{"response":{"docs":[{"id":"bcas_bcmss0837_1020","title":"\"A Study of Selected Management and Finance Issues in the Cleveland Public Schools, Cleveland, Ohio,'' Oliver S. Brown Associates","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Ohio, 40.25034, -83.00018","United States, Ohio, Cuyahoga County, Cleveland, 41.4995, -81.69541"],"dcterms_creator":null,"dc_date":["1989-04"],"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":["Education","Education--Evaluation","Education--Finance","School management and organization"],"dcterms_title":["\"A Study of Selected Management and Finance Issues in the Cleveland Public Schools, Cleveland, Ohio,'' Oliver S. Brown Associates"],"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/1020"],"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\nThis transcript was created using Optical Character Recognition and may contain some errors.\nA'.ITACHMENT A A STUDY OF Sf LECTED MANAGEMENJ' ~ ! ~ [ID . AND . MAY I 1989 FINANCE ISS,t:IES r at_\"\"-.. \"' o'clock M CLERK OF COUFfrs-- lJ. S. District Court, fl!.D.O. IN THE CLE\\(.f=~~ .. f?.. PUBLIC SCHOOLS . .... Cleveland, Ohio Oliver S. Brown Associates 9 Bowdoin Street Cambridge, MA 02~38 APRIL 198S  . . Executive Summary Introduction TABLE OF CONTENTS A. Purpose of the Report B. Scope and Organization of the Report c. Scope and Method of Work D. Background - The Unfinished Compliance Agenda: 1. standard Requirements of the Agenda I-1 2. Relationship Between Agenda Requirements and Performance standards 3. Assessment Format for Performance Standards 4. Developmemt of Performance Standards and Assessment Methodology E. Summary of Conclusions II. Financial Planning and Budgeting A. Introduction B. Agenda system Characteristics c. Analysis of current Status D. System Implementation Effort III. Financial Management A. Introduction B. Agenda System Characteristics c. Analysis of Current Status D. system Implementation Effort II-1 III-1 IV. Management Information v. A. Introduction B. Agenda System Characteristics c. Analysis of current Status D. System Implementation Effort Capital Planning and Budgeting A. Introduction B. Agenda System Characteristics c. Analysis of current Status D. System Implementation Effort Attachments: IV-1 V-1 A. Listing of Documents Supplied to the Consultants A-1 B. c. Other Documents Requested and Response Information System Status Report, January 1989 B-1 C-1 A STUDY OF SELECTED MANAGEMENT AND FINANCE ISSUES IN THE CLEVELAND PUBLIC SCHOOLS EXECUTIVE SUMMARY This study analyzes certain management and finance functions of the Cleveland Public Schools (the \"District\") and the relationship of those functions to system specifications in the \"Management and Finance Component\" of the \"Unfinished Compliance Agenda\" (an instrument developed by the District and the State of Ohio to complete unfinished remedial work in the case of Reed v. Rhodes). The District has been attempting to improve its management and finance practices for much of the last ten years. The \"performance standards\" which the District has developed, and which the State has approved, as part of the Management and Finance Component are, in fact, general and vague in nature. They specify little in the way of observable and measurable information. Until these \"performance standards\" are improved, their value as measures of District improvement in the management and finance area will remain very limited at best. Once measurable performance standards are developed, measurement of success will depend in large part upon the development of the information systems referred to below. Page 2 The fundamental management and finance activities of the District can be organized functionally as Financial Planning and Budgeting, Financial Management, Management Information Systems and Capital Planning and Budgeting. It appears that the District has achieved a level of overall financial control through its financial systems, but it is not able to use those same systems to provide management information to support decision-making. An exception to such overall financial control is the District's lack of an automated position control system The financial system is essentially an accounting system that produces the accounting reports required by state law, but it does not generally satisfy the high-priority information needs of the District itself. Major unmet needs include an improved ability to generate systematic short- and long-term expenditure projections, as well as an improved ability to allocate resources according to explicit District priorities, especially in relation to academic programs. The Management Information Systems of the District are (I) I'll$$ intended, conceptually, to support both the educational programs (j) Ffl,t.. in the schools and the management requirements of the leadership of the District. The District appears to have made recent progress in implementing student information systems, but has not successfully addressed problems in financial systems to produce Page 3 timely and accurate financial reports to schools and departments. With the exception of the student information system, there appears to be a significant management problem related to the District's ability to plan and implement computerized information systems. This is particularly true of financial systems. The lack of program-oriented and other truly useful financial information may impede the District's efforts to provide an equitable and productive distribution of resources to all students. The District has initiated a program of capital improvements during the past two years. However, the Board of Education approved a Capital Improvements Plan that was not recommended by the Superintendent, in his capacity as chief executive officer of the District, and has established a decision-making and reporting process which bypasses him. There appears to be no individual with overall responsibility and accountability for the successful completion of the Board's Capital Improvements Plan. Progress to date on student information systems has not been matched by similar progress on financial or capital management and planning. Divisions of responsibility and accountability in these areas appear to have limited progress in achieving desired results. I. Introduction A. Purpose of the Report The purposes of this report are to describe and analyze the present status of selected requirements of the Unfinished Compliance Agenda related to Management and Finance in the Cleveland Public Schools (also the \"District\") and to assess whether or not the District's approach to developing the systems identified in the Unfinished Compliance Agenda is appropriate for the task. The Unfinished Compliance Agenda is the device which the District and the State of Ohio have chosen to complete their work in complying with the United States District Court's Remedial Order in Reed v. Rhodes. The requirements identified in the Management and Finance component of the Agenda are critical to the overall compliance efforts of the District. The systems specified for implementation include the resource allocation systems, resource distribution systems, and information systems which comprise the core of the financial systems of the District and support all of the educational activities of the District. Their importance within the framework of the United States District Court I-1 Remedial Order of February 6, 1978 is captured in one statement from that Order: Nowhere do the management and administrative skills of the defendants appear more inadequate than in the area of finances. [Remedial Order, C73-1300, 2/6/78, page 98) B. Scope and Organization of the Report The Unfinished Compliance Agenda and the related performance standards document (see sections I-C,I-D,I-F of this report) include a number of components relating to financial systems and information systems. This report has been organized around the following functional areas, with reference to the sections of the Agenda that include these areas: Report Section II. Financial Planning and Budgeting III. Financial Management and Control IV. Management Information systems V. Capital Planning and Budgeting Agenda Component XIII-B XIII-B, XIII-C XIII-E XIII-D This report analyzes the status of the District's efforts in each functional area in terms of the Agenda requirements and related performance standards. I-2 c. Scope and Method of Work: The information for this report was obtained through several methods which included: - initial on-site interviews (August 1988) of District Administrators in key financial and management positions in the District\n- responses by a sampling of principals, curriculum and other central office administrators to questions developed by the consultants to the study\n- review of selected filings in Reed v. Rhodes\n- submission by the District of a number of requested documents in the area of management and finance\nand - follow-up on-site interviews (March 1989) of District administrators to verify or modify information obtained from documents and questionnaire responses. D. Background - The Unfinished Compliance Agenda On August 14, 1987, the United States District Court I-3 for the Northern District of Ohio, Eastern Division, in the case of Reed v. Rhodes, approved the \"Unfinished Compliance Agenda\" document. The Unfinished Compliance Agenda (also, the \"Agenda\") was developed by the Cleveland Public School District (also, the \"District\") and the State Department of Education (also, the \"State\") as a comprehensive statement of the unfinished remedial work under the Court's original Remedial Orders. The primary difference between the Agenda and previous documents relating to remedial work was a focus on the development of management systems, permanent and ongoing rather than a series of one-time tasks or projects. The Unfinished Compliance Agenda has become the operative document used by the Defendants to define and undertake its work in order to comply with the Court's orders. It is the Defendants' self-defined set of management systems which they must plan, develop, implement, and maintain within the organizational structure of the School District, in their effort to comply with the Remedial Orders. In this sense, the Unfinished Compliance Agenda is an integral part of the District's effort to improve its performance in the management and finance area. A key element of the Agenda is the development by the District, with approval by the State, of \"performance I-4 standards\" for each of the management systems. In its August 14, 1987 Order, the Court stated explicitly, \"The success of every system will depend on the establishment of observable, measurable, and rigorous performance standards.\" (1.1) It is very clear that the performance standards should be real, tangible, verifiable measures of results, and not merely indicators that a process is occurring. Excessive concentration by the District and the State on neat, well-structured packages of systems, without measuring the impact of those systems on the end-product, delivery of effective educational services to all students, runs the risk of missing the mark altogether. 1. Requirements of the Agenda Within each of the functions outlined in Section B, the Agenda describes a set of requirements that each system must meet. These requirements are as follows: Board adopted, codified policies and regulations\nPerformance standards\nCurrent and coordinated operational controls\nPeriodic information and training programs\n(1.1) Order, August 14, 1987 I-5 Timely provision of information\nAnnual assessment of attainment of performance standards. In addition, the Agenda calls for a \"multiyear, comprehensive, perpetual planning procedure that addresses all educational and education-support service requirements of the District\",(1.2) based upon assessment findings and research information. This includes the annual assessment of attainment of all performance standards. This requirement specifies that there must be linkages to policy development, goals and objectives, spending priorities, facility planning, operational plans, desegregation, race equity issues, school climate, new educational development and implementation, and student attendance, retention and discipline. (1.2) 2. Relationship Between Agenda Requirements and Performance Standards The performance standards developed by the District and modified and approved by the State should be fashioned in such a way that they can be used, ultimately, to demonstrate (1.2) -Defendant Cleveland Board of Education's Unfinished Compliance Agenda. January 9, 1987, page XIII-6. I-6 that the District has met the the test of \"fulfillment of the underlying duties embodied in the Remedial Order and Final Standards\". (1.3) Whereas the Unfinished Compliance Agenda describes requirements in terms of management systems with certain general characteristics for each of the subsections of Component XIII, Management and Finance, one would expect the performance standards to be more specific, measurable indicators of those specified characteristics. This is decidedly not the case with respect to the performance standards for the financial system subcomponents of the Agenda. One example clearly demonstrates the point: Unfinished Compliance Agenda Requirement XIII-B calls for a \"System of financial controls for revenue planning, budgeting, accounting and auditing, which supports the Remedial Order implementation, and which projects revenues, budgets for expenditures based upon student enrollment and staffing needs, limits spending and staffing to available funds, allocates funds on the basis of District objectives, identifies cost by program and involves all levels of administration in budget construction.\" Performance standard XIII-Bl, which is to serve as the measure of the above system's operation is: \"Operational fiscal controls system for revenue planning, budgeting, accounting and auditing which limits spending to available funds, allocates by District objectives and involves all levels of administration in budget construction. By November 1989, needs and requirements for the new system defined, system acquired and modifications leading to implementation in place.\" Unfinished Compliance Agenda Component XIII. Management and Finance, performance standards, dated October 1988. The Agenda reflects general statements of intent. The performance standards should constitute \"observable, measurable and rigorous\" standards by which it is possible (1.3) Order, August 14, 1987, quoting Order, September 26, 1983 I-7 to determine unambiguously whether the described system is producing the outcome intended. In the above-cited example, the performance standard is merely an extract of key language from the Agenda requirement, and the statements are virtually the same except for the addition of a date in the performance standard. There is no measurable indicator or assessment criteria to further define performance. This would not appear to lend itself to the development of a body of data that supports the Defendants' efforts to achieve compliance and thus would not assist the Defendants in producing \"verifiable evidence\" thereof to the Court. One example, for purposes of illustration only, of an observable, measurable performance standard related to the foregoing Agenda system on revenue planning and financial control (XIII B.) might be as follows: A monthly revenue report will be provided by the ~ _ 15th of each month to the Board and senior ~~. administration which will contain the major sources of ~~v general and restricted revenue\nthe monthly and cumulative-to-date plan, actual, and variances\nand the projected end-of-year balances, along with a narrative description and analysis of any current or anticipated problems. This report will be operational by December 1989. The matter of vagueness and imprecision is a generic problem throughout the District-authored and State-approved performance standards for Management and Finance Systems. I-8 The performance standards for Unfinished Compliance Agenda systems relating to financial planning, management, and control, management information systems, and capital planning and budgeting are virtually as general as the descriptions of the Agenda systems. This appears to be a significant problem which the Defendants' must address if they hope to use attainment of performance standards as evidence of their progress toward compliance with the Court's Remedial Orders. It is of interest to note that for Fiscal Year 1986-87, the District published a Comprehensive Annual Financial Report (\"CAFR\") for the first time. According to the District Treasurer, Cleveland was the first major school District in the State to publish such a document. The Association of School Business Officials International (ASBO) presented the District with a Certificate of Excellence in Financial Reporting for this CAFR, based upon a review of the submitted document by ASBO officials and experts in the field. This annual financial report contains much useful information, and could, with appropriate consideration by I-9 the State, itself be used as one of the measurable performance standards in the area of financial management and reporting. (1.4) Yet, the performance standards document and the assessment format document make no reference to the annual financial report or any other such specific indicator which already exists. 3. Assessment Format for Performance Standards The actual measurement of District performance within the Unfinished Compliance Agenda is in the form of annual assessments. The District has developed, and the State approved, an \"Assessment Format\" for each of the performance standards in the Management and Finance component of the Agenda. Ostensibly, the assessment format calls for data that the District and the State can use to evaluate system performance as identified by performance standards. (1.4) The CAFR is a significant annual financial reporting document recognized as an industry standard that constitutes one aspect of a comprehensive financial management and reporting system. There are numerous other generally-accepted standards and indicators of effective financial management systems that are part of a common body of knowledge within not only school business practice, but financial management as a profession. Extracting a representative set of such standards from this body of knowledge is a routine process for consultants in performing management studies of organizational financial systems. The numerous studies (referred to in the following sections of this study} by outside consultants of the Cleveland Public Schools financial systems consistently identify standards in presenting recommendations. It is somewhat remarkable that the District has not drawn upon information from the numerous studies already conducted to establish commonly-accepted standards for performance. I-10 There is a striking difference in the District's approach to assessment of certain non-financial performance standards and financial performance standards, as embodied in the Assessment Report Format document. For example, subsection XIII-A generally deals with the subject of decentralization, and both the performance standards and the assessment criteria are specific and measurable. One of the performance standards on decentralization relating to personnel appointments (XIII-A3) reads as follows: By November, 1989, data gathered on a representative sample of schools will show that 90% of both certificated and classified personnel appointments to school site positions have been made through a school-based selection process involving both staff and sec members (Policies 4112.1 and 4212.1) The standard has a specific timeline and has a measurable indicator of success, (90% of selected sample meeting criteria). The related assessment methodology is specific as well. A stratified random sample of schools will be selected consisting of 25% of the population of elementary, intermediate and high schools. A review will be conducted of all appointments made to this sample of schools to determine the percentage that were made as the results of the recommendations of a school-based selection committee consisting of both staff and sec members. The assessment report format document identifies the specific data by which attainment of that performance I-11 standard may be demonstrated. It includes counts of appointments in each school of the sample, counts of appointments meeting the criteria, and the percentage relationship between the two. In contrast, the performance standards and assessment formats for financial-related requirements are very general. For example, the performance standard for subsection XIII-B 1, as quoted above on p. I-7, is extremely general. The only specific element of the performance standard is the date, and it only defines a deadline for a process to have been initiated. There are no criteria defined with hard, measurable performance data specified to provide verifiable documentation of performance. Moreover, the State-approved assesssment methodology simply follows the amorphous nature of that financial performance standard: An external and impartial study will be undertaken under the guidance of the Management and Financial Information system Advisory committee (which consists of approximately twelve members of the Greater Cleveland Roundtable and Cleveland School Budget Coalition plus three CBOE administrative staff) to assess the systems development and implementation, in relation to District information needs and requirements, and to report the conclusions of the report to the appropriate parties. [Assessment Report Format, section XIII-Bl, dated December, 1988] The assessment methodology specified for every one of the performance standards in sub-components XIII-B through XIII-F I-12 4. contains this exact language relating to an \"external and impartial study\".(1.5) Only sub-component XIII-A relating to decentralization, has language on specific, measurable indicators of performance. Thus, it appears that the Defendants' approach to obtaining hard, factual data which measures performance in these critical areas is to commission another study of the process. Development of Performance Standards and Assessment Methodology Interviews with District administrators produced a variety of views on the usefulness of the generalized performance standards and the generic assessment methodology. The Chief of Management, Budget and systems, who has a primary responsibility for implementation of several of the requirements in Component XIII of the Unfinished Compliance Agenda, assisted in the development of the performance standards in the area of Management and Finance. He stated in an interview on March 20, 1989, that a \"systems approach\" to the process best suited an assessment (1.5) Sections XIII-B through XIII-F of the Agenda relate to financial management and control, the budget decision-making process, personnel-payroll systems, position control systems, asset management, facilities planning and maintenance, capital improvements budgeting, management information systems, and long-range educational, financial and resource allocation planning. I-13 of performance in the area of financial management. He further indicated that ongoing annual studies with the assistance of outside professional advisory groups such as the Management and Finance Advisory Committee would provide the best results. When asked if this meant that the annual assessment of whether the District had met the performance standards for financial management would be based upon the judgements and studies of outside groups or consultants, he responded that it would. The District Treasurer, who is reponsible for the general accounting and treasury functions of the District, stated a clear preference for specific and tangible measures of performance, during on-site interviews on March 20, 1989. He produced the CAFR document for the District and felt that document demonstrated significant progress and improvement in the area of financial management and control. He expressed frustration that it was not clearly recognized by all concerned that the District had made significant progress and improvements in the area of financial administration. In the March 20, 1989 interview, he stated his opinion that Cleveland was \"so far ahead of other school Districts\", and cited such documented performance as the CAFR, the monthly financial reports to the Board of Education and senior management, and the creation of an I-14 internal audit section reporting to the Treasurer. He also stated that he had very little involvement in establishing the performance standards document. The Research and Analysis Department has the organizational responsibility for conducting annual analyses of the annual assessments of the performance standards. This process was described as an analysis of the data that was gathered and presented by departments responsible for the annual assessment in their own areas. (1.6) The Research and Analysis department reportedly played a significant advisory role in assisting the responsible department heads in developing the data requirements for the annual assessments. The Research and Analysis Department's task was to help identify tangible and measurable data elements for each performance standard, and to advise the department heads in developing realistic performance standards that foster quantitative measurement. In discussing the generic \"study group\" approach to annual assessments in the Management and Finance area, the process was described as a \"needs assessment\" rather than a performance assessment. (1. 7) (1.6) Interview with Chief, Research and Analysis Department, March 20, 1989 (1.7) Interview with Chief, Research and Analysis Department, March 20, 1989 I-15 It was not clear how the Research and Analysis Department would be able to conduct .analyses where there was no set of specific data to measure against. The Financial Administrator for the District {who reports directly to the Superintendent) reportedly had no role in the development of the performance standards for the Management and Finance component of the Unfinished Compliance Agenda.(1.8) His primary role is providing monitoring and oversight for the Superintendent in the area of finance, and providing support to other departments on financial issues. He also is involved in Capital Projects as assigned by the Superintendent and in an interview on March 20, 1989, (1.8) Interview with Financial Administrator, March 20, 1989 I-16 stated that he had no role.in the development of performance standards in that area. The Special Assistant to the Superintendent who reportedly participated actively in the District decision process on the performance standards and the assessment format indicated that the generic nature of the performance standards and assessment formats in the Management and Finance section was directly a result of State influence in the approval process. He stated in an interview on March 20, 1989 that the District had initially provided more specific standards and the State required more general standards. The development of the performance standards for the Management and Finance Component XIII appears to have been a disorganized process that did not significantly involve all of the key financial administrators of the District. The resulting set of \"performance standards\" appear to reflect the uncertainty of the District as to what direction it is taking in these areas. It also appears there has been a significant lack of focused involvement and unity within the senior financial management staff of the District, with respect to the development and approval of the performance standards I-17 relating to Management and Finance. There does not seem to be a clear and consistent understanding, within the organization, of the nature of the performance standards in this area, and the need to establish \"observable, measurable, and rigorous performance standards\". The following sections of this report focus on the financial and management information topics described in Section I-B of this report, and provide an analysis of the information received from the District relating to its efforts to develop and implement the systems described in the Unfinished Compliance Agenda and the performance standards documents. I-18 E. Summary of Conclusions: The following is a summary of the major conclusions of this study of management and finance issues. 1. Financial Planning and Budgeting Projections of the financial impact of expenditure and revenue trends beyond the current year are produced by the District monthly. They are not a part of a computerized financial planning and modeling system that would provide a systematic approach to long-range financial planning. The goal of having the staffing budget based upon enrollment data is currently being met in the area of school instructional staffing, but it does not appear to be operational in the other staffing areas. The budget process appears to allow for the allocation of funds based upon system-wide goals but there is no evidence in the budget document itself that identifies funding allocations for specific priority goals. Goals are generally stated in terms of programs such as reading, counseling and career guidance, and the like. The budget on the other hand is displayed in terms of schools, with little or no programmatic financial information. The result is that the programmatic goals cannot be matched to the funding allocations by school and function. - A system of program budgeting has not been planned or implemented. This appears not to be a priority goal of the District. Some goals of school-based budgeting appear to be operational in the District with regard to the planning and implementation of budgets at the school level. However, the ability of principals to impact on budget policy decisions which are the basis for per-pupil allocation factors does not appear to be significant. It is difficult to determine what role principals play in the determination of Districtwide funding priorities, since the public budget document does not provide adequate information on funding allocations to priority programs. I-19 2. Financial Management Control over expenditures at the detail level is maintained in a systematic fashion utilizing the capabilities of the computerized financial system, and is supported by appropriate regulations and procedures. However, overall financial control does not appear to be maintained in a similar systematized fashion but must be supported using analytic reporting and controls developed manually. An integrated financial management system including both accounting and control capabilities at all levels of the organization does not exist in the District at the present time. The District does not have a computerized, integrated, personnel, payroll, position-control system to ensure that all staff on the payroll are in budgeted slots. It relies on manual verification for this purpose. Appropriate management level position control reports cannot be produced from existing computer applications. The financial system is a basic school accounting system that generates financial data to comply with State accounting requirements. The computer-based financial system does not provide adequate overall financial control reporting and extensive manual analysis is required to generate such reports. Management level financial reporting is inflexible and does not take advantage of current technology. 3. Management Information The District has made progress in the development and implementation of useful student information systems. There has been little apparent progress in implementing effective financial information systems. The implementation of new information systems in the area of financial management does not appear to be well-planned or well-directed. It is unclear whether this is related to problems in the offices having responsibilities for information systems development or offices having responsibility for financial planning and operations. I-20 4. Capital Planning and Budgeting - The recent progress resulting in funding for capital improvements and adoption of the Board's Plan for overseeing implementation are steps toward establishing a system physical plant and asset control as described in the Agenda. However, the Plan appears to exclude the Superintendent, the administrator with primary responsibility for District governance, from any direct role. The absence of the lead Architect and the separation of responsibility for projects between Building Trades and project architects raises concerns about effective management of the Board's Plan. Specific project status reporting, particularly on the $15.9 million authorized for immediate use, is critical to monitor performance. I-21 II. Financial Planning \u0026amp; Budgeting A. Introduction The financial planning and budgeting systems of a school district set the framework for the financial management and control systems, which include accounting, auditing, financial reporting, and related subsystems. This section will focus on the planning and budgeting processes and systems that establish the overall fiscal framework for the District. The following section will deal with the operational fiscal controls and financial management components of the District. This distinction between planning and budgeting on the one hand and financial management and control on the other provides a useful framework for an analysis of the Unfinished Compliance Agenda Management and Finance systems and the October, 1988 \"performance standards\" document for the following reasons: 1. The financial planning and budgeting systems provide the framework for the definition of the II-1 fiscal policies of the Board of Education. As such, these systems must reflect the reality of the primary educational and support service programs of the District. 2. The accounting, auditing, financial control, and financial reporting systems are tools used to classify, categorize, accumulate, analyze, and disseminate information about the financial transactions that occur within the framework of the budgeting and financial planning systems. They are the tools for measuring financial performance against the financial standards. 3. It is very possible to have a well-structured, operational, and clearly understood financial planning and budgeting system, and have a poorly designed, ineffective accounting and reporting system, with the result that actual performance is never measured against standards. The reverse is also true. Finally, it is possible, and in fact common, to have both systems operating fairly effectively but separately (i.e.,plan by program, prepare the budget by school and object, and account for cost by function and object). II-2 B. Agenda System Characteristics: Financial planning and budgeting systems are described primarily in Subsection B (Fiscal Controls) of the Management and Finance component of the Unfinished Compliance Agenda. There also are related elements in Subsection A (Decentralization of Decision-making). These system characteristics are general in nature and may be summarized as follows: 1. Revenue and expenditure projections\n2. Staffing budget based on enrollment projections\n3. Funding allocations based on District objectives\n4. Use of program budgeting\n5. Use of school-based budgeting\nand 6. Decentralized budget development process involving all levels of administration. As noted previously, the Unfinished Compliance Agenda calls for development of specific performance standards by which to measure attainment of the aforementioned system II-3 goals. Unfortunately, (as noted in section I) the District-authored and State-approved performance standards for this area use the same general language as the \"Agenda\" uses in describing systems. Additionally, each of the performance standards relating to budgeting and financial planning (XIII-B 1., -B 2., and -B 3.) calls for the following: \"By November, 1989, needs and requirements for new system defined, system acquired and modifications leading to implementation in place.\" Unfinished Compliance Agenda, Component XIII, Management and Finance, performance standards, dated October, 1988. This statement merely describes when the new system will be defined. There is no mention of an actual implementation schedule or timeline for an operational system to be in place, or more importantly, by what criteria the outcomes of such a system are to be measured. c. Description of Current Status A number of reports, written policy documents, regulations, procedures, and other documentation were requested of District officials for review and analysis. (The requested documents would constitute, collectively, a baseline description of an effective, operational financial planning and budgeting system for a public school system.) II-4 In addition, a group of school principals, central office administrators, and other selected administrators were interviewed in order to attempt to identify areas of significant achievement and significant problems relating to the stated goals of the Agenda. The following is a description of the current level of achievement of each of the system characteristics identified in Section IIB above: 1. Revenue \u0026amp; Expenditure Projections Documentation of three- or five-year revenue and expenditure projections, with related narrative and analysis was requested. The District provided several documents, including Comprehensive Annual Financial Reports for fiscal years (FY) 1987 and 1988, a \"Comparative General Fund Receipts and Expenditures\" document for the period 1979 through fiscal year 1990-91, and the FY89-90 Budget Manual of Instructions, that indicate three-year projections are prepared by the District and reviewed and revised periodically. However, the public budget document provides no information regarding such projections, and therefore it II-5 appears that long-range financial planning information impacting on educational programs is not readily available to the public. The \"FY88-89 Appropriations and Budgets\" document has a series of \"four-year\" summaries of revenues, expenditures and fund balances. However, these include the current year, two previous years, and the projected budget year. There is no long range financial projection and analysis in the public budget document. The budget procedures include a form for school and other unit administrators to provide a multi-year (3-year) budget analysis reflecting the future impact of the immediate budget year request. This provides a \"what if\" look at budget requests on a detailed unit by unit basis which can then be summarized systemwide. However, it appears that this analysis is performed only at the lowest detail level by school and other unit administrators and is not synthesized into a systemwide projection using a computerized projection or modeling system. Such a summary-level analysis would reflect such factors as cost increases in existing programs due to inflation and salary increases, known cost increases due to previously approved program expansion, enrollment-driven cost increases or decreases, known savings due to program discontinuance or planned school closings, one-time costs, II-6 and the like. The result of such an analysis is to derive the overall cost of the present level of operations for subsequent fiscal year(s). It can form a \"platform\" or a base with which to compare proposed changes. Revenues require similar analysis with realistic projections of funding support from local, State, and Federal sources. A study conducted for the Board of Education by the CPA firm of Laventhol \u0026amp; Horwath, entitled, \"Financial Management Information System, Assessment of the Existing System and Identification of User Requirements\" (August, 1988) identified forecasting/modeling capabilities as one of the six major functional user needs not provided by the current District financial system. In an interview, the District Treasurer stated that the revenue projections performed by his office are very straightforward with few variables. In the Treasurer's opinion, such projections do not require a computerized modeling system. While this might possibly be true of the revenue side of the financial system, the expenditure side is driven by many factors, and it would appear that a computerized forecasting system would be the most efficient method of obtaining timely and accurate information. Conclusion: Projections of the financial impact of expenditure and revenue trends beyond the current year are produced by the Cleveland Public Schools on a manual basis for a three-year planning period and are used by District personnel in the financial planning process. Such projections, however, are not part of a computerized financial modeling system that would provide a systematic approach to long-range financi~l planning. This long-range information is not routinely available to the public in the public budget documents of the District. 2. Staffing Budget Based on Enrollment Projections: The interviews indicated school principals perceive that there is now an equitable allocation of instructional staffing based on enrollments. (2.1) Most principals interviewed referred to enrollment-based allocation factors controlled through the central budget office. However, neither the budget procedures manual nor the public budget document explicitly state the staffing allocation policies, formula or standards that are used in the budget process. (2.1) However, the Science and Music/Fine Arts Divisions' central office administrators indicated their staffing is not based on enrollment (since the advent of school-based management program). II-8 It is of interest to note that in another report, \"Report Number One of The Management and Finance Advisory Committee to the Cleveland Public Schools - Informational and Other Needs of Principals, Teachers and Parents Relating to School Based Management,\" May 16, 1988,p.32, principals criticized these enrollment projections as being inaccurate and resulting in last-minute staffing changes when schools opened each year. It is unclear the extent to which staffing allocations other than school instructional staff are determined on a similar basis since conflicting documentation was received. For example, a central office security administrator responded to the survey questions that security personnel are allocated \"by location\" (which may or may not address needs) a process that was felt to be fair. (2.2) In the area of administrative staffing allocations, a few principals commented that the allocation is not enrollment based, and that there are disparities between small middle schools and larger elementary schools which are not formula-based. (2.2) Interview with District Safety and Security Division Director, December 6, 1988. II-9 Several principals also stated that schools with differing levels of need have the opportunity to request additional staffing resources and are given consideration based on available funds. The District generates a summary enrollment report on an annual basis. The \"Enrollment Projection Report\" for 1987-88 consists of one page cover sheet with 14 pages of computer-generated enrollment data summarized by ethnic category and grade level. {2.3) Five years of history and five years of projected data are presented, with percentage calculations by ethnic categories. The report provides no narrative description or analysis of the data, no description of the projection methodology, and no data on the accuracy of projection data in previous years. {2.3) The complete document is raw data for use by technicians. The cover sheet refers to a full detail report consisting of 5000 pages of data. The type of analytic management report referred to above would provide systematic supporting data for the long-range expenditure projections referred to in section 1 above. This does not appear to be done on a systematic basis as part of the budget process. II-10 In short, there is no professional analysis of the information to provide senior management, the School Board, and the general public with useful management information to support policy decision-making. Conclusions: The allocation of instructional staffing resources to schools appears to be based on an enrollment-driven set of standards, although such standards are not explicitly stated in the budget documents. Other staffing allocations appear to be driven by decision factors other than enrollment, which also are not explicitly stated. Long-range use of enrollment data for staffing analysis and projection purposes does not appear to be systematically utilized in the budget process. The goal of having the staffing budget based on enrollment data is currently being met in the area of school instructional staffing, but does not appear to be operational in other staffing areas. 3. Funding Allocations Based on District Objectives: The annual budget process calendar, budget procedures, budget message from the Superintendent and the School Board, and responses to the interview questions, all indicate a reliance upon the Districtwide goals and objectives in establishing budget priorities. II-11 These goals are explicitly stated in the public Appropriations and Budgets document. They are \"derived in part from the fourteen components of the Remedial Order ... and particularly, the Final standards for Implementation of the Remedial Orders.\" (2.4) Copies of the Districtwide goals and objectives document are distributed annually with the budget procedures manual, and both principals and central office administrators responded in the interviews that the documents were actively used in both the development of the budget requests, and in the final decision processes by which budgets were approved, (within the funding limitations in existence at the time.). The school-based management approach which the District has implemented focuses funding allocation decisions around school priorities. This supports the goal of decentralized decision-making which is a major element of the Remedial Orders. The District also has established the District-wide goals and objectives referred to above to provide a policy framework for school-level decisions. However, the public budget document does not provide a synthesis, or summarization, of the school-level budget priorities that demonstrates funding has indeed been allocated to meet the high priority goals and objectives of the District. All of the budget information is displayed by school (2.4) 1988-89 Appropriations and Budgets, Cleveland Public Schools, page iv. II-12 or department and the budget does not identify how budget requests relate to Districtwide programmatic priorities. An example of the lack of readily available financial data to support District goals and objectives is the \"Cost-Effectiveness\" study relating to reading. (2.5) Reportedly, the most difficult information to obtain in preparing the study was the cost information relating to the various reading programs. (2.6) Reading was one of the key areas addressed by the Remedial Order of the Federal District Court, and improvement of reading skills is stated as one of the District's goals in the annual budget document. However, it was indicated that there was no readily available source to obtain the systemwide reading costs, and research staff had to obtain the information from a variety of sources other than the regular budget and financial reports of the District. As a result, such a programmatic cost would, at best, be difficult to determine. Conclusions: The budget process appears to allow for the allocation of funds based on systemwide goals and priorities, but there is no evidence in the budget document itself that identifies funding allocations for specific priority goals. (2.5) \"Cost-Effectiveness, Affirmative Reading Skills Program, 1985-86\" Cleveland City School District, prepared by Research and Analysis Department. (2.6) Interview with Chief, Research and Analysis Department, March 20, 1989 II-13 The goals are generally stated in terms of programs, such as testing and tracking, reading, counseling and career guidance, and the like. The budget, on the other hand, is displayed in terms of schools, with little, if any, programmatic financial data. A result is that the programmatic goals of the District as a whole cannot be matched to funding allocations by school and function in the budget document. 4. Use of Program Budgeting: The definitions of program budgeting vary from organization to organization, but one common characteristic is a primary focus on the purpose for which funds are intended, a focus on educational and support service programs (e.g. English, Mathematics, etc.), rather than on \"object class\" line items (e.g. textbooks, salaries, fuel oil, etc.), or organizational units, or functional categories. The historical requirement for program budgeting was clearly identified by the CPA firm of Ernst \u0026amp; Whinney in its 1981 report commissioned by the Cleveland Board of Education to review the financial/business systems of the District: It has been recognized for several years that the budgeting system and procedures of the District have many deficiencies, including lack of participation by personnel at the \"cost center level\" (bottom up approach), the absence of timely and detailed reporting for both budget preparation and monitoring, and the lack of budgeting on a programmatic basis. (emphasis added) II-14 However,in the recent (August, 1988} study conducted for the Board of Education by the CPA firm of Laventhol \u0026amp; Horwath, entitled, \"Financial Management Information System, Assessment of the Existing System and Identification of User Requirements\", there is only one minor reference to program budgeting and reporting. The report includes a summary list of user requirements based on interviews and discussions with District staff. The user requirements for budgeting made reference to cost centers, organizational structures, functional categories, and funds, but not programs. The detail list of requirements, Appendix c, has 25 pages of items listed, and a budget section of 27 items. Twenty-six of these are flagged as \"R\" priority (required), and one item is flagged as \"D\" priority (desired}. The one item is item 14 (Pg. 20 of 25), \"Provide capability to budget by program and project, at users option.\" The District has as its primary focus, the school, consistent with school-based management. Within this structure, the budgeting system allows for differentiation between programs within a school, but there is no evidence .Q! a Districtwide focus on programmatic goals, objectives and resources across the spectrum of all grade levels and all curriculum areas. II-15 For example, a Districtwide goal of improvement in the reading levels of students was referred to in the interviews by several principals, but there is no comprehensive overview in the budget documents and process of the systemwide reading program and all of the resources allocated to it. In the FY88-89 Appropriations and Budgets document, reading improvement is referred to as a high priority District goal, yet there is no attempt to identify and measure the resources allocated by the District to reach this goal. An effective program budgeting system would provide this overview, and would provide supporting data to reflect the school-by-school impact and resources for this program. The School Board policy on Budget Goals (3110.la) refers to \"Program Functions\" as the \"action a person takes or the purpose for which a thing exists or is used.\" It breaks the activities of the District into seven broad \"functions\": -Instruction -Supporting Services -Operation of Non-Instructional Services -Extracurricular Activities -Facilities Acquisition \u0026amp; Construction Service -Debt Service -Other Uses of Funds II-16 In the appendices to the FY88-89 Appropriations and Budgets document issued by the Cleveland Public Schools, September 27, 1988,, there is a table (C-5) of Uniform School Accounting System (USAS) function categories that have many similarities to program categories. (2. 7) For example, \"functions\" such as psychological services, guidance, home economics, business and office education, etc. could easily be defined as program categories in a program budgeting system. However, primary academic programs such as reading, mathematics, science, etc. do not appear on the function list, but are lumped together under \"regular education\". In notable contrast, there are function classifications for \"boys' tennis\", \"girls' gymnastics\", \"student government\", and 83 other extracurricular programs offered by the school system. School Districts provide educational services to students in the form of academic programs, such as reading, , mathematics, science, social science, music, physical education, and the like. Parents, teachers, and students view progress and achievement in the same terms. The (2.7)USAS function categories are established by the State of Ohio Department of Education, not by local districts . II-17 financial and human resources to accomplish all of this in the Cleveland Public Schools are budgeted, allocated, accumulated, analyzed, reported and controlled in terms of funds, schools, components, functions, and objects, but not the primary programs which embody the reasons for the existence of the Cleveland Public Schools. Thus, neither the public education constituencies nor the administrators themselves can readily discern the priorities of the District as reflected in the allocation of resources. Conclusion: A system of program budgeting has not been planned or implemented. It appears not to be a priority objective of the Cleveland Public Schools. 5. Use of School-Based Budgeting: The primary focus of the budgeting system of the District is individual schools. The public budget document, the budget procedures manual, the budget calendar, and supporting budget policy and regulations all emphasize school principals and staff and parents participating in the development of the budget. The interview responses of principals reinforce the perception of this focus. The School-Based Management section (3111.1) of the II-18 School Board policy on Business and Finance clearly provides the principal with the authority and the responsibility for planning and monitoring the school budget. It restricts central administrators from constraining the planning process in any way, other than providing relevant legal requirements. The Superintendent has established several oversight committees which involve principals in discussions and planning efforts in major functional areas of the organization, such as Administration and Organization, Curriculum, Information and Finance, etc. These committees appear to deal with broad policy and regulation issues, and not with the actual budget decision-making that ultimately determines how resources will be allocated to each functional area. In characterizing the level of participation of schools in the budgeting process, the phrase \"we work with what they give us\" appears closest to the mark. The significant financial decisions are made at the central office level, and schools are allocated a portion of available funds based on enrollments. School principals do not appear to participate in a systematic way in establishing budget priorities other than for the discretionary funds allocated to their own schools. II-19 In some ways, aspects of school-ba\u0026amp;ed budgeting as practiced in Cleveland may have drawbacks. For example, utility costs are budgeted at the school level and principals are responsible for managing such costs, according to interview responses. The more time spent on operational and support service functions, the less time there is for development of effective educational programs in the school. Conclusions: Some goals of school-based budgeting appear to be operational in the District with regard to the planning and implementation of budgets at the school level. Howevert the ability of principals to impact on budget policy decisions which are the basis for per-pupil allocation factors does not appear to be significant. It is difficult to determine what role principals play in the determination of Districtwide funding priorities, since the public budget document does not provide adequate information on funding allocations to priority programs. 6. Decentralized Budget Development There are significant areas of overlap between the goal of decentralized budget development and the goal of school-based budgeting. The budget process, as identified in II-20 both the Budget Manual of Instructions and the Administrative Regulations on budget, emphasizes a decentralized approach, including school staff, parents, students, community members, and others in various stages of the process. Interviews with principals clearly indicate the existence of a decentralized budget planning and decision-making process. Funds allocated to schools on a per-pupil or enrollment basis are budgeted under the direction of the principal with planning support from the groups mentioned above. There is a Budget Review Advisory Committee which advises the Superintendent on the development of the annual budget. (2.8) This group consists of employee group representatives, school board members, parents, students, and administrative staff members. According to the annual budget calendar, this group meets to advise on budget policy recommendations. There does not appear to be significant representation from school principals or classroom teachers on this committee. The budget calendar also describes a process that includes participation by parents in budget training (2.8) Cleveland Board of Education Policy, 3110.lb, \"Budget Review Advisory Committee\", adopted 7/25/85, revised 6/30/88. II-21 workshops, and active participation by School Community Councils in the development of school budgets. Conclusions: A structure for a decentralized budget development process appears to have been put in place at the school level. However, Districtwide budget decision-making appears to be essentially a central-office responsibility. The District does not appear to have an organizational process to allow substantive participation of school-level staff in major budget decisions. D. System Implementation Planning Efforts: The preceding analysis of the progress the District has made toward accomplishing the goals it has established for itself under the Unfinished Compliance Agenda Management and Finance component relating to financial planning and budgeting indicates the District has partially met its goals in most areas, with the exception of program budgeting. Planning efforts undertaken by the District toward full accomplishment of these goals are identified as follows: 1. Revenue and Expenditure Projections The assessment by the CPA firm of Laventhol and Horwath II-22 states that forecasting and modeling capability was one of six major unmet user needs identified. In its recommendations, the report stipulates implementation of this capability in a new financial management information system as a priority. The District has established a performance standard relating to financial management and budgeting which stipulates a target date of November, 1989 for a new system to be in place with appropriate modifications. Reportedly, the November 1989 date was intended to be a target date for a system to be defined and selected\nactual implementation of that system is not likely to occur until July, 1991.(2.9) The above mentioned assessment by Laventhol \u0026amp; Horwath in August of 1988 indicated a July, 1990 date as feasible. Originally, a December 1988 date had been planned by the District in the Five-Year Computer Plan. (2.10) The District's current plans and timelines for implementation of a new financial system, including budgeting and financial (2.9) Interview with Chief, Management, Budget and Systems Department, March 20, 1989. (2.10) Cleveland Board of Education \"Five-Year Computer and Data Processing Plan\", dated October 8, 1986. (the \"Five-Year Computer Plan\") II-23 planning, are somewhat unclear. The District Chief of Management, Budget, and Systems described the District's \"two-pronged\" approach to resolving problems with the current financial system. The first prong is a project to convert the existing financial system, which operates on the old IBM System 3031, to the new IBM System 3090 which was installed in June of 1987. The stated reason for this move is major hardware breakdowns on the old system which cause significant delays in processing financial information and generating reports. In order to accomplish this, the District planned to issue a RFP (Request for Proposals) for a consultant to study the costs and requirements for migrating to the new hardware system and to develop a set of specifications for the planned move. This set of specifications will then be sent out to prospective vendors in the form of a second RFP, and a contractor will then be selected to perform the actual conversion. The Chief of Management, Budget and Systems stated he was hopeful that the conversion could be accomplished within a one-year period of startup. The second prong is a project to implement a new financial system on the IBM System 3090 hardware, to meet the requirements for a fully integrated financial management II-24 and control system as identified in the numerous studies and reports performed by the District in recent years. (2.11) The District plans to issue a RFP to obtain a consultant who will assist the District in developing a set of specifications for a new financial system and prepare a RFP for public bid. This second RFP would seek a contractor to provide all the necessary services and support to install a \"turnkey\" financial system. The Chief of Management, Budget and systems, as indicated previously, was hopeful that this system would be operational by July of 1991. The current plan of the District, then, is to issue a series of four RFP's with which to obtain expert outside assistance to 1) convert the existing inadequate financial application software from a malfunctioning hardware system to a functioning hardware system, and 2) install a new financial system to replace the current one which does not meet the needs of the District. (2.12) (2.11) Examples of recent studies include: the previously mentioned Laventhol and Horwath Report in August, 1988\nthe \"Application Transfer Study\" conducted by IBM in conjunction with District administrators and other staff in the Business Department, August 26, 1988\n\"Report Number One\" and \"Report Number Two\" of the Management and Finance Advisory Committee to the Cleveland Public Schools, issued on May 16, 1988 and September 15, 1988, respectively. (2.12) Interview with Chief, Management, Budget and Systems, March 20, 1989. II-25 One question immediately surfaces from this scenario: Why does the District not consider placing an organizational priority on the installation of a new financial system, and set a timeline of July, 1990 for implementation, thereby eliminating the need and the costs of conversion of the old system? The District could call upon corporate resources to assist in identifying existing \"state-of-the-art\" financial packages that would substantially meet the District's needs. In any event, the November, 1989, date specified by the District in its performance standards can only be characterized as one benchmark date in the overall project. 2. Staffing Based on Enrollment As stated earlier, basic teacher staffing allocation factors appear to have been established and appear to be operational. Other staffing factors do not appear to be established or in the process of development. The District should consider publishing a staffing document which outlines the staffing formulas as public information, and provides data on a comparative school-by-school basis that demonstrates the equitable distribution of such staffing. There is no evidence that the District has a long-range staffing plan for all positions which is enrollment based. Such a staffing plan would be a necessary ingredient in II-26 long-range financial planning and budgeting, since a significant portion of any school budget is staffing-related. (The FY 1988-89 Cleveland Appropriations and Budget document shows salaries and fringe benefits comprise 81.7 % of the total general fund operating budget.) 3. Funding Allocations Based on District Objectives The District has focused its annual goals and objectives around the 14 components of the Remedial Order and the Final Standards for Implementation of the Remedial orders, as stated in the annual budget document. There is evidence that District staff, both at the school and central level, rely heavily on the Unfinished Compliance Agenda as a guiding document in program and budget planning. However, the ability of the District to demonstrate that it is, in fact, allocating financial resources to its high priority goals is severely limited by the lack of program budgeting capability. The essential linkage between program budgeting and resource allocation based on District goals and objectives does not appear to have been addressed in a systematic II-27 fashion by the District. Planning efforts to establish such a linkage are not evident in the various studies and needs assessments relating to the financial system of the District. 4. Use of Program Budgeting As stated previously, there is no apparent evidence that a comprehensive program budgeting system is planned or is a priority of the District. It appears that the concept of program budgeting has been considered of secondary importance to school-based budgeting in the District's planning. It should be noted that the two concepts are not inconsistent. Budgeting systems can and should (and do) incorporate both school and program data in ways that maximize the benefit of looking at financial data from both perspectives. Incorporating program account categories within the existing functional account categories should not require a major effort, particularly since many of the existing functional categories do, in fact, reflect extra-curricular and support programs in the District. II-28 5. Use of School-Based Budgeting The District has focused efforts in planning and implementing a school-based budgeting system. It appears to have been substantially successful in that effort. The involvement of school principals and other school staff in District-level budget decision-making is an area that remains to be accomplished. 6. Decentralized Budget Development As in school-based budgeting, the District appears to have substantially met its planning goals in this area. The same exception applies, in that the final budget decision processes do not appear to include representation from school staff. II-29 III. Financial Management and Control A. Introduction Financial management and control systems must provide the tools to enable all levels of management with budgetary and financial responsibility to obtain the necessary financial infornation to perform their duties. In addition to standard accounting systems to codify, process, and accumulate data, the financial information system must provide layered levels of information from the school level up to the School Board level in a manageable, accessible, and appropriately summarized form. This latter requirement is very critical to ensure that the infornation system does not get buried in detail. Different levels of the organization need different levels of financial information. Strategically-designed exception reporting and summary-level analytic reporting are keys to an effective financial information system. Another key element of the effective financial system is the timeliness of infornation. Stale financial data is unusable and unused financial data. A school-based budgeting system that cannot produce timely financial reports to school principals III-1 inhibits rather than facilitates the allocation of resources to schools. B. Agenda System Characteristics Component XIII-B of the Unfinished Compliance Agenda describes a financial system with the following characteristics: 1. Limits spending to available funds. 2. Limits staffing to available funds. 3. Provides useful financial information to decision-makers on a timely basis. It is important to reinforce the generic purpose for all of the system requirements specified in Component XIII of the Agenda document--namely that they, along with the other components, represent ... The remaining systems which the Cleveland Board of Education must implement to be in full compliance with the letter and spirit of all provisions of the Remedial Orders of the Federal District Court. [Unfinished Compliance Agenda, 1/12/87, page 2) In its simplest form, this means that such systems facilitate the equitable allocation and timely delivery of educational services and resources to the student-clients of a III-2 desegregated District. It is therefore important to design and develop financial control systems that are not so time-consuming and bureaucratic that teachers cannot be hired for classrooms and books and paper cannot be delivered to schools when they are needed. c. Analysis of Current Status The District appears to have achieved a significant level of success in developing overall expenditure control, as evidenced by a number of indicators. The Comprehensive Annual Financial Report as of June 30, 1988 and the accompanying Auditor's statement indicate financial control is maintained appropriately, as does the upgrading of the District's bond rating by both Moody's and Standard \u0026amp; Poor in the Fall of 1988. Moody's comments include the following statement \"Significant administrative changes, particularly in relation to expenditure control, appear to have succeeded in providing a more stable operating environment.\" (3.1) The requested documentation provided by the District for this study in the area of financial management and control included a significant volume of School Board policies and administrative regulations which cover the personnel procurement and purchasing functions. It appears that District policy and III-3 regulation development efforts have absorbed a major portion of staff resources allocated to implementation of the Management and Finance section of the Remedial Order. The documentation and interviews indicate that detail transaction-level financial controls exist and are operational, but that some systems are computerized and others are manual. Therefore, the development of summary-level exception reporting must be done through the preparation of off-line analytic reports by staff members in various financial departments. This is consistent with the assessment by Laventhol and Horwath which states \"Based on our review of the system and user interviews, we believe the current system is, at best, an accounting and recording vehicle for supporting the basic needs of the Board. It is not designed to accommodate the emerging needs for an integrated financial management system.\" (3.2) The following is a description and analysis of each of the characteristics identified in Section III.B above. (3.1) Moody's Municipal Credit Report, December 12, 1988, page 2, included in December 15, 1988 transmittal of \"Summary Treasurer's Report as of November 30, 1988 11 from Paul Yacobian, Treasurer to Board of Education. (3.2)\"Cleveland Board of Education Financial Management Information system, Assessment of the Existing System and Identification of User Requirements\", Laventhol \u0026amp; Horwath, Certified Public Accountants, August, 1988, page I-2. III-4 1. Limit Spending to Available Funds The computerized appropriation control system provides for control at the budget level of school or department. Appropriation (budget) financial status reports are produced on a regular basis and distributed to schools. In addition, supporting detail transaction reports on expenditures and encumbrances are distributed. Almost without exception, school principals responding in interviews indicated such reports were useful and fairly accurate. However, all principals and central office administrators, in response to the question, \"Do you know right now how much you have left in each of your accounts?\" and \"How do you know?