{"response":{"docs":[{"id":"bcas_bcmss0837_403","title":"Desegregation: ''Little Rock School District (LRSD) Desegregation Plan''","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District (LRSD) Desegregation Plan''"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/403"],"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 PLAN  MAY 1, 1991CE-SD COMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment. The method of assigning students is merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among students and staff members. The next step involves a commitment to quality desegregated education by the District, parents and the community. commitment always requires a plan of action. Of course, real To that end. the Little Rock School District Board of Directors is committed to the following: A. The belief that all children can learn B. The elimination of achievement disparity between blackZ^j^^^^ and white students on atandardigcd, norm-referenced criterion-referenced and minimum pogfoggancetests / C. 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 D. Improving race relations among students and staff members E. 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.) F. Promoting positive public reaction to desegregation G. The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation Re: 01517 Pag^l H. The development and infusion of multi-ethnic cultural education in all content areas of the curriculum. I. Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education In summary, the Little Rock School District Board of Directors is committed to having quality desegregated education in all schools duringthe- 1090-0 0 ochool year and yeara -to-eeBte. Quality desegregated education will result in long-term stability and growth for the city of Little Rock and Pulaski County. It will alao also will provide all Little Rock School District students with the academic and social skills needed for successful experiences in the future. The Little Rock School District Board of Directors hereby acknowledges its commitment to quality desegregated education and respectfully invites parents and community leaders to make the same commitment. Such a commitment has to occur in order to ensure stability in our schools and ultimately achieve unitary status. Re: 01517, 01518 Page 2LEADERSHIP Central to any school desegregation plan should be a clear focus and understanding of the kinds of goals to be achieved. It is insufficient to establish as a goal the physical movement of bodies and the rearrangement of boundary lines so that students can be brought together in ways that provide different racial distributions in different settings. The mere physical movement of children does little to guarantee any changes in the quality of education\nin school achievement patterns\nin interpersonal relationships\nor in the variety of patterns of ethnic plurality, youngsters. No plan should settle for the mere mixing of The plan should have as its primaxry focus an educational environment encouraging academic and human growth for all students based upon their individual needs and talents. A vital factor in successful school desegregation is clear, coherent, and consistent leadership for change from the Ssuperintendent and Board of Directors. The \u0026lt;Ssuperintendent together with the Board of Directors must set specific guidelines for behavior from their subordinates, and model that behavior for the community. .The Board of Directors and the Ssuperintendent will assert their leadership in the following: o School boards should reflect represent the multi-ethnic backgrounds of the population that they serve. o The school board and superintendent ire-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. o The school board and the superintendent will clearly delineate -artethe District's desegregation mission to the staff and to the community. o 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. o The school board will expect the administrative staff to provide structured, clearly articulated leadership and modeled behavior for an effective desegregated school setting. Re: 01519o 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. o 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 dDistrict desegregation policies in terms of buildings, staff, materials and equipment. c The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. o The school board and administration will conduct an annual, self evaluation of ita 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 -fFiscal Management Board Relations to Instructional Programs As the plan for desegregation and ultimately unitary status for the Little Rock School District is evolving, the Ssuperintendent and the Board of Directors will -iensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. Further, the District will iensure 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. Re: 01519, 01520 Page 4EARLY CHILDHOOD EDUCATION When they enter school, children who are economically disadvantaged and who are members of a minority racial or ethnic group are less likely to perform as well as their middle-class peers. The economically disadvantaged and minority children have not developed the skills, habits, and attitudes to the extent expected in the primary school years. The lack of developmental and educational experiences is often evidenced by low scores on tests of intellectual and scholastic ability, which can result in unnecessary placement in special education, retention in grade, low scholastic achievement, and, eventually, dropping out of high school. Poor children who attend good preschool child development programs become better prepared for kindergarten and the primary grades. In addition, preschool programs hold the potential for greater academic achievement, less at-risk behavior in the teen years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's Association has identified preschool education as the key investment in education for state governments. The greatest hope for change in the lives of children in need is through the investment at the beginning of the formal education process. Since the pioneering studies of Re: 01521 Page 5Benjamin Bloom on the need for education for 3- and 4-year- olds, additional studies have continued to document the academic and social success of those who have been involved in early education programs. The 1986 findings of the High/Scope Educational Research Foundation verify that successful early childhood programs affect children's later success in school. This research links student achievement in high school and beyond with the home and school as powerful influences on the intellectual development of young children. Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today. with an estimated 4 four million enrolled in public schools programs. Although there have been significant enrollment increases, a large number of children still need access to preschool programs, particularly those children from low-income families. The Children's Defense Fund (1987) reports that Head Start currently serves only 16 percent of the 2.5 million children who need early childhood education services. This lack of affordable programming leaves over 2- two million children of the nation's most disadvantaged children unserved. In Pulaski County (Arkansas), the Head Re: 01521, 01522 Page 6start and City of Little Rock Early Childhood Programs serve a small percentage of the eligible disadvantaged-\nand- at the present time,no-ptib-lic school funds are being used to implement'-early ohildhood programs. Poverty continues to be a problem for young children: Twenty-five percent of all 4- and 5-year-olds today are poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). Poor children are only half as likely to be enrolled in preschool programs as children from affluent families (Children's Defense Fund, 1987). Current national and local social, demographic, and economic trends tell us that today's lack of accessible early childhood programs will become even more severe. especially for the poor, and the need for programs will continue to rise for all socioeconomic levels. 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. These programs will have three components: il. HIPPY The Home Instructional Program for Preschool Youngsters (HIPPY) 4- and 5-year olds) will focus initially on children in families who Re: 01522, 01523 Page 7live in the ahadow attendance zones of the eurront yaeially identifiable incentive schools in the Little Rock School District. This home-based program, which complements the school-based program operative in the schools, recognizes the mother as the first significant teacher of the child. eix. FOUR-YEAR-OLD INCENTIVE SCHOOLS PROGRAM The to' ' High/Scope District's preschool curriculum model 1^ will be implemented in three of the lincontive all incentive schools and other selected Sschools in a, (h' lu'^ the Little Rock School District. Effective the 1900-00 1990-91 Sschool 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. 3-III. CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM Beginning the apring aoacater-of- the 1088-09 aehool year,the Little Rock School Diatrict will work cooperative-ly-with- other-federally -f-undcd oar-ly childhood programs to collaborativo-ly implementan-education program to bettor meet the neoda of inner city Little Rock atudenta-r These- three programs are described in greater detail- in-the f-el-low-ing - pages. Re: 01523, 01524 Page 8 (NOTE: This section was moved) HOME INSTRUCTION- PROGRAM FOR PRESCHOOL YOUNGSTERG (HIPPY) i-r Program/Agca Ovearview A. Summagy of Background-Information OVERVIEW During the fall of 1986, the Little Rock School District implemented the Home Instruction Program to serve educationally-disadvantaged children in the community where high-risk children were identified. Developed at Hebrew University in Jerusalem, Israel, by Dr. Avima Lombard, this international program identified parents (primarily mothers) as the first teacher of their children. The specifically-designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers of four- and five-year-old children in teaching their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were less likely to repeat grades, less likely to be identified as needing special education, less likely to drop out of school, and were overall successful school pupils. St Special Necda(Indiv-idual Distgict) Although enrollment has increased in early childhood programs, the needs of many children of low- income and minority families are not being met. The Re: 01525 Page 9cX\" Little Rock School District HIPPY Program depends on external funding sources. The HIPPY Program cannot be continued at present levels without the continued 0^ receipt of JTPA and Chapter 2 funds. iiB. Areas of Collaboration 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. iiiC. .Evaluation and Monitoring -(T-yoeeaa and Respens-i-b-i-l-ity) Evaluation using the Early Prevention of School Failure or a similar model, will be conducted on the not rp-SF , 'tHtn HIPPY participants as they enter and exit kindergarten aooaion (Pro and Boot teat). A standardized achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy. Re: 01525, 01526 Page 10(NOTE\nThis section was moved. HIPPY timeline moved.) FOURYEAR-OLD INCEN-TIVE SCHOOL PROGRAM Ft PROGRAM/AREA OVERVIEW A. Summary of Background Information OVERVIEW Four-Year-Old Program A fFour-year-old school-based program was implemented during the fall of 1938. The High/Scope Program curriculum, or a similar curriculum, forms the core of the four-year-old program. A fundamental premise of the Hi-gh/Seopo curriculum is that children are active learners who learn best from activities they plan and carry out themselves. Children learn by the scientific method of observation and inference, at a level of sophistication corresponding to their .V\\CK' n, * development. Precepts of High/Scope-have been validated in a 20-yea-ff-longitudinal research project, as reported  in the-High/Soopc moneeya-ph-.- Chang-inef a' Lives Tho-Sf foG-tS' f the Perry- Freoehool Program Yeuth Through Age 19-t The High/Scope curriculum complements the home-based curriculum of the Home Instruction program. Bt Speeiral'  Needs Educationally-disadvantaged and lower socioeconomic children often enter the formal education setting without the prerequisite skills and experiences needed for academic success. Although usually highly Re: 01530, 01531 Page 11motivated, these youngsters must be provided additional learning time and structured experiences to enable them to develop their potential. Research and pre-kindergarten program practices have demonstrated that early education experiences can increase the opportunity for success and also increase the self-concept of participants. AREAS OF COLLABORATION 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 District's expectations for a quality Early Childhood Education Program. III. EXPECTED OUTCOMES The Higl^SGopG key expegiencos** provide^-ar-tiaeful fgaiBGwogk that curriculum provides a useful framework to guides teachers in conducting the classroom program. Theac key Kev experiences help the teacher encourage and extend children's self-chosen activities by providing developmentally appropriate learning experiences to develop each child's ability to: 1. make choices and decisions about what to do and how to do it, using his or her own time and energy effectively. Re: 01531 Page 122. identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. 3. work with other children and adults in group planningr and cooperative efforts\n- and with shared leadership. 4. express thoughts, ideas, and feelings\nto speak about, dramatize, and graphically represent experiences in order to communicate them to others. 5. comprehend others' spoken, written, dramatic, and graphic representations. 6. apply his or her reasoning abilities to a wide range of situations using a variety of materials. 7. .expand knowledge of objects, skill in the arts, and comfort with physical movement. 8. expand creativity, initiative, spirit of inquiry. and openness to knowledge and other people's viewpoints. iVD. EVALUATION Ai. Information from inservice evaluations will be summarized. Si. Teat dat Student assessment data will be analyzed to determine if measurable growth in student achievement has occurred. Re\n01532 Page 133. The iRG Planning, Research and Evaluation staff will assist with analysis of summative evaluation data. 4 . The management information system developed by LRSD will have the capability to compare students VC.  who did and did not participate in the four-vear- old program. These comparisons will begin at the end of the kindergarten year of each class of four-year old-students. STRATEGIES EXPECTED OUTCOMES During the 1988-89 school year, the Four-Year-Old Program was implemented in three iincentive Sschools. During By the 1080-00 1991-92 school year, the program will be implemented in the other Ineent-ive- choe-lo\".' the schools listed below\nBadgett Franklin Garland Ish Mitchell Rightsell Rockefeller Romine -Stephens Washington Woodruff ilZ J \u0026lt; All achoola in the District will iapleaent the Four oar-Old Program by the 100-3-04 achoel year\nA long- range implementation plan will be developed for Re: 01532, 01533 Page 14additional four-vear-old classes. The long-range plan will address demographic, instructional, and structural needs. The acopo of-thia p-goggaa may be-altered, affected and/og enhanced by the--pgopoged-aaaignmont and conatguction pgopo3ala--aade in thia-plan. LRSD will continue to use the four-vear-old program as a means to meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. ^otxl not\" C?-f M (jCkV will 'L-ahd Ouz per OiCCota^h\"^/1 . Re: 01533 Page 15CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM A-r Overview For-over twenty yeara,federally fundod-Headatart and compenoatory edueation prograno under Title I of tha Elementary- and Secondary -Education- Act and later under Chapter Iof the Education and Conaolidation Act have demonatratod-eonaiderable-auccocain narrowing the gap in reading and mathematica achievement between white and black elementary childreni But deapite these early gaino,the aehool dropout problem and-thoequa-l-ly difficult problem of undereducat-ion-pcgc-ict-7particularly among aociety-'-a moot 'disadvantaged young pcopPe-r Thi--p-Pan-preposed by LRSD for-the city-wide-early education program will havc-at-h-rec-f-eld-purpooet- Paront-ing education for-both-methora and fathers,family health care,and nutritional-gu-idance\n(-2-)Qual-lty child-care arrangementa-f-or poor working parents- thatatreaa social development-andschool readiness\nand(G-)A quality preschool program- for dieadvantaged three to five year olds, with-emphasis focused on the-four and five-year-old children.- Spoe-lal-Needs(Individual District) The National Association for the Education of Young Children(-1086)identified standards to ensure program quality -ln-preschool -programo\nThe major charactoriatiea Re: 01536 Page 16fog Q quality program include\nataffing pattogna, toaohog qualifioationa, {3 -eompgohonaivG aogv-ioea, curgioulum,andparent pagticipation. Thoao factora will bo addrcaaod in the development of the city-wide- plan. Staf-f-i oattorna-r Low- ataff-child gatioa and-amall group aigca-are key componenta of quality pgctachool programa-r -the-recommended atandagd is a ataff/eh-i-l-d- ration-of ItlO in a group-nolarger than-twenty children aa an-acceptable ataffing-pattegn. eacheg Qualificatione-r It ia recommended that tcachoro have^-eellege level apeeialiaed-preparation in nearly childhood education,aa well aa auper/iaed experience with youngchildren before they are placed in charge of a group-\n- i\u0026gt;araprofeaaional-3--3hould have aufficient education . -ond/or-training in early childhood education-and-ahould be provided with ongoing inaervice training. Comprehonai Comprehenaive aervicea ahould be targeted te-all -children who are economically diaadvantagcd or academically at riak. Comprehona-i-ve^ aervicea include medical,aocial,and health aerviceat required parent participation\nand a program-that- addreaaea all areaa(aocial,emotional,phyaioal and cognitive) ef a child^o development. Currieulumr A curriculum baaed on principlea-of child development ia crucial in-determining program quality-. Reaearchera indicatethat epenatructure curriculum Re: 01536, 01537 Page 17modelo-that- invoWtit-eaGhog and child-initia^-Gd activitica Q3 well Qo teachGg-atguGtugGd individualised -loagning Qctiv-itiea to achieve a' balance of cognitive, aocial, emotiona-jr\nand phyoiea-l-develepacnt goalc. Pa- t Invelveaent . ragentinvolvement -in-pagent adviaogy boagda,' pagont-teaeheg eenfegencea,family aeg/ieec-\nand the i-nolueien e-f-pagenta aa volunteega and employcca- ia an impogtant component eg an effective eagly childhood pgoggam. The pgoggam muat accommodate wogking pagenta if pagent involvement and ovegell pgoggam implementation age to be .-effective. In aummagy. the city-wide pgoggam-\nwhetheg aoheol eg \u0026lt; community  baaed,will t- pgovide a comfogtable, aafer-and'-atableenvi-gennent-t enougeconaictent and nugtuging eage and education give the childgen the oppogtunity te be phyaical-l-y- active,* expand the oppogtunitiea fog childgen te exploge and- meaningfully integoct with the-wogld ageund--them#- pgovide oppogtunitiea fog-tho ehi-ldgen to integaet withy loagn fgom,and be appgociated by otheg childgen? pgovide atimulation and- auppogt neceaaagy fog the- children te develop cognitively\n-aocially, omot-ionally. and phyaioally in theig own timo-and in appgopgiate waya Re: 01537, 01538 Page 18-\nSxpeeted OutGonoa(^eng-Rangc-CoqIa) 3. By September 30,1000,the initial phase for a I comprehonaive oity-wideearly childhood program will be implemented in Litt-1G--Rock. By October 1,H\u0026gt;0-3-,the-number of educafe-ionally disadvantaged atudontaen-rol-ledin early- childhood education programc in the city of Little Rock will be 80 percent-of the digiblc population-.- B-r By September-3-0-\n1003 ,the Little Rock chool District and other- agenciea- in the city of Little- Rock will have implemented a comprehonaive and consistent program for .'minority - and economically disadvantaged children in the city of-Little Rock. 4-r By September 30,1004 ,pre-ocroening data at the beginning of the school year-w-i-Liindicate\"a 75-percent reduction in the number of children identified as- moderate to high-risk. Re: 01539 Page 19CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM The citywide early childhood education program will address three obiectiyes\nfl) to proyjde parenting 560^0 h THi education for the parents of early childhood students\nf2) to proyjde guality childcare arrangements for low-income parents which stress social deyelopment and school readiness\nand f3) to proyjde a guality pre-school program for disadvantaged students. The Little Rock School District currently operates early childhood programs in seven buildings. Plans are underway to open four additional sites in 1991-92. Several Head Start centers are presently in ^operation within the boundaries of the Little Rock School District. The Head Start program is administered by COPE of Pulaski County and additional centers are expected to open. The City of Little Rock Model Cities program has two early childhood centers. The purpose of the citvwide early childhood education program is to combine the efforts of these three entities. along with other entities that may emerge in the future, to provide guality early childhood experiences to as many disadvantaged students in the citv of Little Rock as possible. Research clearly indicates that effective early intervention is one of the best strategies to combat academic achievement disparity and the poor academic performance of minority students. In addressing the Re: 01536-9 Page 20 16 zpfW i c a CoofUAOtc a. fti' 5ob-iectives of the citwide early childhood education procram, the three entities cited in this section have attempted to avoid duplication of services, to the extent possible, and use every opportunity possible to share resources. The following is a brief summary of each of the three programs: Head Start Program A. B. C. D. E. F. G. H. I. Children must meet eligibility reguirements Training provided for parents Medical, social, and health services provided Mandated to involve parents in decision-making (Policy Control) Teachers are not reguired to be certified or have decrees Serves three- and four-vear-old students Three centers in boundaries of LRSD - old King School, Highland Court, and Hollingsworth Court Staff development throughout the year Uses aides Model Cities Program A. B. C. D. E. F. G. H. Teachers are reguired to have degrees Teachers have participated in PET and EPSF training Two sites - East Little Rock Community Center Complex and South Little Rock Recreation Center For working parents only Not reguired to have parent involvement - parent involvement program held twice a year Site used bv LRSD HIPPY program for staff training No plans for expansion Uses assistant teachers Little Rock School District A. B. C. D. E. F. G. H. Teachers must be certified Seven sites in 1990-91 school year Must comply with desegregation reguirements Rockefeller is the only school with pre-four year old students Parent involvement program Ongoing staff development Plans for expansion in 1991-92 Uses aides Re: 01536-9 Page 21In regard to the three objectives cited earlier, the three entities have agreed to the following: Parent Involvement - The entities will exchange calendars for parent involvement activities. To the extent possible, these activities will be available to parents outside of the sponsor's program. The entities will share resources in publicizing these activities. For instance, the Little Rock School District has a cable channel that can be used to announce activities to the public. Districtwide and school newsletters are sent to parents on a regular basis. Likewise, the Model Cities program has access to a cable television station. Staff Development - 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. Student Referrals - 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 Re: 01536-9 Page 22program will meet as needed to review vacancies and identify referrals. Student Assignment Process - The three entities recognize the need for disadvantaged parents to understand the assignment process for kindergarten in the Little Rock School District. In the past, disadvantaged parents have not taken advantage of the kindergarten pre-registration opportunities that are available. Traditionally, these parents wait until mid-August or after the opening of school to register their children. 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. .In,addition to neglecting kindergarten registration, it , -is apparent that some disadvantaged parents are not taking advantage of magnet school opportunities in their neighborhoods, The annual sessions on kindergarten registration will also be used to provide information on magnet school opportunities. Long-Term Monitoring - the real success of any early childhood program depends on the long-term effects of pre- school intervention efforts. It is important that early childhood agencies have some means of following the progress of their clients during the early years of regular schooling. Beginning in the 1990-91 school year, a list will be compiled of all graduates from the three early Re\n01536-9 Page 23childhood oroorams. These students will be identified in the Little Rock School District mainframe computer system according to their respective programs. At the end of each 'tai Id I yea 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. Facilities - The largest Head Start center is located in a ilding owned by the Little Rock School District. The 'le Rock School District anticipates the abandonment of additional buildings in the future. If this occurs. additional lease arrangements with Head Start will be explored. The parties will continue to share facilities for training programs, recreational activities, etc. Re: 01536-9 Page 24ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL 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 reguirements. All students will be assigned bv the Little Rock School District Student Assignment Office. Little Rock School District's Rockefeller Elementary School is considered separately because it provides a unigue opportunity to explore and develop excellent earlv childhood education service to children and parents, models of early childhood education programs, and training opportunities. with a physical plant built to house the continuation of the Kramer Project begun in the late 1960's. Rockefeller contains the only early childhood education program in Pulaski County providing complete continuity of education and childcare (\"educare\") from earlv infancy through grade SIX. Parent devotion to the program is almost legendary with at least one family having had children enrolled in the program for 16 consecutive years. The following will apply to the earlv childhood education program at Rockefeller School\n1. Capitalize upon the school's high gualitv early childhood education as a desegregation tool. Coupled with the school's other excellent programs, earlv childhood education can help to achieve racial balance bv attracting white children as well as bv helping any disadvantaged children achieve an eguitable education. Parents Page 25have noted that the early childhood education program at Rockefeller is presently more racially integrated than the school's elementary grades. 2 . 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 county's 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. 3 . Include the earlv childhood education program at Rockefeller as an integral mart of the whole school, and not a separate or II 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 ix. 4 . Allow the early childhood education three-year- old students to continue on into the school's four-vear-old program, kindergarten, and beyond. 5. 6. 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, j year-round program will promote continuity of services to children, alleviate the learning losses' often experienced by young students over the long three-month summer vacation, and provide opportunities for enrichment not ordinarily included in the regular nine-month school year. A 7 . Re-evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. In order for early childhood education to serve as a viable Page 26desegregation tool at Rockefeller, to remain competitive with private schools and daycares, and to hold both its private paving and Title XX students, early childhood education policies on private pay rates, lunch charges, vacation days, enrollment age, and sick days for long illnesses must be evaluated by the parent committee on early childhood education. The early childhood education curriculum and daily actiyities will be based upon young children's interests and styles of learning, emphasize deyelopmentally appropriate learning, and appeal to children's sense of curiosity and eagerness in order to help them experience the ioy 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 27AREA I Early Childhood Education OlUECriVES 1. To promote the HIPPY program 1.1 2. To select HIPPY aides 2.1 3. Initial training of aides and staff by Hebrew-University Percentage-ef-eensul-tant- travel 4. To enrol I fami1ies into program 5. To recruit families 6. To determine service of coordinators 7.. To assign famiIies to be serviced by aides 8. To organize Instructional Material cn IJiSD DESFX'RBGATION PLAN IHPLEMBirATiai TTMEI.IIIE STRATECIES/Acnviri ES To compose and mall Public ServiceAnnouncement for local Radio stations and Channels 14 and 16 flyers Interview and select fourteen .. (14) aides 3.1 Hest-and-Arrange logistics with (Anne-Kamps) state, for the Hebrew-University-for Initial training. 4.1 Conduct Home Interview and enroll families into program 5.1 6.1 7.1 8.1 UEGimiHG DATE IHOlllG DATE RESrOHSIDILriY LVAUIAriOU July 29,-1989 August 1,-1989 Annually August-!20, , 1989 Annually September 2, 1989 Annually July 29,-1989 Annually Marian-Shead Hailed letters appear on show August 14, 1989 August-20, 1989 September 2, 1989 Staff Supervisor liarian-Shead Supervisor and Coordina'tors By applicants response Pay the bill Compose and mail correspondence to coiiaiiunity churches to recruit families and instructional aide trainees Identify families to be served by each coordinator Identify families to be served by each aide Print curriculum material August 31, 1989 Annually September 7, 1989 Annually September 9, 1989 September 1989 Annually October 3, 1989 October 3 1989 I October 3, 1989 September 30, 1989 Harian-Shead Annette-Reper Hyra-Randelph Supervisor and Coordinators Coordinators Secretary of HIPPY I Certification of Aides Printing completed ( ) AREA U(SD DIlSEjGRBGATION PLAN INPlJEllENTAf timeline Early Childhood Education Early Childhood Education (continued) ODJBcrrvES STRATBGIES/ACTIvmES BEGINNING DATE ENDING DATE RESPONSIDItnY EVALUATiai 9. To familiarize Aides of the HIPPY Implementation in LRSD 10. Obtain material for program PTl3 rn IQ Q to IM o 9.1 lOil Conduct three (3) day workshop Order material frem-lsrael September 1989 Annually September 1989 Annually September 15, 1989 jeptember I65 1989 Annual 1y Supervisor and Coordinators Supervisor Agenda/Recelve Material Receive Materials ) U(SD DESEGREGATION PLAN I) (PUMENTATH TinrLiui: kREA Early Childhood Education uEcrrvES STRATBGIES/ACriVrriES BEGINNING DATE ENDING DATE RESTONS I Dn.nY EVALUATION I. To orientate enrolled families to the HIPPY program 11,1 Conduct Orientation meeting . Identify Meeting sites 12.1 Secure Meeting sites for of group meetings I. To schedule implementation of HIPPY curriculum Implementation (continue) 1. To provide parents with information that will assist them with their children w* o tn r\\j 00 group meeting Mail out . 13.1 Schedule aides weekly home visits and group 13.2 Schedule area group meeting - print flyers 13.3 Schedule weekly service for aides 13.4 Schedule Aides First teaching with (own child) 14.1 Schedule Workshop for Parents and Aides, mail out and print materials Sept.-27-\u0026amp;-297 1989 Annually Sept. 297-1989 Supervisor \u0026amp; Coordinators Families enrolled in program Oct. 287-1989 Annually Oct. 317-1989 Nov. 47-1989 Annually October, 1989 Annually October, 1989 Annually October, 1989 November, 1989 Nov. 17-1989 Nov. 47-1989 Nov. 17-1989 Nov. 17-1989- Oct. 17-1989- Nov. 47-1989 Coordinators Supervisor and Coordinators Coordinators Coordinators \u0026amp; Supervisor Supervisor \u0026amp; Coordinators Supervisor/ Br7-BeverTy-Hhte- Coordinator Confirmation of site Receive materials Received materials I IJ(SD DESEGREGATION nj\\N IMPl-in-nairA' ill timeline area Early Childliooil Education OBJECTIVES STRATBU lES/ACrrvm ES BEGINNING DATE ENDING DATE RESPONSIBELriY EVALUATION 15. To evaluate aide trainees Mid point (15ih week) 16. To determine program success 17. Began second-part of program's implementation 10. Evaluation of Aides 19. Provide parents with information to be successful with their children 15.1 To evaluate each aide trainee 16.1 Conduct survey of Parents - print materials 17.1 Implementation second part of HIPPY curriculum print material print flyers itiass mail out 18.1 Evaluate Aides 19.1 Obtain a site and Speaker and schedule a Lecture for parents Dec. t97-t989 Jan 237-1989 February, 1999 March 297-1990 March, 1990 Dec. 231-1989 Jan. 397-1990 May 267-1990 March 277-1991 March. 1990 Coordinators Supervisor and Coordinators Supervisor and Coordinators Coordinators Supervisor Completion of survey Participation of parents materials completed Completed Consultant fee paid 20. Build the Aides Children self esteem 20.1 Activity April, 1990 April, 1990 Staff Consultant fee paid 21. Graduation of HIPPY Children and Aides . reception 21.1 Staff will organize June, 1990- June 207-1990 Staff Completion of Program 22. Evaluate Aides 22.1 Schedule final evaluation of trainees in the program June, 1990 June, 1990- Coordinators 23. Staff in Place -o Ql iQ n\u0026gt; GO ro o UI ro 23.1 To begin implementation of.  HIPPY Program July 1^-1989 June 307-1990 Staff began implementation of program 1 IJiSD niiSKREGATION PLAN IMPllT-Efl'ATIi TIlinJHE AREA Early Childhood Education lIDBCriVES srRATEEiES/AcrrvrriES DirrmiNG DA'PE endijk\nDATE RESPONSIDELITY LVALUATIOU 4. Maintain regular staff 24.1 Secretary July 17-1989 June 3e\n-t990 Supervisor To assist in the implementation of program 5. To assist in traveling expense 25.1 Aides make home visit July -W-,--14)39- June -3O-.-14)9O- Aides Pay stipend (U (O n\u0026gt; 50 UI Cj ro r\\3  I USD desegregation flan IMFI.EMENTATION TIMBLDJE \\REA Ioa1 T: E.C.E. - Four-Year-Old Programs_______ To implement the Four-Year-Old Program in selected schools lUECTIVES SPRATEGIES/ACTIVITIES BBGINNING DATE ENDING da'it: RESPONSIBILITY EVALUATION . Identify and assign'new four-Year-Old Program participants in the Major Enhancement- ' ' Schools 1.1 Provide pre-registration inser April-1989 c)uRe-l989 inservices PreseHt-implementatie i Second Seineste~ February - plans to elementary principals 1.2 Conduct media publicity for pre-registratiqn April-1989 Januar' Annually I Annually dune-1989 April - Annually 1.3 Assign four-year-old students April - Annually Recruit teachers and aides as needed Obtain curriculum materials, supplies, and furniture as needed 2tl Interview Survey-llst-ef interested teachers and aides as needed 3t1 Gemplete-and-send-erders-ta venders 3.1 37? Complete and send orders to vendors Train teachers and aidesl.l Conduct orientation and werkshep in the Implementation of High/Seepe E.C.E. Curr-icu 1 urn (S-days) inservices iT2-G6nduet-ffl6nthly-inserviee Q tn Hay-1989 Hay - Annually August-1989 Ongoin June-1989 August-1989 June-1989 lune-AnnuAlly August-1989- Ongoinq -Augu9t-1989 August - Annually August-1989 Ongoing September-1989 Qngeing Student Assignment Office IRG-Staff Communication Department/Principals IRG-Staff- Principals Student Assignment Office Conmunications IRC Staff Supervisors/Human Resources Director/Principals IRG-Staff PrinT/Supvs- IRC Staff Ferms-returned-frem-parents Applications returned to Stiideiit Assignment Participants identified A list of qualified applicants Materials-available Principals/Supervisor . Supervisor/Staff Development High-Seepe-Gensultant Supervisor/Staff Debelopnient IRG-Staff Higb-Seepe Gensultant Materials available Agenda Agenda LRSD DESEGRFjGATION FLAN n-fPIJEMENrATlON TIHELINE ___ _ E.C.E, Four-Year-Old Prngrams- Goai L: (Cont.) AREA OBJECTIVES STRATEjGIES/ACrrvrriES BEGINNING DATE ENDING DAT'E RESP0NSlBn.n7 EVALUATION 5. Begln-pregram-lmple-wentatlen Familiarize parents with Four-Year- OTd Program 5 .'1 Gentaet-parents-fer-Parent-- Teaeher-Genferenee-(preseheel) Conduct parent orientation meeting and parent conference SiS-lBelude-feur-year-eld-ehildren in-Haster-Sehedule-students reBeive-senvlees-ef-eeuHselersT fflusie-teachersj-seheel-nurses, librarlanST-physleal-edueatlen teaehersi-and-art-teaehers 5.3 Ensure-High/Seepe-key-experlenees ee^uring-ln-the-elassreem. 6.. Evaluate effectiveness of the Four-Year-Old Program i.l Admlnlster-apprepriate-EPSP tests Evaluation te-feur-year elds 5.1 Analyze Student Assessment test data and-prepare-repert-fer tRSD-Beard-ef-Bireeters A. I 6.2 Utilize results for program improvement x i) a D m o Ln tn August-1989 August - Annuafly July-1989 August-1989 Hay-1990 JuHe-1990 June - Annually As needed but no~1ess frequent than annually Ongoing August-1989 June-I99Q June-1990 JMne-1990 July-1990 July - Annually Classroom teachers Prinelpals Principals Glassreem-Teaehers Supervisors IRG-Staff Glassreem-Teaehers Associate Stlperin-tendent/ Supervisor IRG-Staff Asseeiate-Supenldent-ant fer-Gurrieuluffl-and -Speeial-Pregrams Number of parents attending Parent/Teacher Conference Master-Sehedules Gurrieulum-eheekllst Test-results Evaluation Report *AMI Fla C I: 0- DELETE ALL No Replacement fZ' |P' O' i etpaiiHkly e?.~ie\u0026gt;erly UHie' o (aayeraliwely^welkp a \u0026gt;Tka (or| iNrt(HcarAii Tiwuw tM U\u0026gt;lw\u0026gt;UII. .f  \u0026lt;Hy WI4, ,.rly ckllAMa CurrlculuB tiU a4 MMMaUally frttckMl (h(l4ra. uUrrilyy Cflt najja------- nscin OajfCTIVfS STMUCKS/ MTIVIIIIS mcimim AH comciioa Mt( coin MvtmioiiiiT fVMUAIlOa iniliNiMO a Ily-Mla* early 1.4 Ta reeeire a leller al tuyyarl Iraa eack ayeacy Oetlrlaf la parlUlyale /. IMO Nr M, |M Nmw (ay Rayrataalat l*i trt t*ttt o**(y Cll re\u0026lt;rA t l|((r( o CXI tn u\u0026gt; cn O m o I I.. Ill* lit  0.1 lair Ihr planning Ihr laylrsrnlal Ilin a I 11 raiOr tt I y ( hl III III.ml IM.MH 7.1 la eiUkllth ylaaalay yraccOaret aa4 lOealL fy key (aaallleet aaO (katryeriaa* aaeOaO If Ike ylaaalaf (ata I.t la I4eallly yrlale aMIllaaal reyretealallaei Ir^ eack pari Iclyai lay ayeacy lar eack caaalllee ?.) la tfallaaala Ike aal (o ke a44reitaa aaR (ke latkt la kc accoapliikea ky tack (Oaailirr, ladudlaf apprayritle llacllaai Io be Mel. 1.1 Io condu\u0026lt;I prio4lc \u0026lt;l lm)l Io f lew p.oqirit al tail, n. IMO Jir n. ijoo Raae (ay eyrataalallket Iraa rack afeaty llrMlarce ylaa for ylaa.u, aa file11. * Jair 10. lOM Jaly M. IM9 Naac (ay ayraiaalat l*ci Ir^ tuh aytacy *are (an.)lire \u0026gt; lapleaker I. 1000 4 ^plroiOer, WpiM^cr M, im Dcceoi^xr. |$W) Maae one ft- OeyratealalIret In ttlh ofoacy 1 r, lt\u0026lt;K Supi for ^fr. a4 \\pe\u0026lt; lI ^10 Hlnulei o( arrlIn^ Of ria DELETE ALL lbM-89 IM9-a9 IWl(N(NrAIIM IIWLIIK 41: far (Tr) lor tht l^lfaUHoa al  c loaruy aM eca,i\u0026lt;.\n yrtictoal cfctlaraa*.*Jf~***^ fprfixat le eirly thllahn^ OivttiM MJfCIIVfS STMirciCS/ ACTIblllfS J.Z la lAcatlfy rtsaurcct by Idoallflod by each caMillca. locludioo aaaalary J.J la rcvirw Ih* flril brafi of Iha coapra* batla plan aod la Mka rocoomadallaat lor rallittt^at 1.4 la tubail Ihc flool draft lor ayaroval la *11 yarOcIpaat Boardi af Blrotiori (idiara pplltblt) MCINHIK BAK COMPlfTIOfl BAK (o$n atiranianin ^pla*r 1. I Mt ^plMBcr M. IMb -0- Sopl. for (urrlculioa aod Spacial Jtouorf. I*M fcbruary. I9M fbrury, I9M f\u0026lt;*rch, IMO -0- -0- Anat. Soyi. lar Currlculua and Spacial Aac. Sol. for CorrlculMB and Sycclol trofroat No Replacement (urrUulu. FfAgf lAwnifia. (VUIUIIM lAralIf Itai|o al ( SutmitiiOR al Itm OrtH OrtfI luOaliica OMilirc la board 4 I SPECIAL PROGRAMS 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. 'he Aooot Program, tThe JTPA/HIPPY Program, and the Summer Learning Opportu-nifcieoProgram are described elsewhere in this Plan. X iri Drcmo ittle Rock School Diatriot/Littlo Rock Job Cor\nAlternative Program atudent-awho are -16yoaro o age or older and who arc exporioncing attendanc and/or diaciplinary problema(-long-term ouopenaiona)may apply- for acceptancc-into the alternativeprogram. Studcnta- electingto-cnro-1- in the regular education component muat-meet the courac credit reguiromenta while attending acho at the Job Corpa Center. New Futures/Little Rock School District Homework Programthe Homework Program will provide Homework Centers in selected junior high schools throughout the ci \\ and-wil-ieotab 1 iah a -Homework w1^ CiJWMwX tot tiitvit ViMl tele If Telephone Hotline in the areaa of English, mathematica, oeionce,and aooial atudioo-r To be funded-by the city of Little Rock buaincaa eommun-i-t-yT- thia program ia acheduled to beg-in during-tefee- 19-88-80 aehool year. Re: 01542 Page 37 Little Rock School District/Arkansas Power and Light Company Slimmer Science InstituteThis is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. The Little Rock School District recognizes the need to expand educational opportunities for all of its students. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivationa :ivation^ OiAMjc-fniwipnani experiences. LRSD and the Joshua Intervenors are now will 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. Re: 01542, 10143 Page 38SUMMER LEARNING PROGRAM I. Overview 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: 1. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 2. Counseling services provided through two (2) JTPA counselors. 3. Motivational and enrichment sessions conducted on a weekly basis. 4. Computer-assisted instruction with atate-of-the cHTt-appropriate software in reading and mathematics skills. -'Ww. 5. Positive interactions between teachers and -fKthi * students with high expectations for student academic performances and behavior. To meet the needs of underachieving students (ages 14- 21) the Summer Learning Program should be expanded to Re: 01544 Page 39r^i increase the number of student participants. If not filled by those students who are JTPA eligible, participant slots should be allotted tcj any studen' in the Little Rock School District who is having difficulty in reading or mathematics. All classroom participant siots should be filled in both the morning and afternoon s sions wit\nteeth JTPA I* certifigd'^aft^-nonj^cGrt^g^^ participan^ cuf\" 4^4^ The counseling staff should be increased by two one Jfftl Wlu JKI 9W*v'!i0t male and one female. In addition, a psychologist would be ontracted 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. This program model has demonstrated its potential for increasing student performance level-a  by four (4)o-3?-fiv^^ f53grade levcla ao aeaauged by the Teat of Adult Basic Mi Education(TABE). A significant factor has been the Id 1^7, - ^Av^lU at**! utilization of highly motivated, competent, and caring staff members. This program model has been effective because all 04'X components have been carefully blended. 04IX uihA(-  Re: 01544, 01545 Page 40 I II. Goals 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. Hi-!Evaluation and' M\u0026amp;n-itog-ing(-Processand Responsibility) VWK ihe Pprex and post^test results from the Test of Adult Bao'io- Education will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. G .Programs and individual components will be continued only if JTPA funding is available. Re: 01545 Page 41 ASSET PROGRAM I. Overview Initiated during the 1986-87 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ASSET) provides educational support services to junior high school youngsters who need assistance beyond what is available during the regular school day. Participants meet individually and in small group sessions to receive concentrated assistance in reading and mathematics. Peer tutors who are JTPA certified (lower socio-economic youth) work under the supervision of certified teachers. A motivation component is integrated into the instructional model. Well-planned instructional activities are complemented with a variety of multiethnic and audio visual materials. During the 1988-89 school year, the program activities will be implemented at four (4) junior high schools. The program model has been revised to include more non-certified students to participate. However, a significant number of students (grades 7-9) in need of academic skills improvement will not have the opportunity to participate. 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: Re: 01547, 01548 Page 43 1. three existing junior high populations are not receiving remedial assistance\n2. the location of the remediation sites prevents access by some students to the services\n3. the \"at risk\" students need life-coping and life- planning skills essential for success\n4. the \"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\n5. the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. II. Goals By the end of the 1993-94 school year, the JTPA/ASSET Program is expected to achieve the following\nThe 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. 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. Re: 01548, 01549 Page 44The 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 self-concept, 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. III. Evaluation and Monitoring The activities of the JTPA/ASSET Program, will be monitored by the District's 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\nB. Standardized test results of the participating students\nC. Academic performance in regular classrooms according to nine-weeks grade reports\nRe: 01549, 01550 Page 45D. 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 only if JTPA funding is available. 1 CrtOfTwiim' - ivri Page 46p Uiwtl FIm IM  1990 *tra Toalt y^*\u0026lt;*'^7*yOu^^CTrT7? h\"9 pr \" r\u0026gt;\u0026lt;9 **\u0026lt;  OtvIsiM JIfA . $l0f Froprev/Arob Stanwr laarninp OpporluntfTFC )* OBJCCTIVCS STRAnCICS/ ACTIVITKS USIMIM MTK (winiM Mra COSTS usMHiaiLin CVALIMTION 1. to lad all (Iu4atl batwaaa Iha atat of 14 - fl tkat are fartirie4 kr Ike CItr JIFA I. To froti* tho lto4^(i I 'T Io 4elerlae aaber duOeatt lltat accoraiay to latt Kpi^S, 1.0., (low Itaraan/to-fotMr. / 0CZ0l/a9 oa/)i/a9 t TS.OOO QlociaL **   ivortcc Itto ovcroliyrofrao. Mouia haao to aorol) la tho pro^raa (or raaAlal or aMth. Onpolnp evalw^tflM l( done trachert every two we\u0026lt;k( an dandard JIFA evaluation (o uhlch It kept by the Clly a Jmridit lM oiracto our ofdee. A^tolHrtUwo Atiln Little and hanol Outlot ao oTTiCO./ all oTTIco ana9o Iha t. Teachart would/Wrb with each ttwdao0ia a one to oao batl|\u0026lt; Taachart ulll kaaa 4ally uaahly avalualloa raportt Io ulo cltitreaa trilNlof *\u0026lt; Iha (oapuier lab la laarolaf proced. Io tat up Tlaia tri it cultural auaott. chll Tutor eld would be med U aid the teochert wbea available to help Ibe verj (low itudaots. Ceuatelort will (elup . (edlea( fbr ladlvl- ' dual couascllap with each dudent Io a pertonncl folder. thout, art caolar, oitIK la (Hat or Io yauay Kbpl*- lal lalerod ). Toackort HOttia alto have to properly aativato the du4eat( Io aacourapa hlat/ker Io waat to leara. SpoRtor  loockoo* ihM Mhoro lo4oott taloRt ooia 4. CIvo it4**l Taltb par (ana i aaprott Lalaott. la hit/her abUity la leara. / S. To pott-tott at tho i \u0026gt; I I I I CJ atuOoat* that art . havlwf'problaan. . tact .H'aat* **\u0026lt;a Coo-needdry. clnely with leackert. Help (etup proup M\ncooMtolloa tCttlOA*. Teecheri wort with dwdeatl to help tbcai laprove la raadlap ao\u0026lt; oath. Itetivate and encouropo thaa In the learalap proced. Student* mMi b pemltlrd by tcach0 to rcvitw Iheii cvaluatl I*. 4licwti. tlqn. ate aMMrIle any coaavnit that ley alyht have. aad af propraa (a tee Ike proHik dlfferaacei palaad by each dudaal. I Tutori will (did ilie teachert la (he cladroaa. help the (low Icaraeri. MM JB jr- Summer Learning Program tin------- Omt)- r=ywp- fclrlot  4\u0026gt;- nf -*th- ----- ------ -AtvlilM------ 4lWc = :ililfx=: ____\nz^OMa*Uadawa* rCaggfg-, igBamarMw' 4l3?77n MCTIHS smnoirv OCTlIlfIfi kiimim Mil cavtCTiw on I \u0026gt;o-Oto tto llaOaato-j It * 21 that ar* |m mgrgg r tM Ciir JIM rM. u JaUralM ItelMr\nLdentify stu^ aCitnOMti UuK I 1 .-I--------------- i_______ to aarall la tto roaOiat or Mto. dents in need of i'iaAiW!307 re- NKt-MoMiMrt Ito ooc* itoOato M a .Ol MO to MM tosit. H-2,2 * address l-totor *10 IMWIO to to to rrtiOT too needs. avalIahla to tolo4to Um-ttoOaato. April A L .1 I June I MZlWIt 1 V ^cm5 -7 I.  -IDI ------M-|oyi com -t-tJ.DM-BixroasiaiLin cvmuaiioh 2i{a'iLJSU!sa-ssiiL4 \"nr \u0026gt;ato\n-*ltoriaa \u0026lt;*.- ato  .3 iMctort HMlo alM toM to totowrl, atolMto tto itMaau to aacaaraga bto/tor to aaat to laara. ctoea-toUto 4 - - l wr-tttoMrtr Ito , to-hla/tor-aOtllto-to- )*-totoata^l laara.- **\u0026gt; to J hpwViiL inaWidiAM o fD I o tn cn l/v^ -prcujuds toMaUto-attoe-AHi m^at-th*-Olract\u0026lt; -aaO-aaaal a-ati-etnc* -4^M.-mJ-th* -MIc*-. J IM-ewt ta*t-\u0026lt; o-fon' lch_U.ieAt-to-toa-tlty-a4 to JTPA. laachcrt Mill keep dill cialaitlaa r or U_4a M(t-to(t at tto M at to taa tto rMth 4ltiaraactt gilaaO to aach ttaOaat. 4 jj\u0026gt;Mataa\u0026lt;-Taa-|a4l^\nj  Oaal-caa*llaa-wth-( a\u0026lt;aaau-that-ara- ' . aata*-paalMa.--aa~ .-toal-aaraatt-Mhea aaaaaarT^^ - tortj- - claaaty-Mtth- tncharr. toto^-taaap-traap- i aaal tor tarttaar . -?*^.**n *** III* (toOaato to ailp tko I laotoia la raaPlaf ata. Aativata aaa j acattn^ ttiaa la tto I laaralaf ^ncnt, I ?*P toll aitlit I tto laacton la to* J clattraaau toJp_tto. I \u0026gt;Im l*ara\u0026lt;rk. I -Assoc. Supt.- Desegregation / -Assoc. Supt. I Educational Programs -Program .Director each stia*t la lolJar. r*prU ait \u0026lt; HrtoaMl .Uu4U-w4H--b-^efwltt4- **  nay- r DAMhi y -Mey lalfM-towr - iubmit pre-test and )ost-test comparison o JTPA. I 1itaWw Annuli FlIN 1989 M IltfKMNIAIION IlHdINf Person Besponsible \"os* tmugles Io ttpand (he Jim \"ASSII FrAgrea Io Include the progrea in ell junior high schools eacrpi Henn Hr one I Di11 Ion boil: MJfCIIVIS SIAAKbKS/ MIIVilKS (DIHNINC DAU COMPtrilON OAK COSI$ RCSFONSIIIIIK .11I A ASM I (fnii' IO Progna/Am rlrn3rd~T\"uT6i irl ______________ Ffogna (VAIUAIIOM I Io continue JIFA-ASSfI hrogrea In eilsling faur nlor high schools Io ..rovlde rcaedlollon In reeding, aolheaellcs. end coapuler-esslsted Inslruc- I ion Identify tiudenit needing services * Septenber I. 1909 Septeabcr 30. 1909 r -0- locel school counselors tli$s roitcrt Advertise end eaploy counselors Advertise ond eaploy leechers Advertise end eaploy tutors Order Mlerlils/iuy^llet Schedule/laploaent hoae Irensporlellon Scpteedier I. 1909 Scpleaber I. 1909 Septeober I. 1909 Septeaber I. 1909 Sepleobor I. 1909 Niy 11, 1990 Niy 31. 1990 Miy II. 1990 Ongoing Ongoing 137.U (110.717 per counselor) tU.896 (17.117 per teicher) 336.019.70 \u0026lt;104370 per tutor I 16.000 (17.000 per site) 16.000 (17.000 per site) Director of Fmonncl Director of Ferionnel Director of Personnel Director JIPA/ ASSII Director of Irens-porlellon Sinned contrict^ Signed contric (1 Signed I oniric is Hiirriils rririvrd 7. Io Inplcaant the ohove progroa through reoulnlng iMM-aegnet Junior high schools I I I CJ Identify students needing services Advertise end eaploy counselor Septcahcr I. 1909 SepIrater I. 1909 Septeaber 30. 1909 Miy 31, 1990 -0- tlf.U* (116.n? per counselor locil school coudtelor Director of Personnel (liSS rosters Signed Conine Is o TO CD o CU n CD 3 n\u0026gt; 3, o m m m =\u0026gt; Busing schedule ccMgilrlnl 3 O ut cn IO Annual Pita  IM9 M rna Note PougUi Coal\nla tipand otJicnvis 7. Coallaitad I I CJ IMPttMH7AlION lIMfLINI Igraa Io include Ike prograai in all junior high ichooli eacepl Kann Magnet STRAKClIS/ ACIIVITKS TCIHNIM DAU COHnCTION DAU COSTS RTSrONSIIIlITT Advert lit and aa*)ay Itackeri Advert lie and angloy tatari Order Nalerlalt and Suppllei Schedule/Inplcaent Mmo IraaiportatIan Sepleiiter I. Ml Septeahcr I. IM Scplcaker I. IM* Seplenber I, IM* Nay ]l, IMO Nay II. IMO Ongalag Ongoing OlVltlOA JIIA ASSfl Program Progran/AreaiTen^ed 1uToriaI~ fViigram (VAIUAIION tl9.(U (U.II7 per teacher) t7/.OI4.O (1141.70 per tutor) 11,000 (17000 per tile U.OOO (17000 per lite) Dlraclor al Ptriannal Olrcclor af Pmonncl Director of JIBA - ASST I Director of Irancporla- I Ion Signed conlracli Signed {i.nlracli Nalerlali received Bucing ichedule copleled I PUr 1989-90 in RetpontiMe Hot* uouglai Io eapand the counteltng conponentl 0J(C1IVC$ SIRAIICIfS/ ACIIVlIltS IMPUHNIAIIOH limiltK BfGINNINC 0A1E CONPKIION DAtC cosn RESPONSIIIIIH Divilinn .IIPA ASSt I Pri.qrj- Progran/Area 1ilendeJ luior iFI ' I'roqran (VAIUAI ICK 0 provide Mre Indepth ind growp leillon ouniclIng Advert lit r4 c*loy addItloMi dtiMielori Aevlte ealillng coiMiclInt progrgtt to Inclode c- photei an Ilfc-coping and life planning skill* loglcaenl tboc tkllli I I CO (Z Septeober I. 1989 lepleoiber I, 1989 lepteadicr M, 1990 Hty )l. 1990 tW.U4 (118,717 per couniclor) Director of Personnel Signed conlnct 5eptcat\u0026gt;cr 10, 1990 Ongoing -0- 11,500 M(- erleli (1500 per tile) Director of JIPA-ASSU Couniclori Ocvelopoent of progroa outline Sludenl Involveaenl in identified xllviliet SCHOOL OPERATIONS Tho Diviaion of Schools. The LRSD Office of Desegregation will be responsible for monitoring and the imp 1 ementii^ation of the fol-lowing aapccta of LRSD's desegregation plan with respect to the following goals: GgqQnigQtionQl atgucture Diaoipline GuidancG/counaGling Internal Integration Extracurricular activities Evaluation/tooting Sta-ff-ing Planning/iiaplGaontation Tho-Pivi-aion haa ootabl-iohod-the following goalsfr Al. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. fi2. To provide a climate in each school which is based on the belief and expectation that all children can-^earn and to provide resources necessary to suppo: 1,\nnd--effect that belief. 3 . 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 Re: 01554 developing and monitoring plans to reduce the disparity of disciplinary actions. B4. To provide guidance and counseling service which address students' needs-^-j. are supportive of strategies and interventions to enhance student success and expectations-t-^ and provide communication to families of students. 5. To provide guidance and counseling which makes students aware of their options^ and assist students to acquire habits and attitudes necessary for success in school and in later life. 6. To monitor student class ratios-r and instructional  and teaehi-ng practices to ensure equal opportunities for all students S7. To provide and ensure opportunities and encourage- ment to all students to participate in extracurricular and co-curricular activities and to aeessess 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. ia. .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. Re: 01554, 01555 Page 51JiO. 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. KU. To review staffing patterns and staff assignments in all schools and district divisions offices for equity. 12. To establish recruitment programs for representation of minorities in all positions in the dDistrict. M13.- To ensure schoolwide planning, and individual tudent academic achievement^. to address disparities. individual needs and student success? and to provide staff development on an ongoing basis. if. To provide staff devolopaont on an ongoing basis. 14. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. P15. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. LRSD will establish programs as described in the following timelines to accomplish the goals set forth above. Re: 01555, 01556 Page 52SCHOOL OPERATIONS I. 1RSD DFSFCRIKATION njW- It-fn-Q-IENrATION TIMELINE To ensure an organizational structure which provides etmi ty of opportiinity and of access iriVES StBATOGIES/ACnVlTIES BEGINNING DATE ENDING DATE RKSlWSinilJTY tVAIJUATTON\nview organizational ture in scliools and al office to ensure cient support for !nts and staff success 1.1 Appoint school based hiracial committees to monitor impleme-mentation and data dune7-1989 June-July Ongoing Annually Principals Associate Superintendent Survey of staff and patron\nor implementation of lesegregation plan 1.2 Oistrict-wida bi racial coriwittce Appoint-a-distriet-wide-biracial to will monitor district-wide desegregation efforts and data 1.3 , ' Establish a reporting system dttneT-1989 Ongoing Annually Associate Superin- Lendent Schools Educational Programs Associate Superintendent - Desegregation Report of the bi-racial conmittees ovide inservice to I staff awareness/ tations of equity nns for students ovide programs which\nparental awareness strict structure, y and programs and to access tliem nX\u0026gt;) tn tn 2J. Inservice cycles for existing and new staff regarding incluoing teacher expectations\"' working with parents at risk youth learning styles 3.1 Mini-seminars at PIA meetings and in tile coiiuiiunity Aagbst7-1909 i' Ongoing Annually ddne-307-1989 Ongoing Annually Assistant Superintendents Appropriate Associat Superintendents and Staff of District ' State-Bepartment-of Education S District Staff PIA Council (local and area) Roster of teachers/participating staff la ta-based-improvement-in-targe ted itudent-sehools Calendar showing piograiiis held Rosters of attendees LRSD DESEGREGATION n AN-IlffT.IMENEATION TINELIME TIIOOL OPERAIIONS (Continued) VES STRAlTjCIES/ACTIVITlES BEGINNING DATE ENDING DATE RESPONSIBILTIY EVAIMATION litor school stan-to ensure high\ny education for udents in. Review of data Present Annually Ongoing V (D B o c Ln CD r Sehool-monitoring-vtsits UM* Assistant Associate Superintendent Principals Assistant Super!nten- Calendars of visits dents f'sting/Evaluation glanning, Resean and Evaluation cn, Monitoring reports Goa 11 ik FIVES LRSD DESFXnU-jGATION PLAM-'IMrLD-BiNTATION TIMELINE To nrovide a climate in each school which is based on the belief and expectation t' ha t a' ll c.h.i.ld. ren ran ,l earn anJd -tP-j_i_c_o_v.-idJ.p rpsniirrp s .pecS.sacyt-nL Qs--liSnbnPnBrtQ aHn_da nptLf fJecL-tbal_bellf- STRATBGlES/ACrrvni ES DEGINNIh'G DATE EHDHiG DATE RESPONSIBILITif EVALUAITON ide education to f and patrons regard school culture and tive school climate 1.1 PIA Board and general meetings to have educational components re: climate and expectations Attgu3t7-1989 Annually Ongoing District personnel as designated by th( Associate Superintendent Agendas of meetings Measurable improvements on individual school climates tor school climate resource allocation 1.2 Use of ehannel-l9 cable Channel 4 to carry brief messages to staff re: expectations, working with at risk and disadvantaged students\nand crejjting positive climate 2.1 Monitor facility,. staff morale, student acheivement, status of media center books and materials 2.2 TnHance equipment, supplies and materials in buildings 2.3 Provide staff development and intervention plans as needed fD o tn tn AHgust7-t389- Annually dune7-1989 Annually Annually Ongoing Ongoing H Assistant Superintendents Principals Media Supervisor II Identified district staff Reports of Supervisors, Assistant Superintendents Staff Development Rosters Quality of Education Survey Results I PSD l)ESI3GREGATI0N rLAN-'IMPliMENTAnON TIMH.INE 11, (Continued] CriVES STRATEGIES/ACTIVrr] ES UEGINNING DAIE ENDING DATE RESPONSIcaiTY EVALUATION work with scliools to p them design programs ch meet the specific ids of their students 3.1 Provide resource assistance to school staffs 3.2 Provide planning time and formats to school staffs 3.3 Develop school profiles which show complete data pictures, for improvement Set goals tablish a program to iiiliarize parents with lool expectations and build a partnership til them n\u0026gt; )o dune-1989 Annually dane-1989 Annually dane-1989 Annually Ongoing Ongoing Ongoing Divlston-of-Sehool3 -and-urrteulam Educational Programs Bttsion-of-School3 Educational Programs School Principals and Staffs Completion of Procjram Designs School profiles and monitored building plans 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students 4.2 Involve parents as full partners in planning at scliool for student^ growth and success ddne-1989 Annually dane-1989 Annual ly Ongoing Ongoing Principals. Staff Principals, Staff. PTA Board, patrons Development of and sharing of school based objectives. discipline policies, etc. Statistical improvement in student beliavior and achievement 1: HI. TIVFS LRSD DFSETRBGATION FLAN-IMPIJiMENTATION TIMELHIE To develop and implement policies which enhance school climate and improve student discipline and attendance while also iiieUntL-insllYirfua.l--StudiU.-n^s_an(LIeaAjn9-Styl.es. STRATBGIES/ACrrviTI ES BEGINNING DATE ENDING DATE RESFONSIBTLITY EVALUATION ide Inservice train-to district person-on discipline in a gregated setting 1.1 Conduct inservice training on discipline management in all local schools Augujt-t909 Fall7-1909 As Needed Director of Pupil Services Building Principals Assistant Supt. 1.2 \"Provide follow'up training for new staff on a regular basis AugMst-t909 Annual 1y Ongoing Building Principal Director of Pupil Services ride inservice to rict personnel on vioral styles and ning styles of lents and divergent\ngrounds 2.1 Provide training for school based Spring-1990 improvement teams (to involve staff Annually and parents) who will train staff at the scliool site with annual maintenance Ongoing ide a comnittee to evi attendance and :ipline policies and on an ongoing s to ensure equity )olicy and policy nistration 3.1 \"Convnittee and sub-commitlees to include principals, staff, patrons, students (on the secondary levels) and at least one (1) Board memlier to review data and recommend modifications to meet students needs and district needs 19O9-90-Seh8ei ir'ear Annually O 30 QI LQ fl) 3.2 Revise student handbooks as needed (P o tn Spring-1990 Ongoing Ongoing Ongoing Ongoing Associate Superintendents Oensultants Tri-Bistriet Eeoperative Staff Development Staff Identified Staff Associate Superintendents Principals Teachers Director of Pupil Services Patrons Assistant Superinten-tendents III. TIVES (Continued) int joint committee PCSSO and NLRSD in place alternative\nuspension across the :rict with at least such intervention to ilaced at each school bl ish a school based lent discipl ine and jndance incentive tem at each school UiSn DESEGREGATION PLAN-'ItttL.tMEWTATXON TIMELINE STRATEGIES/ACT IVrri ES BEGINNING DATE ENDING DATE RESPONSIDlLm EVAITJATION Review attendance and disciplinary policies and consequences Develop school based discipline plans to be reviewed at district level and to include suspension alternatives Effectiveness of these alternatives to be regularly assessed Review research and develop rewards program such as that recognition and tangible incentives and-awards wi11 be individual to the school XI'S. Implement-programs rii 1909-90 Sehool-Vear As needed Faii-1989 Ongoing Spring-1990 Fall 1901 Faii-1990 Bngoing Ongoing Faii-1990 Ongoing Ongoing Appointed Staff 3 Districts (see eoiiaBoration Tri - District component) Assistant Superintendents Principals School Based Staffs Principals/Staff Assistant Superintendents VIPS Patrons Prineipais Sehooi-StaffJ Review and revision of tri-district attendance and disciplinary policies Existance of alternative plan in each building Statistical data to support validity of plan and improvement in discipline and behavior jOdl: HI. ECriVES (Continued) :)vide counseling inter ition for students th chronic disciplinar li/or attendance prob-ns -o cu m ft) in lO 30 (V in oi IJ^SD OEStjGREGA'lION PLAN-IMrUMENrATION TIMQ-INE V STRATTKIES/ACnVITIES 2.1 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 7.2 Involve parents in the team process regarding their children through meetings/conferences BEGINNING HATE Fan-1990 Annually FaH-1989 Annually ENDING DATE Ongoing Ongoing As needed RESrONSIDILm EVAWATIOtl Principals Guidance Departments Director of Gtiidanee Pupil Services Building Staffs School ileal th Services Coordinator Principal PIA Officer PTA Council Counselors School-interventfon Teams Pupil Service Teams School Health Services Records of counseling intervention Records of parent/team involvement Statistical decrease in student attendance/disciplinary referrals al: IV. crivisS 1 jt.sn m\\si-x:uiT:ATion i'iAiriiiii.i:MmrATioN i (uki.ink To provide guidance/cniinsel ing services which address individual student needs\nare supportive of sIraI.ei)ies and interveiitiuiis to enhance sliid enL success and' .exp_e_ claIjonsk\n. .-rrttiiinsLL uULLOOssddiillEELLXXQQiiiitEtiiiiiinniitcaaLions.. 1.0 faiaiTies-oL-Sl.iidenl.s... sn^Airz: I iss/Acr 1 vm I'.s IMSCf Ntll MG dait\nlMnltll\nIWIK iiESinNSiRn-riY I-iVAlJlIATIOU iiriii students of all urtunilies available them and encourage ai to take advantage these opportuni ties ...LI Publish a document annually which lists financial aid , vocational and higher education opportunities for all students i^imnier- 199U' it In Elfecy- Oni|nini| Counselors II i rector of Pupi 1 Services Vocational Director -hi. Encourage students to lake_advan-tage of opportunities open to them e parents partners education of their Idren by making infor-inn accessible to then keeping them orraed 2., L Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities) 2.? Provide written information to parents regarding curriculum and student skills Annually Spring 1998, Currently th 5pring-l990 Annually Ongoing Annually Ongo i ng o cu \u0026lt;n (b cn o n Ln a Principals Counselors Director of Guidance Associate and Assistant Superintendents Oivisionj-of-Eurri-ciilnm- and-Schools Educational Programs UuThling Principals Cniniiun icat ions i.iepartmont Puhi icat ion of doLunh iU Statistical increase in ninuher of students, particularly minority students, receiving financial aid and proceeding into post se-'.ondary education Rosters of meetings al: IV. (Continued) ?1VES ake students aware ducational and post ational opportu-. es te community linkage ssist students in of special services te academic interion strategies on a lol basis UlSn DEStjGRBGATION PLAN-'RtPliMENrATION TIMELINE STRATffiLES/ACriVTn ES Skills and employment fair to be held annually in conjunction with business community 4^1 Through Ford Collaborative, New futures Initiation, city, courts, public and private service providers, provide school linkag with guidance staff for student special needs interventions es BEGINNING DATE Spr t ng-i 990 Annually Currently in Effect ENDING DATE Ongoing Ongoing For Life of the Collahora-tives RESPONSIBILTIY EVALUATION Vocational Teachers Counselors Volunteers in Schools PIA Employment Fair Student Attendance 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic success ex: Peer Tutoring Volunteer Tutors 1989-90 Sehool-Vear Annually Ongoing Counselors, Exeea- Bireetor-New-Future5 tRSB-Casey-eoordtna-tor LRSD New Futures Liaison Associate/Assistant Superintendents Director of Pupil Services Deputy Supt. Principals, Staffs of Buildings Assistance from Btvis ion-of-Schools -and-eurriculum . Educational Programs Associate/Assi stant Superintendents . Established community linkages Annual plan and annual evaluation report comparisions 1: V. IVltS IKSD DESEGREGATION PLAN^IMlLCMQnATION TIMELINE -To provide guidance/counseling which assists students to acquire habits and a11itudes necessary for progress in school and in later life.______ STRATEGIES/ACriVITIES BEGINNING DATE ENDING DATC RESPONSIBILITY EVAIJJATTON ide mini-courses for\nnts in study halls. ng skills, and pre- 1.1 Minicourses to be developed in sequence beginning with grade 4 1990-9) Sehool-Year Ongoing\nr skills in a need program iiiing in grade ugh high school 4 and 1.2 Provide teacher* staff development in the use of curriculum of these / areas Annua!ly 1991-92  School Year! Ongoing  Classroom teachers, VIPS, Guidance Counselors Development of raiiiicourses e awareness of ent or future career ns 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options 1989-90 (Phase-In) 0ngoing- As Needed tn cn Curriculum Staff leacher-Bevelopers of-the-mtnleourses Staff Development Director Teachers - grades 4 en through 12 Student participation in those (comparative numbers) Rosters of Volunteers Goal\nVI. crivES ijisn i\u0026gt;i\nsw\nui/:z\\TiON iijurrMruMiwrATiai tiiih.iih'. Monitor student class ratios. Instructional and teaching practices to ensure egujty__for_All_llUticn-tS STRATEGIES/ACTIVIII ES IlF^INNlf.C DA'fE IWIHC DAIE nrsioNSiniuiY LVAUJATIO\n: ieve cqui ty in class uctures by grade and subject area iieve equity in jdeiil instructional icLiccs Ilieve equity in aching methods 1.1 Review class, basis class ratios by subject, by by teacher on a semester .L2 Address disparlt,lcs with inler- 'vention activities 1.3 Remove barriers to equitable participation of students 2-L Review grade distributions by subject, by class, by teacher on a semester basis 2.2 Address vent ion 3.1 Provide (ftmfdiateW Ongoing Principals Assistant Superintendents Associate Superintendent Monitoring of outcomes ratios and student I Ongoing Principals Assistant Superintendents Associate Superintendents HoniIori ng of niasler srht .iules disparities with interactivities inservice assistance to principals and teachers in reference to variant learning styles and effective methods 1989-90 t School jrcAr 1 y Xvai lai)le Ongoing As nceilei! Staff Devol opniciit Personnel Human Uesoiircos^ Princfpals Assistant Superin- Ak?Gl?St Superintendents Attendance at Inservice Classroom Visitations *Ratios are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and programs to be removed. loal: VII. niVF5 irsn DI-ZilLKF/IATlOH IlAn'llIIllIKNrATlOM TiMEI.ltll-: Provide and ensure opportunities and encouragement to all students to |)articipjtt.cJn_e)i.traurxjji:ulA!l-an-CQ--XULiU.1dl--.actijfiIifiS.