{"response":{"docs":[{"id":"aru_unequal_473","title":"Ku Klux Klan Rally on Steps of State Capitol","collection_id":"aru_unequal","collection_title":"Land of (Unequal) Opportunity: Documenting the Civil Rights Struggle in Arkansas","dcterms_contributor":null,"dcterms_spatial":["United States, Arkansas, 34.75037, -92.50044"],"dcterms_creator":null,"dc_date":["1994-06-18"],"dcterms_description":["Rally held by the Knights of the Ku Klux Klan, headquarterd in Harrison, on the steps of the Arkansas State Capitol to coincide with the NAACP's Juneteenth Celebration.","Ku Klux Klan -- Bigotry -- Racism -- Little Rock (Ark.) -- National Association for the Advancement of Colored People -- Little Rock -- Pulaski"],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["Fayetteville, Ark. : University of Arkansas Libraries"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Women's Project Records (MS 95-03), University of Central Arkansas Archives and Special Collections"],"dcterms_subject":["African Americans--Arkansas","Civil rights--Arkansas","Race discrimination--Arkansas","Segregation--Arkansas"],"dcterms_title":["Ku Klux Klan Rally on Steps of State Capitol"],"dcterms_type":["StillImage"],"dcterms_provenance":["University of Arkansas, Fayetteville. 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O. Box 166, College Station 401 West 4th, NLR 5427 Thrush Road 2105 Dorchester 25027 Highway 365 North, NLR Little Rock School District n tt n 490-1255 374-5115 565-3012 225-9438 851-0434 324-2006 324-2007 324-0518 FRANKLIN Sherry Fields Sandra McIntosh Karen Carter Almeda Giles Carolyn Gray Sterling Ingram Larry Robertson Kirke Herman Parent (did not show) Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 1607 Shumate Little Rock School District n N 1723 Broadway (Walker Law Firm) , 821-2113 221-2779 227-5928 324-2124 324-2007 374-3758 MITCHELL Donna Bennett Teresa Lockhart Mildred Walker Mary Ann Hanson Delores Iverson Sterling Ingram Margaret GremiUion Kirke Herman Parent 1719 Charlotte Circle Parent (did not show) Teacher Teacher Teacher Administrator Administrator Joshua Rep. P.O. Box 524 (72053) 2108 State 1811 Schiller Little Rock School District 490-1009 374-7054 tt M 1723 Broadway (Walker Law Firm) 324-2124 324-2006 374-3758RIGHTSELL Sherry Pripusich Tommy Dodson Rosalyn Zeigler Jacque Kesler Stacy BlacknaU Sterling Ingram Margaret Gremillion Delois Sykes Parent (did not show) Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. #1 Dodson Drive, Menifee 1517 Pulaski 47 LeFever Lane #2A Chimney Rock Little Rock School District It It 1723 Broadway (Walker Law Finn) 374-3517 664-8650 888-4628 324-2124 324-2006 374-3758 GIBBS Willie Jones Zachary Polett Easter Tucker Vicki Gonterman Wilhemina LeweUan Margaret Gremillion Larry Robertson Marie McNeal Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 614 North Taylor 9510 Vanderbilt P.O. Box 502, Alexander 1922 Wolfe Little Rock School District tl It 664-9259  227-9870 847-3485 372-5612 324-2006 324-2007 324-0514 WILLIAMS Brenda Casey Richard Kalkbrenner Charles Moore Ella Mobley Ann Washington Margaret Gremillion Larry Robertson Sterling Ingram Mable Donaldson Parent Parent Parent Teacher Teacher Administrator Administrator Administrator Administrator 4617 Eastwood Road 1716 Beechwood 222 Apple Valley Drive, NLR 11283 Southridge Drive 11919 Pleasantree Drive Little Rock School District It ft n ft ft n 663-1678 834-7216 227-6496 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica Ellis Mildred Walker Rose Williams Sara Gaines Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) Parent (did not show) Parent Teacher Teacher Administrator Administrator Administrator 5813 Baseline, No. 253 7900 Bumelle Drive P.O. Box 517, Augusta Little Rock School District ft ft ft It 568-4567 565-5813 347-2031 324-2271 324-2010 324-2188 FOREST HEIGHTS JR. HIGH Doris Hendrix Shirley T am Irin Melissa Moody Denise Kornegay Glenn Holloway Dr. Russ Mayo Estelle Matthis Dennis Glasgow Parent (did not show) Parent 1806 South Monroe Parent (did not show) 663-6588 Teacher Teacher Administrator Administrator Administrator 11 Riata Court 2109 Romine Little Rock School District 565-0893 H (t M ft 324-2271 324-2010 324-0518 J. A. FAIR HIGH SCHOOL Barbara Gilkey James Keown Patsy Reese Ruthie Hiett Robert Palmer Dr. Russ Mayo Estelle Matthis Gene Parker Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 10513 Diamond Drive 12 Willow Oak Court #9 Wildberry Place #9 Lisa Court #9 Coral Court Little Rock School District tf tl n 562-4162 373-6471 455-3584 224-1041 225-2435 324-2271 324-2010 324-0513 SOUTHWEST Paulette Blevins Debbie Elder Ron Sterling Bettie Williford Sherrie Lack Dr. Russ Mayo Estelle Matthis Alice Stovall Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 5912 Pecan Lake 31 Rosemont 10001 Yellow Pine Lane 8425 Labette Drive 19 Lawrence Road, Greenbrier Little Rock School District n ft fl 568-9262 565-1907 455-1785 225-3485 324-2271 324-2010 324-0526LRSD SUPTS OFFICE 003 P02 JUL 14 94 16:03 Name CARVER Dexter Doyne Vai Henry Donna Thrower Linda Ammel Teata Pace Margaret Gremillion vLarry Robertson jbennis Glasgow FRANKLIN^ Sherry Fields Sandra McIntosh Karen Carter Almeda Giles Carolyn Gray Sterling Ingram Larry Robertson Kirke Herman MITCHELL Donna Bennett Teresa Lockhart Mildred Walker Mary Ann Hanson Delores Iverson Sterling Ingram Margaret Gremillion Kirke Herman PRINCIPAL INTERVIEW TEAMS June, 1994 !? o Position Address Telephone Parent Parent Parent Teacher Teacher Administrator Administrator Administrator P. 0, Box 166, College Station 401 West 4th, NLR 5427 Thrush Road 2105 Dorchester 25027 Highway 365 North, NLR Little Rock School District M M It n 490-1255 374-5115 565-3012 225-9438 851-0434 324-2006 324-2007 324-0518 Parent (did not show) 9820 Wilderness Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. Parent 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 1607 Shumate Little Rock School District H 11 1723 Broadway (Walker Law Firm) 1719 Charlotte Circle Parent (did not show) 3101 Marshall Teacher Teacher Teacher -Administrator -Administrator Joshua Rep. P.O. Box 524 (72053) 2108 State 1811 Schiller Little Rock School District 1723 Broadway (Walker Law Firm) 565-2800 ??? 821-2113 12T2779 227-5928 324-2124 324-2007 374-3758 666-0836 ??? 490-1009 374-7054 375-0053 324-2124 324-2006 374-3758LRSD SUPTS OFFICE 008 P03 JUL 14 94 16:04 RIGHTSELL Sherry Pripusich Tommy Dodson Rosalyn Zeigler Jacque Kesler Stacy Blacknail Sterling Ingram Margaret GremiUion Delois Sykes Parent (did not show) 2000 Arch Parent Teacher Teacher Treacher Administrator ^Administrator Joshua Rep. #1 Dodson Drive, Menifee 1517 Pulaski 47 LeFever Lane #2A Chimney Rock Little Rock School District H H 1723 Broadway (Walker Law Finn) ??? 354-1633 374-3517 664-8650 888-4628 324-2124 324-2006 374-3758 GIBBS Willie Jones Zachary Polett Easter Tucker Vicki Gonterman Wilhemina Lewellan Margaret GremiUion Larry Robertson Marie McNeal Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 1022 West 11th 614 North Taylor 9510 Vanderbilt P.O. Box 502, Alexander 1922 Wolfe Little Rock School District It II II It 374-2193 664-9259 227-9870 847-3485 372-5612 324-2006 324-2007 324-0514 WILLIAMS Brenda Casey Richard Kalkbrenner Charles Moore Ella Mobley Ann Washington Margaret GremiUion Larry Robertson Sterling Ingram Mable Donaldson Parent Parent Parent Teacher Teacher -Administrator Administrator ^Administrator Administrator 4617 Eastwood Road 1716 Beechwood 222 Apple Valley Drive, NLR 11283 Southridge Drive 11919 Pleasantree Drive Little Rock School District It It (I tt H It 227-1945 663-1678 834-7216 227-6496 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica Ellis Mildred Walker Rose Williams Sara Gaines Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) 5205 Keats Drive Parent (did not show) 10501 Warren Drive Parent Teacher Teacher ^Administrator \\zAdministrator v/Administrator 5813 Baseline, No. 253 7900 Burnelle Drive P.O. Box 517, Augusta Little Rock School District tt tt 568-7268 562-1780 568-4567 565-5813 347-2031 324-2271 324-2010 324-2188 oI II II LRSD SUPTS OFFICE 008 P04 JUL 14 94 16:05 FOREST HEIGHTS JR. HIGH Doris Hendrix Shirley Lamkin Melissa Moody Denise Kornegay Glenn Holloway Dr. Russ Mayo Estelle Matthis Dennis Glasgow Parent (did not show) 2223 South Pine Parent 1806 South Monroe Parent (did not show) 12307 Pleasant Forest Teacher Teacher ^Administrator Administrator Administrator 11 Riata Court 2109 Romine Little Rock School District 11 It 11 It 664-0406 663-6588 227-8710 565-0893 224-1922 324-2271 324-2010 324-0518 J, A. FAIR HIGH SCHOOL Barbara Gilkey James Keown Patsy Reese Ruthie Hiett Robert Pahner Dr, Russ Mayo Estelle Matthis Gene Parker Parent Parent Parent Teacher Teacher ^/Administrator Administrator Administrator 10513 Diamond Drive 12 Willow Oak Court #9 Wildberry Place #9 Lisa Court #9 Coral Court Little Rock School District II n 11 h 562-4162 373-6471 455-3584 224-1041 225-2435 324-2271 324-2010 324-0513 SOUTHWEST Paulette Blevins Debbie Elder Ron Sterling Bettie Williford Sherrie Lack Dr. Russ Mayo Estelle Matthis Alice Stovall Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 5912 Pecan Lake 31 Rosemont 10001 Yellow Pine Lane 8425 Labette Drive 19 Lawrence Road, Greenbrier Little Rock School District  tt It tl 568-9262 565-1907 455-1785 225-3485 329-6380 324-2271 324-2010 324-0526LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS JUL 1 9 1994 May 26, 1994 Office of DesfegregafKjn M\u0026amp;r.i(WHig TO: FROM: Forest Height Jr. High School Principal Interview 4 ' - C' ommittee Members Estelle Matthis, Deputy Superintendent SUBJECT: Principal Interviews Thank you for accepting our invitation to participate in the selection process for the principal of Forest Heights Jr. High School for the 1994-95 school year. The interviews will be held in the Little Rock School District Board Room, 810 West Markham Street, on June 8, 1994, from 1 to 4 p.m. Your assistance and cooperation are appreciated.Name Item No. 3 of OEM Request PRINCIPAL INTERVIEW TEAMS June, 1994 Position Address CARVER Dexter Doyne Vai Henry Donna Thrower Linda Ammel Teata Pace Margaret Gremillion Larry Robertson Dennis Glasgow Parent Parent Parent Teacher Teacher Administrator Administrator Administrator P. O. Box 166, College Station 401 West 4th, NLR 5427 Thrush Road 2105 Dorchester 25027 Highway 365 North, NLR Little Rock School District H It n FRANKLIN Sherry Fields Sandra McIntosh Karen Carter Almeda Giles Carolyn Gray Sterling Ingram Larry Robertson Kirke Herman Parent (did not show) Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 1607 Shumate Little Rock School District n M 1723 Broadway (Walker Law Firm) MITCHELL Donna Bennett Teresa Lockhart * Mildred Walker Mary Ann Hanson Delores Iverson Sterling Ingram Margaret Gremillion Kirke Herman Parent 1719 Charlotte Circle Parent (did not show) Teacher Teacher Teacher Administrator Administrator Joshua Rep. P.O. Box 524 (72053) 2108 State 1811 Schiller Little Rock School District rt rt 1723 Broadway (Walker Law Firm) Telephone 490-1255 374-5115 565-3012 225-9438 851-0434 324-2006 324-2007 324-0518 821-2113 221-2779 227-5928 324-2124 324-2007 374-3758 490-1009 374-7054 324-2124 324-2006 374-3758 7 RIGHTSELL Sherry Pripusich Tommy Dodson Rosalyn Zeigler Jacque Kesler Stacy BlacknaU Sterling Ingram Margaret GremiUion Delois Sykes Parent (did not show) Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. #1 Dodson Drive, Menifee 1517 Pulaski 47 LeFever Lane #2A Chimney Rock Little Rock School District n N 1723 Broadway (Walker Law Firm) 374-3517 664-8650 888-4628 324-2124 324-2006 374-3758 GIBBS Willie Jones Zachary Polett Easter Tucker Vicki Gonterman Wilhemina Lewellan Margaret GremiUion Larry Robertson Marie McNeal Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 614 North Taylor 9510 Vanderbilt P.O. Box 502, Alexander 1922 Wolfe Little Rock School District tt tt tt It 664-9259 227-9870 847-3485 372-5612 324-2006 324-2007 324-0514 WILLIAMS Brenda Casey Richard Kalkbrenner Charles Moore EUa Mobley Ann Washington Margaret GremiUion Larry Robertson Sterling Ingram Mable Donaldson Parent Parent Parent Teacher Teacher Administrator Administrator Administrator Administrator 4617 Eastwood Road 1716 Beechwood 222 Apple VaUey Drive, NLR 11283 Southridge Drive 11919 Pleasantree Drive Little Rock School District tt It tt It tt It 663-1678 834-7216 227-6496 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica ElUs Mildred Walker Rose Williams Sara Gaines Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) Parent (did not show) Parent Teacher Teacher Administrator Administrator Administrator 5813 Baseline, No. 253 7900 BumeUe Drive P.O. Box 517, Augusta Little Rock School District tl It tt 11 568-4567 565-5813 347-2031 324-2271 324-2010 324-2188FOREST HEIGHTS JR. HIGH Doris Hendrix Shirley Lamkin Melissa Moody -Denise Kornegay Glenn Holloway Dr. Russ Mayo Estelle Matthis Dennis Glasgow Parent (did not show) Parent 1806 South Monroe Parent (did not show) 663-6588 Teacher Teacher Administrator Administrator Administrator 11 Riata Court 2109 Romine Little Rock School District 565-0893 fl fl II 324-2271 324-2010 324-0518 J. A. FAIR HIGH SCHOOL Barbara Gilkey James Keown Patsy Reese Ruthie Hiett Robert Palmer Dr. Russ Mayo Estelle Matthis Gene Parker Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 10513 Diamond Drive 12 Willow Oak Court #9 Wildberry Place #9 Lisa Court #9 Coral Court Little Rock School District fl tl n tl 562-4162 373-6471 455-3584 224-1041 225-2435 324-2271 324-2010 324-0513 SOUTHWEST Paulette Blevins Debbie Elder Ron Sterling Bettie Williford Sherrie Lack Dr. Russ Mayo EsteUe Matthis Alice Stovall Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 5912 Pecan Lake 31 Rosemont 10001 Yellow Pine Lane 8425 Labette Drive 19 Lawrence Road, Greenbrier Little Rock School District 568-9262 565-1907 455-1785 225-3485 II ft fl tl 324-2271 324-2010 324-0526Name Item No. 3 of OEM Request PRINCIPAL INTERVIEW TEAMS June, 1994 Position Address Telephone CARVER Bester Boyne--------- ValHcniy-------------- Bonna Thrower------- - Linda-Afflanei---------- Teata-Pace------------ Margaret Gremdlion Larry Robertson Bennis Glasgow Farent---------- Fareat---------- Farent---------- Teacher-------- Teacher-------- Administrator Administrator Administrator F. O. Box 166, College Station 401 West 4th, NLR----------------- -543-7-Thrush Road------------------- 2105 Dorchester--------------------- 25027 Highway 365 North, NLR Little Rock School District M n II It 490-1255 - 374-5115 - 565-3012 - 225-9438 - 851-0434- 324-2006 324-2007 324-0518 FRANKLIN t Sherry Fields Sandra McIntosh Karen Carter----- Ahneda Giles - Carolyn Gray----- Sterling Ingram Larry Robertson Parent (did not show) Parent Teacher------------- Teacher Teacher Administrator Administrator 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 photOc-T so 221-2779 1607 Shumate----------  Little Rock School District fl tt 324-2124 324-2007 MITCHELL Bonna Bennett------- Teresa Lockhart Mildred Walker Mary Ann Hanson Belores Iverson Sterling Ingram Margaret Gremillion - Kirke4Ieiman--------- PiircuL 719 Charlotte Cii'cle Parent (did not show) Teacher Teacher Teacher Administrator Administrator Joshua Rep. P.O. Box 524 (72053) T? 2108 State oF' 1811 Schiller Little Rock School District tt tl 490-1009 nl.p. 374-7054 1723 BToadway (Walker Law Firm) 324-2124 324-2006 ----- -^74=375^ RIGHTSELL \u0026gt;// Sherry Pripusich Toi IHHI ly Dudsuu Parent (did not show) Parent -Teacher #1 Dodson Drive) Menifee 15-17 Pulaski-------------------- 47 LeFever Lane-------------- - Stacy Blacknail-------- Sterling Ingram Margaret Gremillion - Delois-Syfcea---------- Teacher------- Administrator Administrator   JvTSlztztr Little Rock School District ft It 374-3517- 664-8650 888-4628 324-2124 324-2006 374-3758- GIBBS Willie Jones------- Zachary Polctt -Easter Tucker Vicki Gonterman Parent -Parent  Parent  Teacher Margaret Gremillion Larry Robertson Administrator Administrator 614 North-Taylor--------- 9510 Vanderbilt--------------- P.O. Box 502,^AiejEander -1922 Wolfe---------------------- Little Rock School District ft ft Marie McNeal. Administrator , , ft ft 664-9259^ -  84! -3485----- -----372-5612 - 324-2006 324-2007 324-0514 WILLIAMS (Olii VKCKTtexi Uoi/j Brenda Casey---------- Richard Kalkfarenner 'Charles Moore--------- Ella Mobley------------ Margaret Gremillion Larry Robertson Sterling Ingram Mable Donaldson -----Parent---------- -----Parent---------- -----Parent---------- -----Teacher-------- _______1 __________ rdiviivr Administrator Administrator Administrator Administrator 4617-Eastwood Road---------------------- 1716 Beechwood---------------------------- 222-Apple Valley Drive, NHt 11283 Southridge Drive------------------- Little Rock School District ft ft ft ft ft ft 663-1678^ 834-72ie 227-6496^ 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica Ellis Mildred Walker Rose Williams Sara Gaines----- Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) Parent (did not show) Parent----- Teacher Teacher Administrator Administrator Administrator 7900 Bumelle Drive RrGrfiox 517, Augusta Little Rock School District ft ft rt 568-4567- 565-5813 -^7-2031 324-2271 324-2010 324-2188FOREST HEIGHTS JR. HIGH 'Doris Ileudi'ix  ' Shiriey'Lamfcin Melissa Moody Parent (did not show) Parent 1606 South Monroe Parent (did not show) 663-6588 Glenn Holloway Dr. Russ Mayo EsteUe Matthis Dennis Glasgow Teacher-------- T-eacher-------- Administrator Administrator Administrator -11 Riata Court---------------- 2109 Romine------------------ Little Rock School District n It tt 565=089? 324-2271 324-2010 324-0518 J. A. FAIR HIGH SCHOOL Barbara Gilkey JamesTfeown - Ruthie Hiett Robert Palmer Dr. Russ Mayo Estelle Matthis Gene Parker -Parent------ Parent---------- Parent--------- Teacher^' -Teacher---- Administrator Administrator Administrator 105 IS Diamond Drive #9 Lisa Court-----------------  #9 Coral Court--------------- Little Rock School District tt 11 n tl ------------ 562-4462 ---------- 3T3-6471 ------------ 455-3584- ------------ 224-10-41 - - ---------- 225-2435 - 324-2271 324-2010 324-0513 SOUTHWEST C /l^A, -Debbie Elder  Ron Sterling BettieAViHifor4 -Sherrie Lack Dr. Russ Mayo Estelle Matthis Alice Stovall Parent---------- Parent---------- Parent---------- Teacher-------- Teacher Administrator Administrator Administrator S912PecanLake-------------------- 31-RosemeHt------------------------- 10001 Yellow Pine Lane--------- 8425 Labette Drive----------------- 19 Lawrence Road, Greenbrier Little Rock School District 568-9262 5654907 455-1785 125=3485- tl tt tt 11 324-2271 324-2010 324-0526 LRSD SUPTS OFFICE 008 P02 JUL 14 94 16:03 Name CARVER Dexter Doyne Vai Henry Donna Thrower Linda Ammel Teata Pace Margaret Gremillion Larry Robertson Dennis Glasgow FRANKLIN Sherry Fields Sandra McIntosh Karen Carter Ahneda Giles Carolyn Gray Sterling Ingram Larry Robertson Kirke Herman MITCHELL Donna Bennett Teresa Lockhart Mildred Walker Mary Ann Hanson Delores Iverson Sterling Ingram Margaret Gremillion Kirke Herman PRINCIPAL INTERVIEW TEAMS June, 1994 Position Address Telephone Parent Parent Parent Teacher Teacher Administrator Administrator Administrator P. 0. Box 166, College Station 401 West 4th, NLR 5427 Thrush Road 2105 Dorchester 25027 Highway 365 North, NLR Little Rock School District tl It tt (1 490-1255 374-5115 565-3012 225-9438 851-0434 324-2006 324-2007 324-0518 Parent (did not show) 9820 Wilderness Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. Parent 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 1607 Shumate Little Rock School District It It 1723 Broadway (Walker Law Firm) 1719 Charlotte Circle Parent (did not show) 3101 Marshall Teacher Teacher Teacher Administrator Administrator Joshua Rep. P.O. Box 524 (72053) 2108 State 1811 Schiller Little Rock School District tl M 1723 Broadway (Walker Law Firm) 565-2800 ??? 821-2113 221-2779 227-5928 324-2124 324-2007 374-3758 666-0836 ??? 490-1009 374-7054 375-0053 324-2124 324-2006 374-3758LRSD SUPTS OFFICE 008 P03 JUL 14 94 16:04 RIGHTSELL Sherry Pripusich Tommy Dodson Rosalyn Zeigler Jacque Kesler Stacy Blacknall Sterling Ingram Margaret Gremillion Delois Sykes Parent (did not show) 2000 Arch Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep. #1 Dodson Drive, Menifee 1517 Pulaski 47 LeFever Lane #2A Chimney Rock Little Rock School District n tl 1723 Broadway (Walker Law Firm) ??? 354-1633 374-3517 664-8650 888-4628 324-2124 324-2006 374-3758 GIBBS Willie Jones Zachary Polett Easter Tucker Vicki Gonterman Wilhemina Lewellan Margaret Gremillion Larry Robertson Marie McNeal Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 1022 West nth 614 North Taylor 9510 Vanderbilt P.O. Box 502, Alexander 1922 Wolfe Little Rock School District tt II II It 374-2193 664-9259 227-9870 847-3485 372-5612 324-2006 324-2007 324-0514 WILLIAMS Brenda Casey Richard Kalkbrenner Charles Moore Ella Mobley Ann Washington Margaret Gremillion Larry Robertson Sterling Ingram Mable Donaldson Parent Parent Parent Teacher Teacher Administrator Administrator Administrator Administrator 4617 Eastwood Road 1716 Beechwood 222 Apple Valley Drive, NLR . 11283 Southridge Drive 11919 Pleasantree Drive Little Rock School District 11 II (I tl H H 227-1945 663-1678 834-7216 227-6496 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica Ellis Mildred Walker Rose Williams Sara Gaines Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) 5205 Keats Drive Parent (did not show) 10501 Warren Drive Parent Teacher Teacher Administrator Administrator Administrator 5813 Baseline, No. 253 7900 Burnelle Drive P.O. Box 517, Augusta Little Rock School District tl tt II 11 568-7268 562-1780 568-4567 565-5813 347-2031 324-2271 324-2010 324-2188LRSD SUPTS OFFICE 008 P04 JUL 14 94 16:05 FOREST HEIGHTS JR. HIGH Doris Hendrix Shirley Lamkin Melissa Moody Denise Kornegay Glenn Holloway Dr. Russ Mayo Estelle Matthis Dennis Glasgow Parent (did not show) 2223 South Pine Parent 1806 South Monroe Parent (did not show) 12307 Pleasant Forest Teacher Teacher Administrator Administrator Administrator 11 Riata Court 2109 Romine Little Rock School District n It rt rt 664-0406 663-6588 227-8710 565-0893 224-1922 324-2271 324-2010 324-0518 J, A. FAIR HIGH SCHOOL Barbara Gilkey James Keown Patsy Reese Ruthie Hiett Robert Palmer Dr. Russ Mayo Estelle Matthis Gene Parker Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 10513 Diamond Drive 12 Willow Oak Court #9 Wildberry Place #9 Lisa Court #9 Coral Court Little Rock School District \u0026gt;1 n H rt 562-4162 373-6471 455-3584 224-1041 225-2435 324-2271 324-2010 324-0513 SOUTHWEST Paulette Blevins Debbie Elder Ron Sterling Bettie Williford  Sherrie Lack Dr. Russ Mayo Estelle Matthis Alice Stovall Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 5912 Pecan Lake 31 Rosemont 10001 Yellow Pine Lane 8425 Labette Drive 19 Lawrence Road, Greenbrier Little Rock School District rt rt rt n 568-9262 565-1907 455-1785 225-3485 329-6380 324-2271 324-2010 324-0526ODM PARENT INVOLVEMENT TELEPHONE SURVEY SCRIPT Introduction Hello... this is , an with the Office of Desegregation Monitoring. Our office is looking into the processes used by the LRSD in the recent hiring of principals. As part of our inquiry we are surveying all parents who served on school interview teams. You were contacted recently by our office to schedule a convenient time to complete this survey. You should have also received a copy of the questions I will be asking you. Did you receive the material? Do you have any questions about it before we start the interview? Let me assure you that your individual responses will be confidential. Our findings will represent a composite of survey responses. First... (Ask the first question)ODM PARENT INVOLVEMENT SURVEY QUESTIONNAIRE School: Respondent (include race/sex): Position: Interviewer: Date/ Time: 1) How were you selected to be a member of the interview committee? - When were you selected? - Did you receive a written or oral description of your role? 2) What was your understanding of the principal selection process? - What written or oral instructions did you receive? - When did you receive these instructions?3) What did your committee do in advance to prepare for the interview? - Prepared interview questions - Reviewed applicant flies - Reviewed job description and the criteria for making the selection 4) Briefly describe the interview process followed by your committee.5) In your opinion, was the number and quality of applicants provided for your consideration was adequate? If not, why? 6) What was your understanding of who would make the final selection of the principal?7) What weight do you believe your input was given in the final selection? 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? - What was your understanding about the next step in the hiring process?9) Is there anything else you would like to share about your experience as an interview team member? Thank you for taking the time to respond to our survey. If you think of any additional information you would like to share, please call us at 376-6200. After all the survey information has been gathered, our office will be preparing a written report for the court. While your name will not appear in the report, we may be seeking parents willing to testify in court about this process. Would you be willing to testify, if asked? In order to make sure that our report information is as accurate as possible, we are planning to have a feedback session with all interested survey participants. During that session, you will be able to review a draft of the report and make comments regarding the content. We will mail you a notice regarding the meeting, as soon as we set the date and time.TO: Ann , Bill, and Horace FROM: Melissa and Margie DATE: 7/15/94 RE: Questions for Interviews with Administrators We met, reviewed the information submitted by LRSD and came up with some suggested questions. Please review them and make any additions/changes you like. We can all meet to discuss final questions next week. Note: Items in () refer to the numbers on LRSD submisions in response to our memo of 6/30/94. Proposed Questions 1. How were you appointed to your interview committee(s)? (#4) 2. What was your role on the committee(s)? (#5) 3. In the absence of a written procedure for the interview process, how did you know how to conduct the interviews? (#5) 4. Why did you use generic job descriptions for each position, rather than a site-specific job description? Who made that decisions? (#7) 5. Who conducted the pre-screening? (#9) 6. Why wasnt Human Resources involved in the process of screening applicants? (#9) 7. We asked for all copies of correspondence from patrons. You furnished one letter. where are the rest?* (#10) * This final question is designed for Estelle and Hank onlyAdministrators to be Interviewed Administrator School(s) Interview Date/Time Mable Donaldson Williams Dennis Glasgow Carver Forest Heights Jr. Margaret Gremillion Carver Mitchell Rightsell Gibbs Williams Sterling Ingram Franklin Mitchell Rightsell Williams Marie McNeal Gibbs Estelle Matthis Cloverdale Jr. Forest Heights Fair Southwest Russ Mayo Cloverdale Jr. Forest Heights Jr. Fair Southwest Gene Parker Fair Larry Robertson Carver Franklin Gibbs Williams Sheryl Rose Cloverdale Jr. Alice Stovall SouthwestLRSD Administrator Interviews (General Form) Respondent: Position: Interviewer: Date/ Time/ Location: 1. How were you appointed to your interview committee(s)? (#4) On how many committees did you serve? 2. What was your role on the committee(s)? (#5) Did your role vary from committee to committee? 3. Describe how parents and teachers were selected to serve on interview committees.4. In the absence of a written procedure for the interview process, what guided the interview process? (#5) 5. Who was responsible for training the interview committee members? Describe the training. When was the training provided? What written information was given each committee member? When did each committee member receive this information?6. What type of questions did the committee ask? A. Pre-written B. Committee developed C. Combination of both Who developed the interview questions? 7. Describe the process used for scoring and ranking candidates. 8. Describe how materials such as applications and resumes were used during the interview process. 9. How satisfied were you with the interview process? What parts of the process worked well? What needs improvement?LRSD Principal Hiring Process: Initial Contact Script Hi. Im with the Office of Desegregation Monitoring. Have I reached ? Were looking into the processes the Little Rock School District used recently in hiring principals. According to information we received from the district, you were a member of the committee that interviewed principal candidates for school, is that correct? Id like to make arrangements to phone you at a convenient time to ask you a few questions about that interview process. Weve put together a short list of questions that should take about 20 minutes to talk over with you. All of your individual answers will be confidential. 111 mail you a copy of those questions beforehand so you can know what to expect and think over your answers. Will that be OK with you? Were working to gather this information in the next few days. When would be a good time for one of us to call you? (Day and time: .) 111 be mailing a letter with more information and the list of questions to you today. However, Im not asking you to vmte out any answers\nwe will call and ask you to tell us your answers. What mailing address would you like us to use, or would you like us to fax you the information? What phone number should I call on (day, time)? One of my colleagues or 1 will be calling you during that time. Remember that we will eventually be publishing our findings and submitting them to the Court, but we will not use your name in that report. Before we finalize our report, well have a meeting to give feedback to the survey participants and to make sure that weve gotten our information straight. You may attend that meeting if you wish, but you will not be required to come. Also, its possible that the Court will hold a hearing to review the principal selection process, but you would not be required to attend or to testify. However, if you would like to attend, you will be able to do so, and if you wish to be testify, you would have that opportunity. We certainly appreciate your help. If you should think of any questions either before or after you receive our letter, please call me at 376-6200. Thank you very much.LRSD Principal Hiring Process: Initial Contact Script Hi. Im with the Office of Desegregation Monitoring. Have I reached ? Were looking into the processes the Little Rock School District used recently in hiring principals. According to information we received from the district, you were a member of the committee that interviewed principal candidates for school, is that correct? Id like to make arrangements to phone you at a convenient time to ask you a few questions about that interview process. Weve put together a short list of questions that should take about 20 minutes to talk over with you. All of your individual answers will be confidential. 111 mail you a copy of those questions beforehand so you can know what to expect and think over your answers. Will that be OK with you? Were working to gather this information in the next few days. When would be a good time for one of us to call you? (Day and time: .) Ill be mailing a letter with more information and the list of questions to you today. However, Im not asking you to write out any answers\nwe will call and ask you to tell us your answers. What mailing address would you like us to use, or would you like us to fax you the information? What phone number should I call on (day, time)? One of my colleagues or I will be calling you during that time. Remember that we will eventually be publishing our findings and submitting them to the Court, but we will not use your name in that report. Before we finalize our report, well have a meeting to give feedback to the survey participants and to make sure that weve gotten our information straight. You may attend that meeting if you wish, but you will not be required to come. Also, its possible that the Court will hold a hearing to review the principal selection process, but you would not be required to attend or to testify. However, if you would like to attend, you will be able to do so, and if you wish to be testify, you would have that opportunity. We certainly appreciate your help. If you should think of any questions either before or after you receive our letter, please call me at 376-6200. Thank you very much.Time 8:00 8:30 9:00 4^ \\jCin. Co Friday, July 15 Horace Margie Meiissa Ann PtCFard Kalkbrenner (Wiliams) 372-6175 9:30 Y JJerflse Kornegay (Forest Heights Jr.) 565-0893 ztlnda Ammel (Carver) will call Friday morning. - These people are to call anytime next week: Gibbs 7 !\\,CCvr^ Dexter Doyne Carver Willie Jones Gibbs iifRe Herman Franklin \u0026amp; Mitchell  Shirley Lamkin Forest Heights Jr.Time Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 Teata Pacs (Carver) 851-0434 6:30 7:00 7:30 8:00 Monday, July 18 Margie Easier Tucker (Gibbs) 340-6650 Wilhemina Lewellan (Gibbs) 324-2006 Vai Henry (Carver) 374-5115 Melissa Robert Palmer (Fair) 225-2435 9:40 Sara Gaines (Clov Jr. 565-5813 Rose Williams (Clov Jr.) 568-4567 Loo Karen Carter (Franklin) 821-2113 Ms Ann Ruthie Hiett (Fair) 224-1041 Vicki Gonterman (Gibbs) 847-3485 Donna Thrower (Carver) 373-4987Time Horace 8:00 8:30 Ella Mobley (Williams) 227-6496 9:00 9:30 10:00 Bettie Williford (Southwest) 225-3485 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Tuesday, July 19 Margie Melissa Ann James Keown (Fair) 373-6471 Rosalyn Zeigler (Rightsell) 374-3517 Stacy Blacknail (Rightseil) 888-4628Time Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Wednesday, July 20 Margie Melissa Ann Delois Sykes (Rightsell) 372-4811Time Horace 8:00 8:30 Paulette Blevins (Southwest) 568-9262 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Thursday, July 21 Margie Melissa AnnI * LRSD SUPTS OFFICE 008 P01 JUL 14 94 16:03 LITTLE ROCK SCHOOL DISTRICT 810 West Markham Little Rock, AR 72201 FAX (501) 324-2146 DATS: 14, \u0026lt;^^4 TO: \\c T \u0026lt;A Wv FROM: SENDER'S PfiQl^Si^\n-O.Q 10 SUBJECT: SPECIAL INSTRUCTIONS\nNuKiher of Pages (include cover page J-V Fax Phon Number \"S'Tt- 0 t O'O Speed Dial ___ ________ _ LRSD SUPTS OFFICE U08 P02 JUL 14 94 16:03 Name CARVER Dexter Doyne Vai Henry Donna Thrower Linda . s inmel Teata Pace Margaret Gremillion l.arry Robertson Dennis Glasgow rR?\\NKLIN Sherry Fields Sandra McIntosh Karen Carter Almeda Giles Carolyn Gray Sterling Ingram Larry Robertson Kirke Herman MITCHELL Di n na Bennett If- ssa Lockhart Mhd red Walker Mary Ann Hanson De lores Iverson Sterling Ingram Margaret Gremillion Kirke Herman PRINCIPAL INTERVIEW ILAMS June, 1994 * Position Address Telephone Parent Parent Parent Teacher Teacher Administrator Administrator Administrator P. O. Box 166, College Station 401 West 4th, NLR 5427 Thrush Road 2105 Dorchester 25027 Highway 365 North, NLR Little Rock School District  (I 11 II 490-1255 374-5115 565-3012 225-9438 851-0434 324-2006 324-2007 324-0518 Parent (did not show) 9820 Wilderness Patent Teacher Teacher Teacher Administrator Administrator Joshua Rep. Parent 5824 West 14th Street 19118 Denny Road 1770 Barrow Road No. 96 1607 Shumate Little Rock School District u II VlZi Broadway (Walker Law Firm) 1719 Charlotte Circle P?j ent (did not show) 3101 Marshall Teacher feacher Teacher Administrator Administrator Joshua Rep. P.O. Box 524 (72053) 210$ State 1811 Schiller Little Rock School District It H 1723 Broadway (Walker Law Firm) 565-2800 ??? 821-2113 221-2779 227-59.28 324-2124 324-2007 374-3758 4L'L. 374 375-l 4 324-2124 ' 324-2006 374-3758LRSD SUPTS OFFICE 0U8 P03 JUL 14 94 16:04 RIGHISELL Sherry Pripusich Tommy Dodson Rosalyn Zeigler Jacque Kesler Stacy BlacknaU Sterling Ingram Margaret Gremillion Delois Sykes Parent (did not show) 2000 Arch #1 Dodson Drive, Menifee Parent Teacher Teacher Teacher Administrator Administrator Joshua Rep 1517 Pulaski 47 LeFever Lane #2A Chimney Rock Little Rock School District II n 1723 Broadway (Walker Law Firm) ??? 354-1633 374-3517 664-8650 888-4628 324-2124 324-2006 374-3758 GIBBS Willie Jones Zachary Polett Easter Tucker Vicki Gonterman Wilhemina Lewellan Margaret Gremillion I^rry Robertson Marie McNeal Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 1022 West 11th 614 North Taylor 9510 Vanderbilt P.O. Box 502, Alexander 1922 Wolfe Little Rock School District It M II U 374-2193 664-9259 227-9870 847-34S5 372-5612 324-2006 324-2007 324-0514 WILLIAMS Brenda Casey Richard Kalkbrenner Charles Moore Ella Mobley Ann Washington Margaret Gremillion Larry Robertson Sterling Ingram Mable Donaldson Parent Parent Parent Teacher Teacher Administrator Administrator Administrator Administrator 4617 Eastwood Road 1716 Beechwood 222 Apple Valley Drive, NLR 11283 Southridge Drive 11919 Pleasantree Drive Little Rock School District It It It tl H It 227-1945 663-1678 834-7216 227-6496 225-5254 324-2006 324-2007 324-2124 324-2197 CLOVERDALE JR. HIGH Monica Ellis Mildred Walker Rose Williams Sara Gaines Samuel Hunt Dr. Russ Mayo Estelle Matths Sheryl Rose Parent (did not show) 5205 Keats Drive Parent (did not show) 10501 Warren Drive Parent Teacher Teacher Administrator Administrator Administrator 5813 Baseline, No. 253 7900 Burnelle Drive P.O. Box 517, Augusta Little Rock School District It tl If h 568-7268 562-1780 568-4567 565-5813 347-2031 324-2271 324-2010 324-213$LRSD SUPTS OFF ICE 800 F'04 JUL 14 94 16:05 FOREST HEIGHTS JR. HIGH Doris Hendrix Shirley I..amkin Melissa Moody Denise Kornegay Glenn Holloway Dr. Russ Mayo Estelle Matthis Dennis Glasgow Parent (did not show) 2223 South Pine Parent 1806 South Monroe Parent (did not show) 12307 Pleasant Forest Teacher Teacher Administrator Administrator Administrator 11 Riata Court 2109 Romine Little Rock School District n n 0 664-0406 663-6588 227-8710 565-0893 224-1922 324-2271 324-2010 324-0518 J, A. FAIR HIG SCHOOL Barbara Gilkey James Keown Patsy Reese Ruthie Hiett Robert Palmer Dr. Russ Mayo Estelle Matthis Gene Parker Parent Parent Parent 'Teacher Teacher Administrator Administrator Administrator 10513 Diamond Drive 12 Willow Oak Court #9 Wildberry Place #9 Lisa Court #9 Coral Court Little Rock School District II tl H II 562-4162 373-6471 455-3584 224-1041 225-2435 324-2271 324-2010 324-0513 SOUTHWEST Paulette Blevins Debbie Elder Ron Sterling Bettie Williford Sherrie Lack Dr. Russ Mayo Estelle Matthis Alice Stovall Parent Parent Parent Teacher Teacher Administrator Administrator Administrator 5912 Pecan Lake 31 Rosemont 10001 Yellow Pine Lane 8425 Labette Drive 19 Lawrence Road, Greenbrier Little Rock School District 11 It tl II 568-9262 565-1907 455-1785 , 225-3485 329-6380 324-2271 324-2010 324-0526Proposed Plan to Interview LRSD Administrators Interviews will take place in person rather than by phone. We will attempt to carry on as many simultaneous interviews as possible. If scheduling can proceed beginning J uly 20, the interviews may commence on Monday, July 25. It is our objective to complete the interviews by July 29. Interview assignments have been made according to LRSD worksites. Horace (IRC) Margie (Annex) Melissa (Main/Stud. Assign.) Marie McNeal Dennis Glasgow Gene Parker Mable Donaldson Sheryl Rose Margaret Gremillion Larry Robertson Russ Mayo Bill Ann/Polly Sterling Ingram Dr. Henry Williams Estelle MatthisQuestions for Interviews with Administrators 1. How were you appointed to your interview committee(s)? (#4) 2. What was your role on the committee(s)? (#5) 3. 4. 5. 6. 7. 8. 9. 10. 11. In the absence of a written procedure for the interview process, how did you know how to conduct the interviews? (#5) Why did you use generic job descriptions for each position, rather than a site-specific job description? Who made that decision? (#7) Why wasnt Human Resources involved in the process of screening applicants? (Hank \u0026amp; Estelle) We asked for all copies of correspondence from patrons. You furnished one letter. Where are the rest? (#10) (Estelle \u0026amp; Hank only) What was your criteria for vacating principal positions? (Hank) On what basis would you reject a decision (recommendation) by a school interview team? (Hank) Concerning the \"well-known long-standing past practices of interview protocol.\" How did you decide when to use an interview team and when to make an administrative appointment? (Hank) Who made these decisions? Was these \"well-known long-standing past practices of interview protocol\" used last year? Were the two the same? Is the draft of the \"Selection of Applicants\" the documented \"well-known long-standing practices of interview protocol\"? When was it drafted? Has it been approved by the board? Why doesnt the draft define when you will use a team and when you dont? What kind of interview training were the committee members given? (EEO/ AA/ SH) 12. What do you interpret \"consult the MRC\" to mean in practice? (Hank) Pil^oOtS^ O^d*i2. I (o zJo Cibht^'l --(y'P^ C\u0026gt; F\" b3.fi \u0026gt;a d.ic\n(1, tiitirf,Cs#- AI Ok-/ Ct3/hr\\i /\u0026lt;//o u)/z3 -rs ~Z\u0026gt;. '~{^,\u0026gt; s\u0026gt; VOa^-zO i/\\r4 /^- 6Xt 'ryf'^ O '-y z'Al / X t^te 0Committee Member's: Name Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member ^sS^ Date Time 2:^ I*' I C \u0026lt; O\u0026gt;^ /tt /Y/^* aVO d' OQ Ip orCommittee Member's: Name Position y Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number 3- Confirmed address I(o\\{ua City, State Zip Code Staff member Date 1 hi 1^1 Time Committee Member's: Name Position Parent Teacher Administrator School z Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Date Staff member Time Committee Member's: Name o co Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Staff member Date Time '/ys /t)c /tics7 Zip Code Time Horace 8:00 8:30 9:00 9:30 10:00 Jacque Kesler (Rightsell) 664-8650 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 z Friday, July 22 Margie Melissa Ann Donna Bennett (Mitchell) 666-0836 Stacy Blacknall (Rightsell) 888-4628Time Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 Brenda Casey (Williams) 227-1945 1:30 2:00 Monday, July 25 Margie Melissa Ann Ann Washington (Williams) 225-5254 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Wednesday, July 27 3:30 Ron Sterling (Southwest) 682-6220Time Horace 8:00 8:30 9:00 9:30 10:00 Patsy Reese (Fair) 455-0292 or 455-3584 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 Tuesday, July 26 Margie Melissa Charles Moore (Williams) 834-7216 Ann Barbara Gilkey (Fair) 562-4162Time Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 Ron Sterling (Southwest) 682-6220 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Wednesday, July 27 Margie Melissa Samuel Hunt (Cloverdale Jr.) 347-2031 AnnTime Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Thursday, July 28 Margie Melissa AnnTime Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Friday, July 28 Margie Melissa AnnTime Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 I 12:30 1:00 Brenda Casey (Williams) 227-1945 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Monday, July 25 Margie Melissa Ann Mabel Donaldson 11:45 Dana Chadwick Ann Washingfor?(V^ams) 225-5254 Richard Hurley Russ MayoTime Horace 8:00 8:30 9:00 9:30 10:00 Patsy Reese (Fair) 455-0292 or 455-3584 10:30 11:00 11:30 12:00 12:30 1:00 Marcia Harding 1:30 2:00 Oliver Dillingham 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 8:30 Tuesday, July 26 Margie Melissa Ann Donna Creer Evelyn Jackson Charles Moore (Williams) 834-7216 Barbara Gilkey (Fair) 562-4162Time Horace 8:00 8:30 Dennis Glasgow 9:00 Marie McNeal 9:30 Gene Parker 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 Ron Sterling (Southwest) 682-6220 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Wednesday, July 27 Margie Melissa Ann Larry Robertson Samuel Hunt (Cloverdale Jr.) 347-2031Time Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Thursday, July 28 Margie Melissa AnnTime Horace 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 7:00 7:30 8:00 Thursday, August 4 9:00 a.m. Friday, July 28 Margie Melissa Ann Margaret GremiUionCommittee Member's: Name ye Position School Parent Teacher Administrator Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date Time Committee Member's: Name Position 'll. Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date Time y-'f7 Committee Member's: Name Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Date Time Staff member (Di// / o me Committee Member's\nName Position A Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address Staff member Date Time City, State / A / V Zip CodeCommittee Member's: Name Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date Time Committee Member's: IS. Name Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date TimeCommittee Member's: Name Position Parent X Teacher Administrator Date Time School ?/}(// Interview Date Interview Time Confirmed phone number Confirmed address City, State Staff member ^:^:5 Zip Code z'^5 'J I S'\" 37 10:*-^ 2^c\u0026lt;r'q \u0026lt;2\u0026gt;e.r)-He. MOT) \u0026lt;CLQOLOere - 4V\u0026gt;e Kcj~)3on'3 ere o oP unit! 4Ae cWco-T Committee Member's\nName Position Parent School Teacher Administrator Interview Date Interview Time Confirmed phone number Confirmed address City, State Staff member Date Time A// Zip Code Committee Member's: Name SHEnizy PR I PUS I en Position V (t\u0026gt;iP Nsr Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Sill Date Time )( /hoo Committee Member's: Name Position Parent Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address // City, State Zip Code Staff member Date Time i\no?' pc-1 tSs Do c.niu\u0026gt;erin \"To A-/ 3- r^cuc-lnine . /2\u0026gt; czcJm. bciL Icc^er Committee Member's: Name Position Parent '\u0026lt;7/0 Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date _2M23 Time /['XaCommittee Member's: Name z2z2zG a Position Teacher Administrator School Interview Date Interview Time Confirmed phone number Confirmed address City, State Zip Code Staff member Date TimeCommittee Member's: Name /\u0026gt;/Q\nPosition Parent Teacher Administrator School c:\nInterview Date Interview Time Confirmed phone number Confirmed address Staff member Date Time City, Slate Zip CodeCommittee Member's: Name Position Parent Teacher Administrator School 6ofxfbaJ Interview Date Interview Time Confirmed phone number Mi? K(q Ccyatodr '^330 Confirmed address --------- City, State Zip Code Staff member Date Time 1/ ' IO7 e# I \\ e\u0026gt;r/ T'eCyt^ /^\"i :s. rX^ z\u0026lt;f^ll '/C\u0026gt; /\\. /// .fi Jf. ::3r/jiroZ/e T ~-P^ i\u0026gt;'S. ir '\"/r) A o ( 08\u0026gt;I 0/1995 15!45 FR OM JOHN U.WALKER P.A. TO 3710100 P. 01 JOHN W. WALKER, PJL ATTORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS THSM TELEPHONE (601) 374O76S FAX (601) 374-4187 JOHN W. WALKER RALPH WAEHINQTON MARKBURNEHE AUSTIN PORTER, JR. FACSIMILE COVER 2 3'^ ('(31 y FROM: B A DATE: SUBJECT: T B PAGES: NOTES: I u Th infonniiUon contalnd in this faeslmlle messago I* anomay prtviiagad and eoofldontiai InformaUon intendod only for tha uoa the IndMdi^ or onttty nomad abovo. If tha raadar of thio moosage ia not tha Intondod rodpiant, at Um omptoyoa or agont rosponaibla to dattvor it to tha intendod recipient, you are horoby notUlod that any dlMominatlon, distribution or copying of this communication te otrletly prohlbttod. If you havo rocoivad thia communication In orror, ptoasa immadbdoiy notify ua by tolaphona, and return tha original tnossaga to ua at tha above addroM via tha U.S. Postal Sorvfoa. Thank you. 08/10/1995 15:45 FROM JOHN U.UfiLKER P.fl. TO 3710100 P. 02 JOHN W, WALKER, P.A. attorney AT LAW 1723 BROADWAY qtTLE ROCK. ARKANSAS 72208 telephone (501) 374-3758 FAX (501) 374-4187 if it J. JOHN W. WALKER RALPH WASHINGTON mark BURNETTE AUSTIN PORTER JR- HAND-DELIVERED: PERSONAL \u0026amp; CONFIDENTIAL Ms. Linda Pondexter, President Board of Education of the Little Rock School District 810 West Markham Little Rock, AR 72201 August 10,1995 Dr. Henry Williams, Superintent Little Rock School District 810 West Markham Little Rock. AR 72201 Dear Ms. Pondexter and Dr. Williams: This letter tois to formally protest principal assignments that havo^n made by The basis for the assignments is two-fold: In tte cases of Dr Williams. The basis for the assignments is wo-tuiu, m preferential secondary principals, persons, whom we hayeprevi^idaritifi^ to^ discriminatory in their treatment of students administration of their present staffs, are being promoted .^Ms. LinJ Brown^ an assistant principal at Horace Mann and Pulaski Heights. C^r preferential treatment to white students and was ,, t e__________I S..Aff\u0026gt; Uanh RAhAOl IS OHG OT gave Gayle Bradford, her record at Cloverdale Jr. High School is one of ^'ing7n U?Xist of constant turmoil involving allegations treXnt students, parents and staff. Those llegat.oonbn^^^ High, according to our monitoring reports and some of staff. We do not believe that these principal assignments should y\n understand that Mr. Victor Anderson, whom wo also oppose^or assistant superintendent of secondary setters, InRueryed fliis If rGdSons as w. ---------------------\u0026lt; ______.. un that is the case we can understand Uto decision better. But we sfaH High School is too important to the students and the community to people who have a record of mistreating black children. Moreover. It should not be a08-'10/1995 15:46 FROM JOHN U.WALKER P.fl. TO 3710100 P. 03 i Page Two Ms. Linda Pondexter Dr. Henry Williams August 10,199S school which is left for Mr. Anderson's return by his choice due to collegiality between himself and other staff. In like vein we oppose the assignments of Ms. Ethel Dunbar and Uonel Ward as incentive school principals. First, this continues a pattern of racial assignments to the inSntive schools\nand, second, it was done without following the desegregation plan, i e involvement of Joshua Intervenors in the process before a decision was made. Finallv we oppose the policy of allowing school principals to choose their assistants. In this vein, we note that Mr. Mosby has been tran^erred from Pulaski Heiahts and Mr. Knighten has been transferred from Henderson. Both apparently were principal appeasements. A school district simply cannot operate this way. all due respect to Dr. Williams, there have been more than 36 principal changes in two years. This is not a sign of good administration. We sincerely ask that all these acti^ be the caveat that if they are not rescinded, we would like to appear before the board at its UIV M rw- J _____ rUllWtllCA Of In administration. xt or spod.1. to request the te,\u0026lt;i to oonsitier purchase of his contract. I am also m^ing the same comment with respect to Dr. Russ Mayo because of the fact that many of the changes that he has proposed in the desegi^ation plan, ina TaCl uiai  nany wi uiw ,----u-itr which no one has attempted to discuss with us\nand. because his performance is, in our opinion, very deficient Please share this letter with other board members. In view of the fact m I am raising personnel matters, I would like to be heard in closed session regarding Dr. Williams and Dr. Mayo, in the event that the principal changes are ncn rescind^ immediately and made through appropriate, competent proi^ures with a mirto strengthening our school system rather than weakening it The time has come to recognize that we can have a school system which is in either array or tS^e do not want to be here, as is the case of Dr. Williams, there is a tende^ to ^ate chaos and confusion. That no longer will be tolerated by us arxl we will aggressively pursue this matter in court if necessary, including renewing our motion to hold Dr. Williams and the school district in contempt of court08Z10Z1995 15:47 FROM JOHN U.UflLKER P.fl - uMitf Mii^ TO 3710100 P. 04 Page Three Ms. Unda Pondextsr Dr. Henry Williams Thank you for your immediate attention to this matter. We ask to be on the agenda If necessary this evening and any other evening when matters of such Import regarding the desegregation plan or Its compliance are in issue. jncsrely, Attorney for Joshua Intervenors JWW-.lp cc: Mr. deny Malone\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_558","title":"Principal selection process, questionnaires","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":["1994-06"],"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","School management and organization","School principals","Parents"],"dcterms_title":["Principal selection process, questionnaires"],"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/558"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nGIBBS ELEMENTARY PARENT ASSOCIATlOf MEMORANDUM 6/4/94 TO: Dr. Henry Williams, LRSD Superintendent Ms. Estelle Matthis, LRSD Deputy Superintendent FROM: Easter Tucker Willie Jones Zach Polett Dodie Angulo Ann Cashion Gibbs Parent Association Members on Gibbs Principal Selection Committee RE: Meeting Preparation for Gibbs Principal Selection Committee By this memorandum, we are again requesting the list of names of applicants currently scheduled for interview by our committee. Please deliver a copy to Gibbs Elementary, attention Easter Tucker and fax a copy to 376-2423. Attached are the following materials: 1) interviews. A list of questions we intend to ask all applicants at Tuesday's 2) A brief list of procedures we propose to help facilitate the interview process. 