{"response":{"docs":[{"id":"bcas_bcmss0837_844","title":"Court filings: Court of Appeals, separate brief for North Little Rock School District (NLRSD) as appellant; Court of Appeals, findings, 902 F.2d 1289; District Court, order; Court of Appeals, combined motion for leave to intervene and memorandum in support thereof; Court of Appeals, response of Joshua intervenors, North Little Rock School District (NLRSD), and Pulaski County Special School District (PCSSD) to motion for leave to intervene filed by Arma Hart et al.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990-04"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Court records","Education--Arkansas","Educational law and legislation","Educational planning","School districts","School integration","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: Court of Appeals, separate brief for North Little Rock School District (NLRSD) as appellant; Court of Appeals, findings, 902 F.2d 1289; District Court, order; Court of Appeals, combined motion for leave to intervene and memorandum in support thereof; Court of Appeals, response of Joshua intervenors, North Little Rock School District (NLRSD), and Pulaski County Special School District (PCSSD) to motion for leave to intervene filed by Arma Hart et al."],"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/844"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_847","title":"Court filings: District Court, order","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990-03-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Court records","Education--Arkansas","Educational law and legislation","Educational planning","School districts","School improvement programs","School integration","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: District Court, order"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/847"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_389","title":"Desegregation: ''Little Rock School District (LRSD) Desegregation Plan Status Report for First Semester 1989-90 School Year,'' Exhibits 1-4","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990-03-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","School integration","School management and organization"],"dcterms_title":["Desegregation: ''Little Rock School District (LRSD) Desegregation Plan Status Report for First Semester 1989-90 School Year,'' Exhibits 1-4"],"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/389"],"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\nc IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT, ET AL. DEFENDANTS MS. LORENE JOSHUA, ET AL. INTERVENORS KATHERINE KNIGHT, ET AL. INTERVENORS LRSD DESEGREGATION PLAN STATUS REPORT FOR FIRST SEMESTER 1989-90 SCHOOL YEAR INTRODUCTION Attached hereto as Exhibits are memoranda detailing the sta- tus of steps taken to implement the court-approved desegregation plan in the LRSD for the first semester of the 1989-90 school year. The Exhibits submitted are as follows: Exhibit 1 is a Desegregation Plan Status Report covering the areas of early childhood education. the summer learning program. the JTPA/ASSET program. school operations. Parkview 1. Science Magnet, federal programs and parent involvement/community linkages. 2. Exhibit 2 contains the status reports for the various content areas of the desegregation plan as well as staff develop- ment program activities. The areas covered include: foreign languages, social studies, science, vocational education, mathematics, english/communications/journalism, multicultural curricu- -1-lum development, program for accelerated learning (PAL), gifted and talented education, reading, kindergarten/pre-kindergarten W X a H w H (four-year-old) program. special education and instructional materials. 3. Exhibit 3 constitutes Monitoring Progress Report Number One for the 1989-90 school year of the major enhancement schools. I The schools covered include. Garland, Ish, Mitchell, Rightsell, % *3 Rockefeller, Stephens and Washington. 4. Exhibit 4 is a copy of the revised desegregation plan of the LRSD submitted to the Metropolitan Supervisor, Mr. Eugene n Reville, in December 1989, pursuant to the instructions of the Cd q 3 Court. Respectfully submitted. 'e FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Building It k Hl 400 West Capitol Avenue Little Rock, Arkansas (501) 376-2011 72201 pl g H a H Attorneys for the Little Rock School District By: JERRY L. MALONE BAR ID NO. 85096 w X s H ts H 4^ -2- n m n I H X a H te H CERTIFICATE OF SERVICE I certify that a true and correct copy of the foregoing status report has been sent to the attached list of counsel by the United Sttaatteess MMaaiill,, postage pre-paid, on this day of 1 ______ , 1990. '7Z / 'Zt JERRY L. MALONE I 233/LR/cg S! I -3- J I*3 J I H Sc H tc S pl g H 5) H P! X s H u H J 4. 1 s LIST OF COUNSEL w X a H to H John W. Walker, Esquire Attorney at Law 1723 Broadway Little Rock, Arkansas 72206 Norman Chachkin, Esquire Legal Defense Fund 99 Hudson Street, 16th Floor New York, New York 10013 *9 J 0. I Richard W. Roachell, Esquire Mitchell S. Roachell 1014 West Third Street Little Rock, Arkansas 72201 m Stephen W. Jones, Esquire Jack, Lyon \u0026amp; Jones, P.A. 425 West Capitol Avenue 3400 TCBY Tower Little Rock, Arkansas 72201 Sharon Street, Esquire Arkansas Dept, of Education Education Building #4 Capitol Mall Little Rock, Arkansas 72201 n Paul L. Cherry, Esquire Attorney General's Office li Heritage West Building 201 East Markham Street Little Rock, Arkansas 72201 Steve Fedo, Esquire Neal, Gerber \u0026amp; Eisenberg 208 South LaSalle Chicago, Illinois 60604 H. William Allen, Esquire Attorney at Law 1200 Worthen Bank Building Little Rock, Arkansas 72201 M. Samuel Jones, Esquire Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building Little Rock, Arkansas 72201 J to 0I g tc h II k- ^9 pl X s H ' S\n|4 ' Pl X s H w H J A I  L S4 H W X ffi H to H H J i J tn 0 ^9  k fc k H s rt g H tJ) H n X s H w H |41 . DESEGREGATION PLAN STATUS REPORT EARLY CHILDHOOD EDUCATION A. HIPPY There are currently 360 families participating in the HIPPY program. All of these families were identified at the beginning of the 1989-90 school year. In addition to the families served in downtown and east Little Rock, the HIPPY program also expanded this year to include families in southwest Little Rock. An additional HIPPY coordinator was hired to implement the HIPPY program in the annexed area.  All of the aides in the HIPPY program have received the training needed to implement the HIPPY curriculum. hire white aides. Special efforts were made to recruit and black. In the past, the HIPPY aides have been predominantly All aides have been assigned families and home visits are occurring on a regular basis. Attachment A includes the goals, objectives, and the evaluation timeline for the HIPPY program during the 1989-90 school year. B. Four-year-old Program All four-year-old teachers and aides received inservice training prior to the opening of school. The training focused on the components of the High Scope curriculum and developing strategies for parent involvement. Cur-riculum materials, supplies, and furniture for the four-year-old program were obtained prior to the opening of school. The following schools have four-year-old programs\nSchool Black/White Enrollment Total B SJ J I .1 I stc te k s hJ p) X H tfl H H? Frankl in Ish Rockefel ler Stephens Washington 29/31 16/ 0 39/18 13/ 3 30/ 4 60 16 57 16 34 R X s H B H The figures listed above clearly indicate the success of the four-year-old program as a tool for desegregation. An early childhood education task force was appointed in October 1989 to refine the early childhood curriculum used in the Little Rock School District to ensure that a comprehensive program will be offered on a consistent basis in all early childhood schools. 001 C. City-wide Early Childhood Program The purpose of this program is to develop a comprehensive early childhood program for minority and economically disadvantaged children in the city of Little Rock. The major participants are the Little Rock School District, the city of Little Rock Headstart office, and the COPE Headstart program. The first draft of the comprehensive plan will be available by the end of February. The plan will focus on collaborative efforts in the areas of curriculum development, inservice training for staff members, and parent participation. 2. SUMMER LEARNING PROGRAM A summer learning program funding proposal was submitted to the city of Little Rock OTPA Office on January 22, 1990. (Attachment B) is attached for review. A copy of this proposal The Little Rock School District was the only agency to submit a proposal for this program, is expected by the end of February. A decision 3. JTPA/ASSET PROGRAM The JTPA/ASSET Program provided group tutoring in reading and math for at-risk junior high students at four junior high schools. was not funded b)' the JTPA office for the 1989-90 school year. The program The availability of this program has always been dependent upon funding by the JTPA office. 1990-91 school year. Efforts are now underway to restore this program for the Meanwhile, another program is currently available to I provide special tutoring in reading and math for at-risk junior high students. The New Futures Program provides reading and math tutoring at all B junior high schools in the Little RockSchool District. sessions are held prior to the opening of school. Junior high schools open at approximately 9:40 a.m. need transportation to the tutoring sessions. The tutoring Bus tokens are provided for students who B In addition to the morning tutoring session, after school tutoring is provided for selected at-risk students. The after school program is called the Excell er Program and is held Monday through Thursday from 5-8 p.m. Food is provided by the Baptist Medical Center and students receive incentives for attendance. I B 002 i. \u0026gt;0. I*1 ih J tD I fc ks tu p) S H 0) H |J K X S H ts H (J B Hi 4. SCHOOL OPERATIONS The following items have been implemented: (NOTE: The joint committee with PCSSD and NLRSD to review attendance and disciplinary policies will function as a part of the process to merge functions among the three districts.) QI B3 F IK KB A. B. C. D. E. F. G. H. I. 0. K. L. M. N. 0. P. Q. R. S. T. U. School-based and district bi racial committee Raise staff and parent awareness of equity concerns, etc. Monitor school standards, climate, and resource allocation etc. Discipline management Review attendance and discipline policies Establish alternative to suspension in each school Discipline attendance intervention teams at schools Annual plan to help increase student academic achievement Raise student awareness of career options Review class ratios, grade distribution, etc. Learning styles inservice for teachers and principals Recruitment plans for co-curricular activities Transportation for co-curricular activities School profiles Quality control monitoring Disaggregation of test results Site-based management inservice Renovation plan to meet programmatic and student population needs Review staffing needs/minority recruitment Share applicant pools with NLRSD and PCSSD Staff development opportunities 5. PARKVIEW SCIENCE MAGNET SCHOOL All of the activities scheduled for the first year of this program have been completed. The present black/white enrollment is 30/21 for a total of 51 students. The first phase of the Parkview Science Magnet Program only applies to the tenth grade. The upper grades will offer the science program in 1990-91 and 1991-92. 6. FEDERAL PROGRAMS Grant applications have been submitted for the following programs: A. B. C. D. E. F. Even Start Program Math-Science Education Program Gifted and Talented Program Magnet Schools Assistance Program Drug Education Program Star Schools Program 003 1M*. . JIts pI 4 I4 8 S t k 4 (J p) g H CD H h? K X s H W H I 1 k 7. PARENT INVOLVEMENT/COMMUNITY LINKAGES Implementation is in progress for all activities scheduled to begin during the first semester. In addition to the efforts to utilize parents in marketing educational programs and encourage community input, the District has been extremely successful in expanding school/business partnerships. The Greater Little Rock Chamber of Commerce Committee on Education has de4 voted a great deal of time and energy to make this project a success. District is currently making preparations to announce twenty-one new partnerships during the month of February. Additional partnerships are expected to be announced during the remainder of the school year. The J I 5: 004 J 4 s fc k S NJ pl S H Cfl H Pl X s: H a H :b 4 .3 I I' Sa 1 1 IH \u0026lt; ATTACHMENT A 4 ( p) SJ- H H I '  I , J g w X s a I tj) . H J I I g i I g 005 til' I ( ES CHILDREN'S GOALS AND OBJECTIVES QU GOALS: M 1. To assist in the development of the child's self image. 2. To provide a prepared curriculum to bridge the gap between the social (playtime) and the educational setting. 3. To assist in developing the prerequisite skills needed upon entering the educational setting. 4. To provide the opportunities to become academically and socially successful in school. 5. To develop each child's ability to make choices and decisions about what to do and how to do it. J ( OBJECTIVES: 1. To provide activities specifically structured to increase the child's awareness of self worth and capability in the learning situation. h tt 4 2. 0 Throughout the activity workbooks and reading books that are provided the child will receive a first hand view of other children at a similar age and.in a similar situation. a 3. To introduce a prepared curriculum whereby activities and related skills will be taught. Activities and skills will be implemented throughout the program. IH\nS' a 4. To provide skills through the curriculum during the first year of the program that will assist the child in becoming academically and socially successful. 5. The HIPPY curriculum will provide activities that will assist the child in developing logical thinking skills. ' K I, H I' c HJ a f 0 OOB PARENTS GOALS AND OBJECTIVES GOALS: 1. To assist in attaining a positive self image. 2. To assist in achievement of a positive attitude towards preschool education. 3. To increase parents awareness of their own strengths and potential as home educators. Kg 4. To motivate parents to enroll their children and keep them in the program from start to finish. 5. To assist parents in attaining a positive self image as a home educator while becoming more involved in their child's educational process. 6. To provide information on alternative (optional) parenting skills. 4 tJo p I 4  H 7. To develop a system by which parents and staff can become partners in education. I  OBJECTIVES:  8 SB h tr k. 4 tJ 1. To provide learning enrichment and varied group meetings which will help parents grow intellectually and emotionally with their children. 2. To provide trained staff to monitor homes and act as role models in role playing curriculum materials. I l-l 0 ' H , p 3. To provide curriculum materials that will assist parents in increasing knowledge, understanding, skills and experience in child growth and development. 4, To conduct parent orientation on program objectives and provide enrichment programs that generate interest: Newsletters, phone calls, home visits, group meetings and personal contact. fl 5. To involve parents in educational activities of the program that will enhance their role as the principal influencer of their child's education and development. 6. To offer parenting workshops that provide materials and utilize speakers from sources such as the Parents Center or other similar organizations. 7. fl To conduct monthly parent meetings and calender events featuring early childhood lectures and educationally appropriate parent involvement activities. 007  a K X H  STAFF GOALS AND OBJECTIVES GOALS: 1. To become knowledgeable of the policies and philosophy of the district. 2. To provide opportunities for staff development for professional and personal growth. 3. To develop quality leadership opportunities. 4. To provide opportunities for the expansion of creativity. 5. To develop and increase sensitivity skills with patrons and aides. 6. To encourage positive human relations behavior among staff members. .i i ^3 OBJECTIVES: s J JJP 1. To provide information on the philosophy and policy of the district as outlined in The Desegregation Plan, attendance at board meetings. To encourage few I 2. To encourage attendance of staff development workshops and various conferences in the district which relate to preschool education. p) 3. To provide an environment for leadership roles during inservice training, coordinators conferences, and group meetings . 4. To require lesson planning and extensions of the prepared curriculum. 5. To provide opportunities for home visitations of the parents with the aides. 6. To provide periodic staff meetings to discuss potential human relation problems. To have one on one conferences with each staff member as needed. To implement the team-work approach on projects when feasible ill l.t J., 5 ooa .1^ 1=1 r hJ I PJ \" H  m f H ,  I r i I T AIDES GOALS AND OBJECTIVES GOALS: 1. To increase the aides awareness of the value of education. 2. To provide the individuals that have limited working skills with skills that will enable them to enter the job market. 3. To improve individual self esteem by increasing the knowledge of self worth. 4. To develop good communication skills as they relate to verbal and written expression. 5. To enable the individual to recognize themselves as home educators. 6. To define and enhance the social skills of the individual. To provide quality training for each individual. OBJECTIVES: 1. To provide learning opportunities for the aides and their children while emphasizing the importance of taking full advantage of opportunities to increase their education. 2. To assist individuals in acquiring the necessary skills needed for performing various jobs. Individuals will be given the opportunity to acquire skills that can enable them to present themselves in a professional manner through continued inservice training, workshops, etc. 3! H H fl 3. To determine by assessments and surveys the esteem level of each individual and provide resources and enrichments in the needed areas. 4. To provide opportunities for individuals to develop higher thinking skills through designated activities. K X H a H 5. To allow individuals to develop as home educators by working with their children, utilizing the curriculum outlined by HIPPY. [fl 6. To introduce the individual to activities and events which calls for the use of social skills (communication skills, etiquette ) . [fl 7. To extend opportunities for the individual to receive information from resourceful people in fields relating to Early Childhood and other areas. The individuals will be given the opportunities to receive hands on experience in various fields (e.g. teaching, lecturing, leadership). H  I . 4 I Itke 009 MONITORING SYSTEM: A. CHILDREN 1. Identification numbers issued upon entry into HIPPY Program, both age four (4) and five (5). The implementation of this process will begin December 6th of each program year. The process will be ongoing as parents enter the program. 2. HI Each child tested upon entry into Kindergarten. Test to in-elude pre-and post-test, pre screening and Early Prevention of School Failure. 3. Testing at scheduled intervals throughout the grade school levels: A. Child Assessment Records will reflect entry evaluation and progress evaluation after the twenty fifth (25th) weelc. to n to ia B. End of first and second grade - Mat Six (6) Test and Criterion Referenced Test of Mastery (CRTM). f n c. End of third grade - Mat Six (6) Test, State Standards (Maximum Skills Test), and Parent Teacher Survey. to , to I H to to a D. Parent interviewed upon child's enrollment into HIPPY. 4 B. PARENTS: 1. To be given three (3) surveys twice a year. The following are the instruments that will be used: p) X H w H ha . w/ A. Educational Attitude Toward Preschool Education. B. Parent As Teacher Survey to assess parents understanding of being the child's first teacher. c. Cooper Smith Inventory (Adult Form) to assess how parents feel about themselves. w X a H a H la A fl fl fl 010 MONITORING SYSTEM, CONTINUED C. AIDES: 1. 1 To be given three (3) tests and a performance evaluation. The following are the instruments to be used: A. Educational Attitude Towards Preschool Education C. Parent As Teacher Survey D. Cooper Smith Inventory (Adult Form) E. Performance evaluation by Coordinators twice a year D- STAFF: 1. Written goals\nto be evaluated twice a year -- Aug. and June \u0026gt; g to (1 9| ( tt! H to NJ w X to H to H a 9 w X to H to H J .V I  H O' O Pt .\u0026gt;1 O O \u0026gt; u Pl w p( fli l-l n U3 P .. 'll d \u0026lt;13 o w H nl in ru H e t  IJ tp o Kt Pt Pl Pl l-l w O in 1 1.1 03 U\u0026gt; d tn (3| V 03 d o n) ( tn M nJ S I cr o\u0026gt; co *-1 Xl in d  o d n. nJ tn f-l QJ CM pj H d nl () d in It QI CM s w Mm M g3 03 in Qj d tn XJ {.: nJ s VI o u nJ d nJ tn M d 03 r= tn 03 03 in tn \u0026gt;d O \u0026lt;: -t tM fl) 13 VI l S nJ 1-^ () 03  II MJ 03 I nJ p c: 0) Ei 0) p. .5 o F r-l nJ 0 0 I 1s 11 on 3 03 i tn g CM 03 \"d g 03  d c d o tJ nJ *J U \"a ru 03 g o \u0026gt; u 03 03 (U O U H CM Ki I 03 JX'd 44 ni 03 03 03 fC :2 in   o. 03 03 o C3. 03 03 bti M H1 S CM a 5 03 03 'O n)I u o E- I a nl 03 y) MM IH \u0026lt;0 03 O. 03 Vi o rj C3. 03 03 o 1 o Ui Ui 03 O Ml O. nJ o. 03 0)  03 *o tef . bO O t.j 03 M XX U XX O. U -H 03 O XX s  vO CM O4 03 03 u I c o (0 g a S is CM I O  03 X J! M-l M O O 03 M X 03 O XJ O _ W ga H 0) 03 (Q 03 N 03 03 Mi 03 s a nJ rt 0) B 3 g .g o H o 03 1.3 tJ 03 d 03 Ml O I U  03 \u0026gt;1 C Oi o 0} O M-l o 1 i \u0026amp; s a-d o 5 s H 04 H 8)3 M-t nj 03 a o o d I 03 03 03 03 nj 'O Ui E! w  3 C 03 M iu H CO lb a 03 I nJ nj u 03 d TJ TJ d 03 tJ o u o er 6 Ui 03 - 03 s X M O 03 03 03 03 JJ 03 n) 03 r-H 03 03 03 Ml C O o U-( a cn o. o XX B IS Ui g CM B 3 0) O O 03 03 U O ag Q c s 03 03 in 03 co tn Cu 03 03 -sa03 03 Ml  u 5'\nC Ml o Is? 4-\u0026gt; O 03  a 03 CL 03 O-\u0026gt; \u0026gt; O4 03 T3 a s. o c O 03 u U O g 1 (13 00 .5 60 5 f u s n 03 .  c c o GJ U r. 03 03 g 03 V) O a o u 03 O w I fe o V) co V) O 03 \u0026gt;  Sn bl \u0026gt;\u0026lt; tq H to H N3 w X w H ff) H W X s H D3 H 0\u0026gt; 'J O 03 0) 5 O 03 U JX U \u0026lt; ag in u 03 T* M \u0026gt;  g,: 91 c a iis JX t- O O tj X3 H O O 03 -C o a o 03 O X3 nJ 03 I U OO H 5 TJ CU 03 \u0026gt; nJ 03 (0 0) Ui 01 03 Ul 03 03 U (0 -H aI o d UI U o 03 a-a a  p O M o H nJ -H o a 03 oia: l r. n r  Cn o Li P4 s o o \u0026gt;1 u Pl to pl fl I l Li u: Pl  T1 c: CU o to H rd to CQ \u0026gt; y -4 E o u uu f '  Li tP fi Li Pl \u0026gt; Pl Pl I I tu Ui O to rl b QL O. 3 V3 TJ rd OLX tn C O rd cr^ tI O1 U| tH rd S 1 C7t QI 00 f-( cn .q -i H 10 c .. 0 c n. rd 10 H \u0026lt;U Pl Cd rH C rd 0 a 10 s c: Q) \u0026lt; Pt w 0) r, T3 rd o JJ Id 3 r-l rd t\u0026gt; \u0026lt;u tn |J tu to co y 10 co Id O' l It QJ U to H -I 0 rd M O OJ  Li 'M y F] Id y E Q) D. o H r-| \u0026lt;d O o E a s I I :1 3 1I tn o co Ui O \u0026lt;0 Vi Cd c y o o (J O' s co  (0 n y rd CU O \u0026gt;. y co y I y 0) H tn m y O M y tn iM to 01 Q) Ui s g.\n4^ Ui co Ui O CU -H (d y o Cd X tJ _ Ui \u0026gt; 0) cd 00 c1Vi 0) I o Cd o y o H CU M cd co I (3 tiO 5 5 I .5 to OJ LJ .1 \u0026gt;I o .5 \u0026lt;0 .3 to TJ ' OJ M (d TJ Cd \u0026lt;n cd o cd Vi 5 co tu I QJ O !i o o H Cd o Cma cn y c Ui O s o o I I UlO O U y o \u0026lt;1 to f'i COM  C-J CM X tu Uui o CO tu T3 cd o c to y co 4? o 1to y 1 'O Cd y y \u0026lt;u g I (d \u0026gt; 'H \u0026lt;U Ui o g H a TJ Cd tu c (Q Ui cn y O to se.  \u0026lt;0 nj tn a I g cd \u0026gt; 0) ai u I o 'H Li a TJ i 00 S *J c to o y -H tn \u0026gt;. y u cd \u0026lt;o*-i cd 00 QI C g fl l3 O *j 'M Li O s.- OJ OJ u g s rH (U Cd \u0026gt; 0) tu Ui e2.5 -5 I Q. O. O' \\O 5 JZ u I I -I U CU C3. \u0026lt; Q. to yC i co y O nj O (U bj  C y y y y s S. g.y co O g ' -g y  to yc a co c rd TJy g O S o u 01 OL co R3 f a? to g w Cd y sl Cd y X y O cn on C Li .1 OJ 'S Cd co y Cm td M (U tn M oJ *J TJ co : toM tn S y r-| Cd H cux u CO co 00 0} I to . to Cd .5 O IM H O o y y o 01 g CU eS s o 'a y x: fi 3 \u0026lt;0 co co M 0) oi y y a sy y Xi o c \u0026gt; O Ui C CU O tu O d H Cd y c I to y co to y CU U c CU y \"S o y c y g tn y co co cd g o y y cn 00 c CU 03 g o u tu cn '2 CU -H  X u -c o co u vt C o3 co aX. QJ CL. Cd s O OJ OJ CO co 4U 0) -H Ui C 00 (0 O Cd M Ui CU to to OJ C 3 I Cd co o co cCod \u0026gt;yI rd B o y 'a H '3 co y 013 01 c CU s.. to 1 u O (0c 3 0) 01 y \u0026gt; y co -3 a M C c o y H s g CU 1 :gu Cd y o. y  O OJ w y y 5o 5 CO Cd y Ui to H r-1 H y .-H \u0026lt;d X y O CM co H O Cd 3 O LJ O X u \u0026amp; g u o to 3 CU .\u0026lt;-1 y co co co Cd TJ y Ui y E Cd -H 3 y o o X \u0026gt; 4 0.^ I IXJ \u0026gt;\u0026lt; s tD H NJ W X 33 H W H h3 w, rt X s H Cfl H w  M CP o M Pl \u0026lt;8 o o g \u0026gt;t u Pl w Pl fl B o i   Xl d fl o to H fl to X -I \u0026gt; fl H E a oX I U) fl 5 (0 XJ a fl to d o -i fl 3 -t fl \u0026gt; fl g I w Ui O Td Ui O O fM a. Ui O. (n Ui o fl C T3 O O U fsl X3 fl fl tn c fl fl  f I Ui tP O ^1 Pl \u0026gt;1 Pl Pl s M O to Ui fl O. d tn XJ fl fl J3 1/3 d o fl 'H ay Ui rd flS o\u0026gt; fl co r-l to d * 0 d a fl to r-t fl fit X c fl 0 :3 to d M s 0) P4 \u0026gt; hl to n g t5c NJ to u d fl E to (0 fl Vi tn fl I g to CP d I-1 fl 4J W H  fl M O fl  UI W.fsl fl c: fl E fl Q. K O H fl O O (0 fl X3 ff\u0026gt;ll \u0026lt;u y\u0026gt; nJ 01 y aI o o c I to fl tn to fl X3 C o u fl to s o feb fl c o (0 Vi (U O \u0026lt;u g fl \u0026gt; fl fl u c I a 1 00 c c to oa to fl u XJ M fl H s \"00 fl c cI fl fl .2 Ui o 2. fl o u g c fl Ui fl fl Mh \u0026gt; fl fl Ui tS-S (0 fl O 00 fl U4 w fl g fl M \u0026gt; O fl o 00 M-l -3 fl 00 w JS I QJ 00 UI fl o fl tn s. (0 -H Q fl -) O 00 C O (U g Ui fl fl S' fl O -H 5 0c0 g cr 014 W X 33 H 03 H h9 oj/ W X 33 H W H A i I h' l \u0026gt;.' l ,iil' . i\n-I .li I - I J III !:( '' 3li il I J' 'H\" 'i!' i ATTACHMENT B I .fl I Is \u0026gt;\u0026lt;  tn w X H w H I I IjJI J i .W. I X a H a I H h3 . ' 4 l. I 015 5 i t i. Little Rock School District January 22, 1990 HAND DELIVERED w  Ka M ai Mr. Charles Mobley Director, Little Rock Job Training Program City Hall - 220 West Wing 500 W. Markham Street Little Rock, AR 72201 Dear Mr. Mobley: Please find enclosed Little Rock School District's revised JTPA Summer Youth Employment Training Program (SYETP) proposal for the Summer of 1990. This proposal details how we will provide academic testing and remediation for the City's JTPA summer youth. Hopefully, the District will once again be funded by JTPA and continue to deliver these basic services to at-risk students in our district. We shall await your funding decision on this proposal. I,. LL_ ___.7..^, you should have any concerns regarding this proposal, do not hesitate to contact this office. In the meantime, if Enclosure JJ/sp Sincerely, Associate Superintendent for Desegregation Monitoring and Program Development OlB tq X s: H to h 4 kJ w X a H W H w X s H a H 0 10 West Mnrklinm Street  Little Rock, Arkansas 72201  (501)374-3301SUMMER LEARNING PROGRAM I IB 1990 NARRATIVE This is a cost-reimbursement subcontract between the City of Little Rock, administrative entity for the City of Little Rock Service Delivery Area, and the Little Rock School District. Oob Training Partnership Act (OTPA) Title I IB funds under this subcontract are provided for the purpose of complying with 20 CFR Part 630.2 and with the expressed policies of the Private Industry Council of Little Rock. Activities and services to be provided under this Summer Learning Program subcontract include: 1) The scheduling and administering of pre-testing in the areas of reading and math of all eligible participants (up to 300) for Little Rock's SYETP. using Levels E, M, D and A will be used. The Test of Adult Basic Education (TABE) tc EC H to I-H NJ 4 2) Provision of up to 90 hours of remediation of 144 participants whose pre-test score is below 7.0. Remediation will be in either 4 reading or math, based on greatest area of deficiency as determined by pre-assessment test results. 3) The scheduling and administering of post-testing in the areas of reading and math of all SYETP remediation participants. Thi s will be done at the time of exit from this training component. w X EC H w H W) 4) 4 Coordination with summer worksites and the provision of transportation of 3TPA participants to and from their assigned worksites during the six-week period of remediation. 5) The submission of a final report to the City's 3TPA Department which contains a list of each OTPA participant's Social Security Number, total number of hours of attendance, pre-test scores, post-test scores, points of gain/loss in the area trained, and percentage of growth attained by each, as well as school of each participant and his/her grade level. W X a H a H d Ji 017 1 Pre-testing of up to 300 eligible participants and alternates will be conducted at the Adult Education Center, 1401 Scott Street, Room 101 and 102 on the following dates: May 5, May 12, May 19, and May 26, 1990 Using pre-test score, the District, OTPA staff and worksite program operators will develop work/remediation schedules for OTPA participants who are identi- fied as needing remediation. Youth scoring below 7.0 on the pre-test will be defined as \"needing remediation\". n Remedial instruction will be provided on 12:1 student/teacher ratio. The City reserves the option to make a pro rata adjustment for each 12 OTPA participants added to or subtracted from the 144 participants to be provided remediation Is under this initial subcontract. This amount will be mutually agreed to by the contractor and subcontractor.  SB H to to 11 The 90 hours of instruction will be provided during a 6-week period, beginning I n 1 week after SYETP inception, 5 days per week, 3 hours per day. A minimum 4 of 30 minutes during each 3-hour session will be spent by each participant in individualized computer-aided instruction. w X a H w H h3 . w/ Remedial instruction will be provided at a site to be provided by the 1 Little Rock School District. One week of inservice training for all remediation instructors will be conducted prior to program start date by Little Rock School District supervisors of reading, mathematics, staff development and the director of the SLP. W X a H a H a Participants in remediation will be enrolled into and exited from the City's OTPA management information system. This will be done in accordance with procedures and time frame instructions to be provided to subcontractor by a 018Ml Sis fl the JTPA management information system prior to program implementation. Time and attendance of participants will be recorded by subcontractor daily basis. on a Time sheets will be submitted to the JTPA Finance Department and provided to subcontractor prior to the beginning of remediation. These records will be used by Finance to prepare payroll for participants and will provide assurance that participants not attending as required will not be paid. To further coordinate and to monitor the activities of participants scheduled for remediation, subcontractor shall inform worksites daily of absentee participants. weekly basis. K written report will be sent to respective worksites on a 019 J 1 I I .1! ' 'I 1 - S li' ) I I I \nI. i hl 1 'kJ' J* S to 4 K) 1 1 I T' I r jiiii w X cc H to H / W/ W X S H ts HSUMMER LEARNING PROGRAM I IB 1990 PROPOSED BUDGET Salaries Program Coordinator Part-time Teachers (12) Secretary Assessor (4) Teacher Aide (2) Custodian (2) $ 12,513.00 18,540.00 4,257.00 1,006.00 1 ,187.00 1,094.00 Total Salaries 38,597.00 Fringe Benefits I \u0026gt;1 1 1 FICA Teacher Retirement PERS 2,953.00 2,368.00 44.00 Total Fringe Benefits 5,365.00 '5to s NJ iq Telephone 500.00 Supplies 7,000.00 Mileage 1,200.00 Transportation 8,250.00 W X H B) H na w. Indirect Costs 1,950.00 Total Proposed Budget 62,862.00 I 1 n 3 sX 1I a H J t* -I I I 1 I tai  n?n ' '1  I 1 I? I . F 1 I iiE 1 'I jir I: I 5 t-a'\" 'Jh I k e s H M a 4 1. w X tc H tc H i fe  ' I* N it I I I M V ll \u0026gt; ii 11 I) w X a H U H d '*\u0026gt;=1 V r .a in 111 Hl J i'l 5' t\" s- ll^. : I R I I'j *I 4 I CONTENT AREA AND STAFF DEVELOPMENT PROGRAMS H w X a H w H Ijji w X a H w H 44 4 021 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 January 17, 1990 ^ssoc. s i  a fl TO: SUPT. S 1 Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development FROM: ie A. McNeal, Supervisor of Social Studies and Foreign Languages Subject: Addendum to Desegregation Update (Non-Staff Development Activities) Through January 26, 1990 The following desegregation activities have been completed or are currently in process: Foreign Languages 1. 2. 3. 4. 5. 6. Identify foreign language teachers who have not completed cycles in PET, TESA, and Classroom Management Disseminate information regarding teaching trends which impact equity in the curriculum Disseminate information regarding opportunities for enhancement of educational equity in foreign language instruction Ensure equitable representation at foreign language festivals Adapt cooperative learning model -to secondary foreign language teachers Schedule six hours of cooperative learning inservice to secondary foreign language teachers (scheduled: \"M arch 15th and 29th) Social Studies 1. 2. 3. 4. 5. 6. 7. 8. Identify social studies teachers who need cycles in PET, TESA, and Classroom Management Adapt a cooperative learning model for secondary social studies Offer a six-hour inservice on cooperative learning Ensure that all students have the opportunity to participate in the History Day Contest and other social studies related contests Identify the phase-in period for development of secondary social studies multicultural curriculum guides Identify social studies multicultural curriculum committee Schedule secondary social studies multicultural curriculum committee meetings Plan agenda and schedule secondary Multicultural Committee Awareness Meeting w X a H w H 1-3 , Wi' w X a H 0) H (-3 fl 022 B LRSn Staff DGvelnpfTipnt Activities I'pnr tmen t Social Studies Di rect(,'r/Supervi sor Marie McNeal Workshop/Acti vi ty Topic Date Instructor's Name and Organization Participants: Total H School/ Grade Level/ Content Relationship to LRSD Mi ssion/ Deseg Plan I. Learning Styles 8/22/8S Becky Gardner-LRSD 70 Cooperative Learning . Grade Level/Course Inservice 8/22/8S 8/22/8S Bettie Wi11iford - LRSD 21 Secondary s.s. teacher Junior high s.s. teacher A G/T Training 8/15/8C  Multicultural Curriculum Guide 8/2178? ). H Multicultural Strategies 8/21/8S Racial Disparity in Academic Achievement Instructional methodology I  Multicultural Curriculum Guide A  Multicultural Curriculum Guide A'  Multicultural I Curriculum Guide 10/2/89 ',8th Grade MPT A. Teaching Social Stu. 10/2/89 10/5/89 Grade Level/Course Teachers - LRSD M.A.McNeal - SS Sup Ruthie Hiett - LRSD Elementary Teacher Curriculum Committej LRSD M.A.McNeal - Social Studies Supervisor M.A.McNeal - Social Studies Supervisor Same Same Judy Butler -Ark Dept, of Ed. M.A.McNeal - LRSD M.A.McNeal - LRSD 70 15 1200 4 9 2 10 8 8 033 Secondary s.s. teacher Secondary s. s. teachers K-6 Otter Creek K-6 Pulaski Hts. Elem. K-3 Baseline Grade 4 Pulaski Hts. Elem. 4-6 8th grade s.s. teachers K-6 teachers Racial Disparity Content: Instructions Methods/Strategies 6th gr. s.s. remedial Instructional Methodology Multicultural Infusic Multicultural Infusio Racial Disparity in Same Content: Instructiona Methodology Multicultural Infusic Same Content\nInstructiona Methodology Content Instruction Methodology w X EC H W H (jj\nw X a H a H ta pi I LPSn staff Dovpiopmrnt Activities department Social Studies - continued Di rcctur/Supervi sor M. A. McNeal . HIPPY Inservice (XL i -T Workshop/Acti vi ty Topic  Principal Inservice Teaching S. S.  Social Studies Council  Implementing Multicultural Guide . Multicultural Awareness Inservice . Multicultural Curriculum . Econ \u0026amp; Me Improve Test Scores (MPT, MAT-6)  Teaching Social Stu. Muiticultural Curriculum Guides Date 10/30/89 10/31/89 11/7/89 11/9/89 11/29/89 12/5/89 1/4/90 1/8/90 1/11/90 1/18/90 Instructor's Name and Organization M.A.McNeal - LRSD M.A.McNeal - LRSD M.A.McNeal - LRSD M.A.McNeal - LRSD Horace Smith (ASD) M.A.McNeal - LRSD Polly Jackson (ASD - Economic Ed.) M.A.McNeal - LRSD M.A.McNeal - LRSD M.A.McNeal - LRSD Participants: Total // 37 30 13 17 50 4 20 5 30 25 bl 1  Improve Test Scores (MPT, MAT-6) 1/26/90 M.A.McNeal - LRSD 024 6 School/ Grade Level/ Content, Elementary Pri nci pal s HIPPY Parents Counci 1 members K-6 teachers Committee members 7th/8th grade committee members Elementary Principals Cloverdale Jr High teachers Wakefield Elem. Chicot Elem. Southwest Jr High Relationship to LRSD Mission/ Deseg Plan Instructional Methodology Parental Involvement Racial Disparity in Academic Achievement Instructional Method-ology/ Content/Raci al Disparity \u0026amp; Equity Content/Instructional Methodology\nMulticultural Infusion Multicultural Infusion S. S. Multicultural Infusion Content/Methodology, Racial Disparity Instructional Method. Content/Instructional Methodology/Multi-cultural Infusion Same Instructional Methodology w X w H D3 H w X s H a H A LRSD Staff DevpIopinont Activities partnicnt Foreign Languages Di rector/Supervi son Marie McNeal ' Workshop/Acti vi ty Topic Learning Styles Date 8/22/89 Instructor's Name and Organization Participants: Total // School/ Grade Level/ Content Relationship to LRSD Mission/ Deseg Plan Janice Butcher - Staff Development 44 Implementation of curriculum guide I with new textbooks 8/22/89 Textbook committee members - LRSD 44 All Secondary f.l. teachers \u0026amp; Gibbs f.l. teachers Same Racial Disparity in academic achievement. Content: tional Methods Instruc. Teaching a Foreign Language 8/22/89 Donna Duerr - LRSD 44 Same Same fl Transition to New Textbook 9/26/89 Louise Reliefson - LRSD 9 French teachers Content: Instructional Improvements fl Inservice Meetings Monthly Foreign Language Dept. Coordinator - LRSD 41 All foreign teachers Content: Instruc-  ) Textbook Instruction 11/28/89 tional Methods/Im-provements Becky Scharff - LRSD 9 French teachers Same fl w X cc H Cd H w. * qI. C 25 H X a H  H 4^ RSr' Desegregation Tasks/Activities Completed Science Held Secondary Science Council meeting where'agenda\"ttmes'MDeluded information oh strategies to improve MPT performance and an update on the multicultural curriculum (September 19) . Attended a cooperative planning meeting with University of Arkansas for Medical Science personnel to enhance the program at Parkview Science Magnet School (September 21) of \"at-risk tl . Met with Pulaski Heights science staff about improving the MPT scores risk\" eighth grade students (October 10) . Supervised Parkview students during tour at UAMS (October 17) . Attended Multicultural Committee meeting with Horace Smith (October 19) . Visited magnet schools in Fort Worth, TX to get ideas to improve the Parkview program (November 2) . Attended \"Human Effectiveness\" training at AT\u0026amp;T (November 3/6) . Visited lab furniture manufacturing plant in Jackson, MS to design planned rennovations at Parkview (November 15) Held Secondary Science Council where MPT improvement strategies were on the agenda (November 21) . Attended Multicultural Curriculum meeting at Arkansas Department of Education (November 29) See attached Staff Development List for other items H X EC H W H na GJ 02G w X a H 03 H 4j'jrt I , LRSD Staff Development Activities I   I J j'J . Department Sri pnrp Director/Supervi sor npnni\u0026lt;\nr\niA\u0026lt;\ngnu Workshop/Activi ty Topic Date Instructor's Name and Organization Participants: Total 1. Project WILD inservice 8/14, for Ish ^^2. Elementary Multi-cultural Preschool 8/15 8/21 * Workshop 3. Secondary Science Preschool Workshop on Learning Styles 8/22  Fifth Grade Science Minicourse 10/2 45. Sixth Grade Science Minicourse 10/2 45. Fourth Grade Science Minicourse 10/9 47. Third Grade Science Minicourse 10/10 3. Second Grade Science Minicourse 10/17 49. First Grade Science Minicourse 4.10.Second Grade 10/17 4 Science Minicourse 10/18 ' 1 -Ki ndergarten Science Minicourse 10/18 School/ Grade Level/ Content Relationship to LRSD Mission/ Deseg Plan Jerry deBj/i, Ark Game and Fish Dept. Janice Butcher, LRSD Dennis Glasgow, LRSD Science Committee Members on Elem. Multicultural Comm. Oanice Butcher, LRSD Annita Paul, LRSD 20 1100 25 16 Dennis Glasgow, LRSii 14 Rene' Carson, LRSD Dennis Glasgow, LRSD Dennis Glasgow, LRSli Rene' Carson, LRSD Dennis Glasgow, LRSl Annita Paul, LRSD 15 17 23 18 6 1.3 27 Ish Pre-K - 6 Science LRSD K - 6 Science LRSD Biology tchr Science  Enhance program of incentive schools Muiticultural Curriculurn Racial Disparity in Academic Achievement LRSD 5 Science LRSD 6 Sci ence LRSD 4 Sci ence LRSD 3 Science LRSD 2 Science LRSD 1 Science LRSD 2 Science LRSD K Science Multicultural Curriculurn Multicultural Curriculum Multicultural Curriculurn Multicultural Curri culurn Muiticultural Curriculurn Muiticultural Curriculurn Multicultural Curriculum Muiticultural Curriculurn tt X tt H W H 1-3 w w X 3! H oa H h3 LRSD Staff Development Activi ties Department Science Director/Supervi sor Dennis fi1a\u0026lt;\ngnw Workshop/Acti vity Topic Date Instructor's Name and Organization Parti ci pants\n1?. Ki ndergarten Science Minicoursf 10/23 Rene' Carbon, LRSD 13. Hands-on Science Building Level Inservice 10/23 Dennis Glasgow, LRSD 14. Elementary Principals' Meetir 10/30 Dennis Glasgow, LRSD g 15. Sixth Grade Science Minicourse 11/1 Dennis Glasgow, LRSD 16. I 17. 19. 20. 4- '21. Third Grade Science Minicourse Fifth Grade Science Minicourse Hands-on Science Building Level Inservice II HIPPY\" Workshop on Science Fourth Grade Science Minicourse Science Textbook Caravan 22. Sixth Grade Science Minicourse 11/6 11/6 11/7 11/7 11/13 11/14 11/28 Dennis Glasgow, LRSD Rene' Carson, LRSD Dennis Glasgow, LRSD Dennis Glasgow, LRSD Rene' Carson, LRSD Textbook Company Representati ves Dennis Glasgow, LRSD 02IS Total if 16 15 40 10 11 11 25 15 13 15 13 School/ Grade Level/ Content LRSD K Sc ience Geyer Springs K - 6 Science LRSD Elem Princip Science LRSD 6 Science LRSD 3 Science LRSD 5 Science LRSD K - 6 Science LRSD Relationship to LRSD Mi ssion/ Deseg Plan Multicultural Curriculurn Racial Disparity in Academic Achievement Multicultural Ills Curriculum Multicultural Curriculum Multicultural Curriculum Multicultural Curriculurn Multicultural Curriculurn HIPPY\" tchr\nScience LRSD 4 Science LRSD K - 6 Science LRSD 6 Science Racial Disparity in Academic Achievement Multicultural Curriculum Multicultural Curriculum Muiticultural Curriculurn w X SB H OB H UJ w X a H a H le .nuu UC I UfUM LRSD Staff Development Activitip*^ WEDNESDAY, JANUARY 1 7, 1990. Department Science Di rector/Supervi sor Dennis Glasgow Workshop/Activity Topic Date Instructor's Name and Organization Participants: 23. Textbook Selection Committee 2A. Fifth Grade Science Minicourse 11/29 12/4 Dennis ^asgow, LRS) Bl 25. Fourth Grade Science Minicourse 12/4 Total // 15 Dennis Glasgow, LRS ) 14 Rene' Carson, LRSD 10 4 26. Secondary Science Multicultural 12/11 Dennis Glasgow, LRS) 5 Curriculum Committee 4 4 27- Third Grade Science Mini course 12/12 Dennis Glasgow, LRS) 6 28. Secondary Science Multicultural 1/11 Dennis Glasgow, LRS I 5 Curriculum Committee q 29. First Grade Science Minicourse 1/23 Renel Carson, LRSD 25  30. Kindergarten Science Mini course 1/23 Annita Paul, LRSD 25 q 029 School/ Grade Level/ Content Relationship to LRSD Mission/ Deseg Plan LRSD K - 6 Science LRSD 5 Science LRSD 4 Science LRSD 7-12 Science LRSD 3 Science LRSD 7-12 Science LRSD  1 Science LRSD K Science Multicultural Curriculum Multicultural Curriculum Muiticultural Curriculurn Multicultural Curriculum Multicultural Curriculurn Muiticultural Curriculurn Multicultural Curriculurn Multicultural Curriculurn w X w H w H na , uv H X a H a H h3 LITTLE ROCK SCHOOL DISTRICT DESEGREGATION PLAN UPDATE VOCATIONAL EDUCATION DEPARTMENT JANUARY 18, 1990 IMPROVE INSTRUCTIONAL METHODOLOGY TO ENSURE EDUCATIONAL EQUITY IN THE VOCATIONAL EDUCATION CURRICULUM. GOAL 1: Supervisors have been regularly visiting and monitoring programs for educational equity and instructional excellence. Schools and teachers monitored are reflected in weekly reports to the Director of Vocational Education and forwarded to Associate Superintendent for Educational Programs and Staff Development. Instruction in Learning Strategies was ccncuctea for all Li\\LD Vocational and Technical staff. (August 11, 89) Instruction in Classroom Management Techniques was conducted for Metropolitan Area Center staff members. (October 12-13, 89) * Vocational Special Needs Evaluators received traini. g and equipment. (September 15 and October 11, 89) . evaluation procedures * Tri-District meeting of support services (LRSD, NLR, PCSSD) was attended by Special Needs Evaluators, Counselors, and basic skills instructor. 