\", responded that they knew based on manual or off-line microcomputer-based records maintained in their own offices by themselves or clerical staff. In other words, prudent school administrators in Cleveland maintain a separate record, keeping track of requisitions like a checkbook, and balance these against financial reports like a bank statement. This is a common problem for large school systems that is difficult to resolve. The accounting system, like any document flow system, has a number of \"float factors\" that require separate record-keeping III-5 and reconciliation and impact on accurate reporting. The primary one of these is created by the purchasing cycle, where the time period from requisition to purchase order can be significant, and there is no system for pre-obligating estimated requisition amounts. Administrators must therefore keep track of requisitions they send to purchasing until such time as they receive confirmation through the financial system that an order has been issued and funds have been set aside through a purchase order. Signature authority over purchasing is required by regulation (3132) at the school level and at the central office level by the Chief of the Business Department. In addition, all requisitions between $3500 and $6000 must be approved by a senior administrator, either the Superintendent, Deputy Superintendent, or Treasurer. Requisitions in excess of $6000 require approval by a Business Affairs Committee, the Director of the Minority Business Enterprise Program, the Director of Affirmative Action, and the School Board. All purchase orders must have funding certified by the Treasurer prior to issuance of orders to vendors. Also, the Office of the Financial Administrator screens all requisitions for errors and maintains III-6 quality control item counts on processed requisitions. (3.3) It appears that detail transactions are generally well-controlled from an appropriation standpoint. However, the lack of a cost projection/forecasting capability in the existing system means that summary level control must be maintained by extracting data from the financial reporting system and maintaining manual or microcomputer-based controls as part of a non-integrated financial system. The existence of a short-term expenditure and revenue projection report, which effectively produces cash-flow forecasts on a systematic monthly basis (or more frequently if necessary), would demonstrate financial control overview. For example, the annual budget for utilities might not be overexpended in January, but the rate of expenditure might be such that the budget will be used up by March. The basic budget accounting system will not identify this probability, since a monthly projection of future expenditures at variable rates is required, but is not available in the system. The same could be said for other major expenditure categories such as transportation, employee benefits, overtime, and the like. (3.3) The \"Weekly Report\" from the Financial Administrator to the Superintendent of Schools includes a detailed analysis by cluster of requisitions reviewed during the preceding week, with follow-up responses on discrepancies. (3/10/89, 122th Weekly Report} III-7 Conclusions - Control over expenditures at the detail level is maintained in a systematic fashion utilizing the capabilities of the computerized financial system, and is supported by appropriate regulations and procedures. However, overall financial cont=ol does not appear to be maintained in a similar systematized fashion but must be supported using analytic reporting and controls developed manually. An integrated financial management system including both accounting and control capabilities at all levels of the organization does not exist in the Cleveland District at the present time. 2. Limit Staffing to Available Funds Although staffing cost control is part of the overall financial control system described in the analysis above, there are unique requirements for a system of personnel controls that justify separate discussion. From the standpoint of pure fiscal control, establishment and maintenance of a system of current controls over the filling of positions is the single most important requirement to ensure solvency. To demonstrate the critical requirement for such control, salaries and related fringe benefits comprise 81.7% of the Fiscal Year 1988-89 general fund operating budget. This percentage has increased from 76.7% in Fiscal Year 1984-85. The budget document provides data on budgeted positions for III-8 schools and for departments, but does not provide a systemwide summary of positions, with comparative data from prior years. The District does net appear to have a computerized position control system that contains information relative to all authorized, budgeted and currently funded positions in the District. Such a system would be used to control the filling of positions, support the operations of the personnel department of the District, provide senior management with summary level status reports on the status of the position budget, and generally eliminate significant manual record keeping which takes place at the present time. The District provided various personnel and staffing reports (see Attachment A) which listed current personnel on the payroll or listed personnel transactions, such as the \"Periodic Status Report - Personnel Report\". (3.4) There also is a computer report entitled \"Summary of Employees - Position by Fund\" which was provided by the District (Program run BJ403C, dated 12/23/88). However, all of these reports list only the actual staff in various job code categories and have no information regarding the position budget. For example, one might make a determination as to what level of vacancies the (3.4) \"Periodic Status Report - Personnel Report for November, 1988\", Cleveland Public Schools, January 2, 1989. III-9 District is carrying over a period of time. Vacancy rates are one of the key factors in making financial projections over the short term. The process for filling a vacancy as described in administrative regulations on \"Recruitment and Selection\" (No. 4112.1), refers to notices of vacancies for certificated employee positions. The \"Recruitment and Selection\" regulation (No. 4212.1} for classified employees refers to employee request forms. In neither regulation provided by the District is there a description of the budget authorization process that certifies the existence and current funding of a vacant budgeted position, nor does the regulation require a signature authorization at the senior administrative level. In practice, the Financial Administrator stated that he signs off on all Employee Request Forms (\"ERF's\"), after sign-off by the department head, personnel, and budget staff. (3.5) Detailed funding information is required on the form prior to sign-off. According to the Chief, Management, Budget, and Systems, the funding information verified in the Budget Office is a combination of budget, payroll, and position data which is verified manually. (3. 6) (3.5) Interview with Financial Administrator, March 20, 1989. (3.6) Interview with Chief, Management, Budget and Systems, March 20 1989 III-10 This is in sharp contrast to the purchasing regulations where senior administrative sign-off (Superintendent, Deputy Superintendent, or Treasurer) is required on requisitions between $3500 and $6000. (3.7) In other words, a decision to proceed with a $3500-$6000 expenditure requires a higher level of sign-off than does a decision to proceed with a possible $30,000-$40,000 hiring process. The regulations on purchasing require an absolute funding verification by the chief fiscal officer of the organization (the Treasurer) prior to issuance of a purchase order. If the regulations on the filling of personnel vacancies require a similar level of authorization, this is not made clear in the documents provided by the District. Actual appointment of individuals to positions must be approved by the School Board. The budget process does not appear to provide a vehicle for analysis of staffing alternatives and options. The staffing data presented in the budget document is stated in terms of numbers of positions in each school. There is no data presented in the public budget document which provides comparative teacher load factors, or similar data that would be useful in developing (3.7) Cleveland Public Schools, Administrative Regulation 3132, \"Purchasing\", adopted November 20, 1984 III-11 staffing reduction or reallocation alternatives as a standard process. (3.8) Correspondingly, there is no information presented in the budget in a clear, readable, form that demonstrates the equitable allocation of staffing resources across the District. At the time of this study, the District was planning the implementation of a new ISI Payroll/Personnel system, originally scheduled for live operation by January 1, 1989. The timeline has since been changed to a July, 1989 implementation date. According to staff in the Management Information and Evaluation systems office, much of the Personnel subsystem software has been installed and is operational on the new IBM 3090 hardware, and the Payroll subsystem is on target for July 1, 1989 implementation. The interface between this system and budget position control awaits the specification, selection, and implementation of the budgeting and financial system, a step which appears to be at least two years away according to District officials. (see Section II, pages II-21-23) ------------------ (3.8) The Chief, Management, Budget, and Systems, stated in a 3/20/89 interview that the Personnel Division has staffing information, and that there is no analysis of class size in the budget process. He indicated that there was \"no way we could know class size detail without a personnel system\". III-12 3. Conclusions - The Cleveland School District has a variety of policy, regulatory, and procedural requirements that are designed to ensure that competent and qualified personnel are hired for positions. It does not have a computerized, integrated, personnel/payroll/position-control system to ensure that all staff on the payroll are in budgeted slots and relies instead on manual verification for this purpose. Appropriate management level position control reports cannot be produced from existing computer applications. Provide Useful Financial Information to Decision-Makers on a Timely Basis It is apparent from on-site interviews, District-supplied documentation, and other assessments of the financial system, that the existing computerized financial system is a basic accounting system that provides the required accounting reports to comply with State regulations, but does not provide management at various levels with timely financial information in a form that is directly useful for planning, budgeting and managing the District. A common thread throughout the organization is the need to manually manipulate information obtained from various sources, including the financial system. Management reporting flexibility is not one of the strong points of the existing system. III-13 The assessment report by Laventhol and Horwath (3.9) is a useful document to refer to since it is recent, was commissioned by the District, documents many of the system deficiencies relating to use of information, and was based on extensive interviews with District staff, both at the school building and central office level. The following summarizes the major weaknesses of the current system as identified in that report (Executive Summary, pages I-3,-4): The current system is highly batch oriented, with centralized data entry and paper flow systems that delay transaction postings. There also is a significant month-end closeout process which delays processing of the next month transactions. Both of these factors impede timely distribution of financial data. The system does not have on-line access to data for users at the school level, resulting in principals \"waiting for the piintouts\" or calling financial staff or school-based management office staff for information. (3.9) \"Cleveland Board of Education Financial Management Information system, Assessment of the Existing System and Identification of User Requirements\", Laventhol \u0026amp; Horwath, Certified Public Accountants, August, 1988 III-14 - Micro-budgeting is required at a highly detailed level to meet information requirements of the central office, when budgeting at a higher summary level would satisfy school user needs. (example - detail budgeting of employee benefits for each staff position, rather than budgeting a benefits \"pool\" and letting central office accountants distribute for general ledger accounting purposes). - Administrators have difficulty identifying personnel costs charged to school and department budgets due to lack of payroll/personnel interface. - There is difficulty in reconciliation of computer-generated reports to manual or other computer reports maintained at school level, resulting in \"checkbook balancing\" process that wastes time. In addition to these operating level information problems, there is the problem of the lack of useful summary level data to support systemwide decision-making and financial analysis. There appears to be no capability to download data from the financial system to microcomputer databases to take advantage of the many spreadsheet, modeling, and graphic analysis software packages III-15 D. readily available in the marketplace. Graphic displays of financial performance data is a tool used commonly in business to provide a much clearer picture of reality than merely charts of numbers. Conclusions: The financial system is a basic school accounting system that generates financial data to comply with State accounting requirements. The computer-based financial syste does not provide adequate overall financial control reporting and extensive manual analysis is required to generate such reports. Management level financial reporting is inflexible and does not take advantage of current technology. System Implementation Planning Efforts The need for planning efforts toward implementation of an effective financial management information system has been known since 1978, when the Remedial Order was issued and fiscal management was identified as one of the major problem areas of the District. In 1985, the District requested proposals from vendors for supplying both hardware and application software to the District. An extensive analysis of the proposals, including detailed criteria relating to the financial system requirements, was performed with the assistance of the Center for Corporate III-16 Involvement in the Cleveland Public Schools. (3.10) The solicitation of these proposals was based in part on an \"EDP Strategic Plan\" developed for the District in 1984 by the public accounting firm of Coopers \u0026amp; Lybrand. (3.11) That plan, submitted to the then Superintendent, laid out a specific timetable for implementation of a number of improvements in the EDP (Electronic Data Processing) area, including implementation of new financial system software, and the prioritization of the Payroll/Personnel system for implementation by December of 1984. Reportedly, no significant action was taken by the District on either the Coopers \u0026amp; Lybrand study or the results of the hardware and software proposal review.(3.12) In October of 1987, the \"Five-Year Computer Center and Data Processing Plan\" report was transmitted from the Superintendent to the Board of Education. The report describes a plan to upgrade computer {3.10) Letter from Superintendent of Schools Ronald Boyd to Jerry Jarrett, Chairman of Center for Corporate Involvement in the Cleveland Public Schools, dated March 3, 1986, transmitting package of materials relating to task force review of computer hardware and software proposals. (3.11) \"EDP Strategic Plan for the Cleveland Public Schools\", Coopers \u0026amp; Lybrand, May, 1984. (3.12) Interview with Financial Administrator, March 20, 1989 (who stated he was directly involved with District EDP planning and proposal review process in 1984.) III-17 and software to enable upgrading of the financial management and information systems. The report describes plans for procurement of hardware, system software, computer staffing, and a variety of technical support services, but contains only a broad and generally vague description of actual applications to be implemented, with virtually no implementation plan other than a timeline showing all proposed applications in the financial management area being completed by December 1988. The District did proceed to implement the hardware procurement and implementation recommendations of that report, but did not proceed with the selection of financial system software. Based on the District's own plans to issue a series of Requests For Proposals (RFP's) for eventual implementation of a new financial system, it appears that the earliest a new financial system will be operational is July 1991. (see discussion in Section II on Financial Planning and Budgeting, pages II-22-24). The highest priority financial application, a \"stand-alone\" integrated payroll/personnel package, was scheduled for implementation in January 1989. The latest project timeline is July 1989. This system is being implemented independent of the remaining requirements for a comprehensive financial system. Once the overall financial system is in place, the District will III-18 need to integrate the Payroll/Personnel package with the financial system. During the period that Cleveland has been struggling with the problem of an inadequate financial management system, a number of school districts, municipalities, and other government agencies across the country have been planning and implementing new financial management information systems, and a wide variety of integrated packages have been developed and marketed with cooperative efforts between software firms and major computer hardware vendor support. A Request for Proposals (RFP) for hardware, software, technical support, and proven operational application software has become a common method of implementing required systems, with the vendor having total responsibility for installation and turning over operational systems to the customer (\"turnkey\" systems). Cleveland did not take this approach in the past. The District decided to purchase a hardware system, and deal with the development of financial information system_s afterward (with the exception of the payroll/personnel package). This does not appear to have resulted in any substantial progress in meeting the objectives and timelines set by the District in its own planning documents. III-19 Information was requested from the District on the status of the Laventhol \u0026amp; Horwath recommendations relating to implementation of a new financial management information system. The recommendations support requesting proposals for system and application development from outside vendors and not developing a new system in-house or modifying the existing system. The District has apparently decided to initiate the RFP process for hardware and software which is described in Section II-D, but had not issued any proposal request documents as of the end of March, 1989. A typical planning process for implementation of a new financial information system assigns a proj~ct team with leadership to define, recommend, and direct the implementation effort. A project Gannt Chart or similar timeline planning tool, and regular progress reporting to top management are necessary components. The District did not provide requested documentation to demonstrate that such a systematic planning process is in place. III-20 IV. Management Infornation Systems A. Introduction The Unfinished Compliance Agenda calls for a \"System of timely, accurate, and practical management information containing data which is used by the District to improve planning and decision-making.\" (4.1) When individuals both inside and outside the organization refer to management information, they very often are referring to budget and financial information. However, the scope of management information systems is much broader and should address all elements of the organization in defining information needs. (4.1) Unfinished Compliance Agenda, January 9, 1987, Management and Finance Component XIII-E, page XIII-5. IV-1 One of the hazards of attempting to define the information needs of an organization is the inclination to overemphasize the requirement for a comprehensive system and attempt to identify all of the needs of all segments of the organization before proceeding to build the system. This generally results in nothing being accomplished. It is imperative to focus on the high priority information needs which support the primary purposes of the organization, and to design a system of gathering, validating, storing, summarizing, analyzing, and providing access to data to those who need it. In many organizations, there is a wealth of information being gathered and used by various elements of the organization which is not being shared with other elements of the organization. A key to success is to identify those existing sources, build them into computer-based systems, and make use of networking and database technology to disseminate the information to those users throughout the organization who need it. IV-2 B. Agenda System Characteristics The entire Unfinished Compliance Agenda is concerned with information in its various forms and the effective use of information to improve the delivery of services to students. The specific systems outlined in Section XIII-E of the Agenda describe the process, characteristics, and support systems needed to provide an effective information system, rather than the substance of the information system itself. The Performance Standards document simply reiterates these system descriptions and provides no additional information or definition of actual information needs, or major categories of needs. For example, financial information is obviously a major category of information, and personnel information is another major category. There are a wide range of information needs in the area of student performance, including test scores, retention rates, dropout rates, employment followup statistics, etc. that might form another major grouping. In the absence of substantive standards, the performance standards set out process steps: 1. Conduct a needs assessment with administrative, staff, parent, and community participation. IV-3 2. Define needs and requirements for new system. 3. Acquire and modify system leading to implementation by November, 1989. The District and State have taken the approach of stating a performance standard in terms of a vague set of activities leading to a generally undefined system. (As previously noted, the performance standards for Management and Finance were drafted by the District and approved by the State.) There is nothing in the performance standard for management information systems that can be measured to demonstrate accomplishment of the District's self-defined goal of a system of timely, accurate and practical management information containing data which is used to improve planning and decision-making. Conducting a needs assessment and defining the needs and requirements for a new system merely outlines a set of tasks to be conducted. The Court Order of August 14, 1987, approving the Agenda, has language that bears repeating: Compliance with the Remedial Orders will not be measured simply by completion of tasks outlined in the document, 'but by fulfillment of the underlying duties embodied in the Remedial Orders and the Final Standards for implementation of the Remedial Orders ...  (Order of August 14, 1987, quoting Order of September 26, 1983) IV-4 c. Description of Current Status The District provided several documents relating to information systems, primarily in the area of planning documents and implementation timelines to the extent they existed. The primary source document received was the \"Five Year Computer Center and Data Processing Plan\" report submitted by the Superintendent to the Board of Education on October 8, 1986. An earlier document which also provides useful information is the Coopers \u0026amp; Lybrand report of May 3, 1984, entitled \"EDP Strategic Plan for the Cleveland Public Schools\". The Coopers \u0026amp; Lybrand study was a comprehensive planning document developed for the District in cooperation with the Center for Corporate Involvement in the Cleveland Public Schools. It provided a historical perspective on problems leading to the study, a detailed needs assessment, specific recommendations, and a strategic plan for implementation. In 1985 and 1986, the District proceeded to develop a set of hardware, system software, and application selection criteria and requested and received proposals from vendors for computer hardware and software. A task force was initiated to evaluate the proposals, with the assistance of the Corporate Center. It appears that no implementation actions resulted from this process. IV-5 The Five-Year Computer Plan submitted in October of 1986 requested approval of a funding plan over five years of approximately $28.8 million, which was $12.0 million in excess of the then current spending levels. The plan proposed the purchase of a new IBM 3090 mainframe computer system with installation support from the vendor, increasing computer staff from 67 to 87 to support conversion and ongoing development (with gradual reduction over seven years to 57), purchase of one major piece of application software, a payroll/personnel system, and a commitment for future funding for staffing, hardware, software, consultants and training needed to carry out the plan. Interviews with District staff in the Management Information and Evaluation systems Department (\"MIES\") indicate that the District has made significant progress in developing and implementing applications relating to student information systems. (4.2) A \"CBOE Information system\" summary chart was provided which outlines the status of major applications (Appendix C) . (4.2) The term \"application\" is used to refer to a logical grouping of information in the form of documents, reports and processing activities that are closely interrelated in a computerized information system. For example, a student attendance application might collect various elements of (Continued on the following page) IV-6 Nineteen application systems are listed, which may be broken down as follows: ------Number of Applications------------ Student Info Financial Other Status of Development Applications Applications Applications Application Implemented: 8 o O Applic.in Development: 5 1 0 System Under study: _l _1. _1. Total Systems: 14 3 2 A number of the student information applications using Sierra software packages are operational on a Digital Vax8550 computer system, with online access from schools (except for elementary schools, which are scheduled for September, 1989) using Digital Equipment Corporation Microvax microcomputer systems. The only student information application on the new IBM 3090 is a Citywide Test Scoring and Reporting appli~ation. (4.2) con't: information on student attendance, absences, tardiness, , etc., and generate reports to principals, counselors, teachers, parents, and others. A student report card application might collect data for report cards, including grades, comments, and the like\ncalculate class ranks, grade-point averages, or other averages\nand produce reports cards, honor roll lists, transcripts, exception reports, and the like. Both of these applications would be considered to be components of a student information system which might include a wide range of other data, including student demographic data, standardized test scores, etc. IV-7 The question of why the District had been relatively successful implementing student information aplications and has shown little progress in implementing financial applications was asked of District staff during March 20, 1989 interviews. The response was that the student information applications were a high priority and were an \"easy first target\" while the financial applications are more complex (and thus take more time). (4.3) Interviews with principals disclosed a fairly high level of satisfaction with the basic student information systems, including attendance, grade reporting, scheduling, and the like. The major objection was the lack of on-line access to the information (elementary schools), and the need for an operational student transcript system. The transcript system is now substantially completed, and on-line access, which is operational for secondary schools, is scheduled for implementation for elementary schools in September, 1989. The initial financial application to be implemented is the ISI Payroll/Personnel package. Implementation was originally scheduled for December 1987 according to the Five-Year Plan (4.3) Interview with Chief, Management, Budget, and Systems, March 20, 1989 IV-8 timeline. The schedule was revised to January 1989, and has been revised again to July 1989. It now appears to be on target, as indicated in Section III. The remaining financial system applications still reside on the old IBM3031 system. These were all scheduled for implementation by December, 1988 according to the Five-Year Plan. ~s stated in Section III, above, it is now estimated that July of 1991 is a probable implementation date. One of the characteristics of information systems specified in the Agenda is, \"Timely provision of useable management information to planners and decision-makers, with analyses where appropriate ... \" (emphasis added). A previously-noted example of the lack of, and need for such analysis can be found in the \"Periodic Status Report - Enrollment Projections\". This report serves a major Districtwide planning information need, since every program and service in the District is enrollment-driven. As previously described, this report consists of a brief descriptive cover page, 14 pages of summary enrollment data, and a reference, to those who are interested, that there is a 5000 page detail report in the OSMCR office. This report contains no adequate, analytic narrative on enrollment trends, significant changes, impact of changes, or the like. This report is long on data but short on analysis. Its utility to decision makers is limited thereby. IV-9 Another report which provides a great deal of data, but also includes a fair amount of useful description and comparative data, is the \"Building Profile\" document. (4.4) This document provides a range of individual school statistics and performance indicators, such as test data, staffing, attendance rates (for staff and students), failure rates, suspension and dropout data, and progress toward District goals. A notable shortcoming is the lack of any financial or budget data whatsoever. Conclusion: The District has made progress in the development and implementation of useful student information systems. On the other hand, there has been little progress demonstrated in implementing effective financial systems. The implementation of new information systems in the area of financial management does not appear to be well-planned or well-directed. It is unclear whether this is related to problems in the offices having responsibilities for information systems development or offices having responsibility for financial planning and operations. Based on positive feedback on the application development in the area of student information, one could conclude the problem is in the latter area. (4.4) 111987-88 Building Profile\", prepared by Department of Research and Analysis, Cleveland Public Schools. IV-10 D. There does not appear to be an effective approach to project management in the implementation of financial systems. System Implementation Planning Efforts The District's planning efforts for management information systems have, at best, a spotty history. The experience reflected in the 1984 Coopers \u0026amp; Lybrand \"EDP Strategic Plan\" and subsequent inaction indicates the historical lack of a coordinated planning and implementation efforts. The Five-Year Computer Plan describes a number of resources requested, but has significant shortcomings as a plan. The document provided little analysis of the problems and recommended solutions, only a general timeline with no implementation plan, no discussion of alternatives considered, and no criteria upon which the recommendation was based. The Plan basically presents a list of requested actions, including funding authorizations, by the Board of Education, with a number of pages of detailed cost data, and little, if any, overview (The Coopers \u0026amp; Lybrand study, by comparison, is a decidedly more useful planning tool.). A more recent plan that has many of the elements that are missing from the Five-Year Computer Plan is the \"Application Transfer Study~ A Management Review of Business Department Operations\", dated May, 1988 (also, the \"Application Transfer IV-11 Study\"). This study and resulting plan was a combined effort of the IBM consulting staff with assistance from District Business Department administrators and staff. It is a well-organized and useful document. It includes a detailed needs assessment based on extensive interviews and study group meetings within the Business Department, recommends solutions to the identified problems, reviews priorities for implementation of subsystems within the overall system needs, esti.Jllates costs of implementation, provides an implementation plan and schedule, and provides a clear and well-organized executive summary to assist decision-making. A Board of Overseers for MIES (Management Information and Evaluation systems) was established in May of 1988 to provide oversight on District priorities for management information systems development, equipment acquisition, and resource utilization. (4.5) During interviews with MIES and other District administrators, it was acknowledged that the Board of Overseers had become bogged down in dealing with relatively minor equipment acquisition issues and programming revision (4.5) Board of Education Policy 3251a, adopted April 14, 1983, amended September 8, 1988. IV-12 requests. More recently, the Board of Overseers has reportedly broadened its view of its role to deal with Districtwide priority issues. ( 4. 6) The District has employed consultants to perform a variety of planning and study projects, primarily in technical support areas. (4.7) The District also has a Management and Finance Advisory Committee consisting of representatives from the Greater Cleveland Roundtable and the Cleveland School Buqget Coalition, who are providing an advisory and oversight role in assessing needs, particularly in the financial management area. During the on-site interviews with District administrators, the question was raised in several discussions as to whether there was a single document that summarized the District's plans for development of computer-based information systems, both short-term and long-term. The only documents referred to were the Five-Year Computer Plan described above, and the \"CBOE Information Systems\" chart. The Plan document, as stated, has virtually no information on implementation schedules, and the few dates it contains are long since past (4.6) Group Interview with MIES administrators and Chief, Management, Budget, and Systems, March 20, 1989. (4.7) A recent example is the \"Proposal Plan for the Implementation of a District Wide Backbone communications Network\" prepared by Software Support Group of Cleveland in October, 1988. IV-13 due. The chart is just a short listing document with no overview narrative. A very detailed MIES Division project management task/resource/timeline list was provided for the Payroll/Personnel project, but the information was at the level of project leader and staff task schedules, rather than a useful summary for management. The District also provided a computerized project management document in the form of a modified \"Critical Path Method\" (CPM) -chart for the \"Financial System Acquisition and Implementation Milestones\". This document was identified (4.6) as the \"former financial system timeline\" and reflects a timeline from September 1988 (the date of acceptance by the Board of Education of the Laventhol and Horwath Study Recommendations), through February 1990 (Target date to develop training instructions). Both of these documents suggest that the District has or can aquire by outside contract the capability in the area of technical planning at the project detail level, but has had difficulty with administering the overall planning function in the area of Management and Finance. It appears that planning and implementation capabilities have not been institutionalized in this area. Conclusions: The District has the capability through outside assistance to develop well-organized and comprehensive plans for implementation of information systems, as evidenced in the IV-14 Application Transfer Study from the Business Department. However, this capability seemingly has not been brought to bear in other areas. The District's capability may very well be dependent upon individuals' talents, rather than an institutional planning capability. There appears to be an unmet need within the District for quality control standards, and adherence thereto, in the planning function, especially for management information systems. IV-15 v. Capital Planning \u0026amp; Budgeting A. Introduction The Remedial Order and other documentation, including various reports from the Special Master appointed by the Court, identified capital planning and budgeting as one of the areas of significant financial mismanagement leading to the financial crisis faced by the Cleveland School District in the 1970's. (5.1) Building and renovating schools without taking into account enrollment declines and enrollment population shifts, failing to identify and utilize existing facility resources before initiating construction programs, absence of any capital planning process, failure to maintain existing facilities, and a variety of similar problems were cited as contributing to the lack of financial control in the District. From 1978 to 1985, management of enrollment and student assignment, combined with excess school capacity and declining school enrollments, have contributed to a reduction of the number of school facilities from 178 to 128. In August of 1987, (5.1) The Capital Planning and Budgeting process is usually concerned with the long-term assets of a District and major one-time expenditures that may require long-term financing through bond issues. Funding for new schools, major building renovations, replacement of major fixed equipment in buildings such as boilers and heating systems, roof replacements, and major building repairs are typically considered in such a process. Other major one-time expenditures may also be considered, such as bus fleet replacement, computer mainframe purchases, major systemwide equipment replacement or upgrades, and the like. V-1 voters of Cleveland authorized a bond issue in the amount of $60 million for capital improvements relating to schools. B. Agenda System Characteristics The Unfinished Compliance Agenda (Section XIII-D) identifies the need for a system of physical plant and asset controls for managing, maintaining, repairing and conserving the physical assets of the District. This general goal includes elements of ongoing facilities maintenance and repair as well as major capital projects. Those agenda system characteristics which relate to capital planning and budgeting may be summarized as follows: 1. Prioritization of major-expense building repairs\n2. Programs for meeting all State Minimum Standards\n3. Asset inventory and real estate control systems\nand 4. Follow-on preventive maintenance programs. Although preventive maintenance is more commonly a component of an operating, rather than a capital, facilities maintenance budget, it is none the less important to address future major V-2 preventive maintenance requirements in any capital improvements plan, and to standardize building systems where feasible to provide for efficient follow-on maintenance. c. Description of current Status During the period 1978-1985, (Remedial Order issued in 1978) little was accomplished with respect to long-range planning for facilities. In response to Court Orders, a facilities utilization plan was developed by the District an\u0026amp; approved by the Court in 1985. The purpose of the Facilities Utilization Plan, and its annual update, is to ensure the use of District facilities in an equitable manner consistent with educational program needs. (5.2) The efforts to obtain public support for a bond . issue to improve and renovate school facilities were successful in August of 1987, and a $60 million bond issue was authorized. One of the supporting documents prepared by the District in that effort was a detailed computer-based list of major (and some minor) repair needs for all schools in the District. A Superintendent's Advisory Committee on Capital (5.2) \"Cleveland Board Of Education Unfinished Compliance Agenda\", Component I-B, 1/12/87 V-3 Improvements was formed in August of 1987 to develop a plan for capital improvements (\"Superintendent's Plan\"). This plan was submitted to the Board of Education in February of 1988 for approval. One of the components of the Superintendent's Plan was to conduct a Districtwide survey of facilities conditions prior to determination of priorities and beginning work. The plan also called for an Architect and a Contruction Manager to be hired, independent of each other, to provide appropriate control over projects. Between February and April of 1988, a series of communications regarding capital improvements took place between the Board of Education and the Building Trades Division of the Business Department. These communications bypassed the normal administrative channels of the District. What evolved from those comunications, without the approval of the Superintendent, was a separate 111988 Capital Improvements Plan\" presented by the Business Department, Building Trades Division to the Board of Education Finance Committee and to the Board of Education Business Affairs Committee. This document ultimately became a major component of the Capital Improvements Plan adopted by the Board of Education in May of 1988 (the \"Board's Plan\"). One significant difference between the two capital improvements plans was the proposal in the Board's Plan to V-4 bypass much of the front-end survey of conditions and hire up to 56 tradespersons immediately to begin repair work in projects identified by the Building Trades Division. It is of interest to note that the Board's Plan is organized totally by tradesperson categories. Funding requirements are presented in terms of \"Electricians\" or \"Carpenters\" or \"Sheet Metal Workers\", with re~ated materials costs in lump sum amounts for each year of the four year plan. School projects are identified on a supporting detail list, but are again organized by tradesperson. The 1985 Facilities Utilization Plan focuses on schools and school programs required to provide educational services, while the Board's Plan focuses on the employees providing the services. The Board' s Plan centralizes responsibility for planning, coordinating, and managing the capital improvements plan in the position of Architect of the Board, who would report to the Chief of the Business Department. The Architect is to be selected based on recommendations submitted by an advisory committee to the Board. Funding for this office is authorized not to exceed $1 million over four years (not specified whether this is from capital funds or operating funds). Other components of the Board's Plan include the following\n1. Allocation of $15.9 million of the bond issue to projects to be performed by the Building Trades Division V-5 of the Business Department, in order to initiate activities immediateJ.y that are suitable for staff of that division to perform. 2. Architect to utilize Requests For Proposals (\"RFP's) to solicit professional architect and engineer assistance in preparing professional technical studies and developing specifications. All RFP's to be approved by the Business Committee of the Board. (5.3) 3. All projects to be bid according to applicable state law under competitive bid system. 4. Projects to be performed by contractors under the direction of either the consulting engineer/architect or Building Trades Division personnel, where appropriate, coordinated by the Architect of the Board. 5. The Architect will monitor all expenditures under the plan. 6. The Chief of the Business Department, the Architect, and the Director of the Building Trades Division are to (5.3) As of 1989, the Cleveland Board of Education no longer has a Business Committee. V-6 report twice monthly to the Business and Advisory Committees on project progress and financial status. The plan adopted by the Board of Education is conspicuously missing any reference to the Superintendent or the normal organizational chain of command of the District. The Chief Executive Officer of the School District who is responsible for educational planning and implementation seemingly was excluded, by Board resolution, from authority over decisions relating to the educational facilities improvements to support those educational programs. (5.4) An aspect of the foregoing Board Plan that is potentially troublesome is the separation of implementation responsibility for some projects under the Building Trades Division and others under the Architect. The Plan does not place the Director of the Building Trades Division under the Architect organizationally, yet the Architect is designated as the one person responsible for management of the entire Plan. If there are disputes over whether projects should be bid out or performed in house, this lack of organizational clarity could delay projects. (5.4) Cleveland Board of Education resolutions, April 14, 1988 and May 5, 1988. A subsequent resolution directed the Superintendent to hire the tradesmen called for in the Board's Plan. V-7 Although the Superintendent has been, in effect, excluded from the decision process, there is still active involvement by staff assigned by the Superintendent to monitor progress on capital improvements. The Financial Administrator, in his role as Special Assistant to the Superintendent, monitors the costs on capital projects and reports weekly to the Superintendent on the status of projects. (5.5) As of the time of this study, the Board had still not hired an Architect to function as Architect of the Board. Three architectural firms have been hired for specific projects, but there is no lead responsibility. Conclusions: The recent progress resulting in funding for capital improvements and adoption of a management plan for overseeing their implementation are necessary steps toward establishing a system as described in the Agenda. However, the absence of the lead Architect and the separation of responsibility for projects between Building Trades and project architects raises concerns about effective management of the (5.5) The 122nd Weekly Report for the Week Ending March 10, 1988 from the Financial Administrator to the Superintendent includes a rather detailed status report on capital projects which indicates that substantial progress has been made on several roofing and other projects. V-8 Board's Plan. Specific project status reporting, particularly on the $15.9 million authorized for immediate use, is critical to monitor performance. The Plan appears to exclude the Superintendent, the administrator with primary responsibility for District governance, from any direct role. D. System Implementation Planning Efforts: The progress described in Section C above is essentially in the area of planning. The next phase of the planning efforts should concentrate on specific project-by-project implementation plans, including engineering condition reports, specification development, contract bidding timelines, contractor selection, and projected construction startup and completion. Parallel to the above efforts, project staff should be assigned to pursue other funding sources that may be available, such as federal energy grants for both energy audits and energy conservation measures. Roofing, boiler, window, and HVAC (heating, ventilation, air-conditioning) projects may all qualify for funding. Active coordination of these planning efforts with the Treasurer should be maintained in order to coordinate the need for funds with the bonding process managed through that office. V-9 This will assure maximum utilization of funds (within the restrictions of relevant arbitrage regulations). A missing element in the planning process is the participation of school-level educational and adminisitrative staff. The involvement of principals, school staff, and parents in school-specific projects often generates significant support for projects that otherwise might be viewed as nuisances if undertaken during the school year. Participation at this level can identify problems not known at the central office level, and offer logistical solutions or alternatives that can facilitate work being performed during the school year. Also, people tend to develop a sense of ownership through active participation, and seek positive solutions to problems rather than build roadblocks. The participation of School Community Councils would be a valuable contribution in that regard. In the interest of cost effectiveness, the A~chitect and Director of Building Trades should collaborate on standardizing as many building elements as possible, with assistance from engineers and vendors. For example, standardization of roofing, including insulation requirements and construction technologies, can result in significant savings and provide a consistent set of standards to enforce when inspecting work in progress. V-10 Planning should include a very careful design of the process for inspection of work in progress. In addition to the standard state and municipal building inspection and certification requirements, the District should consider the need for professional engineering project oversight. (5.6) (5.6) In considering such engineering oversight, the District should clearly stipulate the need for competent staffing, since engineering and architectural firms often assign junior, inexperienced persons to such duties. v-11 CLEVELAND DOCUMENT LISTING: Attachment A: The following is a list of documents provided by the School District and osMCR to Oliver S. Brown Associates. The listing is in chronological order except in cases where documents of various dates were bundled as a submission. NO: 1. 2. 3. 4. 5. 6. 7. 8. 9. TIT The Cleveland School Desegregation Decision, The Complete Memorandum Opinion and Order, Reed vs. Rhodes, U. s. District Court, Northern District of Ohio, Eastern Division. Analysis of the Special Master's Interim Report and Hearing Transcripts, prepared by Walter I. Garms, Professor of Education, University of Rochester, for the Study Group on Racial Isolation in the Public Schools (Assessment of management capabilities of Cleveland School District). Interim Report by the Special Master, submitted by Special Master Daniel R. McCarthy, (status report on study of Cleveland School District financial operations by Ernst \u0026amp; Ernst). Remedial Order, issued by Frank J. Battisti, Chief Judge, U. s. District Court, Northern District of Ohio, Eastern Division, (Order giving permission to close schools). Recommendations of the Special Master on Status Reports, submitted by Special Master Daniel R. McCarthy to U.S. District Court for Northern District of Ohio, Eastern Division, Reed vs. Rhodes. Special .Master's Report Regarding Finances and Administration of the Cleveland Public School District, submitted to U. S. District Court by Special Master Daniel R. McCarthy. Order, issued by Chief Judge Frank J. Battisti, u. s. District Court, (amendments to Proposed Standards for Implementation of the Remedial Orders of 4/6/81). Office on School Monitoring and Community Relations' Report - Organizational Study of the School District submitted to U. s. District Court by Leonard B. Stevens, Director (OSMCR). A School System in Distress, A Financial Crisis Repeated: The Cleveland City Schools in 1981, report prepared for the Citizens' Council for Ohio Schools by Michael J. Hoffman. A-1 DATE: 8/31/76 10/13/77 12/7/77 2/6/78 7/30/79 1/14/81 4/24/81 6/1/81 6/10/81 NO: 10. 11. 12. 13. 14. 15. 16. 17. TIT Review of Financial/Business Systems and Data Processing of the Cleveland City School District, prepared by Ernst \u0026amp; Whinney, Certified Public Accountants, for the Cleveland Public Schools, Cleveland Ohio. Periodic Report Submissions and District Information Management, submitted to Chief Judge Frank J. Battisti by Leonard B. Stevens, Director, OSMCR. Plan and Schedule for Implementation of Administrative and Educational Reforms in the Cleveland City School District, submitted to Chief Judge Frank J. Battisti, U. S. District Court, by Franklin B. Walter, Superintendent of Public Instruction,\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 "},{"id":"suc_gravely_154","title":"Conversations at the Pickens Azalea Festival, 1989 April 22-24","collection_id":"suc_gravely","collection_title":"William Gravely Oral History Collection on the Lynching of Willie Earle","dcterms_contributor":null,"dcterms_spatial":["United States, South Carolina, Greenville County, Greenville, 34.85262, -82.39401"],"dcterms_creator":["Gravely, William"],"dc_date":["1989-04"],"dcterms_description":["This tape consists of conversations with unidentified members of the community regarding sensational local historic events (including the lynching of Willie Earle in 1947) at the Pickens Azalea Festival on April 22-24, 1989."],"dc_format":["audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. Department of Oral History, University Libraries"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Call Number: GRA 038","William Gravely Oral History Collection on the Lynching of Willie Earle"],"dcterms_subject":["African Americans--South Carolina--History--20th century","African Americans--South Carolina--Interviews","Civil rights--South Carolina","Lynching--South Carolina--Greenville","Trials(Murder)--South Carolina--Greenville","Greenville County (S.C.)--Race Relations--History"],"dcterms_title":["Conversations at the Pickens Azalea Festival, 1989 April 22-24"],"dcterms_type":["Sound"],"dcterms_provenance":["South Caroliniana Library"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/gravely/id/154"],"dcterms_temporal":["1946/1969"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright: University of South Carolina. The transcript and audio are provided for individual research purposes only; for all other uses, including publication, reproduction, and quotation beyond fair use, permission must be obtained in writing from: Department of Oral History, University Libraries, University of South Carolina."],"dcterms_medium":["oral histories (literary works)"],"dcterms_extent":["18:45"],"dlg_subject_personal":["Earle, Willie, 1922-1947"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_356","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II","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":["1989-03-23"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II"],"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/356"],"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\nOutside dated January 31, 1989, inside dated March 23, 1989.\nII 10 APPENDIX 2196-234 I II n LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN I 1 JANUARY 31, 1989 VOLUME II I 11 I n II II I I I-I JI LITTLE ROCK SCHOOL DISTRICT I PROPOSED DESEGREGATION PLAN n MARCH 23, 1989 II VOLUME II 02196 I TABLE OF CONTENTS Volume II ( 1, student Assignments I 2. Student Assignment Handbook I 3, Facilities 4. Incentive School Program 1 J 5. Monitoring and Evaluation 6. Transportation 7. Data Processing I n NOTE: I An asterisk (*) Indicates a part of the Plan that must change if grandfathering is not permitted. h I t I i I 02197STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS LRSD and PCSSD agree to establish interdistrict schools as described in the Interdistrict Desegregation Plan. III. ELEMENTARY ACADEMIES I 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map I which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students 1 I I to Elementary Academies may increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60% white. I 3 . Students presently assigned to Elementary Academies will be glve.n the option to remain in these schools (grandfathered).* I 4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the Elementary Academies.* I 5. If there is no space available at student's zoned a school or if assignment of the student'to the school would put I the school out of compliance with racial balance requirements. I 1 I 02198the student will be assigned to the closest which meets racial balance reguirements. school with capacity 6. The elementary school zones will provide tern for elementary students going to junior high junior high school students going to high school. a feeder patschool and for As a result, all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to ! ( this Plan are maps of the elementary, junior high school and high school attendance zones. 7. Students in Elementary Academy zones will be given the option to select an Incentive School. u IV. INCENTIVE SCHOOLS 1. Each Incentive School will have an attendance zone that I encompasses the neighborhood around the school dance zone) . (primary atten- I 2. Each Incentive School will also have a districtwide attendance zone (secondary attendance zone). 3. Students presently assigned to Incentive Schools will be given the option to remain in these schools After grandfathered students have (grandfathered).* been identified and 4 . assigned, students in the primary attendance zone will be assigned to the Incentive Schools.* All Incentive School students will have the option to be 5. assigned to an Elementary Academy to be selected by LRSD in accordance with desegregation considerations. 021996 . Students in the secondary (districtwide) attendance zones will be given the option to fill any vacancies in the Incentive Schools after grandfathered* and primary attendance zone students have been assigned. 7, In order to assist in meeting the desegregation require- ments, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class, V. DESEGREGATION TRANSFERS 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percen- tage is twenty-five percent (25%) below the district-wide percenu I tage of blacks in grades 7-12. The maximum black percentage is I twelve and one-half percent (12-1/2%) percentage of blacks in grades 7-12. above the district-wide The minimum and maximum black percentages constitute the desegregation acceptable range) for a desegregation transfer. requirement (or The desegrega- tion requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (i.e., high school and junior high school). 2. Elementary students may transfer to an Incentive School only if such a transfer enhances desegregation at the Incentive School. 02200 f ' 3 i3. A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school ment. 4 . assign- II Desegregation transfers will be granted during a limited period once each year. 5. LRSD will provide transportation for desegregation I, transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* 1. 2. Sibling transfers do NOT apply to magnet schools. Students entering the Little Rock School District after u I the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes sibling preference transfer a before the 1991-92 school year may remain at the school to which the student transferred until graduation to tional level. the next organiza- 4. Sibling preference transfers will be granted if a seat I is available and the transfer will allow both the sending and receiving schools to comply with the desegregation.requirements. 5. Sibling transfer applicants must have sibling a currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 4 02201VII. REASSIGNMENT PROCESS 1. Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed. the student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. 2. The minimum black percentage for each elementary academy is 40% black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases. ri u I the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has seat available. If the student cannot be assigned to any of the schools in the student's feeder zone. the student will be a I reassigned to a school in a contiguous feeder zone. VIII. STUDENT ASSIGNMENT OFFICE 1. The Student Assignment Office will: monitor new assignments\nprocess all data entry work for elementary schools\nprocess interdistrict M-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation require- ments\nconsider appeals\nconduct recruitment efforts\nand process desegregation transfers. I 5 02202I 2. New students to the District who enroll after May 17, 1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. 3. Th student Assi^rnnent Hendbook which shows the process to be used by the Student Assignment Office in assigning students and the School Selection Form which will be sent to each student as a part of the assignment process are found in the Student Assignment Handbook section (Volume II, Tab 2) of this Plan.* I u I I 11 6 02203IX. I DUNBAR COMPUTER SCIENCE/MUSIC SCHOOL Effective the 1989-90 school year, the Little Rock School District will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposes: (1) to implement a program to promote effective desegregation of Dunbar Junior High School\nand (2) to broaden the total school program to enhance the academic achievement of all students. Based on input from parents and faculty at Dunbar Junior High fl School, the enrichment component will focus on computer science and fine arts. Courses offered at the school will utilize computers, other technology and expanded use of materials to augment the instructional program. u The enrichment program will have the following major areas of emphasis: 'i (1) Expanded School Day - The school day for Dunbar will be lengthened from six (6) to seven (7) I I periods per class day. (2) Course Offerings - Additional courses will be added to enrich the computer science and fine arts programs. (3) Ecruioment - Some of the traditional courses, in addition to the computer science and fine arts I* (4) courses, will utilize technology to assist in the delivery of instruction. Staff Development - The principal and staff will identify inservice needs (summer and regular school 7 02204I year) to effectively restructure the Dunbar. program at (5) Staffing - it is projected that all of the course offerings can be implemented with the existing staff. (6) Supplies and Materials - The principal and staff I will collaboratively disburse meet the needs of the enriched budgeted funds to program areas. 1 I I' li: f'.. r I I s 022051 NEW FUTURES FOR LITTLE ROCK In addition to the enrichment programs, Dunbar is a full ticipant in the New Futures for Little Rock Youth Among the program components for the 1989-90 school par- Initiative. year are: Clustering for 7th and Sth grade students to allow students to have teachers in common in the core subject areas, providing for an advisor-advisee support system. Youth specialists for advocate for an work with students in helping to meet their special needs. Incentive programs and partnerships with munity businesses to encourage and comreward achievement, attendance and good citizenship. Homework Center and Hotline Early morning tutorials for students needing assistance in subject areas. Saturday morning detention for students to help them \"work off\" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. B I 9 02206 II !i KJ I o I 0 ( NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications (Grade 8) Keyboarding/Introductory Programming (Grade 7) Advanced Programming (Grade 8) Programming in BASIC (Grades 8,9) Computer Applications (Grades 7,8) ENGLISH hj I. i I I I Literature of the Adolescent (1 semester) (Grade 8) Composing Process (1 semester) Grade 8 Composing Process II (1 semester) Grade 9 Speech/Drama (1 semester) Grade 8 MUSIC Piano Lab (Grades 7,8 S. 9) Limited to 12-18 Students Class Handbells I (Grades 7, 8 \u0026amp; 9) Handbells II (Grades 8,9) Jazz Band (Grades 8, 9) Orchestra (Grades 7, 8 \u0026amp; 9) FOREIGN LANGUAGE per I a German I (Grades 7, 8 or 9) German II (Grades 7, 8 or 9) German III (Grades 8 or 9) Any student who has completed German at the elementary level may take an exam to qualify for entrance into German MATHEMATICS Geometry (Grade 8) READING Reading Exploration (Enriched) SCIENCE Science 7 - Life Science (Laboratory) Science 8 - Physical Science (Laboratory) SOCIAL STUDIES II. Social Studies courses for grades 7-8 will have topical headings for each nine (9) week unit to reflect the concentration of study each quarter. Units will be revised/expanded to reflect the area of concentration. Units will be 19 02207 II SPECIAL EDUCATION Computer-aided Education Program instruction will be added to the Special VOCATIONAL EDUCATION Industrial Technology Education II This laboratory course, funded through the Arkansas Department of Education will provide the student with a learning experience in modern industrial technology. tu I I I I I I 1 1 I 02208 a IH I COURSE DESCRIPTIONS course. manipu- Advanced Computer Applications (Grade 9) Semester 2 Open to students from tHe fall course. Students will learn advanced word processing applications, how to create and manipulate a data base, how to create and forecast with a spreadsheet and how to use at least one desk-top publishing program^ Students will have the option of creating a LOGOWRITER project involving music and animation. I I Keyboardlng/Introductory Programming (Grade 7) Seventh graders will learn to touch type at least 50 percent faster than they can handwrite. Students will learn to write simple basic LOGO commands, to construct programs using algorithms and write procedures, document their projects. commands, to They will use LOGO Tools to A hands-on, one semester course. Advanced Programming, Grade 8 this course will be Year 1, similar to the 7th grade Year 2, programming course, using BASIC as well as LOGOWRITER, open to students who completed 7th grade course and/or with teacher consent. it will become an advanced course. using Programming in BASIC (Grades 8,9) Programming in BASIC is a one-semester be determined. course, prerequisites to Computer Applications (Grades 7,8) Second semester course in computer applications, focusing on word-processing and cross-curriculum projects (example: using LOGOWRITER Tools to create a Science Video based on research in library or field). This is a project-based course. This is a project-based course. Literature of Adolescent Literature of the Adolescent and the Composing Process I are to offered simultaneously with students changing courses at the end of the semester. These course are to be considered prerequisites for the Composing Process II and Speech/Drama, will be offered only to 9th grade students. which The Composing Process I The Composing Process I and Literature for the Adolescent are to be offered simultaneously with students changing courses at the end of the semester. These courses are to be considered prerequisites for The Composing Process ll and Speech/Drama, will be offered only to 9th grade students. which The Composing Process II The Composing Process II and Speech/Drama are to be offered simultaneously with students changing courses at the end of the semester. These courses are for only those 9th grade students who have taken Composing Process I and Literature for the are Adolescent as eighth graders. 02209 I 12 C I o I[i The Composing Process II will review and expand upon those writing skills taught in The Composing Process I course. The Composing Process will emphasize planning, writing, editing, and publishing stages of writing paragraphs and I course. essays. Speech/Drama Speech/Drama and The Composing Process II are to be offered simultaneously with students changing courses at the end of the semester. These students are for only those ninth grade students who have taken Composing Process I and Literature for the Adolescent as eighth graders. have and 1 Is) I 0. The purpose of the Speech/Drama course is to show students that communication through public speaking is a means to improve learning, to^ enhance personal development, to organize thoughts, to develop listening skills, and to interpret human behavior. J 4 Piano Laboratory Students who have music ability, aptitude and interest in learning to play the piano. A semester course (or year) where students learn to read music notation and symbols and to transfer reading to playing the keyboard, coordination. - -- ability. A semester course (or year) where Students will learn hand-eye Students will learn simple melodies and chord Students will learn self-discipline and proper care of the piano. Students will learn how to add various sound effects as background to songs, stories and drama groups. w the interest in keyboards today, the students have expressed interest in a class for keyboard. accompaniments. proper With an I a I Handbells I (Grade 7) A beginning course in art of ringing English handbells, will learn the technique of ringing bells - will learn to read music notation and symbols - will learn \"team-work\" by playing their part with othe students to perform a piece of music - will learn self-discipline along with proper care of equipment and bells Students r I I - will learn the value of concert performance with other groups from other schools. I Handbells II (Grades 8,9) Beginning course of the first year. Second year students will be on music aptitude, behavior and from 7th grade bell Second year students will study and perform more advanced music, plus attend Arkansas and Regional Handbell Festivals, perform for the community and civic organizations. selected group. and Jazz Band (Grades 8,9) A course designed to introduce Junior High School students to the idiom of jazz music as an American Art -form. 1 level. Orchestra (Grades 7,8,S9) In this course, basic fundamentals are studied on the beginner's Detailed instruction is given for correct hand positions. I 02210 12(a)bowing techniques, accurate tuning, correct posture, and mechanics of technical proficiency. Beginning classes are not perfor- but are directed toward developing skills for mance oriented, advanced study. German I in the first year, students are introduced to the Germanic well as to the basic German language, the student with actual experiences cuisine. hO as Effort is made to provide of German customs and German II The second year expands the command of vocabulary and grammar and continues to acquaint the student with the history i _ - \".-w.. vi.si I. y, geography, and literature and other aspects of German-speaking countries. German III Students continue to develop oral skills through programs and speaking practice. Under the teacher's direction, cultural literature at appropriate level is read and discussed. GL. write five compositions with the help of guide questions, vious oral discussion, and/or pictures. __ correctly in context all common grammatical structures formerlv studied. Students Students learn to pre- use I 4 I Geometry the Regular Geometry is taught using This course presents the basic ideas of geometry including th= nature of angles, triangles, congruence, geometric inequalities perpendiculars, and parallels. Regular Geometry is taught using postulates and theorems in an effort to teach the nature of direct and Indirect proof. 