{"response":{"docs":[{"id":"abj_p15099coll2_63","title":"Clifton Shuttlesworth interview","collection_id":"abj_p15099coll2","collection_title":"Oral Histories","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Jefferson County, Birmingham, 33.52066, -86.80249"],"dcterms_creator":["Shuttlesworth, Clifton","Manis, Andrew Michael"],"dc_date":["1989-02-04"],"dcterms_description":["Fred L. Shuttlesworth's brother, Clifton Shuttlesworth, discusses their family background and childhood."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Philadelphia (Penn.)","Birmingham, Ala. : Birmingham Public Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Andrew M. 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Randal oral history interview, 1989 February 4","collection_id":"gsu_ggdp","collection_title":"Georgia Government Documentation Project","dcterms_contributor":["Kuhn, Cliff","Stewart, Duane"],"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Randall, Billy (William C.), 1943-","Randall, William P."],"dc_date":["1989-02-04"],"dcterms_description":null,"dc_format":["audio/mpeg","application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Georgia State University Library"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":["Georgia Government Documentation Project","https://archivesspace.library.gsu.edu/repositories/2/resources/1508"],"dcterms_subject":["Politicians","Legislators","Apportionment (Election law)","Voter registration","Civil rights movements","Civil rights workers","Black militant organizations","Political campaigns","National Association for the Advancement of Colored People","Ku Klux Klan (1915- )"],"dcterms_title":["William C. 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For further information please contact The University of South Carolina, South Caroliniana Library, Columbia, SC 29208."],"dcterms_medium":["photographs"],"dcterms_extent":["1 photograph","2 pages"],"dlg_subject_personal":["Baker, Augusta, 1911-1998"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_384","title":"Desegregation: ''Little Rock School District Proposed Desegregation Plan,'' Volume I","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":["1989-01-31"],"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 I"],"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/384"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN 7 APPENDIX 1514-1703 I j I JANUARY 31, 1989 VOLUME I fl a 1 2 3 4 5 6 7 f I 8 9 10 11 12 13 14 15 16 17 18 19 20 21 I I1 DOCKET SO. 1174A 2 (Cross Refere.-.c DOCKET NO. 1161A 3 RETURN TO PLEADINGS FOLDER #27C I I 4 LITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME I 01514 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 I ( 1 II 2 II 3 1 11 I! M M LITTLE ROCK SCHOOL DISTRICT 4 5 6 1 8 9 10 I PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 11 II VOLUME I 12 13 M I 1 01515 14 15 16 17 18 19 20 21 1I 1 I TABLE OF CONTENTS Volume I 2 I 3 1. I 2. Commitment to Desegregation Leadership 4  3 . 4 . Early Childhood Education Special Programs 5 6 a 5 . /I: Summer Learning Program Asset Program 7 8 a 7 . School Operations 8 . Program for Accelerated Learning 9 a 9. Gifted Education 10 a 10. 11. Multi-Ethnic Curriculum Content Area Programs I 11 a 12. 13. Focusied Activities Parkview Science Magnet 12 13 a 14. Recruitment 14 15. Federal Programs a a a a a a 16. 17. 18. 19. 20. 21. 15 Vocational Education Library/Media Services Special Education Staff Development Support Services Parent Involvement/Community Linkages 01516 16 17 18 19 20 21I I COMMITMENT TO DESEGREGATION IN THE LITTLE ROCK SCHOOL DISTRICT 2 ( The Little Rock School District is committed to a comprehen- 3 sive desegregation plan which focuses on the total learning I I I II II I] II I! II II 11 environment. The method of assigning students is merely the first step toward creating school and classroom environments that foster academic achievement and improve race relations among stu- dents and staff members. The next step involves a commitment to quality desegregated education by the District, parents and the community. Of course. real commitment always requires a plan of action. To that end, the Little Rock School District Board of Directors is committed to the following: A. B. C. D. E. F. G. H. The belief that all children can learn The elimination of achievement disparity between black and white students on standardized, criterion-referenced and minimum performance tests Improving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court- approved desegregation plan as enhanced/lncentive schools Improving race relations members among students and staff Ensuring that equity occurs in all phases of school activities and operations (i.e. school, class and staff assignments\nparticipation in,Jjr^xtracurri- cular activities\ndistribution of resources\netc.) Promoting positive public reaction to desegregation The effective district use of recruitment interdistrict strategies to and intra- meet the desegregation requirements in all schools and to avoid resegregation I 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 The development and infusion of multiethnic education in all content areas 01517I R I. Ongoing staff development activities to equip 11 teachers, administrators, and other staff with the skills needed to achieve quality desegregated education 2 3 In summary, the Little Rock School District Board of f R Directors is committed to having quality desegregated education 4 in all schools during the 1989-90 school year and years to come. 5 II Quality desegregated education will result in long-term stability 6 M and growth for the city of Little Rock and Pulaski County. It 7 will also provide all Little Rock School District students with B the academic and social skills needed for successful experiences in the future. The Little Rock School District Board of 8 9  Directors hereby acknowledges its commitment to quality desegre- gated education and respectfully Invites parents and community 10  leaders to make the same commitment. Such a commitment has to 11  occur in order to ensure stability in our schools and ultimately achieve unitary status. 12 13  I B K  I  01518 14 15 16 17 18 19 20 21LEADERSHIP  Central to any school desegregation plan should be a c focus and understanding of the kinds of goals to be achieved, is insufficient to establish as a clear It --  a goal the physical movement of bodies and the rearrangement of boundary lines so that students can be brought together in ways that provide different distributions in different settings. of children does little to racial The mere physical movement guarantee any changes in the quality in school achievement patterns\nin interpersonal or in the variety of patterns of et.hnic plurality. No plan should settle for the mere mixing of youngsters. The plan should have as its primary focus an educational environment of education\nrelationships\n3 4 5 6 encouraging academic and human growth for all students based upon their individual needs and talents. 7 A vital factor in  II II II II II El n   8 successful school desegregation is clear. coherent, consistent leadership for change from the Superintendent and Board of Directors. The Superintendent together with the Board of Directors must set specific guidelines for behavior from their subordinates, and model that behavior for the community. The Board of Directors and the Superintendent will assert their leadership in the following: and for Directors. from 9 10 o o o O o o School boards should reflect the backgrounds of the population that they multi-ethnic serve. The school board and superintendent is responsible for providing equitable and direct means keeping the local citizenry informed about __ schools and for keeping self and the staff informed about the needs and wishes of community. and for the The board _ and the superintendent will clearly delineate its desegregation mission to the staff and to the community. school superintendent ! il 11 12 13 14 15 The school board and superintendent will utilize the desegregation mission as a guide for the development of policies and will set expectations for the superintendent to implement the policies. The school board will staff to provide structured, clcatl leadership and modeled behavior for expect the administrative desegregated school setting. rt I 17, 18 1 clearly articulated an effective I I I 19 20 The superintendent and school board must examine the racial makeup of all categories of employees including the administrative, teaching and support staff so that future recruitment and placement of persons to fill positions will be done on an equitable basis. will be  MM 01519 21 3n 0 fl u o n o n The school board and superintendent will adopt a budget which will provide the resources necessary for an effective, desegregated school system. Budgetary will be consistent district desegregation policies in terms buildings, staff, materials and equipment. decisions be with of 3 The school board and staff will be involved in ongoing staff development to better respond to the needs of a desegregated school system. The school board and administration will conduct an annual, self evaluation of its commitment to a quality desegregated areas: education in the following Board/Superintendent Relations Board/Community Relations Board Member Interrelations Board/Administration Members Relations to other Staff Board/Administration Relations in fiscal Management Board Relations to Instructional Programs As the plan for desegregation and ultimately status for the Little Rock School District is evolving the Superintendent and the Board of Directors will restructuring of the school system so that all urges or discrimination, segregation, or unfair treatment have been eliminated. Further, the District will insure that schools learning experiences throughout system are organized so that school unitary insure the vestiges of and the the school 1 t I 1 4 5 6 7 8 9 10 11 12 13 14 15 procedures prevent unfair treatment for any child because of his or her or economic status. practices, policies and or denial of opportunity race, culture, religion IJ I I\nI 01520 16  17, 11 I 1 I [ 18 19 I 20 21  Il H H EARLY CHILDHOOD EDU'CA? N n When they enter school, children who are economically disad-vantaged and who are members of a minority racial or ethnic groco nH are less likely to perform as well as their middle-class eers. The economically disadvantaged and minority children have not developed the skills, habits, and attitudes to the extent 4 5 6 H expected in the primary school years. The lack of developmental and educational experiences is often evidenced by low scores on 7 tests of intellectual and scholastic ability, which can result in 8 unnecessary placement in special education, retention in grade. 9 low scholastic achievement, and, eventually, dropping out of high school. 10 Poor children who attend good preschool child development 11 programs become better prepared for kindergarten and the primary 12 grades. In addition, preschool programs hold the potential for 13 greater academic achievement, less at-risk behavior in the teen 14 years, and enhanced educational opportunity for all children regardless of economic background. The National Governor's 15 1 Association has identified preschool education as the key investment in education for state governments. [f 16  17j 4 The greatest hope for change in the lives of children in need is through the investment at the beginning of the formal educa-tion process. Since the pioneering studies of Benjamin Bloom on the need for education for 3- and 4-year olds, additional studies have continued to document the academic and social success of EARLY 01521 18 \u0026gt; 19 I II 20 ' 21 ri I I i I I these who have been involved in early education pregrar.s . The 1986 findings of the High/Scope Educational Research Foundar verify that successful early childhood programs affect children's later success in school. This research, links student achievement 4 in hig.h school and beyond with the home and school as powerful in^_uences on the intellectual development of young children. Today, enrollment in pre-primary programs (i.e., public and private programs, prior to entry in grade one) is at an all-time high and expected to increase during the 1990's. According to Department of Education estimates, nearly 6.5 million children are enrolled in pre-primary programs today. with an estimated 4 million enrolled in public schools programs. Although there have been significant enrollment increases. large number of children still need access to preschool programs, particularly those children from low-income families. The 10 11 12 Children's Defense Fund (1987) reports that Head Start currently 13 5 6 7 8 a I I 9 serves only 16 percent of the 2.5 million children who need early 14 1 1 childhood education services. This lack of affordable programming leaves over 2 million of the nation's most disadvan- 15 taged children unserved. In Pulaski County (Arkansas), the Head Start and City of Little Rock Early Childhood small percentage of the eligible disadvantaged, Programs serve and at the pre- 18 a I I sent time, no public school funds are being used to implement early childhood programs. 19 V Poverty continues to be a problem for young children: 20 EARLY 01522 21 'll G i I I Twenty-five percent of ail 4- and 5-year-oids today are poor (Children's Defense Fund, 1987). One in six of all 4- and 5-year-olds today lives in a family where neither parent has a job (Children's Defense Fund, 1987). I 4 Poor childre.n are only half as likely to be enrolled in 5 preschool programs as children from affluent families (Children's Defense Fund, 1987). t I I i 6 7 Current national and local social, demographic, and economic I, trends tell us that today's lack of accessible early childhood 8 programs will become even more severe, especially for the poor. 9 and the need for programs will continue to rise for all socioeconomic levels. h: 10 Little Rock School District proposes the expansion of 11 existing early childhood programs and the development of new ones to meet the needs of at-risk students and to remediate racial achievement disparities. These programs will have three com-ponents: HIPPY The Home Instructional Program for Pre-school Youngsters (HIPPY) 4- and 5-year-olds) wlll 12 13 14 15 16 1. 1 focus initially on children in families who ! 17, 1 live in the shadow of the current racially Identifiable chools In the Little Rock School 18 District. This home-based program. which 19 a complements the school-based program operative 1 20 I I in the schools, recognizes the mother as the 21 first significant teacher of the child. EARLY 01523 4 2. FOUR-YEAR-OLD INCENTIVE SCHOOLS PROGRAM - The e preschool curriculum model will be implemented 4 n in three of the Incentive Schools in the Little Rock School District. Effective the 1988-39 School year. this model will be an 4 H integral part of the effort to improve the 5 academic achievement cf minority and economi- cally disadvantaged children and to attract 6 7 white students to the schools. 3. 8 II CITY-WIDE EARLY CHILDHOOD EDUCATION PROGRAM - Beginning the spring semester of the 1988-89 school year, the Little Rock School District will 10 work cooperatively with other federally funded early childhood programs to collaboratively 11 Implement an education program to better meet 12 H 9 the needs of inner city Little Rock students. 13 q These three programs are described in greater detail in the following pages. 14 EARLY 01524 15 16 17, I li I\n! t\n\u0026lt; I I 181 19 I 20 1 I 21n H HOME INSTRUCTION PROGRAM FOR PRES (HIPPY) :ocL YOUNGS I. ?roqram/Area Overview A. Summary of Background In mat ion During the fall of 1986, the Little Rock school 4 istrict lemented the Home Instruction Rrogram to serve 5 educationally-disadvantaged children in the community where 6 high-risk children were identi ied. eveloped at Hebrew University in Jerusalum, Israel, by Dr. Avima Lombard, this 7 international program identified parents (primarily mothers) 8 as the first teacher of their child. The specifically- 9 designed curriculum of the home-based program trains aides (mothers) from the target community to instruct mothers four-of and five-year-old children in teaching their children at home. This program has proven to be a successful model in Israel, with evaluation results showing that participants were 10 11 12 13 I less likely to repeat grades, less likely to be iden-tlfied as needing special education, less likely to drop out of school, and were overall successful school pupils. B. Special Needs (Individual District) i Although enrollment has Increased in early childhood programs, the needs of many children of low-income 3 and I 14 15 I I16 17, minority families are not being met. II Areas of Collaborat1on 18d The home based program and the four-year-old school 20 based program will collaborate in the areas of parental I EARLY 01525 T t 21 involvement and teacher training. T.he L ie Rock School anc Pulaski County School Districts will collaborate and coordinate the on-going implementation O' the HIPPY Program.  Evaluation and Monitoring (Process and Responsibi1i tv) Evaluation using the Early Prevention of School Failure model will be conducted on the HIPPY participants as they enter kindergarten session (Pre and Post test). A standar- dize achievement test will be given to each child at the end of the third grade level. These tests will provide data indicating the success of the HIPPY Program as an early childhood intervention strategy. EARLY IC 01526 Ji li I i I X I I 1 i I IV 4 5 6 7 1 i I I 3 i i I II I, ( ! i. E\"  1 8 j 9 10 11 12 13 14 'r 15 18 19 20 21 Jo CM hL si Bnoual Plan__1989-90 Person ResponsIBIe^Hari Goal: OBJfCnvES To proaiote the HIPPY \u0026lt;n (Tear) Shead, Supervisor program Io select hippy aUes Initial training of aides 4nd staff by Hebrew Uni 'Hy. Percentage of consultant travel er- To enroll families Into pro gram To recruit families ro IS) O a I 2 2 2 I IMPlfHfNIAIION IIMCLINE Division Curriculum Progrf^re-school Mome Instruction Program for Preschool Youngsters I SIPBlfCIfS/ BCTIYITItS BEGINfilNG DATE COMPIETIOM OAIE To c^ose and mall Public Service Announcement for local Radio stations and Channel 14 and 16 flyers Interview and select four- teen (la) aides Host and arrange logistics with (Ann tamps) stale for the Hebrew University for Initial training Conduct Home Interview and enroll families Into program Compose and mall cor- respondence to conmunltY rniir-rKAe _ churches to recruite ^-^milles and instructional aide trainees to 00 O UI COSTS Joly 29, 1969 July 29. 1989 S ISO.00 Bogus t 1. 1989 Bugust 15- 20, 198? Bugust 22- SPt. 2, 1989 Bugust 31, 1989 W RfSPQWSIBITITY Marian Shead cvaluatioh Mailed letters appear on show Bugost la, 1989 75,600 Bugust 20, 1989 Sept. 2, 1989 Oct. 3, 1989 N\u0026gt; O Staff aoo (Advertisement) 1,800 690 (materials and maiI out) aoo to Harlan Shead Supervisor and Coordinators Marian Shead and Annette Roper Myra Randolph 00 OS By applicants response Pay the bill Certi ficatlon of Bides or ( I ,[O Ui ro OD Um u I I To determine service area of coordinators Io assign famlIles to be served by aides Io organize Instructional Material Io familiarize Aides of the hippy I^lamentation In IRSO Identlfy families to be served by each coordinator Identify families to be served by each aide Print curriculum material Conduct three (3) day workshop Sept. 7. 1989 Sept. 9, 1989 Sept. 1989 Sept. 1989 Oct. 3, 1989 Oct. 3. 1989 Sept. 30, 1989 Sept. IS, 1989 -0- -0- 6,000 175 (Naterii U Obtain Material to pro9ram Io orientate enrolled faml 1 - les to the HIPPY program Identify Meeting sites of group meeting Order Material from Israel Conduct Orientation mee 11 ng Secure Meeting sites for group meeting Mall out Sept. 27 and Sept. 29, 1909 Oct. 28, 1909 Sept. 79. 1989 Nov. 1, 1989 S.OOO 250 (Material) -0- Supervisor and Coordinators Coordlnators Secretary of HIPPY Supervisor and Coordinators Supervisor Supervisor and Coordinators Coordinators Io schedule Implementation of HIPPY curriculum Implementation (continue) To provide parents with Information that will assist them with their chiIdren Schedule aides weekly home visits and group Schediile area group Meeting - print flyers Schedule weekly service for aides Schedule Aides first teaching wi th (own child) Schedule Workshop for Parents and Aides nai I out and print \"Mterlals Oct. 31. 1989 and Nov. 9. 1989 October, 1989 October. 1989 October. 1989 November, 1989 Nov. \u0026lt;. 1989 Nov. I. 1989 Nov. 1. 1989 Oct. 1. 1989 Nov. 9. 1989 200 (Material ' -0- -0- 250 -0- -0- -0- 300 ) Supervisor and Coordinators Coordinators Coordinators and Supervisor Supervisor and Coordinators Supervisor/ Or. Beverly Uhite Printing completed Agenda/Recelve Material Receive Materials Tami lies enrolled in program Conlireiation of site Received materials Received materials 1 1 i I O to 00 03 U3 4k NJ O to 00 03 milM i J UttUMk 1 liAbdUj I O to To evaluate aide trainees Mid point (ISth week) To evaluate each aide trainee Oec. 19, 1989 Dec. ?J, 1989 -0- Coordl64tor$i Vo determine success prograo Began second-part of programs Implementation Evaluation of Aides Provide parents with information to be successful with their children Bui Id the Aides ChiIdren self esteem Graduation of HIPPY Children and Aides reception Evaluate Aides Conduct survey of Parents \u0026gt; print materials Implementation second part of HIPPY currlculiaa print aiaterlal print flyers mass mall out Evaluate Aides Obtain a site and Speaker and schedule a Lecture for parents Activity Stair will organize Jan Z], 1990 Jan 30, 1990 -0- 3S0 Supervisor and Coordinators Stair In Place Schedule final evaluation of trainees in the program To begin Implementation of HIPPY Program Maintain regular stair Vo assist In traveling expense O Secretary Aides make home visit 10 00 OS UI February, 1990 March 20. 1990 March, 1990 April, 1990 June, 1990 June. 1990 July 1. 1989 July I, 1989 July 15, 1989 (aJ ru Hay 26, 1990 Hirch 27, IWO March, 1990 April, 1990 June 26, 1990 June. 1990 June 30. 1990 June 30, 1990 June 30, 1990 o -0- S,000 200 800 (speaker) 800 (speaker) 1,200 -0- 70,559 16,603 1,255 IO 00 Completion of survey Supervisor and Coordinators Coordinators Supervisor participation of parents materials completed completed consultant fee paid Stair Starr CoordIna tors Or. Beverly White Supervisor Aides o consultant fee paid completion of Program Staff began implementation of program To assist in the implementation of program Fay Stipends t i UI t*1'' H N FOUR-YEAR-OLD LNCENTIVE SCHOOL rROGRAM I. PROGRAM/AREA OVERVIEW N A. Summary of Background Information Four-Year-Old Procram N 4 The four-year-old school-based program was imple- II mented during the Program forms fall the or core program. A fundamental 1988 . of the The High/Scope four-year-old premise of the High/Scope N 5 6 1 curriculum is that children are active learners who 8 II learn best from activities they plan and carry out themselves. Children learn by the scientific method of observation and inference, at a level of 10 M 9 sophistication corresponding to their development. 11 Precepts of High/Scope have been validated in a 11 II 20-year longitudinal research project, as reported in the High/Scope monograph. Changing Lives: The 12 13 Effects of the Perry Preschool Program on Youth 14 Through Age 19. The High/Scope curriculum compl e- II ments the 15 home-based curriculum of the Home Instruction program. 16 11 B. Special Needs Educationally-disadvantaged and lower socio- 17 18 I I J economic children often enter the formal education 19 setting without the prerequisite skills and 20 experiences needed for academic success. Although usually highly motivated. these youngsters must be FOUR 01530 21H M provided additional lear. 'g T.e ano s t O experiences to enable them to develop the i r note M tial. Research and ore-kindergarten program c- tices have demonstrated that M early education 4 experiences can increase e opportunity f' r suc- H S H II. cess and ticipants . also increase the self-concept of par5 6 AREAS OF COLLABORATION The Little Rock School District and the Pulaski County Special School District will collaborate on parental involvement, inservice and training for teachers and 7 8 9 aides. Each district is committed to ensuring that all staff members are prepared to fulfill the District's expectations for a quality Early Childhood Education 10 11 Program. 12 III. EXPECTED OUTCOMES The High/Scope \"key experiences\" provide a useful fra- mework that guides teachers in conducting the classroom 13 14 I program. These key experiences help the teacher encourage and extend children's self-chosen activities by providing developmentally appropriate learning 15 16 17 experiences to develop each child's ability to: 1. make choices and decisions about what to do and how to do it, using his or her own time and energy 18 19 effectively. 20 21 FOUR 01531II M 2 . identify, pursue, and complete self-chosen goals and tasks with originality and responsibility. H 3 . work with other children and adults in group planning. cooperative efforts, and with shared M 4 4 . leadership. N express thoughts, ideas, and feelings\nto speak 5 about, dramatize, and graphically represent 6 H 5 . experiences in order to communicate them to others. 7 comprehend others' spoken, written, dramatic, and II graphic representations. 8 6 . apply his or her reasoning abilities to a wide 9 7 . 8. range of situations using a variety of materials. expand knowledge of objects, skill in the arts, comfort with physical movement. and I 10 11 u expand creativity. Initiative, spirit of inquiry. and openness to knowledge and other people's I 12 13 II IV. viewpoints. I 14 EVALUATION 15 I A. Information from Inservice evaluations will be marized. sum- 16 1 B. Test data will be analyzed to determine if 17 C. measureable growth occurred. The IRC staff will in student achievement has 18 19 assist with analysis of sum- 20 mative evaluation data. 21 FOUR -iC 015324 II V. STRATEGIES During the 1988-89 school year, the Four-Tear-Cld II Program was implemented in three Incentive Schools. During the 1989-90 school year, the program will oe 4 H implemented in the other Incentive Schools. Ail schools in the District will implement the Four-Year-Old Program 5 N N by the 1993-94 school year. The scope of this program 6 may be altered, affected and/or enhanced by the proposed assignment and construction proposals made in this plan. 7 8 9 10 11 12 13 I 1 FOUR 01533 14 15 16 17 18 19 20 21siiunGifs INKEMCNTATION TIHCLIM o tn tu h AntiMtl Flo FcrtM Aaipoatibl* I9fl9-9O tool: Tr (lur) 01V111 on Currlculua and Special Froqtams I I. t. J. 6. S. U.. (r Io iwlfot tht four-Yttr-Oltf Fraflrwi In the Ho ior tnhincewent School! rro^r/krtt four leifOld OtJCCTIVCS STAATUKSZ ACTirlTKS MSINMIM OATC CfMFiniON OATt COSTS KSFONSIIUITT (VALUATION Identify neu Old Fragram participanti In the Major Inhancewnl Schools Recruit teachers and aides Obtain currlcultan materials, supplies, and furniture Train teachers and aides In the Imple- Bcntallon of High/Scope begin program la^le-aentatlon *. h. Present lplcaacnla-tlna plant In ele- entary principals Conduct adla publicity Survep list nf Interested teachers and aides a. 6. a. b. a. lu o April, IN9 April, 1909 Mar. 1909 June. DOt Juno, 1909 Auouit. I90S lAC sulf foiwl returnrd Ifiiai pi 1600 IRC Staff FrincIpals IRC Staff Ihmun Resources Off ic  FirticipanU lilrnlllir A I lit of quil I I led ip. Complete and send orders to High/ Scope Coaiplct* and send nrders to ntndnrs Conduct orientation and uarkshop (S days) Conduct monthly Inservice Contact parents for Farent/Tcacher Conference (preschool) to 00 JuM. 1909 June. 1909 August, 1909 September, 1989 August, 1909 OS UI August, I90S August, I9O\u0026lt; August, 1901 Oo-going August, 1989 bd lU tl.OOO 120.000 Stipends-t2.000 1200 -0- o to Frinc ipals lAC Staff FrincIpals IRC Staff High/Scope consultant IRC Staff High/Scope consultant IRC Staff ClassrooM teachers 00 OS UI Hitrriils iviiliblr Materials arailablr Agenda Agenda Number of parents al in. Parent/leacber (unlrm. ( I I ] 4 I uuutt K'.aUit O la G\u0026gt; oi 1. SIMHdCS - h9\u0026lt; 2 AmmiiI rita fcoal: 8. INnCMflfTAnOR ll*tfLIN{ la laylaaaat tlx fouf-r-0ld rro\u0026lt;rM la Hx Major tnhaacaat SchooU OBJECTins STBATEdES/ ACTIVITIES 8E6IMIM DATE COHTtniOM DATE COSIS ACSraNSIIILlIT b. C. Evaluate effectIvcaett of Iba four-lear-Old t. b. t\u0026gt; DI * HIon Pro^r evAIUAHM I M ro o to Include (ur-ifr- old cblldreo la Nailer Schedule-* itudeott receive tervlcei of coua- telert. auilc leachert. tchoel aurtet. Ilbrarlaat. phytUel educelloo teachart, aad art leachert Eaiure Hlfii/Scopo key eiporleocet occurrlaf la Um clattroaa Mslaltter (t$f tettt Aaalyie teit date and preHt* report for (AS* Board of 01 ruetort 00 ot Jl,. IMS Aufuit. 