{"response":{"docs":[{"id":"bcas_bcmss0837_909","title":"School Monitoring Report and Principals' Responses,; North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1994"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School enrollment","School facilities","School principals","Little Rock (Ark.). Office of Desegregation Monitoring"],"dcterms_title":["School Monitoring Report and Principals' Responses,; North Little Rock School District"],"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/909"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_969","title":"''Status Report,'' North Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993-01/1993-03"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","School districts--Arkansas--North Little Rock","Education--Arkansas","Education--Evaluation","Educational statistics","School discipline","School employees","School enrollment","School facilities","School improvement programs","Student activities","Student assistance programs","Gifted persons"],"dcterms_title":["''Status Report,'' North Little Rock School District"],"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/969"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\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_707","title":"Strategic planning process","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/2003"],"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 board members","School improvement programs"],"dcterms_title":["Strategic planning process"],"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/707"],"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\nRECEived NOV 7 Office of Desegregation 95 IMonitoring A Vision For The Future Little Rock School District Proposed Strategic Plan 1996-2001A mission statement is a broad statement of the unique purpose for . which the district exists and the specific function it performs. Mission Statement The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive contributing citizens. This is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. 1 Beliefs are a statement of the district's fundamental convictions, values, and character. Beliefs We believe....  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence development of a child. on the  Educated and involved citizens are necessary to sustain the health of a democracy.  Accepting and utilizing cultural and racial diversity enrich and strengthen the community.  Education can enhance every aspect of a person's life.  With every right comes a responsibility.  Actions speak louder than words.  Self-worth allows each individual to aspire to excellence and develop his/her unique capabilities.  Every individual is responsible for contributing to the general welfare of the community. 2 Objectives are an expression of the district's desired, measurable end results of student success, performance and/or achievement. Objectives  By the year 2001, average student performance for every identified sub group (race, gender) will be at or above the 75th percentile as measured by standardized tests.  No later than the year 2001, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculum.  Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others. 3 Strategies are the means by which the district can accomplish its objectives. Strategies  In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards.  We will develop the means to successfully implement or modify the Desegregation Plan in order to achieve unitary status as well as the objectives in the Strategic Plan.  We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving district standards in the core curriculum.  We will design and implement internal and external communication plans to improve public trust and community support.  We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with students' learning. our 4 Strategies (Continued)  We will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives.  We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan.  We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age.  We will develop and implement plans to establish financial stability and achieve the strategic objectives of the district.  We will develop and implement plans to restore public confidence in the safety and security of our schools.  We will integrate appropriate technology to help achieve our objectives, as well as effectively operate the district.  We will redesign our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan. (No action team necessary, due to dependency on the other strategies.) 5Parameters are the guiding principals that establish the framework within which the district will accomplish its mission. Parameters *  No new program or service will be accepted unless it is consistent with the Strategic Plan, benefits clearly exceed costs, and provisions are made for staff development and program evaluation.  No program or service will be retained unless benefits continue to exceed cost and it continues to make an optimal contribution to the mission.  School-based decision making will always be consistent with the Strategic Plan as well as the Desegregation Plan.  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee. * Contractual items will be subject to negotiation. 6 PVe will develop the means to successfully implement or modify the Desegregation Plan in order to achieve unitary status as well as the objectives in the Strategic Plan. Strategy 2 Action Plan Year 1 Year 2/3 Year 2. X 1. Identification of LRSD desegregation plan obligations. X 2. Determine plan requirements/obligations which are not feasible or educationally sound. X 3. Establish a timetable and plan for complying with all feasible obligations. X 4. Seek joint plan modifications and recognition of completed obligations through consultation with ODM, Joshua Intervenors, Knight Intervenors, all for the purpose of enabling the LRSD to achieve goals and objectives. X 5. Declare intention to cooperate with and establish working relationships with Joshua Intervenors, Knight Intervenors, and ODM. 8 We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving district standards in the core curriculum. Strategy 3 Action Plan Year 1 Year 2/3 Year JZl X 1. Adopt a policy statement providing for intervention as an operative and vital part of elementary school instruction. X 2. Expand comprehensive Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills. X 3. Develop an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3. X 4. Promotes school-wide reform and ensures access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. X 5. Implement middle school programming to provide a developmentally appropriate educational environment for the academic success of adolescents. X 6. Redesign the delivery system at the alternative learning center to improve academic skills and to address the social, emotional, and behavioral needs of the students. 9 Strategy 3 Action Plan (Continued) X 7. Train requesting teachers in the Math/Science crusade (K-12) to better implement the Goal 2000 plan and give them the background for following the guidelines set forth by the NCTM (National Council of Teachers of Mathematics) and the related science organization. X 8. Provide extended day academic programming for students at risk of failing and in need of extra assistance in core subjects. X 9. Implement a three week summer program for identified at risk students in the middle level grades in order to provide an on-going three year experience in science and math. 10VJe will design and implement internal and external communication plans to improve public trust and community support. Strategy 4 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Communicate key issues with consistency to our audiences. X 2. Increase credibility with teachers, principals, and members of the district's staff through more timely and accurate information flow to and from LRSD's central administration. X 3. Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. X 4. Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the district, with regard to the quality of education received by all children within the LRSD's schools. X 5. Shift focus away from the district back to its individual schools (as well as to their students and teachers). X 6. Create a system that ensures a constant flow of \"success stories\" from the individual LRSD schools into the Districf s Office of Communications for release to the public. X 7. Create positive spokespersons out of parents, teachers and other influential members of the community. 11 Strategy 4 Action Plan (Continued) X 8. Improve the existing system that was designed to direct the media toward the appropriate information source within the District 12We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with our students' learning. Strategy 5 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Expand the role of Partners in Education to include the development of business and community partner coalitions with neighborhood school emphasis in an effort to expand resources which address external issues interfering with students' learning. X 2. Improved opportunities for young people to develop positive interactions with adults who are mentors. X 3. Increase the level of grant funding available to the LRSD to utilize in partnerships with community agencies and organizations to address external issues that interfere with students' learning. X 4. Design and develop a joint working agreement with LRSD and community agencies and organizations that ensures availability of and access to comprehensive support services for all LRSD students. 13 V^e will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives. Strategy 6 Action Plan Year 1 Year 2/3 Year JZl X 1. Develop job descriptions that are consistent and specific. X 2. Design recruitment/entrance standards to attract superior personnel who excel academically or otherwise in their major fields of study, experience, or interest X 3. Develop a fair, equitable compensation system for all employees that is objective, fairly administered and tied to the performance of the school. X 4. To maximize student-teacher contact time, decrease substitute personnel expense to the district and enhance the morale of all district personnel. X 5. Create monetary and non-monetary incentives to reward district employees who work for the betterment of our students. X 6. Provide staff with opportunities to pursue educational endeavors that will promote high educational standards within the district X 7. Develop an evaluation process which accurately assesses employee performance and serves as a tool for professional growth. X 8. Develop a termination process which is fair, equitable and effective. [ Contractual items will be subject to negotiation.] 14 We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age. Strategy 8 Action Plan Year 1 Year 2/3 Year 4/5 X lA. Prepare for implementation of site-based management to allow individual schools choice to do what is best to meet the needs of their students. X IB. Implement site-based management to allow individual schools choice to do what is best to meet the individual needs of their students. X 2A. Identify a variety of school innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 2B. Develop a variety of innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 2C. Implement a variety of irmovation options throughout the district to be offered to best meet the needs of students at individual schools. X 3A. Establish a seed school with University Teacher Education ties to do ongoing research in the practical applications of various school programs and options, to keep current with literature in the field, to provide a site for exemplary individualized education for a student body representative of the LRSD student population, to do training by demonstration and example as well as precept, and thus continually adding to the list of potential programs and options for educational individualization. 16 Strategy 8 Action Plan(Continued - Page 2) X 3B. Support and maintain operation of seed school. X 3C. Utilize the seed school to support teacher education and the testing of new educational programs and strategies designed to maximize individualized education. X 4. Allow students in grades K-12 to move at their own developmental and intellectual pace as teachers discover their learning styles to eliminate permanent ability tracking. X 5A. Acquire alternative assessment methods that allow teachers to determine a students actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 5B. Implement alternative assessment methods that allow teachers to determine a studenf s actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 6. Strengthen pupil service teams to be utilized as a first line screening mechanism for students evidencing problems so that alternative program options will be implemented for students not requiring Special Education. X 7. Collaborate with the community to offer early childhood programs for children ages 2 to 4 as an option for district patrons, with preference going to low socio economic status (SES) families, to provide experiences and information needed to equalize student preparation. X 8. Cultivate and use the community centralized resources guide (refer to strategy 5) for the individual development of each and every student. 17Strategy 8 Action Plan(Continued - Page 3) X 9. Provide commuruty based services that enable parents, students, and community to work together to further a child's education. X 10. Create an educational climate which encourages parent/ teacher interaction by eliminating major barriers and providing increased opportunities for participation in the learning process. 18We will develop and implement plans to establish financial stability and achieve the strategic objectives of the district. Strategy 9 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Develop strategies to retain and attract students to the LRSD to assure adequate future revenues from sources that will be increasingly based on the size of student population. X 2. Develop a financial committee composed of LRSD personnel and community representatives to function as an advisory committee to the LRSD Board and Superintendent on budget development, monitoring, implementation, and other financial matters. X 3. Develop Board fiscal policy statements and manual to be housed in an official repository addressing revenues, expenditures, millage increase, debt service, monitoring, reporting, facilities planning, and staffing and procedures to effectively communicate to the public, teachers, and administration. X 4. Develop a five year revenue forecast (by month for the first year and annually for years two through five) for the District. X 5. Develop a five year expense forecast (by month for the first year and annually for years two through five) for the District X 6. Revise the process and develop policy on monitoring actual performance compared to budget to include Board briefings, mid-year adjustments and amendments, and report formats. 19 Strategy 9 Action Plan(Continued - Page 2) X 7. Select peer school districts and develop performance indicators for comparison purposes in order to identify areas and possible means for improvement X 8. Establish a committee of District and non-District representatives to monitor proposed legislation and/or regulations and make recommendations for new, or revisions to current, laws and regulations that would impact operations of the LRSD. X 9. Establish a goal to prepare a budget document that will meet the criteria for the Government Finance Officers Association (GFOA) Distinguished Budget Presentation Award. X 10. Develop resource sharing partnerships with North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). 20We will develop and implement plans to restore public confidence in the safety and security of our schools. strategy 10 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Provide ongoing conflict resolution training and skill development for students. X 2. Improve behavior and safety on school buses and bus stops. X 3. Control access to school buildings, grounds and events. X 4. Implement a staff development plan for all personnel to fully understand safety policies and procedures. X 5. Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. X 6. Inform the public of plan in regard to the following (a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand). X 7. Develop a credible evaluation plan that will ensure complete and proper implementation. 21 We will integrate appropriate technology to help achieve our objectives, as well as effectively operate the district. Strategy 11 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Define technology in terms of the educational and administrative needs of the LRSD. X 2. Establish a broad based technology advisory board for the LRSD. X 3. Acquire and implement the technology needed to meet current and future instructional and administrative needs of the LRSD. X 4. Assemble a technical staff to implement and support district information technologies, including computer hardware and software applications, networking, computer operations, and audiovisual services. X 5. Design and implement a comprehensive technology training program for all LRSD employees (teachers, administrators, and support staff) that provides appropriate facilities, tools, training, and supplies to maximize effectiveness. X 6. Train students in the use of technology so that they are able to access, evaluate, and apply information. X 7. Train students to use current technology to increase competencies in problem solving, specific content areas and critical thinking skills. 22 NOV 08 85 11 Ml c*'t P.l Pulaski County Special School District 925 East Dixon Road Little Rock, Arkansas 72206 (501) 490-2000 Post Ofhce Box 8601 Ltitle Rock, Arkansas 72216 FAX (501) 490-0483 Date: Time: , jj:s5' /4. /H. To: ^n//y From\ny/y Number of Pages (including cover sheet): 7' Message SCHOOL CAPACITY INFORMATION PULASKI COUNTY SPECIAL SCHOOL DISTRICT October 17, 1935 HIGH SCHOOL SCHOOL CAPACITY Jacksonville Mills North Pulaski Oak Grove Jr./Sr. Robinson Sylvan Hills -IO2S 780 900 935 506 998 JUNIOR HIGH SCHOOLS SCHOOL CAPACITY Puller Jacksonville North Jacksonville South Northwood Robinson Scott (Alternative Sch.) Sylvan Hills 945 737 727 1014 514 125 925 ELEiVIEMTARY SCHOOL SCHOOL CAPACITY Adkins Arnold Drive Baker Bates Bayou Meto Cato Clinton College Station Crystal Hill Dupree Fuller Harris Jacksonville Landmark Lawson Oak Grove Oakbrooke Pine Forest Pinewood Robinson Scott Sherwood Sylvan Hills Murrell Taylor Tolleson ASO 420 328 768 66A 600 800 340 820 465 526 525 785 599 365 476 555 440 656 500 280 492 519 444 570Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: Novel er 27. 1995 From: in Brown To: Leon Modeste and Linda Young Subject: LRSD Draft Proposed Strategic Plan My staff and I have reviewed the proposed strategic plan you sent me earlier this month, as 1 had indicated we would in my November 7 memo to you. Our comments and questions are listed below. We applaud your efforts and those of the many employees and volunteers who participated in the strategic planning process. We heartily wish you every success in the plans implementation, and look forward to the progress it should foster. 1. The document reflects lots of hard work and contains many excellent proposals. It is general enough to allow for changing circumstances but precise enough to outline specific actions. 2. Tlie proposals are complementary to the LRSDs desegregation plan and goals and should work well in tandem with the districts desegregation commitments. 3. One idea that struck us as particularly valuable was that proposed in Strategy 8. Establishing ties to higher education entities and having those schools conduct ongoing research into the practical applications of a variety of educational programs is a type of input and evaluation that should be very helpful to the district. 4. Some of the strategies could be quite expensive, those for technology and the summer program for at-risk students for example. How does the district expect to finance these and the other recommendations? 5. The objective to raise average student performance on standardized tests to the 75th percentile or above for every subgroup is very ambitious. However, given the nature of standardized testing and the student population of the LRSD, it is also probably highly unrealistic. 6. Achieving the proposals will obviously involve additional types and phases of planning. How and when does the district plan to attach specific implementation steps, dates, responsible persons, benchmarks, and evaluation criteria to each of the proposals?Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 November 27, 1995 Dr. Henry P. Williams Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Hank: Ive recently received and read a copy of the LRSD Proposed Strategic Plan for 1996-2001. The plan obviously represents a tremendous amount of work on the part of many vitally interested and involved people. It contains many excellent ideas and laudable objectives and fits well with the districts desegregation plan and goals. 1 congratulate you, your staff, and the citizen volunteers on completion of this worthwhile planning process. When do you expect to announce more details about how the strategic plan will be carried out, such as the execution steps and dates, budgetary allotments, the names of those responsible for various aspects of implementation, and the evaluation criteria? 111 appreciate receiving this information as soon as its available so my staff and 1 can be on the lookout for ways to positively highlight your strategic plan in action. 1 wish you every success in bringing the strategic plan to life. Please let me know how 1 may be of assistance. Sincerely yours, Ann S. Brown cc: Members, LRSD Board of Education JOHN W. WALKER, P.A. RECS3WD JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER JR. ATTORNEY AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 JAN 1 I 1996 Office of Desegregaficri Mor lung [Delivered by Fax \u0026amp; U.S. Mail] January 9,1996 Honorable F. G. \"Buddy\" Villines Pulaski County Judge County Administration Building 201 S. Broadway Little Rock, AR 72201 Mr. Jim Dailey Mayor of the City of Little Rock, Arkansas City Hall 500 W. Markham St. Little Rock, AR 72201 Mr. Patrick Henry Hayes Mayor of the City of No. Little Rock P.O. Box 5757 No. Little Rock, AR 72119 Dear Sirs\nI was privileged to attend a meeting of the Board of Directors of New Futures this morning. That organization has budgeted funds to support what is known as the \"Little Rock School District's Strategic Plan\". Mayor Dailey is a member of that Board of Directors. I was pleased to know that the support was being given to the Strategic Plan but 1 am somewhat curious to know whether the same support has been given to the plans of desegregation which were entered into between the three Pulaski County School Districts, the Arkansas Department of Education, the teachers, and the black plaintiffs in the school case. Letters of support of the Desegregation Plans were promised along with good faith efforts of public officials to make the plans work. The purpose of this letter is to ascertain the specific efforts and budgets which have been adopted to support the parties' desegregation efforts.Page Two Honorable F.G. \"Buddy\" Villines Mr. Jim Dailey Mr. Patrick Henry Hayes January 9,1996 Would each of you kindly provide me with any letters of support or ordinances or resolutions of support, including financial support, which have been directed toward the desegregation efforts. I would also like for you to delineate the specific problems, if any, which you perceive to be in need of corrective action. I particularly invite Mayor Dailey's reply. Thank you for your cooperation. Sincerely, Joi Walker JWW:lp co: Dr. Henry Williams Mr. Bobby Lester Mr. James Smith Ms. Ann Brown All Counsel of Records A Little Rock School District wSS S .- To: From: Subj ect: January 22, 1996 Ann Brown, Federal Monitor Office of Desegregation Monitoring iX inda Young and ^ieon Modeste Strategic Plan Facilitators Office Little Rock School District Strategic Plan JAH 2 4 1996 In accordance with our telephone conversation, we are responding to your request for an update on the Strategic Plan. We are most grateful to you and your staff for taking the time to read the LRSD Strategic Plan. Also, we deeply appreciate your support and thoughtful comments. There were two specific questions that you were concerned about: First, what are our expectations of funding action plans that are expensive? It is our intention to implement a funding strategy with the support of our advisory committees. We will be seeking a variety of funding sources. However, this is not anticipated for this first year. Second, a response to your request regarding implementation: We are currently making preparations to move into the most difficult part of \"implementation phase\". the Strategic Plan, which is the Dr. Williams has assigned key administrators to specific strategies (See Attached). On January 30 and 31, 1996, Dr. Howard Fedema will facilitate the \"Mutual Expectations Workshop\". At that time the key administrators will began to design their work through the lens of the strategic plan. If you or any of your staff wish to attend the workshops, please feel free to inform us 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-2000 Response to Strategic Plan page 3 Attachment strategy Assigned Administrator #1 Curriculum Gene Parker, Supervisor Communications, English, ESL, and Foreign Languages/ Acting Director of Reading #2 Desegregation Russ Mayo, Associate Supt. of Desegregation #3 Scores Below 50% Victor Anderson, Asst. Superintendent/Secondary #4 Communications Suellen Vann, Director, Communications #5 Community Partnerships Debbie Milam, VIPS Coordinator *6 Personnel Brady Gadberiry, Director Labor Relations #7 Staff Development Sterling Ingram, Director Staff Development #8 Equity Patty Kohler, Director Div. of Except. Children #9 Finances Fred Smith, Manager Support Services #10 Safety JoEvelyn Elston, Director Pupil Services #11 Technology David Beason, Director Information Services Strategic Plan Facilitators Linda Young, Liaison New Futures/Restructuring Director Leon E. Modeste, Special Asst, to Superintendents LnTLii Rock School Distkiof OFFICE OF THE SUPERINTENDENT April 15. 1996 Walter Hussman Publisher Arkansas Democrat-Gazette P. O. Box 2221 Little Rock, AR 72203 Dear Walter: Public education has been, and will continue to be, an important concern among residents of this community. It is critical, therefore, that dialogue exists between educators and the community. It is equally important that media representatives meet periodically with educational leaders to discuss the issues which we must address. In fact, the Tri-District Desegregation Plan calls for regular meetings between a media coalition and the superintendents of the three public school districts. I would like to invite you, or your representative, to meet with Bobby Lester, Pulaski County Special School District Superintendent\nJames Smith, North Little Rock School District Superintendent\nand me on Wednesday, April 24, at 8:30 a.m. The meeting will be held in the Board Room of the Little Rock School District Administration Building, 810 West Markham. I look forward to meeting with you, other media representatives, and the other local superintendents. Sir/cerely, :\u0026lt;\nnry P. Williams Superintendent of Schools cc: Bobby Lester James Smith 810 West Miirkliain Sired l.ltLle R\u0026lt;x:k, ArkajiMUH 72201 (501)321-2(X)0 * Little Rock School District 810 West Markham Little Rock, AR 72201 April 18, 1996 TO: All Little Rock School District Personnel FROM: Linda Young, Internal Coordinator, Strategic Planning ^^B-c^on Modeste, internal Coordinator, Strategic Planning THROUGH: enry r. Willi\nis, Superintendent of Schools RE: Questions Following the April 5th Strategic Planning Update As promised, we are providing responses to the questions and thoughtful concerns that were articulated by staff members across the district following the closed circuit telecast about strategic planning. We are very pleased with the interest in and positive comments about our district-wide effort to ensure continued success for our students into the 21st century. What follows is a response by Dr. Williams to your questions. We encourage each of you to continue to think about the strategies addressed through our strategic planning effort and to become involved in the work that must be done to ensure that our mission becomes our reality. Again we encourage you to become involved by volunteering to serve on one of the numerous stratgic planning teams that are currenly being formed. Listed below are the lead administrators responsible for the implementation of the strategic plan. Please feel free to contact us or any of the strategy leaders if you wish to become involved. Leon Modeste, Internal Coordinator Linda Young, Internal Coordinator 324-2011 324-2112 I Strategy | 1 2 3 4 5 6 7 8 9 10 11 Title Core Curriculum Standards Implement Desegregation Plan Students Testing Below 50% Communication Plans Community Partnerships_____ Personnel Policies Staff Development____________ Equitable Delivery System Financial Stability____________ School Safety_________________ Use of Technology Leader Gene Parker Russ Mayo_____ Vic Anderson Suellen Vann Debbie Milam Brady Gadberry Sterling Ingram Patty Kohler Fred Smith JoEvelyn Elston David Beason I Telephone# | 324-0510 ~ 324-2429 324-2005 324-2020 324-2297 324-2118 324-2130 324-2190 324-2003 324-2162 324-2056Little Rock School District Strategic Planning Update April 18, 1996 Follow Up Questions And Answers Is it really possible by the year 2001 for average student performance for every identified sub group to be at or above the 75th percentile as measured by standardized tests'? Those of us who have taken a course in measurements and statistics have probably come away from that experience believing that this objective is impossible to achieve. Why? The answer is simply because of the nature of statistics. But, the strategic planning committee wanted to set objectives that would really stretch us and force us to grow into a new way of thinking about what can happen for students. This objective is a desired objective. Our hope is that through the strategic planning effort -all of us- administrators, teachers, and support staff-will come together to create an optimum learning environment for all students. The intent of this environment will be to nurture all of our students in ways that encourage them to achieve their personal maximums. The strategic planning committee has identified ambitious strategies for moving the district toward realization of this objective. Specifically, strategies 1, 3, 7, and 8 address comprehensive systemic changes designed to accomplish this through standards for curriculum and assessment, innovative strategies for improving below grade level performance, staff development, and site-based management. Finally, do I believe that the intent of this objective is obtainable? Yes - absolutely. As we work together throughout the district, building on a common belief system, we can achieve our mission. Student behavior and discipline issues in our classrooms and schools remain major concerns for most of us. Where among the twelve strategies are these concerns addressed? These concerns are actually addressed throughout the entire strategic plan. However, they are exphcitly addressed in strategy 10 which focuses on the development and implementation of actions aimed at restoring public confidence in the safety and security of our schools. These actions include providing ongoing conflict resolution training and skill development for our f '71^ J LriTLE Rock School District APf !996 OFFICE OF THE SUPERINTENDENT j AA pri1l 11 5c , 11 n9n9n6 | Of D: Dear Colleagues: As a foUow up to the Strategic Planning. Update on Friday, April Sth, I would like to take this opportunity to share with you my personal excitement regarding the progress that has been made in the strategic planning effort. I am encouraged by the positive comments and the thoughtful questions that I have received since our closed circuit broadcast. From the update, you no doubt gleaned that we have undertaken a comprehensive effort to take our school district into the 21st century. The secret to our future success hes in the development of specific action strategies based on a clear vision for the future, rather than the more familiar long range planning which perpetuates, ultimately, an unsatisfactory status quo. The eleven strategies represent a monumental opportunity to create a world class school system that will sustain and challenge all students as they journey through our educational programs. Specifically, I am extremely pleased to report that we are making progress on developing standards for student performance, curricular content, and delivery systems. These standards will ensure the continuity between and among the components of learning experience necessary to produce successful learners. In doing so, they will provide us with clear direction about what we need to do, how we need to do it\nand, for a change, they will provide us with information about what we must have in order to do it well. Through the strategic planning effort we have made significant progress in identifying appropriate strategies for students who are performing below grade level. We plan to share more information about this in the very near future through revised policies, procedures, and the identification of new options for early intervention and ongoing academic support. Several of you have expressed concerns about the issues of disciphne, safety, and security. Let me assure you that as we continue to move through the strategic planning process, we will focus on discipline, safety, and security as 810 West MaiWiam Street  Little Rock, Arkansas 72201  (501) 324-2000 RECESVSO Little Rock School District 810 West Markham Little Rock, AR 72201 APR i 3 1996 Office of Desegregation Monitoring April 18, 1996 TO: All Little Rock School District Personnel FROM: Linda Young, Internal Coordinator, Strategic Planning .^SK/^on Modeste, Jnternal Coordinator, Strategic Planning THROUGH: enry P, Willii s. Superintendent of Schools RE: Questions Following the April 5th Strategic Planning Update As promised, we are providing responses to the questions and thoughtful concerns that were articulated by staff members across the district following the closed circuit telecast about strategic planning. We are very pleased with the interest in and positive comments about our district-wide effort to ensure continued success for our students into the 21st century. What follows is a response by Dr. Williams to your questions. We encourage each of you to continue to think about the strategies addressed through our strategic planning effort and to become involved in the work that must be done to ensure that our mission becomes our reality. Again we encourage you to become involved by volunteering to serve on one of the numerous stratgic planning teams that are currenly being formed. Listed below are the lead administrators responsible for the implementation of the strategic plan. Please feel free to contact us or any of the strategy leaders if you wish to become involved. Leon Modeste, Internal Coordinator Linda Young, Internal Coordinator 324-2011 324-2112 I Strate^ i 2 3 4 5 6 7 8 9 10 11 ________________Title Core Curriculum Standards Implement Desegregation Plan Students Testing Below 50% Communication Plans Community Partnerships_____ Personnel Policies Staff Development____________ Equitable Delivery System Financial Stability____________ School Safety_________________ Use of Technology Leader Gene Parker Russ Mayo_____ Vic Anderson Suellen Vann Debbie Milam Brady Gadberry Sterling Ingram Patty Kohler Fred Smith JoEvelyn Elston David Beason ] Telephone# | 324-0510 324-2429 324-2005 324-2020 324-2297 324-2118 324-2130 324-2190 324-2003 324-2162 324-2056Little Rock School District Strategic Planning Update April 18, 1996 Follow Up Questions And Answers Is it really possible by the year 2001 for average student performance for every identified sub group to be at or above the 75th percentile as measured by standardized tests'? Those of us who have taken a course in measurements and statistics have probably come away from that experience believing that this objective is impossible to achieve. Why? The answer is simply because of the nature of statistics. But, the strategic planning committee wanted to set objectives that would really stretch us and force us to grow into a new way of thinking about what can happen for students. This objective is a desired objective. Our hope is that through the strategic planning effort -all of us- administrators, teachers, and support staff-will come together to create an optimum learning environment for aU students. The intent of this environment will be to nurture all of our students in ways that encourage them to achieve their personal maximums. The strategic planning committee has identified ambitious strategies for moving the district toward realization of this objective. Specifically, strategies 1, 3, 7, and 8 address comprehensive systemic changes designed to accomplish this through standards for curriculum and assessment, innovative strategies for improving below grade level performance, staff development, and site-based management. Finally, do I believe that the intent of this objective is obtainable? Yes - absolutely. As we work together throughout the district, building on a common belief system, we can achieve our mission. Student behavior and discipline issues in our classrooms and schools remain major concerns for most of us. Where among the twelve strategies are these concerns addressed? These concerns are actually addressed throughout the entire strategic plan. However, they are explicitly addressed in strategy 10 which focuses on the development and implementation of actions aimed at restoring public confidence in the safety and security of our schools. These actions include providing ongoing conflict resolution training and skill development for our Page Two October 10, 1996 I hope you make it clear as soon as possible and in as widespread a manner as possible that we are not in disagreement of this fundamental principle. Sincerely, W. Walker JWW:lp cc\nMs. Ann Brown Dr. Roosevelt Brown Mr. Rett Tucker A Vision For The Future Little Rock School District Proposed Strategic Plan 1996-2001 A mission statement is a broad statement of the unique purpose for which the district exists and the specific junction it performs. Mission Statement The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive contributing citizens. a This is accomplished through open access to diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. 1 Beliefs are a statement of the district's fundamental convictions, values, and character. Beliefs Wc believe....  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Educated and involved citizens are necessary to sustain the health of a democracy.  Accepting and utilizing cultural and racial diversity enrich and strengthen the community.  Education can enhance every aspect of a person's life.  With every right comes a responsibility.  Actions speak louder than words.  Self-worth allows each individual to aspire to excellence and develop his/her unique capabilities.  Every individual is responsible for contributing to the general welfare of the community. 2 Objectives are an expression of the districts desired, measurable end results of student success, performance and/or achievement. Objectives  By the year 2001, average student performance for every identified sub group (race, gender) will be at or above the 75th percentile as measured by standardized tests.  No later than the year 2001, no fewer than 9 out of 10 students will meet or exceed LRSD standards of performance identified in the core curriculum.  Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others. 3 Strategies are the means by which the district can accomplish its objectives. Strategies  In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards.  We will develop the means to successfully implement or modify the Desegregation Plan in order to achieve unitary status as well as the objectives in the Strategic Plan.  We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving district standards in the core curriculum.  We will design and implement internal and external communication plans to improve public trust and community support.  We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with students' learning. our 4 Strategies (Continued)  We will develop and implement personnel policies and procedures to ensure all employees are making optimal contributions to our mission and objectives.  We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan.  We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age.  We will develop and implement plans to establish financial stability and achieve the strategic objectives of the district.  We will develop and implement plans to restore public confidence in the safety and security of our schools.  We will integrate appropriate technology to help achieve our objectives, as well Operate the district.  We will redesign our as effectively educational system, its 0/^^ organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan. (No action team necessary, due to dependency on the other strategies.) 5In partnership with our community, we will establish standards in the core curriculum (reading/lan^uage arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. Strategy 1 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Adopt a definition for content standards in the Little Rock School District. X 2. Adopt a definition for performance standards in the Little Rock School District. X 3. Submit the components of performance standard sets in the Little Rock School District. X X 4. Develop performance standards for the Little Rock School District. X 5. Adopt a definition for delivery standards in the Little Rock School District. X 6. Adopt components of delivery standard sets in the Little Rock School District. X 7. Develop delivery standards for the Little Rock School District X X 8. Develop a trainer-of-trainers model for the Little Rock School District to use to train all appropriate human resources on how to implement and achieve the standards. 7 We will develop the means to successfully implement or modify the Desegregation Plan in order to achieve unitary status as well as the objectives in the Strategic Plan. Strategy 2 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Identification of LRSD desegregation plan obligations. X 2. Determine plan requirements/obligations which are not feasible or educationally sound. X 3. Establish a timetable and plan for complying with all feasible obligations. X 4. Seek joint plan modifications and recognition of completed obligations through consultation with ODM, Joshua Intervenors, Knight Intervenors, all for the purpose of enabling the LRSD to achieve goals and objectives. X 5. Declare intention to cooperate with and establish working relationships with Joshua Intervenors, Knight Intervenors, and ODM. 8 We will develop and implement a broad range of alternatives and interventions for students scoring below the 50th percentile on standardized tests or who are at serious risk of not achieving district standards in the core curriculum. Strategy 3 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Adopt a policy statement providing for intervention as an operative and vital part of elementary school instruction. X 2. Expand comprehensive Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills. X 3. Develop an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3. X 4. Promotes school-wide reform and ensures access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. X 5. Implement middle school programming to provide a developmentally appropriate educational environment for the academic success of adolescents. X 6. Redesign the delivery system at the alternative learning center to improve academic skills and to address the social, emotional, and behavioral needs of the students. 9 Strategy 3 Action Plan (Continued) X 7. Train requesting teachers in the Math/Science crusade (K-12) to better implement the Goal 2000 plan and give them the background for following the guidelines set forth by the NCTM (National Council of Teachers of Mathematics) and the related science organization. X 8. Provide extended day academic programming for students at risk of failing and in need of extra assistance in core subjects. X 9. Implement a three week summer program for identified at risk students in the middle level grades in order to provide an on-going three year experience in science and math. 10We will design and implement internal and external communication plans to improve public trust and community support. Strategy 4 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Communicate key issues with consistency to our audiences. X 2. Increase credibility with teachers, principals, and members of the district's staff through more timely and accurate information flow to and from LRSD's central administration. X 3. Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. X 4. Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the district, with regard to the quality of education received by all children within the LRSD's schools. X 5. Shift focus away from the district back to its individual schools (as well as to their students and teachers). X 6. Create a system that ensures a constant flow of \"success stories\" from the individual LRSD schools into the Districts Office of Communications for release to the public. X 7. Create positive spokespersons out of parents, teachers and other influential members of the community. II Strategy 4 Action Plan (Continued) X 8. Improve the existing system that was designed to direct the media toward the appropriate information source within the District 12We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with our students' learning. Strategy 5 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Expand the role of Partners in Education to include the development of business and community partner coalitions with neighborhood school emphasis in an effort to expand resources which address external issues interfering with students' learning. X 2. Improved opportunities for young people to develop positive interactions with adults who are mentors. X 3. Increase the level of grant funding available to the LRSD to utilize in partnerships with community agencies and organizations to address external issues that interfere with students' learning. X 4. Design and develop a joint working agreement with LRSD and community agencies and organizations that ensures availability of and access to comprehensive support services for all LRSD students. 13 We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan. strategy 7 Action Plan Year 1 Year 2/3 Year 4/5 X 1. To reformulate a district-level Staff Development Planiung Council which will bring together stakeholders to advise and assist in the development of policy for and evaluation of a staff-development system that is site-specific and driven by the three objectives adopted by the LRSD. X 2. To train the Staff Development Planning Council, central administrative staff, and staff at five schools on teaming for school improvement. X 3. To meet the needs and address the problems of school sites through the use of school improvement teams. X 4. To establish a district and community technical assistance network to support school improvement teams. X X 5. To evaluate the staff development system within the district 15 We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age. strategy 8 Action Plan Year 1 Year 2/3 Year X lA. Prepare for implementation of site-based management to allow individual schools choice to do what is best to meet the needs of their students. X IB. Implement site-based management to allow individual schools choice to do what is best to meet the individual needs of their students. X 2A. Identify a variety of school innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 2B. Develop a variety of innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 2C. Implement a variety of innovation options throughout the district to be offered to best meet the needs of students at individual schools. X 3A. Establish a seed school with University Teacher Education ties to do ongoing research in the practical applications of various school programs and options, to keep current with literature in the field, to provide a site for exemplary individualized education for a student body representative of the LRSD student population, to do training by demonstration and example as well as precept, and thus continually adding to the list of potential programs and options for educational individualization.____________________ 16 Strategy 8 Action Plan(Continued - Page 2) X 3B. Support and maintain operation of seed school. X 3C. Utilize the seed school to support teacher education and the testing of new educational programs and strategies designed to maximize individualized education. X 4. Allow students in grades K-12 to move at their own developmental and intellectual pace as teachers discover their learning styles to eliminate permanent ability tracking. X 5A. Acquire alternative assessment methods that allow teachers to determine a student's actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 5B. Implement alternative assessment methods that allow teachers to determine a students actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. X 6 Strengthen pupil service teams to be utilized as a first line screening mechanism for students evidencing problems so that alternative program options will be implemented for students not requiring Special Education. X 7 Collaborate with the community to offer early childhood programs for children ages 2 to 4 as an option for district patrons, with preference going to low socio economic status (SES) families, to provide experiences preparation. and information needed to equalize student X i 8. Cultivate and use the community centralized resources guide (refer to strategy 5) for the individual development of each and every student._____________________________________________________ 17Strategy 8 Action Plan(Continued - Page 3) X 9. Provide community based services that enable parents, students, and community to work together to further a child's education. X 10. Create an educational climate which encourages parent/teacher interaction by eliminating major barriers and providing increased opportunities for participation in the learning process. 18We will develop and implement plans to establish financial stability and achieve the strategic objectives of the district. strategy 9 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Develop strategies to retain and attract students to the LRSD to assure adequate future revenues from sources that will be increasingly based on the size of student population. X 2. Develop a financial committee composed of LRSD personnel and community representatives to function as an advisory committee to the LRSD Board and Superintendent on budget development, monitoring, implementation, and other financial matters. X 3. Develop Board fiscal policy statements and manual to be housed in an official repository addressing revenues, expenditures, millage increase, debt service, monitoring, reporting, facilities planning, and staffing and procedures to effectively communicate to the public, teachers, and administration. X 4. Develop a five year revenue forecast (by month for the first year and annually for years two through five) for the District. X 5. Develop a five year expense forecast (by month for the first year and annually for years two through five) for the District X 6. Revise the process and develop policy on monitoring actual performance compared to budget to include Board briefings, mid-year adjustments and amendments, and report formats. 19 Strategy 9 Action Plan(Continued - Page 2) X 7. Select peer school districts and develop performance indicators for comparison purposes in order to identify areas and possible means for improvement X 8. Establish a committee of District and non-District representatives to monitor proposed legislation and/or regulations and make recommendations for new, or revisions to current, laws and regulations that would impact operations of the LRSD. X 9. Establish a goal to prepare a budget document that will meet the criteria for the Government Finance Officers Association (GFOA) Distinguished Budget Presentation Award. X 10. Develop resource sharing partnerships with North Little Rock School District (NLRSD) and Pulaski County Special School District (PCSSD). 20We will develop and implement plans to restore public confidence in the safety and security of our schools. Strategy 10 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Provide ongoing conflict resolution training and skill development for students. X 2. Improve behavior and safety on school buses and bus stops. X 3. Control access to school buildings, grounds and events. X 4. Implement a staff development plan for all personnel to fully understand safety policies and procedures. X 5. Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. X 6. Inform the public of plan in regard to the following (a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand). X 7. Develop a credible evaluation plan that will ensure complete and proper implementation. 21 Strategy 11 Action Plan (Continued - Page 2) X 8. Train teachers, administrators, and other school support staff to use current technology to increase productivity and maximize effectiveness. X 9. Gather, store, and analyze student data bases used to provide accurate and timely reports. 23IRh. MAY 8 1998 it  OFFICE OF DESEGREGATION MONITORING LnTLE Rock School District OFFICE OF THE SUPERINTENDENT May 7. 1998 Ms. Ann Brown, ODM 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Brown: The Little Rock School District is preparing to conduct an update session of the Strategic Plan. We believe that the periodic update is vital to successful strategic implementation and to the organization itself. This session will provide an opportunity to review the revised desegregation plan, re-validate priorities, and gain a narrower focus with more intense concentration of effort on significant objectives. The team will also review the progress that has been made in the implementation of the strategic plan over the past months. It is my hope that you will agree to serve on the strategic planning team. The team will meet Thursday, June 4 and Friday, June 5 at St. James United Methodist Church, 321 Pleasant Valley Drive in Jones Hall. On June 4 and 5, breakfast will be available at 7:30 a.m. with the sessions beginning at 8:00 a.m. Sessions will conclude at 9:00 p.m. on June 4 and 5:00 p.m. on June 5. Thank you for your consideration of this matter. Please call Linda Young at 324-2112 to confirm your participation. Sincerely, Kes Carnine Soperintendent 810 West Markham Street Little Rock, Arkansas 72201 (501) 824-2000P\u0026gt;. (4*- SiAA-f^ 2 19S8 Little Rock School District OFFICE OF DESEGREGATION MONITORING June 1, 1998 Ms. Melissa Guldin, ODM 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 Dear Ms. Guldin: Thank you for agreeing to serve on the Little Rock School District Strategic Planning Team. Attached for your review is overview information about the Little Rock School District, a copy of the Strategic Plan, and a copy of the Revised Desegregation and Education Plan. The team will meet Thursday, June 4 and Friday, June 5 at St. James United Methodist Church, 321 Pleasant Valley Drive in the Peck Building, Entrance 6. Breakfast will be available at 7:30 a.m. with the sessions beginning at 8:00 a.m. Sessions will conclude between 9:00 and 10:00 p.m. on June 4 and 5:00 p.m. on June 5. In order to provide full participation from the team and accomplish the work that must be completed, it is important for all members to be present during the entire session. A map of the St. James facility is enclosed for your convenience. The Peck Building is labeled Building Entrance 6 and is located on the East side or freeway side of the building. The meeting will be held in Room 109. If you have any questions, please give me a call at 324-2112. Thanks again. Sincerely, Linda Young New Futures Liaison and Restructuring Director 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000DATE: TO: FROM: RE: Little Rock School District November 4, 1998 Strategic Planning Team Members Young, New Futures Liaison J NOV 5 1998 OFJCEOF DESEGREGATION MCMITORINQ D ^3 Strategic Plan Update Session November 10, 1998 7:30 - 5:00 St. James United Methodist Church 321 Pleasant Valley Drive Enclosed are the draft action team recommendations for Strategies Two, Four and Ten as requested by the team in June. Please review the material prior to the meeting on November 10. A special note of clarification, action team ten has developed a new action plan and added steps to several original action plans. The complete list of original and newly developed action steps have been provided for action plans in which additional steps are proposed. An agenda and map of St. James United Methodist Church is also enclosed for your review. Breakfast will be provided at 7:30 a.m. with the meeting beginning at 8:00 a.m. The meeting will be held in Room 109, the same room used for the June session. If you have any questions, please give me a call at 324-2112. Thanks so much for your continued participation in the Little Rock School District. Attachments 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000Little Rock School District Strategic Plan Update received November 10,1998 NOV 5 1993 I. Introduction AGENDA OmCEOF DESKRESATIGSMOHnTORfSiS II. Purpose ill. Review Components IV. Presentation of Action Plans V. Discussion of Action Plans VI. Revisit Components VII. Implementation Schedule VIII. Next StepsStrategy 2 Contents page In partnership with our community, we will establish standards in the core curriculum at each appropriate level, as well as develop the means of assessing whether students have met these standards. Content Standards/Performance Standards (Plans 1-4) Plan 1 Results: Adopt a definition for content standards in the Little Rock School District. Plan 2 Results: Adopt a definition for performance standards in the Little Rock School District. Plan 3 Results: Adopt components of performance standards sets in the Little Rock School District. Plan 4 Results: Develop performance standards for the Little Rock School District. Delivery Standards (Plans 5-7) Plan 5 Results: Adopt a definition for delivery standards in the Little Rock School District. Plan 6 Results: Adopt components of delivery standard sets in the Little Rock School District. Plan 7 Results: Develop delivery standards for the Little Rock School District. Standards Training (Plans 8-9) Plan 8 Results: Develop a trainer of trainers model for the Little Rock School District to use to train all appropriate human resources on how to implement and achieve the standards. Plan 9 Results: Ensure parent (family) understanding of the core curriculum standards and how progress will be measured.Action Plan STRATEGY NO. PLAN NO. 2 9 DATE\n11/2/98 SPECIFIC RESULTS: Ensure parent (family) understanding of the core curriculum standards and how progress will be delivered. 1. 2. 3. 4. 5. ACTION STEP (Number each one) Design and distribute a family friendly brochure that uses clear, straightforward language to describe the core content standards for each grade level at the elementary, middle, and high school levels. Distribution opportunities should include pre-registration and/or registration times at each school and permanent displays in each school office, at the central office, and at student assignment with copies available for take home, as well as on the district's web page. Other distribution outlets may include realtors, city offices, including the Chamber of Commerce, and relevant public events. Design a core curriculum standards orientation speakers presentation to be used by district personnel at PTA meetings, open houses at schools, and at community forums. Schedule and publicize core curriculum presentations with question and answer sessions throughout the community, including sites such as churches, community centers, and individual schools, to be presented prior to implementation of the standards. Record and play intermittently such presentations on the districts TV channel. Design and distribute at the beginning of each school year tip sheets for families to use to reinforce and support the teaching and learning of standards at home. Tip sheets should address primary and intermediate grades at the elementary level and the middle school level and should outline family involvement opportunities in student learning. Redesign student report cards and interim progress report forms to accurately reflect student progress in relation to the core curriculum standards and grade or course level benchmarks. (See Plan #4, Action Steps 4-10.) Responsible: Assigned To\nstarting Date: Due Date: Completed Date: (Shaded areas for management phase) #COST-BENEFIT ANALYSIS STRATEGY NO. PLAN NO. 9 DATE\n9/10/98 COSTS Tangible: BENEFITS Tangible:  /Annual brochure printing (tri-fold, front/back in house at .20 each for 50,000 brochures) $10,000.00 Families and patrons will be informed about the learning e.xpectations for all students who attend the LRSD.  Postage (bulk rate - .20 per brochure) 10,000.00  Speaker presentation kits (25 notebooks with instructions and transparencies at $10 per notebook) 250.00 Families and patrons will get clear, consistent information about the core curriculum standards.  Teacher/parent/administrator committees to design tip sheets Families will have written guidelines that show them how to help their children achieve the standards set for their children by the LRSD. - stipends for 40 teachers (5 per core area per elementary and middle schools at $125 per teacher) 5,000.00  Aimual tip sheet printing in house at .20 each for 26,000 sheets 5,200.00  Teacher/administrator committees to redesign report cards and interim progress reports -stipends for 36 teachers (12 per elementary, middle, and high school levels at $175 per teacher) 6,300.00 Assessment and teaching will match and families and students will be provided with a clear picture of student performance in relation to student expectations for achievement. 2 Intangible\nIntangible: (Have you considered opportunity costs and return on investment?)STRATEGY 4 Communication Plans We will design and implement internal and external communication plans to improve public trust and community support.Strategy4 Contents Page Plan 1 Results\nCommunicate key issues with consistency to our audiences. Plan 2 Results: Increase credibility with teachers, principals, and members of the districts staff through more timely and accurate information flow to and from the Little Rock School Districts (LRSD) central administration. Plan 3 Results: Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. Plan 4 Results: Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the District, with regard to the quality of education received by all children within the LRSDs schools. Plan 5 Results: Shift focus away from the.District back to its individual schools (as well as to their students and teachers). Plan 6 Results: Create a system that ensures a constant flow of success stories from the individual LRSD schools into the Districts Office of Communications for release to the public. Plan 7 Results: Create positive spokespersons out of parents, teachers and other influential members of the community. Plan 8 Results\nImprove the existing system that was designed to direct the media toward the appropriate information source within the District. Plan 9 Results: Assess and evaluate the communication plan.Action Plan Strategy No. Plan No. 4 9 Specific Results: Assess and evaluate the Communication Flan Date: 10/15/98 # 1 Action Step (Number each one) Assigned To: Starting Date: Due Date: Completed Date: Provide quarterly reports to the Superintendent regarding the status of the COMMUNICATIONS PLAN RECOMMENDATIONS AND, WHERE POSSIBLE, INCLUDE MEASURABLE RESULTS. Compare past and future results of the School Climate/Human Relations Survey TO DETERMINE IF PUBLIC TRUST AND COMMUNITY SUPPORT HAS IMPROVED.  Cambridge Management Group, Inc. Responsible: 2 (Sftaded areas for management phase)Cost-Benefit Analysis Strategy No. 4 Plan No. Date: 10/15/98 Costs Tangible: Benefits Tangible: District staff time to prepare reports $-0- Paper/ Distribution $-0- District would have current status of implementation of, and results from, the Communications Plan 9 Intangible: Intangible: Additional reporting requirement which reduces staff time for other responsibilities Provides evidence/assurance that communications efforts are proceeding in an orderly and well-planned manner based on the Communications Plan (Have you considered opportunity costs and return on investment?)October 30, 1998 Dear Strategic Planning Committee Members: The Strategy 10 School Safety team recognizes the need for closer working relationships between the Little Rock School District and the juvenile justice system. For this reason, we support legislation that would require the juvenile justice system to do the following\nWhen a student has been charged with a serious feiony violation and has been incarcerated by the juvenile authorities, the juvenile authorities should be required to contact the school district and advise the school district of the charges pending against the juvenile before the juvenile is allowed to return to school. The Strategy 10 School Safety team believes that the above-proposed legislation would assist the Little Rock School District and the Juvenile Justice System in three ways\n1. 2. 3. Juveniles who commit a serious crime may be coming back to the school where the victim may be attending. This would create a problem for the school and the students involved. When a school is not notified that a juvenile has been involved in a serious incident, the school does not have the opportunity to counsel the juvenile before he/she returns to the school setting. Sometimes it might be more appropriate to place the juvenile in an alternative school as opposed to the original school setting. The juvenile would be afforded an opportunity to receive counseling and more individualized academic support. At the same time, the juvenile would be removed from the environment where he/she could be harmed or cause harm. The proposed legislation will assist the district in protecting juvenile offenders and assist the school district in becoming proactive rather the reactive. Sincerely, Action Team #10Strategy 10 Contents Page Plan 1 Results: Provide ongoing conflict resolution training and skill development for students. Plan 2 Results: Improve behavior and safety on school buses and bus stops. Plan 3 Results: Control access to school buildings, grounds, and events. Plan 4 Results: Implement a staff development plan for all personnel to fully understand safety policies and procedures. Plan 5 Results: Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. Plan 6 Results: Inform the public of plan in regard to the following (a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand.) Plan 7 Results: Develop a credible evaluation plan that will ensure complete and proper implementation. Plan 8 Results: Develop, enhance and improve the communication/distribution and equitable implementation of the LRSD Students Rights and Responsibilities Handbook.Action Plan Strategy No. Plan No. 10 1 Date: 10/30/98 Specific Results: Provide ongoing conflict resolution training and skill development for students. # Action Step (Number each one) Assigned To: Starting Date: Due Date: Completed Date: 2 Evaluate effectiveness of training effort\nput in curriculum/classroom instruction. 