,998.89 71,968.88 209,511.74 45,936.67 11,939.29 0.00 10,223.45 117,300.43 606,929.33 49,630.60 210,448.33 179,438.34 0.00 52,813.00 45,764.00 107,224.23 452.34 1,395.74 49,509.88 27,755.74 2,418.93 0.00 2nd Quarter 3rd Quarter 4tK Quarter % Budget Spent. 18.88% 15.02% 23.13% 21.21% 0.00% 30.70% 20.39% 12.97% 17.68% 3.73% 0.00% 17.98% 15.41% 85.21% 13.25% 15.79% 42.54% 0.00% 75.85% 26.92% 13.50% 41.39% 27.55% 11.59% 69.39% 5.95% 0.00% 4Little Rock School District Quarterly Desegregation Expenses Page 2 Program Code 49 51 52 53 54 56 57 59 61 64 65 66 72 73 74 75 Program Name CONTINGENCY FUND OFFICE OF INCENTIVE SCHOOLS WRITING TO READ__________________ SCIENCE LABS COMPUTER LABS___________________ COMPUTER LOAN PROGRAM EXTENDED DAY_________________ FIELD TRIPS________________________ TRANSPORTATION (ADD'L) INSTRUCTIONAL AIDES EXTENDED YEAR INCENTIVE/RECOGNmON____________ RECOMMENDED STAFFING REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL Budget 94-95 ___________0.00 ___________0.00 ___________0.00 ___________0.00 ___________0.00 ___________0.00 493,723.62 25,550.00 15,000.00 399,532.68 61,566.93 11,524.35 742,246.94 46,882.67 62,349.90 63,971.87 17,143,665.56 FTE'a 42.0 31.0 433.4 YTD EXpdhsd ___________0.00 ___________0.00 ___________0.00 ___________0^ 0.00 ___________0.00 8,353.68 ________436.00 0.00 45,398.54 51,617.91 0.00 62,516.30 _______4,284.01 ________625.00 1,403.78 2,493,732.111 1st Quarter _________0.00 _________ow 0.00 _________0^00 0.00 _________0.00 8,353.68 ______436.00 0.00 45,398.54 51,617.91 0.00 82,516.30 4,284.01 625.00 1,403.78 2,493,ragitt 2nd Quarter 3rd Quarter 4th Quarter % Budgrt Spent 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 1.69% 1.71% 0.00% 11.36% 63.84% 0.00% 11.12% 9.14% 1.00% 1.67% 14.35% 5DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. Program: A program is an established plan of operation, composed of a group or series of related activities which are carried out to need. serve a specific area of identified Program Description: A program description includes a purpose, scope and content, and participants/beneficiaries related to the respective program. Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. Strategies: Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strateev Achievements are nlaced in alnha nrdpr nnHpmputh th# rAUtiv** ctKotom, . placed alpha order underneath the relative strategy. Evaluation Criteria: Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of two formatted pages. Program Sequence H (Seq. #): The purpose of this sequence number is to establish a reference for placing programs in order within the planning document. Revision Date: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an estoblished name for each program has been assigned by the district planner. Program Code: This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. 6Definitions and Data Elements (cont.) Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. r  at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending pnonty order.  Han Reference\nSpecific plan and page references will directly cite one of the following desegregation documents: L = LRSD Desegregation Plan- I = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP = Pleadings\nM = Monitoring Reports. The format should be L23 Av O A Th  H a1 ah* Uam L* mam f LtAAf.lfxl a *. *   .  a. a , Aa or 113-20, for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Plan Reference Page Number\nSource references listed for each objective and strategy have been used. If the objective or strategy is desegregation document related the specific desegregation document and page upon which this objective or strategy has been found should be listed. If the objective or strategy is not related to a desegregation document, then whatever source was used has been listed. This element is contained on page 2 and succeeding pages. Beginning Date\nThis is the actual date a particular strategy began. For consistency, all dates should be printed in the following manner: MM/DD/YY, (09/30/94) Completion Date. This is the actual date a particular objective or strategy was completed. For consistency, all dates should be entered in the following format: MM/DD/YY, (09/30/94). If an activity toward a strategy has been started but not completed, a percent of completion (for example, 75%) should be entered. Responsibility\nThis is the name of the individual tasked with ensuring an activity has been accomplished. 7ORGANIZATION OF THE REPORT Tte section provides guiding information about the text of the First Quarter Status Report Program Planning and Budget Document for Desegregation Pagination. Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (e.g.,1,2,3,...) throughout the report at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i, page ii, and page iii. Wnt. The report employs two kinds of priiit density. Bold Print denotes original language of the desegregation document(s). Lighter print enclosed in parentheses (parenthetical statements) identifies language that is not literal in the desegregation document(s). The parenthetic^ statements of lighter print have been integrated throughout the program budget documents for clarification of original language in the desegregation document(s) and/or for providing information generalized from the original language of the desegregation document(s). Parenthetical information should not be construed to mean new legal obligations nor expansion of the obligations under the desegregation docunient(s). Underlined Print. Underlined Print denotes additional desegregation obligations language which was inserted verbatim in the third quarter report of FY 93-94 as a result of the desegregation audit. Clusters. Programs have been sorted into broad categories called clusters. Clusters include programs or schools grouped together because of similar and related operational functions. For convenience and management of the report, similar programs have been grouped into six separating color-coded clusters To locate a program, determine the relative cluster of the program by using the \"Table of Contents\" and then refer to the program sequence number (Seq K) or page number for facilitating program reference in the report. School Operations Program (09A and 09B). The School Operations program description warrants that both Principals and Central Office Administrators provide quality planning for students. Therefore, the School Operations Program is divided into two sections for reporting achievements by both Principals and Central Office Administrators. The sequence number for reporting by Principals (i.e., schools) is 09A, and the sequence number for reporting by Central Office Administrators is 09B. For the first reporting period, the inclusionary dates cited in the \"Beginning Date\" column and \"Completion Date\" column are 07/01/94 and 06/30/95, respectively. These inclusionary dates represent the boundaries for the first quarter. The generic dates of 07/01/94 and 06/30/95 are used to uniform and conform reporting in the School Operations program budget documents. Specific date information relative to the achievements of Central Office Administrators follows each documented achievement. 8 IOrganization of the Report (continued) As a final note, the School Operations Program (09A) classifies the area, interdistrict, and magnet schools into three organizational levels: elementary, junior high, and senior high. Incentive Schools. The Incentive Schools cluster provides program reporting information for the following schools: Franklin, Garland, Rockefeller Mitchell and Rightsell.  Non-Monetary Tracking. No entry on page one in the fiscal year program budget field and/or the quarter expenditure field of a Program Budget Document means desegregation money has not been tracked to the respective program. Organizational Chart. An organizational chart is provided. 9CLUSTER BUDGET DOCUMENTS 10Curriculum Cluster * * * * * HIPPY 4-Year Old Program/City Wide Early Childhood Education Program Academic Support Program Multicultural Curriculum Special Education Gifted Programs Federal Programs Vocational Education 11FrograB Seq #: 01 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT RerisMa Date: November 17, 1994 Pige: 1 Pregm NaBe: HI^Y (Home InatrtKtioo Profram For Preacbool Youngiten) PrograB Cede: 01 Primary Leader: Estelle Matthis Secoodaiy Leaden Marian Shead PrograB Dcacriptiea: HIPPY is a home based developmenUl program which recognizes the mother as the first significant teacher of the child. HIPPY assists the mother in preparing the child to be successful in kindergarten, therefore aaaiating in the reduction of the dispaniy gap between black and white rtudents. HIPPYs major focus is in the shadow areas of major incentive schools and in the Southwest Little Rock area. HIPPY serves primarily economical and educational disadvantaged families. District Goal Sapport: Implemem iraefnted educalional prognma that will enure Ihal all atudenU imw academicaUy, aocially and emotionally with emphaaia on baaie akilla and academic enrichment while cloaing dlRiaritiea in achievement. [ Program Goal: To prepare economically diaadvantaged children to enter kindergatlen with the neceaaary akilla to be ancceaahil\nand to impiove the educational outcomea of atudenta, paniculariy black atudema aa it relalea to the achievement disparity between black and white students. Plan References: Psge L-5, L-14. IS, 16 FY Program Budget: $326,723.78 1st Qtr Expend: $61,678.7S 3rd Qtr Expend: FTE 22.0 YTD Expenditures: $61,678.75 2od Qtr Expend: 4th Qtr EIxpend: Related Function Codes: 12 IProgram Seq f: 01 Program Nmne: HIPPY Program Cede: 01 LRSP FY 94-95 PROGRAM BUDGET DOCUMENT Page: RerisioB Date: Novend\u0026gt;er 17, 1994 Primary Leaden Etfelle Matthii Secondary Leaden Marian Shead 2 Program Goal: To prepare economically disadvantaged children to enter kindetgarun with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white studeiUs. Plan Reference doc Page Number L14 Objectives Strategies Bcgnmiiig Date Completion Date Responsibility Erahiation Criteria 1. To promote (he HIPPY program 07/01/94 06/30/95 Staff Mailed letters (Documentation of PSA) 1.1 To compose and mail Public Service Announcement for local radio rtatioru and Channels 14 and 16 A distribute flyers 07/01/94 06/30/95 Staff A. Distributed flyers to Watershed Community Development 08/08/94 08/08/94 B. Mailed PSA to LRSD Communication Department 08/18/94 08/18/94 C. Distributed flyers to day care centers, health department, and local businesses 08/25/94 08/31/94 L14 L14 2. To select HIPPY aides 3. Inirial training of aides and staff 4. To enroll families irrto program. 07/01/94 Q6/3Q/95 2.1 Interview and select nine (9) Home Visitors A. B. C. Interview \u0026amp; select Home Visitors Printed and mailed flyers to area churches Ran classified ad in two local newspapers 3.1 Arrange logistics with State Regional Office for the initial (reining 4.1 Conduct home interview and eiuoll families into program. 07/01/94 07/25/94 08/05/94 08/07/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 10/03/94 08/05/94 08/17/94 06/30/95 06/30/95 06/30/95 06/30/95 Staff Supervisor Supervisor Supervisor Coordinators Supervisor Coordiiutora Pay (he bill (requisition paid) Pay the biD (Documentation of family enrollment) A. Mail registration announcements to 315 prospective families in LRSD 08/16/94 08/16/94 13 Page: 3 Program Seq 9: 01 RerisioB Date: November 17. 1994 Program Name: HIPPY Program Code: 01 Primary Leader: Eetelle Matthii Secondary Leaden Marian Shead Program Goal: To prepare economically disadvarSaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Bcgiiming Date Completion Date Responsibility Evaluation Criteria LI4 L14 L14 L14 L14 L14 L14 Page Number 5. To recruit families 6. To determine service of coordinators 7. To assign families to be serviced by aides. 8. To organize instructional material. 9. To familiarize aides of the HIPPY inq\u0026gt;lemenution in LRSD. 10. Obuin material for program 11. To orientate enrolled families to the HIPPY program. B. Conduct regiAration for interested parents 5.1 Compose and mail correspondence to community churches to recruit families and instructional aide trainees. 6.1 Identify families to be served by each coordinator 7.1 Idemity families to be served by each aide 8.1 Print curriculum material. A. Ordered printed curriculum from Pushkin Publishing 9.1 Conduct three (3) day workshop 14 08/22/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/12/94 07/01/94 07/01/94 07/01/94 08/23/94 06/30/95 06/30/95 06/30/94 06/30/95 06/30/95 06/30/95 08/12/94 Q6/30/95 06/30/95 06/30/95 Suff Supervisor Coordinators Supervisor Coordirutors Coordinators Coordinators Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Certification of aides (position of aides filled) Assignment of families to aides Families enrolled in program (documentation of parent orientation)Pwe: Program Seq f: 01 Rerinoa Date: November 17, 1994 Program Name: HIPPY Program Code: 01 Primary Leaden Eatelle Matthii Secondary Leaden Marian Shead Pragma Gaal: To prepare economically disadvanUged children to enter kindergarten with the necessary skills to be succeu\nand to improve the educational outcomes of students, partkulsriy black students as tt relates to the achievement disparity between black and white students. Plan Referame doc Objcctires Strategies Begnmuig Date Completioa Date ResponsibOity Evahiation Criteria LI5 Page Nonber 11.1 Conduct orientation meeting. A. Secured space for orierMationfAduh Education Auditorium) from Paulette Martin, Adult Education Director B. C. D. 07/01/94 09/19/94 06/30/95 Invited LRSD personnel to Orientation Prepared program agenda for orientation Orientation conducted 09/21/94 09/23/94 09/26/94 09/21/94 09/23/94 09/26/94 12. Identify meeting sites of group meetings. 07/01/94 06/30/95 Coordinators Confirmation of site (documeiMation of letters) L15 L15 LI5 13. To schedule implementation of HIPPY curriculum. 14. To provide parents with information that will assiM them with their children. 15. To evaluate aide trsineea mid point (15th week). 12.1 Secure meeting sites for group meeting, (mailed letters to building principals) 12.2 Mail out notification of meeting sites. 13.1 To schedule aides weekly home visits 13.2 To schedule area group meetings - print flyers 13.3 To schedule weekly Inservice Training for aides 13.4 Schedule aides first teaching (with own child). 14.1 Schedule workshop for parents and aides, mail out and prim materials. 15 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 Q6/3Q/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/94 Coordinators Coordinators Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Received materialsPage: 5 Program Seq f: 01 RevisMa Date: November 17, 1994 Program Name: HIPPY Program Cade: 01 Primary Leader: Eatelle Matthia Secoodaiy Leaden Marian Shead Program Gaal: To prepare economically diaadvataged children to erter kindergarten with the neceaaary akilla to be aucceaa\nand to improve the educational outcomea of atudenta, particularly black atudenU aa it relaUs to the achievemert diaparity between bbek and white atudenU. Flaa Refereace doc ObjectiTCS Strategiea Begnmiiig Date CempietioB Date Responsibiltty EvaloatioB Criteria L15 L15 L15 L16 LI6 Page Nnmber 15.1 To evaluate each aide trainee. 07/01/94 06/30/95 16. To determine program nicceaa 17. Began tecond-part of programa inqilementation. 18. Evaluation of aidea (mid-point week 15) 19. Provide parenU with information to be aucceisful with their children 20. Build the aidea children aelf erteem. (y7/Oif94 06/30/95 Supervisor Coordirutora Completion of aurvey Evaluation using the Eariv Prevention of School Failure or a similar model which ia comparable in validation scope and developmental grounding, will be conducted on the HIPPY participants as they enter atxl exit the kindergarten, A standardized achievement test will be given to each child at the end of the third grade level. 16.1 Conduct aurvey of parenta - print materiala 17.1 Implement aecond part of HIPPY curriculum: 18.1 Evaluate aidea 19.1 Obuin a site and speaker artd schedule a lecture for parenta 19.2 Hold Parent Appreciation/Motivational Program IC 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 Supervisor Coordinatora Superviaor Coordinatora Coordinatora Superviaor Superviaor Staff Participation of parenta Conaultant fee paid Conaultant fee paidPage: 6 PrograiB Seq f: 01 RerisioB Date: November 17, 1994 Prograai Name: HIPPY Progna Code: 01 Primary Leaden Eetelle Matthie Secondary Leaden Marian Shead Progm Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be succeM\nand to improve the educational outcomes of students, particularly black students as it lelates to the achievement disparity between black aitd white students. naa Reference doc Objectives Strategies Begimimg Date Comptetioa Date Responsibility Evahiation Criteria Lt6 Page Number 20.1 Activities throughout program year with involvement for children\ni.e. fall carnival, holiday party, group meetings, graduation A recognition ceremony 07/01/94 06/30/95 Staff 21. Graduation of HIPPY children and aides reception. 07/01/94 06/30/95 SufT Completion of program 21.1 Staff will organize 07/01/94 06/30/95 SUff L16 L16 L16 L16 Evaluate aides 23. Staff in place. 24. Maintain regular staff. 25. To assist in traveling expense. 26, The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement arid teacher training. 27, The Little Rock School and Pulaski County School EXstricts will collaborate and coordinate the on-going implementation of the HIPPY Program. 07/01/94 06/30/95 Coordinator 22.1 Schedule final evaluation of trainees in the program 23.1 To begin in^lementation of HIPPY program. 24.1 Secretary 25.1 Aides made home visit. 17 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 Coordinators Coordinator Supervisor Aides Staff began inqtlementation of program To assist in the implementation of program Pay stipendLRSD FY 94-95 PROGRAM BUDGET DOCUMENT Pratran Seq i: 02 Page: 1 Rensioa Date: November 11, 1994 Program Nme: Four-Ycer Old Profram/City-Wide Early Childhood Program Piugiam Code: 02 Primafy Leader: Eetelle Matthii Secoadary Leaden Pat Price Program Dcacriptioa: The purpoK of the program ia to meet the growing nccdi of disadvantaged students and to improve the racial balance al schools that are difficult to desegregate by incorporating Early Childhood Education programs into the Elementary schools. The program provides experiences for young children which meet their needs and stimulate learning in all developmental areas - physical, social, emotional, and intellectual. Priority for identification of program sites will be given to areas that have a very high concentration of low income studenU and in schooli that are difficult to desegregate. The Districfs preschool curriculum model will be implemented in all incentive schools and other selected schools jnJte Little Roch School District, Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaned children and to attract white students to the schools, A long-ranne ffour-vear-oldl plan will address demographic, instructional, and structural needs, LRSD will continue to use the four-vear-old program as a means to rrteet the rteeds of disadvantaged students and desegregate schools that are difficuh to desegregate. District Goal Sapport: Goal fl - 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. Goal f2 - Develop and maintain a staff that is well-trained and motivated. Goal f3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each diversity among students, suff and the community as a valued resource upon which our conununity and nation can draw as we prepare for the 21st Century. Goal f4 - Solicit and secure financial and other resources that are necessary to fully support our scbods, including our desegregation plan. Goal f5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal f6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: The District will implement the Four-Year-Old Program by the 1994-95 school veer according to the provisiota of a long-range imolementation plan developed for additional fouc-vear-old classes and approved bv the Court f720 seats). t Plan References: L7, LIO, L17, 18, 19 [ FY Program Budget: YTD Expenditures: $1,943,683.64 $292,010.10 1st Qtr Expend: 2ttd Qtr Expend: $$292,010.10 3rd Qtr Expend: 4th Qtr Expend: FTE 89,5 I Related Function Codes: 1 18LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq #: 02 Revision Date: October 31. 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal\nTo implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan RefereiKe Page Number L17 LI7 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Identify and assign new four-year old program participants in the incentive schools. Beginning with the 1991-92 school year, the program is in place in the schools listed below: 1991-92 1992-93 1993-94 1994-95 07/01/94 06/30/95 Student Assignment Office 1. Applications returned to Student Assignment and assignments made Badgett Franklin Garland Mitchell Rightsell Rockefeller Romine Stephens Washington Woodruff Ish - Closed 93-94 Dale Geyer Springs Cloverdale Watson Wilson Baseline Chkot King Brady Fair Park Mabelvale Expanded program: Badgett, Bale, Fair Park. Franklin. Geyer Springs, Washington. Watson, Woodruff Stephens - closed 94-95 1.1 Provide pre-reglstration inservtces to elementary principals. 19 07/01/94 06/30/95 Student Assignment Office Communications Department Principals 1.1 Dates of inservice agenda List of participantsPage: 3 Program Seq #: 02 Revision Date: October 31. 1994 Program Name: Four-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Number L17 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.2 Conduct media publicity for pre-registration. 07/01/94 06/30/95 Student Assignment Office Communications Department 1.2 (Documentation of participating and identified PSAs\nRadio aixl TV stations sent to Dates aired Pre-registration announcement) A. July and August the Arkansas Democrat Gazette had articles regarding registration information, also flyen were mailed out listing program locations and additonal information. 07/05/94 08/31/94 L17 1.3 Assign four-year old students. 07/01/94 06/30/95 Student Assignment 1.3 (Assignment notifications to parents Enrollment in classes) L17 L17 2. Recruit teachers and aides as needed. A. Assignments were made from applications during pre-registration in accordance to racial balances requirements on May 16. 1994 through August 19. 1994. B. Vacancies were filled from waiting list after petitioning the court to release die vacant seats. 1.4 Four-year-old students will be tagged on the AS400 - student information management system. A. Students tagged on the AS400. 2.1 Interview interested teachers and aides as needed. 20 07/05/94 09/30/94 07/01/94 08/08/94 07/01/94 07/01/94 08/19/94 97% 06/30/95 09/30/94 06/30/95 06/30/95 Supervisors, Human Resources Director, Principals Supervisors, Human Resources Director. Principals 2. (A list of qualified applicants.) 2.1 A list of qualified apjriicants. (Employment of teachers and aides for new and open positions.)Program Seq f: 02 Page: 4 Program Name: Four-Year Old Program Revision Date: October 31. 1994 Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the Four-Year-Old Program in selective schools. (To meet die needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan RefereiKC Page Number L17 L17 LI7 L17 L17 L17 L17 Objectives Strategies A. Teachers and aides hired for every classroom. Beginning Date Completion Dale Responsibility Evaluation Criteria 07/08/94 08/12/94 3. Obtain curriculum materials, supplies, and furniture as needed. 3.1 Complete and send orders to vendors. A. Materials, supplies and equipment available in all new classrooms. 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 08/20/94 4. Train teachers and aides in the ImplementatloD of E.C.E. curriculimi.) 4.1 Conduct orientation and Inservices. A. Principals training July 18 and 19. 1994 B. Teachers training August 16, 1994 and September 20, 1994. 4.2 Conduct moidhiy inservices. A. Inservice training - July 18. 1994, July 19. 1994. August 16. 1994. September 20, 1994 07/01/94 07/01/94 07/18/94 08/16/94 07/01/94 07/18/94 06/30/95 06/30/95 35% 35% 06/30/95 35% (Purchasing Dept. Supervisors) Principals Supervisors Supv/Staff Dev Supv/Staff Dev Supv/Staff Dev 3. (Confirmation of purchase orders.) 3.1 Materials available 4. (Documentation of inservice evaluations.) 4.1 Agenda (Documentation of inservice evaluations) 4.2 Agenda (E\u0026gt;ocumeniation of inservice evaluations) 5. Familiarize parents with Four-Year OM Program. 5.1 Conduct parent orientation meeting and parent conference. 21 07/01/94 07/01/94 06/30/95 06/30/95 Classroom teachers Classroom teachers 5. (Documentation of meetings and evaluations.) 5.1 Number of parents attending Parent/Teacber ConferencesPage: 5 Program Seq #: 02 Revision Date: Program Name: Four-Year Old Program October 31. 1994 Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To implement the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students: to improve racial balance in schools that arc difficult to desegregate.) Plan Referertce Page Number LI7 L18 L18 Objectives Strategies A. Parent Orientation: August 30. 1994 - Romine and Elementary Magnet Schools\nSeptember 1. 1994- Elementary Area Schools\nSeptember 8, 1994 - Incentive Schools Parent Conference Day - September 23, 1994 5.2 IiKlude four-year old children in Master Schedule * students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. A. Master schedules reflect services children receive. 5.3 Ensure key experiences occurring in the classroom. A. Twenty-nine classroom visitations. B. Six programs had licensing site visits. Beginning Date Com(detion Date Responsibility Evaluation Criteria 08/30/94 07/01/94 07/01/94 07/01/94 08/22/94 09/13/94 35% 06/30/9S 09/30/94 06/30/95 35% 30% Principals Principals Classroom Teachers Supervisors 5.2 Master schedules 5.3 Curriculum checklist 6. Evaluate effectiveness of Four-Year Old Program. 07/01/94 06/30/95 (Principals Classroom Teachers Supervison Planning, Research, arxl Evaluation, Assoc. Supt.) 6. (Aimual review of assessment data beginning at the end of the kindergarten year of each child participating in the program. EPSF Post Assessments) (Comparisons of the progress of children who did and did not participate in the program.) (Standardize achievement tests will be given to each child at the end of the diird grade level. These tests will provide data indicating the success of the Early Childhood Program as an intervention strategy.) 