{"response":{"docs":[{"id":"bcas_bcmss0837_556","title":"Program planning and budget document, first quarter status report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-11-03"],"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","Education--Evaluation"],"dcterms_title":["Program planning and budget document, first quarter status report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/556"],"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\n1993-94 LITTLE ROCK SCHOOL DISTRICT'S FIRST QUARTER STATUS REPORT PROGRAM BUDGET DOCUMENT DESEGREGATION PROGRAMS lbLITTLE ROCK SCHOOL DISTRICT FIRST QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT received NOV 3 1993 OiSico of Desogregaiion Moniwting I November 3, 1993 Planning, Research and Evaluation i J lift Wb ftft ftft BB HW ftft IB Bl ftft IB Bl IBB ftft ftft TABLE OF CONTENTS SEO. # PAGE # SEO.# PAGE # Preface Mission Statement Goals District Financial Summary 11 12 13 14 15 16 17 18 Student Hearing Officer In-School Suspension New Futures 243 246 253 Academic Incentive Grants/Focused Activities 258 McClellan Community School Alternative Learning Center Testing Assistance - Disadvantaged Job Fair 263 269 289 292 Definitions School Support Cluster (BLUE) Organization of the Report Cluster Budget Documents Curriculum Cluster (PINK) 01 02 03 04 05 06 07 08 HIPPY 4-Year Old Program/City-Wide Early Childhood Education Program Academic Support Program (PAL) Multicultural Programs Special Education Gifted Education Federal Programs Vocational Education 11 20 29 35 65 100 108 114 19 20 21 22 23 24 25 26 27 School Operations Cluster (BUFF) 09 10 School Operations Extracurricular Participation 130 229 28 29 30 31 32 33 34 35 36 Commitment to Desegregation/Leadership Office of Desegregation/Student Assignment Staff Development Library/Media Computerized Transportation System Data Processing Safety and Security Teacher Recruiter Monitoring Activities (Planning, Research and Evaluation) Prejudice Reduction Summer School (Interdistrict) Summer Learning Program JTPA ASSET Special Programs Facilities Guidance/Counseling Program Employment Practices Bidding Practices (Procurement) 294 299 309 321 327 331 338 343 350 353 355 363 367 370 373 375 381 383TABLE OF CONTENTS SEO.# PAGE # SEO.# PAGE # 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 MH Recruitment Cluster (PURPLE) Parent Involvement - Recruitment VIPS - Recruiting Public Relations Unassigned Incentive Schools Cluster (YELLOW) Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Labs Computer Loan Program Extended Day Field Trips Homework Centers Transportation Homework Hotline Mentors/Tutors Instructional Aides Extended Year Incentive/Recognition Resident Counseling Service Camp Pfeiffer Monitoring Permanent Substitute Unassigned Extended Week PH ess 386 397 408 424 428 430 432 434 436 438 440 443 445 447 449 451 454 456 458 460 466 468 11 61 62 63 64 65 Staffing - Recommended Full-Time Required Staff Development Teacher Stipends for Inservice and Extra 5 Days Other Incentive School Academic Programs Kindergarten Reading Across the Curriculum Oral Expression Across Curriculum Learning Styles Inventory School Themes Semi-Departmental Instructional Tech Study/Test-Taking Parent Home Study Computer Managed Instruction Student Education Plans Specialized Programs Incentive Programs Homework Criterion-Referenced Test Heterogeneous Grouping Effective Schools African/American History Social Skills Family Folklore Positive Imaging Interpersonal Skills Rites of Passage Mentoring Program 470 477 488 490 492 521 B K 1 BBB kbikBEkSibESSB fi E TABLE OF CONTENTS SEO. # PAGE * SEO.# PAGE # 66 67 68 69 70 71 Incentive Schools Cluster (cont.) Special Activities Peer Tutoring Program Academic Reinforcement Clubs Special Interest Clubs Latin Enrichment Program Unassigned Career Sl^ills Development Support Services - Other Community Access/Field Trip Community Involvement Special S)cills Program Special Training Parental Involvement Learning Time Schedule Home/School Community Extracurricular Program Attendance and Behavior Subject Related Extracurriculum Counseling/Social Wor)\u0026lt; Community Services Access College/Post Graduate Aware Study Slcills Home/Neighborhood Meet Wellness Program 495 498 503 505 508 Ill 72 73 74 School Policies and Procedures - Other Unassigned Unassigned Student Choices/Options Cluster (GREEN) 75 76 77 78 79 80 81 82 Student Choices/Options King Interdistrict School Stephens Interdistrict School Romine Interdistrict School Roclcefeller Early Childhood Original Magnets Parlcview Science Magnets M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) Organization Chart (WHITE) Incentive Schools Addendum (WHITE) 516 519 524 528 530 532 535 537 545 5472 2 2 Sk fl fl, fl 5E Bl Sl BL PREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Program Budget Document Report will provide additional direction for guality, interim decision-making for - ,tiue. Specifically, programs with poor performance or expenditure problems addressed with corrective action during the year rather than after the year is completed. The report enhances the district's ability to monitor and report achievements and expenditures relative to the programs identified in the for all decision-making. the district will be The report enhances the district's Desegregation Plan for the most efficient and functional program planning on a quarterly basis. During the course of the fiscal year, the district will incorporate non-desegregation programs into the report so that all programs, desegregation and nondesegregation, will be accounted for by the end of the 199394 fiscal year. Additional obligations may be identified after the fiscal year. desegregation audit is complete. (1) The Mission The Program Budget Document Report contains the following\n, _ Statement of Little Rock School District\n(2) The Goals of Little Rock School District\n(3) LRSD Quarterly Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Organization of the Report\n(6) Program Budget Documents Grouped by Clusters\n(7) The LRSD Organizational Chart\nand, (8) Incentive Schools Addendum. 1 ILITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District's curriculum. This will be achieved through the collaborative efforts of a Board, a dedicated and competent staff, and of parents and citizens committed to fairness, racial equity and adequate support for education. 2 9S9 = = = S = = = SBSBBaBaBBSBliaBiiiBiiBiiilBlSaiaita LITTLE ROCK SCHOOL DISTRICT GOALS 1. that will ensure all students The LRSD will implement integrated educational programs ----. \ngrow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. grow academically 2. The LRSD will develop and maintain a staff that is well-trained and motivated. 3. The Little Rock Board, administration, staff, and students will demonstral^ in their day to day behavior that they accept each individual as a an view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. a valued contributor to society and 4. financial and other resources that are necessary to The LRSD will solicit and secure _ fully support our schools, including our desegregation plan. 5. The LRSD will provide a safe and orderly climate that is conducive to learning for all 6. students. The LRSD will ensure that equity occurs operations. in all phases of school activities and I 310/28/93 Little Rock School District Quarterly Desegregation Expenses Page 1 No 01 02 05 06 07 08 09 10 12 13 14 15 16 17 18 22 24 25 26 27 28 29 32 33 34 35 49 51 52 Program Name HIPPY___________________________ 4-YEAR OLD PROGRAM____________ STUDENT HEARING OFFICER________ OFFICE OF DESEGREGATION________ EXTRA-CURRICULAR PARTICIPATION TEACHER RECRUITER_____________ STAFF DEVELOPMENT_____________ ACADEMIC SUPPORT PROGRAMS MULTICULTURAL PROGRAMS_______ ACADEMIC INCENTIVE GRANTS ORIGINAL MAGNETS_______________ SPECIAL EDUCATION @ WASHINGTON SECURITY_______________________ D/P SYSTEM STUDENT INFORMATION M-TO-M MAGNET SCHOOLS MONITORING ACTIVITIES___________ COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTRICT THEME McClellan community school IN-SCHOOL SUSPENSION___________ JOB FAIR________________________ TESTING ASSISTANCE LIBRARY SERVICES________________ PARENT RECRUITING______________ VIPS RECRUITING_________________ PREJUDICE REDUCTION____________ CONTINGENCY FUND______________ OFFICE OF INCENTIVE SCHOOLS WRITING TO READ Budget 931-94 266,763.02 1,523,742.24 94,381.61 433,102.41 5,000.51 35,188.38 465,627.29 1,815,582.10 197,446.69 352,294.55 3,914,000.00 55,695.66 756,878.66 792,523.74 2,254,912.66 387,378.66 8,000.00 16,867.82 170,112.24 850,408.55 1,092.82 5,066.96 479,954.32 40,000.00 19,090.73 5,000.00 300,000.00 1,749.42 6,000.00 21 67 2 10 1 7 70 1 38 4 74 4 2 25 30 2 1 st Quarter 31,286.27 138,599.40 22,646.74 100,300.49 4,962.82 9,695.18 69,080.94 158,246.87 19,443.65 26,486.11 8,178.16 91,086.44 593,453.22 287,665.69 149,459.45 82,090.64 70,413.69 153.38 75.16 61,580.87 10.26 5,857.49 76.77 % Budget Spent 11.73% 9.10% 23.99% 23.16% 99.25% 27.55% 14.84% 8.72% 9.85% 7.52% 0.00% 14.68% 12.03% 74.88% 12.76% 38.58% 0.00% 0.00% 48.26% 8.28% 14.04% 1.48% 12.83% 0.03% 30.68% 0.00% 0.00% 4.39% 0.00% 4 H PW B9 CS CSS BS SS B3 S9 C9 53 39 99 99 S3 B3 53 SB Bl 91 BB BB10/28/93 Little Rock School District Quarterly Desegregation Expenses Page 2 No 53 54 56 57 59 61 64 65 66 72 73 74 75 Program Name SCIENCE LABS_____________________ COMPUTER LABS___________________ COMPUTER LOAN PROGRAM_________ EXTENDED DAY___________________ FIELDTRIPS_______________________ TRANSPORTATION (ADD'L)___________ INSTRUCTIONAL AIDES______________ EXTENDED YEAR___________________ INCENTIVE/RECOGNITION___________ RECOMMENDED STAFFING__________ REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE______ OTHER INCENTIVE SCHOOL ACTIVITIES iTOTALsia^iiiii^^ Budget 93-94 12,000.00 6,000.00 2,500.00 747,247.70 33,000.00 15,000.00 496,451.04 99,938.45 14,581.91 808,481.42 52,878.29 72,725.98 51,088.13 17,665,753.96 ATE s 42 31 431 1st Quarter 25,550.48 3,210.95 38,306.87 31,884.03 1,428.45 58,107.81 1,459.85 24,542.02 20,724.59 2,136,064.74 % Budget Spent 0.00% 0.00% 0.00% 3.42% 9.73% 0.00% 7.72% 31.90% 9.80% 7.19% 2.76% 33.75% 40.57% 12.09% I 5DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. Program: A program is an established plan of operation, composed of a group or series of related activities which are carried out to serve a specific area of identified need. Program Description: related to the respective program. A program description includes a purpose, scope and content, and participants/beneficiaries Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program objectives present explicitly the desired impact the program should have on a problem. They should provide detail to the goals. Strategies: Strategies are the jobs, tasks, efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts. contributes to the accomplishment of the strategy, strategy. tasks, evidence, performance, or actions undertaken in a program which Achievements are placed in alpha order underneath the relative Evaluation Criteria: Evaluation criteria are statements which specify the end product of an objective or strategy and establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of two formatted pages. Program Sequence t (Seq. *) : programs in order within the planning document. The purpose of this sequence number is to establish a reference for placing Revision Date: This date is the actual date the program document was first documented or last changed. Program Name: To eliminate confusion, an established name for each program has been assigned by the district planner. Program Code: This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. 6 wt pw pw 59 95 29 iB 38 B ^8 Bl 88 81 88 81 SB ^8 ^8 88 Bl BE ^8Definitions and Data Elements (cont.) Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader: -____4__The Secondary Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Manager or the Principal). If more than one district goal is District Goal support: Each program directly supports at least one district goal, relative, then the appropriate district goals have been listed in descending priority order. Specific plan and page references will directly cite one of the following desegregation documents\nI = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP = Pleadings\nM = Monitoring Reports. The format should be L23 or 113-20, for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Flan Reference: L = LRSD Desegregation Plan\nThe should for example. Plan Reference Page Number: If the objective or strategy is desegregation document related or strategy has been found should be listed, then whatever source was used has been listed. Source references listed for each objective and strategy have been used. , the specific desegregation document and page upon which this objective If the objective or strategy is not related to a desegregation document. This element is contained on page 2 and succeeding pages. Beginning Date: in the following manner: This is the actual date a particular strategy began. For consistency, all dates should be printed MM/DD/YY, (09/30/93). For consistency, all dates completion Date. This is the actual date a particular objective or strategy was completed. . should be entered in the following format: MM/DD/YY, (09/30/93). If an activity toward a strategy has been started should be entered in the following format: MM/DD/YY, (09/30/93). but not completed, a percent of completion (75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished.ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Program Budget Document Report. Pagination. Every page in the text is numbered using Arabic numerals. Pages are consecutively numbered (e.g.,1,2,3,...) throughout the report at the bottom of the page beginning with the \"Preface.\" The \"Table of Contents\" is on page i, page ii, and page iii. Print. The Program Budget Document employs two kinds of print density. Print denotes original language of the desegregation document(s). Bold Lighter print enclosed in parentheses (parenthetical statements) identifies language that is not literal in the desegregation document(s). The parenthetical statements of lighter print have been integrated throughout the Program Budget Documents for clarification of original language in the desegregation document(s) and/or for providing information generalized from the original language of the desegregation document(s). Parenthetical information should not be construed to mean new legal obligations nor expansion of the obligations under the desegregation document(s). Clusters. Programs have been sorted into broad categories called clusters. Clusters Include programs or schools grouped together because of similar and related operational functions. For convenience and management of the report, similar programs have been grouped into six color-coded clusters. To locate a program, determine the relative cluster of the program by using the \"Table of Contents\" and then refer to the program sequence number (Seq #) or page number for facilitating program reference in the report. Organizational Level. The School Operations cluster classifies the fifty schools elementary, junior high, and senior high. according to three school organizational levels: ... . . These levels have been further subcategorized according to area, interdistrict, incentive. and magnet schools for efficient program reporting. Non-Monetary Tracking. No entry on page one in the fiscal year program budget field and/or the quarter expenditure field of a Program Budget Document means desegregation money has not been tracked to the respective program. Organ!zatlonal Chart. An organizational chart has been included to provide reference information matching designated responsible persons with desegregation and non-desegregation programs. 8 BH RH JW E9 ^9 J|9 ^^9 ^|9 99 ^9 99 99 959 CB ^9 S9 SB GBMAS CLUSTER BUDGET DOCUMENTS 9Curriculum Cluster * * * A HIPPY 4-Year Old Program Academic Support Program Multicultural Programs Special Education City-Wide Early Childhood Education Program Federal Programs Vocational Education 10Prograa Seq f: 01 Program Maae: Prograa Code: Prograa Description: District Goal Si^iport: Prograa Goal: [ Plan References: FT Prograa Budget: TTD Expenditures: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT HIPPY (Home Instruction Program For Preschool Youngsters) 01 Primary Leader: Estelle Hatthis Secondary Leader: Marion Shead Page: 1 Revision Date: November 1, 1993 HIPPY is a home based developmental program which recognites the mother as the first significant teacher of the child. HIPPY assists the mother in preparing the child to be successful in kindergarten, therefore assisting in the reduction of the disparity gap between block and white students. HIPPY'S major focus is in the shadow areas of major incentive schools and in the Southwest Little Rock area. HIPPY serves primarily economical and educational disadvantaged families. Inplement integrated educational programs that will ensure that all students grow academically, socially and emotionally with enphosis on basic skills and academic enrichment while closing disparities in achievement. To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be successful\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Page L-5, L-14, 15, 16 $266,763.02 1st Qtr Expend: 2nd Qtr Expend: $31,286.27 3rd Otr Expend: 4th Qtr Expend: FTE 21 [ Related Fmction Codes: 11 H SHPrograa Seq *: 01 Prograa Haae: HIPPY Prograa Code: 01 Prograa Goal: Plan Reference doc Page Mwfcer L14 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Matthis Secondary Leader: Page: 2 Revision Date: Marion Shead November 1, 1993 To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Objectives Strategies Beginning Date Co^\u0026gt;let{on Date Responsibility Evaluation Criteria 1. To promote the HIPPY program July 1, 1993 June 30, 1994 Staff Mailed letters Appear on show (Docunentation of PSA) 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. July 1, 1993 June 30, 1994 Staff A. Staff member appeared on channel 16 B. Mailed PSA to channels 4, 7, 14, \u0026amp; 16 C. Forwarded PSA to LRSD Connwications Department D. Printed \u0026amp; distributed flyers 342 12Page: 3 Progreo Seq *: 01 Revision Date: November 1, 1993 Prograa Nsae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students particularly black students as it relates to the achievement disparity between black and white students. ' Plan Reference doc Objectives Strategies Page Huriser Begiming Date (Xa|\u0026gt;let{on Date Responsibility Evaluation Criteria LU 2. To select HIPPY aides July 1, 1993 June 30, 1994 Staff By applicants response (Documentation of selection of aides) 2.1 Interview and select fourteen (14) aides. July 1, 1993 June 30, 1994 Staff A. Interview \u0026amp; select aides B. Printed \u0026amp; mailed forty two (42) flyers to area churches C. Mailed job announcement to channels 14, 16. \u0026amp; 38 LU 3. Initial training of aides and staff July 1, 1993 June 30, 1994 Supervisor Pay the bill (requisition paid) 3.1 Arrange logistics with state for the initial training July 1, 1993 June 30, 1994 Supervisor Pay the bill A. Contacted Principal at Washington Magnet school to assist \u0026amp; arrange use of facilities for Regional Training B. Conducted pre-initial training for aides 13  ubi w B B B B B B B B B BPage: Prograa Seq f: 01 Revision Date: Hovenber 1, 1993 Prograa Naae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date Collation Date Responsibility Evaluation Criteria L14 L14 L14 L14 L14 Page Mtatoer 4. To enroll families into program. 4.1 Conduct home interview and enroll families into program. A. Conducted registration for interested parents 5. To recruit families 6. To determine service of coordinators 7. To assign families to be serviced by aides. 8. To organize instructional material. July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Supervisor Coordinators Staff (Documentation of family enrolIment) Certification of aides (position of aides filled) 5.1 Compose and mail correspondence to conmunity churches to recruit families and instructional aide trainees. A. Hailed correspondence to forty two (42) area churches 6.1 Identify families to be served by each coordinator A. Assigned families to Coordinators 7.1 Identify families to be served by each aide A. Assigned families to aides 8.1 Print curriculum material. 14 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Coordinators Secretary of HIPPY Supervisor Coordinators Assignment of families to Coordinators Assignment of families to aides Printing completed (received ordered curriculun)Prograa Seq f: 01 Page: 5 Prograa Naae: HIPPY Revision Date: November 1, 1993 Prograa Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: Io prepare eco^ically disadvantaged children to enter kindergarten Kith the necessary skills to be success\nand to inprove the educational outcomes of students particularly black students as it relates to the achievement disparity between black and white students. educational outcomes of students. Plan Reference doc Objectives Strategies  Psge Htaber Beginning Date Coafiletion Date Responsibility Evaluation Criteria LU LU LU 9. To familiarize aides of the HIPPY implementation in LRSD. 10. Obtain material for program 11. To orientate enrolled families to the HIPPY program. A. Ordered printed curriculun from Dushkin Publishing 9.1 Conduct three \u0026lt;3) day workshop A. Invited LRSD personnel to Inservice Training 10.1 Order material A. Requisitioned materials July 1, 1993 July 1. 1993 July 1, 1993 July 1, 1993 July 1. 1993 June 30. 1994 June 30. 1994 June 30.1994 June 30. 1994 June 30. 1994 Supervisor Coordinators Supervisor Coordinators Supervisor Supervisor Coordinators Agenda/Receive material (documentation of 3 day workshop) Receive materials (received ordered curriculun) (docunentation of requisition of material) Families enrolled in program (docunentation of parent orientation) 11.1 Conduct orientation meeting July 1, 1993 June 30. 1994 Supervisor Coordinators (documentation of correspondence \u0026amp; evaluation of orientation) A. Secured space for orientation B. Invited speakers to orientation C. Prepared program agenda for orientation 15 Page: 6 Prograa Seq f: 01 Revision Date: Movember 1, 1993 Prograa Haaa: HIPPY Prograa Code: 01 Priaary Lender: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to iinprove the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies L15 Psge Hudber Beginning Date (ki^letion Date Responsibility Evaluation Criteria 12. Identify meeting sites of group meetings. July 1, 1993 June 30, 1994 Coordinators Confirmation of site (documentation of letters) 12.1 Secure meeting sites for group meeting, (mailed letters to building principals) 12.2 Mail out notification of meeting sites. July 1, July 1, 1993 1993 Ji^ 30, 1994 June 30, 1994 Coordinators Coordinators A. Identified appropriate school site for group meetings 8. Developed flyers C Distributed flyers to parents L15 13. To schedule implementation of HIPPY curriculum July 1, 1993 June 30, 1994 Supervisor Coordinators 16 Documentation of schedjled group meetings (Docunentation of master schedule of home visits of aides) JPsge: 7 Progm Seq *: 01 Revision Date: November 1, 1993 Prograa Naae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies L15 L15 L15 Page Ntaber Begiming Date CoaB\u0026gt;letion Date Responsibility Evaluation Criteria 14. To provide parents with information that will assist them with their children. 15. To evaluate aide trair\u0026gt;ees mid point (15th week). 16. To determine program success 13.1 Schedule aides weekly home visits and group. 13.2 Schedule area group meeting-print flyers. 13.3 Schedule weekly service for aides. A. Invited enrichment speakers B. Prepared agenda 13.4 Schedule aides first teaching with (own child). 14.1 Schedule workshop for parents and aides, mail out and print materials. 15.1 To evaluate each aide trainee. 17 July 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30,1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Coordinators Supervisor Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Coordinators Supervisor Coordinators Receive materials (Documentation on file) Received materials Completion of survey ^^223P89e: 8 Prograa Seq f: 01 Revision Date: Noverrber 1, 1993 Prograa Haae: HIPPY Prograa Code: 01 Prisary Leader: Estelle Hatthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Begiming Date Coagiletlon Date Responsibility Evaluation Criteria Page Wiaber 16.1 Conduct survey of parents - print materials July 1, 1993 June 30, 1994 Supervisor Coordinators fi. L15 17. Began second-part of program's implementation. 17.1 Implement second part of HIPPY curriculun: A. Print material B. Print flyers C. Hass maiI out LIS 18. Evaluation of sides 18.1 Evaluate aides L16 L16 L16 L16 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Coordinators Participation of parents Materials co(rpleted Completed 19. Provide parents with information to be successful with their children 20. Build the aides children self esteem. 21. Graduation of HIPPY children and aides reception. 22. Evaluate aides July 1, 1993 June 30, 1994 Stpervisor Consultant fee paid 19.1 Obtain a site and speaker and schedule a lecture for parents 20.1 Activity 21.1 Staff will organise 18 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Staff Staff Staff Staff Coordinators Consultant fee paid Completion of programPage: 9 Prograa Seq *: 01 Revision Date: Novetnber 1, 1993 Prograa Naae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies L16 Page MtMwr 22.1 Schedule final evaluation of trainees in the program 23. Staff in place. Beginning Date July 1, 1993 July 1, 1993 Completion Date June 30, 1994 June 30, 1994 Responsibility Coordinators Coordinator Evaluation Criteria Staff began implementation of program 23.1 To begin implementation of HIPPY program. July 1, 1993 June 30, 1994 L16 24. Maintain regular staff. July 1, 1993 June 30, 1994 Supervisor To assist in the iiqilementation of program L16 25. To assist in traveling expense. 24.1 Secretary July 1, 1993 June 30, 1994 July 1, 1993 June 30, 1994 Aides Pay stipend 25.1 Aides made home visit. 19 99999BSSSS9a59aaBBflBBWB0LRSD FY 93-94 PROGRAM BUDGET EXDCUMENT Prograa Seq *: 02 Page: 1 Revision Date: November 1, 1993 Prograa Haae: Four-Year Old Program/City-Uide Early Chilctiood Program Progri Code: 02 Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Progri Description: The purpose of the program is to meet the growing needs of disadvantaged students and to improve the racial balance at schools that are difficult to desegregate by incorporating Early Childhood Education programs into the Elementary schools. The program provides experiences for young children which meet their needs and stimulate learning in all developmental areas - physical, social, emotional, and intellectual. high concentration of low income students and in schools that are difficult to desegregate. Priority for identification of program sites wilt be given to areas that have a very District Goal Stuport: Goal 1 - Implement integrated educational programs that will ensure that alt students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 * The Little Rock School Board, ackninistration, staff, and students will demonstrate in their day to day behavior that they accept each diversity among students, staff and the comnunity as a valued resource upon which our community and nation can draw as we prepare for the 2l8t Century. Goal #4 * Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal #5 - Provide a safe and orderly climate that is conducive to learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. Program Goal: Plan References: L7, LIO, L17, 18, 19 Program Budget: $1,523,742.24 1st Gtr Expend: $135,599.40 3rd Otr Expend: FTE 67 Expenditures: 2nd Qtr Expend: 4th Otr Expend: [ Related Fmction Codes: 7 20 L aProgm Seq *: 02 Prograa Maae: Four-Year Old Program Prograa Code: Prograa Goat: Plan Reference Page Niadjer L17 L17 L17 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Hatthis Secondary Leader: To i^\u0026gt;leaKnt the Four-Year-Old Prograa in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Objectives Strategies Beginning Date CoBf)letion Date 1. Identify and Bssi^i new four-year old program participants in the incentive schools. 1.1 Provide pre-registration iraervices to eleaantary principals. 1.2 Conduct aadia p^licity for pre- registration. Page: 2 Revision Date: November 1, 1993 Pat Price Responsibility Evaluation Criteria July 1, 1993 July 1, 1993 July 1, 1993 Jme 30, 199* Jwe 30, 1994 Jme 30, 1994 L17 L17 L17 2. Recruit teachers and aides as needed. Student Assignaent Office Student Assi^aent Office (kmauiications Department Principals Student Assignment Office Coamssiications Department 1. Applications returned to Student Assijrment and Bssivents made 1.1 Dates of inservice List of participants 1.2 (Docunentation of participating and identified PSA's: Radio and TV stations sent to Oates aired Pre-registration announcement) A. Add run 09/04/93 through 09/06/93 recruiting children for six schools with openings. 1.3 Assiff) four-year old students. A. Assignments were made from applications in accordance to racial balance requirements on 06/09/93, 07/09/93, and 07/23/93 2.1 Interview interested teachers and aides as needed. 21 07/09/93 July 1, 1993 07/09/93 July 1, 1993 July 1, 1993 35X Jus 30, 1994 07/23/93 Jme 30, 1994 Jtsa 30, 1994 Student Assignaent Si^iervisors, Huaan Resources Director, Principals Si^iervisors, Huaan Resources Director, Principals 1.3 (Assignment notifications to parents Enrollment in classes) 2. (A list of qualified applicants.) 2.1 A list of qualified applicants. (Employment of teachers and aides for new and open positions.)Page: 3 Prograa Seq *: 02 Revision Date: Movenijer 1, 1993 Prograa Maae: Four-Year Old Progrean Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Progm Goat: To iiq\u0026gt;lcaKnt the Four-Year-Old Prograai in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Nuaber Objectives Strategies Beginning Date Coapletion Date Respanaibflity Evaluation Criteria A. Teachers and aides hired for every classroom. 07/09/93 08/16/93 L17 L17 3. Obtain curriculm aaterials, supplies, and furniture as needed. July 1. 1993 Jine 30, 1996 (Purchasing Dept. Si4\u0026gt;ervi8or8) 3. (Confirmation of purchase orders.) 3.1 Coa^lete and send orders to vendors. July 1, 1993 Jine 30, 1994 Principals Si\u0026lt;rvisors 3.1 Materials available A. Materials, supplies and equipment available in all new classrooms. 07/01/93 07/01/93 L17 L17 4. Train teachers and aides in the iiqslcBentation of E.C.E. curriculuB.) 4.1 Conduct orientation and inservices. July 1, 1993 July 1. 1993 Jine 30, 1994 Jine 30, 1994 Si^w/Staff Dev Si\u0026lt;]v/Staff Dev 4. (Documentation of inservice evaluations.) 4.1 Agenda (Documentation of inservice evaluations) A. Principals training July 28th and 29th, 1993. 07/28/93 70X L17 L17 L17 B. Teachers training August 17, 1993. 4.2 (Xmduct aonthly inservices. A. Inservice training - July 28, 1993\nJuly 29, 1993\nAugust 17, 1993\nSeptember 30, 1993 08/17/93 July 1. 1993 07/28/93 70X Jine 30, 1994 35X Si\u0026lt;iv/$taff Dev 4.2 Agenda (Oocimentation of inservice evaluations) 5. Familiarize parents with Four-Year Old Prograa. July 1, 1993 Jine 30, 1994 Classrooa teachers 5. (Documentation of meetings and evaluations.) 5.1 Conduct parent orientation meeting and parent coherence. July 1, 1993 Jine 30, 1994 Class rooai teachers 5.1 Niaber of parents attending Parent/Teacher Conferences 22 Page: 4 Prograa Seq *: 02 Revision Date: November 1, 1993 Prograa Name: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: To ispleaent the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) N Plan Reference Niadser L17 L18 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. Parent Orientation  08/20/93 Fair Park\n09/13/93 Area Schools\n09/14/93 Magnet Schools and Romine\n09/20/93 Incentive Schools 5.2 Include four-year old children in Master Schedule - students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. A. Master schedules reflect services children receive. 5.3 Ensure key experiences occurring in the classrooa. A. Twenty-eight classroom visitations. B. Four new programs had licensing site visits and meet requirements. C. All 15 programs previously existing are licensed and meet requirements. 23 08/20/93 July 1. 1993 07/01/93 July 1, 1993 08/23/93 08/23/93 08/23/93 35X Jme 30, 1994 09/10/93 JiMW 30, 1994 35X 35X 35X Principals Principals Classroom Teachers Sifjervisors 5.2 5.3 5.3 Master schedules Curriculua checklist (Classroom observations and monitoring reports.) \"^^9 ^^9 -g \"HfflSBHBBBBBBBBiilLaaeLll Page: 5 Prograa Seq *: 02 Revision Date: Novent\u0026gt;er 1, 1993 Prograa Naaa: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: To iapleaent the Four-Tear-Old Prograa in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Hiaber L18 L18 Objectives 6. Evaluate effectiveness of Four-Teer Old Program. Strategies Beginning Date July 1. 1993 6.1 Adainister appropriate evaluation to four- year olds. 6.1 (Maintaining portfolio assessments on four- year olds.) A. Portfolio assessments began on all children 24 July b July 1, 1993 1993 07/01/93 Co^letion Date Jine 30, 1994 June 30, 1994 Jine 30, 1994 35X Responsibility (Principals Classroom Teachers Supervisors Planning, Research, and Evaluation, Assoc. Supt.) Classrooa teachers (Classroom teachers) Evaluation Criteria 6. (Annual review of assessment data beginning at the end of the kindergarten year of each child participating in the program. EPSF Post Assessments) *(Cofflperisons of the progress did and did participate in the program.) of children who not (Standardize achievement tests will be given to each child at the end of the third grade level. These tests Hill provide data indicating the success of the Early ChiIdhood Program as an intervention strategy.) 6.1 6.1 Evaluation results (Docunentation of portfolios recording the chiIdren do what they know.) work which and 6 Page: Prograa Seq *: 02 Revision Date: November 1, 1993 Prograa Haaa: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goel: To ispleaant the Four-Yeer-Old Prograa in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) E Plan Reference Page Mtafeer L18 L18 Objectives Strategies 6.2 Analyze student saBeaaaent test data md Directors. prepare report for LRSD Board of 6.3 Utilize results for prograa iaproveaent. Beginning Date July 1, 1993 July 1. 1993 Co^letion Date Jifw 30, 1994 June 30, 1994 Responsibility Assoc Sipt Sipervisor Planning, Evaluation, and Testing (Assoc Supt Supervisor) Evaluation Criteria 6.2 Evaluation report 6.3 (Areas targeted for improvement.) 25 I *2 g 9 B S 29 S S g a 1M| B a \u0026amp; B B a Si iiiiiiiiiiiaiBi LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 7 ProgrflM Seq *: 02 Revision Date: November 1, 1993 Prograa Naae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pat Price Prograa Goal: To combine the efforts of the L.R.S.D.. P.C.S.S.D.. N.L.R.S.O.. Head Start and other entities to provide quality early childiood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Page Hialier L19 L19 L19 L19 L19 Objectives 2. To develop a plan for planning a city- wide early childhood prograa. Strategies 1.4 To receive a letter of si^iport froa each participate. agency desiring to 2.1 To establish planning procedures and identify key coaaittecs and chairpersons plaming process. needed for the 2.2 To identify appropriate additional representatives froa each participating for each coaaittee. agency 2.3 To delineate the goals to be addressed and accoaplished by each the tasks to be coaaittee. including appropriate tiaelines to be net. Beginning Date July 1. July 1. July 1. July 1 July 1. 1993 1993 1993 1993 1993 Coapletion Date Jine 30. 1994 Jine 30. 1994 Jine 30. 1994 Jine 30. Jine 30. 1994 1994 Responsibility Key representatives froa each agency Key representatives froa each agency Key representatives froa each agency Key representatives froa each agency Key representatives froa each agency Evaluation Criteria File record letters Structured plan for planning on file. Record of coaaittee af^ara Record of coaaittee ae^rs L19 L19 L19 3. To initiate the planning for the i^leaentation of a city Hide early childhoixl prograa. 3.1 To conduct periodic aeetings to review coaaittee. progress of each 3.2 To identify resources needed by identified by each coaaittee, including Bonetary. 26 July 1. July 1. July 1, 1993 1993 1993 Jine 30. 1994 Jine 30. 1994 Jine 30. 1994 Assoc Supt for Educational Prograas Assoc Sipt for Educational Prograas Assoc Sipt for Educational Prograas Minutes of aeetings Identification of coaaittee JI Page: 8 Prograa Seq *: 02 Revision Date: November 1, 1993 Prograa Naae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: To conbine the efforts of the L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Page Himber L19 L19 L7 (N) L10 (N) LIO (H) LIO (N) 1. Objectives Strategies Beginning Date Completion Date Reaponsibility Evaluation Criteria (To collaborate with HIPPY, P.C.S.S.C., N.L.R.S.O., Head Start, and other entities in order to fulfill the district's expectations for a quality Early Childhood Education Program.) (H) 3.3 To review the first draft of the co^irehensive plan and to make recowondations for refinearnnt. 3.4 To ulait the final draft for approval to all Directors (where applicable). participant Boards of 1.1 (To establish a schedule of regular meetings of representatives of the various entities.) (N) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 1.2 (Supervisors iseet to discuss individual program needs and to determine if resources can be shared.)(H) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 1.3 (To plan joint inservices for adninistrators. teachers and instructional assistants.)(N) 27 BB9999aaB July 1, 1993 July 1, 1993 July 1, 1993 07/01/93 July 1, 1993 07/01/93 July 1, 1993 Jwe 30, 19M Jw 30, 199^ Jme 30, 1994 35X Jme 30, 1994 35X June 30, 1994 Assoc Bigit for Educational Program Assoc Sigrt for Educational Programs (LRSO Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) (LRSO Supervisors and PCSSO/NLRSO and Headstart Supervisors of ECE programs) Siiaission of first draft Draft siiaiitted to Board 1.1 of 1.2 (Schedule and minutes all meetings) (Roster of participants and minutes of meetings) 1.3 (Roster of participants and evaluations of inservices) gi ga gaB  a  B B B'B BBBBfiaBBSBaBaaafiB Page: 9 Prograa Seq *: 02 Revision Date: Noveinber 1, 1993 Prograa Naaa: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pat Price Prograa Goal: To conbine the efforts of the L.R.S.D.. P.C.S.S.D., N.L.R.S.D.. Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Psge NiaAter Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria A. Preliminary planning meetings held: July 15. 1993. and July 21. 1993. 07/01/93 35X L10 (N) L10 (N) 1.4 (To plan Joint parent involvement activities.)(N) 1.5 (To use a student referral system allowing parents on a waiting list to know about vacancies.)(N) 28 July b 1993 July 1. 1993 Jine 30. 1994 Jine 30, 1994 (LRSD Supervisors and PCSSO/NLRSO and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSD/NLRSO and Headstart Supervisors of ECE programs) 1.4 (Roster of participants and evaluations of inservices) 1.5 (List of vacancies each entity has.) JLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq \u0026gt;: 03 Page: 1 Prograa Naae: Academic Support Program Progri Code: 10 Priaary Leader: Estelle Matthis Secondary Leader: Revision Date: kovefnber 1, 1993 Adams, Stovall, TrowelI Prograa Description: The purpose of the Academic Support Program is to provide support for students in the areas of reading, language arts, and mathematics that will reinforce and enhance the academic achievement of targeted students in grades one through twelve. This support is provided by certified reading specialists, English and Mathematics teachers in the regular classrooms, additional classes, and labs. District Goal Sn^xjrt: laplement integrated educational programs that will ensure that alt students grow academically, socially and emotionally with emphasis on basic and academic enrichment while closing disparities in achievement. Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students In the mainstream setting. [ Plan References: L 1, 17, 16, 21, 22, 23, 18, 19, 1, 10-13 FT Prograa Budget\n11,815,582.10 1st Qtr Expend\n1158,246.87 3rd Qtr Expend: FTE 70 TTP Expenditures\n2nd Qtr Expend: 4th Qtr Expend: [ Related Function Codes\n29 'i I  BBBB99BB99BBBB3BBBHHSPrograa Seq *: 03 Prograa Nase: Academic Support Program Prograa Code: 10 Prograa Goal: Disparity reduction Plan Reference Page Hiaber March 19, 1993 Revised Acadeaic S\u0026lt;4]port Prograa L 1 L 17 L 17 L 17 fl jBt Sb St LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Hatthis Secondary Leader: Page: 2 Revision Date: November 1, 1993 Adams, Stovall, Trowel I to provide equitable language arts and mathematics learning for all students in the mainstream setting. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1. The goal of the Academic Si^iport Prograa is to provide equitable language arts and aetheaatics learning experiences for all students in the aainstreeaed setting svfiporting thea with the instructional and technical assistance needed to reduce the learning disparity. July 1, 1993 Jine 30, 1994 1. (An analysis of 1993-94 achievement test data reveals a positive increase in student achievement and a decrease in student learning disparity in language arts and mathematics.) 1.1 Explain the Acadeaic Si^^port Prograa options to local school adainistrators. A. Meeting held to explain options. 1.2 Select the local school's appr^iate Acadeaic Si\u0026lt;]port Prograa (indirect/direct/extended services). A. Options selected for 1993-94 school year. 1.3 Identify students targeted for participation in each prograa by school/grade level. A. Students identified. 30 i July 1, 1993 07/08/93 July 1, 1993 07/08/93 July 1, 1993 07/07/93 Jiaie 30, 1994 07/08/93 Jiste 30, 1994 07/13/93 June 30, 1994 09/30/93 Associate Si\u0026lt;\u0026gt;erintendent for Curricului, Assistant S\u0026lt;4\u0026gt;ts., Dir. of Federal Prograas Local school adainistrators Local school teaiBS 1.1 (Sumtary handout of explanation is provided to staff.) 1.2 (Selection of program is submitted to Associate Superintendent of Curriculun.) 1.3 (Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) JPage: 3 Prograa Seq #: 03 Revision Date: November 1, 1993 Prograa Maae\nAcademic Support Program Prograa Code: W Priaary Leader: Estelle Matthis Secondary Leader: Adams, Stovall, TrowelI Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Miaber L 17 L 17 L 16,21.22.23 Objectives Strategies Beginning Date Collation Date Responsibility Evaluation Criteria 1.4 Select staff (identify by position) responsible for delivering Acadeaic St\u0026lt;]port Prograa. A. Staff selected for 1993-94 school year. 1.5 A. Schedule the acadeaic teaa's staff. Schedules on file at Office of Federal Programs. 