{"response":{"docs":[{"id":"bcas_bcmss0837_499","title":"Incentive Schools: ''Little Rock School District's Incentive Schools Mentoring Program,'' mentor handbook","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":["1990/1991"],"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 improvement programs"],"dcterms_title":["Incentive Schools: ''Little Rock School District's Incentive Schools Mentoring Program,'' mentor handbook"],"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/499"],"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's Incentive Schools Mentoring Program ERSD Incentives for Success Mentor HandbookLittle Rock School District Incentive Schools Mentoring Program Welcome Incentive Schools Mentoring Mentor Handbook Cultural Diversity Student Population Confidenti ality ORIENTATION AGENDA November 19, 1991 Catherine Gill, Incentive Schools Coordinator Arma Hart, Desegregation Facilitator Debbie Milam, VIPS/PIE Coordinator Valerie Hudson, VIPS Incentive School Coordinator Horace Smith, Office of Desegregation Monitoring Jo Evelyn Elston, Pupil Services Director Gwen Efird, Director of Health Services Power of Mentoring Allie Freeman, III Questions and Paperwork Debbie Milam and Leia Hodges DISTRICT GOALS 1. To increase educational achievement for all students with specific emphasis on closing disparities in achievement. 2. To establish climates of educational excellence in all schools through a) 1 providing equitable educational opportunities for ail students in a desegregated learning environment\nb) enabling all students to develop a for learning\nlifelong capacity and love c) teaching all students to be productive contributors in the school 5 the community. and the workplace\nand d) providing a disciplined, structured learning all students. environment for 3. To enhance human relations skills for principals, teachers, central office administrators. andThe Focus Fvinction, and Guiding Process of the Incentive Schools The focus, function, and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindivid ualized education and flexibility. Tlsese -.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 perspec tives. Ilittle rock school district EPS CODE: ADA MISSION STATEMENT of the LITTLE ROCK SCHOOL DISTRICT The mission of the Little Rock School District is to provide an educational program that enables each child to achieve his/her highest potential. To that end, the Little Rock School District will provide: basic education for all students\n(2) programs that address the special needs of students (emotional, physical, and mental)\nand (3) enrichment opportunities such as art, music, and.athletics. 'Through an organized program of studies, each student will experience academic success and will learn and appreciate responsibility and productive citizenship. gram of studies Adopted 1-26-84 To (1) a program of 1. Goals The goals of this mentoring program are to see academic improvement, an increase in self-esteem in the participating students and increased awareness of career opportunities. 2. Recruitment Anyone may recruit mentors for the program. All mentors must complete the screening process before beginning work with a student. Many avenues will be used to recruit mentors, emphasizing a desire for diversity within our group of mentors. 3. Selection Process for Students The program is open to incentive school students in grades K-6. No more than 10% of the student population in each school may participate in the program. Students may be referred by the school pupil services management team. The team must be functioning and stay active during the school year for the school to participate in the program. monitoring. The team will be included in orientation and Family members, students and friends may recommend students for participation in the program to someone at the school. Parental involvement. essential to participation, may be confirmed through permission forms. Student participation in the program must be voluntary. Any of the following criteria may be used to refer students to the program\n  * *  moderate underachievement potential academic problems due to family crisis minor disciplinary difficulties social isolation dramatic shifts in behavior which cause concern Selection process for mentors Volunteers are responsible adults expressing the desire to extend their talents and services in a helping capacity with youth. While professional experience in dealing with youth may be helpful, it is not required or expected to be representative of the majority of prospective mentors. It is expected that volunteers will reflect the sampling of all socio-economic levels, ages, ethnic origins, physical challenges and professional/personal backgrounds. The only anticipated commonality among volunteers will be the sincere desire to responsibly contribute time to enrich the lives of youth. Mentors should be at least 21 years of age, responsible, respect alternative lifestyles and listen well. Screening process for mentors Potential mentors must complete an application which will provide needed information and give permission to check two references. driving record. police record and reported child abuse. After the application is reviewed, the A mentor may be scheduled for an interview.It is recommended that the mentor make a one-year commitment. This enables the students and mentor to feel comfortable committing the time, energy and trust necessary to make the relationship successful. Mentors may enter the program at the end of the first semester, remaining semester. Their commitment would be for the 4. Training Orientation will be conducted at least twice in the school year to accomodate the flow of program participants which includes mentors, students, parents, teachers, principals and the school pupil services teams. Orientation will serve to clarify program goals, policies and procedures, expectations, confidentiality and liability issues. Mentors will be assigned a student following training. Mentors must attend the first training session before making any contact with the student. Potential mentors must attend the orientation and first training session before mentoring. Topics that may be covered in the 2 hour sessions will include a discussion of a typical day in the life of a student at home and at school, tips on mentoring, enhancing good listening skills, techniques on how to read to students. confidentiali ty. accessing available ass i stance when needed, sensitivity to cultural diversity. goal setting and decision making with children, and Additional training will be offered once each nine weeks. Other sessions may cover topics such as improving academic skills, goal setting, understanding youth culture, communications skills, values, burnout and tips on tutoring. Mentor support will be included at the end of each training session to provide an opportunity for mentors to share concerns and accomplishments. 5. Monitoring and assessment The students' academic achievements will be monitored while they are matched with a mentor. Their grades and scores will be compared with a control group. Attendance and disciplinary actions will also be monitored. 6. Mentorship activities  In school reading to students * in class visits * visiting school library * playing games * helping with homework * talking together * sharing lunchIt is recommended that mentors and students stay in school for the first three months of their relationship. At the end of three months activities may move outside the school location with parental permission.   Out of school 200 telephone calls * historic area tours * dining out * circus * cultural events * athletic events 7. Recognition Mentors will be recognized at the district's annual volunteer recognition reception, Evening for the Stars, in April. A special graduation banquet will be held in May for mentors, students, parents and teachers. Badges will be made with the program logo and name for the mentors to wear when visiting their student.I n II MENTOR HANDBOOK II Table of Contents II II Pae Thank You 2 II What is Mentoring 3 Incentive School Programs 4 II Incentive School Listings 5 Little Rock School District Goals 6 II student Learning Outcomes 7 II Mentoring Program Outline 8-11 Mentor Job Description 12 II Mentor Roles and Responsibilities 13 student Attributes and Attitudes 14 II Benefits 15 II Mentor Strategies Tips for Writing 16-17 18 II Tips for Reading 19 Elementary Ideas 20 II2 I I Thank you for your interest in mentoring. As a mentor, you will not be required to know or teach \"new math\" skills. or computer You will simply share your wisdom and experience, ... ............. young people understand the connection between staying in and working hard'in school and getting a good job, '......................... You will help potholes on the road of life. You will be able to point out the pitfalls and And you will make a difference! ri Little Rock School District Office of Desegregation Incentive Schools (501) 324-2014 Volunteers in Public Schools (501) 324-2290 501 Sherman, Little Rock, AR 72202I 3 s. I LRSD Incentives for Success I What is Mentoring? I Attempts to arrive at a firm definition of \"mentoring\" are apt to leave one more than mildly confused. The reason for this is clear: Mentoring relationships are many things, more notable for their differences than for their commonalities. They are unique alliances, shaped by a particular mentor s talents and resources, and by a youth's equally unique needs. Mentoring is a particular kind of relationship in which a person with identified abilities or competencies enables another human being to develop his/her own abilities and talents. Mentoring is a close personal relationship, a process of working together to achieve agreed upon goals. Mentoring relationship, with mentors and mentees deriving satisfaction from their alliance. is also a mutual Acknowledging this kaleidoscope of meanings, the Little Rock School District Incentive Schools Mentoring Program has, initiative, chosen to view mentoring as: for the purpose of its own mentoring A supportive one-to-one relationship between an adult and a student, developed to facilitate the student's educational, social and personal growth. Mentors advise, coach, counsel, teach and model successful behaviors, roles vary depending on the abilities of the mentor and the needs of the mentee. These A mentor may help the mentee to: Translate his/her experiences into learning opportunities\n* Improve academic skills by helping with school projects, or encouraging the student to discover and use the resources of the public 1ibrary\nprojects, f Explore the world of employment. . , Mentors introduce students to the realities of the work place, introducing them to appropriate work habits and attitudes\n  Apply what he/she is learning in school to everyday life. II - -F / V 4 laeaalm hrf TIB 1 / Incentive School Programs  Student Education Plan An individual learning plan is developed to meet each student's learning style, interests, and needs. Exciting, Themed Focus Each school will have a theme that provides an exciting focus for solid basic skills results. ri Computer-Assisted Instruction Children learn computer-based instruction in elementary school reading, math, social studies and science. Writing to Read computer labs are available for kindergarten and first grade. Extended-Day, -Week, and -Year Learning Opportunities Classes after school (homework center, special skills, clubs and leisure activities) and on Saturday, as well as field trips, enhance learning. ri Parent Center Parents may obtain materials on parenting skills and other information at each school. student Homework Hotline A telephone hotline is available for students to call for assistance Monday through Thursday from 6 to 8 p.m. Best Pupil-to-Staff Ratio in the District This classroom ratio helps increase interaction between students and trained adults. Special Skills Programs Foreign language, free string program, band, choir, dance, gymnastics and aerobics are offered after school. Parent Council The Parent Council routinely visits the school and shares ideas with staff and administrators to accomplish model school results. Four-Year-Old Program The four-year-old program offers certified teachers, an instructional aide and an age-appropriate curriculum that prepares for kindergarten level learning. ri FOR MORE INFORMATION AND SCHOOL TOURS, CALL 324-2286 ri Little Rock School District 810 W. Markham SL Little Rock, Arkansas 72201 I 5 I LITTLE ROCK SCHOOL DISTRICT Incentive Schools I School Frankl in Gari and Ish Mitchell Rightsei 1 Rockefeller Stephens Principal Address Phone Franklin Davis Robert Brown Stan Strauss Donita Hudspeth Bobbie Goodwin Ann Mangan Lonnie Dean 1701 S. Harrison Rd, (04) 3615 W. 25th Street, (04) 3001 Pulaski, (06) 2410 Battery, (06) 911 W. 19th (06) 700 E. 17th (06) 3700 W. 18th (04) 671-6380 671-6275 324-2410 324-2415 324-2430 324-2385 671-6350 I ri to c u? \u0026lt;_ eg O o LRSD Incentives for Success 1 5? S? zI 6 4 4 LITHE ROCK SCHOOL DISTRICT 4 GOALS 4 1990-91 4 4 in To increase educational achievement for all students with specific emphasis on closing disparities 4 achievement. To in establish climates of excellence all schools. 4 for principals, teachers, and central office administrators. To enhance human relations skills 4 4 44 I* I 7 N Student Learning Outcomes N Little Rock School District Student Learning Outcomes Arkansas Board of Education Learner Outcomes* N 4 4 The Board believes that students should leave school possessing the skills and knowledge they need to have successful experiences in higher education and in the workplace. These exit outcomes should be reflected in the goals and objectives established for each curricular program, level/course, unit, and lesson. The District has the following outcomes for all students by the time they graduate from the 12th grade. 