22Program Seq 02 Page: 6 Program Name: Four-Year Old Program Revision Date: October 31. 1994 Program Code: Program Goal\nPrimary Leader: To imjdement the Four-Year-Old Program In selective schools. Estelle Matthis Secondary Leader: Pat Price (To meet the needs of disadvanuged students\nto improve racial balance in schools that are difficult to desegregate.) Plan RefereiKe Page Number LIS L18 L18 Objectives Strategies 6.1 Administer appropriate evaluation to four-year- olds. 6.1 (Maintaining portfolio assessments on four-year- olds.) A. Portfolio assessments began on all children. 6.2 Analyze student assessment test data and prepare report for LRSD Board of Directors. 6.3 Utilize results for program improvement. 23 Beginning Date 07/01/94 07/01/94 08/22/94 07/01/94 07/01/94 Completion Date 06/30/95 06/30/95 35% 06/30/95 06/30/95 Responsibility Classroom teachers (Classroom teachers) Assoc Supt Supervisor Planning, Evaluation, and Testing (Assoc Supt Supervisor) Evaluation Criteria 6.1 Evaluation results 6.1 (Documentation of portfolios recording the work which children do and what they know.) 6.2 Evaluation report 6.3 (Areas targeted for improvement.)Program Seq \u0026lt;: 02 Page: 7 Program Name: Four-Year Old Program Revision Date: October 31. 1994 Program Code: Program Goal: Primary Leader: To implemeot the Four-Year-Old Program in selective schools. Estelle Matthis Secondary Leader: Pat Price I (To meet the needs of disadvantaged students: Io impiove racial balance in schools that am difficult to desegregate.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evahiatioo Criteria 7 -- Support the continued work of the LRSD Early Childhood Task Force as a valuable avenue for parent, teacher, and community input. 07/01/94 06/30/95 24Program Seq #: 02 Program Name: Program Code: Program Goal: Plan Reference Page Number L19 L19 L19 L19 L19 L19 L19 L19 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Four-Year Old Program Primary Leader: Estelle Matthis Secondary Leader: Page: 8 Revision Date: Pat Price October 31, 1994 To combine the efforts of the LRSD, P.C.S.S D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Objectives Strategies 1.4 To receive a letter of support frcnn each agency desiring to participate. Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/94 06/30/95 Key representatives from each agency File record letters 2. To develop a plan for planning a city-wide early childhood program. 3. To initiate the planning for the implementation of a city wide early childhood program. 07/01/94 06/30/95 Key representatives from each agency 2.1 To establish planning procedures and identify key committees and chairpersons needed for the planning process. 2.2 To identify appropriate additional representatives from each participating for each committee. agency 2.3 To delineate the goals to be addressed and the tasks to be accomjdished by each committee, including appropriate timelines to be met. 3.1 To conduct periodic meetings to review progress of each committee. 3.2 To identify resources needed by identified by each committee, including monetary. 25 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 Key representatives from each agency Key representatives from each agency Key representatives from each agency Assoc Supt for Educational Programs Assoc Supt for Educational Programs Assoc Supt for Educational Programs Structured {dan for planning on fOe. Record of committee members Record of committee members Minutes of meetings Identification of committeeProgram Seq f: 02 Page: 9 Program Name: Four-Year Old Program Revision Date: October 31. 1994 Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To combine me effom of L R S D., P.C.S.S.D.. N.L.R.S.D.. Head Stan and other entidea to provide quality eariy childhood experiences to as many disadvantage students in the city of Litde Rock. LI9 L19 Plan RefereiKe Page Number Objectives Strategies 3.3 To review (be firs( draft of the comprehensive plan and to make recommendations for refinement. 3.4 To submit (be flnal draft for approval to all participant Boards of Directors (where applicable). L7(N) LIO(N) LIO(N) LIO (N) Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/94 06/30/95 Assoc Supt for Educational Programs Submission of first draft 07/01/94 06/30/95 1. (To collaborate with HIPPY, P.C.S.S.C., N.L.R.S.D., Head Start, arxl other entities in order to fulfill the district's expectations for a quality Eariy Childhood Education Program.) (N) 1.1 (To establish a schedule of regular meetings of representatives of the various entities.) (N) 1.2 (Supervisors meet to discuss individual program needs and to determine if resources can be shared.)(N) A. Planning meeting held August 10. 1994. September 28. 1994, and September 29. 1994 1.3 (To plan joint inservices for administrators, teachers and instructional assistants.XN) 2G 07/01/94 07/01/94 08/10/94 07/01/94 06/30/95 06/30/95 35% 06/30/95 Assoc Supt for Educational Programs (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) Draft sulanitted to Board .1.1 (Schedule and minutes of all meetings) 1.2 (Roster of participants and minutes of meetings) 1.3 (Roster of participants and evaluations of inservices)Page: 10 Program Seq f: 02 Revision Date: Program Name: Four-Year Old Program October 31. 1994 Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To combine the efforts of the LRSD. P.C.S.S.D.. N.L R.S.D , Head Start and other entities Io provide quality early childhood esperiences to as many disadvantage students in the city of Little Rock. Plan ReTerence Page Number LIO(N) LIO (N) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.4 (To plan joint parent involvement activities.MN) 1.5 (To use a student referral system allowing parents on a waiting list to know about vacancies.)(N) 1.6 A representative from the Little Rock School District Student Assignment Office will meet each year with parents from both programs to review the kindergarten assignment orocess The amual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. 27 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 (LRSD Supervisors and PCSSD/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors arxi PCSSD/NLRSD and Headstart Supervisors of ECE programs) 1.4 (Roster of partici^nts and evaluations of inservices) 1.5 (List of vacancies each entity has.)Page: it Program Seq *: 02 Revision Date: October 31. 1994 Program Name\nFour-Year Old Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Goal: To combine the efforts of the LRSD, P.C.S.S D , N.L.R S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.7 Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early childhood programs. These students will be identified in the Little Rock School District mainframe cowputer system according to their respective programs. 07/01/94 06/30/95 1.7 At the end of each year for grades K-3. these students will be monitored on the basis of standardized tests. criterion-reference tests. EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an arvtual basis, prior to the lirmii of the following school year, and make prograwnatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early chi Idhood Pro^|ram8^ 28PrograB Seq 9i 03 Profraai Nene: Academic Support Program Pragraa Cede: 10 Progran DcKriptloa: District Geri Support: Program Geri: Flan References: Program Budget: YTD Expenditures: Related Functioa Codes: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Prbury Leader: Eatelle Matthia Seceadaiy Leaden Page: 1 RerisiM Date: November 17. 1994 AdamB/Parker/Olaigow N m,mxl ^^ofAcmlemk Support IVogr,^ - The num, of ,11 diaria mmedi.lion prugrum. will be Aewfemfc Support Progmm.. All mhool progmm, will be loc.led eech mhool rile, except MeUopoliun Vocitwnal-Tee^l Eduction Center. Purpoxe - The purpom of the Acmiemic Support Pnigmm i. Io provide upport for pertkipeting rtudenu in one Ihmugh twelve in the etc, of meding. Ui^ge M end \u0026gt;clhem.l.c.. Th, pt^nm remforte. end enhance. Ae ecedemic echievemenl of three letgcled audenU. The wpport will be provided by certified reding .pecieline. Englidi end melhemetic. lecher, in the leguler cleuroonu, eddilmcl rle\u0026gt;. and laba. Scope and Content - The Academic Support Program offer, a variety of ppiiona Io the individual achool. for providing accelerated leading/l.nguagc ana and mathematic. Icmint expencncr. fc rtudenu idenlified through a proceu uring multiple criteria. The progum i. chenmurized by providing either direct or indirect urvice. to identified rtudenu Ihmugh additional claaae. oo.ll.. cl... .izc or tn-cl.n auirtance .1 the rtxondant level and inelau aarirtance or limiud pull-out el Ihe elememery level. Pert\u0026gt;cipnntx/Benefici.rie. - Terget rtudenu eie inilielly identified ftom the rtudenl populetion Korin in the' ^1 rtudenl eueumera. Muhiple criuiie. including rtudenl gude., lecher recommendeliona. end rtudenl record, eu umd Io mlccl rtudenU ftom Ihe eligible population Io perticipeu in the Academic Support Program. \" (I) Implement integrated educational programa that wilt ensure that all students grow academically, socially and emotionally with en\u0026lt;\u0026gt;hasia (2) Develop and maintain a staff that is well-trained and motivated. (3) Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. (4) Provide a safe and orderly climate that is conducive to leaming for all students. aizea, on bsNC and academic enrichment while closing disparities in achievement. (5) The Little Rock School Boerf. idminiitntiofi, cuff, and uudenu will demonitnle in their day to day hehavior that they accept each individual at a valued contributor to aociety and view cultural divetaily amom tudenta. atafT and the annuminitv aa a valiod Mamiwr\u0026gt; aenzun aukSola wa\u0026gt;w a.zzaaa\u0026lt;waa.a:aw a..... _-_ r_a*., a  ___ students, staff community as valued resource upon which our community can draw as we prepare for the 21 st Century. (6) Ensure that equity occurs in all phases of school activities and operations. The goal of the Academic SuppoB Piogiam ia to provide equitable language ana and malhetnatica leaming experiencet for all atudenla in the mainstream aening by aupporting them with the iiutnictional and technical auistence needed to reduce the leaming diqjarity. LP 1-20 $1,615,303.00 $209,511.74 1st Qtr Expend: 2iid Qtr Expend\n$209,511.74 3rd Qtr Expend: 4tli Qtr Expend: FTE48.0 2.9Program Seq f: 03 Pregram NBe: Academic Support Program Pragran Code: Program Goal: Flan Reference Page Number March 19, 1993 Revised Academic Support Program P 1 p4.13 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Eetelle Matthie Secondary Leader: Page: 2 Rerision Date: November 17, 1994 Adame/Parfcer/Glaagow Tile rxl of the Aculemk Support Pro,nm i\u0026gt; Io provide equiuble laiisuage art. and mathematica leaniins experiencea for all atudeiua in Ihe mainaUeamed aetling by aupporting (hem with the inalnictional and leehnical asairtance needed Io reduce the learning disparity. Objectiva Strategies Begnming Date Completion Date Responsibility Evahiation Criteria 1. To identify and serve students who are at-risfc in language arts and mathematics. 07/01/94 06/30/95 Local Kbool teams 1. (Print-out of eligible students is provided to local school learns. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) 1.1 Explain the Academic Support Program options to local Khool administraton. A. Lanuagae Arte Plus and Math Plus and traditional in-class support. 1.2 Provide an overview of how all the individual Academic Support Programs will be coordinated for continuity of services to children and efRcient use of resources. -Alt tchoole will implement the Board-approved uniform curriculum. 30 07/01/94 07/01/94 07/01/94 06/30/95 09/30/95 06/30/95 Associate Supt. for Curriculum Associate Supt. for Curriculum, Director of Federal Programs, Curriculum Supervisors 1.1 (Schedule of meeting.) 1.2 (Observation reports and sUff development activities records are on file.)Page: 3 Prograa Seq 9: 03 Rensioa Date: November 17, 1994 Proqraa Na\nAcademic Siq\u0026gt;port Program Progm Cede: Prteiary Leaden Eatelle Matthia Secondary Leaden Adama/ParkerZGIasgow Program Gaal: Hk fotl or the Academic SuppoK P^iam ii lo picide equhaUe linguaje ana and mathemalica learning eapetiencea for all itudenu in die mainalieained aeniog by nipponing them with the inatniclional and technical aaaiftance needed to reduce the learning diaparity. Flan Reference Page Number p7.10 pl3 p 11,13 p 12.13 Objectives StrMegies Bcgfaming Date Completion Date Responsibility Evaluation Criteria -The established critical attributes of die Academic Siqiport Program will be evident in each school. -The revised curriculum (K-12) has been sequentially developed and the objectives have been correlated to the skills in Arkansas Minimum Performance Test, Stanford Achievement Ten-Eighth Edition, and existing computer-auisted instructional software. -To provide for contiiwous improvement of teachers, records will be mairttained on staff development acdvhies. -New staff members will be targeted for appropriate staff development activities as well as participation in the district's \"New Teacher Initiative.* U Select the local school's appropriate Academic Support Program. (Indirect/direct/extended services) 1.4 Identify students selected for participation in each program by aehool/grade level. A. Students ideiaified and aelected. 1.5 Select staff (identify by position) responsible for defivering Academic Support Program. A. Stiff selected for 1994-95 schod year. 31 07/01/94 07/01/94 07/01/94 07/01/94 08/01/94 06/30/95 06/30/95 9/30/94 06/30/95 09/30/94 Local scbod administrators Local school teams Principal 1.3 (Selection on file at buildinglevel and in office of Director of Federal Programs.) 1.4 (Print-out of eligible students ia provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) 1.5 (Staff assignments are determined at the building level and assignments filed at (he Office of Federal Programs.)Page\n4 Program Seq f: 03 Rertsioa Date: November 17, 1994 Program Name: Acadeiruc Support Program Program Code\nPrimary Leaden Estelle Matthis Secondary Leaden Adama/Parker/Glasgow Program Gord: Th. ,0.1 of the AMdemk Support Pro,nin i, to provide equiubk langiufe art. and mathematki leatnin, experiencea for all atudenU io die mainalieained aettin, by aupportiti, them with die inaliucltofial and leclinical assistance needed to reduce the learning diqiarity. Flan ReferesKe Page Nomber p 12,13 p 13 p 7.840 P \u0026gt; Objectives Strategies Begnming Date Completion Date Responsibility Evahiatioa Criteria 1.6 Schedule the academic teams staff. A. Schedules on file at Office of Federal Programs B. Schedules posted in classrooms 1.7 Implement selected schod options at local level. A. Program options implemented 1.8 Utilize resources invested in PAL remediarion approach by reallocating staff positioas, computer hardware, software programs, and other equipment and materuds toward the new approach to remediation. A. Joint Year School Improvement Plans developed implemented. B. First Year School Improvement plans developed/implemented. 07/01/94 08/23/94 08/23/94 07/01/94 07/01.94 07/01/94 07/07/94 07/07/94 06/30/95 75% 75% 06/30/95 06/30/95 09/28/94 09/28/94 Principal Principal and staff (Principal, Coordinator of Media Services, Director of Federal Prograrru, and Curriculum Supervisors) 2. To prescribe a personalized interventioa plan for eligible students. 2. (To prescribe a pervonal education plan for targeted students.) 32 07/01/94 06/30/95 Principal and staff 1.6 (Schedules are developed listing teams contact time, number of students served, and other variables associated with the teams reapoiuibilities.) 1.7 (Schedules of targeted students reflect inq\u0026gt;lemenla(ion of the selected school option(s).) 1.8 (Technology Departments inventory and schedules of staffing reflect reallocations of resources.) 2. (Penorul education plaru of targeted students reflect inqtlementation of the selected school option(s).)Page: 5 Program Seq f: 03 Reriaioa Date: November 17, 1994 Program Name: Academic Support Program Program Cede: Primary Leaden Eatelle Matthis Secondary Leader: Adams/Parker/Glaigow Program Goal: Um (0,1 of Ihe Aclemie Suppoit Prognm ie Io provide equiuble langoege eiu end milhemiliei leamim experiencea for aO atudema in the mainaUeamed aelting by anpponing them with the inatioclional and leehnical asnstance neoded to reduce the learning disparity. pl4 Ran Reference Page Number Objectives Strategies Beginning Date Completioa Date Responsibility Evaluation Criteria 2.1 Cluster schools and develop a staff developmeot schedule for curricnium clusters. 2 J Begin training staff responsible for defivering each Academic Support Program. A. Workshops -Applied Math I and II - State training Harcourt Brace Inservice for Principals Pre-School Elementary Language Arts Curriculum Inservice Pre-School Elementary Classroom Teacher Harcourt Brace Inservice -Pre-School Secondary English aitd Language Arts Plus Inservice Pre-School Elemerttary Pre-School Secondary Math Plus Inservice Elementary Reading Teacher Inservice -Chapter 1 Record Keeping Harcourt Brace Reading Department Inservice -Secoixlary Math CoutKil 33 07/01/94 07/01/94 08/02/94 08/03/94 08/15/94 08/16/94 08/16/94 08/15/94 08/16/94 08/31/94 09/01/94 09/02/94 09/13/94 06/30/95 06/30/95 08/04/94 08/03/94 08/15/94 08/16/94 08/16/94 08/16/94 08/16/94 08/31/94 09/01/94 09/02/94 09/13/94 Directors of Staff Development and Reading\nSupervisors of Language Arts and Mathematics Directors of Staff Development and Reading\nSupervisors of Language Arts, Mathematics and IRC Specialists 2.1 (Staff development schedule on file.) 2.2 (Staff training for participants will include program administration (student selection process, recordkeeping, progress reports) instructiorul strategies, parental involvement, and others.)Page: 6 Program Seq /: 03 RerisiOD Date: November 17, 1994 Program Name: Academic Support Program Program Code: Primary Leader: Estelle Matthis Secoodaiy Leaden Adams/Parker/Olasgow Program Goal: The goal of the Academic Support Program is to provide equitable language arts and mathematics learning experiences for all s\u0026amp;idents io the mainstreamed setting by supporting them with the instructional and technical assistance needed to reduce the learning disparity. pM Flan Reference Page Number Objectives Strategies Bcgnmiiig Date CompletioB Date Responsibility Evahution CrReria -Harcourt Brace Inservice for Grade 4, 5, and 6 Teachers -Harcourt Brace Inaervke for Grade 1, 2, and 3 Teachers -Secondary Academic Support Math Teachers Inservice - Math Plus 2 J Monitor the impiementation of above. 2.3 (Monitor the inqilementation of the Academiq Support Program options. These progiatiu may vary from year-to-year.) A. On site visits made to elementary and secondary schools by staff 2.4 Monitor instruction and learning in Academic Support Program settings on a regular basis and observe to determine\n(39/19/94 09/20/94 09/27/94 07/01/94 (Xi/ri/94 07/01/93 09/19/94 09/20/94 09/29/94 06/30/9S 15% 06/30/94 Principals, districtwide staff development team, and computer specialists (Principals, districtwide staff development team, curriculum supervisors, IRC specialists) Principals 2.3 (School visits/observations are made to provide feedback (oral/written) to trained staff.) Teacher observations and evaluations on record. -Teachers involving students in a variety of classroom activities that address learning styles and cultural diversity. 34Page: 7 Pregran Seq f: 03 RcrisiM Date: November 17, 1994 Prografli Name: Academic Support Program Program Code: Primary Leaden Eatelle Matthia Secondary Leaden Adama/Parfcer/Olaagow Program Goal: The (Oal of the Acedemic Support Progreoi ie Io provide equiteble lio(uage erts end mathemitici leanunt experiencee (be dl inideoU in Ihe meimtreained eeuini by ipporting them with the iiutniclioael and lechmcal aaaiataiKe needed to reduce the learning diaparity. Plan Reference Page Nnmber Objeedvee Strategies Bcgtaaiiig Date Completioa Date ResponsSiility Evalaatioa Criteria p 7.9,10,19 -Teacken sdecting methods and strategies that caphalixe oa students interests and cxperieKCS. -Teachers demonstrating creativity and resonrcefuhiess m delivering instmetioa. -Teachers utniring effective classroom strategies, such as tntors, smaO-group instniction, and extended day/wech programs, to matntain the gains students have made. -Teachers interacting with students hi a caring manner. -Teachers recording of students* data that shows increased student achievement and social skills (letter and citizenship grades, standardized test scores, attendance). pT.15 p 7,10.15 2 J Provide technical assistance and maintenance workshops as needed in the above staff development areas. A. Technical assistance has been provided to elementary attd secondary schools. 2.6 Schedule school based meetings to assess program effectiveness. 35 07/01/94 08/23/94 07/01/94 06/30/95 15% 06/30/95 Principab, district- wide staff development team, and computer specialists (Principals, districtwide staff development team, curriculum superviaors, IRC specialists) Prindpol 2.4 (Requests for technical assistance are documented and evaluated. Feedback related to iir^rovement or change ia recorded.) 2.5 (Records of dates of meetings and participaitts, minutes of meetings, and issues related to program effectiveness are maintained.)Page: 8 Progma Seq /: 03 Rerinoa Date: November 17, 1994 Progran Name: Academic S(q\u0026gt;poft Program Program Code: Primary Leader: Eatelle Matthia Secondary Leaden Adams/Pa rkerZGIasgow Program GimI: The r-l of the Acedemic Support Progrem ii to provide equitable language arta and mathematica leaming experience! for all atudenla in the mainatieamed aetting by aupporting them with the iiutnictional and technical asnstance needed to reduce the learning diq\u0026gt;arity. Flan Reference Page Number Objectives Strategies Begnuung Date Completioa Date Responsibility Evahution Criteria p to,IS p 10.15,1940 3.1 Collect appropriate data for end of school program evaluation, mchiding pre and post standardixed test scores, student grades and attendance, samples of student work, and parent/teacber/student recommendations. 34 Analyze the above data to evaluate prt^ram effectiveness te meeting its particular programmatic goals and objectives of remediating student achievement and contributing to the overall reduction of disparity between Mack and white students. 3G 07/01/94 07/01/94 06/30/9S 06S0/95 Principal and staff\nDir. of Federal Programs Associate Supt. for Cnrriculum, Assistant Supts., Curriculum Supervisors, and Principals 3.1 (Individual student folders that include a systematic collection of student work, pre and post standardized test acores, grades, and lecommendationa to provide individual/group/school progreii are maintained for continuous student and program progress.) 34 Academic Support Programs win be successfully operating in an district scbocds as evidenced -by: Increased student achievement. Improvement on standardized test scores. Increased numbers of students moving to the next quartile. Increased number of students moving above the 50th percentile. -Grade distribution reports (by semester) reflecting an increase in letter grades of *C\" or better in the core areas for each student. -Grade distribution reports (by semester) by class and grade level reflecting an increase h attainment of letter grades of \"C\" or better h the core areas. -Improved attendance for targeted students.Page: 9 Prograai Seq f: 03 Rerisioo Date: November 17, 1994 Prograai Naaie: Academic Support Program Prograai Code: Primary Leaden Eatelle Matthii Secondary Leaden Adami/Parkcr/Glaigow Program Goal: The foil of the Acidemic Support Prognm i. to provide equiuble lenguage erti end mithemitici leiruing experience, for ell Budeou in the meiiubeemed eetting by Bipporting them .ith the inrtnicliouel .nd .-b-te-i aui\u0026lt;lrw*d. (n lk Uurmins .i:_evi.o rr -0 Mrvuluwai aiiialance needed to reduce the learning diiparity. PW p5 Plan Reference Page Number t pUO Objectives Strategies Begfamiiig Date Completion Date Respcmsibiltty Eralnatioa Criteria 3 J Identify modification for the Academic Support Program for 1993-94. A. Math Plus initiated in regular math, pre-albegra, algebra 3.4 Support and extend learning opportunities for students by making available to targeted students before-school, at hincb, after-school, and periodic extended weeks computer lab instruction. 07/01/94 07/01/94 07/01/94 0630/95 0930/94 0630/95 4. To provide parents the knowledge and skills needed to promote tbe education of their children at home and at school. 07/01/94 0630/95 4.1 Assist parents in obtaining the knowledge and skills needed to promote the education of their children at home and at school through: * Providing timely infoimation regarding students' achievement and behavior.  Involving them in infoimative and effective conferoKes concerning their childs education.  Involving parents as partners in tbeir childs educational process. A. Provided parent/teacher support al five (5) schools\nconducted six (6) parent meetings B. Parent Involvement meetings with Key Facilitators and/or Executive Council 37 07/0134 07-05-94 07-11-94 0630/95 09-30-94 09-24-94 Associate Sept, for Curriculum, Assistant Supts., Curriculum Supervisors and Principals Director of Federal Programs, Principals (Principal and staff. Director of Federal Programs, * Curriculum Supervisors) (Principal and staff. Director of Federal Programs, Curriculum Supervisors) 3.3 (The 1993-94 school year will reflect modifications.) 3.4 (Schedules will reflect additional instructional services.) 4. Parental invedvement will show an increase in the numbers of parents attending parent conferences and parent training sessions and visiting schools. 