1.6 li^leaent selected school options at local levels. A. Schedules are posted. 1.7 Begin training staff responsible for deliverir^ each Acadeaic Si\u0026lt;]port Prograa. A. Academic Support Program Workshops: Elementary Reading/Mathematics Adninistration Organization 31 July 1. 1993 08/01/93 July 1, 1993 08/23/93 July 1, 1993 08/23/93 July 1. 1993 08/17/93 Jme 30. 1994 Principal 1.4 (Staff assignments are determined at the building level and assignments filed at the Office of Federal Programs.) 09/30/93 Jwa 30. 1994 SOX Jme 30. 1994 SOX Jkw 30. 1994 08/17/93 Principal Principal and staff Directors of Staff Development and Reading\nSupervisors of Language Arts. Mathematics and IRC Specialists 1.5 (Schedules are developed listing team's contact time, nuiber of students served, artd other variables associated with the team's responsibilities.) 1.6 (Schedules and academic plans of targeted students reflect implementation of the selected school option(8).) 1.7 (Staff training for participants will include program administration (student selection process, record-keeping, progress reports) instructional strategies, parental involvement, and others.)Page: 4 Prograai Seq f: 03 Revision Date: Novenijer 1, 1993 Prograai Naae: Academic Support Program Program Code: 10 Primary Leader: Estelle Matthis Secondary Leader: Adams, Stovall, TrowelI Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Number L 18 L 19 Objectives Strategies Beginning Date Ca^\u0026gt;letion Date Responsibility Evaluation Criteria Secondary Reading/Mathematics Adninistrat1on/Organization 1.8 1.8 08/17/93 08/17/93 Monitor the iiqjleaentation of above. (Monitor the inplementation of the Academic Support Program options. These programs may vary from year-to-year.) A. Monitoring schedule dociment was developed assigning the reading and mathematics staffs to schools. B. There have been 111 on-site visits made to elementary schools and 33 on-site visits to secondary schools. 1.9 Provide technical assistance and maintenance workshops as needed in the above staff developamnt areas. July 1, 1993 08/01/93 08/23/93 July 1, 1993 June 30, 1994 08/17/93 35X Jme 30, 1994 Principals, district-wide staff development team, and coqxjter specialists Principals, district-wide staff development team, curriculum supervisors, IRC specialists) Principals, distinct-wide staff development team, and coaputer specialists 1.8 (School visits/observations are made to provide feedback (oral/written) to trained staff.) 1.9 (Requests for technical assistance are documented and evaluated. Feedback related to iiFprovement or change is recorded.) L 32 JI Page: 5 Prograa Seq *: 03 Revision Date: November 1, 1993 Prograa Hooie: Academic Support Program Prograa Code: 10 Priaary Leader: Estelle Matthis Secondary Leader: Adams, Stovall, Trowel I Progri Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Himber Objectives Strategies Beginning Date Coaf)letion ___Date Responsibility Evaluation Criteria A. Technical assistance has been provided 50 times in elementary schools and 27 times in secondary schools. 08/23/93 35X (Principals, district-wide staff development team, curriculun supervisors, IRC specialists) L 19 L 19 L 19 Hl 1.10 Schedule school based meetings to assess program effectiveness. 1.11 Collect appropriate data for end of school program evaluation, including pre and post standardized test scores, student grades and attendance, saoples of student work, and perent/teacher/student recooBKnda t i ons. 1.12 Analyze the above data to evaluate prograoi effectivness. 1.12 (Analyze end of school program evaluation components.) 33 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 Principal Principal and staff Associate Siperintendent for Curiculim, Assistant Superintendents, Curriculum Si\u0026lt;)ervisor8 and Principals 1.10 (Records of dates of meetings and participants, minutes of meetings, and issues related to program effectiveness are maintained.) 1.11 (Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and recommendations to provide individual/group/school progress are maintained for continuous student and program progress.) 1.12 (Results of standardized test scores are evaluated to determine the number of students showing growth and the reduction of disparity.)Program Seq \u0026lt;: 03 Prograa Haae: Academic Support Program Prograa Code: 10 Priaary Leader: Prograa Goal: Disparity reduction Plan Reference Page Mmber L 1, 10-13 Page: 6 Estelle Matthis Secondary Leader: Revision Date: November 1, 1993 Adams, Stovall, Trowel I to provide equitable language arts and mathematics learning for all students in the minstream setting. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.13 Assist parents in obtaining the knowledge and skills needed to promote the education of their children at hoam and at school through conferences, workshops, and Little Rock School District Koam Study Guides, etc. July 1, 1993 Jim 30, 1994 Principal and staff (Director of Federal Programs, Curriculum Supervisors, Principal and Staff) 1.13 (Parents and staff are surveyed to evaluate parental involvement activities provided throughout the year. Results of the surveys are used to strengthen the parental involvement program.) A. Provided inservice on LRSD Home Study Guides for adninistrators. 08/17/93 08/17/93 B. Provided inservice on LRSD Home Study Guides for parents. 09/08/93 09/08/93 C. Telephone conferences with parents (12). 08/23/93 35X 34 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Progm Seq *: 04 Page: 1 Prograa Maae: Multicultural Curriculim Revision Date: Novenober 2, 1993 Prograe Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Description: 1. The Multicultural Curriculun Program is designed to provide equity and excellence in all curricular and program areas in the Little Rock School District. (6) The program is further designed to reduce the disparity that exists between black and white students in academic performances and the low representation of black students in advanced placement courses as well as in special activities and programs. (1,6) 2. In order to achieve the components identified in the Multicultural Curriculum Program, multicultural curriculim guides will be used in all schools. Teachers will receive extensive and ongoing staff development in the use of the guides as well as training in the implementation of strategies, techniques, and activities to use to ensure that instruction meets the cultural, academic and social needs of all children. (1,3,6) To suplement existing instructional materials focusing on cultural diversity from a multicultural perspective will be purchased for use in all schools and programs. 3. The participants in the Multicultural Program consists of all teachers, K-12, in core area subjects in addition to music and art teachers, cultural, and ethnic backgrounds will be affected the greatest by activities outlined in the Multicultural Curriculun Program. Students of all social, District Goal Si^port: Goal No. 1. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. Goal No. 2. Develop and maintain a staff that is well-trained and motivated. Goal No. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal No. 3. The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the connwity as a valued resource which our connunity and nation can draw as we prepare for the 21st Century. Prograai Goal: To ensure educational equity in the elementary and secondary curriculua and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculuw development. (Applies only to page 76. objectives 1. 2. 3. 4.) Plan References: L66 - SO FT Program Budget: $197,446.69 1st Qtr Expend: $19,443.65 3rd Qtr Expend: FTE TTD Expenditures: 2nd Qtr Expend: Related Fiaiction Codes: r [ 1 I 35Prograa Seq f: 04 Prograa Naaa: Prograa Code: Prograa Goel\nPlan Reference Page Nurtier L 66 L 66 L 66 L 76 L 66 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Revision Date: November 2, 1993 Multicultural Curriculum 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. \" (Applies only to page 76. objectives 1. 2, 3, 4.) Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria 1. To provide teacher learning opportiaiities throu^ formal course training 1.1 Contact local colleges and diversities to obtain information on proposed course offerings related to ethnic studies for the suoaer and fall, 1991 1.1 (LRSD will receive announcements from local colleges/universities on proposed multicultural courses) A. Completion of initial contact 07/91 1.2 Receive and advertise course offerings to all certified staff, including opportiaiities for tuition reiaburscaant and/or salary credit A. Course offerings received/advertised for summer and fall, 1993 1.3 Identify participants in stmaer and fall courses 3G (07/01/93) (07/01/93) (01/91) (07/01/93) (07/19/93) (07/01/93) (06/30/94) (06/30/94) (07/91) (06/30/94) (08/16/93) (06/30/94) (Director of Staff Development, Subject Area Supervisors, Principals) Assoc Educ. Programs Dean of Grad. Sch. Acadeaic Deans (Director of Staff Development) (Supervisor of Social Studies) Assoc Si\u0026lt;\u0026gt;t * Educ Prograam Office of Huaan Resources Eiif\u0026gt;loyees (Director of Hunan Resources) 1. (Multicultural strategies will be implemented in schools as assessed by adninistration during classroom observations and teacher conferences) 1.1 List of college offerings 1.1 (The nurber of teachers who have received multicultural training will increase.) 1.2 Copy of information provided 1.3 Copy of acadeaic course coaf\u0026gt;letion on file in Persomel office (Office of Hunan Resources)Page: 3 Prograa Seq f: 04 Revision Date: Novetnber 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3, 4.) Plan Reference Page Mu^r L 66 L 66 L 66 L 66 Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria A. Participants identified in initial course (08/91) (02/92) 2. To develop a district-wide Kilticultural audio/visual resource catalogue (07/01/93) (06/30/94) (Sfjbject area supervisors) 2. (To maintain district-wide multicultural audio/visual resource catalogue) 29 2^9 ^^9 ^^9 2.1 Review and catalogue present audio/visual materials related to multicultural curriculia A. 05/90 Coapletion for initial development on B. Audio/visual materials reviewed and catalogued for current term 2.2 Purchase additional audio/visual materials from the 1968-89 bud^t A. Initial purchase completed 05/90 B. Additional materials purchased 2.3 Identify and catalogue other resources for mlticultural audio/visual materials, i.e., AR Dept of Education, LR Public Library, AR Library CoMission A. Initial identifying and cataloging completed on 12/89 37 (07/01/93) (07/89) (07/01/93) (07/01/93) (07/89) (07/01/93) (07/01/93) (07/01/89) (06/30/94) (05/90) (08/06/93) (06/30/94) (05/90) (50%) (06/30/94) (12/01/89) 2. (Multicultural resources will be used for classroom instruction) S14W of Media Services (Subject area supervisors) Sipv of Media Services (Subject area supervisors, principals) Supv of Media Services 2.1 Current catalogue listing 2.1 (Copies of updated multicultural audio/visual catalogue will be distributed) 2.1 (Multicultural materials will be checked out and used by instructional staff in the schools) 2.2 Requisition aeterial 2.2 (Materials ordered, received, and catalogued for distribution/use) 2.3 Coapleted cataloguePage: 4 Prograa Seq f: 04 Revision Date: Noveinber 2, 1993 Prograa Haaa\nMulticultural Curriculijn Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the MLRSO to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1, 2. 3, 4.) Plan Reference Page Ihaber Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria B. Resources from organizations identified and catalogued for current term (07/01/93) (08/06/93) L 66 2.4 Revise, print and distribute multicultural audio/visual resource catalogue for the LRSD A. Initial revision, printing, and distribution conpleted in 08/89 (07/01/93) (06/89) (06/30/94) (08/89) Siperv of Media Services 2.4 Distribution of catalogue 2.4 (Multicultural materials will be checked out by schools) A. Audio-visual catalogue updated and distributed copies to schools (07/01/93) (08/06/93) L 66 2.5 Place initial sigiplemental order for Bulticultural audio/visual materials from the 1989-90 budget (07/01/93) (06/30/94) Media Specialists 2.5 Requisitions sdmitted 2.5 (Materials are available for check-out/ use) A. Initial supplemental order placed in 06/90 (07/89) (06/90) L 67 L 67 3. To plan and i^lement the Instructional Materials Fair (Multicultural) 3. (To supply information about multicultural materials for purchase to teachers, parents and the corrnunity) (07/01/93) (06/30/94) (Assoc Supt for Educational Programs) (Supv of Media Services) 3. (Multicultural materials will be used by instructional staff in all schools) 3. (Evaluate the effectiveness of the Multicultural Fair) 3.1 Involve a team of parents, co^msiity resources, and teachers in detailed planning for the Fair-specific dates, time, place and format-to be held as a coofjonmt of 1988-89 pre-school conference 3.1 (To plan and implement the Instructional Multicultural Materials Fair for current term) A. Initial development completed on 06/30/88 (07/01/93) (06/30/94) Assoc Si^jt for Educational Programs (Supv of Media Services) 3.1 l^\u0026gt;lementati\u0026lt;]n Plan 3.1 (Involved input from parents, community, and teachers) (08/93) (06/01/88) (20X) (06/30/88) B. Phone contact has been made in 08/93 and 09/93 regarding Fair for 1993-94 term (08/93) (20X) 38 Page: 5 Prograa Seq f: 04 Revision Date: Novenber 1993 Prograa Naae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McMeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the MLRSD to promote multicultural activities and curriculun development. ----- (Applies only to page 76. objectives 1, 2. 3, 4.) Plan Reference Page Mvaber L 67 L 67 L 67 L 67 L 67 L 67 (Jbjectives Strategies Beginning Date Coaipletion Date Responsibility Evaluation Criteria 1 3.2 Identify national and local vendors of oulticultural instructional smterials A. Initial identification of vendors completed on 04/30/88 3.3 Establish pre-school conference dates and extend irwitation to vendors 3.3 (Establish date for Fair) A. Initial dates and invitations extended on 05/88 3.4 Confira Fair participants A. Initial confirmation of participants completed on 07/30/88 3.5 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts A. Initial item completed on 07/30/88 3.6 Conduct media campaign for Fair to staff and parents A. 08/88 Initial media campaign completed on 3.7 Host tri-district \"Instructional Materials Fair\" 3.7 (Host the Multicultural Fair rotating the site among the three districts) 39 E^3 S3 99 99 99 (07/01/93) (03/88) (07/01/93) (03/88) (07/01/93) (07/01/88) (07/01/93) (07/01/88) (07/01/93) (07/88) (07/01/93) (06/30/94) (04/30/88) (06/30/94) (05/88) (06/30/94) (07/30/88) (06/30/94) (07/30/88) (06/30/94) (08/88) (06/30/94) Assoc Sifit for Educational Programs Executive Staff Assoc Si\u0026lt;n for Educational Programs Sifiv of Media Services Assoc Sifit for Deseg and Schools Si\u0026lt;iv of Media ServicaSf Dir of CoHstications Assoc Sqit of Educational Programs Horfcing with coamittee g g 3.2 Coapletion of Bailing list 3.2 (Major suppliers of multicultural materials will be invited to exhibit at the Fair) 3.3 Conference scheduled 3.3 (Fair date placed on District master calendar) 3.4 Confirmation 3.4 (List of participating vendors) 3.5 Staff agenda 3.5 (Staff can relate Fair to the District's desegregation efforts) 3.6 Pti\u0026gt;licity 3.6 (Fair is advertised to the pudolic) 3.7 Validate Fair participation 3.7 (Materials ordered/purchased) \u0026gt; \u0026gt; a 9 s v v w v y a k s Page: 6 Prograa Seq f: 04 Revision Date: Novenfcer 2, 1993 Prograa Naae: Multicultural Curriculm Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2. 3, 4.) Plan Reference Page Nuaber L 68 L 68 L 68 L 68 L 68 Objectives 4. To develop criteria for textbook review and adiption A. Strategies Initial hosting of Fair completed on 08/88 among the three districts) B. Phone contact has been made with NLR and PCSSO on 08/93 and 09/93 regarding Fair for 93-94 term 4.1 Revise Board policy for textbook adaption A. Board policy revised on 08/22/91 4.2 Identify an ad hoc caaaiittee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 amabera) A. Initial identification completed on 12/11/90 4.3 Conduct staff developaamt training on avoiding sex and race bias and stereotyping in textbooks 4.3 (Textbooks on the approved Arkansas State Department of Education's textbook list are free of sex/race bias) A. Initial training completed in 12/91 B. Partial training conducted 09/15/93 4.4 SiAait revised policy and criteria to the Board of Directors for first reading Beginning Date (08/88) (08/93) (07/01/93) (07/01/93) (12/10/90) (07/01/93) (12/01/90) (07/01/93) (07/91) (09/15/93) (07/01/93) Coapletion Date (08/86) (09/93) (06/30/94) (06/30/94) (08/22/91) (06/30/94) (12/11/90) (06/30/94) (12/91) (25X) (06/30/94) Responsibility (Assoc Supt for Curriculun, Subject Area Supervisors) Assoc Sipt for Educational Program Assoc Supt for Educational Program Assoc Supt for Educational Program (Arkansas State Dept, of Education) Superintendent Assoc Supt for Ed Progs 4. Evaluation Criteria (Criteria checklist implemented by textbook connittees) 4.1 Approved criteria 4.2 Roster of comittee midjers 4.3 Schedule of meting 4.3 (Textbooks selected will be free of sex/race bias) 4.4 Board agenda A. Revised policy/criteria submitted to Board of Directors on 06/20/91 (06/20/91) (06/20/91) 40Page: 7 Prograa Seq f: 04 Revision Date: Noveniier 2, 1993 Prograa Maae: Multicultural Curriculun Progri Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSa\u0026gt; and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2. 3, 4.) Plan Reference Page Nudxr L 68 L 68 Objectives Strategies Beginning Date Cmgiletian Date Responsibility Evaluation Criteria 4.5 Adopt policy on textbooks A. Policy adopted 08/22/91 4.6 Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks\" (07/01/93) (08/22/91) (07/01/93) (06/30/94) (08/22/91) (06/30/94) LRSD Board of Directors 4.5 Board agenda Assoc Sept for Educational Progrmss (Curriculum Supervisors) 4.6 4.6 Monitoring (Textbooks are free of sex/race stereotypes) L 68 L 69 5. To develop and l^ilement a multicultural curriculim for prekindergarten throu^ grade 6 5. 6, (To implement the LRSD curriculun, K- which is multicultural) L 69 L 69 A. Initial utilization of consultant conpleted in 12/89 B. Partial inservice training to teachers on \"Avoiding Sex and Race Stereotyping in Textbooks\" conducted during adoption cycle 4.7 Select and reccend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculim A. Conpleted in 12/89 during initial development (07/89) (09/15/93) (07/01/93) (07/01/93) (07/01/93) (09/88) (12/89) (25X) (06/30/94) (06/30/94) (06/30/94) (12/89) 5.2 Identify and retain the services of a national expert In multicultural curriculus development (lead consultant for tMO (2) year contract). (07/01/93) (06/30/94) 41 Assoc Sigit for Educational Programs (Curriculum Specialists) (Principals, Teachers, Asst. Supts., Curriculum Supervisors) Assoc Sijpt for Educ Prog Assoc Supt for Desegregation Assoc Supt for Educational Programs 4.7 Board approval 4.7 (Criteria checklist was used for textbook selection) 5. (Obeervation of curriculun implementation during classroom visits/teacher conferences) 5. (Improvement in student performance and assessment of attitude regarding learning) 5.1 Transcript of suggestions 5.2 Contractual coamitment for tile 1968-89 school year (Dr. James A. Banks was used)Page: 8 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Haae: Multicultural Curriculum Prograa Code: ^2 Priaary Leader: Estelle Matthis secondary Leader\nEstelle Matthis Marie McNeal Prograa Goal: areas. To collaborate with the PCSSO (Applies only to page 76. objectives 1. 2. 3. 4.) r Plan Reference Page Btaber 69 L 69 Objectives Strategies Beginning Pate Coapletion Pate Responsibility Evaluation Criteria A. Completed in 09/88 during initial development 5.3 In cooperation with the lead consultant, the Division of Educational ProgrM will issue a detailed curricula development tineline for the year, including a checklist for task coRiletion A. Completed in 10/88 during initial development 5.4 Develop expectations for neaben participating on aulticultural curricula coMittee A. Conpleted in 11/88 during initial development B. Expectations developed also cfcjring the curriculum revision process 5.5 Identify currieuliaa coasittee nepers aid contract for services: 8 - Health/Science 5 - Music 14 - Reading/Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 5.5 (All core curriculum areas were involved in the development of guides) 5.5 (Curriculum areas revised were: Reading, Language Arts, Social Studies, Math, and Science) A. Completion in 10/88 with initial development B. Identification completed with revised curriculum 42 (09/88) (09/88) (07/01/93) (06/30/94) Lead Consultant Assoc Sifit for Educational Prograas 5.3 Tiaeline/checfclist (Timeline included in this document 5.5  5.17) (10/88) (10/88) (07/01/93) (10/88) (10/91) (07/01/93) (08/88) (09/91) (06/30/94) (11/88) (11/91) (06/30/94) (10/88) (10/91) Lead Consultant Assoc S(\u0026lt;\u0026gt;t for Educ Prograas Assoc S(^ for Educational Prograas 5.4 Expectations 5.4 (Contractual agreements with curriculun writers) 5.5 Identification of conit tee ae^rrs JI Page: 9 Prograa Seq *: 04 Revision Date: Prograa Naae: Multicultural Curriculun Novenber 2, 1993 Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goel: To ensure ecitcational equity in the elementary and secondary curriculum and program areas. To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire dociment except for page 76, objectives 1, 2, 3, 4.)  -'--t. (Applies only to page 76. objectives 1, 2, 3. 4.) Plan Reference Psge Mudser L 69 L 70 L 70 L 70 Objectives Strategies Beginning Date Co^letion ___Date Responsibility Evaluation Criteria 5.6 Obtain multicultural curriculun wiits from models used in other cities A. Completion in 10/88 with initial development B. Multicultural curriculun utits obtained also during revision process 5.7 Develop expectations for use of local resource consultant in multicultural curriculia development A. Completion in 10/88 with initial development B. Expectations developed also with revised curriculun 5.8 Secure the services of six (6) local resource consultants to serve on the districtuide curriculun development coHittee A. Completion in 10/88 with initial development B. Consultants utilized also with revised curriculun 5.9 Conduct inservice session on ^tethods for Developing Multicultural Teaching Strategies\" to include (a) uiderstanding the rationale, trends, and goals ilticultural curriculun, (b) developing a conceptual frameuorf. for multicultural curriculun, and (c) establishing procedures for developing a oulticultural curriculun A. Completion on 03/11/89 with initial development 43 (07/01/93) (07/88) (07/91) (07/01/93) (08/88) (09/91) (07/01/93) (08/88) (11/91) (07/01/93) (12/14/88) (06/30/94) (10/88) (10/91) (06/30/94) (10/88) (10/91) (06/30/94) (10/88) (05/92) (06/30/94) (03/11/89) Assoc Si\u0026lt;rt for Educational Prograas Assoc Si\u0026lt;\u0026gt;t for Educational Prograas Assoc Si\u0026lt;rt for Educational Prograas Assoc Si^Jt for Educational Prograas (Curriculum Supervisors) 5.6 Copies of multicultural materials distributed to coHittee mp^n 5.7 List of expectations 5.8 Contract services of consultants 5.9 Participants' written evaluation 5,9 (Original inservice completed\nongoing inservice will be documented and evaluated by participants) a a a a aPage: 10 Prograai Seq f: 04 Revision Date: November 2, 1993 Prograa Haaa: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leeder: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO end the NLRSO to promote multicultural activities end curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.)   (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page th^jer L 70 L 70 L 70 Objectives Strategies Beginning Pate Coapletion Date Responsibility Evaluation Criteria B. Staff development conducted in conjunction with the revised curriculun procedures 5.10 Conduct task co^letion aonitoring as identified in tiaeline A. Coapletion in 11/91 with initial development B. Task completion monitoring conducted elso during the curriculun revision process 5.11 Operationalize the curriculun development timeline (monthly meetings with specific dates developed in cooperation with coaarittce moabers) A, Completion in 05/91 with initial development B. Curriculun development timeline operationalized also during the curriculum revision process 5.12 Revieu and edit the coaprehensive guides in each content area at eoch grade level (10/91) (11/91) (07/01/93) (06/30/94) Div of Educational Prograas (Assoc Supt for Educational Programs) 5.10 Ii^leaantation of onitoring instruaent (10/91) (10/91) (07/01/93) (10/88) (10/91) (07/01/93) (11/91) (12/91) (06/30/94) (05/91) (05/92) (06/30/94) Assoc Sigit for Educational Prograas Assoc Supt for Educational Prograas 5.11 Agenda of eoch meeting 5.12 lapleaentation of guides L TO A. Completion in 07/89 with initial development B. Guides reviewed and edited also dduring the curriculua revision process 5.13 Type and print all guides 44 (05/89) (05/92) (07/01/93) (07/89) (06/92) (06/30/94) Assoc Supt for Educational Prograas 5.13 Guides coapleted 5.13 (Guides delivered to schools) Psge: 11 Program Seq *: 04 Revision Date: November 2, 1993 Prograai Naae: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie HcMeal Program Goal: To ensure educational equity in the elementary and secondary curricultsn and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) F\n: Page MiMier .an Reference Objectives Strategies Begiming Date Conpletion Date Responsibility Evaluation Criteria L 70 L 70 A. Completion in 07/89 with initial development B. Guides typed and printed also during the curriculun revision process 5.14 Conduct inservice for all eleamntary principals and teachers A. Completion in 09/89 with initial development B. Inservice for elementary principals and teachers conducted also during the curriculun revision process 5.15 Irwolve principals and teachers In ordering multicultural materials from local building budgets: a. Hake available materials catalogues to building level principals b. Order and acquire materials based on curriculiai to be tauj^it A. Initial catalogue provided during 89 term B. Materials ordered and acquired C. Additional catalogues/brochures were provided to principals or current term D. Materials ordered based on existing curriculun or current term 45 (06/89) (06/92) (07/01/93) (08/89) (08/01/92) (07/01/93) (07/01/89) (07/01/89) (08/93) (08/93) (07/89) (07/92) (06/30/94) (09/89) (08/31/92) (06/30/94) (08/30/89) (09/30/89) (25X) (SOX) jjj SB j^B m9 j|S Assoc Si\u0026lt;)t for Educational Prograam (Curriculum Si4\u0026gt;ervi8ors) Assoc Sigit for Educational Prog Elem Teachers Principals Principals 5.14 Agenda 5.14 (Curriculun implementation) 5.14 (Inservice on revised curriculun is ongoing) 5.15 Acquisition of materials 5.15 (Instructional materials representing diverse groups will be present in all schools)12 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Naaa: Multicultural Curriculum Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. . To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to paae 76, objectives 1. 2. 3. 4.) Plan Reference Page Ifcafcer L TO L 70 L 72 L 72 Objectives Strategies 5.16 Extend inservice throng scheduled district level regular eleaentary cluster meetings (reading, language arts, social studies, art, and music) A. Initial inservice conducted B. Inservice extended during 93-94 term 5.17 Host three (3) education meetings for parents of elementary children to provide an overview of the co^wehensive milticultural curriculua A. Completion in 09/89 during initial development B. PTA meetings/audio/visual broadcasts were conducted to give board menbers and parents an overview of the revised multicultural curriculum guides C. Explanation/overviev of the revised multicultural curriculum is being conducted at PTA meetings/parent conferences Beginning Pate (07/01/93) (07/89) (07/93) (07/01/93) (08/89) (09/92) (09/93) Coapletion Pate (06/30/94) (08/90) (25X) (06/30/94) (09/89) (12/92) (25X) Responaibility Assoc Si\u0026lt;\u0026gt;t for Educational Prograas Division of Educational Prograas Evaluation 5.16 (Inservice curriculum through minicourses building meetings the 1993-94 5.17 Progri participants 5.17 (Assessment of multicultural education during parent conferences) 6. To develop and i^lement a multicultural curriculua for grades 7-12 (To implement the revised curriculun 7-12, which is multicultural) 6.1 Verify second year contract of national expert in aulticultural curriculia 46 (07/01/93) (07/01/93) (06/30/94) (06/30/94) (Principals, Teachers, Asst. Supts., Subject Area Supervisors) Div of Educational Prograas 6. (Observation of curriculun implementation during classroom visits/teacher conferences) 6. (Improvement in student academic performance and assessment of attitude regarding learning) 6.1 Contractual coamitment entered Into for second year (Dr. James A. Banks was used) J Psge: 13 Prograa Seq f: 04 Revision Date: Novenber 2, 1993 Prograa Haae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leeder: Marie McNeal Prograa Goal: To ensure educational equity in the elementary end secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the NLRSO to promote multicultural activities and curriculun development. (Applies only to paoe 76. objectives 1. 2, 3. 4.) Plan Reference Page Niaber Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria A. Completion in 06/89 during initial development (04/89) (06/89) L 72 6.2 In cooperation with the lead consultant, the Division of Educational Prograas will issue a detailed curriculia developaent tiaeline for the 1909-90 school year, including a checklist for last coapletion (07/01/93) (06/30/94) Assoc Si\u0026lt;\u0026gt;t for Educational Prograas 6.2 Tiaeline coapleted (Timeline included in this docunent 6.5 * 6.19) A. Coapletion in 06/89 during initial development (04/89) (06/89) L 72 6.3 Plan and hold at least three (3) piblic meetings to receive suggestions froa patrons in areas of ailti-curriculua and prograaaing (07/01/93) (06/30/94) Assoc Supt for Educational Prograas 6.3 Suggestions received, reviewed, and considered A. Coapletion in 12/89 during initial development (09/89) (12/89) L 72 L 72 6.4 Develop expectations for meaber participation on aailticultural curriculia coaaittee A. Completion in 05/89 during initial development B. Expectations developed also during the curriculun revision process 6.5 Identify secondary curriculum coaaittee meabers and contract for services: 4 4 4 4 Reading Librarians Nath Science 12 Ervlish 12 Social Studies 4 4 Music Art (07/01/93) (06/30/94) Assoc Sigit for Educ Pl uiji IM Assoc Sigrt for Desegregation 6.4 List of expectations 6.4 (Contractual agreements with curriculun writers) (04/89) (07/91) (07/01/93) (05/89) (09/91) (06/30/94) Assoc Si\u0026lt;\u0026gt;t for Educ Prograas Assoc Si4\u0026gt;t for Desegregation 6.5 Contractual iaplcaentation for each coMittee matter 47 9 B S IB Si JHL Si i^K iK - jU Page: U Prograa Seq f: 04 Revision Date: Movenber 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure eeitl^jactatiioonnaall equity in the elementary aend secondary curriculun and program aarreeaass.. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2, 3, 4.) Plan Reference Page Nudier Objectives Strategies Begiming Date Coipletion ___ Date____ Responsibility Evaluation Criteria A. Completion in 06/89 during initial development \u0026lt;06/89) \u0026lt;06/89) B. Connittee identified also during the curriculun revision process \u0026lt;09/91) \u0026lt;10/91) L 73 6.6 Obtain mjlticultural curriculun mits from models used in other districts \u0026lt;07/01/93) \u0026lt;06/30/94) Assoc Sipt for Educ Programs 6.6 Secure multicultural curriculua mits for coamittee meabers L 73 L 73 A. Completion in 09/69 during initial development 8. Multicultural units obtained also during curriculum revision process 6.7 Develop expectations for use of local resource consultants in Hilticultural curriculia development A. Completion in 06/89 during initial development 8. Expectations developed also during nulticultural curriculun development 6.8 Identify secondary social studies* music, and art coamittee: 1991: 19 teachers: studies 7 social \u0026lt;06/89) \u0026lt;06/91) \u0026lt;07/01/93) \u0026lt;06/89) \u0026lt;06/91) \u0026lt;07/01/93) \u0026lt;09/89) \u0026lt;10/91) \u0026lt;06/30/94) \u0026lt;06/89) \u0026lt;06/91) \u0026lt;06/30/94) Assoc Sifrt: for Educ Programs Assoc S\u0026lt;\u0026lt;\u0026gt;t for Educ Programs 6.7 Develop expectations 6.8 Roster of coaaittee 1992: 11 teachers: studies 6 Busic 6 art 3 social Sipervisor of Social Studies 1993: 11 teachers: studies 4 music 4 art 3 social 4 music 4 art 48 \u0026lt;Supervi8or of Social Studies, Teachers in identified areas. Assoc. Supt) \u0026lt;Guides for social studies, music and art with a multicultural focus will be implemented in LRSD classrooms) J Psge: 15 Prograa Seq f: 04 Revision Date: November 2, 1993 Prograa Naae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goel: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculum (ievelopment. ................ - - . . (Applies only to page 76, objectives 1. 2, 3, 4.) 1 Plan Reference Page Nuri^er L 73 L 73 L 74 Objectives Strategies Beginning Date Co^letion Date Responsibility Evaluation Criteria A. Coamittee members identified with phase in devel(ped for social studies, music, and art 6.9 Secure the services of eight (8) local resource consultants to serve on the districtuide curriculiai development coaaiittee A. Coapletion in 07/89 during initial developaient B. Local resosurce consultants utilized during the revised curriculun process (04/91) (07/01/93) (07/89) (12/91) (07/93) (06/30/94) (07/89) (05/92) Assoc Sipt for Educational Prograas 6.9 Contract for services agreement entered into Phase in Multicultural and learning (social studies, music, and art) (Needs to be deleted from this column) (Implemented after the icJentificaticxi of committee members, 6.8) 6.10 Conduct inservice session or Ttethods for Developing Multicultural Learning Strategies* to include (a) understanding the rationale, trends, and goals of multicultural eurriculus and (b) establishing procedures for developing a jlticultural curriculia A. Completion in 10/89 during initial development B. Staff development conducted in conjunction with the revised curriculum procedures C. Extended staff development being conekjcted 6.11 Conduct last task coapletion Bonitoring as identified in tisaline A. Coapletion in 12/89 during initial development B. Task completion monitoring conducted also (Airing the curriculum revision process 49 (07/01/93) (07/89) (07/92) (08/93) (07/01/93) (09/89) (10/91)  asBBBaaaaas'BV (06/30/94) (10/89) (04/93) (25X) (06/30/94) (12/89) (06/93) Assoc Stpt for Educational Prograas Supervisor of Social Studies Assoc Supt for Educ Prograas 6.10 Roster of participants 6.10 (Original inservice completed. Ongoing inservice will be documented and evaluated by participants) 6.11 Tasks coapleted in accordance with tiaeline II I a a n   RPage: 16 Prograa Seq *: 04 Revision Date: Moveffber 2, 1993 Prograa Maae: Multicultural Curriculun Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader\nMarie McMeal Prograa Goel: areas. (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Pege Wilier L 74 L 74 L 74 Objectives Strategies Begiming Date Ccapletion Date Responsibility Evaluation Criteria 6.12 Operationalize the curriculia development timeline (monthly) meetings with specific dates developed in cooperation with coamittee meters A. Completion in 05/90 during initial development B. Curriculun development timeline operationalized during revision process 6.13 Review and edit the ccaprchensive guide for cmch content area at each grade level (social studies, music, and art) A. Completion in 05/90 during Initial development B. Guides for social studies, music, and art reviewed and edited 6.14 Type and print all guides for social studies, asaic, and art (07/01/93) (06/30/94) 8i\u0026lt;\u0026gt;ervisor of Social Studies (Teachers In Identified areas, Assoc. Supt. for Curriculun) 6.12 Meetings held according to tiaeline 6.12 (Guides for social studies, art and music with a multicultural focus will be implemented 1n LRSD classrooms) (09/89) (05/90) (10/91) (06/93) (07/01/93) (04/90) (06/91) (07/01/93) (06/30/94) (05/90) (06/93) (06/30/94) Assoc Si\u0026lt;t for Educational Prograas Assoc Si^ for Educ Prograas Sifiv-Soc Studies 6.13 Review and edit guides 6.13 (Guides for social studies, art and music with a multicultural focus will be Infilemented In LRSD classrooms) 6.14 Guides typed and printed 6.14 (Guides for social studies, art and music with a multicultural focus will be Implemented in LRSD classrooms) A. Social Studies guides typed and printed B. Draft forms of music and art guides In schools 50 (06/91) (06/91) (07/93) (07/93) J Page: 17 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Naaa: Multicultural Curriculum Prograa Code: 12 Priaary Leeder: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: TO emure educ.tionel equity in the elementery end secondery curriculun end progran areas. (Applies to entire doc^t sjcefit for page 76, ^j^tives 1 2. 3, i.i To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculua development. (Applies only to page 76, obiectives ,,_L.J (Applies only to page 76\" objectives b 2. 3. k.} Plan Reference Page Ntatoer L Ik L 7k L 74 Objectives Strategies Beginning Date Coafiletion Date Responsibility Evaluation Criteria 6.15 Conduct inservice for all secondary adainistrators and teachers A. Completion in 09/90 during initial development B. Inservice for secondary adninistrators and teachers conducted also for revised curriculun and phase-in 6.16 Involve principals and teachers In orderir multicultural materials from local building budgets: (a) Make available materials catalogues to building level principals (b) Order and acquire materials based on curriculia to be tauj^t A. Initial catalogues/brochures distributed to building principals and curriculum coordinators B. Materials based on curriculum ordered and acquired C. Additional materials based on revised curriculun ordered and acquired 6.17 Monitor the use of curriculua guides (07/01/93) (07/90) (07/91) (07/01/90) (07/90) (07/90) (08/93) (07/01/93) (06/30/94) (09/90) (08/20/93) (06/30/94) (09/90) (12/90) (25X) (06/30/94) 5 11 Assoc Sifit for Educ PrograsB Assoc Sifit for Educational Programs Principals Area StB)ervisor8 1 6.15 Monitoring of inservice 6.15 (Guides for social studies, art and music with a multicultural focus will be iffplemented in LRSD classrooms) 6.16 Materials purchased 6.16 (Instructional materials representing diverse groups will be present in all secondary schools) 6.17 Schedule/Docuaentatfon 6.17 (Observation of curriculum implementation during classroom visits and teacher conferences) 6.17 (Improvement in student achievement and attitude toward self and learning)   B a a 8 9 9 B a B fl a \u0026gt; B bba a a-Prograa Seq f: 04 Page: 18 Prograa Hane: Multicultural Curriculum Revision Date: Noventjer 2, 1993 Progri Code: 12 Priaary Leader: Estelle Hatthis Prograa Goel: Secondary Leader: To ensure educational e\u0026lt;^ity in the elementary and secondary curriculun and program areas. (Applies to ent To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. Marie HcMeal (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) .- , (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Mudier L 75 L 75 L 76 Objectives Strategies Begiming Date Collation Date Responsibility Evaluation Criteria A. Periodic curriculun monitoring being implemented 6.18 Extend inservice through scheduled district level regular comcil aeetings (reading, English, social studies, science, art, and music for the secondary level) A. Inservice extended with revised curriculun 6.19 Most three (3) education aeetings for parents of secondary children to provide an overview of the coaprehervive aulticultural curriculiai A. Completed on 09/30/90 with initial development B. PTA Open House meetings were conducted to give parents an overview of the revised multicultural curriculum guides C. Curriculum overview/explanation is conducted at PTA meetings and parent conferences (09/01/93) (07/01/93) (07/93) (07/01/93) (07/01/93) (09/01/90) (09/92) (09/93) (20X) (06/30/94) (25X) (06/30/94) (06/30/94) (09/30/90) (12/92) (25X) 1. To provide staff developaent in the area of aulticultural education (07/01/93) (06/30/94) 52 Assoc Sipt and Staff for Educational Prograas Assoc Supt for Educational Prograas (Content Area Supervisor, Principals) (Director of Staff Development, Subject Area Supervisors, Principals) 6.18 Agendo of aeetings, roster of participants 6.18 Additional inservice will occur through minicourses and council meetings during 1993*94) 6.19 Program and roster of participants 1. (Multicultural strategies will be implemented in schools as assessed by adninistration during classroom observations and teacher conferences) 1. (Academic achievement of students will improve as evidenced by report cards and standarized tests) I Page: 19 Prograa Seq f: 04 Revision Date: November 2, 1993 Prograa Naae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculun development. onlY_3._(Applies only to page 76. objectives 1. 2. 3, 4.) Plan Reference Page Wudber L 76 L 76 L 76 2. Objectives Strategies Beginning Date Co^letion Date Responsibility Evaluation Criteria To provide access to and inforaation about Bulticultural aaterials to teachers, parents, coaauiity 1.1 Jointly negotiate for consultants to provide inservice for the districts 1.1 (Conduct staff development in the area of multicultural education) A. A joint colloberation using Dr. James Banks as a consultant on 12/14-15/88 and 03/10-11/89 2.1 Share responsibility for Multicultural Materials Fair to be held annually 53 (07/01/93) (06/30/94) LRSO Assoc. Sqst for Educ Programs (Director of Staff Development) 1.1 Contractual agreearnnt 1.1 (Roster of participants) 1.1 (Multicultural strategies will be implemented in LRSD classrooms as determined by classroom observations and teacher conferences) (10/88) (11/89) (07/01/93) (07/01/93) (06/30/94) (06/30/94) (PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Programs, Supv of Media Serv NLRSO - Coor of Instructional Materials) PCSSD - Coot for Multicultural Oirr Dev Dir of Library Serv LRSD - Assoc Si\u0026lt;}t for Educ Programs St\u0026lt;]V of Media NLRSD - Coor of Irotructional Materials 2. (Teachers, parents, coimwity will have the opportunity to attend Multicultural Materials Fair) 2.1 Schedule of vendors 2.1 (The Multicultural Fair will be jointly planned by LRSD, NLRSO and PCSSD) IIts J I a B  B a  a 3 b b b b b-  b Mi Page: 20 Progri Seq: 04 Revision Date: November 2, 1993 Prograa Maae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader\nMarie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum end program areas. To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2, 3. 