{"response":{"docs":[{"id":"bcas_bcmss0837_778","title":"Report: ''Little Rock School District Educational Equity Monitoring 1993-94, First Semester Summary Report,'' Planning, Research, and Evaluation Department","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Parents","School discipline","School management and organization"],"dcterms_title":["Report: ''Little Rock School District Educational Equity Monitoring 1993-94, First Semester Summary Report,'' Planning, Research, and Evaluation Department"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/778"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING 1993-94 FIRST SEMESTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas May 1994 RECBW\u0026gt; I 5 l  T* JUN 1 7 1994 I Office of Desegregation Monitoring I I I I I I I I I I I I I I IDate: June 17, 1994 To: AlLAssociates From: Ann Subject LRSD Educational Equity Monitoring Report Today 1 received the attached copy of LRSDs 1993-94 Educational Equity Monitoring 1993-94 First Semester Summary Report. (Grand Prize, Longest Title Division). Please review those sections of the report which relate to your area and note anything of particular significance or relevance to our work. Make notes to your file of anything you need to follow up on or which you may eventually want to reference in, say, a report or at a hearing. For example, 1 noticed that the report contains a definition of racially balanced staff that is different from others that the district has been bandying about lately. If you find anything you think I should be aware of right now, please give me a concise written list (by June 30) of what you found and where it appears in the report. Thanks veiy much. I ITABLE OF CONTENTS AREA AND MAGNET SCHOOLS Page 1.0 Equitable Placement by Race/Gender in School Programs 2 2.0 Curriculum 14 3.0 School/District Initiated Honors and Awards 33 4.0 Committees 39 5.0 Extracurricular Activities 42 6.0 Student Achievement/Assessment 47 7.0 4 8.0 9.0 10.0 Special Education Gifted and Talented Education Staff Development Parental Involvement 56 65 73 78 I 11.0 Student Discipline 83 12.0 Building Leadership/Management 94 INCENTIVE SCHOOLS 1.0 Equitable Placement by Race/Gender in School Programs 104 2.0 Curriculum 105 3.0 School/District Initiated Honors and Awards 107 4.0 Committees 108 5.0 Extended Day Educational Opportunities 108 4 6.0 7.0 8.0 9.0 10.0 Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement 110 114 115 117 119 i 11.0 Student Discipline 120 12.0 Building Leadership/Management 122 ADDENDUM School Category Groupings Used In Report 126 4PLANNING, RESEARCH AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1993-94 FIRST SEMESTER SUMMARY REPORT LITTLE ROCK SCHOOL DISTRICT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by local biracial committee members and the Planning, Research and Evaluation staff. Each team conducts one school visit each semester using a monitoring instrument developed by the three school districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. The visits are scheduled cooperatively with each principal. The teams report semi-annually to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/Management EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of the visits conducted between November 30, 1993 and January 13, 1994. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this report is to identify the degree to which each school is progressing toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29). At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principal's comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation through the appropriate central office administrator provides guidance for corrective actions. Therefore, current conditions may be different. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IN SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25% black) certified and (at least 25% white) non-certified staff reflects appropriate percentageEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 3 Racial/Gender Balance (at least 25 percent black) in staff assignments, programs, content areas, level and grade School enrollment to be within the appropriate racial range for 1993-1994 elementary 40% to 74%, junior high 51.25% to 76.75%, senior high 45.5% to 68% Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school Plans to eliminate onerace classes, classes are identified if one-race 4 Class enrollments comply with state standards Strategies to increase the number of minority students in upper level courses/class groups FINDINGS: Area Elementary Schools: Eight schools had not attained the goal for equitable Staffing. Brady, Jefferson, McDermott, Meadowcliff, Pulaski Heights, and Woodruff fell below the staffing goal of at least 25% black certified staff members. Bale, Baseline, Brady, and Pulaski Heights fell below the staffing goal of at least white noncertified staff members. i 4 25% The black student enrollment at Bale, Baseline, Cloverdale, Fair Park, Wakefield, and Watson did not reflect the acceptable racial range for 1993-94. 4 Four schools (Baseline, Cloverdale, Terry, and Wilson) had IEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 4 class enrollments that generally did not reflect the racial/ethnic composition of the school. All four schools had strategies to eliminate disproportionate class enrollments. One-race special education classes were reported at Baseline and Wakefield. One-race Chapter I classes were found at Cloverdale, McDermott, and Wakefield. Monitors reported no strategies to eliminate the one-race Chapter I math class at McDermott. Enrollment for extended educational programs was not representative of the racial composition of the students at Badgett and Terry. Response from Principal(s): The principal at Baseline said that she notified personnel at the desegregation office that the black student enrollment exceeded the acceptable range for 1993-94 black students. The principal also stated that she has no control over special education assignments. Magnet Elementary Schools\nThe composition of the school staff (certified and non-certified members) was adequate to ensure student contact with varied staff personnel at Carver and Gibbs. At Booker, only  16% of the non-certified staff members were white. At Williams, 24% of the certified staff members were black.  The school enrollment at all elementary magnet schools. except one, reflected the racial composition prescribed by theEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 5 court approved desegregation plan. Gibbs was 57% black and exceeded the goal for magnet enrollment. Class enrollments generally reflected the racial/ethnic composition of the school at all four magnet elementary schools. No participation in extended educational programs was reported by Williams or Booker. Participation in extended educational programs generally reflected the racial/ethnic composition of the school at Carver. At Gibbs, the participation q did not reflect the racial/ethnic composition of the student body. q No one-race classes were observed at Carver, Williams, or Booker. q At Gibbs, the resource teacher worked with three groups during the school day which were composed of all black students. q One compensatory reading class, which meets for 30 minutes per day, was composed of all black students. The monitors at Gibbs q said strategies were available to prevent or eliminate one-race classes. q Response from Principal(s): q The principal at Booker reported that there has been little change in non-certified staff since she became the very principal at Booker. When a vacancy has occurred, such as in the custodial staff, whites have not applied. The principal and q assistant principal did interview applicants for the cafeteria manager's position and a white female was hired. qI EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 6 M-to-M Magnet Elementary School\nWashington had attained the goal for eguitable staffing for V certified staff. The goal for non-certified staffing (at least 25% white) was not attained. The composition of the non-certified staff was 87% black. The school enrollment exceeded the goal for M-to-M magnet schools (40-60% black). The school population was 62% black. The class enrollments generally reflected school population. the composition of the Response from Principal(s): The principal said she monitors class and gender as new students enroll. Interdistrict Elementary Schools\nenrollments by race King and Romine attained the goal for eguitable staffing for certified staff members. The goal for non-certified staff was not achieved. Non-certified staff was 16% white at King and 13% white at Romine. The school enrollment at King and Romine did not reflect the racial composition prescribed for interdistrict schools. King's enrollment was 61% black and Romine's enrollment was 73% black.  Class enrollments at King did not generally reflect the student population. No strategies were available to eliminate the disproportionate class enrollments at King. At Romine, all classes met the acceptable range for each grade level.  REDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 7 Extended educational programs were not offered at either school at the time of the monitoring visit. Two one-race special education classes were observed at Romine. provided. Evidence of strategies to prevent one-race classes was No one-race classes were found at King. Response from Principal(s): The assistant principal at Romine said only black applicants applied for the vacant support staff positions. The assistant principal also reported that active recruitment activities taken place and are ongoing. have According to the principal at King, the school did not have strategies to eliminate disproportionate class because the school staff did not have control  assignments to King. enrollments over student Area Junior High Schools: Forest Heights and Mabelvale had attained the goal for staffing. Cloverdale, Pulaski Heights, and Southwest had not attained the staffing goal. Class/course enrollments at Forest Heights, Mabelvale, and Pulaski Heights did not generally reflect the racial composition of the schools. student classes. All area junior high schools had some all black I All area junior high schools, except Forest Heights, provided strategies to eliminate disproportionate class/course enrollments. All of the schools provided evidenceI EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 8 I I of strategies to prevent one-race classes. Participation in extended educational programs generally reflected the racial/ethnic composition of the school at I I Cloverdale and Southwest. The participation did not reflect the school's composition at Forest Heights, Mabelvale, and Pulaski Heights. I Response from Principal(s): The principal at Southwest reported that most of the support staff were employed before she became principal. She has not had an opportunity to employ new staff. The principal at Cloverdale said she knew that an inordinate number of black students were being assigned to Cloverdale. When I assistance was asked for, she was over-ruled. i Magnet Junior High School\nThe equitable staffing goal was attained at Mann. The  enrollment for black students was 59% which exceeded the goal for racial balance. The course enrollments did not reflect the composition of the school for 44% of the classes. Strategies to eliminate disproportionate course enrollments were evident. No information on extended educational programs  was offered during the first semester. The principal noted that students from Mann will participate in the AEGIS program  which will be offered during the summer.  Five one-race classes were found. Four of the five were   IIEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 9 Language/Arts Plus classes and one was a German class. Several innovative strategies were found to increase the enrollment of black students in German. Progress is monitored to ensure no student is placed in Language/Arts Plus inappropriately. Response from Principal(s): The principal reported communication has been ongoing with student assignment personnel. 4 She said progress has been made in reducing the percentage of black students assigned to Mann over the past few years and the change has started to influence the course enrollment percentages in a positive way. M-to-M Magnet Junior High Schools\nDunbar attained the equitable staffing goal, not attain the goal for non-certified staff. Henderson did The school enrollment at both schools did not reflect the acceptable racial range for M-to-M magnet schools. Black students composed 74% of the population at Henderson. At Dunbar, black students composed 62% of the population. Class/course enrollments at both schools did not reflect the racial/ethnic composition of the school. There were 13 all black classes at Henderson and six all black classes at Dunbar. Both schools had r strategies to eliminate one-race classes and disproportionate class/course enrollments. Participation in extended educational programs at Henderson did not reflect the composition of the school population. NoEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 10 current data relative to extended educational programs were available at Dunbar. Response from Principal(s): The principal at Dunbar noted that attendance zone black students, who in previous years received a letter allowing them the option of not attending Dunbar, were not given that option this year. Consequently, a high percentage of allocated seats for black students were taken by the attendance zone students. who had no particular interest in the magnet programs. This prevented other black LRSD students, as well as those from PCSSD and NLR from entering the magnet program. Alternative Learning Center: The ALC did not attain the equitable staffing goal for certified positions. The school enrollment did not reflect the acceptable racial range for junior high schools. Black students R comprised 88% of the school population. Class enrollments generally reflected the racial composition of the school. Strategies were employed to prevent one-race classes. Aquaculture and horticulture were reported as extended educational programs with participation in the programs that reflected the make-up of the school population. Response from Principal(s): R None R REDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 11 Area Senior High Schools: Fair and Hall attained the equitable staffing goal. School enrollments at both schools reflected the acceptable racial range for 1993-94. Course enrollments did not generally reflect the composition of the student body at either school. Both schools had strategies to eliminate disproportionate course enrollments and one-race classes. One-race classes were found at Fair and Hall. 4 The evidence provided at Hall showed that participation in extended educational programs generally reflected the 4 racial/ethnic composition of the school. At Fair, information was not provided for extended educational programs. The principal noted that participants in these programs for the current school year had not been selected at the time of the first monitoring visit. Response from Principal(s): None Magnet Senior High School: Parkview achieved the equitable staffing goal. The black student enrollment of 59% exceeded the magnet range of 50%-55% black. The class/course enrollments did not generally reflect the racial/ethnic composition of the school. Twenty-eight percent (28%) of the classes were out of range. Strategies wereEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 12 identified to eliminate disproportionate class/course enrollments and one-race classes, if needed. No one-race classes were observed. Black students comprised 33% of the total participation in extended educational programs. Response from Principal(s): The principal said he and his staff will use additional strategies to prevent disproportionate class/course enrollments for second semester, if courses are out of balance. M-to-M Magnet Senior High Schools\nCentral and McClellan both attained the equitable staffing goal. Both schools had a greater percentage of black students enrolled than the acceptable racial range. McClellan had a black student enrollment of 76%. The black enrollment for Central was 63%. The class/course enrollments at McClellan reflected the racial/ethnic composition of the school. The course enrollments at Central did not generally reflect the composition of the school population. Five of the G/T classes at Central were all white. Both schools had one-race classes. The school profile at McClellan contained evidence of strategies to eliminate disproportionate course enrollments and one-race classes.  Information concerning participation in extended educational  programs was not available at Central or McClellan. McClellan  JEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 13 reported that information would be available during the second semester. Response from Principal(s)\n4 The principal at Central reported the scheduling of classes was done prior to his arrival and it was difficult to make I 4 4 I changes. The principal said he plans to do the scheduling of students himself for the 1994-95 school year. He noted there had been some parent complaints class/course enrollments and regarding the disproportionate one-race classes. Metropolitan Vocational-Technical Education Center\nMetropolitan did not attain the goal for staffing. The composition of the staff was 17% black certified personnel and 80% black non-certified personnel. Black students composed 46% of the school enrollment, which was in the acceptable range. Class/course enrollments did not generally reflect the racial/ethnic composition of the school. Thirteen of nineteen classes were out of range. No one-race classes were observed. Strategies to eliminate disproportionate class/course enrollments were provided by the director. Metropolitan had an extended day program, enrollment or a composition of the enrollment by was not available. Student Response from Principal(s): The director reported that the extended day race and gender program operatesEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 14 from 4 to 6 p.m. LRSD students comprised the majority of the enrollment because other districts do not provide transportation unless a student is in a magnet school. 2.0 CURRICULUM At each school the monitors expected to find: Implementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum Interaction among students promoted by classroom seating patterns An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implement the curriculum with what you have) Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Current and complete documentation of student progress Teachers demonstrating use of multiculturally infused curriculum Students participating in heterogeneous groups to allow for cross racial interaction Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism FINDINGS: Area Elementary Schools: In all twenty-three (23) area elementary schools most of the teachers said that materials and equipment were adequate forEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 15 curriculum delivery. Brady and Meadowcliff, some teachers reported that they had purchased needed funds. materials with personal At Brady, more science equipment like microscopes and hands-on materials were needed and one computer needed to be repaired. At Fair Park, more black history materials and an overhead projector were needed. Some teachers visited at Wakefield would like to have more encyclopedias in the classrooms. At Woodruff, two monitored teachers said that they needed computers in their classrooms, teachers said that they needed CARBO hold for CARBO materials for Chapter Several monitored Woodruff materials. Funding was on I and compensatory classrooms. 4 At McDermott, two monitored teachers said that they I needed new charts and encyclopedias. In most of the classrooms monitored, most of the student records were found to be current and complete in all of the area I elementary schools. At Pulaski Heights Elementary, Otter Creek and Mabelvale Elementary, Academic Skills Development Plans (ASDPs) did not show mastery dates for objectives. In all of the area elementary schools, most students in the monitored classrooms were actively involved in instruction. Such Ri activities as students involved in individual lessons. teachers reviewing, lectures, teachers reading to students and teachers checking pupils comprehension were observed. In all of the area elementary schools, except Terry,EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 16 classroom seating patterns observed promoted interaction among students of different race/gender. At Terry in one visited classroom the students appeared to be grouped by race. The teacher said that students were allowed to choose their own seats. The teacher said that would be rectified. In all of the area elementary schools bulletin boards, seasonal (KWANZA) displays, multicultural, curriculum oriented displays, posters, charts, pupil projects, assortment of books. media center materials, pictures of students, signs, artwork and creative writings reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. Only one monitoring team, the group which monitored Otter Creek, felt that the displays could be expanded. At Otter Creek, cork strips for displaying student work were observed to be placed too high. especially for primary students. In most of the area elementary classrooms visited. a reflection of the racial/ethnic and gender differences of the student body and/or multiculturalism was observed. In one classroom at Baseline and Pulaski Heights Elementary and two classrooms at Terry, there was nothing in evidence to reflect racial/ethnic/gender differences. At Otter Creek, the monitoring team felt that there was some room for improvement in this area. One monitor at Woodruff reported seeing very little multicultural representation in the classroom. Another monitor at Woodruff J EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 17 reported that only African American culture was represented. In this same classroom there were no displays which included women. Student work reflecting various teaching strategies was displayed in or just outside monitored classrooms in all of the area elementary schools. Most monitored elementary school teachers were using the curriculum guides which were multicultural by nature. They were also using other multicultural activities and resources to augment instruction in the area. Multiculturalism was incorporated into English writings, research and reports. At Chicot, the monitored staff had the opinion that the new multicultural curriculum materials I were more helpful than the previous ones. At Badgett the multicultural objectives were taught through role-playing, supplementary reading, use of maps, preparing special cultural dishes and with the media specialists' help in selection of materials. At Western Hills, in addition to teaching multicultural objectives with the curriculum guide, a schoolwide multicultural story hour was held after regular school hours two times per year. This year a local author came to read a book she had written entitled \"Uncle Jed's Barber Shop\". The principal, teachers and local lay persons were readers as well. Some monitored new teachers in some other schools who did not seem to know much about multicultural curriculum objectives or where to find more information.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 18 Most monitored teachers reported that the library media specialist in the schools did instruct the students in literary skills and reference/study skills. At Chicot, it was reported that the media specialist assembled research materials for individual teachers' units of study. Some of the library media specialists monitored said that because of the recent budget cut, the status of the media clerk was cut to less than full-time. and the full-time service was missed. At Geyer Springs, it was reported that the media specialist and teachers cooperatively planned for instruction in the use of reference materials, the card catalog, examining the characteristics of various use of cultures and how to use the newspaper. At Western Hills, it was I I I I I I R reported that the media specialist was very active in conducting the reach program, story-hour, the reading club for at-risk students, media monitors, book fair, book week, book exchange, and she gathered multicultural materials for classroom teachers' use. At Baseline, one visited teacher said that the classroom was not scheduled for help from the media specialist. Response from Principal(s): None Magnet Elementary Schools\nMaterials and equipment were reported to be sufficient for curriculum delivery by most monitored teachers. However, it was reported at Gibbs that the second and third grade teachers did EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 19 not have social studies textbooks. Student records were found to be current and complete in most monitored classrooms. At Williams, in one classroom there were no mastery dates recorded on ASDPs. In another classroom at Williams, the teacher said that the ASDPs were stored in the office. In most classrooms visited, all students were actively involved in classroom instruction. In one monitored classroom at Gibbs, all students were not actively involved in classroom instruction. In all classrooms visited, except one at Carver, seating patterns promoted interaction of races. Throughout these schools, publications, bulletin boards, and productions reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. Student projects, creative writing. 4 pictures, artwork and posters observed were of a multicultural nature. In most classrooms visited, monitors observed displays of 4 bulletin boards, publications and productions reflecting racial/ethnic/gender differences of the student body and/ the or multiculturalism. However, in four monitored classrooms at Booker Magnet very little (such as one Martin Luther King 4 picture) were in evidence. In most classrooms visited except at Gibbs Magnet, monitors 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 20 observed displays of student work reflecting various teaching strategies. At Gibbs, there was a limited display in the classrooms visited, but an abundance in the hallways. Multicultural objectives of the curriculum guides were being taught in all classrooms visited at all these schools. There were background studies on the concepts taught, reports were read, speakers were presented, field trips taken, and the media specialist assisted with supplementary materials. The library media specialists instructed students in literary skills and reference/study skills in all these schools. Media specialists were helping students with independent research. Small group instruction occurred. Response from Principal(s): The principal at Gibbs said that by design of the programs a philosophy was inculcated whereby the curriculum would not be driven by textbooks. M-to-M Magnet Elementary School\nIn the classrooms observed at Washington Magnet, the teachers said that they did receive adequate materials and equipment. Also, the records observed were current and complete. All students observed were actively involved in classroom instruction. Student seating patterns observed were integrated by race and gender. In the classrooms observed, student work was displayed on walls and bulletin boards. Ethnic and gender EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 25 classrooms visited at Cloverdale, multicultural objectives of the curriculum were taught, in some monitored classrooms. the monitoring team felt that more attention should be given to the multicultural aspects of teaching methods. In all these junior high schools, the monitored teachers said that the media specialist instructed students in literary skills and reference/study skills. Response from Principal(s): The Forest Heights Junior High School principal said that he was aware of one classroom where blacks and whites sat on different sides of the room, but this was by student choice. Magnet Junior High School\nAt Mann Magnet in all classrooms observed, the teachers had 4 adequate materials. Observed ASDP's, grade books and lesson plans were current and complete. In all observed classrooms at Mann Magnet, all students were actively involved in classroom instruction. Classroom seating patterns at Mann were integrated to promote interaction. Throughout the Mann Junior High School building, there were bulletin boards, publications and productions reflecting the racial/ethnic and gender differences of the student body and/or multiculturalism. In two visited Mann Magnet classrooms. monitors noted that more multicultural displays could have been used. qEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 26 Although in most visited classrooms at Mann Magnet there a display of student work, teachers who travel were unable to was display work of all the students. Multicultural objectives of the curriculum were being taught. The library media specialist had blocks of time devoted to teaching reference skills for seventh graders. This was coordinated with English teachers. English teachers brought their classes to the media center on a regular basis. Response from Principal(s): None M-to-M Magnet Junior High Schools: Although the monitored teachers at Dunbar Magnet School reported having adequate materials and equipment, some monitored teachers at Henderson Magnet School indicated a need for more musical materials and gifted materials. It was reported at Henderson Magnet that new teachers needed equipment and materials. At Henderson Magnet some maps for social studies were outdated. Although at Dunbar Magnet the records of monitored classrooms were up-to-date and complete, ASDP's in some monitored rooms were not current and complete at Henderson Magnet School. Most students were actively involved in classroom instruction at both Dunbar and Henderson. In one monitored classroomat Henderson, the students were not actively involved in classroom EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 27 instruction. At Dunbar Magnet the monitors found no impediment in seating patterns promoting interaction among students. On the other hand at Henderson Magnet, in three classrooms visited, white and black students were seated together. In one classroom at Henderson Magnet, the small groups appeared to be separated by race and gender. At Dunbar Magnet the bulletin boards, publications, and productions throughout the school and in the classrooms reflected the racial/ethnic and gender differences of the student body. At Henderson Magnet one classroom visited had no black representatives on the bulletin boards. According to all teachers interviewed at Dunbar Magnet the multicultural objectives were taught, at Henderson, multicultural objectives In one classroom monitored were not used. All teachers interviewed at Dunbar Magnet said that the library media specialist instructed students in literary skills and reference/study skills. In one classroom visited at Henderson Magnet, the teacher said that the media specialist did not instruct students in literary skills and reference/study skills. Response from Principal(s): H I H I II The Henderson Magnet principal said that new band instruments have been ordered and will be delivered soon.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 28 Alternative Learning Center: One monitored teacher of five said that there was adequate equipment due to grant funding. The monitored teacher said that every teacher needed their own set of books. They said that there was never enough textbooks and limited science equipment. It was reported that there were not enough lockers for each student to have one. complete. Student records observed were current and p Students observed were involved in instruction. In the classrooms monitored, the seating patterns were appropriate. p Multiculturalism was reflected throughout the building. The racial/ethnic/gender differences were reflected in the classrooms. p Student work was displayed in most rooms visited. Multicultural objectives of the curriculum were taught in the p classrooms visited. There is no media specialist assigned to the Alternative Learning Center. Most books in the media center have p been donated. Teachers can take students to the media center to p use the available books. Response from Principal(s): p None Area Senior High Schools: pi In all classrooms monitored at Fair High School, teachers p reported having adequate materials and equipment. A science p B EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 29 teacher visited at Hall High School In both schools, classrooms. classrooms needed disposable materials. records were current and complete in monitored In both schools, all students in monitored were actively involved in classroom instruction. Classroom seating patterns in these schools in the monitored rooms promoted interaction among students of different race/gender. The monitored classrooms reflected the racial/ethnic/gender differences of the multiculturalism. student body and/or In a majority of the classrooms monitored, no student work was displayed at Fair and Hall High Schools. However, in both science classes visited at Hall High School, displays of student work. there were excellent Most visited teachers at Hall High School teachers at Fair High School said that and all monitored the library media specialist instructed students in literary skills and reference/study skills. Response from Principal(s)\nNone Magnet Senior High School: All Parkview monitored teachers but one agreed that they had adequate materials and equipment. It was reported that more 4 paperback books were needed in the English literature classes. African-American literature texts were ordered. and 55 books wereEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 30 received. However, these books have not been distributed. Other multicultural materials were available. Records were current and complete in the Parkview High School classrooms monitored. Whole group, small group, individualized instruction and cooperative learning groups were observed. In the monitored classrooms, integrated seating patterns were in evidence. Multiculturalism was reflected throughout the school and the classrooms monitored. There was an abundance of student work on display in all areas of the school. All monitored teachers were using multicultural objectives in core curriculum guides. Multicultural exhibits were observed in the media center. The media specialist provided reference instruction, computer instruction for research and instruction using computer research programs and researching authors and literary works for reports. Response from Principal(s): None M-to-M Magnet Senior High Schools\nAll monitored teachers at Central and McClellan reported having adequate materials and equipment. In all classrooms monitored at McClellan, student records were up-to-date and complete. In one monitored class at Central the plan book was not current, and in another class, the plan book was unavailable. p p p p p p p p p p p p p R EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 31 In most monitored classrooms at Central, observed students were actively involved in instruction. At McClellan the monitors HI observed students working in groups, listening to a guest speaker, working independently and actively involved in classroom instruction. HI Monitors observed no impediment at McClellan in classroom seating patterns promoting interaction among students of different race/gender. At Central the seating patterns in one half of the classrooms observed did not allow for students of varying race/ethnic groups to interact. The Central School offices had bulletin boards, charts, and posters reflecting multiculturalism. But throughout the hallways such displays were sparse. At McClellan, numerous displays. pictures, and posters were attractively displayed and reflected the racial/ethnic/gender differences of the student body. At McClellan pictures of students were also on display. Multicultural bulletin boards, publications and productions were evident in the classroom of Central and McClellan. The H Central monitoring team, however, felt that the classroom displays could be improved. At Central, student work was observed in only two classrooms. In a majority of the classrooms monitored at McClellan student work was displayed. At both Central and McClellan multicultural objectives of the curriculum guides wereEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 32 taught in the monitored classrooms. Library media specialists at Central and McClellan, according to monitored teachers, instructed students in literary skills and references/study skills. Response from Principal(s): The Central principal said that seldom was student work displayed. Students' accomplishments were recognized through bulletins and by intercom announcements. He further stated that in his opinion displaying student work would be difficult for teachers because of class loads. Competition results were also published. Metropolitan Vocational Technical Education Center\nMonitored teachers at Metropolitan reported having adequate materials and equipment. Most of the computer programming class equipment was reported to be very old, but it was functional. Grade books and lesson plans were current and complete in all monitored classes but one. All observed students were actively involved in instruction. Classroom seating patterns did promote interaction of the different races/genders. School bulletin boards including in the media center reflected racial/ethnic differences. Multicultural bulletin boards and photographs of students were observed. Classrooms visited were freshly painted. Teachers showed the RI p p p R R p p  M monitors student work usually on display. to to EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 33 Multicultural objectives were incorporated into the lessons in monitored classrooms. Several teachers visited mentioned that speakers were brought in from various ethnic backgrounds. No library media specialist was assigned to Metropolitan. Teachers could check books out for students to use as references for research. Response from Principal(s): None 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find: A variety of awards and honors Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents A process to evaluate the honors and awards program for equity Plans to eliminate any racial/gender inequities relative to distribution of honors and awards Non-athletic and athletic awards and honors (secondary schools) are perceived as comparable through visible evidence (displays) and promotion activities (school programs), e.g. student of the month. National Honor Society, honors assembly programs, continuous curriculum development FINDINGS: Area Elementary Schools: In each area elementary school, the offerings and procedures regarding honors and awards are evaluated regularly for equityEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 34 and to determine if new awards are necessary to meet student needs. Additionally, all area elementary schools that were monitored concerning the variety of honors and awards provided (e.g., scholarship, citizenship, attendance and/or service, etc.) make available a selection of various types. Written procedures and requirements governing honors and awards were distributed to staff, students, and parents at all area elementary schools except Bale, Chicot, Fulbright, Terry, and Baseline. In all applicable area elementary schools, procedures evident that students are apprised of information regarding are opportunities to participate in various educational programs (e.g.. Quiz Bowl, etc.). Response from Principal(s): The principal at Bale reported that the above referred to written procedures and requirements governing honors and awards are distributed to staff members in writing, but presented to parents and students orally. The principal further stated that the written procedures and requirements will be distributed to parents and students before the first semester ends. At Chicot, the principal stated that normally the written procedures regarding honors and awards are distributed via handbooks, but that the information was inadvertently omitted from this year's handbook. The principal said that the above i p p p p p p p p p p p p EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 35 written procedures and requirements would be disseminated at semester. The principal at Fulbright reported that the procedures regarding honors and awards were transmitted orally to parents and students, but stated that they will be distributed in writing in a newsletter which would be sent before the end of first semester. Magnet Elementary Schools\nIn each of the magnet elementary schools, procedures are evident to assure that students are apprised of information regarding various opportunities in educational programs, such as Quiz Bowl. Additionally, all magnet elementary schools except Gibbs regularly evaluate for equity the offerings and procedures regarding honors and awards and to determine if new awards are necessary to meet student needs. The report from Gibbs noted that plans have been made to conduct such an evaluation. With the exception of Gibbs, each magnet elementary school distributes written procedures and requirements governing honors and awards to staff, students, and parents. At Gibbs, the above is distributed to staff, but not to parents and students. A variety of awards and honors is provided in areas such as scholarship, citizenship, service, etc., at each magnet 4 elementary school where monitored.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 36 Response from Principal(s): None M-to-M Magnet Elementary School\nThere were no areas of concern noted at Washington with regard to the distribution of honors and awards. Response from Principal(s): None Interdistrict Elementary Schools: There were no areas of concern noted at either King or Romine with regard to the distribution of honors and awards. Response from Principal(s): None Area Junior High Schools\nAll area junior high schools regularly eyaluate the offerings and procedures regarding honors and awards for equity and to determine if new awards are necessary to meet student needs. Written procedures and requirements goyerning honors and awards were distributed to staff, students, and parents at each area junior high school except Forest Heights. Procedures to assure that students are apprised of information regarding educational programs, such as AEGIS, are in place at each school. All area junior high schools that were monitored concerning the proyision of a variety of honors and awards, reported such recognitions were given for scholarship, citizenship, service. I I B I B B B k B B BBl I ti ts EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 37 athletics, music, improvement, etc. Response from Principal(s): in None Magnet Junior High School\nThere were no areas of concern noted at Mann Magnet Junior High School with regard to the distribution of honors and awards. Response from Principal(s): q None q M-to-M Magnet Junior High Schools\nq There were no areas of concern noted at Dunbar or Henderson with regard to the distribution of honors and awards. Response from Principal(s): q None q Alternative Learning Center\nq There were no areas of concern noted at the Alternative Learning Center with regard to the distribution of honors and awards. Response from Principal(s): None q Area Senior High Schools\nA variety of honors and awards is provided in areas ranging from scholarship and citizenship to service, athletics, and music at both area high schools. Written procedures and reguirements governing honors and awards were distributed to staff, parents. rnEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 38 and students at each area high school\nprocedures to inform students about opportunities in educational programs, e.g., Governor's School, are likewise in place and implemented at both of the above schools. Area high school monitoring reports indicated that the I offerings and procedures regarding honors and awards are  evaluated regularly for equity and to determine if new awards are necessary to meet student needs. I Response from Principal(s): None I Magnet Senior High School\nThere were no areas of concern noted at Parkview with regard to the distribution of honors and awards. I Response from Principal(s): None I M-to-M Magnet Senior High Schools\nThere were no areas of concern noted at either Central or R McClellan with regard to the distribution of honors and awards. Response from Principal(s): None R Metropolitan Vocational-Technical Education Center\nMetropolitan offers a wide variety of recognitions, distributes the procedures and requirements governing these R citations to staff, students, and parents, and regularlyI !\u0026lt;1 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 39 evaluates them for equity and to determine if new awards are necessary. in in are also evident which assure that students are apprised of information regarding opportunities in various educational programs. It should be noted that the awards and I honors students have an opportunity to receive at Metropolitan I J are in addition to the ones available at their home school. Response from Principal(s): None 4.0 COMMITTEES q At each school the monitors expected to find\n. Racial/gender composition of appointed school-based committees (-25% to 12.5% of black student enrollment) generally reflects the school population q FINDINGS\nArea Elementary Schools\nAt fourteen schools, appointed school-based committees were generally reflective of the staff/parent (student) population. At three schools (Badgett, Terry and Mabelvale) appointed school-based committees were not reflective of the staff population. At six schools (Terry, Brady, Watson, Western Hills, Ui McDermott, and Pulaski Heights), appointed parent/patron committees were not reflective of the student population. Response from Principal(s) : NoneI I I I EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 40 Magnet Elementary Schools\nAppointed school-based committees were generally reflective of the staff/parent (student) population at Booker, Carver, and Gibbs. At Williams, the appointed school-based committees were not generally reflective of the staff/parent (student) R population. I Response from Principal(s): None I M-to-M Magnet Elementary School\nAt Washington, the appointed parent/patron committees were I not reflective of the student population Response from Principal(s): I None I Interdistrict Elementary Schools\nAt King, the school-based parent committees did not reflect B the student population. School-based committees at Romine were reflective of the staff/parent (student) population. B Response from Principal(s): None Area Junior High Schools\nR Appointed school-based committees were reflective of the staff/parent (student) population at Forest Heights, Pulaski B Heights and Southwest. Committees at Cloverdale and Mabelvale B were not reflective of the staff/parent (student) population. REDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 41 Response from Principal(s): None Magnet Junior High School: Appointed school-based committees at Mann were reflective of the staff/parent (student) populati Response from Principal(s): on. None M-to-M Magnet Junior High Schools\nAppointed school-based committees at Dunbar were reflective of the staff/parent (student) population. At Henderson, the appointed parent/patron committees were not reflective of the student population. Response from Principal(s): None Alternative Learning Center: w The composition of the school-based parent committees did not reflect the student population. Response from Principal(s): None Area Senior High Schools: The composition of school-based committees was reflective of the staff/parent (student) population at Fair and Hall. Response from Principal(s): NoneI EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 42 I V Magnet Senior High School\nAt Parkview, school-based committees were reflective of the staff/parent (student) population. Response from Principal(s): I I None V M-to-M Magnet Senior High Schools: At Central, school-based committees were reflective of the staff/parent (student) population. The composition of each I school-based committee at McClellan was not reflective of the staff/parent (student) population. Response from Principal(s): I None Metropolitan Vocational-Technical Education Center: No information was available at Metropolitan Vo-Tech Center. Response from Principal(s): I I None 5.0 R EXTRACURRICULAR ACTIVITIES At each school the monitors expected to find: R Extracurricular activities (sports, clubs, etc.) generally balanced (-25% to +12.5% of black student enrollment) by race and sex R Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender Recruitment practices to promote participation of all races and both genders in extracurricular activities k k kEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 43 FINDINGS: Area Elementary Schools: The monitors from Terry recorded an area of concern for this item on the monitoring instrument. Two extracurricular activities were not within the acceptable range for the black population. The Gentlemen's Club was 80% black and Stripes was 56% black. The monitors from Western Hills and Brady stated that there was no black male sponsorship, and the monitors from Badgett and Mabelvale indicated that more black male sponsors were needed. At Fair Park no data were provided regarding adult sponsors. Monitors reported that student participation in extracurricular clubs and activities was reflective of the racial/ethnicity of the school population. Response from Principal(s): None Magnet Elementary Schools: The team reports submitted did not report areas of concern, but the report from Williams Magnet stated that there was no black male, black female, nor white male sponsorship for activities and clubs listed. Black student participation at all reporting schools was representative of the school population. Response from Principal(s): None 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 44 M-to-M Magnet Elementary School: The monitors did not identify areas of concern. It was reported that black student participation in these clubs and activities was 62% and adult sponsorship was 50% black. Response from Principal(s): V None Interdistrict Elementary Schools: p The reports submitted by the monitoring teams did not p identify an area of concern for this section of the monitoring instrument. However, the monitors at King reported that black B student participants comprised 61% of the overall extracurricular participation. The Romine report listed only two extracurricular B activities in the profile and showed 68% black participation. B Response from Principal(s): None p Area Junior High Schools: Monitors from Pulaski Heights identified a number of p activities that were disproportionately one race, although the p overall student participation in extracurricular activities was not disproportional. Areas of concern were not reported for B other schools. Response from Principal(s): B None R R4 r 4 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 45 Magnet Junior High School: There were no areas of concern. Response from Principal(s): None M-to-M Magnet Junior High Schools: Team consensus reports for these schools indicated that student participation in extracurricular activities was within an acceptable range. Monitors at Dunbar stated that eleven of the thirteen activities were disproportional. Response from Principal(s): None Alternative Learning Center: The monitoring consensus report identified an area of concern. Total membership in extracurricular activities was 60% black, which was below the 66-91% acceptable range. Adult sponsorship reflected the staff population but not the school population. Area Senior High Schools: The consensus report from Fair stated that extracurricular activities evidenced a total of 61% black participation. Eighteen clubs were racially identifiable. At Hall, total participation was within range and balanced by race. some programs were racially identifiable. However, 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 46 Response from Principal(s): None Magnet Senior High School\nAccording to the team consensus report from Parkview, the school extracurricular program was comprised of thirty-two  activities. Nine of those activities were within the monitoring range. A review of the activities listed in the school profile  indicated that most sports related activities were racially identifiable. B Response from Principal(s): B None M-to-M Magnet Senior High Schools: B At Central, there were a total of twenty-six extracurricular B activities listed, and sixteen of them had percentages below the monitoring range. Adult sponsorship was comparable between the B subgroups. At McClellan, seventeen of thirty-four activities were outside the monitoring range. Response from Principal(s): None Metropolitan Vocational-Technical Education Center\nB The team report stated that information relative to extracurricular activities was not contained in the profile. B B B6.0 44 44 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 47 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: FINDINGS: All students' strengths and weaknesses assessed and their educational programs planned accordingly Evidence that graduation/promotion/retention rates monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender) are Test results that are used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents Strategies to close the disparity in test scores among identifiable groups Area Elementary Schools\nAccording to the monitors, all area elementary schools have developed and implemented goals and strategies to decrease the achievement differences between black students and white students on standardized tests. Additionally, each school reported that test taking skills are taught throughout the school year. The retention rates reflect the school population at the following eleven of twenty-three area elementary schools: Badgett, Bale, Baseline, Brady, Chicot, Fulbright, Geyer Springs, Jefferson, Terry, Watson, and Western Hills. All of the remaining twelve area elementary schools except Dodd retained a disproportionate number of black students. At Dodd, 66% (6/9) of the retainees were white, which was not reflective of the school population. Concerning a comparison of 1992 and 1993 test results, EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 48 monitoring teams from 15 of 23 area elementary schools responded in the negative to the item on the monitoring checklist that states \"when test results are examined, achievement of white students remains stable or increases as black student achievement improves. The negative response was applicable to the Arkansas i Minimum Performance Test (MPT) and/or the Stanford Eight Achievement Test. p Response from Principal(s): p At Wakefield, the principal reported that the school is applying for an academic incentive grant to be used for an after R school program for at-risk students. The principal at Mabelvale stated that some of the retainees R were transfers from other schools. R At Otter Creek, the principal stated only two students were retained from Otter Creek\nthe remaining retainees transferred R from other schools. The principal at Chicot stated that Chicot had a turnover p rate that resulted in at least 55% new students in 1992-93. In p spite of that, he said that in 1993, Chicot was complimented for having a sustained growth of the scores of black males over a R five-year period. At Jefferson, the principal reported that in 1992-93, there R were 22 new sixth grade students at Jefferson. She also pointed R out that the black/white disparity in test scores was lower in REDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 49 the upper grades. According to the principal at Cloverdale, black students have had the most academic problems, and he has tried to recruit more parents to volunteer to work with students in need. Teachers give up planning time to work with students who need to reinforce skills\nthe principal tutors in classrooms, and the teachers of the four year old students volunteer students in the upper grades. Magnet Elementary Schools: to read to All magnet elementary schools have developed and implemented goals and strategies to decrease the achievement differences between black students and white students on standardized tests. Furthermore, all of the schools reported teaching test taking skills throughout the school year. Examples of learning activities employed to teach test taking skills: utilizing Abacus for testing, practicing using bubble-type answer sheets, taking timed tests, working on ways to understand directions, learning test taking terminology, and improving reading skills. At Gibbs, monitors reported in the negative concerning the item on the monitoring instrument that states \"when test results are examined, achievement of white students remains stable or increases as black student achievement improves. II According to monitoring reports, the retention rate at neither Gibbs nor Williams reflected the student population.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 50 Response from Principal(s): None M-to-M Magnet Elementary School\nAt Washington, the only area of concern reported was that the retention rate did not reflect the student population. V Seven black males and four black females were retained\nnine of p the retainees were first grade students. Response from Principal(s): None Interdistrict Elementary Schools\nB No areas of concern were noted at either King or Romine. B Response from Principal(s): None B Area Junior High Schools\nGoals and strategies to decrease the achievement differences B between black students and white students on the MPT and norm referenced tests are in place and being implemented at all area junior high schools, according to monitoring reports. Furthermore, test-taking skills are taught at each school throughout the year. Examples of various learning activities B include practicing taking timed tests, strategies for answering multiple choice questions, and teaching critical thinking skills. The failure/retention rate did not reflect the school B population at Forest Heights, Mabelvale, and Pulaski Heights B4 4 II w ll EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 51 Junior High Schools. At Forest Heights, only the 9th Grade, with an 83% black student retention rate. was within range. Twenty-three of twenty-six students who were retained at Pulaski Heights were black. At Mabelvale, grades 7 and 9 were not reflective of the student population at the school. failure/retention rate Although the was within the acceptable range at Cloverdale, monitors noted that of the seventeen black fourteen were black males. retainees, The monitors at Southwest noted that the failure rate reflected the school population except for 7th grade English, where all 22 of the students who failed black. Relative to the 1993 MPT, only the team from were Mabelvale indicated that a greater percentage of students passed the MPT in 1993 than in 1992. Teams from Cloverdale and Southwest that the total percent passing all subject 85%. reported area tests was below At Pulaski Heights, over 90% of the white students passed all areas of the MPT. The only area passed by at least 85% of black students was reading, which was passed by 86% of the black females. The team from Forest Heights did not make relative to a comparison of the 1992 and 1993 a response MPT test results. When 1993 Stanford 8 test results were examined. the monitoring reports from Mabelvale and Forest Heights, respectively, indicated an area of concern for the item on the monitoring instrument which states that \"when test results areEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 52 examined, achievement of white students remains stable or increases as black student achievement improves\". The report from Mabelvale indicated that the overall disparity between percentile ranks of black students and white students did not decrease from 1992 to 1993. At Pulaski Heights, the team reported that when 1992 and 1993 comparisons are made, whether by comparing a 1992 grade level to the same grade level in 1993, or by comparing how students at a grade level scored compared to their prior year ranks, percentile ranks on the Stanford 8 Complete Battery showed improvement or remained stable. This was true for both black students and white students, respectively. The report from Southwest indicated that when percentile ranks on the Complete Battery of 1993 are compared to the ones of 1992, the results either showed improvement or were stable. At Cloverdale, the monitoring team indicated that Stanford 8 percentile ranks were below the 50th percentile for all students except white students at grades 8 and 9. Response from Principal(s): The principal at Forest Heights said that the LRSD attendance policy causes non-credit for courses. Magnet Junior High School\nAccording to the monitoring report from Mann, when the 1992 and 1993 MPT test results are compared, white students reflected little or no change in percentage passing\nmore black males I I I I I I IEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 53 passed reading, but a smaller percentage passed mathematics, language arts, social studies. and science. Black females had a lower passing percentage in all subject area tests of the MPT. Relative to the Stanford 8, the disparity in achievement between black students and white students decreased for grades 7 and 9, but increased at grade 8, when 1992 and 1993 test results compared. are The retention rate at the school does not reflect the school population. Nine of ten students retained in 1992-93 were black. The team from Mann reported that goals been developed and implemented to decrease 1 and strategies had the achievement differences between black students and white students on standardized tests, through the year. and that test taking skills are taught Response from Principal(s): None M-to-M Magnet Junior High Schools\nWith two exceptions, monitors from Dunbar and Henderson contained positive comments relative to student achievement/assessment. Monitors gave a negative response relative to the achievement of white students remaining stable or increasing as black student achievement improves. Additionally, at Henderson, the failure/retention rate did not reflect the school population. 