4.1 (Records of parental involvement activities on file.)LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Program Seq 04 Page\nI Revision Date: November 17, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Description: District Goal Support: 1. The Multicultural Curriculum Program is designed lo provide equity and excellence in all curricular and program areas in the Little Rock School District. (6) The program is further designed to reduce the disparity that exists between black and white students in academic performances and the low representotion of black students in advanced placement courses as well as in special activities and programs. (1,6) 2. In order to achieve the components identified in the Multicultural Curriculum Program, multicultural curriculum guides will be used in all schools. Teachers will receive extensive and ongoing staff development in the use of the guides as well as training in the implementation of strategics, techniques, and activities to use to ensure that Instruction meets the cultural, academic and social needs of all children. (1.3,6) To supplement existing instructional materials focusing on cultural diversity from a multicultural perspective materails will be purchased for use in all schools and programs. 3. The participants in the Multicultural Program consists of all teachers. K-12. in core area subjects in addition to music and art teachers. Students of all social, cultural, and ethnic backgrounds will be affected the greatest by activities oudined in the Multicultural Curriculum Program. 4. Students will be provided opportunities to develop better self-esteem. 5. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups. Goal No. 1. 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. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. Goal No. 2. Develop and maintain a staff that is well-trained and motivated. Goal No. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal No. 3. The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and die community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2^ 3, 4.) To collaborate with die PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) [ Plan References: L66 - 80 1 FY Program Budget: $259,837.33 1st Qtr Expend: $45,936.67 3rd Qtr Expend: FTE YTD Expenditures: $45,936.67 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 38Program Seq I*: 04 Program Name: Multicultural Curriculum Program Code: 12 Program Goal: Plan Reference Page Number L 66 L66 L66 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: Marie McNeal To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1, 2, 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4 ) Objectives Strategies Beginning Date Completion Date Responsibility November 17, 1994 Evaluation Criteria 1. To provide teacher learning opportunities through formal course training 1.1 Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the summer and fall, 1991 1.1 (LRSD will receive announcements from local colleges/universities on proposed multicultural courses) A. Letters written, mailed to all 4 year state colleges and univenities requesting catalogue listings of multicultural course offerings. D. Catalogues listing proposed courses for the 1994-95 terms received. 07/01/94 07/01/94 07/01/94 08/11/94 (06/30/95) (06/30/95) 07/01/94 09/09/94 L76 1.2 Receive and advertise course offerings to all certified staff, including opportunities for tuition reimbursement and/or salary credit A. Course offerings advertised. 39 07/01/94 07/01/94 (06/30/95) 50% (Director of Staff Development, Subject Area Supervisors, PriiKipals) Assoc Supt.-Educ. Programs Dean of Grad. Sch. Academic Deans (Director of Staff Development) (Supervisor of Social Studies) Assoc SuptExiuc Programs Office of Human Resources 1. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 1.1 List of CoUege offerings 1.1 (The number of teachers who have received multicultural training will increase.) 1.2 Copy of information providedPage\n3 Program Seq #: 04 Revision Date: November 17, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal\nTo ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3.*4.*) L66 L66 L66 L66 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Opportunities for tuition reimbursement/salary credit outlined/identified in the LRSDs office of Human Resources and the Staff Development Department. 1.3 Identify participants in summer and fall courses 07Z01/94 07/01/94 09/30/94 (06/30/95) Employees (Director of Human Resources) 1.3 Copy of academic course completion on file in Personnel office (Office of Human Resources) 2. To develop a district-wide multicultural audio/visual resource catalogue 2. (To maintain district-wide multicultural audio/visual resource catalogue) 2.1 Review and catalogue present audlo/visuai materials related to multicultural curriculum 2.2 Purchase additional audio/visual materiab from the 1988-89 budget A. Activity completed/obligation met 40 07/01/94 07/01/94 07/01/94 (06/30/95) (06/30/95) (06/30/95) See 1993-94 PBD (Subject area supervisors) Supv of Media Services (Subject area supervisors) Supv of Media Services (Subject area supervisors. prifKipals) 2. (Multicultural resources will be used for classroom instruction) 2.1 Current catalogue listing 2.1 (Copies of updated multicultural audio/visual catalogue will be distributed) 2.1 (Multicultural materials will be checked out and used by instructional staff in the schools) 2.2 Requisition material 2.2 (Materials ordered, received, and catalogued for distribution/use)Program Seq #: 04 Page: 4 Program Name: Multicultural Curriculum Revision Date: November 17, 1994 Program Code: 12 Primary Leader: Estelle Matthis Program Goal: To ensure educational equity in the elementary and secondary curriculum and _ - - - y ----------------  VJ QIIUIC To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. L 66 L66 L66 L67 L67 L67 Secondary Leader: Marie McNeal program areas. (Applies to entire document except for page 76. objectives 1,2,3. 4.) (Applies only to page 76, objectives 1, 2, 3, 4^) Plan Reference Page Number Objectives Strategies 2.3 Identify and catalogue other resources for multicultural audio/visual materiak, i.e., AR Dept of Education, LR Public Library, AR Library Commission 2.4 Revise, print and distribute multicultural audio/visual resource catalogue for the LRSD A. Activity completed/obligation met 2.S Place initial supplemental order for multicultural audlo/vkual materiak from tbe 1989- 90 budget A. Activity completed/obligation met Beginning Date 07/01/94 07/01/94 07/01/94 Comfdetion Date Responsibility Evaluation Criteria (06/30/95) (06/30/95) See 1993*94 PBD (06/30/95) See 1993-94 PBD Supv of Media Services Superv of Media Services Media Specialists 2.3 2.4 2.4 Completed catalogue Distribution of catalogue (Multicultural materials will be checked out by schools) 2.5 Requisitions submitted 2.5 (Materials are available for check-out/use) 3. To plan and im|dement tbe Instructional Materiak Fair (Multicultural) 3. (To supply information about multicultural materials for purchase to teachers, parents and the community) 3.1 Involve a team of parents, community resources, and teachers in detailed planning for tbe Fair-specifle dates, time, place and format-to be held as a component of 1988-89 pre-scbool conference 3.1 (To plan and implement the Instructional Multicultural Materials Fair for current term) 3.2 Identify national and local vendors of multicultural instructional materiak 41 07/01/94 07/01/94 07/01/94 (06/30/95) (06/30/95) (06/30/95) (Assoc Supt for Educational Programs) (Supv of Media Services) Assoc Supt for Educational Programs (Supv of Media Services) Assoc Supt for Educational Programs 3. (Multicultural materials will be used by instructional sta^ in all schools) 3. (Evaluate the effectiveness of tbe Multicultural Fair) 3.1 Implementation Plan 3.1 (Involved input from parents, community, and teachers) 3.2 Completion of mailing list 3.2 (Major suppliers of multicultural materials will be invited to exhibit at the Fair)Page: 5 Program Seq #: 04 Revision Date: Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal November 17, 1994 Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies lo entire document eaceot for page 76 objectives 1 2 3 4 1 Ta r^rsll Akazame* aarsth DT^CCrX Avav4 KTt OOrx _1^.. .a ___j -    sat Sll_ !_\u0026lt; ' Ft---------- avww.aaaraaa area VUJCVllVCft 1 , at, J, To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives I. 2. 3. 4.) L67 L67 L67 L67 L 67 L 68 L68 L68 Pbn ReferetKe Page Number Objectives Strategies 3.3 Establish pre-school conference dates and extend Invitation to vendors 3.3 (Establish date for Fair) A. Fair date established as 12/01/94 3.4 Conflrm Fair participants 3.5 Acquaint principab and central office staff with plans and Fair relationship lo desegregation efforts 3.6 Conduct media campaign for Fair to staff and parents 3.7 Host tri-district \"Instructional Materials Fair\" 3.7 (Host the Multicultural Fair rotating the site among the three districts) A. LRSD will host the Fair for the 1994-95 term Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/94 09/30/94 07/01/94 07/01/94 07/01/94 07-01-94 09/30/94 (06/30/95) 09/30/94 06/30/95 (06/30/95) (06/30/95) (06/30/95) 09/30/94 4. To develop criteria for textbook review and adoption 4.1 Revise Board policy for textbook adoption A. Activity completed/obligation met 4.2 Identify an ad hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members) 42 07/01/94 07/01/94 07/01/94 (06/30/95) (06/30/95) See 1993-94 PBD (06/30/95) Executive Staff Assoc Supt for Educational Programs Supv of Media Services Assoc Supt for Deseg and Schools Supv of Media Services, Dir of Communications Assoc Supt of Educational Programs working with committee (Assoc Supt for Curriculum. Subject Area Supervisors) Assoc Supt for Educational Programs Assoc Supt for Educational Programs 3.3 Conference scheduled 3.3 (Fair date placed on District master calendar) 3.4 3.4 3.5 3.5 Confinnation (List of participating vendors) Stafi agenda (Staff can relate Fair to the Districts desegregation efforts) 3.6 Publicity 3.6 (Fair is advertised to the public) 3.7 Validate Fair participation 3.7 (Materials ordered/purchased) 4. (Criteria checklist implemented by textbook committees) 4.1 Approved criteria 4.2 Roster of committee members- Program Seq #: 04 Hage: 6 Program Name: Multicultural Curriculum Revision Date: November 17, 1994 Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I, 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3.'4.) L 68 L68 L68 L68 L68 Plan ReferetKe Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Activity completed/obligation met 4.3 Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks 4.3 (Textbooks on the approved Arkansas State Department of Education's textbook list are free of sex/race bias) A. Activity completed/obligation met 4.4 Submit revised policy and criteria to the Board of Directors for first reading A. Activity completed/obligation met 4.S Adopt policy on textbooks A. Activity completed/obligation met 4.6 Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks\" A. Activity completed/obligation met 4.7 Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption 43 See 1993-94 PBD 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) Assoc Supt for Educational Programs (Arkansas State Dept, of Education) Superintendent Assoc Supt for Ed Progs LRSD Board of Directors Assoc Supt for Educational Programs (Curriculum Supervisors) Assoc Supt for ELducational Programs (Curriculum Specialists) 4.3 Schedule of meeting and agenda 4.3 (Textbooks selected will be free of sex/race bias) 4.4 4.5 4.6 4.6 Board agenda Board agenda Monitoring (Textbooks are free of sex/race stereotypes) 4.7 Board approval 4.7 (Criteria checklist was used for textbook selection)Page: 7 Program Seq f: 04 Revision Date: November 17, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementaty and secondary curriculum and program areas. (Applies to entire document except for page 76 obiectives 1 2 3 4 ) Tn nnlliknmln !.- D/'CCn __I .t._ Ml UPrx *__________I.- . . . . . - .   * * \u0026lt; t ! \u0026gt; To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. obiectives 1. 2. 3. 4.) L69 L69 L69 L69 L69 Plan Reference Page Number Objectives 5. To develop and implement a multicultural curriculum for pre-kindergarten through grade 6 5. (To implement the LRSD curriculum, K-6, which is multicultural) Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/94 (06/30/95) (Principals. Teachers, Asst. Supts.. Curriculum Supervisors) 5. (Observation of curriculum implementation during classroom visits/teacher conferences) 5. (Improvement in student performance and assessment of attitude regarding learning) 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be Included in a multicultural curriculum A. Activity completed/obligadon met 5.2 Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). A. Activity completed/obligadon met 5.3 In cooperation with the lead consultant, the Division of ELducational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion A. Activity completed/obligadon met 5.4 Develop expectations for members participating on multicultural curriculinn A. Activity completed/obligadon met 44 07/01/94 07/01/94 07/01/94 07/01/94 (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) Sec 1993-94 PBD Assoc Supt for Educ Prog Assoc Supt for Desegregation Assoc Supt for Educational Programs Lead Consultant Assoc Supt for Educational Programs Lead Consultant Assoc Supt for Educ Programs 5.1 Transcript of suggestions 5.2 Contractual commitment for the 1988-89 school year (Dr. James A. Banks was used) 5.3 Timeline/checklist (Timeline included in this document 5.5 - 5.17) 5.4 Expectations 5.4 (Contractual agreements with curriculum writers)Program Seq f: 04 Page: 8 Program Name: Multicultural Curriculum Revision Date: November 17, 1994 Program Code: 12 Primary Leader: Estelle Matthis Program Goal: Secondary Leader: To ensure educational eqm^ to th\u0026lt;i elementary and secondary curriculum and program areas. (Applies to entire document eacent for nage 76 nhiertiv,. I ora) To collaborate with the PCSSD and the NI.R.9D tn nmmnf* miiifir'iaihami ....ei __j___\u0026gt;______ __ . .    f Marie McNeal L69 L69 L70 NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2.*3.*4.) Plan Reference Page Number Objectives Strategies 5.5 Identify curriculum committee members and contract for services: 8 - Health/Science 5 - Musk 14 - Reading/Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 5.5 (All core curriculum areas were involved in die development of guides) 5.5 (Curriculum areas revised were: Reading. Language Arts, Social Studies. Math, and Science) A. Activity completed/obligation met B. Mathematics cuiriculum was revised according to state mathematics framework 5.6 Obtain multicultural curriculum unit* from models used in other cities A. Activity completed/obligation met 5.7 Develop expectations for use of local resource consultant in multicultural curriculum development A. Activity completed/obligation met 45 Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/94 07/01/94 07/01/94 07/01/94 (06/30/95) Assoc Supt for Educational Programs 5.5 Identification of committee members See 1993-94 PBD 09/15/94 (06/30/95) Assoc Supt for Educational Programs 5.6 Copies of multicultural materials distributed to committee members See 1993-94 PBD (06/30/95) Assoc Supt for Educational Programs 5.7 List of expectations See 1993-93 PBDPage\n9 Program Seq #: 04 Revision Date: November 17, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1. 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) L 70 L70 L70 L70 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.8 Secure the services of six (6) local resource consultants to serve on the district wide curriculum development committee A. Activity completed/obligation met 5.9 Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to Include (a) understanding the rationale, trends, and goals multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicullh' \u0026gt;1 urricuhun A. Activity completed/obligation met 5.10 Conduct task comiHetion monitoring as identifled In timeline A. Activity completed/obligation met 5.11 Operatioiulize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members) A. Activity completed/obligation met 4G 07/01/94 07/01/94 07/01/94 07/01/94 (06/30/95) See 1993-94 PBD (06/30/95) Sec 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD Assoc Supt for Educational Programs Assoc Supt for Educational Programs (Curriculum Supervisors) Div of Educatioiul Programs (Assoc Supt for Educational Programs) Assoc Supt for Educational Programs 5.8 Contract services of consultants 5.9 Participants written evaluation 5.9 (Original inservice completed\nongoing inservice will be documented and evaluated by participants) 5.10 Implementation of monitoring instrument 5.11 Agenda of each meetingProgram Seq #: 04 Page: 10 Program Name: Multicultural Curriculum Revision Date: November 17, 1994 Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Program Goal: To ensure educational equity in Ilie elementary and secondary cumculutn and progtam areas. (Applies to entire document except for page 76 obiectives 1 2 3 4 1 To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only Io page 76. obiectives 1, 2. 3, 4.1 Marie McNeal L70 L70 L70 L 70 Plan Reference Page Number Objectives Strategies 5.12 Review and edit the comprehensive guides in each content area at each grade level A. Activity completed/obligation met 5.13 Type and print all guides A. Activity completed/obligation met B. Revised Math, Language Arts and Foreign Language curriculum guide typed and printed 5.14 Conduct inservice for all elementary principals and teachers A. Inservice provided to all K-6 teachers during Preschool Conference Cluster Meetings for revised Language Arts, Math and Reading Curriculum 5.15 Involve priiKipals and teachers in ordering multicultural materials from local building budgets: a. Make available materials catalogues to building level principals b. Order and acquire materials based on curriculum to be taught 47 Beginning Date 07/01/94 07/01/94 08/01/94 07/01/94 08/15/94 07/01/94 Completion Date Responsibility Evaluation Criteria (06/30/95) Assoc Supt for Educational Programs 5.12 Implementation of guides See 1993-94 PBD (06/30/95) Assoc Supt for Educatioiul Programs 5.13 Guides completed 5.13 (Guides delivered to schools) See 1993-94 PBD 08/12/94 (06/30/95) 08/18/94 (06/30/95) 25% Assoc Supt for Educational Programs (Curriculum Supervisors) Assoc Supt for Educational Prog Elem Teachers Principals Principals 5.14 Agenda 5.14 (Curriculum implementation) 5.14 (Inservice on revised curriculum is ongoing) 5.15 Acquisition of materials 5.15 (Instructional materials representing diverse groups will be present in ail schools)Page: 11 Program Seq #: 04 Revision Date: November 17. 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1, 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. obiectives 1. 2. 3. 4.) L70 L70 L72 L72 Plan Reference Page Number L72 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5.16 Extend inservice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, art, and music) A. Curriculum inservice extended in all curriculum areas and programs 5.17 Host three (3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum A. Activity completed/obligation met 07/01/94 08/15/94 07/01/94 (06/30/95) 25% (06/30/95) See 1993-94 PBD Assoc Supt for Educational Programs Division of Educational Programs 5.16 (Inservice on revised curriculum is being offered through minicourses and building meetings during the 1993-94 school year) 5.17 Isogram and roster of participants 5.17 (Assessment of multicultural education during parent conferences) 6. To develop and implement a multicultural curriculum for grades 7-12 (To implement the revised curriculum 7-12, which is multicultural) 6.1 Verify secotKl year contract of national expert in multicultural curriculum A. Activity completed/obligation met 6.2 In cooperation with the lead consultant, the Division of Educatioiuil Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for last completion 48 07/01/94 07/01/94 07/01/94 (06/30/95) (06/30/95) Sec 1993-94 PBD (06/30/95) (Principals, Teachers. Asst. Supts.. Subject Area Supervisors) Div of Educational Programs Assoc Supt for ELducational Programs 6. (Observation of curriculum implementation during classroom visits/teacher conferences) 6. (Improvement in student academic performance and assessment of attitude regarding learning) 6.1 Contractual commitment entered into for second year (Dr. James A. Banks was used) 6.2 Timeline completed (Timeline included in this document 6.5 - 6.19)Program Seq f: 04 Hage: 12 Revision Date: Program Name: Multicultural Curriculum November 17, 1994 Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1. 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) L72 L72 L72 L73 Plan RefereiKe Page Number Objectives Strategies A. Activity completed/obligation met 6.3 Plan and hold at least three (3) public meetings to receive suggestions from patrons in areas of mutti-curriculum and programming A. Activity completed/obligation met 6.4 Develop expectations for member partkipation on multicultural curriculum committee A. Activity completed/obligation met 6.5 Identify secondary curriculian committee members and contract for services: 4 4 4 4 Reading Librarians Math Science 12 English 12 Social Studies 4 Musk 4 Art A. Activity completed/obligation met 6.6 Obtain multkultural curriculum units from models used in other districts A. Activity completed/obligation met 43 Beginning Date Completion Date See 1993-94 PBD 07/01/94 07/01/94 07/01/94 07/01/94 (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD Responsibility Assoc Supt for E)ducational Programs Assoc Supt for Educ Programs Assoc Supt for Desegregation Assoc Supt for Educ Programs Assoc Supt for Desegregation Assoc Supt for Educ Programs Evaluation Criteria 6.3 Suggestions received, reviewed, and considered 6.4 List of expectations 6.4 (Contractual agreements with curriculum writers) 6.5 Contractual implementation for each committee member 6.6 Secure muhicultural currkulum units for committee membersftge: 13 Program Seq f: 04 Revision Date: November 17. 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) L73 L73 L73 L73 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.7 Develop expectations for use of local resource consultants in multicultural curriculum development A. Activity completed/obligation met 6.8 Identify secondary social studies, music, and art committee: 1991: 1992: 1993: 19 teachers: 11 teachers: 11 teachers: 7 social studies 6 music 6 art 3 social studies 4 music 4 art 3 social studies 4 music 4 art A. Activity completed/obligation met 6.9 Secure the services of eight (8) local resource consultants to serve on the district wide curriculum develo|Mnent committee A. Activity completed/obligation met 07/01/94 07/01/94 07/01/94 (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD Assoc Supt for Educ Programs Assoc Supt for Educ Programs Supervisor of Social Studies (Supervisor of Social Studies. Teachers in identified areas. Assoc. Supt) Assoc Supt for Educational Programs 6.7 Develop expectations 6.8 Roster of committee (Guides for social studies, music and art with a multicultural focus will be implemented in LRSD classrooms) 6.9 Contract for services agreement entered into Phase In Multicultural and learning (social studies, music, and art) (Needs to be deleted from this column) (Implemented after the identification of committee memben. 6.8) 6.10 Conduct inservice session or \"Methods for Developing MulticuHural Learning Strategies\" to include (a) understanding the rationale, trends, and goals of multicultural curriculum and (b) establishing procedures for developing a multicultural curriculum 07/01/94 (06/30/95) Assoc Supt for Educational Programs Supervisor of Social Studies 6.10 Roster of participants 50Program Seq #: 04 Page: 14 Program Name: Multicultural Curriculum Revision Date: November 17. 1994 Program Code: 12 Primary Leader: Estelle Matthis Program Goal: Secondary Leader: L74 L74 L74 L74 To ensure educational equity in the elementary and secondary curriculum and Marie McNeal program areas. (Applies to entire document except for page 76. objectives 1, 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1, 2.'3.4.') Plan Reference Page Number Objectives Strategies A. Activity completed/obligation met 6.11 Conduct last (ask completion monitoring ay Identified in timeline A. Activity completed/obligation met 6.12 OperatloruUze (be curriculum development timeline (monthly) meetings with specific dates developed in cooperation with committee members A. Activity completed/obligation met 6.13 Review and edit tbe comprehensive guide for each content area at each grade level (social studies, music, and art) A. Activity completed/obligation met 6.14 Type and print all guides for social studies, music, and art A. Initial activity completed/inidal obligation met 51 Beginning Date Completion Date See 1993-94 PBD 07/01/94 07/01/94 07/01/94 07/01/94 (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD Responsibility Assoc Supt for Educ Programs Supervisor of Social Studies (Teachers in identified areas, Assoc. Supt. for Curriculum) Assoc Supt for Educational Programs Assoc Supt for Educ Programs Supv-Soc Studies Evaluation Criteria 6.10 (Original inservice completed. Ongoing inservice will be documented and evaluated by participants) 6.11 Tasks completed in accordance with timeline 6.12 Meetings held according to timeline 6.12 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) 6.13 Review and edit guides 6.13 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) 6.14 Guides typed and printed 6.14 (Guides for social studies, art and music widi a multicultural focus will be implemented in LRSD classrooms)Page: 15 Program Seq I'\n04 Revision Date\nNovember 17, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3, 4.) Plan Reference Page Nimiber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Revised Language Arts and Mathematics guides typed and printed 07/01/94 08/12/94 L74 6.15 Conduct inservice for all secondary administrators and teachers 07/01/94 (06/30/95) Assoc Supt for Educ Programs 6.15 Monitoring of inservice 6.15 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) A. Inservice provided to Language Arts. Math and Foreign Language secondary teachers during pre-school conference and at September council meeting for revised curriculum 08/15/94 09/30/94 L74 L74 6.16 Involve principals and teachers in ordering multicultural materials from local building budgets: (a) Make available materials catalogues to building level priiKipals (b) Order ar*d acquire materials based on curriculum to be taught 6.17 Monitor the use of curriculum guides A. Periodic curriculum monitoring being implemented in all content areas B. Eisenhower math atxl science specialists and the math/science supervisory staff monitored schools for the use of the mathematics and scieiKe curriculum guides. 