4.) Plan Reference Poge Welter Objectives Strategies Beginning Pate Co^etion Pate Responsibility Evaluation Criteria II teria II L 76 L 7b L lb 3. To provide inforastion to staff aeidars on the availability of graduate coursework in aulticultural education A. Plan and implement Multicultural Materials Fair. Phone contact has been made with NLR and PCSSO on 08/93 and 09/93 regarding Fair for 93-94 term 3.1 Write letter* to institutions of higher education in the are* concerning the need for such course* A. Contact made with area institutions of higher education concerning needs for multicultural courses B. LRSD will receive announcements of multicultural courses from local institutions of high education for courses during each school term 3.1 Proante such courees to the staff* of each school district 3.2 (Duplication of number) 54 (08/93) (20X) (07/01/93) (07/01/93) (01/91) (04/93) (07/01/93) (06/30/94) (06/30/94) (07/91) (50%) (06/30/94) (Director of Staff Development, Subject Area Supervisors, Principals) PCSSO - Coot of Instructional Material* LRSD - Assoc Sigjt for Edinational PluyfM NLRSO - Coot of Instructional Materials PCSSD Coord of Multicultural NLRSO Coord of Instructional Materials (LRSD Director of Staff Development, Sipervisor of Social Studies) 3. (Multicultural strategies will be implemented in schools as assessed by adninistration during classroom observations and teacher conferences) 3.1 Letters on file 3.1 (The rxaber of teachers enrolled in multicultural courses will increase) 3.1 Promotional instruments file 3.2 (Duplication of mirber) 3.2 (The mnber of teachers enrolled in multicultural courses will increase) Page: 21 Prograai Seq f: 04 Revision Date: November 2, 1993 Program Maae: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. obiectives 1, 2, 3. 4.) fl Plan Reference Page Hudier L 76 L 76 L 77 Objectives Strategies Begiming Date Co^\u0026gt;letion Date Resporwibility Evaluation Criteria A. Promotion of courses have been advertised by LRSD to LRSD teachers and staff periodically as received (07/19/93) (SOX) 4. To irwestigate the poesibilities of cooperating on strategies to acquaint staff and coHsilties with multicultural education 1. To enhance educational equity in instructional methodology and teacher/student interaction (07/01/93) (06/30/94) (PCSSD Coor of Multicultural LRSD Assoc Supt for Educational Programs NLRSD Coord of Instructional Materials) 4. (Multicultural education strategies will be used in LRSD classrooms as determined by classroom observations and teacher conferences) 4. (Assessment of coffnunity di scussion/conferences, feedback from debriefing of multicultural education) 4.1 Meet to discuss possibilities of seminars, syapoaiuss, or other activities to promote multicultural education among the three districts 4.1 (Plan, schedule, advertise and implement strategies) 55 (07/01/93) (07/01/93) (06/30/94) (06/30/94) PCSSO Coot of Multicultural LRSD Assoc. Si\u0026lt;\u0026gt;t for Educational Programs NLRSO Coord of Instructional Materials (Director of Coninunications, Director of Staff Development) (Curriculun Supervisors, Curriculum Specialists, Principals) 4.1 Minutes of meeting 4.1 (Three collaborative activities will be held to inform staff and community about multicultural activities) 1. (Assessment of instruction/teacher student interaction during classrooffl/school observation and conference) 1. (Increase in student achievement) ijgi -jm \u0026gt;|j\nVVWBWWW M * a  Page: 22 Prograa Seq *: 04 Revision Date: Noventier 2, 1993 Prograa Naaa: Multicultural Curriculun ProgrM Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. ____ To collaborate uith the PCSSD and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3. 4,) Plan Reference Page Mudjer L 77 L 77 L 77 L 77 L 77 Objectives Strategies Begiming Date Coapletion Date___ Responsibility Evaluation Criteria 1.1 Research and share effective instructional strategies at regularly scheduled comcil and prograa area meetings A. Effective instructional strategies researched and shared at counci I and program area meetings 1.2 Purchase science st\u0026gt;lies for teachers to facilitate the hands-on science approach A. Hands-on science supplies purchased 1.3 Purchase aath manipulatives for teachers to facilitate hands-on math instruction A. Math manipulatives purchased 1.4 Purchase sets of trade books for teachers to facilitate the c^tfiasis on literature and the tdMleness of lan^age approach A. Trade books purchased 1.5 Provide inservice for using aaterials identified in 1.2, 1.3, 1.4 (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (06/30/94) (10X) (06/30/94) (10X) (06/30/94) (10X) (06/30/94) (10X) (06/30/94) Content Area Si\u0026lt;\u0026gt;ervisors SigiVB of SpMific Content Areas SupVB of specific Content Areas Sigjvs of Specific Content Areas Si^jervisors of Sproific Areas (Curriculun Specialists, Principals) 5G 1.1 Doctaantation within the Division of Educational Prograas 1.1 (Assessment of implementation of instructional strategies through classroom observations and teacher conferences) 1.2 Materials purchased 1.2 (Hands-on science activities used in District classrooms) 1.3 Materials purchased 1.3 (Manipulatives are used in District math classrooms) 1.4 Materials purchased 1.4 (Uhole language is used in District classrooms) 1.5 Doctaentation of participants 1.5 (Desired instructional strategies are being implemented in District classrooms as assessed through classroom observations and teacher conferences) Page: 23 Prograa Seq *: 04 Revision Date: Novenber 2, 1993 Prograa Maae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. 76._obiective8 (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Niaber L 77 L 77 L 78 L 78 objectives Strategies Beginning Date Collet ion Date Responsibility Evaluation Criteria aa as aa A. Staff development being conducted in use of instructional materials for science, math, literature/whole language 1.6 Identify needs of teachers for iiproved delivery of instruction using student data, principal recosamndation, school isprovement plans, and teacher questionnaires as the basis for decision asking. (Resource: LRSD Resource Staff Developamnt Guide) A. Needs of teachers for improved delivery of instruction identified 1.7 Siiit the inservice needs to the Staff Developarnnt Department A. Needs submitted to Staff Development Department 1.8 Schedule teachers as identified for the appropriate Inservice A. Placement is based on teacher requests and adninistrative recomnendations 1.9 Monitor the teachers use of effective instructional and classroom aanagcarnt strategies A. Teacher use of effective instructional and classroom management strategies is monitored through classroom observation and teacher conferences aa (08/17/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (09/01/93) (07/01/93) (09/01/93) (lOX) (06/30/94) (50%) (06/30/94) (SOX) (06/30/94) (SOX) (06/30/94) (25X) 57 Principals, Teachers, and Content Area S^)e^viso^s Principals Staff Develo|BKnt Department Supervisors of specific areas (Principals) WB 1.6 Observation of instruction 1.6 Disaggregation of data 1.6 (Individual Improvement Plans, HP's, reflect identified needs of teachers) 1.7 Staff developsRnt documentation (Needs identified In school iirprovement plans) 1.8 Staff development docuaentation 1.8 (Inservice will be provided that addresses the needs of teachers as identified in the school improvement plan) 1.9 (Assessment of implementation of strategies through classroom observations and teacher conferences)3\"5 B B B \u0026gt; 3 ff \u0026gt; V B Page: Ik Prograa Seq f: 04 Revision Date: Novetrber 2, 1993 Prograa Haaa: Multicultural Curriculun Prograa Code: 12 PriBBry Leader: Estelle Matthis Secondary Leoder\nMarie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to paae 76. oblectives-1. 2. 3. 4t) Plan Reference Pege Umber L 78 L 78 L 78 objectives Strategies Beginning Date (U]^\u0026gt;letian Date Responsibility Evaluation Criteria L 78 2. To incorporate aulticultural materials into the instructional programs 2.1 Review and assess appropriate multicultural materials A. Completed in 06/90 dduring initial curriculun development B. Periodic review and assessment of appropriate multicultural material being conducted 2.2 Identify and suggest Hilticultural material to be purchased at local achool level by content and grade A. Identification/purchase of materials completed during initial development of curriculun B. Multicultural material identified and suggested for purchase periodically 2.3 Schedule workshops on use of BBterials (Uiere appropriate) (07/01/93) (07/01/93) (03/89) (07/93) (07/01/93) (08/89) (07/01/93) (07/01/93) (06/30/94) (06/30/94) (06/90) (25X) (06/30/94) (10/90) (25%) (06/30/94) (Supervisors of Specific Areas, Curriculum Specialists, Principals) Sifiervisors af specific areas (Curriculun Specialists, Principals) Si\u0026lt;ierv1sors of specific areas (Curriculun Specialists, Principals) 2. (Observe implementation of materials at teacher conferences and during classroom visits) 2.1 (Multicultural materials used in District classrooms) 2.2 (Titles/description of materials forwarded to schools) Si^Kfvisors of specific areas (Curriculun Specialists, Principals) 2.3 (Catalogue listings) 2.3 (Multicultural materials used in District classrooms) A. Workshops scheduled during initial curriculun development and purchase of initial materials Appropriate workshops scheduled on use of multicultural materials periodically B. (08/89) (08/93) 58 (06/90) (10X) I 1 Page: 25 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Naoe: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leeder: Marie McNeal Prograa Goel: To ensure edjcatiooal equity in the elementary and secondary curriculun and program areas. -------, -------- - -----. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. obiectives 1, 2. 3. 4.) Plan Reference Page Nudjer L 7B L n L 79 Objectives Strategies Beginning Date Cuqjletion Date Responsibility Evaluation Criteria 2.4 Monitor the use of appropriate jlticultural materials A. Use of appropriate multicultural materials being monitored periodically through observations and teacher conferences (07/01/93) (09/93) (06/30/94) (25X) 3. To i^leawnt organizational practices that will eritance educational equity (07/0^/93) (06/30/94) 3.1 Provide teachers with training for effective in-class gro(\u0026lt;\u0026gt;ing (07/01/93) (06/30/94) L 79 L 78 A. Training in class grouping provided at council and program area meetings 3.2 Monitor i^tloaentation of strategies through classroom visitations and feedMcfc in folloit-ig\u0026gt; workshops A. Implementation of strategies monitored periodically 3.3 Review placement criteria for enrichment/ honors and advanced placement classes A. Initial review completed in 01/89 B. Placement criteria for enrichment/honors and advanced placement classes reviewed and revised for current term 59 (08/93) (07/01/93) (09/01/93) (07/01/93) (09/88) (02/93) (SOX) (06/30/94) (10X) (06/30/94) (01/89) (05/93) S)4\u0026gt;ervisors of specific areas (Curriculun Specialists, Principals) (Assoc. Supt.f Assist. Supt., Principals, Teachers) Si^jervisors of specific areas Si\u0026lt;\u0026gt;ervisars of specific arees Assoc Si\u0026lt;\u0026gt;t of Educational Prograas 2.4 (Classroom observations/ teacher conferences reflect use of multicultural materials) (3. Educational programs in LRSD have equitable participation and success by all students) 3.1 (Grouping practices are equitable in LRSD classrooms) 3.2 (Assessment of classroom observation) 3.3 (Placement practices in LRSD classrooms will increase participation of black students in GT/Honors/AP classes)I Progrm Seq f: Progn Progn Code: Prograa Goal: I Plan Reference Page Nuaber L 78 L 79 L 79 L 79 L 79 L 79 04 Hulticultural Curriculun 12 a a-ro Si iliis * \" \u0026gt;  Priaary Leader: Estelle Matthis Secondary Leader: To ensure educational equity in the elementary and secondary curriculua and program areas. To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. Objectives Strategies 3.4 Provide sipport to principals in annitoring the distribution of students in higher level courses to assess gender and race equity A. Support given principals through periodic staff developaent for monitoring the distribution of students in higher level courses Page: 26 Revision Date: November 2, 1993 Marie McNeal (Applies to entire docuaent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3. 4.) Beginning Date (07/01/93) (08/93) Co^letion Pate (06/30/94) (SOX) ReaponsibiUty Assoc and Asst Sipts Evaluation Criteria 3.4 (Classroom observation of student enrollment and enrollment reports to central office will reflect equitable distribution of gender and race) 4. To ensure increesed educetionml equity through inservice training 5. To ensure equity in the selection and use of textbooks A (07/01/93) (06/30/94) 4. (Educational programs in LRSO have equitable participation and success by all students) 4.1 Refer to activities outlined in item 1.2 - 1.4 above 4.1 (Purchase science supplies, math manipulatives, tradebooks) A. Hands-on science, math manipulatives, and trade books purchased 5.1 Inventory and aseess current textbooks for wlticultural presence A. Textbooks inventoried and assessed for multicultural presence during each adoption cycle 5.2 Identify the deficiencies existing in current textbooks GO (07/01/93) (07/01/93) (07/01/93) (07/01/93) (09/15/93) (07/01/93) (06/30/94) (10X) (06/30/94) (06/30/94) (25X\u0026gt; (06/30/94) Si\u0026lt;\u0026gt;ervisor of specific areas (Assoc Supt of Curr., Subject Area Supervisors, Teachers, Principals) Supervisor of specific areas (Curriculun supervisors, Teachers) 4.1 (Updated multicultural materials in schools) 4.1 (EnrolIment/inplementation of staff development courses) 5. (Criteria checklist that includes multicultural and sex/race bias-free factors is used to select textbooks) 5.1 (Criteria checklist for textbook selection) 5.2 (Deficiencies are identified) Page: 27 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Haae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3, 4^) Plan Reference Page Nuiber L 79 L 79 L 79 L 79 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria A. Deficiencies in current textbooks identified during adoption cycle 5.3 Select and purchase resource materials to replace or SMapleamnt areas of deficiency A. Resource materials selected and purchased 5.4 Provide training for use of si\u0026lt;f\u0026gt;lcaental iterials A. Training for use of supplemental materials being conducted 5.5 Monitor teacher implementation of the use of ilticultural texts/materials in the curricula A. Monitoring implementation of multicultural texts/materials through observation being conducted 5.6 Develop a checklist for selection of new textbooks during the adoption cycle to facilitate the selection of a text that is free of gender, race, and ethnic stereotypes A. Checklist for new textbook (reading) developed in conjunction with LRSD Board approved textbook list Bl (07/01/93) (07/01/93) (07/93) (07/01/93) (08/93) (07/01/93) (09/93) (07/01/93) (07/01/93) (25X) (06/30/94) (25X) (06/30/94) (25X) (06/30/94) (25X) (06/30/94) (09/01/93) (Curriculun supervisors) (Media specialists) (Principals) (Curriculun supervisors) Principals and Content Area Supervisors Content Area Si^jervisors (Assoc. Supt. for Educational Programs) 5.3 (Curriculun resosurce guids are used to provide updates) 5.4 (Training is provided during cluster meetings, buiIding meetings, minicourses and/or council meetings) 5.5 Schedule/Dociaentation 5.5 (Assess implementation through classroom observation) 5.5 (Improvement in student achievement) 5.6 Textbook checklist 5.6 (Textbook checklist implemented to ensure bias* free textbooks)\u0026lt;  \u0026gt; M M  B S fi S Psge: 28 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Hana: Multicultural Curriculun Progri Code: 12 Priaary Leader\nEstelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies only to page 76. obj^tives 1, 2. 3, 4.) Plan Reference Page Nud:er L 79 L 79 L 80 L 90 L 80 L 80 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 6. To achieve equity in the ingalementation of special activities 7. To ensure the aaintenance of challenging and relevant course offerings (07/01/93) (06/30/94) (Assoc. Si\u0026lt;\u0026gt;t., Assist. Supt., Principals, Teachers, Content Area Supervisors) 6. (Increased representation of black students in activities currently under-represented) 6.1 Ensure that student participation in special events is multicultural and that the quality of participation is equitable A. Participation of black students and gender of students in special activities is monitored 6.2 Develop guides for each course area that are multicultural in content and that facilitate equity in methodology A. Curriculun guides for courses with multicultural content have been developed addressing equity in methodology 6.3 Honitor the use of the curriculua guide A. The use of curriculun guides are monitored through observations and teacher conferences 7.1 Review research and recoMended practices for each content/prograa area G2 (07/01/93) (06/93) (07/01/93) (09/89) (07/01/93) (09/01/93) (07/01/93) (07/01/93) (06/30/94) (25X) (06/30/94) (90X) (06/30/94) (25X) (06/30/94) (06/30/94) Principals and Teachers Supervisor of specific area (Principals, Subject Area Supervisors) (Assoc. Supt. for Curr., Subject Area Supervisors) (Curriculun supervisors) 6.1 Participation data 6.1 (Increased representation of black students in activities currently under-represented) 6.2 (Implementation of revised curriculun guides) 6.3 (Guide usage is monitored through classroom observations teacher conferences and abacus assessment) 7. (Comparison of student achievement with state/ national level) 7.1 (Documentation of research and practices reviewed) L 1 Page: 29 Prograa Seq *: 04 Revision Date: Movenber 2, 1993 Prograa Maaa: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76~ obiectives 1. 2. 3. 4.) Plan Reference Psge Nuiber L 80 L 80 L 80 L 80 L 80 L 80 Objectives Strategies Beginning Date Coa|\u0026gt;letion Date Responsibility Evaluation Criteria A. Practices for content area/program are reviewed and reconrnended during council and program area meetings 7.2 Assess the LRSD course content to identify needs for changes A. LRSD course content periodically reviewed for changes 7.3 SiAait recoasendation and rationale for any new courses to the Assoc Sigrt for Ed Prog 7.4 Develop curriculua guides for approved courses 7.5 Provide inservice for staff on i^lcaentation of courses 7.5 (Conduct staff development on implementation of new courses) A. Staff development conducted on implementation of new courses for 93*94 term B. Extended staff development on implementation of courses being conducted 7.6 Conduct workshops to appropriate staff on new course offerings A. Workshop conducted to appropriate staff 7.7 Monitor iiqjleaantation of the courses, including equity in sssigraent of students A. Implementation of courses monitored periodically (07/01/93) (07/01/93) (07/93) (07/01/93) (07/01/93) (07/01/93) (08/93) (09/93) (07/01/93) (08/93) (07/01/93) (09/93) G3 (25X) (06/30/94) (10%) (06/30/94) (06/30/94) (06/30/94) (09/93) (25X) (06/30/94) (09/93) (06/30/94) (10X) (Curriculun supervisors) (Curriculun supervisors) (Curriculum supervisors) Content Area Sifarvisors Content Area St^arvisors Principals (Curriculun supervisors) 7.2 (Documented comparison with state, national curriculun standards) 7.3 (Docunentation of recommendation and rationale submitted) 7.4 (Isplementation of guides) 7.5 Doaaentation of insarviea 7.6 Docunentation of workshop 7.7 (Monitor/implementation through classroom observations and teacher conferences)saaBBBMMBji a \u0026gt; 5 a S B B * \u0026gt; S Ji S B b Prograa Seq *: 04 Page\n30 Prograai Maae: Multicultural Curriculum Revision Date: Moveinber 2, 1993 Prograa Code: 12 Priaary Leader\nEstelle Hatthis Prograa Goal: Secondary Leader: To ensure educational equity in the elementary end secondary curriculun end progrem areas. (Applies to ent To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. Marie HcMeal (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) ... (Applies only to page 76, obiectives 1. 2. 3. 4.) Plan Reference Page Nuidier Objectives Strategies Beginning Date Coag\u0026gt;letion ___Date Responsibility Evaluation Criteria B. Monitoring of inplementation of new courses for 93-94 including equity in student assignment is being conducted (09/93) (25X) L 80 L 80 7.8 Review placement criteria for cnricfied/ honors and advanced placeaent courses 7.9 Honitor enrollment in courses to ensure equity in assi^aent/perticipotion of students A. Monitoring of enrollment in courses for equity in assignment/partipation of students being conducted G4 (07/01/93) (07/01/93) (09/93) (06/30/94) (06/30/94) (25X) Assoc Si\u0026lt;it for Educational Prog Assoc Si\u0026lt;)t for Ed Prog t Principals 7.8 Replacearnnt criteria reviewed 7.8 (Participation of black students in GT/Honors/AP courses will increase) 7.9 Data on file 7.9 (Assessment of enrollment in courses currently under-represented by race (blacks) and sex), fl a a a i b LRSO FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 05 Page: 1 Prograa Maaie: Special Education Prograa Code: 15 Priaary Leader: Dennis Glasgow Secondary Leader: Revision Date: Noveni\u0026gt;er 1, 1993 Dr. Patty Kohler Prograa Description: Purpose Special education is specially designed instruction, at not cost to parents, to meet the unique needs of students with disabilities...... . conducted in the classroom, in the home, in hospitals and institutions, and in other settings\nand instruction in physical education. Scope and Content Special eAxation services are provided in accordance with each child's Individual Education Program \u0026lt;IEP). A student is determined eligible for special education services when a disability is present as defined in the Individuals with Disabilities Education Act (IDEA) that results in an adverse effect on educational performance end the corresponding need for special education services. A full continuun of services is provided which includes multiples options for placement.   Students served through special education services have been identified as having disabilities defined by the IDEA. ' ------- district's population or 2,026 students received special education services (Dec. 1, 1992 count). ies. This includes instruction Participants/beneficieries During the 1992-93 school year, 8.13X of the District Goal Si^iport: Prograa Goal: Plan References: Goal #1 - Implement integrated eAjcational programs that will ensure that all students grow academically, socially and emotionally with enphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock school Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students\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_613","title":"Program planning and budget document, first quarter status report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-11-03"],"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"],"dcterms_title":["Program planning and budget document, first quarter status report"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/613"],"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\nFILED district court EASTERN DISTRICT ARKANSAS NOV 0 J 1993 CARLR. BRENTS, CLERK By--^_____________________ P. CtEHXLITTLE ROCK SCHOOL DISTRICT FIRST QUARTER STATUS REPORT PROGRAM PLANNING AND BUDGET DOCUMENT November 3, 1993 Planning, Research and Evaluation TABLE OF CONTENTS SEO. # PAGE # SEO. # PAGE # Preface Mission Statement Goals District Financial Summary 11 12 13 14 15 16 17 18 Student Hearing Officer In-School Suspension New Futures 243 246 253 Academic Incentive Grants/Focused Activities 258 McClellan Community School Alternative Learning Center Testing Assistance - Disadvantaged Job Fair 263 269 289 292 Definitions Organization of the Report School Support Cluster (BLUE) Cluster Budget Documents Curriculum Cluster (PINK) 01 02 03 04 05 06 07 08 HIPPY 4-Year Old Program/Clty-Wlde Early Childhood Education Program Academic Support Program (PAL) Multicultural Programs Special Education Gifted Education Federal Programs Vocational Education 11 20 29 35 65 100 108 114 19 20 21 22 23 24 25 26 27 School Operations Cluster (BUFF) 09 10 School Operations Extracurricular Participation 130 229 28 29 30 31 32 33 34 35 36 Commitment to Desegregatlon/Leadershlp Office of Desegregatlon/Student Assignment Staff Development Llbrary/Medla Computerized Transportation System Data Processing Safety and Security Teacher Recruiter Monitoring Activities (Planning, Research and Evaluation) Prejudice Reduction Summer School (Interdlstrlct) Summer Learning Program JTPA ASSET Special Programs Facilities Guldance/Counsellng Program Employment Practices Bidding Practices (Procurement) 294 299 309 321 327 331 338 343 350 353 355 363 367 370 373 375 381 383 1 Ba IBTABLE OF CONTENTS SEO. # PAGE # SEO.# PAGE \u0026lt; 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 Recruitment Cluster (PURPLE) Parent Involvement - Recruitment VIPS - Recruiting Public Relations Unassigned Incentive Schools Cluster (YELLOW) Office of Incentive Schools Writing to Read Science Labs Computer Labs Foreign Language Labs Computer Loan Program Extended Day Field Trips Homework Centers Transportation Homework Hotline Hentors/Tutors Instructional Aides Extended Year Incentive/Recognition Resident Counseling Service Camp Pfeiffer Monitoring Permanent Substitute Unassigned Extended Week 99 ^^9 ^^9 386 397 408 424 428 430 432 434 436 438 440 443 445 447 449 451 454 456 458 460 466 468 11 61 62 63 64 65 Staffing - Recommended Full-Time Required Staff Development Teacher Stipends for Inservice and Extra 5 Days Other Incentive School Academic Programs Kindergarten Reading Across the Curriculum Oral Expression Across Curriculum Learning Styles Inventory School Themes Semi-Departmental Instructional Tech Study/Test-Taking Parent Home Study Computer Managed Instruction Student Education Plans Specialized Programs Incentive Programs Homework Criterion-Referenced Test Heterogeneous Grouping Effective Schools African/American History Social Slcills Family Folklore Positive Imaging Interpersonal Skills Rites of Passage Mentoring Program 470 477 488 490 492SEO, if Incentive Schools Cluster (cont.) 66 Special Activities Peer Tutoring Program Academic Reinforcement Clubs Special Interest Clubs 67 Latin Enrichment Program 68 Unassigned TABLE OF CONTENTS PAGE * SEO. # 495 498 72 73 74 69 70 Career Skills Development Support Services - Other Community Access/Field Trip Community Involvement Special Skills Program Special Training Parental Involvement Learning Time Schedule Home/School Community Extracurricular Program Attendance and Behavior Subject Related Extracurriculum 503 505 71 Counseling/Social Work Community Services Access College/Post Graduate Aware Study Skills Home/Neighborhood Meet Wellness Program 508 111 fl B fi S PAGE # School Policies and Procedures - Other Unassigned Unassigned Student Choices/Options Cluster (GREEN) 75 76 77 78 79 80 81 82 Student Choices/Options King Interdistrict School Stephens Interdistrict School Romine Interdistrict School Rockefeller Early Childhood Original Magnets Parkview Science Magnets M-to-M Magnet Schools (Central, Dunbar, Washington, Henderson, McClellan) Organization Chart (WHITE) Incentive Schools Addendum (WHITE) 516 519 524 528 530 532 535 537 545 547 H B B PREFACE The mission statement and goals for Little Rock School District are the guides for all decision-making. The information gained from the Program Budget Document Report will provide additional direction for quality, interim decision-making for the district. Specifically, programs with poor performance or expenditure problems will be addressed with corrective action during the year rather than after the year The report enhances the district's ability to monitor and report \u0026gt; to the programs identified in the is completed. __ -- _ _ . . achievements and expenditures relative Desegregation Plan for the most efficient and functional program planning on a quarterly basis. During the course of the fiscal year, the district will incorporate nondesegregation programs into the report so that all programs, desegregation and nondesegregation, will be accounted for by the ^end of the 1993-94 fiscal year. Additional obligations may be identified after the course of the year. desegregation audit is complete. The Program Budget Document Report contains the following\n(, 1), The Mission Statement of Little Rock School District\n(2) The Goals of Little Rock School District\n(3) LRSD Quarterly Desegregation Expenses Summary\n(4) Definitions and Data Elements\n(5) Organization of the Report\n(6) Program Budget Documents Grouped by Clusters\n(7) The LRSD Organizational Chart\nand, (8) Incentive Schools Addendum. 1 LITTLE ROCK SCHOOL DISTRICT MISSION STATEMENT The mission of the Little Rock School District is to provide a quality, integrated X Ul^ is A 4* WXXS* w A* ** AW A A  educational program which encourages all children to achieve their optimum academic, social, and emotional development. To that end, the students in the Little Rock School District will develop an appreciation for ethnic and cultural diversity, develop skills in problem solving and conflict resolution, and demonstrate mastery of the District s curriculum. a dedicated and This will be achieved through the collaborative efforts of a Board,   ------c-i---------------racial equity and competent staff, and of parents and citizens committed to fairness, adequate support for education. 2 ^JS ^^B BB BjS BB ^^BBaBaaaaBBBBBBfififiMfiB LITTLE ROCK SCHOOL DISTRICT GOALS 1. 2. 3. 4. 5. 6. The LRSD will implement integrated educational programs that will ensure all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. The LRSD will develop and maintain a staff that is well-trained and motivated. The Little Rock Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the community as a valued resource upon which our community and nation can draw as we prepare for the 21st Century. The LRSD will solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. The LRSD will provide a safe and orderly climate that is conducive to learning for all students. The LRSD will ensure that equity occurs in all phases of school activities and operations. 3 10/28/93 Little Rock School District Quarterly Desegregation Expenses Page 1 No. 01 02 05 06 07 08 09 10 12 13 14 15 16 17 18 22 24 25 26 27 28 29 32 _33 34 35 49 51 52 Program Name HIPPY______________________________ 4-YEAR OLD PROGRAM STUDENT HEARING OFFICER OFFICE OF DESEGREGATION________ EXTRA-CURRICULAR PARTICIPATION TEACHER RECRUITER_______________ STAFF DEVELOPMENT ACADEMIC SUPPORT PROGRAMS MULTICULTURAL PROGRAMS________ ACADEMIC INCENTIVE GRANTS ORIGINAL MAGNETS SPECIAL EDUCATION @ WASHINGTON SECURITY D/P SYSTEM STUDENT INFORMATIOTT M-TO-M MAGNET SCHOOLS MONITORING ACTIVITIES COMPUTERIZED TRANSP SYSTEM ROMINE INTERDISTRICT THEME McClellan community school IN-SCHOOL SUSPENSION JOB FAIR TESTING ASSISTANCE______________ LIBRARY SERVICES ' PARENT RECRUITING ~ VIPS RECRUITING ' PREJUDICE REDUCTION ' CONTINGENCY FUND ' OFFICE OF INCENTIVE SCHOOLS ' WRITING TO READ Budget 93-94 266,763.02 1,523,742.24 94,381.61 433,102.41 5,000.51 35,188.38 465,627.29 1,815,582.10 197,446.69 352,294.55 3,914,000.00 55,695.66 756,878.66 792,523.74 2,254,912.66 387,378.66 ______8,000.00 16,867.82 170,112.24 850,408.55 1,092.82 ______5,066.96 479,954.32 40,000.00 19,090.73 _______5,000.00 300,000.00 1,749.42 6,000.00 FTEs 21 67 2 10 1 7 70 1 38 4 74 4 2 25 30 2 4 JR JR 1^9 ^BS 1 st Quarter 31,286.27 138,599.40 22,646.74 100,300.49 4,962.82 9,695.18 69,080.94 158,246.87 19,443.65 26,486.11 8,178.16 91,086.44 593,453.22 287,665.69 149,459.45 82,090.64 70,413.69 153.38 75.16 61,580.87 10.26 5,857.49 76.77 % Budget Sjieni 11.73% 9.10% 23.99% 23.16% 99.25% 27.55% 14.84% 8.72% 9.85% 7.52% 0.00% 14.68% 12.03% 74.88% 12.76% 38.58% 0.00% 0.00% 48.26% 8.28% 14.04% 1.48% 12.83% 0.03% 30.68% 0.00% 0.00% 4.39% 0.00%BasaaaaBaBBBBBfifiwfififi 10/28/93 Little Rock School District Quarterly Desegregation Expenses Page 2 No. 53 54 56 57 59 61 64 65 66 72 73 74 75 Program Name Budget 93-94 ATE's 1st Quarter SCIENCE LABS_______________________ COMPUTER LABS____________________ COMPUTER LOAN PROGRAM__________ EXTENDED DAY_____________________ FIELD TRIPS_________________________ TRANSPORTATION (ADD'L)____________ INSTRUCTIONAL AIDES_______________ EXTENDED YEAR____________________ INCENTIVE/RECOGNITION____________ RECOMMENDED STAFFING REQUIRED STAFF DEVELOPMENT TEACHER STIPENDS/INSERVICE_______ OTHER INCENTIVE SCHOOL ACTIVITIES TOTAL 12,000.00 6,000.00 2,500.00 747,247.70 33,000.00 15,000.00 496,451.04 99,938.45 14,581.91 808,481.42 52,878.29 72,725.98 51,088.13 17,665,753.96 25,550.48 3,210.95 42 31 431 38,306.87 31,884.03 1,428.45 58,107.81 1,459.85 24,542.02 20,724.59 2,136.064.74 % Budget Spent 0.00% 0.00% 0.00% 3.42% 9.73% 0.00% 7.72% 31.90% 9.80% 7.19% 2.76% 33.75% 40.57% 12.09% 5DEFINITIONS AND DATA ELEMENTS The following are definitions of terms and data elements used in the Program Budget Documents. established plan of operation, composed of a group or series of related activities which are Program: A program is an . . carried out to serve a specific area of identified need. Program Description: related to the respective program. A program description includes a purpose, scope and content, and participants/beneficiaries Program Goal: A program goal is a broad guiding statement and should describe the overall aim(s), purpose(s), or ambition(s) of the specific program. Objectives: Program should provide detail to the goals. objectives present explicitly the desired impact the program should have on a problem. They Strategies: Strategies are the jobs, tasks. efforts, or actions undertaken in a program which contributes to the accomplishment of the objective. Achievements: Achievements are efforts, tasks, evidence, performance, or actions undertaken in a program which contributes to the accomplishment of the strategy. Achievements are placed in alpha order underneath the relative strategy. Evaluation criteria are statements which specify the end product of an objective or strategy and Evaluation Criteria: ---------- -------- - establish measurable and observable levels of performance of the product. Page: Each Program Budget Document uses one of two formatted pages. Program Sequence * (Seq. #): programs in order within the planning document. The purpose of this sequence number is to establish a reference for placing Revision Date: Program Name: Program code: This date is the actual date the program document was first documented or last changed. To eliminate confusion, an established name for each program has been assigned by the district planner. This is a unique accounting code assigned by Financial Services which links budget and expenditure information to the associated program. 6I Definitions and Data Elements (cont.) Primary Leader: The Primary Leader is the cabinet-level associate responsible for the management and operation of the respective program. Secondary Leader: 'T_h_e _S_e_c_o_n_d_a_ry Leader is the associate who is back-up to the Primary and will function in that capacity in the absence of the Primary (i.e. the Program Manager or the Principal). District G\no_a_l1 -S-uc-prp-o_rt-J: Each program directly supports at least one district goal. If more than one district goal is relative, then the appropriate district goals have been listed in descending priority order. Specific plan and page references will directly cite one of the following desegregation documents:  \nI = Interdistrict Desegregation Plan\nS = Settlement Agreement\nC = Court Orders\nT = Transcripts\nP = Pleadings\nM = Monitoring Reports. The format should be L23 or 113-20, for example. This element has been left blank if the program is not directly cited in one of the desegregation documents. Flan Reference: L = LRSD Desegregation Plan\nPlan Reference Page Number: Source references listed for each objective and strategy have been used. If the objective or strategy is desegregation document related, the specific desegregation document and page upon which this objective - - - -. If the objective or strategy is not related to a desegregation document. This element is contained on page 2 and succeeding pages. Plan Reference Page Number: or strategy has been found should be listed. then whatever source was used has been listed. Beginning Date: in the following manner\nThis is the actual date a particular strategy began. For consistency, all dates should be printed MM/DD/yy, (09/30/93). Completion Date. This is the actual date a particular objective or strategy was completed. For consistency, all dates sshhoouulldd bbee eenntteerreedd iinn tthhee ffoolllloowwiinngg ffoorrmmaatt:: MMMM//DDDD//yyyy,, ((0099//3300//9933)).. If an activity toward a strategy has been started but not completed, a percent of completion (75%) should be entered. Responsibility: This is the name of the individual tasked with ensuring an activity has been accomplished. ORGANIZATION OF THE REPORT This section provides guiding information about the text of the Program Budget Document Report. Every page in the text is numbered using Arabic numerals. ___ . _____________J- A-l_ -4* A I* Pages are^consecutivelynu^ered (\"e.g. ,1,2,3,...) throughout the report at the bottom of the page The \"Table of Contents\" is on page i, page ii, and page in. beginning with the \"Preface.\" The Program Budget Document employs two kinds of print density. ----   -  . -------J ------Lighter print enclosed in Print. '-----------3------------- . - , Print denotes original language of the desegregation document(s). Bold parentheses (parenthetical statements) identifies language that is not literal in tne _ ... _ __________-1 T ov T^T-nnt bavA. parenthetical statements of lighter print have been desegregation document(s). The parenthetical statements or iignrer prior oave integrated throughout the Program Budget Documents for clarification of original lan^age in the desegregation document(s) and/or for providing information generalized from the original language of the desegregation document(s) . Parenthetical information should^not be construed to Man new legal obligations nor expansion of the obligations under the desegregation The should document(s). Clusters. Programs Clusters ims have been sorted into broad categories called clusters, schools grouped together because of similar and related operational . _______j_1 1___ k-strA VtAAn rtrnil! include programs or schools grouped together because or similar anu lexaLvu For convenience and management of the report, similar programs have been grouped functions. For convenience and management of tne reporr, similar progiau.=. uac To locate a program, determine the relative cluster of the program by using the \"Table of Contents\" and then refer to the program sequence number (Seq #) or page number for facilitating program reference in the report. into six color-coded clusters. The School Operations cluster classifies the fifty schools elementary, junior high, and senior high.  interdistrict, incentive. organizational Level. according to three school organizational levels: These levels have been further subcategorized according to area, and magnet schools for efficient program reporting. No entry on page one in the fiscal year program budget field Non-Monetary Tracking. L- . _ and/or the quarter expenditure field of a Program Budget Document means desegregation money has not been tracked to the respective program. organizational chart has been included to provide reference Organizational Chart. ************\"^ w-  _ information matching designated responsible persons with desegregation and non-desegregation An programs. lIllBaSnaSiiiiiiiiiiiiii CLUSTER BUDGET DOCUMENTS 9Curriculum Cluster * * * * * * * HIPPY 4-Year Old Program Academic Support Program Multicultural Programs Special Education City-Wide Early Childhood Education Program Federal Programs Vocational Education 10 Prograa Seq f: 01 ProgrsB Maae: Prograa Code: Progn Description: District Goat Si^iport: Prograa Goat: [ Plan References: FY Prograa Budget: YTD Expenditures: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT HIPPY (Home Instruction Program For Preschool Youngsters) 01 Prieary Leader: Estelle Hatthis Secondary Leader: Marion Shead Page: 1 Revision Date: November 1, 1993 HIPPY is a home based developmental program which recognizes the mother as the first significant teacher of the child. HIPPY assists the mother in preparing the child to be successful in kindergarten, therefore assisting in the reduction of the disparity gap between black and white students. HIPPY'S major focus is in the shadow areas of major incentive schools and in the Southwest Little Rock area. HIPPY serves primarily economical and educational disadvantaged families. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be successful\nand to improve the e\u0026lt;kjcational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Page L-5, L-U, 15, 16 1 $266,763.02 02 1st Qtr Expend: 2nd Qtr Expend: 131,286.27 3rd Qtr Expend: 4th Qtr Expend: FTE 21 [ Related Fmction Codes: ] 11LRSD FY 93-94 PROGRAM BUEXSET DOCUMENT Page: 2 Prograa Seq *: 01 Revision Date: November 1, 1993 Prograa Nw: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marion Shead Progn Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies L14 Page Nuafaer Beginning Date Coapletion Date Responsibility Evaluation Criteria 1. To promote the HIPPY program July b 1993 June 30, 1994 Staff Hailed letters Appear on show (Docimentation of PSA) 1.1 To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. July 1, 1993 June 30, 1994 Staff  A. Staff member appeared on channel 16 B. Hailed PSA to channels 4, 7, 14, 6 16 C. Forwarded PSA to LRSD Communications Department D. Printed ft distributed flyers 342 12 3 Page: Prograa Seq f: 01 Revision Date: Noveirber 1, 1993 Progm Maae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Page Hiaber Beginning Date (Uiopletion Date Responsibility Evaluation Criteria L14 2. To select HIPPY aides July 1, 1993 June 30, 1994 Staff By applicants response (Documentation of selection of aides) 2.1 Interview end select fourteen (14) aides. July 1, 1993 Jine 30, 1994 Staff A. Interview \u0026amp; select aides 6. Printed \u0026amp; mailed forty two (42) flyers to area churches C. Mailed job announcement to channels 14, 16, ft 36 L14 3. Initial training of aides and staff July 1, 1993 June 30, 1994 Supervisor Pay the bill (requisition paid) 3.1 Arrange logistics with state for the initial training July 1, 1993 June 30, 1994 Supervisor Pay the bill A. Contacted Principal at Washington Magnet school to assist ft arrange use of facilities for Regional Training B. Conducted pre-initial training for aides 13 g g g 9Page: Progm Seq f: 01 Revision Date: Movenber 1, 1993 Prograa Naaa: HIPPY Prograa Code: 01 Priaary Leader: Estelle Matthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies  Page Niaber Begiming Date Completion Date Responsibility Evaluation Criteria LU LU LU LU LU 4. To enroll fafnilies into program. 