------------ STRATEGIKS/ACriVrill-^ IIBGIIINIIIG DATE HOT NG IIAIK RFSPONSinrLriY fVAUJATION irm al I students and ons of co-curricular/ acurricular actives available for tents and of parlici-on requirements ff recruitment of dents to participate 1.1 Use of media and press 1.2 Send printed information to parents LJ Hake clear public address system announcements to students .M Use conwunity agencies such as churches to assist with recruitment LI Individual staff contacts with students encourage involvement 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities Annually Annually Annually Annually Annually Ongoing Ongoing Conaiiun icat ions Department Principals Staff PTA Board Athletic-Director educational Programs School Based Directors of ExtracurTT-cular Activities Individual Staff Members Log of announcements, media usage, other community student contacts  Comparative review of data regariling numbers of applicants and participants by race '041: VI1. rivf.s jContinucd)^ ease student partici on, particularly rity student partici on in co-curricular yi tics al of Remove al 1 i. ers , to_ _eq?u-irt\n.a -ble icipaTion ot stlT-s kthu to participate in acurricular activi- \"O .-o (U n\u0026gt; n\u0026gt; o Ok u\u0026gt; cnS 1K\n.|) i)i'.'\nij\ni'i7:/Vi lUi I'bur iiii'i iiiiHiATioii r STRAITCI ES/ACIIVTI'I fS IltEfniilfiC OAIT. INDTNC IIA'IT\nrun\nRI-.SIONSiniLVlY EvAIJJATIOti Profile student involvement in each club or activity 3.2 Disaggregate participation data 3.3 Develop plans Provide Annual ly Ongoing Principal Staff Assistant Superintendent Directors of fxtra-curriciilar Activ- 71 fes Yearly analysis of participation data and comparative profiles school b'ased recruitment .a district transportation prograra f. or -s--t-u--d--e--n--t_s transportation when necessary to assure equitable participation for students participating in district sanctioned\" extracurricular activities -I.2 Provide a program for student access to equipment/uniforms etc. needed for participation at minimal cost Annually FaTl~l9il9 Fall-19n9 Annually Ongoing Ongoing Manager of SupporrServices Assistant Superintendents (Secondary) Associate Superintendent Desegregation Principals Same as above lal: VII. nTVES (Continued) ^lop school profiles h provide overview o lol success or its ct on students so , changes and/or :rventions can take :e as needed 1 USD DESratffiATIOM PlAN-'IhnIJMCNlATION TIMELTNE STRATEG lES/ACriVlT I ES BEGINNING DATE. ENDING DATE RESPONSinnjlY EVALUATION S.l Profile school by: * grade distribution * attendance * disciplinary outcomes * test scores, * student involvement in school related activities * course enrolIments/special program enrollments Immediately Annually Ongoing Associate and Assistant Superin-tendents Principals School Staffs Use of data based school profiles Yearly comparative students Production of improvement plans to address disparities Outcomes evaluation 5.2  Data to be disaggregated by race 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement II oal: yilL mvES IJSD DESEGREGATION IWKlMPIfl-IEWrATlON TIMELTME Review and assess testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students. STRATBGirS/ACrrvmES nEGINNING DATE ENDING DATE REsroNSiBn.nv EVAIJUATION ts to school^^iy ing/evaluation 1.1 Meetings with principals, teachers Spring, J909 Ongoing toring team to asses\ndi ty and reliability esting procedures strategies employed irepare students for taking InTbrmal classroom visits by moni tors 1.3 Compilation of comparative data by school IlA Evaluation of data with recommendations for changes/improveiiiBiits ggrcgation of test lits by grade, by : for review and \u0026gt;ssment for interven- ) purposes 2.1 School analysis of test results by grade, teachers, race and subject area 2.2 Development of comparative data to assess disparity areas, if any 2.3 Preparation to of intervention plan: to address specific student needs Annually Annually Annually Sprtng7-1989 Annually Annually Annually Ongoing Testing/Evaluation Beparlment Planning, Research, and Evaluation Assistant Superintendents Principals/Staff Educational Programs Principals Principals Assistant Superintendents Testing/Evaluation Principals/Staff Associate/Assistant Superintcndents Monitoring visits and reports Data assessment Documented intervention^ as needed Report of outcomes Existence of plans Goal: IX. rrivES To give LRSD DESEGREGATION PLAN-'IMPLHl-lENrATION TIMELINE local schools sufficient authority to improve and to advocate for students, and to hold them accountable for.re^ylt STRATBGIES/ACriVITIES BEGINNING DATE ENDING DAIT. RESPONSinirnY EVAIUATION relop/enhance site-sed management at . 1.1 Staff Development for principals 1989-96 Annually Ongoing Associate/Assistant Superintendents Conduct of staff developihont signaled schools 1.2 Revision of district procedures to provide central office technical support rather than strict control 1x3 Enhance principal accountability for program at the building Ovide support to retalize scliool environ-nts to make it condu-ve to student learning d to order 2.1 Plan of district school rennovation to meet programmatic and student population needs Annually Annually Annually II II II Support Services Principal feedback Assistant Superintendent evaluations of school climate and programs and and principal management of these Completton-of-tasks spond to principal guests for assistance a timely manner 3.1 Set up format for technical assistance with assigned personnel to work with individual schools Immediately As needed Bi vTston-of-Schools Currieulum-Bivision Associate/Assistant Superintendents Educational Programs Curriculum Directors. Supervisors, and Coordinators Completion of task Principal evaluation of plan un i I 'i Goal\nX. BCTIVES Review s date review of re-uiting needs by age, ce, sex and seniority positions in the strict to ascertain ejected needs view of position signments related to cial equity such that 1J?SI) DESEGREGATION PLAN-IKPI-H-IENEATION TD-IELTNE taffing patterns and staff assignments on all schools and district division for equity STRATEGlES/AcrrvrriES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION 1 races are representei every position and lb descript strict ion in the -o (U in n\u0026gt; tn tn VO CJ 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs 1.2 Projection of student population on 2 year basis to validate expected needs 2.1 Development and assessment of school and divisional staffing patterns 2.2 Recruitment of support and nonteaching staff to reflect equitable racial representation in all posi tions Gurrently-in Effect Annually Spring 1989 Current Annually Summer-iyau- Currently in Effect Ongoing Semiannual' Ongoing Sj ^ni iglnal Director of Perjonel Human Resources Office-of-Puptl Accounting Associate Superintendent - Desegregation Director of Personnel Human Resources Building Principals Division Heads Bivision/Bepartment Heads Principals Director of Personnel Human Resources Associate Superin-tendents Completion of tasks Completion of tasks Enhance racial balance in all pos i tions loals: XI LIVES lESI) DF.SBGRrjGATIOW PLAN^IFaLD-BFNl'ATIOH TIMQJUE E51ab 1 isli recruitment programs for representation of niinorities in all positions in the district STRATFGIS/ACri\\TriES BEGINNING DATE IUD ING DA'IE RESPONSIBItm EVALUATION te pool of currently fied teaclier cants and of 1.1 SKare applicant pools with PCSSO/ NLRSD (see collaborative) Fall-1989 Currently in Effect Ongoing Annua I ly\nnts pursuing certi-lion 1.2 Share with NLRSD/PCSSD recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students 1.3 Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession lA Provide internship programs at district schools for aspiring teachers and aspiring administrati J * IS o tn Spring-1909 Currently in Effect 5pring-I990 Annually Fall-1990 Springl992 Ongoing Annually Bngotng Ongoing Personnel-01rec tor3 Human Resources Directors 3 Dis-tricts Directors of Persenne Human Resources 3 OTstricts Practicing Teachers (3 districts) on a voluntary basis Principals Personnel-Bf fiee Human Resources Office Teacher Sponsor of FTA Collaborative effort with local universities Prtncipals Personnel Office Human Resources Offic? Assistant-Supts Assoeiate-Supt-of Sch Educational Programs Completion of task Preparation of and implementation of sharing plan Implementation of procedures Increase in pool of teacher/ administrator applications for LRSD Goal: XII. IVES Ensure de school based ling based on (sis of all avail-data\na specific it for addressing )1 racial, gender, lisparities  ZJ n\u0026gt; o tn tn LRSD DESFjGRDGATION PLAN-'IMPlfMEHTATION TIMELTNE school-wide planning for prograninatic excellence and individual student achievement STRATECI E5/ACrrvniES BECINNIHC DAl-E EHDII'IG DATE RFSrOMSIBILriY EVAUIATIOM 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist student 1.2 Via disaggregation of data relative to: studeqt performance *discipline attendance participation in school activi ties placement in classes 1.3 Train staff to deal with data and implementation of strategies l.A Tvaluation of outcomes of interventions via milestone reports and final yearly reports Fall 1989 Sprtng-1990 annually 1989-90 annually Ongoing Ongoing Ongoing l.S Reassessment of and modification of objectives and strategies Creation of final plan and strategies 1989-90 Annually 1909-90 Annually Ongoing Ongoing Bi Vtsion-ef-School 3 Educational Projjrams Testing/Evaluatloti Sipartment Committee of Prin-cpals Planning,Research, A School Staff/Prin-cipals School Improvement Teams Formulation of guidelines, plans and interventions ^valuation Disaggregated Outcome Based Data Bivision-of-Schools : Educational Programs Testing/Evaluatton Department Planning, Research, Principals/School Staff School Improvement Team Assistant Supts Principals/Staff Principals/School Staff I I Outcomes evaluations conducted on a comparative basis Evaluation I Goal: XI Ij. IFjCTIVES \"O m 0) (O fD UI (\\\u0026gt; a\u0026gt; (Continued) IRSn DESEKRECATION IlAN-'IMlIJ'MI-NFA'11011 TIMELINE SntATBGIES/ACTIVITTES 1.7 Annual assessment of outcomes of yearly plan BEGINNING IIAI'E 1989-90 Annually fNDING DAir Ongoing RESPONSiniLITY Peputy/Associate and Assirtant Supts Principals Staffs School Improvement Teams EVAl NATION Assessment process and remediation plans for areas in need of improvement IKSD DESEGREGATION PlAN-'D-R'ITMENrATlON TIMELINE Soa 1 .\nXII1. Provide staff development on an ongoing basis to_slaLf_^ndJnarmatliin_tfl-P^eats_reLally\u0026amp;-tfl-S.tudeiiL success GTIVES STRATEGIES/ACrrvrriF^ BEGINNING DATE ENDING DATE RESPONSIDILnV EVALUATION update skills of all trict staff on a ular basis and to p all staff abreast developments in their Id of endeavor u Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to TESA PET Classroom Management School Management 1.2  \"S^d selected staff to professional development sessions in order to increase the number of available trainers and in return for a convnitment to assist with collegial staff development 1.3 Provide district wide program of staff development OS fu (0 IQ (B o tn CaJ-J 1989 Annually 1989 Annually 1989 Annually Ongoing Ongoing Ongoing with maintenance Associate Superintendent - Gurriealuti Educational Programs Assistant Superinten-dents Director-Staff Development State Department of Education Provision of staff development Evidence of enhance classroom instruction with improved student performances II II 1JSD DESBCRBGATION PLAN'IMPIfMEWTATIW TIMELINE Goal: XIV. Collaborate with contlguoas districts regarding aspects of the plan which will facilitate and enhance-aniLiks^gcfigative effocts. lECTIVES STRATBGIES/ACTIVm ES BEGINNING DATE ENDING DATE RESPONSIBILITV EVALUATION I create a collabo-tion whereby all udents in all schools 1 the 3 districts (LR, R and PCSSD) will\nnef i t from a mutual !t of beliefs and pectations for success ir all students and |uity for all students id staff n tn co Contained in the following \"Interdistrict Desegregation Plan\" See attached plan (Vol. II) See attached plan (Vol. Ill) Superintendents and Staff of 3 districts Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the 3 districts in areas addressed GIFTED EDUCATION Long-Tega- Deacggcgation Flan I, FROGRAM/AREA OVERVIEW At Smnmagy of Background Infognation The Little Rock School District Gifted Program offers subject-baaed inatruetion in grades K-12 services to its students through a design that consists of observation and enrichment for all II. students in grades K-2. Resource rooms and indirect services are provided for grades 3-6 and special classes for students in grades 7-12 are offered. The program operates in compliance with It operatea under theatandarda-o^ the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1086. The Standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and facilitators) who have completed or who are in purouit- -of pursuing graduate credits -in gifted education. AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Re: 01593 Page 87Education, gifted and talented children and youth are defined as ... those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experience and/or services.2 The criteria for pupil placement into gifted and talented programs shall be superior 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. Woi-thoff No one criterion shall be used if the result ia has a disparate impact upon either racial group within the dDistrict. Moreover, special attention shall be denyoted to the identification and placement of minority pupils 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. Re: 01593, 01594 Page 88In order to strengthen the programs in all three districts and to further desegregation, all three districts agree to collaborate in the following areas: (1) curriculum, (2) staff development, and (3) research and administration whenever possible and/or feasible. Re: 01594 Page 89O 01 ro to . n\u0026gt; kl2 o I on (. S VRRIltfalOy Arniual -Ham -19e990-,haart- wwqtiBm4.-qOBsJttaOT Area Goal: I. f LRSD Desegregation Plan Inplonentation Timeline -ehrHhm: -etnrtcnhn-t-st^eem-rra^rMT , ------------------------- -------------- Rrogrea/Acaai -CLflad-idbtaaSLan To astebllsh collaboretlva efforts |n tarns of rasaarch end In the adelnlstretIon and/or OBJECIIVES STIAIECIESZ ACTIVITIES BECIMNIMG OAIE COMPLEIION OAIE EGSfS operation of Cl tied Pfoijunn RESPONSIBilllY EVAIUAIION A QD C I. To shara rasaarch and/or findings In tiw oparatlon and/or adalnlstratlon of giftad programs. 1.1 Establish a schadula of ragular aaatings of tha tri'distrlct gl f tad-caardtaatoFS supervisors. 1.2 Establish a proca-dura to Infora and/ or InvolMO other adelnlstrativa par-sonnal and/or staff ol rasaarch and/or tnnovattva proca^icas NovMliar 1988 Novenfcer 1988 Ongoing -- Noventier 1992 2. Io liwoitigato Uw faaslblllty of Initiating a tri-district effort to - ottablUh a aodal prograa to Identify and aducata toclo-aconoolcally dli- ' advantaged glfladz^ tfan K dependent-upon-fundj- pfoHded-t\u0026gt;r ttia Javits -and-Hfontod iC-ftHdren-^trt-of-Mt\n\u0026gt; 2. 0 Aaak-lar4f4\u0026lt;aUaa-af- ra^lreaanti for tor eiBviIs -ftffidrfroa-tMGe-md Mi-.___________/ x ParHcipate in X Project Premise through the University of Arkansas at Little Rock (one \\ junior high school i in initial group Novenfcer 1990 \\ltovoa*af\u0026gt;-tt8- DecaiberX, 1992 LRSD Supervisor Kaa=McatBn-and PCSSO/ NLR Giftad and lalante'd Caordtnatofs- Supervisors LRSD, PCSSD and NLR Supervisors for Gifted Programs LRSD Supervisor Vaw-OtctiDn end PCSSO/ NLR Gifted Coordinators Agenda ondUlnutai ol aaatings Copies of reports and or data Program Records ot rnvactTgiCTen affui tr- participation I k.. LRSD Desegregation ^1an Iirpl ation Timeline I I --rnin (+rw1- h*n-ii-ri*i-tnnrmrrnn Ar^ Unatr J.^iiIIiIm,, dr Ud l lii \u0026gt;r!-j\u0026lt;MHl llli.if, ,i, tillril lU.ii *1 i.m OHJfdIvn SIlfCII$/ AllllllllS ICIMNIMC OAII (OVUIION DAK HFSTF RKPOinilli III I. Io thifr Ikr loll ul ihii tide raatullinlt in ikr fillrd prn^ria^ lettikir iml pnttiblr II laadt lie KiiUiilr i. Io pln Ong iRplfwal lrl-4Hlrl\u0026lt;| lairrolitl leadudtd kp iho Irl-dlt- Irlcl Hall oo Idanllfl. \u0026lt;11 Ion, corrlculuo. aod propria tiiilii\naa |f lundt ttt Killiblr. T3 01 ID IQ  O IS tn to ay 1.1 CiidTo\u0026lt;l\u0026gt;- frl Io dltlKlt tadlddnll oredl and (e drieiaior tl con-ioIImIi lat k* tbirtd. rMralnalaoi ! la plaa Irl-dlilrlcl la-tarolcct aad Iri* ditirhl latrtaUet tt Mid. Se|ilrM\u0026gt;r\u0026gt;. linf Wpitafcrr. IM -I Oayoinf OayoUf I A| UAI lUII Uwdel rrwiwfd Wf-p-depanil- l\"7-im-oo  Tlrtiwil-tkiUdrioinrit- Jni| ri ili uninnnirHrr Supervisors HiiMilrS \u0026lt;J crl*n(| LRSD frnr-0tn-\\Tm-*n4 fl SSU/ HIV Co\u0026gt;'* Supervisors Miniilrt III nrrt iAi|, Ui-\u0026gt; k .I, a^rnifi, p\u0026lt;rllrl|i4nt ffrqi\\li  I Ion, Ir I diMi II I drrtu|ir\u0026gt;l rxluillun loia.  0 1*1-* Im I. Io CollAborAl* M lb ^^wa LRSD Desegregation Plan Inplanentation Timeline hwtWiitMtoiniwMiie- 1.la_illL\u0026gt;itolllu at a Irl PlUrlll Cllltd *\u0026lt; lkUd Scow nd Sequentt Ol SMIIt, *^aye*a/ae*-*tn^i^t^ritenn- OIJKIIVIS In. ..In. ir.itsfeimfU III \u0026lt;lnrt la lb* itl-dltlrlci llllrd arofrant on Ike tr aa Iln^alleMwenlljjuilttBaaa a\u0026gt;l1 .I1k* * elTt'In, III/alUrirl *5 y.illa*a^ t__f_o_p_e_ _a_n_a_ _t_*_qTaTTn\u0026lt; intleinariil. la aallaa aad \u0026lt;a-aR|ltlr I** * * ktaaa aad M^atact ta^liaaral.- (Conpleted) -D XI cn lQ r I ID ' fD O T-f*2 I r\\\u0026gt; cn . 00 h'S SIMIICHt/ MIIIIIIIS 1.1 foadM I Ci arrilayt I. 1___ Eitii h^ii-aea la Iba afH**** /.I Aaaala*-a-*k4H\u0026lt;trt TOTTltBlBB-nMBttt**- -rHa-aa4 la \u0026lt;aa Flrta^lha-aanamrt-. (Conpleted) BICtMIK BAIC ccmiuoii OAH tMt- RtsroHsianitii Ocioltd . 1W1 1990 omaw.-rtfir Ongoing H Aaa-Bkkvaa n\u0026lt;t MA-Cillea (Mr and Supenzisdr' aakakM (Conpleted) (Ccnpleted) tm-Btrlrtvr-wia-WSa^ tt'CtttMtwnOkitorr i aRrtrm'ireT'r\u0026lt;aq'Aiv. (Conpleted) mM 3 1 J^IVAIUAIION An%lrr U pAi I i\u0026lt; ip4i*i \\. pjf t l( ipjlll *a tlMUli |\u0026lt; (* Roqlai ol-ffiT-\u0026lt;nTnpniiA~T\u0026gt;nT?- (Conpleted) LRSD Desegregation Plan Inplementation Timeline l*rr*jppr-( iap '-'V 'GirinTt^nn\" ( tnn-.' 4. T (cIluc/lk^tiiiLliiii: Ux UUU (iillcil I'luuiaa lu IciPi.vl inj |l|ll('lll lu hinii ii u i iim^ i  I* \u0026lt; ll( \u0026lt;\u0026lt;| ,1.11 !... 'J oiJiciivn I. la laalraral all al\u0026gt;jr(|lr triAllaf lu Ikr |A*4 r. I lararal/re^lrut (u\u0026gt; lay laalAwalAl loa plaa la Inal at IdtalifUAllaa. iMirlialua Aad lUII dr*rlapa*al fD o I go 00 CJ (JI (D co SIIAKCKV atiiiiiiis I.l ! laplfwal All tl\u0026gt;A ll*l/A\u0026lt;ltllltt 4r-llartleP la lAr rr-f laAwal/rrtlrai lur Im ^lAa la MtardAate la Iheir aPpdl**! ICIIWIHC PAH Auqull, IfIM CONPHIIOH . MH Fa11, 1992 -cavu tlSPOMSItllIII 11 Al UA 11(111 Snpr Inlrn.lrnl .EJucatiC 1 \" ' A%%0( . SupI . fui I II nln lev ol_ $( husll. Su^rvisbr (Vui'uiniipri r. 111 rd Prufriai. Nil luart (oniullAnli, OllIrkI-aide CaaaAillm frIadpAlt And Sihool leant, -twaawrttal-fanT-Pd+i-e-,- ArlAntAl OrpAdarnl of IduCAllon. (allr)( Profettort * mI I \"illtl If 4 I III *. !* I * \u0026lt; I III III* gull MULTICULTURAL MULTI-ETHNIC-CURRICULUM CONTENT AREA UROGRAMG I. OVERVIEW Summary of Background Information The use of ifmulticultur^ aulti-cthnic curricula is an Mo protle.'^ us/ l-lpusexc.r. aboosn4o important factor for effective school desegregation. Inlerpre-i 4ke. neon.- - Q. airlciu na-lti-ethnic curriculum LRSD's slricil^ e development will include the following areas of concentration\n1. The multicultural au-l-teiethnic approach will be integrated into the subject areas and courses (Example: Historical and/or social events will be viewed from several othnio racial, cultural, and ethnic perspectives. The study of-- ethnicity These studies will be incorporated into rather than added on to the regular curriculum). Multi-ethnicity A multicultural focus will permeate the total school environment: materials, libraries, assemblies, textbooks, bulletin boards and other displays, assemblies, holiday observances and extracurricular activities. 3. Students will be provided opportunities to develop t better sense of self self-esteem. 4. Multicultural Multi-ethnic curriculum and a multicultural multi-ethnic 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. The Little Rock School District shall use its Division of-C-ufpiculuB and Special rroggamo Office of Educational Programs to ensure equity and excellence in all areas of curriculum and programs, including, but not limited to, the following: Re: 01599, 01616 Page 94 2.instructional methodology appropriate for a diverse population teacher/student interaction behaviors supplies multicultural materials and 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-\nor preannouncod-,- and non-discriminatory aub-jectivo-criteria for student placement in enriched/honors and advanced placement classes inservice training staffing The diviaion-Office shall integrate human relations activities for the individual classroom into the curriculum in. among othera-.the following wava\nby promoting\nthe use of multi-Gthnio multicultural textbooks and instructional materialSj. role-playing and group projects^. discussions of race relations and ethnicity as they relate to the classroom, the school and the society. A speaker's bureau will be developed to promote a better understanding of multicultural education in the schools and throughout the community. II. AREAS OF COLLABORATION The three districts in Pulaski County will work cooperatively in examining, developing and implementing a Re: 01616, 01599 Page 95multicultural aulti-othnic curriculum. Each district will retain its own general curriculum approach, but will join the other districts in the following areas of collaboration: A. B. C. Annual Multicultural Multi-Ethnic Materials During the summer-of 1088,Little Rock School vendopo. District hosted a Multi-ethnic Materials Fair witn-^ representation by approximately forty (40) / North Little Rock had a smaller exhibit.V Both projects were very well peeeived-by otaff and vendors .- Thia opportunity The need for the review and purchase of books, materials, posters and other multicultural multiethnie instructional ai^ aides will be an ongoing Rood. Annual Fairs will be cooperatively planned and implemented to meet this need. Inservice Training - Training for staff on the appropriate selection and use of multicultural multi-ethnic resources will be an integral part of the tri-district staff development model and will be provided through a variety of strategies/activities. Access to Higher Education Training Opportunities - The Tthree districts will cooperatively access information on courses/seminars related to multicultural multi-ethnic 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. III. LONG RANGE GOALS EXPECTED OUTCOMES LRSD expects to achieve the following goals through the processes set forth in the attached timelines: i By September 30-\n1980,the curriculum for pre-aeheel J through grade 6 will reflect a multi-ethnic approach^y 1. By September 30, 1900,\u0026lt; 1993^ the curriculum forl grades 7-12 will rerflect a multi-ethnic multicultural approach. The io - ohci. ha.\\ie been cLsinq unAj novO +hcjL Re: 01599, 01600 Page 96 .e\u0026gt;  IV. By September 30, 1991, the ongoing multi-ethnic a curriculum review/revision cycle ^or- pre-achol through grade- -1^ will be established aoa-model in P all three School Districta. EVALUATION AND MONITORING Each building principal is responsible to -tensure that*' the multi-othnio multicultural curriculum permeates the school environment as required by this Plan. A aectionon multi-ethnio curriculum-w-ill bo added-to the-LRSD Bonitaring . checkliot. T =, 4^ere. GJ-e. S''l lI,. +ke. Cits .nR...o .F no+ -W, cLbeckl'34  Le le4-ion  7'__ J 2^ br b \u0026gt;0 ') Re: 01600 Page 97 AREA Multicultural Curriculum IHPUHIMUIION IlHfLiHi AnBo-n*ir-4MU'69 ^crtaa- i\u0026gt;tpoi\u0026gt;tibtr~Pn~Beyrtir)\u0026lt;hthr (iiminhfcr an.r fcnirHrhn iiftfin- -D |V11 tor - . t o.j t A - H..) I- \u0026gt;-1i.m, OBJfCIIVCS STRilfCIIS/ ACTIVIIKS KG I hill NG DAU (OHPKIIQN DAU tons RISPUIl$|\n III (VAI UAIIUN 17^0 provide icACher IcArn-loy opporluolllci Ibrough iuriiAl tourte Iriioing I 1.1 AT ConlACi IocaI colleget And univertllIe* lo eblAln InloraAlloA on' propoicd (ourte oflcr-logt relAlcd lo cllinic tiudict for I he iuAUMr AAd IaII, 49a 1991 1.2 cneteiwe AAd Advcrilic courtc offcringi lo All (crlKicd iiAff, In-eluding opporluAlllei lor lull ion rciAdiurte- Axnl AAd/or lAlAry 1.j\"* irldcnllly pArlKIpAAU In buAMcr And IaII (ourict ffl|-\n-l)IIU Spring, annually Jjih^ISUB-Spring. annually -funnel\" i nd annually 'IxbroAry\" (9US Ongoing -Aprif-IVUtt- Ongoing Oeiulxr-IUSQ-Ongoing Huiiu m.iuiii lull 1011 hulM bur tcmtMil hune Avilii uil- ^|.i tnrrr Aulu*. -AAtf DlrAft\"ii\u0026lt;- Grailonti^ tirhinrl Atadeali -DvAiit -- I ivl il KilliMir hllci for Educational Pro irams Ai^iU uU* SupI . uf f ill 11I III ihal lull ii I 11* I briiqraut for Ed. Pro). IIII il e ol -|*v* vinilirI Human Resoii IdliluyL'i.'l ces -^.-l-dvelop-A DitlM-- -\u0026gt;tdr-autl-i-elhAir-Audiu ~ V lu\u0026gt;( -moiLrco-CAtAlogut - (completMS (all - iyu'\u0026gt; A|imM9U*\u0026gt; hUHV- ^UpUB -* I $U| -ul- XaIII IU Service----- I 'I'r III Al ailimit liaii'.iii|i I mil IV I oay.lvl lii|i mi I i h i lnAnniii'l OffiCfi of Human Resources I nw-llll -i-u1\u0026gt;ln*pir-|-r~.i Tir(- This sho^cLn^r-s ha Q_ C,O'\"'pl.+w._ ,_,ba oneio\u0026gt;'\u0026gt; o E.Mii'toTA , tr NcviCkA-And fAlaleyuc-- -prelent-Audio-vIlaAI-- owltpclbnu-cumcu^-- lu. li.~+orniie\"Aiiilirninjr-lodiiPVi tutl -aulcr Tai'!' 4ru\u0026lt;k Iha -UDu-DS bud lair -|VU- A(irr|- I9U9- tllr.llilll-- Hilei n h.- tllin'l T*-Ki lit hrilin-- 5vrvir cr \"  if.prt-s \u0026lt; I T r.rl- C3 cn O re I AREA Amm Multicultural Ciirriciiluni IHniHlNUriON IIH(LIH( Fcrtdd -BtiPootU Ie -Dr.- Beverl r -Uhl tr - Goa 11---Dollt-t Ibni/^torrirtfliinrlliVil ai (nir) Ilir r md4n inirt~ ill rn7\u0026gt;ll-----Mdltl-Vjrvt 4rnpnnH- /reoraa/Arca-iuft-i-Et OIJICIIVCS STMHGIfS/ ACTIVIIKS KCINHIhG OAH court ri ION DAU (osn RlSrONSItll III IVAIUAIIUN th- Idcnl lip- And -cataIojua albcr-rAtaurai-lar- wti l-tihnlr -Audio vltutl -AAterlAiti-i-.c\nArkaniAr OcpArlMnt- ol (duCAl Ian,-Ulll Ie -Aott Fublle -librArir,- ArhAAtAt-1 thrAry- CoAMtltlun-tl^.- Ge*itc r-print-and-dtt-trlbule 'olthelhntc- Audio-vituAl -r-etour-tc- CAtelajuc- tariht- I- Il I I r -Rni A -Sitiua I- - Bittr trt-- iprinj-19119- - iuMBer-|9U9-- -Au9uSI-I909- IHreithool- -lonltmna-t- (I Hi00-A(r-proxoaivlp- - lor- print IA9 4a|in  rnir-o|-Hcitia- Irrvitrt-mtf- ttf- HeUi4- icrv-|(ct----- t omirl C t c-a-1 a t J lu^nr^- OtriTilinl-nni-nl-1 atj-li.qn.-. 1^--1 -pl An-and -iaipltaienl--ibi -1 Ml r ueH anal-Ha ter I aH-- -lAtr-|Nullt-(thnk^- completed 5^ s x\u0026gt; fD o  cn ro I nt It a I- -tupple- - oenitl -order -|or-Aul 11 clhnU-Audto-vituAl-- BAicrtAlv ieoa Ihr------ 1969- 9B -buduci----- all completed -A-.- tnvolvr icAia- al -|Mr- \u0026lt;nlt\"i-f(aiunll7-r\u0026lt;----- AMuKeAr-Anil-ltaitier*- IA -del AI led-plann iny-tlull-lait- I9UU - loriht fairiptHi i - Aal47-I iaier-l\u0026gt;iAtr-,- *\u0026gt; loraiai lo-hi- hr I it- a a -runpuni-nt -ol- I960- 09 |\u0026gt;rrttliiiiil-tuiiirrrnt e- I I -Julr isu- -ApM 1-1909- ' 4 ? hoo I -jl0\u0026lt;4lr - M.ioo piitti  Atsot T  Lui r-.-i^ -\u0026gt; I- Tl UtJlSflkV^  I 1 Rriprt-11 nnn~ r n'\u0026lt;r  -lM|r|t-ii\u0026lt;*nHr|-inn SUan na.-hrli AREA Multicultural Curriculum -AnnuabPlait------i9IHl-H9---------------------------lleirl- -hn -\u0026gt;potitiBTir^l'?-iiev*y~HFtiT-MiF\u0026gt;itr- 'tol1 r ~~Ho\u0026gt;~K nnt~cur\u0026gt;'ieutuwTjen oinen r - OIJCCIIVCS STRAHfiKS/ AcnmiKs KCINNING OAK lH-l\u0026lt;\u0026gt;enlif)r-n\nM*l- ind - IckaI-vcadaFi-vf-ultl- - ethnic- instructional -- MtcrUlt\" \u0026lt;-\n-(vUbl-Bli-pre- teiioel - -eoft\u0026lt; erencc -dtt c A -nd - - -elnd-tnvit*ltaiv Aa-- -Rtndort* 4-. -font irn t \u0026lt; ir- ptrHtt - panli- -ts-Acqu* lol- print tp*lt-and'CcnlTat'o(( tcc-- ttl\u0026lt;-MllN-|\u0026gt;l*ot-*n\u0026lt;l- ^*tr-r^^l lonthtp^ Ao-acitgreyiltoo- c ffurl * - h - ( onda c b * 41*'( lyi* 19 o - tor- f  It- Io -rti 11 And - -prt\niil-- ^-MoH-ln-0it(rtH--\"to- -tlruf iiooal -Malerialt- -tair*-- INPL(H(NIAIION IIHILINI -tnil- at -Hayr- -1989- - -19119-- dalr9U-- -Au9uit-I9ll9- COMPirilON OAK A|\u0026gt;HI-I9H9  Init-af tUy- 909- I oil- -June - 909- Jwiw- 1909- Holy---Augatl- 1909- Auyutl -I9B9-- |lr-tthaul -- Cuiiliiftitctt- (osn --0-- --0--  --0-_ -Hda-pnnt'*- tm/- - RISrONSISIIIIi -0 W4 * KMV- --Sj-\u0026gt; It t-fVAlUAIIUH _____ 'Att-IIC\n- -Supt-.-ot* -Curr-:-*- Apo-iit AAu-- - grant - - Inct attvc-Uall -A tt-o r-Sop K-t mi -1 -- --S|ie\u0026lt; fal-liroijratii-- * !iii|.cfi*iat'-o\u0026lt;- - Molt*-Str - h vtiH T -Sup I- - 4 uc.  llrsri)rrvBt tinr-amt- -ithuulV -lS0U-tu|i|il u- -tunqilCt*nmo|- -ribt |-riit|-1 r. i -fciMrf rrcini- brin-ila tot - - ttHil -I CRKt-inn  - ItttUA ---- ?  dewflop criirri* (or leilbuut IC*lew and tflupf 1011 all completed R-. Ncvitv UuBril |\u0026gt;llll(y 7,1*' Icalbuut AlJO|l| lull -t*ll-tVIIII-Sept, 1991 Ik \u0026lt;.,|ivi--l9im- Dec. 1991 II cu 8 X) (B Precedes p. Content Are\n105 8 I I I* a\u0026gt; o co Sn(irr t rtr -ol-Moti a - Srrvttct- 0 trvt IOO 01 -t UMMMIt - tal'iant-- At^iit T-Supl-- ut 4u-'u-t \"SliT-r r\u0026lt;4 * tniqrBRr, MMI-ltHt -U-llll-tUblUttuti- - Pitlrl-ir rty-  * T  r b m p.TiTl \\ii|l I vmf- Itpr-t-l* I- -I  ~ -liiuAtiLu-i A|.|iii,.,| I,.),,, Tor Educational Programs AREA Multicultural Curriculum Ahihm) --- --------|er| FerttM -llepriETe^J?7jFw7TrnBi rh\nGoaI \u0026lt; -- ^c^^ol -ticTfliqiiM-nt~ OBJCCTIVIS SIBAUCKS/ ACTIVlIKS i.i iHrUHlNUIlON l|H(( IIK BIGIIIIIIhG OAK (OHnniON OAK (OSI*J -Llirt--! -brv-l * hMr- -kz-o^ntt/Af i RlSrUHSIBIl III I 17AIUAIIUII 0 ic 7.^ b.- Identify An Ad hoc co- aiUte to review cri-lerlA preicnily being used in I title Oort School Oilirici And Ollier ditiricll for lelbooli Adopt iont (111 (leaibertf 7.3 - at bottom C~ SulMilt reviled policy And crileriA to the OoArd ol Oirecturi lor firit reddinij Noveiiliei hn Ober-1911b- Dec. 1991 Ooveailter 1909 1991 Mini I Uli per ilJr) -II-A^$ ih . tiipl n.T -na t  ItrUii Ml (I Ifi Ik ..   For Educational Projrains / i I 7.6 * I I It Adopl policy on leal* liuoK *7 HIHI in- -lor I -r^itiiel- -I*n -Io-1 f A Hl- mH -oiv --Avoiitiii^-Seii-And- Oaco- -OlAt-Aiiil-Sleiealyin)- -lir leilbooAi-, ^7 Si-letl Anil I ecoiiniciiil lu UuAid Im Ailupliuii ol leillniuLi leleAieii-lAi\u0026gt; Aiiil ti'CnnilArrI bdttil Illi r I I ler Id ini\nAllui'l Illi\nI 7.3 Conduct staFF dev' I hoveHiei tVbiA- lieieaAiei'-l'lUV 1991 -11- llel llll 1'11(11'111, A'.mx . Siipl. -lot -bort h-oliMtr-iiwL t|it( J d L J'l ui|rAiik _ For Ed. Prog. I I I I II lull I ul IlKIll In*. I lUdrii III liner lin t I I lllldl \u0026gt;1 11111'11,lu trll-lTGt-  l*JM9 b?IMr hninn i \" Iwir i.n* -wl n Ariiir r -^.opb -\u0026lt;r -luer- ILuhllX-OUl-'ulU 1 i*.l IriHir !.- I -i-iiriiiTh-nn.T Tiirrrnr-.r'nT.r:\" Fai 1.annually iiiiiiiiiiiii -II- A^siii '.Hill 4IUk *|M \u0026gt;1 rt U -1'4 .. ll.ll.ll.l ^l\u0026gt;lll..,I I I I For Ed. Progs. elupment training\non avoiding sex and race bias and stereotyping in textbooks July 1991  Dec. 1991 I Assoc. Supt. For Ed. Schedule oF meeting Prog. and agenda AREA Multicultural Curriculum ter KA- ItlpaiK lUjH jy 7 \"ii'yrrr/-1^ - jjftn e- OIJ(CIIV(S SIRAHGKS/ AtllVlIKS U-tHPKHtNMIION IIHCL lh( 4ii tvtuu tlCllitilHG DAIt (OUPKIlOH PAU (OSIS msroH^iiiuiii P\u0026lt;  j w /A f ifu-JUl G-JTl II u M-I I VAI UAIIUII if1D Tli'31 loir- ntf- ii|\u0026gt; I ee* ft |- 3-Bull'l hft H- ur \u0026lt; u-- JuM 4a\u0026gt;. ^ArLlndeuiArleii. -thruwgh -qiANt-'lr-- completed \u0026amp; \\? n-.-Pliir And lio*|-At-|cll  I hrec - f ) J-pab 111 \"* I r - InqA- l -rtctivt-luggtl-loni'lroh- pilronr un\" -AfCAi-lo br-inilulled-n -A -nul I i-HkHlt- (uFf-l----- -CbluAi- * al l- 49IIU - -IK-Ii.l.n'- HHa l?(MI- l.i-- puMui rl-r- \u0026gt;1 nn--Siq.i  TTif Ti.Tr\" \" I nd -trrriii I Is rtil -?rtf|i| r -|r -imr'\"  irvyel loir I I 7 rjir r r rpT i\" r \"lt. i i.Tir g 1^ I (D 13 o CT\u0026gt; O in Ir.- Idi-nl I ly- -end-fcle iir lh\u0026gt; leFwiiei- f\u0026gt;t-4 eielIonel (|\u0026gt;rrl-ln-e\u0026lt;ull-i-*lhnit ( urn ( n lunr deve I Bpoenl I Ued-contulienl-lur- (nir-l?) -ycer-cunirei-l | In -t-usiier-nl mir mi Ur -i.ir luuk III I (ilire -19UII IIII.IHIU jn\n( yeez- -hn-hni-- | t-nirl-i nr hnri-A\u0026lt;p-iT inorl-ta'-- 4iiil -ti|*ul.|n I -lu-liym*L-  IUIIIr-Hb-M\u0026lt;nHl--rri-- I I 1 Ihtr-lead -\u0026lt;ftn*ullent-.- Ihir Ol*iriftn-ul- Euff I-eultmr end i|it(-|3l I'lA-grtHi- Ml 11-1 viur-e de-leiltd- euftitulu*-de'- eli\u0026gt;|w\u0026gt;rnl- I In**! in- -Isr lhe -ye*r\n- |n ludinif - \u0026lt;hei 111\u0026gt;|- Inr-tnll----- brn'bipnii'rcnilKnra- 1 thir nil -Muri t ml hn if 4 MI4-H MlifM-eiNiMil 11 cot all completed I ni l- lyilll^- -1311- I jii\n- - I I -iicitibcr--l yuu Irrxil- tun-.iil rAKI\" 1^^ tut-:-SupI 7 7 \u0026lt;orilT nhin\" pAtf 4lplrt-|el-P-tA|-Mr^-\u0026gt;'*  * I liM-l-ini- TIT.trit I i-lirnitrr iyui  ~-~ L I AREA Huiticultural Curriculum AnnI -M- (atli------- Hulrnl Ihitkf-t'ttinMrnriiiir --------(Ttarr tih I n - iiwh^ Inpianr* OaJ(CIIVS JIRAHCKS/ ACIIVIIKS O\"Dl\no O CO o CTl O CTl ' e-.-(dtnl-i(ir\u0026lt;orrklu-- ( oaa 111 tir Maben -And-fsnlrACl -(r-Krvicet- B-Hilh/S(-\u0026lt;cn(c- -ll-licidinj/lenyuesr -Art^ J-Arl \u0026lt;-iix 1 h $! nd !- (-(-ibrerm- 4- (-.-0bl4in-\u0026gt;ill l-elhnH-curricnluiranllt- lrmi- anels-ustd-in- aintr-- diilfifll-- 4.^ Imvelup -utpec-UI tunu -lur-u^b-ul -lbtl-\u0026lt;-- -tource-eentullenU-tir- -aiill -rlhHI(-\u0026lt;urn-- -fulua -atwel\u0026lt;i|iviil-- iHrUMHIAilOH null Illi H XCIliiilhC OATt UI (-I Salils H-Hitr- Ji.-Uuucu-J lie-secti u.ei-nl- -$lk- |(rl- Inrirl-reVtirtrCt- -dintal I ntr In-jei ee  nnr 1H|-Oltmr rnnuc- -tWr fnilnafleer lii|'ier|-- I I Hixtrfil lee-al 1 completed I (OHridlON PAH hti fiber 49blt- -I inl- al -Oi-|t -19UII-I I I -litiubrr-llllib I -IR \u0026lt; bber-19(111- (osn RisroNSiiiiiii I- 4*-  bf ayraaMree -li.r^fj^^l**12! ( Ml UAllUh il A,-4Pa ni'cr |irr flkf -|iir- IHmI-IiI--I(I- lr*-rrr-Tr- I iri|.n|- -nnir. iHt- Artiii - -Sij.T -n\u0026gt;T  (MMf-A -t.|*rl-|l -Ife.-- yreiia\"\" AtJirtT -laqit -(ie -ivfr- 4iia i.|ir\u0026lt;-lal -l*t ((fawi V Hbl-I Mr Hrrl- A*tvei*N-fH - b.M-reeir t nmeii t ri \u0026lt;h4ii'1  II I I I I tin e(-Tie.rel-nbb-1 r. I f ri-ler.-|r^- t ninril tn \u0026lt;-.n\u0026gt;IT -A$-iee. -iMpI--liH-l-wii- pji 1 jU.i T \"K hfiniiMii - I V A.illU H i I JMl i AvMit-- Aiiiitl-- Uh-I-ihh. hOf)tr^-1nir qiri| Miid-Sin-r tai-iw'r P4i 1 iripanrr l--9Hilr.nH-hn'nrr r nnm nw-m Knr- f- rh I I -1I I AREA Mu 11icultural Curricubini AnnuAl-Mon----- |ArJ- ferion-heipooH hlt-tir-hr^ji|~(A.~Alh -^1-\n----- M(U 4 \"-l-lhA \u0026lt;C -tfilt U4JTiMt* Dtf OIJ(CIIV(S SIRAKCKS/ ACTimiKS I ?-tonduc|- inrt r lc- -te  i on-6it-*'H I hod *- -(or-6cvclopin9 HuHi -(thnie ItAchint -Slrtle- -5lle*^-|o-lnlinl(r4*)- tinoeMUoiiint-lhv- -r-Al tent Io r-Afoodu And -yoAlo -ol-Aiulll-elhnt- -turritulntir |b) -4letl- -opiny -A- ooii(pluAl- -Il'AA^wOl A -foi -AMI 11A-- -t I hole xorrii oluAr And - -J\u0026lt; i*ln9 pro- -Aodorti- lor- dAwelup-- -iny-A -Aiul I r-fAhntt-- -(UCA lluluAa- 11 -t oiidnt I- IA kA- A Oil' 1011 Uli ^AHiilur-iMj^Ak- lOtnl I - - -I itdMii- AlAdlmr-- lHn(H(HU\nOh IIMdIM XblNlilNC DAU (OHHdlOH DAU (osn msruiisiBii III -4 rjTon -lut(*4\u0026gt;vi -1 yub- hli*rA4\u0026lt;i-lJbll- 4IaA(-\u0026lt;u(a- wtOhA'l- $BIIII-4\u0026lt;lr- - - UMHlUlIMk- -h-- ^*4 - ( MtUAI lull Ai-lttt-.- II-** I KullMl*- Allll l'llll|l-AA\u0026gt;k- I' r-d4w.4-4UH-I I I  hrvn  nnrpl' \u0026lt; nn-rnf nr.r r-iTfli.ptrn 71\" J \" lf.l bH:-  hi-1-idiTf .. . r jr I, Jnior Al ioaaI uv-llit.-- curr imliiAi unf lo|Aiient- 1-11*1 mt-InAinlhly- Atrol in\u0026lt;iA-Milli-A|iK 11 K-doltA -dr.r loprd -m- Ca\u0026lt;l|lt|-Al llllr Mlllr AOHi- A 11 n- AKAdll l 3 I - UIMVIU^- iuy-\u0026gt;luuy- --h- I S 33 fD I T ^nl HmI 11- \u0026lt; hr  O * cy a -i-liA^reluH*i ivr-tiiililr -lin - TwI h-Ciiiil rii|- ArvA- At\" 'll* h-ip Aiii--I'*i-I----- bp-ii -lyiih  TMuir IH *\u0026gt;  all completed fmncr -jupi- - Im-liiri 7 -inii|-7|-Trri.-|-|-i-i |l-AA\u0026gt;k - I |inir-irt-ranri.rir.ri\" -\u0026gt; -bH - - in  -ur**^  I' AREA Mu 111cu1tural Curriculum IHPUMNIAIIOH IlHdllH An\u0026lt;Hul-rUN--4Ullll.Uli------ htarh -ll\u0026lt;\u0026gt;NnnKl-U.--l\u0026gt;i.yfr|p izr^tiue-fioA 11  Hu I PI-1 iiiiiip -C-orrlfvIuih-Oirveit(|\u0026lt;iirnl JllotVtuli- JUfl * i ITJLIiH------- OlJdliVtS SlRAKGirS/ ACTIVIIHS tlCIIIIIING DAK COIIPUIION DAK COSU i!sroNSiB\ni III I I I I VAI UAI ion I X) a o I* cn o co r-|ype -tnd-prlnt -*l l- -]uld(P-Nr -Coa4u(\u0026lt;- lAPcrvicc- \u0026lt;or- -Nll-ci\u0026lt;enl4rp-prine pp Ip -pn4-|pp(hrrp r-lnvulvp-pMn( ippli-piid -leppntrp-iN- orUrr-inf - -*il|i-p|hni(-*iPieri|p- -Ir#* -lu\u0026lt; I- III. i Idin] - 4\u0026gt;ud]ul i- -J |-|-|K\u0026gt;lp-iv| IpI'Ip- -MltPUlp-CPl*-- -loqupp -lu-liu I Idiny- -IpwpI -|\u0026gt;r-ineipilp- -|Z|-lirili'p-4nd-4c\u0026lt;)ulpu - -aulpp uU-bAped-on -(umculuw-lo- bp- -lauiitoP - Sumner \"i SBJ  Vunnitr -1909 - i-ivili\u0026gt;i t - - PiiiP pPIiK IpPU-SuiHlali^- lilUI*- ilolr-ISI19- Anquil- ^9b9 ^r^nc-l|.*li-- -lutPtlulu^llll -lvi(nt'P-Pi p -if lll*l.|- t Olr-- Iprenip------ -ttiNtm**** 19U9- SvpItwIipp-l'JUV ^VOTOtrtr- -lyA\u0026gt;r.--tnp|--|(ii-tnrr- |-|nrl -Appvua ImK-|, u,- rrui|I J.Br~ I irr AT-niphlrn- I -SMIM -nni I rr n. , - -!.nrI- - hn - P.m - -{-/nn nrt.r  \u0026lt;1*^ V|* *\u0026lt; t *^1 * nnfT in~* * I I Airra)|- - Air.nr r - ih -P..w ,\n-Ih-. Pr .Uri r nn nm n.P - ~ mill-b|q-\u0026lt; 1 \u0026lt; I-I iinit nihv- |l'i-liit iimI-I I I I i I pT-IpIphiI -iiiipt'rkp -lliioauir prhpunlnP l.ir- _ll-|P P -IprpI -I pqulin -v-|plili|4Pp -i luMt'l- -rS'l l(i\u0026lt;i*.-|ri-mllnir, -Iuli\u0026gt;iu4*i\u0026gt;'-m l-.T -Pin 41. P -PIrid ii---p|-|i no-- nrp. -|r all completed - lltUIIII*r - ! Juuiuiinu )9U!Pj  -9lr 1101.1- I \"viTir  I I -xU_ * BnAr L I  txH-w# k- P.u-fqr tnn.i *- -.-.nT.r.m.-i\" I I AREA Multicultural Curriculum I AnnuAlJlAn- PfHlitie:--BBy-- ___________ (teAr)- Ferten -AetponuFI^--Di-,-lliivt li- 4k,-Hiiiie-- Goi It rwh oaj(ciiv(s SIRAKGHS/ ACIIVIIKS 1 7 IHPKHINUIION IlHdIlir -,^^1 f e 4 2 iLj LHH'4r22^_\"r: r qr diej A -three ) -cdufe- -fferewtt-et-eleaenUre - IIdreiv4tt- yrdetde-Av -oweriew-l- Ahe -roai\" t\u0026gt;-r III ileveliip end laiiileMnl t wln-Fthniriumcu-luw hx-jredey-l-l^ multicultural I s O tf' I cn o iX\u0026gt; BIC I nil I NG OAK ( -tuehentive emlAt-elhitu . -eurcjiwtuai-all completed at -Vert l|r -lettind-yeAr- -cnnl rA( \u0026lt;-!-ti41 lOna t- -Vaperl- A n -eml 11 -el hn H- turrteuloai-bn - III- ( S(i|ie f 41 lUH-M11 h-1 III -Iv4ii-tuntull4nlr-1hv- -Oiet Hill-  I-lurr kuImh -And-Spuc-i 4I-4'1 Bgreait- -wU-l-Htur 4etUca- -eurrieulu(i-\u0026lt;lr*tlo|Mni- -I iiiel Hie- lot:.^he 49^9- -9(Lt(hiol-y4lT-Hk-- -tludlnir e-thvt t Itit- -Ukr-letl-iotyiU AHin-rijii \u0026lt;iiii lint I .ii 11'411 thri-i- nj i^Hk ii.-el-lllllk III ItH'ln -^tui ibt lril 11 In: pa 11 iiti% IM. 411'jt l|. Ill Illi |,|,., Ill ii a... 11 I -1*1 Illi I, I III I  M I* I hi: III.) I Si \u0026lt; IMKl.ii t ~~ ' -pcKloXiCL. evteAiO' COHPlIIION DAK ''4 Md -III-Av|il-, 49U'4- -Jonr H9b9 - -sitihe -|9U9- I 4m- 7: craa.?) cosi$ 4!illli-l\u0026lt;\u0026gt;a 14 11*1-14 I -4lli\nllfl0-pr,- -Irear dt'-- I IiMH.-piil. I liiAtr- I nispoNSiuti\ni| IVAl UAIIUII -\u0026lt;)Hl-S|4-t trl- t rmir ttttrr H-m t Tt-ri'nl\" Hi\u0026lt; Htri* err - I I i Di\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_376","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 1-218","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":["1991-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 1-218"],"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/376"],"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\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 1 - 218 May 1,19914 u II II n n n II n n n n El a a a a El a LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN (Edit Copy) Pages 1 - 218 May 1,1991IM n TABLE OF CONTENTS 11 Volume I II 1. Commitment to Desegregation Page 1 2. Leadership Page 3 II 3. Early Childhood Education Page 5 4. Special Programs Page 37 II 5. Summer Learning Program Page 39 a Asset Program Page 43 7-6, School Operations Page 50 a S-7. Program for Accelerated Learning Academic Support Programs Page 75 a 98. Gifted Education Page 87 II 999. -3r3r\n- Multi-Btehnio- Curriculum Content Area' Programs Multicultural Curriculum Page 94 i910. Focused Activities Page 126 a 39-11. Parkview Science Magnet Page 138 II 12. McClellan Community School Page 148 19-13. Recruitment Page 150 II 3914. Federal Programs Page 152 3915. Vocational Education Page 154 11 3916. Library/Media Services Page 165 II 3917. 3918. Special Education staff Development Page 172 Page 191 El 9919. Support Services Page 203 2920. Parent Involvement/Community Linkages . . Page 207 El II El d H II TABLE OF CONTENTS Volume I II 1. Commitment to Desegregation Page 1 II 2. Leadership Page 3 3. II 4.  Early Childhood Education Special Programs Page 5 Page 37 II 5. Summer Learning Program Page 39 6, Asset Program Page 43 II 7. School Operations Page 50 8. Program II as Acoc-ler-a't-ad Laagn-ing . . Academic Suroort Programs Page 75 . 9 . ... Gifted Education Page 87 II . ,.10. .. -Muir n 1 u'n* A Content Area Programo Multicultural Curriculum Focused Activities Page 94 Page 126 II 43-12  Parkview Science Magnet Page 138 13. McClellan Community School Page 148 A 14. Recruitment Page 150 Il 15. 16. Federal Programs Vocational Education Page 152 Page 154 A 17. Lihrary/Media Services Page 165 IS. Special Education Page 172 A 19. Staff Development Page 191 A 20. 21. Support Services Page 203 Parent Involvement/Community Linkages . . Page 207 A Ad u Volume II 1. H 2-. Student Assignments student Aasignmont Handbook . Page 219 . Page 239 n ^2. Facilities Page 251 *3. Incentive School Program Page 260 d 54. Monitoring and Evaluation Page 370 65. n 7-t Transportation Data Processing Page 316 Page 313 d WOTE ? An-asterisk (*)indicates a part of the Plan that mast change if grandfathering is not permitted. d Interdistrict Plan d 1. Introduction Page 381 2. Overview Page 384 3. Interdistrict Desegregation Plan Student Choices and Options . . Page 393 d 4. Summer School Page 414 5. Staff Development Page 425 d 6. Multi-District Desegregation Plan School Operations ............ Page 427 d 7. Library Media . Page 442 8. Special Education . Page 444 d 9. Vocational Education Page 467 d 10. Guidance and Counseling Program . . Page 469 11. Parent Involvement/Community Linkages . . Page 472 d Public Relations Page 476 d n dd d II COMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT The Little Rock School District is committed to a comprehensive desegregation plan which focuses on the total learning environment. The method of assigning students is II merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among students and staff members. The next II step involves a commitment to quality desegregated education II by the District, parents and the community, commitment always requires a plan of action. Of course, real To that end, II the Little Rock School District Board of Directors is committed to the following: II A. The belief that all children can learn Il B. The elimination of achievement disparity between black and white students on standardigodr norm-referenced and criterion-referenced and minimum performance -tests Il c. el D. Il E. Il Il F. G. Il If ri Improving educational quality and student academic perfomnance 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 Re: 01517 Page 1fl 11 H. The development and infusion of multi-ethnio cultural education in all content areas of the curriculum. fl I. fl Ongoing staff development activities to equip teachers, administrators, and other staff with the skills needed to achieve quality desegregated education In summary, the Little Rock School District Board of Directors is committed to having quality desegregated education in all schools-ducing the 1989-90 school year and H years to como. Quality desegregated education will result H in long-term stability and growth for the city of Little Rock and Pulaski County. It will also also will provide all fl Little Rock School District students with the academic and social skills needed for successful experiences in the H future. The Little Rock School District Board of Directors hereby acknowledges its commitment to quality desegregated M education and respectfully invites parents and community  leaders to make the same commitment. Such a commitment has to occur in order to ensure stability in our schools and I A ultimately achieve unitary status. A A A A A A Re: 01517, 01518 A Page 2DI n LEADERSHIP H I Central to any school desegregation plan should be a clear focus and understanding of the kinds of goals to be It is insufficient to establish as a goal the achieved. a II n physical movement of bodies and the rearrangement of boundary lines so that students can be brought together in ways that provide different racial distributions in different settings. The mere physical movement of children does little to guarantee any changes in the quality of education\nin school achievement patterns\nin interpersonal relationships\nor in the variety of patterns of ethnic No plan should settle for the mere mixing of The plan should have as its primary focus an plurality. youngsters. ' , educational environment encouraging academic and human growth for all students based upon their individual needs n and talents. A vital factor in successful school desegregation is coherent, and consistent leadership for change from *  . The II n ---------1, the Ssuperintendent and Board of Directors. Ssuperintendent together with the Board of Directors must set specific guidelines for behavior from their subordinates, and model that behavior for the community. The Board of Directors and the Ssuperintendent will assert their leadership in the following: Bl o Bl o II o Bl o II Bl o School boards should reflect represent the multi-ethnic backgrounds of the population that they serve. The school board and superintendent isar^ 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. The school board and the superintendent will clearly delineate 4rtg-the District's 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. IB Re: 01519 Bl Page 3H o 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. o MH 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 dDistrict desegregation policies in tenns of buildings, staff, materials and equipment. o The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. o M The school board and administration will conduct an annual, self evaluation of its -their commitment to a quality desegregated education in the following areas: EH Board/Superintendent Relations M Board/Community Relations Board Member Interrelations H Board/Administration Relations to eOther Staff Members EH Board/Administration Relations in -fFiscal Management Board Relations to Instructional Programs HI Hi As the plan for desegregation and ultimately unitary status for the Little Rock School District is evolving, the Ssuperintendent and the Board of Directors will iensure the restructuring of the school system so that all vestiges of discrimination, segregation, or unfair treatment have been eliminated. Hl Further, the District will -iensure that the Hi 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. Hl HI Re: 01519, 01520 H Page 4 I TH  I EARLY CHILDHOOD EDUCATION When they enter school, children who are economically i I, 4 !i disadvantaged and who are members of a minority racial or ethnic group are less likely to perform as well as their I: I middle-class peers. The economically disadvantaged and minority children have not developed the skills, habits, and j 1 attitudes to the extent expected in the primary school * years. The lack of developmental and educational experiences is often evidenced by low scores on tests of intellectual and scholastic ability, which can result in unnecessary placement in special education, retention in  grade, low scholastic achievement, and, eventually, dropping out of high school. Poor children who attend good preschool child development programs become better prepared for kindergarten and the primary grades. In addition, preschool programs hold the potential for greater academic achievement, less at-risk behavior in the teen years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's Association has identified preschool education as the key investment in education for state governments. The greatest hope for change in the lives of children R * in need is through the investment at the beginning of the formal education process. Since the pioneering studies of Re: 01521 R Page 5 1  Benjamin Bloom on the need for education for 3- and 4-year-  olds, additional studies have continued to document the academic and social success of those who have been involved in early education programs. The 1986 findings of the  High/Scope Educational Research Foundation verify that successful early childhood programs affect children's later  success in school. This research links student achievement in high school and beyond with the home and school as  powerful influences on the intellectual development of young to children. Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. * According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today. with an estimated 4 four million enrolled in public schools programs. Although there have been significant enrollment increases, a large number of children still need access to preschool programs, particularly those children from low-income families. The Children's Defense Fund (1987) to reports that Head Start currently serves only 16 percent of the 2.5 million children who need early childhood education services. This lack of affordable programming leaves over 2- two million children of the nation's most disadvantaged children unserved. In Pulaski County (Arkansas), the Head   II Re: 01521, 01522 Page 6 I  start and City of Little Rock Early Childhood Programs serve  a small percentage of the eligible disadvantaged, and at the present time, no public ochool funds age-being used to  implement early childhood pgograms. Poverty continues to be a problem for young children:  Twenty-five percent of all 4- and 5-year-olds today are  poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). Poor children are only half as likely to be enrolled in  preschool programs as children from affluent families (Children's Defense Fund, 1987).  Current national and local social, demographic, and economic trends tell us that today's lack of accessible  early childhood programs will become even more severe. especially for the poor, and the need for programs will  continue to rise for all socioeconomic levels.  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. These programs will have three components: il. HIPPY The Home Instructional Program for Preschool Youngsters (HIPPY) 4- and 5-year olds) a will focus initially on children in families who Re: 01522, 01523  Page 7  live in the ahadow attendance zones of the current  racially identifiable incentive schools in the Little Rock School District. This home-based  program, which complements the school-based  program operative in the schools, recognizes the mother as the first significant teacher of the  child. *11. FOUR-YEAR-OLD INCENTIVE SCHOOLSPROGRAM - The High/Scopo District's preschool curriculum model  will be implemented in three-of the lincentive all incentive schools and other selected Sschools in  the Little Rock School District. Effective the lQOO-80 1990-91 Sschool 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. 3-111. CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM -   Beginning the apring aemGOter of the 1988-89 school year, the Litefele Rock-School District will work cooperatively with other federally funded earlychildhood programs to collaboratively implement an education program to better meet-4:he  needs of inner city Little Rock-studcnta. These three programs aredcacribed in greater detailin the following pageo. Re: 01523, 01524 Page 8   (NOTE: This section was moved) HOME INOTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS (HIPPY) 1 h J-r Program/Agea Overvi-ew A. 6ummagy-of Baekggound Infogmation OVERVIEW During the fall of 1986, the Little Rock School District implemented the Home Instruction Program to serve educationally-disadvantaged children in the  community where high-risk children were identified. Developed at Hebrew University in Jerusalem, Israel, by  Dr. Avima Lombard, this international program  identified parents (primarily mothers) as the first teacher of their children. The specifically-designed          curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers of four- and five-year-old children in teaching their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were less likely to repeat grades, less likely to be identified as needing special education, less likely to drop out of school, and were overall successful school pupils. Sv Special Needs(Individual Distgict) Although enrollment has increased in early childhood programs, the needs of many children of low- income and minority families are not being met. The Re: 01525 Page 9 1  Little Rock School District HIPPY Program depends on 1 external funding sources. The HIPPY Program cannot be continued at present levels without the continued  receipt of JTPA and Chapter 2 funds. iiB. Areas of Collaboration 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. iiiC. Evaluation and Monitoring (Proceag and Responsibility) Evaluation using the Early Prevention of School Failure or a similar model, will be conducted on the HIPPY participants as they enter and exit kindergarten session(Pre and-Post test). A standardized achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy. \u0026lt; Re: 01525, 01526  Page 10 (NOTE: This section was moved.  HIPPY timeline moved.) FOUR-YEAR-OLD INCENTIVE  SCHOOL PROGRAM * * i-r PROGRAM/AREA OVERVIEW A. Summary of Background Information OVERVIEW Four-Year-Old Program A fFour-year-old school-based program was implemented during the fall of 1988. The High/Scope Program curriculum, or a similar curriculum, forms the core of the four-year-old program. A fundamental premise of the High/Scopo curriculum is that children are active learners who learn best from activities they \u0026amp;v plan and carry out themselves. Children learn by the scientific method of observation and inference, at a level of sophistication corresponding to their development. PrecGptg of High/Scope have been validated in a 0-yeag-longitudinal research project, rnported in tho High/Scope monograph. Changing Lives-t- The Effeeta of the Porrv Proochool Program Youth Through- Age 19.- The High/Scope curriculum complements the home-based curriculum of the Home Instruction program. Special Needs Educationally-disadvantaged and lower r socioeconomic children often enter the formal education setting without the prerequisite skills and experiences needed for academic success. Although usually highly Re: 01530, 01531 Page 11   motivated, these youngsters must be provided additional  learning time and structured experiences to enable them to develop their potential. Research and  pre-kindergarten program practices have demonstrated that early education experiences can increase the opportunity for success and also increase the  self-concept of participants. iiB. AREAS OF COLLABORATION 5il  The Little Rock School District and the Pulaski County Special School District will collaborate on  parental involvement, inservice and training for .(1 1. I I teachers and aides. Each district is committed to I  ensuring that all staff members are prepared to fulfill I  the District's expectations for a guality Early ' ii !, i. I Childhood Education Program.  III. EXPECTED-OUTCOMES The High/Scope key GxperioncGa'^-pgovidG q useful framework that curriculum provides a useful framework to guides teachers in conducting the classroom program. These key Kev experiences help the teacher encourage  and extend children's self-chosen activities by providing developmentally appropriate learning experiences to develop each child's ability to: 1, make choices and decisions about what to do and how to do it, using his or her own time and energy  effectively. Re: 01531 Page 12HW 2. identify, pursue, and complete self-chosen goals I and tasks with originality and responsibility. 3. work with other children and adults in group planning-7- and cooperative efforts-\nand with shared leadership. 4. express thoughts, ideas, and feelings\nto speak n about, dramatize, and graphically represent experiences in order to communicate them to others. HI 5. comprehend others' spoken, written, dramatic, and graphic representations. m 6. apply his or her reasoning abilities to a wide range of situations using a variety of materials. m 7. expand knowledge of objects, skill in the arts. and comfort with physical movement. I 8. expand creativity, initiative, spirit of inquiry. w and openness to knowledge and other people's viewpoints. iVD. EVALUATION Al. Information from inservice evaluations will be IBI summarized. ira B2. Teafe-dafea Student assessment data will be analyzed to determine if measurable growth in student in achievement has occurred. m m Re\n01532 Page 13 I 3. The ifi Planning, Research and Evaluation staff HI will assist with analysis of summative evaluation data. HI 4. The management information system developed by Bl LRSD will have the capability to compare students who did and did not participate in the four-vear- Bl old program. These comparisons will begin at the end of the kindergarten year of each class of Bl four-year old-students. VC. STRATEGIES EXPECTED OUTCOMES During the 1988-89 school year, the Four-Year-Old I Program was implemented in three iincentive Sschools. Du F-ing By the 1909-90 1991-92 school year, the program will be implemented in the otherIncentive Schools, the schools listed below\nBl HI Badgett -^Franklin Garland 4\u0026gt;Ish Mitchell -Rightsell 'Rockefeller Romine x\u0026lt;Stephens Washington Woodruff Bl All schdols in the District will implement the Four Year-Old Program by the 1993-94 school year. A long-range implementation plan will be developed for Re: 01532, 01533 Bl Page 14 I I additional four-vear-old classes. The long-range plan I will address demographic, instructional, and structural needs. The scope of this program may be altered, HI affected and/or enhancod-by the proposed assignment and construction proposals made in this plan. LRSD will continue to use the four-vear-old program as a means to ? I meet the needs of disadvantaged students and desegregate schools that are difficult to desegregate. 3 1 I HI Bl 1 1 Bl HI Re: 01533 HI HI Page 15Q CITY-WIDE EARLY CHILDHOOD EDUCATION BU PROCRAM Av Ovoffviow m Feg-ovop twenty yoara, federally funded Headstart and compensatory education programa under Title I of the Elementary and Secondary Education Act and-later under H Chapter I of the Education and Conoolidation Act have demonstrated considerable aacoeaa in narrowing-the gap in reading and mathematica achievement between white and-black olementapychildren. But dcapite thcao early gains,the I aehool dropout problem and the equally difficult problem of undoreduoation peraist-,--particularly among-societya most disadvantaged young people.  The plan proposed by LRSD for the city-wide-early education program will have a threefold purpose\n1 Parenting education for both mothers-and fathers, family B 1 health care, and nutritional-guidance\n(-2-)Quality child-care arrangements for poor working parents -that stress I social development and school readiness\nandf-3-)A quality preschool program for- disadvantaged three to five year olds,with emphaois--focu3cd on the four and five-year-old children. Bv Special-Weeds(Individual Di-strict) The National Association for- the Education of Young Children(-1986)identified standards to ensure program quality in preschool programs. The major characteri-stics Re: 01536 HI Page 16 1 Ifog a quality prograa inoludei(1) staffing pattegns/ t teacheg qualifioationa,(3 ceapgchenoive aegviees, 1 euggiculuB, and (5) parent pagticipation. These faotogs will be addressed in the develepnent-ef the city-wide plan. 1 Staffins pattognci Lew sta-ff-ohild gatieo and anall aS group sigea age key ooBpenenta of quality pgoaohool pgoggaBS i the geooBBended atandagd ia a ataff/ohild gation ef It 10 in a group ne laggeg-than twenty (20) children aa an acceptable staffing patternt Teacheg Qualifioatienoi It ia geoeBBended that teachers have eot-teqe--level specialiged pgepagatien in early childhood education,aa well aa auporviaed experience with young children before they are placed in charge ef a group \u0026lt; Paraprefessienalo aheuld have suffieient education and/or training-in-early childheed education and aheuld be 1 f. I, I i 1, 1 1 I provided with'engeing inservice training* CeBPrehensive-Serviees *Oenprehensive services aheuld b f be targeted to all children who are eceneBically disadvantaged er aoadeBioally-at risk* CoBprehcnaive ocrvioes includeBedieal, aeoial\u0026gt; and health acrvioest required parent partioipatienfand a progran that addresses -all areas(social-,- eBetienal, phyoieel- and I.. i cognit-ive) of a child's develepBent* Currieulugtr A ourriouluB based en principles ef child development is crucial-in deteraining pregraB quality* Researchers indicate that epen-atruoturo ourriculuB 1 Re: 01536, 01537 Page 17 J I models that involve tcaoheg -and child-initiated activities I I as well as teachcr-structurod individualiged learning activitiesto achievea balanceofcognitive,social, emotional,and physical development goals. Parent -Involvement. Parent involvement in parent advisory boards, parent-teacher conferences,family services,and the inclusion of parents as volunteers and employees is an important component of an effective early childhood program. The program must accommodate working parents if parent involvement and overall program implementation arc to be e-f-f active. In summary,the city-wide program,whether school or eemmunity based, will\nprovideO' comfortable,safe,a-ndstableenvironment\nensure consistent and nurturing care and education\nI give the children the opportunity to bo physically active\nI expand the opportunities for children to explore and meaningfully interact with the world around them\nI provide opportunitiesfor the children to interact I withr loarn from,and be appreciated by other- children\nprovide- stimulation and support necessary for the children to develop cognitively,socially,emotionally, and physicallytn their own time and in appropriate KI ways. KI Re: 01537, 01538 Page 18 ! s 1 4 1 M wI tExpected Outcoaoa(Long-Range Coala) By September 30,iOQO,the-initial phaae for a comprehonaive city-wide early childhood program will be implemented in Little Rock. By October 1,1003,tho number of educationally disadvantaged atudenta enrolled in early childhood education programs in the city of Little Rock will be 00 percent of the eligible population. 3-r By September 30,1093, the--Littlo Rock School Diatrict I and other- agenoiea-in tho city of Little-Rock will have implemented a comprehenaivc and conaiatcnt program for minority and economically diaadvantagod children in the city of Little Rock. 4-r ^y--September 30,1904, pre-acreoning data at the beginning of the achool year will indicato-a 75 percent reduction in tho number of children identified aa moderate to high riak. ) Re\n01539 Page 19 1 CITYWIDE EARLY CHILDHOOD EDUCATION PROGRAM The citywide early childhood education program will address three objectiyes\n(1) to proyide parenting education for the parents of early childhood students\n(2) to provide guality childcare arrangements for low-income parents which stress social development and school readiness\nand (3) to proyide a guality pre-school program for disadyantaged students. The Little Rock School District currently operates early childhood programs in seyen buildings. Plans are underway to open four additional sites in 1991-92. Several Head Start centers are presently in operation within the boundaries of the Little Rock School District. The Head Start program is administered by COPE of Pulaski County and additional centers are expected to open. The City of Little Rock Model Cities program has two early childhood centers. The purpose of the citywide early childhood education program is to combine the efforts of these three entities, along with other entities that may emerge in the future, to provide guality early childhood experiences to as many disadvantaged students in the city of Little Rock as possible. Research clearly indicates that effective early intervention is one of the best strategies to combat academic achievement disparity and the poor academic performance of minority students. In addressing the Re\n01536-9 Page 20 objectives of the citvwide early childhood education program, the three entities cited in this section have attempted to avoid duplication of services, to the extent I j possible, and use every opportunity possible to share n resources. The following is a brief summary of each of the three programs\nHead Start Program A. B. C. D. E. F. G. H. I. Children must meet eligibility reguirements Training provided for parents Medical, social, and health services provided Mandated to involve parents in decision-making (Policy Control) Teachers are not reguired to be certified or have degrees Serves three- and four-vear-old students Three centers in boundaries of LRSD - old King School. Highland Court, and Hollingsworth Court Staff development throughout the year Uses aides Model Cities Program A. B. C. D. E. F. G. H. Teachers are reguired to have degrees Teachers have participated in PET and EPSF training Two sites - East Little Rock Community Center Complex and South Little Rock Recreation Center For working parents only Not reguired to have parent involvement - parent involvement program held twice a year Site used by LRSD HIPPY program for staff training No Plans for expansion Uses assistant teachers Little Rock School District A. B. C. D. E. F. G. H. Teachers must be certified Seven sites in 1990-91 school year Must comply with desegregation reguirements Rockefeller is the only school with pre-four year old students Parent involvement program Ongoing staff development Plans for expansion in 1991-92 Uses aides Re: 01536-9 Page 21 H H In regard to the three objectives cited earlier, the ! three entities have agreed to the following\n1 I Parent Involvement - The entities will exchange calendars H for parent involvement activities. To the extent possible, H these activities will be available to parents outside of the sponsor's program. The entities will share resources in publicizing these activities. For instance, the Little Rock School District has a cable channel that can be used to A announce activities to the public. Districtwide and school newsletters are sent to parents on a regular basis. A Likewise, the Model Cities program has access to a cable A television station. staff Development - The entities will exchange calendars for A staff development activities and, to the extent possible. the sponsor of the staff development activity will allow A representatives from other parties to participate. A Considerable collaboration is expected to occur between the Little Rock School District and Head Start since both A programs currently use the same curriculum. The staff development activities will be geared to the needs of aides A as well as teachers. Student Referrals - 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 Re\n01536-9 Page 22ni program will meet as needed to review vacancies and identify ni referrals. I Student Assignment Process - The three entities recognize WI the need for disadvantaged parents to understand the q assignment process for kindergarten in the Little Rock School District. In the past, disadvantaged parents have BQ not taken advantage of the kindergarten pre-registration opportunities that are available. Traditionally, these Mi parents wait until mid-August or after the opening of school to register their children. I 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. m In addition to neglecting kindergarten registration, it is apparent that some disadvantaged parents are not taking HI advantage of magnet school opportunities in their neighborhoods. The annual sessions on kindergarten registration will also be used to provide infomation on HI magnet school opportunities. Long-Term Monitoring - the real success of any early 5 I childhood program depends on the long-term effects of pre- Hl school intervention efforts. It is important that early childhood agencies have some means of following the progress Hi of their clients during the early years of regular schooling. Beginning in the 1990-91 school year, a list HI will be compiled of all graduates from the three early Re: 01536-9 Hl HI Page 23 IIC' ii * * * l n childhood oroarams. 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. Facilities - The largest Head Start center is located in a building owned by the Little Rock School District. The Little Rock School District anticipates the abandonment of additional buildings in the future. If this occurs. additional lease arrangements with Head Start will be explored. The parties will continue to share facilities for training programs, recreational activities, etc. Re: 01536-9 Page 24 I' p I I. 1 } 11 1] 1' I li ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL i\nThe Rockefeller Early Childhood Magnet Program will be available to children from ages six weeks to four years old. t i *1 The program will serve as a model for improving the academic achievement of disadvantaged students and attracting students to comply with desegregation reguirements. All students will be assigned by the Little Rock School District * student Assignment Office. * Little Rock School District's Rockefeller Elementary School is considered separately because it provides a unigue opportunity to explore and develop excellent early childhood education service to children and parents, models of early B childhood education programs, and training opportunities. With a physical plant built to house the continuation  of the Kramer Project begun in the late 1960's. Rockefeller 1 B contains the only early childhood education program in Pulaski County providing complete continuity of education B and childcare (\"educare\") from early infancy through grade I I i six. Parent devotion to the program is almost legendary  with at least one family having had children enrolled in the program for 16 consecutive years. The following will apply to the early childhood  education program at Rockefeller School\n1. BB Capitalize upon the school's high gualitv early childhood education as a desegregation tool. Coupled with the school's other excellent programs, early childhood education can help to achieve racial balance by attracting white children as well as by helping any disadvantaged children achieve an eguitable education. Parents e Page 25 p II have noted that the early childhood education program at Rockefeller is presently more racially integrated than the school's elementary grades. 