52 (07/01/90) 07/01/94 08/22/94 07/01/94 (06/30/95) (06/30/95) 25% 25% Assoc Supt for Educational Programs Principals Area Supervisors 6.16 Materials purchased 6.16 (Instructional materials representing diverse groups will be present in all secondary schools) 6.17 Schedule/Documentation 6.17 (Observation of curriculum implementation during classroom visits and teacher conferences) 6.17 (Improvement in student achievement and attitude toward self and learning)Page: 16 Program Seq #: 04 Revision Date: Program Name: Multicultural Curriculum November 17. 1994 Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76 obiectives 1 2 3 4 1 Tn rnllahnrat* wirh th* DT'CCrt *aaa1 ak* KI I DPn ____________ __.j. _______r.. . t t t -t To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. obiectives 1. 2. 3. 4.) L75 L75 L76 Plan Reference Page Ntunber Objectives Strategies 6.18 Extend inservice through scheduled district level regular council meetings (reading, English, social studies, science, art, and music for the secondary level) A. Curriculum inservice extended in all curriculum areas and programs 6.19 Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum A. Activity completed/obligation met Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/94 08/16/94 07/01/94 (06/30/95) 25% (06/30/95) See 1993-94 PBD 1. To provide staff development in the area of multicultural education 07/01/94 (06/30/95) Assoc Supt and Staff for Educational Programs Assoc. Supt. for Educational Programs (Content Area Supervisor, PriiKipals) (Director of Staff Development. Subject Area Supervisors, Principals) L76 1.1 Jointly negotiate for consultants to provide inservice for tbe districts 1.1 (Conduct staff development in the area of multicultural education) 07/01/94 (06/30/95) LRSD Assoc. Supt for Educ Programs (Director of Staff Development) 53 6.18 Agenda of meetings, roster of participants 6.18 Additional inservice will occur dirough minicourses and council meetings during 1993-94) 6.19 Program and roster of participants 1. (Multiculniral strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 1. (Academic achievement of students will improve as evidenced by report cards and standardized tests) 1.1 Contractual agreement 1.1 (Roster of participants) 1.1 (Multicultural strategies will be implemented in LRSD classrooms as determined by classroom observations and teacher conferences)Page: 17 Program Seq 04 Revision Date: November 17, 1994 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives I. 2. 3. 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2. 3, 4.) L76 Pbn Reference Page Nwnber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. To provide access to and information about multicultural materials to teachers, parents, community L76 L76 3. To provide information to staff members on the availability of graduate course work in multicultural education A. Tri-District multicultural course 'Children and Youth of African-American Literature and Music for the Contemporary Child* is currently being implemented. 2.1 Share responsibility for Multicultural Materials Fair to be held annually A. Media directors of the three districts planned fair. LRSD will host for 1994-95 school term. 54 08/25/94 07/01/94 07/01/94 08/25/94 07/01/94 25% (06/30/95) (06/30/95) 50% (06/30/95) (PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Programs. Supv of Media Serv NLRSD - Coor of Instructional Materials) PCSSD - Coor for Muhicuttural Curr Dev Dlr of Library Serv LRSD - Assoc Supt for Educ Programs Supv of Media Serv NLRSD - Coor of Instructional Materials (Director of Staff Development. Subject Area Supervisors, Principals) 2. (Teachers, parents, community will have the opportunity to attend Multicultural Materials Fair) 2.1 Schedule of vendors 2.1 (The Multicultural Fair will be jointly planned by LRSD. NLRSD and PCSSD) 3. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences)Program Seq *: 04 Page: 18 Program Name: Multicultural Curriculum Revision Date: November 17, 1994 Program Code: 12 Primary Leader: Estelle Matthis Program Goal: To ensure educational equity in the elementary and secondary curriculum and Secondary Leader: Marie McNeal L76 L76 To collaborate with the PCSSD and the NLRSD to promote multicultural program areas. (Applies to entire document except for page 76. objectives 1. 2, 3. 4.) activities and curriculum development. (Applies only to page 76, obiectives 1, 2.3.'4,) L76 Plan Reference Page Number Objectives Strategies 3.1 Write letters to institutions of higher education In tbe area concerning the need for such courses A. Activity completed/obligation met 3.1 Promote such courses to tbe staffs of each school district 3.2 (Duplication of number) A. Activity completed/obligation met Beginning Date 07/01/94 07/01/94 Completion Date Responsibility Evaluation Criteria (06/30/95) See 1993-94 PBD (06/30/95) See 1993-94 PBD 4. To Investigate the possibilities of cooperating on strategies to acquaint staff and communities with multicultural education 07/01/94 (06/30/95) PCSSD - Coor of Instructional Materials LRSD - Assoc Supt for Educational Ih-ograms NLRSD - Coor of Instructional Materials PCSSD Coord of Multicultural NLRSD Coord of Instructional Materials (LRSD Director of Staff Development. Supervisor of Social Studies) (PCSSD Coor of Multicultural LRSD Assoc Supt for Educational Programs NLRSD Coord of Instructional Materials) 3.1 Letters on file 3.1 (The number of teachers enrolled in multicultural courses will increase) 3.1 Promotional instruments file 3.2 (Duplication of number) 3.2 (The number of teachers enrolled in multicultural courses will increase) 4. (Multicultural education strategies will be used in LRSD classrooms as determined by classroom observations and teacher conferences) 4. (Assessment of community discussion/conferences, feedback from debriefing of multicultural education)Program Seq #: 04 Page: 19 Program Name: Multicultural Curriculum Revision Date: November 17. 1994 Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Program Goal\nTo en^re educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76 ohiert.v\u0026gt; i 2 3 4 ) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, obiectives I, 2.3.4.) Marie McNeal L 76 L77 L77 Plan Reference Page Number Objectives Strategies 4.1 Meet to discuss possibilities of seminary, symposiums, or other activities to promote muhicultural education among the three districts 4.1 (Plan, schedule, advertise and implement strategies) A. Met, shared outline of goals for year. Wrote Tri- District grant for classroom management workshop. 2nd grant written for discipline procedures workshop. Beginning Date Completion Date Responsibility Evaluation Criteria 07/01/94 09/13/94 (06/30/95) 35% 1. To enhance educational equity in Instructional methodology and teacher/student interaction 07/01/94 (06/30/95) 1.1 Research and share effective Ingtructlnnal strategies at regularly scheduled council and program area meetings 07/01/94 (06/30/95) A. Effective instructional strategies researched/shared at pre-school conference, council meetings and program area meetings. 08/15/94 25% B. Math manipulative were presented to compensatory education math teachers from the secondary schools. 07/01/94 09/29/94 5G PCSSD Coor of Multicultural LRSD Assoc. Supt for Educational Programs NLRSD Coord of Instructional Materials (Director of Communications, Director of Staff Development) (Curriculum Supervisors, Curriculum Specialists, Principals) Content Area Supervisors 4.1 Minutes of meeting 4.1 (Three collaborative activities will be held to inform staff and community about multicultural activities) 1. (Assessment of instruction/teacher student interaction during classroom/school observation and conference) 1. (Increase in student achievement) 1.1 Documentation within tbe Division of Educational Programs 1.1 (Assessment of implementation of instructional strategies through classroom observations and teacher conferences)Program Seq *: 04 Page: 20 Revision Date: Program Name: Multicultural Curriculum November 17, 1994 Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1,2 3 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1, 2, 3. 4.) L77 L77 L77 L77 L77 Plan ReferetKe Page Number Objectives Strategies 1.2 Purchase science supplies for teachers to facilitate the hands-on scieiKe approach A. Science supplies were ordered for the schools, bids for a larger order will be obtained during the next quarter 1.3 Purchase math manipulative for teachers to facilitate hands-on math instruction A. Math manipulative were ordered and furnished to teachers who completed Math Crusade and K-4 Crusade training 1.4 Purchase sets of trade books for teachers to facilitate the emphasis on literature and the wholeness of language approach 1.5 Provide inservice for using materials identifled in 1.2, 1.3, 1.4 A. Math Crusade and K-4 Crusade classes are being held for District teachers 1.6 Identify needs of teachers for improved delivery of instruction using student data, principal recommendation, school improvement plans, and teacher questionnaires as the basis for decision making. (Resource: LRSD Resource Staff Development Guide) 57 Beginning Date Comidetion Date Responsibility Evaluation Criteria 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 (06/30/95) 25% (06/30/95) 25% (06/30/95) 06/30/95 25% (06/30/95) Supvs of Specific Content Areas Supvs of Specific Content Areas Supvs of Specific Content Areas Supervisors of Specific Areas (Curriculum Specialists, Principals) PriiKipals, Teachers, and Content Area Supervisors 1.2 Materials purchased 1.2 (Hands-on science activities used in District classrooms) 1.3 Materials purchased 1.3 (Manipulative are used in District math classrooms) 1.4 Materials purr ha wl 1.4 (Whole language is used in District classrooms) 1.5 Documentation of participants 1.5 (Desired instructional strategies are being implemented in District classrooms as assessed through classroom observations and teacher conferences) 1.6 Observation of instruction 1.6 Disaggregation of data 1.6 (Individual Improvement Plans. HPs, reflect identified needs of teachers)Page: 21 Program Seq #: 04 Revision Date: November 17, 1994 Program Name: Multicultural Curriculum Program Code\n12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementaiy and secondary curriculum and program areas. (Applies to entire document except for page 76. objectives 1. 2. 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. obiectives I. 2. 3. 4.) L77 L78 L78 L78 L78 Plan Reference Page Number Objectives Strategies Beginning Date Comfrietion Date Responsibility Evaluation Criteria 1.7 Submit the inservice needs to tbe Staff Development Department A. Learning styles and cultural diversity * Wakefield Self-esteem Phonics Equity Guidelines - Baseline, McDermott. Bus drivers 1.8 Schedule teachers as identified for tbe appropriate inservice A. Placement is based on teacher requests and administrative recommendations 1.9 Monitor the teachers use of effective instructional and classroom management strategies A. Teacher use of effective instructional and classroom management strategies is monitored through classroom observations 07/01/94 08/10/94 07/01/94 07\\01\\94 07/01/94 08/15/94 (06/30/95) 25% (06/30/95) 25% 06/30/95 25% Principals Stair Development Department Supervisors of speciflc areas (Principals) 2. To incorporate multicultural materials into tbe instructional programs 07/01/94 (06/30/95) (Supervisors of Specific Areas, Curriculum Specialists, Principals) 2.1 Review and assess appropriate muhicutturai materials 58 07/01/94 (06/30/95) Supervisors of specific areas (Curriculum Specialists. Principals) 1.7 Staff development documentation (Needs identified in school improvement plans) 1.8 Staff development documentation 1.8 (Inservice will be provided that addresses the needs of teachers as identified in the school improvement plan) 1.9 (Assessment of implementation of strategies through classroom observations and teacher conferences) 2. (Observe implementation of materials at teacher conferences and during classroom visits) 2.1 (Multicultural materials used in District classrooms)Program Seq ft'. 04 Page: 22 Program Name: Multicultural Curriculum Revision Date: November 17, 1994 Program Code: 12 Primary Leader: Estelle Matthis Program Goal: To ensure educational equity in the elementary and secondary curriculum and To collaborate with the PCSSD and the NLRSD Secondary Leader: Marie McNeal . program areas. (Applies to entire document except for page 76. objectives 1 2 3 4 ) to promote multicultural activities and curriculum development. (Applies only to page 76, obiectives 1. 2.3.4.) L78 L78 L 78 L 78 Plan Reference Page Number Objectives Strategies A. Initial activity completed/initial obligation met B. Periodic review of appropriate multicultural material library conducted 2.2 Identify and suggest multicultural material to be purchased at local school level by content and grade A. Initial activity completed/initial obligation met B. Multicultural materials identified and suggested for purchase periodically 2.3 Schedule workshops on use of materials (where appropriate) A. Initial activity completed/initial obligation met B. Appropriate workshops scheduled periodically on use of multicultural materials 2.4 Monitor the use of appropriate multicultural materials A. Use of appropriate multicultural materials being monitored periodically through classroom observations and teacher conferences Beginning Date Completion Date See 1993-94 PBD 07/01/94 07/01/94 08/15/94 07/01/94 08/15/94 07/01/94 08/22/94 25% (06/30/95) See 1993-94 PBD 25% (06/30/95) See 1993-94 PBD 25% (06/30/95) 25% Responsibility Supervisors of specific areas (Curriculum Specialists, Principals) Supervisors of specific areas (Curriculum Specialists, Principals) Supervisors of specific areas (Curriculum Specialists. Principals) Evaluation Criteria 2.2 (Titles/description of materials forwarded to schools) 2.3 (Catalogue listings) 2.3 (Multicultural materials used in District classrooms) 2.4 (Classroom observations/ teacher conferences reflect use of multicultural materials) 3. To imj^ement organizational practices that will enhance educational equity 07/01/94 (06/30/95) (Assoc. Supt., Assist. Supt., Principals, Teachers) (3. Educational programs in LRSD have equitable participation and success by all students) 59Page: 23 Program Seq #: 04 Revision Date: November 17, 1994 Program Name: Muliicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the clemcnury and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. obiectives 1. 2. 3. 4.) L 78 L78 L78 L78 L79 L79 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4. To ensure increased educational equity through inservice training 3.1 Provide teachers with training for effective in- class grouping 3.2 Monitor fanj^ementation of strategies through classroom visitations and feedback in follow-up workshops 3.3 Review placement criteria for enrichment/ honors and advanced placement classes A. Activity completed/obligation met 3.4 Provide support to principals in monitoring tbe distribution of students in higher level courses to assess gender and race equity A. Support given to principals through periodic staff development aixl conferences 4.1 Refer to activities outlined in items 1.2 - 1.4 above 4.1 (Purchase science supplies, math manipulative, tradebooks) GO 07/01/94 07/01/94 07/01/94 07/01/94 08/18/94 07/01/94 07/01/94 (06/30/95) (06/30/95) (06/30/95) See 1993-94 PBD (06/30/95) 25% (06/30/95) (06/30/95) Supervisors of specific areas Supervisors of specific areas Assoc Supt of Educational Programs Assoc and Asst Supts Supervisor of specific areas 3.1 (Grouping practices are equitable in LRSD classrooms) 3.2 (Assessment of classroom observation) 3.3 (Placement practices in LRSD classrooms will increase participation of black students in GT/Honors/AP classes) 3.4 (Classroom observation of student enrollment and enrollment reports to central office will reflect equitable distribution of gender and race) 4. (Educational programs in LRSD have equitable participation and success by all students) 4.1 (Updated multicultural materials in schools) 4.1 (Enrollment/implemen- tation of staff development courses)Program Seq f: 04 Page: 24 Program Name: Multicultural Curriculum Revision Date: November 17, 1994 Program Code: 12 Primary Leader: Estelle Matthis Program Goal: To ensure educational equity in the elementary and secondary curriculum and To collaborate with the PCSSD and the NLRSD Secondary Leader: Marie McNeal . ,. . program areas. (Applies to entire document except for page 76, objectives 1 2 3 4 1 to promote multicultural activities and curriculum development. (Applies only ' -----   to page 76, objectives 1, 2, 3, 4.) L 79 L79 L79 L79 L79 L79 Plan Reference Page Number Objectives 5. To ensure equity In (be selection and use of textbooks Strategies Beginning Date Comjrietion Date Responsibility Evaluation Criteria 07/01/94 (06/30/95) 5.1 Inventory and assess current textbooks for multicultural presence 5.2 Identify the deficiencies existing in current textbooks S.3 Select and purchase resource materials to rejdace or supplement areas of deficiency 5.4 Provide training for use of supplemental materials 5.5 Monitor teacher implementation of the use of multicultural texts/materials in the curricula A. Implementation of teachers use of multicultural text/materials being monitored periodically G1 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/15/94 (06/30/95) (06/30/95) (06/30/95) (06/30/95) (06/30/95) 25% (Assoc Supt of Curr., Subject Area Supervisors, Teachers, Principals) Supervisor of specific areas (Curriculum supervisors. Teachers) (Curriculum supervisors) (Media specialists) (Principals) (Curriculum supervisors) Principals and Content Area Supervisors 5. (Criteria checklist that includes multicultural and sex/race bias-free factors is used to select textbooks) 5.1 (Criteria checklist for textbook selection) 5.2 (Deficiencies are identified) 5.3 (Curriculum resource guides are used to provide updates) 5.4 (Training is provided during cluster meetings, building meetings, minicourses and/or council meetings) 5.5 Schedule/Documentation 5.5 (Assess implementation through classroom observation) 5.5 (Improvement in student achievement)Page: 25 Program Seq #: 04 Revision Date: November 17, 1994 Program Name: Multkultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. obiectives 1. 2. 3. 4.) L 79 L79 L79 L 80 L80 Plan Reference Page Number L80 Objectives Strategies Beginning Dale Completion Date Responsibility Evaluation Criteria 6. To achieve equity In the implementation of special activities 7. To ensure the maintenance of challenging and relevant course offerings 5.6 Develop a checklist for selection of new textbooks during the adoption cycle to facilitate tbe selection of a text that is free of gender, race, and ethnic stereotypes A. Multicultural criteria were incorporated into rating the Science Textbook Evaluation Checklist 6.1 Ensure that student participation in special events is multicultural and that tbe quality of participation is equitable 6.2 Develop guides for each course area that are multicultural in content and that facilitate equity in methodology A. Revised mathematics curriculum contains multicultural objectives 6.3 Monitor the use of tbe curriculum guide A. The use of curriculum guides are monitored through observations and teacher conferences 62 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/15/94 07/01/94 (06/30/95) 09/15/94 (06/30/95) (06/30/95) (06/30/95) 08/15/94 (06/30/95) 25% (06/30/95) Content Area Supervisors (Assoc. Supt. for Educational Programs) (Assoc. Supt., Assist. Supt., PritKipals, Teachers, Content Area Supervisors) Principals and Teachers Supervisor of speciflc area (Principals, Subject Area Supervisors) (Assoc. Supt. for Curr., Subject Area Supervisors) 5.6 Textbook checklist 5.6 (Textbook checklist implemented to ensure bias-free textbooks) 6. (Increased representation of black students in activities currently under- represented) 6.1 Participation data 6.1 (Increased representation of black students in activities currently under-represented) 6.2 (Implementation of revised curriculum guides) 6.3 (Guide usage is monitored through classroom observations teacher conferences and abacus assessment) 7. (Comparison of student achievement with state/ national level)Program Seq f: Program Name: Program Code: Program Goal: L 80 L80 L80 L80 L80 L 80 04 Multicultural Curriculum 12 Primary Leader: Estelle Matthis Secondary Leader: Page: 26 Revision Date: November 17. 1994 To ensure educational equity in the elementary and secondary curriculum and Marie McNeal program areas. (Applies to entire document except for page 76. objectives 1. 2. 3, 4.) To collabonle wiOi the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to paae 76, objectives 1, 2, 3, 4,1 Plan Reference Page Number Objectives Strategies 7.1 Review research and recommended practices for each content/program area A. Practices for content/program areas are reviewed and recommended during scheduled district meetings B. National and state standards were provided to science and textbook committee to assist in selecting textbooks 7.2 Assess tbe LRSD course content to identify needs for changes A. National starxlards in mathematics and the state approved math framework were matched to the math curriculum B. National standards and the state scietKe framework are being used as a beginning point in revising the science curriculum 7.3 Submit recommendation and rationale for new courses to tbe Assoc Supt for Ed Prog any A. Draft curriculum guides were developed for two rtew courses al Henderson: technical writi\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_224","title":"Little Rock School District (LRSD) 1994-1995 First Quarter Status Report, Volume II","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Little Rock School District"],"dc_date":["1994-11-18"],"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--Finance","Educational statistics"],"dcterms_title":["Little Rock School District (LRSD) 1994-1995 First Quarter Status Report, Volume II"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/224"],"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\nVOLUME II LITTLE ROCK SCHOOL DISTRICT NOV 1 8 1994 1994-95 FIRST QUARTER STATUS REPORT Office ot Desegregation PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT November 18, 1994 EXHIBIT 1 School Support Cluster * Office of Desegregation/Student Assignment * * * * * Staff Development Library/Media Computerized Transportation Data Processing Safety and Security Teacher Recruitment Educational Equity Monitoring Commitment to Eiesegregation/Leadership Summer School (Interdistrict) Summer Learning Program - JTPA Contingency Facilities Guidance/Counseling Program Leadership Employment Practices Bidding Practices (Procurement) 387LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Program Seq *: 20 Page: 1 Revision Date: November 17, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo, Jr. Secondary Leader: TBA Program Description: The Office of Desegregation is charged with monitoring the implementation of the Desegregation Plan which includes the appropriate assignment of students to schools. The capacities of the elementary area schools are determined in accordance with Arkansas accreditation standards which have the following Umits: Grade: Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 25 First-Third 23 25 Fourth-Sixth 25 28 The overall racial composition of the elementary area schools and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominately black. It is expected that at least 600 black LRSD students will attend Interdistrict Schools. District Goal Support: Ensure that equity occurs in all phases of school activities and operations Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan I Plan References: L 139 1 [ FY Program Budget: YTD Expenditures: $511,645.41 $108,505.23 1st Qtr Expend: 2nd Qtr Expend: $108,505.23 3rd Qtr Expend: 4th Qtr Expend: FTE 13.0 [ Related Function Codes: I 388Program Seq *: 20 Program Name: Office of Desegregation/Student Assignment LRSD FY 9495 PROGRAM BUDGET DOCUMENT Page: 2 Revision Date: November 17. 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 139 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (10 To implement magnet school assigments) (2.0 To implement interdistrict school assignments) (3.0 To implement elementary area school assignments). The total capacitv of the elementary area schools is 9,678. 07/01/94 06/30/95 Assoc. Supt. for Desegregation 1.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data 1.1 Magnet Schools - The assignment process to (original) magnet schools will not change under this Plan. 1.2 Monitor Student Assignment and enrollment at Magnet Schools. A. Student assignments are reviewed on a weekly basis. B. Waiting lists are reviewed in order to fill vacancies. 2.1 Interdistrict Schools - LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. A. Six interdistrict schools have been established. 389 07/01/94 07/01/94 07/01/94 09/30/94 Ol/OMOA 07/01/94 07/01/94 07/01/94 06/30/95 06120/95 25% 50% 06/30/95 06/20/95 80% 06/30/95 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 2.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment data 3.0 Assignments are consistent with the Desegregation Plan as evidenced by an annual review of assignment dataProgram Seq *: 20 Page: 3 Revision Date: November 17, 1994 Program Name: Office of Desegregalion/Studenl Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan f Plan Reference Page Number L 139 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3.1 Students will be assigned to the elementary area schools by attendance zones. A. Elementary area school students asssigned. 