9 1 Reading Explorations Reading Explorations is . . - - an enriched reading class designed for students who are reading at or above grade level. The focus will be placed on enriching and building upon current reading and study skills\nin-depth novel study\nand reading for enjoyment. be placed The focus will Supplemental work will be interfaced with computer applications. Both individual and group will be included. Science 7 - Life Science (Laboratory) Lab Science \" ' 7 , _, designed to teach students science skills and the scientific method. process , , ---- Students will perform experi- analyze videotapes to gain experience in using the thinking processes and skills that are characteristic of science. fl Upon completion of Lab Science - 7, the student will be able to: - make accurate qualitative and quantitative observations about natural events\n - - make metric measurements for length, volumes, mass, and temperature\n- make inferences and conclusions about natural events based upon relevant observations\n12(b) 02211,1 - design an experiment to test a hypothesis\n- collect data and organize it in charts and graphs- - form operational definitions\n- accept or reject a hypothesis based upon results\nrecognize problems that are subject to investigation\n- ask questions relevant to a problem\n- manipulate variables in an investigation. Science 9 - Physical Science (Laboratory) :2 - 9 develops concepts and laboratory skills in the areas of chemistry and physics. Students investigate the phvsi- Lab Science or physical and chemical properties of matter, light, '  - -  simple machines. electricity, and Industrial Technology Education II . _ designed to provide the student with a learning experience in modern industrial technology. Curriculum content is directed toward four major clusters: communication, construc- 0*2' manufacturing, and EPT (energy, power, and transportation). Students will be exposed to using computers, robots, lasers, pneumatics, telecommunication and other modern equipment and CtS This course IS con- ho I bJ I 0 1 1 I o I I I 02212 12 (cX. DESEGREGATION PLAN TIMELINE Nov. 11 Contact for FOCUS Donna Creer/request submission Nov. 15 Jan. 26 Review computer program needs with Data Processing Dec. 5 Dec. 22 Develop LRSD magnet application used for rising students to be Jan. 3 Jan. 10 Plan strategies for contacting tive K/New students prospec- Jan. 17 Order window envelopes Jan. 23 Feb. 22 Prepare FOCUS (Communications) Jan. 30 Mar. 1 Write Computer Programs Feb. 1 Request mailing labels for mailing FOCUS Feb. 1 Feb. 15 Coordinate publicity for magnet Open Houses through MRC and other districts Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mail letter to PTA Presidents w/info about Open Houses \u0026amp; suggested recruiting techniques to PTA Presidents Feb. 20 Order through DP PIF's\norder selection forms Feb. 20 Mar. 3 Coordinate Open House publicity Commun i c a t i ons with Mar. 1 COURT APPROVAL Mar. 1 Mail letter to school secretaries RE: details of K/New Student registration Mar. 1 Mar. 6 Run program simulations j i I I .J  \u0026gt;1 1 ( J a fl 1  Mar. 6 Mar. 6 Mar. 8 Mar. 15 Mar. 10 Mar. 23 Make adjustments to computer programs/ train SAO Coordinate preparation of zone maps for each school Deliver FOCUS to printer FOCUS to mailing service I 1 I 13 02213 aIII , Hi ' Mar. 17 Mail FOCUS Mar. 20 Deadline for PIF's to SAO returning K/New Student Mar. 21 Mar. 31 Enter K/New Student PIF's Apr. 3 - Apr. 7 tv' Apr. 4 Apr. 5 Apr. 6 Apr. 9 Apr. 11 Apr. 24 Apr. 24 Apr. 25 - Apr. 28 Apr. 25 - May 1 Apr. 25 - May 8 May 1 - May 12 Print : mailing selection forms and prepare for Elementary Open Houses 7:00 - 8:00 p.m. Junior High Open Houses 7:00 - 8:00 p.m. Senior High Open Houses 7:00 - 8:00 p.m. Magnet Open Houses 2:00 - 5:00 p.m. Mail selection forms to all students Deadline for returning selection forms Final pick-up of selection forms Prepare and scan selection forms Run assignment simulations Process prepare waiting lists\nmake mandatory assignments 5 forms\nSend assignment ___ Transportation for route adjustments final list to 1 u. 4 I 9 May 13 - May 17 May 17 Print assignment letters and prepare for mailing I Mail final assignment letters i 11 02214SECTION ONE A. Overview (1) (2) (3) (4) (5) STUDENT ASSIGNMENT HANDBOOK ASSIGNMENTS Each non-magnet school has an attendance zone. m some cases, are used in order to meet the desegregation requirements. satellite zones zone. Students have the option of remaining in their current school (grandfathering) or they ma/sele^'their at\\eS schnni school, an incentive school, or a magnet Students living in the attendance\nschool have the option of attending school to be selected by LRSD desegregation considerations. zone of an incentive a in racially balanced accordance with (elementary academy) attendance zone of an elementary Sool^lf selecting an incentive school if it aids desegregation. an I VlJ II  I, I L h matriculating) students, grades 6th and 9th niHn? zone schools. Rising students will have the magnet school. option to apply for a I (6) Every effort will be made to install in order to accommodate overflow ticular grade level, be installed. I nearest school that has feeder zone. portable buildings situations at a par- a portable building cannot the student will be reassigned to the -- a seat available in his/her J a on (7) complete a Pupil Asfio^^eit^nFF^'\" (P^S'J^egister) in order for the StudLt Assignment Office to begin the assignment process. new students must a Pupil (9) Self-contained students will be Education Department. assigned by the Special 1 I (9) Any student may apply for a magnet application. a magnet school by completing I i (10) Sibling preference to a non-attendance zone (non-magnet) school will only apply to students entering Pork nuy apply to students entering the Little Rock School District before ths-1991-92 school year.  (11) Each student will receive through the mail. a final assignment letter 15 02215 I' iI (12) Each school will be zone assignments after^May making attendance I (13) B. C. I D. I I I The Student Assignment Office will be responsible for all reassignments, magnet assignments SSt! minority transfers and desegregation transfers. Grandfathering* (1) (2) (3) CO All students ments, may remain at their present school The Special Edition assignment process. The FOCUS will be all students FOCUS will explain assign- the student sent through the mail to in the Little Rock School District. parents of J Reassignment Process Every effort will be made to install portable buildings in overflow situations at a particular oroer grade to accommodate installed, level. Only if a install at portable building be reassigned to the a seat available If the student cannot be the student will Student Assignment Office will be resoonsiblp reassignments. Reassigned students will ^be xl waiting list for the appropriate aVtnSiL zone slSoiT reassigned to a school in Office I. in the assigned nearest I zone. be Reassigned students will be appropriate attendance a The minimum black for The all 1 elementary academy is  --- causes a school to fall below cases, the student S-'-ted. In .JS 40% black. Any assignment that the minimum black granted. \"Desegregation Transfer\" for desegregation secondary schools.)    Transfers* (1) (2) zone. (See requirement for Students may recruest school. , a transfer to the attendanc an incentive school, a magnet school. The Special Edition FOCUS process for transfer e zone an interdistrict school or witl explain the assignment requests. 02216I (3) Selection forms will be mailed to parents by April 11. (4) Selection forms must be returned to schools by Aui Principals are expected to deliver selection fo by April 24. the Student Assignment Office immediately. rms to I (5) All selection forms will be considered at the same time. (6) High school kindergarten students rioni-n ,4. vt --~3nd kindergarten stu- given preference for first grade seats in academies and incentive schools. (7) Final assignment letters May 17. will be mailed to parents by u I SEE PROCEDURES I E. Return of Forms (School Selection Forms) Completing Selection Forms Required Assignments ( I (1) An assignment is required when: (a) a student is rising from Sth or 9th grade 14. 1 ? ^-tsxng rrom 6th or 9th grade. Rising of selecting a magnet I (2) school by completing a magnet application. Parents of 6th and 9th grade students will also the Special Edition FOCUS. receive I I (3) Final assignment letters will be May 17. mailed to parents by a F. SEE PROCEDURES  Distribution of Foirms Kindergarten and New Students I I (1) Parents of kindergarten and Pupil Information Form  new students must complete Information Form in order for the Student Assignment Office to begin the assignment the a (2) process. A Pupil Information Form can be obtained from and returned to any school. any school I (3)  a particular school school does not guarantee assignment to tnat scnooi. i or returning a (4) Open Houses will be scheduled in all schools April 9. April 4 I (5) Kindergarten/New Student I March 20 in order to receive April 11. PIFfs must be returned by J a school selection form by 17 I s 02217 JiG. (6) Selection forms can be returned to Little Rock School District. returned by April 24. any school in the Selection forms must be SEE PROCEDURES  Kindergarten/New Student Pre-registration  Return of Forms (School Selection Completing Selection Forms Forms) Self-Contained Students I The location of self-contained classes will remain the samp for the 1989-90 school year. The major factor regarding the . ... , t^se student's Individual will be the decisions will year. site for the implementation Wxll uc uhe aecisions made by the lEP team Every ^^ffart %ill Pfar'^a^de i^eview conferences GJ H. I fl I I. II I I --- to minimize changes in st-hnni secondary students ind^ca?e that they attend three or more special classes. These stu- special education teachers, therefore their needs can be met in any secondary schnnl . ONLY STUDENTS WHO DAY WITH A SPECIAL The lEP's of dents rotate to or more special classes. -  any secondary school. SPEND MOST OR ALL OF THEIR INSTRUCTIONAL EDUCATION TEACHER WILL BE ASSIGNED TO EDUCATION OFFICE. A SCHOOL BY THE SPECIAL I iC I Sibling Preference* (1) (2) (3) (4) Sibling preference does NOT apply to magnet schools. District after the 1991-92 school year will not be allowed preference transfer to - a sibling a non-attendance zone school. Any student who makes a before the 1991-92 school .... to which the student transferred the organizational level. sibling preference transfer year may remain at the school until graduation from A sibling preference transfer will be granted if transfer will allow both sending and receiving u, desegregation requirements. schools I I I I o I a seat to comply with the the Magnet and Interdistrict School Assignments (1) (2) (3) All assignments to magnet and interdistriet schools be made by the Student Assignment Office. The Student Assignment Office will will Assignment Office will be responsible for maintaining all magnet and interdistrict lists. _ school waiting All students on the 1988-89 waiting lists . - , , will receive preference for magnet and interdistrict vacancies. January 27, 1989, as of 1989-90 IS 02218(4) A computerized random selection the selection forms. on (5) All magnet and interdistrict U* deSg/eglTton et^ la. either the ^end/ng'Vr reJeitYnV^AoVr receiving school. (6) Sibling preference DOES NOT apply to magnet schools. (7) I Sixth and ninth grade magnet students preference for , - --- will NOT be given organizational leJel?^''^^ schools at the next I (8) Students who are denied interdistrict school for that school. J,, to a magnet or will be placed on a waiting list I (9) a I J. Interdistrict Maj orlty-to-Minority Transfers (1) All M-M assignments Assignment Office. M-M Will (2) II K. --nd Sole: be made by the Student PCSSo'or^Sq^Vn  Student in the majority isS ?Se^nSrSy? S?-.'.--  S.-hool where he'^'she in LRSD can transfer to r he/she is in the minority, vide transportation for Likewise, I O' in 1 Desegregation Transfers (1) I I 1 a student in the majority a school in NLRSD or PCSSD where The home district must pro- M-M transfers. Junior and senior high school another school as long as the the sending and f desegregation requirement and students may transfer to reassignment allows both receiving school to comply with the i a seat is available. The minimum black percentage is twenty-five percent bl-dcks in grades percentage is twelve and one- 7-12. half percent (12-1/2%) tage of blacks in grades 7-12. black percentages constitute ment (or acceptable The desegregation requirement that all schools will (25%) a^ove the district-wide percen- The minimum and maximum the desegregation require- range) forna desegregation transfer. u-r .XX schools Will reweln wA^hl^ erah7e below the dlstrlctwlde percentage cf black 02219 19(2) school incentive School desegregation at the (3) A student desegregation transfers uL ~  (elementary, junior or senior 4  4. P^i^Pose of the second desegregation transfer is to allow a student to rshim +*n b 4 e h,Gr each organizational level high school). a student to return to his previous school assignment. at (4) Desegregation transfers will be period once each year. granted during a limited GJ (5) LRSD will provide transportation transfer students where it is will for desegregation cost effective to do so. I I fl I L I O' I a 20 1 02220r w t I, PROCEDURES Distribution of Forms (School Selection Forms) Parents of students requesting transfers and the Little Rock School District will have the select a school by returning the School students new to opportunity to Selection Form. For parents of students currently enrolled in LRSD schools: 1. Parents of students receive A. B. , currently enrolled in a School Selection Form through the LRSD will mail, u selSctions^^^ complete the form with their school Forms should be returned to the child's LRSD school no later than April 24. For parents of students new to the LRSD: 1. Parents of students new to the LRSD School Selection Form by completing A. B. 2. 3. current I i 4 may also receive a PIF. a ( Pict-uP 3 PIF at any LRSD school or from the Student Assignment Office. New students may return the PIF at by April 24. any LRSD school New students' School Selection Forms may be returned any LRSD school or the Student Assignment Office. Every effort will be made to tion, however, and desegregation limitations.  grant the parent's selec- axi assignments are subject to capacity I a I II. Return of Selection Forms Parents will be mailed their :  attending the LRSD for school year should return the forms 1^*4 ^Students wno did not attend the Little Rock Students school selection forms on the 1908-89 u ,--- their current school who any LRSD school by April 24. I use 1. As the selection forms three categories: are returned, separate them into I I 21 02221 Jil V A. Students requesting to grandfather at their present assignment (students currently attending B. Transfer requests ' (students LRSD).* currently attending 2. C. Kindergarten/New Students to the LRSD. As forms are received. I ,, , , remove them from the envelones Use paperclips only to attach \u0026lt;  ----- envelopes, the forms. Do NOT taoe or staple damaged forms\nthe ill replace damaged forms as tape Student Assignment Office any notes or letters to I needed. f - I Check the fo to be sure it has been comoleted correctly and signed by the parent or guardian, form IS correct. Skip to step it has 3 . Return incorrect 4 . If the 4 I or unsigned forms to the parent with an Schools are urged to contact thf\u0026gt; KO n ku I Urged to contact the parent by phone if possible to resolve the problem. Note when the form was received and when it . = uorr brief description of the problem, the Selection Form List. was returned for correc- on 4. I Place the forms (in alphabetical order) _ 1_  (Selection ForrnEistV of the forms that are returned to your school. area of the office. in a designated 0 I allaing: the deadline) do the a. I With a number 2 pencil ONLY, go over any bubbles that ink marked by the parent or that vere marked in ink. Also go over the bubbles pre-marked by the com- Office Use Only section. (This s^tep can be checked.) any time after the forms are received and b. Place the forms (in alphabetical labelled order) in an envelope STUDENT ASSIGNMENT OFFICE SCHOOL SELECTION FORMS !! ':\nl I c. On the day following the deadline, the Selection Form List in the Assignment Office. include one copy of envelope to the Student V d. Send the envelope to the Student diately. Assignment Office imme- I 02222I III. Kindergarten/New Student Pre-Registratlon Children who will be 5 I , . , , , . . years old by October 1 are eligible to attend kindergarten in the LRSD. yioie make school selections and receive children, they must pre-register. In order for parents to assignments for their A. Distribution of Forms I 1. I 2. 3. I B. I I I flyers to be sent home yarencs kindergarten pre-registration and These flyers should be sent home as soon as possible after they are received. the deadline. to parents UJ Parents pre-register their children by completinq Pupil Information Form\nt'-- ---   - from any LRSD school. ' a they may pick-up a form Make CERTAIN that the Pupil Information marked KINDERGARTEN PRE-REGISTRATION cr  PRE-REGISTRATION at the top of the form. Form is or NEW STUDENT After the deadline. Information Forms. Instead, instruct parents to to the Student Assignment Office their children. DO NOT hand out ANY Pupil I I. been completed responsible for registering and dergarten and new students. - go to pre-register Alter the assignment process has (May 17), each school will be assigning kin- Return of Forms 1. 2. 3. Parents may Information Forms to return the deadline. their completed Pupil any school in the LRSD until For each form received, write labelled OTHER INFORMATION PARENT WANTS SCHOOL TO KNOW on the right side of the form. II RECD\" and the date The following information MUST be form: First and Last Name Race Sex Address Date of Birth supplied on the If any of this information is missing, cannot be processed. the form 23 02223 I aI I I I I I I I I I I ni 5. 4. 5 Check the birthdate birth certificate.  ! on the form and the child's Check off either the birth certificate box or passport/visa and initial in the area at the bottom of the PiF labelled of legal name and birthdate by\". the child will NOT be 5 years old by October advise the parent that the child will be too to attend kindergarten next year. PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE HAS BEEN VERIFIED. PIF If young DO NOT SEND THE Check the address on the form. supply their permanent residence office boxes CANNOT be used. The parent must address\npost , , , -  ---- Require proof of address lease agreement, rent receipt, contract or Personal Property Tax Bill), the Address Verification Form and attach the PIF. (lease sales Complete a copy to When the PIF has been completed correctly, (or appropriate grade for 1989-90 school xxi the GRADE box and code the student's race in the ?sraOOt'BOX) SCHOOL NUMBER IN ETHNIC box. SUBMITTED BY box. UI write K year) in Initial and date the form in the Information Form(s) in an envelope laDelled: STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24 02224 1 I o II LITTLE POCK SCHOOL Si 7 CHOOL DISTPICr ct:on form  I OFrICE USE C^JLY Wl (NAME) (ADDRESS) V (I .O./RACE.'ZS) Next Year's Grade VI Dear Parent. *0 0 0 0 0 0 0 0 0 0* *0 0 0 0 0 0 0 0 0 0* *0 0 0 0 0 0 0 0 0 0* *0 00000000 0* *0 00000000 0* *0 00000000 0* *0 0 0 0 0 0 0 0 0* *0 0 0 0 0 : 1 0 0 0* *0 00000000 0* *0000000000* I I I, \u0026lt; 1 This IS your school selection form for the school var rP,?-  before completing this form. THAT YOU REiURN THIS FORM TO YOUR CHILD'S PRESENT Please review IT IS VERY IMPORTANT SCHOOL ASSIGNMENT SY INSTRUCTIONS: ONLY MARK ONE of the following boxes, turn it to your child's present school PENCIL ONLY. sign this form, and re- assignment. USE ^^2 n 0 Please allow my child to remain at school year. school for the 1989-90 Wl 0 q 0 I VI VI Please assign my child to his/her attendance zone school I understand that my child will remain at his/her a seat is not available at school. Please assign my child to I understand that my child will remain at his/her a seat is not available at INCENTIVE SCHOOLS - ONLY CHECK ONE 0 0 0 0 0 0 0 0 Frankli n Gari and Ish Mitchel 1 Rightsell Rockefel1 er Stephens Washington present assignment if present assignment i f If you wish to request sibling preference, please indicate bel complete the information on the back of this form. OOES NOT APPLY TO MAGNET SCHOOLS ow and SIBLING PREFERENCE I request sibling preference. ******************. PARENT'S SIGNATURE DATE 24(a) 02225 I' il? 4 1' I 11 il\n!| 0 II LEASE LIST THE MAMES OF ALL SCHOOL AGE CHILDREN BELOW. NAME DATE OF BIRTH I PRESENT SCHOOL i ASSIGNMENT PLEASE PRINT. I GRADE SIBLING PREFERENCE OPTIONS: (Please mark ONLY one ootion) J 0 Two or more siblings requesting to transfer together. District requesting assignment to a zone school with a sibling who '- to a zone school.   - - non-attendance IS currently assigned to the I a non-attendance I 0 Assign siblings who presently same non-magnet school. attend different non-magnet schools to the I (NOTE: Definition of siblings: .no enrol,ed ff I 24 (b) 02226FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders. I Elementary Academies There will be twenty-two Elementary Academies. The name reflects LRSD's commitment to provide an excellent desegregated education program in each of these schools. The Elementary I 1 I Academies with the capacity and projected racial composition of each, are listed below: .11 School Capacity Black Non-Black Total % Black I Badgett 275 82 73 155 53% Bale 394 188 124 312 60% O' Baseline 417 206 125 331 62% Brady 420 190 172 362 52% Chicot 563 255 231 486 52% Cloverdale 420 213 141 354 60% Dodd 424 198 164 362 55% Fair Park 351 154 130 284 54% Forest Park 436 203 180 383 53% Fulbright 607 267 236 503 53% Geyer Springs 235 120 98 218 55% Jefferson 490 226 205 431 52% Mabelvale 541 261 231 492 53% McDermott 531 260 216 476 55% Meadowcliff 465 237 208 445 53% I I I 25 I 02227I School Capacity Black Non-Black Total % Black Otter Creek 383 183 162 345 5 3% Pulaski Heights 328 159 119 278 57% Terry 537 260 224 484 54% Wakefield 472 215 184 399 54% Watson 472 227 157 384 59% Western Hills 328 165 140 305 54% Wilson 409 228 170 398 57% I Totals 9,501 4^ Incentive Schools There will be eight Incentive Schools which are listed below I with the number of classrooms in each as well as the capacity of each at twenty-five students per classroom: s School Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Washington Totals  Classes 28 16 11 14 12 16 13 42 136 Capacity at 25 700 400 275 350 300 400 325 1050 3800 II 02228 I w I m a I 26Interdistrict Schools I LRSD and PCSSD will establish Romine as an Interdistrict School for the 1989-90 school year. Romine School has a capacity I of 490 students. Up to 49% of the Romine seats would be allocated to PCSSD and at least 51% of the seats would be allocated  to LRSD. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year the Baker and Harris Interdistrict Schools. LRSD will recruit black students 4: to fill its share of the Home-Mart Baker and Harris seats in accordance with the Interdistrict Plan. Capacity I The nonmagnet elementary enrollment for the 1988-89 school I I year is 8,327 black students and 3,835 non-black students for a O' total of 12,162 students. I Without the enrollment in LRSD of a significant number of students who are presently enrolled in private schools, LRSD would expect about two percent growth in the number of black students and very little growth in the number of non-black students. I I I The projected enrollment would be 8,500 black students and 3,850 non-black students for a total of 12,350. The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards'which have the following limits: I I I I 02229h Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 I The total capacity of the twenty-two Elementary Academies Is 9,501. The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom. 4k however, there will be a certified aide in each class and V possibly a second teacher in those classes. The capacity of the Incentive Schools is 3,800 at 25 students per class. The total nonmagnet elementary capacity of LRSD exceeds the projected enrollment (12,350) by 1,266 seats. (13,616) The overall racial composition of the Elementary Academies and the space available for recruitment at those schools depend I I a I upon the number of students who enroll in Incentive and I Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominantly black. It is expected that at least 400 black ih LRSD students will attend Interdistrict Schools. The chart below shows the impact of black 1 Incentive and Interdistrict School enrollment upon the Elementary Academies: 2S 02230II Black Enrollment in Incentive and Inter- dlstrict Schools Total Enrollment in Ele. Aca. Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 2,500 3,000 3,500 3,600 Construction 10,350 9,850 9,350 8,850 8,650 1988-89 62.8% 60.9% 58.8% 56.5% 56% \u0026lt;89\u0026gt; 411 911 1,411 1,511 Washington School is closed for the 1988-89 school year. new Washington School is being built at the jected capacity of 1,050 students. same site with a proThe students who were origi- nally assigned to Washington for the 1988-89 been reassigned to Ish, Mitchell, school year have Rockefeller and Rightsell. These students (166) will have a preference to return to the Washington in the 1989-90 school 1989-90 O' new year. A new wing is being added to Franklin School and will be completed prior to the start of the 1989-90 school year. Franklin's new capacity will be 560. Woodruff has a capacity of 245 students and is situated in a neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this I I V I I I I I I A * I I I facility is to use it as the Instructional Resource Center (IRC) or as an alternative school. Woodruff will be closed as an ele- I mentary school at the end of the 1988-89 school year. I 29 022311990-1991 It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have capacity of 600 students. It serves as an Interdistrict school. to downtown office The new Stephens will be easily accessible workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility a 4k I would be located in the general area along 1-630 between 1-30 and I University Avenue. In addition to being an Interdistrict school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to sez^e as Ia a natural magnet for Individuals who work within governmental and business centers of Little Rock. I The parties have had discussions with realtors regarding speII cific school construction sites and existing buildings. The Master will be provided a separate progress report negotiations for school sites. concerning I 30 02232 INCENTIVE SCHOOL PROGRAM I INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School Lj District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and I long-lasting desegregation in these schools and in the entire school district. I The following schools will provide the incentive school a I program: I -Franklin -Garland -Ish I -Mitchell -Rightsell -Rockefeller -Stephens I -Washington In order to be successful, the incentive program must address the academic, social and emotional needs_ of all student participants . The incentive program must also serve as a recruit- 31 02233ment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School Distri rict. 1 I In addition to the ongoing comprehensive programs in the incentive schools. the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an Incentive. I If feasible. the committee will have the respon- o sibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund I would be used to provide an academic achievement incentive to students and would also assist parents and students in setting realistic goals for attending college. I i 3 02234Incentive School Program r^CEMTIVE SCHOOL PROGRAM COMMITTEE The bb-eorint for the incentive school orogram was develooeb by a committee of administrators. tives ano oarents. teachers, ccmmunitv reoresenta- The blueorint will be used as the framewors specific activities that are expected to occur after'^court approval of the incentive school program. for sceci The following areas were considered in the development of the incentive school program: I I I A. S. c. D, E. F. G. H. I. 0. K. L. Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work I I 0 The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills I -Subcommittee 2 - Supoort Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures I -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement I -Subcommittee 5 - Parent Recruitment I I I - _ 33 02235Incentive School Program I BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearlv define the mission and expectations for the incentive schools.  ' Committee did not. however. The Incentive School Program .  attempt to specifically define c incentive school This document merel witfi the parameters for excellence in education concerns for each individual incentive s-hool must be developed by the local practitioners.  are the princioals. orogram. every y rur- The local practitioners teachers, parents and community representatives in each incentive school area. The District firmlv hPli^voc th.t rs- The District firmly believes that the success of any program depends on the opportunity for the practitioners local level. This document is hereby rrPn r.n roHopal 5rz4 _____-j... submitted to the federal court and the that further details will be develoced. community with the understanding the Incentive School Program Committee will continue to function until AUQUSt 1, 1 989. -------. _ - I UIIV V I Ull UHt I I committee will be expanded to include at least one parent from each incentive school attendance zone. w pareiiu rrom eacn On August 1 the function as a district-wide council council will have two parent representatives from each incentive school. Also, four members at-lArop of incentive school parents. I ------ Also, four members at-large will be appointed by the Joshua Intervenors. The Incentive Srhnni o I a a a a va a n oe School Program Parent Council will be responsible for monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors Joshua Intervenors on a quarterly basi program. s. and I Academic achievement is the result of commitment, high expectations. strong belief that all children can learn, and broad-based c..... \" support, .'/hen these ideals are couoled with the availability of financial resources, educational excellence prevails. U Ij vei wi the belief of the District that all of these ideals will be evident in each incentive school. support. communi ty a It is certainly 02236 34 tI I I I SECTION ONE I ACADEMIC PROGRAMS ANO CURRICULUM DEVELOPMENT c I I  35 02237I.NCZN7I7 CCLS ACACE.'IIC PROGRAMS ANO CORRICUL'JM DEVELOPMENT Schools have the responsibility for expanding the scope of knowledge and fl for developing the rational, reflective, and critical capacities of all childre II The content of the education must be true, en. appropriate, and relevant. The oro-education are expected to be democratic and humane. cation is to be the complete development of the lence in education must person. Tne aim of eduIn addition, excel-prepare a student for self-knowledge and to bee contributing problem-solving member of his or her society as well. ome a own community and the global (Saving the African-American Child, 1984) The goals, the content of the academic programs. the instructional methodologies , and the use of instructional technology in the Incentive Schools be reflective of the intent to have excellence in education. Augmenting the academic program will be special social skills building programs implemented to emotional, and interest needs of the students. will I student activities and meet the cognitive, social, However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. ACADEMIC PROGRAMS General Areas for Imolementation Old Program (Early Childhood Education) - The Little Rock School 5 Four-Year Old Program will be operative in each Incentive The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. School. c 2. L^iting to Read, an instructional tec -ology\n3rogram, will be implemented at eacn Incentive School for K-2 students. 3. ^ndergarten - The Little Rock School District Early Prevention of School Failure mooel will be operative in each Incentive School. fl raiiurs moaei will oe operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. fl - _ 36 02238 4. Each suoject area pleasure of and 2 ^i|^i5_2c=|lJ?ie_Curr2C^ will be a major emphasis for developing reading ,.rpr .ciency and critical reading skills. will alsoutilize strategies to increase students appreciation for reading (Pre-kindergarten-6). I 5. Ora] Expression Across the Curriculum will -------------------------  Ol'*er instructional objectives and.strategies in eacn suoject area designed st. 'H eaun suoject area designed to increase the oral munications and American English skills of the com- students (Pre-kindergarten-5). 6. gaming Styles Inventories will be used in each Incentive School to .eacners in diversirying tneir teaching styles to match the learni or the students. assist ng styles 7. School Themes will be developed at the local ,. -.------------- - -- - - ----- school level by parents and Sua.r ana are recommended to be integrated into the total curriculum. I I 8. Semi-deoart.mentalization will be the recommended organizational structure ror grades 3-o. -------- ...  uu.uic : ,. , , .,,'^5 organization will facilitate the development specialised s\u0026lt;ills for \"subject area\" teachers for the respective grade levels.  area of 9. Instructional Technology will be available in in individual classrooms. specialized laboratories and 10. equipped with adequate equipment and materials/supplies will be available for students in grades 3-6. CgF-Outer Laboratories for remediation and enrichment will be expanded for a minimum of 24 stations in each classroom. 12. Foreign Language Laboratories with appropriate equipment and materials will be operative in each scnool. 13. S_\u0026gt;.udy andlest-takinc Skills will be taught in an integral component of the curriculum at eacn grace level. 14. 15. 16. 17. Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based learning experiences. Parent Home Study Guides will be developed in each core subject area for each grade (1-6). Computer-Managed Instructional Technology will be used for continuous tracking of student progress. Individualized Education Plans will be developed, implemented, and monitored for each student. I c 18. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended day, week, or year programs.*(seg p^gg 7) 37 022393 19 . ^entive Programs - each school will establish an incentive program for recognizing academic excellence and improvement. academic 20. Homework - homework is required according to Little Rock Scnool District policy and regulations. 21. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated fo assessment of students. r the ongoing 22. Hetereogeneous grouping will be utilized u.  in each subject, and instructors will utilize whole gro small group, and individualized approaches to teaching. at each grade level group, 23. Effective Schools model will be operative in each incentive scnool, with appropriate training provided for implemen- ration. 24. African and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS I I c The core curriculum for pre-kindergarten through grade 6 fl will be the Little Rock School District emphasis/expansion have been Identified areas. model. Areas for for each of the content READING fl  Literature, with emphasis on -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades 4-6) -Increased motivation and learning with oral tenVnn reading, studeht^story-^ telling, debate, drama, etc.) (K-6) fl ENGLISH/LITERATURE ARTS fl fl Read as an instructional component for K-2 -Writing Across the Curriculum will be used writing skills of students (K-6) -Latin Program will be used to increase the end wordattack skills of students -Oral Language Expression will be reading and English/language arts to enhance the (5-6) vocabulary a major emphasis in the areas (K-6) fl 3S 02240-Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral expression, vocabulary, and usage skills of the teachers (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area context--World History, American History, and Arkansas History (4-6) I I I \u0026lt; 02241 33 (a)4 -emphasis on introductory concepts in history, geography, and civics (:\u0026lt;-3) -Geograony will be taught through active learni -each subject and grade level in social multi-ethnic curriculum (K-6) ng strategies studies wi11 include a -Learning strategies and activities will promote studies (K-6) 1iving social I I I I I I I I emphasis on American and Arkansas History (4-5) emphasis on World History (6) Celebrations/caremonies will be integrated into the curriculum MATHEVATICS imphasis on use of word or story problems {2-5} introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (?re-k-3) -Use of computers for organizing and utilizing mathematical data {*-0) -Empnasis on critical thinking in addition to methodology and results (K-o) SCIENCE -Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life physical sciences (4-6) sciences and -Nastery of concepts should culminate with an annual project- i.e.. Invention Convention, Science Fair, etc.  1 .e. -nomework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic concepts in music and art -Art and music instruction will be sequential and cumulative in the content, knowledge, and skills -Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -Emphasis at the intermediate level will expand and understanding to cultural and historical di ments (4-6) creative expression erences and develop- -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 02242 39 Is FORE-GN UNGUAGe -each school will select study, with Spanish and a choice strong recommendations at least one foreign language for of an Asian language as -The instructional II methodology for each language will be a :otal physical response\" approach -e.TiDnasis will be on basic vocabulary, conversational, and cultural materials for K-3 II -A foreign language laboratory will be used for instruction including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, grammar, reading, writing and cultural materials (4-6) PHYSICAL EDUCATION/HEALTH -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -^phasis on the development of an understanding of and respect for the handicapped\ni.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills\nFamily Folklore -Students will learn the values and mores of tneir ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. Interpersonal Skills - Structured grouo sessions will focus on prooiem-solving, decision-making, peer pressure, etc. 11 40 02243 I I6 Rites of Passage - A structured program will be initiated to ------   7 wx-ux kjc xiixuxdiueu uo respond to the emotional, physical, and social developmental changes in the young students.  - - Separate programs may be established for male and female students. Role Models Programs - Individuals (international, national state, local and community) will be used for presentations at the school in every area of the program to provide role models for the students. Special emphasis will be placed on African-American role models for males. com- Mentoring Program - utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs. social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations. Academic Reinforcement Activities may include (but not limited to) the following: Peer-Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programming Club,Debate Club, Thesbian (Drama) Club, M Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Math Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Club 41 02244 II Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art Club Horsaoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: I I I I I fl Houston Space Center (Houston, Texas) Smithsonian Institute (/Washington, DC) \u0026gt;artin Luther King Center (Atlanta, Georgia) George_Washington Carver Museum (Tuskegee, Alabama) Gulf Snores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the 3oard and administration for approval on an annual basis. Documented school-based involvement in the needs/inte rest assessment and planning process must accompany each School Program Plan, budget must accompany each plan. A projected I  I 02245 4I L.ATIM E.'IRIChME.MT PROGRAM EME.i.nRi' L.RMGuAGc ARTS CLASSES LITTLE ROCK SCHOOL DISTRICT I I. Sacksrsund I, I I I  I I V H 0 II. fl fl II fl In tne ear.y ISSO's, the Philadelphia (PA) School Oist and.vocabulary scores of elementary school childr Latin in language arts classes. Latin teachers language arts ...trict raised reading sn through a program usinq The program was developed by a team of , but the materials were designed to be used by elementary teachers\nthe proqram did not dpnpnd n n n e 4 n i i j the,program depend on using trained Latin Since that time programs of this sort have been implemented in many other school distri Indiana\n'Washington, O.C.\nSt. Louis, Missouri\nAngeles, California\nKansas City, Missouri. teacners in the elementary classes. Uashington, hew York City, Mew York\nlets, sue.h as Indianapolis,\nDallas, Texas\nLos developed heir own materials. teaching formal Latin grammar\nmeans to improve English skills. - -4 .  .w.^\nOakland, California\nSome use the Philadelphia materials\nOLhers In these programs the focus is not on and others have it is on using Latin words and myths as a These programs have also resulted in improved self-image among learners. \"he ini : a 1 implemen fied dis 3 on of the program by Philadelphia and later in t'e schools with a large minority ? tar.e-.ed levels were grades five and six or orade six only xeports concermng students' performances on standardiz- ' above ident population. iden :c ied districts reveal at least a one sd tests in the above year growth reading and vocabu- .--------- yiuMi-ii in reaainq a lary and a significanu amount or growth in other content areas (see attached\n. In all districts, a team of Latin teachers trained the elementary language apt? tflsrna'-c in ma * \u0026lt; .. ___ __ arts teachers in using the materials and served background in Roman and Greek culture. as resource persons for As the program grew, many of these A corresponding elemen.aryteachers studied to become proficient in Latin. program using the Greek language has also been develooed\nthe same methods and approach. this program uses The materials focus on using Latin and Greek word roots as a basis to incre English reading and vocabulary skills. c:iyi.3\ni rsiuinu anc vccaouiary SX1HS. Materials are varied\nthe two basic courses are designed for fifth and sixth grades and are based on classical 7T\"\"'\"T '\"7 Supplemental courses cover a wide variety of subjects, including science, math, astronomy, and blacks in antiquity. mythology and life. Rationales More than focusing\nedge of E, read n prov: Ab i1i t areas more s livino school se 3 n L cu  d of word tin wcr 1 i s h V e.nr: y OU 3  n he E.nglish language a-e based on Latin words\nary. ots and word-building elemen Many f h and sixt icula include mythology and the Grec hme.nt. a-facts SU 3 3 U I n i n 'T. era 3 will increase kncwl- social studies and .dv c 3 his subject ma will 1 :an worlds a an lea vocabul ng and a rv IS not limited to i^ncuage arts and other academic ass in life itself\nduals who feel comoe an unusual subje iS ths 3 an unus ! IS no 1 and \u0026gt;' 4 ror s s an oved self increasing ability creates a a - J t focus ad on le iffe-eno' subje 3 deal with school and 3, especially in elementary ring and s he Latin language pe- ma he learne aeing success in s . 44 02247Latin Enricnment Program -- Page 2 1 The program itself is easy to implement. Th, ,,,, .........a, ment of time by elementary teachers to learn't.hrmaterials\"i?limi- ihe materials are easy to ----- ' imi ihs coSi- is niinirndl, dnd invsst* use.  - .......eed. mey are inexpensive to purchase and - distribution to teachers. The program's b aVsuc^^ fully usjd by many areas with educational situations similar to Lit15 Rock. ,ne uniqueness of the program should appeal to parents as weil as Students\nno other public or private schools in Arkansas, certainly ij th, metropolitan Little Rock Ar^:,. h\n,va ...............- Area, have such a program. The program would in the serve the desegregation plan for the incent?veschools anS wouid J^p m achieving t..e targeted objectives of raising standardi2=d tst eliminating disoarity between scores and scores of the major ethnic elements of the [_ 5 . ------w . \u0026gt;\u0026lt;v. iMwjMi ClCuIcni-j or cnP emphasis on multiethnic education within School Oistnct, materials can be developed locally to include this empnasis. Using the existing materials as models, L.RSO teachers ran rraa^a i\u0026lt;nn*e * k L. - J  _ .  . .  wwawinsi i can create units that use their unique talents and skills and directed to the special interests and needs of Arkansas students. that are III. PrODOSal It Is proposedthat the Little Rock School District implement ' Latin programj'n the^elementary language arts classes at the fifth aim six- grade levels in t.he incentive schools for the purpose of increasing readino and vocabulary sxills, imoroving standardized test -------- ... the self-image of learners. an elementary h and sixtn scores, and enhancing IV. Program Descriotion ( After teachers for the incentive schools have been identified in t.h of 1989, these teachers will the summe.' mented at  . -- - - e spring receive six hours of inservice training during 4,u The program will be imple- vhe 1989--0 year and will be incorporated int\nof 1989 in implementing the program, ne start of the 1989-90 school vear I t.he fift.n and sixt.h grade language arts instru fifteen to twentv minutes OPr Th rni r 11 teen twenty per day. ictional block for approximate'.' Throughout the 1989-90 school year. ...... iiiruugnout cne yar -eacne-s wnl be involved in foirr (i) additional inservice workshops (two ^er se.meswer). Also, these teachers will have the opportunity to become i proficient in Latin by enrolling them\ni\"' \" ' fTors in a college course designed especially for\na nH ______ ums^course will be optional and at the teacher's own expense. Throughout the year, the principal in each building will At the end of the 1939-90 school the program will be made\ndata. monitor the prograr year, a formal district-wide assessment this assessment will be based or on surveys and test I 5 I 45 m O224S 1Latin Enrichment Program -- Page 3 r Budget Summary (Per Teacner) ri Instructional Materials Pri nting $ 30 60 ri  Inservice Materials 30 IT ri  Inservice Consultant Fee College Course Materials College Course Instructor's Fee Inservice Stipends 15 20 '30 60 ri  TOTAL S 245 rj 1 Budget Summary (Program in all Sth and 6th grades in all incentive schools) 7 schools with teachers each  28 teachers 1 school with 10 teachers = 10 teachers $6,860 2.450 TOTAL $9,310 . _ 46 02249OBJECTIVE ACTIVITIES IMPLEHENTATIOH PLAN participants 1. To provide the Latin i PERSON RESPONSIBIt COHPIETION DATE ! awareness of program to In- centive school principals And staffs l.a. Present Implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting wlth principals of Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awarenesi meet- Ing with principals l.e. Schedule awareness meeting with current Sth A 6th grade teachers 1 Incentive schools n I l.f. Conduct awareness meeting with current Sth A Sth grade teachers l.g. Identify Sth A 6th grade teachers who wish to EVAl NATION . To provide Inservice to participating teachers 1 I I a Angela Sewall Beverly White Arma Hart Rfchel Myers Harle HcNeal Harvin Zimmerman Principals of Incentive schools Sth A 6th grade teachers at Incentive schools PrInc I pa I $ remaln at Incentive scho\u0026gt;ls l.h.' Recruit and fill ties vacan- 2.a. Requisition Instructional materials COST (per teaclier) Harle McNeal Marvin Zimmerman January 30, 1989 Plan Presentation -0- Angela Sewall March I, 1989 Meeting on Calendar -0- Angela Sewall Beverly White Harch I, 1989 Printed agenda -0- Marie McNeal Marvin Zlmmerma Gayle Cloud Rachel Myers n March 15, 1989 March 15, 1989 Concerns/qiies t ions expressed by principal Meeting on Calendar s -0- -0- Harle HcNeal Marvin Zimmerman Gayle Cloud April 14, 1989 Meeting agenda -0- Principals Richard Maple Prlnclpals Richard Maple Harle McNeal May 1, 1989 July 1, 1989 May 1, 1989 List of identifled Sth A 6tli grade teachers IdentITied Sth A 6lh teachers at incenti schools for 1989-90 ve Arr i va I of ma ter i a 1 $ -0- -0- I I S?0 materials ( per teacher)OBJECTIVE ACTIVITIES 2.b. Duplicate copies of above materials 2.C. Schedule 2 inservice meetings of 3 hours eaci 2.d. Develop agenda for abovi 2 meetings Z.e. Conduct above 2 meeting\n2.f. Contact UALR about offering college course 2.g. Schedule above college course I 2.h. Implement above college course 2.1. Schedule four two-hour Inservice workshops In local bulIdings/cluster district-wide IMPLEHENTATIOH PLAN PARTICIPANTS Teachers and Principals Gayle Cloud UALR official Teachers / Ioilf ? IERSON RESPONSIBLE COMPLETION DATE EVAl DAT I ON Harle HcNeal Harle McNeal Harie HcNeal Gayle Cloud Harle HcNea! Gayle Cloud Harle HcNeal Gayle Cloud Principals Harle HcNeal July I. 1989 June 1, 19B9 July 15, 1989 August 18, 1989 June 1, 1989 December 1, 1989 hay, 1990 September 1, 1989 i I 2.J, Conduct above four Inservice Morkshops Teachers Principals Gayle Cloud Hay I, 1990 (2 per semester) I One copy for each teacher Heelings on Calendar Printed agendas Agendas and materials Course proposal Identified dales/times/ place Completed course Heelings on Calendar Heeling agendas C05I _(pnr lea die I ) 150 printInq (per leaclier) -0- -0- 120 materials (per teacher) 1200 consultant feeds |\u0026gt;er tcatliei 160 st ipends jicr te.icher (110 per hour) -0- -0- I/O Hia I er i a I s (per teacher) 11 200 i ns I rue tor lee (51(1 per leaclier) -0- 110 ma ter i a Is (per teacher) 1400 I ee Aonsi'tlanl IID per teacher) I 1^ 00OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN PARTICIPANTS T PERSON RESPOliSIBL f COMPLETION DATE EVAlHAT I ON 3. To Implement the elementary Latin program In Sth  6th grades at Incentive schools 3.a. Schedule time for classroom Instruction 3.b. Purchase/dupIIcate/ create student material\n3.C. Incorporate Latin pro- gran Into district's language arts program Teachers Teachers Teachers Principals Harle HcNeal . Principals August 15. 1909 School's Instructional scheduIe ungo I ng ongoing COST (per teacliei ' -0- Materials ready fur classroom use Lesson plans . To evaluate the elementary Latin progran I J o I I I ZD $10 materials (per teacher) -0- A.a. Honltor classroom activlties A.b. Identify student growth on standardized tests A.c. Develop student, teacher, parent assessment survey A.d. Disseminate above surveys A.e. Compile survey results A.f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers I Principals Hay 1, 1990 Identi tied strengths and weaknesses -0- Principals Harle HcNeal Gayle Cloud Principals Harle HcNeal Harle HcNeal Hay 30, 1990 Aprll 15, 1990 Hay I, 1990 Hay 30, 1990 June 15, 1990 Test data Printed forms Completed forms returned Survey data Submitted report -0- $10 print ing (per teacher) -0- -U- -n-PUn son Responsioie 198B-B9 (Spring t Suninei ft.,) :K?LK:r, E V L 1 develop and implement a quality academic program for Incentive Schools Pro......... ision Cut' r Ku t uHi nnd Spec id I rrozniT./krti lucentive Schnnls OBJECTIVES STRATEGIES/ activities SEGlhhiNG DATE completion DATE COSTS Rspoi\ns:b:li7t EVALUATIOU O IO IO O1 I. To promote/enhance leadership and staff understanding of the Incentive School concepi I.a. Provide an indepth pre-orientation session on each coo- ponent of the Incentive Schools for principal. l.b. Develop In cooper- atlon with the principals a detailed rocess arid format or developing the Individual Incentii School Plan ve 1 tn 4^ I I l.c. Assist each building principal in presenting an Indepth pre-onenta- tion session for staff on each com- pontni.. I.d. Assist each principal and staff with orientation session for parents in the Incenliw* Srhnnic February IS, 1969 February 28, 1989 -0- Superintendents cabinet Assistant Superintendent-Incentive Schools March 3, 1989 March I, 1989 March I. 1989 March IS, 1969 March IS, 1989 March IS. 190* -0- -0- -0- Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent'\u0026lt; nel Principals Cabi - Assistant Superinteu' dent Schools Incentiver.il Plan -f'son Reiponsioie S:l: (vttr) OBJECTIVES STRATEGIES/ activities BECItllilNG DATE :K?LiK: :0K I'dge 2 -\nIi s icn rro\nrdir./Area COMPLETION DATE COSTS k-spoksibilitt 2. To develop Incentive School Plan for each school 3. To develop curriculum specific to the Incentive Schools I evaluation 2.a. Identify Incentive School Plan teams 2.b. Develop the detailed Individual Incentive School Plan 2.C. Review and approve School Plan 3.a. Identify each area in need of curriculum development 3.b. Identify teachers for curriculum teams 3.C. Plan orientation ant format for curriculum development June I, 1969 June IS, 1969 -0- June, 1989 June, 1989 June IS, 1989 June 1, 1989 June I, 1989 July. 1989 July, 1989 July 31, 1989 June IS, 1989 June IS, 1989 -0- -0- -0- -0- -0- O IO IO UI 00 I cn cn Principals i Assistant Superintendent Incentive Sciiools All Divisions Superiniendent's Cabine Board of Directors Principals Assistant Superintendent - Incentive School Curriculum Division Supervisors Principals Assistant Superinten- dent - Schools Incentive Curriculum Division Supervisors Principals Assistant Superinlen* deni - Schools Incent ive Curriculum Division Superv i sors\nTxal Plan trson Rtspontloic j:il: X OBJECTIVES I (V*tr) STRATECiES/ activities BEGIIihlNG DATE iCK 7:Kl:i\nx COHPIETION DATE COSTS RESPOKSIBIllVr fagt 3 -:V 1 s ion rrocr ic./krtt 4. To procure equipment and furniture for Incentive School Programs O ro M UI (O I I 3.d. Review prelImlnary draft of revised curricular for llttb Rock School District f June I, 1989 June 30, 1989 -0- Curriculuni leanis tVAlUAllOK 3.e. Develop additional components for each curriculum area 3,f, Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and vide inservice pro- on the Implementation of the curriculum guides 4.a. Develop specification for bld for equipment and furniture June 1, 1989 July 1, 1989 July 20, 1909 August I, 1989 Kerch IS, 1989 June 30. 1989 July 20, 1989 July 30, 1989 -0- 13.000 (Est.) Clerical Support) 110,000 (Est. (Printing Cos August 30, 198S April IS, 1989 Curr.iculum leants Curriculum Division Prine ipal s ) t (Cost to be Included in Individual School Plans) -0- Curriculum Division Curriculum and Scliool Division Principals Director of Purchasing Assistant Superintendent - Incentive School Staff-Curriculum--rt-al Plan a'son Rciporsiblc 3:11: (hir) t:o t\nkl:\nx I 4qc 4 OBJECTIVES STRATEGIES/ activities BEGItihiNG DATE COKPIETION Dkli COSTS vision crren-./ATTi A.b. Did for specific equipment and furniture A.c. Order furniture and equipment 4.d. Instmll end Inventory to ensure tdequicy of all equipment and furniture April 15, 1989 H*y 15. 1989 I Io be determined H*y 15, 1989 August 1, 1989 p.Espoi\ns:B:ti\nr tVAtUATlOH ugust I. 1989 I To be deter- I mined Principals, Oireclor Purchasing. Assistant Superintendent - Incentive Schools. Staff - Curriculum of Principals, Direclor of Purchasing. Assistant Superintendent - Incentive Schools. Staff - Curriculum August 15, 1981 -0- 5. Io effect facility modifications for tan piementation of the Incentive School I ipecltllied progrtns. 5.a. Review the detailed Incentive School Plans with the Support Services Oi.vislon 5.b. Identify modlflca- tlons timeline (S April 15, 1989 April 15, 1989 April 30, 1989 April 30, 1989 -0- -0- O to IO o\u0026gt; O I I I cn Principals, Oireclor Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum ot Oivision of Schools - Associate Superintenden Assistant Superintenden Principal previously collabo- I rated In the devel- I opment of the plan. I 5.C. Contract for service! April 30 1989 as needed/1 dent I- fled In the Plans. Oivision of Support Services H*y 15. 1989 -0- Oivision of Support Services M:-rul Plan ^s'fon Responsioie S\na 1\n(rttr) 6. :0K v\nkl\ni.e Civ 1 s ion ?ro\nri.7./Aria PdiJC S OBJECTIVES strategies/ activities S-CII.TGNG DATE COMPLETION DATE COSTS To ensure the availability of adequate 5.d. Implement the andl- Tlcatlon plan for the facilities 5.e. Hake final Inspection on the work for the facilities modification 6.a. resources to Implement I academic programs I Initiate Identirica- tlons of materials and textbooks needed for the 1989-90 school year 6.b, Involve school teams I Staff and parents li reviewing the needs Identified as required for core and special programs 6.C. Identify any materials or text- i\u0026gt;ooks that must be ordered prior to fiscal year '89 n M*y 15. 1989 15. 1989 May 1. 1989 May 1. 1989 May 1. 1989 6.d. Maintain P.ISPOrsiBlLITv tVALUATlau August 15. 1983 (To be August 15. 198! out- lined in the Plan) -0- June 30. 1989 llo be deter- Imlned June 30. 1989 May 20. 1989 -0- To be determined Principals Prlnclpal/School Teams Principal. Assistant Principal. All Divisions. with major input from Purchasing O I I building record of requisitions for the 1989 May 1. 1989 Ongoing -0- Prlncipal IO IO (7\u0026gt; I C/l OD school year.Plan ton Rtipor.tioit (Veer) CH 7\nkl:i.5 Page t :(1: - V 1 s 1 on r.-ocriir./Arc? OBJECTIVES STRATEGIES/ activities BEGII.'IUNG Df.7t COMPLETION Df.:i COSTS RiSPOKSIBlLITT O to IO at IO i I I cn C) 6.e. Monitor and approve requisitions at requested from Incentive Schools 6.f. Maintain audit Tor *11 materials ccived re- 6.9- Cross validate with purchasing all order not received 6.h. Obtain requirements Tor participation In all special programs 6.1. Pay participation Tee and order all I necessary materials Tqr special activity 6.J- Select sponsors for I each special pro- I grim activity I pproved in the I Incentive School I Plan. ' I Except for articl c'VALUATlOH H*y 20, 1989 July 1, 1989 Ouly 1, 1989 March IS, 1989 April 30, 1989 April 30, 1989 Ongoing Ongoing Ongoing April 30, 1989 Oxly 1. 1989 Only 30, 1989 -0- -0- -0- To be determined To be determined es requjrlng a much longeJ time period, al I requisition Appropriate Associate Superintendenl Principal Principal Principal Principal Principal re signed on or inmediJiely following July |.-\"..al Plan_____  arson Rcsponsioic S:tl: (Vetr) OEJCTIVS STRAT-GI-S/ ACTIVIIIiS 4.k. Complete special tracts with all \u0026lt; tended day eaiployees for the 1989-90 school year. 6.1. Complete Master Schedule for total I school prograai I 6.B Revlew/revlse as .K?LiK CK T\nkL I'iyc 7 - : V i s 1 c n rrocric./Area I I BCG 1 tJH J NG OATt COKPltTION OATt COSTS RtSPOKSiEILlTr t'VALUAllOH 1 conj August 1, lg89 oa* I necessary the staff development plan for the fall (September. December) April 30, 1989 August 30, 1989 August 30, 198! August 15,1989 (As necessary bi i Septeaiber 15, 1989 once each seaiestir) at least -0- -0- Principal Principal Prine ipal O IO M Ol (a) (X o--r.uil Plan 1988-89 ?iron Rtipontioit (Spring and Summer! --------------------------------- (*r) .'KHiH-KTATJCN 7:KiL:i. g fleveiopmen-TTor ImpleBenttHon of Incent I ve School Plans OBJECTIVES strategies/ activities beginning OATE COKPIETION DAit COSTS 1. To Inplement staff development activities Tor Incentive Schools I.e. Identify the staff development needs of eech Incentive Schoo April 30, 1989 Hiy 15, 1989 To be deter- eiined RESPOliSieiLITT Prine ipals Director of Staff Development - vision Cm'i i( III um Si*Ci ?rocrir./Are4 I I l oni ams lal iKeiilive ScImiiTv' [VALUATION O IO M I Ol l.b. Develop Inservice schedule In collaboration with building principal I.C. Notify each school I staff of proposed Inservice dates Tor pre-school I training I l.d. Plan details for I delivery of In- I service - I.e., I site, time, arrange-! Bents, etc. | l.t. Obtain services of I consultants (as | required) I I 1 .f. Implement, fall training cycle Mey 15. 1989 Hey 30, 1989 Hey 30, 1989 Hey 30, 1989 August 1, 1989 Hey 30, 1989 August 30, 1989 July 30, 1989 \u0026gt;luly 30, 1989 -0- -0- -0- August 30,1989 To Be Deter- I mined Principals Director of Staff Development Principals Prine ipals Assistant Superintenden Director of Staff Development Prine ipals Assistant Superintenden Director of Staff Development Prine ipals Assistant Superintenden Oireclor of Staff Development-r.r.ua) pim trjon Rtipor.tibie _____ (r*r) TiOK TiK5L\ni\n rayc ? division ___ rrczrca./l,rti objectives strategies/ activities BEGIhlliNG Dfi7t COUPIETION DATE COSTS KtSPOl.'SIBiLllT tVAlUAilOH I I I 1 o K\u0026gt; IO O) Ol I \u0026lt;Xl '.g. Evaluate staff developoent actlvltyi through Survey response froa each staff August h 1969 Ongoing HO Be Oeter- nlned Prine ipaU Assistant Superintenden Director of Staff Development bm B SECTION TWO SCHOOL ADMINISTRATION _ 63 022661 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and demic perspectives. aca- SUPPORT PROGRAMS The following items will be components of every incentive school:  A. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:30 pm Homework Centers should be extant in each schoola*' least two (2) days per week to assist students who in need of specific help with class material. school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two hours of the day, Monday-Thursday). at are (Some (2) It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable walkinq distance may avail themselves of the Center, dents choose not to attend Homework Centers, options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a 'volunteer\" rotating basis, community volunteers and peer tutors. Staff will be compensated. If Stu- other on a Homework Centers will have u c 1. 1 certified teacher working. If the number of students reaches 25, t. aide shall be added to assist students, wh of students attending regularly reaches 50, tional certified teacher will be hired, thereafter, as each additional increment of students attends, c^ullfl.^ instructional aides and teachers will be added on an alternating basis. an instructional when the number an addi- certified 1 1 I I! ( B. HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. 6^ 5 02267c. dents. I PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only those students with outstanding academic averages but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. Id D, E. Peer tutors will be compensated with reeL ^^^^ors wul 06 Compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may not be providing as athletic equipment, hats, sweatshirts, will be assigned by subject area and c.\\ I in order to allow all students who wish to tutors the opportunity to do so. as well Tutors on a rotating basis serve as peer RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work vohm. as tarily or may be paid needs. Mentors can work volun- a stipend depending on their own INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated commitment to work with students in an urban setting as well as a minimum of 60 hours of earned college Applicants must be working toward a degree. Aid provide extra assistance for individual students groups of students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- credit. Aides shall and I etc. F. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in each presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general \"mapping\" of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America. 55 02268G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally A few seats may be open to other students on a space available and paying basis well. attending those schools. as Transportation may be provided. ___:___________ schools at which summer programs will be held'will''*be based on identified student needs and interests. The number of incentive words. Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with Sth grade peers in summer reading programs, regardless of his/her actual designated grade level. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provid field trips and community access for students together with students from other LRSD schools. trips and access will include the opportunity for student experiences with: es Field *   historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such Lh Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as the as an Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. Among opportunities in the community which exist are: *  * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66 02269 ic ie it a museum of nature science and history three previous state/territorial capitol a planetarium at UALR a zoo s a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center I Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and a law school. I. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. J.  SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as the opportunity to participate in: * *  choir (voice) music (instrumental) dance Assistance will be after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child (and hopefully to the program), but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A.  STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for all staff at each school.  1. A nationwide search will beconducted for staff. Principal and staff will be asked to who documented  I evidence of commitment to working in an urban district\nto working with youth at risk and to mitting the time necessary to provide the kinds of support and services provided at incentive schools. com- 67 022701 2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of I that year, an involuntary transfer or other district decisions may be put into effect depending on the IB   II 02271 (a) it ! ii I 1' 1 ( i'1   R I I I V     continued - Incentive Schools page 5 performance and the success cf '^forking with students and the individual in prccedures. Thi s ------ * Hl . inis one ve^r contrac.ua1 feature will also apply to the positfons of aides, clerical and custodial workers, completion of the with the District. , Successful year may lead to a long-term contract 8. c. D. SPECIAL TRAINING - Ongoing training will be provided for star- in areas ike human relations skills\nleaning anS interactive styles\nTE3A\nPET\n working in an urban setting and analysis and enhancing student achievement. . learning and working,with yout.h at risk\nuse of data for I n All staff, including support staff, will be involved in training.  Patrons also will receive ac-ess in working with their students.  nutrition and human growth and developments special training assisting with homework, aisoluta sar-.ners in the learning process. Parents will be asked to sign aH homework assignments on a daily basis. d will take place, both through written and oral means. Regular communication arranged to come to school y -------- .... pa. cHUi Will De arrangeo to come to school to ?\nstudents as well as to visit their children's classes, will be held at the school. Regular meetings, monthly, Parental access will be provided th\nschool nity\"\" P encouraged to provide classroom support in the general assistance and may be paid a stipend for this. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities. * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday ------- - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) _  Clubs, Extra Curriculars - Wednesday E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will 1 ---------- - ' ui.iy pu paic.lUJ WII take P'3ce. Early indicator and early intervention programs will be formulated with \"alert\" and \"success\" cards to be achfevements\"^^ update them on their student's needs and 02272 1 ii I! 1 i I: I Ii I ! 6S I I I II H continued - Incentive Schools page 6 N R H EXTRA CURRICULAR PROGRAMS - Extra cur establisraU to allow students ular programs will be ------- recognition, leadersnio experience and a cnance to be involved in sen  Among these will be future teachers programs\" J \"S\":-----------------------------------------------------The office,' libra'ry wuh the flag, sa.ety patrol, fire marsnalls and student  council memoerships. col activities. ust Say No lira marsnalls and student I * at racass or lunch time, not class 11 ui8 G.  ATTENDANCE AND SE.rAVIOR GUIDELINES guicelines will provide unique gcp students and keeo them in scnool. Attandanca and benavior ocportunitias tc assis  , --------- Time-out rocms staffed with trained personnel will help students with problem solving H Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agreeement to be at scnool ano on -- I. ne eacn day. H. H H SUBuECT RELATED EXTRA CURRICULAR ACTIVITI - Other options K H for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club young scientists, Olympics of the mind, elementary band and' a string program. informed of all of these options. 11 H ue uirormea or ail of these options. Students will be encouraged to participate in these activities and a activfties'^^'^'J^^ exist for club/academic related  Q COUNSELING/SOCIAL WORK i\n B COMMUNITY SERVICES ACCESS - There shall be access to  B B B community based support programs provided to students who attend the incentive schools. Among these supports will be projects to be negotiated and/or secured bv compact such as the availability of students from area colleges and universities to teach music, dance and choir in the schools' volun- teers^and pre-professionals from Philander Smith College to assiSu with teaching activities and extra curricular activi- tisSi assistanca frcrn social a^sncias to intarvena i  - -------------.. w... o^c\niK,ic3 Lj HiLBrvene ir Students need assistance in health and/or personal need situations.  fl 8. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhance aware- ness of skills necessary for successful entry into the world I of work. The program will also serve to heighten student expectations with regard to their own abilities and potential to attend college and to graduate. also receive this information so that they may be aware of the options which truly are open to their students. Parents will B 69 02273continued page 1 Incantive Scrccls I c. STUDY SKILLS - Counselors and teacners will wording with stucents to ennanc= t^st tk'^ s:\u0026lt;i 1 Is and study skills.  be rasDonsible for mg skills, 1 i stani ng 0. I E. students in test taking, i.e,, bubble seme class tests and ?raci\n:c3 ',*111 ie providag for by teacners. . - sneets will be used on a variety or questicn HCME/NEIQHSORHGCO MEETINGS --------- - Meetings wi always be held at tne scncols. Othe- grouos of parents, will be scheduled'a uTe scncols types will be used parents will not eatings, for s.nall comnunity locations sucn as cnurcnes and seme homes as invited bv parantr These scncol environment may be mo?e ClI e and can help lorge a school/neighborhood partner- SniD. it ciirnocraH -j-.- _  .  pai Ulier Shi p Jt is suggested that local part of th he school partnership and community. INDIVIDUAL ANO GROUP COUNSELING - ministers be considered as Individual and group counseling as well as peer facilitators will be employed at ney attempt to work throui concerns and Students will also be taught li F. INCcNTIVE/RECOGNITION PROGRAMS - Incentive/recognition developed by students, staff and patrons at each school. Ideas (suocestions 1 nroconraw in suggestions) presented the subcommittee meeting included: awards programs, recognition to co^unr^y and tangible rewards such as a book of the student's choice for academic growth and the like. I  ' program - wellness program will be in place at each building with availablity of a full time nurse be screened for physical health and will also receive informal tion on topics like self-estaem. nutrition, druo prIIemiSI and awareness and first aid. Presentations will likewise be T--?.-on similar topics for their information on a Students will I continuing education basis. I H. CAMP PFEI _ P - Students in need of additional academic assis'-anca_wi 11 have access to programs such as that currently in place at Camp Pfeifer, whereby, t.hey spend somi time in residence at a program away from the school and the home wnich provides counseling, intensive academic support and time management skills, r* they spend some Parepix-invol vement is an inherent  u i - 2.- . --..w.T CUI?\n. J I. I J au tiiiieie par^ of this program in assisting them to work with students on homework and academics.  70 fl 02274\"i continued - Incentive Schools page 3 MONITORING ANO SVALUATICN A. VERIFIA6LS .MONI\",ING Or SOOENT G.^CWTH ment of the dis Trie tasting depart_ ICC wi11 be assigned the a plan for verifiable monitoring of student or-'wth'ann'f^r\"rHa develocment of reliaole procedures to accomplish theS  tas\u0026lt; of developing to accomplish these tasks. Tnis pjan and its accompanying procedures should account not only test scores achieved on norm r_ ______ but also class achievement as evidenced by teacher tests and ake into s enced tests curriculum/cr:tenon referenced tests. There should bea'lono- nng wmch also takes into account tional patterns. term moni\nion student matura- s. REGULAR TRACKING OF STUDENT ATTENDANCE I' C. D. AND ACHIEVE.MENT - Recuiar 0ISCIRLINE/3EHAVI0R ANU AUdi^yEMENT Regular tracking of student attendance' diStipline/benavicr and acnievement shall be accomplished through the development of and use of ' ' ' ndance, proriles Py classroom teachers and individual and class ne building acministrator I his assessment will be done on a minimum of a quarterly basis. Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined througn ongoing review of data. EXCELLENCE PLANS the development development of STUDENT EDUCATIONAL I - The school staff shall involve parents in of student educational excellence plans. Tc- students and see them Parents are the first teachers of their in a context outside of the school. In the parental capacity, , . 's potential, talents As such this input is extrememly important in reviewing not only academic programs but also extra curricular, special skills and extended day activities. there is special awareness of a child and interests. QUARic.xLY RE.'ORTi ANO VISIiATICNS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and car of grounds and equipment. -   The monitoring team will be composed OF discricu Starr, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since Stafr member has a duty to orovide a rlimara r.inHuriva i-. Sta.r.member provide climate conducive to learning and should hold and model high expec students.  a r ii: every ions for all Students will also be involved in the goal setting process and will Formulate \"contracts\" for their own achieve.ment. 71 02275f t I continued page 9 Inc3nt:ve Scr.cols S\"UCN7 cVAL'JATCRS - , , .dent evaluators will be asked to complete evaluations relati - * ve to the school, its climate and experience twice a year. Students will be their educational =Auei lence twice a year. wm random to participate in this process based on   F. G. 5X involvement from each grade level. a Srade level. Students will be involved questionnaires to be used, analysis of data collecd and t..e generation of conclusions. Reports will be 91 ven uacx uO^the students regarding cnanges made in response to Suudeni, issues raised in this evaluation process. COMPUTERIZED DATA ACC ,. ,, . 