4 Students will: 4 4 4 444 1. Adequately master reading, writing, speaking, listening (communication, critical and creative thinking, and mathematical skills sufficient for effective, efficient functioning. 1. 2. Locate and use needed informaiion from printed materials and/or other resources. Students will acquire core concepts and abilities from the sciences, the arts, humanities, mathematics, social studies,language arts, foreign languages,physicaVhealth education, practical living studies and existing/emerg-ing technologies. 2. 3. Identify problems and needs, apply problem solring strategies, and analyze information for meaning and,^or action. Students will apply various thinking/problem-solving strategies to issues related to all subject matter fields and to real-life situations. 4. Use tools of technology at an effective, efficient, flexible, and adapuble level. 5. Have knowledge of basic historical, geographic, political, literary, and scientific information, and use such knowledge in day-to-day decisions. 6. Appreciate and understand cultural dL''ferences. the arts and humanities, current happenings, and ways to predict or influence future events. 2. Establish and maintain effective and supportive intrapcrsonal. interpersonal, and cooperative relationships, and civic and social responsibility. 8. Demonstrate scif-direciion as an active life-long learner and demonstrate self-respect, self-esteem, sclf-undersi.anding, and a physically and men tally balanced healthy life. 3. Students will exhihit/demonstraie attitudes and attributes that will promote mental, physical and emotional health. 4, Students will demonstrate good citizenship and function as positive members of the local, national and world comunity. Tcniatively approved by ihc Ariarsor Hoard of Ediicalion June 19.19^1. 8 c LRSD Incentives for Success Little Rock School District's Incentive Schools Mentoring Program 1. Goal s 2. Recruitment 3. Selection Process for Students and Mentors d 4. Training 5. Monitoring and Assessment d 6. Mentorship Activities 7. Recognition d ri dI 9 1. Goals The goals of this mentoring program are to see academic improvement. an increase in self-esteem in the, participating students and increased awareness of career opportunities. 2. Recruitment Anyone may recruit mentors for the program. screening process before beginning work with a student. All mentors must complete the Many avenues will be used to recruit mentors, emphasizing a desire for diversity within our group of mentors. 3. Selection Process for Students The program is open to incentive school students in grades K-6. No more than ri 10% of the student population in each school may participate in the program. Students may be referred by the school pupil services management team. The team must be functioning and stay active during the school year for the school to participate in the program. monitoring. The team will be included in orientation and Family members, students and friends may recommend students for participation in the program to someone at the school. essential to participation, Parental involvement. may be confirmed through permission forms. ri Student participation in the program must be voluntary. Any of the following criteria may be used to refer students to the program\nri *   * moderate underachievement potential academic problems due to family crisis minor disciplinary difficulties social isolation dramatic shifts in behavior which cause concern Selection process for mentors Volunteers are responsible adults expressing the desire to extend their talents and services in a helping capacity with youth. experience in dealing with youth may be helpful, While professional it is not required or expected to be representative of the majority of prospective mentors. ri It is expected that volunteers will reflect the sampling of all socio-economic levels, ages, ethnic origins, physical challenges and professional/personal backgrounds. The only anticipated commonality among volunteers will be the ri sincere desire to responsibly contribute time to enrich the lives of youth. Mentors should be at least 21 years of age, responsible, respect alternative lifestyles and listen well. Screening process for mentors ri Potenti al i nformati on mentors must complete an application which will provide needed and give permission to check two references, driving record, police record and reported child abuse. After the application is reviewed, the mentor may be scheduled for an interview.I 10 It is recommended that the mentor make a one-year commitment. This enables the students and mentor to feel comfortable committing the time, energy and trust necessary to make the relationship successful. program at the end of the first semester, remaining semester. Mentors may enter the Their commitment would be for the 4. Training Orientation will be conducted at least twice in the school year to accomodate the flow of program participants which includes mentors, students, parents, teachers, principals and the school pupil services teams. Orientation will serve to clarify program goals, policies and procedures, expectations, confidentiality and liability issues. ri Mentors will be assigned a student following training. Mentors must attend the first training session before making any contact with the student. ri Potential mentors must attend the orientation and first training before mentoring. session Topics that may be covered in the 2 hour sessions will include a discussion of a typical day in the life of a student at home and at school, tips on mentoring, enhancing good listening skills, techniques on how ri to read to students, confi denti ali ty. accessing available goal setting assistance when sensitivity to cultural diversity. and decision making with children. needed, and ri Additional training will be offered once each nine weeks. Other sessions may cover topics such as improving academic skills, goal setting, understanding youth culture, communications skills, values, burnout and tips on tutoring. Mentor support will be included at the end of each training session to provide an opportunity for mentors to share concerns and accomplishments. 5. Monitoring and assessment The students' academic achievements will be monitored while they are matched with a mentor. Their grades and scores will be compared with a control group. Attendance and disciplinary actions will also be monitored. 6. Mentorship activities ri ri In school reading to students in class visits visiting school library playing games helping with homework * talking together sharing lunch ri    11 It is recommended that mentors and students stay in school for the first three months of their relationship. At the end of three months activities may move outside the school location with parental permission.   Out of school zoo telephone calls * historic area tours * dining out  circus * cultural events * athletic events 7. Recognition Mentors will be recognized at the district's annual volunteer recognition reception. Evening for the Stars, in April. A special graduation banquet will be held in May for mentors, students, parents and teachers. ri Badges will be made with the program logo and name for the mentors to wear when visiting their student. ri ri ri ri12 Volunteer Job Description a Title: Incentive School Mentor a Support Persons: Incentive School Coordinators Job Description: To spend one hour per week with an elementary student with the goal of helping that child improve academically and experience an increase in self esteem. a Major Responsibilities: To complete orientation prior to becoming a mentor, visit assigned student weekly, serve as a positive role model for the student, and attend additional support and training once per nine weeks. Experlence/Quallflcations Desired: Good communications skills, nonjudgmental attitude toward others and support of public education. Hours of CoMiltaent: Per Week 1 Per Month 4 a Days oTWeek: Your choice, Monday through Friday, during school hours 8:00- 4:30. 11:00 - 12:30 is preferred time at some schools. a Length of ComltBent: Commitment should be for at least one semester. A coimitment of one semester would involve approximately five hours of training and 20 hours of work with the student. a Training and Supervision Provided: Attendance at two hours of orientation is required to progress to training. times most convenient to the mentors. Four training sessions will be provided at the mentoring begins, needed. Orientation must be completed before Ongoing individual consultation will be provided as Address Where Volunteer Hill Report: Assigned Little Rock Incentive School a a For Biore InforiMtion contact: Valerie Hudson or Debbie Milam Volunteers in Public Schools Little Rock School District 501 Sherman Street Little Rock, Arkansas 72202 324-2292 or 324-2297 Catherine Gill Little Rock School District 810 W. Markham Little Rock, Arkansas 72201 324-2014i 13 ri ri Mentor Roles \u0026amp; Responsibilities The most crucial role for a mentor is to be an adult who has time for a child, who cares about that child, who believes in that child. This relationship may provide the ONLY stability a student knows, and the only time anyone spends quality time with the mentee.  Keith Geiger                       A GOOD MENTOR Engages in a positive relationship with the child Gives attention to the mentee Has a positive self-esteem Reacts well to stressful situations Tolerates frustrating situations Does not engage in alcohol or drug abuse Listens well Communicates on a level the mentee can understand Is stable Provides leadership Respects alternate lifestyles Is a positive role model Meets on a weekly basis with the mentee Shows up on time for sessions Has no criminal record Is willing to serve a minimum of one year in the program Cares about helping a needy child Is not a judgmental person Is committed Nurtures a relationship that respects the men tees dignity Accepts responsibilities Reinforces students successes THE MENTORS ROLE IS NOT TO       Replace the role of parent/guardian Interfere with school policies and procedures Tutor the mentee in academic subjects as a means of improving grades Expect dramatic changes in attitude, self-esteem or attendance quickly Provide solutions to all the issues facing students today Break the trust they have established unless life threatening Alon\nThe ME^'TCR HAWSi?0k', Educn-t^ccnaZ Rczcu-lCW Inc., 1990 I I Student Attributes and Attitudes \u0026lt; A positive self-image and self-esteem are crucial to learning. These attributes determine goals, behaviors and responses to others. Furthermore, people depend on and influence one another. Therefore, it is important that students take responsibility for their lives and set appropriate goals for themselves. In doing so, they develop lifelong attitudes. POSITIVE SELF-CONCEPT Each student should be able to: K K HI  Appreciate his/her worth as a unique and capable individual and exhibit self- esteem\nDevelop a sense of personal effectiveness and a belief in his/her ability to shape his/her future\nDevelop an understanding of his/her strengths and weaknesses and the ability to maximize strengths and rectify or compensate for weaknesses. MOTIVATION AND PERSISTENCE Each student should be able to: Experience the pride of accomplishment that results from hard work and persistence\nAct through a desire to succeed rather than a fear of failure, while recognizing that failure is a part of everyones experience\nStrive toward and take the risks necessary for accomplishing tasks and fulfilling personal ambitions. RESPONSIBILITY AND SELF-RELIANCE M Each student should be able to: M Assume the primary responsibility for identifying his/her needs and setting reasonable goals\nIniuaie actions and assume responsibility for the consequences of those M actions\nDemonstrate dependability\nDemonstrate self-control. Bl (Source. Connecticut s Common Core of Learning. Connecticut State Board of Bl Education, January 1987) Taken THE ME^'TCR EdacattOnaZ Re.4cuTcc.i K'c(a\u0026gt;c.^.k, Jnc., 19^015 Benefits to Mentees I The Signs of Success Mentors frequently ask: Am I making a difference? What are the signs of progress that can be considered successful irt a mentor/mentee relationship? For some, it may be ten years before a former mentee looks back, in retrospect, and says  you know who made a difference in my life? My mentor...when I was in second grade. Below are the signs of success which mentors observe from mentees as a result of the relationship. Teachers notice the same improvement Remember the key  PATIENCE... Every relationship is different. 4  H H M M                   Improved attendance Improved eye contact Raising a hand more often in class Increased communication Taking more risks in class and with friends Smiling Improved interactions with peers Happier at school Improved appearance Increased consideration of others Decreased hostility More enthusiastic Fewer trips to the principals office Reduced detentions Improved attitude Improved academic performance Paying more attention Opening up to the mentor Benefits to Mentors M Mentors make a difference in the life of at-risk youth. There are personal benefits which mentors have shared. These are welcomed outgrowths of the one-to-one relationship established. M Mentors M Bl Appear happier when they return to the workplace Are fulfilled with their commitment as a volunteer in the community Have a greater understanding of the educational system in which they are w'orking and education-related issues. Have more appreciation for students of the same and other races Feel better about themselves for having impacted anothers life Get along better with their own families (spouse and children) Often become a better prepared workforce Tafcer\nTHE HAIWBOOK, Educai-^OnaX Reicu-icc-i HeTiw^ck, Enc., J990 I 16 Mentor Strategies That Work Mentors read with their mentees, take them to the school library, play games and talk. In addition, many of the mentors in the program offer the following activities and strategies which have worked successfully for them in their relationship with their mentee. The list is below in the hopes that others will be able to replicate some of these ideas. Listen, listen, and listen then add three times the patience you would use with your own children.