89) (November 3, Business Education Supervisor attended LRSD bi-racial committee meeting on evaluation design and monitoring for major enhancement schools. (November 2, 89) Business Education Supervisor served on monitoring team for Rightsell School and wrote report for the team. (November 21, 89) w X cc H Cd H w * Business Education Supervisor served on monitoring team for Rockefeller School and wrote report for the team. (January 16, 90) GOAL 2: AWARENESS SESSIONS AT LITTLE ROCK'S HIGH SCHOOLS AND OTHER APPROPRIATE LOCATIONS TO PUBLICIZE TRAINING OPPORTUNITIES AVAILABLE. Atten ed Rotary Club meeting with four Metropolitan students, Sept. 25, 89 w X a H CJ H A All LRSD Junior High School i reer Orientation classes have been scheduled for a field trip to Metropolitan by the Vocational Counselor, information about programs offered and tour the facility. will tour Metropolitan each year under this jn-going arri.igement. Students an given All LRSD 8th graders Hosted meeting of Little Rock Professional Business Women's Association at Metropolitan Area Center. (August 24, 89) The Metropolitan Area Center newspaper mailed to all sending schools. Advisory Council members, and other selected individuals. (Sept. 29, 89 and December, 89) 030 4 4 4 q q q q q *   * * * * * A q a GOAL 3: MORE SCHOOL-WIDE SPECIAL ACTIVITIES TO REINFORCE HUMAN RELATIONS AT METROPOLITAN AREA VOCATIONAL CENTER. A school-wide picnic was held for morning, afternoon and extended day sessions at Metropolitan to promote cohesiveness and human relations. and students participated. October 11, 89. Al 1 staff members Red Ribbon day proclaiming Metropolitan's commitment to a drug free campus. Students participated in rally at State Capitol. October 25, 1989 tl Beastley Beauty\" contest - fun day activity involving approximately 60 students with entire student body attending function. October 31, 1989 Assistant Director attended the Bi-Racial Advisory Committee meeting. (December 18, 1989) staff luncheon including custodial and support staff. (Jan. 5, 90) Continental breakfast for Metropolitan staff members, sponsored by the Special Needs evaluator, counselor and basic skills instructor. (December 15, 89) GOAL 4\nUPGRADE COURSES, EQUIPMENT AND INSTRUCTIONAL METHCDOLlGY TO REFLECT CURRENT AND PROJECTED TECHNOLOGY FOR JOB-MARKET NEEDS. Bl Bromberg and Associates, Inc., has offered to worked with all Cooperative Programs in an effort to show a need to young people for more education. Employees of this company provide time to students for a learning exchange. Regular meetings have been set for all programs to meet with supervisors to discuss curriculum, classroom, equipment and renovations needs. New high-tech junior high school programs called \"Exploring Industrial Technology Education II were instituted with the beginning of school year 89-90, at ST Mabelvale, Cloverdale and Dunbar Junior High Schools, replacing Industrial Arts. This program was installed at Henderson Junior High School for school year 88-89. The program will be installed at all other junior high schools in the next two years. w X H w H w * The Tri-District Directors of Vocational Education (Little Rock, Pulaski County Special and North Little Rock) are meeting together on a monthly basis to discuss problems, plans, areas of possible cooperation, and a general exchange of ideas. Meetings held on September 19, 1989\nOctober 17, 1989\nNovember 2, 1989\nand January 12, 1990. w H a H 1-3 4^ 4 9 4  * *  * * * * * Tri-District Special Needs Personnel (LRSD, PCSSD, NLRSD) first semi-annual meeting to discuss areas of cooperation, articulation, and coordination of services to special needs students in vocational programs. (November 3, 89) * Workshops, conferences and/or inservice training have been arranged or provided for Vocational Department staff and LRSD Vocational teachers as follows: ^^9 Exploring Industrial Technology Education courses June 12-30, 89 Marketing Education Workshop, L A, June 12-13, 89 VICA National Conference, Tulsa, OK, June 26-30, 89 0314 4W 4 E.I.T.E. Classes June 17 - August 4, 89 LRSD Career Orientation Workshop August 1, 89 E.I.T.E. Workshop (VTED) August 2-4, 89 AVA Conference, Pine Bluff, AR, August 14, 89 LRSD Cooperative Program Teacher/Coordinators Inservice August 7, 89 AEA Conference October 12-13, 89 Vocational Department Ins rvice for all LRSD Vocational Teachers August 22, 89 Career Orientation Inservice Workshop (VTED), Hot Springs, Aug 1-2, 89 Desktop Publishing Workshop, VTED, August 7-9, 89 Home Economics Inservice Workshop, VTED, Little Rock, August 8-lC,\nLRSD Trade and Industrial Inservice Meeting, August 9, 89 Microsoft Works software workshop, LRSD Business Teachers, August 16, 89 New LRSD E.I.T.E. teachers inservice workshop. August 17-18, 89 Tri-District meeting, NLR Northeast H.S., August 18, 89 Multicultural Fair, Parkview, August 22, 89 Principals Institute, July 31-August 2, 89 Inservice Training for Special Needs Personnel, VTED, August 15-17, 89 CNC CAD-CAM Inservice, VTED (Foothills V.T.), September 27-29 Arkansas Electrification Council appliance workshop, Jacksonville, Aug. 16, 89 Business Ed. teacher committee meeting on \"Superwrite\" software, Sept. 12, 89 Special Needs Evaluation Inservice, Oct 18, 89 Arkansas Business Education Association meeting, Oct. 8-9, 89 Networking Workshop, Nov. 6, 89 COE Application Blank revision meeting, Nov. 16, 89 Competency Test result discussion and implications. Business Ed., Dec. 12, 89 American Vocational Association National Conference, Dec. 1-5, 89 Marketing Education teachers (LRSD) inservice meeting, January 11, 90 Industrial Coop. Training teachers (LRSD) inservice meeting, January 12, 89 Coordinated Career Education teachers (LRSD) inservice meeting, January 16, 89 Q METROPOLITAN INSTRUCTORS ATTENDED THE FOLLOWING INSERVICE DURING THIS PERIOD: Lauback Training (Belford) August 14-15, 39 Special Needs Inservice (Thessing) August 15-17, 89 CNC CAD-CAM (Thacker) Sept. 27-29, 89 AASCD Sponsored Training, 4MAT (Allen) Oct. 4-6, 89 AVA Board meeting (Jones, Blacknall) Oct. 5, 89 Vision/Hearing Screening (Matthews) Oct 5-6, 89 Microcomputer Repair (Harris, Purdy) Oct. 10-11, 89 HOE/HOSA Advisory (Jones) Oct. 13, 89 Vocational Evaluation as a Resource (Spl. Needs Personnel) Oct 18, 89 Automotive Technician workshop, Memphis, Tenn., (Roberts) Oct. 23, 89 Violence Prevention workshop (Vinsant) Nov. 16-17, 89 NAABAVE National Conference, Little Rock (Blacknall, Perry), Oct 25-L9, 89 VICA Industry Council, (Jones, Noor), Jan. 17, 90 w X w H CD H H OJ w X 5 H 09 H A It Specifications were prepared, disseminated, and bids have been\nen on new typewriters for 3 schools. * Met with LRSD Vocational Education Advisory Council, September 13 and December 13, 89. 032 * Worked with LRSD Vocational Education Advisory Council in planning and hosted a breakfast function for local business and industrial leaders at Metropolitan Area Center, to orient them to Metropolitan and its purposes, and tour the facility. A survey of employer needs was conducted as part of this function. 89) (December 6, * Met with Parkview Business Education Advisory Committee Sept. 27, 89 * Prepared and delivered to VTED Applications for Program Approval for all ^1 Vocat onal and Technical programs in LRSD and at Metropolitan. Oct 1, 89. * Met with Hall Business Education Advisory Committee September 26, 89 4 * Prepared and submitted to Purchasing Department specifications for bid on new specialized computer equipment for a pilot Desktop Publishing program at Parkview. q * Met with Metropolitan Electronics Advisory Committee August ..4, 89. * Met with Metropolitan Health Occupations Advisory Committee September 12, 89. * Attended Partners in Education meeting September 21, 89 q * Met with Metropolitan Automotive Advisory Committee September 14, 89 q * Automotive program at Metropolitan evaluated by representatives of the National Automotive Technicians Education Foundation, Inc. (ASE/NATEF) for the purpose of national recognition and certification of the Automotive Technician training program. Program has been fully certified. (October 4-5, 89) Preparations are under way for national certification by the American Association of General Contractors (AGC) for the Building Trades program at w X a H Cd H Metropolitan Area Center. accomplished before the end of school year 89-90. Evaluation by AGC for this certification will be * * Vocational Department staff members participated in the American Vocational Associaiion annual convention at Orlando, Fla., to update knowledge, learn of upcoming legislation and increase technical knowledge. (December 1-5, 89) GOAL 5: INCREASE MINORITY STAFF REPRESENTATION IN VOCATIONAL EDUCATION. * w X a H a H He On-going list of minority potential applicants is maintained in the Vocational Director's office.  * All minority applications or inquiries are forwarded to the Human Resources Department for further action. q  A row staff opening at Metropolitan in Auto Body and Paint Technology program was filled by a minority applicant. q * No vacancies occurred for which applications were taken for vocational teachers in LRSD high schools or junior high schools. q 033LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72204 January 17, 1990 TO: Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development FROM: Dianne Wood, Supervisor of Mathematics SUBJECT: 1989-90 Desegregation Plan Implementation Update The following mathematics desegregation activities have been completed: -Shared effective instructional techniques and strategies with secondary mathematics council il -Provided workshops to develop activity-based lessons (See attached staff development activities.) -Provided workshops on use of manipulatives in teaching mathematics and provided materials for use in teachers' classrooms development activities) (See attached staff -Provided cooperative learning (team learning) workshops for math teachers staff development activities) (See attached w X w H tt) H La 4 4 -Explained the math PAL program to parents at numerous PAC meetings a -Attended Human Effectiveness Training at AT\u0026amp;T -Served as a resource person for the parent desegregation Disparity Committee M X a H a H -Attended (with the secondary math multicultural comittee) a conference in San Antonio--\"Making Mathematics Work for Minorities''--sponsored by the Mathematical Sciences Education Board -Reviewed UALR Gifted Math Program currently at College Station Elementary School in Pulaski County Special School District -Attended Chapter I Midwinter Conference in Hot Springs 034 4 Department Mathematics Supervisor Dianne Wood 1 Workshop/Activi ty Topic Date Instructors Name Participants\nTotal School Grade Content Relationship to LRSD Mission/ Deseg Plan PAL Inservice 8-16- 8-18-89 4 4 Multicultural Curriculum Guide Inservice 8-21-89 4 Elementary PAL Meeting 8-31-89 .Sf Multiplication Madness 9-11-89 31 Math Council 9-12-89 Math Olympiads 9-18-89 n a Mew Teacher Workshop 9-19-89 H Suzi Davis Dianne Wood Marvin Zimmerman Rose Barnes Laurine Hayes Patricia Killingsworth Paula Smith Judy Trowell Dianne Wood Paula Smith Dianne Wood Paula Smith Dianne Wood Paula Smith Paula Smith 035 50 1200 40 29 13 26 13 Sec. PAL Teachers \u0026amp; Asst. Principals Ail K-6 Teachers 1-6 4-6 Sec . Math Chairpersons 4-6 1-2 Remediation of At-Risk Students Multicultural Infusion Remediation of At-Risk Students Reduction of Racial Disparity-in Academic Achievement Instructional Improvement Reduction of Racial Disparity-in Academic Achievement Multicultural Infusion W X EC H W H h3 W X a H 0) H a New Teacher Workshop Team Learning New Teacher Workshop Grades 1-2 Teaching 1st Nine Week Skills New Teacher Workshop Grades 5-6 Teaching 1st Nine Week Skills New Teacher Workshop Grades 1-2 Teaching 1st Nine Week Skills New Teacher Workshop Grade K Teaching 1st Nine Week Skills 9-20-89 9-20-89 9-21-89 9-25-89 9-26-89 9-26-89 9-27-89 9-27-89 9-28-89 9-30-89 Paula Smith Betty McBride Marcelline Carr Paula Smith Paula Smith Dianne Wood Dianne Wood Paula Smith Paula Smith Paula Smith Judy Trowell 036 15 14 15 8 9 20 11 13 14 20 2-3 6-12 4-6 12 5 5-6 6 1-2 4-6 K Multicultural Infusion Reduction of Racial Disparity in Academic Achievement Multicultural Infusion Using Manipula-tives (Multicultural Guides) Multicultural Infusion Using Manipula-tives (Multicultural Guides) Multicultural Infusion Using Manipula-tives (Multicultural Guides) Multicultural Infusion Using Manipulative s (Multicultural Guides) M X EC H w H La? rt X a H a H 4 ^8 Grades 3-4 Teaching 1st Nine Week Skills Grades 3-4 Teachin 1st Nine Week Skills Math Inservice Activity Based Lessons Junior High Calculator Workshop Multiplication Madness Data Analysis New Teacher Workshop MPT Poster Practice - Grade 3 10-4-89 10-5-89 10-9-89 10-10-89 10-12-89 10-16-89 10-17-89 10-19-89 10-23-89 Trish Killingsworth Trish Killingsworth Paula Smith Dianne Wood Raymond Ward Addison- Wesley Paula Smith Judy Trowell Paula Smith Paula Smith 24 18 7 8 36 17 20 16 16 037 3-4 3-4 4-6 Sec. Math Teachers 7-8 3-6 7 1-6 2-3 Using Manipula-tives (Multicultural Guides) Using Manipula-tives (Multicultural Guides) Overview of math methods and recordkeeping Multicultural Infusion Reduction of Racial Disparity In Academic Achievement Reduction of Racial Disparity in Academic Achievement Instructional Improvement (Activity-based Lessons) Multicultural Infusion Provide methods and materials to teach MPT skills W X w H W H W X a H a H 14 Ji Pattern Blocks 10-24-89 Pattern Blocks 10-26-89 Trish Killingsworth 20 K-6 Using manipulatives (Multicultural Guide) SI HI Trish Killingsworth 10 K-6 Using Manipulatives (Multicultural Guide) Grades 3-4 Teaching 2 Nine'Week Skills 10-30-89 Paula Smith 23 3-4 nd Senior High Math PAL Inservice Junior High Math PAL Inservice Grades 3-4 Teaching 2nd Nine Weeks Skills Base Ten Base Ten 10-30-89 10-30-89 11-2-89 11-6-89 11-7-89 Dianne Wood Dianne Wood Paula Smith Judy Trowell Judy Trowell 11 19 12 14 11 038 Using Manipulatives (Multicultural Guide) PAL Math Teachers \u0026amp; Asst. Principals PAL Math Teachers \u0026amp; Asst. Principals 3-4 K-3 Brady 4-6 Brady Program Monitoring Program Monitoring Using Manipulatives (Multicultural Guide) Using Manipulatives (Multicultural Guide) Using Manipulatives (Multicultural Guide) w X sc H w H w W X a H w H Grade K Teachin,a 2nd 11-13-89 Paula Smith 9 K 4 9| 4 n qa Nine Week Skills Grade K Teaching ^nd Nine Week Skills Secondary PAL Computer Inservice Grades 5-6 Teaching 2nd Nine Week Skills Grades 5-6 Teaching 2nd Nine Week Skills Grades 1-2 Teaching 2nd Nine Week Skills Grades 1-2 Teaching 2nd Nine Week Skills Math Council 11-14-89 11-14-89 11-15-89 11-16-89 11-16-89 11-21-89 11-28-89 Paula Smith Dianne Wood Trish . Killingsworth Trish Killingsworth Judy Trowell Judy Trowell Dianne Wood 12 30 8 12 19 17 13 K Sec . PAL Math Teachers. \u0026amp; Asst. Principals 5-6 5-6 1-2 1-2 Sec. Math Chairpersons Using Maniftuia-tives (Multicultural Guide) Using Manipulative s (Multicultural Guide) Program Monitoring Using Manipula-tives (Multicultural Guide) Using Manipula-tives (Multicultural Guide) Using Manipulative s (Multicultural Guide) Using Manipula-tives (Multicultural Guide) Discussion of Multicultural Guide Development w X EC H w H 1-3 rt X a H a H h3 4 Multicultural 11-29-89 Awareness Session Horace Smith State Dept. Program Development 4 Teach 6th Grade PAL at Brady 11-19-89 Judy Trowell 10 6 Brady ^1 New Teacher Workshop 11-30-89 Paula Smith 7 1-6 3rd/6th Packets for Parents November Judy Trowell 3-6 Gibbs, Baseline 4 * Elementary Math PAL Inservice 12-7-89 Judy Trowell Paula Smith Dianne Wood 17 1-6 Geoboards 12-7-89 Dianne Wood 9 5-8 MPT Poster Practice Grade 6 12-11-89 Paula Smith 11 4-6 il MPT Poster Practice Grade 6 12-12-89 Paula Smith 16 4-6 H.I.P.P.Y. Math Workshop 12-12-89 Judy Trowell 26 Teachers of 4 Year Old Children 040 il Demonstrate Using Manipula-ti ves Improve Math Skills for Target 3rd and 6th Grade Students Using Manipula-tives and Hands- On Activities Using Manipula-tives (Multicultural Guides) Provide Methods and Materials to Teach MPT Skills Provide Methods and Materials to Teach MPT Skills Activity-Based Lessons W X a H a H W X 55 H a H A Elementary Math pal Inservice 12-13-89 Judy Trowell Paula Smith Dianne Wood 23 1-6 Using Manipula-tives and Hands- On Materials I Secondary Math Multicultural Committee 12-14-89 Dianne Wood 5 7-12 Cooperative Learning_ 1-3-90 Marcelline Carr Betty McBride 35 K-6 Geoboards 1-9-90 Dianne Wood 8 5-8 4 Romine Faculty Meeting 1-9-90 Judy Trowell 35 K-6 Elementary Math PAL Meeting 1-11-90 Paula Smith Dianne Wood 18 1-6 Elementary Math PAL Meeting 1-12-90 Paula Smith Dianne Wood 20 1-6 q 041 Development of Secondary Math Multicultural Guide Reduction in Disparity in Academic Achievement Using Manipula-tives (Multicultural Guides) Manipulative Overview (Multicultural Guides) Make Materials to Use with Target Students in the Regular Classroom Make Materials to Use with Target Students in the Regular Classroom W X H  H W X a H 0 H 1-3 a q TO: q FROM\nSUBJECT: q q a q q LITTLE ROCK SCHOOL DISTRICT 310 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 January 26, 1990 Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development Zimmerman, Supervisor of English Desegregation Plan Update Through January 26, 1990 The following desegregation activities have been completed or are currently in process: English, Communications, and Journalism  Research and share effective instructional strategies at regularly-scheduled English council meetings (ongoing)  Identify teachers who could benefit from PET, TESA, and/or Classroom Management  Schedule those teachers identified above into appropriate district inservice (this is being done on a limited basis through Staff Development Department)  Provide minicourses on using different approaches to assess the same concept/ski11 (conducted during 1989 Preschool)  Revise and assess appropriate multicultural literature for grades 7-12  Correlate above to district's curriculum Provide six-hour inservice on cooperative learning for English teachers (scheduled for March 7 and 21)  Monitor local schools' adherence to placement criteria (this is being reviewed in relation to new G/T placement procedures) 0 Implement junior high journalism program (newspapers being published in 8 schools\nyearbooks planned in schools) Multicultural Curriculum Development  Extend elementary inservice through school-based inservice meetings and district-wide meetings  Host parent meetings to provide an overview of the comprehensive multicultural curriculum (conducted at local PTA meetings, PTA Council, PAC, Bi racial Advisory Committee)  Develop expectations for members participating on secondary multicultural curriculum committees  Identify members for secondary multicultural curriculum committees  Obtain multicultural curriculum units from models used in other districts  Schedule meetings f'r multicultlural curriculum committees  Conduct awarenos ment provided this) Tkshop for all content-area committees (State Depart- \u0026lt; I w X  H W H GJ w X a H a H le 4^ q 042 qProgram for Accelerated Learning (PAL)  Obtain recommendations for student placement in PAL and complete academic skills needs assessment  Develop improvement plans for students who did not achieve mastery on the Arkansas MPT  Identify and order needed materials, equipment, furniture, and supplies (ongoing)  Inplenent preschool inservice for secondary PAL teachers (3 days) 4 I\n Conduct monthly inservice meetings (4 per year) at IRC for elementary reading and math PAL teachers (ongoing)  Develop a PAL evaluation design  Design evaluation instruments  Monitor PAL classrooms and evaluate PAL programs (ongoing)  Implement secondary PAL computer program  Provide inservice on secondary PAL computer program 4 w X ss H Cd H w W X a H a H A 4 043 *partmcnt Engli sh Workshop/Activity Topic 1. PAL Inservice Elem. English Multicultural Curriculum LRSD Sr.aFF Development Activities Di rector/Supervi sor Marvin Zimmerman Date 8/16- 8/18/89 8/21/89 Instructor's Name and Organization Suzi Davis - LRSD Dianne Wood - LRSD Marvin Zimmerman - LRSD Teacher Committee Members - LRSD Participants: Total // 50 1,200 Teaching Literature to All Students 8/22/89 Mary Runshang-LRSD Marvin Zimmerman- LRSD 125 1. Writing Across the Curriculurn 9/11/89 Marvin Zimmerman- LRSD 20 English Council 9/18/89 M. Zimmerman - LRSD 13 6. Multicultural Curriculum 10/10/89 M. Zimmerman - LRSD 35 il Engli sh Counci 1 10/16/89 M. Zimmerman - LRSD 13 I Early Childhood Language Skills 10/17/89 M. Zimmerman - LRSD 30 ' Multicultural Curriculum  Mui ticul tural Literature I.PAL Inservice 10/17/89 10/24/89 10/30/89 Marvin Zimmerman Marvin Zimmerman Marvin Zimmerman 30 15 50 0\u0026lt;4 School / Grade Level/ Content Sec. PAL teachers and asst, principal s All K-6 teachers 7-12 English teachers Ish staff English Dept. Chairpersons PTA Counci 1 Eng. Dept. Chairpersons HIPPY Aides Frankl in PTA Rep. from each sec. Eng. Dept. All sec. PAL teachers \u0026amp; Asst. Prin. fteld'tionshi'p to , LRSD Mission/ Deseg Plan Remediation of At Risk Students Multicultural infusior Various instructional strategies to address different learning styles Instructional improvement Instructional improvement Multicultural infusior Curricular expectations and strategies Parental involvement in at-risk preschool ers Multicultural infusior Multicultural infusior Program mon i tori ng w X  H Cd H 1-3 w X a H B) H a Ji i 1 ,1 I \u0026lt; 4 c LRSn Staff Pevoliipmont Activitios 2 ^jpartiiicnt Engli sh Director/Supervi sor Marvin Zimmerman 7orkshop/Activity Topic Date Instructor's Name and Organization Participants: Total // School/ Grade Level/ Content Relationship to LRSD Mi ssion/ Deseg Plan I  Muiticultural iCurriculum 11/7/89 Marvin Zimmerman 40 Fulbright PTA Multicultural infusion English Multicultural Curriculum 11/13/89 Marvin Zimmerman 20 Geyer Springs staff Multicultural infusion Thinking Through Writing 11/14/89 Marvin Zimmerman 11 Fair English Dept. Writing Improvement  Multicultural  curriculum 11/14/89 Marvin Zimmerman 30 PAC Multicultural Infusion English Council 11/20/89 Marvin Zimmerman 13 Eng. Dept. Chairpersons Instructional Improvement  MAT-6 and MPT 11/22/89 Marvin Zimmerman 8 Cloverdale Or Eng. Dept. Reduction of disparity KM IIm:jppr ruo ving Grammar \u0026amp; ^Usage Instruction 12/4/89 Marvin Zimmerman 20 Geyer Springs staff Improvement of Instruction w X EC H Cd H H UJ ^English Multicultural Curriculum 12/5/89 Marvin Zimmerman 25 Terry staff Multicultural Infusion n.MAT-6 and MPT 12/12/89 Marvin Zimmerman 6 4\n:^Blmproving Grammar \u0026amp; ^^Usage Instruction 12/12/89 Marvin Zimmerman 11 PAL Inservice 1/4/90  irn Hardwick and computer staff-LRSD 40 045 Southwest Or. Eng. Dept. Fair English Dept. All PAL Eng. teachers and Reduction of disparity Instructional Improvement Asst. Princip\u0026lt; Is Computer instruction for remedial program w X a H w H 1-3 Ji LRSD Staff Development Activities  3 ipartment Engli sh Di rector/Supervi sor Marvin Zimmerman Mmui kuliup/Activity W Topic 1. Eng. Multicultural 4Curriculum ^English Potpourri Si*? ai 4 0 . 8. 9 4 I 11. t Date 1/8/90 1/9/90 Instructor's Name and Organization Marvin Zimmerman Marvin Zimmerman Participants: Total 30 11 46 School/ Grade Level/ Content Relationship to LRSD Mission/ Deseg Plan Fulbright staff Fair English Dept. Multicultural infusion Creative instructional materials w X w H 09 H 1-3 LaJ PS X as H OS H .b 1 I Hlt (I I ( nNi) ''' mur _H NAPy IN / IMMl I.MAN. lEL- 1L\\ .  IANI'ARY 1 .  ''Nil. 11 '.-n .Iff j.'vci 'j'Giriit A( . t u 1 11  Staff Development Il r\u0026gt; I t.i)i/Su|H'i'Y i ! Stephanie A. Brown U'l r.'.ll-p/ V1: y I i : lie.\nn, an-1\ntu  H I 'J ! 1 (VI 1 Gah I1 h uii: el ' 'IN'Tii'i  1 I I.cyi 1/ I PC t ent Lh'Mi De ,('11 Pl.iu hiii : B| 1 .Pre-School Inservice\u0026gt; Team Building Consensus 8/10/89 Stephanie Brown - SD Janice Butcher - SD Becky Gardner - SD Marion Woods - SD 39 Booker Arts Magnet K-6-C1assroom Management To provide a climate Conducive for Learni ng 2. Project Wild 8/14/89 8/15/89 Janice Butcher - SD Lonnie Dean - LRSD Ish 25 To improve student achievement in Science Higher Order Thinking Skills 8/18/89 Janice Butcher - SD 60 Williams Magnet K-6 To improve student achievement Learning Styles 8/22/89 Janice Butcher - SD 18 7-12 Science To enhance equal educational opportunities 5. Learning Styles 8/22/89 Janice Butcher - SD 38 7-12 Foreign Language To enhance equal educational opportunities 1 Learning Styles 8/22/89 Becky Gardner - SD 65 7-12 To enhance equal Social Studieseducational nppnrt.iini t i PS 7. Learning Styles 8/22/89 Becky Gardner - SD 34 7-12 Fine Arts - Dance To enhance equal educational opoortunities 1 Cl assroom Management 9. Classroom Management 8/22/89 8/23/89 Marion Woods - SD Janice Butcher - SD 29 36 If. 7-12 Visual Arts K-6 Visual Arts 4 Learning Styles 8/23/89 Janice Butcher - SD 43 7-9 Mabelvale Junior High : 1. Learnimj Styles 8/23/89 Becky Gardner - 3047 36 K-6 Vocal Music To provide a climate conducive for learning. To provide a climate conducive for learning To enhance equal educational opportunities To enhance equal educational w X a H w H 1-3 t*\u0026gt; w X sc H D3 H le 4 1 1.1'11'1 I I I I I l 11.. I 'I I HU Ill (1Al-'v IN / ! MMI l.'MA I Pt: Bv t- I . .l-AMifil.'Y 1 t . I P .(1 ' 1 . jll'K 'll t. \u0026gt;'\u0026lt;.\nIt 1. Page 2  JI\nf\u0026lt;M.t Staff Development : 11  1.1 I'/Sii\n'' 'I' . StCD.hanig_A. Brown____ 9 i,..p III. 1 V ! iM f  r  I ' . 1,1 iKh  bl ?I I 'I 111 /.II I - .11  11',: .1' V .-'nt.'i I\".. i/ I ' ''I' ? 1 111\n\u0026gt; I '1  .*?'l J lull ' Classroom Management 8/23/89 I-Teacher Expectation/ Student Achievement (TESA) 3. (TESA) 4, (TESA) 5. Stephanie Brown - SD Marion Woods - SD 16 10-12 All Subject Areas To provide a climate conducive for learning. (TESA) 9/01/89 10/09/89 11/06/89 12/04/89 1/0\u0026amp;/9 9/12/89 10/10/89 11/07/89 12/05/89 9/12/89 10/10/89 11/07/89 12/05/89 01/09/90 10/19/89 11/07/89 12/07/89 12/21/89 Stephanie Brown - SD Janice Butcher - SD Stephanie Brown - SD 1/9/90 Becky Gardner - SD Marion Woods - SD ,1/18/90 25 16 10 22 q.3. Increasing Human Effect! veness 11/03/89 11/06/89 Bill Neal AT \u0026amp; T 20 7-9 All Subjects Southwest 7-9 All Subjects Ish K-6 All Subjects Supervi sors Building Violence Prevention Training 11/07/89 11/08/89 Stephanie Brown - SD Jo Evelyn Elston - Puoil Service------------- 56 4 Violence Prevention Training .1- Program for Effective Teaching (PET) 11/16/89 11/17/89 11/30/89 12/04/89 12/11/89 1/04/90 1 /06-Z.9O II 39 10. 4 Preventive Di sciplim 12/04/89 11 . D i sc i pline 12/06/89 To reduce academic disparity among students. T i Admini strator\nAll Schools 7-9 All Subjects All Schools 10-12 All Subjects II 11 It Improve Human Relations To reduce school violence/provide safer securer clim\n- It Stephanie Brown - SD 1/08/90 1/16/90 1/26/90---------------- ------ Janice Butcher - SD Karen Buchanan - LRSD Marion Woods - SD M. Golston - LRSD 12 30 Carver K-6 Brady K-6 Badgett K-6 To provide effectivi i nstruction To provide a climat conducive for learning To provide a climut conducive for w X K H Cd H w w X a H a H le  I. PSD Staff He VO I cipmerK. Activities Page 3  lar Liiient staff Development Director/Supervi sor Stephanie Brown 1. B|,anguage Arts Project Wild ^^perative Learning '  Strategies for Re- [viewing MPT/MAT-6 'Testing II Date 12/12/89 12/15/89 1/17/9C 1/18/9C Instructor's Name and Organization Marion Woods - SO A. Abrams - LRSD Oanice Butcher - SD 0. DeBin - AR Stephanie Brown - SD Oanice Butcher - SD Becky Gardner - SD Marion Woods - SD II Partici pants: Total // 25 30 39 37 w iTESA 3 . 1 1 *1 1 . 1/22/9C Becky Gardner 04 3 31 Schoolt Grade Level/ Content Parents LRSD/PCSSD Gifted Teachers__ Targeted Schools - 6 Targeted Schools - 3 Mabelvale Badgett K-6 Relationship to LRSD Mission/ Deseg Plan To increase parent involvement in the educational process To improve student achievement in sn'pn o To improve standardize test scores. II w X a H CO H w w X a H a H aBl GIFTED PROGRAMS UPDATE I. Conduct Staff Development with Gifted Specialists/Faci1itators See attachment. 1/25/90 II. Develop and extend GT scope and sequence for K-12. We have developed the scope and sequence for K-6. 1/25/90 III. Develop appropriate units and materials. See attached list for units developed. 1/25/90 n IV. Conduct Staff Development with Gifted Specialists/Faci1itators See attachment. 1/25/90 V. Research appropriate identification instruments/methods IB Will make progress on this by February 28 - Agate Workshop- Minority Identification IB VI. Enrich and Observe all K-2 students B K-2 program. Received Chapter 2 Grant ($8,000) to buy materials for Will have materials purchased by March 1, 1990. Facilitators are working with teachers and in classrooms. 1/25/90 B B B B B 'a B 050 w X SB H ts H W W X a H a H ta Iimplementation timeline 9 Gifted and Talented Education 1,' An appropriate gifted curriculum for gifted/talpntpd pHuratinn will be developed. Critical Tasks H Conduct Staff Development with Gifted Specialists/ Facilitators ' n II Develop and extend GT scope and sequence for K-12 Develop appropriate units and materials 1 9 Person(s) Responsible GT Supervisor GT Coordinator Staff Development GT Supervisor GT Coordinator GT Specialists GT Facilitators GT Supervisor GT Coordinator GT Specialists GT Facilitators Begi nni ng Date January, 1990 January, 1990 January, 1990 051 Completion Date June, 1991 June, 1991 June, 1991 M X w H w H w w X a H  H le2. implementation timeline Gifted and Talented Education The disparity between black and white student enrollment will be decreased. Critical Tasks, Conduct Staff Development with Gifted Specialists/ Faci1itators ' Research appropriate identification instrumentj/methods 1 Enrich and observe all K-2 students fli 9 :9 El El Person(s) Responsible GT Supervisor GT Coordinator Staff Development Office GT Supervisor GT Coordinator GT Specialists K-2 Regular Classroom Teachers School Staff GT Coordinator GT Supervisor 052 Beginning Date January, 1990 January,1990 January, 1990 Completion Date June, 1991 June, 1991 June, 1991 w X H 03 H H w X a H w H A CURRICULUM UNITS DEVELOPED K-2 Topic Unit Title Patterns Patterns, Patterns, Everywhere Animals in Australia \u0026amp; New Zealand Animals Down Under Bears Beary Nice Bears Elephants Animals of the Wild Kingdom Toys Babes in Toyland H 3-4 Natural Disasters Earth, Wind and Fire Cars Cruisin' Etiquette Finishing School is Complete fl Arkansas Made in Arkansas Products fl Ties Knot Me! FiIm-Maki ng \"Little Hollywood in the Rock II fl 5-6 Mythology The Weight of the World w X a H ro H 1-3 IaZ fl Buttons Button, Button, Who's Got the Button? fl Pencils Will the True Writer Please Stand Up? fl H X s H w H 13 A fl fl 053I l\"J)\n iff I v 1 ri I. I\nV I : I .i-.-it fii t te(l/T\u0026lt;)l\u0026lt;^nte\u0026lt;l iJi rc-f. L'jr/SjpcrV i I). 111,11 j^-rTsh^f/Activity Topic ^rrance Test of Creative Thinking oring Workshop K-6 GT ^rri cul um IHiting Workshop GT riculum Writing Workshop J Evaluation and ^\n)pe/Sequence heading for the GT fli and stion and Answer: irk. Dept, of Educ. 1 'ogram Overview JBh Newly Hired \"^Specialists 9' ondary cTence ounci 1 ient i f1cat 1 on id Curriculum shop itification I Curriculum rkshop Hculum anning ri shop Date 1-12-90 12-1-89 11-17-89 10-27-89 10-20-89 9-29-89 9-22-89 9-19-89 9-13-89 9-12-89 9-11-89 Instructor's Name and Organization Martha Bass Ann Biggers Ark. Dept, of Educ. Diane Rynders GT Coordinator LRSD Diane Rynders GT Coordinator LRSD Diane Rynders GT Coordinator LRSD Houghton-Miff1i n Rep and M. Bass, , A. Biggers, C. .Evans Ark. Dept, of Educ. Diane Rynders GT Coordinator LRSD Diane flynders GT Coordinator LRSD Mable Donaldson GT Supervisor LRSD Diane Rynders GT Coordinator LRSD Mable Donaldson and Diane Rynders LRSD Diane Rynders GT Coordinator LRSD Participants: Total II 37 32 31 8 32 32 4 NA 32 20 e 31 School/ Grade Level/ Content GT K-6 GT K-6 GT K-6 GT K-6 GT K-6 GT K-6 GT K-6 Secondary Science Teachers GT K-6 GT K-6 GT K-6 Relationship to LRSD Mi ssion/ Deseg Plan Racial Disparity in Identification Different Instructional Needs of the GT Students Different Instructiona' Needs of the GT Students Implementation of GT Program Different Instructional Needs of the GT Students Implementation of GT Program w X  H w H 1-3 u\u0026gt; Different Instructional Needs of the GT and Racial Disparity in Identification Implementation of Secondary Program Racial Disparity in Identification and Different Instructional Needs fnr thp GT Racial Disparity in Identification Different Instructional Needs for GT Students w X a H a H h3 Ji(' ) Id. i KM) SI af I (ii ft.ed/Tak'ntcd Activity Topic Administrative and Curriculum Issues in Gifted Date 9-3-89 l\"V'~l liiiiii.'nt Al-1 I V Ilin Di I'or. Lcn'/Siipnrvi sor Instructor's Name and Organization Mable Donaldson and Diane Rynders Mabel Donaldson Participants: Total // 29 Identification of Gifted Students Identification and Development 9-7-89 9-5-89 9-1-89 School/ Grade Level/ Content GT K-6 Relationship to LRSD Mi ssion/ Deseg Plan Program Implementation Mable Donaldson and Diane Rynders Dr. Mary Frasier Univ, of Georgia Dr. Ann Robinson UALR 30 30 30 GT K-6 GT K-6 GT K-6 Racial Disparity in Identification Racial Disparity in Identification and Different Instructiona Needs for GT Different Instructiona Needs for the GT at 1 Curriculum Development 8-31-89 Dr. Ann Robinson UALR '  30 GT K-6 Different Instructiona Needs for the GT 1 Curriculum Development 8-29-89 Dr. Ann Robinson UALR 30 GT K-6 1 \" Overview of Program 8-23-89 Ken Dickson-LRSD Or. Mary Frasier Univ, of Georgia 29 GT K-6 I Program Overview 8-21-89 Ken Dickson LRSD NA Secondary GT Faci1itators 9 ADE Approved  Secondary Social I Studies Workshop O.AOE Approved Secondary Math Workshop 8-15-89 8-15-89 I-ADE Approved Secondary Science Workshop 8-15-89 Ruthie Hiett GT Facilitator LRSD Kathy Briggs UALR Annice Steadman LRSD 11 19 Different Instructional Needs for the GT Program Implementation Program Implementation Secondary Social Studies Teachers Secondary Math Teachers Secondary Science Teachers Different Instructional Needs for the GT Different Instructional Needs for the GT Different Instructional Needs for the GT w X a H w H 1-3 w w X a H 0) H 13IK-V''! 11| II... Il I '  I V I ?. 1 . 31 f',11 (c'i/T.ib nt.f'fl L) i 1.111'/^\n('r'V I . /r i?fll)i'i I (Isofi ai Toj)ic ,.DE Approved Secondary English Workshop QI ai Li Dato 8-15-89 Iristructor's Name and Organization Partic 1 pariLs: Total a School! Grade Level/ Content Pelati(jnsnip to LRSD Mi ssion/ Desog Plan Gail Pitts LRSD 22 Secondary English Teachers Di fferent Instructional Needs for the GT I I..  J, I  t ( 1,\nr F ll M X a H w H 0^ fi F  I-w I S H tt I H I i 1 h- 11 1 I' 1 f - I*' I Ji ' L 31 ADDITIONAL DESEGREGATION ACTIVITIES 1989-90 READING DEPARTMENT In addition to staff development activities previously outlined, the following desegregation activities have been completed by Reading Department Supervisor and staff. I Reading Programs October 19, 1989 - Meeting with Horace Smith on multiethnic curriculum planning. Bl October 27, 1989 - Assist with support provided for substitute teachers by providing materials, etc. B November 15, 1989 - Arkansas State Reading Council Executive Board Meeting November 16, 1989 - State Literacy Council (ADE) I November 29, 1989 - Attended State Department workshop on multicultural curriculum development. III November through December, 1989 - Identify, with teacher assistance, appropriate multicultural materials. w X w H Cd H 1-3 November 29, December 6, 1989 and January 24, 1990 - Multicultural planning - committee meetings and curriculum development El 1 H X a H a H h3 Ji November, 1989 through January, 1990 - Continue support and development for Writing to Read Program: start-up at Washington School\n, support at Rightsell, Stephens, McDermott, and Terry Schools. November, 1989 through January, 1990 - Monitor reading programs in regular classrooms. Chapter I PAL Elementary classrooms, and Secondary Learning Labs. (See \"Note,\" page 2.) 4 057 BlADDITIONAL DESEGREGATION ACTIVITIES 1989-90 READING DEPARTMENT  In addition to staff development activities previously outlined, the following desegregation activities have been completed by Reading Department Supervisor and staff.  Reading Programs October 19, 1989 - Meeting with Horace Smith on multiethnic curriculum planning. October 27, 1989 - Assist with support provided for substitute teachers by providing materials, etc. November 15, 1989 - Arkansas State Reading Council Executive Board Meeting November 16, 1989 - State Literacy Council (ADE) November 29, 1989 - Attended State Department workshop on multicultural curriculum development. November through December, 1989 - Identify, with teacher assistance, appropriate multicultural materials. November 29, December 6, 1989 and January 24, 1990 - Multicultural planning - committee meetings and curriculum development November, 1989 through January, 1990 - Continue support and development for Writing to Read Program: start-up at Washington School\n, support at Rightsell, Stephens, McDermott, and Terry Schools. November, 1989 through January, 1990 - Monitor reading programs in regular classrooms. Chapter I PAL Elementary classrooms, and Secondary Learning Labs. (See \"Note, II page 2.) 057 w X  H w H GJ s H 4  1' 1 -H Additional Desegregation Activities 1989-90 Page 2 Reading Department November, 1989 through January, 1990 - Continue to identify and review suggested multiethnic materials. January, 1990 - Identify teachers to be involved in PET, TESA, and Classroom Management. Early Childhood October 3, 1989 - Early Childhood Task Force October 16, 1989 - Early Childhood Task Force at UALR October 23, 1989 - Early Childhood Task Force October 29, 1989 - Early Childhood Parent Committee - 6:15-8:30 p.m. November 13 and 14, 1989 Early Childhood Parent Meeting - 6:30-10:00 p.m. w X a H w H 9 GJ November 16, 1989 - Early Childhood Task Force NOTE: September, 1989 through January, 1990 classroom visits by IRC Reading Specialists: Specialist S, Corker M. J, Horton J. Milam J. Teeter S. Walls Total Classroom Visits 410 451 422 282 290 1855 058 8 a H to HLRSD Staff Development Activities S Beoarrment Reading Di rector/Supervi sor Dr. Marv H. Moslev WorKsnop/Activity Topic .Dats Instructor's Name and Organization Participants: Total School/ # Grade Level/ Content Relationsnip to LRSD Mission/ Deseg Plan nK Rose Berry Literature Festival (UALR) 7/20/89 and 7/21/89 Mary MosLey 25 Teachers and Students K-6th Grade Emphasis on Literature Achievement n Ark. State Reading Council State Leadership Conference 7/21/89 and 7/22/89 Mary Mosley (State Officer) 50 Principals' Institute (LRSD) ar . Connecting Reading and Writing Hope, Ark. Coop 7/31/89 thru 8/2/89 8/3/89 Mary Mosley Mary Mosley 70 25 IRC Reading Dept. Staff Meeting 8/7/89 Mary Mosley and Rose Ivory I 8 Multiethnic PreSchool Inservice 8/8/89 Mary Mosley 40 Houghton Mifflin Reading Series Inservice 8/9/89 Mary Mosley, Rose Ivory and IRC 155 Reading Specialists Houghton Mifflin Reading Series Inservice fl IRC Open House Secondary PAL PreSchool Inservice 8/10/89 Mary Mosley, Rose Ivory and IRC Reading Specialists 63 8/14/89 and 8/15/89 8/17/89 Mary Mosley, Rose Ivory, and IRC Specialists Mary Mosley 230 20 059 State Officer and Council Members K-12th Grade Principals K-6th Grade Reading Teachers K-6th Grade Reading and Writinn______ Whole Language Writing to Read Target Schools j Teachers K-6th Grade Reading Teachers K-3rd Grade Reading Teachers 4-6th Grade Reading Teachers All Grades Reading Teachers 7-12th Grade TABE Paoe Improve Reading Instruction New Basal Series (Reading) Whole Language Improve Reading Instruction, Supcor and Disoarity Multiethnic/ Desegregation Reading Instructior Desegregation/ New Approach Reading Instructior Desegregation/ New Approach Teacher Invol vemer.-\nSupport Reading Disparity' and Achievement 1 of 9 w X a H a H 5 a: H tn H ,11 u- LRSD Staff Devel ooment Acti viti es Deoarrment Reading Di rector/'Supervi sor Dr. Mary K. Mosley WorKsnop/Activity Topic wSecondary Learning Lab Teacher Inservice .Date 8/22/89 Instructor's Name and Organization Mary Mosley and Rose Ivory Ml IRC Reading Dept. Staff Meeting 8/29/89 Mary Mosley and Rose Ivory IRC Reading Dept. Staff Meeting (Clerical) 8/29/89 Mary Mosley and Rose Ivory I Chapter I Elementary Reading Teacher Inservice 9/1/89 Mary Mosley, Rose Ivory, and IRC Staff I Baseline Elementary 9/5/89 Inservice Whole Language IRC Thursday Night Workshop Mary Mosley Mary Mosley, Rose Ivory, and IRC Sta Chapter I Mandated Parent Meeting  IRC Reading Dept. Staff Meeting IRC Reading Dept. Staff Meeting (Clerical) 9/7/89 9/11/89 9/11/89 Mary Mosley Mary Mosley and Rose Ivory Mary Mosley and Rose Ivory Houghton Mifflin Inservice 9/12/89 Mary Mosley Participants: Total School/ # Grade Level/ Content 20 8 5 43 27 no P2S3 8 5 20 OBG Relationsnip to LRSD Mission/ Deseg Plan Reading Teacher\nReading Disparity 7-12th Grade Whole Language Inteoral Aoor. Specialists Sch. Assignment LRSD Goals and Mission and Achievement Improve Reading Instruction Reading Dept. Aides and Secretaries Improve Reading Instruction Elem. Reading Teachers Parent Involve. Reading/Writing Remediation and Achievement Baseline K-6th Grades Whole Language All LRSD Schools and Grade Levels Make and Take Washington Parents Reading Specialists Report Card, Core Lit. List, Deseg Activities Reading Dept. Aides and Secretaries Rep. Cd., Deseg Activities_____ Special Ed. Teachers Elementary Reading Improve Achievement and Language Development Improve Instruction and Achievement Parent Involvement improve Instruction in Reading and Deseg Activities Improve Instruction in Reading and Deseg Activities Reading and Remediation, Improve Achievement Page 2 of 9 w X  H w H GJ I H ts H 4 I 1 I JU uru*. . 5. al. LRSD Staff Development Activities Deoartment Reading Director/Supervisor Dr. Mary H. Mosley s  WorKsnop/Activity Topic El Stephens Elementary Inservice Connecting Reading and Writing Student Teacher Inservice 1^1 LRSD Reading Program I IRC Thursday Night Workshop .Dare 9/12/89 9/14/89 Instructor's Name and Organization Participants: Total School/ TT Grade Level/ Content Relationsnip to LRSD Mission/ Deseg Plan Mary Mosley Mary Mosley Mary Mosley, Rose Ivory and IRC Staff 25 3 95 A Chapter I Mandated Parent Meeting 9/14/89 Mary Mosley 15 a Ark. State Speech Association Whole Language 9/16/89 Mary Mosley (Saturday)(State Journal - Editorial Board) 50 New Teacher Workshop (IRC) 9/19/89 Mary Mosley and IRC Specialists 13 New Teacher Workshop (IRC) Stephens Elem. K-6th Grade Reading Fair Park Elem. Improve Achievement and Disparity Reduction Student Teacher\nImprove Instruction LRSD Reading Program All LRSD Schools and Grade Levels Make and Take Baseline Parents Reading Ark. Speech Association All Levels Reading/Speech 1st and 2nd Grade Level Reading Instr., Classrm. Man. Improve Instruction Parent Involvement Improve Instruction Improve Instruction w X a H a H Cloverdale Elementary Inservi ce Connecting Reading and Writing New Teacher Workshop (IRC) Chapter I Mandated Parent Meeting 9/19/89 9/20/89 9/21/89 9/21/89 Mary Mosley Mary Mosley and IRC Specialists Mary Mosley and IRC Specialists Mary Mosley 25 15 15 20 W-Cloverdale ElemLImprove Achievement K-6th Grade and Disoarity Reading Reduction I H bl H 2nd and 3rd Grade Level Reading Instr., Classrm. Man. 4th-6th Grade Level Reading Instr., Classrm. Man. Forest Park Parents Reading Improve Instructior Improve Instruction Parent Involvement 't Page 3 of 9 I . uru LRSD Star Develooment Activities Department Reading Director/Supervisor Dr. Mary H. Mosley  WorKsnop/Ac-iviry Topic .Dare instructor's Name and Organization Parr!Cl pants: Total School/ TT Grade Level/ Content Relationsnip to LRSD Mission/ Deseg Plan El IRC Thursday Night Workshop 9/21/89 Mary Mosley, Rose Ivory, and IRC Staff 80 All LRSD School Improve Instruct!or Parent Workshop on . Learning Styles (Gibbs Magnet) 9/23/89 Saturday ( Mary Mosley 30 II IRC Reading Dept. Staff Meeting 9/25/89 Mary Mosley and Rose Ivory 8 IRC Reading Dept. Staff Meeting (Clerical) 9/25/89 Mary Mosley and Rose Ivory 5 New Teacher Workshop (IRC) Mary Mosley and IRC Specialists 9 and Grade Levels Make and Take Gibbs Magnet Parents K-6th Grade Learning Styles SpecialiSts Connecting Rdg. and Writing Whole Language Reading Dept. Aides and Secretaries Improve Achievemen\nand Parent Involvement Improve Reading Instruction Improve'Reading Instruction L 1'  IRC Thursday Night Workshop  New Teacher Workshop (IRC) New Teacher Workshop (IRC) Terry Elementary Inservice Connecting Reading and Writing Otter Creek Elem. Inservice Connecting Reading and Writing 9/27/89 9/28/89 9/28/89 10/2/89 10/3/89 Mary Mosley and IRC Specialists Mary Mosley and IRC Soecialists Mary Mosley, Rose Ivory, and IRC Special!sts Mary Mosley Mary Mosley 11 14 90 32 20 062 Sth Grade Reading Instru. Cl assrm. Management 6th Grade Reading Instr. Classrm. Management 1st thru 6th Grade Reading Instr. Cl assrm. Managomnf Improve Instructior Improve Instrucrior Improve Instruct!c All LRSD Schools Improve Instruct!o and Grade Levels Make and Take Terry Elem. K-6th Grade Reading Otter Creek Elem. K-6th Grade Reading Improve Achievemen and Disparity Reduction Improve Achievemer. and Disparity Reduction Page 4 of 9 w X SR H w H 1-3 bi W as H tn H S . jr.. LP.SD Staff Development Activities 2eoartment Reading Di rector/Supervi sor Dr. Mary H. Mosley M Woricsnop/Activity Topic .Dare insrructors Name and Organization Participants: Total School/ r Grade Level/ Content Relationsnip co LRSD Mission/ Deseg Plan IRC Thursday Night Workshop 10/5/89 Chapter I Elementary Reading Teacher Inservice 10/6/89 Chapter I Parent Meeting (IRC) 10/10/89 Williams Magnet Inservice Using the Core Literature List 10/11/89 9IRC Reading Dept. Staff Meeting 10/16/89 Houghton Mifflin Building Visits 10/16/89 Chapter I Parent Meeting 10/17/89 New Teacner Workshop (IRC) 10/19/89 Mary Mosley, Rose Ivory, and IRC Specialists Mary Mosley, Rose Ivory, and IRC Staff Mary Mosley Mary Mosley Mary Mosley and Rose Ivory Mary Mosley, Rose Ivory, IRC Reading Specialists, and Houghton Mifflin Re{p. Mary Mosley and Annie Abrams Mary Mosley and IRC Specialists 75 43 40 40 8 20 16 All LRSD Schoolk Improve Instruction and Grade Levels Make and Take Elem. Reading Teachers Parent Involve. H-M Rep. Integrated Curriculum and Achievement I a IRC Thursday Night Workshop 10/19/89 Mary Mosley, Rose Ivory, and IRC Specialists 85 New Teacher Workshop 10/24/89 Mary Mosley and IRC Specialists 13 Parents District-Wide New Report Cd. Reading Series Parent Involvement Williams Magnet' Multicultural Teachers K-6th Grade Literature List Specialists Deseg. Update, Instruction Improve Reading Instruction Ch. I MonitorinE, TAP Reoorts All Certified Teachers in Each Elem. School Reading_______ Cloverdale Elem. Parents Reading Elem. Teacners Reading Inst. Classrm. Management All LRSD School and Grade Levels Make and Take Elem. Teachers Reading Inst. 063 Cl assrm. Management Effective Instruction and Use of Material s Parent Involvement Improve Instruction s Improve Instructior Improve instruction Page 5 of 9 M X a H a H H 5 a H to H I . r. LRSD Staff Development Activities t El'eoartment Readino Di rector/Supervi sor Dr, Ma\"v H. Moslev Worksnop/Acti vi ty Topic  Date Instructor's Name and Organization Participants: Total School/ Secondary Learning Lab Teacher Inservice 10/25/89 Mary Mosley and Rose Ivory TT 12 Grade Level/ Content Relationsnip to LRSD Mission/ Deseg Plan 1 Reading Teachers Reading Disparity 7-12th Grade Multicul. Curr, Learning Styled and Achievement ei Secondary Learning Lab Teacher Inservice yS IRC Thursday Night  Workshop RI Forest Park Elem. Inservice New Report Card 10/26/89 10/26/89 11/2/89 AT\u0026amp;T Inservice Increasing Human Effectiveness 11/3/89 I AT\u0026amp;T Inservice Increasing Human Effectiveness 11/6/89 Mary Mosley and Rose Ivory Mary Mosley, Rose Ivory, and IRC Specialists Mary Mosley Bill Neal-AT\u0026amp;T Bill Neal-AT\u0026amp;T 11 80 20 25 25 Reading Teachers Reading Disparity 7-12th Grade Multicul. Curr. Learning Styles and Achievement All LRSD Schools Improve Instruct!o: and Grade Level s Make and Take Forest Park Teachers K-6th Grade New Report Cd. Sr. High Teachers Human Relation I I Jr. High I I leachers | Human Relation^ I IRC Reading Dept. Staff Meeting 11/6/89 Mary Mosley and Rose Ivory 8 3 IRC Reading Dept. ___ Staff Meeting jHI (Clerical) 11/6/89 Mary Mosley and Rose Ivory 5 Specialists Strategies Monitoring of Chanter T Reading Dept. Aides and Secretaries Monitoring of Chaoter I ST  Ninth Annual PET Seminar PET TRANSFER (Pine Bluff Con. Ctr 11/9/89 Mary Mosley 75 Area Teachers and Admin. Transfer/ Reading Improve Instructio and Disparity Reduction Human Relations Human Relations I w X SB H w H 1-3 GJ Improve Reading Instruction Improve Reading Instruction Improvement in Reading Instructio Ark. State Speech Association Student Congress Language Development 11/12/89 (Sunday) Mary Mosley 100 JG4 State Speech Assn. Members Student Congress Lanq. Develooment Communication in Schools Page 6 of 9 5 a H tn H A . -1 LRSD Staff Develooment Activities Deoartment Reading Director/Supervisor Dr. Marv K. Moslev WorKsnop/Acti vi ty Topic .Date instructors Name and Organization Participants: Total School/ Grade Level/ Content Relationsmp to LRSD Mission/ Deseg Plan IH IRC Reading Dept. Staff Meeting 11/13/89 Mary Mosley and Rose Ivory 8 a IRC Reading Dept. Staff Meeting (Clerical) 11/13/89 Mary Mosley and Rose Ivory 5 Specialists Accountability: Time, Mats., Programs Reading Dept. Aides and Secretaries Accountability Improve Reading Instruction Improved Reading Instruction nW Secondary Reading Multiethnic Curr. Committee Meeting Goals and Planning 11/14/891 Mary Mosley, Rose Ivory, and Sue Walls 6 Secondary Teacher MEC Committee Reading iS? Ark. State Reading Conference Storytel1ing Workshop 11/16/89 Mary Mosley 80 Ark. Teachers Storytelling Assessment of Reading and Writin: Language Developmer r HIPPY Storytelling Workshop Storytelling 11/24/89 Mary Mosley 25 I Geyer Springs Elem. Inservi ce 11/27/89 Mary Mosley 20 Reading/Learning - \" Styl es a 9 Watson Elementary Inservice Don't Be a Slave to the Basal 11/28/89 Mary Mosley 35 a Cloverdale Parent Workshop The Parent and Reading 11/28/89 Mary Mosley 31 a IRC Reading Dept. Clerical Staff Meeting IRC Services 11/29/89 Mary Mosley and Rose Ivory 5 HIPPY Aides and Staff Storytell ing Geyer Springs Elem. Reading/Lrng. Styles Vocabulary Development and Achievement Improve Instructior Teachers! and Disparity ' Reduction M X SB H co H GJ Watson Elem. Teachers Reading Multicultural Whole Language hl 5 H 4 Cloverdale Elem, Parents Reading Parent Involvement in Reading  IRC Reading Dept. Aides Staff Meeting IRC Services 11/30/89 Mary Mosley and Rose Ivory 3 065 Reading Dept. Clerical Staff Improved Provision of Svcs. Reading Dept. Aides Improved Provision of Svcs. Improved Reading Instruction Improved Reading Instruction Page 7 of 9 KJ IaDepartment Reading LRSD Staff Development Activities Di rector/Supervi sor Dr. Mary H. Mosley I* WorKsnop/Activity Topic Interpretation Festival .Date 12/2/89 Instructor's Name and Organization Mary Mosley and (Saturday) University Guest Language Development and tel Lecturers Harticioants: Total 120 School/ Grade Level/ Content Relationsnip to LRSD Mission/ Deseg Plan Secondary Reading Multiethnic Curr. Commi ttee Review Information IiTternatibnal Reading i-'-'W Association Meeting Storytelling 12/6/89 12/9/89 (Saturday IRC Reading Dept. Staff Meeting IRC Reading Dept. Clerical Staff Meeting Rose Ivory and Sue Walls Mary Mosley 12/11/89 Mary Mosley and Rose Ivory 6 Area Teachers K-College Level Language Development Secondary Teacher MEC Committee Reading 30- ' Area Teachers K-12th Grade Storytelling 8 I 12/11/89 Mary Mosley and Rose Ivory 5 Language Development Reviev\nMultiethnic Information and Criteria Language Development I Mitchell Elementary Inservice LRSD Reading Programs 12/11/89 Mary Mosley 30 Specialists Multicultural Curr. Guides, Etc.