3 Institutionalize conflict mediation and violence prevention programs in all schools by making them a part of the local Campus Leadership annual review process.  Cambridge Management Group, Inc. Responsible:Cost-Benefit Analysis Strategy No. Plan No. 10 1 Date: 10/30/98 Costs Tangible: Benefits Tangible: Staff time involved in developing an Quality indicators of program effectiveness. evaluation instrument for the conflict mediation program. staff time involved in implementing the assessment process. Intangible: Intangible:Action Plan Strategy No. Plan No. 10 2 Date: 10/30/98 Specific Results: Improve behavior and safety on school busses and bus stops. # Action Step (Number each one) Assigned To: Starting Date: Due Date: Completed Date: 8 Assess neighborhood groups to determine interest in participating in a pilot Parent Patrol program for bus stops.  Cambridge Management Group, Inc. Responsible:Cost-Benefit Analysis Strategy No. Plan No. 10 2 Date: 10/30/98 Costs Tangible: Benefits Tangible: Staff time $0 Community members involved with school district. Safety and security department VIPS staff Laidlaw staff Intangible: Intangible: Enhances opportunities for community involvement in school district.Cost-Benefit Analysis Strategy No. Plan No. 10 5 Date: 10/30/98 Costs Tangible: Benefits Tangible: Additional resources for expansion and refinement of the School Resource Officer program. SRO program provides additional security. Additional resources (and possible redirection of existing dollars) for expansion of prevention programs such as Officer Friendly. Improved prevention programs at the elementary level Intangible: Intangible: Improved morale of school district staff. Improved public perception of school district. Improved public confidence in the districts commitment to providing a safe and orderly learning climate.LnTLE Rock School District OFFICE OF THE SUPERINTENDENT March 1,1999 Ms. Ann Brown 201 E. Markham, Suite 510 Heritage West Building Little Rock, AR 72201 MAR Z (93 Dear Ms. Brown: OFFICEOF  okesregationmonitorjnq I am pleased to share that the Board of Directors of the Little Rock School District approved the Strategic Plan 1998 - 2003 at the January board meeting. Paula Patterson and Diane Vibhaker did an outstanding job of presenting the Strategic Plan recommendations to the Board. A special thank you to Paula and Diane. The work outlined in the plan is proceeding on the timeline that was recommended. The District is actively implementing the major initiatives of campus leadership, middle school implementation, and standards based curriculum development in the core areas, all of which will lead to increased student achievement. I have enclosed a copy of the approved plan. Again, thank you for your commitment and support to the District. Your participation on the Strategic Planning Team is greatly appreciated. Sincerely, Leslie V. Carnine Superintendent Encl. 810 West Markham Street Little Rock, Arkansas 72201 (501) 834-2000 Strategic Plan 1998 - 2003 1 A mission statement is a broad statement of the unique purpose for which the District exists and the specific function it performs. Mission The mission of the LRSD is to equip all students with the skills and knowledge to realize their aspirations, think critically and independently, learn continuously and face the future as productive, contributing citizens. This mission is accomplished through open access to a diverse, innovative and challenging curriculum in a secure environment with a staff dedicated to excellence and empowered with the trust and support of our community. 1 Parameters are the guiding principles that establish the framework within which the District will accomplish its mission. Parameters  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  No new program or service will be accepted unless it is consistent with the Strategic Plan, benefits clearly exceed costs, and provisions are made for staff development and program evaluation.  No program or service will be retained unless benefits continue to exceed cost and it continues to make an optimal contribution to the mission.  The Campus Leadership Plan will always be consistent with the Strategic Plan as well as the Desegregation and Education Plan.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee. * Contractual items will be subject to negotiation. 2Beliefs are a statement of the Districts fundamental convictions, values, and character. Beliefs We believe....  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Educated and involved citizens are necessary to sustain the health of a democracy.  Accepting and utilizing cultural and racial diversity enrich and strengthen the community.  Education can enhance every aspect of a persons life.  With every right comes a responsibility.  Actions speak louder than words.  Self-worth allows each individual to aspire to excellence and develop his/her unique capabilities.  Every individual is responsible for contributing to the general welfare of the community. 3 Objectives are an expression of the Districts desired, measurable end results of student success, performance and/or achievement. Objectives  Each student will set and achieve challenging educational goals tailored to his or her interests, abilities and aspirations related to meaningful work, higher learning, citizenship or service to others.  By 2003, at least 9 out of 10 students will meet or exceed LRSD standards of performance identified curriculum. in the core  By 2003, at least 65% of students in every identified sub-group of race and gender will perform at or above the national average in reading and mathematics on standardized tests\nat least 30% will perform at the highest quartile in reading and mathematics on standardized tests\nand no more than 10% will perform at the lowest quartile in reading and mathematics on standardized tests. 4 Strategies are the means by which the District can accomplish its objectives. Strategies  We will design our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan as well as the Revised Desegregation and Education Plan.  In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards.  We will develop and implement a broad range of alternatives and interventions for students scoring below the 50* percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum.  We will design and implement internal and external communication plans to improve public trust and community support.  We will build strong partnerships with other community agencies and organizations to address 5 Strategy 1 We will design our educational system, its organizational structure and decision-making processes to best achieve the mission and objectives of the Strategic Plan as well as the Revised Desegregation and Education Plan. (Implementation of Strategy 1 will be accomplished through other strategies.) 7 In partnership with our community, we will establish standards in the core curriculum (reading/language arts, mathematics, science, and social studies) at each appropriate level, as well as develop the means of assessing whether students have met these standards. Strategy 2 Action Plan Year 1 Year 2/3 Year 4/5 1. Adopt a definition for content standards in the Little Rock School District, (completed) 2. Adopt a definition for performance standards in the Little Rock School District, (completed) 3. Submit the components of performance standard sets in the Little Rock School District, (completed) 4. Develop performance standards for the Little Rock School District, (completed) 5. Adopt a definition for delivery standards in the Little Rock School District, (completed) 6. Adopt components of delivery standard sets in the Little Rock School District, (completed) 1. Develop delivery standards for the Little Rock School District, (completed) 8. Develop a trainer-of-trainers model for the Little Rock School District to use to train all appropriate human resources on how to implement and achieve the standards. 9. Ensure parent understanding of the core curriculum standards and how progress will be measured. X X X X X X X X X X X 8 We will develop and implement a broad range of alternatives and interventions for students scoring below the 50\" percentile on standardized tests or who are at serious risk of not achieving District standards in the core curriculum. Strategy 3 Action Plan Year 1 X X X X i Year 2/3 X X X X X Year 4/5 X 1. Adopt a policy statement providing for intervention as an operative and vital part of elementary school instruction, (completed) 2. Expand comprehensive Reading Recovery/Literacy Support early intervention services for K-3 students who are at risk of not developing literacy skills. 3. Develop an intervention team at each school which provides systemic support including professional development for teachers which enables all children to sustain adequate yearly progress through grade 3. 4. Promotes school-wide reform and ensures access of children (from the earliest grades) to effective instructional strategies and challenging academic content. Content will include intensive complex thinking and problem-solving experiences through an integrated literature-based program. 5. Implement middle school programming to provide a developmentally appropriate educational environment for the academic success of adolescents. 6. Redesign the delivery system at the alternative learning center to improve academic skills and to address the social, emotional, and behavioral needs of the students. 9 Strategy 3 Action Plan X X X (Continued) 7, Train requesting teachers in the Math/Science crusade (K-12) to better implement the Goal 2000 plan and give them the background for foliowin\nthe guidelines set forth by the NCTM (National Council of Teachers of Mathematics) and the related science organization. 8. Provide extended day academic programming for students at risk of failin\nand in need of extra assistance in core subjects. ig X 9. Implement a three week summer program for identified at risk students in the middle level grades in order to provide an on-going three year experience in science and math. 10We will design and implement internal and external communication plans to improve public trust and community support. Strategy 4 Action Plan Year 1 X X X X Year 2/3 X X X X X X X X Year 4/5 1. Communicate key issues with consistency to our audiences. 2. Increase credibility with teachers, principals, and members of the Districts staff through more timely and accurate information flow to and from LRSDs central administration. 3. Achieve positive relationships with key members of the media in order to help ensure a consistent flow of accurate information to our various audiences. 4. Expand the use of available tools to positively influence the perceptions of parents, as well as other audiences within the District, with regard to the quality of education received by all children within the LRSDs schools. 5. Shift focus away from the District back to its individual schools (as well as to their students and teachers). 6. Create a system that ensures a constant flow of success stories from the individual LRSD schools into the Districts Office of Communications for release to the public. 7, Create positive spokespersons out of parents, teachers and other influential members of the community. 8. Improve the existing system that was designed to direct the media toward the appropriate information source within the District. 11 Strategy 4 Action Plan (Continued) X 9. Assess the implementation of the communication plans and evaluate their effectiveness. 12We will build strong partnerships with other community agencies and organizations to address external issues that are interfering with our students learning. Strategy 5 Action Plan Year 1 Year 2/3 Year 4/5 1. Expand the role of Partners in Education to include the development of business and community partner coalitions with neighborhood school emphasis in an effort to expand resources, which address external issues interfering with students learning. 2. Improved opportunities for young people to develop positive interactions with adults who are mentors. 3. Increase the level of grant funding available to the LRSD to utilize in partnerships with community agencies and organizations to address external issues that interfere with students learning. 4. Design and develop a joint working agreement with LRSD and community agencies and organizations that ensures availability of and access to comprehensive support services for all LRSD students. 13 X X X X X X X X We will design a comprehensive staff development system to best achieve the mission and objectives in the Strategic Plan. Strategy 7 Action Plan Year 1 Year 2/3 Year 4/5 1. To reformulate a District-level Staff development Planning Council which will bring together stakeholders to advise and assist in the development of policy for and evaluation of a staff-development system that is site-specific and driven by the three objectives adopted by the LRSD. 2. To train the Staff Development Planning Council, central administrative staff, and staff at all middle schools on teaming for school improvement. 3. To meet the needs and address the problems of school sites through the use of campus leadership teams. 4. To establish a District and community technical assistance network to support campus leadership teams. 5. To evaluate the staff development system within the district. 15 X X X X X X X We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students and that does not predetermine or limit options at an early age. Strategy 8 Action Plan Year 1 Year 2/3 Year 4/5 X X 1 A. Prepare for implementation of site-based management to allow individual schools choice to do what is best to meet the needs of their students. X IB. Implement site-based management to allow individual schools choice to do what is best to meet the individual needs of their students. X 2A. Identify a variety of school innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 2B. Develop a variety of innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 2C. Implement a variety of innovation options throughout the District to be offered to best meet the needs of students at individual schools. X 3 A. Establish a seed school with University Teacher Education ties to do ongoing research in the practical applications of various school programs and options, to keep current with literature in the field, to provide a site for exemplary individualized education for a student body representative of the LRSD student population, to do training by demonstration and example as well as precept, and thus continually adding to the list of potential programs and options for educational individualization. X 3B. Support and maintain operation of seed school. 16 Strategy 8 Action Plan (Continued)  X X X X X X X X X X 3C. Utilize the seed school to support teacher education and the testing of new educational programs and strategies designed to maximize individualized education. 4. Allow students in grades K-12 to move at their own developmental and intellectual pace as teachers discover their learning styles to eliminate permanent ability trackin\ng- 5A. Acquire alternative assessment methods that allow teachers to determine a students actual functioning level so as to provide appropriate programmin\nand to eliminate permanent ability trackin\ng- g 5B. Implement alternative assessment methods that allow teachers to determine a students actual functioning level so as to provide appropriate programming and to eliminate permanent ability tracking. 6. Strengthen pupil service teams to be utilized as a first line screening mechanism for students evidencing problems so that alternative program options will be implemented for students not requiring Special Education. 7. Collaborate with the community to offer early childhood programs for children ages 2 to 4 as an option for District patrons, with preference going to low socio economic status (SES) families, to provide experiences and information needed to equalize student preparation. 8. Cultivate and use the community centralized resources guide (refer to strategy 5) for the individual development of each and every student. 9. Provide community based services that enable parents, students, and community to work together to further a childs education. 10. Create an educational climate, which encourages parent/teacher interaction by eliminating major barriers and providing increased opportunities for participation in the learning process. 17We will develop and implement plans to establish financial stability and achieve the strategic objectives of the District. Strategy 9 Action Plan Year 1 Year 2/3 Year 4/5 1. Develop strategies to retain and attract students to the LRSD to assure adequate future revenues from sources that will be increasingly based on the size of student population. 2. Develop a financial committee composed of LRSD personnel and community representatives to function as an advisory committee to the LRSD Board and Superintendent on budget development, monitoring, implementation, and other financial matters. 3. Develop Board fiscal policy statements and manual to be housed in an official repository addressing revenues, expenditures, millage increase, debt service, monitoring, reporting, facilities planning, and staffing and procedures to effectively communicate to the public, teachers, and administration. 4. Develop a five-year revenue forecast (by month for the first year and annually for years two through five) for the District, (completed) 5. Develop a five-year expense forecast (by month for the first year and annually for years two through five) for the District, (completed) 6. Revise the process and develop policy on monitoring actual performance compared to budget to include Board briefings, mid-year adjustments and amendments, and report formats. 7. Select peer school districts and develop performance indicators for comparison purposes in order to identify areas and possible means for improvement. 18 X X X X X X X We will develop and implement plans to enhance public confidence in the safety and security of our schools and to ensure discipline and an orderly learning climate. Strategy 10 Action Plan Year 1 Year 2/3 Year 4/5 X X 1. Provide ongoing conflict resolution training and skill development for students, parents/family, and staff. ? Improve behavior and safety on school buses and bus stops. X X X X ! i I i J. Control access to school buildings, grounds, and events. 4. Implement a staff development plan for all personnel to fully understand safety policies and procedures. 5. Develop and enhance a system of communication among schools, administration, and the public regarding issues of safety and security. 6. Inform the public of plan in regard to the following (a) control of drug activity (b) violence prevention (c) campus and bus security\n(language that is direct and easy for all to understand). 7. Develop a credible evaluation plan that will ensure complete and proper implementation. 8. Develop, enhance, and improve the communication/distribution and equitable implementation of the LRSD Students Rights and Responsibilities j Handbook. I 20 X X 1 I I I T IT X X X X II i_KOv ^/UJ'^h*UinxOh i iUH'b oxz ^LU'UO /\u0026lt; 810 Wp^r Markham ISKI \\^\\ T T^i. n . .1. An X-iuLie iVMVjS., Direct Phone: Cximniunicarions Office: (50i) 447-1030 (501) 447-1025 DATE: January 23, 2003 UUX OZ.H XU4,d TO\nFROM- Central xVrkansas Media Cynthia Kowell, Arkansas Dernocrac-Gazeite Suellen Vann, Director of Communications SDEJECT: Special School Board Meeting Situation MESSACiE: Meiitberf of the Little Rock School District (LRSD) Board of Directors will participate in rhe Strategic Planning .sessions next week. Because more tlian one Board member will participate, we are notifying the media regarding the dates, times and location of die meetings. The Strategic Planning Team will meet at die Greater Second Baptist Church Eeliowship Hall, 5615 Geyer Springs Road, as loUows\nMonday, January 27 5 pul Tuesday, January 23 3 aixi Wednesday, Januar\n29 8 am  Pages Imclucling cover) Ar, Individual A\nI o hix # 1 each to a World ot KnowledgeLittle Rock School District OFFICE OF THE SUPERINTENDENT February 19, 2003 received FEB 2 0 2003 DESEGflEGATION MONITORING Ms. Ann Marshall Office of Desegregation Monitoring 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 Dear Ann: I am writing to express my sincere appreciation of your service to the Little Rock School District through your dedicated work as a member of the Strategic Planning Team. You brought sound advice and good insights to the planning process. Enclosed is a draft of the work produced at the January session. We are now following up on your recommended strategies as action teams are formed to develop action plans. Action teams leaders have been appointed for the six strategies and will participate in action team leader training on February 25'^' Action teams will be working over the next 234 months to design detailed plans for each proposed strategy. You will receive a copy of the proposed action plans for your review on May 28^' If you are interested in serving on an action team please contact Linda Austin at 447-1125. We look forward to seeing you at the follow up session on June S* and 6. The session will again be held at Greater Second Baptist Church, 5615 Geyer Springs Road. We will be sending more meeting details closer to the actual meeting date. Again, thank you for your service and commitment to the Little Rock School District. Sincerely, T. Kenneth James, Ed.D. Superintendent of Schools 810 West Markham Street  Little Rock, Arkansas 72201  (501) 447-1002STRATEGIC PLAN INTRODUCTION The Little Rock School District utilizes the strategic planning process as a planning and decision-making strategy to ensure that our students are ready to meet the diverse demands of a changing world. The development and implementation of a Strategic Plan serves as a primary guide. The Little Rock School District Strategic Plan, developed by hundreds of volunteers in the community, was originally adopted in 1996 and updated in 1998. On Jan. 27-29. 2003. a 30-member Strategic Planning Team composed of parents, community members, teachers, students, Board members and school administrators came together to review and update the plan. The Team arrived at consensus in identifying common beliefs, creating a mission for the school system, setting parameters and developing objectives and far-reaching strategies for accomplishing the mission. For each of the strategies identified by the Planning Team, an Action Team will be formed to develop plans for implementation. This step in the process will occur from March 2003 to May 2003. This Is where you can make a difference. The Little Rock School District invites you to participate on an Action Team. Your perspective will help design a school system that will prepare our students for a successful future in a diverse and changing world. Simply complete the attached application of interest and return it to the Little Rock School District. You will be contacted by the Director of Planning and Development. Thank you in advance for your sincere interest and willingness to make a difference. s c s o o 2 n\u0026gt; c \u0026gt; 5 3 2 NJ 05  ro r . o 5^ )B DRAFT: 2003-05 STRATEGIC PLAN Mission Statement of the Little Rock School District PARAMETERS  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  We will accept no new program or service unless it is consistent with the Strategic Plan, benefits clearly exceed costs and provisions are made for staff development and program evaluation.  We will retain no program or service unless benefits continue to exceed cost, and it continues to make an optimal contribution to the mission.  We will ensure school improvement plans are always consistent with the Strategic Plan.  We will ensure effective implementation and equitable distribution of technology throughout the district.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee. I  We will honor the provisions identified in the Covenant for the Future. TTie mission of the Little Rock School District, an educational partnership of C ft Si. 7S \" c o (Z OQ  B\u0026gt; 2 o 3 the entire community, is to prepare and inspire all students to achieve academic excellence and persoruil fulfillment while becoming contributing citizens by offering open access to an innovative, challenging curriculum in a nurturing, disciplined environment that embraces diversity. 73 o 5 B I 3 cS 5- 3 n 3 T. Kenneth James, Ed.D. Superintendent of SchoolsOUR BELIEFS OBJECTIVES STRATEGIES We believe:  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with elfort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality public education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Each student will be required to set and achieve challenging educational and personal fulfillment goals tailored to his or her interests and abilities related to meaningful work, higher learning, citizenship and service to others.  All students will meet or exceed graduation requirements or complete the provisions identified in their individual achievement plans.  By 2009, 100% of our students will perform at or above the proficient level identified on applicable state-approved examinations. Little Rock School District Board of Directors  Educated and involved citizens are necessary to foster the health of a democracy. Dr. Katherine Mitchell Zone 1  Embracing cultural and racial diversity enriches and strengthens our community.  Education can enhance every aspect of a persons life.  With every right comes a responsibility.  Actions speak louder than words.  A sense of self-worth allows each individual to develop unique capabilities and to aspire to excellence.  Every individual is responsible for contributing to the general welfare of the community. R. Micheal Daugherty Zone 2 Judy Magness Zone 3 H. Baker Kurrus Zone 4 Larry Berkley Zone 5 Tony Rose Zone 6 Sue Strickland Zone 7  We will develop and implement plans to acquire and effectively utilize the financial resources needed to achieve the strategic objectives of the district.  We will hire, train, motivate and evaluate all employees to ensure optimal contributions to our mission and objectives.  We will ensure all teachers are using effective, research-based instructional strategies and assessment data to help each student perform well academically.  We will build effective partnerships with our community to address economic and social issues that interfere with student learning and success.  We will assist and engage parents as full and equal partners in educating their children.  We will develop and implement practices and procedures to create optimal learning environments that embrace diversity. Special thanks to the parents, business and community leaders, students. district staff and School Board mem-bers who volunteered their time in January to begin the LRSD Strategic Plan Update process. S s Pi O p. Pi w w Z J O \u0026gt; s H Z O 11 H O I \u0026lt;ED EE \u0026lt;u .1 o = 3O (S cco 1o2 o MO Q \"oc y as V O fES Z Z a Xi fig X ra E U \u0026lt; O) \u0026lt;Vu. a = -g OJD C . c 3 9C s E oE I uE \u0026lt;000 cco UI 1 \"l I 2 cu 0e0 0c0 'E uu C3 oc 0B0 s Ia s BCS i J 'Sb S wu II Is  ^6 1 I  \u0026lt;5 I ,2 11 u Sil 2\u0026lt;3 a ts 2  g H-.2 I -- O-o P sa  O O =s  .1   .5 f-\n. Little Rock School District I --------------- OFFICE OF THE SUPERINTENDENT July 17, 2003 received Ms. Ann Marshall Office of Deseg. Monitoring 1 Union National Plaza 124 W. Capitol, Suite 1895 Little Rock, AR 72201 JUL 2 1 2003 DESEGREGAWHMONITORIMG Dear Ms. Marshall, Thank you for your participation on the Strategic Planning Team for the Little Rock School District. Your personal commitment of many long hours and thoughtful vision resulted in an outstanding framework for the Strategic Plan. As you know, the next step is to present the draft to the Little Rock School District Board of Education and seek adoption of the proposed Strategic Plan. The presentation is scheduled to occur at the Board meeting at 5\n30 p.m. on July 24*^ in the Board Room at 810 West Markham. We hope that you will attend this important meeting, attendance. Please call Linda Austin at 447-1126 to confirm your Enclosed is a copy of the proposed Strategic Plan 2003-2008 that includes the beliefs, mission, parameters, objectives, strategies and action plans. The detailed action steps serve as administrative guidance and do not require Board approval. Therefore, these are not included in this document. You will receive a copy of the detailed action steps in August. Again, thank you for your service and commitment to the Little Rock School District. Donald M. Stewart, Ed.D. Interim Superintendent of Schools 810 West Markham Street  Little Rock, Arkansas 72201  (501) 447-1002 BECEl\u0026gt;/tU JUL 2 1 2003 desegregation moniiorino A Vision For The Future Little Rock School District Proposed Strategic Plan 2003 - 2008 A. mission statement is a broad statement of the unique purpose for which the district exists and the specific function it performs. Mission Statement The mission of the Little Rock School District, an educational partnership of the entire community, is to prepare and inspire all students to achieve academic excellence and personal fulfillment while becoming contributing citizens by offering open access to an innovative, challenging curriculum in a nurturing, disciplined environment that embraces diversity.Beliefs are a statement of the districts fundamental convictions, values, and character. Beliefs We believe:  All people have equal, inherent worth.  Every individual can learn.  Higher expectations coupled with effort stimulate higher levels of performance.  Attitude always influences behavior.  All citizens share the responsibility to ensure that quality public education is available to the children of our community.  Excellence in education and fairness for all (equity) are both compatible and inseparable.  The family is a primary influence on the development of a child.  Educated and involved citizens are necessary to foster the health of a democracy.  Embracing cultural and racial diversity enriches and strengthens our community.  Education can enhance every aspect of a persons life.  With every right comes a responsibility.  Actions speak louder than words.  A sense of self-worth allows each individual to develop unique capabilities and to aspire to excellence.  Every individual is responsible for contributing to the general welfare of the community.Objectives are an expression of the districts desired, measurable end results of student success, performance and/or achievement. Objectives  Each student will be required to set and achieve challenging educational and personal fulfillment goals tailored to his or her interests and abilities related to meaningful work, higher learning, citizenship and service to others.  All students will meet or exceed graduation requirements or complete the provisions identified in their individual achievement plans.  By 2009, 100% of our students will perform at or above the proficient level identified on applicable state-approved assessments.Si Parameters are the guiding principals that establish the framework within which the district will accomplish its mission. Parameters  We will not tolerate behavior that diminishes the dignity or self-worth of any individual.  We will accept no new program or service unless it is consistent with the Strategic Plan, benefits clearly exceed costs, and provisions are made for staff development and program evaluation.  We will retain no programs or services unless their benefits continue to exceed cost and they make an optimal contribution to the mission.  We will ensure school improvement plans are always consistent with the Strategic Plan.  We will ensure effective implementation and equitable distribution of technology throughout the district.  We will maintain a positive fund balance in the operating budget.  We will not tolerate ineffective performance by any employee.  We will honor the provisions identified in the Covenant for the Future.Strategies are the means by which the district can accompiish its objectives. Strategies  We will develop and implement plans to acquire and effectively utilize the financial resources needed to achieve the strategic objectives of the district.  We will hire, train, motivate, evaluate and retain employees to ensure optimal contributions to our mission and objectives.  We will ensure all teachers are using effective, researchbased instructional strategies and assessment data to help each student perform well academically.  We will build effective partnerships with our community to address economic and social issues that interfere with student learning and success.  We will assist and engage parents and families as full and equal partners in educating their children.  We will develop and implement practices and procedures to create optimal learning environments that embrace diversity.We will hire, train, motivate, evaluate and retain employees to ensure optimal contributions to our mission and objectives. strategy 2 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Update and redesign the employment application forms for certified and non-certified positions. X 2. Increase the number of National Board Certified teachers in the Little Rock School District. X 3. Implement an employee referral program for teachers.IVe will ensure all teachers are using effective, research-based instructional strategies and assessment data to help each student perform well academically. strategy 3 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Realign the districts curriculum with the States curriculum frameworks based on the grade-specific information. X X 2. Ensure the implementation of a common core curriculum in all schools that is fully aligned with the districts curriculum standards and those effective research-based instructional strategies included within the Professional Teacher Appraisal System (PTAS). X 3. Establish research methodology to investigate the relationship of *PTAS scores with academic gains by students on approved measures of achievement. X 4. Investigate the relationship of *PTAS scores with academic gains by students on approved measures of achievement. X 5. Include *PTAS implementation indicators as a component on the formal evaluation of the Principals Appraisal System. X 6. Ensure inter-rater reliability of the *PTAS Assessment Process. X 7. Develop high quality professional development activities, including models and resources for professional development, which are aligned with *PTAS and the districts curriculum.X X 8. Develop school improvement plans that guide daily work and activities and are based specifically on the needs reflected in student assessment data and that incorporate effective, research-based instructional strategies and high quality professional development. X X 9. Develop a relational student database. X X 10. Develop a web-based system for disseminating and reporting student data to teachers, administrators and parents. *1 Use of PTAS evaluation subject to approval of the LRSD Board of Directors and Classroom Teachers Association.We will build effective partnerships with our community to address economic and social Issues that Interfere with student learning and success. strategy 4 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Lead a coalition of community partners to improve the service delivery systems to enhance academic, social and economic opportunities for students and their families. X 2. Design, implement and sustain an assets-based out of school program for all students to include:  Health and fitness  Academic enrichment  Mentoring  Arts and culture  Leisure time activities  Homework help and tutoring  Character development activities X 3. Establish, in collaboration with the community, a health task force to enhance an infrastructure for coordinated school health system to improve health status and reinforce healthy behaviors with PreK-12 students.We will assist and engage parents and families as full and equal partners in educating their children. Strategy 5 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Establish a family advisory group. X 2. Develop parent and family involvement vision. X X 3. Create opportunities to assist and engage parents as full and equal partners in the education of their children. X X 4. Develop a wide-ranging parental communication system for a diverse mix of parents of children in the school system. X X 5. Establish a parent and family information resource center in each school. This plan is consistent with Arkansas Legislative Act 603 of 2003 We will develop and implement practices and procedures to create optimal learning environments that embrace diversity. strategy 6 Action Plan Year 1 Year 2/3 Year 4/5 X 1. Establish building level, school-wide positive behavioral/ social skills support systems for students and staff that address discipline. X 2. Establish small learning communities in secondary schools that provide nurturing and supportive environments for all students. X 3. Provide every student the opportunity to form a continuous relationship with a caring adult throughout students school career. X 4. Ensure all students receive support to succeed academically in their educational endeavors, PreK-12. X 5. Implement the Personalized Career/Education/Planning (PCEP) process at the elementary, middle, and high school levels. X 6. Establish a transition program that ensures the successful assimilation of students from level to level and campus to campus. X 7. Collaborate with area businesses to provide workbased learning opportunities for students. X 8. Improve family involvement in students school activities. I X 9. Improve communication with families and students. X 10. Provide customer-friendly, professional environment on every campus. This plan is consistent with Arkansas Legislative Act 603 of 2003Arkansas Demcx:raf:^(i^azcttc | FRIDAY, APRIL 14, 1995 M.. A I mia DaaV Mowanan*** 1'**' LRSD will use TV to involve public The Little Rock School District will use its cable television channel over the next week to explain plans to develop long-term operations for the district and to recruit volunteers to help with that planning. Information on the strategic plan will be broadcast on cable television Channel 4 in Little Rock at 9 a.m. today and again at 2 p.m. Beginning Monday, the district will broadcast an hourlong program on the strategic plan. That video will be shown at 8:15 a.m. and 1:30 p.m. each workday next week The tape is of a community meeting earlier this month on the planning process. The school district is seeking more than 200 people to serve on 11 action teams. To learn more or to volunteer, people should contact Linda Young at the school district Administration Building at 810 W. Markham SL in Little Rock. The teams will begin work this spring on plans for the school board to consider in October.8B  TUESDAY. APRIL 18,1995 Arkansas Democrat '^(gazette Tucker vetoes bill giving teachers 3 more days to prepare BY ELIZABETH CALDWELL Democrat-Gazette Oapitot Bureau Public school-teachers will not get an additional three days to plan for the 1995-96 school year. Gov, Jim Guy Tucker vetoed the bill Monday that granted the extra days. Senate Bill 539 by Senate Education Committee Chairman Lu Hardin, D-Russellville, would have reduced the number of days that teachers have contact with students from 178 to 175 during the next school year. Tucker said that would amount to a reduction of more than $14 million in teaching time. For students having difficulties or students in courses such as foreign languages, this reduction of time in contact with teachers can be very harmful,\" Tucker wrote in a veto letter released Monday. Hardin said he was extremely disappointed.\" He said the bill was intended to send a message to teachers that we believe they are professionals.\" Hardin said the le^slation arose out of a meeting with Russellville teachers, who asked for more time to comply with a 1991 act requiring major curriculum changes. - Tucker said he has asked Gene Wilhoit director of the General Education Division of the state Department of Education, to work with the state Board of Education on ta^eted waivers. Hardin said waivers might be a solution if Tucker and Wilhoit will take an active role in encouraging districts to apply. The key here is morale,\" Hardin said. Tucker vetoed another bill Monday that would have changed the way Southland Greyhound Park at West Memphis distributes money from racing days that are set aside for charity. Because there was not an accompanying appropriations bill, none of the money actually would have been available. Tucker said. Currently, Southland contributes about S500.000 annually for indigent health programs. House Bill 1946 by Rep. Ben McGee, D-Marion, would have set aside 3200,000 of the money for emergency medical services for Crittenden, Cross. Lee, Mississippi. Poinsett and St. Francis counties. It was just an oversight, McGee said of the missing ap- propriations bill. Other vetoes Tucker an- nounced Monday were:  HB 1267 by Rep. Keith Wood. D-Hope. which would have exempted the state Physical Therapy Board from certain laws concerning professional services contracts. Tucker said the bill would have exempted the agency from purchasing, personnel, budgetary and accounting regulations designed to ensure the proper expenditure of public funds.  HB 2127 by Rep. Claud Cash. D-Trumann, which would have licensed mobile manicurist units. Tucker said the state Board of Cosmetology requested the veto because of increased administrative costs and the increased risk of the spread of nail fungi.  HB 2087 by freshman Rep. Sue Madison, D-Fayetteville. which dealt with cruelty to animals.  HB 1269 by McGee, which would have exempted contractor licensing surety bonds from income. sales and use taxes.  SB 236 by Sen. Jay Bradford. D-Pine Bluff, which would have made it illegal to replace insurance policies over and over again to receive higher commissions. The following bills were vetoed because similar bills already have been signed into law:  HB 1872 by Rep. Larry Goodwin, D-Calamine. which would have increased the waste tire fee on truck tire sales.  HB 1207 by freshman Rep. Ted Thomas. R-Little Rock, which would have allowed juveniles with two previous felony convictions to be tried as adults. These bills were vetoed Friday:  HB 1556 by Rep. Bob McGinnis. D-Marianna. which would have required small and insufficiently funded police and fire pension funds to be administered by the Arkansas Local Police and Fire Retirement Systems. Similar legislation already has been signed into law.  SB 726 by freshman Sen. John Brown. R-Siloam Springs, which dealt with the release from escrow of funds paid to providers under the state Continuing Care Provider Regulation Act Tucker said he needs more time to study the issue./. SUNDAY, JULY 16, J. \"LR schools to outline long-range plih  The IJttlA Rrv*1r .^hzw\\l _______:ii______. a * I Little Rock School District teams will report on their worl wm The teams are developing^Yec- nvities and the development of a riculum and raise student?' tet P  enhance school desegrega- 5^ V c- tion, establish financial stability-in\ni\u0026amp; the school district, train staff/tm- public, will be broad- prove school safety and expand television in Little the use of technology . More than 200 volunteer 'and  P^^P^^''es finm almost a district staff members are serving zen strategip nlann.n^ octicM on the action teams. will present a status report iW^esday on desegregation ac- long-range strategic plan for oper- dozen strategic planning action ^.r J 5Arkansas Democrat SR O^azcttc FRIDAY, JUNE 23, 1995 -5 LRSD team addresses I compliance Brainstorming tickles desegregation decree BY MARION GAMWLL Democrat-Gazette Staff Vrtter About half the Litle Hock School District Strategic Planning Team No. 2 mei at Hall High School on Thursday to begin working on a plan of action that will comply with a court-ordered desegregation decree. The Little Hock datrict is involved in a 12-year-ld federal school desegregaion lawsuit. While the distfct operates under a court-jpproved desegregation plan witten in 1989. parts of the plainre open to change. The team is one ofa dozen citizen committees hdping to develop a long-range strategy for the district. All conmittees will present their reiommen- dations to the school roard in the fail. Seventeen people were at the meeting. The teams Jerry Peters led a long brainstorming session where members made more than 50 proposals for meeting their objective, which Peters defined as developng the means to successfulb' implement or modify the cesegrega- tion plan in order b achieve unity as well as conply with the (federal court) phn. Members suggesUd, among other things:  Encouraging onmunity and parental involveiaent.  Analyzing the feasibility of different approaches.  Compiling demographic and educational inforaation.  Working closel\nwith neighborhood groups.  Defining school district responsibility more charly. Baker Kurrus said he team needs to bring aboad more black members to \"broden its base. Kurrus said tie team should have an outlim of proposed actions by the eid of the next meeting, set for Jily 13. Al that session, Hus Mayo, assistant superintencent for desegregation, will pnsent results of a study on howthe district can comply with he court plan. Mayos office is acepting proposals from the piblic for modifying the plan. The members briefV talked about U.S. Supreme Courts decision this month the limiting federal judge abilities to propose remedes in a Kansas City, Mo., deegrega- tioii case. While the \u0026lt;ase differs significantly fron Little Rocks, team membw John t Burnett said, the high -ourt \"is sending a strong messige that courts in administeing decrees have gone too far and need to stick more ebsely to improving the originjl problem. A heated discussiot of the value of neighborhoodschools and the prevalence of inequal . treatment of black stulents in I the school system lastd about half an hour after thi meet- ing*s official adjounment. KurruS said the team rill discuss those matters in nore detail in July.Arkansas Democrat/^(ijinzelk f . . THIIRSnAY IIILY.2Q-.19a5 What must LRSD do? 2,097 things Desegregation suit spawns obligations BY CYNTHIA HOWELL Dnrrw.ral Gnzette EducaWon Writer When Little Rock School District ollicials can't sleep, they may count desegregation obligations instead of sheet). Dr. Russ Mayo, the school district's associate superintendent for desegi egation, told a group of about 60 school district cmployee.s and connnunily members Wednesday night that the district has 2,097 individual desegregation obligations. Mayo announced the count during a short presentation on the sta tus of the districts desegregation effoi'Is. He acknowledged that he doesn't know the answer to the desegregation question everyone asks: When will the Little Rock disliict be released from federal court supervision in the 12 year old Pulaski County desegregation lawsuit? \"I don't know, but we're closer than we've ever been before,\" Mayo said, adding that the district will ask for release from supervision on some obligations at an Aug. 30 court hearing before U.S. District Judge Susan Webber Wright. Wright monitors the district's compliance with its desegregation plan. According to Mayo.s count, the district ha.s completely complied with 42 percent of its obligations, or 695 of the 2,097 items. Another 1,078 of the obligations, ,52 percent, are ongoing commilmenLs, such as racially balancing enrollments at each school. 'The district is just beginning to by to meet 74 obligations, Mayo said. Another ,50 were overlooked in the past and are being added to the districts list of things to do. Most  1,784  of the districts obligations are contained in the desegregation plan.s that district ofti ciaLs wrote in 1908 and 1989. The 8th U.S. Circuit Court of Appeals at St Ix\u0026gt;nis ultimately approved those plans in I9t)2. The district has its own plan and an interdistrict plan written by all the parties in the lawsuit. Once the parties agreed to the plans and the courts approved them, the plans became binding. The remaining obligations are the result of court orders issued by Wright and the 8th Circuit and of recent agreements negotiated among the three school districts and the attorneys for the black children and the teacher unions, who are intervenors in the case. The district will never meet ,some of the obligations, Mayo said, because of changed circumstances, shilling demographics, changes in laws or better methods of doing things.Arkansas Democrat\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_789","title":"Strategic planning process","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/2003"],"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 boards","Educational law and legislation"],"dcterms_title":["Strategic planning process"],"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/789"],"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\nACTION TEAM VOLUNTEER FORM The Little Rock School District is looking for volunteers to serve as action team members. Name ---- Lutui---- R-mail Address Phone (day) Yig-(p ------- (evening) t\u0026gt;(p3-.4z?7P_______ (FAX) 5'di- ? ?! -6 ICO Please indicate your first, second, third, etc., choice: (These are based on strategies that will require teams to plan action steps.) ___Financial resources  Employee hiring/training  4.' J^Community partnerships Xzuz^u Parent Engagement ---- Instructional strategies/data use ___ Learning environment Please return tn: Ilaiiniiig \u0026amp; Develnpnieiit Little Rock SchunI District 810 W. Markiiani St. Little Rock, AR 72201 To: From: Subject: Little Rock School June 9, 1993 Distric^5^C Mr. Horace Smith, Desegregation Monitoring Office Janet Bernard, Associate Superintendent for School Operations and Climate Long-Range Strategic Plan During our meeting held on May 28, 1993 we discussed a long-range strategic plan to be implemented at each of the Incentive Schools. As Arma Hart mentioned in the meeting, diligently to finalize their plans. principals are trying We would like to have a common format for all the long-range strategic plans. It would be most helpful if you could provide us with a sample format to ensure that we have included all the components necessary for these plans. Your assistance, as always, is greatly appreciated. 810 West Markham Street Little Rock, Arkansas 72201  (501)374-3361Strategic Planning Workbook THE CAMBRIDGE GROUPStrategic Planning Workbook THE CAMBRIDGE GROUP hTHE CAMBRIDGE GROUP INTERNATIONAL \u0026amp; DOMESTIC AFFILIATES William J. Cook, Jr., Ph.D. President, Chairman of the Board Judy Wallace Cook Secretary- Treasurer Vonda C. McLain Vice-President, General Manager Constance Anderson Director of Programs Jill Aubume Cook Director of Publications Hobbie Register Office Manager SENIOR ASSOCIATES Stephen V. Barone Howard}. Feddema, Ed.D. Lawrence W. Huggins ASSOCIATES William D. Breck, Ed.D. Donald D. Burger Suzanne Connelly Mark Fredisdorf, Ed.D. Lisa D. Grant Lindsey Gunn, Ph.D. Veronica Huggins Maureen Innes David R. Jennings, Ph.D. Keith W. Lutz, Ed.D. Stephanie Pace Marshall, Ph.D. Charles G. Mason, Ph.D. Claudia J. Martinez James A. McMurray John Messell Carlene Naylor Glenn M. Pclecky, Ed.D. Kay Psencik, Ed.D. Glenn F. Smartschan, Ed.D. Christopher L. Sny, Ph.D. LaVoneia C. Steele, Ed.D. William M. Stuart Odell Stuckey, Ed.D. George J. Szy'manski, Ph.D. Pat Tillotson, Ed.D, Marcia Venus, Ph.D. Ronald Z. Zook, Ed.D. South East Regional Resource Center, Alaska Association for the Advancement of International Education Association of California School Administrators Canadian Strategic Planning Centre for Education, British Columbia Canadian Strategic Planning Centre for Education, Ontario Canadian Strategic Planning Centre for Education, Saskatchewan Bucks County Intermediate Unit #22, Delaware Illinois Association of School Administrators Central Indiana Education Service Center Iowa Area Education Agencies Kentucky School Boards Association Michigan Institute for Educational Management Minnesota Association of School Administrators Southern Education Consortium, Mississippi Rensselaer-Columbia-Greene Counties Board Of Cooperative Educational Services, New York Buckeye Association of School Administrators, Ohio Bucks County Intermediate Unit #22, Pennsylvania South Carolina School Boards Association Texas Association of School Administrators Wisconsin Association of School Boards Copyright  1993 Colonial-Cambridge Management Group, Inc. All rights reserved. Except as noted below, no part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or translated into any language in any form by any means without the written permission of Colonial-Cambridge Management Group, Inc. Licenses Contents of the section Reproducible Materials are licensed for reproduction only by internal facilitators who are certified by The Cambridge Group. This license allows that these masters may be reproduced to make transparencies and hard copy for the purpose of facilitating strategic planning sessions and/or making informational presentations when the certified facilitator providing such services is a full-time employee of the organization for which the strategic plan is being developed. The reproduction of these materials for sale or loan to others is expressly prohibited. Prohibited also is the use of these materials by independent consultants, facilitators, or other individuals for the purpose of providing strategic planning facilitation, consultation, or other seivices for remuneration to any organization of which they are not a full-time employee. CORPORATE OFFICE 5795 Carmichael Parkway Montgomeiy, Alabama 36117 (205) 279-7150 Facsimile (205) 279-7151 Orders* To order additional copies of the Strategic Planning Workbooks. please contact Hobbie Register at The Cambridge Group by phone 205/279-7150 or fax 205/279-7151. The following information should accompany your order:  Name  Shipping Address  Purchase Order Number  Organization  City/State/Zip  Number of Workbooks  Date Materials are Needed  Certification Program Attended Available to Gradi ates of the Strategic Planning Certification Program I Contents I Definitions 1 Beiiefs 3 Mission 5 Strategic Poiicies (Parameters) 7 Strengths 9 Weaknesses 11 Criticai Anaiysis of Organization 13 Competition 15 Externai Anaiysis 17 Objectives IS Strategies 21 Action Pians 23 Reproducibie Materiais 25 C 1993 Colonial-Cambridge Managemetit Group. Inc.Strategic Planning Workbook DEFINITIONS ^BELIEFS A statement of the organizations fundamental convictions, its values, its character. EMISSION A broad statement of the unique purpose for which the organization exists and the specific function it performs. * STRATEGIC POLICIES (parameters) Management pronouncements that establish the parameters within which the organization will accomplish its mission. STRENGTHS Characteristics which contribute to the ability of the organization to achieve its mission. WEAKNESSES Characteristics that limit the ability of the organization to achieve its mission. ORGANIZATIONAL DESIGN The arrangement of functions and relationships among people within an enterprise. COMPETITION Any entity that successfully attempts to fill the same need as the planning organization. EXTERNAL ANALYSIS An examination of those forces over which an organization has little or no control. External change usually impacts an organization by virtue of its existence in a larger, sometimes more complex situation. ^OBJECTIVES An expression of the desired, measurable end results for the organization. For a school district, objectives are restricted to student success, performance, and/or achievement. ^STRATEGIES The broadly stated means of deploying resources to achieve the organizations objectives. ACTION PLANS The explicit portion of a given strategy that outlines the tasks required to implement the program, the person responsible for each task, the due date for the completion of each task, and an analysis of the benefit and costs for the specific action plan. O 1993 Colonial-C'amhriilge Management Clrottp. Inc. 1 2BELIEFS ) DEFINITION A statement of the organizations fundamental convictions, its values, its character. H 7?r'sr$ {25 IMPORTANCE IN PLANNING The belief statement provides the bedrock values which move the organization to commit itself to a specific mission and objectives. It establishes moral and ethical Lhfc* priorities which serve to guide all the organizations activities. The beliefs should not J be mere observations or statements of fact, but sincere, uncompromising convictions. They should be universal in application, but specific in meaning. i4 JX Tpr^cc^ A EXAMPLES We believe that: r Excellence is achievable and always worth the investment. Each individual has unlimited potential. s\u0026gt; Education is the discovery of truth and the creation of new realities. All people have equal intrinsic worth. All people can learn anything. The family is the primary influence in the development of the individual^ Higher expectations yield higher results. USE THIS SPACE TO DESCRIBE THE BELIEFS OF YOUR ORGANIZATION. O /99J Colonial-Cambruige Management Group. Inc. 3 (Beliefs Continued) 4 Strategic Planning Workbook MISSION DEFINITION A broad statement of the unique purpose for which the organization exists and the specific function it performs. IMPORTANCE IN PLANNING The mission is literally the keystone upon which the entire plan is built. Typically written in one sentence, it provides the primary focus of the organization. The mission statement must emphasize the uniqueness, the distinctiveness, the singularity of the organization. Essentially, it represents the commitment of the organizations resources to one purpose. EXAMPLES The mission of the School District is to guarantee all students 100% success through a network of independent competing instructional services that actualize the unique potential of each person.  The mission of the School District is to produce graduates with unlimited capacity to compete in a superior manner in any challenge they undertake by guaranteeing each individual customized, all-inclusive learning experiences, integrating the unique agricultural, medical, and historical resources of our diverse community. USE THIS SPACE TO DESCRIBE THE MISSION OF YOUR ORGANIZATION.  1993 Coloniat-Camhridge Management Group. Inc. 5 6 (Mission Continued) Strategic Planning Workbook STRATEGIC POLICIES (parameters) DEFINITION Management pronouncements that establish the parameters within which the organization will accomplish its mission. IMPORTANCE IN PLANNING The purpose of the parameters is to place self-imposed limitations on the organization\nthat is, to close doors. As such, they sharpen the mission and eliminate the need for continuously making the same decision. Parameters must be stated in exact terms and, typically, will be written in the negative. EXAMPLES Nothing will take precedence over the Pre K-12 instructional program. We will practice participative management at all levels of the organization. We will not tolerate prejudicial discrimination of any kind. * We will not tolerate ineffective employees. All decisions will be made based strictly on what is best for the individual student. USE THIS SPACE TO DESCRIBE THE PARAMETERS OF YOUR ORGANIZATION.  1993 Colonial-Cambridge Mauagetnent Group, Inc. 7 (Strategic Policies Continued) 8 Strategic Planning Workbook STRENGTHS DEFINITION Characteristics which contribute to the ability of the organization to achieve its mission. IMPORTANCE IN PLANNING Strengths are those present attributes that will be most effective in achieving the mission. Organizations that achieve excellence do so by capitalizing on their strengths\nthat is, doing what they do best. EXAMPLES Movement toward participative management Opportunity for professional growth Ability to cope with change * Innovative programs Leadership development efforts Commitment to scholarship Board of Education committed to quality Counseling program Financial resources USE THIS SPACE TO DESCRIBE THE STRENGTHS OF YOUR ORGANIZATION.  1993 Cotonial-CambruJge .Management Group, Inc. 9 10 (Strengths Continued)Strategic Planning Workbook WEAKNESSES DEFINITION Characteristics that limit the ability of the organization to achieve its mission. IMPORTANCE IN PLANNING The weaknesses are those inadequacies that must be overcome if the organization is to accomplish its mission. EXAMPLES * Staff resistance to innovation and change Poorly defined decision-making process  School to school inequalities Inadequate salaries and competitive salary schedules Testing data available but not usable * Inefficient central office organization Over crowded curriculum (unclear objectives) Inequity of expectations Inefficiency of neighborhood school concept Trying to be everything to everybody * Combination classes and schools Elementary grading system Perception of massive data handling without effective outcomes USE THIS SPACE TO DESCRIBE THE WEAKNESSES OF YOUR ORGANIZATION.  J993 C(\u0026gt;lonial-Camhridf\u0026gt;e.Management Group. Inc. 11 12 (Weaknesses Continued)Strategic Planning Workbook CRITICAL ANALYSIS OF ORGANIZATION DEFINITION The arrangement of accountabilities, authority, and information among people within an enterprise. IMPORTANCE IN PLANNING The organizational design is itself strategic, because it represents commitment of resources toward mission and objectives. A critique of the present organizational design quite often reveals its inappropriateness for the changing strategic direction of the enterprise. EXAMPLE Critique of the Organization Design: Span of Influence Gaps Redundancies (Duplications) Decision-making Implications Formal vs. Informal USE THIS SPACE TO DESCRIBE AND CRITIQUE THE ORGANIZATIONAL DESIGN OF YOUR ORGANIZATION. (dO NOT ATTEMPT TO DRAW AN ORGANIZATIONAL CHART)  1993 Colonial-Cambrid^e Manafienienl Group. Inc. 13 (Critical Analysis of Organization Continued) I 14Strategic Planning Workbook COMPETITION DEFINITION Any entity that successfully attempts to fill the same need as the planning organization. IMPORTANCE IN PLANNING A careful analysis of competition is quite often the most productive way of analyzing the planning organization. Dominant characteristics are both contrasted and compared in order to determine the competitions points of vulnerability. EXAMPLE Privale/Parochial Schools Their Advantages 1. Small classes 2. Snob appeal 3. Discipline control 4. Select students 5. Free from state mandates Our Advantages: 1. Public funding 2. Student diversity 3. Multi-cultural 4. Facilities and equipment 5. Teacher qualification Vulnerability: The question of cost versus quality USE THIS SPACE TO LIST YOUR COMPETITION - ADVANTAGES, DISADVANTAGES, AND VULNERABILITY. C 1995 Colonial-Cambruige Managemetii Group, Inc. 15 (Competition Continued) \u0026lt; 16Strategic Planning Workbook EXTERNAL ANALYSIS DEFINITION An examination of those forces over which an organization has little or no control. External change usually impacts an organization by virtue of its existence in a larger, sometimes more complex situation. IMPORTANCE IN PLANNING External, or environmental changes may present significant opportunities if they are appropriately anticipated and structured into programs to capitalize on them\nor, they may present a threat, making it necessary to alter products or modify methods of doing business. By identifying political, technological, and socioeconomic changes, isolating the significant factors, and determining their probable impact, either offensive or defensive programs can be structured to exploit the potential offered or to soften the total impact. EXAMPLE List each social, political, economic, demographic, technological or educational trend. Develop predictions and probable impacts.  CATEGORY: ECONOMIC FACTOR PREDICTION IMPACT I. Public School Revenue I. A. General fund revenue mandated by formula from state 1. A. 1. 2. 3. 4. 5. 6. B. Board choice to hold budget/bond election B. 1. 2. Limits programs Limits staff Limits supplies/materials Affects class size Possible school closures/ including busing Reduced building maintenance Revenues not guaranteed Polarizes community USE THIS SPACE TO LIST OTHER EXTERNAL FACTORS, PREDICTIONS, AND IMPACTS.  1993 Coionial-Cambridge Management Group, Inc. 17J ll 1/ (External Analysis Continued) i 18 IStrategic Planning Workbook OBJECTIVES DEFINITION An expression of the desired, measurable end results for the organization. For a school district, objectives are restricted to student success, performance, and/or achievement. IMPORTANCE IN PLANNING The objectives are practical, specific manifestations of the mission. They express, in measurable terms (time, money, quality, quantity) the results the organization will achieve as it fulfills its mission. Specifically stated, they must have broad, organization-wide implications. And they are aspirations, not projections. EXAMPLES * To have 100% of our students graduate or successfully complete their individual achievement programs. No later than 1995, 100% of our high school graduates will be in a post-secondary educational program or in an endeavor of their choice within six months of the successful completion of their educational program. USE THIS SPACE TO DESCRIBE THE OBJECTIVES OP YOUR ORGANIZATION. O 1993 Colonial-Cambridfie Management Group. Inc. 19 (Objectives Continued) 20Strategic Planning Workbook STRATEGIES DEFINITION The broadly stated means of deploying resources to achieve the organizations objectives. IMPORTANCE IN PLANNING In the broadest sense strategy comprehends purpose, function, policies, beliefs, objectives, strategies, and concrete action plans\nhence, strategic planning. But the word strategy in this instance is used in a narrower sense and refers to the means used to achieve the objectives in the organization and its major parts. The objectives are the what\nthe strategies are the how. EXAMPLES We will put in place a network of independent, competing instructional services maximizing flexibility, freedom of choice, 100% success rate, contracts between teachers/students, collaboration with community and corporations. We will organize the district strategically, including instruction and support services to concentrate all efforts and resources toward student success. We will develop the character of each student, with emphasis on appreciation of the common core of human values and a respect for our common traditions of excellence. We will energize and integrate all aspects of our diverse community into full support and implementation of the mission and objectives. We will form a lasting partnership with each graduate and maintain knowledge of his/her progress. We will develop and implement a whole-life learning network. USE THIS SPACE TO LIST STRATEGIES FOR YOUR ORGANIZATION.  