\" Just be a friend and be available.  If a teacher tells you something in conversation (such as your mentee did this and it was not good\nor he! she missed an assignment)\ndont bring this up with the youngster. They feel thatyou re not their friend and that you are on the teachers side\nthen you begin to lose a little trust. Do not constantly ask questions about the students life with the hope thatyou are going to get to know that person better. With time, he!she will let you know EVERYTHING.  H M Hi Bi FROM A MENTOR There is nothing to compare with rich advicefrom a mentor working each week with a youngster in a school. The following was shared by one mentor for others to benefit. The most important thing I have learned is to communicate. Talk to your principal who will help you get set up in a quiet location where you can work with your student Introduce yourself to your students teacher. They are the people who know the student best and can help you arrange one or two goals to work toward with your mentee. They dont have to be academic goals either. They could be something like working on controlling a bad temper or being more verbal or sharpening listening skills. The teacher might tell you on what level the child is reading so the two of you could read library books together that are appropriate. If you feel comfortable with it, a review of a reading or spelling assignment would help reinforce new learning. Most importantly, communicate with your student. The first couple of meetings you may feel like you are doing all the talking, but once the child gets to know you and trust you, youll probably be doing all the listening. The first time I met my student, I brought along a small photo album of pictures of my family, pets and my house. It was just a mailer of time before I heard all about his family. Then we had lots to talk about. Taker. 0- m THE ME^'TCk HAWBOOK, EducaticnaJ Rucu.'ica inc., 199017 w N R R R R n You can also play games with your student. When I first started doing this I felt guilty playing games - that he should be 'learning' something instead. Several mentors were feeling the same way, so we brought this up at a group meeting. It was brought to our attention that a lot of learning does take place while playing games - such as learning to obey rules and good sportsmanship as well as the fact that this game time may be one of the only times the child has the undivided attention of an adult and thats real special to them, too. If you have a hobby or special interest, dont be afraid to share it with your student. My student told me two things he didnt like to do were music and art, which, of course, are my two favorite hobbies! So I stayed clear of those subject for most of the year. Then I decided to bring in my autoharp one day. I played and sang a few fam iliar songs for him, then I went to put it away. He asked if he could try. He looked like he was enjoying it, so I suggested he might learn a song to play for his class. Everyone gathered around him and watched as he played. Then they all clapped when he was done. His smile was a mile wide and he was so proud of himself. One other thing that I think is very important is making a real effort to meet with your student each week and to be on time. These kids, especially the older ones, seem so tough and act like nothing matters to them, but youd be surprised how much they look forward to your visits. If you have to be out of town one week, try to reschedule your time with your student. If thats not possible, maybe you can talk about it the week before, so the child isnt disappointed at the last minute. I  ve watched my little boy go from a very emotional, insecure child to a cheerful and confident boy who knows that things can be done if he tries hard.\"  Susan Corey, Mentor Pepperidge Farm, Inc. How To Spend One Hour 15 Minutes 15 Minutes 15 Minutes 15 Minutes Talk What happened in school this week? What do you need help with today? M Read Share a library book Have your mentee read to you Play a Game Bring one in from home Physical Activity Walk around the school grounds Play in the school gym Taker, facn THE MEKTOR H^h/VSOOK, EducateonaE RcicttlcCi Wc.Cwo\u0026lt;fc, Ir.c., 199018 I R TIPS FOR ENCOURAGING CHILDREN TOWRITE Mentors can encourage children to write for real purposes. In addition to the typical writing assignments given by the teacher, you can offer simple exercises to reinforce R R writing. These include: Notes to parents Notes to friends Notes to the teacher Thank you notes A letter to a storybook character Letters asking for advertised freebies Letters to the local newspaper R Letters to legislators Letters to an author Greeting cards (invent an occasion) Pattern books Keeping dialogue journals Keeping post-it notes while reading Creating lists (use your imagination) DISCUSSION QUESTIONS The Kids Book of Questions. Gregory Stock, Ph.D., offers some good discussion starters for youngsters. Some are funny while others are grown-up questions, issues that a child will face throughout life. Six examples follow:  R    J M  If you were alone and had only a few minutes to hide from crooks who were about to break into your house, where would you hide? What is the best hiding place in your house? Do you think you have too many chores? If you could assign the chores in your house, which ones would you take for yourself? Some adults have a lot of trouble enjoying themselves. If you were asked to give them some advice about how to play and have more fun, what would you say? What is the worst nighunare you can remember? Would you be willing to have the same dream tonight if it meant you could spend a weekend at Disneyland? If you liked someone who later turned out to be a liar, would you still want to be good friends? Did you ever stand up for something you thought was right even though a lot of people got upset with you? If not, do you think you would ever be strong enough to do so? 01 Take-f. j-tcm THE MEh'TCR t-iAKyBOOK, EducitticiiclE Rezicutce-5 ^eXivo-'ik, Inc.., 1990 I TIPS FOR READING TO CHILDREN 19 I Mentors can support teachers efforts to help students learn to read while having fun. Studies indicate that youngsters who are read aloud to and are coached become successful readers. When reading to your mentees, consider the following suggestions which have been prepared by the Language Arts Department of the Norwalk, Connecticut Public Schools.          H    M Select books and poems which you like and will read enthusiastically. For selections to choose from, use school list or check with mentee's teacher. Make certain you have read the whole story before you read it to the child. Practice reading the story aloud before you read it to the child. Read with plenty of expression. Try to vary your tone of voice when there is dialogue in the story. Vary the pace of your reading to fit the story. Read a fast-moving action scene quickly. Read a suspenseful part slowly, drawing out the words. Avoid long, descriptive passages. Before beginning the story', ask the child some questions which will help set the stage for the story. If the child needs background information in order to appreciate the story, spend a few minutes talking about it Have the child predict from the title, the pictures and/or the first paragraph what s/he thinks the story is about. Stop occasionally while reading the story and have the child predict what will happen next Many children have difficulty listening for any sustained length of time. If you find this happening, stop and have the child draw what has been going on in the story or retell the story to you. If you are reading a picture book, go back and talk about the details in the pictures and how they relate to the story. Are there clues to the storys content in the pictures? Talk about the story w'hen you have finished reading. Some questions you might ask are: ? I* a. b. c. d e. f. How do you feel about What do you think happens after the book has ended? If you could write a follow-up to the story, what would you put in it? Why do you think this story could or could not happen? What parts of the story dont you believe? g- Would you like to have he would get along in Whv do you think for a friend? How do you think s/ school? wrote this book? Could any of the events in the book have happened in the authors life? (Ask the child if s/he would like to read another book by the same author.) rfl Taf:cr. Ztom THE MEK'TOR HAfJVBCOK, EducaTxcnauE Re4cu.^Lce^ , Jnc., 7 990 I 20 ELEMENTARY IDEAS TO SHARE Mentors who are working with youngsters on the elementary level can help students to stretch their imaginations with activities that use old magazines. Here are a few ideas, suggested by Scholastic Pre-K Today Magazine.    A A  J Hl Me collage. Ask kids to cut out pictures and phrases that describe their personalities and interests, then glue them on poster board. Or, trace around a childs body while he or she lays on butcher-block paper. Ask children to cover their bodies with favorite pictures and phrases. Whos who? poster. Ask older children to cut out pictures of famous people (celebrities, political figures, etc.), Post a few at a time and encourage kids to find out who each mystery person is and why he or she is famous. Picture stories. Have children cut out a series of interesting pictures, mount each as a page in a picture book, and write lines to a story below. Or, ask children to create strange pictures by combining various ones from magazines. For example, someone might create a tree with jeweled rings hanging from its branches. Attach a sheet of paper and invite a child to write the beginning sentence of a story\npass the picture to another child to write a line, and so on, until everyone who wants, has added a sentence. The child who made the picture can then add the ending. Make time to share your stories. Silly ads. Invite children to come up with funny ads by mixing up pictures and phrases. Older children can work individually or in small groups to create advertising campaigns for new products. Stationery and greeting cards. Kids can create their own special stationery with magazine pictures or make personalized notecards by pasting down letters to spell their names. To make greeting cards, show children how to fold pieces of construction paper in half, then glue on favorite pictures. Suggest that kids cut out words and phrases to create messages inside.  Ciass magazine. For a fun group project, design your own class magazine. Use Hl cutout pictures, words, and phrases from magazines to supplement kids writing and illustrations. J 1 reasure hunt. Make a list of 10 things for kids to find in magazines, cutout and paste on paper. Some possible pictures to search for: something ugly, something old, an orange food, something that has a scent, a child with brown eyes. Hi Taken Tk/E ME^'T0R MWBOOK, Educai-conat Tuouaezi K/cXivc-ik, Ir.c., 1990\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_487","title":"Incentive Schools: Meetings and schedules","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":["1990/1996"],"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 improvement programs"],"dcterms_title":["Incentive Schools: Meetings and schedules"],"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/487"],"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\nSCHEDULE AND CALENDAR COMMITTEE The Schedule and Calendar Committee met on March 1990 and discussed the provisions of the Incentive School Plan relating to the committee title. The committee members offer the following suggestions and questions for consideration: 1. The extended school day would apply to Tuesday, Wednesday, and Thursday of each week. This approach frees Monday for staff meetings and in-service programs for the staf f. Friday afternoons would be available for parent conferences and/or planning for the staff. The committee recommends one Saturday per month to be designated as an out-reach approach to the parents. The building would be available for meetings. parent conferences, parent study groups, related activities. parenting classes. and other parentThe committee recognizes the value of educational and entertaining field trips for the students. We would appreciate the opportunity and the funding to provide these opportunities to our students during the extended day on a regular basis. preferably once or twice per month. 1 i 1 4 3 4. The committee recommends that specialized activities during the extended day program be staffed by community personnel trained in providing quality education in the areas of gymnastics, appreciation, tennis, golf, arts and crafts, etc. art 5. Given that Rockefeller School will house the Early' Childhood Magnet for the Little Rock School District, it was felt by the committee that the offerings of the extended day program be limited to grades 2-6 and that participation in the program be voluntary as opposed to mandatory. Opposition to the inclusion of the younger children was based on the belief that organized curriculum after the regular school day could be stressful for the younger children and create an overwhelming planning burden on the staff. 11 is educationally recognized that the attention span of these younger children is considerably less than that of the older students. Further, family time for these younger students is critical to their development regardless of whether that family time is judged to be \"good II or \"bad\" by those in the educational etting. 