2 - Computerited data reality in all' incentive schools access will be a so that student data is easily accessible and access can be immediate which mignt be needed relative to all scnool'\nfor reports program aspects. COL SITE TEAMS - School site teams will 1.0 implemenu needed programmatic modifications which will be of greater benefit to the students. teams will be rotating and on c,' de created to work Memcership on t.hese  a semester basis so that staff (including custodial, aides and cafeteria workers), patrons and students have an opportunity for input. SCHOOL POLICIES ANO PROCEDURES A. FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks for additional student assistance as needed will be provided. 8. AOOIiIONAL 11iMS - It is reccnroended t-bat eacn incentive scnool have: * a permanent assigned substitute who is familiar with and dedicated to the building and program philosophy * at least a half assistant principal depending on school population (where there '  scnool is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach ) * uniforms for students (such as blue jeans and a white shirt) * dress code for staff * required PTA attendance, at least jwo (2) meetings per year, one of which shall be the Open House 72 02276 I 1continued - Incentive Schools page 10 m * student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab tv nv a computer lab (to be used for other than remediation) * a playground for PE purposes additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills * Saturday programs will be developed at each school site to enhance learning. ' but shall not be limited to: These programs will include LL field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs  r n IS I 73 IM 02277 I. COAL: OBJECTIVE SCHOOL OPERATIONS IKPLEKEluATION PLAN To develop support programs and procedures which .. . STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1989 1990 Page ) RESPONSIBILITY o to to 00 To provide Homework Centers and Homework Hotlines for the students at these schools. To establish training for peer tutors and an ongoing peer tutoring program for students. To use the skills of retired teacher mentors to tutor and sponsor clubs. I To enhance student (earning through extensive use of classroom based Instructional aides. S - STUDY I 1991 1992 1993 1994 I R - RECOMMEND Schedules will be set at the schools to meet their students' needs, needs. Hours will meet student Teachers and students will receive training In peer tutoring. A model will be put in place. Teachers will supervise the process Mentors will either volunteer or be paid a minimum amount. They provide extra support to students ______ supplement teacher work. Certified Instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. E - EVALUATE 0 - ONGOING 1991 P - PLAN 1^ Fall-(P) Spring - (1) Budget- ____Lai Summer- (P) Fan-{ 1) Summer- (P) Pa)l-(l) Pilot B - BUDGET ITEM Ongoing wi th evaluation Ongoing with evaluation Ongoing with evaluation (1) Ongoing wi th evalua- t ion All Divisions VIPS Budget Item (f( staff) Some b dgetary Jxpenditu e Budget 1 Budget.I tem tem I - IMPLEMENT  PI - PILOT Staff Development Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch PrincipalsI. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES SCHOOL OPERATION'S IHPLEKEKTATION PLAN implementation SCHEDULE Page 2 responsibility 19fi9 1990 ISl91 1992 To develop and implement a career skills development program which will help students develop awareness and motivate them to enhance skills leading to specific careers. To develop a program for round school Including enrichment and remediial opti year ons. Community access/fi'eld trips are to be arranged for enhanced experience for students. S - STUDY 1993 1994 199: r I R - RECOMMEND Written Information, guest speakers, films will be used to make students aware of career choices. Sumner segments In remediation/ enrlcfnent, prescriptions for courses to be taken Transportation may be provided Visits to historical, scientific and cultural events and exhibits within the city and around to state and region with appropriate chaperones to provide educational input. E - EVALUATE P - PLM Summer- (P) Fall- (I) Ongoing with evaluation Maybe budget I tern VIPS Sumner- (P) Pal)-(l) 1989-90 plan t pilot at one school o to (D I cn 0 - ONGOING B - BUDGET ITEM Ongoing wi th evalua- tion Implement at all Incentive schools Budget I tern Divisions of Schoo)s Curriculum Budget i tern I - implement I VIPS I Division of I Schools  J Curriculum 5 Desegregation PI - PILOTSCHOOL OPERATIONS Page 3 IKPLEHENTATION PLAN 1. GOAL: (continued) OBJECTIVE To build a program of community involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. I S - STUDY STRATEGIES/ACTIVITIES Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include some of the following: or choir, music A dance In addition to jiamewprk Center S peer tutoring E - EVALUATE P - PLAN 4 IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 IT?\" 1990 1^91 1992 1993 1994 I 199\nQuapaw Council Asst Supts for Schools Pall-(I) Ongoing with evalua- lion Maybe budget Cem Principals School Staff O ro M 00 O I I R - RECOMMEND 0 - ONGOING I - implement B - BUDGET ITEM PI - PILOT III. GOAL: OSJECTIVE o to to 00 B B B B B B SCHOOL OPERATlOh'S IKPLtHiNTATlON PLAN To establish procedures for administration and staffing of the thabrought to bear for the benefit of students at these schools. To establish a viable for staff recruitment. program To provide special training for staff on an ongoing basis and special training .for parents. , S - STUDY Page 4 STRATEGIES/ACTIVITIES IHPLEKEHTATION SCHEDULE RESPONSIBILITY 1989 1990 1^91 1992 1993 1994 199: I I I R - RECOMMEND  Nation-wide search  Hire staff on a one year basis Parents to be Involved In the interviews.  Staff will demonstrate commitment to working with at risk\" youth TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development.  - EVALUATE 0 - ONGOING P - PLAN Spring/ Summer- (I) Ongoing Budge item Human Resources Div of Oeseg CurrIculum School Principal Summer* (1) Ongoing - Budge i tern B - BUDGET ITEM =aBKT 1 - IMPLEMENT PI - PILOT TiII. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES To establish meaningful attendance and behavior guidelines.  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To provide subject related activities to enhance student learning. To include some or all of: S - STUDY R - RECOmENO I o IO IO co IO I CD a a SCHOOL OPERATIONS IMPLEMENTATION PLAN implementation schedule Page 5 RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: IO include some or all of: math olympiad, junior great books, Olympics of the mind and the like.  - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) (I) Bud let i tem Ongoing But jet item I - IMPLEMENT B - BUDGET ITEM PI - PILOT Principal School Staff Principal School StaffHi. GOAL: OBJECTIVE SCHOOL OPERATIOKS IMPLEMEKTATION PLAN To create a program of counseling/social work to provide extra support to students to ensure them opportunity for To provide community services access for all students who need additional support. To provide college/post graduation awareness via a mentoring program with role models to help students plan for the future To provide student training in study skills, testing skills and listening dkills. To hold home/neighborhood meetings to increase parental/ neighborhood involvement in student learning. S - STUDY R - RECOMMEND success. Page 6 STRATEGIES/ACTIVITIES IHPLEKEMTATIOM SCHEDULE RESPONSIBILITY 1969 1990 1^91 1992 1993 1994 Compacts with community agencies universities to assist with student opportunities.  Parental information  Mentoring program  Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing.  Meetings at neighborhood sites with small groups of parents  Meetings at homes with of parents .. Involvement of E - EVALUATE groups ministers P - PLAN 199: o to IO 00 u I 0 - ONGOING I to Study and recommend Smal Training Summer Fail-( I) (I) B - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Uiv of Schools Spring (I) Ongoing cost item Ongoing Cost. i tern Ongoing I - IMPLEMENT Pl - PILOT Pupil Personnel Counselors VIPS Div of Schools Staff Develop Div of Schools Principals School Staff 1SCHOOL OPERATIONS Page 7 II. GOAL: (continued) OBJECTIVE To Increase parental involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day. To Improve home/school comnunication I To establish meaningful elementary extra-curricular activities for students. S - STUDY STRATEGIES/ACTIVITIES implekentation plan IMPLEKENTATION SCHEDULE RESPONSIBILITY O to IO co R - RECOMMEND oon  Parent assistance at schools  Parents will sign homework  Regular communication between school and home will take place  Day visits for parents  Schedule settings Schedule (settings) weekly extended day programs based on individual school needs  Early indicator and early intervention programs  Alert A Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibiIi ties E - EVALUATE 0 - ONGOING 19B9 1990 1991 1992 1993 1994 199: F11-(I) fa1l-(I) (I) (I) 1 Ongoing Ongoing Ongoing Ongoing P - PLAN I - IMPLEMENT B - BUDGET ITEM PI - PILOT Principal School Staff Principal School Staff Principal School Staff Principal School Staff III. COAL: (continued) OBJECTIVE To implement individual and group counseling for all students. Incentive/recognition programs will be implemented by 1990-1991 To structure and begin wellness program for students school. pt each 10 work with community programs like Camp Pfeifer to suppl ment school programs for students. e- STRATEGIES/ACTIVITIES  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be taught_____________  Student recogniton programs  Good Citizen programs  Community involvement in recognition S - STUDY R - RECOMMEND SCHOOL OPERATIONS imEKENTATION PLAN IMPLEMENTATION SCHEDULE Page 8 1989 Fall- Train students Spring- - (11 (P) Pilot one Schoo) 1990 Ongoing Budget (I) 1991 1992 1993 1994 199:  RESPONSIBILITY Pupi 1 Personnel  full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Mork with Director to target Incentive students  Work with other community groups to undertake ' similar projects E - EVALUATE P - PLAN (I) (P) t (S) (Budge Implement on a pilot basis I tem) (I) (Budget I tem) (Possil I e Budge I tem) VIPS Partners Program Health Services  o ro 00 O1 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOT OD Pupil Personnel District divisions B sIV. GOAL: OSJECTIVE {2 ES SCHOOL OPERATION'S ihplemektation plan picture of student achievement \u0026lt; ..r^er, at these buildings. Page 9 STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITT 1989 To develop a process for obtaining verifiable information regarding student growth. 1990 1991 1992 1993  Development of valid/reliable monitoring instrument(s) Establish training for monitoring teams in use of the Instrument (S) t (R) Spring semester (I) 1994 199: To provide a systematic program for tracking student attendance, discipline, behavior and achieveiiiqnt. To Involve parents In the development of student excel lence plans ' To be done on IO oe done on a quarterly basis * profiles will be I k6Dt in ronard * __ kept in regard to attendance ... regaro to attendance, be- bjvior. discipline t achievement Summer (P) Ongoing wi th evaluation Testing/Eval Assoc Supts To plan and set parameters for quarterly reports and visitations by a multi faceted moni toring team.  Develop EEP format  Involve parents In writing plan based on student needs ' curricular activities alsn_________________  Develop reporting format  Involve staff, patrons 'monitoring ' in  Involve all staff in goal setti  tvdtuate goal achievement 09 (I) Develop plan Ongoing with evaluation Sprini Ongoing Budget Summer- (P) fall- .JI) (I) o IO 00 I 1 Ol S - STUDT E - EVALUATE 1 (Budg t Item) * I GO ^0 R - RECOMMEND 0 - ONGOING P - PLAN I - implement B - BUDGET ITEM Pl - PILOT Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers lesting/Eval Div of School School Staff Convnuni ty sB B B B IV. GOAL: (continued) OBJECTIVE To establish a student evaluator program for student input and ideas. To establish a program for computerized data access at each incentive school. To establish site tfeams at each school to implement programmatic modifications to benefit the students. STRATEGIES/ACTIVITIES SCHOOL OPERATIONS IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE Page 10 RESPONSIBILITY 1969 1990 1991 1992 1993 1994 o M to aa S - STUDY I I R - RECOMMEND I QD CJ  Random selection of students to participate each year  Student \"training\"  Student generation of questionnaires  Analysis of data collection  Conclusions generated  Report back to students on response to student evaluation 199: (S) with students (R) Fall- Il) Ongoing \u0026gt; Testing/Eval School Staffs Principals  Install computers  Tie into mainframe  Write programs for reporting Student data in a variety of mode\n Include representatives of all school departments (custodial, , food service, aides A teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student for input E - EVALUATE 0 - ONGOING meetings P - PLAN (6u\u0026lt; get Item) alHP) S (S) Spring (R) (I) 1990-91 school - yearJ  Plan for implementation ot changes  Make recommendations for changes  Implement changes  Evaluate changes (Each aspect will occur on with a semester for each. B - BUDGET ITEM I .e. Data Processing School Staff Assoc Supts Plan Evaluate a regular and rotating basis I - IMPLEMENT PI - PILOT Reconi Implement Il iieni fa IM V. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN Page II To reassess individual school policies and meeting the needs of all students. procedures as they relate to STR. GIES/ACTIVITIES lliPLEMENTATIOH SCHEDULE responsibility 1989 1990 1991 1992 o IO IO 00 00 To establish a flexible programming approach at each incentive school which complies with standards and also xieets individual student needs. Areas to be investigated for possible plan inclusion i I GO 1993 1994 199: S - STUDY R - RECOMMEND I  Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes for extended time periods needed. as (I) A (E) School Principal Staff  Develop a plan for individualized Instructions within specific building the  Permanent assigned substitute in each Incentive school to be available as needed  At least a ) tim\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_350","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II","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":["1989-03-23"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II"],"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/350"],"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\ni 10 APPENDIX 2196-2343 H a fr Jl LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN March 23, 1989 JANUARY 31, 1909 I c VOLUME II I V I rI ( I II n LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN I O' MARCH 23, 1989 VOLUME II ! I I 02196 n ? 5- 1. TABLE OF CONTENTS Volume II student Assignments Fl I I s 3 X 2. I student Assignment Handbook f I' 3. Facilities Incentive School Program  11 JI 5 4. 5. Monitoring and Evaluation i. .r 6. Transportation I 4 I 7. Data Processing c I R I  ri ii. I H NOTE: An asterisk (*) Indicates a part of the Plan that must change if grandfathering is not permitted. 1 I i-t i R 3 pi I b I H :i' f ft I .if i! I s- R n fl 11 n 02197 r ? ISTUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan, K II. INTERDISTRICT SCHOOLS LRSD and PCSSD agree to establish interdistrict schools as I I described in the Interdistrict Desegregation Plan. III. ELEMENTARY ACADEMIES I 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map UI which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to I \u0026lt; establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students I to Elementary Academies may Increase the percentage of white students at these schools but no school shall have a racial composition of greater than 60% white. 3 , Students presently assigned to Elementary Academies will be given the option to remain in these schools (grandfathered),* 4, After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the Elementary Academies,* 5, If there is no space available at a student's zoned school or if assignment of the student' to the school would put 3 the school out of compliance with racial balance requirements, 1 021980 H til iS \u0026lt; the student will be assigned to the closest which meets racial balance requirements. school with capacity 6. The elementary school zones will provide a feeder patsi: Jr tern for elementary students going to junior high school and for 2: I junior high school students going to high school. As a result. all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps school attendance of the elementary, junior high school and high zones. 7. Students in Elementary Academy zones will be given the i I a I ! I 1=  I ! i option to select an Incentive School. I IV, INCENTIVE SCHOOLS 1. Each Incentive School will have an attendance zone that I encompasses the neighborhood around the school dance zone). (primary atten- i I 2. Each Incentive School will also have a districtwide ! r f . I attendance zone (secondary attendance zone). 3. Students presently assigned to Incentive Schools will be given the option to remain in these schools (grandfathered).* After grandfathered students have been identified and Si assigned, students in the primary attendance zone will be M 4 . s J assigned to the Incentive Schools.* All Incentive School students will have the option to be 5. I  assigned to an Elementary Academy to be selected by LRSD in I u I I accordance with desegregation considerations. I I I I 021996 . zones Students in the secondary (districtwide) attendance will be given the option to fill any vacancies in the Incentive Schools after grandfathered* and primary attendance zone students have been assigned. ts. 7, In order to assist in meeting the desegregation requi re- ments, certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten a I I I I I class. V. DESEGREGATION TRANSFERS I I 1. Junior and senior high school students may transfer to I another school as long as the reassignment allows both the 1 5 sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percenu I tage is twenty-five percent (25%) below the district-wide percen- tage of blacks in grades 7-12. The maximum black percentage is I twelve and one-half percent (12-1/2%) above the district-wide K fr  percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation acceptable range) for a desegregation transfer. tion requirement in secondary schools remain within a requirement (or The desegregais that all schools will range of 12-1/2% above to 25% below the district- wide percentage of black students at each (i.e., high school and junior high school). organizational level 2. Elementary students may transfer to an Incentive School only if such a transfer enhances desegregation School. at the Incentive t I 3. I I f I 3 022003. A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school ment. 4 . assign- KJ Desegregation transfers will be granted during a limited I period once each year. 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* 1. 2. Sibling transfers do NOT apply to magnet schools. Students entering the Little Rock School District after I u I I J n H M i the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the tional level. next organize- 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation,requirements. 5. Sibling transfer applicants must have sibling a a currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students.  4 02201 I I I3 1 VII. REASSIGNMENT PROCESS Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed. the stu- dent will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be 1. assigned to any of the schools in the student's feeder zone, c the student will be reassigned to a school in e s i I a contiguous feeder 1 3 zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. 2. The minimum black percentage for each elementary academy is 40% black. Any assignment that causes a school to fall below the minimum black percentage wiXl not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has seat available. If the student cannot be assigned to any of the schools in the student's feeder zone. the student will be a u I I reassigned to a school in a contiguous feeder zone. I q VIII. STUDENT ASSIGNMENT OFFICE n  1. ments\nThe Student Assignment Office will: monitor new assignprocess all data entry work for elementary schools\ncess interdistrict M-M transfers and magnet assignments\nstudents because of overcrowdedness pro- reassign or desegregation require- ments\nconsider appeals\nconduct recruiment efforts\nand process desegregation transfers. 02202 s I I I q q q q q 52. New students to the District who enroll after May 17, 1989 Will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. hj 3. The Student Assignment Handbook which shows the process to be used by the Student Assignment Office in assigning students and the School Selection Form which will be sent to each student as 1 L a part of the assignment process are found in the Student 1 Assignment Handbook section (Volume II, Tab 2) of this Plan.* I I (J 02203 6 I IeM i ri IX. DUNBAR COMPUTER SCIENCE/MUSIC SCHOOL ri Effective the 1989-90 school year, the Little Rock School District will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposes: M (1) to implement a program to promote effective desegregation of Dunbar Junior High School\nand (2) to broaden the total school I 0  program to enhance the academic achievement of all students. M Based on input from parents and faculty at Dunbar Junior High School, the enrichment component will focus on computer science I and fine arts. I Courses offered at the school will utilize comu puters, other technology and expanded use of materials to augment the instructional program. I  I t I L The enrichment program will have the following major areas of emphasis: (1) I Expanded School Day - The school day for Dunbar will be lengthened from six (6) to seven (7) I periods per class day. I Course Offerings - Additional courses will be added to enrich the computer science and fine arts t programs. I (3) Eguipment Some of the traditional courses, in addition to the computer science and fine I arts courses, will utilize technology to assist in the delivery of instruction. s (4) staff Development - The principal and staff will identify inservice needs (summer and regular school I I 7 u 02204year) to effectively restructure the program at Dunbar. (5) Staffing - It is projected that all of the course offerings can be implemented with the existing staff. I (6) Supplies and Materials - The principal and staff Will collaboratively disburse budgeted b funds to I meet the needs of the enriched program areas. 1 I J I I I I I '1 V\nf I I L s 02205 I I I lU SI M kal NEW FUTURES FOR LITTLE ROCK C: 1 I  \u0026amp; M In addition to the enrichment programs, Dunbar is a full parJ-  ticipant in the New Futures for Little Rock Youth Initiative. Among the program components for the 1989-90 school year Clustering for 7th and Sth grade students to allow students to have teachers in common in the core subject areas, providing for an advisor-advisee support system. Youth specialists for advocate for an work . with students in helping to meet their special needs. Incentive programs and partnerships with community businesses to encourage and reward M I H 3 3 are: 1 I I I '.ft. 3 S achievement, attendance and good citizenship. Homework Center and Hotline Early I morning tutorials for students needing I H assistance in subject areas. I i H 'i H Saturday morning detention for students to help them \"work off\" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. I' H 3 ' J M 9 I 1 02206NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications (Grade 8) Keyboarding/Introductory Programming (Grade Advanced Programming (Grade 8) Programming in BASIC (Grades 8,9) Computer Applications (Grades 7,8) 8) 7) ENGLISH I L Literature of the Adolescent (1 semester) (Grade 8) Composing Process (1 semester) Grade 8 Composing Process II (1 semester) Grade Speech/Drama (1 semester) Grade 8 8 9 I MUSIC Piano Lab (Grades 7,8 \u0026amp; 9) Limited to 12-18 Students per Q M w Handbells I (Grades 7,859) Handbells II (Grades 8,9) Jazz Band (Grades 8, 9) Orc.hestra (Grades 7, 8 5 9) FOREIGN LANGUAGE I L I German I (Grades 7, 8 or 9) German II (Grades 7, 8 or 9) German III (Grades 8 or 9) Any student who has completed German at the may take an exam to qualify for entrance I MATHEMATICS Geometry (Grade 8) READING Reading Exploration (Enriched) SCIENCE Science 7 Science 8 - Life Science (Laboratory) - Physical Science (Laboratory) SOCIAL STUDIES elementary level into German II. I I ! Social Studies courses for grades 7-8 will have topical headings for each nine (9) week unit to \" - concentration of study each quarter. reflect the , , , , , --- a' -  Units will be revised/expanded to reflect the area of concentration. 10 02207SPECIAL EDUCATION Computer-aided instruction Education Program VOCATIONAL EDUCATION will be added to the Special Industrial Technology Education II This laboratory course, funded through the Arkansas Department of Education will provide the student with a learning experience in modern industrial technology. 02208 NJ Iu J I L I J COURSE DESCRIPTIONS Advanced Computer Applications =----------5------------- - (Grade 9) Semester 2 students from the fall course. Students will learn LU bcuoenrs rrom tne tali LLuucnua wu advanced word processing applications, how to create and late a data base, how to create and forecast with c desk-top publishing Students will have the option of creating '  involving music and animation. manipu- one a spreadsheet. program. a LOGOWRITER project Keyboardlng/lntroductory Programming (GradP Seventh graders will learn to touch type faster than they can handwrite. \"  11 I 3t least 50 percent ' --------- Students will learn to write using LOGO conmands, to construct algorithms, write procedures. They will use LOGO Tools to - - .A hands-on, one semester course. programs basic document their projects. Advanced Programming, Grade 8 Year 1, Year 2, this res. commands, course will be similar to the 7th grade course, an advanced programming course, using  ,, . ----- open to students who completed 7th grade course and/or with teacher consent. it will become the 7th grade I II I BASIC as well as LOGOWRITER, I Programming in BASIC (Grades 8,9) Programming in BASIC is a one-semester course, prerequisites to De aetermlned. IS I Computer Applications (Grades 7,3) Second semester course in computer applications word-processing and ---- \" LOGOWRITER Tools to create library or field). course in computer applications, focusing on cross-curriculum projects (example: i_1..  Science Video based on research in This is a project-based course. Literature of Adolescent Literature of the Adolescent and the be offered using I ,  -- Composing Process I are to simultaneously with students changing end of the semester. ---   ---3 courses at the .. These course are to be considered quisites for the Composing Process P^css II and Speech/Drama, ^whiS will be offered only to 9th grade students. The Composing Process I The Composing Process I and Literature for be offered r' , ----------the Adolescent are to simultaneously with students changing end of the semester. --- -- - ---33 courses at the . These courses are to be considered quisites for The Composing Process r Process ll and Speech/Drama, ^^hlch will be offered only to 9th grade students. The Composing Process II The Composing Process II and Speech/Drama are to be offered simultaneously with students changing courses at the end of the semester. are for only those 9th grade students Process I and Literature for the These courses who have taken Composing : Adolescent as eighth graders. are 02209The Composing Process II will review and expand upon those writing skills taught in The Composing Process I course. The Composing Process will emphasize planning, publishing stages of writing paragraphs and will Process I course. writing, editing, and essays. Speech/Drama Speecn/Drama and The Composing Process li are to be offered simultaneously with students changing courses at the end of the semester. These students are for only those ninth grade students who taken Composing Process I and Literature for the Adolescent as eighth graders. semester. have I II NJ the Literature for a means to improve The purpose of the Speech/Drama course is to show students that communication through public speaking is learning, to, enhance personal development, vw to develop listening skills, and to interpret human behavior. to organize thoughts, Piano Laboratory Students who music ability, learning to play the piano, students learn to read have aptitude and interest in A semester course (or year) where music notation and symbols and to transfer reading to playing the keyboard. - coordination. - Students will learn hand-eye 7 simple melodies and chord Students will learn self-discipline and proper , Students will learn how to add various sound effects as background to songs, stories and drama groups. accompaniments. Students will learn care of the piano. 4 I to songs, stories and drama groups. With the interest in keyboards today, the students have expressed interest in a class for keyboard. an I I I - will learn t1 Handbells I (Grade 7) ^4 ringing English handbells. Will learn the technique of ringing bells - will learn to read music notation and symbols . . , , team-work\" by playing their part with other students to perform a piece of music will learn self-discipline along with proper care of equipment and bells Students will learn the value of concert performance with other groups from other schools.  Handbells II (Grades 8,9) Beginning course of the first year. Second year students will be on behavior and from 7th grade bell Second year students will study and perform more advanced music, plus attend Arkansas and Regional Handbell' Festivals, perform for the community and civic organizations. selected group. music aptitude, and m Jazz Band (Grades 8,9) A course designed to introduce Junior High School students to the idiom of jazz music as an American Art form. Orchestra (Grades 7,8,\u0026amp;9) In this course, basic fundamentals level. _ , _ , . --- 3re studied on the beginner's Detailed instruction is given for  ' correct hand positions. 02210 12 (a)bowing techniques, accurate tuning, correct posture, and mechanics of technical proficiency. Beginning classes are not perfor-mance oriented, but are directed toward developing skills for advanced study. German i In the first year, students are introduced to the Germanic well as to the basic German language, the student with actual experiences cuisine. as NJ Effort is made to provide of German customs and German II The second year expands the command of vocabulary and grammar and continues to acquaint the student with the history, geography, and literature and other aspects of German-speaking countries. German III Students continue to develop oral skills through programs and speaking practice. Under the teacher's direction, literature at appropriate level is read and discussed. write five compositions with the help of guide questions, vious oral discussion, and/or pictures. _ _ correctly in context all common grammatical structures formerly studied. cultural Students Students learn to pre-use I I 4 I I Geometry the Regular Geometry is taught using This course presents the basic ideas of geometry including Ll^ nature of angles, triangles, congruence, geometric inequalities, perpendiculars, and parallels. Regular Geometry is taught using postulates and theorems in an effort to teach the nature of direct and indirect proof. I Reading Explorations Reading Explorations is an enriched reading class designed for students who are reading at or above grade level be placed on enriching and building upon study skills\nin-depth novel study\nand reading for enjoyment The focus will upon current reading and i. 1 1 J!  aiiu Lecuxiiy LOU enj oymen'C. Supplemental work will be interfaced with computer applications. Both individual and group will be included. BB Science 7 - Life Science (Laboratory) Science 7 is designed to teach students science process skills and the scientific method. Students will perform experl-analyze videotapes to gain experience in using the thinking processes and skills that are characteristic of science. Upon completion of Lab Science - 7, the student will be able to\nmake accurate qualitative and quantitative observations about natural events\n - - make metric measurements for length, volumes, mass, and temperature\n- make inferences and conclusions about natural events based upon relevant observations\n12 (b) 02211 1 X - design an experiment to test a hypothesis\n- collect data and organize it in charts and - form operational definitions\ngraphs\n- accept or reject a hypothesis based upon results\n- recognize problems that are subject to investiqati - ask questions relevant to a problem\nmanipulate variables in an investigation. Science 9 on\n- Physical Science (Laboratory)   9 develops concepts and laboratory skills or chemistry  'concepts and laboratory skills in the Chemistry and physics. Students investigate the phy: cal and chemical properties of matter, light '  ' ' simple machines. Industrial Technology Education II This course ' NJ si- electricity, and is designed to provide the student with a learning industrial technology. Curriculum content is directed toward four major clusters: communication, construc- (energy, power, and transportation). 13^1 be exposed to using computers, robots, lasers, pneumatics, telecommunication and other modern equipment and con- cepts . equipment and con02212 12 (c. Lt. j! 1 I I I 1X. DESEGREGATION PLAN TIMELINE Nov. 11 Contact for FOCUS Donna Creer/request submission Nov. 15 Jan. 26 Review computer program needs with Data Processing Dec. 5 Dec. 22 Develop LRSD magnet application used for rising students to be Jan. 3 Jan. 10 Plan strategies for contacting prospective K/New students 1 i Jan. 17 Order window envelopes I Jan. 23 Feb. 22 Prepare FOCUS (Communications) I Jan. 30 Mar. 1 Write Computer Programs Feb. 1 Request mailing labels for mailing FOCUS Feb. 1 Feb. 15 Coordinate publicity for magnet Open Houses through MRC and other districts for magnet Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mall letter to PTA Presidents w/lnfo about Open Houses \u0026amp; suggested recruiting techniques PTA Presidents Feb. 20 Order through DP PIF's\norder selection forms Feb. 20 Mar. 3 Coordinate Open House publicity Communications with Mar. 1 COURT APPROVAL Mar. 1 Mail letter to school , ---- secretaries RE: details of K/New Student registration Mar. 1 Mar. 6 Run program simulations Mar. 6 Mar. 10 Make adjustments to computer programs/ train SAO Mar. 6 Mar. 23 Coordinate preparation of zone maps for each school Mar. 8 Deliver FOCUS to printer Mar. 15 FOCUS to mailing service 13 02213 I I Mar. 17 Mail FOCUS Mar. 20 Deadline for PIF's to SAO returning K/New Student Mar. 21 Mar. 31 Enter K/New Student PIF's Apr. 3 - Apr. 7 Print : mailing selection forms and tu Apr. 4 Apr. 5 Apr. 6 Apr. 9 Apr. 11 Apr. 24 Apr, 24 Apr. 25 - Apr. 28 prepare for Elementary Open Houses 7:00 - 8:00 p.m. Junior High Open Houses 7:00 - 8:00 p.m. u Senior High Open Houses 7:00 - 8:00 p.m. Magnet Open Houses 2:00 - 5:00 p.m. Mail selection forms to all students Deadline for returning selection forms Final pick-up of selection forms Prepare and scan selection forms I I. i' I I Apr. 25 - May 1 Run assignment simulations Apr. 25 - May 8 forms\nProcess torms\nprepare waiting lists\nmake mandatory assignments May 1 - May 12 Send assignment list Transportation for route adjustments final list to May 13 - May 17 Print assignment letters and mailing prepare for May 17 Mail final assignment letters 14 02214J STUDENT ASSIGNMENT HANDBOOK SECTION ONE - ASSIGNMENTS A. Overview (1) (2) (3) (4) (5) Each non-magnet school has an attendance cases, satellite zones are used in desegregation requirements. Students have the school (grandfathering) or they may dance zone school, an incentive  school.* zone. In some order to meet the option of remaining in their current . 7 select their atten-an incentive school, oorr a magnet Stuu dentsL l-iLv-Livnxgng iinn tmhee aatttteennddaannccee zone of an incentive, school have the option of attending a incentive school to be selected by LRSD in desegregation considerations. LRSD racially balanced accordance (elementary academy) Students living in the attendance academy have the option =ele=tlnV aS scnooi if it aids desegregation. zone Rising (or matriculating) students, will be assigned   Rising students magnet school. with . 7^ , . grades 6th and 9th, their attendance will have the option to apply for zone schools. a I 4 I I (6) Every effort will be made in order to accommodate  ticular grade level, be installed. nearest school that has feeder zone. i to install portable buildinqs overflow situations at 4.U  portable building the student will be - a par-cannot a reassigned to the seat available in his/her (7) Kindergarten and new students must complete a pudII for the student I (8) (11) Assignment Office to begin the assignment process. Self-contained students will be Education Department. assigned by the Special \u0026gt; eo-WLtlag\nh-ttehdance zone (non-n\u0026gt;agnet| eSS LhotV to studenta entering the Little Rock School District before ths-T991-92 school year.* I Each student will through the mail. receive a final assignment letter 15 02215 s' X i I I i\nI al  3  \n3 I I H 1a I B. c. D. (12) (13) Each school will be __ , responsible for making attendancp zone assignments after May 17. attenoance The Student Assignment Office will be responsible for all reassignments, magnet assignments, maioritv minority transfers and desegregation transfers. Grandfathering* (1) (2) (3) to All students ments. may remain at their present school The Special Edition assignment process. FOCUS will explain the The FOCUS will be sent through the all students in the Little Rock Reassignment Process Every effort will be made to : order to accommodate overflow grade assign-student mail to parents of School District. install 1 it I jortable buildings in situations aatt aa particular level. Only if a portable building reassigned a seat available zone. If the student cannot be schools in the student's feeder reassigned to a school in Student Assignment Office installed, the student will be school that has reassignments. cannot be to the nearest in the student's feeder assigned to any of the zone, the student will be a contiguous feeder will be ,..)M - 1, ~ Reassigned students waiting list for the appropriate attendance The minimum black 40% black. the minimum black responsible zone. will be placed for on zone school. The all the percentage for each elementary academv i\u0026lt;5 w assignment that causes a school to fall below percentage will not be granted. cases, the student will be reass Tan reassigned to a school in \"Desegregation Transfer\" for desegregation secondary schools.) Transfers* (1) (2) In such I ---- zone, the student will be a contiguous feeder zzoonnee.. (See requirement for I I Students may request a transfer to the school, an incentive school, a magnet school. attendance an interdistrict school The Special Edition FOCUS will process for transfer requests. zone or explain the assignment 02216 5 1  ft: I 5 I e I I M M H M H M H 3  1 H I E. F. (3) (4) (5) (6) (7) Selection forms will be mailed to parents by April Selection forms must be returned 11. to schools by April 24. Principals are expected to deliver selection form^^ the Student Assignment Office immediately. All selection forms will be considered at the High school kindergarten students same time. dents at Kino kindergarten stu- aril ..... ?. 11.1, 9^'''' preference for first grade seats in academies and incentive schools. Final assignment letters will May 17. SES PROCEDURES  Return of Forms be mailed to parents by , (School Selection Forms)  Completing Selection Forms Required Assignments (1) (2) (3) ] \u0026gt; An assignment is required when: (a) a student is rising from 'eth students have the or 9th grade. u I  option of selecting school by completing a magnet application. Parents of 6th and 9th grade students the Special Edition FOCUS. Final assignment letters will May 17. Rising a magnet I I will also receive be mailed to parents by SEE PROCEDURES  Distribution of Forms Kindergarten and New Students (1) (2) (3) (4) (5) I I Parents of kindergarten and i Pupil Information Form in Assignment Office to begin the and returned to any school. new students must complete order for the Student a assignment process. ?an be obtained from any school a PIF from a particular school particular school does to that school. Open Houses will be scheduled April 9. Kindergarten/New Student March 20 in order to April 11. or returning a not guarantee assignment in all schools April 4 - PIFts be returned by receive a school selection form by must 02217 17s c X S\nM M  M M M H N   H I G. H. I. (6) Selection forms r ...,  , *2 returned to Little Rock School District. returned by April 24. any school in the Selection forms must be SEE PROCEDURES -- Kindergarten/New Student Pre-registration  Return of Forms (School Selection Completing Selection Forms Self-Contained Students The location of self-contained classes for the 1939-90 school year Forms) will remain the same siL far fhZ 1 f3\u0026lt;=tor regarding the effort that they attend three or more special classes. dents rotate to special education needs can be met in any secondary school. SPEND MOST OR ALL OF THEIR \" EDUCATION TEACHER WILL BE ASSIGNED EDUCATION OFFICE. Sibling Preference* (1) (2) (3) (4) Cd I teachers, These stu- therefore their only students who INSTRUCTIONAL DAY WITH A SPECIAL SIC.\"DD TO A SCHOOL BY THE SPECIAL Sibling preference does NOT apply to magnet Students entering the Little the 1991-92 school I I I schools. Rock School District after - --- year will not be allowed preference transfer to axxowea - a sibling a non-attendance zone school. Sfor^ preference transfer to which the student trans^fe^^e\"!r^un7il ^graduation'^froi the organizational level.  cuarxon from sending and preference transfer will be granted if transfer will allow hn . receiving Us desegregation requirements. schools , -  a seat will allow both to the comply with the Magnet and Interdistrict School Assignments (1) (2) (3) All assignments to magnet and interdistriet be made by the Student Assignment Office. schools will The Student Assignment Office will be resoonsible far Tists?^\"^ magnet and interdistrict school waiting All students on the 1988-89 waiting lists . , . will receive preference magnet and interdistrict vacancies. January 27, 1989, as of for 1989-90 IS 02218 IJ. K. (4) (5) 1 A computerized random selection proce consider all magnet and interdistrict the selection forms. process will be used to options listed on All magnet and interdistrict assignments will be subject receiving school. (6) Sibling preference DOES NOT apply to magnet schools. (7) (8) (9) Sixth and ninth grade magnet students preference for assignments to organizational level. will NOT be given magnet schools at the next w Students who are denied interdistrict school for that school. an assignment to a magnet or will be placed on a waiting list ^^st will be determined by ranaom selection process. However fi r\u0026lt;!t- options etc''^ a be ranked above Interdistrict Majority-to-Minority Transfers (1) (2) All assignments Assignment Office. M-M will be made by the Student An M~M transfer allows a studpnf* in +*\u0026gt;1^ 5?2 in LRSD can transfer to he/she is in the vide transportation for Desegregation Transfers (1) in f 1 Ja I I I Likewise, a student in the majority \"lx. school in NLRSD or PCSSD where home district must pro- --- M-m transfers. Junior and senior high school another school as long as the the sending and I,' desegregation requirement and minimum black students may transfer to , reassignment allows both receiving school to comply with \"\"nt end a seat is available, percentage is twenty-five percent (__ 7-12 Thp --- percentage of bhacks in grades halfpercent tage of blacks in grades 7-12. black percentages constitute \u0026gt;x=..=yx=youiuu reguire- acceptable range) forrza desegregation transfer The desegregation requirement  rransrer. that all schools will below the district-wid e The maximum black the The (25%) the district-wide percen- The minimum and maximum the desegregation reguire- in secondary schools is i. --- remain within a range of 12-1/2% above to 25% below the districtwide i students at each organizational level and junior high school). percentage of black  (i.e., high school 02219 193 (2) (3) (4) (5) Elementary students may transfer to only if such - - an Incentive School 4.4 transfer enhances desegregation Incentive School. A student at the oar-h may make two (2) desegregation transfers level or senior high school). The purpose of the second (elementary, junior crTeuior trancsFor- 4 P^^pose of the Second desegregation transfer is to allow a student to return +-o qj. a student to return to his previous school assignment. Desegregation transfers will be period once each year. granted during a limited transportation for desegregation transfer students where it is cost effective to do^so. will cost effective to do 20 02220 I I I, PROCEDURES Distribution of Forms (School Selection Forms) new to select a school by tetutnlngthe\"scioS?''Iel:t??rFo For parents of students currently enrolled In LRSD schools: 1. Parents receive of students  . , currently enrolled in a School Selection Form through the LRSD will mall, CO A. Parents should selections. complete the form with their school B. Forms should be returned LHSD school no laterthai'Ap?!?* 24. For parents of students new to the LRSD: 1. students new to the LRSD may also receive School Selection Form by completing a pif. I a 2. 3. A. B. PIF any LRSD school or from the Student Assignment Office. may pick-up a PIF at New students may return the PiF at by April 24. New students' School Selection Forms any LRSD school or the Student Every effort will be made to any LRSD school may be returned to Assignment Office. tlon', however/\nil\"asi'r\nmenV\"' he Patents selec- and desegregation limitations. are subject to capacity I II. Return of Selection Forms Parents April 11. Students attending the school year should return the forms by April 24. -  selection forms on LRSD for the 1988-89 by April 24. students who dldnot bchobl year shotld re^SS the School Selection Form to any LRSD school by April 24. in handling 1. As the selection forms three categories: 3 are returned, separate them into 21 V :X 022212. 3. 4. A. B. C. fl Students requesting to grandfather at their present LRSD^* (Students currently attending Transfer requests ' (students LRSD).* currently attending Kindergarten/New Students to the As forms are received. LRSD. r,e.=  1 J , remove them from the envelooes Use paperclips only to attach r ----- - '  the forms. Do NOT taoe or staple damaged formsTth\nwill replace damaged forms as tape Student Assignment Office needed. any notes or letters to 5\"^ to be sure it has been completed correctly and signed by the parent or guardian, form IS correct, skip to step the form it been to I Return incorrect or explanation. 4. If the unsigned forms to the parent with an - --- urged to contact the parent by J the protic.-. Note when the received and when it Schools are phone if possible to resolve the problem it was returned for correc- description of the problem, the Selection Form List. on Place the forms (in alphabetical area of the office. of the forms that are returned to order) in a designated Keep a list (Selection Form List) to your school. 'following/' following the deadline) do the a. With a number 2 pencil ONLY, go over any bubbles that in/ or that were marked in ink. Also go over the bubbles pre-marked by the com- Office Use Only section. (This step can be checked.) any time after the forms are received and b. Place the forms labelled (in alphabetical order) in an envelope STUDENT ASSIGNMENT OFFICE SCHOOL SELECTION FORMS c. On the day following the deadline, the Selection Form List in the Assignment Office. Include one copy of envelope to the Student d. Send the envelope to the Student Assignment Office imme- QlauSXy 2^ 02222 I I I IIII. Kindergarten/New Student Pre-Registration Children who will be 5 to attend kindergarten in the LRSD. make school selections and  receive children, they must pre-register. years old by October 1 are eligible \" In order for parents to assignments for their A. Distribution of Forms 1. You will receive flyers to be sent home tw uatencs 23^^them of kindergarten pre-registration and the deadline. These flyers should be sent home as soon = ''---'-I- to parents These flyers should be sent home as possible after they are received. 2. Parents pre-register their children by completing a Pupil Information Form\nthey may pick-up a form from any LRSD school. Make CERTAIN that the Pupil Information marked KINDERGARTEN PRE-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form. Form is 3. After the deadline. Information Forms. DO NOT hand out ANY Pupil Instead, instruct parents to go to the Student Assignment Office t- ' their children. been completed (May 17), each responsible for registering and to pre-register After the assignment process has (May 17), each school will be B. dergarten and new students. assigning kinReturn of Forms 1. Parents may Information Forms to return 2. 3. the deadline. their completed Pupil any school in the LRSD until For each form received, write\nu f\"* received, write \"RECD\" and the date other information parent wants SCHOOL TO KNOW on the right side of the form. The following information MUST be supplied form: on the i w I I I I First and Last Name Race Sex Address Date of Birth If any of this information is missing, cannot be processed. the form 23 022234. Check the birthdate birth certificate, i i on the form and the child's Check off either the birth or passport/vlsa and initial area at bottom of the pip \"Verification of legal the child will NOT be tificate box cer---- in the of the PIF labelled name and birthdate by advise the patent' tle^Sud tootkna to attend kindergarten next year -- --- PUPIL INFORMATION FORM the If If 1, next''year. ^DO NOT^SEND THE -------- ---1 TO THE STUDENT ASSIGNMENT ------TE HAS BEEN VERIFIED. OFFICE UNTIL THE BIRTHDATE Check the address on the form. The parent must supply their permanent residence add^ress\npoZt office boxes CANNOT be used. Require proof of address (lease agreement, rent receipt, contract or Personal Property Tax Bill) the Address Verification Form and attach the PIF. on the form. residence UI 5. i lease used. rent sales Complete a copy to I When the pif has been completed correctly write k (or appropriate grade for 1989-90 school year) in the GRADE box and code the student's race in thA ETHNIC box. (DO NOT WRITE vnnp NUMBER IN Initial and date the form in the THE SCHOOL Box') SUBMITTED BY box. Place the Pupil Information labelled: Form(s) in an envelope STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24 02224 I IM H LITTLE ROCK SCHOOL S\nI CHOOL DISTRICT ection form * OFFICE USE ONLY M is X: (NAME) (ADDRESS) (I.O./PAC 23) Next Year's Grade Dear Parent, *0 00000000 0* *0 00000000 0* *0000000000* *0 00000000 0* *0000000000* *0 00000000 0* *00000^0000* *0 0 0 0 0 : 1 0 0 0* *0000000000* *0000000000* This IS your school selection form for the school year, the issue of the FOCUS before completing this form THAT YOU RETURN THIS FORM TO YOUR CHILO'S PRESENT Please review IT IS VERY IMPORTANT SCHOOL ASSIGNMENT SY UI INSTRUCTIONS: ONLY MARK ONE of the following boxes, sign this form, and re- ppwrri'child's present school assignment. ' ClNC I U UIL. I  Please allow my child to remain at school year. school for the 1989-90 Please assign my child to his/her attendance zone school. I understand that my child will remain at his/her present a seat is not available at school. assignment if Please assign my child to I understand that my child will remain at his/her a seat is not available at present assignment if INCENTIVE SCHOOLS - ONLY CHECK ONE 0 0 0 0 0 0 0 0 Frankli n Gari and Ish Mitchel 1 Rightsei 1 Rockefel1 er Stepnens Washington '*** If you wish to request sibling preference, please indicate below and complete the information on the back of this form OOES NOT APPLY TO MAGNET SCHOOLS. SIBLING PREFERENCE I request sibling preference. PARENT'S SIGNATURE DATE 24 (a 02225 n   M USE ^^2 C s a f 3 0 0 1 I I  I 0 1 I I M n )i L.ASt LIS I ,HE NAMES OF ALL SCHOOL AGE CHILDREN BELOW. NAME DATE OF BIRTH ! PRESENT SCHOOL I ASSIGNMENT PLEASE PRIHT. I GRADE to SIBLING PREFERENCE OPTIONS: (Please mark ONLY one option) 0 Two or more siblings requesting to transfer together. 0 Student new to the District zone school .1th , siblih, = non-attenOence zone school. IS currently assigned to the non-attendance 0 Assign siblings who presently attend different same non-magnet school. non-magnet schools to the (NOTE: Definition of si blings: I 1 I 4:1 ( I I Siblings are brothers/sisters, c, LulC-u.uu, the home address with brothers/sisters. 0,- na.r-who are enrolled in the Little Rock School Distri?i ) or hal f-brothers/sisters, residing at ho,..,./..,-* half-brothers/sisters, 02226 24 (b) FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders. Elementary Academies There will be twenty-two Elementary Academies. The name reflects LRSD's commitment to provide an excellent desegregated education program in each of these schools. The Elementary Academies with the capacity and projected racial composition of each, are listed below: School Capacity Black Non-Black Total % Black Badgett 275 82 73 155 53% Bale 394 188 124 312 60% Baseline 417 206 125 331 62% Brady 420 190 172 362 52% Chicot 563 255 231 486 52% Cloverdale 420 213 141 354 60% Dodd 424 198 164 362 55% Fair Park 351 154 130 284 54% Forest Park 436 203 180 383 53% Fulbright 607 267 236 503 53% Geyer Springs 235 120 98 218 55% Jefferson 490 226 205 431 52% Mabelvale 541 261 231 492 53% McDermott 531 260 216 476 55% Meadowcliff 465 237 208 445 53% 4k 1 ( I I 25 t 02227 I I3 3a 3 School Otter Creek Pulaski Heights Terry Wakefield Watson Western Hills Wilson Totals Capacity 383 328 537 472 472 328 409 9,501 Incentive Schools Black 183 159 260 215 227 165 228 Non-Black 162 119 224 184 157 140 170 There will be eight Incentive Schools which Total 345 278 484 399 384 305 398 % Black 5 3% 57% 54% 54% 59% 54% 57% are listed below with the number of classrooms in each as well as the capacity of each at twenty-five students per classroom: School Franklin Garland Ish Mitchell Rightsell Rockefeller Stephens Washington Totals Classes Capacity at 25 28 16 11 14 12 16 13 42 136 700 400 275 350 300 400 325 1050 3800 26 02228 I 1 ( I I 1 Interdistrict Schools LRSD and PCSSD will establish Romine as an Interdistrict School for the 1989-90 school year. Romine School has a capacity of 490 students. Up to 49% of the Romine seats would be allocated to PCSSD and at least 51% of the seats would be allocated to LRSD. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year the Baker and Harris Interdistrict Schools. LRSD will recruit black students to fill its share of the Home-Mart Baker and Harris seats in accordance with the Interdistrict Plan. Capacity The nonmagnet elementary enrollment for the 1988-89 school year is 8,327 black students and 3,835 non-black students for a total of 12,162 students. Without the enrollment in LRSD of a significant number of students who are presently enrolled in private schools, LRSD would expect about two percent growth in the number of black students and very little growth in the number of non-black students. The projected enrollment would be 8,500 black students and non-black students for a total of 12,350. 3,850 The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards' which have the following limits: 02229 ij j 1 /I I' Il t) fl 1 I  ( I I IT Grade Kindergarten First-Third Fourth-Sixth Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class 20 20 23 25 25 28 The total capacity of the twenty-two Elementary Academies 9,501. is The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom. however, there will be certified aide in each class and a 1 possibly a second teacher in those classes. The capacity of the ( Incentive Schools is 3,800 at 25 students per class. The total nonmagnet elementary capacity of LRSD (13,616) exceeds the projected enrollment (12,350) by 1,266 seats. The overall racial composition of the Elementary Academies and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominantly black. It is expected that at least 400 I\ni! Interdistrict Schools. black LRSD students will attend The chart below shows the impact of black ll I Incentive and Interdistrict School enrollment upon the Elementary Academies: I IS- 7 .I 022307 Black Enrollment in Incentive and Inter- district Schools Total Enrollment in Ele. Aca. Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 10,350 62.8% \u0026lt;89\u0026gt; 2,500 9,850 60.9% 411 3,000 9,350 58.8% 911 3,500 8,850 56.5% 1,411 3,600 8,650 56% 1,511 Construction 1988-89 Washington School is closed for the 1988-89 school year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. The students who were origi- 1 nally assigned to Washington for the 1988-89 I school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. I These students (166) will have a preference to return to the Washington in the 1989-90 school year. new 1989-90 I A new wing is being added to Franklin School and will be completed prior to the start of the 1989-90 school year. Franklin's new capacity will be 560. Woodruff has a capacity of 245 students and is situated in a I I 1 neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility 1 to use it as the Instructional Resource Center I 1 i i- (IRC) or as an alternative school. Woodruff will be closed as an elei mentary school at the end of the 1988-89 school year.  Gi 'I i I 29 02231V 1990-1991 It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have capacity of 600 students It serves as an a Interdistriet school. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdistriet school, an attraction for this school will be its early childhood program A and childcare facilities. This location is expected to serve as I a natural magnet for individuals who work within governmental business centers of Little Rock. and I The parties have had discussions with realtors regarding specific school construction sites and existing buildings. The Master will be provided a separate progress report concerning negotiations for school sites. 30 02232 IINCENTIVE SCHOOL PRQGPAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefeller may become an interdistrict school, but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation. but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and school district. in the entire I The following schools will provide the incentive school I program: -Franklin i -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants . The incentive program must also serve as a recruit- 31 02233merit tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the desegregation plan in the Little Rock School success of the long-term District. In addition to the ongoing comprehensive programs in the incentive schools. the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. I If feasible, the committee will have the sibility for establishing the guidelines responand criteria to be used in allocating any would be used to resources to the students. The trust fund I provide an academic achievement incentive to students and would also assist parents and students realistic goals for in setting attending college. 3 02234Incentive School Program I'iCENTIVE SCHOOL PROGRAM COMMITTEE The blueprint for the incentive school program was developed niSi,r3tors, teachers, communirv r^ores'^nt The blueorint will Pe used the ,, by a committee of admi tives ano parents. The blueprint '-ill be used as the framewor\u0026lt; cCvivities that are exoected aoproval of the incentive school program. for scecif I . TO occcr after court 3 - The rollowing areas were considered in the incentive school program: develooment of the A. 8. C. D. E. P. G. H. I. J. K. L. Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Supoort Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subcommittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment I I 33 02235Incentive School Program .BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the missinn schools. The Incentive School Program Committee did not, however, oZZ detail for the incentive school nishes the community with the p.,,  ihe soecific details and concerns for each P attempt'to specifically define orogram. every This document merely  ur- oa.ameters for excellence in education.  \\ ana concerns for each individual incentive s-hool must be developed by the local practitioners. \" ^ce^^ve .,hool are the principals, teachers, parents and in each incentive school area. The local practitioners community representatives The District firmly believes that the J on the opportunity for the oractitinnprc submitted to the federal court and the community with the iinriprc*anHin/.i that further details will be developed. undersuanding success of any program depends This document is hereby continue to function until uqusu 1, 1989. The committee will be expanded to include a* least nn? incentive school attendance zone. On August 1 the committee,will be restructured to function as a district-widp of incentive school parents. -- ----ion as a district-wide council The^council will have two parent repre- . Also, four members at-large The Incentive School sentatives from each incentive school. will be appointed by the Joshua Intervenors. Program Parent Council will be responsible for ties related to the incentive school program, me report to the Little Rock School District Board of Joshua Intervenors on a quarterly basis. monitoring al 1 activi- The Parent Council will Directors and Academic achievement is the result of commitment high expectations. a b^oad-bai\n? com^inR\nrin^'^i t^iese Ideals are coupled with the availability of  educational excellence prevails. It is certainlv 'll  ,I ! ideal sLi.rULX\n' in each incentive school. 34 02236 I' I I j I I I I i Il I I 1I] 3 j ) I' i i,I SECTION ONE I  i s ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT i I Iil -I H 1.^ 35 02237 INCZ.VIV SCHCCLS ACADEMIC PS06SAMS ANO C'JSRICC'L'JM DE7ELCFMENT Schools have the responsibiiity for expandi ng the scooe of knowledge and for developing the rational, reflective, and critical capacities of all childre en. \"The content of the education must be true, appropriate, and relevant. The oro- education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excel- lence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as wel1.\" (Saving the African-American Child, 1984) The goals, the content of the academic programs. the instructional method- ologies, and the use of instructional technology in the Incentive Schools will be reflec.ive of the intent to have e.xcellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. I ACADEMIC PROGRAMS General Areas for Implementation I 2. QTd Program (Early Childhood Education) - The Little Rock School District s four-fear Old Program will be operative in each Incentive The.High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated int the program model. School. 'Nritinc to Read, an instructional tec-ology. program, will be implemented at each Incentive School for K-2 students. 3. Release time Kinderoarten - The Little Roc.k School District Early Prevention of School Failure mocel will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. I - ._ 36 022382 4. PieaainG Across the CurHculum will be a reading proficiency and critical reading'^skinT^^^^ developing will also utilize strategies to increase stuc= appreciation for reading (Pre-kindergarten-6). Each suojecc area t'jcencs' pleasure of and 5. Oral Expression Across the Curriculum will nT-ar - - and stracegies in each suoject area designed to increasrthe**oralcQm n,cations and American Enjliah akills of the atodenta (I-SlIergalten instructional objectives 6. learning Styles Inventories will be used in each Incentive School tn orSrstuSenis\"^\"\"\"^ ^---9 styles assist 7. I^col Themes will be developed at the local scnool level by parents and S l3 1 r and TP mmma nHo/4 n  j 2__ . , . . Starr and are recommended to be integrated into the total curriculum. a. Semi-departmentalizat i0 n 9. 10. n. 12. 13 will be the recommended organizational for grades 3-6. This organization will facilitate the development specialized skills for \"subject area\" teachers for the levels. structure or respective grade instructional Technology will be available in specialized laboratories in indiviGual classrooms. and Science Laboratories equipped with adequate equipment and materials/supplies will be aval laole for students in grades 3-6. supplies Computer Laboratories for remediation and enrichment will minimum of 24 stations in each classroom. be expanded for a Foreign Language Laboratories with appropriate equipment and materials be operative in each scnool. will  Test-taking Skills will be taught in an integral component of th= curriculum at eacn grace level. 14. Computer Loan Program - portable computers will be available for loan to students (graces 4-6) for use at home. Remediation and enrichment software will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each each grade (I-6). core subject area for 16. Comouter-Managed Instructional Technology will be used for continuous t inn n* cfn/ant ing or student progress. rack- 6). N 1 ! t  17. Individualized Education Plans will be developed, implemented, and ror eacn student. moni cored 13. Specialized Programs - Federally or stats mandated programs (remedial, special eaucation, gifted and talented) will be available during the c instructional day, with reinforcement activities available through the extended day, week, or year programs.*(see pggg 7) core 1 i. i I, 37 0223919 . 3 incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. 20. Homework - homework is required according to Little Rock School District policy and regulations. I 21. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoing assessment of students.   [ 22. 23. ^tereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive scnooi, with appropriate training provided for implementation. I 24 . and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 J I will be the Little Rock School District model. Areas for emphasis/expansion have been identified for areas. each of the content READING Through Literature, with emphasis on ethnic classes in each \u0026lt;---- -------- li 1 program (K-6) -Basal testbooks genre, will be the primary reading !\n|I ,, will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades 4-6) -Increased motivation and learning with oral expression r n r ftn flh r a 4 /r . 4 _t_____... - - * i choral reading, student story- r ft 1 1 1 ft fl _____ .r-^. * telling, debate, drama, etc.) (K-6) ENGLISH/LITERATURE ARTS 1 -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increase the and word attack skills of students -Oral Language Expression will be a major emphasis in the reaaing and English/language arts areas (K-6) (5-6) K-2 vocabulary I 11 3S 02240 11 -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral expression vocabulary, and usage skills of the teachers (K-6) SOCIAL STUDIES area -Emphasis on the study of history from a subject area context World History, American History, and Arkansas History (4-6) I i 02241 33 (a) il4 -Luphasis on introductory concepts in history, geography, and civics (K-3) -Geography will be taught through active learning strategies -Each subject and grade level in social multi-ethnic curriculum (K-6) studies will include a -Learning strategies and activities will promote studies\" (K-6) II1 1iving social emphasis on American and Arkansas History (4-5) Lmohasis on World History (6) '.elebrations/ceremonies will be integrated into the curriculum MATHEMATTCS emphasis on use of word or story problems {2-5} introduction to basic concepts in geometry and algebra (2-6) * f lUfl iiea A# ms**  *4 / n___i. '  -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical (--O) -emphasis on critical thinking in addition to methodology and results (K-5) SCIENCE -Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific rnethod and suggest the applications and of science possibilities -Emphasis in the upper grades will be on the life physical sciences (4-6) sciences and -'^asi.ery of concepts should culminate with an annual project' i.e.. Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students cur.  ' reinforce what has been taught in the classroom can do together to FINE ARTS -Content will include an introduction to basic concepts in music and art -Art and music instruction will be sequential and cumulative in the content, knowledge, and skills -emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6)  -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 39 02242 I I5 FOREIGN UNGUAGg -each school will select at least one foreign language for s.udy, with Spanish and a choice of an Asian language strong recommendations as -The instructional , methodology for each language will be a __catal physical response\" approach -Emphasis will be on basic vocabulary, cultural materials for K-3 conversational, and -A foreign language laboratory will be used for instruction including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions with a native language user -emphasis wi 11 be on vocabulary, cultural materials (4-6) PHYSICAL EDUCATION/HEALTH grammar, reading, writing, and -Family Life Education will be included in the total curriculum (1-6) elementary -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -^phasis on the development of an understanding of and respect for the handicapped\ni.e., disabilities simulations (5-6) -emphasis on team sports and lifelong leisure skills (K-6) Ii, 1 .e. SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore -Students will learn the values and mores of tneir ancestors and family as a way to focus on personal positive behaviors. mores Positive Imaging - Structured lessons in self-esteem building will be taugnt in small group sessions. Interpersonal Skills - Structured grouo sessions will prooiem-soIving, decision-making, peer pressure, etc. focus on 40 02243 1 I I 1 i I6 Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students. Role Models Programs - Individuals (International, national, stat^local and community) will be used for presentations at the school in every area of the program to provide role models for the students. Special emphasis will be placed on African-American role models for males. com- I r Mentoring Program - Utilizing local resources in the munity and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs, social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES I Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations. Academic Reinforcement Activities may Include (but not limited to) the following: Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programming Club, Debate Club, Thesbian (Drama) Club, M Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Math Iq t M Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Band Swimming Club Bowling Club Skating Club I'm lid 41 02244I 3 Tennis Club Arcnery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art Club Horseoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field ~'*^3s - Field trips will be used to ennance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemented with a state or national trip. Examples include the following: ll Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) \u0026gt;artin Luther King Center (Atlanta. Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Shores (Gulfport, Mississippi) II Each school will incorporate special activities into the total school 1 program. Choices for each school will be determined by the needs/interests I at the building level. Staff and parents will determine when and h^w activities will be implemented. However, School Program Plans must be submitted to the Soard and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan, budget must accompany each plan. A projected I 02245 4 * \u0026gt;r. Sacksround II. L.ATI.'l E.'IRICl-lME.MT PPCGPAM ELEMEHTASY LANGUAGE ARTS CLASSES LIiiLE ROCK SCHOOL DISTRICT Philadelphia School District raised reading and.vocabulary scores or elementary school children through a program usi'no Lai.in in language arts classes. The program was devalooed hv a team Latin teachers. davelooed by of . but the materials were designed to be used bv elementary language arts teachers\nt'' waw  - - -  the^program did not depend on using trained Latin u, u  , _ J . - Since that time programs of this sort have been implemented in many other school districts, sue.n as Indianapolis Indiana\nWashington, O.C.