1993 Coionial-Cambridge iManagement Group. Inc. 21 22 (Strategies Continued)Strategic Planning Workbook ACTION PLANS DEFINITION The explicit portion of a given strategy that outlines the tasks required to implement that program, the person responsible for each task, the due date for the completion of each task, and an analysis of the benefits and costs for the specific action plan. IMPORTANCE IN PLANNING Action plans insure that the strategies are implemented. They allow specific assignments of tasks to individuals within the organization\nthey provide a means for measuring both individual and organizational performance\nand they provide an effective system of accountability. EXAMPLE See the Action Plan form. USE THIS SPACE TO DESCRIBE THE ACTION PLANS OF YOUR ORGANIZATION.  1993 Colonial-Cambruige Management Group. Inc. 23 24 (Action Plans Continued) riStrategic Planning Workbook Reproducible Materials This section contains material designed to be reproduced by you for use with your district. Included are masters for Action Plan and Cost Benefit Analysis forms. They are copyrighted materials for which a limited license is granted to the purchaser of this workbook. LICENSE GRANTED Contents of the section Reproducible Materials are licensed for reproduction only by internal facilitators who are certified by The Cambridge Group. This license allows that these masters may be reproduced to make transparencies and hard copy for the purpose of facilitating strategic planning sessions and/or making informational presentations when the certified facilitator providing such services is a full-time employee of the organization for which the strategic plan is being developed. The reproduction of these materials for sale or loan to others i,s expressly prohibited. Prohibited also i.s the use of these materials by independent consultants, facilitators, or other individuals for the purpose of providing strategic planning facilitation, consultation, or other services for remuneration to any organization of which they are not a full-time employee.  1993 Cdonfal-Cambridge Management Group. Inc. 25 Action Plan Specific Results: Strategy No. Plan No. Date\n# Action Step (Number each one) Assigned To: Starling Date: Due Date: Completed Date: t 26  i993 Colonial-Camhridge Management Group. Inc Responsible: (Shaded areas for management phase)Cost-Benefit Analysis Costs Benefits Tangible: Intangible: Opportunity Costs: O 1993 Colonial Cambridge Management Croup. Inc. Tangible: Intangible: Strategy No. Plan No. Date: Return on Investment: 27 THE CAMBRIDGE GROUP A DIVISION OF COLONIAL-C AM BR 1 DC E MANAGEMENT GROUP. INC. 5796 CARMICHAEL PARKWAY MONTGOMERY, ALABAMA 36117 (205) 279-7150 FAX (205) 279-7151  1993 COLONIAL-CAMBRIDGE MANAGEMENT GROUP. INC. NO PART OF THIS PUBLICATION MAY BE REPRODUCED OR TRANSMITTED IN ANY FORM OR BY ANY MEANS WITHOUT PRIOR WRITTEN PERMISSION FROM THE PUBLISHER. Page 2 Feel free to invite other memho-rg of your group. Please call Linda Young at 324-2112 to make your reservations so that we can provide adequate seating. Looking forward to working with you. Thanks again. Sincerely, Henry P. illians Superintendent of Schools  die LriTLE Rock School District OFFICE OF THE SUPERINTENDENT January 25, 1995 JAN 3 0 1995 Bill Mooney Office of Desegregation Monitoring 201 East Markham, Suite 510 0f?.'C2 q\nLittle Rock, AR 72201 Dear Mr. Mooney: I am delighted that you have agreed to serve on the strategic planning team for the Little Rock School District. I am certain that this process will help determine the future direction of the district. Dr. Howard Feddema will serve as the facilitator for the strategic planning process. He is associated with the Cambridge Management Group located in Montgomery, Alabama. Listed below is the schedule for the planning sessions, to be held at the Excelsior Hotel. Tuesday, Feb. 14 5:30 - 7:30 p.m. Planning Session (Light supper provided) An Wednesday, Feb. 15 Thursday, Feb. 16 Friday, Feb. 17 informational session 7:30 3:00 a.m. Breakfast 8:00 a.m. - 10:00 p.m. Planning Session 7:30 3:00 a.m. Breakfast 3:00 a.m. - 10:00 p.m. Planning Session 7:30 3:00 a.m. Breakfast 3:00 a.m. - 5:00 p.m. Planning Session for members of the planning team. community organizations, and others will be held on Monday, Feb. 6 from 5:30 7:30 p.m. Building, 310 West Markham. in the Board Room of the Administration Please plan on attending this meeting. 810 West Markham Street  Little Rock, .Arkansas 72201  (501) 324.2000 9 Statement of Intention to Establish Green Factor Research Committees Presented to the LRSD Board of Directors - February 9. 1995 As part of the process for moving the Little Rock School District toward unitary status, the Superintendent intends to implement the following measures: A. Establish, committees to research specific areas, Green Factors, that have potential for achieving unitary status Committees will be established to research the following areas\n1. Student Assignment 2. 3. 4. 5. 6. 7. Faculty Ratios Staff Ratios Transportation Extracurricular Activities Facilities Student Achievement FEB 9 1995 tries Qi L u 4 The work of the committees will be coordinated by Dr. Russ Mayo, Associate Superintendent, and the Student Assignment Office. B. Define the composition of the committees and the structure of their work Each committee will be composed of ten to fifteen people who understand the importance of unitary status in the Little Rock School District. The committees will include persons with appropriate skills in observing, interpreting, and communicating conditions and factors of influence in the topic areas. Committee members will include teachers, administrators, and community members. Each committee will be co-chaired by a LRSD administrator and an individual selected by the Superintendent. Each committee will produce a report that addresses the opportunity for the LRSD to seek unitary status in its respective area. The reports will identify if such action is feasible and provide information to support its findings. C. Identify the funding source for the committees The Green Factor Research Committees will be financed with funds from the LRSD legal fees account. Approximately 512,000 - $15,000 is anticipated for this activity. Project Timeframe: The Superintendent intends to submit a resolution to the Board for action at the next Board meeting on the establishment of Green Factor Research Committees. Each Research Committee will be expected to deliver its report with a six-week period. Assuming project start up by March 1, the Green Factor reports should be available by mid-April./7/\u0026gt;S JOHN w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 FEB 1 5 1995 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. 05fii t i k-,,. February 13, 1995 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Dr. Williams: I hope that your visit to New Orleans last week after the agenda session was both professionally and personally rewarding. We missed you at the school board meeting where we represented a series of children who had not only been put out of school, but had been arrested as well. Your perspective regarding that issue would have been useful for posterity if nothing else. I am writing to advise you that the Joshua Intervenors will not participate in the District's latest long range planning process which is scheduled to begin, ironically, on Valentine's. Day. The irony is that the District does not consider Black children, especially boys, as sweethearts\nrather, they are viewed almost universally as hoodlums who lie and have no interest in school other than to be disruptive. We can not participate for a number of reasons some of which I now proceed to set out. The first one is set forth in paragraph two above. undertaking is faulty. The second is that the premise of the It presumes that the existing desegregation plan is unworkable and needs to be changed. I can not agree with this premise because the existing plan is the Board's plan which was arrived at over a lengthy period of time and involved much of the community. It was an ambitious undertaking designed to remediate, desegregate and retain children in school, especially Black children. The Board and successive administrations have manipulated public opinion to the view that the plan is unworkable and that our children are criminals in waiting. Because of that prophesy, administrators and Board members yield to the public mentality calling for public repression and more severe punishment measures for actions that often should be the basis for counseling. Your Board seems to forget that the children have constitutional rights that await vindication and that teachers, principals and even police officers are in the schools to vindicate constitutional rights. You all have subverted the process by reversing the question ofwho the intended beneficiaries point. are. This brings me to my third The desegregation plan calls for reduction of suspensions and expulsions. Rather than reduce suspensions and expulsions, the Board and administration have chosen to increase them. Moreover, it now totally disregards the concept imbedded in the desegregation plan that school staff are in loco parentis status rather than police status. As stand-in parents, it is inconceivable that the District would allow police officers to make school disciplinary judgments and then allow the criminal judicial system to incarcerate juveniles without bail for four days and nights. Yet that is what happened to Mabelvale Junior High School students who were simply involved in a fight, approach allows a principal to abdicate her responsibility for making disciplinary decisions by deferring to police authorities the District placed in the environment. These parents were not on notice that they were sending their children to school to be subjected to nonschool ultimate determinations involving simple The social and economic adversities which conveyance of this discretion to resource officers visit upon Black children is immense and pervasive. Police authorities should be removed from the schools or take their orders from school authorities after As stand-in parents This fights. due consideration of due process considerations and the desegregation plan itself. I remind you that we have repeatedly called to the Board's attention the numerous indiscretions and discriminatory acts of Ms. Gayle Bradford at Cloverdale and Mabelvale Junior High Schools. You, your predecessor and the Board have not taken our monitoring reports and other correspondence seriously. We have advised you that Ms. Bradford's situation appears designed to frustrate the desegregation plan and to deny equal education to Black children. You should also be reminded that a large number of the Black staff members have protested her treatment of them and of students. Contrast, if you will, your reaction to those staff members with your reaction to the white staff members at Mablevale Elementary School to a Black principal. I can provide many more examples for you and have done so in the past, reinforces my fourth point. This The School District takes whatever action necessary to goodwill of white patrons and attendance of their children. The same is true of your white staff. We can not P^^'ticipate in a procedure or process where racial views predominate in a manner contrary to achievement and vindication of constitutional rights. Fifth, we participated in a similar process in 1993. modeled on the Syracuse City School District \"Strategic Plan 1991-1996\". See memo to Estelle Matthis from Rin Mnnnov Ha' It was ---- ----  See memo to Estelle Matthis from Bill Mooney dated 7\"\n- That process was under your aegis although you did not officially come to the District until October of 1993. August 23, 1993. have never received a report of the consequences of our work in I 1993. I request a report at this time on that matter. If ourrevisit the same issue in 1995. work was productive in 1993, why is it necessary for us to In passing, I note that Leon Modeste was involved in the Syracuse plan and I believe that your present consultant, whose name I believe is Howard Feddema, was also. The District seems to continually try to recreate the wheel which brings me to my sixth point. The desegregation plan adopted by the Board has never been implemented in good faith. Look at the various ODM reports, the Joshua reports and the Courts various findings. I would like to be made privy to any session involving the public which has been convened for the purpose of implementing the existing plan since you have been here. nothing. It goes without saying that Dr. Bernd did I must therefore conclude that the Board and administration no longer, if they ever did, intend to implement the court approved plan. This bring me to my final point. Joshua can not participate in a process designated to denigrate the court approved plan where the announced goal is to \"get the District out of Federal Court\", especially where the District's treatment of Black children cries out more than ever before for the protection of the Court. As an African American, you more than any of your predecessors, should be aware that our long, tedious, tortured \"stride toward freedom\" has been secured through legal actions taken through and by the Court. It looks as if that is the only arena where we can at least get a fair hearing in these times and hope to have the interests of our children protected. For these and other reasons, count us out. of the \"Strategic Plannning: Creating the Future\" process. Instead, we ask that you devote as much time in implementing the plan and in treating all children as contemplated by it as you and the Board would devote to its dismantlement. Si\nerely, .n W. Walker JWW:js cc: Ms. Ann Brown C0RR2O Contact Person: Sterling Ingram 324-2124 Date: August 23, 1993 To: Estelle Matthis From: Bill Mooney Subj: Syracuse Strategic Plan and Action Plan Examples Based on our discussions in last Fridays Cabinet meeting, I have made a copy of the Syracuse Strategic Plan and copies of some Action Plan examples. This represents everything I have obtained from Syracuse. I tried to remove any of my working notes from the source document, but please forgive me if I missed some of them. If I can be of any other help, just give me a call. ) zI k JOHN W. Walker, P.A. Attorney At Law 1723 Broadway Litile Rock, Arkansas t2206 Telethone (501) FAX (501) 374-4187 r JOHN W. walker R.ALPH WASHINGTON MARK BURNETTE AUSTIN PORTER. JR. I, February 13, 1995 Dr. Henry Williams Superintendent of Schools Little Rock School District 810 West Harkhaa--- - Little Rock, AR 72201 Dear Dr, Williams! I hope that your visit to New Orleans last week after the agenda session was both professionally and personally rewardi^. We missed you at the school board meeting where we represented a series of children who had not only been put out of school, but had been arrested as well. Your perspective regarding that issue would have been useful for posterity if nothing else. I ironically, on valentine's. I am writing to advise you that the Joshua Intervenors will not participate in the District's latest long range plannii^ process which is scheduled to begin, ironically, on Valer)tine a Day. The irony is that the District does not consider Black children, especially boys, as sweethearts\nrather, they are viewed almost universally as hoodlums who lie and have no interest in school other than to be disruptive. I I I 1 We can not participate for a number of reasons some of which The first one is set forth in I now proceed to set out.  --- The second is that the premise of the paragraph two above. undertaking is faulty. --r----- j t ..--r. desegregation plan is unworkable chang^. I can not agree with this premise because the existing plan is ^e It presumes that the existing and needs to be changed. Board's plan which was arrived at over a lengthy period of tine lived much of the community. It was an ambitious and involved undertaking designed to remediate, desegregate and retain children in school, especially Black children. successive administrations have manipulated public opinion to the view that the plan is unworkable and that our chil^^ are criminals in waiting. Because of that prophesy, administrators and Board members yield to the public mentality calling for public repression and more severe punishment measures for actions that often should be the basis for counseling. Your Board seems to forget that the children have constitutional rights that avait vindication and that teachers, principals and even police officers are in the schools to vindicate constitutional rights. You all have subverted the process by reversing the question of criminals in waiting. JO'd 00I0I2I 01 The Board and fd uHof woaj Z3J3I 2661/21/20who the Intended beneficiaries are. point. This brings ne to sty third i The desegregation plan calls for reduction of suspensions and expulsions. Rather than reduce suspensions and expulsions. the Board and administration have chosen to increase them. Moreover, it now totally disregards the concept imbedded in the desegregation plan that school staff are in loco parentis status rather than police status. As stand-in parents, it is inconceivable that the District would allow police officers to make school disciplinary judgments and then allow the criminal judicial system to incarcerate juveniles without bail for four days and nights. Yet that is what happened to Mabelvale Junior High School students who were simply involved in a fight. This approach allows a principal to abdicate her responsibility for making disciplinary decisions by deferring to police authorities the District placed in the environment. These parents were not on notice that they were sending their children to school to be subjected to nonschool ultimate determinations involving simple The social and economic adversities which conveyance of f ights. tills discretion to resource officers visit upon Black children is immense and pervasive. Police authorities should be removed from the schools or take their orders from school authorities after due consideration of due process considerations and the I remind you that we have repeatedly desegregation plan itself. called to the Board's attention the numerous indiscretions and discriminatory acts of Ms. Gayle Bradford at Cloverdale and Mabelvale Junior High Schools. You, your predecessor and the Board have not taken our monitoring reports and other correspondence seriously. We have advised you that Ms. Bradford's situation appears designed to frustrate the desegregation plan and to deny equal education to Black children. You should also be reminded that a large number of the Black staff members have protested her treatment of them and of students. Contrast, if you will, your reaction to those staff members with your reaction to the white staff members at Mablevale Elementary School to a Black principal. T many more examples for you and have done so in the past. I can provide This reinforces my fourth point. The School District takes whatever action necessary to retain the goodwill of white patrons and attendance of their children. The same is true of your white staff. We can not participate in a procedure or process where racial views predominate in a manner contrary to achievement and vindication of constitutional rights. Fifth, we participated in a similar process in 1993. It was modeled on the Syracuse City School District \"Strategic Plan 1991-1996'. See leuo to Estelle Matthis from Bill Mooney dated August 23, 1993. That process was under your aegis although you did not officially come to the District until October of 1993. I have never received a report of the consequences of our work in 1993. I request a report at this time on that matter. If our C0  d 00IO1ZE Oi H'd aajiitin'n iiHor uoad 21-: a I S64,/I/Z0I productive in 1993, why is it necessary for us to sao passina, L\u0026lt; work was revisit the same issue in 1995. In passing, 1 note that Leon Modeste was Involved in the Syracuse plan and T believe that your present consultant, whose name I believe is Howard Feddema, iw as also. The District seems to continually try to recreate the wheel which brings se to ny sixth point. The desegregation plan adopted by the Board has never been Implemented in good faith. Look at the various ODM reports, the Joshua reports and the Courts various findings. I would like to be made privy to any session involving the public which has been convened for the purpose of implementing the existing plan since you have been here. nothing. It goes without saying that Dr. Bernd did I Bust therefore conclude that the Board and administration no longer, if they ever did, intend to implement the court approved plan. This bring me to my final point. Joshua can not participate in a process designated to denigrate the court approved plan where the announced goal is to \"get the District out of Federal Court\", especially where the District's treatment of Black children cries out more than ever before for the protection of the Court. As an African Anerican, you more than any of your predecessors, should be aware that our long, tedious, tortured \"stride toward freedom\" has been secured through legal actions taken through and by the Court. It looks as if that is the only arena where we can at least get a fair hearing in these times and hope to have the interests of our children protected. For these and other, reasons, count us out of the \"Strategic Plannnlng: Creating the Future\" process. Instead, we ask that you devote as much time in implementing the plan and in treating all children as contemplated by it as you and the Board would devote to Its dlssantlenent. Sincerely, in W. Walker JWW\njs co: Ms. Ann Brown Id ' ' M ut i,-ac. FES 1 'I9\u0026lt;\ns Offics of Dessgregit\na IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT, ET AL PLAINTIFFS V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W, KNIGHT, ET AL INTERVENORS MOTION TO ENJOIN THE LRSD FROM EXPENDING SUBSTANTIAL SCHOOL DISTRICT FUNDS WITHOUT COURT APPROVAL AND FOR OTHER RELIEF The Joshua intervenors respectfully move the Court to enjoin the Little Rock School District from expending unbudgeted, large sums of school district fends without prior court approval. They also ask the Court to require the Little Rock School District to specify what action they have taken during the 1994-95 school year for compliarxie or in order to promote compliance with their own desegregation initiatives. For cause, the Joshua Intervenors respectfully show the Court that 1. The school district administration and school board have embarked upon a course of action to dismantle the court approved desegregation, integration and remediation plans herein. They have done this through, i.e., bad faith disputation of the plan, disregard lor remediation, proliferation of oiscipiinaiy consequences upon Black children, public relations actions designed to misrepresent facts within the schools, proposing to closing more schools in minority and low income areas, increasing rather than decreasing transportation burdens upon minority children, and expending or proposing to expend large sums of district furxjs to supplement salaries of fevered district personnel under trie guise of 'green Factor* resaarcri committees. For trie latter point, please see exhibit A, a statement approved by the LRSO Board of Directors on February 9,1995. For the other points, Joshua respectfully requests leave to take discovery on them prior to a hearing. 2. The school district plarts to engage in a long rang strategic planning conference beginning on February 14, 1995. The District engaged in such a process in August and September, 1993. The purpose of the confererx^e is to find ways to dismantle the court approved desegregation plan. Such plan, if undertaken for trie stated purpose, is not in good feith\ntherefore, the process should not be allowed. If it is allowed, however, we respectfully submit that the Court should not have any official role in the proceeding through ODM or otherwise because such approach is contrary to the interests of Black children in the District WHEREFORE, the Joshua Intervenors respectfully request the Court to allow them to take discovery, set this matter down for early hearing and thereafter enter an Order (a) finding that the districts actions represent bad faith implementation (rf implementation at all) of trie Court approved Desegregation Plan\nand (b) enjoining the district from proceeding with substantial furtding initiatives including school closings wBhout prior Court approval. Respectfully submitted,t- 0  d 1H i 0 i JOHN W. WALKER. PJL 1723 Broadway Little Rock. AR T23X (501) 374-37S8 loKn W. Walker, Bar No. 64046 By: CERTIFICATE OF SERVICE I, John W. Walker, do hereby certify that a copy of the foregoing pleading was fonwarded to all counsel of record, by U.S. Mail, postage prepaid, on this__ day of February, 1995. Johi Walker STRATEGIC PLANNING COMMITTEE NAMES ADDRESS PHONE/FAX Anderson, Dr. Victor 6700 \"H\" Street Little Rock, AR 72205 671-6200 (work) 671-6207 (fax) Beason, David 810 West Markham Little Rock, AR 72201 324-2060 (work) 324-2032 (fax) Briggs, Mona 401 N. Pine Street Little Rock, AR 72205 671-6250 (work) 671-6294 (fax) Coleman, Eleanor 1500 West 4th Street Little Rock, AR 72201 372-3519 (home) 375-4620 (fax) Crary, Don 209 West Capitol, 2nd Floor Little Rock, AR 72201 374-1011 (work) 688-8342 (fax) Dedner, Kevin 3314 Holt Road Little Rock, AR 72204 228-0472 (home) student at Central Frazier, Lee Two SL Vincent Circle Little Rock, AR 72205 660-3000 (work) 660-2329 (fax) Harris, Tyronne 901 Martin L. King Dr. Little Rock, AR 72202 324-2135 (work) Johnson, Brad 12017 Cherrystone Circle Little Rock, AR 72209 455-2068 (home) student at Fair Kennedy, Barbara 6423 Stagecoach Road Little Rock, AR 72204 455-7430 (work) 455-7427 (fax) Kohler, Dr. Patty 100 S. Arch Little Rock, AR 72201 324-2180 (work) 324-2032 (fax) Martin, Mahlon 308 East 8th Street Little Rock, AR 72202 376-6854 (work) 374-4797 (fax) Mason, Jesse 2801 S. University Little Rock, AR 72204 569-3584 (work) 569-3588 (fax) Matthis, Estelle 810 West Markham Little Rock, AR 72201 324-2010 (work) 324-2146 (fax) Mayo, Dr. Russ 501 Sherman Little Rock, AR 72201 324-2271 (work) 324-2281 (fax) Miller, Virgil P.O. Box 1681 Little Rock, AR 72203 378-1251 (work) 378-1146 (fax)Strategic Planning Committee Page 2 Milton, Ken 2410 Battery Street Little Rock, AR 72206 324-2415 (work) 324-2150 (fax) Mooney, Bill 201 East Markham, Suite 510 Little Rock, AR 72201 376-6200 (work) 371-0100 (fax) Moore, Delia P.O. Box 3257 Little Rock, AR 72203 376-4567 (work) 376-7607 (fax) Riggs, John 9125 Interstate 30 Little Rock, AR 72209 570-3528 (work) 570-3525 (fax) Robertson, Zeke P.O. Box 1611 Little Rock, AR 72203 373-3383 (work) 373-3090 (fax) Smith, Carole 5709 Kavanaugh Little Rock, AR 72207 663-4334 (work) Steward, John 924 S. Midland Little Rock, AR 72205 378-2154 (work) Stewart, Hezekiah 3701 Confederate Blvd. Little Rock, AR 72206 378-0176 (work) 378-0432 (fax) Strickland, Carroll 4107 Bruno Little Rock, AR 72209 565-5012 (work) Vibhakar, Diane 3917 S. Lookout Little Rock, AR 72205 661-8030 (home) Walker, John 1723 S. Broadway Little Rock, AR 72206 374-3758 (work) 374-4187 (fax) Warren, Judge Joyce W. 1916 South Pine Street Little Rock, AR 72204 340-6725 (work) 340-6788 (fax) Wells, Kathy 2121 S. Gaines Street Little Rock, AR 72206 374-7269 (home) Williams, Dr. Henry 810 West Markham Little Rock, AR 72201 324-2100 (work) 324-2146 (fax) lisupI REMINDER RECEIVED FEB 1 3 W5 OJfice of Desefife\u0026lt;j2fiy( i- LRSD Strategic Planning Process Begins Tuesday, February 14,1995 5:30 p.m. (Light Dinner Provided) Excelsior Hotel Caraway Boom Valet Parking Provided (Identify yourself as participant in LRSD meeting) Dress Casual! Call 324-2112 if you have any questions. See you there!!!RECF' -WK FEB 1 4 1995 Office of Desegregation Monitoring IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION UTTLE ROCK SCHOOL DISTRICT. ET AL PLAINTIFFS V. NO. LR-O82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT. ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE W. KNIGHT, ET AL INTERVENORS MOTION TO ENJOIN THE LRSD FROM EXPENDING SUBSTANTIAL SCHOOL DISTRICT FUNDS WITHOUT COURT APPROVAL AND FOR OTHER RELIEF The Joshua Intervenors respectfully move the Court to enjoin the Little Rock School District from expending unbudgeted, large sums of school district fends without prior court approval. They also ask the Court to require the Little Rock School District to specify what action they have taken during the 1994-95 school year for compliance or in order to promote compliance with thar own desegregation initiatives. For cause, the Joshua Intervenors respectfully show the Court that 1. The school district administration and school board have embarked upon a course of action to dismantle the court approved desegregation, integration and remediation plans herein. They have done this through, i.e., bad faith disputation of the plan, disregard for remediation, proliferation of oiscipiinaiy consequences upon Black children, public relations actions designed to misrepresent facts within theschools, proposing to closing nrare schools in minority and low irxxxne areas, increasing rather than decreasing transportation burdens upon minority children, and expending or proposing to expend large sums of district funds to supplement salaries of favored district personnel under the guise of 'green Factor' research committees. For the latter point, please see exhibit A, a statement approved by the LRSD Board of Directors on February 9, 1995. For the other points, Joshua respectfuUy requests leave to take discovery on them prior to a hearing. 2. The school district plarts to engage in a long rang strategic planning confererxje beginning on February 14, 1995. The District engaged in such a process in August and September, 1993. The purpose of the conference is to find ways to dismantle the court approved desegregation plan. Such plan, if undertaken for the stated purpose, is not in good faith\ntherefore, the process should not be allowed. If it is allowed, however, we respectfully submit that the Court should not have any official role in the proceeding through ODM or otherwise because such approach is contrary to the interests of Black children in the District WHEREFORE, the Joshua Intervenors respectfully request the Court to allow them to take discovery, set this matter down for early hearing and thereafter enter an Order (a) finding that the districts actions represent bad faith implementation fif implementation at all) of the Court approved Desegregation Plan\narxl (b) enjoining the district from proceeding with substantial funding initiatives including school closings without prior Court approval. Respectfully submitted,tOd IHiOi JOHN W. WALKER. PJL 1723 Broadway URIo Rook, AR 72206 (501) 374-3758 By. Ib/n W. Walker, Bar No. 64046 CERTIFICATE OF SERVICE I, John W. Walker, do hereby certify that a copy of the foregoing pleading was forwarded to all counsel of record, by U.S. Mail, postage prepaid, on this__ day of February, 1995. Joh] Walker LRSD SUPPORT SERVICES Fax:1-501 \u0026gt;4-2032 Jan 6 95 16:14 P.Ol January 6, 1995 To\nAnn Brown Office of Desegregation Monitoring Fax t 371-0100 From: Linda Young Little Rock School District 324-2112 This is to confirm the meeting on Wednesday, January 11th at 1:30 in your office with Dr. Williams, Leon Modeste and I regarding p.m. the Strategic Planning Process. Attached is a framework of the Strategic Planning Process for your review. Looking forward to our meeting on Wednesday. Thank You, Linda Youngfl jS 1 Confirm commitment and readiness  Conduct basic awareness session(s)  Explore system capacity and design Prepare for planning  Communicate about planning  Collect vital signs data Build strategic planning team .. Conduct first planning session vS * .. \u0026lt;* -i z Develop action plans  10. Action plans Conduct second planning session  Achieve consensus action plans  Affinn consensus strategic plan Prepare implementation sch^ule (with supporting resource plan) Obtain board approval * 1. Beliefs  2. Mission  3. Parameters 4. Internal Analysis 5. External Analysis 6. Competition 7. Critical Issues  8. Objectives  9. Strategies : Develop capacity for implementation  Communicate approved strategic plan  Develop mutual expectations and system design  Systemize site involvement I**' iejff i. 5.*' S*K- *1^ -. Communicate draft plan ''I 7 Validate pians and process continually \u0026lt;. Build action teams  Regular reviews  Periodic updates A ' -J 1 Little Rock School District OFFICE OF THE SUPERINTENDENT - RECEIVF'^ January 25, 1995 JAN 3 0 1995 Bill Mooney Office of Desegregation Monitoring 201 East Markham, Suite 510 Office of Desegrega. . Little Rock, AR 72201 Dear Mr. Mooney: I am delighted that you have agreed to serve on the strategic planning team for the Little Rock School District. I am certain that this process will help determine the future direction of the district. Dr. Howard Feddema will serve as the facilitator for the strategic planning process. He is associated with the Cambridge Management Group located in Montgomery, Alabama. Listed below is the schedule for the planning sessions, to be held at the Excelsior Hotel. Tuesday, Feb. 14 5:30 - 7:30 p.m. Planning Session (Light supper provided) An Wednesday, Feb. 15 Thursday, Feb. 16 Friday, Feb. 17 informational session 7:30 8:00 a.m. Breakfast 8:00 a.m. - 10:00 p.m. Planning Session 7:30 8:00 a.m. Breakfast 8:00 a.m. - 10:00 p.m. Planning Session 7:30 8:00 a.m. Breakfast 8:00 a.m. - 5:00 p.m. Planning Session for members of the planning team. community organizations, and others will be held on Monday, Feb. 6 from 5:30 7:30 p.m. in the Board Room of the Administration Building, 810 West Markham. Please plan on attending this meeting. 810 West Markham Street  Little Rock, Aritansas 72201  (501)824-2000 Page 2 Feel free to invite other members of your group. Please call Linda Young at 324-2112 to make your reservations so that we can provide adequate seating. Looking forward to working with you. Thanks again. Sincerely, Henry P. ] Superintel Schools 'Jr ' I ' f I I s Little Rock School District OFFICE OF THE SUPERINTENDENT M 5 1995 March 30, 1995 Ann Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 Dear Ms. Brown, The Little Rock School District has begun a Strategic Planning Process. We believe that this is a valuable process for defining the educational future that we want for our children. The Strategic Planning Committee has completed the first planning session. An informational session to share the work of the committee will be held on Wednesday, April 5, 6:00 p.m. in the Board Room of the Administration Building at 810 West Markham. The committee will provide an update on the strategic planning process and share draft materials of the work that has been completed to date with the community. Broad base community participation is needed for the Action Planning phase of the process. Please call Linda Young at 324-2112 if you need further information or assistance. Thanks so much for your continued support of the Little Rock School District. Sincerely, Henry P. Williams 810 West Markham Street  Little Rock, .Arkansas 72201  (501) 324-2000 LRSD SUPPORT SERVICES Fax:1-501-324-2032 fipr 4 95 9:59 P. 02/02 .. - as 73-40] (501)834-3000 SHULTS, BAY \u0026amp; KTJBKVS attornkys at law ISOO WOKTHEN BANK BCIUJINO aOO WEST CAPITOL AVENUE LITT1.E ROCK, ARKANSAS 73201-3037 ROBERT SHULTS THOMAS RAY H. BAKER KLRRUS STEVEN SHULTS DEBORAH K. THUBY TELEPHONE (801) 375-8301 FACSIMILE (501) 375-68! May 22, 1995 Def' 4 '^1 r Mh I 2 2 1995 Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, Arkansas 72201 Oiisce ci Dear Ms. Brown\nAlthough I am the co-chairperson of the Little Rock School District's long-range Although lam the co cna desegregation plan, 1 am writmg in my planning action team dealing individual capacity at this time as  h-  - ~implement member of this community at la g  . effort to achieve unitary parent with children in the district and as a a driving the litigation. and have invested my whole future in Little I have resided here for 15 years and have mvesteu my wnoie iuloiu xxx been committed to Little Rock public schools since I retamedAc^Li^  recruitment and 1 have tirst nanu through when trying to decide Rock. I have------ . . , Rock. I have actively assisted in kindergarten knowledge regarding the process which parents go where their children will attend. latest report caused great damage to the The recent publicity surrounding your Little Rock School District and to its prospects for implementation of the aspects of the plan which seem subscribe to the view that ma V .. , snecial needs which must lower socioeconomic students (regardless of r ) district, sits'\nbuild community support and involvement. equal access to a full measure of the Plan will not be possible unless weSirtrLTS, RAY \u0026amp; KUBRCS Ms. Ann Brown May 22, 1995 Page 2 Great damage has been done to this district by the publicity surrounding your latest report. We are struggling to maintain white enrollment. One of the biggest obstacles in this struggle is the general negative perception which results from damaging articles and media publicity. The result of this damage is that children opt out of the public system and their parents cease to support it. I believe our biggest problem district-wide is the perception that the district is failing. This perception erodes community support for the district. There is no community support for a millage increase, and further cuts in the district's programs will result in more damage, more opting out, and more animosity toward the district, making a millage increase even more difficult. I have worked for years against a dual system, one public and one private. We have been fighting this battle for many years (see enclosed article). I fear that the tide has turned against us. I would like to personally invite you to come to one of our planning meetings and let us know how we can be of assistance in implementing the plan. The only qualification for membership on our committee that you be a person of good will who is willing to work. If you feel that the office of desegregation monitoring is not in a position to participate in this process, I would still ask that you attend one of our meetings and let us know how we can be of assistance. Our next meeting is May 31, 1995, at 6:30 p.m. at Hall High School. Please contact me and let me know whether you or someone from your office would be willing to attend and make a presentation to us regarding your office, the role of your office, and the way that we could be a positive influence in the desegregation process. Sincerely yours, H. Baker Kurrus HBK:rdb rt As I sat on the Main Street Mall basking in the noon sunshine, watching the pedestrians trip on the uneven tiles, and a reading the paper, I was initially amused by the letter from the jovial anarchist. Win Farrell, who was rejoicing in the Little Rock electorate's defeat of the 8 mill tax increase. Upon the second reading, I really couldn't tell whether Mr. Farrell's letter was an honest of his views or a clever piece of journalism designed to point out the myopia of the majority. In either case. my amusement faded as I realized that the views ex- pressed by that writer were shared by the many people who pulled the same lever on election day. Although most of the \"nays\" would probably not admit to II long[ing] for thiG day when the public school system in America is wiped out, \" I'm afraid that the negativists share all isolationistic views. too many of the jovial anarchist's There is no crucial flaw in Farrell's notion that each is responsible for educating his own. If such a commitment did in fact exist, the problems of the Little be greatly diminished. Rock school system would It is, however. naive and unrealistic to believe that each member of the community has the time, resources, and ability to provide a well-rounded education to the young members of his immediate family. Such a belief could.be no more realistically held by a wealthy man than by a man of lesser means. It is also unrealistic and naive in a more fundamental sense to think that 6a well-rounded education can be had in a cloistered environment which is not representative of the community as it exists. If the purpose of education is to prepare one for a productive life in the real world, then that end can be best served by conducting the training process in a microcosm which introduces the student not only to math and English, but also to actual problems in a controlled, but representative, atmosphere. In recognition of some of these realities of education, public schools were born. \"Public schools\" have suffered in the past because they were not truly public, and the public has suffered by learning lessons in the streets which should have been learned in the classrooms. It now appears, though, that the lessons were not learned very well and that we are regurgitating the very bitter pill which presently holds the only hope of curing the pernicious disease. I'm not ready to give up on the idea of community improvement through education, any many of Little Rock's citizens are not giving up, but the help and participation of all segments of the community is essential. One need only glance at the precinct-by- precinct results of the last election to see that the people with the most to give are tired of giving. Those less advantaged are doubtless tired, too. I believe that sooner than later we must all realize that this community and its members will succeed or fail together, and that the good education that all desire cannot be had in a roomful of people who pleasantly deny that their neighbors exist, or in a roomful of people who are not receivingfamilial support, direction and encouragement. I am aware of the fact that many of the lessons now being learned in the public schools are horribly unacceptable, but that only means that there is much hard work to be done in the community. It is time that we put our heads together and set about the task.H. BAKER KUERUS 1600 WORTHEN BANK BUILDING UTTLE ROOK ARKANSAS 72201 / RECFIVO Jill 10 1995 Office of Desegregation Mcniioring /n^dJlud^ I fi i wnii^ l^ Siart' K i /i^ Pa, C\\ROBERT SHULTS THOMAS RAY H. BAKER KURRUS STEVEN SHULTS DEBORAH K. TRUBY SHTJLTS, RAY \u0026amp; KURRUS ,ATTORNEYS AT LAW IQOO BOATMEN S BANK BUILDING 200 WEST CAPITOL AVENUE LITTLE ROCK. ARKANSAS 72201-3637 TELEPHONE (501) 375a3Ol FACSIMILE (501) 376-Q861 July 7, 1995 TO: ACTION TEAM 2 MEMBERS Dear Friends, Our next meeting will be held on July 13 at 6:30 p.m. at Hall High School. Please plan on attending the meeting. I enclose to each of you a summary sheet which shows the results of our brainstorming session during our last meeting. Jerry Osterman deserves our thanks for leading the session and for preparing the first draft of the notes. Also enclosed are copies of the litigation summary which Van Light has prepared and copies of an article she provided which covers current issues in desegregation litigation. The article pre-dates the U.S. Supreme Court decision tn the Kansas City case. Last, but not least, I enclose a copy of an outline which I have prepared. This outline is my view of the desegregation plan status, with a particular emphasis on implementing a beneficial strategy for improved relations among the patrons of the district. At our upcoming meeting I would like to discuss the specific action plans which will address the concerns expressed at our last meeting. I believe we should emphasize inclusion of all parties and cooperation among these parties and all monitoring bodies. Sincerely yours, H. Baker Kurrus HBK:rdb Enclosures 7/7/95 TEAM 2 - LRSD STRATEGIC PLANNING LRSD Strategic Planning Team 2 is charged with developing action plans to implement the following strategy\nII 'Develop the means to successfully implement or modify the desegregation plan in order to achieve unitary status as well as the objectives in the strategic plan.  A brainstorming session, held June 22, 1995, collected ideas from all participants without criticism or judgment. These ideas are grouped into four categories, with clarifications by the authors in brackets. This report is being sent to all participants for their review, constructive criticism, and further suggestions. Please forward your comments to Baker Kurrus (Fax\n375-6861) or to Gerry Osterman at 221-2057. The report will be reviewed at the next committee meeting. Most of the ideas can be grouped under the following headings\n1. 2. 3. 4. Desegregation plan performance and review. Quality education for all students. Public involvement, understanding and support. Optimization of the special programs. The ideas stated by the team members are summarized as follows\nDesegregation plan review 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Implement/modify the plan. Remove all vestiges of segregation. Develop simplified, understandable, focused plan. Develop realistic plan. Consider feasibility of plan components. Consider district revenue. Consider changed circumstances. Meet basic requirement to abolish racial identification (for student bodies, faculty, staff, transportation, extracurricular activities and facilities). Define words in the plan (develop glossary). Consider administrative listing of plan requirements. Tailor the remedy (plan) to the original problem. Involve teachers and administrators in planning.7ni^s [Involve the intervenors and the desegregation plan committees like the magnet review committee and the bi-racial committee early in the process, before suggesting plan revisions and before the decisions are made. We must consult before deciding - and listen. The present process is limited to promoting conflict in court sessions. This damages the district. Failure to improve this process will result in lower education for all Little Rock students] Quality education for all students 1. 2. 3. 4. 5. 6. 7. 8. Student centered plans and programs (Reading Recovery, Great Expectations). Emphasize reading, writing and arithmetic. De-emphasize race (emphasize persons). Provide special teaching for disadvantaged. Use best available teaching methods. Define what is wrong with schools for black students. Get honest about race, class and culture. (Analyze and provide for needs and differences like variations in early exposure to print). Define the public schools' responsibilities and limits. Public involvement, understanding and support 1. 2. 3. 4. 5. 6. 7. Develop community acceptance (of desegregation and the plan). Increase parent involvement. Educate white \"majority\". Reduce flight of white and black families. Develop historical understanding (of public schools). Change attitudes toward education and race. Investigate Parents for Public Schools (national organization). Optimization of special programs (including neighborhood schools, incentive schools, magnet schools, interdistrict schools, special education, vocational education, alternative schools, summer schools and nursery schools) 1. 2. 3. Emphasize neighborhood schools. Improve effectiveness of Incentive Schools. Consider pairing schools. 24. 5. 6. Determine current demographic (and geographic) information and forecast. Consider magnet schools advantages and disadvantages. Look at neighborhood schools' effect on all students. Additional comments Desegregation must be a good faith effort (and competent). Little Rock School District is accountable for results. We have had a relatively short time to change attitudes. We need timeliness of progress (compliance). Improve security (community peace of mind). [The interests of all litigants, and their duty, is to convert to a unitary system in which racial discrimination would be eliminated root and branch and to provide the best practical education for all students. New communications and probably some reorganization and changed emphasis of the parties is required to achieve these interests.] Gerald Osterman Baker Kurrus cc: Committee members Leon Modeste Linda Young Russ Mayo Henry Williams Ann Brown John Walker Eleanor Coleman Grainger Ledbetter 3Status LRSD Desegregation Case as of June 22, 1995 Plan Implementation Process a. Completion Status Russ Mayo's office conducting audit. Audit results in 3 weeks. (2500 compliance tasks, 1718 remaining) b. Compliance is evaluated in terms of I. Showing Good Faith effort. (that is, demonstrating that there is a genuine commitment to operate a unitary system. The school would operate in compliance with the commands of the Equal Protection Clause of the 14th Amendment. The school would not return to its former ways. II. Eliminating all vestages of past discrimination in the school system to the extent practical. Define vestage: a trace\na remnant of the former unconstitutional school system. Green factors Student Assignment Faculty and Staff Facilities Transportation Extra Curricular Activities Availability of equitable (as opposed to equal) education opportunities. Additional Specific harms identified by the District Court specific to the Little Rock case. c. Desegregation Plan Amendment Process (see handout) I. Plan Amendments Pending (at district court) Proposed change to adjust racial balance ratio requirement to match racial balance ratio of affected attendance zone. Proposed changes affecting budget. ii. Plan Amendments Under consideration at LRSD/Deseg Office NONEII. Litigation Affecting Desegregation Plan a. Litigation Currently in Process. i. Claim against State of Arkansas. LRSD Claims that State of Ark. violated Settlement Agreement by way it computes workers' compensation, computers, M to M Transfers. District Court: Sth Circuit: Ruled in favor of LRSD claim. State appealed, Decision pending. i i. Claim against PCSSD. LRSD claims that PCSSD violated Settlement Agreement by way it computes the amount of money to be dispersed to the Interdistrict Schools. District Court: Sth Circuit: Ruled in favor of PCSSD. LRSD appealed, Decision pending. b. Litigation Recently Concluded. i. Joshua Intervenors petitioned Court not to allow the closing of Ish Elementary by LRSD. District Court: Sth Circuit: Ruled in favor of LRSD Upheld District Courts ruling. i i. Joshua Intervenors petitioned Court to create 3 majorityblack school board zones instead of 2. District Court: Sth Circuit: Ruled against petition. Upheld District Court's ruling. HI. Prediction of Completion of Plan Compliance and Release from Court Supervision.2 Lc X 3 co 1) OO s JS  -S 1) Q co (U c^ 3 .3 3 2P w  E 00 x: 3 U 2 G c u o V5 73 73 3 3-0 \u0026lt;U U co U . G. -= I O E CQ o u D 12^ o 03 S oi IZ3 CZ2 O o o 3 O E 3 (D E 3 3 3 O 3 00 o o CT) o O tn tn u o o w 2- CU 3 . 00 3 1) Um co Q 3 hJ .s co (SO 3 3 J= u o o co \"o 13 45 a a\u0026gt; \u0026gt; o _ Q o co 5 u 2 \u0026lt;U CQ fi o bJD fl fl OJD C C3 IS 0^ U) 0) cn IXl o 1) Q 0M CO C P co co 3 \u0026lt;u 73 3 5? .s O o co O 3 co 'S E 73 \u0026lt; co u 0.) U= u 3 (U H VJ 0^ s s o U 73 a\u0026gt; \u0026gt; o Om ex 3 fi m (M 3 CO CU 00 o c 3 .2  G C D G S o X' C cn O T3 \u0026gt; O O 13 gj 3 TS 73 a\u0026gt; \u0026gt; o k a ex 3      s o. 3 CO (U a: 3 c 3 O X) 3 1) s 73 O 33 3 3 \u0026lt;U *3 P . i CO -=i (S co 00 X g .. 2 -2 o o co  4= C tn 5 3 S o CO  M 3 33 r x\u0026gt; 3 \u0026lt;- -s /? C O o a cy e- -z\nCO C/3 CO C \u0026lt;U t) -3 Q Q:^ o cs a. g 3 CZ5 c co u O Q P - Q X t4_ .- o (U 3 j= CQ CZ) 3 .2 3 \"co \u0026gt; w c s A s GO 0^ R tZ! Cj 5 \"S o .u Co -ic u o 05 \u0026lt;uin 195 A. B. I. PLAN IMPLEMENTATION Identify LRSD Plan Obligations. 1. 2. 3. 4. 5. 6. 7. 8. 9. Classify and Group Plan Obligations. (a) (b) (c) (d) (e) (g) (h) (1) Incentive schools Student assignments Interdistrict magnets LRSD magnets Area schools Personnel Transportation Budget Special programs Isolate Goals and Objectives (differentiate from Obligations). Determine and Assign Compliance/Performance Responsibility. Determine Monitoring Responsibility. Consult Joshua Intervenors regarding all of the above. Consult ODM regarding all of the above. Plan and Calendar Regular Meetings with Joshua and ODM regarding all of the above. Seek advice/assistance from Joshua and ODM regarding all of the above. Consult, analyze, discuss, compromise, and seek consensus on all Plan issues. Establish Timetable and Plan for Meeting Unperformed Feasible Obligations.7/7/95 c. Develop Joint (LRSD, ODM, Knight and Joshua) Plan for Release/Recognition of Accomplished Plan Requirements. D. Determine Plan Requirements Which Are No Longer Feasible or Educationally Sound. 1. Consult ODM, Joshua. 2. Use professional educators who recognize LRSD obligations and Joshua goals. 3. Reinvigorate Plan with better, more effective programs which meet the goals. E. Seek Joint (LRSD, Joshua, Knight) Plan Modifications in order to meet goals and objectives. 1. Advise/consult with all parties, including ODM. 2. Consult experts within District and outside to get best educational programs available to meet goals. 3. Address Joshua concerns directly in advance through A. B. C. advice/consult/compromise/consensus process II. ESTABLISH TRUST, CONFIDENCE, AND GOOD FAITH Declare Intention to Cooperate With Knight. Joshua. ODM - reestablish working relationships. Schedule and Follow-up on Cooperative Efforts Outlined in Section I. Cultivate Conununity/Business Support. 2in 195 D. Analyze and Report on Positive Desegregative Results in area schools, interdistrict magnet schools. E. Focus on Rockefeller, and replicate its success in other Incentive Schools. F. Analyze LRSD magnet schools from standpoint of academic performance and desegregation results. G. Publicize Accomplishments. H. Identify Problems and Address Them Cooperatively. III. ARTICULATE LONG-RANGE PLANS FOR LRSD A. Complete Strategic Planning Process. B. Reinvigorate Board of Directors. C. Propose Joint Planning Sessions for Schools (Joshua. ODM, Kmght and LRSD). D. Complete Demographic Study and Use Study in Planning for Growth and Change. E. Outline Budgetary Needs/Examine MiUage/Organize Commitments for Millage. F. Plan for Facilities - Expansion, Reconstruction, and New Construction. G. Exhibit to the Community, Positive, Cooperative Approaches to Problems. H. Concentrate on Recruiting. 3CURRENT ISSUES IN SCHOOL DESEGREGATION LITIGATION Stephen J. Immelt* This presentation addresses litigation issues that arise when school districts attempt to eliminate court supervision under desegregation decrees or when school district actions are challenged on the basis that they produce an impermissible racial impact in terms of the overall operation of the system. (It, therefore, does not address issues of racial discrimination arising solely in an employment context) The presentation begins with a brief overview of the legal issues that shape desegregation cases, with particular emphasis on recent Supreme Court decisions dealing with the termination of judicial supervision. It then discusses practical issues that are likely to arise in such litigation. Forty years ago the Supreme Court issued its monumental decision in Brown v. Board of Education. 347 U.S. 483 (1954). The impact of that decision on American education, and society at large, have been enonnous. A direct consequence of Brown was Stephen J. Immelt is a partner in the law firm Hogan \u0026amp; Hartson. The views and opinions expressed in this article are strictly his own and are not attributable to other lawyers in the firm or its clients. B-1 \\\\\\BA - 80334/1005 - 0004201.01that it injected the Federal judiciary into the operation of public schools in a way that was unprecedented and far-reaching. Although the federal judges who presided over desegregation cases frequently expressed the hope that their involvement with the local schools would be limited and temporary, there was no clear sense of exactly what steps would be necessary to remedy the constitutional violations that were at the heart of Brown and its progeny or how long the process would take. The legal objective, as articulated by the Supreme Court, was disarmingly simple: the elimination of segregation, root and branch, from every facet of school operations. Green v. County School Board. 391 U.S. 430,435,438 (1968). Dismantling the dual school systems that were the product of de jure segregation in the South was a fairly straightforward task, at least legally. Much more complicated was the task nf eliminating the vestiges of those systems. The efforts to create a school system free of the influences of a prior dual system turned out to be a lengthy, frustrating. controversial, and elusive quest, embroiling federal courts in litigation that has often been measured by decades rather than years. This confused state of affairs was partly a function of the peculiar nature of desegregation cases themselves. Although such cases embody some of the most important conceptual principles underlying the Constitution, in practice they are extremely fact intensive. The geography and demographics of the particular community largely drive the legal analysis. To study desegregation cases is to read about routine B-2 \\\\\\BA - 80334/1005 - 0004201.01 operational decisions relating to school locations, school attendance zone boundaries, bus routes and the like. These are cases where the facts matter. These are also cases where the personality and outlook of the assigned judge has had a tremendous impact on the course of the litigation. A review of leading desegregation cases would reveal a wide variety of legal conclusions and remedial schemes in cases that seem ostensibly quite similar. Another important factor was the degree of acrimony that typically infused these cases, at least in their early stages. The issues that these cases present resonate so emotionally that it can be difficult to measure progress or even to agree on what criteria should be used. In many of the cases, the relations between the parties to the litigation have been characterized by a lack of trust and hostility of an intensity that took decades to develop. Also, the institutionalization of some cases (through the appointment of monitors, experts and the like) created a sense of inertia, perhaps even permanence, about judicial oversight. Despite these trends, some districts succeeded in obtaining a declaration that they had achieved unitary status, with the result that active judicial supervision of those districts ceased. In recent years the effort to achieve unitary status has accelerated. Not surprisingly given the history of these cases, the litigation over whether to terminate judicial oversight of desegregation efforts has reflected the same lack of consensus and uniformity that characterized the underlying proceedings. Although most B-3 \\\\\\BA - 80334/1005 - 0004201.01 cases described the legal inquiry in the termination phase as one focused on whether the school district had achieved unitary status, there was little agreement about exactly what was meant by that term or the analysis that should be undertaken to assess whether it had been achieved. There was also confusion about the legal effect of a unitary status determination. Did it mean that the case was over for good or just that active judicial supervision was being terminated? Did it mean that any orders issued in the course of the proceedings had no further force and effect? The answers to these questions had important practical consequences. In most cases the desegregation plans, which commonly dealt with student assignment, teacher assignment, building construction, transportation and related matters, were embodied in court orders. Did a declaration of unitary status and a dismissal of the case mean that those orders had no further application? Were districts then free to abandon or modify the very desegregation plans that had enabled them to achieve unitary status? For example, was a district that had been declared unitary free to return to a system of neighborhood schools even if the effect was to create racially identifiable schools? And if a district were to adopt such a course, what would be the legal standard that would be applied to evaluate its legality? Would the plaintiffs have to prove a fresh constitutional violation under Supreme Court decisions requiring proof of a discriminatory intent or would they be able to rely on the more relaxed standards that apply to districts under a court order? B-4 \\\\\\BA - 80334/1005 - 0004201.01For years the Supreme Court was content to allow the issues surrounding unitary status determinations to remain with the lower courts, notwithstanding the widespread confusion and inconsistency. Finally, in 1991, the Court took up the question of whether. and under what circumstances, a school district could be released from all constraints of a federal court order arising from an earlier finding of a constitutional violation. The case of Board of Education of Oklahoma City v, Dowell. 498 U.S. 237 (1991), arose from a long standing desegregation case in Oklahoma City. That case had a long and acrimonious history. The case had been filed in 1961, and there had been a finding in 1963 that the schools had been intentionally segregated. After voluntary efforts failed to address the problem, the district court entered an order in 1972 mandating a student assignment plan, known as the Finger Plan, that eliminated segregated schools by closing certain segregated elementary schools and converting them to fifth grade centers. Based on the successfill operation of the Finger Plan, the district court entered an order in 1977 declaring the district to be unitary, although the 1972 order was not vacated or modified. When the school district decided to abandon the Finger Plan in 1985, that action was challenged as violative of the 1972 order. The district court held an extensive evidentiary hearing and determined that, notwithstanding the resegregative effect of abandoning the Finger Plan, the school district continued to be unitary and that any segregation in student assignment was a product of demographic changes, not the action of the school district. The 1972 injunction was therefore dissolved. Furthermore, the district court held that the plaintiffs had failed to show that a fresh constitutional violation B-5 \\\\\\BA - 80334/1005 - 0004201.01 had occurred because there was insufficient proof that the system had acted with discriminatory intent. The Tenth Circuit reversed. It held that an equitable decree, such as the 1972 order, should remain in place unless there have been changes in circumstances such that the dangers that the decree was intended to address have become attenuated to a shadow. 890 F.2d 1483,1490 (10th Cir. 1989). Because, under that analysis, the school system had a continuing duty to desegregate, the effects of eliminating the Finger Plan required special scrutiny. The Supreme Court reversed. The Supreme Courts opinion in Dowell emphasized that injunctive decrees in school cases were never intended to be permanent. Once a decree had achieved its purpose of bringing about the transition from a state-sponsored segregated system to a racially nondiscriminatory school system judicial, supervision should cease. To evaluate whether that goal had been achieved, the Dowell Court identified two critical inquiries: 1) had the school system complied in good faith with the court decree since it was entered\nand 2) had the vestiges of past discriminatinn been eliminated to the extent practicable. With regard to the vestiges inquiry, the Court directed that consideration be given not only to student assignments, but to every facet of school operations  faculty, staff, transportation, extra-curricular activities and facilities. 498 U.S. at 250 (quoting Green v. New Kent County School Board. 391 U.S. 430,435 (1968)). Once a school decree was dissolved, the school districts future conduct would remain subject to B-6 \\\\\\BA - 80334/1005 - 0004201.01e Equal Protection Clause, but any such claim would need to establish a discriminatory intent if the moving party were to prevail. hl The Supreme Court soon returned to the issue of unitary status determinations in Freeman v. Pitts. 112 S.Ct. 1430 (1992), a case involving the school system for DeKalb Cormty, Georgia. Freeman reaffirmed the essential holdings of Dowell and embraced the principle that federal court supervision of a school system could be withdrawn incrementally\nin other words, the Court could withdraw supervision over student assignment issues while continuing to monitor other aspects of the system such as faculty assignments. The Freeman Court provided some further elaboration of the analytical framework for withdrawing court supervision. A court should examine whether: 1) the vestiges of past discrimination in a particular area of school operations has been eliminated\n2) the existence of full and satisfactory compliance with the existing decree with regard to those areas where supervision is to be withdrawn\n3) the need for ongoing judicial control over the area sought to be removed to bring about compliance in other areas\nand 4) the defendants good faith commitment to avoiding future violations of the type that gave rise to the original decree. 