__________ Reading Dept. Aides and Secretaries Multicultural Curr__Gm nog Mitchell Elem. Teachers K-6th Grade Reading Imoroved Multicultural Instructior Improved Multicultural Instructior Reduction of Disparity M X a H co H 1-3 GJ Woodru I 1 Inservice Elementary 12/13/89 Mary Mosley 15 31 LRSD Reading Program Woodruff Elem. Teachers K-6th Grade Reading Language Development hl X a H 01 H B Chapter I Elementary Reading Teacher Inservice Accountabil ity Woodruff Elementary Chapter I Pilot  Substitute Teacher Inservice (IRC) 12/18/89 and 1/3/90 1/4/90 Mary Mosley, Rose Ivory, and IRC Staff Mary Mosley Mary Mosley and IRC Staff 42 7 20 CB6 Elem. Reading Teachers Accountability: Mats, Achievement Woodruff Elem. Aides, Teachers and Principal Reading Substitute Teachers K-12th Grade Instruction Decreasing Disparity Remediation/ , Reduce Disparity Improve Instructior Page 8 of 9 . U Kl. ru r-. LRSD Staff Development Activities Deoarrment Reading Di rector/Supervi sor Dr. Mary H. Mosley Workshop/Activity Topic .Date Inscrucror's Name and Organization Participants: Total School/ # Grade Level/ Content Relationsnip to LRSD Mission/ Deseg Plan VIPS Young Authors Creative Writing Workshop 1/9/90 Mary Mosley 25 Volunteers in Public Schools Grades 2 and 3 Semantic Mapping Parent Involvement  IRC Reading Dept. Staff Meeting 1/11/90 Mary Mosley and Rose Ivory 8 Stephens School Parent Inservice Family Literacy 1/11/90 Mary Mosley 50 Specialists Teacher Assistance Plan(TAP) Updates_______ Stephens Parents K-6th Grade Family Literacy/ Reading Improvement in Instruction Parent Involvement Washington Elementary Inservice LRSD Reading Program 1/16/90 Mary Mosley 50 Washington K-6th Teachers Reading/Multi-cultural Curr. Multicultural Curriculum Washington Elementary Inservice Writing to Read 1/16/90 Mary Mosley and Other Reading Specialists 15 K Teachers Only Reading and Writing Language Developmer and Decrease Disparity I .1 Gibbs Magnet Inservice Companion Reading 1/19/90 Mary Mosley 2 1 Teacher and 1 Principal Reading Modified Basal and Disparity w X aj H w H 1-3 w il Mabelvale Jr. High Inservice Writing Component 1/19/90 Mary Mosley 8 Mabel vale Jr. High Teachers Reading/Writing Disparity and Remediation h X a H a H e ii Washington Elementary Inservice 1/23/90 ai I IOC I V Writingto Read Mary Mosley and Other Reading Specialists 15 K Teachers Only Reading and Writing Language Developmsr and Decrease Disparity anW Woodruff Elementary Inservice H 1/24/90 Mary Mosley 15 Woodruff Teacher\nWhole Language/ Whole Language Grades 1-6 Language Disparity Secondary Reading Multiethnic Curr. Committee Multi cultural 1/24/90 Mary Mosley, Rose Ivory, and Sue Wal 1 s 6 JB7 Secondary Teacher MEC Committee Reading Muiticultural Information Page 9 of 9 LRSD Staff Development Acrivit-ies De arcment ,\u0026lt;indgrgrarten s Pre-.\u0026lt;2ndercarcen fFour-Year-Old) Director/Supervisor DrMarv h . M.osleu Fl worKsnop/ActiVI ty Topic .Dare instructor's Name and Organization Participants: Total School/ TT Grade Level/ Content Reiationsnip to LRSD Mission/ Deseg Plan ndergarten Inservice  ' Tfoouurr--Year-Old Inserviot High/Scope Orientation Irene Involvement ur-Year-Old Parent Workshop lur-Year-Old .rent Workshop ^ur-Year-Old Parene Workshop I Four-Year-Old Inservice *2 gh/Scope-Parent nvorvement jjour-Year-Old Parent Workshop a Four-Year-Old 'arent Workshop 8/23/89 8/23/89 9/25/89 10/5/89 Judy Teeter-LRSD Reading Specialist Rose Ivory-LRSD Lynn Miller - High/Scope Trainer IRC Specialist s Four-Year-Old Teachers IRC Specialist S Four-Year-Old Teachers IRC Specialist S 10/18/8^ Four-Year-Old Teachers Rose Ivory-LRSD Myrtle Barr-High/ 10/19/89 j Scope trainer 10/29/89 10/31/89 iting to Read Workshop - Kindergarten 11/2/89 100 20 25 I 33 8 20 Otter Creek Kindergarten Teachers Franklin Ish Rockefeller Washington Sispgshs___ Rockefeller Elem. Parents I Franklin Elem. Parents Stephens Elem. Parents I I Franklin j Jan j Rockefeller Washington ! Stephens Disparity Reduction Improved Achievement Improve achievement of Four-Year-Olds Involve Parents Involve Parents Involve Parents I Improve Achievement Early Prevention of 'chool Failure \\indergarten 11/7/89 IRC Specialist S Four-Year-Old Teachers IRC Specialist S Four-Year-Old Teachers Judy Milam-LRSD Judy Teeter-LPSD IRC Specialists S EPSF Trainer 20 25 10 15 Ish Elementary Parents Washington Elem. Parents Otter Creek Involve Parents Involve Parents Involve Parents, Disparity Reduction Parent volunteers S Improved Kindergarten Teachers 088 ! Page of J Achievement Disparity Reduction S Improved Achievement W X a H tn H UJ hl X a H h) H I LRSD Staff DevelODmenr Ac-ivities Deaar^ment . (Four-Year-Old) Di rector/Supervisor ri'^ c 1 VJorKsnop/ActT vi ty Topic .Date instructor's Name and Organization Part'c'pants: Total Scnool/ = Grade Level/ Content Relationsmp to LRSD Mission/ Deseg Plan arlu Prevention of School Failure kindergarten C7LAR Earlu Childhood o lass Workshop 1 rrLtrng- to Read Inservice - Kindergarten Houghton Mifflin getting Ready'To Bead Inservice 11/8/89 11/9/89 11/14/89 11/14/89 'our-Fear-Old Parent norxshop 11/14/89 rfoug'hcon Mi. .n IRC Specialists S EPSF Trainer Sue Corker-LRSD Kris Huffman-LRSD Judg Teeter-LRSD Judy Milam-LP.SD Dr. Mary .Mosley Judy Teeter Sue Corker IRC Specialists s Four-Year-Old Teachers 15 23 10 i 45 34 Kindergarten Teachers Early Childhood Class McDermott Elem. Parents I T, Kindergarten I Teachers I Washington Elem. Parents Lett. bead ng Ready To Inservice 11/15/89 Dr. Mary Mosley Judy Teeter Sue Corker I 45 Kindergarten Teachers i 'eacher's Partners (Four-Iear-Old Aides) 11/30/89 Rose Ivory-LRSD Beverly Hines-LRSD Sue Corker-LRSD 14 Instructional Strategies jf'iVon t essor i) Four-Year-old 12/11/89 Rose Ivory-LRSD Sue Corker-LRSD Maney Hall - Montessori 20 Franklin Ish Rockefeller Washington Stephens Franklin Ish Rockefeller Washington Stephens hritrngr To Read norkshop - -3^ Kindergarten 12/12/89 Dr. Mary Mosley Judy Teeter Sue Corker 5LRSD 25 Co. Four-Year-Old Parent 0fVcrkshop 12/14/89 IRC Specialist S Four-Year-Old Teachers 34 Disparity Reduction S Improved Achievement To Improve Instruction Jnvoive Parents Disparty Reduction S Improved Achievement Involve Parents IiDisparity Reduction I 5 Improved Achievement Stephens Otter Creek Rightsell Aides Rockefeller Elem. Parents Improve achievement of four-year-olds Improve achievement of four-year-olds Disparity Reduction S Improved Achievement Involve Parents  page or W X a H w H ^3 UJ tn X a: H te H I rur.\nX- rlnnv ill .11 if\\'w 'H Un i , uAKUARY LRSD Staff DevelOPment Activities Denarrnient Kindercrarten S Pre-Kinderaarten Di rector/Supervi SOr Dr. Mary H. Mosley (Fonr-Year-Old) VJorKsnop/Activity Topic  Date Instructor's Name and Organization Participants: Total School/ r Grade Level/ Content Reiationsnip to LRSD Mission/ Deseg Plan iiting To Read 'orKshop B ?O'o1u.r-Year-Old Parent rkshop (rting To Read - .ndergarten ini-Inservice) ing To Read-ndergarten Inservice iting To Read Kindergarten Inservice Storytelling ^our-Year-old) t I ' i 12/13/89 12/14/39 1/10/90 I 1/16/90 1/23/90 1/25/90 Dr. Mary Mosley Judy Teeter Sue Corker IRC Specialist S Four-Year-Old Teachers Judy Milam-LRSD Judy Midain-LPSD Judy Teeter-LPSD Judy Milant-LRSD Judy Teeter-LRSD Dr. Mary Mosley Rose Ivory-LRSD Sue Corker-LRSD 5LRSD 25 Co. 34 7 S 8 20 070 Stephens  Otter Creek Rightsell Aides Rockefeller .Elem. Parents RjghtseJ Aide (Washington Kindergarten Teachers (Washington Kindergarten Teachers Franklin Ish Rockefeller Washington Stephens Page 3_ of Disparity Reduction S Improved Achievement Involve Parents I i Disparity Reduction S Improved Achievement I Disparity Reduction 5 Improved Achievement Disparity Reduction S Improved Achievement Involve Parents a Disparity Reduczi S Improved Achievement ( I X a H W H 1-3 IjJ I ti XS H to H \u0026amp; i USh 1 r. rGRi'i iU ii' UlMI y rtC.Lii'i uA^ , JANUARY LRSD 5taf~ DevelODmenl: Activities 17, ISSO. Department Reading ri Director/Supervisor Dr. Mary H. Mosley NOTE: A major component of inservice is assistance provided in individual classrooms. During the current semester. Teacher Assistance Plans El (TAPs) have been designed and assistance currently is being provided or has been provided, to 31 teachers. This assistance ranges from several days to several weeks of support and assistance related to planning and management of reading instruction. w X a H W H \u0026gt;9 to I. a s H tB H S A 3 071SPECIAL EDUCATION DESEGREGATION UPDATE NOVEMBER, 1989  -M I -Attended Pulaski County Coop Meeting (deseg.) -Continued monitoring process in schools (deseg.) -Scheduled meeting with Tri District Documentation Committee (deseg.) -Met with HIPPY Program Coordinators on due process procedures (dist.) -Scheduled and conducted monthly meeting with examiners (deseg.) -Reviewed social skills tape and made plans for refinement (deseg.) -Completed inservice with all junior high resource teachers on use of computers and documentation of least restrictive environment (deseg. dist.) -Conducted inservice with all special education teachers on documentation of least restrictive environment (dist.) 1 ( 1 -Met with LRSD parent Special Education Committee to review desegregation plan for special education (deseg.) -Scheduled parent meeting and invited parents from all three districts(deseg.) DECEMBER, 1989 -Held Special Education Advisory Council Meeting (dist.) -Met with Junior League and Arkansas Children's Hospital to further refine plans for volunteer efforts (deseg. dist.) -Conducted inservice on Extended Year Services and data gathering (dist.) -Attended Pulaski County Coop Meeting (deseg.) -Continued monitoring process (deseg.) -Met with assistant superintendent and special education supervisors to discuss priority schools for action plans (deseg.) -Communicated with priority schools regarding overrepresentation of minority students to began developing and implementing action plans (deseg.) 072 ( w  H 69 H H ft  s H 4 Ji II1) ( 4 Desegregation Update Page 2 December, 1989 (cont.) -Met with president of advisory council to recruit r........ sentative of district in race, gender, and handicap~('di7tj new members repre- -Reassigned staff to more effectively meet needs of students in least restrictive environment (deseg. dist.) -Reviewed needs assessment with Tri District directors (deseg.) :2g r -Planned TESA inservice for junior high special education teachers (deseg.) resource Hi -Scheduled and attended monthly meeting with examiners to discuss overrepresentation issues (deseg.) -Met with parents at Pulaski Heights Junior High to discuss issues of placement and due process in open forum (dist. deseg.) open forum (dist. deseg.) SI -Worked with individual teachers JANUARY, 1990 and parents of Learning Center students (deseg.) 1 I -Attended Pulaski County Coop Meeting (deseg.) 'maSbeShiJJdisrr^^\" Council Meeting with restructured -Reassigned staff to provide indirect services for students pnately (deseg.) more appro- I- -Scheduled meetings with all junior high teachers concerns about students' needs (deseg. dist) and principals to review w X EE H tfl H -Developed plans for expansion of narent component of Learning Center(deseg.) -Continued monitoring process of priority schools (deseg.) a -Scheduled meeting with Tri-District Documentation Committee (deseg.) s a to H \u0026gt;1^ -Continued to identify population for Learning Center and to begin tran- a sition process for some students (deseg.) -Continued working with individual teachers (deseg.) of Learning Center students -Completed placement of CBl students on appropriate job sites (dist.) \"Sseg^r meeting and invited parents from all three districts  073Desegregation Update Page 3 IM r January, 1990 (cont.) -Continued development of action plans with individual schools (deseg.) -Provided inservice to speech therapists on modifications and implementing the lEP in the regular classroom (deseg.) -Developed plans for scheduling meetings with Special Education Committee to review Appraisal Guide, documentation and departmental needs (deseq dist.) -Disseminated information about indirect services to all schools (deseg.) _Identified additional students eligible for indirect services (deseg.) I I I w X a\nH w H 1-3 w I. I H til H 4 I 074DESEGREGATION UPDATE An addendum to the INSERVICE LISTING attached of 1/17/90 FalL Semester 1989-90: Technology Department 1. The new elementary library program has been implemented in all District elementary schools. The basic program is working well while program extensions and maintenance activities are constantly being addressed. 2. with reference to the goal of \"providing equity of access * across the District to minimum essential (core) library related resources to support varied learning styles, following activities have been implemented... 11 the I a) b) c) d) Library staff have been hired so as to provide each elementary school with a full-time clerk and librarian. Elementary schools with extremely large student populations have been assigned additional library staff in order that the new program can be equitably implemented at all sites. The concept of a minimum core collection common to all District elementary libraries has been implemented along with a plan to assure the preseirvation of this goal through annual core purchases. A committee of librarians working this semester has established a prioritized list of core materials to be added to all District elementary libraries this year. Annual program preservation funding has been achieved without increased funding through a reorganization of both regular district funds and applicable Chapter 2 funds. w X a H w H H w Bl The restoration and expansion of access levels to audiovisual instructional aids such as 16mm films and video tapes to help accommodate the varied learning styles of students continues to be the only library related component spanning all elementary and secondary grades, fall. New audiovisual equipment has been added this An updated audiovisual catalog is currently rH til H 4 being printed. A curriculum mapping project to at least coordinate A-V resources to the Arkansas List of Minimum Skills is scheduled for the spring semester in order to help teachers more easily find and incorporate instructional aids to accommodate a variety of learning styles. In addition, replies to a Request for Proposals (RFP) which deals with an expansion in the District's traditional A-V holdings as well as innovative extensions of audiovisual resources are currently begin evaluated. Included among the proposals are take home options involving instructional videos, cable channel utilization for delivery of instructional productions during both the school day 075 il i I e) H f) El 3 . El 4 . 0  and evenings, and the potential to provide every teacher in the District with a particular title at the appropriate time in their curriculum sequence even if they all needed it the same week. The District's Desegregation Plan required the District to extend the concept of a common minimum core of library resources at all sites to audiovisual equipment. Furthermore, the District is responsible for assuring continued equity in the future. Consequently, the 7-10 year audiovisual purchase plan listed in the Desegregation Timeline will be developed during the spring semester of the 1989-90 school year. This plan will make recommendations for a systematic, cyclic procurement on a scheduled timeline. It will assure that the essential A-V equipment necessary to support a multi-faceted approach to instruction continue to be available in the future and that the necessary expenditures become an annual line-item in the budget instead of a huge budget request every 7  8 years which is unlikely to be manageable. The District's Desegregation Plan also called for maintenance proposal to assure that the District'i ) or a s new A-V equipment is kept operational and its old equipment is first returned to and then maintained in an operational status. To this end, Mr. Daniel Washington has been assigned to temporarily work on the backlog of A-V repairs in the District while the new A-V equipment purchased is still under warranty. At the end of the second semester this year, a review of his accomplishments in reducing the backlog will be conducted. Based on that review, a more comprehensive plan of action to provide a long-term solution to the problem of A-V repairs\\maintenance will be developed in accordance with the Desegregation Plan. On October 17, 1989, and January 3, 1990, library representatives of the NLR, PCSSD, and LRSD discussed cooperative efforts to be pursued. This fall the District purchased and installed approximately 1000 computers in a major upgrade of K-12 instructional opportunities and especially the PAL program. Work continues to satisfactorily extend the expansion to the small number of units which have yet to become fully operational. Inservice sessions hampered by the late approval of the program will continue throughout the year. At the elementary level, all District students now have the opportunity to attend two computer sessions a week, while II at risk\" students receive additional computer opportunities. Both the elementary expansion of the PAL lab 07B w X a H a H LO 5 a H a H Bl and the program guidelines are based on local and national observations of criteria which have contributed to the greatest achievement gains in \"at risk\" youth, sutjh as ti extraordinary growth by \"at risk\" students reported when classroom teachers become intimately involved in each such as the computer session. Bl Similarly, extra computer access allows students who learn or work at a slower rate to keep pace with their classmates in the computer curriculum, specialists are generally scheduled into the lab when these PAL w students receive their extra computer instruction. This assures that there are no discipline problems, provides additional encouragement and motivation to the students from other adults, and allows the PAL instructors the opportunity to monitor the progress of their students while providing them the same opportunity and advantages in individualizing their instruction. In this role the PAL specialist also shares a common instructional component with the classroom teacher and becomes an indispensable advocate for their kids with that classroom teacher. Although the full class labs promote additional progress by \"at risk\" students, it obviously has a very positive side-effect in that all provides it students get the opportunity to benefit from challenging, individualized lessons which allow them to work at their own rate and to work ahead as far as their intellect will allow. At the secondary level, the new computer program is being incorporated into the PAL Program for \"at risk\" students one step at a time as inseirvice opportunities aid/permit -tiliz-ti,... It is unique in that it is adding formal writing unit to the PAL curriculum. additional utilization. a q W X EC H H GJ 8 a H to H i 077 br Ut UNE SPAY, JANUARY 1/. iggQ. LRSD Staff Development Activities ~ Department Instructional ^!aterials 1. 2. 3. -1 V.'orkshop/Acti vi ty Topic Seminar in information management Library' Media Activity Workshop Teacher Inservice on New Library Media Program Clerk Inservice 5. 0 . 7. Elemental)' Library' Insendce Elementary' Libraiy Inservice Date July 31 Aug. 9 1989 Aug. 10 16, 198! -Aug. 23, 198! Aug.24 19is Sept.12 1989 Sept. 19 1989 Di rector/Supervi sor Jim Hardwick Instructor's Name and Organization Petta Patrick- Participants: Total .7 // School/ Grade Level/ Content Relationship to LRSD Mission/ Deseg Plan Consultant in Librar- 26 Media Elementary Librarians Implem.entation of New Library Media Program Elementary' Library- Inservice Oct.10, 1989 8. Elementary Library Inservice\" Nov.14, 1989 9. Library Clerk Computer Inservice Nov.21, 1989 10. Elementary Librar)' Inserv':ice Jan.9, 1989 1 1 . pementar)' Librar)' ^tivity Workshop Jan.9, 1990 Retta Patrick- Consultant LP-SD Library Committee LPJSD Clerk Committee Jim Hardwick-LRSD Luc)' Lyon-LRSD Jim Hardwick-LRSD Lucy Lyon-LRSD Retta Patrick- Consultant LRSD llibrary Committee LRSD Library Conmittee Betty Lincoln-LRSD Lucy Lyon-LRSD Lucy Lpon-LRSD 07a 36 62S 31 36 31 31 36 31 33 35 Elementary Librarians AJl Elementar Teachers Elemientary Library Clerk\nElemental)' Librarians Elem.entary Librarians Elementary Librarians Elementary Librarians In^lementation of New Librar)' Media Program Implementation of New Library Media Program\" Implementation of New Library Media Program Librarian's Role in New Program Communication of New Program Library Multiethnic Guide Activiites for AT-Risk Student Library Clerk: Computer Booking of AV Materials  I d I L. i Elementary Librarians Elementarv Librarians Use of Media Production to Address different 1 V Pevelopment of Librar)' Activities w X a H w H CaJ .f\\ li' 5  5  . )  1 1 I Departnicii( liisiriictidii.il Materials Dirccloi/Siipeivisor Jim Hardwick Workshop/Activity Topic Date Instructor's Name and Organization s 3 3 B S SS3S33BBa3BS Total 3 3 3 3 3 3 3 School/ Grade Level Content ~ 3 S 3 B 3 33333333 3 3 3 3 3 3 Computer Science/ Literacy In-Service 8/22/S9 Relationship to LR.SD Mission/ Deseg Plan =========== PS! Jim Hardwick Dennis Brant Betty Lincoln LRSD 13 9tli Grade Cotnputer Science/Lit. Teachers Jostens Writing Processor In-Service 8/23/S9 Jolut Garrett Jostens 25 Secondary PAL Language Arts \u0026amp; Reading Teachers PAL iS Lab Attendant Training 8/24/89 Bonnie Eans Evelyn Soo Pam Crawford Betty Lincoln LRSD 53 All Lab Attendants PAL rL Lab Attendant Training 8/30/89 Jim Hardwick Bonnie Eans Evelyn Soo Pam Crawford Betty Lincoln LRSD 52 All Lab Attendants PAL _ Lab Attendant Training 8/31/89 Jim Hardwick Bonnie Eans Evelyn Soo Pam Crawford Betty Lincoln LRSD 52 All Lab Attendants PAL Computer Science/ Literacy In-Service 9/11/89 3 Jim Hardwick Dennis Brant Betty Lincoln LRSD 13 W X EC H tB H CJ 3 Writing Processor Inservice Writing Processor Inservice Writing Processor  Inservice New Lab Attend.uii 1 In-Service 9/13/89 9/14/89 9/15/89 9/18/89 Bonnie Eans LRSD Bonnie Eans LRSD Bonnie Eans LRSD Bonnie Eans LRSD 12 12 12 11 079 9th Grade Computer Science/Lit. Teachers Secondary Lab Attendants Secondary Lab Attendants Secondary Lab Attendants New Computer Lab Attendants PAL PAL PAL PAL I tHo SH Lab In-Service Lab In-Service Lab In-Service New Lab Allendanl In-Service Lab Attendant Training 9/19/89 Bonnie Etuis LRSD 13 New Computer Lab AllciHliuits PAL ra 9/21/89 9/28/89 9/29/89 10/12/89 Jim Hardwick LRSD Jim Hardwick Bonnie Eans Evelyn Soo Pam Crawford LRSD Jim Hardwick Bonnie Eans Evelyn Soo Pam Crawford Jim Hardwick Bonnie Eans Evelyn Soo Pam Crawford Betty Lincoln LRSD 32 32 50 Retired Teachers PTA Volunteers PAL Retired Teachers PTA Volunteers PAL Retired Teachers PTA Volunteers All Lab Attendants PAL PAL Computer Science/ Literacy In-Service 10/13/89 Jim Hardwick Dennis Brant Betty Lincoln LRSD 13 9th Grade Computer Science/Lit. Teachers Microsoft Works Word Processor O Inservice 10/18/89 Betty Lincoln LRSD 10 Deseg Plan Typists Spotlighting i. J Students Success 10/25/89 Evelyn Soo LRSD 12 Elementary Teachers Terrific Software Tools I 11/1/89 Eve 1)71 Soo LRSD 10 Elementary Teachers Lab Attendant Training 11/2/89 Jim Hardwick Bonnie Eans Evelyn Soo Pam Crawford Betty Lincoln LRSD 57 AU Lab Attendants PAL Terrific Software 2^ Tools II 11/7/89 Eveljn Soo LRSD 10 Elementary Teachers Computer Science/ Literacy In-Service 11/13/89 Jim Hardwick Dennis Brant Betty Lincoln LRSD 13 9111 Grade Computer Science/Lit. Teachers usu M X a H w H 1-3 CJ I H tn H ri Get Ilie Computer Bug with Print Shop 11/15/89 Evelyn Soo LRSD 13 Eleineiiiary Teachers Microsoft Works Database In-Service 11/16/89 Belly Lincoln LRSD 5 Libniry Clerks Microsoft Works Database In-Service 11/21/89 Belly Lincoln LRSD 37 Library Clerks Create, Motivate with Graphic Labels 11/21/89 Evelyn Soo LRSD 11 Elementary Teachers ri 'I Lab In-Service Computer Science/ Literacy In-Service Lab In-Service Lab In-Service Lab In-Service 11/7/89 1/8/90 1/17/90 1/18/90 1/23/90 Pam Crawford LRSD Jim Hardwick Dennis Brant Betty Lincoln LRSD Pam Crawford LRSD Pam Crawford LRSD Pam Crawford LRSD 081 30 13 Elementary Resource Teachers 9th Grade Computer Science/Lit. Teachers Cliicot Primary Teachers Chicot Intermediate\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_450","title":"'Focus' newsletters, 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":["1990-03/1991-02"],"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","Educational planning","Parents"],"dcterms_title":["'Focus' newsletters, 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/450"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["newsletters"],"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\nPage 5 Page 6 Superintendent Dr. Ruth Steele sees bright future for LRSD Dear Parents, MARCH 1990 APRIL 1990 \"nilsspeciallssucorFOCUS gives I Dr. RulhSttck | that you detailed Information about the desegregation plan that we expect to implement next school year. I encourage you to read it, makeanote of any questions come to mind, and call our information line at 370-1604 to get answers to your questions. I hope you will keep this Issue of FOCUS for future reference. Ills important for you Io know about the various opportunities that arc available to your child. Once again m have an opportu- nity-perbaps our last-(o Imptemenl a student assignment plan and a program of studies that meet Constitutional requirements. I believe the Federal Court will embrace (bls plan-your plan-and (hat the community will unite to make it work. We still have many challenges, but ending the litigation is an important first step to solving the problems our District has faced for more (han three and a half decades. What we accomplish as a community within (be next few months will determine whether we enter the 21st cen- tury with excellent schools for all children or whether we are forced to retreat, perhaps permanently, into the backwaters of educational mediocrity. I am proud of what we have accomplished so far and confident that together we will do wfaat Is right for our children. We can dolt ifw commit ourselves to the task and support each other In our efforts to attain once and for all the goal of quality, desegr^led education In our public schools. !\" r 1 1 1 Jlittis School ^titiict Special Edition: Student Assignments Volume 11, No. 1 March, 1990 Highlights * Attendance zones for area schools Promises stability and quality desegregated education Tri-District Desegregation Plan MAY 1990 Other Dates to Remember * Feeder System * Incentive Schools Desegregation transfers provide added options Desegregation transfers for secondary students will be granted during a limited period once each year. The desegregation transfer period will be from May 7-May 18,1990. Students may transfer to another school as long as the reassignment allows bolhlhesending and the receiving schools to comply with desegregation requirements and as long as a scat is available. Students may take two desegregation transfers at each organizational level (elementary, junior, senior high school). The purpose of (he second desegregation transfer is to allow students to return to their previous school assignment. Qcmentary students may transfer to an incentive school only if su^ a transfer enhances dese^egation both at the sending and the receiving schools. Desegregation transfers will also apply to Bale, Franklin, Wilson and Woodruff. The Little Rock School District will provide transportation for desegregation transfer students where it is cost-effective to do so. In the interest of reducing transportation costs, the District cannot commit to providing transportation (o isolated areas or io cases that would cause buses to be under capacity. Early Childhood Educatioo/^our-Year Old Programs Early childhood education pro^ams are an important part of successful desegregation. Beginning the education of children in their early years can help prevent or ^eatly minimize achievement disparities between races. Programs designed to meet the needs of young children will be available in selected schools in the LRSD. School-based, tuition-free 4-year-oldprogramswilibe offered at Franklin, Washington, Isb, Rockefeller, Stephens and Garland. Applications for students who will be four-years-old, on or before Ota. 1,1990, wilt be accepted in the Student Assignment Office from May 1-May 18. Selection will be by lottery whenever the number of applicants exceeds the seals available, with preference to students who live within each school's attendance zones. These classes will reflect a SO/SO racial balance. Students selected will be notified by lune 1. Other early childhood educational opportunities that arc available include HIPPY (Home Instructional Program for lYeschool Youngsters) which recognizes the importance of working with parent and child and the Rockefeller Cooperative Early Childhood Education Ma^et School. (See Magnet Schools, Page 4) Majority-to-Minority Transfers (M-to-M) In Pulaski County, students whose race is in the majority in their home districts may transfer toadisirict where their race is in theminority. Currently, black students can transfer to the North Little Rock or Pulaski County Special School Districts from LRSD and white students may transfer into Uttle Rock schools, Parents interested in an M-to-M Transfer should contact the Student Assignment Office and complete an application. The ACT 609 transfer program also allows certain students who live outside Pulaski County to transfer to LRSD. Appeals to be heard by Committee BeginDing io 1990-91, a Student Assignment Appeals Committee will meet once a month to consider any appeals based on one of the following reasons: geographic isolation, racial isolation, m^ietd hardships or extenuating circumstances (as de^ed by the parent). June 1-Mail notiTication letters to 4-year-olds June 1-August 1-Summer Registration in Student Assignment Office August 27-First Day of Classes All new and returning students will register in August for the 1990-91 school year. Watch for notification of the dates. Maps for attendance zones for area schools available at all LRSD schools. For further information call 370*1604. Little Rock School District Slow. Markham Little Rock, AR 72201 Non profit Organization U. S. POSTAGE PAID Permit No. 2608 Little Rock, Arkansas * Washington Basic Skills/Math Science Magnet * Dunbar International Studies/Gifted \u0026amp; Talented Magnet * Central High International Studies Program * Rockefeller Cooperative Early Childhooci Education Demonstration Magnet * New magnets during the next nve years * Additional early child hood programs during the next five years * Desegregation Transfers * Majority-to-Minority Transfers * Sibling preference transfer to attendance zone school * Aerospace specialty program at Badgeft Elementary School Tbe Little Rock Sdiool CXsiria moves into the 1990s with an approved long-term desegregation plan designed to stabilize schools, strengthen educational programs, desegregate all Pulaski County schools and region broad-based parental and community support for public education. The District completed its revised desegregation plan on December 1,1989. After consultation whh parent advisory committees, Metropolitan Supervisor Eugene Reville presented the final plans for court approval January 2,1990. Students will be required to remain where they are now enrolled until (bey graduate from their present level. New students will be assigned to area schools based on attendance zones. The plan relics on voluntary transfers of students to achieve the desired desegregation of the Little Rock School District and provides a variety of options including Incentive Schools, Inter-districl Magnet Schools and Majority-to-Minority transfers. Little Rock School Board President James L. Skip Rutherford says The plan offers stability and predictability, two important concerns of parents in our community. Incoming 1990-91 kindergartners and students new to tbe LRSD will be assigned to an area school based on their home addresses. All students will have an oppor- (unity to complete an Optional Enrollment Request Form indicating their desires for assignment other than to the area school. Other hi^iligbts of ihcTri-District Desegregation Plan include a feeder pattern which mil tdlow parents to know in advance which schools their children will be attending and a return to a two-run bus system which will eliminate the late opening hours for junior highschools. New magnets opening in the fall of 1990 include Washington Basic Stalls/ Math and Science Magnet, Dunbar International Studies/ Gifted and Talented Magnet, Rockefeller Cooperative Early Childhood Education Demonstration Ma^et and Central High International Studies Magnet. Several other new magnet programs are proposed over the next five years, including a University Lab magnet at Bale Elementary and Southwest Junior High, an enrironmental sciencc/zoo magnet, an aerospace/technology junior high, a busincss/communications high school, a Montessori program at Garland and an aerospace specialty pro^am at Badgett Elementary. All school assignments arc subject (0 capacity and desegregation guidcUnes. In elementary schools the acceptaUe range is 50-75% black, in junior hi^ the range is 49.5-74% black and senior hi^ 42-, 63% black.Page 2 LRSD sets out registration guidelines, options for students attendance Pages Incentive schools provide unique opportunities for educational excellence Magnet Schools provide for special interests, choice of educational programs Page 4 AU students new to the Little Rock guidelines permit) and wiU be notified by School District for the 1990-91 school May 1. year should complete the pre-rcgist ration Ail new. rising and grandfathered process, March 5 (trough March 30, in students may request a school other than order to receive May t confirmations on the assigned school by completing the their school assignments. Optional EnroUment Request Form Children who will be S years old by (OERF) at the school or io the Student Oct. 1, 1990, and students (ransferring Assignment Office. Options available are\ninto (he Di :thePupil Incentive Schools, Interdistrict Magnets, Information Form (PIF) which may be High School Kindergartens and Major-obtained from the students' area school. ity-to-Minority Transfers (M to M). students for the 1990-91 school year between March 30 and June 1. Patents of new students will be required to provide immunization records at the students assigned school during the August registration period. Parents may prc-iegisteT children for the 4-ycar-old program from May 1- 18 in the Student Assignment Office. Parc Student selection for the options pared to show proof of students age and programs will be a lottery/raodom pro-verification of the home address. A ccr- cess. Students who fiU out the OERF by lifted birth certificate or visa/passport March30willbcnotiftedbyAprill6. Any may be used to verify age. To verify applicant who is noi chosen for immedi-address, parents should bring a current ate placement in an options program will utility stalcment, a salcs/purchase con- be placed on a waiting list for that protract, a lease agreement or a personal gram, property tax bill. Summer prc-r^stratioiwOl be held All newstudenlspre-regisieringby from June 1 to August 1 in the Student March 30 will be assigned to their area Assignment Office, 810 W. Markham, schools (as capacity and desegregation There will be no pre-regjstratioo for K-12 For more informa-tion about area school zones^ see maps located in all LRSD schools or call 370-1638 or 375-7828. Program Features Directory of Area Schools * Foreign Language Instruction An incentive school is an elementary school which offers enriched programs as well as its standard academic curriculum in order to ensure academic excellence in schools that have been difficult to desegregate. The incentive schools will offer rigorous, demanding, and challenging educational opportunities for all students. In order to provide such opportunities, the Incentive Schools will focus on the followinggoals: The mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas\nEncouraging learning, personal growth, positive self-esteem, and concern for other people and property, Helping students establish personal goals for achievement and success\nEnabling the schools to become learning and community centers for parenls and community organizations. Although the Incentive School Program will be based on the K-6 core curriculum currently in use in the Little Rock School District, the program will Sai2RHlS]i5Hfi!L5 CtninI 1500 Park. 02 3764751 J. A Fair 5201 David O. Dodd, 10 224-6609 Hall 6700 \"H\". 05 661-6900 McCkllan 9417 Geyer Springs, 09 565X1314 JUNIOR HIGH SCHOOLS Clonrdak 6300 Hinkson Rd,, 09 5654426 Forest Heights 5901 Evergreen, 05 663-3391 Henderson 401 Barraw Rd,. 05 225-3358 Mblk 10611 MstkMIe W Mabelvik. 72(03 455-2413 PulssM Helghls 401 N. Pine, 05 664-7073 Soulhmsl 3301 Btyanl,04 5654416 ELEMENTARV SCHOOLS BsdgMt 6900 Puan Road, 06 490-1582 Bak 650]W,32fld.04 565-6621 Basallne 3623 BaMline Rd,, 09 565-5589 Brady 7915 Markham, 225-1815 CkIcM IIKUChkni Road Mabelvak 72103 SS$-2SS4 Clonrdak Hinkson Rd,,i 565X1986 Dodd 6423 Sugecoaeh Rd..O4 45S-3110 Fair Parti 616 N. Hanison.OS 6660359 Fonsr Parii 16(N.Tyier,06 666-5415 Franklin 1701S. Harrison, 04 6660348 Fulbri^ 3( Pleasani Valley, 12 224-2350 Geyer Springs 5240 Mabelvile Pike, 09 5650184 jelferson 2600 N, McKinley, 07 663-9472 Mabkvak 9401 Mabehale Cut-off Mabelvak, 72103 455-2227 McDermoR 1200 Reseivoir Rd,. 07 225-6568 Mcadowelitr 25 Sheralon Dr., 09 5650324 Oller Creek 16000 Oller Creek Pkwy,, 09 455-3320 Pulaski Hetghls 319 N, Pine, 05 663-9469 RornJiw 3400 Romine Rd,, 04 225-8833 Terry 10800 Mera Lynn Dr, 11 225-1215 W*ke(kM 75 WenmiBtier, 09 568-3874 VValson 7000 Valley Dr., 09 565-1577 Weslcm HUU 4901 Western HilU, 04 565-2247 Wilson 4015 Sunn us Rd., 04 565-0924 Woodruff 3010 W. Tib, OS 663-4149 . use a modified instruclional approach. Aller school learning opportu- TheProgramwiilemphasizcmoreactive nities and homework centers studeniinvotvementbyusinginstniaiona] staffed by teachers * Computer literacy and computer programming instruction stratc^es such as student team learning, whole group instruction, activities to promote higher order thinking skills, and student education plans for all students. * Low pupil/teacher ratios * A permanent substitute teacher assigned to each school For more information about Incentive Schools, you may call a parent recruiter at 375- 7828 COMPUTER LITERACY AND PROGRAMMING INSTRUCTION The incentive schools will continue to use the computer laboratories within their present design and scope, but they will also offer computer-based instruction in elementary school reading, mathe-matics, social studies, science, and art. Beginning in the fourth grade, the incentive program will offer a nine-week session during the first grading period for students (o learn standard keyboarding practices, Basic programming instruction will be offered during the remainder of the school year. Studentswhodemon- Strate they have mastered basic programming will be eligible for advanced programming instruction. Magnet schools present new possibilities to students who wish to pursue specific interests. StudeiUs in the Lillie Rock, North Lillie Rock and Pulaski County Special School Districts may apply for admission to one of the 10 inlerdislrict magnet schools which are tuition-free. Transportmion will be provided for students who live more than two miles from the magnet schools they choose to attend. There is no specific tryout or pre-tequisite course required for entrance\nhowever, the student should demonstrate a genuine interest in the program selected. Booker Arts Magnet School (K-6) 2016 Barber, 06,376-3319 For students al Booker Arts Magnet School, the arts complement the regularacademic program. Performances and workshops relate art to lessons in reading, wrhing, grammar, spcDiog math, social studies and science. Carver Basic Skllls/Math-Science Magnet School (K-6) 2100 East Sixth, 02,374-3783 Carver featuresa program which encourages the development of higher order thinking skills. Specialized programs in math and science, as well as computer laboratory and Young Astro- Gariand 3615 W. 25th, 04 666-9436 Mitchell 2410 Battery, 06 375-6931 Rockefeller 700 E. 17th, 06 374-1226 offer creative activities on a weekly basis for each student. Gibbs Foreign Language/Intematlonal Studies Magnet School (K-6) 1115 W. 16lh, 02.372-0251 Git^s teaches students to function ina multicultural world. Traditional reading, writing, math, science and social studies lessons are enhanced by exposure to cultures of Europe, Asia, Australia, Af-rica, Sou(bAmericaandothers. Foreign language studies are incorporated into the students basic core curriculum. Ish 3001 Pulaski, 06 376-3629 Rightsell 911W. 19th, 06 374-7448 Stephens 3700 W. 18th, 04 663-8374 Rockefeller Cooperative Early Childhood Education Demonstration Magnet 700 E. 17th, 06,374-1226 The pre-school program al Rockefeller continues to be the only early childhood education program in the Coun^ providing continuity of education and childcare from early infancy through Graded. Washington Basic Skills/Matb and Science Magnet School (Pre-K-6) 115 W. 27th, 06,372-5474 Central High International Studies Magnet (10-12) 1500 Park, 02,376-4751 Central High will offer a limited magnet program by opening approxi-malely 175 seals for students interested in international studies. The program will Washington offers a highly siruc- be developed around a theme of interna-tured setting for students vtdio are moti- tional studies, capitalizing on the schools vated by competition which is fostered io academic, physical and social behavior and who are interested in math and science. Special features will include the Young Astronaut Program as well as labs in math, science and computers. Williams Basic Skills Magnet School (K-6) 7301 Evergreen, 07, 666-0346 Williams emphasizes structure, or-ganizaiion and discipline in teaching, extensive foreign language program. Parkview Arts/Science Magnet School (10-12) 2501 Barrow Road. 04.225-6440 Parkview provides expanded and specialized studies in the arts and sciences, in addition to the standard academic curriculum, The arts component is for students with interests and/or abilities io visual arts, (bcatre, dance and must A science magnet component was learning and behavior. Williams goal is addedfortenihgradestudcntsiolW.By to develop the hipest possible compe- 1991-92,300 of Parkviews 991 seats will tence io basic academic skills and con- be reserved for science magnet students cepCs through nurtunng of (he students who will pursue a curriculum which in-mental processes, fostering self-discipline dudes microbiology, Russian, Human and devcl^ing task commitment and self- Anatomy and more io Grades 10-12. motivation. Dunbar International Studies/ Gifted \u0026amp; Talented Magnet (7-9) 1100 Wright Ave., 06,375-5574 How to Apply Students may apply by completing an application form in their resident district. See page 2 for registration guide- Al Dunbar, intemalional studies will lines in LRSD, For further information be incorporated into everyday classes wih call 370-1604 or 375-7828. the inclusion of a seven-period day to allow the students the full benefit of the many new courses provided. Six foreign languages, Internationa] Studies, World Issues, the United Nations and Introduction to Cultures, and a soccer program will include the students in the world community, Gifted/Talented students need only to have been identified and recommended for placement in order toqualify. Mann Arts and Matb/Science Magnet School (7-9) 1000 E. Roosevelt, 06,372-3123 The Mann Magnet actually offers two magnet programs, an arts magnet and a math/sdence magnet, for students in Grades 7-9. Curriculum requirements are combined with extended opportunities in art, music, drama, dance, math and science. CARE provides before and after school care The CARE program is a nonprofit program of child care provided for elementary age students in the LRSD, The program operates before and after school days and all day on most school holidays, CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment, The program operates from 7 am, until school opens and from the close of school until 5:30 pjn. (6 pm. at Incentive Schools) and is located in elementary schools where there are a mininum of 15 participants, Pages Page 6 Superintendent Dr. Ruth Steele sees bright future for LRSD Dear Parents, ThlsspeclallssueofFOCUS gives opportunities that are available to your tui7 with excellent schools for all chll- t you detailed in- child, formationabout \u0026lt; dren or whether we arc forced to retreat, Once again we have an opportu- perhaps permanently, into the backwa- the desegrega- nity-perhaps our last~lo Implemeiit a ters of educational mediocrity. (Ion plan that we student assignment plan and a program I am proud of what we have accom* expect to Imple- of studies that meet Constitutional re- pUshed so far and conndeot that to- mentnextscbool quirements. year, i encour- 1 believe the Federal Court will em* getber we will do what Is right for our children. We can doit If we commit our- age you to read bract this plan-yourplan-and that the selves to the task and support each other It, make a note of community will unite to make It work. In our efforts to attain once and for all any questions We still: MARCH 1990 APRIL 1990 I _ J _ , ---------- ---------------many challenges, but end- the goal of quality, desegregated educa- I Dr. RMfc siwh I that come to Ing the litigation Is au important first mind, and call steptosolviogtheproblemsourDistricI our Information line at 370-1604 to get has faced for more than three and a half tlon in our public schools. L I answers to your questions. I hope you will keep this Issue of decades. What we accomplish as a commu- FOCUS for future reference. Klslmpor- nity within the next few months will de- lant for you to know about the various tennine vriiether we enter the 21st ceu- r I I Jlittle School ^littici Edition: Student Assignments Volume 11, No. 1 Highlights * Attendance zones for area schools March, 1990 MAY 1990 Other Dates to Remember * Feeder System * Incentive Schools Desegregation transfers provide added options Desegregation transfers for secondary students will be granted during a limited period once each year. The desegregation transfer period will be from May 7-May 18,1990. Students may transfer to another school as long as the reassignment allows botbibesendingaodtfacreceivingschools