6. Would personnel be provided for free play time during the I I Iextended day? Socialisation time is essential to child development and the committee for the children. trongly endorses recess time 7. Young bodies require food to concentrate on activities and academics. Is the District planning to fund snacks for the children in the extended day programs? responsible for preparation and serving? Who would be 8. The committee .recommends educational staff involvement in extended day activities to be scheduled on a rotating basis. This would allow certified personnel to participate in District in-service offerings and organizations beneficial to the educational and academic growth of the staff. The Schedule and Calendar Committee submits these proposals for your consideration. We appreciate the opportunity to participate in this process. Respectfully Submitted, Martha Lowe Mary Kay Roe Almeda Giles Cindy Warren Ann Watson/ i? .V I SCHEDULE FOR PRESCHOOL INCENTIVE SCHOOL STAFF DEVELOPMENT July 23 - August 17, 1990 Date Monday, July 23 Time 8:30-10:00 ______Topic_________ \"Mission/Purposes of Incentive Schools\" Participants Staffs of all Place Parkview Responsibility Estelle Matthis six (6) schools Cafeteria Pat Price (175) 10:30-3:30 Initiating Staff Cohe- siveness and Developing Garland Ish Mission/Goals for Individ- Mitchell ual Incentive Schools\" Rightsei 1 Rockefeller Stephens PV 7-101 PV 7-102 PV 7-103 PV 7-104 PV 7-105 PV 7-106 Principals Tuesday, July 24 8:30-11:30 \"Curriculum Refinement: Identification of Desired Learning Outcomes (by grade-level/content 11 areas\nspecialists will K (25) 1 Reading (25) 2 Math (25) 3 Science (25) 4 Soc.St. (25) be assigned to a specific 5 Music (25) group by principal) 6 Art (25) PV 8-104 PV 7-101 PV 7-102 PV 7-103 PV 7-104 PR 7-105 PV 7-106 Pat Price Reading Supervis Math Supervisor Science Supervis Soc.St. Supervis Staff Dev. Spec. Art Teacher 12:30-3:30 continue above K (25) 1 English (25) 2 Reading (25) 3 Math (25) 4 Science (25) 5 Soc.St. (25) 6 Music (25) PV 8-104 PV 8-102 PV 7-101 PV 7-102 PV 7-103 PV 7-104 PV 7-105 Pat Price Eng/FL Supervise Reading Supervis Math Supervisor Science Supervis Soc.St. Supervis Staff Dev. Spec. Wednesday, 8:30-11:30 July 25 continue above K (25) 1 Art (25) 2 English (25) 3 Reading (25) 4 Math (25) 5 Science (25) 6 Soc.St. (25) PV 8-104 PV 7-106 PV 8-102 PV 7-101 PV 7-102 PV 7-103 PV 7-104 Pat Price Art Teacher Eng/FL Supervise Reading Supervis Math Supervisor Science Supervisi Soc.St. Supervis. 12:30-3:30 continue above K (25) 1 Music (25) 2 Art (25) 3 English (25) 4 Reading (25) 5 Math (25) 6 Science (25) PV 8-104 PV 7-105 PV 7-106 PV 8-102 PV 7-101 PV 7-102 PV 7-103 Pat Price Staff Dev. Spec. Art Teacher Eng/Fl Supervise Reading Supervis? Math Supervisor Science Supervise Thursday, July 26 8:30-11:30 continue above K (25) 1 Soc.St. (25) 2 Music (25) 3 Art (25) 4 English (25) 5 Reading (25) 6 Math (25) PV 8-104 PV 7-104 PV 7-105 PV 7-106 PV 8-102 PV 7-101 PV 7-102 Pat Price Soc.St. Supervise Staff Dev. Spec. Art Teacher Eng/FL Supervise! Reading Supervise Math Supervisor 12:30-3:30 continue above K (25) 1 Science (25) 2 Soc.St. (25) 3 Music (25) 4 Art (25) 5 English (25) 6 Reading (25) PV 8-104 PV 7-103 PV 7-104 PV 7-105 PV 7-106 PV 8-102 PV 7-101 Pat Price Science Supervise Soc.St. Supervis' Staff Dev. Spec. Art Teacher Eng/FL Supervise! Reading SupervisiDate Friday, Duly 27 Time 8:30-11:30 ___________Topic continue above Participants K (25) 1 Math (25) 2 Science (25) 3 Soc.St. (25) 4 Music (25) 5 Art (25) 6 English (25) Place PV 8-104 PV 7-102 PV 7-103 PV 7-104 PV 7-105 PV 7-106 PV 8-102 Responsibility Pat Price Math Supervisor Science Supervisor Soc.St. Supervisor Staff Dev. Spec. Art Teacher Eng/FL Supervisor 12:30-3:30 \"Extended Day Program (I Staffs of all six (6) schools (175) Parkview Cafeteria Pat Price 2 '550, through Tuesday, August 7, 1990, incentive school staff members to be paired according to the following schedule for the identified activities: are Date Participants Place Time Topic Responsibility Mondav, Duly 30 Garland \u0026amp; Ish staffs (55) Ish 8:30-11:30 \"Lesson Planning for Individ- Staff Dev. D ual Differences Within Whole Group\" 12:30-3:30 II Higher Order Thinking\" G/T Supervisor Tuesdav, 'uly 31 Wednesday, August 1 Mitchel 1 Stephens 0 Cl staffs (55) Rightsell \u0026amp; Rockefeller staffs (55) Garland \u0026amp; Ish staffs (55) Mitchell \u0026amp; Stephens staffs (55) Rightsell \u0026amp; Rockefeller staffs (55) Garland \u0026amp; Ish staffs (55) Mitchell \u0026amp; Stephens staffs (55) Rightsell \u0026amp; Rockefeller staffs (55) Stephens 8:30-3:30 \"Classroom/Di sci pli ne Management\" Staff Dev. A Rockefeller 8:30-3:30 \"Cooperative/Student Team Learning\" Staff Dev. 8 Ish 8:30-11:30 Expectation Theory, TESA, Learning Styles II Staff Dev. C 12:30-3:30 Foreign Language Enrichment Stephens 8:30-11:30 12:30-3:30 II Application of Classroom/ Discipline Management\" II Review of PET\" Eng/FL Supervisor Principals Staff Dev. D Rockefeller Ish 8:30-11:30 12:30-3:30 8:30-3:30 Stephens 8:30-3:30 Rockefeller 8:30-11:30 12:30-3:30 \"Cooperative/Student Team Learning\" PAL to Reinforce Regular Program\" \"Classroom/Discipline Management\" II Cooperative/Student Team Learning II Higher Order Thinking\" II Foreign Language Enrichment Staff Dev. B Supervisors of Math \u0026amp; Reading Staff Dev. A Staff Dev. B G/T Supervisor Eng/FL SupervisorDate Participants Place Time Topic Responsibility Thursday, August 2 Garland 8 Ish Ish staffs (55) 8:30-11:39 \"Application of Classroom/ Discipline Management (I Principals 12:30-3:30 \"PAL to Reinforce Regular Program 11 Supervisors of Math \u0026amp; Reading Friday, August 3 Monday, August 6 Tuesday, August 7 Mitchell 8 Stephens staffs (55) Rightsell 8 Rockefeller staffs (55) Garland 8 Ish staffs (55) Mitchell 8 Stephens staffs (55) Rightsell 8 Rockefeller staffs (55) Garland \u0026amp; Ish staffs (55) Mitchell 8 Stephens staffs (55) Rightsell 8 Rockefeller staffs (55) Stephens 8:30-11:30 \"Cooperative/Student Team Learning\" staff Dev. B 12:30-3:30 \"Higher Order Thinking II G/T Supervisor Rockefeller Ish 8:30-3:30 8:30-3:30 \", Classroom/Discipline Management\" Staff Dev. A \"Cooperative/Student Team Learning\" Staff Dev. 8 Stephens 8:30-11:30 PAL to Reinforce Regular Program II Supervisors of Math \u0026amp; Reading 12:30-3:30 \"Community and Parent Involvement Principals/VIPS Rockefeller Ish 8:30-11:30 12:30-3:30 8:30-11:30 12:30-3:30 Stephens 8:30-11:30 12:30-3:30 Application of Classroom/ Discipline Management II Principals Rockefeller 8:30-11:30 12:30-3:30 \"Expectation Theory, TESA, Learning Styles\" Cooperative/Student Team Learning\" II Community and Parent Involvement II II Lesson Planning for Individ- ual Differences Within Whole Group \"Foreign Language Enrichment\" \"Review of PET 'Media Program Staff Dev. C Staff Dev. B Pri nci pals/VIPS Staff Dev. C Eng/FL Supervisor Staff Dev. D Supervisor of Library Media Garland 8 Ish Ish staffs (55) 8:30-11:30 \"Media Program 12:30-3:30 II Review of PET\" Supervisor of Library Media Staff Dev. D Mitchell 8 Stephens staffs (55) Stephens 8:30-11:30 Expectation Theory, TESA, Learning Styles II II Staff Dev. C 12:30-3:30 II Media Program tl Supervisor of Library Mei da Rightsell 8 Rockefeller staffs (55) Rockefeller 8:30-11:30 II Lesson Planning for Individ- ual Differences Within Whole Staff Dev. D Group II 12:30-3:30 \"Community and Parent Involvement\" Pri nci pals/VIPSFrom Wednesday, August 8, 1990, through Friday, August 17, 1990, incentive school staff members are to report to their assigned schools\nthe following schedule identifies the staff development activities for each school: Date Participants Place Time Topic Responsibili ty Wednesday, August 8 Garland staff Garland (30) 8:30-3:30 11 Computer Training II Computer Central/ Principal Ish staff (25) Ish 8:30-3:30 \"Computer Training tl Computer Central/ Principal Mitchell staff (25) Mitchel 1 8:30-3:30 \"Computer Training II Computer Central/ Principal Rightsei 1 staff (25) Rightsell 8:30-3:30 II Implementing Homework Center and Other Planning II Principal Rockefeller staff (30) Rocke- feller 8:30-3:30 II Implementing Homework Center and Other Planning It Principal Stephens staff (30) Stephens 8:30-3:30 \"Implementing Homework Center and Other Planning It Principal Thursday, August 9 Garland staff (30) Gari and 8:30-3:30 \"Implementing Homework Center and Other Planning\" Principal Ish staff (25) Ish 8:30-3:30 II Implementing Homework Center and Other Planning II Principal Mitchell staff (25) Mitchell 8:30-3:30 \"Implementing Homework Center and Other Planning Pri ncipal Rightsell staff (25) Rightsell 8:30-3:30 tl Computer Training II Computer Central/ Principal Rockefeller staff (30) Rocke- feller 8:30-3:30 \"Computer Training\" Computer Central/ Principal Stephens staff (30) Stephens 8:30-3:30 \"Computer Training II Computer Central/ Principal Friday, August 10 Garland staff (30) Garland 8:30-3:30 II SEP Training\" Special Education Supervi sor Ish staff (25) Ish 8:30-3:30 II SEP Training\" Special Education Supervisor Mitchell staff (25) Mitchell 8:30-3:30 \"SEP Training tl Special Education Supervi sor Rightsei 1 staff (25) Rightsell 8:30-3:30 SEP Training II Special Education Supervi sor Rockefeller staff (30) Rockefeller 8:30-3:30 \"SEP Training Special Education Supervi sor Stephens staff (30) Stephens 8:30-3:30 II SEP Training II Special Education Supervi sorDate Participants Pl ace Time Topic Responsibi1i ty Monday, August 13 Garland staff Garland (30) 8:30-11:30 \"SEP Training\" Supervisor of Special Educatioi 12:30-3:30 II SEP Writing II Principal Ish staff (25) Ish 8:30-11:30 II SEP Training\" Supervisor of Special Educatio: 12:30-3:30 II SEP Writing II Principal Mitchell staff (25) Mitchell 8:30-11:30 II SEP Training\" Supervisor of Special Educatior 12:30-3:30 \"SEP Writing Principal Rightsell staff (25) Rightsell 8:30-11:30 \"SEP Training II Supervisor of Special Educatior 12:30-3:30 \"SEP Writing\" Principal Rockefeller staff (30) Rockefeller 8:30-11:30 \"SEP Training II Supervisor of Special Educatior 12:30-3:30 \"SEP Writing\" Principal Stephens staff (30) Stephens 8:30-11:30 SEP Training Supervisor of Special Educatior 12:30-3:30 \"SEP Writing Principal Tuesday- Friday, August 14-17 A11 teachers remain in assigned local schools. 8:30-3:30 Teachers will write a SEP for each student. PrincipalsJuly 23 (Parkview) Mission/Purposes\nJuly 24 (Parkview) July 25 (Parkview) July 26 (Parkview) July 27 (Parkview) July 30 a.m. p.ra. July 31 a.m. p.m. August 1 a .m. p.m. August 2 a.m. p.m. August 3 a.m. p.ra. August 6 a .m. p.m. August 7 a.m. p.m. August 8 August 9 August 10 August 13 a.m. p.ra. August 14-17 OVERVIEW OF PRESCHOOL INCENTIVE SCHOOL STAFF DEVELOPMENT (Reflects Preceding Schedule) Initiating Staff Cohesiveness\nDeveloping Hission/Goals for Individual Schools Curriculum Refinement by Content Area and Grade Level It II II II Extended Day Program Garland/lsh at Ish Lesson Plans for Whole Group Higher Order Thinking II II II Expectation Theory, TESA, Learning Styles Foreign Language Enrichment Classroom/Discipline Management conti nued Application of Classroom Management PAL to Reinforce Program Cooperative/Team Learning continued continued Community and Parent Involvement Media Program Review of PET Garland Ish 11 II Mitchel 1/Stephens at Stephens Classroom/Discipline Management continued Application of Classroom Management Review of PET Cooperative/Team Learning continued continued Higher Order Thinking X PAL to Reinforce Program Community and Parent Involvement S Lesson Plans for Whole Group Foreign Language Enrichment Expectation Theory, TESA, Learning Styles Media Program Mitchell Rightsei 1 Rightsell/Rockefeller at Rockefeller Cooperative/Team Learning continued continued PAL to Reinforce Program Higher Order Thinking Foreign Language Enrichment Classroom/Discipline Management continued Application of Classroom Management Expectation Theory, TESA, Learning Styles Review of PET Media Program Lesson Plans for Whole Group Community and Parent Involvement Rockefeller Stephens Computer Training Computer Training Computer Training implementing Homework Center/Other Planning Implementing Homework Center/Other Planning Implementing Homework Center/Other Planning Implementing Homework Center/Other Planning Implementing Homework Center/Other Planning implementing Homework Center/Other Planning Computer Training Computer Training Computer Training SEP Training SEP Training SEP Training SEP Training SEP Training SEP Training continued SEP Writing continued continued SEP Writing continued continued SEP Writing continued SEP Writing continued SEP Writing continued SEP Writing continued continued continued continuedTRAINING NKKDRD FOR PRINCIPALS_QP^HCEMTiyE_SCHQDLS (Prior to Preschool Incentive School Staff Development Workshops) 1. Building Staff Cohesiveness 2. Developing Mission/Goals 3. Application of Classroom/Discipline Management 4. Developing Parents as Partners 5. Implementing Homework Center 6. Community Involvement 7. Curriculum Refinement and Program Implementation (at local school level with emphasis on unique features of individual schools)PRESCHOOL INCENTIVE SCHOOL WORKSHOPS 1 . C1 nssroom Management (1 day) a. Implement the model developed by the State Department (approach as a review i-f many teachers have had the b. c. course) Provide each teacher a copy of the textbook Emphasize the following\n- classroom management as a component of the Total Teaching Act - characteristics of effective classroom management  use of space  developing and teaching rules and procedures - consequences behavior - beginning of for appropriate and inappropriate i: 1 lOo 1 - instructional clarity - maintaining good learning - organizing for instruction enviro l uient - strategies -for potential problems 2. Application of Classroom Management (1/2 day) a. b. Development procedures, Deve1opmen t procedures, of school rules, regulations, etc . of classroom rules, etc . c . and regulations, Expectations of principal concerning classroom management, discipline and student behavior Review of PET (1/2 day) a. Development of objectives b. with emphasis Lesson line - set _ explanation - questions - RLEL - activities  closure on 1 earning components: (parts of objective and behavior)4. Cooperative/Team Learning ( 1 1/2 days) a. Rationale for cooperative b. Principles of cooperative leaf ning learning c. Development of cooperative/team learning lesson d. Various cooperative learning approaches - Jigsaw - STAD - TGT  Coop Cards - other strategies e. Social Skills 5. Higher Order Thinking (1/2 day) a. b . Focus on upper level of Bloom's Ta 2nomy 6. 