4I EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 54 Response from Principal(s): None Alternative Learning Center: Neither MPT nor Stanford 8 test results were received at the ALC, including results for those who took the tests at that school, according to the monitoring report. (Results are sent to the junior high school of record for each student attending the ALC, since the Alternative Learning Center is not considered a I separate entity, administratively speaking, by the LRSD.) The report indicated that goals and strategies were developed and implemented to decrease the achievement differences I on standardized tests between black students and white students. I Additionally, test taking skills are taught throughout the year. I Although no retention list was available in the School Profile, the principal said that one black male was retained. I Response from Principal(s): None I Area Senior High Schools: At both Hall and Fair, goals and strategies have been developed and implemented to decrease the achievement differences I between black students and white students on standardized tests. Monitoring reports further indicated that test taking skills are I taught throughout the school year. The failure/retention rate and the graduation rate at each IEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 55 area high school reflected the school population. In response to the item on the monitoring instrument which states that \"when test results are examined, achievement of white students remains stable or increases as black student achievement improves,\" the response in the Hall monitoring report was negative. Response from Principal(s): None Magnet Senior High School: The team at Parkview responded in the negative concerning the item on the monitoring instrument which states \"when test results are examined, achievement of white students remains stable or increases as black student achievement improves,\" No other areas of concern were noted by monitors concerning student achievement/assessment, Response from Principal(s): None M-to-M Magnet Senior High Schools: Monitoring reports from Central and McClellan indicated that goals and strategies have been developed and implemented to decrease achievement differences between white students and black students on standardized tests. Additionally, test taking skills are taught throughout the academic year at each school. The graduation rate at both schools reflected the studentEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 56 population\nhowever, at Central, the failure/retention rate did not. At Central, 114 students were retained in grades 10 through 12, 98% of whom were black. When 1993 Stanford 8 Complete Battery results are compared to those of 1992, the results at Central were stable for both black students and white students. At McClellan, when comparing the 1992 and 1993 Complete Battery, at the 10th grade level, there was an increase in achievement for black students, white students, and for the total of students. At the 11th grade level, achievement of both black students and white students was lower in 1993. Response from Principal(s): None Metropolitan Vocational-Technical Education Center\nThe monitors reported no areas of concern regarding student achievement/assessment. Monitors reported that course failure rates were not available in the Metropolitan school profile. Response from Principal(s): The principal reported that the course failure rate is available in the LRSD database. 7.0 SPECIAL EDUCATION I V I At each school the monitors expected to find: Clear, well-defined referral, assessment and placement procedures I aEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 57 Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary Adequate textbooks, materials, and equipment available for all students to participate in classroom learning experiences Strategies to decrease any overrepresentation of minorities Adequate facilities to meet the needs of the students served Current and complete documentation of student progress FINDINGS: Area Elementary Schools\nIn all of the area elementary schools, monitors found strategies to eliminate disproportionate student assignment to special education services. All interviewed special education teachers in eighteen area elementary schools related to the monitors that materials and equipment were adequate for curriculum delivery. More materials were needed at Otter Creek and Woodruff for speech therapy. The speech therapist at Woodruff said she had not requested any materials at the time of the monitoring visit. At Fair Park, the computer in the resource classroom needed to be rewired. The CBI 4 teacher at Brady expressed a need for kitchen equipment for 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 58 cooking. Eighteen area elementary schools had special education facilities that were comparable to those of the campus in general. Monitors reported inadequate space for the speech classroom at Otter Creek. Resource classes at Baseline and Terry had inadequate space. Resource classes at Badgett and Meadowcliff were housed in portable buildings with no covered walkway leading to the main buildings. The resource teacher at Badgett also reported that when it rains, the area around the doorway floods and classes are held in the main building. At Meadowcliff, the resource classroom was not integrated into the total school environment. The resource teacher at Baseline and the speech therapist at Otter Creek said the special education facilities were not designed to meet the needs of the students served. Although the special education classrooms at Fulbright met the needs of the students, it was reported that a ramp is needed from the building to the playground to make the playground more accessible. Special education classroom records were current and complete in all area elementary schools, except three. Resource classroom records at Watson and Meadowcliff were not complete. Records in the self-contained classroom at Badgett were not current and complete. I I R I I IEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 59 Response from Principal(s): Regarding the expressed need for more speech materials at Woodruff, the principal reported that none of the teachers at Woodruff who provide special education services had asked to order any materials. She said she would check with both teachers to determine their needs and accommodate them, if possible. In response to the need for more space in the resource classroom at Baseline, the principal said there was very little alternate space for consideration. The principal at Fulbright said he has requested assistance from the district to construct a ramp to make the playground more accessible to all students. The Meadowcliff principal stated that the resource teacher's records are stored in a locked file cabinet and referred to on a daily basis. Magnet Elementary Schools\nAll elementary magnet schools had strategies to eliminate disproportionate assignments to special education. 4 Interviewed special education teachers at all magnet schools reported that materials and eguipment were sufficient for curriculum delivery. The resource teacher at Gibbs said her program would be more effective if the computer, which is currently in the classroom closet, could be installed. At all of the schools, special education facilities 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 60 monitored were considered to be comparable to other classrooms on the campus. Teachers interviewed said the facilities were designed to meet the needs of the students. Monitors reported the classrooms were integrated into the total school environment. Student records monitored in all of the special education classrooms were current and complete. Response from Principal(s): None M-to-M Magnet Elementary School: At Washington, the special education classrooms had comparable facilities which were designed to meet the needs of the students. The classrooms were integrated into the total school environment. Special education teachers said they had adequate materials and equipment. The monitors found strategies to eliminate disproportionate student assignments to special education. The only records monitored were in the speech classroom. All records were current and complete. Response from Principal(s): None Interdistrict Elementary Schools: At King and Romine, strategies to eliminate disproportionate student assignment to special education were evident. Teachers reported having adequate materials and equipment.  I p I p I I I I IEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 61 Facilities were designed to meet the needs of students. Facilities were comparable to those of the campus in general. Special education classrooms were integrated into the total school environment. complete. All records observed were up-to-date and Response from Principal(s): None Area Junior High Schools: All area junior high schools had strategies to eliminate disproportionate student assignment to special education, teachers reported adequate facilities and classrooms that integrated into the total school environment. All were Special education teachers said they had adequate materials and supplies to deliver the curriculum at all area junior high schools. However, a teacher at Southwest said computers needed repairing in one classroom and a teacher at Cloverdale needed a tape recorder and audio tapes. At Cloverdale Junior High, two classrooms did not have copies of Individual Education Plan (lEP) objectives in their classrooms, but plan books and grade books were current. Response from Principal(s)\nNone 4 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 62 Magnet Junior High School: At Mann, strategies to eliminate disproportionate student assignment to special education were evident. Teachers reported having adequate materials and equipment to deliver the curriculum. Facilities were designed to meet the needs of the students. The classroom monitored was part of the main school architectural structure. Current copies of student records were maintained in the resource classroom to monitor the progress and achievement of each student. Lesson plans and the teacher's grade book were I current and complete. Response from Principal(s): I None I M-to-M Magnet Junior High Schools: Strategies to eliminate disproportionate student assignment to special education were evident at Dunbar and Henderson. The teachers had adequate materials and equipment to deliver R the curriculum at Dunbar. Special education teachers at Henderson said they did not have adequate equipment. Computers and an AV screen were needed. Facilities were comparable to the general campus at Dunbar. Teachers at Henderson reported that the facilities were not comparable or designed to meet the students' needs. The I classrooms were not integrated into the total school environment. R R4 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 63 Records monitored at both schools Response from Principal(s): None Alternative Learning Center: were current and complete. No special education classes are housed at ALC. Response from Principal(s): None Area Senior High Schools: Strategies were found to eliminate disproportionate student assignment to special education at both area high schools. Teachers at Fair and Hall had adequate materials and equipment. The facilities were reported to be comparable to other classrooms in the building and the classrooms isolated. were not Teachers interviewed said the facilities met the needs of the students served. Records in all monitored classrooms were up-to-date and complete at both high schools. Response from Principal(s): None Magnet Senior High School: Strategies to eliminate disproportionate assignment to special education were evident at Parkview. The resource teacher said she had adequate materials, equipment, and facilities to meet the needs of her students. The classroom was integratedEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 64 into the total school environment. Copies of each student's lEP goals and objectives were in the classroom. Lesson plans were formulated from the lEP's. The grade book and all records observed were current and complete. Response from Principal(s): I None M-to-M Magnet Senior High Schools: Strategies to eliminate disproportionate assignment to special education were evident at Central and McClellan. Special education teachers interviewed at both schools said they had adequate materials and equipment to deliver the curriculum. However, the resource teacher at Central said dictionaries, a tape recorder, and high interest level reading materials would improve the program. At McClellan one teacher reported textbooks were not available in sufficient numbers to assign a textbook to each student. Both schools had adequate facilities to serve the students and the classrooms were integrated with the regular classrooms. At McClellan, in one special education classroom monitored, records were current and complete. However, in another classroom, the records were not complete. At Central, in one classroom monitored, the records requested were not available. Response from Principal(s): NoneEDUCATIONAL EQUITY MONITORING 1993-94 REPORT - FIRST SEMESTER SUMMARY REPORT PAGE 65 Metropolitan Vocational-Technical Education Center\nNo special education classes are housed at Metropolitan Vocational-Technical Education Center. Response from Principal(s)\nNone 8.0 GIFTED AND TALENTED EDUCATION 4 At each school the monitors expected to find: Students identified through teacher 2 JJ.aentiriea through teacher referral standardized test results, academic performance. other criteria deemed and appropriate by the school staff A planned and organized strategy to address of underrepresentation of identifiable and talented programs any problem groups in gifted ll Varied teaching strategies reflected student work by display of FINDINGS\nEvidence of necessary assessment/reteaching/retesting, when Sufficient textbooks, materials, c. available to deliver the curriculum to the class and equipment all students in Gifted and talented facilities that other educational programs on the campus and integrated into the total school environment are comparable to Adequate facilities to meet the needs served Area Elementary Schools: of the students Teachers of all monitored Gifted and Talented (G/T) classes at area elementary schools reported that they had adequate qI EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 66 a I materials and equipment to deliver the curriculum. However, several teachers indicated that it was often necessary to spend a personal funds to purchase consumable materials. The monitors at I Jefferson considered the $100 per year appropriation by the district to the G/T program as wholly inadequate. In a few cases, the G/T teacher was not assigned to the building on the day of the monitoring visit\nthus, some items in this section on the monitoring instrument could not be answered. a a a The gifted and talented education portion, however, should be completed during the second monitoring visit. a According to monitoring teams, G/T facilities were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the B II students served at all except the following monitored G/T facilities: Bale, Brady, Fair Park, Jefferson, McDermott, Terry, and Wakefield. H The G/T program is housed in a portable building with no B covered walkway at Bale, Brady, Fair Park, and Jefferson,  respectively. At Wakefield, although the facility is in a portable building, it has a walkway. The report from Jefferson a indicated that even though the facility itself is a portable building, the classroom is more than comparable to those of the n campus in general. The Jefferson report further stated that n because of some of the activities in which G/T classes 11 nEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 67 participate, a sink is needed in the room\nmore storage cabinets are also needed, according to the report submitted. Because of its small size, the monitors at Terry did not consider the G/T facility comparable to those of the campus in general. At McDermott, the monitoring report described the G/T facility as being small, long, and narrow with no direct access from inside the main building. However, the room is located just outside one of the front entrances to the school. and access is via a covered entry-way. The monitoring report indicated that because of these factors, they did not consider the McDermott facility comparable to other classrooms, integrated into the total school environment, or designed to meet the needs of the students served. No strategies to eliminate disproportionate student assignment to the gifted and talented program were in place at Wakefield, according to the report submitted. All applicable student records were maintained in monitored G/T classrooms, e.g., test results, identification folders, progress reports, etc. Response from Principal(s): The principal at Bale reported that the portable building that houses the G/T facility was purchased at the inception of the program specifically for that purpose. At Wakefield, the principal stated that there areI f EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 68 limitations to the kinds of programs that the school can have because of the facilities and that the facilities and grounds need improvements made. Magnet Elementary Schools\nStrategies to eliminate disproportionate student assignment to the G/T program are in place at the magnet elementary schools, according to submitted monitoring reports. VI With the exception of Gibbs, all teachers of G/T classes at these schools reported II having adequate materials and equipment. At Gibbs, the report indicated that the P.T.A. would be asked to provide supplementary p funding so that students could enter various competitions. The Gibbs' report also noted that although more materials were needed VI this year than previously, fewer funds were appropriated. At VI Williams, the report indicated that materials were sufficient. but equipment limited\nexamples of equipment needs: 1) computers p need updating, and 2) a television set and VCR are needed. At Booker and Carver, the G/T facilities are comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served, according to submitted reports. However, at Carver, monitors noted that more storage space and a sink were needed for the G/T classroom. At Gibbs and Williams, areas of concern p relative to the G/T facility at each of these schools were noted on the monitoring reports. The reports from both Gibbs and HEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 69 Williams stated that the G/T classroom was housed in a portable building\nat Gibbs, there is no covered walkway, facility provide easy access for the handicapped. nor does the The Gibbs' report further indicated that more storage space was needed in the G/T facility. The report from Williams stated that the facility does not meet the needs of the students served because there in neither running water available in the room, room facilities. nor rest At all elementary magnet schools where student records monitored, appropriate records were up-to-date and complete. Response from Principal(s): were None M-to-M Magnet Elementary School: No areas of concern were noted at Washington relative to the gifted and talented education section of the monitoring instrument. Records maintained in the G/T classroom will be monitored during the second semester visit. Response from Principal(s): None Interdistrict Elementary Schools: No areas of concern were noted at either Romine or King relative to the gifted and talented education section of the monitoring instrument.I EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 70 Response from Principal(s): None Area Junior High Schools\nStrategies to eliminate disproportionate student assignment to the G/T program were in place at all applicable area junior high schools. Examples of such strategies are holding quarterly meetings for faculty to identify students whose names should be submitted for program admittance and providing inservices for w II teachers on the LRSD G/T selection process. A majority of the teachers of G/T classes in area junior high schools reported having adequate materials and equipment to deliver the curriculum. Monitors noted that the district has R Bl assigned a computer technician to Mabelvale two days a week. Additionally, all submitted monitoring reports from these schools indicated that G/T facilities were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served.  p In all G/T classrooms in which records were monitored, appropriate records were up-to-date and complete. The monitoring report from Cloverdale Junior High School noted that the following suggestions were made by teachers of G/T classes: additional training should be provided for G/T teachers, and G/T classes should have fewer students. p p B B According to the report submitted by monitors from Mabelvale B BEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 71 Junior High School, the roof of the Computer Laboratory leaks when it rains. Response from Principal(s): An assistant principal at Mabelvale said that the roof leak had only been reported the week of the monitoring visit, and that the school had reported the problem to the Maintenance Department. Magnet Junior High School: No areas of concern were noted in the gifted and talented education section of the Mann Magnet School monitoring report. Response from Principal(s): None M-to-M Magnet Junior High Schools: According to reports submitted from both Dunbar and Henderson, teachers of G/T classes have adequate materials and equipment to deliver the curriculum. Additionally, G/T facilities are comparable to those of the campus in general. integrated into the total school environment, and meet the needs of the students served at both schools. However, it was noted on the Dunbar report that a science laboratory facility would greatly enhance the G/T science classroom. Where warranted, strategies to eliminate disproportionate student assignment to the gifted and talented program are in place at these schools. Appropriate student records were EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 72 maintained in the G/T classrooms and were up-to-date at both schools. Response from Principal(s)\nNone Alternative Learning Center Not Applicable - No G/T Program Response from Principal(s): Not Applicable Area Senior High Schools: No areas of concern relative to the gifted and talented education section of the monitoring instrument were noted on B reports submitted by monitors at either Hall or Fair. Response from Principal(s): None Magnet Senior High School: No areas of concern relative to the gifted and talented education section of the monitoring instrument were noted in the Parkview report. Response from Principal(s): None M-to-M Magnet Senior High Schools: No areas of concern were noted at either McClellan Central relative to the gifted and talented education. or However, the report from McClellan contained the comment that only $300 isbudgeted at the district level for the entire G/T program at McClellan and that more money needs to be made available for field trips. Response from Principal(s): Metropolitan Vocational-Technical Education Center\nEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 73 An assistant principal at McClellan reported that the G/T coordinator can make requests of the principal for additional supplies, equipment and/or funding. Not Applicable Response from Principal(s)\nNot Applicable 9.0 STAPP DEVELOPMENT At each school the monitors expected to find: Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purpose Staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his/her role and responsibility in the implementation of the districtwide desegregation plan Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 74 FINDINGS\nArea Elementary Schools\nThe monitoring teams from Wilson, Wakefield, Mabelvale and McDermott identified areas of concern regarding educational equity training. Monitored staff at Wilson and McDermott stated that education in this area had neither been offered nor extended. The Mabelvale report noted that interviewed teachers had not been afforded training in teaching strategies for multicultural curriculum delivery, and most teachers visited at n Wakefield said that inservice to foster the achievement of a p diverse student group had not been offered this school year. The p reports from the remaining schools did not identify areas of concern. Response from Principal(s): The principal of Wakefield shared that teachers reported not having received this training because they chose not to attend inservices when offered. Magnet Elementary Schools\nThe monitors did not document areas of concern. All responses from the reporting schools were positive. The staff development plan at each of the schools demonstrated a commitment to educational equity. Interviewed respondents indicated that numerous inservices had been held, and the academic support staff provided ongoing assistance for regular classroom teachers inEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 75 understanding the remedial program. Response from Principal(s): None M-to-M Magnet Elementary School\nThere were no areas of concern reported, but according to the responses in the team report, the school staff development demonstrated a commitment to educational eguity. All \u0026lt;1 responses to the items contained in section (9.0) of the checklist were positive. Response from Principal(s) : None Interdistrict Elementary Schools\nTeam consensus reports indicated that the staff development plan for each school demonstrated a commitment to educational equity. Staff development at both schools provided for educational equity training, teaching strategies for i curriculum delivery and to foster the achievement of all students. The academic support teachers explained their programs to the regular classroom teachers and continued to make themselves available for needed assistance. Response from Principal(s): Noner EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 76 Area Junior High Schools\nThere were no areas of concern noted. All teams stated that staff development in educational equity and teaching strategies to incorporate multicultural objectives into the delivery of instruction were provided, and that teachers of remedial programs n had provided statements of explanation to regular classroom II teachers and was available for ongoing assistance and support. Response from Principal(s): Il None Magnet Junior High School\nII There were no areas of concern noted. Response from Principal(s): II None II M-to-M Magnet Junior High Schools\nThere were no areas of concern noted for the reporting B schools. Staff development activities related to educational equity were made available to the staff members at Dunbar, and 11 Henderson. The Henderson team indicated that staff members were  inserviced during a teacher workday. The Dunbar report cited Prejudice Reduction as an example of educational equity training. II The staff development plan at the reporting schools included teaching strategies for multicultural instruction and activities n that fostered academic achievement for all students. Teachers n were inserviced in Assertive Discipline, PET, Cooperative II nEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 77 Learning, and how to effectively relate to disruptive students. All teams stated that regular classroom teachers understood the remedial programs. This sharing took place during workshops, monthly departmental meetings, and during staff meetings. One teacher at Henderson stated that ongoing education in this area had not occurred. Response from Principal(s): None Alternative Learning Center: There were no deficit areas identified. Response from Principal(s)\nNone Area Senior High Schools\nThe monitors from Hall indicated that the staff development plans for the school had not allowed for training relative to teaching strategies for multicultural instruction. The other items were not identified as being areas of concern. The report from Fair responded in a positive manner regarding this section of the checklists. Response from Principal(s)\nNone Magnet Senior High School\nThe monitors from Parkview did not report areas of concern for this section. Selected teachers expressed that the staffEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 78 development plan for the school provided for training in educational equity, multicultural teaching strategies, and staff development activities that fostered learning for a diverse student population. The team stated that no remedial courses were offered, but regular classroom teachers were educated through staff development to provide the necessary student assistance and to employ other supportive measures. Response from Principal(s): None M-to-M Magnet Senior High Schools\nThere were no areas of concern identified for this section. Response from Principal(s): None Metropolitan Vocational-Technical Education Center\nThere were no areas of concern noted for this section of the checklist. Response from Principal(s): None 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find\nDocumentation of school-home communication and contact Documented evidence showing how all identifiable groups of parents have been actively solicited When financially possible, transportation provided for parents who need the serviceEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 79 School functions conducted in community facilities near identifiable groups of parents School functions scheduled to accommodate all parent groups Provision for regularly informing and involving parents regarding all aspects of their child's school performance Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) Opportunities to develop leadership skills among all parent groups Documentation of parental involvement in writing the school plans FINDINGS\nArea Elementary Schools\nMonitors from Wakefield, Baseline, and Meadowcliff identified areas of concern for this section. The Wakefield and Baseline teams indicated that parents were not involved in the formulation of the school plan. Baseline's team stated that the Comprehensive Outcomes Evaluation instrument was being developed and parent involvement was not required. The Meadowcliff team stated that parents were not significantly involved. The remaining schools did not report areas of concern. 4 Response from Principal(s): Noner EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 80 Magnet Elementary Schools\nTeams from these schools stated that each school used a multiplicity of methods to solicit parental involvement in school functions, and that communication with parents occurred frequently to articulate negative/positive information relative  to student academics or behavior. Parent surveys were used at Carver and Booker to allow for input and modification of the school improvement plans. The Williams' monitors stated that the Biracial Advisory Team and PTA Board participated in the formulation of the improvement plan, but the Gibbs report did not indicate if parents were involved. Response from Principal(s): None M-to-M Magnet Elementary School\nThe team did not report areas of concern for this section of H p H p the checklist for Washington. The team noted that parents are involved to a significant degree. Response from Principal(s): None Interdistrict Elementary Schools: The teams shared that numerous methods were used to solicit parental involvement, and as a result, all identifiable parent groups were involved. Contact is made frequently with parents to communicate information relative to behavior and/or academics.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 81 Parents at these schools assisted with the development of the improvement plans. Response from Principal(s): None Area Junior High Schools\nMonitoring teams did not identify areas of concern. All teams stated that parents were actively solicited and involved in a variety of ways. The monitors from Forest Heights noted that more parental involvement was needed. In addition to the above, parent signatures were on file for each student receiving remedial instruction, and frequent contact was made to communicate with parents regarding student behavior and/or achievement. Response from Principal(s): None Magnet Junior High School: There were no areas of concern noted. Response from Principal(s): None M-to-M Magnet Junior High Schools\nTeam consensus reports noted that equitable opportunities for parental involvement were encouraged and numerous methods were used to solicit their involvement, and as a result. representation from all identifiable groups of parents wasF EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 82 evident. Documentation indicating that parents were involved in the remediation of their child(ren) was observed. This documentation was available in the reading and mathematics classrooms. Response from Principal(s): None Alternative Learning Center\nThere were no deficit areas identified. Response from Principal(s): None Area Senior High Schools: The team from Fair identified an area of concern for this section. Student placement forms were sent home for parent signatures but few were returned. However, teachers have on file student signatures indicating that forms were distributed. Response from Principal(s): None Magnet Senior High School: There were no areas of concern for this section of the checklist. However, the report gave numerous methods used to solicit parents and cited school functions in which parents were actively involved. Parental contact was made to communicate negative/positive information through the use of interim reports. conferences, and phone calls.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 83 Documentation was on file to indicate that parents were knowledgeable about their child's remediation program and participated in each phase of the process. Parents were given the opportunity to assist in the formulation of the school improvement plan, and the PTSA Executive Committee used survey results to provide input and/or suggest changes. Response from Principal(s): None M-to-M Magnet Senior High Schools: There were no areas of concern reported. However, parents were involved in school functions and served on improvement committees, according to the reported data. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: The team report indicated that the improvement plan was not available, but the principal stated that Metropolitan was included in the Central High plan. Response from Principal(s): None 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 84 Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality exists Teachers receiving staff development and training to become more effective in discipline management and classroom management Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained School staff very active and visible in directing/ controlling students FINDINGS\nArea Elementary Schools\nOnly Baseline School was noted for an area of concern regarding students and parents being given a copy of the school handbook. Two monitored classrooms had not received student discipline handbooks for students at Baseline. All of the answers to the item about the school staff having plans, procedures, and practices designed to enable students to remain in school, promote academic success and alleviate behavior problems were positive on the school summary reports. There were eight of these schools that had suspension or expulsion rates that were not representative of the student population. These schools were: Mabelvale Elementary, Wakefield, Wilson, Chicot, Fair Park, Pulaski Heights, McDermottEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 85 and Baseline. All of the above mentioned schools had strategies to eliminate disproportionate discipline sanctions identifiable student groups. among All of the answers to the item on classroom instruction proceeding in an orderly manner were positive. Most of the responses to the item about how visible the school staff was in 4 directing and controlling students were that they were very active/visible. Response from Principal(s)\nThe Baseline principal said that she instructed teachers to discuss the discipline handbook with students. She also said that only new students to the school received a copy of the discipline handbook this year because the other students had previously been given one. She said that she suspended the students to follow the District Discipline Policy. The Mabelvale Elementary principal said that the discipline committee looked at behavior documents to see how they can be used more effectively. The Wakefield principal said that community service options had been explored for students as an alternative to suspension. Parent conferences at Wakefield have been held to make suspension a last resort. Magnet Elementary Schools\nOnly at William Magnet School was there a problem with two monitored teachers not receiving copies of the student discipliner EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 86 handbook for pupils. All of these school staffs had plans, procedures and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. Only at Booker Magnet School was the suspension rate not generally representative of the student population. Booker did strategies to eliminate the disproportionate discipline sanctions among identifiable student groups. The Booker I pi strategies were time-out in the office, conferencing with children, using detention hall, and parent conferences with the teacher and student. PI In the visited classrooms instruction proceeded in an II orderly fashion in all of these schools. Most of these school staffs were observed being very active/visible in directing/controlling students. Response from Principal(s): The Williams assistant principal said that the Rights and Responsibilities Handbook had been requested a number of times but had not been provided to the school for the teachers whose pupils did not have it. The Booker principal said that certain violations required immediate suspension based on the Rights and Responsibilities Handbook.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 87 M-to-M Magnet Elementary School\nAt Washington Magnet, the student handbooks were distributed, signed and taught. It was reported that the principal held assemblies to discuss expectations for student behavior. Classroom rules and school rules were posted. The Washington Magnet School had detention and in-school suspension to alleviate student behavior problems. The first quarter discipline report had incorrect data submitted\nit was reported that eight black pupils were suspended (see principal's comments below). At Washington Magnet, a field trip was provided to the \"Discovery Zone\" each nine weeks for students who had not been suspended or assigned to detention hall. There were also daily classroom awards for good behavior. Classroom instruction at Washington Magnet proceeded in an orderly manner in those rooms monitored. Most staff were observed being very active/visible in directing/ controlling students. Response from Principal(s): The Washington principal stated that the first quarter student discipline report contained incorrect data. She said that while the report indicated that eight black students were suspended, actually no suspensions occurred during that time.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 88 Interdistrict Elementary Schools\nTeachers monitored at both King and Romine Schools indicated that information, including the staff's expectations for student conduct, in the form of handbooks and/or public presentations regarding student disciplinary policies and procedures were distributed to all students and parents. At both of these schools such things as detention hall, behavior documents, peer tutoring, conflict management, and counselor working with at-risk students were used to alleviate student behavior problems. Romine had no suspensions or expulsions the first nine weeks. The suspension rate at King was 88% black which was out of the expected range. A strategy used at King to eliminate disproportionate discipline sanctions was to have a staff member from Children's Hospital talk about student discipline at school. This person persuaded the school staff to rewrite the school discipline policy. In all classrooms visited instruction proceeded in an orderly manner. All categories of school personnel were observed being very active/visible in directing/controlling students. Response from Principal(s): None Area Junior High Schools: Consensus reports indicated that student handbooks and discipline policies were distributed to all students and4 4 4 EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 89 parents for these junior high schools. These school staffs had plans, procedures and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. Three of these schools had suspension/expulsion rates that were not generally representative of the student population. These schools were Forest Heights, Mabelvale, and Pulaski Heights. All three of these schools had strategies to eliminate disproportionate discipline sanctions among identifiable student groups. Such programs as in-school suspension. Community Study Center at Pennick Boys' Club, Gentlemen's Club in the after school program to build self-esteem, and staff discussion of strategies were used. All monitored classroom instruction at these schools proceeded in an orderly fashion. Most staff were observed being 4 very active/visible in directing/controlling students. Response from Principal(s): 4 None 4 Magnet Junior High School\nstudent handbooks were distributed, taught and signed by parents at Mann Magnet. School rules and classroom rules were 4 posted and communicated to students and parents. Early morning detention hall was used at Mann to alleviate 4 behavior problems. The first quarter discipline report indicated 4EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 90 that the suspension/expulsion rates were out of monitoring range for black students. The School Improvement Plan (SIP) contained strategies to eliminate disproportionate discipline sanctions. In all classrooms monitored, instruction proceeded in a very orderly manner. All monitors reported that all school personnel observed were very active and visible in directing/ controlling students. Response from Principal(s): None M-to-M Magnet Junior High Schools: Student handbooks were distributed and taught at Dunbar and Henderson Magnet Schools. Plans, procedures and practices designed to enable students to remain in school, promote academic success and alleviate behavior problems were in evidence with such things as tutoring program, inschool suspension program (ISSP) and peer counseling groups. Both of these schools had suspension/expulsion rates that were out of expected range for blacks. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups were evident. At Dunbar, in all classrooms monitored, instruction proceeded in an orderly manner. In two classrooms visited at Henderson most students were off task and not orderly and respectful to the teacher. All categories of personnel observedEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 91 at these schools were very active/visible in directing/ controlling students. Response from Principal(s): None Alternative Learning Center\nThe LRSD student handbook and school contract were signed by students and parents. There were daily conflict management sessions, stress management sessions, and the counselor tried to involve students in activities such as career day and the health fair. The staff tried to enhance student self-esteem. There was no quarterly discipline report available for the school. There was one black male suspended during the first quarter. The classrooms monitored had orderly instruction. All categories of personnel observed were very active/visible in directing/controlling students. Response from Principal(s): None Area Senior High Schools\nThe LRSD Rights and Responsibilities Handbook was distributed and taught at Fair and Hall High Schools. Hall had a suspension reduction program and an improving attendance program to enable students to remain in school. Peer and teacher q tutoring was offered at Fair. In-school suspension was used. Counselors also tutored.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 92 The Hall High School suspension/expulsion rate was out of the expected range for black students, suspension reduction program. AP\u0026amp;L has funded a In all classrooms monitored at Hall and the majority monitored at Fair, instruction proceeded in an orderly manner. Monitors observed all classifications of employees being very active/visible in directing/controlling students. Response from Principal(s)\nNone Magnet Senior High School\nAt Parkview Magnet, the student handbooks were distributed. taught and returned signed by pupils and parents There was an early morning detention program at Parkview. An in-school suspension program was available. Strategies to reduce number of p p p p p suspensions of identifiable student groups were in the school improvement plan. p p Observed classroom instruction proceeded in an orderly manner. Students were involved in learning. All categories of employees observed were very active/visible in directing/ controlling students. Response from Principal(s)\nNoneEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 93 M-to-M Magnet Senior High Schools\nLRSD student handbook was distributed to parents and signed at Central and McClellan. Peer tutoring, teacher tutoring, shadowing, counselor interventions, motivational assemblies, in-school suspension, and clubs occurred at Central to alleviate student behavior problems. Suspension/expulsion rates at Central and McClellan were not within the expected range based on black student enrollment. At McClellan, counselors work with at-risk students and alternative methods to out-of-school suspension were used. In-school suspension was a strategy used at Central to eliminate disproportionate discipline sanctions among identifiable student groups. Monitored classroom instruction proceeded orderly. Response from Principal(s): The Central principal said that the expulsion numbers were reflective of two incidents. A discipline management office was planned for the second semester. Metropolitan Vocational-Technical Education Center\nStudent handbooks for Metropolitan and LRSD were taught and contracts were signed by students and parents. Ongoing phone contacts and self-esteem building incentives were used to alleviate behavior problems. Suspensions did not meet the expectations of the range based on black student population at the school. A strategy used toEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 94 eliminate disproportionate discipline sanctions was a human relations inservice for the faculty to make the staff racially sensitive. more In the classrooms monitored, instruction proceeded in an orderly manner. Most categories of personnel at the school were observed being very active/visible in directing/ controlling students. II Response from Principal(s)\nNone II 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find: p Clear, concise and well-written improvement goals for equity Physical environment which supports the goals of Quality teaching and learning, i.e., clean buildings, no debris, orderly halls, no graffiti Equipment and learning aides in good condition, i.e., bulletin boards, chalk boards  Evidence that the principal monitors the curriculum Evidence which indicates that all students are served by the guidance program, i.e., counselors' schedules/daily logsindividual/group counseling A system to receive information from former students and patrons regarding the quality/needs of the total program A safe and secure campus for all students, LRSD employees,and visitors 1EDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 95 FINDINGS\nArea Elementary Schools\nAll of these schools had clear, concise, well-written statements of specific improvement goals. These were found in the school improvement plans. Graffiti was observed at Wakefield and Wilson Schools. Glass blocks in the front outside wall of Wilson were broken. The hallways were found to be orderly in all these schools. At Wakefield it was reported that sometimes notices were delivered late to teachers for sending home data that needed to go home that day. All responses were positive that there was evidence that curriculum monitoring occurred. A majority of the monitored teachers reported that the guidance program at Meadowcliff did not offer equitable services to all students. Some teachers said that the program served more as a school public relations program than as a guidance program. Some teachers said that there was little response at Meadowcliff to referrals of students who need help. At Fair Park it was stated that the counselor conducted whole group when she could. Some staff felt that more time in the group setting on a regular basis was needed for the at-risk students. There was no consistency in scheduled meeting times for groups, but there was for individual students. At Otter Creek one intermediate teacher said that the counselor had not EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 96 provided whole group for the classroom scheduled for the second semester. for the semester. It was There were no tornado nor reverse drills at Otter Creek. At Wakefield a fire extinguisher was discharged in the hallway near the nurses office and teachers lounge. Response from Principal(s): The Wilson principal said that community people do the graffiti at night and on the weekends. The Meadowcliff principal responded that he disagrees with the teachers' assessment of the guidance program. The Fair Park p II p principal said that during the week leading up to the winter vacation several counseling classes were missed because the counselor was out in the school community picking up donations. However, the counselor spent time in the classroom where problems existed. Bl There was a counseling schedule at Fair Park, and it was followed. The Otter Creek principal responded that regarding the one teacher not scheduled for whole group counseling, this teacher was completing the DARE program this semester. Magnet Elementary Schools\nAll of these schools had positive responses that there were clear, concise, well written statements of specific improvement goals, that the campus and building were clean and in general free of debris and graffiti, and that the hallways were orderly.EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 97 All of these schools also had friendly and helpful office staff, evidence of curriculum monitoring and a guidance program serving all the students. Three of 12 classroom doors checked were unlocked at Gibbs School. Response from Principal(s): None M-to-M Magnet Elementary School\nWashington Magnet had positive responses to all the building leadership and management items on the checklist. Response from Principal(s): None Interdistrict Elementary Schools: King and Romine Schools had positive responses to all the building leadership and management items on the checklist. Response from Principal(s)\nNone Area Junior High Schools\nCloverdale, Mabelvale and Southwest had positive responses to all the building leadership and management items on the checklist. Four classroom doors were observed to be unlocked at Forest Heights, and several classroom doors were unlocked at Pulaski Heights Junior High School. Response from Principal(s)\nThe Forest Heights Junior High School principal said that qEDUCATIONAL EQUITY MONITORING REPORT 1993-94 FIRST SEMESTER SUMMARY REPORT PAGE 98 every teacher has been instructed to keep the doors locked. Magnet Junior High School\nAll the items on the building leadership/management checklist for Mann Magnet had a positive response from the program monitors. p Response from Principal(s): p None M-to-M Magnet Junior High Schools: p All the items on the Dunbar Magnet checklist for building leadership/management had a positive response by the program II monitors. Although the Henderson Magnet building was clean, p graffiti was observed in the boys' and girls' rest rooms. There was no observed graffiti in the hallways. Four Henderson p classroom doors were observed to be unlocked. Response from Principal(s): p The Henderson principal has metal scanning for weapons in the classrooms and on the buses everyday. p Alternative Learning Center\np Three classroom doors were observed unlocked. The security staff was very visible. Rooms not in use were all locked. p Response from Principal(s): p None II B BEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 99 Area Senior High Schools: All of the responses on the building leadership and management section were positive for Fair Response from Principal(s)\nNone Magnet Senior High School\nand Hall. Although regular scheduled metal scanning and random scans q were conducted in the classrooms at Parkview, doors were found unlocked. several classroom q Response from Principal(s)\nNone q M-to-M Magnet Senior High Schools\nAll of the responses to the items management for Central were positive. on building leadership and However, the monitoring team made a comment that the racial composition of the security q officers (black) did not reflect the student population. qq The McClellan building was clean and free of debris. However, monitors observed some graffiti. Response from Principal(s): None Metropolitan Vocational-Technical Education Center: There was no school improvement plan available. Doors were not locked in two classrooms visited. One teacher said that the teacher was required to sweep and clean the room. EDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 100 Response from Principal(s): The principal reported that Metropolitan was included in the Central High School Improvement Plan. There was not a copy at p Metropolitan. The principal noted that it is part of the students' education to clean up the laboratory and shop areas. p p IN RI RI PI PI n Ri RI Ri RIEDUCATIONAL EQUITY MONITORING REPORT 1993-94 - FIRST SEMESTER SUMMARY REPORT PAGE 101 ADDITIONAL OBSERVATIONS Area Elementary Schools The Fair Park intercommunication system, which was reported \u0026lt; 4 as inoperative on the January 20, 1994 monitoring report has been repaired according to the principal. Chicot has been selected as the model site for the Governor's Developmental Disabilities Planning Council Grant for the Planning and Collaborative Teamwork Program. This program fosters the inclusion of students with disabilities into regular classes. The Cloverdale Elementary playfield had a drainage problem with water standing on it after a rain. The principal said that 4 it has improved somewhat after a drainage ditch was dug. The monitoring report from Jefferson indicated that the long proposed remodeling of the school begin immediately. A portable building was added to the Terry campus this school year. With Terry filled with students to 46 over capacity, the monitors felt that the school seemed crowded with pupils. A\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_792","title":"Report: ''Little Rock School District Educational Equity Monitoring 1993-94, First Semester Summary Report,'' Planning, Research, and Evaluation Department","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Parents","School discipline","School management and organization"],"dcterms_title":["Report: ''Little Rock School District Educational Equity Monitoring 1993-94, First Semester Summary Report,'' Planning, Research, and Evaluation Department"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/792"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Little Rock, Arkansas October 1994 TABLE OF CONTENTS AREA AND MAGNET SCHOOLS Page 1.0 Equitable Placement by Race/Gender in School Programs 2 2.0 Curriculum 12 3.0 School/District Initiated Honors and Awards 24 4.0 Committees 32 5.0 Extracurricular Activities 35 6.0 Student Achievement/Assessment 40 7.0 Special Education 48 8.0 Gifted and Talented Education 55 9.0 Staff Development 64 10.0 Parental Involvement 70 11.0 Student Discipline 75 12.0 Building Leadership/Management Additional Observations 85 93 INCENTIVE SCHOOLS 1.0 Equitable Placement by Race/Gender in School Programs 97 2.0 Curriculum 98 3.0 School/District Initiated Honors and Awards 101 4.0 Committees 103 5.0 Extended Day Educational Opportunities 103 6.0 Student Achievement/Assessment 104 7.0 Special Education 105 8.0 Gifted and Talented Education 106 9.0 Staff Development 108 10.0 Parental Involvement 110 11.0 Student Discipline 111 12.0 Building Leadership/Management 113 Additional Observations 116 ADDENDUM School Category Groupings Used In Report 117LITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT The Little Rock School District Desegregation Plan requires monitoring for educational equity in all schools in the District. The monitoring is conducted by parents on the local school biracial committees and the Planning, Research, and Evaluation staff. Each team conducts one school visit each semester using a monitoring instrument developed by the three schoo?. districts in Pulaski County, the Arkansas Department of Education, and the Desegregation Assistance Center in San Antonio, Texas. The monitoring instrument and Standard Operating Procedures for Monitoring are provided to principals prior to the visits with instructions for these instruments to be shared with their school staffs. The visits are scheduled cooperatively with each principal. The teams report semi-annually to the superintendent the progress or lack of progress in the following areas: Separation of Races in School Programs Curriculum School/District Initiated Honors/Awards Committees Extracurricular Activities Student Achievement/Assessment Special Education Gifted and Talented Education Staff Development Parental Involvement Student Discipline Building Leadership/ManagementEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 2 Each team, using race and gender as the unit of analysis, reviews a school profile which contains basic information related to current conditions in the monitored areas. The school profile information is verified through the school visit and interviews with school personnel. This report provides a summary of the visits conducted between February 4 and May 27, 1994. The school reports identify conditions that were evident on the day of the visit. Many acceptable conditions were observed by the monitors during the visits. However, the intent of this report is to identify the degree to which each school is progressing toward the goals of desegregation (See LRSD Desegregation Plan pages 28-29). At the conclusion of each visit, a conference is held with the building principal or designee to review the findings of the team. The principal's comments from this conference are included in the reports for clarification. In addition, the Office of Desegregation through the appropriate central office administrator provides guidance for corrective actions, if required. Therefore, current conditions may be different. 1.0 EQUITABLE PLACEMENT BY RACE/GENDER IM SCHOOL PROGRAMS At each school the monitors expected to find: Racially balanced (at least 25% black) certified and (at least 25% white) non-certified staff reflects appropriate percentage Racial/gender balance (at least 25% black) in staff assignments, programs, content areas, and grade levelEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 3 School enrollment to be within tl range for 1993-1994 elementary 51.25% to 76.75%, senior high  apprbpr^te racial 0% to 74% S.5% t junior high S% . Racial/gender enrollment of classrooms and courses to generally reflect the racial/gender composition of the school . Racial and gender enrollment of extended educational programs to generally reflect the racial/gender composition of the school . Plans to eliminate onerace classes, if one-race classes are identified  Class enrollments comply with state standards . Strategies to increase the number of minority students in upper level courses/class groups FINDINGS: Area Elementary Schools\nEight schools had not attained the goal for equitable staffing. Brady, Jefferson, McDermott, Meadowcliff, Pulaski Heights, Terry, and Woodruff fell below the staffing goal of at least 25% black certified staff members. Bale, Brady, and Pulaski Heights fell below the staffing goal of at least 25% white non-certified staff. The black student enrollment at Bale, Baseline, Cloverdale, Fair Park, Wakefield, and Watson did not reflect the acceptable racial range for 1993-94. Four schools (Baseline, Terry, Wakefield, and Wilson) had class enrollments that generally did not reflect the racial/ethnic composition of the school. All four schools provided strategies to eliminate disproportionate class enrollments. A one-race kindergarten class was observed atEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 4 Watson. Strategies to eliminate one-race classes were evident. Enrollment for extended educational programs was not representative of the racial composition of students at Badgett, Pulaski Heights, Wakefield, and Wilson. Response from Principal(s): The principal at Baseline indicated only white students were assigned to Baseline after she notified personnel at the Desegregation Office that the black student enrollment exceeded the acceptable range for 1993-94 black students. Principals at Baseline, Cloverdale, Terry, and Wakefield reported that school and class enrollments by race and gender are constantly changing as a result of transitory students. Magnet Elementary Schools\nThe composition of the school staff (certified and noncertified) was adequate to ensure student contact with varied staff personnel at Carver, Gibbs, and Williams. At Booker, only 16% of the non-certified staff members were white. The school enrollment at all elementary magnet schools, except one, reflected the racial composition prescribed by the Court approved desegregation plan. Gibbs was 57% black and exceeded the goal for magnet enrollment. Class enrollments generally reflected the racial/ethnic composition of the school at all four magnet elementary schools. No extended educational programs were reported at Williams or Booker. Participation in extended educational programs generally reflected the racial/ethnic composition of the schoolsEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 5 at Carver and Gibbs. No onerace classes were observed at Booker, Carver, or Williams. At Gibbs, the resource teacher worked with four groups during the school day which were composed of all black students. The monitors at Gibbs said strategies were available to prevent or eliminate one-race classes. Response from Principal(s): The principal at Gibbs said scheduling and student transfers during the school year resulted in the four one-race groups instructed by the resource teacher. M-to-M Magnet Elementary School\nWashington had attained the goal for equitable staffing for certified staff. However, the goal for non-certified staffing (at least 25% white) was not attained. The composition of the non-certified staff was 87% black. The school enrollment exceeded the goal for M-to-M magnet schools (40% - 60% black). The school population was 62% black. The class enrollments generally reflected the composition of the school population. Extended educational programs reported by the school consisted of a Homework Center and an Extended Day. Participants in the Extended Day are selected according to Chapter I guidelines. Ninety-four percent of the students in Extended Day are black. Seventy percent of the students enrolled in the Homework Center are black students.