3) A list of applicants that we request the LRSD administration schedule for interview by the Gibbs Committee on Tuesday, June 7, in case any of these are not already scheduled. Thank you for your assistance with these matters. AttachmentsZach Polett  501-376-2423 3tE7/15/94 01:32 PM  3/5 Partial List of Questions for Gibbs Principal Selection Committee 1) Briefly describe a lesson you have taught or observed recently that you believe was very successful. Explain why this lesson worked well. 2) Do the same for a lesson or activity that you taught or obsserved which did not succeed. Why did this lesson fail, in your opinion? 3) When you informally observe classroom instruction what are the 3 most important things you look for, or hope to see? 4) How would you encourage appreciation of and proficiency in reading and writing among staff and students (and parents)? 5) As principal, what can you offer Gibbs? 6) What are your goals for Gibbs? 7) In what ways do you see yourself supporting the staff in disciplinary matters? 8) In regards to non-academic programs, what ideas or philosophies would you initiate? 9) What do you see the balance to be between the basic instructional needs of reading, science, math, etc. with the international studies theme of the school? 10) What do you think about using the school as a resource for the community as a whole, including after 5 p.m.? 11) What would be your strategies for removing the achievement disparity between at-risk minority and/or lower income children and majority and/or higher income children?Zach Polen  SO1-376-2423 107/15/94 01:33 PM  4/5 Partial List of Applicants We Would Like to Interview on Tuesday, June 7 Diane Barksdale Sharon Brooks Deborah Mitchell Cassandra Norman-Mason Stan Strauss, ZaehPolen a 501-376-2423 ^S7/1S/94 01:33 PM D5/5 Proposed Procedures for Interview Process 1) We believe that we will not be prepared to make recommendations at the completion of the Tuesday morning interviews, so would like it understood from the beginning that there will be a follow-up committee meeting at a later date for the committee to evaluate the applicants and make its recommendations. We understand from discussion with Estelle Matthis on Friday, May 27 that the application process was being kept open. If after the Tuesday morning interviews we do not believe we have seen the next principal of Gibbs, then we hope and expect that the District will continue to seek additional applicants and schedule further interviews. 3) We look forward to working closely and cooperatively with the administration and Gibbs staff members of the committee to come up with the best possible principal for Gibbs Elementary.LRSD PRINCIPAL SURVEY RESPONSES CARVER - 4 Responses 1. How were you selected to be a member of the interview committee? The superintendents office secretary called - she had been at the school a long time. Called May 27 (about a weeks notice). Received a written reminder of appointment and that team would be asking candidates questions Does not know why she was selected. Received a note in her box from Ms. Mathis requesting that serve on the committee. No written or oral role descriptions provided prior to the day of the interview. Was told to inform EM if she couldnt serve\nassumed that more than two other staff members would also be serving on the team. Asked the departing principal to allow her to be on the committee. No information provided prior to the interviews. As co-PTA president, he and the other president decided who would represent the parents. Upon discovering that the principal was leaving, the two presidents initiated telephone communication about the replacement process. The only information from the district was that the interview team was to be racially balanced. Committee members were selected around May 10\nfirst interviews were June 6, and re-interviews occurred well into July. During the first round of interviews, the committee did not receive any oral or written role description or what was to occur. They did receive a copy of \"Interview Protocols\" at the second round of interviews. 2. What was your understanding of the principal selection process? The committee would ask questions\neach applicant would be assigned a score on a 0-4 scale. Sheets were tallied and given to M. Gremillion or her appointee. The superintendent would look over the files with the scoring sheets included and personally interview the top 2 or 3 applicants. These instructions were given orally on the day of the interviews. Team members had about 30 minutes to look over the questions and the scoring procedures. Team members divided the questions with each member having 1 or 2 questions. They were allowed to take notes, but no scoring in front of the candidate. After the interview, there was time to think about a score, but there was no discussion among team members. They looked over their notes, went to the next candidate and at the end of the process, turned over the file to MG. Was told that staff would have input, but her role was not explained. No written instructions received. Received oral instructions upon arriving at the school. They were told they would be rating the candidates, asking previously prepared questions, and told that Dr. Williams would make the ultimate decision. She felt he would be there. Team members would be provided with candidates, interview and rate them on a scale of 4-1 and tally the results. Present the superintendent with the top candidates and he would make the decision. Received written questions and oral instructions on the day of the interviews. Did not have any. Called downtown for information but didnt get any. They wanted to know names of applicants and what questions would be asked,but werent told. For the first round of interviews the committee members didnt learn anything until they walked through the door. At that time, they were given oral instructions along with a list of candidates and a list of 10 questions they were required to ask. They also received a score sheet, some resumes, or other background information on each candidate. The committee did not have sufficient time to look over the information, only 20 minutes. The responded did inquire if the committees input would be taken into serious consideration or if they were \"down here playing games.\" M. Gremillion gave them instructions and assured them they were being taken seriously, but Dr. Williams had the final say. Copies of the Interview Protocol was handed out at the second round of interview. 3. What did your committee do in advance to prepare for the interview? Some parents met prior to the interviews\nthe whole committee never could do so. At the time of the interviews some members had prepared questions. The districts prepared questions were broad and general. Team members could ask some of their own questions in order to go a little deeper or to probe. The team had about 30 minutes before the meeting to get acclimated. The job posting was available for review. The committee didnt prepare questions\nthey didnt know who was on the committee. The staff wasnt truly represented. Information was received late, no opportunity to contact teachers to find out what they wanted in a principal. The counselor was the only staff representative. Teachers had no time to voice concerns or expectations. The team reviewed applicant files just before the interviews. Did not see job description. Met prior to the process and prepared questions and determine the expectations of the type of principal needed. This meeting was with parents. Team members looked at the questions and stated that they wanted to ask their own questions. Doesnt remember if any of the teams questions were asked. Did not look at job description. They met for about one and a half hours and reviewed the job posting\nthey prepared a list of 30 interview questions, and tried to get the names and information on each candidate, but couldnt. They were never told what the selection criteria would be. 4. Briefly describe the interview process followed by your committee. The applicant came in\nteam members introduced themselves and asked the applicant questions. Team members took notes and probed with some of their own questions, then terminated the interview. Each member privately assigned points to each candidate and recorded the points on a scoring sheet. The next candidate would enter and the process would start again. Each candidate had a folder that had been prepared in advance.Team members looked at the files\nread over 10 questions and were asked to decide which ones they would ask. The interview process and the rating scale was explained. Members took notes and rated the candidates between interviews. After the interviews, team was told the results would go back to Ms. Mathis and then to the superintendent. He would review the top three and select from the. A parent asked - 'What if the committee decided to reject all applicants and reopen the interviews.\" The district representative said they could call and the district would facilitate. Team members were told the rules\nthey divided and assigned the 10 prepared questions. Members took notes\ntallied scores and interviewed the next applicant. The district representative tallied all of the results and submitted them to the superintendent. During the first round of interviews, they interviewed five candidate for about 30 minutes or less each. The brief time between interviews did not allow for meaningful discussion. Margaret encouraged them to rate each candidate after each interview. They did not ask additional questions because they were told that all candidates had to be asked the same questions. The rating sheets were handed in with no discussion, and there was no consensus on the best candidate. The respondent felt that the only acceptable candidate (the schools white female assistant principal) would lose out because of E. Mathiss bias against her. Gremillion told them to call the next day for the interview tallies\nthey did, and were told the assistant principal was rated way above the others. After two weeks and no decision, the co-PTA presidents met with Estelle and Dr. Williams and were told that the assistant principal did not have enough building experience. The co-presidents pointed out that she met the requirements outlined in the job posting and should get the job. Estelle stated she wanted the best possible person, and Hank wanted a strong principal. The assistant principal had to reapply for the second round of interviews in J uly. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? Was surprised there were only five. No mention made of interviewing more. All of the applicants were at the assistant principal level, except one who had experience as a principal in a rural district. Would have liked to have seen more. Respondent relayed this concern to the interview chairperson. Some members felt the job was advertised. Does not feel that the team reached consensus on the candidate. Yes. The majority of applicants were knowledgeable and provided in-depth answers to the questions. None were adequate. None of the applicants met the respondents standard. The PTA president felt they were adequate, however the respondent feels the candidates were lacking in experience for a school like Carver. The first time only one candidate was acceptable\nthe second time, yes\nthey were given seven candidates (one no show).6. What was your understanding of who would make the final selection of the principal? Dr. Williams. M. Gremillion explained how the processed worked. The team would make recommendations, but the superintendent had the final say. Told up front the superintendent would make the final selection. Dr. Williams would be presented with a list and he would make the decision. Dr. Williams would make the final selection based on their input in the form of their top candidates, ranked in order. 7. What weight do you believe your input was given in the final selection? Difficult to say\nthe process is not over.... the process is reopened and the team will be interviewing more applicants today. Wondered at first, but apparently the committee had influence since some felt (the respondent didnt) that the pool of applicants wasnt adequate. Felt her input was given weight. During the first round, input was ignored. The second time they were unanimous with the final selection and the administration agreed. (Note: the candidate declined the position and the assistant principal wound up serving as Acting Principal) 8. How satisfied were you with the process? What parts of the process worked well? What needs improvement? Wished the process was speedier, not dragged out. The school still doesnt have a principal but they will begin again the following Monday. The preparation of the questions by the administrators, the flexibility to probe, and the organization of each applicants file worked well. The timeliness of the process needs work. The team, parent, school personnel process is unsettling. Not very satisfied with the process\nit was rushed and respondent did not understand expectations until the morning of the interviews. Need to have advance notice to the staff and allow time for teachers to provide input to their representatives on the committee. If there are three parents on the committee, there should be three teachers. Cant determine what worked well\nthe district planned well in terms of process\nthey just didnt provide participants with prior knowledge. Complied with the process, but not satisfied with it. Felt that since it was their school, they should have been able to ask their questions. The actual interviews worked well, but overall all none of the process worked well. The questions need improvement\ntheyre vague and not individualized for the situation. Understood that Williams would choose.Not satisfied with anything the first round. Things improved the second time, including the quality of the candidates. None of the process worked well the first time, leaving the committee members frustrated and angry. Improvement would be if the district has a clear definition of the interview process and what happens afterward\ngive the committee time lines for the process and decision\nhave clear understanding of what questions will be posed and be open with information about the candidates so they can research and prepare for the interviews in advance. The district should have specific job qualifications, and candidates on the interview list should meet the qualifications. All members should have equal weight and the full (and same) interview team should participate in all interviews, including reinterviews. Understood that Dr. Williams would reveal his decision, but they had to work to get it and then they had to bug Estelle for information on the second round of interviews. 9. Is there anything else you would like to share about your experience as an interview team member? No. No. I feel Ive shared everything. Nothing else. Has never participated in principal selection, but has helped interview and select an assistant principal. Felt the first set of interviews were a wasted day, because he had to take off from work not knowing how long the process would take. Didnt get a letter of appreciation, but a verbal thanks from Estelle.ODM Parent Involvement Survey Compilation School: Cloverdale 1. How were you selected to be a member of the interview committee? - Asked as a second choice by Estelle Matthis office - Asked by Dennis Glasgow at a curriculum revision meeting - Asked as VIPS chair - president of the PT A recommended When were you selected? - Two days prior to the interviews Did you receive a written or oral description of your role? - No - Letter of confirmation from Estelle Matthis - Received letter from LRSD - role explained at the interview site What was your understanding of the principal selection process? - Committee would be able to ask questions based on what we wanted to know. - Didnt have a good understanding when receiving the confirmation letter What written or oral intructions did you receive? When did you receive these instructions? - Estelle Matthis explained orally at the time of the interviews. - Oral instructions on the day of interviews - Oral instructions on the day of the interviews What did your committee do in advance to prepare for the interview? - Were given questions - no period of planning - did get to add questions - No advance preparation or knowledge of other committee members - Looked at question the morning of the interviews. Prepared interview questions - We used the prepared questions, but were allowed to add more. - Added more at the time - Got to add questionsReview applicant files - No - No - One applicant brought in a resume Reviewed job description and the criteria for making the selection - No - No 4. Briefly describe the interview process followed by your conunittee. - A) Interviewed candidates. B) Had ranking scale explained C) Ranked the candidates D) Ended up with two top candidates. E) Estelle said that the choices would be passed on to the superintendent to make a final decision. If he wasnt happy with the choices the committee could be called back. - A) Interviewed B) Tallied individually 3) Discussed applicants 4) Voted - had a dead heat between two candidates 5) Submitted the top two, but Estelle told the committee that they could interview other candidates if they desired. - A) Interviews, questions asked in turn as agreed. B) Rating individually after each applicant. C) After the interviews, the committee discussed the candidates and totaled points. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why not? - Yes it was adequate - The one chosen made it adequate. The other four were not. As a restructured school, we need some specific things which most of the candidates lacked. - Yes, the number and qualifications were adequate 6. What was your understanding of who would make the final selection of the principal? - Estelle would take recommendations to the board to make the final decision. - Dr. Williams - Committee would vote and the decision would ultimately be made by the superintendent7. What weight do you believe your input was given in the final selection? - Believe it had a great impact on the decision - Dont think it made that much difference. The one that got the position was so much more qualified, that anyone would have picked her. - I think we got lucky and picked the one he wanted 8. How satisfied were you with the process? - Satisfied - Couldnt think of a better way to do it - Satisfied somewhat What parts worked well? - I liked having teachers and parents there - Liked the prepared questions and the ones the committee generated What needs improvement? - If the process worked like it should have, there should have been better parent representation. Committee should have more weight. - Nothing needs improvement - If parents had more input it would alleviate some problems at school and increase involvement. Parents should be invited to participate 9. Is there anything else you would like to share about your experience as an interview team member? - Appreciated it and would serve if asked again. Mrs. Estelle sent a note of appreciation and coonfirmation that I would serve - We did not want the other principal to leave. About 70-74 teachers signed a petition to keep her - NoODM Parent Involvement Survey Compilation School: JA. Fair 1. How were you selected to be a member of the interview committee? - Participates in PT A - Received a call from Mrs. Matthis office through the school secretary to serve. - No idea how selected. Received a call from Estelle Matthis office. - No idea - a parent called and asked if I would serve - needed racial balance. When were you selected? - Sometime in May - About a week before semester exams - About 5-7 days before the interviews. Did you receive a written or oral description of your role? - Received a confirmation notice - Received a letter of confirmation - Received no written role description, only a letter thanking her for serving and indicating the interview date, time, and place. Letter did not indicate an amount of time the task would require. - No 2. What was your understanding of the principal selection process? - Team would ask certain questions, rate according to a given scale, add up ratings, and give the name of the highest ranking candidates. - Just from the confirmation letter, that members would be responsible for nominating a principal for Fair. - Interviewing candidates for principal of J.A Fair and then collaborate and make recommendations. - Had no idea of the process. What written or oral instructions did you receive? When received? - None - Received no written instructions, oral instructions were given at the time of the interviews. - Set of questions and a rating sheet given out the day of the interviews. 3. What did your committee do in advance to prepare for the interview?- Nothing, had no information upon which to act. - As a committee, nothing before the day of the interview. On the day of the interviews, was given a packet of questions, rating sheets, and list of applicants. - Nothing, was late arriving, the committee was already interviewing the first candidate. - Nothing prior to the day of interviews - never met. Prepared interview questions? - LRSD provided pre-selected questions. Had some flexibility to ask other questions following the \"canned\" questions, but had to ask all applicant the same ones. - Divided up questions among the committee. After asking questions on the sheet, were allowed to ask individual questions. Could be spontaneous. - The committee did not meet to formulate questions, but Ruthie developed some she and other staff members thought were important. - The interview team did get to incorporate questions of their own. The teachers were able to contribute questions, but the parents werent prepared to. Reviewed applicant files? - Were given no resumes or other written information about the candidates from Estelle. However, one or two candidates brought vitae and another brought a couple of letters of recommendation. - Did not view applicant files. Some applicants brought in resumes or recommendations. - One applicant had a resume. Estelle said the applications were available for review if they wanted to do so. Reviewed job description and the criteria for making the decision? - No job description - Saw no job description or criteria, nor was there any discussion of criteria - No job description 4. Briefly describe the interview process followed by your conunittee. - Met downtown. Estelle spent about ten minutes describing the process. One of the teachers spoke at that time about the staffs support for Vernon Smith, the Asst. Principal. Estelle shook her head that the comments were inappropriate. The committee interviewed five candidates, spending approximately 20 min. with each. Estelle did not ask questions, but facilitated the process and filled out rating sheets. After the interviews, Estelle asked each team member their first choice. Next, they went around for a second choice. There was a brief discussion but the group did not reach concensus on rankings or the best person for the job. The team was asked whether they were satisfied with the quality of the applicants. Everyone agreed they were. - On each question, rated applicants from 1 to 5 with 5 being the highest. Tallied scores while waiting for next applicant. After last applicant, discudded the applicants - did anyone feel the need to start over? All felt the applicants were qualified. Same people asked the same questions of each candidate during the process - Ms Matthis acted as chair. Some of the \"canned\" questions were wordy - could have been more specific. - Estelle introduced applicants 2) Started asking previously assigned questions in order. 3) Applicants asked questions or madestatements to the team. 4) Applicant left room 5) Team rated individually, tallied scores and ranked the applicants. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? -Yes - Had pretty good candidates and a sufficient number. - Had one person on the list who did not interview (someone within the school district). Heard that she would continue in current position, since that time found out that she was on medical leave. Had six applicants (not including the no-show). - Yes - Yes 6. What was your understanding of who would make the final selection? - Estelle said Dr. Williams would make the final selection. She said she would give him the committees recommendations. Ruthie understood that Estelle would submit the committees first and second choices in rank order. - Understood that the superintendent would make the final selection from the top three names. - Superintendent would make the final selection. Hopefully he would choose the #1 recommendation. - The superintendent 7. What weight do you believe your input was given in the final selection? - Had a lot - As a committee - moot question. The person selected was the #1 choice of the committee. - She believes their input didnt carry much weight\nthat the administration had already decided beforehand tha they could name Broadnax, who interviewed well, but was \"too slick\" and did not seem to be a \"good fit\" for J.A. Fair. - The applicant the interviwee chose was already assigned to Mabelvale. She wondered why they were applying at Fair when already assigned. Committee was \"weighted\" by administrators. Interviewee did not know that Estelle would vote - thought she was only running the show and would not vote.8. How satisfied were you with the process? - Not at all satisfied with the process - Process was very good as far as actual objective. - On a scale of 1-10, a 4 1/2 - Other than having administrators there to weight the committee, it was fine. What parts of the process worked well? - Each candidate brought a different perspective to the job. Liked the opportunity for input into the selection. - Adequate number of committee members and good mixture - especially having administrators and parents. - \"Not much\". - Rating score sheet. What needs improvement? - Would liked to have added more questions specific to the needs at Fair. Need prior knowledge of who the applicants are, and other pertinent background information. Allow team members to express opinions on what qualities are important in the principal for the particular school and who the staff believes would make a good principal. Dr. Williams had discouraged writing letters of contacting school board members about preferences. The asst. prin. at Fair felt that Estelle didnt like him and that writing letters of support would ultimately make things worse for him. Need a seating arrangement which assures that the candidate cant see the rating sheets being coompleted by individuals. The interviews need to be longer. The interviews were only 20 min. long with only 5 min. between them. - More information on applicants beforehand. Would like to have had time to get to know other team members better. - Committee could have used more flexibility. Disliked \"canned\" questions. - Teachers felt intimidated by Estelle. The administrators tended to \"weight\" the committee. What was your understanding about the next step in the hiring process? - That Estelle would give the rankings to the superintendent with the first and second choices of the committee in rank order. About a month to six weeks later Ruthie received a letter from Hank Williams announcing Broadnax as principal and thanking her for her participation. - Estelle was very clear about who was the 1st, etc. choice and that the superintendent would make the final choice. If the superintendent feels we need more applicants, then certainly more applicants could be taken (if the superintendent was not satisfied with the teams choice).9. Is there anything else you would like to share about your experience as an interview team member? - Would like another opportunity to participate in the process. - Pleased to see the process including parents and teachers. Could use some refinement, especially allowing committee members prior access to resumes and job descriptions. Would have liked to ttdk to someone who had experience with dealing with the admnistrators in a school. Thought process was good. - In the LRSD, in her opinion, there are a very few people who weild a disproportionate amount of power. If you cross people, you will not get anywhere. She said she was really talking about Estelle Matthis. She mentioned several people who have gotten \"crosswise\" of Estelle and \"thats that\". \"Estelle is keeping a of good people out of jobs for which they are well qualified. Fairs assistant principal is one of them. Ruthie believes that Estelle is costing the district many good people.School: Forest Heights Jr. High 1. How were you selected to be a member of the interview committee? - Dont know what the selection process was. Contacted by Estelle Matthis by phone - Wondered how he was chosen. Told by Estelle that she was looking for respected, experienced teachers to serve. When were you selected? - Near the end of school Did you receive a written or oral description of your role? - Received no advance information 2. What was your understanding of the principal selection process? - a) Assign questions b) Interview applicants c) Rate applicants d) Rank applicants - Prior to the day of the interviews, had no information. Knew that applicants would be interviewed and that recommendation would probably go to Dr. Williams. What written or oral instructions did you receive? - Only received a confirmation letter - no instructions - Questions, rating sheets When did you receive these instructions? - 15 min. before the interviews were to start 3.What did your conunittee do in advance to prepare for the interview? - a) Received instructions b) Reviewed and assigned questions c) Discussed qualifications - Received rating sheets and a set of 10 questions Prepared interview questions - Received prepared questions from the district person Previewed applicant files - One applicant brought a resume- Committee didnt review applicant files Reviewed job description and the criteria for making the selection - Talked about qualifications, but did not review the job description. 4. Briefly describe the interview process followed by your committee. - a) Committee reviewed a list of prepared questions b) Each applicant asked the same questions by the same people, c) After all interviews, each member rated the answers and tallied the scores, d) The committee members revealed their highest ranking applicants, e) Only the top 2 were discussed, f) Committee reached concensus on the top two. f) Two recommendations would be sent to Dr. Williams for final approval. - a) Questions asked of all candidates in round-robin fashion. Candidates could elaborate on an answer b) At the end, candidates could pose question of the committee c) Rated applicants S. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? -Yes. Interviewed six, all were qualified - Yes. The applicants represented a broad spectrum. 6. What was your understanding of who would make the final selection of the principal? - Before interviews, Estelle informed the group that the supt. would have the final say - could accept choices or send it back to the committee with another pool of applicants. - Dr. Williams 7. What weight do you believe your input was given in the final selection? - Personal input was equal to that of others, no one person had more influence on the committee. - Initially, felt that influence was significant as a teacher at the school. However, in the final analysis felt the input was not important after the recommendation was made. 8 How satisfied were you with the process? - At the start, okay - at the conclusion, not well. Listened to six applicants. One applicant was absent, but someone (district spec. ed. person) was there to speak on his behalf. The candidates resume was also passed out to the comittee. The committee was told that this person had interviewed with the superintendent and had been a candidate for the principalship of Central. This applicant was the #1 choice of the other members (not the teachers) of the committee. The Dep. Supt. continually told the committee \"The superintendent is impressed with this person.\" - Well satisfied What parts worked well? - Equal say by all in the process - All parts until the absent candidate was considered What needs improvement? - Committee members should be involved in the preparation of questions - Dont consider absent applicants 9. Is there anything else you would like to share about your experience as an interview team member? - Unhappy that one applicant was not in attendance - Input significant at first, but \"they knew who they wanted all along.\"LRSD PRINCIPAL SURVEY RESPONSES FRANKLIN - 2 Responses 1. How were you selected to be a member of the interview committee? Was a member of the regular staffing committee. There was no written or oral description of her role. Joshua received a letter from LRSD requesting a representative on the principals selection committee\nMr. Walker sends whoever is available. The request came in well within time to allow him to participate. There were no written or oral instructions. 2. What was your understanding of the principal selection process? Committee members were to ask the questions and choose the best one. Sterling Ingram explained the interview committee Committee members would score candidates based on a formula provided by the LRSD (Good, Excellent, Adequate, etc.). The committee would use a numerical scoring system. Sterling lead the discussions. The committee could decide which questions each member would ask. They were told that the three highest rated people would be recommended to the superintendent. The superintendent would interview the three top choices and make his recommendations to the school board. The questions were written beforehand by the LRSD. 3. What did your committee do in advance to prepare for the interview? Nothing, no, no, no. Nothing prior to day of interview. On the day of the interview, committee members got acquainted with each other. Looked to see what questions they wanted to ask. Members were extended the curtesy of adding wording to a prepared questionnaire\nthey could also do a little prodding. There were no files, resumes, etc. All information was gathered during the interview. There was no real preparation. 4. Briefly describe the interview process followed by your committee. When the committee got together we saw the questions provided. Members went through the questions in order\nawarded points\ngot point totals and took the top three. Nothing prior to day of interview. On the day of the interview, committee members got acquainted with each other. Looked to see what questions they wanted to ask. Members were extended the curtesy of adding wording to a prepared questionnaire\nthey could also do a little prodding. There were no files, resumes, etc. All information was gathered during the interview. There was no real preparation. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? Yeah. Yes, however he questioned why the applicant from Dunbar who had never been a principal or an assistant principal was referred. The LRSD defended her application because she had previously been a supervisor. 6. What was your understanding of who would make the final selection of the principal? Dr. Williams The superintendent. 7. What weight do you believe your input was given in the final selection? Not a bunch. None. There were certain candidates who got higher scores who werent even considered. For example J. J. Lacey scored relatively high at Franklin,but was not given any weight with regards to referrals to principal jobs. Dont believe he was even interviewed. The district was just going through the motions. 8. How satisfied were you with the process? What parts of the process worked well? What needs improvement? 50/50 satisfied. The process worked well, cant pinpoint why. They need to improve the questions\nthey were too \"textbook\". Disliked that committee could not add to the questions or change them. The process is fine if they actually followed it. However, the LRSD, starts throwing curves. Committee members are not given any instructions on what they are really looking for, what the goal is. Applicants are scored on charisma, mannerisms and voice. Questions should be discussed beforehand in order to determine what information the questions are supposed to elicit. The deputy superintendent of elementary schools (Larry R.) sat in on the interviews\nno problem with that, but district administrators should not score the applicants. They are too biased. Doesnt remember if the LRSD said the superintendent would interview all three candidates. The committee knew who the top three candidates were. Sterling made every effort to be above board.9. Is there any thing else you would like to share about your experience as an interview team member? I did not realize how important the scoring was. The people from downtown scored people they didnt like rock bottom.. For example the spread between district personnel scores ranged from 15 to 40 (with 40 being a perfect score). The range between the other committee members was between 5-7 points. While recognizing that peers can be helpful, bias may interfere with the scoring process. For example a teacher may know an applicant from another school and think '7 know he is a hard principal, I dont want him at my school.\" That would be teacher bias. Some may give \"friends\" inflated scores. Sterling also asked questions of the applicants and scored them. This committee member specifically remembers that one applicant (Julie Davenport) did not score in the top, however, she wound up as the principal at Franklin. However, when the principal list was published, Davenport was listed as a transfer. If that was the case, she should not have been interviewed. Feels the interview process the districts principals use for hiring new staff members is fairer. In the case of the principals teachers get communications prior to the interviews which is unfair.Summary of Gibbs Responses Information gathered from a total of five interviews with committee members: two teachers, two parents, one observer. 1) How were you selected to be a member of the interview committee? After Donna Davis decided to retire, she sent a letter to all Gibbs parents, informing them of her decision. The PTA Board knew that parents at other elementary schools had been involved in the principal selection process. In anticipation of the process, the PTA held a school-wide meeting to discuss the hiring process with all the parents and to talk about parent appointees for the interview committee. The Gibbs parents selected five representatives to serve on the interview committee. Zack Pollett, on of the five named to represent the parents, contacted Larry Robertson to express the parents desire to be included in the hiring process. Larry Robertson referred Pollett to Estelle Matthis. The district did not allow all five parents to serve on the interview committee. The LRSD indicated that only three parents would be used on the interview team. The Gibbs parents sent the three allowed and the other two parents attended the interviews as observers. The observers did not vote. Neither of the teachers interviewed were sure how they were selected for the committee. One teacher member actively lobbied for appointment, but she spoke to some many individuals about it that she had no idea \"what worked\". 2) What was your understanding of the principal selection process? None of the parent or teacher members of the committee were not given any advance information. Some parents contacted LRSD administrators (Matthis, Gremillion, and Robertson), but they received nothing. On the day of the interviews, the committee received a brief orientation from Margaret Gremillion and Larry Robertson. Some parents who served on the Gibbs interview team had extensive experience with personnel matters. As the result of their own experience in hiring, these team members expected to be full participants in the hiring process. They wanted to have a list, well in advance of the interviews, of all applicants who requested Gibbs\nto review the applications and resumes filed by each candidate\nto be able to recruit candidates for interviews\nand to have an active role in determining the candidates to be interviewed by the full committee. None of the parents expectations were met. District officials refused to release the names of candidates or any information about them. A Gibbs parent who is an attorney (but not one of the committee members) filed an FOI request in order to obtain the names of the job seekers. The district waited the maximum three days before responding, and then tried to mail the information rather than have it ready for pick-up, as requested. It took the threat of prosecution for Hurley to turn the names over to the parent. The committee then obtained the list of 27-28 names from the author of the FOI request.Despite the problems surrounding information requests regarding the applicants, all the parents had a good understanding of their role in the actual hiring process. They all said that they knew that their committee was to pick three top candidates, based on their numerical ranking. The superintendent would then chose one of the top three as the next principal. 3) What did your committee do in advance to prepare for the interview? The parent and teacher representatives met before the interviews to prepare questions, review the applicants names gained through FOI, and make plans to contact individuals who would have knowledge of the various applicants professional work . The parents did not include the administrative members of the committee because they did not know, in advance, who those representatives would be. During the advance meeting, the Gibbs group prepared a list of ten questions they wanted asked at the interviews, and included the list of questions in a memo mailed to Estelle Matthis and Hank Williams on 6/4/94. Also in the 6/4/94 memo, the committee again asked for names of the applicants, and they indicated five candidates they would like to interview. The LRSD selected five candidates to be interviewed for Gibbs\nonly one of the five LRSD selected also appeared among the names the Gibbs patrons requested. The Gibbs group also recommended procedures for the interview process. As part of the list of proposed procedures, the committee made it clear that they would not be prepared to make recommendation for the principal immediately after the interviews. They asked for another meeting to evaluate the candidates and make recommendations. The procedures section of the memo also stated that the parents had talked with Estelle Matthis and she assured them that the position would remain open for some time. After Estelles assurances, the parents clearly stated (in their memo) that they expected the district to keep seeking new candidates. 4) Briefly describe the interview process followed by your committee. As committee members arrived for the interviews, each received a packet of materials that contained the names of all committee members, the interview questions, the rating sheets, and the names of the candidates to be interviewed. Despite the fact that the Gibbs committee members sent a copy of their ten questions to Estelle and Hank, the questions contained in the packet had been developed by LRSD administrators without parent input. Margaret Gremillion, who seemed to coordinate the Gibbs interview, seemed unfamiliar with the earlier correspondence and questions sent by the Gibbs patrons. After some discussion, the committee incorporated four of their original questions into the LRSD questions. While the Gibbs questions were added to the preset items, the scoring sheets did not include any items except those written by the administration. After the committee interviewed all candidates, They began to discuss the various applicants and the consensus was that none of those interviewed had the right qualifications for Gibbs. All the teacher and parent representatives were in agreement that they would like to interview more applicants. Margaret Gremillion asked the committee members to go ahead and fill out the districts rating forms to document that they had completed the interviews. Margaret stated that she understood that the committee was making no recommendation and she agreed to schedule more interviews. It was agreed that Zack Pollett would contact Margaret at home to find out about the additional interviews. One committee member (Easter Tucker) agreed to complete the rating form only after she was assured the scores would not be construed as a recommendation. When Zack Pollett contacted Margaret Gremillion about the additional interviews, she told him that the superintendent had decided that no more interviews would be conducted. 5) In your opinion, was the number and quality of applicants provided for you consideration adequate? No! Most of the candidates had limited experience. Only Ed Jackson was an experienced principal. Committee members were also concerned because they were told that all five persons they interviewed had expressed an interest in Gibbs. Committee members later learned that at least two of the five interviewed had not asked for Gibbs, and several individuals who applied for Gibbs were not given interviews. 6) What was your understanding of who would make the final selection of the principal? We understood that the committee would submit the top three ranked candidates and the superintendent would nominate one of those individuals for the position. The LRSD Board of Directors would then approve or disapprove the decision. 7) What weight do you believe your input was given? None of the Gibbs parents, teachers, or observers believed that they had any meaningful involvement in the principal selection process. The following quotations represent the depth of their frustration. \"0.\" \"None. It was a fake. They wasted our time.\" \"We understand it was all (the principal decision) preordained. Parent involvement was superficial.\" 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? Generally the Gibbs group was not satisfied with any of the districts actions. Some parents had praise for the method the Gibbs PTA used to select parent representatives. The schoolwide meeting that the PT A held to select parent representatives was, by far, the most inclusive method of selection used at any school. Some suggestions offered were: Have the full committee meet prior to the interviews for comprehensive training\nProvide committee members with the names of candidates in advance so that they may research the professional accomplishments of each\nAllow the committee to submit names of individuals they would like to interview\nBegin the process earlier in the year to avoid a time crunch and loss of good candidates to other jobs\nAllow more time for interviews\nthirty minutes is not enough. Never again schedule interviews on the final day of the school year. The teachers members missed most of their last day with their classes, and applicants who are currently working in schools need to be in their schools on the final day as well. 9) .. Anything else? After the Gibbs committee learned that they would not be given any more candidates to interview, they scheduled an appointment with Dr. Williams to discuss the process. About fifteen parents from Gibbs attended the meeting, during which the superintendent indicated that although he had not yet interviewed any applicants he had someone in mind for the job. During the meeting the superintendent said that he had the rankings that the committee developed. The parents took issue with that and explained that they had made no recommendations, and they wanted to interview more people. Dr. Williams clearly stated that they would interview no more candidates. Later in the moth. Dr. Williams selected Ed Jackson as the next principal of Gibbs. Many Gibbs parents attended the Board meeting that month and several spoke in protest, explaining their perception of the process. After the Board voted to support of Dr. Williams, the Gibbs parents continued to meet and work to reopen the process. The parents secured over 50 signatures on a petition calling for a special meeting of the Board of Directors. The meeting was held on July 7,1994. At the special meeting, the superintendent announced that the district planned to reopen the interviews for the Gibbs principal. As a result, Ed Jackson remains unassigned. At the beginning of this same meeting, the superintendent made a statement regarding the importance of parent involvement. He offered this statement to contradict the impression left by the media when they \"misquoted\" his earlier statement about numerous studies showing that schools worked very well without parent involvement. The original statement caused much consternation at the meeting with Gibbs parents, and caused a mini-furor when it was later reported in the local newspaper. The second round of interviews is set to begin on July 25, 1994. Some Gibbs parents have expressed concern because so many potential candidates have been placed in other positions. They fear that no one will be left to hire. On July 13 or 14, 1994 the district placed Ed Jackson at Gibbs to \"open the school year\". Many parents were upset because he immediately began to walk, talk, and act like the Gibbs principal. Some parents and teachers reported that he discussed major changes in the schools curricular focus, saga continues .. . The 7/29/94 Late breaking update: Marjorie Bassa of PRE selected as Gibbs principal.LRSD PRINCIPAL SURVEY RESPONSES MITCHELL - 2 Responses 1. How were you selected to be a member of the interview committee? Not real sure\nI try to be involved with my kids school activities. Was selected approximately two weeks before the actual interviews. There were no oral or written descriptions. Received a confirmation letter. Notified by letter from the LRSD\nthinks it came from Hank or Sterling - not sure. Joshua sends whoever is available at the time. The letter requesting Joshuas presence can well in time to allow Joshua to participate in the interviews, descriptions. There were no written or oral 2. What was your understanding of the principal selection process? None,. Was told she would be a part of the interviewing committee to select a principal. Received oral instructions on the day of the interviews. The committee would score candidates based on a formula provided by the LRSD. Numbered ratings would represent good, excellent, adequate, etc. Sterling lead the discussion. He let the committee decide on which questions they would ask. Committee was told that the three highest ranked candidates would be recommended to the superintendent. The superintendent would interview the top three and make his recommendation to the school board. The questions were prepared by the LRSD. 3. What did your committee do in advance to prepare for the interview? Nothing while she was there. The school secretary (who served as a parent representative) got there just as the interviews were starting. The committee members selected the questions they would ask. She asked one of ten questions. Each applicant was asked the same question each time. Committee was told they could ask follow-up or clarification questions. Nothing prior to day of the interview. Committee members got acquainted with each other\nlooked to see what questions they wanted to ask. They were extended the courtesy of adding wording to a prepared question\ncould do a little prodding. There were no file, resumes, et. All info gathered during the interviews\nno real preparation. 