2 . 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. I.. Rockefeller will be used for training college students as well as for inservice observation and training for the county's 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. 3. 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. 4. 5. 6. Allow the early childhood education three-vear-old students to continue on into the school's four-vear-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, year-round program will promote continuity of services to children, alleviate the learning losses often experienced by young students over the long three-month summer vacation, and provide opportunities for enrichment not ordinarily included in the regular nine-month school year. A 7 . Re-evaluate Rockefeller's early childhood education policies in terms of their impact on desegregation and educational goals. In order for early childhood education to serve as a viable Page 26 desegregation tool at Rockefeller, to remain competitiye with priyate schools and daycares, and to hold both its priyate paying and Title XX students, early childhood education policies on priyate pay rates, lunch charges, yacation days, enrollment age, and sick days for long illnesses must be eyaluated by the parent committee on early childhood education. in' I The early childhood education curriculum and daily 13 actjyities will be based upon young children's interests and 1 1 styles of learning, emphasize deyelopmentally appropriate t learning, and appeal to children's sense of curiosity and eagerness in order to help them experience the ioy of fl 1 learning. There will be a full spectrum of actjyities to li: stimulate children at yarious leyels of deyelopment. The If? curriculum will be multicultural in focus and sensitiye to '.1 f i the cultural and ethnic heritages of children. LRSD will work cooperatiyely with local colleges and uniyersities to enhance and support the Rockefeller Early Childhood Magnet Program. n Page 27  : hS I lb-  c 'if !|i, !'[ '13 L'l? \"JAREA Early Childhood Education OlSJtXTTVES 1. To promote the HIPPY program 1.1 IJ^SD DESEGRB3ATI0N PLAN UlPLQlENrATIOH TTKI-UIE STRATEjGIES/ACTIVrriEiS BEGINNING DATE ENDING DATE RLSIONSIBIl.riY LVAl NATION 2. To select HIPPY aides 2.1 3. Initial training of aides and staff by Hebrew-University Pereentage-ef-eensul-tant- travel 3.1 4. To enrol 1 fami1ies into program 4.1 5. To recruit families 5.1 6. To determine service of coordinators 6.1 7. To assign fami1ies to be serviced by aides 7.1 8. To organize Instructional Material 8.1 To compose and mail Public Service'Announcement for local Radio stations and Channels 14 and 16 flyers Interview and select fourteen (14) aides Hest-and-Arrange logistics with (Anne-Kamps) state, for the Hebrew-University-fer initial training. Conduct Home Interview and enroll families into program Compose and mail correspondence to community churches to recruit families and instructional aide trainees Identify families to be served by each coordinator Identify families to be served by each aide Print curriculum material July 29,-1989 August 1,-1989 Annually Augu5t7295 . 1989 Annually September 2, 1989 Annually August 31, 1989 Annually September 7, 1989 Annually September 9, 1989 July 29,-1989 Annually Marian-Shead Mailed letters appear on show August 14, 1989 AHgH5t-2e, 1989 September 2, 1989 October 3, 1989 October 3, 1989 October 3, 1989 Staff Supervisor Harlan-Shead Supervisor and Coordinators Marian-Shead AnHette-Rsper Myra-Randelph Supervisor and Coordi nators Coordi nators By applicants response Pay the bill Certification of Aides o oj in n\u0026gt; no CD September 1989 Annually September 36, 1989 Secretary of HIPPY Printing completed AREA Early Childhood Education Early Childhood Education (continued) OBJECTIVES 9. To familiarize Aides of the HIPPY Implementation in LRSD 10. Obtain material for program LRSD DESEGREGATION FLAN LHPLEMEILl'AnON TIMELINE STRATEGIES/ACTIVITIES 9.1 Conduct three (3) day workshop 1 Oj 1 Order material frem-Israel BEGINNING DATE September 4989 Annually September 4989 Annually ENDIMG DATE September 46, 4989 September 46-5 4989 Annually RESPONSIBILiry Supervisor and Coordinators Supervisor EVALUATION Agenda/Receive Material Receive Materials T3 Ol U3 fb ro co X)UiSD DESBGRBSATION PLAN IMPLEMENTATION TIMETINE AREA Early Childhood Education OBJECTIVES STRATBGIES/ACTIVmES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION 11. To orientate enrolled families to the HIPPY program 12. Identify Meeting sites of group meetings 13. To schedule implementation of HIPPY curriculum Implementation (continue) 14. To provide parents with information that wi 11 assist them with their children -o QI LO fD co O TO fD tn co 11.1 Conduct Orientation meeting 12.1 Secure Meeting sites for group meeting Mail out 13.1 Schedule aides weekly home visits and group 13.2 Schedule area group meeting - print flyers 13.3 Schedule weekly service for aides 13.4 Schedule Aides First teaching with (own child) 14.1 Schedule Workshop for Parents and Aides, mail out and print materials Sept.-2?-\u0026amp;-297 1989 Annually Sept. 297-1989 Supervisor \u0026amp; Coordinators Families enrolled in program Oct. 287-1989 Annually Oct. 317-1989 Nov. 47-1989 Annually October, 1989 Annually October, 1989 Annually October, 1989 November, 1989 Nov. 17-1989 Nov. 47-1989 Nov. 17-1989 Nov. 17-1989- Oct. 17-1989- Nov. 47-1989 Coordinators Supervisor and Coordinators Coordinators Coordinators \u0026amp; Supervisor Supervisor \u0026amp; Coordinators Supervi sor/ Br7-Severly-Whtte- Coordinator Confirmation of site Receive materials Received materials LU(SD DESI-jGREGATION plan IMPIJMENTATION TIMELINE AREA Early Childhood Education OBJECTIVES STRATBGIES/ACnvrriES BEGINNING DATE ENDING DATE RESPONSIBILnV EVALUATION 15. To evaluate aide trainees Mid point (15th week) 16. To determine program success 17. Began second-part of program's implementation 18. Evaluation of Aides 19. Provide parents with information to be successful with their children 15.1 To evaluate each aide trainee 16.1 Conduct survey of Parents - print materials 17.1 Implementation second part of HIPPY curriculum print material print flyers mass mail out 18.1 Evaluate Aides 19.1 Obtain a site and Speaker and schedule a Lecture for parents 20. Build the Aides Children self esteem 20.1 Activity Dec. 197-1989 Dec. 237-1989 Coordinators Dan 237-1989 February, 1990 March 207-1990 March, 1990 Apri1, 1990 Dan. 307-1990 May 267-1990 Supervisor and Coordinators Supervisor and Coordinators March 2?7-199( Coordinators March, 1990 April , 1999 Supervisor Staff Completion of survey Participation of parents materials completed Completed Consultant fee paid Consultant fee paid 21. Graduation of HIPPY Children and Aides reception 21.1 Staff will organize Dune, 1990- Dune 207-1990 Staff Completion of Program 22. Evaluate Aides 22.1 Schedule final evaluation of trainees in the program Dune, 1990 Dune, 1990- Coordi nators 23. Staff in Place -a QI fD co TO tn IM to 23.1 To begin implementation of HIPPY Program Duly 17-1989 Dune 307-1990 Staff began implementation of programLRSD DI-SSBGREGATION PLAN IMPLEMENTATION TIMELINE area Early Childhood Education ODJBCnVES Sl'RATEGIES/ACriVrriES BEGINNING DATE ENDING DAIE RESPONSIBILITY LVAUJATION 24. Maintain regular staff 25. To assist in traveling expense \"O cu \u0026lt;o n\u0026gt; OJ ro TO fD cn r\\3 CD 24.1 Secretary duly 17-1989 June 307-1990 Supervisor To assist in the implementation of program 25.1 Aides make home visit July -PS-.--1-989- June -30-.-4990- Aides Pay stipend LRSD DESEGREGATION FLAN IMPLE\u0026gt;!ENrATION TIHELINE AREA Goal T? E.C.E. - Four-Year-Old Prooram.s_______ To implement the Four-Year-Old Program in selected schools OBJECTIVES STRATBGIES/ACTIVrriES BEGINNING DATE ENDING date\nRESPONSIBILITY EVALUATION 1. Identify and assign new Four-Year-Old Program participants in the Major Enhancement- Schools 1.1 Provide pre-reqistration inser i inservices Present-implementatiet plans to elementary principals ApF4I-1989 JHHe-1989 Second Semester February - Annually Student Assignment Office 1R-Staff Communication Department/Principals Forms-returned-from-parents Applications returned to Student Assignment 2. Recruit teachers and aides as needed 3. Obtain curriculum materials, supplies, and furniture as needed 1.2 Conduct media publicity for pre-registratipn 1.3 Assign four-year-o1d students 2M Interview Survey-list-ef interested teachers and aides as needed 3t1 Cemplete-and-send-erders-te venders 3.1 3t2 Complete and send orders to vendors 4. Train teachers and aides!.1 Conduct orientation and werkshep in the Implementation of High/Seepe E.C.E. Curr-iculum (8-days) inservices lT2-eHdut-meHthly-in5erviee -a 70 Ql CO n\u0026gt; co co tn April-1989 January - Ahiiual ly jHne-1989 April - Annually IRG-Staff- Principals Student Assignment Office Communications Participants identified April - Annually Hay-1989 May - Annually AHgust-1989 Ongoin IRC Staff Supervisors/Human' Resources Director/Principal s A list of qualified applicabts dHne-1989 Augast-1989 1R-Staff Prin-r/SHpvST Materials-available lHne-1989 lune-Annuaily August-1989- Ongoing IRC Staff Principals/Supervisor Materials available -AugH3t-1989 August - Annually AHgust-1989 Ongoing Supervisor/Staff Development Hlgh-Seepe-CensHltant Agenda Septefflber-1989 Ongoing Supervisor/Staff Debelopment 1R-Staff High-Seepe Consultant Agenda g 2 g g g gj g g Q Mal* E'.C.E. - Four-Year-Old Programs Goal I\nOBJECTIVES LRSD DESEGREGATION FLAN IMTLHIENTATION TIMEI.TNE To implement the Four-Year-O1d Program in selected STRATEGIES/ACTIVITIES 5cliQaLs______ BEGINNING .. DATE ENDING DATE RESFONSIBILTTI EVALUATION dentify and asslgiTnew OUr-year-old program articipants in the Htrjor nheneement~3cli\u0026lt;H\u0026gt;l s 1.1 Progide pre-registration inser . inservices PreseHt-lmplementatlai plans to elementary principals ApriT-19S9 JuBe-1989 Second Semester February - Annua!ly Student Assignment Office IRGrStaff. .. Communication Applications returned to Student Assignment ncentlve 1.2 Conduct media- piibl 1 city for preregistration Apr41-1989- January - Annual! 5'^ June-1989 Apri1 - Annua iTy \"Oepartment/Principal 1.3 Assign four-year-old students' April - Annually IRG-Staff Principals Student Assignment Office Communications Participants identified icrult teachers and aides i needed 2.1 Interview Survey-llst-af : Interested teachers and aides as needed Hay-1989 Hay - Annually August-1989 Ongoing Supervi sors/Human Resources Oirector/Prlncipals A list of qualified applicants itain curriculum materials ipplies, and furniture i needed 3t1 Gemplete-and-send-erders-tp venders JuHe-1989 August-1989 -ain teachers and aides in e Implementation of Hlgh/^ ape E.C.E. Curriculum XI n\u0026gt; o (JI LU 4^ 3.1 Lt? Complete and send orders to vendors 4.1 Conduct orientation and warkshap- (6-days) inservices iTS-Genduet-meHthly-lnservlee - IR-Staff PrluT/Supvs. Materlals-avalTable dune-1989 June - Annually AugT-1989 August - Annually September-1989 Ongoing Au9ust-1989- Ongoing Ongelng- IRG-Staff Principals/Supervisor! Materials available Superyisor/Staff Development High-Seape-fans. Superyisor/Staff Development IRG-Staff Agenda Agenda !UuM kitmiid* liMliMu,... LMnilbti LRSD DESEGREGATION PLAN IMFITMENEATTON TIMELINE ------: E.C.E. Four-Year-Qld Programs Goal I\n(Cont.) AREA OBJECTIVES STRATBGIES/ACTIVniES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION 5. Begin-pregram-imple-mentatten Familiarize parents with Four-Year- Old Program 5,'l Gentaet-parents-fer-Parent TeaeheF-Genferenee-^preseheel) Conduct parent orientation meeting and parent conference 6T2-ineIude-feuF-yeai-e4d-6hiIdreH tn-Haster-SeheduIe-students (eeeive-sei^vtees-ef-eeHnselersT muste-teaehenSj-seheel-nurses, librarianST-physteal-edueatien teaehersI-and-art-teachers 5,3 EnsHre-High/Seepe-key-experienees peeurtng-tn-the-elassreem. 6.. Evaluate effectiveness of the Four-Year-Old Program 5.1 Administer-apprepriate-EPSF tests Evaluation te-feur-year elds j.l Analyze Student Assessment test data and-prepare-repert-fer tRSB-Beard-ef-Bireeters 6.2 Utilize results for program improvement AHgHst-1989 August - Annually JHly-1989 AHgHSt-i989 Ma,y-1990 JuHe-1990 June - Annually Ongoing AHgHSt-4989 June-I990 JuHe-139e JHHe-1990 jHly-1990 July - Annually Classroom teachers Prtnelpals Principals Glassresm-Teaehers Supervisors }RG-Staff Glassreem-Ieaehers Associate Superin-tendent/ Supervisor IRG-Staff Asseeiate-Supenident-ant fer-GurrieuIuffl-and -Speetal-Pregrams Number of parents attending Parent/Teacher Conference Master-Sehedeles Currteulum-eheeklist Test-resalts Evaluation Report o Oj in (D co As needed but no less frequent than annually tn tn AmmkI FI iMo-as IMS W IMniMfNIATIM TINdlW DELETE ALL No Replacement Frrjoa Caa I. atra^tJt^ Or~\u0026gt;rlr UHu yr aaiKrlr I Io \u0026lt;aaarnwly 4aw\u0026lt;laa (Vaar) /r ai a tur Iba lalfeatatloa  \u0026lt;Uy-t,i4, -Twrxhmi.i IrUlao (urrtculua oaP Spat lol loarlly aa a\u0026lt;aaaalcally aita\u0026gt;aataaa yraichaal chllaraa. early cbllahaoa pro^, ratr\u0026gt;/*raa Urly niUJxU~------ (AKal ioa (MJfCTins SIUTCOICS/ MTIVIIIIS mcimim AH CORR HI OB MIE costs usroasiaiiiiT fVAIIMIKM I Io dryriap a ylo* far plaaaiay a ily-MiPa early  nilabaaa u U3 fD a m co tn O I Io I ol *oi|lair the planning Ihr iBplrenlal\u0026lt;OA a i*(|iwad rrl)r ihihl 1.4 la racalva a laitar aoppari tra aacb asaiKy Oatirlaa U OarlUlpala ?.l la ailabllth plaaalay Oracaaorai aaO lOaall ly Say caaalllaai aaO cbaIrparMai aaaOtO lar Iha plaaalaf pao- cao 7.7 la I4taliry appro - priala aMlllaaal rtprawalallva* Iraia aaib pari Iclpoi lay asaacy tar aatit caaaillaa t.i Io aellacale Iha yoali Io ba aaareitra aa^ tt\u0026gt;a loiki la be accoapl iiha by ach (oaailltr. lacluaiay appropriate liaalloai Io b ct . J. I Io (ooOucI prrioaic an Imit Io rerlrw p\u0026gt;oi)\u0026gt;rtt of rli Nar. IM Nay M. IM Hoar lay OarraMatallrai tn tach aytaxy tlla recara at (Krt Jaaa IS, IMS Jalr IS. IM9 naaa Awk Saplca*r I. ISOS SeplM^r X), IM9 Km* ^xpIraOer. (\u0026gt;\u0026lt;* lay Baprasaalallt traa rath aaaacy iar a^taatattm tr^ tach aotacy CACM Attoc StfpC /or Curr. and Spr(ll tto Siroclurca aUo tar ylMil.. file *ecor4 9^ \u0026lt;*\u0026lt;(\u0026lt; I /I I Au (r of *eel inii-Cl O  T) Ch Annu*I Fl F*rtM *1. DELETE ALL No Replacement iMo-ay IM9 M IWKNfHTAIlOa IINIIIM _! \u0026lt; r Ilop luf ai \u0026gt;l* for th* t^lfil*t \u0026gt;00 a!  Ur a.4 e\u0026lt;a..cally o.iaavaalaoea preicbaal cb.lL^? MJfCIIVfS STMUCKSZ KTIVHIIS HCIMINC BAI{ coNnfTioa Mlf COSH Msraniiuin Blvliloa (urrliulM Sp,\u0026lt; ,| f Aunt li Io laeollfy reiawrce* aeeOeO by lOcatlfleO by each coaaillee, lacluAia^ aaaelary I.J Io review the firit OrafI ol (he coupre- henilve plan aM Io abe recaR\u0026lt;allois far reflaewal l. la tubail Ihe final Arafi for appruval la all parllcipaat BaarOi I Olreclart (ubara applicable) fVUlMIIM SeptciAer I. IM9 SeplceAer M. IM9 -0- Attec. Supl. for CurrlculuB aoA Special Idrotlf l(\noo ol (tMiiirr JiMttrf. IMO February. IMO February. IMO Nercb. IMO -0- -0- A*oc. Supt for Curricula 0 Sptl*l Ac. Supt for Currlculia aM Special Sulaniitian ol I tut trtH Orafl tutanlliee to loara ISPECIAL PROGRAMS 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-\nfeThe JTPA/HIPPY Program, and the Summer Learning OpportunitiesProgram are described elsewhere in this Plan. Little Rock School Distriot/Litfele- Rock Job Corps Alternative Program students who are IS-years of age or-older and who are experiencing attendance and/or-disciplinary problems(long-term suspensions)may apply for acceptanee--into the alternative-program. Students electing to enroll in the' regular education component must meet the course-credit requirements while attending achool at the Job Corps Center. New Futures/Little Rock School District Homework Programthe Homework Program will provide Homework Centers in selected junior high schools throughout the city and will establish a Homework Telephone Hotline in-the areas of English, nafeheiotics,scienco,and social studiea-r To be funded by the city of Little Rock business community,this program is scheduled te-beg-in during the 1080-80 ochool year. I Re: 01542 I Page 37 SPECIAL PROGRAMS 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 Opportunitioa-Program are described elsewhere in this Plan. I Z i t-M a Rook S-eheol Diat jiet\n-Littl Rock Job Alternative- Program atudenta who are-16 year e-f er -o-l-dor e oitperienGing- t-tenaence rfid/or -linary problemslong-term euapensiona-)may- ply--f e-r- aoGeptanoa - into 1-ternative- program. Students eleat-ingtoenroll in the-regular education oomponent-muat--moct the i'. I eourae ored-it reguirementa whileattending aehool ct-t the Job Corpa Center-.-  New Futures/Little Rock School District Homework Programthe Homework Program will provide N Homework Centers in selected junior high schools M throughout the city and wil-l eatabliah a- Homework IE. el-ophone-Hotline in the-areaa ef Engliah, ! mathematiea, aeience,and--ooeial atudiea. To be H funded by the eity of Little Rode buaineaa 1? community,thia program i-a aeheduled to begin during the 1068-80 achool year. i\n0 0 I\". Re: 01542 JLittle Rock School District/Arkansas Power and Light Company Summer Science InstituteThis is a one-week summer enrichment program which provides science activities and experiences designed to generate an interest in the study of science. The Little Rock School District recognizes the need to expand educational opportunities for all of its students. Business, civic, professionals, and other organizations will be an ongoing resource for special programs that are designed to provide remediation and motivational experiences. LRSD and the Joshua Intervenors are now 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. I Re: 01542, 10143 a Page 38SUMMER LEARNING PROGRAM I. Overview 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\n1. A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 2. Counseling services provided through two (2) JTPA counselors. 3. Motivational and enrichment sessions conducted on a weekly basis. 4. Computerrassisted instruction with state-of-the artappropriate software in reading and mathematics skills. 5. Positive interactions between teachers and students with high expectations for student academic performances and behavior. To meet the needs of underachieving students (ages 14- 21) the Summer Learning Program should be expanded to Re\n01544 Page 391 I 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 both JTPA certified and- non-ccrtified participants. The counseling staff should be increased by twoone 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 college bound. are This program model has demonstrated its potential for increasing student performance ItcvgIs by four (4)or five (5) grade Icvclo aa noaouged by the Toot of Adult Basic Education (TABE). A significant factor has been the utilization of highly motivated, competent, and caring staff members. This program model has been effective because all of the components have been carefully blended. Re: 01544, 01545 Page 40a I II. Goals JS' 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 I I participation. II- Evaluation and Monitoring (rrocosa and Rcapongibilifey-^ The Ppre- and post-test results from the Toot of Adult Basic Education will be used to assess student gains. Follow-up data will be used to determine the transfer  ?. I effects of the program. Programs and individual components will be continued only if JTPA funding is available. I Re: 01545 Page 411 JI 31 31 3 3 H sJ B .01*1 MM Ma adM _4i r ^n riH ^s lir^ M^*'Br'Ml AREA Summer Learning Program rt-rt- ie*--to- M O^ mIiMlMa--flBya-l\u0026gt;paati------- r-4a-tra4\u0026gt;-MXi^yaMU-ftH-'CTF-lia*4ay-a\u0026lt;aataaa-U-re44nye*4-Mii- -(UtlM------ilM: = :a:flf= = z iMr =fwrff Ri^ - grgyr^MM^^^I I j cuhta ggifl r \u0026lt;eae*ni MJCCTIKS munuin/ ACTlaitlU kiimim Mn (wunai Mn CSSTS **i ll\"**5i* Wtwaa 11.1 4a-|aaa4 la it4MHi i l-^w^lat-aa-laM-^aami I Ih4 by ua City JIM l-lvanrla4aaNaM-4a___I *llaa Uaiaar, Identify stu- I  Mibabat (U^Mti tJut hat U aarall la tiM Mi Itr raatftaa ar Mtk. dents in need ot re- 3n7 wn M\u0026gt;li| \u0026lt;* itb aac* iMMt  a  cltttl .01 aaa u aa basit. -2.2 -IM-la-toa-^ l^ator al4 aaato aa aaa4 lai yracatt. address I *M toaclan Maa idial needs. [-M-44*44-iHaa-a^ ra 4-Meats\n-Ml I4raa -aet-taetor.- e*4  *^4^*?*\"**' 4 t'Faaala. avallaaia to aala^la tlaa-tto4a*to. .3 laacban aaaK bIm Mm to Rtoarly aatlwto toa tta4aau to MKaarsfe atozhar to mmI to laara. April X June -t-n.-oM- UKWWILin M-aaaralh-profnac - evaiuaiim 141  iri LSt esi 111 s toa\u0026lt; beep-eveey.-tM*-wee k-en- M4ee4^ J 4M^ hnt-l o, r -*J^4_U.k\u0026lt;At-ay-iae-4ity.*^.  - J  - ^y~w-\u0026gt;xr------------- -wg -  to JTPA. -a4ea-. . \u0026gt;aatM-la^-1*44*4-- ' AMl-caMi\u0026lt;44af-w-tJi-- Uaaa*u-ia*\u0026lt;-r*- Jrt tAlwt Xm.mm -----1.4 4 r - l M-staaaatr-fa Ita laJUa/aar-aaUll4-to- -aa4-*aaMa-to4a*to.r| laar*\n- 4 t-^a past-tost at tto aa4 t la taa tta frerta airfereacn aaiM4 ay ac\u0026gt;t stMeat. 4 Teacacn all I keep 4ll Mkly cvalaatiaa 1 or rc^rlt on  itaJaal ia a panaaacl fal4ar. . a**ta\u0026gt;.pa|*as.**. -tost-paMan Mee - -aacasMry. - eJastty WISH tea*rr. 4\u0026lt;a la-talap--peeap- aaasl tap-semear. -?*^*T* ** I* ttoiaatt to a*|p taca IwraM la reaPlap la. Matlvata aaa J aacaarapa toaa I* tka | laaralap pr*c*ss. I _Stu4aU.w44i--b-pefwitre4-- bp--tooMtrt-4*-review trm CMJuUJaai.^ J   \"* w rH-e any x CMMfhi r  iMt-Mey-*4yirt-invar- - Submit pre-test and post-test comparison to JTPA. c* \u0026gt; CJ XJ rt\u0026gt; ro o I 03 cn ffUn II aitist IMe laaMart ia ta* clattraai^ baJa-tiM. iIm learacPii -Assoc. Supt.- I Desegregation I -Assoc. Supt. I Educational Programs -Program Director4 I ASSET PROGRAM I I1 I I. Overview Initiated during the 1986-87 school year, the Job I Training Partnership Act/After School Special Enrichment I Tutorial Program (JTPA/ASSET) provides educational support services to junior high school youngsters who need I assistance beyond what is available during the regular school day. Participants meet individually and in small group sessions to receive concentrated assistance in reading and mathematics. Peer tutors who are JTPA certified (lower socio-economic youth) work under the supervision of certified teachers. A motivation component is integrated I into the instructional model. Well-planned instructional activities are complemented with a variety of multiethnic and audio visual materials. During the 1988-89 school year, the program activities will be implemented at four (4) junior high schools. The program model has been revised to include more non-certified 4 students to participate. However, a significant number of n students (grades 7-9) in need of academic skills improvement will not have the opportunity to participate. To be totally successful in preventing its marginal students from becoming dropouts and in increasing the El academic and social skills of every \"at risk\" secondary student in the District, the program should be expanded to n address the following needs: fl Re: 01547, 01548 El Page 43 1. three existing junior high populations are not i 4 receiving remedial assistance\n2. I the location of the remediation sites prevents access by some students to the services\nI Ri 3. the \"at risk\" students need life-coping and life-planning skills essential for success\n4. the \"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\n5. the lack of wide-spread parental involvement in the program prevents the occurrence of the critically needed home reinforcement. II. Goals 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. Students involved in the program will demonstrate improvement in academic achievement as evidenced by standardized test scores and grade reports. RI Participating students will demonstrate an increase in self-concept, school/social adjustment, and goal RI orientation. H Re\n01548, 01549  Page 44 R I 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 self-concept, 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. III. Evaluation and Monitoring The activities of the JTPA/ASSET Program, will be monitored by the District's 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\nB. Standardized test results of the participating students\nC. Academic performance in regular classrooms ii according to nine-weeks grade reports\nRe: 01549, 01550 11 1 a3 I 1 n E Page 45 D. Absentee records from the home schools of participating students\nE. Number of school drop-outs\nF. Follow-up reports concerning employment and G. educational activities of participating students who exit the program\nThe number of parents involved in parental/home reinforcement activities. K9 J Programs and individual components will be continued only if JTPA funding is available. w-a: 1 i Page 46 I Annual 8lan 1989 90 Ol n\u0026gt; o UI Uy Ls InPKMtNIAIIOM IIMllINt Person Oesponsible hose unuglas Io eapand the JIPA-Asm I rrograo to Include the prograo in all junior high schools eicepi Kann Naonel Division III A ASSI I I'm.,. Goal: (MJCCIIVES SIMUDKS/ ACTI9IIIIS DCGINNIM DAU CONPiniON DAU costs atSPOHSIIIlllY Progran/Area T** lended^uToi ia I Tf ogran (VAIUAIION Io continaae JIPA-ASSfl rograa In ealilla, nior hlfh schools Io rev Ide reaedlalion Io reading, aolhcaallcs. and (oopoler-asslslad laslruc- I Ion } Io Inpicnenl the above prograo through reaalnlng non-aagnet junior high schools I I I Identify students needing services  Advertise and eaploy counselors Advertise and caploy teachers Advertise and eaploy tutors Order alerlalsZiuyplles Schedule/Inploaont haaa Ironspurtat Ion Identify students needing services Advertise and enploy counselor Septeaber I. 1909 Scptcnber I. 1909 Septcaber I. 1909 Seplea^r I. 1909 Septcaber I. 1909 Sepleober I. 1909 Seplcaher I. 1909 Seplrnber I. 1909 Septeobcr 30. 1909 Nay It. 1990 Nay 31. 1990 Nay 31. 1990 Ongoing OnfOln^ SepteoBier 10. 1909 Nay 31. 1990 t -0- 111.464 (tie.117 per counselor) 116.096 (67.117 per teacher) 616.019 70 (6641.70 fitr tutor I 60.000 (67.000 per site) 60.000 (67.000 per site) -0- 11?.464 (118,117 per counselor local school counselors Director of Fersonncl Director of Personnel Director of Personnel Director ut JIPA/ ASSI I Director of Irans-yortatloo (ocal school coMlselor Director of Personnel Class rosters Sinned contracts Signed contra.IS Signed c oniracIS Nalerials received Busing schedule cong.lele.l Class rosters Signed (oniracIs o o ni o cu n CD 3 CD m I m -o O cu cC3 fl) w cn o K Annual Fit* 1909 M erson Responsible Bose DougI Coal: ' eapand tIW JIPR-HS as IMPLtMtHIAIION IIHCLINI Ie eipeed U JIFA^HSSri FrVqrMi lo include the progria in all junior high schools eacepl Kann Maqnel Division JH'A-ASSri Program Program/Area I aTended luloriaP ______________Pr ngram OtJtCIIVfS SIMIKKS/ ACYIVIYIIS (6INMIM6 DAU COHPICTION OAK COSTS RtSrOMSIIItllT EVAIUAIION 1. CeetlMied Mvcrtlee and aa*ley teechert AdvertlM 1)4 o^ley Utort Order Halerlal* and SuggI les Schedule/Inplenent Hee* Iransgertatlen I I CJ Seglenber I. 1909 Scgteakcr I. 1909 Seple^er I, 1909 Septca^r I, 1909 Hey )l. 1990 Hay 31. 1990 Ongoing Ongoing ll(.d/7 (17.117 per teacher) t7T.OI4.4O (U4J .7O ger tutor) U.OOO (17000 per site 14.000 (17000 per site) Director el Personnel Director of Personnel Director of J1PA - A$S(t Director of Iramport* t Ioa Signed contracts Signed o^nlracts Kalerials received Busing schedule Compleled o X) fD -a o m cu o ft) 3 ft) o m 3= Uilltlllll -Miitiiia -nnul Pln 1989 W ''r'lon Wupontiblf Wole U6uqtis Goal\nlo capend (he counirlinq tooponentl OBJECIIVCS SIWAIECICSZ ACTIVIIKS inPKHlNIAIION 1IH[IIN( BEeiNNIMC DAU coMPtniON DAU COSIS RISPONSIBIlin 0i11 ion IIP* ASSU rii.q,i. Program/Area 1leode3 lulor lal ' I'rogram evalua\nic*i I. lo provide wrc indepth and group sell Ion -ounielIng Advert Ite and ca*ln additional eotM* telor* Revile eallting counielln, progrgtt to Include em-pboiet an life-coping and life planning skills lpltnl above iklllt Septeo^r I, IM9 Scptenber I, 19*9 September M, 1990 N*y 31. IWO t3V.4M (tia.n? per counselor) Director ol Perionnel Signed contract Septeokcr 30. 1990 Ongoing -0- tl.SOO aut-crlalt (tSOO per lite) Director of JIPA-ASSI1 Counielort Devclopnent of program out line Student Involvement in identified acllvitiri a Q\u0026gt; lO fu ID I I o fD o\u0026gt; n (P 3 (P a m r~ m I m 3\u0026gt; i r CJ (Z SCHOOL OPERATIONS The Divigion of Schools. The LRSD Office of I Desegregation will be responsible for monitoring and the implementanaation of the following aspocto of LRSD's desegregation plan with respect to the following goals\nOpganiaational otructure Discipline GuidancG/counsoling Internal Integration Extracurricular activities Evaluation/tooting Staffing Planning/implementation The Division hao eotablished the- following goals\nI Al. To ensure an organizational structure which provides equal opportunity and access for parents, students 1 and all staff. B2. 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 and effect that belief. El 3. To develop and implement policies which influence school climate and improve discipline and student attendance n while also meeting individual student needs and learning styles. The student hearing officer will be responsible for PI Re: 01554 n Page 50  Jj 1 I developing and monitoring plans to reduce the disparity of disciplinary actions. S4. 3 To provide guidance and counseling ser-vice which address students' needs-tj. are supportive of strategies and interventions to enhance student success and expectations-tj. j i and provide communication to families of students. 1 fi5. To provide guidance and counseling which makes I 3 students aware of their options- and assist students to acquire habits and attitudes necessary for success in school and in later life. F6. To monitor student class ratios and instructional and teaching practices to ensure equal opportunities for all students. S7. To provide and ensure opportunities and encourage-ment to all students to participate in extracurricular and co-curricular activities and to aeessess the results of s school practices, paying special attention to their impact on minority and disadvantaged students. a. To assess the results of school practices, paying KI special attention to their impact on minority and disadvantaged students. To review and assess testing practices, formats and results in order to better address the needs of all R students while providing special intervention for disadvantaged students. Rn Re: 01554, 01555  Page 51 F JIO. To give school principals sufficient authority to improve schools and to advocate for students, and to hold I: them accountable for results and opportunities for all students Kll. To review staffing patterns and staff assignments in all schools and district divisions offices for eguity. To establish recruitment programs for representation of minorities in all positions in the dDistrict. M13,. To ensure schoolwide planning, and individual student academic achievementj. and to address disparities, individual needs and student success\nand to provide staff development on an ongoing basis. N. To provide 3taf-f--devGlopiBent on an- ongoing basis. lA. To provide information to parents in regard to topics relevant to increasing student access to educational and extracurricular opportunities. 1 P15. To collaborate with PCSSD and NLRSD in regard to aspects of the plan which will facilitate and enhance desegregative efforts. n LRSD will establish programs as described in the following timelines to accomplish the goals set forth above. B R n Re: 01555, 01556  Page 52  \" 3 3 H H yia] Liv Uw Bo leifite' piii' lESD DF.SRGREGATXON njVX-'K-fn .EMENTATION TIMELINE AREA: SCHOOL OPERATIONS Goal: I. To ensure an organizational structure which provides e_guity of opportunity and of access OBJECTIVES To review organizational structure in schools and central office to ensure sufficient support for students and staff success and for implementation of the desegregation plan To provide inservice to raise staff awareness/ expectations of equity concerns for students To provide programs which raise parental awareness of district structure, policy and programs and ways to access them -a X, o\u0026gt; ici n\u0026gt; fD o tn OJ tn tn STRATFf,IES/ACTIVITIES 1.1 Appoint school based hiracial committees to monitor implerne-mentation and data 1.2 A District-wide biracial conmittee Appoint-a-distriet-wide-biraeiaT to will monitor district-wide desegregation efforts and data 1.3 Establish a reporting system Inservice cycles for existing and new staff regarding including teacher expectations v/orking with parents at risk youth learning styles 3.1 Mini-seminars at PTA meetings and in llie comnunity BEGINNING DATE dune7-i989 June-July dBne7-i989 AugMStT-i909 dBne-307-i989 ENDING DATE angoing Annually Qngofng Annually Angsing Annual ly Ufigstng Annually RFSEONSIBILnV Principals Associate Superintendent Associate Superintendent - Sehoels Educational Programs Associate Superintendent - Desegregation Assistant Superintendents Appropriate Associat Superintendents and Staff of District 5tate-Bepartment-ef Edueatien District Staff PIA Council (local and area) EVAIJJATTON Survey of staff and patron\nReport of the bi-racial conmittees Roster of teachers/participating staff Bata-based-improvement-in-targeted student-schools Calendar showing programs held Rosters of attendees i ! II II EA  31 a 3 H H H ijii] Uliii LKSD DESEGREGATION ITAN'IMPLEMENIATION TIMELINE SCHOOL OPERATIONS al: I. (Continued) VJECTIVES SIRAT-BGIES/ACTIVITIES BEGINNING DATE ENDING DATE bitib' RESPONSIBILITY EVALUATION To monitor school standards to ensure high quality education for all students 4.1 Review of data SeheeT-menitoring-vi-sits Present Annually Ongoing Assistant Associate Superintendent Principals Assistant Superintendents Festing/Evalaation Planning, Research, and Evaluation Calendars of visits Monitoring reports -O 33 tn m to  fO o cn tn X**. 50C0 I [ I I A\nH 9 3 3 B H H UH UH sB 'iWw FiAiU aiiiiiii\u0026gt;i LRSD DESEGREGATION PLAH-'IMELEMENTATION TIMELINE Goal: 11, To provide a climate in each school which is based on the belief and expectation that all children can learn and tn prov ide rpsniirrp\u0026lt;\nnprpssary tO SUPDOrt and effect-that_tlalief OBJECTIVES STRATEGIES/ACTIVniES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION . Provide education to staff and patrons regard ing school culture and positive school climate 1.1 PIA Board and general meetings to have educational components re: climate and expectations 1.2 Use of 6hannel-19 cable Channel 4 to carry brief messages to staff re: expectations, working with at risk and disadvantaged students\nand crej^ting positive climate . Monitor school climate and resource allocation 2.1 Monitor facility,, staff morale, student acheivemcnt, status of media center books and materials 2.2 TnHance equipment, supplies and materials in buildings 2.3 Provide staff development and intervention plans as needed AagHSt7-I989 Annually AdgdSt7-t389- Annually dttneT-1989 Annually Annually Ongoing Ongoing Ongoing n District personnel as designated by the Associate Superintendent Agendas of meetings Measurable improvements on individual school climates -O X) U to  n\u0026gt; o m ko Assistant Superintendents Principals Media Supervisor Identified district staff Reports of Supervisors, Assistant Superintendents staff Development Rosters Quality of Education Survey Results H fB 3 3 H H IB IB B H B H H H TA: Goal: Il (Continued) IPSD DESEGREGATION PLAN-'IMn.IMENTATTON TIMELINE OBJECTIVES STRATEGIES/ACriVniES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION To work with schools to help them design program which meet the specific needs of their students 3.1 Provide resource assistance to school staffs Provide planning time and formats to school staffs 3.3 Develop school profiles which show complete data pictures. Set goals for improvement dune-lBBB Annually dHne-1989 Annually ddne-1989 Annually Ongoing Ongoing Ongoing Blvtslon-of-Sehoels -and-Gurrteulum Educational Programs Bivtsten-of-Schools Educational Programs School Principals and Staffs Completion of Program Designs School profiles and monitored building plans Establish a program to familiarize parents with school expectations and to build a partnership witli lliem 4.1 Share schools objectives, discipline policy, standards for testing, placing and promoting students 4.2 Involve parents as full partners in planning at school for students growth and success ~ dune-1989 Annually dune-1989 Annua!ly Ongoing Ongoing Principals, Staff Principals, Staff, PIA Board, patrons -ax\u0026gt; 'O (T\u0026gt;O CTo Development of and sharing of school based objectives, discipline policies, etc. Statistical improvement in student behavior and achievement H  3 H H IB UM H H B B B B litiM IKSD DFSBGRBGATION FLAN-IMPIiMEOTATION TIMELINE EA___________ Goal: 111. To develop and implement policies which enhance school climate and improve student discipline and attendance while also meeting individual student needs and learning styles. 01UICTIVF5 STRATBGIES/ACrrVITIES BEGINNING DATE ENDING DATE RESPONSIBILnY EVALUATION Provide inservice training to district personnel on discipline in a desegregated setting 1.1 Conduct inservice training on discipline management in all local schools August-1989 Fall7-1989 As Needed Director of Pupil Services Building Principals Assistant Supt. 1.2 \"Provide follow-up training for new staff on a regular basis AHgnst-i989 Annual 1y Ongoing Building Principal Director of Pupil Services Provide inservice to district personnel on behavioral styles and learning styles of students and divergent backgrounds 2.1 Provide training for school based improvement teams (to involve staff and parents) who will train staff at the school site with annual maintenance Sprtng-I99e Annually 5prlng-1990 Ongoing engolng engeing Associate Superintendents Eonsultants Trf-Btstrfet Geoperative Staff Development Staff Identified Staff . Provide a conunittee to review attendance and discipline policies and data on an ongoing basis to ensure equity of policy and policy asiiiinistration 3.1 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 1989-98-SehOBt fear Annually Ongoing -o Q\u0026gt; to fD cn 30 Revise student handbooks as needed Ongoing Associate Superintendents Principals Teachers Director of Pupil Services Patrons Assistant Superintcn-tendents o UI H  .H B  latBliii littiliil Goal: HI. (Continued) OBJECTIVES . Appoint joint committee with PCSSO and NLRSD . Put in place alternative\nto suspension across the district with at least one such intervention to be placed at each school I. Establish a school based student discipline and attendance incentive system at each school \"O XI Ol lO (D o 00 r\\j UiSD DESEGREGATION PLAN\"IMPI.t\u0026gt;ffiNrATION TIMELINE STRATEGIES/ACnVTTIES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION Review attendance and disciplinary policies and consequences 5.1 Develop school based discipline plans to be reviewed at district level and to include suspension al ternatives Effectiveness of these alternatives to be regularly assessed LJ. Review research and develop rewards program such as that recognition and tangible incentives and-awards will be individual to the school Implement-programs 1989-90 School-Year As needed FaH-1989 Ongoing Spring-1990 Fall 1991 FaH-1990 Sngatng Ongoing FaH-1990 Ongoing Ongoing Appointed Staff 3 Districts (see eoHaooratien Iri - Di strict component) Assistant Superintendents Principals School Based Staffs Principals/Staff Assistant Superintendents VIPS Patrons Prineipais Sehooi-Staffs Review and revision of tri-district attendance and disciplinary policies Existence of alternative plan in each building Statistical data to support validity of plan and improvement in discipline and behavior L H  .W .IP IB B B   H laiaiilfcl tew Goal : HI. (Continued) OfUIiClTVES . Provide counseling inter vention for students with chronic disciplinar\nand/or attendance prob- 1 ems \"O 30 to \" \u0026lt;l\u0026gt; o ui tn GJ LRSD DESBGREGA'IION PLAN-ILIPLEMENTATION TIMQ-INE STRATEGIFS/ACrrVITIES 2.1 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 7.2 Involve parents in the team process regarding their children through meetings/conferences BEGINNING DATE FaH-i99e Annually FaH-1989 Annually ENDING DATE Ongoing Ongoing As needed RESroNSIBTLITY EVALUATION Principals Guidance Departments Director of Gntdanee Pupil Services Building Staffs School Health Services Coordinator Principal PIA Officer PIA Council Counselors School-interventton Teams Pupi1 Service Teams School Health Services Records of counseling intervention Records of parent/team involvement Statistical decrease in student attendance/disciplinary referrals L Goal : OltJFCl'lVTj\n.Bl wR .Ih IB iR Bi I Jif.l) I )|-.'.l x:i(l t\nA'I1.I )f^ PI AtJ-1MPI .I:IU:77I ATI W 111 lf.l .1 NT laiiiihl liiMiBl To provide guidance/cnonspl iiig services which address individual sLiident needs\nare supportive of strategies and interventions to enhance student success and exaceLatiojis .itlld- ui'ovide cnniriunica t iQns.-t.Q fai\niil.iES_.Ql_stnJent.s - _ siKAiTx\niisS/Acri vriTi-s BI3GINNJNG DATE l-NDl Nd DATT ItESlXlNSIBn.TTY WAlTlATIOtl Inform student', of all opportunities available to them and encourage them to take advantage of these opportunities flake parents partners in education of their children by malinq information accessible to then and keeping Ihciii informed o OJ in n) os o cn .bk Publish a document annually which lists financial aid , vocational and higher education opportunities for al 1 students Encourage students to takeadvan-tage of opportunities open to them 1. Hold a community educational meeting each year during the spring to inform parents of curriculum and student opportunities (to include co-curricular opportunities) 7.2 Provide written information to parents regarding curriculum and student skills Summer-1990 In El feet Annua 1ly Spring 1998 Currently in Effect Spring-i990 Annual ly Ongoing Ongoing Annually Ongoing Counselors Director of Pupil Services Vocational Director Principals Counselors Director of Guidance Associate and Assistant Superintendents Divisions-of-Curri-eulum- and-School s Educational Programs Du iIding Princi pa 1s Comi.iuni cat ions Pepartmont Publication of docunienl Statistical increase in number of students, particularly minority students, receiving financial aid and proceeding into post se..ondary education Rosters of meetings I: Goal : IV. (Continued) OBJECTIVES To make students aware of educational and post educational opportunities . Create community linkage to assist students in need of special services . Create academic intervention strategies on a school basis -ax\n(T\u0026gt; fD o 2S tn BB IH BB BB Bi BB Bl Bl' Hi LRSD DESEGREGATION FLAN'-IMPIi-MENrATION TIMELINE STRATEGIES/ACTIVITIES 3.1 Skills and employment fair to be held annually in conjunction with business community U.\nThrough Ford Collaborative, New Futures Initiation, city, courts, public and private service providers, provide school linkages with guidance staff for student special needs interventions 5.1 Each school to put into its annual plan a designed set of interventions to help increase student academic success ex\nPeer Tutoring Volunteer Tutors BEGINNING DATE Spring-i99H Annually Currently in Effect 1989-90 School-Year Annually IfNDING DATE Ongoing Ongoing For Life of RESPONSIBILITY EVALUATION Vocational Teachers Counselors Volunteers in Schools PIA Counselors, Exeeu- Bireetor-NcH-FatHres the Col labora- tRSB-Casey-eoerdi-na- tives Ongoing ter LRSD New Futures Liaison Associate/Assistant Superintendents Director of Pupil Services Deputy Supt. Principals, Staffs of Buildings Assistance from Bivision-of-School3 and-earrtcalum . Educational Programs Associate/Assistant ~ \"Supen ntendents Employment Fair Student Attendance Established community linkages Annual plan and annual evaluation report comparisionsnl WB IH hB BR BR Bl BR .^B I BSD DESEGREGATION FIAN^IMPLEMENTATION TIMELINE Goa 1: V. -To provide guidance/counseling which assists students to acquire habits and attitudes necessary for progress in school and in later life.______ OWr-XTIVlS SIRATFCIES/ACTIVITTES BEGINNING DATE ENDING datt\nRESPONSIBILITY EVAUJATION Provide mini-courses for students in study halls, testing skills, and precareer skills in a sequenced program beginning in grade 4 and through high school 1.1 Minicourses to be developed in sequence beginning with grade 4 1.2 Provide teacheP staff development in the use of curriculum of these areas 1999-91 Sehee)-ear Annually 1991-92  School Year Ongoing Ongoing Raise awareness of student or future career options 2.1 Use of resource volunteers in classes and assemblies beginning in elementary schools to address career options 1989-96 (Phase-In) Bngofng- As Needed -o cu a\u0026gt; 'O ro o r\\5 o\\ Classroom teachers, VIPS, Guidance Counselors Curriculum Staff leaeher-Bevelepers of-the-mlnfeoBrses Staff Development Director Teachers - grades 4 en through 12 Development of minicourses Student participation in these (comparative numbers) Rosters of Volunteers -Goal VI . OajDCTIVES iJiSf) i)i?\ni7\ni(i7\n\\Tim Ibw^rdi'iiMiNrATioii uhijj/ji\nMonitor student class ratios, instruction.l1 and teaching practices to ensure equity for all students STRATEGIES/ACTlVril ES HECINNIMG DAfE fNDIMG DAIE RESIONSiniLriY EVAUJATIOt\nAchieve equity in class structures by grade and by subject area 1.1 Review class ratios by subject, by class, by teacher on a semester basis Immediately Annually Ongoing Principals Assistant Superintendents Associate Superintendent Monitoring outcomes of  ratios and student Achieve equity in student instructional practices 1.2 Address dispari0es with intervention activities 1.3 Remove barriers to equitable participation of students Review grade distributions by subject, by class, by teacher on a semester Imsis I ImmediBlely- Annually Ongoing Achieve equity in teaching methods IQ .. rc Olu- to O' ?.2 Alldress vention 3.1 Provide disparities with interactivities inservice assistance to principals and teachers in reference to variant learning styles and effective methods 1989-90- Sehool-Vear Currently Availahle Ongoing As needed Principals Assistant Superintendents Associate Superin- Ipiidenls Staff Development Personnel Hunan Resoiircos Principals Assistant Supcrin- AssotVaie Superintendents Monitoring Attendance of at master srh.dules Inservice Classroom Visitations *Ratios are not to be construed as quotas. The intent is for all barriers preventing full participation in classes and programs to be removed.Goa,: V11. OBJECTIVES M  ^B H H BK IB ^B Utsn D17ilZ\nRFZ.'AI'10H riAN'llllinil?NrATION 'l lHEl.UIE Provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curi icu1 ar act ivilies.,____ STRATEG IS/ACTI\\rnTI'5 BBC II IN I NG DATE ENDING datt: KFsroNSinrLi'iY EVALUATION Inform all students and patrons of co-curriculary extracurricular activities available for students and of participation requirements l.l Use of media and press Annually 1  1.2 Send printed information to parents Hake clear public address system announcements to students .LI Use conniunity agencies such as churches to assist with recruitment Annual1y Annua 11 Annually Ongoing Communications Department Principals Staff PTA Board Athletic-Birector Educational Programs School Based Directors of ExtracurTT- cular Activi ties Log of announcements, media usage, other community student contacts Staff recruitment of students to participate LI Individual staff contacts with students encourage involvement 2.2 Staff shall specifically recruit from among students who do not typically participate in particular activities Annually Ongoing Individual Staff Members Comparative review of data regarding numbers of applicants and participants by race -O Q) n\u0026gt; o co JGoal: VII, (Continued) oiuicnvf.s Increase student partici pation. particularly minority student parlici pation in co-curricular activities Rerxivat of Remove all barriers to equitable participation ot students who wish to participate in extracurricular activities a .X) OJ n\u0026gt; lO (O o CM O' cnS M ^B ^B BR RB IBI RH Bl Bl IK.'Ui l)l-.',H.|.\n|:Ai lOiJ I'lvVI llll'l.lilHZlATIOU Tllil l.llli: siKAiTE I rr./ACi'rvi ri Ks BtCfMlilNG UAir INDTNC iwn-\nREsroNsiniLriY rVAIJUATIOil 3.1 Profile student involvement in each club or activity 3.2 Disaggregate participation data 3.3 Develop plans Provide school based recruitment a district transportation prograra for students transportation when necessary to assure equitable participation for students participating in district sanctioned extracurricular activities -1.2 Provide a program for student access to eguipment/uniforms etc. needed for participation at minimal cost Annually Annual 1 y Fan19B9 Fnf1909 Annually Ongoing Ongoing Ongoing Principal Staff Assistant Superintendent Directors of extracurricular Activ-i tics Hanager of \"Support Services Assistant Superintendents (Secondary) Associate Superintendent Desegregation Principals Yearly analysis of participation data and comparative profiles Sane as above Goal: VII. (Continued) OaiECTlVES 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 cu tn n\u0026gt; o Ch o IJiSO DESEfniFfiATlON r).AN--irnIJMrarATION Tn-tEtlNE S1-RATFC1F5/ACTIVITIES 5.1 Profile school by\n* grade distribution * attendance * disciplinary outcomes * test scores , * student involvement in school related activities * course enrolIments/special program enrollments 5.2 Data to be disaggregated by race 5.3 Provide for development of and implementation of intervention strategies to address disparate situations with specific steps for improvement BEGINNING DATE Immediately Annually M II IMDING DATE Ongoing RESPONSIBILm Associate and Assistant Superin-tendents Principals School Staffs EVAIJJATION Use of data based school profiles Yearly comparative students Production of improvement plans to address disparities Outcomes evaluation m uRb LKSD DF5EGRBGATI0N I'lJW-lMPIBlEOTATION TIMn-INE Goal: VIH. Review and assess testing practices, formats and results in order to better address the needs of all students while providing special interventions for disadvantaged students. OBJECTIVES Visits to school by testing/evaluation STRATBGILS/ACTIVmES BEGINNING DATE HIDING DATE RESPONSIBILITY EVALUATION 1.1 Meetings with principals, teachers Spring, 1989 Ongoing Testfng/EvalHatton Bepartment Monitoring visits and reports monitoring team to asses: 1_^ validity and reliability of testing procedures and strategies employed to prepare students for test taking TnTbrmal classroom visits by inoni tors 1.3 Compilation of comparative data by school 1-Jl Evaluation of data with recommendations for changes/improvements Annually Annually Annually Disaggregation of test results by grade, by race for review and assessment for intervention purposes 2.1 School analysis of test results by grade, teachers, race and subject area 2.2 Development of comparative data to assess disparity areas, if any 2.3 Preparation to of intervention plan: to address specTTic student needs -o  CU in \" n\u0026gt; o cn Sprtng7-I989 Annually Annually Annually Ongoi ng Planning, Research, and Evaluation Assistant Superintendents Principals/Staff Educational Programs Principals Principals Assistant Superintendents Testing/Evaluation Principals/Staff Associate/Assistant Superintendents Data assessment Documented interventions as needed Report of outcomes Existence of plans R KB  LRSD DESEGREGATION PLAN'-IMPLEMENIATION TIMELINE Goal:IX To qive local schools sufficient authority to improve and to advocate for students, and to hold them accountable for results. OBJICCTIVES STRATFjGIFS/ACTIVmES BEGINNING DATE END IMG DATE RESPONSIBILITY EVAINATION . Develop/enhance sitebased management at designated scnools Provide support to revitalize school environments to make it conducive to student learning and to order I. Respond to principal requests for assistance in a timely manner -OX) ft) o \u0026lt;^52 00 ro Li Staff Development for principals 1.2 Revision of district procedures to provide central office technical support rather than strict control Enhance principal accountability for program at the building 2.1 Plan of district school rennovation to meet programmatic and student population needs 3.1 Set up format for technical assistance with assigned personnel to work with individual schools 1939-90 Annually Annually Annually Annual 1y Immediately Ongoing II As needed Associate/Assistant Superintendents Support Services Bivfsfon-of-Schools Garriealam-0ivision Associate/Assistant Superintendents Educational Programs Curriculum Directors, Supervisors, and Coordinators I 'l Conduct of staff development Principal feedback Assistant Superintendent evaluations of school climate and programs and and principal management of tliese Cempletion-of-tasks Completion of task Principal evaluation of plan Goal 1 X. Review s OBJECTIVES I. Update review of recruiting needs by age, race, sex and seniority in positions in the District to ascertain projected needs Review of position assignments related to racial equity such that H I il'UBiia 1J?SI) DESEGREGATION PLAIK1MPU3-IENEATI0N TIMELINE tailing patterns and staff assignments on a11 schools and district division for equity STRATEGIES/ACTIVmES BEGINNING DATE ENDIUG DATE RESPONSIBILITY EVALUATION 1.1 Review of all current staffing with identification of staff by sex, race and subject area who will be retiring to project needs 1.2 Projection of student population on 2 year basis to validate expected needs all races are representei Development and assessment of school and divisional staffing patterns Gurrently-i-n Effect Annually Spring 1989 Garrent Annually Ongoing Semiannual Ongoing Director of PerseneL Human Resources DffTce-of-Pnprt Aeeonnttng Associate Superintendent - Desegregation Completion of tasks in every position and job description in the district 2.2 Recruitment of support and nonteaching staff to reflect equitable racial representation in all posi tions Director of Personnel Human Resources Building Principals Division Heads Completion of tasks Sammer-iyBS-Currently in Effect Ongoing Original BIvtsfon/Bepartment Heads Principals Director of Personnel Human Resources Associate Superin-tendents Enhance racial balance in all positions a cu lO fp oi XI o tn \u0026lt;O GJ 1^^SI) DF.SBGREGATION HjXN-'IMIlB-UiNrA'nON TIMn.INE Goals: XI. Establish recruitment programs for representation of minorities in all positions in the district OBJECITVES Create pool of currently certified teacher applicants and of students pursuing certification Q Ol X) n IQ ft\u0026gt; 2 \"-J o STRATTC lES/AcrivrriES 1.1 SKare applicant pools with PCSSO/ NLRSD (see collaborative) 1-2 ^Rare with NLRSD/PCSSD recruitment processes at local . state and regional schools with particular concentration on schools with populations of minority students 1.3 Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching profession u. Provide internship programs at district schools for aspiring teachers and aspiring administrator: BEGINNING DATE Faii-1989 Currently in Effect Spring-i989 Currently in Effect Spring-i99O Annual1y Faii-i99e Spri ng 1992 ENDING DATE Ongoing Annually Ongoing Annually Ongoing Ongoing RESPONSlBILnV EVALUATION Pcraennel-Birectors Human Resources Directors 3 Dis-tncts Directors of Perssnne Human Resources 3 Districts Practicing Teachers (3 districts) voluntary basis Principals Per Sonnei-Offion on a Human Resources Office Teacher Sponsor of ETA Collaborative effort with local universities Principals Personnel Office Completion of task Preparation of and implementation of sharing plan Implementation of procedures Human Resources Offic ? LRSD Increase in pool of teacher/ administrator applications for Assistant-Supts Assoeiate-5opt-of Seh Educational Programs Goal: oil) ECTIVES XII. LRSD DI?5BGREGATX0N PIJ\\N-'IMP1 .tMEWrATION TIMELINE Ensure school-wide planning for programmatic excellence and individual student achievement STRATEGIES/ACirvrriES BEGINNING DATE ENDING DATE RESrONSlBILIlY EVAIDATION Provide school based planning based on analysis of all available data\na specific format for addressing school racial, gender, SES disparities 1.1 Formulate guidelines for school improvement plans which will lead to specific achievement increases and interventions to assist student Fall 1989 Ongoing -o Oj IQ fo tn tn 1.2 Via disaggregation of data relative to: student performance discipline attendance participation in school activi ties placement in classes 1.3 Train staff to deal with data and implementation of strategies 1.4 Evaluation of outcomes of interventions via milestone reports and final yearly reports l.S Reassessment of and modification of objectives and strategies Li Creation of final plan and strategies Spring-i999 Annual Iy 1989-90 Annua!1y 1989-90 Annually i989-90 Annually Ongoing Ongoing Ongoing Ongoing BivFsf8n-ef-5ehoals Educational Programs Testing/Evalaatton Bspartment Committee of Prin- :'pals Planning,Research, \u0026amp; School Staff/Prin-cipals School Improvement Teams Formulation of guidelines, plans and interventions evaluation Disaggregated Outcome Based Data Btvtsion-of-Sehnels Educational Programs Testing/Evaluatfon Bepartment Planning, Research, Principals/School Staff School Improvement Team Assistant Supts Principals/Staff Principals/School Staff I I I Outcomes evaluations conducted on a comparative basis Evaluation I IKSI) DESEGREGATION PLAN^IMPU^IEMTATION TTMEEINE Goal: XI1  (Continued) OBJECTIVES STRATECIES/ACriVITTES 1.7 Annual assessment of outcomes of yearly plan BEGINNING DATE 1909-99 Annually I-NDING DATE Ongoing RESPONSIBILITY EVAINATION -a  (O n\u0026gt; I Deputy/Associate and Assistant Supts Principals Staffs School Improvement Teams Assessment process and remediation plans for areas in need of improvement ro cr^ LRSD DESEERBGATION lI_AN\" fMl'i J'MFNI'ATION TIMELINE Goal Xlll Provide staff development on an ongoing basis to staff and informatiaii-tQ-Darents relative tQ,s.tiidpnt siir.ress OBJECTIVES STRATEGIES/ACT IVrriES BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATION I. To update skills of all district staff on a regular basis and to keep all staff abreast of developments in their field of endeavor 1.1 Provide selections of staff development opportunities for individual staff and entire faculties to include but not limit to TESA PET Classroom Management School Management 1989 Annually Ongoing Associate Superintendent - earrieHlHa Educational Programs Assistant Superintendents Director-Staff Development State Department of Education Provision of staff development Evidence of enhance classroom instruction with improved student performances OS tu IQ fD \u0026lt;0 1.2 ^end 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 1.3 Provide district wide program of staff development 1989 Annually 1989 Annually Ongoing Ongoing wi th maintenance M II LRSD DESEGREGATION n AN'IMri.mmi'ATION TIMELINE Goal: XIV. Collaborate with contiguoas districts regarding aspects of the plan which wi 1 facilitate and enhance and deseqregative efforts. OBJECTIVES STRATBGIES/ACnVTTIES BEGINNING DATE END IMG DATE RESPONSIBILITY EVALUATION 1. To create a collaboration whereby all students in all schools in the 3 districts (LR, NIR and PCSSD) will benefit from a mutual set of beliefs and expectations for success for all students and equity for all students and staff Contained in the following \"Interdistrict Desegregation Plan' See attached plan (Vol. 11) See attached plan (Vol. Ill) Superintendents and Staff of 3 districts Successful implementation of collaborative plan Positive, measurable outcomes for students, staff and the 3 districts in areas addressed -o o\u0026gt; UZI TO ro (O o .p\u0026gt; co j LQNCTERM DESEGREGATION PLAN ACADEMIC SUPPORT PROGRAMS PROGRAM FOR ACCELERATED LEARNING I. OVERVIEW The rrogram for AGColGgatcd Lcagning (PAL) LRSD academic support (remediation) programs* provides learning experiences to remediate address a student's deficiency while minimizing the removal of the student from the regular classroom setting. PAL ig Programs are available for all grade levels, K-12j. The program and provides maintenance and reinforcement for the student in need of this kind of support while enabling the student to experience success within the regular classroom setting. Pal io-a transition program that Programs are designed to assists students in learning the requisite skills necessary for inatruction success in reading and mathematics at the elementary level and with emphasis on the core areas of English, reading, science, gocial atudiea, and math at the secondary level. PAL is te-be-g Support programs are Planned to be fast-paced, high-interest, high expectations. and individualizedj. program thate-will have apecified time framoa by which atudenta will moot performance criteria. These programs must have the specific written approval of the parent or- guardian before students may be placed in *Formerlv referred to as Program for Accelerated Learning (PAL) Re: 01579 Page 75them. Even then, pullouts will be a last resort and will be  kept at a minimal level. Technology assisted instruction is used to provide remediation academic support and intervention learning/teaching strategies for targeted students. Computers, video discs, VCR's, and appropriate software support the instructional needs of each student. and instruction, utilizing technology, incorporates cooperative learning strategies. In the PAi elementary computer component, the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 3-5+ 35 or more minutes a week in both math and reading. At the elementary level. specialists in mathematics and reading work closely with the computer component to monitor student data. They investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instructional aide (lab attendant) upcrviocJ assists the students as they participate in the individualized state-of-the-art instructional program administered by the computer. The eventual goal is to add a omputerized management component to provide (1) annual pre c and post criterion referenced tests for most grades including grading and reporting, (2) computerized scoring of unit tests for mastery and (3) the automation of record Re: 01579, 01580 Page 76  keeping (trifoldo)- to provide the teacher with more time to work with students and better data with which to approach that task.  PAL io Programs are cooperatively planned and developed by the staff for students. The staff offers a stimulating,  multi-cultural, and inter-disciplinary approach to learning, with a language (oral and written) base for emphasis in each central core area. Staff members use a variety of instructional strategies and utilize both in-district and community resources for motivating students. Parents are actively involved in each phase of PALi-, or informed of. remediation\nindividual assessment, individual improvement planning, formative assessments, workshops, and summative evaluations. Each parent signs will be asked to sign a written agreement, along with school representatives. identifying the responsibilities of the parents. school staff, and students. II. AREAS OF COLLABORATION Possible areas of collaboration among the three Pulaski County Sschool districts are as follows: Information/Resource Sharing, especially related to Pplanning for \"Aat-isk\" students SB. Cooperative development of programs and Aassistance (based on results of MPT and student needs, etc.) Re: 01580, 01581 Page 77^C. Establishment of Gcomplementary Ssites for Ssummer Sschools and other programs 4D. Joint Applications for Ffunding by Sgrants, FXoundations, Eetc. III. EXPECTED OUTCOMES (LONG RANGE GOALS) A. Elementary Program fop Accelogated Learning(PAL) The elementary and secondary support programs have The Program for Accelerated Learning (PAL)hte the following goalsj. for the Glcmcntary level\n1. 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 Bkil-lo ^improvement Pplan based on the assessed need(s). The Pplan 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. Re: 01581, 01582 I Page 78as b. For area(s) which the student failed. 'il 'W the school will list unmastered objectives on 1 the Improvement Planfs). J c. After this initial information is entered on the Improvement Planfs) the plans will be attached to the Needs Identification I i1 i -1 Form. d. The Needs Identification Form and partially completed Improvement Plan will be I '1 4. B. placed in the permanent records of the student. To provide a fast-paced, multi-cultural, technology assisted, language-based. individualized instruction program for educationally disadvantaged elementary students. 5. To set academic performance/achievement timelines for each student in the program 6. To actively involve parents in the develop-ment and implementation of the Academic Skills iimprovement Pplan for the student. 7. To provide ongoing assessments (formative and .summative) to ensure student progress in meeting the expectations of the academic improvement plan. Secondary Program for Accel-erated-Learning (PAL) In addition to the goals outlined above, the secondary support programs The Program for Re: 01582 Page 79 1 1 /a I Aecelegatod Learning (PAL) has the include the following goals fog the-acoondary level\n1. To provide a feganaition support program for students who need assistance in developing the competencies needed for functioning effectively in the regular English and math classrooms. To identify and provide plaoomcnt of otudents -1 who may need-instructional support for functioning within the regular classroom setting. A profile of otudents w-ill include the- following\nformer placement level, Arkansas Minimum Performance Gkillo Teats,MAT 6,CRTM,letter grades,teacher/ parent anecdotal reeords,ote. To utilise the-profile information to identify otudent strengths and wcakncooco and to 3 develop an Academic Skills -Improvement Plan based I on the aoooosed nccd(o). 4-r To provide a fast-paced,multi cultural. inter-disciplinary,language based,individualiecd instruction program for students placed in the program . 5-r To sot academic performance/achievement ^iweltnem for each student in the prograar -r To aotively involve parents in the development and implementation of the skills improvement plans for the child. Re: 01582, 01583 I Page 80 1 1 9-t To pgovido ongoing aaaeaaaonta to ensure Si .a movomonteof- atudent in mooting the cxpectationa of Gt the akil-io impgovoment plan. Learning Laboratogy Gradoa 7 i* ^2. To include a wide range of strategies and programs to assist students with basic communication skills of reading, writing, speaking, and listening. a-r3. To provide learning and study skills as an integral program component. ^^4. 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. 4-r5. To involve the Learning Lab support teachers in developing, implementing, and evaluating the Acadomic Skillo Timprovement Pplan for all students assigned to their program. ^6. To cooperate with regular classroom or core area teachers to provide reinforcement and support for students. ^7. To adhere, as appropriate, to the goals and procedures outlined for PAL the specific support program. a Re: 01583, 01584 Page 81 IV. EVALUATION AND MONITORING 1 A. Student I Evaluation (formative and summative) of the I student is based on the Academic Skills iimprovement Rplan. Parents are provided written information during each grading period on the student's progress in meeting the performance goals in the Academic Skills Achievement Pplan. 1 B. Program The program is monitored and evaluated based on student improvement/achievement outcomes in accordance with District and other regulatory standards. Aft The Evaluation Design and Checklist have been developed to provide program evaluation data. Re: 01584 I Page 82 'M Mi I 'Ji [tiiiimtoii I [ niiiAiiinu   .ilfiiiSi -lifa nr\u0026gt;-fl - mW-qc) c tan- i t ton ng i Q ue. _ Q TP OBJtCTI'/ES D)S t flet's .aefine the \"prograw \" r the _ c. I o -U c . U\u0026lt;^ 41 academic support programs. 1.1 I 'i:a LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE H M)rtM LHH fl M - H-H b H-t i -i t bPe- fl a c-- \u0026lt; c hryo-l - 9 -wr  e t- -fl-r \u0026amp; rvm ttnr- ri -'noTnen t-xbru^ I \"^1 I Qa 1 m IQ .  , \u0026gt; . 00 O to cn 00 . tn .\\ STRAttUf M ACTnilltS aefliKHiMG OATE cohpeetioh OAfE CQSIS JtSflOMSIBILlfT f/ALUA t lOM C e11 teese- dtrnror -H+gn~ H Tgn- ehooT - and- i Eeeran\u0026lt;)-\u0026lt;dmiH4ee  Tvh- V esK-MeabadAv^d- t rem- e rerr xoamllt ee- - 4r:~Revlew progrhB qoAls 1.2 oolectlves, guide- lines, and f IndI ng s 0 o F Sen rd- i-rt e r. ~ ~=^. .Reco\u0026lt;nd odtflci- 1.3 tIons for c f f\u0026lt;c I Ive program l\u0026lt;31t*\u0026lt;nta- t ion .aXario^lSflA-ig. xlth responses to needs of Individual schools and prograa 1evels. -f. I^et ine crilerii/ 1.4 pre lerreii qua I Illes for teacher Selection. -f. Refine plicexnt. 1.5 criteria (secondar7 level). exit critcrl* (Secondary level). -f^riiT-bsaa f -Qntjo l-rr^ -Sof  f- V CX4 u W COMPLETE], 1989 fill. 1963 Onqo i ng reviev/s and audi ts. Fall. 1988 FaH. 1983 Fall, 1983 Fall. 1988 Ongo inq Ongoing Ongoing Onsjo I nq Assoc. Superintendent for EoTToej'rum-md- Documentation c Cem-nt e c -rttreT. r ng- -Arj-e n a r 9vTrcti--flr-h'-- Eduiational Programs and Staf Assoc. Superintendent for Cameo mO- Ss\u0026gt; i a b-Re qr-i V Educational Proqr Staff Development di ( Assoc. Superintendenl for tom-eo  rKl- Development Reconinendj t ion ms and Sfrrcfl^b-flraqMMrt EdU( Criteria for Teacher Select ion ational Programs and Staff Development Assoc. Superintendent for forr-Ktj Aa.Edl ijoaCJA L Jtrogc-unspi-ogr A 1soc . ^Cf terrrea^ Super 1n(enden t PI a Cement Criteria cationa! ams and Staff Developmei *d-Edi Cait Cr I t cational cr ij tii-Progifams and staff DevelopmentI FiiaMi liliiaMi liiiitt.' .. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE  RA t S' -{( on f ritrrc tj i KRveie .Ybtr -t on- -r-t htt-in e - -um-w ' f- '.-OA- 1 kpxxa4 A-U X4 I * L:- - IfX L koA- 4 h  .0^4 c kLl -t T - J a C r HVon 08JtCri7S STUrtGjES/ AcrHuks eeciJiHiKs OA(E COKPICTIQM OATC COSTS at SPOrts(a(LITT t'fALUAI lOH . (Con 11nued) 1.6 g- Obtiin recci,, ends t Ions 1.7 for stu\u0026lt;l\u0026lt;nt plice*eni hr?