1989 Mar. 1990 Juaa. 1990 UI (a) Jimc. 1990 Juac. 1990 Juac, 1990 July. 1990 ru o -0- -0- -0- to 00 Frlacipali Clattrorui leachert IRC Staff Clatirooa (eacbcrt IRC Staff Attoclate Superintendent for Currlcu- lia* and Special Frodraat o UI Hatter Srhedulet CurniuliMa cheitlitl letl retullt (valuation Report I I in CITY-WIDE EAKLY CH :OCD EDCCAT ICN PROGKAM A. Overview For over twenty years, federally funded Headstart and coir.pen- 4 satory education programs under Title I of the Elementary and Secondary Education Act and later under 11 Chapter of the 5 Education and Consolidation Act have demonstrated cons ideracle 6 success in narrowing the gap in reading and mathematics achleve- ment between white and black elementary children. 7 Sut despite these early gains, the school dropout problem and the equally 8 difficult problem of undereducation persist. particularly among 9 society's most disadvantaged young people. I 10 The plan proposed by LRSD for the city-wide early education program will have a threefold purpose: (1) Parenting education 11 I for both mothers and fathers, family health care, and nutritional guidance\n(2) Quality child-care arrangements for poor working 12 13 I parents that stress social development and school readiness\nand (3) A quality preschool program for disadvantaged three- to five- year olds, with emphasis focused on the four- and five-year-old children. B. Special Needs (Individual District) The National Association for the Education of Young Children ( 1986 ) identified standards to ensure program quality in preschool programs. The major characteristics for a quality program Include: (1) staffing patterns, (2) teacher qualifications, (3) comprehensive services, (4) curriculum, and (5) parent CITY ^C 01536 14 15 16 17 18 19 20 21n participation. These factors will be addressed i.n t.te oeve ment of the city-wide plan. n staffing Patterns. Low staff-child ratios an! ST.a__ group sizes are key components of quality preschool 4 programs. The recommended standard IS a staff/chi ratio of 1:10 ' in a group no larger than twenty ( 20) 5 children as an acceptable staffing pattern. 6 Teacher Qualifications. It is recommended that teachers 7 have college level specialized preparation in early 8 childhood education, as well as supervised experience with young children before they are placed in charge of 9 a group. Paraprofessionals should have sufficient edu- 10 cation and/or training in early childhood education and should be provided with ongoing inservice training. 11 Comprehensive Services. Comprehensive services should be targeted to all children who are economically disad12 13 I vantaged or academically at risk. Comprehensive ser- 14 vices include medical. social, and health services\n15 required parent participation\nand a program that addresses all areas (social, emotional, physical and I 1 16 I cognitive) of a child's development. Curriculum. A curriculum based on principles of child development is crucial in determining program quality. Researchers indicate that open-structure curriculum models that involve teacher and child-initiated acti- vities as well as teacher-structured individualized CITY   4 01537 17 18 19 20 21n n learning activities to social, emotional, Parent InvoIvement. The achieve a balance of co J ve, and physical development goals. Parent involvement in parent advisory boards, parent-teacher conferences. family ser- 4 vices, and the inclusion of parents employees is as volunteers and an important component of an effective sarly childhood program. program must accommodate working parents if parent 5 6 involvement and overall program implementation are to be 7 tive. In summary. the city-wide program. whether school munity based, will: provide a comfortable. safe, and stable ment\neffec- or comenviron- 8 9 10 11 3 3 ensure consistent and nurturing care and education\ngive the children the opportunity to be physically active\n12 13 14 expand the opportunities for children to explore q and meaningfully interact with the world around them\nprovide opportunities for the children to interact with, learn from, and be 15 16 17 I children\nappreciated by other provide stimulation and support necessary for the children to develop cognitively. socially. emo- tionally, and physically in their own time and in appropriate ways. CITY 01538 18 19 20 21C. Expected Outcomes (Long-Range Goals) 1. By September 30, 1990, the initial nase comprehensive city-wide early childhood program will be O - 3 3 mented in Little Rock. 4 2. By October 1, 1993 , the number of educationa 5 disadvantaged students enrolled in early childhood educatio.-. programs in the city 6 eligible population. 3 . of Little Rock will be 80 percent of the 7 I By September 30, 1993 , the Little Rock School 8 District and other agencies in the city of Little Rock will have implemented a comprehensive and 9 consistent program for minority and economically disadvantaged children in the city of Little 10 Rock. 11 4 . By September 30, 1994\npre-screening data at the 12 I beginning of the school year will indicate in the number of children identified a 75 percent reduction as moderate to high risk. 13 14 15 16 i 17 18 19 20 1 21 CITY 01539Annual Plan 1980-89 1989-90 INKtKNTATIM TIKI INC O UI o (OAr) Perton Retponiiblg 0r~jk7erly UHte Cua I. lu cooperat iveTy develop a 0lan for the Inplenentat ton of a city-u i I NIvltlan Currlculcw and Special RrogrMit tor ainorUy and cconoalcally ditadvanlaftd children. I* cowpr*Nnal early (hlldhooN yrofraa Progran/Area prTy^ltdhood _____________ tdcKAl Ion MJICriVfS STRATC6ICS/ ACIIVItIfS RceiNNinc OAK CONPICTION MIC costs tcsroNsiaiiiit CVAIUAIION lu develop a plan for planning a cily-uide early cull dhoud prograra III In It lair the planning Ini III Ihr inplrnental Ilin a tiiyuidr early child liunil piugian lu I.C To receive a lotitr of lupport froa each agency detirIng Io partIcIpale 7.1 Io etlabllth planning prcKcdurct and Identify Aey caauilllcei and chairpertant needed for the plannins pm-cett 7.7 Io Identify appropriate additional repreienlalivci (roa each participating agency for each caaaoitlee 7.3 Io delineate the yoali to be addretted and the latkt to be accoRtliibed by each (oaaiillre. Including appropriate tinellnci Io be net. I. I Io conduct periodic neel Ingt Io re leu progrett ot each connillee. ro o to 00 o\u0026gt; Max. IM9 Nay M. )N9 Hone (cy Rcyrctciilativct Iroo tach ayciKy file record of letlert June IS. ISM July IS. ISM SeplcoAcr I. IMS Seplmdier. IMS UI htly IS. INS July 30, ISM Septca*cr 30. IMS Oeceidier. IS90 w Hone Hone None one o (O (Of Reprcientatlaet frao each oftotf Coy Rcyroicntallaet troa tach afCMy Mey ReyrotentalIvet (roa each asaucy , Ailoc. SupI. (or Curr. and Special Pro-grant O) UI 00 Structured plan (or planning on (He Record ot coawl I lee a^rc Record of coauiillec neidxrt Hinulri ot alerting I J J kMW uumm' 4 O UI Annual Plan 1908-89 1989 89 non aatponiibic' (tar) IWltWIITAriM TlfVlIM Co4 I: for ail ------------------F *leelop a plan lor the layleaientat ton of inority and econoaaica 11 MJfCIIWfS I I  C pr^gr. OIvIsIgm CBn ru rAr U\u0026amp; u** laua tnd S\u0026gt;\u0026lt;ial Lar licIM icJKood STMlfCIfS/ Aciivirtfs mchminc (MIE coNMnIcEiioM cosn tcsPMsiaiiin ) ? Io Idrntirx (VUIMIIM rctourcci needed by identtried by each coaaitlee, including nonetary 1.1 Io review I he lint dralt ol (he coaipre-henilve plan and Io ate reecmendat loni for relincacnt I B Io lulmit the llnal ^raft for approval to \u0026lt;11 participant Beardi ot Olreclon (ukere appiIcabic) to O to 00 Septnber I, IM9 Septenber M, IM9 -0- Attoc. Supt. lor Currlculua and Special Prooraaii Identiricallon ol C(MBiltre January, 1990 ftbrvrr, 1990 a Ol UI February, 1990 Merck, 1990 co M -0- -0- o Aiioc. Supt. lor Currlculua and Special Pro9raan AllOC. Supt. lor Currlculiaa and Special Pro9r am to 00 o\u0026gt; Subniiiion of lint dralt Drttl tubnltlcd (o loard UI f( I I  I SPECIAL PROGRAMS The Little Rock School District has developed and will con- tinue to develop special programs for meeting the needs j of its students. Several such programs are described below. The Asset Program, the JTPA/HIPPY Program, and the Summer Learning 5 Opportunities Program are described elsewhere in this Plan. 6 Little Rock School District/Little Rock Job Corps 7 A...ternative ProgramStudents who are 16 years of age or older and who are experiencing attendance and/or 8 disciplinary problems (long-term suspensions) may apply 9 for acceptance into the alternative program. Students 10 I electing to enroll in the regular education component must meet the course credit requirements while attending school at the Job Corps Center. 11 12 New Futures/Little Rock School District Homework 13 ProgramThe Homework Program will provide Homework 14 Centers in selected junior high schools throughout the city and will establish a Homework Telephone Hotline in 15 the ai^s of English, mathematics, science and 16 social studies. To be funded by the city of Little Rock busi- 17 ness community, this program is scheduled to begin 18 during the 1988-89 school year. 19 H Little Rock School District/Arkansas Power and Light 20 Company Summer Science InstituteThis is one-week summer enrichment 21 program which provides science activities and experiences designed to generate an 27 01542 ainterest in the study of science. The Little Rock School District recognizes the need to expand educational opportunities for all of its students. Business, 1 I J civic, professionals Zand other organizations will be an ongoing resource for special programs that are designed to provide diation and motivational experiences. reme- 5 6 LRSD and the Joshua Intervenors are now involved in discussions with representatives of various business organiza- 7 tions in order to secure summer jobs for LRSD students who will 8 participate in a summer program which will combine academics and job opportunities. 9 10 11 12 I I I 01543 13 14 15 16 17 18 19 20 21I. Overview SUMMER LEARNING PROGRAM I The Job Training Partnership Act/Summer Learning Program was initiated during the summer of 1987 to provide educational assessment and remediation in the areas of reading and mathematics for youth employed for the Summer Youth Employment Training I 6 Program. Students assessed as deficient in either area are required to participate in a six-week half-day summer tutorial program that has the following characteristics: A small class size with a pupil-teacher ratio of 12:1 and certified math and reading teachers. 10 2. Counseling services provided through two (2) JTPA coun- selors. 11 3. Motivational and enrichment sessions conducted on 12 1. a 7 8 9 I weekly basis. 13 I 4. Computer assisted instruction with state-of-the art 14 5. software in reading and mathematics skills. Positive interactions between teachers and students with 15 high expectations for student academic performances and behavior. To meet the needs of underachieving students (ages 14-21), the Summer Learning Program should be expanded to increase the 16 17 18 19 number of student participants. If not filled by those students 20 who are JTPA eligible, participant slots should be allotted to any student in the Little Rock School District who is having dif21 ficulty in reading or mathematics. All classroom participant 29 01544q I slots should be filled in both the morning and afternoon sessions q with both JTPA certified and non-certlfied participants. The counseling staff should be increased by twoone male and q one female. In addition, a psychologist would be contracted to assist those students 'who are having serious problems. College q students will be hired as instructional assistants. with one (i) assistant available for each teacher and three (3) clerical aides 6 will be added to the program. The college-age instructional 7 assistants must be returning students or twelfth grade graduates who are college bound. 3 a I I 8 9 This program model has demonstrated its potential for increasing student performance levels by four (4) or five (5) 10 grade levels as measured by the Test of Adult Basic Education 11 (TABE). A significant factor has been the utilization of highly motivating, competent and caring staff members. This program model has been effective because all of the components have been carefully blended. II. Goals 12 13 14 15 q By the year 1993-94, the number of Summer Learning Program participants will Increase to 350 students who will show significant growth gains as a result of their participation. 16 17 III. Evaluation and Monitoring (Process and Responsibility) 18 The pre and post test results from the Test of Adult Basic 19 Education will be used to assess student gains. Follow-up data will be used to determine the transfer effects of the program. 20 21 30 01545udluul J \u0026gt;1 Aniwtl FIm 1909 - 1990  M p Person Coal: aW\u0026gt;H0 ot pou9jy ! tr*l\u0026lt; liMWr youln IKK (Tar\u0026gt; OlvItiM JIPA - Slop OUCCTIVfS Io lest all students between the ages of 14 \u0026gt; 21 that are certified by the City JIPA I. t 'r Prograos to deterolne naiNer of sludtnls that would have to enroll In tho prograo for readlnl or auth. Io use (lassrooB training anc the computer lab In the learning process. Io set up field trips of cultural events, children shows, art center, and visits to sites of Interest to young people. Sponsor a luncheon talent show where students could perforo and eaprcss talents. I I o I I tn 0^ Trf having probicai In mdlnj and aath ProgrON/Aroo Suaaaer learning OpportunifTAT PPP^riN Wernr? STHAnCICS/ ACTIVITIES KCimiM GATE camnin BAn COSTS iSFOMsiaiLin EVALUATION To group Iho ttwtfonta according to test scores. I.e.. slow learners together. O0/OI/S9 oa/3iza9 t 75,000 QlrXClfiCM'll o^trstt the overall prograo. Ai^lnlstratlve Assist I. Teachert would wort with each student on a one to one basis. Tutor aid would be used t\u0026lt; aid the teachers sdten available to help the verj slow students. J. Tcachen would alto have to properly aotlvato the students to ancouraga hla/her to want to learn. a. Give students faith la his/her ability to learn. 5. To post-test at the end of prograa to see the growth differences gained by each student. ha NJ O to 00 OS a UI M o Ongoing (valuation Is dono Irathert evtrf two weeks on Standard JIPA evaluation to which Is kept bp the City o will asslt tM OIrecto o\u0026lt;*c( and handle all office duties and aianage the office. Counselors will setup . sessions for Indlvl- ' dual counseling with students that arc . having problcos. tact parents when necessary. M: Con- closely with teachers. Help setup group cosMSelIng sessions. Teachers worn with stuAents to help them la*rove In reading anc noth. fkatlvate and encourage the* In the learning process. Tutors will assist the teachers In the classroow. help the slow learners. to 00 OS Teachers will keep dally *ekly evaluation reports or o each student In a personnel folder. Students will be perwitted by teachers to review then evaluations, discuss, sign, date and write any coaawents that they ailght have.I ASSET PROGRAM 4 I. Overview Initiated during the 1986-87 school year, the Job Training Partnership Act/After School Special Enrichment Tutorial Program (JTPA/ASSET) provides educational support services to junior high school youngsters who need assistance beyond what is available i during the regular school day. Participants meet individually 7 and in small group sessions to receive concentrated assistance in 8 reading and mathematics. Peer tutors who are JTPA certified (lower socio-economic youth) work under the supervision of cer9 tified teachers. A motivation component is integrated into the instructional model. 10 a I Well-planned instructional activities are 11 r I complemented with materials. a variety of multiethnic and audio visual 12 During the 1988-89 school year, the program activities will 13 be implemented at four (4) junior high schools. The program 14 model has been revised to include more non-certified students to 15 participate. However, a significant number of students (grades 7-9) in need of academic skills improvement will not have the .opportunity to participate. 16 17 To be totally successful in preventing its marginal students from becoming dropouts and in increasing the academic and social 18 19 skills of every \"at risk\" secondary student in the District, program should be expanded to address the following needs: the 20 three existing junior high populations 21 are not 32 01547 1.I :X 's 3 receiving remedial assistance\n2 . the location of the remediation sites prevents access by some students to the services\nThe \"at risk\" 3 . students need life-coping and life- planning skills essential for success\nI 4 . the \"at risk\" population is not restricted to stuM N I II. dents only in grades \"at risk\" seven, eight, and nine, but students in grades ten, eleven and twelve are not receiving the needed services\nthe lack of wide-spread parental involvement in the program prevents the occurrence needed home reinforcement. Goals of the critically 10 I 11 7 8 c 9 By the end of the 1993-94 school year, the JTPA/ASSET Program 12 I M is expected to achieve the following: The services of the program will be available to all \"at risk\" junior high populations. 13 14 N I The program will be offered at sites easily accessible for students needing the services. Students involved in the program will demonstrate improvement in academic achievement as evidenced by 15 16 17 standardizsd test scores and grade reports. Participating students will demonstrate an increase 18 19 in self-concept. school/social adjustment, and goal 20 orientation. 33 01548 21 1 I Iq q q q q q q The services of the program will be available through esily accessible sites to \"at risk\" high school students. Students participating in the program will receive needed reinforcement at home through increased parental involvement. The degree of \"risk low academic achievement, high absenteeism, poor self-concept, lack of goal orientation, and low motivation  for all participating stu- dents will be reduced. The on-the-job training received by the economi- cally disadvantaged tutors will improve their academic 10 achievements, self-concept, and goal focus and, thus. 11 Increase their opportunities for future employment. 12 III. Evaluation and Monitoring 13 7 8 9 q The activities of the JTPA/ASSET Program, will be monitored by the District's office of JTPA/ASSET Program and the Division 14 of Curriculum and Instruction, and yearly evaluation of the 15 Program will be made, using the following data: 16 q A. The number of identified \"at-risk\" students grades 7-12, 17 B. C. needing the ticlpating\nservices compared to the number par- 18 Standardized test results of the participating students\nAcademic performance in regular classrooms according to 19 20 nine-weeks grade reports\n21 01549 34D. I E. F. Absentee records from the home schools of participating students\nNumber of school drop-outs\nFollow-up reports concerning employment and educational activities of participating students who exit the program\nG. The number of parents involved in parental/home reinforcement activities. 7 8 9 10 11 12 I 3 13 14 15 16 17 18 19 20 21 01550 35 I AAnnual Plan aim 1989 M (**r) o CJI Cn jl^ timtUl INPIIMNIATION TinClINf  Person Resiwnsibie nose ijouglas Io eapaiid (lir~JIPA-ASSl I Ir\u0026amp;gran to Include the prograai in all Junior high schools eicept Mann Magnet Division JICA ASSI I Proiiram Goal: MJECIIVES STAAIteiCS/ ACTIVIIICS BCGINNINC DAU COHPirilON DAU COSIS RCSPONSieiLITT Progran/Area f*tended luToi'ial Trogram (VALUAIIOM I Io continue JIPA-ASSd \"rogran In cilsling lour nior high schools to ..rovide renedlatlon In reading, aulhenatics, and conputer-asststed Instruc- I ion 7. Io Inplenent the above program through remaining non-amgnet Junior high schools I I I CJ PO Identify students needing services * Advertise and enploy counselors Advertise and eaaploy teachers Advertise and enploy tutors Order aiaterlals/tuppl les Schedule/Inplenent hone transportation Identify students needing services Advertise and enploy counselor lU o to 00 Septenber I. 1909 Septenber I. 1909 Septenber I. 1969 Septenber I. 1969 Septenber I. 1969 Septenber I. 1989 Septenber I. 1969 Sepirnber I, 1969 OS UI A Scpicobcr 30. 1989 Nay 31. 1990 Nay 31. 1990 Hay 31. 1990 Ongoing Ongoing Septeadter 30. 1989 Hay 31. 1990 00 I -0- {37.464 ({16.737 per counselor) {16,696 ({7,11? per teacher) {36.019.70 ({643.70 per tutor) {6,000 ({7,000 per site) {6.000 ({7.000 per site) -0- 137.464 (tl8.73? ptr counselor o to local school counselors Director of Personnel Director of Personnel Director of Personnel Director of JIPA/ ASSd Director of frans-portatlon local school cowdtelor Director of Personnel 00 Class rosters Sinned contracts Signed conlrac ts Signed (onirar is Materials reteived Busing schedule coagilrlnl Class rosters Signed Contracts II UulMi J iHUUlBj Jhkititui JttVMAI ( O cn cn KJ nnu*1 Plan 1969 90 oerson Besponsibie Hose Dyjglas' Loa I: Io eapand the JIPA-MSS( OIJLCIIVTS ?. Continued I I CO ro IHPLCMCNTATION TIMELINE (Tear) Igran to include the prograai in al) Junior high schools eacepl Mann Magnet Division JIPA ASSfl Program Progran/Area TaTfivTed lutorial rrogram STRAKGKS/ ACTIVITIES BECIIIHINC DATE COMPLETION DATE COSTS RTSPOMSIBIIITT [VALUATION Advertise and eaploy teachers Advertise and en*loy tutors Order Naterlals and Suppl les Schedule/lagjienent Hoaae Transportation h O to 00 SeplenOer I, 1909 Septeirfier I, 1909 Septendier I, 1909 Septendier T, 1909 O) UI Nay 31, 1990 Nay 31, 1990 Ongoing Ongoing bO hO 119.672 (t2.ll7 per teacher) P7.OI4.4O (tt43.?O per tutor) 16.000 1)2000 per site 16.000 (12000 per site) o (O Director ol Personnel Director of Personnel Director of JIPA - ASSCI Director of Transportation 00 Signed contracts Signed Ci.nlracls Materials received Busing schedule compleled I -.1 -nnull Pl\u0026lt;n 1989 90 r'son Ruponiible Hose uougllT (.041: o Ln Ji LJ jmu (**r) 1o fpn\u0026lt;l the tounseling towponents OBJICIIVCS I. Io provide more Indepth and group session 'ounselIng I I (Z JtMtMill kUMtt] IMPIEHCNTATION IIHELHK Division HP* ASSf I Pt(iqr*m Program/Area ( atended 1u(of \u0026gt;n~ Proqram SIRAKClfS/ AC1I9IIIES BEGINNING OAIE COHPIEIION DATE COSIS RCSPONSIBIIIII (VAIUAI ION Advertise and cagiloy additional count selors Revise ealsting counsel Ini progress to Include emphases on llfe-coping and IIfe planning skills lagilcment atiove skills hi hJ O to 00 Scpteadier I, 1989 September I, 1989 Septenber 30, 1990 o\u0026gt; 5 Hay 31. 1990 t3B,46 (tie,737 per counselor) Director of Personnel Signed contract Septeaber 30. 1990 Ongoing w -0- 13.SOO BMt-erlals (ISOO per site) PO o Director of JIPA-ASStl Counselors to 00 Developxent of program outline Student Involvement in identified activities 4 I a i SCHOOL OPERATIONS The Division of Schools will be responsible for monitoring and implementing the following aspects of LRSD's desegregatio.n plan: Organizational structure Discipline Guidance/counseling Internal Integration Extracurricular activities 8 Evaluation/testing Staffing 9 Planning/implementation 10 I The Division has established the following goals: 11 A. To ensure an organizational structure which provides equal opportunity and access for parents, students and all staff. 12 B. To provide a climate in each school which is based 13 on the belief and expectation that all children can learn and to provide 14 resources necessary to support and effect that belief. 15 C. To develop and implement policies which influence school 16 climate and improve discipline and student attendance while meeting individual student needs and learning styles. also 17 D. To provide guidance and counseling services which address 18 students' needs\nare supportive of strategies and interventions 19 to enhance student success and expectations\nand provide com20 munication to families of students, 21 39 SCH 01554E. To provide guidance and counseling which makes students aware of their options\nand assist students to acquire habits and attitudes necessary for success in school and in later life. P. To monitor student class ratios, instructional and teaching practices to ensure equal opportunities for all students . G. To provide and ensure opportunities and encouragement to all students to participate in extracurricular and co-curricular activities. H. 8 To assess the results of school practices, paying special 9 attention to their impact on minority and disadvantaged students. I. To review and assess testing practices, formats and 10 results in order to better address the needs of all students 11 while providing special intervention for disadvantaged students. 12 J. To give school principals sufficient authority to improve schools and to advocate for students. 13 and to hold them account- able for results and opportunities for all students. 14 K. To review staffing patterns and staff assignments in all 15 schools and district divisions for equity. 16 L. To establish recruitment programs for representation of minorities in all positions in the district. 17 M. To ensure school wide planning, individual student acade- 18 mic achievement and to address disparities, student success. Individual needs and 19 20 N. To provide staff development on an ongoing basis. 21 SCH 01555 400. To provide information to parents in regard to topics 4 relevant to increasing student access to opportunities. P. To collaborate with PCSSD and LRSD in regard to aspects 3 Of the plan which will facilitate and enhance efforts. desegregative LRSD will establish programs as described in timelines to accomplish the goals set forth above. the following 8 9 a 3 2 10 11 12 13 14 15 16 17 18 19 20 21 SCH 01556 41INPICIKN'ATION IIMdU e -'nb\u0026lt;) Plan - !'son ica I: Responsible J.__________ 1969-1994 (*r| SuperTntendent/Assoclate Superintendent _____________________IiLauuuii-Aa_Jii^nLzaliiifuUL_iUuUtiC_ktiiULJiciuiili_cuuiixjiL opportunity and of access n 1 wI % ion Si houl s Proqr4M/Arr* IndividuA I ii hiKiI', . 2. ). O UI Ul 0\u0026gt;J[CIIV(S SIRAUCKS/ ACTIVUIIS BfCIIININC OAK COMPtEIION DAK COSIS RispuNSieii in (VAIUAI iUN Io review organizational structure In schools and central offlcf to ensure sufficient support for students and staff success and for inpleavntatIon of the desegregation plan 1o provide Inservice to raise staff awareness/ eupcctations of equity concerns tor students Io provide prograas which raise parental awareness of district structure, policy and prooraas and ways Io access lliea I 4 I I hO Appoint school based biracial coanlttccs to onitor InplaaentatIon and data Appoint a district wide biracial coMlttee to nonitor distict wide desegregation efforts and data (stabllsh a reporting systen Inservice cycles for eaistlng and new staff regarding\n* effective schools  teacher eupcctatIons  working with parents  al risk youth * learning styles Him-seninars at PIA nectings and in the conniinity ro o to 00 m June, 1989 June, 1989 August, 1909 June JO, '89 ! o, co Ongoing Ongoing Ongoing Ongoing PO o to PrIncI pa Is Associate Supei iiileiiden Associate Soperintendenl Sc liuu I s Associate Snperinlendenl Oesegregat lull Assistant Siiperintendeiil Appropriate Associate Superintendents and iltll ol District Stale Deparlaeiit of I due a 11 on District Staff PIA Cuiinc 11 (liM al and area 1 Sumey ul sljH jiid ........... Repiici Illi Ilie III cai 111 cuavai I lees Rosier itl leailiecs P4fI ICipatlog slat! Hala based 1*411 hvi-vm'hI . Ill lari)eted '.ludinl Scliiml s l.tlrnd.ir sIiohiiui pi ii\u0026lt;|i im lie Id Uiisleis III .11 ii'iidi'i-. I I' 00f O (n Ol m |H 1 '.(i Plin 1989-1994 (tr) lUUiMi ZhUlUi  I IKPLHK7A7|OK ilHELitt -I'lcr. Rtsporsihie Superinlenrtenl/Assnriite Superintendent u-1 : I- Icontinuedl____________________________________ MJECTIVES SIRAUCKS/ ACTIVITIES BECIIHIIHG DATE COHPIETION DATE COSTS R(spoks:biii\n\u0026gt; Ou 111 on S\u0026lt; lino I s Pro^riai/Aic* Indiwidml Sciim11 tVAlUAIlOH Io aonitor school stinderds to ensure high guellty education for all students Review of \u0026lt;U School aonltorlng visits I s M M O \u0026lt;o 00 a\u0026gt; Present Ongoing Assistant SupennleiHlenl PrtncipAli AssisUnt Superintendent' le$liny/(vjlualtun. s CdleniUri of visils s Nunituriiig reports UI o \u0026lt;O 00 I I. I,11 J sUUUi, iUllUU iUitili, ssAWl, itiOllll I IKPL-H-K-AIIOM 7lMi\ni\nt .IIIISIII I 2. o Ol Ol \u0026lt;D .