4. Briefly describe the interview process followed by your committee. As the process went on, the respondent could not determine what the questions were designed to discover. The questions contained too much educational jargon and the applicants used language unfamiliar to the lay-person. It also seemed that some of the applicants did not understand the questions. After the first few applicants completed their interviews the survey participant said she felt more familiar and could look the applicants in the eye. Committee members tallied responses by points. Members could make comments concerning selection of an applicant. Nothing prior to day of the interview. Committee members got acquainted with each other\nlooked to see what questions they wanted to ask. They were extended the courtesy of adding wording to a prepared question\ncould do a little prodding. There were no file, resumes, et. All info gathered during the interviews\nno real preparation. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? Yes, some seemed too qualified. Yes. Had no problem, except wondered why on one school interview a candidate from Dunbar was allowed to apply since she had never been a principal or an assistant principal. The LRSD defended her application because she had previously been a supervisor. 6. What was your understanding of who would make the final selection of the principal? The superintendent would make the final decision. The committee submitted their top three choices. The recommendations would be considered but not necessarily chosen. The superintendent would interview the committees top three candidates and make his recommendation to the school board. 7. What weight do you believe your input was given in the final selection? Some - since the superintendent chose one of the committees top three. Satisfied with the choice. None. There were certain candidates who got higher scores who werent even considered. For example J. J. Lacey scored relatively high at Franklin and Mitchell, but was not given any weight with regards to referrals to principal jobs. Dont believe he was even interviewed (by the superintendent). The district was just going through the motions. 8. How satisfied were you with the process? What parts of the process worked well? What needs improvement? Satisfied with the process because she did not have to develop the questions. Did not feel qualified to design questions for a principal. Would have liked more time prior to the interviews to review the questions - understand the terminology - understand what the questions were designed to elicit from the applicants. The process is fine if they actually followed it. However, the LRSD starts throwing curves. Committee members are not given any instructions on what they are really looking for, what the goal is. Applicants are scored on charisma, mannerisms and voice. Questions should be discussed beforehand in order to determine what information the questions are supposed to elicit. The deputy superintendent of elementary schools (Larry R.) sat in on the interviews: no problem with that, but district administrators should not score the applicants. They are too biased. Doesnt remember if the LRSD said the superintendent would interview all three candidates. The committee knew who the top three candidates were. Sterling made every effort to be above board. 9. Is there anything else you would like to share about your experience as an interview team member? Was interesting - glad to have done it. While recognizing that peers can be helpful, bias may interfere with the scoring process. For example a teacher may know an applicant from another school and think \"I know he is a hard principal, I dont want him at my school.\" That would be teacher bias. Some may give \"friends\" inflated scores. Sterling also asked questions of the applicants and scored them. This committee member specifically remembers that one applicant (Julie Davenport) did not score in the top, however, she wound up as the principal at Franklin. However, when the principal list was published, Davenport was listed as a transfer. If that was the case, she should not have been interviewed. Feels the interview process the districts principals use for hiring new staff members is fairer. In the case of the principals teachers get communications prior to the interviews which is unfair.Summary of Rightsell Responses Information from interviews with five committee members: three teachers, one parent, and one representative of Joshua. 1) How were you selected to be a member of the interview conunittee? For the most part, the Rightsell committee consisted of the same individuals who serve on the schools regular staffing committee. One teacher, a white female, said that she was not a member of the staffing committee and she assumed her appointment to the interview to resulted from a need for racial diversity on the committee. None of the committee members received written or oral information on their role prior to the interviews. Committee members received written notice of their appointment about a week prior to the interviews. 2) What was your understanding of the principal selection process? All candidates reported that they received oral instructions about the interview process just prior to conducting the interviews. Margaret Gremillion and Sterling Ingram both provided instructions during the orientation. During the orientation Sterling emphasized that all candidates must be asked the same questions (each committee member interviewed at any school emphasized this requirement). After the orientation, all committee members reported understanding that they would interview the candidates and select the top three contenders. Committee members understood that their choices would be forwarded to the superintendent, who would make the final selection. 3) What did your conunittee do in advance to prepare for the interviews? The Rightsell committee was able to add some clarifying questions to those prepared by the LRSD. Committee members did not meet in advance, nor did they review any applicant files or job descriptions. 4) Briefly describe the interview process. The interview session began with the orientation. During that time, the committee divided the interview questions among the members. Each candidate also received an orientation and then was interviewed in turn. Committee members took turns asking their assigned interview questions. Each individual developed his/her own system for ranking the candidates. Some scored candidates after each interview. Others waited until the end of all the interviews and then assigned scores to the various candidates, the participants used a 0-4 point rating scale. After committee members completed their scoring, they spent some time discussing the merits of various candidates.5) In your opinion, was the number and quality of applicants provided for your consideration adequate? Four of the five committee members interviewed responded, \"Yes.\" The fifth team member, a parent, said that he was not sure that the number was adequate. In his opinion two of the five interviewees were \"just tossed in\", and were not interested in the job. This parent characterized the process as simply \"going through the motions.\" 6) What was your understanding of who would make the final selection of the principal? The superintendent. 7) What weight do you believe your input was given in the final selection? Four of the five respondents believed that their input received adequate weight in the final selection. The fifth said that the district administrators \"scored the people they wanted high and they werent the ones the committee wanted.\" The individual who reported this went on to say that he did not believe that the committees input had any bearing on the final selection. 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? Four of the five committee members were quite satisfied with the process and made no recommendations for process changes. The fifth member reported dissatisfaction with the general process, but did feel that the interview questions had merit. Some suggestions were: Have earlier team input into individuals to be interviewed Hold the interviews in a more relaxed area (they were held in the LRSD Board room) Suggest adding a question or two regarding how the principal would select other staff members 9) Is there anything else you would like to share about your experience as an interview team member? All the team members interviewed said that they enjoyed their experience. Several commented about the friendly and cordial relations between committee members. One committee member said that he would be happy to serve on such committee if he knew that his input was meaningful. This respondent said that he did not want to waste his time, if a decision had already been made. At the time of the interview, the district had not provided feedback to the committee members regarding the ultimate decision.School: Southwest Jr. High 1. How were you selected to be a member of the interview committee? - School secretary told her that the superintendents office called and asked if she would serve on the committee - The preseident of the PTA called since she and her husband were active in PTA - Active in PTA - Estelles office called When were you selected? - End of the school year - Last week in May. The interviews were June 9 - About oe week before the actual meeting Did you receive a written or oral description of your role? - Got a confirmation from Matthis - No written or oral - No. Received a written note thanking me for being on the committee - no \"how to\" 2. What was your understanding of the principal selection process? -No understanding - Didnt know anything - Interview and rank candidates and supt. would make the final selection What written or oral instructions did you receive? - Oral instructions regarding the selection process - and received written questions - None - None When did you receive these instructions? - On the day of the interviews - Just before starting on the day of the interviews 3.What did your committee do in advance to prepare for the interview? - Nothing prior - Nothing - Introduced to each otherPrepared interview questions - Reviewed and assigned questions - no additional questions added - Looked at questions Previewed applicant files - No - Didnt review files. Some applicant brought resumes Reviewed job description and the criteria for making the selection - No 4. Briefly describe the interview process followed by your committee. - a) Leader introduced everyone b) Questions assigned c) Interviews d) Each member chose top 3 in order of preference e) Form used to rank order the candidates - a) Dr. Mayo reviewed questions b) Asked volunteers to ask questions c) Clarified that all applicants must be asked the same quetions, although you could ask a followup or clarification question - a) Gadberry (actually Mayo) gave instruction on how the process would go b) Questions were already prepared c) Each interviewer was asked to ask 1-2 questions d) Had to rank from highest to lowest and score each candidate, e) At the end, told to rank f) Went around the table to rank 1,23- g) Told the supt. would pick from these three. The administrators rushed the process - told the committee that they had to go to a board meeting. Done so fast, the team couldnt understand how it was done. The committee never rached concensus on candidates or ranking - not done by scale at all. Committee told that they couldnt keep the scoring or ranking papers - that they may be pulled for court. 5. In your opinion, was the number and quality of applicants provided for your consideration adequate? If not, why? - Only one person brought in a resume. There wasno prepared or written information on the candidates. One candidate did not show up because of miscommunication. (The committee member talked later to this candidate, who is a friend of hers) The candidate said that she did not receive an invitation to be interviewed - although Estelle Matthis said she did. - More than adequate - Dont know. 6. What was your understanding of who would make the final selection of the principal?- Superintendent - Dr. Williams - Superintendent 7. What weight do you believe your input was given in the final selection? - Selected their #1 choice. Would like to think he put faith in their selection. Really think he chose who he wanted - Apparently a lot - the committees choice was also the superintendents - No earthly idea 8 How satisfied were you with the process? - Not satisfied at all with final ranking and scoring. - Satisfied with the process Not very What parts worked well? - Interviews - Having questions prepared. THe process itself worked well - Diversity of the committee. Asking set questions of all candidates. Selection of candidates. What needs improvement? - Would like to have been informed of how the rankings would be done - that caused some confusion - Would like to preview applicants and check qualifications. Would like to have screened applicants for interviews. More time. Would like to have developed te questions. - Scoring process should be clarified beforehand 9. Is there anything else you would like to share about your experience as an interview team member? - It was different - not saying it was good or bad. -No - appreciate the opportunity to participate - No - Dr. Mayo said the committee would be informed of the selection before it was published. Found out first in the newspaper and received written notification from the district a week later.Summary of Williams Responses The following summary is based on interviews with four committee members: three parents, and one teacher. 1) How were you selected to be a member of the interview committee? As usual, the teacher representative had no idea how she was chosen to participate, and the PTA leadership selected the parent members of the committee. All committee members reported receiving a written confirmation of their appointment from the LRSD about a week before the interviews were scheduled. None of the participants received a written description of his/her role. 2) What was your understanding of the principal selection process? All interview team members reported receiving and oral orientation given by Sterling Ingram immediately before the interviews began. Until the time of this orientation, participants knew little other than that they would be interviewing candidates for the principals job. The orientation took about five minutes, during which the committee members received their interview packets which included the prepared questions. 3) What did your committee do in advance to prepare for the interview? In response to this question, most parents explained the orientation period provided at the beginning of the interview session. Other than that preparation, on the day of the interview, the committee undertook no advance work of any type. One committee member, who is an attorney, wrote to Estelle requesting copies of the applications and resumes for the Williams applicants. Estelle responded that the information requested was confidential and that it was not the practice of the district to share this information. The packet the district provided to the Williams committee included: the names for each candidate with the time of his/her interview, the list of questions to be asked, the ratings forms, and a list of the committee members. The list of pre-written questions was amended to include a couple of question parents were concerned about adding. The committee did not receive written information about any applicants, nor did they see a job description. 4) Briefly describe the interview process. The session began with the aforementioned orientation, during which the committee members finalized their questions and divided them among the members. That accomplished the first applicant entered the room, was introduced by Margaret Gremillion, and then interviewed according to the standard process. Committee members used their own system to keep up with a candidates scores. Some members ranked each individual as he/she completed the interview\nother took notes during the interviews and completed their ranking after all interviews were finished. After each individual completed his/her personal evaluation of the candidates Sterling Ingram and Mabel Donaldson totaled the scores for each candidate. None of the committee members voice any dissent with the top three at the time of the interviews. One of the LRSD administrators thanked the members for their participation, and then their work was done. Members reported receiving a thank you note from the superintendent. 5) In your opinion, was the number and quality of applicant provided for your consideration adequate? Two of the four respondents replied that both the number and quality of applicants was adequate or better. The other two respondents felt that the number of applicants was sufficient, but that several of the interviewees did not have adequate knowledge of magnet schools. 6) What was your understanding of who would make the final selection of the principal? The superintendent with the Boards approval. 7) What weight do you believe your input was given in the final selection? Most participants agreed it was given some weight. Some parents expressed the opinion that parental input was not given that much weight due to an earlier meeting the parents had with Dr. Williams regarding Ed Jacksons removal. Dr. Williams made it clear that no amount of parent support would change his mind that Jackson needed to be reassigned. 8) How satisfied were you with the process? What parts of the process worked well? What needs improvement? Responses to this question varied widely from the opinion expressed by one parent who seemed truly pleased with every aspect of the process and would use the same procedures in the future to the opinion expressed by others that felt that the process was superficial and parent involvement was not meaningful. Some suggested improvements were: Ensure that factors in addition to the interview are considered in the final selection Provide more advance preparation. Committee members need more time to look at resumes of like material and time to become familiar with the questions and develop their own questions.Improve the advance planning for the interviews. Some parents felt that the district contacted them at the last minute to serve on the interview team in an effort to placate vocal parent groups. 9) Is there anything else you would like to share about your experience as an interview team member? One parent closed with two question he said he had been trying to get answered since the change in principals assignments began. These questions were: 1. What school district goal is met by mass reassignment of the principals? 2. What desegregation goal is served by these reassignments? The parent asking these questions stated that parents fear nothing more than instability and upheaval. He fears that the instability caused by the reassignment of so many principals will scare some parents away from LRSD. This parent also commented that if the district wanted to give the parents opinion serious weight, the parents should have been involved in screening the applicants and deciding who to interview for their school.4. Briefly describe the interview process followed by your conunittee. The majority of parent and teacher respondents described an interview process which consisted of the following components: Orientation: According to all respondents, at each school the districts designated committee leader provided a brief orientation on the day of the interviews minutes prior to beginning the first interview. Respondents described these sessions as having been 10-15 minutes long. The leaders began orientations by having committee members introduce themselves. Committee members then received packets containing prepared questions and rating sheets. Question Review: Committee leaders gave parent and teacher representatives an opportunity to read the districts prepared questions. At some schools, participants were permitted to discuss and add questions to the list. Each committee member chose the question(s) they wanted to ask the interviewees. Survey results indicate that the district representatives at all of the schools strongly advised the committee members to ask the same questions of all candidates in the same way. Interviews: Survey results indicate that individual interviews ranged in time from 20 to 30 minutes. Candidates were introduced to the interview committee by the district administrator coordinating the process. Each committee member in turn asked previously assigned questions of the candidate. Respondents from each school indicated that individual committee members could ask followup questions. Although candidate information such as applications and resumes were not viewed by the committees prior to the interviews, candidates at several schools brought and distributed resumes to the committees during their interviews. At each school, at the end of the interview the committee gave each candidate the opportunity to ask questions or provide additional pertinent information. Rating and Ranking: Most survey respondents generally mentioned using a zero to four point scale to rate candidates on each question. Parent respondents from one school stated that although the district allowed them to develop and ask additional questions, the only ones candidates were rated on were the ones provided by the district. Survey responses indicate that individual committee members used varied methods in rating candidates. For example, some committee members provided point ratings as they listened to responses to the questions during the interviews. Other committee members made notes during the interviews and provided point totals for responses after each individual interview or after all interviews were completed. Upon completion of the interviews, varied methods of ranking were described to the monitors by parents and teachers. At some schools, point totals were taken by the process coordinator and a straight ranking by points determined the top three candidates in order. Another option described involved the committee members individually ranking candidates based on their point totals, followed by determining the number of firsts, second, and third place rankings of each candidate.Survey responses indicate that committee discussions after the interviews generally dealt with not only determining the top three candidates, but also whether the committee was satisfied with their choices and the range of applicants they had interviewed. 8. How satisfied were you with the process? Most parents and teachers on school committees expressed general satisfaction with the district hiring process, although they also admitted that there were areas needing improvement. More specifically, although some respondents had no problems with the process, they felt that their participation represented no more than a feint of parental involvement by the district. It was these individuals, who more often felt that some hiring decisions had already been made by the district prior to the interviews. The following aspects of the district hiring process were most frequently identified by parents and teachers as having worked well.  The size and diversity of the interview committees  Having questions prepared in advance  Having parent, teacher and administrator representation on the interview committees  The methods individual PTA groups used to recruit and choose parents for the interview committees. The following suggestions represent a composite of the ones most frequently offered by parents and teachers to improve the district hiring process. The suggestions are categorized according to aspects of the interview process. Parent Recruitment and Contact  Improve advance preparation as it relates to contacting parents to participate. Many committee members were contacted on extremely short notice. This lead to some parents expressing the opinion that their involvement was only \"window dressing\" to placate vocal parent groups. Screening  Have earlier team input into choosing the individuals to be interviewed.Timing of Interviews  Avoid holding interviews during the last week(s) of the school year. Some teachers on the committee missed the last day of classes, and applicants currently working in schools need to be in their schools on the final day as well.  Begin the entire process earlier in the year to avoid crunch time and the loss of good candidates to other jobs. Setting  Hold interviews in a more relaxed setting rather the LRSD Board Room. Orientation  Provide more specific instructions to committee members regarding the goals of the process and what they should be looking for in a candidate.  Provide more advance preparation such as reviewing resumes, becoming more familiar with the prepared questions, and developing additional ones.  Have the full committee meet prior to the interviews for comprehensive training. Information About Applicants  Ensure that factors in addition to the interview are considered in the final selection.  Provide committee members with the names of candidates in advance so that they may research the professional accomplishments of each. Interview Questions  Add questions regarding how the potential principal would select other staff members  Allow the committee more time to develop additional questions which are more specific to the individual school. Actual Interviews  The interview committees should not consider candidates who fail to show up for the interview.  Individual interviews need to be longer\nthirty minutes is not enough. The period of time provided the committee between individual interviewees should also be lengthened.Rating and Ranking  A better job needs to be done of explaining the rating and ranking process prior to the interviews. A lack of understanding brought about confusion.  Evaluate the weighting of the rating system. Extremely low ratings by a district administrator on the committee could completely offset high ratings by other committee members and cause a candidate to receive an overall lower final rank.SURVEY RESPONSES Q 5, 6, 7 5. In your opinion, was the number and quality of applicants provided for your consideration adequate: If not, why? A vast majority of the respondents felt that an adequate number of applicants interviewed for the positions, the exceptions being Gibbs and Carver, where most of the interview team members expressed dissatisfaction with the number of applicants provided. On the other hand, results were mixed with regard to the quality of the applicants. Some committee members expressed dissatisfaction with applicants who did not have experience as principals or who had no experience with magnet schools or programs. Candidate interviews were limited in time and scope and not all candidates provided resumes. For the most part, interview teams did not object to the number of applicants. However, several team members felt that the administration \"stacked the deck\" by referring unqualified or poorly qualified applicants along with one candidate who was clearly better qualified professionally, but who was not necessarily temperamentally suitable for the school in question. 6. What was your understanding of who would make the Unai selection of the principal? Responses fell into two main categories. One body of respondents understood that Dr. Williams would make the final selection based upon the committeess top three choices, and while the superintendent may not select their top choice, he would select one of the top three choices. Another group of respondents recognized that Dr. Williams would give their recommendations serious consideration, it was possible that he would not accept any of their recommendations. Additionally, there were a few respondents among both groups who understood that the Board of Directors had the ultimate say in the selection process. Perhaps because LRSD officials did not have an inservice for the selection committees, there was some misunderstanding of the final selection process. Many committee members expressed frustration with the short orientation period provided just before the interviews began. It is easy to see that a lack of adequate preparation time leaves room for miscommunication or poor communication. There was no time for district personnel to get an adequate reading of the committee members understanding of the selection process. 7. What weight do you believe your input was given? Responses ranged from \"none\" to \"a lot\", depending on whether the respondents candidate was selected or not. Several committee members expressed a belief that the superintendent had preselected who he wanted and the interview process was a sham. The administrators were permitted to vote on the candidates also, which lead some of the committee members to feel that the administrators actually determined the top candidate. Some of the members revealed that administrators scored some candidates far too high and others were scored far too low.For the most part committee members did not believe that really selected their principal. Their responses reveal a pattern of accepting that although they provided input during the selection process, unless they selected the person that the superintendent wanted, it made no difference who they wanted for the job. Despite believing that they had no actual control over the selection process, many of the interview team members said they enjoyed being a part of the team.Trends Noted in Responses to ODM Survey of Parents and Teachers 1) How were you selected to be a member of the interview committee? At the incentive schools, the interview committees consisted of the same people who serve on the schools regular staffing committees. In some cases, an additional person might have been added to the committee for racial balance purposes. At the other schools, the PTAs were the agents responsible for appointing the parent members to the committees. Despite the PTA involvement, monitors noted that quite a few of the parents who served on committees were also LRSD employees. None of the teacher members knew how they were selected to serve on a committee, but selection of the teachers did not involve the LRCTA. Nearly all the committee members reported being selected about a week before the interviews and receiving a letter of confirmation from the district that also gave the date and time of the interviews. SfTmnT7|-ynnfl Conclusions: While the process used to appoint committee members was not written, it was pretty consistent from school to school. The incentive schools were the anomaly, since they used the regular staffing committees. The incentive school staffing committees included a Joshua representative, but the district sought no participation from Joshua on any of the magnet, area, or secondary school committees. It seems particularly inconsistent to exclude Joshua from the magnet school committees, since a Joshua representative serves on the MRC, just a representative of each of the districts serves on that body. It also seems odd that the district went to the PTA leadership to appoint the parent members, but bypassed the LRCTA membership in the appointment of teachers to the committees. In the past, the union has been asked to provide the names of the teacher appointees to interview committees. A sizable portion of the parent representatives who served on the interview committees were also LRSD employees. While district employees have a great deal of knowledge about how schools operate, the presence of so many teachers and support staff members among the ranks of the parents looks suspect. Individuals who are employed by the district may be more reticent to speak out or question the process followed by the LRSD, than a \"civilian\" would be. 2) What was your understanding of the principal selection process? While many committee members reported a pretty fair understanding of the process, most explained that this was the understanding they had based upon the orientation delivered by LRSD administrators, just minutes before they began to interview candidates. This orientation constituted the sum total of information imparted to committee members. According to the respondents, the district did not furnish any written description of the role of committee members, nor did the district provide any advance written or oral information regarding the candidates identities or qualifications. The Gibbs committee did obtain some information about candidates identities through a FOI request lodged by a parent from outside the committees membership. Many individuals who served on committees said they had no idea what their role would be until they showed up and heard the orientation. In some other instances, notably Gibbs, parents had some awareness of the process because they talked to other parents who had served on interview committees in earlier years. Some of these previous committees had been very active and recruited candidates for interviews. As a result of the consultations with members of prior committees and personnel experience with hiring decisions, some committee members developed very high expectations for meaningful involvement in the process. inclusions: It seems clear that a lot of the misunderstandings and hard feelings generated by the principal hiring process could have been avoided if the LRSD had clearly defined the role of the interview committees at the start. Luckily for the district, many committee members seemed to construe their notification of appointment to an interview committee as no more than a nice opportunity to serve the district and their childs school. These people were content to wait until the day of the interviews for further instructions. A significant minority of the participants took their charge much more seriously. This second group of individuals expected to be full partners in the hirings and took a great deal of time and trouble to prepare questions, conduct background checks, and generally try to become well-informed, active committee members. This dedication to task caused certain parents to expend a great deal of effort as they tried to fulfill their role, as they imagined it should be. If the district had made its intentions clear from the beginning, perhaps the parents would not have felt that they had been mislead and taken advantage of. 3) What did your committee do in advance to prepare for the interview? With the exception of the Gibbs committee and one member of the Williams committee, none of the school committees did anything in advance to prepare for the interviews. The parents and teachers who served on the Gibbs committee met in advance and spent a great deal of time developing interview questions and defining what they expected from the process. The Gibbs group forwarded the material they generated to both the superintendent and the deputy superintendent. According to respondents from Gibbs, none of the administrators serving on their committee seemed to have any knowledge of the information previously provided to the LRSD leadership. The members of the Williams interview committee did not meet in advance of the interviews, but one member of the committee reported engaging in correspondence with Estelle Matthis, in an attempt to gain some information to help him prepare for the interviews. This individual and some others reported developing interview questions that they wanted included in the process. While the district used pre-determined questions at every interview, most committee members reported that the committee was able to amend the districts questions, to a certain extent. . JjUUUlUM^^St Conclusions: Advance preparation was nonexistent. If the district had engaged in more advance planning for the interviews, there would have been adequate time to conduct an orientation well in advance of the interview dates. Such advance preparation could have headed off some of the misunderstandings that cropped up at several schools. The commitment of time and effort required to properly train the committee members would be one indication that the district truly valued the committees efforts, and wanted to make the process meaningful. The minimal orientation prior to the interviews may have helped create the widespread impression that much of the process was a front for predetermined decisions.\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_1598","title":"Court filings: Court of Appeals, reply brief of appellants","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 Court of Appeals for the Eighth Circuit"],"dc_date":["1994-05-24"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["69 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_220","title":"Little Rock School District (LRSD) Third 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":["1994-05-13"],"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) Third 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/220"],"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 THIRD QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR NON-DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT May 13, 1994 EXHIBIT 4 SEQUENCE tt Preface Mission Statement Goals District Financial Summary Definitions Organization of the Report Cluster Budget Documents CURRICULUM CLUSTER (PINK) 201 202 203 204 205 206 207 208 4 Year Old Program/City Wide Early Childhood Education Program Kindergarten Special Education Vocational Educational Adult Education Compensatory Education Gifted and Talented Curriculum Services TABLE OF CONTENTS PAGE # 1 2 3 4 5 7 8 10 15 17 23 27 30 35 37 SEQUENCE # SCHOOL OPERATIONS CLUSTER (BUFF) 209 210 211 212 Elementary Junior High School High School Athletics SCHOOL SUPPORT CLUSTER (BLUE) 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 PAGE # 57 60 62 64 73 78 85 90 100 103 107 112 115 117 119 124 129 132 148 154 158 162 166 170 173PREFACE The mission statement and goals of the Little Rock School District serve as guides for all decision-making. The information gained from the Third 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. The fourth quater report of non-desegregation programs will contain further refinements since this report constitutes the districts first formal report on its non-desegregation programs. Among other things, specific quarterly expenditure information will be provided in addition to the YTD (Year-to-Date) Expenditure information. The Third 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.1. 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. 35/6/94 Little Rcx\nk School District Year-To-Date 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 Btidgrt 93-94 197,600.57 3,261,957.72 20,801,455.73 10,037,956.63 10,081,463.38 255,021.92 6,442,364.21 5,217,443.54 753,499.46 1,119,707.27 1,106,358.49 2,821,387.51 759,421.38 1,959,459.27 2,157,025.96 705,851.08 200,221.49 285,048.02 375,521.82 9,884,857.01 5,704,598.46 1,221,697.63 536,247.72 371,527.05 182,767.29 1,719,479.12 98,865.00 886,895.99 8,870,123.40 700,000.00 530,400.00 99,246,224.12 FTE's 1.00 92.00 732.00 284.00 272.00 0.00 181.00 120.00 25.00 37.00 42.00 78.00 40.00 45.00 61.00 0.00 3.00 3.00 12.00 251.00 347.00 16.00 0.00 7.00 4.00 8.00 2.00 9.00 0.00 0.00 5.00 2,677.00 YTD Expense _______106,842.82 1,858,568.00 12,350,100.83 6,014,468.69 5,823,632.27 233,241.52 3,942,217.51 3,436,904.84 ______477,378.46 644,149.95 ______663,084.05 1,786,775.75 ______476,731.82 1,395,236.75 1,491,905.22 701,315.92 148,090.39 ______227,453.55 318,422.24 7,005,188.54 4,000,743.37 819,364.25 478,106.37 160,540.24 _______87,684.45 1,285,029.56 _______73,638.77 660,353.67 6,207,712.68 ____________0.00 276,582.49 65,151,464.97 % Budget Spent 54.07% 56.98% 59.37% 59.92% 57.77% 91.46% 61.19% 65.87% 63.35% 57.53% 59.93% 63.33% 62.78% 71.21% 69.16% 99.36% 73.96% 79.79% 84.79% 70.87% 70.13% 67.07% 89.16% 43.21% 47.98% 74.73% 74.48% 74.46% 92.53% 0.00% 52.15% 65.65% 4DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Third 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 canied 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. 3DEFINITIONS 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 (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 Third 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 #) 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  Gifted and Talented  Curriculum Services 9Program Sag 201 Program Name: Four-Year-Old Program/HIPPY Program Code: Primary Leader: Program Description: District Goal Support: Program Goal: I Plan References: FY Program Budget: YTD Expenditures: Related Function Codes: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Pat Price Pag\n1 Revision Date: May 10. 1994 The purpose of the program is Io meet the growing needs of disadvantaged students and to improve the racial balance at schools that are difficult to desegregate by incorporating Early Childhood Education programs into the Elementety 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 ooncentralion of low income students and in schools that are difficult to desegregate \u0026amp;al #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 riisnaritieft in anhiAUAmant Hnal anH atatt is u.sii __ a_i___. .................... . .. ....  1  W --------------f-----------1----........................................ sniiis aiiM AVOUOIIIIV viiiivilllieTIl Willie (, disparities achievement. Goal #2 - Develop and maintain a staff that well-trained and motivated. Goal #3  The Little Rock School Board, administration, staff, and students will demonstrate ......... -------- ---------- ~ V.. oiaii, catlu 9iuuaiii will UOfIlUIISlIaid lO their day to day behavior that they accept each diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 2l8t Panflirw f^zsal JtA . CaI!/U* ane4 SA/viea Cnaeeeeial aeve4 eUw.a w.. __________a- .11________________________________ -. r r . -. * --------------------------------'. .........W,..., O..W loi.uii van uiaw as wo pi opal e lUI Hie  I SI Century. Goal #4 - Solicit and secure finanaal 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 mnriuciuA tn laarninn tnr all etiiHante rV\\al JtR . Cnanra ..ii __________________..___ conducive to learning for students. Goal #6  Ensure that equity occurs in all phases of school activities and operations. To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. $197,600.57 $106,842.82 1st Qtr Expend: 2nd Qtr Expend: 10 3rd Qtr Expend: 4th Qtr Expend: 1Program Seq #: 201 Program Name: Four-Year-Old Program Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis To establish and maintain developmentally appropriate Early Childhood programs for pre-school children. Objectives Strategies Page: 2 Revision Date: May 5, 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 and stimulate learning in all developmental levels. July 1. 1993 June 30, 1994 Dep. Supt., Asst. Supt., Supervisor, Principals, Teachers, Instructional Aides 1. (Annual 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 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. July 1, 1993 June 30, 1994 Dep. Supt., Asst. Supt., Supervisor, Plant Services, Principals 1.1 Sites established for program implementations. A. Recommendations turned in to Associate Superintendent. 12/13/93 50% 1.2 Assisted in recruiting teachers and aides as needed. July 1, 1993 June 30, 1994 Human Resource Dept., Principals, Asst. Supt., Supervisor 1.2 Employment of teachers and aides for new and open positions. A. Teachers and aides hired for every classroom. 07/09/93 08/16/93 11Page: 3 Program Seq #: 201 Revision Date: May 5, 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estelle 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 1.3 Obtain materials, supplies and equipment for all new programs. A. Orders sent to vendors for materials, supplies, and equipment. 1.4 Provide inservice and technical assistance for principals, teachers, and instructional assistants. A. Inservice provided\nJuly 28 and 29, 1993 August 17, 1993 September 30, 1993 October 15 and 16, 1993  November 4 and 5, 1993 December 6, 1993 July 1. 1993 07/01/93 July 1. 1993 07/28/93 June 30, 1994 07/01/93 June 30, 1994 85% Supervisor, Purchasing Dept. Supervisor, Staff Development At the end of each year in HIPPY, 80% of the children served will exhibit readiness skills for kindergarten. 1. To provote the HIPPY program |To compose and mail public service announcements to local radio and television stations channel 14 \u0026amp; 16 and flyers) 2. To select HIPPY aides (Interview and select aides\ninitial training of aides and staff\nto enroll families into the program) 12 July 1993 August 1993 July 1993 Sept. 1993 Supervisor Staff 1.3 Materials, supplies, and equipment will be in place to meet LRSD curriculum and 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: May 5, 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estelle 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 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 and enroll families into program (To enroll families into the program) 5. To recruit families (Compose and mail correspondence to recruit families \u0026amp; intructional aide trainees) 6. Identify families to be served by each coordinator (To determine service of coordinators) 7. Identify families to be served by each aide (To assign families to be serviced by aides) 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) 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. 13 August 1993 Sept. 1993 Aug. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Oct. 1993 Oct. 1993 Sept. 1993 Sept. 1993 Oct. 1993 Oct. 1993 Oct. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Sept. 1993 Nov. 1993 Nov. 1993 Supervisor Supervisor/Coordi nator Staff Supervisor Coordinator Secretary Supervisor Supervisor Supervisor/Coordi nator Coordinator Supervisor/Coordi nator A standarized achievement test will be given to each child at the end of the thrid grade as a comparison between the HIPPY students and a control group.Page: 5 Program Seq #: 201 Revision Date: May 5. 1994 Program Name: Four-Year-Old Program Program Code: Primary Leader: Estelle 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 14. To provide parents with information that will assist them with their own children (Schedule workshop for parents \u0026amp; aides, mail out \u0026amp; print materials) 15. To evaluate aide traineese mid-point 15th week. (To evaluate each aide trainee) 16. Conduct survey of parents-print materials (To determine program success) 17. Implement second part of HIPPY curriculum. A. print material B. print flyers (Begin second part of program implementation) 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 and children's self esteem (Activities) 21. Graduation of HIPPY children and aides reception (Staff will organize) 22. Evaluate aides (Schedule final evaluation of traineees in program) 23. To begin implementation of HIPPY program (Staff in place) 24. Maintain regular staff (Secretary) 25. Aides made home visit (To assist in traveling expense) 14 Nov. 1993 Dec. 1993 Jan. 1994 Feb. 1994 March 1994 March 1994 April 1994 June 1994 June 1994 June 1994 July 1994 July 1994 Nov. 1993 Dec. 1993 Jan. 1994 May 1994 March 1994 March 1994 April 1994 June 1994 June 1994 June 1994 June 1995 June 1995 SupervisorZCoordi nator Coordinator Supervisor SupervisorZCoordi nator Coordinator Supervisor Staff Staff Coordinator Supervisor Supervisor StaffLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 202 Page: 1 Revision Date: May 11, 1994 Program Name: Kindergarten Program Program Code: Primary Leader: Estelle Matthis Secondary Leader: Pat Price Program Description: 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. 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  ----- -------- ----------1--------I..Ml i.u.xwM uiiu Miwiivaicu. uuai  Ilie t-iiiie nuLR oi,iiuui Dudiu, duiiiiiiisiraiiori, siarr, ana siuoenis win 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. Goa! #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 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 kindergarten students. I Plan References: 1 FY Program Budget: $3,261,957.72 1st Qtr Expend: 3rd Qtr Expend\nFTE 92 YTD Expenditures: $1,858,568.00 2nd Qtr Expend: 4th Qtr Expend\n[ Related Function Codes: 1 15Program Seq #: 202 Program Name: Kindergarten Program Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader\nPage: 2 Revision Date\nMay 5, 1994 Pat Price To provide appropriate instructional services to all kindergarten students. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Implement kindergarten programs in accordance with state standards and district guidelines. 07/01/93 06/30/94 Asst. Supt., Supervisors, Principals, Teachers 1. Programs will be in place to meet state standards and district guidelines. 1.1 Assist in recruiting certified teachers as needed. 07/01/93 06/30/94 Human Resource Dept., Principals, Asst. Supt., Supervisor 1.1 Employment of teachers for new and open positions. A. All teachers hired. 07/01/93 08/23/93 1.2 Obtain materials, supplies, and equipment for all new programs. 07/01/93 06/30/94 Supervisor, Purchasing Dept. 1.2 Materials, supplies, and equipment will be in place to meet L.R.S.D. curriculum and state standards. A. Equipment and supplies ordered and disseminated. 07/01/93 09/10/93 1.3 Provide inservice and technical assistance for teachers. 07/01/93 06/30/94 Supervisors, Staff Development, Principals 1.3 Agendasand documentation of inservice evaluations. A. Inservice provided for all Kindergarten teachers. 08/16/93 85% 1.4 Ensure proper documentation and evaluation of student progress. 07/01/93 06/30/94 Asst. Supt., Supervisor, Principals Annual reviews of data pre and post EPSF assessments. A. Pre-EPSF testing completed. 08/23/93 09/10/93 1.5 Provide inservice and technical assistance for principals, teachers, and instructional assistants. 07/01/93 06/30/94 Supervisor, Staff Development' 1.5 Agendasand documentation of inservice evaluations A. Inservice provided for all kindergarten staff and principals. 