\nSt. Louis, Missouri\nDallas, Texas\nLos Angeles, California\n.............. Kansas City, Missouri. teacners in the elementary classes. Missouri\nMew York City, Mew York\n-V .  Oakland, California\nSome use the Philadelphia materials\ndeveloped their own materials. I teaching formal Latin grammar\nmeans to imorove English skills. Los and  ...............-\".u iiiai.c.- laia\nothers have In these programs the focus is not on it is on using Latin words and myths , . - These programs have also resulted in imoroved self-image among learners. The initia above ide.n poDulation. 1 implemen ti f i ed di s :c as a 1' on of the program by Philadelphia and later in t'e was in inner city schools with a large minority  targeted levels were grades five and six or crade six only Recor.. concerning students' performances on standardized tess in the aSove six only. Ml t\nident ied districts reveal at least a lary and a signi ficant . year growth in reading and vocabu- amount or growth in other content areas (see In all districts, a taa.m attached\n. of Latin teachers trained the elementary language teachers in using the materials and served as background in Roman and Gres.k culture. arts resource persons for As the program grew, many of these in I,*,-- corresponding , - MIMIC elementary.teachers studied to become proficient in Latin, program using the Greek language has also been developed\nthe same methods and approach. The materials focus on using Latin and Greek word roots il this program uses I me md.sr.di5 rocus as a basis to incr^ E.nglish reading.and vocabulary skills. Materials are varied\nthe two basi courses are ces'igned .or fifth and sixt.h grades and are based on classical mytnciogy and life. Suoplemental courses cover a wide variety nf cnhiarte Materials are varied\na , of subjects, including science, math, astronomy, and blacks in antiquity. Pat na I es More than focusing edee of E, r. La of word tin '.70r sh 7  n he E.nglish language a-e based on Latin words\nots and word-buil ary J mg eiemen will increase kncwl- '*32 n cur-icula include Many fifph and sixtn gradesocial studies and  3 re mythology and the Grec a s.rr:c^*ment. his subject ma w' 11 Oman world roadan lea\nvocabul r.-ng and a rr Ab i 1 i areas I mere su 1i vi ng. senco1. r 2 3 d * ^3C S-'ul ,ng\ns. nci a is not lim ss in life itself\nvidua Is who 1 an unusual subje se 1 0 le tne an unu i.-cs an '! IS no 1 and IIJ d to trncu 1ncreas i no arts and other academic faei ctmoe ror s ent uden ability/ creates deal with school and especially in elementary recused on learning the Latin language per ' subje he lea me and seeing success in 44 I 02247Latin tnricnment Program -- Page 2 The program itself is easy to implement. 7..\nment of time by elementary teachers to learn thrnJatarial's'\"i?nmite7 1 he material? aro oa?v t---..__. '\"niweo. The cost is minimal, and invest- III. IV. The materials are easy to use. 1 ' ma enals ye ysy to use. They are inexpensive to purchase and be duplicated for distribution to teachers  ylly uyd by.many areas with educational i, The uniqueness of the program should appeal to students\nr\" - - -   . _ -  can ihe.program has been success- Pock. situations similar to Little parents as well as , , or private schools in Arkansas, certainly in tha metropolitan Little Rock Area, have such a prooram. The omnra ,./iw such a program. The program would serve the desegrejation plan for the (ncent , \\ hio! anS Z d h i If standardltll^!'^ eliminating disoarity betwe en - -- - scores and scores of the major ethnic elements of the _ J. ------------ c'-.'uiiu eiemenizs or tne emohasis on multiethnic education within School District, materials can be develooed Inrallv m elude this empnasis. , materials can be developed locally to in- Using the existing materials as models. LPSD teachers can create units that use their unique talents and skills and that directed to the special interests and needs of Arkansas students. are 11 Prooosal It is prooosed that the Little Pock School Oist ujs proooseo.tnat the Little Pock School District implement an elementary Lawin program in the elementary language arts classes at the fifth and six*- grade leveis in the incentive.schools for the purpose of increasing readi^o\"' and vocabulary sxills, imoroving standardized test scores, and enhancing ' the self-image of learners. Program Descriotion of 1989, these teachers will incentive schools have been identified in th    -le spring receive six hours of inservice training during program will be imple- thejammer^pf 1589 tn Inplam.nting the progran,. The plogrl. .Ilf bl liple\". PIS jfaie'tXce PSPnlSS\"\" fifteen to. tynty.minutes per day. Throughout the 1939-90 school year \" ' .1 be involved in four (1) additional inservice workshoos (two -'ese teachers will have the opportunity to become more in L3win by enrolling in a college course designed especially for course will be ootionxl xnH ar tHo rairhn.  r- ______ men ted at teachers will per semes profici en ). Also, u ctional block for approximate/ :he 1939-90 school year. I them\nthis course will be optional and at the teacher's own expense. inrougnout the year, tne principal in each building will monitor t At the end of the 1939-90 school the program will be made\ndata. year, a formal district-wide this assessment will be based he progra.\" assessment of on surveys and test I ] ' *1 '!! '1 'll li Hi\n(, 02248 45 I,1 Latin Enrichment Program  Page 3 Budget Summary (Per Teacner) Instructional Materials $ 30 Printing 60 Inservice Materials 30 Inservice Consultant Fee IS College Course Materials 20 College Course Instructor's Fee '30 Inservice Stipends 60 TOTAL $ 24S I I I Budget Summary (Program in all' Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers 1 school with 10 teachers  10 teachers S6.860 2,450 I TOTAL S9,310 . _ 46 02249 JMHItffpl IHPLEHENTATIOH PLAN OBJECTIVE ACTIVITIES participants I. To provide awereness of the Latin program to Incentive school principals And staffs I.a. Present implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of Incentive schools I.c. Develop agenda for principals' meeting l.d. Conduct awareness meet- Ing with principals I.e. Schedule awareness meeting with current Sth A Sth grade teachers In Incentive schools I l.f. Conduct awareness meet- Ing with current Sth A Sth grade teachers l.g. Identify 5th A Sth grade teachers who wish to PERSON RESPONSIBI I COHPIETIOH OATC EVAl UAIIOM COST . To provide Inservice to participating teachers I 'I Ot o Angela Sewall Beverly Uhlte Arma Hart Rfchel Hyers Harle HcNeal Harvin Zlmmerraa n Principals of Incentive schools Sth 5 6th grade teachers at Incentive schools Principals remaln at Incentive scho ils l.h.' Recruit and fill cles vacan- 2.a. Requisition Instructional materials (|irr Ipjiciipr) Harle McNeal Harvin Zimmerman January 30, 19fl9 Plan Presentation -0- Angela Sewall March 1, 1989 Meeting on Ca lenitar -0- Angela Sewall Beverly Uhlte Harch 1, 1989 Printed agenda -0- Harle HcNeal Harvin ZImmeratan Gayle Cloud March 15, 1989 Concerns/questions expressed by principals -0- Rachel Myers March 15, 1989 Meeting on Calendar -0- Harle HcNeal Harvin Zimmerman Gayle Cloud Aprll 14, 1989 Meeting agenda -0- Principals Richard Maple Principals Richard Maple Harle McNeal May 1, 1989 July 1, 1989 May 1, 1989 List of I dent i f led 5tli A 6th grade teachers Identifieil Stii A Slli teachers at Incentive schools for 1989-90 Arrival of materials -U- -0- I I 5?0 materials ( per teacher)IHPLEHENTATIOH PLAN I'aqc ? OBJECTIVE ACTIVITIES participants PERSON RESPONSIBLE COMPLETION DATE I i I I (Z) 2.b. Duplicate copies of above materials 2.C. Schedule 2 Inservice meetings of 3 hours eaci 2.d. Develop agenda for above 2 meetings Z.e. Conduct above 2 meeting\n2.f. Contact UAIR about offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.1. Schedule four two-hour Inservice workshops local bulIdIngsZcluster distrlct-wlde 2.J, Conduct above four Inservice workshops tn Marie HcNee! Merle HcNee! Herle HeHeal July 1. 1989 June I, 1969 July 15, 1969 evaluation One copy for eacli teacher Heelings on Calender Printed agendas Teachers and Principals Gayle Cloud UALR official Teachers / Teachers Principals Gayle Cloud Harle HcNeal Gayle Cloud Harle HcNeal Gayle Cloud Principals Harle HcNeal Gayle Cloud August IB. 1969 June 1, 1969 December 1. 1969 lay, 1990 September 1, 1989 Hay 1, 1990 (2 per semester) Agendas and materials Course proposal Identified ilales/timcs place I Completed course Heelings on Calendar Meeting agendas COSE (pnr tearlipt 1 150 prtntinq (per teacher) 0- -0- $20 materials (per teacher) $200 consul taut fce( S5 per teat he ICO stipends teacher ($10 liour) per per -0- -0- 120 materia Is (per teacher) 11200 Inst rue tor lee ($10 per leaclier) -0- 110 materials (per teacher) 1400 lee ,J?'5'')lanl I10 per teacher) I (nHimw IMPLEMENTATION PLAN OBJECTIVE ACTIVITIES T PARTICIPANTS PERSON RESPONSIBL E COMPLETION DATE EVAlNATION 3. To Implement the elementary Latin program In Sth 1 6th grades at incentive schools 3.a. Schedule time for classroom Instruction 3.b. Purchase/duplIcate/ create student material ! Teachers Teachers Principals Harle McNeal August IS, 1909 School's instructional schedule uiigolng Materials ready lur classroom use COST (per teafhpi ' -0- I III m.) ter i,i I s (per teacher) . To evaluate the elementary Latin program I I I I 4-. CX5 3.C. Incorporate Latin program Into district's language arts program 4.a. Monitor classroom activities t.b. Identify student growth on standardlied tests 4.C. Develop student, teacher, parent assessment survey A.d. Disseminate above surveys A.e. Compile survey results 4.f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers Teachers . Principals I Principals Principals Marie HcNeal Gayle Cloud Principals Marie McNeal Harle McNeal ongoing Hay I, 1990 Hay 30. 1990 April 15, 1990 Hay 1, 1990 Hay 30, 1990 June 15, 1990 Lesson plans Identified strengllis and weaknesses Test data Printed Eorms Completed forms returned Survey data Submitted report -0- -0- -0- $10 print ing (per teacher) -0- -0- -0-1988-89 (Spring t ^\"\"7?.,ri son Responsioie ' P1in li ntl implement a quality academic program for Incentive Schools , Creui .iiiis -'vision Curr icu I urn and Special rrocrair./Area Incentive SchooTs OBJECTIVES STRATEGIES/ ACTIVITIES SEGIIihlNG DATE COKPLtTION DATE COSTS ficSPOKS.'BIL 17r EVAIUATIOM O to M O1 J 1. To promote/enhance leadership and staff understanding of the Incentive School concept I.a. Provide an indepth pre-orientation session on each coai- ponent of the Incentive Schools for principal. l.b. Develop in cooperation with the principals a detailed process and format for developing the Individual Incentive School Plan I CZl I 1 l.c. Assist each building principal in presenting an Indepth pre-orienta- tion session for staff on each com- pontni.. I.d. Assist each principal and staff mth orientation session for parents in the VhAAh February 15, 1989 Harch 3, 1989 March 1, 1989 March I. 1989 February 28, 1989 March 15, 1989 March IS, 1989 March IS. 190\" -0- -fl- -0- -0- Superintendent's cabinet Assistant Sufierinlen- dent-Incentive Schools Superintendents Cabinet Assistant Superintendent-Incentive Schools Superintendents Cabinet Assistant Superintendent-Incentive Schools Superintendent'! Cabinet Principals Assistant Sujierinte.i- dent Schools IncentivetllTHrlM\nK?L 2KK- -*r\n.il Plan i'son Responsioie 1:11\n(nr) OBJECTIVES STRATEGiiS/ ACTIVITIES BEG INK ING DATE TZOK i\nxL.i\n l age 2 -:V1s icn rroj.'dir./Area COKPIETION DATE COSTS KSSPOI.SIBILITT evaluation 2. To develop Incentive School Plan for each school 3. To develop currlculuai specific to the Incentive Schools 2,a. Identify Incentive School Plan teams June I, 1989 2.b. Develop the detailed I June. 1989 Individual Incentive! School Plan I 2.C. Review and approve School Plan June, 1989 June IS, 1989 July. 1989 July, 1989 -0- -0- -0- Principals Assistant Superintendent- Incentive Schools All Divisions Superintendent's Cahine Board of Directors 3.a. Identify each area In need of curriculum development June IS, 1989 July 31, 1989 -0- Principals Assistant Superinten- dent Incentive School Curriculum Division Supervisors 3.b. Identify teachers I for curriculum teams June I, 1989 June IS. 1989 -0- Principals Assistant Superinten- dent - Schools Incentive 3.C. Plan orientation am format for curriculum development June I. 1989 June IS. 1989 -0- Curriculum Division Supervisors Principals Assistant Superinten- dent - Schools Incent ive Curriculum Div is ion Superv i sors O to IO tyi 00 cziWhwpI iKHimaj\n'rual Plan _____ -trion Reipontioic a:t1: (V*r) :cK 7:kl\ni\n Page 3 - i 1 ion rrocric./Arca OBJECTIVES S7RATtGi:S/ ACTlvnUS BCG had NG DA7t COMPLETION COSTS P-CSPOI.SIBIL 1 7 V I A. To procure equipment and furniture for Incentive School Pro- graat o (O ro oi (\u0026gt; I I Cm CT) 3.d. Review preliminary draft of revised curricular for Llttb Rock School District 3.e. Develop additional components for each curriculum area 3.f, Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and vldc Inservice pro- on the implementation of the curriculum guides t.a. Develop specification for bld for equipment and furniture June 1. 1969 June I, 1969 July I. 1969 July 20, 1909 August I, 1969 March IS, 1989 June 30, 1989 June 30, 1989 -0- -0- July 20, 1989 $3,000 (Est.) nClerical ISupport) July 30, 1989 $10,000 (Est.) (Printing Cost August 30, 1989 (Cost to be I Included in I Individual I School Plans) April IS, 1989 -0- Curriculuni learns Curriculum Teams Curriculum Divisi Principals un Curriculum Division Curriculum and School Division Prine ipals Director of Purchasing Assistant Superintendent - Incentive School Sta f f-Curriculum Evaluation I-TLal Plan I'son Reiporsioie j:il: _____ (V*r) :ou T:KtL:i\ni I dur 4 OBJECTIVES STRATEGIES/ ACTIVITIES BEGIfilGNG DATE COMPLETION DATE COSTS P.:SPOi\ns\nB:LI7r 5. Io effect facility vision ::riiT./Arei l.b. Did for specific equipment and furniture A.C. Order furniture and equipment A.d. Install and Inventory to ensure adequacy of all equlpanent and furniture modlftcatlons for Im- | Incentivteh e Sdcheotaoli led Plant with the Support Servlcet Division S.b. Identify modifications timeline as previously collaborated In the development of the plan. piementation of the Incentive School speclallied programs. O to IO tn O I I I tn tVAlUAIION April 15, 1909 H*y IS, 1909 August I, 1989 April IS, 1989 April IS, 1989 5.C. Contract for service) April 30, 1989 as needed/ldentl- I fled In the Plant. | lUy IS, 1989 Io be determined August I, 1989 August 15, 1981 April 30, 1989 April 30, 1989 H*y 15, 1989 To be determined -0- -0- -0- 0- Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing. Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Oireclor of Purchasing, Assistant Superintendent - Incentive Scliools, Staff - Curriculuin Division of Schools Associate Superintendei. Assistant Superintenden Prlnclpal Division of Support Services Division of Support Services iniuitfi I biiiii.'. cUiaaisia altilllU .nlUUk ..... iUi --r-i) Plan I'lon Rtipontioic k-|l! 6. a I I\nn?t !,' OBJECTIVES To ensure the availability of adequate resources to Implement I academic programs I o IO ro O) I I I C/1 OD ____ (Her) strategies/ activities BEGII.TGNG DATE :o)i 7:KL:i.i SV i s 1 on ?ro\nri..c/Arsa l'3i|C 5 COHPLETION date COSTS S.d. implement (he modification plan for the facilities 5.e. Hake final Inspection on the work for the facilities modification 6.a. Initiate Identifications of materials and textbooks needed for the 1989-90 school year B.b. Involve school leans staff and parents In reviewing the needs identified as required for core and special programs B-C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 6.d. Ha Inta In building record of requisitions for the 1989 school year. Hay IS. 1989 Hay IS, 1989 Hay I, 1989 May 1. 1989 Hay 1. 1989 Hay I. 1989 RiSPOl.SIBILJTr August IS, 198^ (To August 15, )98\u0026lt; June 30. 1989 June 30. 1989 Hay 20. 1989 Ongoing be out-lined in the Plan) -0- Io be determined Principals -0- To be determined -0- tl'AlUATIOK Prlnc Ipal/School Teams Principal, Assistant Principal, AH Divisions, with major input from Purchasing Prlncipal aaMtUPl kVtttUH* \u0026gt;e.ul Plan i'ton Rcspor.sioi* Seal\nOBJECTIVES (Veer) CH Page 6 -i V 1 s I on rrojriir./Area strategies/ activities fiEClhfUNG DATE COMPLETION DATE COSTS RiSPOl.SIBIlliy O (O ro IO i I I cn to 6.e. Monitor and approve rMay EO, 1989 requisitions as I requested from In- I centive Schools I 6.f. Hilntiln tudft for II materials celved r- \u0026gt;luly 1. 1989 ^VALUATIOH Ongoing Ongoing -0- Appropriate Associate Superintendenl Principal 6-9. Cross validate with purchasing all order not received 6.h. Obtain requirements for participation In all special programs 6.1. Pay participation fee and order all I necessary materials f^r special activity 6.J. Select sponsors for I each special pro- I gram activity approved in the I Incentive School Plan. ' I Except for articl July 1. 1989 March IS, 1989 April 30, 1989 April 30, 1989 es requtlrlng a much longe Ongoing April 30, 1989 July 1. 1989 July 30, 1989 -0- -0- To be determined To be determined time period, all requisition Principal Princ ipal Prine ipal Principal are signed on or inmedii t ely lol lowing July I.I inw-l t) PItn rion Reiponnoie OEJiCTIV'S (\u0026gt;er) CH T 1 I'aye 1 - c i $ icn ''rzzriK./^^rti STRAT-GliS/ ACTIvniiS SCGIhlllNG DATE COMPLETION DATE COSTS 8.k. Complete ipeclel RtSPOHSJEILlTy tVALUA] lOti . . August 1, 1989 tracts with all e- August 30, 198! O (O ro Ch u (X o tended day employees (or the 1989-90 school year. 6.1. Complete Master Schedule for total I school program I 6.m Review/revlse as I necessary the staff I development plan I for the fall I (September- I December) I April 30, 1989 August 15, 1989 August 30, 1969 September IS. I 1989 (As necessary bi , at least once each semesUsf) -0- -0- Principel Princ Ipal Principal I I-'ru) PUn 1988-89 rirson RispoRsiDit dial: To provide sfaTT (Spring and Suoner) -------------------------------- (Veer) :K?iauK' :cH 7:kl\ni. OBJECTIVES jeveiopmenCTor Implemtntttlon of Incentive School Plans I'l UOI dins .-.vision C m r ic n I mn Snci.o, rrojriir./Area Incenlive ScIhhiIs Id I strategies/ activities BEGlh'NING DATE COMPLETION DATE COSTS RtSPOhSIElLITr 1. To implement staff development activities for Incentive Schools tVAtUATIOll O IO o I o\u0026gt; (Tv I.A. Identify the staff development needs of each Incentive Schoo l.b. Develop Inservice schedule in collaboration with building principal l.c. Notify each school staff of proposed Inservice dates for pre-school training 1.d. Plan details for delivery of Inservice - I.e.. I site. time, arrange- ' ments. etc. j I.e. Obtain services of consultants (as required) I 1.f. implement, fall training cycle April 30, 1989 Hjy 15. 1989 To be deter- ailned Prine ipals Director of Staff Development *y 15, 1989 May 30, 1989 May 30, 1989 May 30. 1989 August I. 1989 30, 1989 August 30, 1989 July 30. 1989 July 30. 1989 -0- -0- -0- August 30.19891 To Be Deler- I mined Prine ipals Oireclor of Staff Oevelopment Principals Principals Assistant Superintenden Director of Staff Development Principals Assistant Superintended Director of Staff Development Principals Assistant Superintenden Director of Staff Development Iir.ruj PTn ____ ^trson Rttpor.tibie Sill: .'K?L:i\n_ (tearJ Tjor\nTiKL:i\nj l ayc ? - J V i sion ?rccrff./Artd OBJECTJVES strategies/ activities )g. Evaluate staff development activity through survey response from each staff I I I 1 fiEGlKNiNG DATE COKPIETION DATE COSTS (itSPOl.SlBlllTr tVAlUATIoii August I, 1989 0n9oin9 ITo Be Oeter-n1ned Principals Assistant Superintendeii Director of Staff Development O IO CJI I (75 to  I I I, SECTION TWO I I SCHOOL ADMINISTRATION _ 63 I 02266 The focus , INCENTIVE SCHOOLS SCHOOL ADMINISTRATION K function and guiding process of the Incentive excellence in an environment of academic support\nindividualized education and flexibility, the close partnership between fnr which is a motivational factor r students. The school program will address student success potential from affective, skill based and academic perspectives. for students. SUPPORT PROGRAMS The following items will be school: A. B. flexibility components of every incentive HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:30 p.m., Homework Centers should be extant in each school least two (2) days per week to assist students who in need of specific help with class material. are oycuxxiw nexp witn Class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who otherwise involved in activities during the last hours of the day, Monday-Thursday). are not two (2) It will be necessary to provide transportation students who remain at the Homework Cc^iLct su tn dents whose parents cannot supply transportation who live outside of the ' home for Center so that stu- - - - * ---1 and/or area which is reasonable walking distance may avail themselIves of the CCeenntteerr,. if st' udents choose not to attend Homework Centers, other ^2^ student assistance will be explored. Staffing for the Homework Centers will 1 classroom teachers who will be available \"volunteer\" rotating basis, peer tutors. Centers, other will be in the form of on a . community volunteers and Staff will be compensated. Homework Centers will have a certified teacher If the number of students reaches 25, a aide shall be added to assist students, of students attending regularly reaches tional certified teacher will be hired. = each additional increment of students attends, instructional aides and teachers will be added alternating basis. working, an instructional When the number 50, an addi-thereafter, as certified on an I I I HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers rotating basis such that each incentive teacher on a tvvauwy uaaxi sucn mao each Incentive teacher will provide one (i) evening's service approximately every 45 class days. SSttaaffff wwiillll bbee ppaaiidd ffoorr tthhiiss ttiimmee.. 02267 64 c. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only to those students with outstanding academic averages but wil1 31so be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. I Peer tutors will be compensated with coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer etc. tutors the opportunity to do so. D. RETIRED TEACHER MENTORS - Efforts will be made to Identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work volun- I\nE. tarily or may be paid needs, Mentors can work volun- a stipend depending on their own INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will include demonstrated co^itment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit. Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. Qualifica- Aides shall I P. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the information given in each presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general \"mapping\" of how a student can progress from elementary school to the desired career goal. Other components of this category will be interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America, 55 02268 IG. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incentive schools. This program will be in two 5 to 6 week segments. Students will participate in the program generally in an elective basis with prescription for attendance from teachers of students who are behind grade level in core curriculum areas. The summer options will be at no cost for students normally attending those schools. A few seats mav be ooen to other students on a well. A few seats may be open to space available and paying basis as Transportation may be provided. t: ____\n___ schools at which summer programs will be held will be based on identified student needs and interests. The number of incentive Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with 5th grade peers in summer reading programs, regardless of his/her actual desia- nated grade level. words. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides field trips and community access for students together with students from other LRSD schools, trips and access will include the opportunity for dent experiences with: Field stu- \u0026gt;1 I    historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an I I i Some such exhibits and performances will also be brought Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. to the schools. Among opportunities in the community which exist are: * *  several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company B6 02269'll ie if * ie if a museum of nature science and history three previous state/territorlal capitol a planetarium at UALR s I I *  a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students including, but 3re not limited to, banks, stock/bond houses, hospitals and a law school. I. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. J. r if SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined ticipate in: as the opportunity to par- f I I I X * it if choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these at no cost to the child (and hopefully to the but certainly at minimal cost to the school. SCHOOL ADMINISTRATION A. Assistance will be services program), STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for all staff at each school. 1. A nationwide search will be^ conducted for staff. Principal and staff will be asked to who documented evidence of commitment to working in an urban district\nto working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. com- 02270 67 i1' I 2. Staff will be hired on a one year basis with parent representation on the interview team. AL that year, an involuntary transfer or other district decisions may be put into effect depending on the At the end of t 02271 67 (a) li f I I I I I t t I jcontinued - Incentive Schools page 5 I e individual in ( i working with students and procedures. This one ye^r 1 feature will also apply to the positions of aides, clerical and custodial workers. Successful I s. -P-u./^L TRAINING - Ongoing training will be provided for Starr in areas like human relations skills\nlearning and interactive styles\nTzSA\nPET\nworking with youth at risk- wor\u0026lt;ing in an urban setting and analysis and learning and enhancing student achievement. use of data for All staff, including support staff, will be involved i t. aimng. Patrons also will receive access special training. in worxing with their students, assisting with hcmewSr'''^ nutrition and human growth and develc^ in working with their students, qments. 1 n I ! i I ! C. PARENTAL LNVOL'/E.'fENT - Parents will be absolute , --------- ----- -- -wjuiutii partners in the learning process. Parents will be asked to sign all hemeworx assignments on a daily basis. Regular uummu will take place, both through written and oral means. J Regular communication Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well visit their children's classes.  will be held at the school. o , - - ^0 Regular meetings, monthly, Parental access will be provided for identified pick-up points within the school community. Parents will be encouraged to provide classroom support form of tutoring, storytelling, general assistance paid a stipend for this. in the and may be I I I i 0. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - line iu.ntuuuti - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities ror e.xaraple: * Homework Center - Monday-Thursday * Special Skills - Tuesday  Leisure Activities - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday I E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and earlv interventinn ni-nrirsm? ... , early intervention programs will be formulated with \"alert............. and \"success\" cards to be sent to parents to update them on their student's needs and achievements. 02272 6Scontinued - Incentive Schools page 6 P. EXTRA CURRICULAR- PROGRAMS - Ext establisned to allow students 3 cur rsccgni cular programs will pe cn, leadersnip experience and a chance to be involved in schcol ac-ivi-a. Among these will be future teachers program^ s No\n\"Ss ntermurals, monitor \"jobs\" in the office, library wyh the flag, safety patrol, rire marsnalls and student  council memoerships. Just Say No ri re marsralls and scudent ' at recess or lunch time, not class time G. ATTENDANCE ANO SErAVIOR GUIDELINES - ziiit.wartUi a.vu strAVIOR Attanda guidelines will provide unigue opportunities ndanca and benavior H. sTudanti and keso them in scnool. tc assist . , --------- Time-out rccms staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agreeement to be at school and cn time each day. SUBJECT RELATED EXTRA CURRICULAR ACTI7IT - Other c ons for students may include, but not be limited to? activities like mat.h olympiad, junior great books, young authors' club young scientists, Olympics of the mind, elementary band and' a string program. club informed of all of these options. inrormeo OT ail of these options. Students will be encouraged to participate in these activities and regular schedule will exist for club/academic related activities. a COUNScLING/SOCIAL WORK A. COMMUNITY SERVICES ACCESS - There shall be access to c-mmunuy based support programs provided to students who attend the incentive schools. Among these supports will be projects to be negotiated and/or secured by compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools\nvolun- tesrs^and pre-professionals from Philander Smith College to assiSu with teaching activities and extra curricular activities\nassistance from social agencies to intervene if extra curr uics, aaa13rr^jm social agencies to intervene if students need assistance in health and/or personal need situations. 8. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhance awareness of skills necessary for successful entry into the world of work._ The program will also serve to heighten student expectations with regard to their own abilities and potential to attend college and to graduate. Parents will also receive this information so that they may be aware the options which truly are open to their students. 3 of 69 02273 il 1' f I 1 i I I I ! 1t continued - Incentive Scnocls page 1 I c. STUDY SKILLS - Ccunsalors and t ''*or\u0026lt;iri5 with stocents to ennanc Skills and study skills. students in test taking, seme class tests and by teachers. aacners ^ill tas be rssDonsibla for King Skills, listening Practice will be provided for I.e., bubble sneet a variety of gues\nets wi 11 be used on n types will be used D. HCME/.NeiGHSCRHOCO MEETINGS -------- - iMeeti ng always be held at tne sc.ncols - _. 0 tusr greuos or parents, will be scneouleo with parents will not eet '53, for s.tall E. F. G. H. sue.n as churc.nes and seme homes as i less formal meetings out of the school at ccmmunity locations yited by parents. These environment may be more productive.and can help forge a school/neighbornood partner- ij' suggested^that local ministers be considered as ss.naol partr.ership and ccmmunity. sm p part or Ui 1 I\\DIVIDUAL ANO GROUP COUNSELING - partner- Individual and group . _ ,, ---------------- 1 T I J CJIU yi JUL) .unseling as wel as peer facilitators will be employed at concerns and the normal issues which a and development takes place. Students conflict resolutions. INCENTIVE/RECOGNITION PROGRAMS - \"!se as student growth will also be taught Incsntive/recognition Students, staff and patrons at each school. Ideas {suocest onsi nrocanraH (suggestions) presented in the subcommittee meeting included: awards programs, recognition days, good citizen clubs, free tickets n \\ ccmmunity and auhletic e/ents, tangible rewards such as a book of the student's choice for academic growth WELLNESS PROGRAM and the like. - A wellness program will be in place at each 3vailablity of a full time nurse. Students will be screened for physical health and will al r^eoeiTinforma- tion on topics like self-esteem, nutrition, drug pJeveS and awareness and first aid. Presentations will liL:?.rh. made to parents on similar topics continuing education basis. Presentations will likewise be for ^neir information on a CAMP PFEIFER - Students in need of additional a'cademic assistance will have access to programs such as that cur. ..nuly in place at Camp Pfeifer, whereby, they spend some time in.residence at a program away from the school and the home wnich provides counseling, intensive academic support and time management skills. P* ' Parent-involvement is an inherent . -w ....Wi ij au iiuici c par^ of this program in assisting them to work with students on homework and academics. 70 02274 I I Icontinued - Incentive Schools page 3 V - MCNITCRING A.NO S7ALUATICN A. VERIFIAaLE WNITCSING CF S'uDE.'iT GFOWTH - -? 3. C. 0. I ne Sting depart- ment of the district win oe assigned the task of developino a plan ,cr vennable monitoring of student growth and for the c. reliaole procedures to accomplish these tasks. ict wi11 be tbe development of This plan and its ac\naccount not onlv tes\nbut also class a curriculum/cr I spanying procedures should s res achieved on norm re ake into 3 anced tests lavement as evidenced by teacher tests and tenon referenced tests. term monitoring which also takes into account There should be a longtional patterns. stucent matura- REGULAR TRACKING CF STL'CE.NT ATTENDANCE ANO ACHIEVEMENT - Recular king of stucent DISCr?LINE/3EHAVIOR di SCI pline/benavior and acnievement shall\na I i ndance. -- accomplished chrough the development of and use of individual and class a proHies by c.assrccm teachers and the building administrator This assessment will be done on a minimum of a'quarterly basis. Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined through ongoing review of data. planning INVOLVE PARENTS IN THE DEVELOPMENT OF STUDENT EDUCATIONAL EXCcLLENCc PLANS - The school staff shall involve parents in the development of student educational excellence plans. Parents are the first teachers of their students and se them in a context outside of the school. ' In the parental capacity, ----------------------------s potential, taients As such this input is extrememly important in reviewing notonly academic programs but also extra curricular, special skills and extended day activities. there is special awareness of a child and interests. CUAkTE.iLY reports ANO VISIiATICNS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment.  of district staff, from the community. The monitoring team wil_l be composed school staff, patrons and representatives All staff shall write goals, not only for the school in general, but also personal goals since staf member has a duty to provide a climate conducive to every I is 11 II learning and should hold and model high expec students.  ions for all I Students^wp 1 apo be involved in the goal setting process and  .. their own achievement. will formulate \"contracts 1 1 71 02275s- 3 B 5 ,s 1   3 1  conti nued page 9 E. F. G. Incancive Schools STUDENT EVALUATORS - 1 . , Ident evaluators will be asked *3 comolete evaluations relative to the scnool their educational experience twice 3 year. wu. random to participate in this process based on sS involvement from each grade level.  in the designing of questionnaires to be used, analysis of data collected and the generation of conclusions. Repor^Fwi?? b^ regarding cnanges made in response to SLjdeni, issues raised in this evaluation process. CCMPUTERIZES DATA AC^ 1ts climats and Students will be a Students will be involved Reports will be ... ... . . - Computerized data access will be a reality in all incentive schools ., - ... ---------- so that student data is easily accessible and access can be immediate for reports which mignt be needed relative to all scnool program aspects. iCOL SI IC TcAMS - School site teams will be created to work lO imole.meni, needed programmatic modifications which will be or greater benerit to the students teams will be rotating and on a semes' (including custodial, aides and cafeti 3' Memcership on these basis so that staff - ----------uria workers), patrons and students have an opportunity for input. SCHOOL POLICIES AND PROCEDURES A. s. 1 ' I I. 11 l| FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks ror additional student assistance as needed will be provided. ADDITIONAL ITcMS - It is recommended that each incentive school have: a permanent assigned substitute who is familiar with and dedicated to the building and program philosophy at least a half time assistant principal depending on school population (where there is a part time assistant, thatPerson will devote the rest of his/her time to working with program development and community outreach ) * uniforms for students (such as blue jeans and a white shirt) * dress code for staff * requirec PTA attendance, at least\nwo (2) meetings per year, one of which shall be the Open House 72 02276 i I Ji[ 11 continued - Incentive Schools page 10 student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes * additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills * Saturday programs will be developed at each school site to enhance learning. These programs will include but shall not be limited to\nI field trips enrichment activities tutoring parent/child \"make \u0026amp; take book fairs II sessions I. 1 I I I 73 02277 il11W| SCHOOL OPERATION'S Page 1 IKPLEKEKTATION PLAN I. GOAL: To develop support programs and procedures which will allow incentive school t A nrnu I \u0026lt;Ta Anil aX  I_________________   * . . . . -------------.-K -wKHv. .. ..M piuN.cuuica wiiiLii Will fl 11 ow iHcentive schools to provide enhanced educational opportunities tor all students attending them. OBJECTIVE To provide Homework Centers and Homework Hotlines for the students at these schools. To establish training for peer tutors and an ongoing peer tutoring program for students. To use the skills of retired teacher mentors to tutor and sponsor clubs. ' 10 enhance student (earning through extensive use of classroom based Instructional aides. S - STUDY STRATEGIES/ACTIVITIES Schedules will be set at the schools to meet their students' needs, needs. Hours will meet student Teachers and students will receive training in peer tutoring, model will be put in place. Teachers will supervise the A process Mentors will either volunteer or be paid a minimum amount. They provide extra support to students A supplement teacher work. Certified instructional aides with a minimum of 60 college hours will be employed one to - classroom to assist teachers and students. E - EVALUATE a P - PLAN 1989 Fall-(P) Spring - (1) Budget- ____Lar Summer- (P) Fail-(I) Summer- (P) Fall-(I) Pilot IMPLEMENTATION SCHEDULE 1990 Ongoing wi th evaluation Ongoing with evaluation Ongoing with evaluation (1) Ongoing wi th evaluation 1991 1992 1993 1994 I 199! Budget Item (f( staff) Some bldgetary Jxpendi tu e Budget I Lem Budget. I tern RESPONSIBILITV All Divisions VIPS Staff Development \u0026gt; Asst. Supts. Office of Deseg Div of Schools VIPS Human Resources Sch Principals O to to ! R - RECOMMEND I - IMPLEMENT 00 I 0 - ONGOING Pl - PILOT B - BUDGET ITEM 4^SCHOOL OPERATION'S Page 2 IMPLEMENTATION PLAN I- GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 15(91 1992 1993 1994 o to to (1 To develop and implement career skills development a program which will help students develop awareness and motivate them to enhance skills leading to specific careers. Written Information, guest speakers, films will be used to make students aware of career choices. Summer- (P) Fall - (I) Ongoing with evaluation 199: VIPS To develop a program for year round school including enrichment and remedi|al options. Community access/field tri are to be arranged for enhanced experience for students. r I I C/l PS Sumner segments In remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided visits to historical, scientific and cultural events and exhibits within the city and around to state and region with appropriate chaperones to provide educational  Input. Summer- (P) Fall-(I) 1989-90 plan t pilot at one school Maybe j budget i tern S - STUDY E - EVALUATE P - PLAN R - RECOMMEND 0 - ONGOING 8 - BUDGET ITEM Ongoing wi th evaluation Implement at al I Incentive schools Budget Item Budget i tern I - implement PI - PILOT Divisions of Schools Curriculum VIPS Division of Schools Curriculum Desegregation4BIBW SCHOOL OPERATIOK'S Page 3 IHPLEHEKTATION PLAN 1, GOAL: (continued) OBJECTIVE To build a program of community Involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on a four day per week basis. I S - STUDY STRATEGIES/ACTIVITIES Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include some of the following: choir, music A dance In addition to Jlgjnewprk Center t peer tutortno E - EVALUATE P - PLAN IMPLEMENTATION SCHEOULE RESPONSIBILITY 1989 Trr 1990 1^91 1992 1993 1994 2 99: Quapaw Council Asst Supts for Schools Fan-{ I) Ongoing wi th evalua- tion Maybe budget tern Principals School Staff o IO IO 00 o I I R - RECOmENO 0 - ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOT I (71minFl SCHOOL OPERATIOK'S Page 4 II. GOAL: OBJECTIVE IKPLtHEKTATJON PLAN To establish procedures for administration and staffing of the Individual schools such that special skills will be brought to bear for the benefit of students at these schools. STRATEuIES/ACTIVITlES IHPLEKENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 1 oo: To establish a viable program for staff recruitment.  Nation-wide search  Hire staff on a one year basis Parents to be involved in the interviews.  Staff will demonstrate commitment to working with at risk\" youth Spring/ Summer- (I) Ongoing Human Resources Div of Oeseg Curriculum School Principal Budge i tern To provide special training for staff on an ongoing basis and special training .for parents. , TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Ongoing - -3* S - STUDY E - EVALUATE P - PLAN Budge i tem o (D I I I R - RECOMMEND I - IMPLEMENT 0 - ONGOING B - BUDGET ITEM PI - PILOTL MHinix HlWW' /IKI -111 I SCHOOL OPERATIONS Page 5 tl. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEKiKTATION PLAN IHPLEKENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 To establish meaningful attendance and behavior guidelines. 199: To provide subject related activities to enhance student learning. I S - STUDY R - RECOIHEND O IO IO a\u0026gt; IO I I I OD  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Principal School Staff Bud let item (I) Ongoing Principal School Staff But jet item I - IMPLEMENT PI - PILOT B - BUDGET ITEMSCHOOL OPERATIONS Page 6 III. GOAL: OBJECTIVE IMPLEMENTATION PLAN To create a program of counseling/social work to provide extra support to students to ensure them opportunity for success. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 1^91 1992 1993 1994 To provide community services access for all students who need additional support. To provide college/post graduation awareness via a mentoring program with role models to help students plan for the future.__________ To provide student training in study skills, testing skills and listening Skills. 10 hold home/neighborhood meetings to Increase parental/ neighborhood Involvement In student learning. S - STUDY R - RECOMMEND 199: Compacts with community agencies, universities to assist with student opportunities.  Parental information  Mentoring program  Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing.  Meetings at neighborhood sites with small groups of parents  Meetings at homes with groups of parents .. Involvement of ministers E - EVALUATE P - PLAN o M IO 00 co 1 0 - ONGOING I to Study and recommend Snial Training Summer Fail-( I) (I) 6 - BUDGET ITEM Implement on a pi lot basis Ongoing at all - schools VIPS Div of Oeseg Curriculum 01V of Schools Spring (I) Ongoing cost item Ongoing Cost. i tern Ongoing I I - IMPLEMENT Pl - PILOT Pupil Personnel Counselors VIPS Div of Schools staff Develop Div of Schools Principals School StaffSCHOOL OPERAIIOKS Page 7 IMPLEMENTATION PLAN II. GOAL: (continued) O3JECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY O IO IO o\u0026gt; To Increase parental involvement so that parents become true partners in the learning process. To establish learning time schedules for the afternoon's extended day.  Parent assistance at schools  Parents will sign homework  Regular communication between school and hone will take place  Day visits for parents  Schedule settings__________________ Schedule (settings) weekly extended day programs based on individual school needs 19B9 1990 1991 1992 1993 1994 199: To improve home/school communication I To establish meaningful elementary extra-curricular activities for students. S - STUDY R - RECOmENO Fll-(l Ongoing Principal School Staff Fn-(i) Ongoing Principal School Staff on o  Early Indicator and early intervention programs  Alert t Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0  ONGOING P - PLAN (1) (1) 1 Ongoing Ongoing I - IMPLEMENT PI - PILOT B - BUDGET ITEM Principal School Staff Principal School Staff a amniT* SCHOOL OPERATIONS Page 8 III. GOAL: (continued) OBJECTIVE To implement individual and group counseling for all students. Incentive/recognltion programs will be implemented by 1990-1991 To structure and begin wellness program for students at each school. T lo work with community programs like Camp Pfeifer to suppl ment school programs for students. e- S - STUDY R - RECOMMEND STRATcGItS/ACTIVI TIES  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be taught ___________  Student recogniton programs  Good Citizen programs  Community involvement in recognition IHPLEKENTATION PLAN IMPLEKttiTATlON SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993  full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Work with Director to target Incentive students  Work with other community groups to undertake ' similar projects E - EVALUATE P - PLAN o to IO 00 UI 0 - ONGOING CD Fall- Train students Spring-  fl 1 (P) Pilot one school Ongoing Budget (I) (Possi I 1 1994 199: Pupil Personnel  e Budge I tem) VIPS Partners Program (I) (P) t (S) (Budge Implement on a pilot basis I tem) h) T (Budget Item) 1 - implement -\u0026gt; Health Services Pupi 1 Personnel District divisions 8 - BUDGET ITEM PI - PILOT JIV. GOAL: To more closely and thoroughly develop a clearer picture of O3JECTIVE STRA u SCHOOL OPERATIONS implementation plan monitor incentive schools in order to Student achievement at these buildings. IES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 Page 9 RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth. 1991 1992 1993 1994 199 To provide a systematic program for tracking student attendance, discipline, behavior and achievei im^i int. To involve parents In the development of student Io plan and set parameters for quarterly reports and visitations by a multifaceted monitoring team. o KJ KJ 00 I I OJ S - STUDY R - RECOMMEND I CD  Development of valid/reliable monitoring instrument(s) Establish training for monitoring in use of the instrument  To be done on a quarterly basis  Class t school profiles will be kept in regard to attendance be- jjjvior, discipline t achievement  Develop EEP format  Involve parents In writing plan based on student needs  To include extra curricular activities also____________________  Develop reporting format  Involve staff, patrons, in 'monitoring  Involve all staff in goal setting)  evaluate goal achievement E - EVALUATE 0 - ONGOING P - PLAN (S) 1 (R) Summer (P) (I) Develop plan Budget Summer- (P) Fai 1 - -(I) B - BUDGET ITEM Spring semester (I) Ongoing wi th evaluation Spring- (I) I Budg Ongoing with evaluation Ongoing t Item) * I - IMPLEMENT PI - PILOT Testing/Eval Assoc Supts Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers Testing/Eval Div of Schools School Staff Convnuni tyr SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN IV. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 To establish a student 1991 1992 1993 1994 evaluator program for student input and Ideas. t To establish a orogram for computerized data access at each incentive school. To establish site tfearos at each school to implement prograimiatic modifications to benefit the students. o M M CD S - STUDY I I R - RECOMMEND I QD CJ  Random selection of students to participate each year  Student training\"  Student generation of questionnaires  Analysis of data collecti  Conclusions generated  Report back to students on on response to student evaluation  Install computers  Tie into mainframe 199' (S) with students (R) f  Write programs for reporting s\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_344","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II, revised","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":["1989-03-23"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration"],"dcterms_title":["Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume II, revised"],"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/344"],"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 I PROPOSED DESEGREGATION PLAN MARCH 23, 1989 VOLUME II I I 9. TABLE OF CONTENTS Volume II 1. student Assignments 2. Student Assignment Handbook 3. Facilities 4. Incentive School Program 5. Monitoring and Evaluation 6. Transportation 7. Data Processing NOTE: An asterisk (*) indicates a part of the Plan that must change if grandfathering is not permitted.STUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS LRSD and PCSSD agree to establish interdistrict schools described in the Interdistrict Desegregation Plan. as III. ELEMENTARY ACADEMIES 1. Students will be assigned to the Elementary Academies by attendance zones. The attendance zones are shown on the map which is attached to this Plan. 2. The Elementary Academy attendance zones are drawn to establish a racial balance at each school of 55% black and 45% white with a variance of 5%. The recruitment of white students to Elementary Academies may increase the percentage of white stu- dents at these schools but no school shall have position of greater than 60% white. a racial com- Students presently assigned to Elementary Academies will be given the option to remain in these schools (grandfathered).* 4. After grandfathered students have been identified and assigned, students in the attendance zone will be assigned to the Elementary Academies.* 5. If there is no space available at a student's zoned school or if assignment of the student to the school would put the school out of compliance with racial balance requirements, 1 3. 1 / -the student will be assigned to the closest school with capacity which meets racial balance requirements. 6. The elementary school zones will provide a feeder pattern for elementary students going to junior high school and for junior high school students going to high school. As a result, all LRSD students can determine which schools they will attend for the entire course of their education in LRSD. Attached to this Plan are maps of the elementary, junior high school and high school attendance zones. 7. Students in Elementary Academy zones will be given the option to select an Incentive School. IV. INCENTIVE SCHOOLS 1. Each Incentive School will have an attendance zone that encompasses the neighborhood around the school (primary attendance zone). 2. Each Incentive School will also have a districtwide attendance zone (secondary attendance zone). 3. Students presently assigned to Incentive Schools will be given the option to remain in these schools (grandfathered).* 4. After grandfathered students have been identified and assigned, students in the primary attendance zone will be assigned to the Incentive Schools.* 5 All Incentive School students will have the option to be assigned to an Elementary Academy to be selected by accordance with desegregation considerations. LRSD in 2 6. Students in the secondary (districtwide) attendance zones will be given the option to fill any vacancies in the Incentive Schools after grandfathered* and primary attendance zone students have been assigned. 7. In order to assist in meeting the desegregation require- ments, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. V. DESEGREGATION TRANSFERS 1. Junior and senior high school students may transfer to another school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25%) below the district-wide percentage of blacks in grades 7-12. The maximum black percentage is twelve and one-half percent (12-1/2%) percentage of blacks in grades 7-12. above the district-wide The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegrega- tion requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (l.e., high school and junior high school). 2. Elementary students may transfer to an Incentive School only if such a transfer enhances desegregation at the Incentive School.  3 f3. A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is t* allow a student to return to his or her previous school ment. assign- 4. Desegregation transfers will be granted during a limited period once each year. 5. LRSD will provide transportation for desegregation transfer students where it is cost effective to do so. VI. SIBLING TRANSFERS* 1. 2. Sibling transfers do NOT apply to magnet schools. Students entering the Little Rock School District after the 1991-92 school year will not be allowed to make a sibling preference transfer to a school outside the student's attendance zone. 3. Any student who makes a sibling preference transfer before the 1991-92 school year may remain at the school to which the student transferred until graduation to the next organizational level. 4. Sibling preference transfers will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. 5. Sibling transfer applicants must have sibling a currently enrolled in LRSD. Sibling transfers will be granted only to siblings of grandfathered students. 0 [ i\n4VII. REASSIGNMENT PROCESS 1. Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat available in the student's feeder zone. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. The Student Assignment Office will be responsible for all reassignments. Reassigned students will be placed on the waiting list for the appropriate attendance zone school. 2. The minimum black percentage for each elementary academy is 40% black. Any assignment that causes a school to fall below the minimum black percentage will not be granted. In such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has seat available. If the student caxinot be assigned to any of the schools in the student's feeder zone. the student will be reassigned to a school in a contiguous feeder zone. VIII. STUDENT ASSIGNMENT OFFICE 1. The Student Assignment Office will: monitor new assigna ments\nprocess all data entry work for elementary schools\npro- cess interdistrict M-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements\nconsider appeals\nconduct recruitment efforts\nand process desegregation transfers. 52. New students to the District who enroll after May 17, 1989 will not have to come to the Student Assignment Office to obtain an assignment. Each school will be authorized to enroll students who live within the attendance zone of that school. 3. The Student Assignment Handbook which shows the process to be used by the Student Assignment Office in assigning students and the School Selection Fozrm which will be sent to each student as a part of the assignment process are found in the Student Assignment Handbook section (Volume II, Tab 2) of this Plan.* 6IX. DUNBAR COMPUTER SCIENCE/MUSIC SCHOOL Effective the 1989-90 school year, the Little Rock School District will implement an enrichment program for Dunbar Junior High School. The enrichment component will have two purposes: (1) to implement a program to promote effective desegregation of Dunbar Junior High School\nand (2) to broaden the total school program to enhance the academic achievement of all students. Based on input from parents and faculty at Dunbar Junior High School, the enrichment component will focus on computer science and fine arts. Courses offered at the school will utilize com- puters, other technology and expanded use of materials to augment the instructional program. The enrichment program will have the following major areas of emphasis: (1) Expanded School Day - The school day for Dunbar will be lengthened from six (6) to' seven (7) (2) periods per class day. Course Offerings - Additional courses will be added to enrich the computer science and fine arts programs. (3) Equipment - Some of the traditional courses, in addition to the computer science and fine arts courses, will utilize technology to assist in the delivery of instruction. (4) Staff Development - The principal and staff will identify inservice needs (summer and regular school year) to effectively restructure the program at Dunbar. (5) Staffing - It is projected that all of the course offerings can be implemented with the existing staff. (6) Supplies and Materials - The principal and staff will collaboratively disburse budgeted funds to meet the needs of the enriched program areas. sNEW FUTURES FOR LITTLE ROCK In addition to the enrichment programs, Dunbar is a full participant in the New Futures for Little Rock Youth Initiative. Among the program components for the 1989-90 school year are: . Clustering for 7th and Sth grade students to allow students to have teachers in common in the core subject areas, providing for an advisor-advisee support system. Youth specialists for advocate for an work with students in helping to meet their special needs. Incentive programs and partnerships with community businesses to encourage and reward achievement, attendance and good citizenship. Homework Center and Hotline Early morning tutorials for students needing assistance in subject areas. Saturday morning detention for students to help them \"work off\" disciplinary sanctions, to keep them in school, and to provide additional tutorial support. 9NEW COURSE OFFERINGS COMPUTER SCIENCE Advanced Computer Applications (Grade 8) Keyboarding/lntroductory Programming (Grade 7) Advanced Programming (Grade 8) Programming in BASIC (Grades 8,9) Computer Applications (Grades 7,8) ENGLISH Literature of the Adolescent (1 semester) (Grade 8) Composing Process (1 semester) Grade 8 Composing Process II (1 semester) Grade 9 Speech/Drama (1 semester) Grade 8 MUSIC Piano Lab (Grades 7,8 \u0026amp; 9) Limited to 12-18 Students Class Handbells I (Grades 7, 8 \u0026amp; 9) Handbells II (Grades 8,9) Jazz Band (Grades 8, 9) Orchestra (Grades 7, 8 \u0026amp; 9) per FOREIGN LANGUAGE German I (Grades 7, 8 or 9) German II (Grades 7, 8 or 9) German III (Grades 8 or 9) Any student who has completed German at the elementary level may take an exam to qualify for entrance into German II. MATHEMATICS Geometry (Grade 8) READING Reading Exploration (Enriched) SCIENCE Science 7  Life Science (Laboratory) Science 8 - Physical Science (Laboratory) SOCIAL STUDIES Social Studies courses for grades 7-8 will have topical headings for each nine (9) week unit to reflect the concentration of study each quarter. Units will be revised/expanded to reflect the area of concentration. Units will be 10SPECIAL EDUCATION Computer-aided instruction will be added to the Special Education Program VOCATIONAL EDUCATION Industrial Technology Education II This laboratory course, funded through the Arkansas Department of Education will provide the student with a learning experience in modern industrial technology. 11COURSE DESCRIPTIONS Advanced Computer Applications (Grade 9) Semester 2 Open to students from the fall course. Students will learn advanced word processing applications, how to create and manipulate a data base, how to create and forecast with a spreadsheet, and how to use at least one desk-top publishing program. Students will have the option of creating a LOGOWRITER project involving music and animation. Keyboardlng/Introductory Programming (Grade 7) Seventh graders will learn to touch type at least 50 percent Students will learn to write faster than they can handwrite. simple programs using basic algorithms and write procedures. document their projects. LOGO commands, to construct They will use LOGO Tools to A hands-on, one semester course. course. Advanced Programming, Grade 8 Year 1, this course will be similar to the 7th grade Ysar 2, it will become an advanced programming course, using BASIC as well as LOGOWRITER, open to students who completed 7th grade course and/or with teacher consent. Programming in BASIC (Grades 8,9) Programming in BASIC is a one-semester be determined. course, prerequisites to Computer Applications (Grades 7,8) Second semester course In computer applications, word-processing and cross-curriculum projects- (examole: LOGOWRITER Tools to create a Science Video based library or field). focusing on using This is a project-based course. on research in Literature of Adolescent Literature of the Adolescent and the Composing Process I are to be offered simultaneously with students changi ng c_____ end of the semester. These course are to be considered u  Composing Process II and Speech/Drama, will be offered only to 9th grade students. courses at the prere- which end of the semester. The Composing Process I The Composing Process I and Literature for the Adolescent are to simultaneously with students changing courses at the  semester. These courses are to be considered prerequisites for The Composing Process II and Speech/Drama, will be offered only to 9th grade students. which are to be offered The Composing Process II The Composing Process II and Speech/Drama are to be offered simultaneously with students changing courses at the end of the semester. These courses are for only those 9th grade students who have taken Composing Process I and Literature for the Adolescent as eighth graders. Process I 12course The and The Composing Process li will review and expand upon those writing skills taught in The Composing Process I course. Composing Process will emphasize planning, writing, editing, publishing stages of writing paragraphs and essays. Speech/Drama Speech/Drama and The Composing Process li are to be offered simultaneously with students changing courses at the end of the semester. These students are for only those ninth grade students who have taken Composing Process  ... Adolescent as eighth graders. and Literature for the I The purpose of the Speech/Drama course is to show students that communication through public speaking is a means to improve learning, to enhance personal development, to organize thoughts, to develop listening skills, and to interpret human behavior. Plano Laboratory Students who have music ability, aptitude and interest in learning to play the piano. A semester course (or year) where students learn to read music notation and symbols and to transfer reading to playing the keyboard. * coordination. - music ability, A semester course (or year) where - - Students will learn hand-eye Students will learn simple melodies and chord - Students will learn self-discipline and care of the piano, - accompaniments. ---------- 1 proper -  Students will learn how to add various sound effects as background to songs, stories and drama songs, stones and drama groups. With the interest in keyboards today, the students have expressed interest in a class for keyboard. an Handbells I (Grade 7} Sinning course in art of ringing English handbells, will learn the technique of ringing bells Students - will learn to read music notation and symbols  \"team-work\" by playing their part with other students to perform a piece of music - will learn self-discipline along with proper care of equipment and bells will learn the value of concert performance with other from other schools. groups Handbells II (Grades 8,9) Beginning course of the first year. Second year students will be ^sic aptitude, behavior and from 7th grade bell Second year students will study and perform more advanced music, plus attend Arkansas and Regional Handbell Festivals, perform for the community and civic organizations. irst year. group. behavior and from 7th grade bell and Jazz Band (Grades 8,9) A course designed to introduce Junior High School idiom of jazz music as an American Art form. students to the Orchestra (Grades 7,8,S9) In this course, basic fundamentals level. _ , ----- are studied on the beginner's Detailed instruction is given for correct hand positions. 12(a)bowing techniques, accurate tuning, correct posture, and mechanics of technical proficiency. Beginning classes are not performance oriented, but are directed toward developing skills for advanced study. German I In the first year, students are introduced to the Germanic as well as to the basic German language, the student with cuisine. Effort is made to provide actual experiences of German customs and German II The second year expands the command of vocabulary and grammar and continues to acquaint the student with the history, geography, and literature and other aspects of German-speaking countries. German III Students continue to develop oral skills through programs and speaking practice. Under the teacher's direction, cultural literature at appropriate level is read and discussed. Students write five compositions with the help of guide questions, previous oral discussion, and/or pictures. _L_ 1____ correctly in context all common grammatical structures formerly studied. Students learn to use Geometry This course presents the basic ideas of geometry Including nature of angles, triangles, congruence, geometric inequalities, perpendiculars, and parallels. Regular Geometry is taught using postulates and theorems in an effort to teach the nature of direct and Indirect proof. the Reading Explorations Reading Explorations is an enriched reading class designed for students who are reading at or above grade level. The focus will be placed on enriching and building upon current reading and study skills\nin-depth novel study\nand reading for enjoyment. Supplemental work will be interfaced with computer applications. Both individual and group will be included. The focus will Science 7 - Life Science (Laboratory) Science 7 Is designed Eo teach students science process skills and the scientific method. Students will perform experiments and analyze videotapes to gain experience in using the thinking processes and skills that are characteristic of science. Upon completion of Lab Science - 7, the student will be able to: - make accurate qualitative and quantitative observations about natural events\n- make metric measurements for length, volumes, mass, and temperature\nmake inferences and conclusions about natural events based upon relevant observations\n12(b)- design an experiment to test a hypothesis\n- collect data and organize it in charts and graphs\n- form operational definitions\n- accept or reject a hypothesis based upon results\n- recognize problems that are subject to investigation\n- ask questions relevant to a problem\n- manipulate variables in an investigation. - Physical Science (Laboratory) :e - 9 develops concepts and 1 Science 9 Students Investigate the physl- Lab Science -9 develops concepts and laboratory skills in the areas of chemistry and physics. Students investigate the physical and chemical properties of matter, light, electricity, and simple machines. Industrial Technology Education II This course Is designed to provide the student with a learning experience in modern industrial technology. ~ is directed toward four major clusters: vuuawuu- tion, manufacturing, and EPT (energy, power, and transportation). Students will be exposed to using computers, robots, la pneumatics, telecommunication and other modern equipment and cepts. Currlculxjin content communication, construc- lasers, con- 12(c)X. DESEGREGATION PLAN TIMELINE Nov. 11 Contact for FOCUS Donna Creer/request submission Nov. 15 Jan. 26 Review computer program needs with Data Processing Dec. 5 Dec. 22 Develop LRSD magnet application to be used for rising students Jan. 3 Jan. 10 Plan strategies for contacting prospective K/New students Jan. 17 Order window envelopes Jan. 23 - Feb. 22 Prepare FOCUS (Communications) Jan. 30 Mar. 1 Write Computer Programs Feb. 1 Request mailing labels for mailing FOCUS Feb. 1 Feb. 15 Coordinate publicity f Houses through MRC and other districts for magnet Open Feb. 6 Mar. 20 Kindergarten/New Student Registration Feb. 17 Mail letter to PTA Presidents w/info about Open Houses \u0026amp; suggested recruiting techniques Feb. 20 Order through DP PIP'S\norder selection forms Feb. 20 Mar. 3 Coordinate Open Communications House publicity with Mar. 1 COURT APPROVAL Mar. 1 Mail letter to school secretaries details of K/New Student registration RE: Mar. 1 Mar. 6 Run program simulations Mar. 6 Mar. 10 Make adjustments to computer programs/ train SAO Mar. 6 Mar. 23 Coordinate preparation of zone maps for each school Mar. 8 Deliver FOCUS to printer Mar. 15 FOCUS to mailing service 13Mar. 17 Mail FOCUS Mar. 20 Deadline for returning K/New PIF'S to SAO Student Mar. 21 Mar. 31 Enter K/New Student PiF's Apr. 3 - Apr. 7 Print selection forms and prepare for mailing Apr.4 Elementary Open Houses 7:00 - 8:00 p.m. Apr. 5 Junior High Open Houses 7:00 - 8:00 p.m. Apr. 6 Senior High Open Houses 7:00 - 8:00 p.m. Apr. 9 Magnet Open Houses 2:00 - 5:00 p.m. Apr. 11 Mail selection forms to all students Apr. 24 Deadline for returning selection forms Apr. 24 Final pick-up of selection forms Apr. 25 - Apr. 28 Prepare and scan selection forms Apr. 25 - May 1 Run assignment simulations Apr. 25 - May 8 forms\nProcess prepare waiting lists\nmake mandatory assignments May 1 - May 12 Send final assignment list Transportation for route adjustments to May 13 - May 17 May 17 Print assignment letters and prepare for mailing Mail final assignment letters 14STUDENT ASSIGNMENT HANDBOOK SECTION ONE - ASSIGNMENTS A. Overview (1) Each non-magnet school has an attendance cases, zone. In some satellite zones are used in order to meet the desegregation requirements. (2) Students have the option of remaining in their current school (grandfathering) or they may select their attendance zone school, an incentive school, or a magnet school.* an incentive school, (3)  I/* ^udens living in the attendance zone of an incentiv^' -AV*^** school have the option of attending a racially balanced school to be selected by LRSD in accordance with desegregation considerations. (elementary academy) (4) Students living in the attendance zone of an elementary academy have the option of selecting an incentive school if it aids desegregation. an (5) Rising (or matriculating) students, grades 6th and 9th, *'111 be assigned to their attendance zone schools. Rising students will have the option to apply for magnet school. (6) Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be installed, the student will be reassigned to the nearest school that has a seat available in his/her feeder zone. (7) (8) Kindergarten and new students must complete a Pupil Information Form (pre-register) in order for the Student Assignment Office to begin the assignment process. Self-contained students will be assigned by the Special Education Department. (9) Any student may apply for a magnet school by completing a magnet application. (10) Sibling preference to a non-attendance zone (non-magnet) school will only apply to students entering the Little Rock School District before the 1991-92 school year.* (11) Each student will receive a final through the mail. assignment letter 15 a(12) Each school will be responsible for making attendance zone assignments after May 17. (13) magnet assignments, The Student Assignment Office will be responsible for all reassignments, magnet assignments, majority to minority transfers and desegregation transfers. B. Grandfathering* (1) All students may remain at their present school assignments . C. D. (2) (3) The Special Edition FOCUS will explain the assignment process. student The FOCUS will be sent through the mail to parents of all students in the Little Rock School District. Reassignment Process Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. Only if a portable building cannot be student will be reassigned to the nearest school that has a seat available in the student' s feeder If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. Student Assignment Office will be responsible for reassignments. Reassigned students will be placed on waiting list for the appropriate attendance zone school. zone. be responsible Reassigned students will be placed The all the The minimum black percentage for each elementary academy is Any assignment that causes a school to fall below the minimum black percentage will not be granted. lu such cases, the student will be reassigned to the nearest school that meets the minimum black percentage requirement and has a seat available. If the student cannot be assigned to any of the schools in the student's feeder zone, the student will be reassigned to a school in a contiguous feeder zone. (See \"Desegregation Transfer\" for desegregation requirement for secondary schools.) 40% black. is In such Transfers* (1) Students may request a transfer to the attendance zone school, an incentive school, an interdistrict school or a magnet school. (2) The Special Edition FOCUS will explain the assignment process for transfer requests. 