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 6 Response from Principal: None Interdistrict Elementary Schools: King and Romine attained the goal for eguitable staffing for certified staff members. The goal for non-certified staff was not achieved. Non-certified staff was 16% white at King and 24% white at Romine. The school enrollment at King and Romine did not reflect the racial composition prescribed by the court approved desegregation plan. King's enrollment was 61% black and Romine's enrollment was 73% black. Class enrollments for only four classes at King did not generally reflect the student population. Strategies were available to eliminate the disproportionate class enrollments at King. At Romine, nearly all classes met the acceptable range for each grade level, respectively. There were two one-race special education self-contained classes at Romine. Chapter I Extended Day enrollment at King was 78% black. No extended educational programs were reported at Romine. Response from Principal(s): The principal at King said that student assignments are made by the LRSD Student Assignment Office, but she indicated that the school has been successful in recruiting white students. Alternative Learning Center\nThe ALC did not attain the eguitable staffing goal. The school enrollment did not reflect the acceptable racial range forEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 7 junior high schools. Black students comprised 89% of the school population. However, class enrollments generally reflected the ethnic composition of the school, and strategies were employed to prevent one-race classes. Aquaculture and horticulture were reported as Extended Educational Programs with participation in programs that reflected the make-up of the school population. Response from Principal: None Area Junior High Schools: Forest Heights and Mabelvale attained the goal for staffing. Cloverdale, Pulaski Heights, and Southwest had not attained the staffing goal. The school enrollment was in the acceptable range for Forest Heights, Mabelvale, and Pulaski Heights. Cloverdale and Southwest were above the acceptable range for black students. Class/course enrollments at Forest Heights, Mabelvale, and Pulaski Heights did not generally reflect the racial composition of the schools. All area junior high schools had some all black classes. All area junior high schools provided strategies to eliminate disproportionate class/course enrollments. Participation in extended educational programs generally reflected the racial/ethnic composition of the school at Cloverdale and Southwest. The participation by race/gender was not available at Forest Heights. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 8 The principal at Forest Heights Junior High said that the school has no control over placement for reading and special education. He noted recruitment of white students for Industrial Technology. The principal at Southwest said that most of the support staff were employed before she became principal. She further commented that the Safety and Security Department hires security guards, and that Plant Services provides the custodians. Magnet Junior High School\nAn equitable staffing goal was attained at Mann. The enrollment for black students was 57% which exceeded the goal for magnet enrollment. Fifty-nine percent of the students enrolled during the first semester were black. The course enrollments for some classes did not reflect the composition of the school. Strategies to eliminate disproportionate course enrollments were evident. Five one-race classes were found. Three of the five were Reading/English classes. One Language Arts Plus and one German II class were all one-race. Several innovative strategies were found to increase the enrollment of black students in Gexrman. Response from Principal: The principal reported communication has been ongoing with student assignment personnel. She said progress has been made in reducing the percentage of black students assigned to Mann over the past few years and the change has started to influence the course enrollment percentages in a positive way.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 9 M-to-M Magnet Junior High Schools: Dunbar attained an equitable staffing goal, while Henderson did not attain the goal for non-certified staff. The school enrollment at both schools did not reflect the acceptable racial range fo\nM-to-M magnet schooBs^ Black students composed 75% of th^ lation [enderson. At Dunbar, black students composed 62% of the population. Class/course enrollments at both schools did not generally reflect the racial/ethnic composition of the school. Some one-race classes were found at Henderson and at Dunbar. Both schools had strategies to eliminate one-race classes and disproportionate class/course enrollments. Participation in extended educational programs at Dunbar and Henderson did not generally reflect the composition of the school population. Response from Principal(s): The principal at Dunbar noted that attendance zone black students, who in previous years received a letter allowing them the option of not attending Dunbar, were not given that option this year. Consequently, a high percentage of allocated seats for black students were taken by the attendance zone students who had no particular interest in the magnet programs. The principal indicated that this prevented other black LRSD students, as well as those from PCSSD and NLR, from entering the magnet program. Area Senior High Schools: Fair and Hall attained the equitable staffing goal. SchoolEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 10 enrollments at both schools reflected the acceptable racial range for 1993-94. Course enrollments did not generally reflect the composition of the student body at either school. Both schools had strategies to eliminate disproportionate course enrollments and one-race classes. One-race classes were found at Fair and Hall. The evidence provided at Hall showed that participation in extended educational programs generally reflected the racial/ethnic composition of the school. At Fair, information was not provided for extended educational programs. The principal noted that participants in these programs for the current school year had not been selected at the time of the second semester monitoring visit. Response from Principal(s): The principal at Fair reported that for next year, he is considering scheduling the Student Council either before or after school so that those students could be scheduled into regular classes during the school day. This change in procedure would eliminate one conflict in scheduling. The principal at Hall said that four of the one-race classes reported by the monitors were special education classes. The school must serve those students, and the special education class sizes are limited. The principal also reported that the band director visits junior high schools to recruit students. Magnet Senior High School\nParkview achieved the equitable staffing goal. However, theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 11 black student enrollment of 59% exceeded the magnet range of 50% 55% black. The class/course enrollment for some classes did not generally reflect the racial/ethnic composition of the school. Strategies were identified to eliminate disproportionate class/course enrollments and one-race classes. Two one-race classes were noted in the School Profile. One was a kindergarten class and one was a photography class. Black students comprised 37%, of the total participation in extended educational programs. Response from Principal: None M-to-M Magnet Senior High Schools: Central and McClellan both attained the equitable staffing goal. McClellan had a greater percentage of black students enrolled than the acceptable racial range for 1993-94. McClellan had a black student enrollment of 76%. The black enrollment for Central was 62%. The class/course enrollments at McClellan reflected the racial/ethnic composition of the school. The course enrollments at Central did not generally reflect the composition of the school population. Both schools had one-race classes. Central and McClellan provided evidence of strategies to eliminate disproportionate course enrollments and one-race classes. Information concerning participation in extended educational programs was not available at Central or McClellan. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 12 The principal at Central stated that black students are placed in advanced classes but may drop out. he would address this issue. He indicated that Metropoljt^n Vocational-Technical Education Center: Metropolitan did not attain the goal for staffing. The composition of the staff was 17% black certified personnel and 80% black non-certified personnel, of the school enrollment. Black students composed 59% Class/course enrollments did not generally reflect the racial/ethnic composition of the school. No onerace classes were observed. Strategies to eliminate disproportionate class/course enrollments were provided by the director. Metropolitan reported an extended day program. Student enrollment or a composition of the enrollment by race and gender was not available. Response from Principal: None 2.0 CURRICULDM At each school the monitors expected to find: . Implementation of a culturally diverse, scoped, sequenced, multicultural, interdisciplinary and bias free LRSD curriculum  Interaction among students promoted by classroom seating patterns . An adequacy of materials and equipment to support the prescribed curriculum (Adequacy - can you implementEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 13 the curriculum with what you have)  Varied teaching strategies reflected by display of student work . Evidence of assessment/reteaching/retesting, when necessary . Current and complete documentation of student progress . Teachers demonstrating use of multiculturally infused curriculum . Students participating in heterogeneous groups to allow for cross racial interaction . Displays of bulletin boards, materials, and publications that reflect the cultural diversity of the student population and/or multiculturalism FINDINGS\nArea Elementary Schools\nIn most of these schools, all of the items in this section were rated positively on the team consensus reports. One teacher monitored at Fair Park expressed a need for a science laboratory and a class set of dictionaries. One monitored Wakefield teacher said that the reading workbooks and some thematic reading materials arrived late. It was reported that only $36 of supplies were bought for a Wakefield teacher for the year. Also, for a Wakefield classroom, ordered crayolas reportedly did not arrive all year. One monitored Geyer Springs teacher shared that class sets of English, Social Studies, Science and Spelling texts were needed.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 14 Some record keeping problems were noted at Fair Park, Otter Creek and Western Hills. In one monitored Fair Park classroom, Academic Skills Development Plans (ASDPs) were not available because the teacher could not find them. In this same classroom. the teacher plan book appeared to be inadequate. The observed ASDPs at Otter Creek did not show mastery dates. One Western Hills teacher's grade book was not current. and one ASDP observed did not show dates of mastery or parent signatures. At Mabelvale and Wakefield Schools, there were some problems with students being actively involved in classroom instruction. In three monitored classrooms at Mabelvale Elementary, it appeared that no~students'^re invoived'Tn instruction. In a monitored Wakefield classroom, students were observed hitting on each other. Two monitored Mabelvale Elementary teachers said that they were not aware of the type of instruction students received in the library. Some Bale monitored teachers said that while the new curriculum was quite comprehensive, more support and resource materials were needed to fully implement it. Response from Principal(s): The Bale principal said that each teacher was allotted $100 to purchase additional materials to support the curriculum. She indicated that teachers' requests must be tied to a curriculum objective. She said that the incentive grant provided the funds.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 15 Magnet Elementary Schools: All of the items on all the team consensus reports for these schools were positive for this section. Response from Principal(s): None M-to-M Magnet Elementary School: All of these items had positiye responses on the team consensus report. Response from Principal: None Interdistrict Elementary Schools: At King and Romine, all monitored teachers indicated they had adequate materials and equipment to deliver the curriculum. Howeyer, at Romine each visited teacher expressed the need for various items to enhance curricular offerings. Records were current and complete in the monitored classrooms. All students in the monitored classrooms at Romine were actively involved in classroom instruction as were the students in most observed classes at King. Examples of classroom activities were asking questions during discussion, reading and actively working on assigned projects. At Romine, observed classroom seating patterns promoted interaction among students of different race/gender in the classes having a sufficient number of white students to participate in the interaction. There was a good mix of students in all monitored rooms at King. At King, paired student groupsEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 16 were used at times. Numerous bulletin boards, posters and displays reflected the racial/ethnic and gender differences of the student body and/or multiculturalism. Two themes observed at Romine were exploring space and \"We Are the World\". At Romine, pictures of students and various art projects depicted the above. In all the monitored classrooms at King and Romine, the monitors observed numerous posters, pictures and displays reflecting the racial/ethnic and gender differences of the student body and multiculturalism. Two themes observed in the classrooms were \"They Came to America\" World.\" and \"Children of the In all monitored classrooms at King and Romine Schools, numerous displays of student work were evident. At King, spelling tests and dinosaur art were observed. At Romine, art projects, student compositions, mathematics and computer work were displayed. All teachers who were interviewed at King and Romine reported that multicultural objectives of the curriculum guides were taught. At King School, some examples were a study of the cultures of Africa and Sweden. One monitored King School teacher had the multicultural objectives in the lesson plans highlighted in yellow. It was reported that the library media specialists at King and Romine Schools provided ongoing instruction throughout the school year in literary and reference/study skills. At King School, this was done weekly with the library media specialistEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 17 splitting the classes up and spending time with small groups of students. The King media specialist, for example, helped by providing data on dinosaurs for the second grade project. Response from Principal(s): None Alternative Learning Center\nOne monitored teacher reported a need for three more computers in a class. Another visited teacher indicated a need for more microscopes in that classroom. Two new science tables have been placed in a laboratory, but they had not been installed at the time of the monitoring visit. Student records observed were current and complete. Students observed were actively involved in classroom instruction. In the classrooms monitored, the seating patterns promoted interaction among students of different race/gender. Bulletin boards throughout the school and in the classrooms monitored reflected multiculturalism. Student work was seen displayed in the rooms visited. Multicultural objectives were observed in the lesson plans. There was no media specialist assigned to the Alternative Learning Center. Response from Principal: None Area Junior High Schools\nIn most of the monitored classrooms, teachers reported having adequate materials and equipment. However, scienceEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 18 classrooms at Pulaski Heights Junior High were reported as needing updating, and one of the science rooms was reported as needing running water and a sink. At Southwest Junior High, it was reported that art supplies provided by the district needed to be available for all levels of classes. It was reported at Southwest that it was often difficult to obtain adequate supplies from the LRSD distribution center. At Forest Heights Junior High, a science laboratory appeared to need natural gas hookups. and there was no glassware and no water at one observed worktable. One Forest Heights teacher indicated a need for an audio visual screen. One monitored teacher at Mabelvale Junior High indicated a need for calculators for students. Although the computer laboratory at Mabelvale was available everyday, it was reported the lab attendant was only assigned two days per week due to budget cutbacks. Most records observed were current and complete. However, in one classroom at Cloverdale Junior High, there were no student records available at the time of the visit. Most students in most observed classrooms were actively involved in classroom instruction. Examples of activities observed were small groups, Shakespeare film, computer, group interaction with the teacher, tests, classroom discussion. painting, individual projects, cooking, and student presentations. In one visited classroom at Forest Heights, two students were observed sleeping.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 19 In most classrooms visited, the seating patterns promoted interaction among students of different race/gender. At Forest Heights, Mabelvale, Pulaski Heights and Southwest, the monitors observed bulletin boards, publications and productions throughout the schools. Forest Heights, Mabelvale, Pulaski Heights, and Southwest monitored classrooms had bulletin boards, publications and productions in the classrooms reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism. However, at Cloverdale, few multicultural exhibits, bulletin boards, posters, charts, and classroom collections were observed. In all visited classrooms in all of these schools but Cloverdale, there was a display of student work. Examples included drawings, paintings, student compositions. maps. geometric string projects, mobiles, posters, and collages about novels and graphs. At Cloverdale, there were limited displays in most classrooms monitored. All of these schools had positive responses to the item on multicultural objectives of the curriculum guides being taught. Examples included students reading multicultural short stories, African weaving being done, and black history and the holocaust being discussed. In all of these junior high schools, except Cloverdale, the majority of the monitored teachers said that the media specialist instructed students in literary skills and reference/study skills. The Cloverdale monitored teacher comments were lessEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 20 positive regarding media specialist assistance. Cloverdale monitored teachers said that skills were not taught but assistance was given to teachers when materials and/or equipment was requested. Response from Principal(s): The Cloverdale Junior High principal said that the media specialist did teach skills to students. She said that the units of study were taught through the English classes and the media specialist provided supplemental type activities. She said that the statement was incorrect that the media specialist did not teach literary skills and reference/study skills. Magnet Junior High School\nAt Mann Magnet in all classrooms observed, the teachers had adequate materials. Observed Academic Skills Development Plans (ASDPs), grade books and lesson plans were current and complete. In all observed classrooms at Mann Magnet, all students were actively involved in classroom instruction. In most monitored classrooms, the seating patterns at Mann were integrated to promote interaction. Throughout the Mann Magnet Junior High building, there were bulletin boards, publications, and productions reflecting the racial/ethnic/gender differences of the student body and/or multiculturalism. In some monitored classrooms, the monitors noted no multicultural displays on bulletin boards. The monitors noted student work on display in the monitored classrooms. Multicultural objectives of the curriculum werebeing taught. EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 21 The English teachers took students to the media center for reference skills instruction in the seventh grade. The media specialist coordinates reference, research, and study skills instruction with the English teachers. Response from Principal: None M-to-M Magnet Junior High Schools\nAlthough most monitored teachers at both Dunbar and Henderson said that they had adequate materials and equipment. a laboratory for science classes was reportedly needed. Records were current and complete in the monitored classes at these schools. In most classrooms visited, all students were actively involved. Examples of student activities at Dunbar were working on individual projects, listening to a dramatic reading, and solving physics problems. In a majority of the classrooms monitored, seating patterns promoted interaction among students of different race/gender. Dunbar and Henderson, the bulletin boards, publications and At productions throughout the school and in the classrooms reflected the racial/ethnic/gender differences of the student bodies. At both Dunbar and Henderson, in most of the classrooms monitored, there was a display of student work. At Dunbar, all interviewed teachers reported that multicultural objectives of the curriculum guides were taught. At Henderson, there was a mixed response to this item. Some monitored Henderson teachers IEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 22 did not recall when they last taught multicultural objectives. Most of the monitored teachers at Dunbar and Henderson said that the library media specialist instructed students in literary skills and reference/study skill's. It was reported that the Dunbar media specialist was available to assist students with special research assignments. Response from Principal(s): None Area Senior High Schools\nIn the majority of classrooms monitored at Fair and Hall, teachers reported having adequate materials and equipment. However, there was reportedly no specific allocation from the district level for adaptive physical education at Fair High School. A Fair teacher reported that a coach was very cooperative in lending uniforms and equipment for special Olympics. Also at Fair, it was reported that there was no specific budget for the Science Technology class\nthere was only a class set of books and an allotment of paper. Student records observed in both of these schools were current and complete. Students observed were involved in instruction. In the classrooms monitored, the seating patterns were appropriate. Multiculturalism was reflected throughout the buildings. The racial/ethnic/gender differences were reflected in the classrooms visited. Student work was displayed in most rooms visited. Multicultural objectives of the curriculum were taught in most ofEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 23 the classrooms visited. In a majority of the classrooms monitored, student work was displayed. Examples of this at Fair High School were poetry written by students, geometry projects and book reports. Most visited teachers said that the library media specialist instructed students in literary skills and reference/study skills. Response from Principal(s): None Magnet Senior High School\nAll Parkview monitored teachers but two agreed that they had adequate materials and equipment. Two monitored teachers in the Fine Arts Department reported that they needed more funds for costumes. All of the items in this section of the team consensus report were positive. Response from Principal: None Mrto-M Magnet Senior High Schools\nAll of these items had positive responses on the team consensus reports, except for the items on display of student work. Very little student work was observed in the halls and visited classrooms at Central. McClellan monitors observed computer generated banners that students had made and posted about the campus. Response from Principal(s): The McClellan principal reported that a bulletin board had been placed in the main office for display of student work.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 24 Metropolitan Vocational-Technical Education Center\nAll teachers visited reported adequate materials and equipment available. One monitored teacher reported needing Macintosh Computers for proper industry training. All of the items in this section were positive on the team consensus report except the item on the library media specialist, and there was not a media specialist assigned to Metropolitan. Reference sources were available in the media center for research and check-out purposes. Response from Principal: The principal said that there were three computers on order for the commercial art department. 3.0 SCHOOL/DISTRICT INITIATED HONORS AND AWARDS At each school the monitors expected to find\n. A variety of awards and honors . Written procedures and requirements governing honors and awards are evident and distributed to staff, students and parents . A process to evaluate the honors and awards program for equity . Plans to eliminate any racial/gender inequities relative to distribution of honors and awards Non-athletic and athletic awards and honors (secondary schools) are perceived as comparable through visible evidence (displays) and promotion activities (school programs), e.g. student of the month, NationalEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 25 Honor Society, honors assembly programs, continuous curriculum development FINDINGS\nArea Elementary Schools: In an effort to ensure that no student was denied access to his/her being selected to receive either an honor or an award, all schools established non-biased and equitable policies and procedures regarding these recognitions. A variety of honors/awards, including scholarship, citizenship, attendance, most improved student, music, art, etc., is offered at area elementary schools, according to monitoring reports. Additionally, written procedures and requirements governing these recognitions were distributed to staff, students. and parents at each of these schools. Procedures were evident to also assure that students were apprised of information regarding various opportunities in extended educational programs. e.g., Olympics of the Mind. Information concerning these activities was disseminated in a variety of ways including assemblies. monthly activity calendars, announcements by classroom teachers and counselors, school newspapers and bulletins, and for applicable programs, the G/T teacher. In addition to programs which are housed at individual schools, information was also provided concerning ones offered by the Arts Center, the Museum of Science and History, and the Little Rock Recreation Department, etc. Monitoring reports indicated that at all area elementaryEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 26 schools, the offerings and procedures regarding honors/awards were evaluated regularly for equity and to determine if awards were necessary to meet student needs. new The distribution of honors/awards the first semester generally reflected the school population at each area elementary school except McDermott, as reported by monitors. Response from Principal(s): None Magnet Elementary Schools: A variety of honors/awards, including, but not limited to. scholarship, citizenship, service, and attendance. was provided at each magnet elementary school, according to monitoring reports. Written procedures and requirements regarding these recognitions were distributed to staff, students, and parents at each magnet elementary school except Gibbs, as per monitors. Additionally, procedures were evident to assure that students were apprised of information regarding various opportunities in educational programs, e.g., Olympics of the Mind. At all magnet elementary schools except Gibbs, the offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs. The distribution of honors and awards the first semester generally reflected the school population at all magnet elementary schools except Gibbs. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 27 In reference to the distribution of honors and awards, the principal at Gibbs reported that the school biracial committee had discussed this issue, and that they planned for the group to discuss the submission of a proposal outlining instructional assistance for at-risk kindergarten students, as a long range plan. She further stated that a more immediate action will be for the committee to review the honors data for equity. M-to-M Magnet Elementary School\nNo areas of concern relative to this section of the monitoring instrument were noted on the report submitted by monitors from Washington. Response from Principal: None Interdistrict Elementary Schools\nA variety of honors/awards, including scholarship. citizenship, and attendance, was provided at both King and Romine. Written procedures and requirements regarding these recognitions were distributed to staff, students, and parents. Additionally, in the case in which extended educational programs were offered, procedures were followed to assure that students were also informed about participation in extended educational activities. The distribution of honors and awards the first semester generally reflected the school population at King but not at Romine. Responses from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 28 None Alternative Learning Center\nA variety of awards and honors was provided at the ALC each nine weeks. A teacher designed reward system is in place, and procedures and requirements governing both school and district honors/awards were disseminated to teachers, parents via the \"ALC Letter.\" students, and Procedures were evident to assure that students were apprised of information regarding various opportunities in educational programs. Additionally, the offerings and procedures regarding honors and awards were evaluated regularly for equity and to see if new awards were needed. The distribution of honors/awards the first semester was generally reflective of the population. Response from Principal: None Area Junior High Schools: At all area junior high schools, a variety of awards and honors is provided in areas such as scholarship, citizenship. sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. Written procedures and requirements governing honors and awards were distributed to staff, students, and parents at each school except Forest Heights. Additionally, procedures were evident to assure that students were apprised of information regarding various opportunities in extended educational programs such as AEGIS andEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 29 Math Counts, according to monitoring reports. 1 Forest Heights noted that some students did not about these extended programs. Monitors from seem to know At each area junior high school, the offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs. The distribution of honors and awards the first semester was generally reflective of the school population at Forest Heights and Southwest. A disproportionate number of white students received honors and awards at Mabelvale and Pulaski Heights Junior High Schools, and no data were available from Cloverdale Junior High School, according to monitoring reports. Responses from Principal(s): In reference to some students not knowing about extended educational programs that were offered, the principal at Forest Heights said that was because some junior high school students may not listen but indicated that all students had been told about the programs. Magnet Junior High School\nA variety of honors/awards was provided in areas such as scholarship, citizenship, sports, school and community service, choral and instrumental music, attendance, clubs, and organizations. Written procedures and requirements governing honors and awards were distributed to staff, students and parents via classroom postings, bulletins, and handbooks. Procedures Were also followed to assure that students were apprised ofEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 30 information regarding various educational programs, e.g., AEGIS. The offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs, according to the submitted report. The distribution of honors and awards the first generally reflective of the school population. Response from Principal: None semester was M-to-M Magnet Junior High Schools: both schools, Dunbar and Henderson, a variety of honors/awards was provided in numerous areas, including the following: scholarship, citizenship, athletics, choral and instrumental music, attendance, and service. Written procedures and requirements governing honors/awards were distributed to staff, students, and parents\nprocedures were also followed to assure that students were apprised of information regarding various educational programs, e.g., AEGIS. The distribution of honors/awards the first semester was generally reflective of the student population at each school, respectively. Responses from Principal(s): None Area Senior High Schools: At both area high schools, a variety of honors/awards was provided in numerous areas, including the following:EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 31 scholarship, citizenship, athletics, choral and instrumental music, attendance, and service. Written procedures and requirements governing honors/awards were distributed to staff, students, and parents\nprocedures were also followed to assure that students were apprised of infoirmation regarding various educational programs, e.g., Governor's School and Girls'/Boys' State. The distribution of honors/awards the first semester was generally reflective of each school's student population, respectively. According to monitoring reports, the offerings and procedures regarding honors and awards were evaluated regularly for equity and to determine if new awards were necessary to meet student needs. Magnet Senior High School: No areas of concern were noted on the monitoring report concerning \"School/District Initiated Honors and Awards.\" Additionally, the distribution of honors and awards the first semester generally reflected the student-population. Response from Principal: None Mrto-M Magnet Senior High Schools: A variety of honors/awards was provided in numerous areas, including the following: scholarship, citizenship, athletics. choral and instrumental music, attendance, and service. The ^eport from Central observed that trophies and other kinds of awards of recognition were displayed at the school. WrittenEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 32 procedures and requirements governing honors/awards were distributed to staff, students, followed to assure that students and parents\nprocedures were were also apprised of information regarding various educational Governor's School and Girls'/Boys' State. programs, e.g.. The distribution of honors/awards the first semester was generally reflective of the student population at McClellan, but not at Central. Responses from Principal(s): None Metropolitan vocational-Technical Education A variety of awards/honors, including j Center\nareas of scholarship, citizenship, and vocational. was provided to the students who attend Metropolitan. Written procedures regarding these recognitions were distributed to staff. students, and parents. Additionally, the Metropolitan Student Handbook apprised students of information concerning extended educational programs provided through such organizations as FBLA, VICA, and HOSA. Honors/awards were regularly evaluated for equity, and the distribution of these recognitions the first semester generally reflected the student population, according to the monitoring report. Response from Principal: None 4.0 COMMITTEES At each school the monitors expected to find\n. Racial/gender composition of appointedEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 33 school-based committees (-25% to 12.5% of black student enrollment) generally reflects the school population FINDINGS\nArea Elementary Schools\nAt twenty-two schools, school-based committees were generally reflective of the staff population. At nine schools (Badgett, Brady, Fair Park, Fulbright, Geyer Springs, Mabelvale, McDermott, Pulaski Heights, and Terry) school-based committees were not reflective of the student population. Response from Principal(s)\nNone Magnet Elementary Schools\nAppointed school-based committees were generally reflective of the applicable populations at Booker, Carver, Gibbs, and Williams. Response from Principal(s)\nNone M-to-M Magnet Elementary School\nAt Washington, the appointed parent/patron committees were not reflective of the student population. Response from Principal: None Interdistrict Elementary Schools\nAt King, the school-based parent committee did not reflect the student population. School-based committees at Romine wereEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 34 reflective of the staff/parent (student) population. Response from Principal(s): None Alternative Learning Center\nThe composition of the school-based parent committees did reflect the student population. Response from Principal: None Area Junior High Schools\nAppointed school-based committees were reflective of the staff/parent (student) population at Cloverdale, Forest Heights, Pulaski Heights and Southwest. Committees at MabeIvale were not reflective of the parent/student population. Response from Principal(s): None Magnet Junior High School\nAppointed school-based committees at Mann were reflective of the staff/parent (student) population. Response from Principal: None M-to-M Magnet Junior High Schools\nAppointed school-based committees at Dunbar were reflective of the staff/parent (student) population. At Henderson, the appointed parent/patron committees were not reflective of the student population. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 35 None Area Senior High Schools\nThe composition of the school-based committees was reflective of the staff/parent (student) population at Fair and Hall. Response from Principal(s): None Magnet Senior High School\nAt Parkview, school-based committees were ref^..ective of the staff/parent (student) population. Response from Principal: None M-to-M Magnet Senior High Schools\nAt Central and McClellan, schoolbased committees were generally reflective of the staff/parent (student) population. Response from Principal(s): None Metropolitan Vocational-Technical Education Center\nThe Biracial Committee was generally reflective of the parent/student population. A breakdown by race and gender was not available for the Program Advisory Committee. Response from Principal: None 5.0 EXTRACURRICULAR ACTIVITIES At each school the monitors expected to find\nExtracurricular activities (sports, clubs, etc.)EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 36 generally balanced (-25% to +12.5% of black student enrollment) by race and sex  Adult sponsorships generally balanced (-25% to +12.5% of black student enrollment) by race and gender . Recruitment practices to promote participation of all races and both genders in extracurricular activities FINDINGS: Area Elementary Schools\nThe consensus reports from Wilson identified an area of concern. The percentage of black students participating in extracurricular clubs and activities exceeded the acceptable percentage for the black student population. Four other team reports, Western Hills, Mabelvale, Brady and Pulaski Heights indicated that more males were needed to sponsor activities. The report from Pulaski Heights did not reflect black or white adult male involvement. Brady had no black adult sponsorship, and black males and females sponsors were limited at Western Hills. The report from Baseline did not identify an area of concern but stated there were no adult sponsors documented in the profile. The reports submitted from the remaining schools did not note areas of concern. Response from Principal(s): None Magnet Elementary Schools: Total membership of black students participating in extracurricular activities was generally reflective of theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 37 population at all schools with only minor exceptions. Response from Principal(s): None M-to-M Magnet Elementary School\n' According to the team report, student participation in extracurricular activities was 60% black, and adult sponsorship was 50% black. An area of concern was not documented. Response from Principal: None Interdistrict Elementary Schools\nConsensus reports submitted from these schools did not identify areas of concern. The overall percentages for black student participation was within the acceptable range. student involvement at Romine and King were 68% and 61%, The black respectively. Response from Principal(s): None Alternative Learning Center: The team report identified an area of concern for this section of the checklist. Of the students participating, 60% were black. Adult sponsorship was 63% black. Response from Principal: None Area Junior High Schools\nThe team reports from Cloverdale, Mabelvale, Pulaski Heights, and Southwest did not identify areas of concern. TotalEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 38 black student affiliation with clubs and/or activities at those schools reflected the student body populations. The Southwest report stated that three of the extracurricular activities had only black members. The Pulaski Heights report indicated that the yearbook staff was comprised of white participants. There were several other activities listed in the report that had too few black or white participants. The consensus report from Cloverdale also noted that the Team and Boys' Basketball had a high percentage of black members. The yearbook staff needed black and white male representation, and the Poetry Club had no black members. The Forest Heights report received an area of concern for this item on the checklist. Total black participation was 53%, while the appropriate range was 55.8% - 83.7%. Response from Principal(s): The principal at Cloverdale stated that there was a tryout procedure for Drill Team and Basketball. Student participation was based on a performance score, and there are no race quotas. Magnet Junior High School\nThe team report for Mann did not identify an area of concern, but forty-six percent of the students participating in extracurricular activities were black. Sponsorship is 52% black. Response from Principal: None M-to-M Magnet Junior High Schools\nThe team report from Henderson did not record an area ofconcern. EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 39 However, three of the clubs/activities exceeded the acceptable range for black students. Seven of the co-curricular activities showed 100% black sponsorship. Dunbar's report stated that overall 57% of the participants were black, but thirteen of the activities did not fall within the school range. Activities with fewer black members were the Stock Market Game, Yearbook Staff, Beta Club, and All Region Choir. Response from Principal(s): None Area Senior High Schools\nThe team report from Hall recorded an area of concern. The profile data indicated that seventeen co-curricular activities were established but eleven of those were not within an acceptable range for the black student population. Several of the activities that were out of compliance were athletic in nature. Overall black student participation, however, was 52%. The report from Fair did not identify a negative response, but indicated stated there were some extracurricular activities that had more or fewer black students participating than the acceptable range. Response from Principal(s): None Magnet Senior High School\nThe team report from Parkview did not identify areas of concern. According to the report submitted, black studentEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 40 participation was 55 percent. Adult sponsors were 34 percent black which reflects the percentage of the certified black staff. Response from Principal: None M-to-M Magnet Senior High Schools\nTeam reports from both Central and McClellan Schools stated that overall black student participation was within the prescribed ranges. The report from McClellan stated that there were some clubs/activities with more black students than the range permits and others with too few black students. However, there were no organizations with an all white membership, were no areas of concern. There Response from Principal(s): None MetpQpplitan Vocational-Technical Education Center\nThe team report stated that extracurricular activity data was not a part of the school profile. Response from Principal: None 6.0 STUDENT ACHIEVEMENT/ASSESSMENT At each school the monitors expected to find: . All students' strengths and weaknesses assessed educational programs planned accordingly and their . Evidence that graduation/promotion/retention rates monitored and analyzed to reduce disparities in achievement (disaggregated by race/gender) areEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 41 . Test results that are used for diagnostic and prescriptive purposes and reported in a manner that is clear and helpful to administrators, teachers, students, and parents . Strategies to close the disparity in test scores among identifiable groups FINDINGS\nArea Elementary Schools: At each area elementary school, the school stuff implemented non-discriminatory procedures for the administration, analysis, and use of standardized tests. Analyses of the results of the spring 1994 Stanford Eight and Arkansas Minimum Performance Tests (AMPT) were not available as of the writing of this report. Similarly, neither failure nor retention rates were available. Goals and strategies were developed and implemented at all of the area elementary schools to decrease the achievement differences between black and white students on norm referenced tests and on the Arkansas Minimum Performance Test, according to monitoring reports submitted. Teachers interviewed during the monitoring visits indicated that test taking skills had been taught throughout the 1993-94 academic year\nexamples cited were teaching listening skills. critical thinking skills, how to properly use scan sheets, and practicing answering multiple choice questions. Various study guides, including the Test Best series. Scoring Higher, andEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 42 Better Test gcores were used in the endeavor to teach test taking skills. Responses from Principal(s): None Magnet Elementary Schools\nAnalyses of the results of the spring 1994 Stanford Eight and Minimum Performance Tests were not available as of the writing of this report, rates were available. Similarly, neither failure nor retention Monitoring reports from all magnet elementary schools indicated that goals and strategies were developed and implemented to decrease the achievement differences between black students and white students on norm referenced tests and on the AMPT. Teachers interviewed at each school reported that test taking skills had been taught throughout the year\nfor example, practicing taking timed tests and dictated tests, Best series, and learning various study skills. Responses from principals: using the Test None M~to-M Magnet Elementary School\nAnalyses of the results of the spring 1994 Stanford Eight and Minimum Performance Tests were not available as of the writing of this report. Similarly, neither failure nor retention rates were available. Goals and strategies were developed and implemented toEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 43 decrease the achievement differences between black and white students on norm referenced tests and on the AMPT, according to the report submitted by the monitoring team. Teachers interviewed reported that test taking skills were taught throughout the year\nfor example, how to take timed tests and the proper way to bubble answers on scan sheets. Response from Principal: None Interdistrict Elementary Schools\nAnalyses of the results of the spring 1994 Stanford Eight Test and Minimum Performance Test were not available as of the writing of this report. Similarly, neither failure nor retention rates were available. Monitoring reports from both schools indicated that goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests and on the AMPT. Furthermore, all teachers interviewed reported that test taking skills were taught throughout the year, for example, strategies for taking timed tests, reading for understanding, and using the Test Best series. Response from Principal(s): None Alternative Learning Center\nAnalyses of the spring 1994 Minimum Performance Test and Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure nor retention ratesEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 44 for the 199394 academic year were available. Goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests and on the AMPT. Furthermore, all teachers interviewed reported that test taking skills were taught throughout the year. Examples cited included the counselor's working with the students and practice on taking multiple choice tests. Response from Principal: None Area Junior High Schools: Analyses of the spring 1994 Stanford Eight Test and Minimum Performance Test results were not available as of the writing of this report. Similarly, neither failure nor retention rates were available. Monitoring reports from all area junior high schools indicated that goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests and on the AMPT. Teachers interviewed at each junior high school reported that test taking skills were taught throughout the year. Examples of skills taught were understanding directions, generalizing, and practicing taking timed tests. Responses from Principal(s): None Magnet Junior High School\nEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 45 Analyses of the spring 1994 Minimum Performance Test and Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure nor retention rates for the 1993-94 academic year were available. Goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests and on the AMPT. Teachers interviewed reported using study guides and practicing on a variety of types of tests, e.g., multiple choice, assay, and short answer, to teach test taking skills throughout the year. Responses from Principal: None Mrto-M Magnet Junior High Schools\nAnalyses of the spring 1994 Minimum Performance Test and Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure nor retention rates for the 1993-94 academic year were available. At both junior high schools, goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests and on the AMPT, according to monitoring reports. In all applicable classrooms monitored, teachers reported teaching test taking skills throughout the year\nfor example, teaching note taking, practicing test taking, and working with the counselor on test taking strategies. Responses from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 46 None Area Senior High Schools: Analyses of the spring 1994 Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure/retention rates nor graduation rates for the 1993-94 academic year were available. Monitoring reports from both area high schools. Fair and Hall, indicated that goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests. Additionally, all teachers interviewed at each school reported that test taking skills were taught throughout the year. Teaching deductive reasoning, practicing for the ACT, and teaching test taking strategies are examples of skills taught, according to reports. Response from Principal(s): None Magnet Senior High School\nAnalyses of the spring 1994 Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure/retention rates nor graduation rates for the 1993-94 academic year were available. The monitoring report indicated that goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests. Monitors further indicated that teachers interviewed reported that test taking skills were taught throughout the year\nEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 47 for example, critical analysis was used in the Fine Arts Department. Response from Principal: None M-to-M Magnet Senior High Schools\nAnalyses of the spring 1994 Stanford Eight Test results were not available as of the writing of this report. Similarly, neither failure/retention rates nor graduation rates for the 1993-94 academic year were available. Monitoring reports from both high schools. Central and McClellan, indicated that goals and strategies were developed and implemented to decrease the achievement differences between black and white students on norm referenced tests. Additionally, teachers interviewed at each school reported that test taking skills were taught throughout the year. Examples of strategies cited are teaching material in study guides related to test taking, practicing taking timed tests, and preparation for taking the SAT and ACT. Responses from Principal(s): None Metropolitan Vocational-Technical Education Center\nSpring 1994 Stanford Eight Test results for students who attend Metropolitan were not available as of the writing of this report and, when available, will be reported to the home schools of the students. Monitors indicated that test taking skills, such as solvingEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 48 multiple choice tests and using scan sheets, throughout the year. were taught No areas of concern were noted on this section of the monitoring instrument. Responses from Principal: None 7.0 SPECIAL EDUCATION At each school the monitors expected to find\n. Clear, well-defined referral, assessment and placement procedures Special Education facilities that are comparable to other educational programs on the campus and integrated into the total school environment . Varied teaching strategies reflected by display of student work Evidence of assessment/reteaching/retesting, when necessary  Adequate textbooRs^ materials, and equipment available for all students to participate in classroom learning experiences . Strategies to decrease any over-representation of minorities . Adequate facilities to meet the needs of the students served FINDINGS\nArea Elementary Schools\nEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 49 In all of the area elementary schools, strategies were applied to eliminate disproportionate student assignment to special education services. All interviewed special education teachers in twenty-one area elementary schools related to the monitors that materials and equipment were adequate for curriculum delivery. The self- contained classroom teacher at Jefferson indicated that more instructional materials were needed. The resource teacher at McDermott indicated that textbooks and workbooks pk'ovided for the resource class were not adequate. Twenty area elementary schools had special education facilities that were comparable to those of the campus in general. Monitors reported resource classes at Badgett, Brady, and Meadowcliff were housed in portable buildings. The resource teacher at Badgett reported that a concrete walkway to the portable building had been added since the first semester monitoring visit. At three schools (Badgett, Brady, and Meadowcliff) the resource classroom was not integrated into the total school environment. Special education facilities at twenty-one area schools were designed to meet the needs of the students, according to the monitors' observations. At Wilson, one special education teacher said that the self-contained classroom needed hot water to meet students' needs. At Bale, teachers said the facilities were adequate, except in the classroom for hearing impaired students.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY PAGE 50 REPORT The teacher for those students was needed. said that a sound proof curtain Records were current and complete in the majority of the classrooms. Some records were reported to be incomplete or unavailable at Fair Park, Terry, and Wakefield. Response from Principal(s): Regarding the expressed need for a sound proof curtain in a classroom at Bale, the principal reported that no request had been made by the teacher for a curtain. in response to the monitors^ report that lesson plans were unavailable in the resource classroom at Terry, the principal said that the resource teacher does not use a lesson plan book. but she does have a method to develop plans from the Individual Education Plans. The principal at Wakefield said the resource teacher's caseload exceeds the recommended Magnet Elementary Schools\nnumber of students. All elementary magnet schools had strategies to eliminate disproportionate assignments to special education. Interviewed special education teachers elementary schools reported that materials , ' at all magnet and equipment were sufficient for curriculum delivery. The resource teacher at Gibbs said her program would be more effective when the wiring for the computer in the resource classroom is completed. At all of the schools, special education facilities monitored were considered to be comparable to other classrooms.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 51 Teachers interviewed said the facilities were designed to meet the needs of the students. Monitors reported the classrooms were integrated into the total school environment. Student records monitored in all of the special education classrooms were current and complete. Response from Principal(s): None M-to-M Magnet Elementary School: At Washington, the special education classrooms had comparable facilities which were designed to meet the needs of the students. The classrooms were integrated into the total school environment. Special education teachers said they had adequate materials and equipment. The monitors found strategies to eliminate disproportionate student assignments to special education. The records in the resource classroom were current and complete. Response from Principal: None Interdistrict Elementary Schools\nAt King and Romine, strategies to eliminate disproportionate student assignment to special education were evident. Teachers reported having adequate materials and equipment. Facilities were designed to meet the needs of students, and they were comparable to those of the campus in general. Special education classrooms were integrated into the total schoolEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 52 environment. All records observed were up-to-date and complete. Response from Principal(s)\nNone Alternative Learning Center\nNo special education classes are housed at the ALC. Response from Principal: None Area Junior High Schools: area junior high schools had strategies to eliminate disproportionate student assignment to special education. All teachers reported adequate facilities and classrooms integrated into the total school environment. that were Special education teachers said they had adequate materials and supplies to deliver the curriculum at all schools. area junior high Records were current and complete in all classrooms monitored, except two. One classroom at Southwest Junior High and one classroom at Cloverdale Junior High provided incomplete records. Response from Principal(s): None Magnet Junior High School\nAt Mann, strategies to eliminate disproportionate student assignment to special education were evident. Teachers reported having adequate materials and equipment to deliver the curriculum. Facilities were designed to meet theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 53 needs of the students The classroom monitored was part of the main school architectural structure. Current copies of student records were available in the resource classroom. Response from Principal: None M-to-M Magnet Junior High Schools\nStrategies to eliminate disproportionate student assignment to special education were evident at Dunbar and Henderson. 1 The visited teachers at both schools had adequate materials and equipment to deliver the curriculum. Facilities were comparable to the general campus, monitored at both schools were current and complete. Response from Principal(s): Records None Area Senior High Schools\nStrategies were found to eliminate disproportionate student assignment to special education at both area high schools. Visited teachers at Fair and Hall had adequate materials and equipment. The facilities were reported to be comparable to other classrooms in the building and the classrooms were not isolated. Teachers interviewed said the facilities met the needs of the students served. Records in all monitored classrooms were up-to-date and complete at both high schools. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 54 None Magnet Senior High School\nStrategies to eliminate disproportionate assignment to special education were evident at said she had adequate materials, i Parkview. The resource teacher meet the needs of her students. equipment, and facilities to The classroom was integrated into the total school environment. Current and complete records Response from Principal: None were available. tL-tP-M Magnet Senior High Schools\nStrategies to eliminate disproportionate assignment to special education were evident at Central and McClellan. Visited special education teachers at Central said they had adequate materials and equipment to deliver the curriculum. At McClellan, a majority of the special education teachers interviewed reported they did not have as textbooks. adequate materials, such Both schools had adequate facilities to serve the students and the classrooms were integrated with the regular classrooms. Records observed were current and complete. Response from Principal(s): The principal at McClellan reported that any materials or supplies that the department needs are taken care of upon request. Metropolitan Vocational-Technical Education Center\nEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 55 No special education classes are housed at Metropolitan Vocational-Technical Education Center. Response from Principal: None 8.0 GIFTED AND TALENTED EDUCATION At each school the monitors expected to find: . Students identified through teacher referral, standardized test results, academic performance, and other criteria deemed appropriate by the school staff . A planned and organized strategy to address any problem of under-representation of identifiable groups in gifted and talented programs . Varied teaching strategies reflected by display of student work . Evidence of assessment/reteaching/retesting, when necessary Sufficient textbooks, materials, and equipment available to deliver the curriculum to all students in the class Gifted and talented facilities that are comparable to other educational programs on the campus and integrated into the total school environment Adequate facilities to meet the needs of the students served FINDINGS: Area Elementary Schools: At all area elementary schools, the staff made efforts toEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 56 ensure that student placement and services provided in the Gifted/Talented program were non-discriminatory. Where warranted, strategies to eliminate disproportionate student assignment to the gifted and talented program were evident at all schools. Examples of strategies used include: holding inservices for identification of G/T students j classroom teachers regarding and use of all program criteria for students whose academic data perform in G/T education. Monitoring reports from all may not reflect the ability to area elementary schools indicated that G/T teachers interviewed reported having adequate materials and equipment to deliver the curriculum. However, it was noted on the report from Fulbright that two four drawer file cabinets that locked would be helpful in storing confidential records. At McDermott, the report indicated that a computer table was needed. In several cases, the G/T teacher was not assigned to the school being monitored on the day of the monitoring visit\ntherefore. no response to the item on the checklist regarding adequacy of materials and included in the reports submitted. equipment was The facilities for gifted and talented students were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served at all area elementary schools except Bale, Brady, Fair Park, Jefferson, McDermott, and Wakefield, according to monitoring reports. At Bale, Brady, and Fair Park, the G/TEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 57 facility at each school is housed in a portable building with no covered walkway connecting it to the main building. At Jefferson, although the classroom itself is more than comparable, it is also housed in a portable building with no covered walkway. Additionally, at Jefferson, because of some of the activities in which G/T classes participate, there is the need for a sink\nmore storage cabinets are also needed, according to the teacher. At McDermott, monitors commented that the G/T classroom was small, long, and narrow, with little room to display student work and noted that there was no entrance to the room from inside the main building. At Wakefield, the monitoring report noted that the G/T facility was housed in a portable building and further noted that there were limitations to the kinds of programs that could be conducted because of the facilities. Where monitored, current copies of students' records were maintained in the classroom to track the progress and achievement of each student, and all records observed were up-to-date and complete. Responses from Principals: In response to the G/T facility at Wakefield, the principal reported that there were needs for improvement to the facilities and grounds. At Bale, the principal reported that the portable building which houses the G/T classroom was purchased at the inception of the G/T program specifically for use as a classroom for G/TEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 58 students. In regard to the need expressed for a computer table, the principal at McDermott reported that the budget was frozen at Spring Break and that no local funding was available to purchase one. Magnet Elementary Schools\nMonitoring reports indicated that strategies to eliminate disproportionate student assignment to gifted and talented were evident at all magnet elementary schools. However, the report from Williams commented that strategies that the program be made more inclusive. were needed to ensure At all magnet elementary schools except Gibbs, teachers reported having adequate materials and equipment to deliver the curriculum. At Gibbs, the G/T teacher reported needing more printed resource materials and more room to display student work. The facilities for gifted and talented students were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served at Carver and Booker, but not at Williams or Gibbs. At Williams, the G/T facility is a portable building shared by two G/T teachers. At Gibbs, the G/T classroom is housed in a portable building with no covered walkway leading to it. Where monitored, current copies of students' records were maintained in the classroom to monitor the progress and achievement of each student, and all records observed up-to-date and complete. wereEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 59 Response from Principal(s): In reference to strategies to eliminate disproportionate student assignment to the gifted and talented program, the principal at Williams stated that he would ask the Gifted and Talented Program Supervisor to suggest strategies for ways to Include more black students in the program. M-to-M Magnet Elementary School: Strategies to eliminate disproportionate assignment to the G/T program were evident, according to the monitoring report. The G/T teacher indicated that adequate materials and equipment to deliver the curriculum were available. Additionally, monitors stated that G/T facilities were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served. Current copies of students' records were maintained in the classroom to monitor the progress and achievement of each student, and all records were up-to-date\"and complete. Response from Principal: None Interdistrict Elementary Schools: No areas of concern regarding G/T education were noted at either school. Student records to monitor the progress and achievement of each student were maintained in the G/T classrooms and were up-to-date and complete, according to reports submitted. Response from Principal(s):EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 60 None Alternative Learning Center No G/T program housed at the ALC. Response from Principal: None Area Junior High Schools: Where warranted, strategies to eliminate disproportionate student assignment to the gifted and talented program were evident in the area junior high schools. An example of such strategies was having the G/T facilitator conduct inservices concerning identification of G/T students so that they could be tested for admission to the gifted and talented program. Monitoring reports from all area junior high schools indicated that teachers have adequate materials and equipment to deliver the curriculum. However, several reports made additional comments concerning this issue, e.g., equipment repairs taking a long time to complete, equipment being out of commission, need for additional plays for G/T English classes. and a At all area junior high schools, the gifted and talented facilities were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served, according to submitted monitoring reports. However, monitors at Pulaski Heights noted that science classrooms need updating, and one needs running water and a sink. Reports from all area junior high schools indicated thatEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 61 current copies of students' records were maintained in the G/T classrooms to monitor the progress and achievement of each student. Response from Principal(s): None Magnet Junior High School\nMonitors indicated that strategies to eliminate disproportionate student assignment to gifted and talented were evident. All G/T teachers interviewed reported having adequate materials and equipment to deliver the curriculum. The gifted and talented facilities were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served, according the monitoring report. Current copies of students' records were maintained in the G/T classrooms to monitor the progress and achievement of the individual learner. Response from Principal: None M-to-M Magnet Junior High Schools Where warranted, strategies to eliminate disproportionate student assignment to the gifted and talented program were evident. In a majority of the classrooms monitored at Dunbar, G/T teachers reported having adequate material and equipment to deliver the curriculum. However, it was noted that an additionalEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 62 copying machine would be useful. Also at Dunbar, monitors indicated that science classrooms needed updating, and that one of the science rooms needed running water and a sink. At Henderson, G/T teachers reported needing computers, chairs. and books. The monitoring report from Henderson neither specified the type of books nor the number needed. At both schools, the gifted and talented facilities were comparable to those of the campus in general, integrated into the total school environment, and designed to meet the needs of the students served, according to monitoring reports submitted. Current copies of students' records were maintained in the G/T classrooms at each school in order to monitor the progress and achievement of each student. Response from Principal(s): In reference to the school's needing another copying machine, the principal at Dunbar informed the monitors that three copying machines are available for teachers to use. Area Senior High Schools: Strategies to eliminate disproportionate student assignment to the gifted and talented program were evident at both area high schools. Reports noted that all LRSD guidelines for recruitment and placement were followed and that teachers were frequently urged to nominate students for the G/T program. Facilities for the G/T classes were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served, accordingEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 63 to reports submitted. Current copies of students' records to monitor the progress and achievement of all students were maintained in the classroom. and monitors indicated that records were up-to-date and complete. All teachers of G/T classes reported that materials and equipment were adequate to deliver the curriculum. However, at both Fair and Hall, teachers expressed the opinion that having computers in the classrooms would greatly enhance the program. It was further noted by teachers at Fair that even though Materials and equipment might be adequate, students and teachers needed additional time assigned to G/T for completion of special projects. Response from Principal(s): None Magnet Senior High School\nNo areas of concern regarding the gifted and talented education section of the monitoring report were Indicated. Current copies of students' records were maintained in the classrooms to monitor the progress and achievement of the individual learner, and all records were up-to-date on the day of the monitoring visit, according to the report submitted. Response from Principal: None _M-to-M Magnet Senior High Schools\nStrategies to eliminate disproportionate student assignment to the gifted and talented program were evident at both highschools. EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 64 An example of strategies cited was identification of eligible students and encouragement of those identified to enroll in G/T classes. The report from Central noted that black students are underrepresented in the G/T program. Facilities for the G/T classes were comparable to those of the campus in general, integrated into the total school environment, and met the needs of the students served. according to reports submitted. However, the report from Central noted that in one biology classroom, well as some additional equipment. more space was needed, as A majority of the G/T teachers interviewed reported having adequate materials and equipment to deliver the curriculum. In all G/T classes monitored, current copies of students' records were maintained in the classroom to monitor the and achievement of each student. progress Response from Principal(s): None Metropolitan Vocational-Technical Education Center: No G/T program is housed at Metropolitan. Response from Principal: None 9.0 STAFF DEVELOPMENT At each school the monitors expected to find\n. Ongoing staff development programs designed to enable staff members to fulfill the district/school mission and purposeEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 65 staff development provided at a variety of places and times Appropriate inservice provided to enable each staff member to understand his'/her role and responsibility in the implementation of the districtwide desegregation plan . Documentation of staff development participation All teachers have inservice relative to the delivery of the district curriculum FINDINGS\nArea Elementary Schools\nConsensus reports submitted by the Wakefield and Wilson teams documented areas of concern. The report from Wilson stated that monitored teachers had not received inservices related to educational equity. The team report from Wakefield identified areas of concern. The staff development plan did not provide for equitable educational training, strategies for multicultural instruction or activities to enhance student achievement. Staff development plans for the remaining schools demonstrated a commitment to professional growth, and educational equity by making available a variety of inservices that addressed equity in education. Human Relations, Prejudice Reduction, Cross Cultures, Hands-on Science, Reading, Thematic Unit Development, and numerous others were provided to participating staff members. Response from Principal(s)\nThe Wakefield principal said that inservices related to educational equity were offered to teachers. Those inservicesEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 66 included TESA (for new teachers), Positive Classroom Discipline, PET, Abacus, and teachers attending workshops during the afa convention. Magnet Elementary Schools\nThe responses of each consensus report were positive for this section. The staff development plans for the schools provided for activities related to educational equity and strategies, and to enhance instruction and achievement. development at Carver included Mindful Schools, Goals of Misbehavior, Positive Discipline and Green Circle. The other reports listed inservices that have been traditional throughout the district. These inservices included TESA, PET, Cooperative Learning, Hands-on Science and Human Relations. All team reports indicated that teachers of remedial classes explained the programs and procedures to the regular classroom teachers and were available to provide materials and assistance if necessary. Response from Principal(s): None M-to-M Magnet Elementary School\nThe staff development activities included Human Relations, Classroom Management, Abacus, understanding the remedial programs, academic support training, and elementary mathematics. Areas of concern were not identified. Response from Principal:EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 67 None Interdistrict Elementary Schools\nAll responses regarding the staff development plans related to educational equity, student diversity, and multicultural strategies for effective curriculum delivery were favorable. Prejudice reduction. Thematic Units, Program for Effective Teaching (PET) and Classroom Management were offered to the Romine staff. The King report did not provide specific information as to the kinds of inservices offered. Response from Principal(s): None Alternative Learning Center\nThere were no areas of concern recorded. The staff had been provided Human Relations inservice, and one staff member has had PET. According to the consensus report, inservices related to equity, multicultural strategies and enhancing achievement has not been a major contributing factor regarding staff development. There was a half-time teacher of remedial reading assigned December 1993, and it was reported that consultations with the classroom teachers occur often. There was no remedial mathematics teacher assigned to the Alternative Learning Center at the time of the report. Response from Principal\nThe principal reported that the LRSD Human Resources staff is trying to recommend a remedial mathematics instructor for hire by the school board.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 68 Area Junior High Schools\nThe team reports submitted did not point out areas of concern. The reports indicated that the staff development plans provided for the assessed needs 'at each school. Response from Principal(s): None Magnet Junior High School\nThere were no areas of concern. The staff development activities provided for additional educational development in teaching strategies for multicultural instruction and fostering eguitable academic achievement for all students. Response from Principal: None M-tc-M Magnet Junior High Schools: The team consensus report from Henderson identified an area of concern. It was reported that teacher responses were mixed regarding inservices for multicultural teaching strategies, remaining items for this section were answered in the affirmative. The Response from Principal(s): None Area Senior High Schools: The consensus report from Hall identified an area of concern. The report stated that responses were mixed concerning multicultural teaching strategies being provided this school year.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 69 The report from J. A. Fair did not report negatives for this section. The staff development plan provided for multicultural teaching strategies, enhancing achievement, understanding the remedial programs and equitable educational inservices. Response from Principal(s): The principal from Hall shared that the LRSD had discontinued \"blanket\" type inservices, and that more than half of the inservices conducted at Hall were curriculum based. Magnet Senior High School\nThere were no areas of concern. Response from Principal: None M-to-M Magnet Senior High Schools\nThere were no areas of concern documented. The team reports from the schools were favorable. The staff development plans provided for equitable educational training through relevant inservices. Prejudice Reduction, Human Relations, PET, Cooperative Learning, Classroom Management, Learning Styles and an explanation of the remedial programs were offered. Response from Principal(s): None Metropolitan Vocational-Technical Education Center\nThe team report stated that no district staff development inservices/workshops were conducted for the 1993-94 school year. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 70 10.0 PARENTAL INVOLVEMENT At each school the monitors expected to find\n. Documentation of school-home communication and contact . Documented evidence showing how all identifiable of parents have been actively solicited groups . When financially possible, transportation provided for parents who need the service . School functions conducted in community facilities near identifiable groups of parents . School functions scheduled to accommodate all parent groups . Provision for regularly infonning and involving parents regarding all aspects of their child's school performance . Documentation that parents are actively involved in remediation programs in which their students participate (support workshop attendance, conferences, ASDP signatures, etc.) . Opportunities to develop leadership skills among all parent groups . Documentation of parental involvement in writing the school plans FINDINGS\nArea Elementary Schools\nThe consensus report from McDermott identified an area of concern. The report stated that the PTA Executive Board meetingsEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 71 were two hours long every month and were too lengthy to include information regarding district structure, policy, programs and ways to access them. The Wakefield and Baseline consensus reports indicated that parents were not involved in the improvement plan. The remaining area schools did not document areas of concern. Parents were solicited and encouraged to participate in school functions and assisted with the development of the improvement plans. Response from Principal(s): None Magnet Elementary Schools\nSchool patrons and parents were given equitable opportunities to involve themselves in school related activities and functions. The team reports listed numerous methods that were used to enhance and encourage frequent \"two-way\" parent communication. Parents of the magnet elementary schools were used as resource speakers, teachers of home reinforcement activities, as school monitors and assisted with the development plan. Response from Principal(s): None M-to-M Magnet Elementary School\nThe team report stated that letters, weekly memos, phone calls, and home visits were used to solicit parents to chaperon out-of-state field trips and participate in numerous otheractivities. EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 72 Areas of concern were not indicated. Response front Principal: None Interdistrict Elementary Schools\nAccording to both consensus reports, parents are provided equitable opportunities to participate in school related functions. Several methods of solicitation are used to encourage parents to become involved or increase their level of involvement (phone calls, memos, letters, home visits). As a result, all identifiable groups are represented and involved, and frequent contact is made to keep parents abreast of student achievement and/or behavior. Response from Principal(s): None Alternative Learning Center\nThe team report did not identify areas of concern. Response from Principal(s): None Area Junior High Schools\nMost reporting schools made available many equitable opportunities to encourage parents to participate in school activities, the education and/or remediation of their child(ren) and development of the School Improvement Plan. All but one school (Cloverdale) reported that identifiable groups of parents were active. The Forest Heights report stated that there was no evidence that parents assisted with the School Improvement PlanEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 73 and the PTSA was inactive. Parents serving on Forest Heights Biracial Team said that they were unaware of PTSA meetings being held. Based on teacher responses from Cloverdale, few parents were involved. Response from Principal(s): Cloverdale's principal stated that the school won the Volunteer Parent Award for 1993-94. A total of 2,035 hours were documented. She further stated that UCA students mentor and tutor in the after school program. Students from UALR tutor reading and mathematics during the school day. Magnet Junior High School\nNumerous methods were used to actively encourage parents to become involved in school activities and functions. Parental contact occurs regularly or as needed. Phone calls, notes. interim reports, and conferences were examples given. At Mann, documentation to ensure that parents were involved in the remediation of their child(ren) and participating in developing the improvement plan was observed. There were no areas of concern. Response from Principal: None M-to-M Magnet Junior High Schools\nThe Dunbar team report indicated that many solicitation methods were used to encourage parental involvement or to increase the level of involvement. Because of these efficient methods, a representation of identifiable groups wereEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 74 functioning in school related activities. The Henderson report stated that parents participated in PTSA and the parent/teacher conferences. All other responses for these sections were positive as well. There were no areas of concern. Response from Principal(s): None Area Senior High Schools\nThe team report from Hall reported an area of concern. The concern was that only faculty members participated in developing the School Improvement Plan. The report from Fair did not identify areas of concern. Rasponse from Principal(s): The principal of Hall shared that the objectives of the School Improvement Plan were shared with the PTSA Board after they were written by the faculty. Magnet Senior High School\nCommunication efforts were numerous and effectively solicited parents to involve themselves in school functions. Parents reportedly serve on committees, volunteer and extracurricular activities. sponsor The PTSA Executive Committee participated in developing the school plan. Survey results from parents, teachers, and students were used by the committee to make suggested modifications. There were no areas of concern. Response from Principal: NoneEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 75 M-to-M Magnet Senior High Schools\nAreas of concern were not identified. These schools used effective methods to solicit and encourage parents to engage themselves in school functions. Reportedly, representation of all parent groups was good. Parents served on the Biracial Team, Campus Beautification Committees, PTSA, assisted with music and drama productions, served as career day and resource speakers and participated on various advisory committees. Parents were afforded the opportunity to assist with the development of the School Improvement Plan. Response from Principal(s): None Metropolitan Vocational-Technical Education Center\nThere were no areas of concern for this section of the monitoring. Response from Principal: None 11.0 STUDENT DISCIPLINE At each school the monitors expected to find: No disproportionality among identifiable groups of students when discipline sanctions are analyzed (-25% - +12.5% of the black student enrollment at the school) Evidence of strategies to eliminate disproportionality in disciplinary sanctions, if such disproportionality existsEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 76 . Teachers receiving staff development and training to become more effective in discipline management and classroom management . Discipline program monitored, evaluated, and updated to decrease any disproportionality among identifiable groups of students  Evidence that a handbook/policy clearly states expectations for student conduct and that these policies are distributed and explained . School staff very active and visible in directing/ controlling students FINDINGS\nArea Elementary Schools\nMost of the team consensus reports from these schools had all positive responses to the items on student discipline. The suspension/expulsion rates were generally not representative of the student population at Fair Park, Forest Park, McDermott, Pulaski Heights Elementary, Terry and Wilson Schools. At Terry School, the staff attempted to get parents involved in student discipline. Some parents came to Terry School and sat in the classroom with the students to avoid their being sent home. The Wilson School Discipline Committee had strategies identified to eliminate disproportionate discipline sanctions among identifiable student groups. The Wilson School staff used behavior documents and kept students inside during recess. There were also incentive programs for students to do well, and theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 77 Wilson staff communicated with parents by telephone and home visits. At Mabelvale Elementary, classroom instruction did not appear to be orderly in three of the classes monitored. Response from Principal(s): The Terry principal shared verbally with the monitoring team some strategies used by the staff at the school to eliminate disproportionate discipline sanctions. Magnet Elementary Schools\nAll of the items for this section on the Carver School team consensus report were positive. There were no suspensions/ expulsions during the first or second guarter at Carver. The suspension/expulsion rates for Booker, Gibbs, and Williams were not reflective of the school populations. At Booker, ten black males and one white male were suspended during the second quarter. During the third quarter at Booker, there were 16 suspensions, 13 of which were black (8 of the 16 were the same students). At Gibbs, one black student was suspended. Response from Principal(s): The Booker principal said that comparing the 1992-93 third quarter with the 1993-94 third quarter, disparity in discipline was reduced although the number of suspensions increased due to one incident in which five children were suspended and the eight of the 16 who were suspended twice. M-to-M Magnet Elementary School\nAll of the items in this section except the item forEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 78 suspension/expulsion ra'tes were positive on the team consensus report. The item on suspension/expulsion rates being generally representative of the student population was answered as not applicable. During the third quarter, one black student was expelled and two black students were suspended. The statement was made that only three students were out of school for suspension/expulsion. Response from Principal: None Interdistrict Elementary Schools\nSigned contracts from King School parents were on hand in the visited classrooms. These contracts were on the student disciplinary policies and procedures. Teachers of all monitored classrooms at Romine School reported that the LRSD Rights and Responsibilities Handbook was taught and signature sheets denoting receipt by parents were kept on file. At Romine, classroom and school rules were explained and posted. At King School, the office staff helped students to correct discipline infractions of the rules. At Romine, all monitored teachers reported that the staff had plans, procedures and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. The Romine students participated in revising and formulating rules, and students were dealing with behavior problems in a positive way by using peer tutors, conflict managers, the \"Just Say No Club, and the efforts of the counselors. Visited RomineEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 79 teachers reported working with identified at risk students in a positive manner. King School had two black students suspended during the third nine weeks. Romine had no suspensions or expulsions for the third nine weeks. All monitored classroom instruction at these schools proceeded in an orderly fashion. All monitored staff were observed being very active/visible in directing/controlling students. Response from Principal(s): The King principal said that the staff teaches the school rules to all the pupils. She expected that all students should follow the rules. The principal said that consequences for student infractions of the rules did not result from race but from the fair administration of discipline according to LRSD policy. Alternative Learning Center\nThe LRSD handbook was distributed to students and parents. The teachers visited said that they taught the information in the handbooks, then parents and students signed contracts dealing with student discipline. The principal and the counselor conducted stress management sessions with students and parents. The counselor reported activities such as Career Day and Health Fair. During the first three quarters, ten black males and two white females received out-of-school suspensions. There wereEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 80 three black males who received long-term suspensions. Five black males were expelled. Discipline reports were available. Monitored classroom instruction proceeded in an orderly manner. All categories of personnel observed were very active/visible in directing/controlling students. Response from Principal: None Area Junior High Schools\nThe team consensus reports indicated that student handbooks and discipline policies were distributed to all students and parents for these junior high schools, except Forest Heights, several monitored classrooms at Forest Heights visited teachers reported that student handbooks were not available. In These school staffs had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. Some examples were social worker intervention, after school tutoring, time-out room, in-school suspension, counseling through teams, incentive programs, special breakfast for academic achievers, young professionals organization, before school tutoring sponsored by UALR, mentoring, and groups to enhance self-esteem. However, a monitored teacher at Forest Heights felt that the inschool suspension program was inadequate because students were falling behind in their class work. None of these schools had suspension/expulsion rates that were generally representative of the student body. All of theseEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 81 schools had strategies to eliminate disproportionate discipline sanctions among identifiable student groups. Such programs as the James A. Penick Boys' Club Program, case management, peer tutors, social worker associated with the school clinic, review of the quarterly discipline report by the administration, timeout room, after school work duty with parental approval and noontime duty in the cafeteria were used. Most monitored classroom instruction at these schools proceeded in an orderly fashion. Most staff were observed being very active/visible in directing/controlling students. Response from Principal(s): The Forest Heights principal commented that the school is the only one to have an alternative program at the James A. Penick Boys' Club. The Forest Heights principal also said that by central office directive only seventh grade students and new students were given the student handbooks. However, he said that all pupils were taught the contents of the handbook. Magnet Junior High School\nStudent handbooks were distributed, taught by the teachers. and contracts were signed by the Mann parents. posted and communicated to parents and students. School rules were Early morning detention hall, incentives for good attendance, grades, and good citizenship were some of the examples provided by monitored teachers for their plans, procedures and practices designed to enable students to remain in school, promote academic success and alleviate behavior problems.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 82 The second and third quarter discipline reports indicated that the suspension rates were out of monitoring range for black students. One example of a strategy to eliminate disproportionate discipline sanctions among identifiable student groups was the Saturday detention hall. Also group sessions with counselors and selected teachers were held for students who were suspended. In all classrooms monitored, instruction proceeded in an orderly manner. Monitors reported that all school personnel observed were active and visible in directing/controlling students. Response from Principal: None M-to-M Magnet Junior High Schools: The student handbooks were distributed and taught at Dunbar and Henderson Magnet Schools. Plans, procedures and practices designed to enable students to remain in school, promote academic success and alleviate behavior problems were in evidence with such approaches as peer counseling, a peer facilitator group, inschool suspension and Students at Risk (SAR). Both of these schools had suspension/expulsion rates that were out of expected range for blacks. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups were evident. Examples of strategies at Henderson were: students were warned before they were suspended\nthey received detention hall first\nin-school suspensions were used\nand theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 83 principal followed the LRSD student discipline guidelines, policies, and procedures. At Dunbar, in a majority of the classrooms monitored, instruction proceeded in an orderly manner. However, at Henderson, some monitored teachers had to stop talking to the monitors to control the classes. Some Henderson students were observed being disrespectful to teachers. Most categories of personnel observed at these schools were active/visible in directing/controlling students. Response from Principal(s): None Area Senior High Schools: 1J\u0026lt;SD Rights and Responsibilities Handbook was distributed and taught at Fair and Hall High Schools. Both of these schools had plans, procedures, and practices which were designed to enable students to remain in school, promote academic success and alleviate behavior problems. At Hall, there was a student assistance planned and designed to help students stay in school. At Fair, there was both a peer and teacher tutoring program through the in-school suspension and the Student Assistance Program. At Fair, the student suspensions/expulsions were within the acceptable range. However, the expulsion/suspension rate at Hall Was not within the acceptable range. Hall High School did have strategies to eliminate disproportionate discipline sanctions among identifiable student groups. IEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 84 Instruction in the observed classrooms proceeded in an orderly manner. Most observed staff were being active and visible in directing/controlling students. Response from Principal(s): The Hall principal said that there was a suspension reduction activity by a group of young men who worked to eliminate suspensions/expulsions. At Hall, there was a 15 percent reduction in suspensions from last school year to this year. There was an eight percent reduction in expulsions from last year to this year. Also at Hall, there was an at-risk student assistance program where ten teachers had volunteered to work with these students. Magnet Senior High School: All of the items for Parkview on the team consensus report were positive for this section of the report. Strategies to eliminate disproportionate discipline sanctions among identifiable student groups were not needed because the suspension/expulsion rate was within the acceptable range. Response from Principal: None M-to-M Magnet Senior High Schools: All of the items in this section reflected positive responses on the team consensus reports, except the item on suspension/expulsion rates. At McClellan, a majority of the students who were suspended/expelled the second nine weeks were black and not within the acceptable range. The suspension rateEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 85 for blacks at Central was disproportional. Response from Principal(s): Suspension/expulsion rates were reflective of the social environment according to the McClellan principal. However, at McClellan, efforts are made to try and help students modify behavior when needed. As a last resort only, students were suspended/expelled in accordance with LRSD policy which was followed at all times. Metropolitan Vocational-Technical Education Center\nAll of these items had positive responses on the team consensus report. No strategies were needed to eliminate disproportionate discipline sanctions among identifiable student groups. Response from Principal: None 12.0 BUILDING LEADERSHIP/MANAGEMENT At each school the monitors expected to find\nClear, concise and well-written improvement goals for equity . Physical environment which supports the goals of quality teaching and learning, i.e., clean buildings, no debris. orderly halls, no graffiti Equipment and learning aides in good condition, i.e.. bulletin boards, chalk boards Evidence that the principal monitors the curriculumEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 86 . Evidence which indicates that all students are served by the guidance program, i.e., counselors' schedules/daily logs, individual/group counseling . A system to receive information from former students and patrons regarding the quality/needs of the total . A safe and secure campus for all students, LRSD employees, and visitors program FINDINGS\nArea Elementary Schools\nMost of the team consensus reports for these schools had all positive responses for these items on building leadership/ management. There appeared to be a lack of bookshelves and cabinet space for some classrooms at Bale. room. At Wilson School, graffiti was observed in a boys' rest An air conditioner at Wilson was leaking through the ceiling in the hallway onto the carpet. At Baseline, there was a door coming loose off of a stall in a girls' rest room. At Wakefield, there were floor tiles missing in some hallways. There was graffiti in a boys' rest room. Teachers visited reported many custodian turnovers this school yearfour times. At Geyer Springs, graffiti was observed in one of the girls' rest rooms. Some monitored teachers at Fair Park reported that the counselor did not follow a schedule or perform tasks as expected.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 87 Missed classroom appointments were not rescheduled. Wakefield, three of four monitored classroom doors were unlocked, thus not following security guidelines. At Mabelvale Elementary, small rocks were preventing the exterior door in the kindergarten wing from closing. It was reported at Otter Creek that although the school improvement plan called for earthquake, intruder and reverse fire drills, these were not done. At Western Hills, some doors of classrooms were observed opened. Response from Principal(s): The Wakefield principal said that a work order has been submitted to get a dead tree removed for three weeks. The Fair Park principal said that she was made aware of the counselor not following the schedule at a Building Coordinating Committee meeting. This had never been a prior concern. After that, the counselor shared a schedule with the principal, and the principal was unaware that the counselor was not visiting the classrooms and following the schedule. The Baseline principal said that a work order had been made for a broken stall door in the girls' rest room. The Wilson principal said that the air conditioner leak had been phoned in to the maintenance department staff as an emergency with no response. The Wilson principal also said that one custodian was absent on the day of the monitoring visit. Magnet Elementary Schools\nThe team consensus reports from Booker and Williams hadEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 88 positive responses on this section. However, both Carver and Gibbs Schools had a problem on the security guidelines section. At Carver School, several classroom doors were observed unlocked. There was a security camera at Carver at the front door and it monitored visitors to the building as they come to the school office for check-in. All other Carver exterior doors were locked. There were some unlocked doors observed at Gibbs School. Mr.to-M Magnet Elementary School: All of these items were positive on the school team consensus report. Response from Principal: None Interdistrict Elementary Schools: King and Romine Schools had positive responses to all building leadership and management items on the checklist. Response from Principal: the None Alternative Learning Center: All of these items had positive answers on the team consensus report. Response from Principal: None Area Junior High Schools: The monitoring reports indicated that all of these schools had clear, concise, well written statements of specific improvement goals. Forest Heights, Mabelvale, and PulaskiEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 89 Heights Junior High Schools had positive responses to all the building leadership and management items on the checklist. However, one ladies' rest room at Forest Heights needed some maintenance. Some monitored Pulaski Heights teachers felt that more security personnel were needed. The Southwest monitors noted that student passage in the hallways between classes was not altogether orderly. Southwest students were observed running and pushing in the hallways and exiting classrooms. Also the Southwest monitors considered the students too noisy as they traveled in the halls. The statement was made at Southwest that a steering committee of faculty, security, administrators, counselors and case managers were planning to begin working on this problem the week of March 1, 1994. At Cloverdale, all monitored teachers did not respond positively regarding the guidance program. One Cloverdale teacher was of the opinion that the counselors did not have enough time for counseling tasks. However, it was reported that they did coordinate testing, questionnaires and monitored failing students. Regarding security at Cloverdale, it was reported that the security guards did less work than what perceived expectations Were. It was reported that the police officer assigned to Cloverdale often stayed in his office and was not visible. Response from Principal(s): The Cloverdale Junior High principal stated that what wasEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 90 reported to monitors about security was incorrect. She said that the security officer was carrying out the task assigned. Magnet Junior High\nAll the items on the building leadership/management checklist for Mann Magnet had a positive response from the program monitors. Response from Principal: None M-to-M Magnet Junior High School\nAll the items on the Dunbar Magnet checklist for building leadership/management had a positive response by the program monitors. Graffiti was observed in a boys' rest room and at the front of the Henderson building and on the outside walls of the gym. One of three hand bowls in a boys' rest room had no running water. At Henderson, it was reported that metal scanning always occurred during the second period (i.e., predictable). At Henderson, several outside hallway doors were unlocked or left ajar. One Henderson classroom door was unlocked. Henderson gym doors were unlocked on both sides. Response from Principal(s): None Area Senior High Schools\nMixed results were obtained when interviewed teachers at Fair responded to the item on the guidance program providing equitable services to all students. Some interviewed teachers expressed the opinion that some students did not receive theEDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 91 services they needed. Despite various improvements in cleanliness since the last visit, at Hall some electrical outlet covers were missing, and graffiti was observed in a boys' rest room and on the hallway walls outside of the west side of the media center. Also, at Hall, it was reported that the intercom in some classrooms in the 600 building did not work. Response from Principal(s): None Magnet Senior High School\nAll these items on the team consensus report were positive. The monitored teachers reported some problems with the air conditioner. Response from Principal: The assistant principal reported the air conditioning system might be repaired during the summer of 1994. M-to-M Magnet Senior High Schools\nAll of these items were positive on the McClellan team consensus report. There were some problems noted on the Central report. Although the Central building was observed to be fairly clean, some believed the hallways could have been cleaner. In two monitored classrooms at Central, plaster was peeling and ceiling leaks were evident. A monitor was informed that water periodically overflowed from a light fixture into one classroom. Also at Central, some teachers reported that administrative personnel had monitored the curriculum infrequently. At Central,EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 92 many classroom doors were observed to be open, which was out of compliance with security guidelines. It was also reported that metal detectors were not used on a regular basis. Response from Principal(s): The Central principal shared that the building has been neglected, and attempts to repair or waterproof portions of the roof have been unsuccessful. He felt that a major quality renovation was needed for the historical structure. The Central principal said that metal scanning was done on a regular basis which was appropriate and according to LRSD policy. He said that both random and full scans were conducted. This principal showed the monitors documented evidence of scanning procedures which were sent to the LRSD security office in accordance with procedure. Metropolitan Vocational-Technical Education Center\nThere was no school improvement plan available. The majority of the classroom doors were locked in the monitored classrooms. One monitored teacher reported that a work order had been made to get increased ventilation in the classroom, and until such time it was necessary to leave the doors to those classrooms open. Response from Principal: The principal reported during the first monitoring visit that Metropolitan was included in Central High School's Improvement Plan.EDUCATIONAL EQUITY MONITORING 1993-94 SECOND SEMESTER SUMMARY REPORT PAGE 93 ADDITIONAL OBSERVATIONS Area Elementary Schools At Baseline, some monitored teachers said that they felt that for both gifted and special' education students more time was needed with the special teachers. At Wakefield it was reported that all faculty and staff were required to stand for the Black National Anthem. At Watson School, a parent monitor was concerned about students walking to school on Valley Drive. There was no sidewalk on either side of the st\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":"geusc_7375tb2rwm-cor_508hdr7tgn-cor","title":"Materials relating to the invitation and later retraction of Khalid Abdul Muhammad to speak at Emory and the protests that occurred afterwards, 1994","collection_id":"geusc_7375tb2rwm-cor","collection_title":"Emory University Desegregation Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, Atlanta Metropolitan Area, 33.8498, 84.4383"],"dcterms_creator":["Frye, B. E. (Billy Eugene)"],"dc_date":["1994-04-27"],"dcterms_description":["Materials relating to the invitation and later retraction of Khalid Abdul Muhammad to speak at Emory and the protests that occurred afterwards, 1994 - Open letter from interim Emory President Billy Frye to Emory students, faculty, and staff explaining the events and decisions behind the cancelled invitation of Khalid Abdul Muhammad"],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Emory University Desegregation Collection"],"dcterms_subject":["Student movements","Racism in higher education--Georgia","Antisemitism","Emory University--Students","Emory University","Emory University--Faculty","Emory University--Presidents","New Black Panther Party","Nation of Islam (Chicago, Ill.)","Atlanta (Ga.)--Race relations"],"dcterms_title":["Materials relating to the invitation and later retraction of Khalid Abdul Muhammad to speak at Emory and the protests that occurred afterwards, 1994"],"dcterms_type":["Text"],"dcterms_provenance":["Stuart A. Rose Manuscript, Archives, and Rare Book Library"],"edm_is_shown_by":null,"edm_is_shown_at":["https://digital.library.emory.edu/purl/508hdr7tgn-cor"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["ㄹ Emory University. This online edition is made available for individual viewing and reference for educational purposes only. To request permission for further re-use, please contact the Rose Library at rose.library@emory.edu."],"dcterms_medium":["letters (correspondence)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_621","title":"'Preliminary Business Cases''","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":["1994-04-22"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Finance","Education--Curricula"],"dcterms_title":["'Preliminary Business Cases''"],"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/621"],"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\nLITTLE ROCK DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 3 I r 1 PRELIMINARY BUSINESS CASES APRIL 22,1994 COURT HEARINGLITTLE ROCK DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 3 I i PRELIMINARY BUSINESS CASES APRIL 22, 1994 COURT HEARING Io- S\u0026lt;Jz3/Ti.-7i^z3 ASSIGNMENTS FOR BUSINESS CASE REVIEW April 22 Hearing I S-P, - 3 1 Proposed Funding of Business Cases.................................................... Student Assignment Office Reorganization.......................................... Theme Specialist, Romine........................................................................ Multimedia Technology, Phase II, Garland.......................................... Computer Science Theme Infusion, Rockefeller.................................... Executive Assistant for Associate Superintendent for Desegregation . Dialogues (District and Community).................................................... English as a Second Language (ESL) Program.................................... Language Arts and Mathematics........................................................... Applied Biology and Chemistry.............................................................. Science Program..................................................................................... Science Curriculum Revision................................................................. Bob . Melissa and Bob Horace and Bob Horace and Bob Horace and Bob - Connie . Connie Horace and Melissa . Melissa and Horace Horace and Margie Horace and Melissa Horace and Melissa I Secretarial Position, Social Studies Department. Foreign Languages K-12 Curriculum Articulation . Horace and Melissa . . Melissa and Horace Incentive School Immersion Spanish Program, 1 st Grade Pilot Project .... Melissa and Horace 1 i4 Spanish Program, Franklin . Spanish Program, Rightsell Stephens Mitchell Garland Rockefeller Melissa and Horace Melissa and Horace 1 i! Communications Technology Theme, Franklin . . . Career Awareness and Mass Media Theme, Rightsell Alternative Room Specialist, Rockefeller................ Alternative Room Specialist, Rightsell................... Alternative Room Specialist, Stephens................... Alternative Room Specialist, Franklin....................... Alternative Specialist, Garland................................. Horace Horace iii i! Margie Margie Margie Margie Margie J I RECEIVED APR 51994 Office of Desegregation h^onuoring t LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS I March 31, 1994 TO: Board of Directors FROM: Henr 1 intendent SUBJECT: Proposal Funding of Business Cases i, ( 21 Per your request, attached are itemized listings of costs for implementing business cases as submitted for your review on March 29, 1994, 4 I 1 I I BUSINESS CASES CATEGORY I - INCENTIVE SCHOOLS \u0026lt; (Required - Double Funding) a SCHOOL ITEM AMOUNT a 1. Franklin Theme 1.0 Spanish teacher $40,000 25,000 a 2. Rockefeller 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation 12,000 25,000 75,000 (maximum) 3. Rightsell .5 Spanish teacher Technology Theme Implementation 12,500 75,000 (maximum) 1 3 4. Mitchell .5 Spanish teacher 12,500 5. Garland .5 Spanish teacher Technology Theme Implementation 12,500 75,000 (maximum) 6. Stephens .5 Spanish teacher 12,500 I. No impact on Incentive School Budget. I ll I. ji, 1I BUSINESS CASES CATEGORY II - DESEGREGATION PLAN/ADE I (Required - Need Funding) fl DEPARTMENT ITEM AMOUNT a 1 1. 2. 3. 4. 5. 6. * English Math/Lang. Arts Science/Voc. Ed. Science English/For. Lang. Science English as a Second Language Math/Lang Arts Revision Applied Biology/Chemistry Science Revision For. Language Revision Hands-on Science Total $ 75,880 21,100 93,000* 10,000 7,500 25,000 $139,480 Fund source - Carl Perkins (No LRSD funds) J I3 i i I r 3 I 9 fl fl fl BUSINESS CASES CATEGORY III - RELATED DESEGREGATION/ADE (Not Required-But Essential) DEPARTMENT/SCHOOL ITEM AMOUNT 1. 2. 3. 4. 5. Science/Math (K-3) Foreign Language Social Studies Romine Foreign Language Science/Math Reading $ 18,000 Foreign Lang. K-12 Revision (UALR) Secretary Theme Specialist For. Lang. Immersion Total 15,000 18,000 (use existing position in District) 3,000 $ 54,000 GRAND TOTAL $193,480 I I I JDate: April 18, 1994 MEMORANDUM From: Connie To: Ann \"a Subject: April 15, 1994 LRSD Court Submission Attached you will find the updated business case for the Executive Assistant to the Associate Superintendent for Desegregation. The only change is the addition of a cover page (164) that identifies the level of funding at $16,000, and conflicts with the business case total of $48,750 on pages 166 and 171. J I \u0026lt; 1 Additionally, the district proposed a $100,000 reduction to New Futures, but it did not submit a business case for this budget cut. (pg. 208) The district states that the reduction is justified because the program expenditures have been less than the amount budgeted, (pg. 214) I J 1 fl I * I\nJ i I .1 fl fl I J s I RECEIVEO 1 APR 51994 'i 1 Office of Desegregation Monitoring Little Rock School District Student Assignment Office Reorganization 4 Business Case Ri 3 ill H 1 Assignment i  OJfice of Vtfansportation V Desegregation Involvement Qualityf Equity Service, \u0026amp; Understanding I Communications H I January, 1994 i C. Russell Mayo Associate Superintendentv Executive Summary Background Problem Definition Table of Contents 1 3 4 I Analysis of Alternatives 4 Recommendation 7 1 Objective 7 I Impact Analysis 8 fl Resources Analysis 10 ,4 t Force Field Analysis 11 General Information Plan, 11 Attachment 1 1 13 Attachment 2 14 fl Attachment 3 15 fl M JI Little Rock School District Student Assignment Office Reorganization Business Case Executive Summary The purpose of the Student Assignment Office (SAO) is to assist students and parents in understanding and making their school choices while ensuring racial balance in each school. For many good and bad reasons, poor public relations and inadequate service have plagued the SAO. This research was done with the help of business people, parents, and SAO staff. The problem is that the Student Assignment Office does not provide courteous, and knowledgeable service to the public in an efficient way and thereby creates a negative image of the Little Rock School District. This makes the public less cooperative in the desegregation process. Personnel, the Telephone System, Furniture, and Data Management are interdependent areas basic to the solution. Data Management requirements are beyond the scope of this proposal. The solution is as follows: J 1  Personnel (Attachment 1)  Five positions will be dedicated to serving the public by receiving calls and walk-in traffic. This will increase by 150% the number of positions dedicated to serving public inquiries without adding any positions to the budget. Two positions must be upgraded and one redefined at an annual cost of $3,000.  Telephone System (Attachment 2)  The telephone system proposed will allow these five people to manage the load of approximately 10 people, save personnel costs, and improve service. It provides a limited menu, holds in \"queue\" up to eight calls, permits supervision through daily supervisory reports, records conversations for supervision and training, empowers student assignors to be receptionists as well as assignors, and reduces to one the number of people the public must speak to when calling. This is a one time cost of approximately $24,000 to $30,000. Bidding will be necessary. I I Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process.  Furniture (Attachment 3)  Each of five work stations will be equipped with a terminal, a headset and special phone, lighting, a desk, dividers, shelving, a chair for serving walk-in \"customers\", and wiring for the terminal, lighting, and telephone. These stations will be clustered to reduce wiring costs and in increase convenience for the team of student assignors. It includes stand-up viewing of the office area and other student assignors as well as sit-down privacy with the \"customers\" whether or not he/she is a walk-in or a caller. This will improve the appearance of the outer office seen by the public when they first enter SAO. This is a one time cost of approximately $13,000. Bidding will be necessary. This solution will address obligations relating to student assignment, marketing, and recruitment under our desegregation plan. It will permit assignment of students within twenty-four working hours, reduce patrons' travel to and from SAO, permit ongoing monitoring and training of student assignors. I JStudent Assignment Office Reorganization Business Case 2 improve racial balance by consistent application of procedures, permit prompt answering of calls, improve accuracy on I Most of these benefits will occur SAO forms, and reduce complaints, within three months of complete I implementation. The change in racial balance may take up to one year. Time is important SAO's work intensifies with February pre-registration, the process continues until August when it becomes overwhelming. By August, students become more curious about which school they are to attend with school opening soon. Our staff estimates that 40% of our students wait imtil then to register. Therefore, the solution must be in place by August 1. Time for bidding the telephone system, the furniture, and training personnel should take no more than four months to complete once this proposal is approved. Approval will be necessary no later than April 1. By this business case, I am requesting that this project be included in the 1994-95 budget The following are milestones for implementing this proposal: I I I 1. 2. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to SAO staff___________ Present Business Case to the Superintendent Present Business Case to the Council__________ Revise as suggested________________________ Resubmit 7. Decision for inciusion in the budget 8. Let blds on furniture and telephone system 9. Open bids for furniture and telephone system 10. Order terminal for stations___________________ 11. Schedule installation of wiring \u0026amp; equipment_____ 12. Schedule training on telephone equip.__________ 13. Plan training for student assignors ___________ 14. Install wiring \u0026amp; equipment____________________ 15. Schedule training sessions for student assignors 16. Complete training for student assignors_________ 17. Complete telephone training for student assignors Date 01/04/93 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 81/34/94 02/08/94 02/22/94 02/28/94 02/28/94 03/05/94 03/15/94 03/20/94 03/20/94 05/31/94 05/31/94 Person Mayo Mayo Mayo Mayo Mayo Mayo Supt Neal Neal Info. Serv. Mayo Mayo SAO Info. Serv. SAO SAO Vendor I t Timely consideration of this proposal is respectfully requested. 