('* Plan 1989-94 (Vtar) iff. 8*portibi 2110tiate Superintendtnn 08J(CIIV(S -------- --------------------Vo cllaate in each school Uilch is based on the Itelief and capectation that all children can learn and to Provide education to staff and patrons regarding school culture and positive school cllaate Honitor school cllaate nd resourc* allocllon i i K\u0026gt; 9v:$ ion Pro^r4A/ArrA . SLiintil s______ provide resources ntcentrf to iupporf and ellert llial hr lie/ STftAUGKS/ ACnvHHS BtClimiNG IU.U COHPlCnON OAK COSIS p(spoks\nbiii\ny (VAtUA]ION PIA Board and general acetlngs to have educational conpoaents re: cliaute and eipcctatlons Use of fhanncl 19 to carry ttrief acssages to stall re: eipecta-tlons, working with at risk and disadvantaged students\nand creating positive cliaatc Monitor facility, staff aorale, student achieve-aent, status of aedla center books and aalerlals (nhaxe eguipaent, supplies and awtcrlals In buiidings PromOe stall develop- ent and intervention plans as needed to 00 o\u0026gt; August 1989 August 1989 June, 1989 UI Cd Ongoing Ongoing Ongoing Video lapes Staff liae Purchased prograas ASCO etc. Approalaatel IIO.UOO per year o to District personnel clesignaled by I he as Agendas u( aetings Associate Superintendenl s Measurable lagirnveavm % Assistant Supei tntended!s PrifKipals Media Supervisor Idem tiled disiriit Stall oa on individual siIhniI cIlaates Hepni ts til Stipi'f V I'.I Assistant Super ml endenl s .\u0026lt;\u0026gt;1 Stall Develnpan-nl Mu.in Inal lly III I dlH JI I. Sin ve, Hesiil I s Ml I I I UlMin. I|ML:rt ) 4. O Oi Oi O .l\\ Plan 198994 (Ttir) sir. Besporsibie Associate Superintendent II:: II. (continued) UJiC lives STBATCGKS/ ACTIVIIKS BcClllUINC OAT( COHPICTION OATt COSTS RTSPOKSIBII ITT DIV IiI on StIhMils Progrio/Are* Ium.H_____ [VAIUAI ION Io work with schools to help then design prograas Hhlch aeel the specific needs of theif students establish a prograa to faalllarlic parents with school capectatlons and to build a partnership with thea I I I cn NJ Provide resource assistance to school staffs Provide planning tlae and forauts to school stalls Develop school profiles which show coaplete data pictures. lor laproveaent Set goels Sliare schools objectives disciplIne policy, standards tor testing, placing and proaoting students Involve parents as full partners In planning at school lur student growth and success NJ O to OO \u0026lt;J\u0026gt; June 1989 Ongoing Io be deterained -0- -0- -0- -0- US 4^ W NJ o to Division III Schouls And Curriculua Olviiiun ul S\u0026lt;Imm\u0026gt;I$ School Principals and stalls Pnnciptls, Strll Principals, SlJlI. PIA Bojrd, patrons 00 I Coapletlun ol Prograa Designs ScIksoI prill I les and aom lured buildiini pl .iii . l)\u0026lt;*plii|iaeil( o( 4llil sImi iii.i III st Ikki I based iil\u0026gt; (n i i disc I pl me pill II irs el\u0026gt; Sl Jl IM II 4l in Miident bc-liaviin ai liieveaent .111.1 I J J JWIHt, .vuuih, jIli.lUA, liuivift, tStViKI., I rlen 1989-94 (V..r) !-:r F.tiportlOi* _ Aisocijte Smxrintemijntt\n11\nIII. OIJCTIV($ I 2. J, O Ul o\u0026gt;   I giiavtU.,  IKPl-KiirkT-OK ---------------------------------------------------lo-lktcluu and JMletamalitLleS tdlicb enhanre srlinul sl!mals_ n\u0026lt;i iB^irovc itutlent discipluic And AltcndAncc Mhi| 4I\u0026amp;0 Meeting indivitluAl 9 i V : $ I on ___ S( ImmU 5______ Pro^f_________ h\u0026gt;(liitkjAl St ImmsI , Iierdi 4111I leiriiiity styles __ ruuiLuCtiiuc^ STA1:GIS/ ACTIVIIKS a-:CIIHI|HG CAI COP.Pl(TION DKi[ tosis rSPOKs:B!iI7r (VAIUAIiON Provide Inservice training to district personnel on discipline in a desegregated setting - Conduct Inservice training on discipline management la all local schools Provide (ollou up training lor new stall on a regular basis August 1989 August 1989 rll, 1989 Ongoing Approaimately tlD,DUO Director of PupiI Services Building Principals Assistant Superinlenden Consultant s -0- Bill Iding Prior ipal s Director ut Pupil Services Provide inservice to district personnel on behavioral styles and learning styles ol students ol divergent backgrounds Provide a committee to review attendance and discipline policies and datum on an ongoing basis to ensure eguity ol policy and polIcy administration I I I 1 i^ a: Provide training (or school based Inprove- ent teaas (to involve start and parents) uho will train sla(( at the school site with annual maintenance Committee and sub- CUMitlees Io Include principals, stall, patrons, students Ion the secondary levels) and at least one (I) Board member to review Io review data and recoivvend modi lical ions lu meet student needs and district needs ru o (O 00 Spring 1990 Ongoing 1989 90 School (ear O) Ul Spring 1990 Ongoing Ongoing 'Watch dog* committee $8,000 $10,000 42.000 NiniMl Student lUndtMHSk s tlS.OOO jnnue11y o \u0026lt;0 Associate Superiiileiideni Consultant (sI In -District CooperatIve Idenlifieil sl4lf AssocKle Superinleiiileiii s Principals leathers Director o( Pupil Services Patrons 00 ( I 1 .llWlli, itviUa .miKaU^  I I pUUili.. IKMltia I I   .(i rlin I9S9-94 (V..r) l.-il: in kanUniMdl OBJECT HIS STRAItCICS/ ACTIVIIKS . 5. O Ol Ol IO iKniit-KTAT-oK\n:k BsCIIUCING DATE COKPIETION OAIE 1:' 01 V:11 on S( fllMI I $ ? r o^r tm/Kf 11 __I nil I vIduJ i_ S* liDnl , Pupn~~^erii it ys COSTS KCSPOKSIBil i\nv EVAlUAIEON Appoint joint canalttee with PCSSO and M.RS0 Put In place alternatives to suspension across the district with al least one such intervention to be placed at each school Establish a school based student discipline and attendance Incentive systea at each school I I 1^-. NJ Review attendance and disciplinary policies and conscguences Develop school based discipline plans (o be reviewed at district level and to include suspension alternatives (CCectiveness of these alternatives to be regularly assessed Review research and develop rewards prograa such as recognition, tangible Incentives and awards will be Individual to the school lapleaent prograas NJ o u\u0026gt; CO 1989-90 School fear rail 1989 Spring 1990 Call 1990 o\u0026gt; UI Ongoing Ongoing fell 1990 Ongoing U\u0026gt; NJ -0- Appromiaately 1600.000 (1st year) Cust wl11 increase over tine Cost of research aaterials Approi ISO per scliuol (ur periiMlicals Iprufessiunal o o Appointed Stall 3 Districts (see col labral iim conponeiit) AssisunC Superinlviulenl \u0026gt; Principals ScImioI Based Stalls Prinr ipils/SUt I AssisUnt Super iiilendeiil s VIPS Palrunt PrI nripa I s Sc lino I sial 1 s 00 Review and revision ul In distrii I al tendance ami disciplinary policies I \u0026gt;1 stance ol al tei nal ii plan III each buildiii*) SI al I SI iral dal a In SupporI validity ul plan an\u0026lt;J lagtruweaM^nl III  Il S( I pl me anil birhav inr 1, ,1 IIUUMh, alltWh, oiullb fl I I a I I I O ex \u0026lt;n o\u0026gt; IMPLiKK'AiiON llHi:i: ,\nP\u0026gt; lW-9\u0026lt; (Vt*r) i, i I: ttr. Rctpodibia Ai^ociflte Sunef inteiutentt lih__tccntIwucOl OBJICIIVCS SIRAICCICS/ MTIVITKS acciiwiNc 0A1C COHPICTION DAIC COSIS RCSPONSiBIl IK Oivision_St liuo I s Proqran/Area _buliyiiJual iUlUul. __________________PuDtl Servites (VAIUAIION Provide counselIny Intervention for students ulth chronic disciplIner/ end/or ettendence problcns I I I ac hO Activate discipline/ attendance Intervention tCflan At schools. Nn- date the pupil services teea to do annltoriny end Involve the counselor ulth students uho have disc IplIne/attendance problens. Involve perents in the teM process reysrdlnq (heir children Ihrou ' attlinqi/conftrntcti ho O o 00 o Iflll 1990 (flll 1989 m 00 Ongolnq Onyoiiu) M Io be deternined -0- o o Principals Guidance Oeparlnent Director nf Guidance Pupil Servites BuiIdinq Sial Is School lledtih Servites Print I pa I PIA Oil i\u0026lt; er PIA Count 11 Counselors Sthool Intervention leans Sthool Health Servites I 00 fternrds of toonsei iicj iiitervenl ion UtM ords ol pdrcnl/Ic.im inwol veaunit Sidl I si K dl ih i I I'.lir 1(1 sluileiil d(IHitiidii* dl st ipl litdi y I cl u I .11 . i\nI,^UUUb AtUttMft, kivnw, iHslilh, ^isiiuU. fl MhiUXf, .UiiUit tUllM- J UUSi.., s .MiJUVUi AHUUAi llUaUtaj a 2. o UI Ol lKniKk\"Ai:OK\n:r.t:i\nriw i9ej-y\u0026lt; ,:r FtsporsioVe ^Diyuiua (urSthpuls ' _1. I\nOBJiCIIVCS InPom students n^all opportunities available to then and encourage then to take advantage or these opportunities (take parents partners In education ol their children by naking Inlomation accessible to than and keeping Ilian Inforned I I I i\n^ co (Yor \u0026gt; ------J____________!\"4!fy!de guiilance/counsel needs\nare supportive olstrategies and JOa lefvms \u0026gt;diu.luddress_j(i^i.lual stu.lent inlervent ions to enhance student su----- Cl, Sion ?ruiri/A nd prov.de cou...cat.on to (..l.,s\"^?  SIRAItCIfS/ ACTiVlIHS aeciMiiNG OAIE CO,Pl f 1 ION DAU COSIS KSPOKs:B!ii\nr (VAlUAIiON Publish  ilotuatnt Annually which lists Iinncil aide, vocational Md higher education opportunities (or all students Encourage students to take advantage ol opportunities open to then Hold a coaeunlty educational neeting each year during the spring to inion parents of currlculun and student opportunities (to Include co- currlcular opportuntlesi Provide written infornaliun to parents regarding curriculun and student skills Staaer 1990 Spring 1990 Spring 1990 Ongoing Ongoing ongoing M o \u0026lt;A 00 OS UI \u0026gt; CO M-S.ooo per yeer -0- Appro*inalely tlB-PU.OOO per year o (O Counselurs Director ol Pupil Services Vocational Director Principals Counselors Oirectur ol Guidance Assoclale Superintendents Divisions (if Cure iculiin an.l SclUMIIs Bui I,Il ng Pr iin ipa I s 00 Pulll IC4I lull ul iliH IMh'iil St4lI stir4l iiM rrjse -nunlr uf stwlenls. particularly aiiuiriii sludrnls. reieivin., I IllitluHl did 4,1,1 prucerding mtn ,\u0026gt;usl Setundary educaliun Hosters l m et II,.,-. (\n.li rliH 1999 94 (Vt*r) ^fltr. ftsporiibia Associate Sunerintendents\n: 11\nIV. (conttnuedl_________________________ OIJiCTIVfS STRAIrCICS/ ACTiVIlKS 4. S. o Ut o\u0026gt; u\u0026gt; iKPLiHiK'fcHOK\nr I  ' i t\nI ion Pro^ran/Arca Individual Sch.iiil*. ________________ GuuUdac______ B-CIMIINC OAK COfiPlETION DATE COSIS KiS?0KS:8!l i\n\u0026lt; (VAIUAIION Io make stinlents aware of ettucatlonal and post educational opportuntles Create coanunity linkages to assist students In need of special services Create \u0026lt;ca\u0026lt;lelc Intervention strategies on a school basis I I  ocn Shills and caiploynent fair to be held annually In conjunction with business coaunlty through ford Collaborative, Mew futures Initiation, city, courts, publIc and private service providers. provide school linkages with guidance staff (or student special needs interventions (ach school to put Into Its annual plan a designated set of interventions Io help increase student academe success e\u0026lt;: Peer tutor Ing Vulunleer lulors Spring 1990 1909 90 School Vear Ongoing Ongoing Ongoing K\u0026gt; o u\u0026gt; 00 O) Ul 8k w ro Rental ol space to hold this If necessary Vac a 11 luia I I ear her s Counselors Volunteeis in Sduiuls PIA (pluyaent f^lr Student AtteikjAih e -0- Naler lais/ Suppor t Supplles o (O Counselors, (aeculive Director Nev futures, IRSD Casey Courdinatur Associate/Assislant Superintendents Director of Pupil Services Principals, Slalls of Buildings Ass I st ante Iron Divisions ol Schools and turriculiin 00 ( cl.Ih I I Sheil (IMMUIIIIy I iiikaijes Auoual pl.ui .111*1 .iiiiiii.il ew.iliiat loo repiii I \u0026lt; u|Mr I s loos I I i I mb, .k^kuu\u0026gt; O o\u0026gt; Ol Ol J tuuiu kUUit UMUi, \u0026lt; I i rfU4ti44 iitnni: -ftiTOUa\n] Ji 1 Fb 1989-94 (V.r) i'jcr. F.tjporiibit Atiocute Suatrmtendents 08 JtClIVtS I. 2. lKl-KirAT\n9K TIE I' 1 ? t ion Si III 111 I s ______ !_pf9!!j_uuidance/counsel inq which asiii 1 i.sIudenLs_lo_?rguire habits and altitudes necessary (or progress in sctioul anil in later Trie. I SIRAHCIES/ ACIiVlIKS 3-cii:hins CATC C0P.Pl CHON OATC CCSIS KiSPOKSIBil17 (VALUAliON Provide alnl-courses lor students in study halls, letting skills, and precareer skills In a sequenced prograa beginning in grade 4 and through high school Reis* euereness of student or future career options I cn M Nlnicourscs to be developed In sequence beginning ulth grde 4 Provide teacher stall developaent in the use ol currlculua ol these areas (Ise of resource volunteers in disses ind issenblles beginniihi in eleaentiry schools Io address career options NJ o ID 00 \u0026lt;D 1990-91 School tear 1989-90 (Pbese In) Ul w Ongoing Ongoing ro tl-2.000 per yetr printing costs t4 S,000 per rear stall developaent costs and stipends -0- o \u0026lt;o Classnxin lecihers, VIPS, Guldance Counselurs Currlculua Sul I lejcher Developers ol (he ainituurses Icichers - grjilei 4 on 00 D(ve lofiaent ol aiiiicuurses Sliiili'iit part i( ipji lull III these (i iia|iara( I ve luvu.i i . Hosiers ul Vuluiilvi-i I 1*^ 1 4 lUUUh. *auu*, iUWUti lUUUtA, HUUtU mniicirKTzOK tikeu.e \"-Il ill\" 1989-94 (V4r) i'icr. Etsporsibie Associate Sunerintendents ir*l: VI. __________________________________ Nonltor student class ratios, instructional and teaching practices to ensure equity for all students. Division _iLhuulS_________ ?ro^r t 4 Indi w it|u4l St ImhaI , I. 2. OBJiCIIvn STRAHCKS/ ACTiVUHS SECIfiUlHC OKIE CQKPIETION OAU CCSIS res?oks:b!i I\n EVAL UKIiON o u Oi Achieve equity In clss structures by gride end by subject erea Achieve egully In student instructlonel prectlces Achleva rgulty In lexhlng mIImmIi I I i (71 NJ Review class ratios by subject, by class, by teacher on a seaester basis Address disparities with Intervention activities Review grade distributions by subject, by class, by teacher on a seaaster basis Address disparities with Intervention activities Provlite Inservice assistance to principals and teacher( In refereme to variant learning styles and effective aelliods O (O 00 o\u0026gt; (edulcly ImediAtely 1989 90 School Year cn co Ongoing Ongoing Ongoing ro -0- -0- ts 6,000 per year for trainers o \u0026lt;D PrincI pa Is Assistant Superintendenl Associate Superintendenl (Sc huu I s) Hunilurinq ol r^ltus And student ouUue$ PrintipiIs AiiisLinL Superliilenileiil . Associate Superintemleni (Schools) sulf OeveliiiMiriil. Personnel, Prim ipiIs Assisliiil Siiperinleiiileiii s Assixeile Siipi'i lillnlileiil s 00 Non I luring ul wjMvi SI heilules AlldiuUfiie 4l Imeiwii,- I liSM DIM Vl SI I .11 ItillS 1I. 2. o cn o 00 I** 1 I iOUlUi, J bVUUUa, 1 IMUk, J ^lULtUl .i'l FUn I9S9-94 (V.tr) i\nr. Fesporsibie Associate SuperTntendents I\nVII.____________________ Provide ^nil OaJiCTIV'S STRAHGItS/ ACTIVITIES IKniKiKTfcT-aK K ri ------------. ------- rnsure uoportunit ies and enrourageaent to all students to participate in eatracurricular and co-curricular -* ------------ eclivities tjn i ion S\u0026lt; tllMlI $ Pro^raa/Arra J^i^idual Stiiuul . _____01 ret lor u? Alhli1 I. 3iG KlUINC OATt CaPiPlfTION DATE CCSIS K[sfoks\nb!ii\ny (valuation Infora all students and patrons of co-currIcular/  Use of aedl* ind press {tracurrlculer Activities  Send printed Infonu- vtliable for students and of participation requlreaents staff recrullaent of students to participate I I I cn CJ K\u0026gt; tion to parents  Hake clear publIc address systen announcenents to students  Use coeaeunily agencies such as churches to assist ulth recrultnent Individual staff contacts uith students encourage involvenent Staff shall specifically recruit fron anong students HtM do not typically participate in particular activities o \u0026lt;o 00 OS UI Onpoinq -0- -0 hd o (O Coamnicit Ions Ue|urt*eii| t ny- \u0026gt; A * I \u0026lt; Principels Staff PIA Board Athletic Uirectur Individual StafI Neabers 00 lug ul , awdia usage, nthei cuavaunity student cuntacts tiw|iai al ive review oi \u0026lt;1414 iJ4f \u0026lt;11 liij litifiili (l( .ipplMjols .Hid Ik i pjr ( n \u0026gt;p4iil s by I Ji e d I i J V,aiU L 4.  O u\u0026gt; at \u0026lt;o J in 1989^4 mutiA, J kVUUU ir J ! 1 porsio'ie Assiicijie iupei Intenilents *! 11 ._.(cun( inued) 03J:Ci:VS \u0026gt;iRAi-C:\nS/ ACTailliS : X G . lilJ! Ku CAT-Jtillniit I J i h. \u0026gt;1 I \u0026gt;1111 II I il 2t ca.Pii\nioH DAi Jis?oi\ns:r :i\n:v VAit\n\u0026gt;i ,011 Increase student parliripalinn, particularly ainnrity student participation in co-curricular activities  PrnII Ie student involveaent in eech club or ectivitf * 0iS4qqreq4le pert ICip4tion d4l4  Bevel01 sciiool based recrullaenl plens 0 Prini ip.il Still I Assisliiul 'tupii iiilemlenl *'*.N i k Mi l I . -. I . \u0026gt;1 p.ii I II ip.ii I.Ill III , llicl * |i I v\u0026lt;* Rraovel ol 4II berriers lor stuilents ubo Hish to P4rticip4te in eilrecurnculer activities I M Provide 4 district Ir4nsporl4lion pro9r4 lur student tr4nspurt4tion Proviile 4 proqr4a lor student 4ccest to equipaenl/uniforas etc. needed for p4rlicip4lion 4l ainiM4l cost lu o (O 00 O\u0026gt; f^ll 1989 (411. 1989 I Ul Onyuiny Unquiiiq t9 per bus run plus $ I.SU per  I Ie 111 lie delerained neppiiilent HI |irih|f 4 invdlvhU o (O Suppurl Sei V lies Assisl4nl Super ml endeiii s I secunildri I Assoc Ute Super ml endeiil lA'seqreqal mu 00 ( I I* kUUM, MUh, ^iUIHiH sUsi\u0026gt;iiU| 71 in 1989-94  s'jrr. F.eiportioic (Vtir) I. o Oi o I: Will. OBJiCTIVCS J J ir.iiici\n'fc\n:OK\nKiL:i: Asiociite Superintendtnti Develop school profiles \u0026lt;\u0026lt;4ilch provlite overview of chool success or Ils lapect on stuitents so Ihet chenpes ehd/or Interventions can take place at necilcst I I I tn tn IO STKAIiCliSZ ACIiVITKS Profile school by: JBJ 1 nrinr' **** results ol school practices, paying special atteniion to their lapact on ainority and disadvantaged sluJenTs ~ * grade distribution  attendance  disciplinary outcoaes * test scores * student Involvenent In school related activities  course enrolInenlsZ special prograa enrollaenls Data to be dlsapgrepated by race Provlite lor \u0026lt;leelo|iaenl ol iml lplnwnt4tlan ol interventioti striteqics Io iddresi ilisp4rte siluAtioiis Milh specific steps lur le^truveaenl ro o o 00 o\u0026gt; C11\nsion 7rocrca/ArfI 3:G|imlN6 CATE COKPIETION DATE CCSIS KiSPOKS'.Bil i\nt (VAIUAII ON laBediilelr On90ing -0- Assistant Superinleiideiil Princ ipals School Stalls Use ol data based siliuul prof I les Veirly coapirilive slii.iii- Priiilui I ion u( iMfii uvi-ni*iii pt JUS III Jililiss ill spji Ilies OuUuaes evjiiijl lull I I I Ul co IO o o 00 I 1 I iUUtik, kUAUeb .muUUb, aUikUUk utitsU* 1 J dliilill^. t I iiuiii.. llKi*^, O cn\nPItn 4 1 I. 2. IKPLzneKTATjOK riKSirr: I: Kesporsloie It. 1989-94 Atto\u0026lt;t4te SuperinIendenI oriJer lo belter jildress Ihe It :$lun Si liiMt I S __****** A\"*! assess test ing pract _- -................... needs ol all students uhi Ie proviJHig spec laTn^TirvTidToTiV'ToF'aisairvaKrigeJ Vrudenl , icet, foriMU end resulK in ?r act tm/krt t LMlh?'* * \u0026gt;*\u0026gt;\u0026gt;1 _IUiU'!!lZL4!uj| 1.... 09JICTIVES STPJIItCitS/ ACTiVlIKS SiCIMfiNC CATC COKPKTION DAU COSTS K s?OKS:B! 11\n\nVAIUAIiON Visits lo schools by tesllngZevaluatlon onI torIng teas to assess validity and reliability of testing procedures and strategies coployed to prepare students lor test taking Meetings uith principals, teachers Infomal classrooa visits by nonltors Cowpllatlonof coaparative data by school (valuation of data ulth recnundat tons for changes/laprovcaents Spring, 1989 Ongoing -fl- lesting/fvaluation Departaenl Mun11or Ing visits and reports Ass I Slant Superintendent Prineipals/SlalI Division of Curriculun and ScImmiIs and OesegregatIon Principals Disaggregation of test results by grade, by race for review and assessawnt for Intervention purposes School analysis ol test results by grade, teachers, race and subject area Oevelopaent al cooQtroHvt data to assess disparity areas, if any Preparation fo intervention plans lo address specific student needs Spring, 1989 Ongoing -0- Principals Assistnat Superintendent lesting/tvalualI ion Prim ipal s/Stal ( Uata assessoent Dim iwenled ................................. as needed Pi'pin I III null Inui ', I I i tn no O co 00 o\u0026gt; Ul w o (O 00dllktll nUlllli I r lin 1989-94 (V4f) Ikhi:-:k*\n9K ::r i:  I I ::sl: j:r. Fttpor.sibit _As\u0026gt;Qcme Superintendent CI\u0026gt; 'sion Siliool i I. 2. 3. O Ol IQ OSJcCTIVfS Oevelop/enhAnce slte-hASed AnApeacnt At schools Provide support to rcviiAllic school cnvironncntt to aAke It conducive to student leernlnti am to order Respond to prIncipAl reijuesls lor AsslstAnce In A llaely BAnncr I 1 I cn ro 92** lo\u0026lt;4l schools suflici*nt Authority to i Apr rive and to ---- r A I*- Inr \u0026lt;1 n ----------------- ---I-- -A-l*U L kIlH Jp iIlLlV e \u0026lt;11(1- lu c _ --------- AdvocAle lor students, am id hold Ihca accountaEFc lor re^TI{~ ?ro^rt*./kitt Indiwiilu^l SiIhmiI-. STItAT:CISZ ACTIVITKS 3iGIIIUill6 d\n,1[ COKPLETION DATE COSTS KrSPOKS\nb\niI7 CVAlUATiON StAff Developaent for principels Revision of district procedures to provide centre! office technicel support rAther tfien strict control fnhence principAl AccountAbi 11ty (or progrAa At the buiIding PlAn of district school rcnnovAtion to aeet progreaaAtic aM student populAtion needs Set up (oraAt for technicAl AsslstAnce Hith Assigned personnel to Hork Ulth indIviduAl schools ho O to 00 OS 1989 90 lcdlAlely UI I* w Onqoinq 0n9Oinq hJ StAft Develop ent (consul - lent I Approi. $700 per principAl $35,000 SigniricAnt - involves rennnvAtion, custodiAl And AinteiiAiice o to Assoc lAte/Assi siAiit Superintendents Support Services Ol VIsIon III S( hiHil s turriculim llivisiun 00 Ciindiii t of stjfl de ve I upneiil PriiicipAl leedtiAi.l( AssislAni Supei lilti'iidi*iiI evAluAlions 111 siluKil (l,iMle And priigi \u0026lt;av And pc Illi Ip.ll (iii.ii|c*en( III lln-'.i- CiMiplel Ilin III ijsk . Inaplcl HUI III (j .c Pl UM ip.ll v.|lt|.|( I.Ill ol pi.Ht I I I* iUHlUk JiikklMi -lllkill J J I J J I J J nr-r si r'tn 1969-94 (V\u0026lt;4r\u0026gt; 8'i:r. \u0026gt;t?or\u0026gt;ioi Atsocute SuperliitenJeiH Ii I: II. OSJ:CTIV$ SIRAI-CI'S/ AcnviiHS I. Update review of recruiting needs by age. race, sea and seniority in positions In the District to ascertain projected needs 2. Review of position asslgnaenls related to racial equity such that all races are represented In every postion and job description In the district o I I m I u cn QD ro JK* cm\nr. Iz n $ 1 on Si IhmH $ *tia_llAnjniLlullfini_A01LlUll_Aiilflneenli.Bn 4ll_Sfhoul s anil alknjae xvna t _____ n . . \"   ?rocre,/Art4 Per sunny I ncp4il.i, di str IC I div I son for equity SECmuiKC CATE C-.FLTIOM DATE CCS7S KiSPOKSISH ITf tVAl UATiON Review of all current staffing with Identification of staff by sea, race and subject area wtM will be retiring to project needs Projection of student population on 2 year basis to validate eapected needs Developaent and assessaent of school and divisional staffing patterrs Recrultaenl ol support and non-teaching staff Io reflect equitable racial representation in all positions N\u0026gt; o \u0026lt;A 00 Currently In effect Spring 1989 Current SuMer 1989 Ul W Ongoing Ongoing Ongoing Ongong o to Director ol Persoiuiel Oli ice ol Piipi I Account lug Director ol Personnel Building Principals Division lleails Oivision/Oeparlneiit Heads Director of Personnel 00 Cuaplel iiMi ul lasts Cunpleiion ol tasks inliani y r ji t .i I ................... In all pus 11 iiMis 1n I** \\ IMkUUl IKPLir.ili uubUa Trot\nkikii^wa kUlliliii, UIHWU itttlltUi J J J 1 J J J F.:spor.sioie XII. 1989-94 (Vttr) Associate Superintendent L\nv: s ion Schools OSJiCTlV-S STPJ.T-GIES/ ACTIVITIES Establish recruitment programs for representation of minorities in all positions in tfie district sG]hT\njN3 CATE COf-'.PLETIOK DATE COSTS KiSPOKSlBlLITY ?rocrtiT./Area Personnel Department tVALUATjON I. Create pool of currently certified teacher appiicants and of students pursuing certification Share applicant pools with PCSSD/NLRSO (see collaborative) Fall 1989 Ongoing Personnel Directors 3 Districts Completion of task o Ol 1 I I CT CO Share with NLRSD/PCSSO recruitment processes at local, state and regional schools with particular concentration on schools with populations of minority students Establish \"in school\" recruitment procedures for junior and senior high school students who evidence an interest in the teaching professioi Provide internship programs at district schools for aspiring teachers and aspiring administrators ro O \u0026lt;o 00 Spring 1989 Spring 1990 Fall, 1990 o Ul Ongoing Ongoing Ongoing CO N) Shared among districts (travel etc. To be determined Approximate!! $4-5.000 per year ) y Stipend for mentoring teachers/ administrator \u0026gt; o Directors of Personnel 3 Districts Practicing Teachers (3 districts) on a voluntary basis Principals Personnel Office Teacher sponsor of FTA Collaborative effort with local universities Principals Personnel Office Assistant Supts Associate Supt of Sch \u0026lt;o 00 Preparation of and implementation of sharing plan Implementation of procudures Increase in pool of teacher/adnini strator applications for LRSD I I J I 1*^ .W I .uuUil* .VUUVk iUittUb jUiUUU Siltaktt J tUltUHl .si rltn IW-94 (tsrj i-i:r. F.ispor.sibie Associate Superintendents\n JdlE____________________________________ OIJCTIVS Si9Ai-6i-SZ ACfivnifS O Ol Ol I- ''Sion S( hiMl I V (n$ure sthopl wiite nUnnina for Dfn\u0026lt;ifMHUC ttcllencf 4n\u0026lt;i iimIivkIuaI sliMlent ochicvcacnl 3-Cli:illNS CUE CfKPlETIOM OAiE CCSiS k:s?o*\ns\ns!i liv ?rojrc.//,ri* ln\u0026lt;lii\u0026lt;)m I St thH11-. fVAlUATiON Provide school based planning based on analysis of all available data\na'specific foraat for addressing school racial, gender, S(S disparities I 1 I (7) O N\u0026gt; ForauUte guiitellnes lor scImmI iaprovaaent plans Mhich will InaO to specific achlenaaenl increases and interventions to assist students Via disaggregation of data relative to  student perfornanca * discipline  attendance  participation In school activities * placcncnt In classes Irain staff lo deal uith data and Inplcnenlalfon ol strategies {valuation of outcoaas ol Interventions via alieslone reports and final rcarl)i reports Reassessnent of and nodi I leal ion ol ob|eclives and strategies Creation of final plan and strategies ho o \u0026lt;o 00 0\u0026gt; fall 1989 Spring 1990 1989 90 1989 90 1989 90 Ul co Ongoing Ongoing Ongoing Ongoing Ongoiiiy ro -0- -0- o \u0026lt;o Divisions of Schools lest ing/fvaluation Departnent Coeniltee of Principals School Stalf/Principals School Inprovenent leans Division of Schools lesting/tvaluation Departnent Principals/Schuol Staff School Inprovenent leans Assistant Super tn teiuteot s PrIOCipals/SlalI Pr loi ipa I s/Si hiiol Sial I 00 forauia11 im of guidelines, plans and inlerveiit luiis Disaggregated (lulime Based Data Dulrones evaluatlnos coiului led on a t (Mgiai alive lias i s I (iMOlWl :aK\nr I- \u0026gt;-.ii rian jaaa aj = i-i\nr. P.tipor.doi* A\u0026gt;\u0026gt;o Mill__ llflflUfiSIttli : t ion S( hool $ ?ro\nrtaZArci |ih)iiilml $\u0026lt;ii.),ils MJ-CTIV-S SIKAIiCKS/ ACTiVlIKS SIGIIWIKC CAU COPIPKIION DAK CCS'S i:S?OKS:B!LI7t (VAlUAIiON o Ul Ol I I 1 \u0026lt;Ti Annual assassaant of outcoaat at fortf plan 1969-90 Ongoing Aisistanl Supcrinlendenls Principals Stalls ScluNil laproveaent leans Asiessnent proten aiiil reaeilialiun plani lor areas in need u( inpruveaenl lU O ID 00 O\u0026gt; Ul W o \u0026lt;o 00 'Baal glillMIU. J -I .11 ritn 1969-94 (Vir)  I'lir. P.tiporno'n Associefe Suoerintenitents JtUL___________________Z___________________ OBJ-CTlr$ STP.AI-CJtS/ ACTivnitS O Ol H^tiK-KTAT'OK T:r  I ion Provtite stiff deyjlopment on m ongoino bisis to stiff ind inforailion to pirents relitive to student Pro, rt./Art\u0026lt; Si huo I s ln\u0026lt;1inl\u0026gt;i I S\u0026lt; luMi'l success SiCIIWlNS CAU CaKPltllOd DATE COSTS Kis?OKs:B:ii\n tVAlUATiON Io ufxUte skills of ill district stiff on i regulir bislj ind to keep ill stiff liireist of deeilopncnts In tiielr field of endeivor 1 1 I C: fC I (U Provide selections of stiff developaent opportuntles for Individuil stiff ind entire ficultles to Include but not Halt to IC SA Pf I Clissrooa Ninigeoent School Ninigcaent Send selected stiff to professlonil developaent sessions In order to incrcise the nuatier of iviilible triiners ind In return for 1 coeaitaent to isslst with collepiil itilf developaent Provide dist'ict wide proqrie rl stiff development lU o (O 00 t9S9 1989 1989 Ul \u0026gt; OnQoinq Onfoinq Onqoinq with auinlenence W M tSO-60.000 per jftir 16 a.DOO per yeir o (O Assoc Ilie Superinleodeoi Curriculua Ass I slim Superintendenis Director Stif I Development Slite Depirtmeiit of tducilion Provision of sUI I LievelupflMiiit (viitence ol enhem e classriHia iiistriii I 11(11 mlh iniiruveil siodriu per f ormdiu es I. 00J I MiUM .iMUiufe .MUM inkitill ^asiiiU ttihliiii .lUttU. -,ii rltn 1989-94 (Ytirl t.