*e and coplel\u0026lt; acaacic stills needs a s ses sAen (. O^-* e 1 Qp l\u0026lt;]^ave\u0026lt;^c plini for itu\u0026lt;i\u0026lt;nts who did not ichleve 4i(tr/ on the Arkin- S4S Miniwu, Perform BAnce fest (grides three ind sli) ind foi eiqhth-gride 'it-risk I gSludents. loleent terrmng-l-it Curricul u* guide tnd FiU . isaa Spnnq-Pal I . 1399 fill, loaa Onqo i nq Onqo i ng Onqo ing Prineip4 I s Pr incIp41 s Super-/1 iOFS-of RtJding Sludenl Reqi^lrjlion Compleled loiprowcncnl pl. 1.9 cont Inue ret I sIon at proqri^lii needed. ^^T^Oevelop list al suggested Kkterisl end suppIles thet Mill 4adre s s students' specific FjII. 198a Ongoing Math, and English Supervisors of Hjlh. Reid I ng, ind English Classroom Monilurinq Oocu(n\u0026lt;n 14 I 1 on SuggeI led L 1 i t -O 70 I .Si  1,16 kills de IIclent les. I fD 00 o cn CO \u0026lt;T Ir. 0rder needed F4Ie rI 4 Is 4nd Supplles. Au^u si, I 309 Onqo i nq Supervisors of HatnSjT^i Purcnjsc Mdtcri^H a e *4-SAS r S4UJ .(oqUusA-Readina- e ind ^:upp I I c s I 'liiiiliii*! ' I. LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE - ^-3 A  -t i-nv/rTl f -4 H K-^ H F-W 9 -H K 6 b H  ------- 3-  j7trnT-y Ctmnr n toifr Tno ----------Uu-x 1X L -Hx uq cxukx T'OT cw^T) r m D n tT r rhr l^Joy n Ff^-r-f f -\n\u0026gt;Tr\nTr\ni?|- flTr r irrTT rTTr-n-j T ? aQ O8JtC'l7ES 2. wcsiqn 4nU icolen^ni sHeciive st4(( dcvclcp- -enl ( eniure equ 11\n2.1 stjatesies/ ACIlKiriES aEGI.HHIHG OAIE COMPLETION OAIE COSTS 3ESPQHSI5ILI[1 E'IALUA r lO.M i e^rsK e e--f .fl r-Geirt r cT-Of- Wce-S-l-cTE.- -Th PI in Jnd conduct I n-service for teichers, L iwe e * rce- e houi d - Eooi e  4 h e - f-ot I ow+rig - *tHv + H-e-lc 'rmore- -treTercginenn -^4Mp hw}- +* 4'e^iP*r A - i\u0026lt;v4- (wjd .J A h Scti-\u0026lt;^Ue- 4 fui- I tn- ? Kt- -It i cFtm ~w H A -1-Hmj V t XTK 0 O' -/\u0026lt;c cr -er^4 ern-\n*\u0026lt;Ltd CW. ^Uccaoenl- 44 -t t r 4-4e3 COMPLETE fill, i9ea Onqiimg\" 9, 1989 COMPLETE 0, COMPLETE 9. COMPLETED, COMPLETED, COMPLETED, *A-ioc7-Sagennnrmisn-n ripTioi Qngo ing 1989 1989 1989 1989 1989 -\u0026gt;s-ioc r Sopenn nmoenrs Supervisors of Reading, Math, and English Agenda / -o X) IS fD o loo \u0026gt;- , cn cn 00 4.-04* n wvg- V 4b- -Scx\u0026lt; \u0026gt;41-1 dwo444a\u0026lt;t- -H44 a AtogT A sb- p AV f44i-wa- -4\u0026lt;-4e-w g)pK\u0026gt;ftnel- -s-e-l c-AMin-crdA erl-- -S\u0026lt;4 atu 44 -order ~rvpp AAe-s- tru- -?\u0026lt;-* r 4-hn-i n\u0026gt;f -on -ixW-i -i-t r r m-7~ A\u0026amp;~ -PlM A(MMA -t\u0026lt;.v A r COMPLETE D, 1989 COMPLETE D, 1989 I COMPLETE 0, 1989 i I 'Mi LiiiiiiiiM lijOiliiMi LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE - -rlRA -fC-cn t rrrvxTj j I w FrtHt X rrrt 0/T \"Ti ?i c r nrr a\u0026lt;m4 - A t-Laa-14 t pj\u0026gt;a v ua-L-\u0026lt;, jlAc-y- --lierr) I? thx- -T-crj-H-T\u0026lt;i(jt-ei?.\u0026gt;tcma(Tx-f \"rr t rrrit-ttRT t TTiTT rr(n~\u0026gt;*'rTn)rT\u0026lt;r-fDr-xrt:?i'irr~aTH J-t~eTrrf~i ng ~rnrr -3-1 -t-trTOTt- cCLu-LJxugc^^ _ _R\u0026lt;-og 9-^ rawin o(T O8Jt\nCT175 STlATHieS/ ACTHines aeciMHiKG 0 A re cowcrriON OAIC CQ5fS JtSPONSlaiLlIT t'/ALUAI 1Q I Con 11 nued) e r -W * n - eooki fr t -b-ol Vd-Ung-Ve-ret -1-m e (--t e e -f~or- nrtlrt O TO (O fO .co o OO CO . P*-n--woa -Snxjotrwj- Tncrjntr Xg'tnim ncu rry .2 ' periodic 4 . C On I i nu e~*lHKK+7^ Iniervice meetings -{-4-pe-r-7 e rr-}-11 1 8C (or ^l-c*inr7 reid- Ing ind a-ilk leicheri ind eV+aea-- -UM-y pr I nc ipi 11 . Include coapuier perionnel \u0026gt;4ien ippropr ilie. Al st e n -fap4e*ea t -{K-ep tlvoiU -bole a4\u0026lt; -(-S- 4*7-$-)- -to\u0026lt;-i-\u0026lt;on\u0026gt;4*ry-AJU.- --t-e-ic!i-r-c-*n\u0026lt;l- -liidr-e-Si -l-4y-4(\u0026gt;44 ewi-r\u0026gt;g- -UHie-UJeS.:- nXi t-fit-c I-m - roTl r r \u0026amp; t tvnJ* n f - ^atU^i |dU-|.(y-$Jt41l--ndv 7a-e4\u0026lt;l-W\u0026lt;j4nW -C 4 . r - v+ud e n M - (A-hn- e Ul-41e\u0026amp;\u0026lt;i\u0026lt;n- - -end -i^nrwj- -fAb - -4^ ic/uxi. ( Cool I n\u0026lt;j\u0026lt;U 1 COMPLETED, 1909 fill. 1983 Onqo 1 ru] Supervisors at M4ihj_ fmJ ftcidinq , 3_nd Engli sh Agenda Atrijertd 7-$epb.- 4988- COMPLETED, 9n^4rg- 1989 A-rs-oe r-Sn p etM n bend e r t-hjr 6aTTi eirl-a* -\u0026gt;od Sprc t rh ? i \u0026gt;- Agemli I iv LRSD DESEGREGATION PLAN IMPLEMEHTAT[QN TIMELINE -i UlM rvrevi i*U4\u0026gt;44  iiaa-jo -(HPt-y4HPWK-FF+ttm oaJEcrc/ts t Con 11nu e J ) -O o\u0026gt; a ft) co CT\u0026gt; CD X3 ft) C3 00 VO J-lULTCTmUy -(Trrrl- Carf-rTTj-taifi \"mn ---------- J yt-Han-\u0026gt;/-xhc-L-i-tt-lx--Aoct-ScfTOtK-e 'ill icr-Proq-rjn-Yar-iTtfhfnTftminnT'q~t~PAr7 \"P r O'|T~\u0026lt; ~~tS mrp^ n y A-fty!TTr r r\" 44Ju c xl uia srutfctEs/ Acr ITT I r IEs JCSINHIMG OAtE COMPlCriQM oAie costs ts?QMSiaiu ft f/AiUA ((On * - 4 C a a U-Qu \"/i trrn-mxhf/T - COMPLETE), 1989 -(i A^UUhZ- - UV|- 4 I,4 a . - -^4 -*ve414-4A4- rrmi cNn-Bj-y- - 4 * 4- U\u0026gt;4- r lnrn-acrrc7i\"jfr + c4i-rs- 4 2S-*4a^-p4c_\nu4-4o4 a*4 4  4*. 4  ati -piy- \u0026lt; eaten t m * I - Z .3 -?Iin Individualized Instruction b4scd e4ch $ludeni'$ 4$sen\u0026lt;d needt . p l-\u0026gt;n- \u0026lt;-4 y -6 ixA^d _fj\u0026gt;c -Cf ud^n f 5 on 4- -\u0026lt;-4e Aj-i- i O o l-d- b 4 -on- (tMU4 Va- -$h4 \u0026lt;L. - * VU\u0026lt;b44 -OA- -WV4 a US\u0026gt; 4 V -A4i*ik- Wh h -tx-4 i- i-Ve- 4han. -Ovt -^4 4A- 1988 Ongoing Teachers Pl an COMPLETED I II F S2Z] hiiiM LRSD DESEGREGATION PLAN IHPLEMEHTATION TIHE LINE -yrftA + bjrK r kVMi  A P WM-\n4 K A*.-i*4p4i.vi-Ci-l\u0026lt;-, - .. -14. - yV-rr- 4'r V-V-t T f n~ - -I * c -Ih 4 J U111. Jtpct. Sj.aQQ.L Di$-\u0026gt;-r-l i U -Zrogc-m- lor- -t cc^-LcJ j La-J- L t i-r-n-1 g.t. -( g U-l- -?T \u0026gt; -C-ix\u0026gt;agF\u0026gt;v44-aM/-a\u0026lt;w4 OeJECTI'ItS STUIElltS/ ACTlilIlES aEGIKNiHG OAIE COPLETION OAIE COSTS iieS?ONSI3IL!(T E7ALUA r lO.I vCoAtUacuxaiIT -O X3 O fP ro Oo o_ CT* tji cr O _ ( CorutA OI4\u0026amp;4-) - rdmc t T-f 1 CnTrop r rm -4A-CP \u0026gt;4-1-11' reKw re-e-i-i - \u0026amp;\u0026lt;-( kx- - Ann-t-rotfrAsfxk -vKAAe^l-e-iT COMPLETED - 5\u0026lt;-be-r - acirn- twi^n t - ao-tA-e t f. -eu 4 Luxt A oal-t4 -duAy-l-e-vun-pAAnt- - Ah4-l-r eH-et V-the- - *(\u0026gt;o-re-peixe trf-eA -ifHl- - An torwat ton - - -AAeiUA te--ttf.4A-eqt*t-hAauA- t 4neo\u0026gt;*A - 2.4 - +/X-roebVSrtr secondary -^7~Assiit -TjutrmmuurrTTTTTTi\ni'rr ^AV tcicherj witn tncorpor 111 nq *oc I - 14 C loni I t tn (eq I e s Into the Inilruc-t lonil proqrAM. -q-. A4v\u0026gt;4-t-\u0026gt;-e\u0026lt;-oAAe-y- 1 e *.AH\u0026lt;q - V\u0026amp;4\u0026lt; \u0026lt;-(- ta. - taiuxl  *41. -in - Wte- 9-AC- p \u0026gt;aq\u0026lt;-A - - t)7 rctiedrrrinq \"om-deTr -oA - Hvse rv-ke-wHA- uve-  \"En q eird- Ka-Hi- AVP- 44 4t.l.cxt , fall, isaa Avfjn t f.- 4 S8d\" COMPLETED Ongoing Ongorng Secondary JanHX-ltt'^h Principal i and Supervisors of Readings. Math, and Engli sh CljiSruom observ4llun and docuincnl J I ion 'SopvT^f't f- 41 A-gcmfo- I I I 4 la LRSD DESEGREGATION PLAN IMPLEMENTATION TIMELINE ------ A n r nro? a f ATWrt-T rmi nc i -tM-m n------'^Kh -111 ih T mun tnr r n.trl a\u0026lt;a-rrnj S *-\u0026lt;4  U-Myo* aws- QSJtcrcin STaxTiUtS/ Acrtfirits atGIKHIHG DATE 5 Tr t L i.~.*'raqT 3\u0026lt;y ~fnT~^ccc'l r rjttt1 -hnr n nnp f PTtr ) CQKPLETION DATE COSTS  aeSPOHSIBiL1T T T'/ALUAT !0  - 4 4e -e^w 4  I 4 VV64^ i*-.- fle'eeTaa -c-rmer-U- Tar E1 c m t m-1 o-rdd rm 4 Ta MW a o*.\n- Sxrfxr fn-xrnmnrr --i , Coy - tfHx  F-k4 4 e ?a f MM  * U 4 a - k\u0026lt;\u0026gt;4 \u0026lt;5 Ka ft oa-e-/( fen 7 e- progrtB- 3. Provide ongoing progriM fviIu4tion lo eOuc i11004 I eniure cqu I t y 5lm to    o n UD - T TgIK 4 *g- -1 KK-t 4 I-Too - teem rb-m tr - e rrmt rH- i?ee -ft-.- Pra-.-i-Ja-Taad T l-Uep \u0026lt; r f Mw 4 *-t-o-ftu-U 4 4 )- ft  4ne-1 ft * Ui- -i f aUef- to- -201- r n -HX - Kl/x r CIK'  Tt-rti HJ- *-.--14 e/H-t 4 f t\u0026gt; k*-r- -iub J-H4a hev-tr. \"fryhr xoapulerHib -$ a b -t o r'6^ Tchjp r -PAt \"cvrfa'-\" 1X t\u0026lt;nr a e rrg n - r r \u0026lt; O F WVg- 44 t-GAf - Uve- CMK4\u0026lt;e.- - ft.-a e t r-fn-cT-rl n  t run u7~Monilor ?A cliii-rotwi ind c-*4U*Ka-aAt proqraii implementation. | I COMPLETED, COMPLETED T^-n--waa- COMPLETED ErTd-r-Haa- COMPLETED FrH7-P9ea- COHPLETED frH7-W8fl- COMPLETED Fall. 196a 1989 -On^OtiT^ -On^o Ongo rmj- OngarnT' \"Onga nTg\" OiHju 1 ng AiKX-t 4\u0026lt;X44a- 1 emlm r \"For-Schoa h- - tend efK-4  A--S oIumU A A  KKd * tft- -S ovW4'4 a - -I e ftdenA-Ptwo l-$- Sopenrt a t- Tnrtroe tH\u0026gt;a4 U-f-\u0026lt;tft4vo- E 7 rH/ae ttm- -4 V nnj- 6 T rvXT o r-IH  W tf-tH t\u0026gt; n XTiniin-tf f) mrc tor- tj *-(-** lft*a-L4Uu t-hntrnTp Associate Superintendent for| 4 X Vd Tin -OxX^a^ctVt-aA + -S^ ft 4 I- V-tn-A e \u0026gt; -4 JeivH-l + cr\u0026gt;l- -A-ja ai*- -trif- Tr i n mg- -Saa VMWM- -C-erta Fc-t-e-d- EyidTaa t run -Oe-4 -C- Kr,m ofT hrsT rinnrn r Documentation Educational Prooralns and Staff Develoom Supervisors of-ReadVriq, Math, and EnqH j V. Sli d ley les iH DELETE ALL iMPtSHtXTATiOM IlMELIXt Anouil H*a__ _ ___ I'lll'j (t*rj r\u0026lt;riiM\u0026gt; ^pero.snr ol IwsiimHuinl IciluuUugy Loi I: 01V111 on I I \u0026gt; uc t lon/( ro^ r r e 4 PAI r. OtJECTIVES ACT'.allUS tlLlNNIHG DATE coHnnioM GAie COSJS aispoxsiiii\nj I'/ALUAilON  -i tA i! lA*rvi -i I \u0026gt; t3 'J u -i ( J~W**** wt \u0026lt;**** *** *****. * CIIm **4 ..*. at. I . ex. U* Il'.dodM r I s o J s (y i: O QJ rj n\u0026gt; 00 S 01592 I GIFTED EDUCATION Lonq-Tegm Desoggegation Plan I 1 I. PROGRAM/AREA OVERVIEW At Gummagy of Backggound--Infogaation The Little Rock School District Gifted Program offers subject-baaed instruction in ggadoa K-12 services to its students through a design that consists of observation and enrichment for all students in grades K-2. Resource rooms and indirect services are provided for grades 3-6 and special classes for students in grades 7-12 are offered. The program operates in compliance with It opogatca under the standagda of the Arkansas Department of Education's Gifted and Talented Program Approval Standards fog 1006. The Standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers (specialists and facilitators) who have completed or who are in pugauite--ef pursuing graduate credits in gifted education. II. AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs h In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Re: 01593 I Page 87 a Education, gifted and talented children and youth are defined as \"... those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experience and/or services.2 The criteria for pupil placement into gifted and talented programs shall be ouperior 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. Noithog No one criterion shall be used if the result is has a disparate impact upon either racial group within the dDistrict. Moreov\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_354","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 219-490","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":["1991-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Edit copy, pages 219-490"],"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/354"],"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\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN 1 (Edit Copy) Pages 219 - 490 May 1,1991 I  la LITTLE ROCK SCHOOL DISTRICT a PROPOSED DESEGREGATION PLAN II a a a a (Edit Copy) a a u B Pages 219 490 B U May 1,1991t TABLE OF CONTENTS Volume I 1. Commitment to Desegregation Page 1 2. Leadership Page 3 3. Early Childhood Education Page 5 4. n 5. Special Programs Summer Learning Program Page 37 Page 39 II Aaaet Program Page 43 7-6. School Operations Page 50 a S-7. Program for AccolGgated Learning . . Academic Support Programs Page 75 II ^8. Gifted Education Page 87 II ie9. iiT-Multi- Ethnic Cuggieuluw Gontent Agoa-rgoggamo Multicultural Curriculum Page 94 II i*10. a^ii. Focused Activities Parkview Science Magnet Page 126 Page 138 II 12. McClellan Community School Page 148 Recruitment Page 150 II i511. Federal Programs Page 152 i15. Vocational Education Page 154 H Library/Media Services Page 165 iB17. Special Education Page 172 i^l8. Staff Development Page 191 n 2^19. Support Services Page 203 2i20. Parent Involvement/Community Linkages . . Page 207 H BH TABLE OF CONTENTS Volume I 1. Commitment to Desegregation Page 1 2. Leadership Page 3 Q 4. Early Childhood Education Special Programs Page 5 Page 37 IB 5. Summer Learning Program Page 39 6. Asset Program Page 43 IB 7. School Operations Page 50 8. rroarc IB Acccie^a-todLearning . . Academic Support Programs Page 75 9. .. . Gifted Education Page 87 IB .10. 'Multi-Ethnic -Curri II ' Content Area rregrama . Multicultural Curriculum Focused Activities Page 94 Page 126 II *312.. ParJcview Science Magnet Page 138 13. McClellan Community School Page 148 II 14. Recruitment Page 150 II 15. 16. Federal Programs Vocational Education Page 152 Page 154 II 17. Library/Media Services Page 165 18. Special Education . Page 172 II 19. Staff Development . Page 191 II 20. 21. Support Services Page 203 Parent Involvement/Community Linkages . . Page 207 11 n Volume II 1. Student Assignments Page 219 ^2. Student Aoaignment Handbook Page 239 Facilities Page 251 *3. Incentive School Program Page 260 ^4. Monitoring and Evaluation Page 370 45. Transportation Page 376 7-r Data Processing Page 379 NOTE\nAn asterisk (*)indicates a pert of the Plan that must change if grandfathering is net permitted. Interdistrict Plan 1. Introduction Page 381 2. Overview Page 384 3. Interdistrict Desegregation Plan Student Choices and Options . . Page 393 4. Summer School Page 414 5. Staff Development Page 425 6. Multi-District Desegregation Plan School Operations.......... . Page 427 7. Library Media Page 442  8. 9. Special Education Vocational Education Page 444 Page 467  10. 11. Guidance and Counseling Program Parent Involvement/Community Linkages . . Page 469 . . Page 472  12. Public Relations Page 476 4STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS 4 LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. III. ELEMENTARY ACADEMIES AREA SCHOOLS 1. Students will be assigned to the fielementary Academies area schools by attendance zones. The attendance zones are shown on the map which is attached to this Plan. 2. The fielementary Academy area school attendance zones are drawn to establish a racial balance at each school of 55-% percent black and 45% percent white with a variance of 5% percent. The recruitment of white students to fielementary Aeadom-ies area schools may increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60% percent white. 3. Students presently assigned to fielementary i Academies area schools will be given the option to remain in these schools (grandfathered).* 4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the fielementary Academies area schools. I Re: 02198 Page 219 I 5. If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirementSj. the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pattern for elementary students going to junior high school and for junior high school students going to high school As a result all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps of the elementary, junior high school and high school attendance zones. n 7. Students in Eelementary Academy area school zones will be given the option to select an iincentive Sschool. IV. INCENTIVE SCHOOLS 1. Each ii.ncentive Sschool will have an li attendance zone that encompasses the neighborhood around the school (primary attendance zone). Each Incentive School will also have-a district-wide attendance aono(secondary attendance gone). 3. Students presently assigned to iincentive Sschools will be given the option to remain in these schools (grandfathered).* m Re: 02198, 02199 Page 220 4. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the iincentive Sschools. 5. All iincentive Sschool students will have the option to be assigned to an fielementary Academy area school to be selected by LRSD in accordance with desegregation considerations. Students in the secondary(districtwide) attendance eones will bo giventhe option to fill any vacancies in the Inoontivo Schoolsafter grandf-athoredand primary attendance gone students have been assigned. 7. In order to assist in meeting the desegregation requirements, a certain number of seats for 1 black and white students will be reserved for each pre-kindergarten and kindergarten class. The seats reserved for white children shall not remain permanently vacant if unfilled. Sufficient time should be allowed for recruitment efforts before filling these seats. V. DESEGREGATION TRANSFERS 1. 1 Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25% IM percent) below the district-wide percentage of blacks in grades 7-12. The minimum and maximum black percentages q Re\n02199, 02200 q Page 221constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2^ percent above to 25% percent below the district-wide percentage of black students at each organizational level (i.e., high school and junior high school). 2. Elementary Students may transfer to an iincentive Sschool only if such a transfer enhances desegregation at the iincentive Sschool. Desegregation transfers will be granted to elementary area schools that are difficult to desegregate. 3. A student may make two (2) desegregation transfers at each organizational level (elementary, primary. intermediate junior or senior high school) . The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. 4. Desegregation transfers will be granted during a limited period once each year. (Secondary Schools only). 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* i I I I 1. Sibling transfers do NOT apply to magnet schools. Re: 02200, 02201, 02226 Page 222 Ji(NOTE\nSiblings are brothers/sisters, or half-brothers/ sisters, residing at the SAME address with brothers/sisters, or half-brothers/sisters. who are enrolled in the Little Rock School District. 2. A Sstudents entering the Little Rock School District after the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. 5. Sibling transfer applicants must have a sibling currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. VII. TRANSFER OF CHILDREN OF EMPLOYEES 1. LRSD employees may enroll their children at the schools where they work. 2. This provision is not intended to authorize interdistrict transfers (transfers to NLRSD or PCSSD) other than those authorized by the court-approved desegregation plan. Re: 02201 Page 223 Ml3. The transfer of the children of employees is subject to desegregation requirements and the capacity of the particular school. 4 . LRSD is not obligated to proyide transportation. 5. This proyision DOES NOT APPLY TO MAGNET SCHOOLS. The order of preference for assigning the children of employees is listed below\n1. First preference\nAttendance zone students with siblings 2. Second preference\nAttendance zone students without siblings 5. 6. Third preference\nFourth preference\nFifth preference\nSixth prefernce\nChildren of employees Desegregation transfers M-M transfers Act 609, Act 624, and legal 3. 4. transfers. VIII. REASSIGNMENT PROCESS 1. Eyery effort will be made to install portable buildings in order to accommodate oyerflow situations at a particular grade leyel. Only if a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat ayailable in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Re\n02202 Page 224 I student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. The minimum black percentage for each elementary academy area school is 40-% percent black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. ViiilX. STUDENT ASSIGNMENT OFFICE 1. The sStudent Assignment Office will: monitor new assignments\nprocess all data entry work for elementary schools\nprocess interdistrict M-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts\nand process desegregation transfers\nassign all early childhood and incentive school students\nand process all special transfers (Act 609, Act 624, etc.). 2. New otudonta to the District who enroll after May 17,1089 will not have to come to the Student Aaoignmenfe Office to obtain an assignment. Each school will be 2. authorized to enroll students who live within the attendance I zone of that school.  Re: 02202, 02203 Page 225The Student Assignment Handbook which ahowa the pgoceas to be-used by the Student AssignmentGff ice in assigning--students,and the School Selection Form which will be sent to each student as a part of the assignment process are found in the Student Assignment Handbook section(-Volume a a a II, Tab- of this Plan. The Student Assignment Handbook includes the timeline and procedures used by the schools and the Student Assignment Office to assign students. The Student Assignment Handbook will be revised each year, as necessary. to reflect any changes in the procedures for assigning students. Changes will be made as needed to indicate new deadlines and to improve the implementation of the court-approved student assignment plan. The Student Assignment Handbook is not included in this plan since it is a procedural document that is subject to change each year. The handbook will be developed by the Student Assignment Office and distributed to the schools and the parties each year. IX. DHHBAR COMPUTER SCIENCE/MUSIC SCHOOL Effective the 1980-00 school year, the Li-ttlc Rock School Distriet will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposea-i(-ijto implement a program to-promote effcct-ive desegregation of Dunbar Junior High School,* and(-2-)to broaden the total school program to enhance the academic 3. achievement of all studonts-r Based-on input from parenfe-s Re: 02203, 02204 Page 226and faculty at Dunbar Junior High School,-the engichmont component will focus on-Gotputer acicnce and fine arto-. Cougoca offered at the school will utilize computers,other technology and expanded uoe of matcrialo to augment-the instructional program. The enrichment program will have the following major areas of emphaaiofr Expanded School Dav- The school day for Dunbar^ will be lengthened from six (6) to seven (7) periods per clasa day. Course Offerincre Additional courses will be added ^o enrich the computer science and fine arto programoT I Equipment- Some of the traditional coursea-,- in addition to the computer acience and fine arta couraca,' will utilize technology to aaaiat in the delivery of inotruetion.- Staff Developmeftt- The principal and ataff will identify inoervice needa(summer and regular school year) to effectively restructure the program at Dunbar-r Staf f ine^ It io projected that all of the course offerings can be implemented with the existing ataff. Re\n02204, 02205 Page 227 IISupplieo and Matariala The principal and--ataff will collaboratively diaburae-budgotad funds to meet the needs of the enriched program areas.- X. M-M MAGNET SCHOOLS CENTRAL HIGH SCHOOL INTERNATIONAL STUDIES MAGNET A limited interdistrict magnet program will be offered at Central High School. Approximately 175 seats will be opened to students from North Little Rock, Pulaski County, and other neighboring districts. Other seats will be made available to any student on a space available basis and in compliance with desegregation limits. The program will be developed around a theme of international studies with assistance from the business community. Central High staff members, administrators, and curriculum specialists from the three school districts in Pulaski County. The International Studies Magnet Program at Central High School is designed to prepare students to function effectively in our global community. Students will develop awareness and knowledge so that they can\n-relate to people of other cultures and countries\n-learn to communicate proficiently in at least one foreign language\n-develop skills for analyzing complex global issues\nand -have a solid working knowledge of history and geography. All students in the program will be reguired to take a foreign language course and at least one international studies course each year. All students will be assigned to the International Studies Program by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. DUNBAR JUNIOR HIGH SCHOOL INTERNATIONAL STUDIES/GIFTED AND TALENTED MAGNET Dunbar Junior High School opened in the fall of 1990 as an Interdistrict Magnet School for International Studies and for Gifted and Talented education. A ioint planning committee of area businesses, school administrators from the three districts, staff, and parents was used to supplement plans that had been developed by the District. This Re: 02205 Page 228 committee will continue to serve in an advisory capacity for the international studies programs at Gibbs, Dunbar, and Central. All students will be assigned to Dunbar by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. The target racial balance at Dunbar will be 60 percent black and 40 percent white. WASHINGTON ELEMENTARY SCHOOL BASIC SKILLS/MATH-SCIENCE MAGNET The goals of the Washington Basic Skills/Math-Science Magnet School will be\n-to develop the highest possible competence in academic skills and concepts? -to nurture the student's mental processes\n-to foster self-discipline\n-to develop an understanding of the relationship between the scientific process, applied mathematics, and other curriculum areas, and -to eguip students at an early age with the interest and educational skills to live in the technological world of tomorrow. The instructional activities will be presented through teacher-centered classrooms, large-group instruction, classroom management, and standard basal textbooks. A computer lab, math lab, a science lab, field trips, guest speakers, and specific math/science projects (Math Olympiads, Invention Convention, Science Fair, and the Young Astronaut Program) will enhance the mathematics and science core program. All students will be assigned to Washington Schools by the Student Assignment Office. The NLRSD and PCSSD will actively recruit students who are eligible for M-M transfers. The target racial balance at Washington will be 60 percent black and 40 percent white. Page 229I HEW FUTURES FOR LITTLE ROCK In--Qddition to the ongiohaent proggaao,Dunbag is a full participant in the Hew Futugeo fog Little Rook Youth Initiative-r Aaong the pgoggaa eoapononto fog the 1989-00 school yeag are Clusteging fog 7th and 8th ggade studento to allow atudonta to have toachegs in common-in the I core subject arcao,pgoviding fog an advisoradvisee support system. Youth specialists for advocate for an work with students in helping to meete-their special needs Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance and good citigenship. Homework Center and Hotline Early morning-tutorials for students needing assistance in subject aroas- Saturday morning detention for students to help them work off\" disciplinary sanctionsr to keep them in school,and to provide add-ir tional tutorial support.- Re: 02206 Page 230I NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications(Grade 0) Kcyboarding/Introductory Programming(Grade 7) Advanced Programming(Grado 8) Programming in BASIC(Grades 8,9) Computer Applications(Grades 7,8) ENGLISH Literature of the Adolescent(1semester)(Grade 8) Composing Process(1 semester)Grade 8 Composing Process II() 1- semester^Grade 9 Speech/Drama (1 semester) Grado 0 MUSIC I Piano Lab(GradesT-fS\u0026amp;9^Limited toLB- per class Handbells I(Grades 7,8 \u0026amp; 9)- Handbells II (Grades 8,9)- Jagg Band(Grades 8,9-)- Orchestra(Grades 7-78-49-)- 18 students FOREIGN LANGUAGE German I(Grades 7-\n8 or 9) German II(Grades 7-,8 or 9) German III(Grades-8,or9-)- Any student who has-completed German at the elementary level may take an-exam to qualify for entrance German II. MATHEMATICS Geometry (Grado 8\u0026gt; READING Reading-Exploration(Enriched) SCIENCE Science 7 Ccicnoe 8  Liife Science(Laboratory)  Phyaical Science(-Laboratory) Re: 02207 Page 231 aCOCIAL STUDIES Social Studios courses for grades-7-8 will-havc topical headings for--each ninefO-)week unit to reflect the conoentration of study each quarter. Units will be re vised/expanded to reflect the area of concentrat-ion. SPECIAL EDUCAT-IOW Computer-aided instruction will be added to the Special Education Program VOCATIONAL EDUCATION  Industrial Technology Education II Thislaboratory course^funded through the-Arkansas Department-of Education will provide the student with a learning experience in modern industrial technology.   a a a a Re: 02207, 02208 Page 232COURSE DEGCRirTIONS Advanced Computer Applications(Grado 0)Semester 2 Open to studentsf-rom the-fall couroe-r students will learn advanced word processing applications,how to create and manipulate a date base,how to create and forecast with a spreadsheet,and how to use at least one desk-top- publishing program. students will have the option-of creating a LOGO WRITER-project involving-music and animat-ion.- Keyboarding/Introductory- Programming(Grade 7) Seventh graders will learn-to touch type at least'50 percent faster- than they can handwrito-.- Students will learn to write s-implo programs using basic LOGO commands^to construct algorithms and write procoduros. LOGO Tools to document their projects, semester course. They will use A hands-on,one Advanced Programming,Grado 8 Year 1,thia course will bo similar to the-7th-grade-course-. Year 2, it will become an advanced programming course,using BASIC as well as LOGOWRITER,open to students- whocompleted 7th-grado course and/or with teacher consent. Programming in-BASIC (Grades 0,9) Programming in BASIC is a-one-semester course,prerequisites to be determined. Computer Applications(Grades 7,8)- Second semester course in computer appl-ieat-i-ono-,focusing on word-processing and cross-curricu-lum projects(example! using LOGOWRITER Tools to create a Science Video based on research in library or field). course. This is a project-based Literature of Adolescent Literature-' of the Adolescent and the-Composing Process I are to be offered-simultaneously with students changing courses at--the-end of the semester. These courses are to be con sidered prerequisites for the Composing Process II and Speech/Drama, which will be-offered only to 9th grade students. I The Composing Process I TheComposing ProcessI and Literature for the Adolescent are to be offered simultaneously with students changing courses at the end of the semester. These courses are to be I considered prerequisites for The Composing -Process II and Spoech/Drama, which will be offered only to 9th grade students. Re: 02209 Page 233I 11 I I I The Composing Process II The Composing Process II and Gpeeeh/Drama arc to be offered simultaneously with students changing oouroes at the end of the semester.--These courses arc for only- those Qth students who have taken composing process I and Literature for the Adolescent as eighth-graders .- The Composing Process II willreview and expand upon those writing skills taught in The Composing Process I course. The Composing Process willemphasize planning-\nwriting, editing\nand publishing stages of writing paragraphs and essays.- I 1 (' I Gpeeeh/Drama and the Composing Process II arc to be offered simultancoualy with atudcnta changing coufoea at the end of _________.---These atudcnta arc for only thoac ninth grade students who have talcen -Compoaing Proccaa I and Literature the oGBeateFr for the AdolGscGnt aa eighth ggadero.- I I I I 13 to ahow atudcnta The p-urpoaeoftheGpecch/ Dramacourae that communication through public speaking la a mcana^feo improve learning, to enhance pcraonal development, to organiee thoughto-\nto develop listening akillo-\nand to I interpret human bchaviop. Piano Laboratory . Gtudents who have muoie ability-\naptitude and intcrcat^in learningtoplaythepiano.--A acmeotor course (or year)__ wherestudentalearnfeeread muaic notation and aymbolo end to transfer reading to playing the Iceyboard-\nGtudents will Gtudents will learn simple I' t learn hand-eye eoordination-r Gtudento will learn melodies and chord aeeompanimento-r self-discipline and proper care of the piano-r learnhowfeeaddvariouasoundeffects as baclcground to songs,storiesand drama groups\nWith the interest tn keyboards today, the students have expressed an interest in Gtudenta will- a claaafor keyboard-r 1 I I I Handbells I(Grade 7-)- ..............._, _ A beginning coursein artofringing English handbells. Gtudents will learn the technique of ringing bells wil-1learn to read muaic notation andsymbols willlearn\"team-workby playing their part with other students to perform a piece of muoie -willlearn self-disciplinealong with-proper care of equipment and bells will learn the value of concert performance with other groupsfrom other schools-r I I I I Ilandbella II (Gradeo Q,\u0026gt;i Gecond year atudcnta Beginning course of-the firat year-r will be acleeted on muoie aptitude-,behavior and from 7th Gecond year atudcnta will study and Re: 02209, 02210 grade bell group-r f t- t I Page 234 JI I perform more advanced music,plus attend- Arkansas and Regional Handbell Festivals,and perform for the community and civic organigations. Jagg Band(Grades 8,0) A course designed -to introduce Junior High School students to the idiom of jagg music as an American Art form.- Orchestra(Grades 7,8,\u0026amp; Oj- In thi-acourse,basicfundamentals are studied on the Detailed inatruction is given fog- correct I beginner's level. hand positions,bowing techniques-\naccurate tuning,correct Beginning posture,and mechanics of technical proficiency. classesarenot performanceoriented,but -are directed toward- developing skills for advanced-study\nI I German I--- In thefirst year,students areintroduced to the Germamc as wel-1as to the basic German language.---Effortis made to provide the student with actualexperiences of German customs and cuisine.- I German-IT Thesecond year expandsthecommand of vocabularyand grammar and - continues to acquaint the student with the history,geography-\nand literature and other aspects of German-speaki-ng countries.- I German III Students continue to develop ora-1slcillo through programs and apoaking practicor Under the toachoga direction, cul-turalliterature at appropriate levelia road and discussed. Students write five compooitions with the help ofguidequestions,previousoraldiscussion-\nand/or Students learn to uoe correotly in context all pictures . common grammatical-structures formerly studied-? I Geometry This -course presentsthe basicideas -ofgeometryincluding the nature of angles,triangles, congruence,geometric inequalities-\n perpendiculars,and parallels. Regular Geometry is taught using-postulates and theorems in an effort to teach-the nature of direct and indircot proof. I Reading Explorations Reading Explorations ia an enriched reading class designed for students-who arc reading at or above grade level. The focus willbe placed on enriching and building upon current reading and study skillsfin-depth novel study\u0026gt;and reading for enjoyment. computer applicatiens-r included. Supplemental work will be interfaced with Both individual and group -will be I Re: 02210, 02211 I Page 235I I GcicncG 7 Life SciGnco(Laboratogyf I GtudGnta will pGgfogm Lab Ceience 7 is designed to teach students science procoso skills and the sciontifio method. experiments and analyze videotapca to gain experience using the thinking proceosea and skill s -that ara charactGriotic of sciGnce-r Upon completion of Lab Ccience the atudant will ba able I I I makeaccuratequalitativeandquantitative observations about natural eventet make metric mcaourementsforlength-\nvolumes-\nmass, and temperature \u0026gt; makeinferencesandconclusionsaboutnatural events based uponrelevant observationet design an experiment to toot a hypothesis-?- collect data and organize it in charts and graphs? form operational definitions-?- acceptcrrejcctahypothesis based' uponresults-t recognizeproblemsthatetresub j ccttoinvestigation ? ask questions relevant to a problem? manipulate variables in an investigation. Physical Oeionee(Laboratoryf- 9 develops concepts and laboratory skills in the areas of chemistry and phyoica-\n--Ctudcnt-ainvcotigate the physicaland chemicalpropcrtiea of matter, light, eloctr-icity,and simple machines. Gcience 0 Lab Science Ctudanta invaatigate Industrial Technology Education II Thiscourseiadesignedtcprovidethestudent with a learningexperiencein moderninduatrialtechnology-. Curriculum contentiadirected towardfour major clustersj communication,construction\nmanufacturing\nand EPT (energy\nStudents will be exposed to I powGr7and tganaportation)t using computera, poboto,laacpa-\npncunaticoT teloeommunicationand other modcpnequipment and concepto. Re: 02211, 02212 Page 236DECEGREGATIOH P-LAW- TIMELINE Nov-:-l-t Contact Donna Greor/requeot submission for FOCUS Nov-:-tS- Jan\n Review computer program needs with Data Proceasing I Dee-:\u0026amp; Dee-r Develop LRSD magnet application to be U3od for rising etudonta Jan.3- Jan.!-\u0026amp; I Plan -strategies for contact-ing prospective K/New students Jan\nF?- Ogdop-window envelope's Jan. 23 Feb-.- Prepare FOCUS(ComiHunicationo) I Jan.30- Mar. -I- Write Computer Programo Feb.- 1- Request mailing labels for mailing FOCUS I Feb. 1 Feb. 15 I Feb. 6- Mar. 20 I Feb. 17 Feb. 20 I Peb-r -3 Mar. 3 I Mar.t Mar.t I Mar.t Mar-\n\u0026amp; Mar.6- Mar. 10 I Mar-\n\u0026amp;- Mar. 23 Coordinate publicity for magnet Open Houaoo -through MRC-and other districts Kindergarton/New Student Registration Mail letter to PTA Presidents w/info about Open Houses \u0026amp; suggested recruiting techniques Order PIF'sr order selection forma through- -DP Coordinate Open Houoc publicity with Communications COURT APPROVAL Mail letter to school secretaries REi details of K/New Student registration Run program oimulationa Make adjustments to computer programs/train SAO Coordinate preparation ofgone mapa for each school Re: 02213 Page 237Mar.8- Oliver FOCUS to pgintcg Mar 15- FOCUS to n\u0026gt;a-i-ling service Mar-\nFT- Mail FOCUS Mar.2-G- -Deadline for returning K/Ncw Student PIF's to SAO Mar. 21 Mar. 31 ^nter K/Now Student PIF'a Apr-.3- -Apr. 7 Print aolcction forma and prepare for mailing Apr-.4- Elementary Open Houses 7:00 p.m. -e-i-OO Apr.5- Junior High Open Houses 7:00 p.m. \u0026amp;i-00 Apr.(r Senior High Open Houaoa 7\n00 S-t-0^ Apr. 0 Ffagnet Open Houaoa 2\n00 5i00 p.m. Apr.Fi Mail aoloction forms to all students Apr. 4- Deadline for returning selection forms Apr.2-4 ^inal pick-up of selection forms Apr-r-^5- Apr. 28 Prepare and scan selectionforms Apr-\n25- May 1 Run assignment simulations Apr-\n25- May 8 Proccaa- forms y prepare waiting listsy make mandatory- assignments May 1 May- 12 Send final assignment list to Transportation- for route adjuatments May 13 May 17 Print aaaignmont letters and prepare for mailing May 17 Mail final-assignment-letters Re: 02213, 02214 4 Page 238 GTUDENT ASSIGIfMENT HANDBOOK ECTION ONE AGSIGNMENTS At Overview Each non-agnet achool has an attendance gone. aoiBO caacoy satellite gonea-are uaed in order to flteet-the deaegregation requireaenta. Gtudents have the option of remaining in their current school(grandfathering)or they may aoloet their attendance gone -ochoelr\nan incentive school-\n- or a magnet-school.* Students living in the attendance gone of-on incentive school have the option of attonding-a racially balanced school to be selected by LRSDin accordance with doocgrogation considerations, (elementary academy) students living in the attendance gone of an elementary academy have the option-of selecting-an incentive schoolif it aids desegregation. Riaing (or matriculating) students, gradoa-6th and 9th\u0026gt;will be assigned to their attendance gone achoola. Riaing students will have the option to apply for -a-magnet achoolrr Every effort will bo made to install portable buildings in order to accoimaodate overflow situations at a particular-grade level. Only if a portable building cannot-be installed,the student will be reassigned to the nearest school--that-has a seat available in his/her feeder gono-r I Kindergarten and new students must complete a Pupil Information Form (pre-register)in-order--for the Student Assignment Office to begin the assignment process. w- Self-contained students will be assigned by the Special Education Departmentr Any student may apply for a magnet schoolby completing-a magnet application. I I Sibling preference to anon-attendance gene(non magnet)school will only apply to students entering the Little Rock School Districtbe-fore the199-19-2school year.* Re: 02215 I Page 239I I I l!ach student -will receive a final aaaignment letter through-the mail.- Each achool will be reaponaible for making attendance gone aaaignmonta after May 17.- The Student -Assignment Office will be responsible for all rcaaaignments\nmagnet assignments, majority to minority tranafers and desegregation tranafora. I St- Grandfathering* All atudenta may remain at-thoir preaent achool aaa ignmonta-r I The Special Edition FOCUS will explain thestudent assignment procoaa-r I We FOCUS will- be aent through the mail -to- parento of all atudonta in the Little Rock School Diatrict. I I I ev 4^ea3gignment -Procoao Every effort will be made to inatall portable buildings in order to accommodate overflow situations-at a particular grade level. Only if a portable building cannot bo inatallcd,the atudent will bo reaaaigned to the ncaroat achool-that haa a aeat available in the atudenta-feeder If the student cannot bo asaigned to any of the achoolain the 3tudont*ofeeder gone-\nthe otudcnt will be reaas-igned to a school in a eentiguoua feeder zone\n---' Student Aaaignment Office will be reaponaible for all We reaaaignmenta * Reaaaigned atudonta will be placed on the waiting liat for the appropriate attendance-gone achool. one. The minimum black percon-te-age for each oloinontary academy ia 40 % black. I Any aaaignment that cauaea a achool to fall- below the minimum-black percentage will not bo granted.- auch-eaaoa-,the atudent will be roaaaigned to the noaroat achool that-moota the minimum black percentage roquiromont I and haa a aeat availabte-r If the-atudont cannot bo aaaigned I to any of tho-aehoola in the atudent'a feeder gone,the atudent will be reaaaigned to a achoolin a contiguoua feeder gone.(See Dcaogrogation -Tranafor for deaogregation roquircmont-for aecondary achoola.) \u0026amp;T Tranafora* I I Studenta may- requeat a tranafor to the attendaneo gone achool,an incentive-achool-\nan interdiatrict achool or a magnet achool. Re: 02215, 02216 Page 240I I ^hc Special Edition FOCUS wiFl explain the assignment proccaa for transfer requests. Scleotion forwa will be mailed to parents by April I Selection forma must be returned-to acheola by April 24. Principals are-expected to deliver I selection forms to the Student Assignment Office immediately. All selection forms will bo considered at the same time. High school kindergarten students and kindergarten students at King-School will be given-preference For first grade seats in academies and incentive schools. Final assignment letters will be mailed -to parents by May 17. SEE PROCEDURES Return of Forma (School Selection Forms) Completing Selection Forms Et l^equircd Aaaignments -An assignment is required-whent -student is rising from Sth or 9th grade. Rising students have the option of solocting a magnet school by completing a magnet application. Parents of 6th and 9th grade students will also receive the Special Edition FOCUS. Final assignment letters-will be mailed to parents by-May 17. SEE PROCEDURES Distribution of Forms Kindergarten and New Students Parents of kindergarten and now students must complete a Pupil-Information Form in order- for the S-t-udont Assignment Office to beginthe assignment process. f -A Pupil Informet-ion-Form can be obtained from any school and returned -to any school. Re: 02216, 02217 Page 241 IObtaining-a PIF from a particular school or returning a PIF to a particular school does not guarantee assignment to that -school. Open Houoca will be scheduled in all achoola April April 9. 4- Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form by April 11. Selection foiias can be returned to any school in the Little Rock School District, must be returned by April 24. Selection forms SEE PROCEDURES Kindergarten/New Student Pre-registration Return of Forms (School Selection Forms)- Completing-Solection Forms I St ^olf-Contained Students ghc- location oi self-contained classes will -rema-in-the same for the 1989-00 schoo-l year-. The major factor regarding the site for the implementation of these student*s Individual Education Plans will bo the decisions-made by-tho lEP team, which includes the parents,at the annual review conferences. Every effort will be made to minimiec changes in school assignments. The IEPs of some-secondary students indicate that they-attend three or more spoo-i-al classes. These students rotate to special-education teachers,therefore,their needs -san be mot in any secondary school. ONLY STUDENTS WHO SPEND MOST OR ALL OF THEIR INSTRUCTIONAL DAY WITH-A-6PBC-IAL-EDUCATION TEACHER WILL BE ASSIGNED TO A SCHOOL BY THE SPECIAL EDUCATION OFFICE. Hr Sibling Preference* Sibling preference does NOT apply-to-agnot schools. Students entering-the Little Rock School District after the 1991-92 school year will not be allowed a sibling preference transfer to a non-attendance gone school. Any student who makes a-sibling proforonco transfer before the 1991-92 school year may remain Re: 02217, 02218 Page 242I I I at the ochool to which the otudcnt tganafcgged until ggaduation fgom tho ogganieationallevel. I A sibling pgefegence tganafog will bo gganted if a aoat ia available and the tgansfeg will allow both the sending and geceiving achoola to comply with the deaeggegation goquigcmcnta. ir Haqnet and Intcrdiatgict School Aaaignmenta All aaaignmenta to magnet and integdiatgict achoola will -be made by the-Student Aaaignment Office. I ^he Student Aaaignment Office-will be gesponsible fog maintaining-all magnet and integdiatgict ochool waiting lists. -All atudente on the 1988-89 waiting liato aa of Januagy 27,1-^89-,will geceive pgefegence-fog 1989-90 magnet and integdiatgict vacancies. A computegieed gandom selection pgoceaa will be uaed to conaideg all magnet and integdiatgict options liated on tho aolection fogma.- All magnet andintegdiatgict aaaignmenta will be subjoct to deaeggegation goquigcmonta and capacity. A requeat-fogaft-aaaignaent to a magnet ochool cannot be ggaatedif--it-adveg3ely affects tho deaeggegation gequigement fog eitheg the aonding og geceiving achool. Sibling pgefegence DOES NOT- apply to magnet achoola. Sixth and ninth ggade magnet atudents will NOT be given pgefegence fog aaaignmenta to magnet schools at--the next ogganieational level t Studenta who ago denied an assignment to-e magnet og integdiatgict acheel- wil-1 be placed on a waiting list fog that achool. A studenta gank on a waiting list will be detegmincd by a gandom aelcction pgoceaa. Howcveg,f4gat choice magnet optiona-will be ganked above aecond -choice options,etc. S4- Integdi-atgict Majogity-to-Minogitey Tranofcga All M-M aaaignmenta will bo made by the Student Aaaignment Office. Re: 02218, 02219 Page 243I I I Kt An M-M tranafcr allowa a atudent in the majority in PCSSD or NLRSD to tranafcr to a LRSD achool where he/ahe ia in the minority. Likcwiao, e studentin the majority in-LRSD- can transfer to a achool in NLRSD or PCSSD where he/aho is in the minority. The home diatrict Bust provide transportation for M-M tranafora. Dooegregation Tranofero I Junior and senior high school atudento may transfer to another-achool ao long ao the rcaaaignment -allowo both the sending and receiving school-to comply wi-th the deaegregation 1 requ-irrement and a ocat io available. The-minimum black percentage io-twenty-five percent(25%) below the district-widepercontages-of blackain gradea 7t2-r The-maximum black percentage ia twelve and one half percent(-t21/2%-)above-the district-wide percentage of blacks in grades 7- ia-r I The minimum and maximum black pcrcontagoo I constitute-the desegregation requirement(-or* acceptable range)for a desegregation transfer-\n The desegregation requirement-in secondary achoola isthat all schoola will remain withina range of ia1/2% above to- 5% below the districtwide percentage of black atudonta at each organieafeicnetllevel(i.o. ,high achooland junior high achool). Elementary atudento may transfer-to an Incentive School only if such a transfer enhancca desegregation at the Incentive School. 1 i I A atudent may make two(-S-)deaegregation tranafora at each organisational level(elementary,junior, or senior high ocheo-i\u0026gt;-r I I I The purpose of the accond desegregation-transfer ia-to allow a atudent to return to his or her previous school aaaignment. Deaegregation transfers will be granted during a limited period once each year. I LR6D will provide -transportation for desegregation transfer studenta where it is coat effective to do Re: 02219, 02220 Page 244 'I I Ijr PPt PROCEDURES Diotribution of Fogaa (School SclGct-ion Forma) Paronta of atudonto requeating tranofora and otudents now-to the Little Rock School Diatriet will have the opportunity- to aoloct a ochool by returning the Ochool SePeot-ion Formr For paronta of atudenta currently enrolled in LRSD achoola. Paronta of atudenta currently enrolled in LRSD will receive a School Selection Form through the mail. At Bt Parenta ahould complete the form with their achool aoloctiona. Forms should be returned to the child's eurrente-LRSD achool no later than April For paronta of atudenta new to the LRSD\n3t -Parenta- of atudenta now to the LRSD may also receive a School Selection Form by completing a PIF. frr New atudenta may pick up a PIF at any LRSD achool or from the Student Aaaignmcnt Office. Row atudenta' may return tho- PIF at any LRSD school by April 24. New atudenta'School Selection Forma may-be returned to any-LRSD ochool or the Student Aaaignmcnt Office. Pvery effort will be made to grant the parenta aeleotion,however,a-11 aaaignmenta a-re aubjcct to capacity and deaegregation limitat-iona. Return of Selection Forma Paronta will be mailed their school oolcction forma on April 11. Otudenta attending the-LRSD for the 1980-09 school year ahould return the forma to their current ochool by April 24. Studenta-who did not attend the Little -Rock School Diatriet during the 1-988-89 school Re: 02221 Page 245 1 3 year should return the Schee-1 Selection Form to any LRSD school by April 24. Schoola ahould-uae-the following procedures in-handling School Selection Forms\n4rv 2-t 3-r 4-r As the selection forms are returned,separate them into three categories\nAv Sv Gt Studenta requesting to grandfather at their present achool assignment(students currently attending LRSD.)* Transfer requoata(students currently attending LRSD).* Kindorqarton/New Studenta to the LRSD. Aa forma arc recoivod\nremeve- them from the envelopea. Uae paporelipa- only to- attaeh any notea or lottoro to the forma. Do NOT tape or staple damaged forma\nthe Student Assignment Office will replace damaged forms as needed. Check the form to bo auro-it -has boon completed correctly and-aignod by the parent or guardian. If-the-form is correct,Skip to step 4. Return incorgect or unaignod-forma to the parent with an explanation-.- Schoola are urged to contact the parent by phono if poaaiblo to rcaolve the problem. Note when the form waa received and when it was returned for corroetiona-\nalong with a brief deacription of the problem,on the Selection Form Liat. Dlacc the forma(in alphabetical order)in a dcaignated area of the office. Keep a liat (Selection- Form Liat)of the forma that are returned to your achool. Onoo-oach week (and the day following the deadline)do the-following\na-r With a number 2 pencil ONLY\ngo over any bubblea that-were lightly-marked by the parent or that were marked in ink. Alao\u0026gt;go over the bubblca pro-marked by the computer in the Office Uae Only aoction. (Thia atop can be done at any time after the formo are received-and-checked.) Re: 02221, 02222 Page 246 b-r e-r Place the forma(in alphabetical order)i-n an envolepe labelled STUDENT ASSIGNMENT OFFICE SCHOOL SELEC-TION FORMS. On tho day following tho deadline,include one copy of the Selocfe-ien Form Liat in the envelope-tee--the Student Aaaignment Office. Send tho envelope to the-Student Aaaignment Office immediately. III. Kindergarten/Now Ctudont Pre-Rogiatfati-on Children who will bo 5 yeaga old by Octobep 1 -age eligible to attend kindeggarten in tho LRSD. In ogder fop- parenta to make ochoolooleotiona and receive aaaignmenta for their children,they muat pro-regiater. A-r Diatgibution of Forma You will rocoivo flyera to be aent home to parenta notifying-t-hom of kindergarten pre regiatration and the deadline. Theae flyoro ahould be aent home aa aoon aa poaaible after they are pocoived. Parenta preregiator their children by completing a Pupil Information Form\nthey may pick up a form from any-LRSD achool. Make CERTAIN that-the Pupil Information Form ia marked KINDERGARTEN--PRB-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form-r I 3-r After-the deadline-\nDO HCMP hand out AW Pupil Information Forma. Inatead,inatruct parento to go to the-Studont Aaaignment Office-to pre-regiator their-children. After tho aaai-gnment proceaa haa been completed(May 17), each ochool will bo roaponaiblo-for regiatcring and aaaigning kindergarten and new- atudenta. p Return of Forma S 9 Parenta may return -their completed Pupil Information Forma to any achool in the LRSD until- the deadline-\n- p Re: 02222, 02223 Page 247 ftFor each form received, write RECD- and the date in the box labeled OTHER INFORMATION PARENT WANTS SCHOOL TO--iQ\u0026lt;OW on the right side of the-form-. 3-r The-following information MUST be supplied on the forimt First and Last Name Race Df* C5 JC Address Date of Birth If any of-this information is missing,the form cannot be processed-.- 1 4-r Check the bipthdatc on the form and the child3 birth cGrtificato. Check off either the birth certifi-eafee box or passport/visa and initial in the area at the bottom of the PIF labeled Verification of legal name and birthdate by. If the child will NOT be 5 years-old by October 1,adv-iso-the parent that the child will be too young to attend kindergarten next year-\nDO NOT SEND THE PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE-HAS BEEN VERIFIED.- Check-^he addrooo on the form. The parent must supplytheir permanent residence address\npost office boxes CANNOT bo used. Require proof of address(lease agreement-\n- rent receipt,sales-contract,or Personal Property Tax Bill-) '.- Complete the Addrcao Verification Form and attach a copy of the RIPt- When the PIF ha3--been completed oorregtlyv write K (or the appropriate grade for 1989 90 school year)in the- GRADE box and code the student's race inthe ETHNIC box-.- (DO-NOT WRITE YOUR SCHOOL NUMBER IN THE SCHOOL BOX). Initial and-date the form-in the SUBMITTED by box. 1 5-r Plaec the Pupil Information Formfs^iflan envelope labellodi- STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW- STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL. Re: 02223, 02224 Page 248 FACILITIES LRSD-will havG-thigty-one non-magnet Glcaentary achoola. ThG magnet achoola will continuG to oparate under prcacnt court ogdcga. LRSD will have 23 area schools, seven incentive schools, five magnet schools, and one interdistrict school on the elementary level. 1 Elementary Academies There will be twenty-two Elementary AcadGmica. name roflecta LRSD'a commitment to-provide an excellent deaegregated education program in-each of theac ochoola. [1 The Elementary Academiea with the capacity and projected racial compoa-ition of each,are liatcd below\nchool CapacityBlack Non-Blaek- Total % Black Badgett I 53^ Bole 4^ 4 34^2- Baae-l-infr Brady-pI I L 4*^ -ise- Chicot ass asa sa% Cloverdale 4aa aaa i4i- as+ Dodd 4a+ ass isa ssa ss% Fair Park ssa asa ass asa saa Fereat-Park ass ass ass sss ssa Fulbright SSS ass sss ssa Geyer Springa ass aas ss aas ssa Jeffcraon ass aas ass asa saa 4SS I I 1 Re: (^2221 t Page 251 I Gchoelr CapQGifevBlackHon-Blaek- Tctal % Black Mabelvalc 4^ McDermott 3r\u0026amp;- Meadowcliff 44^ Otter Creek ar\u0026amp;2 Pulaak-i Heights 3^ Terry 464 444 444 Wakefield 444 444 444 444 444 Watson 444 444 444 444 Western Hills 444 444 444 444 444 Wileeft 444^ 444 444 444 Totals 0,501 Elementary Area Schools There will be 23 elementary area schools. The elementary area schools with the 1991-92 capacity and racial composition of each attendance zone are listed below\nSchool Capacity % Black Badgett 257* 57% Bale 73% Baseline 90 69% Brady 467 55% Chicot 558 57% Cloyerdale 492 72% Dodd 328 52% Fair Park 51% Forest Park 376 48% Fulbright 540 a aa a ^94 15^ 43^ 4 ^4^ Re: 02227, 02228 Page 252 School Capacity % Black Geyer Springs 328 67% Jefferson 492 471 Mabelyale 515 55% McDermott 517 57% Meadowcliff 44 571 Otter Creek 351 501 Pulaski Heights 42% Terry 492 46% Wakefield 492 68% Watson 492 66% Western Hills 328 54% Wilson 394 54% Woodruff 324* 59% Totals 9,678* 3 I I *Includes four-year-old program  IncontivG Schoola Thoro will bo eight Incentive Schools which are liotod I below with the number of classroomo in each aa well aa the I capacity of each at twenty-five otudcnto per claaaroomt fl fl Frankl in- I I Garland^ Tsh- ii- we I fl Mitchell 3-5e Rightacll we I, fl Rockefellom we I' i 1 I t Re: 02228 I Page 253 J School Capacity at 5 Gtephcno 4^ Washington Totals -W-fr 3800 J Incentive Schools There will be seven incentive schools which are listed  below with the capacity of each at twenty-five students per 1' classroom and the four-vear-old capacity at 20 students per il a classroom\na School Franklin K-6 Capacity at 25 4-Year-Old Total 460 60 520 Garland 370 20 390 Ish 245 20 265 i a 1 Mitchell 340 20 360 a Rightsell. Rockefeller Stephens Totals 290 410 315 2.430 Interdistrict Schools 20 60 2 220 LRSD and PCSSD will establish Romine as an 310 470 335 2.650 I i| H i' ft r ' I  Interdistrict School for the 1080-90 1991-92 school year. Romine School has a capacity of 49^ 487 students Up to 494 percent of the Romine seats would be allocated to PCSSD I and at least 514 percent of the seats would be allocated to I LRSD. ,! ! If Im *Includes four-vear-old program Re: 02228, 02229 Page 254 I :i ' i LRSD is committed to work with PCSSD and the other parties to this case to establish for the ^^89-90 1993-94 school year the Baker and Harris Integdiatgict Schools the Crystal Hill Interdistrict School in PCSSD and an additional two hundred seats for LRSD students at a second PCSSD Interdistrict School to be established at a location agreed upon by the parties. LRSD will recruit black students to fill its share of the Home-Magt Baker and Harris seats in accordance with the Interdistrict Plan. The PCSSD has agreed to increase the capacity of the Crystal Hill Elementary School from 600 to 800 seats with up to 399 seats reseryed for black students transferring from I Little Rock School District and, if space is ayailable, from * North Little Rock School District. Capacity I The-nofWRiagnetelementary enrollment- for-the 1988-89 school year is 8,327 black-atudents and 3,835 non-black students for a total of 12,162 students. Without the-enrollment in LRSD of a significant number of students who are prcaently-onrolled -in private schools. LRSD would expect about two percent-growth-in- the number of I I I1 I i c black students and very little growth in the number of non black -atudents. The projected enrollment would be 8,500 black students and 3,850 non-blackstudents-fog-a total of a pa H 12,350. Re: 02229 Page 255 1I I I The capacities of the Elementagy AoademiGS elementary area schools are determined in accordance with Arkansas accreditation standards which have the following limits: Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the twenty-two Elementary Academiea is 9,501. 23 elementary area schools is 9,678. The ^incentive Sschools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom, however, there will be a certified aide in each class and possibly a second teacher in those classes. The capacity of the iincentive Sschools is SySOO 2,430 at 25 students per class. The total' nonmagnet eiemcntary of LRSD (13,616)exceeds the projected enrollment (12,350) by 1,266 scats. The overall racial composition of the fielementary Academies area schools and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominately black. It is expected that at least 4SS 600 black LRSD students will attend Interdistrict Re: 02229, 02230 Page 256  4 I I 1 I I I Schools. The chart below shows the impact of black Incentive and Intcrdistriot School- enrollment upon-the Elementary.Academieot I Black Enrollment- inIncentive and Inter district Schools--- Tctd--- Enrollment in Ele Aca Racial---- Composition f Ele Aca Recruitment Capacity for Ele- Aca 2,000 10,350- 62.8% ,500 0-,850 60.0% 3OOO 0,350 58.8-% Oii 3,500 8,850 56.5% 1,411 3,600 O-,65O 1,-511 Construction 1088-80 I Washington -School is closed for the 1088-80 sehool- I year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. students who were originally assigned-to Washington for the 1080-80 school year have been reassigned to lah,Mitchell, Rockefeller and Rightscll. These students(166)will have a preference to return to the now Washington in the 1080-00 school-year. 1000-00 A new wing is being added to Franklin School and will be completed prior to the start ofthe 1080-00 school year. t Franklin's new eapacity-wi-ll- be-560-.- Woodruff has -a capacity of 245 otudonta and is situated in a neighborhood that has no real potential for white growth. Woodruff ia presently 75% black.Probably the best Re: 02230, 02231 Page 257 U3C of thia facility is to uae it aa the Inatgaotional Reaougce Center (IRC)or aa a alternative aoheel. Woodruff will be cloaod aa an oleiBontary achool at the end of the 1988-89 achool year. 1990-91 Stephens and King It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and Ii University Avenue. The new Stephens will house prekindergarten through sixth grades and will have a capacity of 696 students.i It serves as an Interdistrict School. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock (14th and Marshall Streets). The facility, in any case, would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistrict I I school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little I Rock. I *Includes four-vear-old program I Re: 02231, 02232 Page 258 I The pagtiea have had diacuaaions with gealtora gogagding apeeific ocheel eonatguetion aitea and exiating buildinga. The Maateg will be pgovided a aepagate pgeggeao gepogt coneegning-negotiatiena for achool aitea* The new King School should be constructed in time for use beginning with the 1993-94 school year. The new Stephens School should be constructed for use beginning with the 1994-95 school year. 1 1 3 .s 1 1 i' I I I 1 I i J Re: 02232 Page 259 I I I 1 3 INCENTIVE SCHOOL PROGRAM i INTRODUCTION Beginning in-the 1009-00 achool year,tThe Little Rock i ,1 School District will have eight (8) seven (7)* schools I I : 1 providing the incentive school program. Rockefeller may ji become-an interdiatrict achool,but would continue to provide the incentive achool program-r The purpose of the 1 incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. The following schools will provide the incentive school program: -Franklin li I' I f f I: I J I 1 i -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Waahington 1 *The question of an additional incentive school for the 1992-93 school year is still under discussion. do not seek to modify the plan at this time to add an additional incentive school. The oarties Re: 02233 Page 260 I if I I 1 I, I i!' 1 I'^i I'l I 1 ill# JI In order to be successful, the incentive program must address the academic, social and emotional needs of all student participants. The incentive program must also serve as a recruitment tool for meeting the desegregation requirements in these schools. With proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-teirm desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools, the incentiveschool program committee the parties will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October,1089,tjhe committee parties will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible, the committee parties will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. Re: 02234 Page 261 J Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representatives and parents. The blueprint will be used as the framework for specific activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: RKb A. B. C. D. E. F. G. H. -I. J. K. L. Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work rd The Incentive School Program Committee divided into five (5) sub-committees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills n -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 Parent Involvement -Subcommittee 5 Parent Recruitment Re: 02235 Page 262 L. JI BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Program Committee did not, however, attempt to specifically define every detail for the iincentive Sschool Pprogram. This document merely furnishes the community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school* area. The District firmly believes that the success of any program depends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. The IncGntivG Gehool Prograin CoiamittGe will continue to function until Auguot I771080. The GomaittGG will bo expanded to include at loaat one parent from CQCh inccntivo school attondancG gone. On August 1, the committee will be gGatructurod to function ao a diatgict-wido council of incentive achool pagonto-r The council will have two pagcnt rcprooGntatives from each incentive school. -Aioo-\nfoug members at-large will be appointed by the Joshua Integvcnoga r The Incentive Ochool Program Parent Council will be gcoponsiblo fog monitoring all aetivitieo golatod to the incentive school program\n-- The Parent Council wilrl report to the -Little Rock School District Board of Digcctoro and Joshua Intervenors on a quarterly basis? Academic achievement is the result of commitment, high expectations, a strong belief that all children can learn, and broad-based community support.. When these ideals are coupled with the availability of financial resources, educational excellence prevails. \"'y of the District that all of these ideals will be evident in It is certainly the belief each incentive school. I Re: 02236 I Page 263 1 I I i  .i I I! i i I\n1 SECTION ONE i' li I' i ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT p I. 1 p I I I '1 I1 i I Re\n^2231 Page 264 INCENTIVE SCHOOLS ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. \"The content of the education must be true, appropriate, and relevant. The processes of education are expected to be democratic and humane. The aim of education is to be the complete I development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well.\" (Saving the African-American Child. 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the iincentive Sschools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social, emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. Re: 02238 Page 265 1 ACADEMIC PROGRAMS General Areas for Implementation (subject to an annual assessment of the effectiveness thereof) 1 1. Four-Year Old Program (Early Childhood Education) - Little Rock School District's Four-Year Old Program The 2, will be operative in each iincentive Sschool. The High/Scopo-Cuggiculum will be the content model, and a gtandotogy-Bietgict developed parent component model will be incogpogated into the program model. Writing-to-Read - aAn instructional technology program, such as Writing to Read, will be implemented at each incentive school for K-2 students. Kindergarten - The Little Rock School District Early Prevention of School Failure model will be operative in each iincentive Sschool. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. Reading Across the Curriculum will be a major emphasis for developing reading proficiency and critical reading skills. Each subject area will also utilize s 5. 6. strategies to increase students' pleasure of and appreciation for reading (Pre-Kindergarten-6). Oral Expression Across the Curriculum will offer instructional objectives and strategies in each subject area designed to increase the oral communications and American English skills of the students (Pre- Kindergarten-6) . Learning Styles Inventories will be used in each iincentive Sschool to assist teachers in diversifying their teaching styles to match the learning styles of the students. Schoo-1-Themes will bo developed at the l-ocal achool level by parents- and- staff and ago gecommcnded to be integgatcd into the total cuggiculuia. S 7. Semi-departmentalization will be the recommended organizational structure for grades S4.-6. This organization will facilitate the development of specialized skills for \"subject area\" teachers for the respective grade levels. 9. Instguetional-Tcehnologv will too available in specialigod-latoogatogies and in individual Glasagooma. Re: 02238, 02239 Page 266 r I 3 . h 4 . I 1 J 1 4rO8. Science Laboratories equipped with adequate equipment andmaterials/ and supplies, either mobile or permanent, will be available for students in-grades 3 6. 459.Computer Laboratories for remediation and enrichment will be expanded for a minimum of 24 25 stations in each clagaroom. incentive school. 4510. Foreign Language Instructionfcaboratog-ioa with appropriateequipment and materials will be operative in each school with appropriate eguipment and materials. 4:511.Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 5412.Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based experiences. 4:513.Parent Home Study Guides will be developed by the beginning of the 1993-94 school year in each core subject area for each grade (1-6). 4:614.Computer Managed Instructional Technology will be used for continuous tracking of student progress by the beginning of the 1992-93 school year. 4515.Individualized Student Education Plans will be developed, implemented, and monitored for each student. a j 4^16.Specialized programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended-day, week, or year programs. *(Sgo page 7) 4517.Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 5018. Homework - homework 4-9as required according to Little Rock School District policy and regulations. \"1 54:19.Criterion-Referenced Testing - formative criterion- referenced tests will be computer generated for the ongoing assessment of students. Re: 02239, 02240 Page 26720.Heterogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. 3-21. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. 