1 I C. Russell Mayo Associate Superintendent for Desegregation January, 1994 S\u0026lt;Munad by Rum Mayo. tef D(lyUuii 01/03/94 II I Student Assignment Office Reorganization Business Case 3 IbocI^ivu^ I The Student Assignment Office (SAO) was established to supervise racial balance under our desegregation plan. SAO is to provide service to patrons. SAO assists students and parents in imderstanding and making their school choices while monitoring racial balance in each school. Exciting programs and opportunities coupled with early, vigorous, and sustained recruitment are expected to inform and intrigue students. In turn, voluntary desegregation ccc\". This theory is not perfect in the best of circumstances. occurs. Student assignment offices have inherent problems with timely processing of students because of numerous, complex stipulations in their plans. Insuring compliance creates a student assignment bottleneck (Figure 1). Guarding against those who would circumvent the criteria demands strict supervision. requires diplomatic skills and refined coordination to Strict supervision frustration. Our SAO has been ease potential public unsuccess! I I I I 3 I Student Assignment Assignment Bottleneck ' WuwMr Those to Register Lr Mng PlifMWNa 1 ________ IWtttig j ' Itefwfwrttfton ( u studant Assignmant Office EnrolM A Assigned *w - chooli - RacM SDfW I Figure 1 jfrustratinn. Unfortunately, afti already complex process has been aggravated by poor coordination and weak diplomacy. The customary conflict between theory and reality has been worsened by insensitivity and attitude. This has compromised both image and credibility for SAO and our district In defense of student assigrunent personnel, they have been plagued by circumstances beyond their control. The lack of continuity in leadership over the past few years, limited personnel, and inappropriate equipment has dampened their enthusiasm. This problem is common knowledge. Statistical evidence does not exist because records are not kept of the number of busy phone Unes, unretumed calls, rings before answering the phone, minutes waiting in the lobby for assistance, incorrectly completed SAO forms, and irate patrons. I am aware of the problem through district personnel, area Realtors, business people, and personal observation. Taking time to do formal surveys of the community and district personnel would tell us what we already know and delay the solution. The solution will not come quickly or inexpensively. It must come, however, or we will continue to lose a significant portion of our population. This business case offers a solution. SuMtitd Rum Uijn, ^MCUKSupvinlwtMrl terPMUii^nion Ol/m/H 8C2.SAOI Student Assignment Office Reorganization Business Case 4 I I Problem Definition I The Student Assignment Office (SAO) does not provide quick, courteous, and knowledgeable service to the public in an efficient way and thereby creates a negative image of the Little Rock School District. SAO affects every student and principal in the district More often than not, new patrons to our district are referred to SAO for assistance with registration, school assignment, and choices available. This contact is a critical moment in the publics' already sensitive relationship with the district For many, it is the beginning of an adjustment to our assignment process. If this is poorly done, a negative image is perpetuated. The contact with SAO must be as courteous, helpful, and knowledgeable as possible. The public must feel that we want to help and that getting help is not time consuming, confusing, or hopeless. Analysis of Alternatives 3 II I1 I1 I i Solutions have been discussed with business people, parents, and SAO Approximate costs of staff, these solutions were studied by SAO staff members with the assistance of the business community. Upon careful study, four dependent parts (Figure 2) emerged as fundamental to the solution. Addressing one or two and not all four seriously compromises an Data Management ' Service Components effective solution. They are Telephone System Personnel Figure 2  Furniture Personnel, Telephone System, Furniture, and Data Management All are inadequate at this time. Our poor data management process has had dramatic impact on efficiency and good public relations. For example, the number of students assigned to a school is not updated on SAO's terminals as it happens. Therefore, SAO may direct a patron to a school to complete the process of assignment and have the patron learn from the school that there is no room for another student and be sent back to SAO. With immediate update of computer information, time is saved and embarrassment is avoid. Recommendations for improving this problem are beyond the scope of this proposal. Inherent in all of the following alternatives is the assumption that continuous monitoring and training of office staff is essential. The alternative solutions considered are listed below: 4 Subnultad by Run Maro. AaacutcSupenniandant \u0026gt;erDM(ri|ttofi Ba_sx) I I Student Assignment Office Reorganization Business Case 5 I 1. Change nothing. This will perpetuate the problem by creating more phone calls, walk-in traffic, upset patrons, and overworked personnel at a time when people are exp\u0026gt;ecting improvement in the district\n2. Provide adequate staff to serve the public by realigning responsibilities of existing personnel, purchasing an adequate telephone system, and purchasing furniture appropriate to the needs of \"customers\" and general supervision of the office. 'Z Personnel (Figure 3 \u0026amp; Attachment 1)  Five positions will be dedicated to serving the public by phone or as walk-in traffic. TTiis will increase by 150%'O 1 the number of positions dedicated Office of Desegregation Organizatumal Chart Aocial Superintendent  I toc.At\u0026lt;K I OMtfor al ' TrupaMIwi abcinf Mi I AHt9OTM\u0026lt; ProcMMm  Caatralr Cwenevr t\u0026gt;M9gMtonFaeaMBr . (8Rwi* CaHuaunn DaaOafUMrt CtiaiOnaai  (*I ,  wr { FlOtfMWHWr I ffi Mdwtf AwtgwwwAwHtortt I Student Assignment Figure 3 I I to serving public inquiries without adding any positions. This alternative will require upgrading two positions and redefining one existing position.  Telephone System (Figure 4 \u0026amp; Attachment 2) - Purchase a telephone system that wiU allow these five people to manage the load of II approximately 10 people and save personnel costs while improving service to the public. Such a phone system provides a limited menu of commonly asked answers which can be chosen by the caller from a touch tone phone. It holds in \"queue\" up to eight calls while giving the waiting caller I information about the student assignment process. When a student I  I I Student Assignment Telephone Ser^'ice  Manu options  WMcoioa to Little Roch  Waiting List Inquiry  Ci^ncbr M syrsnts, tiocumsnis nscssssry IO rsfpatsr, athsro to rsgisior, stc,  Quouoing  Suporvision * ca//nocfM  numbor of rings to snssfor  csitroconhng  District omployoo by~pass Figure 4 assignor hangs up his/her line the next person in the H',queue\" rings in at that station. The system permits supervision of service by producing daily reports to a supervisor on the number of calls received, the number of rings before the call was answered, the number of minutes each caller waited in the \"queue\", which student assignor handled the most calls, etc. Further, it records the conversations between the public and the student assignor so better service may be provided through supervision and training. If a question arises about who mistreated whom, the call can be replayed for better ways to handle the difficult caller. This system empowers all student assignors SubmittedRumMif. AMeeulSupVMMtl(orD^Tir\u0026gt;tMr Student Assignment Office Reorganization Business Case 6 p to be receptionists as well as assignors and minimizes the number of people the public must speak to for services. The first person to answer will be trained to assign, give information about waiting lists, and answer questions about programs. District personnel will be able to reach SAO a separate line and miss the heavy flow of traffic. on Z Furniture (Figure and Attachment 3)  Equip each of five work stations with terminal, \u0026amp; headset and special phone, lighting, a desk, dividers, and shelving, a chair for waiting on walk-in \"customers\", and wiring for the terminal, lighting. and telephone. These statioiis will be grouped to reduce wiring costs and in increase cooperation for the team of assignors. It includes stand-up viewing of the office area and Student Assignment Layout 6 Algnment Stetlons  Student AMionnwnt Aniatant  Tenninal  Spacial Phona  Appropriate Furniture Sm. StMk\u0026gt;n Crc. Counter PsUttK Entranc* Figure 5 other student assignors. While seated, privacy will be maintained with the \"customer\" whether or not he/ she is a walk-in or a caller. 5 a r      I I I L 3. Realign responsibilities of current personnel without additional positions, change the current telephone system so calls enter through a switchboard, and work with our warehouse to get adequate furniture to prooide services for walk-in and telephone \"customers while allowing general supervision of the office. Personnel  Considering that the SAO is understaffed, no increase in 3 I  personnel will place stress on existing personnel as _ . more is required to eliminate the stated problem. The variety of functions, i.e. assigning students, data entry, assisting the public in completing forms, answering questions for the public, typing, filing, and general secretarial work creates a problem of division of labor. Telephone System  Though the cost is considerably less, using a telephone system with a switchboard encumbers one person and prevents flexibility in responsibilities and movement Further, the \"customer\" has to be passed-off with each call. This system gives none of the services in #2 above. Furniture  Our warehouse does not have furniture in storage to accommodate our needs. I 4. Change no personnel, telephone system, or furniture and provide training in people skills. Though this may be attractive from a cost point of view, training alone will not solve a problem of this magnitude. Sutautiad ^Rum Mayo. AMOoatcSupvwivtd** tf Oi/(0/4 Bcz.s*:'Student Assignment Office Reorganization Business Case 7 5. Move current personnel in these student assignment positions to other areas of the district to bring in new people, use the current telephone system, use the current furniture, and provide training in people skills. Certainly, new personnel could have a positive impact on the solution. It is unlikely that it would be enough. This is a very short term solution. Eventually, these folks would be overwhelmed. From a cost point of view, this is attractive but appropriate tools are lacking to solve a problem of this magnitude and greater personnel costs are in the offing. Recommendation 1 Alternative 2 is recommended. 2. Provide adequate staff to serve the public by realigning responsibilities of existing personnel, purchasing an adequate telephone system, and purchasing furniture appropriate to the needs of \"customers\" and general supervision of the office.  This will permit reasonable coverage of all office functions (excepting secretarial help for the Associate Superintendent for Desegregation) and service to the public, i.e., clerical, receptionist, data entry, and student assignment services to the public, our office staff, and district personnel. This will reduce busy phone lines, unretumed calls, too many rings before answering the phone, waiting in the lobby for assistance, disengaged people going through the motions, and the lack of attention to explaining SAO forms and the assignment process. Some I problems will exist still during January, February, August, and September when large numbers of patrons are making requests. We cannot justify maintaining a I staff for twelve months that could handle four months of rush. Temporary help will be considered during these months. I 9 Objective 1 I I r Upon implementation of Recommendation 2, the Student Assignment Office (SAO) will be able to provide quick, courteous, helpful, and knowledgeable service to the public in an efficient and \" user friendly\" way and thereby create a positive image for the Little Rock School District. Solving this problem will address obhgations under the LRSD and s Interdistrict Plans relating to student assignment, marketing, and obligations. recruitment The following is a list of the criteria to be used in determining whether or not the problem is being solved when this solution is implemented: bwbauRd\u0026amp;y KuvUtyo. AaaeutcSupanntvMnt lor UM^raptiorI Student Assignment Office Reorganization Business Case 8 I 1. 2. 3. 4. 5. 6. 7. 8. 9. Students are properly assigned to the correct school within a twenty-four working period (except January, February, August, and September)\nPatrons are referred to the appropriate school or to SAO by a school no more than once\nI Training in people skills will be plaimed, scheduled, and provided based on statistical feedback from telephone use\nDirections and help to \"customers\" will be given in polite and courteous tones, i.e., may I help you, how may I help you, please, thank you, help me understand your concern, help me understand your question, etc.\nAssignments will be consistent with our plan and SAO regulations resulting in racial balance wherever possible\nThe telephone will be answered in no more than three rings\nI Forms completed at SAO will be completed properly\nI E The number of complaints about individuals in the SAO will decrease\nand. Letters of appreciation will be received from the public for the courtesy shown and the help given. 1 p Most of these benefits will occur within three months of complete implementation of Alternative 2. The change in racial balance may take up to one year. Desegregation Plan goals should be met, the public response should be positive as reflected in an increase in the student population, and SAO personnel overtime and concerns will decrease. s i Impact Analysis I p Negatives 1. The budget will be impacted primarily for one-time costs\nand. I I 2. Personnel currently in these five positions may not respond positively to retraining and realignment of position responsibilities, because they wiU be asked to do more than they are doing now. Positives 1. This solution will permit reasonable coverage of all office functions (except secretarial help for the Associate Superintendent for Desegregation) and SMbnitld Aaoe\u0026gt;altSupini4*il lor ui/uj/x Kx:\u0026gt;oStudent Assignment Office Reorganization Business Case 9 service functions to the public and district personnel. This will eliminate the public perception of busy phone lines, unretumed calls, too many rings before answering the phone, waiting in the lobby for assistance, disengaged people going through the motions, and the lack of attention to explaining SAO forms and the assignment process. Some problems will exist still during January, February, August, and September when large numbers of patrons are making requests. We cannot justify maintaining a staff for twelve months that could handle four months of rush. Temporary help will be considered during these months. 2. Implementation will address obligations under the LRSD and Interdistrict Plans relating to student assignment, marketing, and recruitment obligations. 3. Students will be properly assigned to the correct school within a twenty-four working period (except January, February, August, and September)\n4. Patrons will be referred to the appropriate school or to SAO by a school no more than once\n3 I 5. Tools will be available to evaluate training for student assignors\nI a 6. 1 Directions and offers of help to a \"customer\" will be given in polite and courteous tones\nI 7. Assignments wiU be consistent with in racial balance wherever possible\nour plan and SAO regulations resulting 4 J F I F I 8. 9. The telephone will be answered in no more than three rings\nForms completed at SAO will be completed properly\n10. Complaints about individuals in the SAO will decrease\nand. 11. Letters of appreciation will be received from the public for the courtesy shown and the help given. Risks The risks of not implementing this solution are continued loss of district population, increasing complaints, continuous non-compliance with marketing plan obligations, and continuation of a generally poor image. our The risks of implementation of this solution are criticism for sp\u0026gt;ending money from the budget, the perception of favoritism toward SAO, and the SuMninal br Rum Wafa AMoaatcSupvinttMnt torDoa^npiior 01/03/94 Ba_SAOStudent Assignment Office Reorganization Business Case 10 possibility that this solution will not realize all of the benefits exactly anticipated. as Tuning The February to September registration period is the time to address the problem. Though registration and assignment are strongly encouraged during the month of February, the process continues until August when it becomes overwhelming. By August, students begin to think about where they will go to school. Our staff estimates that 40% of our students wait until August to register. Time for bidding the telephone system, the furniture, and training personnel will be necessary. This should take strongly encouraged during no more than four months to complete once approval is given. To prepare for the August rush, approval will be necessary later than April 1. no I Resources Analysis  a Personnel 1 No additional positions are I .s 4 requested by this proposal. However, one of the people who is a student assignor is being used as secretary to the Associate Superintendent for Desegregation. The request for filling or adding an administrative assistant position wiU appear in another business case. 1 i I I A total of five Student Assignment Assistant positions will be dedicated to responding to the public under this proposal. Two of these positions already exist One existing positions will be realigned to serve as student assignor. Two data entry clerk positions must be upgraded in salary. They will rotate with others to cover the data entry needs in addition to doing student assignments. Retraining will be provided by the staff at SAO and others in the district Thus, no additional positions are requested by this proposal. Financial The only recurring annual costs \u0026gt;will be $3,000 per year upgrade for twd, data entry clerks and minimal maintenance of the computer terminals Tor the five student assignment stations. With future pay raises, the upgrade amount could increase proportionallv to the raise. SubmitMd frr Rum Mtfo. Aanoait SupmnlwxMnt tor Eimhi'hiiwh oj/ca/M IStudent Assigiunent Office Reorganization Business Case 11 Calculation for Upgrade to Student Assignment Assistant From To Position Upgrade Data Entry Operator__________ Student Assignment Assistant _____________Increase Benefits Increase (25%) Average Upgrade Cost Salary Range $15,799-$25.439 $17,999-$26.639 $1,200 $300 $1,500  One time costs will be incurred for equipment (two printers and furniture), installation of the wiring and terminals (by our personnel), and fo the telephone system. The furniture and telephonesystem must, lie'^idTCurrent estimates set the furniture at^pproximately $13,000 and the telephone system at $30,000 which includes warranties and installation Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process. Revenue Source I By this business case, I am requesting that this project be included in the 1994-95 budget Force Field Analysis I I I Primary supporters of this proposal wilt be patrons of the district, SAO staff (except those directly affected perhaps). Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this proposal will help them meet their obUgations under our plan and reduce costs. For example, a more efficient process for student assignment will decrease the number of special trips made by buses and thus reduce costs for transportation. I General Information Plan c I The following milestones for implementing this proposal will be monitored by the Associate Superintendent for Desegregation weekly after the decision is made to include the proposal in the budget Until that point, it will be monitored daily. xMxmn*! Kuw AMOcialeSupannttfkMnt tor C1/03/M BC2,SM)I Student Assignment Office Reorganization Business Case 12  a Ij J Il l  1. 2. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to SAO staff Present Business Case to the Superintendent Present Business Case to the Council Revise as suggested____________ Resubmit 8. Let bids on furniture and teleohone sv.stem 9. telephone system Open bids for furniture and telephone system 10. Order terminal for stations__________________ 11  Schedule installation of wiring \u0026amp; equipment_____ 12. Schedule training on telephone equip.__________ 13. Plan training for student assignors_____________ 14. Install wiring \u0026amp; equipment __________ 15. Schedule training sessions for student assignors 16. Complete training for student assignors_________ 17. Complete telephone training for student assignors Date 01/04/93 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 iHHi 02/68/94 02/22/94 02/28/94 Q2]2'\u0026amp;I9A 03/05/94 03/15/94 03/20/94 QZI2QI^ 05/31/94 05/31/94 Person Mayo Mayo Mayo Mayo Mayo Mayo Supt Neal Neal Info. Serv. Mayo Mayo SAO Info. Serv. SAO SAO Vendor I SieoutladfrrPuMUivc. A)oct\u0026amp;upu)tn4it ler Cn/ID/4 K2J51O Student Assignment Office Reorganization Business Case 13 Attachment 1a  Personnel Costs Estimates \u0026amp; Job Description^ From To ______________ Position Upgrade Data Entry Operator__________ Student Assignment Assistant _____________Increase Benefits Increase (25%) Average Upgrade Cost Salary Range $15,799-$25,439 $17,999-$26,639 __________ $1,200 __________ $300 ______________ $1J00 Upgrading two (2) Data Entry Operator positions to Student Assignment Assistants will cost $3,000 per year. ~ future years if raises are given. Proportional increases will occur in * Job Description is attached 1 Personnel I  i Subfflinad br Rum Utvc. AMaei*tSuonntnaani Be:.  I Student Assignment Assistant Qualifications and Job Responsibilities Qualifications areas High School Diploma, some college preferred  Experience in data entry or other computer-related____  Willingness to be trained in LRSD Desegregation Plan / Evidence of successful experience with the public and people in general  Evidence of a strong commitment to quality desegregated education  Evidence of a disposition that is both pleasing and comfortable with people Responsibilities 4 3  Report to Coordinator for Student Assignment \u0026amp; Coordinator for Student Assignment Information Services  Provide information to the public via telephone in person  Enter student information in computer  Determine a student's appropriate school based on numerous factors as demonstrated in training sessions  Assist public in completing student assignment forms  Process Student Assignment forms *  Make alternate assignments for transfer students and those not placed in area schools  Process Minority-to-Majority Transfers (M-M)  Work with transportation to determine how newly assigned students will get to school  Maintain waiting lists  Keep school vacant seats filled  Maintain student data files  Word process documents as the need arises^  /  File  Do other duties as assigned / I I IStudent Assignment Office Reorganization Business Case 14 Attachment 2 Telephone System Specifications \u0026amp; Cost Estimates  System Option 1 Option 2 Estimate $26,250.54* $30,992.68* We recommend Option 2. 1 Consultants working with us have suggested that both prices may be as much as 20% lower when put through the bidding process. 3 4 * Plus Tax i Telephone System pI fl SubautM byRuMUapa. Aaaaa(\u0026gt;$up*inidtt tarDwnii(tbn  I Little Rock School District Student Assignment Norstar 8x24 System Equipment List 1 Northern Telecom 8x24 Norstar KSU 1 Centrex+ Software Package 1 2-port Expansion Module 2 Trunk Modules 4 DS Trunk Cartridges 3 M7208 Digital Sets 5 M7310 Digital ACD Sets 5 Busy Lamp Fields 1 Power Bar 1 Remote Access Device !' I I I 1 Leviton Power Conditioner I h 2 Training Video Tapes Two Year Warranty 4 3 Purchase Price (equipment and installation) $10,550.00+tax* fl Finance (60 months) True Lease (60 months) $ $ 212.48+tax/month 212.48+taxymonth * This price is based on reusing existing wiring. If any new wiring needs to be pulled, this price will be subject to change. PROPRIETARY\nNot for disclosure outside Southwestern Bell Telecom, Inc., without written consent.M I Supervisor Features  Each Group can have one Supervisor assigned and a Supervisor can be assigned to multiple groups  Silently monitor an Agent's phone conversation - Press key to JOIN the conversation if needed  Playback an Agent's recorded phone conversation  Create and change recorded announcements directly from a Supervisor's station set  Receive three types of messages on the LCD display windows on the station set: - Informational - can be suppressed - Warning - can be suppressed - Critical - an Agent has requested Help General Features J I  System configuration is simple 1  All configuration is automatically backed up to diskette 1  Voice announcement capabilities are standard (user can choose quality and volume) I  Password securtiy J i  Central Answering Position (CAP) backup fl On-line HELP  Fully and seamlessly integrated with the Norstar  Plug-in ready  Remote maintenance available PROPRIETARY: without written consent. Not for disclosure outside Southwestern Bell Telecom, Inc.,Reporting Features  Ten reports generated from Cinphony's database  Generate reports on-demand or schedule  Archive data for future reporting  Ranges and options can be designated for each report  Report generation is simple using menus and pop-up windows Status Screen Features  System Status Display for system overview  Group Status Display for detailed look at a Group and its Agents I  True* real-time displays of all fields  Color-coded for quick recognition and understanding of information J I  % of disk full always displayed  Day or night routing table currently being used is displayed I V 1 fl PROPRIETARY\nwithout written consent. Not for disclosure outside Southwestern Bell Telecom, Inc., I IOPTION 1 I I 3 I s I  Investment Summary LRSD - Student Assignment Norstar 8X24 System $ 10,550.00 -I- tax StarTalk-Mini Voice Mail System Cinphony ACD \u0026gt; Level I Total Purchase Price Finance \u0026gt; 60 Months True Lease - 60 Months OPTION 2 Norstar 8X24 System StarTalk-Mini Voice Mail System Cinphony ACD - Level 11 Total Purchase Price Finance - 60 Months True Lease - 60 Months PROPRIETARY: without written consent. $ 2,881.26 + tax $ 12,819.28 + tax $ 26,250.54 + tax $ $ 528.69 + tax 528.69 + tax $ 10,550.00 + tax $ 2,881.26 tax $ 17,561.42 + tax $ 30,992.68 + tax $ $ 624.19 + tax 624.19 + tax Not for disclosure outside Southwestern Bell Telecom, Inc.,\u0026amp; 1 StarTalk-Mini Voice Mail System Student Assignment Norstar StarTalk-Mini is a fully integrated voice mail and auto attendant system. It provides comprehensive call answering, call routing, and message taking capabilities for unanswered phones. It is unique because of the display-based capabilities and its extensive intelligent integration with the Norstar Key System. StarTalk-Mini is designed exclusively as an extension of the Norstar Key System and models the Norstar's features and capabilities. The sophisticated integration of the Norstar Key System and StarTalk-Mini is possible through a digital control link. This link allows the Norstar Key System and StarTalk-Mini to communicate easily and reliably via the Norstar telephone's liquid crystal display (LCD). This extensive use of the LCD to command the system is unique within the industry. The Norstar telephone's display prompts the user for the next option and, by simply pressing the corresponding soft key, the user flows effortlessly through the voice messaging system. Verbal prompts are also provided for additional assistance. The intelligent integration of the Norstar StarTalk-Mini makes system administration especially simple. All administration functions are menu driven and are accessed by any M7310 or M7324 digital set by using a special password. Unlike other systems, no additional hardware investment is required to perform this function. This is also a unique advantage for the Norstar StarTalk-Mini system. The many unique features of the Norstar StarTalk-Mini establish a new industry benchmark for user friendliness and integrated functionality. The sophisticated level of integration provides functionality, simplicity, and reliability that is unsurpassed and is only available due to the use of the Norstar's digital architecture. 3 Purchase Price (Equipment and Installation) $ 2,881.26 + tax a M PROPRIETARY: Not tor disclosure outside Southwestern Bell Telecom, Inc., without written consent.Student Assignment Office Reorganization Business Case 15 ! Attachment 3 I II 1! Office Furniture Specifications \u0026amp; Cost Estimates r i i Total Estimate: $13,295.00* I This includes installation \u0026amp; delivery. Bidding will be necessary and may bring a lower price. No tax is charged. 4 4 Furniture I 4 'a.t I 4 I 1 Ol/CO/W K2.S*3I I Ibday^ Office ARKANSAS OWNED AND OPERATED Furniture  Supplies  Design . Spece Plenning 717 West 7m St Little Rock. AR 72201 SOI /37S-S060 OCTOBER 28,1993 LITTLE ROCK SCHOOL DISTRICT STUDENT ASSIGNMENT OFFICE AVENIR- REFURBISHED: OPTION B: TY 2EA 4EA 8EA 2EA 2EA lEA 9EA 14EA *4EA 5EA lEA lEA 2BXS 4EA lEA 4EA lEA lEA DESCRIPTION SELL EXTENDED 48 X 52H PANELS WITH POWER 36 X 52H PANELS WITH POWER 24 X 52H PANELS 25 X 52H PANELS WITH POWER 48 X 41H PANELS WITH POWER 24 X 41 CURVED PANEL 24\" BOX ! FILE PEDESTAL 24\" END PANELS PWSCL-24 CLAMP PACKAGE SIDE SUPPORTS MSS (PAIR) POWER POLE 24 X 48 SPECIAL CORNER WORKSURFACE 98683-1D RECEPTACLES (6 PER BX) 36 X 72 CORNER WORKSURFACE SPECIAL 24 X 48 WORKSURFACE 24 X 36 WORKSURFACES 24\" CANTILEVERS STORAGE CABINET 52\"H 3 SHELVES 200.00 400.00 185.00 155.00 172.00 195.00 300.00 125.00 60.00 15.00 8.00 300.00 290.00 75.00 270.00 125.00 105.00 15.00 480.00 740.00 1240.00 344.00 390.00 300.00 1125.00 840.00 60.00 40.00 300.00 290.00 150.00 1080.00 125.00 420.00 30.00 480.00 I - PAGE 2 - OPTION B CON'T: TY DESCRIPTION SELL EXTENDED 4EA BRACKETS 14.00 56.00 4EA BOOKSHELVES 36\" 41.00 164.00 *4EA OF 1207 SIDE CHAIRS 98.00 392.00 *5EA OF1200P SWIVEL CHAIR WITH ARMS 165.00 825.00 S 9,791.00 QUOTES \"NEW\" ITEMS I SECTION II. SECRETARYS AREA\np OPTION B: (TY 2EA lEA 3EA *1EA *2EA 2EA 2EA 4EA 2EA lEA DESCRIPTION SELL EXTENDED 36 X 65H PANELS WITH POWER 48 X 65H PANELS WITH POWER 42 X 65H PANELS WITH POWER BASE POWER END SHARED CANTILEVER 24\" SPECIAL CORNER WORKSURFACE 42 X 78 24 X 48 WORKSURFACE BOX! BOX! FILE PEDESTAL 48\" SHELVES 42\" SHELF 210.00 220.00 200.00 70.00 45.00 225.00 125.00 200.00 43.00 43.00 420.00 220.00 600.00 70.00 90.00 550.00 250.00 800.00 86.00 43.00- PAGE 3 - OPTION B CON'T\nty DESCRIPTION SELL EXTENDED 3EA 36\" SHELVES 40.00 120.00 lEA 72 X 24 WORKSURFACE 150.00 150.00 2EA 24\" CANTILEVERS 15.00 30.00 IBX RECEPTACLES 75.00 75.00 S 3,504.00 TOTAL FOR ENTIRE AREA: (NO TAX) $13,295.00 J ** PRICES INCLUDE INSTALLATION \u0026amp; DELIVERY 3 A 3  3 S V \u0026lt; T - s^ cj \u0026lt;  r T   \u0026gt;3 1 1 I II l! 4 OiD SPIORUIUIB IB THX \"ours omn nc t m OR npKoinD RTTBorr phor 3 c Hm 2S/9 \u0026lt; 24/52 kI\u0026gt;/\u0026gt;2 fS  t\u0026gt; 24/52 Ir/8t r L ! ' AVENIR (REEURB) i I I' I-i. i (i  k 'f CINPHONY ACD FOR NORSTAR LRSD - Student Assignment Cinphony is an ACD (Automatic Call Distribution) system developed for Northern Telecom's Norstar telephone system. It is designed specifically for the unique requirements of the small call center (30 or fewer logged in Agents). Cinphony was designed using Norstar's Open Application Interface resulting in a completely integrated system. Cinphony is a combination of software and DOS-based hardware. It is a comprehensive ACD package - all ACD activities - advanced call routing, \"true* real-time status screens, and MIS reporting - take place on the processor. Whether a department within a larger organization or a small business, the small call center requires a great deal of flexibility. In particular, they need flexibility in regard to: 5 3 3 j I I  Setting up their groups  Overflow* capabilities  Supervisor capabilities  Using and learning the system  Reporting Cinphony provides both power and flexibility to the small call center. While other ACD systems are generally downsized versions of systems that were designed for large, specialized applications, Cinphony was designed very specifically for the small call center. As a result, Cinphony can adapt to the business requirements of any small business, department, or branch location within a larger organization. Cinphony is a unique combination of hardware and software designed for use with Northern Telecom's Norstar telephone system. Cinphony takes advantage of Northern Telecom's unique Open Application Interface to provide true interaction between Cinphony and the Norstar. Cinphony communicates to every level. It \"communicates* to the Agent by displaying messages on the LCD window on the station sets. It 'communicates* to the Supervisor using the LCD window and the real-time status screens. And Cinphony *communicates* to all levels of management with concise, useful reports. Cinphony gives staff and management the tools they need to do their job better. I Cinphony is like no other ACD system. It is more than a call management tool. It's a whole new way to approach business. PROPRIETARY: Not for disclosure outside Southwestern Bell Telecom, Inc., without written consent. I 3 9 4 I 3 2 S, I I i. Clnphonv ACD lor Norstar SYSTEM CAPACITIES Maximum Logged in Agents Maximum Groups Maximum Agent IDs Supervisory Positions Steps in Call Routing Table Call Routing Tables Maximum Lines Voice Cards Announcements Record A Call STATUS DISPLAY Real Time System Status Real Time Agent Status BEPQRTS Agent Profile Agent Profile By Group Group Profile Group Overftow Monthly Summary Routing Table ACD Call Profile Call Categorization Line Profile System Configuration Purchase Price (Equipment \u0026amp; Installation) PROPRIETARY: without written consent. LEYEkJ 12 2 48 1 16 2 per group Norstar Maximum 1 2 NO NO YES YES NO YES NO YES YES YES YES NO YES $ 12,819.28 Not for disclosure outside Southwestern LEVEL II 56 24 224 1 16 2 per group Norstar Maximum 2 or 4 4 or 8 YES YES YES YES YES YES YES YES YES YES YES YES YES $17,561.42 Bell Telecom, Inc., cinphony ACD for Norstar Agent Features  Norstar station set functions do not change  Agents can login/logout from any station set  Agents can login to multiple groups simultaneously  An Agent can request HELP from their Supervisor directly from the station set  Using the Answer Forcing option (for use with headsets). Agents can receive calls without interacting with the station set  Press a key to record a phone conversation  Auto logout is a saftey feature that automatically logs an Agent out when a call is not answered within a user-defined period of time and then distributes the call to another Agent 7  Login Indicator flashes when calls are in queue 4  When a call is sent to an Agent, the LCD window on their station set identifies the Group the call is for and how long the caller has been waiting 1  Go UNAVAILABLE at a push of a button 1  Transfer calls to another Group's queue Group Features 1  Each Group is assigned a 'wrap-up' or 'post-work\" duration. (This is the amount of time that the system waits after an Agent complete a call, before sending that Agent another call. The Agent can also indicate he/she is ready for another call before the wrap time expires.) J i  Two Routing Tables per Group  Call Categorization can be forced or optional entry for each Group i  Agent Selection method defined by Group I.  Overflow defined by Group  Assign C.O. lines to each Group during configuration PROPRIETARY: Not for disclosure outside Southwestern Bell Telecom, Inc., without written consent.LITTLE ROCK SCHOOL .............. . DISTRICT i Romine Interdistrict School Theme: Computer Science and Basic Skills 3400 Romine Road Phone 228-3086 Little Rock, Arkansas 72204 BUSINESS CASE: THEME SPECIALIST LIONEL WARD, PRINCIPAL MARCH 8, 1994 EXECUTIVE SUMMARY Thousands of dollars Communication Station lab School. and months of work are behind the unique to Romine Interdistrict Elementary behind matter curricula is comprehensive, both in terms of subject matter and in-depth coverage of many skills and concepts, quality without (-------...............   To get It 4- compromise, additional conditions should be met. techJnlo!^ specialist with strengths and skills,in computer echnology, management and oorrggaanniizzaattiioonnaall sskkiillllss porronmmoot+eosc igTrV'eo aa+t- edir* . . of the curriculum and neip, tor this new position is useful and therefore, strongly encouraged. coordination ensures that teachers and appropriate on-site help. FFoorr tthhiiss reason, this A. BACKGROUND Juonn'^X implementation and accountability pports the ultimate goals of Romine's Communication Station .f other instructional technology programs. The lack of an \" theme specialist increases stresses for the instructional orkforce by requiring a kind of linkage in instruction. linkage includes collecting information faxed regularly, using and acceptable activities and improving a\nEach I I i noted deficiencies, finally. specialist . . impacting the quality of instruction and influencing students' academic progress. The theme can eveirything together. academic progress. Th.. easily become likened to the glue that holds . This cannot be the frequent activity of the of the full range of responsibi-l-i-t-i-e-s spawned by simply would like to be able to implement instructional strategies fully. other daily duties. B. PROBLEM DEFINITION Instructional in programs une With the addition of Romine's Communication Station ., , . stretch across each grade level,  - - roug si.{th grade. The increasing demands assistance are building. experiences exists throughout the pre-kindergarten grade. The increasing demands for technical ... ,  painful realization that the existing staff handle with all other ' cannot realities of their job. Clearly, they need to e-Afi Po/Kt^ to I  N BUSINESSCASE: March 8, 1994 Page 2 THEME SPECIALIST be able to capitalize on the talents of a specialist who possesses superior skills of technological organization and management. In some cases, teachers are much less comfortable with the technology tJian traditional teaching procedures. This position captures the support instructional leaders can take advantage of: coordinating instruction, implementing creative teaching strategies, training to coordinating provide follow-through support, sharing experiences with \"existing and prospective parents and patrons. - *------. Such situations can be created and properly nurtured by a theme specialist. c. ANALYSIS OF ALTERNATIVES The conclusions that form the basis for this request occurred J simple review of the level of work within which teachers, students and building administrators work best, teachers encouraged such a position because, adds many positive effects. In general, a theme specialist will structure greater organization and ensure that students experiences and exposures found in the use of the technological advances. In general Discussions with unsurprisingly, it enjoy the latest D. STAFF RECOMMENDATION It is recommended that a theme specialist who is responsible for the implemtation and the overall coordination of the technology . . . . ----- The on-site specialist will provide the continuity related to instructional program be added to the staff. - ------------ management functions: coordinating the curriculum, ensuring that students receive appropriate instruction in areas identified by the school district \u0026gt; ^(iministrative staff, offering technical training to staff, monitoring and interpreting students' progress, assisting teachers in the implementation of the curriculum, scheduling lab participation and articulating and promoting school technology programs. curriculum. scheduling lab E, OBJECTIVE The objective of the preceding recommendation is to build in better work realities tied to a technological curriculum and strategies for using the realities to accomplish program ODjectives. The special i miidinn i i . specialist's guiding efforts will help the entire nsrructional staff to use everything available to them deliver instruction to students. as they To help evaluate the objective, the specialist's performance will be analyzed in the following context: liBUSINESSCASE: March 8, 1994 Page 3 THEME SPECIALIST F. 4 3 I * * * * Curricula decisions and other instructional activities Reviewing staff feedback following training  Docxynented support for teachers , individuals sessions parent groups and other Examining strengths and weaknesses in relation to the District's Teachers's Evaluation Cycle. IMPACT ANALYSIS thesuccess of our technology programs, specialist is extremely important to the use of this position 1 : +=4-^- 4-u J.- - uoc jx tnis position iSoirtof instructional program, reducing the negative impact of not having a theme specialist. Equally important a theme specialist communicates to the courts what is truly expected from interdistrict schools, Y Positions like theme specialists and cv\u0026lt;xii\u0026lt;^ul similar schools across the district, helps us to equalize curriculiun specialists are costs. The real risk, of course, suits our needs. , The position then efforts from school to school though there , is not adding a position that are G. RESOURCE ANALYSIS A theme specialist can come from within the existing staff but applicants is possible.' Training deSidr^^JLVVi by the job's role expectations and demands. Hopefully, bnaht. motivatfid t-paphoi-c i i ___ j__ Training bright, motivated teachers will consider the position a fresh opportunity to share their strengths and The specialist will work closely with the administrative oaiaries will be commensurate with salaries. (Salary Range: $21,118 - $40,670) and skills. staff. appropriate teacher/staff H. FORCE FIELD ANALYSIS Because this students, it position is indeed a support system for teachers and IS likely that parents, teachers and students will see ..1 . ., -.-'- j.jf ana suuaenus will see enabling them to understand and implement the \u0026lt;-vAi X xC-UXuiTl The cost of this position should be commensurate with teacher/staff salaries provided by the Department Revenue Source: Resources. salaries Regular Budget. appropriate of HumanBUSINESS CASE RECEIVED APR 51994  GARLAND INCENTIVE SCHOOL MULTIMEDIA TECHNOLOGY THEME PHASE II Office of Desegregation Monitoring It EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long-term desegregation plan. Each incentive school, was required to develop and implement a school theme: In support of the desegregation plan and a commitment to total quality learning. Garland Incentive School identified a Multimedia Technology and Educational Research theme. Realizing the cost of technology and especially technology that's on the cutting edge, the multimedia technology theme implementation is to be phased in over a period of 3-5 years. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides quality training and learning for students and teachers. This business case is for phase II of implementation of the total plan for Garland Incentive School. An estimated 5150,000 savings in future cost can be realized by accessing the Distance Learning capabilities at another District School. Portions of the equipment for phase I is currently being installed with the final part to be shipped at the end of March 94 and installed in April 94. I 11 I t 1 3 A. BACKGROUND r I Garland Incentive school serves a minority community with students being challenged outside of the school by drugs, violence, gangs and many other problems plaguing today's urban school districts. The school is considered a safe zone and its students are proud and secure within its walls. The school's theme has been historically centered on communication and basic skills\nhowever, with the revision of the desegregation plan, the school's theme was changed to Multimedia Technology and Educational Research. Multimedia Technology combines text, graphics, sound, animation and video to convey information. Educational Research deals with using this new technology to locate, evaluate, and use information with excitement, motivation, and creativity. L Prior to 1992-93 school year, the school maintained a Mass Media theme though the theme concept was not being fulfilled. When the desegregation plan reintroduced the theme concept, the school's Mass Media theme evolved into Multimedia Technology and Educational Research. A new theme specialist has been hired with the responsibility of developing and creating the excitement necessary to recapture the minds of students and to create interest in desegregating the school. Parents, community members, teachers, and the school's principal, established the goals and objectives for the theme based on technology. The school's Total Quality Learning (TQL) team worked after the regular school year to provide the basis for the program.4 4 4 The Multimedia Technology and Educational ch Program is designed to enhance y curriculum. Technology will be infused the current Little RockSchool District (LP ,------- t'C i u zx/foriia into each classroom to enhance the teachers' instructional methods. The Libraiy/Media Center will become a hub of information for the school providing technolo^cally ceptional research capabilities to include Your advanced resources providing ----------  , , , , Educational Services\" (YT ,y satellite link network. Each grade level will fcus technology theme to assist the teacher in technology infusion. This wi 1 include themes fo Community Based instruction (CBI) students as well as Gifted and Talented (GT). on a Pre-Kind' garten through Second Grade will focus on Emergent and Early Literacy through Technology. This program will be designed to provide a balanced reading, writing, listening and speaking curriculum. It I1 allow teachers flextb.hty  music, math, art and science activities. 1.......- - portfolio assessment tools. The technology will use excitement, encourage discovery, and meet the unique needs of every student. It will also allow teachers to assess students using a multimedia platform to generate Third Grade students will focus on Researching America through Technology. This program will be the launching pad for future adventures in technolo^ and to^ It will serve as an introduction to research techniques, resources and critical writing skills. Computer keyboarding will be an integral part of the program. Fourth Grade students will focus on telecomputtng technology wh ch will a low them to communicate around the world, through educational computer bu etin boards. Using programs offered through universities such as UALR, students will use programs such as FREDMail, to establish pen pals at other schools from Alaska to Mame anc^even fore g countries. They will explore other cultures and access information available only through the aid of technology. Fifth Grade students will use knowledge gained in third and foufth grades_.o produce news reports suitable for both a school paper and live broadcast to other students. Their theme focus will be Media Productions - The Living Textbook fl Sixth Grade students will focus on Exploring the World through program will encompass the world using technology and prewous y  Included in this program will be the use of video cameras, video players and mixers, discs, CD-ROMs, and extended field trips. i CBI students will experience technology through the _________use of computers and photography, the studentsifor them to take pictures of their activities.  develop both regular and computer scrapbooks for the X. Cameras will be made available to 1 These pictures will then be used to students and the school. 1 infuse technology into the LRSD curriculum. Each teacher will use their theme to infuse tecnnoiogy miu me . _ f . , , . ripuz concent in the way teachers teach, it should Realizing technology represents a totally new concept j 2 I be understood that the first year will be a developmental and familiarization stage and that expectations as far as hours of use will be such that teachers have adequate time to become familiar and confident with the new technological environment. B. PROBLEM DEFINITION q s The myriad societal problems within the local community and the projection of societal norms are concrete issues that must be addressed in the educational arena. To combat these problems, Garland must implement a plan that is dynamic and capable of capturing the young minds and preparing them for a future which is constantly moving in technological leaps and bounds. To accomplish this task within financial constraints of the desegregation budget, phases of implementation have been developed. The four phases of implementing this plan support the district's present budget constraints. These phases can be accelerated provided additional revenue is made available. Phase I provides students and staff with the minimum hardware, software and traininr necessary to provide access to multimedia technology. This phase will include in?^ .nation of three computers in each 1 st grade classroom, one teacher workstation in each classroom 2nd through 6th grades, one computer in Pre-K, and K, and an aditional five station lab for 2nd through 6th grades with AppleTalk Phase II will install three additional computers in each 2nd, and 6th grade classrooms with ethemet network capability installed with linkage to ABACUS throughout the school. This phase will also include hardware, software, and installation of an audio/video lab with satellite capabilities microwave from Romine Interdistrict School. Photographic and Video equipment will be purchased to support the visual portion of the theme. And a software library will also be established during this phase. Phase III will install three additional computers in each 3rd, and Sth grade classroom and 3 computers in Reading, Math, and Resource. This phase will also include hardware, software, and installation of an electronic library. Phase IV will complete installation for Pre-Kindergarten, Kindergarten, and 4th grade classes. This phase will also include additions to the software library and the construction of a new media center or the expansion and remodeling of the existing one. The cost of full implementation in the first or second year is cost prohibitive, therefore, this business case is written to address Phase II of the Multimedia Implementation Plan. The current task before us is to determine the best way to implement the theme in a way most effective for our students and staff. I I I J 3 I * C. ANALYSIS OF ALTERNATIVES The Garland community considered several alternatives prior to developing this plan for implementing multimedia technology into the school: Laser Disc players, CD-ROM drives for current computer systems, networked drives, and portable drives. Though all are a part of multimedia, none can be purchased alone to provide the students with multimedia capabilities which would stimulate their creativity. In addition, the computer hardware presently at Garland ranges in age from three to seven years and will not support multimedia technology. It was decided multimedia computer systems which could stand alone or be networked would provide the best solution. With the approval of Phase I and the purchase of Macintosh computer systems for our teachers and the Multimedia Lab we have established a standard in hardware for the school, however, evaluation of it's effectiveness cannot be presented at this time due to the time equipment has been available in the school. D. RECOMMENDATIONS It is recommended that the District implement Phase II of the Garland Incentive School Multimedia Technology Plan during the 1993-94 school year. The rationale for this recommendation is that this phase of multimedia technology provides: * Microwave satellite link hardware will provide an essential educational asset to the school and community, while saving over $150,000.00 in longterm cost. * Software for grades K-2 that supports the LRSD revised curriculum. The software directly addresses the key concepts of reading, writing, listening, and speaking that are emphasized in the curriculum. An additional feature of the software is the use of thematic units to make connections between the various subject areas, making learning more relevant. Thematic units are a focus of the District's revised curriculum. This software will be available in all first grade classrooms with four computers each and in a lab setting for Pre-Kindergarten, Kindergarten, and Second grades. I 1 * Software for teachers of grades 3-6 that provides administrative assistance. The software has desktop publishing capability, but most importantly it provides portfolio assessment tools that allow teachers to collect, organize, and present student portfolio information. Portfolio assessment is encouraged by the District and this tool will enable teachers at Garland to implement this form of assessment. This software will be available through one station in each classroom. ( * A multisensory approach to learning that meets the auditory, visual and kinesthetic styles of students. 4 IX R i * Presentation software for teachers 3-6. This software enables the teachers to produce multimedia presentations integrating video, audio, graphics, and text into classroom instructional units. R * Software for students in grades 3-6 that provides opportunities for developing creativity and critical thinking skills through productions levied around the existing curriculum. This software will be delivered through a 6 station lab setting. E. OBJECTIVE R The objective of this recommendation is to better support the LRSD's desegregation plan by partially implementing multimedia technology into the Garland Incentive School. The district as well as the school needs this technology in preparing our students and teachers for the future. The technology used appropriately can recapture the minds of our young people, save the staff many hours of manual labor and provide exciting presentations to the students which will encourage and motivate students to learn and master the curriculum. i Evaluation Criteria * r Monitoring of student progress through technology and Portfolio Assessment. * 3 3 Increased teacher use of technology which will also increase teacher proficiency in instructional and administrative tasks including increased use of ABACUS. * Increased use of Cooperative learning and Thematic teaching concepts. * Increased student interest in multimedia technology and learning. I * I * F * Increased parental involvement due to increased student interest. Timely, detailed reports for conferences, administration. Board of Directors, and the Office of Desegregation and Monitoring. Achievement results will positively impact recruitment to Garland. * Peer and Parent/Teacher evaluations of student portfolios. t F. IMPACT ANALYSIS 5 Multimedia technology can open new doors for the students. It has the potential for assisting Garland and the District in stimulating this minority community as well as improving the goals of desegregation. Multimedia technology not only motivates students to learn but it also supports the District curriculum in ways exciting to students and teachers. Though the initial cost of technology is always high it is not always an object when it comes to educating and motivating a disadvantaged population and creating an environment conducive to desegregation. Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation. Risk 4 The equipment and software provided by implementing this phase of the plan is versatile and can be transferred if necessary with the exception of minimal installation cost. The additional funds requested for this phase and future phases will be viewed as a wise investment. Should the District decide not to support this system, the results cpn be very damaging and regarded as inefficien* e of desegregation funds. Timing Implementation Oi ?hase I was initially approved under the previous administration and funding which was to be carried over into this school year fell through with the change in administration. This caused a lengthy delay in the requisition and continuing receipt of equipment. To impact students and teachers with Phase II of the implementation plan, actions need to taken prior to close of this school year to ensure purchase during the 1994-95 school year. Decisions regarding this phase should be made as soon as possible. RESOURCES ANALYSIS A listing of hardware and software that must be purchased to implement this phase of the multimedia theme into the Garland School will be provided at a later date. I 6H. FORCE FIELD ANALYSIS Primary supporters will be students and patrons in the Garland community. Other supporters will be those in the community who want to see successful themes implemented in the incentive schools and those who feel that it is important for students to have access to technology that is on the cutting edge. Primary detractors will be limited to those who feel that the expense of the multimedia theme may not be justified. Information should be provided to them that will allow them to see the advantages of multimedia and to see the progress Garland students make after implementation. I. GENERAL IMPLEMENTATION PLAN TIMELINE Date 3/94 5/94 7/94 8/94 8/94 8/94 8/94-4/95 5/95 Activity Plan presented to Board of Directors for Approval Bid for Hardware/Software Opened Hardware/Software Ordered Hardware/Software Installed Additional material/supplies ordered Staff Development begins Person(s) Responsible Superintendent Purchasing Purchasing Vendor Theme Specialist Theme Specialist Vendor Theme Specialist 1 1 I On-going monitoring/assistance provided Principal Evaluation of current theme implementation Theme Specialist Curriculum Supervisors Principal Theme Specialist Teachers Curriculum Supervisors I 7s r J 5 ' 1 PHASEII.XLS Grade Level Pre-Kindergarten Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade Sth Grade 6lh Grade CBI Media Center Spanish Multimedia Lab #of Class QTY/C lass Description Price Total Status 1 1 Earty Childhood Connections Bundle $2,099.00 $2,099.00 Phase II 1 2 2 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1/3 L 1/3 1 1 1 1 3 3 3 1 2 1 1 1 1 1 i 1 1 1 1 1 1 1 1 Eariy Language Connection Bundle Software Early Language Connection Bundle Software Software Video Camera Software LC 575________ Apple Ext KeyBrd Mem Upgrade Software Camera \u0026amp; Equip Zap Camera Early Learning Bundle Early Learning Bundle Microwave Link Software Ti-IN Network Software Mac Server Apple Media Authoring Solution 14\" AV Monitor Apple Ext KeyBrd Software Fumituro Film Dev Eq $29,299.00 $2,000.00 $29,299.00 $2,000.00 $2,000.00 $2,000.00 $1,630.00 $160.30 $220.00 $2,000.00 $150.00 $800.00 $2,099.00 $2,099.00 $46,000.00 $8,000.00 $2,566.66 $500.00 $5,100.00 $6,098.00 $598.00 $160.30 $3,000.00 $3,000.00 $1,000.00 Page 1 $9,756.57 j.otfO.00 $19,530.71 ^,000.00 yst6\u0026lt;0.00 $4,000.00 $4,000.00 $9,780.00 $961.80 $1,320.00 $4,000.00 $300.00 $800.00 $2,099.00 $2,099.00 $46,000.00 $8,000.00 $2,566.66 $500.00 $5,100.00 $6,098.00 $598.00 $160.30 $3,000.00 $3,000.00 $1,000.00 Phase IIMusic 11 1 1 PHASEII.XLS Synthesizer KeyBrd Mac LC 575 $2,500.00 $1,630.00 $2,500.00 $1,630.00 Ip i 4 Chapter l/Resource, Math, Reading 11 111 11111 Apple MIDI Interface Apple Ext KeyBfd Apple Speakers___ Memory Upgrade Software/fumiture $69.30 $160.30 $138.00 $220.00 $2,00000 $69.30 $160.30 $138.00 $220.00 $2,000.00 $0.00 111 1 11 M^J-C57J______ Apple Ext KeyBrd Software _$1,630.00 $160.30 $1,000.00 $1,630.00 $160'30 $1,000.00 TOTAL $150,210.20 Page 2 I i I a LITTLE ROCK SCHOOL DISTRICT RECEIV^O APR 51994 Office of Desegregation Monitoring Rockefeller Incentive School 4 700 East 17th Phone 324-2385 Little Rock, Arkansas 72206 4 BUSINESS CASE FOR THEME INFUSION ROCKEFELLER INCENTIVE SCHOOL COMPUTER SCIENCE THEME EXECUTIVE SUMMARY i The uiLLie kock bcnool District is \u0026lt; comprehensive desegregation plan which development and implementation of themes for Little Rock School District committed includes to a the schools. all incentive The incentive schools are vital parts of the total plan whose goals are to achieve academic success for all children, to decrease the disparity of achievement among the sub-groups, to create an environment conducive for learning, and to achieve a good racial balance within the school population. Rockefeller Incentive School has the theme of computer science and uses this theme achieving the goals. as a tool for A. BACKGROUND Computer Science Rockefeller during the was selected as 1986-87 school the theme for was one of four schools to pilot year. Rockefeller a a 25 computers. In addition, one installed in each classroom. A computer hired to oversee the total computer program. classroom. a full computer lab with Commodore computer specialist was was --- . --- The first year this a part time position and the next year it changed to full time. In 1 990, the district made ,a decision to was 1990, remove themes from the the 1992-93 incentive school school year, programs. to re-determine what the theme. a theme committee was During established survey went sixth grade. interest, The results out to The expertise, of all parents. staff was for Rockefeller would be. from also early A childhood to the and feasibility of surveyed to determine all surveys returning to the computer theme. overwhelmingly alternatives. supported The Writing to Read Lab was added to the school inventory and was used with Kindergarten and first grade Compton's Multimedia Encyclopedia was added in the media center. classes. was After the choice for the theme had been submitted to the district and approved, the committee met to establish short and long range plans. Goals and objectives were outlined in detail that would support the district's revised curriculum. The committee made decisions about necessary equipment needed for the second phase of implementation for theme enhancement. The Commodore originally been provided in computers that had the classrooms were no longer up-to-date but were to be used as long as they continued to function with the available software. They would replaced once they could no longer function properly. be At the end of the 1992-93 school year, a cross section of the staff was selected to work for an extended time for theme development and refinement. previewed school During this week, staff software presently in the building and matched up software with the revised curriculum objectives. The committee previewed new software and expressed desires for software needed to enhance learning on all subject areas. staff with Guidelines were developed to present to the total objectives that would be a part of the school improvement plan for the coming year. of the theme development was established. The plan for phases At the beginning of the 1993-94 school year, a three day (August 11, 12, 13, 1993) intensive inservice was held for the entire staff. Seventeen new IBM compatible computers. seven purchased computer stations for the nine printers, and classrooms had from the school budget and installation been was completed during the first quarter of the school year. The following activities have been developed to implement the Computer Science Theme: * A certified teacher has been hired as the school I theme specialist. * 5 The computer theme specialist provides training sessions twice a month for all staff members. * The theme specialist conducts classroom sessions and provides software for classroom computers that support the curriculum. * The specialist library of available materials. * Repair and s catalogs software and maintains duties of the specialist. trouble shooting is a included within Keeping up-to-date materials and supplies (ribbons, paper, etc.) in all classrooms and office is an added duty. * Education Reports are I Plans, generated on the computer for Student Communication Forms. Student Performance Profiles, and Home 2 a Students keyboarding , computer are taught programming, graphic programs such as terminology. Instruction is word processing, Instruction Print Shop, q presentations are age appropriate. \" Computer Club is offered during the A grade book program for teachers * * Teachers offer adapted so and that ! extended day. was developed. , . .