3.2 The elementary area school attendance zones are drawn to establish a racial balance at each school of 55 percent black and 45 percent white with a variance of 5 percent. The recruitment of white students to elementary area schools may increase the percentage of white students at these schools, but no school shall have a racial composition of greater that 60 percent white. 3.3 Students presently assigned to elementary area schools will be given the option to remain in these schools (grandfathered). A. Targeted students were notified of options. 3.4 After grandfathered students have been assigned, students in the attendance zone will be assigned to the elementary area schools. A. Students are assigned and notified of assignments to attendance zone school. 3.5 If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirements, the student will be assigned to the closest school with capacity which meets racial balance requirements. K Students are reassigned and notified. 390 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 98% 06/30/95 I 06/30/95 06/30/95 97% 06130/35 97% Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 3.1 Enrollment Data 3.3 Student requests to remain in area schools are granted. 3.4 Attendance zone students are assigned based on available seats. 3.5 Students are reassigned in accordance with Deseg. Plan.[ Page: 4 Program Seq *: 20 Revision Date\nNovember 17, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that Is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (4.0 To implement incentive school assignments). The capacity of the incentive schools is 2,556. 3.6 The elementary school zones will provide a feeder pattern for elementary students going to junior high school students going to high school. 3.7 Students in elementary area school zones will be given the option to select an incentive school. 4.1 Each incentive school will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). 4.2 Students presently assigned to incentive schools will be given the option to remain in these schools (grand^thered). 4.3 After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the incentive schools. A. Students were assigned as space was allowed. 4.4 All incentive school students will have the option to be assigned to an elementary area school to be selected by LRSD in accordance with desegregation considerations. 391 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 98% 06/30/95 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation /\\ssoc. Supt.for Desegregation 3.6 A feeder pattern is established for the organizational levels. 3.7 Options were granted In accordance to assignment plan. 4.0 Incentive School Assignments are made in accordance with the Desegregation Plan requirements. 4.1 School zone maps 4.3 Enrollment data\nschool zone maps. 4.4 Enrollment dataPage\n5 Program Seq *: 20 Revision Date: November 17, 1994 Program Name\nOffice of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal\nTo Implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Ot^ecttves Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Elementary desegregation transfer applications processed. 4.5 In order to assist in meeting the desegregation requirements, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. The seats reserved for white children shall not remain permanently vacant if unfilled. Sufficient time should be allowed for timely, vigorous, and sustained recruitment efforts before filling these seats. A. Seats are reserved until judge releases. B. Assignments are monitored to ensure acceptable racial balance. 4,6 The incentive schools will have a maximum pupil/teacher ratio of 20 to 1. 392 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 50% 06/30/95 I 06/30/95 97% 06/30/95 Assoc. Supt. for Desegregation 4.5 Reserved seats are available by race for prekindergarten and kindergarten students.Page: 6 Program Seg : 20 Revision Date: November 17, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan RefererKe Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.7 There may be more than 20 students per classroom, however, tfiere will be an aide in each class and possible a second teacher In those ciasses- 4,8 Assign students with sensitrvitY to the relationship between placement stabilitv and academic progress as well as the need to measure the impact of Incentive programs or student achievement. 4 9 Student assignment process must be the resutt of carefully coordinated decision-making. The incentive school stafh and the LRSD departments responsible for desegregation, student recruitment and assignment and planning and evaluation must assess the short-and longterm academic and social impact of any anticipated student reassignments. 4.10 The district must be able to demonstrate that the investment has paid the expected dividends for children, if not, changes must be made guickiv before children are lost along with the settlement money. 393 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95Page: Program Seq *: 20 Revision Date: November 17, 1994 7 Program Name: Office ol Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader\nTBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Directives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.11 When making student assignments, keep in mind that there is a relationship between double funding and enrollment figures that represents the greatest return on investment. The district is bound to keep its pledge to double fund each incentive school for six years or as long as the school maintains an enrollment above 60% black. District must also keep in mind that the incentive schools educate only a small portion of the class that prevailed in the desegregation tawsuit. Ensure that a portion of the Incentive school funding fulfills the plans commitment that \"the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities.\" 07/01/94 06/30/95 I 4.12 The District is obligated to reserve 40 to 50% of seats in the incentive schools at the kindergarten levei for white students. 07/01/94 06/30/95 4.12 Enrollment Data A. Seats were reserved. B. Court order released seats - seats filled. 07/01/94 97% 3948 Page: Program Seq f: 20 Revision Date: November 17. 1994 Program Name\nOffice of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Ofc^ectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.13 With regard to reserved seating at incentive schools, the court indicated that the parties' representations to the Eighth Circuit required that a target racial balance at incentive schools be 50% of each race, at least in the prekindergarten and kindergarten levels. It stated that this proportion is to guide the District In the number of seats which are initially reserved for prekindergarten and kindergarten students. The court \"reluctantly\" allowed seats reserved for white students to be released after a reasonable period only if timely, vigorous, and sustained recruitment efforts to fill the seats with white children were unsuccessful. The court stated that recruitment efforts must be thoroughly documented by the District to the extent that the court can determine that the parties are diliqentlv trying to recruit white students to the incentive schools before releasing any reserved seats. The court encourages the parties to implement any additional recruitment measures that would aid desegregation of the incentive schools as a whole. With regard to pupil-teacher ratio, the court ordered the maximum individual classroom enrollment at incentive schools would be as follows: 18 students in four- year old classes, as agreed by the parties: 20 students in kinder-garten, 23 students in grades 1 through 3\n25 students in grades 4 through 6. In addition, the court ordered that there be at least one full time instructional aide per incentive school classroom in those schools where any classroom contains more than 20 students. 395Page: 9 Program Seq *: 20 Revision Date\nNovember 17, 1994 Program Name\nOffice of Desegregation/Student Assignment Program Code\n06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To impiement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number L 140 L 140 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (5.0 To implement Desegregation Transfers) 5.1 Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is 25 percent below the districtwide percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation requirement (for acceptable range) for a desegregation transfer. The desegregation requirements in secondary schools is that all schools will remain within a range of 12 1/2 percent above to 25 percent below the districtwide percentage of black students at each organizational level (i.e., high school and junior high school). 5.2 Elementary students may transfer to an incentive school only if such a transfer enhances desegregation at the incentive school. Desegregation transfers will be granted to elementary area schools that are difficult to desegregate. A. Requests for transfers were reviewed/approved in accordance with criteria. 5.3 A student may make two desegregation transfers at each organizational level (primary, intermediate, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. A. Requests for desegregation transfers are reviewed to ensure compliance. 39G 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 97% 06/30/95 97% Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 5.1 Racial composition of student enrollments are within acceptable ranges. 5.2 Transfers reflect an improvement in racial balance. 5.3 Desegregation transfer reports reflect appropriate utilization by students.Program Seq *\n20 Page\n10 Revision Date: Program Name: Office of Desegregation/Student Assignment November 17, 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan RefererKe Page Number Objectives Strategies 5.4 Desegregation transfers will be granted during a limited period once each year (Secondary Schools only). 5.5 LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. A. Requests for transportation department (Desegregation transfer students assigned to existing bus routes.) (6.0 To implement Sibling Transfers) 6.1 Sibling transfers do not apply to magnet schools. (NOTE: Siblings are brothers/sisters. or half-brothers/sisters, residing at the same address with brothers/sisters, or half-brothers/sisters, who are enrolled in the LRSD.) 6.2 A student entering the LRSD after the 1991- 92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 6.3 Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 397 Beginning Date 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 Completion Date 06/30/95 06/30/95 97% 06/30/95 06/30/95 06/30/95 Responsibility Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Evaluation Criteria 5.4 Desegregation transfer reports reflect appropriate use by students. 5.5 Maintain records of number of students transported using desegregation transfers. 6.1 Publish/distribute procedures regarding sibling transfers. 6.2 Publish/distribute procedures regarding sibling transfers. 6.3 Student transfers reflect acceptance/ rejection of transfer options.Pago: 11 Program Soq *: 20 Revision Date: November 17, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (7 To implement Transfer of Children of Employees Assignments) 6 4 Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. 6.5 Sibling transfer applicants must have a sibling currently enrolled in LRSD. Sibling transfers wilt be granted only to siblings of grandfethered students. 7.1 LRSD employees may enroll their children at the schools where they work. 7.2 This provision is not intended to authorize interdistrict transfers (transfers to NLRSD or PCSSD) other than those authorized by the court* approved desegregation plan. 7.3 The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. 7.4 LRSD is not obligated to provide transportation. 398 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Human Resources Director Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 6.4 Documentation of sibling transfers meet desegregation requirements. 6.5 Sibling transfer requirements are in accordance with established requirements. 7.1 Employees' children are enrolled in schools requested in accordance with established requirements. 7.2 All interdistrict transfers are court approved. 7.3 Student transfers are consistent with capacities and desegregation requirements. 7.4 Transportation is provided by patrons of employees.Page: 12 Program Seq *: 20 Revision Date: November 17, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (8 To implement the Reassignment Process) 7.5 This provision does not apply to magnet schools. 7.6 The order of preference for assigning the children of employees is listed below: 7.6.1 First preference: attendance zone students with siblings 7.6.2 Second preference: attendance zone students without siblings 7.6.3 Third preference: children of employees 7.6.4 Fourth preference: desegregation transfers 7.6.5 Fifth preference: M*to-M transfers 7.6.6 Sixth preference: Act 609, Act 624, and legal transfers. A. In compliance 399 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 06/30/95 100% 06/30135 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 7.6 Documentation of assignments. 8.0 The assignment process is consistent with the desegregation requirements.Page: 13 Program Seq \n20 Revision Date: November 17, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Refererrce Page Number Obfectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.1 Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a building cannot be installed, the student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for alt reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. A. Requests for portables are reviewed, alternate assignments are made in compliance with capacity requirements and court mandates. B. Waiting lists are compiled for area schools. 8.2 The minimum black percentage for each elementary area school is 40 percent black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be assigned to a school in a contiguous feeder zone. A. Alternate assignments are made in compliance with desegregation requirements. 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 97% 97% 06/30/95 97% Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 8.1 Portables are installed in accordance with Deseg. Plan 8.2 Rosters reflect student assignment percentages are within acceptable racial balance. 4 GOPage: 14 Program Seq *: 20 Revision Date: November 17. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal\nTo implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives (9 To establish effective and efficient student assignment procedures) Strategies Beginning Date 07/01/94 Completion Date 06/30/95 Responsibility Evaluation Criteria Assoc. Supt. for Desegregation 9.0 Assignment procedures are effective and consistent with the desegregation requirements. 9.1 The Student Assignment Office will\nmonitor new assignments\nprocess all data entry work for elementary schools (data entry tasks decentralized 1992-93 school year)\nprocess interdistrict M-to-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements: consider appeals: conduct recruitment efforts (transferred to recruitment program): process desegregation transfer: assign all early childhood and incentive school students\nand process all special transfers (Act 609. Act 624. etc.). A. Assignments are reviewed to ensure racial balance. B. Appeals Committe reviews/approves/rejects assignment appeals. 9.2 New students to the District who enroll after May 17, 1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. 401 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 97% 25% 06/30/95 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 9.1 The student assignment process will be effective in assigning students and process special transfers to assist with racial balance. A. Enrollment Data B. Roster of committee members Agendas from meetings 9.2 Each area school will have the ability to assign students within their attendance zone. Page: 15 Program Seq *: 20 Revision Date: November 17, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (10 To monitor aN aspects of the Desegregation Plan) 9.3 The Student Assignment Handbook includes the timeline and procedures used by the schools and the Student Assignment Office to assign students. The Student Assignment Handbook will be revised each year, as necessary, to reflect any changes in the procedures for assigning students. Changes will be made as needed to include new deadlines and to tmporve the implementation of the court-approved student assignment plan. The handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. 10.1 Review Program Budget Documents to identify potential problems. 10.2 Conduct site visits as necessary. A. Site visits conducted 10.3 Develop and implement improvement plans as needed. 402 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95 40% 06/30/95 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Suptfor Desegregation, Desegregation Facilitator Assoc. Supt. for Desegregation, Desegregation Facilitator Assoc. Supt. for Desegregation, Desegregation Facilitator 9.3 Revised Student Assignment Handbook is published and distributed. 10.0 Identification of implementation and effectiveness problems as evidence by the Program Budget Document 10.1 Budget Documents are reviewed and problems are listed. 10.2 Site visits are documented. 10.3 Improvement Plans are developed and implemented.Page: 16 Program Seq *: 20 Revision Date: November 17, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Resporrsibility Evaluation Criteria 10.4 Monitor implementation of improvement plans. 07/01/94 07/30/94 Assoc. Supt. for Desegregation, Desegregation Facilitator 10.4 Scheduled observations of Improvement Plans are documented. 10.5 LRSD will assist the ADE in identifying existing and proposed statutes and regulations that impede desegregation. 10.6 LRSD, if applying for approval of new construction or major school expansion shall provide a desegregation impact statement setting forth evidence that the proposed improvements do not have a segregative effect (Submission to ADE). 10.7 Loan proceeds from State shall be used for desegregation purposes and wilt not be utilized or indirectly as a vehicle for generating income for LRSD through higher interest rates. 10.8 A desegregation facilitator will be hired to work directly with building principals. The desegregation facilitator will be solely responsible for identifying problems or practices that impede the implementation of guality desegregated education in each building. The facilitator will also be responsible for providing technical assistance to building principals and their staffe, for desegregation related concerns. 10.9 The desegregation facilitator wilt report directly to the Associate Superintendent for Desegregation. However, the desegregation facilitator will work very closeN with the remaining associate superintendents as needed. 403 07/01/94 06/30/95 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 06/30/95Page: 17 Program Seq *: 20 Revision Date: November 17, 1994 Program Name\nOffice of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.10 The desegregation facilitator will focus on all aspects of desegregation implementation. This includes, but is not limited to, achievement disparity, extracurricular activities, class assignments, guidance and counseling, staffing and staff interaction, student interacbon, and parent involvement. 07/01/94 06/30/95 10.11 LRSD shall make quarterly reports to the Office of Desegregation Monitoring. 07/01/94 06/30/95 10.11 At the end of each year a determination of the effectiveness of the District's implementation of the desegregation plans shall be conducted by the District subject to the Courts review. LRSD's monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive. 10.12 Where disparities in programs and activities exist, LRSD will identify, analyze for cause and share with the appropriate monitoring authorrties. A recommended course of action in remediation will then be implemented. LRSD shall give special attention to any imbalance and placement into special education, honors, talented and gifted, advance placement classes, extra curricular activities, expulsions and suspensions, and reward and punishment systems. An objective of this appraisal shall be to eliminate negative stereotyping based upon race or socioeconomic status. 10.13 Long-term goals and desegregation goals have to be incorporated into the study of junior high capacity. 07/01/94 07/01/94 06/30/95 06/30/95 404Page\n18 Program Seq #: 20 Revision Date\nNovember 17, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.14 The court wants a plan to address junior high capacity, relieving busing burden on blacks and recruiting white students into junior high schools. 10-15 This order concerns LRSO's motion to close Ish Incentive School on the ground that the survey process approved by the court indicated that only 62 students wish to attend Ish, The court granted the motion. The court notes that Its approval of LRSD's motion to close Ish does not excuse LRSD from its obligation to recruit white students to desegregate the remaining incentive schools. The court states that it will closely watch all proposed school closings and school capacitv alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacitv of schools in areas largely inhabited by white citizens. 10.16 Court grants in part a motion of LRSD for approval of various construction projects. The court approves construction of a cafeteria at Chicot Elementary School as long as the new construction does not increase the schools capacitv. The construction project at Jefferson Elementary School is not approved because of potential effect of the attendance zones of the new King Interdistrict School on the Jefferson satellite zones. The court indicates that LRSD may petition the court for approval of the Jefferson construction after the attendance zones for King are firm and court approved. In its renewed petition, the court states LRSD must Include the following information: the current capacitv of Jefferson, any changes in school capacitv that will result from the proposed construction: and the precise number of portable buildings that will be removed and the number that will remain at the school as a result of the proposed construction. 405 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95Page: 19 Program Seq *: 20 Revision Date: November 17. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan I Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Construction of a cafeteria at Chicot Elementary completed. 100% 10.16 Final Inspection 10.17 Prior to granting approval for the Williams Elementary School construction project, LRSD must provide the court with the following information: the school's current capacitv: the number of square feet that wilt be added to the school by the construction: any change in the proportional allotment of the school's magnet seats among the LRSD, NLRSD, and the PCSSD\nthe precise number of portable buildings that will be removed and the number that will remain at the school as a result of the proposed construction: and clarify how the present administration area will be rearranged, i.e., a single multi-purpose area or two separate areas, one for expanded cafeteria space and one for indoor recreation. 07/01/94 06/30/95 10.17 Final Inspection 10.18 Before the court will consider approving the construction project at J. A. Fair High School, the LRSD must account ftjr the 1.270 square feet difference between the 3.450 sguare feel of the old space and the 2.180 of new space and specify the exact number of new classrooms ttiat will result from the construction. 07/01/94 06/30/95 40GPage: 20 Program Seq *: 20 Revision Date: November 17, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader\nTBA Program Goal: To implement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.19 This LRSD motion seeks approval of construction projects at Chicot, Jefferson, Williams and Fair. The court approved only the construction of the cafetorium at Chicot Elementary School (see Order dated April 30, 1993 (Docket No. 1815), The combination of the LRSD motion and the court Order approving it in part requires LRSD to construct a cafetorium at Chicot School which will increase the size of the school by approximatelv 3.000 square feet and have sufficient capacitv to seat at one time more than one-half of the children enrolled at Chicot The cafetorium should have been constructed in time for the beginning of the 1993-94 school year. 10.20 LRSD filed its \"Special Study - Jr, High Capacities and Protections\" and \"Custodial Cateuiation - Omaha Formuia\". The Jr. High Capacitv Study contains no desegregation reguirements and is in the process of being revised. With respect to the calculation of the reguired number of custodians per building, LRSD has told the court that it utilizes the Omaha formula, that this calculation is checked at least once per year and that the number of full-time eguivalent positions is adjusted where specific building requirements require an adjustment. 10.21 Limit enrollment In the four-vear-okj program to 18 students per class. A. Activity completed 407 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 09/30/94 10.21 Class Enrollment DataPage: 21 Program Seq *: 20 Revision Date: November 17, 1994 Program Name: Office of DesegregationZStudent Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: TBA Program Goal: To impiement a student assignment process that is consistent with the approved Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 10.22 Limit enrollment In grades K-6 to class sizes that are consistent with state standards. A. Activity completed 07/01/94 07/01/94 06/30/95 09/30/94 10.22 Class Enrollment Data 10.23 Enrollment Data 10.23 With respect to grandfathering, students are encouraged to return to their school zones. They were notified by tetter March, 1994. 07/01/94 06/30/95 A. Activity completed 07/01/94 09/30/94 408Program Seq *: 21 Program Name: Staff Development Program Code: 09 Primary Leader: Program Description: District Goal Support: Program Goal: I Plan References\nLRSD FY 94-95 PROGRAM BUDGET DOCUMFNT Estelle Matthis Secondary Leader: The Staff Development Department was established to promote the implementation of the desegregation plan throuoh designed to Increase the effectiveness of curriculum delivery together with training tailoied to and resources for site-based staff development experiences. Marion E. Woods Page\n1 Revision Date: November 17, 1994 _ activities that wiii resuit in improved academic achievement. Inservice opportunities improve interactions among and across all lines will occur. Additionally, this department will provide \u0026lt;ihcational programs that will ensure that all students grow academically, socially and emotionally with emphasis oisparnies in acnievemeni.  