422.African and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING - Learning to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (K-6) - Basal textbooks will be used to augment the classics reading program (K-6) - Strong emphasis on critical reading skills (grades 4- 6) - Increased motivation and learning with oral expression through reading\ne.eg., choral reading, student storytelling, debate, drama, etc. (K-6) ENGLISH/LITERATURE ARTS - Writing to Read, or a similar program, as an instructional component for K-2 - Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) LatinProgram will be uood to increaae the vocabulary and word atta-ck skills of otudcnta(5-6) - Oral Language Expression will be a major emphasis in the reading and English/language arts areas (K-6) - Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) - Language Modeling will be expected in the oral expression, vocabulary, and usage skills of the teachers (K-6) I Re: 02240, 02241, 02242 I Page 268I SOCIAL STUDIES - Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History (4-6) - Emphasis on introductory concepts in history, geography, and civics (K-3) - Geography will be taught through active learning strategies - Each subject and grade level in social studies will include a multi-ethnic cultural curriculum (K-6) - Learning strategies and activities will promote \"living social studies\" (K-6) - Emphasis on American and Arkansas History (4-5) - Emphasis on World History (6) - Celebrations/ceremonies will be integrated into the curriculum 1 MATHEMATICS - Emphasis on use of word or story problems (2-6) - Introduction to basic concepts in geometry and algebra (2-6) .- Extensive use of manipulatienves (Pre-K-3) - Use of computers for organizing and utilizing mathematical data (5-6) - Emphasis on critical thinking in addition to methodology and results (K-6) SCIENCE - Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) - Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science - Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) - Mastery of concepts should culminate with an annual project\ni.e., Invention Convention, Science Fair, etc. - Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS - Content will include an introduction to basic concepts in music and art Re\n02242, 02243 Page 269 IH a 1 1 a - Art and music instruction will be sequential and cumulative in the content, knowledge, and skills - Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-K-3) - Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6) - In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts FOREIGN LANGUAGE - Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations - The instructional methodology for each language will be a \"total physical response\" approach - Emphasis will be on basic vocabulary, conversational, and cultural materials for K-3 1-6. A fore-ign languagelaboratogy will be used for inatructioft-, including oomputega where appropriate - Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) - Provision of practical experiences and interactions with a native language user. - Emphasis will be on vocabulary, grammar, reading, writing, and cultural materials (4-6). PHYSICAL EDUCATION/HEALTH - Family Life Education will be included in the total elementary curriculum (1-6) - Nifty Nutrition will be available for all grades (1- 6) - Emphasis on \"wellness\" for the young (K-6) - Emphasis will be on the development of an understanding of and respect for the handicapped\ni.e., disabilities simulations (5-6) - Emphasis on team sports and lifelong leisure skills (K-6) SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Re: 02242, 02243 Page 270 i 1 \u0026lt;4 hj Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will focus on problem-solving, decision-making, peer pressure, etc. Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students. Role Models Programs - Individuals (international, national, state, local and community) will be used for presentations at the school in every area of the program to provide role models for students. Special emphasis will be placed on African-American role models for males. Mentoring Program - Utilizing local resources in the community and the Partner-*-s Program, a mentoring program will be established for integmcdiate age students. (-46) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations. Re: 02243, 02244 Page 271 IAcademic Reinforcement Activities may include (but not I I. ' I, 1: limited to) the following: r ti Peer Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will- be compensated for after schoolpoor tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level), Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Band Swimming Club Bowling Club Skating Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: I r Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, D.C.) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) Re: 02244, 02245 Page 272(' Each school will incorporate special activities into the total school program. Choices for each school will be I determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must 11 accompany each School Program Plan. A projected budget must ( accompany each plan. I' Itj TO I 1 Re: 02245 I Page 273 LATINENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASGES LITTLE ROCK- 6CHGGL-DISTRICT i-r Background In the-early 1960s, the Philadelphiaf-PA^School District raised reading and vocabulary scores of elementary school children through a program using Latin in language arteo-olaaaos. The program was -'ll 3 developed by a team of Latin teachers,but the materialswere-designed to be used by elementary language arts teachers\nthe program- did not depend-on using trained Latin teachers in tho elementary classes. Sincethat time programs-of this sort have been implemented in many other school districts,such as Indianapolis-\nIndiana\nWashington-\nD.C.\nSt.Louis, Missouri\nDallas, Texas\nLos Angeles,e-a-lifornia\nHew York City,New York\nOakland,California\nand Kansas City, MisBOuri. Some use the Philadelphia materials, others have developed their own materials. In these programs the focus is not on teaching formal Latin grammar\u0026gt;it io on using Latin words and myths as a means to improve English-skillsj These programs have also resulted in improved self-image among learners. The initial implementation of the-program by Philadelphia and later in the above identified districts was in inner city schools with a large minority population-r five and six or grade six only. The targeted levels wore grades Reports concerning students-'performances on standardized teats in the above identified districts reveal at least a one-year growth in-reading and vocabulary and a significant amount-of growth in other-content-areas(-see attached) . In all districts-\na team of Latin teachers trained the elementary language arts teachers in using the materialsand served as resource-persons for background in Roman and Greek culturo-r As the-program grew,many of theae elementary teachers studied-feo-bocome proficient-in Latin. A corresponding program using the Greek language haa also been developed\nthia program uses the aame methods and approach. Thematerials focus on using Latin and Greek word roots as a basis to increase English-reading and vocabulary skills. Materials are varied\ntho two--basic courses are designed for fifth and sixth- grades and arc based on classical mythology and life. Supplemental coursos cover a wide variety of subjects,including science, math\nastronomy,and blacks in antiquity. Re: 02247 Page 275 9 Hr Rationales Moro than 60% of words in the English language are baaed on Latin words?focusing on Latin word roots and word-building-elements will- increase knowledge of .I Engl-iah voeabelary-.- Itany-f ifth-and-sixth grade- aocial studies and reading curricula include mythology and the Greco-Roman worlds? vocabulary materiala that relate to thia subject matter will broaden-learning and provide enrichment. 4 Ability to read-Engl-ioh ia not limited to language arts and other academic-areas but-a-f-feots oucceaa in life itself-yincreasing that ability creates more successful individuals who feel competent-to-deal with school and I living. Latin ia an unusual subject for students-/ espcoially in elementaryschool-\nWhile the study is not -fecused on learning the-Lat4n- language per se, atudyof an unusual anddi-f-ferent\"subject,and seeing aucccasin doing so-\nbrings an improved self-image to the learners. The- program-itself-is easy to implement. The cost ia minimal,and investment-of time by elementary tcachero to learn the materials is limited. T^he-materials are I' easy to use. They are inexpensive to purchase and can be duplicated for distribution-to-teachers. The program has been successfully used by many areas with educational situations similar to Little-Rock. The 'JI uniquenesa of the program should appeal to parents as well as studenta? no other public or private-schools in Arkansa-s-\ncertainly in- the metropolitan Little Rock ftfea-\nhave such a program. The program would serve the desegregation plan for the incentive schools-and would help in achieving-the targeted-objectives of raising standardized test scores and-eli.fflinating disparity between scores of the major- ethnic elements of the school community-r Also-with the-emphasis on multiethnic education within the Little Rock School District, materiala can be developed locally to include this omphaoioT Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that arc directed to the apocial interests and needs of- theArkansas students. . =rf I III. ProposoT IP It ia-proposed that the Little Rock School-District implement an elementary Latin-prog-ram in the elementary language arts classea at the fifth and-sixth grade levels in the incentive schools for the purpose of increasing roading and vocabulary skills,improving standardized test - aeerca-,and enhancing the se-lf-image of Icarncrsr I I Re: 02247, 02248 f Page 2761 a\u0026gt;A' iVv PFoggam dGocription Affeer teacharg for tha ineantive ochoolo have boon identified in the apring of 1909,these teachera will receive aix hours of inaervice training during the 9Ufluneg--o-fH\u0026gt;aoinimplGmonting tho program. ^he .a '1 program will be implemented at the otart of the 1909 90 achool year and will be incorporated into the-fifth and aixth grade language arta inotructional block for approximately fifteen to twenty minutea per day. Throughout the 1989-90 achool year, teachera will be involved in four (1) additional inaervice workahopa ^vo~pop aemeater) . Alao,thaae toaehera will have the opportunity to bGcome-more proficient in Latin by enrolling in a college courae designed oapocially for them\u0026gt;-thia courae will be optional and at the teachers own expenao\nThroughout tha year, the principal in each-building will-monitor tha program. At the and of the 1989-90 achool year,a- formal diatrict-wide asaeaament of the program will be made\nthia aaaeaament w-ill be baaed on surveya and teat data. Re: 02248 Page 277 I I I'! Budget Summary (Per Teacher)- Instructional Materials $ 30 Printing^ E* Inservice Materialo Inservice Consultant College Course Materials College Course Instructorsa Foo Inservice Stipends I'- TOTAL Budget Summary (Program in all Sth and 6th grades in all-incentive schools) 7 schools with 4 teachers oaclr 20 teachers $6,860 1 school with 10 teachers 10 teachers 7-4^ TOTAL $0,310 I I 1 I J Re: 02249 Page 278DELETE DELETE LEA J-nceot-ive- -Sc-hooTs- OBJECTIVES .-Ts-nrevIde-aHarefless-ef-the -(.At In -tn -InnenVIve -ichonT- -(\u0026gt;plnnlpa-l-s- -and -s-ta-tty -o Ol m na no to X) (t o ro ro tn o IJLSC) DESEjCREEATION FLAH TMPLEMENEATION TDfn.rNE STRATEGLES/ACTIVITIES IiI-Present-'iRpTeneRLatjeR-pT jR -pFCpnsa r -tn -assnctate -super- -Int.- -dents- -and -ass-Istant -suj.- Intendents- I.-2 -Schedu-le -awarenens- -meeting -w-Ith- -princ-lpal-s- -of -Incentive -sc-honls- 1-.-3- -Develop -agenda -for -princ-lpals-' -mooting I.-4- -Cnndunt- -as-^areneaa- flaeet-ing -w-H-h- -prlnnipaln- 1-.-5- -Schedu-le- -awareneec- -fneet-Ing w-It-h- -c-ument- -Sth- -and -6th- -grade -teachers- -In -Inc-ent-Ive -schogls- BEGINNING DATE EITMliG DATE JaH^3Q,-1989 Jenirray-199-2- MaFh-l-,-J989 March-mZ 'lareh-1-,-1989 lareh-IS, 1989 Iarch-1992- lateh-lS, 1-969- -Mareh--1992- RESEONSIBELnV Marle-MeNeal MaFvlH-ZImmenflaH forelgrr -L-angtrage- Superv-IsOT* -Staff- -Development 6Ireotoi* Angela-Sewall Aso-Is-tant ^uperln- -tenden-t Coord Ina-tor -o-f -Incentive -Sehoo-Is- Angela-Sewall Beverly-White C-ocHdlna-tor -o-t -tnceotlve -Sehoo-Is- Ans-Is-tan-V -SuperIn t-endent Marle-MeNeal Ma rvlH-ZlBwermaR Sayle-Gleud Foreign -L-anguage Superv-Isor St-eff- -OeveT-opntenL- D-Ireet-or --at-In- -T-eaohers- laehel-Hyers Aes-Is-t-ant- -Super In- tendent- Soordlnat-or -of- I-ncent-Ive -Schoo-Is- EVAUJATiaN r t-aM-r rcSert id t ten Meeting- -on -Ga-Tendo-r Meeting- -on -Ge-Iender Printed--egenda- Goncems-Atues-t-Ions- -expreesed- by--p\u0026lt;'-lnelpals- teet-Ing- -on- -Go-Iendei' L JDELETE AREA -tncentiveSchooTs eoa T - f 7-(-continoedy OBJECTIVES l7-(e6RtiRaed} LRSD DESEGREGATION PIJkN niPITMErTEATION ITHELINE STRATBGLES/ACrrVTTLES BEGINNING DATE ENDING DATE RESEOHSIBILTIY EVAILIAITON 2 ,-Io-pFovide-insoFvice-to paFticipating-teachoFS a OJ U7) ft) ro CX) o ya ft) o ro ro tn oI -1,6-eeBduct-awaFanass-neeting- -with -GUFFeRt -6 th -and -6 th -gFade-teaehene -identify-5-th-l-6th-gFade teachoFS a(bo a#ish-to--Femain at-incentive-schools L JUcEui-t -iod -f-i-Vl- -\\iacaB\u0026amp;iss. 2 .-t -Reguiiition -ins-tFuc tional -mateniala 2 .-2-Duplicate-cop ies-of-above matepials -2,2 -Sebedule -2 -InsaFvioe -meetings -of -J -houFS -eaeh -2 r4 -Develop -agenda -foF -above -2 -raeetinge Apnl-14-,-1989 Apei-l--1-992 May-1-,-1989 -May-1.992 JuIy-4,-1989 Jofy-mi- '\u0026lt;ay-lT1989 -Uy-im Ju4y-I,1989 July-1-992 lHBe-1',-1989 Ju-Re-1-992 July-lS,-1989 July-1992 Marie-MeNeal MaFvin-ZiRweFBan Gayle-Gleud -PoFeign -Language SupeFV-isoF Staff -Developme nt -OiFaetoF Latin-leachepe Pnincipals- Riehard-Maple Human -Raseunces. DipectoF P-Fincipals- Riehard-Haple -Human -RasouFcee OiFectOF Marle-MeNeal Eonaign-Language -SupanulsoR Hafle-HeNeal -PopefgR-language -SupBRulson Marle-MeMeal -Pene Ign-Language -SupenylsoF MaFie-MeNeal -PoFeigR -Language -SupeFv-isoF dleetrng-agendj Xfat -of -identified -Stlx -i .6 th--gnade-teachent identified -6 th -and -6 th -g Fade teachaFS -at -ihcent iea -sohoola iOF-1969*90 Apfi-vdl. -of -raatecfaLs- -One -copy -fcP-aacU -taacBoP -M\u0026amp;etfBgs--on -CaTsniiP-Ppi- Rted-agendas- iREA E incentive-Schools --I-. - (-coiTt-i wed) OBJECTIVES 'I'\".(cwTtTwed) -O XI cu n\u0026gt; to   (O no o 00 no h* no (JI a LRSD DESBCRECATION FLAN IMPLEMENLATION TDIEI.INE t STRATEE lES/ACTIVlTLFS -2-.-5- Eondvct- -above- meet-i-ngs- -2-.-6- Eontrac-t- DAL-ft- -about- -of-f-etH-ng- 2-.-?- -Schedtri-e- -above- -coW-ege- -coui'se- 2-.-8- -i-mpl-efnent- -above- \u0026lt;-o)-1-eg- -c-ourse- 2-.-9- -Schedule- E-our- Ewo-hour- -Enservi-ce -workshops- -En- -local- -bu-El-d-Engs/elust-ers- -d-Est-r-Ect- -wEde- S-.-FO- Eonduct- -above- -four- -Lneetv-Lce- -worfcebope- BEGINNING DATE ENDING DATE AugHSt-18. 1989 JHHe-li-I989 -June-4-992- BeeefRber-l, 1989 December- 4^92- Hay-1990 May--1993- RESPONSIBLLnY Gayle-Gleud L-aiin--T-aachars- Marl e-McNeal Gayle-Glead -For-oi-gn- -banguage- Supervi-oor-bab- vn- 4-eacher-a- Mar-ie-MeNeal E-or-eiga-banguaga- -Super-v-iaar- Gayle-Gleud 4-at-Ln- -T-eacbor-s- SeptembeF-l, 1989 -Sept-effiber-4-992- May-1,-1989 {2-peF-seme5- ter) May-ms- EV,UJJ,VriO-N Cour\u0026amp;e. -proposaJ - - -I-danti-f+sd- -\u0026lt;lit6\u0026amp;/xin)6ty'4J-ace- ComfuLeted.-cour-se- -Pr-HK-ipa-ls- Marie-McNeal  E-oreign- b-anguage- -Super-v-iaor- Gayle-Glaud bat-lfl- -Teac-her-s- Meotings- -on- -Ca-Londar- Weet-i-ng--agondas- TTi! LRSD DESEGREGATION FLAN n-IPLEMENTATION TIllEI^INE DELETE ARE,\\ incentive-Scheels 6oa i - i : { conti fl ed-) OBJECTIVES I-To -implement -the -eieraen tary tatin-program-in-5th\"\u0026amp;\"6th- -gradea -at -ineentive -achoola- 4 .^-Te-evalua te-the-elementary latin-program- OJ lO fD ro 00 ro X) (Il CD no ro cn ra STRATEGlES/ACriVrriES g .L -Sc-hedole -time -for -ela-s-sroora \"instroction' -3.-2- -Porchaae/dopHcateT^c-eate- -eXudenL mater-iale- 3,3.Incorporate.Latin-prograns.into districtts.language.arts program 4.X-Moniton-classnooo.activities 4^ -tdentity .s-tudent -gcoivth- jin -standard-ized- -teata- 4.-3 -Develop -atudent,- -teacher-, -parent -aaaeaseient -aurvey 4-.^ -Oiweminate- ^above -au-rveya 4.-5' -eontpi-1-e -aurvey -reaul-ta 4.-fr -Submi-t -FifiaF -evaloat Fon -report -to -Aaaociate -Soper io tendenta DBGINNTOG DATE ENDING DATE Aug,}S,-1989 ftuguvt: l-OO?- Ongorny Ongoing. Hay-1,-1990 Way .19-93- Hay-30,-1990 May-1993 ApF-.-lS,-1990 Apri-1--1993- Hay-1,-1990 May-199-3- Hay-30,-1990 -May-1993 Jufl-.-lS,-1990 June-1993 RESPONSIBrLITY -Rni-ncEpal-s- WaytF-T+eWHTh -Eona-ign- -Lang.- .Supv- Rpincipals -Bnincipals -Prweipe-Vs- EVAI NATION Schaal Ls. -i-Qitcact iaoa.1 -schedole - Materiel -s- -reedy -fcrr dtrsYTOonr -use- MaFie-HcNeal Gayle-Glead -Foreigo -L-aog.- -Sopv.-/- -L-atio-Teaeher -P-(i-nei-pa-Vs- Harie-HcNeal Foreign -L-eng.Sopv. HaFie-HcNeal Foreign -L-ang.- -Supv-. i.-ersoTr-p-Tarrs- .Ldentitied-stEengthi.aQd oveahnssses -Tes-t-deta- -P-l*HVte\u0026lt;i- -fOHRS-Getup- T-e-ted- -feme -(=etaFee\u0026lt;i - -Suvey-data- Sebra itted -i=epei=-V -I 7  I ill 'll 1 ( PLEASE NOTE: Two areas of information contained in the \"Implementation Timeline\" for this section submitted with the original LRSD Proposed Desegregation Plan have been omitted from this timeline submitted May 1, 1991. These are heading information found above the columnar timeline which listed the plan date and the person, division and program/area responsible, and a \"cost\" column in the timeline. The information that was in the heading area is now either out of date or is repeated in a column in the timeline. outdated. B' The cost figures previously provided are Revised cost figures will be provided in a separate desegregation budget. The columnar heading \"Completion Date\" has been changed to \"Ending Date.\" For the sake of clarity, all timeline headings have been changed to LRSD Desegregation Plan Implementation Timeline.\" I-Il I' I I I I I I ,! I It I I 1 II '.REA 1 1 Academic Programs Goal: 1- OBJECTIVES 1 1 1 LRSD and Curriculum Development To devcrVop- -arxl- . To-promote/efl+tc-^-\u0026lt;*7r desegregation flan IMPLEMENTAnON TTMELTNE impiement Qua 1 itv-dfffdemir program for Incentive SrhnnlS- STRATEGIES/ACnvrriES BEGINNING \nDATE ENDING DATE RESPONSIBELTIT EVALUATION 5h^ p. and-Staff-trtKiersrtWwg- a f . the-1 ntefltf v- eeneept 1.1 -Provrde-arr-Tndepth-pre-- -organfset-ron \"Session \"On-^ each -component- -of-the-Incentive -Schoo-Es--for-principais- Eeb7-157-1989 July -- Aonua-l-ly reb7-2?7-1989 Superinte-BdefTt-'-s Gabi net Assi slant-Superi-n- tendent -Incent-i-ve Sebeeis Geerdinater ai IQ n\u0026gt; ro 00 XI fD o ro ro tn 1.2 -OeveEop--in--cooperation-with-- t-tie -petnetpa-Vs --detaiied- ttrocees--and--format-f 0 r- .4eveEop-ing--tbe-individdai . -1-nc-ent-ive-SebooE-Plan- 1.3 J\u0026lt;ss-Lsi-.\u0026amp;aoh--bo-i-I\u0026lt;ii-tg-prtf'ef psl -i-n- -pres-efttfitg- -art -rndepth-pre*- or-i-errtfrt+on-session-foi staff- on--eec-h--conponen-t HaiT-37-1989 Seri ng - Awnaaiiy Nar-17-19S9 ' dqfy - AnTTOaVVy 1.4 Assist-'ea'ctr-priTiCTpa'L\"3Trd\"S''ffff wi tb- or-i errtet-itm- -stfss ioit -far \" parents- in- t+te--lnoeTrtTVE Sebeeis- 'fiafv-lT 9S9 ygptCTTpgr~-~ AnnuaTTy Mar7-157-19S9 Kar'-lSs-J989 Auqus-t- riar7-153-1999 sept. Superinf-endenf-s Gabinet Prineipa-ls As s i slant- S-uperi-n- -tendent-Inc-enti-ve- -SebeeTs-- Geerdifiator- S u p eri Bteeder.I- s -Cabinel- Assistant- Super-in- -tendentjacerrtiv-e- -Seboolt Coocdiaator- Super tn ter.denf's -Eebinet- Assrstent-Sgperin- -tendent---incentivE -Seheals- Goordinator-.?LA Goal 1. (Continued) OBjr.'irT.TS 2. Tc-develop-lncentive Seheol-Plan-fw-eAch SGheel refine 3 Io develop curriculum specific to the Incentive Schools a5\u0026gt;\" iO m (D no poo 00 ro OO cn CD LRSD desegregation plan implementation timeline strateg lES/Acrivrr IES BEGINNING .  DATE 271-identify-lncentivE-SrtnMri-f^IaTT' done-Iv-iSSS teams Afwutri-I'y- IWr ENDING DATE done-157-1989 6ngei,ng RESPONSIBILnY EVALUATION 2-2-Bevelop--t+\u0026gt;e--det*i^d-4fK}4v-HJue-l- 1 neenti ve-Sc+iool-W'*** 2 -3-Revi and- approve- -School- -I^lafi dnne-1989 done-1989 3.1 Identify teachers for curriculun teams 3.2 Identify each area in need of curriculum development refinement 3,3 -pLrn-t\u0026gt;n-enttttHi\u0026gt;irt\u0026gt;Tid--ftnTns--for eorrleolum-developnent Review and revise the curriculum as needed 3.4 Provide inservice on curriculum revisions dane-I57-i989 duly-i989 dBne-157-1989 daly-1999 Spring- Annually daly-317-1989 Ongoing dflne-i7-i989 dane-17-i989 June - Annually August - Annually dDne-i57-l989 done-157-1989 July Ongoing Rrtneipals Asslstant-Soperln- .tendent Incentive Schools Coordinator AVI-BvvvsIeHS Sopertntendent^s Gabinet leam- Boaro-or-directors Principals Assistant Superintendent - Incentive Schools Coordinator Curriculum Division Supervisors It 11 II II iREA God) i (Continued) OBJECTIVES 4,-10-pFeeuFe-equipment-and fuFHituFe-feF-Ineentiue Seheal-PFegFans- o Oi uo fo ya fD MM LRSD DESEGREGATION PLAN mFLEMENTATION TTKELINE STRATBGIES/ACnvrriES 3,4-Reuiew-pFeIaffliHaFy-dFaft-ef Fevlsed-EUFFiEuIaF-^BF kattle-PeEk-SEbeel-OistFiet 3T8-OeveIep-addataeRaI-EempeReRts faF-eaEb-EUFFlEuIum-aFea 3T8-PFeef-and-type-IneeRt4ve- SehesI-GuFFiufilum-Guides 37-pF4nt-GuFntEulum-Guides 3,8-Ba\u0026amp;tFa8ute-aRd-pFevade-iRseFuaEe an-the-ampIemeRtataeR-ef-tbe EUFFaeulum-guades ATl-Bevelep-speeifaeatien-faF-bid faF-eguipmeRt-aRd-fuFnatuFe t\\j 00 ID o ro ro cn \u0026lt;D BEGINNING DATE ENDING DATE RESPONSIBILITY EVALUATTOiN Jun8-1,-1989- June.30,-1989 CuiPFicuIun-Tean\u0026amp;- JuRe-1,-1989 July.1^.1989 July.20,.1989 Au9--I,-I989- Mar,-18,-1989 June-30,-1989 JuIy.20,-1989- JuIy-30,-1989 Au9--30,-1989 ApF,-18,-1989 CuFPieuIum-IedRis CuFFlcuIum-Oivaeion PFancipalp CueFisulum-Divisian CuFFleulun-and-Scboo Davieaen Pnineipals OtFeeteF-ef-PdFehasiig Assastant-SupeFln- tendentIneentave Seheels 8taff-GuFFieuIum L JAREA Goa): I. (Continued) OBJECTIVES 5. Lo-effect-faeiiity-modifi- frations -ft-.- -impIefRsntation oi.the.-iBeenfciv6 -Sshool speeialiied -pmg rams. TO Ol IQ fD r\\3 ID o TO (D r\\4 ro cn o p r r LRSD DESEGREGATION FLAN IMFLEMENTAITON TIMELINE STRATBGlES/ACnVrriES 4-Bid -for -ST\u0026gt;ec-if ie -equipment and-hmriture 4.3 OiMeF-furH\u0026gt;i-tur'-eHV(i-e\u0026lt;,u\u0026gt;pnieHt ' 4 4- -hrs tall- -and -tnventoey -to ensure -ade\u0026lt;^uaey- -of -oM equipment -and -fuenituee Srl -ftevte.r -the -detailed -Ineentive Sehooi -Plans -svith -the -Support Seavteas-Division S.2-Identity JEOdtf teat ions-tirca- 1-ine -as -peevtously -ee1-l-abo- eated -tn -the -develiapfflent -of the-plan. BEGINNING DATE ApFil-16,-1989 Hay-15,-1989 AugT-1,-1989 ApFT-15,-1989 Api'T-15,-1989 ENDING DATE May-15,-1989 Aug,-1,-1989 Aut-15,-1989 ApF,-39,-1989 Ap(\u0026gt;T-30,-1989 RESPONSIBILnY Prlaelpala- Blrestar-ef-Purahasir g Ass4staHt-Super4n- tendentlneeBt4ve Seheels StaffCurrleulum^- II D4v--oT-ScbaoJ4 - Asset-: - Suf eri ntendcfl-t Ats4tt--Su?t-,-Pwn- B4 *4 si en-ef-Sappert Servites EVALUATION -5 r3 -Gontreet -for -service -as -needed/ -identiftad-in-ths-Plans Apft-39,-1989 May-15,-1989- 04v444oa-cf-Suppart Serv4ae4- iAREA Goal I. (Conti nued) OBJECTIVES 6. Fo--ensure-the-aTfffEabTVTty o OJ IQ fD ro uo 70 n\u0026gt; o ro t\\3 cri LRSD DESEGREGATION Pb\\N IMPLEMENTAriON TTMELDJE STRATBG lES/ACnVITIES 8.4-linplemeRt-the-mediftEatlen plan-teF-the-taellltles S.S-Make-fiRal-lHspeGtisB-en-the weFk-fep-the-faelllties-medl-fleatlen- 6 ri - i n 11 i a te-i denti f-i cats orrs-trf^ ma t e r 4 a I s - a nd-textbotyks-n e e d e d - f e r-the--1969-90-ronnTtj-  seheel-year 6r2-lBvel*e-sehool-teams-5taff-aTid-parents- ln - rei ewi ng- the- neetfs- IdeHtlfled-as-reqaired-toT-eoT-e and-speetal-programs-throogh\" the-annnaf-schoot-plan 6.3 IdeHtify-aHy-mateFtal-eF-text-beeks- that-BUSt-be-SFdeFed pFteF-te-fis6al-yeaF-t89-i98 g.A-Malntaln-bulldlng-FeeeFd-eC FeguistioRS-foF-the-1989-1998- seheel-yeaF. BEGINNING DATE May-lg,-1989 May.Ig,.1989 MayT-,-1-989- ENDING DATE Aug.-Ig,-1989 Aug.-Ig,.1989- Riay Arwimri+v .hine' June-TOT 1987 RESTONS IBILCTY EVALUATION RrinerpffE Mayr.-TTsg- June-T0',*T9B9 JUTTH-Pr- irrc-rpal- Hay-1,-1989 May-15-1989 May-285-1989 Ongelng- PFiB61pals5-Assi5tan1 PFiA6ipals5-All -Blvlslens-wltb wajeF-input-fFeH Pupehaslng PFifiglpals - a f AREA Goal I. (Continued) OBJECTIVES \"O Oj IQ fD r\\j to r\\j fD o no no cn no A* LRSD DESEGREGATION PIAN IMPLEMEOTATION TIMELINE STRATEG lES/ACTIVTTIES BEGINNING . DATE ENDING DATE RESPONSIBILITY EVALUATION STS-Henltep-aRd-apppeve-pequlsitieRS as-Peguested-fpen-IneeRtive Seheels 6.6-HalRtaiR-audlt-fep-all-mateplals peeeived ST^-Gpess-validate-wltb-pupebaslRg-all- epdePS-Ret-peeelved STS-ObtalH-pequlpements-fep-paPtiei-patieR- lR-all-speelal-ppegFaiss StO-Pay-paptlelpatieR-fee-aRd-BPder all-Reeessapy-mateplals-fer speelal-aetlvlty ' i-rlO-Seleet-spsRseps-feP-eaeh-speeial ppegpaHi-aEtlvlty-apppeved-lR the-lREeRtlve-SEbeel-PlaR Hay-2S,-1989 July.I,-1989 July.1,-1989 Map,.IS,-1989- App,-30,-1989 App,-30,-}989 Ongeing- Ongalng OngetRg Apr,-30,-1989 July-1,-1989 Julyr30,-1989 Apppeppiate- -A\u0026amp;\u0026amp;eciate-Supepln- -teRdent Ppinsipal Principal Prlnelpal Prlnelpal PptRElpal- AREA Goal I. (Continued) OBJECTIVES \u0026lt;jo CD ro ca 73 n\u0026gt; o ro ro co J LRSD DESEGREGATION FLAN niPLEMENrATION TIMELINE STRATEGIES/ACTIVTriES BEGINNING . - DATE ENDING DATE RESPOHSIBILnY EVALUATION 6,ll-Gsmplete-spe61al-eeRtFa6ts wlth-all-eMteHded-day-empleyees f8P-the-l989-90-SGh9el-yeap 6,13-eeiiiplete-HasteF-Sehedule-feF tetal-ssheal-pregFam 6Ti3-Review/Fevise-as-neeessaFy-the staff-developmeAt-plan-fep-thG faU-(SeptemberDecember) Aug,-1,-1989 Aug.-30,-1989 PFlReipal App,-30,-1989- Aug,-15,-1989- PFiBsipal Aug,-30,-1989 Sept,-IS,-1989 PplRelpals J LRSD DESEGREGATION PLAN IMPLEMENTATION TTMELTNE AREA Academic Programs and Curriculum npvnlQPinaL Goal II. To provide staff development for imnlRmentaLipa nf Tnrpntivp ^rhnnl P1ani OBJEiCTIVES 1. To implement staff development activities for Incentive Schools Oj fD rsj CD 70 ru o no ro cn 4^ I cn STRATBGIES/ACTIVmES BEGINNING DATE ENDING DATE RESPONSIBILrrY EVALUATION 1.1 To identify the staff development needs of each Incentive School 1.2 Develop Inservice schedule in collaboration with building princi pal l.,3 Notify each school staff of proposed inservice dates for pre-school training 1.4 Plan details for delivery of inservice arrangements, etc. i.e., site, time. lS-0btalR-seFvi6es-9f-eeBSultaBts {as-regaired} 1.5 1,6 Implement fall-teaiRing-eyele inservice program 1.6 1t7 Evaluate staff development activity through survey response from each staff Apft-30,-1989 June - Annually May-lS-i-lSeS July - Annually Hay-30,-1989 July - Annually Hay-307-i989 July - Annually Hay-30'1-1989 May-30,-1989- July Aug,-!,-1989 August- Annual ly~ May-15,-1989 Ongoing May3f)\",\"'i'989 August Aag',-30,-1989 August Jply-3e-,-t989 Ongoing Jaly-30,-1989 3aly-30'\n-1989 August Ongoing Principal Director of Staff Development Incentive School Coordinator 11 M Principals Principals Assistant Superintendent Di rector of Staff Development Incentive School Coordinator u H B SECTION TWO SCHOOL ADMINISTRATION I I I I I 1 I I I I 1 II I 1 r ) Re: 02266 I Page 295 ! I' 1 .1 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION OPERATIONS The focus, function and guiding process of the iincentive Sschools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. SUPPORT PROGRAMS The following items will be components of every incentive school: n A. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:00 p.m.. Homework Centers should will be extant in each school at least two (2) three (3) days per week to assist students who are in need of specific help with class material. The school day may be extended another hour if necessary. school-communities,i.e.,parents,ataff and studenta may opt for more daya per wook for atudenta who- are not otherwiae involved in activities during the last twof-2-)hours of the day, Monday-Thursday). It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable walking distance may avail themselves of the center. If atudents choose-not to attend Heaewegk Centers,other options for-student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a volunteer rotating basis,community volunteers and poop tuteps. Staff will be compenaatod.Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students. When the number of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of 2^ students attend, certified instructional aides and teachers will be added on an alternating basis. Re: 02267 Page 296 B. HOMEWORK HOTLINE Homework Hotlines should also be put into place (if survey of parents indicates a desire for a hotline) to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will 51 C. U-I, D. E. be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. PEER TUTORING Peer tutors will be selected from among a group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only to those students with outstanding academic averages but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may net be providing as well as athletic equipment, hats. sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer tutors the opportunity to do so. RETIRED TEACHER MENTORS Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend depending on their own needs. INSTRUCTIONAL AIDES - There will be a certified .Wi instructional aides available d in every three classrooms. Qualifications for the aide positions wil-1 inelude demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit. Applicants must be working will be encouraged to work toward a degree. The LRSD will establish a program to provide financial assistance for instructional aides who have aeguired the eouivalent of one full year of earned college credit in order that they mav work towards a degree in education.__ . to forgive a certain portion of the loan for each The program will be designed Re: 02267, 02268 Page 297 ft L F. FG. GH. IR year of service after graduation as a certified teacher, provided the aide is employed by the LRSD. Aides shall provide extra assistance for individual students and groups of students, will also assist teachers with monitoring of Aides student progress, communication with parents and preparation of supplemental instructional materials. An appropriate number of Supervision Aides will be provided at each incentive school. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in each presentation will be skills needed, academic background required, interest inventories, career planning recommendations, expected earning potential and a general \"mapping of how a student can progress from elementary school to the desired career goal. Other components of thia cotegqgy will be integest inventorioa and oppogtunitiea fog atudenta to pagtieipate in pgoggama aponaoged by the Dey Scouts of Amegica. YEAR ROUND SCHOOL EXTENDED-YEAR PROGRAM - Beth summcg gemodiation and engichment options will exist thgough the summeg at all incentive achoola. Thia pgoggam will be in two 5 to 6 week aegmonts-r A summer school program for remediation and enrichment will be offered at an incentive school site, or sites as needed, and will be available for all incentive school students free of charge. The program will be provided in accordance with other LRSD elementary summer programs. LRSD will advertise summer school for incentive school students and these students will be encouraged to participate. Students will participate in the program generally on an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The-sumaog options will be at no coot fog students nornally attending these schoolq. A few seats may be open to other students on a space available and paying basis as well. Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. Re: 02268, 02269 Page 298si: V'.' I I Students participating in thfe auinneg ^ycag- round\" option Extended-Year Program will be piaeedtn claaaea instructed at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peera at that level but may also study with at the -Sth fifth grade peera level in summer reading programs, regardless of his/her actual designated grade level. i HI. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides for field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with: * historical events and displays * cultural events and exhibits * scientific/mathematical events and exhibits to include both child-oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such as anArkansas Symphony Orchestra performances. OBG ouch GExhibits and performances will also be brought to the schools. Students will alao have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school intermediate grades, i.e., Sth fifth and Sth sixth. Among opportunities in the community which exist are\n* it it it * it it it it several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company a museum of nature science and history three previous state/territorial Capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan- Kerr river project Re\n02269, 02270 Page 299 ) i| iiI 1 I I I I I I A A an inland sea port a major research/teaching medical center Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and a law school. .'M iJ. COMMUNITY INVOLVEMENT Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. ExplorcH?- post acoess/membership will also be available aa noted earlier. JK. SPECIAL SKILLS PROGRAMS - During the 5i30 p.m. time period (or whatever the designated time for extended day activities-)-, scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a at the recfuest of a parent or guardian. These skills shall be defined as the opportunity to participate in: A A A choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child and hopefully to the program), but certainly at minimal cost to the school SCHOOL ADMINISTRATION (NOTE\nMoved to page 324) At STAFF -RECRUITMENT Staff PGoruitiaent and certain specific experience will-be desired of all ataff at the outset(relative--tework in an urban setting with at risk youth)\u0026gt; and ongoing training will bo provided on a regular basis for all staff at each achool-r A nationwide oearch will be  conducted-for staf f-T Principal and ataff will be asked to who documented cvidonco of comaitaent to working in an urban district\u0026gt; to working with Re: 02270, 02271 Page 300youth at riak and to committing the time nccoooary to provide the kinda of support and servicca provided at incentive achoola. a-r Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year,an involuntary transfer-or- other district decisions may be put into effect depending on the performance and the oucocso of the individual in working with students and procodurea. ^Phis one year contractual-feature will also apply to the pooi-ti-ona-of aides, clerical and cuatodial wrkers-r Suoeessful completion of theyear may lead to a long-term contract with the District-. SL. SPECIAL TRAINING - Ongoing training will be provided to staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All Staff, including support staff, will be involved in training. Patrons also Parents will receive have access special training in working with their students, assisting with homework, computer literacy, nutrition and human growth, and developments. M. PARENTAL INVOLVEMENT partners in the learning process. Parents will be absolute Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take place. both through written and oral means. Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to visit their children's classes. at the school. Regular meetings, monthly, will be held Parental access will be provided for identified pick up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, and general assistance and may be paid a stipend for thia. 1 DN. LEARNING TIME SCHEDULES - Daily Extended-dav schedules for- 3-{-0O 5 {-30 will be set to meet the needs of students to include the Homework Center, t Re: 02271, 02272 Page 301c I special skills training and leisure time activities, for example: * * Homework Center Special Skills - 4 days Monday-Thuraday - 1 day Tueoday  * Leisure Activities - 1 day Thuraday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) Clubs, Extra-curriculars - 1 day Wodneaday S J BO. FP. S2. HE. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicators and early intervention programs will be formulated with \"alert\" and \"success\" cards to be sent to parents to update them on their student'a child's needs and achievements. EXTRA-CURRICULAR PROGRAMS - Extra-curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will be future teachers programs. Just Say No Clubs, interramurals, monitor \"jobs\" in the office*, library, with the flag, safety patrol, fire marshalls and student council memberships. * at recess or lunch time, not class time ATTENDANCE AND BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school. Time out gooma areas staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school-based management irules. Students and parents will sign a contractual agreement to be at school and on time each day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. Students will be encouraged to participate in these activities and a regular schedule will exist for club/academicrelated activities. Re: 02272, 02273 Page 302 I 3 (Note: Students who live in the Washington attendance zone and cannot attend Washington will have access to extended day activities, extended year activities, and the scholarship program.) COUNSELING/SOCIAL WORK A. B. C. D. COMMUNITY SERVICES ACCESS There shall be access to community based support programs provided to students who attend the incentive schools, i Provided these supports will bo- projcots to programs can be negotiated and/or secured by Among compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith area colleges to and universities to assist with teaching activities and extra curricular activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young profeaoionalo appropriate role models to enhance an awareness of skills necessary for successful entry into the world of work. The program will also serve to heighten student expectations with regard to their own abilities and potential to attend college and to graduate. Parents will also receive this information so that they may be aware of the options which truly are open to their students children. STUDY SKILLS Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, i.e., bubble sheets will be used on some class tests and a variety of question types will be used by teachers. HOME/NEIGHBORHOOD MEETINGS - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes as if invited tjy parents. These less formal meetings out of the school environment may be more productive and can help forge a school/neighborhood partnership. 7^ --  that local ministers be considered as part of the It is suggested school partnership and community. Re: 02273, 02274 Page 303 i I I I I II E. F. INDIVIDUAL AND GROUP COUNSELING - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be 1 taught conflict resolutions. INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students, staff and patrons at each school. Ideas (suggestions) presented in the subcommittee meeting included: awards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like. I G. WELLNESS PROGRAM - A wellness program will be in place at each building with availability of a -fuii time nurse. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention and awareness and first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. ! i' .1 r H. CAMP PFEIFER - Students in need of additional aoadGmic counseling assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students on homework and academics. Students will participate in this program provided the funding of the program continues and it meets the needs of the students. I I MONITORING AND EVALUATION 1 A. VERIFIABLE MONITORING OF STUDENT GROWTH - ' testing dopartmcnte Planning. Research and Evaluation Office of the dfiistrict will be assigned the task of developing a plan for The I verifiable monitoring of student growth and for the development of reliable procedures to accomplish these tasks. Re: 02274, 02275 III I Page 304This plan and its accompanying procedures should take into account not only test scores achieved on normrreferenced tests but also class achievement as evidenced by teacher tests and curriculum/ and criterion-referenced tests. There should be a long-term -neni-toging which also takes into- account student maturational patterns. long-term monitoring of student growth. There should be a B. C. D. 7 I I I REGULAR TRACKING MONITORING OF STUDENT ATTENDANCE, DISCIPLINE/BEHAVIOR AND ACHIEVEMENT - Regular tracking monitoring of student attendance, discipline/behavior and achievement shall be accomplished through the development of and use of individual and class profiles by classroom teachers and the building administrator. assessment will be done on a minimum of a quarterly basis. This Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined through ongoing review of data. INVOLVE PARENTS IN THE DEVELOPMENT OF STUDENT EDUCATIONAL EXCELLENCE PLANS The school staff shall involve parents in the development and monitoring of student educational excellence plans. Parents are the first teachers of their students and see them in a context outside the school. In the parental capacity, there is special awareness of a child's potential, talents and interests. As such This input is extremely important in reviewing not only academic programs but also extra curricular, special skills and extended day activities. QUARTERLY REPORTS AND VISITATIONS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment. The monitoring team will be composed of district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member lias a duty to provide a climate conducive to learning and should hold and model high expectations for all students. Students will also be involved in the goal setting process and will formulate \"contracts\" for their own achievement. Re: 02275 Page 305 I I IE. STUDENT EVALUATORS student ovaluatoga-' will be 1 I asked to complete evaluations relative te the school-\nits climato and their educational experi-encG twice a year. SCHOOL CLIMATE - Students, teachers, and parents will be asked to complete a school climate survey once each year. Students will be selected at random to participate in this process based on a 20% involvement from each grades leve-l4, 5 and 6. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the 'I F. G. generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. The survey results will be shared with each school for dissemination. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. SCHOOL SITE TEAMS School site teams will be created to work to implement needed programmatic modifications which will be a greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. J 1 I I! li I Ij i 1 i I I I Re: 02276 Page 306 I i!' E. I1 II 1 STUDENT EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. I 1 Students will be selected at random to participate in this process based on a 54- 20% involvement from eech grades l-eve~4, 5 and 6. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. The sunzev results will be shared with each school for dissemination. F. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. I': I H I G. .. SCHOOL SITE TEAMS - School site teams will be created to work to implement needed programmatic .modifications which will be a greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria works), patrons and students have an opportunity for input. Re: 02276 Page 306 J SCHOOL POLICIES AND PROCEDURES A. FLEXIBLE PROGRAMS - Every student will receive seme individualized instruction every day^. needed. Programs will be flexible aaeh in order that team teaching and extended time blocks for additional student assistance as needed will be provided. B. ADDITIONAL ITEMS It is recommended that each incentive school have: * a permanent assigned substitute who is familiar and dedicated to the building and program philosophy * at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach). A. Uniforms fog student(such as blue jeans and a white shirt)- droao code fog staff * required encouraged PTA attendance (and other parent meetings and visits). at least two (2) meetings per year, one of which shall be the Open House student handbooks available at every building which are produced in and reflective of the philosophy and program at that building * a science lab * a computer lab (to be used for other than remediation) t * a playground for PE purposes additional compensation will be given to teachers/pginoipals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills Re: 02276, 02277 Page 307A Saturd\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_988","title":"Desegregation: ''North Little Rock School District Desegregation Plan as Modified''","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":["1991-05-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Educational law and legislation","Educational planning","Educational statistics","School improvement programs","School integration","School employees","School facilities","Student assistance programs","School discipline"],"dcterms_title":["Desegregation: ''North Little Rock School District Desegregation Plan as Modified''"],"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/988"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLittle Rock School District v. Pulaski County Special School District\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nLITTLE ROCK SCHOOL DISTRICT VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED MAY lrAPRIL 22, 1991 ~lW (I 1 1991 IN THE UNITED sTATEs DISTR.JtC1iC\"(l g)(nti91 CARL H O ... Nrs c EASTERN DISTRICT OF ARKANSAS B .  H... ' LEAK ,, , . . WESTERN DIVISJ.@h. I . .,\n,h ... 111 I::\u0026gt;, CLE~\n~,-------- By: ----------:--:---:: DEP. CLERK DEP. CLER~ LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED !!f.A.:Yf\n.\":.lt PRIL 22, 1991 :,.\n~--.\n.,\n-\n,.-\n,.,\n-..\n.. .:.\n. . -\n- TABLE OF CONTENTS HISTORY OF HLRSD DESEGREGATION PLAN SECTION 1: STUDENT ASSIGNMENT PLAN. SECTION 2: STAFF RECRUITMENT PLAN. SECTION 2A: STAFF RECRUITMENT PLAN SECTION 3: SPECIAL EDUCATION PLAN SECTION 3A: SPECIAL EDUCATION SECTION 4: COMPENSATORYED UCATION . . . 902 . . . 910 ..... 919 .... 924 . . . 926 .. 938 . 939 SECTION 5: COMPENSATORYPR OGRAMSA IMED AT DROPOUTP REVENTIOB62 SECTION 6: EXTRACURRICULARA CTIVITIES . . . . . . . 965 SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE . . . . . . . . . . . . . . . . . . . . 968 SECTION 8: GIFTED AND TALENTED EDUCATION. . 970 SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES .. 975 901 NLRSD HISTORY OF NLRSD DESEGREGATION PLAN The desegregation plan approved by the Court of Appeals for the Eighth Circuit in its decision in Little Rock School Dist. v. Pulaski County Special School Dist. No. 1, et al, 921 F.2d 1371 (8th Cir. 1990) on December 12, 1990 (hereinafter \"NLR Plan\") is actually to be found in several documents beginning with its original submission in March, 1986 and culminating with the stipulation regarding compensatory education filed on October 25, 1989. The purpose of this document is to consolidate all the elements of the Plan into a single document for ease of reference. The NLR Plan was initiated by the filing on March 17, 1986 of the \"Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as It Applies to the North Little Rock School District\" (hereinafter \"March Plan\"). See Joint Designated Record Vol. 1 at 67-69\nVol. 2 at 81-364\nand Vol.3 at 365-535 (hereinafter\" __ JDR __ \"). The purpose of this initial submission was to address the interdistrict violations addressed by the Court of Appeals in LRSD v. PCSSD, 778 F.2d 404, 435 (8th Cir. 1985). The district court, however, required the NLRSD to provide a plan to address its intradistrict violations as well, and in response the NLRSD filed on October 14, 1986, its \"Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as It Applies to the North Little Rock School District\" (hereinafter \"October Supplement\"). 3 JDR 536- 634. 902 NLRSD In its Order of February 27, 1987, the district court approved the NLR Plan as described in these two documents. LRSD v. PCSSD, 659 F. Supp. 363, 367-68 (E.D. Ark. 1987)\nsee also, LRSD v. PCSSD, 921 F.2d at 1387. Subsequently, some modifications to the NLR Plan were made either by petition to and approval by the district court or by operation of the settlement among the parties which has now been approved. LRSD v. PCSSD, Order (E.D. Ark., January 18, 1991). The first modification occurred as a result of the NLRSD's motion of July 21, 1987 to add an addendum to the NLR Plan to address the impact of Acts 624 and 762 of 1987 which was approved by the district court by its Order of July 27, 1987. Copies of the Addendum and the district court's order have been attached as Addendum lE to Section 1 of the NLR Plan which addresses student assignment. The next modification occurred as a result of the NLRSD  s \"Petition to Modify NLRSD Student Assignment Plan and to Close Central Junior High School\" filed on July 20, 1988 (4 JDR 910) (hereinafter \"NLR Secondary Reorganization\") and approved by the district court by its Order of September 1, 1988. 5 JDR 1032. This modification provided for the reorganization of NLRSD secondary schools beginning in the 1990-91 school year and resulted in a single high school for the NLRSD with grades 9-10 at the former Northeast High School campus and grades 11-12 at the former Ole Main campus. Additionally, Central Junior High School was closed and the student assignment zones for the remaining three 903 NLRSD junior high schools for grades 7 and 8 redrawn to ensure comparable racial balance. These modifications were implemented at the beginning of the 1990-91 school year, i.e., August, 1990. The remaining modifications occurred as a result of the settlement among the parties. First, the parties agreed to the NLRSD's \"Petition to Modify NLRSD's Desegregation Plan\" (hereinafter \"NLR 2/89 Petition\") submitted to the Special Master in February, 1989 and incorporated into the parties' \"Interdistrict Desegregation Plan\". See 8 JDR 1737-46. The provisions of the Petition dealing with interim efforts to desegregate Lakewood Junior High School pending the secondary reorganization to be implemented in the 1990-91 school year (8 JDR 1737-39) were satisfied and are no longer applicable since the secondary reorganization has now been accomplished. The other provisions of the Petition have now been incorporated into the NLR Plan. The final modification of the NLR Plan occurred as a result of the \"Stipulated Compensatory Education Programs to be Implemented by the NLRSD with Settlement Monies\" (hereinafter \"NLR Comp. Ed. Stip.\") filed on October 25, 1989 (14 JDR 3584-91) which satisfied paragraph VIII D, of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989 (as revised September 28, 1989) (14 JDR 3483) (requiring a description of the compensatory education programs to be implemented by the NLRSD with funds to be received from the Settlement Agreement). This Stipulation also gave effect to and now supersedes that portion of the original NLR Plan which described additional compensatory education programs 904 NLRSD which could be implemented only with additional State funds. See 3 JDR 562-574. In organizing the original NLR Plan and these modifications into a single plan document, the March Plan has been used as the base document. Thus, Sections 1, 2 and 3 of the October Supplement, which involve the same topics as Sections 1, 2 and 3 of the March Plan, have been relabeled Sections lA, 2A and 3A and placed immediately after Sections 1, 2 and 3 respectively of the March Plan language. Sections 4 through 9 of the October Supplement have then been added as Sections 4 through 9 of this consolidated plan document. The addenda which immediately followed the respective sections of the March Plan and October Supplement have been moved to a separate volume for attachments. Commentary is included through the use of footnotes or parentheticals\nomissions are reflected by\"[***]\" with an explanatory footnote as appropriate\nand new language is identified by footnote or by underlining as appropriate (except for this History, all of which is new). These ste~s were taken to minimize the amount of editorial change and to retain as much of the original language as possible since that is the language approved by this Court and the Court of Appeals. 905 NLRSD PLAN FOR IMPLEMENTING THE REMEDIAL ORDER OF THE COURT OF APPEALS FOR THE EIGHTH CIRCUIT AS IT APPLIES TO THE NORTH LITTLE ROCK SCHOOL DISTRICT1 1Originally submitted on March 17, 1986, supplemented on October 14, 1986 and approved by the Court in LRSD v. PCSSD, 659 F. Supp. 363, 367-68 (E.D. Ark. 1987). 906 NLRSD INTRODUCTION II 3 In its decision of April 13, 1984, this Court found the North Little Rock School District (NLRSD) to have committed the following segregative acts: 1. The NLRSD constructed and renovated schools in a manner which sought to preserve the racial identification of North Little Rock neighborhoods. Little Rock School Dist. v. Pulaski County Special School District No. 1, 584 F. Supp. 328, 343, Paragraph 39 (E.D. Ark. 1984) (LRSD I). 2. Blacks were underrepresented on the administrative staff and teaching faculties of the NLRSD schools. Paragraph 91. Id. at 348, 3. Whites were underrepresented in schools south of Interstate 40 and blacks were underrepresented in schools north of Interstate 40. Id., Paragraph 92. 4. The NLRSD has failed to have blacks coaching at the senior high school level. Id., at 348-49, Paragraph 93. S. Blacks were significantly overrepresented in special education classes and no valid testing procedure could explain it. Id., at 349, Paragraph 94 and 99. Furthermore, the NLRSD classified white students as \"learning disabled\" while blacks 2The March Plan Introduction was rendered irrelevant by the requirement to file a plan to address the NLRSD's intradistrict as well as interdistrict violations and has therefore been deleted. See 2 JDR 83-84. 3Source: October Supplement, 3 JDR 541-43. 907 NLRSD were classified as \"mentally retarded.\" Id. at 350, Paragraph 103(l)(d) \u0026amp; (l)(g). 6. Blacks were underrepresented in the NLRSD's gifted and talented program. Id. at 349-50, Paragraph 100 \u0026amp; Paragraph 103(1) (a). 7. A disproportionate number of blacks drop out of school. Id. at 349, Paragraph 102. 8. Blacks were disproportionately expelled from school. Id., Paragraph 102. 9. The NLRSD does not provide education programs for black students. 103(1) (c). adequate compensatory Id. at 350, Paragraph 10. A disproportionate number of black students were bussed in the NLRSD with \"less than satisfactory desegregation results.\" Id. at 351, Paragraph 103(5)(a). However, only four of these violations were found to have had a continuing interdistrict effect. Specifically, the NLRSD \"(a) failed to assign blacks to its central administration or to high school principalships and coaching posi~ions\n(b) concentrated whites in schools north of Interstate 40 and blacks in schools out of it\n(c) assigned students to special education classifications on a discriminatory basis\nand (d) failed to apportion the burdens of transportation equally on black and white students.\" Id. at 353, Paragraph 10. The NLRSD's remedial plan, submitted as NLRX R-1, was directed toward remedying those segregative acts determined to have 908 NLRSD interdistrict segregative effects and did not address those violations which were intradistrict in their effect under the assumption that remedial efforts directed to intradistrict violations would be addressed in proceedings in Davis v. Board of Educ. of NLRSD, No. LR-68-C-151. The Court, however, directed that North Little Rock supplement its remedial plan in the present case to address the intradistrict violations that were not determined to have an interdistrict effect and that is the purpose of this document. 909 NLRSD SECTION 1: STUDENT ASSIGNMENT PLAN' HISTORY OF STORM PLAN5 Elementary students within the District are assigned according to the Storm Plan in grades 1-6. The Storm Plan pairs a school in a predominately black area with one or more schools in a predominately white area. These schools are grouped so that each group's racial make-up represents the racial make-up of the District. This plan is based on two primary premises: first, that it accomplish total integration and, second, that it is the least discriminatory method possible in that no area of the District can be considered to be favored in any way. In order to be as fair as possible, students were initially selected at random for transportation. The following procedure was used: all letters of the alphabet were placed in a container and an alphabet was drawn from the container. Beginning with that letter of the alphabet the student body in each school was divided into groups of appropriate size. When the end of the alphabet is reached, the process starts over and the District continues to regroup alphabetically. ELEMENTARY SCHOOLS6 The North Little Rock School District desegregation plan, 4The Court found in LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987) that the NLRSD had corrected any violations relating to student assignment. 5Source: March Plan, 2 JDR 85 'source: March Plan, 2 JDR 85 910 NLRSD approved by the Court of Appeals, see Davis v. Board of Ed., 449 F.2d 500, 501 (8th Cir. 1971) and revised with the approval of the district court, see Davis v. Board of Ed., Order (E,D. Ark., May 12, 1978), incorporates the following features': 1. Since the total student population of the elementary schools in the North Little Rock School District is approximately 42 percent black and 58 percent non-black students, each elementary school in the district must have a student population which approximates as nearly as is feasible these percentages. 2. To assure that each school will have a student population which is composed of approximately 42 percent black students and 58 percent non-black students, schools are placed in groups so that students within each group can be assigned to schools in such numbers as is necessary to achieve the desired racial composition in each school. See Addendum lA. 3. Children entering the first grade after May 1, 1978, as well as all children entering the district from another school district after May 1, 1978, will enter the District pupil assignment plan according to the last name of the child shown on his official birth certificate (or his previous school record if he is entering from another 'statistics in this section reflect the school population of the NLRSD in the 1985-86 school year since this part of the Plan was submitted in March, 1986. As of October 1, 1990, the elementary student population in the NLRSD was 49. 2% black and 50.8% non-black. 911 NLRSD school district) and will continue in the rotation cycle under that name. 4. Kindergarten students are assigned to their neighborhood schools and are not transported for purposes of racial balance. This was approved by the court in Davis v. Board of Ed., 362 F. Supp. 730 (E.D. Ark. 1973), 5. Black students living in predominately white areas and white students living in predominately black areas are not bussed or transferred. The questions and answers concerning the District's student assignment plan (Addendum 1B) are published in August of each year and mailed to all patrons of the North Little Rock School District. The decision of the Court of Appeals directs that the student population in the District have a racial composition within 25% of the racial composition of the District as a whole. Mem. Op. at 62\n778 F.2d at 435. The NLRSD has 4,620 elementary students of whom 2,467 (57.9%) are non-black and 1,793 (42.1%) are black. Thus, in order to meet the 25% standard, each school must have a non-black population between 42.4% and 73.4%, i.e., 57.9%  15.5%,(:-A11~ne ~ ...... ....,.\n,x..\n.\n.,\n...:\n:-:,...,~..vX J~il~~Ei.:~.S~.El!w. ~n-\" ~~~p~s~.!.~. ~~,\n~ }-n,::S~l\u0026gt;1-:!~il!i.l4:1ii, ~:~yj ,,,.tandarcf\"when the Court a ~ rovedthe .NI.a Plan~rn=,T!f8ii,Y.Rb\"\"v'! l,.,,..,,_ \"'-'\"\"\"\" \"\"'', v ... ='- N,.--.-,.x-.--.,, .............., ., ... PI\u0026gt;..,.,..,.',\u0026gt;.w ... ,N=\u0026lt;,.X,vx, =....-.x,,. -~ .~ .. \"', . ...._,__-..,,,.,. \"\"\"'\"\"M=- 1[~QZ\":.3~p~_~ [.ee.)~\n-3~):]\"~\"':-~::~Ji~:J~:!7_,'U[.l' the elementary schools in the District are preseAtly in compliaAce with thi\u0026amp; 912 NLRso JUNIOR HIGH SCHOOLS8 Junior high schools, grades seven and eight, 9 are also assigned by zones. [***] Each junior high school reflects the racial make-up of the District. These zones will be changed, if and when necessary, to maintain the racial balance within the District. [***]~ SENIOR HIGH SCHOOLS For twenty years, the NLRSD had two senior high schools - Northeast and Ole Main. Beginning in the 1990-91 school year, however, these schools were consolidated into a single school - North Little Rock High School - with two campuses. All students grades 9-10 are assigned to the east campus (formerly Northeast High School) and all students grades 11-12 are assigned to the West campus ( formerly Ole Main). 12 8Source: March Plan, Reorganization, 4 JDR 910. 2 JDR 8 7 and NLR Secondary 9As a result of the NLR Secondary Reorganization, 4 JDR 910, Central Junior High School was closed. The remaining three junior high schools were converted to grades 7-8 rather than 8-9 and their attendance zones were redrawn to ensure racial balance. The language of this subsection has been modified to reflect these changes. 10Addendum lC, 2 JDR 94, which was referenced in the deleted language has also been eliminated. 11The section in the March Plan, 2 JDR 88, dealing with senior high school assignment has been deleted since it has been superseded by the NLR Secondary Reorganization, 4 JDR 910. Addendum lD, 2 JDR 95, which was referenced in this language has also been deleted. 12 Source: NLR Secondary Reorganization, 4 JDR 910. 913 NLRSD STUDENT DISTRIBUTION NORTH AND SOUTH OF I-40 [***)13 VOLUNTARYT RANSFERSB ETWEENN LRSD AND PCSSDu [***] To aid in the desegregation of NLRSD and PCSSD schools, the North Little Rock School District and the Pulaski County Special School District will cooperate in each other's efforts to recruit black students from the NLRSD to attend PCSSD schools and white students in the PCSSD to attend NLRSD schools on a voluntary basis provided no transfer negatively affects the desegregation status of any NLRSD or PCSSD school. COMMUNICATIOONF ANTICIPATED SCHOOLE NROLLMENT15 S Further, the parties desire that any shifts in the racial composition of schools that might fall outside the Court-approved standard be identified and addressed before the beginning of a school year. To this end, the North Little Rock School District agrees it will prepare an estimate of the anticipated school enrollment of each of its schools on or before July 1 for the coming school year. If it is determined that any school is within 13The language in the March Plan regarding student distribution north and south of I-40 has been deleted since it does not describe any plan, policy or procedure governing student assignments and any violation in this regard has been found to be corrected. See LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987). -- uSource: NLR 2/89 Petition, 8 JDR 17 39-40. The language limiting such transfers to Oak Grove Junior and Senior High Schools in the PCSSD and to secondary schools in the NLRSD has been eliminated to facilitate voluntary desegregative transfers. 15Source: NLR 2/89 Petition, 8 JDR 1739. 914 NLRSD two percentage points of the limit approved by the Court, the Court and other parties will be notified and appropriate action, if any, will be determined and taken prior to the commencement of the academic year. INTERDISTRICT TRANSFERS OF TEACHERS' CHILDREN.16 In the 1987 Legislative Session, the Arkansas General Assembly passed two Acts which either directly affect or could affect the desegregation efforts of the North Little Rock School District. Act 762 of 1987, copy attached as part of Addendum lE, 17 directs that no school district may permit or accept transfers of students from other school districts if either school district is under a desegregation order and the transfer would negatively affect the racial balance of the district subject to the desegregation order. This policy is consistent with the established policy of the NLRSD and the District will continue to adhere strictly to these requirements. However, the Legislature also passed Act 624 of 1987, copy attached as part of Addendum lE, which states that \"the children or wards of anyone who is a public school teacher in one school district entitled and a resident of another school district ... shall be to attend school in either ... district ... \". This is seemingly inconsistent with the \"no transfer\" requirements of Act 16Source: Proposed Addendum submitted by NLRSD on July 21, 1987 and approved by the Court's Order of July 27, 1987 regarding Acts 624 and 762 of 1987. See Addendum lE. 17While Addenda lC and 1D have been deleted, see notes 10 and 11 supra, this has been designated lE to avoid any possible confusion. 915 NLRSD 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent conflict. In Opinion No. 87-190, copy attached as part of Addendum lE, the Attorney General opined that a child living in one district who was enrolled, pursuant to Act 624, in another district was not a transfer subject to the provisions of Act 762 since the child was statutorily entitled to attend school in either district. In light of the Attorney General's opinion, the NLRSD has no discretion regarding the admission of the children or wards of nonresident teachers and this situation could result in an interdistrict segregative effect on the racial composition of the LRSD and NLRSD. Specifically, the NLRSD has 578 teachers of whom 141 live in the LRSD, the great majority of whom are white, 18 Thus, if a significant number of these teachers enrolled their children in the NLRSD, it would result in a negative impact on the racial composition of the LRSD student body. To date, the number of applications for such interdistrict enrollment of teachers' children has been minimal and the race of those applying has been so balanced as to have no adverse effect on either school district involved. However, to protect against the potential adverse interdistrict effect that such enrollment makes possible, the NLRSD will report to the Court annually regarding the number and race of teacher's children who are being enrolled in the district where the teacher is employed rather than in the district 18These numbers were accurate as of July, 1987 when the Addendum was submitted to the court for approval. 916 NLRSD in which they reside. Should a problem develop, the NLRSD will ask the Court for relief. Until that time, however, the NLRSD will adhere to the requirements of Acts 624 and 762 as interpreted by the Attorney General's Opinion No. 87-190. 917 NLRSD SECTION lA: STUDENT ASSIGNMENT19 Section 1 of NLRX R-1 20 addressed issues relating to student assignment and established a plan for assigning students in the NLRSD which remediated any concentration of whites and blacks north and south of Interstate 40 and achieved a racial balance in each school well within the standard of plus or minus one fourth of the District-wide racial make-up. These student assignment provisions were not criticized at trial or in the proposed findings submitted by the parties and the NLRSD believes these provisions fully remediate the effects of any violation related to student assign. men. t 21 19 Source: October Supplement, 3 JDR 544. 20NLRX R-1 is the March Plan. 21The Court held in LRSD v. PCSSD, 659 F. Supp. 363, 367 (E.D. Ark. 1987) that all deficiencies related to student assignment had been corrected. 918 NLRSD SECTION 2: STAFF RECRUITMENT PLAN22 The Eighth Circuit directed the North Little Rock School District to develop a plan to comply with earlier decrees regarding increasing the representation of blacks as principals and administrators in the North Little Rock School District. To ensure that a greater number of black applicants are attracted to teaching positions which would improve the pool of qualified applicants for administrative positions, and in order to meet the standards set by applicable law, F#f'''N.5fiTtl'.#.1\n:l)~'.1)l\u0026lt;R::\nsph.QQI:'.\n:P!'.~fi\nt,q.1\n/~g1l~'.t#g''.'.'.::sBmP9f.\\.~P#.!''.X:R~,'.'''.'.:~::::\n'if~9#P##!i~n#ln::::::::'.:'.#~~i.'\ntfig~~n{f:'.''.~e'''Ji'.~~:::''::Ji:~::::):\u0026gt;\"~$th~e fRN'o.r\nt:h: :aL~itt~.lex ~:ey:%~?.~:'~': Reek School District. proposes the following components of a eomprehensive reeruit.ment plan, INTERNAL ACTIVITIES 23 1. The District will develop a budget that anticipates activities related to all components of the plan and provides the necessary funding for these activities. 2. North Little Rock School District personnel will be notified of vacancies in administrative and principal positions and will be encouraged to apply. 3. Periodically, the North Little Rock School District will conduct an interest survey among its teachers and administrators with the purpose of identifying those individuals who would be interested in advancement to 22 Source: March Plan, 2 JDR 96 23 Source: March Plan, 2 JDR 96 919 NLRSD administrative or principal positions. COLLEGE AND UNIVERSITY CONTACTS2 ' College and universities are perhaps the best source of qualified applicants for teaching positions. Therefore, the District will contact these institutions for the purpose of recruiting qualified black applicants. 1. The District will identify regional colleges and universities which have strong teacher education programs with significant black enrollment. 2. The District will identify regional universities having post graduate education programs with significant black enrollment for the purpose of soliciting black applicants for administrative positions. 3. The district will contact those institutions identified in paragraphs 1 and 2, as well as others, using a letter of introduction (Addendum 2A) and will provide them with a brochure containing brief information about the District, occupational opportunities and employee benefits\nan Equal Opportunity Employer statement\nand a tit containing other pertinent information. 