112 S.Ct. at 1446. In its current term, the Supreme Court is scheduled to hear State of Missouri v. Jenkins. That case, which will likely focus on the vestiges analysis, should provide even further guidance concerning the standards for withdrawing judicial supervision over school systems. B-7 \\\\\\BA - 80334/1005 - 0004201.01With that background in mind, let us turn to practical considerations. Assume that your client has been the subject of a desegregation order at some time in the past It is contemplating changes in some aspect of school operations, a change in attendance boundaries or the construction of a new school, that may be controversial because of a perceived racial impact You are asked to advise the district about the legal standards that would apply to these decisions. Alternatively, your client decides that it is tired of paying for high-priced Washington lawyers and that the time has come to terminate court supervision. You are asked whether that effort will be successful and what issues are likely to come up in the course of the case. Or your client is sued for actions based on their alleged racial impact What legal standard will apply to the determination of the school districts liability? If a party challenges the action of the school district, will they need to prove an intent to discriminate in addition to a racially disparate impact? The touchstone of this analysis will be whether the school district has achieved unitary status. If it has not, its actions will continue to be evaluated based on the impact of its actions in terms of race, regardless of the intent underlying the action. The application of this more rigorous standard may not preclude the school district from taking the desired action, but it will in all likelihood be necessary for the district to show that it has considered all reasonable alternatives and that there are compelling reasons for the chosen course. If, on the other hand, the District can show that it is no longer subject B-8 \\\\\\BA - 80334/1005 - 0004201.01 to judicial supervision, a less rigorous standard would apply and the burden of proof would shift to the party challenging the action. The starting point for addressing any of these issues is to undertake a thorough review of all prior court orders. Are there any orders that have been entered in the case that arguably were intended to terminate judicial oversight? If there has not been active judicial oversight in recent years, there is a good chance that such an order may exist. Whether the order uses the magic words unitary status is not definitive. Indeed, in r Dowell the Supreme Court cautioned against giving terms such as unitary constitutional stature. We think it is a mistake to treat words such as dual and unitary as if they were actually found in the Constitution.... Courts have used the terms dual to denote a school system which has engaged in intentional segregation of students by race, and unitary to describe a school system which has been brought into compliance with the command of the Constitution. We are not sure how useful it is to define these terms more precisely, or to create subclasses within them. 498 U.S. at 245-46. The critical issue was whether the district court has made a finding that the constitutional violation has been eliminated and done so in terms clear enough to put the parties on notice about the intended effect of the order. Since all unitary status orders entered prior to January 1991 were developed without the benefit of the Dowell case, one advocacy issue will be to develop arguments that the earlier order effectively complied with the criteria established in Dowell for dissolving a desegregation decree, even though the earlier order may not have used the B-9 \\\\\\BA - 80334/1005 - 0004201.01 exact language employed in the Dowell opinion. One of the attachments to this presentation is a copy of a unitary status order entered in 1977 that was subjected to a Dowell analysis (the 1977 Order). The issue in that case was whether the district in question had purged itself of any prior constitutional violations so that any new conduct had to be evaluated as a fresh constitutional violation. The plaintiffs argued that the 1977 Order did not use the precise criteria articulated by Dowell and that the School District itself had not considered the order to be definitive because it had continued to operate under the pre-existing desegregation plan. A particular deficiency noted by the plaintiffs was that the 1977 Order had not reviewed the Green factors nor had it made precise findings as to the elimination of vestiges with regard to each aspect of school operations. The School District prevailed on the issue by emphasizing the sweeping nature of the Courts declaration. Because the Court had expressly found that the constitutional violation had been eliminated, the plaintiffs were clearly on notice that the case was coming to an end. In this regard, the 1977 Order complied with the Dowell Courts observation that an order be sufficiently clear that the Plaintiffs could reasonably be expected to take an appeal if they were of the view that judicial supervision should continue. The lesson here is that, while improbable, your client may be unitary but not realize it. Read the .orders. B-10 \\\\\\BA - 80334/1005 - 0004201.01Assuming that there is no magic order hidden in some file cabinet, the next, and probably most critical, step is to conduct a unitary status audit. Counsel needs to sit down with the client and review various aspects of school operations with a view toward the Dowell/Freeman factors. This review must be objective and analytical. It must consider the history of litigation in your district and the likely attitudes and expectations of the presiding judge. Obviously, the Court records should be reviewed, paying particular attention to any reports submitted to the Court by the parties or outside experts or mo]\nors. The more active the level of judicial supervision has been, the more searching the unitary status inquiry must be. The threshold consideration is whether there has been good faith compliance with all court orders. Obviously, part of this inquiry relates to the history of the litigation itself. A district that has consistently resisted efforts to desegregate, that has taken an aggressive and combative approach to the litigation, or that has been ordered to take action because voluntary initiatives were ineffective is likely to encounter resistance and skepticism on this issue. A history of resistance is not necessarily fatal, however, for the Courts have recognized that attitudes change and, even more importantly, that the composition of school boards change. The advocacy issue in dealing with the issue of good faith compliance is to demonstrate that there is genuine commitment to operating a unitary system. As the Dowell Court observed, good faith compliance requires a finding not only that the school B-11 \\\\\\BA - 80334/1005 - 0004201.01 district was being operated in compliance with the commands of the Equal Protection Clause of the Fourteenth Amendment, [but also] that it was unlikely that the school board would return to its former ways. 498 U.S. at 247. In this sense, the good faith compliance analysis does not consist strictly of a retrospective review of the school districts conduct in the litigation. There is also an important predictive element. In assessing the strength of your clients position on this issue, you must go beyond the professed attitudes and intentions of your client. The Courts have generally expressed skepticism about the credibility of self-serving pronouncements by school officials of their good faith intentions. Dowell v. Board of Education of Oklahoma City. 8 F.3d 1501,1513 (10th Cir. 1993). Actions are what matter. Voluntary actions that promote desegregation beyond the strict requirements of the decree may be particularly material to show a strong institutional commitment to operate a system free from unconstitutional conduct. Ii Part of the litigators role, therefore, must be to evaluate critically the evidence that may reflect your clients commitment to desegregate. You should review with your client any significant public controversies affecting schools during the last five years. Opening and closing schools, changing attendance boundaries. allocating resources among schools and the like are the types of issues that generate controversy and that pose a significant risk of creating adverse evidence concerning your clients intentions. Learn the details of these controversies. Transcripts or tapes of public hearings are a source of particular interest. You should also identify all programs that have a bearing on future plans or programs for the school district. The existence of B-12 \\\\\\BA - 80334/1005 - 0004201.01 programs designed to promote desegregation on a voluntary basis such as minority to majority transfers and magnet schools may be given significant weight in assessing a school districts commitment to operate constitutionally and may go a considerable distance to overcome problems of recalcitrance in the past. Some districts have adopted policies that address what actions they intend to take following a declaration of unitary status as a sign of their good faith intentions. The next step in the legal analysis is whether the vestiges of past discrimination in the school system have been eliminated to the extent practicable. This inquiry is central to the whole purpose of school desegregation litigation, for the Supreme Court in GlSSn imposed on school authorities the affirmative duty to take whatever steps might be necessary to convert to a unitary system in which racial discrimination would be eliminated root and branch. 391 U.S. at 439. Conironted with this issue, the logical question that any litigator would ask is what is a vestige? That is a simple enough question but the answer is far from straightforward. In common understanding, a vestige is a trace, in this case a remnant of the former unconstitutional school system. But what does that mean when applied to a constantly changing institution such as a school system? Perhaps the best framework for analyzing the existence of vestiges are the factors identified in Green: student assignment, faculty and staff assignments, transportation. extra-curricular activities and facilities. B-13 \\\\\\BA - 80334/1005 - 0004201.01Student Assignment  Have the districts student assignment policies been designed to foster desegregation and have those policies been successful? Faculty and Staff  Are faculty and staff assigned to schools on an equitable basis? Does the composition of faculty or staff identify the school with a particular race? If there were affirmative action provisions in the Decree, have those been successfully implemented? Transportation  Are the burdens of any mandatory busing for desegregation shared equitably among various racial groups? Extracurricular Activities  Does the District encourage participation in the entire spectrum of extracurricular activities by members of all races and ethnic groups? Facilities  Are the educational facilities available at any predominantly minority schools comparable to those at predominantly majority schools so that all schools are capable of providing a modem educational programs? Consideration must also be given to any factors that may have a bearing on the availability of equal educational opportunities. These would include student achievement, attendance and drop-out rates, student discipline, and placement in special programs such as Special Education or Gifted and Talented programs. Finally, to the extent that the district court in your case has previously identified specific harms attributable to segregation, you must assess whether those issues have been addressed to the extent practicable. Although all of these factors are important, the issue that historically has received the most attention is that of student assignment One of the hallmarks of the B-14 \\\\\\BA - 80334/1005 - 0004201.01 unconstitutional dual systems were schools that were identifiable on the basis of race. An obvious starting point, therefore, in considering whether vestiges remain is the degree of racial imbalance in the school district Freeman. 112 S.Ct. at 1437. But the fact that racial imbalances may exist does not end the inquiry. The Freeman Court emphasized that racial balance is not to be achieved for its own sake. 112 S.Ct. at 1447. The critical issue is whether the existing racial imbalance is attributable, causally, to the prior constitutional violation. Once the racial imbalance due to the de jure violation has been remedied, the school district is under no duty to remedy imbalance that is caused by demographic factors. Freeman. 112 S.Ct. at 1447. In Freeman, the Court held that jurisdiction over a school system could be withdrawn on an incremental basis. For example, student assignment issues might be returned to the schools while other issues. such as faculty assignments, continued to be supervised by the court. The Freeman Court recognized partial withdrawal as a possible outcome even though DeKalb County continued to operate a number of racially identifiable schools and the racial imbalance in some of those schools was becoming increasingly skewed. The Freeman case was remanded to give the school system an opportunity to show that broad population changes in the district, not school policies, were the cause of current racial imbalance in school populations. Another area of controversy relates to the issue of so-called educational vestiges. One of the undeniable legacies of dual school systems was the inferior educational opportunities afforded to minority children. Some of the disparities were quite obvious in B-15 \\\\\\BA - 80334/1005 - 0004201.01 terms of differences in resources and programs but other effects were pernicious precisely because they were so subtle. Assessing the elimination of educational vestiges that may manifest themselves in attitudes toward the capabilities of minority children is challenging and bound to be controversial. See United States v. Yonkers. 833 F.Supp. 214 (S.D. N.Y. 1993). The Supreme Courts decision this term in Jenkins v. Missouri is expected to provide additional guidance concerning the analysis of educational vestiges. Accompanying this presentation are copies of selected pleadings from recent litigation that help illustrate the way in which the educational vestiges issues are being approached currently. From a litigators perspective, the vestiges phase of the analysis requires substantial reliance upon experts. A demographer should be consulted early in the process in order to understand the patterns of student assignment. The fact that particular schools are experiencing increasing racial imbalance may reflect demographic forces that are well beyond the influence of the school system. Several cautions are in order, however, in assessing demographic trends and the relation of those trends to the vestiges analysis. First, it is important to examine whether the school system has taken any steps that counter the trend or, even more important, that exacerbate it. Efforts to avoid imbalance through voluntary programs such as minority to majority transfers would be a positive fact. On the other hand, allowing white students to leave a school through selective application of a transfer policy would be a problem. Second, it is important to explore whether there is evidence that might support an argument that the school B-16 \\\\\\BA - 80334/1005 - 0004201.01 districts policies have themselves shaped demographic trends. For example, in rapidly growing com muni ties there is often pressure from developers for school systems to commit to particular school sites in advance of the construction or the demonstrated need. The sites selected by developers may have the effect of creating racially imbalanced schools. If other sites existed that might serve the expanding school population while preserving better racial balance or if there was a failure even to consider alternative sites, the school district may have a harder time separating itself from demographic trends. The important point is that the attorney must understand the demographic facts early in the case. In many districts, this effort may be facilitated by the growing sophistication of the student information systems that have been developed and installed in many districts. Even before consulting an outside demographer, you should find out what information can be supplied from your own client Once you have gathered the demographic information you need to be in a position to analyze it. Spread sheet programs such as Excel or Lotus 1-2-3 are invaluable tools for analyzing student assignment information. With such programs you can organize school information based on a variety of factors such as student racial composition, faculty racial composition or geography. You can then plot the trends of this information over time. Another important step is to create maps of the district to address important issues such as the relationship between population growth and school expansion or the patterns of minority housing. Such exhibits can demonstrate graphically, and persuasively, the demographic trends that may explain current student assignment patterns. Again, the B-17 \\\\\\BA - 80334/1005 - 0004201.01 crucial legal issue is whether any existing segregation in the schools is the product of residential segregation resulting from private choices of individuals and reflecting economic and social forces over which the schools have no control or, instead, whether current residential patterns continue to be shaped by school policy. This is an intensely factual inquiry. Expert assistance may also be necessary in order to assess the issue of educational vestiges. Are there disparities in achievement affecting minority children that may be attributed to the past violations? As with student assignment, the question is not just whether there are differences but whether the past constitutional violation is the proximate cause of the differences. Other important educational issues may include an analysis of differences on the basis of race in areas such as disciplinary actions, special education referrals, or participation in honors programs and extra-curricular activities. An education expert can help assess the reasons for and significance of such differences. That expert can also provide an opinion regarding whether further efforts to address educational issues are practicable. The issue of practicability is one that is likely to be heavily influenced by the perception of your clients past efforts to deal with issues of race. There will likely be overlap here with the good faith compliance analysis described above. In the area of student assignment, has the district pursued policies that promote desegregation? Are there magnet schools or volimtary transfer programs? Where have new schools been built B-18 \\\\\\BA - 80334/1005 - 0004201.01 and what old schools were closed? Were there alternatives for locating those schools that would have had less impact in terms of racial balance. If so, what was the explanation for the decision that was made. Was there public controversy about these decisions? If so, is there evidence that might suggest that the school district surrendered to the racial attitudes of the community in making the decision? It is not a defense that a school district created segregated schools because that is what the public wanted. A similar analysis should be applied to the question of educational vestiges. Have issues been raised, for example, about minority achievement levels or discipline? If so. were these issues addressed in a serious way, even if the differences remained, or were the concerns dismissed as unfounded, without investigation. What resources have been brought to bear on student achievement? Has there been any recognition of the need for innovative approaches to address different learning styles. These issues require a vigorous review of the historical record and a searching analysis that does not accept your clients explanations at face value. One truism noted above is the crucial importance of the individual judge and that judges personal assessment of the importance and benefits of judicial supervision. What is a vestige to one judge may be a problem with no practicable solution to another. Nevertheless, the judicial latitude that may operate in these cases underscores the need for I I a thorough record. The course of the Dowell opinion on remand illustrates the point. In 1 1 the opinion that was ultimately reversed by the Supreme Court, the Tenth Circuit applied B-19 \\\\\\BA - 80334/1005 - 0004201.01a stringent analysis that reflected some skepticism about the actions of the Oklahoma City school board. Yet when the district court reinstated its findings following remand from the Supreme Court, the Tenth Circuit afiirmed the decision, in large part based upon the factual record and its deference to the lower courts fact finding process. Dowell v. Board of Education of Oklahoma City. 8 F.3d 1501 (10th Cir. 1993). That same circuit struck down a unitariness finding in the Topeka school case that produced the original Supreme Court decision in Brown because of a failure of proof concerning the Districts good faith and the absence of a causal relationship between the racial identifiability of Topekas schools and its prior practice of segregation. Brown v. Board of Education of Topeka. 978 F.2d 585 (10th Cir. 1993). The facts matter. Suppose, then, that you succeed in efforts to have your district declared unitary and all judicial authority with regard to the district ceases. The districts future actions will, of course, remain subject to the Equal Protection Clause. Under that analysis, however, the fact that a school districts actions affect the racial composition of its schools does not, without more, establish liability. The more in question is proof of intent As the Tenth Circuits most recent opinion in Dowell states: Plaintiffs must prove not only that defendants actions created or maintained racial imbalances in the schools, but also that those actions were motivated by segregative intent 8 F.2d at 1518. That case certainly demonstrates that the effect of a school districts actions are not determinative since the result of Oklahoma Citys abandonment of the Finger Plan was to B-20 \\\\\\BA - 80334/1005 - 000420t01 create a group of predominantly African-American schools that mirrored some aspects of the Citys school system before the case was brought in 1961. Although proof of segregative intent imposes a serious burden on any plaintiff, school systems would do well to approach with care and caution decisions that may produce significant differences in terms of their racial impact Determining whether a particular decision was motivated, in part, by segregative intent is an inquiry that depends on the analysis of circumstantial evidence. The same issues discussed above in connection with the vestiges analysis will come into play here. For example, there may be a close examinatinn of the stated basis for the decision, the availability of alternatives and the reasons why those alternatives were not chosen. Statements made by public officials in response to public sentiment may color those decisions. The outcome of these cases may depend in large part on the willingness of the school district to take advice firom counsel as part of the decision making process. (Copies of pleadings from a recent case in which a school system prevailed in a desegregation case through a summary judgment motion accompany this presentation.) Any system that considers itself immune to constitutional scrutiny should consider the recent experience of the Philadelphia, Hartford, and Rockford, Illinois school systems. Each of these systems is currently embroiled in desegregation litigation: a federal court recently found that the Rockford schools were being operated in violation of the Constitution with the result that sweeping relief may be granted\nin Philadelphia the B-21 \\\\\\BA - 80334/1005 - 0004201.01case is in a remedial phase. Although the Rockford case may run counter to the general trend toward releasing federal court supervision of schools, it demonstrates that race continues to be a central concern for American public education. School districts must understand their continuing duties under the Constitution. Counsel play a critical role in fostering decision making that will not subject their school clients to unnecessary litigation risks. Indeed, with a good appreciation of issues that have driven the school desegregation cases, school counsel are in a unique position to guide their clients toward conduct that will be not only defensible but likely to discourage the commencement of litigation at all. B-22 \\\\\\BA - 80334/1005 - 0004201.01?rS5SSiS:x Little Rock School District OFFICE OF THE SUPERINTENDENT July 12, 1995 Mr. Bill Mooney Office of Desegregation Monitoring 201 E. Markham, Suite 510 Little Rock, AR 72201 Dear Mr. Mooney: I would like to extend to you an invitation to attend an exciting community briefing on Wednesday, July 19 at 5:00 p.m. in the Board Room of the Little Rock School District at 810 West Markham. The focus of this briefing is to provide a special report to community leaders regarding the progress of the strategic planning process and the current status of the desegregation plan. Following the special report to the community, a question and answer session will be held. This briefing session will be broadcast live on Channel 4 Cable TV. Thank you for your continued support of the Little Rock School District. Looking forward to seeing you on July 19th. Sincerely, Henry P. Williams Superintendent of Schools 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000'd Uurl i7?:GT AVtl 6* . ' c^ei Fl L'Y .iU Kjv\nk. Arkansas 7-' 17\u0026lt; pi. J 5 (501)3!44 !4000 dNi'Pna 'Miwab asanp IT 08/03/95 18:49 *J I ) /\u0026gt; - 501 324 2023 I.RSD COMMUNICATI --- ODM @001/001 tj S' a''  ! i\u0026gt; August 3. 1995 ^^iw-irirFiinn .sftiak a (1 is Little Rock School District News Release For more information: Linda Young, 324-2112 The Strategic Planning Action Team Representatives will hold C rwuiitng Aciion )eam Hepresentatives will hold a breakfast R\u0026lt;* School OMfer. Board Room. School Board members have been invited to attend. ### Note.- A special meeting situation exists when members attend the same event two or more school board 1 810 West Markham Street  Little Rock, Arkansas 72201  (501)824-2000 4^ iSHULTS, RAY \u0026amp; KURRUS ATTORNEYS AT LAW 1600 boatmens bank BUILDING 200 WEST CAPITOL AVENUE UTTLE BOCK, ARKANSAS 72201-3637 ROBERT SHULTS THOMAS RAY H. BAKER KURRUS STEVEN SHULTS DEBORAH K. TRUBY TBLEPHONB (501) 375-2301 FACSIMILE (501) 375-0861 July 21, 1995 RECEIV^n Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, Arkansas 72201 Jill 2 4 1995 Office of Dese\nregiion idonitcriMg Mr. John W. Walker Attorney at Law 1723 Broadway Street Little Rock, Arkansas 72206 Dr. Henry Williams Superintendent Little Rock School District 810 West Markham Little Rock, Arkansas 72201 Dear Ann, John and Hank: As you know, I am co-chairing the District's Long-Range Planning Committee which is attempting to come up with strategies to implement or modify the desegregation plan to achieve unitary status. At our last conunittee meeting, the members in attendance asked that I write to you and thank you for your work. The committee specifically asked that I congratulate you on the decision to meet and work cooperatively in an attempt to resolve the problems in our mutual best interests. From my own personal perspective, I believe it is increasingly important that we who are committed to public education pull together and demonstrate to our community that we can construct and operate a public school system which runs smoothly and delivers for everyone. I was very disappointed when I picked up today's paper and saw the articles which reported on the District's community update meeting held last evening. The principal purpose of the meeting was to report on the status of the various long- range planning teams. The general tone of the meetmg was upbeat and positive. The meeting was well attended. The Superintendent gave a nice talk in which heSHULTS, KAY \u0026amp; KUBKUS Ms. Ann Brown Mr. John W. Walker Dr. Henry Williams July 21, 1995 Page 2 spoke optimistically about the prospects for progress through cooperation. Instead of reporting on any of this, the Democrat-Gazette gave a rather mathematical report on the number of specific requirements contained in the desegregation plan. The tone of the article was pessimistic, even though the actual presentation on the desegregation plan focused on performance of feasible requirements, cooperation, advice and mutual consent to determine modifications, and other positive, upbeat developments in the case which benefit us all. I am ready, willing, and I hope able to assist you in any way I can. Please call on me if I can help in any way. Sincerely yours, H. Baker Kurrus HBK:rdbCG - MEMORANDUM DATE: TO: FROM: RE: CC: August 7, 1995 Strategic Planning Team #9 - Establish Financial Stability Organization and Policy Review Sub-Committee John Gardner, Co-Chairman Meeting Reminder Leon Modeste, Special Assistant to the Superintendent Linda Young, New Futures Liaison\nk9 \u0026gt;t3s7 U 'Z t i ir'Z AUG 9 1995 Office of Desegregation Mcniicring The next sub-committee meeting will be held from 5:00 p.m. until 8:00 p.m. on Monday, August 28, 1995, at the Little Rock School District, 810 West Markham, 1st Floor Lounge. \\Ne plan to finish our sub-committees findings and report at the August 28 meeting. Soon thereafter, both Action Team 9 sub-committees will meet to prepare for our final team report. We look forward to seeing you at the meeting on August 28.MEMORANDUM DATE: August 10, 1995 TO: Strategic Planning Team #9 - Establish Financial Stability Revenue and Expenditure Review Sub-Committee FROM:'(^red L. Smith, Manager, Support Services RE: CC: Meeting Reminder Leon Modeste, Special Assistant to the Superintendent Linda Young, New Futures Liaison 4UG / ] 1995 Office of Oesecigqpp'vi -Jnn a ivioniiofinj The next Revenue and Expenditure Review Sub-Committee meeting will be held from 7:30 a.m. until 8:30 a.m. on Tuesday, August 15, 1995, at the Department of Higher Education, 114 East Capitol Avenue, second floor conference room. We hope to finish our findings and report within the next three weeks, so I encourage all sub-committee members to attend future meetings if at all possible. We look forward to seeing you at the meeting on August 15.MEMORANDUM 0 a  u DATE: August 16, 1995 TO: AUG 1 7 1995 Office of Dsssgregaticn Moniiorir 'id Strategic Planning Team #9 - Establish Financial Stability - Revenue and Expenditure Review Sub-Committee FROM: Fred L. Smith, Manager, Support Services RE: CC: Meeting Reminder Leon Modeste, Special Assistant to the Superintendent Linda Young, New Futures Liaison The next Revenue and Expenditure Review Sub-Committee meeting will be held from 7:30 a.m. until 8:30 a.m. on Tuesday, August 22, 1995, at the Little Rock School District Board Room, 810 West Markham Street. We look forward to seeing you there.SHULTS, BAY \u0026amp; KUBRUS ATTORNEYS AT LAW 1600 boatmens bank BUILDING 200 WEST CAPITOL AVENUE LITTLE ROCK, ARKANSAS 73SO1-3637 ROBERT SHULTS THOMAS RAY H. BAKER KURRUS STEVEN SHULTS DEBORAH K. TRUBY TELEPHONE (BOI) 375-2301 FACSIMILE (501) 375-6801 TO: August 25, 1995 RECEIV\"^ sc S' AUG 9 1995 ACTION TEAM 2 MEMBERS Office of Desegregation Monitoring Dear Friends, 4 I Enclosed are three Action Plans which have been compiled from the results of our previous meetings. The Action Plans are basically the result of the process which has been pursued throughout our previous meetings. The Action Plans will be the subject of our next meeting. Please come prepared to discuss these plans and make any changes which are necessary. Planning is sometimes frustrating because we all want to actually solve problems which we perceive. Please keep in mind that whatever plans we propose will, if adopted, require volunteer efforts. We as concerned citizens should be prepared to assist. It is very important that we have good attendance at our next meeting so that these plans can be given a fair review. If we settle on the plans and complete a cost benefit analysis of them, we will have completed our task. I do not know whether we will accomplish these things at the next meeting or whether one additional meeting will be required. If another meeting is required, it will be scheduled for September 7. Sincerely yours. H. Baker Kurrus HBK:rdb Enclosures cc: Mr. Henry Williams Mr. Leon Modeste Ms. Linda Young Mr. Russ Mayo Ms. Ann Brown Mr. John Walker ! I I 1 i Action Plan SPECIFIC RESULTS: # 1. 2. 3. 4. 5. Implement Plan ACTION STEP (Number each one) Identify LRSD obligations Establish Timetable and Plan for Meeting Unperformed Feasible Obligations Develop Joint (LRSD, ODM, Knight and Joshua) Plan for Release/Recognition of Accomplished Plan Requirements Determine Plan Requirements which are no longer feasible or educationally sound Seek joint (LRSD, Knight, Joshua, ODM) plan modifications in order to meet goals and objectives Responsible: Assigned To: Strategy No, Plan No . Date: 2 1 8/31/95 Starting Date: Due Date: Completed Date: I IAction Plan Strategy No., Plan No .__ 2 2 SPECIFIC RESULTS: Date: 8/31/95 Establish Trust, Confidence and Good Faith it ACTION STEP {Number each one) .Assigned To: Starting Date: Due Date: Completed Date: 1. Publicly declare intention to cooperate with Joshua. Knight, ODM and reestablish working relationship 2. Schedule and follow-up on cooperative efforts outlined in Plan 1 3. Cultivate community and business support 4. Analyze and report on positive desegregative results 5. Publicize accomplishments 6. Identify problems and address them cooperatively Responsible:Action Plan Strategy No. Plan No .__ 2 3 SPECIFIC RESULTS: Date: 8/31/95 yVticulate Long-Range Plans for LRSD 1. 2. 3. 4. 5. 6. ACTION STEP {Number each one) Complete Strategic Planning Process Reinvigorate Board of Directors Propose Joint Planning Sessions for Schools (Joshua, Kmght, LRSD \u0026amp; ODM) Complete Demographic Study and Facilities Use Study for planning for growth and change Outline Budgetary Needs\nExamine Millage\nOrganize commitments for millage Plan for facilities-expansion, reconstructions and new construction Assigned To: Starting Date: Due Date: Completed Date: 7. Demonstrate and exhibit to the community positive, cooperative approaches to problems Responsible:SHULTS, SAY \u0026amp; KURRUS ATTOBNBYS AT LAW leoo boatmens bank building SOO WEST CAPITOL AVENUE LITTLB ROCK, ARKANSAS 72201-3637 ROBERT SHULTS THOMAS RAY H. baKer kurrus STEVEN SHULTS DEBORAH K. TRUBY TELEPHONE (BOI) 37B-23O1 FACSIMILE (501) 375-0861 September 1, 1995 TO: ACTION TEAM 2 MEMBERS Dear Friends, Our meeting originally scheduled for September 7 has been rescheduled for September 11 at 6:00 p.m. Please make note of the new time. We want to start this meeting at 6:00 p.m. in the hope of completing our final review of the revised Action Plans which we worked on at our meeting last evening. Enclosed are revised plans. These revisions will provide a more narrow focus to our planning. Several of the other plans were determined last night to be within the purview of other planning teams. Please plan on attending the meeting September 11 at 6:00 p.m. Sincerely yours, H. Baker Kurrus HBK:rdb Enclosures cc: Mr. Henry Williams Mr. Leon Modeste Ms. Linda Young Mr. Russ Mayo Ms. Ann Brown Mr. John Walker f i Action Plan - TO IMPLEMENT THE DESEGREGATION PLAN AS MODIFIED Strategy No, Plan No .__ SPECIFIC RESULTS: Date\n9/11/95 2 1 Identification of LRSD desegregation plan obligations f # 1. 2. 3. 4. 5. 6. 7. ACTION STEP (Number each one) Classify and group plan obligations Isolate goals and objectives Determine and assign compliance/performance responsibility Determine monitoring responsibility Consult with and seek advice from all parties involved (ODM, Joshua Intervenors, Knight Intervenors) Plan regular meetings with ODM, Joshua Intervenors, Knight Intervenors Come to consensus among these groups on the desegregation plan Responsible: Assigned To: starting Date: Due Date: Completed Date:Action Plan - TO IMPLEMENT THE DESEGREGATION PLAN AS MODIFIED Strategy No., Plan No . 2 2 SPECIFIC RESULTS: Date: 9/11/95 Establish a timetable and plan for complying with all obligations # ACTION STEP (Number each one) Assigned To: Starting Date: Due Date: Completed Date: 1. Assign specific Staff to develop a proposed timetable 2. Deliver timetable to ODM, Joshua, Knight 3. Request acknowledgment from ODM, Joshua and Knight Responsible:I i I i Action Plan - SPECIFIC RESULTS: # 1. 2. 3. TO IMPLEMENT THE DESEGREGATION PLAN AS MODIFIED Strategy No, Plan No . Date: 2 3 9/11/95 Determine plan requirements/obligations which are not feasible or educationally sound ACTION STEP {Number each one) Consult ODM, Joshua Intervenors, Knight Intervenors Use professional educators familiar with LRSD obligations and the goals addressed in the desegregation plan Reinvigorate the desegregation plan with better, more effective programs which meet the goal and obligations Responsible: Assigned To: Starting Date: Due Date: Completed Date:Action Plan - TO IMPLEMENT THE DESEGREGATION PLAN AS MODIFIED Strategy No., Plan No .__ 2 4 SPECIFIC RESULTS\nDate:, 9/11/95 _____________Seek joint plan modifications and recognition of completed obligations through consultation with ODM. Joshua Intervenors. Knight Intervenors, all for the purpose of enabling the LRSD to achieve goals and objectives # ACTION STEP {Number each one) Bl Assigned To: Starting Date: Due Date: Completed Date: 1. 2. Advise and consult with all parties Consult with experts within the LRSD and outside resources to provide information about available educational programs to enhance goal achievement 3. Address the concerns of the Joshua Intervenors directly through consulting, advising, compromise, consensus Responsible:Action Plan - TO IMPLEMENT THE DESEGREGATION PLAN AS MODIFIED Strategy No, Plan No .__ 2 5 SPECIFIC RESULTS: Date: 9/1122S. Declare intention to cooperate with and establish working relationships with Joshua Intervenors. Knight Intervenors. ODM # 1. 2. 3. ACTION STEP (Number each one) Assigned To: Starting Date: Due Date: Completed Date: Establish trust, confidence and good faith among parties regarding Plan matters __________________________________ Identify Plan problems and invite parties to address them cooperatively Work together to create solutions that meet children's needs_________ Responsible\nt-acz SHTTLTS, RAY \u0026amp; KUBKUS ATTORNEYS AT LAW 1000 boatmen's BANK BUILDING 800 WEST CAPITOL AVENUE LITTLB ROCK, ARKANSAS 722O1-3Q3T ROBERT SHULTS THOMAS RAY H. BAKER KURRUS STEVEN SHULTS DEBORAH K. TRUBY TELBPHONB (801) 378-8301 FACSIMILE (801) 375-08Q1 September 15, 1995 Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, Arkansas 72201 Mr. John W. Walker Attorney at Law 1723 Broadway Street Little Rock, Arkansas 72206 SEP 1 6 1995 Office of Dessgreiiaiw \u0026gt;4^^ Hi tf Dr. Henry Williams Superintendent Little Rock School District 810 West Markham Little Rock, Arkansas 72201 Dear Ann, Hank and John: Enclosed are the final Action Plans which have been developed by the Little Rock School District planning team which I co-chaired. 1 have been alarmed, but not surprised, by the dramatic decreases in the number of white students in the District for the 1995-96 school year. As I told Ann in the first correspondence which I sent to her in May of this year, great damage was being done to the Little Rock School District and its prospects for implementation of a desegregation plan by the negative publicity which occurred The fact that the major players were publicly and vigorously in the spring. questioning the motives and integrity of the others damaged the District greatly. I was involved in recruitment during this period, and the Little Rock School District lost many students because of the perception of endless turmoil. This type of activity has caused tremendous cumulative damage to the District. To make matters worse, when the initial \"olive branch\" was extended and cooperative meetings were scheduled, the first meetings were non-productive and actually caused additional negative pu\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_1509","title":"Student handbooks, assignment, Little Rock School District","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":["Little Rock School District"],"dc_date":["1993/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","Education--Standards","Educational law and legislation","Educational planning","School attendance","School enrollment","School integration","School management and organization","Students","Little Rock School District"],"dcterms_title":["Student handbooks, assignment, Little Rock School District"],"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/1509"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["handbooks"],"dcterms_extent":["2 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_744","title":"SWAT visits","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1995"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School facilities","Little Rock (Ark.). Office of Desegregation Monitoring"],"dcterms_title":["SWAT visits"],"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/744"],"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\nDate: August 30, 1993 From: Horace R. Smith MEMORANDUM To: Subject: Ann Brown Observations on Facilities at McClellan High School Melissa and I visited McClellan on August 26, 1993 at approximately 2:00 p.m. Ive categorized our facilities observations based on the areas which were of concern in last years McClellan monitoring report. Modifications  Public address system now reaches all areas of the building and is fully operational. This modification was actually completed last year following the incident at Parkview.  Electrical outlets have been installed in I-Wing and A-Wing to support new computer equipment. General Building Condition  Where the building appeared \"grubby and unkempt\" according to last years report, McClellan now presents a very attractive and inviting appearance to visitors. The front entrance was painted and free of refuse.  Courtyard planters were freshly painted and some contained attractive perennials. Those which didnt contain flowering plants contained a single ornamental tree and the surrounding soil was free of weeds. The planters near the front entrance to the building were also freshly painted and free of weeds.  The open-air walkways were in excellent condition. During the summer all of the dirt, gum, etc. had been removed, the floors sealed, and finished with a substance which gives them a shiny appearance. Paint and clean floors have noticeably brightened these halls  The indoor hallways sport fresh paint which brightens their appearance. Missing and broken floor tiles have been replaced. The hallway near the drama department which had appeared to be an extension of the custodial closet has been cleaned up. No equipment or boxes were present in any hallway.  The condition of the business wing, which was of concern last year, has seen many improvements. The walls have been painted, carpeting added, and the new computer equipment installed.  The floors of both the original cafeteria and the addition were in good repair and had been recently waxed. The badly marred plexiglass in the cafeteria doors has been replaced by a clear thick glass. According to the assistant principal, the leaking where the original cafeteria joins the addition has been abated. New ceiling tiles have been installed to replace the spotted ones.  The open areas of the building were immaculate. Although the visit was near the end of the school day, not a single piece of trash was seen on the floor of any hallway. Trash receptacles were located at each corner of the two courtyards. Even these receptacles show evidence of being regularly emptied throughout the day.  The restrooms have been painted. The stalls have doors and each restroom was well stocked with paper towels and toilet paper. Even though we visited at the end of the day, no paper was observed on the floors of the restrooms. Other Comments  The appearance of the building indicates a custodial crew which is better organized and constantly working to maintain the buildings appearance throughout the day. In fact, we observed a very actively engaged crew of custodians during our visit.  The assistant principal shared with us that during an early writing assignment, students in one class had mentioned the attractiveness of the building as a source of pride and positive feelings this year at McClellan.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 August 30, 1993 Mrs. Estelle Matthis, Interim Superintendent Little Rock School District 810 West Markham Little Rock, AR 72201 Dear Estelle: As a follow-up to some of our monitoring activities and reports last year, ODM made informal visits to certain LRSD schools during the first days of this school year. .-We visited the two schools that had undergone new construction. King and Forest Heights, and two schools where we had previously expressed concerns about the condition of the facilities, Romine and McClellan. Because the impressions that students, staff, and parents gain during the first few days of school are so important and lasting, we paid close attention to the appearance, maintenance, and condition of the four buildings and their grounds. A short summary of our observations about each school is enclosed. Although we will not formally file or publish these observations at this time, we may eventually include them in a monitoring report. Our primary aim in this early and informal summary was to give you and the principals of the schools we visited the benefit of our first-of-school impressions. We were pleased to note many improvements at all the schools we visited. 1 hope the enclosed information will be helpful as the district continues to work toward making every LRSD school the best it can be. Sincerely yours, Ann S. Brown cc: Jodie Carter Richard Maple Sadie Mitchell Lionel WardODM School Opening Day Visit August 23, 1993 Forest Heights Junior High School The new building is an aesthetic triumph. A short report based on observations during the preschool tour for patrons and media follows the brief summary below of opening day observations. High points:  A school official was politely and helpfully directing traffic from Evergreen into the new driveway.  Students were orderly and exceptionally quiet.  LRSD plans to install a sprinkler system in order to maintain the new landscaping.  Computer labs were operable on the first day of school. Low points: Shelving and furniture for the library are not due to arrive until e first of September. Science lab equipment is not due until mid-September. Most classrooms had many vacant seats, suggesting that there may be a large number of students still to come. The single bulletin board in each new classroom is very small, and the concrete block walls make it difficult for teachers to hang posters, charts, student work, or wall decor. Numbering for new rooms was not yet installed. Work had not been completed on removing the old structures slated for demolition, although heavy equipment and workers appeared to be beginning this phase of the project. Some spaces in the old staff parking lot were unusable due to missing asphalt and deep holes. The ongoing construction work, barricades, and restricted building access presented a confusing and noisy backdrop for the east end of campus.Pre-school Visit to Forest Heights Junior High: August 5, 1993 The principal served as guide for a tour of the beautiful new 63,000 square foot addition to Forest Heights. Located immediately west of the original structure, the new building will house nearly all classes and all administrative offices. The construction project was divided into three phases. The first phase, which included new rooms for choir, band, reading lab, and business instruction, was completed during 1992. Phase two included the new building and renovation of the old gym, the cafeteria, and a few classrooms. The final phase, yet to be completed, includes demolition of some of the unused classrooms to create space for additional parking. The exterior of the new building is greatly enhanced by attractive landscaping. Large planters contain banks of junipers. Monitors noted many new trees and walks highlighted by clumps of liriope (monkey grass). Fresh sod covers the open areas. Despite the significant investment in plants, the district did not install an in-ground sprinkling system. Without such a system, it is difficult to keep new plants going. The Student Council donated $1800 for a new granite marker with the name of the school and its mascot, to be installed this fall. The project architects placed importance on aesthetic considerations and designed the building to accommodate teaching clusters, as part of school restructuring. Each new classroom is spacious and contains several windows with views of the surrounding woods. The halls included dramatic green and greige floor tiles set in a diamond pattern that varies in scale throughout the building. Lockers in a coordinating green line the new hallways. Deep yellow and green accents appear throughout the new building, approximating the green and gold school colors. Forest Heights is the only junior high school in the state with a full health clinic. A large part of the clinics operating budget is funded through grants. The clinic staff includes a full-time nurse, full-time social worker, part-time doctor, part-time nutritionist, and part-time dentist. In addition to a clearly-audible public address system, the school has a state-of-the-art communications network that directs all communications between the office and classrooms through telephones. This same system includes a Homework Hotline feature that allows students and parents to access a childs daily assignments. The phone system can provide computerized attendance reporting by phoning the home of each student who has missed school, logging the absence, and documenting any incorrect or changed phone numbers. The entire structure conforms to the Americans with Disabilities Act (ADA) standards. All entrances provide access for the handicapped and the interior includes an elevator for handicapped persons to use. The principal explained that all signs identifying room numbers and teachers names would include the same information in Braille.ODM School Opening Day Visit August 23, 1993 King Interdistrict Elementary School The exterior of the new building looks great, and landscaping is largely completed. The interior is visually plain with questionable color choices, but miraculously the school was finished, mostly furnished, and ready for the first day of classes. High Points:  All classrooms furnished with at least the basics.  Classroom displays up and rooms ready for students.  New playground equipment installed and in use on the elementary playground.  State-of-the-art kitchen with all new equipment.  Large cafeteria (to be decorated with attractive banners) served lunch to all students on the first day and gave snacks to four-year-olds.  Many special activity rooms: two large group counseling rooms, art room, music room, health room, multi-purpose room, conference rooms, and the like. Low points: No handicapped access to the playground. (A wheelchair-bound student and the teacher found it rough going down the rocky dirt slope to the playground.) Some over-crowded classrooms. For example, one second grade roster listed 28 students, meaning the class will have to be divided to remain within state standards. With school already underway and teaching assignments completed, choices for new teaching staff are now limited, meaning that Kings principal may have to select additional staff from less than the \"cream of the crop\" for this important new school. Library is small but will apparently be increased in size after other construction concludes. A serious-looking crack, in the north wall of the art room, extends 4-5 feet from the bottom of a window to the floor. Essentially sterile color scheme, with cold gray-toned white walls and similarly colored floors that are jarred, rather than relieved, by occasional splashes of intense and rather odd colors on some walls and other surfaces. The mix of \"accent\" colors lends to a sense of an uncoordinated color scheme. Play area designed for four-year-olds is surfaced entirely with concrete (ouch!). This area was not ready for students and was marked with ironic signs stating \"Do not play on the playground.\" Computer labs devoid of equipment with delivery of computers not expected for at least two weeks. Four-year-old students from PCSSD were not transported by PCSSD on the first day of school, but Bobby Lester promised to remedy the situation immediately. A monitor witnessed a third grade teacher loudly castigating one of her students in front of his class in the hallway because the student had apparently become lost. (A sad way for a young, new student to begin the new year, a new school assignment, and a new class.)King (continued) Monitors did not detect a sprinkler system for the new grass and plants. Some of the grass was already brown and lifeless and several plants were drooping. Without water, the new landscaping, which does not have an established root system, will not long withstand the late summer heat.ODM School Opening Dey Visit: August 23, 1993 Romine Interdistrict Elementary School The district made quite a few improvements to Romine during the 1992-93 school year. During May 1993, monitors observed new metal awnings and freshly painted exterior trim on the building. The district replaced unsightly portables with new portable classrooms and expanded the library. All corridors in the original building received new floor tiles, although the original cafeteria floor remains, as do the floors in the newer wing. High points: The school was clean. Workers were in the process of applying a new roof. The grounds were neat. Low points: The building interior has not been painted. The heating and air conditioning system has not been refurbished (or replaced if necessary).ODM School Opening Week Visits: August 26, 1993 McClellan High School The observations below are categorized according to the areas which were of concern in last years McClellan monitoring report. Modifications  Public address system now reaches all areas of the building and is fully operational. This modification was completed last year following the incident at Parkview.  Electrical outlets have been installed in 1-Wing and A-Wing to support new computer equipment. General Building Condition  Where the building appeared \"grubby and unkempt\" according to last years report, McClellan now presents a very attractive and inviting appearance to visitors. The front entrance was painted and free of refuse.  Courtyard planters were freshly painted and some contained attractive perennials. Those that didnt have flowering plants held a single ornamental tree and each container was free of weeds. The planters near the front entrance to the building were also freshly painted and weed free.  The open-air walkways were in excellent condition. During the summer, all of the dirt and gum had been removed and the floors had been sealed and finished with a substance that gives them a shiny appearance. Paint and clean floors have noticeably bnghtened these halls.  The indoor hallways sport fresh paint which brightens their appearance. Missing and broken floor tiles have been replaced. The hallway near the drama department that had previously appeared to be an extension of the custodial closet has been cleaned up. No equipment nor boxes were present in any hallway.  The condition of the business wing, which was of concern last year, has seen many improvements. The walls have been painted, carpeting added, and the new computer equipment installed.  The floors of both the original cafeteria and the addition were in good repair and had been recently waxed. The badly marred plexiglass in the cafeteria doors has been replaced by a clear thick glass. According to the assistant principal, the leaking where the original cafeteria joins the addition has been stopped. New ceiling tiles have been installed to replace the old spotted ones.  The open areas of the building were immaculate. Although the monitors visited near the end of the school day, not a single piece of trash was seen on the floor of any hallway. Trash receptacles, located at each comer of the two courtyards, appeared to have been emptied throughout the day.  The restrooms have been painted. The stalls have doors and each restroom was well stocked with paper towels and toilet paper. Monitors saw no litter on the restroom floors.McQellan (continued) Other Comments  The appearance of the building indicates a custodial crew which is better organized and constantly working to maintain the buildings appearance throughout the day. We observed a very actively engaged crew of custodians during our visit.  The assistant principal told us that during an early classroom writing assignment, one group of students had mentioned the buildings attractiveness as a source of pride and positive feelings this year at McClellan.n ij Little Rock School District September 10, 1993 RECEP S- SEP 1 5 1993 i 'if Mrs. Ann S. Brown Federal Monitor Office of Desegregation Monitoring 201 East Markham, Suite 510 Little Rock, AR 72201 Office of Desegregation ''Q Dear Ann: This communication is a response to your letter dated August 30, 1993, and received in my office on September 2, 1993. My tour of the schools on August 23, 1993, was very similar to yours. As we visited the same schools, except Romine, I was probably 15 minutes behind you and your staff. Our observations had some similarities, but my focus was a bit broader as I viewed some aspects of instructional programs. I have discussed and distributed copies of your letter to our support managers so that they may assist staff in addressing various concerns and issues. We were aware that some equipment would not arrive until September, but we do believe that, instructionally, youngsters needs were appropriately addressed by staff. The new constructions are becoming more physically appealing and attractive. Within the next few weeks, everything should be in place. Mrs. Mitchell and her interview team identified more than an adequate number of qualified teachers. The additional applicants were on standby, and we are able to employ capable teachers as the enrollment increased at King. We will continue to focus on and devote our energies to supporting the schools to have a successful school year. Information provided from a number of different perspectives is deemed helpful by me. I continue to believe that \"none of us is as smart as all of us.\" Thanks for your continued support. Sincerely, Estelle Matthis Interim Superintendent EM/lks 810 West Markham street  Little Rock, Arkansas 72201  (501)824-2000 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501) 376-6200 Fax (501) 371 -0100 September 12, 1994 Dr. Henry Williams, Superintendent Little Rock School District 810 West Markham Little Rock. AR 72201 Dear Hank\nIt's become an ODM custom for us to make brief, informal visits to some schools during the first few days of the new academic year. Our observations during these visits are the same type which we feel parents, students, and staff would make as they enter the building to start the year. That's why we pay particular attention to the aspects of a school which are most likely to initially impress those entering it, such as the condition of the grounds, building upkeep and cleanliness, student behavior, and so forth. This year we dropped in on Franklin, Garland, Mitchell, and Rightsell Incentive schools\nChicot, Fair Park, Fulbright, and Woodruff Elementary Schools\nRomine Interdistrict School\nHenderson Junior High\nand McClellan High School. The notes we made on each of those schools are attached. As in the past, we will not formally file or publish our observations at this time, although it's possible that we might eventually include them in a monitoring report. Our intention with these early and informal comments is to give you, your administrators, and principals the benefit of our initial impressions. I hope the enclosed information is helpful. Please give me a call if you have any questions or comments. Sincerely yours, Ann S. Brown Enc. cc: Estelle Matthis Russ Mayo Doug Eaton Building principalsODM Visits to LRSD Schools, Opening Days 1994 Franklin Incentive School We were pleased to note that:  Brush had been cleared from the fenceline on the northern border of the school.  A new sidewalk had been installed at the entrance to the building.  The parking lot had been resurfaced.  A new parent center, which is attractive and comfortably-appointed, had been situated across from the office.  The school's new business parmer, the City of Little Rock, had installed two new picnic tables on the playground.  The entrance area had bright, attractive signs welcoming students and visitors.  Classrooms appeared well-prepared and ready for students.  Hallways were clean and decorated with bright, attractive displays and bulletin boards\nhall floors were waxed.  Hall rules posted throughout the building were expressed in positive terms.  Staff and students were friendly and helpful. We also noted some areas needing attention. On June 2, 1994, ODM filed a letter to the court regarding the condition of the Mitchell and Franklin facilities. Later in June, the LRSD responded to that letter, indicating that the problems cited in the letter had been addressed. However, as we visited Franklin during the opening week of school, monitors found some of the same deficiencies cited in the June 1994 letter. The problem areas now include:  Most of the walls throughout the building had paint that is splotchy and mis-matched\nsplashes and drips of misplaced paint mar the windows, baseboards, and bathroom fixtures.  Ceiling tiles throughout the building had been discolored and damaged by water stains.  The glass in many of the windows and exterior doors was dirty.  Several hall flooring tiles were broken.  A girls' restroom on the first floor contained only one fully operable sink (one sink had no water, and two other lacked water pressure sufficient for hand washing). All of the sinks were dirty, one was rusty, and all bore the remains of old paint, as did the toilet seats.  A boys' bathroom on the second floor contained a continuously running urinal.  The rocky hill on the northeast border of the school property remains a tempting danger zone. Continual erosion has exposed solid rock outcroppings whose slopes are covered wi small, sharp stones.ODM Visits to LRSD Schools, Opening Days 1994 Garland Incentive School We were pleased to note that:  The hallways were clean, bright, and decorated with posters and signs of welcome.  Classrooms were neat, attractive, and prepared for children.  All staff and students we encountered were welcoming, friendly, and polite.  Children were busily engaged in learning and play activities\nsome were quietly eating lunch in the cafeteria.  Many students were wearing the attractive school uniforms.  Bilingual signs were posted throughout the halls, showing sensitivity to the school's significant Hispanic population.  The staff is more racially balanced this year with the addition of five white teachers, two of whom are male.  Fresh St. Augustine sod recently had been installed near the building's entrance, and new stands of grass were evident on the playground. We also noted some areas needing attention:  The exterior doors on the north side of the building were badly faded, and had suffered considerable water damage which caused the wood to become separated and shredded.  The boys bathroom on the first floor smelled strongly of urine, and accumulated dust covered the eye-level tile border.  One sixth grade classroom had a ceiling leak.  Brackets for the televisions and VCR's had not been mounted on the walls, inhibiting progress toward theme implementation.  Hallways throughout the building were marred by numerous small patches of missing paint, apparently where tape had been removed.ODM Visits to LRSD Schools, Opening Days 1994 Mitchell Incentive School We were pleased to note that:  The interior of the building had been freshly painted in a blue and white color scheme that coordinated with the carpet installed during the spring of 1994.  The school's new creed was prominently displayed in the foyer.  New carpet had been installed in the second-floor hallway.  Students were well-behaved and friendly. We also noted some areas needing attention. ODM observed several of these same problems during our May 1994 visit to the school and documented them in a letter filed with the Court on June 2, 1994. The problem areas now include:  Exterior paint was peeling badly around the second floor windows.  Extensive roof leaks had caused great damage to the ceilings and carpet in both the reading and math labs. These leaks began over a year ago.  The library also had a serious problem with a roof leak that has left a gaping 4' x 3' hole in the ceiling.  Window screens were missing.  Exterior doors badly need repainting.  Florescent lights in the cafeteria were missing their covers.  Part of the campus fence was in such a poor state of repair that passersby had easy access to the school grounds.  Work that should have been completed before children returned to school was left unfinished. Painters still had work to complete during the first week of school, and the contractor had not begun work on the re-roofing.ODM Visits to LRSD Schools, Opening Days 1994 Rightsell Incentive School We were pleased to note that:  The school had a very orderly environment.  The new school creed was prominently displayed on a bulletin board near the main entrance.  All areas of the school were clean and free of litter. We also noted some areas needing attention:  Plaster and paint have continued to fail on the same section of basement wall that has been mentioned in every ODM report on the incentive schools. As has been noted before, the problem is caused by moisture from an improperly placed downspout.  The library ceiling suffers from several serious leaks.ODM Visits to LRSD Schools, Opening Days 1994 Chicot Elementary School We were pleased to note that:  The entire school was very clean, despite the mess created by the ongoing construction of the cafeteria.  The exterior of the new cafeteria harmonizes with the existing building in both design and materials.  Students were friendly and outgoing.  Bathrooms we visited were clean, stocked, and operational.  New floor tiles had replaced the dirty, worn carpet in the main corridor. We also noted some areas needing attention.  The new cafeteria was still unfinished when monitors visited during the second week of classes.  A serious drainage problem on the south side of the building resulted in cascades of water entering the building during rainstorms.  Carpeting throughout the building was stained, worn, and stretched fiom more than 15 years of use.  Some classrooms and the counselors' offices had serious leaks.ODM Visits to LRSD Schools, Opening Days 1994 Fair Park Elementary School We were pleased to note that:  The building was spotless.  Corridors were clean and well-lit.  Restrooms were clean and well-supplied.  Classrooms were attractively decorated with bulletin boards welcoming students.  The playground contained some new equipment.  Students were friendly and well-behaved. We also noted some areas needing attention:  Monitors noticed several teachers who were gruff or testy in their dealings wi students.  A third grade class walking down the hall was separated by gender.  The principal's office lacked a computer which could be used for all sorts of word processing, including contributions to the program budget document.  Eaves in one section of the exterior had been damaged by rain, and required repair, waterproofing, and repainting.  Trees at the rear of the building extended over the roof of the school.  A broken downspout was located at the rear of the building.ODM Visits to LRSD Schools, Opening Days 1994 Fulbright Elementary School We -were pleased to note that:  The students were very well-behaved and friendly.  The interior of the school was bright, cheery, and vibrant.  Well-designed, attractive teacher-made bulletin boards welcomed students back to school.  The PT A funded the construction of a retaining wall to eliminate erosion near the school entrance. We also noted some areas needing attention:  The wooden exterior trim needed re-staining and waterproofing.  The facade of the building was marred by a large diagonal crack in the mortar, which appeared to be due to settling.  The cafeteria was dark, in marked contrast to the other light, bright spaces of the school.  Counselors lacked office space. According to the principal, space problems will be solved when a portable building arrives from Williams. This portable classroom will be used to house the GT teacher and the space currently allotted to GT will be designated as the counseling area. Until that time, the counselor must scrounge around for space to hold private sessions.ODM Visits to LRSD Schools, Opening Days 1994 Woodruff Elementary School We -were pleased to note that:  The interior and exterior of the building were clean and attractive.  The entry received attractive, replacement windows which were in keeping with the school's period of construction.  Students were friendly and well-behaved.  The school contained several multicultural bulletin boards. We also noted some areas needing attention:  The roof leaked in the new early childhood wing of the building.  