7. c . d . Incorporating higher order thinking in objectives, questions and activities Using G/T strategies for all students Writing across the curriculum e. Problem-solving Community and Parent Involvement \u0026lt;1/2 day) a. Communicating with parents b. Strategies for involving parents in school c . activities Approaches for using parents to reinforce instruction at home. Lesson Plans for Whole Group (1/2 day) a. b. c . d . Research and theory on whole group instrction From curriculum guide to lesson plans Individualizing lesson plans within the whole group Using textbooks as a resource, the curriculum not as 8. PAL to Reinforce Regular Program (1/2 day) a. Purpose of PAL b. Organization and logistics of PAL c . Classroom teachers role in relation to PAL 9. Expectation Theory, TESA, Learning Styles (1/2 day) a. Research data on expectation theory b. Review of major components of 1 SA c. Teaching the at-risk student d . Different learning styles10 . Foreign Language Enrichment (1/2 cl\u0026lt;By) a. Program goals b . Implementation o-f program c . Role o-f the regular classroom t( '.her in the program 11. Media Program (1/2 day) a. Program goals b. Program design c . Classroom teacher's role in the program 12. Computer Training (1 day) a . Computer-based instruction in core content areas (available software) b. Keyboarding skills c. Programming skills d. Use o-f computer lab and roles o-f classroom teacher and computer aides 13. Homework Center and Other Planning (1 day) a. Organization, operations, and logistics o-f homework center b. Expectations -for teachers concerning homework and the homework center 14. SEP Training (1 1/2 days) a . Purpose o-f SEP b. Format of SEP c. Strategies for developing the SEP 15. SEP Writing (4 1/2 days) a. Development o-f SEP -for each student b. Expectations o-f principal concerning SEP* *f 'f v '- w '1' 1 i'  'A' 'i y I' x^ d' 1^ A ' w J/ T T' * T 4' 'P T T q A T 'T* * -T' T * 1 T V * * '^ T P * T 'T\" /T \u0026gt;T T A A r iT -T 'P A iT * '^ T A 'P -T- A T * X X, * * I * ' X nt' i: ',P START SENDER FEB-26 15:00 501 374 7609 ?\n? REPORT P.Ol FEB-26-91 TUE 15:01 RE ! !*' 46'- TYPE NOTE RECEIVE OK X X X X X X X X 1 I 'i' A* y A y y 4' y A y y y 4 \u0026lt; y y y y y y 4 y y y y y y y y y A y y y y 4 y y a y A a 4 a iy a a u 'L \u0026gt;i w A A A A A A A A A A * T. A A A A T' p * 'N A A A A A A A A A * A A A A A * A A A A A A A A A A A A * A n \u0026gt; * A A A A A A A A A A A A A A A^ A A A A A A A A A A A A A A A A A A A A A. A- A * A A A A' A A A A A A A idtl_*\u0026gt;\u0026gt;\u0026lt;. S'02-'26- 91 16:03 0501 374 7609 L R School Dlst ODM 001 M Little Rock School District February 26, 1991 PRESS RELEASE SPECIAI, Board meeting Contact: Skye Winslow, 324-2020 The Little Rock School District KOCK bcnool District Board of Directorci win F,d=ruarY 21. 1991 at p.m. concerning Incentive School opportunity issues. The Board, will meet .=00 -- at meeting. 810 West Markham Street  Little Roch, Arkansas 72201  (501)374-3361f Office of Desegregation Monitoring Schedule of Formal Monitoring Visits to the Incentive Schools DATE SCHOOL TEAM LEADER Wednesday, October 30, 1991 Mitchell Connie Hickman Monday, November 4, 1991 Rightsell Connie Hickman Tuesday, November 5, 1991 Rockefeller Horace Smith Wednesday, November 6, 1991 Ish Melissa Guldin Tuesday, November 12, 1991 Stephens Margie Powell Wednesday, November 13, 19991 Garland Horace Smith Thursday, November 14, 19991 Franklin Melissa Guldin , The monitoring team will arrive at each school by 8:30 AM. Si F.Y.I. Date: II Bob Connie Horace zLinda Margie Meiissa 0^ Polly Return i- Little Rock School District November 20, 1992 RE iVSD Mrs. Ann Brown, Federal Monitor Office of Desegregation and Monitoring Heritage West Building NOV 2 5 19^2 Little Rock, AR 72201 Office cf Desegregation Monitoring Dear Ann: Thank you for inviting me to the meeting in your office to discuss matters related to the desegregation plan. Per our discussion, this letter is submitted to provide an update on the Staffing Committee for Incentive Schools that is required in the desegregation plan. At the inception of the Incentive Schools, the purpose of the staffing committee was to determine the staffing needs at each school and then develop criteria for principal and staff selection based on a needs assessment. An interview team was to have been selected from members of the staffing committee to interview and make recommendations to the principals. It is my understanding that although an interview team was established and recommendations were made by this committee, the contracted agreement actually dictated which teachers were placed in the schools. Therefore, at this time, Ms. Arma Hart will assist me in instituting a new staffing committee that will determine the present staffing needs at each of the schools and develop criteria for principal and staff selection needed in the future. Each principal has submitted names of patrons and staff personnel to serve on this committee. In the future, when positions become vacant, the interview team will be involved in the hiring process and will make recommendations to the principals, goal of this administration to have quality staff in the It is a Incentive Schools who are committed to the goals of the program. A District-wide Staffing Committee for Incentive Schools meeting will be held on Wednesday, December 9, 1992, from 5:30 to 7:00 p.m., in the Board Room of the Administration Building. If you need additional information, please let me know. Sincerely, I, Janet Bernard Associate Superintendent cc: Marie Parker 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 Date: May 24, 1993 To: From: Subject: Janet Bernard, Estelle Matthis, Marie Parker, and Arma Hart Office of Desegregation Monitoring Team Incentive School Monitoring Meeting This memo is to confirm the meeting scheduled on Friday, May 28, 1993 at 9:00 a.m. at ODM to continue incentive school monitoring. General discussion topics include, but are not limited to: program specialists and theme implementation, the incentive school staffing committee, foreign language, the computer instructional technology system, parent home study guides, parent and community involvement, and student test profiles. We will also need copies of certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to the meeting:  Comprehensive long-range incentive school strategic plan  Each incentive schools theme implementation plan including but not limited to, goals and objectives, a description of curriculum infusion, management timelines, persons responsible, proposed budget, and evaluation criteria  Description of the 1991-92 year round school, including class offered, enrollment and attendance data, and evaluation criteria and results  Description of how the district is equipping parents with job skills necessary for employment at the incentive schools, including program goals and objectives, the community needs assessment and results, a list of adult education opportunities, a description of the parent internship program, the number of parent interns at each incentive school, and an overview of teacher/ parent mentorships.Date: May 24, 1993 To: From: Subject: Janet Bernard, Estelle Matthis, Marie Parker, and Arma Hart Office of Desegregation Monitoring Team Incentive School Monitoring Meeting This memo is to confirm the meeting scheduled on Friday, May 28, 1993 at 9:(X) a.m. at ODM to continue incentive school monitoring. General discussion topics include, but are not limited to: program specialists and theme implementation, the incentive school staffing committee, foreign language, the computer instructional technology system, parent home study guides, parent and community involvement, and student test profiles. We will also need copies of certain documentation. If you have any questions, please do not hesitate to contact us. Please bring copies of the following information to the meeting:  Comprehensive long-range incentive school strategic plan  Each incentive schools theme implementation plan including but not limited to, goals and objectives, a description of curriculum infusion, management timelines, persons responsible, proposed budget, and evaluation criteria  Description of the 1991-92 year round school, including class offered, enrollment and attendance data, and evaluation criteria and results  Description of how the district is equipping parents with job skills necessary for employment at the incentive schools, including program goals and objectives, the community needs assessment and results, a list of adult education opportunities, a description of the parent internship program, the number of parent interns at each incentive school, and an overview of teacher/ parent mentorships.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: June 2, 1993 From: Ann Brown, Melissa Guldin, Margie Powell, Horace Smith, and Connie Hickman Tanner To: Incentive School Principals Subject: ODM Breakfast Meeting The Office of Desegregation Monitoring (ODM) will publish its 1993 incentive school monitoring report this summer. We would like to give you time to review a draft of your schools report before it is published. We will share these preliminary reports with you at a 9:00 a.m. breakfast meeting on June 15, 1993 in the private dining room of Cheers on Broadway (located on the first floor of the TCBY Building at Sixth and Broadway). At the meeting we will give each principal a draft of his/her school report to check for accuracy. Although we will edit the drafts further for format and syntax, the factual information in the reports is complete. An ODM associate will be available to discuss each draft before we collect them all at the end of the meeting. We hope you will attend this important meeting, which we will keep as brief as possible. If you are unable to attend, please call the ODM office so we can adjust our breakfast reservation. We look forward to seeing you on June 15. cc: Janet Berntird1996 ODM INCENTIVE SCHOOLS MONITORING SCHEDULE Tuesday, April 2 - Rightseil Wednesday, April 3 - Garland Thursday, April 4 - Mitchell Monday, April 8 - Rockefeller Tuesday, April 9 - Franklin1995-96 ODM INCENTIVE SCHOOL MONITORING INFORMATIONAL MEETING MARCH 5, 1996 AGENDA Introduction/Get Acquainted Monitoring Procedures: Incentive School Monitoring Guide Description of the Site Visit Financial Monitoring Documentation Needed: School-Based Documentation Documentation From the Central Administration Monitors Areas of Responsibility Monitoring Schedule Questions and Concerns ClosureMONITORS AREAS OF FOCUS Biracial Committee (Horace Smith) Discipline, Suspension, Expulsion (Margie Powell) Early Childhood Education (Melissa Guldin) Enrollment (Horace Smith) Extended Day \u0026amp; Week (Gene Jones) Facilities (Melissa Guldin) Field Trips (Skip Marshall) Finance and Budgeting (Skip Marshall) Guidance and Counseling (Margie Powell) Home Visits (Margie Powell) Mentor Programs (Skip Marshall) Parent Center (Horace Smith) Parent Contracts (Gene Jones) Parent Council (Skip Marshall) Parent Recruitment (Melissa Guldin) Parent Training \u0026amp; Meetings (Gene Jones) School Themes (Horace Smith) Speakers Bureau (Skip Marshall) Volunteer Programs (Skip Marshall)Date: March 5, 1996 To: From: Subject: Sterling Ingram, LRSD Director of Staff Development Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Documentation Needed for the 1995-96 Incentive Schools Monitoring While most of the documentation we need can be obtained from the building administrators, we will need the following information from the districts central administration. Please furnish the following documentation by March 29, 1996.  Description of the current incentive school parent program, including program goals, objectives, timelines, and the person responsible for this program  Documentation of parent workshops including the topic, date, time, location, evaluation results, and the number of participants by race, gender, and childs school  Volunteer documentation including the number of volunteers by race, gender, and the number of hours volunteered at each school  Documentation of the mentor program including a brief description of the types of activities shared by mentors and students, the number of participants by race and gender, and the number of hours volunteered  Records of training the district conducted for mentors  List of community meetings including time, location, and copies of sign-in sheets  List of identified parent pick-up points for school functions, and an explanation of how the district publicizes this service to parents  Current membership roster for the Parent Council with members identified by race, gender, and the organization each represents  Copies of the current Parent Council monitoring instrument (highlighting any revisions made since the 1994-95 school year), 1995-96 meeting minutes, and quarterly reports  List of the Biracial Committee members by race, gender, and high school zone  Copies of the Biracial Committee meeting minutes, and monitoring schedule for 1995-96 and the current monitoring instrument (highlighting any revisions made since the 1994-95 school year)Incentive School Documentation Cont.)  