Goal No. 2 Develop and maintain a staff that Is well-trained and motivated. Goal No 3. The Little Rock School Board, administration, staff, and students will demonstrate behavior and human appreciation and understanding of multicultural diversity. Goal No 5. Provide a sale and orderly climate that is conducive to learning for all students. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. support on basic skills and academic enrichment while closing relations skills that value people as human beings and that are consistent with an The Staff Developmont Department will provide activities that will promote the implementation of the desegregation plan In support of the goal of providing ongoing staff development and infomration to parents relative to student district staff on a regular basis and to keep all staff abreast of devetopments In their field of endeavor. L 126*128 resulting in improved academic achievement. juccess, LRSD will pursue the following objectives by the following means: Update skills of aH 1 ! FY Program Budget: YTO Expenditures\n$352,932.12 $71,968.88 1st Qtr Expend: 2nd Qtr Expend\n$71,968.88 3rd Qtr Expend: 4th Qtr ExperKt: FTE 6.0 [ Related Function Codes\n] 409Program Seq *: 21 Program Name: Staff Development Program Code: 09 Program Goal: Plan Reference Page Number L 126 L 126 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: Marion E. Woods To provide staff development to improve race relatiorts and equity. (To provide staff development activittes that will promote the implementation of the desegregation plan resulting In Improved academic achievement.) Objectives Strategies Beginning Date Completion Date Responsibility November 17, 1994 Evaluation Criteria 1. To provide staff development Inservice to Improve race relations and equity (07/01/94) (06/30/95) (Superintendent, Staff Development, Central Office Staff) 1.0 1.0 1.0 1.1 Continue to articulate vision/mlssion of LRSD to community 1.2 Schedule and Implement workshops and activities related to improving race relations for the following groups: a. Board of Directors b. District Administrators c. Certified Staff d. District Support Staff 410 Fall 1988 (07/01/94) 1988-89 School Year (07/01/94) Ongoing (06/30/95) Ongoing (06/30/95) (Increased minority staff representation In areas needed) (Increased representation of minority students in programs currently under- represented) (Administration of Human Relations Survey wilt reflect improvement in race relations and equity) Superintendent (Central Office. Director of Communications) Deseg. Asst Center (DAC) and Central Office Staff (Staff Development Department. Principals) 1.1 1.1 1.1 1.2 1.2 1.2 1.2 Public participation Dissemination of material (Increase in number of students returning to public school) (School District's required Annual Report to Community will include mission/goals for LRSD) Roster of participants (Increased minority staff representation in areas needed) (Increased representation of minority students in programs currently under- represented) (Administration of Human Relations Survey will reflect improvement in race relations and equity)Program Seq *: 21 Program Name: Staff Development Program Code: 09 Primary Leader: Estelle Matthis Secondary Leader: Page: 3 Revision Date: Marion E. Woods November 17, 1994 Program Goal: To provide staff development to Improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 126 2. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 1.3 1.4 Provide Inservice on cooperative learning strategies In a heterogeneous classroom Plan and Implement an evening symposium for the community on Community Involvement In a Desegregated School Setting\" (Item completed in April and August, 1988. and is not recurring) Monitor Implementation of above strategies A. Human Relations (bus drivers) B. Human Relations/Classroom Tips (Instructional Aides) C. Improving Race Relations (Garland) D. Human Diversity (Wakefield) 411 Fall 1988 Fall 1988 (07/01/94) 08/11/94 08/18/94 08/25/94 09/21/94 (07/01/94) Fall 1988 Ongoing (06/30/95) 08/11/94 08/18/94 25% 09/21/94 (06/30/95) DAC Consultant Assoc Supt for Educational Prog (Superintendent, District Biracial Committee) (Staff Development Department, Content Area Supervisors) 1.3 1.3 1.4 1.4 1.4 2.0 2.0 Roster of participants (Symposium was held in April and August, 1988) Meetings held (Attendance at public meetings) (District-wide Biracial Monitoring Report will reflect improvement in minority representation in all areas needed) (Increased involvement in group activities in the classroom) (Improved classroom climate and social interactions among all students)Page: 4 Program Seq *: 21 Revision Date: November 17, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Estelle Matthis Secondary Leader: Marion E. Woods Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 126 L 126 L 126 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.1 2.2 Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johr^son (or other appropriate cooperative learning models) Monitor teachers use of cooperative learning strategies July 1991 (07/01/94) (07/01/94) Ongoing (06/30/95) (06/30/95) t Staff Dev Dept Content Area Supvs Principal (Staff Development Department, Content Area Supervisors) 2.1 2.1 2.1 2.2 2.2 2.2 2.2 3.0 Provide inservice on additional strategies to improve instruction in desegregated school setting (To improve instruction through the use of effective teaching strategies in the school setting) (07/01/94) (06/30/95) (Staff Development, Content Area Supervisors) 3.0 3.1 Provide inservice opportunities on: a. Effective Schools Model PET b. Teaching/Leaming Styles c. Teacher Expectations and Student Achievement (TESA) d. Classroom Management e. (and/or other appropriate inservice opportunities) 412 July 1991 (07/01/94) Ongoing {Q6f30t35} Staff Dev Dept (Content Area Supervisors) 3.1 3.1 Training model (Increased invoNement in group activities in the classroom) (Improved classroom climate and social interactions among all students) Classroom observation and documentation (Random observation of classrooms where teachers have been trained) (Random survey of cooperative learning participants regarding effects of implementation in their classrooms) (Principal will observe cooperative learning strategies during routine classroom visitations) (Increase In achievement of students of teachers in identified programs) Roster of participants Workshop evaluations (Number of participants from a cross-section of district staff involved in the identified programs)Page: 5 Program Seq *: 21 Revision Date: November 17, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Estelle Matthis Secondary Leader: Marion E. Woods Program Goal: To provide staff development to Improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Teaching/Leaming Styles a. Provided Learning Styles for the Alternative School and McClellan High School 09/12/94 09/12/94 D. Classroom Management a. Provided for new teachers 08/11/94 08/11/94 b. Provided for new teachers 09/19/94 09/26/94 3.2 Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. 07/01/94 06/30/95 L 127 4.0 Provide inservice on \"Effective Implementation of the LRSD Discipline Management System\" A. Great Expectation Training B. COE Training 3 3 Provide district-wide program of staff development A. Printed and distributed Staff Development Catalogue/Calendar B. Scheduled workshops and minicourses 08/30/94 08/23/94 07/01/94 09/01/94 08/23/94 (07/01/94) 09/01/94 08/23/94 06-30-94 75% 25% (06/30/95) (Director of Pupil Personnel) 4.0 (Decrease in the number of students who receive disciplinary sancOons) 4.0 (Decrease in the disproportionate number of minority students who receive disciplinary sanctions) 4136 Page: Program Seq *: 21 Revision Date: November 17. 1994 Program Name\nStaff Development Program Code: 09 Primary Leader: Estelle Matthis Secondary Leader: Marion E. Woods Program Goal: To provide staff development to Improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Refererwe Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 4.1 Continue to involve counselors, principals, assistant principals, and teachers in discipline management In a desegregated school setting July 1991 (07/01/94) Ongoing (06/30/95) Director of Pupil Services (Pupil Services Department, Princ^als, Counselors) 4.1 4.1 4.1 Roster of participarYts (Building Levei Discipline Management Plans established for all schools) (Counseling classes will include orientation to the building level plan and district-wide Rights and Responsibilities Handbook) A. Schools distributed Students' Rights/Responsibilities Handbook B. Training provided in Students' Rights/Responsibitities Handbook C. Provided Positive Discipline workshop for Romine D. Provided Discipline Management workshop for Forest Park 4.2 Monitor use of discipline management system A. Schools distributed Students' Rights/Responsibilittes Handbook B. Training provided in Students' Rights/Responsibilities Handbook C. Provided Positive Discipline workshop for Romine 414 09/06/94 09/06/94 09/12/94 09/12/94 Fall 1988 (07/01/94) 09/06/94 09/06/94 09/12/94 09/30/94 09/30/94 09/12/94 09/12/94 Ongoing (06/30/95) 09/07/94 09/07/94 09/12/94 Principals Counselors School Teams 4.2 4.2 4.2 4.2 Documentation (Quarterly Behavior Management Reports) (Building level biracial committee reports will be used to monitor and/or adjust discipline plans) (District-wide Biracial Committee)Program Seq *: 21 Page: 7 Revision Date: Program Name: Staff Development November 17. 1994 Program Code: 09 Primary Leader\nEstelle Matthis Secondary Leader: Marion E. Woods Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting In improved academic achievement.) Plan Reference Page Number L 127 L 127 Objectives Strategies D. Provided Discipline Management workshop for Forest Park Beginning Date 09/12/94 Completion Date 09/12/94 Responsibility Evaluation Criteria 5.0 Provide PAL (Academic Support) teachers with strategies for planning and delivering more than one type of irtstructlonal grouping (To provide academic support teachers with strategies for planning and delivering more than one type of instructional grouping) (07/01/94) (06/30/95) (Assoc. Superintendent, Academic Support Supervisors, Content Area Supervisors, Staff Development) 5.0 5.0 5.0 (Increase in achievement for all students in Academic Support Programs) (Decrease in achievement gap in representative population) (Decrease in number of students requiring academic support services) 5.1 Continue to investigate and research sources of strategies, models and activities of successful small and large group instructional practices within heterogenous classes 415 Fail 1988 (07/01/94) Ongoing (06/30/95) Assoc Supt for Educational Prog (Staff Development Department, Content Area Supervisors, Academic Support Supervisors) 5.1 5.1 Identification of sources (Provide staff with Information from current research monthly)Page: 6 Program Seq *\n21 Revision Date: November 17, 1994 Program Name: Staff Development Program Code\n09 Primary Leader\nEstelle Matthis Secondary Leader: Marion E. Woods Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 127 L 127 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria ] 6.0 Provide Irtservice to assist principal and faculties with strategies for promoting student achievement and growth 5.2 Conduct workshop to address the following: a. grouping theory and strategies b. demonstration of strategies for varied instruction 6.1 Continue to provide inservice for principals on methods for developing their school Improvement plan 4 in Fall 1988 (07/01/94) (07/01/94) Fall 1988 (07/01/94) Fall 1988 (06/30/95) (06/30/95) Ongoing (06/30/95) Supervisor of Math and English (Content Area Supervisors, Staff Development Department) (Asst. Superintendent, Planning, Research and Evaluation. Staff Development, Content Area Supervisors) Div of Schools Eval and Testing IRC Specialists (Asst. Superintendents) 5.2 5.2 5.2 5.2 5.2 6.0 6.0 6.1 6.1 6.1 Written evaluation by participants (Increase in achievement for all students in Academic Support Programs) (Decrease in achievement gap in representative population) (Decrease in number of students requiring academic support services) (Principal will observe through classroom observations and teacher conferences) (Increase in achievement for all students) (Decrease in achievement gap in representative population) Comprehensive and accurate product (Number of workshops in Integrating the Curriculum, Literature-based Instruction. Authentic Assessment and/or other relevant methodologies) (Better school improvement plans are submitted)Page: 9 Program Seq *: 21 Revision Date: November 17, 1994 Program Name\nStaff Development Program Code: 09 Primary Leader: Estelle Matthis Secondary Leader: Marion E. Woods Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number L 128 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 7.0 Form trI-district committee for collaborative procedures 6.2 Continue to assist principals in revising school improvement plans through the analysis of disaggregated data 6.3 Continue to provide special school-based program and content area inservice meetings scheduled on a regular basis with specific sessions on content methodology and interpersonal relations for program Implementation In a desegregated setting A. Workshops and minicourses scheduled throughout the year 6 4 To provide special assistance for teachers as requested. A. Special assistance provided throughout the year and also at monthly work sessions at the IRC 417 July 1991 (07/01/94) 1991 School Year (07/01/94) 08/23/94 07/01/94 08/23/94 July 1.1991 (07/01/94) Ongoing (06/30/95) Ongoing (06/30/95) 25% 06/30/95 25% Ongoing (06/30/95) Assoc and Asst Supts Staff Dev Dept Content Area Supervisors Principals (Directors of Staff Development from LRSD. PCSSD. and NLRSD) 6.2 6.2 6.2 6.3 6.3 6.3 7.0 7.0 Completed plans (Provide written feedback and opportunities for sharing \"What Works\" in various building-level plans) (Plans reflect strategies that evolved from disaggregated data) Workshop agendas and evaluations (A computer based compilation of individual employees/school-wide staff development activities will be available) (Student achievement will increase\ndisparity gap in representative population will decrease) Ongoing analysis (Tri-district workshops will be held)Page: 10 Program Seq *: 21 Revision Date: November 17, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Estelle Matthis Secondary Leader: Marion E. Woods Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L128 8.0 Provide staff development component for effective staff development in desegregated school setting 7.1 Establish tri-district committee A. Tri-district committee established 7.2 Meet four times per year, two times each semester. The committee functions will be to Identify and implement staff development strategies that will assist the districts in fulfilling expectations of 'maintaining qualitv*' desegregated school districts. A. Tri-district committee meeting B. Tri-district committee meeting 7.3 Plan any activities appropriate for collaboration, e.g., community meetings, etc. 418 July 1,1991 Ongoing (Directors of Staff Development from LRSD, PCSSD, and NLRSD) 7.1 7.1 Ongoing analysis (Tri-district committee was formed in August, 1991) 09/13/94 09/13/94 (07/01/94) 07/01/94 (06/30/95) 06/30/95 (Directors of Staff Development from LRSD. PCSSD, and NLRSD) 7.2 (Record of meetings and collaborative nature of areas addressed) 09/13/94 09/20/94 (07/01/94) (07/01/94) 09/13/94 09/20/94 (06/30/95) (06/30/95) (Directors of Staff Development from LRSD, PCSSD, and NLRSD) (Board of Directors, Superintendent Director of Staff Development) 7.3 8.0 (Documentation of number of activities among the three districts) (Gather and analyze data from school district participants on the effectiveness of the staff development activities designed to address their specific needs)Program Seq *: 21 Page: 11 Program Name: Staff Development Revision Date: November 17, 1994 Program Code: 09 Primary Leader: Estelle Matthis Secondary Leader: Marion E. Woods Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies 8.1 Establish staff development compor\u0026gt;ent a. Staff Development Dept Personnel b. Staff Development Office c. Staff Development Catalogue/Calendar a. Staff Development Department established with Acting Director b. Staff Development Office established c. Staff Development Catalogue/Calendar printed and distrfouted d. Staff Development Professional Library Catalog 8.2 Certified staff members (administrators and teachers) shall be trained to teach and counsel black and educationallv-advantaqed students. A. A staff member hired to teach and counsel black and educationally-advantaged students 8.3 The Little Rock School District will hire a five- member staff development team for this purpose. 419 Beginning Date July 1991 July 1991 July 1991 (07/01/94) 07/01/94 07/01/94 09/01/94 07/01/94 07/01/94 07/01/94 07/01/94 Completion Date Ongoing Ongoing Ongoing 10/07/94 09/29/94 07/13/94 75% 08/22/94 06/30/95 07/13/94 06/30/95 Responsibility Board of Directors/Supt Human Resources Dir of Staff Dev Evaluation Criteria 8.1 Implementation of Staff Development Dept Employment of Director, four specialists and one secretary 8.1a (Implementation of Staff Development Department in July, 1991) 8.1b Office is operational 8.1b (Office was established in July, 1991 8.1c Distribution of catalogue/ calendar 8.1c (Staff Development Catalogue/Calendar distributed annuallyPage: 12 Program Seq *: 21 Revision Date: November 17, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Estelle Matthrs Secondary Leader: Marion E. Woods Program Goal: To provide staff development to improve race relations and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Staff Development team of four (4) people hired to provide effective Staff Development in desegregated school setting 8.4 The Little Rock School District Staff Development Deparfrnent will be responsible for implementing the staff development services. A. Provided Staff Development during early release day 6.5 The staff development goals and programs currently used by the District, such as TESA, PET and others, will be continued, but a far more creative and comprehensive staff development program suitable for the needs of all employees and volunteers will be implemented. 6.6 The districts will cooperate in designing a fresh and extended approach to staff development. Included in the planning will be community resource persons and all district personnel responsible for delivering training to staff, and to parent, volunteer, or student committees or groups. 8.7 Staff development will based upon certain basic principles of human behavior, teaming process and change dynamics. 8.8 The diverse training needs of staff at all employment levels will be met. A. Provided Human Relations workshop for Bus Drivers B. Provided Human Relations workshop for Instructional Aides 420 07/01/94 07/01/94 09/21/94 07/01/94 07/01/94 07/01/94 07/01/94 08/11/94 08/18/94 80% 06/30/95 25% 06/30/95 06/30/95 06/30/95 06/30/95 08/11/94 08/18/94 S 3Page: 13 Program Seq *: 21 Revision Date: November 17, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Estelle Matthis Secondary Leader: Marion E. Woods Program Goal: To provide staff development to improve race relations and equity. (To provIdo staff development activities that vtill promote the implementation of the desegregation plan resulting in improved academic achievement.) Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.9 The District will establish resource banks which identify the training skills or spedaltzed knowledge of emplovees and volunteers which can be shared through staff development activities. 6.10 Computer data bases will be used to record each employee's staff development htstory. A. Computer data base used to record each staff development activity for all employees each quarter 6.11 Carefully planned \"training of trainers\" events will be actively used to expand inhouse training expertise. 6-12 Interdistrict training activities will be freguentiv offered for groups of emplovees and volunteers. 6 13 The District wifi deal decisively with the issue of racism and will involve all staff, students, and parents in a comprehensive prejudice reduction program. 6.14 Certain areas of training and staff development will be specially emphasized: utilization of volunteer resources, preparation of substitute teachers and aids, and training for parents. 421 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 25% 06/30/95 06/30/95 06/30/95 06/30/95Program Seq f: 22 Program Name: Library/Media Program Code: 32 Primary Leader: Program Description: District Goal Support: Program Goal: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Lucy Lyon Page: I Revision Date: November 14. 1994 Each child in die Little Rock School District should be given access to his/her full measure of the instructional resources. Library/media services will be designed to provide for extension and entichraent of basic Ms and will also accommodate the varied learning styles of students in different instructional groups. Because smdents will have opportunities to work and learn in the library/media center under the direction ot a trai^ teacher-librarian, they will be able Io approach learning in a variety of ways, thus accommodating their individual styles and also providing for the additional \"time on task' or ennchmenl that many s en to internalize the material initially presented. learners with diverse needs, background and abilities through a comprehensive program designed to better support District goals and The District's plan is to offer a library/media program to serve learners with diverse needs, background and abilities through a comprehensive program designed to better suppon ursmet goa.. .... .. student needs with regard to learning styles, relevance of instnretion, support of multicultural school curriculum, and the application of learning to real-life situations. Library/media services will be designe o provi  o y  .... ...... a. ..... . a-Ms____\n______.1___I_____ c-a...d.-., ...Ill la.,,, wnwc wti inifisc fn usnrk and liam in the iibrarv/meaia ccni for extension and enrichment of basic skills and will also accommodate the varied learning styles of students in different instructional groups. Students will have opportunities to work and learn in the library/media center under the direction of a implementation of the elementary program a imcni Ol oasic sums aiw win iu avvoiiuiK^uaw uiv g    . . .------------- trained teacher-librarian. The Linle Rock School District's library/media program will fulfill its potential as an essential contributor to the Distriefs successful desegregation plan. Upon review of the secondary program will commence with special attention being given to meeting the interests and needs of the District's diverse population. Goal \u0026lt;1 - 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 . achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal *3 - The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society to society and view cultural diversity among studenu. staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21 SI Century. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. The district will provide each student wifli library/media services in accordance with the essential role outlined in the district's Desegregation Plan. I Plan References: L 106, L 107, L 109, L 110 1 [ FY Program Budget: YTD Expenditures: [ Related Function Codes: $427,230.43 $49,509.88 1st Qtr Expend: 2nd Qtr Expend: $49,509.88 3rd Qtr Expend: 4th Qtr Expend: 1 422Program Seq 9: 22 Program Name: Library/Media Program Code: 32 Program Goal: Plan Reference Page Ninnber L109 L106 L109 L109 LI09 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: The district will provide each student with library/tnedia services in accordance with the essential role outlined in the districts Desegregation Plan Objectives 1. Implement the districts proposed new elementary Ubrary/media program. I. (To provide equitable access to library resources including multkultural and audiovisual resources for all students.) Page: 2 Revision Date: November 1, 1994 Lucy Lyon Strategies Beginning Date Completion Date Responsibility Evaluation Criteria (07/01/94) (06/30/95) (Coordinator of Library Services, Principals, Librarians) 1. Comparison of survey results 1988*1993 will show increased use. 1. Comparison of data collected monthly will show: Student visits will increase. Volume of books checked out will increase. Iixlependcnt research by students will be documented to show use. Number of classes/groups scheduled by teachers will be documented to show use. 1.1 Hire consultant, coordinator, and ckrkal help A. Activity conqileted/obligation met in 1989, see 1993-94 p. 32 1.2 Review recommendatioii/outline new program A. Activity completed/obligation met in 1989, see 1993-94 p. 32 1.3 Identify equipment aixl material necessary for new Ubrary/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 Dir of Human Serv, Supv of Inst Tech Consultant, Supv of Inst Tech, Advisory Conunittee Librarians Coordinator of Library Services 1.1 Contracts (Contracts are on file in Human Resources.) 1.2 Agerxla for meetings (Agendas are on file in the Dept, of Instructional Technology.) 1.3 Report/List (Surveys and list are on file in the Dept, of Instructional Technology.)Page: 3 Program Seq 9: 22 Revision Date: November 1, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with libraryZmedia services in accordance with the essential role outlined in the districts Desegregation Plan Plan Reference Page Number L109 L109 L109 L109 L109 L109 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Activity completed/obligation met io 1989, see 1993-94 p. 32 1.4 Order equipment and materiak necessary including AV software. (Determine/purchase cote materials needed for each elementary school.) 