The paint has pealed and the plaster flaked on a basement wall near the library, probably due to an improperly placed downspout which drains next to the foundation of the building.  A clogged drain in an exterior stairwell causes flooding in the basement kindergarten classroom.  The cafeteria exit door jams, causing a serious safety hazard.ODM Visits to LRSD Schools, Opening Days 1994 Romine Interdistrict School We -were pleased to note that:  Romine now has a program specialist to coordinate the technology theme.  All hallways featured colorful and creative bulletin board displays.  Floors throughout the building were freshly waxed. We also noted some areas needing attention:  The cable hook-up between classrooms and the technology lab was not complete at the time of we visited.  The program specialist, though highly qualified and knowledgeable, was not hired until just before teachers returned to school, limiting the amount of advanced preparation possible for effective theme implementation.  Classroom doors and interior trim were unsightly.  Carpet in the early childhood wing was in poor condition.  The cafeteria light fixtures contained several bumed-out florescent tubes.  In one classroom, we noted the alphabet chart with \"I is for Indian.\" As we have noted in numerous monitoring reports, this chart treats a person as an object and portrays Native Americans in a stereotypical and offensive manner.ODM Visits to LRSD Schools, Opening Days 1994 Henderson Junior High We -were pleased to note that: * As visitors entered the building, a security guard met them and directed them to the office.  All the lockers were freshly painted.  Eighty percent of the school rules posted in the office were stated in positive terms.  Students were in their classrooms working and we saw no traffic in the halls during school hours. We also noted some areas needing attention:  The cafeteria showed evidence of both ceiling leaks and leaky windows.  The cafeteria also featured a rusted and corroded water fountain.  Wall paint throughout the main hallways was dingy, dirty, and unattractive.  In some areas of the building, floor tiles were dirty.  Seventy-five percent the hall rules (which were posted in the office, rather than the hall) were expressed in negative terms.  The two students who were waiting in the outer office when we arrived were still sitting in the same spots nearly an hour later, when we left.ODM Visits to LRSD Schools, Opening Days 1994 McClellan Community High School We -were pleased to note that:  The security presence was excellent, with friendly but firm security guards.  The campus was clean, litter-free, and well-lit.  Freshly painted walls and doors improved the appearance of the classrooms and corridors.  Administrators and staff were visible during class changes, and the students were orderly,  The courtyard near the office was enhanced by flowering plants.  Restrooms were generally clean and well-supplied.  Custodians were actively involved in cleaning during our visit.  The classrooms were attractively decorated with many bulletin board displays.  The media center contained a pleasant, homey area for quiet reading. We also noted some areas needing attention:  Several of the florescent lights in the English wing were burned out.  Exit lights throughout the building lacked illumination.  Some classrooms had been retrofitted with partitions that did not reach all the way to the floor, allowing noise to travel easily between classes.  We noted a display of \"Famous American Authors,\" which would have led an observer to believe that only European-Americans contributed to American Literature.  The picnic tables in the cafeteria courtyard were warped and broken.  The carpet in the media center was dirty and worn.SWAT MONITORING SCHEDULE AUG 22-25 Team Leaders - LRSD (Melissa*) NLRSD (Margie) PCSSD (Horace) Monday - 22 Mills HS (Full SWAT) Lakewood Elementary Mitchell Incentive School Rightsell Incentive School Clinton Interdistrict Magnet Tuesday - 23 Oak Grove HS (Full SWAT) Fair Park Elementary Romine Interdistrict Lynch Drive Elementary Indian Hills Elementary Wednesday -24 Jacksonville JHS-North (Full SWAT) Jacksonville JHS-South (Full SWAT) Baker Elementary (Full SWAT) Thursday - 25 Franklin Incentive School Garland Incentive School Lakewood Middle School NLR HS-East During week of Aug 22 - Ann is LRSD Team LeaderSzPC^ MEMORANDUM Date: November 28, 1994 From: Horace R. Smith To: Subject: All monitors SWAT Visit to Franklin Incentive School We will be gracing Franklin Incentive School with a SWAT visit on Wednesday, November 30, 1994. Melissa and I will arrive at 7:30 am in order to observe the arrival of children. If it is inconvenient for you to arrive at that time, please try to be at Franklin as soon as you can. There are certain areas of concern (such as the number of tardies) which require early observation. The first bell rings at Franklin at 7:50 am. The tardy bell sounds at 7:55 am. Please let me know if you will be able to go and what time you will arrive. The more the merrier! Other than Melissas observation of the Spanish Immersion class, we probably wont do in-class observations since our visit is unannounced. We dont want to cause a disruption. You can observe classes briefly through the classroom doors. The following list should serve as a guide for your observations while we are in the building. Regarding Tardiness:  Observe the arrival of students - where do they go? How efficient is supervision?  Note the number of students eating breakfast at any given time (e.g. is there a peak time? How many are just arriving as it nears time for the first bell? How many are still eating after the first bell? the second bell?)  Where do students go when the 7:50 am bell rings?  How many students do you note in the halls after the tardy bell at 7:55 am?  Are there still students arriving at school when the tardy bell rings?  From casual observation, what time does instruction seem to begin in most classrooms? Spanish Immersion  Number of students present - number of tardies  When does instruction begin?I  Classroom physical environment - visuals, equipment, etc.  Speak with the principal regarding when materials and equipment were ordered and when they actually arrived.  Compare observations to other first grade classrooms Miscellaneous Observations  Evidence of theme implementation (Communication and Technology)  Parent Center - materials, documentation of use  General Facility - restrooms, paint, ceiling tiles, playground areas, etc.Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown. Federal Monitor 201 East Markham. Suite 510 Heritage West Building Little Rock. Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: January 10, 1995 To: From: Subject: Pat Price, Early Childhood Education Coordinator Little Rock School District Melissa Guldin,''Associate Monitor Monitoring Visits to Classes for Four-Year-Olds As you know, early childhood education is an area of great emphasis and importance in the LRSD desegregation plan. This school year marks the first time that the district has operated the full complement of early childhood classes. In order to monitor the program for four-year-olds, we will be visiting a number of early childhood classes. These drop-in visits will be informal, lasting no more than thirty minutes or so. During each visit, we will note areas such as curriculum and instruction, staffing, class size, racial balance, materials and equipment, facilities, and outdoor play areas. I am not publishing a schedule of visitations, but schools may expect a drop-in visit anytime after January 16,1995. Monitors will not require any special documentation or an interview with the principal or teacher(s). As always, monitors will check in with the office staff before going to classrooms. In addition, we will conduct an exit interview, if the principal requests one. If you have any questions or concerns regarding this monitoring, please contact me. Thank you. cc: Dr. Hank Williams Estelle MatthisDate: January 13,1995 From: Melissa To: Barry Subject: MEMORANDUM Visits to Classrooms for Four-Year-Olds Below is a schedule of our visits to classes for four-year-olds. I gave priority to schools with programs that have been added in the last two years. We will depart for each school around 8:30 and the visit should take no more than an hour or so. I will meet with you Tuesday to finalize details. If any of these dates pose a conflict, please let me know. Thursday, January 19 - Fair Park Friday, January 20 - Mabelvale Monday, January 23 - Wilson Tuesday, January 24 - Bale Thursday, January 26 - Baseline Friday, January 27 - Woodruff Monday, January 30 - Watson Tuesday, January 31 - Badgett Thursday, February 2 - Brady cc: Ann PollyOffice of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 February 22, 1995 Dr. Henry Williams, Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Hank: From time to time, my staff and I make unannounced, informal visits to schools for monitoring purposes. During this month and last, we dropped in on the district's junior high schools, including the Alternative Learning Center. Our observations focused primarily on the condition of the facilities, although we noted other facets of school life as well. The notes we made on each school are attached. We will not publish or file our observations at this time, although it's possible that we might eventually include them in a formal monitoring report. Our intention with these comments is to give you, the Board, administrators, and principals the benefit of our impressions. As you will read, we were pleased to make many positive observations about the schools. We were delighted, though not surprised, to find that on the whole, staff were cordial and very helpful, and students were fnendly and well-behaved. We also noticed many problems. We were particularly struck with the marked unevenness in the level of maintenance and cleanliness among individual schools, or even within various parts of one facility. We found considerable evidence to indicate that some custodial and maintenance crews are not performing to the level required to keep buildings and grounds in top shape. We are especially concerned that, too frequently, children do not have access to restrooms that are consistently clean and well-supplied, and in which all fixtures are completely functional. As adults, we expect to have an accessible, clean, private, and fully-supplied place in which to attend to the most basic of our bodily functions\nsurely, none of us expect less for children.Page Two February 23, 1995 We noted a few serious problems requiring immediate attention, such as the structural failings at Cloverdale, where that growing defect has remained unaddressed for many months. At several schools, we were alarmed to discover exterior entrances left open and unattended, making for easy unauthorized entry or exit from the building or campus. Especially at a time when security and discipline are consistently top issues, such laxness is potentially dangerous and, therefore, unacceptable. In most of the buildings, inadequate water drainage and moisture control continue to cause expensive damage, some of it serious. Preventing damage is invariably less costly than fixing it later, after harm is done and small problems have grown into big ones. Thus, we urge that the district intensify work to correct the many water drainage and leak problems, and to institute measures to prevent reoccurrences or new problems. I hope the enclosed information is helpful. Please call with have any questions or comments. Sincerely yours, Ann S. Brown Enc. cc: Board of Directors Estelle Matthis Building principals ALTERNATIVE LEARNING CENTER Date: January 27, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. The parking lot was newly resurfaced, lending a very neat and professional appearance. The exterior grounds looked well-tended and were almost litter-free. Sidewalks, which during our last visit had been covered with grass and brush, were clean and visible. The grass was neatly mowed and edged. American and Arkansas flags were in place on the pole. The courtyard and walkways were free of litter and looked well-tended. The three huge trees in the courtyard served to beautify the area and will provide welcome shade in the summer. A large eagle-adorned red, white, and blue banner was draped handsomely in the entrance way, bidding \"Welcome\" to all who entered. In the entryway, a neat bulletin board announced the schools mission. The reception area was spacious, allowing visitors and students to be in the area without feeling overcrowded. The hallways were very clean. The walls looked freshly painted and, although few in number, the bulletin boards in the halls were attractive. Plenty of strategically-placed large trash barrels helped to keep litter off the floors throughout the building. The kitchen area was clean and smelled of freshly baked cookies and bleach. The brightly painted lockers were somewhat age-battered, with some dents, scratched and chipped paint, and a few apparently sprung doors, but all were padlocked and free of graffiti. On the cold, misty day we visited, the temperature throughout the building was comfortable. 12. Most of the girls bathrooms were free of litter and had paper towels. 13. The few students we encountered were friendly and well-behaved. 14. 15. 16. 17. From classroom door windows, we could see most students participating in class discussions or otherwise focused on learning tasks. During class changes, students moved swiftly and with a minimum of noise. Teachers were present in the hallways and a security guard at the end of the hallway monitored the time for students to get to their classrooms. The principal and other staff we encountered were welcoming, friendly, and eager to answer questions and share information. The principal clearly takes pride in the building, its appearance, and its mission. Security personnel were on duty. Areas Needing Attention: 1. 2. 3. 4. 5. Only one of the two drinking fountains in the cafeteria worked, and only one of the twin fountains in the main hallway was operable. Most of the interior and exterior doors had chipped paint. Most of the windows on the classroom doors had tape residue. The cafeteria had two bulletin boards, but one was bare except for a tattered construction paper backing. The other contained only one or two few visuals, also on a slightly tattered and faded paper background. Both appeared to have been untended for some time. The library was locked and our observations were limited to those that could be made at the door windows. The carpeted room was tidy and clean. It contained only books and magazines. Page 16. 7. 8. 9. 10. 11. 12. and had no audio-visual, computer, or other technical equipment. In addition to the printed matter, the room contained only three small tables and a total of nine chairs. Four skimpy plants on the window ledge and a few posters were the rooms only decorative touches. An instructional aide served as the librarian/media clerk, and also doubled as the attendance clerk. According to the aide, the books, which were donations, were old and did not appeal to todays youth. The only current publications available to the students were through sporadic deliveries of some magazines. In parts of the building interior, sheaves of wires have been bundled and openly run overhead. The only recreational equipment we saw was a ping-pong table on the stage of the cafetorium and an exterior basketball goal. The principal explained that the school had no physical education program. During the school day, the students have access only to unorganized recreation during the recess time. A desk, apparently used by security personnel, in the entrance was unattended when we arrived. The nearby counselors office was dark and locked. One set of double doors to the rear of the building was not locked from the outside. The principal said the locks were broken and could not be secured without also preventing exit. Another set of twin exit doors was also accessible from the exterior, but these doors opened to an interior courtyard which also served the Hearing Office. One of these doors was propped slightly open by a chain, apparently to allow staff to enter and exit at will. One entire wing of the school is empty, except for the Hearing Office. This space could be used to expand the services of the ALC. The Hearing Office, located in the otherwise unused wing, appears newly constructed to accommodate the district hearing officer, who recently moved to the building from the LRSD Annex. Another office area in that same wing sits empty and unused. 13. The door to the computer room had a hole in it. 14. Paint on the exterior window frames was cracked, faded, and peeling. 15. The floor of the cafeteria was well-swept, but bore many scuff marks and looked as though it had not been scrubbed or waxed in quite some time. Girls Restrooms 16. One restroom, marked for the use of faculty women, contained five stalls, but only one had a roll of toilet paper. This seemed to be a regular pattern in the restrooms. Inadequate amounts of toilet paper, one bar of soap, if any, and skimpy supplies of paper towels were common in the restrooms for both students and faculty. None of the taps provided hot water, and some restrooms had no hot water taps at all. Other problems noted were burned out light bulbs, inoperable faucets, and graffiti on stall doors or mirrors. 11. The floor in one restroom needed mopping and waxing. The room had no stall for handicapped students. The wall in one restroom was marred by a large dark area that apparently once contained a heating or air conditioning unit. Boys Restrooms 18. The restrooms were relatively clean and odor free, but dimly lit. The rooms were stocked with paper goods, and the toilets were clean. The faucets were working, and soap was furnished. Page 2CLOVERDALE JUNIOR HIGH SCHOOL Date: January 24, 1995 We were pleased to find: 1. 2. 3. 4, 5. 6. 7, 8. 9. 10. 11. 12. For the most part, the grounds and areas in front of the school were litter-free. The front courtyard was neat\nall of the bushes were trimmed and the evenly spaced crepe myrtle trees promised that the area would be very attractive during blooming season. Several benches near the front building provided an area where visitors could relax and enjoy the view. The main entrance to the building was clean and welcoming. School staff greeted the monitors cordially in the office and throughout the building. A list of honor roll students for each grade level was prominently displayed on the front glass panel at the entry to the main office. Bright art work of students greeted visitors in the main reception area. Prominently displayed were two posters touting volunteerism and a large VIPS poster encouraging parent participation. Security persoimel were visibly on-the-job throughout the building. When we spoke to students, they were cheerful, respectful, and very helpful. They changed classes in an orderly fashion. The hallways and courtyards were almost completely litter-free\ntrash receptacles were stationed at intervals along the exterior halls and in most of the interior halls. About a dozen trash cans were stacked upside-down against one wall in a courtyard. A custodian explained that these receptacles were used for leaf collection. The lockers were all graffiti-free. The paint on the lockers in the new wing was in excellent shape, marred by only a few smudges and pencil marks. On the older lockers in the exterior halls, the paint was faded and dull from exposure to the elements, but the lockers were largely free of extraneous marks and dirt. Except for one of the girls bathrooms, the walls had little or no graffiti. The carpet in the media center was clean and free of litter. Areas Needing Attention: 1. 2. 3. 4. 5. 6. 7. 8. Shadowed exterior sidewalks had not been cleared of the ice and snow that remained from the weekend storm, nor had sand or similar material been applied to aid footing. One of these ice- encrusted areas was outside the exit at the north end of the new wing, and would have made for hazardous egress in case of an emergency. Another ice-covered area ran along the north parking lot, providing very shaky footing between cars and the building. No flags were hung on the flagpole. A small area of the grounds in front of the school, near the flagpole, was littered with cups and other paper. A janitor was picking this trash up as we left the campus just after 10:00 a.m. We were puzzled to see a banner, announcing the school as an \"Academy,\" hanging next to the permanent lettering that read \"Cloverdale Junior High School.\" One of the nine or ten large picnic tables in an interior courtyard was upended against a tree. Some boards and a large piece of cloth lay in a messy heap at the base of the table. Almost all doors, especially those in the older area of the schools, were scuffed and dirty and had tape residue and chipped paint both inside and out. Most of the office, security, and custodial personnel we encountered were of one race. Classrooms in the new wing were partially labeled with construction-paper lettering, much of which had fallen or been tom away, leaving the rooms unidentified. Page 39. 10. 11. 12. 13. 14. 15. 16. 17. One of the two bulletin boards in the new wing was decorated, but the other was mostly blank. Although we peeked into relatively few classrooms, we saw many bare walls unadorned with any pictures, maps, or other materials that would promote student learning or interest or allow observers to determine what subject was taught in the room. In contrast, some of the classroom walls were hung with colorful and engaging posters, maps, student work, and the like. Although we did not enter them, in some of the classrooms we noted that most of the students wore thick, heavy coats, giving the impression that the rooms were cold. The library area of the media center was well-ordered, but the office and storage areas were far from being neat and tidy, and appeared disorganized and unprofessional. One of the overhead lights in the main area of the library was not illuminated. In one comer near the entrance, an assortment of wires hung haphazardly along the wall and one dangled from the ceiling to the floor. A few computers were set up in the media center, but one bore a sign reading \"out of order.\" Several ceiling tiles were slightly raised or askew. The windows and doors had a considerable amount of unsightly tape residue. The school sported a profusion of wiring that was exposed to view and, therefore, easy access. In the exterior hallways, large bundles of wiring have been run overhead. In several places, where cut wires dangled from a wall or overhead source, we could discern no obvious intended connection nor past use. All of the fuse boxes for the air conditioning units on the east side have an open exterior lever for \"on\" and \"off.\" The large fuse boxes in the hallway next to the gym had no padlock and were easily opened. Such exposure of electrical controls invites pranks or outright vandalism. One of the pair of exterior doors at the north end of the new wing was open and could not be closed from inside. Only after hard, repeated shoving from the outside would the door close. Since district regulations require that unattended doors be closed to exterior access, this open door could lead to unauthorized entry into the wing. Throughout the building, we noted ceiling tiles that bore water stains, even a few in the new wing. A custodian explained that, although the roof had been patched with tar in some places, leaks were still a problem. Near an exterior exit on the north side of the building was stacked a motley collection that included a chair, a barbecue grill, two inverted trash cans, a hand truck, and a metal cabinet. Perhaps the school lacks adequate storage area. 18. Most of the water fountains did not work. Only one of the two units in the new wing was 19. 20. 21. 22. operational and just one of the two fountains in an exterior northwest hallway worked. The twin fountain unit near an exterior northeast exit did not work at all and, judging by the collection of dirt in its bowl, it had not afforded anyone a drink for some time. Only the classrooms in the new wing had windows in the doors to facilitate unobtrusive observation. From that vantage point, we noted a few file cabinets, but no built-in storage areas where teachers could organize and store materials. In some of the classrooms, newspapers, boxes, books, and the like were stashed or stacked haphazardly on the floor, giving the rooms a sloppy, unprofessional, and uncared-for look. In a room in the new wing, the chalk tray under the main chalkboard was full of chalk dust which had spilled over on the carpeted floor in a broad yellow band, indicating that the floor had not been vacuumed nor the chalk tray cleaned in some time. Some of the walls in the new wing hallways were scuffed and dirty, several pieces of tape hung in places. The floors were badly scuffed and appeared to need a good scrubbing and waxing. The foundation on the exterior east side of the building, and perhaps the north side as well, appears to be sinking, creating a serious, extended horizontal crack in the brick wall that is several inches wide in some places. At some points, the exterior wall is pulling away from the interior walls. On the west end of the exterior north wall, we noted a pronounced vertical crack Page 423. 24. 25. between the bricks, which could also signal structural problems. The custodian and principal said they had been trying unsuccessfully for several months to get the district to address these problems. A ramp, designed to permit access to the stage area for persons with disabilities, was used for storage of mats and chairs, which precluded easy access to the stage area. The floor in the cafeteria needed a good scrubbing. Several ceiling tiles were loose. During a class change, several dozen students sauntered singly or in pairs to class well after the tardy bell, even though a security guard was urging them to hurry on to class. A couple of the security guards blatantly flirted with some of the female students. We did not observe any female security guards on the campus. Girls Restrooms 26. 27. 28. 29. The restrooms near the front of the campus were locked during the initial part of our visit. The principal gave instructions to open them According to some students, with the exception of the new wing, most of the restrooms were locked during class time, but were reopened during class changes. Apparently, this arrangement is an effort to reduce graffiti and vandalism. For the most part, the restrooms in the original part of the building were free of excessive litter, but the sinks and countertops were dirty. None of the stalls had disposal receptacles for sanitary items. Apparent efforts to keep the walls graffiti-free had resulted in some very sloppy paint jobs. Quite a bit of paint had dribbled down the walls onto the ceramic tile. Also many of the tiles were chipped, cracked, and discolored. None of the bathrooms in the original part of the building had soap or paper towels. The ten classrooms in the new wing were served by one restroom, which had three stalls. The two stalls with dispensers for toilet paper had some paper, but the third stall had neither dispenser nor paper. One of the units for disposal of sanitary items was missing. Graffiti was abundant on the far stall wall. The two paper towel dispensers, which were both dirty, were empty and the room contained neither soap dispensers nor soap. The laminated area around the sinks was discolored. All three sinks had both hot and cold water and good water pressure. A dark substance covered much of the upper portion of the narrow wall next to the sinks\nit appeared as though black paint had been applied and attempts to remove it were unsuccessful. Boys Restrooms 30. 31. 32. One of the restrooms had a very foul order. The place was dirty and one of the commodes was broken. Gang signs were prevalent on the walls. The center restroom was cold and dirty. Only one of three sinks worked. One roll of toilet paper served several stalls. Two of the toilets were dirty. The one restroom serving ten classrooms in the new wing was fairly clean, but it contained only one roll of paper and no paper towels. Page 5DUNBAR JUNIOR HIGH SCHOOL Date: February 1, 1995 We were pleased to note: 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. The U.S. and Arkansas flags were properly displayed on the exterior flagpole. The grounds around the school were nicely landscaped and free of debris. We saw two custodians picking up around the school as we arrived. The newly-paved parking lot added to the aesthetic appeal of the campus. A security guard was on duty at the front desk just inside the main entrance. The main doorway featured attractive, live plants. The terrazzo floors were in good condition and relatively clean. Various flags, visuals, and bilingual signs trumpeted the schools international studies magnet theme. The main floor hallway featured numerous bulletin board displays commemorating Black History Month. A display case at the entrance contained a large collection of African-American dolls (one owned by a former slave) representing different time periods. Another display traced the history of a black family through photographs. Student recognition was prominently displayed in the form of a \"Student of the Week\" bulletin board, which hung near the main entrance. The students we encountered were very polite and fiiendly. 11. Student lockers were generally in good shape and most were free of graffiti. 12. The pupil services wing was spacious. It included offices for the counselors and a health room. The nurse pointed out that the district had recently re-tiled the floor in this area. The counselors and nurse shared a common waiting area and the counselors had a separate room for group counseling. A rack in the waiting room had quite a few pamphlets relating to health issues. 13. The cafeteria was clean, the floors free of debris, and the tables and chairs looked like they had recently been cleaned. 14. Those girls bathrooms which were unlocked revealed plenty of paper products, a handicapped- accessible stall in each, and receptacles for sanitary products disposal in each stall. 15. The gymnasium was clean and the locker rooms for both sexes were fairly clean. In the gym, students were actively participating in a lesson. Areas needing attention: 1. 2. 3. 4, 5. 6. 7. The driveway between the gym and the main building has a serious drainage problem. The cement was badly eroded and crumbling in one area and water was standing in another area. The building has a serious problem with roof leaks. A teacher in one classroom had placed a container in the middle of the floor to catch drips\nthe classroom next door had serious water stains and damaged walls from leaks in the roof. In the media center, a recurrent roof leak has resulted in an area of damaged ceiling tiles. Quite a bit of trash littered the second floor, and the trash cans were small and relatively inconspicuous. Fire extinguishers were missing from their receptacles on the first and second floors. Some water fountains were not working. The boys locker room did not have a bathroom. A leak from the ceiling left a puddle in the middle of the floor. Graffiti filled the shower stalls and covered the walls. The showers obviously had not been used in some time. Page 68. According to one teacher, the buildings opaque windows have made it impossible to conduct 9. a science project involving plant growth. The clock on the second floor hall was turned on its side and was not working. 10. Other than the first-floor displays items relating to black history and a couple of bulletin board 11. 12. 13. 14. 15. 16. displays in the basement, we saw almost no student work or other displays in the halls. We noted an obvious contrast between the lively and inviting first floor displays, which represented the international magnet theme, and the starkness of the second and third floors. Spot observations in several classrooms revealed that some had lots of student work and multicultural materials displayed, while others were bare to the point that it was impossible to determine what subject matter was taught in the room. One teacher pointed out that she had cleared her bulletin board in preparation for Black History Month, In several classrooms, teachers were late or altogether missing\nsome rooms had substitutes. In some classes, students were not on task and teachers were not teaching. In one classroom, the teacher was playing board games with the students. During a class change, we saw very few teachers monitoring the second floor in high traffic areas where a large number of students congregated, causing crowding and a high noise level. Numerous students remained in the halls weU after the tardy bell, yet no adults were encouraging them to hurry on to class. Girls Restrooms 17. 18. The restrooms on the second and third levels were locked. According to a couple of students, girls had to use the facilities on the first floor or in the basement. The two open restrooms had some graffiti, including racial slurs. Only one of the restrooms had a bar of soap. In the restroom which had two sinks, only one set of faucets was working. One restroom was littered with discarded tampon applicators. Numerous wads of toilet paper dotted the ceiling and upper walls. Boys Restrooms 19. 20. 21. 22. 23. None of the boys restrooms were truly handicapped-accessible. The odor of urine permeated the first floor restroom. None of the toilets appeared to have been flushed at all during the day, even though all of the toilets were functioning properly. Only one of the two sinks worked and water ran constantly in that one. While the room had no graffiti, quite a bit of trash was on the floor. The stalls lacked doors, and no paper towels or toilet paper were available. The second floor restroom featured a clean floor, very little graffiti, and functioning toilets and sinks. However, no paper towels or toilet paper were stocked, and the odor from the restroom was strong even in the hallway. The third floor restroom lacked toilet paper and paper towels. The stalls had no doors and one toilet was missing a seat. Neither sink functioned. The restroom floor was clean and the walls had no graffiti. The wood sill was missing from one of the windows, causing the surrounding plaster to erode. The basement level restroom was relatively clean and lacked graffiti, but neither toilet paper nor paper towels were in the room. All urinals and toilets functioned normally, but the sink faucets werent working, and none of the toilet stalls had doors. Page 7FOREST HEIGHTS JUNIOR HIGH SCHOOL Date: January 28, 1995 We were please to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. The grounds in front of the building were clean, well-maintained, and litter-free, giving the school a well-groomed and inviting appearance. The reception area was amply staffed and the people serving the desk were friendly and helpful. The cafeteria was spacious and clean, designed to promote a smooth flow of traffic. The girls restrooms in the new building were very clean and well-supplied with paper products and soap. The girls restroom next to the entrance of the main building was spotless. Even in the older part of the building (including the girls locker room), we saw no graffiti or litter in the girls restrooms. The boys restroom on the main floor was clean, had paper towels, and hot and cold water. The boys restroom on the lower level was clean and had paper towels. AU of the lockers were free of graffiti and the areas around the lockers were clean and free of litter. Although it was a cold day, all of the areas we visited, including classrooms and bathrooms in the old buildings, were adequately heated. As a Partner in Education with the school, the Department of Health pays half the salary for the services of a full-time nurse. 10. The pupil services area was spacious, well-equipped, and had its own entry from the outside, which facilitates privacy. 11. During class changes, the students were exuberant, friendly, and orderly. 12. Students and faculty exhibited a lot of school spirit by wearing items with the school name or logo, or by wearing clothing representing the school colors. Areas needing attention: 1. 2. 3. 4. 5. The old buildings not used for classrooms are being used as dumping groimds for surplus or discarded items from other LRSD schools. The old materials and equipment are strewn about the rooms in a haphazard and dangerous manner. Due to leaks in the roofs, some of the stored items had gotten wet and damaged. Also, some chairs and a large storage shelf were lying on the walkways between the old buildings. The old, unused buildings are still supplied with electricity and gas. Apparently, vandals can get in and out of these buildings at will. According to the principal, several break-ins had already occurred. On the day of our visit, we noted a lot of graffiti, including gang signs, on many of the bulletin boards in those buildings. The principal assured us that, as of the week before the visit, the boards were clean. If the district is not going to use these buildings productively for community outreach and services, the principal would like them razed for a parking area. The area between the old and new parts of the campus receives a lot of runoff from the roofs of the old buildings. When the water freezes, the walkways between the buildings become concrete-and-ice slides. In the music wing, we saw several mounds of paper and some boxed materials stacked against the walls. Perhaps the wing needs more storage space or some additional storage units. Although the cafeteria was clean, the windows were stained and marked by old masking tape residue. (The same was true for all of the windows in the old buildings, such as the tech wing.) Replacing the windows would make the facility a lot more attractive. Page 86. 7. 8. 9. 10. The floor in the gymnasium had some water damage, which the principal said had occurred during the remodeling. One of the sinks in the girls locker room was inoperable, and the sinks needed a good scrubbing. The personal hygiene product dispenser was empty, but the principal explained that the nurse dispensed such items free of charge. Although the showers appeared to be unused, the principal assured us that they were operable. The boys locker room was dirty and none of the showers worked. The facility had an odor that was foul, even for a locker room. Many of the classrooms had no significant displays of student-generated work or displays relating to a particular subject, making it difficult or impossible to determine the subject taught in the room. The media center had some computers, but the technology was outdated and the system lacked automatic cataloging and check-out. 11. The magazine shelves and some of the resource book shelves either had only a few or no 12. 13. materials on them. Infusion of multicultural materials in the classrooms was spotty at best. The few displays we noted were skimpy. Several teachers stayed in their classrooms during the class change, significantly reducing the number of adults in the halls to supervise students. Girls restrooms 14. The restrooms lacked receptacles for the disposal of personal hygiene products. Boys Restrooms 15. 16. 17. The restroom by room 703 had just one commode, and a foul odor permeated the room. It had toilet paper, but no paper towels. Even the boys restrooms that were clean had unpleasant odors, as did the staffs bathroom. The floor in the restroom by the gym was dirty and two bare wires were exposed. Page 9HENDERSON JUNIOR HIGH SCHOOL Date: January 24, 1995 We were pleased to note: 1. 2. 3. 4. 5. 6. 7. 8. 9. The large Henderson sign stood in a neatly landscaped planting area that included seasonal annuals U.S. and Arkansas flags were properly displayed. On the icy day when we visited, salt material had been spread in front of the building for ice control and safety in shaded areas. The main area of the media center was quite attractive. The neutral-colored carpet was clean and in good repair. Workers had repaired some ceilings leaks that we had noted during an earlier visit. A bulletin board in the office area contained displays both thanking current volunteers and appealing for additional workers. Lockers throughout the building were in good repair, neatly painted, and free of graffiti. Security guards and resource officers were visible throughout the building. Several halls were brightened by displays of student class work and projects. The LRSD mission statement and goals were posted in the entry area of the school. Areas needing attention: 1. 2. 3. 4. 5. 6. 7, 8. 9. A drainage problem was apparent. AU of the downspouts drain next to the building. On the south side of the facility, the water has eroded ruts down beside each of the steps. On the north side, rocks control some of the erosion, but the wash is still present. On both sides of the building, the water runs over sidewaUcs into the parking and drive area. In rainy weather, a pedestrian would have to walk through some deep water and in freezing weather, the area will stay iced. The areas north, east, and south of the building were marred by paper and cans. The loading dock area was surrounded by discarded equipment, chairs, paper, cans, and other miscellaneous refuse. In the west courtyard, paper, trash, cans, cartons, and a broken pot in the walkway were unsightly Major rust marred the window sills along the west side of the west courtyard. The paint over the south door and east upper wall in the west courtyard was chipped and cracked. Corridors and other areas of building showed evidence of overhead leaks and other moisture problems. We frequently spotted trash during walks down the hallways. While the floor tiles throughout the building were generally in good repair and free of debris, they did not appear to have been washed or waxed in some time. Staff members expressed anxiety about the schools wiring and ventilation. Ventilation was a concern to staff because a number of them had been experiencing respiratory problems. They have questioned the wiring because the bulbs in the AV equipment often blow out prematurely. 10. While the general appearance of the library was very neat and attractive, several adjoining areas needed attention. Library conference room #19 had damaged paint from a ceiling leak and room #12, which is the AV storage area, showed evidence that moisture had damaged the ceiling and one wall. 11. AU the waU and trim paint in the cafeteria or surrounding area was either grimy-looking or chipped. The downstairs haU area near the cafeteria included a battered table with a ratty, damaged formica top. 12. The areas around the cafeteria windows showed evidence of leakage problems. 13. Trash was present throughout the gym area. Page 1014. Paper, cans, discarded books, equipment, power cords, and broken chairs were strewn about the stage area of the gymnasium. The ceiling above both sets of bleachers showed evidence of major water damage, and some ceiling material was hanging down. 15. The hallway to the boys locker was piled with trash and dust mops. 16. A loose hand rail on the south side of the east end of the gymnasium needed tightening 17. The girls locker room area was very grim. Only the front half of the space was lighted, but the existing illumination revealed a very unkempt and unsanitary locker room. The bathroom area was filthy, and one of the commodes was stopped up, filled with waste and a sanitary pad, and smelled very bad. Apparently the shower area has not been used for a number of years. The showers were 18. 19. 20. 21. 22. 23. 24. dark, and the floor was littered with old clothes, boxes, and assorted trash. On the cabinet which contained the water pressure gauge, door latch was broken and the door stood open. The boys locker room was filled with graffiti, some gang-related. The floors were dirty and the toilet seats filthy. The showers, which didnt appear to have been used in recent years, were filled with various discarded items and equipment, such as coat hangers, a broken basketball goal, etc. The floor drain in the changing area was blocked with an unidentifiable substance. The temperature in the entire locker room area was cold. The students were extremely loud during class change. The halls echoed with the students shouts as they slowly made their way to class. We observed several adults in the hall, but they appeared to be changing classes also, and made no effort to ensure order. One female staff member did shout to the group to hurry on to class, but no one seemed to pay any attention. After the bell rang, quite a few unhurried students remained in the halls. Girls Restrooms The restroom near the office contained aU supplies, but it was messy. Paper towels littered the sinks and overflowed the waste basket. The walls were covered with obscene graffiti that had been scratched into rather new-looking paint. Some paint which was splashed on the sinks attested to prior efforts to paint to over the graffiti. Although it was not clean, the blue tile floor was in good condition. Both doors to the restroom located near the cafeteria were locked, denying students access. None of the restrooms had hot water. According to staff members, only the cafeteria and the nurses office had hot water for hand washing. Boys Restrooms The restroom at the west end of the south hallway was filled with graffiti. The veneer was broken off the door edge and bottom. Water, standing on the floor in front of all three urinals, extended approximately two to three feet from the wall. The vanity around the sinks was filthy and the restroom lacked toilet paper and paper towels. The stalls had doors, but they were badly bent. All three toilet seats were filthy and the area was permeated by a foul stench. There was no hot water, and lights above the toilet area werent functioning. The restroom at the east end of the south hallway was also replete with graffiti. The exit door was locked. Only two of the three toilets functioned properly. The front panel of the vanity had been removed and, with its nails exposed, was sitting near the toilet stalls. Although all three stalls had toilet paper, no paper towels were in the restroom. Page 11MABELVALE JUNIOR HIGH SCHOOL Date: January 26, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. The exterior appeal of the school had been greatly enhanced by the newly constructed entrance and pavilion that have been centered in the front of the building. The structure and roofline of the pavilion pay visual homage to the traditional schoolhouse silhouette. The school was very clean. Breezeways, courtyards, and areas at the periphery of the campus were all free of litter. We noted trash barrels, neatly lined with plastic, every few yards along the length of each breezeway. No graffiti was present in or around the building. All bathrooms throughout the school were very clean, functional, open to students, and fully supplied. Most of the lockers looked neat and attractive due to a new coat of taupe paint applied by staff members during the summer of 1994, Security personnel were highly visible on the campus. The gym and locker rooms, while old and not particularly attractive, were well kept. All areas of the gym and locker rooms were clean. The main hallway included displays of student work, various trophies, and the academic honor roll. While the media center was not large, it included an extensive collection of books and displays of student work. Students and staff were helpful and friendly. All classrooms were clearly labeled with each teachers name and the room number. During the class change, all teachers were on duty and encouraged students to hurry to classes. Adults continually informed students of the time remaining for class changes, A couple of students who lagged behind responded politely to final warnings about tardiness and then rushed to their classes. Areas needing attention: 1. 2. 3. 4. 5. 6. 7. Neither the U.S. nor Arkansas flags were displayed from the flagpole. Some of the renovation completed this summer has not held up well at all. The skylights in the front passageway leak, causing deterioration of the ceiling material and trim paint. Newly installed metal bathroom fixtures appear corroded after only a few months of use. Major cracks run through the new concrete installed at the entry to the building. The district did not provide landscaping when they redesigned the entrance\nas a result, the entry looks rather barren. The principal said she was working to find funds to landscape the entrance area. The area behind the main building has a serious problem with runoff and drainage. During period of heavy rain, water cascades through exterior passage ways. Monitors saw a pile of sand bags at the ready in one hall. The district has worked to improve drainage, but the problem has not been alleviated. Two banks of lockers remain to be painted\ncompared to the other lockers with their fresh paint, these looked very grimy. The portable classrooms were not in the best of shape. Most needed some paint, and some had holes in the underskirts or outer walls. The principal reported that district workers were performing some maintenance on these buildings on the day of our visit. Some electrical wires were hanging rather low in the outdoor passageways, perhaps as a result of some roofing and electrical work that was in progress. However, these wires pose a hazard and should be safely secured as soon as possible. Page 12MANN JUNIOR HIGH SCHOOL Date: January 30, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. The grounds were nicely landscaped, and a comer of one planter held a patch of blooming pansies. The office was neatly arranged, and a security guard was present at the front door. Visitors could see lists of \"Bear Cat Stars\" prominently displayed on a wall by the reception counter. The five school rules, three of which were stated in positive terms, were posted in several prominent locations in the hallways. The schools colors were evidenced all over the campus and the school mascot was displayed in several motifs. The student-created murals throughout the building were bright, colorful, and impressive. Two large display cases in the central hallway, and several smaller ones in other parts of the building, were filled with neat and attractive decorative or informational displays. Most of the glass enclosures were clean. Trash receptacles were stationed at various points about the campus. Although we entered no classrooms when class was in session, we briefly observed some from the windows in the classroom doors. We saw that many walls were brightly decorated with interesting displays, and most children were actively engaged in learning activities. Some of the teachers had done an exceptional job of decorating their rooms with materials and displays that focused on cultural and ethnic diversity. Students lockers throughout the building were generally in good shape, with some scratches, dents, marks, and paint streaks here and there. Several concrete benches offered pleasant seating along the walkways in the courtyard. The girls restroom near the main office was clean, contained paper towels and soap, and was free of graffiti. The counselors wing was spacious, contained a waiting area, and appeared to be well-supplied with college catalogues, fact sheets, and resource information. The spacious, well-lit media center was well-supplied with books and materials. On a west wing, the three exterior drinking fountains all worked. The cafeteria was clean and several attractive murals depicted positive scenes or promoted inspirational messages. A very pleasant aroma drifted from the kitchen. Throughout the building, the students and staff we encountered were friendly and helpful. Although a little slow in getting to their doors, teachers were visible in the passageways during class changes to supervise students. Areas Needing Attention: 1. 2. 3. 4, Recent warm weather had caused some grass against the building to grow tall and ragged in several places\nit needed trimming. Some paper litter detracted from the appearance of the grounds, both in front of the school and in the hallways. In the main office, the pale blue paint on the walls in the main office was chipping in several places (particularly where chairs had rubbed against it), revealing an ugly brown undercoat. A ceiling tile or two were stained with brown rings from water drainage. A few of the glass display cases in the hallways were dirty and one was marred with a small amount of graffiti. Page 135. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. Most of the doors to the hallways and classrooms had windows, most of which were very dirty\nmany of them also had ugly tape residue. Many of the rooms were very crowded with desks, file cabinets, student projects, etc. Although we did not look into many classrooms, most of those which we did see had dull, dirty floors. Throughout the building, we noticed several cracks in the concrete walkways and hall floors. In some places, the concrete had worn away, leaving ragged etches, jagged gaps between seams, or sizable holes. A large yellow mechanism, designed to wring out mop heads over a bucket, was very noticeable lying behind one of the benches in the courtyard. Paint on the underside of the building overhangs and walkway covers was badly peeling in many places. The building appeared to have no water drainage system to direct mnoff from the roof\nso, in several places, water from recent rains was running down I-beams and poles or dripping off the edge of the building. Metal signs hung at several spots around the building, admonishing visitors to obtain a pass from the principals office. All were badly msted and most were bent and battered. Throughout the building, gates were wide open and many exterior doors were accessible from outside, posing a risk of unauthorized entrance to the campus and buildings. At least one classroom door was unlocked. The health room was locked and dark. We learned that the nurse was not scheduled to be on campus the day we visited. The cafeteria floor was swept, but scuffed and dull. We noticed several water-stained ceiling tiles along the west wall of the cafeteria. The water fountain outside the cafeteria did not work. Near the art rooms, some ceiling tiles were ajar and several small tiles were missing. In a north wing, the back door to an area at the northeast, which houses electrical equipment, was standing open and was unattended. Several old school district books were stacked on a power plant, and boxes and other miscellaneous stuff had accumulated in this area. A car was backed up to the open door. A paint can was overturned on the ground near the door, the stump of a small tree or shrub was freshly painted with white paint, and the wet paint was splattered messily on the grass. 17. Some teachers were eager to tell us of their concerns about classrooms over-crowded with 18. 19. 20. 21. 22. students, and a custodial worker complained that the school needed more custodians. The media center was carpeted in an attractive, soft blue covering that, although free of spots, was Uttered with scraps of paper and needed vacuuming. A cover over one light fixture was lose and hung precariously, and one ceiling tile was ajar. On the walk between the main building and the English annex, a large area of concrete had deteriorated and held a big puddle of water. The water appeared to have overflowed from a drainage ditch which contained largely stagnant water. The ditch contained considerable plant Ufe, so it apparently held water at least much of the time. Twin tire ruts had been cut deeply into the wet lawn near this area. In the alley between the main building and English annex, a sizable section of the paving was crumbled and sunken and held a large puddle of standing water. Most of the exterior hall floors in the annex were dirty and gritty and needed sweeping. Several of the hall floors had sticky substances that looked like spilled soft drinks, and needed wetmopping. The exterior of one of the three main doors at the front of the English annex was badly peeled at the edge, and the paint on all three was faded. The windows in these doors were dirty. 23. The floors in the annex were dull and scuffed and some needed energetic scrubbing. Some floor tiles were broken, especially at structural joints in the hallways. Page 1424. 25. 26. 27. 28. In the annex, wiring (some of which appeared to be for computer links) was draped along the walls and ceilings. One wire, which extended from type of sensor, was missing part of its insulating covering. In the annex, we found two sets of twin water fountains, but only one head in each was hooked to a water source. Water pressure in one of the fountains was so low that it was impossible to drink from it. Classroom doors in the annex had metal air exchange vents on their lower half\nmost of these grills were badly bent and discolored. Several of the exterior doors in the annex (other than the three at the main entrance) could be opened from the outside. All of the door windows were dirty and several had tape residue. Outside the rear doors of the annex were two walls where chalkboard erasers had been clapped against them, leaving a white powdery residue. In this area, five student desks (with chairs attached) were arranged in a circle around cardboard boxes. The boxes contained empty soft drink cans, cigarette butts, and miscellaneous trash. A little further on, next to an exterior east wall was another desk-chair and a small pile of broken wood that apparently had been discarded there. The grass in this area was becoming overgrown. Girls Restrooms 29. 30. The condition and appearance of the restrooms, as well as their supplies, were uneven. Most of them needed a good scrubbing. Some of them had plenty of toilet paper, while others had little or none. All of the restrooms had paper towels. Some had no soap, but where it was funushed, it was restricted to only one bar. None of the restrooms had hot water, and in some cases, water pressure was inadequate, thereby reducing the likelihood that the one bar of soap would be used. A student in one restroom said she could not depend on the room having toilet paper, so usually brought some from home. Inadequate custodial care resulted in dirty mirrors, smeared cleanser residue, and bumed-out light bulbs or missing covers for light fixtures. Some of the stalls had graffiti on the walls, one stall had no door, and another bore an \"out of order\" sign due to damage. The use of strong cleaning compounds had badly discolored the countertops around some of the sinks, and in several cases, the caulking around the sinks had deteriorated or was completely missing. The cabinets surrounding some of the sinks were battered, and some were missing pieces of veneer or exhibited other signs of mistreatment. Boys restrooms 31. Except for the restroom used by the staff, which was kept locked, the restrooms were devoid of soap, paper towels, or toilet paper. A monitor described one of the restrooms as \"the worst ever\" of those weve monitored, which is a strongly negative assessment. The restroom near the cafeteria was locked. Foul odors, dirty floors, and the lack of general supplies made a trip to the restroom an act of desperation for male students. Page 15Date: PULASKI HEIGHTS JUNIOR HIGH SCHOOL January 30, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 1. 8. 9. 10. 11. 12. 13. 14. 15. The U.S. and Arkansas flags were properly displayed on the flagpole. Some landscaping work was in progress along the west side of the building, while at the same time, workers in that area were applying sealant to the area around the cafeteria windows. The entry hall was filled with signs of school life. Monitors saw two signs praising volunteers, a notice about LRSD registration dates, a bulletin board on learning teams, PTA announcements, the honor roll, and a display of photographs highlighting a special scouting event. All drinking fountains were operating and had good pressure. The red tile corridors were clean and shiny. While student lockers were not immaculate, all were free of graffiti and in good repair. The white vinyl floors surrounding the media center were very clean and looked recently waxed. Bulletin boards in the hall near the media center featured displays related to each of the schools six learning teams. Each display was colorful, attractive, and promoted positive team spirit. The boys restrooms were clean, free of graffiti and litter, and the toilets and urinals were functioning normally. Besides being clean and free of odor, the restroom on the upper floor had good lighting and water pressure. The walls were clean and the floor condition was acceptable. The inside of the gymnasium was bright and attractive\nthe stands and court area contained only a small amount of paper and trash. During the PE session, the students were organized, dressed- out, and participated in the activity. Adults provided plenty of observation and supervision. The boys locker room on the lower level was open and in use. The painted areas were clean and free of graffiti, and the lighting was acceptable. During the class change, teachers were at their doors and students were orderly. Adults reminded stragglers to hurry up, and students cautioned each other about being late. School personnel propped the exterior doors open for the class change and closed and secured the doors immediately after classes resumed. Outside, most of the students were orderly during their walk to and from the portables. The exterior of the portable buildings appeared to be in good condition. We saw several students putting trash in the conveniently located barrels during the class change, Areas needing attention: 1. 2. 3. 4. The narrow, two-sided planter, which is parallel to the brick and concrete sign that bears the school name, has not been weeded in some time, as attested by the privet, seedling trees, and other weeds that grow there. The sign sits in the midst of a planted area that is partially set apart by plastic edging, much of which has worked up out of the ground. The bark ground cover in this area has broken down and shifted, exposing bare ground and the black plastic weed shield, which sticks up in unsightly tatters and shreds. The grass in much of the area on the west side has been trafficked away, leaving large patches of bare dirt. In the north parking area, a large water-filled hole was in the dirt area by the front drive, starkly contrasting with the landscape work on the other side of the drive. Entry rugs were trashy-looking and askew, and numerous pieces of paper and trash littered the floor. Page 165. 6. 7. 8. 9. Outside the main entrance, a large amount of trash cluttered the parking area and walkway, mainly paper, cups, food, and cans. Outside the gymnasium, the north and east areas were very trashy. The north was cluttered with beer bottles, paper, cups, and cans. A trash can was three-quarters full, and obviously had not recently been emptied, because refuse inside was wet from weekend rain. Both fence lines along the east were littered with paper, cans, cups, and assorted junk. The roof gutters and downspout on the east side empty onto the walkway, causing water damage around the buildings footing and the steps to the athletic field. The east basketball courts were littered with paper, cans, cups, and assorted junk. The areas around the dumpsters were littered with excessive trash and broken glass. Next to this area, an employee sat in a yellow district maintenance van and appeared to be asleep. 10. Some of the airflow vents under the gym were missing, leaving holes into the crawl space. 11. 12. 13. We noted some damaged interior plaster walls in the south end of the building. While the walls in the main building have undergone some repair work, several walls in the back section showed evidence of moisture problems resulting in peeling paint and flaking plaster. An archway near the in-school suspension area was in very poor shape, and the terrazzo floor below the arch had a wide crack. The area around the west door to the building was heavily cluttered with cigarette butts, an old broken wooden ladder, and a shoe. 14. The exterior west wall had a one-inch hole which needs patching to prevent additional water damage. Serious water damage exists on the area of the interior wall near the entrance to the cafeteria. The west wall also had one area of graffiti which needs to be removed immediately. 15. 16. 17. Trash lay all around the portable buildings. The steps leading to the cafeteria were pitched steeply, yet there were no non-skid runners or non-skid paint on the steps. Cookies and diced peaches were neatly placed on tables in the cafeteria\nhowever, neither staff nor students were watching over the food to assure that it remained free of contaminants until consumed. 18. Several fluorescent tubes were missing, adding to the oppressive mood of the cafeteria. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. In the auditorium, ceiling tiles were damaged by water leaks. In the balcony ceiling, a couple of damaged tiles were hanging threateningly over the seats. Throughout the auditorium, paint and plaster were peeling, particularly on the west wall. The auditorium was quite warm even though it was not in use. Additionally, several windows were open, and it appeared that they usually remain that way. The middle section of the balcony guard rail was missing. The stage appeared to be set up for choir rehearsal. Sheet music and trash were strewn aimlessly around the stage and on the risers. Two sets of mobile steps provided access to the stage from the front. However, both sets had loose molding on the edges of individual steps, which could lead to a serious fall since the steps didnt have rails. Trash was on the floor level of the auditorium-most of it around the trash barrel! The stage drapery was worn\nbackground drapes were literally tattered in places Four overhead lights in the auditorium were not functioning properly. The showers in the boys locker room had not been used for some time, judging from the dusty, undisturbed exercise mats and used equipment that were stored there. Only one teacher was standing outside watching the class change between the main building and the portables. Other than custodians dumping trash, we saw no other adults observing the class change outside. Several students were cursing loudly on their way to a portable. Page 1729. 30. 