1RE. (3) (4) (5) (6) (7) Selection forms will be mailed to parents by April 11. Selection forms must be returned to schools by April 24. Principals are expected to deliver selection forms to the Student Assignment Office immediately. All selection forms will be considered at the same time. High school kindergarten students and kindergarten students at King School will be given preference for first grade seats in academies and incentive schools. Final assignment letters will be mailed to parents bv May 17. SEE PROCEDURES  Return of Forms (School Selection Forms)  Completing Selection Forms Required Assignments F. (1) (2) (3) An assignment is required when: (a) a student is rising from 6th or 9th grade. Risiny students have the option of selecting a magnet school by completing a magnet application. Rising Parents of 6th and 9th grade students will also receive the Special Edition FOCUS. Final assignment letters will be mailed to parents by May 17 SEE PROCEDURES  Distribution of Forms Kindergarten and New Students (1) Parents of kindergarten and new students must complete Pupil Information Form in order for the Student Assignment Office to begin the assignment process. (2) (3) A Pupil Information Form can be obtained from any school and returned to any school. Obtaining a PIF from a particular school or returning a  particular school does not guaramtee assignment to that school. (4) Open Houses will be scheduled in all schools April 4 April 9. (5) Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form bv April 11. 17 a(6) Selection forms can be returned to any school in the Little Rock School District. - - returned by April 24. Selection forms must be G. SEE PROCEDURES  Klndergarten/New Student Pre-registration  Return of Forms (School Selection Forms)  Completing Selection Forms Self-Contained Students The location of self-contained classes will remain the same for the 1989-90 school year. The major factor regarding the site for the implementation of these student's Individual Education Plans will be the decisions made by the lEP team, which includes the parents, at the annual review conferences. Every effort will be made to minimize changes in school assignments. The lEP's of some secondary students indicate that they attend three or more special classes. These students rotate to special education teachers, therefore their needs can be met in any secondary school. ONLY STUDENTS WHO SPEND MOST OR ALL OF THEIR INSTRUCTIONAL DAY WITH A SPECIAL EDUCATION TEACHER WILL BE ASSIGNED TO A SCHOOL BY THE SPECIAL EDUCATION OFFICE. These stu- H. Sibling Preference* (1) (2) Sibling preference does NOT apply to magnet schools. Students entering the Little Rock School District after the 1991-92 school year will not be allowed a sibling preference transfer to a non-attendance zone school. I. (3) (4) Any student who makes before the 1991-92 school sibling preference transfer year may remain at the school to which the student transferred until graduation from the organizational level. A sibling preference transfer will be granted if a seat is available and the transfer will allow both the sending and receiving schools to comply with the desegregation requirements. with Magnet and Interdistrict School Assignments (1) (2) ^1 assignments to magnet and interdistrict schools will be made by the Student Assignment Office. The Student Assignment Office will be responsible for maintaining all magnet and interdistrict school waiting (3) All students on the 1988-89 waiting lists as of January 27, 1989, will receive preference for 1989-90 magnet and interdistrict vacancies. IS aJ. K. (4) (5) (6) (7) (8) (9) A computerized random selection process will be used to consider all magnet and interdistrict options listed on the selection forms. All magnet and interdistrict assignments will be subject to desegregation requirements and capacity. A request for an assignment to a magnet school cannot be granted if it adversely affects the desegregation requirement for either the sending or receiving school. A request Sibling preference DOES NOT apply to magnet schools. Sixth and ninth grade magnet students will NOT be given preference for assignments to magnet schools at the next organizational level. Students who are denied an assignment to a magnet or interdistrict school will be placed on a waiting list for that school. A student's rank on a waiting list will be determined by a random selection process. However, magnet options will be ranked above second choice options, etc. Interdistrict MaJority-to-Minority Transfers first choice (1) All assignments will be made by the Student Assignment Office. M-M (2) An M-M transfer allows a student in the majority in PCSSD or NLRSD to transfer to a LRSD school where he/she is in the minority. Likewise, a student in the majority in LRSD can transfer to a school in NLRSD or PCSSD where he/she is in the minority. The home district must provide transportation for M-M transfers. Desegregation Transfers Junior and senior high school students may transfer to pother school as long as the reassignment allows both the sending and receiving school to comply with the desegregation requirement and a seat is available. The minimum black percentage is twenty-five percent (25%) below the district-wide percentage of blacks in grades 712. The maximum black Dercentaae tupiup and one- (1) The percentage is twelve half percent (12-1/2%) above the district-wide percentage of blacks in grades 7-12. The minimum and maximum black percentages constitute the desegregation requirement (or acceptable range) for a desegregation transfer. The desegregation requirement in secondary schools is that all schools will remain within a range of 12-1/2% above to 25% below the districtwide percentage of black students at each organizational level (i.e., high school and junior high school). 19(2) Elementary students may transfer to an Incentive School 4^ only if such a transfer enhances desegregation at the Incentive School. (3) A student may make two (2) desegregation transfers at each organizational level (elementary, junior or senior high school). The purpose of the second desegregation transfer is to allow a student to return to his or her previous school assignment. (4) Desegregation transfers will be granted during a limited period once each year. (5) will provide transportation C__ 1__ transfer students where it is cost effective todo LRSD for desegregation so. 2nPROCEDURES I. Distribution of Forms (School Selection Forms) Parents of students requesting transfers and students new to the Little Rock School District will have the opportunity to select a school by returning the School Selection Form. For parents of students currently enrolled In LRSD schools: 1. Parents of students currently enrolled In LRSD will receive a School Selection Form through the mall. A. B. Parents should complete the form with their school selections. Forms should be returned to the child's current LRSD school no later than April 24. For parents of students new to the LRSD: 1. 2. 3. Parents of students new to the LRSD may also receive a School Selection Form by completing a PIF. A. B. New students may pick-up a PIF at any LRSD school or from the Student Assignment Office. New students may return the PIF at any LRSD school by April 24. New students' School Selection Forms may be returned to any LRSD school or the Student Assignment Office. Every effort will be made to grant the parent's selection, however, all assignments are subject to capacity and desegregation limitations. II. Return of Selection Forms Parents will be mailed their school selection rarenrs wixx De mailed their school selection forms on April 11. Students attending the LRSD for the 1988-89 school year should return the forms to their current school by April 24. Students who did not attend the Little Rock School District during the 1988-89 school year should return the School Selection Form to any LRSD school by April 24. Schools should use the following procedures In handling School Selection Forms: 1. As the selection forms are returned, separate them Into three categories: 21A. Students requesting to grandfather at their present school assignment ( \"  LRSD).* (students currently attending 2. 3. 4. B. C. Transfer requests LRSD).* (students currently attending Kindergarten/New Students to the LRSD.  forms are received, remove them from the envelopes. i Use paperclips only to attach any notes or letters to . the forms. Do NOT tape or staple damaged forms\nthe Student Assignment Office will replace damaged forms as needed. As Check the form to be sure it has been completed correctly and signed by the parent or guardian, form is correct. Skip to step 4. If the Return incorrect or unsigned forms to the parent with an explanation. Schools are urged to contact the parent by phone if possible to resolve the problem. Note when the form was received and when it was returned for corrections, along with a brief description of the problem, on the Selection Form List. Place the forms (in alphabetical order) in a designated area of the office. Keep a list (Selection Form List) of the forms that are returned to your school. Once each week (and the day following the deadline) do the following: a. With a number 2 pencil ONLY, go over any bubbles that were lightly marked by the parent or that were marked in ink. Also go over the bubbles pre-marked by the computer in the Office Use Only section, done at any time after the forms checked.) (This step can be are received and ( b. Place the forms (in alphabetical order) in an envelope labelled STUDENT ASSIGNMENT OFFICE SCHOOL SELECTION FORMS c. On the day following the deadline, include one copy of the Selection Form List in the envelope to the Student Assignment Office. d. Send the envelope to the Student Assignment Office immediately. 22III. Kindergarten/New Student Pre-Registration Children who will be 5 years old by October 1 are eligible to attend kindergarten In the LRSD. In order for parents to make school selections and receive assignments for their children, they must pre-register. A. Distribution of Forms 1. f Jfou\u0026gt;Wlll receive flyers to be sent home to parents ^^^ftotlfylng them of kindergarten pre-registration and the deadline. These flyers should be sent home as 2. soon as possible after they are received. Parents pre-register their children by completing a Pupil Information Form\nthey may pick-up a form from any LRSD school. Make CERTAIN that the Pupil Information Form Is marked KINDERGARTEN PRE-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form. 3. After the deadline, DO NOT hand out ANY Pupil Instead, Instruct parents to go to ^the ^Student Assignment Office to pre-register After the assignment process has (May 17), each school will be Information Forms. their children. been completed (May 17), each school will responsible for registering and dergarten and new students. assigning kinB. Return of Forms 1. Parents return their completed 1-^11 Information Forms to any school In the LRSD until the deadline. may their Pupil 2. 3. For each form received, write \"RECD\" and the date In the box labelled OTHER INFORMATION PARENT WANTS SCHOOL TO KNOW on the right side of the form. The following Information MUST be supplied on the form: First and Last Name Race Sex Address Date of Birth If any of this Information Is missing, the form cannot be processed. 234. Check the birthdate on the form and the child's birth certificate. Check off either the birth certificate box or passport/visa and initial in the area at the bottom of the PIF labelled \"Verification of legal name and birthdate by\". the child will NOT be 5 years old by October 1, advise the parent that the child will be too young to attend kindergarten next year.   If DO NOT SEND THE PUPIL INFORMATION FORM TO THE STUDENT ASSIGNMENT OFFICE UNTIL THE BIRTHDATE HAS BEEN VERIFIED. Check the address on the form. The parent must supply their permanent residence address\npost office boxes CANNOT be used. Require proof of address (lease agreement, rent receipt, contract or Personal Property Tax Bill). ___ the Address Verification Form and attach a copy to the PIF. sales Complete When the PIF has been completed correctly, write K (or appropriate grade for 1989-90 school year) in the GRADE box and code the student's race in the ETHNIC box. THE SCHOOL BOX) . SUBMITTED BY box. (DO NOT WRITE YOUR SCHOOL NUMBER IN Initial and date the form in the 5. Place the Pupil Information Form(s) in an envelope labelled: STUDENT ASSIGNMENT OFFICE KINDERGARTEN/NEW STUDENT PRE-REGISTRATION SEND THE ENVELOPE EVERYDAY IN THE SCHOOL MAIL 24LITTLE ROCK SCHOOL DISTRICT SCHOOL SELECTION FORM * (NAME) (ADDRESS) (I.D./RACE/Z8) Next Year's Grade Dear Parent, OFFICE USE ONLY *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* This is your school selection form for the school year, the issue of the FOCUS before completing this form. Please review IT IS VERY IMPORTANT THAT YOU RETURN THIS FORM TO YOUR CHILD'S PRESENT SCHOOL ASSIGNMENT BY INSTRUCTIONS: ONLY MARK ONE of the following boxes, sign this form, and return it to your child's present school assignment. USE //2 PENCIL ONLY. ------------ Please allow my child to remain at school year. school for the 1989-90 Please assign my child to his/her attendance zone school, I understand that my child will remain at his/her present assignment if a seat is not available at school. Please assign my child to , I understand that my child w,ill remain at his/her present assignment if a seat is not available atT\"* INCENTIVE SCHOOLS  ONLY CHECK ONE 0 0 0 0 0 0 0 0 Frankl in Garland Ish Mitchell Rightsell Rockefeller Stephens Washington If you wish to request sibling preference, please indicate below and complete the information on the back of this form. SIBLING PREFERENCE DOES NOT APPLY TO MAGNET SCHOOLS. I request sibling preference. PARENT'S SIGNATURE DATE 24 (a) 0 0 0PLEASE LIST THE NAMES OF ALL SCHOOL AGE CHILDREN BELOW. PLEASE PRINT. NAME DATE OF BIRTH PRESENT SCHOOL ASSIGNMENT GRADE SIBLING PREFERENCE OPTIONS: (Please mark ONLY one option) 0 0 Two or more siblings requesting to transfer together. Student new to ye District requesting assignment to a non-attendance zone schoo with a sibling who is currently assigned to the non-attendance zone school. 0 Assign siblings who presently attend different same non-magnet school. non-magnet schools to the (NOTE: Definition of siblings: Siblings ye brothers/sisters. or half-brothers/sisters, residing at the s^ home address with brothers/sisters, or half-brothers/sisters who are enrolled in the Little Rock School District.) 24 (b)FACILITIES LRSD will have thirty-one non-magnet elementary schools. The magnet schools will continue to operate under present court orders Elementary Academies There will be twenty-two Elementary Academies. The name reflects LRSD's commitment to provide an excellent desegregated education program in each of these schools. The Elementary Academies with the capacity and projected racial composition of each, are listed below: School Capacity Black Non-Black Total % Black Badgett 275 82 73 155 53% Bale 394 188 124 312 60% Baseline 417 206 125 331 62% Brady 420 190 172 362 52% Chicot 563 255 231 486 52% Cloverdale 420 213 141 354 60% Dodd 424 198 164 362 55% Fair Park 351 154 130 284 54% Forest Park 436 203 180 383 5 3% Fulbright 607 267 236 503 53% Geyer Springs 235 120 98 218 55% Jefferson 490 226 205 431 52% Mabelvale 541 261 231 492 5 3% McDermott 531 260 216 476 55% Meadowcliff 465 237 208 445 5 3% 25School Capacity Black Non-Black Total % Black Otter Creek 383 183 162 345 5 3% Pulaski Heights 328 159 119 278 57% Terry 537 260 224 484 54% Wakefield 472^* 215 184 399 54% '+?l Watson ^2. 227 157 384 59% Western Hills 328 165 140 305 54% Wilson 409 228 170 398 57% Totals 9,501 Incentive Schools There will be eight Incentive Schools which are listed below with the nximber of classrooms in each as well as the capacity of each at twenty-five students per classroom\nSchool  Classes Capacity at 25 * Franklin 28 700 Garland 16 400 Ish 11 275 Mitchell 14 350 Rightsell 12 300 Rockefeller 16 400 Stephens 13 325  Washington 42 1050 Totals 136 3800 26 Interdlstrlct Schools LRSD and PCSSD will establish Romine as an Interdistrict School for the 1989-90 school year. Romine School has a capacity of 490 students. Up to 49% of the Romine seats would be allocated to PCSSD and at least 51% of the seats would be allocated to LRSD. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year the Baker and Harris Interdistrict Schools. LRSD will recruit black students to fill its share of the' Home-Mart accordance with the Interdistrict Plan. aker and Harris seats in Capacity The nonmagnet elementary enrollment for the 1988-89 school year is 8,327 black students and 3,835 non-black students for a total of 12,162 students. Without the enrollment in LRSD of a significant number of students who are presently enrolled in private schools, LRSD would expect about two percent growth in the number of black students and very little growth in the number of non-black students. The projected enrollment would be 8,500 black students and non-black students for a total of 12,350. 3,850 The capacities of the Elementary Academies are determined in accordance with Arkansas accreditation standards which have the following limits:Grade Maximum Number of Students Per Class (Average) Maximum Number of Students in Any Class Kindergarten 20 20 First-Third 23 25 Fourth-Sixth 25 28 The total capacity of the twenty-two Elementary Academies is 9,501. The Incentive Schools will have a maximum pupil/teacher ratio of 20 to 1. There may be more than 20 students per classroom, Zr however, there will be a certified aide in each class and possibly a second teacher in those classes. The capacity of the Incentive Schools is 3,800 at 25 students per class. The total nonmagnet elementary capacity of LRSD (13,616) exceeds the projected enrollment (12,350) by 1,266 seats. The overall racial composition of the Elementary Academies and the space available for recruitment at those schools depend upon the number of students who enroll in Incentive and Interdistrict Schools. The initial racial composition of the Incentive Schools is expected to be predominantly black, expected that at least 400 black LRSD students will It is attend Interdistrict Schools. The chart below shows the impact of black Incentive and Interdlstrlct School enrollment upon the Elementary Academies:Black Enrollment In Incentive and Inter- district Schools Total Enrollment In Ele. Aca. Racial Composition of Ele. Aca. Recruitment Capacity for Ele. Aca. 2,000 10,350 62.8% \u0026lt;89\u0026gt; 2,500 9,850 60.9% 411 3,000 9,350 58.8% 911 3,500 8,850 56.5% 1,411 3,600 8,650 56% 1,511 Construction - 1988-89 Washington School is closed for the 1988-89 school year. A new Washington School is being built at the same site with a projected capacity of 1,050 students. The students who were origl- nally assigned to Washington for the 1988-89 school year have been reassigned to Ish, Mitchell, Rockefeller and Rightsell. These students (166) will have a preference to return to the new Washington in the 1989-90 school year. 1989-90 A new wing is being added to Fraxiklln School and will be completed prior to the start of the 1989-90 school year. Franklin's new capacity will be 560. Woodruff has a capacity of 245 students and is situated in a neighborhood that has no real potential for white growth. Woodruff is presently 75% black. Probably the best use of this facility is to use it as the Instructional Resource Center (IRC) or as an alternative school. Woodruff will be closed as an elementary school at the end of the 1988-89 school year. 291990-1991 It is proposed that the District relocate Stephens Elementary near the 1-630 corridor between 1-30 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have capacity of 600 students. It serves as an a Interdistrict school. The new Stephens will be easily accessible to downtown office workers. state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and University Avenue. In addition to being an Interdlstrlct school, an attraction for this school will be its early childhood program and childcare facilities. This location is expected to serve as a natural magnet for individuals who work within governmental and business centers of Little Rock. The parties have had discussions with realtors regarding clfic school construction sites and existing buildings. spe- The Master will be provided a separate progress report concerning negotiations for school sites. 30INCENTIVE SCHOOL PROGRAM INTRODUCTION Beginning in the 1989-90 school year, the Little Rock School District will have eight (8) schools providing the incentive school program. Rockefellei^^^^y^^ecome an interdistrict school. but would continue to provide the incentive school program. The purpose of the incentive school program is to promote and ensure academic excellence in schools that have been difficult to desegregate. It is believed that the incentive school program will not only compensate the victims of segregation, but the program will also serve as a tool for promoting meaningful and long-lasting desegregation in these schools and in the entire school district. The following schools will provide the incentive school program: -Franklin -Garland -Ish -Mitchell -Rightsell -Rockefeller -Stephens -Washington In order to be successful, the incentive program must address the academic. social and emotional needs of all student participants. The incentive program must also serve as a recruit- 31 Iment tool for meeting the desegregation requirements in these schools. With the proper resources and expectations, the incentive school program will serve as a model of excellence for the county, state and nation. The success of the incentive school program is directly related to the success of the long-term desegregation plan in the Little Rock School District. In addition to the ongoing comprehensive programs in the incentive schools. the incentive school program committee will explore the possible use of a trust fund to provide future college scholarship incentives. By the end of October, 1989, the committee will determine the costs of implementing a scholarship program for the students who attend incentive schools and will determine the feasibility of using trust funds to provide such an incentive. If feasible. the committee will have the responsibility for establishing the guidelines and criteria to be used in allocating any resources to the students. The trust fund would be used to provide an academic achievement incentive to students and would also assist parents and students realistic goals for attending college. in setting 32Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Lives ano parents. The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representa-  Tle blueprint will be used as the framework for scecinc activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: A. B. C. D. E. F. G. H. I. 3. K, L, Staffing Parent Involvement Staff Development Academic Programs and Curriculum Development Social Skills Support Programs Monitoring and Evaluation Special Student Activities Parent Recruitment School Administration - . School Policy and Procedures Counseling/Social Work The Incentive School Program Committee divided into five (5) subcommittees to address the above areas: -Subcommittee 1 - Academic Programs - Special Student Activities - Social Skills -Subcommittee 2 - Support Programs - School Administration - Counseling/Social Work - Monitoring and Evaluation - School Policy and Procedures -Subcommittee 3 - Staffing - Staff Development -Subconmittee 4 - Parent Involvement -Subcommittee 5 - Parent Recruitment 33Incentive School Program BLUEPRINT FOR EXCELLENCE The purpose of this document is to clearly define the mission and expectations for the incentive schools. The Incentive School Program Committee did not, however, attempt to specifically define every detail for the incentive school program. This document merely furnishes the_community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school area. The District firmly believes that the success of any program deoends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. August 1989. The Incentive School Program Committee will continue to function until 1, 1989, The committee will be expanded to include at least one parent from each incentive school attendance zone. On August 1 the committee will be restructured to function as a district-wide council of incentive school parents. The council will have two parent representatives from each incentive school. Also, four members at-large will be appointed by the Joshua Intervenors, The Incentive School Program Parent Councp will be responsible for monitoring all activities related to the incentive school program. The Parent Council will report to the Little Rock School District Board of Directors and Joshua Intervenors on a quarterly basis. Academic achievement is the result of commitment, high expectations, strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails, K the belief of the District that all of these ideals will be evident in each incentive school. a It is certainly 34SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 35INCENTIVE SCHOOLS academic programs and curriculum development Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective,and critical capacities of all children. It The content of the education must be true, appropriate, and relevant. The pro- ces^ of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become contributing problem-solving member of his or her own community and the global society as wel1.\" (Saving the African-American Child, 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the Incentive Schools will be reflective of the intent to have excellence in education. Augmenting the academic program will be special student activities and social skills building programs implemented to meet the cognitive, social. emotional, and interest needs of the students. However, the primary goals of education shall be attained through the mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideals. ACADEMIC PROGRAMS General Areas for Implementation 1. Four-Year Old Program (Early Childhood Education) - The Little Rock School District's Four-Year Old Program will be operative in each Incentive School. The High/Scope Curriculum will be the content model, and a mandatory District-developed parent component model will be incorporated into the program model. 2. Writing to Read, an instructional tac\"\"ology program, will be implemented at each Incentive School for K-2 students. 3. Kindergarten - The Little Rock School District Early Prevention of School Failure model will be operative in each Incentive School. Release time and flexible scheduling will be utilized to conduct regularly scheduled mandatory parent-teacher conferences. a ._ 36 2 4. Reading Across the Curriculum will be a major emphasis for developing reading pronciency and critical reading skills. Each'subject area will also utilize strategies to increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). Each'subject area 5. E^pisssion Across the Curriculum will offer instructional objectives andstrategies in each subject area designed to increase the oral communications and American English skills of the students (Pre-kindergarten-6). 6. Learning Styles Inventories will be used in each Incentive School to wi ' I De used in each Incentive School to assist teacners in diversifying their teaching styles to match the learning styles of the students. 7. School Themes will be developed at the local school level by parents and staff and are recommended to be integrated into the total curriculum. 8. Semi-departmentalization will be the recommended organizational structure for grades 3-6. This organization will facilitate the development of specialized skills for 'subject area\" teachers for the respective grade levels.  II 9. Instructional Technology will be available in specialized laboratories and in individual classrooms. ------ 10. Science Laboratories equipped with adequate equipment and materi als/supplies will be available for students in grades 3-6. n. Computer Laboratories for remediation and enrichment will be expanded for minimum of 24 stations in each classroom. 12. Foreign Language Laboratories with appropriate equipment and materials will be operative in each scnool. Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 14. 16. 17. Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment software will be available for home-based learning experiences. Parent Home Study Guides will be developed in each core subject area for each grade (1-6). Computer-Managed Instructional Technology will be used for continuous tracking of student progress. Individualized Education Plans will be developed, implemented, and monitored for each student. a 18. Specialized Programs - Federally or state mandated programs (remedial, special education, gifted and talented) will be available during the core instructional day, with reinforcement activities available through the extended day, week, or year programs.*(See page 7) 3719. 20. \\21. 3 Incentive Programs - each school will establish an incentive programforrecognizing academic excellence and academic improvement. Homework - homework is required according to Little Rock School District policy and regulations. Criterion-Referenced Testing - formative criterion- referenced test will be computer generated for the ongoing assessment of students. 22. 23. Hetereogeneous grouping will be utilized at each grade level in each subject, and instructors will utilize whole group, small group, and individualized approaches to teaching. Effective Schools model will be operative in each incentive school, with appropriate training provided for implementation. 24. African and African-American History - each school will establish a sequential program to include the study of African and African-American history and culture. SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade i 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING -Learning to Read Through Literature, with emphasis on ethnic classes in each genre, will be the primary reading program (K-6) -Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades 4-6) motivation and learning with oral expression through reading\ni.e., choral reading, student storytelling, debate, drama, etc.) (K-6) ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used to enhance the writing skills of students (K-6) -Latin Program will be used to increase the vocabulary and word attack skills of students (5-6) -Oral Language Expression will be a major emphasis in the reading and English/language arts areas (K-6) 3S-Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral expression, vocabulary, and usage skills of the teachers (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansas History (4-6) 38 (a)4 -Emphasis on introductory concepts in history, geography, and civics (:\u0026lt;-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include a multi-ethnic curriculum (K-6) -Learning strategies and activities will promote \"livinq social studies (K-6) -Emphasis on American and Arkansas History (4-5) -Emohasis on World History (6) -Celebrations/caremonies will be integrated into the curriculum MATHEiHATICS -Emphasis on use of word or story problems (2-6) -Introduction to basic concepts in geometry and algebra (2-6) -Extensive use of manipulation (Pre-k-3) -Use of computers for organizing and utilizing mathematical data (5-6) -Emphasis on critical thinking in addition to methodology and ' results (K-6) SCIENCE on -Instruction will utilize 3 hands-on discovery and explorati approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project\ni.e.. Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic concepts in music and art -Art and music instruction will be sequential and cumulative in the content, knowledge, and skills -Emphasis in the earlier grades will be on the enjoyment and creation of music, painting, and crafts (Pre-k-3) -Emphasis at the intermediate level will expand creative expression and understanding to cultural and historical differences and developments (4-6) -In-school performances and/or exhibits and field trips will be used to reinforce the learning of concepts 395 FOREIGN LANGUAGE -each school will select at least one foreign language for study, with Spanish and a choice of an Asian language as strong recommendations -The instructional methodology for each language will be a \"total physical response\" approach -Emphasis will be on basic vocabulary, conversational, and cultural materials for K-3 -A foreign language laboratory will be used for instruction, including computers where appropriate -Emphasis will be on transcribing and translating foreign language age-appropriate material (4-6) -Provision of practical experiences and interactions with a native language user -Emphasis wi11 be on vocabulary, grammar, reading, writing, and cultural materials (4-6) PHYSICAL ESUCATION/HEALTH -Family Life Education will be included in the total elementary curriculum (1-6) -Nifty Nutrition available for all grades (1-6) -Emphasis on \"wellness\" for the young (K-6) -Emphasis on the development of an understanding of and respect for the handicapped\ni.e., disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) SOCIAL SKILLS Social skills will be taught, where appropriate, through the core instructional program. The total staff at each school will be expected to model exemplary behaviors toward each other, the students, and the total community. Specialized activities will be used to emphasize the development of appropriate social skills: Family Folklore - Students will learn the values and mores of their ancestors and family as a way to focus on personal positive behaviors. Positive Imaging - Structured lessons in self-esteem building will be taught in small group sessions. Interpersonal Skills - Structured group sessions will focus on problem-solving, decision-making, peer pressure, etc. 406 Rites of Passage - A structured program will be initiated to respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students. 6 Role Models Programs - Individuals (international, national, state, local and community) will be used for presentations at the school in every area of the program to provide role models for the Special emphasis will be placed , African-American role models for males. students. on com- Mentoring Program - Utilizing local resources in the community and the Partner's Program, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be developed at the local school level. However, all academic programs. social skills programs/activities and special activities must be clearly and broadly articulated to the school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement, special interest clubs, and/or units of national or state organizations . Academic Reinforcement Activities may Include (but not limited to) the following: Peer-Tutoring Program - Peer tutors will be assistants to teachers in the Homework Program or during the regular school day. Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Programing Club, Debate Club, Thesbian (Drama) Club, Math Club (Ma^ Olympiads), Odyssey of the Mind, Great Books , Science Club, Annual Knowledge Bowl (elementary level). Foreign Language Club Special Interest Clubs may include the following: Photography Newspaper Yearbook Choir/Glee Club Band Swimming Club Bowling Club Skating Club 41/ Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trigs - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be supplemen- ted with a state or national trip. Examples include the following: Houston Space Center (Houston, Texas) Smithsonian Institute (Washington, DC) Martin Luther King Center (Atlanta, Georgia) George Washington Carver Museum (Tuskegee, Alabama) Gulf Snores (Gulfport, Mississippi) Each school will incorporate special activities into the total school program. Choices for each school will be determined by the needs/interests at the building level. Staff and parents will determine when and how activities will be implemented. However, School Program Plans must be submitted to the Board and administration for approval on an annual basis. Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected budget must accompany each plan. * \u0026gt; 4LATIN ENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASSES LITTLE ROCX SCHOOL DISTRICT I. Sackaround In the early 196O's, the Philadelphia (PA) School District raised reading andvocabulary scores of elementary school children through a program using Latin in language arts classes. The program was developed by a team of Latin teachers, but the materials were designed to be used by elementary language arts teachers\nthe program did not depend on using trained Latin teachers in the elementary classes. Since that time programs of this sort have been implemented in many other school districts, such as Indianapolis Indiana\n'Washington, D.C.\nSt. Louis, Missouri\nDallas, Texas\nLos Angeles,^California\n New York City, New York\nOakland, California\nKansas City, Missouri, Some use the Philadelphia materials\nothers have Louis , developed their own materials. and teaching formal Latin grammar\nmeans to improve English skills. In these programs the focus is not on it is on using Latin words and myths as a These programs have also resulted in improved self-image among learners. .ne initial implementation of the program by Philadelphia and later in the above iden-.i.^d districts was in inner city schools with a large minority popula\u0026gt;.ion. The targeted levels were grades five and six or grade six onW Reports concerning students' performances on standardized tests in the above identified districts reveal at least a one year growth in reading and vocabulary and a significant amount of growth in other content areas (see attached). In all diSwriCwS, a uaam of Latin teachers trained the elementary language arts teachers in using the materials and served as resource persons for background in Roman and Greek culture. As the program grew, many of these elementary teachers studied to become proficient in Latin. program using the Greek language has also been developed\nthe same methods and approach. A corresponding this program uses The materials focus on using Latin and Greek word roots as a basis to incre English readingand vocabulary skills. Materials are varied\nthe two basic courses are designed far fifth and sixth grades and are based on classical mythology and life. Supplemental courses cover a wide variety of subjects, including science, math, astronomy, and blacks in antiquity. ase II. Rationales More than 505 of words in the English language are based on Latin words\nfocusing on Latin word roots and word-building elements will increase knowledge of ' English vocabulary. Many fifth and sixth grade social studies and 'icula,inc:ude mythology and the Greco-Roman worlds at relate to this subject matter will broaden learning and provide enrichment. readinc c. mate mat vocabulary Ability to read English is not limited to language arts and other academic areas more sue living, school. a-facts S', assful ind\" ss in 1 i fe i tse 1 f\nse SC'U\ns La: wh i V of vidua Is who feel n is ar unusual subje y is no an unusual and \"di nncs ar compe increasing that ability creates an for stud t to deal with school and ants, especially in elementary focused on learning the Latin language per lo-oved self ferent\" sub laoe to and seeing success in he learne-'s. a . s u a IS * .* S 3 *, a 44Latin Enrichment Program -- Page 2 The program itself is easy to implement. The cost is minimal, and investment of time by elementary teachers to learn the materials is limited. The materials are easy to use. They are inexpensive to purchase and can be duplicated for distribution to teachers. The program has been successfully used by many areas with educational situations similar to Little Rock. The uniqueness of the program should appeal to parents as well as students\nno other public or private schools in Arkansas, certainly in the metropolitan Little Rock Area, have such a program. The program would serve the desegregation plan for the incentive schools and would help in achieving the targeted objectives of raising standardized test scores and eliminating disparity between scores of the major ethnic elements of the school community. Also, with the emphasis on multiethnic education within the Little Rock School District, materials can be developed locally to include this emphasis. Using the existing materials as models, LRSD teachers can create units that use their unique talents and skills and that are directed to the special interests and need? of Arkansas students p in III. Prooosal IV. It is proposed that the Little Rock School District implement an elementary Latin program in the elementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing reading and vocabulary skills, improving standardized test scores, and enhancing the self-image of learners. Program Description After teachers for the incentive schools have been identified in the spring of 1989, these teachers will receive six hours of inservice training during the summer of 1989 in implementing the program, mented at?'  - .. the fi f . The program will be imple- - -he start of the 1989-90 school year and will be incorporated into\nh and sixth grade language arts instructional block for approximately fifteen to tventy minutes per day. Throughout the 1989-90 school year, teachers will be involved in four (A) additional inservice workshops (two per semester). Also, these teachers will have the opportunity to become mors proficient in Latin by enrolling in a college course designed especially for them\nthis course will be optional and at the teacher's own expense. Throughout the year, the principal in each building will monitor the'program. At the end of the 1989-90 school year, a formal district-wide assessment of the program will be made\ndata. this assessment will be based on surveys and test 45Latin Enrichment Program  Page 3 Budget Summary (Per Teacher) Instructional Materials $ 30 Pri nting 60 Inservice Materials 30 Inservice Consultant Fee 15 College Course Materials 20 College Course Instructor's Fee '30 Inservice Stipends 60 TOTAL $ 245 Budget Summary (Program in alf Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each = 23 teachers $6,360 1 school with 10 teachers  10 teachers 2,450 TOTAL $9,310 _ _ 46OeJECTIVE ACTIVITIES IMPLEMENTATION PLAN PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE 1. To provide awareness of the Latin program to Incentive school principals and staffs 2. To provide Inservice to participating teachers I I EVALUATION l.a. Present implementation plan proposal to associate superintendents and assistant superintendents l.b. Schedule awareness meeting with principals of Incentive schools l.c. Develop agenda for principals' meeting l.d. Conduct awareness meeting with principals I.e. Schedule awareness meeting with current Sth A 6th grade teachers tn incentive schools l.f. Conduct awareness meeting with current Sth t 6th grade teachers l.g. Identify Sth A 6th grade teachers who wish to COST (per teacher) Angela Sewall Beverly Uhlte Arma Hart Rechel Myers Harle HcNeal Marvin Zlmmcrma n Principals of Incentive schools Sth A Sth grade teachers at Incentive schools Princlpals remaln at incentive schoils I.h. Recruit and fill des vacan- 2.a. Requisition Instructional materials Marie McNeal Marvin Zimmerman January 30, 1989 Plan Presentation -0- Angela Sewall March 1, 1989 Meeting on Calendar -0- Angela Sewall Beverly White March 1, 1989 Printed agenda -0- Marie HcNeal Marvin Zlmmennan Gayle Cloud March 15, 1989 Concerns/questions expressed by principals -0- Rachel Myers March 15, 1989 Meeting on Calendar -0- Harle HcNeal Harvin Zimmerman Gayle Cloud Aprll U, 1989 Meeting agenda -0- Principals Richard Maple Principals Richard Maple Harle McNeal May 1. 1989 July 1, 1989 Hay 1. 1989 List of identi Tied 5th \u0026amp; Sth grade teachers Identified Sth A 6tli teachers at incentive schools for 1989-90 Arrival of material s -0- -0- I I $20 ma teriais (per teacher) I 1^ *4 OBJECTIVE ACTIVITIES 2.b. Duplicate copies of above materials 2.C. Schedule 2 Inservice meetings of 3 hours eaci 2.d. Develop agenda for abovt 2 meetings - 2.e. Conduct above 2 aweting\n2.f. Contact UALR about offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.1. Schedule four two-hour inservice workshops In local bulldings/cluster distrlct-wlde IMPLEMENTATION PLAN Paqe ? participants Teachers and Principals Gayle Cloud UALR official Teachers / IERSON RESPONSIBLE COMPLETION DATE EVAL UATION Harle McNeal Marie McNeal Marle McNeal Gayle Cloud Marie McNeal Gayle Cloud Marie McNeal Gayle Cloud Principals Harle HcNeal July 1, 1989 June 1, 1969 July 15. 1969 August IB, 1989 June 1, 1989 December 1, 1969 May, 1990 September 1, 1969 i I I 00 One copy for each teacher Meetings on Calendar Printed agendas Agendas and materials Course proposal Identified dates/times/ place Completed course Meetings on Calendar 2.J. Conduct above four inservice workshops Teachers Principals Gayle Cloud May 1, 1990 (2 per semester) Meeting agendas COST (I'gr teacliei I 560 printing (per teacher) -0- -0- 120 materials (per teacher) 1200 consul taut fee(S5per teache* 160 stipends per teacher (110 per hour) -0- -0- 120 materia I s (per teacher) 11200 instructor fee ($10 teacher) per -0- 110 materials (per teacher) 1400 fee /{\"sultant i*IO per teacher) ) OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN Page 3 PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVAL NATION 3. To Implement the elementary Latin program In Sth I 6th grades at incentive schools 3.a. Schedule time for classroom instruction 3.b. Purchase/dupHcate/ create student material ! Teachers Teachers Principals Harle McNeal I COSl (per teacher) August IS, 1969 School's instructional schedule -0- ongoing Materials ready for classroom use SKI materials (per teacher) 4. To evaluate the elementary Latin program I I I (X) 3.C. Incorporate Latin program into district's language arts program 4.a. Monitor classroom activities 4.b, Identify student growth on standardized tests 4.C. Develop student, teacher, parent assessment survey 4.d. Disseminate above surveys 4.e. Compile survey results 4.f. Submit final evaluation report to associate superintendents Teachers Teachers Teachers Teachers\nPrincipals Principals Principals Harie HcNeal Gayle Cloud Principals Harie HeNeal Harle HcNeal ongoing Hay 1, 1990 Hay 30, 1990 April 15, 1990 Hay 1. 1990 Hay 30, 1990 June 15, 1990 Lesson plans Identified strengths and weaknesses Test data Printed forms Completed forms returned Survey data Submitted report -fl- -0- -0- $10 printing (per teacher) -0- -0- -0- 1988-89 (Spring t son Responsioie -----------' * il P1in 7 develop na~iiiiplenient i ^utHty academic OBJECTIVES STRATEGIES/ ACTIVITIES :K?LKt\nprogram for Incentive Schools seginning DATE\nu 7 v: l:i.e .. . . . Prpni diiiS kision Curriculum and Special rrocrdir./Area Incentive Schools COMPLETION DATE COSTS RESPOKSIBILITT evaluation I. To promote/enhance leadership and staff understanding of the Incentive School concep I.a. Provide tn indepth pre-orientation session on each component of the Incentive Schools for principal. l.b. Develop in cooperation with the principals a detailed Process and format or developing the individual Incentive School Plan I.c. Assist each building principal in presenting an indepth pre-orienta- tion session for staff on each component . l.d. Assist each principal and staff with orientation session for parents in the Incent iw VhnnH i t I cn February IS, 1989 February 28, 1989 -0- Superintendent's cabinet Assistant Superintendent-Incentive Schools Harch 3, 1989 March I, 1989 March I, 1989 March IS, 1989 March IS, 1989 March IS. 198* -0- -0- -0- Superintendent's Cabinet Assistant Superintendent-Incentive School s Superintendent's Cabinet Assistant Superintendent-Incentive Schools Superintendent': Cabinet Prine ipals Assistant Superinten- dent Schools Incent i ve:kplk* -'r\n,il Plan -t'son Rtsponsioie Sub :oN TiKiL:!\nPage 2 OBJECTIVES X (Veer) strategies/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS respoksibiljtt Ct V1s icn rro\nrair./Area evaluation 2. To develop Incentive School Plan for each school 3. To develop curriculum specific to the Incentive Schools I I I Cl 2.a. Identify Incentive School Plan teams 2.b. Develop the detailed individual Incentive School Plan 2.C. Review and approve School Plan 3.a. Identify each area In need of curriculum development 3.b. Identify teachers for curriculum teams 3.C. Plan orientation ant fonnat for curriculum development June 1, 1989 June 15, 1989 -0- June, 1989 June, 1989 June 15, 1989 June 1, 1989 June 1, 1989 July, 1989 July, 1989 July 31, 1989 June 15, 1989 June 15, 1989 -0- -0- -0- -0- -0- Principals I Assistant Superintendent Incentive Schools A11 Divisions I Superintendent's Cabine Board of Directors Principals Assistant Superintendent - Incentive School Curriculum Division Supervisors Principals Assistant Superinten-dent * Schools Incentive Curriculum Division Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors --real Plan arson Rcsponsioic 3x11: (Tttr) 1 OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE :k?l :CK TiKiLJ.i Page 3 C\". vision rro\nrar./Area COKPIETION DATE COSTS RESPOliSIBIUir 4. To procure equipment and furniture for Incentive School Programs 3.d. Review preliminary draft of revised curricular for LIttli Rock School District 3.C. Develop additional components for each curriculum area 3.f. Proof and type Incentive School Curriculum Guides 3.g. Print Curriculum Guides 3.h. Distribute and provide Inservice on the implementation of the curriculum guides 4.1. Develop specification for bid for equipment and furniture June I. 1989 June 1. 1989 July 1. 1989 July 20. 1909 lune 30. 1989 June 30, 1989 -0- -0- July 20. 1989 |S3.000 (Est.) |(Clerica1 Support) Curriculuni Teams Curriculum Teams Curriculum Division Principals July 30. 1989 SIO.OOO (Est.) Curriculum Division (Printing Cost! August 1. 1989 lAugust 30. 1989 (Cost to be I I included in I 11 nd i VI dua 1 I I School Plans) Kerch IS. 1989 I April IS. 1981 -0- tVALUATlOH Curriculum and School Division Principals Director of Purchasing Assistant Superintendent - Incentive School Staff-Curriculum I I cn Ir.tal Plan Ison Rttporsioie S:i1: (Yr) JK?LKK7A7:o T:KL:Kt I'dye 4 -vision rr r./Ared OBJECTIVES X STRATEGIES/ activities BEGII.'NING DATE COKPlETlflN DA7t COSTS P.ESPOKSJBaiTr A.b. Did for specific equipment and furniture April IS, 1989 lUy 15, 1989 I To be deter-nined tVALUATION A.c. Order furniture and equipment Nay 15, 1989 august 1, 1989 I To be deter- I mined 5. To effect facility odlfIcatlont for implementation of the Incentive School special lied programs. I cn A.d. Install and inventory to ensure adequacy of all equipment and furniture S.a. Review the detailed Incentive School Plans with the Support Services Ol.vision S.b. Identify modifications timeline as previously collaborated in the development of the plan. August 1, 1989 August 15, 1989 April 15, 1989 April 30, 1989 April 15, 1989 I April 30, 1989 S.c. Contract for servlcef April 30, 1989 as needed/1dent1- I fled in the Plans. I Nay 15, 1989 -0- -0- -fl- -0- (Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing. Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, i Staff - Curriculuin Division of Schools - Associate Superintendeii Assistant Superintendeii Principal Division of Support Services Division of Support Services .al Plan a'ion Rciponsioic :al: 6. OBJECTIVES To ensure the availability of adequate resources to iaqilcaMntI academic program I 1 I I cn 00 (tear) STRATEGIES/ activities BEGIlililNG DATE ikplekektatiok 7:kel:i\n- COUPLETION DATE COSTS P.iSPOKSIBILIiY Page 5 Ci vision _______ ?ro\nri.T./Area S.d. Inplenent the ludi-fication plan for the facilities S.e. Hake final Inspection on the work for the facilities modification i 6.a. Initiate identifications of iMterials and textbooks nee^d Tor the 1989-90 Nay 15. 1989 Nay 15, 1989 Nay 1, 1989 school year I G.b. Involve school teams! I staff and parents ini reviewing the needs | Identified as re- | qulred for core and I special programs | 6.C. Identify any materials or textbooks that must be ordered prior to fiscal year *89 G.d. Maintain building record of requisitions for the 1989 school year. Nay 1. 1989 Nay 1, 1989 Nay 1, 1989 August 15, 198! (To August 15, 198! be out-lined in the Plan) -0- June 30, 1989 Ito be deter- |mlned June 30, 1989 Nay 20, 1989 Ongoing -0- To be determined -0- E VAI UAT1011 Principals Principal/School Teams Principal, Assistant Principal, All Divisions, with major input from Purchasing Principal 'r.al Plan s'son Retpor.sioie :al: (Veer) \u0026gt;.?L CM TiKiL:Kt Page 6 : V i s i on OBJECTIVES strategies/ ACTIVITIES BEGlIiliiNG DATE COMPLETION DA:i COSTS RiSPOKSIfilLITr i I I to G.e. HonI tor and approve PHay 20, 1989 requisitions as I requested from Incentive Schools I 6.f. Kaintaln audit for II materials received 6.g. Cross validate with purchasing all order: not received 6.h. Obtain requlreMents for participation In all special programs 6.1. Pay participation fee and order all necessary materials fqr special activity 6.J. Select sponsors for I each special pro- I gram activity I approved in the I Incentive School I Plan. Except for articles July 1, )g89 July 1, 1989 Ingoing Ongoing Ongoing tarch 15, 1989 lApril 30, 1989 April 30, 1989 July 1, 1989 April 30, 1989 I July 30, 1989 requ^lng a Much longeii time period. -0- -0- -fl- To be determined To be determined I requisition ! tVALUATION Appropriate I Associate Superintendenl Principal Principa! Principal Principal Principal re signed on or inmedi jtely fol lowing July 1, r.al Plan rson RetpohsioTe t1: :k?LK: TICK 7IKL I OEJtCTIVES X (Tetr) Page ? -1V1s icn ?ro:rr./Area STRATtCItS/ ACTIVITIES BCGINNING DAXi. COMPLETION DATE COSTS RtSPOKSIBILITy 6.k. CoopTete special coni August 1. 1989 tracts with al) ex* | tended day eaployces for the 1989-90 school year. C.1. Conplete Master Schedule for total school program I 6.a Revlew/revlse as I necessary the staff I developaent plan | for the fall (September- I OeceaUier) I tVALUATION August 30. 198! -0- Principal April 30, 1989 I August 15,198! August 30, 1989 Septenber 15,  I 1589 I (As necessary hi once each senes ter) at least -0- Prlnci'pal Principal oIX Plan 1988-89 srion Rtipor.stoic (Spring and Suaaterl ------------- (Veer) t:cm 7:kl:i.  P''*'***g aevelopmenT-Tor Iwpleaentatjon of Incent 1 )' ugi'diiis e School Plans C V i s icn Cun iiulum t Slice . , ?ro\nriir./Area Incentive Sctiiiols Id I OBJECTIVES strategies/ activities beginning DATE COMPLETION DATE COSTS RESPOKSIBILITT 1. To laiplement staff development activities for Incentive Schools evaluation l.a. identify the staff developant needs of each Incentive Schoo April 30. 1989 ly 15, 1989 To be determined Principals Director of Staff Development l.b. Develop inservice schedule in collaboration with building principal Ny 15. 1989 [Hay 30. 1989 Principals Director of Staff Development l.c. Notify each school staff of proposed Inservice dates for pre-school training l.d. Plan details for delivery of Inservice - l.e., site, time, arrange- ents, etc. I l.e. Obtain services of consultants (as required) I May 30. 1989 May 30, 1989 May 30, 1989 August 30, 198! July 30, 1989 July 30, 1989 -0- -0- -0- Principals Principals Assistant Superintenden Director of Staff Development I l.f. Implenent fall training cycle Principals Assistant Superintenden Director of Staff Development August I, 1989 August 30,1989110 Be Deter- I mined Principals I Assistant Superintenden Director of Staff Development I I SECTION TWO SCHOOL ADMINISTRATION - _ 63 INCENTIVE SCHOOLS SCHOOL ADMINISTRATION The focus, function and guiding process of the Incentive Schools will be to provide excellence in an environment of academic support\nindividualized education and flexibility. These schools shall exemplify the close partnership between parents and the school community which is a motivational factor for students. The school program will address student success and development of potential from affective, skill based and academic perspectives. SUPPORT PROGRAMS The following items will be components of every incentive school: A. B. HOMEWORK CENTERS - Although it is anticipated that the school day shall extend from 8:00 a.m. to 5:30 p.m.. Homework Centers should be extant in each school at least two (2) days per week to assist students who are in need of specific help with class material. (Some school communities, i.e., parents, staff and students may opt for more days per week for students who are not otherwise involved in activities during the last two (2) hours of the day, Monday-Thursday). If stu- It will be necessary to provide transportation home for students who remain at the Homework Center so that students whose parents cannot supply transportation and/or who live outside of the area which is reasonable-walking distance may avail themselves of the Center. If students choose not to attend Homework Centers, other options for student assistance will be explored. Staffing for the Homework Centers will be in the form of classroom teachers who will be available on a \"volunteer\" rotating basis, community volunteers and peer tutors. Staff will be compensated. Homework Centers will have a certified teacher working. If the number of students reaches 25, an instructional aide shall be added to assist students, l.l..,.. __ of students attending regularly reaches 50, an additional certified teacher will be hired. Thereafter, as each additional increment of students attends, certified instructional aides and teachers will be added on an alternating basis. When the number Thereafter, as HOMEWORK HOTLINE - Homework Hotlines should also be put into place to be open from 6:00 - 8:00 Monday - Thursday evenings. This too will be staffed by teachers on a rotating basis such that each incentive teacher will provide one (1) evening's service approximately every 45 class days. Staff will be paid for this time. Staff will be paid for this time. 6^c. D. E. F. PEER TUTORING - Peer tutors will be selected from among a group of self-nominated and teacher nominated stu- dents. The role of peer tutors will not be limited only to those students with outstanding academic averages but will also be open to achieving students who work well with other students and who can verbalize an understanding of subject matter to be covered. Peer tutors will be compensated witn coupons which can be redeemed for donated items for purchased goods such as games, books magazine subscriptions, school supplies and other items the family may not be providing as well as athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer tutors the opportunity to do so. etc. / RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to work with individual students as tutors\nto sponsor clubs such as future teachers and to provide additional extra support such as story telling time with and for students. Mentors can work voluntarily or may be paid a stipend depending on their own needs. Aides shall INSTRUCTIONAL AIDES - There will be a certified instructional aide available in every classroom. Qualifications for the aide positions will Include demonstrated co^itment to work with students in an urban setting as well as a minimum of 60 hours of earned college credit.^ Applicants must be working toward a degree. Aides shall provide extra assistance for individual students and groups of students. Aides will also assist teachers with monitoring of student progress, communication with parents and preparation of supplemental instructional materials. CAREER SKILLS DEVELOPMENT PROGRAM - A program will be developed within each school whereby written information, guest speakers, films and other presentations will be provided to students on topics relevant to possible career choices. Among the infocTnation given in each presentation will be skills needed, academic background required, career planning recommendations, expected earning potential and a general \"mapping\" of how a student can progress from elementary school to the desired career goal. Other components of this category will be Interest inventories and opportunities for students to participate in programs sponsored by the Boy Scouts of America. 55G. YEAR ROUND SCHOOL - Both summer remediation and enrichment options will exist through the summer at all incen- , tive schools. \\ segments ./St generally^ This program will be in two 5 to 6 week Students will participate in the program an elective basis with prescription for attendance from teachers of students grade level in core curriculum areas LO are behind The summer options will be at no cost for students normally attending those schools. A few seats may be open to other students on a space available and paying basis well. as Transportation r^ay be provided. __ ______ schools at whiclT summer programs will be held will be based on identified student needs and interests. The number of incentive Students participating in the summer \"year round\" option will be placed in classes at their own academic levels rather than by means of a specifically identified grade designation. In other words, a student functioning at grade 2 level in math would study with peers at that level but may also study with 5th grade peers in summer reading programs, regardless of his/her actual designated grade level. H. COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides field trips and community access for students together with students from other LRSD schools. Field trips and access will include the opportunity for student experiences with: Field * iit * historical events and displays cultural events and exhibits scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such Arkansas Symphony Orchestra performance. as an Some such exhibits and performances will also be brought to the schools. Students will also have the opportunity to visit industrial complexes to view the actual manufacturing process and to gain information relative to the world of work by means of visits to actual work sites and some shadowing experiences in the middle school grades, i.e., sth and 6th. Among opportunities in the community which exist are:  * * * several major manufacturing corporations a symphony a repertory theatre an arts center a ballet company 66I. J. ic iK if it it  * a museumj3-nature science and history three p^yiogsr state/territorial capiti a planetarium at UALR Capitols a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center Among other opportunities for students Including, but are not limited to, banks, stock/bond houses, hospitals and a law school. COMMUNITY INVOLVEMENT - Opportunities to participate in both Boy Scouting and Girl Scouting will exist at each Incentive school with existing troops at each building. Explorer post access/membership will also be available as noted earlier. SPECIAL SKILLS PROGRAMS - During the 3:00 - 5:30 p.m. time period (or whatever the designated time for extended day activities), scheduling should be provided not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills training. Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. These skills shall be defined as ticipate in: the opportunity to par- * * * choir (voice) music (instrumental) dance after school, one (1) day per week. Assistance will be sought from area colleges and university schools of fine arts and local organizations to provide these services at no cost to the child (and hopefully to the but certainly at minimal cost to the school. Assistance will be program), SCHOOL ADMINISTRATION A. STAFF RECRUITMENT - Staff recruitment and certain specific experience will be desired of all staff at the outset (relative to work in an urban setting with at risk youth)\nand ongoing training will be provided on a regular basis for staff at each school.  ..*  1. A nationwide search will be conducted fpi** staff. Principal and staff will be asked to wo documented evidence of commitment to working in an urban district\nto working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. com- 672. Staff will be hired on jT one year basigu^ith parent representation on the interview team.\n '  At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on thecontinued - Incentive Schools page 5 performance and the success of the individual in working with students and procedures. T..., feature will also apply to the positions of aides, clerical and custodial workers. Th 1s one year ur diaes, clerical and custodial workers. Successful completion of the year may lead to a long-term contract with the District. 8. SPECIAL TRAINING - Ongoing training will be provided for suf. in areas like human relations skills\nlearning and interactive styles\nTE3A\nPET\nworking with youth at risk- working in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Patrons also will recei in working with their students, ac______ nutrition and human growth and developments. ve access special training assisting with homework, C. PARENTAL LNVOLVEMENT - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. Regular communication will take place, both through written and oral means. will be held at the school. Day visits for parents will be arranged to come to school to volunteer for the day and to work with students as well as to '^1 1 dren's classes. Regular meetings, monthly, , _ ... Parental access will be provided for Identified pick-up points within the school community. Parents will be encouraged to provide classroom support in the form of tutoring, storytelling, general assistance and may be paid a stipend for this. D. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5:30 will be set to meet the needs of students to include the Homework Center, special skills training and leisure time activities for example: * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday ------ - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based on student interest and access to appropriate playing fields etc.) * Clubs, Extra Curriculars - Wednesday E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be formulated with \"alert\" and  II success\" cards to be sent to parents to update them on their student's needs and achievements. _ _ _ 68continued - Incentive Schools page 6 F. G. H, EXTRA CURRICULAR- PROGRAMS - Extra curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will tie future teachers programs, Just Say No Clubs, intermurals, monitor \"jobs\" in the office*, librar' uiuDs, intermurais, monitor \"jobs\" in the office* library ___ with the flag, safety patrol, fire marshalls and student  council memberships. J * at recess or lunch time, not class time ATTENDANCE AND BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keep them in school. Time-out rooms staffed with trained personnel will help students with problem solving. Students will participate in the process of developing school based management rules. Students and parents will sign a contractual agreeement to be at school and on time each day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. SLude.. will be encouraged to participate in these activities and regular schedule will exist for club/academic related activities. Students a COUNSELING/SOCIAL WORK A. COMMUNITY SERVICES ACCESS - There shall be access to community based support programs provided to students who attend the incentive schools. Among these supports will be projects tobe negotiated and/or secured by compact such as: the availability of students from area colleges and universities to teach music, dance and choir in the schools\nvolunteers and pre-professionals from Philander Smith College to assist with teaching activities and extra curricular activities\nassistance from social agencies to intervene if students need assistance in health and/or personal need situations. 8. COLLEGE/POST GRADUATION AWARENESS - A mentoring program will be established which will provide interactive time for students to work with young professionals to enhance awareness of skills necessary for successful entry into the world of work. The program will also serve to heighten student expectations with regard to their own abilities and Parents will potential to attend college and to graduate. also receive this information so that they may be aware of the options which truly are open to their students. G9continued - Incentive Schools page 7 c. STUDY SKILLS - Counselors and teacners will be rasoonsible for working with students to enhance test taking skills li skills and study skills. Practice will be providedfor students in test taking, i.e., \" some class tests and a variety by teachers. listening bubble sheets will be used on of question types will be used D. HOME/NEIGHBORHOOO MEETINGS - Meetings with parents will not always be held at the schools. Other meetings, for small groups of parents, will be scheduled at community locations such as churches and some homes as invited by parents.  , .  - ..... wj pui c\niuQ. These less rornial meetings out of the school environment may be more productive and can help forge a school/neighborhood partnership. It is suggested that local ministers be considered as part of the school partnership and community. ship. E. INDIVIDUAL AND GROUP COUNSELING - Individual and group counseling as well as peer facilitators will be employed at the school to assist students as they attempt to work through concerns and the normal issues which arise as student growth and development takes place. Students will also be taught conflict resolutions. F. INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students, staff and patrons each school. Ideas (suggestions) presented in the subcommittee meeting included: awards programs, recognition good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like at G. WELLNESS PROGRAM - fii wellness program will be in place at each building with availablity of a full time nurse. Students will be screened for physical health and will also receive information on topics like self-esteem, nutrition, drug prevention a asd awareness and first aid. Presentations will likewise b4-^\\5 made to parents on similar topics for their information on a /ii. continuing education basis. CAMP PFEIFER - Students in need of additional .academic assistance wi 11 have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students some on homework and academics. 70continued - Incentive Schools page 8 MONITORING ANO EVALUATION A. VERIFIABLE MONITORING OF STUDENT GROWTH - The testing department of the district will be assigned the task of developing a plan for verifiable monitoring of student growth and for the development of reliable procedures to accomplish these tasks. B. C. This plan and its accompanying procedures should take into account not only test scores achieved on norm referenced tests but also class achievement as evidenced by teacher tests and curriculum/criterion referenced tests. There should be a longterm monitoring which also takes into account student matura- tional patterns. attendance, DISCIPLINE/BEHAVIOR AND ACHIEVEMENT - Regular tracking of student attendance, discipline/behavior and achievement shall be accomplished through the development of and use of individual and class profiles by classroom teachers and the building administrator This assessment will be done on a minimum of a quarterly basis. Individual student planning, selection of interventions and/or programmatic changes will be predicated on identified needs or enrichment indicators determined through ongoing review of data. development of STUDENT EDUCATIONAL EXCELLENCE PLANS - The school staff shall involve parents in the development of student educational excellence plans. Parents are the first teachers of their students and see them in a context outside of the school. In the parental capacity there is special awareness of a child's potential, talents and interests. As such this input is extrememly important in reviewing not only acadamic programs but also extra curricular, special skills and extended day activities. 0. QUARTERLY REPORTS AND VISITATIONS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment. The monitoring team will be composed or district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member has a duty to provide a climate conducive to learning and should hold and model high expectations for all students. Students will also be involved in the goal setting process and will formulate \"contracts\" for their own achievement. 71continued - Incentive Schools page 9 E. STUDE'^T EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. SLudwius wiii selected at random to participate in this process based on 5m involvement from each grade level in the designing or questionnaires to be used, analysis of data collected and the generation of conclusions.  Students will be Students will be involved cuiiecvea ano t.ne generation of conclusions. Reports will be given back to the students regarding changes made in rsoonse to student issues raised in this evaluation process. a F. G. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in all incentive schools so that student data is easily accessible and access can be immediate for reports which might be needed relative to all school program aspects. SCHOOL SITE TEAMS - School site teams will be created to work to implement needed programmatic modifications which will be of greater benefit to the students. Membership on these teams will be rotating and on a semester basis so that staff (including custodial, aides and cafeteria workers), patrons and students have an opportunity for input. SCHOOL POLICIES AND PROCEDURES Programs will be A. FLEXIBLE PROGRAMS - Every student will receive some individualized instruction every day. Programs will be flexible such that team teaching and extended time blocks for additional student assistance as needed will be provided. B. ADDITIONAL ITEMS - It is recommended that each incentive school have: * a permanent assigned substitute who is familiar with and dedicated to the building and program philosophy at least a half time assistant principal depending on school population (where there is a part time assistant, that person will devote the rest of his/her time to working with program development and community outreach) * uniforms for students (such as blue jeans and a white shirt) * dress code for staff * required PTA attendance, at least two (2) meetings per year, one of which shall be the Open House 72continued - Incentive Schools page 10 * student handbooks available at every building which are produced in and reflective of the philosophy and program at that building a science lab * a computer lab (to be used for other than remediation) * a playground for PE purposes * additional compensation will be given to teachers/ principals who work these extra periods of time at the incentive schools * community education classes should be investigated for presentation at incentive schools on a rotating basis for parents in those communities to enhance their skills * Saturday programs will be developed at each school site to enhance learning. These programs will include but shall not be limited to: field trips enrichment activities tutoring parent/child \"make \u0026amp; take\" sessions book fairs 73I. GOAL: OBJECTIVE SCHOOL OPERATIOMS ikplemektation plan To develop support prograns and procedures which u pr..i STRAiEGlES/ACTIVITIES IMPLEMENTATION SCHEDULE Page 1 RESPONSIBILITY 1989 1990 1991 To provide Homework Centers and Homework Hotlines for the students at these schools. Schedules will be set at the schools to meet their students' needs. Hours will meet student needs. 1992 1993 1994 199E To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will receive training in peer tutoring. A model will be put in place. Teachers will supervise the process Fall-(P) Spring - (1) Budget- ______ Lai Summer- IP) Fai 1-11) Ongoing with evaluation Budget Item (fc- staff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs. To enhance student (earning through extensive use of classroom based instructional aides. I I, S - STUDY R - RECOMMEND Ongoing with evaluation Some bl dgetary expenditu e Staff Development Asst. Supts. Mentors will either volunteer or be paid a minimum amount. They provide extra support to students A supplement teacher work._________ Certified instructional aides with a minimum of 60 college hours will be employed one to a classroom to assist teachers and students. E - EVALUATE 0 - ONGOING P - PLAN Summer- IP) Fall-Il) Ongoing with evaluation Budget Item Office of Deseg Div of Schools VIPS Pilot (I) Ongoing with evaluation  Budget* 1 tern 1 - IMPLEMENT B - BUDGET ITEM PI - PILOT Human Resources Sch Principals I 1^ SCHOOL OPERATIONS Page 2 GOAL: (continued) O9JECTIVE To develop and implement a career skills developoient program which will help students develop awareness and motivate them to enhance skills leading to specific careers. To develop a program for year round school including enrichment and remedial options. Community access/field trips are to be arranged for enhanced experience for students. S - STUDY IMPLEMENTATION PLAN STP.ATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 IS'Rl 1992 1993 1994 199: I I R - RECOMMEND I C/1 Uritten information, guest speakers, films will be used to Mke students aware of career choices. Swmter segments in remediation/ enrichment, prescriptions for courses to be taken Transportation may be provided Visits to historical, scientific and cultural events and exhibits within the city end around to state and region with appropriate chaperones to provide educational input. E - EVALUATE 0 * ONGOING P - PLAN Summer- (P) Fall- (I) Ongoing with evaluation Maybe 1 budget item VIPS Sumner- (P) Fail-(I) 1989-90 plan ( pilot at one school B - BUDGET ITEM Ongoing with evaluation Implement at all incentive schools BudgeI Budget item item I - IMPLEMENT Divisions of Schools Curriculum VIPS Division of Schools  Curriculum Desegregation PI - PILOT SCHOOL OPERATION'S Page 3 I. GOAL: (continued) OBJECTIVE To build a program of community involvement to be provided for students with access to community organizations and volunteer experiences. Special skills programs to be offered after school on four day per week basis. a I S - STUDY R - RECOMMEND STKATEGIES/ACTIVITIES ikplemektation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY Establish Girl/Boy Scout and Explorer programs at each school Establish offerings to include ssomee off tthe ffoolll olowwiinngg:: choir, music t dance In addition to Uffluework Center 4 peer tutoring  - EVALUATE 0 - ONGOING P - PLAN 1989 uT 1990 1^91 1992 1993 1994 199: Quapaw Counc iI Asst Supts for Schools Fall-(I) Ongoing with evalua-tlon Maybe budget tem Principals School Staff I - IMPLEMENT B - BUDGET ITEM PI - PILOT I 11. GOAL: OBJECTIVE SCHOOL OPERATION'S IKPLEHEKTATION PLAN To establish procedures for administration and staffing of the such that special skills will be brought to bear for the benefit of students at these schools. STP.ATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE Page 4 RESPONSIBILITY 1969 1990 1^91 1992 1993 1994 199: To establish a viable program for staff recruitment.  Nation-wide search  Hire staff on a one year basis Parents to be involved in the interviews.  Staff will demonstrate commitment to working with at risk\" youth Spring/ Summer- Il) Ongoing Human Resources Div of Deseg Curriculum School Principal Budge item To provide special training Tor staff on an ongoing basis and special training for parents. TESA, PET. working with youth at risk, analysis and use of data human relations skills - parent training on assisting with homework, nutrition and human growth and development. Summer- (I) Ongoing S - STUDY E - EVALUATE P - PLAN Budge' item I I R - RECOMMEND I - IMPLEMENT 0 - ONGOING PI - PILOT B - BUDGET ITEM I II. GOAL: (continued) OBJECTIVE To establish meaningful attendance and behavior guidelines. To provide subject related activities to enhance student learning. S - STUDY R - RECOmEHD SCHOOL OPERATIONS IKPLEKiNTATION PLAN Page 5 STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199\nI I I OD  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance To include some or all of: math olympiad, junior great books, Olympics of the mind and the like. E - EVALUATE 0 - ONGOING P - PLAN Pilot at one school (I) Buc jet item (I) Ongoing Bucjet i tern 1 - IMPLEMENT B - BUDGET ITEM \u0026gt; Pl - PILOT Principal School Staff Principal School Staff III. GOAL: OBJECTIVE SCHOOL OPERATIOKS IMPLEHiKTATION PLAN To create a program of counseling/social work to provide extra support to students to ensure them opportunity for success. STRATEGItS/ACTIVnitS IMPLEMENTATION SCHEDULE 1969 1990 1^91 1992 Page 6 RESPONSIBILITY To provide community services access for all students who need additional support. To provide college/post graduation awareness via a mentoring program with role models to help students plan for the future._____________ To provide student training in study skills, testing skills and listening skills. To hold home/neighborhood meetings to Increase parental/ neighborhood involvement In student learning. S - STUDY R - RECOMMEND 1993 1994 199: I I Compacts with community agencies, universities to assist with student opportunities.  Parental information  Mentoring program  Special emphasis on schools recruiting minority students Testing, listening and study skills will be provided to students as well as particular experience in testing.  Meetings at neighborhood sites with small groups of parents  Meetings at homes with groups of parents . Involvement of ministers E - EVALUATE 0 - ONGOING P - PLAN Study and recommend Sma1 Training Summer Fall-(l) (I) B - BUDGET ITEM Implement on a pilot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (I) Ongoing cost item Ongoing Cost item Ongoing I - IMPLEMENT PI - PILOT Pupil Personnel Counselors VIPS Div of Schools Staff Develop Div of Schools Principals School Staff I C) SCHOOL OPERATION'S Page 7 IMPLEMENTATION PLAN II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES implementation schedule RESPONSIBILITY To increase parental involvement so that parents become true partners in the learning process.  Parent assistance at school  Parents will sign homework s 1969 1990 1^91 1992 1993 1994 199: To establish learning tine schedules for the afternoon's extended day.  Regular communication between school and home will take place  Day visits for parents  Schedule settings_________________ Schedule (settings) weekly extended day programs based on Individual school needs Fall-d Ongoing Principal School Staff Fall-(l) Ongoing Principal School Staff To Improve hone/schoo1 communication To establish meaningful elementary extra-curricular activities for students.  Early indicator and early intervention programs  Alert t Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities (1) (1) Ongoing Ongoing S - STUDY E - EVALUATE P - PLAN R - RECOMMEND 0 * ONGOING I - IMPLEMENT B - BUDGET ITEM PI - PILOT OD O Principal School Staff Principal School Staff SCHOOL OPERATION'S Page 8 III. GOAL: (continued) OBJECTIVE To implement individual and group counseling for all students. Incent i ve/recogni 11 on programs will be implemented by 1990-1991 To Structure and begin weDness program for students at each school. To work with community programs like Camp Pfeifer to supplement school programs for students. S - STUDY R - RECOWEND STRATEGIES/ACTIVITIES  Peer facilitators  Counselors doing individual and group counseling  Conflict resolution will be __ taught _______________  Student recogniton programs  Good Citizen programs  Community involvement in recognition QD implementation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 Fa) 1- Train students Spring- - (Il (P) Pilot one school 1990 1991 1992 1993 1994 199: Ongoing Budget (I) (Possi 11 e Budge Pupi I Personnel  Full time nurse at each building  Student screening  Parent presentations  Study success of Pfeifer program  Mork with Director to target incentive students  Mork with other community groups to undertake similar projects E - EVALUATE 0 - ONGOING Item VIPS Partners Program P - PLAN (I) (P) \u0026amp; (S) B - BUDGET ITEM Health Services (Budge Implement on a pilot basis Item) (I) 1 (Budget! Item) I - IMPLEMENT PI - PILOT Pupil Personnel District divisions IV. SCHOOL OPERATIONS IHPLEMENTATION PLAN GOAL: . 1 ---------VJ IILCIIllVe develop a clearer picture of student achievement order to at these buildings. OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 1992 1993 1994 199: Page 9 RESPONSIBILITY To develop a process for obtai ing verifiable information regarding student growth. n-  Development of valid/reliable monitoring Instrument(s)  Establish training for monitoring teams in use of the instrument (S) ( (R) Spring semester (I) Ongoing with evaluation Testing/Eval Assoc Supts To provide a systematic program for tracking student attendance, discipline, behavior and achievement. To involve parents in the development of student educational excellence plans (EEP). To plan and set parameters for quarterly reports and visitations by a multi faceted monitoring team.  To be done on a quarterly basis  Class t school profiles will be kept in regard to attendance, be-havior, discipline A achievement  Develop EEP format  Involve parents in writing plan based on student needs  To include extra curricular activities also_________________  Develop reporting format  Involve staff, patrons, in monitoring Involve all staff in goal setting  Evaluate goat achievement Summer (P) (I) Develop plan Budget Summer- (P) Fall- I) S - STUDY  - EVALUATE P - PLAN I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I CD ^5 Ongoing with evalua-tion Spri ng- (1) Ongoing Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers (I) (Budg t Item)  I - IMPLEMENT PI - PILOT Testing/Eval Div of Schools School Staff Community SCHOOL OPERATIONS Page 10 IV. GOAL\n(continued) OBJECTIVE To establish a student evaluator program for student input and ideas. To establish a nrogram for computerized data access at each incentive school. To establish site tbams at each school to implement programmatic modifications to benefit the students. S - STUDY STRATEGIES/ACTIVITIES implementation plan IMPLEMENTATION SCHEDULE RESPONSIBILITY 1969 1990 1991 1992 1993 1994 199: I I R - RECOMMEND I (2) CJ  Random selection of students to participate each year  Student training\"  Student generation of questionnaires  Analysis of data collection  Conclusions generated  Report back to students on response to student evaluation * Install computers  Tie into mainframe  Write programs for reporting student data in a variety of modei  Include representatives of all school departments (custodial, food service, aides \u0026amp; teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING P - PLAN (S) with students (R) Fai 1 - (I) Ongoing Testing/Eval School Staffs Principals (Bui get Item) Fall-iP) I (S) Spring (R) (1) 1990-91 school - year -\u0026gt; Data Processing School Staff Assoc Supts  Plan for implementation of changes  Make recommendations for changes  Impleiront changes Evaluate  Evaluate changes (Each aspect will occur on a regular and rotating basis with a semester for each. B - BUDGET ITEM I .e. Plan Recoin iiei Implement !nd I - IMPLEMENT PI - PILOT V. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION PLAN To reassess individual school policies and procedures as they relate to meeting the needs of all students. STRA7SIS/ACTIVITIES IMPLEMENTATION SCHEDULE Page 11 RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: To establish a flexible programning approach at each incentive school which complies with standards and also meets individual student needs.  Allow for team teaching by means of scheduling  Provide for opportunities for students to remain in classes for extended time periods as needed.  Develop a plan for individualized Instructions within the specific building (1) \u0026amp; (E) Areas to be Investigated for possible plan inclusion  Permanent assigned substitute in each Incentive school to be available as needed  At least a ) time asst prln  Uniforms for students  Standard dress for teachers  Required PTA attendance (at least two (2) meetings per year for parents/all meetings for staff  Student handbooks will be available n every school and _.individua) to that school (S) (I) 1 (Budgel item) , S - STUDY E - EVALUATE P - PLAN R - I ! RECOWENO 0 - ONGOING B - BUDGET ITEM I O) I - implement PI - PILOT Schoo) Principal Staff Assoc Supts Asst Supts SCHOOL up\nratio.\\s Page 12 iEPLsK-KTATION ?LAU M. G3AI: (continued) oj-:ct:ve STRATIoiS/ACTIvniES IKPLEKcKTATION SCHEDULE responsibility 1969 1990 1991 1992 1993 1994 199:  A science lab at each school  A computer lab at each school  A complete playground for PE purposes  Additional compensation for teachers/principals eho work the extra time periods  Community education classes should be investigated for parents in the incentive school comunties * Saturday enrichment programs (Budget (tens) School community members S - STUDY E - EVALUATE P - PLAN 1 - IMPLEMENT I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM QC 01 PI - PILOT SECTION THREE STAFFING 86INCENTIVE SCHOOLS STAFF IMG Theselecticn and support of quality staff members will be critical factors in the success of Incentive Schools. ractors in the success or Incentive Schools. Carefully planned staffselection criteria and procedures will provide the quality personnel capable O' successfully attaining the goals and implementino the prcar=ms urriculum of these schcols. Ongoing staff Is must_pr2oare the staffs to attain the standards of and Sch' cavslocment r Incentive will upnold for achieving student success and fulfillment xcellen of potential. thev STAFFING A. little RCCK school district (LRSD) INCENTIVE SCHOOLS STA llg COMMITTEE - A committee will be establisiced to assess staffing neecs for Incentive Schools, to sat criteria for staffing, to recruit quality staff members, and to determine procedures for staffin a  r ee v/ill established staf The committee would be composed of teachers, parents, supervisors, principals, and other administrators. 6. STAFFING NEEDS ASSESSMENT - The needs and interests of student populations in the Incentive Schools will be considered before staff selection is initiated. the following. Factors to be considered include * Number of students per grade level * Race and gender * Academic achievement needs and interests * Disciplinary needs * Social interaction needs * Health needs Program goals and curriculum of the Incentive Schools will also be examined. The LRSD Incentive Schools Staffirc Commi will then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The following full-time positions are recommended for each school but are not all inclusive of positions which may be identif during the needs assessment process. d * Classroom teachers (1:13 pupil/teacher ratio) * Counselor * Media specialist * Music\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"suc_abaker_4187","title":"Letter, 1989, Jean Messick to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Marion County, 34.08006, -79.36251","United States, South Carolina, Marion County, Marion, 34.17822, -79.40061"],"dcterms_creator":["Messick, Jean"],"dc_date":["1989-03-21"],"dcterms_description":["Letter from Jean Messick of Marion County Library, to Augusta Baker, inviting her to Meredith's program. She inquires about whether Baker would be interested in filming a tape of her and Julius Lester doing the Tales of Uncle Remus stories. She states, \"Tapes like that make a book so accessible to children who might otherwise never pick up the book, and who aren't a the library on a regular basis for live storytelling\"."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 139. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Messick, Jean--Correspondence","Marion County (S.C.)","Storytellers","Tales","Folklore","Tricksters"],"dcterms_title":["Letter, 1989, Jean Messick to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4187"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item","2 pages"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Messick, Jean","Lester, Julius, 1939-2018"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4304","title":"Letter, 1989, Dot Hanson to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, Georgia, DeKalb County, Dunwoody, 33.94621, -84.33465","United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":["Hanson, Dot"],"dc_date":["1989-03-20"],"dcterms_description":["Letter from Dot Hanson to Augusta Baker, thanking her for sharing her experience as a librarian and relating what a pleasure it was to meet her."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 139. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","Hanson, Dot--Correspondence"],"dcterms_title":["Letter, 1989, Dot Hanson to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4304"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item","4 pages"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","Hanson, Dot"],"dcterms_subject_fast":null,"fulltext":null},{"id":"suc_abaker_4534","title":"Letter, 1989, Jane A. McGregor to Augusta Baker","collection_id":"suc_abaker","collection_title":"Augusta Baker papers, 1911-1998","dcterms_contributor":["Baker, Augusta, 1911-1998"],"dcterms_spatial":["United States, South Carolina, Richland County, 34.0218, -80.90304","United States, South Carolina, Richland County, Columbia, 34.00071, -81.03481"],"dcterms_creator":["McGregor, Jane A."],"dc_date":["1989-03-20"],"dcterms_description":["Letter from Jane A. McGregor, Field Service Librarian for Children's Services at the South Carolina State Library, to Augusta Baker, thanking her for helping to make their workshop a success. She states, \"I sincerely meant it when I said that you are a national and state treasure. We are fortunate to have you in our midst and to have you share your time and talents so generously\"."],"dc_format":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Columbia, S.C. : University of South Carolina. South Caroliniana Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/CNE/1.0/"],"dcterms_is_part_of":["Augusta Baker Papers, 1911-1998","Augusta Baker Papers, 1911-1998, Box 2, Folder 139. Accession 11770"],"dcterms_subject":["Baker, Augusta, 1911-1998--Correspondence","African American women librarians","Children's librarians","African American librarians","Women librarians","McGregor, Jane A.--Correspondence","South Carolina State Library"],"dcterms_title":["Letter, 1989, Jane A. McGregor to Augusta Baker"],"dcterms_type":["Text"],"dcterms_provenance":["University of South Carolina. Libraries"],"edm_is_shown_by":null,"edm_is_shown_at":["http://cdm17173.contentdm.oclc.org/cdm/ref/collection/abaker/id/4534"],"dcterms_temporal":["1970/2025"],"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Copyright Not Evaluated. For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["correspondence"],"dcterms_extent":["1 item"],"dlg_subject_personal":["Baker, Augusta, 1911-1998","McGregor, Jane A."],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_849","title":"Court filings: District Court, order","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":["1989-03-17"],"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":["Education--Arkansas","Educational law and legislation","Court records","Civil rights workers","Civil rights--Arkansas","African Americans--Education","School integration","School districts","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, order"],"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/849"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\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_1128","title":"Interdistrict Magnet Schools of Pulaski County, Arkansas","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":["1989-03-17"],"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","Education--Arkansas","Education--Evaluation","Education--Finance","Educational planning","Educational statistics","School buildings","School discipline","School facilities","School improvement programs","Student assistance programs","Magnet schools"],"dcterms_title":["Interdistrict Magnet Schools of Pulaski County, Arkansas"],"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/1128"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nApplication for Grant Under Magnet Schools Assistance Program lnterdistrict Magnet Schools of Pulaski County, Arkansas SueMmED ev: LITTLE ROCK SCHOOL DISTRICT NORTH UTILE ROCK SCHOOL DISTRICT PULASKI COUNTY SPECIAL SCHOOL DISTRICT ARKANSAS DEPARTMENT OF EDUCATION JOSHUA INTERVENORS KNIGHT INTERVENORS PULASKI COUNTY INTERDISTRICT MAGNET Rc::VlEW COMMITTC:::: March 17, 1989 TABLE OF CONTENTS Page Part I: FEDERAL ASSISTANCE FORM State Clearinghouse Letter 1 2 Part II: BUDGET INF0Ri.'1ATION J Standard Form 424A 3 Part III : PROGRAM NARRATIVE I. PLAN OF OPERATION 5 Background 5 Management Plan 11 Magnet Review Corrmittee 13 Relationships of Project Objectives 13 to Purposes of the Program Description of Staff Develonent 15 Program Activities and Personnel to Meet Objectives 16 Equal Access for Eligible Participants 18 II. QUALITY OF KEY PERSONNEL 21 Project Director 21 Other Key Personnel 25 Selection Criteria for Magnet School 28 Teachers District Nondiscriminatory Practices Employment 29 III. QUALITY OF PROJECT DESIGN 30 Booker Arts Magnet 30 Carver Math/Science Magnet 44 Gibbs Magnet 60 Mann Arts/Sciences Magnet 70 Parkview Arts Magnet 77 Williams Basic Skills Magnet 86 Staff Experience in and 109 Knowledge of Curriculum Developnent and Desegregation Strategies Addressing Educational Needs 109 Appropriate to Students Enrolled 110 Parent Involvement VI . BUDGET AND COST EFFECTIVENESS 111 Budget is adequate to Support 111 Project Objectives Costs are Reasonable 112 Project Continuation 112 Page Part V: EVALUATION Pl.AN 114 Part VI: ADEQUACY OF RESOURCES 115 Facilities 115 Construction and Renovation Costs 116 Materials and Supplies are Adequate 116 Part IV: CITHER INFORMATION Desegregation Plan Information 117 Supplemental Data Sheet 118 Attachment 119 Need for Assistance 120 Degree of Achievment 121 Collaborative Efforts 124 Part V: ASSURANCES AND CERTIFICATION Certifications 125 Assurances 129 Agreement 130 APPENDIX BUDGET SUMMARY Booker Magnet 131 Carver Magnet 133 Gibbs Magnet 135 Mann Magnet 137 Parkview Magnet 138 Williams Magnet 139 NEEDS ASSESSMENT Booker Magnet 141 Carver Magnet 143 Gibbs Magnet 144 Mann Magnet 145 Parkview Magnet 148 Williams Magnet 149 Nondiscrimination Policy 151 LRSD Financial Report 152 Approved Desegregation Plan j PART I FEDERAL ASSISTANCE FORM ] AP~UC~TION FOR FEDEnAL ASSaST ~NC~ ,. ,,..,.. o_, 111 -raee : ~ ma  c oa,, c~ cc-- ~~ c~ s. --,_11011 I Z.IIAISJU- 3-17-89 3.IIAIS~~fAIS lsi....__....- rn Rgo11\u0026amp; -Ofi7 '-IIAIS_IT,_.AGIDC't 1~- LAQal- Little Rock School District of ,~Unc P11l.\u0026lt;1c:\nki C'rnmtv Ark.\u0026lt;1n\"\"'\"' Acn-. /o,,,e er,.__,..,, - - DO -,w,: ----ol!l'le--1111:la_,_QII __ 810 West Markham m.- (o,,,e _ _,., Little Rock, AR 72201 James Jermings (501) 370-1604 I. --1~11011-- 1. \"\"0, ~ (., __ ,_ lfl 00.1 [Ii. 17 11 1-j 6!0111417 11 17 I ,\\,5'- 1-1. ~ l C -IC Sctm Oi\u0026amp; 13. Cau,,ty L S-ean- 1-cat ol MiQIW i...,,,nc C.MI.- J.\"\"\"-U.--V .,_o,-..ic.r.110111 o.r- t\u0026lt;.lftCllanTtim :c - ~  i:w- e.~ l..ltldiwoclual F. tn--.. w.,.,,,,_ero-a-rt.. ~ .,_ __t ltfti:llmau:   G.S-.-Cicil:I I'(. 011w 1s-:itvr. , __ 11..0.::--A- C.-Ouraaan o.ec-o...- cu-,-,,,, L-01'~.MUIC'I! U.S. Depart=ient of Educ:ation/ACC Washington, D. C. 20202 11, i.:A-Tr.M..O.C.I .~.a -,ou-- I a I 4 1.1 1 ~ is A 11. --mu o, -.-n \"\"10.ICT\\ mu: Magnet ?c:~ools Assistance Program Interdistrict Magnet Schools of Pulaski Cotmty, Arkansas 11. .,...... ~IT~ 'c:aa. ~nea. JtatN. :.~ Little Rock and North Little Rock, Arkansas (Pulaski Cotmty) 12,, MIC-~IC!\\ I ,._ C0MOIIC\u0026amp;l0IU4 !llsnnc:n ~ StalC.. I l:nClnQ c- IL~ond jtL\"'- 7/1/89 I 6/30/90 - Arkansas Second - Arkansas ,s. !ST!M6Tm \"'-'-- , .. IS-..icA110N sua.cr TO - IT STA1'1 IXIICIITIW- 11:sn JIIOl0CDSI' a.i=-. 1  .aa L Y1:S. TI-ffS iic:l~ClTlCK'AfllllJClTlON WA:J MAOe AV~ TO~ 2,643,401 S'l'ATI! :Xl:CtJ1\"lve ~ 12:Jn ~ FOR ~ CH: ~\"-I  .011 CATI! March 15 . 1989 C. Staa 1 .011 ti N0.0 ~ IS lfC1f ~ 11'1' E.O. 12:lr.l cl,\\,,gca  . .all  CA~ HAS lfC1f amt SEL.=cra:l 11'1' ST'ATI! rCA FIEV1EW .. cm-  .all '-~-  .all 17.  n.-,c.u,rr-....ouarc:.-1'-.a\u0026amp;. CIUff  .GIi  Y 1t-,1111.aaa:r1111wwwwwwc. (21 No\n. TOTAL 2,643)401 1\u0026amp;. 1'0 '!Ma IGTO, 11'1' ~ MIO ..._.,.AU. IIAfA* ---Tl01WN-.IC,t.1101U,_lllM MIOcaacr, '!Ma~--IIUl,Y .IIITI00IIIZID IY\"\"900WII- _.,a,,'!M ~ ANDTMI-.-WIU. c=-.YWffllfftlAff.lCIIID \u0026amp;SSllll\u0026amp;ICZS ll''TM _,._ IS \u0026amp;WIMIOG \u0026amp;. T,om - ot Au-.- ~w,caaw 11. TIiie George Cannon Superintendent CS.~ol,P'D-:22-- AuUtcrizedforLoc:21 Re~roducUcn F3 (1) lts~~61 C I .. 0..5-d ~~1\"\"7ffl.\u0026amp;4 1 ... 1:,.,,. ~11tOM8~.:. OFFICE OF INTERGOVERNMENTAL SERVICES PHONE (501) 682-1074 Mr. James Jennings STATE OF ARKANSAS DEPARTMENT OF F INANCE AND ADMINISTRATION PO BOX 3278 LITT LE ROCK  72203 March 14, 1989 Little Rock School District of Pulaski County 810 Hest Markham Little Rock, Arkansas 72201 Re: AR 890314-067 Interdistrict Magent Schools of Pulaski County, Arkansas. (84. 165A) Dear Mr. Jennings: The State Clearinghouse is in receipt of the above referenced application submitted in accordance with Executive Order 12372 \"Intergovernmental Review of Federal Programs\" and the Arkansas Project Notification and Review System. The proposal will be submitted to the proper state agencies and interested organizations for their review and comment. The State Clearinghouse wishes to thank you for your cooperation. Should you have any questions, please contact Tracy Copeland at the above telephone number. Sincerely, Jt:ii'::!t::\nState Clearinghouse Attachment JG:TC:cb/0021. lN (2) .. AN EQUAL OPPORTUNITY EMPLOYER PART II BUDGET INFORMATION - OMll Appro11al No. 0)4il -0044 BUDGET INFORMATION-Non-Construction Programs SECTION A - BUDGH SUMMARY I Grant Progrm C1tlog of federI htlmted Unobllg.ated fund, New or R 111i d Budget function Dom11tk Aubtiln\u0026lt; or Actl11ity Number Feder.al Non-federal Feder.al Non-federI TotI ll (b) (c) (di (e) (f) (g) 1. Magnet Scho9ls $ $ $ $ $ Assis. Pro.~ram 84-165A 2.643 ,401 2,643 ,401 2. J. 4. 5. TOTAU s s s 2,643,401 s s 2,643,401 SECTION I - BUDGH CA Tf GORIE S ORANT PROORAM, FUNCTION OR ACTIVITY Total ' Obje\u0026lt;t CIHt C1tegod1t (1) (2) (3) (4) (5) .. Penonnel s 426 ,010 s s $ $ 426, 010 .,-.._\"1 ~lJl b. fringe Beneflu 90 ,185 90 ,185 ,. Tri1111el d. lqulpment 1, 215,413 1, 215,413  SuppliH 682 , 379 682 , 379 f. Contril\u0026lt;tual II 11 Connru\u0026lt;tlon h. Other 186 ,612 186 ,~12 I. TotI Dlre\u0026lt;t Charges (sum of 6il - 6h) 2, 600 ,599 2, 600 , ~99 J. lndlre\u0026lt;t Chug11 42 ,802 42 , 802 k. TOTALS (sum of 6i nd 61) 5 2,643 ,401 s s $ s 2,643, 401 ,.~ .. \"l I ,_ Prog,am Income s 1 s s I, I' - SECTION C- NONFEDERAL RESOURCES lI Ornl Prourm lbl Aoollcnl lclllala ldl Olh .. Soun:-  lel TOTALS I . s s s s  10. 11. u. TOTALS (,um of hne, I And 11) s $ $ $ SECTION D - FORECASTED CASH NEEDS u. , .... ,  Jolet lot lat Yr hl0uat1er Jnd Ouarler lrd Ouar1er 41h Ouar1er $ 2,643,401 $1,135,300 $ 1,135,300 $ 186,401 $ 186,400 14. NonfederI 15. TOTAL hum oflinei 11 nd 14) $ s $ $ $ SECTION E - BUDGET ESTIMATES OF FEDERAL FUNDS NEEDED FOR BALANCE OF THE PROJECT (at Grant Progrem fUJUll fUND\u0026lt;N\u0026lt;i PUIOOI IY .. uj lblflral {\u0026lt;)S.,ond {d}Thl,d (el Fourth 16. $ s $ $ n. 11. 19. 20. TOTALS (,um of line116-19) $ $ $ $ SECTION F  OTHER BUDGET INFORMATION (AIIA\u0026lt;h dd1tionI Sheeu If Ne,enry) 21. Dlre\u0026lt;t Chuge1: I n. lndlre\u0026lt;t Ch111ea: n. llmkl Sf 424A 14 -a\u0026amp;) Puo i PART III PROGRAM NARRATIVE I. PLAN OF OPERATION Pulaski County is the most heavily populated metropolitan area in Arkansas, encompassing three independent school districts: Little Rock School District, North Little Rock School District, and Pulaski County Special School District. The Little Rock School District covers ninety-one square miles, and its boundaries are coterminous with boundaries of the City of Little Rock. Al though the population of the City of Little Rock is approximately two -thirds white, 63% of the Little Rock School District's 25,942 students are black. Along with the North Little Rock School District, the Little Rock School District is one of the oldest continuously operating school districts in Arkansas. The North Little Rock School District covers twenty-six square miles and comprises nearly all of the City of North Little Rock. The North Little Rock School District has 9,505 students (43% black). The Arkansas River separates the City of Little Rock and the City of North Little Rock. Created in 1927 through the consolidation of thirty-eight rural independent school districts, the Pulaski County Special School District surrounds the Little Rock School District and the North Little Rock School District. The Pulaski County Special School District covers 729 square miles and contains the remainder of the county not included in the other two districts. This district has an enrollment of 21,819 students (25% black). Each of the three districts currently operates under a court-ordered desegregation plan, and none of the districts has achieved unitary status. For several years the Little Rock School District has been under federal court order to maintain racial balance within its schools. While the racial composition of the school has shifted slowly in the past several years, there (5) has been a gradual increase both in the number of black students attending Little Rock schools and in their proportion of total enrollment. In 1980-81 black enrollment totalled about 13,000 or 63.6 percent of the total enrollment of 20,500 students. By the 1986-87 school year the number of black students had grown to almost 13,800 or 71 .3 percent of the total enrollment of 19,300 students. The decrease in total enrollment between 1981 and 1987, while experiencing growth in the black enrollment during the same time period, is an indication of the pattern of white flight that has continued to plague the Little Rock School District. In November 1981, a team of twenty-two social scientists, business leaders, educators, and technical assistance specialists, all of whom were involved in the study of desegregation issues, visited the Little Rock School District. The team visited the Little Rock School District under the auspices of the Technical Assistance Center at Stephen F. Austin University, in Nacogdoches, Texas. The team spent four days in Little Rock observing schools, interviewing community leaders, parents and school personnel, and reviewing available research and program documentation. The purpose of the visit was to review the progress of desegregation in Little Rock and to identify ways that the progress could be maintained and expanded. Among other things, the team noted the following: Significant progress in desegregating the Little Rock School District will require the exchange of students across the boundary lines between the Little Rock and Pulaski County school districts. This will require either a voluntary or mandatory exchange of students and will probably require involvement of the state government. The metropolitan areas in the United States with the most desegregated schools are those that implemented county-wide desegregation plans. County-wide desegregation plans have proven to be the most stable urban desegregation plans in big cities. (6) The 1981 desegregation study was the catalyst for a consolidation lawsuit filed by the Little Rock School District on November 30, 1982. The lawsuit was filed against the North Little Rock School District, Pulaski County Special School District, and the State Board of Education. On April 13, 1984, the United States District Court for the Eastern District of Arkansas found that the defendants had contributed to the continuing segregation of the Little Rock schools and that an interdistrict remedy was appropriate. The district court ordered consolidation of the three districts, establishment of a uniform millage rate, elimination of discriminatory practices, and creation of magnet schools to enhance educational opportunities in the new district. The Joshua Intervenors, representing black parents and students in the three districts, filed a brief in support of the district court's judgment. The United States Eighth Circuit Court of Appeals reversed the district court's consolidation order on November 7, 1985, and decided instead that the Little Rock School District should annex those areas in the Pulaski County Special School District that would make its boundaries coterminous with the boundaries of the City of Little Rock. The Eight Circuit maintained, however, that a limited number of magnet schools and programs should be opened to all students in Pulaski County. Also, the Eighth Circuit required the State Board of Education to participate in funding the compensatory, remedial, and quality education programs, in establishing and maintaining the magnet schools, and in monitoring plan progress. Prior to the Eighth Circuit's order, three intradistrict magnet schools were in operation in the Little Rock School District. The first magnet program in the Little Rock School District (and the state) opened at Williams Elementary School in 1982. Williams Basic Skills Magnet School was designed for two major purposes: (1) to diminish the degree of white flight that the (7) District had been experiencing and (2) to respond positively to the public's perception and position that public elementary education does not. but should promote competence in fundamental academic skills. In 1983, Booker Arts Magnet School opened for intermediate students, and a math/science magnet school-within-a-school opened at Mann Junior High School. Both of these schools were opened to attract and retain white students in the system. Unlike Williams, these schools were difficult to desegregate before their conversion to magnet schools. Three additional magnet schools 1~ere opened in the 1987-88 school year as a result of the Eighth Circuit's order: Carver Math/Science Magnet (K-6), Gibbs International Studies and Foreign Languages Magnet (K-6), and Parkview Performing Arts Magnet High School (10-12). In addition to these new programs, Mann Junior High was converted to a full magnet by adding an arts magnet program to the math/science component. The six magnet schools are all located within the boundaries of the Little Rock School District\nhowever, all of these schools are \"interdistrict\" magnet schools. All magnet schools must have a student population which is 50-55 percent black and 45-50 percent non-black. Twenty-five percent of the capacity of a magnet school is reserved for the shadow area of the school. The remaining seventy-five percent of the seats are allocated to each of the three districts in proportion to that district's percentage of county-wide students at each school level (elementary, junior high, or senior high). Of the 4,198 magnet seats, Little Rock has 2,488 seats\nNorth Little Rock has 472 seats\nand the Pulaski County Special School District has 1,238 seats. (See next page for actual enrollments by school and district.) A random selection process is used to assign students to the magnet schools. This process allows each magnet school to serve a cross-section of students. (8) ?ULASKI COUNTY INTERDISTRICT ~AGNET SCHOOL ENROLLMENTS AS OF 2/13/89 LRSD PCSSD NLRSD SUBTOTAL SCHOOL SL ~JS BL NB BL ,IJB BL ~B TOTAL \"\nSLACK Booker 229 166 85 61 34 68 348 295 643 54% Carver 167 83 42 90 29 63 238 236 474 50% Gibbs 125 '. ~5 17 23 28 10 171 178 349 19% '.ii l l i ams 2'. .1 '. 32 1 9 .!6 14 15 247 2a.3 l90 :: ,-\\'JI oJ..., ,0 Mann 298 241 '. 75 37 21 32 494 360 354 - -. ,,, :o,, Par'\u0026lt;vi e1:1 31J9 2::..7 '29 -o 1 .1 28 152 345 -:97 :-\n-:, - , J Subtota.i '. 31!.3\nQ64 167 377 140 216 1950 1657 3507 : 4- ~~ Total 2407 8411 356 3607 % Black 58% 55% 39% 54% % of Enrollment LRSD PCSSD :!LRSD School Total 0,,/ Total 0/ Total \" TOHL ,0 .2. Booker 395 61% 146 23% 102 16\n~ 643 Carver 250 53% 132 28% 92 19% 474 Gibbs 271 78% 40 11 % 38 11 % 349 \\~illiams 396 81% 65 13% 29 6% 490 Mann 539 63% 262 31% 53 6% 854 Parkview 556 70% 199 25% 42 5% 797 Total 2407 67% 844 23% 356 10% 3607 (9) The last two school years can be described as the beginning of stabilization and cooperation among the three districts in Pulaski County. The Eighth Circuit Court of Appeals established the Magnet Review Committee to serve as the policy-making board for the magnet schools. The Magnet Review Committee consists of one representive from each district and the Joshua Intervenors, and two representives from the Arkansas State Department of Education. In addition to the interdistrict magnets, non-magnet students can transfer among the three districts if the school assignment enhances desegregation (voluntary majority-to-minority interdistrict transfers). In addition to the area of student assignments, the three districts also work cooperatively in the areas of staff development, curriculum, staff recruitment and hiring, transportation, summer school, gifted and talented, special education, purchasing, and various programs and/or concerns. The new era of stabilization and cooperation is best evidenced by the recent signing of a settlement to the Pulaski County desegregation lawsuit. All of the parties in the lawsuit have agreed to release statements that will end the desegregation lawsuit. The settlement agreement is subject to court approval and the court will still be responsible for enforcing the desegregation plans. Community groups such as the Greater Little Rock Chamber of Commerce, the Little Rock and North Little Rock Chapters of the NAACP, the Greater Little Rock Christian Ministerial Alliance, the Arkansas Education Association (NEA affiliate), and the local teacher associations have expressed their support for the settlement agreement and the desegregation plans in the respective districts. This milestone represents the end of thirty-two years (since the 1957 Central High School crisis) of desegregation litigation. More important, however, this milestone represents revitalization of quality desegregated (10) education in Pulaski County. The purpose of this grant proposal is to secure the resources needed to promote quality desegregated education in the interdistrict magnet schools of Pulaski County and to use these schools as models of academic excellence for the county, state and nation. Management Plan Each of the proposed six (6) magnet school projects will be administered by the Little Rock School District's Division of Schools, with overall responsibility assigned to the Associate Superintendent for Schools (locally funded). The Associate Superintendent for Schools is one of five persons reporting directly to the Superintendent and is a member of the Executive Team which formulates all policy and personnel reccommendations for Board approval. The success of the magnet schools' operations is an ongoing concern for the Little Rock School District Board of Directors who administers the six schools under the aegis of the federal court as interdistrict magnets involving the Pulaski County Special School District, North Little Rock School District, and the Arkansas State Department of Education. The Magnet School Director will report to the Associate Superintendent for Schools. An Acting Director is assuming these duties at the present time. This person will manage further program development and implementation, manage and monitor the budget, coordinate staff development activities, prepare all interim and final reports, coordinate the operations of the magnet schools with the general education programs in the other schools, and provide effective and centralized leadership to the magnet school programs. The Magnet School Director will be assisted by Instructional Coordinators assigned to each of the magnet schools. These coordinators will be responsible for assisting in the development of curriculum guides for the magnet schools, monitoring and implementing the programs, coordinating and monitoring the (11) budget, monitoring the reduction in achievement disparity, coordinating building level staff development and monitoring/facilitating the implementation of activities/projects at the respective magnet schools. They will work under the supervision of the principals who report to the Magnet School Director. The Associate Superintendent for Curriculum and Special Programs and other staff members of the Division (all locally funded) will provide technical assistance and leadership support for curriculum and program refinement, staff development, and program implementation and monitoring. Consultant services through the Division will provide information on federal and state laws and district policies that must be followed in providing educational programs aopropriate to the needs of all students -- i.e., special education, gifted education, etc. The Magnet School Director will also be assisted by the Associate Superintendent for Desegregation. The Associate Superintendent for Desegregation will ensure that federal, state and local mandates are followed as related to the efficient and effective desegregation of the schools and to equity and excellence in all facets of the school programs. Evaluation Specialists from the Department of Research and Evaluation will provide ongoing program monitoring, 1~ith periodic reports provided to Little Rock School District staff and Board members, the Magnet Review Committee, and the Court. The principals of the magnet schools will report to the Magnet School Director concerning implementation of proposed activities. They are administratively responsible for the Instructional Coordinators and the teachers who will provide the instruction and special activities designed to improve the overall achievement of students and to reduce the disparities in achievement among sub-groups of the student population. Working with Little Rock School District personnel, the Magnet Review (12) Committee will conduct an annual end of the year evaluation of each magnet school program. Evaluation components will focus on the overall goals of the individual schools. Feedback instruments from parents, students. staff and other significant parties and statistical student data will be used to evaluate the programs and to identify needs for improvement. Magnet Revi ev1 Cammi ttee ( MRC) The Magnet Review Committee (MRC), created by the Eighth Circuit Court of Aopeals at St. Louis, was established in September, 1986, to oversee the implementation and operation of the six interdistrict magnet schools in Pulaski County. Essentially the MRC is the policy-making body for the interdistrict magnet school program. Comprised of representatives from each of the parties in the desegregation case, the Magnet Review Committee makes policy on issues such as magnet enrollment, transfers, and building capacities. The MRC also approves funds budgeted for the operation of the six interdistrict magnet schools. The Magnet Educational Team (MET) is the recruitment arm of the MRC and is composed of three (3) members from each of the parties in the desegregation case. The MET is responsible for public information, recruitment strategies, and activities for the magnet school program. The MRC and the MET collaborate regularly with the host district and the parties involved in the interdistrict magnet school program. Relationship of Project Objectives to Purposes of the Program The objectives of the State of Arkansas, Little Rock, North Little Rock, and Pulaski County Special School Districts in establishing magnet schools to serve interdistrict students are as follows: (1) to advance voluntary desegregation within a segregated neighborhood and (2) to enhance the educational, cultural, and social opportunities for all students. (13) All three of the above named school districts are located in Pulaski County. The Little Rock School District, which has a school population in in excess of sixty (60) percent minority, houses the six magnet schools in neighborhoods which are primarily segregated. Transportation of students from all three districts to and from the student's home/magnet school is provided at no expense to parents. Core and enrichment curriculums are being refined and expanded to attract both minority and non-minority students at the elementary level. Carver Elementary School is designated as a basic skills/mathematics/science magnet school. International studies and foreign language are the themes selected for Gibbs Elementary School based on research that \"schools should begin emphasizing a global perspective during the elementary school years.\" Booker Elementary School is an arts magnet, and Williams Elementary has a basic skills program that reflects a structured, disciplined approach to learning and behavior. At the secondary school level, Mann Junior High School has a science/math/ fine arts focus, and Parkview High School has a fine arts theme. Activities designed to meet the objectives of the State of Arkansas and the three school districts as well as the two purposes for the Magnet School Assistance Program are described herein for each of the six magnet schools. Refinement and expansion of the curriculums are undertaken to attract and retain more students on a voluntary basis from all three school districts. The major thrusts of the activities revolve around (1) expansion and refinement of curriculum, (2) staff development, (3) reduction of achievement disparity between minority and non-minority students, and (4) greater involvement of parents and community. (14) Description of Staff Development Program The three school districts in Pulaski County believe that staff development is essential to the success of educational programs. The districts ha ve identified staff development strategies to attack second generation desegregation concerns which include, but are not limited to, low expectations, academic achievement disparity and lack of sensitivity toward individual differences. Thus, the districts have identified the following staff development programs: Effective School Training- Based on the research of Ron Edmonds, Larry Lezotte, Wilbur Brookover and others, the training cites Safe and Orderly Climate, Clear School Mission, Instructional Leadership, High Expectations and Frequent Monitoring of Student Progress as essential characteristics for effective schooling. The training is aimed at improving teaching practices, student achievement and student behavior. The training looks at the whole school, recognizes roles and role relationships, encourages shared decision- making and acknowledges the subtle yet powerful interaction that exists among the members of the school social system. Teacher Expectations and Student Achievement (TESA)- TESA is an in-service training program for teachers of all subjects, kindergarten through college, which encourages non-discriminatory behaviors toward all students to increase their academic performance. The program is a five month experience, built around 15 teaching interactions that must be internalized by the teachers and incorporated into the classroom experiences of the student. Cooperative Learning- There are two major cooperative learning models: Cooperation j_Q_ the Classroom and Student Team Learning (15) Cooperative learning is a basic instructional strategy in which lessons are structured so that students work together to accomplish shared goals. Students are assigned to small heterogeneous groups and instructed to learn the assigned material and to make sure that the other members of the group have learned the assigned material. Cooperative learning fosters better student achievement than individualistic methods, increases crossethnic friendships, and improves students' self-esteem as well as positive attitudes toward other students and the school. Cooperation j_.'.!_ the Classroom is a set of instructional strategies developed by David W. Johnson and Roger T. Johnson. Student Team Learning is a set of instructional techniques developed at the Center for Social Organization of Schools at the Johns Hopkins University. The basic idea behind the Student Team Learning techniques is that when students learn in small, carefully structured learning teams and are rewarded for working toward a common goal, they help one another learn, gain self-esteem and achieve feelings of individual responsibility for their learning. Further, Student Team Learning develops positive inter-student relations in desegregated classrooms or other heterogeneous groups. Typically, the training includes three techniques: Student Teams-Achievement Divisions (STAD)\nTeams-Games-Tournament (TGT), developed at the Johns Hopkins University\nJigsaw, which was adapted by the Center for Social Organization of Schools Activities and Personnel ..!Q Meet Objectives In the goal domain of expansion and refinement of curriculum, each magnet school has established objectives that will enable the staff of each school and its administration to offer and implement curriculum generally and specifically designed to meet the needs of all students. The curriculum implementation is (16) j unique in that each school is striving to integrate its theme, i.e., the arts at Booker, throughout all disciplines. Wide range teaching/learning strategies are to be utilized. The building coordinator and principal at each magnet school will be responsible for ensuring that the curriculum is fully integrated throughout the school. In the goal domain of staff development, the primary objective of each school will be to see that staff development is an ongoing activity rather than an event that takes place once a month. While many staff development programs, i.e., Program for Effective Teaching (PET) and Teacher Expectations Student Achievement (TESA), will be utilized at all magnet schools, each magnet school will design and develop unique staff development activities to meet its particular needs, such as computer training for staff at Carver Magnet School. In the third goal domain of reducing achievement disparity between minority and non-minority students, many varied activities, ranging from computer use to using new unique teaching/learning strategies, will be implemented. The expansion of the curricular areas coupled with intensive staff development in the area of effective teaching strategies are two means that will be utilized in improving the present disparity that exists in the schools. District-wide data as well as individual magnet school data will serve as the basis for evaluating where we are and where we need to be. The principal will organize the data at his/her designated magnet school and will make this information available to the school staff. New test data which will be available in the spring will be used to determine disparity reduction, as well as other indicators selected by each magnet school. The fourth goal of domain addresses greater involvement of parent and community. Concentrated efforts will be made to increase active parent participation in all magnet schools. An example of this is Williams Magnet (17) School where parents are required to participate in school programs in order for their child to attend that school. Additionally, two days a year are set aside for parent/teacher conferences. These days are designed to give the parents an opportunity to discuss their child's progress with the teacher. While all magnet schools as yet do not have community partnerships, attempts to formulate these partnerships are ongoing. The parents are also directly involved in the needs assessment survey that is sent out to all parents, encouraging them to state their concerns for the educational future of their child. This activity will be coordinated and will be supervised by each building principal. Each of the four goal domains is an ongoing process and is to be viewed by all participants as an integrated process rather than a specific activity that starts and stops. Additionally, each goal is evaluated at the end of each year, and this evaluation will serve as a basis for continued direction in each magnet school. Note that all goals are designed to be used in the ways that best meet the needs of each magnet school. Upon receiving evaluation data from all magnet schools, the Director of the Magnet Schools will forward this information to the Assistant Superintendent. ~ Access for Eligible Participants The three school districts have made a concerted effort to notify all students of the opportunity to apply to the six interdistrict magnet schools. Individual mailings to students, as well as newspaper ads, have highlighted program details and application procedures. The schools themselves have established telephone networks to recruit by using parent volunteers who could respond to the specific concerns of potential applicants. Implementation of project activities should result in even greater attraction to the magnet schools. (18) Students are assigned to the magnet schools through a random selection process . No preference is given for academic achievement, special talents, or other criteria commonly used in selective admission procedures. The nonselective admission process used in the Pulaski County Interdistrict Magnet Program guarantees the assignment of a cross-section of students and ensures each student of equitable consideration for a magnet assignment. Central administrative control is used to guarantee equity in publicity, recruitment and assignment practices and procedures. Within schools, individual classrooms are also racially balanced to reflect the majority/minority census of the individual school population. In addition, the school district is committed to equity in areas other than ethnicity. These magnet schools approximate equal male/female enrollment. Special Education (resource)students are mainstreamed and all of the magnet schools are accessible to students who are physically handicapped. Special focus will be provided at the science/math magnets on ensuring success of minorities and females in the specialized math/science curriculum where these groups have been greatly underrepresented. The professional staffs assigned to these schools are diverse in terms of race, age and gender. Also, these staffs parallel the diversity found in nonmagnet schools throughout the Little Rock School District. (19) ) Principals Assistant Principals Black 34% Black 34% Magnet School Administrators Black Non-Black -4- 5 Magnet Schools ~Jon-Black 66% 2 5 Teaching Staffs Male 18% LRSD Teaching Staff Non-Black Male 66% 16% r-1a1 e Female -3- 3 3 7 Female 82% Female 84% These numbers parallel the systemwide averages as required by the court order. Ages of the staff members range from 25 to 61. Each person competed for his/her assignment individually. The results of the personnel proc2ss demonstrate the district commitment to equal access as 1~ell as providing a superior staff to enable the schools to succeed. AGE Under 31 31-50 Over 50 LRSD STAFF 20% 66% 14% (20) MAGNET SCHOOL STAFF 17% 71% 12% II. QUALITY OF KEY PERSONNEL The following persons will be the leaders in implementing the Magnet Schools Assistance Program Project. The project director and the six building principals are fully committed to the Magnet School Program and will devote 100% of their time to the implementation of the project. Project Director - (Acting) Arma J. Hart, M.S.E., will serve as the Acting Director of the Magnet Schools until a full-time director is approved. Ms. Hart has had extensive educational experience. She received her B.S.E. degree in 1965 from Arkansas Baptist College, Little Rock, and her M.S.E. degree in 1969 from Harding University at Searcy, Arkansas. In her present position as Assistant Superintendent for Division of Schools, Little Rock School District (LRSD), she has assumed many responsibilities. Additionally, she has been recognized with special appointments, e.g., appointed by Governor Bill Clinton of Arkansas to serve on the Teacher Education Certification and Evaluation Committee. She also chaired the kindergarten through third grade Curriculum Development Committee for the LRSD. Ms. Hart will supervise all building coordinators and will assist them in working with their staffs in carrying out their outlined activities designed to meet their program objectives. She will also be responsible for seeing that district personnel understand the project as well as oversee the fiscal and evaluation activities. Ms. Hart possesses the necessary skills and background in desegregation to implement this project until a full-time Director of Magnet Schools is employed. Included in this grant proposal is a detailed job description developed specifically for the above named position. The Director ~ 1 Magnet Schools will be filled and funded in accordance with the procedures described herein. However, all building administrators will be funded locally. (21) EnUCATION: RESUME ARMA J. HART 810 W. Markham Street Little Rock, AR 72201 Business Phone: 370-1633 1987 - University of Arkansas at Little Rock - Central office Administration - 3 hours 1981 - University of Arkansas Graduate Center - Certification in Administration 1981-83 - Peabody Vanderbilt, Nashville, Tennessee - Post Graduate Program - 15 hours 1976 - University of Central Arknansas (Scholarship) - Psychology - 6 hours 1974 - University of Arkansas at Monticello (Scholarship) - Environmental Education - 3 hours 1972 - University of Arkansas at Fayetteville (Scholarship) - Economic Education - 6 hours 1969 - Harding University, Searcy, Arkansas - Masters in Teaching 1965 - Cortez Peters Business College, Chicago, Illinois - Clerk Typist Certification 1965 - Arkansas Baptist College, Little Rock - B.S. Degree in Education - Graduated Cum Laude OTHER CERTIFICATIONS: 1986 - Evaluation Certificate - Granted by the State Department of Education, Little Rock, Ar~ansas 1984 - Program for Effective Teaching Instructor Certificate for State of Arkansas PROFESSIONAL ORGANIZATIONS: NAESP - National Association of Elementary School Principals ASCD - Association of School Curriculum Development POK - Phi Delta Kappa AUW - Association of University Women PRT - Principals 1 Roundtable\nPast President - 1985-86 National Alumni President of ABC - 1984-Present AKA - Alpha Kappa Alpha Sorority (22) Arma J. Hart Resume Page 2 SPECIAL APPOINTMENTS: 1987-88 - Appointed to the Magnet Review Committee. Approved by Judge Henry Woods 1985-Present - Reappointed by the State Board of Education to Teacher Education Certification and Evaluation Committee 1984-85 - Appointed by Governor Bill Clinton of Arkansas to Teacher Education Certification and Evaluation Committee 1983 - Appointed by the Associate Superintendent for Curriculum and Instruction to chair the kindergarten through third grade Curriculum Development Committee for the Little Rock School District to develop a needs assessment, identify strengths and weaknesses for the existing program and make recommendations for improvement. The report was printed in the District Planning Report verbatim and was used as a basis for future planning. 1982 - Appointed by the Little Rock School Board of Education to be on the Search Committee to select the new superintendent for the Little Rock School District. (Selected Superintendent Ed Kelly) 1981-84 - Appointed by Little Rock School Board Directors to serve on the Professional Negotiations Team to negotiate with teachers on behalf of the Board. JOB EXPERIENCE: 1988-Present - Assistant Superintendent for Division of Schools, Little Rock School District 1987-88 - Director of School Improvement, Little Rock School District 1980-87 - Principal, Forest Park School, Little Rock, Arkansas 1967-80 - Elementary Teacher, Forest Park School, Little Rock, Arkansas 1964-66 - High School English Teacher, Washington, Grades 9-12 1966-67 - Head Teacher, Bearden, Arkansas OTHER JOB EXPERIENCE: 1986-87 - Summer School Principal, Pulaski Heights Junior High and Elementary Summer School (23) I Arma J. Hart Resume Page 3 OTHER JOB EXPERIENCE (cont.): 1985 - English Teacher, Parkview High School, Grades 9-10 1970-73 - College English Teacher, Arkansas Baptist College, Part time SPECIAL AWARDS 1981 - Outstanding Alumni Award - Arkansas Baptist College 1986 - Outstanding Recognition for 20 Years of Service - Forest Park Elementary School PTA 1987 - Outstanding Performance - Little Rock School District CHURCH AFFILIATION: Positions Previously Held - Canaan Baptist Church 1. Director of Christian Education 2. M~mber of Church Council 3. Youth Director 4. Vacation Bible School and Sunday School Teacher 5. Choir and Missionary Society Mount Zion Baptist Church 1. Scholarship Committee 2. Baptist Training Union Teacher 3. Missionary Circle (24) Other ~ Personnel Junious~ Babbs, Jr., principal of Parkview Fine Arts Magnet School, holds B.S.E. and M.S.E. degrees from Henderson State University in Arkadelphia, Arkansas. Additional hours toward a Specialist Degree in Educational Administration have been completed at the University of Arkansas and the University of Central Arkansas. He has been with the Little Rock School District for sixteen years\nas an instructor (6 yrs.), assistant principal (4 yrs.), and building principal (6th yr.). This is his fourth year at Parkview High School. He helped to coordinate all preliminary planning for program transition at Parkview to an Arts Magnet High School which is presently in its second year and has been principal since its inception. He has completed additional education program training in PET (Program for Effective Teaching), TESA (Teacher Expectation Student Achievement), Cooperative Learning Classroom Management, Hemispheric Learning Patterns and Excellence in Equity training models. Donna Davis, principal of Gibbs Magnet School, graduated from Hendrix College in 1962 with a B.A. degree. She earned an M.Ed. in 1966 from the University of Arkansas at Fayetteville. She has earned additional hours through the University of Arkansas at Fayetteville, University of Arkansas at Little Rock, and the University of Central Arkansas at Conway. She served as a regular elementary classroom teacher in Coco Beach, Florida\nDeKalb County~ Georgia\nand Little Rock, Arkansas. In 1974 Ms. Davis was named assistant principal at Kramer School. From 1975 to 1979 she was appointed as principal of Kramer School. (Kramer School was a research project headed by Dr. Bettye Caldwell, PhD, to link an early education program with an elementary school program). Upon closure of Kramer, Ms. Davis transferred as Early Education Director to Rockefeller School. In (25) 1980 she was named principal of Woodruff Elementary School and remained there for seven years. In 1986 she was named principal of Gibbs International Studies and Foreign Languages Magnet School. \\lilliam ..:_ Finn, principal of Booker Arts Magnet School, earned a B.A. in Education from Philander Smith College. He holds an M.A in Education degree and has done additional post graduation work at the University of ArkansasFayetteville Campus. He has been working in the Little Rock School District for 20 years as a classroom teacher, Dean of Students, Junior High School Assistant Principal, Principal of the Elementary/Junior High School Summer School for two years and an Elementary Principal. He has worked in the arts magnet orogram since its inception. He has coordinated all of the curriculum and staff development programs and assisted with the implementation of Partners-in-Education agreements for Booker. He has worked with school plant services to plan and oversee all of the building modifications and renovations needed over the last six years as the school changed from a junior high plant to an elementary school plant with an arts emphasis. He has also worked with district staff development committees. Mr . Finn has attended many administrator/management seminars, inservices, and workshops. He serves on many community services, religious, and professional organizations' Boards and Executive Committees. He is the founding First Vice Chairman of the Board of Directors for the Sickle Cell Anemia Foundation of Arkansas and has served as an officer of that board for all of its existence. He has been a member of the Board of Directors of the National Association for Sickle Cell Disease since 1974. Mary I:_ Guinn, pri nci pa 1 of George l4ashi ngton Carver Magnet School, holds a B.A. 1 1rom the University of Arkansas at Little Rock in Speech Pathology/Psychology and a M.S.E. from the University of Central Arkansas in (26) Communicative Disorders/Learning Disablities. She has studied educational administration at several institutions of higher learning. In addition to working with the Headstart Program, Mrs . Guinn has been an instructor on the college level and a public school teacher. Mrs. Guinn has had experience in providing inservice training activities with the staff at Carver Magnet School and also with handicapped services in a seven state area. Mrs. Guinn holds leadership positions in several educational and civic organizations. While fulfilling her duties and responsibilities as principal of Carver Magnet School, irs. Guinn is currently serving a one year appointment as Special Assistant to the Superintendent of the Little Rock School District. Edwin 2..:_ Jackson, Ed.D., principal of lJilliams Basic Skills Magnet School for the past two years, received a B.A. from the University of Arkansas at Monticello and an M.S. and Ed.Din Educational Administration from the University of Arkansas. He has been a teacher at the elementary, junior high, high school, and college levels. In 1985, he was awarded the National Association of Elementary Principals National Distinguished Principals Award after serving in numerous leadership capacities at the local, state, regional, and national levels. As an elementary principal for the past twenty-six years, he has been involved in all areas of elementary curriculum development, organization, implementation, evaluation and revision. Marian Q_:_ Lacey, principal of Mann Arts/Sciences Magnet School, is a graduate of the University of Arkansas at Pine Bluff. She has earned an M.S. in Secondary Education from Indiana University, Bloomington, Indiana, and a specialist degree in educational administration from the University of Arkansas at Fayetteville. She has participated in workshops/inservice in Cooperative Learning (LRSD) and has completed several cycles of Program for ( 27) I Effective Teaching (PET). Mrs. Lacey has been a teacher of English for twenty years, teaching grades 6-12, and has tutored youth, adults and students with special needs. Mrs. Lacey served as chairman of the English department at Eliza Miller High School in Helena, Arkansas, and at Dunbar Junior High School in Little Rock. She represents the Little Rock School District on two special task forces: Principals Task Force of the Arkansas Education Renewal Consortium and the Safety Task Force. She shares her time with her church and various community activities, working with and speaking to youth and adults. Selection Criteria for Magnet School Teachers Although each magnet school has additional criteria applicable to the unique theme of each magnet, the following criteria for all magnet teachers has been approved by the Magnet Review Committee: 1. Mastery of the content area for which he/she is applying\n2. An understanding of and commitment to the goals and purpose of the magnet program\n3. Ability to plan and implement activities designed for large group instruction and counseling that will meet the academic/social behavorial needs of individual students\n4. Willingness to participate in staff development activities prior to beginning of contract and throughout the school year\n5. Evidence of ability to work cooperatively in developing and implementing interdisciplinary program 6. Willingness to be a role model for the students as related to: (28) - task commitment - acceptable dress and grooming - social behavior - traditional American values of good manners, responsibility, pride and patriotism. DISTRICT NONDISCRIMINATORY EMPLOYMENT PRACTICES The Little Rock School District recognizes the following obligation which is contained in a 1973 consent decree in the case of Cl ark ~ The Board .2.f. Education of the Little Rock School District, No. LR-C-64-165: \"The Little Rock School District is an Equal Opportunity Employer and its goal has been and continues to be, through normal attrition and consistent with the hiring of qualified individuals, to achieve a total administrative and teaching ratio of one-third black per sonne 1 . \" According to the most recent EE0-5, November 11, 1988, report filed with the Office for Civil Rights by the Little Rock School District, the total number of teachers at the time of the report was 1,724. Of these, 586 (34%) are black and 1,138 (66%) are white. These numbers show the Little Rock School district is meeting its basic obligation under the Clark decree. numbers show the the Little Rock School District is meeting its basic obligation under the Clark decree. (29) J III. QUALITY OF PROJECT DESIGN The six interdistrict magnet schools of Pulaski County, Arkansas are designed to advance voluntary desegregation within segregated neighborhoods and to enhance the educational, cultural, and social opportunities for all students. In the following pages, specific measurable objectives and related activities are presented for each of the six magnet schools and for each of the foll011ing goals: (1) expansion and refinement of curriculum, (2) staff development, (3) reduction of achievement disparity between minority and non-minority students, and (4) greater involvement of parent and community. Booker Arts f1agnet School The Little Rock School District Board of Directors approved a plan for an arts magnet school to be located at Booker Intermediate School for the school year 1983-84. Booker Arts Magnet School operated as a school within a school for two years. The Board of Directors approved a plan to involve all students at Booker Intermediate School in the arts magnet program for the school year 1985-86. Booker Arts .Magnet School began operating as a full magnet school in August, 1985. Until 1987-88, the Booker Arts Magnet School offered an intermediate grade level (4-6) program that reflected a structured approach to learning with the ability to perceive and interpret. The teaching of reading, 1~riting, grammar, spelling, mathematics, and social studies was emphasized and enhanced through the addition of fine arts and humanities. The goals of Booker Arts.Magnet School were to nurture the students 1 learning, to encourage personal achievement, and to foster self-discipline inherent in artistic achievement. Developing performing artists was not a (30) goal of the program. The major emphasis was to instill a lifetime understanding of the relationship of the arts in their daily lives. Beginning with the 1987-88 school year, Booker Arts Magnet became an elementary school offering its unique program to kindergarten through sixth grade. As a part of the Pulaski County desegregation efforts, Booker Arts Magnet operates as an interdistrict magnet school utilized by students from all three area school districts. A 50/50 racial composition has been established with a 5% varience. Booker Arts Magnet School is operating a highly successful magnet school program (as indicated by previous evaluation results) within a lower socio-economic neighborhood. Booker's location enhances its unique arts magnet school theme because of the proximity to the Arkansas Arts Center, Museum of Science \u0026amp; Natural History, Decorative Arts Museum, and the surrounding Historic Quapaw Quarter of Little Rock. The philosophy of Booker Arts Magnet School is as follows: Booker Arts Magnet School will provide those educational experiences that will help each student develop to his/her highest potential. Emphasizing the inter relationship of the elementary curriculum and the arts, Booker Arts Magnet School provides an education that fosters academic/aesthetic growth of students who express an interest and/or need in the arts. The goals of the Booker Arts Magnet are the following: To nurture the students' learning. To encourage personal expression. To use the arts to motivate achievement. To foster self-discipline inherent in artistic achievement. (31) To provide opportunities for students to achieve in artistic media such as art, music, dance, theatre. crafts, and photography. To introduce students to elements of different artistic disciplines. To involve parents in students' educational program. Booker Arts Magnet School will offer an alternative program that emphasizes structure, organization, and discipline in teaching, learning, and behavior. The goal of the school will be the education of the whole child which includes his/her physical, emotional, and intellectual growth . The school will stress traditional grammar, spelling, mathematics, social studies, science, fine arts, and creative movement. The basic skills will be enhanced and complemented by utilizing art and humanities to present or reinforce each instructional objective. The program at Booker will focus on regularly scheduled instruction with computers, and specialized instruction in art, music, and creative movement. Attendance, proper behavior, and acceptable dress will be emphasized. A major component of the philosophy of Booker Arts Magnet School will be that the education of a child is the responsibility of both the school and the parents. Therefore, the parents of all students at Booker Arts Magnet School will be required to sign a contract evidencing their support of the school's philosophy and practices by: 1) attending regularly-scheduled and specially-called teacher/parent conferences 2) cooperating with the school when disciplinary actions are necessary 3) supporting school rules and policies 4) providing a proper study environment and requiring completion of homework as assigned 5) ensuring prompt and regular school attendance (32) 6) being an active member of the parent/teacher organization. The child's continued enrollment at Booker Arts l1agnet School will be contingent upon both parents and students honoring the above contractual agreements. Throughout the history of schools, there has existed a difference in the achievement success of various subgroups of students. Indications of research studies show that with directed attention given to individual deficiencies, high expectations by all school staff members and parents, open communication between school and home, and sufficient time on task, all students can and will learn. The emphasis within the entire school district and especially at Booker Arts Magnet has been directed at ensuring that each child will learn. At Booker strong parent involvement, home/school communication and high teacher expectations have led to an overall increase in student achievement. The objectives for achieving this goal are directed at correcting as many of the disparities as possible. However, academic disparity does exist between racial and economic subgroups of students. One of the objectives of Booker Arts Magnet is to reduce this disparity using various teaching techniques and strategies. Although Booker Arts Magnet has held several staff development workshops since its inception in August, 1983, additional staff development is needed to ensure continuity, correlation, and consistency in the teaching model. While being trained in a prescribed teaching model, staff members will be provided an opportunity to observe exemplary arts programs in other school districts through school visitations and to attend recognized magnet school conferences. Inservice sharing of innovations observed will allow the entire staff to benefit from the visits or conferences. (33) I Booker Arts Magnet School's theme is built upon the philosophy of integrating arts and humanities into content areas. The teaching of reading, language arts, mathematics, science, and social studies is enhanced daily through the infusion of art and humanities. By reviewing and revising the existing curriculum guides, Booker Arts 1agnet School's faculty and staff will be able to infuse more of the arts into its core curriculum. When new guides are produced, the guides will be used with a prescribed instructional model to increase students academic achievement and appreciation of the arts. A conference will be hosted by the school to gather information from the arts institutions and providers in the community on 1~ays to more fully utilize their services and expertise to enhance student learning. During the 1987-88 school year, Booker Arts Magnet School underwent two major changes in programmatic structure. Booker Arts Magnet School changed from being an intermediate (4-6) magnet school serving the Little Rock School District, to an elementary (K-6) magnet school serving the three districts in Pulaski County. One result of this change in structure was a decline in parent involvement. To address this problem, the staff at Booker Arts Magnet suggests the addition of a home/school liaison person whose primary responsibility will be to provide close and continuing contact between school and parents. (34) ..