4. District personnel will visit those teacher training institutions expressing interest, with special emphasis on established career days or special events sponsored by the institutions and with special attention given to institutions that have historically produced great numbers of black 2'source: March Plan, 2 JDR 97 920 NLRSD educators. 5. District personnel will attend visitation seminars at interested institutions at times agreed upon by the institution and the District. Prearrangements and announcements would be made through the appropriate officials at the institutions. 6. The District will develop appropriate materials for distribution to institutions and their interested students, including an introductory letter (Addendum 2B)\na description of employee benefits (Addendum 2C)\na District brochure (Addendum 2D)\nan application\nspecific informational items on teaching, coaching, and administrative positions\nnotices on current job vacancies\na schedule of visitations and seminars\nand the brochure described in paragraph 3 above. COMMUNITYA CTIVITIES 25 Another excellent source for recruitment can be found in community programs and activities. To this end, the District will ensure that its participation in community programs and activities is consistent with its commitment as an equal opportunity employers. 1. Black community leaders will be invited to talk with the North Little Rock School District concerning the employment of black administrators. 2. The District will also contact community organizations, such as the Urban League of Greater Little Rock, which provide 25 Source: March Plan, 2 JDR 98. 921 NLRSD employment referrals for black professionals. PROFESSIONAL ASSOCIATIONS26 Placement services provided by professional associations for their members is an additional method of recruitment. 1. The District will identify those educational organizations which could serve as a source of black applicants for administrative positions. 2. The District will contact those organizations which provide employment information and will provide them with relevant materials regarding employment with the NLRSD. 3. Where appropriate, District personnel will attend regional or national conferences sponsored by professional associations for the purpose of recruiting administrative personnel. OTHER OUTSIDE ACTIVITIES 27 1. Recruitment activities will be administered by those fully aware of the District's non-discrimination and equal employment opportunity policies. 2. Recruitment programs may be held in hotel/motel conference rooms in cities considered a promising source of applicants - for example, Memphis, Tennessee\nJackson, Mississippi\nBaton Rouge, Louisiana. Such programs would be preceded by extensive local publicity. 3. It will be the policy of the North Little Rock School District to notify in writing all recruitment sources and to state in 26 Source: March Plan, 2 JDR 9 9 . 27Source: March Plan, 2 JDR 99. 922 NLRSD all recruiting materials, including newspaper advertisements, that it is an \"Equal Opportunity Employer\". 4. The District will produce a 10-minute slide show or videotape presentation describing the District and occupational opportunities in the District for use at recruitment sites. 5. When appropriate, the District will advertise teaching and administrative vacancies in newspapers and other media in communities that have colleges and universities targeted for recruitment efforts. 923 NLRSD SECTION 2A: STAFF RECRUITMENT PLAN28 In Section 2 of NLRX R-1 29 the NLRSD enumerated the steps it will take to improve the recruitment and selection of black faculty and staff. Included in these are job posting and an employee interest inventory intended to improve promotional opportunities for black employees, with particular emphasis on placing blacks in administrative and principal positions. These efforts are all related to remediating violations 2 and 4 which related to the underrepresentation of blacks in administrative, principal and coaching positions. teaching, At trial, there was criticism of the failure to provide for numerical goals and timetables. In the NLRSD's Proposed Findings of Fact and Conclusions of Law, the District addressed this criticism by incorporating requirements that the District develop numerical goals and timetables. NLRSD F. 0. F. \u0026amp; C. 0. L. #2 0. A labor economist will be employed to conduct an analysis of the pool of qualified applicants in the relevant labor market for each job classification. 30 In addition, the vacancies in the District for the last five years, anticipated new positions and positions it is anticipated will be eliminated will be considered in determining the vacancies reasonably anticipated in the future. it\n}\n[J.\n[~j 28 Source: October Supplement, 3 JDR 545-46. 29 The March Plan. 30This labor market analysis was completed in 1988 and submitted to the Special Master. See 5 JDR 1451-78. 924 NLRSD 1\u0026amp;:1+M+'+~::1::s~f.4.':1\n~#@'n::s#s~ns:m+ntsm~~2n1:::t\\!4i++':Jim:::::\n:p.ijy~J\nsifffig:'~~-~Pn~l$.X#:'gjl,ilibai:tm\u0026amp;'eil.f\u0026gt;lJii!::r.l'.)'.~A#ti:'.'qX~iJiJ.:$.l.o.,~.~'nfaif.\\l\n++Y.l[:{i.jpJ\n~~#j,.i\n@P:i: 'i'he aailability data aftd T.\"aeaftey iftformatioft will theft be utilized ift deelopiftg reasofta.ble goals and timetables for eaeh elassifieation. 'i'he NLRSD proposes that these be submitted to the Court no later than Mareh 1, 1987. NLRSD F.O.F. \u0026amp; c.o.L. No. 23. When fully implemented, the NLRSD believes these recruitment efforts and selection goals will fully rernediate any violations related to the underrepresentation of blacks in administrative, teaching, principal or coaching positions. 925 NLRSD SECTION 3: SPECIAL EDUCATION PLAN31 INTRODUCTION The Court of Appeals has ordered the North Little Rock School District to adopt a \"racially neutral plan evaluating and placing students requiring special education.\" Mem. Op. at 61, 778 F. 2d at 435. In addressing this directive, the NLRSD remains cognizant of several important factors. First, the District is obligated by State and federal law to provide every handicapped child with a free and appropriate education. While classifying black children as in need of special education when, in fact, they do not need it, could be discriminatory and, thus, a violation of the Constitution, the failure to provide special education to a black child who did need it would be a violation of Public Law 94-142 and Arkansas Act 102 of 1973. Recognizing the tension between these important public policies, the District considers that the emphasis of its special education plan must be on ensuring the accuracy of its evaluation programs and the elimination of any masking influence caused by cultural of socioeconomic biases. Second, the District recognizes that the Court of Appeals' primary concern is with the classification of black students as educably mentally retarded (EMR) and has, therefore, focused specifically on the evaluation, placement and instructional practices related to its mental retardation programs. Third, the District also notes that the evidence giving rise to the Court's findings arose from data collected in 1976 and 1980. Since 1980, however, significant 31 Source: March Plan, 2 JDR 117. 926 NLRSD changes have been implemented in the State and federal regulations governing evaluation and placement in special education programs, many of which were specifically aimed at safeguarding against the misclassification of students as needing special education. See generally, Referral, Placement \u0026amp; Appeal Procedures: For Special Education and Related Services (Ark. Dept. of Educ. 1985) ([***]\nhereinafter referred to as \"Referral Procedures\". ) and Program Standards and Eligibility Criteria for Special Education (Ark. Dept. of Educ. 1985). ( [***] 32\nhereinafter referred to as \"Program Standards\",) With these factors in mind, the North Little Rock School District proposes the following plan for implementing a race neutral special education program. STRICT ADHERENCE TO PROCEDURAL SAFEGUARDS REQUIRED BY STATE GUIDELINES33 The Arkansas Department of Education, and the Regulatory Agency Responsible for the enforcement of the Education of the Handicapped Act of 1975, P.L. 94-142, 20 u.s.c. S 1401 et seg., has issued detailed regulations governing the operation of special education programs in Arkansas public schools. These detailed guidelines were first issued in 1981 and were updated and reissued in 1985. See \"Referral Procedures\" (1981) and \"Program Standards\" 32 Since these are published documents available from the Arkansas Department of Education and are quite voluminous, they have been deleted as Addendum 3A and 3B and, references to Addendum 3A or 3B have been deleted. l3 Source: March Plan, 2 JDR 118 927 NLRSD (1981) contained in NLRX 28. [***] 34 These guidelines incorporate provisions which specifically act as safeguards against improper evaluation and placement. DUE PROCESS PROTECTIONS35 In \"Referral Procedures\" ( 1981 \u0026amp; 1985), the Department of Education adopted detailed requirements for due process designed to safeguard against the misevaluation of a child and to ensure that the best educational interests of the child were of paramount importance. The North Little Rock School District complied with these requirements by implementing due process procedures consistent with the State regulations. A copy of the NLRSD's due process procedures are attached hereto as Addendum 3C. For a complete understanding of all the details of these procedures, one is referred to the procedures themselves. A summary of some of the more important features follows: 1. Parents must be notified of every step in the referral, evaluation and placement process and given the opportunity to attend and participate in all meetings and conferences. 2. Parents must give their consent before any formal evaluation or testing of the child may be done. 3. The parent has the right to be represented by the person of their choice at all proceedings. While not required by State or federal regulations, the NLRSD provides the parents of children being evaluated with a list of independent agencies who provide assistance to parents in this process. See 3'Reference to Addendum 3A and 3B deleted. 35Source: March Plan, 2 JDR 119 928 NLRSD Addendum 3D. 4. No child can be placed in a special education program without either parental consent or court order. 5. The parent may request an independent professional evaluation from a list of twenty-four approved agencies. See Addendum 3E. While the NLRSD is required to pay for such an evaluation only in the event the District's evaluation is found to be incorrect, the NLRSD has nonetheless paid for every independent evaluation requested in the past even though its evaluations have never been found to be incorrect. The NLRSD will continue this practice to the extent its budget permits. 6. Finally, the parent has the right to appeal any evaluation or placement decision to a hearing officer, who conducts a formal evidentiary hearing, and ultimately to a court of competent jurisdiction. See \"Referral Procedures\" at 24-33 (1985). 7. In any appeal, the burden of proof as to any placement is upon the school district. See \"Referral Procedures\" at l.B, p. 24 (1985). 8. The NLRSD advises parents of these rights in writing at the beginning of the referral and evaluation process. ---SAFEGUARDS AGAINST IMPROPER USE OF TEST INSTRUMENTS36 In addition to the procedural safeguards discussed above which are designed to ensure an open process involving fully informed parents having access to independent review of any decision, the State regulations first adopted in 1981 also require the incorporation of specific safeguards in the assessment process. 36 Source: March Plan, 2 JDR 120. 929 NLRSD The most important of these safeguards are as follows: 1. Tests and other evaluation materials: a. Have been validated for the specific purpose for which they are used\nand b. Are administered by trained personnel in conformance with the instructions provided by their producer. c. Include materials tailored to assess specific areas of educational need and not merely those which are designed to provide a single general intelligence quotient. 2. No single procedure is used as the sole criterion for determining an appropriate educational program for a child. 3. The evaluation is made by a multidisciplinary team or group of persons, including at least one teacher or other specialist with knowledge in the area of suspected disability. 4. The child is assessed in all areas related to the suspected disability, including, where appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities. 5. Intellectual ability must be measured by an individual intelligence test appropriate to the student and such testing may only be done by a certificated educational examiner, licensed psychologist or licensed psychological examiner. See \"Referral Procedures\" at 3-4 (1985). STATE REGULATIONS SPECIFY WHICH TESTS MAY BE USED IN MENTAL RETARDATION ASSESSMENT 31 37 Source: March Plan, 2 JDR 122. 930 NLRSD In furtherance of the requirement that tests must have been validated for the purpose for which they are used, the Arkansas Department of Education, in its \"Program Standards\" specifies by name, which tests may be validly used for what purpose. This is done for each handicap category. The provisions relating to mental retardation assessment are found at pages 13-1 through 13-7 of the \"Program Standards\" (1985). The North Little Rock School District is in compliance with these regulations. It uses no test not specifically approved in these regulations in making final evaluation and placement decisions and will continue to adhere to this practice. ADOPTION OF ALTERNATIVEA SSESSMENTP ROCEDURESA ND INSTRUCTIONAL PRACTICES SPECIFICALLY DESIGNED TO AVOID OVERREPRESENTATIOONF MINORITY STUDENTS IN EMR PROGRAMS 38 In addition to maintaining its compliance with all State and federal regulations governing special education, particularly those provisions designed as safeguards against the misclassification of individuals as being mentally retarded, the North Little Rock School District will engage in an on-going effort to identify and study new assessment and evaluation techniques which are designed to address the problem of overrepresentation of minority children in EMR programs. [ *** )39 38 Source: March Plan, 2 JDR 12 2 39References to SOMPA found in the March Plan, 2 JDR 123, have been eliminated pursuant to the NLR 2/89 Petition, 8 JDR 1740-41. 931 NLRSD CANTALICIAN STUDY'0 In 1984, the Cantalician Foundation, published a booklet entitled \"Technical Assistance on Alternative Practices Related to the Problem of the Overrepresentation of Black and Other Minority Students in Classes for the Educ ably Mentally Retarded\" (Cantalician Foundation, Inc.: 1984). (Addendum 3F\nhereinafter referred to as \"Cantalician Study at __ \"). This publication was commissioned by the Office of Civil Rights, United States Department of Education in an effort to provide technical assistance to state and local educational agencies in the reduction of the overrepresentation of minority students in EMR programs. As a result of its study, the Cantalician Foundation identified six alternative instructional practices, two alternative referral practices and two alternative assessment practices which appeared to be effective in reducing minority placement in EMR classes. The alternative instructional practices were endorsed by the Foundation because, if implemented successfully, they would enable some students at risk of EMR placement to impr?ve their performance to the extent that referral for special services would not be necessary. The six practices identified were: 1. Direct Instruction with DISTAR (Cantalician Study at 10) 2. Exemplary Center for Reading Instruction (Id. at 13) 3. Precision Teaching (Id. at 20) ' 0source: March Plan, 2 JDR 123. 932 NLRSD 4. Peer Tutoring (Id. at 20) 5. Adaptive Learning Environment Model (Id. at 23) 6. Computer Assisted Instruction (Id. at 26)' 1 At page 7-8 of its March Plan, the NLRSD committed to implement the six alternative instructional practices recommended by the Cantalician Foundation in its report in 1984. Three of these practices have been implemented -- DISTAR, Peer Tutoring and Computer Assisted Instruction. The contents of the Exemplary Center for Reading Instruction (ECRI) and Adaptive Learning Environment Model (ALEM) have been implemented through other programs although not necessarily in the form specifically described by the Cantalician Foundation in its report. The parties recognize that the purpose of the Cantalician Report was to provide school districts with exemplary programs which could be adapted to each district's curriculum and needs. It was never suggested that the programs could be effective only if implemented exactly as described in the Report. Thus. because the North Little Rock School District has adopted various programs such as PACIR, TESA and Classroom Management as well as DISTAR and Computer Assisted Instruction which implement the educational content and elements of ECRI and ALEM, the District has acted consistent with the intent of the Cantalician Report. Therefore. the parties agree that the North Little Rock School District should not be required to 41A detailed description of these practices is contained in the Cantalician Study attached hereto as Addendum 3F and will not be repeated here. [This footnote is in the original Plan. See October Supplement, 2 JDR 124.] 933 NLRSD implement the Adaptive Learning Environment Model and the Exemplary Center for Reading Instruction alternative practices except as is already being done through other programs. (See Addendum 3J). The sixth proposed alternative instructional practice was Precision Teaching. This has been very effective in teaching the profoundly handicapped but even the Cantalician Foundation warned that there was as yet no evidence of its efficacy in teaching nonhandicapped students. The North Little rock School District has made several attempts to obtain information regarding the effectiveness of this method in teaching non-handicapped students but has been unable to obtain such information. The District will continue to seek this information but the parties agree that the North Little Rock School District should not be required to implement the Precision Teaching Model as an alternative instructional practice until such supporting data is forthcoming. The District will assess the use of Precision Teaching when data is supplied supporting its efficacy for non-handicapped students.' 2 CANTALICAN STUDY -- ALTERNATIVE ASSESSMENT PRACTICES'3 The Cantalician Foundation also recommended four alternative referral and assessment practices: .,.-,'M~,:2,soyrce :_.. , ,. NLR Peti tigp, ~-8 JDR .P 41\"'.':43_ ~ _F \"''\"-TliTs\"''underl'rn~ ~anguage paraphrases pages portions of the Petition Modify, 8JDR '.1741-43, regarding the Cantalician Study, If there are .ahx ~i~Iu~~~~~~I{'.l:c!_.!~-~! l~g- ~-~ n~~~!.:1..:1 ~:A~~ 9.A~9!:.~.'. :.~.~~ 1-:~-~ $~~-~-~--A!.~~ffi}J\\~ ' 3Source: March Plan, 2 JDR 124-25. 934 NLRSD 1. Pupil Appraisal Assessment Program (Id. at 30) 2. Rapid Exam for Early Referral and Classroom Learning Screening (Id. at 35) 3. Reclassification and Declassification (Id. at 40) 4. Interactive Model for Professional Action and Change for Teachers (Id. at 46) The alternative referral and assessment practices listed above will be closely studied by the NLRSD. If there are critical attributes within the above referenced practices that are not currently in use in the North Little Rock School District and the addition of these attributes will lower referral and placement rates in the District without compromising educational quality, these attributes will be added or used to replace current practices. OTHER ALTERNATIVE PRACTICES\" In addition to the alternative instructional practices endorsed by the Cantalician Foundation, the NLRSD has also implemented a Chapter I Project for Elementary schools designed to identify children in grades K - 2 who lack the basic learning skills necessary for successful performance in the regular classroom. Teacher aides are assigned to the regular classroom specifically for the purpose of working with the students in this program and provide these students with intensive, individualized instruction designed to develop the learning skills needed. When successful this program avoids the need to place a student in a \"source: March Plan, 2 JDR 125. 935 NLRSD special education program and permits advancement through the normal curriculum. A more detailed description of this program is contained in Addendum 3G, entitled \"North Little Rock Public Schools: A Chapter I Project for Elementary schools\". INCREASED REVIEW BY INDEPENDENT PARTIES' 5 State regulations provide that the Department of Education will conduct a review of each school district's special education program at least once every three years to determine compliance with all State and federal regulations. The North Little Rock School District's last compliance review was completed on April 18, 1984 and the District was found to be in compliance. See NLRX 30 \"Monitoring Checklist and Compliance Letter\" attached as Addendum 3H. 1985. All suggested improvements were implemented by January 31, See Letter to Ark. Dept of Education dated 1/31/85 attached as Addendum 31. In addition to this regularly scheduled compliance review, the District will invite the following organizations to conduct inservice training and/or periodic review of the district's policies, practices and procedures related to special education. 1. Child Advocacy Services, Inc. 2. Bureau of the Educationally Handicapped 3. Parents' Coalition for the Handicapped 4. Federal Office of Special Education 5. Arkansas Department of Education ' 5Source: March Plan, 2 JDR 126. 936 NLRSD 6. Office of Civil Rights, U.S. Department of Education As a further effort to open the District's assessment process to outside review and constructive criticism, child advocates will be invited to attend conferences where children's needs are being discussed, subject to parental approval where necessary. The Superintendent of the North Little Rock School District will also appoint a committee whose members will include, but will not be limited to, parents, patrons, students, teachers, licensed examiners, counselors, principals, speech therapists and special education administrators which committee will be charged with reviewing student records and special education procedures and whose members will be asked to attend student conferences. Additionally, this committee will be asked to monitor all phases of the District's special education program and its compliance with State and federal regulations at least every 18 months. 937 NLRSD SECTION 3A: SPECIAL EDUCATION'6 The provisions of the NLRSD's plan for remediating violations related to the overrepresentation of blacks in special education programs is fully set forth in Section 3 of NLRX R-1\". In its Proposed Findings of Fact and Conclusions of the Law, the NLRSD did provide that the District would maintain records sufficient to identify and tabulate separately the total number of students by race in each school and grade level and by type of placement who are (a) referred for consideration for placement in a special education program\n(b) evaluated for such placement\nand (c) actually placed in a special education program. These data are to be maintained in the central administrative offices although separately from each student's individual file. This data is to be reviewed by the central administrative staff and reported to the Court annually. NLRSD F.O.F. \u0026amp; C.O.L. No. 80a. Furthermore, it is suggested that the Arkansas Department of Education monitor compliance with all classification procedures and safeguards on an annual basis rather than once every three years. NLRSD F.O.F. \u0026amp; C.O.L. No. 80b. Also, the NLRSD would establish an intradistrict review committee to monitor the District's special education programs and, particularly, its classification proceedings . NLRSD F. 0. F. \u0026amp; C . 0. L. No. 8 0c . F\"\n ~he\"\" Joshua ~--, ~.  ................. .-. )., /4 I\u0026gt;rx-i..t-.e....r -.v...e ... r..i..o...r...s. -.............m... -a.y..... ..a.. p p.o.. .i-.. n-... t.. ......a...-. ... ..r...e..p....: r..e .s...e...n. t..a..t..f..v.. e ..   .... -.. -.t..o.... ......t..h. ios:. . ... ..,.,. ..\"...c....o .... m.- .-...m . .- ..-.x f. .-t ...:..t.-.e.......m..e .. sv ! ,6 Source: October 1986 Supplement, 3 JDR 547. \"The March Plan. 938 NLRSD SECTION 4: COMPENSATORYE DUCATION48 The North Little Rock School District believes that each student can learn and encourages each student to achieve according to his or her best abilities. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. The curriculum in the elementary schools places primary emphasis on the basics of reading, spelling, language, mathematics, writing, social studies, science and health. Students also participate in music, art, and physical education activities. Mastery of skills in each subject is stressed, and career awareness is a component in many of the basic subjects. The junior high program provides a period of transition from the elementary school to senior high school. The transition covers all areas of school life: academic, co-curricular, and social. At the junior high level, continued emphasis is placed on the individual and on basic skills instruction, while a wider scope of instructional programs and co-curricular activities is introduced. In addition to basic disciplines, junior high students may select electives in modern foreign languages, industrial arts, home economics, exploratory business, art, communications, choral music, and band. Introduction to competitive athletics, student government, spirit clubs, and special interest organizations encourage self-development and preparation for high school. '8Source: October Supplement, 3 JDR 548. 939 NLRSD The senior high schools provide a comprehensive course of study based on the District's commitment to providing a classical college preparatory curriculum and career preparation programs. A strong basic academic program and a wide-range of electives in fine arts, foreign languages, forensics, business, and vocationaltechnical skills offer a multitude of options to high school students. The District recognizes, however, that the regular curriculum is often insufficient in aiding disadvantaged students, particularly disadvantaged minority students suffering the effects of centuries of societal discrimination, to achieve mastery of basic skills. Therefore, within the framework of a comprehensive curriculu..~ which meets and exceeds state standards and which is structured to meet the varying individual needs of all students, the North Little Rock School District must address identified remedial needs of disadvantaged minority students,t\"\"The Oist:flc't  c-. - -   X ,.r also recognizes. that. achlevement disparity does existootweeti t:n.4 X\u0026lt;- . ...   -  -   -  ,. - -     -   ---  --    -- -   . . ._  .... ---v CVX .. .\n-.. e::::::oc:.:.J.1., pLic'k'.~:and-nc,nbfac~ student __p_o piilatiqn::~=~d,?fessi~g ~ ~:?~SR~!~ [ssuemay start \"1fth' 1:he''developmentof disparit:y\"i\nffans''\"''a1fWeaER XJ. ......- .. -.. ... -.,.. . -... -..........  ... ..  .......... ,... . . . . ...- .. -.-..-.... ..... ,....  ..-,,-,...  .-.. -,-,. ..........  ... ,.t-.. ., .. . ........... -.-......  . . ... -..-... -.-.... -.. -..-... .-..,. ..... ~...,,. ...-. .-.-.-..X.-.\u0026lt; The following compensatory programs and compensatory components of programs will be provided to help students overcome the segregative effects of a nonunitary school system. Like the Little Rock School District, however, the North Little Rock School District lacks sufficient resources to implement all the 940 NLRSD compensatory programs it would like to have available and still provide a regular program of instruction which is educationally adequate. The District is aware that Little Rock contends that the State is obligated, pursuant to the Court of Appeals decision in this case, to provide additional funds to all three school districts for additional compensatory education. The NLRSD does not necessarily share this interpretation but should Little Rock's position be the correct one, there are compensatory programs beyond the District's present means which should be implemented if the State is obligated to provide the additional funding. Because of this ambiguity in the availability of resources, the NLRSD has provided two lists of compensatory programs. The first lists those programs which the District has implemented or will implement from its present funding base and without additional funding from the State. The second lists those compensatory programs the District would like to implement but cannot without additional State aid. [***] 49 PROGRAMSIM PLEMENTEDW ITHOUTA DDITIONALS TATE ASSISTANCE EARLY CHILDHOODP ROGRAM Kindergarten programs will be implemented at each elementary school with a District goal of 100 percent attendance by all eligible students. ,9 Addendum 4A and, thus, references to Addendum 4A have been eliminated~ince _A_d d. 4A has been deleted and superseded by the NLR Comp. Ed.rstip.\nStrip, regarding compensatory programs to be implemented with the settlement funds from the State. See 14 JDR 3584-91. 941 NLRSD Two diagnostic tests, the Boehm-R Test of Basic Concepts and the [***] Early Prevention of School Failure Test 50 , will be administered to all kindergarten children at the first of each school year. The Boehm test assesses student understanding of fifty basic concepts which are fundamental to understanding verbal instruction and are essential for early school achievement. [***] 51 Teachers will use the data from these two tests to design a prescriptive learning program for each child. They will assume the responsibility for implementing the instructional learning programs. Intensified Instruction. At levels kindergarten through second grade, teacher aides will be assigned to assist teachers in providing learning experiences for selected students who exhibit deficiencies in reading, language, and basic concepts. Third grade students in selected schools will also receive special instruction from paraprofessionals. The paraprofessional will provide supplemental compensatory instruction for selected students. Instruction will occur in small groups and on a one-to-one basis. The instructional lessons provided by the paraprofessional will be correlated with the instructional lessons provided by the teachers. 50 The Early Prevention of School Failure Test has replaced the Dallas Preschool Screening Test included in the October Supplement (3 JDR 550-51) pursuant to the NLR 2/89 Petition, 8 JDR 1743. 51Id. 942 NLRSD BASIC SKILLS INSTRUCTION52 The curriculum in grades K-7 places primary emphasis on the mastery of the basic skills in reading, language arts, and mathematics. Careful appraisal, frequent evaluation, and flexible grouping ensure that each student will receive instruction according to identified strengths and needs. In grades 8-12, continued emphasis will be placed on the individual student and on basic skills instruction within the framework of a comprehensive secondary curriculum. 1. PACIR. r.wt:J \\~\n'~a:f:\u0026gt; ~\n:J:lieJ~$.91~~2y'~)\n'.1Y.$*t::C:.J:: if'.iC:t:\u0026lt;J\ngU\nt,_ t~iiew.a.r:,p r~\nfj~ c\n:'1:\":: )~~f.'7''.ff~i:$$ajlt.r' c\n@s a ::\nta:i\ngw.,ageL~ti'Jl1.:iillJia Ji.t~~\niiii:.:..~.:. PP#i~4h,:t.p\n, '~: :c:~t,i.q.4J.wn'L~na::1M'.t.~t\ntgn!ft,:\n:::g~\u0026amp;a.1 K~!i.C:C:.Rw .tJp ::\n~~.'.:.4~~],9.~4#? :,,::\ntn~.W:f:..-h~(t,ct\n'.. ::s1},.):~~gqijf::lf(tJilhg A C\\H:fi:E.'W:lfi renewal project for Mathematics and Language Arts called Practical Approach to CurriculWII and Instructional Renewal (PACIR} will be developed to insure that classroom learning meets the expectations of pacccnts and students, In this program, objectives will be developed\nstudents' progress will be measured\nstudents' needs will be identified\nany programs, practices, and resources will be adjusted. Through this emphasis on the mastery of the basic skills, the North Little Rock School District will continue to focus on the remediation of identified deficiencies in reading, language arts, and 52 Source: October Supplement, 3 JDR 552. 943 NLRSD mathematics. 2. Early Childhood Program. l\\Y\u0026lt;tl\nffi\\gnp. g\n::jtfig'.}l~~+H~.?)t~h)klY.~A:Pt!%itf:[t@i!\n)Ni,pt:l.[jj.eptinq first and second grade students, as well as third grade students in selected schools, who have identified reading deficiencies will receive supplemental reading instruction as described in the Early Childhood section. This instruction will be in addition to the regular reading instruction and will be planned and directed by the classroom teacher. The program will include one-to-one tutoring by a trained paraprofessional. 3. Additional Reading Instruction. Generally, District elementary students will be involved in only one small group classroom instructional reading lesson per day. Selected elementary students will be involved in an additional reading instructional lesson per day. Students who are reading below grade level and who are experiencing difficulty in reading will be prime candidates for this additional instruction. 4. Academic Skills Development Plans. State Minimum Performance Tests will be administered to students at the third, sixth, and eighth grade levels. Teachers will work in cooperation with principals, parents, and counselors to develop and implement Academic Skills Development Plans for all students who do not pass the Minimum Performance Tests. Each individual student plan will include 944 NLRSD a list of the basic skills which were not mastered by the student and strategies for remediation of these deficiencies. Teachers will be required to indicate the date when mastery of each skill has been reached. 5. Remedial Reading at the Junior High School Level. Remedial reading classes will be provided at each junior high school for students with deficiencies in reading. The classes will be staffed by reading specialists. Special emphasis will be placed on the following skills: comprehension, word recognition, communication, study skills and survival reading skills. PUPIL SERVICES53 In addition to the opportunities for academic achievement provided by the core curriculum, the District will provide specialized programs and services to diagnose and meet the particular educational needs of all students and to foster their individual physical, social, intellectual, and emotional growth. The special needs of identified disadvantaged and minority students will be met in a variety of ways. 1. Guidance Services. A guidance program will be provided in each school to aid students in educational, personal, social, and vocational development. All students will have access to a guidance counselor. The ratio for secondary schools will be one 53 Source: October Supplement, 3 JDR 554. 945 NLRso counselor for every 450 students. For elementary schools, the ratio will be one counselor for every 600 students. Particular attention will be paid in this program to the needs of minority and disadvantaged students. 2. Diagnosis and Prescription. A comprehensive assessment program will permit the District to identify students who are having academic problems and to provide opportunities for them to experience success. The assessment program will include standardized tests in grades 2-10\nMinimum Performance Tests in grades 3, 6, and 8\naptitude tests\nsubject area mastery tests\ndiagnostic tests, such as the Boehm Test\nteacher-made tests\npsychological tests\nand heal th screening. Test data will be used in planning appropriate compensatory programs and services for students. Again, particular emphasis will be placed on the needs of minority and disadvantaged students. 3. Social Work. A half-time social worker will provide services for students who have serious problems with school adjustment. The social worker will serve as a link between school, home, and community and will assist students in overcoming academic, social, and behavior problems. 4. Homebound Services. Students with medical conditions which require them to be absent from school for four or more consecutive weeks will be 946 NLRSD provided instruction by a certified teacher. LEARNING RESOURCES54 1. Library/Media Program. The library /media program is a key component of the instructional program. The District Instructional Materials Center and the individual school media centers are extensions of classroom instruction as books, films, videotapes, and other instructional materials are utilized to expand and enrich the curriculum. The media specialist, recognizing students' unique learning abilities, perfonnance levels, learning styles, and interest, prescribes appropriate curricular and special interest learning materials. This service is extremely beneficial to educationally disadvantaged students as their specific learning needs are matched to appropriate learning materials. 2. Computer Assisted Instruction. For those students whose instructional needs require reteaching and additional drill and practice to achieve mastery in reading, language, and mathematics, computer assisted instruction will be provided. Computer activities will be integrated into the instructional program so that classroom instruction will be reinforced by concentrated ontask learning on the computer. All schools will use computers and computer assisted instruction and computer managed instruction software. 5'Source: October Supplement, 3 JDR 556 947 NLRSD 3. Basic Skills Computer Laboratories. Basic Skills Computer Laboratories have been established at Argenta Elementary School, Central Junior High School, and Rose City Junior High School. The basic skills computer laboratories provide supplementary computer assisted and computer managed instruction in reading, language, and mathematics for all students on a regularly scheduled basis. Utilizing IMPAC software and course materials, the supplemental instruction is geared to the individual student's needs. The educationally disadvantaged student will benefit greatly from this individualized program. SUMMERL EARNINGE XPERIENCES55 To extend students' opportunities for the mastery of the basic skills and for enrichment, a program of sununer learning experiences will be established. 1. Summer School for Secondary Students. A summer school program will be offered on a tuition basis for students in grades 9-12. Students may elect to take remedial or enrichment courses. 2. Pilot Project for Eighth Grade Students. During the summer of 1987, a pilot summer program funded by JTPA (Job Training Partnership Act) will be conducted to remediate the learning deficiencies of eighth grade students who did not pass the Minimum Performance Test. The procedure will be to assess learning deficiencies, 55Source: October Supplement, 3 JDR 558. 948 NLRSD plan for and provide individualized instruction, and utilize the best learning approaches available in a concentrated time frame. Transportation will be provided for the students. If the pilot project is successful and if JTPA continues to fund the project, the e~ghth grade summer school will be implemented each summer. PARENTAL/COMMUNITY INVOLVEMENT56 Parents will be encouraged to become informed about the District's educational program and involved in their children's instructional program. Opportunities for involvement will include: PTA\nChapter 1 Parent Advisory Committee\nDistrict committees such as Curriculum, Textbook, Discipline, Gifted, Special Education, and Six-Year Planning\nand local school committees such as Six-Year Planning, PTA, and NCA Self-Study. Steps will be taken to assure that there is biracial participation in this committee work. A part-ti.me coordinator will work with Volunteers in Public Schools (VIPS) which serves as a vehicle to involve parents directly in the instructional process. Parents will serve as resource persons, do one-to-one tutoring for students not achieving mastery of the basic skills, and perform other volunteer tasks. Parents will be kept well-informed of their children's progress in school. Conferences will be scheduled at least twice each year for parents of elementary students and at least once each year for parents of secondary students. This parental involvement, 56 Source: October Supplement, 3 JDR 558. 949 NLRSD while important for all students, is extremely critical to the success of many disadvantaged and minority students, and special attention will be paid to these students. Report cards will be issued at the end of each nine week grading period. Written interim progress reports will be sent home to parents if a student is making unsatisfactory progress. Parents will be asked to confer with teachers throughout the year concerning the student's progress. For minority students who are participating in other compensatory education programs extra steps will be taken to involve parents or guardians in the student's educational experiences. Through the Classmates Program, the business community will become more informed about and more involved in the educational process. Efforts will be made to extend Classmates, which provides the opportunity for a business and a school to become community partners, to all North Little Rock schools. STAFF DEVELOPMENT57 The North Little Rock School District Staff Development Program is designed to assist each staff member in performing at his/her optimum level in every area of the total teaching act. The District programs which will impact greatly on compensatory education are the Program for Effective Teaching (PET) and Classroom Management Training. 1. Program for Effective Training. The Program for Effective Training (PET) teaches the 57 Source: October Supplement, 3 JDR 560. 950 NLRsD teacher the key elements which must be present in any instructional lesson if student mastery is to occur. A training cycle consists of: seven full days of instruction for the teacher\nfive practice lessons taught by the teacher while being observed by a trained observer\nand follow-up conferences by the observed and teacher. Since all present staff members have completed PET training, new teachers will receive the training each spring. Students with learning deficiencies will profit as the instructional proficiency of teachers is increased. 2. Classroom Management Training. In the training sessions, Classroom Management is approached as a matter of preparation, organization, and instruction. The program stresses that effective classroom managers are successful, not so much because they are more effective in responding to problems of inattention or disruption, but because they are more effective in preventing such problems. Each training cycle consists of two days of training for each teacher and three classroom observations. Following each observation, the trained observer confers with the teacher to commend areas of strength and to provide assistance in overcoming deficiencies in classroom management. All elementary teachers have completed this training. New elementary teachers and all secondary teachers will receive Classroom Management Training. 951 NLRSD Since many students who are encountering learning problems are often inattentive or disruptive, this program impacts positively on these students as teachers learn to manage classrooms more efficiently and effectively. 952 NLRSD STIPULATED COMPENSATOREYD UCATIONP ROGRAMS TO BE IMPLEMENTEDB Y NORTHL ITTLE ROCK SCHOOLD ISTRICT WITH SETTLEMENTM ONIES58 The programs listed below will be implemented with settlement monies pursuant to paragraph VIII. D, at page 39, of the Pulaski County School Desegregation Case Settlement Agreement, March, 1989, as amended. The District cannot presently implement these programs without funds from the Settlement Agreement due to the financial condition of the District. In its October, 1986 Supplement to Plan for Implementing the Remedial Order of the Court of Appeals for the Eighth Circuit as it Applies to the North Little Rock School District, approved by the Court in its Order of February 27, 1987 (LRSD v. PCSSD, et al., 659 F. Supp. 363, 367-68 (E.D. Ark. 1987), the NLRSD described in Section 4: Compensatory Education, certain educational programs needed to address achievement disparity of black students which could be implemented only with additional funding from the State. With the settlement monies from the State, the NLRSD will now be able to implement those programs as described below. SETTLEMENTP LAN FOR COMPENSATOREYD UCATION Programs to be Implemented with Settlement Monies I. Learning Resources 58 Source: NLR Comp. Ed. Stip., 14 JDR 3584-91. These stipulated programs were approved by the Court of Appeals in LRSD v. PCSSD, 921 F.2d 1371, 1387-88 (8th Cir. 1990). This stipulation gave effect to and now replaces that portion of Section 4 of the October Supplement describing programs which could only be implemented with additional state funds. Therefore, 3 JDR 562-574 has been deleted and replaced by this stipulation. 953 NLRSD Goal: Provide technology based remedial basic skills instruction to reduce the achievement disparity between black and non-black students. A. Basic Skills Computer Laboratories B. The first priority of this Settlement Plan is to establish a twenty-eight station Basic Skills Computer Laboratory in each elementary school to assist students in mastering the basic reading, language and mathematics skills. Settlement funds, federal funds and other available funds will be utilized to fund the computer laboratories. The first priority will be to increase the size of existing computer laboratories at Redwood, Boone Park, Amboy, Glenview and Rose City elementaries to twenty-eight station labs. Computer laboratories would then be added to all other elementary schools in priority based upon the largest number of economically deprived students as determined by the eligible participants in the free/reduced lunch program. The ex~ansion of labs at these five schools will occur the first year of the Plan and additional schools will be equipped with a computer laboratory starting the second year of the Settlement Plan and completing that installation process by the end of the fourth year of the Settlement Plan. Diagnostic and Prescription Diagnostic and prescriptive services will be 954 NLRSD available to each grade 1-8 student and teacher in reading, language and mathematics through locally developed PACIR objectives with prescriptive test and the use of the Curriculum Management software that IBM has under development or some comparable alternative. 59 The North Little Rock School District has requested that IBM Corporation allow North Little Rock School District to participate in the pilot of this software this year. Through the use of PACIR objectives and diagnostic tests using the Curriculum Management software, individual education plans (IEP) will be made available for students  El~ :::#filjij9'.p:#gy\n'.pi\nggj\n!~~~:\ni~A~f']?!!:!.E.!:at\nIgqjltl ~p.1: #\n2y#iei: raaJ'#.Jap#XC~9-c:\u0026lt;1.t\ntpila:t\n'\n#i\u0026gt;?:4!g-:h.iPf~:~#C1'.iJi#'49 ~~n~,~ .f.~. g:14\u0026lt;swi~~:::::0::::\n:\n.m:~-iil:i,'.\\~n~~9.:~til:M\\t~Pe+~vffi1i)\nThese services will be available during the fourth year of the Plan provided IBM Corporation has developed and releases the Curriculum Management software in early 1990. 60 II. Pupil Services (and Program Monitoring) Goal: To assess student achievement and monitor the reduction of achievement disparity between black and non-black students. 59IBM has withdrawn the Curriculum Management software and the status of its development and likelihood of release is unknown. The NLRSD is presently seeking a suitable alternative. ' 0Id. 955 NLRSD A. Diagnosis and Prescription Standardized achievement testing will be extended to grade 1 and grade 11 in order to provide more sequential and comprehensive data for curriculum assessment and individual student mastery. Achievement data by race will be developed for each school by grade. These data will be analyzed each year to determine program efficacy and in developing achievement components of each school's annual School Improvement Plan. Beginning in year one of the Settlement Plan, the District will provide up to $5,000.00 to assist disadvantaged youth in paying for college entrance testing such as the SAT and ACT. III. Staff Development Goal: Provide teachers with additional skills and awareness which will more greatly involve minority students into the mainstream of classroom activities and reduce teacher preconceptions which might hinder learning by black students. A. Teacher Expectations and Student Achievement (TESA) Extensive research shows that teacher interaction with students perceived as low achievers is less motivating and less supportive than interaction with students perceived as high achievers. Research also shows that high achievers receive more response opportunities and are given more time to respond to questions. This has particular application to educating 956 NLRSD minority and disadvantaged students. The Teacher Expectation and Student Achievement Program (TESA) deals with these important research data. It addresses the effects of teacher expectations on student achievement. In the program, teachers learn to increase specific motivating and supportive interactions with low achievers. Fifteen interactions are presented in the program. The training program consists of five workshop sessions and five classroom observations per teacher. The TESA program will begin implementation the first year of the Plan, and all teachers will have received TESA training by the end of the sixth year of the Plan. IV. Early Childhood Goal: To better prepare disadvantaged and minority four and five year old students for school success. A. Pre-Kindergarten Program To better prepare disadvantaged and minority students for school success, a HIPPY program will be established in lower socio-economic elementary attendance zones such as Redwood, Pine, Boone Park, Argenta, Glenview and Seventh Street. This program will focus on academic and social skills necessary for school success. Parent involvement in the learning process of the students is a component of the program. 957 NLRSD One attendance zone will be added each year beginning in 1989-90 school year and continuing until all identified schools' programs are made operational. Funds outside the settlement funds will be utilized until after year four of the Settlement Plan. Summer Learning Experiences Goal: Provide tuition grants and transportation to low socio-economic students to attend summer school. A. Summer School for Secondary Students B. To meet the summer school needs of educationally disadvantaged students, tuition scholarships and transportation will be provided to those students who would be unable to attend without assistance. Regulations governing the free and reduced lunch participants will be the guide in awarding scholarship tuition and transportation for secondary summer school. Tuition scholarships and transportation will be made available the second year of the implementation plan. Summer School for Elementary and Junior High School Students Goal: To enable low achieving students the opportunity to receive small group remedial instruction. Summer learning opportunities will be provided for selected elementary and junior high school students who have not mastered the basic skills curriculum. Each year the instructional department will carefully review and analyze Metropolitan Achievement Test data and the data 958 NLRSD from the Minimum Performance Tests to determine the content areas and grades in greatest need of remediation services. The curriculum would provide remedial and enrichment activities in large and small group settings through both computer assisted and teacher directed instruction. Summer school activities are currently on-going for grades 1, 3, 6 and 8. An evaluation and review of each program is made each summer. Continued review and evaluation will continue with consideration given for program expansion implementation plan. VI. Basic Skills Instruction for the second year of the Goal: Provide remedial instruction for basic skills mastery to reduce achievement disparity between black and non-black students A. Remedial Reading Laboratories at the Senior High School Level Remedial reading instruction will be provided at each senior high school for students with deficiencies in reading. Instruction would be provided jointly through computer assisted and teacher directed by a reading specialist. Special emphasis would be placed on the following skills: comprehension, word recognition, communication and survival reading skills. These services will be implemented beginning with the fifth year of the Settlement Plan and continuing 959 NLRSD VII. B. through year seven. Remedial Readina and Mathematics Supplementary Instruction at the Elementary Level Remedial reading and/or remedial mathematics supplementary instruction will be provided in the elementary schools serving students who score below the twentieth percentile in grades 1, 2 and 3 . The Metropolitan Achievement Test (MAT-6) will be used as the evaluative instrument for grades 2 and 3. An appropriate standardized instrument will be selected for evaluation of grade 1 students prior to implementation date. Grades 4, 5 and 6 will be served as funds become available. The supplementary instructional program will be staffed by itinerate ( floating) reading and/or mathematics specialists who will be assigned to schools as needed to deliver instruction to students who score below the twentieth percentile on diagnostic instruments described above for grades 1, 2 and 3. The learning experiences would be in addition to classroom instruction, but will be correlated with classroom programs. The supplementary instructional services will be provided the fifth, sixth and seventh year of the settlement plan. The implementation of the District's compensatory education programs will also be monitored by the State 960 NLRSD pursuant to Section III A of the Settlement Agreement and nothing in this plan is intended to limit that monitoring responsibility. 961 NLRSD SECTION 5: COMPENSATORPYR OGRAMSA IMED AT DROPOUTP REVENTION61 In North Little Rock, as in any urban school district today, at least 25 percent of the students could be categorized as potential dropouts. Characteristics of these \"at risk\" students may include: poor self-concept, a high degree of frustration with school work, possession of values that are in direct conflict with those of the school, and difficulties in verbal and nonverbal coI!llllunication. All compensatory programs address those symptoms, even at the early elementary level\nhowever, if the problems have not been corrected as the student enters the secondary schools, the risk of dropout intensifies. A number of intervention programs which address the \"at risk\" student will be implemented. WIN PROGRAM62 The WIN Program (We Intervene Now), designed to identify and modify student behaviors which interfere with educational progress, is being piloted at Lakewood Junior High School during 1986-87. If the program is successful, it will be implemented in other secondary schools. The intent of the program is to provide an intervention process that involves the student, parent, and school personnel. This intervention process will be especially beneficial for disadvantaged students. 61Source: October Supplement, 3 JDR 575. 62Source: October Supplement, 3 JDR 575. 962 NLRSD STUDENT ASSIGNMENT CLASSES (SAC)63 Student Assignment Classes (SAC) will be established for oncampus suspension of secondary school students. Students involved in this program will continue academic work under the supervision of the SAC teacher during the time of suspension. ALTERNATIVE SCHOOL 64 Suspension to the North Little Rock Boys Club is an alternative to out-of-school suspension that will be provided for selected secondary school students. This program will be available for students whose behavior is unmanageable both at school and at home and who cannot function in the on-campus suspension program. Students involved in this program will continue their academic work, and receive counseling services at the Boys Club Alternative School. VOCATIONALS ERVICES65 Compensatory services in the area of vocational education will also be provided through the Carl Perkins Project, which is specifically targeted for students who are potential dropouts. An individualized written vocational plan will be completed for each student identified for inclusion in this program. Services will include the assessment of interests, learning modes, and individual needs by a vocational education evaluator and the use of a computerized Job Opportunity Based Search System to place students 63Source: October Supplement, 3 JDR 576. \"source: October Supplement, 3 JDR 576. 155Source: October Supplement, 3 JDR 576. 963 NLRSD in the most appropriate vocational courses. STUDENT ATTENDANCE 66 When possible, parents of senior high school students will be notified each day that a student is absent from one or more classes. To aid in this effort, an automatic phone calling system will be installed in each of the senior high schools. A computer will call the home of each absentee at night and ask for a response from a parent. Follow-up calls will be made the next day by school personnel. 66 Source: October Supplement, 3 JDR 577. 964 NLRSD SECTION 6: EXTRACURRICULARA CTIVITIES 67 The North Little Rock School District recognizes that clubs and student organizations are an important part of the total educational experience for students. All clubs and student organizations shall operate under the direction of the principal and shall be under the supervision of a staff member appointed or approved by the principal. Membership in student organizations and clubs shall not be restricted on the basis of race, sex, national origin, or other arbitrary criteria. Further, entry shall not be by decision of the current membership of the organization. Eligibility requirements for participation in cheerleading, drill teams and athletic activities are determined by the Arkansas Activities Association. Other extracurricular activities and/or organizations related to special interests or subject areas do not have a minimum grade requirement, except those clubs and organizations that are governed by charters from parent organizations. In order to assure greater participation by minority students the following actions will be taken: 1. Principals, counselors, sponsors, and teachers will inform and encourage minority students to become more active in all extracurricular activities. 2. Schools will publicize and inform minority students and 17 Source: October Supplement, 3 JDR 578. 965 NLRSD their parents well in advance of the selection process so that they will know what to expect and when to apply. 3. All selection committees will be biracial in make-up. 4. The District recognizes that one impediment to minority participation in extracurricular activities is the lack of transportation before or after normal school hours. Unfortunately, the NLRSD lacks the resources to provide extracurricular transportation for its students and, therefore, has requested that the Court direct the Department of Education to provide such transportation, not only for majority-to-minority transfer students but for all students. See NLRSD F.O.F. \u0026amp; C.O.L. Nos. 10 \u0026amp; 11. Absent funding by the State, however, the NLRSD will be unable, with its present resources, to provide such additional transportation and still provide a regular program which is educationally adequate. 5. Principals and sponsors will monitor participation in all extracurricular activities and, where such participation is racially identifiable, special efforts will be made to promote minority participation in any such racially identifiable clubs and/or organizations. 6. The District will annually review try-out procedures and eligibility requirements to identify and eliminate any practices that discourage or adversely affect minority participation. 7. Each school will prepare a summary report for all clubs, 966 NLRso organizations and other extracurricular activities reflecting the racial composition of the officers in each activity, the total membership, and all those who tried out or sought membership. This report will be prepared in April of each year which provides sufficient lead-time to permit planning, publication and recruitment of minority participation for the following year. See Addendum 6A. These reports will be compiled in a District summary for all extracurricular activities which will be completed and presented to the Board of Education at its May meeting each year. 967 NLRSD SECTION 7: DISCIPLINE, EXPULSIONS AND SUSPENSIONS DISCIPLINE 68 Disciplinary polices are periodically reviewed to ensure fundamental fairness and the absence of bias. In this effort all District policies relating to student conduct and discipline were revised in the 1985-86 school year. See Addendum 7A. To ensure that parents and students are advised of expected student conduct, bases for discipline and all disciplinary procedures including any right of appeal, District-wide handbooks were developed in the 1985-86 school year and given to each student. Students are annually required to have their parents read the handbooks and sign a statement acknowledging that both the parents and the student have read the handbook. Additionally, the handbook is reviewed with the students in all schools during class time. SUSPENSIONS69 The NLRSD student population is 40% black and 60% white. 70 In the 1985-86 school year 48% of those students suspended were black. While the District does not believe this is significantly disproportionate, it has taken additional steps to ensure fairness and the absence of bias. First, as discussed above, it has revised its policy to provide clear standards of expected behavior as well as guarantees of due process including the right of appeal. 68 Source: October Supplement, 3 JDR 582. 69 Source: October Supplement, 3 JDR 582. 70This was the population in 1985-86. 968 Second, each NLRSD suspension is reviewed by the Assistant Superintendent for Student Affairs and the Superintendent to ensure that District policies are followed. Third, a summary of suspensions showing the number and race of students suspended in each school will be compiled by the Assistant Superintendent for Student Affairs and will be provided to the Board of Education at its July meeting each year. A review of all suspensions will be conducted for any school that has a disproportionate number of suspensions of minority students to ensure that race has not been a factor in the suspensions. EXPULSIONS71 The North Little Rock School District has expelled only twenty students during the last three years. 72 Of this number ten have been black. Seventeen of these expulsions have been because of serious offenses relating to drugs or the possession and/or use of weapons. Given the very small number of expulsions and the extreme seriousness of the offenses involved, the District believes that any violation relating to expulsions has been corrected. Further, all expulsions are made by the Board of Education and then only after a hearing. 71Source: October Supplement, 3 JDR 583. 72 The data in this section were accurate as of the 1985-86 school year. 969 NLRSD SECTION 8: GIFTED AND TALENTED EDUCATION73 The Court based its determination that the NLRSD denied black students access to its program for gifted and talented students on data from 1980. LRSD I, 584 F. Supp at 349, Paragraph 100. Since that time, significant changes have been made in the District's identification procedures designed specifically to improve the identification of gifted minority students. These efforts, which are detailed below, have been described by Dr. Emily Stewart, an expert in gifted and talented education, as comparing favorably with the state of the art for identifying minority gifted students. T. 2692. She also testified that the referral and placement of minority children in the NLRSD gifted program for the 1983-84 school year, NLRX 22 and 23, were consistent with the national norm and were reflective of a concerted effort to identify gifted minority students. T. 2689. [* * *]\" CALLAHA/NTR EFF INGER STUDY75 During the 1982-83 school year, the District's concern was the identification of all gifted students, but an overriding concern was the identification of the culturally disadvantaged. Through a 73 October Supplement, 3 JDR 613 ''References to SOMPA found in the October Supplement, 3 JDR 613, have been eliminated pursuant to the Petition to Modify NLRSD's Desegregation Plan, 8 JDR 1740-41, which was in the Interdistrict Desegregation Plan. 75Source: October Supplement, 3 JDR 614 970 NLRSD Title IV-C Grant, the District was afforded the opportunity to hire two consultants in the field of gifted education, Dr. Donald Treffinger from State University College at Buffalo, New York, and Dr. Carolyn Callahan, University of Virginia. The plan was to develop a methodological case-study /placement procedure. The casestudy method provides information from a variety of sources and also sununarizes strengths and weaknesses for instructional programming. Dr. Callahan evaluated the District's case-study placement procedures. She found that although the identification of minority students was uneven across the District, the selection of minority students had increased by 43% districtwide. Recommendations in Dr. Callahan's study were used by the District to implement other strategies to increase identification and selection of culturally different students as well as to even out the process across the District. CREATIVE POSITIVES FOR IDENTIFYING DISADVANTAGED YOUTH76 During the same year, the District utilized the \"Creative Positives of Disadvantaged Youth and Children,\" by E. Paul Torrence. See Addendum SA. The District also adopted the Torrence Test of Creative Thinking. This test has been even more useful in discovering giftedness among the culturally different. The District continues to use the test, and special scoring of strengths is used in the creativity test for purposes of screening and identification of 76 Source: October Supplement, 3 JDR 614. 971 NLRSD culturally disadvantaged students. MULTIPLE REFERRALS OURCE7S7 As a safeguard against bias, nominations for placement in the gifted program are sought from a wide variety of sources including parents, other students, and the individual student himself or herself as well as from teachers and principals. This ensures that everyone who might see a different facet of the nominated student perhaps not seen by others is encouraged to nominate that student if he or she feels the student might be gifted. MULTIPLE PLACEMENTC RITERIA78 Student placement decisions are based on multiple criteria. See Addendum 8B. No single criterion or cut-off score is used to exclude a student from placement. Teacher ratings may override poor test scores\nhowever, good normative information may outweigh negative teacher ratings. Creative Positives Among the Culturally Different by E. Paul Torrence is used to assist in identification of the culturally different. GROUP DECISION-MAKING79 Another safeguard against bias and a further assurance that no student is overlooked lies in the fact that no single individual makes a placement decision. Each school has a case study/placement committee made up of the principal or assistant principal, counselor, resource teacher for gifted and talented, and two 77Source October Supplement, 3 JDR 615. 78Source: October Supplement, 3 JDR 615. 79Source: October Supplement, 3 JDR 616. 972 NLRso classroom teachers. On the elementary level, one teacher is primary\nthe other is intermediate. On the secondary level, one classroom teacher is a current teacher of the student being referred. The principal is responsible for the total process and serves as chairman of the case study/placement committee. The resource teacher of gifted and talented will be actively involved in the committee work. The supervisor of gifted and talented assists as needed. No single person can decide to place or not to place a student. PARENTAL INVOLVEMENT AND APPEAL 80 Parents are involved throughout the referral and placement process. They are invited to refer their children for placement. They are required to complete the Parent Questionnaire, Addendum SC, which is an important source of information not obtainable by other means. They meet with the case study/placement committee concerning placement recommendations. Finally, parents have the right to appeal the decision of the case study/placement committee to the Director of Elementary or Secondary Education. The Director and the Supervisor of the Gifted and Talented Program then review all identification instruments, Addendum 8B, and meet with the parents to review all placement criteria. If an error has occurred an appropriate correction will be made. MONITORING AND INTERVENTION ' 0 source: October Supplement, 3 JDR 616. 973 NLRSD Reports are submitted to the Central Administration showing the race and grade of all students referred and placed in the gifted programs in each school. Where there is an unevenness of nominations, referrals, and placements of the culturally disadvantaged students, the permanent folders are carefully examined by the Supervisor for Gifted and Talented Education. As a result of such additional reviews, minority students who might be gifted are identified and follow-up procedures are initiated to observe and document the student's actions which would justify referral, evaluation and possible placement. Also, additional in-service training regarding the use of the creative positives in identifying minority gifted students is conducted for teachers in those schools. 