31. About 15 to 20 straggling students were still in the hall after the tardy bell sounded, but all appeared to be going slowly to class. In some hallways, tape loops were left hanging on the walls above the lockers. Throughout the building, a number of exit lights were not functioning. Girls Restrooms 32. The restrooms were usable, free of odors, and contained paper products, but most lacked soap. The third floor restroom had a large section of missing tiles, and all the tiled areas would benefit from a good scrubbing. All the toilets appeared clean. On the second floor, graffiti marred the plexiglass restroom window. The tile work in the second floor bore the remains of a sloppy paintjob. Boys Restrooms 33. The fourth floor and third floor restrooms lacked soap, toilet paper, and paper towels. Although each of the two restrooms had three sinks, one set of faucets in each room didnt work. Page 18SOUTHWEST JUNIOR HIGH SCHOOL Date: February 2, 1995 We were pleased to find: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. The grounds in front of the building and along the driveway were nicely landscaped with several mature trees and shrubs. Several plots of pansies added color to the dull winter colors of the season. The e?cterior of the building was in good condition, and the grounds were fairly free of litter. The school had an ample number of water fountains and all of them worked. A student ambassador greeted us at the front entrance, but she thought we were from the superintendents office. The superintendent and some of his staff were scheduled to meet with some of the districts student leaders. A sign, proclaiming the Veterans Hospital as a Partner in Education, was prominently displayed in the entry way. Students had access to a very large field for sports and recess activities. The new lockers in the hallways helped to brighten the schools appearance, and the new science stations in the science rooms looked great. Also the hallways had been recently repainted, which helped divert attention from the brick wall surfaces that needed cleaning. The gym floor and bleachers were in good condition. Except for the floor, the surface areas such as tables and chairs in the cafeteria were clean, and a very pleasant aroma wafted from the kitchen area. For the most part, the girls restrooms had an adequate supply of paper products, and were free of graffiti. All the boys restrooms were fairly clean, and had doors on the stalls. Many of the classrooms had excellent displays of student work and multicultural materials. A brightly decorated bulletin board in the main hall enhanced the area. Many of the hall bulletin boards contained excellent displays of student work. Security was very visible in the halls both during class changes and while classes were in session. Adults were highly visible during class changes, and students moved rapidly and in an orderly fashion to their classes. The students we encountered were very pleasant, mannerly, and helpful. Areas needing attention: 1. 2. 3. 4. 5. 6. The beautifully landscaped area in front of the building is obscured by the many cars parked around the circular drive in areas not designed for parking. Several cars and trucks were double parked, blocking the driveway. Large pot holes, standing water, and uneven surfaces have kept staff members from using the schools unpaved parking lot. The flag pole was devoid of flags. Several small pieces of litter were scattered throughout the hallways. All of the halls had several broken floor tiles\nin some areas the damage was extensive. Some of the ceiling panels were missing or discolored. Some graffiti marred the paint as well as the brick surfaces in the halls. The building has many badly scratched plexiglass windows, which are unsightly and detract from an otherwise favorable first impression of the buildings exterior. The cafeteria, which has only one window, was poorly lit and looked gloomy and dull. Although we saw several waste baskets placed in the hallways, the containers were too small to hold the amount of trash placed in them, creating overflow and unsightly areas of litter. Page 197. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. One of the covered walkways had a ceiling that was falling in, due to severe water damage. In this same area, the light over the outside door was missing. The fire extinguisher was missing from its case in the technical classes wing. A tour of the gym revealed several deficiencies with the facility, such as: the absence of a door between the boys locker room and the gym floor\na lack of hot water in the bathroom\nand, even though the coach said he had two handicapped individuals, none of the stalls were handicapped- accessible. The missing door between the gym and locker created a situation where individuals in the bleachers or on the gym floor could catch glimpses of boys in various states of undress. In this regard, the coach acknowledged that the boys had to sprint across the locker room in order to avoid being seen partially dressed. The coach asserted that some boys did not care if they were seen semi-dressed. A water pipe running along the waU above the boys and girls locker rooms was very unsightly. Several sections of this pipe were missing insulation and, according to the coach, the pipe could become quite hot. Water leakage on the outside of the health room has created a large stain down the side of the wall, and algae is growing there. The floor of the cafeteria had a moderate amount of trash, including some dropped cookies and milk cartons. When we walked through 45 minutes later, a sticky residue (which appeared to be miUc) was still on the floor, along with the cookies. The counselors wing did not have space for group counseling and the faculty rest room was in the counselors wing. The counselors offices were very small\nwhen a counselor has a student and must close the door, the space becomes almost claustrophobic. No counseling or health pamphlets, resource materials, or other handouts were visible. The same area housed the health office, and the two facilities shared a common small waiting area. The nurse is in the building only three days a week, but was not in the office when we toured the building. Some classrooms had new science stations, but the addition of these labs has compromised space and created a storage problem. Many large items were crammed in the rooms, such as TV monitors and several large crates and boxes. The TV monitors need to be relocated, because the students could see them from their seats. The weather during our visit was warm, and the classrooms were uncomfortably warm and stuffy. Special education students attended class in a portable building that was not handicapped- accessible, nor did it have a covered walkway between it and the main building. The top wooden step on the stairs, which led to the classroom, was rotten and chipped. On another portable, which sat next to the special education unit, the paint and veneer on the door was peeling. Special education students are isolated from the main population for a large part of the day. We noted evidence of water damage to the concrete landing, which was in front of the door to the main building, that led to the portables. The landing was chipped and worn over a substantial area. The wooden frame around the landing door showed evidence of damage from termites or water. Several of the outside doors needed replacement because of serious damage and decay, such as broken-out bottoms. The prefab building, which housed two separate classes in algebra and learning foundations, had a ramp on only one end. As a result, students needing access to the class without the ramp had to go through the class with the ramp. Such a situation could be disruptive to the teacher and students in the ramp-accessible classroom. Page 2022, 23. A couple of rooms were unattended after the class change. In one of the rooms, the students were reading or talking quietly, but in the other, students were much louder and on the verge of being disruptive. In another classroom frill of students, all of whom were girls, the children were either doing nothing or chatting with one another. An adult male stood in the front of the room, doing absolutely nothing other than standing. When we observed the same room 15 minutes later, we saw the identical scene. 24. Classroom detention lists were displayed in the hall and on a classroom door. Such a practice violates a students privacy and could be viewed as a source of public humiliation. Girls Restrooms 25. 26. Most of the restrooms did not have any soap, had dirty sinks, lacked stalls for the handicapped, and needed painting. The restrooms lacked receptacles for sanitary products, and the waste baskets were inadequate for the amount of trash generated. One restroom had a very unpleasant odor. The counselors mentioned a persistent foul odor from another restroom, which was located in their wing. Apparently the restroom lacked an exhaust system. Boys Restrooms 27. The restrooms contained no toilet paper until it was noted that we were in the building\nthen a custodian put one roll of toilet paper and fewer than a dozen paper towels in the rack in the front restroom. One restroom had a handicapped-accessible stall, but it was devoid of toilet paper. Page 21\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_766","title":"Teachers of Tomorrow Program","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/2000"],"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","School management and organization","School improvement programs","School employees"],"dcterms_title":["Teachers of Tomorrow Program"],"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/766"],"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\nSECTION 2. School Participants. School Participants shall consist of local school districts maintaining programs designed with an emphasis on, but not limited to, men, blacks and other minority Arkansans to pursue teaching careers. In order to be eligible to participate in the Academy each School Participant agrees to: (a) (b) (c) (d) (e) (0 Provide a teacher Academy recruiting program to attract students of various ethnic and socioeconomic backgrounds throughout the district into education careers\nAddress the acute need for teachers in the district, especially male and minority teachers, by attracting and nurturing at an early age those young people who demonstrate a desire or talent to become teachers through implementation of the teacher Academy\nSeek funding for the teacher Academy through grants, endowments, and foundations\nProvide the facilities and personnel for the teachers Academy, except for the Executive Director who may be provided through a grant, endowment or other foundation funding\nSeek collaborations with racial and ethnic community organizations to provide incentives in order to increase minority enrollment in the teacher Academy\nand Assure priority hiring for the teacher Academy graduates upon successful completion of college and certification by the Arkansas Department of Education. SECTION 3. University Participants. University Participants shall consist of local colleges and universities maintaining and providing programs designed to encourage Arkansans to pursue teaching careers. In order to be eligible to participate in the Academy each University Participant agrees to: (a) (b) (c) Provide scholarships through grants or other university funding for the districts students who graduate from the teacher Academy program and enroll in a University Participants College of Education based upon students unmet financial needs, high school preparation, and the availability of funds\nAssist and coordinate dissemination of information about higher education scholarships and grants for teacher Academy students\nOrganize seminars to introduce parents and students to teaching which will include, but not be limited to, educational career choices, scholarship information, and test taking skills\n-2-Teachers of Tomorrow Academy Organization And Operating Agreement i A TEACHERS TOMORROW \"Helping The Best Touch The Future\" A Joint Venture of Arkansas Universities and Secondary Education Institutions Recruiting Program Little Rock School District RECEIVED March 15, 1993 MAR 1 8 1993 Office of Desegregation Monitoring Mr. Horace Smith, Associate Monitor Office of Desegregation Monitoring 201 East Main Street Little Rock, Arkansas 72201 Dear Mr. Smith: As per our conversation, please find the enclosed information concerning the proposed Teachers of Tomorrow Academy for your review. I am looking forward to meeting with you on Monday, March 22, 1993, concerning the Academy development and procedures for informing the Court of this minority recruitment design. If there any questions prior to our meeting, please call me at 324-2080. For Excellence in Education, Robert Robinson Recruiting Coordinator rr Enclosures cc: Mrs. Ann Brown 810 West Markham Street Little Rock, Arkansas 72201  (501)324-2000(d) Award college credit as determined within the University Participants guidelines to each teacher Academy graduate who completes an approved teacher education course contingent upon the student earning a 3.00 average or better in each course equivalent to a full semester of college credit\nand (e) Submit existing college credit courses or design, if necessary, new courses for Board and University approval for the Academy. SECTION 4. Admission of New Participants. In order to become and remain a participant in the Academy program, an interested party must agree to provide and maintain the programs required of a School Participant or University Participant, as the case may be. Interested parties shall be eligible to participate in the program upon approval of not less than seventy-five percent (75%) of the Executive Board. SECTION 5. Expulsion of Participant. In the event a participant shall fail to provide those programs and level of assistance required for eligibility and such failure shall continue for a period of sixty (60) days following the participants receipt of Notice from the Executive Board of such failure, the Board, in its sole discretion, shall have power to expel a participant upon the vote of not less than seventy-five percent (75%) of the Executive Board to expel said participant. ARTICLE m. EXECUTIVE BOARD SECTION 1. General Powers. The affairs, activities and operation of the Academy shall be managed by its Executive Board. SECTION 2. Number. Tenure and Qualifications. The number of the Executive Board members of the Academy shall be ten (10). Each member shall hold office for so long as he or she is employed in the capacity listed below or until his or her successor shall have been appointed and qualified. The Executive Board shall consist of the seven (7) individuals employed in the following capacities: (a) (b) (c) (d) (e) (f) (g) The Superintendent of the Little Rock School District. The Superintendent of the North Little Rock School District. The Superintendent of the Pulaski County Special School District. The Dean of the College of Education or the Chairperson of Teacher Education at the University of Arkansas at Little Rock. The Dean of the School of Education at the University of Arkansas at Pine Bluff. The Dean of the College of Education at the University of Central Arkansas. The Dean of the School of Education at Henderson State University. -3-Organizational GuidelinesORGANIZATION AND OPERATING AGREEMENT OF TEACHERS OF TOMORROW ACADEMY (A Joint Venture of Arkansas Universities and Secondary Education Institutions) THIS ORGANIZATION AND OPERATING AGREEMENT executed and effective this 21st day of May, 1992, by and between the undersigned Arkansas Universities and Secondary Education Institutions in order to create a cooperative joint venture for the purposes hereinafter stated. ARTICLE I. PURPOSE AND PRINCIPAL OFFICE This TEACHERS OF TOMORROW ACADEMY (the \"Academy\") is organized as a cooperative joint venture whose exclusively educational purposes are described as follows: (a) To provide scholarships to students graduating from area high school magnet programs for teacher preparedness, create positions in participating universities teacher- related programs and provide seminars and assistance to teachers in the magnet program for teacher preparedness. (b) To receive and maintain a fund or funds of real and/or personal property, and subject to the restrictions hereinafter set forth to use and apply the whole or any part of the income therefrom and the principal thereof exclusively for charitable and educational purposes. (c) To have and exercise all powers, privileges and rights conferred by the laws of the State of Arkansas and all powers and rights incidental to carrying out the purposes for which this Academy is formed, except such as are inconsistent with the express provisions of any laws, rules or regulations otherwise governing the educational institutions participating in the Academy. (d) The principal office of the Academy in the State of Arkansas shall be located in the city of Little Rock, county of Pulaski. The Academy may have such other offices, either within or without the State of Arkansas, as the Executive Board may designate or as the business of the Academy may require from time to time. ARTICLE n. PARTICIPANTS SECTION 1. Participants. The Academy shall have two types of participants: School Participants and University Participants. -1-Preface The following pages contain organizational and fiscal responsibility guidelines for the Teachers of Tomorrow Academy, which is a consortium to recruit, support and develop outstanding minority and other students for the teaching professions. In greater Little Rock, as in most cities, the number of minority teachers is significantly out of proportion to the number of minority students in public schools. The shared vision for the Academy design is that it comprehensively and realistically assesses a number of elements in teacher development  high school curriculum, motivation, an ongoing support system, family investment in the young person - and takes reasonable and effective steps to address those concerns. We have a high level of enthusiasm and preparation for this challenge. We are not only familiar with the mechanics, but also the spirit and vision of the program.Dr. Lawrence A. Davis, Jr. University of Arkansas at Pine Bluff Post Office Box 4068 Pine Bluff, AR 71601 Dr. James Young University of Arkansas at Little Rock 2801 South University Little Rock, AR 72204 The undersigned on behalf of the founding participants, hereby state and certify that the foregoing is a true, correct and conformed copy of the Organization and Operating Agreement of TEACHERS OF TOMORROW ACADEMY duly adopted by the participants of said organization on the 19th day of August, 1992. _ Dr, C. Mac Bemd tudsei I Bobby G.^!\nster D] !unn Dr. Winfred Dr. T\u0026lt; t. Dr. James Young -10- 6lj^ A. SECTION 3. Annual Meeting. The annual meeting of the Executive Board shall be held on the 3rd Tuesday in the month of July in each year, beginning with the year 1992, at the hour of 10:00 a.m., for the purpose of electing Executive Board members and for the transaction of such other business as may come before the meeting. Annual meetings shall be held at the offices of the Academy without other notice than this Agreement. If a day fixed for the annual meeting shall be a legal holiday in the State of Arkansas, such meeting shall be held on the next succeeding business day. SECTION 4. Regular Meetings. The Executive Board shall meet bi-monthly or at such other regularly scheduled intervals as the Executive Board shall determine is necessary to conduct the Academys business. Notice of the time and location of such meeting shall be made in accordance with the provisions of Section 6 below. The Executive Board may provide, by resolution, the time and place for the holding of additional regular meetings without other notice than such resolution. SECTI0N5. Special Meetings. Special meetings of the Executive Board may be called by or at the request of the Chairperson or any two Board members. The Chairperson shall fix the place for holding any special meeting of the Executive Board. SECTION 6. Notice. Notice of any regular or special meeting shall be given at least three (3) days previously thereto by written notice delivered personally or mailed to each member at his\\her business address, or by facsimile transmission. If mailed, such notice shall be deemed to be delivered when deposited in the United States mail so addressed, with postage thereon prepaid. If notice is given by facsimile transmission, such notice shall be deemed to be delivered upon generation of the Proof of Transmission at die conclusion of the transmission. Any Board member may waive notice of any meeting. The attendance of a Board member at a meeting shall constitute a waiver of notice of such meeting, except where a Board member attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened. SECTION 7. Quorum. A majority of the number of Executive Board members fixed by Section 2 of this Article III shall constitute a quorum for the transaction of business at any meeting of the Executive Board, but if less than such majority is present at a meeting, a majority of the Board members present may adjourn the meeting from time to time without further notice. SECTION 8. Election of Executive Board. If the election of Board members shall not be held on the day designated herein for any annual meeting of the Executive Board, or at any adjournment thereof, the Executive Board shall cause the election to be held at a special meeting of the Executive Board as soon thereafter as may conveniently be held. SECTION 9. Manner of Acting. The act of the majority of the Board members present at a meeting at which a quorum is present shall be the act of the Executive Board. -5-Each of the three (3) charter School Participants, the Little Rock School District, the North Little Rock School District and the Pulaski County Special School District, shall have the right to appoint one (1) at large representative to the Executive Board. To be eligible to serve on the Board as an at-large representative the person shall be employed by the district(s) in one of the following capacities: Human Resources Coordinator or Personnel Director, Director or Associate Director of Secondary Education, or Director or Associate Director for Desegregation. The at-large representatives shall serve at the discretion of the respective School Participants appointing said representative. The initial Executive Board shall consist of the persons named below: Dr. C. Mac Bernd Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 Bobby G. Lester Superintendent Pulaski County Special School District Post Office Box 8601 Little Rock, AR 72216 James R. Smith, Superintendent North Little Rock School District Post Office Box 687 North Little Rock, AR 72115 Dr. Charles Green, Dean School of Education Henderson State University Post Office Box 7636 Arkadelphia, AR 71923 Charles A. Green Associate Director Secondary Education Pulaski County School District Post Office Box 8601 Little Rock, AR 72216 Mable Bynum Assistant Superintendent Desegregation North Little Rock School District Post Office Box 687 North Little Rock, AR 72115 Dr. Calvin Johnson Teacher Education Chairperson University of Arkansas at Little Rock 2801 South University Little Rock, AR 72204 Dr. Jim Bowman, Dean College of Education University of Central Arkansas Post Office Box 5015 Conway, AR 72032 Dr. Walter Littlejohn, Dean School of Education University of Arkansas at Pine Bluff Post Office Box 4068 Pine Bluff, AR 71601 Robert Robinson Recruiting Coordinator Little Rock School District 810 West Markham Street Little Rock, AR 72201 -4-9 SB Fiscal Responsibility SECTION 10. Vacancies. Any vacancy occurring in the Executive Board may be filled by the person accepting the employment position of the member creating the vacancy. If a vacancy shall occur other than by reason of the termination of the employment, for any reason whatsoever, of the Board member in the capacity described in Section 2 above, the member appointing such member or by whom such member is employed may appoint a successor to serve on the Executive Board. SECTION 11. Advisory Directors. The Executive Board may appoint one or more advisory directors who will not be members of the Board. Such advisory directors shall only act in an advisory capacity for the purpose appointed, shall serve at the sole discretion of the Board and shall have no power of final decision on any matters concerning the Academy. Advisory directors shall be selected from business, education and other civic leaders and parents of children attending school members institutions. ARTICLE IV. OFFICERS SECTION 1. Number. The officers of the Academy shall be a Chairperson, a Vice-Chairperson, a Secretary and a Treasurer, each of whom shil be elected by the Executive Board. Such other officers and assistant officers as may be deemed necessary may be elected by the Executive Board. SECTION 2. Election and Term of Office. The officers of the Academy to be elected by the Executive Board shall be elected annually by the Executive Board at its annual meeting. If the election of officers shall not be held at such meeting, such election shall be held as soon thereafter as conveniently may be. Each officer shall hold office until his/her successor shall have been duly elected and shdl have qualified or until his/her death or until he/she shall resign or shall have been removed in the manner hereinafter provided. SECTION 3. Removal. Any officer or agent may be removed by the Executive Board whenever in its judgment, the best interests of the Academy will be served thereby. SECTION 4. Vacancies. A vacancy in any office because of death, resignation, removal, disqualification or otherwise may be filled by the Executive Board for the unexpired portion of the term. SECTION 5. Chairperson. The Chairperson shall be the principal executive officer of the Academy and, subject to the control of the Executive Board, shall in general supervise and control all of the business and affairs of the Academy. He\\She shall, when present, preside at all meetings of the Executive Board. He\\She may sign, with the Secretary or any other proper officer of the Academy thereunto authorized by the Executive Board, any deeds, mortgages, bonds, contracts, or other instruments which the Executive Board has authorized to be executed, except in cases where the signing and execution thereof shall be expressly delegated by the -6-Participant appointing such representative. SECTION 3. Meetings. Meetings of the Committee may be called by or at the request of the Chairperson or any four Committee representatives. The Chairperson shall fix the place for holding any meeting called by them. SECTION 4. Notice. Notice of any meeting shall be given at least three (3) days previously thereto by written notice delivered personally or mailed to each Board member at his/her business address, or by facsimile transmission. If mailed, such notice shall be deemed to be delivered when deposited in the United States mail so addressed, with postage thereon prepaid. If notice is given by facsimile transmission, such notice shall be deemed to be delivered upon generation of the Proof of Transmission at the conclusion of the transmission. Any representative may waive notice of any meeting. The attendance of a representative at a meeting shall constitute a waiver of notice of such meeting, except where a representative attends a meeting for the express purpose of objecting to the transaction of any business because the meeting is not lawfully called or convened. SECTION 5. Quorum. A majority of the number of representatives fixed by Section 2 of this Article V shall constitute a quorum for the transaction of business at any meeting, but if less than such majority is present at a meeting, a majority of the representatives present may adjourn the meeting from time to time without further notice. SECTION 6. Manner of Acting. The act of the majority of the representatives present at a meeting at which a quorum is present shall be the act of the Steering Committee. SECTION 7. Vacancies. Any vacancy occurring in the Steering Committee shall be filled by the appointment of a successor by the member who appointed the representative creating the vacancy. ARTICLE VI. CONTRACTS, LOANS, CHECKS AND DEPOSITS SECnON 1, Contracts. Grants. Etc. The Executive Board may authorize any officer or officers, agent or agents, to enter into any contract, grant applications, or execute and deliver any instrument in the name of and on behalf of the Academy, and such authority may be general or confined to specific instances. SECTION 2. Loans. No loans shall be made by the Academy to its Executive Board members or officers. Any Executive Board members who vote for or assent to the making of a loan to a Board member or officer, and any officer or officers participating in the making of such loan, shall be jointly and severally liable to the Academy for the amount of such loan until repayment thereof in accordance with the provisions of the Arkansas Nonprofit Academy Act. No loans shall be contracted on behalf of the Academy and no evidences of indebtedness shall -8- be issued in its name unless authorized by a resolution of the Executive Board. Such authority may be general or confined to specific instances. SECTION 3. Checks, Drafts, etc. All checks, drafts or other orders for the payment of money, notes or other evidences of indebtedness issued in the name of the Academy, shall be signed by such officer or officers, agent or agents of the Academy and in such manner as shall from time to time be determined by resolution of the Executive Board. SECTION 4. Deposits. All funds of the Academy shall be deposited to the credit of the Academy in such banks, trust companies or other depositories as the Executive Board may select. ARTICLE Vn. FISCAL YEAR The fiscal year of the Academy shall begin on the first day of July and end on the last day of June in each year. ARTICLE Vm. AMENDMENTS This Agreement may be altered, amended or repealed and new amendments, revisions or substitutions may be adopted by the Executive Board at any regular or special meeting of the Executive Board. ARTICLE IX. FOUNDING PARTICIPANTS The names and addresses of the founding participants and their duly appointed representatives are as follows: Dr. C. Mac Bernd Superintendent Little Rock School District 810 West Markham Street Little Rock, AR 72201 James R. Smith, Superintendent North Little Rock School District Post Office Box 687 North Little Rock, AR 72115 Bobby G. Lester Superintendent Pulaski County Special School District Post Office Box 8601 Little Rock, AR 72216 Dr. Winfred L. Thompson University of Central Arkansas Post Office Box 5015 Conway, AR 72032 Dr. Charles Dunn Henderson State University Post Office Box 7636 Arkadelphia, AR 71923 -9-Executive Board or by these Bylaws to some other officer or agent of the Academy, or shall be required by law to be otherwise signed or executed\nand in general shall perform all duties as may be prescribed by the Executive Board from time to time. SECTION 6. Vice-Chairperson. In the absence of the Chairperson or in event of his\\her death, inability or refusal to act, the Vice-Chairperson shall perform the duties of the Chairperson, and when so acting, shall have all the powers of and be subject to all the restrictions upon the Chairperson. The Vice-Chairperson shall perform such other duties as from time to time may be assigned to him/her by the Chairperson or by the Executive Board. SECTION 7. Secretary. The Secretary shall: (a) keep the minutes of the proceedings of the Executive Board\n(b) see that all notices are duly given in accordance with the provisions of these Bylaws or as required by law\n(c) in general, perform all duties incident to the office of Secretary and such other duties as from time to time may be assigned to him/her by the Chairperson or by the Executive Board. SECTION 8. Treasurer. The Treasurer shall: (a) have charge and custody of and be responsible for all funds of the corporation\n(b) receive and give receipts for monies due and payable to the corporation from any source whatsoever, and deposit all such moneys in the name of the corporation in such banks, trust companies or other depositories as shall be selected in accordance with the provisions of Article VI below\nand (c) in general perform all of the duties incident to the office of Treasurer and such other duties as from time to time may be assigned to him by the Chairperson or by the Executive Board. The Treasurer shall be bonded for the faithful discharge of his\\her duties in such sum and with such surety or sureties as the Executive Board shall determine. SECTION 9. Executive Director. The Executive Board shall have the authority to appoint an Executive Director to handle the day to day operations of the Academy and oversee its projects. The Executive Director shall perform such other duties as from time to time may be assigned to him/her by the Chairperson or by the Executive Board. ARTICLE V. STEERING COMMITTEE SECTION 1. General Purpose. The general purpose of the Steering Committee shall be to make recommendations to the Executive Board, to seek and make application for grants on behalf of the Academy following approval of the Executive Board, and to take such action as may be delegated by the Board from time to time. SECTION 2. Number. Tenure and Qualifications. The Steering Committee shall consist initially of fourteen (14) persons. Each member of the Academy shall have the right to appoint two (2) representatives to serve on the Steering Committee. Each representative shall serve at least one (1) year, after which that representative shall serve at the sole discretion of the -7-/=^/^ PCSSD PULASKI COUNTY SPECIAL SCHOOL DISTRICT 1500 Dixon Road/P.O. Box 8601 Little Rock, Arkansas 72216 (501) 490-2000 RECEIVED May 6, 1993 MAY 1 0 1993 Office of Desegregation Mcniloring Mr. Sam Jones/Ms. Angell Whitten Wright, Lindsey and Jennings 2200 Worthen Bank Building 200 West Capitol Avenue Little Rock, AR 72201-3699 Dear Sam and Angell\nThank you for reviewing the video and other materials related to the Teachers of Tomorrow Program. A committee met on Friday, April 30, 1993, to discuss this program. The following attended: Charles Green, PCSSD Billy Bowles, PCSSD Charles Ferriter, Principal, Sylvan Hills High-PCSSD Michael Nellums, Coordinator for Teachers of Tomorrow Mable Bynum, NLRSD Jim Morris, NLRSD Robert Robinson, LRSD \" Jessie Rancifer, UCA It was the consensus of the Committee, in keeping with our m-to-m transfer policy, that white students from LRSD and NLRSD not be eligible to participate in this program in the 1993-94 school year. The rationale being that the program is housed at Sylvan Hills High, a PCSSD school. It was also the consensus of the Committee to ask the attorneys of the three districts and the Joshua lntervenors( Chris Heller, LRSD\nSteve Jones, NLRSD\nSam Jones, PCSSD\nand John Walker, Joshua Intervenors) to confer and advise us of any legal possibilities concerning these students participating in future years. 3. Expenditures. PCSSD shall pay such expenditures on behalf of the Academy as are approved by the Executive Board. Provided, however, for expenditures less than $500 the PCSSD may make payment thereof upon the approval of the Executive Director. Any expenditure in excess of $500 will require the countersignature or authorization of a voucher submitted for such signature executed by either the Chaiiperson, the Vice-Chairperson or the Treasurer of the Academy. 4. Reporting. PCSSD shall provide the Executive Board with monthly accounting of the receipts and expenditures of the Academys funds, including the integration of any funds held by University Participants. University Participants holding funds directly deposit^ with it shall provide monthly reports of the receipts and expenditures to the PCSSD within five (5) days following the end of each month. Additionally, the Academy shall make reports of the receipts and disbursements available to its Participants not less often than quarterly, or at such other interval as the Executive Board may determine is needed. 5. Audits. The PCSSD shall submit the Academys funds to an audit at such time, or times, as deemed necessary by the Executive Board. The PCSSD shall provide such assistance and information as reasonably requested by the auditors in reviewing the gross receipts and expenditures of the Academys funds. 6. Compensation For Services. Initially, the PCSSD shall receive no compensation for its services in handling the Academys funds. However, at such time as funds are available, the Executive Board, in its sole and absolute discretion, may award the PCSSD compensation to cover the additional administrative costs, if any, incurr^ in administering the Academys funds. In the event an independent agency or organization is engaged to handle the Academys funds, such agency or organization shall be entitled to receive such compensation as agreed upon by the Executive Board and such agency of organization. Provided, however, in no event shall the fee paid by the Academy for the administration of said funds exceed one percent (1 %) of the gross receipts of the Academy for any fiscal year. 7. Bond. The PCSSD and any University Participant handling Academy funds shall furnish proof of the existence of a fiduciary bond covering such employees handling the Academys funds in such amount or amounts as the Executive Board deems necessary and with a bonding company acceptable to the Executive Board. 8. Amendment and Modification. This Statement sets forth the fiscal responsibility policy adopted by the Executive Board effective as of the date of the Academys formation. As such, it constitutes a statement of policy and not a binding commitment of the parties. The Executive Board may, at such time or times as it deems appropriate, amend, waive, modify or extend all or any part of this fiscal responsible policy. gardaer | tMciupol -2-TEACHERS OF TOMORROW ACADEMY FISCAL RESPONSIBILITY POLICY This Policy adopted this 19th day of August, 1992 by the members of the Executive Board of The Teachers of Tomorrow Academy (the \"Academy\"), a joint venture of Arkansas universities and secondary education institutions created under an Operating Agreement dated May 21, 1992. WHEREAS, certain Arkansas universities and secondary education institutions have combined to form a cooperative joint venture whose exclusively educational purposes include scholarship assistance, the creation of university-teacher related programs, the recruitment of students from various backgrounds to pursue teaching careers\nand WHEREAS, the Academy anticipates applying for and receiving grants from public sources as well as funds from university and school sources\nand WHEREAS, the Academy desires to create a policy for the handling of such funds to provide for the administration of the funds in an efficient manner. NOW, THEREFORE, in consideration of the foregoing reasons, the Executive Board hereby creates the following policies with respect to the fiscal management of the Academys resources: 1. Deposit of Funds. Except as otherwise provided in this statement, all funds for the Academy shall be deposited with the Pulaski County Special School District (the \"PCSSD\") so long as the PCSSD is a School Participant (as such term is defined in the Operating Agreement). The PCSSD shall hold and account for all Academy funds as a separate and segregated appropriated fund balance on its books and records separate and distinct from its general fund. In no event shall the Academys funds be obligated for, or subject to the payment of any obligation of the PCSSD or any claims of any creditors of the PCSSD. The PCSSD agrees to hold such funds and administer them pursuant to the provisions of this policy statement. Academy funds deposited directly with a University Participant may be held and administered by such Participant as a separate and segregated appropriated fund balance apart from the University Participants general fund. Such funds shall constitute a component part of the Academys funds and shall be accounted for and administered in the same manner as the funds held by the PCSSD as set forth herein. 2. Guidelines For Expenditures. The Academys funds shall be administered by the PCSSD in accordance with the guidelines currently used by the PCSSD. The foregoing notwithstanding, in the event the Academy should receive a grant or funds from a source which mandates guidelines different than those currently used by the School Participants, then to the extent such guidelines conflict with the School Participant guidelines, such specific guidelines shall be deemed controlling.Mr. Sam Jones/Ms. Angell Whitten May 6, 1993 Page 2 This letter is from my hand but written at the request of the committee listed above. Please inform us as soon as possible of your legal interpretation. Sincerely, Billy J\nBowles Assistant Superintendent for Desegregation ch c Mr. Bobby Lester Mrs. Ann Brown Mr. Chris Heller Mr. Steve Jones Mr. John Walker Members of CommitteeIN WITNESS WHEREOF, this policy was adopted by the majority vote of the Executive Board on the 19th day of August, 1992, TEACHERS OF TOMORROW ACADEMY BY: Secretary ATTEST: Chairperson gardner I iMcii.pol -3- PLERgs poer PLERSE poer POSmCW TITLE: QUAUFICATICtJS: REPORTS TO: JOB GOAL: PULASKI OOUNTY SPECIAL SOWL DISTRICT ctan'iETED poemcN rvmiart.e July 28/ 1992 FACTLETAIOR FOR TEACHERS OF TOC^ROW ACADEMY (ONE YEAR TEMPORARY POSITICN) Valid Arkansas secondary or K-12 certificate with certificaticn in one of the following areas preferred: Supervisor, Principal, Administrator. Minimum of Three (3) years' successful teaching experience at the secondary level Three (3) years' experience in planning and coordinating instructional programs Ooiputer literate in Word Processing, Spreadsheet and DeskTcp Publishing application. Building Principal/Executive Board for Teacher of Tanorrow Academy To serve as the leader in the attainment of the philosophy , goals and objectives of the Teachers of Tcmorrcw Academy, designed to attract and introduce students to teaching as a career. It is a collaborative project of the three Pulaski County School Districts and fcur institutions of hii^er education with a proposed opening of fall, 1993, at Sylvan Elills High School. PERFCRMRNCE RBSPONSTBTT.TTTES: 1. Plan, organize, and conduct planning phase of the Teachers of Tanorrow Academy. 2. To produce a curriculum and develop strategies for inplementaticn of the Academy. 3. Plan for stciff training activities which utilize college based personnel within the project and vhich offer staff develcpment opportunities for college/public school instructional teams. 4. Collaborate with university teacher educators and subject matter specialists in developing an innovative curriculum coipicnent which integrates canc^\u0026gt;ts and skills from Ehglish, social sciences, and professioned. teacher educaticn. 5. Ejplore options for alternative college course delivery at the- Academy. 6. Develop and irplement policies for recruiting and selecting students. 7. Establish introductory level courses at the secoidary level which will transfer to college. 8. Involve tusiness and community resources in planning and support to the Acadeny. 9. Organize site visits for personnel frcm institutions of hii^ier education and public schools to examine existing programs. 10. Provide inservice for the tearhers selected to teach the Acadeny curriculum. 11. Serve as liaison between the hone, public schools, and participating institutions of higher education.Facilitator for Teachers of Tororrow Academy con't. 12. Serve as ad hoc member of the steering camiittee. 13, Assist in the securing and allocation Academy budget, of funds that will be used to finalize the 14. Secure major funding through grant writing. 15. Implement the program within the guidelines of the District 's Desegregation Plan. TE35MS OF EMPIOYMEOT\nSalary Range: Teacher Salary Schedule Term of Contract: 202 days per contract EVALUATION: - Placement depends i^jcn education experience year. (TEMPORARY 1 yr.) and Performance of this job will be Board's policy on EvaluaSon 5 S?JSi SrS2?^ Provisions of the .^iPPLICATICW PROCEXJRE: Interest^ and qualified application form to: applicants should sumbit a cccpleted District Gary Miller ^istant Superintendent for Personnel Pul^ County Special School District Post Office Box 8601 Services Dittle Rock, Arkansas 72216 In-district applicants Office, Ext. 226. may activate their personnel file by calling the Personnel APPUCATICN DEAnr.TNP! August 11, 1992 I^^s THE POLICY OF THE FUIASKI COUNTY OPPORTONITTES WITHOUT REGARD SPECIAL SCHOOL DISTRICT TO TO RACE, CDLOR, NATIONAL ORIGIN TXT TTTIO ______________f provide B3UAL S^yiCES, FINANCIAL AID, AND mpLOYMENT ^^MPPOy AND ADIVANCE WCMEN addressed To the director' - , RELIGICN, SSX, AGE, and ACTIVITIES, EDOCAncW TIT . DISIkICT WTT J, f\u0026gt;E\\KE SPBCTAT blacks and handicapped PERSONS OF DESEGREGATION. EF'IURTS TO B2UITY CCNCERNS MAY BEi I i ifs S'l? I IB ii ife 1 V.' ij if II li iiSi | ii liE'l !! Si 'sita\u0026amp;b w a R\nSi ( ''1 a it 106 The Dreamkeepers members and district administrators, or because they saw it as a way to ingratiate themselves with their superiors, her principals attempted to apply subtle forms of harassment. She received many of the students that no other teacher wanted. I suggested to Lewis that maybe these students were assigned to her because of a principals confidence in her ability to work with them, whereas her colleagues could not. Lewis gave me a look indicating that I might be out of touch with the reality of urban schools. In the spring of 1983 Lewis seriously rethought her decision to teach. She knew she still loved being in the classroom. Further, because of her reputation as an excellent teacher, many parents requested (and even demanded) that their children be placed in her class. Thus administrative attempts to stack her class with \"troublemakers were thwarted by these concerned parents who saw that Lewis offered a special intellectual opportunity for their children. But she was weary of her battles with the district and school board. She felt as if she were working two jobs\nand her night job was affecting her performance on her day job. One piece of good fortune for Lewis was a friendship with a colleague who had gone on to become an administrator in the district. Now a principal, her friend told Lewis about the Bay Area _U riting Project and suggested that Lewis and another tTacher^tal^ advantage of the seven-week program, which was offered at the University of California at Berkeley. Because none of her other colleagues were interested in giving up seven weeks of their summer, Lewis faced no competition for the scholarship offered. Today Lewis credits this experience with renewing her en- thusiasm for teaching\n1 cant tell you how that experience changed me. It's not so much that the philosophy was radical or revolutionary. In fact, it was kind of like a recognition that the way I thought about teaching was all right. It was the intellectual activity, you know, the thinking. Because I wasnt bombarding my kids with worksheets, I think some of the other teachers thought I wasn't working hard. But I was trying to get at their thinking, to remind them that they could think, that think-^fe * ^S. J f^^Gi n: 3.r. O' :k L^- *\u0026gt; 'V'- J?  \u0026gt; -^A^^''?^'-4i- '' ,\u0026lt; '  sfifi i .SMA ''^if\nri 1'^. v ,f \u0026lt;\n5':*- \u0026gt;.''**W. I nr. ^i5! FAizar\nS^-'.  jA'~-w.i..-\u0026gt;.:\n. o  '.\"=.^- 'W: -7^ }. i IHB  SsSS'fcsSS'sWi F?i' Dreaaikeepers 5 V y\nfi B\n2i E 'MS J,\"-?? -  t r ' ^- vi?\" \"\"Ij  f-4^1'^''' ^Pl '..'/! , S.' f^.'s.fir\n-.. , ?^Wa' jA'v'-di^?'\n'. .y* :y\u0026gt; 3-^ **\u0026gt; rii: ft-p 5 f!' i j Successful Teachers of\n^r ,A)-5.-:^'^-- 3?'5' African American Children -^'57?, GlorizX Ladson-Billings ^' J** ^^StWiSsS 5: Ss^SkS: WS ^Usvf i. r, *-',. 0?^-' i-' i- \u0026lt; ' V* . i'?.'jAv\n-..\ni-K :'i- \u0026amp; iWASsfet\u0026amp;^7 =1^ 9^ i y'-teS^-v c JOHN w. Walker, p.a. Attorney At Law 1723 Broadway Little Rock. Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187 REG ,0 JOHN W. WALKER RALPH WASHINGTON MARK BURNETTE AUSTIN PORTER, JR. OCI 1 5 October 14, 1993 Oliice ci DesegfegS'''^\" ' W,oniior\nri3 Mr. Price C. Gardner Friday, Eldredge \u0026amp; Clark 2200 Worthen Bank Building 72201 Little Rock, AR Dear Mr. Gardner: Your letter of October 11, 1993 is absolutely unacceptable. I plan for Dr. Betty Dickson to be present at all meetings of the Teachers of Tomorrow Academy as a representative of Joshua, irrespective of whether the meetings are labeled executive committee or steering committee. I also remind you that the Joshua Intervenors must be integrally involved in whatever planning or decisional activities that are undertaken the of pursuant to Desegregation Plan. I am at a loss to understand why there is such a big issue about excluding our presence at a program which was developed by our representative. Dr. Dickson, in the first place. Her participation, it would seem, would be invaluable were good seem. faith of the District evident. Because the District appears willing to spend large sums of money on this issue, as evidenced by your employment for purposes of writing this letter, would you kindly share your time billings and those of your co-counsel regarding this matter with me by return mail along with your anticipated charge for your work. you are unwilling to do so pursuant to this request, I will be happy to make the request under the Arkansas Freedom of Information If Act. May I hear from you today by return fax so that if necessary, there will be no delay by me in my pursuit of this Would you also tell me specifically matter before the court. whether Dr. Henry Williams concurs with your letter. Very truly yours n W. Walker JWW:js cc: All Counsel of Record Dr. Betty Dickson Dr. Henry Williams Ms. Ann Brown III1 1 Culturally Relevant Teaching 107 ing was allowed in school. I and totally restructured came back here in the fall , tny class around writing (and later literature) and I had the research to back it up. en rny study began, Lewis was in the seventh year of her ' Cl 1 m 1111 T*_ _i_  _ ' Sladen brought new permutations to her idea.s and her .nf.. .J S' kind of education the to her ideas and her thinking about the community required. sixth observations, I visited Lewiss - _ yade class regularly but randomly, that is. I went th^r. every randomly, that is, I went there week but at varied times. I felt that a^pe.iog at di different moods o{ the classroom. appearing at different times the studv^Jn 1? participation in Although \" week. Aitnougn Lewis s teaching schedule (of rZad ' J ^cumscribed by a predictable .... t^ath, science, and so on) literacy teaching was more likely in the that year: mornings. .Mv field notes describe my first visit ^^ived at the school at 8:45 on Thursday morning. The school grounds lawn was freshly were quiet. I noticed that the the school year. I stopped at the cut, a sure sign of the beginning of and speak to the principal. The that the principal was ' main office to sign in secretary informed me had been unable covering a class because they to get a substitute. As I walked through the inner courtyard I . pal talking with two black girls who looked about twelve years old. He seemed t^ b ing-or perhaps counseling-them. The noise ie he class next to Ann Lev^iss was high. Students noticed the vice princi- to be to be reprimandnoise level of r i. talking, the teacher was shouting. I noticed the trast when I walked into Anns class, which usually quiet. The students them read aloud. The class was were con- was un- were listening as one of studying Charlie Pippin by year old African American girl who attempts to win *1 [-rjLi\u0026gt;'v. SK 14 Ktifl w 4- 7 /- // -oa 6 s1IWSK^ $ Ws sate Culturally Relevant Teaching w Hold fast to dreams For if dreams die Life is a broken winged butterfly. ItsSi 'fe Langston Hughes J'M tern 'sSS3 Chapters Three through Five offered a look at culturally relevant teaching practices through teacher interviews and classroom obser-vations. In this chapter I offer more contextualized examination - , . , , ' --------v.vaiiiiiiamjii ot the activities of four classrooms, three in which culturally relevant teachin!o Will was practiced and one in which it was not. The con- ----- X AIV. V-tJll- text tor two of the classes is a reading lesson and for the other classes it is a math lesson.\n!,hm \"'Ts a ii 1 OjT^Foras on Literao^' One o[ the critical national indicators of educational progress (and national development) is the literacy rate. Amove and Graff assert 5t that national literacy campaigns are not unique to the twentieth on this page is from T/ie Panther and the Lash by Langsit on Alfred A ^nn'^951 by Langston Hughes. Reprinted by permission of fred A. Knopf, Inc. and Harold Ober Associates Incorporated. Pl 102 i f II fl Er- r! j: H tS lit a is a fit 'i' 4' 104 The Dreamkeepers and his two sisters attended. By the time my father was in what was considered to be fourth grade, he had learned as much as his older siblings who had stopped attending school to help with farming chores at home. In an attempt to escape the harsh discipline of his stepmother when he was about 12 years old, he and an older brother ran away from home to live with an adult sister in Philadelphia. By the time he arrived, school was but a distant memory. He kept up his reading with the newspaper every day and the Bible every night. When I reached junior high school, my father would thumb through my textbooks and read them as if he actually found them interesting. n B 1: The next section of this chapter describes culturally relev\nant Si 3: .V 'W' B C'S' 5\u0026gt;' ' ii' -Aii j. iEiSSas literacy instruction in Ann Lewiss and Julia Devereauxs class- rooms. They make literacy a communal activity and demonstrate ways to make learning to read and write a more meaningful and successful enterprise for African .American learners. Ann Lewis: -4 LitercEcy Revival In Chapter Three, I provided a \"snapshot view of Ann Lewis. To reiterate, Lewis is an Italian American woman in her midforties. Active in school and community politics, she has lived most of her life in the largely African American community where she teaches. Some of the older teachers and administrators in the district were her teachers. Lewis remembers herself as less than an ideal student: I grew up in the community and my greatest desire was to teach here, basically because I spent so much time with quality teachers and those teachers encouraged me to teach. As strict as those teachers were with me, they pushed me to do what was right. I was a difficult child in class and thats why I started teachingto give other so-called difficult children a real chance. w I, Wii til (51 I'Eir 1\npij'ji Lewis did not take a traditional route to teaching. Having married soon after high school, she began her adult life as a homes^ s? I\nv.' I Culturally Relevant Teaching 105 maker, mother, and wife. But the breakup of her marriage meant that she needed to work to support herself and her children. She secured a job as a teachers aide in a local elementary school. Her decision to work in the schools came in the early 1970s, at a time when schools and school districts described as economically disad- vantaged received additional state and federal funds to hire com- munity people, particularly parents, as paraprofessionals. Familiarity with both the school and the home culture made the teachers aides a special resource. Students and parents who were intimidated by the formality and cultural barriers between themselves and the school s more formal staff often sought out the teachers aides for assistance and support. Aware that teachers aides were an important resource and that turnover among the teaching staff was on the increase, the school district proposed and implemented a program to encourage the aides to attend the local community college, transfer to the state university, and then enroll in the universitys fifth year teacher crednation program. With a critical mass of teachers aides enroll- ac- ing in the program, the district, in conjunction with the community college, could offer courses in the school district so that the aides were able to keep their jobs. Lewis was among the first group of aides to take advantage of the program. Although many aides enthusiastically began the district- sponsored program, time and circumstances kept most from completing it. Lewis was one of the few who endured and completed it. She began as a certified teacher in the district in 1977. By 1983 Lewis had built a reputation in the school district for her assertive, even aggressive, advocacy of teachers rights. She had been elected president of the teachers association and was a self- appointed watchdog for the school board, attending every meeting and taking public issue with positions she felt were not in the best interests of the teachers. Not known for her diplomacy or tact, she often locked horns with board members and school administrators about what she perceived as violations of the teachers contract. This kind of behavior is risky in a small district such as Pinewood, where board members and district administrators can have an inordinate amount of influence on the day-to-day running of the school. Lewis felt that, perhaps because they shared the feelings of boardCA' Culturally Relevant Teaching 103 century, many charismatic leaders have used literacy campaigns for salvation, redemption, and re-creation. They suggest that in the twentieth century, especially since 1960, literacy has been seen as a process of consciousness-raising aimed at human liberation.' National literacy campaigns have been a part of the social and political fabric of such countries as Brazil, Cuba, and Guineau Bissau. However, the aim of literacy campaigns in the United States has been individual and personal advancement. Nightly public service messages on television exhort citizens to sign up at local libraries and schools for reading instruction. An explanation of this trend is presented by Ferdman: In a society tending toward homogeneity, It IS easy to think of literacy simply in terms of specific skills and activities. Given broad cultural consensus on the definition of liter- so IS acy, alternative constructions are either remote or invisible, and sc literacy becomes a seemingly self-evident personal attribute that is either present or absent.^ But Ferdman further contends that in a multiethnic society the cultural framework for literacy mustbe cons^d. thus in citing deCastell and LuESTT^TaTT^SiHS^ut that being literate has always referred to having mastery over the processes by means of which culturally significant information is coded. The following passage is central to Ferdmans argument: In a culturally heterogeneous society, literacy ceases to be a character- istic inherent solely in the individual. It becomes an interactive process that is constantly redefined and renegotiated, as the individual transacts with the socioculturally fluid surroundings. In the context of this study of culturally relevant teaching, the construction of literacy among African Americans is especially important. Gadsden contends\nFor African .American learners, in partkular, literacy has been an especially tenuous struggle, from outright demal during slavery, to limited access in the early 1900s, to segregated schools with often outdated textbooks well into the 1960s, tomany might arguemarginal acceptance of their culture i, in and capacity as learners even into the 1990s. 4 My father completed only about four years of formal schooling. His school was a one-room classroom that he, his four brothers, sit\nfi gir-Ei\n-r t: li! 114 The Dreamkeepers lesson and whether the students mastered those skills, she reviews some skills at the end of the story' review. its  ! w sa a J Si  ilhu One morning, Devereaux introduces the lesson by saying. Today were going to be reading about the first woman jockey. She directs the students attention to a word list on the board. The following words are there: influence, atmosphere, outlet, developing, demonstrate, concentrate, and \"'equestrian. The students first attempt to define the words in words of their own and then use their glossaries. As they pronounce the words, Devereaux reminds them to sound them out phonetically. own She then begins calling on the students in round-robin fash- ion to read the story aloud. They seem eager to get a turn. She tries to divide the reading selection up so that everyone gets a turn. Who havent I heard from today.? she asks. Two hands go up. She calls on these students next. The entire class reads the last graphs aloud in unison. Throughout the reading she asks of recall questions. The even boring. two paraa variety entire experience seems rather ordinary, I am anxious to talk to her about what shes doing. I know it seems old-fashioned but I believe the students benefit from the structure. Its as if it were important for them to know what comes next. I have children in here who other teachers told me could not read. Heck, they told me they couldnt read. But I look them squarely in the eye in the beginning of the school year and tell them, you will read, and you will read soon. I tell my entire class we all have to know how to read and its everybodys responsibility to make sure that everyone learns to read well. I pair up the better readers with the poorer ones and tell them that the pair gets a reading grade. They are allowed to do any number of things to help each other read. Although the school doesnt want us to do it I let them take their readers home. I also use some of those old, out-of-date basals as at-home readers for them. All stu- dents have a reading log in which they list what they read aloud to their parents the night before. The par-t- Ki Culturally Relevant Teaching 109 Ann: this? Do you know anybody who ever feels like 11 Ca/uin\nMe! Ann drew a Venn diagram to represent similarities and differences between Calvin and the character in the story. You have your own video of your entire life in your head. Every time you read, you can get an image of how the story connects with your life. Do you want to get back to the story? Yeah!, the class says in unison. A third boy began to read. When he finished, Lewis said, Close your eyes. Lets put on your video. She then re-read a section of the book describing the mother in the story. How can you relate this to your life? One of the African American girls commented \"Thats just like when I kiss my mom. Students took turns reading passages from the book. For some, this was the first chapter book theyd read in school. Some of these slower readers had trouble with some of the words. Lewis encouraged them and urged other class members to help. Remember, were all a team here. Weve got to help each other. When Charlene (an African American girl) asked a question about a dispute the main character had with her father, Lewis suggested the students roleplay to understand better. Two students struggled a bit with the role-play. Two others gave it a try and got a round of applause from the rest of the class. After the role-play Ann asked, What do we know about Charlies dad? The class erupted with excitementmany wanted to contribute. Lewis began to develop a character-attribute web on the board. As the students became more excited, she encouraged them to settle down by explaining which part of the brain they were using. Were not in the limbic [she pointed to a bulletin-board diagram of the brain], were in the cerebellum. Lets not deteriorate into rep- '.'S  !- i  U'\nI r r 1. itv s  l-t Li' 'LL tel II fiHi I I 'H? i ti f If. s I \u0026lt;1^' ifs,  1 SI Jii liil SSwi! \n\u0026gt;\u0026lt;! rt! 108 The Dreamkeepers the approval of her father, a decorated Vietnam War veteran who has buried all his feelings about the war within him. The girl feels alienated from her father and wants to find a way to reach him. Ann and her students were about twenty pages into the book. There were twenty-nine students in the class (twenty African Americans). When the student who was reading finished, an African American boy, Jerry, asked, Is she [the storys protagonist] going to stay eleven years old in this book? Lewis responded with a question, What about in Driving Miss Daisy? Did the main character stay the same age? Students (in unison): No. Ann: Jerry: How do you know? Because she was using one of those walkin things when she got old.\" Ann: A walker?  Jerry: Yeah, and then she was in the old folks home. Ann: Can you see without a video? I .tk'Sj ^1 Bi fi I f via R: 3!' Wife  Calvin (another African American boy): Yes, you can see when youre reading. So well see how old Charlie is in the book! Ann reminded the students about a previous discussion about connotation and denotation and said, Remember we said hungry makes you think one way but famished makes you think another way? Calvin asked if the discussion could go back to talking about the book and Ann encouraged him. She got feelings her dad doesnt understand and he got feelings she dont understand. I I Culturally Relevant Teaching 115 4 I i\n1. f ents sign the logs. I award prizes for completing the reading logs. You may have noticed how quiet things got when the reading lesson began. Im pretty easygoing about a lot of things, but I keep my reading time sacred. i] 1 t i ! Devereaux does a number of things to encourage reading. She has her own Book of the Month Club. Each month, Devereaux announces a book to read. Up to ten students may sign up to read it. She often purchases the books with her own money. The book club meets to talk about the book on their own time-at lunch with the teacher, in early-morning hours before school, or after school. No grades are given for participation in the club. Its reward is intrinsic. The proof of Devereauxs pudding is indeed in the tasting. She suggested that I select her most difficult student, Michael, look at his cumulative file, and then listen to him read. Michaels file was two inches thick. He had been in a series of foster homes. His natural mother was a drug addict and had neglected him. Every teacher from first grade on had recommended that he be placed in a special day class. Everyone agreed he could not learn to read\nhe lacked the requisite skills and needed remedial attention that no one had the time to give him. I asked Michael if he was willing to read something to me. His face lit up. He selected a book entitled The Trouble with Tuck from the shelf. It was a story about a girl and her dog. Although his reading was halting, Michael employed phonics skills and decoded the words that were not familiar. I asked him how long he had been such a good reader. Only since I been in Miz Devereauxs class. Why is that? I asked. I dont know, she just told me that I could read if I wanted to and she was going to help me want to. She said you cant stay in her class if you dont read. I want to stay. Michaels reading partner was Jabari. Devereaux selected him because she knew that Jabari was very competitive and would personally take on the challenge of helping Michael to read. She supplied the pair with a variety of high-interest books about sports I 1 f 1 - f 7.- t- I, 5 r R t i110 The Dreamkeepers st i! 