08/16/93 85% 16Progran Seq *: 203 Progm Neae: Special Education Progran Code: Prinary Leader: Progran Description: District Goal Support: Progran Goal: [ Plan References: FY Program Budget: YTD Expenditures: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Patty Kohler Psge: 1 Revision Date: May 10, 1994 Purpose Special education is specially designed instruction, at no cost to parents, to meet the unique needs of students with disabilities, conchjcted in the classroom, in the home, in hospitals and institutions, and in other settings\nand instruction in physical education. services ore provided in accordance with each child's Individual Education Program (lEP). A student is determined eligible for special education services'uhen 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 continuun of services is provided which includes multiple options for placement. Students served through special education services have been identified as having disabilities defined by the IDEA.  ' ------------- district's population or 2,D26 students received special education services (Dec. 1, 1992 count). This includes instruction Scope and Content Special education a Participants/beneficiaries During the 1992-93 school year, 8.13X of the 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, adainistration, 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 con 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. ' '  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. Goal #5 * Provide a safe The goal of the special education program is to provide all eligible students with disabilities appropriate special education and related services in each child's least restrictive environment. 1 $6,442,364.21 $3,942,217.51 1st Qtr Expend: 3rd Qtr Expend: FTE 181 2nd Qtr Expend: 4th Qtr Expend: Related Function Codes: 1210, 1220, 1230, 1240, 1290, 1292, 2142 17Program Seq *: 203 Program Name: Special Education Program Code: Program Goal: Plan Reference Page Nimber NA LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: April 21, 1994 Patty Kohler The goal of the special education program 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 Coi^letion Date Responsibility Evaluation Criteria 1. Provide itinerant 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 07/01/93 08/16/93 Director, Human Resources, Supervisors 1.1 A list of certified teachers will be provided A. All teachers hired 07/01/93 08/16/93 1.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials ordered, disseminated 1.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered, received B. New forms ordered, delivered C. All folders monitored 1.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice B. Functional vision inservice C. AAMR inservice attended by 2 examiners/4 supervisors D. Memo to Romine re: inservice needs E. Hearing Impairment Inservice F. Paraprofessionals Inservice G. Elementary Resource Inservice 18 07/01/93 07/01/93 07/01/93 07/01/93 10/01/93 10/06/93 07/01/93 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 12/17/93 12/17/93 06/30/94 12/17/93 01/05/94 12/02/93 06/30/94 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers Director, Supervisors 1.2 Equipment, materials and supplies will be listed. Pi lot projects where new materials are used will be 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 providedProgram Seq f: 203 Program Name: Special Education Program Code: Program Goal: Plan Reference Page Nuiber Objectives 2.  Primary Leader: Estelle Matthis Secondary Leader: Page: 3 Revision Date: Patty Kohler Provide Resource instruction to April 21, 1994 ' appropriate special education and related services in each child's least Strategies Beginning Date Completion Date Responsibility Evaluation Criteria H. I. J. K. Speech Therapists Inservice Secondary Resource Inservice Elementary Self-Contained Inservice Secondary Self-Contained Inservice 11/09/93 11/09/93 11/16/93 11/16/93 11/09/93 11/09/93 11/16/93 11/16/93 eligible students in accordance with each child's lEP, to be reviewed on an annual basis through federally mandated review process 2.1 Identify and employ certified, qualified teachers to deliver services to students 07/01/93 08/16/93 Director, Human Resources, Supervisors 2.1 A list of certified teachers will be provided A. All teachers hired 07/01/93 08/16/93 2.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials ordered, disseminated 2.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered, received B. New forms ordered, delivered C. All folders monitored 2.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice B. Functional visual inservice C. AAMR inservice attended by 2 examiners/4 supervisors D. Hemo to Romine re: inservice needs 19 07/01/93 07/01/93 07/01/93 07/01/93 10/01/93 10/06/93 07/01/93 08/17/93 09/13/93 08/11/93 09/22/93 12/17/93 12/17/93 06/30/94 12/17/93 01/05/94 12/02/93 06/30/94 08/17/93 09/13/93 08/11/93 09/22/93 Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers Director, Supervisors 2.2 Equipment, materials and supplies will be listed. Pilot projects where new materials are used will be identified 2.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 2.4 Inservice participants, dates, and topics will be providedPage: 4 Program Seq *: 203 Revision Date: April 21, 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 child's least restrictive environment. Plan Reference Page Nuntier Objectives Strategies Beginning Date Con^letion Date Responsibility Evaluation Criteria E. Hearing Impairment Inservice 10/20/93 10/20/93 G. H. I. J. K. 3. Provide special class instruction to eligible students in accordance with each child's lEP, to be reviewed on an annual basis through federally mandated review process 3.1 Paraprofessionals Inservice Elementary Resource Inservice Speech Therapists Inservice Secondary Resource Inservice Elementary Self-Contained Inservice Secondary Self-Contained Inservice Identify and employ certified, qualified teachers to deliver services to students A. All teachers hired 3.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials ordered, disseminated 3.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered, received B. New forms ordered, delivered C. All folders monitored 3.4 Provide inservice training for teachers as needed to ensure that students are served appropriately 20 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 10/01/93 10/06/93 07/01/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 08/16/93 08/16/93 12/17/93 12/17/93 06/30/94 12/17/93 01/05/94 12/02/93 06/30/94 Director, Human Resources, Supervisors Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers Director, Supervisors 3.1 A list of certified teachers will be provided 3.2 Equipment, materials and supplies will be Iisted. Pilot projects where new materials are used will be identified 3.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 3.4 Inservice participants, dates, and topics will be providedPage: 5 Program Seq *: 203 Revision Date: April 21, 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 child's least restrictive environment. Plan Reference Page Nudoer Objectives Strategies Beginning Date Con^letion Date Responsibility Evaluation Criteria A. Preschool inservice 08/17/93 08/17/93 B. Functional vision inservice 09/13/93 09/13/93 C. AAMR inservice attended by 2 examiners/4 supervisors D. Hemo to Romine re: inservice needs E. Hearing Impairment Inservice Paraprofessionals Inservice G. Elementary Resource Inservice H. Speech Therapists Inservice Secondary Resource Inservice J. Elementary Self-Contained Inservice K, Secondary Self-Contained Inservice 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 4. Provide homebound and hospital instruction to eligible students in accordance with each child's 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 07/01/93 08/16/93 Director, Human Resources, Supervisors 4.1 A list of certified teachers will be provided A. All teachers hired 07/01/93 08/16/93 4.2 Identify equipment, material and supplies needed in order to deliver services to students A. Materials ordered, disseminated 4.3 Ensure completion of appropriate evaluations and documentation for each student in accordance with State and Federal Mandates A. Test materials ordered, reviewed B. New forms ordered, delivered 21 07/01/93 07/01/93 07/01/93 07/01/93 10/01/93 12/17/93 12/17/93 06/30/94 12/17/93 01/05/94 Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers 4.2 Equipment, materials and supplies will be listed. Pi lot projects where new materials are used will be identified 4.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandatesPage: 6 Program Seq *: 203 Revision Date: April 21, 1994 Program Name: Special Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Patty Kohler Program Goal: restrictive enviro^nt program is to provide all eligible students with disabilities appropriate special education and related services in each child's least Plan Reference Page Nuiber Objectives Strategies Beginning Date Conpletion Date Responsibility Evaluation Criteria C. All folders monitored 4.4 Provide inservice training for teachers as needed to ensure that students are served appropriately A. Preschool inservice B. Functional vision inservice C. AAMR inservice attended by 2 exaininers/4 supervisors D. Memo to Romine re: inservice E. Hearing Impairment Inservice F. Paraprofessionals Inservice G. Elemenatry Resource Inservice H. Speech Therapists Inservice I. Secondary Resource Inservice J. Elementary Self-Contained Inservice K. Secondary Self-Contained Inservice 5. Provide extended year services to eligible students in accordance with State and Federal Mandates 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 5.4 Provide inservice training for teachers as needed to ensure that students are served appropriately 22 10/06/93 07/01/93 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 07/01/93 12/02/93 06/30/94 08/17/93 09/13/93 08/11/93 09/22/93 10/20/93 10/22/93 11/09/93 11/09/93 11/09/93 11/16/93 11/16/93 06/30/94 Director, Supervisors Director, Human Resources, Supervisors Director, Teachers, Supervisors Supervisors, Examiners, Principals, Teachers Directors, Supervisors 4.4 Inservice participants, dates, and topics will be provided 5.1 A list of certified teachers will be provided 5.2 Equipment, materials and supplies will be listed. Pi lot projects where new materials are used will be identified 5.3 Monitoring reports will indicate increased levels of compliance with applicable law and mandates 5.4 Inservice participants, dates, and topics will be provided nLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 204 Page\n1 Prograa Maae : Vocational Education Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Carol Green Revision Date: May 10, 1994 Prograa 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. enhancing family, civic, and personal responsibilities. Vocational education also develops abilities, attitudes, and appreciations that contribute to a satisfying life 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) conmunication, (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 curriculun includes any and every source which will add specifically to the students proficiency 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 make the learner a more efficient worker. Course offerings in vocational education are available in all secondary schools and include the following programs: (1) Business and Marketing, (2) Nome Economics, and (3) Trade and Industrial Technology. On the junior high level, vocational courses include: Technology Education I and II. Specialized courses are offered at Metropolitan Area Vocational Center. Career Orientation, Keyboarding, Computer Technology and Exploring Industrial Vocational education instruction is offered to all students who need, desire and can profit from it. background, or handicapping conditions are included within the scope of vocational education. All youth, regardless of race, gender, economic or social District Goal Si^iport: (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 Little Rock School Board adninistration staff and students will demonstrate in their day to day behavior that they accept each individual as a valued contribution 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 operation. 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 References: FY Program Budget: $5,217,443.54 1st Otr Expend: 3rd Otr Expend: FTE 120 YTD Expenditures: $3,436,904.84 2nd Otr Expend: 4th Otr Expend: I Related Fmction Codes: 1321, 1331, 1332, 1333, 1341, 1351, 1352, 1353, 1354, 1362, 1371, 1392, 1360, 1362, 2410 ] 23LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq *: 204 Revision Date: April 21, 1994 Program Name: Vocational Education Program Code: Primary Leader: Associate Superintendent for Curriculum Secondary Leader: Director of Vocational Education Program Goal: To provide the opportunity for all students to develop workplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanoino societv and technological workplace. Plan Reference Page Nimber Objectives Strategies Beginning Date Coaf\u0026gt;letion 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 experiences and skilled training to students. 07/01/93 08/10/93 Director, Assistant Director, Principals, Human Resources Director and Teacher Recruiter 1.1 A list of certified teachers or applicants will be provided. A. Teachers have been identified through an audit and information disseminated regarding planned inservice. 07/01/93 54X have completed this training 1.2 Identify equipment, materials and supplies needed. 07/01/93 04/15/94 Director, Assistant Director, Teachers 1.2 Equipment, materials and supplies will be listed and prioritized A. Teacher requested purchase orders approved upon submission if proper forms. B. Task Force reconmendation submitted to the Review Board for approval. 1.3 Provide inservice training for teachers as needed to deliver quality instruction to students. 07/01/93 06/01/94 Director, Assistant Director, Staff Development Director 1.3 A listing of inservice dates, topics, and participants wi11 be provided. A. Pre-school inservices held August 4 and August 11. B. Race Relations Inservice October 18, 1993 1.4 Provide an opportunity for teachers to keep abreast of changing technological needs and training in the workplace. 24 07/01/93 07/01/93 07/01/93 08/11/93 10/18/93 06/30/94 Director, Assistant Director 1.4 A list of professional meetings and conferences teachers have attended will be provided.Page: 3 Program Seq *: 204 Revision Date: April 21, 1994 Program Name: Vocational Education Program Code: Primary Leader: Associate Superintendent for Curriculum Secondary Leader: Director of Vocational Education 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 Nuriser Objectives Strategies Beginning Date Coaf)letion Date Responsibility Evaluation Criteria 2. Review, update, or revise course offerings to reflect the needs and trends of the 21st century. 3. Maintain all equipment used in skilled training labs. 4. Awareness activities to promote vocational education will be made available to all students. 2.1 A vocational task force will be organized to address issues of the course offerings. A. Task Force meetings held December 9, January 5, and January 20. 3.1 Identify equipment in need of repair or replacement in the vocational skilled training labs. A. Requests for equipment repair submitted as needed to the Vocational Office. 4.1 Recruitment activities through advertisement, flyers, videos, and student presentation will be made available to all students. A. recruitment flyers and course offerings flyers developed for teacher recruitment. B. Vocational teachers begin student recruitment for 94-95. 4.2 Tech Prep conmittee awareness campaign to inform parents about Tech Prep and it's benefits. A. Vocational Director addressed PTA Council on Tech Prep 25 07/01/93 07/01/93 07/01/93 01/05/94 03/01/94 07/01/93 12/14/93 06/30/94 06/30/94 06/30/94 03/01/94 35X complete 04/15/94 100X complete Director, Assistant Director Director, Assistant Director, Principals, vocational teachers. Vocational teachers. Director, Task Force, and Advisory Conmittees. Director, Assistant Director, Tech Prep Coordinator 2.1 Recommendations made by the task force will be identified and completed. 3.1 All ski I led lab equipment will be identified for needed repair and maintenance. 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. 4.2 List of all awareness sessions and Public Relations Activities will be compiled.Page: 4 Program Seq f: 204 Revision Date: April 21, 1994 Program Name: Vocational Education Program Code: Primary Leader: Associate Superintendent for Curriculum Secondary Leader: Director of Vocational Education Program Goal: To provide the opportunity for all students to develop uorkplace skills, problem solving abilities and interpersonal skills necessary for success in an everchanqinq society and technological workplace. Plan Reference Page Nuiijer Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Vocational Director briefly explained Tech Prep to televised LRSD Board Meeting audience C. Vocational Director spoke to parents at Cloverdale Junior High's College Night about Tech Prep. D. Tech Prep brochures developed, printed and distributed at junior high levels. E. Vocational counselor and Tech Prep Coordinator visited Pulaski Heights Junior High to talk with ninth grades about Tech Prep. 26 01/20/94 01/25/94 02/01/94 03/07/94 100% complete 100% complete 03/18/94 25% completeProgram Seq 205 Program Name: Adult Education Program Code\nPrimary Leader: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Estelle Matthis Secondary Leader: Page: Revision Date: May 10, 1994 Paulette H. Martin 1 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 chores. Scope and content Adult Education services are provided in accordance with each student's needs and goals. A student Is eligible for Adult Education services if he/she 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. Partlclpants/beneficiarles Students served in Adult Education are identified as having withdrawn or dropped out of public school. During the 1992-93 school year, 3076 students received Adult Education serves. 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 disparties in achievement. 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 full support our schools. Goal # 5 - 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. Program Goal: The goat of the Adult Education Program is to upgrade the basic literacy skills of adults and to assist adults in obtaining their high school equivalency (GED) diploma. I Plan References: FY Program Budget: $753,499.46 1st Qtr Expend: 3rd Qtr Expend\nFTE 26 YTO Expenditures: $477,378.46 2nd Qtr Expend: 4th Qtr Expend\nI Related Function Codes: 1410, 1420, 1445, 1490 27Program Seq 205 Program Name\nAdult Education Program Code: Program Goal: Plan Reference Page Number NA LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader\nPage: 2 Revision Date\nApril 21, 1994 Paulette H. Martin 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. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1. Provide instruction to eligible students in Basic Literacy. General Adult Education, and Computer Literacy using the annual Effective arxl Efficient Criteria as mandated by the State Department of Education for review of programs. 1.1 Identify and employ qualified teachers to deliver services to students 07/01/93 06/30/94 Director, Human Resources\nDirector, Adult Education 1.1 A list of certified teachers will be provided A. All teachers hired 08/02/93 08/16/93 1.2 Identify equipment, materials, and supplies needed in order to deliver services to students 07/01/93 06/30/94 Director, Ass't Director, Teacher, examiners 1.2 Equipment, materials and supplies will be listed A. Materials Ordered 08/02/93 08/17/93 B. Materials disseminated 08/02/93 09/20/93 1.3 Provide Inservice training for teachers as needed to ensure that students are served appropriately 07/01/93 06/30/94 Director 1.3 Inservice participants, dates and topics will be provided A. Preschool Inservice 08/17/93 08/18/93 B. Safety \u0026amp; Security 09.23/93 09/23/93 1.4 Promote the Adult Education Program A. Recruiter distributes posters/brochures to grocery stores, barber/beauty shops, medical clinics, public health units, churches B. Tapes made and running on local TV and radio stations C. Assistant Director speaks to Incentive School parents about services offered 26 07/01/93 08/02/93 11/15/93 10/18/93 06/30/94 50% 50% 10/18/93 Director, Ass't Director, Recruiter, teacher 1.4 Copies of tapes, brochures, and posters will be provided as well as a schedule of places visited by the recruiter.Page: 3 Program Seq #: 205 Revision Date: April 21, 1994 Program Name: Adult 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 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 1.5 Submit Proposals and secure financial resources that are necessary to support the Adult Education Program A. Direct arxl Equitable proposal B. Correctional/Institutionalized C. Adult Basic Education, General Adult Education 1.6 Set up additional satellite Adult Education classes when requested A. McClellan Community School 6. Tomberlin Church of God In Christ C. Word of Outreach Christian Church D. Crystal Hill Baptist Church E. University of Arkansas Medical Services F. Old Martin Luther King G. Sysco Foods, Inc. H. Salvation Army 29 07/01/93 01/06/94 03/04/94 07/01/93 11/08/93 10/04/93 01/10/94 01/03/94 02/08/94 09/08/93 02/07/94 03/07/94 06/30/94 01/11/94 03/08/94 06/30/94 05/12/94 05/26/94 05/26/94 05/26/94 03/15/94 06/07/94 04/20/94 06/05/94 Director Director 1.5 Copies of proposal will be provided 1.6 List of satellite classes will be providedLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Saq *: 206 Page\n1 Revision Dale: May 10, 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovall/Trowell/Parker Program Description: Compensatory Education funded programs are designed to improve the quality of LRSD's 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 \u0026gt; to assist low-achieving students to make accelerated progress and catch up. I Plan References: I FY Program Budget: $1,119,707.27 1st Qtr Expend: 3rd Qtr Expend: FTE 37 YTD Expenditures: $644,149.95 2nd Qtr Expend: 4th Qtr Expend\nI Related Function Codes\n1560, 1570, 1595 30Program Seq 206 Program Name: Compensatory Education Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: Page\n2 Revision Date\nMay 5, 1994 Adams/Stovall/Trowell/Parker 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) 03/01/94 06/03/94 Principals and Teachers 1. The teacher assessment component provides: 1) quantitative data on thinking skills, listening, talking, reading, and writing and 2} cumulative literacy profile on student progress in the classroom and at home. 1.1 Purchase and distribute materials and supplies to schools. A. Materials distributed with coding instructions to participating schools. 1.2 Provide additional time for instruction using the Shared Reading/Writing Approach through thematic units utilizing these materials. A. Fourteen on-site visits by reading specialists reflect additional time provided for instruction 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. A. Reading teachers schedules reflect the additional instructional time for identified students. 31 02/16/94 02/25/94 03/01/94 03/07/94 03/01/94 03/01/94 03/07/94 02/25/94 02/25/94 06/03/94 04/21/94 06/03/94 06/03/94 04/21/94 Director of Reading and IRC Reading Specialists Principals, First Grade Teachers, and Reading Specialists Principals and Classroom Teachers Principals, Classroom Teachers, and Reading Specialists 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.Page: 3 Program Seq #: 206 Revision Date: May 5, 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovall/Trowell/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 1.5 Provide participating teachers and administrators with a minimum of nine hours staff development. A. Shared Reading/Writing Workshop {6 hours) B. Shared Reading/Writing Workshop {6 hours) C. Shared Reading/Writing Workshop (3 hours) 1.6 Provide summer scholarships to train the trainers. A. Eight teachers are scheduled to attend training in July, 1994. 11/02/93 11 /02/93 11/03/93 04/06/94 06/30/94 04/20/94 06/03/94 11/02/93 11/03/93 04/06/94 08/01/94 08/01/94 Director of Reading and Rigby Consultants Director of Reading and Rigby Consultants 1.5 List of participants with evaluations. 1.6 List of trainers. 2. To improve students' abilities to analyze, explain, and summarize materials from books and tapes utilizing the reading styles approach, (two schools) 03/01/94 06/03/94 2. The evaluation criteria includes the recognition of the sound of letters in isolation and in words, and in how to blend sounds together. 2.1 Diagnose students' reading styles in four areas\ntactic, visual, kinesthetic, auditory. A. Thirty-three reading style inventories were completed at Chicot. 2.2 Structure students' work around identified reading styles. A. Reading styles inventories have been completed by 173 students. 2.3 Actively involve students in learning activities. A. Thirty-three individual learning plans have been completed, placing the learning styles inventory into group instruction and individuals. 32 03/01/94 01/14/94 03/01/94 01/05/94 03/01/94 01/14/94 06/03/94 06/03/94 06/03/94 03/24/94 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.Page: 4 Program Seq #: 206 Revision Date\nMay 5, 1994 Program Name: Compensatory Education Program Code: Primary Leader\nEstelle Matthis Secondary Leader: Adams/Stovall/Trowell/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 3. To improve students' vocabulary and comprehension skills through phonics related reading, (one school) 4. To promote communications between home and school. 2.4 Send home appropriate books and corresponding tape recordings for the reading styles of targeted students. A. Four purchases have been completed and 3,185 items have been received and catagorized. 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. A. Organized instructional setting  24 hours of training. B. Three workshops have provided thirteen hours of staff training in Corbo's Reading Sy\\tyles Based Instruction. 4.2 Conduct conferences with parents on student progress. 33 03/01/94 01/14/94 03/01/94 03/01/94 03/01/94 03/01/94 03/01/94 08-12-93 01/05/94 03/01/94 06/03/94 03/24/94 06/03/94 06/03/94 06/03/94 06/03/94 06/03/94 08/23/94 03/16/94 06/03/94 Principals and Classroom Teachers Principals and Classroom Teachers Principals and Classroom Teachers Principals and Teachers Principals and Teachers 2.4 The number of purchases and record of usage. 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: 5 Program Seq #: 206 Revision Date: May 5, 1994 Program Name: Compensatory Education Program Code: Primary Leader: Estelle Matthis Secondary Leader: Adams/Stovall/Trowell/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 4.3 Provide take-home books and materials for parents. 03/01/94 06/03/94 Principals and Teachers 4.3 Record of send-home materials. 5. To reduce education deficit in reading of target students in grades seven through twelve by reinforcing the regular education program with Language Arts Plus. 08/23/93 06/03/94 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. 5.2 Provide tutorial and remedial learning experience in the enrichment class. 5.3 Employ a variety of instructional strategies which permit teachers to clarify, enhance or remediate in the academic setting. 07/01/93 08/23/93 08/23/93 08/23/94 06/03/94 06/03/94 Principal Principal/ Classroom Teacher Principals and Language Arts Teachers 5.1 Class size at each school site and schedules will comprise the evaluation. 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. 08/23/93 06/03/94 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 Project's Parent Action Committee will provide a forum for communication among parents, tutors and staff\nP) Parent education seminars will be offered for parents awareness\nG) The service wilt be Monday through Thursday for nine months or 180 days. 34 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.LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 207 Page: 1 Revieion Date: May 10, 1994 Program Name: Gifted Programs Program Code: Primary Leader: Estelle Matthis Secondary Leader: Mable Donaldson Program Description: The Little Rock School District'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 Education's 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 educabon. 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 21$t 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 \u0026gt; Ensure that equity occurs in all phases of school activities and operations. Program Goal: To provide appropriate instructional services to all identified students. I Plan References: ] FY Program Budget: $1,106,356.49 1st Qtr Expend: 3rd Qtr Expend: FTE 42 YTD Expenditures: $663,084.05 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 1 35LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq 207 Revision Date: May 5, 1994 Program Name: Gifted Programs Program Code: Primary Leader: Estelle Matthis Secondary Leader: Mable Donaldson Program Goal: To provide appropriate instructional services to alt 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 07/01/93 06/30/94 G/T Supervisor, Coordinator, Teachers 1.1 Identify certified teacher(s) (specialists) to provide needed services 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 36 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 09/17/93 06/30/94 50% 06/30/94 25% 06/30/94 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 evaluationsLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq 208 Pag: 1 Revision Dale\nMay 10, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Description\nThe Little Rock School District's Division of Curriculum Services seeks to improve curriculum design and delivery K-12 that is consistent with state guidelines and national recommendations. This division works to ensure alignment between the written, taught, and tested curriculum as determined by student assessment. Rnally, efforts are made to ensure that instructional delivery is based on sound teaching principles and grounded in educational research. To accomplish these ends, this division strives to identify, develop, and provide educational resources, staff development, and technical assistance to the schools. 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 conducive to learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. 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. I Plan References: FY Program Budget: $1,959,459.27 1st Qtr Expsnd: 3rd Qtr Expend: FTE 45 YTD Expenditures: $1,395,236.75 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 1190, 1193. 2211, 2212, 2490, 3800, 4900, 2219 37LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq #: 208 Revision Date: May 3. 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 1. Develop a coordinated and articulated curriculum that is comprehensive and demonstrates congruence between what is written, taught, and tested. 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators, Principals 1.0 Revised curriculum is in place that responds to the recommendations curriculum audit. of the Comprehensive review process is in place. 1.1 Development of curriculum guides through the assistance of district-wide committees 07/01/93 80% Curriculum Directors, Supervisors and Coordinators, Certified Teachers, Principals 1.1 Curriculum guides are in place and are aligned with District objectives A. Curriculum guides were revised in all areas in July, 1992 B. Business case was prepared to revise the science curriculum guide during the 94-95 school year C. Additions made to G/T K-6 Resource Guides to provide additional support in K-2 area D. Revision of Special Education Appraisal Guide 1.2 Provide inservice training for teachers to assist in effective delivery of the curriculum A. Inservices provided for G/T specialists and facilitators B. Inservice training provided in social studies and multicultural education with an emphasis on integrating the curriculum 38 09/01/91 02/01/94 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/92 03/09/94 09/15/93 90% 06/30/94 06/30/94 06/30/94 Curriculum Directors, Supervisors and Coordinators, Principals 1.2 Documentation of inservice activities are available 1.2 Test scores will demonstrate improvementPage: Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 3 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 C. Eisenhower Staff Development Specialists in science and math provide inservice for individual teachers and groups of teachers regarding strategies and techniques for delivering the curriculum D. Approximately seventy-five (75) inservices and/or minicourses were conducted to assist in effective delivery of the core curriculum areas E. Inservice provided to all special education staff 1.3 Provide technical assistance as needed for individual school sites and/or individual teachers A. Technical assistance is provided as needed or requested in all curricular areas B. Special education supervisors are assigned to and visit all schools regularly 1.4 Assist schools in the selection of appropriate materials and resources for delivering the curriculum effectively to students A. Assistance provided to twenty-four (24) schools in the selection, purchase, and delivery of materials and resources for all K-1 B. Assistance as requested was made to schools in the area of multicultural materials C. Replacement \"hands-on\" science supplies are provided for schools to help in the impiemenucion of the curriculum 39 07/01/93 07/01/93 07/01/93 08/17/93 07/01/93 08/07/93 07/01/93 08/16/93 08/01/93 08/16/93 06/30/94 03/25/94 01/04/94 75% 06/30/94 75% 75% 10/01/93 06/30/94 06/01/94 Curriculum Directors, Supervisors and Coordinators, Staff Development Curriculum Directors, Supervisors and Coordinators. Staff Development 1.3 Weekly visitation logs reflect visits for technical assistance 1.3 Test scores will demonstrate improvement 1.4 Materials and resources are in place 1.4 Requisitions for materials are on filePage: Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 4 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. Appropriate GZT materials ordered for all programs E. Assistance provided to equip new King school with appropriate G/T materials for students and curriculum development F. Special education supervisors assist in selection/provision of materials 1.5 Analyze standardized test results together with Abacus and/or other appropriate data to revise and/or modify curriculum as needed 07/01/93 07/01/93 07/01/93 07/01/93 10/01/93 08/16/93 80% 50% Curriculum Directors, Supervisors and Coordinators, Principals, Teachers 1.5 School improvement plans reflect emphasis on identified areas of need A. Results of tests and other data were used to identify target schools for assistance by Eisenhower Staff Development Specialists in science 07/01/93 09/01/93 2.0 Identify and secure resources, both material and human, to support the program of studies offered by the District 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators. Director of Procurement, Principals 2.0 The courses in the program of studies have resources available for full implementation 2.1 Identify and order equipment and supplies needed by schools to implement their instructional program 07/01/93 70% Curriculum Directors, Supervisors and Coordinators, Teachers, Principals, Director of Procurement 2.1 Requisitions/purchase orders reflect the equipment and supplies ordered by/for the schools to implement their instructional program A. Science equipment and supplies requested by schools to help implement their science program were ordered and provided 40 07/01/93 03/24/94Page: Program Seq #: 208 Revision Date: May 3, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 5 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 B. Social Studies instructional materials identified and ordered for all schools to implement the curriculum C. Materials identified and ordered for G/T program D. Equipment needs for children with disabilities have been addressed through lEPs 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 science and math provide technical assistance to elementary schools B. Supervisory staff made over 250 on-site visits for technical assistance to schools C. Technical assistance provided to schools by G/T Supervisor and Coordinator D. Technology provided for students with disabilities through lEPs 2.3 Maintain a library of audio-visual materials, staff development materials, and other specialized materials for Ioan to schools 41 07/01/93 07/01/93 07/01/93 07/01/93 08/17/93 08/17/93 08/17/93 07/01/93 07/01/93 03/24/94 03/24/94 80% 50% 06/30/94 03/24/94 06/30/94 80% 50% Curriculum Directors, Supervisors and Coordinators. Curriculum and Technical Specialists, Principals Director of Staff Development. Coordinator of Library Services, Curriculum Directors, Supervisors and Coordinators 2.2 Weekly visitation logs document the direct services to schools provided by curriculum and technical specialists 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 schoolsPage: Program Seq #: 208 Revision Date: May 3, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 6 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 A. G/T library established in G/T office. Materials available for checkout upon demand and sent to schools to provide curriculum support 08/17/93 06/30/94 B. Specialized reading, language arts, E.S.L. and math materials are available through checkout at the reading/English/math offices C. Instructional social studies multicultural materials loaned to schools periodically D. Library of audio-visual materials is maintained at the IRC and circulated to the schools E. Library of Scottish Rites and related materials established in Special Education office 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. Forty-three (43) teacher candidates were interviewed in the areas of reading, language arts, E.S.L.,and math B. Prospective G/T Specialists were interviewed and hired to fill vacancies C. Curriculum staff members interview prospective teachers in their area of expertise D. Special education supervisors monitor placement of all special education staff 42 07/01/93 06/30/94 08/17/93 08/17/93 07/01/93 07/01/93 07/01/93 07/15/93 07/01/93 07/01/93 06/30/94 06/30/94 90% 85% 03/24/94 09/01/93 06/30/94 90% Curriculum Directors, Supervisors and Coordinators, Director of Human Resources, Principals 2.4 Appointment books and feedback information will record the applicants who were interviewed by the curriculum supervisorsPage: Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curricuium Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 7 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 2.5 Print District documents for dissemination to teachers, principals, students, and/or parents 07/01/93 90% 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\" A. Revised curriculum guides distributed in August, 1992 B. Curriculum guides provided for newly assigned teachers and specialists in all areas C. Regular corresponderKC regarding special education updates are mailed to all schools 2.6 Prepare instructional activities and materials for teachers and explain/demonstrate their use A. IRC staff prepares and explains materials and activities for teachers at monthly IRC open houses B. Eisenhower Staff Development Specialists in science prepare model materials and equipment and demonstrate its use during demonstration lessons and teach teaching C. Copies of reading/language arts/mathematics/E.S.L/ foreign language materials and activities are on file D. Editorial cartooning materials developed by G/T and Social Studies Departments 43 09/01/91 08/15/92 08/16/93 07/01/93 07/01/93 10/07/93 08/17/93 08/17/93 01/06/94 09/01/93 80% 50% 03/03/94 06/01/94 06/30/94 03/24/94 Curriculum Directors, Supervisors and Coordinaton, and Specialists at IRC 2.6 Monthly IRC Thursday Night Workshops are held to share instructional activities and materials with teachers\ncopies of other activities and materials prepared for teachers are on file at the IRCProgram Seq #: 208 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Page: Revision Date: May 3. 1994 Sterling Ingram 8 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 E. Thematic units developed monthly for Early Childhood 09/01/93 06/01/94 F. Special education supervisors work with individual teachers/students through lEPs 07/01/93 80% 3.0 Provide technical assistance to principals, teachers, and other personnel to facilitate the effective implementation of District programs 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators 3.0 District programs in the area of curriculum operate smoothly, without undue breakdowns of equipment, lack of training of personnel, or lack of information by district personnel 3.1 Assist the schools through the services of roving computer technicians to keep computer labs and equipment up and running 07/01/93 50% Coordinators of Technology, Computer Technicians, Principals 3.1 Computer labs provide good service and have little \"down time A. Computer specialists and technicians maintain regular schedule of school visits to monitor lab operation 08/17/93 06/30/94 3.2 Assist teachers with self-identified or principal- identified needs to improve the teaching/leaming process through content specific training as well as training in using various instructional strategies 07/01/93 50% Curriculum Directors, Supervisors and Coordinators, Director of Staff Development, Principals 3.2 Weekly visitation logs and visitation reports document technical assistance provided to teachers A. Supervisory staff made over 250 on-site visits for technical assistance to schools B. Assistance provided by G/T Supervisor and Coordinator C. Provided assistance to principals/identified science teachers at high schools D. Special education supervisors work with individual teachers/students through lEPs 44 08/17/93 08/17/93 02/01/94 07/01/93 03/24/94 06/30/94 03/25/94 80%Page: Program Seq #: 208 Revision Date: May 3, 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram 9 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 inservice to address those needs 07/01/93 70% Director of Staff Development, Principals, Curriculum Directors, Supervisors and Coordinators 3.3 The Staff Development Catalog contains training that meets the needs identified in the schools School Improvement Plan A. All schools were provided assistance in identification delivery and/or resources needed for staff development B. Each school has an assigned staff development specialist to provide ongoing assistance as needed or requested C. Inservice has been conducted for all groups working with students with disabilities 3.4 Monitor program implementation through classroom visitations A. Over 350 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 C. Monitoring of Early Childhood programs ongoing by Supervisor D. Special education supervisors visit schools regularly 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 45 07/15/93 07/15/93 07/01/93 07/01/93 08/17/93 08/17/93 08/17/93 07/01/93 07/01/93 06/30/94 06/30/94 80% 50% 03/24/94 06/10/94 06/10/94 80% 50% Curriculum Directors, Supervisor and Coordinators Curriculum Directors, Supervisors and Coordinators 3.4 Weekly visitation logs document program monitoring 3.S Memos, council agendas, and other written correspondence containing pertinent information is on file in each curriculum areaPage: 10 Program Seq #: 208 Revision Date: May 3, 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 A. Multicultural and social smdies related events/activities and opportunities to enhance the Districts instructional program has been disseminated to all schools periodically B. Twenty mailings per month are distributed district-wide through reading, language arts, and math departments C. Supervisory staff provide information to teachers and other staff through council meetings and mail-outs about special events and opportunities D. Information on academic events, opportunities, etc. provided to schools by G/T Supervisor and Coordinator E. Inclusion grant received/implemented 3.6 Assist schools with special needs students to address the identified needs to improve the learning process A. G/T Supervisor and Coordinator provide assistance for schools in providing needed services to idenafied gifted students B. Academic support programs and E.S.L. programs are in place at alt schools C. Early Childhood Coordinator worked through Division of Exceptional Children to meet the needs of identified children D. Special education supervisors work with individual teachers/students through lEPs 46 08/17/93 08/17/93 07/01/93 08/17/93 08/01/93 07/01/93 08/17/93 08/23/93 09/15/93 07/01/93 03/24/94 03/24/94 06/30/94 06/30/94 50% 50% 06/15/94 03/24/94 03/15/94 80% Curriculum Directors, Supervisors and Coordinators, Principals 3.6 Programs to address special needs students are in placePage: 11 Program Seq #: 208 Revision Date: May 3. 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 4. Provide staff development experiences for the effective implementation of the curriculum 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators, Staff Development 4.0 Inservice programs offered are in response to identified needs district-wide as well as local school sites 4.1 Provide inservice training through district-wide minicourses, training courses as well as schoolbased workshops to maximize the delivery of the curriculum 07/01/93 70% Curriculum Directors, Supervisors and Coordinators, Staff Development 4.1 Catalogue reflects inservice opportunities 4.1 Computer generated record reflects all inservice topics, dates, participants 4.1 Evaluations are on file A. Twenty-six (26) training courses were offered district-wide to assist teachers in effective instruction and classroom management B. Fifteen (15) follow-up training sessions for Abacus were offered district-wide C. Fifty (50) minicourses designed to assist teachers with hands-on delivery of the curriculum were offered district-wide D. Forty-two (42) school-based inservice programs with emphasis on content methodology were presented E. Approximately fifteen (15) inservices were provided to teachers and/or instructional aides who work in the Early Childhood Program F. Inservice provided to all special education staff 4.2 Maintain professional materials and supplies that can be accessed by local school sites for identified needs and/or professional development 47 08/17/93 08/17/93 08/17/93 08/17/93 08/17/93 07/01/93 07/01/93 03/24/94 03/24/94 03/24/94 03/24/94 03/24/94 80% 50% 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 schoolsPage: 12 Program Seq #: 208 Revision Date: May 3. 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 A. Science office maintains a library of professional science tradebooks for use by teachers who desire assistance B, Professional materials incorporated into G/T office library. Materials available for checkout C. Specialized reading, language arts, E.S.L.,and math materials are available through checkout at the reading/English/math offices 08/17/93 08/17/93 07/01/93 06/30/94 06/30/94 06/30/94 D. Materials kept in central office for checkout by special education staff 07/01/93 80% 4.3 Provide technical assistance to individual schools/teachers through demonstration lessons, team-teaching as well as individual/group planning at the local school 07/01/93 50% 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 conduct demonstration lessons, team teaching, and small group inservice sessions at the local school level B. Individual/group planning of G/T curriculum provided by G/T Supervisor and Coordinator C. Supervisory staff made over 250 on-site visits for technical assistance to schools D. On-site assistance provided by special education supervisors 4.4 Provide opportunities for teachers to work at the IRC to design and create their own activities 48 08/17/93 08/17/93 08/17/93 07/01/93 10/07/93 06/15/94 06/15/94 03/24/94 80% 05/94 Curriculum Directors, Supervisors and Coordinators, Staff Development 4.4 List of available dates and participants is availablePage: 13 Program Seq #: 208 Revision Date: May 3, 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 A. G/T inservices held to provide opportunities for teachers to develop materials B. Copies of reading/language arts/mathematics/E. S. L. /foreign materials and activities are on file language C. Monthly IRC open houses provide teachers opportunity to design and create instructional materials an 4.5 Provide specialists and technicians to assist local schools in the implementation of the Abacus Instructional Management Program A. Three (3) specialists and five (5) technicians provide bi-weekly visits to schools as well as any requests for additional assistance as needed B. Abacus training provided to all elementary special education resource teachers 08/17/93 08/17/93 10/07/93 07/12/93 08/17/93 02/01/94 03/24/94 06/30/94 03/03/94 50% 06/15/94 03/01/94 Staff Development, Computer Central 4.5 Weekly visitation logs document direct services to the schools 4.5 Increased use of the Abacus system 5.0 Develop and evaluate programs to meet needs established by the district in the curriculum area 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators, Director of Planning Research and Evaluation 5.0 Programs are developed to meet needs established by the District\nthe program budgeting process and Fast-track' evaluations are used to evaluate new and existing programs 49Program Seq #: 208 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Page: 14 Revision Date: May 3. 1994 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 5.1 Plan programs for magnet, interdistrict, incentive, and other schools established by the District to incorporate selected themes 07/01/93 80% Curriculum Directors, Supervisors and Coordinators, Assistant Superintendents, Principals, Associate Superintendent for Desegregation 5.1 Schools with special themes have programs in place that infuse the theme throughout the curriculum A. Assistance by Department of Instructional Technology provided to three (3) Incentive Schools with theme implementation B. Supervisory staff helps plan programs for schools with identified themes or areas of emphasis C. Supervisory staff reviewed and revised the Incentive Schools brochures 5.2 Develop District-wide programs to meet the special needs of identified populations of students A. Academic Support Programs and E.S.L. programs are in place at all schools B. Programming for identified gifted students available at all schools C. Special education supervisors work with individual teachers/students through lEPs 50 01/03/94 07/01/93 02/01/94 07/01/93 08/23/93 08/17/93 07/01/93 03/24/94 06/30/94 03/25/94 70% 03/24/94 03/25/94 80% Curriculum Directors, Supervisors and Coordinators, Principals, Director of Federal Programs 5.2 Student populations with special needs identified by the District in the curriculum area have programs in place to address their needsPage: 15 Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader\nSterling 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 5.3 Assess the effectiveness of District programs in the curriculum area 07/01/93 50% Curriculum Directors, Supervisors and Coordinators, Director of Planning Research and Evaluation 5.3 Utilization of manpower and resources in the curriculum area will reflect the use of program assessment results A. Program evaluation of gifted program conducted each spring B. Standardized test results. Abacus results, and various types of alternative assessment results are used to assess curriculum program C. High school and junior high school science fairs were held in February and provided a measure of the science programs effectiveness 5.4 Seek funding for District programs that qualify for grants from external funding sources A. Submitted application for artd received funding from Dwight D. Eisenhower Math and Science program B. Researched and prepared grant application Title VII Compensatory Ed Act 453 C. The Early Childhood Department applied for and received $35,000.00 for an Enhancement Improvement Grant from the Arkansas Early Childhood Commission for developmentally appropriate playgrounds for four-year-old children 51 03/01/94 07/01/93 02/01/94 07/01/93 07/01/93 11/01/93 09/01/93 09/01/93 07/01/93 06/01/94 06/30/94 02/28/94 80% 01/15/94 11/19/93 12/07/93 04/15/94 08/31/93 Director of Federal Programs, Curriculum Directors, Supervisors and Coordinators 5.4 Grant applications are on file in the Office of Federal ProgramsPage: 16 Program Seq #: 208 Revision Date: May 3. 