to comply with desegregation requirements and as long as a scat is available. Students may take two desegregation transfers at each organizational level (elementary, junior, senior high school). The purpose of the second desegregation transfer is to allow students to return to their previous school assignment. Elementary students may transfer to an incentive school only if su^ a transfer enhances desegregation both at the sending and the receiving schools. Desegregation transfers will also apply to Bale, Franklin, Wilson and Woo^ufi. The Little Rock School District will provide transportation for desegregation transfer students where it is cost-effeezive Early Childhood Educatiori/^our-Year Old Programs Early childhood education programs are an important part of successful desegregation. Beginning the education of children io their early years can help prevent or greatly minimize achievement disparities between races. Programs designed to meet the needs of young children will be available in selected spools io the LRSD. School-based, tuition-free 4-year-oldprograras5rill be ofiered at Franklin, Washington, Ish, Rockefeller, Stephens and Garland. Applications for students who will be four-years-old, on or before Oct. 1,1990, will be accepted in the Student Assignment Office from May 1-May 18. Selection mil be by lottery whenever (he number of applicants exceeds the seats available, with preference to students who live within each schools attendance zones. These classes will reflect a SO/SO racial balance. Students selcded will be notified by June I. Other early childhood educational opportunities that are available include HIPPY (Home Instructional Program for Preschool Youngsters) which recognizes the importance of working with parent and child and the Rockefeller Cooperative Early Childhood Education Magnet School. (See Magnei .Srhiytk, Page 4) Majority-to^inority Transfers (M-to-M) In Pulaski County, students whose race is in the majority in their home districts may transfer to a district where their race is in the minority. Currently, black students can transfer to the North Little Rock or Pulaski County Special School Districts from LRSD and wlute students may transfer into Little Rock schools. Parents interested io an M-to-M Transfer should contact the Student Assignment Office and complete an application. The ACT 609 transfer program also allows certmn students who live outside Pulaski County to transfer to LRSD. todoso.inthe interest of reducing trans- Appedls to be heard by Committee portation costs, the District cannot com- mil to providing transportation to isolated areas or in cases that would cause buses to be under capacity. Bc^nning in 1990-91, a Student Assignment Appeals Committee will meet once a month to consider any appeals based on one of (he following reasons: geographic isolation, racial isolation, medical hardships or extenuating circumstances (as defined by the parent). June 1-Mail notification letters to 4*year-old$ June l*August l-Summer Registration in Student Assignment Office August 27\u0026gt;First Day of Classes All new and returning students will register in August for the 1990*91 school year. Watch for notification of the dates. Maps for attendance zones for area schools available at all LRSD schools. For further information call 370-1604. Uttle Rock School District SIOW. Markham Uttle Rock. AR 72201 Non profit Organization U. S. POSTAGE PAID Permit No. 2608 Little Rock, Arkansas * Washington Basic Skills/Math Science Magnet * Dunbar International Studies/Gifted \u0026amp; Talented Magnet * Central High International Studies Program * Rockefeller Cooperative Early Childhood Education Demonstration Magnet * New ma^ets during the next nve years * Additional early child hood programs during the next five years * Desegregation Transfers * M^ority-to-Minority Transfers * Sibling preference transfer to attendance zone school * Aerospace specialty oadgett Elementary School program at Promises st3b\u0026lt;(ilvanrfqua/v desegnaqatetJ education Tri-District Desegregation Plan The Little Rock School Kstrkt moves tunity to complete an Optional Enroll- in(o the 199O's with an approved long-term men! Request Form indicating their de- desegregation plan designed to stabilize sires for assi^unent other than to (he schools, $(rengthen educadonal programs, area school. desegregate all Pulaski County schoolsand Other hi^ilights of thoTri-District regain broad-based parental and conunu- Desegregation Plan include a feeder pai- nity support for public education. tern which mil allow parents to know in The District completed its revised advance which schools their children will desegregation plan on December 1.1989. beattendingandareiurntoatwo-runbus Aller consultaticn vdth parent adrisexy com- system which will eliminate (he late open- miuees, Metropolitan Supervisor Eugene ing hours for junior high schools. Rerille presented the final plans for court approval January 2,1990. New magnets opening in the fall of 1990 include Washington Basic Skills/ Students will be required to remain Math and Science Magnet, Dunbar In- wherc they are now enrolled until they lernationalStudies/CiftedandTalentcd graduate from (heir present level. New Magnet, Rockefeller Cooperative Early students will be assigned to area schools Childhood Education Demonsiraiion based on attendance zones. The plan relies on voluntary trans- Studies Ma^et. fers of students to achieve (he desired de- Magnet and Central High International Sevcral other new magnet pro- segregation of the Little Rock School Dis- grams are proposed over (he next five trict and provides a variety of options io- years, including a University Lab magnet eluding Incentive Schools, Inter-district aiBaleElementaryandSouthwc^Junior Magnet Schools and Majority-to-Minority High, transfers. environmental sdcncc/zoo magnet, an aerospacc/tccbnolo^ junior Little Rock School Board President high, a business/communications high James L. Skip Rutherford says \"The school, a Montessori program at Gar- plan offers stability and predictability, two land and an aerospace specially program important concerns of parents m our com- al Badgelt Elementary. munity. All school assignments are subject Incoming 1990-91 kindergartners and to capacity and desegregation guidelines, students new to the LRSD will be assigned In elementary sebods the acceptable range to an area school based on their home is 50-75% black, in junior high the range addresses. AUstudenlswillhaveanoppor- is 49.5-74% black and senior high, 42- 63% black.Page 2 LRSD sets out registration guidelines, options for students attendance Page 3 Page 4 All ^udenls new to the Uttle Rock guidelines permit) and will be notified School District for the 1990-91 school May I. year should complete the pie-regLStration All new, rising and grandfathered process, March 5 throng March 30, in students may request a school (Hher than order to receive May 1 confirmations on the assigned school by completing the their school assignments. Optional Enrollment Request Form Children who will be 5ycars old by (OERF) at the school or in the Student Oct. 1, 1990, and students transferring Assignment Office. Options available are: into the District should complete the Pupil Incentive Schcxils, Interdistrict Magnets, Information Form (PIF) which may be High School Kindergartens and Major-obtained from the students' area school. ity-lo-Minority Transfers (M to M). students for the 1990-91 school year between March 30 and June 1. Parents of new students will be required to provide immunization records at the students asrigned school during the Au^I rcgislration period. Parents may pre-regjster children for the 4-year-oId program from May 1- 18 in the Student Assignment Office. Parents/Guardians must be pre- Student selection for the options pared to show proof of students age and programs will be a loitery/random pro-verification of the home address. A cer- ccss. Students who fill out the OERF by tified birth certificate or visa/passport March30wil]benolifiedbyAprill6. Any may be used to verify age. To verify applicant who is not chosen for immedi-address, parents should bring a current ate placement in an options pro^am will utility statement, a sates/purchase con- be placed on a waiting list for that protract, a lease agreement or a personal gram. property tax bill. Summcrpre-re^ratioowillbchcld All new students pre-re^cringby from June 1 to August 1 in the Student March 30 will be assigned to their area Assignment Office, 810 W. Markham, schools (as capacity and desegregation TheiewiUbenopre-rcgistrationforK-12 For more information about area school zones, see maps located in all LRSD schools or call 370-1638 or 375-7828. Directory of Area Schools Incentive schools provide unique opportunities for educational excellence An incentive school is an elementary school which offers enridied pro-pams as weU as its standard academic curriculum in order to ensure academic excellence in schools that have been difficult to desegregate. The incentive schools will offer rigorous, demanding, and challenging educational opportunities forall students. In order to provide such opportunities, the Incentive Schools will focus on the fol- Program Features lowing goals: The mastery of a core curriculum of and sound ideas\nEncoura^g learning, personal growth, positive self-esteem, and ccmcein for other people and property\nHelping students e^lish personal goals for achievement and success\nEnabling the schools to become learning and community centers for parents and community organizations. Although the Incentive School Program will be based on the K-6 core Magnet Schools provide for special interests, choice of educational programs SENIOR HIGH SCHOOLS CcniTU] 1500 Puik, 02 376-1751 J. A. Fair 5201 Davis O. Dodd, 10 224-6609 Hall 6700 \"H\", 05 661-6900 McCkliBB 9417 Geyer Spring 09 565-0314 jmQBHISHSCHQOlS Cloverdale 6300 Hinkson Rd.. 09 565-8426 Fores! Helghls 5901 BveigrEen,Q5 663-3391 Hendersou 401 Barrow Rd., 05 225-3358 Msbelvnle lOSlt Msbelvale W., Mabetvsk, 72103 455-2413 Pubski Heights 401N. Pine. 05 664-7073 Soulhwesr 3301 BiynRl.a4 565-4416 ELEMENTARY SCHOOI,S Badgett 6900 Pecan Road. 06 490-1582 Bak 6501 W. 32nd. 04 565-6621 Baseline 3623 Baseline Rd..09 565-5589 Brady 7915 Markham. 05 225-1815 ChicM lllOOdikol Rod MabeMle 72103 568-2554 Clovef4ak 6500 Hinkson R\u0026lt;).,09 565-0986 Dodd 6423 Siageconch Rd.,04 455-3110 Fair Park 616 N. Hanison, 05 666-0359 ForosI Park 1600 N. lyter, 06 666-5415 Franklin 1701S. Harrison, 04 666-0348 Fulbright 300 Peasant Valley. 12 224-2350 Geyer Springs 5240 Mebelvale Pike, 09 S65-01M 2500 N. McKinley. 07 463-9472 Mablevale 9401 Mabehnie Cui-\u0026lt;Xr Mebelvale. 72103 455-2227 McDcnMin 1200 Reservoir Rd., 07 225-6566 Meadowelltr 25 Sheralon Dr., 09 565-0324 Oder Creek 16000 Oder Creek Pkwy., 09 455-3320 Pulaski Helghls 319 N. Pine, 05 663-9469 Remine 3400 Romuie Rd., W 225-8833 Terry 10800 Man Lynn Dr., II 225-1215 Wakelleld 75 Wcalminster, 09 568-3874 Watson 7000 Valky Dr., 09 565-1577 Western HUts 4901 Western Hills, 04 565-2247 Wltson 4015 Sunnus Rd., 04 565-0924 Woodruff 30I0W. 7lh, 05 663-4149  Foreign Language Instmctlon  He UMe Rock School District, the pro^am will use a modified instructional approach.  After school learning opportu- The Program will emphasize more active nities and homework centers student involvement using insiruaional staffed by teachers * Computer literacy and computer programming instruction strategies such as student team learning, whole group instruction, activities to promote higher order thinking skills, and student education plans for all students. * Low pupil/teacher ratios * Apennanent substitute teacher assigned to each school For more information about Incentive Schools, you may call a parent recruiter at 37^ 7828 COMPUTER LITERACY AND PROGRAMMING INSTRUCTION The incentive schools will continue to use the computer laboratories within their present design and scope, but they vrill also offer computer-based instruction in element ary sdioolreading, mathematics, soda] studies, sdcnce, and art. Beginning in the fourth grade, the incentive program will offer a nine-week session during the first grading period for students to learn standard keyboarding practices. Basic programming iostnic-lion will bcoffcred during the remainder of the school year. Students who demon- ^ate they have mastered basic programming mil be eligible for advanced programming instruction. Garland 3615 W. 25th, 04 666-9436 Mitchell 2410 Battery, 06 375-6931 Rockefeller 700 E. 17th, 06 374-1226 Magnet schools present new posri-bilities to students who vrish Io pursue specific interests. Students in the Little Rock, North Uttle Rock and Pulaski County Special School Districts may apply for admission to one of the 10 interdistrict magnet schools which are tuition-free. Transportation will be provided for students who live more than two miles from the magnet schools they choose to attend. There is no specific tryout or pre-requirite course required for entrance\nhowever, the student should demonstrate a genuine interest in the program selected. Booker Arts Magnet School (K-6) 2016 Barber, 06,376-3319 For students at Booker Arts Magnet School, the arts complement the regu-br academic program. Performances and workshops rebte art to lessons in reading, writing grammar, spelling math, social studies and science. Carver Basic Skllls/Math-Science Magnet School (K-6) 2100 East Sixth, 02,374-3783 Carverfeaturesa program which encourages the development of higher order thinking skills. Specialized programs in math and sdence, as well as computer laboratory and Young Astronaut classes,reinforcc academicskillsand offer creative activities on a weekly basis for each student. Gibbs Foreign Language/lnlemational Studies Magnet Schoo) (K^) 1115 W. 16th, 02,372-0251 Gibbs teaches students to function inamuhiculturalworld.Traditional reading, writing, math, sdence and socialslud-ies lessons are enhanced by exposure to cultures of Europe. Asia, Australia, Africa, South America and others. Foreign language studies are incorporated into the students basic core curriculum. Rockefeller continues tobe the only early diildhood education pro^am in the CounQ providing contiiuji^ of education and childcare from early infancy through Grade 6. Washington Basic Skllls/Math Central High International Studies Magnet (10-12) 15(X) Park, 02,376-4751 CcnDal Hi^ will offer a limited magnet program by opening approxi-and Science Magnet School (Pre*K4) mately 175 seats for students interestedin 115 W. 27th, 06,372-5474 inlemational studies. The program mil Washington offers a highly slruc- be developed around a theme of interna-tured setting for students who are moti- tional studies, capitalizing on the schools vated by competition which is fostered io extensive foreign language program. academic, physical and social behavior and who are interested in math and sci-ence. Special features will include the Young Astronaut Program as well as labs in math, science and computers. Williams Basic Skills Magnet School (K4) 7301 Evergreen, 07, 666-0346 Williams emphasizes structure, organization and discipline in teaching. Parkview Ai^/Sclence Magnet School (10-12) 2501 Barrow Road. 04.225-6440 Parkview provides expanded and specialized studies in the arts and sa-eoces, in addition to the standard academic curriculum. The arts component is for students with interests and/or abili- 6es io visual arts, theatre, dance and music A sdence magnet component was learning and behavior. Williams goal is addedfortentbgradestudentsiol989.By to develop the highest possible compe- 1991-92,300 of Parkviews 991 seats will tence in basic academic skills and con- be reserved for science magnet students cepts through nurturing of the students who will pursue a curriculum which in-mental processes, fostering self-discipline eludes microbiology, Russian, Human and developii^ task conunilment and self- Anatomy and more in Grades. 10-12. motivation. Dunbar Inleraational Studies/ Gifted \u0026amp; Talented Magnet (7-9) 1100 Wright Ave., 06,375-5574 How to Apply Students may apply completing an application form in their resident district. See page 2 for re^lration guide- At Dunbar, international studies will Unes in LRSD. For further information be incorporated into everyday classes whh call 370-1604 or 375-7828. the inclusion of a seven-period day to allow the students the full benefit of the many new courses provided. Six foreign languages, World Ish 3001 Pulaski, 06 376-3629 Rightsell 911W. 19th, 06 374-7448 Stephens 3700 W. 18th, 04 663-8374 Rockefeller Cooperative Early Childhood Education Demonstration Magnet 700 E. 17th, 06,374-1226 The pre-school program at Issues, the United Nations and Introduction to Cultures, and a soccer program will include the students in the world community. Gifted/Talented students need only to have been identified and recommended for placement in order to qualify. Mann Arts and Malfa/Sclence Magnet School (7-9) 1000 E. Roosevelt, 06,372-3123 The Mann Magnet actually offers two magnet programs, an arts magnet and a math/sdence magnet, for students in Grades 7-9. Curriculum requirements are combined with extended opportunities in art, music, drama,dance, math and CARE provides before and after school care The CARE program is a nonprofit program of child care provided for elementary age students io the LRSD, The program operates before and after school days and all day on most school holidays. CARE provides a structured program of creative actirilies and recreation in a nurturing and familiar environment. The pro^am op-ertdes from 7 am. until sdiool opens and from the close of school until 53) pm. (6 pm. at Incentive Sdiools) and is located io elementary schools where there are a mininum of 15 participants. Page S Page 6 Superintendent Dr. Ruth Steele sees bright future for LRSD Dear Parents, MARCH 1990 APRIL 1990 TbisspcclallssueoTPOCUS gives you detailed Information about the desegregation plan thatwe expect to Implement next school year. I encour* opportunities that are available to your child. Once again we have an opportu- nlty-pcrhaps our last-to Implement a student assignment plan and a program of studies that meet Constitutional requirements. I believe the Federal Court will em- age you to read brace this plan-your plan-and that the it, make a note of community will unite to make it work. I Dr. Ruth Siwte I any questions that come to mind, and call We still ' many challenges, but end* our Information line at 370-1604 to get answers to your questions. 1 hope you will keep this Issue of FOCUSforfuture reference. It Is Important for you to know about the various ing the litigation Is an Important first step to solving the problems our District has faced for more than three and a half decades. What we accomplish as a community within tbe next few months will determine whether we enter the 21st cen- tuiy with excellent schools for all children or whether we are forced to retreat, perhaps permanently. Into the backwa- lam proud of what we have accomplished so far and confident that together we will do what Is right for our children. We can do It if we commit ourselves to the task and support each other in our efforts to attain once and tor all tbe goal of quality, desegregated education in our public schools. I i I 1 t MAY 1990 Other Dates to Remember Jlittbi fiock Sckool Special Edition: Student Assignments Volume 11, No. 1 Highlights * Attendance zones for area schools * Feeder System * Incentive Schools March, 1990 Promises stability and quality desegregated education Tri-District Desegregation Plan Desegregation transfers provide added options Desegregation transfers for secondary students will be granted during a limited period once each year, The desegregation transfer period will be from May 7.May 18,1990. Students may transfer to another school as long as the reassignment allows both the sending and the receiving schools to comply with desegregation requirements and as long as a seal is available. Students may take Iwo desegregation transfers at each organizational level (elementary, junior, senior high school). The purpose of the second desey egation transfer is to allow students to return to their previous school assignment, Elementary students may transfer to an incentive school only if such a transfer enhances desegregation both al the sending and tbe receiving schools. Desegregation transfers will also apply Io Bale, Franklin, Wilson and Woodruff. The Little Rock School District will provide Iransportalion for desegregation transfer students where it is cost-effective to do so. In the interest of reducing transportation costs, the District cannot commit to providing transportation to isolated areas or io cases that would cause buses to be under capacity. Early Childhood Education/Pour-Year Old Programs Early childhood education programs are an important part of successful desegregation. Beginning the education of children in their early years can help prevent or greatly minimize achievement disparities between races. Programs designed Io meet the needs of young children will be available io selected schools in the LRSD. School-based, tuition-free 4-year-old programs will be offered at Franklin, Washington, Ish, Rockefeller, Stephens and Garland. Applications for students who will be four-years-old, on or before Oct. 1,1990, will be accepted in ibeStudent Assignment Office from May 1-May 18. Selection will be by lottery whenever the number of applicants exceeds the seats available, with preference to students who live within each schools attendance zones. These classes will reflect a 50/50 racial balance. Students selected will be notified by June 1. Other early childhood educational opportunities that are available include HIPPY (Home Instructional Program for Preschool Youngsters) which recognizes the importance of working with parent and child and the Rockefeller Cooperative June l*Mail notification letters to 4-year-olds June 1-August 1-Summer Registration in Student Assignment Office August 27-First Day of Classes * Washington Basic Skills/Math Science Magnet u. All new and returning students will register in August for the 1990*91 school year. Watch for notification of the dates. * Dunbar International Studies/Gifted \u0026amp; Talented Magnet * Central High International Studies Program * Rockefeller Cooperative Early Childhood Education Demonstration Magnet Early Ch School. (See Magnet Schools, Page 4) Majority-to-Minority Transfers (M-to-M) In Pulaski County, students whose race is in the majority in their home districts may transfer to a district where their race is io the minority. Currently, black students can transfer to the North Uttle Rock or Pulaski County Special School Districts from LRSD and white siudents may transfer into Little Rock schools. Parents interested in an M-to-M Transfer should contact the Student Assignment Office and complete an application. The ACT 609 transfer program also allows certain students who live outside Pulaski County to transfer to LRSD. Appeals to be heard by Committee Beginning in 1990-91, a Student Assignment Appeals Committee will meet once a month Io consider any appeals based on one of the following reasons: geographic isolation, racial isolation, medical hardships or extenuating drcumstances (as de fined by the parent). Maps for attendance zones for area schools available at all LRSD schools. For further information call 370-1604. * New magnets during the next five years Uttle Rock School District Slow. Markham Uttle Rock, AR 72201 Non profit Organization U.S. POSTAGE PAID Permit No. 2608 Uttle Rock, Arkansas * Additional early child hood f----------1_. ____programs during the next nve years * Desegregation Transfers * Mgjority-to-Minority Transfers * Sibiiim preference transfer to attendance zone school * Aerospace specialty program at Badgett Elementary School Ihe Little Rock School Kstria moves into the 1990s with an approved long-term desegregation plan designed to stabilize schools, strengthen educational programs, desegregate all Pulaski County schools and regain broad-based parental and community support for public education. The District completed its revised desegregation plan on December 1,1989. After consultatkn with parent advisory committees, Metropolitan Supervisor Eugene Reville presented the final plans for court approval January 2,1990. Students will be required to remain where they are now enrolled until they graduate from their present level. New students will be assigned to area schools based on attendance zones. The plan relies on voluntary transfers of Students to achieve the desired desegregation of the Little Rock School District and provides a variety of options including Incentive Schools, Inter-district Maguet Schools and Majority-to-Minority transfers. Uttle Rock School Board President James L. \"Skip Rutherford says The plan offers stability and predictability, two important concerns of parents in our community. Incoming 1990-91 kindergartners and siudents new to the LRSD will be assigned to an area school based on their home addresses. All students wiU have an oppor- tiinity to complete an Optional Enrollment Request Form indicating their desires for assignment other than to the area school. Other highlights of theTri-Di^ct Desegregation Plan include a feeder pattern which will allow parents to know in advance vriiich schools their children will be at tending and a return to a two-run bus system which will eliminate tbe late opening hours for junior high schools. New magnets opening in tbe fall of 1990 include Washington Basic Skills/ Math and Science Magnet, Dunbar International Studies/ Gifted and Talented Magnet, Rockefeller Cooperative Early Childhood Education Demonstration Magnet and Central High Inlcmational Studies Magnet. Several other new magnet programs are proposed over the next five years, including a University Lab magnet at Bale Elementary and Southwest Junior High, an environmental sciencc/zoo magnet, anaerospace/technologyjunior hi^ a imunicalioDS high school, a Montessori program at Garland and an aerospace specialty program at Badgett Elementary. All school assignments are subject to capacity and desegregation guidelines. In elemonsary schools the acceptable range is S0-7S% black, in Junior high the range is 49.5-74% black and senior high, 42- 63% black.Page 2 LRSD sets out registration guidelines, options for students attendance All students new to the Little Rock School District for the 1990-91 school year should complete the pre-registration process, March 5 through March 30, in order to receive May 1 confirmations on their school assignments. Children who will be 5 years old by Oct. 1, 1990, and students transferring inlo the District should complete the Pupil Information Form (PIF) which may be detained from the students' area school, Parents/Guardians must be prepared to show proof of students age and verification of the home address. A certified birth certificate or visa/passport may be used to verily age. To verify address, parents should bring a current utility statement, a sales/purchase contract, a lease agreement or a personal property tax bill All new students pre-re^stering by March 30 will be assigned to their area schools (as capacity and desegregation SENIOR HIGH SCHOOLS Ccnlrul 1500 Park, 02 376-4751 J. A. Fair 520! David O. Dodd. 10 224-6609 Hall 6700 \"H-. 05 661-6900 McClellan 9417 Geyer Springs. 09 56547314 JUNIOR HIGH SCHOOLS Cloverdale 6300 Hinkson Rd.. 09 565-8426 Foresi Helghls 5901 Evergreen, 05 663-3391 Henderson 40IBamnvRd-a5 225-3358 Mabetvale 10811 Mabetvale W., Mabetvale, 72103 455-2413 Pulaski Heights SOIN. Pine, 05 664-7073 Sdulhwesl 3301 Bryant. 04 565-4416 El JtMENTARY .SCHOOLS Badgett 6900 Pecan Road, 06 490-1582 Bale 6501 W. 32nd. 04 565-6621 Baseline 3623 Baseline Rd.. 09 565-5589 Brady 7915 Markham, 05 225-1815 guidelines permit) and will be notified by All new, rising and grandfathered students may request a school other than the assigned school by completing the Optional Enrollment Request Form (OERF) at the school or in the Student Assignment Office. Options availaUe are: Incentive Schools, Interdistrict Magnets, High School Kindergartens and Majority- to-Minority Transfers (M to M). Student selection for the options programs will be a lottery/random process. Students who fill out the OERF by March 30 will be notified by April 16. Any applicant who is not chosen for immediate placement in an options program will be placed on a waiting list for that program. Summer pre-regislration will be held from June 1 to August 1 in the Student Assignment Office, 810 W. Markham. There will be no pre-rc^stration for K-12 Directory of Area Schools ChkM moo Chicot Road Mabetvale 72103 568-2554 Chive rdalc 6500 Hinkson Rd.,09 56541986 Dodd 6423 Stagecoach Rd.04 455-3110 Fair Park 616 N. Harrison, 05 6660359 Forest Park 1600 N.iytef,06 666-5415 Franklin 1701S. Harrison, 04 666-0348 Futb right 300 Pleasant Valley, 12 224-2350 Geyer Springs 5240 Mabetvale Pike, 09 565-0184 2600 N. McKinley. 07 663-9472 MablevaU 9401 Mabetvale Cut-off Mabetvale, 72103 455-2227 MeDemott 1200 Reseivcic Rd.,07 225-6568 Mcndotvellff 25 Sberatofi Dr., 09 565-0324 Otter Creek 16000 Oller Creek Pkwy.. 09 455-3320 Pulaski HeigUs 319 N. Pine, 05 663-9469 students for the 1990-91 school year between March 30 and June 1. Parents of new students will be required to provide immunization records at the students' assigned school during the August registration period. Parents may pre-re^tcr children for the 4-year-old program from May 1- 18 in the Student Assignment Office. For more information about area school zones, see maps located in all LRSD schools or call 370-1638 or 375-7828. Romine 3400 Romine Rd., 04 225-8833 Teny 10800 Man Lynn Dr., Il 225-1215 Wake ne Id 75 Westminster, 09 568-3874 Walson 7000 Valley Dr., 09 565-1577 Western Hills 4901 Westen Hills, 04 565-2247 WUaoB 4015 Slannus Rd., 04 565-0924 Woodruff 3010 W. 71k, 05 663-4149 Page 3 Incentive schools provide unique opportunities for educational excellence Magnet Schools provide for special interests, choice of educational programs Program Features * Foreign Language Instruction * After school learning opportunities and homework centers staffed by teachers * Computer literacy and computer programming instruction * Low pupil/teacher ratios * A permanent substitute teacher assigned to each school Garland 3615 W. 25th, 04 666-9436 Ish 3001 Pulaski, 06 376-3629 An incentive school is an elementary school which offers enriched programs as well as its standard academic curriculum in order to ensure academic excellence in schools that have been difli-cull to desegregate. The incentive schools will offer rigorous, demanding, and challcngicg educational opportunities for all students. In order to provide such opportunities, the Incentive Schools will focus on the fol-lovriog goals: 'The mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas\nEncouraging learning, personal growth, positive self-esteem, and tonccra for othtf people and property\nHelping students establish personal goals for achievement and success\nEnabling the schools to become learning and community centers for parents and community organizations. Although the Incentive School Program mil be based on the K-6 core curriculum currently in use in the Little Rock School District, the program will use a modified instructional approach. The Program will emphasize more active student invofvement by using instruaional strategies such as student team learning, whole group instruction, activities to promote higher order thinking skills, and student education plans for all students. For more information about Incentive Schools, you may call a parent recruiter at 375- 7828 Mitchell 2410 Battery, 06 375-6931 Rightsell 911 W. 19th, 06 374-7448 COMPUTER LITERACY AND PROGRAMMING INSTRUCTION The incentive schools will coctinue Io use the computer laboratories within their present design and scope, but they will also offer computer-based instruction in elcmeniaiy school reading, mathematics, social studies, science, and art. Beginning in the fourth grade, the incentive program will offer a nine-week session during the first grading period for students to learn standard keyboarding practices. Basic programming instruction will be offered during the remainder oftheschoolyear. Students who demonstrate they have mastered basic programming will be cli^blc for advanced programming instruction. Rockefeller 700 E. 17th, 06 374-1226 Stephens 3700 W. 18th, 04 663-8374 Magnet schools present new possi-biliiies to students who wish to pursue specific interests. Students in the Little Rock, North Little Rock and Pulaski County Special School Districts may apply for admission to one of the 10 interdistrict magnet schools which are tuition-free. Transportation will be provided for students who live more than two miles from the magnet schools they choose to attend. There is no specific tryout or prerequisite course required for entrance\nhowever, the student should demonstrate a genuine interest in the program selected. Booker Arts Magnet School (K-6) 2016 Barber. 06,376-3319 For students at Booker Arts Magnet School, the arts complement the regular academic program. Performances and workshops relate art to lessons in reading, svriting grammar, spelling math, soda! studies and science, Carver Basic Skllls/Malb-Sclence Magnet School (K-6) 2100 East Sixth, 02,374-3783 Carver featuresa program which encourages the development of higher order thinking skills. Specialized programs in math and science, as well as computer laboratory and Young Astronaut classes, reinforce academicskillsand offer creative activities on a weekly basis for each student. Gibbs Foreign Language/Intematlonal Studies Magnet School (K-6) 1115 W. 16th, 02,372-0251 Gibbs teaches students to function in a multicultural world, Traditional reading writing math, science and social studies lessons are enhanced by exposure to cultures of Europe, Asia, Australia, Africa, South America and others. Foreign language studies are incorporated into the students basic core curriculum. Rockefeller Cooperative Early Childhood Education Demonstration Magnet 700 E. 17th, 06,374-1226 The pre-school program at Rockefeller continues to be the only early diildhood education program in the County providing continuity of education and childcare from early infancy through Grade 6. Washington Basic Skitls/Math and Science Magnet School (Pre-R-6) 115 W. 27th, 06,372-5474 Washington offers a highly structured setting for students who are motivated by competition which is fostered io academic, physical and social behavior and who are interested in math and science. Special features will include the Young Astronaut Program as well as labs io math, science and computers. Williams Basic Skills Magnet School (K-6) 7301 Evergreen, 07, 666-0346 Williams emphasizes structure, organization and discipline io teaching learning and behavior. Williams goal is to develop the highest possible competence in baric academic skills and concepts through nurturing of the student's mental processes, fostering self-discipline and developing cask commitment and self-motivation. Dunbar International Studies/ Gifted Sc Talented Magnet (7-9) 1100 Wright Ave., 06,375-5574 At Dunbar, international studies will be incorporated inlo everyday classes with the inclusion of a seven-period day to allow the students the full benefit of the many new courses provided. Six foreign languages. International Studies, World Issues, the United Nations and Introduction to Cultures, and a soccer program will include the students in the world community, Gifted/Talcnled students need only to have been identified and recommended for placement in order loqualify. Mann Arts and Matb/Science Magnet School (7-9) 1000 E. Roosevelt, 06,372-3123 The Mann Magnet actually offers two magnet programs, an arts magnet anda math/scicnce magnet, for students in Grades 7-9. Curriculum requirements are combined with extended opportunities in art, music, dram a, dance, math and science. Page 4 Central High International Studies Magnet (10-12) 1500 Park, 02,376-4751 Central High will offer a limited magnet program by opening approximately 175 seats for students interested in international studies. The program will be developed around a theme of international studies, capitalizing on (he school's eflenrive foreign language program. Parkview Arts/Science Magnet School (10-12) 2501 Barrow Road, 04,225-6440 Parkview provides cj^anded and specialized studies in the arts and sciences, in addition to the standard academic curriculum. The arts component is for students with interests and/or abilities in visual arts, tbcaffe, dance and muac A science magnet component was added for tenth grade students in 1989. By 1991-92,300 of Parkviews 991 seats will be reserved for science magnet students who will pursue a curriculum which includes microbiology, Rusrian, Human Anatomy and more in Grades 10-12. How to Apply Students may apply by completing an application form in their resident district. See page 2 for registration guidelines in LRSD. For further information caU 370-1604 or 375-7828. CARE provides before and afterschool care The CARE program is a nonprofit program of child care provided for elementary age students in the LRSD. The program operates before and after school days and all day on most school holidays. CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment, The program operates ftcan 7 ajn. until school t^ns and from the dose of school until 5 JO pjD. (6 pm. at Incentive Schods) and is located in elementary schools where there are a mininum of 15 participants. Page 5 Page 6 Superintendent Dr. Ruth Steele sees bright future for LRSD Dear Parents, TfalsspKlallssueofFOCUS gives opporiuoitles that are available to your tury with excellent schools for all chU- MARCH 1990 APRIL 1990 you detailed io- child, formation about ( dren or wbetber we are forced to retreat. Once again we have an opportu- perhaps permanently. Into tbe backwa- the desegrega* nity-perfaaps our last-to Implement a ters of educational mediocrity. tiOD plan that m student assignment plan and a program I am proud ofwfaat we have accom- expect to imple* ot studies t^t meet Constitutional re- pllsbed so far and cooHdent that to- ^!tlie f?oek School ^istvet Special Edition: Student Assignments mentnextscbool quirements. year. I encour- getber we will do what Is right for our 1 believe the Federal Court will em- children. We can do it if we commit our- age you to read brace this plan-yourplan-and that the selvestotbetaskandsupporteacbolher it.makeanoteof community will unite to make it work. in our efforts to attain once and for all Volume 11, No. 1 March, 1990 any questions We still have many challenges, but end- tbe goal of quall^, desegr^ted educa- I Dr. Raia Swte | that come to Ing the litigation is an important first tlon in our public schools. mind, and call steptosolvingtheproblems ourDistrict our information line at 370-1604 to get has faced for more than three and a half answers to your questions. I hope you will keep this Issue of decades. What we accomplish as a commn- FOCUSforfuturereference. Itlsimpor- nlty within the next few months will de- tant for you to know about the various termine whether we enter tbe 21st cen- MAY 1990 Other Dates to Remember Highlfghts * Attendance zones for area schools * Feeder System * Incentive Schools Desegregation transfers provide added options Desegregation transfers for secondary students will be granted during a limited period once each year. The desegregation transfer period will be from May 7-May 18,1990. Students may transfer to another school as long as the reassignment allows both thesending and ihereceiving schools to comply with desegregation requirements and as long as a seal is avail^le. Students may take two desegregation transfers at each organizational level (elementary, junior, senior high school). Tbe purpose of the second desegregation transfer is to allow students to return to Elementary students may transfer to an incentive school only if such a transfer enhances desegregation both al the sending and the receiving schools. Desegregation transfers will also apply Io Bale, Franklin, Wilson and Woodruff. The Little Rock School District will proride transportation for dese^'egaiion transfer students where it is cost-effective Early Childhood Education/^our-Year Old Programs Early childhood education pro^ams are an important part of successful desegregation. Beginning the education of children in their early years can help prevent or neatly minimize achievement disparities between races. Programs designed to meet the needs of young children will be available in selected schools io the LRSD. Scboot-based,luition-frcc4-year-old programs vdllbe offered at Franklin, Washington, Ish, Rockefeller, Stephens and Garland. Applications for students who will be four-ycars-old, on or before Oct. 1,1990, will be accepted in the Student Assignment Office from May 1-May 18. Selection will be by lottery whenever tbe number of applicants exceeds the setds available, with preference to students who live within eadi schools attendance zones. These classes will reflect a SO/SO racial balance. Students selected mil be notified by June 1. Other early childhood educational opportunities that are available include HIPPY (Home Instructional Program for Preschool Youngsters) which recognizes the importance of working with parent and child and the Rockefeller Cooperative Early Childhood Education Magnet School. (See Magnet Schools, Page 4) Majority-to^inority Transfers (M-to-M) In Pulaski County, students whose race is in the majority in their home districts may transfer to a district where their race is io the minority. Currently, black students can transfer to the North Little Rock or Pulaski County Special School Districts from LRSD and white sludentsmay transfer into Little Rock schools. Parents interested in an M-to-M Transfer should contact the Student Assignment Office and complete an application. The ACT 609 transfer program also allows certain students who live outside Pulaski County to transfer to LRSD. todow. In the interest of reducing trans- Appeals to be heard by Committee portatiOQ costs, the District cannot com- mil to providing transportation Io isolated areas or io cases that would cause buses to be under capacity. Beginning in 1990-91, a Student Assignment Appeals Committee will meet once a month to consider any appeals based on one of the following reasons: geographic isolation, radal isolation, medical hardships or extenuating circumstances (as dcfuied by tbe parent). June 1-Mail notmcatlon letters to 4-year-olds June 1-August 1-Summer Registration in Student Assignment Office August 27-First Day of Classes All new and returning students will register in August for the 1990-91 school year. Watch for notirication of the dates. Maps for attendance zones for area schools available at all LRSD schools. For further information call 370-1604. Uttle Rock School District SIOW. Markham Uttle Rock, AR 72201 Non profit Organization U.S. POSTAGE PAID Permit No. 2608 Little Rock, Arkansas * Washington Basic Skills/Math Science Magnet * Dunbar International Studies/Gifted \u0026amp; Talented Magnet * Central High International Studies Program * Rockefeller Cooperative Early Childhood Education Demonstration Magnet * New magnets during the next five years * Additional early child hood f----------* ____programs during the next nve years * Desegregation Transfers * Majority-to-Minority Transfers * Siblii^ preference transfer to attendance zone school * Aerospace sp^ecialty program at Badgett Elementary School Promises stability and quality desegregated education Tri-District Desegregation Plan The Little Rock School Distria moves lunity to complete an Optional Enroll-, into tbe 199Os with an approved long-term ment Request Form indicating their de- desegrcgalion plan designed to stabilize sires for assignment other than to the schools, strengthen educational programs, area school. desegregateall Pulaski County schools and Other highlights of iheTri-Oisirict regain broad-based parental and commu- Desegregation Plan include a feeder pat- nity support for public education. tern which will allow parents to know in The District completed its revised advance which schools their children will desegregation plan on December 1,19S9. beattendingandarcturntoa two-run bus After consullaikm with parent advisory com- system which will eliminate the late open- millees. Metropolitan Supervisor Eugene iog hours for junior high schools. Rcrille presented the fmal plans for court approval January 2,1990. New magnets opening in the fall of 1990 include Washington Basic Skills/ Studenls will be required Io remain Math and Science Magnet, Dunbar In- where they are now enrolled until they ternational Studies/Gifted and Talented graduate from their present level. New Magnet, Rockefeller Cooperative Early students will be assi^d co area schools Childhood Education Demonstration based on attendance zones. The plan relies on voluntary trans- Studies Magnet. fers of students to achieve the desired deMagnet and Central Hi^ International Several other new magnet pro- segregMion of the Little Rock School Dis- grams are proposed over the next five trict and provides a variety of options in- years, including a Univerrity Lab magnet eluding Incentive Schools, Inter-district atBaleElemeniaryandSouthwcstJuoior Magnet Schools and MaJority-to-Minority High, an environmental sdeoce/zoo transfers. magnet, an aerospace/technology junior Uttle Rock School Board President high, a buslncss/communications high James L. Skip Rutherford says The school, a Montessori program at Gar- plan offers stability and predictability, two land and an aerospace specialty program important concerns of parents in our com- at Badgett Elementary. munity. AU school assignments arc sutjcci Incoming 1990-91 kindergartners and to capacity and desegregation guidelines, students new to tbe LRSD will be assigned In elementary schools (be acceptable range to an area school based on their home is S0-7S% black, in junior high the range addresses. All students will have an oppor- is 49.5-74% black and senior high, 42- 63% black.Pagel LRSD sets out registration guidelines, options for students attendance All students new to the Little Rock School District for the 1990-91 school year should complete the pre-regjstration process, March 5 throu^ March 30, in order to receive May I confirmations on their school assignments. Children who will be 5 years old by Oct. 1, 1990, and students transferring into the District should oonplcte the Pupil Information Form (PIF) which may be obtained from the students area school. Parents/Guardians must be prepared to show proof of students age and verification of the home address. A certified birth certificate or visa/passport may be used to verify age. To verify address, parents should bring a current utility statement, a sales/purchase contract, a lease agreement or a personal property tax bill. All newstudentspre-re^teringby March 30 will be assigned to their area schools (as caparily and desegregation SENIOR HICH SCHOOLS Cantnl 1500 Park, 02 376-47$ I J. A. Fair $201 David O. Dodd, 10 224-6609 Hall 6700 \"H\", 0$ 661-6900 McCkllan 9117 Gayar Springs, 09 $65-0314 JUNIOR HIGH SCHOOLS CkvMdak 6300 Hinkson Rd., 09 $6$-8426 Farasl Helals $901 Eveigncfl, 0$ 663-3391 Henderson 401 Banow Rd., 0$ 225-3358 MatMl.aJc lOetlMabcMIeW., MabeMle, 72103 455-2413 PubsU Heights 401N. Pine. OS 664-7073 Southweit 330IBiyani.M S6S-4416 6900 Peein Road, 06 490-l$82 Bak 6501W. 32iid. 04 $65-6621 Baseline 3623 Baseline Rd., 09 $65-5589 Brady 7915 Markham, 0$ 225-1815 ELEMEOTAKY SCHOOLS FiirPaA guidelines permit) and will be notified by May 1. All new, rising and grandfathered students may request a school other than (he asrigned school by completing the Optional Enrollment Request Form (OERF) at the school or in the Student Assignment Office. Options available are: Incentive Schools, Interdiscrict Magnets, High School Kindergartens and Major-ity- to-Minority Transfers (M to M). Student selection for the options programs will be a lottery/random process. Students who fill out the OERF by March30willbe notified by April 16. Any applicant who is not chosen for immediate placement in an options pro^am will be placed on a waiting list for that program. Summer pre-registration will be held from June 1 to August 1 in the Student Assignment Office, 810 W. Markham, There wit] be no pre-registraiion for K-12 Directory of Area Schools Chkot ItlOO Chicot Road Mabelvile 721(0 568-2554 Cloverdale 6500 Hinkson Rd..O9 $65-0986 Dodd 6423 Stagecoach Rd.,M 455-3110 616 N. Harrison, OS 6660359 Forest Park 1600 N. Tyler, 06 666-5415 FnnMin 1701 $. Harrison, 04 66643348 Fuibrighi 300 Pleasant Valley. 