-! I: j\nr. r.npor.tioi* Altociite SuperinKixlont 11 O8J-CnViS STRATtCIES/ ACTiVUItS |K?t-KKTA::9K : s ion o in \u0026gt;d 00 Colliborite with contiguous districts regirding ispects of the plin which will liciiitite ind enhince desegre^TVF (lions------------- ?roi rtn/Af * S\u0026lt; liitul $ 1 ndivi(Ju41 St hotil SiCliaiiNS CATt COKnniON DATE COSTS RS?ons\nb!lity iVALUATiON I Io creil*  colliboritIon uhereby ill students In ill schools in th* J districts (18, Ht8 ind KSSO) Mill benefit fro*  aituil set of beliefs end enpectill on i lor success for ill students ind e\u0026lt;)ulty lor ill students ind stiff I I I hO Contiined In the foilouing 'colliboritIve plin* See ittiched plin See ittiched pl in See ittiched plin lU o \u0026lt;o m CT Ul W o (O Supennleotlents 4nd Stiff of 3 districts Successful lple*lll41 iixi uf col I4t\u0026gt;ur4l IC pl4\u0026gt;l Positive, aeisiirilile uulciiaes lor students. Stiff iisd the 3 distent. Ill ireis iddressed I 7 00 LONG-TERM DESEGREGATION PLAN PROGRAM FOR ACCELERATED LEARNING I. OVERVIEW The Program for Accelerated Learning (PAL) provides learning experiences to remediate a student's deficiency while minimizing the removal of the student from the regular classroom setting. PAL is available for all grade levels, K-12. The program provides maintenance and rein- forcement for the student in need of this kind of support whiue enabling the student to experience success within the 9 regular classroom setting. PAL is 10 transition program that assists students in a learning the requisite skills necessary for instruction in reading and mathematics at the elementary level and with 11 12 H emphasis on the core areas of English, reading, science. 13 social studies, and math at the secondary level.PAL is to be a fast-paced, high-interest, high-expectations. 14 indivi- dualized program that will have specified time frames by which students will meet performance criteria. 15 16 Technology assisted instruction is used to provide reme17 diation and intervention learning/teachlng strategies for targeted students. 18 Computers, video discs. and appropriate software support 19 the instructional needs of each student, and instruction, utilizing technology, porates cooperative learning strategies. incor- 20 21 VCR's, PROG 64 01579In the PAL computer component. the goal is for targeted students to attend the computer lab for at least 70 instructional minutes per week. Normally, this yields 3 5+- minutes a week in both math and reading. PAL specialists in mathematics and reading work closely with the computer component to monitor student data. They investigate student difficulties pinpointed by the computer and assist the student as needed. A non-certified instruc- tional aide (lab attendant) supervises the students as they participate in the individualized state-of-the-art instruc- tional program administered by the computer. The eventual goal is to add a computerized management component to pro10 vide (1) annual pre and post criterion referenced tests for 11 most grades Including grading and reporting. (2) com- 12 I 9 I puterized scoring of unit tests for mastery and (3) the 13 j. I automation of record keeping (trlfolds) teacher with more time to provide the J to work with students and better 14 H data with which to approach that task. 15 PAL IS cooperatively planned and developed by the staff for 16 1 students. The staff offers stimulating, multi-cultural. and inter-disciplinary 17 approach to learning. with language (oral and written) base for emphasis in eac.h 18 central core area. Staff members use a variety of instruc- 19 Ml tional strategies and utilize both in-distrlct and com20 K a a munity resources for motivating students. 21 fl PROG 65 01580I .1 S a 2 II. III. Parents are actively involved in vidual assessment, mative assessments, each phase of PAL\nindividual improvement planning. workshops, and summative indiforevaluations. Each parent signs a written agreement, along with school representatives, identifying the responsibilities of the parents, school staff, and students. AREAS OF COLLABORATION Possible areas of collaboration among the three Pulaski County School Districts are as follows: 1. Information/Resource Sharing, Especially Related to Planning For \"At-Risk\" Students 2. Cooperative Development of Programs and Assistance (based on results of MPT and student needs, etc.) 3 . Establishment Schools and other 4 . Joint of Complementary Sites for programs Applications Foundations, Etc. Summer for Funding by Grants, EXPECTED OUTCOMES (LONG RANGE GOALS) A. Elementary Program for Accelerated Learning (PAL) The Program for Accelerated Learning (PAL) has the 9 10 11 12 13 14 15 16 following goals for the elementary level: 1. To identify educationally-disadvantaged students 17 18 through appropriate assessment procedures. 19 2. To develop a profile on each eduatlonally disadvan20 taged student that identifies his/her strengths and 21 weaknesses. The profile may include information from PROG 66 01581the following: EPSF Screening, Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent'anecdotal records, etc. 3. To utilize the student profile in developing an Academic Skills Improvement Plan based on the assessed I need(s). The Plan must be cooperatively developed and implemented by the regular and PAL teachers. jS 3 4. To provide a fast-paced, multi-cultural, technology .S assisted, language-based, individualized instruction i, program for educationally disadvantaged elementary students . 9 5. To set academic performance/achievement timelines 10 for each student in the program. 11 6. To actively Involve parents In.the development and 12 ! Implementation of the Academic Skills Improvement Plan for the student. 13 I I 7. To provide ongoing assessments (formative and sum- 14 matlve) to ensure student progress in meeting the expec- 15 tations of the academic improvement plan. B. Secondary Program for Acelerated Learning (PAL) 16 17 The Program for Accelerated Learning (PAL) has the I following goals for the secondary level\n18 1. To provide a transition program for students who 19 1 I need assistance in developing the competencies needed for functioning effectively in the regular classroom. 20 21 I. PROG 67 01582 I2. To identify and provide placement of students who may need instructional support for functioning within the regular classroom setting, will include the following\nA profile of students former placement level. Arkansas Minimum Performance Skills Tests, MAT-6, CRTM, letter grades, teacher/parent anecdotal records. To utilize the profile information to identify student strengths and weaknesses and to develop an Academic Skills Improvement Plan based on the assessed need(s). To provide fast-paced, multi-cultural, inter- etc. 3 . 4 . a 9 disciplinary, language-based, individualized instruction S s ! program for students placed in the program. 10 To set academic performance/achievement timelines 11 for each student in the program. 12 6. To actively involve parents in the development and implementation of the skills improvement plans for the child. 13 14 To provide ongoing assessments to ensure movement of 15 student in meeting the -expectations of the skills 16 5 . 7 , improvement plan. C. Learning Laboratory--Grades 7-12 17 I To include a wide range of strategies and programs 18 to assist students with basic communication skills reading, writing, speaking, and listening. of 19 20 2. To provide learning and study skills as an integral 21 1. I program component. t -5- PROG GS O15S33 . To include a diagnostic/prescriptive approach which will include direct instruction in the areas of wordattack, vocabulary, comprehension. and application of reading and study skills. 4 . To involve the Learning Lab teachers in developing, implementing. and evaluating the Academic Skills Improvement Plan for all students assigned to their program. 5. To cooperate with core area teachers to provide reinforcement and support for students. 6 . 9 IV. To adhere. as appropriate, to the goals and proce- dures outlined for PAL 10 EVALUATION AND MONITORING 11 A. Student 12 Evaluation (formative and summatlve) of the student is based on the Academic Skills Improvement Plan. 13 are provided Parents written Information during each grading 14 I period on the student's progress in meeting the performance goals in the Academic Skills Achievement Plan. 15 16 ! B. Program The program is monitored and evaluated based on student 17 I improvement/achievement outcomes in accordance with 18 District and other regulatory standards. An Evaluation 19 I Design and Checklist have been developed program evaluation data. to provide 20 21 ( 1 PROG 69 01584WUwii iri-r:kfittXKtn 1 V. SIRAKClfS IKK EM ATA 11 OR I IM LI RE Akou*I Pl4 1909-90 FirtOR RtipontibU Qr, Hj,. ij ttosKy (UmI\nIo reniM (he owtrAll iy1eR\u0026lt;nti Oiw11lun Curriculua end Speclel Prugreat t ion af the Little RocE School Oistritt Progrea (ar Kcceittnleii leirning (P| ) Progrea/Aree Coeepensetory/Heae.li a I fduceTlon' ORJECTIVES STRAKOIESZ ACTIVITIES ICGIMMlMG DATE CONPtniON OAU COSTS IESPOMSIBILIK E'/ALUATIOM I. ReTine the progrea inpleaentetIon ol the Progrea Tor Accelereted Lcerniog (PAL) O I I (A 00 (n II c to lA. Reconvene Um a8 hoc coaaitttes: Junior High High School end e steering coaalttee ulth representetIves Troa eech canal tine b. Review progrea goels objectives, guidelines, end Tlndlngs oT Boerd Coaalttee. c. Reconaend aodlTIce-tlons (ar eTTectIve progrea iigilencnte-tion during 1988-89 with responses to needs oT Individuel schools end progrea levels. d. ReTine criterie/ preTerred guelIlies Tor teecher selection. e. he(tnt pleceaent criterie (seconder/ level). (. ReTine eell criterie (seconder/ level). hO o to 00 Fill. 1908 fell, 1908 Fell, 1908 fell. 1908 Fnll, 1900 Fell, 1908 O) Ul p* Ongoing Ongoing Ongoing Ongoing Ongoing Oihjoin^ w hO o to Superintendent Assoc. Superintendenl Tor Curriculua end Spcciel Progreas AitlK. Superintendent (or Curriculua end Spccul Prograas Aitoc. Superintendent For Currrculua end Spec lei Progreat Assoc. Superintendent (or Curriculua end Spec lei Prugreas Assoc. Superintendent (ar Curriculua end Specie I Prugreas Litt ol Coanittee Heahei Cunnilttetf Meeting Agenda RecnnendAt lun Criterie Tur Teecher Selection Pleceaent Criterie f*  t Cf I ler14 I'/ I' li Ij KWUH innn kiiuiun iUHIItn V. SIRAKGlfS (Continued) iNKCMMrATtON TIHCLINE Annual Plan 1989-90 PrioA Dr. lUry U Mo?T I  Ihc overall (\u0026lt;.r) 01 V 111 on Corr I (. u I UM end 'pel 14 I PrUiJI 41 I. O Ol 0) O) OaJCCTIVES (Continued) I I I inplenentitian af the tittle go\u0026lt;k Sthuol OiUnct Proqran tor Accelerated teorniog (PAI ) STRATEGIES/ ACrfvlTfES lEClNMlM DATE coHPtnioN DATE COSTS BESPONSiaitlTT Pro^r4a/Arc4 Ckwmtfn^A(ory/Bemc\u0026gt;U it ____________________ fdu\u0026lt; 4(Ion EVAtUATION g. Obteln retiemlitloos for student pleceacnt in PAC end coaplete ecedeaic skills needs esscssncnt. h. Develop laproveewnt plens tor students Uio did not echleve estery on the Arken- ses Hlniaia ftrtor- aence Test (gredes three end tie) end for elghth-grede et-risk* students. I. laplcacnt teeming Let curriculum guide end continue revision of progrea es needed. J. Develop Iist of suggested aeteriel end supplies thet Mill eddress students' specific skills deficiencies. k. Order needed meteriels end Supplles. lU o to (O Fell. 1980 Spring-fell, 1980 fell, 1980 fell. 1988 August. 1988 OS Ul Ri Onqoinq Ongoing Ongoing Ongoing Ongoing PrincipeU PrincipeU Supcrviior of Reeding Supervisors of Meth, Reeding, end English Supervisors of Heth, Reeding, end tnglish Student Registretion Completed legiruveeient PI CUurtMa Honituring OocuAcAtat io(k Suggetted tlit Purchese of HeterieU end Suppl les I O to Iiu li MH * .i.iUtw UllllStM muiiits IlttIV iistiisi V. SINAUGUS (Continued) iHntMNTATION TIHCLINC Anruj4l Pl4fi 196*1-40 (*r) Person Melponsibie Dr. Kjry II Hosley Oeerell^Taptenentet ion of the t.Htle Aoclj S.hngl pistrtrt Pronrso for Accelerated le-min., (Pil Division Cul l II 111 UM end SpeLlal Pru.paMS Progrea/Ares riwiiii-nsatiire/HeMcl 111 -----------------------------[JusHtao________ oajccTivEs sraATECKsz Acrivirics EGINNINC DAie coNPiniOM DATE COSTS (CSPONSItILirY C'/ALUATION 2. Design end iapleaent tfliCllDie sleff developaent to ensure equity 2e. Plen end conduct inservice for Contrel Office steff. b. Plen end conduct inservice for teechers. Inservice should focu on the following ectivitles: Fll. 1968 fell, 1988 Ongoing Ongoing Aiioc, Superintendents Assoc. Superintendents Agende Ayendi o 1 I tn on I Its -Ensure heterogeneous grouping In requler aeth end English desses. -Schedule aeth end English PAC teechers with siaulteneous desses. -Review fecillties criterie. -Review pleceaent criterie for: leerning leb Spec lei Cducetion Neth/Engllsh PAL Clessrooa -Review personnel selection criterie -Select end order suppl les end aeteriels. -Provide treininq on eiSeinistering TABE (pre/pust) lest. I ru o to 00 OS Ul (At o to lU lUMi \u0026gt; UWMM 'itUHM tuiituu V. SFRAKCltS (Continued) IHnOKNUTIOM TIMLINE Anau4l Plan 1989-90 Perton HetponiioG Ur Hery II. HotTey Go4 I: (\u0026lt;4r) OlV11 ion Cui r IIuIun and Special Piugiaws Io reFine the overall inplenentation oF the tittle Ruck School Oistnct Progran For Accelerated learning (PAI) Progran/Arca Ci\u0026gt;ii\u0026gt;|iensalory7Reaw.li 11 t'ducal ion OBJECTIVES STAATEBIES/ ACTIViriES BEGINNIM DATE COMPiniOM OAIE COSIS BESPONSIBILin evaluauon 2. (Continued) O I I Ul a\u0026gt; ea I CJ PO c. Plan and conduct building-level inservice For entire Faculty d. Continue nonthly Inservice nectings (6 per year) at IRC lor clencntary reading and asatb PAL teackers and clcaen- tary principals, include conputer personnel Uten appropriate. Alti c. InplceMnt preschool Inservice (S days) lor secondary PAL teachers and address the Following activities: -Obtain clast rosters -Gather student proFiles -Identity skill needs For each student -Clutter studentt within clastroont and anong PAL teachers according to need. (CunIinued) ro o to 00 faII. i9aa Fall. l9Sa August, Sept. I9a O\u0026gt; Ul On^olA) Ongoing Ongoing o to Prineipali - Supervisors ol Hath and Heading Assoc. Superintendent tor Curriculun and Sprcial Prograns Agenda Agenda Agenda ( ilV. STRAreCteS (continued) INFtUtENTAriOM MHfLINC Annuel Plen 1989-90 Person AasponsibTe Or, M Ooe I: Io refine the overe Oeer) OiK Ion Cui I u ulua and 'pcilal Priujreau oiJEcnyEs 2. (Continued) O tn OS u\u0026gt; I I 1 4  pl ceenlelloa at the little Ao\u0026lt;k School District Proqrea for Accelereled learning (PAl ) STAATEfiTtS/ ACTIITIES lEtlNNIHfi DATE COMPLETION DATE COSTS lESPODSiaiLin Prograa/Area f uaiiensatory/Weae.l i 11 ________________f due a I ion ___ EVALUATION I M e. (Continued) -Paired teecbers uill develop Instruction scheduics (English/ aath) according to student needs end dess periods. Al ternet Ive* ewy include:  Instruct Ion on elternele dey* nini-cless periods (2S ala. per period Hithia each period teea teeching content eree) (by -Finn Individuellied Intcruel Ion be*ed on eeth student** estested need*. A coanon plen be used for students uho heve slaiI er dcTiciti. Inttruc- tionel Streteyie* should be outlined on Profile Sheet end/or etteehed on sheet* es needed. Ihis profile then becivees (he plen o to 00 I O\u0026gt; Ul Cd O to If ftItUHl I ItiWHiR QAntw lUUkUW mtmwi iimMtN V. SI(UICIS (Continued) IMPieNeNUTIM riNCLlHE Annu^ 1 PI in inA\u0026lt;l-\u0026lt;m Ptria Ictponsible (r4r) (mmI: . -  ir-uJkczJLJliuky fa .hs overall inpleaewtat inn qf the I i tt l\u0026lt; ftocE School Qislrict Prottna (or Acceler. Olv I i ion Cufi'ituluM 4nd OaJCCTIVES SnUTHKS/ Acrivififs ECINNIMG DATE CQNPtniON DATE COSTS 2. (Continued) O I I jied lernin.| (PAi ) acspoNSiaiLin Ul IO o I . (Continued) -IdentiTv impropriate aa terlait/retource*. -Octeraine appropriate instructional strategies. -Octeraine oetliod/ aeans Tor student mastery \u0026lt;valuatlon(t) -Begin to develop daily lesson plans that rcTlect the above procedures and InToroation. -Ident ITy strategies Tor siaultaneous Instruction. T. Assist Junior high PAL teachers with incorporating ooti- vatlenal strategies Into the instructional prograa. g. Assist secondary reading teachers to bccoac aort Involved in the PAL prograa by scheduling one day oT inservice with the English and Math ALP teachers. fell. 1988 August. 1988 Ongoing Ongoing tn Special Pruguvi^ Progran/Area Co^ensatory/llrah\n.| i i i fducaiion Junior High PnncipoU Supervisor of Nevding evaluation Classroom observation and documentation Agendo ii I NJ NJ O to 00 OJ Ul 1^ tAj NJ o to\"m WMU I ttVHWM mmtwH AltlllllM V. SIDAIfCUS (Conlinued) IHPLENtNUnOM TIMELINE An(uj4l Pl4n I989-9A PersoA Ntipawtlfcit Or. Mtry II. Mi)?l7y 0 IK Islan CtAi r I ku I Ai* and ^pcL lol Gail: To r\u0026lt;in the owerill l^pl^t^\u0026lt;|^ Iqa gt jH{ I ijdt Hoell Sthoal Pntrict ProgrMi for AcctIrrittJ leirninq (P\u0026gt;ii ) Pragrt/Kr*t CuapentitorY/Beie.i 1. I fduCit ion OBJECTIVES STBATcMES/ ACTIVITIES lEGlNMINO DATE C(WLni0N OAK COSTS BESHMSIIILITT evaluation ). Provide eipiity'ln proyrea fecllIties. )A. Develop criterie For Fecillties to eddress clessrooa: -ittrictivenest -liyhtiny -ventllitlon -iccessibility -essentiil spice b. Provide Fecillties criterie to buildiny principels (reFer to Zb). c. Monitor edherence to Fecillties criterie. Till. 1900 Till, I90B OA90IN9 Onfolng Onyoiny Astociite Superintendents Astociite Superintendent for Schouls Astociite Superintendent tur Schooli CritcriA Ayendi I tea Visitetiun Oocuaenlel lull A. Eaploy ippropriite personnel to iapleaent in c\u0026lt;)uitible ind cFfective proyria S. Prowidc on^oin^ progrtf vAluAtion (o en\u0026amp;uro *(SuC4tiOA4l qyity o I I tn ID I i. Identify reyulir substitutes For coaputer libs. b. Trein coaputer lib substitutes. e. Develop e PAL evelu-etion Ocsiyn efter consideriny rccoaacn-detions froa the coeal ttee. b. Oetiyn eve IUition Instruaentt. c. Monitor PAL cliss-riioat end eviluile PAL Piu.)iia. I Til). 1900 Fill. 1900 Fill. 1900 Fill, 1988 Fill, 1988 Ongolny Onqoiny Onyoiny Onijo 1 ny Oiiyoiny Astociite Superintendent fur Schouls Litt of IdentIfled Subs 11 tu tet Supervisor-of Instructlonil fechno-luyy Eviluitiun A fettiny Ayendi for Triininy Sessions Coapleted Eviluitiun Ueslyn Oiredur uf Ivaludfiun i T$(iny niretfur uf (w4lu4(iufi LKiluitiuii Ilu ti uau\niii Annuel Huard Hepui( I 1 I IQ IQ O to 00 a\u0026gt; Ul bd IQ o to HU \u0026lt; auouw auitniw J V. Slidtcyies iNPlSNENmiON TIHEIINE Aaiuia) FIar _ ftnoa attpoatiol* Caa1: _________ j^auapaeLrawi*U_O__f_ _ot, trisuMC (i wwl UtlMMihiyy Division _l ^ la uf I lon/l t**i|K.-\u0026gt;p. a Fro9r\u0026lt;sPAt CufMiiea fs4 OSJCCTHCS iiuiiifti/ Acnaiins aEGIHNING DATE COHnETION OAiE COSTS BSSPONSIBlLtTY C7ALUAT10M Il \u0026gt;1 *iSSa MS I rw. ! VACAMie^y I1 iX e*2S tMnu A. 1 :? a 3 4 M Uk*  fit* r* 1^ Jr \u0026amp; C^l* SM^tSC BMI* HaMMt !\n/ u -a o mCSv lfMlli(U rrwis* ^ans. si. I 1^ w* SI. I s tf. L** AliMbSA*. fl K ( I ) t S' *^*r sKMSMfta* \u0026gt;* MS *s !* *\u0026gt;**** SI. I u** aui 9^ BaaSiM O J 9T9^9 |r*S* \u0026lt;( Ikfamo !\u0026lt;** **\u0026gt; \u0026lt;\u0026gt;  I J I } 01592 I I M O 10 00 o\u0026gt; Ul 4:* CJ ro o to GIFTED EDUCATION Long-Term Desegregation Plan I. PROGRAM/AREA OVERVIEW A. Summary of Background Information The Little Rock School District Gifted Program offers subject-based instruction in grades K-12. It operates under the standards of the Arkansas Department of Education's Gifted and Talented Program Approval Standards for 1986. The standards provide the framework for establishing equitable criteria for the identification of gifted and talented students. Services are provided to these students by teachers who have 10 completed or who are in pursuit of graduate credits in gifted education. 11 12 II. AREAS OF COLLABORATION A. Program/Area Overview Gifted and Talented Programs In the Gifted and Talented Program Approval Standards issued by the Arkansas Department of Education, gifted 13 14 15 and talented children and youth are defined as It 16 those of high potential or ability whose learning characteristics and educational needs require qualitatively differentiated educational experience and/or ser- 17 18 vices. The criteria for pupil placement into gifted and 19 talented programs shall be superior intellectual and 20 creative ability. To the extent that task commitment and/or motivation may be objectively determined, they 21 GIFT ... - 01593too may be utilized as criteria for identification and placement. Neither criterion shall be used if the result is disparate impact upon either racial group within the district. Moreover, special attention shall be denoted to identification and placement of pupils from low and middle socio-economic levels. while the program models and the special needs and strengths of the gifted and talented program in each district differ. all three districts are committed to following the best practices in the field of gifted education in identification, curriculum. and program eva- luatlon. 10 In order to strengthen the programs in all three 11 districts and to further desegregation, all three 12 districts agree to collaborate in the following areas: (1) curriculum, (2) staff development, and (3) research 13 and administration whenever possible and/or feasible. 14 15 16 17 18 19 20 21 GIFT ___79 01594.w IHNHWt 8UtWM MlUttUg STRAItCItS IMPICMENIAIION IIMELINE Annual Plan: 1969-90 (Year) Division: Parson Rasponslbla: Kan Dickson Goal: I. Prograa/Araa: Curriculua A Special Prograas lo astatollsh col laboral Iva allorls In tarns of rasaarch and In Iha attalnlstrallon and/or Gifted ducat Ion operation of Gifted Progr ans o Ul IO Ol I I I on c OBJECnvES SIRATEGIES/ ACIIVIflES BEGINNING OAIE COMPIEIION DAIE COSIS RESPONSIBIIIIY  VAIUAI ion 1. To share research and/or findings In tha operation and/or adilnistratlon of gifted prograas. 1.1 Establish a schedule of regular beatings of the tri-district gifted coordinators 1.2 Establish a procedure to Infora and/ or Involve other aiAilnlttrattve personnel and/or staff of research and/or Innovative procedures Novaabar 1908 Ongoing -0- Kan Dickson and PCSSD/ NIR GIftad and talented Coordinators Agendas and nlnutes of Beatings I 2. To Investigate tha feasibility of Initiating a trl- dlstrict effort to establish a nodal prograa to Identify and educate soclo- econoalcally disadvantaged gifted 2.1 Saab clarification of raqulraaants for applying for Javits funds froa NAGC and ADE. Nova^sar 1989 Kan Dickson and PCSSD/ MLR GIftad Coordinators Hacords of Investigation efforts I chlldran. This Is dapandant upon funds providad by tha Javits Gifted and lalanled Children Act of 1988. hi hi O (D 00 o Ul hi o ( IMM iNMR J KRUMHI w h I Illi O Ol \u0026lt;\u0026gt; Ol I I I QD Aia4 I r 14** rr\u0026lt;$w ih)^ ITIM HI i..ii U\u0026lt;*iv** OAJfCIlVfS I. lo tbofr Ibe ro\\l il \u0026lt;l ti*le fOR^wllanls lo ll*e ^(tr4 pro^tHU wbrttever frO^lblO ORtl poMlltlR K foR^i A\u0026lt;e ov4(l4lilr Irl-4lilrl\u0026lt;l lAtervIcei \u0026lt;oa4u\u0026lt;I4 br Ibe lrl\u0026gt;4K Irlcl tlaff M IAtrIHI-evalMAllGA If Im4i Aie AvAilable. ) SldAUCHS/ AIIIVIIIIS I. I ((\u0026gt;\u0026gt;4lR4lnrt OISIMtt tn^lvIdtlAl Ree4t or4 lo 4rlriA* K \u0026lt; oa- ^mIIaaU \u0026lt;*a be |lre4. /.I (oor^laAlort wel lo plAO Irl-dlllrlcl lo tervicet 004 Irl-dlitrlrI lotevvlcet bl4. hiw   . \u0026lt; I I  * I l.f (CIMNIMC OAK SepI r4rf , 1^9 f\u0026gt;K. IMf (UHeU HON OAK Oo^lay (osn Ur4\u0026lt;I rrwinrd \u0026lt;\u0026lt;oM ill 4r|r HeprRd Ir^ or I OR  tulloRlI UMcIrraiRrd unroMsiaii iiv *rR |\u0026gt;i n\u0026lt;i PI \\*4IZ M a ( \u0026gt;u d M4l It* \\ Ken OulMiR ri SM)/ Ml (OO dlRAlo* (VAI UAIIOM ill atrrl i(*| ) Minulrv ttf *rrl*R4. u*\u0026gt;ib-o\u0026gt;\u0026gt;| A^rOa, pAvlIrlpAol triiiM* lioR, Ici di%(ri\u0026lt;( 4lrrlop'ii evAluAlloR lor*.  i' n ( I O o 00 01 Ul o im I BMUHW lUMHU* INniMNIAIIOM IIMI IM IMS 90 r to \u0026gt;\u0026lt;1^0*1 iH kfA Ul(li$o4i \u0026lt;i4 I: 1 l CBlIkUrilc oA lle IltAlll\u0026gt; \u0026gt;1 i Irl Pltlfltl Hlr4 UleH\u0026lt; S\u0026lt;\u0026lt;i ml Sfwce ol Ulllt.____ DIvltlon ............... il . I\\ Fro^rMi/AirA biltrl I il,*\u0026lt; ji * I O Ol oaj(ciiv(s in lnlrodu4, eiplAin And l4n all lexOeit/\u0026lt;A\u0026lt; Ui lAlort la lOe (rl-di%lrl\u0026lt;* 9lled prn^Aat aa I He w%e AAI im^IxBenl Al loa itt lOe el\\ttA^ Irk OKIrirl 9lled A0 i*9i*en\u0026lt;c inslfwaenl. I I I CD SIBAHGKS/ ACIIVIIIIS 1. I (rMwItM I Gill Orel iMft tn exO dlt- If \u0026lt; I ex 0 I ill Inr i/l lIllAlnet 9^01 Io iGe pro9rB. I.I Appalnl  Irk dliirkd w*r UwImb 4 AMAkllee Io refine and Io \u0026lt;oa- fine IH doMMaral. MGIMMIIIG OAIC Oclokei. im (kloGM. 1909 COMRdlOM OAK Otlo^r. IM9 ncittOer. 1909 I COSIS Un4rleraiMe4 aiSMMSIBh III ken OhkVMt And ^CSSUZ MO Cilled fnordinAltti \\ OUktM KSW/ MO GUleO (VAIUAIIOM An\\lrr / px I *\u0026lt; p4(t| s . P I u o qui AnMer of pn* I  \\ ai\u0026lt;: 4oi*le\u0026lt;eO I ro o o 00 a\u0026gt; Ul (a) oAnhiul PI JU t,n^ I:  IJU |y.j Mr\\|i\u0026lt;A\\ iLl** 'V I.I li bu fc '.Mil (  I I. O Ul \u0026lt;x\u0026gt; CD 1 \u0026lt; I I QO CO MU I I IM lll.i I lull I MH I HH I ' itHM.M |r id ' |ii I I I i til I \u0026gt;1 I'l b I  I  it I \u0026gt; . . Jt ti:| lut:/HL^li uulwu: Ux LJGU LlHcil Ti ugufl lU lM***lr m.l I a\u0026lt;  Unu - mi hlrnl il m jI i OJ(CIIV(S MIAKCKI/ ACIIIIIKl (CINNING OAK (OnPKIION DAU cosn RISPON51B1IIIV .Ih/Ai I , I.i i I * I I I .. I. I II I lOJ I VAI UAI KWI  elAllo^ III Iko I A*jl fe- I loeorol/retliMi lui in^ Iv^leeeolAl loo plAo In leiat ol I4elifl\u0026lt;Al loo. iwrriroliM aoA tlAff Aevelofaeol leyi\\/A\u0026lt; I tvU lei 4e lleAle4  l^e re- f Moeoeol/mlrui lwrA\u0026lt;, ^lAO Io MfOf^AMe Io IKir oAjec Ilves Au|w\\l, IWIA StMrr IMI.SIM) (Ml iMirniIrni , Attoi . Stipl I wf t M i I *od S^eiiAl Piojrifs. A1SO4 . SupI . |i ol SiteuoK, i(*n MatloAal (untullMvIV. Prlurl^ali Stkool ComurIc Al loot Ofllte. ArkAotAt Depjf lawol oi (4o\u0026lt; Al loo. (Meye Professor! I ii|i l*l Mill 111 Ihr |ii 11 I M O (O 00 a\u0026gt; Ul Il M oOVERVIEW MULTI-ETHNIC CURRICULUM Summary of Background Information The use of multi-ethnic curricula is an important factor for effective school desegregation. LRSD's approach to multi-ethnic curriculum development will include the following areas of concentration : 1  The multi-ethnic approach will be integrated into the and courses (Example: Historical and/or social events will be viewed from several ethnic The study of ethnicity will be incor- rather than added on to the regular perspectives, porated into curriculum). 2. Multi-ethnicity environment: will permeate the total K 11 4.4 \"aterials, libraries, assemblies, books, bulletin boards and other displays holiday observances and extracurricular ' permeate school text- assemblies, activities. 11 3. Students will be provided opportuniti better sense of self. es to develop a 12 4. Multi-ethnic curriculum and u ...^1 uI-kuuhj education will be In place in each school. a multi-et.hnic approach to 13 5. Students artistic, will have opportunities aau*! 1 musical, scientific, literary, political accomplishments of 14 scientific. to examine social many ethnic groups. the and 15 AREAS OF COLLABORATION 16 The three districts in Pulaski in examining, developing and Implementing County will work cooperatively i 17 lum. Each district will retain its approach, but a multi-ethnic curricuown general curriculum la will join the other districts 19 in the following areas of collaboration: 20 A Annual Multi-Ethnic Materials Fair - 1999, Little Rock School Multi-ethnic Materials Fair with approximately forty (40) vendors, smaller 1988 , Materials During the summer District hosted a representation by -   ----- North Little Rock had a exhibit. Both projects were very well received by staff and vendo were rs. 84 01599 21B. C. This opportunity for the review and purchase materials, posters and other multi-ethnic aides will be an ongoing need. Annual Fairs will be cooperatively planned and implemented. an ongoing need. of books, instructional Inservice Training - Training for staff on the appro- priste selection and use of multi-ethnic be an integral part __ resources will of the tri-district staff develop- ill be provided through a strategies/activities. ment model and w variety of Access to Higher Education Training Opoortuniti Three districts will cooperatively access information courses-seminars development related and ethnic to institutions in Arkansas. studies multi-ethnic in higher The , on curriculum education This information will be shared with staff members in the schools, and strategies will be developed to motivate teachers to take the identified courses. LONG RANGE GOALS LRSD expects to achieve the following goals through the cesses set forth in the attached timelines: pro- 11 By September 30, 1989, the curriculum for pre-school 12 through grade 6 will reflect a multi-ethnic approach. By ^September 30, 1990, the curriculum for grades 7-12 will reflect a multi-ethnic approach. By September 30, 1991, the ongoing multi-ethnic curricu- 13 14 15 lum revlew/revlslon cycle for pre-school through grade 16 12 will be established as a model in all three School Districts. 