'iSS' 1 ! R- 'S! ! a id 'iW II zbik IS II wi 11 B'Hl 3 y i| iBK?r tilian. Okay, you now have two minutes to talk with someone about other attributes of Charlies dad. When e two minutes were up, many students contributed to the attribute web. Ann filled the board with the student responses and shouted, That was perfect! Youre a perfect class. If youre perfect raise your hand! Twenty-nine hands were in the air. Over the course of the next several months, Charlie Pippin became the centerpiece for a wide range of activities. One group of students began a Vietnam War research group. One group member who assumed a leadership position was a very quiet Vietnamese girl whose relatives had fought in the war. She brought in pictures, maps, letters, even a family member to talk to the class about Vietnam. In the book, the main characterCharliehad made origami to sell to her classmates. Lewis taught her students how to make origami. She introduced them to Eleanor Coerrs Sadako and the Thousand Paper Cranes. A second group of students researched nuclear proliferation. They asked Lewis to rent the video Amazing Grace, which is about a young boys and a professional athletes stand against nuclear weapons. The entire study took place against the backdrop of an impending war between the United States and its allies and Iraq. Several of the students decided that, like Sadako, they could make paper cranes to symbolize their opposition to war. In a way, the students believed that their efforts might even prevent the war. Although Lewis gave them no extra time to make their cranes, they found many opportunities to do so. By January 15, the date that then-President George Bush had set to move into Kuwait, Lewiss class had folded and hung up in their classroom window 1,039 paper cranestiny paper birds that stood as a symbol of their commitment to peace. It is interesting to note that Lewiss reference to the parts of the brain, and later class discussions about learning taxonomies, grew out of her own experiences at that time\nShe was taking a graduate course and shared much of her learning and experiences with the students. She brought readings and the language from her graduate studies into her sixth-grade classroom. The students S II I'l -f 112 and speaking were III 'ill IWi 'fe xfi li M Qli! KO The Dreamkeepers , . , community activities that Lewis believed all students could participate inand they did. Julia Devereaux: \"Gimme that old-time [religion] teaching. would be closely matched teachers in -B 1:^ \u0026lt;i IlW i W!\nP ::U5i tc s fe \u0026amp; W- (S fi sa cP is w {fl \" controlled study Devereaux and Lewis on more variables than any other two my study. The two women are the same have lived in the school age and both community most of their lives. They at- tended the same state university (at different times) and mentary, junior high, and senior high school classmates. In 1988 Devereaux succeeded Lewis as president of the teachers were ele- Althoucxb presiaent ot the teachers association. Although weary of both the internal and external politics of the president. in her first term as The two obvious differences between the t.. ^ic unnor ..n. this d, *a, Devereaux is African American Lewis IS white and that Devereaux believes two that are impor- in direct reading instruc- whoir.\"\"'\"'' - committedTo whole-language approach to literacy. a Devereaux teaches . .  ^he district that has made commitment to training the teachers in a method espoused by a tv#n AC  , a iiiculuu espoused bv a b  i\" Chicago who esubliched her own school for inner-city students. It is a no-frills, approach to teaching and learning. This basic-skills phasizes phonics as the books in no-nonsense approach emappropriate way to teach reading. \"Classic the European and African American of the curriculum. Devereaux transferred because of its philosophy\nshe sent to Chicago to receive tradition are a part voluntarily to this school was one of eight teachers the school training in this pedagogical approach, evereaux s family has always been munity. Her parents worked hard to a mainstay of the com- raise family there. Her father 1 Ui ------ a laiiiliy L _ brought the family to California from Louisiana in the 1950s'He began work as a night custodian at a retail store and later became , ----------------------- OUW4C auu la a bail bondsman. Her mother began as a window dresser retail store and at another her fathPr assistant manager. Eventually father opened a grocery store where both parents worked. Later,'i 1- Culturally Relevant Teaching 113 he studied for and earned his real-estate license and today is a well- respected realtor in the community. Devereauxs family is active in the local Catholic church. Devereaux herself leads a Girl Scout troop. But her family is also known for a series of tragedies it has suffered. Both Devereaux and her sister were victims of violent crimes. Both have worked hard to put the trauma of the assaults behind them. During the three years of my study, Devereaux taught fourth grade, however, she has taught every grade from second to eighth. Her classroom is a beehive. Students always seem to be all over the place, except when it is reading time. Devereaux convenes the class for reading at 9:00 a.m. During the first twenty to thirty minutes of the day, the students may be involved in a variety of activities, including games, journal writing, handwriting, and spelling assignments, while Devereaux ties up loose ends, collecting monies for various projects or field trips, ordering books and materials, checking papers, or visiting with students. But, at 9 oclock all this activity comes to a halt. Each of the twenty-five students in Devereauxs class this semester pulls out a basal reader and places it on top of the desk. Twenty-one of the twenty-five are African American, four are Latino. There are fifteen girls and ten boys. Devereaux s reading lessons seem almost scripted. She begins with a phonics drill. A student goes to the front of the room, takes the pointer, and begins the drill by pointing to the chart above the chalkboard. The student points to the letter b-. Beating drum, beating drum, ba, ba, ba, she says. The class repeats in unison. She continues, B sounds, bound. What does bound mean? One student raises his hand and says, Bound means to leap. The drill leader continues the drill through the consonants. Although this is a fourth-grade class, the words and terms they are asked to define seem sophisticated: they include justice, kinsman, fatigue, depositor, lay waste, preserve, reunion, and veranda. There is a high degree of participation in the drill. The drill leader calls on many different students. At the conclusion of the drill, Devereaux thanks her and moves to the front of the room. She asks students to recap the last story they read. Depending on which skills were emphasized in theCulturally Relevant Teaching 111 seemed eager to hear about what she was learning and to enjoy the vision of her as a student and of themselves as \"graduate students. Thus during this year I witnessed a class of students engaged in reading, writing, and speaking activities with increasing levels of competence and confidence. One of the hallmarks of Lewiss class was the intellectual leadership demonstrated by the African American boys. Although most of them had had previous problems, including poor academic performance, truancy, suspensions, recommendation for special-education placement, and at least one threatened expulsion, Lewiss class represented an opportunity for a new academic beginning. One of Lewiss star students, a boy named Larry, had had a particularly troubling history. Although he was short and slightly built, he was the oldest child in the class. He had been left back several times and was thirteen in a class made up of eleven-year- olds. He had been traumatized by the drive-by shooting of a favorite aunt. Other teachers in the school referred to him as \"an accident just waiting to happen. None wanted him in their classrooms. Lewis referred to Larry as \"a piece of crystal. Hes strong and beautiful but fragile. 1 have to build a safe and secure place for him and let him know that wethe class and Iwill be here for him. The school has been placing him in the kitchen junk drawer. I want him to be up there in the china cabinet where everyone can see him. By the end of the school year, Larry had been elected president of the school's sixth grade. He was involved in peer-conflict mediation and was earning As and Bs in every subject. He was among the academic leaders of Lewiss class. While Larry represented a special example of accomplishment, the classroom was a special place for all the children, including the nine non-African Americans. (They were Latino, Pacific Islander, and Vietnamese.) The work was challenging and exciting. The students were presumed to have some level of literacy, which formed the foundation for increased competency. Reading, writing. 3 1 Si it 1\ni ! i. it: jf' 1. I- i-T^ K pj \u0026gt;1' J .a k I 1\nt\n!! 122 The Dreamkeepers students came from professional homes-the homes of doctors, torneys, accountants, college professors. atIt was my unofficial policy not to visit my student teachers on the same day that I visited the teachers participating in my study I w  tee!  Ml it It would be too easy to make unfair comparisons between the perts and the novices. However, on exone particular day visiting both could not be avoided. After observing Margaret Rossi. I headed across the freeway to visit Alex Walsh. Although the physical distance between the two schools was less than five miles, in resources-personnel, material, and stu-dents- they were worlds apart. Walshs school was in a district that performed at the ninety-fifth percentile on standardized tests while the teachers in my study were working in a district that performed below the tenth percentile. When I arrived in Walshs classroom, the students  *^'**  eidssiuuHi, me stuaents were working on mathematics. The cooperating teacher was working with a group of twelve or thirteen students. Six or seven other stu- ---------------- UlilCl dents were working independently at their desks, and Walsh working at a table in the back of the was room with four boystwo white, two Latino. As I settled into a chair near Walshs group I \u0026lt;5W* 'sHf CT ' WSa to- .could hear him trying to explain how to change an improper frac-tion into a mixed number. None of the students seemed to be paying attention to him. Iwo of the boys were poking each other with pencils\nanother was listening to his Walkman (although he denied about why he had his hat pulled down it when questioned over his ears). The fourth te PC 'tr a 1^5 hl 1*?^ [itj iW Lli-'tb''? Bte ff- , . ------ - xuc luurtn boy was staring out the window. After Walsh finished his explana-iinn pencil-pokers to solve a problem The boy seemed to have no idea what to do. When asked if anyone could tion, he called on help, none of the others responded. Walsh another try. gave his explanation This time he stopped many times to reprimand the boys for P aying, giggling, and not paying attention. At the end of his explanation, he gave the boys three problems to solve. None of them was able to solve the problems. This stuff is stupid! remarked boy. Im not doin this, said another as he pushed his pencil toward the center of the table. The other boys laughed. Walsh said Okay, lets try doing the first ex-one paper and one together.\" He began ex- i Culturally Relevant Teaching 117 from both teachers literacy programs. In sum, these tenets include the following: 4 1 1. Students whose educational, economic, social, political, and cultural futures are most tenuous are helped to become intellectual leaders in the classroom. Both teachers direct a lot of their pedagogy toward African American boys. In Lewiss and Devereauxs classrooms it is cool or def to choose academic excellence. The teachers make the students culture a point of affirmation and celebration. This means that they have to work actively against the constant and repeated denigration of Africa, Africans, and .African Americans. By disrupting the notion of African American males as social outcasts, the teachers provide academic support for these boys and at the same time give the other students a new view of their fellow students. 2. Students are apprenticed in a learning community rather than taught in an isolated and unrelated way. The mention of this tenet here is a restatement of the idea, which is presented in Chapters Four and Five. Both teachers treat their students as if they already know something. Rather than teach skills in an isolated, disconnected way, the two embed reading instruction within larger contexts. Even in Devereauxs more structured approach, the teaching of skills is contextualized. come 3. Students real-life experiences are legitimized as they be- part of the official curriculum. Even though both of these teachers select literature for their students, they depend heavily on the experiences of their students to make the literature come alive. They are not writing on blank slates\ninstead, they are challenging conventional scripts by importing the culture and everyday experiences of the students into the literacy learning. 4. Teachers and students participate in a broad conception of literacy that incorporates both literature and oratory. What counts as literarily worthy is broadly defined in both classrooms. The students are allowed to ask their own questions and search for their own answers. By building on the students knowledge, Lewis and Devereaux are able to teach complex ideas and skills without worrying that they are teaching above the students reading level. IKI r |w\n'I' SSI few 116 The Dreamkeepers and athletes, rap stars, Hollywood actors. Devereaux often found reading tasks for Michael, such as reading e daily bulletin, food labels, baseball cards, cookbook directions, the telephone directory, maps\nshe tried to help him see the purpose of literacy. Michael also learned to take advantage of Devereauxs passion for reading. He was quick to ask her if he could read instead of doing some other task and she usually permitted him to do so. After all, here was a kid that everyone said would never read.  pi. I ra SB! IS' J ^5 tes H In third grade I was selected to go to the Reading Teacher. As I described earlier, the Reading Teacher was the person who worked with the accelerated group. As members of the special read- ing group we became a part of a special reading incentive program. We were rewarded for the number of books we read. To prove that we had actually read the books we said we had, we had to sign up for a \"book talk with a teacher who had read the book. We scheduled these book talks during early mornings before school, at recess or lunchtime, or after school. It was exciting to sit down with an adult and talk about what we had read. We received certificates for reading twenty-five, fifty, or seventy-five books. If we read a hundred books we received a certificate and a pin. I did not rest until I got my certificate and pin. I reached that lofty plateau by the middle of fourth grade. i ifSU  121 SK  :?\u0026gt;} J J s i-fl i! i as H PI I Lewis Versus Devereaux On the surface Ann Lewis and Julia Devereaux employ very different strategies to teach reading. In some ways their differences represent the larger debate about literacy teaching, that of wholelanguage versus basal-text techniques. However, beneath the surface, at the personal ideological level, the differences between these instructional strategies lose meaning. Both teachers want their students to become literate. Both believe that their students are capable of high levels of literacy. More specifically, several overarching tenets may be culledCulturally Relevant Teaching 123 plaining the steps needed to change the improper fraction. The boys were not following. Walshs patience wore thin. Look! he shouted. Im trying to teach you guys how to do this and youre not even paying attention. Unsuccessfully, the boys tried to stifle a giggle. That was the last straw. Walsh sternly ordered them back to their seats and assigned them a page from their texts. The boys grumbled that they did not know how to do the problems, but Walsh ignored their complaints and told them he expected to see the problems before the math session was over. He glanced up at me. His face was red, perhaps from anger, perhaps from embarrassmentor both. During our postobservation conference, I began by asking. Tell me what you taught today. Walsh started telling me what he had intended and referred me to his lesson plan. Yes, I commented, You seem to have had a plan that fit your intent, but what did you teach? Once again, he began to explain his intentions. He told me about how he had thought out the plan and how the boys had subverted it. I could see that, Alex, I remarked. But what did you teach' He looked at me dejectedly and sighed. I guess I didnt teach anything, he said. I nodded in agreement. Right, now we can talk about what went wrong. Clearly, it is not fair to compare Alex Walshs abilities with Margaret Rossis. Rossis seventeen years of experience should make her more skilled at teaching than Walsh. She has had the opportunity to make mistakes and grow as a teacher. And I am sure she has also had times when she didnt teach anything. However, juxtaposing the two sessions illustrates just how different experts are from novices. If Walsh could have observed any of the teachers in my study, perhaps he might have learned some of the following: 1. When students are treated as competent they are likely to demonstrate competence. Culturally relevant teaching methods do not suggest to students that they are incapable of learning. These teachers provide intellectual challenges by teaching to the highest standards and not to the lowest common denominator. In Lewiss class, the students were expected to do more than read for literal meaning. Their responses to what they read were even more important than parroting back what the author had writ-ft Pl  w. -W 11 hl  U/ nt'  few- \u0026gt; iir is 118 The Dreamkeepers Using multiple teaching strategies ensures that every child develops his or her reading ability without being ridiculed or embarrassed. 5. Teachers and students engage in a collective struggle against the status quo. Both teachers help their students understand that societal expectations for them are generally low. However, they support them by demonstrating that their own expectations are exceptionally high. Thus they indicate that to prove the prevailing beliefs wrong, teacher and students must join together. 6. Teachers are cognizant of themselves as political beings. In the case of both Lewis and Devereaux, the political nature of their work is manifested in their teacher association activities. Both have developed a sociopolitical and cultural vision that they know they need to move away from cultural-deficit explanations for African American students low achievement levels and toward models of cultural excellence. They talk often with their students about the political nature of their work. The students are reminded that their progress toward cultural excellence is the mightiest weapon they possess to fight against a mediocre status quo. I I *' -! *\u0026gt; Si -'?fe I*j u: Math in a Culturally Relevant Classroom TO' .4.S we saw in Chapter Three, Margaret Rossi is an Italian .American woman in her midforties. She began her teaching career in the late 1960s, when she was a Dominican nun. She has taught in both private and public schools and in both wealthy white communities and low-income communities of color. When this study was being done, she was teaching sixth grade. She was identified by a group of African American parents as a very effective teacher. In an ethnographic interview Rossi revealed that she knew that her students characterized her as strict, but that she believed they respected her for being a demanding yet caring teacher. One morning, before an observation session, I met Rossi in the courtyard outside of her classroom. Although we exchanged pleasantries it was apparent that her mind was on the lesson she intended to teach. Earlier, she had talked to her students about the African origins of algebra\nthey had learned that the first definitive evidence of the use of algebra had appeared in the writings of Ahmes, an Egyptian mathematician who lived around 1700 B.C. or K if ii ill  I III: I- I, 120 The Dreamkeeper with students who seemed puzzled or nisfi: oiWi^ 2\ni deAlti ........ilii - u toC!' inC! In S^: I KB Bl 1 .......... tea a w! det ca\u0026amp;felif **sl 8 f traiS wE. i' me! it tea -Bis Aisftl Si ac it ftr '-' i 2. bK. fea. trafs:^!:: 3.i Wiite ft n confused. By asking a serie: of probing questions, she was able to help students organize theii linking about a problem and develop eir own problem-solving strategies. The busy hum of activity in her classroom was directec toward mathematics. Every so often, she would suggest a problen: and the students would work frantically to solve it. Each time sh\u0026lt; did this, a new set of questions and possible solutions came up. 1 was amazed at how comfortable the students seemed as the discussion proceeded. No one student or group of students dominated the session. Responses and questions came from all over the classroom. As I sat taking notes, I heard a student exclaim, This is easy! Others nodded their heads in agreement. Never missing an opportunity to make mathematics accessible to her students, Rossi used such expressions to make a comment that reminded them how intelligent and capable they were. At one point that morning, Rossi directed the students attention to a page in the pre-algebra textbook she had scrounged up for the class. Rather than assign pages in the text, she showed the students how the textbook representation of what they had been doing appeared different. Dont let it scare you, she urged. \"You know how to solve problems like these. Rossi was thus assuring them that the good work they were doing in her class would carry through to district and state assessments\nshe knew that her students would be required to perform on standardized tests and that their performance might prove to be a significant factor in their mathematics placement the following year when they went on to middle school. On another level Rossi may also have been reassuring her students that what they were doing was legitimate. Because so much of this work was not out of a textbook, students (and perhaps their parents) may have wondered if they were doing real algebra. By 9:59 it was time to prepare for recess. For almost an hour and a half Rossi and her students had been occupied with mathematical problem solving. She never once needed to stop to discipline or reprimand a student. The few instances in which students seemed to be off-task were quickly remedied when Rossi or another student posed a problem that brought their attention back to the discussion. Rossi told the students how proud she was of the way sa Culturally Relevant Teaching 121 they had worked. She also told them that they were doing work that some eighth graders couldnt. At 10 a.m., twenty-six happy sixth graders marched out to recess. Rossi smiled but she had a look of sadness in her eyes. She turned to me after the last student had left the room: Theyre so smart but so few teachers recognize it. Im so afraid they will meet the same fate as last years class. We work so hard to get them into algebra and then they go to the middle school where theyre treated like they dont know anything. Last years students were so bored with the math they hadit was actually arithmeticthat they started cutting math class to come back over here for me to teach them. When I explained that I couldnt teach them they just stopped going to math class altogether and failed for nonattendance. Telling Isnt Teaching I have described the classrooms of Ann Lewis, Julia Devereaux, and Margaret Rossi as examples of best practices. In this section, I describe a lesson carried out by Alex Walsh, one of my own student teachers. Walsh was a twenty-two-year-old white student enrolled in a prestigious teacher preparation program. His student teaching assignment was in an upper-middle-class, predominately white community known for its excellent public school system. Alex was looking forward to the experience. He had been assigned to a sixthgrade class. His cooperating teacher was active on many district committees and had requested a student teacher who was comfortable taking the initiative and working independently. The class would probably have been characterized as an open classroom. Students worked at their own pace and in cooperative groups. One student who had cerebral palsy was mainstreamed into the class\na full-time teachers aide worked with her. There were no African American students in the class but it was a culturally diverse class. The students represented several language groupsSpanish, Japanese, Chinese, Arabicbut all were fluent in English. Many of the Bl--------------w Culturally Relevant Teaching 119 earlier. They learned that, much later, the Greeks had contributed to the early development of algebra. Rossi felt that the setting of the context was important for motivating her students to learn algebra. She attempted to make them see that it had clear relations to their own heritage. There was no reason for them to think of it ,S as foreign. As she said to me, tongue-in-cheek, Its not Greek to them! Rossi gave her room key to one of her students and asked her to go in and take care of some housekeeping chores. When the bell rang the students filed noisily in. They settled down after they entered the room and took their seats. At 8:35 Rossi greeted them with a cheery good morning and the students responded in kind. What followed the good morning greeting was a whirlwind of activity. perhaps too complex to explain fully here. However, 1 will attempt to summarize what transpired. The entire time I observed her class that morning, Rossi and her students studied mathematics. Although they were engaged in problem solving through algebraic functions, no worksheets were handed out, no problem sets were assigned. The students, and Rossi, posed the problems. Observing from a pedagogical standpoint, 1 saw Rossi make the lesson. She contin- a point of getting every student involved in the lesson. She continually assured them that they were capable of mastering the problems. They cheered each other on and celebrated when they were able to explain how they arrived at their solutions. Rossi s time and energy were completely devoted to mathematics. Taking attendance, collecting lunch money, and all other tasks were handled by students in an unobtrusive, almost matter-of-fact manner that did not interfere with the mathematics discussion. Rossi moved around the classroom as students posed ques- and suggested solutions. She often asked. How do you know? to push the students thinking. When students asked questions, Margaret was quick to say, Who knows. Who can help him out here? By recycling the questions (and consequently, the knowledge) Margaret helped her students understand that they were knowledgeable and capable of answering their own questions and those of others. However, Rossi did not shrink from her own responsibility as teacher. From time to time she worked individually tions rShortage  Continued from Page 1A ucation statistics show that the state now faces a shortage of teachers because fewer college students are choosing teaching as a profession. said Suzanne Mitchell, project director for the Teacher Qual- : ity Enhancement Grant Council. The council is made up of representatives from the Higher Educa- I raiiauira iiuiii me riigiier isauca- tion Department, the state Department of Education, public and private colleges and universities and the Arkansas Education Association and legislators. As of December, the state's 18 colleges and institutions, graduated 1,459 students with bachelors degrees in education, about 300 fewer than in 1996. While only 760 Arkansas teach- ers SS, that Z^edS ft* number rose to 1.191 last year, and . n'p-p, 969 retired between July 1, 1999 and Dec. 31.1999. Donna Zornes. director of the state Education Department's professional licensure unit, said the state doesn't have data on exactly how man.v certified teaching openings there were at the beginning of school, or exactly where those openings were, but she knows that there were as many as 15 cies in some districts. vacan- I can tell you that as a general rule of thumb we credential about 2.000 new teachers a year, but at the same time we're looking to fill about 3.0(W vacancies.\" she said, i We anticipate that its going to be ! a tremendously problematic area ' for districts to staff those vacan- cies in the next few years. \"I don't want to say that it's going to be a crisis but it is going to be a problem.\" Karen Buchanan, superintendent of the Lee County School District. said that district neared crisis mode last fall. At the start of school. 12 of the district's 138 certified positions were unfilled. As many as eight of those positions were left by teachers who retired. Buchanan said, while the others moved away to take other jobs. I have an experienced staff, and I expect at least a third of my staff to retire in the next five years. she said. Buchanan said two teachers who retired in June 1999 agreed to come back for the 1999-2000 school year, temporarily filling vacancies in math and science. Theyll be gone next year, and those positions will have to be filled.\" she said. We don't have I any prospects yet.\" Principals have expected teacher shortages in areas of math, science, foreign languages and wiui uuie kocks most experi- special education  because thej eiiced teachers making $46871 51 have been tough to fill in the past. ' \" But now theyre concenicd about a Gadberiy said Little Rock i,s fairly competitive\" in other areas, with Little Rock's most experi- new problem. onl}' $10 a day below the eight cities' average and $44 a day befow the highest paying city, Memphis. Little Rock teachers in the highest . '.'s fall was the first time wo ...............  liad noticed shortages in areas like paid category make Lloiceusiioia ges 111 categoiy more than early childhood education.\" said their countei-parts in Baton Rouge. Cummins, the Education Depart- Oklahoma City. Tiilsa and Wichita . . . . ,  Richard Hurley, director of the In the Lee County district, three Little Rock School District's Hu- of the vacancies were for elenien- tary school teachers.  Establishing and emphasizing - .............. ................--vv.uuo uuii. tuiioKes programs like Future Teachers oY Finding new teachers is diffi- in smaller, cconomicall.v de- America and Teachers of Tomor- cult, according to Buchanan, be- pressed\" areas because teachere \"dddle, junior high and cause the district can't compete pay is better in Little Rock schools **8*' schools to help students un- with districts in neighboring states  than in districts in those area,s He  -------------  mat offer higher salaries and hir- i said district officials are looking ing incentives like free housing for into offering incentives similar to a limited time, low interest rates those offered b.v other states, in- on ear loans and signing bonuses. eluding signing bonuses and more We have gotten creative in credit on the pay scale for teaehina eluding signing bonuses and___ pa,v teaching experience brought to the district. The number of j ears of experience ----------------------------from other districts recognized on ing to let them live rent-free for at L-ittle Rock's pa.v scale is now some places, she said. Buchanan said the district recruited two new teachers by offerleast a year in part of a districtHurley said administrators are ___ also looking into offering tuition District administrators are also reimbursement for graduate stud- considering an arrangement with a ' local coniiiiiinity college to share a welding teacher. But the district's creativity is limited by state funding, she said. Im not sure that without some state inteiTention we're going to do anything else about this in the fu- At the stale level. Zornes said, ture,\" she said educators have been aware of a .lirady Gadberiy, special assis- I shortage crisis for lant to the superintendent of the Little Rock School District, said of- ficials in that district are looking at competing cities for recruiting strategies. Gadberiy has determined that the starting salaries of Little Rock teachers are lower than those in eight cities the Greater Little Rock Chamber of Commerce considers competitors of Little Rock in potential growth in industiy and economy. Teachers hired in Little Rock with bachelors degrees and no experience are paid $23,135. Gadber- rj said. Thats $4,800 less than \"TTiiit we lose ibem primarilv be a...-- ------- . cause theyre under-supported.\" she said. New teachers are typically given less desirable students and less desirable duties. We know Ihat bj^providing them with more starting teachers in Tulsa, the next lowest of the eight, and $9,000 less than in Austin. Texas, the highest of the group. Teachers in Baton Rouge, La.\nMemphis: Nashville. Tenn.\nOklahoma City: Shreveport\nand Wichita. Kan., also start their careens with more money than those in Little Rock, he said. The American Federation of Teachers estimates the average salaiy for a teacher with a bachelors degree and no experience in Arkansas is $21,000. the second lowest of 13 states in the southeast region of the countiy. Of those states, only Mississippi pays teachers less to start, with salaries set at $20,630. Beginning salaries for teachers in the Pulaski County Special and North Little Rock school districts are .$21,248 and $21.4.55. respectively. man Resources Department, said the district recruits from colleges depressed\" areas because teachere' than in districts in those areas. He capped at seven, he said. ies to teachers who accept emplov- ment in Little Rock. \"The more education you have, the more you make, so sooner or later they will want to go back to school and the tuition would be niore appealing to them.\" he said. a \"We have been planning for quite some time to combat the problem.\" she said. We did hear rumblings of the problem about five years ago. but we didn't expect it to happen so quickly.'' Districts not only have to re- ciuit more teachers to avert a crisis. but they have to find a way to keep teachers on the job once they are hired. Zornes said. Nationally, one half to one-third of all new teachers leave the profession in the first three to five years. Nationwide statistics show support we can decrease the num- ber of teachers who leave the fession.\" pro- A pilot mentorship program for new teachers will begin next fall in some school districts in Arkan- sas. pairing experienced teachers with ones new to the profession The mentors, who would be tiained and paid, would advise teachers in the fii-st three years of , their careers. The program would be Mitchell said she will speak about a model for the mentorship program when she shares prelimi naiy recommendations made b.v a task force formed in October to as sess teacher retention and recruitment with members of the legislative oversight committee Thureday, The task force's recommendations to attract people to the teaching profession include:  Raising salaries. derstand the importance of teach- ing as early as possible.  Creating a state teacher recruitment office to provide a central lo- cation in Arkansas for people looking for teaching positions anv- where in the state. The group also suggests finding ways to encourage paraprofessionals and teachers' aides to get teaching degrees. They obviousl.v are interested in the field already, and they stand to earn more mone.v with a teaching certificate.\" Mitchell said. At the same time more people are deciding against teaching in lieu of other more lucrative professions. state standards for becoming licensed to teach are becoming more stringent. Beginning in 2002. students giaduatiiig from college may only apply for initial licenses, good only for one to three years, rather than for pennanent one.s for six or 10. Witli an initial license, a teacher nia.v get a salaried job but must demonstrate classroom skills within the initial licensing period to qualify- for a standard certificate. Rich Nagel, associate director of the Arkansas Education Association. acknowledges that stricter licensing requirements might seem to worsen a shortage of teachers bv discouraging some people from entering the profession. But lowering standards just to fill positions would be counter-active to improving education, he said. That would be an awfullv short-sighted strategy to take with public education.\" Nagel said. \"You wouldn't want to do that with brain surgeons or with airline pi- loLs  wh.v would you want to do that with the people who educate3:  Culturally Relevant Teaching 125 numbers) taught them that instruction was not that important and that it could be used as a form of punishment. 4. Real education is about extending students thinking and abilities. At no point in my student teachers lesson did he assess what his students already knew. By building on some success starting with something they had already masteredhe may have been more successful in engaging the students in the skills he intended to teach. As it was, his students decided that what he was talking about had nothing to do with them and he was unable to make the necessary connections. In contrast, Lewis, Devereaux, and Rossi move their students to newer learning after establishing what they know and are able to do. Rather than a \"drill-and-kill approach to knowledge acquisition, their approach makes student learning a more contextualized, meaningful experience. 5. Effective teaching involves in-depth knowledge of both the students and the subject matter. The limited nature of the student teaching experience made Walshs ability to build the necessary relationships between himself and his students difficult. If they knew more about one another, the children would have developed a greater commitment to learning because of their commitment to their teacher. Lewis, Devereaux, and Rossi know their students well. They know which ones respond to subtle prodding and which ones need a more forceful approach. For them, good teaching starts with building good relationships. Rossi knew that one of her students was considered a candidate for special education. However, she believed that it was important to include him as a part of the class and hold him responsible for meeting high standards. To ensure that these expectations did not frustrate him, she spent more time with him, guaranteeing incremental success. Devereaux knew that Michael had a troubled home life. She knew that his poor reading ability was tied to the problems he confronted at home. So she worked to fill his school day with literacy experiences. By calling on him to readdirections, daily messages, and recreational materialsshe cemented her relationship with him while he built his knowledge base and skills. This chapter provided three examples of culturally relevant teaching in the basic skill areas of reading and math. Although each ii III ii 1111111'1 Illi..mmf 124 The Dreamkeepers ten. As they read books, Lewis asked what they thought the text meant and what connections they could make between the text and their own lives. Although Devereauxs reading class __ _ ou sutured, the intellectual challenge was still there. Devereaux expected all students to become literate and she provided a variety of vehicles through which the students could develop their literacy, decision to i  \" was more struc- Rossis use challenging mathematics to motivate and teach her students proved to be an excellent way to improve both their mathematical skdls and their conceptual skills. Doing algebra allowed them to build upon their competence and develop the confidence to meet even higher intellectual challenge:!S. 2. When teachers provide instructional scaffolding,\" dents can move hom what they know to what they need to know. In the classes of all three teachers, students are allowed (and encour-aged) to build upon their Stu- W own experiences, knowledge, and skills to move into more difficult knowledge and skills. Rather than chastise them for what they do not know, these teachers find ways to use the knowledge and skills the students bring to the classroom foundation for learning. The focus of the classroom as a must be instructional. Al- I-M though a classroom is a complex and dynamic place, the primary enterprise must be to teach. In culturally relevant classrooms, instruction IS foremost. Even when Lewis was reprimanding the students, she       i, in-ii was Si (O' P II h' ji  instructing (explaining different parts of the brain). Devereauxs insistence on a sacrosanct reading period is her way of letting the students know that the time cannot be violated, not even by her personal relationship with them. Rossis fast-paced, chai-lenging mathematics leaves behavior. The and students everyone. no room for off-task, noninstructional message that the classroom is a place where teachers engage in serious work is communicated clearly to Walshs students did not take him seriously. Perhaps his i: ability to be effective with them came in part from his status student teacher\nhowever, I have seen student teachers who are capable of managing a class. Walshs group of students set their sights on durupnng his lesson\nthey were learning not to learn. Walshs ecisions to send them back to their seats with assignments they could not do (such as changing improper fractions in-as a are cap-to mixed r\u0026lt;ir. \u0026gt;\u0026gt; K H Iii i-4 126 The Dreamkeepers iSiii (v.- J-'fS ft f. JijfJT 1 S-..-1 - 1 -?5..\\- ( 1 S ,1 ib-t! r 1 I -t \u0026lt; 1*^1 !\nii iSlHii -2. J.iiJd6!: : -tJ ''55t\u0026gt;U ffii i teacher has her own distinctive style, all share some essential qualities that were absent from the student teachers practices. Despite his seemingly more desirable school environment, which resembled his own background, his effectiveness was compromised by the combination of his inexperience and his more assimilationist teaching orientation. Like many novices, the student teacher struggled with organizing students for instruction, but he also struggled with what he considered teaching to be. In his mind, teaching was the same as telling, and he did not question the hierarchical relationship he was attempting to establish between himself and the students. He assumed that the relationship between the students and himself was a one-way relationship: He would instruct\nthey would learn. He failed to treat them as if they knew anything and showed little enthusiasm for the material. He could not situate the lesson in the students experience. For all of his efforts, his attempts to teach the students were futile. He gave up in frustration, believing the students had relinquished their privilege of being taught. In the next and final chapter I consider what may lie ahead for culturally relevant teaching. I examine ways in which it may become a part of education classes and help all teachers, regardless of their race or ethnicity, to become more effective teachers of African American students. V' {eiiJ 3\u0026lt; 111 1 'sea kci )l  i! i I' H I\n?3 JB ! \u0026gt;4 SO 5\u0026gt;' 'As: (1 V . 3 1 ii s Arkansas Democrat \"(CrtzcUe  TUESDAY, FEBRUARY 22. 2000  More teachers retiring than coming in School districts, education officials expecting serious shortages across the state \" BY KIMBERLY GILLESPIE ARKANSAS OitMtH RARiAZiii l l\nThe number of teachers retiring is going up each year and the number of students studying education is going down. It doesnt take a math whiz to know that equation adds up to a deficit. School districts across the nation are experiencing teacher shoitages, said Woody Cummins, deputy director of the state Departnient of Education, and Arkansas is no exception. With the age of the teaching population in our slate, its reasonable to project or anticipate a more serious shortage here as well, Cummins said. Its a little early at this time to say exactly when the major shortage will reach a higher level, but I think its fair to say that there is an existing shortage and we anticipate the shortage to increase in the next three to five years. Ill Pulaski Countys three public school districts, about 31 percent of the teaching force is expected to retire within the next decade. Thirty-two percent of the Little Rock School Districts 1,999 teachers are over 50, and in North Little Rock, 27 percent of the school districts 721 teachers are over 50. In the Pulaski County Special School District, 18.4 percent of the 1,386 teachers are over 50 years old. Arkansas Retired Teachers ASr sociation data show that the average age for teachers retiring from schools in the state was 61. The statewide average retirement ag$ for each year from 1994 to 19^ was 59, and from 1987-93, the ave^ age retirement age was State Department of Higher Ed- See SHORTAGE, Page 5A Teaching in Arkansas The number of teachers reaching retirement age is rising across the state, and there arefew^r college graduates stepping up to take their placed. Many who do enter the teaching pmfession leave within the first five years. Educators in the state ate looking into wa)s to prevent a statewide teacher shoilagefivm leaching crisis levels within the next 10 years. F Siumher ofhacctilaureute degrees in ediicaiinn awarded by .irkiinsas insiitiitiDiis of higher eihicaiinii. 2.000 1.500 1.000 500 0 Current percentage of teachers iner SO. Little Rock I School District Over 50: 32% Pulaski Coimty Spectai School District Over 50: 18.4% North Little Rock School District Over 50: 27% 1J15 1^557 1,532 1,459 '94-95 '95-'96 96 '97 '97-'98 '98 99   fcjr'jiij'* - Stanher ol .Arkansas teachers who retired because of age or long-ierni ser\\ice. Figuivs are per fiscal year. July I - June JO. 1.200 925 000 864 776 760 1,191 969 I i I 400 0 ! SOUACE. Arkansas Relired Teachers Assoaalw '94-'95 '9S-'96 '96-97 '97-98 '98-'99 July 1, *99- Dec. 31, '99 i 1 Atkansas Oemocrai-GazetteTUESDAY, MARCH 16,1993  Program to recruit teachers will benefit three county districts BY DANNY SHAMEER Democrat-Gazette education Writer The Teachers of Tomorrow ! Academy has started to recruit interested students. The academy is a grow-your- own program to help the three Pulaski County public school districts find teachers, espe- ' cially minorities. The academy opens this fall at Sylvan Hilts High School. Pulaski County students may ap- ply by March 24 for the program, the first of its kind in the state. Because Sylvan Hills High is in the majority-white Pulaski County Special School District, ! black students will be the only eligible applicants from the Lit- tle Rock and North Little Rock districts. Whites from Little Rock and North Little Rock are ineligi\nble to transfer into the Pulaski County Special district under the majority-to-minority transfer plan. The transfer regulations are part of the Pulaski County school desegregation case. Michael Nellums, the acad- emys director, said the pro- gram wilt give students who are interested in becoming teachers an opportunity to earn college credit for education courses while still in high school. They will also get help finding scholarships and other grants to attend one of four public universities in Arkansas  the University of Arkansas at Little Rock, the University of Arkansas at Pine Bluff, the University of Central Arkansas at Conway and Henderson State University at Arkadelphia. In return, the students will make plans to work in one of the three districts for three or five years after they receive a bachelors or a masters degree in education. Nellums said that up to 85 students will be accepted into the program the first year  60 incoming sophomores and 25 i incoming seniors.  Two education courses will be available for incoming 10th- graders: Cultural Awareness and Issues in Education. Seniors will be able to take at least one course. Introduction to Education, and possibly an i education internship., ! 1 I I\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_1516","title":"Testing: Stanford Achievement Test comparative data, Little Rock School District","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":["Little Rock School District"],"dc_date":["1993/1998"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Education--Arkansas","Education--Evaluation","Educational statistics","Education--Standards","School management and organization","School integration","Students"],"dcterms_title":["Testing: Stanford Achievement Test comparative data, Little Rock School District"],"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/1516"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["Available for use in research, teaching, and private study. Any other use requires permission from the Butler Center."],"dcterms_medium":["documents (object genre)"],"dcterms_extent":["14 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_785","title":"Town hall meetings","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/1995"],"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","School management and organization","Meetings","School employees"],"dcterms_title":["Town hall meetings"],"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/785"],"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\nLITTLE ROCK SCHOOL DISTRICT COMMUNITY FORUMS ISSUES REPORT FALL 1993 Six community forums were conducted by Or. Henry Williams at 7:00 p.m. at LRSO Schools throughout the city. The approximate attendance at each forum is indicated in parentheses. CLOVERDALE \u0026lt;39! Octobor 11, 1993 PARKVIEW 1921 Oolobar EB. 1893 BALE (91) November 10. 1999 FOREST HEIGHTS 1401 Nowonibor 19. 1993 ROCKEFELLER I9BI Novambor 30. 1993 GARLAND \u0026lt;\u0026gt;2\u0026gt; Daoarrbar 6. 1993 BUCK er  oirplanation of budpat . osplanation of budget  atatua of budget planning lor tha  unogud budgala lor area and Incantiva achoda  tha need to out iranaportation ooela  diatriot'a aMty to rndnidn and operate eohoolo CURRICULUM ANO INSTRUCTION * toachara ahould hava acooaa lo a varlaty of Inolruollond matarida In afl oohoda - oompulor Etaracy for  axoaaahra paparwerk rapuliad of laaehari OeSEGREOATION DiscmiNE/sAErrY LEADERSHIP PARENT AL/COMMUNITY INVOLVEMENT - amount apant on lawyaro' faaa by LRSD  dlstrlel'a aoeountp- bniy to rapafr and maintain proparfy Innor-dty, arnadar oparodng oohoda - look of mdntanonea upkaap at Garland  budoury eondtalnli  isachars ahould ubEts new inelnieliond atrategias - brvlomandnp tha LRSD Daaagrogatlon Plan . needed otudiee to datarmlna tha ellectivanaoa of tho many programo mandated In Iha Daaagragation Plan * WontIFv knplonMnt ourponoton - laechars should paiseis skllle noceeasrv lo manage tha discipline probloma which occur within the achoda - prinolpda oheuM modal offoodw Inatrvodenal praodcaa In Ihair loadorahip rolaa . oorrootlng tho miaoonoapllon Ihot 'orss* oohoda do net provida Iha asms quality of Inetruetion aa do tha *magna1' . prlrwlpda ahould ba haU oeoounlablo for tha growth and dovdopmant of thdr atalf . eommunlty Irrvclvamonl In Iha diatriot'a budnaoa and intareata . providing inatrueden at tha right lavd el dlffiouity lor giftod tludante  ohaok and bdanoe aystom and ramadlstion lor atudanta who are not lunotionirtg st Iha funlor Ngh lavd and bayend  LRSD'a raapondbllitiot to tha Inner-oily oommunldos where aohoda hava been doaad baoauaa of daaagiogalion afforts - unfair treneportabon burden ol Meek otudonta (or bringing about deiegragabon in LRSO . diowIng Uaok aludania lo use unfilled seats wNch have boon pravioualy raaarvod for white otudenis at incantiva aohoola - future dlrectiona for moving LRSD bayond tha Dstegragalion Plan . InIrooliona of bus apoading arxl not alopping at railroad  cdlbar of but drivaie In the dlatrici - tha use of oameraa and aides on buaaa lo aaaial in providing o oa(o onvironmom on tho  Inoraeaing Iha numbar of oonanunfly veluntaaro and pararda In aohoola  providing blaofc atudanta aooaaoibllily to iharrattonding oohoda wNoh ora outaida of Ihdr rdadva Innor-dly ndghborhoodo  rahabHItslian of cloaod aohoda In Uadi eommunitlaa lor uaaful purpoaaa  ouggaslion that LRSO beeome more proaedw in order to diasomlnate poddvs Informalion about ovsnts which are ooourring In the disirlol - the degree that Iha Suparlntandont piano to ba oaaaasabla and avdiabla to tha palrona of tha dlatrlcl - hilure dlrectiona (or LRSO_________ - knprovad eoonlinallon of voluntsara and paronts lor opdmd support and aaalslanoo for tha aohoda - the need lo taaoh studonto how to appraalata ethnic divordry and disabled otudonta - proapaots for Improving tha ourtam daaagrogatlon orlala  Integration of atudanta with handloapping oondidono with Iha mainalrsam population of atudanta - eeeurlty plana and meaauiaa al Ngh oehod lavd  avattabiUly of dtamadva prograrrw lor atudanta who ora bahador probloma at darTMntary lavd - ealiber of schod but - affaadvanoao of school - propar ctanapoftadon oara for atudoma arlth phyaloal dlaablidao for prfvolo oohoofo \u0026gt; knprovlng aooosolbBty eonddonaln aohod bubdlnpa (or atudanta withphyalod handio^  tha naad to hold psranta roaponalbls (or Ihdr ohMran's dlartrptiva behsdor - organliing a 'good news campaign' about Iha poarltvo ovsnts occurring In Iha LRSD  affiolant eparaden of tha EngNah aa a Saoond Languapa Propram lESU  uaafulnesa of Fwnlly Uta euniouium - an Induaronary ourrloulum whioh aupporta tha loocHtrp and appradatlon of all alhnlo preupa - oupport for Spoitfoh pookittg oBrdonu  ospanaion of Four-Yoat- Old Program at dl achoda - provision lor a ourrloulum vrhioh decrestea the disparity balwoen eihnia groups - eontara and laohndogy lo ambdtioh and Improvs ourrlorjium for non-EngllBh tpeaking - ln*l\u0026lt;mMi(atton of which Drill anouro that sR atudanta grow soodemloallv. aodally, and omotlonolly ortth omphada on bado akIHa and aoadamlo enrichment whRa dodng diaparltlao In aohiavamont  oompatioan of LRSD ourrloulum with nadonal and Intamational aduoottertd poala . aoold akHls taught and aupportad by  ohsngaa In Giftod and Tafonlad Enrlchmonl Program - tha diatriot'a futura bayond tha plan * dlaolpllno arrd ordar at Iha lunlor hlph ooheol  impiovlna tha imapt of aalaty In tha diatriet  Mfaty on ooftool buioo  oabbar of aohod but  Ineraasad aupordaion on buaaa  plat* by tho Suparbitandont to vfoft  params should bo hdd rsaponslblo for thdr ohMron'o bshsdor In Iha aohoda  apodal pradalorM by omployoto tor paronts who noad to mloa work for ochool eonforanooa - uoing vsriad moaouromoma lo asaoaa studant parformarwo and aohiovamarn  lack of swaronass by LRSO laaohara lo taaoh black atudoma apptoprlaldy . oKpandon of the Earty Childhood Program to other oohoolt baoauaa of tha auooeaa damenelrated al Rookafdlar - tho need lo offer offoetfvo and affMant Inatruotlon (or the Summer Sohool Program - Wook atudanta oncountar dllfloulty In anroHlttp In aohoda wharo a oartdn numbar of aaata hava boon raaarvod for whita atudanta duo to Plan compHanca - future rHroetions tor moving LRSD beyond the  maintaining diadn- iiKondva.' and *magnot* oohoda parpatuataa Iha Idea of 'aaparato but - Iha naad for atralogloa and piogrwna Io loaoh oonfHot raadution arrd prodom odvlng  tha naad far LRSD 10 addrooa tha problama of gang vidanoa and sotivlty at tha oohoda \u0026lt; tho noad to raduoo tha numbat of sludonta suapandod and/or axpallsd \u0026lt; davolopmant of a pubNo rotadena oampaipn paarad toward tha Ueda Rode Board of OIraolora and tho oomrrajnlty st lorpa  dsvalcpmsni of s bettor rdadonthip erlth tho madia  up^ado tho earo that la slvon to younpotara In tha CARE Propram  dodlootion Gbbo' poronta Io ouppon ond purport 0M pooltivo monnor by whioh that aohoof oporataa doHy - oncouragamant of paranld Invdvomant which kiyraota poaltivoly Iha oporadon of LRSO'a aohoda  oldot lor but Ortvon * rrdaboha^or of atudanta on buaaa - study lo raved spodflo biformstion oonoorNng trane- portstion In tho  Cnp Pfdfar aaaeeaibllity orltarla - oomrrftmont et Board to keep aohoda epen bi Uaek. innor-dty neighborhoods - atatua of rebuilding Stsphons  dodajornmaUnp preeaoa for aiooutJnp rapalra of aohoola - probabfUly of dcalng Garland -damogrsphlo atiidy Io datarmlna what oohoda ohouM ba doaad - oohoda naad voluntory aarMoao to hdp  Importanoo of oommuraty oupport  Chapter I training lor \u0026gt; Adult aduoation fot paronto to oupport lonpuapo okMaLITTLE ROCK SCHOOL DISTRICT TOWN HALL MEETINGS REPORT FALL 1994 Seven Town Hall mccHngs were conducled by Dr. Henry Willianis at various locations llfrouehoul the city. Board of Directors allended Town Hall meetings in their precinct. Tbic rVwii.trill ic A simiiiiarv of ronmienls from Hie .......... Approximate attendance at each forum is noted in parentheses. tCRRT 06) Septeaber 15, 1994 UNIVERSItT PARS ADULT CIR \u0026lt; Septeaber 26. 1996 nilASXI REtCllfS (U) October 6. 1996 FUlRICHt \u0026lt;70) October 11. t994 HARTIH linREI RIHC (S\u0026gt; October 20, 1996 HcaElLlM (75) October 2*. 1W* suii castRjNin CIR (TO) Roveaber 1, 1996 ClMRianiM AUD laSTniciirM OtSCIPttMC AW SAfEtr lEMtEeSNIP OESEUEGAIICai PHEhlAl COMmitr IHVOmHEUI explarsatlon of the budget process concerns about the el imlnnt ion of some r.t rmiiirs at ptaevir focus on discipline and provide a climate conducive need for oddlllonal alternative schools and alternative ways to discipline the need for an efficient and safe bus system and security to be IRSP's niBber one priority probability of further school probability of laptemenlatlon of Biddle school -need for district to be Bore Inioreative explore possiblllly of IP ba^s for Junior High ard High School students possible iBplementallon of unifoms for all students in the district restructuring the school asslgment status of school increased parental involvenenl needed, particularly mates.  laprove the district's image elicit support of coamjnlly and businesses to promote the positive in IRSO explarxation of the budget the need lor the same duality of erfuration to be tsiight throughout the disKirt take the locus in athletics aw.ty from win at any cost\" of nobU* security unit to esslst with scorning trainlr*g needed for teachers to help annage discipline reopening of Stephens and school theme the rwed to provide discount CARE rates for alt students In the district probability of middle schools leplementation by 1995^96 prospect of returning to rselghborhood schools explanation of process used the need to require parental involvement Identify strategies to Increase parent Involvement explanation of budget planning lor the district Ixplament middle schools -cost of aioblle security unit r\u0026gt;eed for Increased staff -the Med foe $iwl(er the need to reevaluate the Standards used to deterBine plaremcnl into remedial program study k*y\u0026gt; Ie reoryenlte the seheot day the elementary level to Increase student achievement expansion of program that eepbasize basic skills___________ the need for uorkshops on legal mtters as they pertain to education, due to aafety and security problem that exist In the schools possibly reduce CPA requirements lor participation in athletic and other activities to ollminata discipline problem and delinquent behavior need for additional program and alternative ways to discipline possibility of Including parents on student hearing team changes to Student Handbook (conduct code) for 1994-9S appear less forceful the need for principals to coaply with recoamendatI on to pilot a Biddle school before dlstrlctulde Implementation possibility of reducing dcsegregetion cost and reallocate money for educational passible use of seme of the desegregation money to pay for additional alternative classes laprove the pcblio's perception el a lack of discipline In the schools need for Increased parent Involveoient expected budget cuts for the 1995^96 school year explanation of butfget process cease double tirdlng Incentive schools assurance that all schools receive furdir\u0026gt;g the need to retain the nursing Service the need to provide Interim reports to nil review 2.00 pa requirement for extracurricular activities -the need to remove atudente with continuous disciplinary problem concerns about professlortal behavior and explanation of differences in Middle School and Jcmior High -possible taplementatlon of Riddle Schools In 199$^96 accotmitebillly and performance of lawyers handlirtg the desegregation the need for Involvement the need for increased participation In athletic the need for safety on the the need for safety to be the districts top priority -status of Stephens -the rebuilding of Chicot Increased comiunity Involvement needed to support athletic program ID badges needed for students and eaployeea In the secondary Probability of white students bused (rots Vest little Rock to SW little Rock to enhance racial balance possibility of changes Io the school asslgment tone to achieve racial balance in SU little Rock planning far Chicot fundraiser the feeting that Inequity in the dual ley of education exists within the district the need to control discipline problem the rteed to enforce discipline guidelines as outllrted In the Rights and Responsibility Handbook -the need for par receive correct and consistent Information from district status of Metropolitan Vo-lech probability of a Magnet school In SU little Rock -the need for parents to know who at the Central Office to contact with problem and concerns03'14/94 14:25 501 324 2032 L R School Dlst 0D\u0026gt;I Please Post 003/003 LRSD Employees Please join the Superintendent for DISTRICT FEEDBACK SESSIONS Special sessions have been arranged for the purpose of providing feedback to all groups who participated in the District Dialogues. The sessions will be held in the Board Room at the LRSD Administrative Offices, 810 West Markham Street. Wednesday, March 16,1994 - 5:00 p.m. Tdesday, March 22,1994 - 5:00 p.m. ALL EMPLOYEES: The Feedback Session is designed to provide information relative to the planning and budgeting process of the Little Rock School District to the various groups who participated in the community forums and district dialogues. Every effort is being made to include all interested groups. 03/14/94 14:23 0501 324 2032 L R School Dlst ODM Please Join Us @002-003 Little Rock School District COMMUNITY FEEDBACK SESSIONS Special sessions have been arranged for the purpose of providing broad-based feedback to all groups who participated in the Community Forums. The sessions will be held in the Board Room at the LRSD Administrative Offices. 810 West Markham Street. Monday, March 21,1994 - 7:00 p.m. *Thursday, March 24,1994 - 6:00 p.m. (Viewed on LRSD Cable 4) PARENTS AND COMMUNITY MEMBERS : The Feedback Session is designed to provide information relative to the planning and budgeting process of the Little Rock School District to the various groups who participated in the community forums and district dialogues. Every effort is being made to include all interested groups. Oa/13/94 08:34 0501 324 2032 L R School Dist ODM 003/003 I: =s\u0026gt; Little Rock School District PUBLIC SERVICE ANNOUNCEMENT 30 Second Do you care about kids and the education they receive? Would you like to be more informed about our public schools? Share your ideas with LRSD Superintendent Henry Williams, at a Town Hall Meeting. Meetings will be held at 7 p.m. on the following dates at these locations:  Thursday, October 20 - Martin Luther King Jr. Elementary  Tuesday, October 25 - McClellan High School  Tuesday, November 1 - Southwest Community Center ### 09/13/94 08:34 501 324 2032 L R School Dlst ODM 121002/003 f Little Rock School District PUBLIC SERVICE ANNOUNCEMENT 30 Second Do you care about kids and the education they receive? Would you like to be more informed about our public schools? Share your ideas with LRSD Superintendent Henry Williams, at a Town Hall Meeting. Meetings will be held at 7 p.m. on the following dates at these locations:  Thursday, September 15 - Terry Elementary School  Monday, September 26 - University Park Adult Center  Tuesday, October 4 - Pulaski Heights Junior High  Tuesday, October 11 - Fulbright Elementary School ###RKEI'''\" SEP 2 9 1994 Office of Desegregation Monitoring LRSD Employees Please join Superintendent Williams for \"STRAIGHT TALK\" These special sessions are for the purpose of allowing employees free and open discussion with Superintendent Williams. Your ideas are important - come share them! Principals Tuesday, October 4,4 p.m. - Franklin Elementary Transportation Wednesday, October 12, 9:30 a.m. - Transportation Office Administration (Central Office Administation, Annex and IRC } Monday, October 24,5 p.m.- Administrative Board Room Classified Staff (Food Services, Custodians, Clerical} Monday, November 7,4 p.m. - Admin. Board Room Teachers Tuesday, November 8,4 p.m. - Central High Little Rock School District TOWN HALL MEETING! 20 Tuesday, October 4, 1994 Pulaski Heights Junior High School 401 N. Pine Hosted by Judy Magness, School Board Member, Zone 3 e ho co ho 30 on CVj C' o Are you interested in what your child is {earning? Do you have any ideas on safety and security? What is the new LRSD program called Great Expectations? What are your ideas for cost saving measures? on 4 4^ 4 Please join us for open discussion with Superintendent Henry Williams.. Your ideas area important - come share themi O Town Hall Meeting October 11, 1994 7 p.m. I Fulbright Elementary School 300 Pleasant Valley Drive CCT-'I t IW 0! Zone 4 AGENDA Introduction and Purpose of Meeting Leon Modeste Special Assistant to the Superintendent Opening Remarks John A. Riggs, IV Board Representative, Zone 4 Dr. Henry P. Williams Superintendent Little Rock School District 1. Budget Configurations n. Goals and Mission Statement Questions and Suggestions from Citizens Closing Remarks1994-95 LRSD Board Priorities Compiled at the Board Work Session on September 14, 1994  Safety \u0026amp; Security  Problem Solving at the Building Level  Quality Nursing Services  Alternative Means of Assessment  Alignment of Curriculum with Assessment  Staff Development  Parent Involvement  Collaboration between LRSD and City of Little Rock  Alternative Schools, including Alternative Learning Center (ALC)  Positive Discipline (Alternative Discipline Procedures)  Improved Relationship with MediaOur Pride is Showing at the Little Rock School District  The Little Rock School District has more course offerings than any other district or private school in the state.  There are 125 businesses that are Partners in Education with the LRSD,  LRSD leads the state with 84 counselors for its 50 schools.  LRSD offers 21 advanced placement courses in its high schools.  LRSD is an educational partner in the New Futures for Little Rock Youth initiative which is a $15 million grant from the Annie E. Casey Foundation. Little Rock is one of only five cities to receive this honor.  LRSD has more that 489,925 books in its school libraries\nthat's twice the state standard.  LRSD offers courses in five foreign languages: Spanish, French, German, Latin and Greek.  In 1994, LRSD seniors were awarded more than $3.3 million in college scholarships.  LRSD traditionally has more National Merit Scholars than any other district in the state.  LRSD offers an educational program for four-year-olds, allowing parents to begin their child's learning very early.  The LRSD has an Instructional Resource Center for teachers and parents with materials and services available to erfi^ance the educational experiences of all LRSD students.  In 1994 LRSD identified 1,856 seventh graders to take the SAT and ACT college entrance exams as part of the Duke University Talent Identification Program.  LRSD offers many educational options such as incentive, area, magnet, and interdistrict schools, each with specialties unique and different.  LRSD has a strong gifted and talented program.  LRSD students have access to the electronic encyclopedia through the library media centers and computer labs.  LRSD offers an extensive program of adult education to meet the needs of people in Central Arkansas with morning, afternoon, evening and summer programs.  