12 224-2350 Geyr Springs 5240 Mibelvale Pike, 09 $65-0184 2600 N. McKinley, 07 663-9472 Mibievik 9401 Mabelvile Cul-oft Mabelvile, 72103 455-2227 McDerewIt 1200 Reservwr Rd., 07 22$-6S6S Meadeweliir 2$ Sheiiion Dr., 09 $65-0324 Otter Creak 16000 Oller Creek Mwy., 09 435-3320 PttlasU Heights 319 N. Pine, OS 663-9469 students for the 1990-91 school year between March 30 and June 1. Parents of new students will be reejuired to provide immunization records al the students assigjied school during the August registration period. Parents may pre-register children for the 4-year-oId program from May 1- 18 in the Student Assignment Office. For more information about area school zones, see maps located in all LRSD schools or call 370-1638 or 375-7828. Remine 3400 Romioe Rd., 04 225.8833 Teny 10800 Man Lynn Dr., 11 225-121$ WakefkM 7$ Westfflinsler. 09 $68-3874 Watson 7000 Valley Dr., 09 $6$-l$7? Western Hills 4901 Weaiem Hills, 04 $6$-2247 Wilson 401$ Siannua Rd., 04 S6$-0924 Woodruff 3OIOW.7ih,OS 6634149 Pages Incentive schools provide unique opportunities for educational excellence Magnet Schools provide for special interests, choice of educational programs Program Features * Foreign Language Instruction * After school learning opportunities and homework centers staffed by teachers * Computer literacy and computer programming instruction * Low pupil/teacher ratios * A permanent substitute teacher assigned to each school Garlatid 3615 W. 25th, 04 666-9436 Ish 3001 Pulaski, 06 376-3629 An incentive school is an elementary school which offers enriched programs as well as its standard academic curriculum in order to ensure academic excellence in schools that have been difficult to desegregate. The incentive schools will offer rigorous. demanding, and challenging educational opportunities for all students. In order to provide such opportunities, the Incentive Schools will focus on the followinggoals: The mastery of a core curriculum of worthwhile knowledge, important skills, and sound ideas\nEncouraging learning, personal growth, positive self-esteem, and concern for other people and property. for achievement and success\n'Enabling the schools to become learning and community centers for parents and community organizations. Although the Incentive School Program will be based on the K-6 core curriculum currently in use in the Uttic Rock School District, the program will use a modified instructional approach. The Program will emphasize more active student involvement touring instructional strate^es such as student team learning, ubole group instruction, activities to promote higher order thinking skills, and student education plans for all students. For more information about Incentive Schools, you may call a parent recruiter at 37S- 7828 Mitchell 2410 Battery, 06 375-6931 Rightsell 911W. 19th, 06 374-7448 COMPUTER LITERACY AND PROGRAMMING INSTRUCTION The incentive schools will continue to use the computer laboratories within their present design and scope, but they will also offer computer-based instruction in elementary school reading, mathematics, social studies, science, and art. Be^nning in the fourth grade, the incentive program will offer a nine-week session during the first grading period for students to learn standard keyboarding practices. Basic programming instruction will be offered during the remainder ofthe school year. Studentswhodemon-strate they have mastered basic program, ming will be eligible for advanced programming inyruction. Rockefeller 700 E. 17th, 06 374-1226 Stephens 3700 W. 18th, 04 663-8374 Magnet schools present new possibilities to students who wish to pursue specific interests. Students in the Uttle Rock, North Little Rock and Pulaski County Spedal School Districts may apply for admission to one of the 10 inier^lrict magnet schools which arc tuition-free. Transportation will be prorided for students who live more than two miles from the magnet schools they choose to attend. There is no spedfic tryout or prerequisite course required for entrance\nhowever, the student should demonstrate a genuine interest in the program selected. Booker Arts Magnet School (K-6) 2016 Barber, 06,376-3319 For students Booker Arts Magnet School, the arts complement the regular academic program. Performances and workshops relate art to lessons in reading, writing, grammar, spelling math, social studies and science. Carver Basic Skllls/Math-Science Magnet School (K4) 2100 East Sixth, 02,374-3783 Carver featuresa program which encourages the development of higher order thinking skills. Specialized programs in math and science, as well as computer laboratory and Young Astronaut classes,reinforce academicskills and offer creative activities on a weekly baris for each student. Gibbs Foreign Language/lntemational Studies Magnet School (K-6) 1115 W. 16th, 02,372-0251 Gibbs teaches students to function in a multicultural world. Traditional read-ing, writing, math, science andsocial studies lessons are enhanced by exposure to cultures of Europe, Aria, Australia, Africa, South America and others. Foreign language studies are incorporated into the students basic core curriculum. Rockefeller Cooperative Early Childhood Education Demonstration Magnet 700 E. 17th, 06,374-1226 The pre-school program at Rockefeller continues to be the only early childhood education program in (he County providing continuity of education and childcare from early infancy through Grade 6. Washington Basic Skllls/Matb and Science Magnet School (Pre-K^ 115 W. 27th, 06.372-5474 Washington offers a highly structured setting for students who are motivated by competition which is fostered in academic, physical and social behavior and who are interested in math and science. Special features will include the Young Astronaut Program as well as labs in math, science and computers. Williams Basic Skills Ma^et School (K^ 7301 Evergreen, 07, 666-0346 Williams emphasizes structure, organization and discipline in teaching, learning and behavior. Williams goal is to develop the highest possible competence in baric academic skills and concepts through nurturing of the students mental processes, fostering self-discipline and developing (ask commiUnent and self-mo( iva(ion. Dunbar International Studies/ Gifted \u0026amp; Talented Magnet (7-9) 1100 Wright Ave., 06,375-5574 Al Dunbar, international studies will be incorporated into evmyday classes wkh the inclusion of a seven-period day to allow the students the full benefit of the many new courses provided. Six foreign languages, International Studies, World Issues, (he United Nations and Introduction to Cultures, and a soccer program will include the students in the world community. Gifled/Talcnled studetUs need only to have been identified and recommended for placement in order to qualify. Mann Arts and Math/Sclence Magnet School (7-9) 1000 E. Roosevelt, 06,372-3123 The Mano Magnet actually offers two magnet programs, an arts magnet anda math/sdence magnet, for students in Grades 7-9. Curriculum requirements are combined mih extended opportunities in art, music, drama, dance, math and science. Page 4 Central High Intemalional Studies Magnet (10-12) 1500 Park, 02,376-4751 Central High will offer a limited magnet program by opening approximately 175 seats for students interested in international studies. The program will be developed around a theme of iolema-tional studies, capitalizing on the schools extensive foreign language program. Parkview Arts/Science Magnet School (10*12) 2501 Banow Road, 04,225-6440 Parkview provides expanded and specialized studies in the arts and sd-ences, in addition to the standard academic curriculum. The arts component is for students with interests and/or abilities in visual arts, theatre, dance aixl muac. A science magnet compooeot was added for tenthgradesiudcntsio 1989. By 1991-92,300 of Parkviews 991 seats will be reserved for sdeoce magnet students who will pursue a cuniculum which indudes microbiology, Russian, Human Anatomy and more io Grades 10-12. Howto Apply Studeots may apply by completing ao application form in their resident district. See page 2 for re^tration guidelines in LRSD. For further information call 370-1604 or 375-7828. CARE provides before and after school care The CARE program is a nonprofit program of child care pro-ihded for elementary age students in the LRSD. The program operates before and after school days and all day on most school holidays. CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment. The program operates from 7 am. until school Chiens and from the close of school until 5:30 pan. (6 pm. at Incentive Schools) and is locacedin elementary schools where there are a mininum of 15 parlicipants, Volume 12, No. 1 Higfiligfits Area Schools____ 2 Directory of Area Schools_____3 Tell Us What You Need 3 LITTLE ROCK SCHOOL DISTRICT FOCUS R New Student Registration _ 4 Interdistrict Transfers^- 4 Incentive Schools__5 Directory of Incentive Schools_ 5 Childcare 5 Magnet Schools__ 6 Desegregation Transfers_ 6 Directory of Maynet Schools__ 7 Superintendent's Note_________ 7 Early Childhood Education 7 Calendar February 1991 Match Interests With Options In Little Rock School District when you prepare to make important decisions about your child's educational future, look here in the Little Rock School District. There is a world rich in diversity and options to satisfy every individual and educational need. You won't find cookie cutter, \"one size fits all programs in this district. Instead, there is a full menu of program options waiting to be matched with the dreams of every student and parent who enter our doors. 8 1 agj And new opporunities for more options are on the way. We want to help you make good consumer decisions about our schools. Don't let the diverse mix of options overwhelm or confuse you. Sift through the materials presented here. Then just remember, we're waiting for your call to offer individual service. In the LRSD, it's a partnership from the beginning. As a first step in your selection process, why not ask yourself these questions or consider these suggestions:  Does my child have any special interests? Is there a school available to match my child's learning style?  Ask questions about the programs behind the labels, wade through the education jargon until you're satisfied that what your child needs is what that program covers.  Attend the open houses planned in the next couple of weeks at the schools.  Look at all the programs before you make a decision.  Try to get in a visit at the school during class hours so you can see kids in their classrooms. Pay attention to what kind of work the teacher has You won't find I cookie cutter, \"one size fits all programs in w/ tfiis district. them doing. Do you see evi- [ dence of children learning how to learn as well as what to learn? (Note: give the principal's office k a call in advance. That way, ' you can match schedules and get the most out of the time you spend there.)  Consider any special talents your child has developed. What stimulates his or her interests. Is a quiet atmosphere or group setting preferred?  Talk to other parents. Learn what ISee Match, page 2) Diverse Choices Put You In Command Your key to success in the Little Rock School District is options. Here is a summary of the options awaiting you in the Little Rock School District. Look them over in detail elsewhere in this newsletter and then follow the step-by-step registration guide on page 4. If you have any questions along the way, contact the Student Assignment Office, 324-2272.  Area schools: This is square one for you in the options offered your child in our District. Each student in the LRSD is assigned to an area school based on his or her address. The elementary school zones are paired through a \"feeder\" pattern so you will know where your child will attend school at the upper organizational levels- junior high school and senior high school.  Incentive schools: Beginning this fall, there will be seven incentive schools in the LRSD. They offer enriched programs geared to boost educational achievement and receive double funding compared to other elementary schools. There are attendance zones for incentive schools which will tell you which one you are eligible to attend. Voluntary transfers are available for students who wish to attend an incentive school. These transfers are subject to capacity. (See Diverse Choices, page 4) 3Mi Area Schools Offer Strong Curriculum J The area school option represents the number one choice for most parents in the Little Rock School District. Eighty percent of the Districts 25,600 students attend an area school. The core of the area school program is a comprehensive course of study which provides all students with the fundamental skills necessary to function as productive members of society. For elementary students, this means a strong classroom- based program in basic skills, as well as essential skill development necessary for problem solving and critical thinking. The elementary program focuses on instruction in reading, language arts, mathematics, social studies and science. SZSI HHKIIll HHflI Ml M ! JWI Mil 71 r f HI H  * I II , 1 ' ti . JI T/ie core of the area school program is a comprehensive course of study which provides all students with the fundamental shills necessary to function as productive members of society. Additional enrichment opportunities available at every area elementary school include:  A 28-station computer lab which each student visits at least twice a week.  Music instruction conducted by a certified music teacher once a week.  Physical education program with activities for appropriate development at each age.  Gifted and talented education program for identified students in grades 3-6.  A certified counselor whose program focuses on life skills such as decision making, conflict resolution and positive self-esteem.  Program for Accelerated Learning (PAL) labs staffed by certified reading and math specialists which provide one-on-one and small group instruction to students with remedial needs. In the junior high schools, the focus on basic skills and decision making is expanded within a broader range of subjects. These include art, band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, reading, science, social studies and vocal music. Extra-curricular athletic opportunities include basketball, football, golf, tennis, track, volleyball and, in some schools, baseball and soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges, emphasizing critical thinking, teamwork, leadership and high expectations for personal achievement. The schools provide a significant array of academic programs, from advance placement courses in science, mathematics and liberal arts to vocational technical education courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies. Elective courses span a wide variety of subjects. Match (Continued from page 1) they have to say about their children's experiences. Remember, however, that each child has different needs.  Among the issues that are important to ask everyone about are homework, teacher style, competition, expectations for achievement and program extras (music, art, computers, extended- day activities, field trips).  For older students, ask about elective courses, extracurricular activities and sports.  Find out about disciplinary expectations. How is behavior managed? Are rules consistent and clear? You should now have your own idea about what makes a good school. Compare your findings with any information or brochures offered by the schools. After youve gone through this inventory and any other concerns you may have raised, make a comparison between the schools and your child and decide which makes the best match. We're excited about our opportunity to touch the future. Getting a chance to work with your child is our privilege. 0^2 FOCUS/February 1991 AREA SCHOOLS DIRECTORY Senior High Schools Central 1500 Park st., 72202 324-2300 I J.A. Fair 5201 David O. Dodd Rd., 72210 228-3100 Hall 6700 H St.. 72205 671-6200 McClellan 9417 Geyer Springs Rd., 72209 570-4100 lunior High Schools Cloverdale 6300 Hinkson Rd.. 72209 570-4085 Forest Heights 5901 Evergreen Rd., 72205 671-6390 Henderson 401 Barrow Rd., 72205 228-3050 School hours: Senior and junior high - 8:50 am to 3:30 pm Elementary - Sam to 2:35 pm Mabelvale 10811 Mabelvale West Rd. Mabelvale 72103 455-7400 Pulaski Heights 401 N. Pine St., 72205 671-6250 Southwest 3301 Bryant St., 72204 570-4070 Elementary Schools Badgett 6900 Pecan Rd.. 72206 324-2475 Bale 6501 W. 32nd St., 72204 570-4050 Baseline 3623 Baseline Rd., 72209 570-4150 Brady 7915 Markham St., 72205 228-3065 Chicot 11100 Chicot Rd . Mabelvale 72103 570-4062 Cloverdale 6500 Hinkson Rd., 72209 570-4055 Dodd 6423 Stagecoach Rd.. 72204 455-7430 Fair Park 616 N. Harrison St.. 72205 671-6260 Forest Park 1600 N. Tyler St, 72206 671-6267 Fulbright 300 Pleasant Valley Dr.. 72212 228-3080 Geyer Springs 5240 Mabelvale Pike, 72209 570-4160 lefferson 2600 N. McKinley St.. 72207 671-6281 Mabelvale 9401 Mabelvale Cut-off Mabelvale 72103 455-7420 McDermott 1200 Reservoir Rd.. 72207 228-3072 Meadowcliff 25 Sheraton Dr,. 72209 570-4165 Otter Creek 16000 Otter Creek Rd.. 72209 455-7440 Pulaski Heights 319 N. Pine St. 72205 671-6290 Terry 10800 Mara Lynn Dr.. 72211 228-3093 Wakefield 75 Westminster. 72209 570-4190 Watson 7000 Valley Dr.. 72209 570-4195 Western Hills 4901 Western Hills, 72204 570-4175 Wilson 4015 Stannus Rd., 72204 570-4180 Woodruff 30low. 7th St., 72205 671-6270 Tell Us What You Need Your opinions and ideas on how we can improve service to students and parents in our District are very important to us. Please take a moment and fill in the information below and drop it in the mail to us care of Communications Department, LRSD, 810 W. Markham, Little Rock 72201. We want to make sure the information you need is the information you get. Thank you. 1 found information in this newsletter helpful and wish to receive future updates on the Little Rock School District. ____Yes No There is other information I need at this time to assist me with my decisions about public education in the Little Rock School District. ____Yes ____ No (If \"yes\", please list topics here):__________________________________________________________________________ Currently, I receive most of the information about the Little Rock School District from (please list in the order in which you receive information, beginning with 1)\n__ My child __ My family __ My neighbors __ Co-workers, business associates __ Newspapers __ Television __ Radio __ Public meetings __ School district newsletters __ My child's school __ Teacher __ Principal __ PTA __ Other parents __ Other (please specify) I would PREFER to receive information about the Little Rock School District from (please list in the order in which you would prefer to receive information, beginning with I)\n__ My child __ My family __ My neighbors __ Co-workers, business associates __ Newspapers __ Television __ Radio __ Public meetings __ School district newsletters __ My childs school __ Teacher __ Principal __ PTA __ Other parents __ Other (please specify) I would gladly volunteer to be a spokesperson on behalf of the District among my neighbors or business associates. ___ Yes ____No. I would like additional copies of information about the District to distribute to my friends, neighbors or at my business location. __ Yes ___ No. Additional Comments:. Name:. Address:. Telephone: FOCUS/February 1991 3 New Students And Kindergarteners should PRE-Register February 26 - March 8 A11 students new to the Little Rock School District for the 1991-92 School Choices include area schools, incentive schools, magnet schools, and interdistrict schools. If you have any questions, call the Student Assignment Office at 324-2272 T/ic next preregistration opportunity will be April 9 - |Me 1. school year or children who will be five years old by October 1, 1991, should complete the pre-registration process February 26 to March 8 to receive a confirmed assignment by April 8. Here's what you must do: I. Obtain a Pupil Information Form from your area school. If you arent sure which area zone you live in, come by the Student Assignment Office at 501 Sherman Street to look at maps of the District or call 324- 2272 and tell them your address. The office is open from 8:30 a m. to 5 p.m. Monday through Friday. 2. Parents or guardians must bring proof of the student's age AND verification of home address. A certified birth certificate, visa or passport will work. Also, to verify your address, bring a current utility statement, a sales/purchase contract, lease agreement or personal property tax bill, it is very important that we have the correct home address for your child. Throughout the school year, we will use your home address to mail important information to you. If you move during the school year, notify your assigned school immediately. 3. A new student, a student rising from the sixth or ninth grades and grandfathered students may request another school. Options are incentive schools, high school kindergartens, interdistrict magnets and majority-to-minority transfers (they'll probably say \"M-to-M\".) To do this. fill out a form called the Optional Enrollment Request Form at the school. Any applicant not chosen for immediate placement will be placed on a waiting list. 4. Sibling preference will be granted for students to their attendance zone school in order to attend school with a sibling who is enrolled in that school. Sibling preference does not apply to Magnet Schools. During the 1991-92 school year, a student will be allowed to make a sibling preference transfer to a non-attendance zone school if the student has a sibling who is enrolled at that school. Sibling preference transfers are subject to desegregation requirements and capacity. Children in the four-year-old programs may remain at that school for kindergarten. Parents who applied fora four-year-old seat but were denied admission should go to their attendance zone school to pre-register for kindergarten or an optional enrollment. The next pre-registration opportunity will be April 9 to lune 7. J. Act 609 Interdistrict Transfers Act 609 provides the option for a student to attend school in a district other than that in which he or she lives, subject to certain restrictions. Because the Little Rock, North Little Rock and Pulaski County school districts operate under court-ordered desegregation plans, black students have the opportunity to transfer to a district outside Pulaski County, while white students from outside Pulaski County may transfer to the Little Rock School District as long as seats are available. Forms are available in the LRSD Student Assignment Office, 501 Sherman Street. The host district may transport from its boundary line to the assigned school. For further information, contact a LRSD parent recruiter at 324-2272. Diverse Choices (Continued from page I)  Magnet schools: At these schools, there is a thematic curriculum on which all courses focus. Enrollment is open countywide. There are 10 interdistrict magnets.  Interdistrict schools: For 1991-92, Romine Elementary will be an interdistrict school operated by the LRSD as a means of achieving voluntary integration. It will have a thematic focus which parents will determine this spring. It is open to students in the three districts. In addition, there are options for early childhood programs, desegregation transfers, majority to minority transfers and Act 609 transfers for students who live outside Pulaski County. f V 1 I 4 FOCUS / February 1991 I Incentive Schools Emphasize Science, Language, And Individualized Learning Our seven incentive schools for 1991-92 offer bright beeginnings for bright beginners with these ffeeaattuurrees which distinguish them from area schools:  Computer literacy and computer programming instruction is an opportunity to use the tools shaping the future. Children learn computer-based instruction in reading, mathematics, social studies, science and art. Beginning in the fourth grade, this includes a nine-week session on standard keyboarding practices. Students who achieve basic programming requirements are eligible for advanced instruction.  Extended day, week and year learning opportunities enhance the traditional school environment through free after-school and Saturday experiences.  Foreign language instruction prepares children with skills suited for a global perspective.  A permanent substitute teacher is assigned as a part of the learning team, offering stability and uniformity for instruction.  Additional instructional aides help as needed in the classroom.  Priority is given to learning skills with which to make decisions, solve problems and think creatively.  A tailor-made learning plan is developed to match each student's learning style, interests and needs.  Four-year-old programs offer an early start to help children learn to learn. The incentive school program is based on the K-6 core curriculum but uses a modified instructional approach that emphasizes more activity and involvement by the student. This includes team learning and whole group instruction. The goal for incentive schools is to promote and ensure academic excellence in schools that have been difficult to desegregate. Incentives schools receive double financial resources toward this end. Before And After School Child Care The CARE program is a non-profit program of child care offered to elementary age students in the LRSD. The program operates before and after school and all day on most school holidays. CARE provides a structured program of creative activities and recreation in a nurturing and familiar environment. The program operates from 7 a.m. until school opens and from the close of school until 5:30 p.m. (6 p.m. at incentive schools) and is located in elementary schools where there is a minimum of 15 participants. INCENTIVE SCHOOL DIRECTORY Franklin 1701 S. Harrison St.. 72204 671-6380 Garland 3615 W. 25th St.. 72204 671-6275 Ish 3001 Pulaski St.. 72206 324-2410 Mitchell 2410 Battery St.. 72206 324-2415 To apply, complete an optional enrollment reguesi form at your attendance zone school. i. Rightsell 911 W. 19th St.. 72206 324-2430 Rockefeller 700 E. 17th St.. 72206 324-2385 Stephens 3700 W. 18th St., 72204 671-6350 tSJUchflvoUoll fhlUouUrlsJ., 8 aUmfrl ltUo 2:35 fp/mifl Vx i. M-to-M Transfers Another Option To apply, complete an M-M transfer application al the LRSD Student Assignment Office, 501 Sherman St. Another option has been dubbed the majority to minority transfer. In Pulaski County, students whose race is in the majority in their home district may transfer to a district where their race is in the minority. Currently, black students can transfer to the North Little Rock or Pulaski County districts from LRSD and white students can transfer into Little Rock schools. Schools in the Pulaski County School District offer special programs such as the extended day program at Baker Elementary, building trades at Sylvan Hills High School, Air Force ROTC at lacksonville High School and a health program at Oak Grove junior and senior high schools. Transportation is provided by the sending school district. For details, contact the Student Assignment Office, 324-2272. FOCUS / February 1991 5 Magnet Schools Draw Students Who Have Specific Interests Magnet schools present exciting possibilities for students who wish to pursue specific interests. Students in the Little Rock, Pulaski County or North Little Rock school districts may apply for admission to one of the 10 interdistrict magnet schools. All are tuition-free. Transportation will be provided for students who live more than two miles from the magnet school they attend. There is no tryout or pre-requisite course required for entrance\nhowever, a student should demonstrate a genuine interest in the program elected. The magnet schools and their programs are: Booker Arts (K-6)- Arts complement regular academic program\nperformances and workshops relate art to lessons in reading, writing, grammar, spelling, math, social studies and science. Carver Basic Skills/Matb-Science (K-6)- Program encourages development of higher order thinking skills with specialized programs in math and science, as well as computer laboratory and Young Astronaut classes to reinforce academic skills and creative activities. abbs Foreign Language/lntemational (K-6)- Foreign language studies incorporated into basic curriculum, plus exposure to cultures of other continents. Rockefeller Cooperative Early Cbildbood Education Demonstration Magnet (six weeks-age 3)- Only pre-school program in the county providing continuity of education and child care from early infancy through grade 6. Washington Basic Skilb/Matk and Science (Pre-K through 6)- Highly structured program to motivate through competition fostered in academic, physical and social behavior. Features Young Astronaut program, plus labs in math, science and computers. Williams Basic Skills (K-6)- Emphasizes structure, organization and discipline in teaching, learning and behavior. Goal is highest possible competence in basic academic skills and concepts through nurturing student's mental processes, fostering self-discipline and developing task commitment and self-motivation. Dunbar International Studies/Gifted \u0026amp; Talented (7-9)- International studies incorporated into daily classes with a seven-period day\nsix foreign languages, international 6 FOCUS/February 1991 studies, world issues and soccer program included. Dunbar students who wish to participate in the G/T program must be identified and recommended for placement. Mann Arts and Matb/Science (7-9)- Two magnet programs, arts program and a math/science program. Curriculum requirements are combined with extended opportunities in art, music, drama, dance, math and science. Central High International Studies (10-12)- Limited magnet program of 175 seats developed around international theme\ncapitalizes on school's extensive foreign language program. Parkview Arts/Science (10-12)- Expanded and specialized studies in arts and sciences, in addition to standard academic curriculum. Arts component includes visual arts, theatre, dance and music\nscience component includes microbiology, Russian, human anatomy. To apply, complete an optional enrollment request form at your attendance zone school (LRSD) or a magnet application from your home district (NLRSD or PCSSD). Apply For Desegregation Tranfers April 8-19 Desegregation application forms will be available in tbe Student Assignment Office, 501 Sberman, during this period. Students will be informed by letter of tbe results of tbeir reguests. Desegregation transfers for secondary students will be granted during a limited period once each year. This year that time frame is April 8- April 19. Students may transfer to another area school as long as the reassignment allows the sending and the receiving school to comply with desegregation requirements and as long as a seat is available. Students may take two desegregation transfers at each organizational level (elementary, junior and senior high school). The purpose of the second desegregation transfer is to allow students to return to their previous school assignment. The District will provide transportation for desegregation transfer students where it is cost effective to do so. In the interest of reducing transportation costs, the District cannot commit to providing transportation to isolated areas or in cases that would cause buses to be under capacity. Desegregation transfers also will be granted to elementary schools that are difficult to desegregate. Desegregation transfers cannot be made to magnet schools. III1 MAGNET SCHOOL DIRECTORY Booker Arts Magnet 2016 Barber St., 72206 324-2482 Carver Basic Skills/ Math-Science Magnet 2100 East Sixth St., 72202 324-2460 Gibbs Foreign Language/ International Studies Magnet I 115 West 16th St., 72202 324-2490 Rockefeller Early Childhood Magnet 700 E. 17th St., 72206 324-2385 Washington Basic Skills/ Math \u0026amp; Science Magnet 115W. 27th St., 72206 324-2470 Williams Basic Skills Magnet 7301 Evergreen St., 72207 671-6363 Dunbar International Studies/ Gifted \u0026amp; Talented Magnet I 100 Wright Ave., 72206 324-2440 Mann Arts and Math/ Science Magnet 1000 E. Roosevelt Rd., 72206 324-2450 Central High International Studies 1500 Park St., 72202 324-2300 Parkview Arts/Science Magnet 2501 Barrow Rd.. 72204 228-3000 School hours: 8 am to 2:35 pm. except Dunbar and Mann which are 8:50 am to 3:40 pm. and Parkview which are 8:45 am (0 3:40 pm. A note from the Superintendent-. I hope you find the information presented here useful to you as you decide which school in the Little Rock School District will best meet your child's educational needs next year and in the years ahead. In my opinion, we now offer your child the best package of educational opportunities ever presented in the Little Rock School District. And I'm happy to tell you that that they continue to improve daily. A long-running court case dealing with various aspects of the District has recently been settled\npatrons agreed to a millage increase last spring that will solidify our financial base\nand a recent review of our District, in the form of a curriculum audit, has given us the necessary objective view of how we can best proceed to set our goals toward truly world class educational challenges for our students. I look forward to having you join us in this exciting opportunity to touch the future. Ruth S. Steele Superintendent Early Childhood Education Opportunities The early years of life are critical to help children realize full developmental potential. Providing experiences compatible with learning needs and helping them experience the joy of learning is a task for the home, school and community working together. Our early childhood programs do that, featuring a curriculum and daily activities based on young children's interests and styles of learning. Programs available in selected LRSD schools are: Four-year-old Program- Tuition-free programs for children who will be four years old on or before October 1, 1991, will be offered at Badgett, Franklin, Garland, Ish, Mitchell, Rightsell, Rockefeller, Stephens, Washington and Woodruff. Applications will be accepted at these schools from April 29- May 10. Selections will be by lottery whenever the number of applicants exceeds the seats available, with preference to children who live within the school's attendance zone and/or have siblings enrolled at the requested school. Classes will reflect a 60/40 black/white racial balance. Students selected will be notified by May 23. Students not selected will be placed on a waiting list. HIPPY (Home Instructional Program for Pre-scfiool YoungstersI- This program recognizes that the parent is the child's first teacher and reinforces this idea through a home-based instructional program for four- and five-year-olds to increase educational achievement for all students with specific emphasis on closing disparities in achievement. Call 324-2266 for more information. Rockefeller Cooperative Early Cfiild-kood Education Magnet School- A preschool program providing educational experiences and child care for children from six weeks through three years of age. Classes will reflect a 60/40 black/ white racial balance. A fee for this program may be applicable, based on family income. FOCUS/February 1991 7 CALENDAR February 26-March 8 Pre-registration for new students, kindergarten and options (incentive and magnet schools). February 26 Elementary area and incentive schools open house.* February 27 Elementary magnet schools open house * March 4 lunior high magnet schools open house * March 5 lunior high area schools open house. March 6 * Senior high magnet schools open house.* March 7 Senior high area schools open house.* April 8 Notification of confirmed assignment for 1991-92 mailed by the Student Assignment Office for kindergarten, new and options. April 8-19 Desegregation transfer requests accepted. April 29-May 10 Enrollment period for four-year-old programs. April 30 w Mail notification letters for desegregation transfer students. May 21 Mail notification four-year-old assignments. lune 10 to July 19 Summer pre-registration at Student Assignment Office. k July 22-26 i % No K-12 pre-registration accepted. July 29-August 2 School Registration All Open Houses begin at 6:30 pm LITTLE ROCK SCHOOL DISTRICT 810 W. Markham Little Rock, AR 72201 LRSD Is Committed Little Rock School District is committed to: 1/ The belief that all children can learn\n The elimination of achievement disparity between black and white students on standardized, criterion- referenced and minimum performance tests\nImproving educational quality and student academic performance in all schools and doubling the financial resources in schools identified in the court-approved desegregation plan as incentive schools\n Improving race relations among students and staff\n Ensuring that equity occurs in all phases of school activities and operation\n Promoting positive public reaction to desegregation\n The effective use of interdistrict and intradistrict recruitment strategies to meet the desegregation requirements in all schools and to avoid resegregation\n The development and infusion of multiethnic education in all content areas\nand  Ongoing staff development activities to equip teachers, administrators and other staff with skills needed to achieve quality desegregated education. Non Profit Organization U.S. POSTAGE PAID PERMIT NO. 2608 LITTLE ROCK, ARVolume 12. No. 1 Higfiligfits Area Schools____ 2 Directory of Area Schools____ 3 Tell Us What you Need 3 LITTLE ROCK SCHOOL DISTRICT FOCUS WWW k* Av February 1991 Match Interests With Options in Little Rock School District when you prepare to make important decisions about your child's educational future, look New Student Registration _ 4 Interdistrict Transfers  4 Incentive Schools__5 Directory of Incentive Schools_ 5 Childcare Mfl0nel Schools__ 6 Desegregation Transfers_ 6 Directory of Magnet Schools__ 1 Suf/erintendent's Note_________ 1 Early Childhood Education 1 Calendar 8 here in the Little Rock School District. There is a world rich in diversity and options to satisfy every individual and educational need. You won't find cookie cutter, \"one size fits all\" programs in this district. Instead, there a is a full menu of program W options waiting to be matched with the dreams of every student and parent who enter our doors. i And new opporunities for more options are on the way. We want to help you make good consumer decisions about our schools. Don't let the diverse mix of options overwhelm or confuse you. Sift through the materials presented here. Then just remember, we're waiting for your call to offer individual service. In the LRSD, it's a partnership from the beginning. As a first step in your selection process, why not ask yourself these questions or consider these suggestions:  Does my child have any special interests? Is there a school available to match my child's learning style?  Ask questions about the programs behind the labels, wade through the education jargon until you're satisfied that what your child needs is what that program covers.  Attend the open houses planned in the next couple of weeks at the schools.  Look at all the programs before you make a decision.  Try to get in a visit at the school during class hours so you can see kids in their classrooms. Pay attention to what kind of work the teacher has Ogg You wont find I cookie cutter, \"one size fits all\" programs in this district. them doing. Do you see evi-j dence of children learning how to learn as well as what to learn? (Note: give the principal's office k a call in advance. That way, ' you can match schedules and get the most out of the time you spend there.)  Consider any special talents your child has developed. What stimulates his or her interests. Is a quiet atmosphere or group setting preferred?  Talk to other parents. Learn what (See Match, page 2) Diverse Choices Put You In Command Your key to success in the Little Rock School District is options. Here is a summary of the options awaiting you in the Little Rock School District. Look them over in detail elsewhere in this newsletter and then follow the step-by-step registration guide on page 4. If you have any questions along the way, contact the Student Assignment Office, 324-2272.  Area schools: This is square one for you in the options offered your child in our District. Each student in the LRSD is assigned to an area school based on his or her address. The elementary school zones are paired through a \"feeder\" pattern so you will know where your child will attend school at the upper organizational levels- junior high school and senior high school.  Incentive schools: Beginning this fall, there will be seven incentive schools in the LRSD. They offer enriched programs geared to boost educational achievement and receive double funding compared to other elementary schools. There are attendance zones for incentive schools which will tell you which one you are eligible to attend. Voluntary transfers are available for students who wish to attend an incentive school. These transfers are subject to capacity. (See Diverse Choices, page 4) Area Schools Offer Strong Curriculum J The area school option represents the number one choice for most parents in the Little Rock School District. Eighty percent of the Districts 25,600 students attend an area school. The core of the area school program is a comprehensive course of study which provides all students with the fundamental skills necessary to function as productive members of society. For elementary students, this means a strong classroom- based program in basic skills, as well as essential skill development necessary for problem solving and critical thinking. The elementary program focuses on instruction in reading, language arts, mathematics, social studies and science. Tfie core of tfie area scfiool program is a comprehensive course of study which provides all students with the fundamental shills necessary to function as productive members of society. Additional enrichment opportunities available at every area elementary school include\n A 28-station computer lab which each student visits at least twice a week.  Music instruction conducted by a certified music teacher once a week.  Physical education program with activities for appropriate development at each age.  Gifted and talented education program for identified students in grades 3-6.  A certified counselor whose program focuses on life skills such as decision making, conflict resolution and positive self-esteem. S2SS wiiT mnS m IM fl V I f  I  ' t a 2S  Program for Accelerated Learning (PAL) labs staffed by certified reading and math specialists which provide one-on-one and small group instruction to students with remedial needs. In the junior high schools, the focus on basic skills and decision making is expanded within a broader range of subjects. These include art, band, computer education, English, foreign languages, health, mathematics, physical education, practical arts, reading, science, social studies and vocal music. Extra-curricular athletic opportunities include basketball, football, golf, tennis, track, volleyball and, in some schools, baseball and soccer. The comprehensive high school program offers a diverse mix of opportunities and challenges, emphasizing critical thinking, teamwork, leadership and high expectations for personal achievement. The schools provide a significant array of academic programs, from advance placement courses in science, mathematics and liberal arts to vocational technical education courses. The graduation requirements are based on student mastery of specified skills in English, mathematics, science and social studies. Elective courses span a wide variety of subjects. Match (Continued from page I) they have to say about their children's experiences. Remember, however, that each child has different needs.  Among the issues that are important to ask everyone about are homework, teacher style, competition, expectations for achievement and program extras (music, art, computers, extended- day activities, field trips).  For older students, ask about elective courses, extracurricular activities and sports.  Find out about disciplinary expectations. How is behavior managed? Are rules consistent and clear? You should now have your own idea about what makes a good school. Compare your findings with any information or brochures offered by the schools. After youve gone through this inventory and any other concerns you may have raised, make a comparison between the schools and your child and decide which makes the best match. We re excited about our opportunity to touch the future. Getting a chance to work with your child is our privilege. 2 FOCUS/February 1991 AREA SCHOOLS DIRECTORY Senior High Schools Central 1500 Park St., 72202 324-2300 J.A. Fair 5201 David O. Dodd Rd., 72210 228-3100 Hall 6700 H St, 72205 671-6200 McClellan 9417 Geyer Springs Rd., 72209 570-4100 lunior High Schools Cloverdale 6300 Hinkson Rd., 72209 570-4085 Forest Heights 5901 Evergreen Rd., 72205 671-6390 Henderson 401 Barrow Rd., 72205 228-3050 School hours-. Senior and junior high - 8:50 am to 3 30 pm Elementary - Sam to 2:35 pm Mabelvale 10811 Mabelvale West Rd. Mabelvale 72103 455-7400 Pulaski Heights 401 N. Pine St.. 72205 671-6250 Southwest 3301 Bryant St., 72204 570-4070 Elementary Schools Badgett 6900 Pecan Rd., 72206 324-2475 Bale 6501 W. 32nd St., 72204 570-4050 Baseline 3623 Baseline Rd., 72209 570-4150 Brady 7915 Markham St., 72205 228-3065 Chicot 11100 Chicot Rd., Mabelvale 72103 570-4062 Cloverdale 6500 Hinkson Rd , 72209 570-4055 Dodd 6423 Stagecoach Rd., 72204 455-7430 Fair Park 616 N. Harrison St , 72205 671-6260 Forest Park 1600 N, Tyler St., 72206 671-6267 Fulbright 300 Pleasant Valley Dr., 72212 228-3080 Geyer Springs 5240 Mabelvale Pike, 72209 570-4160 Jefferson 2600 N. McKinley st., 72207 671-6281 Mabelvale 9401 Mabelvale Cut-off Mabelvale 72103 455-7420 McDermott 1200 Reservoir Rd., 72207 228-3072 Meadowcliff 25 Sheraton Dr, 72209 570-4165 Otter Creek. 