17 evaluation and MONITORING 18 Each building principal Is responsible to Insure that the 19 multi-ethnic curriculum permeates the school environment as 20 required by this Plan. A section on multi-ethnic curriculum will be added to the LRSD monitoring checklist. 21 01600 S5O Ol O Aaau4I Plan I9UH-U9 PertoA ibit Pr Bevefly yriTF Kilt I-1 ihnir turriruV u\u0026gt; 6eweTu|rnl OSJtCTIVES PHASf I 1. To profi Ide leACber leArn- ing upportuiiilles through fureul course trAining 2. Io develop a Ditlricl- Mide aulli-clhni\u0026lt; udiu- visuaI rciourcc (aIaIo9u 00 Ci iMPLCHlNUnOM IIMCLINf I UIV I s ion Pru-jr tm/Krct 11 III Illi, diiii I II I I'l iii|i ddi. M.ii I I i lliiiii STRAUCIES/ ACTIVITIES IECINNIM DATE CQMPIETION DAJi COSIS RISPOMSiaillH (VAlUAI (UN I M A. ContACt IocaI colleges And universities Io obtAin inforsAtion on proposed course offerings relAted to ctlinic studies lor the suAMer And IaII. 1909 0. Receive And Advertise course oiler mgs to All cert It led siAtf. in- tluding opportunities lor tuition reinOurse- ent And/or SAlAry credit c. Identify pArlicipAnIs In Quarter And IaII courses A. Review And CAUlogue present Audio-visudl luteriAls relAtcd to nilti-cthnic curricu- lua b. Purihdse ddililiundl dudiu-visuAl AUleridls IruM the 1900-69 bud- gel lU O to 00 Ol Fall. I*UU1 Jn. I9U9 SuAMer Aiid Ull, 1990 Uli 1909 Ull 1909 iebruAry 19119 April I9U9 Oc tuber 1990 April 1909 April 1909 Nune US.(MM) lull ion Reiai- Ourseeient Nune Nune SIS.(MIU Hdler Id I s Assui Idle *iui\u0026lt;l ( Ut I I - luluA, And Spec Idl I'l u iirdns OeAii ol trdiludle S, huul Ac Aden IC llediis Assiii Idle SupI C ur r II u I udi diiil Spei idl 01 Ilie ul I'ei siiiiiii'I iMiiluree^ Supri'visui III Hell Id Sci V iii'^ ju|,|*l V I jIll Sei IIII I S III Hi.liu I I i:\u0026gt;l III 11.1 Ifijr III II I ii..| tlipy l.l i II I til IltJ I I tilt (I 1 up I 111 Al dill'll, 11 luiiise 1 idiipli I Ull, I'l'i Sunil, I (iiiii'iil ijidlii.|i I I I hf.|i. t . 11 lot, I, , I I 11 JI. Il III,. 1., I I I I I ut 4:* (a) I f, 'i]O tn o AaauaI FIaa l9Htia9 IWLtWKTATION llHtLINt I l\u0026lt; I I h II I 4l*\u0026lt;i Pers Resinstbie Pr Beverly UliTT, Goal: Itul 11 - (thn It lurritulura Developnt e bl wIion Ullll .pl- IU 1 Il H.J l t ( Hmu OIJCCIIVES STMUeUSZ ACTIVITIES (GINNING DATE COMPKTION DATE COSTS (KSPONSIBUIII iVALUAIlUN t. Identify and tnlnloguc other resources for aulti-cthnic Audiovisual nalerlAls. I.e. Arkansas Dcpartaent of idutalion, I title Rock Puhiic I ibrary. Arkansas 1ibrary Cu iss ion d. Revise, print and dis- trihule nulll-elhnic audio-visual resource catalogue lor the I III Ie Rutk School Disiritl e. Plate initial supple- nlal Older lor aajlti eihnit audiu-visual terials Iron the 1989-90 budget 3. Io plan 4nd laplm^nl (he 4 InilruiI lonal MelcruU lair |HuH I -1 Ihn It) I Spring I9tiy Suaarr 1989 July 1989 Nny 1989 AuguSI 1989 I Pre - SthooI Conterence) July 1989 -0- iS.(HH) Ap pro\u0026gt; iiMiely lor pr ml ing S?,O(NI sthuul llotal SIUZ.OUU $2,SOO print on M SuficrvlSUl ul Media Servites Supei'vlsui ul Media Sei V It es He (J 14 ^|iL'i lai II *. llwil.lelvd t alu lu.|ut''. I l\u0026gt; I I I I hij I I Illi Ni -lu I . I I 1,11, . Ill \u0026gt; .Il .1 I.. I,., .uIllM I 1 I I .1 . Involve a lean ol parents, tn inity re- suurtes, and leathers In detailed planning for (he (41* spec If K Oates. Iiaw, plate, an\u0026gt; luraul  lu be held a*. t (uaii.uuenl uf 1988 89 pie-stliutil luiilereiite Ull 1900 April 1909 -0- I I A^^tn Sup I SpeiMl CiutjidWt^ \u0026amp; I iHlpitilM-lllul II,fl Pluf. , ( I O (O 00 O) Ul .(A (a)Annual Flan Person Respoi Hull Goal: ____I9HH 09____ (TearI msible Or oevmyTi mnir i-( ihnirTnrrrrirrtNrTirwFiopanni OBJeCTIVU STAATCGKS/ ACTIVITIIS h. Identify national and local vendors of anilti ethnic Instructional aulerials c. (stabllsh pre-school conference dales and ealend invitation lo vendors d. (onlirti fair participants e. Acquaint principals and central office staff with plans and fair relationship to desryicgalion eflorls f. (onduci aedia-ca^aign lor fair lu staff and parents g. Husl IriDisiricl \"In- slruciioiial Materials fair\" IMRLCMNTATIOM 1IMLIN( (GINNING OAT( COMFKTION OAK COSTS NCSPONSIBIlin Division Proyraai/Area til I S II t lalit tlllal  t  I ,1 I 1*1 IHJI Jilt eUlUi-LUAUU- - ( VAIUAI IUN Spring 1909 Spring 1909 (nd of Hay, 1909 Spring 1909 July 1909 August 1909 April 1909 Ind of Hay 1909 Ind ol June 1909 June I909 July - AuguSI 1909 Auqu\u0026amp;i 1969 (Hre*^(.houl I unlerente) -0- -0- -b- -0 t)UU fir ml - ing ISOU Suppl Ie- o t. lu drvriup criteria lor lealbuuS rev leu and Ol O (a\u0026gt; ion a. Arvisr Huard pul iiy lur Iralbuuk adupi luii I talli HlUi Iklubei 19Hi: -u- I I I on ro O to 00 OS Ul (a) hj Assoc. SupI ul Curr. X Spri la I Piu grans Iaeiulivr Sial I Assuc SupI. lull X Special I'lugiaais Supei'vi^Uf ul Media Seiwiie^ As SUI . SupI hif lleseip rqai luu and Sc huuIs Supervisui ul Hrdia Sei V II rs Direilur uf luamuiii I al ions Assoi SupI ul I III I X Spri lul I'liupHiH*. f k I ft\u0026gt;) M I I h  L\u0026gt;N\u0026gt;I I I 1 fl A^'atn an I (Uaiplcliui, ul MOlIlIMl II Luiili i rm ,\n.ilirJulr.l I uii I 11 HU 1 I m, bl J I I a\u0026gt;|t hilsi . I I .J I tilld bpA'X l.t I II HUI util , ul. Ill H Vul i.luir I pUI I I. I, .,,.1 I ^PP I , .1.., IlOMhH'J Annual Plan l9Mb-H** ____ (Vear) Person Responsible Dr beve\u0026gt;ly~h Uhiie G4mI : tVjl I I  I ihftK Curr i( uliiHi beveloiMiH'iii OBJlCIIVtS STRAIEGKS/ ACTIVITIES b. Identify an ad hoc co- Bittee to review criteria presently being used in t itile Rock School Oistrici and other districts for leattMioS adoptions (Id Bembers) \u0026lt;. SulMiii revised policy and cr Her la to the board ol Directors lor first reading d. AdtJpl policy Of) lei- e. Utilize a local consul lani IO Irani stall on ''Avoidnui tie* and Hace bias and Sleieolying in lealtMioliS ** inpicmntatiom iiMCLita I . I i 11 \u0026gt;*I l\u0026gt; I W I S t lift Proijra*/Arej H..1 i T \"Ti t. o 1 I Gt O 1 QD C! bCGUmiMC OATt COHPLfTlON OATt cosn RiSPOnsiBiiin (VAIUAI I Uh ScpIeMtrr lyui: HoveMbri buveMbei fall lulutiei I9(U: NoveiMbvi bet ea4\u0026gt;e Uei emA\u0026gt;e( I9U^ Vd\u0026lt;M\u0026gt; (V4U per day) 4ii(J tul i iiujitiH.:. i U  I * I I Ft. . -II- -U- ^?()O luiiHMa- I UM. I.CI I I I '\u0026lt;upt*i mlI'liUt'hl , A - Mil SupI - loi ( Ul I II u I Illi, iid *,j|ie(iiil I'ltii|i diu'i I 11 I It I\u0026lt;oe 1 *j\u0026lt; lull* I h I 1 Lluai d ul li II \u0026lt;-( I u ' ',,1*1'1 l*ti vl^ll HuluH. anil \u0026gt;pi \u0026lt; ul h rom ail'. I h(d I i A\u0026lt;)( 'll.1.1 l*ud i \u0026lt;1 Ik iiImi, I \u0026lt; \u0026gt;1 \u0026lt; I. Srletl and lecuMMend lu boAid lui adoptluh ut let^ltMAuk^ (eleniro- tai\u0026gt; and secondary/ based on c  * Ivi adopl lot. IlH I i iNhlliHlti I I (I A, Mil '.ul'l I and '^pvi \u0026gt;! rM\"ii4Hi I I *..!! \u0026gt;1 l.l'l-l (.\u0026gt; I I M N) O (O 00 O) Ol (a\u0026gt;Annual Plin Hlll.nS IMPL(M(NTAT1OM TiNCtlHf I _ (Tear) While Person WesponsibTe (ir |M ve\u0026gt; . J Mu 11 I f I hn 11 CuViIfuiiiii Df v^O|(Ma-n I Goa I\no (h O Ol I (\u0026lt;\u0026lt;/!* loo J Protjr am/Are J H.I I * ~ri im t OBJtCTlveS STRATfaifS/ ACTIVIIKS BtGlhhlhC DATc COMPlCTION OATC COSTS RtSPOHSlblNTv I I (VALUAII Uh U Io drvrlop 4nd ixiileiHenl a iujII i-r(*ini( (urruu- BU  I   C I*. l.UVW- i lull loi pre-t Ktdviyarleii through yiade t I  I co c N\u0026gt; I a. Plan and host at least three (3) public oeet* inqs to receive suggestions frocb patrons on areas to be included ir a oulti-ethnic cum* Culuat |b lOenliTy And retain Iht I services of a national eapert in tail 11-ethn ic CurriculuM developaent I lead consultanl for Imo (?) yt:^i contract) ,1. In Looperaliun with the lead consultant. I I the Division of Curri* culuw and Spec lal Pro* gias will issue a detailed Curriculum de- velo|Muenl tiMcJine foi (he year, including a chec 11 IS 1 for last COM* 1*^1 (On tM*vel\u0026lt;*p '*p(*A I al lona fill ML-waiei pai 1 IC Ipa\nI lull (III HUI I I I I I Illi H Cull H U I OH ro o (O 00 Ull l9Ut IaII HUI fall Wbb fall Imh: I ikiobri I van Lxiobei I9tib Utuber l9Ut iHlotei iMbl  I I I G\u0026gt; Ul c* w ro l?(Ml 11,1 pubI K I Iy SllI.LMMJ per year -U- SiSOl Sup I I jlld Itl I II iii|i aiii*. ^li^ul . SupI |i eya I loii lot b*'at- 1 H^SUL . Supl flu ( itt t and Special liogiaMi'. I |1 t*Hd ( uri'.u 11 HUI , |Ata^Ul I Ull I M\u0026gt;|i a I IIM \u0026lt;11  Itill. Il*( ................. I Sup 1 . \u0026lt; III I 11 II I (lit |and Spei lul r\u0026lt;upaHi-.\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_372","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":["1989-01-31"],"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/372"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nLITTLE ROCK SCHOOL DISTRICT PROPOSED DESEGREGATION PLAN JANUARY 31, 1989 VOLUME II \\ A 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 ProcessingSTUDENT ASSIGNMENTS I. MAGNET SCHOOLS The assignment process to magnet schools will not change under this Plan. II. INTERDISTRICT SCHOOLS If LRSD and PCSSD agree to establish an interdistrict school at Rockefeller, two hundred LRSD students from a contiguous zone around Rockefeller would be assigned there. The remaining two hundred seats would be filled by white PCSSD students. If an interdistrict school can be established at the Home-Mart site, LRSD will engage in a districtwide recruitment of black students for the purpose of filling half of the seats. 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 students at these schools but no school shall have a racial com- position 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 the school out of compliance with racial balance requirements, 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 pat- tern 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. Students in Elementary Academy zones will be given the option to select an Incentive School. IV. INCENTIVE SCHOOLS 7. 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). 24. 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. 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 requirement, a certain number of seats for black and white students will be reserved for each pre-kindergarten and kindergarten class. V. DESEGREGATION TRANSFERS 1. Secondary 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 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 (l.e., high school and junior high school). 2. Elementary students may transfer to an incentive school a if such transfer enhances desegregation at the incentive school. 3. A student may not make more than two (2) desegregation transfers during his/her school career. 34. 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 PREFERENCE TRANSFER 1. Sibling preference does NOT apply to magnet schools. 2. 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 sibling preference transfer a before the 1991-92 school year may remain at the school to which the student transferred xintil graduation. 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. VII. REASSIGNMENT PROCESS 1. Every effort will be made to install portable buildings in order to accommodate overflow situations at a particular grade level. If a portable building cannot be installed, the student will be reassigned to the nearest school that has seat a 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 4reassignments. 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 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. VIII. STUDENT ASSIGNMENT OFFICE 1. The Student Assignment Office will: monitor new assignments\nprocess all data entry work for elementary schools\npro- cess M-M transfers and magnet assignments\nreassign students because of overcrowdedness or desegregation requirements\ncon- Sider appeals\nconduct recruitment efforts\nand process desegregation transfers. 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. In order to ensure stability and growth, the Little Rock School District needs an assignment plan that will remain the same for the next five years. 4. The Student Assignment Handbook which shows the process to be used by the Student Assignment Office in assigning students 5and the School Selection Form which will be sent to each student as a part of the assignment process are attached to this Plan. IX. ROMINE/BAKER LRSD and PCSSD are presently considering five options (shown below) for the desegregation of Romine and Baker Schools. The first option involves converting Romine to a primary school and converting Baker to an intermediate school. This arrangement provides Romine a 60% black racial ratio. Baker's racial ratio would become 65% black. The remaining options involve exchanging attendance zones between Romine and Baker. The third option shown below is the most successful in reducing the black percentage at Romine. With each option, the black percentage at Baker is outside of the acceptable range for the Pulaski County Special School District. The attendance zones for Romine and Baker can be exchanged if an exception is made for the desegregation requirement at Baker School. 6K Romine 1 2 3 4 5 6 Total 35 5 51 11 62 8 50 5 77 7 57 9 70 5 403 453 50 B- 403 W- 50 453 89% Black Baker 7 31 11 32 11 39 15 33 10 34 4 35 4 31 62 235 297 B- 62 W- 225 297 21% Black Romine 3 60 3 69 3 69 3 69 3 75 2 50 3 75 20 467 Baker 2 2 2 2 2 2 2 14 328 SCENARIO ONE Romine K-3 \u0026gt; 243 (B) 164 (W) 407 (60%) Baker 4-6 \u0026gt; 222 (B) 121 343 (65%) BAKER Black White Total 0308 0330 0361 0321 0358 Total ROMINE 1715 1727 0 00 20 2 Black 62 99 9 7 13 12 19 60 white 9 1 9 7 13 14 19 62 Total 71 100 (3% Black) ) 7 SCENARIO TWO ROMINE 1715 Baker ZB's 403 -62 341 + 2 343 50 -9 41 + 60 101 453 -71 382 + 62 444 (77% Black) BAKER Baker ZB's 1715 62 -2 60 + 62 122 235 -60 175 + 9 184 297 235 306 (40* Black) SCENARIO THREE ROMINE 1727 Baker ZB's 403 -99 304 + 2 306 50 -1 49 60 109 453 -100 353 62 415 (74* Black) BAKER 1727 62 - 2 60 + 99 159 235 60 175 1 176 297 62 235 100 335 (47* Black) SCENARIO FOUR ROMINE 1723 Baker ZB's 403 -25 378 + 2 380 50 5 45 60 105 485 (78* Black) BAKER 62 - 2 60 + 25 85 235 60 175 __5 180 265 (32* Black) SCENARIO FIVE ROMINE 1717 Baker ZB's 403 -90 313 + 2 315 50 10 40 60 100 415 (76* Black) BAKER Baker ZB's 1717 62 -2 60 + 90 150 235 60 175 10 185 335 (45* Black) 8X. DUNBAR Shown below are three scenarios which were considered by LRSD on the use of Dunbar Junior High School as an interdistrict or intradistrict magnet school. Because the LRSD's proposed assignment plan requires 9 3* of the junior high capacity. Each scenario creates serious capacity problem at the remaining a non-magnet junior high schools. Little Rock School District does not have enough junior high capacity to open another magnet school. LRSD has explored other means of enhancing Dunbar. A meeting was held on Wednesday, January 25, with parents from the Wakefield, Baseline and Badgett attendance zones. These zones are assigned to Dunbar in the proposed plan. The purpose of the meeting was to consider enhancement programs that could be added to Dunbar. The District proposed the use of a seven-period day which will allow additional electives. The following electives were listed as possibilities: (1) Foreign Languages (higher levels) (2) Strings Program (3) Physical Education (4) Journalism (yearbook or newspaper) (5) Creative Writing (6) Computer Exploration (word processing, graphics, tlonal applications as computerized drafting/ accounting, etc.) such voca- (7) Enriched Reading (8) Drama (9) Dance Studio 9Some of the parents attending the meeting have agreed to serve on a committee to decide on an enhancement program for Dunbar. This committee will begin immediately to formulate the details for the program. The use of a seven-period day will greatly enhance the educational program at Dunbar. At present, seventh graders at Dunbar only have one elective. A seventh grader in the Program for Accelerated Learning cannot take an elective course. A sevenperiod day will allow seventh graders to take two elective courses . Seventh graders in the PAL program will have one elective course. Projected Junior High Enrollment Capacity Cloverdale Dunbar Forest Heights Henderson Mabelvale Pulaski Heights Southwest 757 718 744 840 670 699 751 750 1000 780 960 600 700 754 TOTAL 5179 5544 93% of capacity SCENARIO ONE: 4-9 Magnet (intradistrict) Gibbs 351 Projected Jxmior High Enrollment Capacity Cloverdale Dunbar Forest Heights Henderson Mabelvale Pulaski Heights Southwest 757 649** 909*** 670 699 751 750 649* 744 960 600 700 754 780 TOTAL 5179 5193 99% of capacity _ - 10 Total capacity of Dunbar (1000) minus capacity of Gibbs (351) is 649.   Assumes that junior high program will have all seats filled. Use of Dunbar as a magnet would displace 69 students - these students were added to completing this exercise. Henderson for the purpose of SCENARIO TWO: 7-12 Magnet (intradistrict) 7-9 10-12 500 500 7-9 10-12 725 275 Projected Junior High Enrollment Capacity Projected Junior High Enrollment Capacity Cloverdale Dunbar Forest Heights Henderson Mabelvale Pulaski Heights Southwest 757 500** 730*** 960*** 670 700*** 754*** 750 500* 780 960 600 700 754 757 718 744 840 670 699 751 750 725 780 960 600 700 754 TOTAL 5121 53**** 5179 102.6% of 5179 5269 5044 capacity 98% of capacity  Capacity of 7-9 magnet program Assumes that junior high program will have all seats filled Enrollment adjusted to absorb students displaced by magnet program Unassigned students SCENARIO THREE: 7-12 Magnet (Interdlstrlct - LRSD seats only) 7-9 10-12 725 275 (349 LRSD seats) Projected Junior High Enrollment Capacity Cloverdale Dunbar Forest Heights 757 349** 780*** 750 349* 780 _ _ 11Henderson Mabelvale Pulaski Heights Southwest 960*** 670 700*** 754*** 960 600 700 754 TOTAL 4970 - _ TIMELINE DESEG PLAN 89-90 Nov. 11 Contact Donna Creer/request submission for FOCUS 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 (Cominunications) 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 Feb. 20 Order PiF's\norder selection forms through DP Feb. 20 Mar. 3 Coordinate Open House publicity with Communications 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 _ - 13Mar. 15 FOCUS to mailing service Mar. 17 Mail FOCUS Mar. 20 Deadline for returning K/New Student PIF's to SAO 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 V 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 Process forms\nprepare waiting lists\nmake mandatory assignments May 1 - May 12 Send final assignment list to Transportation for route adjustments May 13 - May 17 Print assignment letters and prepare for mailing May 17 Mail final assignment letters ___14STUDENT ASSIGNMENT HANDBOOK SECTION ONE ASSIGNMENTS A. Overview (1) Each non-magnet school has an attendance zone. In some (2) (3) (4) (5) (6) (8) (9) (10) (11) cases, satellite zones are used in order to meet the desegregation requirements. 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. Students living in the attendance zone of an incentive school have the option of attending a racially balanced school, (elementary academy) Students living in the attendance zone of an elementary academy have the option of selecting an incentive school. Rising (or matriculating) students, grades 6th and 9th, will be assigned to their attendance zone schools. Rising students will have the option to apply for magnet school. SCVvOol a \\ll Vc -Vo .4-*\u0026gt; lei olffort wl^^Cig-made^*!.^ Svary-egfort wtt-tiu iiiaJe to install portable buileHngs. toordertoaccommodateoverflowsituationoatapee- 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. tiulgcada_Lfijtei. 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. Any student may apply for a magnet school by completing a magnet application. 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. Each student will receive a final through the mail. assignment letter 15 T ?n, \u0026lt;=1STUDENT ASSIGNMENT HANDBOOK PAGE 2 (12) Each school will be responsible for making attendance zone assignments after May 17. B. C. D. (13) The Student Assignment Office will be responsible for all reassignments magnetassignments, maj orityfee. mlnogifey LrailUfers and desegregation transfers. re a s s ignments magnot Grandfathering (1) (2) (3) All students may remain at their present school assignments . The Special Edition FOCUS will explain the student assignment process. 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. If a portable building cannot be installed, the student will be reassigned to the nearest school that has seat available in the student's feeder zone. a 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. The minimum black percentage for each elementary academy is 40% black. J------------\" .... - . _ __ _ Any assignment that causes a school to fall below the minimum black percentage will not be granted. 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 In such reassigned to a school in a contiguous feeder zone. (I-- \"Desegregation Transfer\" for desegregation requirement for secondary schools.) See Transfers (1) Students may request a transfer to the attendance school, an incentive school, or a magnet school. zone 16STUDENT ASSIGNMENT HANDBOOK PAGE 3 (2) The Special Edition FOCUS will explain the assignment process for transfer requests. (3) (4) (5) 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. (6) High school kindergarten students and kindergarten students at King School will be given preference for first grade seats in academies and incentive schools. (7) Final assignment letters will be mailed to parents by May 17. SEE PROCEDURES  Return of Forms (School Selection Forms)  Completing Selection Forms E. Required Assignments F. (1) (2) (3) An assignment is required when: (a) a student is rising from 6th or 9th grade. 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 Information Form in order for the Student Pupil (2) Assignment Office to begin the assignment process. A Pupil Information Form can be obtained from any school and returned to any school. a (3) Obtaining a PIF from a particular school or returning a PIF to a particular school does not guarantee assignment to that school. 17STUDENT ASSIGNMENT HANDBOOK PAGE 4 (4) Open Houses will be scheduled in all schools April 4 - April 9. G. H. (5) (6) Kindergarten/New Student PIF's must be returned by March 20 in order to receive a school selection form by April 11. Selection forms can be returned to any school in the Little Rock School District. returned by April 24. Selection forms must be SEE PROCEDURES  Kindergarten/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 for the 1989-90 school year. same 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 The lEP's of some secondary students indicate that they attend three or more special classes. dents rotate to special education teachers, therefore their needs can be met in any secondary school. assignments. These stu- 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. 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 school. (3) (4) 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. A sibling preference transfer will be granted if a seat is available and the transfer will allow both the sending and receiving schools desegregation requirements. to comply with the 18STUDENT ASSIGNMENT HANDBOOK PAGE 5 I. Magnet Assignments (1) All assignments to magnet schools will be made by the Student Assignment Office. J. (2) (3) (4) (5) (6) (7) (8) (9) The Student Assignment Office will be responsible for maintaining all magnet school waiting lists. All students on the 1988-89 waiting lists as of January 27, 1989, will receive preference for 1989-90 magnet vacancies. A computerized random selection process will be used to consider all magnet options listed on the selection forms. All magnet 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. 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 school will be placed on a waiting list for that school. A student's rank on a magnet waiting list will be determined by a random selection process. However, first choice magnet options will be ranked above second choice magnet options, etc. Majority-to-Minority Transfers (1) All M-M Assignment Office. assignments will be made by the Student (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. 19STUDENT ASSIGNMENT HANDBOOK PAGE 6 K. Desegregation Transfers (1) A secondary student 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. (2) Elementary students may transfer to an incentive school if such a transfer enhances desegregation at the incentive school. (3) A student may not make more than two (2) desegregation transfers during his/her school career. (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. (NOTE: 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. This range also applies to the reassignment process for the secondary level.) t 20STUDENT ASSIGNMENT HANDBOOK PAGE 7 PROCEDURES 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 mail. A. Parents should complete the form with their school selections. B. 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. Parents of students new to the LRSD may also receive a School Selection Form by completing a PIF. A. New students may pick-up a PIF at any LRSD school or from the Student Assignment Office. 2. 3. B. 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 limitations. II. Return of Selection Forms Parents will be mailed their school selection forms April 11. on 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: _ _ 21STUDENT ASSIGNMENT HANDBOOK PAGE 8 1. As the selection forms are returned, separate them into three categories: A. Students requesting to grandfather at their present school LRSD). assignment (students currently attending 2. B. C. As Transfer requests LRSD). (students currently attending Kindergarten/New Students to the LRSD. forms are received, remove them from the envelopes. 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. 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 3. 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, the Selection Form List. on 4 . 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\na. with a number 2 pencil ONLY, go over any bubbles that were lightly marked by the parent or that were marked in Also go over the bubbles pre-marked by the computer in the Office Use Only section, done at any time after the forms ink. (This step can be checked.) are received and b. Place the forms (in alphabetical order) in an envelope labelled STUDENT ASSIGNMENT OFFIC:i: SCHOOL SELECTION FORMS _ 22STUDENT ASSIGNMENT HANDBOOK PAGE 9 c. d. On the day following the deadline, include one copy of the Selection Form List in the envelope to the Student Assignment Office. Send the envelope to the Student Assignment Office immediately. III. 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. You will receive flyers to be sent home to parents notifying them of kindergarten pre-registration and the deadline. These flyers should be sent home as soon 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 Form is marked KINDERGARTEN PRE-REGISTRATION or NEW STUDENT PRE-REGISTRATION at the top of the form. 3. After the deadline, Information Forms. DO NOT hand out ANY Pupil (f\\CA Instead, instruct parents to go to the Student Assignment Office to pre-register their children. After the assignment process has been completed (May 17), each responsible for registering and dergarten and new students. school will be assigning kin- B. Return of Forms 1. Parents may their completed Pupil Information Forms to any school in the LRSD until return the deadline. \u0026lt;/  I z'' - 2. 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.  _ 23STUDENT ASSIGNMENT HANDBOOK PAGE 10 3. The following information MUST be supplied on the form\nFirst and Last Name Race Sex Address Date of Birth If any of this information is missing, the form cannot be processed. 4. 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 \"Verification of legal name and birthdate by\". labelled If 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. 