974 NLRSD SECTION 9: SCHOOL CONSTRUCTION AND INADEQUATE FACILITIES 81 The North Little Rock School District was established in 1901 with all students housed in a single building. As the population increased during the next several years, schools were added to accommodate student growth. The District made an early commitment to neighborhood schools as evidenced by the relatively small size and geographic location of school buildings. Such commitment prevailed until recent times. Constructed in the 1950 's, the Belwood Elementary School, for example, contains only seven classrooms and small spaces for library, offices, and cafeteria. Most elementary schools were originally designed to house two hundred or less pupils. Almost all of the existing school facilities have been expanded since their original construction. Although facility expansion has increased pupil capacity in most North Little Rock Schools, the neighborhood school concept has remained evident in the location of elementary schools. No elementary pupil within the District is assigned to a home school which is located two or more miles from his place of residence. From its inception in 1901 until the 1969-70 school year, student population grew at a steady rate until reaching the alltime high of 14,000. Since the 1969-70 school year, student population has, consistently declined. The October, 1986, enrollment was 9,686 students, an overall decrease of 4,414 since 11 Source: October Supplement, 3 JDR 632. 975 NLRSD 1969-70. Through its history, various school facilities have come into and gone out of existence. During the 1970-71 school year, elementary and secondary students attended school on twenty-eight separate school campuses. Twenty-three regular schools and two special schools currently serve students in the twenty-six square mile district. Beginning with the 1972-73 school year, all North Little Rock schools have been fully integrated in accordance with the \"Storm Plan\" approved by the Federal District Court ( Judge Henley) . Attendance zones have been established and racial quotas established to ensure that the racial composition in all elementary and secondary schools is within plus or minus twenty-five percent of the percentage of the minority school population. Beginning with the rebuilding of Amboy Elementary School (fire) in 1970, the North Little Rock School District has sought Court approval of all openings, closings, and additions to school facilities. The most recent such action was a request (granted) to close the Levy Elementary School prior to the 1985-86 school year. In light of the declining to stable student population, it does not appear likely that new school construction will be necessary in the near future. If new facilities or additions to existing facilities become necessary in the future, the District shall rely on the standards contained in Swann v. CharlotteMecklenburg Bd. of Educ., 402 U.S.1 (1977). The overall condition of school facilities in the North Little 976 NLRsD Rock School District is excellent. A rather well-financed maintenance program has kept facilities in a very serviceable and attractive condition. This is evidenced by the fact that since the 1982-83 school year every school in the District has been reviewed as part of the ongoing North Central Accreditation process and all have satisfied NCA standards. No building is in need of major renovation. All buildings are well ventilated and heated. Over fifty percent of the students attend school in air-conditioned facilities. The overall condition of buildings shows only minor variations throughout the District. Certainly, no building condition bears a relationship to its geographical location within the District. 977 NLRso IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, et al. DEFENDANTS MRS. LORENE JOSHUA, et al. NORTH LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN AS MODIFIED MAY 1, 1991 Appendix Addendum lA Addendum 1B Addendum lE Addendum 2A Addendum 2B Addendum 2C Addendum 2D Addendum 3C Addendum 3D Addendum 3E Addendum 3F Addendum 3G Addendum 3H Addendum 3I Addendum 3J Addendum 6A Addendum 7A Addendum SA Addendum 8B Addendum SC TABLE OF CONTENTS NLRSD Racial Count as of 10/1/85 Questions and Answers Addendum to Section 1 Notice Regarding Applicants Notice Regarding Positions. Schedule of Benefits NLRSD Brochure Due Process Steps for Appraisal . NLRSD Special Services Dept. List of Agencies Cantilician Study 63 69 Chapter I. Project 101 A.D.E. Monitoring Checklist Letter to Arkansas Dept. of Educ. Recommendations Activities Report Policies and Procedures Gifted/Talented Program Instruments of Identification 1050 1051 1054 1064 1065 1066 1069 1080 1112 1113 1119 1151 1168 1191 1197 1198 1200 1228 1238 Parent Questionnaire . . . . 1239 SCHOOLS GROUP A LAKEWOOD CRESTWOOD BELWOOD PINE TOTALS GROUP B PIKE VIEW ARGENTA TOTALS GROUP C GLENVIEW LYNCH DRIVE TOTALS GROUP D AMBOY INDIAN HILLS SEVENTH STREET BOONE PARK TOTALS GROUPE PARK HILL NORTH HEIGHTS REDWOOD TOTALS GROUP F MEADOW PARK ROSE CITY TOTALS BARING CROSS* DIS'l'RICT TOTALS NORTH LITTLE ROCK ELEMENTARY SCHOOLS RACIAL COUNT AS OF OCTOBER 1, 1985 EXCLUDING KINDERGARTEN STUDENTS NONBLACK No. ( % ) 143 (63.6) 100 (57.l) 61 (55.0) 93 (53.l) 397 (57.9) 234 (60.6) 97 (53.9) 331 ( 58. 5) 104 (58.8) 123 (51.0) 227 (54.3) 172 (58.l) 209 (63.5) 169 (57.l) 239 (54.8) 789 ( 58.1) 116 ( 61. 7) 238 (63.2) 133 (54.l) 487 (61.0) 117 (56.5) 116 (53.5) 233 (55.0) 3 (30.0) 2,467 (57.9) BLACK No.(%) 82 (36.4) 75 (42.9) 50 (45.0) 82 (46.9) 289 (42.l) 152 (39.4) 83 (46.1) 235 (41.5) 73 (41.2) 118 (49.0) 191 (45. 7) 124 (41.9) 120 (36.5) 127 (42.9) 197 (45.2) 568 (41.9) 72 (38.3) 127 (34.8) 113 (45.9) 312 ( 3 9. 0) 90 (43.5) l 01 ( 4 6. 5) 191 (45.0) 7 (70.0) 1,793 (42.l) ADDENDUM lA TOTALS 225 175 111 175 686 386 180 566 177 241 418 296 329 296 436 1357 188 365 246 799 207 217 424 10 4,260 ~Baring Cross ~as cre~ted as a~ al~ern~tive to placing se~erely handicapped children 1n state 1nst1tut1ons. The only students assigned to this school are those who are profoundly and multilJ:liSD handicapped. 001050 QUESTIONAS NDA NSWERS ADDENDUM 1B CONCERNINTGH E REVISEDE LEMENTARSYC HOOLD ESEGREGATIOPNLA N FOR THE NORTHL ITTLE ROCKS CHOOLD ISTRICT 1. Q. What about children in the same family who have different names? A. A child who enters the School District after May 1, 1978, as a first grader or as a newcomer to the district on any grade level will be placed in the pupil assignment rotation according to his/her last name as it appears on the official birth certificate. Special consideration cannot be given to families whose members have different last names. 2. Q. After the number of assignments have been made in the spring to achieve the proper racial balance, what provisions will be made to protect that balance from losses resulting from moving during the summer? A. An additional 10 percent will be selected as a standby list. 3. Q. Will the elementary schools continue to operate on a staggered time schedule? A. Yes, this is necessary to prevent st~dents fro~ having to ~ait at school longer than is desirable. It should be noted that no child will be transported more than 7.5 miles one way\ntherefore, the staggered time schedule causes only slight differences in school schedules. 4. Q. Can a student avoid being transported if he/she attend~ a private school during the year(s) he was assigned to a school outside his neighborhood? A. Any movement within the District will place the student in the rotation plan or assign~ent presently in effect in the attendance zone where he will be residing. If a student attends a private school during the years(s) he is to be bused he is auto~aticallv buse~ ~hen r.e ret~c~s to the ~orth little Rock Puhlic Schools. HLRSD 0 0 J O fj l 5. Q. Where do students attend school who enroll after the school year begins? A. Students will be assigned according to their place in the alphabetical rotation system. 6. Q. Are the loading and unloading of buses used to transport children supervised? A. Yes, principals and teachers supervise the loading and unloading of each bus. 7. Q. Where do buses load and unload? A. The neighborhood elementary school will be the pick-up point for all children being transported. 'No stops will be made to receive or discharge pupils at any other point. It is the parent's responsibility to deliver children to the neighborhood school\nit is the district's responsibility to return the children to the neighborhood school in the afternoon. In case the student is late and does not board the bus at the neighborhood school, it is the responsibility of the parent to transport the child to the school he/she attends. 8. Q. When this plan was revised, were any changes made in the elementary attendance zones? A. Yes, minor changes were made to alleviate crowding in two schools. The zones were revised so that some students who would have attended Crestwood Elementary will now attend Indian Hills, Some students who would have attended Crestwood will now attend Lakewood, and some students who would have attended Seventh Street will now attend Redwood. lfLRSD 0 0 1 Qr') .J t) 1_ 9. Q. How were the groupings of schools detennined? A. Using the percentages of 42 percent black and 58 percent nonblack students as a goal for each groupings, factors such as the racial composition of attendance zones, the present enrollment of each school and the capacity of each school were considered. 10. Q. Will any student be exempt from assignment outside their neighborhood? A. Yes, kindergarten students and students who live in an elementary zone with a racial composition such that their race is in the ~inority. Also, there may be instances where some handicapped children will not be transported although it is the general policy of the district to include special education students in the pupil assignment plan. There are children whose handicapping condition requires a particular special education program which may not be available in every school. It is also necessary to consider the number of students who can be accommodated in a particular program in a school since it is essential that enrollment in special education classes be small enough to allow for as much individual attention as is needed for each child. Exceptions may also be made for children with a medical disability if the situation warrants. These must be considered on an individual basis. NLRSD 001053 , ADDENDUMlE FILED U.S. DISTRICT COURT [ASTtRN DISTRICT ARKANSAS JUL 211987 LITTLE ROCK SCHOOL DISTRICT PLAHITifF vs. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFf.l'IDANTS ADDENDUMT O STUDENT ASSIGNMENT PROVISIOI-JS OF SECTION 1 OF THE PLAN FOR IMPLEMENTING TBt. REMEDIAL ORDER OF THE COURT OF APPEALS FOP. THE EIGHTH CIRCUIT AS IT APPLIES TO THE ~0RTH LITTLE ROCK SCHOOL DISTRICT {NORTH LITTLE ROCK PLA1'l) In the 1987 Legislative Session, the Ark?.!'.S?.s C:eneral Assembly passed two Acts which either directly affect or could affect the desegregation efforts of the North Little Rock School District. Act 762 of 1987, copy attached' a.s E\n-~hibit \"A\", directs that no school district may permit or accept transfers of students from other school districts if either school district is under a desegregation order and the transfer would negatively affect the racial balance of the district subject to the desegregation order. This policy is consistent with the established policy of the NLRSD and the District will continue to adhere strictly to these requirements. However, the Legislature also passed Act 624 of 1987, copy attached as Exhibit \"B\", which states that \"the children or wards of anyone who is a public school teacher in one school district ... and a resident of another school district ... shall NLRSD 001054 03-009 be entitled to attend school in either ... district This is seemingly inconsistent with the ~no transfer\" requirements of Act 762, and, as a result, the Attorney General was asked for an opinion regarding this apparent c~nflict. In Opinion Attorney General No. 87-190, copy attached as Exhibit \"C\", the opined that a child living in one district who was enrolled, pursuant to Act 624, in another district was not a transfer subject to the provisions of Act 762 since the child was statutorily entitled to attend school in either district. In light of the Attorney General's opinion, the !Jl-RSD ha.!5 n0 discretion regarding the admission of the children or wards of non-resident teachers and this situation could result in an interdistrict segregative effect on the racial composition of the LRSD and NLRSD. Specifically, the NLRSdhas 578 teachers of whom 141 live in the LRSD, the great majority of whom are white. Thus, if a significant number of these teachers enrolled their children in the NLRSD, it would result in a negative impact on the racial composition of the LRSD student body. To date, the number of applications for such interdistrict enrollment of teacher's children has been minimal and ihe race of those applying has been so balanced as to h~vs n0 ~1verse effect on either school district involved. Howe,er, to protect against the potential adverse interdistrict effect that such enrollment makes possible, the NLRSD will report to the Court .NLRSD -2- 03-')')'] 00105:5 CT IM .-. annually regarding the number and race.of teacher's children who are being enrolled in the district where the teacher is employed rather than in the district in which they reside. Should a problem develop the NLRSD will ask the Court for ielief. Until that time, however, the NLRSD will adhere to the requirements of Acts 624 and 762 as interpreted by the Attorney General's Opinion No 87-190. July 21, 1987 Respectfully submitted, JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Tower Capitol at Broadway Little Rock, AR 72201 (501) 375-1122 . STEE'HEI-1 w. JONES, Attorneys for the North Little Rock School District CERTIFICATE OF SERVICE I hereby certify that a true and corre-:t -:opy 0f thca foregoing Addendum was maile\u0026lt;l to the attached. list '2 cou.nsel on this 21st day of July, 1987. lfLRSD 0010 5 t\u0026gt; -3- 03-009 State of Arkansas ACT7 6 2 l~d7 A Bill 76th General Assembly Regular Session, 1987 HOUSE BILL 1790 2 3 By: Reps. Towosend, I. Brown, Walker For An Act To Be Entitled \"AN ACT TO ALLOWT HE TRANSFERO F CHILDRENF ROHO NE SCHOOL DISTRICT TO ANOTHER\nAND FOR OTHER PURPOSES.\" 4 BE IT ENACTEDB Y THE GENERALA SSEHBLYO F THE STATE OF ARKANSAS: 5 6 SECTION l. Upon the petition of a student residing in one school 7 district (resident district), to transfer to another school district (receiving 8 district)\nthe Board of Directors of the resident district may enter into an 9 agreement with the Board of Directors of the receiving school district trans- 10 ferring the student to the receiving district for purposes of education. 11 Forms for use in transferring children from one school district to another 12 shall be provided by the State Department of Education. After the petition 13 has been approved by the Board of Directors of th,e resident district and the 14 Board of Directors of the receiving district, copies of approved transfers 15 shall be filed by the receiving district with the office of the County Clerk, 16 with the administrative offices of the respective school districts, and with 17 the State Department of Education. This legal transfer of a student from one 18 district to another places the responsibility for the education of the student 19 on the receiving district and permits the receiving district to count these 20 children in average daily membership for state aid purposes. This section 21 does not transfer the localtax money from the resident district. 22  I 23 SECTION 2. Boards of Directors of local school districts are prohib~ted 24 from granting legal transfers in the following situations: ~'-~ \\ 25 (a) where either the resident or the receiving district is under.a 26 desegregation related court order or has ever been under such a court o~e  27 and ~. \\ 28 (b) the transfer in q~uestion would negatively affect the raifi.'i:ts~a~ 29 of that di\ntrict shich is or h been unO ouch a court order. \\',. \\ \"~ 30/4_)_/11,\nfl{\n~:( ]fBi--IT A 00~05':~ f {  mih227 H.B. 1 SECTION 3. Each form filed with the State Department of Education 2 reporting a legal student transfer ~ust be accompanied by an affidavit 8igned 3 by _ea~h member of both school boards 8tating that the transfer does not ~ violate the prohibition set forth in Section 2. 5 6 SECTION~- The Arkansas Department of Education shall wfthhold state aid 7 in an amount equal to that to be generated by the student in question in the 8 respective districts from each district, if the transfer fails to comply with 9 Section 3. 10 11 SECTION 5. (a) Any district not currently unde~ a desegregation related 12 court order but which bas been under such a court order in the past may apply 13 for a vaiver of the prohibition set forth in Section 2. 1~ (b) The State Board of Education may grant such a district a waiver from 15 the provisions of Section 2 if it is determined that the district's desegrega-  16 tion status would not be adversely affected by allowing a legal transfer which 17 would negatively affect the district's racial balance. 18 19 SECTION 6. Act 275 of 1959 as amended, the,same being Arkansas Statutes 20 80-1518.1, 80-1518.2 and 80-1525 through 80-1528, is hereby specifically 21 repealed along with all other laws or par . . :: -litf\u0026lt;\u0026lt;\u0026gt;1/I\u0026gt;J\nl!fM6IV.1/   , / '\n- i ,.: ,,,--,: .. , .,..:... , . /:, . 25 26 =.-, .. of laws in conflict with this Act. :~~:!v:D/BY- ~?uc~J~ \\ . ' NLRSD onio.~_\n\\ J l 2 3 Ii 5 6 7 State of Arkanaaa 76th ~neral .uaembly l.egular Se11ion 1 1987 !y: kpresentative Thomason ACT6 24 1987 A Bill For An Act To Be Entitled ROUSE !ILL1674 \"AN ACT TO PROVIDE TiiAT nu: CHILDREN OR WARDS or A PERSON WHO IS A PUBLIC SCHOOL ITACHER IN ONE SCHobL DISTRICT AND A RESIDENT OF ANOTHER SCHOOL DISTRICT SHALL !E Eh'TITLED TO ENROLL IN Al,\"D ATTEND SCHOOL rn EITHER TrlE DISTRICT IN 'WHICH THE PAREh'T OR GUARDIAN RESIDES OR IN !RE DISTRICT Ill l.7HICH THE PARENT OR GUARDIAN TIACHES\nAND FOR OTHl:R PURPOSES.\" 8 !E IT ~ACTID BY '11:ITG ENERAL ASSD ill LY OF nn: STATI OF ARKANSAS: 9 10 ) SECTION l. The children or varde of any pcr\u0026amp;on vho is a public school 11 teacher in one school district in this State a.nd a resident of another achool 12 district in this State shall be entitled to be enrolled in and to attend 13 school in either the district in which the parent or guardian resides or the 14 district in which the parent or guardian is a public achool teacher. 15 16 SECTION 2. All la~s and parts of la~s in conflict vith this A.c.t are 17 18 19 23 24 25 26 27 30 EXHIBlT B /I ,. I_ . _.._ __. _ ----- STATE OF ARKANSAS OFFICE OF THE ATTORNEY GENERAL 201 EAST MARKHAM STREET HERITAGE WEST BUILDING LITTLE ROCK. ARKANSAS 72201 (501) 371-2007 Opinion No. 87-190 May 29, 1987 The Honorable John Ward Representative, District 65 2705 Donaghey Drive North Little Rock, AR 72116 Dear Representative Ward: This is in response to your opinion request wherein you posed the following inquiries ~hich appear to result from the apparent conflicts between Act 624 and Act 762 of 1987, to-wit: 1. By virtue of Act 624, is a school district required to enroll the children of teachers who reside in other districts and whose children have been attending in another district if the receiving district is currently under a desegregation order? 2. Would it be considered a 11 transfer 11 under Act 762 for children who have been attending another district to enroll in another under the provisions of Act 624? 3. Would it be considered a 11 transfer 11 under Act 762 for the receiving distriet to enroll children of teachers who reside in other districts (by virtue of Act 624) which children have not been enrolled in any district (e.g., first graders)? Act 624 of 1987 provides in pertinent part as follows: SECTION 1. The children or wards of any person who is a public school teacher in one school district in this State and a resident of another school district in this State shall be entitled to be enrolled in and to attend school in either the district in which the parent or guardian resides or the district in which the parent or guardian is a public school teacher. HLRSD 0010GO zmanza ,,,.   =n_-_.,.\"-=: Representative John Ward May 29, 1987  Page 2 Act 762 of 1987 limits legal transfers among school districts to those situations where such transfer would not adversely impact the racial balance of either the sending or receiving district if one of the districts were under a court ordered desegregation plan. Because Act 624 of 1987 entitles children of public school teachers to attend school in either their resident district or the district wherein their parent or guardian teaches, it is the opinion of this Office that such children are not transfers and would not come under the limiting provisions of Act 762 of 1987. Thus, in response to your question 1, the school district wherein the parent or guardian teaches would be required to accept the child of the parent or guardian. As stated above, the answer to your question 2 is that a child coming under the provisions of Act 624 would not be considered a transfer under Act 762. And, new students (e.g., first graders) availing themselves of the special provisions of Act 624 would also not be considered transfers under Act 762. The foregoing opinion, which I hereby approve~- was prepared by Assistant Attorney General C. Randy McNair III. JSC: CRM: jk NLRSD 001081 -n IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 FJLED U.S. OISTllJCT .  (ASTERN OJ  COURT STRICT ARKANSA~ JUL 2 '? 1987 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, et al DEFENDANTS ORDER The North Little Rock School District (NLRSD) has requested this Court's approval of an addendum to its desegregation plan which was approved in the Order of February 27, 1987. The NLRSD has expressed the concern that Arkansas Act 624 of 1987, which provides that teachers residing in one school district but teaching in anothe~ have the right to enroll their children in either district, could have an interdistrict segregative effect on student enrollment in the Little Rock School District (LRSD). Since 141 of the NLRSD's 578 teachers live in the LRSD and most of these teachers are white, these concerns are legitimate although the problem is merely prospective and no such interdistrict segregative effect has occurred to date. In its plan addendum, the NLRSD corrrnits to report to this Court annually regarding the number and race of students being enrolled in the NLRSD from other districts and in other districts from the NLRSD. No further action is contemplated unless a segregative effect actually occurs at which time this Court!Q.RSD -,... ----..,-------- be asked for appropriate relief. The scope of the NLRSD1 s proposed addendum to its desegregation plan is appropriate in light of the speculative nature of the problem. The NLRSD proposes to comply with the State law until such time that this compliance actually results in a segregative effect. Until that time it will keep the Court apprised of the impact of Act 624. Such reporting compromises no party 1 s rights and is entirely consistent with rulings of this Court and the Court of Appeals requiring the school districts in this case not only to remediate past interdistrict segregative effects but also to avoid further such effects. For these reasons, the NLRSD1 s Motion to Approve Plan Addendum is approved and it is directed to report to the Court on an annual basis the number and race of children enrolled in the NLRSD or removed from the NLRSD and enrolled in other districts pursuant to Arkansas Act 624 of 1987. IT IS SO ORDERED this ,J._7 day of July, 1987. / NLRSD -- i \\  Ir . .a I ADDENDUM 2A ADMINISTRATIVEO FFICES 2700 POPLAR STREET January 14, 1986 MEMTOO : Officers of Teacher Training Institutions FROM: Doyle Crownover, Assistant Superintendent for Administration SUBJECT: Employment Applications The North Little Rock Public Schools seeks to staff its schools with the best teachers available. To be able to do this, we covet opportunities to consider your teacher candidates. Toward this end we have prepared material that gives prospective teacher applicants information concerning employment in the District. We are eager to have this information placed in the hands of all potential teachers, and solicit your assistance in this effort. We would welcome calls or visits from your teacher candidates, and would be happy to visit your campus to talk with groups of prospects if it appears this would be mutually beneficial. NORTHLI TTLER OCKSC HOODLI STRICTIS ANE QUAOLP PORTUNIETMY PLOYER HLRSD P.O. BOX 687, NORTH LITTLE ROCK, AA 72115/0687 501/758-1760 001084 ADMINISTRATIVE OFFICES 2700 POPLAR STREET The North Little Rock (Arkansas) School District is seeking an opportunity to consider for employment the most outstanding teaching and administrative candidates available. If you desire to be a part of the professional staff of a public school district that is recognized as being a state leader in learning opportunities and student performance, we earnestly solicit your application. We ask you to examine the enclosed materials to acquaint you with the advantages and desirability of employment with tre North Little Rock School District. If becoming associated with this District appeals to you, we encourage you to complete and return the application form, P.O. BOX 687, NORTH LITTLE ROCK. AR 72115/0687 501 /758-1760 ADDENDUM 2B NLRSD OOJ 06\n, Salary NORTHLI TTLER OCKS CHOODLI STRICT North Little Rock, Arkansas Benefits of Teaching in North Little Rock School District ADDENDUM 2C Teachers are paid on an indexed salary scale that recognizes training and experience. Increments are provided for each 12 hours of graduate study beyond the Bachelor's Degree, and for each 15 hours beyond the Master's, and for each year's experience up to eight years at the Bachelor's Degree level, and up to 15 years at the Specialist's Degree level. For the 1985-86 school year the salary for a regular classroom teacher of 187 days of employment with a Bachelor's Degree and no previous experience is $14,530. A teacher with a Specialist's Degree and 15 years experience receives $25,611._ Fringe Benefits Each teacher is provided a fully paid Blue Cross-Blue Shield Major Medical Coverage, a dental insurance coverage, and a hospital indemnity plan, with the option of having fillnily members included through payroll deduction. We provide $21,000 life insurance coverage on each teacher. Each teacher is provided an amount of $15.83 per month which may be applied to the cost of family coverages, or for additional life insurance. The total value of these coverages is $91.93 per month. All teachers must be members of the Arkansas Teacher Retirement System. Beginning on July 1, 1986, they will have the option of joining the contributory plan (6% of salary) or non-contributory plan (O~~o f salary). Those choosing the contributory system ~vill qualify for a greater annuity upon retirement. Deferred tax options are also available for retirement planning. Teachers also participate in the Social Security retire1ilent system. Sick Leave Teachers in the North Little Rock system receive nine days per year sick leave for the first four years in the District. These days per year then increase for each of next six years until 20 days per year are awarded for the tenth year and thereafter. Unused sick days are accwnulated up to 100 days. Personal Leave Teachers of the District are awarded one day per year of leave for personal reasons. There is an accumulation provision for these days if they are unused. NLRSD 00108i\nP~ge 2 (Benefits of Teaching in North Little Rock School District) Inservice Training The North Little Rock School District maintains an ongoing, indepth program for increasing the competency of its staff. The program is constantly revised and adapted to the needs of the staff. Professional Leave Upon approval of request, teachers are granted professional leave for a wide variety of activities. NLRSD 0010S'/ ADDENDUM 2D NORTH LITTLE ROCK PUBLIC SCHOOLS-- moving in the right direction, helping every child achieve From the Superintendent We are pleased t\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_483","title":"Incentive Schools: ''Incentive School Strategic Marketing Plan, 1992-1997,'' Marketsearch, Little Rock, Ark.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1991-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Advertising","Educational planning"],"dcterms_title":["Incentive Schools: ''Incentive School Strategic Marketing Plan, 1992-1997,'' Marketsearch, Little Rock, Ark."],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/483"],"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\nINCENTIVE SCHOOL STRATEGIC MARKETING PLAN 1992-1997 inarketsnorch is' a Marketinq flf ReseoKii Consulting firm looateil ot 320 West Capilol Avnue/Suile 911 Little Rock, AR 72201 501 372-4R80 INCENTIVE SCHOOL STRATEGIC MARKETING PLAN: 1992-1997 Prepared for: THE LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK. ARKANSAS By MARKETSEARCH Little Rock, Arkansas MAY 1991marketsearch TABLE OF CONTENTS L MARKETING FLAN. 1 A GOALS AND OBJECTIVES 1 R BARRIERS 2 C OPPORTUNmES. 3 D. STRATEGIC PLAN, n. FACT BOOK 19 4 A INTERNAL ANALYSIS. 20 1. PROGRAM DESCRIPTIONS, 21 R 2. FEATURES AND BENEFITS 21 EXTERNAL ANALYSIS 26 1. STRENGTHS AND WEAKNESSES 27 2. MARKET ATTITUDES AND MOTIVATIONS, r 30 3. DEMOGRAPHIC AND LIFESTYLE PROFILES 32 4. ENROLLMENT PATTERNS. 35 rV. APPENDIX marketsearch INC^TIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 1 GOALS TO ENROLL 366 NON-BLACK STUDENTS WITHIN THE INCENTIVE SCHOOLS BY THE YEAR 1997. OBJECTIVES TO STRIVE FOR THE FOLLOWING DISTRIBUTION OF NON-BLACK STUDENTS BY SCHOOL (INCLUDING FOUR-YEAR-OLDS): FRANKLIN 29 GARLAND 71 MITCHELL 41 ROCKEFELLER 29 RIGHTSELL 81 STEPHENS 58 ISH 57 marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 2 BARRIERS AFTER SCHOOL PROGRAMS CREATE CONFLICTS WITH NON-SCHOOL ACTIVITIES, RELAXATION, ENTERTAINMENT, ETC. AFTER SCHOOL PROGRAMS PROLONGS ISOLATION OF CHILD RACIAL IMBALANCES LOCATIONS ARE DIFFICULT TO ACCESS FROM WEST LITTLE ROCK AND EXTENDED COUNTY AREAS LIMITED CAPACITY OF SCHOOLS LACK OF A TRACK RECORD TO PROMOTE PRE-CONCEIVED NOTIONS ABOUT SAFETY ISSUES INCLUDING ASSOCIATIONS WITH INNER-CITY ENVIRONMENT PRE-CONCEIVED NOTIONS ABOUT QUALITY ISSUES SUCH AS CORRELATIONS BETWEEN LOWER SOCIOECONOMIC PROFILES RESULTING IN LESS MOTIVATION OR SUCCESS POSSIBLE CLOSING OF ISH AND RE-LOCATION OF STEPHENS WHICH CREATES AMBIVALENCE DUE TO UNCERTAINTY OF AVAILABLE FACILITIES RIGHTSELL CURRENTLY HAS LIMITED PLAYGROUND SPACE LIMITED NON-BLACK STUDENT POPULATION FROM WHICH TO RECRUIT marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKEyTING PLAN 3 OPPORTUNITIES UNIQUE PROGRAM OFFERINGS SCHOLARSHIP FUND EXTENDED DAY AND YEAR ADDITIONAL FUNDING PROGRAM GUARANTEED FOR 6 YEARS II J IT' marketsearch JNCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 4 STRATEGIC PLAN r T' mca-ketseoich INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 5 STRATEGY: RATIONALE: HOW: WHO: WHEN: PRODUCT STRATEGY IMPLEMENT APPROVED PROGRAM PLAN FOR 1991/1992. NEED TRACK RECORD FOR EVALUATION. ACTIONS  REGULAR REVIEW OF THE FOLLOWING AREAS: * * * IMPLEMENTATION (INCLUDE BUILDINGLEVEL PLANS AND INPUT) COMMUNICATION RECRUITMENT ASSOCIATE SUPERINTENDENT FOR DESEGREGATION MONITORING AND PROGRAM DEVELOPMENT MONTHLY marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN PLACE STRATEGY STRATEGY: RATIONALE: HOW: WHO: WHEN: 6 TO IMPLEMENT THE INCENTIVE SCHOOL PROGRAM WITH THE EXISTING SCHOOL LOCATIONS OUTLINED IN THE DESEGREGATION PLAN. NEED TO ESTABLISH A MEASURABLE TRACK RECORD WITH EXISTING LOCATIONS TO DETERMINE WHAT. IF ANY. CHANGES WOULD BE APPROPRIATE ACTIONS REGULAR REVIEW OF ALL FACILITIES AND THEIR TRACK RECORD ASSOCIATE SUPERINTENDENT FOR DESEGREGATION MONITORING AND PROGRAM DEVELOPMENT MONTHLY REVIEWS r marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 7 STRATEGY: RATIONALE: HOW: WHO: WHEN: PROMOTIONS TO PRIORITIZE TARGET AUDIENCES AS FOLLOWS: (1) (2) (3) (4) FOUR AND FIVEYEAR-OLDS AND THEIR PARENTS PARENTS OF KIDS 0-3 PARENTS OF KIDS 6-12 COMMUNITY AT LARGE FOUR-YEAR-OLDS PROVIDE A CAPTIVE POOL OF PROSPECTS BECAUSE THE MAJORITY OF THESE STUDENTS TEND TO ENROLL IN KINDERGARTEN AT THE INCENTIVE SCHOOLS THEY HAVE BEEN ATTENDING. ACTIONS PLANNING. IMPLEMENTATION AND EVALUATION OF MARKETING PROGRAM WILL FOCUS ON THE INDIVIDUAL TARGET AUDIENCES. INCENTIVE SCHOOL PROMOTIONS COMMITTEE BEGINNING WITH 1991 PLANNING YEAR. r tie' marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 8 PROMOTIONS: 4YEAROLD MARKET STRATEGY: ESTABLISH A SPEAKERS BUREAU TO TARGET PARENTS OF FOUR-YEAR-OLDS RATIONALE: FACE-TO-FACE INTERACTIONS ALLOWS FOR BETTER TWO-WAY COMMUNICATIONS FOR DESCRIBING INCENTIVE SCHOOL CONCEPT AND BENEFITS. IT ALSO ALLOWS FOR SATISFIED PARENTS TO GIVE FIRST-HAND TESTIMONIALS TO PROSPECTIVE PARENTS. ACTIONS HOW:  RECRUIT CURRENT PARENTS TO PROVIDE REFERRALS AND/OR IN-HOME GROUP MEETINGS  PRODUCE MATERIALS DESCRIBING GENERIC INCENTIVE SCHOOL CONCEPT (E.G.: BROCHURES, VIDEO, ETC.)  UTILIZE TESTIMONIALS FROM CURRENT PARENTS WHENEVER APPROPRIATE  UTILIZE ADVERTISING RESEARCH METHODS TO \"TEST\" COMMUNICATIONS APPROACH PRIOR TO FINAL PRODUCTION OF MATERIALS WHO: INCENTIVE SCHOOL PROMOTIONS COMMITTEE WHEN: LAUNCH SEPTEMBER 1991 r sr marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 9 PROMOTIONS: 4YEAROLD MARKET STRATEGY: CONDUCT TRAINING SESSIONS FOR EACH SCHOOL REGARDING THE PROMOTIONS OF INCENTIVE SCHOOLS RATIONALE: BUILDING-LEVEL SUPPORT AND COMMITMENT IS REQUIRED IN ORDER TO BROADEN THE OUTREACH EFFORTS AND ALSO PROVIDE CREDIBILITY OF THE CLAIMS BEING MADE ABOUT THE INCENTIVE SCHOOL PROGRAM. ACTIONS HOW: A TRAINING SESSION WILL BE CONDUCTED WITH REPRESENTATION OF THE PRINCIPAL, COUNSELOR AND DESIGNATED TEACHERS FROM EACH AND EVERY SCHOOL. WHO:  INCENTIVE SCHOOL COORDINATOR  PARENT RECRUITER COORDINATOR  DIRECTOR OF COMMUNICATIONS WHEN: TRAINING TO BE COMPLETED BY AUGUST 1991. marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 10 PROMOTIONS: 4YEAROLD MARKET STRATEGY: CREATE AND UTILIZE A DATA BASE OF FOUR-YEAR- OLD NON-BLACK PROSPECTS WITHIN PULASKI COUNTY. RATIONALE: DIRECT MARKETING TACTICS ARE THE MOST EFFECTIVE AND COST-EFFICIENT METHODS FOR REACHING SUCH A NARROW MARKET SEGMENT. A THOROUGH AND CURRENT TARGETED MAILING LIST WILL BE A FUNDAMENTAL PART OF ANY DIRECT MARKETING EFFORT. ACTIONS HOW: RESEARCH ALTERNATIVE SOURCES AND METHODS FOR DEVELOPING. STORING AND ACCESSING A DATA BASE. WHO: PROMOTIONAL CONSULTANT WILL COORDINATE THESE EFFORTS. WHEN: A SOURCE WILL BE IDENTIFIED BY JULY 1991. marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 11 PROMOTIONS: 0THREEYEAR-OLD MARKET STRATEGY: DEVELOP A METHOD OF IDENTIFYING AND MAKING SYSTEMATIC CONTACT WITH PARENTS OF NEWBORNS UP TO THREE-YEAR-OLDS. RATIONALE: PRIOR CONTACT AND INFORMATION ON A REGULATED BASIS WILL FACILITATE THE DECISION-MAKING PROCESS AT ENROLLMENT TIME. THE ADDITIONAL FAMILIARITY AND PRIOR KNOWLEDGE OF THE INCENTIVE SCHOOL CONCEPT WILL MINIMIZE, IF NOT REDUCE, MANY OF THE PRE-CONCEIVED NOTIONS THAT CURRENTLY HINDER ENROLLMENT. ACTIONS HOW:  DEVELOP METHOD FOR IDENTIFYING PARENTS (E.G.: PUBLIC RECORDS ON NEWBORNS, SELF-REGISTRATION AT DOCTORS OFFICES WITH INCENTIVES, ETC.)  CREATE A SYSTEMATIC CONTACT PROGRAM (E.G.: MAILING BIRTHDAY CARDS, ETC.) WHO: TBD WHEN: TBD marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 12 PROMOTIONS: SIXTO12 YEAR-OLD MARKET STRATEGY: DEVELOP AN OPEN HOUSE PROGRAM RATIONALE: PRIOR CONTACT AND FIRST-HAND EXPOSURE TO THE INCENTIVE SCHOOL FACILITIES AND SURROUNDINGS WILL MINIMIZE. IF NOT REDUCE, MANY OF THE PRE-CONCEIVED NOTIONS THAT CURRENTLY HINDER ENROLLMENT. ACTIONS HOW:  DEVELOP A TARGETED MAILING LIST OF PARENTS WITH CHILDREN 5-12 YEARS OLD  DROP MAILINGS AND SCHEDULE OPEN HOUSES ON A ZIP CODE BASIS  APPOINT SPOKESPERSONS  DEVELOP A GENERIC PRESENTATION FOR ON-SITE PURPOSES WHO: TBD WHEN: TBD marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 13 PROMOTIONS: COMMUNITYAT-LARGE STRATEGY: RATIONALE: DEVELOP A COMMUNICATIONS PLAN BASED ON THESE OBJECTIVES:  TO DEFINE AND POSITION THE INCENTIVE SCHOOL CONCEPT AS BEING A UNIQUE PUBLIC GRADE SCHOOL WITH A COLLEGE SCHOLARSHIP FUND AND EXTENDED PROGRAMS (E.G.: FOUR-YEAR-OLD PROGRAMS, EXTENDED DAY AND YEAR)  TO CREATE/RAISE VISIBILITY OF THE INCENTIVE SCHOOL CONCEPT\n TO CONVEY AN IMAGE OF BEING A SUPERIOR, BOLD, CUTTING-EDGE ALTERNATIVE\n TO PROMOTE AND RECOGNIZE INCENTIVE SCHOOL STAFF AND STUDENTS. GREATER COMMUNITY AWARENESS AND FAMILIARITY OF THE INCENTIVE SCHOOL CONCEPT SERVES SEVERAL PURPOSES:  POSITIVE REINFORCEMENT FOR THE CURRENT CONSTITUENTS' THAT THEY MADE A GOOD CHOICE\n BUILDS POSITIVE IMAGES AND PREDISPOSITIONS TO CONSIDER INCENTIVE SCHOOL AMONG PROSPECTIVE CONSTITUENTS: AND  DEMONSTRATES TO ALL PARTIES INCLUDING THE COURTS THAT A CONCERTED EFFORT IS BEING MADE TO ACTIVELY MARKET THE INCENTIVE SCHOOLS. r marketsearch INCENTrVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 14 COMMUNITY AWARENESS STRATEGY (CONTINUED) ACTIONS HOW:  DEVELOP AN ANNUAL PUBLIC RELATIONS PROGRAM TO INCLUDE, BUT NOT BE LIMITED TO, ACHIEVEMENTS OF INCENTIVE SCHOOL STAFF AND STUDENTS  DEVELOP A TWO-WAY PROCESS OF COMMUNICATIONS BETWEEN EACH SCHOOL AND THE DISTRICT OFFICE TO ENCOURAGE SYSTEMATIC INPUT OF NEWSWORTHY ITEMS FOR PUBLICATION WHO: TBD WHEN: OUTLINE OF YEAR I PLAN BY FALL 1991 r \u0026gt;.1 rnarketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 15 EVALUATIONS STRATEGY STRATEGY\nRATIONALE: HOW: WHO\nWHEN: DEVELOP AN EVALUATIONS PROCESS FOR DETERMINING THE APPEAL OF INCENTIVE SCHOOL PROGRAMS AMONG PROSPECTIVE CONSTITUENTS TRACKING THE PERCEIVED APPEAL AMONG PROSPECTS WILL PROVIDE FEEDBACK FOR MAKING REFINEMENTS AND/OR CHANGES IN THE PROGRAMS AND DETERMINING WHICH PROGRAMS TO EMPHASIZE IN PROMOTIONS. ACTIONS DEVELOP A SYSTEMATIC FOLLOW-UP PROCESS AMONG PROSPECTS WHO MAKE INQUIRIES. ALSO SOLICIT INFORMATION ON HOW THEY OBTAINED INFORMATION ABOUT PROGRAM. COMMUNICATIONS DEPARTMENT CONTINUOUS AS INQUIRIES OCCUR nd marketsearch JVCEJVTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 16 EVALUATIONS STRATEGY STRATEGY: RATIONALE: HOW: WHO: WHEN: DEVELOP A SYSTEMATIC TRACKING PROCESS OF KEY MEASUREMENT AREAS OF RESPONSE TO THE INCENTIVE SCHOOL MARKETING PROGRAM. TRACKING MEASURABLE COMPONENTS PROVIDES A TRACK RECORD FOR DETERMINING THE LEVEL OF SUCCESS FOR EACH YEARS MARKETING EFFORTS. THIS TRACK RECORD ALLOWS PLANNERS TO REFINE THE SUBSEQUENT YEARS PLANS FOR BETTER RESULTS. ACTIONS  TRACK ENROLLMENT NUMBERS  TRACK INQUIRIES MADE BY TELEPHONE OR OTHER METHODS  TRACK THE NUMBER OF TOURS MADE ASSOCIATE SUPERINTENDENT FOR DESEGREGATION MONITORING AND PROGRAM DEVELOPMENT QUARTERLY marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 17 INFORMATION STRATEGY STRATEGY: RATIONALE: DEVELOP A SYSTEMATIC METHOD OF TRACKING RESPONSES TO THE INCENTIVE SCHOOL PROGRAM TO BE ABLE TO AMEND OR ALTER PROGRAMS TO MEET THE NEEDS OF THE CONSUMER. ACTIONS HOW: DEVELOP PLANNING OUTLINE WHO: COMMUNICATIONS DEPARTMENT WHEN: OUTLINE BY JUNE 1991 marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 18 INFORMATION STRATEGY STRATEGY: RATIONALE: HOW: WHO: WHEN: PRE-TEST THE COMMUNICATIONS PLATFORM TO BE USED TO PROMOTE THE INCENTIVE SCHOOL CONCEPT PRIOR TO FINAL PRODUCTION OF MATERIALS. THIRD-PARTY REACTIONS FROM THE INTENDED TARGET AUDIENCE PROVIDE THE MOST OBJECTIVE AND MEANINGFUL EVALUATIONS OF PROPOSED COMMUNICATIONS APPROACHES. ADDITIONALLY. THE EMOTIONAL DIMENSIONS INVOLVED IN THIS BUYING PROCESS REQUIRE FIRST-HAND RESPONSES FROM THE TARGET AUDIENCE. ACTIONS CONDUCT FOCUS GROUP INTERVIEWS AMONG CURRENT PARENTS AND PROSPECTS COMMUNICATIONS DEPARTMENT CONTINGENT UPON AVAILABILITY OF PROMOTIONAL CONCEPTS maiketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 19 FACT BOOK iiKb is a mark'-'t': Minkohnq Hnsnnrch f kMWiiIhnq finn locoterJ at 720 w-i-.l Cnpilol Avf.tiun/Si,il.- Oil I.illln Rnrk. AR 72201 501 772'IRflO A TARGET AUDIENCE PROFILE STUDY FOR INCENTIVE SCHOOLS PROJECT # 3215 PREPARED FOR: LITTLE ROCK SCHOOL DISTRICT LITTLE ROCK, ARKANSAS DECEMBER 1990r iiKiikelnefitch TABLE OF CONTENTS I. BACKGROUND 1 A Introduction 1 R PRIZM..................................... C Objectives and Metliod of Study 2 4 n. MANAGEMENT SUMMARY 6 III. IMPLICATIONS 10 IV. DETAILED FINDINGS. 12 A Target Descriptions..................................... R Demographic and Lifestyle Profiles....... C Target Media Usage.................................... D. Target Locations within Pulaski County E. Program Support Opportunities............ 12 16 24 30 34 V. APPENDIXr .r LSI imrkf tsc-arcti UTTLE ROCK SCHOOL DISTRICT 1 Introduction The Pulaski County Incentive School Program is designed to address the academic, social and emotional needs of all students while at the same time ensuring academic excellence in schools which have been difficult to desegregate. The goal of the Incentive School Program is to couple commitment, high expectations, a strong belief that all children can learn, and broad-based community support with financial resources. Ac mu,.. As much as possible, children in the incentive schools are part of the mainstreamed instructional program. Instruction seeks to enhance the self-concept of all students,   students who but especially enhance the self-concept of those have been identified as having special needs. P _ schooling is encouraged and each student in t.._ has access to post-secondary school funding. Post-secondary the Incentive Schools In addition, the goals of this program are to offer more challenging programs, improve the image of desegregation, broaden the learning experience to include all cultures and ethnic groups, encourage positive self-esteem, improve human and civil rights, promote language development and computation skills, and enable the schools to become learning centers for parents and and rights community organizations.I tT LITTLE ROCK SCHOOL DISTRICT 2 PRIZM Overview Society lives in a time of swift changes and pervasive complexity. During the past decade, the population has experienced the progressive fragmentation of consumer markets, media and shopping patterns. The last 10 years have seen product categories such as soft..drinks and cereals exploding, cable television and VCR's penetrating both metro and small town areas, and the working homemaker redefining the when, where, and means of shopping. Such change in the marketplace necessitates a change in No longer do shotgun definitions such marketing philosophy. as \"adults 18-49\" apply. A much more efficient system of market segmentation is needed. Enter geodemographic market segmentation. Originally conceived and pioneered almost 20 years ago, geodemoaraphv or PRIZM is a consumer market segmentation and targeting system based upon two recognized sociological^  People with similar cultural backgrounds, means, and perspectives, naturally gravitate towards one another. They choose to live among their peers in neighborhoods offering affordable advantages and compatible lifestyles.  They exhibit Once settled in, people naturally emulate their neighbor's lifestyles. They haopt similar social values, tastes, needs and expectations. shared patterns of consumer behavior towards products. services, media and promotions. Such behavior is axiomatic  fundamental, measurable, predictable, and targetable. PRIZM is comprised of 40 lifestyle groups -- each encompassing a unique social and demographic lifestyle. These groups range from upscale to downscale\nurban to rural\nfamilies to empty-nesters\nand professionals to trade.niaike 1: - .p LITTLE ROCK SCHOOL DISTRICT 3 It is from these 40 basic lifestyle groups that broader \"target\" groups are created, based upon shared characteristics of the lifestyle groups that are relevant to the product being marketed. In this Incentive School Study, for example, the Suburban/Urban Activists target group is comprised of the lifestyle groups Young Suburbia,\" \"Furs and Stationwagons, and Blue Blood Estates. Although each has some unique qualities as a lifestyle group, all three have high levels of education, high incomes, and a high incidence of social activism. Assimilating lifestyle groups into targets,\" then, allows for a marketing effort that is broad enough to reach significant nvunbers of potential Incentive School supporters while remaining focused enough to reach those most likely to back such schools. The appendix includes a chart listing all 40 lifestyle groups found in the system.i!i Ilk' Im-'ii' ! LJTTLE ROCK SCHOOL DISTRICT Objectives The objectives of this analysis and report are:  To define and create targets which represent the best opportunity for participation in the Pulaski County Incentive School Program.  To profile such targets in terms of demographics, socioeconomics, and lifestyle behaviors. 4  To geographically locate such targets in Pulaski County at the census tract level and visually map behavior as well as target strength. n socially active\" To analyze general media use behavior by target group which will help to develop media strategies and plan.  To offer an implications section of \"suggested next-steps\" which will aid in developing overall participation and support programs. Methodology The target profiles which follow were selected from an analysis of three socially active public behaviors, include: \"Taken an active role in civic issues\" \"Actively worked as a volunteer\" \"Written to a public official\" These behaviors The database which was used to produce the profiles was provided by the 1990 Mediamark Research, Inc. (MRI) Survey of over 22,000 households in the U.S. The information from the survey was then matched to only lifestyle groups found in Pulaski County and weighted accordingly. Therefore the information which follows in the report is \"localized\". In the analysis, two factors are used: (1) the percentage breakdown by cluster group, and (2) the index carried by each cluster group. 1 irk I: LITTLE ROCK SCHOOL DISTRICT 5 The index is a comparative measurement tool against a base. For example, if \"Furs \u0026amp; Stationwagons\" represents 1.5% of the base population and also represents 1.5% of those who have \"written to a public official,\" the index would be 100 (essentially. \"average\"). However, if the group represented 3.0% of those who have \"written to a public official,\" then the index would be 200 (essentially, \"significant\" and twice the level of the expected behavior). In short, indexes are derived from nothing more than a division of group percentage behavior by the same groups population/base percentage. The total index for the target is calculated by adding the percentages together for the target and then dividing that numerical summary by the total base percentages that the individual group represents. For this report and analysis, the base population used was that of Pulaski County. Furthermore, in addition to the three t1 behaviors outlined, a summary of participation in one or more of the three behaviors was used as a measurement of activism.\" sociallibllk- 1.' UTTLE ROCK SCHOOL DISTRICT 6 Management Summarv Two key target groups have been defined in this study: Career-driven, highly  Suburban/Urban Family Activists: Career-driven, highly educated, and generally conservative parents raising children in the best neighborhoods of metropolitan suburbia.  Small Neighborhood Family Activists: Well educated, younger, more liberal, and less affluent parents who choose to bring up their families in the smaller neighborhoods beyond urban beltways. c Much is revealed about these target groups by their demographi and lifestyle profiles. For example, Suburban/Urban Family Activists are likely to own a home valued at $200,000+, have completed four or more years of college, and have children aged 6 to 17. Similarly, Small Neighborhood Family Activists, own a home valued between $80,000 to $100,000, have completed some college (one to three years usually), and have children aged six to 13. Lifestyle behaviors, in turn, are helpful in painting a picture of consumer behavior. For instance. Suburban/Urban Family Activists are more likely to have purchased a $1,000+ computer system, have taken a cruise, and engage in sports, than the public at large. Small Neighborhood Family Activists live a lifestyle tied to nature and the local scene. Behaviors above average include a greater likelihood to have taken a camping trip, bought a chainsaw, and enjoyed outdoor gardening. Both of the primary target groups in this study are found in key census tracts of Pulaski county. Immediately following this page, therefore, are two charts which rank these tracts by target population. When viewing these charts, it is important to realize that the populations reported represent the maximum possible opportunity of each particular tract. Further narrowing of the target population is possible, and in most cases, desirable. An overlay of political affiliation would likely be the best means of refinement. The matter is discussed in full in the Conclusions section of the study. Lastly, as far as media is concerned, neither target is an outstanding consumer of network television (although the Suburban/Urbanites index well for TV news). with consistent strength in the following areas: Both groups index Print: ------ magazines are a favorite of both groups, although the Suburban/Urban Family Activists generally prefer upscale metropolitan. Epicurean, and fashion magazines, while the Small Neighborhood Activists favor outdoor/recreation, nature, and science magazines.niarkrlspai.h LITTLE ROCK SCHOOL DISTRICT 7  Cable\na trend similar to that seen in magazine preference is seen here, with Surban/Urbanites indexing higher for premium channels like HBO and The Movie Channel, and the Small Neighborhood folks higher for USA, Nick at Night, and Discovery (likely indicative of a younger age adult group). Radio\nthe best potential is in news/talk radio, classical. and easy listening, for Suburban/Urban Family Activists, while country music represents the greatest opportunity for targeting Small Neighborhood Family Activists.r r \u0026gt;.1 LITTLE ROCK SCHOOL DISTRICT 8 TABLE 1 SUBURBAN/URBAN FAMILY ACTIVISTS CENSUS TRACT RANKING TRACT # TARGET NO. 1 % # 5 YR PRO J. INDEX TRACT POP 37.01 42.03 42.04 37.03 33.03 37.02 33.04 41.06 97.7 91.3 63.0 59.7 58.8 42.8 29.7 22.8 2,448 3,123 1,622 1,489 1,202 1,699 953 521 14.21 12.95 8.90 14.11 14.09 14.13 14.09 -3.19 1,040 973 671 635 626 456 317 243 2,506 3,421 2,574 2,494 2,044 3,970 3,20-8 2,285 Source\nClaritas\nU.S. Census Update 1988. r .T* :4? LITTLE ROCK SCHOOL DISTRICT 9 TRACT # 36.04 43.01 22.04 36.05 36,03 41.06 36.07 32.02 22.03 34 22.01 42.02 16 40.04 37.02 40.05 21.02 42.04 TABLE 2 SMALL NEIGHBORHOOD FAMILY ACTIVISTS CENSUS TRACT RANKING TARGET % 100.0 100.0 99.9 84.3 79.4 77.2 74.9 60.8 58.8 44.9 44.5 31.9 25.5 14.6 12.8 5.9 5.5 5.2 NO. 2 # 2,067 1,505 3,146 1,770 2,512 1,764 1,318 2,153 1,321 1,949 953 208 662 93 508 55 102 134 5 YR PROJ INDEX TRACT POP :ssssss=: 4.93 7.57 -1.11 5.05 3.95 -3.19 4.94 7.65 -3.12 8..27 -3.04 4.75 -1.73 -0.17 14.13 -1.84 -5.57 8.90 530 629 628 530 500 485 471 382 370 283 280 201 160 92 81 37 34 32 2,067 1,505 3,149 2,100 3,164 2,285 1,760 3,541 2,246 4,341 2,141 652 2,596 635 3,970 926 1,849 2,574 Source: Claritas\nU.S. Census Update 1988. inaik' Is' UTTLE ROCK SCHOOL DISTRICT 10 Implications While this report does not directly profile individuals involved in enrolling their children in an incentive school program, it does provide insight into several target groups which represent a significant percentage of opportunity. \"Opportunity\" in this particular case is best defined as n and are active in programs , individuals who are \"socially aware _____________ _ c--=,___ which provide access to the social forum of input and debate, such, it is likely that the same individuals would be sensitive As to academic excellence as well as the emotional needs relating to education. While thetwo primary groups defined share several common characteristics (occupations, family size, female employment) there are likewise several factors which slightly differ between the groups (corporate ladder status, neighborhood development, outlying area locations). Similarly, the driving force in program participation may vary with one group, Suburban/Urban Family Activists, who may be driven by the specialty programs available, and the other group. Small Neighborhood Family Activists, who are likely driven by the financial support available. Without question however, is the liberal philosophy likely needed to reinforce Incentive School participation. Therefore social activism, as defined in this report, must be overlaid with clear definitions of a liberal philosophy which reinforces \"the freedom of race, creed and color.\" While there are Republicans who not only accept such philosophy, but actively support it, there is at the same time, a greater number of Democrats and Independents who likely do so. As such. so. an overlay of political affiliation may help to better refine the the list. Such a technique would combine two variables  social activism and a liberal philosophy. Realizing that such an overlay and combination is the best target definer, then it is all the more important to not overlook the There is secondary target we defined as the \"Babyless\" Boomers. no question that members of this group represent a longer term investment. However, given their slightly younger age skew, they to represent a \"New Independent\" American voter more sensitive to social needs and urban development.iri\nnr.- t'.-'r LITTLE ROCK SCHOOL DISTRICT 11 In addition to considering the potential of this group enrolling their children five to six years from now, the \"Babyless\" Boomers, no doubt, represent individuals who would likely become involved in community support programs. This perhaps is one way of developing and implementing long-term strategy. Finally, this study and analysis is the \"first step\". It is highly suggested that \"next steps consider: tt in program development  Focus groups among the key target groups which have been defined (Suburban/Urban Family Activists, Small Neighborhood Family Activists, and \"Babyless\" Boomers)  A cross combination of key geographically defined areas of this study with any access to voting records, political affiliation or recent election polls which geographically plot response.  A quantitative survey which oross-tabulates response by political affiliation.  A direct marketing component to the promotional program which tracks response by target group and political party screeners.  A clear targeting of the promotional message by the groups defined and placed considering a combination of media preferences and geographic location.  Placement of broadcast message (if any is developed) according to defined target descriptors in this analysis.r ) UTTLE ROCK SCHOOL DISTRICT 12 Target Descriptions Suburban/Urban Family Activists Mom, Dad, and the kids\nnice house in a well-established nice neighborhood, two cars in the front, dog in the back. This primary target represents the American Dream at its finest\nupscale and super upscale nuclear families in greenbelt suburban communities. Education levels are uniformly high, while affluence varies somewhat according to occupation, with established executives and professionals taking home more than The real younger adults midway up the corporate staircase. common denominator in this group, though, is not so much income level, but the high number of marriages and school age children In this sense. Family Activists is a 9O's version of found. \"Ozzie and Harriet,\" with Harriet putting on a busirjess suit and tearing off in a Saab to join Ozzie in the business world. Small Neighborhood Activists Another primary target. Small Neighborhood Activists encompasses a broad range of socioeconomic classes that s|iare the characteristic of being located outside the beltways of  .At the top of the ladder are well educated young frontier types, established in their careers and extremely _Lil-. Children here are generally of school age or a bit metropolitan areas. mobile. The same is true as one moves a few rungs down the younger. socioeconomic ladder to include exurban middle level white collar managers and military personnel who, less affluent and less educated perhaps, are nevertheless quite mobile. station and less wealthy are the young blue collar workers found in this segment. Best described as \"extremely average,\" these ruggedly conservative inhabitants of outlying industrial neighborhoods typify flag-flying, God fearing America, there is little educational experience beyond high school among More fixed in Although these tradesmen, they are considered the elite of the manufacturing world, and are well paid for their abilities, home they are a hallmark of stability, ranking first in the number of married couples with three-plus member households and At last in the number of divorces. \"Babvless Boomers In the suburbs, outlying university towns, ^nd urban areas, live the \"babyless\" boomers, an opportunity group of highly mobile young singles and couples in a pre-child mode. The suburban households in this target are best described as quickly progressing up the corporate ladder. If married, it is likely that both husband and wife have careers. Almost all are college I: l!,cnkr-l? jcrr: ! UTTLE ROCK SCHOOL DISTRICT 13 educated, with some holding advanced degrees, and many reside in either rented units or suburban homes. In university areas within or outlying the suburbs, a still higher level of education is found, although it is not necessarily matched by higher than average incomes, rental payments, or home values. Educations of a more technical sort and likewise lower home values and levels of affluence are found among new single unit homeowners in urban areas, although even here there is good potential for advancement. Empty Nesters/Retirees This segment is comprised of aging upper class suburbanites and affluent senior citizens who have pulled up their suburban roots to live in communities among their peers. College educated, and employed by (or retired from) white collar or professional occupations, members of this segment have feathered their empty nests quite well for the most part, and have time and money to spend on travel, dining, and other luxuries. Bi-iik' !r- UTTI^ ROCK SCHOOL DISTRICT Pulaski County Social Activists Lifestyle Profile Combination 14 Target % IND Sub./Urb. Family Activists Young Suburbia Furs \u0026amp; Stationwagons Blue Blood Estates Total Small Neighbrhd. Fam. Activists New Homesteaders God's Country Blue-Collar Nursery Total \"Babyless\" Boomers Money \u0026amp; Brains Young Influentials Towns \u0026amp; Gowns New Beginnings Total Empty-Nester/Retirees Grey Power Two More Rungs Pools t Patios Total 9.48 3.72 .61 13.81 14.93 6.24 2.79 23.96 1.61 9.44 1.94 10.50 23.49 2.10 2.01 3.88 7.99 146 145 175 147 164 144 113 158 150 136 135 118 128 96 171 114 118 Target Total Source: 69.25% Spring 1990 MRI Combined Profiles of \"Volunteers\", \"Written to Public Officials\" and \"Active Role in Civic Issue\"\nClaritas/PRIZM Segmentation r r* niojk 'II -I LITTLE ROCK SCHOOL DISTRICT Target 25 Pulaski County Social Activists Lifestyle Profiles % Vol IND Write/Off1 % INP % Civic IND Sub./Urb. Family Activists Young Suburbia Furs \u0026amp; Stationwagons Blue Blood Estates Total 8.58 3.05 .45 12.08 132 119 178 129 9.74 3.59 .56 13.89 150 140 222 148 9.48 3.72 .30 13.50 146 145 118 T44 Small Neighbrhd. Fam. Activists New Homesteaders. God's Country Blue-Collar Nursery Total \"Babyless\" Boomers Money \u0026amp; Brains Young Influentials Towns \u0026amp; Gowns New Beginnings Total Empty-Nester/Retirees Two More Rungs Gray Power Pools \u0026amp; Patios Total Target Total % U.S. Reporting Source: 11.13 5.48 2.77 19.38 1.64 9.64 1.81 8.08 21.17 1.96 2.30 4.22 6.21 58.84% 13.80% 122 126 112 122 153 139 126 91 116 144 105 124 T2T 9.99 5.05 3.36 18.40 1.71 8.94 1.22 9.64 21.51 1.05 2.96 3.85 110 117 135 116 159 129 85 109 117 90 136 113 7.86 116 61.66% 7.90% \"Volunteers\", 14.93 6.24 2.79 23.96 1.61 9.44 1.94 10.50 23.49 2.01 2.10 3.88 7.99 68.84% 6.10% 164 144 113 15O 150 136 135 118 128 171 96 114 He Spring 1990 MRI profiles of \"Written to Public Officials\" and \"Active Role in Civic Issue\"\nClaritas/PRIZM Segmentation r 7\" inrnk 1: LITTLE ROCK SCHOOL DISTRICT 16 Demographic and Lifestyle Profiles The following charts contain demographic and lifestyle information for each target group. The first chart summarizes key demographic indicators for each target, while the second chart outlines the most significant lifestyle behaviors of each group. Each indicator is indexed against a national norm, with 100 representing \"average. and anything beneath is \"below average.\" Anything above 100 is \"above average\" Key demographic and lifestyle indicators are determined with some subjectivity, but generally include the 20 most significant elements of the 25 highest indexing demographic/lifestyle indicators. Some examples of significant demographic factors include the \"$100,000+ home,\" \"4+ yrs. college,\" and \"Married parents w/ child\" found among the Suburban/Urban Family Activists, and the \"Pop. age 35-44\" and \"Children age 6-13 yrs.\" found among Small Neighborhood Family Activists. Lifestyle indicators, in turn, tell something about the target segment's behavior. Where \"Babvless\" Boomers are likely to \"Go sailing,\" \"Go hiking,\" and \"Drink imported beer,\" for example. Empty Nesters are more apt to \"Go to theater,\" and \"Drink gin.\" Taken together then. Demographic and Lifestyle indicators provide a broad view of life within each segment. It is from this view that the viability of each segment as a target can be assessed. t'L iiiarkptserjrc!' UTTLE ROCK SCHOOL DISTRICT 17 TOP 20 DEMOGRAPHICS SUB./URB. FAMILY ACTIV. SMALL NEIGH. FAM. ACTIV. HH Income $100K + Home Value $200K + 4+ yrs. college Housing 0-5 yrs. old Upper lev. white-collar Home val. $100K - $150K 3+ HH vehicles Married parents w/child Housing 6-10 yrs. old Pop. age 35-44 Financial/Ins./Real Est. HHs w/ 3-4 persons White-collar E. European Ances. HH w/ 5+ persons Single unit HHlds. Urban Children age 14-17 yrs. Children age 6-13 yrs. Pop. age 45-54 Housing 0-5 yrs. old 3+ HH vehicles Married parents w/child Home value\n$80K-$100K 2 HH vehicles Home value\n$100K-$150K 1-3 yrs. college Pop. age 35-44 HH w/3-4 persons 4+ yrs. college N. European Ances. Children age 6-13 yrs. Pop. moved in last yr. White pop. HH W/5+ persons Single unit HHlds. HH income $25K-$100K Upper lev. white-collar Pop. age 25-34 Children less than 5 yrs. \"BABYLESS\" BOOMERS EMPTY-NESTER/RETIREES 10+ units at address Home value $200K + 4+ yrs. college Pop. age 18-24 Urban Moved past year Home value $150K-$200K HH income $100K + Upper lev. white-collar Educational Services Housing 6-10 yrs. old 1-3 yrs. college HHs w/ 1 person Finance/Insur/Real Est, White-collar employed Pop. age 25-34 Business \u0026amp; Professional HH w/ 1 vehicle Home value $100K-$150K Female employed E. European Ances. Home Val.$150K-$200K+ HH income $75K+ 4+ yrs. college Pop. age 55-64 10+ units at address Fin./Insur/Real Est. Foreign born HHs w/o children In unit 21-30 yrs.ago White-collar employ. Urban HHs w/2 persons Comp. 1-3 yrs.college Pop. age 45-54 Business/Prpfessional White Pop. Educational Service Suburban Fringe Hou.unit 11-20 yr.old tnaikptsf-ui-.': LITTLE ROCK SCHOOL DISTRICT 18 KEY TOP 20 LIFESTYLE BEHAVIORS SUB./URB, FAMILY ACTIV. SMALL NEIGH. FAM. ACTIV. $1,000 computer system $60+ dry clean last 6/mo Use auto dishwasher Use cleaning service Go scuba diving Play racketball $150 property main. Took a cruise Play tennis Use maid Took scheduled flight Go sailing 2+ foreign trips Buy classical music $150+ grocery/week Bought 35 mm camera Play golf Buy hardcover non-fic. Drink Scotch Go to theater Go scuba diving Own power boat Took camping trip Use auto dishwasher 4+ domestic trips last yr. Belong to fraternal order Go hiking $150 property main. Go to aerobics Own chain saw Own power boat Go hunting Non-political volunteer Attend col. basketball Play racquetball Play golf Own $1,000+ computer Buy soft rock Outdoor gardening Buy country music BABYLESS BOOMERS EMPTY-NESTER/RETIREES Go sailing Go hiking Buy hard cover non-fict. Buy classical music Drink imported wine Go scuba diving Buy new wave music Took scheduled flight Go to movies Buy jazz music $1,000+ computer system Music/dance performance Drink imported beer Have a passport Play tennis Attend col. football 2+ foreign trips last yr. Salt water fishing Take vitamins Buy self-help books Go to theater Took Cruise Drank domestic wine Use cleaning service Use maid Have passport Go to theater Drank scotch 2+ For.trips last yr. $60+ dry cleaning Go sailing Go scuba diving Buy classical music Hard cover non-fict. Prof, exterminator Buy new wave music Drink gin Play golf Self-help books Use auto dishwasher I mark' (st riii'!. UTTLE ROCK SCHOOL DISTRICT 19 DEMOGRAPHIC PROFILE Target Cluster Index Ranked in: Descending Order Ranked on: ColLinn 1: SUB./URBAN FAMILY ACIIVISTS SUB./URBAM FAMILY ACIIVISTS 2: SHALL NEIGHBRHD FAM. ACTIVISTS 3: EHPTY-HESTER/RETIREES 4: BABYLESS BOOHERS title 1 2 3 4 HH Income $100,000+ HH Income $75,000-$99,999 Home Value $200,000 or more HH Income $50,000-$74,999 Home Value $150,000-$199,999 Completed 4+ Yrs of College Housing Units 0-.5 Years Old Upper Level White Collar Occs Home Value $100,000-$149,999 HHs H/3+ Vehicles HHs u/ChiIdren-Harried Parents HHs w/2 Vehicles Housing Units 6-10 Years Old Completed 1-3 Yrs of College Housing Units 11-20 Years Old Pop Age 35-44 finance/Insur/Real Estate Ind HHs With 3 to 4 Persons White Collar Occupations Eastern European Ancestry HHs With 5+ Persons HHs in Pacific Single Unit at Address HH Income $35,000-$49,999 Urban (Density Deciles 8-9) Wholesale Trade Children Aged 14-17 Years HHs in Mountain Children Aged 6-13 Years Pop Age 45-54 Persons Married Moved Into Unit 2-10 Yrs Ago Louer Level White Collar Occs Moved Into Unit 11-20 Yrs Ago Southern European Ancestry White Pop Business \u0026amp; Professional Services Educational Services Females in Labor Force HHs w/o Chi Idren-Married Couples Public Administration HHs in West South Central Pop in Labor Force: Employed Home Value $80,000-399,999 HHs in Middle Atlantic Nothern European Ancestry Pop Age 25-34 ZIP Cluster Population Females Age 16+ 361 109 172 138 314 110 180 131 304 92 181 201 220 127 144 112 210 109 192 149 202 117 151 179 189 209 89 120 156 109 141 137 155 128 141 121 152 146 152 133 82 69 80 68 147 125 102 100 142 149 96 137 140 119 125 136 140 103 112 124 140 118 139 88 91 97 148 129 136 119 81 81 135 104 132 126 134 58 212 107 131 111 62 54 129 113 142 191 128 110 99 83 127 128 110 104 127 133 131 177 126 97 114 106 122 106 80 71 120 190 100 137 120 115 119 67 98 115 117 115 105 117 111 101 69 88 83 95 115 100 121 118 114 114 84 119 76 153 70 99 112 113 113 107 112 96 122 123 109 106 114 140 109 106 92 118 107 103 140 92 106 107 103 105 104 111 51 109 103 101 102 102 103 135 119 110 102 50 123 53 101 119 106 103 100 111 81 125 100 100 100 100 too 100 100 100 Coovriqht 1990, Claritas Corporation .r'  Tri? (\n-T I LITTLE ROCK SCHOOL DISTRICT 20 DEMOGRAPHIC PROFILE Target Cluster Index Ranked in: Descending Order Ranked on: SUB./URBAN FAMILY ACTIVISTS Pop in Labor Force Tract-ZIP Cluster Population Tract-ZIP Cluster Households ZIP Cluster Households Specified Owner-Occ Non-Condo HUs Pop Age 25* Pop Age 16+ Pop Age 15+ Pop 16+ Emp in Civilian L/F Year-Round Housing Units Rural/Toun (Density Deciles 1-3) HHs in East Horth Central Children Aged Less Than 5 Years Health Services Foreign Born Durable Manufacturing HHs In South Atlantic Transport Industries Suburb Fringe (Density Decile 4-5) Persons Never Harried HHs in Heu England Moved Into Unit Uithin Past Year HHs With 2 Persons Construction Industry HHs in West North Central Pop Age 55-64 Urban Fringe (Density Deciles 6-7) Personal, Entertain i Rec Servs High School Education All Other Races Non-Durable Manufacturing Pop Age 18-24 Moved Into Unit 21-30 Yrs Ago HH Income $25,000-534,999 Housing Units 21-40 Years Old Service Occupations HHs w/ChiIdren-Single Parents Craft t Precision Occupations Persons Separated or Divorced HHs u/o Children-Not Harried HHs H/1 Vehicle Pop in Labor Force: Unemployed Transport i Labor Occupations Total Hispanic Ancestry Pop Age 65+ Persons Widowed HH Income $20,000-124,999 Agri/Forest/Fish/Hine Ind HHs in East South Central Home Value $50,000-$79,999 HHs With 1 Person HH Income $15,000-$19,999 2-9 Units at Address 10+ Units at Address HH Income $10,000-$14,999 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 98 80 100 98 100 96 111 96 96 95 93 93 92 90 77 60 68 79 80 90 113 107 50 141 120 99 76 93 130 96 90 99 111 81 89 90 90 85 84 135 90 105 109 90 116 89 77 79 157 98 127 112 89 124 84 88 113 62 83 81 157 83 105 47 81 92 87 92 80 93 104 103 79 102 78 74 73 71 67 83 87 90 82 68 110 70 66 71 173 65 136 71 111 67 67 67 70 93 104 62 129 87 77 62 101 61 61 59 56 54 53 50 49 49 80 78 52 63 89 91 86 66 82 128 60 111 93 78 118 125 87 94 56 64 55 52 66 184 63 138 71 62 79 84 78 95 90 105 46 117 46 93 45 107 43 39 34 31 31 36 39 76 43 63 89 68 113 137 85 55 86 102 77 118 53 151 228 75 79 89 Ill' Ilk' 1.1 -!  I LITTLE ROCK SCHOOL DISTRICT DEMOGRAPHIC PROFILE Target Cluster Index Ranked in: Descending Order Ranked on: SUB./URBAN FAMILY ACTIVISTS Farming Occupations Moved Into Unit 31+ Yrs Ago Less Than High School Education Housing Units 41+ Years Old HH Income Under $10,000 Mobile Home at Address Black Pop Home Value $35,000-49,999 HHs w/No Vehicle Home Value $20,000-34,999 Home Value Under $20,000 30 100 29 29 28 24 57 62 49 60 19 169 19 14 11 7 4 21 67 27 44 34 32 75 57 65 60 68 17 38 71 19 9 33 50 46 60 72 42 45 58 56 35 18 Copyright 1990, Claritas Corporation 21 nk- !.