More than 53% of LRSD teachers hold Master's Degrees or have more than 30 hours towards advanced degrees. } ! mi Please Join Us Little Rock School District COMMUNITY FORUMS All meetings are at 7 p.m. Monday Oct 11 Cloverdale Elementary School 6500 Hinkson Rd. Tuesday Oct 26 Parkview Magnet High School 2501 Barrow Rd. Wednesday Nov. 10 Bale Elementary 6501 W. 32iid St Taesday Nov. 16 V Tuesday Nov. 30 Forest Heights Junior High 5901 Evergreen _______ Rockefeller Incentive Elementary 700 E. 17th St PARENTS AJiP COMMUNITY MEMBERS\nYour ideas are important Join LRSD Superintendent Dr. Henry Williams in a discussion of issues and present your ideas for planning for the current year and beyond for the Little Rock School District YOU MAY ATTEND ANY FORUM^ VARIOUS WEEKNIGHTS WERE SELECTED FOR YOUR CONVENIENCE. 1 -\u0026gt;* . ?' i - J 16:20 Pl 02/02 -ii. / I i!=''\n':p SUPPORT SERVICES Fax :1-501-324-2032 Feb 21 95 .1 Jt* '' Little Rock School District V 7\u0026gt; \u0026lt;1^ News Release  February 21, 1995 For more information: Sue)ten Vann. 324-2020 I p- The Little Rock Schoo! District will hold Town Hall Feedback Sessions in the a. community to gather input from residents and provide information based on last fail's Town Hall meetings. The Feedback Sessions will be held for each of the school district zones as follows: Zone 4 John Riggs Wednesday. March 1. 6:30 p.m. Fulbright Elementary 300 Pleasant Valley Drive p-**  h! Zone 6 Zone 7 Patricia Gee 0. G. Jacovelli Tuesday, April 11, 6:30 p.m. Southwest Community Center 6401 Baseline Road Zone 2 Zone 5 Kevin OMalley Linda Pondexter J Zone 1 Zone 3 t ' 1 .t: Katherine Mitchell Judy Magness Tuesday, April 18. 6:30 p.m. University Park Adult, Center 6401 W. J2th Thursday, April 20, 6:30 p.m. Pulaski Heights Junior High 401 N. Pine School board members and district administrators will attend feedback sessions and discuss citizen concerns. The public is encouraged to attend. ### J 9 ri S' J 810 West Markham Street Little Roch, Arhans.ts 72201  (501)324-2000 I i I ^^1 - LriTLE Rock School District News Release (Revised Dates) March 8, 1995 For more information: Suellcn Vann, 324-2020 !I The Little Rock School District will bold Town Hall Feedback Sessions in the community to gather input from residents and provide information based on last falls Town Hail meetings. The Feedback Sessions will be held for each of the school district zones as  til follows: -I i  r i i Zone 6 Zone 7 Zone 2 Zone 5 Zone 1 Zone 3 Zone 4 Patricia Gee O, G. Jacovelli Kevin O'Malley Linda Pondexter Katherine Mitchell Judy Magness John Riggs Tuesday, April 11, 6:30 p.m Southwest Community Center 6401 Baseline Road Tuesday, April 18, 6:30 p.m. University Park Adult Center 6401 W. 12th Thursday, April 20. 6:30 p.m. Pulaski Heights Junior High 401 N. Pine Monday, May 1, 6:30 p.m. McDermott Elementary 1200 Reservoir Road School board members and district administrators will attend feedback sessions and discuss citizen concerns. The public is encouraged to attend. 1J Il 4 I? CO/cO'd kipf S6. 3' J\u0026amp;w ! L/f It# ft ' KiK-PZi-IiJS-ltxej $30If\\s.r. idCddf^.id*^ nr- ''T\" y v'- V  LP,Sr ADMIN. BULDING Oct 3 95 16:38 I P. 02/03 .-ri Fax:1-501-324-2032 Little Rock School District Public Service Announcement f 3 'J October 3,1995 For more information: Suellen Vann, 324-2020 Desegregation continues to be a major issue for the Little Rock School District. On Monday, October 16, school district officials will discuss the current status of desegregation in a Town Hall meeting. The meeting will be held at 6:00 p.m. in the Board R(X\u0026gt;m of the School District Administration Building at 810 West Markham. The meeting will provide information on the court's orders and how desegregation impacts our students. If you are interested in the future of our public schools, please plan to attend this important discussion. The meeting will be broadcast live on Comcast cable channel 4. -30- 810 West Markham Street * Little Rock, Arkansas 78201  (501)324-2000 Wi il li  I \u0026lt; f iiii ^*5 5'' 0 LRSD ADMIN. BOLDING Fax:1-501-324-2032 Oct 3 95 16:38 P.03/03 . ffe' 1 Mt- /pi ,i- Little Rock School District Media Advisory October 3,1995 For more information\nSueUen Vann, 324-2020 i Special Board Meeting The Board of Directors of the Little Rock School District will hold special meeting on Wednesday, October 4, 1995, at 5:30 p.m. The purpose of the meeting will be to hear student disciplinary appeals. Students may request that the appeals be heard In executive session. The meeting wlU be held In the Board Room of the Administration Building at 810 West Markham. a ### r- 810 West Markham Street  Little Rock. Arkansas 78801  (501}3a4-8000 ES LRSD ADMIN. BULDIN6 Fax:1-501-324-2032 Oct 18 95 13:49 P.03/03 Little Rock School District Public Service Announcement October 18,1995 For more information: Suellen Vann, 324-2020 Little Rock students have been in school for two months and will soon receive their first report card. School administrators would like to hear from parents about how the schools are performing, so the community is invited to a town hall meeting. The meeting will be held Tuesday, October 24, at 6:00 p.m. at Rightsell Incentive School. The school is located at 911 West 19th Street. Sch\u0026lt;X)i Superintendent Henry' Williams will provide an update on the status of the schools and ask for suggestions. If you are interested in our public schools, please plan to attend this important meeting at Rightsell Incentive Schcx)l, Tuesday, October 24, at 6:00 p.m. -30- S 810 W3i Markham Street * Little RoCk, Arkansas 72201  (5501)824-8000 IQiB \u0026amp; LRSD ADMIN. BULDING Oct 18 '95 13:48 P.02/03 r. Fax:1-501-324-2032 Little Rock School District Media Advisory ..1 H October 18,1995 For more information: Suellen Vann, 324-2020 Town Hall Meeting Community residents will have an opportunity to meet and visit with Little Rock School Superintendent Henry Williams during a Town Hall meeting on Tuesday, October 24,1995. The meeting will be held at at 6:00 p.m. at Rightsell Incentive Elementary School, 911 West 19th Street. The town hall meeting provides for discussion of current educational issues. It also allows for community suggestions and concerns to be voiced to school leaders. 1 Media Note: A special Board meeting situation exists if more than one Board member attends the same event. F 810 West Markham Street  LltUe Rock, Arkatisaa 78801  {501)8a4-S000  MiflWI BT 3 s' * LRSD ADMIN. BULDING Fax:1-501-324-2032 Oct 23 95 15:53 P. 02/02 I\" i Little Rock School District Media Advisory October 23,1995 For more information\nSuellen Vann, 324-2020 Town Hall Meeting Community residents will have an opportunity to meet and visit with Little Rock School Superintendent Henry Williams during a Town Hall meeting on Monday, October 30,1995. Dr. Williams will address security and transportation issues and request input from the community about other school concerns. The meeting will begin at 6\n00 p.m. in the Board Room of the Little Rock School District Administration Building, 810 West Markham, ### Media Note\nA special Board meeting situation exists if more than one Board member attends the same event. 810 West Markham Street  Little Rock. Arkan.a^ 78301 \u0026lt; r80n8M4M)00LRSD ADMIN. BULDING Fax:1-501 2032 15:53 P. 02/02 % Oct S3 95 1ss? %j*\nLittle Rock School District Media Advisory October 23.1995 For more information: Suellen Vann, 324-2020 Town Hall Meeting Community' residents will have an opportunity to meet and it with Little Rock School Superintendent Henry Williams during a Town hall meeting on Monday, October 30,1995. Dr. Williams will address security and transportation issues and request input from the community' about other school concerns. The meeting will begin at 6:00 p.m in the Board Room of the Little Rock School District Administration Building, 810 West Markham. 1 Media Note: A special Board meeting situation exists if more than one Board member attends the same event.  K jh 810 Weat Markhatn Street  Little Rock, ArkanAoa 72^01  (501)Ba\u0026lt;.daOO ^E2 SCB!?CBKaRE!9iHI9Hli0 4 2 1  inf'\\'iitj._iii lj.. LRSD ADMIN. BULDING Fax:1-501-324-2032 Oct 23 95 16:19 P.02/02 Little Rock School District Public Service Announcement October 23,1995 For more information: Suellen Vann, 324-2020 School transportation and security are two important concerns of parents when selecting a school. These issues will be discussed by Little Rock Superintendent Henry Williams during a Town Hall meeting on Monday, October 30,1995, at 6:00 p.m. Dr. Williams holds a series of meetings in the community to meet with parents and other community residents and to hear suggestions and concerns related to Little Rock schools. The nv/eting will begin at 6:00 p.m. on Monday, October 30, in the Little Rock School District Board Room, 810 West Markham. -30- 810 West Markham street.  Little Reek, Arkansas 72201  (501)824*2000LRSD ADMIN. BULDING Fax:1-501-324-2032 Oct 23 95 15:53 P.02/02 ....s I   Little Rock School District Media Advisory October 23.1995 For more information: Suellen Vann, 324-2020 Town Hall Meeting Community residents will have an opportunity to meet and visit with Little Rock School Superintendent Henry Williams during a Town Hall meeting on Monday, October 30,1995. Dr. Williams will address security and transportation issues and request input from the community about other school concerns. The meeting will begin at 6:00 p.m. in the Board Room of the Little Rock School District Administration Building, 810 West Markham. ### Media Note: A special Board meeting situation exists if more than one Board member attends the same event. 810 West Markham Street  Little Rock, Arkansas 72201  (SOI) 824-2000LRSD ADMIN. BULDING Fax:1-501-324-2032 Oct 26 95 12:38 P. 02/02 u Little Rock School District Public Sendee Announcement October 26. 1995 For more information: SueUen Vann, 324-2020 Parents of Little Ro(Uc school students will have a chance to meet and talk with School Superintendent Henry Williams during an upcoming Town Hall meeting. Dr. Williams will provide an update on the status of the scUiooIs and ask for suggestions. Some of the topics which may be discussed include the school district's financial status and safety and security issues. If you are Interested In our public schools, please plan to attend this important meeting at Williams Magnet Elementary School, Thursday, November 9, at 6:00 p.m. -30- 810 Weat Markham Street  Little Rock, Arkansas 73201  (501)324-2000II LRSD ADMIN. BULDING Oct 26 95 12:38 P.02/02 5! Fax:l-501~3242032 wimiinunniiH -issa^ Littlb Rock School District Public Service Axuiouncement October 26, 1995 For more information: Suellen Vann. 324-2020 vt. s5! }. ^SE: Parents of Little Rock school students will have a chance to meet and talk with School Superintendent Henry Williams during an upcoming Town Hall meeting. Dr. Williams will provide an update on the status of the schools and ask for suggestions. Some of the topics which may be discussed include the school district's financial status and safety and security issues. If you are interested in our public schools, please plan Lo attend this important meeting at Williams Magnet Elementary School, ITiursday, November 9. at 6:00 p.m. -30- P'  ( ( I t 810 West Markham Street  Little Rock, Arkaasaa 78301  (501)884-3000 a^ECS UMi!!b.iaB.weiMMBiir(JWUim.ui.w isnumsi! Kaisaac LRSD ADMIN. BULDING Fax:1-501-324-2032 Nov 10 95 9:34 P. 02/02 \" \"'5- I Liri'LE Rock School District Media Advisory November 10, 1995 For more information: Suellen Vann, 324-2020 Town Hall Meeting Community residents will have an opportunity' to meet and visit with Little Rock School Superintendent Henry Williams during a Town Hall meeting on Tuesday, November 14,1995. The meeting will be held at at 6:00 p.m. at Geyer Springs Elementary School, 5240 Mabel vale Pike. The town hall meeting provides for discussion of current educational issues. It also allows for community suggestions and concerns to be voiced to school leaders. Media Note: A special Board meeting situation exists if more than one Board member attends the .same event. 810 West Markham Street  Little Rock, Arkansas 72301  (301)324-2000 LRSD ADMIN. BULDINS Fax:1-501-324-2032 Nov 17 95 9:30 P. 02/02 Little Rock School District i! K J November 17, 1995 Media Advisory For more information: Suellen Vann, 324-2020 Town Hall Meeting Community residents will have an opportunity to meet and visit with Little Rock School Superintendent Henry Williams during Town Hall meeting on Tuesday, November 28 1995. The meeting will be held at at 6:00 p.m, at Cloverdale Elementary School, 6500 Hinkson Road. a  /. The primary topic of this town hall meeting will be the school district's desegregation plan. The current status of desegregation efforts will be pre.sented. The public is encouraged to attend and to participate in this meeting. Media Note: - A special Board mef i more than one Board member a: 810 West Markham Street  tion exists if ame event. Little Rock. Arkai'^as 72301 \u0026lt;501)824 3000 J I 1 1/20 95 18:39 I 501 524 2023 002/003 1, I U?sn COHMIMCATI --\u0026gt; ODM e LirriE Rock vSchool District I Media Advisory Clarification November 20, 1995 For more information\nDina Emfinger, 324-2020 Please be aware that the Town Hall Meeting which will take place at Hall High School this evening is sponsored by the Little Rock Task Force for Youth, A flyer distributed by the Task Force is attached. This meeting is not part of the Town Hall Meeting series currently hosted by the LRSD. Superintendent Henryk Williams and the LRSD Board members are not able to attend this event due to a previous commitment to attend a ioint board meeting of the LRSD and Little Rock City Boards. Ihe next LRSD Toum Hall Meeting will be held at 6:00 p.m. on Tuesday, November 28 at Cloverdale Elementary school. ### 810 West Markham Street \u0026lt; Little Rock, Arkansas 72201  (501)324-2000 SE^ 11/20/95 16\n40 501 324 2023 LRSD COMM!M CATT ODM ig]003 003 SU nww J tj SipS? 4'' I* Town Hall Forum wa?r*K ''fe by* /y\n5 \u0026gt;{\u0026amp; .''m! iWi^ , ' (i*a  K' -'W* I 22 I ?i  Is rI i 4  'Sa\n\u0026lt; \u0026lt; s ? Monday November 20 \u0026amp;30-3:^0 pm Hall Hl^h School 0patisan^ i?y: TTie Lfttilff ficick Task Force fof Youth I bfXiiBcx I ww i\u0026lt;wer qojwot J .'i' \u0026lt;j-.'iLvl.'\u0026gt;^3iJ^ '^. \u0026lt; r.* Ailcansas Democrat '^(gazette TUESDAY, OCTOBER 12, 1993  Williams shares ideas, seeks others at forum BY CYNTHIA HOWELL Democrat-Gazene Education Wnter Little Rocks new school SU perintendent shared a few of his ideas for improving district operations Monday night and asked for suggestions from others on how to use the $167 million the schools receive annually in local, state and federal money. Dr. Henry P. Williams made his remarks at the first of five community forums he will hold this year on budget priorities and program plans for 1994-95. .About 35 people attended the forum at Cloverdale Elementary School, but virtually all were administrators, school employees, school board members or journalists. We need to have a plan for increasing our funds, Williams said, suggesting the district could do more to win federal grants. In Syracuse, N.Y., where he previously worked, his 22,000- s^dent district received $40 million a year in federal money, compared with $6 million in Little Rock, a district of about 26,000 students. Williams said he is looking for people to help the district raise money. The chief financial officer's position in the district has been vacant since Gary Jones resigned during the summer. School board member Linda Pondexter suggested the district initiate a violence prevention program, beginning with the 4- year-old children in the early childhood program. Williams replied that young children are taught how to deal with their problems when they are home alone watching television: You kill it. And some children never learn to share toys, or dont even have toys to share, before they begin school, he said. They must be taught at school how to share or resolve their other conflicts, he said. Even though some children enter school not knowing how to identify shapes and colors, Williams said he is opposed to retaining children in the first grade. He said the children should be given academic help but not labeled as failures so early in their school years. Williams called the districts court-approved desegregation plan a good one, but said he has directed his staff to review the plan to make it more readable and understandable for the general public. The next forum is at 7 p.m. Oct. 26 at Parkview Magnet High School, 2501 John Barrow Road.Arkansas Democrat TUESDAY, NOVEMBER 1, 1994 Williams will host town halLsession Dr. Henry Williams, superintendent of the Little Rock School District, will host the seventh and final town hall meeting for the year at 7 p.m. today at the Southwest Community Center at 6401 Base Line Road. Little Rock School Board member Pat Gee will co-host the event, open to residents from across the city who want to express concerns or ideas about school district operations. IArkansas Democrat '^(gazette TUESDAY, APRIL 11. 1995 LR district to hold session on schools The Little Rock School District will hold a public forum at 6:30 tonight at the Southwest Community Center at 6401 Base Line Road to hear concerns from parents and other district I patrons. District administrators are conducting a series of what they are calling town hall feedback sessions to respond to concerns expressed at public forums earlier in the school year and to hear any new concerns. The forums are scheduled during the time of year administrators are developing the 1995-96 budget, expected to include adjustments and cuts of more than $9 million. Subsequent forums are planned for 6\n30 p.m. April 18 at the University Park Adult Center, 6401 W. 12th SL\n6:30 p.m. April 20 at Pulaski Heights Junior High, 401 N. Pine St.\nand 6:30 p.m. May 1 at McDermott Elementary School, 1200 Reservoir Road.I Arkansas Democrat lie j TUESDAY, OCTOBER 17, 1995 ____1^1 I WU B~\u0026gt;' Mo''''' CAnvF'B\"' .........- Anger flares at meeting for LRSD BY SUSAN ROTH Democral-Gazelle Education Writer Another Little Rock School District meeting broke out into argument Monda.v over the samej contentious issue that had officials screaming last week  desegregation. This time, it was a town hall  meeting at the district administration office in which officials ' discussed the status of the dis- efforts. desegregation tri cl's About 20 people, a mix of administrators and parents, attended the meeting. It was also broadcast on Cable Channel 4. Russ Mayo, associate superin-  lendent for desegregation, said the district need.s to rewrite its desegregation plan to eliminate ' jargon, provide more reasonable expectations and allow greater flexibility. For example, he said, the plan should not name exact types of programs, but allow district leaders lo follow certain parameters based on current trends and research and what works for kids. The district has presented about a dozen modifications for federal court approval\nnone has been approved. Monday'.s argument came during the meetings question-and- answer period, when school board President Linda Pondexter challenged parent Baker Kurrus, chairman of a strategic planning committee on desegregation. Pondexter felt Kurrus had criticized the process in which the parlies in the desegregation case have been meeting weekly to try to iron out their confiicts. Pondexter chairs those meetings. At one of those sessions last week, furious words flew between , Superintendent Henry Williams . and Frank Martin, executive director of the teachers union. If the meetings are nonproductive, why not discontinue them? Pondexter asked Kurrus. \"Youre the reason, or one of the reasons, theyre unproductive, he responded. You first have to dissociate yourself. You have a point of view. We need a moderator at those meetings. We need an independent person to do it. \"I was asked to do it, I didnt volunteer, Pondexter shot back. \"I try to keep order among the parties and I have the audacity to have a point of view. \"I thought we could get together and solve problems. But maybe we should go back to the process we had before. I was in favor of those meetings. I think theyre a great idea, Kurrus demurred. We look to you for leadership. Your point of\nview is vitally critical. But if you have a group who disagree and you give the chair to. one of those parties, youre. doomed lo failure. Pondexter then invited him,\nand the others, to attend the parties next meeting, set for Oct. 25,\nso you can get it firsthand.Arkansas Democrat gazette ( TUESDAY, OCTOBER 24, 1995 I H*\u0026lt; O/w\u0026gt;k In* LR superintendent sets public meetings Little Rock School District Superintendent Henry Williams is hosting a town-hall style meeting at 6 p.m. today at Rightsell Incentive Elementary School to address school district issues and concerns raised by the public. Williams will provide an overall status report on the district and will ask audience members for suggestions on improving the schools. Rightsell is at 911W. 19th St A second meeting, on school security and school bus transportation, is set for 6 p.m. Monday in the Little Rock School District Administration Building at 810 W. Markham St The superintendent will address any other issues raised by the public. IArkansas Democrat ^C^azcttc 1995 LR public invited to school meeting Little Rock residents will have an opportunity to ask questions and SS\" school Superintendent Henry wmi^s SmlntaX Sph  at Williams Basic Skills Magnet Elementary School, 7301 Evergreen SL\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_688","title":"Uniforms","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1993/2000"],"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 discipline","Students"],"dcterms_title":["Uniforms"],"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/688"],"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\nROCK SCHOOL DISTRICT Rockefeller Incentive School 700 East 17th Phone 324-2385 Little Rock, Arkansas 72206 May 19, 1993 Dear Parents: Attached you will find the recommendations made for the school uniform that students at Rockefeller Incentive School will wear at the beginning of the 1993-94 school year. I wanted you to have the information early so you will have adequate time to prepare for the clothing needs for your child. We are very excited about this change and I want to extend my thanks to the parents and teachers for serving on the uniform committee. They met on several occasions and researched the many possibilities before making the final decisions. I hope that the \"Question and Answer\" part of material will be helpful and answer any questions you might have. The style show that we had showing how the students will look in their uniforms was a huge success. The students looked wonderful and having the children dressed in uniforms next year will be a welcome addition to the overall appearance of our school. Thank you very much for your cooperation. We have had such a good year with all children. of you and your very special Sincerely, Anne Mangan, Prine: rincipal LITTLELITTLE ROCK SCHOOL DISTRICT 1f a s Rockefeller Incentive School 700 East 17th Phone 324-2385 Little Rock, Arkansas 72206 ROCKEFELLER INCENTIVE SCHOOL 1993-94 STUDENT UNIFORM POLICY GIRLS: SKIRTS Colors Style CULOTTE SKIRT - Navy Blue Skirt or Plaid Skirt (plaid # 76 at Jack n Jill) Plaid selected is only one accepted. - Pleated (4 pleats #34, or knife pleats #32) Colors - Navy Blue or Plaid (#76 at Jack n Jill) .1 Style - Split Skirt POLO KNIT SHIRT (with collar) Colors - Solid white, light blue, navy blue Style OXFORD CLOTH BLOUSE Long or short sleeve, plain. no emblem Colors - Solid white or light blue Style TURTLE NECK KNIT SHIRT Long or short sleeve with a collar Color - Solid white, light blue, or navy blue Style - Turtle neck mock or rolled collar PANTS/SLACKS Color - Navy or Khaki Style - Pleated or plain front (side pockets optional) Belted or elastic waist SHORTS Color Navy Blue Style - Knee Length Walking Shorts(l\" above knee only) JUMPER Color Navy Plaid (plaid #76 selected at Jack n Jill) Plaid selected is only one accepted SOCKS Style - Drop waist with pleats (#95) or V cut top with pleated skirt (#62) Slight scoop neck with pleated skirt Color White or Navy Blue Style - Regular Short Length, Knee Length, or Tights SHOES Color Plain white or Navy Blue Black or brown leather Socks are required at all times OTHER OPTIONAL ITEMS OF CLOTHING Sweaters - Navy Blue or White Cardigan or V-Neck Sweat Shirt - Navy Blue plain with no emblem fI LITTLE 3 S ROCK SCHOOL DISTR ICT Rockefeller Incentive School 700 East 17th Phone 324-2385 Little Rock, Arkansas 72206 ROCKEFELLER INCENTIVE SCHOOL 1993-94 STUDENT UNIFORM POLICY BOYS\nPANTS/SLACKS Color - Navy Blue or Khaki Style Pleated or plain front with side pockets optional, belt or elastic waist. *Belt is required with pants having belt loops SHIRT Colors - White,'Light Blue, or Navy Blue Style - Polo Knit Shirt (with collar) or Turtle Neck mock or rolled collar Oxford Cloth shirts(white or light blue only) *Shirts must be plain with no emblems SOCKS Colors Style - White or navy blue - Regular Short Length or Knee Length *Socks required at all times. SHOES Colors Plain White or Navy Blue Black or Brown leather SHORTS Color - Navy Blue Style - Knee Length Walking Shorts(l\" above knee only) OTHER OPTIONAL ITEMS OF CLOTHING Sweaters - Navy Blue or White Cardigan or V-Neck Sweat Shirt - Navy Blue plain with no emblem rockefeller incentive SCHOOL uniform COMMITTEE MEMBERS: PTA EXECUTIVE BOARD \u0026amp; CHRISTOPHER ALLEN Awm c RFRRY (BF) MOTHER OF AMBER BERRY ANGELA BERRY, wnTUFR DF  aS( vSv \"fJanoile Aoore\n(SF) VH grade SARAH CLARK, (WF) 1ST CWE') MOTHER OF RYAN GIBSON ' _______rsriKiAl (BF) mother of TERRANCE STEVENSON ROY ANNE MANGAN, (WF) PRINCIPAL LARTER, (BF) ASSISTANT PRINCIPAL district uniform COMMITTEE: WHITNEY AND DEVIN ALBERT \u0026amp; LILLIE CARTER MoVhER of earl WILSON 1. WHEN WILL THE STUDENTS ANSWER: Students will begin begin wearing uniforms? wearing uniforms at the beginning of the 1993-1994 school year. 2. WHAT WILL THE UNIFORM BE FOR BOYS AND GIRLS? RECOMMENDED UNIFORM FOR GIRLS: skirt (4-pleat #34, knife pleated #32) Plaid (#76) skirt ( plaid (#76) culotte (split) skirt Navy blue (selected at Jack n Navy blue or . Navy blue pants/slacks Khaki pants A belt (black brown, or navy) required with A DeiU - skirt/pants w/belt ^op pleated Navy blue jumper (#95 Drop ''Jill) Plaid jumper (plaid.76 selected at Jack n Jli Pnlo knit shirt (white, light blue, y ?uJ?le n^k knit shirt(white,li9ht_blue,navy blue) Shirts must be plain i,_-. Oxford cloth blouse (white or with no emblems light blue) Regular Socks (white or navy blue) ReqUiar QU'-hs - -- - Knee socks or tights (white, navy blue) Plain white or navy blue Brown or black leather shoes Navy blue tennis shoes iacK ieairiei knee length walking shorts(l above kne ) white cardigan or V-neck sweater emblem) Navy blue or ---------- . nr, Navy blue sweat shirt (plain with no Socks are required at all timesrecommended UNIFORM FOR BOYS: Navy blue . Khaki pants/slacks pants/slacks with belt Belt (black. brown, or navy) is required with belt loops pants having oexu \"\"^^ok init shirtiwhite,light blue.navy Shirts must be plain with no emblems , cloth shirts (white or Anrks (white or navy blue) Plain white or navy blue tennis shoes black leather shoes knee length walking Turtle Oxford Brown or Navy blue navy blue) light blue) navy blue shorts(l\"above knee) V-neck sweater white cardigan or . with no emblem) Navy blue or -----_ navy 'w/l-u sweat shirt (plain Socks are required at all times Navy blue REQUIRED P.E UNIFORM FOR ALL BOYS AND GIRLS (GRADES 1-6) 3. shorts Navy blue gym T-shirt (plain with no pictures or writing) Site socks'and''white tennis shoes uiTi I THE STUDENTS BE ALLOWED TO WEAR SHORTS? WILL THE d to wear ANSWER: length gym During weather. physical education the shorter classes only. snorts i^i-'alloweo wear navy g hot weather, stuoents shorter than 1 walking f'the(ooler weather, the same walking :rerirn:th\"rh\nrts%a\"y%r:orn with knee socks if desired. blue 4. WHEN AND WHERE CAN I PURCHASE THE UNIFORM ? ANSWER: Uniforms may be purchased at any merchant who stocks specifications uniform pieces that established for meet the make the uniform you select a pattern specified in the requirements. Unless SpSiir of the plaid material, once supplier pieces may parent wishes to right as long as the plaid material. ctkirt is chosen, tnose . , choose to want them in your child you 5. WHAT the criteria or If a school uniform. it will be perfectly all and fabric color as we can find the the plaid jumper and be purchased if have to wardrobe. UNIFORM(S) AFTER MY CHILD LEAVES CAN I DO WI^\\UIRES A LARGER SIZE? rockefeller OR^SROWTH^REWUXRLo n At the end of each^tc^ether Clothing could be taken to answer: establish a way for clothing. sale where parents uniform pieces. another possibility. uniform or a sell outgrown resale outlet as we could have a and exchangemany pieces should I BUY? , ANSWER- It is recommended that you purchase at least 2 ' con vniir child will have enough to allow time or chiia wii children like to for washing and keeping clothing clean. Children change from day to day also. 6. HOW It is 3 changes so your have a 7. THE be asked to start wearing HHAT*-AGE WILL THE CHILDREN^--^.^-^^^ CHILDHOOD AT ...... UNIFORM IF THEY ATTEND THE EDUCATION PROGRAM? ANSWER: Children in the four year the uniform program want to participate in be ronin'red until a child enters old program may but it would not hope will renuired until a child enters Mnoergc^r ucu. It is our ?hat all children - Kindergarten throughi 6th gra comply with wearing th. uniform so there will throughout the . school. ___Since^^there^^^^^ Kindergarten. Kindergarten wearing the consistency ) so Since there be a we majority of parents supporting the wearing of expect all families to be cooperative in making this program a success. ***parents are encouraged to CLOTHING SINCE SO MANY and mark all LOOKS ALIKE. ITEMS THAT I PURCHASE A LAUNDRY MARKING PEN WILL HAVE CLOTHING THAT THIS IS ESPECIALLY IMPORTANT WITH CLOTHING SCHOOL SUCH AS SWEATERS, MIGHT BE REMOVED^T CRITICAL TURNED IN NEARLY and p.e. uniform. every-day. '^if^the hames^ofsS\u0026gt;ts were inside they could returned to the rightful owner. COATS, WE IF THE NAMES OF BEGIRLS JUMPERS SIZE 9-19 half ano teen TEEN HALF SPECIAL MEASURE GIRLS SKIRTS SIZE 9-19 half ano teen TEEN half EXTRA LONG special measure GIRLS BLOOMERS SIZE 9-19 EXTRA SIZE GIRLS TIES GIRLS BLOUSES SHORT S. 9-16 SHORT S BUST LONG S 9-16 LONG S BUST ladies knit GIRLS PANTS 9-6X TWILL 7-16 TWILL JR SIZE TWILL half size GIRLS SHORTS 9-6X TWILL 7-16 TWILL JR SIZE TWILL half size GIRLS CARDIGAN 9-6-8 lG-12-19 16-18-20 90 ANO UP GIRLS OXFORD SHORT SL 9-6X SHORT SL 7-19 SHORT SL BUST long LONG LONG SL 9-6X SL 7-19 SL BUST GIRLS CULOTTE i^S^BOX ^'^^-9818 BENTON AR 72015 UNIFORM PRICE LIST MARCH 1,1992 BOYS PANTS pleated SIZE 9-16 TEEN AND HALF SPECIAL MEASURE GIRLS VEST SIZE 9-16 $ 23.00 $ 29.00 $ 26.00 $ 29.00 S 21.00 $ 22.00 $ 29.00 $ 29.00 $ 27.00 $ s s s s 7.50 9.50 9.50 8.75 9.75 $ 10.50 * 12.75 $ 12.75 $ 15.00 $ 17.00 $ 19.00 $ 21.00 $ 12.50 $ 13.50 $ 15.50 $ 18.00 s 16.50 $ 18.00 $ 20.00 $ 25.00 $ 10.50 $ 11.50 $ 12.50 S 12.00 S 13.00 $ 19.00 $ 21.00 $ 23.00 $ 25.00 $ 21.00 9-7 SM-REG 8-16 SM REG HUSKY OR PREP MENS 33 UP BOYS PANTS PLAIN 9-7 SM-REG 8-16 SM-REG husky OR PREP MENS 33 UP BOYS OR GIRLS BELTS LEATHER BOYS SHIRTS 9-20 SHORT SL MENS SHORT 9-20 LONG SL $ 16.00 S 18.00 i 21.00 S 22.00 $ 19.00 $ 16.00 S 19.00 S 20.00 $ 5.00 $ 10.50 $ 19.00 $ 13.00 V NECK PULL OVER SWEATERS 9-6-8 10-12-19 16-18-20 SIZE 90 UP BOYS SHORTS 9-7 TWILL 8-16 TWILL husky PREP MEN 33 UP V NECK CARDIGAN 9-6-8 10-12-19 16-18-20 90 ANO UP BOYS OXFORD SHIRTS ' 9-7 SHORT SL 8-20 SHORT SL MEN LONG SL 9-7 LONG SL 8-20 MENS LONG trinity shirt MISS SELMA t 19.00 9 16.00 $ 18.00 $ 20.00 $ 13.50 $ 19.50 S 15.50 $ 17.00 S 16.50 $ 18.00 J 20.00 1 25.00 $ 10.50 t 11.50 $ 12.50 $ 12.00 $ 13.00 $ 19.00 S 12.00 $ 12.00/a/ PULASKI HEIGggS ELEMENTARY MAR 2 7 1996 March 26, 1996 Dear Parents, Teachers and Staff, Office of Desegregation Moniwnny Many of you at Pulaski Heights Elementary have expressed an interesl in school uniforms for our students. The PTA Board would like to assess the interest of aU parents, teachers and staff in our school. Please take a few minutes to read the following information and answer the questions on the attached page. Parents, we ask that you return the questionnaire to your childs teacher by Monday, April 1, 1996. Teachers and staff may return their questionnaires to school counselor, Jenifer Gentry, by the same date. Research shows that school uniforms: Improve behavior, discipline, self-esteem and self-respect\nRaise attendance and student achievement\nPut the focus on learning and away from fashion competition or distracting clothing\nEnhance school security by readily identifying students and non-students\nCreate unity by easing ethnic, economic and cultural differences\nPromote school pride and a sense of belonging. Several Little Rock public schools have implemented a uniform policy with great success. Preliminary investigation shows that school uniforms can be conveniently purchased in local stores at affordable prices. A uniform committee made up of parents, teachers and staff would make decisions regarding uniform style and color\ncompliance measures\navailability of financial assistance and procedures for applying for assistance\nmethods to recycle school uniforms within the school community\nand guidelines for outer-wear, shoes, headgear and optional attire. More information about a uniform policy will be presented at the next PTA meeting. The meeting will be held on Thursday, April 4, 1996, at 6:30 p.m. in the Pulaski Heights auditorium. Please plan to attend to give your input and have your questions answered. A vote of PHE parents will be taken within the next month and, if approved, the uniform policy will be presented to district administration for implementation to begin in the Fall. Again, please answer the questions on the following page and return by Monday, April 1st. If you have any questions, please feel free to call Drake or Melissa Hawkins at 666-7474. Thank you for your time. Sincere^, Pulaski Heights Elementary PTA Board Lillie Carter, Principal cc: Little Rock School Board Members Dr. Henry Williams Ann Brown John Walker (TO 5.:W 'JPulaski Heights Elementary Uniform Questionnaire 1. Parents, in the Fall, 1996, what grade will your child be tn at Pulaski Heights Elementary? If you will have more than one child at PHE, please circle as many grades as apply. K 1st 2nd 3rd 4th Sth 6th Not applicable Teachers/Staff, what grade do you teach/work with at PHE? Circle as many as apply. K 1st 2nd 3rd 4th Sth Sth All grades 2. Are you in favor of a school uniform policy for Pulaski Heights Elementary school? Yes No 1 need more information 3. Would you be interested in serving on the uniform committee? If yes, please complete the name/address section below so that we may contact you. Yes No Maybe Comments: Name (optional) Address Telephone # Please return this questionnaire by Monday, April 1, 1996.March 25,1996 received Ms. Ann Brown Office of Desegregation Monitoring 201 East Markham Little Rock, AR 72201 Otfice of Desegregation Monitonngi Dear Ms. Brown\nMany parents, teachers and staff at Forest Park Elementary School have expressed an interest in school uniforms for our students. It is our objective to conduct a feir and unbiased survey of any interest in a school-wide uniform policy. A committee is being formed to assess the information gathered. A tentative schedule and our intent have been outlined as follows: 1) April 1 - PTA meeting to be held at Forest Park at which the research data and the concerns of parents and faculty members regarding implementation of a uniform policy will be addressed. 2.) April 2 - Survey to assess the interest in or opposition to a School Uniform Policy to be sent to all parents. 3.) April 11,6:30 pm - Meeting to be held at Forest Park with open discussion concerning uniform policy and style show/presentation of possible uniform choices. 4.) April 15 - Official Ballot forms to be sent to all parents, including pre-registered parents, to be returned by April 18. 5.) April 25 - If approved by parental vote, committee members will request to come before the Little Rock School Board to present results and seek approval. If you have any concerns or recommendations, please contact Beth Munsey or Paige Rystrom. Thank you for your consideration of this matter. Sincerely, Paige Rystrom 666-5444 Beth Munsey 664-1936 2 9 cc\nKatherine Mitchell, Michael Daugherty, Judy Magness, John Rigss, Linda Pondexter, Pat Gee, Sue Strickland, Dr. Henry Williams, Virginia Ashley, Laura Doramus, Mim Hundley, John Walker05/11/2000 10:17 501-324-2281 L R S D SRO PAGE 01/01 ' LITTLE ROCK SCHOOL DISTRICT SCHOOLS WITH UNIFORMS 1999-2000 I i Alternative Learning Center (Middle School) Bale Baseline i Brady Clinton ( 1 Ooverdale Elementary Cloverdale Academy (Middle School) Crystal Hill Dodd Fair Park i Geyer Springs King \" . I MeadowclilT I Mabclvale Elementary Mitchell Rightsell I Rockefeller Terry I i Washingtod \"Watson Western Udis Williams I05/11/2000 09:46 501-324-2281 L R S n SRO PAGE 02/02 KEATHLEY, DEANA From: Sent\nTo\nKEATHLEY, DEANA Monday: May 08, 2000 11.30 AM WASHINGTON, JAMES: LUCKER, LIZjyil^M Subject: STEPHANIE DIVFRCITY team LUNCHEON \\Ne had a good group in April at the \"Divercity Team\" luncheon things came up. There were several that promised to come, but other we really need to have a large group at the May luncheon so Mr. Modeste can me know if you will able to attend by Friday 5-12^.________ MAYTO^RCITYteam LUNCHEON\" WHEN: Thursday, May 18, 2000 report our progress to others Please let WHERE: Clark's . 6805 Cantrell Rd. (Same shopping center as Steinmart) I TIME: Little Rock, AR 11:30 a.m. 1PULASKI HEIGHTS ,HMOR HIGH SCHOOL SCHOOL UNIFORM BALLOT The results from the school uniform survey are in: 83% of the parents responding voted in favor of developing a school uniform policy. As a result of the survey, the School I niform Committee has drafted procedures for implementation of the policy. Also enclosed are drawings of the proposed uniform. YOUR VOTE IS VTRY EVIPORT.ANT! For the implementation and success of a uniform policy, parents, teachers, and the school administration must support the policy. I. Are you in favor of a school wide uniform policy at PHJH? \\ es No H. Please indicate grade level your child is in now: 6th 7th Sth 9th in. In accordance with desegregation guidelines, please indicate your race: Please return this ballot to the PHJH in the enclosed envelope by May 16.1996. if additional information is needed, please contact Priscilla Alexander, Lally Brown. Melanie Bradford, or Selma Chandler at 671-6250.PULASKI HEIGHTS JUNIOR HIGH SCHOOL UNIFORM POLICY All parents/auardians will sian a contract aareeing to the PHJH Uniform Policy at registration. If parents/auardians choose not\"to participate in the PHJH Uniform Policy, they may request a transfer to another Tumor hiah school from the Little Rock School District Student Assignment Office, Financial assistance for parents who cannot afford a uniform will be provided. Criteria tor assistance will be determined by PHJH Administration. Close monitorina of uniform compliance is imperative in order to have a successful uniform policy. Therefore, PHJH has adopted the following procedures: receive a document Students mav wear ONLY clothing stated on the uniform list. All other items will be confiscated and remrned to parents. Students who violate the uniform policy will: a) first violation: receive a document with parental notification, b) second violation: sent-home to change clothes c) third violation: sent-home for parent conference the following day. Parents must arrange for immediate pick-up of students sent ... .  \u0026gt; I ..*j_______till__p 'ini'finnc nt  Tn.crnnnl home, dl bevond the third violation students will be subject to increased sanctions ot In-school Suspension or \"Out-of-School Suspensions.\" PULASKI HEIGHTS JUNIOR HIGH SCHOOL UNIFORM GIRLS Shirt . Color - white, forest (dark ) green (solid) . Style - lone or short sleeve polo type . Fabric - 100% cotton, polyester, poly cotton Color - khaki (solid) may be purchased at Toggery or sewn using Butterwick pattern #4159 View D Fabric - polv cotton mav be purchased at Hancock Fabric Stores Style - double pleat in front and back, must not be more than two inches above or one inch below knee with shirt tucked in Skirt B Color - plaid - e.xclusive for PHJH - may be purchased at Toggery locations only . Fabric - polv cotton , Style - double pleat in front and back, must not be more than two inches above or one meh below knee w'ith shirt tucked in Pants . Color - khaki (solid) . Style - pleated or plain front with side pockets optional, and must fit belted waist with shirt tucked in. . Fabric - twill, polyester, poly cotton, 100% cotton . In-home sewing - Simplicity pattern 7941 View 5 Shorts . Color - khaki (solid) , Style - pleated or plain front with side pockets optional no more than two inches above or one inch below knee, must fit belted waist with shirt tucked in . Fabric -twill, polyester, poly cotton, 100% cotton . In home sewing - Simplicity pattern 7941 View 3 (over)BOYS GIRLS BOYS/GIRLS SHORT SHORTS .1 SHORT SLEEVE POLO I 1 T 1 PANT PANT n \\ V. I LONG SLEEVE POLO PULASKI HEIGHTS JUNIOR HIGH SCHOOL UNIFORM UlJ __ PLEATED SKIRT CREW NECK SWEATSHIRT I Arkansas Democrat J SUNDAY, APRIL 14. 1996 New uniforms suit three LR schools fine BY CHRIS REINOLDS DemocralGazeHe SlaI Wtrler Morgan Ibilladay ami Gaiy Anderson wake up each morning ami pull on navy liine pants ami white oxford shirts  their public school uniforms. Clinton has been touting school uniforms as a way to protect children from gangs and violence. If it means that teen-agers will slop killing each other over designer jackets, then our public schools should he able to require their Morgan, a bouncy third grader. students ttwo w..ve.a..r u..n...ir..o..r.m...s... be likes it. \"We liiiik niter limn other said in a ! ebruan. radio addrras. schools,\" .she says. Gary, a gangly sixtli-grader. hale.s it. When you I gel new clothes for Cbrislinas, you I ccaann 'tt wweeaarr tthheemm,,\"\" hhee egrrooluiSsCeSs.. Morgan, 9, and (Jary, 12, attend , Ilockefeller Elementary School in t cceennttrraa!! LUiititiliee kHoocckk,, oonnee ooif itnhrreeee . schools in the Little Hock School District that rc\u0026lt;|uire students to leave their jean.s at home. As a girl Morgan can also choose a plaki skirt or jumper. In his Slate of the Union message and on the slump, President Uniforms  Continued from Page 1A problems. Ilockefeller, an incentive school that made uniforms mandatory this school year, is one of the test cases. Uniforms are also required at Williams Magnet Elementary, In west Little Rock, which began phasing them in four years ago, and at the districts Alternative l\u0026gt;earning Center. Several other schools in the Little Rock district, including Forest Park and Pulaski Heights elementaries. are studying the issue. Little Rock school board member Mike Daugherty, a leading proponent, is pushing for more schools  including junior higjis  to adopt uniforms. In the Pulaski County Special School District, Crystal Hill Magnet Elementary started a voluntary uniform policy this school year, but most students dont follow it. Until recently, unifonns were most often associated with private schools. Catholic schools felt they helped poor students fit in with students from higher-income families. , At Rockefeller, they have Improved dlMtlpUne, HcconlliiB hi third-grade teacher Skip Gardner. Before the uniforms, children would fight over and criticize each other about their clothes. . . Normally, you think of private schools wearing them, but Id put my kids up against any of them, Gardner said. \"1 just feel like it helps their self-esteem and prepares them. But critics disagree with Gard- Ile promised then that the Education Department would dis- Iribule manuals to the nation's IG.IKX) school dislricls, advising them how to enforce a scliool-uni-form policy. Some parents love the idea. Others see it as a misguided government infringement on personal freedom. Critics, like the American Civil Liberties Union, argue that uniforms in public schools are just a Band-Aid for serious See UNIFORMS, Page12A Arkansas Detnocral-Gazetle/STEVE KEESEE Me nussdl, a lirsl-g,ader at Williams Magnel Elemenlaiy, loads her classinales in \"quiel mode\" alle, physical eduialion. ell. The Long Beach district agreed in February to provide uniforms for poor students and to allow a waiver for students who didnt want to wear them. And even Villa-McDowell concedes that, when It is well Implemented, a uniform policy has every possibility of leveling the playing field. In Long Beach, student drug cases, sex offenses, awault and battery cases, aanndd ffiigghhttss ddee-creased, according to the U.S. Department of Education. At Rockefeller and at Williams, the principals say no one has voiced serious objections to the il ir uniforms. , The implicit message Is its not quite church, yet it's not the ballpark, Williams Mary Menk-ing said. \"It's an integral part of the statement were making to children and the community. We feel the dress is part of the overall success of the school. Since its Inception, Williams has been known for Its strong emphasis on discipline and basic skills. It has always maintained a strict dress code, and four years ago parents voted to require uni-forms. Children in kindergarten AikBusas UemocKil-UwaHB/aievi: Khl.sn Ftarha Babbs keeps her unonhed kWergartnen In order attar physiral edncallen at Williams Magne! Elementag, Stbeol. The solutions to violence and poor school attendance and bad attitudes to education ... are much more complicated. James UeWinter, whose son attends Forest Park, was furious one a junior high student who graduated from Rockefeller, the other a 5-ycar old who just started through third grade now wear uniforms. Another grade will be mlih-d Infh yi'iir unlH every \"bl ner's perception. There are no studies that show uniforms create positive behavior, contends Rita Spillenger, executive director of the Arl^nsas ACLU chapter. . This is really a very cynical It s not American. when his PTA sent out a survey on parent interest in required let. there. , ,, Her older daughter doesnt wear uniforms, and the cost of the latest fashions hits Bledsoes wal-cial help from the school and the 1TA, which has a uniform resale every year. Uniform pieces can be found at most department stores and at discount stores such as dent is outfitted. Parents at Rockefeller must sign a parent contract that requires them to comply with that school's uniform policy. Parents who object can ask for a transfer to anollier school. No one has left the school because of the uni-sc forms. iitiifnrni\u0026lt;! EEvveerryyUthlilnllgg nneeww tUhioavt comes \"Mv child will wear what he out, she wants it,\" Bledsoe said. wanb\\o, UeWinter said. \"1 will 'f start uniforms in junior go to court for the freedom to decide what I want my child to wear. and superficial solution to a very complicated problem, Spillenger Some parents do say that uniat least easier on their said.  , They're trying to use a Band- Aid to patch a crumbling wall. wallets. .. Connie Bledsoe, an aide at Rockefeller, has two daughters  uui, a*ic wuiiio  If they start uniforms in junior high, shell be wearing them. Uniforms at Williams and Rockefeller cost about $50 for boys and $75 for girls. Prices would be higlier if specific collars or patches were required. Students whose parents cannot afford to buy uniforms get finan- Target and Kmart. wuus. , Nevertheless, cost was an issue Sixth-grade teacher Ann when laoiig Beach, Calif., in 1994 Larkowski said the uniforms have became the first district in tlie na- produced better-behaved chll-tion to require uniforms in all el- dren ellininaled infiu enieiitary and middle schools, eiice of the neighborhood s gang^ The ACLU and the Ugal Aid No more sagging jeans. No more Foundation of Long Beach sued short shorts. _ .. the district on behalf of 53 chil- \"rnsr tn dren who could not alTord them. Some families who were using rent money to buy unifonns were evicted from their homes, said stair attorney Terri Villa-McDow- ljniKUWni ., It, children and eliminated the infiu-ence It, suui to. , Prior to uniforms, it was obnoxious, Larkowski said, \"It teaches the kids to be themselves without outside means. They re dressed for school, they know it s business. It Arkansas Democrat ^(Sazcttc  TUESDAY, JUNE 11. 1996 Just another liberal plot I Re your call for opinions on the school uniform issue: This is a very simple, cut- and-dried situation. This is the very core, yes, the heart and soul of the liberal agenda When a social problem arises, they want to solve the problem by taking something away from the haves and giving it to the have-notsthus taking away from the have- nots the very incentives to succeed. The 1 iberals are only trying to keep their stranglehold on the public school systems by promising false solutions to the problems they have created. When I was a child, we were given instructions in the Greek classics, classical music, the arts. etc. Now these subjects have been pushed aside to make room for recycling, diversity, self-esteem, AIDS awareness ad nauseam. -Instead of admitting that theyre wrong, they promise to reform the American educational system by implementing even more of their inane ideas. Instead of punishing the thugs who kill their peers for sneakers and Starter jackets, they want to remove the temptation. We as a society need to wake up and tell these people, Weve seen what youve done\nwell take our chances with something else. This attempt at imposing school uniforms is only the latest ploy by the liberals to reward failure and penalize success. Do we want a cookie-cutter society? Do we want our children to follow the beat of the liberal drummer? What is the ultimate penalty wewill pay for trying to clone our children? Whats next if dressing all the children alike doesnt work? Maybe the next thing to try is shaving their heads and making them on this. I know that is the right thing for him to do. I will be proud of him for that RAMONA TILLER Perry waikbackward. frank DUFFY Rogers Rich, poor dressed alike .rbelieve all schools should require uni- forms. There are children who dont have money for clothes that the well-off have. My children went through a Catholic school where rich and poor dressed alike. I know firsthand about the well-off always wearing the pretty, expensive clothes. The rest of us couldnt. 'That does count. J hope President Clipton will get backing Uniform policy needed As a product of the Little Rock public schools, a parent and a patron, I would like to strong encourage a district-wide school uniform policy. The public schools I attended were quite different from the ones my children do and will attend. The district has problemssome real, some perceived. Enrollment is dropping at a steady rate and it seems no one can or will admit that the problem is really quite simple. Parents want, expect and deserve a safe and secure environment for their children to grow and learn in. They want stability m school assignments and solid leadership from the administration. Mandatory school uniforms linked with increased discipline, such as the zerotolerance policy, would be a giant leap forward in reclaiming our public schools. Numerous educators around the country with firsthand experience in public school uniform policies provide strong evidence of the positive effects. It has been shown that school uniforms can improve student behavior, reduce violence, increase attendance, foster school pride and a sense of belonging, improve safety by easily identifying who belongs on camp^, eliminate gang-related colors and clothing, diminish perceived economic differences, help put the focus on the business at hand, i.e. education, and be affordably obtained. Parents opposed to the idea of school uniforms seem to have one main concern\nthat school uniforms will stifle their childs individuality and creativity. Wouldnt we rather our children be known for their inner self and true individuality rather than by the cool clothes they wear? How sad to think that the only way our children have to express themselves is through the pair oftennis shoes they have . on, not by the way they conduct themselves or through their ideas and talente. School uniforms are an old idea with new and promising possibilities. DRAKE A. HAWKINS little RockArkansas Democrat (gazelle | THURSDAY, JUNE 13, 1996 , Emphasize self-esteem ' Let the schools allow self-esteem to be of utmost importance in their curriculums. When this happens, the thought that uniforms will solve our school problems will simply not be needed. JEAN WHITEHEAD Little RockArkansas Democrat (gazelle THURSDAY. JUNE 13, 1996. Letters School uniforms a bankrupt idea This year marks the 50th anniversary of the publishing of George Orwells Animal Farm. What a delightful and insightful hour or so of reading! Tlie reader could easily find it amusing on the surface and horrifying, upon further consideration, for its portrait of power gone mad. On the surface, mandatoiy school uniforms for virtually mandatory school attendance has a point, that being that the proliferation of muggings and sometimes killing of schoolchildren by schoolchildren because they were wearing a $100 pair of athletic shoes the perpetrator wanted... might be abated. This reminds me of the parent who told me of her 10-year-old daughters experience of having another student put his hand down the front of her dress on the playground during recess.,When the girl complained to the teacher on recess duty, she was told that if she would play in a different area of the playground, it probably would not happen again. TTie solution to crime is not to put public schoolchildren in uniforms. The solution would be for teachers, administrators, parents and persons of integrity to vigorously protest the sanction of envy.  Regardless of motive, school uniforms will only up the ante. School uniforms for public schoolchildren is a bankrupt idea. It displaces responsibility. It will inevitably place an increased tax burden on an already overtaxed population. It will, by policy, make a mockery of reason, evade principle, punish achievers through their children and communicate a perverted logic to any child who cares to reason for himself or\nherself. , Im sure cancer patients and their loved ones experience some sense of comfort when the Band-Aid is placed on the cancer\nat least something is being done. GEORGE T. SPENCE  ConwayArkansas Democrat (gazelle THURSDAY, JUNE 13, 1996, Not solution to problems a  believe that requiring school uniforms in public schools would put discipline and learning back in our schools I am neither for nor against uniforms. I think they are fine if that is what the school au^orities and/or parents want. A student killing another student over an article of clothing points to a deeper problem with that child than that of simply coveting a jacket ora pair of tennis shoes. This makes a terrible statement about our society. Children learn what they are taught at home. They learn from examples set before them by those who are supposed to love and care for them more than anyone else does. Their parents or guardians are the ones who teach little children what choices to make in their lives. Unfortunately, those who are taught to make bad choices are not the only ones who suffer the consequences of those choices. solution to our problems in public schools or any other place was as simple as requiring uniforms. I daresay tliat ^oimd enough uniforms to go J am sure that President Clinton is not naive or unwise enough to believe that this IS the solution to our problems in public schools. Hearts need to be changed. If we ever needed a nationwide change of hearts it IS now.  MARY E. BURT CrossettArkansas Demccraf^CiSjrtzelte ' 13, 2000 District will create dress panel 24 Ll\u0026lt; schools now use uniform policies BYCYNflllA HOWELL ARKANSAS I)EM(H'RAI-GAZEt Ui At Little Rocks Brady Elenien- Uniforms  Continued from Page IB school district would have to sign a petition requesting the ballot question. If voters approved the ballot uniforms. Additionally, provisions must be made for parents not financially able to purchase uniforms for their children. Board members did not discuss the uniform issue at length this week nor did they attempt to reach consensus on the direction the district should go on the matter. question, the district would be obligated to select an appropriate uni- ------------------------------ . . form and carry out a uniform policy, pointed out tliat several district The district must report to the schools allow so many different col- state Department of Education by or combinations that their uniform Nov. 17 the recommendation of its a Board President Sue Strickland tary School, pupils for the fiist time lUiy ociiuui, pupiio iMi viit. iiiov piiiiv 1 this year are wearing uniforms to class: navy or kliaki colored skills or polities are more like dress codes than uniform mandates. Board member Mike Daugherty vote. said he believes the uniforms can Brady Gadbeny special assis- contribute to a calmer learning en- tant to Caniine. told the School vironment. Board member Baker Board at a Thursday meeting that Kumis said there is a lack of scien- the Act 1301 of 1999 allows local tific research in the country on school boards to establish a policy whether uniform-clad pupils do bet- ..  ter in school. advisory committee, the board reaction anil the outcome of any public that gives schools the choice of repants, matched with shills of white, blue or gold. On Fridays, blue jeans and Brady school T-shirts are pennitted. Brady Principal Ada Keown said about 8.5 percent of the children routinely wear those uniforms. When they don't, she tries to remind them to do so. Next year, she will lake a slightly stronger stand, sending notc.s home to the parents of those who don't wear the specified clothing. T\\venty-four, or nearly half of the Little Rock School District school.s have put unifonu policies into place\neight schools this year alone. Most are elemenhiric.s but there are two middle schools and the Alternative Learning Center, a.s well. Since the early 1990s, the school district has left the question of instituting uniform policies to parents at each school. The district practice lias been to require a school to show that an ovci-whehning majority of parents support tlie implementation of a uniform policy. Now, in response to a 1999 state law, district officials will appoint a committee for the purpose of considering whether the district should adopt a unifonu dress code for students.\" Superintendent Les Canline said Friday that he hopes recommendations from an advisoi'y committee will move along the same lines  as llic cunent practice of allowing the school to decide the unifonu question for themselves. Hut, Caniine also said that eveiy practice can be improved upon and that the committee may have some ideas. School Board members agreed earlier this week that they will nominate two adults and one student from each of the seven school board election zones, plus a chainnan, to make up the committee. The board has the option to accept, reject or not act on whatever the advisoiy committee might recommend. If a committee recommends a uniform dress code and tlie board does not adopt one, then the issue could be placed on the ballot at the September school board election, according to the state law. But, to get the issue on the ballot, 5 percent of the qualified electors in the See UNIFORMS, Page 98 quiring unifomis. Keown said Friday that it is too He quoted a portion of the law soon to measure the effect of the that savs \"nothing ... shall be con- uniforms at her school, where as stilled to limit the ability of a school many as 95 percent of the parents district or a particular school within said in a sun'ey last year that they a district to adopt and implement a school uniform policy. Any school forms. district may implement a school uniform policy without submitting the issue to the electors of the district. wanted the school to require uniKeown did say that tlie dress policy has eliminated most talk among ____________________________ pupils about each other's clothing. Gadberry also pointed out to the She also said she has not had to i board that any unifoi-m policy must send anyone home this year behave some provisions for students to cause of shorts that are too shori or apply to opt out of the uniform re- sagging pants with low-riding quirement if there isn't any other waistbands. The absence of those reasonable placement for the stu-  .-i-...-~ dent. Parental consent is necessary factors has to contribute to a better to allow a student to opt out of the said. focus on learning, the principalI Arkansas Democrat'^(i^azcttc '  TUESDAY, FEBRUARY 11, 1997 Copyrlfihl  Little Rock Newspapers. Inc. Here are goals of schools I respectfully disagree with those citizens who favor school uniforms. I'm sure their intentions are good, but they are misguided. Forcing students to wear uniforms to school will not stop children from ridiculing each other. Instead of uniforms, lets double our effort to teach children tolerance and respect for everyone, regardless of their clothes, hairstyle, religion, rule or socioeconomic background. Schools need to be teaching tolerance, not taking away rights. When anyones rights are taken away, we all suffer. The goal of schools should be to produce intelligent, open-minded, clear-thinking, tolerant adults. That goal is impossible to achieve in an atmosphere that includes mandatory uniforms, urinalysis, random searches and curfew laws. Our children are being indoctrinated with the idea that individual rights can usurped by the needs of the government. This is a dangerous ideato be teaching tomorrows leaders. LYNDA ROGERS Bryanto o o CM co Proposal gives LR pupils a vote on uniforms o o o BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE Little Rock high school students wont be wearing uniforms to school unless the students themselves  not their parents  vote to do so, according to a proposed policy and set of regulations pending before the School Board. Middle school students also would get some say in how they have to dress, according to the regulations, but their parents would get a vote as well. In the elementary schools, only parents would do the voting on uniforms. The Little Rock School Board is scheduled to cast an initial vote Oct. 24 on a school uniform policy that would become final only after a second vote, probably in November. Board members reviewed the proposal at an agenda-setting session Thursday during which they also authorized district staff to negotiate lease agreements with four churches  Bethel AME Church, 815 16th St.\nSouthwest Community Church, 7400 Lancaster Road\nFirst Presbyterian Church, 800 Scott St.\nand the Temple of Restoration Church, 12825 Interstate 30 West  for classroom space for middle school students suspended one to 10 days from their regular schools. The classrooms would be staffed during regular school hours with Little Rock School District teachers and aides so the students could continue their lessons despite their suspensions. The students parents would have the choice of sending the suspended child to the shortterm alternative program. 'The program is being funded with the federal Safe Schools grant that the district received earlier this year. Use of the churches hinges on the district being able to lease the rooms within the budget set in the grant. 'The uniform proposal stems from a 1999 state law requiring school boards statewide to establish committees of parents and students to consider whether their districts should adopt a uniform dress code. The Little Rock committee submitted its recommendations last month. Several Little Rock schools, mostly elementaries, already have long-standing school uniform policies. According to the proposed policy, each school would continue to have the option of adopting uniforms. Specific groups within a school would have to propose a uniform policy for a school vote. Nominating groups would include a parent committee appointed by the Parent Teacher Association or the schools campus leadership team. Twenty percent of parents at an elementary school could petition for a vote on uniforms. Parents or students could petition at the middle schools and high schools, where student councils could also propose a vote. Each schools campus leadership team would actually establish the uniform code. The proposed uniform would have to fall within the limits set in the districts overall dress code regulations in the students Rights and Responsibilities Handbook. To be adopted, the uniform would have to be approved by 80 percent of the eligible voters. A school could vote on a uniform code no more than once a school year, and it would have to be early enough in the spring that it could take effect the following fall. Students or their parents, depending on the students age, would have the ability to opt out of the required dress code without having to transfer to another school, according to the proposed regulations.Novembe r 1 7, 2 0 0 0 School uniform policy approved Board gives LR parents, pupils a say in whether clothes should look alike BY CYNTHIA HOWELL ARKANSA.S DEMOCRAT-GAZETTE The Little Rock School Bbard gave final approval Thursday to a dress-code policy that allows, but doesnt require, parents or students at individual schools to create their own school uniform rules. ' The new policy is accompanied i by regulations requiring 80 per- i cent of the parents of children in elementary school to approve the establishment of any uniform code. At the middle-school level, pupils will have some say in the way they dress, as 80 percent of the parents and the students must favor implementing a uniform policy at the middle grades. At the high school level, only an 80 percent supermajority of the students can vote uniforms into place. A student, the students parents or both  depending on the age of the student  can choose to have the student not wear the schools selected uniform. The student or the parent, however, must complete an opt-out form and submit it to school administrators before the student can be excused from the uniform code. Administrators should ask the family for a reason for opting out of the uniform policy, according to the regulations, but the family is not obligated to respond. If an opt-out form has not been completed, a student will be expected to comply with the school uniform code. The district regulations also include provisions on how a school would revoke a uniform rule. The School Board approved the dress policy, including the language on school uniforms, at the prompting of a requirement from the state that districts appoint citizen committees to consider school uniforms. More than a dozen of the Little Rock schools already operate with uniform policies that they put in place under earlier but less formal district regulations.\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_1404","title":"Report: ''1991-92 Monitoring Report on the Alternative Schools,'' Office of Desegregation Monitoring, United States District Court, Little Rock, Ark.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":["Office of Desegregation Monitoring (Little Rock, Ark.)"],"dc_date":["1992-12-18"],"dcterms_description":null,"dc_format":["audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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