16000 Otter Creek Rd.. 72209 455-7440 Pulaski Heights 319 N. Pine St., 72205 671-6290 Terry 10800 Mara Lynn Dr., 72211 228-3093 Wakefield 75 Westminster, 72209 570-4190 Watson 7000 Valley Dr., 72209 570-4195 Western Hills 4901 Western Hills, 72204 570-4175 Wilson 4015 Stannus Rd., 72204 570-4180 Woodruff 3010 W. 7th St., 72205 671-6270 fo Tell Us What You Need Your opinions and ideas on how we can improve service to students and parents in our District are very important to us. Please take a moment and fill in the information below and drop it in the mail to us care of Communications Department. LRSD, 810 W. Markham, Little Rock 72201. We want to make sure the information you need is the information you get. Thank you. I found information in this newsletter helpful and wish to receive future updates on the Little Rock School District. ____Yes ____ No There is other information I need at this time to assist me with my decisions about public education in the Little Rock School District. ____Yes ____ No (If \"yes, please list topics here):__________________________________________________________________________ Currently. I receive most of the information about the Little Rock School District from (please list in the order in which you receive information, beginning with I): __ My child __ My family __ My neighbors __ Co-workers, business associates __ Newspapers __ Television __ Radio __ Public meetings __ School district newsletters __ My child's school __ Teacher __ Principal __ PTA __ Other parents __ Other (please specify) I would PREFER to receive information about the Little Rock School District from (please list in the order in which you would prefer to receive information, beginning with I): __ My child __ My family __ My neighbors __ Co-workers, business associates __ Newspapers __ Television __ Radio __ Public meetings __ School district newsletters __ My child's school __ Teacher __ Principal __ PTA __ Other parents __ Other (please specify) I would gladly volunteer to be a spokesperson on behalf of the District among my neighbors or business associates. ___ Yes ____No. I would like additional copies of information about the District to distribute to my friends, neighbors or at my business location. __ Yes ___No. Additional Comments: Name: Address: Telephone: FOCUS/February 1991 3 New Students And Kindergarteners should PRE-Register February 26 - March 8 AII students new to the Little Rock School District for the 1991-92 School Choices include area schools, incentive schools, magnet schools, and in terdistrict schools. If you have any questions, call the Student Assignment Office at 324-2272 Tfte next pre-registration opportunity will be A.pril 9 - |Me 1. school year or children who will be five years old by October 1, 1991, should complete the pre-registration process February 26 to March 8 to receive a confirmed assignment by April 8. Here's what you must do: 1. Obtain a Pupil Information Form from your area school. If you arent sure which area zone you live in, come by the Student Assignment Office at 501 Sherman Street to look at maps of the District or call 324- 2272 and tell them your address. The office is open from 8:30 a m. to 5 p.m. Monday through Friday. 2. Parents or guardians must bring proof of the student's age AND verification of home address. A certified birth certificate, visa or passport will work. Also, to verify your address, bring a current utility statement, a sales/purchase contract, lease agreement or personal property tax bill. It is very important that we have the correct home address for your child. Throughout the school year, we will use your home address to mail important information to you. If you move during the school year, notify your assigned school immediately. 3. A new student, a student rising from the sixth or ninth grades and grandfathered students may request another school. Options are incentive schools, high school kindergartens, interdistrict magnets and majority-to-minority transfers (they'll probably say \"M-to-M\".) To do this. fill out a form called the Optional Enrollment Request Form at the school. Any applicant not chosen for immediate placement will be placed on a waiting list. 4. Sibling preference will be granted for students to their attendance zone school in order to attend school with a sibling who is enrolled in that school. Sibling preference does not apply to Magnet Schools. During the 1991-92 school year, a student will be allowed to make a sibling preference transfer to a non-attendance zone school if the student has a sibling who is enrolled at that school. Sibling preference transfers are subject to desegregation requirements and capacity. Children in the four-year-old programs may remain at that school for kindergarten. Parents who applied for a four-year-old seat but were denied admission should go to their attendance zone school to pre-register for kindergarten or an optional enrollment. The next pre-registration opportunity will be April 9 to lune 7. f 4 FOCUS/February 1991 Act 609 Interdistrict Transfers Act 609 provides the option fora student to attend school in a district other than that in which he or she lives, subject to certain restrictions. Because the Little Rock, North Little Rock and Pulaski County school districts operate under court-ordered desegregation plans, black students have the opportunity to transfer to a district outside Pulaski County, while white students from outside Pulaski County ma\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\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_820","title":"Court filings: Court of Appeals, the Pulaski defendant's supplemental response to motion for leave to intervene filed by Arma Hart, et al.","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990-02-12"],"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":["Court records","Education--Arkansas","Educational law and legislation","School districts","School integration","Little Rock (Ark.)--History--20th century"],"dcterms_title":["Court filings: Court of Appeals, the Pulaski defendant's supplemental response to motion for leave to intervene filed by Arma Hart, et al."],"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/820"],"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\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1213","title":"Magnet Review Committee: Report","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1990-01-03"],"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","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Educational statistics","School management and organization","Magnet schools","School employees","School enrollment"],"dcterms_title":["Magnet Review Committee: Report"],"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/1213"],"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\nReport from Magnet Review Committee to Honorable Henry Woods, U.S. District Court, Eastern District of Arkansas\nThe transcript for this item was created using Optical Character Recognition (OCR) and may contain some errors.\nMr. Eugene Reville Metropolitan Supervisor 201 E. Markham Street Little Rock, AR 72203 Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 Donna Grady Creer January 3, 1990 The Honorable Henry Woods Judge, United States District Court Eastern District of Arkansas U.S. Post Office and Courthouse P. o. Box 3683 Little Rock, AR 72203 Dear Judge Woods: Please find attached the seventh Magnet Review Committee status report on interdistrict magnet school development and progress. The content of the report is limited to the topics listed in the Table of Contents and covers the time period from August 1988 to December 1989. The Committee is prepared to elaborate on the areas described in the report and/or provide additional information as you may direct. The MRC has worked closely with the host district (Little Rock School District), Pulaski County Special School District, North Little Rock School District, the Arkansas Department of Education and the Joshua Intervenors to operate and monitor the six (6) interdistrict magnet school programs. The MRC will continue to work cooperatively in fulfilling its oversight responsibility and will make findings and recommendations as may be necessary to effect the efficient operation and administration of the interdistrict magnet school program. Sincerely, o+~ Dr. Bobby Altom, Chairperson P1/[_~ski 2=-:Jecial School Crown North Little Rock School District District ~~ Marcia H~rding {) Arkansas Department of Education (501) 758-0156 The Honorable Henry Woods E~c~ Joshua Intervenors ]fdtl.~ Little Rock School District MRC:sl Attachment -2- December 20, 1989 :ff~~ Arkansas Department of n y Cr Executive Direct cc: Aubrey V. Mccutcheon, Special Master Eugene Reville, Metropolitan Supervisor Attorneys of Record Dr. Burton Elliott, Arkansas Department of Education Dr. Ruth Steele, Little Rock School District James Smith, North Little Rock School District Bobby Lester, Pulaski County Special School District TABLE OF CONTENTS SECTION I. Magnet Review Committee (MRC)............. 1 SECTION II. MRC Subcommittees......................... 6 SECTION III. Student Assignment - Interdistrict Magnet Schools............................ 15 SECTION IV. Student Assignment - Majority-to-Minority Transfer Program .......................... 21 SECTION V. Student Recruitment ....................... 25 SECTION VI. Staff and Curriculum of the Interdistrict Magnet Schools............................ 26 SECTION VII. Research and Evaluation ................... 27 SECTION VIII. Policy Issues ............................. 29 SECTION IX. SECTION X. Interdistrict Magnet Schools Budgets ...... 36 Recommendations........................... 38 Appendix A................................ 40 Appendix A-1 - Interdistrict Magnet Schools Survey Results Appendix A-2 - M-to-M Survey Results Appendix B - Capacity Committee Report .... 41 Appendix C - Interdistrict Magnet School Brochures and Sample Application Forms ............ 42 Appendix D - Transportation Information ... 43 Appendix D-1 - NLRSD Appendix D-2 - PCSSD Appendix D-3 - LRSD TABLE OF CONTENTS (Continued) Appendix E - Majority-to-Minority Transfer Program Flyer and Sample Application...... 44 Appendix F - Interdistrict Magnet Schools Waiting Lists....... 45 Appendix F-1 - NLRSD Appendix F-2 - PCSSD Appendix F-3 - LRSD Appendix G - Interdistrict Magnet Schools Staff Information........... 46 Appendix H - Adopted 1988-89 Interdistrict Magnet Schools Budget. . . . . . . . . . . . . . . . . . . . . . 4 7 SECTION I THE MAGNET REVIEW COMMITTEE (MRC) The Magnet Review Committee was established by the U. S. Court of Appeals for the Eighth Circuit Court, St. Louis, in November 1985. The MRC formed in September 1986 and has continued to serve under guidelines delineated in the U. S. District Court Order of September 8, 1986, and subsequent Orders of the Court of Appeals and District Court. Current membership includes: Pulaski County Special School District Chairperson - Dr. Bobby Altom Assistant Superintendent, Curriculum Pulaski County Special School District 1500 Dixon Road P.O. Box 8601 Little Rock, AR 72216 490-2000 Member since October, 1987 Little Rock School District Ms. Rachel Myers Assistant Superintendent for Schools Little Rock School District 810 West Markham Little Rock, AR 72201 370-1627 Member since August, 1989 North Little Rock School District Ms. Jane Brown Director, Secondary Education North Little Rock School District P. 0. Box 687 North Little Rock, AR 72115 771-6114 Member since July, 1989 -1- Arkansas Department of Education Ms. Marcia Harding Administrator, Compliance/State Program Development, Special Education Arkansas Department of Education #4 State Capitol Mall Little Rock, AR 72201 682-4222 Member since September, 1986 Arkansas Department of Education Mr. Clearence Lovell Associate Director of Federal Programs Arkansas Department of Education #4 State Capitol Mall Little Rock, AR 72201 682-4286 Member since October, 1989 Joshua Intervenors Ms. Evelyn Jackson Retired Teacher 27 Detroit Circle Little Rock, AR 72206 374-2587 Member since August, 1988 The Magnet Review Committee currently employs Donna Grady Creer as Executive Director and Sandra M. Luehrs as secretary. Their job descriptions are included in this section of the report. The Magnet Review Committee holds regular meetings every other Tuesday. The meetings are generally held at the Magnet Review Committee Office, 1900 North Main Street, Suite 101, North Little Rock, Arkansas, and last a minimum of two hours. The Committee holds one meeting per year at each of the six interdistrict magnet schools. After each school-site meeting, the Committee tours the school and is updated on the program. Additional called meetings and/or subcommittee meetings are held as necessary. -2- TITLE: REPORTS TO: TERM OF EMPLOYMENT: JOB DESCRIPTION Executive Director, Magnet Review Committee Chairperson, Magnet Review Committee Twelve (12) Months, Renewable on Annual Basis PERFORMANCE RESPONSIBILITIES: 1. Coordinate the Magnet/M-to-M Educational Team (MET) 2. Inform the parties to the case, Magnet Review Committee members, and the press of regularly scheduled and specially called meetings. 3. Prepare the Magnet Review Committee agenda, and provide members with anticipated schedule prior to meeting. 4. Manage fiscal, personnel resources, and office operations of the Magnet Review Committee. 5. Develop and write reports and other correspondence for the courts. 6. Attend local meetings related to magnet schools. 7. Collect data and prepare evaluation reports for the Magnet Review Committee. 8. Monitor enrollment patterns and provide information to the Magnet Review Committee. 9. Secure consultants as directed. 10. Gather data for decision making. 11. Represent the Magnet Review Committee at various functions of the Committee and other duties as assigned by the Magnet Review Committee. 12. Handle problems which may arise. 13. Develop record-keeping system. 14. Attend state, regional, and national meetings related to magnet schools. 15. Perform duties as assigned by the Magnet Review Committee. -3- TITLE: JOB DESCRIPTION Secretary to Executive Director, Magnet Review Committee REPORTS TO: Executive Director, Magnet Review Committee Twelve (12) Months, Renewable on Annual Basis TERM OF EMPLOYMENT: PERFORMANCE RESPONSIBILITIES: 1. Record, maintain and distribute accurate minutes of regular and called Magnet Review Committee meetings, MET meetings, and any other Magnet Review Committee or ad hoc subcommittee meetings. 2. Use organizational and management skills in setting up and maintaining an effective and efficient office. 3. Use word processing skills effectively. 4. Exhibit excellent secretarial skills in Magnet Review Committee filing, completion or development of business forms, and record keeping. 5. Apply bookkeeping and computer skills in maintaining accurate financial records. Keep accurate records of bills, disbursements, and expenditures. Prepare memos to Metropolitan Education Service Center delineating bill payment. 6. Exhibit excellent oral and written communication skills. 7. Maintain current inventory. 8. Distribute magnet school promotional materials. 9. Confer with vendors regarding purchases and services. 10. Handle all mailings, including special deliveries, bulk rate mailings, and Federal Express services. -4- 11. Maintain meeting schedules for both the Magnet Review Committee and the Magnet/M-to-M Educational Team (MET). 12. Supervise temporary help. 13. Assure the policies and procedures of the Magnet Review Committee are followed. Assure the policies and procedures of the Metropolitan Education Service Center are followed with regard to bookkeeping services. 14. Handle, direct and counsel incoming calls from magnet parents or potential magnet parents. 15. Maintain cooperative working relationship with Magnet Review Committee members, magnet school personnel, the three school districts, Arkansas Department of Education, Metropolitan Education Service Center, and any other person contacting the Magnet Review Committee office. 16. Perform other duties as assigned by the Magnet Review Committee or the Executive Director. -5- SECTION II MRC SUBCOMMITTEES THE MAGNET/M-TO-M EDUCATIONAL TEAM (MET) The Magnet/Majority-to-Minority Transfer Educational Team (MET) meets on the first Thursday of each month at the Magnet Review Committee Office. During its existence, the MET has spearheaded most recruitment and information activities for the interdistrict magnet school and Majority-to-Minority (M-to-M) transfer programs in Pulaski County. During the 1989-90 recruitment period, the MET initiated the following activities: Print Brochures and application for the Parkview Science Magnet program. (Individual) brochures for Parkview Arts and Mann Arts/Science. Newspaper ads in: Arkansas Democrat Arkansas Gazette Spectrum Arkansas State Press The Maumelle Monitor The North Little Rock Times The Sherwood Voice Jacksonville Daily News The North Pulaski Leader Nightflying 80,000 information flyers on the M-to-M transfer program. Radio / TV 30-second spots on the interdistrict magnet school and M-to-M transfer programs on KLRT (Channel 16) and KATV (Channel 7). 30-second spots on area radio stations. -6- People Oriented Activities Speakers for various meetings and activities. Recruitment booth and live remote broadcast by KIPR at the Stoned Soul Picnic. Recruitment booth at McCain Mall. Recruitment booth at University Mall. Live remote broadcast at McCain Mall (KKYK). Recruitment booth at Park Plaza Mall. Miscellaneous Balloons, pencils, pins on the interdistrict magnet school and M-to-M transfer programs. Bus and bench ads on M-to-M transfer program. School-generated recruitment activities. Slidetape presentation of Booker Arts Magnet. (Individual) brochure/recruitment packet for Williams Basic Skills Magnet. (Individual) recruitment packet for Booker Arts Magnet. The Magnet/M-to-M Educational Team has initiated a newsletter titled \"The MMM Connection.\" Scheduled to debut January 26, 1990, \"The MMM Connection\" will include information on programs, enrollment procedures, course offerings, notices, parent information, and student and staff profiles. The newsletter will be distributed quarterly to area banks, hospitals, grocery and discount stores, public utility company offices, churches and to parents. Magnet/M-to-M Educational Team members include: Pulaski County Special School District Ms. Ruth Simmons Herts Pulaski County Special School District 1500 Dixon Road P.O. Box 8601 Little Rock, AR 72216 490-2000 (work) -7- (Black) Mr. Lawrence Nicholson 1415 East 38th Little Rock, AR 72206 374-2115 (home) Ms. Vicki Benton 110 Fox Dell Circle Jacksonville, AR 72076 982-6286 (home) 771-0555 (work) Knight Intervenors Ms. Carol Green (LRCTA) 2313 West 12th Street Little Rock, AR 72203 375-0942 (home) 225-6440 (work - Parkview Magnet) Ms. Sandra Henson (NLRCTA) 5 Trevino Drive Maumelle, AR 72118 851-2060 (home) 771-6180 (work - Central Junior High) Ms. Nora Ann Babb (PACT) 12120 Southridge Little Rock, AR 72212 225-0033 (home) 835-5334 (work - Oakbrooke Elementary) Little Rock School District Mr. James Washington Little Rock School District 810 West Markham Little Rock, AR 72201 370-1604/370-1609 (work) Ms. Paulette Mabry 11833 Rivercrest Little Rock, AR 72212 227-0314 (home) Ms. Diane Vibhakar 10555 Rivercrest Little Rock, AR 72212 224-3678 -8- (Black) (White) (Black) (White) (White) (Black) (Black) (White) North Little Rock School District Mr. Bobby Acklin North Little Rock School District P.O. Box 687 North Little Rock, AR 72115 771-6110 Ms. Alfrieda Marshall 704 Cedar North Little Rock, AR 72114 375-0880 (home) Ms. Lynn Welch 129 Davis North Little Rock, AR 72117 945-284 7 (home) Joshua Intervenors Reverend William Robinson (Little Rock) Hoover United Methodist Church 4000 West 13th Little Rock, AR 72202 663-9621 (work) Austin Porter, Jr. (Pulaski County) 990 Union National Plaza 124 West Capitol Little Rock, AR 72201-3742 372-4623 (work) 490-0174 (home) Henry Herbey (North Little Rock) 1422 s. Maple Little Rock, AR 72204 663-8942 (home) Arkansas Department of Education Ms. Brenda Matthews Arkansas Department of Education #4 Capitol Mall Little Rock, AR 72201 682-4214 (work) -9- (Black) (Black) (White) (Black) (Black) (Black) (White) Arkansas Department of Education (Continued) Ms. Pat Jones Greater Little Rock Chamber of Commerce 1 Spring Building Little Rock, AR 72201 374-4871 (work) VACANT POSITION Magnet Review Committee Donna Grady Creer (Black) (White) In an effort to determine if there were sufficient parental support for additional interdistrict magnet school programs for the 1989-90 school year, and to identify the magnet school theme most attractive to parents of elementary school-aged children, the Magnet Review Committee developed, distributed, collected and compiled data from an interdistrict magnet school survey. Students in Little Rock School District, North Little Rock School District and Pulaski County Special School District hand-delivered a packet to their parents which contained the following: a letter explaining the survey, the survey itself and a brochure describing the current interdistrict magnet school programs and a self-addressed, stamped envelope. Press releases in area dailies and weeklies encouraged parents of private school students to contact the Magnet Review Committee Office to obtain the survey. The survey results are included in Appendix A-1. In February 1989, the Magnet/M-to-M Educational Team developed, distributed, collected and compiled data from a survey of parents of Majority-to-Minority transfer students. The survey was distributed in an effort to determine: methods of transportation, source(s) of information about the program, the level of participation in the program, and willingness to enroll siblings in the program. The sample of the survey and the results are included as Appendix A-2. INTERDISTRICT TRANSPORTATION AUTHORITY (ITA) The Interdistrict Transportation Authority (ITA) is responsible for the administration of an interdistrict transportation plan for both magnet schools and M-to-M transfers. The ITA is composed of the Transportation Director, or other designee, of each district and a representative of the State. -10- Committee members are: Chairperson - Mr. Spence Holder Coordinator, School Transporation Arkansas Department of Education #4 State Capitol Mall Little Rock, AR 72201 682-4264 Member since September, 1988 Mr. Bobby Acklin Assistant Superintendent, Pupil Services North Little Rock School District P. o. Box 687 North Little Rock, AR 72115 771-6110 Member since August, 1989 Mr. Ed Hogan Assistant Superintendent, Support Services Pulaski County Special School District 1500 Dixon Road P. 0. Box 8601 Little Rock, AR 72216 490-2000 Member since September, 1987 Mr. Richard Johnson Transportation Director Little Rock School District 5400 Murray Little Rock, AR 72209 562-6300 Member since September, 1987 The ITA reports to the Magnet Review Committee quarterly or on an \"as needed\" basis. -11- MAGNET GRANT WRITING COMMITTEE In December 1988, the Little Rock School District contacted parties to the Court case to discuss application for a grant from the U.S. Department of Education Magnet Schools Assistance Program. The Magnet Grant Writing Steering Committee was established and held weekly meetings to develop a proposal. The grant writing process proceeded as follows: Each interdistrict magnet school selected a committee to assess needs, develop strategies to meet needs, and write the plan. The Steering Committee provided background information on the desegregation case and interdistrict magnet schools in Pulaski County, and also compiled the grant application. The Magnet Review Committee and all parties in the case reviewed the proposal prior to submission. Regrettably, this proposal did not receive an award. Plans are underway to submit a proposal for the 1991-92 funding cycle. A list of the 1988-89 Grant Writing Steering Committee members follows: Bill Ballard, NLRSD Emma Bass, ADE Billy Bowles, PCSSD Jane Brown, NLRSD Esther Crawford, NLRSD Donna Grady Creer, MRC David Greenwood, PCSSD Sterling Ingram, ADE Evelyn Jackson, Joshua Intervenors James Jennings, LRSD Dr. J. J. Lacey, Jr., LRSD Dr. John Moore, NLRSD Nancy Sheehan, Knight Intervenors Dr. Beverly White, LRSD -12- CAPACITIES COMMITTEE In September 1988, the Magnet Review Committee formed a committee to study program seating capacity in each of the six (6) interdistrict magnet schools in Pulaski County. The Magnet Review Committee asked that the committee pay particular attention to the use of space in theme areas (e.g., fine arts, math/science, foreign language). The Magnet Review Committee's Capacities Committee consisted of the Student Assignment Officer and School Plant Manager from each of the three school districts. Committee membership was as follows: Little Rock School District: James Jennings - Associate Superintendent, Desegregation Wayne Adams - Coordinator of Plant Services North Little Rock School District: Bobby Acklin - Assistant Superintendent, Student Affairs Jerry Massey - Director, School Plant Services Pulaski County Special School District: Ed Hogan, Chair - Assistant Superintendent, Support Services Eddie Collins - Assistant Superintendent, Pupil Personnel Magnet Review Committee: Donna Grady Creer - Executive Director. James Washington, Student Assignment Officer (LRSD) and Jack Robinson, Plant Services Construction Manager (LRSD), as well as the magnet school administrators, offered their assistance. The Capacities Committee made a report to the Magnet Review Committee in April 1989, which was presented to the Court at that time. A copy of that report is included as Appendix B. GRADUATION REQUIREMENTS COMMITTEE During the 1988-89 school year, Dr. Beverly White, serving as LRSD's Associate Superintendent for Research, Development and Curriculum, wrote the Magnet Review Committee asking the Committee to examine the differences in requirements for graduation and early graduation among Pulaski County high schools. The Magnet Review Committee formed a committee to study this issue. -13- Graduation Requirements Committee members were: Marvin Zimmerman - LRSD English/Social Studies Supervisor Dr. Bobby Altom - PCSSD Assistant Superintendent, Curriculum Dr. John Moore - NLRSD Assistant Superintendent, Instruction Donna Grady Creer - MRC Liaison. The committee made a report to the Magnet Review Committee on July 25, 1989, and the recommendation was adopted by the Magnet Review Committee at that time. A copy of the Interdistrict Magnet Schools Early Graduation Guidelines, dated July 25, 1989, is incorporated as a part of the Policy Issues section of this report. STUDENT ASSIGNMENT OFFICERS COMMITTEE The Magnet Review Committee formed the Student Assignment Officers Committee and hears periodic reports from them in an effort to assure uniform student enrollment application procedures, and to keep abreast of changes in enrollment patterns, applications, waiting lists, withdrawals, seat allocation, application processing and other matters related to interdistrict magnet schools and M-to-M transfer program assignments. This committee consists of: LRSD - James Jennings, Associate Superintendent for Desegregation James Washington, Student Assignment Officer Sue Pederson, Administrative Assistant NLRSD - Bobby Acklin, Assistant Superintendent for Pupil Affairs Sandy Juckett, Administrative Assistant PCSSD - Eddie Collins, Assistant Superintendent for Pupil Personnel Marilyn Nowlin, Administrative Assistant. The committee has assisted the Magnet Review Committee in making the interdistrict magnet school and M-to-M transfer programs assignment processes equitable, efficient and effective. -14- SECTION III STUDENT ASSIGNMENT INTERDISTRICT MAGNET SCHOOLS Interdistrict magnet school enrollment is open to students in grades K-12 in Pulaski County, Arkansas with the following exceptions: Students who apply for placement in Parkview Science Magnet should have successfully completed Algebra I in the 9th grade. Pulaski County Special School District white students in the southeast quadrant of the district and black students in selected schools north of the river are not allowed interdistrict magnet school placement as this would negatively impact overall district racial ratios. Students identified as handicapped under State guidelines, whose Individualized Educational Program (IEP) requires self-contained special education placement (more than 50% of the instructional day spent in special education programming), are not recommended for magnet placement. Magnet programs are open to identified handicapped students whose IEP's require that less than 50% of the instructional day be spent in special education programming (itinerant and resource room services). Brochures describing course offerings and application procedures, and the application forms for the interdistrict magnet schools are available at the Magnet Review Committee Office, the districts' Student Assignment Offices and the interdistrict magnet schools. Selected brochures available through these offices, and sample application forms, are included as Appendix C. The enrollment procedures for each of the three districts in the interdistrict magnet school program are listed below. Prior to applying for interdistrict magnet school enrollment, it is suggested that a parent peruse brochures offered by the Magnet Review Committee Office and the resident district Student Assignment Office. The student and parent should visit the selected interdistrict magnet during school hours. This process will assist the parent in making a sound decision. -15- LITTLE ROCK SCHOOL DISTRICT Interdistrict Magnet School Application and Enrollment Process The parent should obtain an interdistrict magnet school application at the beginning of the recruitment period. In the Little Rock School District, the recruitment period usually runs six weeks in the spring. Applications may be mailed from the Magnet Review Committee Office or picked up at the Little Rock School District Student Assignment Office, or at any interdistrict magnet school. The completed application should be returned to the Little Rock School District Student Assignment Office. Magnet slots for K, 7th and 10th graders are filled by lottery or random selection process. Names of all students who apply but are not selected for immediate entrance are placed on waiting lists which roll over to the appropriate grade level at the end of the year when magnet vacancies occur. Magnet vacancies which occur at grades other than entry level (K, 7, 10) are filled from waiting lists. Students who apply after the designated application period are added to the waiting list in chronological order. Parents are notified by letter of magnet placement. Enrollment in a magnet school commits the student to attendance at that school for a minimum of one semester. Upon completion of one semester, a student may opt to transfer to a non-magnet school. However, if release from the magnet school's one-semester commitment is desired prior to the semester's end, the following exit process must be followed. Exit Process Parents must go to their home district's Student Assignment Office or to the Magnet Review Committee's Office for a Magnet Withdrawal Form. Parents must complete the withdrawal form. The completed form must be returned to the home district's Student Assignment Office, Magnet Review Committee Office, or to the student's current school. The Magnet Withdrawal Form is forwarded to the Magnet Withdrawal Committee, composed of the Student Assignment Officers from the school districts in Pulaski County, Arkansas. The decision to grant or deny a withdrawal is made by the withdrawal committee based on assessment of data. The home district Student Assignment Office is responsible for contacting the parent to communicate a decision. -16- If a student's request is denied, the parent has the option to appeal the decision to the Magnet Review Committee. The Magnet Review Committee's decision is final. PULASKI COUNTY SPECIAL SCHOOL DISTRICT and NORTH LITTLE ROCK SCHOOL DISTRICT The parent should obtain an interdistrict magnet school application form at the beginning of the recruitment period (usually March-May of the year prior to enrollment). Application forms may be mailed from the Magnet Review Committee Office, or picked up at the Pulaski County Special School District or North Little Rock School District, Pupil Personnel Office, or at any interdistrict magnet school. The completed application form should be returned to the Pulaski County Special School District Pupil Personnel Office or the North Little Rock School District Pupil Services Office. Applications will be dated and placed on an interdistrict magnet school waiting list accordingly. (A copy of each district's waiting lists is contained in Appendix F.) North Little Rock School District and Pulaski County Special School District will receive a list of the number of vacancies by school, grade and race for the coming school year and will match students on the waiting list with available spaces. PCSSD and NLRSD officials will call the host district to confirm placement. A letter notifying parents of interdistrict magnet school placement will be mailed to parents. Parents will be instructed to go to the host district and complete a Pupil Information Form. The date for enrollment and registration will also be given. The withdrawal procedure for Pulaski County Special School District and North Little Rock School District is the same as for Little Rock School District. Transportation is provided for interdistrict magnet school students who live more than two (2) miles from school. The student's host district transportation department is responsible for providing the student with information on pickup route, departure, arrival and return time. Information from each school district on transportation is included in Appendix D. The ITA, as described in Section II, is responsible for making decisions regarding transportation for the interdistrict magnet school and M-to-M transfer programs. -17- During the 1988-89 school year, 37 buses were purchased for exclusive use by the interdistrict magnet school program in an effort to assure all interdistrict magnet school students would be on the first or second bus run. The buses are marked \"Pulaski County Magnet Schools.\" -18- Oa te 15-0ec-89 Nagnet School Enrollment Schoo 1 Narie/ 11-01-89 . Students by Race/ Students by Race/ t. Students-District/ 1/. Students by District/ PCSSD PCSSD NLRSD NLRSO LRSD LRSD Total Total Total Bldg. Black White Black White Black White Black White Enroll~ntCapacity \", Students by Race/ 104 53 41 51 180 181 32S 28S 610 660 Students by Race/ 66 341/. 451/. 55'/. 501/. 501/. 531/. 47'/. ohl Students 157 92 361 1. Students 26 15 59'/. rver Ele~. PCSSD PCSSD NLRSD NLRSD LRSD LRSD Total Total Total Bldg, Black White Black White Black White Black White EnrollmntCapacity  Students by Race/ 71 144 36 72 166 101 273 317 590 613 Students by Race/ 331/. 67'/. 331/. 67'/. 621/. 381/. 461/. 541/. Total Students 21S 108 267 '' Students 36 181/. 451/. PCSSD PCSSD NLRSO NLRSD LRSD LRSD Total Total Total Bldg, Black White Black White Black White Black White EnrollmntCapacity , Students by Race/ 21 10 32 14 119 134 172 158 330 351 Students by Race/ 68'/. 321/. 701/. 301/. 47'/. 531/. 52t. 48'/. Total Students 31 46 253 Students 9'1. 141/. 77'1. PCSSD PCSSD NLRSD NLRSD LRSD LRSD Total Total Total Bldg. Black White Black White Black White Black White EnrollmntCapacity , Students by Race/ 28 53 20 16 207 177 255 246 501 515 , Students by Race/ 35 65 56 441/. 541/. 461/. 511/. 49'/. Total Students 81 36 384 Students 16 7'1. 77'1. PCSSD PCSSD NLRSD NLRSO LRSD LRSD 1otal Total Total Bldg. Black White Black White Black White Black White Enroll~ntCapacity , Students by Race/ 141 88 42 37 293 276 476 401 877 935 % Students by Race/ 621/. 38'1. 531/. 47'/. 511/. 49'/. 541/. 461/. tal Students 229 79 569 Students 26 9'1. 65'/. PCSSO PCSSO NLRSD NLRSO LRSO LRSO Total Total Total Bldg. Black White Black White Black White Black White EnrollmntCapacity , Students by Race/ 132 74 30 42 272 255 434 371 805 991 % Students by Race/ 641/. 36 421/. 58'I. 521/. 48'I. 541/. 46 tal Students 206 72 527 Students 261/. 9'I. 651/. G!WiO TOTALS PCSSD PCSSO NLRSO NLRSO LRSD LRSD Total Total Total Bldg, Black llhite Black White Black White Black White EnrollmntCapacity , Students by Race/ 497 422 201 232 1237 1124 1935 1778 3713 4065 % Stu den ts by Race/ 541/. 46 461/. 541/. 521/. 48'/. 521/. 48'/. tal Students 919 433 2361 Students 25'/. 121/. 641/. -19- 1989-90 Magnet School Waiting List PCSSD 10/17/ 89 Number Number Total Black s Whi t es Count ---------- ----- 30 ,.., ..:.. 32 Carver 8 12 20 Gibbs 3 1 4 Wil 1 iams c-::'- 2 7 Mann Arts 30 1 31 Mann Science 6 2 8 Parkview Arts 17 4 21 Parkview Science 1 0 1 ---------- ----- 100 24 124 1989-90 Magnet School Waiting List NLRSD Reported 11-01-89 School Name Booker Carver Gibbs W i l 1 i ams Mann Arts Mann Science Parkv i ew Arts F'=1. r kvi ew Sc ience Number Blacks 1989-'?0 14 18 .c_::,- 1 10 10 6 0 64 Number Whites 8 35 3 15 0 3 (l 0 64 Ma g net School Wait i ng List Total Count 22 53 8 16 10 13 6 0 128 LRSD Re p orted 12-08-89 Schooi '\\lame Bo  kEer Carver Gibos l-Ji 1\n1ams 1.,,nn\n'-rt'= ,1ann Science Pan,.v1ew A1-t: :=:-al\"f. V l EW Sci 2:1=e ~lumber Blacks 4-82 3 50 515 371 48 31 J95 35 Number \\..Jh i tes 58 268 197 462 47 0 Total C  Llnt 5 40 61 8 7 12 833 442 85 -TOTALS --TOTAI_S 1038 33 11: --TJT ALS -20- SECTION IV STUDENT ASSIGNMENT MAJORITY-TO-MINORITY TRANSFER PROGRAM A flyer on the M-to-M transfer program is available at the Magnet Review Committee Office, the three districts' Student Assignment Offices, Public Information Offices and information desks. Application forms are also available for mailout (from the MRC Office) and pickup from the Student Assignment Offices. The MET distributes flyers and applications at mall booths and other people-oriented functions. The flyer and a sample application form are included as Appendix E. Students who apply for a Majority-to-Minority (M-to-M) transfer should obtain an application from the Magnet Review Committee Office or the resident district Student Assignment Office. The student has the option to select up to three schools. Students who plan to participate in extracurricular activities must enroll prior to Labor Day. The Student Assignment Office at the resident district will determine placement. A student's commitment to the M-to-M program is one year. After completion of that year, a student may, if desired, return to the resident district for school placement. Transportation is provided for M-to-M students who live more than two (2) miles from school. The student's host district transportation department is responsible for providing the student with information on pickup route, departure, arrival and return time. Information from each school district on M-to-M transportation is included in Appendix D. The ITA, as described in Section II, is responsible for making decisions regarding transportation for the interdistrict magnet school and M-to-M transfer program. -21- 1989-90 Majority-to-Minority Transfers F'CSSD to LRSD Numbe1~ NL1mber Total Receiving School Name School data are not available. Returning Transfers 0 0 0 0 0 0 0 (l 0 (l 0 0 0 New i\"1 to Transfers Count (I 0 0 0 0 0 0 (\u0026gt; 0 (\u0026gt; 0 0 0 M ----- 29 24 1989-90 Majority-to-Minority Transfers NLRSD to LRSD Ceni:r.3.1 Hi gh ::,Ltnbo\u0026lt;r Jr. J  : . :=- \"' i r !-I 1 gh Pulas~1 Heights Jr. Sout:-,1\u0026lt;iest .J1~. v.Jooc:ruff Elem . Number Returning Transfers (I 0 0 ') 0 .) 0 0 Number New Transfers 2 3 r::- ,.., ..\n.. 2 1 -, - 17 -22- Total M to M CoLint 0 0 0 0 0 0 0 0 0 0 0 0 (I 53 -TOTALS ,.., -_j r::- ,-..', .::. 2 1 .'.\"\n.'. 17 -TOTALS 1989-90 Majority-to-Minority Transfers LRSD to F'CSSD --------------------------------------------------- Receiving School Name Baker Elem. Jacksonvi l le High Lawson Elem. North Pulaski High Oak Grove Elem. Oak Grove High Robinson Elem. Robinson High Robinson .Jr. Sherwood Elem. Sylvan Hills Elem. Sylvan Hills High Sylvan Hills .Jr. Schools - 13 Number Number Total Returning ~ew M to M Transfers Transfers Count 32 24 56 0 2 2 3 7 1 (l 1 1 2 0 1 1 1 7 8 28 9 37 9 21 30 28 39 67 1 0 1 0 6 6 .c_::,\" 8 13 7 13 20 115 138 253 -TOTALS -23- 1989-90 Majority-to-Minority Transfers LF:SD to I\\ILRSD --------------------------------------------------- Receiving School Name Amboy Elem. Argenta Elem. Baring Cr oss Spec. Central Jr. Glenview Elem. Indian Hills Elem. Lakewood Elem. Lakewood .Jr . Meadow Park Elem. Northeast High 01 e Main High Park Hi l 1 El em. Pine Elem. Redwood Elem. Ridgeroad .Jr. Rose City Elem. Rose City .Jr. Seventh St. Elem. NLtmber RetLirning Transfers 3 1 1 5 ,.., ..:.. 3 1 2 0 1 0 0 0 c~:- 1 0 ,::- -' 4 34 NLtmber Total New M to M Transfers Count 4 7 1 2 0 1 13 18 0 2 1,0.., 13 ..::. 3 10 1,.., ..:.. 1 1 33 34 4 4 1 1 2 2 c:- -' 10 0 1 1 1 0 ,::- -' 3 7 90 124 -24- -TOTALS SECTION V STUDENT RECRUITMENT Recruitment of students for the interdistrict magnet school program is a responsibility of the Magnet Review Committee (MRC) and its recruitment arm, the Magnet/M-to-M Transfer Educational Team (MET). Assistance comes from the interdistrict magnet schools and the districts' Student Assignment Offices. The recruitment period for the interdistrict magnet school program for the coming school year usually begins in March. Announcement of the recruitment and enrollment period is widespread (newspaper, radio/TV, sending home of announcements, posters, flyers, information in school counselors' offices, etc.). The Magnet/M-to-M Educational Team closely examines the list of vacancies for the interdistrict magnet schools and targets recruitment accordingly. Section II of this report details recruitment strategies. -25- SECTION VI STAFF AND CURRICULUM OF THE INTERDISTRICT MAGNET SCHOOLS The staffing for the interdistrict magnet school program is handled by the Little Rock School District Department of Human Resources. Interdistrict magnet school principals play key roles in the development of job descriptions and in the staff selection process. Careful attention is given to an individual's desire to be a part of the magnet team, the individual's interest in the school theme and the teaching qualifications as related to the curriculum. A list of staff members, ethnicity, years of experience and experience in the magnet setting is included as Appendix G. The curriculum for each interdistrict magnet school program is developed by the interdistrict magnet school staff and administration. District and State guidelines, goals and objectives and school theme descriptions are considered in curriculum development. A school-based team which monitors the curriculum meets each summer for curriculum adjustments and augmentation. Curricular revisions are forwarded to the Magnet Review Committee for review. For the Court's reference, curriculum guides for each magnet program area are available in the Magnet Review Committee Office. -26- SECTION VII RESEARCH AND EVALUATION The Honorable Henry Woods, U. S. District Judge in the United States District Court, Eastern District of Arkansas, Western Division, issued on September 3, 1986, an \"Order Concerning Magnet Review Committee.\" Item 4 of the Order states, in part, \"Upon implementation of the magnet school program, the Magnet Review Committee will continue to monitor, evaluate, and recommend changes in the actual operation of the magnet schools ..... \" In August of 1987, the Magnet Review Committee developed a plan for evaluating the magnet schools. The evaluation plan provides for determining the desegregative effects of the magnet school programs, as well as the educational quality of these programs. Key variables inherent in effective schools were identified for study by the Magnet Review Committee, and a framework for longitudinal evaluation was adopted. The framework consists of four phases to the evaluation process. This plan was provided to the Court in the Magnet Review Committee's Report to the Court of September 3, 1987. The Magnet School Program Evaluation for 1987-88 was conducted for the Magnet Review Committee by the Office of Educational Research and Services, College of Education, Arkansas State University (ASU), under the direction of Dr. Donald E. Wright. The evaluation report was published in June 1988 and was shared with the Court, all parties and the public. The Magnet Review Committee accepted a proposal by the ASU Office of Educational Research and Services to conduct the evaluation of the interdistrict magnet schools for the 1988-89 school year. This evaluation is in process and is anticipated to be completed by early Spring 1990. The objectives of the study are as follows: 1. To develop an instrument for data collection that will re-examine the attitudes/opinions of all parents of magnet school students. The instrument will focus on those items from the 1988 data collection instrument where fifteen percent or more of the parents disagreed with the positively stated item. -27- 2. To obtain 1989 standardized scale scores for the following tests for the appropriate grade groups: A. Minimum Performance Test (MPT) Grades 3-6-8\nB. Metropolitan Achievement Test, 6th Edition (MAT-6) Grades 4-7-10\nC. American College Test (ACT) Grade 12. 3. To utilize appropriate evaluation techniques and strategies in the analysis of data and the correct interpretation of results.* 4. To file a written report that will enable the Magnet Review Committee to utilize as evidence when changes in the magnet school program are considered. * The analysis of student achievement data will include disaggregation of the data. Following receipt of the final report of the Evaluation of the Pulaski County Interdistrict Magnet School Program, 1988-89 School Year, the Magnet Review Committee will make the report available to the Court, interested parties and the public. -28- SECTION VIII POLICY ISSUES The Magnet Review Committee (MRC) is cognizant of the Court's June 30, 1987, Order clarifying the role of the MRC in policy development for the operation of the interdistrict magnet school program and setting forth guidelines for presentation of MRC policy decisions to the Court for adoption subsequent to the Order. The MRC recognizes that the most appropriate course of action is for magnet schools to adhere to the policies of the host school district whenever possible. On certain occasions, it has become necessary for the MRC to develop and adopt a policy or guidelines that would be unique to magnet schools. These policies and guidelines, which have been disseminated to the three districts for implementation, are included in this report and are listed below: POLICY POLICY GUIDELINES GUIDELINES POLICY Interdistrict Magnet School Transfers, Revised December 1, 1987 Interdistrict Magnet Schools Inclement Weather Procedure, Adopted December 1, 1987 Interdistrict Magnet School Enrollment for the 1989-90 School Year, Adopted December 20, 1988 Classifying Equipment Interdistrict Magnet School Student Early Graduation, Adopted July 25, 1989 As policies governing the interdistrict magnet schools are developed in the future, they will be submitted to the Court in accordance with the Court Order. -29- I POLICY ON INTERDISTRICT MAGNET SCHOOL STUDENT TRANSFERS Revised December 1, 1987 Students enrolled in an Interdistrict Magnet School in a given semester will be required to remain in that magnet school for the duration of that semester. Students who develop extenuating circumstances which might warrant a change in assignment may petition to obtain a change of assignment. Petitions will be received by the host district. Petitions will be reviewed by a three (3) member Withdrawal Committee comprised of student assignment officers or designates for the three (3) Pulaski County, Arkansas, districts. A majority of these officers will determine whether a student is allowed to change assignment* Parents who wish to appeal the decision of the Withdrawal Committee may do so by writing a letter of appeal to the Magnet Review Committee. The decision of the Magnet Review Committee is final. Specific student assignment will be made according to policies of the home district. * Identified handicapped students are excluded from the review process as described herein. Decisions pertaining to the appropriateness of their educational programming and placement shall be made in accordance with Public Law 94-142 and Arkansas Act 102 regulatory procedures. -30- OoMa Grady Creer Executive Direclor Magnet Review Committee 22nd and Poplar P.O. Box687 North Little Rock, Arkansas 72115 INTERDISTRICT MAGNET SCHOOLS INCLEMENT WEATHER PROCEDURE Adopted December 1, 1987 (501 l 758-3545 1. When Little Rock School District schools are closed, interdistrict magnet schools will be closed. No magnet school buses will run when LRSD schools are closed\n2. When Little Rock School District is open, interdistrict magnet schools will be open. If Little Rock School District is open, and Pulaski County Special School District and/or North Little Rock School District is closed, Pulaski County Special School District and/or North Little Rock School District magnet school bus routes will not run. Students whose buses do not run will not be expected to attend class. If a student is transported to and from school on that day by other means (parents, taxi, etc.), the district is not liable for any accident that may occur. 