Copies of the 1995-96 Planning, Research and Evaluation quarterly reports of the Biracial Committees monitoring visits  A list of all recruitment activities planned and implemented for the 1995-96 school year, including copies of any printed material distributed, lists of meetings held, tours conducted, the persons responsible for each recruitment activity, cost of individual activities, and an explanation of how you are tracking the results of all recruitment effortsDate: March 5, 1996 To: Incentive School Principals From: Ann Brown, Melissa Guldin, Gene Jones, Skip Marshall, Margie Powell, and Horace Smith Subject: Documentation Needed During the ODM On-Site Monitoring Visits During our visit to your school, we will need to interview you and conduct some brief classroom visitations. We will also need a workspace and a copy of the following 1995-96 records that we can take with us.                  School Map (5 copies) Discipline, Suspension, and Expulsion data by race and gender Building-level discipline plan Parent Center Committee by race, gender, and position (e.g. parent, teacher) Parent Center recommendations and an indication of the suggestions incorporated into the center The name, race, gender, and position of the parent trained to operate the center List of parent meetings including topic, time, location, and sign-in sheets A description of the mechanism designed to ensure that parents regularly sign homework List of community meetings and activities by topic, time, location, and sign-in sheets List of three key communicators by race, gender, and position Speakers Bureau roster by name, gender, race, and position, along with a list of speaking engagements including the time, location, and participant sign-in sheets Recruitment Team roster by race, gender, and position Recruitment Plan, including a list of all recruitment strategies implemented and planned Copy of the parent and student extended day survey, and the results of the survey Extended day schedule Extended week schedule Data on Saturday program participation In addition, the following records should be available for our review the day of the monitoring visit. You do not need to copy these records since we wont need to take them with us.          Documentation of staff development activities related to classroom management approaches Theme implementation plan Field Trips Building-level guidance and counseling plan ?\\n example of the monthly communications packets distributed by the Parent Center The total number of home visits conducted as of March 1996 The number of signed contracts and a description of follow-up procedures Individual student and class test profiles 1995-96 Expenditure printout through February 29SI 1995-96 INCENTIVE SCHOOLS MONITORING GUIDE OFFICE OF DESEGREGATION MONITORING Heritage West Building 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Ann S. Brown, Federal MonitorENROLLMENT  The incentive school program is successfully desegregating each incentive school. (LRSD Plan, pg. 149) 1DISCIPLINE, SUSPENSION, and EXPULSION  Data related to student discipline is disaggregated and reviewed to address issues of racial disparity. (Interdis. Plan, pg. 27)  Discipline data is carefully collected and the discipline program closely monitored in order to make modifications that are indicated by formative as well as summative information. The district analyzes the factors that contribute to some schools having fewer overall discipline problems and less disparity in discipline between black and white students. The district identifies and emulates these factors and closely scrutinizes progress toward reducing the number of students suspended or expelled as well as the disproportionate number of black students referred for disciplinary action. (ODM 1992 Report, pg. 23)  Attendance and behavior guidelines include time-out rooms that are staffed with trained personnel. (LRSD Plan, pp. 175, 184)  Students help develop school-based management rules and receive help with problem solving. (LRSD Plan, pp. 175, 184)  Staff, parents, and students cooperatively design discipline policies. (ODM 1992 Report, pg. 23)  Discipline policies and procedures are well-publicized, clearly indicate what is appropriate and inappropriate behavior, and spell out consequences for infractions. (ODM 1992 Report, pg. 23)  Classroom management approaches are appropriate for the work being done. (ODM 1992 Report, pg. 32)  Regular tracking of student attendance, behavior, discipline, and achievement is systematic and assessed at least quarterly. Individual and class profiles are utilized. Individual student plans and interventions are based on needs determined through ongoing data review. (LRSD Plan, pp. 176, 186) 2GUIDANCE AND COUNSELING  Social skills are taught, when appropriate, through the core instructional program. The total school staff serves as models of positive social interaction. Social skills instruction includes such programs as Rites of Passage, Role Models, and Mentoring. (LRSD Plan, pp. 156-157)  The schools use a Career Skills Development Program to develop career choices using written information, guest speakers, films, and interest inventories. (LRSD Plan, pp. 172, 180)  Study skills training enhances skills in test-taking, listening, and studying. Test-taking skills are being taught and students practice test-taking. (LRSD Plan, pp. 153, 176, 183\nODM 1992 Report, pg. 32)  Students receive individual and group counseling and are taught conflict resolution. The school uses peer facilitators. (LRSD Plan, pp. 176, 184)  The staff has developed written building guidance plans to address personal growth, social development, career awareness, and educational development. (ODM 1992 Report, pg. 27) 3FACILITIES  The district provides clean and safe facilities and makes all repairs fimdamental to maintaining the incentive schools. (LRSD Plan, pg. 129)  All of the incentive schools would benefit aesthetically fi-om the addition of attractive landscaping. Once plantings are installed, train the custodial staff in proper plant care to prevent loss of plantings to improper pruning or underwatering. (ODM 1992 Report, pg. 43) 4PROGRAMS AND OPERATIONS  The four-year-old program uses High Scope or a comparable curriculum model, and a parent component is incorporated into the program. (LRSD Plan, pg. 152)  Four-year-old enrollment is limited to 18 children per class. (ODM 1992 Report, pg. 10)  The Early Childhood Education Task Force is an avenue for parent, teacher, and community input. (ODM 1992 Report, pg. 17)  Parents and staff at each school develop school themes which are integrated into the curriculum. (LRSD Plan, pg. 153)  Students in grades 3-6 have access to either mobile or permanent science labs with adequate materials that allow children to execute long-term experiments and study science in the fullest sense. (LRSD Plan, pg. 153\nODM 1992 Report, pg. 15)  The curriculum at each school incorporates foreign language instruction using the foreign language lab and the \"total physical response\" method of instruction. Emphasis is on basic vocabulary, conversation, and cultural materials. (LRSD Plan, pg. 156)  Each building operates foreign language labs with appropriate equipment and materials. (LRSD Plan, pg. 153)  Parent Home Study Guides in each core subject area for each grade (1-6) will be available by the 1993-94 school year. (LRSD Plan, pg. 153)  Physical education (PE) and health are included in the total elementary curriculum with emphasis on wellness, lifelong leisure skills, nutrition, and respect for those with disabilities. (LRSD Plan, pg 156)  The schools use local, state, and national field trips to enhance learning and broaden cultural experiences. Trips provide community access and racially desegregated experiences and activities for incentive school students together with other LRSD students. Exhibits and performances are also brought to the schools, and students participate in shadowing activities. (LRSD Plan, pp. 158, 173, 181\nInterdis. Plan, pg. 4)  The schools schedule Special Skills Programs during the time designated for extended day activities. Scheduling for extended day meets the needs of students and includes the homework center, special skills training, and leisure time activities. Students finishing activities early report either to the homework center, CARE, or leave the campus at the request of a parent or guardian. (LRSD Plan, pp. 173, 174, 181, 184)  The district surveys parents and students to determine the most appealing extended day activities. (ODM 1992 Report, pg. 25) 5 The extended day program, which is based on information gleaned from SEP's, school staff, parents, and students, reinforces and extends the SEP to meet individual needs. (ODM 1992 Report, pg. 25)  Cumulative records document both host and guest schools participation in Saturday programs. (ODM 1992 Report, pg.25)  Saturday programs are developed to enhance learning. These programs include but arent limited to field trips, enrichment activities, tutoring, parent/child make-and-take sessions, book fairs, and physical education activities. (LRSD Plan, pg. 179) 6PARENT AND COMMUNITY INVOLVEMENT  A Parent Center in each school provides resources and materials which are recommended by a parent and staff committee, that can be loaned to parents. A parent has been trained to operate the center, which is to be the source of a monthly communications packet that is distributed to parents. (LRSD Plan, pp. 206, 208)  The schools actively seek parent recommendations for resources to be housed in the Parent Centers, incorporating as many of their suggestions as possible. The school documents the degree to which parents use the center and its resources. (ODM 1992 Report, pg. 39)  The schools offer parent workshops to assist parents in understanding and carrying out school expectations. The workshops include such topics as study skills, discipline, time management, pre-reading skills, financial management, and developmental learning skills. (LRSD Plan, pg. 209)  Parent training activities are documented by topic, time, and location along with the number of participants by race, gender, and the child's school. Participants feedback on how well the session was conducted and their perception of the potential helpfulness of the training is regularly collected and analyzed. (ODM 1992 Report, pg. 39)  Complete documentation of all parent meetings and activities is maintained, including sign-in sheets that reflect parents race, gender, and the school their child attends. (ODM 1992 Report, pg. 38)  Parent volunteer programs and school/business partnerships are developed and expanded. (LRSD Plan, pg. 132)  Recognition is used as a tool for community and parent involvement. The school recognizes parents and the community at monthly PT A meetings, displays awards, gives school lunch vouchers to award winners, and involves students in the recognition selection process. (LRSD Plan, pp. 209-210)  The school makes parent and volunteer recognition an integral, ongoing, and highly visibly part of school life. (ODM 1992 Report, pg. 38)  At least two or more home visits are required. (LRSD Plan, pp. 206, 211)  The staff documents the number and date of visits to each student's home, along with who made the visit, to determine if each family is visited at least twice yearly. (ODM 1992 Report, pg. 38)  Each school provides community role models and a mentoring program. (LRSD Plan, pg. 157)  The district has mounted an intense mentor recruitment campaign. (ODM 1992 Report, pg. 29)  Individual school volunteer mentoring programs are coordinated with VIPS and all volunteers are screened and trained prior to being matched with students. (ODM 1992 Report, pg. 29) 7 The school maintains mentor-student records that include the race, gender, participation hours, and types of activities shared by the mentors and their students. Records of training participants by race, gender, and classification (i.e. student, mentor, parent, teacher) are also maintained. (ODM 1992 Report, pg. 30)  Parents sign contractual commitments prior to enrolling their child in an incentive school. (LRSD Plan, pg. 211)  The schools have follow-up procedures to remind parents of the commitments they made in the contracts they signed at registration. (ODM 1992 Report, pg. 38)  A speakers bureau on education issues for community groups exists in school zones. Each school has identified three key communicators. The school staff coordinates events to promote neighborhood pride. These strategies work together to raise the trust level between the school and the community. (LRSD Plan, pp. 210, 213)  The Incentive School Program Parent Council functions as a districtwide council of incentive school parents. Membership includes two parents from each incentive school and four appointed by Joshua. The Council monitors all activities related to the incentive school program and reports quarterly to the LRSD Board of Directors and the Joshua Intervenors. (LRSD Plan, pg. 151)  The districtwide Biracial Committee, whose members represent various geographic areas of the community, will monitor the incentive schools quarterly. (LRSD Plan, pp. 224, 225)  The Biracial Committee furnishes copies of their monitoring reports to the incentive school principals and various district officials. The Office of Planning, Research and Evaluation (PRE) prepares quarterly reports that summarize all monitoring visits. The superintendent shares the PRE document with the Board of Directors at their regularly scheduled meetings. The Associate Superintendent for Desegregation is responsible for eliminating any noted deficiencies in a timely manner. (LRSD Plan, pg. 225)  The Biracial Advisory Committee, with the advice of marketing and advertising experts, serves as the steering committee for incentive school recruitment. The