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 rent receipt, contract or Personal Property Tax Bill). Complete the Address verification Form and attach a copy to (lease agreement, sales , LUc Aaai ' / the PIF. 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.O./RACE/ZB) Next Year's Grade Dear Parent, This is your school selection form for the the OFFICE USE ONLY  *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000* *0000000000*  school year. 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: 0 0 0 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 will remain at his/her present assignment if a seat is not available at INCENTIVE SCHOOLS  ONLY CHECK ONE 0 000 0 0 00 Frankli n Gari and 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 PLEASE 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 Two or more siblings requesting to transfer together. 0 Student new to the District requesting assignment to a non-attendance zone school with a sibling who is currently assigned to the non-attendance zone school. 0 Assign siblings who presently attend different non-magnet schools to the same non-magnet school. (NOTE: Definition of siblings: Siblings are brothers/sisters, or half-brothers/sisters, residing at the _same home address with brothers/sisters, or half-brothers/sisters, who are enrolled in the Little Rock School District.)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-three 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* '/\"i 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 461 203 180 383 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 5 3* I McDermott 531 260 216 476 55* Meadowcliff 465 237 208 445 53* 25School Capacity Black Non-Black Total % Black c Otter Creek 383 183 162 345 53% 70 Pulaski Heights 328 159 119 278 57% Romine 490 403 50 453 89% Terry 537 260 224 484 54% 0 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% Totals 10,016 Incentive Schools There will be eight Incentive Schools which are listed below with the number of classrooms in each as well as the capacity of each at twenty-five students per classroom: School 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 3400 710 '7,^0 ^bO 3040 Interdlstrlct Schools LRSD and PCSSD are considering a plan to establish 26 Rockefeller as an Interdistrict School for the 1989-90 school year . Rockefeller School has a capacity of 400 students in six- teen classrooms. Half of the Rockefeller seats would be allocated to PCSSD and half of the seats would be allocated to LRSD. Whether it becomes an Incentive School or an Interdistrict School, Rockefeller will provide the Incentive School program. The use of Rockefeller for 1989-90 depends upon which use will be consistent with PCSSD's plan to desegregate its southeast sector. A decision will be made prior to the submission of the PCSSD plan. LRSD is committed to work with PCSSD and the other parties to this case to establish for the 1989-90 school year a second Interdistrict School at the Home-Mart site with 600 seats. LRSD will recruit black students to fill half of the Home-Mart seats, with the other half to be filled by white students from PCSSD. 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 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: 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-three Elementary Academies is 10,016. 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 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, at least 200 black LRSD students will attend Interdistrict Schools. The chart below shows the impact of black Incentive and Interdistrict School enrollment upon the Elementary Academies: 28Black Enrollment in Incentive and Inter- dlstrict 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 originally 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 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 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 1-630 and University Avenue. The new Stephens will house pre-kindergarten through sixth grades and will have a capacity of 600 students. It serves as an interdistrict school. The new Stephens will be easily accessible to downtown office workers, state department employees and University Medical Center personnel. The Little Rock School District also proposes to build a new King Elementary School in downtown Little Rock. The facility would be located in the general area along 1-630 between 1-30 and 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 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 specific school construction sites and existing buildings. 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. 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 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 J 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 trust fund to provide future a 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 tzrust 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 in setting realistic goals for attending college. 3Incentive School Program INCENTIVE SCHOOL PROGRAM COMMITTEE Lives and parents. The blueprint for the incentive school program was developed by a committee of administrators, teachers, community representa- . The bl uepri nt wi 11 be used as the framework for specific activities that are expected to occur after court approval of the incentive school program. The following areas were considered in the development of the incentive school program: 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 -Subcommittee 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 fur- nishes the community with the parameters for excellence in education. The specific details and concerns for each individual incentive school must be developed by the local practitioners. The local practitioners are the principals, teachers, parents and community representatives in each incentive school area. The District firmly believes that the success of any program depends on the opportunity for the practitioners to make certain decisions at the local level. This document is hereby submitted to the federal court and the community with the understanding that further details will be developed. The Incentive School Program Committee will continue to function until August 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. sentatives from each incentive school. The council will have two parent reprewill be appointed by the Joshua Intervenors. Also, four members at-large The Incentive 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 and Joshua Intervenors on a quarterly basis. Academic achievement is the result of commitment, high expectations, a strong belief that all children can learn, and broad-based community support. When these ideals are coupled with the availability of financial resources, educational excellence prevails. It is certainly the belief of the District that all of these ideals will be evident in each incentive school. 34SECTION ONE ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT 35 INCENTIVE SCHOOLS ACADEMIC PROGRAMS AND CURRICULUM DEVELOPMENT Schools have the responsibility for expanding the scope of knowledge and for developing the rational, reflective, and critical capacities of all children. \"The content of the education must be true, appropriate, and relevant. The processes of education are expected to be democratic and humane. The aim of education is to be the complete development of the person. In addition, excellence in education must prepare a student for self-knowledge and to become a contributing problem-solving member of his or her own community and the global society as well.\" (Saving the African-American Child, 1984) The goals, the content of the academic programs, the instructional methodologies, and the use of instructional technology in the 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 man- datory District-developed parent component model will be incorporated into the program model. 2. Writing to Read, an instructional technology 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. 3G2 4. Reading Across the Curriculum will be a major emphasis for developing reading proficiency and critical reading skills. Each subject area will also utilize strategies to increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). 5. Oral Expression Across the Curriculum will offer instructional objectives and strategies in each subject area designed to increase the oral communications and American English skills of the students (Pre-kindergarten-6). 6. Learning Styles Inventories will be used in each Incentive School to assist teachers 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-departmental 1zation 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. 9. Instructional Technology will be available in specialized laboratories ^d in individual classrooms. 10. Science Laboratories equipped with adequate equipment and materials/supplies will be available for students in grades 3-6. 11. Computer 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 school. 13. Study and Test-taking Skills will be taught in an integral component of the curriculum at each grade level. 14. Computer Loan Program - portable computers will be available for loan to students (grades 4-6) for use at home. Remediation and enrichment softstudents ware will be available for home-based learning experiences. 15. Parent Home Study Guides will be developed in each core subject area for each grade (1-6). 16. Computer-Managed Instructional Technology will be used for continuous tracking of student progress. 17. Individualized Education Plans will be developed, implemented, and monitored for each student. 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) 373 19. 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. 21. 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 SPECIFIC SUBJECT AREA EMPHASIS The core curriculum for pre-kindergarten through grade 6 will be the Little Rock School District model. Areas for emphasis/expansion have been identified for each of the content areas. READING -Learning to Read Through Literature, with an emphasis on multiethnic 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) -Increased motivation and learning with oral expression through reading\ni.e., choral reading, student storytelling, debate, drama, etc.) (K-6) ENGLISH/LANGUAGE ARTS -Uniting 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 ano English/language arts areas (k-6) -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) -Language Modeling will be expected in the oral expression, vocabulary, and usage skills of the teachers (K-6) SOCIAL STUDIES -Emphasis on the study of history from a subject area context-- 'Jorld History, American History, and Arkansas History (4-6) 3S4 -Emphasis on introductory concepts in history, geography, and civics (K-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include a multi-ethnic curriculum (K-6) -Learning strategies and activities will promote \"living social studies\" (K-6) -Emphasis on American and Arkansas History (4-5) -Emphasis on World History (6) -Celebrations/ceremonies will be integrated into the curriculum MATHEMATICS -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 -Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project\ni.e., Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic concepts in music and art -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 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) -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 White Gloves Program - Special sessions will focus on training in the area of social etiquette for females. Rites of Passage - A structured program will be initiated to 7 respond to the emotional, physical, and social developmental changes in the young male. A special ceremony (for boys only) will become a traditional rite for 6th grade boys who complete the program during their Sth and 6th grade years. 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. American role models for males. Special emphasis will be placed on African- 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 Program- ming Club, Debate Club, Thesbian (Drama) Club, Math Club (Math Olympiads), Odyssey of the Mind, Great Books Club, Science Club, Annual Knowledge Bowl (elementary level), Foreign Language Club Special Interest Clubs ma\n^ include the following: Photography Band Newspaper Swimming Club Yearbook Bowling Club Choir/Glee Club Skating Club 417 Tennis Club Archery Club Camping Club String Instruments Sign Language Club Aerobics Club Cooking Club Art Club Horseback Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge of the world, and to assist in the development of coping skills for students. Local field trips (see Support Programs) may be 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 Shores (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. (NOTE: Attention in specialized programs will focus on true remediation (with student movement from compensatory programs) for compensatory programs, reducing overrepresentation in special education and ensuring equitable participation in a quality gifted and talented program.) 42LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS January 17, 1989 TO: FR0M:71^tt^ Beverly White, Associate Superintendent for Curriculum and Special Programs Angela Sewall, Associate Superintendent for Schools Marie A. McNeal, Supervisor of Social Studies and Foreign Languages larvin Zinmerman, Supervisor of English SUBJECT: I/O Proposed Latin Program for Incentive Schools On Wednesday, December 7, 1988, we met with Gayle Cloud, the Latin teacher at Central High School, to discuss an elementary Latin program that is being used in other districts to extend, reinforce, and enhance the language arts curriculum. Because of the educational value of this program, we feel that the program should be considered for use in the LRSD incentive schools. To assist in making a decision concerning the program, the following information is attached: 1. Program Background, Rationale, Proposal, and Description 2. Budget Summary 3. Implementation Plan The proposed attached plan targets the spring semester, 1989, for teacher identification, and the summer of 1989 for teacher inservice and program developm.ent with program implementation targeted for the 1989-90 school year. 43I. Sackaround II. LATIN ENRICHMENT PROGRAM ELEMENTARY LANGUAGE ARTS CLASSES LITTLE ROCK SCHOOL DISTRICT In the early 196O's, the Philadelphia (PA) School District raised reading and vocabulary 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\nteachers in the elementary classes. the program did not depend on using trained Latin Since that time programs of this sort have been implemented in many other school districts, such as Indianapolis, Indiana\nWashington, D.C.\nAngeles, California\nKansas City, Missouri. St. Louis, Missouri\nNew York City, New York\ndeveloped their own materials, teaching formal Latin grammar\nmeans to improve English skills. Dallas, Texas\nOakland, California\nSome use the Philadelphia materials\nimproved self-image among learners. Los and others have In these programs the focus is not on it is on using Latin words and myths as a These programs have also resulted in The initial implementation of the program by Philadelphia and later in the above identified districts was in inner city schools with a large minority population. The targeted levels were grades five and six or grade six onl.y. 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 districts, a team 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 thi s program uses The materials focus on using Latin and Greek word roots as a basis to increase English reading and vocabulary skills. Materials are varied\nthe two basic courses are designed for 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. Rationales More than SCi of words in the English language are based on Latin words\nfocusing on Latin word roots and word-building elements will increase knowl- edge of English vocabulary. reading c Many fifth and sixth grade social studies and cula include mythology and the Gr ma a. 3 at rela to this subject mat -Roman worlds\nr will broaden lear :e enrichment. vocabulary ng and Abi .' areas 7 to read English is not limited to language arts and other academic but a- 3 success in 1ife itself\nmere successful 1 n: 7i livi 0 school l_3 .(h se udv O' increasing that ability creates uals who feel competent to deal with school and n is an unusual subject for students, especially in elementary I e t n e s c u an unusua ings an im / is no focused on learning the Latin language per 1 and \"different' subje ved self-image to , and seeing success in he laarne''S. 41Latin 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. students\nThe uniqueness of the program should appeal to parents as well as no 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. III. ProDOsal 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. The program will be implemented at the start of the 1989-90 school year and will be incorporated into the fifth and sixth grade language arts instructional block for approximately fifteen to twenty minutes per day. Throughout the 1989-90 school year, teachers will be involved in fou-r (4) 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 (Program in' Budget Summary all Sth and 6th grades in all incentive schools) 7 schools with 4 teachers each = 28 teachers $6,860 1 school with 10 teachers  10 teachers 2,450 TOTAL $9,310 _ _ 46OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVALUATION COST (per teacher) 1. To provide awareness of the Latin program to incentive school principals and staffs 2. To provide Inservice to participating teachers 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 Sth grade teachers in incentive schools l.f. Conduct awareness meeting with current Sth A 6th grade teachers l.g. Identify Sth A 6th grade teachers who wish to Angela Sewall Beverly White Arma Hart Rechel Myers Marie McNeal Marvin ZimMrman Principals of incentive schools Sth A 6th grade teachers at Incentive schools Princlpals remaln at incentive schoils l.h. Recruit and fill vacancies 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 Uhlte Harch 1. 1989 Printed agenda -0- Harle HcNeal Harvin Zimmerman Gayle Cloud March 15. 1989 Concerns/questions expressed by principals -0- Rachel Myers March 15, 1989 Meeting on Calendar -0- Harle McNeal Marvin Zinmerman Gayle Cloud April H. 1989 Meeting agenda -0- Principals Richard Maple Principals Richard Maple Marie McNeal May 1. 1989 July 1, 1989 May I, 1989 List of identi fied Sth A 6th grade teachers Identified Sth A 6th teachers at incentive schools for 1989-90 Arrival of materials -0- -0- I I I $20 materials (per teacher) I I OeJECTIVE ACTIVITIES 2.b. Duplicate copies of above materials 2.C. Schedule 2 Inservice Metings of 3 hours eact 2.d. Develop agenda for above 2 Metings  2.e. Conduct above 2 Meting: 2.f. Contact UALR about offering college course 2.g. Schedule above college course 2.h. Implement above college course 2.t. Schedule four two-hour inservice workshops in local buHdings/duster: district-wide 2.J, Conduct above four inservice workshops IMPLEMENTATION PLAN PARTICIPANTS Teachers and Principals Gayle Cloud UALR official Teachers / Teachers Principals PERSON RESPONSIBLE Marie McNeal Marie McNeal Marie McNeal Gayle Cloud Marie McNeal Gayle Cloud Marie McNeal Gayle Cloud Principals Marie McNeal Gayle Cloud COMPLETION DATE July 1. 1989 June 1. 1989 July 15. 1989 August IB. 1989 June 1. 1989 December 1. 1989 May. 1990 September 1. 1989 May 1. 1990 (2 per semester) EVALUATION One copy for each teacher Meetings on Calendar Printed agendas Agendas and materials Course proposal Identified dates/times/ place Completed course Meetings on Calendar Meeting agendas Page 2 COST (per teacher) 5SO printing (per teacher) -0- -0- $20 materials (per teacher) $200 consultant fee($5 per teache* $60 stipends per teacher ($10 per hour) -0- -0- $?0 materia Is (per teacher) $t?00 instructor fee (STO per teaclier) -0- $10 materials (per teacher) $400 fee .consultant IIO per teacher) ) (Z OBJECTIVE ACTIVITIES IMPLEMENTATION PLAN T PARTICIPANTS PERSON RESPONSIBLE COMPLETION DATE EVALUATION Page 3 COST (per teaclierl 3. To Implement the elementary Latin program tn Sth ( 6th grades at Incentive schools 4. To evaluate the elementary Latin program I I I to 3.a. Schedule time for classroom Instruction 3.b. Purchase/duplicate/ create student material! 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 Teachers Teachers Principals Harte HcNeal . Principals I Principals Princlpals Harle HcNeal Gayle Cloud Principals Harle HcNea! Harie HcNeal August IS, 1989 School's instructional schedule -0- ongoing ongoing Hay 1, 1990 Hay 30. 1990 April 15, 1990 Hay 1, 1990 Hay 30. 1990 June 15. 1990 Materials ready for classroom use Lesson plans Identified strengths and weaknesses Test data Printed forms Completed forms returned Survey data Submitted report 110 materials (per teacher) -0- -0- -0- $10 printing (per teacher) -0- -0- -0- A CALL TO ACTION: LATIN IS BASIC! Do you know that: a the study of Latin improves English vocabulary \" and reading scores of pupils? Latin teaches pupils the ROOTS of the English language? Knowing the Latin root of a word can be the key to its meaning. The following word trees show how Latin roots help in the understanding of English words. A pupil who knows that the Latin vori agua means 'water' has the key to such English words as aquarium, aquatics, aquaecus, agualung, aquamarine. Likewise the Latin word manus ('hand') is the key to such English words a. manu/acture, manua2, manuscript, manicure, and manipulate. AQUA Aqualung Aquatics Aquaeous Aquamarine Aquarium Manuscript Manipulate Manufacture Manual Manicure 7\nI  rAiNUS 'hai'd' - _ 50 SOME QUESTIONS:  Are you tired of hearing that many high school graduates are functional illiterates?  Are you concerned that so many urban pupils read below grade level?  Do you know that some urban school districts (e.g., Philadelphia, Indianapolis, and Los Angeles are using imaginative new approaches to the study of Latin to extend English vocabulary and reading skills of pupils?  Are you aware that new approaches to Latin can make the subject exciting and rewarding for pupils of all backgrounds and abilities? I Do you know that Latin provides valuable insights into who we are, where we came from, and where we are going? Are you aware that knowledge of Latin is helpful in many types of careers and jobs?  Do you know that Latin is the key to an appreciation of many beautiful masterpieces of literature? and some ANSWERS: 51The study of Latin has unique values for urban students. About 70* of the words in English come from Latin either directly^ or indirectly. English words of Latin derivation are those which are likely to appear on placement exams, civil service exams. Scholastic Aptitude Tests for college admission and in English literature.  In the Philadelphia School District pupils who studied Latin for 20 minutes daily at the fifth grade level advanced one full year in standardized vocabulary test scores as compared to pupils of similar backgrounds who did not study Latin.  In the Washington, D.C., Public Schools Latin was  found to boost pupils' reading scores after only one year of instruction in Latin at the Sth grade level.  Sth grade Latin pupils in Easthampton, Massachusetts edged ahead of pupils of similar background in various phases of the Stanford Achievement Test. B 7th grade Latin pupils in Worcester, Massachusetts, have shown dramatic improvement in English vocabulary and reading comprehension scores as compared to their counterparts who did not study Latin. 52 I In Erie County, PA, high school Latin pupils were matched with similar pupils who were not studying Latin. The comparison showed that Latin was a definite aid in College Entrance Examinations. I Latin pupils in inner city elementary schools in Indianapolis showed large gains in the Metropolitan Achievement Test as compared to pupils of similar background who did not have Latin.  The fifth and sixth grade Language Arts through Latin program in the Los Angeles Unified School District improved the English reading and vocabulary comprehension scores of target students (over 50* of whom are Spanish surname) by more than one month for every month of instruction. I In short, pupils in several areas of the U.S. have already been given a boost in vocabulary and reading skills through their study of Latin. WHAT DDES ALL THIS MEAN'FCR YOCR SCHOOL DISTRICT? Per.iaps your school district has not heard about how beneficial newly-conceived Latin programs can be for urban pupils of all backgrounds and abilities. It's time to bring this matter to the attention of appropriate school officials. Show them this brochxire and for further information write to the Committee on Classics in the Great Cities' Schools, c/o Rudolph Masciantonio, School District of Philadelphia, Phila., PA 19103. Distributed by the Committee on Classics in the Great Cities' Schools, an affiliate of the American Classical League and the Classical Association of the Atlantic States, in cooperation with the Pennsylvania Classical Association and the Division of Foreign Languages of the School District of Philadelphia. 53-tl Pln son Responsioie 1988-89 (Spring \u0026amp; Sunmeift.r) :k?l-ki\nisil: Io develop and implemenl a quality academic program for Incentive Schools .. . . Proiiraiiis .\".vision Curriculum and Special rrocrair./Area Incentive Schools OBJECTIVES 1. To promote/enhance leadership and staff understanding of the Incentive School concepi i 1 I cn 4-* STRATEGIES/ ACTIVITIES SEGIt.'NlNG DATE COMPLETION DATE COSTS RESPOKSIBILITY EVALUATION l.a. Provide an indepth pre-orientation session on each component of t*)e Incentive Schools for principal. l.b. Develop in cooperation with the principals a detailed process and format for developing the individual Incentive School Plan l.c. Assist each building principal in presenting an indepth pre-orientation session for staff on each component . l.d. Assist each principal and staff with orientation session for parents in the Inc*ntiwo VbnnH February 15, 1989 Harch 3. 1989 March 1. 1989 March 1. 1989 February 28, 1989 March 15, 1989 March 15, 1989 March 15. 198? -0- -0- -0- -0- Superintendent's cabinet Assistant Superintendent- Incentive Schools Superintendent's Cabinet Assistant Superintendent- Incentive Schools Superintendent's Cabinet Assistant Superintendent- Incentive Schools Superintendent's Cabinet Principals Assistant Supennten-dent Schools Incentive IK?LKK7A7:0N TiKiLJ.t Page 2 -'r.-al Plan :'son Respor.sioie :\na1: (rear) Division ?ro\nram/Area OBJECTIVES STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE X COSTS RESPOKSIBILITT EVALUATION 2. To develop Incentive School Plan for each school 3. To develop curriculum specific to the Incentive Schools 1 1 I Cl cn 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 anc format for curriculum development June I, 1989 June, 1989 June, 1989 June 15, 1989 June 1, 1989 June 1, 1989 June IS, 1989 July, 1989 July, 1989 July 31, 1989 June 15, 1989 June 15, 1989 -0- -0- -0- -0- -0- -0- Principals Assistant Superintendent- Incentive Schools All Divisions Superintendent's Cabine Board of Directors 1 Principals Assistant Superinten-dent Incentive School Curriculum Division Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors Principals Assistant Superintendent - Incentive Schools Curriculum Division Supervisors :K?LiHi\n-T.