5. To recruit families 6. To determine service of coordinators 7. To assign families to be serviced by aides. 8. To organize instructional material. July 1, 1993 June 30, 1994 Supervisor Coordinators (Documentation of family enrollment) 4.1 Conduct home interview and enroll families into program. A. Conducted registration for interested parents 5.1 Coiqwse and mail correspondence to conmunity churches to recruit families and instructional aide trainees. A. Mailed correspondence to forty two (42) area churches 6.1 Identify families to be served by each coordinator A. Assigned families to Coordinators 7.1 Identify families to be served by each aide A. Assigned families to aides 8.1 Print curriculum materiel. 14 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1. 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Staff Supervisor Coordinators Supervisor Coordinators Supervisor Coordinators Coordinators Coordinators Secretary of HIPPY Supervisor Coordinators Certification of aides (position of aides filled) Assignment of families to Coordinators Assignment of families to aides Printing conpleted (received ordered curriculim) Page: 5 Prograa Seq *: 01 Revision Date: November 1, 1993 Prograa Haae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to ieprove the educational outcomes of students, particularly black students as it relates to the achievement disparity between black end white students. r*pleference Objectives Strategies Begiming Date Collation Date Responsibility Evaluation Criteria L14 L14 L14 Page Miafeer 9. To familiarize aides of the HIPPY implementation in LRSD. 10. Obtain material for program 11. To orientate enrolled families to the HIPPY program. A. Ordered printed currfculun from Dushkin Publishing 9.1 Conduct three (3) day workshop A. Invited LRSD personnel to Inservice Training 10.1 Order material A. Requisitioned materials 11.1 Conduct orientation meeting A. Secured space for orientation B. Invited speakers to orientation C. Prepared program agenda for orientation 15 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993  B June 30, 1994 June 30, 1994 June 30,1994 June 30, 1994 June 30, 1994 June 30, 1994 Si\u0026lt;}ervisor Coordinators Supervisor Coordinators Supervisor Supervisor Coordinators Supervisor Coordinators Agenda/Receive material (doctjnentation of 3 day workshop) Receive materials (received ordered curriculum) (docunentation of requisition of material) Families enrolled in program (docunentation of parent orientation) (docunentation of correspondence \u0026amp; evaluation of orientation) 355553* Page: 6 Program Seq f: 01 Revision Date: Novenber 1, 1993 Program Haae: HIPPY Program Code: 01 Primary Leader: Estelle Matthis Secondary Leader: Marion Shead Progri Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to iinprove the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Beginning Date Co^letion Date Responaibility Evaluation Criteria L15 LIS Page Mtaber 12. Identify meeting sites of group meetings. 12.1 Secure meeting sites for group meeting, (mailed letters to building principals) 12.2 Mail out notification of meeting sites. A. Identified appropriate school site for group meetings B. Developed flyers C. Distributed flyers to parents July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 Coordinators Coordinators Coordinators Confirmation of site (docunentation of letters) 13. To schedule iaplementation of HIPPY curriculum July 1, 1993 June 30, 1994 Supervisor Coordinators IG Docunentation of scheduled group meetings (Docimentation of master schedule of home visits of aides)Page: 7 Prograa Seq *: 01 Revision Date: Novefl*\u0026gt;er 1, 1993 Prograa Naae: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as It relates to the achievement disparity between black and white students. To prepare Plan Reference doc Page Ihafcer L15 L15 L15 Objectives Strategies 13.1 Schedule aides weekly home visits and group. 13.2 Schedule area group meeting-print flyers. 13.3 Schedule Meekly service for aides. A. Invited enrichment speakers B. Prepared agenda 13.4 Schedule aides first teaching with (own child). Beginning Date July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 Coapletion Date June 30, 1994 June 30, 1994 June 30, 1994 June 30,1994 Reaponaibility Supervisor Coordinators Coordinators Si\u0026lt;\u0026gt;ervi8or Supervisor Coordinators Evaluation Criteria Receive materials (Documentation on file) 14. To provide parents with information that will assist them with their children. 15. To evaluate aide trainees mid point (15th week). 16. To determine program success July 1, 1993 June 30, 1994 Supervisor Coordinators Received materials 14.1 Schedule workshop for parents and aides, mail out and print materials. 15.1 To evaluate each aide trainee. 17 29 29 ^9 22 22 99 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 B June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Supervisor Coordinators Coordinators Coordinators Supervisor Coordinators Cotnpletion of surveyBBaaasBaaBH Page: 8 Prograe Seq *: 01 Revision Date: November 1, 1993 Prograa Maae: HIPPY Prograa Code: 01 Priaary Leader: Eatelle Matthis Secondary Leader: Harion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies UIS L16 L16 L16 L16 Page Mistier Beginning Date Cc^letion Date Responsibility Evaluation Criteria 16.1 Conduct survey of parents - print materials July 1, 1993 June 30, 1994 Supervisor Coordinators 17. Began second*part of program's implementation. 18. Evaluation of aides 19. Provide parents with information to be successful with their children 20. Build the aides children self esteem. 21. Graduation of HIPPY children and aides reception. 22. Evaluate aides July 1, 1993 June 30, 1994 Supervisor Coordinators 17.1 Iirplement second part of HIPPY curriculun: A. Print material B. Print flyers C. Mass mail out 18.1 Evaluate aides 19.1 Obtain a site and speaker and schedule a lecture for parents 20.1 Activity 21.1 Staff Hill organize 18 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 June 30, 1994 Coordinators Supervisor Supervisor Staff Staff Staff Staff Coordinators Participation of parents Materials completed Completed Consultant fee paid Consultant fee paid Completion of program Page\n9 Prograa Seq *: 01 Revision Date: November 1, 1993 Prograa Naaa: HIPPY Prograa Code: 01 Priaary Leader: Estelle Hatthis Secondary Leader: Marion Shead Prograa Goal: To prepare economically disadvantaged children to enter kindergarten with the necessary skills to be success\nand to improve the educational outcomes of students, particularly black students as it relates to the achievement disparity between black and white students. Plan Reference doc Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria L16 Page IHaber 23. Staff in place. 22.1 Schedule final evaluation of trainees in the program July 1. 1993 July 1, 1993 June 30, 1994 June 30, 1994 Coordinators Coordinator Staff began implementation of program 23.1 To begin implementation of HIPPY program. July 1, 1993 June 30, 1994 L16 24. Maintain regular staff. July 1, 1993 June 30, 1994 Supervisor To assist in the implementation of program L16 25. To assist in traveling expense. 24.1 Secretary July 1, 1993 July 1, 1993 June 30, 1994 June 30, 1994 Aides Pay stipend 25.1 Aides made home visit. 19Prograa Seq f: 02 Prograa Naaa: Prograa Code: Progri Elescription: District Goal Si\u0026lt;]port: Progri Goal: Plan References: Prograa Budget: YTD Expenditures: Related Function Codes: LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Four-Year Old Program/City-Wide Early Childhood Program 02 Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Page: Revision Date: 1 Noveinber 1, 1993 The purpose of the program is to meet the growing needs of disadvantaged students and to improve the racial balance at schools that are difficult to desegregate by incorporating Early Childhood Education programs into the Elementary schools. The program provides experiences for young children which meet their needs and stimulate learning in all developmental areas - physical, social, emotional, and intellectual. Priority for identification of program sites will be given to areas that have a very high concentration of low income students and in schools that are difficult to desegregate. Goal $1 - Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 - Develop and maintain a staff that is well-trained and motivated. Goal Ifi - The Little Rock School Board, adninistration, staff, and students will demonstrate in their day to day behavior that they accept each diversity among students, staff and the community as a valued resource upon which our conmunity and nation can draw as we prepare for the 2l8t Century. Goal #4 - Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal #5  Provide a safe and orderly climate that is condjcive to learning for all students. Goal #6 - Ensure that equity occurs in all phases of school activities and operations. L7, LIO, L17, 18, 19 $1,523,742.24 1st Otr Expend: 2nd Otr Expend: $138,599.40 3rd Qtr Enpend\n4th Qtr Expend: FTE 67 20 p LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 Prograa Seq \u0026lt;: 02 Revision Date: November 1, 1993 Prograa Haae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader\nPat Price Prograa Goal: To iBitcKiit the Four-Year-old Progm in elective whools. , the needs of disadvantaged students\nto ieprove racial balance in schools that are difficult to desegregate.) (To meet F Plan Reference Page Hudier Objectives Strategies Beginning Date Coagiletion Date Responsibility Evaluation Criteria 1. Identify and assign neu four-year old program participants in the incentive schools. L17 L17 L17 L17 L17 July 1. 1993 Jww 30. 19M Student Assignaent Office 1. Applications returned to Student Assigrwent and assignaents aade 2. Recruit teachers and aides as needed. 1.1 Provide pre-registration inservices to elcaentary principals. 1.2 Conduct aedia piA\u0026gt;licity for pre- registration. A. Add run 09/04/93 through 09/06/93 recruiting children for six schools with openings. 1.3 Assign four-year old students. A. Assignments were made from applications in accordance to racial balance requirements on 06/09/93, 07/09/93, end 07/23/93 2.1 Interview interested teachers and aides as needed. 21 July 1. 1993 July 1. 1993 07/09/93 July 1. 1993 07/09/93 July 1. 1993 July 1. 1993 Joe 30. 1994 Jwe 30. 1994 35X Jwe 30. 1994 07/23/93 June 30. 1994 Jwe 30. 1994 Student Assi^went Office Coaawications Department Principals Student Assignaent Office Coaawications Department Student Assigraant SifKrvisors, Huaan Resources Director. Principals Si\u0026lt;)ervisors. Huaen Resources Director, Principals 1.1 Dates of inservice List of participants 1.2 (Docwentation of participating and identified PSA's: Radio and TV stations sent to *00100 aired Pre-registration announcement) 1.3 (Assignment notifications to parents Enrollment in classes) 2. (A list of qualified applicants.) 2.1 A list of qualified applicants. (Employment of teachers and aides for new and open positions.)  H      aProgrM Seq f: 02 Prograai Hane: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Progrm Goel: y Plwi Reference P Page Hi^r L17 L17 L17 L17 L17 L17 L17 STSTh 5b I fl 5 fl Ji Secondary Leader: To i^\u0026gt;lcment the Four-Year-Old Program in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Objectives Strategies Beginning Date Oiaf\u0026gt;letion Date Page: 3 Revision Date: November 1, 1993 Pat Price Responsibility Evaluation Criteria A. Teachers and aides hired for every classroom. 07/09/93 08/16/93 3. Obtain curriculia aaterials, stfiplies, and furniture as needed. 4. Train teachers and aides in the iaplcmentation of E.C.E. curriculia.) 5. Familiarize parents with Four-Year Old Program. July 1. 1993 Jow 30, 1994 (Purchasing Dept. Supervisors) 3. (Confirmation of purchase orders.) 3.1 Coaplete and send orders to vendors. A. Materials, supplies and equipment available in all new classrooms. 4.1 Conduct orientation and inservices. A. Principals training July 28th and 29th, 1993. B. Teachers training August 17, 1993. 4.2 Conduct aonthly inservices. A. Inservice training - July 28, 1993\nJuly 29, 1993\nAugust 17, 1993\nSeptember 30, 1993 5.1 Conduct parent orientation seeting and parent coherence. 22 July 1, 1993 07/01/93 July 1, 1993 July 1, 1993 07/28/93 08/17/93 July 1, 1993 07/28/93 July 1, 1993 July 1, 1993 Jine 30, 1994 07/01/93 Jme 30, 1994 30, 1994 70X 70X Jira 30, 1994 35X Jiaw 30, 1994 Juw 30, 1994 Principals Si\u0026lt;ervisors Si4W/Staff Dev Supv/Staff Dev Si^w/Staff Dev Classrooa teachers Classrooa teachers 3.1 Materials available 4. (Docunentation of inservice evaluations.) 4.1 Agenda (Documentation of inservice evaluations) 4.2 Agenda (Docunentation of inservice evaluations) 5. (Docunentation of meetings and evaluations.) 5.1 Nudr of parents attending Parent/Teacher Conferences J Page: 4 Prograa Seq #: 02 Revision Date: Novenber 1, 1993 Prograa Haae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pat Price Prograa Goel: in selective schools. To iaplearnnt the Four-Teer-Old Progri ...------------------- (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) Plan Reference Page Ht^aer objectives Strategies Beginning Date Ccsfileticn Date___ Responsibility Evaluation Criteria A. Parent Orientation - 08/20/93 Fair Park\n09/13/93 Area Schools\n09/14/93 Magnet Schools and Romine\n09/20/93 Incentive Schools 08/20/93 35X L17 5.2 Include four-year old children in Master Schedule - students receive services of comselors, music teachers, school nurses, librarians, physical education and art teachers. July 1, 1993 Joe 30, 1994 Principals 5.2 Master schedules A. Master schedules reflect services children receive. 07/01/93 09/10/93 L18 5.3 Ensure key experiences occurring in the classrooa. A. Twenty-eight classroom visitations. B. Four new programs had licensing site visits and meet requirements. July 1, 1993 08/23/93 08/23/93 Joe 30, 1994 35X 35X Principals Classrooa Teachers Supervisors 5.3 5.3 Curricula checklist (Classroom observations and monitoring reports.) C. All 15 programs previously existing are licensed and meet requirements. 08/23/93 35X 23 fl B B B  B S S S  H H  Page: s Prograa Seq f: 02 Revision Date: November 1, 1993 Prograa Naoe: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Matthis Secondary Leader: Pat Price Prograa Goal: To iafilcamnt the Four-Teor-Old Program in selective schools. (To meet the needs of disadvantaged students\nto inprove racial balance In schools that are difficult to desegregate.) Plan Reference Page Hiaber L18 L18 Objectives Strategies Begiming Date Collet ion Date Responsibility Evaluation Criteria 6. Evaluate effectiveness of Four-Year Old Program. July 1. 1993 Jwie 30, 1994 (Principals Classroom Teachers Supervisors Planning, Research, and Evaluation, Assoc. Supt.) 6. (Annual review of assessment data beginning at the end of the kindergarten year of each child participating in the program. EPSF Post Assessments) (Comparisons of the progress did and did participate in the program.) of children who not (Standardize achievement tests will be given to each child at the end of the third grade level. These tests Mill provide data indicating the success of the Early Childhood Program as an intervention strategy.) 6.1 Acteinister appropriate evaluation to four- year olds. 6.1 (Maintaining portfolio assessments on four- year olds.) A. Portfolio assessments began on all children 24 July 1, 1993 July 1, 1993 07/01/93 Jme 30, 1994 Jine 30, 1994 35X Classroom teachers (Classroom teachers) 6.1 6.1 Evaluation results (Oocunentation of portfolios recording work which the children do Mhat they know.) and J LPage: 6 Prograa Seq *: 02 Revision Date: Novetnber 1, 1993 Prograa Naae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pat Price Prograa Goal\nTo ii^loent the Four-Year-Old Prograa in selective schools. (To meet the needs of disadvantaged students\nto improve racial balance in schools that are difficult to desegregate.) I Plan Refe I Psge Ria I Lia L_ Reference Hi^ier Objectives Strategies Beginning Date (ki^\u0026gt;letion Date Responsibility Evaluation Criteria 6.2 Analyze student assessaent test data and Directors. prepare report for LRSD Board of 6.3 Utilize results for progn i^roveaent. 25 July 1. 1993 July 1, 1993 Jtaw 30. 1994 Jme 30, 1994 Assoc Sipt Si^jervisor Planning, Evaluation, and Testing (Assoc Supt Supervisor) 6.2 Evaluation report 6.3 (Areas targeted for improvement.)PrograB Seq *: 02 Prograa Naae: Four-Year Old Program Prograa Code: Progri Goal: Plan Reference Page Hoiber L19 L19 L19 L19 L19 L19 L19 L19 LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Matthis Secondary Leader: Page: 7 Revision Date: Hovefflber 1, 1993 Pat Price To combine the efforts of the L.R.S.O., P.C.S.S.O.. N.L.R.S.D.. Head Start and other entities to provide quality early chilcftiood experiences to as many disadvantage students in the city of Little Rock. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1.4 To receive a letter of si^iport froa each participate. agency desiring to July 1. 1993 Joie 30. 1994 Key representatives froa each agency File record letters 2. To develop a plan for planning a city-aide early childraod prograa. 3. To initiate the planning for the iapleaentation of a city wide early childiood prograa. July 1. 1993 June 30. 1994 Key representatives froa each agency 2.1 To establish plaming procedures aid identify key coHittees and chairpersons planning process. needed for the 2.2 To identify appropriate additional representatives froa each participating for eich coaaittee. agency 2.3 To delineate the goals to be addressed and the tasks to be accoaplished by each coHittee. including appropriate tiaelines to be aet. 3.1 To conduct periodic aeetings to review coaaittee. progress of each 3.2 To identify resources needed by identified by each coaaittee. including Bonetary. 26 July 1. 1993 July 1. 1993 July 1. 1993 July 1. 1993 July 1. 1993 July 1. 1993 Joie 30. 1994 Jine 30. 1994 June 30, 1994 June 30. 1994 Joie 30. 1994 June 30. 1994 Key reprasentat i ves froa each agency Key representatives froa each agency Key representatives froa each agency Assoc Sipt for Educational Prograas Assoc Supt for Educational Prograas Assoc Sigit for Educational Prograas Structured plan for planning on file. Record of coHittee ae^iers Record of coHittee aasbers Minutes of aeetings Identification of coaaittee Page: 8 Prograai Seq f: 02 Revision Date: NovCTter 1, 1993 Prograai Maae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Secondary Leader: Pet Price Prograa Goal: To combine the efforts of the L.R.S.D. students in the city of Little Rock. , P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage Plan Reference Page Hiaber L19 L19 L7 (M) 1. L10 (N) LIO (N) L10 (N) objectives Strategies Begiming Date CoaT\u0026gt;letion Date Resfxinaibility Evaluation Criteria (To collaborate with HIPPY, p.c.s.s.c. N.L.R.S.D.. Head r.u.a.a.c., , i.ww- Start, and other entities in order to fulfill the district's expectations for a quality Early Childhood Education Program.) (N) 3.3 To review the first draft of the ca^jrehensive plan and to make recnawtfnrintions for refinement. 3.4 To S4ait the final draft for approval to all Directors (where applicable). participant Boards of 1.1 (To establish a schedule of regular meetings of representatives of the various entities.) (M) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 1.2 (Supervisors meet to discuss individual program needs and to determine if resources can be shared.)(M) A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 1.3 (To plan joint inservices for July 1, 1993 July 1. 1993 July 1. 1993 07/01/93 July 1. 1993 07/01/93 Jme 30. 1994 Jme 30. 1994 Jine 30. 1994 35X Jme 30. 1994 3SX Assoc Si4\u0026gt;t for Educational Progrms Assoc Si^it for Educational Program (LRSD Supervisors and PCSSO/NLRSO and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSO/NLRSO and Headstart Supervisors of ECE programs) Sibaission of first draft Draft stteitted to Board 1.1 of 1.2 (Schedule and minutes all meetings) (Roster of participants and minutes of meetings) administrators, teachers and instructional assistants.)(N) 27 July 1, 1993 a June 30. 1994 (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) 1.3 (Roster of participants and evaluations of inservices)Page\n9 Prograa Seq #\n02 Revision Date: Movenijer 1, 1993 Prograa Naae: Four-Year Old Program Prograa Code: Priaary Leader: Estelle Hatthis Prograa Goal: Secondary Leader: Pat Price L.R.S.D., P.C.S.S.D., N.L.R.S.D., Head Start and other entities to provide quality early childhood experiences to as many disadvantage students in the city of Little Rock. Plan Reference Page Hiober Objectives Strategies Beginning Date C(ag}letion Date Responsibility Evaluation Criteria L10 (N) LIO (N) L A. Preliminary planning meetings held: July 15, 1993, and July 21, 1993. 1.4 (To plan joint parent involvement activities.)(N) 1.5 (To use a student referral system allowing parents on a waiting list to know about vacancies.)(N) 28 07/01/93 July 1, 1993 July 1, 1993 35X JUK 30, 1994 June 30, 1994 (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) (LRSD Supervisors and PCSSO/NLRSD and Headstart Supervisors of ECE programs) 1.4 (Roster of participants and evaluations of inservices) 1.5 (List of vacancies each entity has.) LRSD FY 93-94 PROGRAM BUDGET DOCUMENT 1 Prograa Seq *: 03 Page: Revision Date: Movefflber 1, 1993 Prograa Naae: Academic Support Program Prograa Code: 10 Priaary Leader: Estelle Hatthls Secondary Leader: Adams, Stovall, TrowelI Progrj Description: The purpose of the Academic Support Program is to provide support for students in the areas of reading, language arts, and mathematics that will reinforce and enhance the academic achievement of targeted students in grades one through twelve. Thia support is provided by certified reading specialists, English and Mathematics teachers in the regular classrooms, additional classes, and labs. District Goal Support: iKplenent intejr.ted educational programs that Mill ensure that all students grow academically, socially and emotionally with emphasis on basic and academic enrichment while closing disparities in achievement. Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. I Plan References: L 1. 17, 16, 21, 22, 23, 18, 19, 1, 10-13 ] [ I FT Program Budget: $1,815,582.10 TTP Expenditures: 1st Qtr Expend\n2nd Qtr Expend: S158,246.B7 3rd Qtr Expend: 4th Qtr Expend: FTE 70 Related Function Codes\n29Prograa Seq *: 03 Prograa Naae: Academic Support Program Prograa Code: 10 Prograa Goal: Disparity reduction LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Priaary Leader: Estelle Hatthis Secondary Leader: Page: 2 Revision Date: November 1, 1993 Adams, Stovall, Trowel I to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Nusfcer March 19, 1993 Revised Acadeaic Support Prograa L 1 L 17 L 17 L 17 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 1. The goal of the Acadeaic Sipport Prograa is to provide equitable language arts and aatheaatics learning experiences for all students in the aainstreesRd setting by si\u0026lt;]porting thea with the instructional and technical assistance needed to reduce the learning disparity. July 1, 1993 Jme 30. 199A 1. (An analysis of 1993-94 achievement test data reveals a positive increase in student achievement and a decrease in student learning disparity in language arts and mathematics.) 1.1 Explain the Acadeaic Ajpport Prograa options to local school adainistrators. A. Meeting held to explain options. 1.2 Select the local school's appropriate Acadeaic Si\u0026lt;]port Prograa (indirect/direct/extcnd^ services). A. Options selected for 1993-94 school year. 1.3 Identify students targeted for participation in each prograa by school/grade level. A. Students identified. 30 July 1. 1993 07/08/93 July 1, 1993 07/08/93 July 1, 1993 07/07/93 Juw 30, 1994 07/08/93 Jire 30, 1994 07/13/93 Jine 30, 1994 09/30/93 Associate Superintendent for CurriculiB, Assistant Svf^ts., Dir. of Federal Programs Local school adainistrators Local school teams 1.1 (Surrmary handout of explanation is provided to staff.) 1.2 (Selection of program is submitted to Associate Superintendent of Curriculun.) 1.3 (Print-out of eligible students is provided to local school teams. Uniform District criteria are used (Stanford 8 cutoff score and multiple criteria) to identify targeted students.) I Jt Page: 3 Prograa Seq f: 03 Revision Date: November 1, 1993 Prograa Naae: Academic Support Program Prograa Code: 10 Priaary Leader: Estelle Matthis SecxxKbry Leader: Adams, Stovall, Trowel I Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Wud\u0026gt;er Objectives Strategies Beginning Date Collation Date Responsibility Evaluation Criteria 1.4 Select staff (identify by position) responsible for delivering Acadeaiic SipfX\u0026gt;rt Program. July 1, 1993 Jww 30, 1994 Principal 1.4 (Staff assignments are determined at the building level and assignments filed at the Office of Federal Programs.) L 17 L 17 L 16,21,22,23 A. Staff selected for 1993-94 school year. 08/01/93 09/30/93 1.5 Schedule the acadeaic team's staff. A. Schedules on file at Office of Federal Programs. 1.6 IiS\u0026gt;lcaent selected school options at local levels. A. Schedules are posted. 1.7 Begin training staff responsible for delivering each Acadeaic Si\u0026lt;]port Prograa. A. Academic Support Program Workshops: Elementary Reading/Mathematics Administration Organization 31 July 1, 1993 Jiaw 30, 1994 Principal 1.5 (Schedules are developed listing team's contact time, nunber of students served, and other variables associated with the team's responsibilities.) 08/23/93 July 1, 1993 08/23/93 July 1, 1993 08/17/93  9 SOX Jwie 30, 1994 SOX Jue 30, 1994 08/17/93 Principal and staff Directors of Staff Developaent and Reading\nSufiervisors of Language Arts, Hatheaetics areJ IRC Specialists 1.6 (Schedules and academic plans of targeted students reflect implementation of the selected school option(s).) 1.7 (Staff training for participants will include program administration (student selection process, record-keeping, progress reports) instructional strategies, parental involvement, and others.)   H  V  Psge: 4 Progrm Seq f: 03 Revision Date: November 1, 1993 Progrm Name: Academic Si^jport Program Progrm Code: 10 Primary Leader: Estelle Hatthis Secondary Leader: Adams, Stovall, Trouell Progrm Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Huidier L 18 L 19 Objectives Strategies Beginning Date Oxq\u0026gt;letion Date Responsibility Evaluation Criteria Secondary Reading/Nathematics Adninistration/Organization 1.8 1.8 08/17/93 08/17/93 Monitor the iaplesKntation of above. (Monitor the inplementation of the Academic Support Program options. These programs may vary from year*to-year.) A. Monitoring schedule docunent was developed assigning the reading and mathematics staffs to schools. B. There have been 111 on*site visits made to elementary schools and 33 on-site visits to secondary schools. 1.9 Provide technical assistance and mintenance workshops as needed in the above staff development areas. 32 July 1, 1993 Jisw 30, 1994 Principals, district-wide staff development tern, and coaputer specialists Principals, district-wide staff development team, curriculum supervisors, IRC specialists) 08/01/93 08/17/93 08/23/93 July 1, 1993 35X Jww 30, 1994 Principals, disti*i Ct-wide staff development tern, and computer specialists 1.8 (School visits/observations are made to provide feedback (oral/written) to trained staff.) 1.9 (Requests for technical assistance are documented and evaluated. Feedback related to improvement or change is recorded.)Page: 5 Progm Seq *: 03 Revision Date: Moveirber 1, 1993 Program Maae: Academic Support Program Prograe Code: 10 Priaary Leader: Estelle Hatthis Secondary Leader: Adams, Stovall, Trowel I Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Mt^\u0026gt;er L 19 L 19 L 19 Objectives Strategies Beginning Date Collet ion Date Responsibility Evaluation Criteria A. Technical assistance has been provided 50 times in elementary schools and 27 times in secondary schools. 1.10 Schedule school based meetings to assess program effectiveness. 1.11 Collect appropriate data for end of school program evaluation, including pre and poet standardized test scores, student grades and attendance, saaples of student Mork, and parent/teacher/student rtc 0endotions. 1.12 Analyze the above data to evaluate program effectivness. 1.12 (Analyze end of school program evaluation components.) 33 08/23/93 July 1. 1993 July 1, 1993 July 1. 1993 35X Jine 30, 1994 Jine 30. 1994 Jme 30. 1994 (Principals, district'uide staff development team, curriculun supervisors, IRC specialists) Principal Principal and staff Associate Sifierintendent for CuriculuB, Assistant Si\u0026lt;\u0026gt;erinten- dents, CurriculuB Sipervisors and Principals 1.10 (Records of dates of meetings and participants, minutes of meetings, and issues related to program effectiveness are maintained.) 1.11 (Individual student folders that include a systematic collection of student work, pre and post standardized test scores, grades, and reconinendations to provide i ndi vi duaI/group/school progress are maintained for continuous student and program progress.) 1.12 (Results of standardized test scores are evaluated to determine the number of students showing growth and the reduction of disparity.) a  a aPage: 6 Prograa Seq *: 03 Revision Date: November 1. 1993 Prograa Naae: Academic Support Program Prograa Code: 10 Priaary Leader: Estelle Matthis Secondary Leader: Adams, Stovall, Trowel I Prograa Goal: Disparity reduction to provide equitable language arts and mathematics learning for all students in the mainstream setting. Plan Reference Page Hiaber L 1, 10-13 Objectives Strategies Begiming Date Coi^\u0026gt;let{on Date Responsibility Evaluation Criteria 1.13 Assist parents in obtaining the knowledge and skills needed to promote the education of their children at hose and at school through conferences, workshops, and Little Rock School District Hose Study Guides, etc. July 1, 1993 Jine 30, 1994 Principal and staff (Director of Federal Programs, Curriculun Supervisors, Principal and Staff) 1.13 (Parents and staff are surveyed to evaluate parental involvement activities provided throughout the year. Results of the surveys are used to strengthen the parental involvement program.) A. Provided inservice on LRSD Home Study Guides for administrators. 08/17/93 08/17/93 6. Provided inservice on LRSD Home Study Guides for parents. 09/08/93 09/08/93 C. Telephone conferences with parents (12). 08/23/93 3SX 34 iLRSD FY 93-94 PROGRAM BUDGET DOCUMENT Prograa Seq *: 04 Page: 1 Prograa Naae: Multicultural Currlculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Revision Date: Movember 2, 1993 Prograa Description: 1. The Multicultural Curriculun Program is designed to provide equity and excellence in all curricular and program areas in the Little Rock School District. (6) The program is further designed to reduce the disparity that exists between black and white students in academic performances and the low representation of black students in advanced placement courses as well as in special activities and programs. (1,6) 2. In order to achieve the coeponents identified in the Multicultural Curriculun Program, multicultural curriculum guides will be used in all schools. Teachers will receive extensive end ongoing staff development in the use of the guides as well as training in the implementation of strategies, techniques, and activities to use to ensure that instruction meets the cultural, academic and social needs of all children. (1,3,6) To suplement existing instructional materials focusing on cultural diversity from a multicultural perspective will be purchased for use in all schools and programs. 3. The participants in the Multicultural Program consists of all teachers, K*12, in core area subjects in addition to music and art teachers. Students of all social. cultural, and ethnic backgrounds will be affected the greatest by activities outlined in the Multicultural Curriculun Program. District Goel Sipport: Goal No. 1. Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal No. 6. Ensure that equity occurs in all phases of school activities and operations. Goal No. 2. Develop and maintain a staff that is well-trained and motivated. Goal No. 4. Solicit and secure financial and other resources that are necessary to fully support our schools, including our desegregation plan. Goal No. 3. The Little Rock School Board, administration, staff, and students will demonstrate in their day to day behavior that they accept each individual as a valued contributor to society and view cultural diversity among students, staff and the conmunity as a valued resource upon which our conmunity and nation can draw as we prepare for the 21st Century. Prograa Goel: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2. 3. 4.) IL^ References\nL66 - 80  FY Prograa Budget: $197,446.69 1st Qtr Expend\n$19,443.65 3rd Qtr Expend: YTD Expenditures: 2nd Qtr Expend: 4th Qtr Eiqxnd: [ Related Fmetion Codes: 1 35iMStt LRSD FY 93-94 PROGRAM BUDGET DOCUMENT Page: 2 ProgrM Seq *: 04 Revision Date: November 2, 1993 Prograai Maae: Multicultural Curriculun PrograB Code: 12 Priaary Leader: Eatelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure e\u0026lt;Ajcat{onal equity in the elementary and secondary curriculun and program areas. (.*.p.,.t' -..1 To collaborate with the PCSSD and the NLR5D to promote multicultural activities and curriculum development. (Applies to entire docunent except for page 7h, objectives 1, 2, Z, 4.) (Applies only to page 76. objectives 1. 2, 3, 4.) Plan Reference Page Hudier (XJective8 Strategies Beginning Date Ca^\u0026gt;letion Date Responsibility Evaluation Criteria L 66 L 66 L 66 L 76 L 66 1. To provide teacher learning opportunities throu^ formal course training 1.1 Contact local colleges and miversities to obtain information on propoaed course offerings related to ethnic studies for the suNser and fall, 1991 1.1 (LRSD will receive armouncements from local colleges/universities on proposed multicultural courses) A. Coapletion of initial contact 07/91 1.2 Receive and advertise course offeri^ to all certified staff, including opportiaiities for tuition reiidMirseaent and/or salary credit A. Course offerings received/advertised for surrner and fall, 1993 1.3 Identify participants in sutr and fall courses 3G (07/01/93) (07/01/93) (01/91) (07/01/93) (07/19/93) (07/01/93) (06/30/94) (06/30/94) (07/91) (06/30/94) (08/16/93) (06/30/94) (Director of Staff Development, Subject Area Supervisors, Principals) Assoc Si\u0026lt;\u0026gt;t.- Educ. Programs Dean of Grad. Sch. Academic Deans (Director of Staff Development) (Supervisor of Social Studies) Assoc Supt - Educ Prograas Office of Hunan Resources Eaployees (Director of Hunan Resources) 1. (Multicultural strategies will be inplemented in schools as assessed by administration during classroom observations and teacher conferences) 1.1 List of college offerings 1.1 (The nunber of teachers who have received multicultural training will increase.) 1.2 (kipy of inforaation provided 1.3 Copy of acadeaic course coaipletion on file in Personnel office (Office of Hunan Resources) LPage: 3 Progrm Seq *: 04 Revision Date: November 2, 1993 Prograa Naae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and pogrom areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Umber L 66 L 66 L 66 L 66 Objectives Strategies Beginnino Date (kapletion Date Responsibility Evaluation Criteria A. Participants identified in initial course (08/91) (02/92) 2. To develop a district-wide multicultural audio/visual resource catalogue (07/01/93) (06/30/94) (Subject area supervisors) 2. (To maintain district-wide multicultural audio/visual resource catalogue) 2.1 Review and catalogue present audio/visual materials related to multicultural curriculia A. Completion for initial develofsnent on 05/90 B. Audio/visual materials reviewed and catalogued for current term 2.2 Purchase additional audio/visual materials frcai the 1968-89 bucket A. Initial purchase completed 05/90 B. Additional materials purchased 2.3 Identify and catalogue other resources for multicultural audio/visual amterials, i.e., AR Dept of Education, LR Piblic Library, AR Library Coamiissian A. Initial identifying and cataloging completed on 12/89 37 (07/01/93) (07/89) (07/01/93) (07/01/93) (07/89) (07/01/93) (07/01/93) (07/01/89) (06/30/94) (05/90) (08/06/93) (06/30/94) (05/90) (50X) (06/30/94) (12/01/89) 2. (Multicultural resources will be used for classroom instruction) Sipv of Media Services (Subject area supervisors) Sifrv of Media Services (Subject area supervisors, principals) Sipv of Media Services 2.1 Current catalogue listing 2.1 (Copies of updated multicultural audio/visual catalogue will be distributed) 2.1 (Multicultural materials will be checked out and used by instructional staff in the schools) 2.2 Requisition aaterial 2.2 (Materials ordered, received, and catalogued for distribution/use) 2.3 Completed catalogue B H B B B B B B B BPage: 4 Prograa Seq *: 04 Revision Date: Noventier 2, 1993 Prograa Haaw: Multicultural Curriculun Progn Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure emotional equity in the elementary and secondary curriculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. ...................  (Applies only to page 76. objectives 1. 2, 3. 4.) Plan Reference Page Nudier L 66 L 66 L 67 L 67 Objectives Strategies Begiming Date Collation Date Responsibility Evaluation Criteria B. Resources from organizations identified and catalogued for current term 2.4 Revise, print and distribute multicultural audio/visual resource catalogue for the LRSD A. Initial revision, printing, and distribution conpleted in 08/89 A. Audio-visual catalogue updated and distributed copies to schools 2.5 Place initial stgqjleamntal order for Bulticultural audio/visual materials from the 1989-90 budget A. Initial supplemental order placed in 06/90 (07/01/93) (07/01/93) (06/89) (07/01/93) (07/01/93) (07/89) (06/06/93) (06/30/94) (08/89) (06/06/93) (06/30/94) (06/90) SqKTV of Media Services Media Specialists 2.4 Distribution of catalogue 2.4 (Multicultural materials will be checked out by schools) 2.5 Requisitions st^mitted 2.5 (Materials ere available for check* out/use) 3. To plan and iaB\u0026gt;lcment the Instructional Materials Fair (Multicultural) 3. (To supply information about multicultural materials for purchase to teachers, parents and the connunity) (07/01/93) (06/30/94) (Assoc Supt for Educational Programs) (Supv of Media Services) 3. (Multicultural materials will be used by instructional staff in ell schools) 3. (Evaluate the effectiveness of the Multicultural Fair) 3.1 Involve a teem of parents, camunity resources, and teachers in detailed plaming for the Fair-specific dates, time, place and fomot-to be held as a coiponent of 1988-89 pre-school conference 3.1 (To plan and implement the Instructional Multicultural Materials Fair for current term) A. Initial development completed on 06/30/88 B. Phone contact has been made in 08/93 and 09/93 regarding Fair for 199394 term 38 (07/01/93) (06/30/94) Assoc S(\u0026lt;)t for Educational Program (Supv of Media Services) 3.1 Ifqjleaentation Plan 3.1 (Involved input from parents, connunity, and teachers) (08/93) (06/01/88) (08/93) (20%) (06/30/88) (20X)Page: 5 Prograa Seq f: 04 Revision Date: November 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progri Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3, 4.) Plan Reference Page Wudier L 67 L 67 L 67 L 67 L 67 L 67 Objectives Strategies Begiming Date Coapletion Date Resporaibility Evaluation Criteria 3.2 Identify national and local vendors of ailticultural instructional iterials (07/01/93) (06/30/94) Assoc Si^it for Educational Programs 3.2 Co^)letion of nailing list 3.2 (Major suppliers of multicultural materials will be invited to exhibit at the Fair) A. Initial identification of vendors completed on 04/30/86 3.3 Establish pre-school conference dates and extend invitation to vendors 3.3 (Establish date for Fair) A. Initial dates and invitations extended on 05/86 3.4 Confira Fair participants A. Initial confirmation of participants completed on 07/30/88 3.5 Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts A. Initial item completed on 07/30/88 3.6 Conduct media campaign for Fair to staff and parents A. 08/88 Initial media campaign completed on 3.7 Host tri-district \"Instructional Materials Fair\" 3.7 (Host the Multicultural Fair rotating the site among the three districts) 39 (03/88) (07/01/93) (03/88) (07/01/93) (07/01/88) (07/01/93) (07/01/86) (07/01/93) (07/88) (07/01/93) (04/30/88) (06/30/94) (05/88) (06/30/94) (07/30/88) (06/30/94) (07/30/88) (06/30/94) (08/86) (06/30/94) Executive Staff Assoc Sigrt for Educational PrograsB Sipv of Media Services Assoc Sigrt for Deseg and Schools Sipv of Media Services, Dir of CoMsiications Assoc Supt of Educational Programs Morfcing uith coHittee 3.3 Conference scheduled 3.3 (Fair date placed on District master calendar) 3.4 Confirmation 3.4 (List of participating vendors) 3.5 Staff agenda 3.5 (Staff can relate Fair to the District's desegregation efforts) 3.6 Piiilicity 3.6 (Fair is advertised to the public) 3.7 Validate Fair participation 3.7 (Materials ordered/purchased) H      SPage: 6 Prograa Seq *: 04 Reviaion Date: Hovenfcer 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure e^xational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3, 4.) Plan Reference Page Nud^er L 68 L 68 L 68 L 68 L 68 Objectives Strategies Bagiming Date Coaipletion Date Responsibility Evaluation Criteria A. initial hosting of Fair completed on 08/88 among the three districts) B. Phone contact has been made with NLR and PCSSD on 08/93 and 09/93 regarding Fair for 93-94 term (08/88) (08/93) (08/88) (09/93) 4. To develop criteria for textbook review and adoption 4.1 Revise Board policy for textbook adoption A. Board policy revised on 08/22/91 4.2 Identify an ad hoc coaarittee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 meidmra) A. Initial identification completed on 12/11/90 4.3 Conduct staff developamnt training on avoiding sex and race bias and stereotyping in textbooks 4.3 (Textbooks on the approved Arkansas State Department of Education's textbook list are free of sex/race bias) A. Initial training completed in 12/91 B. Partial training conducted 09/15/93 4.4 Siiait revised policy and criteria to the Board of Directors for first reading A. Revised policy/criteria submitted to Board of Directors on 06/20/91 40 (07/01/93) (07/01/93) (12/10/90) (07/01/93) (12/01/90) (07/01/93) (07/91) (09/15/93) (07/01/93) (06/20/91) (06/30/94) (06/30/94) (08/22/91) (06/30/94) (12/11/90) (06/30/94) (12/91) (25X) (06/30/94) (06/20/91) (Assoc Supt for Curriculun, Subject Area Supervisors) Assoc Sigrt for Educational Prograas Assoc Sigit for Educational Programs Assoc Sipt for Educational Programs (Arkansas State Dept, of Education) Si\u0026lt;ierintendent Assoc Si\u0026lt;)t for Ed Progs 4. (Criteria checklist implemented by textbook committees) 4.1 Approved criteria 4.2 Roster of com!ttee meadiers 4.3 Schedule of meeting and agenda 4.3 (Textbooks selected will be free of sex/race bias) 4.4 Board agendaPege: 7 Prograa Seq *: 04 Revision Date: Novejrber 2, 1993 Prograa Naaa: Multicultural Curriculum Progn Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity In the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate alth the PCSSO and the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Psge Huaber L 68 L 68 L 68 L 69 L 69 Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria 4.5 Adopt policy on textbooks A. Policy adopted 08/22/91 4.6 Utilize a local consultant to train staff on \"Avoiding Sax and Race Stereotyping in Textbooks\" A. Initial utilization of consultant completed in 12/89 B. Partial inservice training to teachers on \"Avoiding Sex and Race Stereotyping In Textbooks\" conducted during adoption cycle 4.7 Select and recaaaend to Board for adoption of textbooks (elearnntary and secondary) based on criteria for adoption (07/01/93) (08/22/91) (07/01/93) (07/89) (09/15/93) (07/01/93) (06/30/94) (08/22/91) (06/30/94) (12/89) (25X) (06/30/94) LRSD Board of Directors Assoc Si4\u0026gt;t for Educational Programs (Curriculun Supervisors) Assoc Si\u0026lt;it for Educational Prograam (Curriculun Specialists) 4.5 4.6 4.6 Board agenda Monitoring (Textbooks are free of sex/race stereotypes) 4.7 Board approval 4.7 (Criteria checklist was used for textbook selection) L 69 5. To develop and iaplcment a multicultural curriculun for prekindergarten throujb grade 6 (07/01/93) (06/30/94) 5. (To implement the LRSD curriculun, K* 6, which is multicultural) (Principals, Teachers, Asst. Supts., Curriculum Supervisors) 5. (Observation of curriculun implementation during classroom visits/teacher conferences) 5. (Inprovement in student performance and assessment of attitude regarding learning) 5.1 Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculia A. Completed in 12/89 during initial development 5.2 Identify and retain the services of a national eiqiert in Multicultural curriculum developaent (lead consultant for two (2) year contract). 