---- an extension of the lessons taught and include projects, writing, development of bulletin cards, and use of software that supports the curriculum. Specialists use computers to help them with reports and communication. communication, averages. Teachers use the recording computers to develop tests' home grades for up-to-date grade * Instructional training and assist the teacher the computer. Assistants have received computer in monitoring students using received r B. PROBLEM DEFINITION 4- fully implement the Computer Science Theme at Rockefeller Incentive School and in order to further develop the theme. School and comprehensive plan must be in place, is to use technology to enhance the revised curriculum, establish a ' The major goal a .  --- - new and exciting method of learning tne^ basics, as providing opportunities for subject Children must be Challenged and provided positive experiences that will prepare them for the wonderful world of technology in which they now live and in which they will be entrenched in the work place of the future. basics, in as all well providing areas. opportunities must AAtt tthhee pprreesseenntt ttiimmee, students on all grade levels are scheduled to attend the computer lab twice weekly with an  additional time planned for students identified in the Chapter I program. The sessions in the lab are 30 minutes long and are divided in half with reading and math instruction. In other words, students get no more than 30- o minutes per week of readinc instrnrtinn an/i + i-iS3nie in for in words. identified reading and reading instruction and the math in the computer lab. I which test Test results clearly reveal weaknesses in reading I impact not only reading scores but damage or lower scores on clearly reveal in mastery skills. believed that other subject areas that require reading To achieve maximum mastery results., it is a concentrated effort must be placed on this Use of technology supports our theme and would serve as the tool to provide this high level of concentration. Positive results would be expected in all subject areas. weakness. as Positive this 3 To fully implement the Computer Theme, proposing: the school IS Phase I: (1) ,, . At the beginning of the 1 994-95 school distributive .. , - . - ------ year, the method of providing computer instruction will .  expanding the present reading and math program for 1st-3rd grades in the classroom setting. This will allow 30 minutes i--  ''  include setting. ___ per day on the computer (150 minutes per week) in reading and extended time on math. There will be six in each of the nine classrooms, have printer. Every primary student will technology every day as an integral part of computers a This There will be Each room will experience . , as an integral part of instruction. An extension of the current software will be added with an integrated language arts program. (2) Writing to Read and Josten Computer labs will be continued for Kindergarten students during the 1994-95 school year. students during r (3) An Early Childhood Software Program for 3 and 4 year old children will be implemented. T ol and a printer will be provided for each of the four childhood classes. Two student stations early (4) continue continuous Fourth, computer fifth and software instruction sixth grade classroom computers. related in to the the students computer curriculum will lab with used on (5) Four teacher presentation computer systems should be purchased. This technology approach is an exciting technique that lets the teacher use interactive, full-motion video, animation, sound, text and graphics to support and enhance instruction in the classroom. computer (6) A full time lab attendant should be reinstated. There will be an additional host/file server to man and since the primary classes will be working on the computers daily rather than twice a week, be generated.  - server to man working on . more reports will Whole class instruction such as keyboarding, processing programming word processing and programming, by the teachers and the theme specialist will be conducted lab setting. This has not always been possible a time was so tightly scheduled. Also, the classroom teacher \u0026lt; ' ' This has more frequently in the since the was so tightly scheduled. Also, Ll- _1_______ could send a group of children to the lab to work on assignments, especially those using Compton's Multimedia Encyclopedia. The lab attendant would be available to assist small I (7) groups. be available . , . Staff Development for teachers and instructional aides will be provided. 42   1 M fl Phase II: (1) The Josten computer lab will be current hardware is old and slow. supported by the current system. (2) -The distributive up-graded. The No more upgrades may be rr. Z,-------- mothod for providing computer instruction to Kindergarten will be added along with an integrated language arts program. This will consist of nine student stations and software. program. added along with (3) , . J, . Ii^termediate grades will continue in the computer lab for instruction. (4) The computer lab will also be sessions for students and staff. used for large^ group (5) , . Two will upgrade/replace Multimedia Encyclopedia in the media center. computers Compton's (6) Three additional teacher stations - hardware and systems would be purchased increasing the number to cover one system per grade level. software (7) Phase III: r Six printers will be purchased. (1) Early Childhood Software will be nariy cnildhood Software will be purchased to meet the needs of three and four year old students. (2) Equipment and related programs to programs to support the computer theme and assist in instruction will be purchased. This will include software extensions for thematic units as well as third party software. (3) me library will be automated so that it will provide access for library materials for students and teachers. This will extend the computer theme and better prepare the students to be better library users. (4) Fourteen teacher stations will be added to provide each teacher one for their class. The for access library materials for students u bett (5) Nine additional printers will be purchased which will complete the purchases for one for each classroom. C. ANALYSIS OF ALTERNATIVES Consideration was given to instructional possibilities that would theme and satisfy the essential achievement. to a wide range of satisfy the support the computer component to increase Although most considerations were financially expensive, the gains of student mastery would make the investments worth the cost. ~ mastery would make (1) The alternatives are: We will make no changes in the way computer instruction is being delivered. Pro- Computer instruction will continue to be offered. Training of students/staff can continue. Con- Time spent on the basic learning system reading is limited to 30 minutes week. on per Children have to continue computer classes a pull-out learning activity. as 5Making no change is not in the best interest of the children in that it does not allow longer periods of time on identified weak areas. (2) Adopt the recommendation made in phases by beginning the process immediately. Pro- By phasing in the program, the proposal is financially more feasible. 4 T (3) s  (4) 3 The expenses be spread out over several years but still allow us to begin implementation immediately - by the beginning of the 1994-95 school year. The sooner it can begin, the greater the impact that can be expected to bring positive results. can Proof that we are making an honest effort improve upon the theme and that the incentive school program is successful in making a difference. to r Con- Very expensive. Implementation of Phase I only. Pro - Demonstrate that the district is working toward improvement of computer science theme. Students in first through third grades will receive more intensive focus on reading and math. The students will have at least 150 minutes per week on reading with the computer as opposed to the 30 per week they now receive, on math would be increased. Time spent Con The expected outcome for the change in computer use is increased academic achievement in the area of reading and all related subjects. - Limited up-grading of the overall computer science theme does not result in total infusion of the selected theme. Implement Phase I and the part of Phase II that at least up-grades the school lab. Pro- Primary students would receive increased time on the computer on reading and math. The full computer lab would be available for additional computer instruction of other subject areas/training of students in computer skills the since it will free up computer lab schedule. Training of staff in full lab setting will be possible. Equipment is up-graded in the lab. Equipment is seven years old and cannot be Less expected to last indefinitely. expensive than full implementation. Con- Expense I \u0026amp; inq I 4 s (5) Up grade the computer lab only Pro- r ' - q Replacement of equipment that is getting old and is slow. Allow us to run third party software. ~ lab for staff development. Con- Limited new technology introduced Students still have limited and math. It does not allow us time to time on reading -- schedule in adequate computer instruction for whole 1 I 1 D. (6) groups or third party software. Provide distributive method to all grade level Pro - Discontinue pull-out for computer lab. Con Difficult to schedule with intermediate classes who departmentalize. More expensive to purchase six computers for each classroom as opposed to up-grading the lab with 25 stations. s r RECOMMENDATION Rockefeller Incentive School Rock School District make requests that the Little . 1  . X , provisions to up-grade the adopted A solid foundation has been established A full computer lab, Writing to Read Lab, theme. established. computer lab stations rT-\n4-U 4. --------- ^.VlupULCl J.CtO ____________ beeJnnina . ^nd a printer in every classroom, beginning library of software, and the emergence of literate students and staff arp Alroadv 4 n . ouxLware, ana me emergence of computer students and staff are already in the first of development. Computers at Rockefeller are regarded as a friend and valuable tool. at Rockefeller stages already The recommendation of this business case includes: will implement the theme in three phases the purchasing process to begin immediately. r-'^r-rzl will   -   (1) with . , . .. . -  The overall provide capabilities to move computer the primary level from the lab to the V result of this change, the larger computer lao will be made available for whole group proposal instruction classroom. on move the lab q \"j-ii De made available tor whole group sessions for the ^\"^ediate level classes using the Josten Basic Learning as well as teacher training/staff development and for use with other software. The software will support the Rock District adopted Little The School addressing primarily reading those subject areas. (2) We will provide revised curriculum and math but not limited to q  provide age appropriate software for three and four year old students. (3) We will expand and rpfld-i  up-grade existing \\ software in the primary classrooms to include the integrated language arts component, include helping children build a arts The benefits will 1 - --.---- - a strong foundation in the ^^US'^age skills that they will use for the cir The experiences with interconnected language their lives. rest of T I Im 3 s  ! fl activities and natural. (4) emerging literacy will make learning fun and We will provide a new teacher that will allow teachers meet learning challenges. (5) - presentation system to use technology to help children Security of the facility should be increased for maximum safety of the valuable oreasea lor equipment. At the present time, continuing the distributive method to intermediate grades reasons: (1) A classroom is IS not recommended for a number of structured rotational use of centers in the mu frequently used on intermediate levels, (zj The desegregation plan in and ^4- X 7 - ----------requires departmentalizatipn diffipiHt r computers every day would be hnmfp Each teacher teaches their own omeroom class reading in a 45 minute block and then the rotation by subject matter begins, complete. strict r This takes all day to (3) Use of the distributive method would require tirne than is recommended intermediate students. If used, it would cut in required hours required by the state for each subject (4)Just as important, as a computer school, essential to maintain an up-to-date computer lab Ihis IS necessarv tn achieve reading time method would If used, a for a computer to the area. it IS an up-to-date computer lab setting. IS necessary to achieve computer proficiencv students and staff. One of the major school theme is to develop an interest, a love for using technology, effective if the students - necessary for components of the I i an understanding and Instruction is far more -------- no matter which sub group - can nave hands-on capabilities in a lab. far  and understandable when It is more meaningful the computer demonstration. E. OBJECTIVE one can personally experience rather than just listening and watching using a The objective of this recommendation is to support the D 1 r, J , ^7 .......................... xo LU tne School Districts commitment to the desegregation developing more fully the computer theme in innovative and creative ways. Evaluation Criteria: * of student progress through technology district's curriculum management system and tne Josten Basic Learning System will be continued. * Up-to-date detailed computer printouts of progress will be as needed. - student used to evaluate mastery and develop plans I ! I' 8 lb* biuoent achievement and mastery of reading skills will increase measured by the Stanford 8 test The year 1993-94 will Student as serve as the baseline data. results. * There be increased knowledge technology for students and staff. will of computer increase Teachers will teacher administrative tasks. increase use of technology which will proficiency in instructional and instructional * Achievement results will attract parents in positive recruitment efforts. and result * The fact that Rockefeller is teaching and. using technology regularly for instructional purposes will be impressive and assist in recruitment. I F. IMPACT ANALYSIS Desegregation This plan supports the requirements set forth in the desegregation plan requiring theme development and implementation Court Order The Little Rock School District would demonstrate good faith in complying with the court order to develop theme and keeping it up-graded with current trends that will support the curriculum. Political Factors fl The Little Rock School District will benefit by establishing a valuable tool for recruitment and favor from the court by implementing the theme selected for the school. Risk If students are not exposed to technology ct _ __ age, they will not be as prepared for the future that lies ahead for them in the work field at an early career/profession. or their chosen Timing In order for the Computer Theme x:omponent to higher level and make the move to a necessary improvements by the 1 a 1 I 8 A4 1994 95 school year, approval must be given by the Superintendent and cabinet and presented to the board. After approval, the purchasing process must begin as quickly as possible so necessary, and as to complete any bidding order selected equipment/materials, complete any necessary wiring, installation of equipment, and staff inservice training to be completed before the beginning of the 1994-95 school year. It would be essential to begin the program at the very beginning of the school year to obtain maximum results. The equipment in the computer lab is 7 years old and although it has been no problem to us up to this* date, it is understandable that the equipment cannot last indefinitely. Thus the request to up-grade the lab:u.s made. r 4 L J REVISED PROPOSAL FOR THEME INFUSION FOR ROCKEFELLER INCENTIVE SCHOOL/COMPUTER SCIENCE THEME MARCH 21, 1994 PHASE I 1994-95 SCHOOL YEAR: Hardware 1 Unix File Server............... Extra Enet Cards.................. Lannet Repeaters.................. Over 40/80/120 hardware.......... 10 Printers....................... 54 Student Stations for grades 1-3 R $20,816.00 130.00 1,715.00 1 ,617.00 7,500.00 76,410.00 Sub-total for hardware $108,188.00 R Sof tware......................... Integrated Language Arts Software Staff Development $70,997.00 R Required Plant Services Electrical Wiring Cables Personnel $12,000.00 loV m \\c 3nlv Reinstate Full Time Computer Attendant - one person\\only ESTIMATE PRE TAX GRAND TOTAL-PHASE I....$191,185.00 R PHASE II 1995-96 SCHOOL YEAR: R R Up grade the computer lab which will include: Hardware and Software 28 Student Stations: 25 Computers to up-grade computer lab 2 Computers for Compton's 1 Computer for Resource 4 Teacher Stations ESTIMATE PRE TAX GRAND TOTAL-PHASE II $84,596.00PROPOSAL FOR PHASE III 1996-97 SCHOOL YEAR 9 Student Stations for Kindergarten.. 3 Printers .......................... 8 Student Stations-Early Childhood... Software Add-on Integrated Language Arts Software-kindergarten..... Software for Early Childhood........ Staff Development.................... 3 Teacher Stations................... $13,500.00 2,250.00 12,000.00- $10,800.00 13,000.00 5,000.00 17,820.00 Required Plant Services Any additional electrical wiring/cables needed ESTIMATE PRE TAX GRAND TOTAL-PHASE III..,.$74,370.00 PROPOSAL FOR PHASE IV - 1997-98 SCHOOL YEAR \u0026lt; Automated Library PC for Inventory and Emulation Card....$2500.00 4 Terminals @ 2 Scanners Inventory. Printer... \u0026lt;a 800.00 745.00 Plus Tax Total... 3200.00 1490.00 1100.00 400,00 $8690.00 521.40 $9211.40  *Conversion of Records Plus Tax.............. Total................. $6000.00 360.00 $6360.00 * 12,000 volumes multiplied times $ .50 per record $9211.40 + $6360.00 = $15,571.40 4 Teacher Stations $51,808.00 I ESTIMATE PRE TAX GRAND TOTAL-PHASE IV...$67,379.00I RECEIVED APR 51994 Little Rock School District Office of Desegregation Monitoring 4 Executive Assistant for the Associate Superintendent for Desegregation Business Case  Assignment Office of transportation Desegregation i. . Involvement Quality, Equity, Service, \u0026amp; Understanding Commu n ications a January, 1994 C.. Russell Mayo Associate Superintendent F di Little Rock School District Executive Assistant to the Associate Superintendent Business Case 3 I Executive Summary 5 2 The position of Associate Superintendent for Desegregation was established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), generation of numerous statistical reports, and staying abreast of the latest obligations from the court Included with these responsibilities has been oversight of Volunteers In Public Schools. Recently, the responsibilities of were Communications and Transportation added to this position. Transportation has over 340 employees working on a day-to-day basis. a t  No formal secretarial or clerical assistance exists for the Assistant Superintendent for Desegregation. Adding a neui position called Executive Assistant to support the Associate Superintendent for Desegregation is recommended. Examples of responsibilities are as follows: A. Keeping the daily schedule of the Associate Superintendent for Desegregation\nB. Screening and assisting with telephone callers\nC. Keeping notebooks on office procedures\nD. Keeping track of court documents and correspondence\nE. Staying abreast of court obligations\nF. Coordinating and assembling statistical reports some as follows:  Burden of Busing Z Racial Balance Z Attendance Zone Residence Z Requests from litigants, the state, the superintendent, and the Board of Directors G. Word processing correspondence and other documents as needed\nH. Preparing presentations by computer\n1. Monitoring calls concerning the transportation department\nand, J. Taking minutes of meetings.  H Solving this problem will permit, thorough monitoring of the desegregation obligations, complete analysis of reports not being generated now, efficient production of documents, efficient monitoring of progress in desegregation, quicker response on requests for reports, documents, etc., and, efficient filing and storage of documents and correspondence. These benefits will begin as soon as the person begins work. Improvement will be obvious as six to twelve months pass. The budget will be affected annually by the addition of this position. The recurring costs for salary and benefits will be approximately $35,000 plus $8,750 for benefits for a total cost of $43,750. This might be covered by shifting a position from another department. A one-time expense is requested for a computer and printer to provide current technology. This cost will be approximately $5,000. 1 JI Executive Assistant to Associate Superintendent Business Case 2 Ji i 4 This solution will permit reasonable support for the Associate Superintendent for Desegregation. This will eliminate the inconsistency and confusion surrounding document preparation, coordination of reports, etc. The risks of not implementing this solution are continued disorganization for the Associate Superintendent for Desegregation, complaints, continuous non- compliance with our obligations, and continuation of a generally poor image. The risks of implementation of this solution are criticism for spending money from the budget, and the perception of favoritism toward Associate Superintendent for Desegregation. The sooner we can do this the better. Currently, we have temporary help at best. This person needs to move back to assigning students for the registration period that begins in February. ~ 1 Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. Funding for this position would come from position vacancies in other areas of the budget. Therefore, no additional position would be required in the overall budget. The following milestones for implementing this proposal will be monitored by the Associate Superintendent for Desegregation weekly after the decision is made to include the proposal in the budget. Until that point, it will be monitored daily. I 1. 3. 4. 5. 6. Milestone Meet with finance person about source of revenue Present Business Case to the Superintendent Present Business Case to the Council__________ Revise as suggested _________________ Resubmit 8. 9. ...Pecisttmfortnctusion inthfttsaosfaodgat Advertise the position Interview 10. Begin Trainning Date 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 01/31/94 02/08/94 02/22/94 02/28/94 Person Mayo Mayo Mayo Mayo Mayo Gadberry Mayo Mayo I Timely consideration of this proposal is respectfully requested. C. Russell Mayo Associate Superintendent for Desegregation January, 1994 SubnutM fry Ru Uifo. Aaeaa(*SupnfltM\u0026gt;eni lorD|nftion 01/03/94 I I J4 Executive Assistant to Associate Superintendent Business Case 3 I Background The position of Associate Superintendent for Desegregation established to monitor the district's desegregation process. Historically, this has been done through careful oversight of the Student Assignment Office (SAO), was generation of numerous statistical reports, and staying abreast of the latest obligations from the court Included with these responsibilities has been oversight of Volunteers In Public Schools. Recently, the responsibilities of Communications and Transportation were added to this position. Transportation has over 340 employees involved on a day-to-day basis. The kinds of problems produced daily in this department would fill the large part of a day. I Problem Definition No formal secretarial or clerical assistance exists for the Assistant Superintendent for Desegregation. The responsibilities of Associate Superintendent for Desegregation justify assistance with typing, scheduling, receiving telephone calls, reporting, and researching documents, and compiling statistics. ^Analysi^^lternativ^ I The following alternatives have been considered to solve the problem: I I f 1. Use one of the clerical people employed currently in the Office of Desegregation Organizational Chart Student Assignment Office (SAO). That is being done now. This does not solve the efficiency problem, this person will have to reassigned strengthen reorganization be to for helping the public. 2. Split Student Assignment Assistant betueen his/her normal Support Exc. Assistant Director of Transportation Student Assignment Coordinator Data Processing Coordinator 111 I Desegregation Facilitator Directorof Communications ((2) Recruiters [ I Programmer | student Assignment Assistants Figure 1 Community Development Coordinator fVtPS) 1 Staff I a J^soeiatBSuperinte^^tJ^ ] Miro. AnociatSgpnntMtt lor Do^r^ition tn/QS/M BC.SKExecutive Assistant to Associate Superintendent Business Case 4 responsibilities and the Associate Superintendent's need for support. Either of these jobs are full-time responsibilities. II 3. Add a new position called Executive Assistant to support the Associate Superintendent for Desegregation. This is the most logical solution. Examples of responsibilities are as follows: A. Keeping the daily schedule of the Associate Superintendent for Desegregation\nB. Screening and assisting with telephone callers\nC. Keeping notebooks on office procedures\nD. Keeping track of court documents and correspondence\nE. Staying abreast of court obligations\nF. Coordinating and assembling Office of Desegregation Support - Executh'e .Assistant a statistical follows: reports some as IL1 Z Burden of Busing Z Racial Balance Z Attendance Zone Residence Z Requests from litigants, the state, the superintendent, and the Board of Directors G. Word processing correspondence and other documents as needed\n Cooniinata and organaa raguaata for data  Prapara  Docuaant* for  for cotrt  Bnnaiaant fifo/Kaotu * A(fondanczoneM  Maa nnas * MHCvfofleouK  MonAor (  KacttI raong aehoett  rtcryiaaaftt  Cwaanaaty hvohftaant  AMcar ttf Agaoeiaf SuparintarMiant for t\u0026gt;aaagragation in parforming hia tiuaaa a H. Preparing presentations by Figure 2 computer\n1. Monitoring calls concerning the transportation department\nand, J. Taking minutes of meetings. I |RecOTHwe\u0026lt;to tion Alternative 3 is recommended. 3. Add a new position called Executive Assistant to support the Associate Superintendent for Desegregation. I Objective 11 Upon implementation of Recommendation 3, the Associate Superintendent for Desegregation will be supported so he may spend his time with coordination, supervising, budgeting, planning, and attending meetings. See Figure 2. SuBfiMtiadfryRuM Mayo. AnocKteSupanntvidanl ferDMfiption oi/m/M bc_sk\n1 IcIi t 1 iIJ a 3 Executive Assistant to Associate Superintendent Business Case 5 Solving this problem will permit 1. More thorough monitoring of the desegregation obligations\n4 2. More complete analysis of reports not being generated now because of the lack of help\nr 3. More efficient production of documents\n4. More efficient monitoring of progress in desegregation\n5. Quicker response on requests for reports, documents, etc.\nand. 1 6. More efficient filing and storage of documents and correspondence. These benefits will begin as soon as the person begins work. Improvement will be obvious as six to twelve months pass. Impact Analysis I Negatives 1 1. The budget will be impacted annually by the addition of this position unless a position shift takes place from some other department or line item. Positives 1. This solution will permit reasonable support for the Associate Superintendent for Desegregation. This will eliminate the inconsistency and confusion surrounding document preparation, coordination of reports, etc. 2. This will support the Associate Superintendent for Desegregation as he addresses obligations under the LRSD and Interdistrict Plans relating to student assignment, marketing, recruitment, and transportation. Risks a The risks of not implementing this solution are continued disorganization for the Associate Superintendent for Desegregation, complaints, continuous non- compliance with our obligations, and continuation of a generally poor image. The risks of implementation of this solution are criticism for spending money from the budget and the perception of favoritism toward Associate Superintendent for Desegregation. SubmiitadlrrRuMMaro. AMocitKSwpmniwidwt lorDm(nptio\u0026gt;\u0026lt; 01/05/94 bc_sk: J1 Executive Assistant to Associate Superintendent Business Case 6 Timing The sooner we can do this the better. Currently, we have temporary help at best. This person needs to move back to assigning students for the registration period that begins in February. Though registration and assignment are strongly encouraged during the month of February, the process continues until August when it becomes overwhelming. Time for announcing the position and interviewing will be necessary. This should take no more than one month to complete once approval is given. Resources Analysis Personnel This is an additional position in the budget unless a position is shifted from another department. Financial The annual recurring cost for salary and benefits is approximately $35,000 plus $8,750 for benefits for a total cost of $43,750. A one-time expense is requested for a computer and printer to provide current technology. This cost will be approximately $5,000. r Revenue Source N Funding for this position would come from position vacancies in other areas of the budget. Therefore, no additional position would be required in the overall budget Force Field Analysis I Primary supporters of this proposal will be council members, SAO staff. Director of Communications, the Coordinator of VIPS, and the Director of Transportation. Ultimately, this proposal will help them meet their obligations under our plan. Sobfniltal Or Rub AoccutaSupenniandant lor DM|rption Ol/tO/M BC^Executive Assistant to Associate Superintendent Business Case 7 Getteral Infortnation Plan The following are milestones for implementing this proposal. 1. 3. 4. 5. 6. 7x 8. 9. Milestone Meet with finance person about source of revenue Present Business Case to the Superintendent Present Business Case to the Council.................... Revise as suggested................................................. Resubmit................................................................... Decision for tnctosion in the 1 ggQS\nbudget..\nAdvertise the position................................................ Interview 10. Begin Training Date 01/04/93 01/07/94 01/10/94 01/14/94 01/18/94 01/31/94 02/08/94 02/22/94 02/28/94 Person Mayo Mayo Mayo Mayo Mayo Supt Gadberry Mayo Mayo 1 I 5 .uMiittedbrFutsMiTC. A\u0026lt;Mm(iSupnntnan\u0026lt; lorDa^r^lion 01/03/94 BC_S8C RECEJVFI^ I I ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM LITTLE ROCK SCHOOL DISTRICT APR 51994 Office of Desegregation Monitoring OVERVIEW/PROGRAM DESCRIPTION I Over the past several years, the number of students attending the district's schools who do not speak English or who are English limited proficient has grown steadily. ?_ _____ conducted by the district during the spring of 1993 revealed a population of more than four hundred students grades K-12 for whom English is not the native language. succeeded in obtaining a 50% to 60% average response rate from the fifty schools surveyed.) These four hundred A survey (The district students represented sixty-six different language groups. A series of lawsuits and subsequent federal legislation occurring during a time period spanning from 1964 through 1986 have clarified the responsibilities of public schools in guaranteeing equitable educational opportunities for non or near-non English speaking students. The district has an I I obligation, therefore, to provide for the special learning needs of these 400+ students. Furthermore, federal and state legislation do not consider lack of English skills because of nationality/native language to be a handicapping condition. Instead, such lack of English language skills is viewed as a barrier to access of equitable educational opportunity. Thus, it becomes the district's responsibility to provide out of its local funds whatever services are needed to help the students overcome language barriers. 1 i i f I Currently, the district is operating an ESL program which provides services for identified non-English tutorial speaking/limited English proficient students. As these students are identified by their individual schools, they are referred to the LRSD Office of Communications, English, ESL, and Foreign Languages for tutorial services. This office supervises six part-time tutors who are assigned to the referred students for a minimum of language instruction each week. one hour of pull-out The tutors travel to the students' schools and assist the principals, teachers, and counselors in devising a support plan for each student assigned to them. A broad array of instructional materials has been purchased by the office of communications, English, ESL, and foreign languages, which the tutors check out to in providing appropriate English language instruction. LRSD program is serving, at the present time, from thirty-one schools. use The 102 students PROGRAM GOALS/OBJECTIVES The primary goal of the LRSD ESL Program is to assist nonEnglish speaking or limited English proficient students in acquiring the level of English language skill necessary for f 5 1 parity of participation in the standard instructional program. The district aims to achieve this goal through the following objectives: 1. 4 Design and implement an ESL identification and referral process. 2. Establish appropriate criteria for the entry into and exit from the tutorial students. program for ESL 3. Diagnose the instructional needs and provide appropriate learning assistance which meets ESL students' instruction, special needs for English language for understandable instruction in other content areas, and for positive self-concept and identification with their cultural heritages. 4. Provide appropriate and compatible instructional materials and staff training opportunities. 5. Provide gualified teachers/tutors. 6. Provide egual access to other district programs and services. 7. Provide for parental/family involvement. 8. Monitor the progress of ESL students during program participation and after program exit and reclassify students as needed. 9. Evaluate the ESL program and revise as needed. 10. Maintain student records. IDENTIFIED NEEDS The LRSD ESL Program is growing at a rapid pace. This continuing growth has resulted in a host of pressing needs that have been identified by teachers, principals, the ESL tutors, district patrons. and the supervisor communications, English, ESL, and foreign languages, needs include: of These 4 1. 2. Additional tutors are needed to adeguately service the growing ESL population in the district's fifty schools. a Additional tutor contact time is needed with the ESL students to ensure that service is provided vhich ccrtplies fully with federal laws and state regulations. 2 1 4 4 4 4 J 3. Additional resources are needed for the ESL tutors and classroom teachers. The ESL students need hands-on materials for Total Physical Response (TPR) and oral language enrichment activities. Staff development is needed for ESL tutors to improve their skills and to help them learn new strategies. Classroom teachers need assistance in understanding their responsibilities and help with managing the learning process for non-English speaking and limited English proficient students. 5. Parents/families need training and resources to assist their children in English acquiring language skill while preserving the integrity of their native language and the culture it represents. 6. more comprehensive identification/placement 7. process needs to be developed that includes appropriate testing so that ESL students can be screened for other services currently denied to them. needs comprehens ive assessment/evaluation to be developed to determine process student progress and program success. 4. A A TARGET POPULATION The target population for the LRSD ESL Program are the K-12 students who speak no English, who speak limited English, or who have an identified cognitive gap, meaning that they speak English, but it is not their first language and they do not yet think well in English. ORGANIZATIONAL MANAGEMENT/PERSONNEL The LRSD Deputy Superintendent maintains supervisory including the ESL authority over all curriculum programs. The supervisor of communications, English, ESL, and program. foreign languages is directly responsible for the day-to-day operations of the ESL program and is responsible for long- range planning and evaluation of the program. The supervisor of communications, English, ESL, and foreign languages works I under the direction of the deputy superintendent and supervises six ESL tutors who are assigned to the fifty schools on an as-needed basis. A secretary from the IRC fl secretarial pool also has a primary responsibility for the communications, English, ESL, and foreign languages office. 3STAFF DEVELOPMENT Various staff development opportunities have been made available to the tutors, classroom teachers, guidance counselors, principals, and central office personnel since the inception of the ESL program in 1991. Initial staff development was provided by the Arkansas Department of Education (ADE) and the IDRA/DAC-SCC in San Antonio, Texas. The ADE has also assisted the district in providing follow-up training. The ESL tutors are required to attend monthly staff meetings at which time they identify problems and discuss solutions. These meetings are also used to plan strategies and to work on assessment/evaluation of program components. As well. most of the tutors take advantage of training opportunities provided locally, but outside the district, including ADE and UALR workshops. Additionally, several of the tutors have provided staff development for classroom teachers. The tutors. classroom teachers, guidance counselors. and principals need extensive staff development in order for the district to achieve full compliance with federal laws and state regulations. The ESL population is highly diverse. which requires all involved district personnel to be able to select from an array of approaches in order to meet the needs of all the ESL identified students. PARENTAL INVOLVEMENT Title VI, Civil Rights Act of 1964 and the Education for All Handicapped Children Act of 1975 require that parents/families of ESL identified students be provided with opportunities to participate education of their children. in the guaranteed public Currently, the district is relying on the ESL tutors almost exclusively to include parents/families in the education process. The ESL tutors recommend ways that the parents/families may assist with their children's studies. In some instances the tutors and/or district personnel make home visits to help link the school with the family. PHYSICAL FACILITIES All schools identifying ESL students should provide a private permanent room for the tutoring sessions. The room should be large enough to activities. accommodate TPR and oral enrichment 44 IDENTIFICATION OF POSSIBLE FUNDING SOURCES The district has applied for Title VII funds which could provide approximately $175,000 per year for up to three years to develop a more comprehensive program of services. If obtained, however, the Title VII grant award could not be used to supplant the financial obligation of the district to provide basic services. It is the responsibility of the district to provide out of local funds whatever services are needed to help students overcome language barriers. PROPOSED BUDGET The following allocations will be necessary to adequately fund the LRSD ESL Program for the 1994-95 school year: 1. Salaries 8 tutors X $1,500 per week X 36 weeks ($15 per hour X 100 hours per week) 8 tutors X $45 per month X 9 months ($15 per hour X 3 hours per month for prep) Total salary cost = $54,000 3,240 = $57,240 2 . Materials and supplies $10 per student X 100 students $50 per school X 50 schools Total materials and supplies cost = $ 1,000 = 2,500 = $ 3,500 3. Staff development $45 per day X 2 days X 100 teachers (Substitute teacher pay) $90 per day X 5 days X 8 tutors (Tutor stipends) $5 X 108 participants (Training packets) Total staff development cost = $ 9,000 3,600 540 = $13,140 4 . Assessment/Evaluation $20 X 100 students Total Assessment/Evaluation cost = $ 2,000 = $ 2,000 fl Total program cost = $75,880 IMPACT ON DESEGREGATION PLAN I ESL eligible students enrolled in the district's schools are a part of the rich diversity which is the LRSD. The pure intent of the district's desegregation plan is to recognize and act upon the worth and potential of all children. While the plan specifically targets the failure of Arkansas public education to equitably serve the black child, the implied 5intent throughout is that no child should be denied the full array of educational opportunities and experiences available ths The desegregation plan was crafted at the direction of a federal court - a court bound to uphold federal law, which clearly protects the ESL identified within the district. student. The impact of certainly positive. the LRSD ESL Program IS most EVALUATION CRITERIA The general evaluation criteria for the LRSD ESL Program include family/parent, patron, principal, guidance counselor, teacher, and student satisfaction with the ESL tutor, tutor, teacher, principal, guidance counselor, and parent/family satisfaction with ESL staff development\nexamples of student work demonstrating achievement of program goal\nobservations in program\nESL staff development\nresults of teacher-made tests\nclassrooms identify quality teaching/learning\ninventories reflecting appropriate materials and supplies\nand total number of students exiting the program into the mainstreamed learning setting. that 6 I I s i i fl BUSINESS CASE ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM EXECUTIVE SUMMARY Currently, the district is operating an ESL program which provides tutorial services for identified speaking/limited English proficient students. non-English The program was established in 1991 in an effort to achieve compliance with federal laws and state regulations. The primary goal of the LRSD ESL Program is to assist non-English speaking or limited English proficient students in acquiring the level of English language skill necessary for parity of participation in the standard instructional program. The ESL students are identified by the local schools through a referral process that links them with the ESL program. The program is managed through the office of communications, English, ESL, and foreign languages, which supervises the six part-time tutors who staff the program. These tutors are assigned to the referred students for a minimum of one hour of pull-out language instruction each week. The tutors travel to the students' schools and assist the principals, teachers, and counselors in devising a support plan for each student assigned to them. The district proposes to continue the ESL program for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is. ultimately, achieved. The 1994-95 program will seirve a minimum of 100 students through the services of eight tutors. Additional program components will include the provision of adequate materials and supplies\ndevelopment program\na and comprehensive staff a identified/referral/assessment/evaluation process. revised A. BACKGROUND In late April, 1993, the district conducted a Home Language Survey at the request of the Arkansas Department of Education (ADE). All 50 of the district's (regular) schools were asked to administer the survey to all students in all classrooms at all grade levels, K-12. The district succeeded in obtaining a 50% to 60% average response rate from the 50 involved schools. The Home Language Survey results revealed 400+ students who were potentially eligible for English as a Second Language (ESL) services because a language other than English was identified as the primary language used in their homes. 1These 400 students represented 66 distinct language groups, other than English. The results of the 1993 Home Language Survey confirm a sizeable ESL eligible population in the district. Federal laws, which have been enacted to support and protect civil rights, require the district to provide whatever services are necessary to ensure that ESL identified students can succeed in mainstreamed classrooms. Because the laws do not q recognize a language barrier as a handicapping condition or skills deficit, as a the district cannot provide such services for these students through existing Chapter One or q Compensatory Education programs. B. PROBLEM DEFINITION The district is not in full compliance with federal laws and state regulations regarding the provision of services to nonEnglish speaking and English limited proficient students necessary for parity of participation instructional in the program. regulations as outlined Failure to comply with standard state in the revised Arkansas Public Schools Standards for Accreditation may result in loss of state aid and district accreditation. Failure to realize the full intent of federal legislation may result in a lawsuit against the district on behalf of ESL students, respond to the needs of ESL students will Failure to results in education deprivation which will become a life-long handicap for these students. C. ANALYSIS OF ALTERNATIVES There is no other alternative available to the district. Provision of special ESL services is a local responsibility and it cannot be supplemented through special education or compensatory education programs. D. RECOMMENDATIONS The district administration recommends to fully fund the ESL program for the 1994-95 school year and to continue to develop it so that full compliance with federal laws and state regulations is, ultimately, achieved. The 1994-95 program should serve a minimum of 100 students through the services of eight Additional program components tutors. q should include the provision of adequate materials and supplies\na comprehensive staff development program\nand a revised process. identification/referral/assessment/evaluation 2 4I I E. OBJECTIVE The objective of the continuation of the ESL program is to achieve parity for participation in the standard instructional program for all ESL identified students. EVALUATION CRITERIA F. The evaluation criteria for the 1994-95 LRSD ESL Program will include family/parent, patron, principal, guidance counselor, tutor, and student satisfaction with the ESL program\ntutor, teacher, principal, guidance counselor. and parent/family satisfaction with ESL staff development\nexamples of student work demonstrating achievement of program goal/objectives\nresults of teacher-made tests\nidentify quality observations in classrooms that teaching/learning\ninventories reflecting appropriate materials and supplies\nand total number of students exiting th\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_1251","title":"Proceedings: ''Budget Hearing''","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":["1994-04-22"],"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","School districts--Arkansas--Pulaski County","Education--Arkansas","Education--Finance","Educational law and legislation","Court records"],"dcterms_title":["Proceedings: ''Budget Hearing''"],"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/1251"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["416 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"gsu_ajc_14632","title":"Representative John Lewis advocating for long term care for eldery citizens, 1994","collection_id":"gsu_ajc","collection_title":"Atlanta Journal-Constitution Photographs","dcterms_contributor":["Hendrick, Bill"],"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Atlanta Journal-Constitution"],"dc_date":["1994-04-22"],"dcterms_description":["Printed on assignment sheet: \"Rep. John Lewis. 1994-04-22. Photo by Bill Hendrick.\""],"dc_format":["image/jp2"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Atlanta Journal-Constitution Photographic Archive;"],"dcterms_subject":["Politicians","African American Politicians","Civil rights workers","Long-term care facilities"],"dcterms_title":["Representative John Lewis advocating for long term care for eldery citizens, 1994"],"dcterms_type":["StillImage"],"dcterms_provenance":["Georgia State University. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digitalcollections.library.gsu.edu/cdm/ref/collection/ajc/id/14632"],"dcterms_temporal":["1990/1999"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":["Cite as: AJCP452-146e, Atlanta Journal-Constitution Photographic Archives. Special Collections and Archives, Georgia State University Library."],"dlg_local_right":["This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. In addition, no permission is required from the rights-holder(s) for educational uses. For other uses, you need to obtain permission from the rights-holder(s)."],"dcterms_medium":["color photographs"],"dcterms_extent":null,"dlg_subject_personal":["Lewis, John, 1940-2020"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1582","title":"Court filings concerning King Interdistrict School magnet designation, Arkansas State Board and Department of Education reinstatement, and Little Rock School District incentive 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":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1994-04-20/1994-04-30"],"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","King Interdistrict Magnet Elementary School (Little Rock, Ark.)","Little Rock School District","Arkansas. Department of Education","Education--Arkansas","Arkansas. State Board of Education","Educational law and legislation","Educational planning","Educational innovations","Education--Evaluation","Education--Finance","School management and organization","School board members","School integration","School employees","Court records","Magnet schools","Student assistance programs","Education, Elementary"],"dcterms_title":["Court filings concerning King Interdistrict School magnet designation, Arkansas State Board and Department of Education reinstatement, and Little Rock School District incentive 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/1582"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["83 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1586","title":"Court filings: Court of Appeals, brief for appellee, Little Rock School District (LRSD)","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":["1994-04-20"],"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","School districts--Arkansas--Pulaski County","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational planning","School boards","School board members","School integration","School management and organization","School enrollment","Stephens Elementary School (Little Rock, Ark.)","Washington Magnet Elementary School (Little Rock, Ark.)","King Interdistrict Magnet Elementary School (Little Rock, Ark.)","Magnet schools"],"dcterms_title":["Court filings: Court of Appeals, brief for appellee, Little Rock School District (LRSD)"],"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/1586"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["27 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1584","title":"Court filings: District Court, brief in support of motion for modification of desegregation plan","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["United States. District Court (Arkansas: Eastern District)"],"dc_date":["1994-04-20"],"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","School districts--Arkansas--Pulaski County","Little Rock School District","Education--Arkansas","Education--Evaluation","Educational law and legislation","Educational planning","School management and organization","School integration","Magnet schools","Washington Magnet Elementary School (Little Rock, Ark.)","School buildings","King Interdistrict Magnet Elementary School (Little Rock, Ark.)","Stephens Elementary School (Little Rock, Ark.)","School enrollment","School facilities","Student assistance programs","Education--Finance"],"dcterms_title":["Court filings: District Court, brief in support of motion for modification of desegregation plan"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1584"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["40 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1585","title":"Court filings: Court of Appeals, brief for appellee, Pulaski County Special School District (PCSSD)","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":["1994-04-18"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--Pulaski County","Little Rock School District","Court records","Stephens Elementary School (Little Rock, Ark.)","Education--Arkansas","Education--Evaluation","Educational law and legislation","School management and organization","School integration","School districts--Arkansas--North Little Rock","School buildings"],"dcterms_title":["Court filings: Court of Appeals, brief for appellee, Pulaski County Special School District (PCSSD)"],"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/1585"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["54 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1219","title":"Little Rock School District Court Submission","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":["1994-04-15"],"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 law and legislation","Educational planning","School improvement programs","School integration","Student assistance programs"],"dcterms_title":["Little Rock School District Court Submission"],"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/1219"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SCHOOL DISTRICT  COURT SUBMISSION April 15, 1994 TABLE OF CONTENTS Executive Summary Review Process For Program Development Business Cases: Category I - Incentive Schools Page No. 1 2 4 Franklin Incentive School Communications Technology Theme 6 Franklin Incentive School Spanish Program Implementation 16 Rockefeller Incentive School Alternative Room Specialist 22 Rockefeller Incentive School Spanish Instruction 25 Rockefeller Incentive School Computer Science Theme 30 Rightsell Incentive School Spanish Instruction 43 Rightsell Incentive School Career Awareness and Mass Media Theme 46 Mitchell Incentive School Foreign Language Program (Spanish Teacher) 60 Garland Incentive School Multimedia Technology and Educational Research 64 Garland Incentive School Multimedia Technology Theme - Phase II 70 Stephens Incentive School Spanish Teacher 80 Business Cases: Category II - DesegregatiQn Plan/ADE 82 English As A Second Language (ESL) Program 84 Language Arts and Mathematics 97 Applied Biology and Chemistry 106 Science Curriculum Revision 113 Foreign Language Program 118 Science Program 126 Business Cases: Category Ill - Related Desegregation/ADE 134 Science, Mathematics, and Reading: Statewide Systemic Initiative 136 Foreign Language K-12 Curriculum Articulation 144 Social Studies Department Secretarial Position 150 Romine lnterdistrict School Theme Specialist 156 Incentive School Immersion Spanish Program - First Grade Pilot Project 160 Executive Assistant for the Associate Superintendent for Desegregation 165 Student Assignment Office Reorganization 174 1990-95 Revenue and Expenditure Projection (Draft 1) 204 Schedule of Major Budget Adjustments 206 Proposed Deficit Reduction Measures 208 Appendix A 209 Appendix B 210 Appendix C 211 Appendix D 212 Appendix E 213 Appendix F 214 I TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT WEST MARKHAM AND IZARD LIT1LE ROCK, ARKANSAS April 25, 1994 Board of Directors ' - He~~ndent Proposed April 15, 1994, Court Submission Provided for your review is a copy of our proposed April 15, 1994, Court submission. Included are the business cases for programmatic additions,@eletfo) or modifications that are reflected in the budget and major budget adjustments ind uding projected revenue increases, projected revenue restrictions, and proposed deficit reduction strategies and rationales that identify the steps and timelines the district will follow in the implementation process. ---- 1 I. II. Ill. IV. / REVIEW PROCESS FOR PROGRAM DEVELOPMENT Business Cases Process/Guidelines PROCESS START FINISH DATE DATE Initiate process for progq1m modiflcation/development@etioiD 11-15-93 11-19-93 Review procedures for program modification/development 12-06-93 12-16-93 @_letio~ with budget managers Remind program managers to submit business cases 01-04-94 01-05-94 Develop process for review of business cases 03-01-94 03-01-94 A. Develop Response Ratings Format 03-03-94 03-08-94 1. Mission Statement and Goal Support 2. Desegregation implementation support 3. Quality of need 4. Quality of recommendations 5. Funding category B. Establish schedule for review of business cases. 02-28-94 03-22-94 C. Identify presenters/notify presenters of date of 02-28-94 03-22-94 presentation D. Present Cases 03-09-94 03-24-94 E. Resubmission/Modification of cases, as needed 03-14-94 03-24-94 PARTICIPANTS Superintendent's Council Manager - Support Service /Budget Managers Superintendent Director - Planning, Research and Evaluation Director - Planning, Research and Evaluation Superintendent's Council Superintendent's Council Principals/Program Managers/Specialists Principals/Program Managers/Specialists REVIEW PROCESS FOR PROGRAM DEVELOPMENT Page 2 PROCESS F. Review for content and establish need for program addition/modification/deletion G. Review criteria for funding ,), 1 . Desegregation and State requirements 2. Non-desegregation/ADE but Essential to mission and goals of LRSD H. Establish priority for funding ~ 1. Required: Desegregation and ADE requirements . 2 . Not required: Essential to District V. Forward to Manager of Support Services for inclusion In first draft of proposed budget. VI. Submit council approved business cases to Board of Director for Review. VII. Advise presenters of status of proposed business cases VIII. Special Board meeting to review/approve business cases (program additio~ odificationl IX. Submit Board approved business cards to Court. - START FINISH DATE DATE PARTICIPANTS 03-09-94 03-29-94 Superintendent's Council 03-17-94 03-17-94 Superintendent's Council 03-17-94 03-29-94 Superintendent's Council 03-17-94 03-17-94 Superintendent's Council 03-29-94 (4-15-99 z/zB/111- s/zt/t'I Superintendent 04-14-94 04-18-94 .. Superintendent 03-29-94 04-15-94 Superintendent and Board of Directors 04-15-94 Superintendent and Attorneys 1. 2. 3. 4. 5. 6. SCHOOL Franklin Rockefeller Rightsell Mitchell Garland Stephens =---- BUSINESS CASES CATEGORY I - INCENTIVE SCHOOLS (Required - Double Funding) ITEM Theme 1.0 Spanish teacher 1.0 Aide - Alternative Classroom Specialist 1.0 Spanish teacher Technology Theme Implementation .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher .5 Spanish teacher Technology Theme Implementation .5 Spanish teacher No impact on Incentive School Budget 4 AMOUNT $40,000 25,000 12,000 25,000 75,000 (maximum) 12,500 75,000 (maximum) 12,500 12,500 75,000 (maximum) 12,500 ~ -  1/11, ~(J 0 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Franklin Incentive School - Franklin Davis BUSINESS CASE. _ ___\nT.\n.:\nhe=m:.:..e -=-I=mp:..:..l=em=e:.:..:nt:.:.at.::..:i..::\non:.:...._ ____________ _ PROGRAM STATUS: [il Addition D Deletion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: u) Yes O No REQUIRED OR SUPPORTS STATE REQUIREMENTS: Q Yes D No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESTED LEVEL OF FUNDING _ ____\n:$...\n..40\"-\",~oo\n..\n.o __________ _  ' RECOMMENDED LEVEL OF FUNDING_...\n..$:....\n4..\n..0,,:..\n.0..\n..\n00'--___________ _ ) . i I ---- ,,,... , ,I 11 ' \"\n(  Submitted by 1 ,. _ _,/ / ,' / ~ \" 1 _, Superintendent HPW/lks/ST ARPT.BC 5 BUSINESS CASE FRANKLlN lNCENTIVE SCHOOL COl\\.11\\.fUNICATIONS TECHNOLOGY THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long term desegregation plan. Each incentive school was required to develop and implement a school theme. In support of the desegregation plan and a commitment to the teaching and learning process, Franklin Incentive School identified a communications technology theme. In order to accommodate budget restraints, the communications technology theme implementation -should- be implemented in phases. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides quality training and learning for teachers and students. This business case includes the first phase of implementation of the plan for Franklin Incentive School. BACKGROUND Franklin Incentive School parents, students, and staff were surveyed in the spring of 1993 to select a theme. Franklin has had a history of computer technology in the LRSD and was approved as a communications technology school. A theme specialist was hired in April and resigned from the position in August. A new specialist was hired to . help plan and implement an effective program that prepares Franklin students for present and future educational successes. A team of volunteers organized to form the Franklin Restructing ~ommittee. The Restructing Committee worked to define and guide th'e communications technology theme. Communications technology is defined as the science of utilizing tools, machines, materials, techniques and processes ~or the purpose of communicating. This includes, but is not limited to, computers, televisions, phone lines, and audio visual production. The purpose of this theme plan is to promote desegregation through the academic and social growth of students. Technology will be used as a tool to expand and refine the LRSD revised curriculum. Staff and students will focus on communication skills - listening, speaking, reading, and writing, as well as test-taking, study skills, and career awareness. Through the infusion of technology I I I I I I I I I I I I ' and the LRSD opportunities effectively. curriculum, to access PROBLEM DEFINITION students will be provided unlimited relevant information and communicate The Franklin Incentive School staff is aware that student needs and full potentials have not been realized. The Franklin population understands that the major goal of the theme plan is to desegregate the incentive schools. It is the goal of the Frankli~ Incentive School staff to play a major part in the desegregation effort by providing effective teaching methods, quality programs, and committed and caring personnel. The communications technology theme plan will aid in that effort. In a world in which technology has affected governmental and industrial operations, financial institutions, occupations, architecture, transportation, family roles, and leisure activities, it becomes further evident that one role of educators should be coaching students for present and future successes. Franklin teachers must equip students with tools that enable them to function and successfully compete in an ever-changing world. The program will begin with extensive staff development and maximum use of existing technology. Franklin will establish a  software and video library and be inserviced in computer, television, and video production literacy. Communication skills will be fully integrated . into the concepts and strategies of  the revised curriculum. Thematic units of study and planned activities will be developed that connect vocabulary, reading, li t _erature, listening, speaking, writing, editing, handwriting, grammar, mechanics, spelling, study, and vocational skills. Students will practice the skills of reading, writing, listening, and speaking through all subject areas and at each grade level. Tools of communication that will be implemented at each grade level are as follows: Pre-Kindergarten studen~s will use television technology to develop listening. speaking, and socialization skills. using situational role play. Regularly scheduled AETN early education programs such as \"Sesame Street\", \"Barney\", \"Shining Time\", and \"Lambchop\", help to teach these .skills. Interpersonal skills will be mastered based on the Arkansas Educational Television Network. Programs will be used to enhance the LRSD Early Childhood Education curriculum. An introduction to Spanish is taught through the use of picture-word association and family scenarios. Kindergarten and First grade students will continue to receive computer instruction in the Writing To Read Lab, as well as in the Jostens Computer Lab. Students will work to develop listening and speaking skills, letter-sound association, journal writing, math and reading skills. Television technology will be utilized for instruction using videos to support skills, classroom activities, 7 individual interests. The teacher maintains the role of decision maker, instructor, and monitor. Technology serves as a major tool and additional option for method of instruction. Students will view selected programs from the Arkansas Educational Television Network Instructional Television Program, Cable News Network, and other videos that enhance LRSD curriculum. Viewing will be used to introduce, reinforce, review or extend appropriate skills/lessons. Franklin will purchase blank video tapes and pay AETN $5.00 per tape to record the ITV program. Approximately 3 lessons can be recorded on each tape. Videos will be loaded from the Communications Technology Lab. Students will experience the alphabet, word picture associations, speech, handwriting, Spanish, French, communication skills, Language Arts, Social Studies, Science, and Math. -,- - -- -- The television monitor will also be used as a communication tool between the principal's office and the classroom. Students will announce morning and afternoon school news using a newscast format. Instructions and visitor introductions can be made via television monitor. Staff development will be needed. Second and Third Grade students will continue using the Jostens Lab as the resource room for computer education. Users will be tutored in reading and math skills. Additional time will be given in the lab to provide for practice in writing and editing. Student activities . are not separate, but they are an integral part of the LRSD curriculum. Television monitors will be used to introduce, reinforce, review and extend subject area skills in math computation and problem solving, Social Studies, Science, creative writing, spelling, literature, foreign language, grammar, and music. AETN ITV Curriculum will support LRSD curriculum through the use of pre-taped videos especially designed for classroom instruction. A description of the ITV database is provided. Other programs on AETN, CNN and other . stations will also be used to support student achievement. Student development wil1 -be needed. Fourth Grade students will receive instruction in the communication technology lab that will increase study skills, writing, keyboarding, and communicating with others by electronic mail. Instruction in the lab will be a direct outgrowth of the classroom. The classroom teacher and the theme specialist will collaborate to ensure that connections are made between the classroom and the lab. A liquid crystal display (LCD) panel will be used to project the computer screen so that all students can see what is being taught. Students will use the computer, the telephone line, and a modem to write and receive messages from other classrooms and schools across the nation and world through the use of electronic mail. In the communications technology lab each student will begin to develop a 8 computerized writing portfolio using a personalized diskette. Teachers and other specialists will emphasize communications skills through the use of Compton's Multimedia Encyclopedia Program in the Franklin Media Center and Jostens Computer Lab. Students will be able to check out laptop computers to be used at home. ITV resource database will support writing, communication, study and research skills in the classroom. Instructional Television programs support all areas of the LRSD revised curriculum. students will be exposed to many other topics through research and extension. The emphasis for Fifth Grade students will be on publications. students will use the communications technology lab to create newsletters, journals, literary works, and pamphlets to be distributed and shared throughout the school  and  community. A computerized writing portfolio will be continued at this level. Sixth Grade students will be immersed in video production in the communications lab. The process of producing a video strengthens the skills of writing, reading, listening, and speaking and provides activities at the synthesis and evaluation levels of learning. students learn to locate, use, and actually produce information. Instructional television will be used at all levels to support the revised curriculum. Videotapes from AETN will be carefully selected by teachers working with the theme specialist to ensure correlation with classroom units. Specialists and teachers will teach communication skills. Debate, public speaking, listening, creative expression, and communication etiquette will e modeled by staff members and practiced by students. Instruction in Spanish and Career Awareness will be included in the communications technology program. Staff development will be needed. A?lALYS'IS OF ALTERNATIVES Franklin School considered several alternatives in order to implement the theme plan. Options are: 1. implement the entire project at all levels 2. implement phase 1 of the project 3. buy no additional equipment, but provide staff development with teachers using resources that are already available. It was crucial that the most effective and efficient method be sought to meet the needs of the Franklin population. Even though Franklin has a large computer lab, the technelogy supports a networked system which can not be used to support telecommunications, extensive LOGO writer software, and other multimedia programs. The Media Center has a very limited number of 9 I I computers and television monitors, and is incapable of offering communications technology to the entire school population. The success of the Writing To Read program is dependent upon sufficient training of teachers. To best meet the needs of Franklin Incentive School students, the decision was made to implement phase 1 of the project. Phase 1 provides for the creation of a communications technology lab. RECOMMENDATION It is recommended that the district implement phase 1 of the Fra\n,P-_k~n Incentive School Communications Technology Plan during the 1993-'4 school year. The rationale for this recommendations is that this phase of the theme provides:  * A communications technology lab that houses 4 independent computer work stations with hard drives capable of networking, word processing and publication. A printer, telephone line, modem, and LCD panel, and software encourages students to develop listening, speaking, reading, and writing skills. * A video production lab that is a part of the communications technology lab. Students will use cameras, software, and a television monitor to begin the creation of their own videos and movies. They will use skills used to produce, develop, and edit their own film. This phase includes hardware and software, in addition to video equipment needed. * Staff development to support the Writing To Read Lab for Kindergarten and First Grade classrooms, a writing portfolio assessment for grades 4-6, and thematic units. To fully implement the communications technology theme plan within LRSD budget constraints, a two phase process is recommended. Jj\n.. ~recommended that the district implement phase 2 during the 19~=g~ school year. The rationale for this recommendation is that this phase provides: * A video distribution center that includes 35 television monitors in the classroom and specialist' areas, 3 video cassette recorders, multiplexor, cable, distribution amp, brackets, and a video library. * Staff development to support television technology, appropriate use of software, personnel hired after training. 10 OBJECTIVE The objective of this recommendation is to better support the LRSD' s desegregation plan by implementing Phase 1 of Franklin Incentive School's communication technology theme. This technology will assist students in accessing relevant information, connecting subject areas, fostering creativity, and developing listening, speaking, reading, and writing skills to become effective communicators. Evaluation Criteria Progress will be monitored by the following criteria: * Increase use of thematic teaching concepts.   * Increased use of ABACUS and other technology to manage student progress and improve instruction. * Increased recruitment of white students with the assistance of LRSD Recruitment Office. * Increased overall standardized test score in Language Arts. * Increased student interest in learning through the use of technology. * Parental attitude and interest toward the use of technology will be surveyed. IMPACT ANALYSIS Communications technology is a powerful tool that is designed to enhance teaching and learning. The LRSD revised curriculum focuses curriculum, but teachers and students will give it meaning. Technology helps to m1n1m1ze recordkeeping and consistently sequence learning. It serves as a tutor and as tool for selfassessment. The most powerful characteristic is that technology is a medium for communication between students. It ensures interest, creativity, sharing, and achievement. The development of communication skills is essential. This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation. Court Order Implementation of this plan would allow the school and district to demonstrate compliance of court order to develop a new theme which does not duplicate any existing incentive school theme. 11 Political Factors The district can receive favorable responses from the court and schools if resources are provided to implement this theme. Risk The equipment and software provided by implementing phase 1 of this plan can be transferred if necessary. The additional funds requested for this phase and future phases will be viewed as a wise investment in technology. Should the distract decide not to support this system, an alternative plan will need to be developed ~or the communications technology component of Franklin's theme. Timing In order for the Franklin Communications Technology theme component to be in place by the beginning of the 1994-95 school year, the purchasing process should begin as soon as possible. It is necessary to bid, receive, and install before the next school year begins. RESOURCE ANALYSIS Provided . is a listing of hardware. and software that must be purchased__to implement phase 1 of the communications technology theme plan into Franklin School. Included is the projected budget for staff and student development and the need for additional personnel. PROJECTED BUDGET Communications Technology Lab 4 computers workstations desk/chairs printers Telecommunications system 3 9600 capacity modems 1 Phone Line 1 LCD Panel Video Productions 1 Camcorder Panasonic Camera/Recorder AG-185U Tripod 2 VCR Recorder/Player @420.00 each Sharp Professional Cassette Recorder TV Monitor Panasonic Video Monitor CT2083T Tape Recorder Califone Recorder 527DAV 12 $10,000.00 600.00 1,000.00 4,000.00 1,500.00 100.00 840.00 500.00 150.00 I Microphone Omni 839 APPLE IIe Computer VCR Companion Video Overlay Card for APPLE IIe Still Video Camera Furniture for Lab Staff Development TOTAL 13 150.00 900.00 100.00 400.00 1,800.00 3,000.00 15,000.00 $40,040.00 FORCE FIELD ANALYSIS Primary supporters will be students, staff, and patrons of Franklin Incentive School. Other supporters will be those in the community who want to see successful themes implemented in the incentive schools and those who feel that it is important for students to have access to state-of-the art communications technology. Primary detractors will be limited to those who feel that the expense of the communications technology theme may not be justified. Information should be provided to them that will allow them to see the advantages of commnication through various technologies and to see progress Franklin students make after implementation. GENERAL IMPLEMENTATION PLAN TIMELINE Date 3/94 4/94 4/94 5/94 5/94 6/94 6/94 6/94 Activity Person(s) Responsible Plan presented to Board Superintendent of Directors for Approval Bid for Hardware/Software Purchasing Opened Hardware/Software Ordered Purchasing Hardware/Software Installed Additional material/supplies ordered Staff Development begins on-going monitoring/assistance provided Evaluation c~ current theme implementation 14 Vendor Theme Specialist Theme Specialist Vendor The~e Specialist Principal Theme Specialist curriculum Supervisors Princioal Theme Specialist Teachers Cur!\"iculum Supervisors SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Franklin Incentive School - Franklin Davis BUSINESS CASE_ __S. .\n...pa_n_is_h_T_e_ac_h_er_-_1_.0_F._T_.E_. ___________ PROGRAM STATUS: [il Addition D Deletion O Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: 0 Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: [il Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT:  Yes  No REQUESTED LEVEL OF FUNDING __ __,\n$_25-=,'--00_0--=-(a _v_er_a.,._ge_s_a_la _r-=-y'-) ______ RECOMMENDED LEVEL OF FUNDING $25,000 (average salary) f- -i-() 7/rJ .1 p f - ~,,~.,,...,-. Submitted by ______,.. ..-_v/ \\l_ .___, _ _ Superintendent Hf'WAks/STAR!'T.BC 15 BUSINESS CASE FRANKLIN INCENTIVE SCHOOL SPANISH PROGRAM IMPLEMENTATION EXECtJ'l'IVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long term desegregation plan. Each incentive school, was required by the desegregation plan, to implement a spanish program. A plan of action is required to implement the spanish program in a way that totally supports the desegregation plan and provides quality training and learning for students and teachers. - BACKGROUND Franklin School began as an Incentive School prior to the beginning of the 1991-92 school year. Franklin Incentive School is currently serving 325 students in grades PK-6. The majority of the student population at Franklin Incentive School has not had the opportunity - to be exposed to any language other than standard English. Due to Franklin becoming an Incentive School in August 1991, a Spanish program was implemented to service interested students in grades 4-6 through the Extended Day program. The teacher was inserviced through the district and provided with Spanish teaching tapes. Franklin Incentive School was unable to provide Spanish instruction to all students due to the lack of a certified Spanish teacher. Many interested students were denied Spanish instruction due to the lack of specialized teacher training. In January of 1994, the LRSD provided Franklin Incentive School with a certified Spanish teacher to service only 1st grade students. Al though Franklin is considered the home base for this teacher, the teacher services all 1st grade students attending an Incentive school in the Little Rock School District. PROBLEM DEFINITION Although students in grades 4-6 Extended Day program are offered Spanish instruction, only a limited number of students are accepted due to a mandated student:teacher ratio. We currently have only one trained, but un-certified in Spanish, teacher working in the Extended Day program. 16 PROBLEM DEFINITION - continued Due to the LRSD providing only one certified Spanish teacher to travel between 6 school, our Franklin Incentive School students are receiving inadequate services. Many students are unable to receive Spanish instruction due to the lack of a certified Spanish instructor. ANALYSIS OF ALTERNATIVES A survey was provided for certified personnel and parents of Franklin Incentive School students to determine  the interest and need of the Spanish program mandated by the LRSD's desegregation plan. Of the 28 certified teachers responding to the survey, 15 {54%) indicated that they felt Franklin Incentive School would benefit from the services of a Spanish teacher. 13 {46%) certified teachers indicated they did not believe a Spanish teacher would be -benefic:tal to the total school program. The majority of certified teachers favoring the Spanish program - indicated a 1/2 time Spanish teacher would be adequate to meet the - - -~ ~- needs of Franklin--i:ncentive School students in grades 1-6. Of the 70 .~arents responding to the survey 50 (71%) indicated that they felt -their Franklin Incentive School students would benefit from_ the services of a Spanish teacher. - The majority of parents also favored a 1/2 time Spanish teacher to service their students needs. RECOMMENDATION It is recommended that the LRSD implement the hiring of a 1/2 time certified Spanish teacher to service Franklin Incentive School students in 'grades 1-6. Due to the results of the survey provided to certified teachers and parents it has been determined that: *A 1/2 time certified Spanish teacher would be adequate to service all students in grades 1-6 with minimal additional pull-outs. *Every student in grades 1-6 will be introduced to the Spanish language and culture. 17 RECOMMENDATION - continued *The district will be in compliance with the court ordered Desegregation Plan with the hiring of the Spanish teacher. OBJECTIVE _The obj ec.ti ve of this recommendation is to better support the LRSD's desegregation plan by implementing the Spanish program at Franklin Incentive School. The district as well  as the school needs this program in preparing our students for the future. The Spanish program used appropriately will capture the minds of our students and provide exciting presentations to motivate and encourage students to learn and master the Spanish language. Evaluation Criteria  -----==- - '~ *Increased -student awareness of other cultures - *Increased number of students exposed to a foreign ~---=-- ~ language._ =_  --~- - =- ~_:-.=--=:.  ~ -- - - *A-quality foreign language program will have a positive __ --~ _impact on the recruitment of white students to --  _Franklin Incentive School. ..::. L-= =....:.a -=-In_c\n:reased parental involvement due to increased =--  - :\n_ - student interest. *Quality thematic units using cross cultural objectives. IMPACT ANALYSIS will open new doors for students at Franklin The potential for improving the goals of be enhanced by the implementation of a quality The Spanish program Incentive school. desegregation will Spanish program. Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing the Spanish program. Court Order Implementation of this plan would allow the school and District to demonstrate compliance of court order to establish the Spanish program. 18 IMPACT ANALYSIS - continued Political Factors The district can receive favorable responses from the court and schools if resources are provided to implement this program. Risk Should the district decide not to support this program, the results can be very damaging as the district will be out of compliance with the court ordered plan. In addition to this, current  and future students of Franklin Incentive School will be deprived of an opportunity to develop a foreign language due to the absence of a Spanish program. Timing The hiring of a 1/2 time Spanish teacher should be made prior to the beginning of the 1994-95 school year. Plans must be complete in order to have a successful program in place. RESOURCE 1.NALYSIS Personnel Analysis-- The hiring of a 1/2 time Spanish teacher at Franklin In~entive School will have a positive impact on 200-250 projected stuaents in grades 1-6. The hiring of a 1/2 time Spanish teacher will not require the hiring of additional support staff. The LRSD Human Resources department along with the LRSD Foreign Language department will be instrumental in the recruitment of potential applicants to be interviewed by the Franklin Incentive School staffing committee. 19 FORCE FIELD ANALYSIS Primary supporters will be students, staff, and patrons of Franklin Incentive School. Other supporters will be those in the community who want to see successful foreign language programs implemented in the incentive schools and those who feel that it is important for students to have access to the benefits of foreign culture. Primary detractors will be very limited to those who feel that the expense of the foreign language program may not be justified, and -t-h i=c:: who fc:u:l hn nnni i nnl i:: mic:,n 1111 - 11 i= n,, ne\u0026gt; n r o,:: from the basis educational program. GENERAL IMPLEMENTATION PLAN Date 3/94 4/94 7/94 8/94 8/94 ongoing Activity Plan presented for approval Advertisement and Recruitment if Spanish teacher begins Final selection of Qualified Applicant Implementation of 1/2 time Spanish program Evaluation of Spanish Program 20 Person(s) Responsible Principal/ superintendent Human Resources Franklin Staff Committee Principal Spanish Teacher Franklin Staff Principal Vice-Principal Franklin Staff Monitors SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITrLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rockefeller Incentive School - Anne Mangan BUSINESS CASE. ___ _\n_\nA:..:...\nlt=e.:...:.rn=a.:..:ti'--',\nve::....:.:.:Ro=o=m~S=pe=c.:..:a:i: ..:...l, .:..s:: ~t ___________ PROGRAM STATUS: [3 Addition D Deletion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: G) Yes D No REQUIRED OR SUPPORTS STATE REQUIREMENTS: [il Yes D No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: D Yes D No REQUESTED LEVEL OF FUNDING $48,000 -------'-------------- RECOMMENDED LEVEL OF FUNDING $12,000 __ __\n__ ____________ }  r_1 07 f- ,,.. A S b  db -' J --(\n/ ,1 1 \u0026lt;Z- ,J I' L-- ~ .,,.,,_ u m1tte y----~~=----1:--../\\..,,'----- Superintendent HPW/lb/ST AIU'r.BC 21 LITTLE ROCK SCHOOL DISTRICT ROCKEFELLER INCENTIVE SCHOOL 700 East 17th Phone 324-2385 Little Rock, Arkansas 72206 ROCKEFELLER INCENTIVE SCHOOL, I. BUSINESS CASE FOR ALTERNATIVE ROOM SPECIALIST A. BACKGROUND During the 1991-92 school year, Rockefeller established an alternative classroom setting where students with behavior problems would go for short term stays with continued instruction rather than be sent home. Teachers provided plans for the students, work was collected and grades were recorded during this period of time. An instructional aide manned this program. During the 1992-93 school year, the program was discontinued because we couldn  t spare the instructional aide and did not have anyone fully qualified to devote full time to this duty. Also, space for an alternative classroom was not available. I made a request for upstairs space to be finished out for classroom space but Doug Eaton\nDirector of Plant Services, did not recommend the change. That space is heated and cooled, equipped with intercom, and proper lighting but because an electrical panel was in that area, Mr. Eaton, did not think it was advisable. During the 1993-94 school year, an alternative specialist was not available. B. PROBLEM DEFINITION The learning process for all students and instructional process for teachers is interrupted by those students who choose to behave inappropriately. The behavior is disruptive and detrimental to the educational programs. A plan needs to be in place that will assure that nothing interferes with the teaching or the students learning. C. ALTERNATIVES 1) Make no changes in the school program and continue to handle discipline problems as presently done. 2) There are children who need additional assistance working through inappropriate behavior. The behavior exhibited in the classroom, hallways, lunch room, playground, or special activities prohibit the teacher from 22 teaching and/or the students from learning. This assistance could be provided by an alternative specialist. 3) Hire instructional aides instead of the specialist to assist with improving behavior and to work toward eliminating behavior sanctions. 4) Children who violate the Little Rock School District's guidelines for responsible behavior and who, by following the rules and consequences outlined in the handbook, would continue to be sent home or suspended. Children do not gain educationally when sent home as punishment for bad behavior. 5) Habitual offenders can be routed through the office of the LRSD hearing officer. 6) Allow a non-certified instructional aide to be in charge of a time out/alternative classroom and let it serve as a \"holding place\" for students to be until they decide that their behavior can be improved. 7) Hi re an alternative specialist who could serve in that capacity assisting students and teachers in establishing good/acceptable behavior. D. RECOMMENDATIONS Rather than hire a full or part time alternative specialist, the staffing committee recommends  hiring additional instructional aides (2 for primary and 2 for intermediate) so cla~ses will have additional aides with at least 60 hours of college credit. These persons will assist the regular classroom teachers with instruction and working with behavior problems. They will be available to work with the students in a time out setting when necessary. They would be required to go through behavioral management training such as positive discipline strategies, behavioral modification techniques. Social counseling/training would be desirable. They should demonstrate firm and fair  disciplinary skills. Staffing Committee: Delois Sykes - Joshua Intervenors Paula Grier - LRSD Representative Susan Hoover - Parent Charlotte Lee - Parent Marilou McMahan - 1st grade teacher Pat Holder - 2nd grade teacher Skip Gardner - 3rd grade teacher Francile Moore - 4th grade teacher Melvia Mathis - 5th grade teacher Judy Meier - 6th grade teacher Sharon Brooks - Assistant Principal Anne Mangan - Principal 23 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTI..E ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rockefeller Incentiv.e School - Anne Mangan BUSINESS CASE_ __Sp ._a_n ,s__h Te_a_ch_e_r -_1_._0 F_T. _.E _._ ___________ PROGRAM STATUS: (3 Addition  Deletion  Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: w Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: w Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESTED LEVEL OF FUNDING $25,000 (ave. teacher's salary) RECOMMENDED LEVEL OF FUNDING $25,000 (ave. teacher's salary) b J--,.p fl) LJ) / A , ~ /~J Submitted y F \\..,/ ,, '- ., ------=-su-p-en-:-.d-r-te-n-:-d-en_t ___ _ HPW /11:sJST ARPr.BC 24 LITTLE ROCK SCHOOL DISTRICT ROCKEFELLER INCENTIVE SCHOOL 700 East 17th Phone 324-2385 Little Rock, Arkansas 7~\n?.06 ROCKEFELLER INCENTIVE SCHOOL I. BUSINESS CASE FOR SPANISH INSTRUCTION A. BACKGROUND Spanish is the foreign language selected by the Little Rock School District to be taught in incentive schools. This was proposed in the Desegregation Plan and approved by the court. In the past, Spanish has been offered at Rockefeller in a variety of ways. It has been taught by the auxiliary teacher during the regular school day .to all grade levels and also during extended day. Saludos and Amigos video recordings with clear directions and lesson plans have been used as guidelines for effective instruction. The current situation is that parents and students were given a survey with extended day offerings (Spanish being one of the offerings) and they choose what they want and/or what their child wishes to participate in during extended day. Those students signing up for Spanish are assigned to take the class during extended day. A classroom teacher conducts these lessons. This is dealt with much in the same way as junior high or high school students making a selection from the course offerings - an elective. . In addition, the Little Rock School District has hired one Spanish teacher with high school certification who rotates days with the six incentive schools. He comes to Rockefeller and teaches Spanish to first grade students on Mondays and Wednesdays. Fridays are left open for make-up sessions or to work in other grade levels. A consultant, Dr. Armstrong, from UALR, assists the teacher with lesson plans. The teacher demonstrates adequate knowledge but his experience has been on the high school level. B. PROBLEM DEFINITION A fully certified foreign language teacher who has training or experience with elementary students is needed to provide a quality Spanish instructional program. If all grade levels must receive instruction, a full time specialist would be required to be able to fit it in an already very tight schedule. We must follow the guidelines mandated by state requirements on the amount of time that must be spent on math, language arts (reading, writing, spelling), science, and social studies. In addition there are pull outs for art, music, and P.E. as well as computer instruction. Chapter I reading and math, gifted, resource, speech, family life, wellness\nrites of passage, and numerous things also have to fit into the schedule. At the present time, the Spanish teacher is in the building for 1st grade instruction only and instructs two days a week for thirty minutes for each class. This is for three classes this year but we have projected sixteen 1st - 6th grade classes for next year. To schedule that many classes there will be a difficult time scheduling without cutting into the large language arts blocks that are desirable. C. ANALYSIS OF ALTERNATIVES 1) The staffing committee met to assess whether we need a full time or half time Spanish teacher. Representatives from Joshua Intervenors (Delois Sykes)~ District Staff Development Representative (Paula Grier), Parents (Susan Hoover and Charlotte Lee). One representative classroom teacher from each grade level (McMahan, Holder, Gardner. Moore, Mathis. Meier), administrators (Brooks and Mangan) made up the committee. 2) Identification of Alternatives: 1. Do nothing - leave Spanish instruction to extended day and student/parent choice for participation. 2. Require Spanish. offer during extended day. and rotate all students through the program for shorter periods of time. 3. Eliminate the requirement to include Spanish in the regular day curriculum by requesting a change through the court. 4. Offer Spanish to only one or two grade levels during the regular school day. 5. Hire full time Spanish instructor. Better able to work in with already full scnedule since more classes have been added since our first assessment. 6. Hire half time Spanish instructor. Very difficult to schedule when teacher is shared with another school and we are limited in having to squeeze it in on only selected hours and days. 7. Full time Spanish teacher teaching by grade levels reaching each group for 9 week periods of time. 26 D. RECOMMENDATION Action Recommended by the Staffing Committee: 1) The committee would first recommend that the district re-think the requirement to include Spanish in the curriculum. The district should ask the court to eliminate this requirement. The rationale is that the elementary students must build a strong foundation in reading, writing, and math in the primary grades with a continuous strengthening in those areas as well as science and social studies in the intermediate levels. The infusion of the Spanish component can be on each grade level. Interrogate learning experiences, where we use themes, can bring together the components of the core curriculum. The state is placing heavy emphasis on writing and comprehensive skills. The new testing program will reflect that as a focused area for measuring student success. Standardized test results reveal that students across the board have demonstrated a weakness in reading. 5th and 6th grade students already receive Latin instruction. Spanish is not an area in which children are tested. Teachers see results of more progress when they can spend the bulk of their time on the basics with the goal of raising self esteem, increasing academic improvement and reducing academic disparity. Adding another thing to the regular school day would cause the curriculum to be spread too thin. When surveys are returned very few parents and students select Spanish as their choice to participate in during extended day. We have to assign the students to that activity and, even then, we have had parents who_ have requested that it not be one of the activities assigned to their child. At the elementary level, most parents would prefer strengthening reading skills, love for reading library books, and comprehension of the written word. We fully respect the intent of the original recommendation for including Spanish in the incentive school curriculum. We fully support doing everything possible to prepare young children for the future and to pave the road toward present and future successes - especially being ready for a foreign language in junior high. However, we feel that data indicates that there is a far greater need for high levels of concentration on the basic skills. Offering a foreign language has not proven to be an effective desegregation tool. The Spanish curriculum has not yet been developed and to provide a foreign language for the sake of having one would only have a watered down version and not be the effective program that I know the district would insist upon having before it would be satisfied. 27 If this recommendation is not accepted by the district or the court, we recommend: 2) Hire one full time certified Spanish teacher with training and/or experience working with elementary students in order to offer Spanish to all grade levels (1st-6th). This recommendation meets the requirements as stated in the court approved desegregation plan. Budget must include money designated for curriculum development, training, materials, supplies, equipment, stipends for hired Spanish teachers to plan with one another and the Di rector of Language Arts/Foreign Language and last, ~stablishing a foreign language lab. If a certified Spanish teacher with elementary teacher training is not found and if a quality Spanish curriculum cannot be fully developed, it should not be offered as a part of the curriculum or offered only to the grade levels for which appropriate curri6ulum has been developed. 28 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITfLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER Rockefeller Incentive School - Anne Mangan BUSINESS CASE __T e_ch_n_ol_ o=gy_T_h_em_e_I_m.:_pl_e_me_n_ta_t_oi _n __________ PROGRAM STATUS: GJ Addition D Dele.tion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: [il Yes D No REQUIRED OR SUPPORTS STAIB REQUIREMENTS: [il Yes D No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESIBD LEVEL OF FUNDING __ =$1=9.::...1,i.::.18=5=--------------- RECOMMENDED LEVEL OF FUNDING __,\n_$...\n.75..:...:...\n00...\n_0....:(=ma\n_x...\n.im...\n_um=)--------- ,} 1n/JY() u:\n' A, fi., it-.. Submitted by __\n- -,---~-~:------- Superintendent H'f'W,11.:st.ITARPT.BC 29 LITTLE ROCK SCHOOL DISTRICT ROCKEFELLER INCENTIVE SCHOOL 700 East , 7th Phone 324-2385 Little Rock, Arkansas 72206 BUSINESS CASE FOR THEME INFUSION ROCKEFELLER INCENTIVE SCHOOL COMPUTER SCIENCE THEME EXECUTIVE SUMMARY The Little Rock School District is committed to a comprehensive desegregation plan which includes the development and implementation of themes for all incentive schools. The incentive schools are vital parts of the total plan whose goals are to achieve academic success for all children, to decrease the disparity of achievement among the sub-groups, to create an environment conducive for learning, and to achieve a good racial balance within the school population. Rockefeller Incentive School has the theme of computer science and uses this theme as a tool for achieving the goals. A. BACKGROUND Computer Science was selected as the theme for Rockefeller during the 1986-87 school year. Rockefeller was one of four schools to pilot a full computer lab with 25 computers. In addition, one Commodore computer was installed in each classroom. A computer specialist was hired to oversee the total computer program. The first year this was a part time position and the next year it changed to full time. In 1990, the district made a decision to remove themes from the incentive school programs. During the 1992-93 school year, a theme committee was established to re-determine what the theme for Rockefeller would be. A survey went out to all parents, from early childhood to sixth grade. The staff was also surveyed to determine interest, expertise, and feasibility of all alternatives. The results of the surYeys overwhelmingly supported returning to the computer theme. The Writing to Read Lab was added inventory and was used vd th Kindergarten classes. Compton's Multimedia Encyclopedia media center. 30 to the school and first grade was added in the After the choice for the theme had been submitted to the district and approved, the committee met to establish short and long range plans. Goals and objectives were outlined. i-fl detail that would support the district's revised curriculum. The committee made decisions about necessary equipment needed for the second phase of implementation for theme enhancement. The Commodore computers that had originally been provided in the classrooms were no longer up-to-date but were to be used as long as they continued to function with the available software. They would be replaced once they could no longer function properly. At the end of the 1992-93 school year, a cross section of the staff was selected to work for an extended time for theme development and refinement. During this week, staff previewed school software presently in the building and matched up software with the revised curriculum objectives. The committee previewed new software and expressed desires for software needed to enhance learning o'n all  subject areas. Guidelines were developed to present to the total  staff with objectives that would be a part of the school improvement plan for the coming year. The plan for phases of the theme development was established. At the beginning of the 1993-94 school year, a three day (August 11, 12, 13, 1993) intensive inservice was held for the entire staff. Seventeen new IBM compatible computers, nine printers, and seven computer stations for the classrooms had been purchased from the school budget and installation was completed during the first quarter of the school year. The following activities have been developed to implement the Computer Science Theme: * A certified teacher has been hired as the school theme specialist. * The computer theme specialist provides training sessions twice a month for all staff members. * The theme specialist conducts classroom sessions and provides software for classroom computers that support the curriculum.  * The specialist catalogs software and maintains a library of available materials. * Repair and trouble shooting is included within duties of the specialist. Keeping up-to-date materials and supplies (ribbons, paper, etc.) in all classrooms and office is an added duty. * Reports are generated on the computer for Student Education Plans, Student Performance Profiles, and Home Communication Forms. 31 2 * Students are taught programming, keyboarding , graphic programs such as computer terminology. Instruction is word processing, Print Shop, and presentations are age appropriate. adapted so that * Computer Club is offered during the extended day. * A grade book program for teachers was developed. * Teachers offer an extension of the lessons taught and include projects, writing, development of bulletin boards, and use of software that supports the curriculum. * Specialists use computers to help them with reports and communication. , * Teachers use the computers to develop tests,~ home communication, recording grades for up-to-date grade averages.. ': * Instructional Assistants have received co~puter training and assist the teacher in monitoring students using the computer. B. PROBLEM DEFINITION In order to fully implement the Computer Science Theme at Rockefeller Incentive School and in order to further develop the theme, a comprehensive plan must be in place. The major goal is to use technology to enhance the revised curriculum, establish a new and exciting method of learning the  basics, as well as providing opportunities for enrichment in all subject areas. Children must be challenged and provided positive experiences that will prepare them for the wonderful world of technology in which they now live and in which they will be entrenched in the work place of the future. At the present time, students on all grade levels are scheduled to attend the computer lab twice weekly with an additional time planned for students identified in the Chapter I program. The sessions in the lab are 30 minutes long and are divided in half with reading and math instruction. In other words, students get no more than 30- 45 minutes per week of reading instruction and the same in math in the computer lab. Test results clearly reveal  weaknesses in reading which impact not only reading scores but damage or lower test scores on other subject areas that require reading mastery skills. To achieve maximum mastery results, it is believed that a concentrated effort must be placed on this weakness. Use of technology supports our theme and would serve as the tool to provide this high level of concentration. Positive results would be expected in all subject areas. 32 3 r propoTsoi ngf:u lly implement the Computer Theme, the school is Phase I: (1) At the beginning of the 1994-95 school year, the distributive method of providing computer instruction will include expanding the present reading and math program for 1st-3rd grades in the classroom setting. This wil_l allow 30 minutes per day on the computer (150 minutes per week) in reading and extended time on math. There will be six computers in each of the nine classrooms. Each room will have a printer. Every primary student will experience technology every day as an integral part of instructii\n,p. An extension of the current software will be added with an integrated language arts program.  (2) Writing to Read and Josten Computer labs will be continued for Kindergarten students during the 1994-95 school year. (3) An Early Childhood Software Program for 3 and 4 year old children will be implemented. Two student stations and a printer will be provided for each of the four early childhood classes. (4) Fourth, fifth and sixth grade students will continue computer instruction in the computer  lab with continuous software related to the curriculum used on classroom computers. ( 5) Four teacher presentation computer systems should be purchased. This technology approach is an exciting technique that lets the teacher use interactive, full-motion video, animation, sound, text and graphics to support and enhance instruction in the classroom. (6) A full time lab attendant should be reinstated. There will be an additional host/file server to man and since the primary classes will be working on the computers daily rather than twice a week, more reports will be generated. Whole class instruction such as keyboarding, word proc-essing and programming, by the teachers and the theme specialist will be conducted more frequently in the lab setting. This has not always been possible since the lab time was so tightly scheduled. Also, the classroom teacher could send a group of children to the lab to work on assignments, especially those using Compton's Multimedia Encyclopedia. The lab attendant would be available to assist small groups. ( 7) Staff Development for teachers and instructional aides will be provided. 33 4 f Phase II: ( 1) The Josten computer lab will be up-graded. The current hardware is old and slow. No more upgrades may be supported by the current system. ( 2) -1'he distributive method for providing computer instruction to Kindergarten will be added along with an integrated language arts program. This will consist of nine student stations and software. (3) Intermediate grades will continue in the computer lab for instruction. (4) The computer lab will also be used for ' large, group sessions for students and staff. (5) Two computers will upgrade/replace Compton's Multimedia Encyclopedia in the media center. . (6) Three additional teacher stations - hardware and f software systems would be purchased increasing the number to cover one system per grade level. (7) Six printers will be purchased. Phase III: ( 1 ). Early Childhood Software will be purchased to meet the needs of three and four year old students. (2) Equipment and related programs to support the computer theme and assist in instruction will be purchased. This will include software extensions for thematic units as well as third party software. (3) The library will be automated so that it will provide access for library materials for students and teachers. This will extend the computer theme and better prepare the students to be better library users. (4) Fourteen teacher stations will be added to provide each teacher one for their class. (5) Nine additional printers will be purchased which will complete the purchases for one for each classroom. C. ANALYSIS OF ALTERNATIVES Consideration was given to a wide range of instructional possibilities that would support the computer theme and satisfy the essential component to increase achievement. Although most considerations were financially expensive, the gains of student mastery would make the investments worth the cost. The alternatives are: (1) We will make no changes in the way computer instruction is being delivered. Pro- Computer instruction will continue to be offered. Training of students/staff can continue. Con- Time spent on the basic learning system on reading is limited to 30 minutes per week. Children have to continue computer classes as a pull-out learning activity. 34s Making no change is not in the best interest of the children dn that it does not allow longer periods of time on identified weak areas. (2) Adopt the recommendation made in phases by beginning the process immediately. Pro- By phasing in the program, the proposal is financially more feasible. The expenses can be spread out over several years but still allow us to begin implementation immediately - by th~ beginning of the 1994-95 school year. The sooner it can begin, the greater the impact that can be expected to bring '' positive results. _  f Proof that we are making an honest effort to improve upon the theme and that the incentive school program is successful in making a difference. Con- Very expensive. (3) Implementation of Phase I only. Pro - Demonstrate that the district is working toward improvement of computer science theme. Students in first through third grades will receive more intensive focus on reading and math. The students will have at least 150 minutes per week on reading with the computer as opposed to the 30 per week they now receive. Time spent on math would be increased. The expected outcome for the change in computer use is increased academic achievement in the area of reading and all related subjects. Con - Limited -up-grading of the overall computer science theme does not result in total infusion of the selected theme. (4) Implement Phase I and the part of Phase II that at least up-grades the school lab. Pro- Primary students would receive increased time on the computer on reading and math. The full computer lab would be available for additional computer instruction of other subject areas/training of students in computer skills since it will free up the computer lab schedule. Training of staff in full lab setting will be possible. Equipment is up-graded in the lab. Equipment is seven years old and cannot be expected to last indefinitely. Less expensive than fu11 implementation. Con- Expense 35 \" (5) (6) Up-grade the computer lab only Pro- Replacement of equipment that is getting old and is slow. Allow us to run third party software. Use of lab for staff development. Con- Limited new technology introduced Students still have limited time on reading and math. It does not allow us time to schedule in adequate computer instruction for whole groups or third party software. Provide distributive method to all grade levels Pro - Discontinue pull-out for computer lab. Con- Difficult to schedule with intermediate classes who departmentalize. More expensive to purchase six computers for each classroom as opposed to up-grading _ the lab with 25 stations. D. RECOMMENDATION Rockefeller Incentive School requests that the Little Rock School District make provisions to up-grade the adopted theme. A solid foundation has been established. A full computer lab, Writing to Read Lab, computer lab stations with two computers and a printer in every classroom, beginning library of software, and the emergence of computer literate students and staff are already in the first stages of development. Computers at Rockefeller are already regarded as a friend and valuable tool. The recommendation of this business case includes: (1) We will implement the theme in three phases with the purchasing process to begin immediately. The overall proposal will provide capabilities to move computer instruction on the primary level from the lab to the classroom. As a result of this change, the larger computer lab will be made available for whole group sessions for the intermediate level classes using the Josten Basic Learning System as well as teacher training/staff development and for use with other software. The software will support the adopted Little Rock School District revised curriculum addressing primarily reading and math but not limited to those subject areas. (2) We will provide age appropriate software for three and four year old students. (3) We will expand and up-grade the existing reading/math software in the primary classrooms to include integrated language arts component. The benefits will include helping children build a strong foundation in the critical language skills that they will use for the rest of their lives: The experiences with interconnected language 3fi 7 r activities and emerging literacy will make learning fun and natural. (4) We will provide a new teacher presentation system that will allow teachers to use technology to help children meet learning challenges. (5) Security of the facility should be increased for maximum safety of the valuable equipment. At .the present time, continuing the distributive method to intermediate grades is not recommended for a number of reasons: . (1) A structured rotational use of centers in the classroom is not as frequently used on intermediate levels. (2) The desegregation plan requires departmentalizat-i.pn and strict rotation to computers every day would be r difficult to schedule. Each teacher teaches their own homeroom class reading in a 45 minute block and then the rotation by subject matter begins. This takes all day to complete. (3) Use of the distributive method would require a longer block of reading time than is recommended for intermediate students. If used, it would cut in to the required hours required by the state for each subject area. (4)Just as important, as a computer school, it is essential to maintain an up-to-date computer lab setting. This is necessary to achieve computer proficiency for students and staff. One of the major components of the school theme is to develop an interest, an understanding and a love for using technology. Instruction is far more effective if the students - no matter which sub group - can have hands-on capabilities in a lab. It is more meaningful and understandable when one can personally experience using the computer rather than just listening and watching a demonstration. E. OBJECTIVE I The objective of this recommendation is to support the Little Rock School Districts commitment to the desegregation plan by developing more fully the computer theme in innovative and creative ways. Evaluation Criteria: * Monitoring of student progress through technology using both the district's curriculum management system and the Josten Basic Learning System will be continued. * Up-to-date detailed computer printouts of student progress will be used to evaluate mastery and develop plans as needed. - 37 8 * Student achievement and mastery of reading skills will increase. as measured by the Stanford 8 test results. The year 1993-94 will serve as the baseline data. * There will be increased knowledge of co~puter technology for students and staff. . . ~ Teachers will increase use of technology which will increase teacher proficiency in instructional and administrative tasks. * Achievement results will attract parents and ~esult in positive recruitment efforts. ~\n. * The fact that Rockefeller is teaching and_ using technology  regularly for instructional purposes will be impressive and assist in recruitment. F. IMPACT ANALYSIS Desegregation This plan supports the requirements set forth in the desegregation plan requiring theme development and implementation Court Order The Little Rock School District would demonstrate good faith in complying with the court order to develop a theme and keeping it up-graded with current trends that will support the curriculum. Political Factors The Little Rock School District will benefit by establishing a valuable tool for recruitment and favor from the court by implementing the theme selected for the school. Risk If students are not exposed to technology at an early age, they will not be as prepared for the future that lies ahead for them in the work field or their chosen career/profession. Timing In order for the Computer Theme ~omponent to move to a higher level and make the necessary improvements by the i.\\,- 38 0 1994-95 school year, approval must be given by the Superintendent and cabinet and presented to the board~ After approval, the purchasing process must begin as quickly as possible so as to complete any bidding necessary, order selected equipment/materials, complete any necessary wiring, installation of equipment, and staff inservice training to be completed before the beginning of the 1994-95 school year. It would be essential to begin the program at the very beginning of the school year to obtain maximum results. The equipment in the computer lab is 7 years old and. although it has been no problem to us up to this date, it is understandable that the equipment cannot last indefinitely. Thus the request to up-grade the l~b -~s made. 39 REVISED PROPOSAL FOR THEME INFUSION FOR ROCKEFELLER INCENTIVE SCHOOL/COMPUTER. SCIENCE THEME MARCH 21, 1994 PHASE I - 1994-95 SCHOOL YEAR: Hardware 1 Unix File Server ....................... $20,816.00 Extra Enet Cards......................... 130.00 Lannet Repeaters. . . . . . . . . . . . . . . . . . . . . . . .  1 , 715. 00 Over 40/80/120 hardware ............... 1,617.00 10 Printers.. . . . . . . . . . . . . . . . . . . . . . . . . . . .  7,500.00 54 Student Stations for grades 1-3 .... 76,410.00 Sub-total for hardware ................. $108,188.00 Software .................... : .......... $70,997.00 Integrated Language Arts Software Staff Development Required Plant Services ........... Electrical Wiring Cables Personnel .............................. $12,000.00  Reinstate Full Time Computer .Attendant - one person o\"nlY ESTIMATE PRE TAX GRAND TOTAL-PHASE I .... $191,185.00 PHASE II - 1995-96 SCHOOL YEAR: Up grade the computer lab which will include: Hardware and Software 28 Student Stations: 25 Computers to up-grade computer lab 2 Computers for Compton's 1 Computer for Resource 4 Teacher Stations ESTIMATE PRE TAX GRAND TOTAL-PHASE II   $84,596.00 tlD PROPOSAL FOR PHASE III - 1996-97 SCHOOL YEAR 9 Student Stations for Kindergarten .. 3 Printers ......................... . 8 Student Stations-Early Childhood .. . Software Add-on Integrated Language Arts $13,500.00 2,250.00 12,000.00. Software-kindergarten ............ $10,800.00 Software for Early Childhood ......... 13,000.00 Staff Development.................... 5,000.00 3 Teacher Stations ................... 17,820.00 Required Plant Services Any additional electrical wiring/cables needed ESTIMATE PRE TAX GRAND TOTAL-PHASE III .... $74,370.00 PROPOSAL FOR PHASE IV - 1997-98 SCHOOL YEAR Automated Library PC for Inventory and Emulation Card .... $2500.00 4 Terminals@ 800.00 .................. 3200.00 2 Scanners @ 745.00 .................. 1490.00 Inventory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1100. 00 Printer................................ 400.00  $8690.00 Plus Tax............................... 521. 40 Total ................................... $9211.40 *Conversion of Records ................. $6000.00 Plus Tax .......... ..................... 360.00 Total ..,. ............................... $6360. 00 * 12,000 volumes multiplied times$ .50 per record $9211.40 + $6360.00 = $15,571.40 4 Teacher Stations ................. $51,808.00 ESTIMATE PRE TAX GRAND TOTAL-PHASE IV ... $67,379.00 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER _.: .:..Ri\n.,\nr.g.:.:.\nht=s=e1 :..:.1.....:I:.:.:n=ce=n..::..it: ..:.v.::..e- =S=ch=o-=-o1 :,__,--=S=ha=r=on~Da=v...\n..\ns\n..i BUSINESS CASE_ _ _ _S ....._p_an_i_sh_T_e_a..\n._ch--e_r -_._ S _F_.T _. ..\n..E ____________ PROGRAM STATUS:  Addition  Deletion  Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: [il Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: Q Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT:  Yes  No REQUESTED LEVEL OF FUNDING __$ --1_2._,5_00........:...(a_v_e._te_a...\n..ch--e_r--'s_s_a_la_r. .y...,._ _) ___ RECOMMENDED LEVEL OF FUNDING $12,500 (ave. teacher's salary) ----'---'--------...::...:...----- Submitted by h-0/u r.'--f L ~.,,._,,-. ------------------- Superintendent 42 LITTLE ROCK SCHOOL DISTRICT RIGHTSELL ELEMENTARY SCHOOL 911 West 19 ..... Street Phone 324-2430 Little Rock, Arkansas 72206 RIGHTSELL INCENTIVE SCHOOL I. BUSINESS CASE FOR SPANISH INSTRUCTION A. BACKGROUND Spanish is the foreign language selected by the Little Rock School District to be taught in incentive schools. This was proposed in the Desegregation Plan and approved by the court. In the past, Spanish has been taught during extended day and during the Saturday program. Saludos and Amigos video recordings with clear directions and lesson plans have been used as guidelines for effective instruction. Currently Spanish is taught by the auxiliary teacher during the regular school day. Grades 2 - 6 received thirty minutes of instruction once a week. The Saludos and Amigos program was used for instruction. Spanish is also offered during extended day. In addition, the Little Rock School District has hired one Spanish teacher to work with first grade students in the incentive schools. This teacher comes to Rightsell on Tuesdays and Thursdays and works with each first grade class (2) thirty minutes session per week. Fridays are left open for make-up sessions, for work with teachers/programs and to work with other grade levels. A consultant, Dr. Armstrong, from UALR is assisting in program implementation. B. PROBLEM DEFINITION A fully certified foreign language teacher who has training or experience with elementary students is needed to provide a quality Spanish program for grades 1 - 6. C. ANALYSIS OF ALTERNATIVES 1. The staffing committee met to assess whether we need a full time Spanish teacher. Representative from Joshua Inventors (Delois Sykes), LRSD Representative (Dr. Randy Glenn), Parent (Robert Cook), Classroom Representatives from primary, intermediate, (Rosalyn Zeigler), (Jackie Kesler), School Specialist (Phyllis Lamb), School Administrator (Sharon Davis). 2. Identification of Alternatives: 1. Do nothing leave Spanish instruction to extended day and to the auxiliary teacher who does not have foreign language certification. 3. Eliminate the requirement to include Spanish in the regular day curriculum by requesting a change through the court. 4. Hire half-time Spanish teacher that will be able to adequately implement a Spanish program that will benefit all students at Rightsell. 5. Offer Spanish to only one or two grade levels during the regular school day. 6. Hire full-time Spanish instructor which would ,require additional salary. RECOMMENDATIONS This committee recommends a part-time certified Spanish teacher with training or experience working with elementary students. RATIONALE FOR THIS DECISION 1. Half-time teacher will provide adequate instruction and exposure to language and culture without spreading the regular curriculum too thin. 2. Foreign Language program as outlined in the incentive portion of the Desegregation plan can be implemented effectively with a halftime teacher considering the size of Rightsell's population. 