^al Plan -e'son Responsiole $\n1: ______ :CK TiKiLZKi OBJECTIVES X (Yttr) STRATEGIES/ ACTIVITIES BEGINNING DATE COMPLETION DATE COSTS RESPOKSIBILITT Page 3 Division Procrair./Arei evaluation 4. To procure equipment and furniture for Incentive School Programs 3.d. Review preliminary draft of revised curricular for Littli 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 provide Inservice on the implementation of the curriculum guides 4.a. Develop specification for bid for equipment and furniture June 1, 1989 June 1, 1989 July 1, T989 July 20, 1989 August 1, 1989 March 15, 1989 June 30, 1989 June 30, 1989 July 20, 1989 July 30, 1989 -0- -0- $3,000 (Est.) (Clerical Support) 110,000 (Est. Printing Cosi August 30, 198! April 15, 1989 Curriculum Teams Curr.4cu1um Teams Curriculum Division Principals Curriculum Division Cost to be ncluded in Individual School Plans) -0- Curriculum and School Division Principals Director of Purchasing Assistant Superintendent - Incentive School Staff-Curriculum I ( -r:,al Plan -son Resporstoie 3:*1: _______ (Ytar) OBJECTIVES X JK?LKKTA-:OM TIKcLIKi vis ion rr^ cir./Area ('age 4 STRATEGIES/ activities BEGIfiNING Df,7 COMPLETION DATE COSTS RESPOliSIBILlTr tVALUATION A.b. Did for specific equipment and furniture April 15, 1989 lUy 15, 1989 To be determined 4.C. Order furniture and equipment May 15, 1989 August 1, 1989 To be determined Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum 5. To effect facility modi flcat ions for implementation of the Incentive School special lied programs. I cn A.d. Install and inventory to ensure adequacy of all equipment and furniture 5.a. Review the detailed Incentive School Plans with the Support Services Oi.vision 5.b. Identify modifications timeline as previously collaborated in the development of the plan. 5.C. Contract for service as needed/ldenti-fied tn the Plans. August 1, 1989 April 15, 1989 April 15, 1989 April 30, 1989 August 15, 198\u0026lt; April 30, 1989 April 30, 1989 Hay 15, 1989 -0- -0- -0- -0- Principals, Director of Purchasing, Assistant Superintendent - Incentive Schools, Staff - Curriculum Division of Schools - Associate Superintenden Assistant Superintenden Principal Division of Support Services Division of Support Services till Plan 'Son Respor.sioie si: (Vtsr) OBJECTIVES STRATEGIES/ activities BEGINNING DATE X 5.d. Implement the modification plan for the facilities Hay 15, 1989 :K?LK-t\n7A7:oK TIK-LIK* COMPLETION DATE COSTS RESPOKSIBILITY Page 5 Civision ?ro\nrt.T./Aree evaluation August 15, 1989 (To be out- I 1ined in the Plan) 5.e. Hake final inspection on the work for the facilities andi-fication May 15, 1989 August 15, 1981 -0- To ensure the availability of adequate resources to implement academic prograM 6.a. Initiate ldentifica-| Hay 1, 1989 tions of materials | and textbooks needed| for the 1989-90 I school year | June 30, 1989 ho be deter-jmlned Prlnctpals J I I cn (Z) 6.b. Involve school teams! Hay 1, 1989 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. Haintain building record of requisitions for the 1989 school year. Hay 1, 1989 Hay 1, 1989 June 30, 1989 Hay 20, 1989 Ongoing -0- To be determined -0- Prlnclpal/School Teams Principal, Assistant Principal, All Divisions, with major input from Purchasing Principal\nK?LiK\n-r.tl Plan t'son Respor.sioie :a1: CM TiKiLj\nPage 6 OBJECTIVES X _ ('eer) STRATEGIES/ activities beginning OATE COMPLETION DA7t COSTS P.tSPOKSTBILITr 6.e. Monitor and approve 'May 20, 1989 requlslttons as requested from Incentive Schools 6.f. Maintain audit for all materials received 6.g. Cross validate with purchasing all order: not received 6.h. Obtain requirements for participation In all special pro-graas 6.1. Pay participation fee and order all necessary materials fqr special activity 6.J. Select sponsors for each special program activity approved in the Incentive School Plan. July 1. 1989 July 1, 1989 March IS, 1989 April 30, 1989 April 30, 1989 Except for articles requlri ng a auch longe Ongoing Ongoing Ongoing April 30, 1989 July 1, 1989 July 30, 1989 -0- -0- -0- To he deteral ned To he deter-nined time period, all requisition! i I I cn co -'^vision ?.-ocrin\n/Arte evaluation Appropriate Associate Superintendenl Principal Principal Principal Principal Principal are signed on or imnedictely following July 1. CK t:k\nl Page 1 'r.Lal Plan non Responsioie :tl: (Vetr) -'vision Prograir./Area OJCT1VS STRATEGIES/ ACTIVITIES SEGINNING DATE COKPLETIOH DATE COSTS RESPOKSiEILITT evaluation 6.k. Complete special con tracts with all extended day employees for the 1989-90 school year. August 1, 1989 August 30, 196! -0- Principal 6.1. Complete Master Schedule for total school program 6.m Review/revise as necessary the staff developiKnt plan for the fall (September- December) April 30, 1989 August 15, 1989 -0- Principal August 30, 1989 (As necessary bit once each seaiestr) September IS, 1989 at least Principal I (X c Plan 1988-89 (Spring nd Sunwr) _______________ (Vttr) uIOM TiKsLIKs rson Responstoie Proo^de Stan development tor implementation of Incentive School Plans . . IroQidins V I V1 s icn Curr ic(j 1 uni \u0026amp; Snccia I ?rocTcir./Area Iliceiitive Schools OBJECTIVES I. To implement Staff development activities for Incentive Schools STRATEGIES/ activities I.a. Identify the staff development needs of each Incentive School l.b. Develop inservice schedule In collabo-ration with building principal I.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, arrangements, etc. l.e. Obtain services of consultants (as required) l.f. Implement fall training cycle BEGINNING DATE April 30. 1989 Nay IS. 1989 May 30, 1989 Nay 30, 1989 Hay 30, 1989 August 1, 1989 COMPLETION DATE Hay IS, 1989 Hay 30, 1989 August 30, 198! July 30, 1989 July 30, 1989 August 30,1989 COSTS To be deter-nined -0- -0- -0- To Be Determined RESPONSIBILITY Principals Director of Staff Development Principals Director of Staff Development Principals Principals Assistant Superintenden Director of Staff Development Principals Assistant Superintenden Director of Staff Development Principals Assistant Superintenden. Director of Staff Development evaluation I 0^ -rrtil Plan  arson Rtspor.sioic Teal: .K?L\nKI.- OBJECTIVES X (7rJ STRATEGIES/ activities BEGKlNiNG OATE ViOK 7iKL:Ki Division Prc\nrair./Area ('aye 2 COMPLETION OATE COSTS RESPOKSJBILITT evaluation I*g. Evaluate staff developawnt activity, through survey response from each staff August 1, 1989 Ongoing Iio Be Oeter-lalned Principals Assistant Superintenden Director of Staff Development / I I I (7)  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 flexbility. 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 It is recommended that the following items be components of every incentive school: A. HOMEWORK CENTERS - Although it is anticipated that the school Homework Centers day shall extend from 8:00 a.m. to 5:30 p.m., k Cc.iucu 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). 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. 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. 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 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. ___64continued - Incentive Schools page 2 D. Peer tutors will be compensated with coupons which can be redeemed for donated items or purchased goods such as games, books, magazine subscriptions, school supplies and other items the family may not be providing as well athletic equipment, hats, sweatshirts, etc. Tutors will be assigned by subject area and on a rotating basis in order to allow all students who wish to serve as peer tutors the opportunity to do so. RETIRED TEACHER MENTORS - Efforts will be made to identify a feasible time for retired teachers to come into the schools and to wor'x 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. E. 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 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. 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 II. '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 the explorer programs sponsored by the Boy Scouts of America. G. 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 curriculur areas. 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 as well. 65continued - Incentive Schools page 3 Transportation may be provided. The number of incentive schools at which summer programs will be held will be based on identified student needs and interests. 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 provides for field trips and community access for students. Field trips and access will include the opportunity for student experiences with: * historical events and displays * cultural events and exhibits * scientific/mathematical events and exhibits to include both child oriented activities such as the Arkansas Arts Center Children's Theatre and also the opportunity to attend cultural events such as an Arkansas Symphony Orchestra performance. 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., 5th 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 * a museum of natural science and history  three previous state/territorial capitols * a planetarium at UALR * a zoo * a lock and dam (part of the McClellan-Kerr river project) * an inland sea port * a major research/teaching medical center 66continued - Incentive Schools page 4 Among other opportunities for students including, but are not limited to, banks, stock/bond houses, hospitals and law school. a 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 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 required 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 nation wide search will be conducted for staff. Principal and staff will be asked to show documented evidence of commitment to working in an urban district\nto working with youth at risk and to commiting the time necessary to provide the kinds of support and services provided at incentive schools. 2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an involuntary transfer or other district decisions may be put into effect depending on the 67continued - Incentive Schools page 5 performance and the success of the individual in working with students and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers. Successful completion of the year may lead to a long-term contract with the District. 8. C. SPECIAL TRAINING- Ongoing training will be provided for staff in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth at risk\nworking in an urban setting and analysis and use of data for enhancing student achievement. All staff, including support staff, will be involved in training. Patrons also will receive access special training in working with their students, assisting with homework, nutrition and human growth and developments. PARENTAL INVOLVEMENT - Parents will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis, r.,,,:, _  will take place, both through written and oral means. 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 as to visit their children's classes. Regular meetings, monthly, will be held at the school. 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 - 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 E. HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be formulated with \"alert\" and \"success\" cards to be H sent to parents to update them on their student's needs and achievements. - _ BScontinued - Incentive Schools page 6 F. EXTRA CURRICULAR' PROGRAMS - Extra curricular programs will be established to allow students recognition, leadership experience and a chance to be involved in school activities. Among these will be future teachers programs. Oust Say No Clubs, intermurals, monitor \"jobs\" in the office*, library, with the flag, safety patrol, fire marshalls and student council memberships. * at recsss or lunch time, not class time G. ATTENDANCE ANO BEHAVIOR GUIDELINES - Attendance and behavior guidelines will provide unique opportunities to assist students and keeo 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 agreesment to be at school and on time each day. H. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options for students may include, but not be limited to, activities like math olympiad, junior great books, young authors' club, young scientists, Olympics of the mind, elementary band and a string program. Parents will be informed of all of these options. Students will be encouraged to participate in these activities and a regular schedule will exist for club/academic related activities. 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 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\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. B. 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 of the options which truly are open to their students. 69continued - Incentive Schools page 7 c. STUDY SKILLS - Counselors and teachers will be responsible for working with students to enhance test taking skills, listening skills and study skills. Practice will be provided for students in test taking, i.e., bubble sheets will be used on some class tests and a variety of question types will be used by teachers. 0. HOME/NEIGrIBORHOOO 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. less formal meetings out of the school environment may be more productive and can help forge a school/neighborhood partner- These ship. It is suggested that local ministers be considered as part of the school partnership and community. E. INDIVIDUAL ANO 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 at each school. committee meeting included: Ideas (suggestions) presented in the subawards programs, recognition days, good citizen clubs, free tickets to community and athletic events, tangible rewards such as a book of the student's choice for academic growth and the like. G. WELLNESS PROGRAM - A 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 and awareness and first aid. Presentations will likewise be made to parents on similar topics for their information on a continuing education basis. H. CAMP PFEIFER - Students in need of additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some time in residence at a program away from the school and the home which provides counseling, intensive academic support and time management skills. Parent involvement is an inherent part of this program in assisting them to work with students on homework and academics. 70continued - Incentive Schools page 8 MONITORING AND EVALUATION A. B. C. 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. 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. REGULAR TRACKING OF STUDENT ATTENDANCE, DISCIPLINE/BEHAVlOR 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. INVOLVE PARENTS IN THE 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 academic programs but also extra curricular, special skills and extended day activities. D. QUARTERLY REPORTS ANO VISITATIONS - Quarterly reports will be made and visitations will take place for the purpose of assessing student progress, facility upkeep and care of grounds and equipment. The monitoring team will be composed of district staff, school staff, patrons and representatives from the community. All staff shall write goals, not only for the school in general, but also personal goals since every staff member 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. STUDENT EVALUATORS - Student evaluators will be asked to complete evaluations relative to the school, its climate and their educational experience twice a year. Students will be selected at random to participate in this process based on a 5S involvement from each grade level. Students will be involved in the designing of questionnaires to be used, analysis of data collected and the generation of conclusions. Reports will be given back to the students regarding changes made in response to student issues raised in this evaluation process. F. COMPUTERIZED DATA ACCESS - Computerized data access will be a reality in alT 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. G. 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 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. 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 OPERATION'S IKPLtKiKTATION PLAN To develop support programs and procedures which will allow incentive schools to provide enhanced educational opportunities for all students attending them. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 19e9 1990 1991 1992 1993 1994 199f Page 1 RESPONSIBILITY 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. To establish training for peer tutors and an ongoing peer tutoring program for students. Teachers and students will receive training in peer tutoring. A mode! will be put in place. Teachers will supervise the process Fall-(P) Spring - (I) Budget- ______ tai Summer- (P) Fai 1-(1) Ongoing with evaluation Budget Item (fc r staff) All Divisions VIPS To use the skills of retired teacher mentors to tutor and sponsor clubs. To enhance student learning through extensive use of classroom based instructional aides. S - STUDY I I. R - RECOMMEND Mentors will either volunteer or be paid a minimum amount. They provide extra support to students t 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- (P) Fall-(l) Pilot B - BUDGET ITEM Ongoing with evaluation Ongoing with evaluation (1) Ongoing with evaluation Some b Budget  Budget* Staff Development Asst. Supts. dgetary axpenditu| e Item Item I - IMPLEMENT PI - PILOT Office of Deseg Div of Schools VIPS Human Resources Sch Principals I 4^ Page 2 I. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES SCHOOL OPERATIOK'S IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 19(91 1992 1993 1994 199! 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. Written information, guest speakers, films will be used to make students aware of career choices. Summer- (P) Fall- (1) Ongoing with evaluation VIPS Maybe 1 budget item 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. 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 S - STUDY E - EVALUATE P - PLAN I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I cn Ongoing with evaluation Implement at all incentive schools Budget item Bu^t item I - IMPLEMENT Divisions of Schools Curriculum VIPS Division of Schools - Curriculum Desegregation PI - PILOT Page 3 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. S - STUDY R - RECOWEND STP.ATEGIES/ACTIVITIES SCHOOL OPERATIOKS IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1^91 1992 1993 1994 199: 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 Homework Center A peer tutoring E - EVALUATE P - PLAN 0 - ONGOING (I) Quapaw Council Asst Supts for Schools Fail-(1) Ongoing with evalua-tion Maybe budget tem 1 I - IMPLEMENT PI - PILOT B - BUDGET ITEM Principals School Staff I I \u0026lt;75 11. GOAL: OBJECTIVE SCHOOL OPERATIONS IMPLEMENTATION 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. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1989 1990 1^91 1992 1993 1994 199: Page 4 RESPONSIBILITY 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 Deseg Curriculum School Principal Budge item 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- (1) Ongoing S - STUDY E - EVALUATE P - PLAN Budge' it?m I ~ IMPLEMENT PI - PILOT I I R - RECOmENO 0 - ONGOING B - BUDGET ITEM I SCHOOL OPERATIONS Page 5 IMPLEMENTATION PLAN II. GOAL: (continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 1991 To establish meaningful attendance and behavior guidelines.  Time-out rooms staffed with trained personnel  Student/parent contractual agreement for attendance Pilot at one school (I) Principal School Staff Bud jet i tern To provide subject related activities to enhance student learning. To include some or all of: math olympiad, junior great books, Olympics of the mind and the like. (I) Ongoing Principal School Staff Buc jet i tem 1 S - STUDY E - EVALUATE P - PLAN I - IMPLEMENT PI - PILOT R - RECOmEND 0 - ONGOING B - BUDGET ITEM I I I QD Page 6 SCHOOL OPERATION'S IMPLEMENTATION PLAN III. GOAL: To create a program of counseling/social work to provide extra support to students to ensure them opportunity for success. OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 19B9 1990 1^91 1992 1993 1994 199: 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 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 Sna1 Training Summer Fall-(I) (I) B - BUDGET ITEM Implement on a pilot basis Ongoing at all - schools VIPS Div of Deseg Curriculum Div of Schools Spring (1) 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 Page 7 SCHOOL OPERATIONS IMPLEMENTATION PLAN II. GOAL\n(continued) OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 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 home will take place  Day visits for parents  Schedule settings Schedule (settings) weekly extended day programs based on individual school needs 1969 1990 1^91 1992 1993 1994 1991 Fa11-(1) Fall-(I) Ongoing Ongoing To improve horoe/school communication To establish meaningful elementary extra-curricular activities for students. S - STUDY R - RECOMMEND on c Principal School Staff Principal School Staff  Early indicator and early intervention programs  Alert \u0026amp; Success cards sent regularly to parents Give students recognition and leadership opportunities via clubs and monitoring responsibilities E - EVALUATE 0 - ONGOING (I) (1) 1 P - PLAN B - BUDGET ITEM Ongoing Ongoing I - IMPLEMENT PI - PILOT Principal School Staff Principal School Staff HI. GOAL: (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 at each school. To work with community programs like Camp Pfeifer to supplement school programs for students. S - STUDY R - RECOMMEND 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 SCHOOL OPERATIONS IMPLEMENTATION PLAN IMPLEMENTATION SCHEDULE 1989 Fall- Train students Sprlng- Hl (P) Pilot one school 1990 Ongoing Budget (I) 1991 1992 1993 1994 199: Pge B RESPONSIBILITY Pupil Personnel (PossltI e Budge Item) VIPS Partners Program  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 P - PLAN 0 - ONGOING (1) (P) A (S) (Budge' Implement on a pilot basis ' Item) TiT\"\n(Budget Item) I - IMPLEMENT B - BUDGET ITEM Health Services Pupil Personnel District divisions PI - PILOT oc IV. SCHOOL OPERATION'S IMPLEMENTATION PLAN GOAL: To more closely and thoroughly monitor incentive schools in order to develop a clearer picture of student achievement at these buildings. Page 9 OBJECTIVE STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1989 1990 1991 1992 1993 1994 199: RESPONSIBILITY To develop a process for obtaining verifiable information regarding student growth.  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 \u0026amp; 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 goal achievement Summer (P) (1) Develop plan Budget Summer- (P) Fall - ..(I) S - STUDY E - EVALUATE P - PLAN I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I OD Ongoing with evaluation Spring- Ongoing Testing/Eval Div of Schools Curriculum School Staff Pupil Personnel School Staffs PTA Officers (I) \u0026gt; Testing/Eval Div of Schools School Staff Community (BudgIi t Item) ' I - IMPLEMENT PI - PILOT SCHOOL OPERATIONS Page 10 IMPLEMENTATION PLAN 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 t6ams at each school to implement programmatic modifications to benefit the students. S - STUDY R - RECOMMEND STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE RESPONSIBILITY 1989 1990 1991 1992 1993 1994 199: I QD Co  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 (S) with students (R) Fall - (I) (Bui get Item) Ongoing Testing/Eval School Staffs Principals (1) 1990-91 school - year Data Processing School Staff Assoc Supts \u0026amp;(S) FalHP) student data in a variety of mode\u0026gt;  Include representatives of al) school departments (custodial, food service, aides t teachers)  Team membership to be rotating and-on a semester basis  Plan for parent/student meetings for input E - EVALUATE 0 - ONGOING P - PLAN Spring (R)  Plan for implementation of changes  Make recomiendations for changes * Implement changes 1 .e. Plan  Evaluate changes (Each aspect will occur on a regular and rotating basis with a semester for each. B - BUDGET ITEM Evaluate Recoin nend Implement 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. STRATEGIES/ACTIVITIES IMPLEMENTATION SCHEDULE 1969 1990 1991 1992 1993 1994 jogt Page 11 RESPONSIBILITY To establish a flexible programming 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 fur extended time periods as needed.  Develop a plan for individualized instructions within the specific building (1) 1 (E) Areas to be investigated for possible plan inclusion  Permanent assigned substitute in each incentive school to be available as needed  At least a 1 time asst prin  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 ^t every school and individual to that school______ (S) (I) S - STUDY E - EVALUATE P - PLAN (Budge] Item) . . I - IMPLEMENT PI - PILOT , R  I ! RECOMMEND 0 - ONGOING B - BUDGET ITEM I OD School Principal Staff Assoc Supts Asst Supts SCHOOL OPERATIONS Page 12 IMPLEKEKTATIOfi PLAN V. GOAL: (continued) OEJECTIVE STRATEGIES/ACTIVITIES IKPLEHEKTATION SCHEDULE RESPONSIBILITY 1989 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 who work the extra time periods  Community education classes should be investigated for parents in the incentive school communties * Saturday enrichment programs Schoo! community members (Budget Items) S - STUDY E - EVALUATE P - PLAN 1 - IMPLEMENT PI - PILOT I I R - RECOMMEND 0 - ONGOING B - BUDGET ITEM I QD SECTION THREE STAFFING 86 INCENTIVE SCHOOLS STAFFING The selection and support of guality staff members will be critical factors in the success of Incentive Schools. Carefully planned staffselection criteria and procedures will provide the quality personnel capable of successfully attaining the goals and implementing the programs and curriculum of these schcols. Ongoing staff devslocment for Incentive devsioc-en Schcols must preoare the staffs to attain the standards of excellence thev will uphold for achieving student success and fulfillment of potential. STAFFING A. LITTLE ROCK SCHOOL DISTRICT (LRSD) INCENTIVE SCHOOLS STAFFING COMT'IT - A conmittae will be established to assess staffing neeos for Incentive Schools, to set criteria for staffing, to recruit quality staff members, and to determine procedures for staffing. The cormittee v/ould be composed of teachers, parents, B. supervisors, principals, and other administrators. 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 J 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 Staffing Commi SO wi 11 then utilize the student data, goals, and curriculum to identify staffing needs for the Incentive Schools. The following full-time positions are recomrended for each school but are not all inclusive of positions which may be identified during the needs assessment process. * Classroom teachers (1:18 pupi1/teacher ratio) * Counselor * Media specialist * Music 87Incentive Schools page 2 * Art * P. E. * Social Worker Permanently assigned substitute teacher (for each Incentive School) * PAL reading  PAL math PAL lab attendant Resource Speech * Specialist for alternative classroom * Media clerk * Certified instructional aides (1 per classroom) * Program specialist * Principal * Assistant principal * Non-certified supervision aide c. STAFF RECRUITMENT - The LRSD Incentive Schools Staffing Committee will implement ongoing nationwide recruitment strategies with special emphasis on recruiting qualified minority staff members. Current recruitment files will be maintained on an ongoing basis. A pool of prospective staff members also will be drawn from promising student teachers participating in the Master Teacher Program (as mentioned in the Staff Development Section, Item E). D. STAFF SELECTION 1. The LRSD Incentive Schools Staffing Committee will develop criteria for principal and staff selection. be declared vacant. All positions in each school will Principals shall be selected first for each school so that they may be involved in staff selection and collect- ion and review of student data. Selection criteria will include, but not be limited to, the following. * Race and gender Successful teaching and/cr administrative experience with at-risk youth * Record of commitment to quality desegregated education * Strong recormendations from a variety of sources (i.e., colleagues, principals, college professors, and other administrators) ... 88Incentive Schools page 3 2. The LP.SO Incentive Schools Staffing Committee will work with the Human Resources Department to develop job descriptions and special contracts ou\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_498","title":"Incentive Schools: ''Little Rock School District Incentive 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":["1989-01-31"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School improvement programs","School integration"],"dcterms_title":["Incentive Schools: ''Little Rock School District Incentive 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/498"],"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\nH H I I n LITTLE ROCK SCHOOL DISTRICT I  I INCENTIVE DESEGREGATION PLAN I JANUARY 31, 1989 Volume 11 / agy.-J e.JW c u.-lUUU .5 ACADE.'-iic ?'\nog.-:a\n-is ano curriculum development Schools have the responsibility for expanding the scope of knowledge and ror developing the rational, ref 1ective, and critical capacities or all children. \"The content of the education must be true, appropriate, and relevant. The prc- '~-6Sses 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 a contributing problem-solving member of his or her own community and the global society as well. It (Saving the African-American Child, 1984) ... c, 1 . 