1994 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Sterling Ingram Program Goal: The purpose of curriculum services is ro plan, direcr, and coordinare improved curriculum design and delivery as well as Io ensure curricular articulation and cooniination K-12. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria D. The Early Childhood Department and the HIPPY program applied for and received $233,992.00 from the Arkansas Early Childhood Commission for a Continuance Grant for the Early Childhood Programs E. The Early Childhood Department has applied for and received $3,128.70 from the Early Childhood Commission for a Child Care Training Grant F. The Early Childhood Department, U.A.L.Rand Rockefeller school has applied for and received $7,500.00 from the Arkansas State Department of Education for a Parent Involvement Grant. G. Inclusion grant received/implemented 5.5 Plan programs of study for students that meet local, state, and national standards 07/01/93 04/13/94 12/15/93 08/01/93 07/01/93 06/30/94 04/16/94 06/30/94 50% 80% 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. New graduation policy and regulations approved by the Board reflect local, state, and national standards 07/01/93 03/24/94 B. Foreign language framework pilot program - mathematics/reading/language i correlations with state framework arts curriculum 09/01/93 06/30/94 C. State special education standards provided to all schools 07/01/93 12/01/93 5Page: 17 Program Seq #: 208 Revision Date: May 3, 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 5.6 Identify or develop alterative means of assessing student achievement of curricular objectives A. Fifty (50) workshops on portfolio assessment were conducted to facilitate the use of alternative assessment B. Portfolio workshops held for GZT specialists C. Portfolio notebook developed for G/T program D. Portfolio pilot program for third grade identified smdents E. Social Studies test items in Abacus have been revised to better address the districts curriculum F. Elementary and kindergarten report cards were revised for the 93-94 school year G. Completed through lEPs 07/01/93 08/17/93 09/14/93 09/29/93 07/01/93 07/12/93 07/15/93 07/01/93 80% 03/24/94 01/25/94 01/23/94 06/30/94 09/15/93 12/15/93 80% 6.0 Develop and expand a cooperative relationship between home and school that will encourage positive home learning 07/01/93 06/30/94 6.1 Develop and print parent home study guides for distribution that can be used throughout the year to reinforce positive learning 53 07/01/93 09/15/93 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 availableProgram Seq #: 208 Program Name: Curriculum Services Program Code: Primary Leader: Estelle Matthis Secondary Leader: Page: 18 Revision Date: May 3. 1994 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 A. Parent Home Study Guides were developed, training at PTA meetings was provided, and the guides were distributed to parents of students in grades K-6 07/01.93 10/01/93 6.2 Prepare information for dissemination to public regarding curriculum and parent home smdy guides 08/15/93 09/15/93 Curriculum Directors, Supervisors and Coordinators 6.2 Results of surveys from parents reflect their use A. An informational video on the Parent Home Snidy Guides was produced for use on cable TV B. Special education parent meetings held monthly 6.3 Provide inservice training for local school personnel and identified parents in the appropriate use of the study guide 07/01/93 08/01/93 08/15/93 09/01/93 90% 09/15/93 Curriculum Directors, Supervisors and Coordinators, Staff Development, Principals, Teachers, Parents 6.3 Record of inservices and attendees is available A. Principals, teachers, and parents were provided training on the Parent Home Study Guides 07/01/93 10/15/93 6.4 Participate in recruitment activities for parents and students, particularly for newly developed programs 07/01/93 06/30/94 Curriculum Directors, Supervisors and Coordinators 6.4 Record of activities 6.4 Increase in number of smdents recruited for new programs A. Staff Development Director served on Recruitment Planning Committee B. Early Childhood Coordinator participated in recruitment activities for Fair Park and Forest Park 54 01/15/94 01/15/94 02/01/94 03/01/94Page: 19 Program Seq #: 208 Revision Date: May 3. 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 6.5 Share information with parents about trends in the area of curriculum and about features of LRSD instructional programs 07/01/93 70% Curriculum Directors, Supervisors and Coordinators, Principals, PTA Council 6.5 Agendas or records of information that is shared with parents A. A curriculum staff member has presented each month at the PTA council meetings about a trend or feature of a LRSD instructional program B. Parent meetings are held in the fall and spring to inform parents of G/T programs and opportunities available in the district C. Three (3) local PTA meetings have requested curriculum specialists to share aspects of instructional program with parents 55 07/01/93 09/15/93 09/15/93 06/30/94 11/15/93 03/24/94School Operations Cluster  Elementary  Junior High School  High School  Athletics 5^\nProgram Seq *: 209 Program Name: Elementary Schools Program Code: Primary Leader: Program Deecription: District Goal Support: Program Goal: I Plan References: FY Program Budget\nYTD Expenditurea\nLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Larry Robertson, Margaret Gremitlion Secondary Leader\nPage: 1 Reviaion Date\nMay 10. 1994 Elementary School Principals The elementary 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 elementary school students. 1 $20,801,455.73 1at Qtr Expend\n3rd Qtr Expend\nFTE 732 $12,350,100.83 2nd Qtr Expend: 4th Qtr Expend\nI Related Function Codes\n1120,2410,2590,1120 57LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq #: 209 Revision Date: May 3, 1994 Program Name: Elementary Schools Program Code: Primary Leader: Larry Robertson, Margaret Gremillion Secondary Leader: Elementary School Principals Program Goal: To provide a quality integrated education for elementary school students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 Provide sufficient support to achieve a quality integrated education for all students. 07/01/93 06/30/94 Principals, Assistant Superintendents 1.1 Develop annual school budgets 07/01/93 06/30/94 Principals, Assistant Superintendents 1.1 Completed and approved budget document detailing how funds will be expended. A. Assist prirKipals in the monitoring of their schools budgets. B. Review and update budget with building principals. C. Monitor budget expenditure through purchase request. 1.2 Recommend appropriate persormel to deliver the educational program. A. Assist in the assignment of appropriate personnel for the schools vacancies in the staff. B. Provide technical assistance to principals in the evaluation process of individual staff members. C. Assist in the scheduling of hours for support staff in under to achieve maximum building coverage. 1.3 Requisition materials, supplies, and equipment necessary to deliver the educational program. 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 03/31/94 03/31/94 03/31/94 06/30/94 03/31/94 03/31/94 03/31/94 06/30/94 Principals, Assistant Superintendents 1.2 Annual staff report Principals, Assistant Superintendents 1.3 Educational Equity Monitoring reports, regular site visits by the Assistant Superintendents 58Page: 3 Program Seq #: 209 Revision Date: May 3. 1994 Program Name: Elementary Schools Program Code: Primary Leader: Larry Robertson, Margaret Gremillion Secondary Leader: Elementary School Principals Program Goal: To provide a quality integrated education for elementary school students. Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Assist the principal in identifying needed materials and equipment for specific programs in his program. 07/01/93 03/31/94 1. (contd) B. Approve requisitions based on appropriate need within the budget. 07/01/93 03/31/94 C. Monitor the schools to ensure that materials, supplies and equipment are being used equitably. 07/01/93 03/31/94 59Program Seq #: 210 Program Name: Junior High Schools Program Coda: Primary Laadar: Program Description: District Goal Support: Program Goal: Plan References\nFY Program Budget: YTD Expenditures: Ml OM an  LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Victor Anderson Secondary Leader: Page: 1 Revision Data\nMay 10, 1994 Junior High School Principals 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. ] $10,037,956.63 $6,014,468.69 1st Qtr Expend: 2nd Qtr Expand\n3rd Qtr Expand: 4th Qtr Expend: FTE 284 Related Function Codes: 1130,1132.2410.2590 GOProgram Seq ft: 210 Program Name: Junior High Schools Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Victor Anderson Secondary Leader: Page: 2 Revision Date: May 3, 1994 Jr. High School Principals To provide equality 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. 07/01/93 06/30/94 Principals, Assistant Superintendent 1.1 Develop annual school budgets A. Budgets developed B. Conduct monthly budget review 1.2 Recommend appropriate personnel to deliver the educational program. A. Employed personnel 1.3 Requisition materials, supplies, and equipment necessary to deliver the educational program. A. Purchased materials, supplies and equipment. 61 07/01/93 08/01/93 08/01/93 07/01/93 08/01/93 07/01/93 08/01/93   06/30/94 08/31/93 45% 06/30/94 75% 06/30/94 45% Et Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent Principals, Assistant Superintendent l.I 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 SuperintendentProgram Seq #: 211 Program Name: Senior High Schools Program Code: Primary Leader: Program Deecription: Dietrict Goal Support: Program Goal: I Plan References: PY Program Budget: YTD Expendituree: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Victor Anderson Secondary Leader: Page: 1 Revieion Date: May 10. 1994 Senior High School Principals The senior high school program seeks to provide integrated learning experiences which meet the academic, social, and developmental needs of ail 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. ] $10,081,463.38 $5,823,632.27 1st Qtr Expend: 2nd Qtr Expend: 3rd Qtr Expend: 4th Qtr Expend: FTE 272 [ Related Function Codes: 1140, 2410, 2590, 1140 62Program Seq 211 Program Name: Senior High Schools Program Code: Program Goal: Plan Reference Page Number LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Victor Anderson Secondary Leader: Page: 2 Revision Date: May 3, 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. 07/01/93 06/30/94 Principals, Assistant Superintendent 1.1 Develop annual school budgets A. Budgets developed B. Conduct monthly budget review 1.2 Recommend appropriate personnel to deliver the educational program. A. Employed personnel 1.3 Requisition materials, supplies, and equipment necessary to deliver the educational program. A. Purchased materials, supplies, and equipment r3 07/01/93 08/01/93 08/01/93 07/01/93 08/01/93 07/01/93 08/01/93 06/30/94 08/31/93 45% 06/30/94 75% 06/30/94 45% 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 SuperintendentLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Saq #: 212 Page: 1 Revision Data: May 10, 1994 Program Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Description: The Athletics program provides the opportunity for students to develop skills in competitive team and individual sports activities. District Goal Support: To ensure that equity occurs in all phases of school activities and operation. Program Goal\nTo provide a quality athletics program. Plan References: ] FY Program Budget: $255,021.21 1st Qtr Expend: 3rd Qtr Expend: FTE YTD Expenditures: $233,241,.52 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 1151, 1152, 1154, 1155, 1156, 1157, 1158  G4Prograa Seq f: 212 Prograa Name: Athletics Prograa Code: Prograa Goal: To provide a quality athletics program. LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: April 21, 1994 Assistant Superintendent-Secondary Schools, Ouida Carter Plan Reference Page Niaber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.0 To conduct junior high athletics program for boys and girls. (Football, basketball, track, soccer, golf volleyball, and tennis) 07/01/93 06/30/94 Assistant Supt., Secondary, 0. Carter 1.0 An athletics program for junior high girls and boys is implemented as designed and approved by the LRSD Board of Directors. 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. 65 07/01/93 07/01/93 07/01/93 04/01/93 08/01/93 07/01/93 06/30/94 07/01/93 08/03/93 08/15/93 08/31/93 08/31/93 Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter 1.1 Office duties are conducted within specified timeframes.Page: 3 Program Seq *: 212 Revision Date: April 21, 1994 Program Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, ________Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Nunber Objectives Strategies Beginning Date Ccnf}letion Date Responsibility Evaluation Criteria F. Payment of membership fees to AAA for all secondary schools. 08/31/93 08/31/93 Assistant Supt., Secondary, 0. Carter G. Payment of Catastrophic Insurance coverage for junior high schools. 08/31/93 08/31/93 Assistant Supt., Secondary, 0. Carter 1.2 Order uniforms and supplies A. Receive and distribute uniforms and supplies for all sports as received. B. Football uniforms (fill-in uniforms only) ordered for: Cloverdale, Pulaski Heights, Mabelvale, Mann Magnet, and Southwest C. Football supplies ordered for all schools 0. Boys Basketball uniforms (complete sets) ordered for: Cloverdale - 7th and 8th grade\nSouthwest (warm-up tops only) E. Girls Basketball uniforms (2 sets tops and 1 set shorts) ordered for Mann Basketball supplies ordered for all schools 66 07/01/93 08/01/93 03/01/93 07/01/93 03/01/93 07/01/93 07/01/93 06/30/94 10/01/93 08/31/93 08/31/93 08/31/93 08/31/93 08/31/93 Assistant Supt., Secondary, 0. Carter Assistant Supt., Second ry, 0. Carter Assistant Supt., Secondary, 0. Carter 1.2 Uniforms and supplies are available for use for each designated sports activity.Page: 4 Program Seq f: 212 Revision Date: April 21, 1994 Program Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Niefcer Objectives Strategies Beginning Date Coifiletion Date Responsibility Evaluation Criteria G. Girls Volleyball uniforms (complete sets) ordered for: Cloverdale and Forest Heights 03/01/93 09/01/93 Assistant Supt., Secondary, 0. Carter H. Volleyball supplies ordered for all schools 08/01/93 09/01/93 2.0 To conduct senior high athletics program for boys and girls. (Football, basketball, track, soccer, tennis, golf, swinming, volleyball, and baseball) 1.3 Conduct game operations tasks. A. B. C. 07/01/93 06/30/94 Assistant Supt., Secondary, 0. Carter 1.3 All game operations (officials, security, ticket takers and sellers, and ambulance service) are conducted in specified time frame. Arrange for medical personnel to attend junior high school football games. Requisition and set-up game payrolls for all sports and deliver to schools. Check all game reports and make deposits after each game. 67 07/01/93 07/01/93 09/01/93 07/01/93 08/31/93 02/28/94 06/30/94 06/30/94 Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter 2.0 An athletics program for senior high girls and boys is implemented as designed and approved by the LRSD Board of DirectorsPage: 5 Progran Seq f: 212 Revision Date: April 21, 1994 Progran Nane: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Progran Goal: To provide a quality athletics program. Plan Reference Page Nudser Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 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. D. Prepare contracts for school and game officials. E. Distribute passes to full time employees of the district. F. Distribute passes to visiting schools for football and basketball. G. Payment of membership fees to AAA for all secondary schools. G8 07/01/93 07/01/93 07/01/93 04/01/93 08/01/93 08/01/93 08/01/93 08/31/93 06/30/94 07/01/93 08/03/93 08/15/93 08/31/93 08/31/93 10/30/93 08/31/93 Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter 2.1 Office duties are conducted within specified time frames.Page: 6 PrograM Seq f: 212 Revision Date: April 21, 1994 Progran Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Nuttier Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2.2 Order uniforms and supplies. A. Receive and distribute uniforms and supplies for all sports as received. B. Football uniforms (fill- ins uniforms only) ordered for\nCentral, Fair, Hall, McClellan, and Parkview C. Football supplies ordered for all schools D. Boys Basketball uniforms (two complete sets) ordered for Hall. I uniforms ordered for Central and Fair. Reversable practice jerseys ordered for HcClelIan. Fill-in E. Girls Basketball uniforms (one new set and warm-up tops) ordered for McClellan. Fill-in uniforms ordered for Central. One new set and sweat suits ordered for Fair. Basketball supplies ordered for all schools. 69 07/01/93 08/01/93 03/01/93 08/01/93 03/01/93 03/01/93 08/01/93 06/30/94 10/01/93 10/01/93 10/01/93 10/01/93 10/01/93 10/01/93 Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter Assistant Supt., Secondary, 0. Carter 2.2 Uniforms and supplies are available for use for each designated sports activity.Page: 7 Program Seq #: 212 Revision Date: April 21, 1994 Program Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, ________Ouida Carter_________ Program Goal: To provide a quality athletics program. Plan Reference Page Nuiber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria G. Girls Volleyball uniforms (two sets-tops only) ordered for Parkview. Fill-in uniforms only ordered for Hall and McClellan. 03/01/93 10/01/93 Assistant Supt., Secondary, 0. Carter H. Volleyball supplies ordered for all schools. 08/01/93 10/01/93 Assistant Supt., Secondary, 0. Carter I. One set Baseball uniforms ordered for Hall. uniforms ordered for McClellan. Fill-in 03/01/93 10/01/93 Assistant Supt., Secondary, 0. Carter J. Baseball supplies ordered for all schools. Central and Parkview not district funded. 08/01/93 10/01/93 Assistant Supt., Secondary, 0. Carter 2.3 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. 70 07/01/93 07/01/93 07/01/93 06/30/94 02/15/94 08/15/93 Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter Assistant Supt., Secondary 0. Carter 2.3 All game operations (officials, security, ticket takers and sellers, and ambulance service) are conducted in specified time frame.Page: 8 Program Seq f: 212 Revision Date: April 21, 1994 Program Name: Athletics Program Code: Primary Leader: Estelle Matthis Secondary Leader: Assistant Superintendent-Secondary Schools, Ouida Carter Program Goal: To provide a quality athletics program. Plan Reference Page Nuiber Objectives Strategies Beginning Date Caiif\u0026gt;letion Date Responsibility Evaluation Criteria C. Check all game reports and make deposits after each game. 08/01/93 06/30/94 Assistant Supt., Secondary 0. Carter 2.4 Arrange for transportation with outside vendors for all sports. 07/01/93 02/15/94 Assistant Supt., Secondary 0. Carter 2.4 Transportation for events occurring outside the 50 mile radius of Little Rock is completed as scheduled. 71School Support Cluster  Gui\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_215","title":"Little Rock School District (LRSD) Third Quarter Status Report, Volume II, part 1","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":["1994-05-13"],"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) Third Quarter Status Report, Volume II, part 1"],"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/215"],"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 THIRD QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT FOR DESEGREGATION PROGRAMS PLANNING, RESEARCH, AND EVALUATION DEPARTMENT May 13, 1994 SEQUENCE tt Preface Mission Statement Goals District Financial Summary Definitions Organization of the Report Cluster Budget Documents SCHOOL SUPPORT CLUSTER (BLUE) 19 20 21 22 23 24 25 26 27 28 29 Unassigned Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation Data Processing Safety and Security Teacher Recruitment Educational Equity Monitoring Commitment to Desegregation/Leadership Summer School (Interdistrict) TABLE OF CONTENTS PAGE # 1 2 3 4 6 8 10 12 33 57 68 71 80 88 99 108 115 SEQUENCE # 30 31 32 33 34 35 36 Summer Learning Program - JTPA Contingency Unassigned Facilities Guidance/Counseling Program Leadership Employment Practices Bidding Practices (Procurement) RECRUITMENT CLUSTER (PURPLE) 37 38 39 40 Parent Involvement - Recruitment VIPS-Recruitment Public Relations Unassigned INCENTIVE SCHOOLS CLUSTER (YELLOW) 41 42 43 44 45 46 47 48 49 50 51 52 Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Program Computer Loan Program Extended Day/Week Field Trips Unassigned Transportation Unassigned Unassigned PAGE tt 124 135 137 144 155 157 164 182 207 (CONTD) 232 242 245 249 253 257 260 274 287 1SEQUENCE tt PAGE # SEQUENCE # PAGE # 53 54 55 56 57 58 59 60 61 62 63 64 Instructional Aides Extended Year Incentive/Recognition Resident Counseling Service Camp Pfeifer Monitoring Unassigned Unassigned Unassigned Staffing Required Staff Development Teacher Stipends for Inservice and Extra 5 Days 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 Smdy  Computer Managed Instruction  Student Education Plans  Specialized Programs  Incentive Programs  Homework  Criterion-Referenced Test  Heterogeneous Grouping  Effective Schools  African/American History 290 293 298 307 310 324 337 360 363 ii 65 66 67 68 69 70 Social Skills  Family Folklore  Positive Imaging  Interpersonal Skills  Rites of Passage  Mentoring Program Special Activities  Peer Tutoring Program  Academic Reinforcement Clubs  Special Interest Clubs Latin Enrichment Program Unassigned Career Skills Development 382 391 397 405 Incentive Schools Qperations  Support Services 414  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 ExtracurriculumSEQUENCE tt PAGE # 71 Counseling/Social Work  Community Services Access  College/Post Graduate Awareness  Study Skills  Home/Neighborhood Meet  Wellness Program 421 72 73 School Policies and Procedures - Other Unassigned 452 74 Unassigned STUDENT CHOICES/OPTIONS CLUSTER (GREEN) 75 76 77 78 79 80 81 82 Student Choices/Options King Interdistrict School Stephens Interdistrict School Romine Interdistrict School Rockefeller Early Childhood Original Magnets Unassigned M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) 463 468 476 482 486 491 503 ORGANIZATIONAL CHART (WHITE) 505 iiiPREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs provides additional direction for quality, interim decision-making for the district. Specifically, programs with poor performance or expenditure problems are addressed with corrective action 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 modifications are inherent in the reporting for the third quarter. First, the third quarters report requires an additional volume for desegregation program reporting so that the growth and accumulation of the many achievements reported by schools and programs during the fiscal year of 1993-94 (FY 93-94) are accommodated. Consequently, the third quarters report for desegregation programs consists of Volume I (Seq #s 1-18) and Volume II (Seq #s 19-82). An additional modification in the desegregation report includes a change in the reporting of the School Operations Program. Principals and Central Office Administrators will report achievements. 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 has been completed. Additional desegregation obligations are reflected in the program budget documents of the third quarter report. A continued refinement and adjustment period throughout the fiscal year 1994-95 (FY 94-95) will be necessary for language clarification of the additional desegregation obligations. The Little Rock School District hopes to make the language more consistent and uniformed with the spirit and intent of the various obligations. The Third 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) Organization 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. 35/4/94 Little 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 22 24 25 26 27 28 29 32 33 34 35 49 51 52 Program Name HIPPY 4YEAR 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_________ 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______________ CONTINGENCY FUND OFFICE OF INCENTIVE SCHOOLS WRITING TO READ Budget 93-94 266,763.02 1,523,742.24 94,381.61 433,102.41 5,000.51 35,188.38 465,627.29 1,815,582.10 197,446.69 352,294.55 3,914,000.00 55,695.66 756,878.66 792,523.74 2,254,912.66 387,378.66 ________8,000.00 _______69,680.82 170,112.24' 850,408.55 1,092.82 5,066.96 479,954.32 40,000.00 34,671.18 5,000.00 300,000.00 1,749.42 6,000.00 PTEs 21 67 2 10 1 7 70 1 38 4 74 4 2 25 30 2 YTD Expense 178,151.00 897,821.25 73,599.33 319,624.60 4,962.82 26,670.86 231,134.88 1,066,712.78 65,859.05 73,725.77 0.00 34,378.65 530,492.64 753,015.23 1,195,948.00 492,331.29 7,420.00 53,893.60 149,283.48 471,756.72 688.96 2,934.40 264,476.35 5,693.95 20,803.57 0.00 0.00 830.08 0.00 1st Quarter 31,286.27 138,599.40 22,646.74 100,300.49 4,962.82 9,695.18 69,080.94 158,246.87 19,443.65 26,486.11 _________0.00 8,178.16 91,086.44 593,453.22 287,665.69 149,459.45 0.00 0.00 82,090.64 70,413.69 153.38 75.16 61,580.87 10.26 5,857.49 0.00 0.00 76.77 0.00 2nd Quarter 69,819.02 387,557.20 27,973.85 111,334.76 _________0.00 10,475.07 81,164.99 499,040.09 23,307.68 3,860.21 _________0.00 12,566.50 213,556.49 122,425.14 451,600.64 167,904.22 0.00 0.00 38,451.48 195,153.72 212.33 1,643.82 110,920.97 2,012.50 8,585.07 0.00 0.00 _________0^ 0.00 3rd Quarter 77,045.71 371,664.65 22,978.74 107,989.35 _________0.00 6,500.61 80,888.95 409,425.82 23,107.72 43,379.45 _________0.00 13,633.99 225,849.71 37,136.87 456,681.67 174,967.62 7,420.00 53,893.60 28,741.36 ___206,189.31 _______323.25 1,215.42 91,974.51 3,671,19 6,361.01 _________0.00 _________0.00 _______75273 0.00 % Budget Spent 66,78% 58.92% 77.98% 73.80% 99.25% 75.79% 49.64% 58.75% 33.36% 20.93% 0.00% 61.73% 70.09% 95.01% 53.04% 127.09% 92.75% 77.34% 87.76% 55.47% 63.04% 57.91% 55.10% 14.23% 60.00% 0.00% 0.00% 47.45% 0.00% I5/4/94 Little Rock School District Quarterly Desegregation Expenses Page 2 Program Code 53 54 56 57 59 61 64 65 66 72 73 74 75 Program Name SCIENCE LABS_______________________ COMPUTER LABS COMPUTER LOAN PROGRAM EXTENDED DAY______________________ FIELD TRIPS TRANSPORTATION (ADDL) INSTRUCTIONAL AIDES EXTENDED YEAR INCENTIVE/RECOGNITION RECOMMENDED STAFFING REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICe OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL\nBudget 93-94 12,000.00 6,000.00 2,500.00 747,247.70 33,000.00 15,000.00 496,451.04 99,938.45 14,581.91 808,481.42 52,878.29 72,725.98 51,088.13 17,734,147.41 PTEs 42 31 431 YTD Expense 0.00 0.00 0.00 457,030.80 20,678.75 14,960.92 261,026.98 33,179.48 8,887.95 452,336.89 22,767.65 34,270.74 45,058.25 8,272,407^67 1st Quarter 0.00 _________0.00 0.00 25,550.48 3,210.95 0.00 38,306.87 31,884.03 1,428.45 58,107.81 1,459.85 24,542.02 20,724.59 2.136,664 74 2nd Quarter 0.00 __________0.00 0.00 192,460.04 7,404.63 14,960.92 114,714.15 1,295.45 3,093.35 190,828.11 16,290.74 5,393.24 11,775.22 3,09/i782.18 3rd Quarter 0.00 _________0.00 0.00 239,020.28 10,063.17 0.00 108,005.96 _________0.00 4,366.15 203,400.97 5,017.06 4,335.48 12,558.44 3,038,56675 % Budget Spent 0.00% 0.00% 0.00% 61.16% 62.66% 99.74% 52.58% 33.20% 60.95% 55.95% 43.06% 47.12% 88.20% 46,65%DEFINITIONS 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 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 establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of 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. Program Code: This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. cDefinitions and Data Elements (cont.) 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 or the Principal). 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. Plan Reference: Specific plan and page references will directly cite one of the following desegregation documents: L = LRSD Desegregation Plan\nI = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP = Pleadings\nM = Monitoring Reports. The format should be L23 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: Source 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: This is the actual date a particular strategy began. For consistency, all dates should be printed in the following manner: MM/DD/YY, (09/30/93). 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, (09/30/93). If an activity toward a strategy has been started but not completed, a percent of completion (75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. 7ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Third Quarter Status Report Program Planning and Budget Document for Desegregation Programs. 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. Print. The report employs two kinds of print 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 parenthetical 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 document(s). Underlined Print. Underlined Print denotes additional desegregation obligations language which has been inserted verbatim in the third quarter report of FY 93-94. 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 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 #) or page number for facilitating program reference in the report. School Operations Program (09A and 09B). Beginning the third reporting quarter for FY 93-94, the stams report for desegregation programs reveals several changes in the reporting of the School Operations Program. First, 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 hereafter 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. Secondly, for the third reporting period, the inclusionary dates cited in the \"Beginning Date\" column and \"Completion Date\" column are 01/03/94 and 03/31/94, respectively. These inclusionary dates represent the boundaries for the third quarter. The generic dates of 01/03/94 and 03/31/94 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.Organization 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\nFranklin, Garland, Rockefeller, Mitchell, Stephens 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 IGSchool 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 Desegregation/Leadership Summer School (Interdistrict) Summer Learning Program - JTPA Contingency Facilities Guidance/Counseling Program Leadership Employment Practices Bidding Practices (Procurement) 11LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Seq #: 20 Page: 1 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo, Jr. Secondary Leader: 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 limits: 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 [ Plan References: L 139 1 FY Program Budget: $433,102.41 1st Qtr Expend: $100,300.49 3rd Qtr Expend: $107,989.35 FTE 10 YTD Expenditures: $319,624.60 2nd Qtr Expend: $111,334.76 4th Qtr Expend: Related Function Codes: 1 12Program Seq #: 20 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Program Goal: Plan Reference Page Number L 139 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. C. Russell Mayo To implement a student assignment process that is consistent with the approved Desegregation Plan Objectives Strategies Page: 2 Revision Date\nMay 11, 1994 Secondary Leader: Beginning Date Completion Date Responsibility Evaluation Criteria {1.0 To implement magnet school assigments) (2.0 To implement interdistrict school assignments) (3.0 To implement elementary area school assignments). The total capacity of the elementary area schools is 9,678. 07/01/93 06/30/94 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. A. Assignment process reviewed to verify need for change. Completed 100% 9/30/93 2.1 Interdistrict Schools - LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. A. Five of the six interdistrict schools have been established. Completed 83% 9/30/93 13 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 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 dataPage: 3 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 3.1 Students will be assigned to the elementary area schools by attendance zones. A. Elementary area school students assigned. Completed 98% 9/30/93 Completed 99% 3/31/94 B. Parents receive notification of assignment. Completed 98% 9/30/93 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. A. Attendance zones reviewed prior to and after student assignments. 6. Racial balance monitored prior to and after student assignments. Completed 97% 9/30/93 Completed 98% 12/31/93 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. Completed 97% 9/30/93 Completed 98% 12/31/93 14 07/01/93 08/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 3.3 Student requests to remain in area schools are granted. 3.4 Attendance zone students are assigned based on available seats.Page: 4 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 (4.0 To implement incentive school assignments). The capacity of the incentive schools is 2,558. 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. A. Students are reassigned and notified. Completed 97% 9/30/93 Completed 98% 12/31/93 3.6 The elementary school zones will provide a feeder pattern for elementary students going to junior high school students going to high school. A. Completed 100% 3.7 Students in elementary area school zones will be given the option to select an incentive school. A. Parents were notified of options. Completed 100% 3/31/94 4.1 Each incentive school will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). A. Completed 100%. 4.2 Students presently assigned to incentive schools will be given the option to remain In these schools (grandfathered). A. Students were advised of options. Completed 100% 3/31/94 15 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 3.5 Students are reassigned in accordance with Deseg. Plan. 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.Page: 5 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 4.3 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 available. 4.4 Ail 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. Completed 80% 3/31/94 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. B. Assignments are monitored to ensure acceptable racial balance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 4.6 The incentive schools will have a maximum pupil/teacher ratio of 20 to 1. 16 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt.for Desegregation Assoc. Supt. for Desegregation 4.5 Reserved seats are available by race for prekindergarten and kindergarten students.Program Seq tt'. 20 Page: 6 Revision Date: May 11,1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 4.7 There may be more than 20 students per classroom, however, there will be an aide in each class and possible a second teacher in those classes. 4.8 Assign students with sensitivity to the relationship between placement stability 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 result of carefully coordinated decision-making. The incentive school staffs and the LRSD departments responsible for desegregation, student recruitment and assignment, and planning and evaluation must assess the short- and long-term 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 quickly before children are lost along with the settlement money. 17 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94Page: Program Seq #: 20 Revision Date: May n. 1994 7 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 4.11 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 80% black. District must also keep in mind that the incentive schools educate only a small portion of the class that prevailed in the desegregation lawsuit. Ensure that a portion of the incentive school funding fulfills the plan's commitment that \"the children who are in racially-isolated settings are provided meaningful opportunities for desegregated experiences/activities.\" 4,12 The District is obligated to reserve 40 to 50% of seats in the incentive schools at the kindergarten level for white students. 16 07/01/93 07/01/93 06/30/94 6/30/94Program Seq #: 20 Page: Revision Date: May 11. 1994 8 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Or. C. Russell Mayo Secondary Leader: 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 4.13 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 diligently 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 kindergarten, 23 students in grades 1 through 3: 25 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. 19Page: 9 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Program Goal: To implement 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). Completed 80% 3/31/94 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. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 20 07/01/93 07/01/93 06/30/94 06/30/94 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.Page: 10 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 (6.0 To implement Sibling Transfers) 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. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 5.4 Desegregation transfers will be granted during a limited period once each year (Secondary Schools only). A. Completed 80% 3/31/94 5.5 LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. A. Requests for transportation are forwarded to transportation department. (Desegregation Transfer Students assigned to existing bus routes.) Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 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. A. Patrons/schools advised of constraints. Completed 100% 3/31/94 21 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 5.3 Desegregation transfer reports reflect appropriate utilization by students. 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.Page: 11 Program Seq #: 20 Revision Date\nMay 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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) 6.2 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. 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. Completed 80% 6.5 Sibling transfer applicants must have a sibling current enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 7.1 LRSD employees may enroll their children at the schools where they work. A. LRSD employees advised of options via printed materials. Completed 80% 2/3/94 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. Completed 100% 22 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Human Resources Director Assoc. Supt. for Desegregation 6.2 Publish/distribute procedures regarding sibling transfers. 6.3 Student transfers reflect acceptance/ rejection of transfer options. 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.Page: 12 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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) 7.3 The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. Completed 80% 7.4 LRSD is not obligated to provide transportation. 7.5 This provision Does not apply to magnet schools. A. In compliance 100%. 7.6 The order of preference for assigning the children of employees is listed below: A. Incompliance 100% 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. 23 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 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 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation 7.3 Student transfers are consistent with capacities and desegregation requirements. 7.4 Transportation is provide by patrons of employees. 7.6 Documentation of assignments. 8.0 The assignment process is consistent with the desegregation requirements.Program Seq 20 Program Name: Office of Desegregation/Student Assignment Page: 13 Revision Date: May 11, 1994 Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader\nProgram 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 8.1 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 all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. A. Requests for portables are reviewed. Alternate assignments made in compliance with capacity requirements and court mandates. Completed 97% 9/30/93 Completed 98% 12/31/93 8. Waiting lists compiled for area schools. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 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 made in compliance with desegregation requirements. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/94 24 07/01/93 07/01/93 06/30/94 06/30/94 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.Page: 14 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 (9 To establish effective and efficient student assignment procedures) 07/01/93 06/30/94 Assoc. Supt. for Desegregation 9.0 Assignment procedures are effective and consistent with the desegregation requirements. 9.1 The Student Assignment Office will: monitor 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\nconsider appeals\nconduct recruitment efforts (transferred to recruitment program)\nprocess desegregation transfer\nassign all early childhood and incentive school students: and process all special transfers (Act 609, Act 624, etc.). A. Assignments are reviewed to ensure racial balance. Completed 97% 9/30/93 Completed 98% 12/31/93 Completed 99% 3/31/93 B. Appeals committee reviews/approves/rejects assignment appeals. Completed 25% 9/30/93 Completed 50% 12/31/93 Completed 80% 3/31/93 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. 25 07/01/93 07/01/93 06/30/94 06/30/93 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. B. Roster of committee members Agendas from meetings 9.2 Each area school will have the ability to assign students with their attendance zone.Program Seq #: 20 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: Page: 15 Revision Date: May 11. 1994 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 all 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 improve 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. A. Edit and update Student Assignment Handbook. Completed 50% 12/31/93 Completed 100% 2/10/94 10.1 Review Program Budget Documents to identify potential problems. A. Completed 80% 3/31/94 10.2 Conduct site visits as necessary. A. 50% of necessary sites are visited. B. Completed 60% 3/31/94 26 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation Assoc. Supt. for Desegregation Assoc. Supt.for Desegregation, Desegregation Facilitator Assoc. Supt. for Desegregation, Desegregation Facilitator 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.Page: 16 Program Seq #: 20 Revision Date: M May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 10.3 Develop and implement improvement plans as needed. A. Improvement plans are developed at Building Level and implemented by principals and staff. Plans are reviewed by Desegregation office. Completed 80% 3/31/94 10.4 Monitor implementation of improvement plans. A. Recruitment plans are monitored. Improvement plans are monitored by Assistant Superintendents. Completed 80% 3/31/94 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 will 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 quality desegregated education in each building. The facilitator will also be responsible for providing technical assistance to building principals and their staffs, for desegregation related concerns. 27 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 07/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Desegregation, Desegregation Facilitator Assoc. Supt. for Desegregation, Desegregation Facilitator 10.3 Improvement Plans are developed and implemented. 10.4 Scheduled observations of Improvement Plans are documented.Page: 17 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 10.9 The desegregation facilitator will report directly to the Associate Superintendent for Desegregation, However, the desegregation facilitator will work very closely with the remaining associate superintendents as needed. 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 interaction, and parent involvement. 10.11 LRSD shall make quarterly reports to the Office of Desegregation Monitoring, 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 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 Court's review, LRSD's monitors will be provided reasonable access to records and facilities, provided that requests for access are not disruptive, unreasonable or intrusive.Page: 18 Program Seq #: 20 Revision Date\nMay 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 10.12 Where disparities in programs and activities exist, LRSD will identify, analyze for cause and share with the appropriate monitoring authorities, 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. 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 LRSD's motion to close Ish Incentive School on the ground that the survey process approved by the court indicated that only 82 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 capacity alterations to determine whether there is a developing pattern of closing schools in areas largely inhabited by black citizens while increasing the capacity of schools in areas largely inhabited by white citizens. 29 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94Page: 19 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 10.16 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 school's capacity. 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 capacity of Jefferson, any changes in school capacity 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. 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 capacity\nthe number of square feet that will 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\nand clarify how the present administration area will be rearranged, i.e. single multi-purpose area or two separate areas, one for expanded cafeteria space and one for indoor recreation. 30 07/01/93 07/01/93 06/30/94 06/30/94 aPage: 20 Program Seq #: 20 Revision Date: May 11. 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 10.18 Before the court will consider approving the construction project at J, A, Fair High School, the LRSD must account for 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 that will result from the construction. 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. 18151. The combination of the LRSD motion and the court Order approving it in part reguires LRSD to construct a cafetorium at Chicot School which will increase the size of the school by approximately 3,000 sguare feet and have sufficient capacity 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 Projections\" and \"Custodial Calculation - Omaha Formula\". The Jr. High Capacity Study contains no desegregation requirements and is in the process of being revised. With respect to the calculation of the required 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 equivalent positions is adjusted where specific building requirements require an adjustment. 31 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94Page: 21 Program Seq #: 20 Revision Date: May 11, 1994 Program Name: Office of Desegregation/Student Assignment Program Code: 06 Primary Leader: Dr. C. Russell Mayo Secondary Leader: 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 10.21 Limit enrollment in the four-year-old program to 18 students per class. 10.22 Limit enrollment in grades K-6 to class sizes that are consistent with state standards. 10.23 With respect to grandfathering, students are encouraged to return to their school zones, They were notified fay letter a month and a half ago. 32 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Saq #: 21 Page: 1 Revision Date: May 7, 1994 Program Name: Staff Development Program Coda: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Description: The Staff Development Department was established to promote the implementation of the desegregation plan through activities that will result in improved academic achievement. Inservice opportunities designed to increase the effectiveness of curriculum delivery together with training tailored to improve interactions among and across all lines will occur. Additionally, this department will provide support and resources for site-based staff development experiences. District Goal Support: 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 enrighment while closing disparities in achievement. 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 relations skills that value people as human beings and that are consistent with an appreciation and understanding of multicultural diversity. Goal No. 5. Provide a safe 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. Program Goal: The Staff Development Department will provide activities that will promote the implementation of the desegregation plan resulting in improved academic achievement. In support of the goal of providing ongoino staff development and information to parents relative to student success, LRSD will pursue the following objectives by the following means: Update skills of all district staff on a regular basis and to keep alt staff abreast of developments in their field of endeavor. [ Plan References: L 126-128 FY Program Budget: $465,627.29 1st Qtr Expend: $69,080.94 3rd Qtr Expend: $80,888.95 FTE 7 YTD Expenditures: $231,134.88 2nd Qtr Expend: $81,164.99 4th Qtr Expend: Related Function Codes\n33Program Seq #: 21 Program Name: Staff Development Program Code: 09 Program Qoal: Plan Reference Page Number L 126 L 126 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Denrtis Glasgow Secondary Leader: Page: 2 Revision Date: Donita Hudspeth To provide etaff 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.) Objectives Strategies Beginning Date Completion Date Responsibility Mayr, 1994 Evaluation Criteria 1. To provide etaff developntent inservice to improve race relations and equity (07/01/93) (06/30/94) (Superintendent, Staff Development, Central Office Staff) 1.0 1.0 1.0 1.1 Continue to articulate vision/mission of LRSD to community Fall 1988 (07/01/93) Ongoing (06/30/94) Superintendent (Central Office, Director of Communications) 1.1 1.1 1.1 (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) 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) A. Six Community Forums were held by the Superintendent to articulate vision/mission as well as to hear ideas from the public 10/11/93 12/06/93 B. Three (3) District dialogues with employee groups 01/06/94 02/03/94 C. Washington Magnet PTA 01/18/94 01/18/94 D. Two (2) dialogues with Little Rock City Board 02/01/94 02/28/94 E. Press Conference in concert with Little Rock City Hall 02/03/94 02/03/94 34Program Seq *: 21 Program Name: Staff Development Program Code\n09 Primary Leader: Dennis Glasgow Secondary Leader: Page: 3 Reviaion Date: May 7, 1994 Program Goal: Plan Reference Page Number Donita Hudspeth To provide ataff 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.) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria F. Forest Part PTA 02/07/94 02/07/94 G. Garland PTA 03/01/94 03/01/94 H. Mann Magnet PTA 03/03/94 03/03/94 I. Hail High Kindergarten parents 03/07/94 03/07/94 J. Dunbar PTA 03/08/94 03/08/94 K. Early Childhood Task Force 03/14/94 03/14/94 L. Two (2) Community Forums 03/21/94 03/24/94 M. Romine tnterdistrict PTA 03/22/94 03/22/94 1.2 Schedule and implement workshops and activities related to improving race relations for the following grouops: a. Board of Directors A. B. C. b. c. District Administrators Certified Staff d. District Support Staff Desegregation Inservice - New Principals Desegregation - Ail District Administrators Everybody Means Everybody (Inclusive for all students) Ail District Administrators D. Human Relations/Race Relations - Martin L. King, Jr. Interdistrict Staff E. Operationalizing Equity - Dunbar Junior High 35 1988'89 School Year (07/01/93) 07/27/93 07/28/93 07/28/93 08/04/93 08/19/93 Ongoing (06/30/94) 07/23/93 07/28/93 07/29/93 08/04/93 08/19/93 Deseg. Asst. Center IDACj and Central Office Staff (Staff Development Department, Principals) 1.2 1.2 1.2 1.2 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 reace relations and equity)Page: 4 Program Sag f: 21 Reviaion Date: May 7, 1994 Program Name: Staff Development Program Coda: 09 Primary Leader\nDennis Glasgow Secondary Leader: Donita Hudspeth 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 Rafarance Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria F. Human Relations/Race Relations - Stephens Incentive School G. Human Relations/Race Relations - Garland Incentive School H. Staff Development Specialists - two days training * Inclusion for 21st Century I. Race Relations inservice \u0026gt; Metropolitan J. Race Relations Inservice - Baseline 09/13/93 09/27/93 10/05/93 10/18/93 11/01/93 09/13/93 09/27/93 10/06/93 10/18/93 11/01/93 K. Staff Development Director \u0026gt; Equity Assistance Center - Healing Racism 11/05/93 11/05/93 L Operationalizing Equity - Fair Sr. High 12/06/93 12/06/93 M. Building an Effective Multicultural Climate - Department of Exceptional Children N. Cultural Diversity (Variants Across the Curriculum) Grades 3-6 O. Race Relations \u0026gt; Dodd P. Race Relations  Brady Q. Human Relations - Mitchell R. Race Relations * Baseline S. Cross Cultural Relations/Operationalizing Equity Leadership Class 1,3 Plan and implement an evening symposium for the community on \"Community Involvement in a Desegregated School Setting\" 01/14/94 01/19/94 01/31/94 02/07/94 02/07/94 03/07/94 03/15/94 Fall 1988 01/14/94 01/19/94 01/31/94 02/07/94 02/07/94 03/07/94 03/15/94 Fall 1988 DAC Consultant 1.3 Roster of participants 1.3 (Symposium was held in April and August, 1988) 1.3 (hem completed in April and August, 1988, and is not recurring) 36Program Seq #: 21 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Page: S Revision Date: May 7, 1994 Program Goal: Plan Reference Page Number L 126 L 126 Donita Hudspeth 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.) Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 2. Provide inservice on cooperative learning strategies in a heterogeneous classroom 1.4 Monitor implementation of above strategies 2.1 Inservice teachers and administration on cooperative learning based on Slavin and Johnson and Johnson (or other appropriate cooperative learning models) A Cooperative Learning Inservice - Martin L. King, Jr. Interdistrict School B. Cooperative Learning Refresher (Voluntary District-wide) C. Cooperative Learning Cycle (Voluntary District- wide) D. Cooperative Learning Refresher (Voluntary District'Wide) E. Cooperative Learning in Social Studies and Science - Williams Magnet 37 Pall 1988 (07/01/93) (07/01/93) July 1991 (07/01/93) 08/05/93 10/29/93 11/10/93 11/30/93 12/06/93 Ongoing (06/30/94) (06/30/94) Ongoing (06/30/94) 08/05/93 10/29/93 11/17/93 11/30/93 12/06/93 Assoc Supt for Educational Prog (Superintendent, District Biracial Committee) (Staff Development Department, Content Area Supervisors) Staff Dev Dept Content Area Sup vs 1.4 1.4 1.4 2.0 2.0 2.1 2.1 2.1 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) Training model (Increased involvement in group activities in the classroom) (Improved classroom climate and social interactions among all students)Program Seq *: 21 Page: 6 Revision Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader\nDonita Hudspeth Program Qoal: To provide etaff development to Improve race relatione 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria F. Two Cooperative Team Learning Cycles (Voluntary District-wide) G. Cooperative Team Learning Overview - Geyer Springs 2.2 Monitor teachers' use of cooperative learning strategies 01/27/94 03/21/94 (07/01/93) 03/17/94 03/21/94 (06/30/94) Principal (Staff Development Department, Content Area Supervisors) 2.2 2.2 2.2 2.2 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) 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) (07/01/93) (06/30/94) (Staff Development, Content Area Supervisors) 3.0 (Increase in achievement of students of teachers in identified programs) 3.1 Provide inservice opportunities on: a. Effective Schools Model PET b. Teaching/Learning Styles c. Teacher Expectations and Student Achievement (TESA) d. Classroom Management e. (and/or other appropriate inservice opportunities) A. Inservice for Effective Schools Model - PET Teams from Mitchell, Brady, Bale, Otter Creek, and Booker 38 July 1991 (07/01/93) 07/01/93 Ongoing (06/30/94) 07/15/93 Staff Dev Dept (Content Area Supervisors) 3.1 3.1 Roster of participants Workshop evaluations (Number of participants from a cross-section of district staff involved in the identified programs)Page: 7 Program Saq f: 21 Revision Dale: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Resporwibiiity Evaluation Criteria a. PET Refresher \u0026gt; Voluntary District-wide b. Effective Schools Training Leadership Class 01/24/94 02/08/94 01/24/94 02/22/94 B. Teaching/Learning Styles a. Early Intervention ADHD - District Administrators 07/29/93 b. Overcoming the Barriers - District Administrators 07/29/93 07/29/93 c. Early Intervention in ADHD - Special Education Teachers) d. Early Prevention of School Failure - All new kindergarten teachers e. Staff Development Director attended 3 day Institute - Making Education Meaningful for African-American Children (should have been included in first quarter report) f. Strategies for Working with At-Risk - Voluntary District-wide g. Strategies for Working with At-Risk - Voluntary District-wide h. Learning Styles Cycle - Voluntary District-wide 08/17/93 08/17/93 07/19/93 10/18/93 11/15/93 11/17/93 08/17/93 08/17/93 07/21/93 10/18/93 11/15/93 12/08/93 i. Early intervention of ADHD/Developmental Differences - Voluntary District-wide 11/29/93 11/29/93 j. Working with At-Risk - Brady Elementary 11/29/93 11/29/93 k. Two (2) Early Intervention of ADHD/Developmental Differences - Voluntary District-wide 39 01/10/94 03/07/94Page\nProgram Seq #: 21 Revision Date: May 7. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader\nDonita Hudspeth 8 Program Qoal: To provide staff development to improve race relatione 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 Objectivee Strategies Beginning Date Completion Date Responsibility Evaluation Criteria i. Strategies for Working with At-Risk Children - Voluntary District-wide m. Three (3) Learning Styles Cycle Workshops - Voluntary District-wide n. Learning Styles Overview \u0026gt; Bale Elementary o. Learning Styles Overview - Fair Park p. Two (2) Thinking Skills Training courses - Voluntary District-wide q. Learning Styles Overview - Mabelvale Elementary C. TESA - Registered four (4) staff members for Trainer of Trainers TESA - October a. Three staff members trained as coordinators for TESA b. TESA (Cycle 1) Sessions 1-2 - Voluntary District-wide c. TESA (Cycle 2) Sessions 1-2 - Voluntary District-wide d. TESA (Cycle 1) Sessions 3-4-5 e. TESA (Cycle 2) Sessions 3-4*5 f. TESA (Cycle 3) Sessions 1-4 01/11/94 01/11/94 01/12/94 01/24/94 01/24/94 03/07/94 10/19/93 11/22/93 11/30/93 01/11/94 01/18/94 02/01/94 01/11/94 03/24/94 01/12/94 01/24/94 02/28/94 03/07/94 10/22/93 11/22/93 11/30/93 03/14/94 03/22/94 03/15/94 D. Classroom Management a. Classroom Management - Martin L King, Jr. Interdistrict Staff 08/05/93 08/05/93 b. Positive Discipline - Carver Magnet c. Behavior Modification - Mabelvale Jr. High 40 08/18/93 08/19/93 08/18/93 08/19/93Page: Program Saq *: 21 Raviaion Data: May 7, 1994 Program Name: Staff Development Program Coda: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 9 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 Rafaranca Page Number Objectives Strategies Beginning Data Completion Data Responsibility Evaluation Criteria d. Positive Discipline - Rightsell Incentive School e. Positive Discipline - Brady Elementary f. Discipline Management - Cloverdale Elementary 09/13/93 10/11/93 10/11/93 09/13/93 10/11/93 10/11/93 g. Classroom Management Cycle - Voluntary District-wide 10/21/93 10/28/93 h. Classroom Discipline \u0026gt; Watson Elementary i. Positive Discipline * McDermott Elementary 10/26/93 11/02/93 10/26/93 11/02/93 j. Cooperative Discipline Cycle - Stephens Incentive School 11/08/93 11/29/93 k. Positive Discipline - Garland Incentive School I. Positive Discipline - Mabelvale Elementary m. Positive Discipline  Voluntary ^strict-wide n. Positive Discipline - Mabelvale Jr. High o. Classroom Management Cycle - Voluntary District-wide p. Two (2) Positive Discipline Workshops - Voluntary District-wide q. Training Seminar - Working with Difficult Students r. Discipline Management - Wakefield Elementary s. Discipline Management Incentive Schools' Instructional Aides E. (and/or other appropriate inservice opportunities) a. Abacus Training (all teachers at non-pilot elementary schools) 41 11/08/93 11/15/93 11/16/93 01/10/94 01/11/94 01/20/94 02/03/94 02/07/94 03/09/94 08/30/93 11/08/93 11/15/93 11/16/93 01/10/94 01/11/94 02/24/94 02/04/94 02/07/94 03/10/94 09/29/93Page: 10 Program Seq *: 21 Revnion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide etaff development to improve race relatione 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 Object! vea Strategies Beginning Date Completion Date Responsibility Evaluation Criteria b. Abacus Training/Technical Assistants 09/30/93 10/04/93 c. Self-Esteem/Elementary - Voluntary Districtwide d. Seh-Esteem/Secondary - Voluntary Districtwide e. Self-Esteem/Eiementary - Voluntary - Districtwide f. Abacus Training (extra assistance) - Voluntary District-wide - 8 sessions g. Performance Management Training - Staff Development Director h. Abacus Training Sessions - Eighteen Voluntary District-wide and all Resource Teachers i. Two (2) Self-Esteem/Elementary/Secondary - Voluntary District-wide j. Leadership for Change Training Leadership Class/Vice Principals - Voluntary District-wide k. Curriculum Frameworks Training - Director of Staff Development and Six (6) Curriculum Supervisors I. Leadership for Change SEDL Training - Staff Development Director 42 10/19/93 11/02/93 11/10/93 10/19/93 09/21/93 01/11/94 01/05/94 01/24/94 02/07/94 02/15/94 10/19/93 11/02/93 11/10/93 12/07/93 10/15/93 03/23/94 02/03/94 01/24/94 02/09/94 02/17/94Page: 11 Program Seq *: 21 Revision Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relatione 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria m. Positive Confrontation - Bale Elementary 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. 3.3 Provide district-wide program of staff development 02/23/94 07/01/93 07/01/93 02/23/94 06/30/94 06/30/94 4.0 Provide inservice on \"Effective Implementation of the LRSD Discipline Management System\" (07/01/93) (06/30/94) (Director of Pupil Personnel) 4.0 4.0 (Decrease in the number of students who receive disciplinary sanctions) (Decrease in the disproportionate number of minority students who receive disciplinary sanctions) 4.1 Continue to involve courtselors. principals, assistant principals, and teachers in discipline managenwnt in a desegregated school setting A. Positive Interventions in the Discipline Management System - Inservice Secondary Administrators B. Each building has a building discipline plan C. Students have received training in Rights/Responsibilities Handbook 43 July 1991 (07/01/93) 07/29/93 08/16/93 08/30/93 Ongoing (06/30/94) 07/29/93 09/03/93 09/30/93 Director of Pupil Services (Pupil Services Department, Principals, Counselors) 4.1 4.1 4.1 Roster of participants (Building Level Discipline Managment Plans established for all schools) (Counseling classes will include orientation to the building level plan and district-wide Rights and Responsibilities Handbook)u Page: 12 Program Seq *: 21 Revieion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 D. Focus Group/Peer Sharing - Discipline Management System - Voluntary District- wide/Administrators 4.2 Monitor use of discipline managment system 12/08/93 Fall 1988 (07/01/93) 12/08/93 Ongoing (06/30/94) Principals Counselors School Teams 4.2 4.2 4.2 4.2 Documentation (Quarterly Behavior Managment Reports) (Building level biracial committee reports will be used to monitor and/or adjust discipline plans) (District-wide Biracial Committee) 5.0 Provide PAL (Academic Support) teachers with strategies for planning and delivering more than orw type of instructional grouping (To provide academic support teachers with strategies for planning and delivering more than one type of instructional grouping) (07/01/93) (06/30/94) (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 A. Five articles distributed to Academic Support teachers 44 Fall 1988 (07/01/93) 08/16/93 Ongoing (06/30/94) 09/30/93 Assoc Supt for Eductional 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: 13 Program Seq #: 21 Revision Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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. Six articles distributed to Academic Support teachers C. Six articles distributed to Academic Support Teachers 5,2 Conduct workshop to address ths following: a. grouping theory and strategies b. demonstration of strategies for varied instruction A Cooperative Learning Inservice * Martin L King, Jr. Interdistrict B. Language Arts and Reading Workshop - New Teachers C. Integrated Learning \u0026gt; Garland Incentive D. Hands-On Science - Rightsell Incentive E. Making Language Learning Meaningful Session 1*2 - Southwest Jr. High F. Making Language Learning Meaningful Session 1-2 - Cloverdale Jr. High G. Applied Math 9th Grade Teachers - District- wide 45 10/01/93 12/17/93 01/03/94 03/24/94 Fall 1988 (07/01/93) Fall 1988 (06/30/94) Supervisor of Math and English (Content Area Supervisors, Staff Development Department) 5.2 5.2 5.2 5.2 5.2 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 forough classroom observations and teacher conferences) 08/05/93 10/04/93 10/04/93 10/04/93 10/08/93 10/15/93 10/12/93 08/05/93 10/14/93 10/04/93 10/04/93 11/11/93 11/12/93 10/13/93Page: 14 Program Seq #: 21 Revision Date: May 7. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Qoal: To provide etaff development to improve race relatione 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 Resporwibility Evaluation Criteria H. Developing Thematic Units \u0026gt; Voluntary Districtwide I. Cooperative Learning Refresher - Voluntary District-wide J. Literature Instruction/Shared Reading and Writing - Voluntary District-wide K. Literature-Based Instruction Grades 1-3 - Voluntary District-wide L Hands-On Equations Grades 5-8 - Voluntary District-wide M. Cooperative Learning Cycle - Voluntary District-wide N. Hands-On Science Grade 3 - Voluntary District- wide 0. Integrating Math and Science Grades 1-2 - Voluntary District-wide P. Hands-On Science Grade 6 - Voluntary Districtwide Q. Hands-On Equations Grades 5-8 - Voluntary District-wide A. Cooperative Learning Refresher - Voluntary District-wide S. Cooperative Learning in Social Studies and Science - Williams Magnet T. Integrating Math and Science \u0026gt; Gibbs Magnet 10/21/93 10/29/93 11/02/93 11/04/93 11/09/93 11/10/93 11/11/93 11/15/93 11/18/93 11/29/93 11/30/93 12/06/93 12/07/93 10/21/93 10/29/93 11/03/93 11/04/93 11/16/93 11/17/93 11/11/93 11/15/93 11/18/93 12/06/93 11/30/93 12/06/93 12/07/93 U. Hands-On Science Grade 5, Voluntary Districtwide 12/09/93 12/09/93 V. Flips, Slides, Turns Grades 4-6 Math Teachers 12/09/93 12/09/93 46Page: 15 Program Seq *: 21 Revision Date: May 7. 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 W. Hands-On Science - Bale Elementary 01/05/94 01/05/94 X. Hands-On Math - Science (New Teachers Grades K-6) Y. Three (3) Training Sessions Integrating Math and Science - Voluntary District-wide (2-6) Z Two (2) Math in Literature * Voluntary Districtwide (Grades K-6) AA. Integrating Geography Through Children's Literature (Grades 4-8) BB. Three (3) Hands-On Science - Voluntary District-wide CC. Makine Language Learning Meaningful Session 3-4 - Southwest Junior High School DD. Cooperative Team Learning (2 cycles) - Voluntary District-wide EE. Skills Through Literature - Stephens FF. Language Arts Integration - Rightsell GG. Increasing Effectiveness in Working with Groups - Incentive School Instructional Assistants HH. Fractions, Fractions, Fractions (Grades 4-8) - Voluntary District-wide II. Positive/Negative Numbers (Grades 6-8) - Voluntary District-wide 47 01/05/94 01/11/94 01/13/94 01/19/94 01/20/94 01/27/94 01/27/94 01/31/94 02/07/94 03/09/94 03/10/94 03/15/94 01/19/94 02/17/94 02/24/94 01/19/94 03/17/94 01/27/94 03/17/94 01/31/94 02/07/94 03/10/94 03/10/94 03/15/94Page: 16 Program Seq #\n21 Revision Date: May 7, 1994 Program Name: Staff Development Program Coda: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 inservice to assist principal and faculties with strategies for promoting student achievement and growth (07/01/93) (06/30/94) (Asst. Superintendent, Planning, Research and Evaluation, Staff Development, Content Area Supervisors) 6.0 6.0 (Increase in achievement for alt students) (Decrease in achievement gap in representative population) 6.1 Continue to provide imervice for principals on methods for developing their school improvement plan A. \"What Works\" - directed sharing for new principals 6. Evaluating Literature Based Instruction - District Administrators C. Portfolio Assessment - District Administrators D. Monitoring the At-Risk Child - District Administrators E. Monitoring Instructional Effectiveness - District Administrators F. Next Step In Portfolio Writing - Jefferson Q. Redesign Portfolios - Garland Incentive 48 Pall 1988 (07/01/93) 07/27/93 07/28/93 07/28/93 07/29/93 07/29/93 09/07/93 09/14/93 Ongoing (06/30/94) 07/27/93 07/28/93 07/28/93 07/29/93 07/29/93 09/07/93 09/15/93 Div of Schools Eval and Testing IRC Specialists (Asst. Superintendents) 6.1 6.1 6.1 Comprshansive 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: 17 Program Saq #: 21 Revision Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 Rafaranca Paga Numbar Object! vea Strategies Beginning Date Completion Date Responeibility Evaluation Criteria H. Writing/Getting Started - Pulaski Heights Elementary I. Integrating the Curriculum/Thematic Units * Washington/Woodruff J. Portfolio Assessment  Wilson Elementary 09/23/93 09/28/93 10/18/93 09/23/93 09/28/93 10/18/93 K. Grant Writing Workshop * Academic Incentive Grant 10/27/93 10/27/93 L Portfolio Assessment - Washington Magnet M. Portfolio Assessment - Watson Elementary N. Portfolio Assessment (2 Sessions) - Rockefeller Incentive School 0. Focus Group * Technical Assistance * Academic incentive Grants P. Portfolio Assessment - Bale Elementary Q. Six (6) Portfolio Assessment Training Sessions R. Effective Schools Training Leadership Class S. Achieving Equity Leadership Class 11/01/93 11/02/93 11/08/93 11/17/93 12/06/93 01/04/94 02/08/94 03/15/94 11/01/93 11/02/93 12/06/93 11/17/93 12/06/93 03/09/94 02/22/94 03/15/94 T. Seven (7) Reading Inservices to Promote Instructional Practices 02/02/94 03/15/94 6.2 Continue to assist principals in revising school improvement plans through the analysis of disaggregated data July 1991 (07/01/93) Ongoing (06/30/94) Assoc and Asst Supts 6.2 6,2 6.2 Completed plans (Provide written feedback and opportunities for sharing \"What Works\" in various building-level plans) (Plans reflect strategies that evolved from disaggregated data) 49Page: 18 Program Seq #: 21 Reviaion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 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. Integrated Learning - Garland incentive B. Hands-On Science - Rightsell Incentive C. Making Language Learning Meaningful Session 1-2 - Southwest Junior High D. Positive Discipline - Brady Elementary E. Discipline Management - Cloverdale Elementary F. Making Language Learning Meaningful Session 1-2 - Cloverdale Jr. High G. Race Relations Inservice - Metropolitan H. Portfolio Assessment  Wilson I. Classroom Discipline - Watson J. Race Relations Inservice - Baseline K. Portfolio Assessment - Washington Magnet L Portfolio Assessment - Watson Elementary M. Positive Discipline - McDermott N. Positive Discipline - Garland Incentive 50 1991 School Year (07/01/93) 10/04/93 10/04/93 10/08/93 10/11/93 10/11/93 10/15/93 10/18/93 10/18/93 10/26/93 11/01/93 11/01/93 11/02/93 11/02/93 11/08/93 Ongoing (06/30/94) 10/04/93 10/04/93 11/11/93 10/11/93 10/11/93 11/12/93 10/18/93 10/18/93 10/26/93 11/01/93 11/01/93 11/02/93 11/02/93 11/08/93 Staff Dev Dept Content Area Supervbora Principals 6.3 6.3 6.3 Workshop agendas and evaluatiorts (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)Page: 19 Program Saq f: 21 Revision Date: May 7. 1994 Program Name: Staff Development Program Code\n09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal: To provide staff development to improve race relatiorrs and equity. (To provide staff development activities that will promote the implementation of the desegregation plan resulting in improved academic achievement.) Pian Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria O. Cooperative Discipline Cycle - Stephens Incentive P. Portfolio Assessment (2 Sessions) - Rockefeller Incentive Q. Positive Discipline - Mabelvale Elementary R. Working with At-Risk  Brady Elementary S. Operationalizing Equity  Fair Sr. High T. Cooperative Learning in Social Studies and Science - Williams Magnet U. Portfolio Assessment * Bale Elementary V. Integrating Math and Science - Gibbs Magnet W. Portfolio Assessment - Brady X. Hands-On Science - Bale Y. Positive Discipline \u0026gt; Mabelvale Junior High Z Compton's Encyclopedia Computers - Franklin AA. Childrens Writing - Franklin BB. More Portfolios - Rockefeller CC. Making Language Meaningful - Southwest Junior High DD. Race Relations - Dodd EE. Language Arts Strategies - Stephens FF. Race Relations - Brady GG. Language Arts Integration  Rightsell HH. Improving Human Relations - Mitchell 51 11/08/93 11/08/93 11/15/93 11/29/93 12/06/93 12/06/93 12/06/93 12/07/93 01/04/94 01/05/94 01/10/94 01/10/94 01/14/94 01/24/94 01/27/94 01/31/94 01/31/94 02/07/94 02/07/94 02/07/94 11/29/93 12/06/93 11/15/93 11/29/93 12/06/93 12/06/93 12/06/93 12/07/93 01/04/94 01/05/94 01/10/94 01/10/94 01/14/94 01/24/94 01/27/94 01/31/94 01/31/94 02/07/94 02/07/94 02/07/94Page: 20 Program Seq 21 Revieion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader\nDonita Hudspeth Program Qoal: 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 II. Portfolio Assessment \u0026gt; Dodd 02/21/94 02/21/94 JJ. KK. LL Positive Confrontation - Bale Portfolio Assessment - Hall Learning Styles * Mabelvale Elementary MM. Cross-Cultural Relations - Baseling NN. Integrating Math/Science - Mitchell 00. Literature in Social Studies - Geyer Springs PP. Cooperative Learning Refresher - Geyer Springs 6.4 To provide special assistance for teachers as requested. 02/23/94 03/02/94 03/07/94 03/07/94 03/14/94 03/17/94 03/21/94 07/01/93 02/23/94 03/02/94 03/07/94 03/07/94 03/14/94 03/17/94 03/21/94 06/30/94 7.0 Form tri-district committee for collaborative procedures July 1. 1991 (07/01/93) Ongoing (06/30/94) (Directors of Staff Development from LRSD, PCSSD, and NLRSD) 7.0 7.0 Ongoing analysis (Tri-district workshops will be held) 7.1 Establish tri-district committee A. Tri-district Committee is formed 52 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)Page: 21 Program Seq *: 21 Revision Date: May 11, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 7.2 Meet four times per year, two timea each semester. The committee functions will be to identify and implement staff devsiopntent strategies that will assist the districts In fulfilling expectations of \"maintaining quality\" desegragatsd school districts. A. First meeting is scheduled for October 1, 1993 B. Tri*Di$trlct Committee Meeting 7.3 Plan any activities appropriate for collaboralion, e.g., community meetings, etc. A. Teachers from LRSD were recruited for Equity in Excellence class taught by PCSSD and will receive salary credit at its completion B. Meeting with Media Speciaists and Curriculum Specialists from North Little Rock and Pulaski County to plan Multicultural Fair C. Teachers from LRSD were granted salary credit for classes taken through Pulaski County Staff Development Department D. Meeting with Associate Superintendent for Desegregation from Pulaski County E. Teachers from LRSD were recruited for Equity in Excellence class taught by PCSSD and will receive salary credit F. Tri\u0026lt;fistrict Multicultural Fair 53 (07/01/93) 07/01/93 10/01/93 10/01/93 (07/01/93) 08/26/93 11/16/93 09/01/93 11/30/93 12/01/93 02/23/94 (06/30/94) 06/30/94 10/01/93 10/01/93 (06/30/94) 12/15/93 11/16/93 12/17/93 11/30/93 01/07/94 02/23/94 (Directors of Staff Development from LRSD, PCSSD, and NLRSD) (Directors of Staff Development from LRSD, PCSSD, and NLRSD) 7.2 (Record of meetings and collaborative nature of areas addressed) 7.3 (Documentation of number of activities among the three districts)Page: 22 Program Seq *: 21 Revision Date: May 7, 1994 Program Name\nStaff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Qoal: 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 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6.0 Provide staff development comportent for effective staff development in desegregated school setting (07/01/93) (06/30/94) (Board of Directors, Superintendent Director of Staff Development) 8.0 (Gather and analyze data from school district participants on the effectiveness of the staff development activities designed to address their specific needs) 8.1 Establish staff development component a. Staff Development Dept Personrtei b. Staff Development Office c. Staff Development Catalogue/Calendar A. Department personnel is functioning at 86% B. Office is operational C. Catalogue was distributed on October 1 8.2 Certified staff members (administrators and teachers) shall be trained to teach and counsel black an educationally-advantaged students. 8.3 The Little Rock School District will hire a five- member staff development team for this purpose. 54 July 1991 July 1991 July 1991 (07^1/93) 07/01/91 09/01/93 07/01/93 07/01/93 Ongoing Ongoing Ongoing (06/30/94) 06/30/94 10/01/93 06/30/94 06/30/94 Board of Diractore/Supt Human Resources Dir of Staff Dev 8.1 8.1a Implementation of Staff Development Dept Employment of Director, four specialists and one secretary (implementation of Staff Development Department in July, 1991) 8.1b Office is operational 8.1b (Office was established in July, 1991 8.Ie Dbtribution of catalogue/ calendar 8.1c (Staff Development Catalogue/Calendar distributed annuallyPage: 23 Program Seq #: 21 Reviaion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth Program Goal\nTo provide ataff development to improve race relatiorw 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 Objectivea Strategies Beginning Date Completion Data Responsibility Evaluation Criteria 8.4 The Little Rock School Kstrict Staff Development Department will be responsible for implementing the staff development senzices. 8.5 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. 8.6 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, learning process and change dynamics. 8.8 The diverse training needs of staff at all employment levels will be met. 8.9 The District will establish resource banks which identify the training skills or specialized knowledge of employees and volunteers which can be shared through staff development activities. 55 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94Page: 24 Program Seq #: 21 Revieion Date: May 7, 1994 Program Name: Staff Development Program Code: 09 Primary Leader: Dennis Glasgow Secondary Leader: Donita Hudspeth 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 8.10 Computer data bases will be used to record each employee's staff development history. 8.11 Carefully planned training of trainers' events will be actively used to expand inhouse training expertise. 8.12 Interdistrict training activities will be frequently offered for groups of employees and volunteers. 6.13 The District will deal decisivelv with the Issue of racism and will involve all staff, students, and parents In a comprehensive prejudice reduction program. 8.14 Certain areas of training and staff development will be specialty emphasized: utilization of voulnteer resources, preparation of substitute teachers and aids, and training for parents. 56 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Program Saq *: 22 Page: 1 Raviaion Data: May 11, 1994 Program Nama: Ubrary/Media Program Coda: 32 Primary Laadar: Dennis Glasgow Secondary Laadar: Lucy Lyon Program Description: District Goal Support: Program Goal: Plan References: Each child In the Uttio Rock School District should be given access to his/her full measure of the Instructional resources. Ubrary/media services will be designed to provide lor extension and enrichment of basic skills and will also accommodate the varied learning styles of students In different instructional groups. Because students will have opportunities Io work and learn in the library/media center under the direction of a trained teacher-librarian, they will be able to approach learning in a variety of ways, thus accommodating their individual styles and also providing for the additional \"time on task\" or enrichment that many students need In order to internalize the material initially presented. 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 support District goals and student needs with regard to learning stylos, relevance of instruction, support of multicultural school curriculum, and the application of learning to real-life situations. Ubrary/media services will be designed to provide for extension and enrichment of basic skills and will also accommodate the varied leamlng 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 trained teacher-librarian. The Uttle Rock School Distrlcfs library/media program will fulfill Its potential as an essential contributor to the District s successful desegregation plan. Upon implementation of the elementary program a 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 #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 achiovement. Goal #2 - Develop and maintain a staff that Is well-trained and motivated. Goal #3 - The Uttle Rock School Board, administration, stafl, 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 students, staff and the community as a valued resource upon which out community and nation can draw as we prepare lor the 21st Century. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Ran. I L 106, L 107, L 109, L 110 ] FY Program Budget: $479,954.32 1st Qtr Expend: $61,580.87 3rd Qtr Expend: $91,974.51 FTE 30 YTD Expenditures: $264,476.35 2nd Qtr Expend: 4th Qtr Expend: I Related Function Codes: 3 57Program Seq #: 22 Program Name: Library/Media Program Code: 32 Program Qoal: Plan Reference Page Number L109 L106 L109 L109 L109 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Estelle Matthis Secondary Leader: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Objectives Strategies Beginning Date Completion Date Page: 2 Revision Date: May 11, 1994 Lucy Lyon Responsibility Evaluation Criteria 1. Implement the district's proposed new elementary library/media program. 1. (To provide equitable access to library resources including multicultural and audiovisual resources for all students.) 1.1 Hire consultant, coordinator, and clerical help A Consultant, coordinator, clerical help were hired. 1.2 Review recommendation/outline new program. A. New was program outlined. 1.3 Identify equipment and material necessary for new library/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. 58 (July 1, 1993) (June 30, 1994) (Coordinator of Library Services, Principals, Librarians) Dir of Human Serv, Supv of Inet Tech 09/20/88 09/01/88 10/16/88 11/01/88 1. Comparison of survey results 1988-1993 will show increased use. 1. Comparison of data collected monthly will show: eStudent visits will increase. eVolume of books checked out will increase.  Independent research by etudents will be documented to show use. Number of classes/groups scheduled by teachers will be documented to show use. 1.1 Contracts (Contracts are on file in Human Resources.) Consultant, Supv of Inst Tech, Advisory Committee Librarians Coordinator of Library Services 1.2 Agenda 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.)Program Saq *: 22 Page: 3 Ravialon Data: May 11, 1994 Program Nama: Library/Media Program Coda: 32 Primary Leader: Estelle Matthls 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 district's Desegregation Plan Plan Reference Page Number L109 L109 L109 L109 L109 L109 Objectivea Stratagiae Beginning Data Completion Date Responsibility Evaluation Criteria A. Equipment/materials were identified. 1.4 Order equipment and materials rtecessary including AV software. (Determine/purchase core materials needed for each elementary school.) A Books and reference materials supporting curriculum ordered for each school. 1.5 Prepare a tentative supplemental list of new AV film/videoe, etc., and distribute. A. List of film/videos was prepared. 1.6 Develop procedures, guidslines, policy statements, and curriculum guides. A Procedures, guidelines, policy statements and curriculum guides were completed. 1.7 Conduct inservice and curriculum development for classes for librarians, principals, and teachers. Library media specialists will provide inservice training to building4evel staff In the use of materials and equipment. A. Inservice and curriculum classes were held. 1.8 Process naw material including cataloging. A. New material was processed. 1.9 Receive requests for AV materials for fall semester 1989. A AV requests for fall semester 1989 were received. 59 10/16/88 (July 1, 1993) 01/03/94 02/01/89 (12/01/89) 07/01/93 12/01/89 11/01/88 April 1. 1989 04/01/89 12/05/88 (June 30, 1994) 03/31/94 03/01/89 05/30/90 06/30/94 05/30/90 10/01/89 May 30, 1989 05/30/89 Supv of Inst Tech. Coor of Lib Services, (Librarians) Supv of Inst Tech Cortsultant, 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 ibt (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.)Psge: 4 Program Seq #: 22 Revieion Date: May 11, 1994 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Qoal: The district will provide each student with library/media services in accordance with the essential role outlined in the districts Desegregation Plan Plan Reterence Page Number LI 09 L110 L110 L110 Objectives Strategies Beginning Date Completion Date Resporwibility Evaluation Criteria 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 are scheduled daily and were current on 09/30/93. B. Videos are scheduled daily and were current on 12/17/93 C. Videos are scheduled daily and were current on 03/25/94. 1.11 Hire full-time librarians and full-time cbrks for each elerrwntary school as needed. A Full-time librarians were in place in all elementary libraries. Clerks were In place according to LRSD formula. 1.12 Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. (Maintain procedures for prompt and efficient repair of AV equipment.) A. Third quarter repair record: 145 AV machines repaired  63 within one (1) week or receipt\n70 computer monitors repaired\n33 computer cable jobs completed 1.13 Notify teachers via librarians of the fail schedule (films/videosl. (Instructional videos correlated to LRSD curriculum are scheduled. Use of 16mm film is outdated.) GO (July 1, 1993) 08/23/93 10/01/93 01/03/94 July 1. 1993 07/01/93 July 1, 1993 01/03/94 July 1, 1993 (June 30, 1994) 35% 70% 64% June 30, 1994 09/30/93 June 30. 1994 03/31/94 June 30. 1994 Supv of Inst Tech (Coor Lib Serv) Dir of Human Serv. Supv of Inat Tech. Coor Lib Serv. Principals Supv of Imt Tech (Coor Lib Serv) Supv of Irwt Tech (Coor Lib Serv) 1.10 Schedule (Videos correlated to curriculum will be used in each school.) 1.11 Contracts (Sufficient staff will be in place to meet state and North Central Standards for librarians. Library clerks will be staffed 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.)Page: 5 Program Sag *: 22 Revision Date: May 11. 1994 Program Name: Library/Media Program Code: 32 Primary Leader: Estelle Matttiis 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 district's Desegregation Plan Plan Reference Pago Number L109 L110 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. B. C. Teachers are notified weekly of current videos. Teachers are notified weekly of current videos Teachers are notified weekly of current videos 1.14 Supply films/videos per schedule. A. B. C. Videos are supplied weekly. Videos are supplied weekly. Videos are supplied weekly. 1.15 Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity consideratiorts. The goal is to devise a plan which will provide the district with consistent lirw item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required A. An AV equipment purchase plan was developed. 1.16 Order supplies and printing. A. Supplies and printing were ordered. 1.17 Conduct inservice for librarians and library clerks. A. Inservice for elementary librarians held 08/12/93, and for secondary on 08/10/93. 61 09/30/93 10/01/93 01/03/94 July 1, 1993 08/23/93 10/01/93 01/03/94 Sept. 5, 1989 09/05/89 Oct. 15, 1988 August each yr. (July 1) 08/10/93 35% 70% 80% June 30, 1994 35% 70% 80% Nov. 1. 1989 11/01/89 June 30, 1990 Ongoing (June 30) 08/12/93 Supv of Inst Tech (Coor Lib Serv) Supv of Inst Tech Supv of Inst Tech Coor of Lib Serv Librarians Z I 1.14 Weekly delivery (Videos correlated to curriculum will show 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 (Quarterly data will reflect an Increase in library use.)Page: 6 Program Saq f: 22 Revision Date: May 11, 1994 Program Name: Ubrary/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 district's Desegregation Plan Plan Reference Page Number L106 L107 L107 L107 Objectives Strategies Beginning Date Completiorf Dele Responsibility Evaluation Criteria \"1 2. (To extend and enrich the basic skills in ways that meet students varied learning styles and promote life long learning.) B. Inservice for librarians offered as follows: Abacus  October 26. 27\nGreat Books - December 2, 3, 6, 7\nSecondary Inservice  December 2 C. Inservice offered third quarter as follows: TriDistrict 01/11/04\nCelebrate Literacy 03/09/94\nSecondary Chapter II 03/16/94 2.1 (Plan with classroom teachers for materials needed for classroom units.) A. Librarian/Teacher Planning for Materials\nSecondary Librarians have consulted with teachers 1,950 times\nElementary Librarians have consulted with teachers 4,828 times 6. Ubrarians/Teacher planning for Materials for Dec., Jan., Feb.: Secondary Librarians consulted with teachers 4,518 times\nElementary Librarians consulted with teachers 10,375 times 2.2 (Hold at least one reading motivation activity each year.) A. Reading Motivation Activities Held\nSecondary = 20 sessions\nElementary \u0026gt; 23 sessions 6. Reading motivation activities held in Dec., Jan., Feb.\nSecondary  36\nElementary = 67 2.3 (Plan with teachers for library instruction to be correlated to classroom instruction.) 62 July 1. 1993 10/01/93 01/03/94 July 1, 1993 10/01/93 01/03/94 July 1. 1993 10/01/93 01/03/94 July 1, 1993 June 30, 1994 12/31/93 03/31/94 June 30. 1994 12/31/93 03/31/94 June 30, 1994 12/31/93 03/31/94 June 30. 1994 Principals, Librarians Principals, Librarians Principals, Librarians Principate, Librariarvs 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 student tests scores.) 2.1 An increase in test scores for reference/studv skills will be evident utilizinQ norm- and criterion-referenced tests 2.2 (More books will be checked out in each school.) 2.3 (Improved planning with teachers will result in higher achievement for students.)Program Seq *: 22 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estella Matthls Secondary Leader: Pag*' 7 Revision Date: May 11, 1994 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 Reference Page Number Objectives Strategies Beginning Date Complstion Date Reeponsibility Evaluation Criteria LI 07 133 1. The selection of materisls/resources to support the curriculum in desegregated school districts is a multi-district goal of the library media programs. A Ubrarian/Teacher planning for Instruction: Secondary = 345 sessions\nElementary = 774 sessions B. Ubrarian/Teacher planning for instruction: Secondary = 1,146\nElementary  3,339 2.4 (Instruct students In literary/reference skills) A Instruction of students in Library skills: Secondary = 22,674 sessions\nElementary = 29,212 sessions B. Instruction of students In library skills: Secondary = 59,401\nElementary \u0026gt; 88,254 2.5 Ubrarv media specialists will plan with ciassroom teachers for materials needed for classroom units. 2.6 Ubrarv 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. 2.8 Ubrarv media specialists will instruct students in literary skills and reference/study skills. 1.1 Continue hosting Muki-District, Multicultural Resource Sharing Fair. In the future, the fair site will rotate among the three districts. 63 10/01/93 01/03/94 July 1, 1993 10/01/93 01/03/94 07/01/93 07/01/93 07/01/93 07/01 /93 Annually 12/31/93 03/31/94 June 30, 1994 Principals, Librarians 12/31/93 03/31/94 06/30/94 06/30/94 06/30/94 06/30/94 Ongoing Library Media Director or responsible person including NRLSD) A 2.4 (Abacus assessment will show mastery of reference/study skills.) Resources will be selected, purchased, and utilized by teachers and students as they teach the curriculum of the desegregated school districts.Page: 8 Program \u0026amp;aq f: 22 Raviaion Data: May 11, 1994 Program Nama: Library/Media Program Coda: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Qoal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan 133 I34 Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Two tri-district meetings held to plan Fair. Date of Fair set for 02/22/94 with NLR hosting B. Multicultural Materials Fair, with NLR hosting, held at North Little Rock High School, East Campus. 1.2 Begin hostino Mutti-Dlstrict Resource Sharing Fair with book and AV materials, vendors, rotating the site among the three districts. 11/30/93 02/22/94 07/01/93 11/30/93 02/22/94 06/30/94 2. The inservice training library media staff members to desegregated school districts is a multi-district goal of the library media programs. 3. Utilization of television technology In desegregated school districts te a multi-district goal of the library media programs. 4. Recruitment of minority Library Media Specialists in desegregated school districts is a muHi-district goal of library media programs. 2.1 Plan to host muhi-district Inservice meetings such as the orte sponsored by the Pulaski County Educational Service Cooperative in April of 1988 to explain the new national guidelines for school library madia program planning. 2.2 Plan to host inservice training for multidistrict library media specialists using district employees. A. Tri District meeting planned for 01/11/94. B. Tri-District Inservice held 01/11/94. 3.1 Implement utilization of cable channel 19 and/or videotapes produced at Metro to teach basis skills, etc. 4.1 Contact teachers training institutions/recruit teachers for training programs in library media certification. G4 Ongoing To be established 11/16/93 01/11/94 To be established Ongoing Ongoing Ongoing 11/16/93 01/11/94 To be established Ongoing Library Media Directors or responsible person including NLRSD) Library Media Directors or responsible person Library Media Directors or responsible person (including NLRSD Inservice training will develop skills for library medial specialists who work in desegregated school districts Students wilt gain practical vocational experience 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 occurPsQe: 9 Program Seq *: 22 Revision Date: May 11, 1994 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Lucy Lyon Program Qoal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Plan Reference Page Number Objectives Strategies Beginning Date Completion Date Resporwibility Evaluation Criteria 5. Muhi-district communication for library media program administrators is a goal for the programs. S. The summative evaluation will Involve a pre- and post-survey instrument for a comparsion 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 development opportunities to other district administrators. 5.2 Meet informally for sharing sessions. A. Met 11/20/93 for Informal sharing session. 65 Ongoing 11/30/93 07/01/93 Ongoing 11/30/93 06/30/94 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 freouent 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 the 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 instruction.Program Saq f: 22 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthis Secondary Leader: Page\n10 Revision Date: May 11, 1994 Program Goal: The district will provide each student with library/media services in accordance with the essential role outlined in the district's Desegregation Plan Lucy Lyon Plan Reference Page Number Objectives Strstegles 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 dally and weekly basis will be evidenced through documentation. 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 qualitv of research conducted by students will be improved. 6.9 The number of desses/ groups scheduled end supervised by the classroom teacher will be documented. 7, Library madia specialist will annually evaluate the collection for adeguaev of multicultural materials and will continually evaluate naw materials to ba considered for purchase. 07/01/93 06/30/94 66Page: 11 Program Seq *: 22 Reviaion Data: May 11, 1994 Program Name: Ubrary/Media Program Code: 32 Primary Leader: Estelle Matthls 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 Reference Page Number Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8. Recommendations for multicultural materials will be shared with all principals and librarians and recommended for core purchase for all schools. 07/01/93 06/30/94 9. The 1992-92 school year will be used to eatabliah baseline data for determining prooreaa, 07/01/93 06/30/94 10. Undertake a comparative study of library resources among the incentive schools as well as other schools of comparable size to bring about parity of holdings through an equitable purchasing policy. 07/01/93 06/30/94 07/01/93 06/30/94 11. Modify building space to Increase library capacities at Mitchell and Garland. Purge the shelves of outdated and well-worn materials. At Mitchell, books most frequently used by the four- year old program, kindergarten, and first grades could be permanently placed in the individual classroo\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_229","title":"Little Rock School District (LRSD) Third Quarter Status Report, Volume II, part 2","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":["1994-05-13"],"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) Third Quarter Status Report, Volume II, part 2"],"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/229"],"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\nRecruitment Cluster * * * Parent Involvement - Recruitment VIPS - Recruitment Public Relations 163LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Progran Seq *: 17 Page: 1 Revision Date: May 9, 1994 Program Maae: Parent Involvement (Recruitment) Program Code: 33 Primary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Program Description: (The purpose of the recruitment program is to devise a system in which parents throughout Pulaski County are knowledgeable about all school options and to encourage voluntary movement which aids desegregation, the Pulaski County conmunity.) For this program to be effective outreach into the community must be energetic, and include the support of every facet of District Goal Si^port: 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. Program Goal: (To recruit students to the LRSO schools and thereby assist the District in achieving an acceptable racial balance at each school as stipulated in the desegregation plan.) 1. 2. 3. To recruit private school students. To implement a recruitment program for incentive schools. To enhance parent involvement to support recruitment activities. Plan References: L13, L14. L95, L96, L132, L135, L147, L215, L216J-63, 1-64, 1-66, I 8-11, T-Exh. #114 - #115 FY Program Budget: UO,000.00 1st Qtr Expend: S10.26 3rd Qtr Expend: $3,671.19 FTE YTD Expenditures: $5,693.95 2nd Qtr Expend: $2,012.50 4th Qtr Expend: [ Related Function Codes: 164Progran Seq *: 37 Program Name: Parent Involvement (Recruitment) Program Code: 33 Program Goal: To recruit private school students. LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Dr. Russell Mayo Secondary Leader: Page: 2 Revision Date: Jeanette Wagner May 9, 1994 Plan Reference Page Nuit\u0026gt;er 1. L95 I.I L95 1.2 L95 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1. Active recruitamnt of private school students to the Little Rock School District will be handled, in large part, by the PTAs in individual schools. 1.1 Gather and utilize private school and preschool directories. a. Arkansas Baptist Systems b. Catholic High c. Christ the King d. First Christian Daycare e. Good Counsel f. Holy Souls g. Mt. St. Marys h. Pulaski Hgts Bapt. Preschool i. St. Harks Day School J. Walnut Valley Christian k. Westover Hills Presbyterian Preschool I. Asbury Methodist Daycare m. St. James Methodist Daycare n. Pulaski Academy 1.1A. (Form PTA Council recruitment team to assist.) a. Team formed 1.1B The Parent Recruiters will share and network recruitment strategies with each PTA, 1.2 Pinpoint those private school students living in each attendance zone. a. Enter names on database 165 07/01/93 07/01/93 10/04/93 100* 07/01/93 07/01/93 100* 06/30/94 06/30/94 10/08/93 06/30/94 12/31/93 Parent Recruiters, PTA's. Assoc. Supt. for Deseg. Parent Recruiters, Student Assignment Office PTA Council president. Parent recruiters PTAs, Parent Recruiters, Deseg. Information Coord. 1. (Number of private school students entering LRSD. List of recruitment activities.) 1.1 (Prepared list of private school students by zoneblocks.) I.1A (Letter from PTA Council president listing team members.) 1.2 (Pinpointed list of private school students living in each schools attendance zone.)Page: 3 Program Seq f: 37 Revision Date: May 9, 1994 Program Name: Parent Involventent (Recruitment) Program Code: 33 Primary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Program Goal: To recruit private school students. Plan Reference Page Himber Objectives Strategies Beginning Date Coag\u0026gt;letion Date Responsibility Evaluation Criteria 1.3 L95 1.4 L95, 166 1.5 L95 1.2A The determination of those private school families who live within a specific school's attendance zone and the recruitment of these students. 1.3 Contact prospective kindergarten students from lists from area pre-schools and day care centers and provide information about the attendance zone school. a. Trinity Methodist Church b. Highland Valley Methodist Church c. Meet with HIPPY parents d. Mail letter/flyer to 80 ministers e. Mail flyer to 4 year old waiting list f. Distribute flyers at Daycares g. Meet with Parkview Kindergarten parents 1.4 The PTAs will be asked to contact these student's families and provide opportKiities to inform them about attendance zone school. a. List \u0026amp; labels sent to selected schools with names and addresses of students in their attendance zones presently in private schools. 