3. Magnet school students who miss class work due to inclement weather will not be penalized in any way. Adequate time will be given to compensate for any work missed. -31- onna Grady Creer acutive Director TO: FROM: SUBJ: DATE: Magnet Review Committee 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 James JenninL~RS,D Donna Grady , Executive Director Magnet Revie Committee Interdistrict Magnet School Enrollment December 21, 1988 At its December 20, 1988 meeting, the Magnet Review Committee, by formal motion and vote, agreed to: 1) apportion vacant seats at entry level grades (501) 7580156 (K, 7th, and 10th) in accordance with percentages set forth in the Stipulation. 2) give preference to PCSSD and NLRSD students for vacancies occuring in grades 1-6, 8-9, 11-12. If PCSSD, and NLRSD are unable to fill these vacancies, Little Rock School District students may be seated. 3) apply the same formula in 1) and 2) above with regard to additional seats at Carver Magnet. 4) deny sibling preference and guaranteed placement f rom one organizational level to the next. Please keep us informed as LRSD makes plans for 1989-90 student assignment. DGC: sl cc: Eddie Collins, PCSSD Arma Hart, LRSD Andrew Power, NLRSD -32- I In accordance with the Order dated the 30th day of June, 1987, the Magnet Review Committee is submitting the following report titled, \"Classifying Equipment for Funding Purposes,\" for your approval. The policy states, \"Equipment not built into an existing building should be classified under the heading of operating costs. Equipment built into the building will be classified under the heading of construction costs.\" The Magnet Review Committee used the Arkansas School Financial Accounting Manual published by the Arkansas Department of Education in 1976, and revised in 1986, to reach a decision. Chapter 5, \"Supplies and Equipment,\" offered the following information in a subsection titled, \"Distinguishing Between Built-In and Movable Equipment.\" If an agency finds it necessary to distinguish between built-in and movable equipment, it usually would relate to one of the following situations: (a) estimating the costs of a building (built-in equipment is included: movable equipment is not)\nand (b) determining which equipment items can be purchased from various funding sources. After an item has been identified as equipment, the following criteria may be applied to determine if the item is built-in or movable: An equipment item is built-in if: 1. It is an integral part of a building\nthat. is, it is permanently fastened to the building, functions as part of the building and causes appreciable damage to the building if it is removed\nor 2. It is permanently attached to a side and functions as part of the site (except buildings or other structures). Built-in equipment may be incorporated into a building at the time the building is erected or at a later date. Built-in equipment is sometimes referred to as fixed equipment (not to be confused with fixed assets). Movable equipment consists of items that: 1. Are transportable from one location to another without appreciable damage or change to the location from which they are removed or to the location where they are installed, and -33- I I 2. Do not function as integral parts of the building or site and are not permanently fastened or attached to the building or site. A piece of equipment that is simply bolted or screwed to the floor, such as a heavy lathe or desk, and that can be moved as a unit once these fasteners have been removed, is movable equipment. The term movable refers to permanency of installation and not to size or weight. The Magnet Review Committee anticipates reference to this policy when dealing with magnet school budget, renovation, and construction. -34- I INTERDISTRICT MAGNET SCHOOL STUDENTS EARLY GRADUATION July 25, 1989 Interdistrict magnet school students who meet early graduation requirements should submit a written request for early graduation to the high school principal prior to the beginning of the fifth (5th) semester if early graduation is to be held at the end of the sixth (6th) semester. If the student requests to graduate at the end of the seventh (7th) semester, the request must be made prior to the beginning of the sixth (6th) semester. A plan for early graduation will be reviewed in a conference to include the student, counselor, parents, and the high school principal. After a complete evaluation of the request, the principal will make a final decision on the request and forward that decision to the Associate Superintendent for Curriculum and Special Programs in the host district and the Magnet Review Committee. At Parkview Fine Arts/Science Magnet School, only six of the seven credits earned during the regular school day, per year, may be counted toward early graduation. Additional credits earned for the purpose of early graduation must be taken through extended day programs, correspondence courses, or summer school, as in other public high schools in the Pulaski County area. GRADUATION: If early graduation is approved, the student may participate in commencement exercises on the same basis as regular graduates. Students who do not wish to participate in commencement exercises will receive their diploma as soon as practical after the exercises. -35- SECTION IX INTERDISTRICT MAGNET SCHOOLS BUDGETS The Magnet Review Committee (MRC) and Little Rock School District (LRSD) adopted budget for operation of the Interdistrict Magnet School Program for the 1988-89 school year was $12,781,300.00. This figure was computed on a per pupil cost of $3,100 times a total seating capacity figure of 4,123 for the Interdistrict Magnet School Program for that school year. The fiscal year for expenditure of this budget was July 1, 1988, through June 30, 1989. Initially, each of the six (6) interdistrict magnet schools was allotted a proportional share of funds to budget based upon its seating capacity. However, following close budgetary review, monies were shifted among the programs where necessary to accommodate program and services needs. The adopted budget was submitted by the MRC to the Court for approval on February 10, 1989, (see Appendix H). The Interdistrict Magnet School Program operated in accordance with the adopted budget during the 1988-89 school year. Final expenditures for the operation of the six (6) interdistrict magnet schools during the 1988-89 school year were as follows: Interdistrict Magnet Schools Cost Per Pupil 1988-89 (provided by Little Rock School District) Mann Parkview Booker Carver Gibbs Williams TOTAL 88-89 EXP $2,602,655.24 $3,068,687.24 $1,843,387.31 $1,263,554.98 $1,122,127.49 $1,387,400.74 $11,287,813.00 * Average Daily Membership ADM* PER PUPIL 863.68 $3,013.45 824.48 $3,721.97 650.65 $2,833.15 460.51 $2,743.82 347.54 $3,228.77 494.37 $2,806.40 3,641.23 $3,100.00 The operating expenditures and per pupil cost rates varied across the six (6) interdistrict magnet schools. This variance is the same experienced within any school district, reflecting the general differences found in operating elementary versus secondary schools (junior and senior high schools) and special programs. In the magnet schools, the variance was also attributable to ongoing start-up costs of -36- I programs involving unique program design and the associated personnel, equipment and staff development needs. In summary, the total expenditure for the operation of the six (6) interdistrict magnet schools for the 1988-89 school year was $11,287,813.00 at an average per pupil expenditure of $3,100. The allocated budget ($12,781,300.00) was based on magnet school seating capacity (4,123) while the expended budget was based on the ADM of 3,641.23 (actual adjusted enrollment). The total expenditure is in keeping with the guidelines set forth by the Court for operation of the interdistrict magnet schools. -37- I SECTION X RECOMMENDATIONS 1) The Magnet Review Committee recommends that the adjusted interdistrict magnet school program seating capacity (as reported in the Report to the Court on Interdistrict Magnet School Capacity, dated April 19, 1989) be the base figure for the interdistrict magnet school program budget. It is necessary to annually reassess program needs as they affect seating capacity for each interdistrict magnet school to ensure sufficient space for each program. 2) It is recommended that the Magnet Review Committee and the host district (Little Rock School District), who are responsible for the annual budgeting of the interdistrict magnet school program, will continue to analyze the adequacy of the $3,100.00 per pupil allocation for funding this program and will make recommendation on their findings. Additionally, the Magnet Review Committee will present the Court with an analysis of the adequacy of its annual operating figure of $150,000.00. Both figures have remained constant for three years in succession. Increased costs for goods and services associated with the interdistrict magnet school programs and Magnet Review Committee functions warrant consideration in determining budget figures. 3) Currently, personnel in the three Pulaski County school districts are considered when staffing the interdistrict magnet schools\nthis practice should continue. The Magnet Review Committee will study the staffing practices in light of: racial and gender balances, hiring policy of the host district as it affects interdistrict faculty transfer, and interdistrict staffing ratios. Based on its findings, the Magnet Review Committee will make recommendations to the Court. It is necessary that interdistrict staffing be accomplished. 4) The Student Assignment Officers Committee (described in Section II of this report) now works with the Magnet Review Committee to determine vacancies/ allocations for filling interdistrict magnet school seats. If the three districts have not filled their allotments prior to the first day of school, seats are released to any of these districts with -38- appropriate students on its waiting lists. However, the Magnet Review Committee recommends that any unused seats for white students in the North Little Rock School District or Pulaski County Special School District be held for use by whites from either of these two districts until the first nine weeks grading period of the host district (Little Rock School District) has ended. This practice is necessary to adhere to the original guidelines set forth by the Court regarding interdistrict participation and racial composition in the magnet school program. 5) The MRC recommends continued use of the current interdistrict magnet schools evaluation design. Future evaluation will be expanded to include social desegregative issues. -39- APPENDIX A -40- I I I I I APPENDIX A-1 Interdistrict Magnet Schools Survey Results INTERDISTRICT MAGNET SCHOOLS SURVEY The Little Rock, North Little Rock, and Pulaskl County Special School Districts, In their continuing effort to meet the needs of the citizens In Pulaski County, are currently assessing the practicality of expanding the interdistrict (which Includes all three school districts In Pulaski county) magnet school program. The present magnet school program Is explained In the enclosed brochure. Please take a few moments and answer the questions by marklng the box to the left of your response with an (x). If you need assistance or have questions, you may call the Magnet Review Committee office (758-0156) between 8:00 a.m. - 8:00 p.m. Wednesday, Nov. 9th, or Thursday, Nov. 10th. Ail Individual responses will remain anonymous, and data will be reported only as group information. Thank you for your input. We value your opinion. Please Indicate the number of school-aged children in your family. 0 A. 1 0 B. 2 0 C. 3 O D. 4 or more How many of your children will be In elementary schools (grades K-6) during the 1989-90 school year?  A. 1  B. 2  C. 3  D. 4 or more How many of your children are presently enrolled in the interdistrict magnet school program?  A. None D B. 1 D C. 2 D D. 3 E. 4 or more Please indicate the school district in which you reside. D A. Little Rock School District D B. North Little Rock School Dis-trict D C. Pulaski County Special School District n D. Other (please list) 5. If your child attends school In a system/district other than your resident district, please Indicate. 6. In the space provided, please write your home address zip code. 7. How important is the location of the school In deciding whether or not you would enroll your child? 0 A. Location Is very important.  B. Location is somewhatlmpor-tant. 0 C. Location is not important. 8. Listed below are five suggested locations for lnterdistrict magnet elementary schools. Please rank the locations (1 for the most desirable location through 5 for the least desirable location) in order of preference. D A. State Capital Complex area 0 B. Area bounded by Interstate 630, 9th Street, Center Street, and Chester Street (downtown) D C. Crystal Hill/Maumelle area (northwest Pulaski county) 0 D. Junction of Interstate 430 and Colonel Glenn Road D E. 27th and Main, near the Interstate 30 and Roosevelt Road intersection 9. Would you bring or permit your child to be transported to a school located In a school district other than the one In which your child Is presently enrolled? o A. Yes 0 B. No 0 C. Undecided 1 O. Listed below are lour suggested elementary magnet school themes. Please rank (1 through 4, with 1 being your most desirable and 4 as your least desirable) the themes In order of preference. If you have a theme to suggest which Is not listed below, please fist It In the space provided (E). D A. Montessori The Montessori method of teaching recognizes the natural learning potential of children, structures a learning environment, and channels this natural curiosity Into enriched learning experiences. Independent, self-directed learning Is emphasized. Students progress at their own rates using specially designed Montessori materials to assist them In becoming self-directed learners and mastering basic skills on their own. The Montessori program allows the natural development of children using materials which provide learning habits, Including independence, responsibility, coordination, order, and concentration In order to develop academic competency. .----- --- - --- ~ Enriched learning opportunities are provided to encourage and assist students In proceeding to higher developmental stages In learning. D B. Environmental Science Environmental Science Is the study of the Interaction between flvlng and non-living things and their surroundings. Study at an Environmental Science magnet consists of educational experience which enables students to develop an awareness and understanding of the environments In which they live. Students develop skills for handling a variety of environmental problems and positive attitudes which will help them live In harmony with the world around them. The program utilizes the natural interest of children In animals and plants and how they Interact with each other. Basic skills In reading, math, and other fundamental areas are Incorporated into these activities. D C. Computer Science The Invention of the computer has rapidly and forever changed the world we know. This and coming generations have an Increasing need for computer literacy which, In tum, will create many opportunities as large quantities of Information are processed with the virtually unlimited power of computers. The Computer Science magnet theme would recognize both the need and the opportunity. and would seek not only to make students (Continued on Back) dC/1 then lo e c er lo maximum advantage and to Improve basic sk/1/s In reading, math, and crlllcal thinking. Students In all the Pulaski county area schools are exposed to computers, but the Computer Science magnet would offer an advanced level of instruction and state-of-theart facilities for students in elementary schools. 0 D. Communications Basic Instruction In all required subjects would be stressed with special emphasis placed on reading, language, writing, and speaking skills. Student learning would be geared toward enhancing their love for and understanding of the written and spoken word. Opportunities to work on mock newspaper and magazine staffs, and In mock radio/ T.V. stations would be provided at the upper elementary level. Li E. Other (Please Specify): Please Indicate the race or ethnic origin of the person responding to this survey. D A. American Indian or Alaskan Native D B. Asian or Pacific Islander D C. Black D D. Hispanic D E. White 12. Would you be Interested In your chlld attending a magnet that offers an all-day preschool program for 4- year-olds? D A. Yes D B. No D C. Not Applicable D D. Undecided Please return your completed survey to your child's teacher on or before Friday, November 11, 1988. Thank you for your help. INTERDISTRICT MAGNET SCHOOL SURVEY OVERVIEW In November, 1988, the Magnet Review Committee sent home approximately 26,000 Interdistrict Magnet Schools Surveys to parents of students in LRSD, NLRSD, and PCSSD elementary schools. The survey was distributed in an effort to obtain parent input on proposed magnets for the 1989-90 school year. 4,147 surveys were completed and returned, with a response percentage of 16%. Of these 4,147 responses, 1,499 were from black parents, and 2,648 from non-black participants. The bulk of the responses were from parents in the 72076 (Jacksonville), 72116 (NLR and Sherwood), and 72204 (Central LR). 72118 (Levy and Maumelle) and 72206 (LR South Side) followed. The first choice for a theme for proposed magnets is Computer Science, and the Crystal Hill/Maumelle area (northwest Pulaski county) was the favored location. Overall, the respondents feel that location is very important in deciding to send their children to an interdistrict magnet school. Additional information is forthcoming and a survey form is attached to this report. I The Magnet Review Committee, at the request of the Special Master and the parties in the Pulaski County Desegregation Case, has configured the recent Interdistrict Magnet Schools Survey results by district and by race. Little Rock School District had 1,796 respondents - 972 black, and 824 white and other. The theme choice ranking for all Little Rock School District respondents is: First Choice: Second Choice: Third Choice: Fourth Choice: 656 513 471 156 Computer Science Communications Montessori Environmental Science The theme choice ranking for black respondents in Little Rock School District is: First Choice: Second Choice: Third Choice: Fourth Choice: 357 288 256 71 Computer Science Communications Montessori Environmental Science The theme choice ranking for white and other respondents in Little Rock School District is: First Choice: Second Choice: Third Choice: Fourth Choice: 299 225 215 85 Computer Science Communications Montessori Environmental Science Four Hundred Fifty One (451) parents of North Little Rock School District students, grades K-6, responded to the Interdistrict Magnet Schools Survey. Of these respondents, 131 are black, and 320 are white or other. The theme choice preference of all respondents in North Little Rock School District is: First Choice: Second Choice: Third Choice: Fourth Choice: 150 139 127 35 Computer Science Montessori Communications Environmental Science The theme choice preference of black respondents in North Little Rock School District is: First Choice: Second Choice: Third Choice: Fourth Choice: 45 43 35 8 Computer Science Montessori Communications Environmental Science The theme choice preference of white or other respondents in North Little Rock School District is: First Choice: Second Choice: Third Choice: Fourth Choice: 105 96 92 27 Computer Science Montessori Communications Environmental Science The 1,893 Pulaski County Special School District parents (434 black, and 1,459 white or other) responded as follows: First Choice: Second Choice: Third Choice: Fourth Choice: 660 586 480 167 Computer Science Montessori Communications Environmental Science The black parents in Pulaski County Special School District responded as follows: First Choice: Second Choice: Third Choice: Fourth Choice: 141 137 118 38 Montessori Computer Science Communications Environmental Science White or other parents in Pulaski County Special School District responded as follows: First Choice: Second Choice: Third Choice: Fourth Choice: 523 445 362 129 Computer Science Montessori Communications Environmental Science APPENDIX A-2 M-to-M Survey Results 0 INTElDISffllCT MAGNETSOfOOLPROGRAM Pursue The Possibilities! M-to-M (Majority-to-Minority) Transfer Survey Dear Parent, Thank you for your participation in the Majority-to-Minority (M-to-M) transfer program. We value your input. The Magnet Educational Team would like for you to complete the following survey in order that we may develop strategies to increase M-to-M participation for the 1989-90 school year and beyond. Please complete the survey and return it in the enclosed envelope by February 24th. If you have questions, please call the Magnet Review Committee Office at 758- 0156. Again, thank you. We look forward to your response. The Magnet/ M-to-M Educational Team M-to-M Transfer Survey 1. How long have you been a participant in the M-to-M transfer program? _ 1 year _ 2 years _ more than 2 years 2. How many of your children participate in the program? 2 3 4 more 3. If you have other sch~ol-age / preschool children, would you enroll them in this program? __ yes no 4. How were you informed about the M-toM transfer program? __ Home district school personnel (teacher, principal, counselor) Brochure __ Magnet Review Commiuee Office Radio __ Newspaper __ O1her(s) - Lisr: _______ _ 5. How is your child transported to school? School Bus Car Pool Taxi __ Family Car Other: __________ _ 6. Check the following reasons that attracted you to the M-to-M transfer program. Location of school (near job) Curriculwn (councs, labs) Faculty and/or administration Convenience (near to aflcr-sdiool daycare or aflcr-school lessons, such as piano, dance) Special programs (band, athletics, choir, cheerleader, etc.) Relocation (for example - lived in Little Rock, moved to North Little Rocle, but wanted to stay in Linle Rock schools) 7. Please check the activily (ies) in which you or your child participate. School Volunteer _ PTA/PTO Room Mother Athletics Band Choir __ Cheerleader, Majorette, Flag, etc. Clubs Other: 8. Would you be interested in helping to recruit students for the M-to-M transfer program? __ yes no send more mformation If you would like to, you may use this space to comment on the M-to-M transfer program. THANK YOU! Use the enclosed envelope to return by February 24th. In March of 1989, the Magnet Review Committee, via U. S. mail, distributed 165 surveys to parents of M-to-M transfer students. Thirty-five parents returned the survey to the Magnet Review Committee Office. Data gathered from the survey revealed that a majority of the respondents: - learned of the program from home district school personnel or the brochure. - transport their child to school in the family car or by school bus. - chose to participate in the M-to-M program because of the location of the school or special programs offered by the school. APPENDIX B Capacity Committee Report -41- Magnet Review Committee April 19, 1989 1900 North Main Street  Suite 101 North Little Rock, Arkansas 72114 The Honorable Henry Woods Judge, United States District Court Eastern District of Arkansas U.S. Post Office \u0026amp; Courthouse P. o. Box 3683 Little Rock, AR 72203 Dear Judge Woods: In August, 1988 the Magnet Review Committee submitted for the Court's consideration a request for modifying seating capacity at interdistrict magnet schools. At that time, it was the Court's opinion that insufficient justification was provided to support the Magnet Review Committee's recommendation. The Magnet Review Committee was advised that should it desire to recommend adjustments to seating capacity in the future, it may do so but must provide sufficient supportive evidence of need. In September, 1988 the Magnet Review Committee appointed a Capacities Committee which had as its purpose on-site examination and projection of the capacity for each interdistrict magnet school building given current programming needs, Standards for Accreditation for Arkansas Public Schools (inclusive of standards for facilities) and North Central Association Standards. (501) 758-0156 The report will delineate the Committee makeup, its meeting and activities schedule, the individual school reports and capacity computations for each and the Magnet Review Committee recommendations for maximum seating capacity conforming to established standards for educational programming in each interdistrict magnet school. The Magnet Review Committee would appreciate the Court's consideration and timely response as we are in the process of recruiting students, budgeting and planning programs for the 1989-90 school year. The Magnet Review Committee will continue to work cooperatively in fulfilling its oversight responsibility and The Honorable Henry Woods -2- April 19, 1989 will make findings and recommendations as may be necessary to effect the efficient operation and administration of the interdistrict magnet school program. Sincerely, ~~ Marcia Harding, Chairperson Magnet Review Committee cc: Aubrey v. Mccutcheon Attorneys of Record REPORT to THE COURT on INTERDISTRICT MAGNET SCHOOLS CAPACITY Submitted By THE MAGNET REVIEW COMMITTEE April 19, 1989 TABLE OF CONTENTS Introduction Meeting Schedule Guide to Report Findings Williams Basic Skills Magnet Gibbs International Studies Magnet Booker Arts Magnet Mann Arts-Math/Science Magnet Parkview Arts Magnet Carver Basic Skills/Math-Science Magnet Recommendations Summary INTRODUCTION In September, 1988, the Magnet Review Committee formed a committee to study studP.nt capacity at each of the six (6) interdistrict magnet schools in Pulaski County. The Magnet Review Committee asked that the committee pay particular attention to the use of space in theme areas (e.g., fine arts, math/science, foreign language). The Magnet Review Committee's Capacities Committee consists of the Student Assignment Officer and School Plant Manager from each of the three school districts. Committee membership is as follows: Little Rock School District: James Jennings - Associate Superintendent, Desegregation Wayne Adams - Coordinator of Plant Services North Little Rock School District: Andrew Power - Assistant Superintendent, Student Affairs Jerry Massey - Director, School Plant Services Pulaski County Special School District: Ed Hogan, Chair - Assistant Superintendent, Support Services Eddie Collins - Assistant Superintendent, Pupil Personnel Magnet Review Committee: Donna Grady Creer - Executive Director James Washington, Student Assignment Officer (LRSD) and Jack Robinson, Plant Services Construction Manager (LRSD), as well as the magnet school administrators, offered their assistance. Information for this report was obtained through a series of meetings, on-site visits, review of building plans, and usage and discussion. DATE Sept., 1988 Sept., 1988 Oct. 4 Oct. 12 October 20 October 25 October 29 November 1 December 2 December 9 January 3, 1989  LOCATION/ACTIVITY MRC Office Memo delineating overall objective Magnet Review Committee Office Williams Magnet Gibbs Magnet Booker Magnet Parkview Magnet Mann Magnet Magnet Review Committee Office Magnet Review Committee Office Magnet Review Committee Office PCSSD Administrative Offices LRSD Central Office Magnet Review Committee Office OBJECTIVE Appoint Committee Plan work\nEstablish visitation schedule Tour plant\nTalk with administrators\nDetermine capacity based on findings As above Examine findings\nFormulate draft of report Finalize report\nDiscuss recommendations with magnet principals Present report to the Magnet Review Committee Subcommittee work on adequate space for all programs at Carver and Gibbs To work with LRSD on Carver capacity and housing for Gibbs music program Present revised report to Magnet Review Committee DATE January 5 February, 1989 March 14 April 4 April 18, 1989 LOCATION/ACTIVITY Telephone Conference Call MRC Meeting MRC Meeting MRC Meeting OBJECTIVE Magnet Review Committee forwarded draft of Capacities Committee report to districts for comment Responded to MRC's assessment of revised report Presented revision of portions of report to MRC MRC instructs Donna Grady Creer to compile completed report Report presented to MRC GUIDE TO REPORT Present Capacity is as used for 1988-89 school year. Present Enrollment is as of February 13, 1989. PAL= Program for Accelerated Learning State Standards Require: 20 students maximum per classroom for Kindergarten 23 students maximum per classroom for Primary (Grades 1 , 2 , 3 ) 25 students maximum per classroom for Intermediate (Grades 4, 5, 6) WILLIAMS BASIC SKILLS MAGNET Present Capacity: 515* Present Enrollment: 491 Observations Portables are in use to accommodate art, music, and counseling. PAL Math, PAL Reading, and Computer Lab teachers (3) and students are housed in one non-partitioned classroom. Two of the three magnet specialists are housed in converted storage areas with no heating, ventilation, or air conditioning available. Teacher aides work area is in an open space (hallway). Recommendations Capacity of permanent structure is 419 with existing programs. Capacity should be reduced by 96 to alleviate use of portables and congested PAL computer area. An option to lowering capacity would be to add 3,000 square feet of additional space to house art, music, counseling, PAL, and computer lab. * In 1989-90, one class will move from primary to intermediate which will increase capacity by two students (from 515 to 517). Capacity Computations 3 - Kindergarten x 20 10 - Primary x 23 9 - Intermediate x 25 = 60 = 230 = 225 Total Capacity= 515 NOTE: Pull-out rooms were not considered in capacity. GIBBS INTERNATIONAL STUDIES MAGNET Present Capacity: 351 Present Enrollment: 349 Observations Classroom presently used for music has no soundproofing. Recommendations Capacity should remain as is. Consider cafeteria (using moving sound partition) for music. Acoustical renovation of cafeteria could include folding sound partition. CaEacity ComEutations 2 - Kindergarten x 20 = 40 7 - Primary x 23 = 161 6 - Intermediate X 25 = 150 Total Capacity = 351 NOTE: Pull-out rooms were not considered in capacity. BOOKER ARTS MAGNET Present Capacity: 660* Present Enrollment: 643 Observation Adequate as is. *When Booker became an interdistrict magnet school, students in grades 4 and 5 were allowed to \"grandfather\" into grades 5 and 6 . . At the end of the 1988-89 year, the grandfathered 6th graders will graduate, which will enable us to eliminate two 6th grade classes and add one 1st and one 2nd grade class. This will allow for four classes per grade level. Capacity Computations 4 - Kindergarten x 20 = 80 10 - Primary x 23 = 230 14 - Intermediate x 25 = 350 Total Capacity = 660 NOTE: Pull-out rooms were not considered in capacity. MANN ARTS-MATH/SCIENCE MAGNET Present Capacity: 975 Present Enrollment: 855 Observations Crowded conditions in rooms being used for foreign language and some English classes. These classrooms do not meet minimum standards measured by the North Central Association (750 square feet). A teachers' lounge in Building 8 is located in a space that could serve as a classroom for a small sized class. Recommendations In Building 8 there is a classroom used as a teachers' lounge. The classroom presently used for a teachers' lounge (Room 13) should be used as special education classroom. Teachers' lounge should be provided elsewhere. Additional space to provide a teachers' lounge is available. Four rooms in Building 8 have been divided. These four rooms should be returned to their original size or made into two rooms. Provided these changes are made, the capacity of the current program at Mann is 935. Capacity Computations Regular Classrooms - 44 x 25 Gym - 2 X 21 Special Education - 2 x 8 Music/Piano - 1 x 18 PAL - 2 x 15 Dance Studio - 2 x 20 Total X 75% Capacity = 1,100 = 42 = 16 = 18 = 30 = 40 = 1,246 = 935 PARKVIEW ARTS MAGNET Present Capacity: 1,150 Present Enrollment: 798 Observations Some rooms in building under present situations will not meet North Central Association standards. Crowded conditions in piano lab, art studio (three rooms), and dance studio. Recommendations Capacity should be reduced from 1,150 to 991*, based on present program needs. Transfer Wood Shop to Building 3 (Stage Shop). Special Education should be moved from 3-103 to one of present art rooms. Other art room will be used as health room\nthis then frees clothing lab for the piano lab. Pottery and jewelry should be moved from 9-103 to 3-108. 3-102 should be art room. 3-103 should be art room. 3-108 should be art room. This will provide for all art to be housed together and will provide adequate space to meet State standards for lab classes. Capacity Computations Regular Classrooms - 49 x 25 Piano Lab - 1 x 18 Dance Studio - 1 x 20 Special Education - 1 x 8 Gym - 1 X 25 Auditorium Shop - 1 x 25 Total X 75% Capacity = 1,225 = 18 = 20 = 8 = 25 = 25 = 1,321 = 991* *One Kindergarten class with a capacity of 20 is not included in this figure. CARVER BASIC SKILLS/MATH-SCIENCE MAGNET Present Capacity: 613 Recommendations Remain as is (new Carver). Capacity Computations 3 - Kindergarten x 20 11 - Primary x 23 12 - Intermediate x 25 Total Capacity Present Enrollment: 474 = 60 = 253 = 300 = 613 NOTE: Pull-out rooms were not considered in capacity. RECOMMENDATIONS The Magnet Review Committee, after examination of the Capacities Committee findings and interviews with the Committee, and through formal motion and vote, adopted the following recommended capacities figures: MAGNET PRESENT RECOMMENDED* SCHOOL CAPACITY CAPACITY CHANGE Williams 515 515 0 Gibbs 351 351 0 Booker 660 660 0 Mann 975 935 -40 Parkview 1,150 991 -159 Carver 613 613 0 4,264 4,065 -199 *To go into effect in the 1989-90 school year SUMMARY In summary, the Magnet Review Committee and the Capacities Committee have spent considerable time, effort, and energy attempting to develop a true seating capacity for the aforementioned schools. Both State and North Central Association standards were considered in our deliberations as we examined the physical plant to capacity needs. It is our position that the recommended capacities will help promote a more functional and adequate facility considering the program presently being housed in each interdistrict magnet school. APPENDIX C Interdistrict Magnet School Brochures and Sample Application Forms -42- Student Selection Sludents entering Kindergarten through sixth grade fort he coming year are eligible to make application for the magnet school. Applications may be obtained by contacting the following Districts:  Little Rock Schools 810 W. Markham Little Rock, AR 72201 Phone: 37 4-3361 North Little Rock Schools 2700 Poplar P.O. Box 687 No. Little Rock, AR 72115 Phone: 758-1760  Pulaski County Schools 1500 Dixon Road P.O. Box 6409 Little Rock, AR 72716 Phone: 490-2000 From applications received, students will be randomly selected from the three above listed Districts. A 50-50 racial compostion, with no more than 10% deviation, will be maintained. Students not selected will be placed on a waiting isl according to their random selection based on race, grade level, and District. II a District does not use its total allocations by a specified date, vacancies will be filled according to the Magnet Review Committee (MAC) directives. All vacancies ocrurring after school begins will be filled al semester break. The selection process may be changed al any lime al the discretion of the Magnet Review Committee. Once a student is selected parents must sign a format Parent Contract subscribing to !he attached w\nmams Basic SkiIIs Magnet Schoof Philosophy and Policies A student may remain io the magnet school unlit he/she completes the sixth grade. Certified Staff  1 Principal  1 Vice Principal  22 Classroom specialists  3 Magnet specialists  2 Accelerated learning specialists  1 Media specialist  1 Art specialist  1 Music specialist  1 Physical education specialist  1 Resource speciafisl  1 Counselor 1 Speech therapist Non-Certified Staff  2 Office secretaries  1 Media secretary  1 Nurse  1 Computer specialist 1 General aide  7 Supervision aides  4 Custodians  4 Cafeteria personnel PLEASE NOTE: PARENT CONTRACT IS ATTACHED. PLEASE STUDY, SIGN AND RETURN TO SCHOOL AT YOUR EARLIEST CONVENIENCE. Williams Magnet School A Choice for Excellence 7301 Evergreen Street Little Rock, Arkansas 72207 Little Rock School District Dr. Edwin S. Jackson, Principal Ph.I 666-0346 William Basic Skills Magnet Schoof Philosophy Nilliams Basic Skills Magnet School is a high, Jerformance, high expectations elementary school offering a program for grades K - 6, promoting a highly structured.disciplined approach to academic :ind social behaviors. Strong emphasis is placed on mastery of basic skills at the student's instructional level in reading, -nath, English, spelling, writing, science, social\ntudies, health, penmanship, art, music and physi:: al education. Mlfiams Basic Skills Magnet School goals are:  Development of basic academic skills and concepts mastery at the highest levels possible  Development of students' higher level thinking skills  Promotion of students' self-discipline development  Development of task commitment, sett-motivation and responsibility [his school best serves responsible students who earn weU lo a highly sto,ciured enyjronrnent and ice highly motivated by co,weUtion io an program m:as. ?olicles nstructlonal Program - A combination of homo:, eneouS/heterogeneous grouping procedures is 1sed In developing homeroom groups. Re-group-ng for Instruction, within the homeroom and across ,10meroom and grade level groups, Is used in the ,arious subject areas ii deemed appropriate. Basic skills specialists teach reading, math, English, spelling, writing, science, social studies, heatth, :\u0026gt;enmanship, and social iving skills. Music, art and\n\u0026gt;hyslcal education are taught by specialists in hose areas. Speech and resource room specialsis are also available. Large/small group instrucion using the basal textbook approach with high ,xpectalions in a highly structured and disciplined\nelting Is basic to the program. Studenrs are placed ar rheic iosrrucrional levels wilh lhe undersranding rhar successful cpmpletion or assionmenrstprocesses wilhin a specified time frame is reauired Critical skills and concepts from the various subject areas are emphasized at each grade level. To be eligible for academic promotion, the student must: Master targeted skills and concepts with 80% mastery Complete academic activities with 80% mastery Complete homework with 80% mastery The grading scale is as follows:  94 - 100%- A  72 - 84%- C  85 - 93% - B  63 - 71% - D  62 and below - F Homework - Minimum time to be used each day with homework activities: Kindergarten 30 minutes Grade One 30 minutes Grade Two 30 minutes Grade Three 45 minutes Grade Four 60 minutes Grade Five 60 minutes  Grade Six 60 minutes (These times are in addition to work not finished in class.) ParenUStall Conference - SchooVCommunity communications are essential foreJlective schools. Parents are expected to come to school for conferences at staff request. Staff will conference with parents at any time parents wish to discuss the educational program of their child. Conferences will be held during staff planning time. School Attendance /Tardy- Exceptlor emergencies and sickness, students are to be in school and are to arrive before the tardy bell rings. Student Olsclpllne - Specific rules governing student behavior are strictly and fairty enforced. The Little Rock Public Schools Rights and Responsibilities Handbook and the Willliams Magnet School Discipline Management directives will be used. The Williams Magnet School Discipline Management program consists of overall school rules and individual classroom rules - two separate documents. You will be given the three documents referred to above. Dress and Grooming - Students are to maintain their person and clothing in a modest, clean, and orderly manner resulting in pride in self and school. To help develop attiludes and behaviors which Indirectly alfect the learning process, students are to comply with the lollowing: Dress requirements lor males:  slacks - hemmed  jeans - blue denim excluded  shoes with socks shirt with collar - tucked in if not designed to be worn outside coats, jackets, and sweaters hair neatly trimmed and clean without tails Dress requirements for females: dresses skirts  jeans - blue denim excluded  slacks - hemmed  sweaters over blouses (if V-neck and open under arms)  coats and jackets  shoes with socks  blouse - tucked in if not designed to be worn outside  hair - neat and clean  tasteful jewelry  exclude make-up Clothing to avoid - Sundresses, culottes, shorts, peg pants, tee shirts, vests without blouses, clothing with writing, pictures, and/or advertising, fleecefined sweat clothing, and any other clothing not listed in the above guidelines. Please contact the vice principal or principal before buying any clothing not listed above. If you are not sure that dothing is appropriate, please contact us before allowing your child to wear it to school. Tennis shoes and gym unifonns are required for physical education in all grades except Kindergarten. PTA Membership and Meeting RequirementsParents I guardians are expected to join the Williams Basic Skills Magnet School PTA and to attend all required PTA meetings. PARENT CONTRACT My child,----,-,-- -----..,,.,,,...,..- is presently enrolled in grade __ at Williams Basic Skills Magnet School. As parent of the above named student, I will provide positive support and involvement for the lollowing: Philosophy Instructional Program Homework Policy ParenVStalf Conferences Policy  School Attendance/Tardy Policy Discipline Policy Dress and Grooming Policy PTA Meeting Attendance Requirement PTA Membership Requirement I have read the attached explanation of the above Philosophy and Policies, and agree to support and follow the contents of this Contract. I understand that my child's success at Williams Basic Skills Magnet School is contingent upon both parents and students honoring this contractual agreement. Date ParenUGuardian Name Student's Signature ParenUGuardian Signature Address Telephone: Home Work Principal's Signature Date Please sign Contract, cut along dotted line and return within three days. to: Dr. Edwin S. Jackson, Principal Williams Basic Skills Magnet School 7301 Evergreen Little Rock, Arkansas 72207 COURSES OFFERED AT MANN English Regular, Enriched, Gifted/Talented Mathematics Regular, Enriched Transition Life Science Social Studies Lab Science Earth Science Math, Pre-Algebra, Algebra I, 11, \u0026amp; Geometry American History Physical Science Regular, Gifted/Talented Civics Computer Technology Home Economics Industrial Arts Career Orientation German I, 11, Ill Spanish I, II, III French I, II, Ill Lab Art I, II, III Dance I, II, III Physical Education - (1 sem.), (full-year) Communications/Speech Drama Theatre and the Arts Musicianship I, II (Piano Lab) Band, Beginning, Intermediate, Advanced Orchestra, Beginning, Intermediate, Advanced Elementary Music Theory Exploratory Business/Typewriting Mechanical Exploration (1 semester) Construction Exploration (1 semester) Health (1 semester) Horace Mann Arts and Sciences Magnet School Mrs. Marian G. Lacey, Principal 1000 E. Roosevelt Little Rock, Arkansas 72206 ~~~~~~~ Little Rock Publk Schools - Ell[[)-~ [ill) ra ~ m Horace Mann Arts and Sciences Magnet School Where the Worlds of Science and Art Co,ne Together ....  The Best of Horace Mann Arts and Sciences PHILOSOPHY Mann Magnet School will have an atmosphere of scientific inquiry that will generate an enthusiasm for science and art among its students. Students will be encouraged to ask questions and teachers will assist students in learning the skills necessary to find answers to those questions. Mann Magnet School will provide a strong content background in science, mathematics, and language skills because appropriate questions cannot be asked and suitable answers cannot be recognized without a firm content foundation. Students in Mann Magnet School will develop study skills which will allow them to make optimum use of their time and will help them in the lifelong learning process. A variety of teaching styles and teaching methods will be used at Mann Magnet School to engage students in the learning process. Mann Magnet School will foster an atmosphere where teachers will feel free to implement innovative instructional units and try new instructional methods. Teachers will be active learners at Mann Magnet School. Curriculum Overview Mann Arts and Sciences Magnet School Is a junior high school housing grades 7, 8, and 9. The school consists of two different curricular programs, the School of Sciences, and the School of the Arts. Students will select one school or the other depending on their interests and aptitude. There are no academic performance requirements for entry into either program: however, it is recommended that applicants have a strong interest in or aptitude for an area of the Magnet School magnet curriculum in the school for which he applies. While students of all academic abilities are accepted for enrollment, it should be understood that the intensity and the depth of study will require a commitment to excellence on the part of all students. School of Sciences Students applying for seats in the school of sciences will participate In the traditional and required curriculum of English, science, mathematics and social studies, but in addition will take a laboratory science class. At grade 7, the lab is a semester in length. At grades 8 and 9, the lab is for the full year. In addition to the required courses, students in the school of sciences may select electives School of the Arts Students applying for seats in the school of the arts will take the traditional and required curriculum of English, science, mathematics, and social studies. In addition to the traditional curriculum, students will select an area of concentration from the area of visual arts, drama, dance, and music. Students will participate in the appropriate courses in their area of concentration. Students may also select electives. EXPECTATIONS FOR STUDENTS Teaching as a profession has, is, and will attempt to increase the engaged time on task for students, but the student alone has direct control over how much time and effort he/she puts into learning. To increase the probability of learning, the student will: - -  Come to school each day unless some serious circumstance prevents attendance.  Be prepared for each class with the necessary materials and completed homework.  