committee reviews bimonthly recruitment reports from the desegregation office, evaluates the program quarterly, and recommends needed changes to the Board of Directors. (LRSD Plan, pp. 217, 223)  Before July 1 of each year, the district convenes a committee to revise the instrument used to monitor the incentive schools, ensuring that it conforms with the expectations set for the program. The review committee consists of: incentive school principals, the superintendent's senior management team, specialists from PRE, and six members of the Biracial Committee (two of whom must be Joshua appointees). Any resulting revisions must be submitted to the LRSD Board and Joshua by August 15. (LRSD Plan, 225)  The Biracial Committee's monitoring instrument includes a recruitment assessment. (ODM 1992 Report, pg. 5) 8PARENT RECRUITMENT  The district informs the community about the incentive schools and their special features by providing informational sessions to special interest and community groups, including churches. Additional strategies include conducting Saturday information booths at malls and neighborhood stores, securing special media coverage, and developing an incentive school telephone hotline. The district distributes highlight sheets to all elementary parents and local businesses. (LRSD Plan, pp. 215, 218-219)  Recruitment is an ongoing process with each incentive school establishing a parent recruitment team to encourage voluntary assignments that enable the schools to comply with desegregation requirements. (LRSD Plan, pp. 132, 135, 215\nInterdis. Plan, pg. 57)  The district's recruitment strategies include public service announcements, billboards, a media blitz, videocassette recordings, flyers, open houses, targeted neighborhood blitzes, small group tours, a special designation from the Arkansas Department of Education (ADE), and celebrity endorsements. Each school establishes a speakers bureau and helps the district develop a brochure highlighting their school. Meetings are held with NLRSD and PCSSD parents and PTA groups to encourage M-to-M transfers. (LRSD Plan, pp. 215-216, 220-222)  Parent recruiters focus on recruiting white students to desegregate the incentive schools and conduct recruitment activities. (LRSD Plan, pp. 216, 222)  All parties have made firm commitments to assist the LRSD in desegregating the incentive schools. (May 1992 Order, pg. 29)  The LRSD maintains a strategic plan, based on the recruitment section of the desegregation plan, that reflects a well thought-out, interrelated process\npresents a firm timetable in its recruitment plan and strictly adheres to it\ndevelops a tracking system to determine the success of particular awareness and recruitment efforts, especially with identified geographic areas and specific groups\nincreases the number and variety of specifically targeted recruitment activities. (ODM 1992 Report, pp. 4, 5) 9ROCKEFELLER EARLY CHILDHOOD MAGNET SCHOOL  The Rockefeller Early Childhood Magnet Program is available to children from six weeks to four years of age. The program serves as a model for improving the academic achievement of disadvantaged students and attracting white students to comply with desegregation requirements. (LRSD Plan, pg. 12)  The early childhood program is an integral part of the whole school, not a separate or \"add-on\" program. It receives the same attention as to supervision, support, staff development, resource allotment, accountability, monitoring, and evaluation as grades K through six. (LRSD Plan, pg. 13)  The LRSD designated Rockefeller as a Cooperative Early Childhood Education Demonstration Magnet between UALR and other area colleges. The district works cooperatively with local colleges and universities to enhance and support the program. (LRSD Plan, pg. 12)  At Rockefeller, the district gives special emphasis to developing and piloting innovative approaches to the education of young children. (LRSD Plan, pg. 12)  The county's teachers, administrators, aides, HIPPY (Home Instruction Program for Preschool youngsters), and daycare program workers use Rockefeller as a demonstration center for training. (LRSD Plan, pg. 12)  Parents and educational professionals from UALR and other area colleges advise the school and district staffs on all aspects of planning and implementation of the early childhood program. (LRSD Plan, pg. 12)  Rockefeller's early childhood education policies are evaluated in terms of their impact on desegregation and educational goals. The parent committee on early childhood education evaluates policies (including private pay rates, lunch charges, vacation days, enrollment age, and sick days) for their impact on the early childhood program's viability as a desegregation tool, its competitiveness with private schools and daycares, and its ability to retain both its private paying and Title XX students. (LRSD Plan, pg. 13)  The district allows students who attend the Rockefeller three-year-old program to continue on into the four-year-old program and the grades beyond. Siblings of early childhood students may attend Rockefeller in order to help retain children in the school. (LRSD Plan, pg. 13)  The district will explore developing Rockefeller as a year-round, frill-day school for children from infancy through sixth grade. A biracial group of teachers, parents, administrators, and experts from local universities and colleges works with the district to assess the feasibility of such a program. (LRSD Plan, pg. 13) 10FINANCE AND BUDGETING The district ensures that those who are responsible for managing programs and budgets have a working knowledge of the process and are completely involved in it throughout the year. (October 1994 Court Order, pg. 5) 11I-P 7- J err 1,7 IV-. 21 '97 S' R5*!fc 'S.-V' i UB LE ROCK SCHOOL DISTRiCT 810 West Markham Little Rock, AR 72201 ^4X (501) 324-2C32 : A Ti\nT . ?OM: I' r PVO, ?.'   SUBJECT\nSPECfA SNSTF?UCT50NS, NFunV r of Pac ' -.i t 1 . c Vd.lfe C ,6 /?llL.'.i\u0026gt; .'-{J k- \u0026lt; z1 . ^\"1  k. L\u0026lt; ?r f. n r i\u0026gt; F3x Phone *\u0026gt; oer .i \u0026gt;1 Ta IC F r. a  W-\n4^rl '\u0026gt;,'!^\n'7.^'^ ttH7\u0026lt;:E CI IHE ASSIST ANT SUrgRlNI'ENDENTS J Jttlc'Ro^k'Si^\u0026amp;ooIT^isM 'X' ii' y\u0026gt;' gw S^iyC \u0026gt;*''- y, '3'i .y Xil. 3 -ill,' i\n\"b *1\n? ji: 73. 'f\n.' ' TO. Ticeriviv'c School Work Team .Members A..! May 21, 1597 IKOM: Margaret Grem5il|ie\njtil^ A..\nU^^'adie Mitchell, Pvssistant Sijperinten.dent 'K.ssistant Snperinteridenr SUBJECT\nReiinnder ot Meeting Date and Time Friday. May 2J, 1997 a,fr, Board Ron tn. l.P.SD Mr. Chad 'A'oofey. Pre.sidenr.'\\.hiei Operating Officer, and .Shetr, f bxecum.-e Uireetor ot the Voyager mpei oundation will be presenting their program m '.1..5 on l-rjday. .May 23 as soon a.s rhev come in ftom t.he airport around 5:00 a.rn. .'. hey ivifl be a.vai!able to us for .approximately 214 .tours before leaving for lb . .0'.\np.U, Tiglit. nr . \u0026lt; .ne asking oiher LhstiiiC] personnel to attend this meetir-g whe- n -ay ha vs an rest ia VK\nv,'ma an e.xtended day propam, that is proving to b.? successfid. nt maii v other .iteas Pl e le\n:\ne kn.o.v that vi'e appreciate each ot y-JU tor the .suptport yon are giving to bt.s I. A'ork assignment and thepanence you (lavc demonstrated vher. liavirg tr. adjus msuPT' :. 0-^' : .1? C. 'r.k. ' i:\ni\nI2 hicendve Sehooi Won\nTeam rjeini' May 21. r:59' pace 2 thangtid dates, Vv e are making progTess. The Tnps and reports have beer: verv helrtui in slianug our ideas for a i innovatma school plan. FuLtowinfe the all ! :?m!' r pi'^isen-atior), we wil! have a wrap-up discussion to heai inpih from ttending. 'fit' w^Pieuse fZ^t^ tbfu' ch(t}s\n\u0026gt;e jroni 8:00 a.m. tv 8:00 u.m .  Ot. l,')o!i Roberts k- Fve vn Pl-ton M idha Rcgeis ?4t Price L.ecn .A I rns Incentive School Monitoring Schedule Date School Team Leader Friday, April 30 Mitchell Connie Wednesday, May 5 Rockefeller Melissa Friday, May 7 Stephens Margie Monday, May 10 Ish Margie Wednesday, May 12 Franklin Horace Friday, May 14 Garland Connie Monday, May 17 Rightsell Horace First Draft of the school reports is due Friday, June 18. Subsequent deadlines will be discussed at the April 23 meeting.\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":"aar_lessons_209","title":"Indian Culture","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["Students will be conducting research and then adding it to a class book."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Creek War, 1813-1814"],"dcterms_title":["Indian Culture"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/209"],"dcterms_temporal":["1810/1819"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_241","title":"Influential Women of Alabama","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["'In this activity, students will identify and be able to explain contributions by women in the fields of science, education, the arts, and politics in the late 19th and early 20th centuries in Alabama. Students will research five influential women of Alabama and will use primary sources to create a final project.'"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Celebrities--United States--Alabama"],"dcterms_title":["Influential Women of Alabama"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/241"],"dcterms_temporal":["1950/1959","1960/1969","1970/1979","1980/1989"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_234","title":"''In My Feelings'': Slavery in Alabama","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["This lesson helps students gain a better understanding of Alabama slavery by analyzing primary sources. It also incorporates the arts into Social Studies or English Language Arts."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Slavery"],"dcterms_title":["''In My Feelings'': Slavery in Alabama"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/234"],"dcterms_temporal":["1820/1829","1830/1839","1840/1849","1850/1859"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"luu_ibe","title":"Integration and the Black experience at LSU","collection_id":null,"collection_title":null,"dcterms_contributor":["T. Harry Williams Center for Oral History"],"dcterms_spatial":["United States, Louisiana, East Baton Rouge Parish, 30.53824, -91.09562","United States, Louisiana, East Baton Rouge Parish, Baton Rouge, 30.44332, -91.18747"],"dcterms_creator":null,"dc_date":["1990/1999"],"dcterms_description":["Integration and the Black Experience at LSU includes audio files and transcripts from interviews conducted from 1985 to 1998 of African American students, faculty, and administrators at LSU during integration (1950-1970).","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":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["System requirements: To listen to the audio files you need RealPlayer."],"dc_right":["http://rightsstatements.org/vocab/InC-OW-EU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Louisiana State University (Baton Rouge, La.)--Alumni and alumnae","Louisiana State University (Baton Rouge, La.)","College integration--Louisiana--Baton Rouge","African American college students--Louisiana--Baton Rouge","African Americans--Segregation--Louisiana","Baton Rouge (La.)--Race relations","Civil rights movements--Louisiana","Segregation--Louisiana"],"dcterms_title":["Integration and the Black experience at LSU"],"dcterms_type":["Sound"],"dcterms_provenance":["LSU Libraries. Special Collections"],"edm_is_shown_by":null,"edm_is_shown_at":["https://www.lib.lsu.edu/content/integration-and-black-experience-lsu"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["oral histories (literary works)","sound recordings","transcripts"],"dcterms_extent":null,"dlg_subject_personal":["Crump, Maxine, 1946-","Hamilton, Leo C., 1951-","Tureaud, Alexander Pierre, Jr."],"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_275","title":"Interacting with Martin Luther King Jr.'s Letter from a Birmingham Jail","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["Students will read and react to the letter. They will complete an anticipation worksheet about other possible sentences Dr. King might have included. Students will discuss sentences that stood out to them most in the letter."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights"],"dcterms_title":["Interacting with Martin Luther King Jr.'s Letter from a Birmingham Jail"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/275"],"dcterms_temporal":["1960/1969"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_147","title":"Interview with a Former Slave, Henry Cheatam","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["Students will read and analyze a first hand account of slavery from Henry Cheatam who was interviewed during the 1930s as part of the Slave Narratives: A Folk History of Slavery in the United States from Interviews with Former Slaves, Volume I, Alabama Narratives conducted by the Works Progress Administration. The link attached to the lesson is to a scanned copy of the original manuscript. Additionally, a copied Word document of the original manuscript and a slightly edited version where racially explicit language is taken out of the copy are attached."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["United States--History--Civil War, 1861-1865","Depressions--1929"],"dcterms_title":["Interview with a Former Slave, Henry Cheatam"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/147"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_239","title":"'Interview with Orr Park Wood Carver, Tim Tingle'","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["'Students will encounter an interview with a local artist and discuss primary sources. They will then conduct their own interview with a relative who is older than them. The end result will be a written or digital class book that includes video, audio, and/or pictures relating their interviews to future generations.'"