41 (07/01/93) (06/30/94) Assoc Si\u0026lt;yt for Educ Prog Assoc Sipt for Desegregation 5.1 Transcript of suggestions (09/88) (12/89) (07/01/93) (06/30/94) Assoc SiB\u0026gt;t for Educational Programs 5.2 Contractual coaaitment for the 1988-89 school year (Dr. James A. Banks was used)   H   Page: 8 Prograa Seq *: 04 Revision Date: Novenber 2, 1993 Prograa Naae: Multicultural Curriculum Prograa Code: 12 Primary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculua development. (Applies only to page 76. objectives 1, 2, 3, 4.) Plan Reference Page Mudter L 69 L 69 L 69 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. Completed in 09/88 during initial development 5.3 In cooperation with the leed consultant, the Division of Educational Programs will issue a detailed curriculia developaent timeline for the year, including a checklist for task coapletion A. Corrpleted in 10/86 during initial development 5.4 Develop expectations for metiers participating on multicultural curriculum coMittee A. Completed in 11/88 during initial development B. Expectations developed also during the curriculum revision process 5.5 Identify curriculus coatittee nesRiers and contract for services: 8 * Health/Science 5 - Music 14 - Reading/Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 5.5 (All core curriculum areas were involved in the development of guides) 5.5 (Curriculun areas revised were: Reading, Language Arts, Social Studies, Math, and Science) A. Completion in 10/66 with initial development B. Identification completed with revised curriculum 42 (09/88) (07/01/93) (10/88) (07/01/93) (10/86) (10/91) (07/01/93) (08/88) (09/91) (09/88) (06/30/94) (10/88) (06/30/94) (11/88) (11/91) (06/30/94) (10/88) (10/91) Leed Consultant Assoc Si\u0026lt;\u0026gt;t for Educational Prograaa Leed Consultant Assoc Supt for Educ Proarmaa Assoc Sigtt for Educational Programs 5.3 Timeline/checklist (Timeline included in this docunent 5.5 * 5.17) 5.4 Expectations 5.4 (Contractual agreements with curriculum writers) 5.5 Identification of coHittee meidiers diPage: 9 Prograa Seq *: 04 Revision Date: Noveffber 2, 1993 Prograa Maae: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Hatthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Hud^er L 69 L 70 L 70 L 70 Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria 5.6 Obtain Hilticultural curricula uiits from models used in other cities A. Completion in 10/86 with initial development B. Multicultural curriculun units obtained also during revision process 5.7 Develop expectations for use of local resource consultant in milticultural curriculus development A. Corrpletion in 10/88 with initial development B. Expectations developed also with revised curriculun 5.8 Secure the services of six (6) local resource consultants to serve on the districtuide curriculus development coamittee A. Coapletion in 10/88 with initial development B. Consultants utilized also with revised curriculun 5.9 Conduct inservice session on Rtethods for Developing Multicultural Teaching Strategies to include (a) uvierstandirMi the rationale, trends, and goals jlticultural curriculus, (b) developing a conceptual fraaeuork for aulticultural curriculLm, and (c) establishing procedures for developing a ilticultursl curriculum A. Completion on 03/11/89 with initial development 43 (07/01/93) (07/88) (07/91) (07/01/93) (08/88) (09/91) (07/01/93) (08/88) (11/91) (07/01/93) (12/14/88) (06/30/94) (10/88) (10/91) (06/30/94) (10/88) (10/91) (06/30/94) (10/88) (05/92) (06/30/94) (03/11/89) Assoc Si^it for Educational Prograas Assoc Sifit for Educational Prograaa Assoc Si^it for Educational Programs Assoc Sifd for Educational Programs (Curriculum Supervisors) 5.6 Copies of milticultural materials distributed to coamittee aaabers 5.7 List of expectations 5.8 Contract services of consultants 5.9 Participants' uritten evaluation 5.9 (Original inservice completed\nongoing inservice will be docunented and evaluated by participants)      s aPage: 10 Prograa Seq *: 04 Revision Date: NovefTber 2, 1993 Prograa Naae: HuLticultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograai Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3, 4.) Plan Reference Page Huaber Objectives Strategies Begiming Date Co^etion Date Responsibility Evaluation Criteria B. Staff development conducted in conjunction with the revised curriculum procedures (10/91) (11/91) L TO 5.10 Conduct task coapletion aunitoring as identified in timeline (07/01/93) (06/30/94) Div of Educational Programn (Assoc Supt for Educational Programs) 5.10 l^lcaentation of monitoring instrueent L TO A. Completion in 11/91 with initial development B. Task coflpletion monitoring conducted also during the curriculus revision process 5.11 Operationalize the curriculia development timeline (monthly meetings with specific dates developed in cooperation with coamittee metiers) (10/91) (11/91) (10/91) (12/91) (07/01/93) (06/30/94) Assoc Sigrt for Educational Programs 5.11 Agenda of each meeting A. Conpletion in 05/91 with initial development (10/88) (05/91) B. Curriculun developntent timeline operationalized also during the curriculum revision process (10/91) (05/92) L TO 5.12 Review and edit the coaprehensive guides in each content ares at each grade level (07/01/93) (06/30/94) Assoc Si\u0026lt;\u0026gt;t for Educational Programs 5.12 I^lementation of guides A. Completion in 07/89 with initial development B. Guides reviewed and edited also dduring the curriculun revision process (05/89) (05/92) (07/89) (06/92) L TO 5.13 Type and print all guides 44 (07/01/93) (06/30/94) Assoc Sipt for Educational Programs 5.13 Guides coapleted 5.13 (Guides delivered to schools)Pa9e: 11 Prograa Seq *: 04 Revision Date: Novenber 2, 1993 Prograa Hae: Multicultural Curriculun Progn Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3. 4.) Plan Reference Page Mt^er L TO L TO Objectives Strategies Beginning Date Co^iletion Date Responsibility Evaluation Criteria A. Completion in 07/89 with initial development B. Guides typed and printed also during the curriculun revision process 5.14 Conduct inservice for all eleamntary principals and teachers A. Completion in 09/89 with initial development B. Inservice for elementary principals and teachers conducted also during the curriculum revision process 5.15 Irwolve principals and teachers in ordering lulticultural aaterials froa local building budgets: a. Make available aaterials catalogues to building level principals b. Order and acquire BBterials based on curricului to be tau^t A. Initial catalogue provided during 89 term B. Materials ordered and acquired C. Additional catalogues/brochures were provided to principals or current term 0. Materials ordered based on existing curriculum or current term 45 (06/89) (07/89) (06/92) (07/01/93) (08/89) (08/01/92) (07/01/93) (07/01/89) (07/01/89) (08/93) (08/93) (07/92) (06/30/94) (09/89) (08/31/92) (06/30/94) (08/30/89) (09/30/89) (25X) (SOX) Assoc Si4\u0026gt;t for Educational Prograas (Curriculun Supervisors) Assoc Si\u0026lt;\u0026gt;t for Educational Prog Elea Teachers Principals Principals 5.14 Agenda 5.14 (Curriculun inplementation) 5.14 (Inservice on revised curriculun is ongoing) 5.15 Acquisition of aaterials 5.15 (Instructional materials representing diverse groups will be present in all schools) a H a s B JdPage: 12 ProgrM Seq *: 04 Revision Date: Novefnber 2, 1993 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Karie McNeal Progri Goal: To ensure echjcational equity in the elementary and secondary curriculun and program areas. ... ----. ------------. ------ r- --------- (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. ........... - - . . (Applies only to page 76, objectives 1. 2. 3, 4.) Plan Reference Page Nuiber L 70 L TO L 72 L 72. Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria 5.16 Extend inservice through scheduled district level regular elementary cluster ametings (reading, language arts, social studies, art, and music) A. Initial inservice conducted B. Inservice extended during 93-94 term 5.17 Host three (3) education meetings for parents of elementary children to provide an overview of the coafx*ehensive multicultural curriculum A. Conpletion in 09/89 during initial development B. PTA meetings/audio/vfsual broadcasts were conducted to give board members and parents an overview of the revised multicultural curriculun guides C. Explanation/overview of the revised multicultural curriculum is being conducted at PTA meetings/parent conferences (07/01/93) (07/89) (07/93) (07/01/93) (08/89) (09/92) (09/93) (06/30/94) (08/90) (25X) (06/30/94) (09/89) (12/92) (25%) Assoc Si\u0026lt;\u0026gt;t for Educational Programs Division of Educational Programs 6. To develop and iaplement a multicultural curriculua for grades 7-12 (To inplement the revised curriculun 7-12, which is multicultural) (07/01/93) (06/30/94) (Principals, Teachers, Asst. Supts., Subject Area Supervisors) 6.1 Verify second year contract of national expert in multicultural curriculua (07/01/93) (06/30/94) Div of Educational Programs 46 5.16 (Inservice on revised curriculum is being offered through minicourses and building meetings during the 1993-94 school year) 5.17 Program and roster of participants 5.17 (Assessment of multicultural education during parent conferences) 6. (Observation of curriculum implementation during classroom visits/teacher conferences) 6. (Inprovement in student academic performance and assessment of attitude regarding learning) 6.1 Contractual coamitment entered into for second year (Dr. James A. Banks was used)Page: 13 Program Seq f: 04 Revision Date: Moventer 2, 1993 Program Name: Multicultural Curriculum Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Program Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculim development. (Applies only to page 76. objectives 1. 2, 3. 4.) Plan Reference Page Wtstoer L 72 L 72 L 72 L 72 Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria A. Completion in 06/89 during initial development 6.2 In cooperation uith the lead consultant, the Division of Educational Programs will issue a detailed curriculua development timeline for the 1909-90 school year, including a checklist for last completion A. Completion in 06/89 during initial development 6.3 Plan and hold at least three (3) piblic meetings to receive suggestions from patrons in areas of mjlti-currlculim and programing A. Completion in 12/89 during initial development 6.4 Develop expectations for meeber participation on multicultural curriculim coamittee A. Completion in 05/89 during initial development B. Expectations developed also during the curriculum revision process 6.5 Identify secondary curriculua coamittee meabers and contract for services: 4 4 4 4 Reading Librarians Nath Science 12 English 12 Social Studies 4 4 Music Art 47 (04/89) (07/01/93) (04/89) (07/01/93) (09/89) (07/01/93) (04/89) (07/91) (07/01/93) (06/89) (06/30/94) (06/89) (06/30/94) (12/89) (06/30/94) (05/89) (09/91) (06/30/94) Assoc SiB\u0026gt;t for Educational Prograam Assoc Sigit for Educational Prograam Assoc for Educ Programn Assoc Si\u0026lt;\u0026gt;t for Desegregation Assoc Si\u0026lt;\u0026gt;t for Educ Programs Assoc SifJt for Desegregation 6.2 Timeline coapleted (Timeline included in this dociment 6.5 * 6.19) 6.3 Suggest tens received, reviewed, and considered 6.4 List of expectations 6.4 (Contractual agreements with curriculum writers) 6.5 Contractual iapleamntation for each coamittee member  B 9 B 9 B1 Page: 14 Prograa Seq *: 04 Revision Date: Novenfcer 2, 1993 Prograa Neaa: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goel: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the MLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Nuiber Objectives Strategies Beginning Date Coapletion Date Responsibility Evaluation Criteria L 73 L 73 L 73 A. Completion in 06/89 during initial development B. Committee identified also during the curriculun revision process 6.6 Obtain nulticultural curriculun wits from axxlels used in other districts A. Completion in 09/89 during initial development B. Multicultural units obtained also during curriculum revision process 6.7 Develop expectations for use of local resource consultants In multicultural curriculun developamnt A. Completion in 06/89 during initial development B. Expectations developed also during multicultural curriculun development 6.8 Identify secondary social studies, Busic, and art ccHittee: 1991: 1 studies 19 teachers: 7 social \u0026lt;06/89) (09/91) (07/01/93) (06/89) (06/91) (07/01/93) (06/89) (06/91) (07/01/93) (06/89) (10/91) (06/30/94) (09/89) (10/91) (06/30/94) (06/89) (06/91) (06/30/94) Assoc Svpt for Educ Programs Assoc Si^rt for Educ Programs Assoc Sipt for Educ Programs 19^: 11 teachers: studies 6 nusic 6 art 3 social S(\u0026lt;\u0026gt;ervisor of Social Studies 1993: 11 teachers\nstudies 4 music 4 art 3 social 4 ausic 4 art 48 (Supervisor of Social Studies, Teachers in identified areas. Assoc. Supt) 6.6 Secure multicultural curriculia wits for coMittee modiers 6.7 Develop expectatiora 6.8 Roster of coaaittee (Guides for social studies, music and art with a nulticultural focus will be implemented in LRSD classrooms)Psge: 15 Program Seq f: 04 Revision Date: Noventer 2, 1993 Program Mame: Multicultural Curriculun Program Code: 12 Primary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSO to promote multicultural activities and curriculun development. 76. (Applies only to page 76, objectives 1. 2. 3. 4.) Plan Reference Page Mud\u0026gt;er Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria L 73 L 73 L 74 A. Committee members identified with phase in developed for social studies, music, and art 6.9 Secure the services of eight (8) local resource consultants to serve on the districtwide curriculum development coaittee A, Completion in 07/89 during Initial development B. Local resosurce consultants utilized during the revised curriculun process (04/91) (07/93) (07/01/93) (06/30/94) Assoc Si\u0026lt;rt for Educational Programs 6.9 Contract for services agreement entered into (07/89) (12/91) (07/89) (05/92) Phase in Multicultural and learning (social studies, music, and art) (Needs to be deleted from this column) (Implemented after the identification of connittee members, 6.8) 6.10 Conduct inservice session or Methods for Developing Multicultural Learning Strategies to include (a) mderstanding the rationale, trends, and goals of multicultural curriculun and (b) establishing procedures for developing a multicultural curriculum A. Completion in 10/89 during initial development B. Staff development conducted in conjunction uith the revised curriculun procedures C. Extended staff development being conducted 6.11 Corvfcjct last task coqjletion monitoring as identified in timeline A. Completion in 12/89 during initial development B. Task completion monitoring conducted also during the curriculun revision process 49 (07/01/93) (07/89) (07/92) (08/93) (07/01/93) (09/89) (10/91) (06/30/94) (10/89) (04/93) (25X) (06/30/94) (12/89) (06/93) Assoc Supt for Educational Programs Sipervisor of Social Studies Assoc Supt for Educ Programs 6.10 Roster of participants 6.10 (Original inservice completed. Ongoing inservice will be documented and evaluated by participants) 6.11 Tasks coaf\u0026gt;leted in accordance with timeline  Prograa Seq *: Prograa Raae: Prograa Code: Prograa Goal: Page: 16 04 Revision Date: Hoveinber 2, 1993 Multicultural Curriculun 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal To ensure educational equity in the elementary and secondary curriculun and prograam aarreeaass.. (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives *1 . *2 . 3 , 4 .) Plan Reference Page Mu*er L 74 L 74 L 74 Objectives Strategies Begiming Date Coapletion Date Responsibility Evaluation Criteria 6.12 Operationalize the curricula developing timeline (monthly) meetings with specific dates developed in cooperation with coMittee meabers A. Completion in 05/90 during initial development B. Curriculun development timeline operationalized during revision process 6.13 Review and edit the coa^irehensive guide for each content area at each grade level (social studies, music, and art) A. Conpletion in 05/90 during initial development B. Guides for social studies, music, and art reviewed and edited 6.14 Type and print all guides for social studies, music, and art A. Social Studies guides typed and printed B. Draft forms of music and art guides in schools 50 (07/01/93) (06/30/94) St\u0026lt;)ervisor of Social Studies (Teachers in identified areas. Assoc. Supt. for Curriculun) 6.12 Meetings held according to timeline 6.12 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) (09/89) (10/91) (07/01/93) (04/90) (06/91) (07/01/93) (06/91) (06/91) (05/90) (06/93) (06/30/94) (05/90) (06/93) (06/30/94) (07/93) (07/93) Assoc Si\u0026lt;)t for Educational Prograas Assoc Si\u0026lt;\u0026gt;t for Educ Programs Su(w-Soc Studies 6.13 Review and edit guides 6.13 (Guides for social studies, art and music with a multicultural focus will be iiq\u0026gt;lemented in LRSD classrooms) 6.14 Guides typed and printed 6.14 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSD classrooms) Page: 17 Prograa Seq *: 04 Revision Date: NoveiTber 2, 1993 Prograa Naaa: Multicultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: (Applies to entire document except for page 76, objectives 1, 2, 3, 4.) To ensure educational equity in the elementary and secondary curriculum and program areas. ------ ---- . - . . . To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1. 2. 3. 4.) Plan Reference Page Mud)er L 7k L 7k L 7k Objectives Strategies Beginning Pate CoiB\u0026gt;letion Date Responsibility Evaluation Criteria 6.15 Conduct inservice for all secondary adainistrators and teachers A. Completion in 09/90 during initial development B. Inservice for secondary adninistrators and teachers conducted also for revised curriculun and phase-in 6.16 Involve principals and teachers in ordering aulticultural amterials from local building budgets: (a) Make available materials catalogums to building level principals (b) Order and acquire materials based on curriculua to be taught A. Initial catalogues/brochures distributed to building principals and curriculum coordinators B. Materials based on curriculum ordered and acquired C. Additional materials based on revised curriculun ordered and acquired 6.17 Monitor the use of curriculta guides (07/01/93) (07/91) (07/01/90) (07/90) (07/90) (08/93) (07/01/93) (06/30/94) (08/20/93) (06/30/94) (09/90) (12/90) (25X) (06/30/94) 511 Assoc Sifit for Educ Prograaa Assoc Si\u0026lt;rt for Educational Prograas Principals Area Sifiervisors 6.15 Monitoring of inservice 6.15 (Guides for social studies, art and music with a multicultural focus will be implemented in LRSO classrooms) 6.16 Materials purchased 6.16 (Instructional materials representing diverse groups will be present in all secondary schools) 6.17 Schedule/Docuaentat i on 6.17 (Observation of curriculum implementation during classroom visits and teacher conferences) 6.17 (Improvement in student achievement and attitude toward self and learning) a B 9 B BPrograi Seq f: 04 Prograa Maae: Multicultural Curriculun Program Code: 12 Priaary Leader: Estelle Matthis Program Goal: Plan Reference Page Nudier L 75 L 75 L 76 a a Page: 18 Revision Date: Novenfeer 2 1993 Secondary Leader: Marie McNeal To ensure ecAjcational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3. 4.) Objectives Strategies Beginning Date Corslet ion Date Responsibility Evaluation Criteria 1. To provide staff developsent in the area of multicultural education A. Periodic curriculun monitoring being implemented 6.18 Extend inservice through scheduled district level regular comcil meetings (reading, English, social studies, science, art, and music for the secondary level) A. Inservice extended with revised curriculum 6.19 Host three (3) education meetings for parents of secondary children to provide an overview of the co^jrehensive multicultural curriculua A. Completed on 09/30/90 with initial development B. PTA Open House meetings were conducted to give parents an overview of the revised multicultural curriculua guides C. Curriculun overview/explanation is conducted at PTA meetings and parent conferences 52 (09/01/93) (07/01/93) (07/93) (07/01/93) (07/01/93) (09/01/90) (09/92) (09/93) (07/01/93) (20X) (06/30/94) (25X) (06/30/94) (06/30/94) (09/30/90) (12/92) (25X) (06/30/94) Assoc Supt and Staff for Educational Programs Assoc St\u0026lt;\u0026gt;t for Educational Programs (Content Area Sipervisor* Principals) (Director of Staff Development, Subject Area Supervisors, Principals) 6.18 Agenda of meetings, roster of participants 6.18 Additional inservice will occur through minicourses and council meetings during 1993-94) 6.19 Program and roster of participants 1. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 1. (Academic achievement of students will improve as evidenced by report cards and standarized tests) Page: 19 Program Seq *: 04 Revision Date: November 2, 1993 Prograe Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progn Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1^2, 3. 4.) Plan Reference Page Wtafcer L 76 L 76 L 76 Objectives Strategies agiming Date Collation Date Responsibility Evaluation Criteria 2. To provide access to and inforaation about aulticultural aaterials to teachers, parents, coaauiity 1.1 Jointly negotiate for consultants to provide inservice for the districts 1.1 (Conduct staff development in the area of multicultural education) A. A Joint cot loberation using Dr. James Banks as a consultant on 12/14*15/88 and 03/10-11/89 2.1 Share responsibility for Multicultural Materials Fair to be held annually 53 BB (07/01/93) (10/88) (07/01/93) (07/01/93) B B (06/30/94) (11/89) (06/30/94) (06/30/94) LRSD Assoc. Si\u0026lt;}t for Educ Prograas (Director of Staff Development) (PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc Supt for Educ Programs, Supv of Media Serv NLRSO - Coor of Instructional Materials) PCSSD - Coor for Multicultural Curr Dev Dir of Library Serv LRSD - Assoc S^}t for Educ Prograas Supv of Media Serv KLRSO - Coor of Instructional Materials 1.1 Contractual agreeaent 1.1 (Roster of participants) 1.1 (Multicultural strategies will be implemented in LRSD classrooms as determined by classroom observations and teacher conferences) 2. (Teachers, parents, coflinunity will have the opportunity to attend Multicultural Materials Fair) 2.1 Schedule of vendors 2.1 (The Multicultural Fair will be Jointly planned by LRSD, NLRSD and PCSSD) H B B B B 6 ePage: 20 Progri Seq #: 04 Revision Date: November 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progri Goal: To ensure echjcational e^ity in the elementary and secondary curriculun and program areas.  .. u . ... \\ -------- -------------  -------- --------------- (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. '** - - - . . (Applies only to page 76, objectives 1. 2. 3. 4.1 Plan Reference Page Hudier L 76 L 76 L 76 3. Objectives Strategies Beginning Date Coaf\u0026gt;letion Date Responsibility Evaluation Criteria To provide inforantion to staff eatars on the availability of graduate coursework in aulticultural education A. Plan and implement Multicultural Materials Fair. Phone contact has been made with NLR and PCSSO on 08/93 and 09/93 regarding Fair for 93*94 term 3.1 Write letters to institutions of higher education in the area conceming the need for such courses A. Contact made with area institutions of higher education concerning needs for multicultural courses B. LRSD will receive amouncemants of multicultural courses from local institutions of high education for courses during each school term 3.1 Proante such courses to the staffs of each school district 3.2 (Duplication of nunber) 54 (08/93) (07/01/93) (07/01/93) (01/91) (04/93) (07/01/93) (20X) (06/30/94) (06/30/94) (07/91) (SOX) (06/30/94) (Director of Staff Development, Subject Area Supervisors, Principals) PCSSO - Coor of Instructional Materials LRSO \u0026gt; Assoc Si\u0026lt;\u0026gt;t for Educational Programs NLRSO - Coor of Instructional Materials PCSSO Coord of Multicultural NLRSO Coord of Instructional Materials (LRSO Director of Staff Development, Supervisor of Social Studies) 3. (Multicultural strategies will be implemented in schools as assessed by administration during classroom observations and teacher conferences) 3.1 Letters on file 3.1 (The number of teachers enrolled in multicultural courses will increase) 3.1 Promotional instruaents file 3.2 (Duplication of number) 3.2 (The nunber of teachers enrolled in multicultural courses will increase) 1Page: 21 Prograa Seq *: 04 Revision Date: Novenber 2, 1993 Prograa Naae: Multicultural Curriculun Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Progri Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collabora.te with the PCSSD end the NLRSD to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2, 3, 4^) Plan Reference Page Nudber L 76 L 76 L 77 Objectives Strategies Beginning Date Ccapletion Date Responsibility Evaluation Criteria A. Promotion of courses have been advertised by LRSO to LRSD teachers and staff periodically as received (07/19/93) (50%) 4. To investigate the possibilities of cooperating on strategies to acquaint staff and coaaunities with multicultural education 1. To cntiance educational equity in instructional methodology and teacher/student interaction (07/01/93) (06/30/94) (PCSSD Coor of Multicultural LRSD Assoc Supt for Educational Programs NLRSD Coord of Instructional Materials) 4. (Multicultural education strategies will be used in LRSD classrooms as determined by classroom observations and teacher conferences) 4. (Assessment of community d i scuss i on/conferences, feedback from debriefing of multicultural education) 4.1 Meet to diacuaa poeaibilities of seminars, sy^xMiuas, or other activities to promote multicultural education Mong the three districts 4.1 (Plan, schedule, advertise and implement strategies) (07/01/93) (07/01/93) (06/30/94) (06/30/94) 55 PCSSD Coor of Multicultural LRSO Assoc. Si\u0026lt;\u0026gt;t for Educational Programs NLRSD Coord of Instructional Materials (Director of Communications, Director of Staff Development) (Curriculum Supervisors, Curriculum Specialists, Principals) 4.1 Minutes of meeting 4.1 (Three collaborative activities will be held to inform staff and community about multicultural activities) 1. (Assessment of instruction/teacher student interaction during classroom/school observation and conference) 1. (Increase in student achievement) S  a H B BiiiiiisaaaasflaasBsaifiai Page: 22 Prograa Seq *: 04 Revision Date: November 2, 1993 Prograa Name: Hulticultural Curriculum Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculum and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculun development. (Applies only to page 76, objectives 1, 2. 3. 4.) Plan Reference Page Ihmber L 77 objectives Strategies Begiming Date Collet ion Date Responsibility Evaluation Criteria 1.1 Research and share effective instructional strategies at regularly scheduled comcil and program area meetings (07/01/93) (06/30/94) Content Area Sipervisors 1.1 Docuaentation within the Division of Educational ProgrosB 1.1 (Assessment of implementation of instructional strategies through classroom observations and teacher conferences) I A. Effective instructional strategies researched and shared at comcil and program area meetings (07/01/93) (10X) L 77 L 77 L 77 L 77 1.2 Purchase science stgiplies for teachers to facilitate the hands-on science approach K, Hands-on science supplies purchased 1.3 Purchase math aanipulatives for teachers to facilitate hands-on math instruction K. Math manipulatfves purchased 1.4 Purchase sets of trade books for teachers to facilitate the raphaBis on literature and the idioleness of language approach A. Trade books purchased 1.5 Provide inservice for using aaterials identified in 1.2, 1.3, 1.4 5fi (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (10X) (10X) (06/30/94) (10X) Sigivs of Sp^ific (kmtent Areas Sipvs of Spiscific Content Areas \u0026amp;\u0026lt;1VB of Specific Content Areas Stpervisors of Spific Areas (Curriculun Specialists, Principals) 1.2 Materials purchased 1.2 (Hands-on science activities used In District classrooms) 1.3 Materials purchased 1.3 (Hanipulatives are used in District math classrooms) 1.4 Materials purchased 1.4 (Whole language is used in District classrooms) 1.5 Docuaentation of participants 1.5 (Desired instructional strategies are being implemented in District classrooms as assessed through classroom observations end teacher conferences)Page: 23 Prograa Seq *: 04 Revision Date: Movefflber 2, 1993 Prograa Heae: Hulticultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development. (Applies only to peae 76. objectives 1. 2, 3. 4.) Plan Reference Page Mi^ier (AjJectivea Strategies Beginning Date Co^\u0026gt;let1on Date Responsibility Evaluation Criteria A. Staff development being conducted in use of instructional materials for science, math, literature/whole language (08/17/93) (10X) L 77 1.6 Identify needs of teacher* for ieproved delivery of instruction using student data, principal rtf omw, whit ion, school i^JTOvement plans, and teacher questionnaires as the basis for decision making. (Resource: LRSD Resource Staff Developmertt Guide) (07/01/93) (06/30/94) Principals, Teachers, and Content Area Si\u0026lt;)ervisors 1.6 Observation of instruction 1.6 Disaggregation of data 1.6 (Individual Improvement Plans, HP's, reflect identified needs of teachers) A. Needs of teachers for inproved delivery of instruction identified (07/01/93) (50%) L 77 1.7 SiRasit the inservice needs to the Staff Development Departamnt (07/01/93) (06/30/94) Principals 1.7 Staff development doctaentation (Needs identified in school improvement plans) fii. Needs submitted to Staff Development Department (07/01/93) (50%) L 78 1.8 Schedule teachers as identified for the appropriate inservice (07/01/93) (06/30/94) Staff Developamnt Deportment 1.8 Staff development documentation 1.8 (Inservice will be provided that addresses the needs of teachers as identified in the school improvement plan) A. Placement is based on teacher requests and administrative recommendations (09/01/93) (SOX) L 78 1.9 Monitor the teacher* use of effective instructional and classroom monagement strategies (07/01/93) (06/30/94) Si^iervisors of specific arees (Principals) 1.9 (Assessment of inpiementation of strategies through classroom observations and teacher conferences) A. Teacher use of effective instructional and classroom management strategies is monitored through classroom observation and teacher conferences (09/01/93) (25X) 57 ^(1Prograa Seq *: Prograa Maae: Prograa Code: Prograa Goal: Page: 24 04 Revision Date: Novenber 2, 1993 Multicultural Curriculum 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal To ensure eckicational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculun development. * '    (Applies only to page 76. objectives 1, 2. 3. 4.) Plan Reference Page Nudier L 78 L 78 L 78 L 78 Objectives Strategies Beginning Date Completion Pate Responsibility Evaluation Criteria 2. To incorporate aulticultural materials into the instructional prograam 2.1 Review and assess appropriate multicultural materials A. Completed in 06/90 dduring initial curriculun development 6. Periodic review and assessment of appropriate multicultural material being conducted 2.2 Identify and st^gest multicultural material to be purchased at local school level by content and grade A. Identification/purchase of materials completed during initial development of curriculun B. Multicultural material identified and suggested for purchase periodically 2.3 Schedule workshope on use of materials (tdiere appropriate) A. Workshops scheduled during initial curriculun development and purchase of initial materials B. Appropriate workshops scheduled on use of multicultural materials periodically (07/01/93) (07/01/93) (03/89) (07/93) (07/01/93) (08/89) (07/01/93) (07/01/93) (08/89) (08/93) 58 (06/30/94) (06/30/94) (06/90) (25X) (06/30/94) (10/90) (25X) (06/30/94) (06/90) (10X) (Supervisors of Specific Areas, Curriculun Specialists, Principals) Si\u0026lt;iervisors of specific areas (Curriculun Specialists, Principals) Si^wrvisors of specific areas (Curriculum Specialists, Principals) Sig\u0026gt;ervisors of specific areas (Curriculun Specialists, Principals) 2. (Observe implementation of materials at teacher conferences and during classroom visits) 2.1 (Multicultural materials used in District classrooms) 2.2 (Titles/description of materials forwarded to schools) 2.3 (Catalogue listings) 2.3 (Multicultural materials used in District classrooms)Page: 25 Prograa Seq f: 04 Revision Date: Movetnber 2, 1993 Prograa Neaa: Multicultural Curriculun Progri Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO end the NLRSO to promote multicultural activities and curriculun development. (Applies only to page 76. objectives 1, 2, 3, 4.) Plan Reference Page Nudier L 78 L 78 L 78 L n L 78 Objectives Strategies Beginning Date (kmpletion Date Responsibility Evaluation Criteria 2.4 Monitor the use of appropriate Kilticultural materials A. Use of appropriate multicultural materials being monitored periodically through observations and teacher conferences (07/01/93) (09/93) (06/30/94) (25X) 3. To i^\u0026gt;leBKnt organizational practii that Mill enhance educational equity ices (07/01/93) (06/30/94) 3.1 Provide teachers with training for effective in-class gr\u0026lt;M\u0026lt;\u0026gt;ine A. Training in class grouping provided at council and program area meetings 3.2 Monitor faploaentation of strategies through classroom visitations and feetfcock in follow-(g\u0026gt; workshape A. Implementation of strategies monitored periodically 3.3 Review placement criteria for enrichment/ honors and advanced placeamnt classes A. Initial review completed in 01/89 (07/01/93) (08/93) (07/01/93) (09/0^/93) (07/01/93) (09/88) (06/30/94) (50%) (06/30/94) (10X) (06/30/94) (01/89) e. Placement criteria for enrichment/honors and advanced placement classes reviewed and revised for current term 59 (02/93) (05/93) Sifiervisors of specific areas (Curriculun Specialists, Principals) (Assoc. Si4\u0026gt;t., Assist. Supt., Principals, Teachers) Sqservisors of specific areas Stpervisors of specific areas Assoc $i4\u0026gt;t of Educational Programs 2.4 (Classroom observations/ teacher conferences reflect use of multicultural materials) (3. Educational programs in LRSO have equitable participation and success by all students) 3.1 (Grouping practices are equitable in LRSO classrooms) 3.2 (Assessment of classroom observation) 3.3 (Placement practices in LRSD classrooms will increase participation of black students in GT/Honors/AP classes)  B   BPrograa Seq \u0026lt;: 04 Prograa Maae: Multicultural Curriculum Progri Code: 12 Priaary Leader: Prograa Goel: Plan Reference Page Niaber L 78 L 79 L 79 L 79 L 79 L 79 Estelle Matthis Secondary Leader\nPage: 26 Revision Date: Marie McNeal November 2, 1993 To onsure ed^.tion.1 equity in the elementary end secondary curriculua and program areas. (Applies to entire docuaent except for page 76, objectives 1, 2, 3. ,) To collaborate with the PCSSD and the NLRSD to promote multicultural activities and curriculun development. \" -- - - - Objectives Strategies areas. Beginning Date (Applies only to page 76~ obi^tives 1. 2, 3, 4.) Cospletion Date Responsibility Evaltation Criteria 4. To ensure increased educational equity through inservice training 5. To ensure equity in the selection and use of textbooks 3.4 Provide stqiport to principals fn monitoring the distribution of students fn higher level courses to assess gender and race equity A. Support given principals through periodic staff development for monitoring the distribution of students in higher level courses 4.1 Refer to activities outlined in ftcaa 1.2  1.4 above 4.1 (Purchase science supplies, math manipulatives, tradebooks) A. HandS'on science, math aanipulatives, and trade books purchased 5.1 Inventory and assess current textbooks for multicultural presence A. Textbooks inventoried and assessed for multicultural presence during each adoption cycle 5.2 Identify the deficiencies existing in current textbooks GO (07/01/93) (06/30/94) Assoc and Asst Sqrts 3.4 (Classroom observation of student enrollment and enrollment reports to central office will reflect equitable distribution of gender and race) (08/93) (SOX) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (07/01/93) (09/15/93) (07/01/93) (06/30/94) (06/30/94) (10X) (06/30/94) (06/30/94) (25X) (06/30/94) 4. (Educational programs in LRSD have equitable participation and success by all students) Supervisor of specific areas (Assoc Supt of Curr., Subject Area Supervisors, Teachers, Principals) Sifiervisor of specific areas (Curriculun supervisors, Teachers) 4.1 (Updated multicultural materials in schools) 4.1 (Enrol Iment/inplemen-tatfon of staff development courses) 5. (Criteria checklist that includes multicultural and sex/race bias-free factors is used to select textbooks) 5.1 (Criteria checklist for textbook selection) 5.2 (Deficiencies are identified) Page: n Prograa Seq *: 04 Revision Date: Noveflber 2, 1993 Prograa Maae: Multicultural Curriculun Prograa Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McKeal Prograa Goal: To ensure educational equity in the elementary and secondary curriculun and program areas. To collaborate with the PCSSO and the MLRSD to promote multicultural activities and curriculun development. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) (Applies only to page 76. objectives 1. 2. 3, 4.) Plan Reference Page Mud\u0026gt;er Objectives Strategies Begiming Date Collation Date Responsibility Evaluation Criteria L 79 L 79 L 79 L 79 A. Deficiencies in current textbooks identified during adoption cycle 5.3 Select and purchase resource aaterials to replace or si^iplcaent areas of deficiency A. Resource aaterials selected and purchased 5.4 Provide training for use of sigipleBental aaterials A. Training for use of supplemental aaterials being conducted 5.5 Monitor teacher iiqjlementation of the use of Bulticultural texts/aaterials in the curricula A. Monitoring iaplementation of nulticultural texts/materials through observation being conducted 5.6 Develop a checklist for selection of new textbooks during the adoption cycle to facilitate the selection of a text that is free of gender, race, and ethnic stereotypes A. Checklist for new textbook (reading) developed in conjunction with LRSD Board approved textbook list G1 (07/01/93) (07/01/93) (07/93) (07/01/93) (08/93) (07/01/93) (09/93) (07/01/93) (07/01/93) (25X) (06/30/94) (25X) (06/30/94) (25X) (06/30/94) (2SX) (06/30/94) (09/01/93) SB (Curriculum supervisors) (Media specialists) (Principals) (Curriculun supervisors) Principals and Content Area Sufiervisors Content Area Sistervisors (Assoc. Supt. for Educational Programs) 5.3 (Curriculun resosurce guids are used to provide updates) 5.4 (Training is provided during cluster aaetings, building aaetings, minicourses and/or council meetings) 5.5 Schedule/Dociaentation 5.5 (Assess implementation throu^ classroom observation) 5.5 (Improvement in student achievement) 5.6 Textbook checklist 5.6 (Textbook checklist inplemented to ensure bias- free textbooks)  Prograa Seq *: Program Maae: Progri Code: Program Goal: Page: 28 04 Revision Date: November 2, 1993 Multicultural Curriculum 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To collaborate with the PCSSO and the NLRSD to promote multicultural activities and curriculum development. (Applies only to page 76. objectives 1, 2. 