1.5 Prepare a tentative supplemental list of new AV nim/videos, etc., and distribute. A. Activity completed/obligation met in 1989, see 1993-94 p. 32 1.6 Develop procedures, guidelines, policy statements, and curriculum guides. A. Activity completed/obligation met in 1989, see 1993-94 p. 32 1.7 Conduct inservice and curriculum development for classes for librarians, principals, and teachers. Library media specialists will provide inservice training to building-level staff in the use of materiak and equipment. 1.8 Process new material including cataloging. A. Activity completed/obligation met in 1989, see 1993-94 p. 32 1.9 Receive requests for AV materiak for fall semester 1989. 424 (07/01/94) 07/01/94 07/01/94 07/01/94 07/01/94 April 1, 1989 (06/30/95) 06/30/95 06/30/95 06/30/95 06/30/95 I May 30, 1989 Supv of Inst Tech, Coor of Lib Services, (Librarians) Supv of Inst Tech Consultant, Supv of Inst Tech, Coor and Advisory Committee Consultant, Supv of Inst Tech, Coor and Advisory Committee Librarians, Media Staff Supv of Inst Tech 1.4 Purchase orders (Materials supporting the curriculum will be used in each elementary school.) 1.5 Supplemental list (List on file in Dept, of Instructional Technology.) 1.6 File copies (Curriculum guide, polices, and procedures on file in Dept, of Instructional Technology.) 1.7 (Agendas and memos) (Agendas and memos on file in Dept, of Instructional Technology.) 1.8 Completion memo 1.9 Checkoff list (List on file in Dept, of Instructional Technology.)I Program Seq f: 22 Page: 4 Program Name: Library/Media Revision Date: November 1, 1994 Program Code: 32 Primary Leader: Program Goal: Estelle Matthis The district will provide each student with library/media Secottdary Leader: services in accordance with the essential role outlined in the districts Desegregation Plan Lucy Lyon Plan RefereiKe Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria LIIO LllO LIIO LIO9 A. Activity completed/obligation met in 1989, see 1993-94 p. 32 1.10 Schedule films\\videos as possible. (Schedule videos correlated to LRSD curriculum as requested by teachers. Use of 16mm film is outdated.) A. Videos scheduled daily and were current on 09/30/94 1.11 Hire full-time librarians and clerks for each elementary school as needed. A. Full-time Librarians and clerks suffed based on LRSD formula 1.12 Develop a maintenance proposal which assures prmnpt and efficient reiuUr of all AV equipment independent of the time of year. (Mainain procedures for prompt and efficient repair of AV equipment.) A. First quarter repair record: 155 audiovisual machines, 19 computer monitors 1.13 Notify teachers via librarians of the fall schedule (fUms/videos). (Instructional videos correlated to LRSD curriculum are scheduled. Use of 16mm film is ounlated.) A. Teachers are notified weekly of current videos 1.14 Supply films/videos per schedule. A. Videos supplied on weekly basis. (07/01/94) (06/30/95) Supv of Inst Tech (Coor Lib Serv) 1.10 Schedule (Videos correlated to curriculum will be used in each school.) 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/29/94 07/01/94 09/06/94 25% 06/30/95 09/30/94 06/30/95 09/30/94 06/30/95 25% 06/30/95 25% Dir of Human Serv, Supv of Inst Tech, Coor Lib Serv, Principals Supv of Inst Tech (Coor Lib Serv) Supv of Inst Tech (Coor Lib Serv) Supv of Inst Tech (Coor Lib Serv) 1.11 Contracts (Sufficient staff wilt be in place to meet sate and North Central Sandards for librarians. Library clerks will be saffed according to LRSD formula, based on enrollment.) 1.12 Copy of proposal Ninety percent of equipment sent in will be repaired within a week. 1.13 File copy (Videos correlated to the curriculum will be used in each school.) 1.14 Weekly delivery (Videos correlated to curriculum will showPage: 5 Program Seq #: 22 Revision Date: November 1. 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with libraiy/media services in accordance with the essential role outlined in the districts Desegregation Plan Plan Reference Page Number LllO L106 Objectives Strategies Beginning Dale Comjdetion Date Responsibility Evaluation Criteria 2. (To extend and enrich die basic skills in ways that meet smdents varied learning styles and promote life long learning.) 1.15 Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity considerations. The goal is to devise a plan which will provide the district with consistent line item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required 1.10 Order supplies and printing. A. Activity completed/obligadon met in 1989, see 1993-94 p. 32 1.17 Conduct inservice for librarians and library clerks. A. Inservice for librarians held on 08/12/94, 08/16/94, 09/27/94 2.5 Library media specialists will plan with classroom teachers for materials needed for classroom units. 2.6 Library media specialists will plan with classroom building staff for at least one school -wide reading motivation activity each year. 2.7, Library media specialists will plan with classroom teachers for library instruction to be correlated to classroom instruction. 42G Sept. 5. 1989 Oct. 15.1988 (07/01/94) 08/12/94 07/01/94 07/01/94 07/01/94 07/01/94 T Nov. 1, 1989 June 30, 1990 (06/30/95) 25% 06/30/95 06/30/95 06/30/95 06/30/95 Supv of Inst Tech Supv of Inst Tech Coor of Lib Serv Librarians Principals, Librarians PriiKipals, Librarians Principals, Librarians Principals, Librarians 1.15 Copy of plan (Copy of plan on file in Department of Instructional Technology.) 1.16 Copies of purchase orders (Copies of purchase orders on file in Dept, of Instructional Technology.) Agendas (Quarteriy data will reflect an iiKrease in library use.) 2. (As a result of increased planning and instruction by LM Specialist, test scores will increase on norm and criterion-referenced tests.) 2.1 (Improved planning with teachers will increase smdent tests scores.) 2.2 (More books will be checked out in each school.) 2.3 (Improved planning with teachers will result in higher achievement for smdents.) ant Page: 6 Program Seq f: 22 Revision Date: November 1, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with Ubrary/media services in accordance with the essential role outlined in the districts Desegregation Plan 133 133 134 Plan Reference Page Number Objectives Strategics Beginning Date Completion Date Responsibility Evaluation Criteria 2.8 Library media specialists will instruct students in literary skills and reference/study skills. 07/01/94 06/30/95 Principals. Librarians 1. The selection of materiab/resourccs to support the curriculum in desegregated school districts b a multi-district goal of the library media pragram* 1.1 Continue hosting MuHi-District, Multicultural Resource Sharing Fair. In the future, the fair site will rotate among (be three districts. A. Tri-district meeting held to discuss fair 1.2 Begin hosting Multi-District Resource Sharing Fair with book arxl AV materials, vendors, rotating the site among the three districts, Annually 08/25/94 07/01/94 Ongoing 08/25/94 06/30/95 2.4 (Abacus assessment will show mastery of reference/study skills.) 2. The inservice training library media staff members to desegregated school districts b a multidistrict goal of the library media programs. 2.1 Plan to host multi-distiict inservice meetings such as (be one sponsored by the Pulaski County Educational Service Cooperative in April of 1988 to explain (be new nadonal guidelines for school library media program jdannlng. 2.2 Plan to host inservice training for multi-district library media specialists using district employees. Ongoing Ongoing 07/01/94 Ongoing 3. Utilization of televbion technology in desegregated school districts b a multi-district goal of the library media programs. 4. Recruitment of minority Library Media Specialists in desegregated school districts b a multidistrict goal of library media programt. 3.1 Implement utilization of caUe channel 19 and/or videotapes produced at Metro to teach basis skilb, etc. 4.1 Contact teachers training institutions/recniit teachers for training programs In library media certification. 4 27 07/01/94 Ongning To be estabUsbed Ongoing Library Media Director or responsible person (including NRLSD) Library Media Directors or responsible person (iiKluding NLRSD) Library Media Directors or responsible person Library Media Directors or responsible person (including NLRSD Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts. Inservice training will develop skills for library medial specialists who work in desegregated school districts Snidents will gain practical vocational experietKe in running a television studio\nstudents will benefit from instructional units provided over cable system or recorded for later classroom use Hiring and placement of minority media specialists will occurPage: 7 Program Seq f: 22 Revision Date: November 1, 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the districts Desegregation Plan Plan RcfereiKe Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5. Multi-district communication for library media program administrators is a goal for the programs. 6, The sutrutative evaluation will involve a pre- and post-survey instrument for a comparison between the classroom teacher responses from the survey done in 1988 and from a follow-up survey to be conducted in 1993. 5.1 Copy memos relating staff develoixnent opportunities to other district administrators. 5.2 Meet informally for sharing sessions. A. Informal tri-disthct sharing meeting held 08/25/94 and 09/20/94 428 Ongoing 07/01/94 08/25/94 Ongoing 06/30/95 25% Library Media Directors or responsible person (including NLRSD) Better communication will be achieved 6.1 Three - fifths instead of 1/4 of the teachers will consider themselves frequent users of the school library. 6.2 Students will have access at the point of need. 6.3 Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom or never go dte library to use the library/media center materials for a class assignment. 6.4 Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instfuction.Page: 8 Program Seq I: 22 Revision Date: Program Name: November 1, 1994 Program Code: Program Goal: Plan Reference Page Number Library/Media 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon The district will provide each student with library/media services in accordance with the essential role outlined in die districts Desegregation Plan Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.5 Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. 6.6 Increased student visits to the library medial center on a daily and weekly basis will be evidenced through docurrtenta-tion. 6.7 Increase will evidenced by the volume of books checked out by categories: fiction and Dewey categories. 6,8 The number of students who visit the library for independent research will be documented to indicate an increase in usage, and the quality of research conducted by students will be improved. 6.9 The number of classes/ groups scheduled and supervised by the classroom teacher will be documented. 7. Library media specialist will annually evaluate the collection for adequacy of multicultural materiab and will contlnuaily evaluate new materiab to be considered for purchase. 07/01/94 06/30/95 429Page: 9 Program Seq f: 22 Revision Date: November I. 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Goal: The district will provide each student with libraryZmedia services in accordance with the essential role outlined in the districts Desegregation Plan Plan Reference Page Number Objectives Strategies Begimung Date Completion Date Responsibility Evaluation Criteria 8. Recommendations for multicultural materials will be shared with all principals and librarians and recommetrded for core purchase for ail schools. 07/01/94 06/30/95 9. The 1992-92 school year will be used to establbh bavUne data for determining progress. 07/01/94 06/30/95 10. Undertake a comparative study of library resources among the incentive schools as well as other seboob of comparable size to bring about parity of holdings through an eouitable purchasing poUcY, 11. Modify building space to increase library capacities at Mitchell and Garland. Purge the shelves of outdated and well-worn materiab. At Mitchell, books most frequently used by the four- year old program, kindergarten, and first grades could be permanently placed in the individual classrooms since those grades are all housed in structures that are detached from the main building. 07/01/94 06/30/9S A. Chart of library resources on file indicating holdings of incentive schools 09/01/94 07/01/94 09/01/94 06/30/95 430Program Seq f: 23 Program Name: Computerized Transportation Routing System Program Code: 24 Primary Leader: Program Description: District Goal Support\nProgram Goal: IPlan ReferciKes: FY Program Budget: YTD Expeixlitures\nRelated Function Codes: LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Transportation system provides the means for students to have access to Dr. C. Russell Mayo Secondary Leader: Page: 1 Revision Date: November 14, 1994 Mary Jane Cheatham U.e Disenc, win comujue  use i .utomaied lar aedvides. Students shall be provided tianspoiladon in order to attend their assigned schools and its resources in providing transportation to those students eligible for transportation, programs and activities. Ensure that equity occurs in ail phases of school activities and operations. To provide safe. efTicient, and reliable transportation for the students of the Little Rock School District. L227 ] $3,000.00 $0.00 1st Qtr Expend: 2nd Qtr Expend: 431 $0.00 3rd Qtr Expend\n4th Qtr Expend: Program Seq *: 23 Program Name: Computerized Transportation Routing System Program Code: 24 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. C. Russell Mayo Secondary Leader: Page: 2 Revision Date: November 8, 1994 Mary Jane Cheatham Program Goal: To provide safe, efficienl, and reliable transportation for the students of the Little Rock School District. Plan Reference Page Number L227 L227 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 The Transportation Department will request additional resources to help provide transportation support for evening and extended day programs. 1.1 In 1990-91 the District reduced Its number of runs from three to two. 1.2 LRSD has made progress in the utilization of the ECOTRAN MAPNET System...1988-89 school opening. 1.3 There is extensive work to be dor\u0026gt;e in updating the geographic files, table with the LRSD database. 1.4 School attendance areas arid updated walk zortes need to be encoded into map-files. 1.0 Determine resource requirements necessary to support programs and procure them. Provide transportation support as required. A. Resource requirements were identified. Additional buses are on order to support the mission. B. As departments make requests for support, the Transportation Department makes every effort to support the request. 1.1 Procure resources necessary to support two run system and implement two run system. A. Routes were limited to the number that could be supported by the buses available for a two run system. 1.2 Student and geographic data loaded in system, and personnel trained and proficient in computerizing routing. A. Item completed 06/90, and is not recurring. 1.3 A cooperative effort between Transportation Department. LR City Engineers, Student Assignment, and ECOTRANS staff will help to ensure that software reflects accurate geographic information. A. All new streets were added to the map. As new streets are added the map is updated. 1.4 School attendance areas not initiated. Walk zones encoded into map for maximum bus utilization. A. Changes created by the closing of Stephens school were encoded into the map. 43.? 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/88 07/01/94 07/01/94 07/01/94 07/01/94 06/30/95 20% 20% 06/30/95 08/22/94 06/90 06/30/95 90% 06/30/95 08/22/94 Director of Transportation Director of Transportation Director of Transportation Director of Transportation, Director of Information Services Director of Transportation 1.0 Adequate service provided in support of programs. Determined by dividing number requested by number provided. 1.1 All buses assigned only two routes. 1.2 Students effectively and efficiently routed to facilitate a smooth school opening 1988-89. 1.3 Significant reduction in street address errors introduced by poor/inadequate data entry. 1.4 No student required to exceed four bbck/six block walk.Program Seq *\n23 Program Name: Computerized Transportation Routing System Program Code: 24 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To provide safe, efficient, and reliable transportation for the students of the Little Rock School District. Page: 3 Revision Date: November 6, 1994 Mary Jane Cheatham Plan Reference Page Number L227 Objectives 1.5 (Transportation Safety Policies need to be reviewed and updated property. Changes will be Incorporated from Applicable Board Policies and Administrative Directives). 1.6 (Assignment promotion population region tables need to be created to ensure proper student assignment). 1.7 All school attendance areas will be encoded into the geographic tables. Corresponding walk zones will be generated for schools, all transportation policies will be reviewed and updated. Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.5 A comprehensive review of all LRSD policies germane to transportation must be performed and recommendations/changes reduced Io writing and incorporated into applicable documents. A. A comprehensive rewriting of the Practices and Procedures for the department was completed and reviewed by the Drivers' Council before publication and distribution. 1.6 Information downloaded from mainframe on media format compatible with HP Vectra. A. Download completed with tape from Data Processing. 1.7 Walk zones established in accordance with district policy and software criteria selection. A. Walk zones were established because of the closing of Stephens. 433 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 09/30/94 06/30/95 08/16/94 06/30/95 08/10/94 Director of Transportation Director of Transportation 1.5 Published policies on student behavior/safety on LRSD buses. Published policies for drivers/driver aides to assist in communicating the district's position on transportation safety procedures. Frequept meetings to address safety issues and concerns. Attendance verified through sign-in sheets. Review of supervisor's monitoring report. 1.6 Routes generated based upon current assignment information. 1.7 Two mile list published and distributed to school staff. Add transportation policies and procedures.Page: 4 Program Seq : 23 Revision Date: November 8. 1994 Program Name: Computerized Transportation Routing System Program Code: 24 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Mary Jane Cheatham Program Goal: To provide safe, efficient, and reliable transportation for the students of the Little Rock School District. Plan Refererice Page Number Ot^ectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.8 An entire new stop network will be generated to improve efficiency and most economically utilize District resources. 1.8 Transportation staff will update and revise all routes based upon census data provided by Information Services. A. Additional census information is included when it is available to the Transportation Department. 07/01/94 07/01/94 06/30/95 95% 434 Director of Transportation 1.8 Written request for student data forwarded. Census incremental initiated by routing supervisor Research system error listing to within 5%. Completion of first day routes prior to registration.I Program Seq : 24 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Page: 1 Program Name: Data Processing Revision Date: November 14, 1994 Program Code: 17 Primary Leader: Dr. Robert Glowers Program Description: Secondary Leader: John Ruffins, Interim Director Infomation Serv'tosrtl 0'10^106 fte ram^X' resouras nXXri'to\u0026lt;IX^store'and'?e rt \"t Support) necessary to collect, store and report information on LRSD students, students wiS benefit from accurate up-to-date informal on studems accurate manner. School and central office-based staff, parents, and i, and Hardware and Software Support) necessary to collect, store and report information on LRSD students. District Goat Support: i.a'XXnt* academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities Program Goal\nPlan References\nL129, L130 f FY Program Budget: YTD Expenditures: $ 712,289 22 $ 606,929.33 1st Qtr Expend: 2nd Qtr Expend: $ 606,929.33 3rd Qtr Expend: 4th Qtr Expend: I E Related Fur\u0026gt;ction Codes: 1 435Program Seq f: 24 Program Name\nData Processing Program Code: 17 Program Goal\nPlan Reference Page Number L 129/130 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. Robert Glowers Secondary Leader: Page: 2 Revision Date\nNovember?, 1994 John Ruffins, Interim Director To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Data Processing (Information Services Department) will provide the necessary support for all school and central officebased functions. Programs will be developed and implemented relative to the followino areas: 07/01/94 07/01/94 1.1 (Collect, Store, and Report) Dropout Statistics (to include the ability to generate data by race, gender, grade on a school by school as well as Districtwide basis). 1.2 (Score, Collect, Store, and Report) Test Scores (to include capacity to score tests and to generate data by race, gender, grade, school, subject area, and district- wide). A. Tag students for JTPA 6. Wrote Stanford 8 report showing last years reading, math, and language scores that where less than 35.8. 431. 06/30/95 06/30/95 07/01/94 07/01/94 09/15/94 08/15/94 06/30/95 06/30/95 25% 08/15/94 Director of Information Services Director of Information Services Director of Information Services 1.A (Administration has received all required reports for the school year). 1 B (All data is accurately stored and is retrievable). 1.C (Quality reports are being delivered on time). 1,D (Complaints are no longer being received about information not being available). 1.1 (Reports are available which accurately report dropout statistics). 1.2 (All test results are stored in the computer and are reflected in pertinent reports).Program Seq f: 24 Page: 3 Program Name: Data Processing Revision Date: November 7, 1994 Program Code: 17 Primary Leader: Program Goal: Dr. Robert Glowers Secondary Leader: John Ruffins, Interim Director  Plan Reference Page Number Objectives Strategies 1.3 (Collect, Store, and Report) Student Achievement Data (to Include the capacity to monitor test scores, grade distribution and other identified achievement data by race, gender, grade, subject, school and district-wide). A. Load SAT-8 test data onto AS/400. B. Transferred student and basic data from Student Management System to Abacus. Test scan sheets where generated for all schools. C. Print Abacus test answer sheets, attendance scan sheets and grade scan sheets. D. Allowed Secondary Registrars to update Transcript History Data district wide. 1.4 (Collect, Store, and Report) Attendance (shall be kept in such a way as to allow data to be gathered for any period of time, for withdrawals and re-enrollment, for students grade, school, race. gender, and districbwide). A. Pre-select attendance entry records for all expected incoming students. B. Print Attendance scan sheets on weekly basis to assist in gathering Attendance Data. a 1.5 (Collect. Store, and Report) Disciplinary Data (by offense, school, teacher, class, subject, race, gender, district-wide, and over any period of time). 4 37 Beginning Date 07/01/94 07/15/94 09/08/94 08/20/94 07/01/94 07/01/94 08/15/94 08/20/94 Completion Date 06/30/95 07/20/94 09/09/94 25% 25% 06/30/95 06/15/94 25% 06/30/95 Responsibility Director of Information Services Director of information Services Director of Information Services Evaluation Criteria 1.3 (All available student achievement data is stored and reported as requested). 1.4 (Attendance data is accurately stored and reported to the state with minimum manual compilation. 1.5 (Discipline data is accurately entered and reported as required).Page: 4 Program Seq #: 24 Revision Date: November 7, 1994 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Robert Glowers Secondary Leader: John Ruffins, Interim Director Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.6 (Collect, Store, and Report) Student Assignment Data (by race, age, gender, class, school, grade, level, and districtwide). 07/01/94 06/30/95 Director of Information Services 1.6 (Student assignment data is stored and all reporting requirements are met). A. Promoted students to next grade using the Student Assignment criterion. B. Randomized student school choices and placed on the Waiting List Screen. C. Ran October 1 counts report. 07/15/94 07/30/94 09/30/94 07/15/94 07/30/94 09/30/94 D. Printed district-wide school profiles for schools to evaluate. 09/30/94 09/30/94 L 130 2. Data Processing Department (Information Services Department Staff) will have the capacity to respond to District needs as required by District goals and state and federal laws such as grade distribution and the ability to identify specific students and cohorts of students. 07/01/94 06/30/95 Director of information Services 2. (The District requirements for computer resources are being met). 2.1 (The Information Services Department will maintain adequate computer hardware and support to meet the needs of the district). 07/01/94 06/30/95 Director of Information Services 2.1 (All employees requiring access to student records have access to terminals). A. Move telephone lines, computer lines, and computer equipment as requested. B. Provide user support on the operation of computer equipment. C. Provide user support for Abacus equipment. 0. Provide access to Student Software for performing routine data entry and reporting. 