1\nL 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. Lb Li L 2. 3. '.Vritinc to Read, an instructional tec  ology program, will at each incentive School for K-2 stucents. \u0026lt;1 ndercarten be implemented The Little Rock School District Early Prevention of School Failure mooel will be operative in each Incentive School. . - ---------- Rei ease time and rlexible scheduling will be utilized to conduct reoularlv scheduled lancatory parent-teacher conferences. 3G 9I I 4. Reading Across the Curricu1 urn 2 4 I reading proficiency and critical will also utilize strategies to i will be d major emphasis for developina al a i' nzn b 1 T r - reading skills. Each subject area - -- -- increase students' pleasure of and appreciation for reading (Pre-kindergarten-6). 5. 2.J_Expression Across the Curriculum will offer i and strategies in each subject area designed to munications and American English skills of the instructional objectives increase the oral com- I 1 6. 7. 8. students (Pre-kindergarten-6). yarning Styles Inventories will be used in each Incentive School to assist 1^001 Themes will be developed at the local school level by parents and staff and are recommended to be intpnrjtod 1 n f\" A A A are recommended to be integrated into the total curricul urn. ~'^6Dartmental ization will be the recommended for grades 3-6. ' I specialized skills for levels. -y, .............. organizational structure This organization will facilitate the development s for subject area\" teachers for the respective grade of I 9. Instructional Technology will be available in specialized laboratories in individual classrooms. and 10. I 11. Science Laboratories will ho 1adequate equipment and material s/suppl ies will be available for students in grades 3-6. If minimum of 24 stations in each classroom. enrichment will be expended fo r a 12. H 13. Foreign Language Laboratories be operative in each school. with appropriate equipment and materials will IS L 14. 15. 16. Study and Test-taking Skills will be taught in curriculum at each grade level. an integral component of the 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. ^^h'^grade^(^^6)'^ Guides will be developed in each core subject area for ft 17. 18. Computer-Managed Instructional Technology will be used for continuous track- mg Or student progress. Individualized Education Plans will be developed, for each student. implemented, and monitored Soecia 1ized Proorams special education, _ - Federally or state mandated programs (remedial, gifted and talented) will be available during the core instructional day, with reinrorcement activities available throuah the Haiz u.aAlz _____________ extended day, week. or year programs.*(see page 7) 37 Js ri ri ri. 19 , 3 Incentive Programs - each school will establish an incentive program for recognizing academic excellence and academic improvement. ri. 20. ri\u0026gt; 21. ri 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 ongoino assessment of students. 22 . ri 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. 23. II Effective Schools model will be operative in each incentive . with appropriate training provided for implemen- school, tation. 24. Il Afrlcan and African-American History - each school will establish a sequential program to include the study African and African-American history and culture. of II SPECIF5C SUBJECT AREA EMPHASIS 4. The core curriculum for pre-kindergarten through grade 6 Il will be the Little Rock School District model. Areas for II emphasis/expansion have been identified for areas. each of the content Hl READING Through Literature, with emphasis on II thnic classes in each genre, will be the primary readinq program (K-6) j-cauxuy ri ri Basal testbooks will be used to augment the classics reading program (K-6) -Strong emphasis on critical reading skills (grades -Increased motivation and learning with oral 6xpj.easu X i.e., choral reading, student storytelling, debate, drama, etc.) (K-6) 4-6) expression ENGLISH/LITERATURE ARTS -Writing to Read as an instructional component for K-2 -Writing Across the Curriculum will be used writing s:ills of students (K-6) -Latin Program will be used to increase the vocabulary and word attack skills of students to enhance the (5-6) reading and English/language arts will be a major emphasis in the areas (K-6) 3S I Ia -Penmanship will be emphasized at each level, with appropriate recognition of the developmental level of the individual student (K-6) *1 Language Modeling will be expected in the oral vocabulary, and usage skills of the teachers (K-e\") expression, M I SOCIAL STUDIES a 1 -Emphasis on the study of history from a subject area contextWorld History, American History, and Arkansa History (4-6) aaaa a aaa a I I f I 4 -Emphasis on introductory concepts in history, geograohy, and 4 CIVICS (\u0026lt;-3) -Geography will be taught through active learning strategies -Each subject and grade level in social studies will include multi-ethnic curriculum (K-6) a -Learning strategies and activities will promote studies\" (K-6) It living social Ki -Emphasis on American and Arkansas History (4-5) -Emphasis on World History (6) -Celebrations/ceremomes will be integrated into the curriculum m MATHEMATICS m n -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) II SCIENCE II II n k| -Instruction will utilize a hands-on discovery and exploration approach to the learning of scientific concepts (K-3) -Classroom and textbook work will be supplemented with practical demonstrations and experiments that reinforce the principles of scientific method and suggest the applications and possibilities of science -Emphasis in the upper grades will be on the life sciences and physical sciences (4-6) -Mastery of concepts should culminate with an annual project\ni.e., Invention Convention, Science Fair, etc. -Homework assignments will include prepared information packets describing experiments parents and students can do together to reinforce what has been taught in the classroom FINE ARTS -Content will include an introduction to basic and art concepts in music -Art and music instruction will be seguential 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 39V 5 FOREIGN LANGUAGE -Each school will select at least one foreign language for study, with Spanish and a choice of an Asian language strong recommendations as -The instructional methodology for each language will be a total physical response\" approach -Emphasis will be on basic vocabulary, conversational cultural materials for K-3  II 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 native language user with a -Emphasis wi11 be on vocabulary, cultural materials (4-6) grammar, reading, writing, and PHYSICAL EDUCATION/HEALTH II -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 - - , disabilities simulations (5-6) -Emphasis on team sports and lifelong leisure skills (K-6) for the handicapped\nSOCIAL SKILLS II 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 -Studen.s 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 problem-solving, decision-making, peer pressure, etc. focus on 40 i: V i  5 H . n n n N K a - i 1 .e.i 6  . gA-tes of Passage - A structured program will be initiated to i respond to the emotional, physical, and social developmental changes in the young students. Separate programs may be established for male and female students.  Rgle Models Programs - Individuals (international, natiuna 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. \"  ' national, . ------ Special emphasis will be placed African-American role models for males. on i munity and the Partner's Program, 4 ^ntoring Program - Utilizing local resources in the com- u 1 - -----3---, a mentoring program will be established for intermediate-age students (4-6) Additional or other social skills activities may be deveI I I V I n 4 loped at the local school level. However, all academic programs, social skills programs/activities and clearly and broadly articulated to the special activities must be school community. SPECIAL ACTIVITIES Special activities may be focused on academic reinforcement. special interest clubs, and/or units of national zations. or state organi- Academic Reinforcement Activities limited to) the following: may include (but not Pg.pr-Tutoring Program - Peer tutors will be assistants to Homework Program or during the renular scnool day. r.i-fii u- ____ . . Students will be compensated for after-school peer tutoring (see Support Programs). Academic Reinforcement Clubs - Chess Club, Computer Club, Debate Club, Thesbian (Drama) Club Club Mat-h m _______ .. ' '-xuu. Club (Math Olympiads), Odyssey of the Mind level). Foreign Language Club , uayssey of the Mind, Great Books (elementary Math 4 Special Interest Clubs Photography Newspaper Yearbook Choir/Glee Club may include the following: Band Swimming Club Bowling Club Skating Clubi q. II Tennis Club Arcnery Club Camping Club String Instruments Sign Language Club Aerooics Club Cooking Club Art C1ub Horseoack Riding Gymnastics Club Dance Club Great Decisions International Pen Pal Club Sewing Club Field Trips - Field trips will be used to enhance learning, to broaden cultural experiences, to provide hands-on experiences for knowledge the world, and to assist in the development of coping skills for students. of Local field trips (see Support Programs) may be suppiemen- 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 Shores (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  I \u0026lt; q q q II U submitted to the Board and administration for approval on an annual basis. q Documented school-based involvement in the needs/interest assessment and planning process must accompany each School Program Plan. A projected q budget must accompany each plan. q  q q qRR la a LATIN ENRICHMENT PROGRzAM LE.MENTARY LANGUAGE ARTS CLASSES LI 1iLE ROCK SCHOOL DISTRICT a I. Backcrcund H. In t..e early 1960 s, the Philadelphia (PA) School District raised and vocabulary scores of elementary school children through Latin in language arts classes.  reading Latin teachers. ' 3 program using The program was developed by a team of a- but the materials were designed to be used by elementary language arts teachers\nj.-j _... --------- , . a the^program did not depend on using trained Latin , , . , - -------  Since that time programs of this sort have been implemented in many other school districts, Washington, O.C.\n-  - teachers in the elementary classes. Indiana\nAngeles, Calirornia\nKansas City, Missouri. St. Louis, Missouri\nNew York City, New York\nsuch as Indianapolis, Dallas, Texas\nOakland, California\n2ome use the Philadelphia materials\ndeveloped their own materials. I Los and others have a In these programs the focus is not on it is on using Latin words and myths c ,, . - fiese programs have also resulted in improved self-image among learners. teaching formal Latin grammar\nmeans to improve English skills. as a a The initial implementation a above ident population. oH him  . by Philadelphia and later in the _I .e d districts was i n\" inner city schoo.l s w.it.h. . The targeted levels were grades five and six Reports concerning students' performanc a large minority or grade six only, ss on standardized tests in the above a In all districts, a team of Latin teachers trained the elementary lanquaoe a arts teachers in using the materials and served background in Roman and Gree.k culture. as resource persons for a Dac.\u0026lt;ground in Roman and Gree.k culture. As the program grew, many of these elementaryj,eachers studied to become proficient in Latin, program using the Greek language has also been developed\n' the same methods and approach.  A corresponding this program uses aa II. aa R The materials focus on using Latin and Greek word Englis.h reading and vocabulary/ skills. Materials are varied\nthe two basir -curses are designed for fifth and sixth grades and are based on classical rrij tnoiocy 2nd 11 * e - -uoplensntdl coursss \"cover including science, math, roots as a basis to increase Materials are varied\nSupplemental courses cover a wide variety of subjects, , astronomy, and blacks in antiquity. Nationales More than focusing i edoe of E, SOS of 7/0rds n Lat n '.-iz' 1ish vccaoi in the English language are based on Latin words\nrea pro Abil, a i-oa :\u0026gt; n e mors S-living. scnccT. se s ary. ots and word-building elements will increase knowl-zz . 5 o Many fifch and sixth grace\" \":cula inc:ude mythology and the Gre social studies and t*at re '.ri chmen this subject mat i^oman worlds r wi11 broaden 1e : vocabulary ring and to read English is not limited to \"language arts and cth S'. s in life itself\nr academic 3C I C\" J1 in iduals who feel n is an unusual subje Is t.*S S. y IS no an unus-al and \"di '\nncs an comoet increasing that ability creates 0 deal with school and for stude.n especially in elementary n learning the Latin language per rerent subject, and seeing success in focused ved seif a su he learne- 44  4 4 Latin Enrichment Program -- Page 2 The program itself is easy to implement. 4 The cost is minimal, and investment of time by elementary teachers to learn the materials islimited The materials are easy to use. I e materials ye easy to use. They are inexpensive to purchase and be duplicated for distribution to teachers. ~ .  can ihe program has been success- 4 ^,.11,, , J u ----------- ------K'vyi aiii iiai Been success-  by many areas with educational situations similar to Little the Unioueness rhp nmnram chnnlW annoal 4-., _____X. ,, ... - , r - -- IW...J as well as no othy public or private schools in Arkansas, certainly in the Rock. The uniqueness of the program should appeal to parents students\n-   *   - - 4 sZ^vp'^?i1?h'' program. The program would seye ye desegregation plan for the incentive schools a program. uycyregacion plan Tor tne incentive schools and would help in raising standardized test scores and eliminating disparity between 4 school community. scores of the major ethnic elements of the Also, with the emphasis on multiethnic education within the Little Rock School District, materials elude this emphasis. 4 ,, . te developed locally to in- , tlsing the existing materials as models, L.RSD teachers yn creye units that use their unique talents and skills and that directed to the special interests and needs of Arkansas students. are 4 III. Prooosal I It is prooosedthat the Little Rock School District implement an elementary Latin oronram in thn oiomonHn, _______ ..... = 4 ** U I i vi I C u 1 programin theelementary language arts classes at the fifth and sixth grade levels in the incentive schools for the purpose of increasing readino and vocabulary skills, imoroving standardized test scores, and enhancing the self-image of learners. at the fi and enhancing 4 IV. Program Descriotion 4 4 incentive schools have been identified in the   of 1989, these tey.hers will receive six hours of inservice training during the summer o- IQRd m imniaman^-itu. . .. mented a teachers of 1989 in implementing the program. spri ng 0. lyay in implementing the program. The program will be imple- fha the 1989-90 school year and will be incorporated into the fl I th and six^.h grade language arts ' ' -  - fiftee.n to twenty minutes per day. instructional block for approximately Throughout the 1989-90 school year 4 4 . , ......r- one ivoy-yu school year teachers wil be involved in four (4) additional inservice workshops (two tnese teachers will have the opportunity to become mcr- fici^ht by enrolling in a college course designed especially for' them\nthis course will be optional and at the teacher's own expense jj-'ougnout the year the principal in each building will monitor theprogram  At the end of the 1989-90 school me re 4 the program will be made\ndata. year, a formal district-wide assessment of this assessment will be based on surveys and test 4 45 IINCENTIVE SCHOOLS  SCHOOL ADMINISTRATION I The focus, 4 \u0026gt; 4 f^i^ction 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 students. The school program will address student success and development of potential from affective, skill based and demic perspectives. SUPPORT PROGRAMS aca- i' The following items will be components of every incentive school: ' A. n \u0026lt; 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 {Some otherwise involved in activities during'the last^two\"?2) nnnrR nr i-ho mi_________ f hours of the day, Monday-Thursday). It will be  n K , necessary to provide transportation home for students who remain at the Homework Center su Lh .dents whose parents cannot supply transportation who live outside of the area which is reasonable walkino 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 comoensated. so that stu- Center. staff will be compensated. and/or H 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 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 M provide one (1) evening's service approximately every 45 class cays. Staff will be paid for this time. staff will be paid for this time. 6AI R c. I  PEER TUTORING - Peer tutors will be selected from among group of self-nominated and teacher nominated students. The role of peer tutors will not be limited only with outstanding academic averages but open to achieving students who work well students and who can verbalize an understanding of subject matter to be a to those students will also be covered. I Peer tutors will be compensated with be redeemed for donated items coupons which can for purchased goods such Sd^othZ\nmagazine subscriptions, school supplies as ems the family may not be providing as well equipment, hats, sweatshirts, will be assigned by subject w,xi in order to allow all students who wish tutors the opportunity to do etc. Tutors area^and on a rotating basis \"he ..i_h to serve as peer so. D. E. retired teachers to come into the schools and to work with individual tutors\nto sponsor clubs such additional extra support such as story teliina time with and for students. Mentors can work volun- tarily or may be paid * ' ' ' ' voiun needs. students as as future teachers and to a stipend depending on their own INSTRUCTIONAL AIDES - There will be ional aide available in every classroom, tions for the aide positions will commitment to work with students in an well as a minimum of 60 hours of earned Applicants must be working toward a certified instruc- Qualifica- include demonstrated urban setting as college credit, a degree. provide extra =sslstaAc\n\"fon^aLjdu:?.:\ndeJis^:nr\"' groups of students. Aides will also  Aides will also assist teachers ith monitoring of student progress, communication with progress F. matSiLs?^ preparation of supplemental instructional CAREER SKILLS DEVELOPMENT PROGRAM - developed within each school w^xteen inror- ^ni prSen?a?Lns to students on topics relevAnh t-n possible career choices. A program will be whereby written infor- on topics relevant to each presentation will be skills Among the information given in chills needed, academic Other components of this category will be interest inventories and opportunities for students to par- programs sponsored by the Boy Scouts of MJ 11 c L  a  I/. 7J \u0026gt; G. YEAR ROUND SCHOOL - Both summer remediation and enrich- ment options will exist through the summer at all incentive schools. segments. This program will be in two 5 to 6 week 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. Th, ___\n__ schools at which summer programs will be held will be based on identified student needs and interests. The number of incentive II H. II 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. In other words, II COMMUNITY ACCESS/FIELD TRIPS - A plan will be developed and implemented at each incentive school which provides for field trips 'and community access for students together with students from other LRSD schools, trips and access will include the Field dent experiences with: opportunity for stui s * * * historical events and displays cultural events and exhibits scientific/mathematical events and exhibits 4 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 to the schools. 4 Some such exhibits and performances will also be brought Students wiTl 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 4 q H J * if * * * * * a museum of nature science and history three previous state/territorial capitols a planetarium at UALR a zoo a lock and dam (part of the McClellan-Kerr river project) an inland sea port a major research/teaching medical center 1 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 time period (or whatever the designated time for extended day activities), scheduling should be not only for the Homework Center and Peer Tutoring activities but also for students to receive special skills Students finishing activities early shall report either to the Homework Center, to CARE or leave the campus with a parent or guardian. training. These skills shall be defined ticipate in: as 5:30 p.m. provided the opportunity to parif if if choir (voice) music (instrumental) dance after school, one (i) gay per week. Assistance will be sought from area colleges and university schools of fine af P^vide these Services at no cost to the child (and hopefully to but certainly at minimal cost to the (1) day per week school. the program), SCHOOL ADMINISTRATION 4 A. STAFF RECRUITMENT , Staff recruitment and certain specific experience will be desired of all staff at the out- experience will pe desired of all staff at the out- Relative to work in an urban setting with at risk youth)\nand ongoing training will be provided lar basis for all staff at each school. on a regu- 4 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 working with youth at risk and to committing the time necessary to provide the kinds of support and services provided at incentive schools. 67I  n, 2. Staff will be hired on a one year basis with parent representation on the interview team. At the end of that year, an Involuntary transfer or other district decisions may be put into effect depending on the m a I H I BH 1 q continued - Incentive Schools page 5\nerT rmancs and tne success or the individual in working with students and procedures. 4 w.un S.ucents and procedures. This one year contractual feature will also apply to the positions of aides, clerical and custodial workers completion of the with the District. Successful year may lead to a long-term contract B. q q SPECIAL TRAINING - Ongoing training will be provided for suafr in areas like human relations skills\nlearning and interactive styles\nTESA\nPET\nworking with youth a? ri?k- worxing in an urban setting and analysis and enhancing student achievement. learning and use of data for II All staff training. , including support staff,- will be involved in Patrons also will receive access special trainina Students, assisting with homework, nutrition and human growth and developments. q z. PARE:yAL I.WOLVEi'^ENT - Parents will be absolute q + - rar sues Will be absolute partners in the learning process. Parents will be asked to sign all homework assignments on a daily basis. will take place, both through written and oral means. Regular communication q visit their children's classes. q tie arranged to come to school to lonteer for the day and to work with students as well as to Parental access will be provided for Identified pick-up points within the school community. paid a stipend for this. assistance and may be 0. LEARNING TIME SCHEDULES - Daily schedules for 3:00 - 5-30 will students to include the Homework fcr^exampfr training and leisure time activities, q * Homework Center * Special Skills * Leisure Activities - Monday-Thursday - Tuesday q , ,, ------ - Thursday (volleyball, basketball, table tennis, dance, karate, chess, checkers, soccer, tennis, etc. based onjtudent interest and access to appropriate q playing fields etc.) * Clubs, Extra Curriculars - Wednesday E. q HOME/SCHOOL COMMUNICATION - Monthly reporting to parents will take place. Early indicator and early intervention programs will be rormulated with \"alert\" and \"success\" cards to be sent to parents to update them on their student's neds and achievements.  _ cont:nueo page 5 r/e Scr.cois EXTRA CUR?, ULAR PROGRAMS - Extra curricular programs will Pe establisned to allow students recognition, leadersnip experience and a cnancs to be involved in school activities. A mri nn Kn w- l. _______ _ - Among tPess wi11 be future teachers programs, Just Say No r 1 1 iKr ii2_L_n ___ _ * Clubs, intermurals, monitor \"jobs\" in the office, library with tne flag, safety patrol, fire marshalls and student council memoerships. q * at recess or lunch time, not class time G. q q q H. q ATTENDANCc ANO 3EHAVICR GUIDELINES - Attendance and behavior guioelines will provide unique opportunities to assist students and keeo 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 agresement to be at school and on time eac.h day. SUBJECT RELATED EXTRA CURRICULAR ACTIVITIES - Other options 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. q Students q Parents will be informed of all of these options. SL,.,:...... will be encouraged to participate in these activities and a regular schedule'will exist for club/academic related activities. COUNSELI.\\'G/SOCIAL WORK q A. q q q COMMUNITY SE.RVICES ACCESS - There shall be access to community 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\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. s. q COLLcGE/POST GRADUATION AWARENESS - A mentoring program will be establisned which will provide interactive time for students to work with young professionals to enhance aware- q ness of skHls necessary for successful entry into the world cf ..crk. The program will also serve to heighten student of work. expectations with regard to their own abilities and potential to attend college and to graduate. Parents will q also receive this information so that they may be aware of the options which truly are open to their students. 69 II s fl If II 11 Bl  dontinued page 7 Inc=nt:ve \"COl 3 C. D. E. F. STUDY SKILLS - Counselors and taacners will he working with students skills and study sk to ennance 1 s. Pradti rssDonsible for tsst taking skills, listening 2 wi11 be provided for I students in test taking, i.e., bubble hjt wi ho \" . some class tests and a ,ariet o n .es J' by teadhers. a variety of question types will be used HOME/NEIGHBORHOOD MEETINGS Ail,' h K 1.  MEx.INGS - Meetings with parents will not always 6e held at tne scnodls. other meati, IL 11 .. V. A  - -. Ouiiermeetings for^n^ii groups or parents, will be scheduled at c:.-..! such as churches and some homes as invited bv less rormal meetings out of the school  productive and can help forge c. ship. It is suggested that local part of the school partnership and dommunity looations . parents. These environment may be more a. sdhool/neighborhood partner- INDIVIDUAL AND GROUP COUNSELING - ministers be oonsidered dommunity. as n?i Counseling - individual and qrouo P'\" ^^'^ilitators will be employed at the school to assist students as they attempt to work^thmiinh concerns and the normal issues whirh^ri.! Jx J and development takes plaoe. conflidt resolutions. 1ssues which arise as student growth ------ Students will also be taught INCENTIVE/RECOGNITION PROGRAMS - Incentive/recognition programs will be developed by students each school. Ideas (suggestions) . committee meeting included\" ^onimun athletic events, tangible rewards such as a book Suudent s choice for academic staff and patrons at presented in the sub- ^awards programs, reoognition 'h tickets to community and growth and the like. of the G. H. 'NELLNESS PROGRAM bonding with a,aI,:bm\n\":raS???lr\nof:e'\" be soreened for physical health tion on topios like self-esteem and awareness and first aid. - Students will and will also receive informanutrition, drug prevention Presentations will likewise be dontinuing edudation basis. additional academic assistance will have access to programs such as that currently in place at Camp Pfeifer, whereby, they spend some hnr! Program away from the school ^nd the provides counseling, intensive academic support and time management skills. P------- Parent involvement is an inherent on homework and aoademics. them to h t Seni 1 70 k\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_4525","title":"Letter, 1989, Zanthia D. Conway 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":["Conway, Zanthia D."],"dc_date":["1989-01-29"],"dcterms_description":["Letter from Zanthia D. 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