3. Other instructional methods can be employed to strengthen a foreign language program without taking more time from the regular curriculum. Some instructional methods identified were: Learning centers Integrating Spanish instruction in Music Class, P. E. Class and in Social Studies Classes Spanish Software 44 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITILE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCH 00L AND/0 R PROGRAM MANA G ER_ __:_:.R ,. :..\ni g~ht ::.:s.=..e1 :....:.1_ :I:..:.:.nc:::..::e:.:..:.nt::..:.i.:...\nve=-----=S=ha::.:..r=on.:....=Da:..:..v.:..:s:i '---- BUSINESS CASE __T .:..::e=ch=n=o1 .:..::o=gy.._.:..:Th=e=me::.....:.:,Im=p-'-\"e1= me=n,_,,_,ta::.l:t'-'--'io...,_.n __________ PROGRAM STATUS: G] Addition D Deletion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes D No REQUIRED OR SUPPORTS STATE REQUIREMENTS: G] Yes D No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESTED LEVEL OF FUNDING $125,732 ----'-------\"---'------------- RECOMMENDED LEVEL OF FUNDING- -$- 7-5,0-00- (-ma'xi-mu-m)- --'---------- ) : ~-,0 //'l (\n\" .-\nSubmitted by __ 11_- ____,, _,. _ ,_ _.-\u0026lt;_. _\u0026lt;- _/\\..,_..._ _ Superintendent HPW /ll:sf.IT ARPT.BC .. '  45 BUSINESS CASE RIGHTSELL INCENTIVE SCBOOL CAREER AWARENESS AND MASS MEDIA THEME EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the local learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's longterm desegregation plan. Each incentive school was required to develop and implement a school theme. Rightsell Ipcentive School identified a theme of Career Awareness and Mass Media Technology. The career Awareness component has been in place since the beginning of the 1993-1994 school year. This business case addresses the first phase of implementation of the Mass Media component. A. BACKGROUND Parents, teachers, administrators and community volunteers selected the \"Career Awareness and Mass Media Technology Awareness\" theme to provide learning opportunities that would foster positive social growth and produce responsible and productive citizens. The building level theme development team reviewed the four core areas of the Little Rock School District curriculum and decided that Language Arts and Social Studies were areas that would support both the Career Awareness and Mass Media Technology. The following activities have been developed to implement the Career 'Awareness Component of the theme as follows: * Learner Outcomes for the Career Awareness Theme component were developed. * career Clusters were identified at each grade level. The cluster areas selected will create readiness for the Secondary-Level Applied Academics Program or occupational/Technical Specialty Area. our program, like the Arkansas Tech Prep Plan Establishes Higher Expectations of All Students by Integrating Academic and Vocational (Career) Education. The Rightsell Career Awareness curriculum offers a sequential program of study for all students. Our thrust is to eliminate the need for low-level unconnected academic and vocational courses. * social Skills Training, a skill development program, was designed to target behaviors that students need to be successful in areas such as responsibility, problem solving, goal setting, and decision making. The .-, .- 4 G I. \\.,' * * * counselor, classroom teachers, specialist, and resource speakers teach the skills 6n a daily basis and reinforce them continually throughout the year. Industry Site Visits, field trips, Industry Adoption Programs, and Youth leadership organizations/clubs were implemented. Equipment and related programs to support the Mass Media Technology component were implemented - Closed Circuit Television, Rightsell Channel 36, Cable in the Classroom Program-Storer Cable, Extended Day Newspaper-Using Aldus Pagemaker and Children's Writing and Publishing Center, and the Newspaper-In-Education Program. Career Planning/Educational Opportunity Research Activities were encouraged through campus site visits and mentor interviews to empower students to become active participants in their academic _planning and career preparation process. Advanced Mass Media Technology is the future, and usually not readily available to urban children in the home setting. A Laptop Computer Parent Loan Program is in place at Rightsell. We presently have 3 laptop computers. They are in constant use through the library /media loan program to classes, the Extended Day Class loan program and a 3-day Parent Loan Program. We must offer inner city school children the opportunity to learn about and become comfortable with this equipment and technology. The technological system we choose must be both state-of-the-art and capable of growing as new advancement become available. The Mass Media Technology Awareness component of the theme will be implemented throughout the Language Arts curriculum. Teachers will integrate specific media communication activities at each grade level with key basic skills in the Language Arts curriculum. Specific components of the theme will: * Show the relationship between basic skills taught in the classrooms and used in every day mass media communication in the \"real world.\" * Teach how technology enhances the communication process between people, businesses, and countries\nand teach how \"messages\" influence our lives. * Establish a student production studio (Rightsell Channel 36) and teach students how to communicate their ideas using communication technology. Student and teacher transmissions can play automatically or be controlled by the teacher via a remote unit. Rightsell Channel 36 programs can be presented to selected classrooms or displayed throughout the school. ........ 47 * Challenge students to explore communication possibilities that extend beyond their immediate family, friends, and community. Some of the existing communication systems include The Information Highway, FrEdMail, Internet and Distance Learning. * Introduce students to career opportunities related to Mass Media Communication. Learner Outcome for the Mass Media Technology Program The Learner outcomes for Mass Media Technology are linked directly to the LRSD Language Arts Program Outcomes. They ar,e: Ability to communicate effectively using appropriate standards of grammar. Using the writing process to convey thoughts/ideas/information. Using tools of technology at an effective, efficient, flexible and adaptable level. Model effective listening and speaking skills to communicate and to succeed academically, socially, and economically. Exhibiting a better understanding of self, others, and the world around them through positive listening, speaking, reading and writing. Ability to read with fluency attend to meaning of what is read. A theme specialist has been employed to assist in all phases of theme implementation, working with all staff, student and parents at the school. B. PROBLEM DEFINITION In order to fully implement Rightsell' s theme a plan has been developed to facilitate learning through the use of technology. Our theme requires that students advance to a higher level of literacy through technology by becoming proficient in communication skills and interpersonal skills. Technology is an integral part of our theme that will be used to improve literacy skills, to motivate students to achieve and to adequately prepare them for the twenty-first century. 48 To fully implement the Mass Media Technology Theme within the district's budgetary constraints, a five-phase process is recommended. Phase 1 Applied communication Technology Basic Skills Program Enhanc-ent Language Arts Skills that support the Mass Media Technology Theme will be identified. The Extended Day Program will be restructured and Enrichment Activities enhance the Mass Media Technology Theme will be developed. An interactive learning environment that promotes reading, writing and learning across the curriculum will be established. Using the distributive method, five computer stations will be installed in each primary classroom. An Integrated Language Arts Program at the Primary Level will be installed in each unit. This software will help students develop their emerging literacy and acquire the interconnected skills of reading and writing. Grades 4 - 6 will use the existing computer lab to assist in developing student proficiency in language, communication and selfdirected research skills. A laser-printer and appropriate software will be added to allow student work to be printed. Intermediate Writing Process Model that guides students through pre-writing, drafting, revising, editing and publishing will be implemented. The components of that model are as follows: Phase 2 Literature-Based Writing Program is designed to help students master the interconnected activities of reading, writing and thinking. The Writing Program integrates reading and writing instruction tn _realistic literacy tasks that encourage students to use language in meaningful contexts. Keys to Adventure (Keyboarding) teaches proper finger placement, and demonstrates correct reaches to the keys, shift keys and punctuation marks within the context of \"around the world\" activities. The Writing Processor combines the student-oriented word-processor with instruction in the five steps of the writing process. computer stations in the Pourth Grade Classrooms Five computer stations will be added to each fourth grade classroom, allowing for more integration of technology into the 49 curriculum. Building on the foundation skills established at the primary grades, software at this level will be an updated version of the math and reading software presently in use. The new software will also allow for increased connections between areas of the curriculum, supporting the district's emphasis on thematic units and the holistic approach to teaching~ The updated software has enhanced assessment capabilities that will allow for individualized lesson plans based on student deficiencies. Phase 3 Computer Stations in Xindergarten Classrooms and Fifth Grade Classrooms Five Computers Stations will be placed in each fifth grade and kindergarten classroom. At the fifth grade level students will use updated reading/math software with the capability of making curriculum connections. Kindergarten students will use integrated language arts software in the classroom. Emerging literacy skills will be developed in a literature-based, thematic approach that will help build a strong foundation in critical language skills. Phase 4 Computer stations in Sixth Grade and Pre-x Classrooms Five computer stations will be placed in each sixth grade classroom and three stations will be placed in the four-year-old (Pre-K) classroom. With this phase of implementation all students will utilize technology within the classroom setting. Software for sixth grade is an extension of the reading/math software in place for fourth and fifth grade. Thematic units will continue to be emphasized. Software for four-year-old will provide developmentally appropriate experiences for the young child. It will be built around a variety of multi-ethnic literature, science, and mathematics units. This early childhood and emerging literacy language program stresses that children grow into reading and writing with no real beginning or ending point, that reading and writing develop concurrently and interrelatedly and according to no one right sequence or order. Many of our students come to us deficient in language readiness skills. students in early childhood programs must be immersed in literacy experiences. In order to meet the first national educational goal set by the President and 50 governors in 1990: \"By the year 2000 all children shall start school ready to learn.\" 50 The potential for literacy exists within each child and given the right environment literacy is not just possible it is inevitable. Technology provides a vehicle that will motivate, captivate and engage the pre-school child. Phases career Deaonstration Lal\u0026gt; Teacher Resource Lab/Interactive Media Design and Development Center. Telecommunications Product Training/Production center Parent Training/Conference Center Due to the budgetary constraints of the LRSD, Rightsell School will take on the responsibility for implementing Phase 5. We will work to finance this Career Demonstration Lab through grant writing, corporate sponsorships and public donations. The lab will include student work stations that allow hands-on career experiences. A computer scanner retail center will be established to control inventory, sales and profits in the Rightsell Roadrunner Student Store. A simulated Hair care Center will be installed with monthly demonstrations from members of the Arkansas Board of Cosmetology, Arkansas Beauticians Association, local Barber and Beauty Colleges and Hair Care Product Industry Professionals,etc .... The Career Demonstration Lab will also house a Computer Based Interactive Training Lab for parents and teachers. The Lab will provide a state-of-the art computer lab featuring integrated multimedia, video, and presentation hardware as well as classroom furnishing designed specifically for high-tech instructional labs. The Computer Based Interactive Training Lab will allow parents, teachers and students to step into a classroom that bring remote lecturers, university libraries, as well as math and science networks to their desktops. This allows MultiMedia Communications /Telecommunications, Distance Learning, VideoTeleconferencing and a Computer Command Center that puts every computer, mouse and mo~i~or in the instructors control  In Phase Five we also recommend that the Computer Lab Attendant position be eliminated. With the inservice training that will be provided for the teaching staff and the instructional aides over the course of four years, there will not be a need for a computer lab attendant. In addition to the regular training, two instructional aides will receive all of the training provided for the district computer lab attendants as a back up. Our Theme specialist, who also has a technology background will provide technical assistance. The elimination of this part-time position will save approximately $7,346.60 yearly including salary and fringe benefits. 51 I I I I I C. ANALYSIS OF ALTERNATIVES several alternatives were considered in planning for theme implementation at Rightsell. One alternative is to provide a television production studio by adding equipment to a closedcircuit television system already in place. However, television production skills must be built on the foundation of sound reading, writing, and oral communication skills. These skills should be thoroughly devel9ped first, before students move into the production phase. Another alternative considered was use of the existing computer lab for teaching and reinforcing literacy skills. The existing lab is five years old and slow by current standards. It will not support the state-of-the-art software needed for Rightsell students. However, continued use of this software for grades four through six will provide sufficient literacy reinforcement for another year or two. The Language Arts software in the existing program is designed to remediate and reinforce specific reading skills rather than immerse beginning readers in the interrelated elements of listening, speaking, reading and -writing. A third alternative is to provide computers in the classroom for the primary grades as the first phase of the Mass Media Technology Theme. Every primary student will then have access to technology every day of the week as an integral part of instruction and learning. D. RECOMMENDATION It is our recommendation that the district implement Phase I of the Rightsell Incentive School Mass Media Technology Theme during the 1993-1994 school year. The rationale for this recommendation is that this phase of the theme provides: * Five computers in each classroom and software for grades 1-3 that supports the LRSD revised curriculum and the school's theme. The software provides for a thematic approach to learning, while emphasizing the skills of reading, writing, and speaking. E. OBJECTIVE The objective of this recommendation is to support the LRSD' s Desegregation Plan by implementing Phase I of Rightsell Incentive School's Mass Media Technology Theme. Students at Rightsell need this technology to improve their literacy skills, including communication skills providing appropriate software and hardware in the classrooms will ensure that students have the tools they need to develop a sound foundation. 52 I I I Evaluation criteria student progress will be monitored through the following methods: ABACUS - Mastery of the Language Arts CUrriculum will be measured through the ABACUS using 1994 individual student mastery as a baseline. Stanford 8 - Student performance and grade performance will be measured using 1994 test scores as a baseline. Student Education Plans (SEP's) will be developed based on Language Arts needs of individual students. Each student will demonstrate 85% mastery of Language Arts identified skills listed in his/her SEP. Teacher observable checklist will be used to evaluate oral communication skills. Student work portfolios. will be utilized to demonstrate progress of written communication skills. Increased use of thematic teaching uni ts and concepts will be measured. Using the number of thematic uni ts taught in grades 1-3 in 1993-94 .school as a baseline. Increased teacher use of technology to enhance instructional effectiveness in integrating the core curriculum will be measured. CUrrent use of the computer lab, teacher inservice related to technology will serve as a baseline. Also an instrument will be in place in the fall to measure teacher attitude toward the use of Technology in the Classroom. The fall of 1994 results will serve as a baseline. Increased student interest and  attitude in learning related to technology and Language Arts will be measured. An instrument will be in place this fall. Parental attitude and interest toward the use of technology will be surveyed. Using Spring 1995 as a baseline.  F. IMPACT ANALYSIS Using a literature-based curriculum that is supported by technology will motivate and stimulate students as they progress through the developmental stages in understanding language. A strong foundation in literacy skills at the primary level is essential. 53 Desegregation This plan totally supports the requirements set forth in the desegregation plan referencing theme implementation, academic programs (Reading Across the curriculum, Oral Expressions Across the curriculum and Instructional Technology) and the purpose of incentive schools. court order Implementation of this plan would allow the school and District to demonstrate compliance with the court order to develop a theme. The 1992-93 Incentive Schools Monitoring Report st~tes that: \"On May 1, 1992, the Court ordered the LRSD. to restore and fully implement themes at all incentive schools, but the district took nearly a full year to select themes and hire program Specialist for the six of the seven incentive schools. Thus, denying students the level of theme enhancement that the desegregation plan promised and the Court required. \"  At Rightsell, we have developed a theme that will enhance the core curriculum. The program will provide students with foundational skills that are required to be a successful student as well as skills that will allow them to compete with their peers in the future. The implementation of the theme will also help Rightsell in its recruitment efforts. Political Factors The district can receive favorable responses from the court and schools if resources are provided to implement this theme. Risk The equipment and software provided by implementing Phase I of this plan can be transferred if necessary. The additional funds requested for this phase and future phases will be viewed as a wise investment in technology. Should the district decide not to support this system, an alternative plan will need to be developed for the Mass Media Technology component of Rightsell's theme. Timing In order for the Mass Media Communication component of Rightsell's theme to be in place by the beginning of the 1994-95 school year, the purchasing process must begin as soon as possible. Installation of equipment, wiring, and staff training in the use of the software will take several months. If primary students are to be positively impacted from the beginning of the school year, it is critical that the procurement of hardware and software be begun at once. 54 G. RESOURCES ANALYSIS Provided is a listing of hardware and software that must be purchased to implement Phase I of Rightsell' s Mass Media Technology Theme. All costs are estimates and are subject to ~hange. 55 Cabling Wiring Phase 1 $3,000.00 $3,000.00 Phase 2 $1,000.00 $1,000.00 5G Phase 3 $2,000.00 $2,000.00 Phase 4 $1,000.00 $1,000.00 Glossary of Terms Distance Learning - Distance Learning increases instructional effectiveness through the use of interactive two way television with active response. Students can receive standard curriculum and special courses with the individual attention that distance learning can provide. Teachers and staff members can actively participate in product training sessions delivered by the most qualified presenters and instructors. Distance Learning can significantly reduce travel cost, extend the traditional classroom or training center to students at remote locations. FrEdMail - The FrEDMail Network is a growing, distributed and lowcost telecommunications network that helps teachers and students participate in a wide variety of learning experiences and exchange information freely and simply. FrEDMail motivates student to become better learners, readers, and writers. It also lets teachers share experiences with student assignments, distribute teaching materials, and curriculum ideas. Implementation of this program at Rightsell would allow our students to communicate with student at Franklin Incentive School, Garland Incentive, Crystal Hill Interdistrict Magnet School, and over 150 member school districts nation-wide. XlffERHET - The INTERNET is a global communications network that connects computers all over the world. Education, government, business, and academic organizations participate in the network. Electronic mail between all users can be accessed, providing communications capabilities with a wide variety of people. Access to libraries around the world and forums for discussions about a variety of subjects are available. Thematic Approach - A thematic approach is a framework based on a particular topic, idea, author, or genre. Each unit has outcomes or goals that specify what you want students to accomplish as a result of the unit experiences and lessons. These themes involve a number of curricular areas, such as science, art, music, or math, even though ,the focus of the unit is developing the ability to read and write. '  57 ADDENDUM TO PHASE I RIGRTSELL INCENT:rvE SCHOOL Business Case We have closely reviewed the implemetation of hardware and software at each Phase of our Business Case. We believe that Phasing in the Theme over a period of six years is not the best process for implementation. However, we do understand the financial crisis of the School District and recommend further reducing our cost as illustrated below. We recommend deferring the following items in Phase I to a later phase. PHASE I Estimated Pre-Tax Total $151,578.00 OPTION #1 Phase I Pricing Only with note that many of the cuts are being placed in later phases. Reduce Printers to two Reduce Teacher First Stations to one Reduce Software to $1,600.00 $6,000.00 $53,732.00 Phase I OPTION #2 Pre-tax total Saving Approximately $1.25,732.00 $25,846.00 Same as above except eliminate final Teacher First Station Phase I Pre-tax total Saving Approximately .. '.. 58 $115,943.00 $35,635.00 I I SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER _..\n_Mi....\nt=ch=e..\n_ll..\n_..\n..\nIn=c=en=t..\n..\niv=e....\nS\n..::.c.\n.\n..:ho\n..::.o..\n..1_ -_S\n_a_mu_e_l B_ra_n_ch BUSINESS CASE __ S_,_p_an_i...\n.,s..\n_h ..\n_Te=a=c=he\n.\n..r_-____\n_\nS_F....\n..\n_T \n_\nE=. __________ _ PROGRAM STATUS: 0 Addition  Deletion  Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: 13 Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT:  Yes  No REQUESTED LEVEL OF FUNDING $12,500 (ave. teacher's salary) RECOMMENDED LEVEL OF FUNDING $12,500 (ave. teacher's salary) .,,1, ,- /-/'-/ . ..... r ~ . 1 1  ) ,1 /  . Submitted by \"  I/ .,, -- Superintendent HPW/lks/STARPT.BC 59 EXECUTIVE SUMMARY BUSINESS CASE FOREIGN LANGUAGE PROGRAM (SPANISH TEACHER) MITCHELL ELEMENTARY SCHOOL The Little Rock School District (LRSD) is committed to a quality educational program which provides equity for all students. Within this framework, the district seeks to create challenging school and classroom environments that foster academic achievement and develop each student to his/her maximum potential. The district demonstrates it's commitment by setting high expectations for student achievement, seeking brood-based community support, and providing necessary resources to achieve identified goals. Foreign language, as identified in the LRSD desegregation plan (page 156), is one method of helping children reach .their maximum potential. Adding Spanish to the Mitchell school curriculum will help equitably meet the needs of students as well as implement the desegregation plan. Consequently the Staffing Committee of Mitchell Elementary School proposes to hire a Spanish teacher and offer spanish to all students who are enrolled. BACKGROUND In 1989 the Little Rock School District designated seven ( 7) schools to provide an incentive school program. The purpose of the incentive school program was to promote and ensure academic excellence in schools that were difiicult to desegregate. The programs in these incentive schools were to serve as models of excellence for the county, state, and nation. The incentive school program was designed by a committee made up of administrators, teachers, community representatives and parents. Within the program, activities were designed to meet the cognitive, social, and emotional, interest needs of students. Foreign language (spanish) was one of the activities identif~ed as being important to the success of that program. Spanish was offered at Mitchell during the 1992-93 school year and during the first semester of the 1993-94 school year as an extended day activity. Spanish is being offered presently to all first graders at Mitchell. It is scheduled into the regular day. Spanish is offered to students in grades two through six as an extended day activity. PROBLEM DEFINITION Foreign Language, as defined in the incentive school program, is an important tool for implementing the LRSD desegregation plan. To date that part has not been fully implemented. As we look at the future of our students functioning in a global marketplace, it is clear that they will need to be able to use more than one language . .... \\. GO Coupled with the facts that students .who take a second language at the elementary level have less difficulty with that language in high school and that colleges are now requiring a second language for graduation in selected fields, the staffing committee felt it important to implement the foreign language curriculum at Mitchell. ANALYSIS OF ALTERNATIVES The foreign language component of the Little Rock School District Desegregation Plan is not being successfully implemented with the present way it is being offered. Even though spanish is being offered to all first graders during the regular day an~ to other students during extended day, all students don't have access to spanish. We propose to hire one full-time spanish teacher to implement the foreign language program at Mitchell. RECOMMENDATIONS It is recommended that the district hire one full -time spanish teacher to implement the foreign language program at Mitchell Elementary School. The rational for the recommendation is that: . The LRSD Desegregation plan calls for a foreign language program at incentive schools . . Students who study a second language at the elementary level have less difficulty with that language when taking it as a course in high school . . Colleges are now requiring more Majors to take a second language as a graduation requirement: OBJECTIVE The Objective of this recommendation is to implement the incentive school academic program and the LRSD desegregation plan by offering spanish to all students at Mitchell Elementary School. IMPACT ANALYSIS  ' The implementation of a foreign language program at Mitchell will assist the LRSD in providing an equitable education for the students in the following ways. 1. Students who attend Mitchell will be more likely to select and be successful in a Spanish Course in high school. 2. Students will be more knowledgeable of another culture because of their language experiences. 3. Students who continue with spanish in high school will have the advantage of being able to communicate more effectively with another culture. 61 4. Students who continue on to college will be more successful in required foreign language college courses. RESOURCE ANALYSIS To implement the foreign language program at Mitchell the LRSD will need to employ one full-time spanish teacher. The cost for that individual will be at the first level on the salary schedule plus fringe benefits. Cost for materials is estimated to be $500 per year. . ., 62 SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER --Ga-rlan-d I-nce-nti-ve -Sch-ool -- -Rob-ert- Bro-wn - BUSINESS CASE __S_ ,_pa_n_is_h_T_e_ac_he_r_-_.5_F_.T_.E_ ____________ PROGRAM STATUS: [J} Addition D Deletion D Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: Q Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: Q Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT: 0 Yes O No REQUESTED LEVEL OF FUNDING $12,500 (ave. teacher's salary) RECOMMENDED LEVEL OF FUNDING $12,500 (ave. teacher's salary) 1 ~ - '  Submitted by J_ )_ j ,1_/\\_) _-/ f.lJ .1/_ _, _ _,, __-  ----=-'-----J __ _ Superintendent HPW ni:sr.rr ARPI'.BC 63 I I I I I I I ' I 'I I I I I I I BUSINESS CASE SPANISH TEACHER GARLAND INCENTIVE SCHOOL Multimedia Technology and Educational Research EXECUTIVE SUMMARY The Little Rock School District has made an effort to comply with the language written in the 1989 Desegregation Plan as it relates to Spanish. In the past, the AETN Saludos and Amigos video cassette lessons were placed in the schools for the purpose of providing Spanish instruction. The Office of Desegregation Monitoring Team concluded that the above process was ineffective. This team recommended a full time Spanish teacher for each school. Some schools have included Spanish during the Extended Day period. Others have utilized the certified auxiliary  teacher to implement programs in their buildings. Other alternatives can be considered through the use of technr\n,logy and foreign language networks. The staffing committee's needs assessment concluded that a full time teacher was not needed. At best, a part time teacher would help but we believe an effective Spanish program can be provided through technology and a designated facilitator. I. BACKGROUND A. HISTORY From 1991-93 Spanish was offered at Garland School during the Extended Day Program. Students were allowed to sign up through a school wide survey. During the first year, three students received Spanish instruction from a fluent Spanish speaking teacher . Last school year, there was increased interest as demonstrated by the enrollment of nine students in the Spanish program. Additionally, significant interest was shown towards Spanish culture by classroom teachers and students. Fiesta, Three Kings Day, and Mayan Celebrations culminated our school's end of the year cultural festivities. B. CURRENT SITUATION The auxiliary teacher uses the Saludos and Amigos video tapes as a tool in the delivery of Spanish instruction. Viva Espanol, picture cards identifying words and names are utilized through a kinesthetic approach. First Start in Spanish contains 120 full color language development cards designed specifically for beginning Spanish as a second language and bilingual students. Conversational Spanish .. -. .. 64 Basic skills instruction would decrease Student needs at present require more focus on the basics Garland's Hispanic communities' input would be minimized Auxiliary teacher's contribution to instructional program decrease 2) Do not hire a Spanish teacher Pros- Auxiliary teacher maintains and strengthens current Spanish program Spanish CD ROM technology implemented with assistance from trained facilitators through multimedia technology Distance Learning Elementary Spanish program could be infused into multimedia theme implementation Exposure to Networking opportunities would increase staff's knowledge and ability to access information Student exposure to various information systems would increase critical thinking and problem solving experiences Minimal impact on budget for purchase of Networking rights School could serve as a repository for elementary foreign language learning outcomes impact and cataloging of technology materials Development of human potential in management of classroom logistics, cooperative planning, teaming, and performance evaluation Feedback and correction opportunities through on-air interaction provides unique learning experience Designated student access provided to instructional staff during class through a toll-free telephone number Decreased teacher work load in lesson planning Lesson planning provided by video staff Learning module provided with strategies planned to meet the six major desired learning outcomes Language capabilities can be extended to include French, Japanese, Latin and other languages Exploration of other language possibilities explored through satellite networking Uniqueness of school's theme significantly enhanced Enrichment available during Extended Day at no additional cost Teachers can use recorded lessons for self improvement Teachers can access on-line Spanish lessons for personal growth Cons- Deleted position impacts opportunity for certified person to pursue career interest Availability of interpreter for conferences diminished IV. RECOMMENDATION The staffing committee believes that the teaching of Spanish is important at Garland School. Spanish language emphasis has had a positive impact on the interpersonal relations between .the students. Hispanic students are able to provide expert assistance to students in the classroom on correct enunciation of words. The exchange in cultural studies has developed a mutual respect 'for diverse concepts and norms. The committee believes we can achieve better results through the various multimedia components at a reduced cost to the District. Therefore the staffing committee recommends that the District seek relief from the recommendation by ODM until the staff has had sufficient time to develop, implement, and evaluate it's projected foreign language through te.ohnology module.  If the District chooses to implement the Court's recommendation, a half-time Spanish teacher would be sufficient to meet the objectives of the plan. materials are used in a ditto format to enhance reading and interpretation of the Spanish language. A Spanish Heritage Club was formed during the first semester with 10 students. During the second semester, only one student signed up and the offering was terminated. Spanish speaking students' common phraseology is incorporated into the learning environment on a regular basis. The Geo Safari \"Learning Spanish\" through technology is used from Pre-K - 6th grade. Spanish courses from McCllelan Community High School have been completed by the auxiliary teacher with a certificate on file. The presence of twenty four Hispanic students and the high level of parental involvement from the Hispanic community makes the language a natural curricula infusion into the learning environment. II. PROBLEM DEFINITION Problem Statement - The recommendation supported by the Court strongly encourages the Little Rock School District to hire certified Spanish teachers for all incentive schools. The staff at Garland School, in response to a needs assessment, supported the present method of Spanish instruction as the most pref erred means of meeting the goals of the Desegregation Plan. The implementation of the school's multimedia technology theme (Foreign Language Lab) will include interactive Spanish CD ROM technology and Distance Learning Technology for Elementary Schools through TI-IN and Black College Satellite Education Networks. The implementation of these instructional options will enhance the District's ability to allocate resources more efficiently. ill. ANALYSIS OF ALTERNATIVES 1) Hire a Spam.sh Teacher Pros- Children will learn a foreign language Children will be better prepared to compete in the future , Tolerance will be developed by learning a different culture The quality of one's education will be improved by learning Spanish A Spanish teacher could prove advantageous in conferences with Spanish speaking parents Cons- Inadequate facilities for a Spanish classroom Increased burden on the District's financial resources Increased administrative responsibility in monitoring and evaluation process Increased conflict with scheduling and State Standards 67 Tl. ~ 1~1:.11 ORK Free Equipment Use! If your school already has a television set and a VCR, free use of this equipmentpackage will provide all of the additional I equipment you will need to receive TI-IN's classes.  1.2 meter satellite receiving antenna  Non-penetrating roof mount that uses ballast principle. This tray mount contains eight concrete blocks to provide stabalizing ballast for the antenna and distributes a load of less than 1 0PSF.  Installation is engineered to withstand a minimum of 90 mph winds  Primary hook-up within 150' of the antenna location  Two additional standard hook-ups (within 100' of the primary hook-up/ same building)  Integrated Receiver/Decoder (IRD)  Service Representatives available for any equipment-related problems  Complete training on system use See your TI-IN Educational Consultant for complete details! PO Box 6229  San Antonio, TX 78209  800-999-8446 ., ! SUPERINTENDENT'S RECOMMENDATIONS FOR 1994-95 PROGRAM ADDITIONS/DELETIONS/MODIFICATIONS LITTLE ROCK SCHOOL DISTRICT BUSINESS CASES - 1993-94 STATUS REPORT SCHOOL AND/OR PROGRAM MANAGER. _ ___:G..:.a r--1-=-an:.:..:d_ _I ..:.n..:..:ce..:.nt.:...i..:.ve.:......:..Sc--h_ o_o --1_-_Ro_b_er_t_B_ro_w_n BUSINESS CASE __ __\n_Te =-=c=hn =o..\n..\n1o\n..,lg\"'-y ..:..T.:.:.:he:.:.:.\nm.::...e. .:.\nIrn:\n,\n,cp..:...1e ::.:.\n.m:.\n.\nen.:..:::t.::..at\n_\n_i ~on---_:...\nPh=a.::..:.se :\n_.::..:.II\n__ ______ PROGRAM STATUS: w Addition  Deletion  Modification REQUIRED OR SUPPORTS DESEGREGATION PLAN: [il Yes  No REQUIRED OR SUPPORTS STATE REQUIREMENTS: [il Yes  No NOT REQUIRED BUT ESSENTIAL TO DISTRICT:  Yes  No REQUESTED LEVEL OF FUNDING __$_ 1s_o..\n_,2_1_0._2_8- ---------- ' RECOMMENDED LEVEL OF FUNDING- -$ -75,0-00 -(ma-xim-um) --------- Jl\"D) i 1L : r,\" Submitted by ___L_ , _,_ \\.__,{__ L_ \"-_.,,.- _~\n.\n...., ___ Superintendent HPW/11:s/ST ARPT.BC 69 BUSINESS CASE GARLAND INCENTIVE SCHOOL MVLTIMEDIA TECHNOLOGY THEME PHASE II EXECUTIVE SUMMARY The LRSD is committed to a comprehensive desegregation plan which focuses on the total learning environment for all students. The incentive schools are an integral part of that plan, and their success is directly related to the success of the District's long-tenn desegregation plan. Each incentive school, was required to develop and'implement a school theme. In support of the desegregation plan and a commitment to total quality learning, Garland Incentive School identified a Multimedia Technology and Educational Research theme. Realizing the cost of technology and especially technology that's on the cutting edge, the multimedia technology theme implementation is to be phased in over a period of 3-5 years. A plan of action is required to implement the theme in a way that supports the desegregation plan and provides_ quality training and learning for students and teachers. This business case is for phase II of implementation of the total plan for Garland Incentive School. An estimated $150,000 savings in future cost can be realized by accessing the Distance Learning capabilities at another District School. Portions of the equipment for ph~e I is currently being installed with the final part to be shipped at the end of March 94 and installed in April 94. A. BACKGROUND Garland Incentive school serves a minority community with students being challenged outside of the school by drugs, violence, gangs and many other problems plaguing today's urban school districts. The school is considered a safe zone and its students are proud and secure within its walls. The school's theme has been historically centered on communication and basic skills\nhowever, with the revision of the desegregation plan, the school's theme was changed to Multimedia Technology and Educational Research. Multimedia Technology combines text, graphics, sound, animation and video to convey information. Educational Research deals with using this new technology to locate, evaluate, and use information with excitement, motivation, and creativity. Prior to 1992-93 school year, the school maintained a Mass Media theme though the theme concept was not being fulfilled. When the desegregation plan reintroduced the theme concept, the school's Mass Media theme evolved into Multimedia Technology and Educational Research. A new theme specialist has been hired with the responsibility of developing and creating the excitement necessary to recapture the minds of students and to create interest in desegregating the school. Parents, community members, teachers, and the school's principal, established the goals and objectives for the theme based on technology. The school's Total Quality Leaming (TQL) team worked after the regular school year to provide the basis for the program. 70 The Multimedia Technology and Educational Research Program is designed to enhance the current Little Rock School District (LRSD) curriculum. Technology will be infused into each classroom to enhance the teachers' instructional methods. The Library/Media Center will become a bub of information for the school providing technologically advanced resources providing exceptional research capabilities to include \"Your Educational Services\" (YES) satellite link network. Each grade level will focus on a technology theme to assist the teacher in technology infusion. This will include themes for Community Based Instruction (CBI) students as well as Gifted and Talented (GT). Pre-Kindergarten through Second Grade will focus on Emergent and Early Literacy through Technology. This program will be designed to provide a balanced reading, v.'T'iting, listening and speaking curriculum. It will allow teachers flexibility to incorporate music, math, art and science activities. It will also allow teachers to assess students using portfolio assessment tools. The technology will use a multimedia platform to generate excitement, encourage discovery, and meet the unique needs of every student. Third Grade students will focus on Researching America through Technology. This program will be the launching pad for future adventures in technology and learning. It will serve as an introduction to research techniques, resources and critical writing skills. Computer keyboarding will be an integral part of the program. Fourth Grade students will focus on telecomputing technology which will allow them to communicate around the world, through educational computer bulletin boards. Using programs offered through universities such as UALR, students will use programs such as FREDMail, to establish pen pals at other schools from Alaska to Maine and even foreign countries. They will explore other cultures and access information available only through the aid of technology. Fifth Grade students will use knowledge gained in third and fourth grades to produce news reports suitable for both a school paper and live broadcast to other students. Their theme focus will be Media Productions - The Living Textbook. Sixth Grade students will focus on Exploring the World through Technology. Their program will. ~ncompass the world using technology and previously learned skills. Included in this program will be the use of video cameras, video players and mixers, laser discs, CD-ROMs, and extended field trips. CBI students will experience technology through the use of computers and photography. Cameras will be made available to the students for them to take pictures of their activities. These pictures will then be used to develop both regular and computer scrapbooks for the students and the school. Each teacher will use their theme to infuse technology into the LRSD curriculum. Realizing technology represents a totally new concept in the way teachers teach, it should 2 71 be understood that the first year will be a developmental and familiarization stage and that expectations as far as hours of use will be such that teachers have adequate time to become familiar and confident with the new technological environment. B. PROBLEM DEFINITION The myriad societal problems within the local community and the projection of societal norms are concrete issues that must be addressed in the educational arena. To combat these problems, Garland must implement a plan that is dynamic and capable of capturing the young minds and preparing them for a future which is constantly moVlng in technological leaps and bounds. To accomplish this task within financial constraints of the desegregation budget, phases of implementation have been developed. The four phases of implementing this plan support the districr's present budget constraints. These phases can be accelerated provided additional revenue is made available. Phase I provides students and staff with the minimum hardware, software and trainin~ necessary tQ provide access to multimedia technology. This phase will include in~t ~1ation of three computers in each 1st grade classroom, one teacher workstation in each classroom 2nd through 6th grades, one computer in Pre-K, and K, and ar. - .:iditional five station lab for 2n!i through 6th grades with AppleTalk . Phase Il will install three additional computers in each 2nd, and 6th grade classrooms with ethemet network capability installed with linkage to ABACUS throughout the school. This phase will also include hardware, software, and installation of an audio/video lab with satellite capabilities microwave from Romine lnterdistrict School. Photographic and Video equipment will be purchased to support the visual portion of the theme. And a software library will also be established during this phase. Phase III will install three additional computers in each 3rd, and 5th grade classroom and 3 computers in Reading, Math, and Resource. This phase will also include hardware, software, and installation of an electronic library. Phase IV will complete installation for Pre-Kindergarten, Kindergarten, and 4th grade classes. This phase will also include additions to the software library and the construction of a new media center or the expansion and remodeling of the existing one. The cost of full implementation in the first or second year is cost prohibitive\ntherefore, this business case is written to address Phase II of the Multimedia Implementation Plan. The current task before us is to determine the best way to implement the theme in a way most effective for our students and staff. 72 C. ANALYSIS OF ALTERNATIVES The Garland community considered several alternatives prior to developing this plan for implementing multimedia technology into the school: Laser Disc players, CD-ROM drives for current computer systems, networked drives, and portable drives. Though all are a part of multimedia, none can be purchased alone to provide the students with multimedia capabilities which would stimulate their creativity. In addition, the computer hardware presently at Garland ranges in age from three to seven years and will not support multimedia technology. It was decided multimedia computer systems which could stand alone or be networked would provide the best solution. With the approval of Phase I apd the purchase of Macintosh computer systems for our teachers and the Multimedia Lab we have established a standard in hardware for the school, however, evaluation of it's effectiveness cannot be presented at this time due to the time equipment has been available in the school. D. RECOMMENDATIONS It is reconunended that the District implement Phase II of the Garland Incentive School Multimedia Technology Plan during the 1993-94 school year. The rationale for this recommendation is that this phase of multimedia technology provides:  Microwave satellite link hardware will provide an essential educational asset to the school and community, while saving over $150,000.00 in longterm cost.  Software for grades K-2 that supports the LRSD revised curriculum. The software directly addresses the key concepts of reading, writing, listening, and speaking that are emphasized in the curriculum. An additional feature of the software is the use of thematic units to make connections between the various subject areas, making learning more relevant. Thematic units are a focus of the District's revised curriculum. This software will be available in all first grade classrooms with four computers each and in a lab setting for Pre-Kindergarten, Kindergarten, and Second grades.  Software for teachers of grades 3-6 that provides administrative assistance. The software has desktop publishing capability, but most importantly it provides portfolio assessment tools that allow teachers to collect, organize, and present student portfolio information. Portfolio assessment is encouraged by the District and this tool will enable teachers at Garland to implement this form of assessment. This software will be available through one station in each classroom.  A multisensory approach to learning that meets the auditory, visual and kinesthetic styles of students. 73 4  Presentation software for teachers 3-6. This software enables the teachers to produce multimedia presentations integrating video, audio, graphics, and text into classroom instructional units.  Software for students in grades 3-6 that provides opportunities for developing creativity and critical thinking skills through productions levied around the existing curriculum. This software will be delivered through a 6 station lab setting. E. OBJECTIVE The objective of this recommendation is to better support the LRSD's desegregation plan by partially implementing multimedia technology into the Garland Incentive School. The district as well as the school needs this technology in preparing our students and teachers for the future. The technology used appropriately can recapture the minds of our young people, save the staff many hours of manual labor and provide exciting presentations to the student~ which will encourage and motivate students to learn and master the curriculum. Evaluation Criteria  Monitoring of student progress through technology and Portfolio Assessment.        Increased teacher use of technology which will also increase teacher proficiency in instructional and administrative tasks including increased use of ABACUS. Increased use of Cooperative learning and Thematic teaching concepts  Increased student interest in multimedia technology and learning  Increased parental involvement due to increased student interest  Timely, detailed reports for conferences, administration, Board of Directors, and the Office of Desegregation and Monitoring. Ach\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"pth_bcja_metapth595018","title":"[Barbara C. Jordan Speech for Texas Commerce Bank Luncheon]","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Texas, Dallas County, Dallas, 32.78306, -96.80667"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1994-04-13"],"dcterms_description":["Text for a speech given by Barbara C. Jordan for a Texas Commerce Bank luncheon, congratulating to John Adams and his board members for their initiatives, and championing the values of tolerance, responsibility, and citizenship."],"dc_format":["image/jpeg"],"dcterms_identifier":["local-cont-no: TSOU_0440-001-007","ark: ark:/67531/metapth595018"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American women politicians--Texas","Speeches, addresses, etc.","Banks and banking--Texas--Dallas","Luncheons--Texas--Dallas","Texas Commerce Bank","Trusts and trustees--Texas--Dallas"],"dcterms_title":["[Barbara C. Jordan Speech for Texas Commerce Bank Luncheon]","Texas Senate Papers"],"dcterms_type":["Text"],"dcterms_provenance":["Texas Southern University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth595018/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["3 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996","Adams, John"],"dcterms_subject_fast":null,"fulltext":null}],"pages":{"current_page":531,"next_page":532,"prev_page":530,"total_pages":6766,"limit_value":12,"offset_value":6360,"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. Bureau of Educational Research","hits":4707},{"value":"Baldowski, Clifford H., 1917-1999","hits":2599},{"value":"Mississippi State Sovereignty Commission","hits":2255},{"value":"Thurmond, Strom, 1902-2003","hits":2077},{"value":"WSB-TV (Television station : Atlanta, Ga.)","hits":1475},{"value":"Newman, I. DeQuincey (Isaiah DeQuincey), 1911-1985","hits":1003},{"value":"The State Media Company (Columbia, S.C.)","hits":926},{"value":"Atlanta Journal-Constitution","hits":844},{"value":"Herrera, John J.","hits":778}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"African Americans--Civil rights","hits":9441},{"value":"Civil rights","hits":8347},{"value":"African Americans","hits":5895},{"value":"Mississippi--Race relations","hits":5750},{"value":"Race relations","hits":5607},{"value":"Education, Secondary","hits":5083},{"value":"Education, Elementary","hits":4729},{"value":"Segregation in education--Mississippi","hits":4727},{"value":"Education--Pictorial works","hits":4707},{"value":"Civil rights demonstrations","hits":4436},{"value":"Civil rights workers","hits":3530}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966--Correspondence","hits":1888},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1809},{"value":"Meredith, James, 1933-","hits":1709},{"value":"Herrera, John J.","hits":1312},{"value":"Baker, Augusta, 1911-1998","hits":1282},{"value":"Parks, Rosa, 1913-2005","hits":1071},{"value":"Jordan, Barbara, 1936-1996","hits":858},{"value":"Young, Andrew, 1932-","hits":814},{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":719},{"value":"Mizell, M. Hayes","hits":674},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":626}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":2598},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1909},{"value":"Meredith, James, 1933-","hits":1704},{"value":"Herrera, John J.","hits":1331},{"value":"Parks, Rosa, 1913-2005","hits":1070},{"value":"Jordan, Barbara, 1936-1996","hits":856},{"value":"Young, Andrew, 1932-","hits":806},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":625},{"value":"Connor, Eugene, 1897-1973","hits":605},{"value":"Snelling, Paula","hits":580},{"value":"Williams, Hosea, 1926-2000","hits":431}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":1763},{"value":"Ole Miss Integration","hits":1670},{"value":"Housing Act of 1961","hits":965},{"value":"Little Rock Central High School Integration","hits":704},{"value":"Memphis Sanitation Workers Strike","hits":366},{"value":"Selma-Montgomery March","hits":337},{"value":"Freedom Summer","hits":306},{"value":"Freedom Rides","hits":214},{"value":"Poor People's Campaign","hits":180},{"value":"University of Georgia Integration","hits":173},{"value":"University of Alabama Integration","hits":140}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":17820},{"value":"United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","hits":5428},{"value":"United States, Alabama, Montgomery County, Montgomery, 32.36681, -86.29997","hits":5151},{"value":"United States, Georgia, 32.75042, -83.50018","hits":4862},{"value":"United States, South Carolina, 34.00043, -81.00009","hits":4610},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":4177},{"value":"United States, Alabama, 32.75041, -86.75026","hits":3943},{"value":"United States, Mississippi, 32.75041, -89.75036","hits":2910},{"value":"United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898","hits":2579},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":2430},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":2387}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Georgia","hits":12843},{"value":"Alabama","hits":11307},{"value":"Mississippi","hits":10219},{"value":"South Carolina","hits":8503},{"value":"Arkansas","hits":4583},{"value":"Texas","hits":4399},{"value":"Tennessee","hits":3770},{"value":"Florida","hits":2601},{"value":"Ohio","hits":2391},{"value":"North Carolina","hits":1893},{"value":"New York","hits":1667}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1966","hits":10514},{"value":"1963","hits":10193},{"value":"1965","hits":10119},{"value":"1956","hits":9832},{"value":"1955","hits":9611},{"value":"1964","hits":9268},{"value":"1968","hits":9243},{"value":"1962","hits":9152},{"value":"1967","hits":8771},{"value":"1957","hits":8460},{"value":"1958","hits":8242},{"value":"1961","hits":8241},{"value":"1959","hits":8046},{"value":"1960","hits":7940},{"value":"1954","hits":7239},{"value":"1969","hits":7235},{"value":"1950","hits":7117},{"value":"1953","hits":6968},{"value":"1970","hits":6743},{"value":"1971","hits":6337},{"value":"1977","hits":6280},{"value":"1952","hits":6161},{"value":"1972","hits":6144},{"value":"1951","hits":6045},{"value":"1975","hits":5806},{"value":"1976","hits":5771},{"value":"1974","hits":5729},{"value":"1973","hits":5591},{"value":"1979","hits":5329},{"value":"1978","hits":5318},{"value":"1980","hits":5279},{"value":"1995","hits":4829},{"value":"1981","hits":4724},{"value":"1994","hits":4654},{"value":"1948","hits":4596},{"value":"1949","hits":4571},{"value":"1996","hits":4486},{"value":"1982","hits":4330},{"value":"1947","hits":4316},{"value":"1985","hits":4226},{"value":"1998","hits":4225},{"value":"1997","hits":4202},{"value":"1983","hits":4174},{"value":"1984","hits":4065},{"value":"1946","hits":4046},{"value":"1999","hits":4018},{"value":"1945","hits":4017},{"value":"1990","hits":3937},{"value":"1986","hits":3919},{"value":"1943","hits":3899},{"value":"1944","hits":3895},{"value":"1942","hits":3867},{"value":"2000","hits":3808},{"value":"2001","hits":3790},{"value":"1940","hits":3764},{"value":"1941","hits":3757},{"value":"1987","hits":3657},{"value":"2002","hits":3538},{"value":"1991","hits":3507},{"value":"1936","hits":3506},{"value":"1939","hits":3500},{"value":"1938","hits":3465},{"value":"1937","hits":3449},{"value":"1992","hits":3444},{"value":"1993","hits":3422},{"value":"2003","hits":3403},{"value":"1930","hits":3377},{"value":"1989","hits":3355},{"value":"1935","hits":3306},{"value":"1933","hits":3270},{"value":"1934","hits":3270},{"value":"1988","hits":3269},{"value":"1932","hits":3254},{"value":"1931","hits":3239},{"value":"2005","hits":3057},{"value":"2004","hits":2909},{"value":"1929","hits":2789},{"value":"2006","hits":2774},{"value":"1928","hits":2271},{"value":"1921","hits":2123},{"value":"1925","hits":2039},{"value":"1927","hits":2025},{"value":"1924","hits":2011},{"value":"1926","hits":2009},{"value":"1920","hits":1975},{"value":"1923","hits":1954},{"value":"1922","hits":1928},{"value":"2016","hits":1925},{"value":"2007","hits":1629},{"value":"2008","hits":1578},{"value":"2011","hits":1575},{"value":"2019","hits":1537},{"value":"1919","hits":1532},{"value":"2009","hits":1532},{"value":"1918","hits":1530},{"value":"2015","hits":1527},{"value":"2013","hits":1518},{"value":"2010","hits":1515},{"value":"2014","hits":1481},{"value":"2012","hits":1467}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"0193","max":"2035","count":500952,"missing":56},{"name":"medium_facet","items":[{"value":"photographs","hits":10708},{"value":"correspondence","hits":9437},{"value":"black-and-white photographs","hits":7678},{"value":"negatives (photographs)","hits":7513},{"value":"documents (object genre)","hits":4462},{"value":"letters (correspondence)","hits":3623},{"value":"oral histories (literary works)","hits":3607},{"value":"black-and-white negatives","hits":2740},{"value":"editorial cartoons","hits":2620},{"value":"newspapers","hits":1955},{"value":"manuscripts (documents)","hits":1692}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":41178},{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":17554},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":8828},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":6864},{"value":"http://rightsstatements.org/vocab/NoC-US/1.0/","hits":2186},{"value":"http://rightsstatements.org/vocab/InC-NC/1.0/","hits":1778},{"value":"http://rightsstatements.org/vocab/NoC-CR/1.0/","hits":1115},{"value":"https://creativecommons.org/licenses/by-nc-nd/4.0/","hits":197},{"value":"http://rightsstatements.org/vocab/NKC/1.0/","hits":60},{"value":"http://rightsstatements.org/vocab/InC-RUU/1.0/","hits":51},{"value":"https://creativecommons.org/licenses/by-nc-sa/4.0/","hits":27}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Jim Peppler Southern Courier Photograph Collection","hits":4956},{"value":"John E. Phay Collection ","hits":4706},{"value":"John J. Herrera Papers","hits":3288},{"value":"Baldy Editorial Cartoons, 1946-1982, 1997: Clifford H. Baldowski Editorial Cartoons at the Richard B. Russell Library.","hits":2607},{"value":"Sovereignty Commission Online","hits":2335},{"value":"Strom Thurmond Collection, Mss 100","hits":2068},{"value":"Alabama Media Group Collection","hits":2067},{"value":"Black Trailblazers, Leaders, Activists, and Intellectuals in Cleveland","hits":2033},{"value":"Rosa Parks Papers","hits":1948},{"value":"Isaiah DeQuincey Newman, (1911-1985), Papers, 1929-2003","hits":1904},{"value":"Lillian Eugenia Smith Papers (circa 1920-1980)","hits":1887}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"John Davis Williams Library. Department of Archives and Special Collections","hits":8885},{"value":"Alabama. Department of Archives and History","hits":8146},{"value":"Atlanta University Center Robert W. Woodruff Library","hits":4102},{"value":"South Caroliniana Library","hits":4024},{"value":"University of North Texas. Libraries","hits":3854},{"value":"Hargrett Library","hits":3292},{"value":"University of South Carolina. Libraries","hits":3212},{"value":"Richard B. Russell Library for Political Research and Studies","hits":2874},{"value":"Mississippi. Department of Archives and History","hits":2825},{"value":"Butler Center for Arkansas Studies","hits":2633},{"value":"Rhodes College","hits":2264}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":80736},{"value":"Collection","hits":455}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":80994},{"value":"true","hits":197}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}