43S 07/01/94 07/01/94 07/01/94 07/01/94 25% 25% 25% 25%Program Seq : Program Name: Program Code: Program Goal: Plan Reference Page Number 24 Data Processing 17 Primary Leader: Or. Robert Glowers Page: 5 Revision Date: November 7, 1994 To provide the programs and data bases Secondary Leader: John Ruffins, Interim Director provide an necessary information required by ouShtereSi^^ToXwePi^^^m^ To Objectives Strategies E. Reinstalled the equipment at Williams Magnet as a result of the new construction that took place during the summer. F. Purchased and installed a tape back-up unit with the appropriate software to accommodate the programs that are being designed for budgeting procedures between Information Services and Financial Services. G. Purchased and installed an IBM 6408 Line Matrix Printer to accommodate the large amounts of printing required from the AS/400 users of the District. This will also speed up the printing process with the additional printer. This printer is located in the Operations Department of Information Services. H. Purchased HP 1200C DeskJet Printer and the HP LaserJet 4+ Printer located in the Office of Desegregation and Student Assignment I. Purchased the new telephone system located in the Office of Desegregation and Student Assignment. J. Purchased for the Office of Desegregation and Student Assignment in lot were three each of the following\nMicroprocessor, CD- ROM Drive, Disk Drive, Monitor, Keyboard, Mouse, and all other required attachments. 2.2 (The Information Services Department will develop or acquire the software required to support the needs of the district). 439 Beginning Date 09/20/94 09/14/94 09/14/94 09/22/94 07/01/94 09/22/94 07/01/94 Completion Date 09/21/94 09/30/94 09/30/94 09/30/94 08/25/94 09/22/94 06/30/95 Responsibility Director of Information Services Evaluation Criteria 2.2 (All necessary software is installed and functioning property to collect, store and report information in a timely and accurate manner).Page: 6 Program Seq *: 24 Revision Date: November?, 1994 Program Name\nData Processing Program Code\n17 Primary Leader: Dr. Robert Glowers Secondary Leader: John Ruffins, Interim Director Program Goal: To provide the programs and data bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide all necessary information required by outside interests. To provide timety response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Purchased and installed Word Perfect 5.1 to schools and departments as requested. B. Provide technical support for data entry in all schools using Word Perfect to enter data into the LRSD Program Budget Document. C. Modified a series of approximately twelve (12) screens to allow schools to enter aggregated information not currently stored on the AS/400 database that was needed for the School Profile Report. D. Modified the School Profile Report to show breakdowns by race and sex of all items required by the Office of Desegregation and Monitoring. E. Provided equipment maintenance, cabling, and communication lines connecting users to the AS/400 system. F. Provide telephone service and computer access to the Truancy Office's new location. G. Purchased Paradox 5.0 for Windows to assist with budgeting and financial procedures. H. Installed AS/400 Software Upgrade Version 2.3 from IBM. This will bring the system up to date in meeting the needs of the District. I. Purchased Crystal Reports Pro Version 3.0 to assist with additional programming for budgeting and financial procedures. 07/20/94 07/01/94 08/23/94 08/23/94 07/01/94 07/01/94 09/14/94 08/10/94 07/29/94 08/01/94 25% 25% 25% 25% 08/23/94 09/14/94 08/15/94 07/29/94 4 4 07 Page: Program Seq *: 24 Revision Date: November?, 1994 Program Name: Data Processing Program Code: 17 Primary Leader: Dr. Robert Glowers Secondary Leader: John Ruffins, Interim Director Program Goal: To provide the programs and daU bases necessary to collect and store all pertinent student information. To provide all necessary reports required to support school and central office based functions. To provide aH necessary information required by outside interests. To provide timely response to all requests for information. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria J. Purchased Monarch for Windows version 1.0 to assist with designing additional documents used for budgeting and financial procedures. K. Installed Microsoft Office Pro Version 4.3 and Microsoft Visual Basic Pro Version 3.0 throughout the Information Services Department to accommodate the staff in providing information and support to the District users in a more timely and professional manner. L. Acquired training for the Interim Director of Information Services Department for Netware 3.12 Software to be able to provide the users with the support that is requested. M. Purchased in lot of three each were the following software applications located in the Office of Desegregation and Student Assignment\nCorel Pro Photo Sampler, MS- Dos 6.2, Microsoft Windows for Workgroups Version 3.11, Microsoft Office Pro Version 4.3 on CD, and all other requested software. 2.3 Computerized Data Access- Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. 441 09/14/94 07/20/94 09/29/94 09/22/94 07/01/94 09/14/94 09/20/94 09/30/94 06/30/95LRSD PT 94-95 PROGRAM BUDGET DOCUMENT Program Seq *: 25 Page: 1 Revision Date: November 14, 1994 Program Name: Safety and Security Program Code: 16 Primary Leader: Mark Milhollen Secondary Leader: Bobby Jones Program Description: The Department of Safety and Security was established for the purpose of addressing safety and security issues in the Little Rock School District. Activities of the department include those practices that impact the students and staff in all schools. Additionally, staff from the numerous non-school based locations receive services from this department. In addition to a program director, the staff includes supervisors that assume responsibility for pupil and personnel safety programs, building protection programs, and school based security officers. The Safety and Security Department operations are intended for the benefit of all students, staff, and property in the Little Rock School District. District Goal Support: 5. Provide a safe and orderly climate that is conducive to learning for all students. 2. Develop and maintain a staff that is well-trained and motivated. Program Goal: The Little Rock School District will provide resources to support an orderly and safe school district climate. Plan References: L 26, I 30 FY Program Budget: $761,286.72 Ist Qtr Expend: 4117,300.43 3rd Qtr Expend: FTE 38.0 YTD Expenditures: $117,300.43 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 2587 442Program Seq *: 25 Program Name: Safety and Security Program Code: 16 Program Goal\nPlan Reference Page Number L 28 L 28 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Mark Milhollen The Little Rock School District will provide resources to support an orderly and safe school district climate. Obiectives 1. To provide a drug free work environment for the safety ol students arxJ employees. 2. To provide a security staff for all schools and sites Page\n2 Revision Date: October 31, 1994 Strategies 1.1 Drug test all Transportation employees prior to the start of the school year. A. Drug test administered 1.2 Administer random drug tests to all employees two times during the school year A. Random drug test administered-Random Test I 1.3 Administer drug test to all drivers who experience an at-fault accident A. Test administered to driver at-fault 2.1 Maintain district level staff to provide security services district-wide A. School based security staff assigned to each secondary school B. Furnish uniforms for security staff Secondary Leader: Beginning Date Completion Date 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 As necessary 07/01/94 08/22/94 08/22/94 06/30/95 09/30/94 06/30/95 25% 06/30/95 09/30/94 06/30/95 09/30/94 75% Bobby Jones Responsibility Coordinator of Pupil/Personnel Safety Coordinator of Pupil/Personnel Safety Coordinator of Pupil/Personnel Safety Director of Safety and Security Evaluation Criteria Results of initial drug test report Results of monthly random drug test report Results of end of year at-fault drug test report Copy of security assigned to schools 443Page\n3 Program Seq #: Program Name: Program Code: Program Goal: Plan Reference Page Number L 28 L 28 I 30 25 Revision Date: October 31, 1994 Safety and Security 16 Primary Leader: Mark Milhollen Secondary Leader: Bobby Jones The Little Rock School District will provide resources to support an orderly and safe school district climate. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. To provide off-duty police protection for students and staff 4. To provide supervision for safe, secure bus stops 5. The Office of Support Services and all of its departments will address questions of equity in all hiring and bidding practices 6. To conduct weapon searches in a systematic manner 3.1 Off-duty police will be contracted to provide supervision at school events A. Off-duty police contracted for 30 football games B. Off-duty police contracted for 22 volleyball games 3.2 School based security personnel assigned to provide supervision at school events A. School Based security personnel assigned to 33 school events 4.1 Two marked Security cars provided to be present and monitor selected bus stops A. Both cars were used by Security to monitor bus stops 4.2 Security staff will monitor selected stops in the mornings and afternoons A. All stops selected have been monitored 5.1 Recruit from among public who do not typically apply for security positions 5.2 Maintain staff that models equitable hiring practices 6.1 The LRSD will conduct weapons scans in school buildings and at athletic events A. Weapons scans conducted in all secondary school buildings 444 07/01/94 08/29/94 08/29/94 06/26/94 08/22/94 07/01/94 08/22/94 07/01/94 08/22/94 07/01/94 07/01/94 07/01/94 08/22/94 06/30/95 09/30/94 09/30/94 09/30/94 09/30/94 06/30/95 09/30/94 06/30/95 09/30/94 06/30/95 06/30/95 06/30/95 09/30/94 Director of Safety and Security Director of Safety and Security Director of Safety and Security Director of Safety and Security Director of Safety and Security Principals Copy of payroll vouchers Copy of payroll memos on file in Business Office Schedule on file in director's office. Comparison of number of stops monitored in 1992-93 and 1993-94 File memos available in director's office List of school staff by race and gender. Comparison of staff by race and gender for 1993-94 and 1994-95 List of administrative staff by race and gender Comparison of number of weapons detected in 1993-94 with 1994-95F Page: 4 Program Seq #: 25 Revision Date: Program Name: October 31, 1994 Program Code: Program Goel: nan RefererKS Pegs Number L28 L 28 L 28 L 28 Safety arxJ Security 16 Primary Leader: Mark Milhollen Secondary Leader: Bobby Jones The Little Rock School District will provide resources to support an orderly and safe school district climate. Objectives Strategies Beginr\u0026gt;ing Date Completion Date Responsibility Evaluation Criteria 7. To monitor all LRSD property at times when not occupied 8. To provide for the management of school emergencies 9. To provide for an Emergency Operations Procedure for central office 10. To provide photo I.D.'s for secondary schools upon request from principals B. Weapons scans conducted at 30 football games C. Weapons scans conducted at 22 volleyball games 7.1 LRSD will contract with a private firm for buildirtg monitoring A. Contract confirmed with Sonitrol of Central Arkansas, Inc. 7.2 LRSD will employ two persons to answer all alarms as they are received from dispatch A. LRSD employee met with police at buildings to answer alarms 7.3 LRSD will provide for motion detection, fence, audio, and perimeter alarms A. Contracted alarm company has provided services 8.1 Schools will develop strategies to respond to building emergencies A. Principals will send copies of strategies to Safety and Security Department 9.1 Central office staff will determine responses to district emergencies A. Superintendent of Schools will provide all departments a copy 10.1 Safety and Security Department will schedule I.D.'s as requested In schools and central offices A. Photo I.D.'s provided when requested by secondary schools 08/29/94 08/29/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 08/22/94 07/01/94 07/01/94 07/01/94 08/22/94 09/30/94 09/30/94 06/30/95 25% 06/30/95 09/30/94 06/30/95 25% 06/30/95 49% 06/30/95 90% 06/30/95 09/15/94 Director of Safety and Security Director of Safety and Security Director of Safety and Security Principals Superintendent of Schools Director of Safety and Security Copy of original contract Copy of Safety and Security Alarm Response sheets Copy of contract\nPersonal observation Copies of crisis response materials on file in office of director Copy of material on file Copy on file in all district locations Copy of school requests on file in director's office 4 4r\u0026gt;Page: 5 Program Seq f: 25 Revision Date: October 31, 1994 Program Name: Safety and Security Program Code: 16 Primary Leader: Mark Milhollen Secondary Leader: Bobby Jones Program Goal: The Little Rock School District will provide resources to support an orderly and safe school district climate. Plan Reference Page Number L 28 L28 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 11. To provide for school evacuation plans 12. To provide for incident reporting throughout the district B. Photo I.D.'s provided when requested by central office 11.1 Principals will conduct a school fire drill each month and a copy received in Safety and Security Dept, by the 10th school day of the month in which the drill is held A. August fire drill conducted B. September fire drill corxJucted 11.2 Principals will report bomb threats to Safety and Security Department 12.1 Incidents occurring within the school district will be reported to the Safety and Security Dept, using the LRSD Incident Report form A. Copies of Incident Reports received will be filed B. Director will fax copies to insurance firm as needed C. Copies will be forwarded to Procurement and Materials Management Department as needed 44r\u0026gt; 07/01/94 07/01/94 08/22/94 09/01/94 07/01/94 07/01/94 07/01/94 07/01/94 07/01/94 09/30/94 06/30/95 16% 96% 06/30/95 06/30/95 09/30/94 09/01/94 09/30/94 Principals Principals, Directors, Supervisors Copy on file in Safety-Security Office Files in director's office Copies on file in Safety- Security Dept.LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Program Seq f: 26 Page: 1 Revision Date: November 17, 1994 Program Name: Minority Teacher Recniitment Program Code: 08 Primary Leader: Brady Gadberry Secondary Leader: Robert Robinson Program Description: Primary function is to recruit high quality professional and support personnel to meet the districts goals and objectives in a wide range of positions in school and the central administration offices. To support linkages between the school district and higher education institutions\nassume responsibility for delegated programs related to staff recruitment to meet EEO and Affirmative Action and Personnel Services hiring standards- responsible for assigned tasks and projects that will enhance the productivity and efficiency of the human resources division. District Goal Support: Develop and maintain a staff that is well-trained and motivated. Program Goal: Developing equity in employees composition that reflects racial and ethnic divenity. E Plan References: 1 FY Program Budget: $45,592.16 1st Qtr Expend\n$13,998.89 3rd Qtr Expend: FTE l.O YTD Expenditures: $13,998.89 2od Qtr Expend\n4th Qtr Expend: [ Related Function Codes: ] 447Program Seq f: 26 Program Name: Teacher Recruitment Program Code: 08 Program Goal: Plan Reference Page Number U3 LRSD FY 94-95 PROGRAM BUDGET DOCUMENT Primary Leader: Brady Gadberry Secondary Leader: (To organize recruitment and retention programs for the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) Objectives Strategies Begiiming Date CompietioD Date Page: 2 Revision Date: Robert Robinson Responsibility November 17, 1994 Evaluation Criteria U3 1. Update review of recruiting needs by age. race, sex and seniority in positions in the District to ascertain projected needs. 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be rebring to project needs. (Reserve at least 25 percent of the positions for Black applicants.) A. Request for forecast based on 1.1 is being prepared by Information Services. However, the number of retirees for the preceding three (3) years is taken in consideration when reserving a num her of slots for minorities. 07/01/94 08/10/94 06/30/95 20% 2. Review of position assignments related to racial equity such that all races are represented in every position and Job description io the district. 2.1 Development and assessment of school and divisional stalTuig patterns. A. From July 1, 1994 through October 1, 1994, there were fifty (50) school sites, of these: 1. Nine (9) sites were 0-24% minority faculty. 2. Twenty four (24) sites were 25-39% minority faculty. 3. Twelve (12) sites were 40-50% minority faculty. 448 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 25% .a HR Director(Minority Recruiter)HR Director/ (Minority Recruiter) HR Director/(Minority Recruiter) Bldg. Principals, Division Heads.) HR Director/ (Minority Recruiter) Bldg. Principals, Division Heads.) 1. (Completion of needs assessment.) 1.1 (Forecast of Retirees/Reservation of slots for minority staffing) 2. (Maintain an image of district-wide multi-cultural stafling) 2.1 Completion of task (Computerized reports of staffing ratios)F Page: 3 Program Seq 9\n26 Revision Date: November 17, 1994 Program Name: Teacher Recruitment Program Code: 08 Primary Leader: Brady Gadberry Secondary Leader: Robert Robinson Program Goal: (To organize recruitment and retention programs for the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) Plan Reference Page Nianbcr Objectives Strategies Beginning Date Com|rietion Date Responsibility Evaluation Criteria 4. Five (5) schools had a minority teaching staff that exceeded 50% of the total teaching force. From July 1, 1994 through October 1, 1994, there were 163 full-time certified emidoyees  new hires. Fifty (50) or 31% of the appointments went to minorities. From July 1, 1994 through October 1, 1994, there were 1959 full-time teachers. 686 or 35% of these teachers were minorities. 144 1. Create pool of currently certified teacher applicants and of students pursuing certification. 2.2 Recruitment of support and non-teaching staff to reflect equitable racial representation in all positions. 1.1 Share applicant pools with PCSSD/NLRSD. 07/01/94 07/01/94 07/01/94 06/30/95 06/30/95 06/30/95 HR Director/(Minority Recruiter) Principals. Assoc. Sup HR Directors - Three Districts (Minority Recruiter) HR Directors * Three Districts (Minority Recruiter) 2.2 (Improved staff diversity will be shown by staffing reports) 1. (An assemble of quality applicants for school based referrals and resources for replenishing the dwindling pool of minority applicants) 1.1 Com|detion of task (Identification of prospects) A. LRSD shares its minority applicant pools with PCSSD/NLRSD on a regular basis to meet mutual staffing goals. Referrals are made through telephone calls and recruitment registry when requested. 07/30/94 25% 125 1. To develop joint recruiting efforts and procedures with particular emphasis on minority teacher recruitment. 07/01/94 06/30/95 HR Directors (MiiKtrity Recruiters) 1. Increase in minority staHing among certifled staff and more proportional representation among support staffs. 449Page: 4 Program Seq 9: 26 Revision Date: November 17. 1994 Program Name: Tcactier Recruitment Program Code: 08 Primary Leader: Brady Gadberry Secondary Leader: Robert Robinson Program Goal: (To organize recruitment and retention programs for the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) 125 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. To share the applicant pools among the districts 1.1 Share planning, resources and contacts for recruitment of staff, both certified and non-certified. A. Inter/Intrastate recruitment schedules shared among districts. B. ASCUS membership information shared with PCSSD/NLRSD. This is an opportunity to broaden recruiting base for new teachers, providing teachers of diverse backgroutxls for the classroom. C. ASCUS application has been submitted for data base representing the colleges and universities which prepare 90 percent of each years graduating teachers, national directory of job career fain for educaton with a cross-reference of institutions which will graduate minority candidates. 2.1 Use teachers in the recruitment process. A. Teacher recruitment team, comprised of new teacher-recruits, at least (1) tenured teacher, one (1) principal selected annually to accompany Recruiting Specialist on certain recruitment trips. The following employees selected for 1994-95: Theresa Courtney, Shanda Macon, Alvena Grissom, Christopher Threatt. Jodie Carter, Dora Wallace  subject area specialists included as well. B. Recruiting Team also serves as a welcome committee when recruits visit LRSD to preview employment opportunities. 4 50 08/15/94 08/15/94 09/30/94 07/01/94 07/01/94 07/18/94 07/18/94 25% 25% 09/30/94 06/30/95 06/30/95 25% 25% HR Directors - (Minority Recruiter) HR Directors (Minority Recruiter) HR Directors (Minority Recruiter) 1.1 Increase in minority staffing among certified staff and more proportional representation among support staff. 2. Proportional representation of minority and majority employees in all staffing categories. 2.1 (List of teachers who participated \u0026amp; activities) APage: 5 Program Seq f: 26 Revision Date: November 17. 1994 Program Name: Teacher Recruitment Program Code: 08 Primary Leader: Brady Gadberry Secondary Leader: Robert Robinson Program Goal: (To organize recruitment and retention programs for the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) 125 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 3. To monitor distribution of staff across grade levels and support areas. 4. To identify students who may be future teachers and provide support programs to them. 2.2 CertiPied and non-certified applicant pools will be shared with the agreement Io assist each other in correction of disproportionate suffing. A. Recniitment registry shared with NLRSD and PCSSD focusing on critical supply areas: Math Science. Elementary. Spanish. 3.1 The principals will be accountable to ensure equitable distribution of teachers by grade level and subject area. A. Monitoring reports complied and principals advised accordingly. 4.1 Establish future teacher clubs in elementary, junior high and senior high schools. A. For the 1994-95 school year, the following schools have active Teachers of Tomorrow Chapters: 1. Elementary 451 07/01/94 07/01/94 07/01/94 09/21/94 07/01/94 08/22/94 06/30/95 25% 06/30/95 25% 06/30/95 25% HR Directors (Minority Recruiter)Principals HR Directors (Minority Recruiter) Assoc./Asst. Supts Principals. HR Directors (Minority Recruiter), Assoc./Asst. Supts. HR Directors (Minority Recruiter) Principals and Teachers (HR Directors, Minority Recruiter) Principals \u0026amp; Teachers 2.2 (An established applicant referral system for teacher employment in any of Pulaski County's public schools) 3. Proportional representation of minority and majority employees in all staffing categories. 3.1 Statistical data that minority teachers have access to teaching oppormniiies at all grade levels, in all subject areas and in all programs - AP Honors, G/T, etc. *4. (Adoption of a comprehensive Teachers of Tomorrow Program for smdents considering careers in teaching.) 4.1 Increase the number of smdents entering the teaching profession.Page: 6 Program Seq #: 26 Revision Date: November 17. 1994 Program Name: Teacher Recruitment Program Code: 08 Primary Leader: Brady Gadberry Secondary Leader: Robert Robinson Program Goal: (To organize recruitment and retention programs for the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) 126 Plan RefereiKe Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Carver Magrtet Mitchell 2. Junior High\nForest Heights Mabelvale Jr. Pulaski Heights Jr. 3. Senior High: Centra) High Hall High Parkview Magnet Chicot Washington Henderson Mann Magnet Southwest Jr. J.A. Fair McClellan B. Teachers of Tomorrow Academy - Tri-district program: 1. Opened at the beginning of the 1994-95 school year, the Teachers of Tomorrow Academy continues to offer students a unique head start on a career in teaching: Learning Training Internship programs Priority hiring in the three school districts in Pulaski County after college graduation and certification requirements have been met Exposure to various teaching situations and levels Opportunities to work with children Special scholarships Individualized attention to personal and academic needs 2. Currently, minority students comprise approximately 60% of the total Teachers of Tomorrow Academy. 08/22/94 07/01/94 25% 06/30/95 HR Directors (Minority Recruitment) Number of contracts of intent signed. 452Page: 7 Program Seq f: 26 Revision Date: November 17, 1994 Program Name: Teacher Recruitment Program Code: 08 Primary Leader: Brady Gadberry Secondary Leader: Robert Robinson Program Goal: (To organize recruitment and retention programs for the purpose of developing equity in the employee composition that reflects racial and ethnic diversity.) 126 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 5. To establish a joint committee to address district plarming for support of students who wish to become teachen. 6. To esublish a joint committee for plarming recruitment strategies and procedures. 07/01/94 06/30/95 HR Directors (Minority Recruiter, Principals) 5. (Committee minutes reflect a support mechanism ensuring a \"shared vision\" for minority future teachers.) 5.2 Create \"contracts of intent\" to hire future teachers upon degree and certification completion. A. Contracts of Intent have been developed for peak recruiting season - Spring 1994. 5.3 Provide internship opportunities for students of education. A. Internship executive summary has been designed and submitted to Deputy Superintendent and Human Resources Director. 6.1 Production of a set of recruitment procedures arxl timelines to be developed jointly to iiKrease effectiveness and define recruitment. A. Joint recniiting schedules have been defined. 6.2 Develop a cooperative agreement for recruitment of certified and non-ccrtificd staff with reservation of a number of slots so that employee categories will be desegregated. 6.3 Improve teacher working conditions to maintain teachers in the profession\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. 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