- LITTLE ROCK SCHOOL DISTRICT 22 LIFESTYLE PROFILE Target Cluster Index Ranked in: Descending Order Ranked on: SUB./URBAN FAMILY ACTIVISTS Colum 1: SUB./URBAN FAMILY ACTIVISTS 2: SHALL NEIGHBRHD FAM. ACTIVISTS 3\nEHPTY-NESTER/RETIREES 4: BABYLESS BOOHERS Title 1 2 3 A $1,000+ Ttl Computer Sys (7.5X) $60+ Dry Clean Lst 6 Hos (6.6X\u0026gt; Bght Auto Dishwasher Lst Yr (2.IX) Use A Cleaning Service (1.8X) Go Scii\u0026gt;a Diving/Snorkting (2.5X) Play Racquetball (3.8X) $150+ Property Maintenance (13.6X) Took A Cruise (2.5X) Play Tennis (6.9X) Use Maid/Housekeeper \u0026lt;5.3X) Took A Scheduled Flight (12.9X) Go Sailing (2.IX) 2+ Foreign Trips Lst 3 Yrs (8.8X) Buy Classical Music (4.9X) Go To Pro Football Games (7.7X) $150+ Grocery Shopping Ukly (8.3X) Have A Passport (13.2X) Bght 35(im Camera Lst Yr (22.IX) X Country/Dounhill Skiers (6.7X) \u0026lt;$1,000 Ttl Computer Sys (6.9X) Play Golf (10.2X) Co To Pro Basketball Games (5.4X) Buy Hard Cover Non-Fiction (2.7X) Drank Scotch Lst Mo (4.9X) Go To Horse Races (4.OX) Go To The Theater (14.3X) Own A Power Boat 16+ Ft (2.9X) Buy Easy Listening Music (6.5X) Go To Husic/Dance Perfnnces(12.9X) Buy New Wave Music (5.OX) Drank Domestic Vine Lst Uk {15.6X) Go To Aerobics (10.4X) Drank Imported Beer Lst Uk (7.2X) Buy Self Help Books (3.8X) Heavy Users of Film (21.6X) Go To The Movies (9.5X) Do Weight Lifting (7.2X) 4+ Domestic Trips Lst Yr (11.5X) Go To Col Football Games-(8.4X) Take Adult Ed Courses (8.6X) Buy Jazz Music (4.IX) Play Volleyball (7.3X) Drank Imported Uine Lst Uk (4.8X) Buy Medium Rock Music (12.8X) Use Prof Exterminators (9.6X) Bght Stereo Equipment (13.2X) Buy Soft Rock Music (6.9X) Bght Camera Accessories (15.8X) Non Political Volunteer (14.5X) 181 124 168 104 166 145 166 111 127 148 129 165 143 114 92 111 163 177 140 156 162 125 121 143 158 135 126 104 158 107 171 129 154 96 132 135 153 113 161 129 152 119 150 155 150 105 144 166 149 108 153 150 147 124 136 173 146 94 141 136 144 113 114 108 143 105 169 148 140 122 121 117 139 156 120 133 139 119 95 86 138 127 129 118 138 96 129 120 137 105 134 166 136 92 150 141 136 128 129 96 136 104 153 132 136 130 86 88 134 117 118 119 133 117 126 143 132 118 134 146 131 104 162 149 130 130 114 116 130 129 91 117 143 94 130 126 127 117 117 109 127 106 112 147 127 123 102 109 126 144 115 122 126 124 125 135 125 114 118 132 125 112 118 147 124 108 81 110 123 95 137 153 123 122 100 114 123 97 135 104 122 110 107 116 122 121 101 112 122 111 114 119 121 128 110 106 Copyright 1990, Claritas Cori iKttk- t   LITTLE ROCK SCHOOL DISTRICT LIFESTYLE PROFILE Target Cluster Index Ranked in: Descending Order Ranked on: SUB./URBAN FAMILY ACTIVISTS Play Softball (8.3X) Go Hiking (6.5X) Drank light Beer 1st Uk (10.6X) Go To Gambling Casinos (5.IX) Bght 20+ Books Lst Yr (8.6X) Bght VCR Lst Yr (11.3X) Outdoor Gardening lx A Uk (28.OX) Drank Gin Lst Mo (5.3X) Bght Microwave Lst Yr (5.7X) Buy Hard Rock Music (6.6X) Go To Baseball Games (3.7X) Traveled by Domestic RailRd (0.8X) Drank Vine Coolers Lst Uk (14.OX) Take Vitamins (4.7X) Go Salt Uater Fishing (5.5X) Bght Ceiling Fan Lst Yr (6.IX) Contacted Ed/Govt Official (16.7X) Co To Col Basketball Games (6.2X) Own Gas Chain Saw (17.IX) Buy Christian/Faith Music (3.5X) Drank Cognac/Brandy Lst Mo (5.5X) Buy Religious Bks(Not Bible)(4.7X) Drnk Sangria/Pop Uine Lst Uk(0.6X) Run Heavy Users (2.4X) Pain Relievers Heavy Users (34.BX) Took 4+ Ovrnite Camp Trips (6.4X) Co Fresh Uater Fishing (18.IX) Belong To A Religious Club (2.9X) Buy Country Music (11.4X) Belong To A Union (6.5X) Go To Auto Races (7.3X) 15+ lottery Tickets Lst Mo (5.8X) Spanish Spoken At Home (5.3X) Own A Power Boat \u0026lt;16 Ft (1.9X) Smoke Menthol Cigarettes (10.4X) Go Hunting w/Rifle/Shotgun (8.3X) Smoke Mon-Filter Cigarettes (2.7X) Belong To A Fraternal Order (5.3X} Buy Black Gospel Music (2.4X) Used Charter/Tour Bus (2.5X) \u0026lt;S40 Grocery Shopping Ukly (11.5X) Drank Malt Liquor Lst Ho (1.6X) Belong to A Veterans Club (4.2X) Chewing Tobacco Heavy Users (1.3X) 121 120 119 118 116 115 115 114 135 113 60 109 114 124 93 115 99 124 122 99 111 113 117 131 112 86 125 112 118 112 105 111 23 109 158 130 71 116 101 97 103 100 96 107 88 103 83 118 101 111 111 106 112 110 115 123 132 110 109 130 124 109 116 105 69 108 128 106 114 108 121 114 129 106 130 105 121 104 70 78 76 114 82 126 138 99 106 98 53 84 87 88 49 96 100 113 135 91 97 104 91 163 91 125 87 79 104 68 91 101 116 91 122 90 119 88 113 84 105 87 92 95 97 89 90 87 82 94 94 83 86 80 169 87 146 48 101 80 78 79 131 72 93 71 53 68 87 69 81 72 140 124 100 67 63 65 106 60 56 93 41 55 117 50 120 55 93 86 84 86 106 36 91 54 84 71 53 r niarketsearch LITTLE ROCK SCHOOL DISTRICT 24 Target Media Usage The following charts contain general media usage information for each target group. Specifically ranked is media behavior such as:  Overall Medium Usage Use by Daypart '  Use by Format  Use of Specific Media Vehicles Immediately following this page is a comprehensive chart which summarizes the information by listing the top 20 media behaviors for each target. An index of 100 indicates \"average\" media use. Anything above 100 indicates \"above average\" use and likewise anything below 100 indicates \"below average\" use. While \"above average\" use media behavior offers definite opportunities in media planning, it is important to note that media selection is often dictated by numerous variables, so that \"below average\" use behavior does not rule out certain media in planning. Also, there may be specific media which are part of the general analysis media behavior file which are listed only because of file inclusion, not recommendation.r marketsearch LITTLE ROCK SCHOOL DISTRICT 25 KEY TOP 20 MEDIA BEHAVIORS SUB./URBZ FAMILY ACTIV.. SMALL NEIGH. FAM. ACTIV.^ '^-'Metropolitan Mag. Airline Mags. TV News Movie Channel Classical Music Epicurean Mag. Golden Oldies Computer Mags. -- -News/Talk Radio __- Progressive Rock Travel Mags. Showtime Cable Business/Fam. Mags. HBO Easy Listening Disney Channel Photographic Mags. Women's Fash. Mags. Tennis Mags. Golf Mags. Outdoor Recreat. Mags. USA Network Computer Mags. Nature/Ecology Discovery Channel Gardening Mags. Travel Crafts/Games Science Mags. Fitness Mags. Airline Mags. Nick at Night Arts \u0026amp; Ent. Cable Epicurean Mag. Automotive Mags. MTV Fishing Mechanics/Tech. Mags. Nickelodeon Cable Disney Channel \"BABYLESS BOOMERS EMPTY-NESTER/RETIREEES Classical Music Metropolitan Mag. Epicurean Mag. News/Talk Radio Tennis Mags. Science Mags. VH-1 Variety Mag. Airline Mags. Men's Fashion Travel Mags. Showtime Cable Progressive Rock Computer Boating Music Mags. Jazz Radio TV: Sun 6 p.m.-7 p.m. TV News Easy Listening Classical Music Nature/Ecology Arts \u0026amp; Ent. Cable News/Talk Radio Easy Listening Radio Metropolitan Mag. Golf Mags. Boating Outdoor Recreation TV News Epicurean Mag. Movie Channel Tennis Mags. Senior Citizen Jazz Music Women's Fashion C-Span Progressive Rock Business/Finance Mags. Weather Channel nioiketseorch LITTLE ROCK SCHOOL DISTRICT OVERALL MEDIA PROFILE Target Cluster Index Ranked in: Oescerding Order Ranked on: Colum 1: SUB./URBAN FAMILY ACTIVISTS 2: SHALL NEIGHBRHD FAM, ACTIVISTS 3: EHPTY-NESTER/RETIREES 4: BABYLESS BOOMERS SUB./URBAM FAMILY ACTIVISTS Title 1 2 3 4 26 Metropolitan: Het Aud (2.6X) Airline: Net Aud (4.IX) FNN\nNet Aud (1.4X) News: Net Aud (4.7X) Movie Channel: Net Aud (2.9X) Classic: Net Aud (2.9X) Epicurean: Het Aud (4.5X) Golden Oldies: Het Aud (5.OX) Computer: Net Aud (3.5X) Neus/Talk: Het Aud \u0026lt;8.0X) Progressive Rock: Het Aud (12.3X) Travel: Het Aud (4.2X) Showtime: Net Aud (6.OX) Business/Finance: Net Aud (21.SX) HBO: Het Aud (17.0X) Easy: Net Aud (7.IX) Disney Channel: Net Aud (3.8X) Photographic: Het Aud (2.7X) Womens Fashion: Net Aud (8.8X) Tennis: Net Aud (5.OX) Metro Entertain: Net Aud (17.9X) AiE Cable: Het Aud (7.6X) Golf: Het Aud (7.4X) Adult Contemp: Het Aud (23.2X) Radio Baseball: Het Aud (6.3X) Lifetime: Het Aud (7.6X) VH-1 (Video Hits): Het Aud (4.5X) Science: Het Aud (4.9X) Sports: Het Aud (10.9X) Top 20X Outdoor: Het Aud (20.OX) Radio M-F 3p\u0026lt;ti-7pm: Het Aud (40.5X) Weather Channel: Het Aud (14.3X) Chr/Rock: Het Aud (18.2X) Music: Het Aud (5.2X) Hews Biweek/Mnthly: Het Aud (2.7X) Top 20X Newspaper: Het Aud (20.IX) Hwsppr Dfstrib: Het Aud (S9.9X) Bottom 20X Tot TV: Het Aud (20.2X) MTV: Het Aud (11.9X) Discovery Charviel: Het Aud (8.6X) C-Span: Het Aud (2.9X) Cable in Heghbrhd: Net Aud (76.7X) Cinemax: Net Aud (S.SX) Top 20X Magazines: Net Aud (20.IX) Subscribe to Cable:Het Aud (50.4X) Fitness: Het Aud (2.4X) Variety: Het Aud (2.3X) Nature/Ecology: Net Aud (1.0X) Football Mon\u0026amp;Wknd: Net Aud (30.7X) 214 179 173 70 144 101 157 184 168 136 199 121 173\" 37 161 120 169 100 168 82 146 97 253 228 160 140 147 155 160 87 117 119 158 156 97 126 151 75 162 150 150 100 135 128 146 147 112 129 144 107 122 127 143 128 124 118 143 110 113 104 142 122 161 121 136 129 134 121 91 99 97 117 133 106 139 116 131 100 144 144 131 130 110 105 130 141 168 123 130 116 155 112 129 113 105 113 124 100 121 105 124 114 104 105 124 107 112 142 122 144 120 144 122 123 114 119 121 127 100 98 121 107 105 110 121 125 123 95 120 104 100 117 119 131 118 130 89 123 85 89 118 109 119 112 118 108 118 103 118 119 100 104 117 134 116 154 94 112 93 94 116 153 139 112 116 107 114 112 115 108 120 112 114 126 105 104 114 119 111 102 114 144 92 101 114 100 112 137 114 157 174 80 113 110 109 113 Copyright 1990, Claritas Corporation niorketaeurch JATTLE ROCK SCHOOL DISTRICT OygRALL MEDIA PROFILE target Cluster Index Ranked in: Descending Order Ranked ortj SUB./URBAM FA.MlLt ACTIVISTS Radio H-F 6am-10a:*t Aod (57.7X) CNN Headline Neuss Wet Aud (14.7X) Nickelodeon: Net Aod (7.8X) CNN: Net Aud (21.1%) Aviation: Net Aud tO.9%) Learning Channel: Wet Aud (1.3X) Outdoor Recreations Wet Aud (0.3X) Nome Service: Het Aod (31.2X) ESPN: Net Aud (21.8%) College Football\nWet Aud (17.5X) Bttom 20X TV PrmTosHet Aud {19.9X) Kens: Net Aud (11.3X) Boating: Net Aud (1.7X) TV Sun 4:30pra-6pfflS Wet Aud (16.3X) Automotive: Net Aod (8.6X) Bridal: Net Aud (2.61!) Hews Weekly: Net Aod (51.5X) Baseball: Net Aud (18.2X) Radio HnSUkd FootSls HetAud (5.9X) TV Sun 1fm-4:30pii\nWet Aud (15.OX) Hechanics/Tech: Net Aud (7.5X) Radio S-S 3p\u0026lt;n-7Fnis Wet Aud (29.7X) General Editorials Wet Aud (48.4X) Horse Racing: Net Aod (3.OX) Radio S-S 10am-3FasHet Aud (39.9X) Radio H-F 7pm-12asHet Aud (19.3X) Health\nNet Aud (7.7X) Womens: Net Aud (42.9X) USA Network: Net Aod (12.3X) Radio S-S 6ara-10a(liiHet Aud (35.4X) Radio H-F 10ara-3psHet Aud (36.6X) Jazz: Net Aud (0.8X) Motorcycle\nNet Aod (2.8X) TV Sun 6pra-7Fm: Wet Aud (20.3X) TV Sat 1pm-4:30pnu Net Aud (11.2X) TV Sun 7pm-11pii: Wet Aud (32.6X) Top 20X Radio: Het Aud (19.8X) TV HF 11:30pm-12*11!Het Aud (15.4X) Radio S-S 7pra-12an:Het Aud (17.5X) TV H-F 8pm-11pm\nWet Aud (43.5X) TV HF 11pm-11:30pm!Het Aud (28.7X) Nostalgia: Het Aod (4.9X) Radio H-F 12am-6affl! Het Aud (6.7X) Religious/Gospell Net Aud (3.3X) Senior Citizen: Wet Aud (16.9X) TV K-F 12:30am-1em: Het Aud (4.8X) WTBS: Het Aud (20.OX) Hick at Hite: Het Aud (5.6X) RVs/Hbl Hms/Trli Het Aud (0.8X) TV Sun 11pm-11\n30pm:NetAud (16.8X) TV H-F 1am-2am: Het Aud (2.0X) Bowling: Het Aud (5.7X) TV Sat 4:30pm-6pm! Het Aud (13.7X) CBN Family Channel\nHet Aud (8.2X) TV Sat 8pm-11pra: Net Aud (31.8X) 113 102 103 109 113 122 122 119 112 127 91 99 112 126 111 104 112 163 112 116 74 122 99 98 112 195 158 102 111 118 97 99 110 121 107 102 110 115 101 104 108 107 96 104 108 116 104 132 107 109 155 123 107 87 107 136 107 116 91 120 85 96 66 103 107 102 109 111 107 99 119 95 105 105 102 111 105 99 104 131 104 Copyright 1990, Claritas Corporation 27 96 84 95 84 99 104 112 103 116 105 105 103 102 96 99 87 97 105 114 102 102 102 127 101 110 100 151 100 88 94 97 96 94 93 96 85 103 99 106 99 102 106 115 99 27 149 122 98 128 85 107 98 98 97 97 97 96 96 96 96 95 95 95 95 90 107 123 98 84 93 94 102 102 97 88 118 87 108 95 93 92 101 88 103 86 104 92 122 98 93 94 99 93 110 95 126 98 115 142 101 95 95 129 94 142 99 96 90 94 177 124 93 89 101 92 102 77 92 103 105 92 92 92 128 88 82 91 85 100 82 97 94 46 83 71 77 114 76 93 rsi marketsearch LITTLE ROCK SCHOOL DISTRICT OVERALL MEDIA PROFILE Target Cluster Index Ranked in: Descending Order Ranked on: SUB./URSAM FAMILY ACTIVISTS TV S 11pn-11:30pm: Net Aud (16.8X) Auto Racing: Net Aud (6.8X) TV HF 12am-12:30am:Net Aud (8.OX) Prof Basketball: Net Ai^ (13.2X) Col Basketball: Net Aud (12.1X) TV Sunday lOam-lpm: Net Aud (6.OX) Boxing: Net Aud (8.OX) TV H-F 9am-10am: Net Aud (8.3X) Country: Net Aud (18.OX) TV Sat lOam-lpm: Met Aud (6.OX) Crafts/Oames: Het Aud (3.5X) Bttom 20X TV Day: Het Aud (9.2X) TV H-F 7pn-7\n30pra: Het Aud (35.0X) Urban Contemporary: Net Aud (4.5X) TV H-F 7:30pm-8pni: Het Aud (36.IX) Radio S-S 12am-6am:Het Aud (4.7X) Top 20X TV PrinTime:Met Aud (19.9X) Radio Col/Prof Basket:NetAud(3.3X) TV Sat 6pra-7:30pra: Het Aud (18.3X) Satellite Dish/Disc:Het Aud (2.4X) Spanish: Het Aud (0.8X) TV Sat 7:30pra-8pni: Het Aud (23.4X) TV H-F 6:30pra-7p\u0026lt;n: Het Aud (29.6X) Nashville Network: Het Aud (9.3X) TV Sat 11:30pm-1ain: Het Aud (6.IX) Fish/Hunt: Net Aud (13.3X) TV H-F 6pm-6:30pm: Het Aud (27.2X) TV H-F 4:30pra-5pni: Het Aud (12.IX) Bottom 20X Hags: Het Aud (19.9X) Gardening: Het Aud (3.IX) TV H-F 6am-7ara: Het Aud (3.8X) TV H-F 4pm-4:30pra: Het Aud (11.9X) TV Sat 7am-10am: Het Aud (3.4X) TV H-F 5pn-5\n30pn: Met Aud (15.2X) Bottom 20X Husppr: Het Aud (19.8X) TV H-F lOam-lpm: Net Aud (9.6X) Gen Edit Contemp: Net Aud (13.3X) BET: Net Aud (1.9X) Bottom 20X Radio: Net Aud (20.IX) TV H-F 1pm-4pm: Net Aud (12.6X) TV H-F 7am-9ara: Het Aud (6.5X) Top 20X Total TV: Het Aud (19.9X) TV H-F 5:30pra-6pm: Het Aud (17.4X) TV Sunday 7am-10Bm: Net Aud (2.9X) Prof Wrestling\nNet Aud (8.8X) TV Sun 11\n30-1ara: Net Aud (4.5X) Top 20X TV Daytime\nHet Aud (9.2X) Bottom 20X Outdor\nHet Aud (20.5X) Black: Het Aud (1.9X) 90 90 89 89 89 87 111 95 96 92 109 106 103 116 91 83 85 64 108 104 89 108 90 112 88 98 88 104 83 116 68 103 89 86 52 89 76 80 72 108 87 145 108 66 85 85 84 91 99 83 94 94 104 102 43 65 79 92 101 101 84 100 84 83 82 104 84 108 83 Copyright 1990, Claritas Corporation 28 96 96 94 110 87 103 117 83 133 82 81 79 53 54 49 62 179 82 104 105 95 99 101 78 125 78 47 99 103 77 135 77 77 77 97 90 68 77 159 76 116 76 88 75 120 75 74 99 80 73 106 73 73 73 73 92 64 97 94 82 53 75 68 72 96 72 63 75 48 110 96 87 72 122 71 71 91 97 69 102 68 67 89 93 72 99 98 93 73 69 90 120 67 100 63 49 72 22 74 98 20 67 78 72 97 90 76 75 68 85 81 99 84 90 85 114 80 83 89 90 99 88 64 75 77 85 72 tnorki I: \u0026lt; nvl TARGET LOCATIONS WITHIN PULASKI COUNTYmarketsearch LITTLE ROCK SCHOOL DISTRICT P R I Z H Target Croup Households Report (4 targets) For PULASKI CO., AR Bata Base: 1989 Geocode 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20.01 Quintile 1 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 20.02 21.01 21.02 22.01 22.03 22.04 22.05 23 24.01 24.02 25 26 Quintile 2 05119 05119 05119 05119 05119 05119 05119 05119 05119 27 28 29 30 31 32.01 32.02 33.01 33.03 SOCIAL ACTIVISTS TARGET First: Target Group 1: SUB/URB FAMILY ACTIVISTS (Clusters: 5,24,28) Second: Target Group 2: SHALL NEIGHBORHOCO FAM. ACTIVISTS (Clusters: 1,17,40) Third: Target Croup 3: EHPTY-HESTERS/RETIREES (Clusters: 7,25,39) Fourth: Target Croup 4: BABYLESS BOOMERS (Clusters: 8,12,20,23) Households Count X Comp 574 1,367 1,427 477 1,587 1,604 1,108 259 448 1,562 1,027 753 1,668 1,687 4,119 2,596 5 2,067 1,720 2,181 5 Tear Projected Households Tgt HHs \u0026lt;1) Tgt HHs (2) Count X Conp X Crouth \"x Pen Index X Pen Tgt HHs (3) 30 Tgt HHs (4) Index X Pen Index X Pen Index 0.41 0.97 1.02 0.34 1.13 1.14 0.79 0.18 0.32 1.11 0.73 0.54 1.19 1.20 2.94 1.85 0.00 1.47 1.23 1.55 655 1,463 1,545 477 1,585 1,624 1,132 282 596 1,698 1,072 711 1,577 1,651 4,083 2,551 5 1,953 1,625 2,082 0.45 1.00 1.06 0.33 1.09 1.11 0.78 0.19 0.41 1.16 0.73 0.49 1.08 1.13 2.80 1.75 0.00 1.34 1.11 1.43 28,236 20.13 28,367 19.45 14.11 7.02 8.27 0.00 -0.13 1.25 2.17 8.88 33.04 8.71 4.38 -5.58 -5.46 -2.13 -0.87 -1.73 0.00 -5.52 -5.52 -4.54 0.46 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 25.5 0.0 0.0 0.0 0.0 2.3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 160 0 0 0 0 15 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 25.1 10.5 0.0 0.0 0.0 0.0 4.6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 371 155 0 0 0 0 68 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 49.3 64.0 0.0 0.0 14.1 44.0 17.3 0 0 0 0 0 0 0 0 0 0 0 0 0 0 269 350 0 0 77 241 95 2,226 3,658 1,849 2,141 2,246 3,149 3,373 417 4,391 2,499 937 1,325 28,211 1.59 2.61 1.32 1.53 1.60 2.25 2.40 0.30 3.13 1.78 0.67 0.94 20.11 2,124 3,564 1,746 2,076 2,176 3,114 3,802 404 4,301 2,362 984 1,390 28,043 1.46 2.44 1.20 1.42 1,49 2.14 2.61 0.23 2.95 1.62 0.67 0.95 19.23 -4.58 -2.57 -5.57 -3.04 -3.12 -1.11 12.72 -3.12 -2.05 -5.48 5.02 4.91 -0.60 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0 0 0 0 0 0 0 0 0 0 0 0 0 0.0 0.0 5.5 44.5 58.8 99.9 0.0 0.0 0.0 0.0 0.0 0.0 19.6 0 0 34 280 370 628 0 0.0 55.2 38.7 19.3 0.0 0.0 26.6 0 100.0 0 0 0 0 123 0.0 0.0 0.0 0.0 15.8 0 817 572 286 0 0 393 1478 0 0 0 0 234 62.7 44.8 53.1 15.6 41.2 0.0 73.4 0.0 21.2 0.0 0.0 0.0 30.8 343 245 290 85 225 0 401 0 116 0 0 0 168 3,776 1,659 1,082 3,978 112 3,770 3,541 3,809 2,044 2.69 1.18 0.77 2.84 0.08 2.69 2.52 2.72 1.46 3,981 1,741 1,136 4,189 121 4,056 3,812 4,276 2,332 2.73 1.19 0.78 2.87 0.08 2.78 2.61 2.93 1.60 5.43 4.94 4.99 5.30 8.04 7.59 7.65 12.26 14.09 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 58.8 0 0 0 0 0 0 0 0 626 0.0 0.0 0.0 0.0 0.0 0.0 60.8 0.0 0.0 0 0 0 0 0 0 382 0 0 0.0 0.0 0.0 0.0 100.0 0.0 0.0 39.8 41.2 0 0 0 0 1478 0 0 588 610 0.0 0.0 0.0 0.0 0.0 76.9 0.0 25.4 0.0 0 0 0 0 0 420 0 139 0 marketsearch LITTLE ROCK SCHOOL DISTRICT Data Base: 1989 Ceocode 0S119 33.04 Quintile 3 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 34 35 36.03 36.04 36.05 36.06 36.07 37.01 37.02 37.03 38 39 Quintile 4 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 05119 40.01 40.03 40.04 40.05 41.03 41.04 41.05 41.06 41.07 41.08 42.01 42.02 42.03 42.04 43.01 43.02 Quintile S Total 31 P R I Z H Target Group Households Report (4 targets) For PULASKI CO., AR SOCIAL ACTIVISTS TARGET First: Target Group 1: SUBAJRB FAMILY ACTIVISTS (Clusters: 5,24,28) Second: Target Group 2: SHALL NEIGHBORHOOO FAM. ACTIVISTS (Clusters: 1,17,40) Third: Target Group 3: EHPTY-NESTERS/RETIREES (Clusters\n7,25,39) Fourth: Target Group 4: BABYLESS BOOHERS (Clusters: 8.12,20,23) Households Cocnt X Comp 3,208 26,979 4,341 2,020 3,164 2,067 2,100 1,686 1,760 2,506 3,970 2,494 1,878 806 28,792 5 Year Projected Households Tgt HHs (1) Tgt HHs (2) Tgt HHs \u0026lt;3) Tgt HHs \u0026lt;4) Count X Comp X Growth X Pen Index X Pen Index X Pen Index. X Pen Index 2.29 19.23 3.09 1.44 2.26 1.47 1.50 1.20 1.25 1.79 2.83 1.78 1.34 0.57 20.53 3,660 29,304 4,700 2,122 3,289 2,169 2,206 1,769 1,847 2,862 4,531 2,846 1,980 919 31,240 2.51 20.09 3.22 1.45 2.26 i.49 1.51 1.21 1.27 1.96 3.11 1.95 1.36 0.63 21.42 14.09 8.62 8.27 5.05 3.95 4.93 5.05 4.92 4.94 14.21 14.13 14.11 5.43 14.02 8.50 29.7 8.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 97.7 42.8 59.7 0.0 0.0 19.6 317 85 0.0 8.0 0 50 38.8 13.8 574 204 31.4 18.1 172 99 0 0 0 0 0 0 0 1040 456 635 0 0 208 44.9 0.0 79.4 100.0 84.3 0.0 74.9 0.0 12.8 0.0 0.0 0.0 35.2 283 0 500 629 530 0 471 0 81 0 0 0 221 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0 0 0 0 0 0 0 0 0 0 0 0 0 0.0 100.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 7.0 0 546 0 0 0 0 0 0 0 0 0 0 33 1,567 2,582 1,185 926 1,544 635 2,451 2,285 1,570 2,375 533 652 3,421 2,574 1,505 2,240 28,045 1.12 1.84 0.84 0.66 1.10 0.45 1.75 1.63 1.12 1.69 0.38 0.46 2.44 1.84 1.07 1.60 19.99 1,556 2,650 1,183 909 1,474 747 2,533 2,212 1,499 2,267 489 683 3,864 2,803 1,619 2,409 28,897 1.07 1.82 0.81 0.62 1.01 0.51 1.74 1.52 1.03 1.55 0.34 0.47 2.65 1.92 1.11 1.65 19.81 -0.70 2.63 0.17 -1.84 -4.53 17.64 3.35 -3.19 -4.52 -4.55 -8.26 4.75 12.95 8.90 7.57 7.54 3.04 0.0 0.0 0.0 0.0 0.0 0.0 0.0 22.8 0.0 0.0 0.0 17.2 91.3 63.0 0.0 0.0 19.2 0 0 0 0 0 0 0 243 0 0 0 183 973 671 0 0 204 0.0 0.0 14.6 5.9 0.0 0.0 0.0 77.2 0.0 0.0 0.0 31.9 0.0 5.2 100.0 0.0 13.7 0 0 92 37 0 0 0 485 0 0 0 201 0 32 629 0 86 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0.0 0.0 0.0 0.0 81.0 0.0 0.0 0.0 100.0 99.9 0.0 0.0 0.0 0.0 0.0 0.0 18.5 0 0 0 0 443 0 0 0 546 546 0 0 0 0 0 0 101 140,263 100.00 145,851 100.00 3.98 9.4 100 15.9 100 6.8 100 18.3 100 Copyright 1990, Claritas Corporation PRIZM Thumbnail Descriptions for Twelve Social Groups \u0026amp; Forty Life-style Clusters Copyright 1985, Claritas, L.P.SI S2 S3 UI the PRIZM CLUSTER SYSTEM By Groups, in Social Rank 28 Blue Blood Estates 8 Money \u0026amp; Brains 5 Furs \u0026amp; Station Wagons 7 Pools \u0026amp; Patios 25 Two More Rungs 20 Young Influentials 24 Young Suburbia 30 Blue-Chip Blues 21 Urban Gold Coast 37 Bohemian Mix 31 Black Enterprise 23 New Beginnings T1 S4 T2 U2 1 God's Country 17 New Homesteaders 12 Towns \u0026amp; Gowns 27 Levittown, U.S.A. 39 Gray Power 2 Rank \u0026amp; File 40 Blue-Collar Nursery 16 Middle America 29 Coalburg \u0026amp; Comtown 3 New Melting Pot 36 Old Yankee Rows 14 Emergent Minorities 26 Single City Blues RI T3 R2 U3 19 Shotguns \u0026amp; Pickups 34 Agri-Business 35 Grain Belt 33 Golden Ponds 22 Mines \u0026amp; Mills 13 Norma Rae-Ville 18 Smalltown-Downtown 10 Black-Country Folks 8 Share Croppers 15 Tobacco Roads 6 Hard Scrabble 4 Heavy Industry 11 Downtown Dixie-Style 9 Hispanic Mix 32 Public Assistance SI Educated, Affluent Executives \u0026amp; Professionals in Elite Metro Suburbs Tne il.wu Clusters in Group S1 are  lege-plus educations, o ^eoutlve s, Group S1 U..Z. \u0026gt; . . third of Its personal net worth. The three Clusters in uroup o.  3 '=^5profess^onaloocupat Ions? \"eJ^nslve owner- o? Its personal net worth. (\\Jq. 28 ~ Blue Blood Estates America's wealthiest socio-economic neighborhoods, populated by super-upper established managers. +n and heirs to \"old money , accustomed to pMvllege, and living In luxurious sur- ?^nds. One In ten millionaires can be found in Cluster 28. a^id there s considerable drop from these heights to the next level of affluence. One In a No. 8 - Money \u0026amp; Brains the nation's second These neigh- Cluster 8 enjoys ... townhouses, apartments and condors,^w1th relatively few children, r townhouses Many Cluster 8's S?a n p?,\n:?e uMversitles.'and a mix of SScIle singles. They are sophisticated oonsumers of abultluxurles-appa restaurants, travel, and the like. No. 5 - Furs \u0026amp; Station Wagons Third In socio-economic In^the^green-belt suburbs of the living in expensive \"* These are well-educated, mobile nation's major metros, coast to Jg^llx^l^^hlohest Incl-dence of \"rhA? are Winnett -big producers, and big spenders. They are winners teenage children.R1 Rural Towns \u0026amp; Villages Amidst Farms \u0026amp; Ranches Across Agrarian Mid-America three Clusters of Group RI are geo the corn belt, -centered_1n_a broad^s^J^ across^.^-^-^,^^ and The tnree '\"TJ +uo nr-oat nlains States, ano on into l eauvn a.- through the wheat fields of 9^^nf^soarselv populated communities, b) RI Clusters share a) arge nui^ers of SPJ,^^P^SratIons of native Americans ot merman  downscale socio-economic i''^',^Lh!rBlack prSence, e) high Incidence of large families Scandinavian ancestries, d) ^egllg^^dence^of college educations, and g) maximum cohservatives\". R1 Clusters share a) large loweimiddle to of German \u0026amp; No. 19 - Shotguns \u0026amp; Pickups No. 34 - Agri-Business Cluster 19 aggregates hundreds of small. outlying townships and crossroad villages which serve the nation's breadbasket and Cluster 19 has a more .1__________DP o other rural areas. Cluster lu nas a easterly distribution than other RI s, _ shows peak Indices for large J with school-age children, 3^3? collar craftsmen, operatives, and trans port workers with high school educations. Cluster 19's are dedicated outdoorsmen. Cluster 34 Is geo-centered In the great 0 alSl and mountain States. /n - -- Spanish language Index I braceros and Spanlsn- These are, in good part. It has an and port workers No. 35 - Grain Belt Cluster 35 Is a close However, these areas above-average mostly from Mexican ^^^Ip^n^r^nching. fSrming. It^ering, However, the picture is I,  from the Dakotas - where weather-worn old_ and mining areas. marred by rural poverty - to the Colorados nho.  -------- and a continuing youth exodus, testify men. to hard 1Iving. match to Cluster 34 on most demographic measures, matcn to viu:. concentration of work-Ing farm Tightly geo-centered 1n the show a far higher and less affluent tenant farmers^ flightly S^lfs?abie%nd\"sSarseiy-populated ruralconn^nltles, with the highest owners Incidence of farmers In single-family homes.R2 Landowners, Migrants \u0026amp; Rcstiw in Poor Rural Towns, Farms \u0026amp; Uplands the rural South, with thousands rural America.. and,blanket^the^rura. -Sared ^^1 agrarian ouiltlon deLmes^^b) low socio-economic , ?haraSter1st1cs as a) very low popu1at1o^dens1tles,^l^,^^^^^^_^ .1 Educations, d) large, entratl^s of m^lle^b^^.^nd^o)^ I W f I * The '1 wut w.'_ of small agrarian communities 5 o y uup f \\ low socio-economic rankings, c) such * *' -  - . minimal educations, _ blue-collar/farm labor, f) peak persons of English ancestry. S1 economic gains. Since No. 10 - Back-Country Folks You can't get much farther out than Guntersville, Alabama: Elkins, Arkan sas- Saltville, Virginia\nor Caribou, Maine. Cluster 10 abounds In such remote rural towns, n I. ...^\u0026lt;4 1 ar'h ian UD 1 SndS . It Is Cluster Ozark and Appalachian uplands. predominantly White, and nation In concentration of persons of 5 h anSestry, some of whom are the descendants of original colwial set tiers, and still speak In Elizabethan dialect. No. 15 - Tobacco Roads Cluster 15 Is found throughout the South from Virginia to Texas. ^ow- ever Its greatest concentrations are seenIn the river basins and coastal, scrub-pine flat lands of the Carolinas, Renrola and the Gulf States. Cluster half Black and a fifth English stock There Is some light Industry, bit^poor, unskilled labor PCd^^^^: 15 1S How- still dependent upon agr 1^1 tu^. Cluster 15 ranks last th white-collar occupations. and g) many Amerindians and No. 38 - Share Croppers Cluster 38 Is represented In 48 states, but deeply rooted In the heart of uocp y .. ---------- devoted to 1s I- Traditionally these areas _hirken such industries as tenant breeding, pulpwood \u0026amp; paper milling, et . BuFsunbelt migration and  '-ady ccntmued to attract 1 have and population growth. A high index t\u0026lt; Blacks and \"Cajun French reflects the ClSter's Misslssippl-valley geo-center. No. 6 - Hard Scrabble \"hard scrabble\" Is an old phrase LU OU., J hard living from hard Cluster 6 represents our poorest The term meaning to scratch a enil Cluster 6 represenxs oui pvu. cov rural areas, from Appalachia to^^g5Lands Mexican border country and Dakota Bad Lands. Wlth very few Blacks, Cluster 6 leads the Amerindians (Including many Indian nation In Amerindians unc luu my 11.01 ?l^:?vat1ons). and shows a high ndex for both Mexican and English ancestries.S2 Pre \u0026amp; Post-Child Families \u0026amp; Singles rre Ol rua* __C^nhiirhs in U^Ste, White-collar Suburbs The three Clusters o^,S,?%^rr?^reSn''hUh??ds7s:?^^^^^^ SSSl'Shti:'si\u0026amp;ntly^^1o^^^ hite-col lar occupattons, wirhons6.ption levels to satch. No. 1 - Poo*s \u0026amp; Patios I\\jq, 25  Two More Rungs n.i?+pr 7 once resemoiea resembled Cluster 5, late -^^Ijj-rearing mode. But toa^y, -  children have grown and Just behind Cluster 7 in^af^luence. Cluster 25 has a I _ foreign-born European high concentration oT ethnics, and Is  fewer children.  i +ho?A children nave   ^\u0026amp;*SS!rthi*oood-nf.- 'n Cluster 7. ' u + rtiHftr with even fewer emu !?^*llso^r\nderee. witl? incidence of ^northeastern high-rise hous TO,^w1th,a n^^ ?^for ir\u0026lt;*X'S\nttS?r5^ conservative spending patterns. No. 20 - Young Influential Cluster 8's These are Cluster 2O's could be Imagined as tomorrow s Clust white- ?ropoUtan soPhtstt^es wt^^exoepttona^^^ Spending and collar employment Doubl aidless couples, and unrelated ^Ultyles are open ith sing es Pjn hcores, apartments, adults pr^omtnatlng in exoPsi^ewed to the new West. and condo's. Cluster 20 IsS3 Upper-Middle, Child-Raising Families in Outlying, Owner-Occupied Suburbs Tho two Clusters of Group S3 represent our newest minority - the traditional family - mom, dad \u0026amp; the kids. In this case, the families are upscale. Both Clusters show high Indices for- a) native-born whites, b) married couples, c) school-age children, d) double Incomes, e) new, single-unit, owner-occupied, suburban housing, and f) In short, S3 is the essence of the traditional \"American dream\". In are native-born whites, b) agi two or more cars. No. 24 - Young Suburbia Cluster 24 Is one of our largest Clusters, found coast to coast In most It runs to large, young major markets. _ families, and ranks second In Incidence of married couples with children. Clusters 24's are distinguished by their relative affluence and high white-collar As a result, they employment levels. are strong consumers of most family products. No. 30 - Blue-Chip Blues Cluster 30, ranked third In married couples with children. Is similar to Cluster 24 on most dimensions save social rank, Its predominant high-school educations \u0026amp; blue-collar occupations being reflected In fewer high-end Incomes and lower home values. However, high employment and double Incomes yield similar discretionary spending patterns, and make Cluster 30 an outstanding market.S4 Middle-Class, Post-Child f^amili^ Suburbs \u0026amp; Retirement Areas in Aging The three Clusters l^r^irh^ry SroTe^ur^S^ln the Northeast. l\\lo. 27 - Levittown, U.S.A. explosion _ late 40's and 50 s The post-WII baby boom caused an of tract housing in tne ano 5G =J - brand new suburbs white-collar and wel1-paid As with uiusTer for young .. 5p\nrs:h^sl^rnow largely grown 7 these babies are now iarg.y a-- Sir ^pioyment levels are still No. 39 - Gray Power New Cluster 39 representstovermillion upscale senior Citi retire amongst t Pe PP '\"SriSS^Ily conSntrated in their peers. Pri^ nf^+he South Atlant sunbelt 39's are the \u0026amp; Pacific regions. Cluster 39 s e . of the South Atlantic retired . ::^5iS^%^g^rh^s^ ith^he highest concentrat ion of chicondo's and ^,?e ^Uara^^ld 1ncc.es. No. 2 - Rank \u0026amp; File of Cluster. 27..fve rungs down the Cluster 2 is a blue-collar verslon^^^^^ socio-economic scale. .. .   - ^n\n^ihMS^*osrcf\nilJ?: c,ue-co,,a, ... o5s:^-Hi-pn val^ fiats, and lead the -'aSsorbSd'the original Cluster traditional, blue-collar ' ^^'^and^^blue-col lar workers family Cluster 2s show living In aged duplex rows - - nation In durable manufacturing.T1 Educated, Young, Mobile Families in Exurban Satellites \u0026amp; Boom Towns geography, most of It around our lot of American The three Clusters of Group T1 share a lot of ^^^^^Pbi far beyind the beltways of major younger boom towns, or In the sate  umma native-born, white-collar adults, b) metros. Other new low^enslty single-unit housing. Most evident Is ^111 h^ b^n ^he chief recipients of a major urban exodus, and are among the nation's fastest growing areas. No. 1 - God's Country No. 17 - New Homesteaders Cluster 1 contains the highest socioeconomic, white-collar neighborhoods primarily located outside SMSA s. These are well-educated frontier types, who have opted to live away big metros In some of our most beaut 1 ful mountain and coastal areas. Cluster Vs are highly mobile, and are among the nation's fastest srowl^S They are outstanding of both products and media. neighborhoods. Cluster 17 Is much like Cluster 1 In its mobility, housing and famlly The big difference Is that Cluster\ndown on the soclo- u ova.o, with all measures of edu- I and affluence being significantly Cluster 17 shows peak concentra- of military personnel, and picks up \u0026amp; Amerindians as a result It Is one of tics. 17 Is nine rungs economic scale cat Ion lower, tions  consumers some Hispanics of Its strong Western skew. largest and fastest-growIng Clusters. our No. 12 - Towns \u0026amp; Gowns hundreds of m)d-sca)e college and Mnl^ralty Cluster 12 contains hundreds oT mio-sca^^ree-quarters BSSrf fell M^S?Sn?rlst'':i^''^5eS''i\\ home values, and a taste for pres-tige products.T2 Mid-Class, Child-Raising, Blue-Collar Families in Remote Suburbs \u0026amp; Towns blue-collar baby factories middle class, The three Clusters In Croup T2 ^^aht g?^P5a'i^TheS'*ne1ahborhoods are very miuu.e ?hS\n-sh5w-h7gh indices for ,^Ta5tory\"?iwns closi to the .U.S, .\"5S'\niS(?hored In the midwest. T2's are broadly (equivalent to native white, and married. ^310 III UI  - o JI \\ white-collar Clusters 5'\u0026amp; 24). These neighborhoods are very and remote suburbs of industrial metros, distributed across the nation. No. 40 - Blue-Collar Nursery No. 16 - Middle America Cluster 40 leads the nation In craftsmen, the elite of the blue-collarworld^ It Is also No. I men, the eine ot mo uiw \u0026lt;- It Is also No. 1 In married couples with children and 3+ member households. Cluster 4O's are low-density satelMte towns \u0026amp; suburbs of smaller Industrial They are very well paid ano Minority presence Is cities. very stable, neglIgible. Cluster 16 Is well-named on several counts. It Is composed of mid-sized, middle-class satellite suburbs and towns. is center on the socio-economic scale, and is close to the U.S. average on most measures of age, ethnicity, household compo sition \u0026amp; life cycle. It Is also centered iri^the Great Lakes Industrial region, near It is It Is at In the Great Lakes inousxr the population geo-center of the U.i. No. 29 - Coalburg \u0026amp; Corntown Cluster 29 fits a PoPuar inoe of the Mid West ^1n9  houses. In Cluster 29. Well, that's pretty much It.Mixed Gentry T3 Blue-Collar Labor in Low-Mid Rustic. Mill \u0026amp; Factory Towns  OF Pi-ed-lnantly blue-oollap nelchhorhoo s^.^^the The four Clusters In Group T3 cover mvllng and mill towns. !n?*Selr d!ffUniel which make the Group Interesting. loweimiddle However, No. 33 - Golden Ponds No. 22 - Mines \u0026amp; Mills includes hundreds of small, Cluster 33 includes hunoreos or . -, rustic towns and villages in coastal\n^nr??Sounta1n. lake and ^ley areas. where seniors 3 incottages choose to amongst country neighbors.   as elderly as Industry Is king In Cluster 22, ^nc^^^lng^ Scattered throughput Appaachla fpot Na While retire amongst country -g neither as affluent nor neiTnei a Qluster 33 ranks high of Independent retire- England to trial complex Cluster 39, new on all measures ment. first In the P^ylvanla/Ohlo Indus- ipiex, and points south. I. total manufacturing and b^ue^. It has very .- - collar occupations, or Hispanic minorities. It ranks few Black No. 13 - Norma Rae-Ville No. 18 - Smalltown Downtown Cluster 13's are concentrated In the \u0026lt;\nouth with their geo-center In the Aooalachlan \u0026amp; Piedmont Regions. include hundreds of - a great many in lex They and mill towns 3 W*  : * . . tiles, and other light Industries. SlnlJll aLoa?t?nS:- They are SJSngst the T3's 1n_t^vlng a high A hundred-odd years ago our^at Ion was laced with railroads and boding with hea y All along these tracks, Tacxory to be filled with laborers, house neighborhoods.  Cluster 18, mixed Industry. towns sprang up In working-class row country folk with They are unique Many can be seen today in Cluster lo, mixe, with the aging, downtown portions of other wnn me ay I w, ____ . ..niniiR amon' It Is unique among Tuua: for Blacks, and lead the nation In non-durable manufacturing. Index ?^2V3'r!ri?s\"relS1vel/high population densities.UI Educated, White-Collar Singles \u0026amp; Couples in Upscale, Urban Areas with minor exceptions for C,uster^31Sroup UI Is characterized g\"l?rL2:i^sSgl cj upscale socio- i\u0026amp; students, f) an undeniable panache many No. 21 - Urban Gold Coast No. 37 - Bohemian Mix It is Cluster 21 Is altogether unique. the most densely populated per square 1th the highest concentration of ----- households In multi-unit, mile, w one-person nousenoios in hi-rise buildings, and the lowest Inci n-F aii+o ownership. Other mosts. dence of auto ownership. - most employed, most white-collar.Jjost professional, most rented, irost child less, and most New York. Cluster is the top in Urbania, a fit address for the 21 Club. No. 31 - Black Enterprise New Cluster 31 Is 60% Black, with Black household Incomes well above average and consumption behavior It Is the most family  A few med1an oMentedofthe UI Clusters. .. , - downscale pockets can be ^^rd, how ever, the majority of Blacks In Clus ter 31 are educated, employed, and solidly set in the upper middle class. It's only a $5 cab ride from \"the East + \"+hA Vlllaoe\". The drop in side\" to \"the Village\". n Bohemia, a 'argeiy-inTegraicu. dominated, hl-rlse hodge-podge of univer sitles, hippies, actors, writers artists. J J_____ ui-irinuic and races. An inier divorcees, widows, and races.  esting phenomenon - Cluster 31 s are chiefly found In major harbor cities. No. 23 - New Beginnings This neighborhood type roots m riiister 23 of the old PRIZM Model (\"Bunker's Neighbors\"). res den s largely techs and lower-echelon The predominant age is They are Cluster are now The new residents white collars. - ----- .. 18-34, and the mode Is pre-chlld. highly nioblle, ^ployed dlvorced^nd Many 23's have SSh migrants to the boutn rented. a st eadv flow of young m'.^ ----- -- and West In search of new Job opportunit and lifestyles.U2 Mid-Scale Families, Singles \u0026amp; Elders In Dense, Urban Row \u0026amp; HiRise Areas I urban, middle-class neighborhoods, mainly - ) in second-city The four Clusters In Group U2 enc^pass dense, urban, mldd-ss^ne.pr^. composed of duplex rows, and multi u U2's show high conrentratIons ' centers and major-market a occupations, d) \u0026amp; h^sXldS S^lnu^ir^i-loStlon. and ?) Increasing minority presence. Equally significant are show high concentrations of a) foreign ) singles \u0026amp; widows In one- their differences. No. 3 - New Melting Pot The original European stock of many old urban neighborhoods has given way to new Immigrant populations, often with Hispanic, Aslan, and Middle- Eastern origins. These trends have formed a \"New\" Melting Pot. which Includes many \"Old\" Melting Pot areas, along with new Immigrant nelghborho^s. As a result. Cluster 3's are now situated In the major ports of entry on both East and West Coasts. No. 36 - Old Yankee Rows Cluster 36 Is well-matched to Cluster 3 In age, housing mix, family composition, and Income. However, Cluster 36 Is dOTin- ated by h1gh-schoo1 educated Catholics of European origin, and has comparatively few minorities. These are well-paid, mixed blue/white-collar areas, firmly geo-centered in the older Industrial cities of the northeast. In Cluster 36, g1r1s often go to work after high-school, and often live at home until married. No. 14 - Emergent Minorities Cluster 14 Is almost 70% Black, the remainder largely composed of Hispanics, and other foreign-born minorities. Unlike other U2's, Cluster 14 shows above-average concentrations for children of all ages, almost half of them 1n homes with single parents. It ajso shows below-average levels of education and white-collar employment. c r gle for emergence from poverty Is still evident In Cluster 14. It also The Strug- No. 26 - Single City Blues This Cluster represents the nation s dense, urban downscale singles areas, found in most major markets. Including those of the new West. Many are located near city colleges, and the Cluster displays a b1- modal education profile. With very few children, and Its odd mixture of races, classes, transients, and night trades. Cluster 26 could be aptly described as classes poor man's bohemia.U3 Mixed, Unskilled Service \u0026amp; Labor in Aging, Urban Row \u0026amp; Hi-Rise Areas As four Clusters of Group U3 ------, they show a) peak indices The four Clusters or uroup vo represent the least advantaged Wes, service I grS the? show a) peak indices for, ion levels d) llrge families headed by so o workersand laborers, c) (^dowed, divorced, separated \u0026amp; never married), f) ' *=Srren?err?n mu^^W^Mt hiSSingand g) chronic unemployment. parents, e) peak concentrations No. 4 - Heavy Industry No. 11 - Downtown Dixie-Style Cluster 4 Is much like Cluster 2, only the socio-economic , with n1ne rungs down on  - scale, and hard hit by unemployment. Cluster 4's are chiefly concentrated in the older industrial markets of the northeastern U.S. quadrant, and are Catholic, with a high Incidence of Hispanics. These neighborhoods have rapidly aged and deteriorated dur ng the naSt decade. There are fewer children. Cluster 11 has a southern geo-center high concentrations in three-dozen southern metros. These middle-density urban areas metros. These miaale-oer^ ly i ' Z +ho contain both White and Black enclaves, the latter replete with Black churches and very college enrollments). past decade. and many broken homes. colleges (and average col ege enro .me.. On the whole, Cluster 11 is half Black, wit an average Incidence for Hispanics (these mostly Puerto Rican). Unique among the U3 s. It is predominantly native born. No. 9 - Hispanic Mix No. 31 - Public Assistance Cluster 9 represents the nation's Hispanic \"barrios\", and Is, therefore, chiefly concentrated in the major markets of the mId-Atlantic and West. Cluster 9's feature dense, neighborhoods with large ^^1^ small children, many headed by solo parents. They rank second in percent foreign born, first in short-term Inmigration, and are essentially bilingual neighborhoods. households Black, Cluster 32 -  These represents^the \"Harlems\" are the nation's npiohborhoc twice e ..\u0026lt;31.M.. J poorest neighborhoods, with u its unemployment level, and five times share of public assistance incomes. its assisxdn'-o u Cluster 32's have been urban-renewal targets for three decades, and show large, solo- oarent families in rented, public hl rise   Interspersed with aging tenement buildings rows.I marketsecffch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 20 INTERNAL ANALYSIS a niarketsearch JNCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 21 PROGRAM PURPOSE AND DESCRIPTION THE INCENTIVE SCHOOL PROGRAM DEVELOPED FOR THE LITTLE ROCK SCHOOL DISTRICT IS A PROTOTYPE AND IS INTENDED AS A MODEL PROGRAM AS A STRATEGY TO DESEGREGATE THE PUBLIC SCHOOL SYSTEMS. THE PURPOSE OF THE INCENTIVE SCHOOL PROGRAM IS TO PROMOTE AND ENSURE ACADEMIC EXCELLENCE IN SCHOOLS THAT HAVE BEEN DIFFICULT TO DESEGREGATE. THE INCENTIVE SCHOOL PROGRAM WILL NOT ONLY COMPENSATE THE VICTIMS OF SEGREGATION BUT WILL ALSO SERVE AS A TOOL FOR PROMOTING MEANINGFUL AND LONG-LASTING DESEGREGATION IN THESE SCHOOLS AND IN THE THREE DISTRICTS AS A WHOLE. THE SCHOOLS ARE ALL CLUSTERED IN THE DOWNTOWN/EASTERN PORTION OF LITTLE ROCK\nSCHOOL LOCATION FRANKLIN GARLAND ISH MITCHELL RIGHTSELL ROCKEFELLER STEPHENS 1701 3615 3001 2410 SOUTH HARRISON WEST 25TH PULASKI BATTERY 911 WEST 19TH 700 EAST 17TH 3700 WEST 18TH PROGRAM FEATURES AND BENEFITS THE INCENTIVE SCHOOL PROGRAM IS BASED ON THE K-6 CORE CURRICULUM CURRENTLY IN USE IN THE LITTLE ROCK SCHOOL DISTRICT WITH REMEDIATION AND ENRICHMENT COMPONENTS. INinarkotsecirch 2NCE2VTJVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 22 THE BROADEST SENSE, THE DIFFERENCES BETWEEN INCENTIVE SCHOOLS AND THE TYPICAL PUBLIC SCHOOL INCLUDE\n SMALLER CLASS SIZES\n MORE PROGRAMS IN COMPUTERS, FOREIGN LANGUAGES AND SCIENCE\n EXTENDED DAY AND SATURDAY PROGRAMS\n EXTENDED YEAR (FREE SUMMER SCHOOL  REMEDIATION AND ENRICHMENT)\n MORE PARENTAL INVOLVEMENT AND TRAINING (PARENT CENTER IN EACH SCHOOL)\n FOUR-YEAR-OLD PROGRAM (FREE OF CHARGE)\n SPECIALLY RECRUITED STAFF\n WELLNESS PROGRAM AT EACH SCHOOL\n A PERMANENTLY ASSIGNED SUBSTITUTE\n TEACHER DEMONSTRATION PROGRAM\n TRUST FUND FOR SCHOLARSHIPS\n AN INSTRUCTIONAL AIDE FOR EVERY CLASSROOM. THE FOLLOWING IS A LISTING OF SPECIFIC DIFFERENCES IN INSTRUCTIONAL AND SUPPORT PROGRAMS. INSTRUCTION:  WHOLE-GROUP INSTRUCTION\n ACTIVITIES PROMOTING HIGHER ORDER THINKING SKILLS\n INDIVIDUALIZED INSTRUCTION\n LEARNING STYLES INVENTORY\n STUDENT EDUCATION PLANS\n HOMEWORK CENTER\n HOMEWORK HOT LINE\n SPECIAL SKILLS PROGRAM (CHOIR, MUSIC AND DANCE)marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 23 SUPPORT PROGRAMS\n PEER TUTORING:  RETIRED TEACHER PROGRAM\n PARENT PROGRAMS:  SCOUTING PROGRAMS AT EACH SCHOOL\n MENTOR PROGRAM:  CAREER SKILLS DEVELOPMENT PROGRAM THE ADDITIONS AND CHANGES IN THE INCENTIVE SCHOOL PROGRAM ARE DESIGNED TO PROVIDE THE FOLLOWING BENEFITS:  SUPERIOR ACADEMIC INSTRUCTION\n RICHER CULTURAL, LIFE EXPERIENCES\nWHILE  STRIVING FOR ACCEPTABLE LEVELS OF DESEGREGATION IN THE PUBLIC SCHOOLS. THERE ARE SOME DIFFERENCES AMONG THE INCENTIVE SCHOOLS THAT CONTRIBUTE TO UNIQUE OPPORTUNITIES AMONG THE SIX SCHOOLS. THE DIFFERENCES ARE ATTRIBUTED MOSTLY TO LOCATION AND AGE OF FACILITY. SPECIFIC ADVANTAGES FOR EACH SCHOOL ARE LISTED BELOW. ROCKEFELLER  CONVENIENT LOCATION/ACCESS TO 1-630  FAMILIAR LOCATION DUE TO PROXIMITY TO ARTS CENTER  ATTRACTIVE FACILITY  GYMNASIUM  EARLY CHILDHOOD MAGNET PROGRAM (6 WEEKS-4 YEARS)  THREE FOUR-YEAR-OLD CLASSES marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 24 GARLAND  CLOSED CIRCUIT TV IN EVERY CLASS  RECENTLY REMODELED MITCHELL  REMODELED FACILITY  SELECTED STUDENTS HAVE PARTICIPATED IN PRE-ALGEBRA CLASS  LOCATION: ROOSEVELT ROAD NEAR BARTON COLISEUM WHICH IS EASILY ACCESSIBLE AND IDENTIFIABLE COMMUNITY LANDMARK RIGHTSELL  REMODELED FACILITY  LOCATION: PROXIMITY TO DUNBAR JUNIOR HIGH AND GIBBS MAGNET SCHOOL WHICH ARE SUCCESSFUL DESEGREGATED PROGRAMS IN THE IMMEDIATE NEIGHBORHOOD\nALSO EASILY ACCESSIBLE TO 1-630 STEPHENS  ADULT LITERACY PROGRAM ISH  REMODELED FACILITY FRANKLIN  RECENTLY REMODELED  MOST MODERN LIBRARY OF INCENTIVE SCHOOLS  PROXIMITY TO UALR AND UNIVERSITY AVENUE r marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 25 COMMUNICATIONS/OUTREACH BECAUSE THE INCENTIVE SCHOOLS ARE A NEW PROGRAM, COMMUNICATION EFFORTS HAVE BEEN INFORMAL. MUCH OF THE CONTACT HAS BEEN WORD-OF-MOUTH BETWEEN STAFF AND INTERESTED PARENTS AND CONTACTS MADE BY MEMBERS OF THE SCHOOL-BASED BIRACIAL ADVISORY COMMITTEES. A LEGAL-SIZE MAILER HAS BEEN THE ONLY FORMAL PROMOTIONAL PIECE DEVELOPED TO DATE FOR THE INCENTIVE SCHOOL PROGRAM (APPENDIX). THE BENEFIT PROMOTED IN THE MAILER IS STUDENT PREPARATION FOR THE 21ST CENTURY. marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 26 EXTERNAL ANALYSISmarketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 27 STRENGTHS AND WEAKNESS ANALYSIS AS PARENTS AND THEIR CHILDREN EVALUATE THEIR OPTIONS WITHIN THE LITTLE ROCK SCHOOL DISTRICT, THERE ARE ESSENTIALLY THREE PROGRAMS AVAILABLE: (1) TRADITIONAL NEIGHBORHOOD SCHOOLS\n(2) MAGNET SCHOOLS: AND (3) INCENTIVE SCHOOLS. THE COMMUNICATIONS COMMITTEE HAS IDENTIFIED THE FOLLOWING STRENGTHS AND WEAKNESSES OF THE INCENTIVE SCHOOLS RELATIVE TO OTHER OPTIONS. STRENGTHS BENEFITS LOWER STUDENT:ADULT RADIOS  BETTER INDIVIDUAL ATTENTION SPECIALLY RECRUITED TEACHERS  MORE COMMITMENT REGULAR \u0026amp; FREQUENT MONITORING  MAINTAINING STANDARDS NO PULL OUTS  FEWER INTERRUPTIONS EXTENDED DAY PROGRAMS LEARNING STYLES INVENTORY  SUPERVISED HOMEWORK SESSIONS  AFTER-SCHOOL CARE FOR WORKING PARENTS  FACILITATE LEARNING FOR EACH CHILD  RAISE TEACHERS AWARENESS OF THEIR STYLE VIS-A-VIS STUDENTS I marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 28 STRENGTHS BENEFITS MENTOR PROGRAM  ROLE MODELS RETIRED TEACHER PROGRAM  ROLE MODELS  INDIVIDUAL ATTENTION/EXPERIENCE PARENT PROGRAMS  ENHANCED PARENT INVOLVEMENT AT HOME AND SCHOOL GOOD VALUE EXTRA ACTIVITIES/PROGRAMS AT NO ADDITIONAL CHARGE EXTENDED YEAR PROGRAM  REMEDIATION ENRICHMENT AT NO ADDITIONAL COST PREPARATORY FOREIGN LANGUAGES  FACILITATES FORMAL LANGUAGE CLASSES EXTRA COMPUTER SKILLS  ADVANCED COMPUTER SKILLS (E.G.: KEYBOARDING AND PROGRAMMING) FULL-TIME MUSIC TEACHER  NURTURES MUSICAL INTERESTS PERMANENTLY ASSIGNED SUBSTITUTES  MORE CONSISTENCY TRUST FUND  COLLEGE FUNDING AN INSTRUCTIONAL AIDE FOR EVERY CLASSROOM STUDENT EDUCATION PLAN HOMEWORK CENTERS FULL-TIME ART TEACHER  MORE INDIVIDUALIZED INSTRUCTION  CUSTOMIZED LEARNING  PARENT INPUT  CERTIFIED TEACHER ASSISTANCE MINIMIZING PARENT RESPONSIBILITY  ENCOURAGES ART INTERESTS UP TO JUNIOR HIGH SCHOOL r marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 29 STRENGTHS BENEFITS CERTIFIED P.E. TEACHERS  PROMOTES RECREATIONAL SKILLS  PROMOTES TEAM PLAYING SKILLS WEAKNESSES IMPLICATIONS AFTER SCHOOL PROGRAMS  NO/LESS TIME FOR OTHER AFTER-SCHOOL PROGRAMS (E.G.: SCOUTS. DANCE, ETC.)  LESS RELAXATION AND ENTERTAINMENT TIME FOR CHILD  PROLONGS ISOLATION FOR CHILD RACIAL IMBALANCE  ISOLATION IN RACIAL ENVIRONMENT  THAT IS ATYPICAL OF HOME AND SOCIETAL REPRESENTATION LOCATIONS  DIFFICULT TO ACCESS FROM WEST LITTLE ROCK  DISTANCE CAPACITY  LIMITS NUMBER OF SPACE AVAILABLE TO STUDENTS NEW, NOT FULLY DEVELOPED  NO TRACK RECORD TO PROMOTE INNER-CITY LOCATIONS OLDER FACILITIES  NEGATIVE PRE-CONCEIVED NOTIONS ABOUT SAFETY AND QUALITY ISSUES  REFLECTS ON PROGRAM QUALITY  CONTRIBUTES TO NEGATIVE PERCEPTIONS OF PHYSICAL AND EMOTIONAL COMFORT marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 30 MARKET ATTITUDES AND MOTIVATIONS WHILE THERE ARE CLEARLY MANY BENEFITS FOR THE CHILD IN THE INCENTIVE SCHOOL PROGRAM, THERE ARE ALSO IMPLICATIONS FOR THE PARENT  POSITIVE AND NEGATIVE. IN SOME CASES, A PROGRAM FEATURE MAY HAVE BOTH A TIME INVESTMENT AND SAVING ASPECT TO IT. FOR EXAMPLE, WHILE EXTENDED DAY PROGRAMS MAY REDUCE THE TIME SPENT BETWEEN PARENT AND CHILD, IT CAN MEAN MORE TIME IN THE EVENING BECAUSE HOMEWORK ASSIGNMENTS CAN GET COMPLETED PRIOR TO ARRIVAL AT HOME. AT THE VERY LEAST, IT COULD MEAN LESS PARENT INVOLVEMENT ON HOMEWORK ASSIGNMENTS BECAUSE STAFF ASSISTANCE WOULD HAVE BEEN PROVIDED. PARENTS WHO ARE MORE LIKELY TO BE PREDISPOSED TO THE INCENTIVE SCHOOL CONCEPT WILL HAVE THE FOLLOWING VALUES:  A TRUE COMMITMENT TO QUALITY INSTRUCTION AT THE EXPENSE OF THEIR OWN TIME AND EFFORT\n HONORS AND APPRECIATES DIVERSITY OF CLASS, CULTURES AND RACES AND BELIEVES THAT THERE IS SOMETHING TO BE TEARNED FROM EVERYONE:  RECOGNIZES THE IMPORTANCE OF A WELL-ROUNDED EDUCATION WHICH INCLUDES SKILLS TO ADAPT TO CHANGE AND EXPOSURE TO AESTHETIC AND CULTURAL SUBJECTS\nAND  BELIEVES THAT THE PHYSICAL AND EMOTIONAL WELL-BEING OF THEIR CHILD DURING SCHOOL HOURS IS DEPENDENT UPON THE SCHOOL ENVIRONMENT MORE THAN THE NEIGHBORHOOD ENVIRONMENT.I TZ marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 31 PARENTS WITH YOUNGER CHILDREN MAY ALSO BE MORE PREDISPOSED BECAUSE THE OLDER AGE GROUPS HAVE MORE EQUITY IN THEIR PEER GROUP RELATIONSHIPS AND FRIENDSHIPS WHICH MAKES SWITCHING MORE DIFFICULT. THE MAJOR BARRIERS FOR THE INCENTIVE SCHOOLS INCLUDE:  RACIAL IMBALANCE\n NEGATIVE ASSOCIATIONS AND PERCEPTIONS OF THE DOWNTOWN/EAST SIDE LOCATIONS OF THE SCHOOLS (E.G..: PHYSICAL SAFETY): AND  RESULTING IMBALANCES AT OTHER SCHOOLS FROM WHICH INCENTIVE SCHOOL STUDENTS ARE RECRUITED. HOWEVER, LOCATION CAN BE A CONVENIENCE FACTOR FOR PARENTS WHO WORK DOWNTOWN IN TERMS OF PROXIMITY TO WORK, QUICK/EASY ACCESS IN CASE OF EMERGENCIES AND SCHOOL MEETINGS. CONVERSELY, THE COMPELLING REASONS TO CONSIDER THE INCENTIVE SCHOOL PROGRAM INCLUDE:  SUPERIOR ACADEMIC PROGRAM\nAND A  GOOD VALUE FOR THE MONEY, I.E.\nMORE PROGRAMS AT NO EXTRA COST. IN LIEU OF A PROVEN TRACK RECORD, THE INCENTIVE SCHOOLS ARE MOST COMPARABLE TO MAGNET SCHOOLS WHICH DO ENJOY SOME LEVELS OF SUCCESS AND POSITIVE ASSOCIATIONS. BOTH PROGRAMS ALSO SHARE SIMILARITIES IN TERMS OF DOWNTOWN LOCATIONS WHICH MIGHT DIMINISH CONCERNS REGARDING THEIR LOCATION.marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 32 DEMOGRAPHIC AND LIFESTYLE PROFILES BECAUSE THE INCENTIVE SCHOOL CONCEPT IS NEW AND UNIQUE AND THERE ARE SO FEW NON-BLACK STUDENTS AND PARENTS INVOLVED IN THE PROGRAM AT THIS TIME, THERE IS NO DEFINITIVE PROFILE OF INCENTIVE SCHOOL USERS. HOWEVER, THE LITTLE ROCK SCHOOL DISTRICT DID COMMISSION A RESEARCH STUDY TO IDENTIFY AS CLOSELY AS POSSIBLE THOSE CONSUMER GROUPS WHO ARE MOST LIKELY TO BE PREDISPOSED TOWARD THE PROGRAM. THE SCHOOL DISTRICT COMMISSIONED A TARGET AUDIENCE PROFILE STUDY BASED ON TWO SOURCES:  PRIZMTM, A GEODEMOGRAPHIC DATA BASE WHICH IS A CONSUMER MARKET SEGMENTATION AND TARGETING SYSTEM BASED ON SOCIAL AND DEMOGRAPHIC LIFESTYLE.  OFFICIAL RESULTS FROM BOTH THE LITTLE ROCK AND PULASKI COUNTY SCHOOL MILLAGE ELECTIONS IN ORDER TO IDENTIFY CONSUMERS WHO AT LEAST SUPPORT THE PUBLIC SCHOOL CONCEPT. CROSS-REFERENCING BOTH SOURCES GENERATED A LIST OF TARGET CENSUS TRACTS WHICH REPRESENT THE BEST POTENTIAL OF PREDISPOSED CONSUMER HOUSEHOLDS, SPECIFICALLY: 22.01:  22.04: 34.01:  34.02  36.03: 42.05:  42.06 42.07:  42.08: AND  43.01 (SEE MAP).marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 33 WHILE THERE ARE MORE TRACTS BASED ON THE PRIZM^m ANALYSIS AND ALSO AMONG FAVORABLE VOTERS, THE ABOVE LIST ARE THE ONES THAT MATCHED BETWEEN THE TWO SOURCES INDICATING THE GREATEST POTENTIAL. THE TWO TARGET GROUPS IDENTIFIED IN THE PRIZM^m STUDY ARE DEFINED AS:  SUBURBAN/URBAN FAMILY ACTIVISTS: CAREER-DRIVEN, HIGHLY EDUCATED AND GENERALLY CONSERVATIVE PARENTS RAISING CHILDREN IN THE BEST NEIGHBORHOODS OF METROPOLITAN SUBURBIA.  SMALL NEIGHBORHOOD FAMILY ACTIVISTS: WELL-EDUCATED, YOUNGER, MORE LIBERAL, AND LESS AFFLUENT PARENTS WHO CHOOSE TO BRING UP THEIR FAMILIES IN THE SMALLER NEIGHBORHOODS BEYOND URBAN BELTWAYS (SOURCE: A TARGET AUDIENCE PROFILE STUDY FOR INCENTIVE SCHOOLS, DECEMBER 1990). THE DEMOGRAPHIC AND LIFESTYLE PROFILES OF THE TWO TARGET GROUPS VARY SOMEWHAT. SPECIFICALLY: SUBURBAN/URBAN  MORE LIKELY TO OWN HOME VALUED AT $200,000+ SMALL NEIGHBORHOOD  MORE LIKELY TO OWN HOME VALUED AT $80-$ 100,000  COLLEGE+ EDUCATED  1-3 YEARS OF COLLEGE  CHILDREN AGED 6-17  CHILDREN AGED 6-13  MORE LIKELY TO OWN $1,000+ COMPUTER  TAKEN CAMPING TRIP TAKEN CRUISE  BOUGHT CHAINSAW  ENGAGE IN SPORTS  ENJOY OUTDOOR GARDENING r Zin marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 34 PREDICTABLY, THE MEDIA PROFILES FOR THE TWO TARGET GROUPS ALSO VARY\nSUBURBAN/URBAN SMALL NEIGHBORHOOD  MAGAZINES: UPSCALE METROPOLITAN, EPICUREAN, FASHION  MAGAZINES: OUTDOOR/ RECREATION, NATURE, SCIENCE  CABLE TV: HBO, MOVIE CHANNEL  CABLE TV: USA NICK AT NIGHT, DISCOVERY  RADIO: NEWS/TALK, CLASSICAL,  RADIO: COUNTRY MUSIC EASY LISTENING THERE IS ALSO A SECONDARY TARGET GROUP DEFINED AS BABYLESS BOOMERS. THERE IS NO QUESTION THAT MEMBERS OF THIS GROUP REPRESENT A LONGER TERM INVESTMENT. HOWEVER, GIVEN THEIR SLIGHTLY YOUNGER AGE SKEW, THEY ARE LIKELY TO REPRESENT A NEW INDEPENDENT AMERICAN VOTER MORE SENSITIVE TO SOCIAL NEEDS AND URBAN DEVELOPMENT. IN ADDITION TO CONSIDERING THE POTENTIAL OF THIS GROUP ENROLLING THEIR CHILDREN FIVE TO SIX YEARS FROM NOW, THE BABYLESS BOOMERS REPRESENT INDIVIDUALS WHO WOULD LIKELY BECOME INVOLVED IN COMMUNITY SUPPORT PROGRAMS. THIS PERHAPS IS ONE WAY OF DEVELOPING AND IMPLEMENTING LONGTERM STRATEGY. marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 35 ENROLLMENT PATTERNS PREDICTABLY, THE RATIO OF BLACK STUDENTS AMONG INCENTIVE SCHOOLS IS MUCH HIGHER THAN THE AVERAGE SCHOOL IN THE BALANCE OF THE DISTRICT (TABLE 1). OVERALL. ABOUT SIX OUT OF 10 STUDENTS IN THE BALANCE OF THE DISTRICT ARE BLACKS COMPARED WITH 8 OUT OF 10 OR 9 OUT OF 10 AMONG INCENTIVE SCHOOLS (TABLE 1). HOWEVER, THE OVERALL RATIO OF BLACK STUDENTS WITHIN THE LITTLE ROCK SCHOOL DISTRICT HAS DECREASED BETWEEN THE 1991 AND 1992 SCHOOL YEARS (TABLE 1). HOWEVER, THE DECREASE AMONG INCENTIVE SCHOOLS IS MUCH LOWER THAN THE BALANCE OF THE DISTRICT. AMONG INCENTIVE SCHOOLS, THE GREATEST INCREASE OF BLACK STUDENTS WAS IN THE FIRST GRADE AND THE GREATEST DECREASE WAS IN THE SECOND GRADE. ISH AND RIGHTSELL CONTINUE TO HAVE THE HIGHEST BLACK RATIO AMONG THE INCENTIVE SCHOOLS WITH ROCKEFELLER HAVING THE LOWEST RATIO (TABLE 2). STEPHENS WAS THE ONLY INCENTIVE SCHOOL TO DECREASE IN THE RATIO OF BLACKS BETWEEN 1991 AND 1992. TABLE 3 INDICATES ENROLLMENT CAPACITY AND ADDITIONAL POTENTIAL BY INCENTIVE SCHOOL. GARLAND CONTINUES TO HAVE THE GREATEST ADDITIONAL POTENTIAL BY FAR. STEPHENS AND ISH TRAIL SECOND IN THIS REGARD. RIGHTSELL CONSISTENTLY HAS THE LOWEST POTENTIAL. THIS TABLE ALSO INDICATES THAT POTENTIAL CAPACITY EXPANDED BY 47 BETWEEN 1991 AND 1992. r marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 36 TABLE 4 INDICATES THE ENROLLMENT POTENTIAL BY GRADE WHICH IS HIGHEST FOR TPIESE GRADES:  FOURTH\n KINDERGARTEN\nAND  FIFTH GRADE. AN OVERVIEW OF DATA IN THE FOLLOWING TABLES INDICATES: BY GRADE:  HIGHEST BLACK RATIO ARE IN THE HIGHER GRADES  THIRD THROUGH THE SIXTH.  THE GREATEST POTENTIAL CAPACITY ARE IN THE SECOND THROUGH FOURTH GRADES. BY SCHOOL:  HIGHEST BLACK RATIO ARE AT ISH AND RIGHTSELL.  GREATEST POTENTIAL CAPACITY ARE AT GARLAND, ISH AND STEPHENS.J- .'ir marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 37 TABLE 1 LITTLE ROCK SCHOOL DISTRICT RACIAL PROFILES BY GRADE GRADE _____________________% BLACKS: DISTRICT SCHOOLS:* INCENTIVE SCHOOLS#\n1991 1992 SHIFT 1991 1992 SHIFT 61% 53% 80% 78% 2 62 57 79 85 62 61 90 83 7 61 61 0 90 92 63 60 91 92 63 62 92 91 65 61 91 91 0 K 1 2 3 4 5 6 + 6 1 1 + 2 + 1 1 NET EFFECT 22 1 EXCLUDES INCENTIVE SCHOOLS. # EXCLUDES FRANKLIN. SOURCE: LITTLE ROCK SCHOOL DISTRICT, PRINTOUTS DATED NOVEMBER 29. 1990 AND JUNE 4. 1991. mcffketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 38 TABLE 2 INCENTIVE SCHOOLS RACIAL PROFILES BY SCHOOL SCHOOL 1991 % BLACK\n1992 SHIFT GARLAND 89% 91% ISH 96 97 MITCHELL 86 87 RIGHTSELL 98 98 0 ROCKEFELLER 69 70 STEPHENS 93 91 2 + 2 + 1 + 1 + 1 SOURCE: LITTLE ROCK SCHOOL DISTRICT, PRINTOUT DATED NOVEMBER 29. 1990 AND JUNE 4, 1991. r jT marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 39 TABLE 3 INCENTIVE SCHOOLS ENROLLMENT PROFILES BY SCHOOL ADDITIONAL POTENTIAL*\nSCHOOL 1991 1992 SHIFT GARLAND +81 + 132 +51 ISH +61 + 72 + 11 MITCHELL +63 +48 15 RIGHTSELL +46 +27 19 ROCKEFELLER +46 +52 +6 STEPHENS +66 +79 + 13 TOTAL 363 410 +47 SOURCE: LITTLE ROCK SCHOOL DISTRICT, PRINTOUT DATED NOVEMBER 29, 1990 AND JUNE 4, 1991. r LSI marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 40 TABLE 4 INCENTIVE SCHOOLS* ENROLLMENT PROFILES BY GRADE GRADE 1991 ADDITIONAL POTENTIAL: 1992 SHIFT K + 18 +39 +21 1 2 + 14 12 + 76 +83 + 2 + 7 3 +64 + 74 + 10 NET EFFECT +80 + 50 +61 +363 + 103 +68 +41 +410 +23 + 18 20 +47 4 5 6 EXCLUDES FRANKLIN. SOURCE: LITTLE ROCK SCHOOL DISTRICT, PRINTOUT DATED NOVEMBER 29. 1990 AND JUNE 4, 1991. r marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 41 APPENDIX marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 42 TABLE A-1 LITTLE ROCK SCHOOL DISTRICT RACIAL PROFILES BY GRADE FOR YEAR 1991 TOTAL BLACKS\n% BLACKS: GRADE DISTRICT* INCENTIVE SCHOOLS# DISTRICT* INCENTIVE SCHOOLS# 1,093 156 61% 80% 1,268 179 62 79 1,116 147 62 90 1,133 140 61 90 1,239 164 63 91 1,212 157 63 92 1,171 126 65 91 K 1 2 3 4 5 6 *EXCLUDES INCENTIVE SCHOOLS. #EXCLUDES FRANKLIN. SOURCE\nLITTLE ROCK SCHOOL DISTRICT, PRINTOUT DATED NOVEMBER 29, 1990. marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 43 TABLE A-2 LITTLE ROCK SCHOOL DISTRICT RACIAL PROFILES BY GRADE FOR YEAR 1992 TOTAL BLACKS: GRADE DISTRICT* INCENTIVE SCHOOLS# % BLACKS: DISTRICT* INCENTIVE SCHOOLS# 663 141 53% 78% 1,082 253 57 85 1.254 200 61 83 1,101 185 61 92 1,118 181 60 92 1,206 212 62 91 1,165 190 61 91 K 1 2 3 4 5 6 *EXCLUDES INCENTIVE SCHOOLS. #EXCLUDES FRANKLIN. SOURCE: LITTLE ROCK SCHOOL DISTRICT, PRINTOUT DATED JUNE 4, 1991. r.'ar' marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 44 TABLE A-3 INCENTIVE SCHOOLS RACIAL PROFILES BY SCHOOL FOR YEAR 1991 SCHOOL TOTAL COUNT BLACKS CURRENT % BLACK GARLAND 219 195 89% ISH 139 134 96 MITCHELL 210 181 86 RIGHTSELL 194 191 98 ROCKEFELLER 274 188 69 STEPHENS 194 180 93 SOURCE: LITTLE ROCK SCHOOL DISTRICT. PRINTOUT DATED NOVEMBER 29. 1990. marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 45 TABLE A-4 INCENTIVE SCHOOLS RACIAL PROFILES BY SCHOOL FOR YEAR 1992 SCHOOL TOTAL COUNT BLACKS CURRENT % BLACK GARLAND 238 217 91% ISH 173 168 97 MITCHELL 292 254 87 RIGHTSELL 263 257 98 ROCKEFELLER 358 250 70 STEPHENS 236 216 91 SOURCE: LITTLE ROCK SCHOOL DISTRICT, PRINTOUT DATED JUNE 4, 1991. marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 46 TABLE A-5 INCENTIVE SCHOOLS ENROLLMENT PROFILES BY SCHOOL FOR YEAR 1991 SCHOOL TOTAL COUNT MAXIMUM CAPACITY ADDITIONAL POTENTIAL GARLAND 219 300 +81 ISH 139 200 +61 MITCHELL 210 273 +63 RIGHTSELL 194 240 +46 ROCKEFELLER 274 320 +46 STEPHENS 194 260 +66 TOTALS 1,230 1,593 +363 SOURCE: LITTLE ROCK SCHOOL DISTRICT, PRINTOUT DATED NOVEMBER 29, 1990. marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 47 TABLE A-6 INCENTIVE SCHOOLS ENROLLMENT PROFILES BY SCHOOL FOR YEAR 1992 SCHOOL TOTAL COUNT MAXIMUM CAPACITY ADDITIONAL POTENTIAL GARLAND 238 370 + 132 ISH 173 245 +72 MITCHELL 292 340 +48 RIGHTSELL 263 290 +27 ROCKEFELLER 358 410 + 52 STEPHENS 236 315 + 79 TOTALS 1,560 1,970 +410 SOURCE: LITTLE ROCK SCHOOL DISTRICT, PRINTOUT DATED JUNE 4, 1991.r marketsec(rch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 48 TABLE A-7 INCENTIVE SCHOOLS* ENROLLMENT PROFILES BY GRADE FOR YEAR 1991 GRADE TOTAL COUNT MAXIMUM CAPACITY ADDITIONAL POTENTIAL 195 213 + 18 226 240 + 14 164 240 +76 156 220 +64 TOTALS 180 170 139 1,230 260 +80 220 +50 200 +61 1,593 +363 K 1 2 3 4 5 6 EXCLUDES FRANKLIN. SOURCE: LITTLE ROCK SCHOOL DISTRICT, PRINTOUT DATED NOVEMBER 29, 1990. marketsearch INCENTIVE SCHOOL FIVE-YEAR STRATEGIC MARKETING PLAN 49 TABLE A-8 INCENTIVE SCHOOLS* ENROLLMENT PROFILES BY GRADE FOR YEAR 1992 GRADE TOTAL COUNT MAXIMUM CAPACITY ADDITIONAL POTENTIAL K 181 220 +39 1 298 300 + 2 2 242 325 +83 201 275 +74 197 300 + 103 232 300 +68 209 250 +41 TOTALS 1,560 1,970 +410 3 4 5 6 EXCLUDES FRANKLIN. SOURCE: LITTLE ROCK SCHOOL DISTRICT, PRINTOUT DATED JUNE 4, 1991.\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":"suc_abaker_4621","title":"Letter, 1991, Deborah Wigfall to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Dorchester County, 33.07949, -80.40556","United States, South Carolina, Dorchester County, Summerville, 33.0185, -80.17565","United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":["Wigfall, Deborah"],"dc_date":["1991-04-30"],"dcterms_description":["Letter from Deborah Wigfall, Media Specialist at Spann Elementary School, to Augusta Baker, regarding her upcoming visit to the school and enclosing a schedule."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 149. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Wigfall, Deborah--Correspondence","Public schools--South Carolina"],"dcterms_title":["Letter, 1991, Deborah Wigfall to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4621"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Wigfall, Deborah"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4463","title":"Postcard, 1991, to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, New York, New York County, New York, 40.7142691, -74.0059729","United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":null,"dc_date":["1991-04-23"],"dcterms_description":["Postcard to Augusta Baker, praising Baker's Dozen and remarking that each year it keeps getting better."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 149. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Postcards"],"dcterms_title":["Postcard, 1991, to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4463"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["picture postcards"],"dcterms_extent":["1 item","2 pages"],"dlg_subject_personal":["Baker, Augusta, 1911-1998"],"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_bcja_metapth595175","title":"[Barbara C. Jordan Keynote Address for Southern Africa Grantmakers' Affinity Group Council on Foundations]","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Illinois, Cook County, Chicago, 41.85003, -87.65005"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1991-04-21"],"dcterms_description":["Text for a speech given by Barbara C. Jordan as the keynote address for the Southern Africa Grantmakers' Affinity Group Council on Foundations in Chicago."],"dc_format":["image/jpeg"],"dcterms_identifier":["local-cont-no: TSOU_0436-013-003","ark: ark:/67531/metapth595175"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American women politicians--Texas","Speeches, addresses, etc.","Meetings--Illinois--Chicago"],"dcterms_title":["[Barbara C. Jordan Keynote Address for Southern Africa Grantmakers' Affinity Group Council on Foundations]","Texas Senate Papers"],"dcterms_type":["Text"],"dcterms_provenance":["Texas Southern University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth595175/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["10 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996"],"dcterms_subject_fast":null,"fulltext":null},{"id":"pth_bcja_metapth595416","title":"[Keynote Address Given by Barbara C. Jordan at the Southern Africa Grantmakers' Affinity Group Council on Foundations]","collection_id":"pth_bcja","collection_title":"Barbara C. Jordan Archives","dcterms_contributor":null,"dcterms_spatial":["United States, Illinois, Cook County, Chicago, 41.85003, -87.65005"],"dcterms_creator":["Jordan, Barbara, 1936-1996"],"dc_date":["1991-04-21"],"dcterms_description":["Text of a keynote address given by Barbara C. Jordan at the Southern Africa Grantmakers' Affinity Group Council on Foundation, covering the topic of spreading the American notion of civil society to the rest of the world."],"dc_format":["image/jpeg"],"dcterms_identifier":["local-cont-no: TSOU_0436-013-002","ark: ark:/67531/metapth595416"],"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American women politicians--Texas","Speeches, addresses, etc.","Meetings--Illinois--Chicago","Southern Africa Grantmakers' Affinity Group","Civil society--United States"],"dcterms_title":["[Keynote Address Given by Barbara C. Jordan at the Southern Africa Grantmakers' Affinity Group Council on Foundations]","Texas Senate Papers"],"dcterms_type":["Text"],"dcterms_provenance":["Texas Southern University. Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://texashistory.unt.edu/ark:/67531/metapth595416/"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["speeches (documents)"],"dcterms_extent":["11 p. ; 28 cm."],"dlg_subject_personal":["Jordan, Barbara, 1936-1996"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4570","title":"Letter, 1991, Eleanora E. Tate to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Horry County, 33.90448, -78.97615","United States, South Carolina, Horry County, Myrtle Beach, 33.68906, -78.88669"],"dcterms_creator":["Tate, Eleanora E."],"dc_date":["1991-04-21"],"dcterms_description":["Letter from Eleanora E. Tate, Board Member for the National Association of Black Storytellers, to Augusta Baker, congratulating her on the recent Baker's Dozen event and requesting for Baker to \"place the enclosed fliers about the Black Storytelling Festival somewhere on a table, etc. where interested folks can pick them up?\"."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 149. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Tate, Eleanora E.--Correspondence","National Association of Black Storytellers","Storytellers"],"dcterms_title":["Letter, 1991, Eleanora E. Tate to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4570"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Tate, Eleanora E."],"dcterms_subject_fast":null,"fulltext":null},{"id":"noa_sohpcr_l-0168","title":"Oral history interview with Peter Holmes, April 18, 1991","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["Link, William A.","Southern Oral History Program"],"dcterms_spatial":["United States, North Carolina, 35.50069, -80.00032","United States, Southern States, 33.346678, -84.119434"],"dcterms_creator":["Holmes, Peter (Peter E.)"],"dc_date":["1991-04-18"],"dcterms_description":["Peter Holmes became the Director of the Office for Civil Rights (OCR) in 1973 and held the position until 1975. Holmes's appointment coincided directly with Judge John H. Pratt's ruling in the Adams v. Richardson case that ten southern states needed to implement more rigorous policies of desegregation. After a brief discussion of how he became director of the OCR, Holmes delves into a description of the various challenges the OCR faced leading up to the Pratt decision in 1973. According to Holmes, the OCR had been primarily concerned with implementing desegregation in elementary and secondary schools, although they had begun to investigate the level of desegregation in higher institutions of education, as well. The Pratt decision, however, necessitated a shifting of the OCR's focus towards developing guidelines for desegregation in southern universities and colleges. The remainder of the interview is devoted to a discussion of the various factors that guided the policy-making process and the various challenges and obstacles the OCR faced in implementing those policies. Because the interview was conducted for a research project on desegregation in North Carolina, Holmes tends to focus on his interactions with North Carolina universities and colleges. In particular, he describes his interactions with and perceptions of William Friday, president of the University of North Carolina system, and he addresses tensions between UNC and the OCR both during and after his own administration. Holmes also devotes considerable attention to interactions between the OCR, the federal court system, the Legal Defense Fund (LDF), and the Department of Health, Education, and Welfare (HEW). Other points of interest include Holmes's response to charges that the OCR was ineffective in implementing and enforcing desegregation and his emphasis on the dual system of higher education in the South as a unique challenge in determining desegregation policies.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["text/html","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["United States--Officials and employees","College integration--Government policy--North Carolina","University of North Carolina (System)","Affirmative action programs in education--Southern States","Higher education and state--North Carolina.","United States. Department of Health, Education, and Welfare. Office for Civil Rights"],"dcterms_title":["Oral history interview with Peter Holmes, April 18, 1991"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["University of North Carolina at Chapel Hill. Documenting the American South (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://docsouth.unc.edu/sohp/L-0168/menu.html"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["transcripts","sound recordings","oral histories (literary works)"],"dcterms_extent":["Title from menu page (viewed on Dec. 8, 2008).","Interview participants: Peter Holmes, interviewee; William Link, interviewer.","Duration: 01:08:23.","This electronic edition is part of the UNC-Chapel Hill digital library, Documenting the American South. It is a part of the collection Oral histories of the American South.","Text encoded by Jennifer Joyner. 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