3. 4.) Plan Reference Page Nudwr L 79 L 79 L 90 L 80 L 80 L 90 Objectives Strategies Beginning Date Completion Date Responsibility Evaluation Criteria 6. To achieve equity in the iaftleamntation of special activities 7. To ensure the maintenance of challenging and relevant course offerings (07/01/93) (06/30/94) (Assoc. Supt., Assist. Supt., Principals, Teachers, Content Area Supervisors) 6. (Increased representation of black students in activities currently under-represented) 6.1 Ensure that student participation in special events is multicultural and that the quality of participation is equitable A. Participation of black students and gender of students in special activities is monitored 6.2 Develop guides for each course area that are multicultural in content and that facilitate equity in methodology A. Curriculun guides for courses with multicultural content have been developed addressing equity in methodology 6.3 Monitor the use of the curriculua guide A. The use of curriculun guides are monitored through observations and teacher conferences 7.1 Review research and recomaended practices for each content/program area 62 (07/01/93) (08/93) (07/01/93) (07/01/93) (09/01/93) (07/01/93) (07/01/93) (06/30/94) (25X) (06/30/94) (06/30/94) (25X) (06/30/94) Principals and Teachers St^ervisor of specific area (Principals, Subject Area Supervisors) (Assoc. Supt. for Curr., Subject Area Supervisors) (Curriculun supervisors) 6.1 Participation data 6.1 (Increased representation of black students in activities currently under-represented) 6.2 (Implementation of revised curriculun guides) 6.3 (Guide usage is monitored through classroom observations teacher conferences and abacus assessment) 7. (Comparison of student achievement with state/ national level) 7.1 (Docunentation of research and practices reviewed) Page: 29 ProgroH Seq *: 04 Revision Date: November 2, 1993 Prograa Naaa: Multicultural Curriculijn Program Code: 12 Priaary Leader: Estelle Matthis Secondary Leader: Marie McNeal Prograa Goal: (Applies to entire docunent except for page 76, objectives 1, 2, 3, 4.) To ensure educational equity in the elementary and secondary curriculun and program areas. , , . . To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculum development. (Applies only to page 76, objectives 1. 2. 3.. 4.) Plan Reference Page Mtaber L 80 L 80 L 80 L 80 L 80 L 80 Objectives Strategies Begiming Date CoigHetian Date Responsibility Evaluation Criteria A. Practices for content area/program are reviewed and recommended during council and program area meetings 7.2 Assess the LRSO course content to identify needs for changes A. LRSD course content periodically reviewed for changes 7.3 Sidait recosBendation and rationale for any new courses to the Assoc Sipt for Ed Prog 7.4 Develop curriculw guides for approved courses 7.5 Provide inservice for staff on i^leaentation of courses 7.5 (Conduct staff developaient on implementation of new courses) A. Staff development conducted on implementation of new courses for 93-94 term B. Extended staff development on implementation of courses being conducted 7.6 Conduct workshops to appropriate staff on new course offerings A. Workshop conducted to appropriate staff 7.7 Monitor iapleaentation of ttie courses, including equity in assi|pent of students (07/01/93) (07/01/93) (07/93) (07/01/93) (07/01/93) (07/01/93) (08/93) (09/93) (07/01/93) (08/93) (07/01/93) (25X\u0026gt; (06/30/94) (10X) (06/30/94) (06/30/94) (06/30/94) (09/93) (25X) (06/30/94) (09/93) (06/30/94) (Curriculun supervisors) (Curriculun supervisors) (Curriculun supervisors) Content Area Sqwrvfsors Content Area Sipervisors Principals (Curriculun si^iervisors) 7.2 (Docunented conparison with state, national curriculum standards) 7.3 (Documentation of reconaendation and rationale submitted) 7.4 (Implementation of guides) 7.5 Docuaentation of inservice 7.6 Docuaentation of workshop 7.7 (Monitor/implementation through classroom observations and teacher conferences) A. Implementation of courses monitored periodically (09/93) 63 (10X) a B a s B ^^9 ^^9 9^^ aPrograa Seq *: 04 Prograa Maae: Prograa Code: Prograa Goal: Plan Reference Pege Mudier L 80 L 80 aaaaaaaaaa Multicultural Curriculun 12 Priaary Leader: Estelle Matthis Secondary Leader: Page: 30 Revision Date: Marie McMeal Moveinber 2, 1993 To ensure educational equity in the elementary and secondary curriculun and program areas. (Applies to entire docunent except for page 76. objectives 1. 2 3 4 ) To collaborate with the PCSSO and the NLRSO to promote multicultural activities and curriculun development.  -  Objectives Strategies areas. Beginning Date (Applies only to page 76. objectives 1. 2. 3. 4.) Collation Date Responsibility Evaluation Criteria B. Monitoring of implementation of new courses for 93-94 including equity in student assignment is being conducted 7.8 Review placeaent criteria for enriched/ honors and advanced placeaent courses 7.9 Monitor enrollment in courses to ensure equity in assignaent/participation of students A. Monitoring of enrollment in courses for equity in assignment/partipation of students being conducted B4 (09/93) (25X) (07/01/93) (07/01/93) (09/93) (06/30/94) (06/30/94) (25X) Assoc \u0026amp;\u0026lt;\u0026gt;t for Educational Prog Assoc Si\u0026lt;it for Ed Prog ft Principals 7.8 Replaceaent criteria reviewed 7.8 (Participation of black students in 6T/Honors/AP courses will increase) 7.9 Data on file 7.9 (Assessment of enrollment in courses currently under-represented by race (blacks) and sex) JProgram Seq f: Program Name: Program Code: n 05 Special Education 15 Primary Leader: LRSD FY 93-94 PROGRAM BUDGET DOCUHEWT Dennis Glasgow Secondary Leader: Psge: 1 Revision Date: November 1, 1993 Dr. Patty Kohler Program Description: This includes instruction Purpose Special education is specially designed instruction, at not cost to parents, to meet the unique needs of students with disabilities, conducted in the classroom, in the home, in hospitals and institutions, and in other settings\nend instruction in physical education. Scope and Content Special educati^ services are provided in accordance with each child's Individual Education Program (lEP). A student is determined eligible for special education services when a disability is present as defined in the Individuals with Disabilities Education Act (IDEA) that results in an adverse effect on educational performance and the corresponding need for special education services. A full continuun of services is provided which includes multiples options for placement. Participants/beneficieries Students served through special education services have been identified as having disabilities defined by the IDEA. During the 1992-93 school year, 8.13X of the district's population or 2,026 students received special education services (Dec. 1, 1992 count). District Goal Si^jport: Goal #1  Implement integrated educational programs that will ensure that all students grow academically, socially and emotionally with emphasis on basic skills and academic enrichment while closing disparities in achievement. Goal #2 * Develop and maintain a staff that is well-trained and motivated. Goal #3 - The Little Rock\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_1545","title":"Court filings concerning school district planning, legal proceedings, Stephens Interdistrict School reports, and school management tools.","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. 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Original served only by appointment because material requires special handling. For more information, see (http://www.loc.gov/rr/print/info/617_apptonly.html)","Publication may be restricted. For general information see \"Visual Materials from the Rosa Parks Papers...,\" (http://www.loc.gov/rr/print/res/689_park.html)"],"dcterms_medium":["photographic printscolor1990-2000.gmgpc"],"dcterms_extent":null,"dlg_subject_personal":["Peters, Cyndee"],"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_bcja_metapth611548","title":"Whither Goes the Government?","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Texas, 31.25044, -99.25061"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1993-11"],"dcterms_description":["Handwritten notes for a speech by Barbara C. 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Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth611436"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["8 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_401","title":"Desegregation: ''Little Rock School District (LRSD) Desegregation Audit''","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":["1993-10-25"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School integration","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District (LRSD) Desegregation Audit''"],"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/401"],"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\nLRSD DESEGREGATION AUDIT OCTOBER 25, 1993TABLE OF CONTENTS Page Introduction 1 LRSD Desegregation Plan Tab 1 Interdistrict Desegregation Plan Tab 2 Settlement Agreement Tab 3 ODM June 1992 Incentive School Monitoring Report . Tab 4 Transcripts Tab 5 Pleadings and Court Orders Tab 6 LRSD Organization Chart Tab 7 LRSD Desegregation Program List Tab 8INTRODUCTION This audit of LRSD's desegregation obligations is a first step in the process of assuring complete implementation of the LRSD Desegregation Plan, the Interdistrict Desegregation Plan, the Settlement Agreement, and related court orders. The purpose of this desegregation audit is to provide a complete inventory of LRSD's desegregation obligations. The first step in the process of creating an inventory of LRSD's desegregation obligations was to determine which documents might contain such obligations. School District Desegregation Plan dated April LRSD reviewed the Little Rock 29, 1992, the Interdistrict Desegregation Plan dated April 29, 1992, the Pulaski County School Desegregation Case Settlement Agreement dated March, 1989 (as revised September 28, Schools' Monitoring Report dated June 5, 1992. 1989) and the 1991-92 Incentive LRSD also reviewed the transcripts of hearings which were conducted on the following dates: January 25, 1991\nMarch 20, 1991\nDecember 18 and 19, 1991\nJanuary 21 through 23, 1992\nJanuary 27 and 28, 1992\nFebruary 6 and 7, 1992\nMarch 9, 1992\nMay 29, 1992\nJune 30, 1992\nJuly 1, 1992\nAugust 3, 1992\nFebruary 1, 1993\nMarch 19, 1993\nApril 19, 1993\nJune 8 and 9, 1993\nJune 24, 1993\nJuly 7 and 8, 1993\nand August 12, 1993. and orders which the docket desegregation obligations\nFinally, LRSD reviewed the following pleadings showed to be potential sources of Date of Docket Entry Docket No. Document 1/4/91 1415 Eighth Circuit Opinion 1/18/91 1418 Order Approving Settlement Plans and Settlement Agreement 2/13/91 1434 Stipulation Regarding and Consent Washington, Rockefeller and McClellan Order Dunbar, 3/21/91 1451 Order Regarding School Construction 4/5/91 1459 Order Regarding ODM 7/1/91 1480 Order Regarding ODM 7/19/91 1488 LRSD Notice Regarding Site Selection and Construction Schedule 9/30/91 1512 LRSD Term Plan\" \"Four-Year-Old Program Long- 111/18/91 1520 Eighth Circuit Opinion 1/21/92 1542 Order Regarding LRSD 1991-92 Budget and Long Range Budget Planning 2/6/92 1548 LRSD Motion for Approval of Magnet Programs 2/11/92 1550 Order Approving Magnet Programs at Henderson and McClellan 2/13/92 1551 Joint Motion Regarding Interdistrict Schools 3/5/92 1561 Order Regarding Interdistrict Schools 3/12/92 1569 LRSD \"McClellan High School Business/Communications Magnet Plan\" and \"Henderson Jr. Sciences Magnet Plan\" High Health 3/16/92 1575 Order Regarding MRC Budget 3/17/92 1576 Order Regarding King and Stephens Interdistrict Schools 4/23/92 1583 LRSD Motion for Phased Implementation of McClellan Magnet Plan 4/23/92 1584 LRSD Motion to Reschedule Interdistrict School Construction 5/1/92 1587 Order Plans, Regarding Certain Revised LRSD Four-Year-Old Program Long-Term Plan, LRSD Budget and LRSD Replacement Plan for PAL 6/1/92 1604 Order Amending LRSD Desegregation Plan With Certain Minor Corrections 6/1/92 1608 Filing of ' and Expense 11 LRSD Projected Revenue 1992/93-1996/97\" and Four-Year-Old Program Long-Term Plan 6/5/92 1612 1991-92 Incentive Schools Monitoring Report 26/5/92 1613 Order Regarding Interdistrict School Construction, Stephens and McClellan 7/10/92 1635 Order Adopting ODM Recommendations Contained in 1991-92 Incentive Schools Monitoring Report 7/31/92 1648 LRSD Revised Budget Projections 7/31/92 1649 LRSD Special Status Report Regarding 1992-93 Operating Budget 8/4/92 1653 Order Approving Certain LRSD Budget Reductions for the 1992-93 Academic Year 8/28/92 1667 Eighth Circuit Opinion 9/8/92 1675 LRSD II Stephens Elementary School Strategic Plan\" 11/5/92 1707 Order Regarding LRSD Magnet School Staffing 12/30/92 1728 Order Regarding LRSD 1992-93 Budget Reductions 1/22/93 1733 LRSD Capacities \"Custodial Formula\" \"Special Study Jr. Projections\" Calculations High and Omaha \u0026amp; 2/23/93 1759 Order Regarding Preparation of LRSD Budget Document 2/24/93 1760 Order Appointment Regarding to Candidates Assist LRSD Implementing a Budget Process Preparing Budget Documents for in and 3/1/93 1766 Order Preparation Regarding LRSD Budget 3/1/93 1767 Order Directing LRSD Board Members to Be Present at Hearing 3/18/93 1779 LRSD Revised Four-Year-Old Program Long-Term Plan 33/24/93 1782 LRSD 1992-93\" 6/30/92 \"Academic Support Program to Replace Document Filed 3/31/93 1790 LRSD Motion for Approval of School Construction 4/2/93 1794 LRSD \"Incentive School Needs Assessment\" Staffing and 4/30/93 1815 5/12/93 1823 5/21/93 1833 6/11/93 1848 6/15/93 1851 \"Organizational September 1992\" Structure Order Regarding Certain LRSD Construction Projects LRSD Motion Regarding New Futures Program Order Regarding LRSD's Revised Four- Year-Old Program Long-Term Plan Order Regarding King Interdistrict School Attendance Zone Order Regarding LRSD Budget Process 6/17/93 1852 Order Regarding LRSD Board Members' Attendance at Hearings 6/21/93 1854 LRSD \"Time Line for Implementing King/Ish Survey Process\" Documents and Other 6/23/93 1860 LRSD Motion to Reschedule 6/23/93 1861 6/28/93 1869 6/29/93 1872 6/30/93 1873 6/30/93 1876 Construction at Stephens LRSD Motion to Designate King Magnet School LRSD Filing of Budget Documents LRSD Revised King/Ish Survey Process Documents Regarding Order Process Approving King/Ish Survey LRSD Response Budget Matters to Order Regarding a 7/9/93 1895 Order Provisionally Granting Magnet Status for King 47/9/93 1897 Order Regarding LRSD Budget 7/16/93 1903 LRSD Status Report Regarding Ish 7/29/93 1920 LRSD Long Range Planning and Budget Process to be Used for Developing the 1994-95 Budget 8/2/93 1926 Order Granting LRSD Motion to Close Ish Incentive School 8/2/93 1928 LRSD Revised Budget 8/20/93 1952 LRSD Motion Regarding King Student Assignments 8/26/93 1958 Order Regarding LRSD 1993-94 School Year Budget for 8/31/93 1964 LRSD Project Management Tool 9/8/93 1968 Order Regarding LRSD Desegregation Plan Audit 9/8/93 1969 Order Regarding LRSD Administrative Directive 9/10/93 1972 LRSD Desegregation Plan Audit Report 9/13/93 1974 Order Regarding J. A. Fair Construction, Stephens Interdistrict School and New Futures Program 9/20/93 1982 LRSD Motion Regarding Construction at Williams Magnet School 9/27/93 1985 Order Regarding Stephens School Site 9/30/93 1988 LRSD Project Management Tool 10/7/93 1993 Order Regarding Desegregation Audit 10/18/93 2000 Order Regarding Stephens 10/19/93 2002 Order Regarding Hearings: Racial Balance and Stephens ADE\nof The review of the documents described above has yielded a list the desegregation related plans and contained in each source document. commitments, if any, Together, the lists comprise a complete inventory of desegregation obligations from all sources. 5The desegregation commitments are classified in this audit by the LRSD Desegregation Plan, Interdistrict Plan, following sources: Settlement Agreement, Pleadings and Court Orders. ODM Monitoring Report, Transcripts, and This audit will serve as a basis for the District's long-term program and budget planning. Two further steps must be taken in order for LRSD to put this audit to use as a program and budget planning tool. First, LRSD must categorize the commitments by program and eliminate items which are duplicated or superseded. A listing of the present LRSD desegregation program categories is included at Tab 8 of this audit. a Each commitment described in this audit will be placed in program category so that LRSD will unduplicated list by program category have a obligations. of complete and its desegregation LRSD has already identified the people primarily and secondarily responsible for each current desegregation program. Those people will have the responsibility of implementing the desegregation commitments described in this audit. audit. LRSD has included an Organizational Chart at Tab 7 of this desegregation The reader can determine who program by reference responsible person's position structure by reference to Tab 7. to within Once the complete. unduplicated is responsible for each Tab the list 8 and learn the LRSD of organizational LRSD's current desegregation responsibilities has been classified by program, LRSD will include those responsibilities in its program budget document. LRSD will then be able to use that document to plan for implementation of its desegregation commitments, to budget for implementation, and to determine compliance. LRSD understands that this audit represents only the first step toward planning and budgeting for implementation of all LRSD desegregation commitments. the The process of preparing this audit has helped LRSD to review its plans to comply with certain desegregation requirements as well as the concerns expressed and suggestions offered by the court, the monitors, While many of these items are not and the parties. legally binding desegregation obligations, they are included so that they may be considered by LRSD planners during the next step of the planning, budgeting and implementation process. 6DESEGREGATION PLAN Little Rock School District page 1 The Little Rock School District Board of Directors is committed to: The belief that all children can learn. The elimination of achievement disparity between black and white students on norm-referenced and criterion-referenced tests. Improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as enhanced/incentive schools. Improving race relations among students and staff members. Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments\nparticipation in extracurricular activities\ndistribution of resources\netc.) Promoting positive public reaction to desegregation. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation. The development and infusion of multicultural education in all areas of the curriculum. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education. LEADERSHIP page 2 School boards should represent the multicultural backgrounds of the population that they serve. The school board and superintendent are responsible for providing equitable and direct means for keeping the local citizenry informed about the schools and for keeping self and the staff informed about the needs and wishes of community. kalhyU.RSDl.PLNThe school board and the superintendent will clearly delineate the Districts desegregation mission to the staff and to the community. The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting. The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. page 3 The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary decisions will be consistent with District desegregation policies in terms of buildings, staff, materials and equipment. The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. The school board and administration will conduct an annual, self evaluation of their commitment to a quality desegregated education in the following areas: Board/Superintendent Relations Board/Community Relations Board Member Interrelations Board/Administration Relations to Other Staff Members Board/Administration Relations in Fiscal Management Board Relations to Instructional Programs The superintendent and the Board of Directors will ensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. The District will ensure that the schools and learning experiences throughout the school system are organized so that school practices, policies and procedures prevent unfair treatment or denial of opportunity for any child because of his or her race, culture, religion or economic status. kalhy\\LRSDl.PLN 2page 4 EARLY CHILDHOOD EDUCATION page 5 The Little Rock School District proposes the expansion of existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. The Home Instructional Program for Preschool Youngsters (HIPPY) (4- and 5-year olds) will focus initially on children in families who live in the attendance zones of the incentive schools in the Little Rock School District. The Districts preschool curriculum model will be implemented in all incentive schools and other selected schools in the Little Rock School District. Effective the 1990-91 school year, this model will be an integral part of the effort to improve the academic achievement of minority and economically disadvantaged children and to attract white students to the schools. HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) page 6 The home-based program and the four-year-old school-based program will collaborate in the areas of parental involvement and teacher training. The Little Rock School and Pulaski County School Districts will collaborate and coordinate the on-going implementation of the HIPPY Program. Evaluation using the Early Prevention of School Failure or a similar model which is comparable in validation scope and developmental grounding, will be conducted on the HIPPY participants as they enter and exit kindergarten. A standardized achievement test will be given to each child at the end of the third grade level. FOUR-YEAR-OLD PROGRAM page 7 The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for teachers and aides. Each district is committed to ensuring that all staff members are prepared to fulfill the Districts expectations for a quality Early Childhood Education Program. page 8 Information from inservice evaluations will be summarized. Student assessment data will be analyzed to determine if measurable growth in student achievement has occurred. The Planning, Research and Evaluation staff will assist with analysis of summative evaluation data. ksihyXLRSOLPLN 3The management information system developed by LRSD will have the capability to compare students who did and did not participate in the four-year-old program. These comparisons will begin at the end of the kindergarten year of each class of four-year old-students. By the 1991-92 school year, the program will be implemented in the schools listed below: Badgett Franklin Garland Ish Mitchell Rightsell Rockefeller Romine Stephens Washington Woodruff Other schools in the District will implement the Four-Year-Old Program by the 1994-95 school year according to the provisions of a long-range implementation plan developed for additional four-year-old classes and approved by the Court. The long-range plan will address demographic, instructional, and structural needs. LRSD will continue to use the four-year-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM page 9 The citywide early childhood education program will address three objectives: (1) to provide parenting education for the parents of early childhood students\n(2) to provide quality childcare arrangements for low-income parents which stress social development and school readiness\nand (3) to provide a quality pre-school program for disadvantaged students. The purpose of the citywide early childhood education program is to combine the efforts of the Head Start Program, The City of Little Rock Day Care Program and the Little Rock School District, along with other entities that may emerge in the future, to provide quality early childhood experiences to as many disadvantaged students in the city of Little Rock as possible. kaihy\\LRSDl.PLN 4In addressing the objectives of the citywide early childhood education program, the three entities have attempted to avoid duplication of services, to the extent possible, and use every opportunity possible to share resources. page 10 The entities will exchange calendars for parent involvement activities. To the extent possible, these activities will be available to parents outside of the sponsors program, activities. The entities will share resources in publicizing these The entities will exchange calendars for staff development activities and, to the extent possible, the sponsor of the staff development activity will allow representatives from other parties to participate. Considerable collaboration is expected to occur between the Little Rock School District and Head Start since both programs currently use the same curriculum. The staff development activities will be geared to the needs of aides as well as teachers. The early childhood programs will use a student referral system. This system will allow parents on a waiting list for one program to know about vacancies in another early childhood program. Representatives from each program will meet as needed to review vacancies and identify referrals. page 11 The three entities recognize the need for disadvantaged parents to understand the assignment process for kindergarten in the Little Rock School District. A representative from the Little Rock School District Student Assignment Office will meet each year with parents from both programs to review the kindergarten assignment process. The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early childhood programs. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each year for grades K-3, these students will be monitored on the basis of standardized tests, criterion-reference tests, EPSF screening, or any other academic measures that are available and applicable. The entities will review these results on an annual basis, prior to the beginning of the following school year, and make programmatic changes, individually and collectively, as needed. These students will be compared to a control group in order to isolate the effectiveness and/or deficiencies of the various early childhood programs. Head Start and the Little Rock School District will continue to share facilities for training programs, recreational activities, etc. kaihyXLRSDl .PLN 5ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL page 12 The Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation requirements. The early childhood education program at Rockefeller School will: Capitalize upon the schools high quality early childhood education as a desegregation tool. Designate Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges, and the Little Rock School District. As a demonstration center. Rockefeller will be used for training college students as well as for inservice observation and training for the countys teachers, administrators, aides, HIPPY, and daycare program workers. Special emphasis will be given to developing and piloting innovative approaches to the education of young children. Parents and educational professionals from UALR and other area colleges will advise the Rockefeller and Little Rock School District staffs on all aspects of planning and implementation of the early childhood program. page 13 Include the early childhood education program at Rockefeller as an integral part of the whole school, and not a separate or \"add-on\" program. It must receive the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. Allow the early childhood education three-year-old students to continue on into the schools four-year-old program, kindergarten, and beyond. Siblings of early childhood education students will be allowed to attend Rockefeller (sibling preference) in order to help retain children in the school. Explore developing Rockefeller as a year-round, full day school for children from infancy through sixth grade, working with a biracial group of parents, teachers, administrators, and experts from area colleges and universities to assess the desirability and feasibility of such a program. Re-evaluate Rockefellers early childhood education policies in terms of their impact on desegregation and educational goals. The early childhood education curriculum and daily activities will be based upon young childrens interests and styles of learning, kaihy\\LRSDl.PLN 6emphasize developmentally appropriate learning, and appeal to childrens sense of curiosity and eagerness in order to help them experience the joy of learning. There will be a full spectrum of activities to stimulate children at various levels of development. The curriculum will be multicultural in focus and sensitive to the cultural and ethnic heritages of children. LRSD will work cooperatively with local colleges and universities to enhance and support the Rockefeller Early Childhood Magnet Program. Page 14 Area: Early Childhood Education The Little Rock School District has committed to the following: To promote the HIPPY program. To compose and mail Public Service Announcement for local radio stations and Channels 14 and 16 flyers. To select HIPPY aides. Interview and select fourteen (14) aides. To initial training of aides and staff. To arrange logistics with state for the initial training. To enroll families into program. Conduct home interview and enroll families into program. To recruit families. To compose and mail correspondence to community churches to recruit families and instructional aide trainees. To determine service of coordinators. Identify families to be served by each coordinator. To assign families to be serviced by aides. Identify families to be served by each aide. To organize instructional material. Print curriculum material. kilhyVLRSDl.PLN 7To familiarize aides of the HIPPY implementation in LRSD. To conduct three (3) day workshop. To obtain material for program. Order material. To orient enrolled families to the Hippy program. Conduct orientation meeting. Page 15 To identify meeting sites of group meetings. To secure meeting sites for group meeting. Mail out notification of meeting sites. To schedule implementation of HIPPY curriculum. To schedule aides weekly home visits and group. To schedule area group meeting - print flyers. To schedule weekly service for aides. To schedule aides first teaching with (own child). To provide parents with information that will assist them with their children. To schedule workshop for parents and aides, mail out and print materials. To evaluate aide trainees mid point (15th week). To evaluate each aide trainee. To determine program success. To conduct survey of parents - print materials. To begin second-part of programs implementation. To implement second part of HIPPY curriculum: kalhyVLRSDl.PLN a. print material 8Page 16 Page 17 b.ihy\\LRSDl.PLN b. c. print flyers mass mail out To evaluate aides. To provide parents with information to be successful with their children. To obtain a site and speaker and schedule a lecture for parents. To build the aides children self esteem. To graduation of HIPPY children and aides reception. To organize staff To evaluate aides. To schedule final evaluation of trainees in the program. To put staff in place. To begin implementation of HIPPY program. To maintain regular staff. To have a secretary. To assist in traveling expense. To having aides make home visits. To identify and assign new four-year-old program participants in the incentive schools. To provide pre-registration inservices to elementary principals. To conduct media publicity for pre-registration. To assign four-year-old students. To recruit teachers and aides as needed. To interview interested teachers and aides as needed. 9To obtain curriculum materials, supplies, and furniture as needed. To complete and send orders to vendors. To train teachers and aides in the implementation of E.C.E. curriculum. To conduct orientation and inservices. To conduct monthly inservices. To familiarize parents with Four-Year-Old Program. To conduct parent orientation meeting and parent conference. To include four-year-old children in Master Schedule-students receive services of counselors, music teachers, school nurses, librarians, physical education and art teachers. Page 18 To ensure key experiences occurring in the classroom. To evaluate effectiveness of the Four-Year-Old Program. To administer appropriate evaluation to four-year-olds. To analyze Student Assessment test data and prepare report for LRSD Board of Directors. To utilize results for program improvement. Page 19 To receive a letter of support from each agency desiring to participate. To develop a plan for planning a city-wide early childhood program. To establish planning procedures and identify key committees and chairpersons needed for the planning process. To identify appropriate additional representatives form each participating agency for each committee. To delineate the goals to be addressed and the tasks to be accomplished by each committee, including appropriate timelines to be met. To initiate the planning for the implementation of a citywide early childhood program. kaihy\\LRSDl.PLN 10To conduct periodic meetings to review progress of each committee. To identify resources needed by identified by each committee, including monetary. To review the first draft of the comprehensive plan and to make recommendations for refinement. To submit the final draft for approval to all participant Boards of Directors (where applicable). SPECIAL PROGRAMS page 20 The Little Rock School District has developed and will continue to develop special programs for meeting the needs of its students. Several such programs are described below. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning Program are described elsewhere in this Plan. New Futures/Little Rock School District Homework Program: The Homework Program will provide Homework Centers in selected junior high schools throughout the city. Little Rock School District/Arkansas Power and Light Company Summer Science Institute. This is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. LRSD and the Joshua Intervenors will be involved in discussions with representatives of various business organizations in order to secure summer jobs for LRSD students who will participate in a summer program which will combine academics and job opportunities. SUMMER LEARNING PROGRAM page 21 The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics: btlhyU.RSDl.PLN 1. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 112. Counseling services provided through two (2) JTPA counselors. 3. Motivational and enrichment sessions conducted on a weekly basis. 4. Computer-assisted instruction with appropriate software in reading and mathematics skills. 5. Positive interactions between teachers and students with high expectations for student academic performance and behavior. To meet the needs of underachieving students (ages 14-21) the Summer Learning Program should be expanded to increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant slots should be filled in both the morning and afternoon sessions with JTPA certified participants. The counseling staff should be increased by two--one male and one female. In addition, a psychologist would be contracted to assist those students who are having serious problems. College students will be hired as instructional assistants, with one (1) assistant available for each teacher and three (3) clerical aides will be added to the program. The college-age instructional assistants must be returning students or twelfth grade graduates who are college bound. page 22 By the year 1993-94, the number of Summer Learning Program participants will increase to 350 students who will show significant growth gains as a result of their participation. Pre- and post-test results will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. Programs and individual components will be continued if JTPA funding is available. Page 23 Area: Summer Learning Program The LRSDs goals and strategies with respect to the Summer Learning Program are: To identify students in need of remediation. To test all students between the ages of 14-21 that are certified by the City JTPA Summer Programs to determine the number of students that would have to enroll in the program for reading and/or math. kaihy\\LRSDLPLN 12page 24 1. 2. 3. 4. lothyVLRSDl .PLN To individualize instruction to meet the needs of students. To group students according to test scores, i.e., slow learners together. To provide a tutor to help students with greatest needs. To schedule class time so that teachers have time to work with each student on a one-to-one basis. To use classroom instruction, training, and the computer lab in the learning process to address remedial needs. To properly motivate the students to encourage them to want to learn. To give students faith in their ability to learn. To sponsor a luncheon where students can perform and express talents. To set up field trips of cultural events, childrens shows, the art center, and visits to other sites of interest of young people. ASSET PROGRAM During the 1988-89 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ASSET) will be implemented at four (4) junior high schools. To be totally successful in preventing its marginal students from becoming dropouts and in increasing the academic and social skills of every \"at risk\" secondary student in the District, the program should be expanded to address the following needs: three existing junior high populations are not receiving remedial assistance\nthe location of the remediation sites prevents access by some students to the services\nthe \"at risk\" students need life-coping and life-planning skills essential for success\nthe \"at risk\" populations is not restricted to students only in grades seven, eight, and nine, but \"at risk\" students in grades ten, eleven, and twelve are not receiving the needed services\n135. the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. By the end of the 1993-94 school year, the JTPA/ASSET Program is expected to achieve the following: The services of the program will be available to all \"at risk\" junior high populations. The program will be offered at sites easily accessible for students needing the services. page 25 Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. Participating students will demonstrate an increase, in self-concept, school/social adjustment, and goal orientation. The services of the program will be available through easily accessible sites to \"at risk\" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of \"risk\" - low academic achievement, high absenteeism, poor selfconcept, lack of goal orientation, and low motivation  for all participating students will be reduced. The on-the-job training received by the economically disadvantaged tutors will improve their academic achievements, self-concept, and goal focus, and thus, increase their opportunities for future employment. The activities of the JTPA/ASSET Program, will be monitored by the Districts Office of JTPA/ASSET Program and the Division of Curriculum and Instruction, and yearly evaluation of the Program will be made, using the following data: A. The number of identified \"at-risk\" students grades 7-12, needing the services compared to the number participating\nkalhyVLRSDl.PLN B. C. Standardized test results of the participating students\nAcademic performance in regular classrooms according to nine-weeks grade reports\n14D. Absentee records from the home schools of participating students\nE. Number of school drop-outs\nF. Follow-up reports concerning employment and educational activities of participating students who exit the program\nG. The number of parents involved in parental/home reinforcement activities. Programs and individual components will be continued if JTPA funding is available. Page 26 In support of the goal of expanding the JTPA/ASSET Program to all junior high schools except Mann Magnet, LRSD will: Continue JTPA-ASSET Program in existing four junior high schools to provide remediation in reading, mathematics, and computer-assisted instruction. Identify students needing services by SEPTEMBER 30, 1989 Advertise and employ counselors by MAY 31, 1990 Advertise and employ teachers by MAY 31, 1990 Advertise and employ tutors by MAY 31, 1990 Order materials/supplies. ONGOING Schedule/Implement home transportation. To implement the above program through remaining non-magnet junior high schools. Identify students needing services by SEPTEMBER 30, 1989 Advertise and employ counselor by MAY 31, 1990 Advertise and employ teachers by MAY 31, 1990 Advertise and employ tutors by MAY 31, 1990 Order materials and supplies. Schedule/Implement home transportation. lathyXLRSOl .PLN 15Page 27 In support of the goal of expanding the JTPA/ASSET counseling components, LRSD will: Provide more in depth and group session counseling. Advertise and employ additional counselors by MAY 31, 1990 Revise existing counseling progress to include emphasis on life-coping and lifeplanning skills by SEPTEMBER 30, 1990 Implement above skills. SCHOOL OPERATIONS page 28 The LRSD Office of Desegregation will be responsible for monitoring the implementation of the LRSDs desegregation plan with respect to the following goals: 1. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. kaihyVLRSDI.PLN 2. 3. 4. 5. 6. To provide a climate in each school which is based on the belief and expectation that all children can learn and to provide resources necessary to support that belief. To develop and implement policies which influence school climate and improve discipline and student attendance while also meeting individual student needs and learning styles. The student hearing officer will be responsible for developing and monitoring plans to reduce the disparity of disciplinary actions. To provide guidance and counseling service which address students needs, are supportive of strategies and interventions to enhance student success and expectations, and provide communication to families of students. To provide guidance and counseling which makes students aware of their options and to assist students in acquiring habits and attitudes necessary for success in school and in later life. To monitor student class ratios and instructional practices to ensure equal opportunities for all students. 167. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities and to assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 8. To assess the results of school practices, paying special attention to their impact on minority and disadvantaged students. 9. To review and assess testing practices, formats and results in order to better address the needs of all students while providing special intervention for disadvantaged students. 10. 11. To give school principals sufficient authority to improve schools and to advocate for students, and to hold them accountable for results and opportunities for all students. To review staffing patterns and staff assignments in all schools and district offices for equity. 12. To establish recruitment programs for representation of minorities in all positions in the District. page 29 13. To ensure schoolwide planning and individual academic achievement\nto address disparities, individual needs and student success\nand to provide staff development on an ongoing basis. 14. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. 15. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. page 30 LRSD will take the steps described below in an effort to reach the goal of ensuring an organizational structure which provides equity of opportunity and access: Review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan. Appoint school based biracial committees to monitor implementation and data. A district-wide biracial committee will monitor district-wide desegregation efforts and data. kithy\\LRSDl.PLN 17Establish a reporting system. Provide inservice to raise staff awareness/ expectations of equity concerns for students. Inservice cycles for existing and new staff including: a. b. c. d. teacher expectations working with parents at-risk youth learning styles Provide programs which raise parental awareness of district structure, policy and programs and ways to access them. Mini-seminars at PTA meetings and in the community. Monitor school standards to ensure high quality education for all students. Review of data. School monitoring visits. Page 31 LRSD will take the steps describes below in an effort to reach the goal of providing a climate in each school which is based on the belief and expectation that all children can learn and providing resources necessary to support and effect that belief: Provide education to staff and patrons regarding school culture and positive school climate. PTA Board and general meetings to have educational components re: climate and expectations. Use of cable Channel 4 to carry brief messages to staff re: expectations, working with at-risk and disadvantaged students\nand creating positive climate. Monitor school climate and resource allocation. Work with schools to help them design programs which meet the specific needs of their students. Monitor facility, staff morale, student achievement, status of media center books and materials. kalhyVLRSDl.PLN 18Enhance equipment, supplies and materials in buildings. Provide staff development and intervention plans as needed. Provide resource assistant to school staffs. Provide planning time and formats to school staffs. Develop school profiles which show complete data pictures. Set goals for improvement. Page 32 Establish a program to familiarize parents with school expectations and to build a partnership with them. Share schools objectives, discipline policy, standards for testing, placing and promoting students. Involve parents as full partners in planning at schools for students growth and success. Page 33 LRSD will take the steps described below in an effort to reach the goal of developing an implementing policies which enhance school climate and improve student discipline and attendance while also meeting individual student needs and learning styles: Provide inservice training to district personnel on discipline in a desegregated setting. Conduct inservice training on discipline management in all local schools. Provide follow-up training for new staff on a regular basis. Provide inservice to district personnel on behavioral styles and learning styles of students and divergent backgrounds. Provide training for school based improvement teams (to involve staff and parents) who will train staff at the school site with annual maintenance. Provide a committee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy administration. fcalhyXLRSDl.PLN 19Require committee and sub-committees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board member to review data and recommend modifications to meet students needs and district needs. Revise student handbooks as needed. Appoint joint committee with PCSSD and NLRSD. Review attendance and disciplinary policies and consequences. Page 34 Put in place alternatives to suspension across the district with at least one such intervention to be placed at each school. Develop school based discipline plans to be reviewed at district level and to include suspension alternates. Achieve effectiveness of these alternatives to be regularly assessed. Establish a school based student discipline and attendance incentive system at each school. Review research and develop rewards program such that recognition and incentives will be individual to the school. Provide counseling intervention for students with chronic disciplinary and/or attendance problems. Activate discipline/attendance intervention teams at school. Mandate the pupil services team to do monitoring and involve the counselor with students who have discipline/attendance problems. Involve parents in the team process regarding their children through meetings/conferences. Page 35 In support of the goal of providing guidance/counseling services which address individual student needs, are supportive of strategies and interventions to enhance student success and expectations, and provide communications to families of students, LRSD will: Inform students of all opportunities available to them and encourage them to take advantage of these opportunities. kaihy\\LRSDI.PLN 20Publish a document annually which lists financial aid, vocational and higher education opportunities for all students. Encourage students to take advantage of opportunities open to them. Make parents partners in education of their children by making information accessible to them and keeping them informed. Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities). Provide written information to parents regarding curriculum and student skills. Make students aware of educational and post educational opportunities. Hold skills and employment fair to be held annually in conjunction with business community. Create community linkages to assist students in need of special services. Through Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions. Page 36 Create academic intervention strategies on a school basis. Require each school to put into its annual plan a designed set of interventions to help increase student academic success, i.e., Peer Tutoring, Volunteer Tutors. Page 37 In support of the goal of providing guidance/counseling which assist students to acquire habits and attitudes necessary for progress in school and in later life, LRSD will use the following means in an effort to reach the following objectives: Objective: Provide minicourses for students in study halls, testing skills, and pre-career skills in a sequenced program beginning in grade four and through high school. Develop minicourses to be developed in sequence beginning with grade four. Provide teacher staff development in the use of curriculum of these areas. Objective: Raise awareness of student or future career options. blhyVLRSDI.PLN 21Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options. Page 38 In support of the goal of monitoring class ratios, instructional and teaching practices to ensure equity for all students, LRSD will pursue the following objectives by the following means: Objective: Achieve equity in class structures by grade and by subject area. Review class ratios by subject, by class, by teacher on a semester basis. Address disparities with intervention activities. Remove barriers to equitable participation of students. Objective: To achieve equity in student instructional practices. Review grade distributions by subject, by class, by teacher on a semester basis. Address disparities with intervention activities. Objective: Achieve equity in teaching methods. Provide inservice assistance to principals and teachers in reference to variant learning styles and effective methods. Page 39 In support of the goal of providing and ensuring opportunities and encouragement to all students to participate in extra curricular and co-curricular activities, LRSD will pursue the following objectives through the following means: Objective: Inform all students and patrons of co-curricular/extracurricular activities available for students and of participation requirements. Use of media and press. Send printed information to parents. Make clear public address system announcements to students. Use community agencies such as churches to assist with recruitment. Objective: Staff recruitment of students to participate. Individual staff contacts with students encourage involvement. kalhyVLRSDl.PLN 22Staff shall specifically recruit from among students who do not typically participate in particular activities. Objective: Increase student participation, particularly minority student participation in co-curricular activities. Profile student involvement in each club or activity. Desegregate participation data. Develop school based recruitment plans. Objective: Remove all barriers to equitable participation of students who wish to participate in extracurricular activities. Provide a district transportation program for student transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities. Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost. Page 40 Objective: Develop school profiles which provide overview of school success or its impact on students so that changes and/or interventions can take place as needed. Profile school by: a. b. c. d. e. f. grade distribution attendance disciplinary outcomes test scores student involvement in school related activities course enrollments/special program enrollments Desegregate data by race. Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement. lttihy\\LRSDI .PLN 23Page 41 In support of the goal of reviewing and assessing testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students, LRSD will pursue the following objectives by the following means: Objective: Visits to school by testing/evaluation monitoring team to assess validity and reliability of testing procedures and strategies employed to prepare students for test taking. Meetings with principals, teachers. Informal classroom visits by monitors. Compilation of comparative data by school. Evaluation of data with recommendations for changes/improvements. Objective: Disaggregation of test results by grade, by race for review and assessment for intervention purposes. School analysis of test results by grade, teachers, race and subject area. Development of comparative data to assess disparity areas, if any. Preparation of intervention plans to address specific student needs. Page 42 In support of the goal of giving local schools sufficient authority to improve and to advocate for students, and to hold them accountable for results, LRSD will pursue the following objectives by the following means: Objective: Develop/enhance site-based management at designated schools. Staff development for principals. Revise district procedures to provide central office technical support rather than strict control. Enhance principal accountability for program at the building. Provide support to revitalize school environments to make it conducive to student learning and to order. Plan district school renovation to meet programmatic and student population needs. kaihy\\LRSDl.PLN 24Objective\nRespond to principal requests for assistance in a timely manner. To set up format for technical assistance with assigned personnel to work with individual schools. Page 43 In support of the goal of reviewing staffing patterns and staff assignments on all schools and district divisions for equity, LRSD will pursue the following objectives by the following means: Objective: Update review of recruiting needs by age, race, sex and seniority in positions in the district to ascertain projected needs. Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs. Projection of student population on two year basis to validate expected needs. Objective: Review of position assignments related to racial equity such that all races are represented in every position and job description in the district. Develop and assess school and divisional staffing patterns. Recruit support and non-teaching staff to reflect equitable racial representation in all positions. Page 44 In support of the goal of establishing recruitment programs for representation of minorities in all positions in the district, LRSD will pursue the following objectives by the following means\nObjective: Create pool of currently certified teacher applicants and of students pursuing certification. Share applicant pools with PCSSD/NLRSD (see collaborative). Share with NLRSD/PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students. Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession. Provide internship programs at district schools for aspiring teachers and aspiring administrators. laihyU-RSDI.PLN 25Page 45 In support of the goal of ensuring schoolwide planning for programmatic excellence and individual student achievement, LRSD will pursue the following objectives by the following means: Objective: Provide school based planning based on analysis of all available data\na specific format for addressing school racial, gender, SES disparities. Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist students. Desegregate data relative to: a. b. c. d. e. student performance discipline attendance participation in school activities placement in classes Train staff to deal with data and implementation of strategies. Evaluate outcomes of interventions via milestone reports and final yearly reports. Reassess and modify objectives and strategies. Create final plan and strategies. Assess annually outcomes of yearly plan. Page 46 In support of the goal of providing ongoing staff development and information to parents relative to student success, LRSD will pursue the following objectives by the following means: Objective: Update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor. Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to: a. b. c. d. TESA PET Classroom Management School Management kathyVLRSDl.PLN 26Send selected staff to professional development sessions in order to increase the number of available trainers and in return for a commitment to assist with collegial staff development. Provide district-wide program of staff development. Page 47 In support of the goal of collaboration with contiguous districts regarding aspects of the plan which will facilitate and enhance desegregative efforts LRSD will pursue the following objectives by the following means: Objective: Create a collaboration whereby all students in all schools in the three districts (LR, NLR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff. Follow Interdistrict Desegregation Plan. page 48 PROGRAM FOR ACCELERATED LEARNING/ACADEMIC SUPPORT PROGRAMS These programs will provide learning experiences to remediate and address a students deficiency while minimizing the removal of the student from the regular classroom setting. Support programs will be available for all grade levels, K-12. These programs are transition programs designed to assist students in learning the requisite skills necessary for instruction and success in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading and math at the secondary level. These programs will be planned to be fast paced, high interest, high expectation and individualized. These programs will have a specified time frame by which students will meet performance criteria. These programs must have specific written approval of the parent or guardian before students may be placed in them. Pull-out programs will be a last resort and will be kept at a minimal level. kaihyXLRSDl.PLN 27page 49 kaihy\\LRSDl.PLN Technology assisted instruction will be used to provide remediation and academic support (including computers, video discs, VCRs and appropriate software support). These programs will incorporate cooperative learning strategies. The goal is for targeted elementary students to attend a computer lab for at least seventy instructional minutes per week, which normally yields at least thirty-five minutes per week in both math and reading. PAL specialists at the elementary level in mathematics and reading will work closely with the computer component to monitor student data and investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instructional aide supervises and assists the students as they participate in individualized computer instruction. LRSDs goal is to add a computerized management component to provide annual pre- and post-criteria-referenced tests for most grades, computerized scoring of unit tests for mastery and automation of record keeping. These programs are cooperatively developed and planned by the staff for students. These programs should offer a stimulating, multicultural and interdisciplinary approach to learning with a language (oral and written) base for emphasis in each core area. Staff members will use a variety of instructional strategies and utilize both in district and community resources for motivating students. Each parent will sign a written agreement identifying the responsibilities of the parents, school staff and students. LRSD will seek collaboration among the three Pulaski County school districts in the following areas: A. B. C. Information/resource sharing, especially related to planning for \"at risk\" students. Cooperative development of programs and assistance (based on results of MPT and student needs, etc.). Establishment of complimentary sites for summer school and other programs. 28D. Joint applications for funding by grants, foundations, etc. page 49 Elementary and Secondary Programs for Accelerated Learning (PAL) as well other elementary and secondary support programs have the following goals: as 1. To identify educationally-disadvantaged students through appropriate assessment procedures. 2. To develop a profile on each educationally disadvantaged student that identifies his/her strengths and weaknesses. The profile may include information from the following: EPSF Screening, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. 3. To utilize the student profile in developing an Academic Skills Improvement Plan based on the assessed need(s). The plan must be cooperatively developed and implemented by the regular and PAL/support teachers. a. The individual school will initiate plans to remediate skills not mastered. page 50 b. For area(s) which the student failed, the school will list unmastered objectives on the Improvement Plan(s). c. After this initial information is entered on the Improvement Plan(s) the plans will be attached to the Needs Identification Form. d. The Needs Identification Form and partially completed Improvement Plan will be placed in the permanent records of the student. 4. To provide a fast-paced. multicultural. technology assisted. language-based, individualized instruction program for educationally disadvantaged elementary students. 5. 6. To set academic performance/achievement timelines for each student in the program To actively involve parents in the development and implementation of the Academic Skills Improvement Plan for the student. l(thy\\LRSDl .PLN 29kalhy\\LRSDl.PLN 7. To provide ongoing assessments (formative and summative) to ensure student progress in meeting the expectations of the academic improvement plan. Secondary Program for Accelerated Learning (PAL): In addition to the goals outlined above, the secondary support programs including the Program for Accelerated Learning (PAL) has the following goals for the secondary level: 1. 2. 3. 4. 5. 6. 7. To provide transition/support, programs for students who need assistance in developing the competencies needed for functioning effectively in the regular English and math classrooms. To identify and provide placement of students who may need instructional support for functioning within the regular classroom setting. A profile of students will include the following: former placement level, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records, etc. To utilize the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on the assessed need(s). To provide a fast-paced, multicultural, inter-disciplinary, language-based, individualized instruction program for students placed in the program. To set performance/achievement timelines for each student in the program. To actively involve parents in the development and implementation of the skills improvement plans for the child. To provide ongoing assessments to ensure movement of students in meeting the expectations of the skills improvement plan. PAL/Academic Support Programs  Grades 7-12 1. 2. 3. To include a wide range of strategies and programs to assist students with basic communication skills of reading, writing, speaking, and listening. To provide learning and study skills as an integral program component. To include a diagnostic/prescriptive approach which will include direct instruction in the areas of word-attack, vocabulary, comprehension, and application of reading and study skills. 304. 5. 6. To involve the PAL and other academic support teachers in developing, implementing, and evaluating the Academic Skills Improvement Plan for all students assigned to their program. To cooperate with regular classroom or core area teachers to provide reinforcement and support for students. To adhere, as appropriate, to the goals and procedures outlined for PAL and other support program. The Little Rock School District is committed to: Evaluation (formative and summative) of the student based on the Academic Skills Improvement Plan. Parents are provided information during each grading period on the students progress in meeting the performance goals in the Academic Skills Improvement Plan. Monitoring and evaluating the program based on student improvement/achievement outcomes in accordance with District and other regulatory standards. An Evaluation Design and Checklist have been developed to provide program evaluation data. Page 52 LRSD will take the following steps to refine the implementation of the Program for Accelerated Learning (PAL) and Academic Support Programs. Reconvene the ad hoc committees: Junior High, High School and a steering committee with representatives from each committee. Review program goals, objectives, guidelines, and findings of reviews and audits of Board Committee. Recommend modifications for effective program implementation during 1988-89 with responses to needs of individual schools and program levels. Refine criteria/preferred qualities for teacher selection. Refine placement criteria (secondary level). Refine exit criteria (secondary level). Obtain recommendations for student placement in PAL and complete academic skills needs assessment. kaihy\\LRSDi.PLN 31Develop improvement plans for students who did not achieve mastery on the Arkansas Minimum Performance Test (grades three and six) and for eighth-grade \"at-risk\" students. Page 53 Implement Learning Lab curriculum guide and continue revision of program as needed. Develop list of suggested material and supplies that will address students specific skills deficiencies. Order needed materials and supplies. LRSD will take the following steps to design and implement effective staff development to ensure equity\nPlan and conduct inservice for Central Office staff. Plan and activities\nconduct inservice for teachers. Inservice should focus on the following Page 54 a. b. c. d. e. f. g- Ensure heterogeneous grouping in regular math and English classes Schedule math and English PAL teachers with simultaneous classes Review facilities criteria Review placement criteria for\n(1) (2) (3) Learning Lab Special Education Math/English PAL Classroom Review personnel selection criteria Select and order supplies and materials Provide training on administering TABE (pre/post) Test. Plan and conduct building-level inservice for entire faculty. Continue monthly inservice meetings (six per year) at IRC for elementary reading and math PAL teachers and elementary principals. Also include computer personnel when appropriate. Implement preschool inservice (five days) for secondary PAL teachers and address the following activities\nlcaihy\\LRSDl.PLN 32a. b. c. d. Obtain class rosters Gather student profiles Identify skill needs for each student Cluster students within classrooms and among PAL teachers according to need Paired teachers will develop instruction schedules (English/math) according to student needs and class periods. Alternatives may include: a. b. c. instruction on alternate days mini-class periods (25 minutes per period within each period) team teaching (by content area) Page 55 Plan individualized instruction based on each students assessed needs. A common plan may be used for students who have similar deficits. Instructional strategies should be outlined on profile sheet and/or attached on sheets as needed. This profile then becomes the plan. a. b. c. d. e. Identify appropriate materials/ resources Determine appropriate instructional strategies Determine method/means for student mastery evaluation(s) Begin to develop daily lesson plans that reflect the above procedures and information Identify strategies for simultaneous instruction Assist secondary PAL teachers with incorporating motivational strategies into the instructional program. Assist secondary reading teachers to become more involved in the PAL program by scheduling one day of inservice with the English and math ALP teachers. Page 56 LRSD will take the following steps to provide equity in program facilities: Develop criteria for facilities to address classroom: a. b. c. d. e. attractiveness lighting ventilation accessibility essential space klhy\\LRSDl.PLN 33Provide facilities criteria to building principals (refer to 2.2). Monitor adherence to facilities criteria. LRSD will take the following steps to employ appropriate personnel to implement an equitable and effective program: Identify regular substitutes for computer labs. Train computer lab substitutes. LRSD will take the following steps to provide ongoing program evaluation to ensure educational equity: Develop a PAL evaluation design after considering recommendations from the committee. Design evaluation instruments. Monitor PAL classrooms and evaluate PAL Program. page 57 To implement PAL Computer Program, LRSD will: Replace lab attendants as needed Redistribute computers based on enrollments Schedule initial update and review inservice and new staff training Conduct initial inservice Conduct new staff inservice Conduct and field test systems Develop schedule Select target students Input student names Conduct student orientation kaihyVLRSDl.PLN 34Complete computer basic skills placement notify Math/Reading Specialists of placement results Conduct individualized instructional assessment per schedule Provide reports, intervention modes and files Monitor students progress and change placement as appropriate on classroom teachers recommendation Process installment payments for hardware and software Monitor program Repair equipment as needed Input students \"pre\" data Input students \"post\" data Complete school \"Gain\" report Complete district \"Gain\" reports GIFTED EDUCATION From Desegregation Plan Pages 58-62 page 58 The criteria for placement into gifted and talented programs shall be above average intellectual ability and creative ability. To the extent that task commitment and/or motivation may be objectively determined, they too may be utilized as criteria for identification and placement. No one criterion shall be used if the result has a disparate impact upon either racial group within the District. Moreover, special attention shall be devoted to the identification and placement of black students and students from low and middle socio-economic levels. While the program models and the special needs and strengths of the gifted and talented program in each district differ, all three districts are committed to following the best practices in the field of gifted education in identification, curriculum, and program evaluation. kaihyVLRSDi.PLN 35In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the following areas: (I) curriculum, (2) staff development, and (3) research and administration whenever possible and/or feasible. page 59 In order to establish collaborative efforts for research, administration and operation of gifted programs, LRSD will: Share research and/or findings in the operation and/or administration of gifted programs. Establish a schedule of regular meetings of the tri-district gifted supervisors. Establish a procedure to inform and/or involve other administrative personnel and/or staff of research and/or innovative procedures. NOVEMBER, 1992 Investigate the feasibility of initiating a tri-district effort to establish a model program to identify and educate socio-economically disadvantaged gifted children. Participate in Project Promise through the University of Arkansas at Little Rock (one junior high school in initial group). DECEMBER, 1992 page 60 In order to collaborate staff development efforts in gifted education, LRSD will: Share the cost of outside consultants to the gifted programs whenever feasible and possible if funds are available. Require supervisors to meet with PCSSD and NLRSD counterparts to discuss individual program needs and to determine if consultants can be shared. Plan and implement tri-district inservices conducted by the tri-district staff on identification, curriculum, and program evaluation if funds are available. Require supervisors to meet to plan tri-district inservices and tri-district inservices are held. kalhyXLRSDl.PLN 36page 61 Introduce, explain and train all teachers/ facilitators, specialists in the tri-district gifted programs on the use and implementation of the existing tri-districts gifted scope/sequence instrument. Conduct gifted staff meetings in each district each fall for teachers/facilitators new to the program. Refine and to complete the Scope and Sequence Instrument. Appoint a tri-district curriculum committee to refine and to complete the document. page 62 Implement all objectives relating to the LRSD refinement/restructuring implementation plan in terms of identification, curriculum and staff development. To implement all strategies/activities delineated in the refinement/ restructuring plan in accordance to their objectives. FALL, 1992 I MULTICULTURAL CURRICULUM From Desegregation Plan Pages 63-80 page 63 1. The multicultural approach will be integrated into the subject areas and courses 2. A multicultural focus will permeate the total school environment: materials, libraries, assemblies, textbooks, bulletin boards and other displays, holiday observances and extracurricular activities. 3. Students will be provided opportunities to develop better self-esteem. 4. Multicultural curriculum and a multicultural approach to education will be in place in each school. 5. Students will have opportunities to examine the artistic, musical, scientific, literary, social and political accomplishments of many ethnic groups. kihy\\LRSDl.PLN 37 The Little Rock School District shall use its Office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to, the following:  instructional methodology appropriate for a diverse population teacher/student interaction behaviors quality multicultural materials and supplies seek textbooks free of race, ethnic and gender bias organization for instruction (within schools and within classrooms and in classroom seat assignments) special activities development of objective and non-discriminatory criteria for student placement in enriched/honors and advanced placement classes page 64 inservice training staffing The Office shall integrate human relations activities for the individual classroom into the curriculum by promoting:  the use of multicultural textbooks and instructional materials. role-playing and group projects, discussions of race relations and ethnicity as they relate to the classroom, the school and the society. A speakers bureau will be developed to promote a better understanding of multicultural education in the schools and throughout the community. kaihyXLRSDl.PLN 38II. Areas of Collaboration LRSD will work cooperatively with the other districts in examining, developing and implementing a multicultural curriculum, will retain its own general curriculum approach, but will join the other districts in the following areas of collaboration: A. Annual Multicultural Materials Fair. The need for the review and purchase of books, materials, posters and other multicultural instructional aids will be ongoing. cooperatively planned and implemented to meet this need. Annual Fairs will be B. Inservice Training: Training for staff on the appropriate selection and use of multicultural resources will be an integral part of the tri-district staff development model and will be provided through a variety of strategies/activities. C. Access to Higher Education Training Opportunities: The three districts will cooperatively access information on courses/seminars related to multicultural curriculum development and ethnic studies in higher education institutions in Arkansas. This information will be shared with staff members in the schools, and strategies will be developed to motivate teachers to take the identified courses. page 65 III. 1. Expected Outcomes By September 30, 1989, the curriculum for pre-school through grade 6 will 2. reflect a multicultural approach. By September 30, 1993, the curriculum for grades 7-12 will reflect multicultural approach. a 3. By September 30, 1991, a curriculum review/revision cycle will be established. IV. Evaluation and Monitoring Each building principal is responsible to ensure that the multicultural curriculum permeates the school environment as required by this Plan. A section on multicultural curriculum will be added to the LRSD monitoring checklist. page 66 1. With the objective to provide teacher learning opportunities through formal course training, LRSD will: kaihy\\LRSDI.PLN 39Contact local colleges and universities to obtain information on proposed course offerings related to ethnic studies for the summer and fall, 1991. Receive and advertise course offerings to all certified staff, including opportunities for tuition reimbursement and/or salary credit. Identify participants in summer and fall courses. 2. With the objective to develop a district-wide multicultural audiovisual resource catalogue, LRSD will: Review and catalogue present audiovisual materials related to multicultural curriculum. Purchase additional audiovisual materials from the 1988-89 budget. Identify and catalogue other resources for multicultural audiovisual materials, i.e., AR Dept of Education, LR Public Library, AR Library Commission. Revise, print and distribute multicultural audiovisual resource catalogue for the LRSD. Place initial supplemental order for multicultural audiovisual materials from the 1989-90 budget. page 67 3. With the objective to plan and implement the Instructional Materials Fair (Multicultural), LRSD will: Involve a team of parents, community resources, and teachers in detailed planning for the Fair-specific dates, time, place and format-to be held as a component of 1988-89 preschool conference. Identify national and local vendors of multicultural instructional materials. Establish pre-school conference dates and extend invitation to vendors. Confirm Fair participants. Acquaint principals and central office staff with plans and Fair relationship to desegregation efforts. Conduct media campaign for Fair to staff and parents. Host tri-district \"Instructional Materials Fair\". kaihyXLRSDI.PLN 40page 68 4. With the objective to develop criteria for textbook review and adoption, LRSD will: Revise Board policy for textbook adoption. Identify an ad hoc committee to review criteria presently being used in LRSD and other districts for textbook adoptions (10 members). Conduct staff development training on avoiding sex and race bias and stereotyping in textbooks. Submit revised policy and criteria to the Board of Directors for first reading. Adopt policy on textbooks. Utilize a local consultant to train staff on \"Avoiding Sex and Race Stereotyping in Textbooks.\" Select and recommend to Board for adoption of textbooks (elementary and secondary) based on criteria for adoption. page 69 5. With the objective to develop and implement a multicultural curriculum for prekindergarten through grade 6, LRSD will: Plan and host at least three (3) public meetings to receive suggestions from patrons on areas to be included in a multicultural curriculum. Identify and retain the services of a national expert in multicultural curriculum development (lead consultant for two (2) year contract). In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the year, including a checklist for task completion. Develop expectations for members participating on multicultural curriculum committee. Identify curriculum committee members and contract for services: 8 - Health/Science 5 - Music kaihyVLRSDl.PLN 4114 - Reading/Language Arts 3 - Art 4 - Social Studies 4 - Libraries 38 Obtain multicultural curriculum units from models used in other cities. page 70 Develop expectations for use of local resource consultant in multicultural curriculum development. Secure the services of six (6) local resource consultants to serve on the district-wide curriculum development committee. Conduct inservice session on \"Methods for Developing Multicultural Teaching Strategies\" to include (a) understanding the rationale, trends, and goals multicultural curriculum, (b) developing a conceptual framework for multicultural curriculum, and (c) establishing procedures for developing a multicultural curriculum. Conduct task completion monitoring as identified in timeline. Operationalize the curriculum development timeline (monthly meetings with specific dates developed in cooperation with committee members). Review and edit the comprehensive guides in each content area at each grade level. Type and print all guides. page 71 Conduct inservice for all elementary principals and teachers. Involve principals and teachers in ordering multicultural materials from local building budgets: a. b. Make available materials catalogues to building level principals. Order and acquire materials based on curriculum to be taught. Extend inservice through scheduled district level regular elementary cluster meetings (reading, language arts, social studies, science, art, and music). kaihyXLRSDl.PLN 42Host three (3) education meetings for parents of elementary children to provide an overview of the comprehensive multicultural curriculum. page 72 6. With the objective to develop and implement a multicultural curriculum for grades 7-12, LRSD will: Verify second year contract of national expert in multicultural curriculum. In cooperation with the lead consultant, the Division of Educational Programs will issue a detailed curriculum development timeline for the 1989-90 school year, including a checklist for last completion. Plan and hold at least three (3) public meetings to receive suggestions from patrons in areas of multi-curriculum and programming. Develop expectations for member participation on multicultural curriculum committee. Identify secondary curriculum committee members and contract for services: 4 Reading 4 Librarians 4 Math 4 Science 12 English 12 Social Studies 4 Music 4 Art Phase in Multicultural and learning (social studies, music, and art). page 73 Obtain multicultural curriculum units from models used in other districts. Develop expectations for use of local resource consultants in multicultural curriculum development. Identify secondary social studies, music, and art committee: 1991: 19 teachers: 7 social studies 6 music 6 art lathy\\LRSDl .PLN 431992: 11 teachers: 3 social studies 1993: 11 teachers: 4 music 4 art 3 social studies 4 music 4 art Secure the services of eight (8) local resource consultants to serve on the district-wide curriculum development committee. Conduct inservice session or \"Methods for Developing Multicultural Learning Strategies\" to include (a) understanding the rationale, trends, and goals of multicultural curriculum and (b) establishing procedures for developing a multicultural curriculum. page 74 Conduct last completion monitoring as identified in timeline. Operationalize the curriculum development timeline (monthly) meetings with specific dates developed in cooperation with committee members. Review and edit the comprehensive guide for each content area at each grade level (social studies, music, and art). Type and print all guides for social studies, music, and art. Conduct inservice for all secondary administrators and teachers. Involve principals and teachers in ordering multicultural materials from local building budgets: (a) (b) Make available materials catalogues to building level principals Order and acquire materials based on curriculum to be taught Monitor the use of curriculum guides. page 75 Extend inservice through scheduled district level regular council meetings (reading, English, social studies, science, art, and music for the secondary level). Host three (3) education meetings for parents of secondary children to provide an overview of the comprehensive multicultural curriculum. kslhyXLRSDl.PLN 44page 76 The goal of LRSD is to cooperate with the other districts in efforts to promote multicultural activities and curriculum development by working towards the following objectives: 1. With the objective to provide staff development in the area of multicultural education, LRSD will\nJointly negotiate for consultants to provide inservice for the districts. 2. With the objective to provide access to and information about multicultural materials to teachers, parents, community, LRSD will: Share responsibility for Multicultural Materials Fair to be held annually. 