1.5 Provide direct assistance to PTAs which have limited parental si^iport and manpower. 1.5A. (Identify Schools needing assistance.) a. Meet on incentive school needs b. Memo to incentive school principals 16G 07/01/93 06/30/94 07/01/93 01/27/94 01/23/94 02/01/94 02/01/94 02/01/94 01/25/94 07/01/93 07/01/93 07/01/93 01/09/94 01/28/94 01/31/94 06/30/94 06/30/94 01/31/94 PTAs, Principals, School Recruitment Teams. PTAs, Principals, School Recruitment teams. PTA Comcil, Parent Recruiters, VIPS Assoc. Supt. for Deseg., PTA Council, Parent Recruiters, VIPS 1.3 (Feedback on families contacted with response and results.) 1.4 (Sign*in sheets, invitations, report of results.) 1.5 (Minutes of meetings, 8ign*in sheets) 1.5A.(List of schools with limited parental support.)Page: 4 ProgrBM Seq *: 37 Revision Date: May 9, 1994 Program Name: Parent Involvement (Recruitment) Program Code: 33 Primary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Program Goal: To recruit private school students. Plan Reference Page Nuiber 1.6 L95 1.7 L95 Objectives Strategies Beginning ___Date Coapletion Date Responsibility Evaluation Criteria 1.5B. (Conduct meetings with schools requesting assistance.) a. Fair Park Principal b. Fair Park Prospective Parents b. McClellan Team d. Fair Park Parents e. Forest Park Parents f. Gibbs Recruitment Team g. Otter Creek Recruitment Team h. Incentive School Principals 1.6 Meet bi-monthly with PTA Council and/or various PTA representatives to monitor recruitment activities. 1.6A. (Attend PTA Council meetings monthly) a. September 14, 1993, Board Room b. October 12, 1993, Brady c. November 9, 1993, Mitchell d. December 14, 1993, Terry e. January 11, 1994, Henderson f. February 22, 1994, Founders Day g. March 8, 1994, Mabelvale Elem. 1.7 Obtain and forward to each school, coaputer printouts of students on the data base who exited the LRSO during iaplementation of the controlled choice assignamnts plan and who are not presently enrolled in a district school. PTAs will contact these students families and encourage them to reconsider their pii\u0026gt;lic school options. (This was done on a one-time basis the year following the controlled choice plan.) 1.7A. (Conduct exit polls at school level.) 167 11/17/93 11/29/93 12/03/93 01/13/94 01/11/94 01/04/94 01/07/94 01/20/94 07/01/93 07/01/93 09/01/87 07/01/93 06/30/94 06/30/94 completed 06/30/93 Parent Recruiters PTA Corneil, Parent Recruiters, VIPS PTA Council, Parent Recruiters PTAs, Principals, Assoc. Supt. for Oeseg., Communications School Recruitment teams, PTA, Parent Recruiters 1.5b. (log of meetings) 1.6 (Minutes of meetings, sign-in sheets, survey from principals.) 1.6a. Agendas, Recruitment Updates. 1.7 1.7A. (Response data)Page: 5 PrograM Seq *: 37 Revision Date: May 9, 1994 Program Naaie: Parent Involvement (Recruitment) Program Code: 33 Primary Leader: Or. Russell Mayo Secondary Leader: Jeanette Wagner Program Goal: To recruit private school students. Plan Reference Page MuiRier 1.8 L95. 164 1.9 Objectives Strategies Beginning Date Coay\u0026gt;letion Date Responsibility Evaluation Criteria 1.8 Continue to foster a working relationship with area realtors in order to access those families who are relocating to Little Rock area in conjmction with school tours. a. Presentation to Collins Realty b. Presentation to Janet Jones Realty c. Provide informtion to McDaniel Realty d. Provide assistance on update on Realtors Guide e. Provide information to Caldwell Banker f. Provide information to ReMax Realty g. LR Board of Realtors 1.8a. Mail letters to area Realtors offering information sessions. 1.8b. Provide tours, meetings and mailouts to prospective parents. 1.9. Publicize pre-registration for all schools in order to give all parents the opportunity to request the best opportunity for their children in either area, incentive, interdistrict or magnet schools a. Mail pre-registration and open house information to all LRSO homes b. Pre-registration Kick-off'* press conference. c. Mail brochure to all (28,105) NLR and PCSSD students. d. Develop/Produce/distribute (2,200 monthly) Parent Involvement Calendars with registration dates. e. Flyers sent home with all primary students. IGS 07/01/93 07/17/93 08/17/93 09/08/93 09/13/93 11/18/93 12/07/94 01/20/94 7/01/93 01/15/94 02/03/94 06/30/94 07/17/93 08/17/93 09/08/93 09/15/93 06/30/94 02/18/94 Parent Recruiters Parent Recruiters Director of Connunicat ions, Parent Recruiters, Student Assignment Office. MRC 1.8 (Log of contacts with realtors and prospective families.) 1.10 Number of parents preregistering.Page: 6 Prograa Seq *: 37 Revision Date: Hay 9, 1994 Progran Maae: Parent Involvement (Recruitment) Prograai Code: 33 Priaary Leader: Dr. Russell Hayo Secondary Leader: Jeanette Wagner Progran Goal: To recruit private school students. Plan Reference Page Niaber Objectives Strategies Beginning Date (kMpletion Date Responsibility Evaluation Criteria f. Television special on ICASN-TV38 02/15/94 g. Incentive school highlight letters mailed to 7,690 elementary white parents in Little Rock, Private Schools, PCSSO h. Posters on registration and open houses at local businesses i. Pre-registration flyers to private school lists j. Pre-registration flyers mailed to 4- year-old waiting list. k. News stories on registration 01/15/94 01/25/94 02/16/94 I. Flyers and posters provided to local day care centers. m. Individual school recruitment team efforts including posters, flyers, newspaper advertisements, letters and personal phone calls. n. Letters and posters mailed to 80 churches and synagogs offering informational sessions. 02/01/94 o. Open houses offered in all schools. Incentive Elementary Hagnet Secondary Hagnet Interdistrict Elementary Hagnet Secondary Area 01/24/94 01/25/94 01/26/94 01/31/94 02/01/94 02/02/94 p. Letters mailed to all white students in incentive schools attendance zones who are atterding other schools. q. Hailed poster and letter to targeted students making them aware of Clinton school. 1GbPage: 7 Prograa Seq *: 37 Revision Date: May 9, 1994 Program Name: Parent Involvement (Recruitment) Program Code: 33 Primary Leader: Or. Russell Mayo Secondary Leader: Jeanette Uagner Program Goal: To recruit private school students. Plan Reference Page Nudier 1.10 L95 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 1.10 The District will assess the effectiveness of recruitment strategies on an annual basis and share and discuss the assessment with the parties before seeking court approval of alternative strategies. 07/01/93 06/30/94 Assoc. Supt. for Deseg. Parent Recruiters, Parent Recruitment Team 1.9 (Annual report reviewing racial balance of schools targeted and the nunber of private school students who entered LRSD.) 170Progran Seq *: 37 Prograa Nane: Parent Involvement (Recruitment) Program Code: 33 Program Goal: Plan Reference Page Nimber 2. L215 2.1 L215 2.2 L215 2.3 L215, 163 2.4 L21S LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Or. Russell Mayo Secondary Leader: Page: 8 Revision Date: Jeanette Wagner May 9, 1994 To implement a recruitment program for incentive schools. Objectives Strategies Beginning ___Date Completion Date Responsibility Evaluation Criteria 2. To provide information to the coaasnity about the incentive school program. 2.1 Kail final report on incentive school program to special interest and commsiity gr(X4. (program brochure) 2.2 Conduct information sessions at churches located near incentive schools and churches throughout the coomssiity with large memberships. (Provide information on pre-registration activities.) a. Geyer Springs Baptist b. Lifeline Baptist c. Mabelvale United Methodist d. Mabelvale Assenbly of God e. Trinity Methodist f. Highland Valley Methodist g. Letter/flyer to 80 churches 2.3 Conduct information sessions with special audiences a. Meet with Liz Parkhurst/ Biracial Committee. b. Presenter for Parenting for the 9O's Workshop sponsored by Doctor's Hospital, c. Report to Biracial Committee d. Incentive School Principals e. Dad's Club at Terry 2.4 Establish Saturday information booths. 171 07/01/93 07/01/93 07/01/93 09/14/93 09/14/93 09/15/93 09/15/93 01/24/94 01/23/94 02/02/94 07/01/93 09/13/93 10/15/93 02/28/94 01/28/94 03/14/94 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Associate Supt. for Deseg., Parent Recruiters, Recruitment Teams, Principals. Associate Supt. for Deseg. Assoc. Supt. for Deseg., Principals, Recruitment Teams, Parent Recruiters. Assoc. Supt. for Deseg., Principals, Recruitment Teams, parent Recruiters Assoc. Supt. for Deseg., Oeseg. Facilitator, Parent Recruiters, School Teams. 2. Annual report of voluntary assignments to incentive schools. 2.1 (mailing list.) 2.2 (Report of contacts.) 2.3 (List of Dates and meetings) 2.4 (Results from Saturday booths.)Page: 9 Prograa Seq *: 37 Revision Date: May 9, 1994 Prograa Name: Parent Involvement (Recruitment) Prograa Code: 33 Priaary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Prograa Goal: To implement a recruitment program for incentive schools. Plan Reference Page Nudser 2.5 L215 2.6 L21S 2.7 L215 2.8 L215 2.9 L215 3. L215,LH9 3.1 L215 3.2 L216 Objectives Strategies Beginning Date Coof\u0026gt;letion Date Responsibility Evaluation Criteria 3. To ispleaent a recruitaent prograa that will enable the incentive schools to ccaply with the desegregation requi resents. 2.5 Secure special nedia coverage froa local newspapers and radio stations. a. Rightsell b. Garland, Spanish c. Garland, chess d. Incentive Schools e. Rockefeller f. Kick-off Press Conference g. Incentive Schools h. Stephens paid advertisement 2.6 Develop highlights sheet for distribution to all eleaantary parents. a. Highlight sheets prepared and distributed 2.7 Use telephone hotline a. Hotline promoted on Incentive highlight sheet 2.8 Place highlights sheet in local businesses 2.9 Special nedia coverage froa State Press and black radio stations 3.1 Produce a brochure for each incentive school. a. production meetings 3.2 Produce generic public service arvKxoceaents for all incentive schools. a. production meetings for PSA's 17 2 07/01/93 06/30/94 10/06/93 11/13/93 12/04/93 12/10/93 12/20/93 02/03/94 02/16/94 02/16/94 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 12/15/93 03/17/94 07/01/93 01/18/94 01/19/94 01/20/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Conmunications Office Parent Recruiters Parent Recruiters Parent Recruiters Communications Associate Supt. for Deseg, Parent Recruiters, Recruitment Teams, Conmunications, VIPS Conmunications Communications 2.5 (Clippings) 2.6 (Highlights sheet) 2.7 (Report on calls to hotline) 2.8 (List of businesses) contacted 2.9 (Clippings) 3. (Report on number of students recruited to incentive schools.) 3.1 (Brochures available) 3.2 (PSAs available)Page: 10 Prograa Seq *: 37 Revision Date: May 9, 1994 Program Name: Parent Involvement (Recruitment) Program Code: 33 Primary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Program Goal: To implement a recruitment program for incentive schools. Plan Reference Page matter 3.3 L216 3.4 L216 3.5 L216 3.6 L216 3.7 L216 3.8 L216 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 3.3 Use billboards (etc) to advertise incentive schools a. Posters displayed in local businesses. 3.4 (kmduct an ongoing media blitz to heighten pittlic awareness a. \"Arkansas Honors\" will be published monthly in Arkansas Times and Arkansas Business. 3.5 Produce short videocassette recordings to be used in public presentations. (A. Video completed) 3.6 Produce generic incentive school flyers to be distributed throu^tout Pulaski County. a. Flyer produced as well as incentive school letter distributed to over 7,000 white parents throughout the county. 3.7 Provide special open house opportunities at incentive schools. a. Open House, January 24, 1994 3.8 Target geographic areas to receive informational blitz regarding a specific incentive school. a. Private School parents, 660 b. West LR white parents, 1,317 c. PCSSD white parents, 5,713 173 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 06/30/94 Communications Communications Communications Comnun i ca t i ons/ Parent Recruiters, PCSSD Assoc. Supt., Assist. Supt., Principals Parent Recruiters, Communications, Assoc. Supt. for Deseg., PCSSD, School Teams. 3.3 (Billboards in use) 3.4 (Clips: printed and video) 3.5 (Log of video use) 3.6 (Flyers printed and mailed to white students in PCSSD and in all informational packets requested by individuals.) 3.7 (Open houses scheduled and held.) 3.8 (Nunber of mailings sent, response report.)Page: 11 Progrm Seq *: 37 Revision Date: Hay 9, 1994 Prograai Ham: Parent Involvement (Recruitment) Prograai Code: 33 Primary Leader: Dr. Russell Hayo Secondary Leader: Jeanette Wagner Progrm Goal: To itnplement a recruitment program for incentive schools. Plan Reference Page Nimijer 3.9 L216 3.10 L216 3.11 L216 3.12 L216 Objectives Strategies Beginning Date (kiqiletion Date Responsibility Evaluation Criteria A. Heet with PCSSO in determining marketing plan for H-to-M. a. September 09, 1993, PCSSD office b. September 23, 1993, PCSSO office c. October 7, 1993, Romine Interdistrict d. October 13, e. October 23, f. November 3, g. November 9, 1993, PCSSO office 1993, Franklin Incentive 1993 1993 h. November 11, 1993, Crystal Hill i. November 23, 1993, PCSSD office j. November 30, 1993 k. January 10,1994 I. Harch 2, 1994 3.9 Conduct small gr(M\u0026lt;\u0026gt; tours to acquaint parents, businessamn, realtors, etc. with the incentive schools. 3.10 Request a special designation fraa the Ark. Dept, of Education to be used in marketing incentive schools. 3.11 Seek incentive school endorseamnts from local celebrities. 3.12 Conduct meetings with HLRSO and PCSSO to encourage H-to-H transfers to incentive schools. (NLRSD no longer participates in elementary H*to-Hs) a. September 9, 1993 b. September 23, 1993 c. October 7, 1993 d. October 13, e. October 23, f. November 3, g. November 9, 1993 1993 1993 1993 h. November 11, 1993 i. November 23, 1993 j. November 30, 1993 k. January 10, 1994 I. Harch 2, 1994 174 07/01/63 07/01/93 07/01/93 07/01/93 07/01/93 25X 06/30/94 06/30/94 06/30/94 06/30/94 Parent Recruiters, School Teams Superintendent, School Board Communications, Principals Parent Recruiters, Administrative representatives .Principals 3.8A (Recap of meetings, mergii^ of PCSSO and LRSD recruitment activities.) 3.9 (List of tours held.) 3.10 (Designation) 3.11 (Endorsement generated news coverage) 3.12 (Recap of meetings, merging of PCSSd and LRSD recruitment activities.)Page: 12 Prograa Seq *: 37 Revision Date: Hay 9, 1994 Prograa Nasa: Parent Involvement (Recruitment) Prograa Code\n33 Priaary Leader\nDr. Russell Hayo Secondary Leader: Jeanette Wagner Prograa Goal: To inplement a recruitment program for incentive schools. Plan Reference Page Hiaber 3.13 L216 3.14 L216, L132 4. L217, (May 1, 1992 order, page 29) 4.1 L132, L135, 157 Objectives Strategies Begiming Date Caaf\u0026gt;letion Date Responsibility Evaluation Criteria 4. Monitor and evaluate the effectiveness of the recruitment program for the incentive schools. 3.13 Hire two parent recruiters to conduct recruitSRnt activities. a. Two parent recruiters are presently employed. 3.14 Establish a speakers bureau for each incentive school. 4.1 Designate a contact person at each school to report to an established information center (The contact person should be the chairman of the recruitment teams and will make bimonthly reports to the Parent Recruitment Office.) a. Letter sent requesting team names and contact b. Memo and Survey form sent to principals and contact person requesting bi-monthly report and school recruitment plans. c. Memo for request for second bi-monthly report 175 07/01/93 06/30/94 ongoing 07/01/93 07/01/93 07/01/93 10/13/93 12/03/93 03/28/94 06/30/94 06/30/94 06/30/94 Assoc. Supt. for Deseg., Hunan Resources Dir. Desegregation Facilitator, Parent Recruiters, Principals, School Recruitment Teams Biracial Advisory Ccaaiittee, Assoc. Supt. for Deseg. Principal, PTAs, School Team, Biracial Committee, Assoc. Supt for Deseg., Parent Recruiters, Director of Communications 3.13 (Parent Recruiters in place) 3.14 (Names of participants and log of presentations.) 4. (Monthly and quarterly reports.) 4.1 (List of contact persons, copies of reports submitted.)Prograw Seq *: 37 Program Mame: Parent Involvement (Recruitment) Program Code: 33 Program Goal: Plan Reference Page Nimber 5. L132, 157 5.1 L132, 157 5.2 L 132, 157 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Primary Leader: Or. Russell Mayo Secondary Leader: Page: 13 Revision Date: Jeanette Wagner May 9, 1994 To enhance parent involvement to support recruitment activities. Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 5. Utilize parents in marketing education programs and benefits that will result from desegregation. 5.1 Develop a resource list of parents who are willing to talk with potential patrons. 5.2 Work with Parent Involvement Committee 5.2 Establish parent recruitment teams in each school to encourage families to enroll in public schools. A. Sent memo to schools to identify recruitment teams. a. Received team members from: Kall, Fair, McClellan, Parkview, Cloverdale Jr., Henderson, Mann Magnet, Pulaski Heights Jr., Badgett, Bale, Baseline, Booker Magnet, Brady, Carver Magnet, Chicot, Cloverdale Elem., Forest Park, Fulbright, Garland, Geyer Springs, Jefferson, King, Mablevale, McDermott, Meadowcliff, Otter Creek, Pulaski Heights, Rightsell, Rockefeller, Romine, Stephens, Terry, Wakefield, Williams WiIson B. Sent memo to principals and team contacts requesting survey of activities and recruitment plans. 07/01/93 07/01/93 10/14/94 11/11/94 12/09/94 01/13/94 02/24/94 03/10/94 07/01/93 10/13/93 12/03/93 06/30/94 06/30/94 06/30/94 Principal, PTAs, VIPS, Parent Recruiters, Communications, School teams Principals, PTAs, VIPS, Parent Recruiters, Communications, school teams. Principal, PTAs, VIPS, Parent Recruiters, Assoc. Supt. for Deseg., Deseg. Facilitator. 5. (List of Parents) 5.1 (List is developed.) 5.2 (List of names of team members and reports on results and meetings.) 17 RPage: 14 PrograM Seq *: 37 Revision Date: Hay 9, 1994 Program Naaie: Parent Involvement (Recruitment) Program Code: 33 Prianry leader: Dr. Russell Hayo Secondary Leader: Jeanette Wagner Program Goal: To enhance parent involvement to support recruitment activities. Plan Reference Page NimRier 5.3 L132. 157 6. 1147, 13, 18-11 Objectives Strategies Beginning Date Caq\u0026gt;letion Date Responsibility Evaluation Criteria 5.3 Seek positive media coverage featuring parents from all ethnic backgrounds. a. Rightsell b. Garland c. McClellan d. Garland e. Central f. Central g. Romine h. Rockefeller i. Press Conference 07/01/93 10/06/93 11/13/93 11/15/93 12/04/93 12/07/93 12/13/93 12/17/93 12/20/93 02/03/94 06/30/94 PTA, Designated contact person at each school, Communications, Parent Recruiters 5.3 (Clips of media coverage) 6. Recruit black students to fill (LRSOs) share of the seats (in Interdistrict schools) in accordance with the Interdistrict plans, by seeking to obtain a ratio of between 60X and 40X of either race in the Interdistrict Schools (with the ideal goal of SOX) in an orderly and timely fashion and to allow for the desegregation of the other schools in Pulaski County. LRSD must recruit black students for Crystal Hill Interdistrict School. 07/01/93 06/30/94 Associate Supt. for Deseg., Parent Recruiters, PCSSD 6. (Ninbers of black students recruited to PCSSO interdistrict schools from LRSD.) 6.1 (Meet with PCSSO to develop recruitment plan for M-to-M transfers.) a. Sept. 9, 1993 b. Sept. 23, 1993 c. Oct. 4, 1993, Clinton School Groundbreaking d. Oct. 7, 1993 e. Oct. 13, 1993 f. Oct. 23, 1993 g. Nov. 3, 1993 h. Nov. 9, 1993 i. Nov. 11, j. Nov. 23, k. Nov. 30, I. Jan. 10, 1993 1993 1993 1994 m. Mar. 2, 1994 177 Assoc. Supt. for Deseg., Parent Recruiters 6.1 (Numbers of black students recruited to PCSSD interdistrict schools from LRSD.)Page: 15 Progran Seq *: 37 Revision Date: Progran Naan: Parent Involvement (Recruitment) May 9, 1994 Progran Code: 33 Primary Leader: Dr. Russell Hayo Secondary Leader: Jeanette Wagner Progran Goat: To enhance parent involvement to support recruitment activities. Plan Reference Psge Nurt}er (Xijectives Strategies Beginning Date C(|}letion Date Responsibility Evaluation Criteria 6.2 Advertise M to M transfers to selected students a. Mail 2325 M-M brochures to select students b. Mail 2515 Clinton brochures to select students 6.3 Use the recruitment section of the desegregation plan as a basis for a strategic plan that reflects a well thought out, interrated process rather than single activities or events that are loosely interconnected. 07/01/93 06/30/94 6.4 Establish a firm timetable as pert of the strategic recruitment plan and stick 07/01/93 06/30/94 to it continually expectino to stay on time and on track, 6.5 Increase the nuwfcer and variety of specifically targeted recruitment activities. 07/01/93 06/30/94 6.6 Establish a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups. 07/01/93 06/30/94 6.7 Development of procedures for measuring the effectiveness of individual components of the recruitment plan will enable the district to identity needed changes in its plan based on solid information. 07/01/93 06/30/94 6.6 Use the help of the Biracial committee to monitor implementation of the recruitment plan as outlined in the district's desegregation plan, Coimiittee's monitoring instrument to include recruitment assessment. Expand the 178 07/01/94 06/30/94Page: 16 Prograa Seq *: 37 Revision Date: May 9, 1994 Prograa Maae: Parent Involvement (Recruitment) Prograa Code: 33 Priaary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Prograa Goel: To enhance parent involvement to support recruitment activities. 7. 8. Plan Reference Page Niaber 14 Exhibit #114, #115, April 14, 1993 Hearing Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 7. PCSSD, NLRSO, and LRSO will engage in recruitBRnt efforts designed to maximize participation in magnet schools to the levels set forth in the Court's February 27, 1987 Order. 7.2 Publicize Magnet Schools a. Mail 28,105 \"door brochures\" to MLR and PCSSD students. b. Extensive newspaper/television coverage during registration. c. Ads purchased by individual schools. d. Television Special (Channel 38) 8. Establish an Interdistrict Parent Recruitment Team representing the various groups described in the plan. 07/01/93 06/30/94 Magnet Review Committee, Parent Recruiters, PCSSD, NLRSO 7. (Seats filled by all three districts in compliance with Court Order of Feb. 21, 1987.) 7.1 (Meet with PCSSD, NLRSO and Magnet Review Comnittee.) a. Oecenber 16, 1993 b. April 7, 1994 170 ongoing 07/01/93 ongoing 06/30/94 Magnet Review Committee, Student Assignment Officers of LRSO, PCSSD and NLRSD. Associate Supt. for Deseg., Parent Recruiters 7.1 (Seats filled by all three districts.) 8. (Team established)Page: 17 Prograa Seq *: 37 Revision Date: May 9, 1994 Prograa Maae: Parent Involvement (Recruitment) Prograa Code: 33 Priaary Leader: Or. Russell Mayo Secondary Leader: Jeanette Uagner Prograa Goal: To enhance parent involvement to support recruitment activities. Plan Reference Page Niaber Objectives Strategies Beginning Date CcMpletion Date Responsibility Evaluation Criteria 9, The District must outline its obligations in the Plan ar\u0026gt;d in court directives regarding recruitment Based on that, the district should develop a strategic plan for implementation. accountability and evaluation of effectiveness. 10. The District should supplement its February 26, 1993 recruiting report. 11 Orientation and training should be an integral part of the district's efforts to establish recruitment teams. 12. The strategic recruitment report should contain cost information. 8.1 (Utilize team to write a Recruitment Activities Timeline.) a. Oct. 28, 1993 b. MOV. 1, 1993 c. Nov. 5, 1993 d. Nov. 8, 1993 e. Jan. 20, 1994 f. Jan. 28. 1994 g. Feb. 14, 1994 h. Feb. 16, 1994 i. Mar. 8, 1994 J. March 14, 1994 A. First Draft due 6. Present to Dr. Mayo C. Present to Team D. Recruitment Activities Timeline Due 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 ongoing 06/30/94 06/30/94 06/30/94 06/30/94 IGG Assoc. Supt. for Deseg., Recruitment Team, Director of Communications 8.1 (Completed Recruitment Activities Timeline)Psge: 16 Progrea Seq f: 37 Revision Date: May 9, 1994 Prograa Maae: Parent Involvement (Recruitment) Prograa Code: 33 Primary Leader: Dr. Russell Mayo Secondary Leader: Jeanette Wagner Prograa Goal: To enhance parent involvement to support recruitment activities. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 13. The District has a continuing obligation to recruit not only for the incentive schools, but also for the interdistrict schools. 14. This order concerns LRSO*s budget for the 1993-94 school year, With regard to the decrease in funds allocated for recruitment activities. the court states that its expects LRSO to live up to its promise that should any major concerns be detected, the level of funding for improvement will be increased to a level that insures ongoing, successful recruitment activities.*' 181 07/01/93 06/30/93LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 38 Page: 1 Progran Naan: VIPS  Recruiting Revision Date: May 11, 1994 Progran Code: 34 Prianry Leader: Dr. Russell Mayo Secondary Leader: Debbie Milam Program Description: District Goal Sifiport: Progran Goal: VIPS' mission is to provide assistance to the teachers of the Little Rock schools by promoting, implementing and overseeing volunteer services within all of the District's schools. VIPS accomplishes this through a paid staff and a volunteer Board of Directors. VIPS provides support to the thousands of volunteers who work with Little Rock students and teachers each year. LRSD is coninitted to insuring a high degree of involvement by parents, business leaders and other patrons and volunteers. 1. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. 2. Ensure that equity occurs in all phases of school activities and operations. To strengthen existing coamssiity involvement organizations and prograam and develop new prograam designed to involve parents and citizens in the three comty districts in the planning and iaf\u0026gt;leamntation of the desegregation plan. Develop an actainistrative relationship between managenent of those prograns that work to facilitate direct parent/citizen involvement. (1. To strengthen existing comnunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) LRSO's goal is to strengthen existing conwiunity involvement organizations end programs, and develop new programs designed to involve parents and citizens in the three county districts in the planning end implementation of the desegregation plan. (77References: L 134-138, I 56-58 Program Budget: $34,671.18 1st Otr Expend: $5,857.49 3rd Qtr Expend: $6,361.01 FTE 2 Expenditures: $20,603.57 2nd Qtr Expend: $6,585.07 4th Qtr Expend: Related Fmction Codes: 18 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Program Seq *: 38 Revision Date: May 9. 1994 Program Mame: VIPS - Recruiting Progran Code: 34 Priaary Leader: Or. Russell Mayo Secondary Leader: Debbie Mi lam Progran Goal: To strengthen existing coamnity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three county districts in the planning and iBf\u0026gt;lementation of the desegregation plan. Develop an adainistrative relationship between menoocnont of those prograns that work to facilitate direct perent/citizen involvement. (To strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Psge Nuiber Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria L 134, I 56 1. Develop parent involveaent support activities i4iich facilitate the teaching- learning process. (July 1, 1993) (June 30, 1994) VIPS Coor, PAC Coor, Staff Dev Coor, New Futures Dir (Liaison), Drop out Prevention Coor (Parent Involvement Advisory Team) 1. (Improved attendance at parent workshops that focus on the learning process and a comparison of the number of volunteers and volunteer hours each year) 1.1 Establish a Parents in Learning Program, a coamuiity-stfaported effort to involve parents in the learning process which would utilize such programs as APPLE, JUST SAY NO and HIPPY. (July 1, 1993) (June 30, 1994) VIPS Coor, PAC Coor, Staff Dev Door, New Futures Dir (Liaison), Drop*out Prevention Coor, (Parent Involvement Advisory Team) 1.1 Progran ia^ilenentation A. The Parent Involvement Advisory Team has discussed this program and the activities the various departments are sponsoring which fall under the strategies for parent involvement. Coordination of the parent involvement activities is beginning. 183 09/30/93 25XPage: Progran Seq f: 38 Revision Date: May 9, 1994 PrograM Maae: VIPS - Recruiting Program Code: 34 Primary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam 3 PrograM Goal: To strengthen existing coaamoity involvement organizations and programs and develop new prograam designed to involve parents and citizens in the three county districts in the planning and iafilementation of the desegregation plan. Develop an actainistrative relationship between management of those programs that work to facilitate direct parent/citizen involvement. (To Strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nudser Objectives Strategies Beginning Date Oaapletion Date Responsibility Evaluation Criteria 1.2 Provide worksbopa for parents on such topics as discipline, learning aides, study skills, academic tutoring. A. VIPS tutor training workshop was held at Fulbright School 9/30/93. B. VIPS scheduled a tutoring and a home learning workshop for McClellan Conmunity School Program on 10/14/93. Cancelled because of low registration. C. VIPS made a presentation on strategies to involve parents in teaching their children at home at Franklin on 10/16/93. D. VIPS provided training to VIPS chairpersons and PTA presidents on volunteer/staff relations on 10/19/93 and on stress management on 11/16/93. E. VIPS provided training for four chairpersons in October, one in November and one in December. F. VIPS assisted with training for parent and conmunity volunteers at the Truancy Center 10/22/93. G. VIPS trained two new VIPS chairpersons individually in January and one in February. H. Provided training workshop for VIPS chairpersons. 12 attended. 184 (July 1, 1993) 09/30/93 10/14/93 10/16/93 10/19/93 10/01/93 10/22/93 01/25/94 01/12/94 (June 30, 1994) 09/30/93 10/14/93 10/16/93 11/16/93 12/09/93 10/22/93 02/07/94 01/12/94 VIPS Coor, PAC Coor, Staff Dev New Coor, Futures Dir (Liaison), Dropout Prev Coor School Vol. Coor. School Vol. Coor. 1.2 Workshop agendas and a list of participants Parent feeAack, formal and informal Record of training, resulting in an effective VIPS chairperson. Sign-in sheets and evaluations.Page: Progran Seq *: 38 Revision Date: May 9, 1994 Progra* Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Milam Prograa Goal: To strengthen existing coanuiity involvesKnt organizations and programs and develop new prograam designed to involve parents and citizens in the three county districts in the planning and iaplementation of the desegregation plan. Develop an actainistrative relationship between aanageaant of those prograaa that work to facilitate direct parent/citizen involveaant. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page NuiRier Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria I. Trained volunteers at the Truancy Center. J. VIPS provided orientation for new mentors. the community. Parents were invited, as well as K. Trained one new VIPS chairperson. L. Mentor orientation - 3 volunteers trained. M. VIPS chairpersons workshop on recognition - 16 attended. N. Mentor orientation for one mentor. 0. Trained Truancy Center volunteers - one attended. IS\") 01/05/94 02/15/94 03/01/94 03/15/94 03/17/94 03/23/94 03/23/94 01/05/94 02/15/94 03/01/94 03/15/94 03/17/94 03/23/94 03/23/94 VIPS Coor. VIPS Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Schl. Vol. Coor. Incentive Schl. Vol. Coor. VIPS Coor. Record of training. Sign-in sheets of those attending. Record of meeting. Sign-in sheet. Sign-in sheets. Record of meeting. Record of meeting.5 Page: Program Seq *: 38 Revision Date: Hay 9, 1994 Program Name: VIPS  Recruiting Program Code: 34 Primary Leader: Dr. Russelt Mayo Secondary Leader: Debbie Milam Program Goal: To strengthen existing coMmity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three comty districts in the planning and iapleamntation of the desegregation plan. Develop an at^inistrative relationship between management of those prograam that work to facilitate direct parent/citizen involvement. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Psge Nuiber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.3 Parents and staff work cooperatively to develop strategies to encourage positive home learning. A. VIPS provided laminated learning activities to new teacher at Romine for parents to use at home. (July 1, 1993) 09/14/93 (June 30, 1994) 09/14/93 School VIPS Chairman PTA Board Principal and staff 1.3 Increased parental involveamnt B. VIPS provided tutoring workshop at Fulbright with handouts for use at home. 09/30/93 09/30/93 I 57 C. VIPS scheduled home learning workshop 10/14/93 but cancelled due to low registration. 0. VIPS made a presentation on strategies to involve parents in teaching their children at home at Franklin 10/16/93. E. VIPS provided home learning games for children and parents visiting the Student Assignment Office. 1.4 Each school will establish a teacher/parent coemit tee to desi^ and iipleaent school based activities. 1.5 Promote multiculturaKiam) in school parent/teacher coamittees. 186 10/14/93 10/14/93 10/16/93 10/16/93 09/07/93 (July 1, 1993) (July 1, 1993) 12/10/93 (June 30, 1994) (June 30, 1994) School VIPS Chairman VIPS Coor, PTA Board Principal and Staff Principal PTA Board 1.4 Parent involveamnt School plans 1.5 Multicultural representation on all in school coamittees6 Page: Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Maae: VIPS  Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Hayo Secondary Leader: Debbie Hi lam Prograa Goel: To Btroigtlwn exi.ting coMiiity iiwolnsent orgsiizations nj progroB nd develop mu progrrns designed to involve parents nd citizem in the three couity districts in the planning and iapleaentation of the desegregation plan. Develop an adainistrative relationship between aanageaent of those prograas that work to facilitate direct perent/citizen involveaent. (To strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluetion Criteria 1.6 Develop and expand the parent volwiteer prograas: a. Encourage all parents to becoaa an active ar^rr of a parent involveaent prograa. (July 1, 1993) (July 1, 1993) (June 30, 1994) (June 30, 1994) VIPS Coordinator Principal PTA Board/CounciI VIPS Coor, Principal, PTA \u0026amp; PAC Councils (VIPS Chairman) 1.6 Increase in volunteer hours (Conparison of volunteer documentation from year to year) 1.6a Increase in the * of acabers in each parent involveaent prograa A. VIPS asked schools to hand out recruitment materials provided for preschool registration and open house. 08/01/93 08/01/93 B. VIPS provides volunteer recruitment materials for visiting parents in the Student Assignment Office, IRC and Adninistration Building. C. Distribute 2000 parent/comnunity involvement calendars to parents in the conmunity through businesses and churches each month. 187 08/01/93 01/01/94 SOX 60X VIPS Coor. VIPS Coor. Haterials present. Calendars and locations on file.7 Page: Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Name: VIPS - Recruiting Progran Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Progran Goal: To strengthen existing coMxiity involvement organizations and programs and develop new programs designed to involve parents mid citizens in the three comty districts in the planning and implementation of the desegregation plan. Develop an acteinistrative relationahip between aanagenent of those prograns that work to facilitate direct parent/citizen involvenent. (To strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Ninber Objectives Strategies Beginning Date C\u0026lt;Mq\u0026gt;letion Date Responsibility Evaluation Criteria b. Recruit prospective coanittee neabers fron diversified caaaaaiities including retired teachers and coaaajnity leaders. A. VIPS scheduled 30 field trips and 28 resource speakers in September. B. VIPS trained 7 UALR students to implement Young Authors program at Fair Park. C. VIPS spoke to UALR class of future teachers to recruit classroom volunteers. 0. VIPS scheduled 45 field trips and 44 resource speakers in October. E. VIPS scheduled 41 field trips and 6 resource speakers in November. F. VIPS placed 5 community volunteers in regular volunteer positions in October, 3 in November and 1 in December. G. VIPS scheduled 22 field trips and 4 resource speakers in December. H. Scheduled 45 field trips and 19 resource speakers in January. I. Placed two community volunteers in regular positions in January. J. Six volunteers started Wonders of Work at Headowcliff. 188 (July 1, 1993) 09/01/93 10/25/93 11/01/93 10/01/93 11/01/93 10/01/93 12/01/93 01/03/94 01/03/94 01/03/94 (June 30, 1994) 09/30/93 10/25/93 11/01/93 10/29/93 11/30/93 12/17/93 12/17/93 01/31/94 01/31/94 20X VIPS Coordinator Incentive Sch Vol Coor School VIPS Coor (PTA, Principal) Resource Coor. \u0026amp; Sec. Schl. Vol. Coor. VIPS Coor. 1.6b Available resource list(s) (Committee rosters) Record of field trips and speakers. Record of placements. Record of their involvement.Page: 8 Prograa Seq *: 38 Revision Date: May 9, 1994 Program Naae: VIPS  Recruiting Program Code: 34 Primary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Program Goal: To strengthen existing caaaaxiity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three county districts in the planning and iaf\u0026gt;leaientation of the desegregation plan. Develop an adainistrstive relationship between managearnnt of those programs that work to facilitate direct parent/citizen involvement. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nirnber Objectives Strategies Beginning Date (kxRpletion Date Responsibility Evaluation Criteria K. Spoke to Pulaski Heights Kiwannis Club. L. VIPS scheduled 29 field trips and 20 resource speakers in February. M. VIPS placed 2 community volunteers in regular positions in February. N. VIPS faxed press release on mentor orientation to all Central Arkansas media 02/07/94. 0. Delivered mentor recruitment flyers to 8 locations. P. Distributed 2000 parent/community involvement calendars to businesses, churches and school. Q. Faxed press release on mentor orientation to all Central Arkansas media. R. Mailed information to a 16 year-old re: volunteering. S. Recorded PSAs on K-Lite 94. T. Appeared on a Channel 14 talk show with a mentor to discuss the program. U. Taped a recruitment tape to be shown to retirement centers in the community. 189 01/17/94 02/01/94 02/01/93 02/07/94 02/07/94 02/01/94 03/08/94 03/24/94 03/02/94 03/24/94 03/04/94 01/17/94 02/28/94 02/28/93 02/07/94 02/07/94 02/01/94 03/08/94 03/24/94 03/02/94 03/24/94 03/04/94 VIPS Coor. Resource Coor. School Vol. Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. VIPS Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. VIPS Coor. Record of presentation. Record of field trips. Record of placement. Record of fax. Flyer on file. Calendar on file. Record of fax. Correspondence on file. Tape of fi le.Page: 9 Prograa Seq *: 38 Revision Date: Hay 9, 1994 Progran Naae: VIPS  Recruiting Prograai Code: 34 Prianry Leader: Dr. Russell Mayo Secondary Leader: Debbie Milam Prograai Goat: To .trengthen ezi.tfng ccMziity involv..ent organizations and prograan and develop nee progran designed to involve parents and citizens in the three coiaity districts in the plamning and in^leaentation of the desegregation plan. Develop on aetainiatrative relationship betHeen annegeiient o1 those progran that work to facilitate direct parent/citizen involvoaent. (To Strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Huiber L 135 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.7 Exchange information training and materials with other districts as requested. A. Met for Partners in Education meetings at the Chamber of Coimierce 7/27/93, 8/4/93, 9/2/93, 10/7/93, 11/3/93, 12/2/93, 01/06/94, 01/12/94, 2/3/94, 03/03/94. B. VIPS trained volunteers at Willow House in NLR on setting up a Cut-Ups program 10/28/93. C. Hailed VIPS information to Duncanville, Texas school. D. Mailed VIPS information to Smackover school district. E. Hailed VIPS information to Bryant Middle School 02/07/94. F. Het with NLRSD and PCSSd VIPS coordinators to discuss issues, policies and procedures 02/01/94. G. Worked with NLRSD and PCSSO to sponsor orientation for business partners at the Chamber of Commerce. 190 (July 1, 1993) 07/27/93 10/28/93 01/03/94 01/03/94 02/07/94 02/01/94 03/24/94 (June 30, 1994) 03/03/94 10/28/93 01/31/94 01/31/94 02/07/94 02/01/94 03/24/94 VIPS \u0026amp; PAC Coors of 3 districts Schl. Vol. Coor. Schl. Vol. Coor. School Vol. Coor. VIPS Coor. VIPS Coor. 1.7 Inforantion requested on file Record of request. Record of request. Record of mailing. Record of meeting. Sign-in sheets.Page: 10 Prograa Seq f: 38 Revision Date: May 9, 1994 Prograa Maae: VIPS - Recruiting Prograa Code: 34 Priaery Leader: Or. Russell Hayo Secondary Leader: Debbie Hi lam Prograa Goal: To Strengthen existing cceaamity involveaent organizations and prograas and develop new prograas designed to involve parents and citizens in the three comty districts in the plaming and iaplesentation of the desegregation plan. Develop an adainistrative relationship between aanageaent of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Ihaber Objectives Strategies Begiming Date Ccapletion Date Responsibility Evaluation Criteria 1.8 Provide training for school personnel on the use of volmteers in the school. (Targeted new school staff and new principals for training) A. VIPS training for King School staff 8/4/93. B. VIPS training for Hitchell School principal 9/7/93. C. VIPS training for Cloverdale and Wakefield principals 9/22/93. D. VIPS trained a Fair Park teacher re: Young Authors program 10/27/93. E. VIPS trained social worker at Hitchell in mentoring program 12/15/93. F. Received or placed 126 phone calls to teachers and/or administrators re: field trips. G. Provided orientation on mentor program to teacher at Garland 02/21/94 and counselor and principal at Fair Park on 02/22/94 and 02/24/94. H. Visited all six incentive school counselors and shared information re: mentor program. I. Received or placed 129 phone calls to teachers and/or adninistrators re: field trips. 191 (July 1, 1993) 08/04/93 09/07/93 09/22/93 10/27/93 12/15/93 02/01/94 02/21/94 02/02/94 03/01/94 (June 30, 1994) 08/04/93 09/07/93 09/22/93 10/27/93 12/15/93 02/29/94 02/24/94 02/02/94 03/25/94 Coors of 3 districts Resource Coor. and Sec. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Resource Coor. \u0026amp; Sec. 1.8 Coapleted training Increased nuriier of staff caters requesting and volmteers using Records of calls and field trips. Record of visits. Record of visits. Records of calls and field trips.Page: 11 Prograa Seq *: 38 Revision Date: May 9, 1994 Progran Nane: VIPS - Recruiting Progran Code: 34 Prianry Leader: Dr. Russell Mayo Secondary Leader: Debbie Milam Progran Goal: To strengthen existing coamsanity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three comty districts in the planning and iaplementation of the desegregation plan. Develop an adainistrative relationship between wanageannt of those prograns that work to facilitate direct parent/citizen involvenent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Umber L 136 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 2. Utilize parents in the marketing (of) educational prograam and benefits that will result from desegregation of all three districts. 3. Encourage coaaxnity-wide multicultural citizcn/perent/teacher/student committees for input into planning and decisionmaking. 2.1 Develop a resource list of parents who are willing to be contacted to talk with potential parents. 2.2 Establish parents recruitamnt teams in each school to encourage families to enroll in piAilic schools. 2.3 Seek positive media coverage featuring parents from all multicultural back grounds: a. Work through local perent/teacher organizations to encourage positive media coverage. b. Designate a contact person at each local school to report to an established information center. c. Produce video presentations of area schools for use by real estate offices, utility coapanies and day care centers including Pid\u0026gt;lic Housing Authority. 19i (July 1, 1993) (July 1, 1993) (July b 1993) (July 1, 1993) (July 1, 1993) (July 1, 1993) (July 1, 1993) (June 30, 1994) (June 30, 1994) (June 30, 1994) (June 30, 1994) (June 30, 1994) (June 30, 1994) (June 30, 1994) PTA Councils SAO Parent Recruiters PTA Counci Is SAO Parent Recruiters Conmunications Department Local PTAs Bldg level principals Local PTA Board Communications 2.1 Available resource list 2.2 Parent recruiters on file 2.3 Increased * of media coverage news items that reflect persons froai aulticultural backgrounds for districts local school ft 2.3 b Designated contact person 2.4 c Coapleted videosPage: 12 Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Hayo Secondary Leader: Debbie Milam Prograa Goal: To strengthen existing coaawity involveaent organizations and prograas and develop new prograas designed to involve parents and citizens in the three comty districts in the planning and iaplesentation of the desegregation plan. Develop an adainistrative relationship between aanageaent of those prograas that work to facilitate direct parent/citizen involvement. (To strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nuaber Objectives Strategies Beginning Date Ospletion Date Responsibility Evaluation Criteria 3.1 Establish building district and tridistrict level coasittees which are racially, geographically and socio- econosically representative to provide input and feecfa^k on the operations of the schools and the districts. 3.2 Proante the involveaent of social agencies, business and industry in the developamnt of ii^\u0026gt;leaantation of school prograas. A. Het with 6 prospective partners in October, five in November and two in Deceirber. B. Het with 4 prospective partners January. in (July 1, 1993) (July 1, 1993) 10/01/93 01/03/94 (June 30, 1994) (June 30, 1994) 12/17/93 01/31/94 Office of Desegregation Incentive School Vol Coor, VIPS and PAC Coors, New Futures Dir (Liaison), Drop*out Prevention Coor, PIE Hanager VIPS Coor, 3.1 Monitoring reports 3.2 Haafaer participation froa all coaaanity representatives (Partners in Education roster and list of meetings held to solicit new partners) Record of visits. C. Het with 5 prospective partners February. in 02/01/94 02/28/94 VIPS Coor. Record of visits. 0. Het with 5 prospective partners Harch. in 03/01/94 03/25/94 VIPS Coor. Record of meetings. 193Page: 13 Progran Seq *: 38 Revision Date: May 9, 1994 Progran Naan: VIPS - Recruiting Progran Code: 34 Prinary Leader\nDr. Russell Hayo Secondary Leader: Debbie Mi lam Progran Goel: To strengthen existing tuammity involvasent organizations and prograsB and develop new programs designed to involve parents and citizens in the three county districts in the planning and iapleamntation of the desegregation plan. Develop an adainistrative relationship between nanegenent of those prograan that work to facilitate direct parent/citizen involveannt. (To strengthen existing comnunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Ninber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 3.3 Develop sqoportive multicultural coamuiity leadership. A. New board members of the VIPS Board of Directors came on July 1, 1993. B. VIPS chairpersons have been recruited and trained. C. Partners in Education have been recruited since July 1, 1993. D. Additional mentors have been recruited since August 16, 1993. E. Mailed out VIPS chairpersons update 01/03/94, 02/02/94 and 02/28/94. 194 (July 1, 1993) 07/01/93 07/01/93 07/01/93 08/16/93 01/03/94 (June 30, 1994) 100X 90X 80% 90X 02/28/94 Incentive Sch Vol Coor, VIPS, PAC \u0026amp; Parent Coors, Manager PIE Schl. Vol. Coor. 3.3 Multicultural modjer representation on coHBittees (Rosters on file) Updates on file.Page: 14 Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Maae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Prograa Goel\nTo strengthen existing coamioity involvement organizations and prograam and develop new progrmas designed to involve parents and citizens in the three county districts in the plaming and implementation of the desegregation plan. Develop an adainistrative relationship between aanageaent of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Muatier Objectives Strategies Beginning Date Coiq\u0026gt;letion Date Responsibility Evaluation Criteria 3.4 Establish Role Nodel/Hentor Programs with cooButity meabers of multicultural backgromds. (July 1, 1993) (June 30, 1993) A. Mentor orientations were held 9/21/93, 9/27/93 and 9/28/93, B. VIPS recruited volunteers at a Central High rally for African American males 10/13/93. C. VIPS mailed mentoring information to newly formed chapter of Blacks in Government 10/14/93. D. VIPS attended Ambassadors of Life meeting 10/25/93 and recruited members to volunteer at King School. E. VIPS provided individual mentor orientation for 2 volunteers 11/1/93 and 11/19/93. 09/21/93 10/13/93 10/14/93 10/25/93 11/01/93 11/11/93 25X 10/13/93 10/14/93 10/25/93 11/19/93 11/11/93 VIPS Coordinator, Incentive School Vol Coor, PAC ft Drop out Prevent Coors, New Futures Dir(Liaison) 3.4 Established and operated prograas (Roster of mentors by school) (3.4 A Attendance rosters on file) F. Met with Otis Kirkland 11/11/93 to discuss ways of working together to encourage African American males to become role model volunteers. G. Held mentor orientation 01/11/94 and trained 6. Held mentor orientation 02/15/94. Trained 11 mentors. orientation 03/15/94 - 3 attended. Held mentor 195 01/11/94 03/15/94 VIPS Coor. ftlncentive Schl, Vol. Coor. Sign-in sheet from training.Page: 15 Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Milam Prograa Goal: To strengthen existing coxiity invotveKnt organizations and peograsn and develop new prograsE designed to involve parents and citizens in the three comty districts in the planning and iapleawntation of the desegregation plan. Develop an acteinistrative relationship between annagearnt of those prograas that work to facilitate direct parent/citizen involveaent. (To Strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nuiber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria H. Trained two new mentors 02/23/94 and five on 02/19/94, one on 03/23/94. I. Attended Martin Luther King Commission's reception and distributed 30 mentor orientation flyers. J. 32 office calls concerning mentoring. K. 54 office calls concerning mentoring. 02/19/94 02/24/94 02/01/94 03/01/94 03/23/94 02/24/94 02/28/94 03/25/94 VIPS Coor. \u0026amp; Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Incentive Schl. Vol. Coor. Record of trainings. Record of attendance. Record of phone calls. Record of phone calls. L. Strengthen efforts to recruit mentors for the students.(OOM recoanendation #55) M. Consider a trainer of trainers program or similar means to equip principals or other school staff to train volunteer mentors.