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Celebrities--United States--Alabama"],"dcterms_title":["'Interview with Orr Park Wood Carver, Tim Tingle'"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/239"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"tmll_hpcrc_22500706","title":"Intimidation and violence : racial and religious bigotry in America","collection_id":"tmll_hpcrc","collection_title":"Historical Publications of the United States Commission on Civil Rights","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["United States Commission on Civil Rights"],"dc_date":["1990"],"dcterms_description":["A digital version of the report published by the United States Commission on Civil Rights.","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":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":["Forms part of online collection: Historical Publications of the United States Commission on Civil Rights.","Requires Acrobat plug-in to view files."],"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Racism--United States","Antisemitism--United States","United States--Race relations","Violence--United States"],"dcterms_title":["Intimidation and violence : racial and religious bigotry in America"],"dcterms_type":["Text"],"dcterms_provenance":["Thurgood Marshall Law Library"],"edm_is_shown_by":["http://www2.law.umaryland.edu/marshall/usccr/documents/cr11096.pdf"],"edm_is_shown_at":["http://crdl.usg.edu/id:tmll_hpcrc_22500706"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports","records"],"dcterms_extent":["29 p. ; 23 cm."],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_273","title":"Introduction to Civil Rights","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["This is an introduction to a new unit study. The students will be looking at the primary source and identifying what is happening and the time period."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights"],"dcterms_title":["Introduction to Civil Rights"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/273"],"dcterms_temporal":["1960/1969"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aar_lessons_205","title":"Investing in Community","collection_id":"aar_lessons","collection_title":"Alabama History Education Materials","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, 32.75041, -86.75026"],"dcterms_creator":null,"dc_date":["1990/2022"],"dcterms_description":["'This will be a culminating activity to a unit on Company Towns and Mill Villages in Alabama during the New South Era. After learning about and evaluating actual communities from the time period, the students will create a layout or map of their own imaginary Company Town or Mill Village. They will also complete a writing assignment that compares and contrasts their own imaginary community with the actual communities of the time period. They will have to give reasons why they kept some things the same and changed other things from the communities of the New South Era.'"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Southern States--Civilization","Transportation"],"dcterms_title":["Investing in Community"],"dcterms_type":["Text"],"dcterms_provenance":["Alabama. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://digital.archives.alabama.gov/cdm/ref/collection/lessons/id/205"],"dcterms_temporal":["1880/1889","1890/1899"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["lesson plans"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null}],"pages":{"current_page":773,"next_page":774,"prev_page":772,"total_pages":6797,"limit_value":12,"offset_value":9264,"total_count":81557,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. Bureau of Educational Research","hits":4707},{"value":"Baldowski, Clifford H., 1917-1999","hits":2599},{"value":"Mississippi State Sovereignty Commission","hits":2255},{"value":"Thurmond, Strom, 1902-2003","hits":2077},{"value":"WSB-TV (Television station : Atlanta, Ga.)","hits":1475},{"value":"Newman, I. DeQuincey (Isaiah DeQuincey), 1911-1985","hits":1003},{"value":"The State Media Company (Columbia, S.C.)","hits":926},{"value":"Atlanta Journal-Constitution","hits":844},{"value":"Herrera, John J.","hits":778}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"African Americans--Civil rights","hits":9445},{"value":"Civil rights","hits":8328},{"value":"African Americans","hits":5912},{"value":"Mississippi--Race relations","hits":5750},{"value":"Race relations","hits":5604},{"value":"Education, Secondary","hits":5083},{"value":"Education, Elementary","hits":4729},{"value":"Segregation in education--Mississippi","hits":4727},{"value":"Education--Pictorial works","hits":4707},{"value":"Civil rights demonstrations","hits":4440},{"value":"Civil rights workers","hits":3536}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966--Correspondence","hits":1888},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1815},{"value":"Meredith, James, 1933-","hits":1709},{"value":"Baker, Augusta, 1911-1998","hits":1495},{"value":"Herrera, John J.","hits":1312},{"value":"Parks, Rosa, 1913-2005","hits":1071},{"value":"Jordan, Barbara, 1936-1996","hits":858},{"value":"Young, Andrew, 1932-","hits":814},{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":719},{"value":"Mizell, M. Hayes","hits":674},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":626}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"name_authoritative_sms","items":[{"value":"Smith, Lillian (Lillian Eugenia), 1897-1966","hits":2598},{"value":"King, Martin Luther, Jr., 1929-1968","hits":1915},{"value":"Meredith, James, 1933-","hits":1704},{"value":"Herrera, John J.","hits":1331},{"value":"Parks, Rosa, 1913-2005","hits":1070},{"value":"Jordan, Barbara, 1936-1996","hits":856},{"value":"Young, Andrew, 1932-","hits":806},{"value":"Silver, James W. (James Wesley), 1907-1988","hits":625},{"value":"Connor, Eugene, 1897-1973","hits":605},{"value":"Snelling, Paula","hits":580},{"value":"Williams, Hosea, 1926-2000","hits":440}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Martin Luther King, Jr.'s Nobel Prize","hits":1769},{"value":"Ole Miss Integration","hits":1670},{"value":"Housing Act of 1961","hits":969},{"value":"Little Rock Central High School Integration","hits":853},{"value":"Memphis Sanitation Workers Strike","hits":366},{"value":"Selma-Montgomery March","hits":337},{"value":"Freedom Summer","hits":306},{"value":"Freedom Rides","hits":214},{"value":"Poor People's Campaign","hits":180},{"value":"University of Georgia Integration","hits":173},{"value":"University of Alabama Integration","hits":140}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":17987},{"value":"United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798","hits":5437},{"value":"United States, Alabama, Montgomery County, Montgomery, 32.36681, -86.29997","hits":5151},{"value":"United States, Georgia, 32.75042, -83.50018","hits":4847},{"value":"United States, South Carolina, 34.00043, -81.00009","hits":4599},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":4328},{"value":"United States, Alabama, 32.75041, -86.75026","hits":3948},{"value":"United States, Mississippi, 32.75041, -89.75036","hits":2910},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":2580},{"value":"United States, Tennessee, Shelby County, Memphis, 35.14953, -90.04898","hits":2580},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":2536}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Georgia","hits":12823},{"value":"Alabama","hits":11313},{"value":"Mississippi","hits":10220},{"value":"South Carolina","hits":8493},{"value":"Arkansas","hits":4733},{"value":"Texas","hits":4399},{"value":"Tennessee","hits":3786},{"value":"Florida","hits":2602},{"value":"Ohio","hits":2403},{"value":"North Carolina","hits":1875},{"value":"New York","hits":1840}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1966","hits":10632},{"value":"1963","hits":10287},{"value":"1965","hits":10218},{"value":"1956","hits":9840},{"value":"1955","hits":9619},{"value":"1964","hits":9365},{"value":"1968","hits":9345},{"value":"1962","hits":9247},{"value":"1967","hits":8897},{"value":"1957","hits":8523},{"value":"1961","hits":8282},{"value":"1958","hits":8259},{"value":"1959","hits":8061},{"value":"1960","hits":7948},{"value":"1969","hits":7348},{"value":"1954","hits":7240},{"value":"1950","hits":7118},{"value":"1953","hits":6969},{"value":"1970","hits":6835},{"value":"1971","hits":6425},{"value":"1977","hits":6367},{"value":"1972","hits":6254},{"value":"1952","hits":6162},{"value":"1951","hits":6046},{"value":"1975","hits":5894},{"value":"1976","hits":5863},{"value":"1974","hits":5849},{"value":"1973","hits":5689},{"value":"1979","hits":5416},{"value":"1978","hits":5405},{"value":"1980","hits":5366},{"value":"1995","hits":4885},{"value":"1981","hits":4811},{"value":"1994","hits":4704},{"value":"1948","hits":4597},{"value":"1949","hits":4573},{"value":"1996","hits":4542},{"value":"1982","hits":4417},{"value":"1947","hits":4317},{"value":"1985","hits":4313},{"value":"1998","hits":4281},{"value":"1983","hits":4261},{"value":"1997","hits":4258},{"value":"1984","hits":4152},{"value":"1999","hits":4074},{"value":"1946","hits":4047},{"value":"1945","hits":4018},{"value":"1986","hits":4006},{"value":"1990","hits":3988},{"value":"1943","hits":3900},{"value":"1944","hits":3896},{"value":"2000","hits":3894},{"value":"2001","hits":3876},{"value":"1942","hits":3868},{"value":"1940","hits":3765},{"value":"1941","hits":3758},{"value":"1987","hits":3744},{"value":"2002","hits":3624},{"value":"1991","hits":3553},{"value":"1936","hits":3507},{"value":"1939","hits":3501},{"value":"1992","hits":3500},{"value":"2003","hits":3489},{"value":"1993","hits":3478},{"value":"1938","hits":3466},{"value":"1937","hits":3450},{"value":"1989","hits":3441},{"value":"1930","hits":3378},{"value":"1988","hits":3355},{"value":"1935","hits":3307},{"value":"1933","hits":3271},{"value":"1934","hits":3271},{"value":"1932","hits":3255},{"value":"1931","hits":3240},{"value":"2005","hits":3143},{"value":"2004","hits":2995},{"value":"2006","hits":2860},{"value":"1929","hits":2790},{"value":"1928","hits":2272},{"value":"1921","hits":2124},{"value":"1925","hits":2040},{"value":"1927","hits":2026},{"value":"1924","hits":2012},{"value":"2016","hits":2011},{"value":"1926","hits":2010},{"value":"1920","hits":1976},{"value":"1923","hits":1955},{"value":"1922","hits":1929},{"value":"2007","hits":1715},{"value":"2008","hits":1664},{"value":"2011","hits":1661},{"value":"2009","hits":1624},{"value":"2019","hits":1623},{"value":"2015","hits":1613},{"value":"2013","hits":1604},{"value":"2010","hits":1601},{"value":"2014","hits":1567},{"value":"2012","hits":1553},{"value":"1919","hits":1533},{"value":"1918","hits":1531}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"0193","max":"2035","count":506439,"missing":56},{"name":"medium_facet","items":[{"value":"photographs","hits":10710},{"value":"correspondence","hits":9628},{"value":"black-and-white photographs","hits":7678},{"value":"negatives (photographs)","hits":7513},{"value":"documents (object genre)","hits":4462},{"value":"letters (correspondence)","hits":3623},{"value":"oral histories (literary works)","hits":3607},{"value":"black-and-white negatives","hits":2771},{"value":"editorial cartoons","hits":2620},{"value":"newspapers","hits":1955},{"value":"manuscripts (documents)","hits":1692}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC/1.0/","hits":41201},{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":17721},{"value":"http://rightsstatements.org/vocab/UND/1.0/","hits":8830},{"value":"http://rightsstatements.org/vocab/CNE/1.0/","hits":7090},{"value":"http://rightsstatements.org/vocab/NoC-US/1.0/","hits":2186},{"value":"http://rightsstatements.org/vocab/InC-NC/1.0/","hits":1778},{"value":"http://rightsstatements.org/vocab/NoC-CR/1.0/","hits":1115},{"value":"https://creativecommons.org/licenses/by-nc-nd/4.0/","hits":145},{"value":"http://rightsstatements.org/vocab/NKC/1.0/","hits":60},{"value":"http://rightsstatements.org/vocab/InC-RUU/1.0/","hits":51},{"value":"https://creativecommons.org/licenses/by-nc-sa/4.0/","hits":27}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Jim Peppler Southern Courier Photograph Collection","hits":4956},{"value":"John E. Phay Collection ","hits":4706},{"value":"John J. Herrera Papers","hits":3288},{"value":"Baldy Editorial Cartoons, 1946-1982, 1997: Clifford H. Baldowski Editorial Cartoons at the Richard B. Russell Library.","hits":2607},{"value":"Sovereignty Commission Online","hits":2335},{"value":"Strom Thurmond Collection, Mss 100","hits":2068},{"value":"Alabama Media Group Collection","hits":2067},{"value":"Black Trailblazers, Leaders, Activists, and Intellectuals in Cleveland","hits":2033},{"value":"Rosa Parks Papers","hits":1948},{"value":"Isaiah DeQuincey Newman, (1911-1985), Papers, 1929-2003","hits":1904},{"value":"Lillian Eugenia Smith Papers (circa 1920-1980)","hits":1887}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"John Davis Williams Library. Department of Archives and Special Collections","hits":8885},{"value":"Alabama. Department of Archives and History","hits":8153},{"value":"South Caroliniana Library","hits":4251},{"value":"Atlanta University Center Robert W. Woodruff Library","hits":4102},{"value":"University of North Texas. Libraries","hits":3854},{"value":"University of South Carolina. Libraries","hits":3438},{"value":"Hargrett Library","hits":3292},{"value":"Richard B. Russell Library for Political Research and Studies","hits":2874},{"value":"Mississippi. Department of Archives and History","hits":2825},{"value":"Butler Center for Arkansas Studies","hits":2785},{"value":"Rhodes College","hits":2264}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":81102},{"value":"Collection","hits":455}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":81360},{"value":"true","hits":197}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}