3. With the objective to provide information to staff members on the availability of graduate coursework in multicultural education, LRSD will: Write letters to institutions of higher education in the area concerning the need for such courses. Promote such courses to the staffs of each school district 4. With the objective to investigate the possibility of cooperating on strategies to acquaint staff and communities with multicultural education, LRSD will: Meet to discuss possibilities of seminars, symposiums, or other activities to promote multicultural education among the districts. page 77 LRSDs goal is to ensure educational equity in the elementary and secondary curriculum/program areas by working towards the following objectives: 1. With the objective to enhance educational equity in instructional methodology and teacher/student interaction, LRSD will\nResearch and share effective instructional strategies at regularly scheduled council and program area meetings. Purchase science supplies for teachers to facilitate the hands-on science approach. toihyVLRSDl.PLN 45Purchase math manipulatives for teachers to facilitate hands-on math instruction. Purchase sets of trade books for teachers to facilitate the emphasis on literature and the wholeness of language approach. Provide inservice for using materials identified above. Identify needs of teachers for improved delivery of instruction using student data, principal recommendation, school improvement plans, and teacher questionnaires as the basis for decision making. (Resource: LRSD Resource Staff Development Guide). Submit the inservice needs to the Staff Development Department. page 78 Schedule teachers as identified for the appropriate inservice. Monitor the teachers use of effective instructional and classroom management strategies. 2. With the objective to incorporate multicultural materials into the instructional programs. LRSD will\nReview and assess appropriate multicultural materials. Identify and suggest multicultural material to be purchased at local school level by content and grade. Schedule workshops on use of materials (where appropriate). Monitor the use of appropriate multicultural materials. 3. With the objective to implement organizational practices that will enhance educational equity, LRSD will: Provide teachers with training for effective in-class grouping. Monitor implementation of strategies through classroom visitations and feedback in follow-up workshops. Review placement criteria for enriched/honors and advanced placement classes. Provide support to principals in monitoring the distribution of students in higher level courses to assess gender and race equity. kalhyVLRSDl.PLN 46page 79 4. With the objective to ensure increased educational equity through inservice training, LRSD will: Perform the activities outlined in objective 1 above. 5. With the objective to ensure equity in the selection and use of textbooks, LRSD will: Inventory and assess current textbooks for multicultural presence. Identify the deficiencies existing in current textbooks. Select and purchase resource materials to replace or supplement areas of deficiency. Provide training for use of supplemental materials. Monitor teacher implementation of the use of multicultural texts/materials in the curricula. Develop a checklist for selection of new textbooks during the adoption cycle to facilitate the selection of a text that is free of gender, race, and ethnic stereotypes. 6. With the objective to achieve equity in the implementation of special activities, LRSD will: Ensure that student participation in special events is multicultural and that the quality of participation is equitable. page 80 Develop guides for each course area that are multicultural in content and that facilitate equity in methodology. Monitor the use of the curriculum guide. 7. With the objective to ensure the maintenance of challenging and relevant course offerings, LRSD will: Review research and recommended practices for each content/program area. Assess the LRSD course content to identify needs for changes. lalhyXLRSDl .PLN 47Submit recommendation and rationale for any new courses to the Assoc Supt for Ed Prog. Develop curriculum guides for approved courses. Provide inservice for staff on implementation of courses. Conduct workshops to appropriate staff on new course offerings. Monitor implementation of the courses, including equity in assignment of students. Review placement criteria for enriched/honors and advanced placement courses. Monitor enrollment in courses to ensure equity in assignment/participation of students. FOCUSED ACTIVITY page 81 From Desegregation Plan Pages 81-85 Each area school shall have a fundamentally sound and strong basic education program. Each area school shall also have the option of developing focused activities (which may center around a theme) after appropriate community and parental involvement. All focused activities must promote the desegregation objectives ordered by the court. The elementary area schools (non-incentive and non-interdistrict) will receive an annual allocation for implementing the focused activities for the school year. The purpose of the focused activities shall be threefold: (1) to promote the school as a \"community of learning\" among parents, staff and students\n(2) to provide enrichment opportunities at the building level\n(3) to ensure equitable opportunities for participation in the elementary area schools. I. Areas of Collaboration The Little Rock School District and the Pulaski County Special School District agree that the implementation of focused activities (LRSD) and specialty programs (PCSSD) in the districts elementary schools could be a collaborative effort (1) in enriching each districts elementary curriculum and (2) in achieving greater racial balance through voluntary interdistrict and intradistrict, transfers. LRSD plans to implement only focused activities kaihy\\LRSDl.PLN 48in all of its elementary area schools. LRSD accepts that only magnet, incentive and interdistrict schools in Little Rock School District will have specialty themes and LRSD agrees to develop procedures in cooperation with PCSSD to prevent unnecessary duplication of specialty themes within the two districts. LRSD will, in collaboration with PCSSD, publicize the specialty programs and encourage majority to minority transfers between the two districts. Once a final decision is made regarding the implementation of specialty programs, additional areas of collaboration between PCSSD and LRSD will be explored. LRSD agrees to address any possible areas of collaboration with NLRSD, should it decide to implement specialty programs. II. Overview The Little Rock School District will establish an Academic Progress Incentive Grant Program, the goals of which will be to (1) improve the education of all students and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. page 82 III. Expected Outcomes The following goals will be achieved by the Little Rock School District:  Each non-magnet and non-incentive elementary school will provide focused activities for the total school population including attention to gender, race and socio-economic issues.  Each school will be recognized as a community of learning in which all students, staff members, and parents are totally involved and supportive.  The focused activities of each non-magnet and non-incentive elementary school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities.  All elementary area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities.  All elementary area schools will be viewed by the Community as providing equitable and excellent educational programs. kaihyVLRSDl.PLN 49Academic Progress Incentive Grants In response to a request for proposals (RFP), the teachers, building administrators, and patrons of individual area schools will develop non-competitive proposals outlining specific plans for increasing achievement and decreasing disparity. A grant-writing inservice will be offered by the District. Each area school will be able to apply for a total of $75,000 over a three-year period. This amount will be issued to the schools in increments of $25,000 each year, and the carryover of funds will be permitted. The continuation of the Academic Progress Incentive Grant Program will be reviewed at the end of the 1992-93 school year. The focused activities of each area school will be integrated into the core curriculum or reflected in the schools environment and day-to-day activities. The academic performance of area school students will indicate achievement gained partially as a result of enrichment experiences provided by the core program and enrichment activities. Area school students will participate in ongoing, meaningful enrichment activities that complement and extend the core curricular activities. All area schools will be viewed by the community as providing equitable and excellent educational programs. page 83 Allowable Activities Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disparities in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria A panel will review all applications according to the following: 1. A detailed and well-planned proposal kalhy\\LRSDl.Pl.N 502. 3. 4. 5. 6. 7. 8. 9. 10. Appropriate goals and objectives Well-documented need Innovativeness Potential for replicability Realistic budget Quality of evaluation Ability to continue after grant period ends Documentation of teacher, administrator, and patron involvement during proposal development Use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. IV. Evaluation and Monitoring A. Formative Evaluation Prior to the beginning of each school year, the principal of each elementary area school will appoint from his or her staff an activities coordinator and a school steering committee. This committee will develop an activities action plan for the school year, detailing grade level activities, school-wide activities, field trips, resource speakers, and needed materials, supplies and equipment. From this action plan a checklist will be developed by the activities coordinator. This checklist will be used by the activities coordinator, the principal, and the school committee to monitor the program throughout the school year. The checklist will also be used to assist the activities coordinator in preparing a report each semester to be submitted to the assistant superintendent who will review the reports and identify areas that need to be addressed to expand or revise the activities at each school. page 84 B. Summative Assessment At the end of each school year, the activities coordinator will include focused activities in a district-wide report. This report will focus on the following items: 1. the degree to which each focused activities have been interrelated with the core curriculum\nkalhy\\LRS01.PLN 2. 3. the number of enrichment activities that broadened the students experience base\nthe amount of parental involvement\n514. academic achievement as reflected on standardized tests and yearly grade reports\n5. the racial and socio-economic composition of the student population in each elementary area school\n6. the number of voluntary majority to minority transfers\n7. the type and amount of enrichment materials/supplies/equipment purchased by each elementary area school through the focused activities budget\n8. the type and number of staff-development activities at each elementary school. page 85 1. With the objective to provide means for local area schools to (1) improve the education of all students, and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups, LRSD will: Develop continuation proposal and progress report format. Distribute continuation proposal to schools. Conduct grant writing inservice. Area schools submit continuation grants to review committee. Make grant awards. Schools submit progress reports. page 86 PARKVIEW SCIENCE MAGNET SCHOOL From Desegregation Plan Pages 86-92 Parkview Science Magnet School has the following goals: 1. To provide a science curriculum that exceeds the regular science program in depth and breadth. 2. To increase student understanding in the science content that is prerequisite to a pre-professional or technical course of study in medicine or health. 3. To increase student acquisition of laboratory skills and techniques in science. kaihy\\LRSDl.PLN 524. 5. To develop skills in information acquisition, processing, statistical analysis, and technical writing. To provide opportunities for students to interact with health-science professionals through field trips to the health-science site, guest presentations at the school site, and student shadowing of the health-science professionals. III. Program Design The Science Magnet Program will combine the Districts high tech specialty science courses with a magnet curriculum that will prepare students for an undergraduate preprofessional or technical major in the area of medicine and health. The magnet program will serve to strengthen the students knowledge and skills in microbiology, organic chemistry and other critical areas. page 87 A. Organizational Structure/Operations time. Parkview Science Magnet School will be phased in over a three-year period of One grade level, starting with tenth grade will be added each year. The Science Magnet School will utilize the administrative team and teaching staff that already serve the Fine Arts Magnet School. Additional staff requests will be based upon enrollment. The Parkview Science Magnet School will work cooperatively with the University of Arkansas at Little Rock College of Sciences and the University of Arkansas for Medical Sciences to provide unique experiences for students. Parkview Science Magnet School staff will meet annually with personnel representing the College of Sciences at UALR and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. B. Curriculum Design/Course Offerings LRSD will employ the curriculum design that offer the courses as set out on pages 87-88 of the Desegregation Plan. bi(hyU.RSDI.PLN 53page 90 Staff Development The instructional staff will participate in curriculum development and staff development activities during the summer of 1989. Throughout the school year, inservice programs will be conducted to provide the staff with subject specific content and skills and also general instructional strategies and skills that will facilitate the delivery of the science curriculum. Consultants from UALR and UAMS will be used to assist with staff development. Parent Involvement Parents and participating students will sign a contract assuring understanding of the rules of the school and participation in the program. Parents will be expected to attend a limited number of designated PTA meetings and other special events. IV. Evaluation The evaluation plan includes (1) regular site visits by a monitoring team from the Districts Planning, Research and Evaluation Department\n(2) a teacher questionnaire\n(3) a student questionnaire\n(4) a parent questionnaire\n(5) an administrator questionnaire\n(6) a review of pertinent documents such as academic records, behavioral records, and records of field trips, guest speakers, science fairs, and \"shadowing\" experiences. Information is gathered, reviewed, analyzed and assessed throughout the school year. A summative evaluation report will be presented annually to the Board of Directors and district administration. Parkview Science/Mathematics Magnet School will offer the science curriculum Described at Pages 91-92 of the Desegregation Plan. biihyVLRSDl.PLN 54McClellan community school From Desegregation Plan Pages 93-94 page 93 LRSD will implement a \"Community School\" them at McClellan High School. page 94 The McClellan Community School Biracial Committee will carefully follow its planning model, allowing for community input throughout the entire process so that whatever changes are proposed for McClellan will fully reflect the communitys needs and wishes. The committee will regularly report their progress and recommendation to the Little Rock School District, the Office of Desegregation Monitoring, and the school community. page 95 RECRUITMENT OF PRIVATE SCHOOL STUDENTS From Desegregation Plan Page 95 Active recruitment of private school students to the Little Rock School District will be handled, in large part, by the PTAs in individual schools. The Parent Recruiters will share and network recruitment strategies with each PTA. These strategies will focus on (1) the determination of those private school families who live within a specific schools attendance zone and (2) the recruitment of these students. The PTAs will be asked to contact these students families and provide opportunities to inform them about the attendance zone school. The Parent Recruiters (and VIPS office) will provide direct assistance to those PTAs which have limited parental support and manpower. The Parent Recruiters will meet bimonthly with the PTA Council and/or various PTA representatives to monitor recruitment activities. In an effort to contact those students who exited the Little Rock School District during implementation of the controlled choice assignment plan, the Parent Recruiters will obtain and forward to each school, computer printouts of students on the data base who are not presently enrolled in a district school. The PTAs will contact these students families and encourage them to reconsider their public school options. toihy\\LRSDl.PLN 55The Parent Recruiters will continue to foster a working relationship with area realtors in order to access those families with school-age children who are relocating to the Little Rock area and to provide an explanation of LRSD programs in conjunction with building tours. The District will assess the effectiveness of recruitment strategies on an annual basis and share and discuss the assessment with the parties before seeking court approval of alternative strategies. page 96 FEDERAL PROGRAMS From Desegregation Plan Pages 96-97 1. Overview LRSD will work with State Department of Education to obtain additional federal funds by submitting joint proposals to the U.S. Department of Education and other funding sources. LRSD will identify and apply for federal funds that can be used to enhance desegregation. page 97 1. With the objective to submit applications to the U.S. Department of Education for the funding of: a. b. c. d. e. f. g- h. i. j. k. 1. Even Start Program School Dropouts and Secondary School Basic Skills Program Fund for the Improvement and Reforms of Schools and Teaching (First) Programs Math-Science Education Program Foreign Language Programs Gifted and Talented Programs Workplace Literacy Program English Literacy Program Magnet School Programs Drug Education Program Comprehensive Childcare Program Star Schools Program LRSD will\nBe placed on mailing list in order to receive grant application. Form grant-development committee made up of staff from both the department and the district. kalhy\\LRSDl.PLN 56Have an appropriate number of grant-writing sessions in order to develop the grant proposal. Conclude that the grant is ready for submission and is fundable. Provide to the School Board for its approval. Submit to the U.S. Department of Education. page 98 VOCATIONAL EDUCATION From Desegregation Plan Pages 98-105 1. Overview The LRSD shall provide a comprehensive, fully desegregated vocational program to all students. The staff shall be fully desegregated at all levels. Extensive publicity and counseling, where necessary, shall be provided to ensure the appropriate exercise of student vocational school choice. IL Areas of Collaboration Little Rock School District administrators of vocational and technical education will cooperate with the other districts to provide intensive public relations and recruiting activities to increase awareness of the vocational and technical training opportunities available to minority students, particularly at Metropolitan Area Vocational Center. LRSD vocational education administrators will meet with their counterparts at the other districts at least once monthly to review proposed and ongoing vocational and technical education programs in each district to identify areas in which interdistrict cooperation and collaboration will enhance equity, and to establish ways and means by which this may take place. The vocational education administrators will serve as ex-officio members of each others advisory councils. III. Expected Outcomes Outcomes expected by school year 1995-96 for the five goals listed are: a. All vocational teachers will have received training in Adapting Instructional Strategies to Dominant Styles, Teacher Expectations and Student Achievement (TESA), Program for Effective Teaching (PET) and Classroom Management. b. Minority representation among the vocational and technical education instructional staff will reflect equitable racial representation in all employee groups. kathy\\LRSDl,PLN 57c. Recruiting activities and awareness sessions will be on-going with the goal of every professional staff member and student in the Little Rock School District, Pulaski County Special School District, and North Little Rock School District will know about the availability of vocational and technical course offerings at secondary schools and at Metropolitan Area Vocational Center. d. School-wide special activities to reinforce human relations will be planned and conducted on a regular basis at Metropolitan Area Vocational Center. e. Courses, equipment and instructional methodology will reflect current and projected technology to the greatest extent possible. page 100 The goal of LRSD is to improve instructional methodology to ensure educational equity in the vocational education curriculum, by working towards the following objectives: 1. With the objective to enhance educational equity in instructional methodology and teacher/student interaction, LRSD will: Provide staff development opportunities for vocational teachers in learning styles and adapting instructional strategies to dominant styles. Identify teachers who have not completed cycles in PET, TESA, and Classroom Management and schedule them into district inservice cycles. Identify and disseminate to teachers information on teaching trends and techniques which impact equity in the curriculum. Address opportunities for further enhancement of educational equity in vocational education. Monitor all the above strategies/ activities as well as daily performance in the classroom. page 101 LRSDs goal is to increase minority staff representation in Vocational Education by working towards the following objectives: 1. With the objective to identify potential sources help, LRSD will: Contact Department of Education for assistance. Meet with Advisory Council/Committees to make them aware of problem and enlist their help. Identify and contact other sources of help in identifying and recruiting minority vocational instructors. kaihy\\LRSDI.PLN 58Maintain contact with teacher training institutions concerning minority instructors. 2. With the objective to develop and maintain a listing of potential sources and recruits for vocational education openings, LRSD will: Actively solicit names of potential recruits. Actively identify and develop potential sources for recruits. 3. With the objective to increase minority staff representation in Vocational Education, LRSD will: Give preference to minority applicants with equal qualifications. Actively recruit minority applicants. page 102 The goal of LRSD is to hold awareness sessions at Little Rocks high schools and at other appropriate locations to publicize training opportunities available to minority youth in area high school and at Metropolitan Area Vocation Center, by working towards the following objectives: 1. With the objective to plan presentations and materials needed, the LRSD will: Conduct surveys as needed to determine how students learned about vocational education offerings and about Metropolitan Vocational Center. Plan appropriate presentations. Obtain or produce needed audio/visual aids. 2. With the objective to arrange and conduct meetings, the LRSD will: Make arrangements and conduct meetings (counselors, students, staff). page 103 LRSDs goal is to have more schoolwide special activities to reinforce human relations at Metropolitan Area Vocational Center, by working towards the following objectives: 1. With the objective to plan and conduct more schoolwide human relations activities, LRSD will: Form a committee to plan schoolwide activities consisting of the Curriculum Specialist, Assistant Director of Vocational Education, one minority instructor, and one non-minority kaihyM.RSDI.PLN 59instructor. Two minority students should also be appointed, one from morning classes and one from the afternoon classes. The Assistant Director of Vocational Education will call the committee together by September 30 to gather ideas pertaining to proposed activities. Within two weeks, the committee will again be called together to finalize the activities planned for the year. Plans will be coordinated with any similar plans by other participating schools and/or the LRSD, which may also be included at the Area Center. At least one such activity will be planned and conducted each semester. page 104 LRSDs goal is to upgrade courses, equipment and instructional methodology to reflect current and projected technology for job-market needs, by working towards the following objectives: 1. With the objective to increase awareness of current and projected job-market needs, LRSD will: Attend conferences, workshops and meetings where needs are made known. Research needs through professional journals, articles, and other means. Identify and enlist aid of consultants. Work with Advisory Council committees and other groups to glean ideas and enlist aid. Coordinate activities with other surrounding school districts. 2. With the objective to plan needed changes, the LRSD will: Form committees of teachers, administrators, and advisory groups to formulate plans and curriculum. Determine resources as needed for identified. Prioritized courses and plans. page 105 3. With the objective to apply for funding, the LRSD will: Identify sources of funding. Prepare and submit applications and/or proposals. lathy\\LRSDl.PLN 604. With the objective to indicate programs/courses, the LRSD will: Prepare facilities. Hire staff. Obtain equipment, supplies and materials. page 106 LIBRARY MEDIA SERVICES From Desegregation Plan Pages 106-110 1. Overview Library/media services will be designed to provide for extension and enrichment of basic skills and will also accommodate the varied learning  styles of students in different instructional groups. Students will have opportunities to work and learn in the library/media center under the direction of a trained teacher-librarian. The Districts plan is to offer a library/media program to serve learners with diverse needs, backgrounds and abilities through a comprehensive program designed to better support District goals and student needs with regard to learning styles, relevance of instruction, support of multicultural school curriculum, and the application of learning to real-life situations. II. Areas of Collaboration LRSD will continue cooperating with the other districts in areas such as the multicultural fair and the recruitment of minority staff members to library programs. The three districts also plan to expand their collaboration in the area of staff inservice training and tri-district communication. The Little Rock and Pulaski County School Districts will share in the utilization of the local cable educational access channel (#19) if funded by a federal Star Grant. III. Expected Outcomes The Little Rock School Districts library/media program will fulfill its potential as an essential contributor to the Districts successful desegregation plan. Upon implementation of the elementary program a review of the secondary program will commence with special attention being given to meeting the interests and needs of the Districts diverse population. kalhyU-RSDi.PLN 61IV. Evaluation and Monitoring The summative evaluation will involve a pre- and post-survey instrument for a comparison between the classroom teacher responses from the survey done in 1988 and from a follow-up survey to be conducted in 1993. The goals will be as follows: (1) Three-fifths instead of 1/4 of the teachers will consider themselves frequent users of the school library. page 107 (2) Students will have access at the point of need. (3) Only 1 of 10 students instead of 4 out of 10 will indicate that they seldom or never go to the library to use the library/media center materials for a class assignment. (4) Only 1/5 instead of 1/2 of the teachers will report that they rarely or never planned learning activities involving library media activities or skill instruction. (5) Major barriers or constraints noted in the spring 1988 survey will not repeat as major stumbling blocks to the program. Access to the Library Media Center 1. Increased student visits to the library media center on a daily and weekly basis will be evidenced through documentation. 2. Increase will be evidenced by the volume of books checked out by categories: fiction and Dewey categories. 3. The number of students who visit the library for independent research will be documented to indicate an increase in usage, and the quality of research conducted by students will be improved. 4. The number of classes/groups scheduled and supervised by the classroom teacher will be documented. Planning With Teachers 1. Library media specialists will plan with classroom teachers for materials needed for classroom units. 2. Library media specialists will plan with building staff for at least one school-wide reading motivation activity each year. kaihyVLRSDi.PLN 623. Library media specialists will plan with classroom teachers for library instruction to be correlated to classroom instruction. Instruction by Library Media Specialist 1. 2. Library media specialists will instruct students in literary skills and reference/study skills. Library media specialists will provide inservice training to building-level staff in the use of materials and equipment. page 108 Achievement An increase in test scores for reference/study skills will be evident utilizing norm- and criterion-referenced tests. Materials 1. Library media specialists will annually evaluate the collection for adequacy of multicultural materials and will continually evaluate new materials to be considered for purchase. 2. Recommendations for multicultural materials will be shared with all principals and librarians and recommended for core purchase for all schools. The 1991-92 school year will be used to establish baseline data for determining progress. page 109 LRSDs goal is to provide each student with library/media services in accordance with the essential role outline in the districts Desegregation Plan, by working toward the following objectives: 1. With the objective to implement the districts proposed new elementary library/media program, LRSD will: Hire consultant, coordinator and clerical help. Review recommendations/Outline new program. Identify equipment and materials necessary for the new library/media program and determine the necessary equipment to ensure each district student equity of access in standard instructional offerings. Order equipment and materials necessary including AV software. kalhyVLRSDI.PLN 63Prepare a tentative supplemental list of new AV film/videos, etc. and distribute. Develop procedures, guidelines, policy statements and curriculum guide. Conduct inservice and curriculum development classes for librarians, principals, teachers. Process new materials including cataloging. Receive requests for AV materials for fall semester 1989. Schedule films\\videos as possible. page 110 Hire full-time librarians and full-time clerks for each elementary school as needed. Develop a maintenance proposal which assures prompt and efficient repair of all AV equipment independent of the time of year. Notify teachers via librarians of the fall schedule (films/videos). Supply films/videos per schedule. Develop a seven to ten year AV equipment purchase plan based on accepted life spans for equipment and equity considerations. The goal is to devise a plan which will provide the district with consistent line item cost each year to simplify budgetary planning and prevent the necessity for large one-time expenditures as is now required. Order supplies and printing. Conduct inservice for librarians and library clerks. page 111 SPECIAL EDUCATION From Desegregation Plan Pages 111-123 1. Overview The Little Rock School District must employ strategies that will, over a five-year period, reduce the number of minority students enrolled in special education. LRSD will explore and/or expand areas of collaboration among the districts include: page 112 A. Programs for low-incidence handicapping conditions kaihyiLRSDI.PLN 641. 2. 3. 4. Visually Impaired Hearing Impaired Multi-Handicapped Seriously Emotionally Disturbed B. Staff Development 1. Central Office Staff 2. Principals/Other School Staff 3. Teachers C. Tri-district Assessment Committee 1. Establish consistent screening process 2. Establish evaluation instruments to be used 3. Establish consistent eligibility criteria for Mental Retardation (MR) and Specific Learning Disability (SLD) D. Establish process and coordination in area of recruitment of minority teachers and support staff. E. Establish tri-district system (forms and format) for documenting due process procedures. The directors will hold monthly scheduled meetings to address areas of concerns, share pertinent information, explore more areas of collaboration, and provide technical assistance where appropriate. The directors will also look for activities that will foster cooperation and sharing such as writing grants to secure funding for innovative programs. III. Expected Outcomes The proposed plan will require a minimum of five years to implement. Activities that were identified for implementation during the 1989-90 school year will be ongoing at least through the 1994-95 school year. The Little Rock School District will employ strategies to achieve the following goals by the end of the 1994-95 school year: 1. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Mentally Retarded will be reduced by 20 percent. 2. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Specific Learning Disabled will be reduced by 10 percent. 3. By the end of the 1994-95 school year the number of minority students categorized and receiving services as Speech Impaired will be reduced by 20 percent. kaihyVLRSDl.PLN 65page 113 4. By the end of 1994-95 school year all staff members involved in the referral process will demonstrate understanding of all aspects of the referral/placement process as outlined in local, state, and federal legislation. 5. By the end of the 1994-95 school year a minimum of 90 percent of the staff will select appropriate assessment instruments/procedures, goals/objectives, methods, materials/supplies/equipment related to effective diagnosis and programming of handicapped students. 6. By the end of the 1991-92 school year monitoring systems will be in place to ensure the storage/retrieval of pertinent data needed to facilitate a longitudinal study to determine placement procedures practices and the effectiveness of special education programs provided to District students. 7. The District employment of minority special education staff will reflect, at a minimum, the ratio as allowed under applicable law. 8. A minimum of 80 percent of the Districts staff will utilize strategies derived from the Districts staff development program that will assist black males in improving academic and social skills. Evaluation will be an ongoing process and will be both formative and summative, and will assess the factors noted at page 113 of the Desegregation Plan. Central office staff, principals, and teaching staff will be involved in the process. The director of the Division of Exceptional Children will have the responsibility of ensuring the initiation and completion of the process. page 114 LRSDs goal is to ensure equity in representation of black males in special education through comprehensive staff development, by working towards the following objectives: 1. With the objective to provide inservice that focuses on teacher behavior toward a disproportion of minority students especially black males in special education, LRSD will: Develop training center for regular teachers experiencing problems in understanding and teaching black males and other minority students. Identify teachers with high referral rates of black males to special education. Schedule inservice. Arrange substitutes for regular teachers. lathy \\LRSDl.PLN 66Provide inservice that focuses on: a. Behavior modification for teacher behavior. b. Provide opportunities for teachers to know, accept and utilize information regarding learning styles, language/dialect, student ways of reacting/behaving, and value systems. Apply skills at center with students. Return to school. Monitor teacher effectiveness. page 115 2. With the objective to provide intensive interdisciplinary interventions for: a. Students whose social and emotional behavior make it difficult to advance academically. b. Students who show slow patterns of development which may produce erroneous test scores, LRSD will: Apply appropriate pre-referral interventions. Provide training: Curriculum based assessment: Linking assessment to classroom strategies. Identify regular teachers for training. Provide training that focuses on changes in instructional techniques to match students experiences. Evaluate how materials/instructions are presented to students. Provide activities to focus on current trends of new materials/supplies. Schedule sharing times for effective and innovative use of materials/ supplies. Make adaptations/modifications of materials/supplies/equipment. Check for miss/matches of student skills/deficits/teaching approaches. page 116 luihyU.KSDl .PLN 67Assess why students are not mastering materials. Monitor student activities over long intervals to identify breakdowns in the learning process. Monitor teacher effectiveness. Provide numerous methods of assessing what students have learned. Rule out exclusionary factors for students not learning\na. b. c. d. e. f. g- Lack of instruction Lack of prerequisites for acquisition for new skills Social factors Schools attended Attendance Support systems Pre-school instruction. page 117 3. With the objective to provide inservice that focuses on teacher behavior toward a  disproportion of minority students, especially black males in special education, LRSD will\nProvide TESA inservice: a. Review literature and research regarding teacher expectations for minority students, b. c. d. e. especially black males Provide training Application of training by teachers Observe/provide feedback to teachers Monitor teacher behavior on an ongoing basis 4. With the objective to ensure that black males will be assisted in developing adaptive skills, LRSD will: Provide comprehensive assessments and diagnosis. Provide short-term interventions such as group activities to strengthen social interaction skills without changing students assignments. Implement extended placement services in a diagnostic classroom. Placement to be reviewed each semester. Develop Parent Component: a. b. c. d. Information/Program System Behavior Management Skills Advocacy Training for Children Information Center ltalhy\\LRSDI.PLN 68Identify and coordinate community resources. page 118 Maintain transitional services to regular classes through liaison support services. Develop/adapt materials and disseminate to local schools. 5. With the objective to ensure increased equity in instructional methodology through a comprehensive staff development program, LRSD will\nConduct inservices which may include the following: a. Learning Strategies (If new strategies developed.) b. Laubach Reading c. TESA d. Peer Tutoring 6. With the objective to ensure increased equity in instructional methodology through participation in regular classes, LRSD will: Make adaptations/modifications of curriculum for regular classes. Identify effective instructional techniques, learning styles, teaching styles. page 119 LRSDs goal is to refine and expand the monitoring system to gather data for conducting a longitudinal study of special education procedures, by working toward the following objectives: 1. With the objective to refine the monitoring and evaluation process in the district. Monitoring is completed on a bi-monthly basis. A summary report is provided to the building principals. Corrective action forms are provided to ensure continued compliance of due process by the district. 2. With the objective to engage in data collection for a longitudinal study of placement practices in the district, LRSD will: Compile special education enrollment including race, sex, etc. and monitor on a regular basis. Data is reviewed by the associate superintendent. Specific schools are targeted if problems are identified by staff. Building principals and their staff must develop action plans to remediate deficiencies identified by Central Office. These plans are monitored by Central Office staff. Provide summary report to building principals. kalhyXLRSDI.PLN 69Provide corrective action forms to ensure continued due process compliance by the district. page 120 LRSDs goal is to ensure equity in Special Education by reducing overrepresentation of minority students enrolled in programs, by working towards the following objectives: 1. With the objective to provide assistance in reducing the overrepresentation of minority students in special education, LRSD will: Schedule staff development on the following: a. b. c. d. Current legislation and litigation Eligibility criteria for special education and related services Current trends in assessment Non-biased assessment e. Translation of test data into appropriate curriculum \u0026amp; instruction f. Adaptive Behavior Assessment g. Curriculum Based Assessment Apply appropriate pre-referral interventions. Review components of Little Rock School Districts delivery system: a. b. c. d. e. f. Policies \u0026amp; Procedures Appraisal Guide Organizational structure Curriculum Service delivery modes Parent involvement Parent Education Seminar - Special Education. 2. With the objective to reduce by ten percent over a five year period the number of minority students enrolled in specific learning disabled population, LRSD will: Conduct Research-Longitudinal Study. Pilot Program in targeted schools utilizing various strategies. page 121 Use effective strategies district wide. 3. Wit\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":"pth_bcja_metapth611227","title":"Barbara Jordan: Joseph Prize for Human Rights Address, Anti-Defamation Leage of B'nai B'rith","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Michigan, Wayne County, Detroit, 42.33143, -83.04575"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1993-10-22"],"dcterms_description":["Text for an acceptance speech by Barbara C. 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