(OOM recommendation #56 and #89) 3.5 Identify a list of all minority business, civic and social organizations in the greater Little Rock area. (July 1, 1993) (June 30, 1994) Incentive Sch Vol Coor, VIPS, PAC \u0026amp; Drop-out Prevent Coors New Futures Dir (Liaison) 3.5 Nuiber of responses and recorded volteiteer hours (Lists of file) A. Various lists, such as the Pan Hellenic Council, the Black Pages and AIDC's minority vendors, are on file in the VIPS office. B. Added Chamber of Coanerce's new minority business list in October. 190 (July 1, 1993) 10/29/93 90X 10/29/93Page: 16 PrograM Seq *\n38 Revision Date: May 9, 1994 Prograa Hase: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Or. Russell Mayo Secondary Leader: Debbie Mi lam Prograa Goal: To strengthen existing coanunity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three comty districts in the planning and i^\u0026gt;lcmentation of the desegregation plan. Develop an actainistrative relationship between aanageaent of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nudier Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria C. Contacted Don Wilson at Black Cormunity Developers to inquire about additional lists of black-owned businesses in order to recruit mentors. 3.6 Increase the mater of minority partners. A. Of the three partners recognized in September, one consists of African American membership and one consists of female membership. B. Mailed partner information to Blacks in Government 10/14/93. C. Recognized one African American-owned business partner. D. Recognized two African American-owned business partners. 3.7 Broad-based citizens committees will be formed to increase cotmiunity acceptance of the desegregation plan and to reduce white flight. 3.8 These committees will work to establish a broad-base of conmunity support of the Pulaski County school districts* desegregation plans. 197 02/08/94 (July 1, 1993) 09/23/93 10/14/93 01/27/94 03/24/94 07/01/93 07/01/93 02/08/94 (June 30 1994) 25X 10/14/93 01/27/94 03/24/94 06/30/94 06/30/94 Record of call. Incentive Sch Vol Coor PIE Coordinator (VIPS Coordinator) VIPS Coor. VIPS Coor. 3.6 Ihater of (minority) partnerships established (each year) Record of recognition. Record of recognition.Page: 17 ProgroH Seq *\n38 Revision Date: May 9, 1994 Progran Haan: VIPS  Recruiting Prograai Code: 34 Prianry Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Progran Goal: To strengthen existing ccaesnity involveaient organizations and prograas and develop new programs designed to involve parents and citizens in the three county districts in the planning and iaplearnntation of the desegregation plan. Develop an adainiatrative relationship between aanagenent of those prograns that work to facilitate direct parent/citizen involvenent. (To Strengthen existing comnunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nudier Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria 3.9 The Little Rock School District Volunteers in Public Schools program (VIPS) utilizes volunteers and comnunity resource services to enhance parental involvement and support for all students of the District. 07/01/93 06/30/94 3.10 The current list of volunteers includes representatives of business 07/01/93 06/30/94 professional. organizations. civic and social , This group will serve as a catalyst to explore wavs to expand and improve the quality of involvement of parents and to increase comnunity awareness about opportunities for involvement in support of the Little Rock School District's long-range desegregation Plan, 3.11 The Little Rock School District's Volunteers in Public Schools will correlate efforts to equitably involve all segments of the comnunity in the Little Rock School District. The result wi11 be maximum resource utilization and effective service delivery in support of the desegregation of the District. 198Page: 18 Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Naac: VIPS * Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Hayo Secondary Leader: Debbie Hi lam Prograa Goal: To strengthen existing coaamity involveiaent organizations and prograas and develop new prograas designed to involve parents and citizens in the three comty districts in the planning and iapleaantation of the desegregation plan. Develop an adainistrative relationship between aonogcaent of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Mudar L 137 Objectives Strategies Begiming Date (kMpletion Date Responsibility Evaluation Criteria 4. Work with the Chaaber of Coamwrce CosNittee on Education and the stbcomittee on Partners in Education to proante coanmity involveaent in LRSO. 4.1 Continue to expend school/business partnerships. A. Recognized three new partners at the Septeirber Board meeting. B. VIPS met with 6 prospective partners in October. C. VIPS provided tutor training 10/29/93 for Unitarian church volunteers to expend their partnership with Garland. D. VIPS met with 5 prospective partners in Movember. E. Recognized 2 new partners at November board meeting. F. Het with UALR 11/24/93 to discuss expanding Partners in the Arts program. G. Recognized 2 new partners at Decenber board meeting. H. VIPS met with 2 prospective partners in December. I. Het with 4 prospective partners in January. J. Recognized 6 new partners in January. K. Recognized 3 new partners at February board meeting. 19 S (July 1, 1993) 09/23/93 10/01/93 10/29/93 11/01/93 11/18/93 11/24/93 12/16/93 12/01/93 01/03/94 01/27/94 02/24/94 (June 30, 1994) 25X 10/29/93 10/29/93 11/30/93 11/18/93 11/24/93 12/16/93 12/17/93 01/31/94 01/27/94 02/24/94 PIE Hanager VIPS Coordinator VIPS Coor. VIPS Coor. VIPS Coor. 4.1 All schools have at least one functioning partnership (Record of partnerships recognized) Record of meetings. Record of recognition. Record of event.Page: 19 Prograa Seq *: 38 Revision Date: May 9, 1994 Prograa Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Prograa Goal: To strengthen existing coaaunity involvement organizations and programs and develop new programs designed to involve parents and citizens in the three couity districts in the planning and implementation of the desegregation plan. Develop an adainistrative relationship between aonageaant of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing conmunity involvement programs end develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Niatwr Objectives Strategies Beginning Date C\u0026lt;Mpletion Date Responsibility Evaluation Criteria L. Met with 5 prospective partners in February. M. 40 phone calls pertaining to partners in February. N. Met with 5 prospective partners in March. 0. Recognized 7 new partners in March. 4.2 Have a tri-district event to honor business partners in pii\u0026gt;l{c schools. A. Tri-district Partners in Education breakfast was held August 4, 1993 and will not recur until August, 1994. 200 02/01/94 02/01/94 03/01/94 03/24/94 (July 1, 1993) 07/01/93 02/28/94 02/28/94 03/25/94 03/24/94 (June 30, 1994) 08/04/93 VIPS Coor. VIPS Coor. VIPS Coor. VIPS Coor. VIPS Coordinator, other districts. Chamber of Conmerce Records of meetings. Record of phone calls. Records of meetings. Record of event. 4.2 Record of eventPage: 20 Prograa Seq *: 36 Revision Date: May 9, 1994 Prograa Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Hayo Secondary Leader: Debbie Mi lam Prograa Goel: To .trongthen ezisti^ cc^ziity involveaent organizations and prograas and develop new prograas designed to involve parents and citizens in the three cointy districts in the planning and iapleaantation of the desegregation plan. Dmlcp w Mkini.trative relationship between SBnegesent of those prograas that work to facilitate direct parent/citizen involveaent. (To Strengthen existing conmunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Niaber I 58 Objectives Strategies Beginning Date Co^letion Date Responsibility Evaluation Criteria 4.3 Encourage the Chaaber to continue existing programs such as the tri-district teacher appreciation rally and tri- district Excellence in Education awards for educators and students. A. (These events were sponsored by the Chamber Education Convnittee which has not met since 1992 but the Partners in Education Subconmittee has continued to sponsor the breakfast.) B. Sponsored the third annual CEO/Principal for a Day program 11/15* 11/19/93, with 17 partners participating in LRSD and 34 total. C. Encouraged Chamber in writing 12/17/93 to continue the Education convnittee and special programs it sponsored such as the Excellence in Education awards. 201 (July 1, 1993) 11/15/93 12/17/93 (June 30, 1994) 11/19/93 12/17/93 VIPS Coordinator, other districts. Chamber of Commerce, Superintendent, Convnunications 4.3 Continuation of prograas By the Soring of 1989 the Little Rock School District will have an established Public-Information Network. By the Fall of 1990 the elected, business and grassroots leadership of the community will be active participants in promoting desegregation through parental involvement initiatives. By the Fall of 1990 the Little Rock School District will establish and maintain a diversified and pluralistic parent-citizen involvement program in cooperation with the VIPS Program. By the Fall of 1992 the Little Rock School District will have an established parent/citizen involvement program to serve as model for other districts.Progran Seq *: 38 Progran Naaie: VIPS - Recruiting Progran Code: 34 Prinary Leader: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 21 Revision Date: Hay 9, 1994 Dr. Russell Mayo Secondary Leader: Debbie Mi lam Progran Goal: To strengthen existing coMmity involvement organizations and prograam and develop new prograam designed to involve parents mid citizens in the three county districts in the planning and lapleamntation of the desegregation plan. Develop an actainistrative relationship betaeen nanegenent of those prograns that work to facilitate direct parent/citizen involvenent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Huitier Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria L 138 1. Develop an adainistrative teaai to serve as an ud)rella for any of the parent/citizen involveaent organizations. (July 1, 1993) (June 30, 1994) HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor 1. (Functioning teen) 1.1 Choose representatives fron each parent/citizen organization. A. Item completed 7/1/93. 1.2 Establish guidelines for operation. Set regular neetings. A. Guidelines completed 8/26/93 and meeting dates set for six months. (July b 1993) 07/01/93 (July 1, 1993) 08/26/93 (June 30, 1994) 07/01/93 (June 30, 1994) 08/26/93 HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor (Parent Involvement Team) HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor (Parent Involvement Team) 1.1 Formation of team and schedule of meetings (List of team members) 1.2 Written guidelines (and meeting dates) B. Met 8/5/93, 9/9/93, 11/11/93, 12/9/93, 01/13/94, 02/24/94, 03/10/94. 08/05/93 03/10/94 1.3 Identify and coordinate all parent involvenent services in the LRSO. (July 1, 1993) (June 30, 1994) HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor (Parent 1.3 Meetings held (Add all persons responsible for parent involvement services to A. Identification was completed 8/26/93. Coordination will continue. 08/26/93 08/26/93 Involvement Team) team. Evidence of coordination) o 20Page: 22 ProgrsM Seq f: 38 Revision Date: May 9, 1994 Progrm Naaie: VIPS - Recruiting Progrm Code: 34 Primry Leader: Or. Russell Hayo Secondary Leader: Debbie Milam Progrm Goal: To strengthen existing coMsiity involvement organizations and progrmas and develop new program designed to involve parents and citizens in the three cowty districts in the plaming and iaplementation of the desegregation plan. Develop an adainistrative relationship betHeen aanageaaint of those prograasi that sort to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nimber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 1.4 Provide cluster training for district staff in parent involvment activities. A. Team discussed way to provide training at 12/9/93 meeting. Will review training materials at January meeting with plans to train principals and their designees in Harch. B. Several principals were surveyed to determine the type of training they preferred. The training will first be offered to principals. Memo was sent 03/14/94 asking permission to hold information exchanges for principals on Hay 3 \u0026amp; 4. 203 (July 1, 1993) 12/09/93 02/01/94 (June 30, 1994) 10X 03/14/94 HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor (Parent Involvement Team) VIPS Coor. 1.4 Completed training (List of training dates^ locations and attendees) Record of meeting, surveys and memo.Page: 23 Prograa Seq *: 38 Revision Date: Hay 9, 1994 Program Naae: VIPS  Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Hayo Secondary Leader: Debbie Mi lam Prograa Goal: To strengthen existing coamamity involveaent organizations and programs and develop new programs designed to involve parents and citizens in the three cotsity districts in the planning and iapleaentation of the desegregation plan. Develop an adainistrative relationship between aanageaent of those prograas that work to facilitate direct parent/citizen involveaent. (To strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Number Objectives Strategies Beginning Date Coiqiletian Date Responsibility Evaluation Criteria 1.5 Establish a parent involveamnt calendar to disseminate to coaaunity agencies. A. The Parent Involvement Advisory Team discussed this item at their 09/20/93 meeting. Members are collecting events to include in a calendar. Letters have gone out to community agencies to determine interest in disseminating calendars. B. Dissemination of first monthly calendar started 12/17/93 and will continue each month. 1.6 Develop a survey instruaent to measure parent interest in a Parent Center. 1.7 Share inforaation with NLRSO and PCSSO and coordinate activities when possible. 09/20/93 09/20/93 12/09/93 (July 1, 1993) (July 1, 1993) 25X 25X SOX (June 30, 1993) (June 30, 1994) HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor, Communications Dir (Parent Involvement Team) Dir of Eval \u0026amp; Testing HIPPY Coor, PTA Coor, VIPS Coor, PAC Coor (Parent 1.5 Annual calendar (Monthly calendar prepared and disseminated. Record of ntirber and location of those disseminated) 1.6 Survey coafiletion and results disseminated 1.7 Record of aeetings Involvement Team) A. Met with VIPS coordinators from NLRSO and PCSSO to discuss issues, policies, procedures and the possibility of sponsoring a tridistrict \"Super Saturday\" for parents. 02/01/94 02/01/94 VIPS Coor. Record of meeting. 204Page: 24 Progran Seq *: 38 Revision Date: Hay 9, 1994 Prograa Naae: VIPS - Recruiting Prograa Code: 34 Priaary Leader: Dr. Russell Mayo Secondary Leader: Debbie Mi lam Prograa Goal: To strengthen existing coanmity involvement organizations and programs and develop new prograas designed to involve parents and citizens in the three comty districts in the planning and iapleasntation of the desegregation plan. Develop an adainistrativa relationship between aanageaant of those program that work to facilitate direct parent/citizen involveaant. (To Strengthen existing community involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Nudier L 138 Objectives Strategies Beginning Date (kus\u0026gt;letion Date Responsibility Evaluation Criteria 1.8 Set meetings with leaders in the city to explain our prograam and deaionstrate the quality of our schools. A. VIPS met with Anbassadors of Life 10/25/93. 8. VIPS shared information 6 prospective partners in October, 5 in November and 2 in Decenber. C. VIPS made presentations to 2 UALR classes on 10/25/93 and 11/1/93. D. VIPS met with Otis Kirkland 11/11/93. E. VIPS met with VIPS Board of Directors 10/19/93, 11/15/93 and 12/6/93. F. 34 CEOs or their designees visited schools during the CEO/Principal for a Day program. 6. Het with VIPS Board and individual board members 01/05/94, 01/11/94, 01/12/94, 01/18/94, 01/21/94, 01/24/94. H. Spoke to the Pulaski Heights Kiwannis Club. I. Met with VIPS Board and individual board members 02/08/94, 02/15/94, 02/21/94. 205 (July 1, 1993) 10/25/93 10/01/93 10/25/93 11/11/93 10/19/93 11/15/93 01/05/94 01/17/94 02/08/94 (June 30, 1994) 10/25/93 12/17/93 11/01/93 11/11/93 12/06/93 11/19/93 01/24/94 01/17/94 02/21/94 VIPS Coor, PAC Coor, New Futures Dir (Liaison), Dropout Prevention Coor (Parent Involvement Team) VIPS Coor. VIPS Coor. VIPS Coor. 1.8 Record of meetings (and presentat i ons) Record of meetings. Record of attendance. Record of meetings.Page: 25 Prograa Seq *: 38 Revision Date: May 9. 1994 Progran Name: VIPS - Recruiting Progran Code: 34 Prinary Leader: Dr. Russell Hayo Secondary Leader: Debbie Milam Progran Goal: To Strengthen existing coamasiity involvenent organizations and programs and develop new programs designed to involve parents and citizens in the three comty districts in the planning and impleaentation of the desegregation plan. Develop an adainiatrative relationship between nanageannt of those prograns that work to facilitate direct parent/citizen involvenent. (To Strengthen existing comnunity involvement programs and develop new programs designed to involve parents and citizens in the education of Little Rock School District students.) Plan Reference Page Hinter Objectives Strategies Beginning Date Coag\u0026gt;letion Date Responsibility Evaluation Criteria J. Explained programs to the five prospective partners we met with in February. K. Het with VIPS Incentive School Advisory Committee. L. Provided the Governor's Office with information about VIPS as they were preparing Ms. Tucker's speech for February luncheon. M. Provided information on VIPS as we recognized 4 retired teacher volunteers at the Pulaski Heights Lions Club annual teacher awards banquet. M. Provided information on mentoring program to those attending Hartin Luther King Commission reception. 0. Met with five prospective partners in Harch. P. Met with VIPS board members 03/16/94 and 03/21/94. 20G 02/01/94 02/24/94 02/01/94 02/14/94 02/24/94 03/01/94 03/16/94 02/28/94 02/28/94 02/01/94 02/14/94 02/24/94 03/25/94 03/21/94 VIPS Coor. Incentive Schl. Vol. Coor. VIPS Coor. VIPS Coor. Incentive Schl. Vol. Coor. VIPS Coor. VIPS Coor. Record of meetings. Record of meeting. Letter on file. Record of event. Record of attendance. Records of meetings. Records of meetings.LRSD FY 93-94 PROGRAM BUDGET DOQJHEMT Progran Seq *: 39 Page: 1 Progran Nane: Public Relations Progran Code: 33 Prianry Leader: Russell C. Mayo Secondary Leader: Revision Date: May 9, 1994 Jeanette Wagner Progran Description: District Goal Si^iport: To keep all piMslics informed of the actions of the LRSO, its programs and its implementation of the Desegregation Plan. To assist in recruitment. Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. [ Plan References: Page 59-68 Interdistrict Plan FY Progran Budget: YTD Expenditures: Related Fixation Codes: 1st Qtr Expend: 2nd Qtr Expend: 207 3rd Qtr Expend: 4th Qtr Expend: FTE JLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Progran Seq *: 39 Revision Date: May 9, 1994 Progran Nane: Public Relations Progran Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nudier 1. 159-62 1.1 162 1. Objectives Strategies Beginning Date Coiq\u0026gt;letion Date Responsibility Evaluation Criteria Continue to eabrace piblic relations as basic to successful desegregation. 1.0 Districts will find ways to aujacnt the ninber of professional staff. 07/01/93 06/30/94 Board of Directors, Superintendent 1. (Evaluation of to augment professional staff and nunber of professional staff.) 1.1 Staff will identify various p(i\u0026gt;lic relations fmctions or office tasks which night be perfonaed by trained volunteer (i.e.,) school volunteers, business partners, retirees, parents, college students and others 7/01/93 09/30/93 Dir. of Conmunications 1.1 A. UALR intern, Jerri Kay 07/01/93 08/31/93 (Nurber of trained volunteers being used and quality of volunteers). 8. UALR Intern, Karmen Kelly 10/15/93 02/28/94 C. Hired Conmunications Assistant, Dina Teague 203 07/01/93 03/31/94Page: 3 Prograi Seq *: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Hayo Secondary Leader: Jeanette Uagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved comnunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Hiaber 2. 162 2. Objectives Strategies Beginning Date CoaB\u0026gt;letion Date Responsibility Evaluation Criteria Utilize piA\u0026gt;lic relations prograam and avenues to educate all p^lics to all aspects of the desegregation plan, stressing such special features as magnet schools, attendance options, early childiood education programs, extended day care, etc. 2.0 Promote special features and District achievements of magnet, area, incentive, early chiIdhood, community school, etc., programs. 08/01/93 07/31/94 A. Production of LRSO calendar B. Opening of King school Promotional materials-fliers, fact sheet News conference Brochure C. Production of home study guide video 0. Realtor's Guide Update E. Weekly news releases F. Development of Incentive School brochures G. Saturday morning TV program Rockefeller H. Photo shoot for grant application * Carver I. Produce and place ad, 4'year-old program J. District recruiter at Doctors Hospital Parent Conference 203 03/01/94 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 09/18/93(rev\u0026gt; 07/01/93 07/01/93 10X 08/23/93 07/20/93 02/28/94 75X 100X 02/11/94 75X 09/03/93 SOX 09/03/93 Assoc. Supt. for Desegregation, Dir. of Comnunications, Dir. of PR ft E, Principals, School Communicators, Deseg. Facilitator, Assoc. Supt. for Curriculum 2. (Specific public relations programs which educate the public on the desegregation plan, of Level understanding may be evaluated by the School Climate/Hunan Relations Survey).Page: 4 Prograa Seq f: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Hayo Secondary Leader: Jeanette Uagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nmber 3. 162 3. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria K. Development of new McClellan brochures L. Continued use of Curriculum Update videos 09/20/93 07/01/93 02/28/94 75X Continue to disseminate piRilic information in uays the districts customarily employ, paying careful attention to quality, accuracy, and positive tone. M. Continued use of 4-year* old, early childhood registration, marketing school and HIPPY brochures, fliers 07/01/93 75X N. Continued use of Incentive School Hotline 0. M. L. King dedication planning P. Development of new registration brochure 3.0 (General information disseminated will include) district-wide newsletters, informational brochures, fliers, school calendars, pii)lic service announceamnts, press releases, and news conferences with special emphasis on the district's achievements and positive events and activities. A. Development of Incentive School brochures B. Development of new McClellan brochure C. Development of King brochure 0. Production of LRSO calendar E. Weekly news releases 210 07/01/93 10/25/93 12/01/93 07/01/93 07/01/93 08/18/93 10/15/93 05/01/93 07/01/93 08/13/94 12/05/93 85X 06/30/94 75X 03/28/94 SOX 07/18/93 75X Assoc. Supt. of Desegregation, Parent Recruitment Team, Dir. of Communi cat i ons. Principals, School conmunicators 3.0 (Evidence of ptibl i c information items produced).Page: 5 Progm Seq *: 39 Revision Date: May 9, 1994 PrograiB Naiae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Mudwr 3.1 162 3.2 162 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 3.1 3.2 Each district, each school, and those program or departments which have broad contact with staff or parents will produce a newsletter to Luamnicate positive news, discuss issues, and highlight the acco^lishsKnts of students, staff and voluiteers. A. School level newsletters The districts wilt cooperate in seeking to fora a aadia coalition consisting of representatives froa local aadia. The s(\u0026lt;ierintendents will hold regular romd table discussions with this groif) to build a relationship of understanding, share inforaation, and discuss issues and concerns. The coalition will also serve as a source of advice on public relations aatters. 211 07/01/93 08/23/93 07/01/93 06/30/94 75X 06/30/94 Dir. of Conaunications, Superintendent, staff, students, volunteers Superintendents , Dir. of Contnuni cat ions, media representatives 3.1 3.2 (Evidence of newsletter publication, nunber of people contacted Event notification form to docunent schools which have provided information for publication). (Evidence of a media coalition and superintendent 8 round table discussions)Page: 6 Prograa Seq *: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Ntaber 3.3 162 Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria 3.3 The district should seek a coaaitaant froa the aadia to provide priae-tiae placeaant of piblic service anrvxsiceBents about the schools and features of the desegregation plan. 07/01/93 06/30/94 Dir. of Communi cat i ons, local media 3.3 A. Radio PSA 02/01/93 11/30/93 Dir. of Comm. B. Television PSA 02/01/93 11/30/93 (Evidence of commitment from media to provide primetime placement of PSAs by radio/tv PSA logs and newspaper clipping file). C. Radio PSA 08/01/93 08/15/93 0. Television PSA 08/01/93 08/15/93 E. Radio PSA 02/09/94 02/18/94 Dir. of Comn. Television PSA 212 02/09/94 02/18/94Page: 7 Prograa Seq *: 39 Revision Date: Hay 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. aea Plan Reference Page Himber 4 163 4. Objectives Strategies Beginning Date CoB^letion Date Responsibility Evaluation Criteria Devise innovative ways to coamuiicate with the piblic who are hard to reach through routine satbods: the illiterate or seai- literate, educationally or aocio- econoaiically disadvantaged, hearing, visually or physically iifiaired or those Uio rarely participate in school-related activities. Dir. of Communications, Principals, school communicators, students 4.1 Parent committees suggested doing this by various means such as audio tapes (video) or record (i.e.\"rap^) concerts, regular neuspeper articles, plays, and a \"Desegregation Awareness UMk\" kbich can coaauiicate messages about the schools, special programs, and opportunities. Students could participate. 08/01/93 07/31/94 4.1 A. Continued use of Curriculum Update video B. Continued use of Study Guide video C. Continued use of \"LRSD Today\" video D. Continued use of Incentive School video 4.2 Considered developing an audio tape or record (i.e. \"rap\") which can communicate messages about the schools, special programs, and opportunities, in developing the rap. Students could participate 4.3 A concert might be given along the lines of the successful \"Farm Aid\" Anti-apartheid\" concerts as an awareness activity. The concert could be taped end aired on television and radio. 213 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 75X 75X 75X 75X 06/30/94 06/30/94 (Production and use of recruitment tools. Documentation of dates and locations where tools were used).Page: 8 Prograa Seq *: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Prograa Goel: To support the education mission and all of the goals and objectives of the Little Rock School District through improved comnunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Niaber 5 163 5.1 163 5.2 163 5.3 163 5. Objectives Strategies Beginning Date Ccaf)letion Date Responsibility Evaluation Criteria 4.4 Consider a regular newspaper feature such as comic strip, sinole language editorial, question-and-answer column that deals with school programs and issues. or 07/01/93 06/30/94 4.5 A play could be written end produced by students for staging in churches, coaiwunity centers, and businesses to promote awareness. 07/01/93 06/30/94 Establish a school coaaasiication network to assure an accurate and ongoing flow of infonaation. 5.1 5.2 5.3 Identify a \"coaauiications coordinator\" in each building. This individual could be a staff meaber, parent or volmteer. A. School Comnunicators chosen Designated coordinator will be chosen with input from school staff and parents. Coordinator may recruit other individuals to form a teaai to assist with the coaaaaiication network. 214 08/01/93 08/23/93 08/23/93 08/23/93 07/31/94 08/30/93 08/30/93 08/30/93 Principals, Dir. of Coflvn. Principal, staff and parents Coordinators 5.1 5.2 (List of all school communicators) (List of all school comnunicators)Page: 9 Progran Seq *: 39 Revision Date: Hay 9, 1994 Prograai Naan: Public Relations Progran Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved connunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page NuNber 5.4 163 5.5 163 Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 5.4 Coordinators will receive regular comaunications regarding district activities and will assist in gathering and the school. A. 5.5 08/23/93 06/30/94 disseninating news iron School Event Notification form used by schools to notify Connunications about school activities B. Clipping file maintained to verify miedia coverage C. Daily media requests for information concerning LRSD, individual schools and their programs Coordinators uilt receive training and any necessary resources to enable them to be effective in their jobs. A. Training provided in preschool principal's inservice 215 08/23/94 08/23/93 07/01/93 07/01/93 07/01/93 07/01/93 75X 75X 75X 75X 07/31/94 07/31/93 Coordinators, Dir. of Connunications Coordinators, Dir. of Connunication Communications Secretary Dir. of Connunications Dir. of connunications Dir. of Connunications, Principals 5.4 5.5 (Conplete event notification forms submitted by school communication coordinators, with fewer errors and in a timely manner. Number of weekly events covered in media). Record of Media Requests (All school coamunicators performing their duties efficiently as evidenced by the event notification event reports).Page: 10 PrograM Seq *: 39 Revision Date: Hay 9, 1994 Progran Naae: Public Relations Progran Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding end confidence in order to undergird the desegregation process. Plan Reference Page Huiber 6 163 6.1 163 6.2 164 6. Objectives Strategies Beginning Date Caiq\u0026gt;letion Date Responsibility Evaluation Criteria Outreach into the coamuiity Hill be broad, energetic, and consistent. 6.1 6.2 Regular dissemination of information to key coamunity leaders and opinion 07/01/93 75X nakers leaders, retired including parents, church educators, elected officials, business leaders and others (will occur. Dir. of Conmunications, Conmunity Leaders, Media 6.1 Television, will be encouraged to dissemination). radio and print media (Weekly news releases and regular dissemination of information). assist this A. Regular print, radio, TV coverage of district/school events 8. Meeting Recruitment Plan Phase II (The District will) work with realtors and the personnel deportments of local businesses to solicit their cooperation in informing new residents about the programs and services in the piijlic schools. A. Realtor's Guide Update B. Annual dissemination of brochures, videos, fact sheets and fliers to realtors and relocation department of businesses 216 07/01/93 06/30/94 School conmunications. Dir. of Conmunications 12/08/93 08/01/93 07/01/93 07/01/93 12/08/93 07/31/94 03/31/94 75X Dir. of Conmuni cati ons, Recruitment Coordinator, Local Business Human Resources Directors, Local Realtors 6.2 (Annual Focus groups, realtors survey and the School Climate/Hunan Relation survey will evaluate if conmunity is informed).Page: 11 Prograa Seq f: 39 Revision Date: May 9, 1994 Prograa Maae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Niaber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 7. Search for fresh, creative, and innovative Mays to proante the iange of the p(A\u0026gt;lic schools, recognize and reward achievenent, and boost the morale, loyalty, and pride of employees, and parents. students. 6.3 7.1 Regular, (scheduled) personal interaction, both formal and informal, between the si^ierintendent and other adainistrators and the ptblic, utilizing committee meeting, forms, round-table discussion, breakfasts, I inches or coffees, the \"dose of reality\" technique and other opportunities for exchange. A. Community Forums 08/01/93 07/31/94 Superintendent, Administrators, Conmunity members 6.3 (The holding of actual meetings as described in the strategies) interpersonal B. Personal Appearances Coninunity groups suggested using excellence auard sew-on patches for exceptional achieveamnt, ipbeat early BKiming radio messages, t-shirts with school logos for staff meaberi* new babies, all-school picnics, \"I've Got a Great Idea\" contests, creatively decorated suggestions boxes in all school buildings and central office buildings, warmly worded \"Uelcoan to Our School\" signs, open invitations to police officers to eat Imch at our schools, student/staff teaam who provide services for the elderly, contest for innovative public relations ideas, and produce a video about LRSD opportunities to comply with this objective. A. Use of \"LRSO Today\" video. Cable 4 B. Use of Incentive School video. Cable 4 217 09/01/93 10/02/93 07/01/93 07/01/93 07/01/93 12/01/93 75X 06/30/94 75X 75X Assoc. Supt. for Deseg., Dir. of Comnunications, Principals, School staff Dir. of Conwunications Dir. of Conrnunications 7.1 (Creative, innovative ways are used to promote the LRSD, boost morale, loyalty, ard pride of employees students and parents).Page: 12 Program Seq f: 39 Revision Date: May 9, 1994 PrograM NaMe: Public Relations PrograM Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner PrograM Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nuaber 164 165 8. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria C. Use of Study Guide video. Cable 4 D. Use of Curriculum Update video. Cable 4 E. Monthly Superintendent's Citations 07/01/93 07/01/93 07/01/93 75X 75X 75X Equip eaployees and students to successfully proante positive pii\u0026gt;lic relations. The districts asMt insure that caployees have adequate infonaation and pil\u0026gt;lie relations skills to be ambassadors on behalf of the schools and desegregation plans. 8.1 8.2 Dir. of Communications Dir. of Comnunications Dir of Communications Insure the staff irtderstand the philosophy, prograas, and approaches of the des^regation plan and that they are regularly i^xiated on progress. A. Principals Pre-school Inservice B. Plan and execute district dialogues Proante staff awareness of their role in piJ\u0026gt;lic relations. A. Develop new public relations section in employee directory 218 07/01/93 07/01/93 10/01/93 07/01/93 11/01/93 06/30/94 07/30/93 03/31/94 06/30/94 SOX Dir. of Communications, Communications Staff Dir. of Communications, Associate Superintendent for Desegregation, BuiIding Adninistrators 8.1 8.2 (Establish Focus groups to access public relations tools for employees and students). (Focus groups to access employee unpretending of the desegregation plan).Page: 13 Progm Seq *: 39 Revision Date: May 9, 1994 Prograai Naoe: Public Relations Prograai Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Prograai Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nuiber 165 165 165 Objectives Strategies Begiming Date Coo^letion Date Responsibility Evaluation Criteria 8.3 8.4 8.5 Encourage positive attitudes and cooMitoent to the desegregation plan by taking a team approach to proonting it, involving school staff, adainistrators, parents, and volunteers. 07/01/93 06/30/94 A. Develop new public relations section in employee directory Provide pii\u0026gt;l1c relations training and a resource hondxxik to staff, school board OKobers, PTA leadership, and other key caaaasiicators. The handbook and training Hill be ready for iofjlementation no later than preschool inservice of each school year. A. Develop new public relations section in employee directory Provide intensive training to all secretaries, receptionists, student OKmitors, and other office personnel to enable theoi to be effective in their highly visible public relations roles. An interdistrict curriculua Hill be developed aonng the three districts by their pii\u0026gt;lic relations and staff developoRnt professionals Hith the participation of experts frooi the cooMunity. The curriculuo Hill be ready to present in workshops that Hill begin no later than August, 1991. 219 07/01/93 07/01/93 07/01/93 08/01/90 SOX 06/30/94 SOX 08/01/91 BuiIding Administrators, Adninistration Team, Employees, Parents and Volunteers Dir. of Cownunications, Communications Staff Dir. of Communications, Staff Development Director, Hunan Resources Director 8.3 8.4 8.5 (Focus groups formed to access if employee attitudes are positive toward the desegregation plan). (Implementatio n of public relations workshops and distribution of resource handbook to all employees). (Staff development workshops held).Page: 14 Prograa Seq f: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Hayo Secondary Leader: Jeanette Wagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nuitier 165 166 166 166 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 8.6 8.7 8.8 8.9 Schedule regular romd table discussions between principals and the si\u0026lt;)erintendent or appropriate adainistrative staff to provide inforaation, give one-on-one encourageaient, and deal with specific questions and concerns. A. Principal's Roundtable Schedule regular principal-teacher romdtable discussions so that teachers and other school staff are as well inforaed as principals about desegregation issues. A. Principals Pre*school inservice Devise a method of encouraging and channeling inforaation and suggestions froa school-based e^loyees directly to \u0026lt;\u0026lt;]per level acfainistrators. Establish a \"hotline\" at the district level, as needed, so principals and teachers have direct access to inforaation concerning desegregation. 220 Or/01/93 07/01/93 07/01/93 07/01/93 08/01/93 06/30/94 75X 08/20/93 06/30/94 07/31/94 Superintendent, Administrative Staff, Principals Assoc. Superintendent of Desegregation, Dir. of Conmunications, Principals, Teachers Dir. of Conmunications, Asst. Supts., Principals Assoc. Supt. for Deseg., Dir. of Information Services, VIPS Coordinator, Dir. of Conmunications 8.6 8.7 8.8 8.9 (Round table sessions held). (Regular principal round table discussions held). (Evidence of a vehicle by which information is transmitted. newsletter, suggestion box, etc). (Hotline established).Page: 15 Prograa Seq *: 39 Revision Date: May 9, 1994 Prograa Naae: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Prograa Goel: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nudier Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 166 9. Acknowledge that dependability, credibility, and integrity are basic to the success of desegregation. (Establish through volunteer/parent committee feed* back the importance of credibility and integrity). 9.1 The districts Mill: Keep the promises they make. 07/01/93 06/30/94 Board of Directors, Superintendent, Administrators 9.1 (Evidence that all promises made are adhered to). 9.2 The districts uill: laaediately inform and explain to the piiilic (both internal and external) any delays or 07/01/93 06/30/94 modifications in process. proposed plans or Superintendent, Assoc. Supt. for Desegregation, Dir. of Coninunications 9.2 (Evidence that all modifications or delays are communicated to all employees). A. Goal setting meeting 07/01/93 08/31/93 B. Community Forums 10/01/93 12/10/93 Administrators, Board, CTA, PTA, Public 221Page: 16 Prograai Seq *: 39 Revision Date: May 9, 1994 Prograai Maae: Public Relations Prograai Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner Prograai Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved comnunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nuaber Objectives Strategies Beginning Date Coapletion ___Date Responsibility Evaluation Criteria 9.3 The districts will: Continue to engage in opm dialogue with the pi^lic, refraining from springing surprises. 07/01/93 07/31/93 A. Superintendent Appearances 11/02/93 11/02/93 Rotary Club of North Little Rock 11/09/94 11/09/93 PTA Council Meeting 11/10/93 11/10/93 Board of Directors, Superintendent, Dir. of Comnunications, Dir., Planning, Research and Evaluation 9.3 (Public Forums with public planned and executed). Comnunity Forum 11/11/93 11/11/93 Rightsell PTA 11/16/93 11/16/93 Downtown Kiwanis Club 11/19/93 11/19/93 McDermott Parent Group King School * Chapter 1 Meeting King School - Dedication Holiday Inn - Center City Dialogue UALR School of SociaDistrict Interview with Valerie Dawson Brady School Cloverdale Junior High Mabelvale Junior High 222 12/03/93 12/04/93 12/11/93 12/13/93 12/14/93 12/15/93 12/17/93 12/17/93 12/03/93 12/04/93 12/11/93 12/13/93 12/14/93 12/15/93 12/17/93 12/17/93Page: 17 Progran Seq *: 39 Revision Date: May 9, 1994 Progran Naae: Public Relations Progran Code: 33 Prinary Leader: Russell C. Hayo Secondary Leader: Jeanette Wagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nmber Objectives Strategies Begiming Date Coas)letion Date Responsibility Evaluation Criteria District Dialogue with Principals 01/06/94 01/06/94 Washington Magnet PTA 01/18/94 01/18/94 District Dialogue with Mon-Certified Board Retreat Forest Park PTA LRSD/Legislators Joint Meeting LRSD/LR City Board Joint Meeting Garland Parent Meeting Ham Magnet PTA Kindergarten Parent Meeting at Hall Dunbar PTA Early Childhood Task Force District Dialogue Community Forum Romine PTA Community Forum 02/03/94 02/04/94 02/07/94 02/24/94 02/28/94 03/01/94 03/03/94 03/07/94 03/08/94 03/14/94 03/16/94 03/21/94 03/22/94 07/01/93 03/01/94 02/03/94 02/05/94 02/07/94 02/24/94 02/28/94 03/01/94 03/03/94 03/07/94 03/08/94 03/14/94 03/16/94 03/21/94 03/22/94 06/30/94 03/31/94 Board of Directors, Superintendent, Administrators Super i ntendentPage: 18 Prograa Seq *: 39 Revision Date: May 9, 1994 Prograa Naaa: Public Relations Prograa Code: 33 Priaary Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner Prograa Goel: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Ntaber Objectives Strategies Beginning Date Coi^\u0026gt;letion Date Responsibility Evaluation Criteria Conmunity Forum 03/24/94 03/24/94 Hugh O'Brien Youth Foundation 03/25/94 03/25/94 New Futures Board 03/30/94 03/30/94 223Page: 19 Prograa Seq *: 39 Revision Date: Hay 9, 1994 Prograa Naae: Public Relations Prograai Code: 33 Priaary Leader\nRussell C. Mayo Secondary Leader: Jeanette Uagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Hud\u0026gt;er 166 10. Objectives Strategies Beginning ___Date Coapletion Date Responsibility Evaluation Criteria 9.4 The district will: Seek and act upon staff and connunity input into program planning and implementation 07/01/93 06/30/94 Solicit and sustain caawnity involveaent as part of the interrelationship between public relations desegregation and financial support of the schools. A. District Feedback Sess i ons/Connun i ty 03/01/94 03/31/94 Assoc. Supt. for Desegregation, Dir. of Communications B. c. 10.1 Plan Obligations Review Fast Track Evaluation preparation and review Clearly and frequently articulate the relationship of desegregation and quality public education to the econonic viability of the coaaasiity. A. Cable 4 transmission of Monthly Board Meetings B. Cable 4 programming C. Recruiter at Children's Hospital Parent Seminar C. Recruiter at Children's Hospital Parent Seminar 0. Coopers \u0026amp; Lybrand Report on outsourcing 224 01/03/94 01/01/94 07/01/93 07/01/93 07/01/93 09/25/93 09/25/93 12/14/93 01/20/94 01/31/94 06/30/94 75X 75X 09/25/93 09/25/93 01/15/94 Superintendent Dir. of Conn. Dir. of Conn. Parent Recruiter Dir. of Communications 10.1 (Public Forums, News Releases, and District Newsletter, and District Dialogues all used to better inform staff and the public).Psge: 20 Progran Seq *: 39 Revision Date: May 9, 1994 Progran Naae: Public Relations Progran Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nuitier 167 Objectives Strategies Beginning Date Coa^letion Date Responsibility Evaluation Criteria 10.2 10.3 10.4 Reach out to those who do not have children in the p(i\u0026gt;lic schools, especially private school parents and the growing reaber of senior citizens. A. Cable 4 progranming B. See 9.3 Involve students in service learning courses and projects that pronote learning through service to the conaunity. Intensify efforts to cosaunicate the anny achieveaents of the schools which surpass state and national noras (e.g., the large nuiber of National Merit Seaii-f inelists). A. Weekly news releases B. Monthly Superintendent Citations C. Monthly Citation Scripts 225 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 07/01/93 06/30/94 SOX 75X 06/30/94 06/30/94 75X 75X 75X Student Assignment Coordinator, Dir. of Communications, VIPS, Parent Recruiters Principals, Dir. of Connunications, VIPS, Students, PTA Dir. of Communications 10.2 10.3 10.4 (Contact with private school parents and senior citizens to increase conmunity involvement). (Evidence that students are involved in projects that promote learning through community service, i.e.. volunteerism). (Print/Video Media used to conrnunicate exceptional school programs).Page: 21 Progran Seq *: 39 Revision Date: May 9, 1994 Progran Hane: Public Relations Progran Code: 33 PriMry Leader: Russell C. Mayo Secondary Leader: Jeanette Uagner Progran Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved coninunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Minber 167 11. Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria Strengthen the link with the business coaaasiity. 11.1 Actively si\u0026lt;]port the Partners in Education (PIE) prograai tiiich involves local Chaaber of Comnerce and businesses and organizations uhich participate as school \"Partners\". 07/01/93 06/30/94 Partners in Educ., VIPS, Chambers of Commerce, PCSSD, NLRSD 11.1 (Evidence of Comnunity Support through \"CEO Day, School Visits from Leadership Institute, etc.) 11.2 Work to inaure that business leaders. Partners, and Classnates understand the mid des^regation plan terminology prograam. A. Realtor's Guide B. Relocation Packets C. \"Arkansas Honors\" Publications (Arkansas Business \u0026amp; Arkansas Times) 07/01/93 07/01/93 07/01/93 02/01/94 06/30/94 100X 06/30/94 02/21/94 11.3 Invite the business coamunity to help the districts form speakers bureaus to promote the schools and desegregation plans at civic and professional meetings. 07/01/93 06/30/94 11.4 Seek the input and participation of the business coaaaaiity in all areas, particularly in planning and training. A. Supt. Security Task Force B. Comnunity Forums 226 07/01/93 06/30/94 12/01/93 10/01/93 06/30/94 12/31/93 Partners in Educ., Assoc. Supt. for Desegregation, Dir. of Comnunications Assoc. Supt. for Desegregation, Dir. of Comnunications, VIPS Dir. of Comnunications, VIPS Director 11,2 11.3 11.4 (Partner and Classmate become knowledgeable of desegregation terminology and programs). (Speakers bureau formed fron the business comnunity, trained and functional). (Formation of Business Comnunity Coimittees utilizing information from the Chairber of Commerce).Page: 22 Prograa Seq *: 39 Revision Date: May 9, 1994 Progran Name: Public Relations Program Code: 33 Prinary Leader: Russell C. Mayo Secondary Leader: Jeanette Wagner Progran Goat: To support the education mission and all of the goals and objectives of the Little Rock School District through improved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Ninber 167 167 12. Objectives Strategies Beginning Date Coaf)letion Date Responsibility Evaluation Criteria 11.5 Use the Loaned Executive Program, as needed, to au^aent the personnel and expertise available to the districts for program planning and amnageaent. 07/01/93 06/30/94 Dir. of Conmunications, VIPS Director, Chamber of Commerce 11.5 (Loaned Executives utilization in Districts). Strongly ea^asize the i^x\u0026gt;rtance of the district's coawnicating with-and responding to-both their internal and external pii\u0026gt;lics. 12.1 Let staff, students, parents, volioteers, and others know that they are valued by the district. 07/01/93 06/30/94 A. Superintendent Citations 07/01/93 75X Superintendent, Dir. of Conmunications, Principals, VIPS/PIE Director 12.1 (Superintenden ts Citations, Conmendation Letters, Brag Sheets, Promotion and Newsletters). B. Citation Scripts 07/01/93 75X C. \"Arkansas Honors\" publications (Ark. Times \u0026amp; Ark. Business) 12.2 Help to ireover problems before they become major irritants. A. Coninunity Forums B. District Dialogue C. Conmunity Forum Feedback 0. District Dialogue Feedback E. Complete Budget Projections for Office of Communications F. Needs Assessment Report 227 07/01/93 10/01/93 10/01/93 03/01/94 03/01/94 01/0194 03/01/94 06/30/94 12/31/93 12/31/93 03/31/94 03/31/94 01/31/94 03/31/94 Board of Directors, Superintendent, Department Directors/Manag ers, Principals Dir. of Conmunications Dir. of Communications 12.2 (Problems are reduced and more quickly resolved).Page: 23 Prograa Seq *: 39 Revision Date: May 9, 1994 Program Naaie: Public Relations Prograai Code: 33 Priaary Leader: Russell C. Hayo Secondary Leader: Jeanette Wagner Prograa Goal: To support the education mission and all of the goals and objectives of the Little Rock School District through improved conmunity awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nintier 167 167 12a Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria 12.3 Keep the districts connected to the \"real world\" of the coamasiity. A. B. 07/01/93 06/30/94 LRSD Annual report 07/01/93 08/30/93 Truancy Reduction Center promotion campaign, flier brochure 08/01/93 09/30/93 Board of Directors, Superintendent, Adninistrative Team, Principals, Employees 12.3 (Provide information so the conmunity begins to support the puislic school educational concept). In order to iaplcment the \"dose of reality\" process, actainistrators, school staff, or volisiteers may ask questions of any meatwr of the school or coaauiity piiilic. 12.1 Questions may include: What programs and services are moat beneficial, level of satisfaction with the district, any probleam or concerns and suggestions for improvement. Coaments solicited from this process are to be considered valuable and taken seriously. Appropriate action will be taken to attem^ to correct the situations of concern. 228 07/01/93 06/30/94 Board of Directors, Superintendent, Administrative Team, Principals, Employees 12.1 (Conmunity and patrons that believe that their input is value and is of assistance in district planning).Page: 24 Prograa Seq *: 39 Revision Date: May 9, 1994 Prograai Naiae: Public Relations Prograai Code: 33 Priaary Leader: Russell C. Hayo Secondary Leader: Jeanette Wagner Prograa Goal\nTo support the education mission end all of the goals and objectives of the Little Rock School District through iirproved community awareness, understanding and confidence in order to undergird the desegregation process. Plan Reference Page Nudxr 168 13. Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria Seek to mite the resources of the Chaaber of Coaaerce, professional public relations firas, and the in-house public relations expertise of hospitals, banks, utilities, and other businesses to design a massive, i^^beat, and fully interdistrict public relations casfaign which is to begin in August, 1991, to proante the new desegregation plan and lamch the 1991-92 school year. 1990 1991 Dir. of Connunications in all districts, Chamber of Commerce 13.1 Interdistrict public relations campaign launched for 1991-92 school year. 13.1 Design and execute \"Public with Pride\" tri'district campaign to launch 1991 school year. A. Public With Pride Campaign 229 06/91 08/91\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 "}],"pages":{"current_page":529,"next_page":530,"prev_page":528,"total_pages":6766,"limit_value":12,"offset_value":6336,"total_count":81191,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40200},{"value":"StillImage","hits":35114},{"value":"MovingImage","hits":4552},{"value":"Sound","hits":3248},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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