--... w ..V._1,. BOOKER ARTS MAGNET Goal: To provide the faculty and staff of Booker Arts Magnet School with instructional strategies which will reduce the academic disparities between race and gender subgroups while maximizing academic achievement potentials of all students. Objectives 1. The principal and staff of Booker Arts Magnet School will develop and implement a plan which will decrease the disparity among subgroups of students without lowering the achievement rate of the higher performing groups, ultimately eliminating any measurable disparity among various subgroups within the school. Strategies/Activities 1.a. Identify the achievement levels of each student. 1.b. Identify the appropriate learning style of each student. 1.c. Identify those programs, courses, workshops and seminars which address multiethnic teaching and learning styles. 1.d. Train team leaders in various programs identified above. 1.e. Plan inservice to address multi-ethnic teaching and learning styles. 1.f. Place students according to learning styles. Evaluation Class profile sheets Class profile sheets A list of those programs, courses, workshops and seminars identified Team leaders training Inservice program scheduled, completed, and evaluated with participant complet-ing 1vritten evaluative instrument Grade distribution report Standardized test result Teacher observation Adminislrative observation Goal: BOOKER ARTS MAGNET Objectives Strategies/Activities l.g. Provide time for grade level conferences and planning sessions. l.h. To teach and review proper test taking skills and techniques. l.i. Lower academic disparity without lowering scores of highest subgroup. Evaluation Principal, grade-level chairmen, arts, curriculum specialists Conference logs Copy of the teacher made test Copy of the practice test used Computer profile sheet of practice or supplement test given Copy of sample lesson plans, strategies, and assessment instrument Achievement of goal as measured by MAT-6 MPT Classroom assessment ,....,_ w ..-_._.J_, BOOKER ARTS MAGNET Goal: To increase student achievement by identifying and implementing a staff development program which offers cohesive inservice opportunities essential for the professional growth required to realize the arts magnet potential. Objectives 1. A 'prescribed' instructional model will be developed, taught and utilized. Strategies/Activities 1.a. Train a team of Booker Arts Magnet staff in: - \"Effective Schools\" - Multi-cultural F.clucation - Classroom Management - Booker Arts Magnet Program Design (First Year) 1.b. Develop the instructional model for Booker Arts Magnet with the help of Division of Research and Curriculum Development 1.c. Plan staff development program with: - Main instruction module - Reinforcement module - Maintenance module 1.d. Implement staff development series. 1.e. Evaluation research plan developed and implemented Evaluation Trained personnel in identified instructional strategies Teacher instructional model manuals Total staff development series implemenled Evaluation written Periodic r epor ts Evaluation report ,,...... w 00 '-./ Goal: Objectives Strategies/Activities 2. Opportunites will be provided for staff to visit exemplary programs or magnet conferences 1.f. Modify plan, if necessary. 1.g. Implement mandatory model for all Booker Arts Magnet Staff. 2.a . Provide opportunity for all staff members to visit an exemplary arts magnet school conference. 2.b. Compile a list of school districts with programs successfully integraing the arts into content area courses. 2.c. Develop a comprehensive resource center by gathering all available material and infonnation on identified program. Evaluation Modification incorporated into design Classroom observation Evaluation reports and results Visitation schedules A list of identified districts and schools Resource center added to professional library Goal: Objectives 3. The staff will reaffirm c01TITiitment to changed program with required inservices, workshops, prescribed instruction models. parent/teacher contact and other enhancements. 2.d. Strategies/Activities Develop groups consisting of two (2) primary teachers, two (2) intermediate teachers, two (2) specialists and one (1) administrator/coordinator to visit approved sites. 2.e. Develop sharing format for visiting groups to share with entire staff. 2.f. Develop travel budge t r equest 2.g. Implement visitation schedule. 2.h. Implement sharing inservice schedule. 3.a. Develop complete set of job descriptions for Booker Arts Magnet teachers. Evaluation Compile list of groups Sharing des ign Requisitions for approved travel Print schedule Inservice agenda and printed materials added to media center Job descd pt ion booklet BOOKER ARTS MAGNET Goal: To infuse and fully integrate the \"arts\" theme into core content subject areas. Objectives 1. The staff will review existing materials which are presently being used to correlate the arts school magnet theme into all subject areas (K-6). 2. The staff will identify program needs in all subject areas (K-6). 3. The principals and teachers will identify a curriculum building process which reflects the needs determined by the results of objectives 1 and 2 above. 4. The staff will conduct a curriculum writing workshop to improve correlation of the arts magnet theme into al 1 subject areas. Strategies/Activities 1. a. Revise the following: - 1986 Intermediate Curri cu lum Guide - 1987 Primary Curriculum Guide - 1987 Resource File 2.a. Survey teachers\nreview evaluation reports from previous years. 3.a. Contact Arkansas Department of Education, Gene Parker, Language Arts Supervisor. 4.a. Identify participants\nschedule time and place\nlist materials and supplies. Evaluation Revi sed curr i culum guide and resource file Results of teacher survey Curriculum building process List of participants, consultants, scheduled time and place, and materials and supplies ,--... .i:-.. f.-_-_',, Goal: Objectives 5. The staff will print and distribute 5.a. new curriculum guide to Booker Arts Magnet staff. BOOKER ARTS MAGNET Strategies/Activities Type, proof, print and bind g11ide for distribution. 6. Teachers and specialists will be trained to implement new curriculum guides and resource file. 6.a. Conduct staff development workshop with certified staff and participants of Community/Business Conference. Evaluation C11rriculum Guide Resource File Staff Development Program ,,....._ .p-N '--' BOOKER ARTS MAGNET Goal: To improve student academic performance by removing non-academic impediments and by improving home/school collaborative efforts to enhance instruction. Objectives 1. All students and parents will receive an educational plan for the year with remedial, enrichment, and extension activities. 2. Home/school coordinator will be established. 3. Parents and students will be trained to use instructional support packets. 4. Staff will develop instructional packet for each subject area. 5. Home/school liaison will conduct -parent training sessions. Strategies/Activities 1 .a. Develop learning packets in all academic areas. 1 .b. Develop instructional support packets to accompany each objective. 1.c. Develop attractive packaging for each unit. 2.a. Hire home/school liaison 3.a. Train parents to use packets. 4.a. Develop packets across all grade levels in all subjects. 5.a. Survey parents to determine those wanting to be trained in instruction support strategies. 5.b . Develop a series of training sessions. Evaluation A copy of the education plan Support packets Home/school liaison hired Training session schedule and attendance roster Instructional packets completed Training session schedule and attendance roster Goal: Objectives 6. Instructional packets will be developed for discipline program. 7. Parent make-and-take sessions will be scheduled monthly. BOOKER ARTS MAGNET Strategies/Activities 6.a. Develop \"Booker's Best Behavior\" into home instructional packets. 7.a. Provide parents the opportunity and materials to make instructional aids. Evaluation Copies of instructional packets Workshop schedule and attendance roster George Washington Carver Magnet School George Washington Carver Magnet School was designated as a basic skills/mathematics science magnet school in 1987 for two major reasons: 1. To advance voluntary desegregation within a segregated neighborhood, and 2. To enhance the educational, cultural, and social opportunities for all students. It is appropriate that emphasis be directed toward training young men and women in the processes of mathematics and science. In the recently released report from the National Research Council, titled Everyone Counts, phrases such as, \"Mathematics is the key to opportunity,\" \"For lack of mathematical power, many of today's students are not prepared for tomorrow's jobs,\" and \"\\,Jake up, America! Your children are at risk,\" are found throughout the document. Parallel statements can be made that relate to science instruction. From these and other observations, it is clear that programs such as the one at Carver must be developed to help prepare our students for advanced work in mathematics and science at the junior high and high school levels. That preparation can only be done through the elementary curriculum. Carver currently operates with a population of 474 students in grades K-6. The students come to Carver from the three districts located in Pulaski County. At the end of the first year of operation, ninety-eight percent of the students elected to return for the next year. There is a 50-50 racial balance in the student body and instructional staff. The major focus of the instructional program is to provide quality, equitable educational opportunities to all children in the Pulaski County area. The school stresses mastery of basic skills in all subject areas\nhowever, there is an added curricular (44) I through a hands-on approach to the teaching/learning of mathematics and science. The school is housed in a new facility consisting of 26 classrooms\n12 special instructional areas that include a computer laboratory equipped with 34 MS-DOS computers, a star laboratory, and other special purpose rooms designed for activities in art, music, and physical education\na centrally-located media center\nand other areas that support the specialized instructional program of the magnet school. The school emphasizes the education of the whole child which includes his/her physical, social, emotional, and intellectual growth. A variety of organizational and scheduling patterns are utilized to accommodate a wide range of student abilities and learning styles . A major component of the philosophy of Carver Magnet School is that the education of a student is the responsibity of both the school and the parent. Therefore, the parents of all students at Carver are required to sign a contract evidencing their support of the school 1s philosophy and practices by attending parent/teacher conferences, cooperating with the school when disciplinary actions are necessary, supporting school rules and policies, ensuring students compliance with school rules, requiring completion of homework by the student, and participating as an active member of the parent/teacher organization. Parent involvement, as well as involvement of many volunteers, enrich the program in many ways. The school utilizes professionals from business, industry, and government in the greater Little Rock area to provide positive role models for students. Care is taken to include men and women and to select equally from minority and non-minority volunteers. Currently the principal is seeking to involve a business or professional association in the (45) greater Little Rock area to serve as a corporate partner for the school. The purpose of the school/community partnership is to support and enhance the educational programs and strengthen the relationship between the school and the community. A school/community partnership is a voluntary relationship which meets the needs and utilizes the resources of both the school and the partner for the mutual benefit of each. Student achievement and disparity data from the Metropolitan Achievement Test (MAT 6) and the Arkansas Minimum Performance Test (MPTJ for 1987-88 indicate that seventy percent of the students are performing at or above level in all areas tested. Test results indicate that there is a mean disparity of all areas tested. Test results indicate that there is a mean disparity of twenty-two percent between minority and non-minority student achievement. Addressing this disparity in achievement between minority and non-minority students is a major goal of this proposal. Strategies are proposed in three major areas to help teachers extend or develop skills that will help achieve this goal. Teachers at Carver Magnet School are screened and selected based on specific criteria. Those selected for the Carver staff must agree to participate in a variety of inservice training throughout the year(s). The The present staff development program includes the Program for Effective Teaching (PET), Teacher Expectation and Student Achievement (TESAJ, and Discipline Management Training. Ninety-seven percent of the current staff has been trained in the PET model and seventy-nine percent in TESA. As the program expands and new staff members are added to the school, additional training sessions will be needed. All staff will be trained in the use of computers and the distance learning technologies. Another component of staff development will allow teachers the opportunity to become involved in a process of curri- (46) J cul um realignment, unit construction and, eventually, mastery testing of skills. A second component of this proposal that addresses the disparity issue is the expansion of the Young Astronaut Program (YAP). This program 1vas initiated on a limited basis in 1987-88 and has great potential for increasing the interest level of young males - especially minority males - in the study and achievement in mathematics and science. In a survey conducted among the student body, the Young Astronaut Program was listed as a top priority for enhancement . In order to expand the YAP, a satellite down-link will be utilized. A down-link system is a relatively inexpensive way of bringing high technology into the classroom. Through the use of this type of technology, teachers can extend their classroom to include interactive programming produced throughout the world and teleconferencing which allows students the opportunity to communicate 1vith \"teachers\" from other areas of the country. The satellite would allow access to programs for students and provide inservice for teachers via the same medium. One specific program that has been identified for student use is \"Classroom Earth,\" 1.,1hi ch is best known for its involvement in the NASA Teacher in Space Program. The third area that is being developed to reduce disparity is an expansion of the 1 ibrary/media center. The major enhancement in this area will be through the use of distance learning technologies and computers. By equipping the media center with the capabilities to receive satellite transmissions and computer on-line data base access, students can explore current topics in the areas of mathematics and science that previously have not been available due to the limited collection in the library/media center. Also, the access to computers in the media center would allow students the opportunity to compose written reports and graphics to aid in the exploration of scientific experiments. (47) ,....__ .i:-- ..0.__0,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and man-minority students Objectives 1. Students will increase academic achievement through enhancement to the library/media center that will enable them to have on-line access to data and references which will enhance their knowledge of math/science concepts. Strategies/Activities 1 .a. Purchase the following: - On line computer system (2 computers) Electronic encyclopedia services (1 host and 4 computers) Centralized television distribution system Television for each classroom and specialist area. Portable computers and telecommunications modems plus BBS files and communication costs. Carrels, carts and tables to accommodate computers and equipment. 1 .b. Employ one non-certified staff member as a media center technician. 1 .c. Enlarge the current collection of books in the areas of math/science and technology. 1 .d. Add microfiche readers and software. 1 .e. Purchase on-line readers Guide to Periodical Literature. Evaluation Increased scores on the MAT-6 and AMPT in all curricular areas, specifically in math and science. Through the use of curriculum materials students will be able to access information for research projects 11tilizing math/science data and other curricular areas. CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students. Objectives 2. The principal will implement a staff development program designed to provide learning strategies to address the needs of \"at risk\" students and improve student achievement. Strategies/Activities 2.a. Identify enrichment modules as: - Integration of African American History and other minority groups into the total curricular framework - Involvement of parents in learning activities - Action models for closing achievement gaps - Instructional policy models that meet the needs of \"at risk\" students - Coordination of teaching styles w/stu-dents learning styles - Group Dynamics/Human Relations - Teacher Expectation Student Achievement - Cooperative Learning - Effective Schools 2.b. Identify staff to facilitate each module 2.c. Schedule modules for staff on districtwide staff development days Evaluation The achievement disparity gap wi 11 be narrowed. Increased scores on the MAT-6 and AMPT in all curricular areas. ,-... U1 .0._ ,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement test scores between minority and non-minority students. Objectives 3. Students wi 11 increase achievement and interest in science/mathematics through the expansion of the Young Astronaut Program. Strategies/Activities 3.a. Gather information concerning the construction, layout, and curricular integration of the space station activities with the academic program 3.b. Visit the Space Station Laboratory module constructed at Caddo Magnet School in Shreveport, LA. 3.c. Provide opportunities for interaction and and involvement among the school/home and community by forming teams to design the Challenger Simulator. 3.d. Construct the Space Station/Challenger Simulator Laboratory 3.e. Utilize the Challenger Simulator for instructional programs in mathematics/ science technologies. Evaluation Increased scores on the MAT-6 and AMPT in mathematics and science CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students Objectives 4. Student achievement will be enhanced through participation in distance learning technologies. Strategies/Activities 4.a Purchase and install a satellite down-link. 4.b. Identify instructional programs available designed to enhance mathematics/science and other related areas. 4.c. Schedule programs into the classrooms . 4.d. Schedule classroom demonstrat ions and teleconferences to provide student/teacher interaction with similar schools across the country. Evaluation Access more programs that would improve student achievement Increased scores on the MAT-6 and AMPT in mathematics and science . ,,..... V, ..N... .,, CARVER MAGNET SCHOOL Goal: To reduce the disparity in achievement scores between minority and non-minority students. Objectives 5. Develop strategies to integrate more mathematics/ science into the classroom lessons. Strategies/Activities 5.a. Visit the NASA Regional Teacher Center at Bossier Parish Community College in Bossier City, LA. 5.b. Examine activities and curriculum written for grades K-8. 5.c. Create/design activities and teaching strategies to be utilized in the Carver curriculum. Evaluation Use of activities and strategies guide. ,,....._ \\Jl w ,.__,. CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 1. During the school year, teachers and support staff will participate in instructional strategy training sessions to include Teacher Expectation Student AchieveMent and cooperative learning. Strategies/Activities 1 .a. Identify staff members who have not completed TESA and cooperative learning programs. 1.b. Secure trainer to conduct session in building or in district. 1.c. Schedule training session. 1 .d. Conduct training. 1 .e. Provide monitoring/follow-up to support teacher implementation of program in classroom setting. Evaluation Printed list Published agenda Evaluation of session by participants Evaluation by teachers Evaluation and monitoring report by District Evaluation Team CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities Objectives 2. During the summer of 1989, staff will participate in training session to revise, enhance and complete units of study in areas of math/ science and computer technology to integrate critical thinking skills into all subject areas. Strategies/Activities 2.a. Employ a curriculum specialist to coordinate and guide curriculum development and implementation. 2.b. Establish timeline and format for units to be developed. 2.c. Identify participants. 2.d. Meet for 4 weeks to write units of study. 2.e. Edit and prepare units for printing. 2.f. Print units for teachers' use and implementation. Evaluation The Division of Curriculum and Special Programs will review and edit all curriculum units. ,......_ lJl lJl '--' CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 3. During the summer of 1989 specialized units to enhance student learning of math/ science concepts will be developed for \"at risk\" students to address areas of deficit. Strategies/Activities 3.a. Establish timeline and format for units to be developed. 3.b. Identify participants. 3.c. Meet for 4 weeks to write units of study. 3.d. Edit and prepare units for printing. 3.e. Print units for teachers' use and implementation. 3.f. Develop individual education plans for all \"at risk\" students utilizing the units as a resource. Evaluation The Division of Curriculum and Special Programs will review and edit all curriculum units. Individual Education Plans developed. ,--._ Ul O'I -....., CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students throuqh staff development activities. Objectives 4. Teachers will participate in training sessions to prepare for utilization of critical thinking skills instructional units and enhancement skills. Strategies/Activities 4.a. Establish training dates. 4.b. Establish the in-service program agenda. 4.c. Conduct two-week training session. Evaluation Utilization of district facilitator and evaluation of training sessions ,.-._ Vl -...J '--\" CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff development activities. Objectives 5. Teachers will participate in staff development in the use of distance learning technologies, the use of computers, in instruction and activities available through the Young Astronauts Program. Strategies/Activities 5.a. Provide two days of in-service to staff utilizing the Computer Lab. 5.b. Provide in-depth computer training to all staff members on utilizing computers in the classroom. 5.c. Provide practice sessions for staff to implement instructional strategies using computers. 5.d. Utilize the satellite down-link to provide in-service opportunities in the areas of math and science. 5.e. Utilize the satellite down-link to allow Carver Staff members the opportunity to provide staff development and communicate with schools with similar programs across the United States. 5. f. Purchase computers for all labs, 2 Science lab, 2 YAP, 4 for Math Lab. 5.g. Preview and select software to be used in classrooms. 5.h. Purchase selected software. 5.i. Purchase 25 computer stations and a host system to enlarge the computer lab to accommodate .., ~ 1 1 , I r r ii /I ,..., ~ .J. , . I r ..,. I _ Evaluation Increased utilization of computer activities in the curriculum. Completion of training. Demonstration activities provided by teachers. CARVER MAGNET SCHOOL Goal: To enhance the magnet school curriculum for students through staff developnent activities. Objectives 6. Substitutes will be identified and trained w/the staff to provide for continuity of instruction. 7. During the school year teachers and support staff will attend professional developnent meetings and conferences both in -c\n- state and out of state. 00 '-' Strategies/Activities 6.a. Substitutes will receive in-service training provided to the staff. 7.a. Provide teachers with a listing of appropriate conferences and professional meetings such as National Council of Teachers of Mathematics, National Science Teachers Association, Arkansas Council of Teachers of Mathematics, National Association of Gifted Children. 7.b. Schedule appropriate staff to attend targeted meetings. 7.c. Attend conferences as per agenda to be followed by report to staff. Evaluation Completion of training Documentation as developed Documentation as developed Each staff will prepare a summary report of the conference and serve as a trainer to other staff members ,....,_ .l'......n., CARVER MAGNET SCHOOL Goal: To increase parent involvement in the Carver School Program with emphasis given to increasing minority participants. Objectives 1. Ninety percent of the minority parents will participate in the academic and social activities at Carver Magnet School. Strategies/Activities 1.a. Develop an informational program. The program will address these areas: The Young Astronaut Program, its features \u0026amp; expectations. Invention Convention: What is it? How do you begin? How can I help my children . Science Fair: Where do you begin? What type of program is expected? How do you do a project? How much parental involvement is expected? 1.b. Parents will serve as classroom tutors, resource persons, room mothers and members of the P.T.A. Committees. Evaluation Sign up sheets for parent activities will be kept and examined in the spring of each year to determine if the objective has been met. ] Gibbs Magnet School .2.f. International Studies and Foreign Languages The U.S. Federal Court in 1987 designated Gibbs Magnet School of International Studies and Foreign Languages as one of six magnet schools within a tri-district area. Its purpose was to develop a quality program for the purpose of attracting students from within the three districts. Gibbs Magnet School, along with the other magnet schools, was originally charged with the responsibility to: 1. Advance voluntary desegregation within a segregated neighborhood, and 2. Enhance the educational, cultural, and social opportunities for all students. The international studies and foreign language magnet theme was selected because research strongly suggests that \"schools should begin emphasizing a global perspective during the elementary school years,\" as stated in \"Global Education Primer,\" a publication of the National Association of Elementary School Principals. This organization continues to assert that \"the period from ages 7 to 12 is optimal both for education directed toward attitudinal objectives and for openness about the world.'' The research of Krashen and Terrell in language acquisition notes that \"young children under the age of ten pick up pronunciation very quickly and adopt positive attitudes to1~ard the people who speak the language.\" Three hundred and forty-nine (349) students from the school districts of Little Rock, North Little Rock, and Pulaski County currently attend Gibbs Magnet School. The student body reflects a forty-nine/fifty-one racial ratio (black/non-black). Twenty-nine (29) faculty members, fifteen (15) classroom teachers, twelve (12) specialists, and two (2) administrators interact with students. (60) The school is housed in a facility constructed in 1952. Major renovation of the building preceded its magnet status. Fifteen (15) regular classrooms, a media center, a language lab, and three (3) small group instructional spaces comprise the physical structure. Gibbs stresses mastery of all basic skills but places added curricular emphasis in the areas of international studies and foreign languages. The international studies curriculum is designed to assist each child in developing an understanding of and an appreciation for the similarities and differences among the peoples of the world. A curriculum, developed by the Gibbs staff in consultation with local and national consultants, is based on universals of culture. As an intergral part of this program, students are provided exposure to three languages during the first three years of school - Spanish, French, German. At the end of the second grade, the student chooses one of these three languages in which to specialize for the next four years. Seventy (70) percent of the Gibbs students academically function at or above the norm as measured by the Metropolitan Achievement Test administered in the spring, 1988. A disparity of forty-two (42) percent exists between the basic skill performance cfl black students and non-black students. Forty-eight (48) percent of black students function at or above expectation while ninety (90) percent of non-black students function at or above expectation. Disparity reduction is a major objective of the Gibbs program. The Gibbs staff desires to ensure educational equity for all students through the implementation of strong staff development activities. The faculty is currently required to receive training in various learning modalities and environments associated with all learners, placing particular emphasis on valuing students who are different from the majority. To facilitate educational equity, training for teachers in Effective Schools Correlates, (61) Teacher Student Achievement, and Cooperative Learning will be implemented. Surveys of parents, faculty, and students, conducted in January, 1989, reveal all three groups consistently stating that separation currently exists between the magnet theme and basic skill instruction. Teachers speak of \"more time needed for basic skills instruction,\" parents react to \"more importance must be placed on basic skill instruction if the two must be separated,\" and students speak of a \"need for more time to get work done in all areas.\" To maintain an attractive program, Gibbs Magnet School must demonstrate the ability to improve the understanding that the magnet theme of international studies and foreign languages enhances the delivery of the basic curriculum. The use of \"state-of-the-art\" technology for international studies and foreign languages increases the efficiency of instruction and produces greater student motivation in basic skill areas\ntherefore, infusion of the magnet theme is a major objective of the Gibbs program. Gibbs recognizes parent involvement as a critical component in implementing the school program. Based on Volunteers in Public Schools hours and parentteacher conference attendance, a disparity exists between black and non-black parent involvement. Disparity reduction in parent involvement is addressed through increasing black parent participation in school activities. Broader community involvement in addition to foreign language awareness workshops for parents will increase total parent participation in the Gibbs program. Since it is critical that student progress in the areas of international studies and foreign languages be assessed, a system of monitoring and evaluation of the magnet theme needs to be implemented. A reorganization within the international studies specialist staff is necessary to provide more effective planning as well as improved program monitoring and teacher (62) assistance. Additional assistance is also needed for the development of appropriate instruments to measure student progress. The goals of Gibbs 11agnet School of International Studies and Foreign Languages are as follows: 1. To implement instructional strategies that will ensure educational equity for all students, reduce gender and racial disparity of student achievement and improve academic achievement of all students. 2. To increase parent involvement to enhance student achievement with emphasis given to increasing minority participation. 3. To develop and implement an assessment instrument for measuring student progress in the International Studies and Foreign Language magnet theme. (63) ........ O'I ..~___,, - GIBBS MAGNEI' SOIOOL Goal: To implement instructional strategies that will ensure educational equity for all students, reduce gender and racial disparity of student achievement, and improve academic achievement of all students. Objectives 1. Teachers will receive inservice training related to providing educational equity. 2. Teachers will implement strategies applicable to heterogeneous setting to increase student achievement. St~ategies/Activities l.a. Schedule/implement training sessions related to Effective Schools. l.b. Schedule/implement Teacher Expectation Student Achievement (TESA) inservice sessions for all staff members. l.c. Conduct sensitivity training related to social and economic characteristics of at-risk students. 2.a. Schedule/implement cooperative learni~g sessions using Cooperation in the Classroom by Johnson and Johnson and Student Team Learning by Johns Hopkins Universi~ Evaluation Effective Schools training session implemented TESA inservice session implemented Sensitivity training sessions implemented Cooperative learning sessions implemented .,..__ a-. ..L.__n,. Goal: Objectives 3. The staff will infuse the magnet theme into the science curriculun to increase efficiency of curriculum delivery. 4. The staff will infuse the magnet theme into the language arts curriculum to increase the efficiency of curriculum delivery. GIBBS MAGNET SQ-IOOL Strategies/Activities 3.a. Select science curriculum develonent team. 3.b. Purchase materials to be used in developing science activities and science lab equipnent. 3.c. Conduct curriculum develonent sessions. 3.d. Print curriculum guides. 3.e. Conduct inservice for staff on use of curriculum guides. 4.a. Select language arts curriculum develonent team. 4.b. Purchase materials to be used in deve-loping arts. 4.c. Conduct curriculum develonent sessions. 4.d. Print curriculum guides. 4.e. Conduct inservice for staff on use of curriculum guides. Evaluation Science curriculum team selected Materials and equinent purchased . Curriculum is developed ~ Curriculum guides printed Inservice workshop is conducted. Language arts curriculum team selected Purchased Curriculum developed Curriculum guides printed Inservice workshop held Goal: Objectives 5. The staff will increase efficiency of curriculum delivery and enhance student motivation for learning. GIBBS MAGNET SQiOOL Strategies/Activities 5.a. Install telecO!TITiunication system to allow electronic international conmunication. 1. 1989-90 A. Computer hardware (Tandy l00OTL computer system with color monitor, printer, and 1200 band modem) B. Computer software (McGraw-Hill MIX System) C. Telephone time - 111.2 hours on-line 2. 1990-91 A. MIX subscription B. Telephone Time 5.b. Establish a global studies lab. Purchase equinent and instructional materials to allow international studies staff to promote magnet theme within regular classrooms. Evaluation Communication system is installed Global studies lab is purchased and installed ,-... (j\\ .\".._ , Goal: Objectives GIBBS MAGNET SGIOOL Strategies/Activities a. Photocopying machine b. Slide projector c. Typewriter d. Maps/globes e. Global studies materials and activities for students and teachers 5.c. Establish foreign language computer lab. 1. Computer hardware (10 student stations) 2. Software 3. Furniture 4. Wiring S.d. Provide at least three exit experiences in foreign languages for sixth grade students. S.e. Schedule inservice for staff members to enhance teaching strategies for magnet staff. Evaluation Foreign language computer lab to be purchased and installed Three exit experiences are provided for students Inservice is held ,,-... 0-. .(._X,). Goal: Objectives GIBBS MAGNET SCHOOL Strategies/Activities 5.f. Expand existing basic skills computer lab to accorrrnodate twenty-five students. 1. Add furniture for additional seventeen student stations. 2. Install electrical wiring. 3. Purchase computer hardware for seventeen student stations. 4. Purchase software license for seventeen student stations. 5.g. Conduct two-day on-site review of successfully established magnet schools with the same theme. 5.h. Purchase equinent, and audio-visual materials. Evaluation Computer lab is installed On-site review is completed Equinent purchased GIBBS MAGNET SCHOOL Goal: To increase parent involvement in enhancing student achievement with emphasis given to increasing minority participation. Objectives 1. The staff will utilize a parent coordinator. 2. The staff will develop and implement a home instruction assistance program. Strategies/Activities 1.a. Employ a parent coordinator. 1.b. Identify and implement volunteer recruitment techniques. 1.c. Print volunteer recruitment materials developed by parent coordinator 2.a. Utilize parent coordinator to develop and implement a home instruction assistance program. 2.b. Employ a half-time secretary to assist parent coordinator. 2.c. Identify and requisition supplies materials, and equinent to develop the instruction activities for use by parents. - Furniture for the resource center - Typewriter, copier, and laminator for duplicating activitjes Evaluation Parent coordinator is employed Volunteer recruitmenl techniques all impleplemented Materials are printed Home instruction assistance program is implemented Secretary is employed Supplies, materials, and equinent is purchased CJ) ID a, Goal: GIBBS MAGNET SCHOOL Objectives Strategies/Activities 2.d. Organize a steering committee to obtain input from parents and teachers concerning activities and workshops of the home instruction assistance program and to assist in designing/implementing workshops and materials for the program. The committee will consist of the following: - Principal or designee - Three classroom teachers - PTA Representative - District administrator 2.e. Design and implement awareness workshops for teachers - to identify and explain goals expectations of teachers concerning the program - to increase their awareness and sensitivity in meeting the needs of at-risk students - to understand the home environment of these students. 2.f. Design, schedule, and implement with staff input throughout the school year general parent workshops on, but not limited to, the following topics: Evaluation Committee is organized Teacher workshops are conducted O\"I ~ 0- Goal: Objectives 3. The school will provide parents an opportunity for foreign language learning to provide home assistance for students. GIBBS MAGNET SCHOOL Strategies/Activities - program awareness - study ski 11 s - home environment - community-based activities and resources - student project development strategies - research skills - promoting student self-esteem 2.g. Identify through staff input specific academic topics in reading and math and the appropriate grade level for extension workshops. 2.h. Design, schedule, and implement the above workshops for targeted parents. 2.i. Develop a parent resource center. 3.a. Form partnership with Advocates for Language Learning (ALL) to provide parent workshops facilitated by staffs from Gibbs and Advocates for Language Learning. Evaluation Topics for extension workshops are identified Center is developed Partnership is formed and functional Goal: GIBBS MAGNET SCHOOL Objectives Strategies/Activities 3.b. Provide teacher training for parent language program. 3.c. Purchase the following equipment and materials for foreign language instruction for parents. 1. Reel-reel tape recorders 2. Record players 3. Slide projectors 4. Utility carts with electricity 5. Apple 11gs computer 6. Curriculum development software 7. French program 8. Spanish program 9. German program Evaluation Teacher training is provided - Materials and equipment are purchased 1ann Arts and Sciences r1agnet School Mann Arts and Sciences Magnet School was one of six magnets established through a Court mandated cooperative magnet school program among the school districts of Little Rock, North Little Rock, and Pulaski County. Mann began in 1982 as a Little Rock School District magnet school with a science/ mathematics focus. When the school was selected as part of the Pulaski County interdistrict cooperative magnet program in 1987, a dual magnet school program was established. One magnet has science/mathematics as a theme, and the other has an arts theme. Students apply separately for either the science/ mathematics program or the arts program. The magnet program at Mann enjoyed much success during the first year of operation. The percentile rank for seventh, eighth, and ninth grade students on the Metropolitan Achievement Test (MAT-6) Total Composite Battery was the 77th percentile, 71st percentile, and 77th percentile respectively. The number of students at Mann who were at or above the national norm on the Mat-6 Total Composite Battery was 74 percent. However, a disparity between black students and white students varying between 16 percentile points for language and 29 percentile points for reading was still present. The disparities in science and mathematics were both 27 percentile points. The racial composition of the student body at Mann for the 1988-89 school year is fifty-eight percent black and forty-two percent non-black. The target for racial composition for students in magnet schools is 50%/50%. Increased participation of white students from the North Little Rock and Pulaski County Special School Districts is necessary to provide this balance. Efforts to attract minority teachers need to continue throughout the Pulaski County area. The percentage of black students enrolled in higher-level science courses at the high school level in the predominantly black Little Rock School District (70) is approximately 50 percent. Minority students need to be adequately prepared and actively recruited and encouraged to take science and mathematics courses at the high school 1 evel. A superior education program at Mann should include the latest educational technology. Computers are utilized extensively in business, but school use has been limited to such things as computer assisted instruction and simulations. Telecommunications, networks that incorporate a variety of information data bases, would allow students to become more technologically literate. In order to address the racial and gender disparity in achievement of 1ann students, a staff development component will be designed and implemented to assist teachers in providing effective instruction within a heterogeneous setting. The staff development component 1vill consist of several cycles of Program for Effective Teaching, Effective Schools, and cooperative learning techniques. Student achievement and disparity in achievement among student subgroups will be monitored with the help of computer software. Programs of study and achievement for students who graduate from Mann will be tracked using computer technology. Post high school information on students will be solicited through surveys mailed to graduates who were students at Mann Arts and Science Magnet School. One aim of the monitoring system is to determine achievement disparity between student subgroups. Another aim is to measure the success of the magnet program in preparing students for high school and college. A third aim is to determine minority participartion in science/mathematics at the high school and college level. A computerized education and information system will be installed at Mann which will allow students to learn about the technology that is common in busi- (71) ness and industry. The system will assist science students in their required research at Mann and will allow all students to access information not normally available to school students. Finally, partnership with a community agency will provide additional expertise in addressing educational issues at Mann Arts and Sciences Magnet School. Resources from the community can be used to address issues such as achievement disparity and equal opportunities for all students . Long term educational improvement must involve the community as well as schools. (72) ,.....__ -...J ..w.__ , MANN MAGNET SCHOOL Goal: Up to date research will be available to students and teachers enabling them to interact with other students, teachers and information bases\nstudents and teachers will utilize current educational technology which is now being used in industry. Objectives 1. A computerized instruction and information system will be made available to all students in the math/science program and other magnet schools. Strategies/Activities 1. a. Install computer terminals in all science/ math classrooms and the library. A central computer tower or \"mainframe\" will house disk drives and hard disk storage. Evaluation A finished lab procedures and safety videodisc- computer assisted program will be available for examination CAI software will be on hand and records of students using it will be available Science simulations software will be on hand and records of classroom utilization will be available Examples of utilization of electronic mail will be available Computer Information software will be accessible throughout building. Examples of utilization by sturlents will be available Research reports, etc. available for examination ,...... -...J .i:-- '--\" Goal: rlANN MAGNET SCHOOL Objectives Strategies/Activities Evaluation Examples of utilization of computer information and instructional system by homebound students will be available Examples of lltilization of test making, scoring, anrl analyzing software by teachers wi 11 be available Monitoring team will conduct on-site visits to collect data on above evaluation criteria S11rvey instruments will be developed to judge student and teacher utilization of comp11ter information and instructional system. Data wi 11 be disaggregated by race to maintain equity ,....._ -..J l..n '-\" Goal: Objectives 2. Teachers and students will be trained to use the computerized instruction and information system. MANN MAGNET SCHOOL Strategies/Activities 2.a. Provide in-service training sessions for Mann teachers and other magnet teachers. 2.b. 2.c. Teachers will receive a two day training session prior to the beginning of school. Three additional training sessions of three hours each will be scheduled as mini courses. 2.d. Provide teachers from Mann with stipends for attending the workshops. 2.e. Train students during the school day. Evaluation Increased utilization of computer activities in the curriculum Completion of training Completion of training Increased utilization of computer activities in math/science coursework ,....__ -.J 0-. '-' MANN M/\\GNET SGIOOL Goal: To implement instructional strategies through a staff developnent program that will ensure educational equity for all students and reduce academic desparity between student subgroups. Objectives 1. 1he principal and staff will develop and implement a staff developnent plan. l.c1. l.b. l.c. l.d. Strategies/Activities Schedule two cycles of progrc1111 for Effective Teaching (PET). Schedule two sessions of classroom management. Schedule two workshops on Cooperative Learning. Schedule two Effective Schools workshops. Evaluation Pl'..\"T workshop implemented Classroom management workshop implemented Cooperative Learning workshops implemented Parkview Fine Arts Magnet High School As a part of the Little Rock School District's Desegration Plan, Parkview Fine Arts Magnet High School is in its second year of transition as an interdistrict fine arts magnet high school. The school's philosophy is to provide a quality integrated education through an emphasis on the visual and performing arts. The proposal to establish Parkview as an interdistrict fine arts magnet high school in 1987 was based on the following priorities: 1. the need to reverse the steady rise in black enrollment that could potentially lead to Parkview becoming a racially identifiable school, 2. the need to prevent the further decrease in student enrollment, 3. the desire to create a program in which students from different social, economic, ethnic, and racial backgrounds could receive a quality integrated education, and 4. the desire to provide a logical, sequential, discipline-based arts curriculum, which exceerled the regular arts course offerings in depth and breadth. The student population of Parkview Fine Arts Magnet was to consist of a total enrollment of no more than 991 students with a 50/50 black/nonblack ratio. Parkview's current enrollment is 797 students with a racial balance of fifty-eight percent black, forty-one percent non-black, and one percent other. A percentage of student spaces was established for each of the districts involved in the interdistrict program -- the Little Rock School District, the North Little Rock School District, and the Pulaski County Special School District. Parkview Fine Arts Magnet is located in western Little Rock and is housed in a twenty-one year old facility, consisting of a main building, a gymnasium, (77) and a 1 ,051-seat auditorium, which was completed in 1985. Renovations, such as the construction of a piano lab, a dance studio, and an additional visual arts classroom, were made in the instructional classrooms to provide for the immediate needs of the changing curriculum. With the expanding arts curriculum, additional specialty- area space is currently needed. The curriculum is designed to develop the potential of students exhibiting interest, talent, and need in.the arts and is available to all students from every cultural and socio-economic background. Although students do not enter Parkview by an auditioning process, students are interviewed by area specialists for placement and counseling purposes. Through the emphasis and the infusion of the arts in the academic curriculum, which includes advanced placement courses as well as vocational courses, students are stimulated into intellectual, artistic, and technical exploration and experimentation. The goals for enhancing the fine arts program at Parkview Fine Arts Magnet High School are to increase overall academic achievement while decreasing the disparity among the sub-populations, and to implement a staff development program which trains teachers, administrators and other staff members in techniques for integrating the arts with the core curriculum. In comparing the tenth grade scores of 1987 with the eleventh grade scores of 1988, there was reduction in disparity in all academic areas. However, there is still a concern with the disparity ranging from thirty-nine percent difference in science scores to twenty-five percent difference in mathematics. Also at the tenth grade level in 1988, the disparity of the number of black males compared to white males was forty-nine percent. This was an increase over 1987. Strategies must be developed to reduce the overall disparity, and the achievement of tenth grade black males must be closely monitored. (78) To date, the staff/faculty has been involved in extensive training in the following teacher programs: Teacher Expectation Student Achievement (TESA). Cooperative Learning, Program for Effective Teaching (PET), and effective study skills. Proposed inservice programs will be conducted to provide the staff with strategies and skills that will facilitate the infusion of the arts into the core curriculum and develop higher level thinking skills. Additional inservice programs are recommended for staff development in TESA and Effective Schools Research. (79) Proposed Parkview Science Magnet High School Although the fine arts program has attracted approximately 800 students for the 1988-89 school year, the school plant is still over 150 students short of capacity. In anticipation of the facility remaining under capacity in the future and to provide continuity for students graduating from the Mann Math/Science and Arts Magnet Schools, the creation of a math/science magnet school to be housed at Parkview is proposed. With funding from this grant, the program will be phased in over a three year period with 100-150 tenth grade students forming the initial class. A similar number of tenth-grade students will be added during year two and year three of the school with a final enrollment of 300-400 students. Parkview Math/Science Magnet School has the following goals: 1. To provide a math/science curriculum that exceeds the regular math/science program in depth and breadth. 2. To increase student understanding in the math/science content that is prerequisite to a pre-professional or technical course of study in medicine or health. 3. To increase student acquisition of laboratory skills and techniques in math/science. 4. To develop skills in information acquisition, processing, statistical analysis, and technical writing. 5. To increase the foreign language offerings by adding Russian to the curriculum. 6. To provide opportunities for students to interact with healthscience professionals through field trips to the health-science site, guest presentations at the school site, and student shadowing of the health-science professionals. (80) I The Science Magnet School will utilize the administrative team and teaching staff that already serve the Fine Arts Magnet School. A part-time Russian teacher and half-time Science Magnet Coordinator will be the only additional staff members needed for the 1989-90 school term. In 1990-91 an additional science teacher and a part-time technical writing teacher will be needed. Additional staff requests beyond 1990-91 will be based upon enrollment. The Science Magnet Program will combine the district's high-tech specialty science courses with a magnet curriculum that will prepare students for an undergraduate pre-professional or technical major in the area of medicine and health. The Parkview Science Magnet School will work cooperativley with the University of Arkansas for Medical Sciences to provide unique experiences for students. Both universities have expressed a willingness to host student groups for special laboratory investigations and guest lectures at the university campuses and to send university personnel to the school site for special lectures and/or demonstrations. The University of Arkansas for Medical Sciences will provide some i ndi vi dual \"shadowing\" experiences where a student follows and works with a health-care professional for a period of time. Parkview Science Magnet School staff will meet annually with personnel representing the College of Sciences at the University of Arkansas at Little Rock and the University of Arkansas for Medical Sciences to plan specific activities and strategies for the upcoming school year. Evaluation for the science magnet school will be tied directly to program objectives. The evaluation plan includes: (1) regular site visits by a monitoring team from the District's Evaluation and Testing Department\n(2) a teacher questionnaire\n(3) a student questionnaire\n(4) a parent questionnaire\n(5) an administrator questionnaire\n(6) a review of pertinent documents such as (81) academic records, behavioral records, and records of field trips, guest speakers, science fairs, and \"shadowing\" experiences . Information l'lill be gathered, reviewed, analyzed, and assessed throughout the school year . and a summati ve evaluation report 11i l l be presented annually to the Board of Directors. (82) ......... 00 ._w_, , PARKVIE'W FINE ARTS 1'-'iAGNET Goal: To implement a staff development program which trains teachers, administrators, and other staff members in techniques for integrating the arts with the core-curriculum. Objectives L The teaching of the arts La. will be integrated into the core-curriculum. Lb. l.c. 2. Multi-ethnic arts educa- 2.a. tion will be developed and infused into all content areas. Strategies/Activities Conduct inservice workshops to develop strategies for infusion of the arts into the core-curriculum. Conduct in-house workshops with core-curriculum department to develop and assess infusion strategies such as: (a) costume design-home economics\n(b) set design-drafting\n(c) programs and pub-licity- business\n(d) a)prenticeships-work study programs and (e script writing-history. Conduct inter-school workshops with Horace Mann and Parkview staffs to establish infusion - strategies. Conduct an extensive staff development program for staff members - TESA (approxi-mately 15 teachers). Evaluation Classroom observation of teacher evaluations Student survey to be given at the end of the 1989-90 school year Data from survey will be evaluated Teachers' lesson plans and classroom observations will reflect strategies Teachers' lesson plans and classroom observation of teacher evaluation. ,......_ 00 .i:- \"-' - PARKVIEW FINE ARTS MAGNET Goal: To increase overall academic achievement while decreasing the disparity among sub-populations. Objectives 1. Students will increase academic achievement through the use of computer-assisted instruction. 2. A staff development program will be implemented to provide learning strategies to address the needs of at-risk students and improve student achievement. Strategies/Activities l.a. Place twenty-four (24) computers in various classrooms for tutorial assistance and support in the respective core content, as well as specialty areas. The specialty area programs will include such projects as script writing exercises, graphic arts, music composition, set design, and photography. l.b. Employ computer specialisl to provide instructional assistance and technical support for teachers and students. l.c. Implement staff development workshops in the Effective Schools Model and monitor classroom strategies. Evaluation MAT-6 scores \\vill be evaluated to determine disparity reduction Performance of this job will be evaluated in accordance with provjsions of the Little Rock School District Policy on Evaluation of Professjonal Personnel. Comparison of MAT-6 data will be evaluated to determine disparity reduction. Teacher lesson plans and observalions will reflecl use of Effective Schoo]s strategies. ,.-... 00 ..V.__,,, PARKVIE'W FINE ARTS MAGNET Goal: To provide program continuity for student graduating from Mann Math/Science Junior High School and to recruit more non-minority students to Parkview Fine Arts Magnet. 1. Objectives Strategies/Activities The district's high-tech specialty l.a. Interview candidates for job vacancies. science courses will be combined with a magnet curriculum that will l.b. Hire new personnel prepare students for an under-graduate pre-professional or tech-nical major in the area of medicine l.c. Write curriculum guides and health. l.d. Type and print curriculum guides. l.e. Implement any needed staff development. Evaluation Interviews scheduled Board Approval Time scheduled during surrrner Guides printed Record of Staff Development held - Williams Basic Skills Magnet School Implemented during the 1982-83 school year as a part of the Little Rock School District's reorganization plan for elementary schools, Williams Basic Skills Magnet School was designed for two major purposes: (1) to diminish the degree of white flight that the District had been experiencing, and (2) to respond positively to the public's perception and position that public elementary education does not, but must, promote competence in fundamental academic skills . To achieve these two purposes, the school has operated during the last seven years with a yearly student population of approximately 500 students consisting of a 50-50 racial composition, and it has implemented an educational program for kindergarten through 6th grade that reflects a structured, disciplined approach to learning and behavior in relation to the following goals: Development of basic academic skills and concepts with mastery at the highest levels possible. Development of students' higher level thinking skills. Promotion of students' self-discipline development. Development of task commitment, self-motivation, and responsibility. In essence, Williams Basic Skills Magnet School offers an alternative program for students who function best, academically and socially, in a highly structured environment and who are highly motivated by competition in all program areas. To ensure the realization of the above goals, the program at Williams Basic Skills Magnet School consists of the following components that differentiate it from other magnet and regular schools in the District: 1. Instructional Program - Traditionally, a combination of homogeneous/heterogeneous grouping procedures has been used in (86) developing homeroom groups. Re-grouping for instruction, within the homeroom and across homeroom and grade level groups, has been used in various subject areas if deemed appropriate. Basic skills specialists teach reading, math, English, spelling, writing, science, social studies, health, penmanship, and social living skills. Music, art, and physical education are taught by specialists in those areas, and the skills and concepts of each area are correlated in the core content areas. Large/ small group instruction using the basal textbook approach with high expectations in a highly structured and disciplined setting is basic to the program. Students are placed at their instructional levels with the understanding that successful completion of assignments/processes within a specified time frame is required. Critical skills and concepts from the various subject areas are emphasized at each grade level. To be eligible for academic promotion, the student must: Master targeted skills and concepts with 80% mastery. Complete academic activities with 80% mastery. Complete homework with 80% mastery. 2. Parental Involvement - Parents are expected to come to school for conferences at staff request and are expected to join the Williams Basic Skills Magnet School PTA and to attend all required PTA meetings. Also, parents must sign a contract committing their support of and involvement in all aspects of the school. 3. Dress and Grooming Code - Students and staff members are to maintain their person and clothing in a modest, clean, and orderly (87) manner resulting in pride in self and school. To help develop attitudes and behaviors which indirectly affect the learning process, students are to comply with a specific dress code. Each year, the program at Williams Basic Skill Magnet School is assessed through: (1) the disaggregation of test data and report cards, (2) monitoring reports, and (3) surveys of students, staff, and parents. The conclusions from these sources of information reveal that for the most part the program at Williams is achieving its goals. However, the racial and gender disparity of student achievement, the degree of parental involvement in students' instructional activities, use of higher thinking skills by all students, and lack of longitudinal data are major areas of concern that have emerged as a result of a recently conducted needs assessment. To address these areas, the following proposals are presented herein: 1) A staff development component will be designed and implemented to assist teachers in providing effective instruction within a heterogeneous setting\nthis component will consist of strategies based on the \"effective schools research,\" cooperative learning models, method for differentiating activities, and a management system for monitoring the academic disparity reduction of at-risk students. 2) A home instruction assistance program will be designed and implemented to involve all parents and teachers in students' home learning experiences\nthis proposal will be achieved through regularly scheduled teacher-parent workshops and specifically-designed home activities. 3) A program for teaching higher thinking skills will be implemented through staff development activities and through the incorporation of instructional strategies and materials related specifically to the core content areas. (88) l 4) A longitudinal study of students who previously attended Williams Basic Skills Magnet School will be conducted to assist in assessing the educational merits of the school's program. As in any school with a heterogenous population, Williams Basic Skills Magnet School has students at varying levels of academic performance at each grade level and in each classroom. Within this heterogenous setting, emphasis is placed on each student mastering basic skills at his/her instructional level in the core content areas. For the majority of the students at Williams, these instructional levels are at or above grade level. However, for black students, especially black males, the number of students whose instructional level is below grade level is much greater than non-black students\nthis racial and gender disparity is greater in grades one and two. To address the instructional needs of these students functioning below grade level, (1) homogeneous grouping within the heterogenous class, (2) grouping across classrooms and grade levels, and (3) reading and/or math remediation activities through the Program for Accelerated Learning are used. Even though these methods have to degree been successful, they do result in segregating students, limiting educational equity, and lowering the students' self-esteem. Therefore, instructional approaches need to be implemented by the classroom teacher that effectively address the educational needs of studentes who are below grade level without removing them and/or isolating them from the mainstream of the classroom. A staff development model will be implemented that will consist of the following components: 1. instructional strategies based on the \"effective schools\" research\n2. instruction through heterogeneous groups and cooperative learning\n3. differentiated activities for the same concept/skill\nand 4. management systems for monitering at-risk students' performances. (89) Research states that there are significant improvements in students' academic performances when parents are directly involved in students' home learning activities. Although Williams Magnet School's emphasis on homework and parental involvement reflects its agreement with this research, there is evidence through surveys, test data, and teacher observation that more concerted effort needs to be made to involve parents in students' learning activities. Even when parents attempt to assist their students with instruction at home, they often lack the strategies and resources to effectively and effic\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_838","title":"Court filings: 77th General Assembly of the State of Arkansas, Act 609","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"],"dcterms_creator":null,"dc_date":["1989-03-16"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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