Spend class time participating in activities planned by the teacher.  Learn and use the study skills taught by the teachers to make study time more efficient and effective.  Do his/her best on homework assignments, class work, quizzes and tests.  Takematerialshomeforparent'ssignatureasrequested by the school.  Show respect for teachers and fellow class members  Show respect for public property by not defacing desks, tables, walls, books, etc. and by not littering the school ground.  Participate in extra curricular activities.  Keep lines of communication open with parents and teachers (we are here to help you)  Not sell himself/herself short on the academic goals that can be reached with honest effort and the willingness to accept help. nmwu,n!! - '\"' \"\"\"'ur - IJ\"\"'l.\"\"S 10-12 ~ sWIY lrch.o:!'S black .nl llllte .nl rolor r:NJU,,-acny. Cdto\"d. 11\u0026lt;1\u0026gt;lll'rtCr\". drll electro,lc fldSll 11111 Ile CXM'\u0026lt;\"OO. 0artra:m lectnl\u0026lt;U!S ID prlnl black anl \"'11~ f1111 \"111 be Slu1100. ~M.\\.!\"M_~S l/1 d ~~- !JW/11G 11  a,e )\u0026lt;\u0026gt;ll\"  'T\"\" 10-11 - f'rcroJJls I te: Cr\"\"1ng I Cr\"\"1ng 11 ls a \u0026lt;nne \"'11dl 1s S!Ju:tlroo as M ln-\u0026lt;n\u0026gt;t/1 Stu:IY or v1SWI pera,ptlcn. Slc111 O!'.ela:nmt In onxxrt1a1. l8'Sll0Cthe. drll s1m1ng or the turen ria. rrouns m txXlY \"111 be 811TdS1ZOO. The stu:mt v111 be re\u0026lt;JJ1rnl ID e\"'11b1l se lectoo wrts. ~ - \u0026lt;re )el\u0026lt;\" - 9\"acles 11-12 - Pren!Q.J1S1~: CrMng II ~~ l~~s~~l~~ \"11! be re\u0026lt;JJ1roo to 91ve ..-mm cr,u~ or their wrt drll e\"'11b1 t se locte:1 'oCrtS. CIW]S -fl fl.RS - \u0026lt;re )6)1\" - IJ\"aa!S 11-12 - Prerw.,ls 1 te: 1 )6)1\" of h1gi sdml art Th1s ~ 1s \u0026lt;ES 1c\nrel for s~ 1nt.en5t.oo In t1'e Stu!Y or fllllfl drll th? va1ety or aarts lll1c11 1narixn~ u-ese 111ter1als .rd Will 1rclu:le fatr1c \u0026lt;ES 1!11. ~. l\u0026gt;llU1llll\u0026lt; Ing . .....-lng. mcnrre drll son sa,Jp0.re. ~ THl'ff EX!IID TI ~ CXMmfllil\\ Hirn 9JID.. ClffiIUJJ..M ~ars I  mt )Odt'\" Y'fl'I .. , 10 1l ll.vomong \u0026lt;Xlr'IC rcr lL'Onl\u0026lt;l.e on Wl ltl. IO:lYll a...-o,_ Ml:]~ - lb~\n=-'ss~~~~' ~ lntlnal .. tt 1~1: bollrt. __,, down \"'11 J\u0026amp;u. lib.:\n\"_. -~ 11-12 - l'rerewrn~: c.a ll!nl!U~ ~a\n-,.:~~~ eitiena-n ll .IO.wakl ~I: bolltt. IIIXlern \u0026lt;Ira rc1 J4U. ~~  ere --  ~lsltr: ~ Ttnlca.es I cr ~~ mrst CJ \"-\u0026lt;!Illa,_ ~IJ'W\u0026gt;l'lr-\u0026lt;llran..ants. H.SfC RA !Y\nIC n(]JI'( I - cre i,w-  ~ 10-11 . ~Ira, f'cr II IOU,. !nde Stubits.,., rt! orolleo ~ll41C Slll!Clllt, - lllls ~ ts C1!S Ive:! to ln!ra1.a! araots o\u0026lt; !ml 1 IIUS le lrcl1.C1l1\u0026gt;\n1 rout la,. l\u0026lt;nrlrology. rcl ,..,..,,,._ !Y\nIC 1IOJ!r II  Ole 11W\"  ~ 11-12  \"\"\"-lsltr: ltlslc n..:r,. I lllls ~ IS d!SIIJl!ll rcr lnttnsl~ Stufy In ot,ta,IC PIIOI CDlloctl\u0026lt;n. lln::tkroat tnIIC l\\nmy. S ,~ aet8\"S ..i rtWnis. bo-ort an~1 le\u0026lt;tu-ts re1 the '\"\"\"r ra\u0026gt;11 ar 1141c.  !Y\nIC 1IOJ!r Ill  cre _.  ~ 11-12  \"\"\"-lsltr: 1'1.,-sts,sla, 0( ll'IS!nc1a 'lllls ~ IS C1!S ,.,,..., rar IIHb\u0026gt;(h Stufy rcl OiMki\u0026gt;e,t o\u0026lt; stills ,_ to - n:it,t kn l\u0026lt;nrlro'loo1)-. reolf11\u0026gt;\n1 rel \"1tlng o\u0026lt; Nno!Y.  san r\"r\"ou'e'c~t \"1.1-.1i Ilnrs ,t.t,u..o,-,r '1t1A1 .I trroso:,s ll l\u0026lt;n. 1 1111.)Jr IHIRD,\u0026amp;TIOl ll) 11 TIOII{  ere ,o,,-  ~ 10-11  !milroo rcr rumits .to chl:M the stii:Jyol'o-..., as a nre arts \"'1'lll ar an:entnit 101. lllls = Is a?slgm to lntra\u0026gt;..cr \u0026lt;hlle ru.ooits to thelel ~ ar the tteotn. l\"rol P\u0026lt;ISt to . \"'11 the lteotrlcal Pl'ICtlaS ldt ._ lnnlUOY\" the hi story or the tteotre. ~  cre Se.5t.er  ~ M\u0026gt;-12 'lllls mrse 11111 e,i, lcr! r\\rclme1ta 1 tednki-es o\u0026lt; arantrot101. ~~~~ ~ ~':i\"'~~~~l/nJl Q\u0026amp;lif C :ro( snpr  ere ~ler  'TlldeS 11-12  Prereo:i11s ltr: 0-.... I Class IC Scrne Sl1JlY 11111 l!IPl\u0026amp;Slir fa.,, 1~. ~~r::1:\n1~~~~\"\"' lrclu:ES to, to ~sa nes. the paint to omr. 1'Tlrtlw1c h~ 'inj bis. .-cl 1110t kroa I oveul\u0026lt;n. .ICTIIC  ere,--~ 10-12  l'renQJlslte: Plfflssl\u0026lt;n at lnstn.ctaThls CXl.lY Is 051\\ned frr lntmsl-.e stuf)I tn ting tednlQ.eS. \"'1ICler ~,-. rcl ~ - OllUJOl\"S IIOnt  ~1~ 10-12 - ~lsltr: f'e-lllssl\u0026lt;n OIIIO\"!n\"s 118tre IS I cn,y O!slget frr St.Ld), In snsmtat~ to )O.r9 ILC!l\u0026lt;nces  - dlneter IZAll\u0026lt;n. - .-cl cmtUl1rr,i. ~gr~~ 10-12  l'renQJlsltr: D-ni I rrlfflllssta, This CDIY IS CleSl\\ned ID cmtln.e stllls _,_ IJc9,II ln~I. =~~=~===T~t\u0026lt;N~  ~ti~ 10-12  \"'\"\"-lsltr: Stu:mts Will leorn to fflttsnt poetry. ll'llSe  .-cl CR!llllc lllerltin ID In 11.1:ftau. ln:ludel:I 111 Ille mnr rt! -.-Clses In SOio ting. cl.et ,ct Ing rcl l\"Nltrs tteotre. VIS.W.. ARTS MT HtSTlJlY - a,e )COi\" - cncrs 1\u0026lt;\u0026gt;-11 - ~rm rcr all 1011,. \u0026lt;\nrol\u0026lt;le --- slunlts ..iu are em:, lie:! lnlrevt sua 1 arts = la 11 ty - kt Hlstrry Is .ir, lntnxlJtory si.ney or the hlst,:ry or visual art rnno llre-fl1stor1c to IO'.Bl1 art. The iurose or lh1s m.rse 1s to provide the slimlt 111th a rtul'.latl01 In art arore:latla,. IIDID!!:...1 - ~ ~ir art~ 11-12 - l'l\"ennJtstte: ae _,- or StWJrts \"111 SW!Y ClllY. glazes. \"'11 kiln. lbmi1ldlng 1et1n!s VI 11 lrcllD! p1rch. Slat\u0026gt;. \"'11 mil anstru:t la,. Stu1Y VI 11 lrcllD! kiln Sta::lc1ng a-11 llleel tlrot1ng tednlo.es . B!!m!!..11  a,e se,est.er  ~ 11-12 - l'ren!Q.ils1tr: Altt.ery I Stulm.s VI 11 le.in 11n ti\u0026lt;lrCBI patt.ery stills. t11U111S lz1ng llleel teem lo.es. l:f ln au-at l\u0026lt;n a-11 CBD\"alla, tecm1o.es. !UU - a,e seiest.er  !n\u0026lt;leS 11-12  l'rereo,1s I tr: lntro:u:t la, to Painting . This = ts 051!181 rar stuB1tS .to l\u0026gt;M had -1ence With lmlc palnt1ng ta::tm\u0026lt;i,.es .-cl 111511 to wrt With oils. lirtn2s1s ts m \u0026lt;le-.elQ\u0026gt;lng a IU\"SOl41 style\nCXJIPlSltla, .-cl O)kr tteay VI 11 Ile exaalno:!. f'Rf Nl!W(IIG  ae smester  !n\u0026lt;leS 10-12  l'ren!QJI site: \u0026lt;hlt11c Ce\u0026gt; l!Jl. lravtr,J I rr lravtng II l'Hntlllll:tng ts I curse \"1tdt ol'fe-s stulles tn Yirfa,s 11!tta!5 of rwnxlclng a1gtn,s1 art wrt. 1l\"r stut, Of far-\u0026lt;nlrr silt scnmlr,J .nl lltl'o7lll:tTf tednl\u0026lt;1Jl5 Is lrcll.Bl. ~  Clll! _.-  !n\u0026lt;leS 10-12 This CDIY ts .., tntro:u:tta, ID !\u0026gt;!sic a-aw1r,J Ullts or StLd), 1n Ille follooi1r,J re\u0026amp;S: line. =1t1a1. fa,o\n. ta'lal scale. textln!.smlrr !tln\"Y. lfllaf'98181t. l)erSl)l!Clhe. pen .n1 1nt. P0rtnl  .nl 1ettte\"1ng.  Dear Parent: The Magnet Review Committee, the Little Rock School District and Parkview Magnet High School are pleased to announce a new magnet school opportunity for prospective sophomores. During the 1989-90 school year, Parkview will offer a science magnet program for 10th graders. A three-year program will be available for students who enroll. Currently, only one-hundred (100) 10th grade students (45 from Pulaski County Special School District, 15 from North Little Rock School District, and 40 from Little Rock School District) will have the opportunity to take additional courses, such as:  Microbiology  Environmental Health  Organic Chemistry  Technical Writing  Human Anatomy and Physiology  Qualitative Analysis  Applied Statistics  Russian I, II These courses provide a program of study that highlights the medical sciences and related professions. The University of Arkansas for Medical Sciences (UAMS) will provide program assistance. Prior to graduation, a student must complete: 4 semesters of Biology 3 semesters of Chemistry 2 semesters of Physics semester of Applied Statistics semester of Technical Writing 6 semesters of Mathematics 4 semesters of Foreign Lanp1age (Russian, German or Latin) Yearly Science Research Project A student may elect additional science courses. Prospective sophomores who have successfully completed Algebra I are encouraged to apply. The application process is as follows: 1) Students may apply from June 19-30. 2) Complete application form on back of this brochure. 3) Return completed application to your resident district Student Assignment Office. 4) A random selection procedure will be used to process all assignments. 5) Students will be notified of assignment by mail on or before July 7, 1989. 6) Parkview Science Magnet School staff will contact assigned students for scheduling and pre-registration. If you have questions, or need additional information, contact the Magnet Review Committee Office at 758-0156. INTERDISTRICT MAGNET SCHOOL PROGRAM Pursue The Possibilities! INTERDISTRICT MAGNET SCHOOL APPLICATION {Please Print or Type) STUDENT'S NAME: GRADE LEVEL AS OF SEPTEMBER, 1989: DATE OF BIRTH: __________ SEX: RACE: BLACK: QfffCE USE ONLY Date Received by Home District: Time: ___ _ NON -BLACK: __ _ ADDRESS: HOME PHONE: _______ _ BUSINESS/ EMERGENCY PHONE: _______ _ CURRENT SCHOOL: MAGNET SCHOOL DESIRED: Elementary: Indicate 1st, 2nd, 3rd Choice Secondary: Booker Arts (K-6) Carver Basic Skills/Math Science (K-6) Gibbs International Studies (K-6) Williams Basic Skills (K-6) Mann Arts (7-9) Mann Science (7-9) Parkview Arts (10-12) I give permission to the current school my child attends to release any information needed to complete processing of this application. PARENT'S SIGNATURE: DATE: Please return to: (Plaese i:rnt-Turi sg,) Student Assignment Office Little Rock School District West Markham \u0026amp; Izard Streets Little Rock, AR 72201 For questions or additional information, call: Magnet Review Committee Office - 758-0156 Little Rock School District- 375-7828 .1...BS..12 Office use Qolv Date Received: ID#------ Placement: ___ _ Date:  If you wish to withdraw this application for any reason, you may do so w:J.2r to assignment of your child. Once assignment Is made, your child Is obligated to attend the lnterdlstrlct magnet school for the semester In which your child Is enrolled.  Magnet school seating Is subject to racial guidelines and other conditions for placement.  You wlll be notified by letter If your child has been assigned to a magnet school or remains on the magnet school waiting 11st. INTERDISTRJCT __ s A_~ t ,_ E._ MAGNET SCHOOL PROGRAM Pursue The Possibilities! INTERDISTRICT MAGNET SCHOOL APPLICATION (Please Print or Type) STUDENT'S NAME: GRADE LEVEL AS OF SEPTEMBER, 1989: DATE OF BIRTH: __________ SEX: RACE: BLACK: OFFICE USE ONLY Date Received by Home District: Time: ___ _ NON -BLACK: __ _ ADDRESS: HOME PHONE: _______ _ BUSINESS/ EMERGENCY PHONE: _______ _ CURRENT SCHOOL: MAGNET SCHOOL DESIRED: Elementary: Indicate 1st, 2nd, 3rd Choice Secondary: Booker Arts (K-6) Carver Basic Skills/Math Science (K-6) Gibbs International Studies (K-6) Williams Basic Skills (K-6) Mann Arts (7-9) Mann Science (7-9) Parkview Arts (10-12) I give permission to the current school my child attends to release any information needed to complete processing of this application. PARENT'S SIGNATURE: DATE: Please return to: (Aea.5e pml. Then sgi) Student Affairs Office North Little Rock School District 2700 Poplar P. 0. Box 687 North Little Rock, AR 72115 For questions or additional information, call: Magnet Review Committee Office - 758-0156 North Little Rock School District - 771-611 0 .LIW2 Office use O01v Date Received: IO#------ Placement: ___ _ Date\n____ _  If you wish to withdraw this application for any reason, you may do so 12!12.t to assignment of your child. Once assignment Is made, your child Is obligated to attend the lnterdlstrlct magnet school for the semester In which your child Is enrolled.  Magnet school seating Is subject to racial guidelines and other conditions for placement.  You will be notified by letter If your child has been assigned to a magnet school or remains on the magnet school waiting 11st. 0 INTERDISTRJCT MAGNET SCHOOL PROGRAM Pursue The Possibilities! -S-A-~l-'I-..E-INTERDISTRICT MAGNET SCHOOL APPLICATION (Please Print or Type) STUDENT'S NAME: GRADE LEVEL AS OF SEPTEMBER, 1989: DATE OF BIRTH: ---------- SEX: RACE: BLACK: OFF(CE USE ONLY Date Received by Home District: \"Time: ___ _ NON-BLACK: __ _ ADDRESS: HOME PHONE: _______ _ BUSINESS/ EMERGENCY PHONE: _______ _ CURRENT SCHOOL: MAGNET SCHOOL DESIRED: Elementary: Indicate 1st, 2nd, 3rd Choice Secondary: Booker Arts (K-6) Carver Basic Skills/Math Science (K-6) Gibbs International Studies (K-6) Williams Basic Skills (K-6) Mann Arts (7-9) Mann Science (7-9) Parkview Arts (10-12) I give permission to the current school my child attends to release any information needed to complete processing of this application. PARENT'S SIGNATURE: DATE: Please return to: (Please i:n,t-ThErl sg,) Division of Pupil Services Pulaski County Special School District 1500 Dixon Road P. 0. Box 8601 Little Rock, AR 72216 For questions or additional information, call: Magnet Review Committee Office - 758-0156 Pulaski County Special School District - 490-2000 LM.12 ornce use 001v Date Received: ID#------ Placement: ___ _ Date:  If you wish to withdraw this application for any reason, you may do so w:l2r. to assignment of your child. Once assignment Is made, your child Is obligated to attend the lnterdlstrlct magnet school for the semester In which your child Is enrolled.  Magnet school seating Is subject to racial guidelines and other conditions for placement.  You will be notified by letter If your child has been assigned to a magnet school or remains on the magnet school waiting list. IMNATEGRNDEISTT SROICiOT OL PROGRAM ~\u0026lt;\u0026gt;FFIOF USF\"'\" V Pursue The Poss-ib_ili_tle_s_l----~~~P_A_R_K_V_I_E_W_S_C_I_E_N_C_E_M_A_G_N_E_T_A_P_P_L_IC_A_T_I_O_N________ .\n(P ..... typeo,pMI\n) STUDENTS NAME: RESIDENT DISTRICT: LRSD NLRSD PCSSD DATE OF BIRTH: SEX: _____ RACE: BLACK: __________ _ WHITE: ____ OTHER: ___ _ ADDRESS:------------------------------------ CrTY: ___________________ STATE: ___________ ZIP: ___ _ HOME PHONE: BUSINESS/EMERGENCY PHONE: ASSIGNED SCHOOL FOR 89-90: ------------------------------- My child will be a sophomore in the 89-90 school year and has successfully completed Algebra I. I give permission to the current school my child attends to release any Information needed to complete processing of this application. PARENTS SIGNATURE:-------------------------------( Please print  Then sign) DATE: ____________ _ Please return to your resident school district: North Llllle Rock Schoo! Plstrlct Student AH airs Office North Little Rock School District 2700Poplar P. 0. Box 687 North Little Rock, AR 72115 For questions or additional inlormation, call: LIUIP Rock School Pllclct Student Assignment Office Little Rock School District Room300 West Markham \u0026amp; Izard Streets Little Rock, AR 72201 Pvlgsk! county Spec!a! Schoo! Pllclct Division of Pupil Services Pulaski County Special School District Llll2 1500 Dlxon Road ::~nix P. 0 . Box 8601 Little Rock, AR 72216 Magnet Review Committee Office - 758-0156  tt you wish to withdraw this application for any rnson, you may do ao~ to anlgnment of your child. Onca Inlgnm1nt la made, your child 11 obligated to attend Iha lntardlstrlct magnet school for tha 11mntar In which your child la anrollld.  Magnet school seating ls subject to racial guldallnn and other condltiona for placamanL  You will b1 notified by latter ff your child hu b11n assigned to a magnet achoo! or ramalna on tha magnet achoo! waiting llaL PURSUE THE POSSIBILITIES OF THE p ARKVIEW SCIENCE MAGNET PROGRAM! APPENDIX D Transportation Information -43- APPENDIX D-1 North Little Rock School District (NLRSD) ADMINISTRATIVE OFFICES December 6, 1988 Mr. Spence Holder ARKANSAS DEPARTMENT of EDUCATION 4 Capitol Mall Little Rock, AR 72201 Dear Mr. Holder: 2700 POPLAR STREET The North Little Rock School District operates a fleet of 44 buses daily, eight of which are used for Magnet Schools only. These ei~ht buses represent 18 percent of our fleet. Therefore, we have identified those operational cost th.it\nire charizc\u0026lt;l porport.ionnllty to the Magnet\nind M/M Programs. Enclosed you will find the proposed Magnet and M/M Transportation budget for 1988-89. Also enclosed is the school bus transportation data requested. Sincerely, / ,\n , \\ ., . ,. . .,.... I J\u0026lt;J..:/_ . ,/ r/ :\\.,, _...,.\n.,r. _, 1 ~ Ari.~rew c.' pe~~\n_.-   Assistant Superintendent-Student Affairs ACP/sj JOB TITLES EMPLOYEES Supervisor of Transportation !lead Mechanic Mechanic Assistant Mechanic Mechanic's Helper Secretary Fringe Benefits BUS DRIVERS Magnet Extracurricular Activities H/H Fringe Benefits OPERATIONS Bus Payments 1 Mobile Relay Station 1 Control Station Fuel, Parts, and Repairs Insurance Radios UTILITIES Natural Gas Water Electric Phone TOTALS nm NORTH LIITLE ROCK SCHOOL DISTRICT PROPOSED BUDGET MAGNET/M TOM TRANSPORTATION 1988-89 December 6, 1988 YEARLY SALARY AND/OR COST 1007. STATE 18% STATE $ 31,300.00 $ $ 5 ,6-34. 00 25,200.00 4,536.00 18,587.00 3,346.00 16,994.00 3,059.00 14,031.00 2,526.00 11,745.00 2,114.00 8,851.00 1,593.00 50,400.00 50,400.00 5,000.00 5,000.00 2,626.00 2,626.00 4,358.00 4,358.00 53,632.07 53,632.07 6,876.25 1,238.00 1,511.03 272,00 155,629.00 28,013.00 67,000.00 12,060.00 4,448.00 4,448.00 6,000.00 1,080.00 550.00 99.00 6,700.00 1,206.00 4,362.00 785. 00 $495,800.35 $120,464.07 $ 67,561.00 TOTAL STATE $ 5,634.00 4,536.00 3,346.00 3,059.00 2,526.00 2,114.00 1,593.00 50,400.00 5,000.00 2,626.00 4,358.00 53,632.07 1,238.00 272.00 28,013.00 12,060.00 4,448.00 1,080.00 99.00 1,206.00 785.00 $188,025.07 ./''/. ~-:\\c _u~\\ I YEAR MAKE ,.- :-.,L r- cT i:~:\\ c.--o l\\OU'i/CHASSIS ,'\\-1-: - -?~),- -a.~:\nb:i l-n-7 lford/GIC .. .. .. .-. --.-. --.-. - --\": -7I l:188 l~~r\u0026lt;.1/Chevy . ---- -- ------~ --.- \" \" .. .. I .. ... -------.I --\" \" \" \" .. .. I \" \" It ------, \" '  It ~ \" \" It \" .. ., .. I \"_J \" \" \" . - - - . --- -- ' I I \" .. .. ! -.-. I 1.167 h':tru/G:IC - --- - ____ __J_ I .. .. I \" I . - ..  ------ I - \" \" \" \" .. i i \" I .... --- -------! i--\"- -\n\" \" \" \" \" -- I \" I \" \" \" .. . - - . ---\" --- \" I \" \" \" I ..\n------- - i \" \" \" \" ! I .. \" .. I -- \" - \" \" \" .. ., \" \" \" \" II \" \" II I II ... ' \" II II SCHOOL BUS TRANSPORTATION DATA FOR BUSES# USED FOR MAGNET SCHOOLS AND H TOM TRANSFERS HAGNEr USE BUS SERIAL REGUl.AP. USE H/\\GNET IJ~E NtnIBER Ntn:BER DAILY \u0026gt;IILEAG~ DAILY HIJ,EAGE ~ruq.\ntW- - 1-3-144 5Jk6 81 0 76 m les 1-3-153 IJV115J)J 0 112 \" !-J-154 .JV115319 0 117 \" 1-3-155 JV115251l 0 126 It 1-3-156 JVJ 15245 0 105 \" 1-3-157 JV115316 n l:?7 It 1-3-156 JV115269 0 \u0026amp;O \" i-3-5.\n4 31303114 :\n,.: ~=c \" 1::, \" 31303114 1-3-535 516376 (I r,5 \" 1-3-356 16 0 !10 \" 1-3-357 JO 0 kl It '-'-'~\" Jr, n 1 ,n \" 11- '-\" ,., 71 n f..(,, \" 11-~-~An (,R n '17 \" 1-3-541 88 0 77 II 1-3-542-  ..-!H 0 ,_126..~_!1. .\n!} 7 t:U::ilER OF I DATE BliS DAYS lll:S H TO H us~ TAKE): OliT 1-!:'.5 I ... lt!GlfALU U@K ! M TO H USE I G: t\ns:: (IF USE (I: DAILY t!ILEAGt  t'AILY Mil,:.~r.=: ... ,'..\"'.'!cJ_~.\nr_.~ A?:'LICA::LE) 0 (1 0 0 0 !l n (l 0 2 lli I l'~ I 0 0 I 0 0 ,, n 0 I) I n ,, .:I'. - ' ::r. .. , :::  0 0 n n I I ! n n ' ii \" I 0 n n 0 - L -.:F ::~s I ::us Yf,.\\P- HA.KE . ::~ :,:, rs:: SIZE  ~:.\u0026gt;JrnF.v::rn:\n:o BOD'l /CIL.\\SSIS Al 11:L:i C J.\"\nJ, i~8b j 22 l9bli lford/G~IC I \" ,, ' 1\u0026gt;5 l'.l87 \" \" \" ., uS 198!.: 11ard/Chcvy ,, \" .,:\nl!lb6 \" \" I \" \" l 03 ! ):Jt\n7 lfaru/G:-IC Aug -ll:i t _\nI l\\!8:, 22 \" \" \" \" .. n 1!188 \" \" -- I I - !' - ---- i I ' I - ' ! --- ---- ----'- I --------- - sc\n,:QQi, BUS 1:il.Ph/:l\u0026gt;Od.'rArttJH DA'l'A FOR IIUS.6S USED FOR MAGNET SCHOOLS AND M TOM TRANSFERS MAGNET USE BUS SERIAL REGULAR USE MAGNET USE NUN.BER NIDIBER DAILY MILEAGE DAILY MILEAGE -3-544 14517658 0 12.2 - c= 6P04211V J-3-130 ~31819 0 70 -3-152 JVl 15 308 0 0 -3-151 ~Vll5301 0 0 ~P042HV -3-126 $31960 0. 0 ~1303H4 -~-5:xi Sl6316 0 122 -3-544 ~4517858 0 70 NC .[il OF l DAE 3US DAL iluS M TOM USE I ~i~\n~\n()!_I! 1-:..\\S I:'i REGUA.LR USE M TO H USE or us= (IF t\nSE (If DAILY MILEAGE DAILY NILEAGE APPLICABLE A!'PLIC..\\2LE) 0 0 f.\n1 -~s 2 ~-=-~-= -=---:.,---.-- . I 0 0 \" \" 2 0 12S :liks 0 -~ 12. 6 \" ...:.  r 4 I I 0 C.7 \" - 0 0 i I 0 0 : tlATE :\n:\n:, 3US YEAR HAKE rt:r 1:,T 1 rsr. SIZE K'l. '.( UfACIURED ilCJDY/CHASSIS 08-Jfl - lll 71 19Sl Chevy/Wan! --02-- I ,-::8 59 1987 Chevy/Ward -0-2- I '  Iii! 59 1987 Chevy/Ward -- - 10- llH:J 71 1987 Chevy/Ward --- -- 10- l ,-:l7 71 1987 Chevy/Ward ---- I0- lll - 117 71 1987 Chevy/Ward ---- -- 10-111- :!7 71 1987 Chevy/Ward -------- 10  111 - 1:17 77 1987 Chevy/Ward -- ---- 02-1 1-1\n/I 59 1987 Chevy /lfa rd ------- 02-1 HIii 59 1987 Chevy/lfard  08-10-111 16 1981 Ford/Ila rd 08-J0-8 I 16 1981 Ford/Ward BUS SCHOOL BUS TRANSPORTATION DATA FOR BUSES USED FOR MAGNET SCHOOLS AND H TOM TltANSFERS MAGNET USE SERIAL REGULAR USE MAGNET USE NUHBER HUMBER DAILY MILEAGE DAIU MILEAGE 5 134465 18 43 34 108777 N/A 40 35 108787 N/A 45 41 115358 N/A 59 42 115373 N/A 43 43 101169 N/A 56 44 101159 N/A 44 46 101184 27 60 47 108836 N/A . 54 48 108852 N/A 50 31 82723 63 45 32 82722 -- tWHBER OF DATE BUS DAYS Bt:S M TOM USE TAJ\u0026lt;Ell OUT 1-:.i.s 1:: REC:UI.LR uru: H to H U3t OF USE (IF USE (IF DAILY MILEAGE DAILY Mll.F,LC:0: L.gr!,ICABLE APPLICASLE) -  .\n20 52  APPENDIX D-2 Pulaski County Special School District (PCSSD) ! ,..  1IJ     PULASKI COUNTY SPECIAL SCHOOL DISTRICT November 30, 1988 Spence Holder ARKANSAS DEPARIMENI' of EDUCATICN 4 capitol Mall Little Rock, AR 72201 Dear Spence Holder: 1500 Dixon Road/P.O. Box 6409 Little Rock. Arkansas 72216 (501) 490-2000 Please accept this purposed budget as our projected cost to operate Magnet and M to M buses for the school year 1988-89 as of this da'.:e. OUr bill for the m::mths of September, October, and November 1/3 of $773,3:1.44 is $257,512.70. SinceO? _________ ru7(~ Assistant Superintendent l'IWPOSED OUOGET NAGNET/M TOM TRIINSPORTIITION 1980-89 l'.C.S.S.D. JOB TITLES OPERATIONS YEARLY SALARY - AND/OR COST 100% ST/\\TE 16% ST/\\TE I I Administrative ! ( 1 ) Director 50,710.00 8,113.60 ( 2) Administrative Assistants 64,796.00 10,367.36 ( 1 ) Administrative Ass.istant 15,500.00 H Year) I 15,500.00 ( 1 ) Operations Supervisor 26,760.33 4,281.65 ( 1 ) Route Supervisor 20,504.88 3,280.78 (2) Mechanic Foreman 48,269.34 Mechanics 7,723.09 I ( 2) Mechclnic Lead 40,423.68 6,467.79 (2) Parts man 48,754,80 7,800.77 (7) Mechanics 135,012.69 21,602.03 (8) Mechanics Helpers 116,113.68 18,578.19 (J) Labors 34,806.96 5,569.11 (7) Gels Pump Operators 36,194.52 926.58 Summer Help 12,025.25 15,500.00 96,634.09 F.I.C.A. (7.51%) I 1,164.05 7,257.29 S.:ilaries 16,664.05 103,892.27 Ori ver Activity Driver 237,509.37 20,QQQ,QQ_ 257,509.37 F.I.C.A. (7.51% 257,509.37 19,338.95 Utilities 276,848.32 NcJtural Gels 6,254.51 Electricity 8,930.60 Water/Sewer 815.61 Telephone 13,670.17 29,670.89 4,747.39 Insurance .. F .. -. I ~~ leet. Z49,. Z3l.00 1988-89 P.C.S.S.D. .,on r 1T L[S YtARL Y SALARY OPERATIONS /\\ND/OR COST 100% STATE 16% STATE nus Pil~ncnts 1987 Uni ts (30) SlGJ,307.00 1988 Uni ts (9) s 163,307.00 \"\"  1175 .00 ilil,1175.00 207,782.00 Fuel, Parts, Hrecker, Paint : \u0026amp; Dody Service, Seilt Repair 100,000.00 Contract ServicE 100,000.00 Taxi, Parent etc . 10,000.00 10,000.00 Sub Total .626, 794 .82 148,516.62 - Grand Total 773,311_.44 I ..           - - - ---- ------- -- APPENDIX D-3 Little Rock School District (LRSD) Little Rock School District December 9, 1988 Mr. Spence Holder, Coordinator School Transportation Arkansas Department of Education 4 State Capitol Mall, Rnom 704-A Little Rock, Arkansas 72201 Dear Mr. Holder: Enclosed is the information requested by your office concerning estimated Magnet Schnol/M to M t.cansportation costs for school year 1988-89. A detailed cost breaktlown i3 included. If you have any questions, cDmmc:-::its, or concerns, please contact my office. Sincerely, TRANSPORTATION DEPARTMENT I !J_'tif~-L-R1chard '-1). Jnhnson Director RDJ:mks Encl. cc: George D. Cannon 810 West Markham Street  Little Rock. Arkansas 72201  (501).374.3.361     1. 2 . Projected 1988-89 M to M \u0026amp; Magnet Transportation Cost Little Rock School District Driver Salary/Fringe Benefits Based on step 3 Fringe Benifits 15% Number of Magnet Routes Parkview Mann Booker Gibbs Carver Williams 11 16 12 6 7 11 63 $42.42 rer. day 6.36 48.76 per day M to M Routes Robinson Baker Sylvan Hills 1 1 1 3 66 Magnet \u0026amp; M to M routes per day x $16 . 25  $1,072.50 $ 1072.50 x 90 days (178 reg. days+ 2 route practice days)=$ 96,525.00  66 x $24.38  $1609.08 x 90 days $144,817.20 $241,342.20 Operation/Maintenance Cost (fuel, oil, tires, insurance, Magnet -M -to -M Dai~y Route Miles 5346 149 180 route days X 180 X 180 972,972 20,820 Cost per mile (minus drive's Wages/Fringe, Depreciated Capitol Expense) .6661 x 972,972 miles S 666,159.94 etc.) 3 . Taxi Transportation Magnet Students 60.00 per day 710.00 !?!\n ~ 770. 00 per day M to M Students $770.00 x 5  $3,850.00 per week x 36 weeks $138,600.00 C.A.T. M to M students $100.00 per month x 9  $900.00 $139,500.00 4. Extra Curricular Secondary-Athletics Parkview Mann Activities and Field Trips Parkview Mann Elementary Field Trips Booker Carver Gibbs Williams $ 8,164.00 14,063.90 $1,623.00 2,552.10 $ 757.80 732.60 334.20 647.70 TOTAL s. Magnet School Route Buses Depreciated Capitol (straight line rlep.) $28,875.30 Expenses Annual% of use Model Units ~ Amount for Magnet Route 1983 1 s 1 $4,026.00 .3333 = $1,341.87 1983 1 s 1 $4,026.00 .50 = $2,013.00 1984 1 s 1 4,318.00 1.00 = $4,318.00 1984 1 s 1 4,318.00 .3333 = $1,439.19 1984 1 s 3 4,318.00 .so = $6,477.00 1986 1 s 1 4,515.00 .3333 = $1,504.85 1987 1 s 22 4,515.00 . 3333 = $33,106.69 1987's 2 4,515.00 .so = $4,515.00 1987 1 s 3 4,515,00 .75 = $10,158.75 1988's 14 4,795.00 .3333 = $22,374.43 1988 1 s 3 4,795.00 .so = $7,192.50 1988's 4 4,795.00 .75 = $14,385.00 $108,826.28 If 35 state owned buses are purchased and used as planned depreciation would be based on one half year. $ 54,413.14 AREA SUBTOTALS 1. Drivers Salary/Fr.inge $241,342.20 2. Ops. /Mnt. 666,159.94 3. Taxi 139,500.00 4. Extracurricular 28,875.30 5. Depreciated Capitol 54,413.14 Transportation cost for Magnet \u0026amp; M to M 1988-89 $1,130,290.50 APPENDIX E Majority-to-Minority Transfer Program Flyer and Sample Application -44- Considering SCHOoLS For 8990? W\u0026amp;al,r NOTo4De ~ .!:7 TO ca M TRANSFER7 MAJORITY fl MINORITY 9 What are M-to-M transfers? Majority-to-Minority (M-to-M) transfers among the three public school districts in Pulaski County are available for all students at all grade levels. Any student who lives in a district where his or her race is in the majority may enroll at any school in a district where his or her race is in minority, provided that school offers appropriate programs for the student's needs at his grade level. A white student who lives in the North Little Rock or Pulaski County District may enroll at any Little Rock Public School at his or her grade level. A black student who lives in Little Rock may enroll at any North Little Rock or Pulaski County Public School at his or her grade level. Free bus transportation will be provided for students who participate in Mto- M transfers. Bus stops will be established throughout neighborhoods in Little Rock, North Little Rock and Pulaski County. II you are a white parent In North Little Rock or Pul1kl County ... Would you like for your child to attend a Little Rock school that is close to your workplace m Little Rock? Would you li.ke the convenience of dropping your child off at a school on your way to work in the morning? Would you like to take advantage of before-and-after CARE programs at Little Rock elementary schools? CARE provtdes achvtties m a safe, educahonal environment from 7 a.m. unhl school starts and after school until 5:30 p.m. CARE is provtded for a floating fee of no more than $3 per day and S6 per day on school holidays. Would you like for your secondary child to take advantage of foreign languages like Latin and German? Would you li.lce for your secondary child to take advantage of Little Rock vocational programs that might not be available in your district? If you are a black parent In Little Rock ... Does your child have a friend or relative at a school in North Little Rock or Pulaski County? Would you like for your child to attend that school? Would you like for your child to be possibly enrolled in the Talented and Gifted (TAG) Program m Pulaski County? How about the Quest Program for gifted and talented students in North Little Rock? Would you like to check out educational programs, class sizes and student racial ratios at any North Little Rock or Pulaski County school where your child might be enrolled? Would you like for your child to attend a North Little Rock or Pulaski County school that is close to your workplace outside Little Rock? Would you like the convenience of dropping your child off at a school on your way to work? If you are interested in any of these options, please call 758-0156 for an application or additional information. PULASKI COUNTY STUDENT TRANSFER (M-TO-M) FORM Students may request to attend a school in another district within Pulaski County under the Majority-to-Minority Transfer Program if the student is in the racial majority in his/her resident school and district and will be in the racial minority in the school and district selected. STUDENT'S NAME: STUDENT'S RESIDENT ADDRESS: GRADE LEVEL: DATE OF BIRTH: SEX: CURRENT SCHOOL: PARENT OR PERSON HAVING CUSTODY OR CHARGE OF THE STUDENT: PARENT'S MAILING ADDRESS: PARENT'S HOME PHONE NUMBER: PARENT'S WORK PHONE NUMBER: _________ _ OTHER NUMBER WHERE PARENT CAN BE REACHED: MAJORITY-TO-MINORITY (M-TO-M) TRANSFER lSTCHOICE: 2NDCHOICE: 3RDCHOICE: IS STUDENT HANDICAPPED? YES WILL YOUR CHILD REQUIRE BUS TRANSPORTATION? NO YES RACE: __ NO I give permission to the school in which my child is currently enrolled to release or transfer any information or school records necessary to complete the requested transfer. I understand that if my transfer request is approved, my child must remain in the program for a minimum of one (1) school year. PARENT'S SIGNATURE: DATE: THIS FORM SHOULD BE RETURNED TO YOUR LOCAL SCHOOL DISTRICT ADMINISTRATIVE OFFICE. * * * * * * * * * * * * * * * * * * * * * * * * FOR OFFICE USE ONLY RESIDENT SCHOOL DISTRICT APPROVAL (Signature of approving official) RECEIVING SCHOOL DISTRICT APPROVAL (Signature of approving official) TRANSFER APPROVED: DATE DATE DATES OF ATTENDANCE: APPENDIX F Interdistrict Magnet Schools Waiting Lists -45- APPENDIX F-1 North Little Rock School District (NLRSD) ,, SCHOOL: 0001\u0026lt; ER GRADE: IC FIRSl CHOICE LISTING 6 _ NA~E _ PARENT BOYD, LA Tl SHA 10 BOYD, SHEL IA 12 \" DESAI, J.ASMLNE N.ARAN ,\", DESAI, NARAN P. DESAI ,. \" ,, ,, ,, ,, ,, ' 9 JI ,. .\". JS ....AUQRESS BIRTHOATE 505 WEST 36TH 6/10/84 Z501 EAST hP.OAOWAY 1/05/64 M~GN~T SCHOOL WAITIN\u0026amp; LIST ~Ol'E Pt-iONE BUS PHNE 753-4ozq 171-0564 945-3231 RAC!\nSEX B F w F     - ~- - ---- - --------- APPL IC AT l!JN DA If __ __!!Cll!llf.fS.~~APPL ICAT ION TIME 1ST 2ND 3RD 9/Z5/8q lZ:()0 8/21/89 10:11 q5 qz q4 95 93 00  -- . --------------------------- ~ o \" .. \",, ,, ,, ,, I. ' II ,, SCHOOL: BOOKER GRADE: I FIRST CHOIC E LIS TINC. N~HE PARENT A8RAHAl'11 l'l~RCVS JOOELL ABRAW,111 ODELL PHI Lll es, TEQUILA A PHILLIPS t CORA H. HUGHES, CHl'RA DIAAB, LINDA OO\u0026gt;l\u0026lt;OO\u0026gt;l\u0026lt;OOO\u0026gt;l\u0026lt;\u0026gt;l\u0026lt;'l\u0026lt;OO BULLINGER, MACKENZIE JO VAUGHAN, SANORA AUOKESS BIRTHOATE 51 DOVE CREEK CIRCLE !1/04/ tl2 117 1'1ELROS DRIV E 12/05/82 SHORTER LAKOENS, B- 8,Al05 9/25/ 82 8UJ C.REfM' Al E: ll/07/82 MAGfl E: T SCHOOL '4A1TING LIST HOHE: PHONE RACE APPLICATION DATE qq( lfil IC ES** BUS PHl'iE SEX APPLICATION TI11E 1ST 21'10 3RD 83't-0664 ll 3/U/89 tl34-4l8't H e:56 95 93 92 37't-2l28 u 4/21/!!9 7\u0026lt;\nA-39't't F 1:00 P.M. 95 93 9't 37't-935't I\\ 7/2't/89 F 4:00 p \" 95 93 00 9't5-7l't5 w 8/0't/89 661-9272 F 3:00 P.H. 95 00 00 r ( SCHOOL: BOOKER GRADE: Z ' ----- - ' FIRST CHOICE LISTING ~ _ \u0026amp;1.1 ' PARENT PERKINS SHALONDA DARICE  PERKINS MR. AND MRS. CHARLES \" _ftENNEII---8ECCU HARREN II BENNETT SHARON D. ,\". \" \" lLLlAMS..__U\u0026amp;Bl .ANN ,. WILLIAMS, VICKI \" \" )l ,. JS -ADDRESS 8I RTHOATE 50a4 NORTH WOODLAND 7/08/82 5ll~ S. WOODLAND 4/02/82 ll3 WEST \"I-\" l/26/8 7. ~AGNET SCHOOL WAITING LIST HOME PHONE SUS PHNE 945-27l.6 682-4Z79 ']45-1309 68o-698'j 75)-9496 171-5111 RACE. SEX (! F ,e. w F     -- -------------------------. APPLIC AT IOl'f ..D\u0026amp;IE APPLICATION TlflE 3/15/89 8:J9 4/07/6'1 __ 8:'t8 8/Zl/89 3:11 P.M. .. CHOICES'!.'!. _ 1ST 2ND 3RD 95 00 00 95 00 00 95 94 92 -- ----- ----------- --------  ,.. ' SCHOOL: BOOKER l GRADE: 3 .j ,... FIRST CHOICE LISTING '  NAME ----- - ,,... 1- PARENT  ,_  BENNETT BRYAN OESHUN ,. BENNETT, SHARON o. \"- \" _OAYt CONSTANCE ROBERT A \" SANDERS, PHYlltS E. \" ,... ,\". ( ( G ,\"_ '.! -1lil'.l.D..S..illl..1 KATHRYN ~\", OAVtOSON, RtCHARO A. \" - 2 ., i, -- i25 i2 1 ...- l( \" \" ,\". \" II '\" \" .\", i\"\n, - - 'i\n, ~: ' . , iso Is, ~, ~, Is ' Is ~ ADDRESS ----itt\"RTHDATE 5226 S. WOODLAND OHtVE - 3/14/81 4!06 BELW OOD CRIVE l/l'l/81 la TENNY~ON CCURT 3/18/81 MAGNET SC ~OOL WAITING LIST --- - - -- - - - ---- ------- -- - ---------------- - HOH~ ptjQNE BUS P .. NE 945-1309 686-5870 771-0327- 375-98 .. 5 83',-6427 378-5725 RACE SEX .B. ll F w F APPLICATtON DATE CHOtCES APPltCATION Tl~ME~~l--S~T ZN0-\".3Ro 4/07_/fJ'! e:41 4/12/8~ 8:50 9/l't/!!9 11:45 95 00 00 95 93 92 SCHOOL: BOOKER ,-. 1 GRADE:  FIRST CHOICE L (ST I NG (\"'\nt:IAHE.._ ,... PARENT ! COLCLOUGH, JEHIAH To ,. 10 CLAl\u0026lt;K, SIGN RET \" \" ,\", ,. ,. \" : , ,,. ., ,~ \" \" \" 0 __ ADDRESS BIRTHOAH 1911 CRUTCHER STREET 6/27/79 MAGNET SCHOOL WAITING LIST HOHE PHONE BUS PHNE 664-75\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1531","title":"\"Tri-District Desegregation Plan for the Little Rock School District, North Little Rock School District, Pulaski County Special 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":["Reville, Eugene, 1932-1990"],"dc_date":["1990-01-02"],"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","Education--Finance","Education--Standards","Educational law and legislation","Educational planning","School management and organization","School integration","School improvement programs","School enrollment","School facilities","School employees","Student assistance programs"],"dcterms_title":["\"Tri-District Desegregation Plan for the Little Rock School District, North Little Rock School District, Pulaski County Special 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/1531"],"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":["77 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_244","title":"Academic Progress and Incentive Grant","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":["1990/1996"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education","Education--Finance"],"dcterms_title":["Academic Progress and Incentive Grant"],"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/244"],"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\nLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: April 19, 1990 To: From: Building Principals h I , Estelle Matthis, Associate Superintendent Educational Programs and Staff Development Through: Dr. Herb Cleek, Deputy Superintendent Re: Reques for Proposal - Academic Incentive Grants\nThe Little Rock School District is pleased to announce the availability of funds to identify and establish initiatives to reduce the number of low achiever's,- The purpose of this memorandum is to provide guidelines for funding of proposals for Academic Progress Incentive Grants. The primary purpose of the Academic Progress Incentive Grants Program shall be to (1) improve the education of all students, and (2) reduce the disparity in achievement among student\nracial, socioeconomic, and gender groups. Availability of Funds of different The grant awards shall be non-competitive for cne year with an option to continue for two additional years.. , Grants shall not exceed $25,000. awards. Incentive and magnet schools-are not eligible for grant Application Content The application must contain the following information: 1. 2. 3 . 4 . Need forProject Program Description Plan of Operation Evaluation Plan Budget Information i granrsMemorandum - April 19, 1990 Request for Proposal Academic Incentive Grants Page 2 Allowable Activities Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportion in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs, to the extent possible. District will not assume responsibility for continuing costs that The occur after the expiration of the funding period. Selection Criteria A panel will review all applications according to the following: 1. 2 . 3 . 4 . 5. 6. 7. 8. 9. 10. A detailed and well-planned proposal Appropriate goals and objectives Well-documented need Innovativeness Potential for replicability Realistic budget Quality of evaluation Ability to continue after grant period ends Documentation of teacher, administrator, and patron involvement during proposal development Use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Only one proposal per area school will be accepted. Application Deadline Applications must be received by 5:00 p.m. on June 5, 1990. Send to Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development. a. m. A grant writing inservice is scheduled for May 1, 1990, at 9:00 - 11:00 a.m. for elementary schools and 1:30 p.m.- 3:30 p.m. for secondary schools, in the Board Room, representative at the inservice. Each area school should have a bjgAPPLICATION INSTRUCTIONS ACADEMIC PROGRESS INCENTIVE GRANT I. Proposal Narrative (Limit proposal to no more than ten double-spaced, typed pages. Additional pages will not be considered.) A. Need for Project Describe the identified needs and how they will be met through the project. Include any statistical data. B. Program Description Give a description of the program to be implemented, program goals, organizational management, curriculum, personnel and staff training, if needed. Include C. Plan of Operation Include project management time line. Task/Person Responsible/Completion Date A suggested format: D. Evaluation Plan Describe the methods you will use to evaluate activities outlined in this program. E. Budget Information List items to be funded through the grant. The maximum to be funded through the grant will be $25,000 per area school. Identify separately related items that will not be funded through the grant. II. Document Organization A. Organize the proposal in the following order, additional blank sheets of paper. Do not use B. 1. 2. 3. Cover sheet Narrative Budget Submit the original plus four copies of the proposal to: Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development.LITTLE ROCK SCHOOL DISTRICT ADADEMIC PROGRESS INCENTIVE GRANT APPLICATION 1990-91 Name of School Principal Date Submitted Signature of Principal PROPOSAL COMMITTEELITTLE ROCK SCHOOL DISTRICT PLANNING, RESEARCH, AND EVALUATION DEPARTMENT Date: May 30, 1990 To: Arma Hart, Associate Metropolitan Supervisor From: Sterling Ingram, Director Planning, Research, and Evaluation Re: Grants Request for Proposal - Academic Incentive As requested, I am forwarding a copy of the Academic Incentive Grant guidelines. cc: James Jennings bjgLITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM LITTLE ROCK, ARKANSAS 72201 Date: April 26, 1990 To: Area School Principals From: Estelle Matthis, Associate Superintendent Educational Programs and Staff Development Through: Herb Cleek, Deputy Superintendent Subject: Request for Proposal - Academic Incentive Grants The Little Rock School District is pleased to announce the availability of funds to identify and establish initiatives to reduce the number of low achievers. The purpose of this memorandum is to provide guidelines for funding of proposals for Academic Progress Incentive Grants. The primary purpose of the Academic Progress Incentive Grants Program shall be to (1) improve the education of all students, and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. Availability of Funds The grant awards shall be non-competitive for one year with an option to continue for two additional years, $25,000. Grants shall not exceed Application Content The application must contain the following information: 1. 2. 3. 4. 5. Need for Project Program Description Plan of Operation Evaluation Plan Budget Information #5 grantsMemorandum - April 26, 1990 Reguest for Proposal Academic Incentive Grants Page 2 Allowable Activities Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportion in academic achievement among groups formed on the basis of race, gender, and economic status. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs, to the extent possible. District will not assume responsibility for continuing costs that occur after the expiration of the funding period. The Approval Criteria A panel will review all applications according to the following: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. A detailed and well-planned proposal Appropriate goals and objectives Well-documented need Innovativeness Potential for replicability Realistic budget Quality of evaluation Ability to continue after grant period ends Documentation of teacher, administrator, and patron involvement during proposal development Use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Only one proposal per area school will be accepted. Application Deadline Applications must be received by 5:00 p.m. on June 5, 1990. Send to Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development. A grant writing inservice is scheduled for May 1, 1990, 9:00 a.m. to 11:00 a.m. for elementary schools and 1:30 p.m. to 3:30 p.m. for secondary schools, in the Board Room, representative at the inservice. Each area school should have a bjg cc: Incentive School Principals Magnet School PrincipalsAPPLICATION INSTRUCTIONS ACADEMIC PROGRESS INCENTIVE GRANT I. Proposal Narrative (Limit proposal to no more than ten double-spaced, typed pages. Additional pages will not be considered.) A. Need for Project Describe the identified needs and how they will be met through the project. Include any statistical data. B. Program Description Give a description of the program to be implemented, program goals, organizational management, curriculum, personnel and staff training, if needed. Include C. Plan of Operation Include project management time line. Task/Person Responsible/Completion Date A suggested format: D. Evaluation Plan Describe the methods you will use to evaluate activities outlined in this program. E. Budget Infojrmation List items to be funded through the grant. The maximum to be funded through the grant will be $25,000 per area school. Identify separately related items that will not be funded through the grant. II. Document Organization A. Organize the proposal in the following order, additional blank sheets of paper. Do not use B. 1. 2. 3. Cover sheet Narrative Budget Submit the original plus four copies of the proposal to: Estelle Matthis, Associate Superintendent for Educational Programs and Staff Development.LITTLE ROCK SCHOOL DISTRICT ADADEMIC PROGRESS INCENTIVE GRANT APPLICATION 1990-91 Name of School Principal Date Submitted Signature of Principal PROPOSAL COMMITTEE- *-40 09-12'91 14:16 301 374 7609 L R School 1)1 st @1002 To: From: Through: Subj ect: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS September 5, 1991 All Area School Principals ' Tony Wood, Deputy Superintendent Dr. Ruth S. Steele, Superintendent of Schools'.) Academic Progress Incentive Grants In the most recent court order pertaining to our desegregation case, it was made clear tha' the District must take \"no affirmative action\" to implement programs not included in the 1935 Settlement Plan. Since Academic Progress Incentive Grants were not included in the 1989 Plan, we believe they are included in those programs which, for the present, are not to be implemented. Consequently, grants have been placed on hold until we are able to resolve this issue. we are able to reconsider your grant. We will inform you as soon as We appreciate your patience. V k09.12 91 14:15 501 3T4 \"609 L R School Dlst @001 LITTLE ROCK SCHOOL DISTRICT 810 W. MARKHAM STREET LHTLE ROCK, AR 72201 FAX (501) 324-2032 DATE IX ( TO FROM r PHON SUBJECT J tiCjiJS of (inoitidc oo'fcr po^ej ?as ,hor.c y:^-Kiir________ Speed Dieit FOR DATA PRCfCDSST\\G OFFICE USE OA'LY irar^mined 3y_____ .Ddc ______ Time R 0. ! 7 received TO: FROM: RE: DATE: MAR 1 2 1993 The Honorable Susan Webber Wright Area School Patrons _ ... 1992-93 Budget Cuts for March 19, 1993 HearJngatton Monitoring March 9, 1993 I. Area School parents and patrons of the Little Rock School District request that this letter and the accompanying letter and the petitions be made a part of the court record. We wish to address the Court on Budget discussions directly related to Desegregation Plan. We educate 64% of all students in the Little Rock School District, that is approximately 10,788 out of 16,700 black students, and 6,000 out of 9,000 white student's, certainly the majority. We are concerned about the following issues: 1) The Little Rock School District has promised, undej. Lht\nDesegregation plan, to make available to the Area Schools $25,000 per Area School per year for a three-year period or more (if the evaluation proves that the grant had positive results) for Academic Progress Incentive Grants under the to decrease academic disparity. Unfortunately, Area school patrons have had to repeatedly request these funds from the Little Rock School District. Currently, the Little Rock School District has slashed the available money from $25,000 to $10,000 per Area School (a cut of almost 1/2 million dollars). To date for this year, our district has only given Area Schools a total of $50,000 of the allotted $320,000. 2) The Little Rock School District is also obligated to make available to the Area Schools funding for Focused Areas of Activities\", but has not responded to pleas and public requests for defining and implementing this funding. 3) Area Schools have borne a disproportionate burden of budget shown by reductions in funding for Gifted/Talented staff, music, counselors, physical plant assets, and general per capita funding compared to Magnet and Incentive schools. This scenario has significantly diminished the educational opportunities of Area School cuts students. 4) Area School parents and patrons perceive that their concerns about the inequitable budget cuts and their negative impact on the Little Rock School District efforts to implement the Desegregation Plan have not been addressed by the Little Rock School District. 1(? '=. z/ ?: \"'J.i - j Little Rock School District RECEIVED To: Mrs. Ann Brown, Desegregation Monitor From: Estelle Matthis, nterim Superintendent Re: Request for Memoranda Date: August 23, 1993 AUC 2 0 1993 CSsa Qf Dsse. I have been advised that ODM has requested copies of written directives from me to employees. In response, I enclose for your review copies of directives or memoranda regarding desegregation- related issues. Attached you will find memos dated July 14, 1993 and July 27, 1993 relating to the Academic Progress Incentive Grant Program. ? will note, the LRSD is in the process of making the evaluations required under the plan. As you You will also find a memorandum dated August 11, 1~~, directive of the same date. After the hearings on June 24, regarding the proposed site for the new Stephens Interdistrict School, Judge Wright advised Jerry Malone that the Court would not impose a requirement that ODM make requests for information only through designated channels. The Court, however, strongly encouraged the LRSD to develop some procedure to ensure that District administrators and attorneys know what information is being transmitted by the LRSD. This was discussed with you on Friday, July 9, 1993, when Jerry Malone and I met with you in your office. 1993, and a 1993, The attached directive attempts to put in place a process whereby ODM will get timely and accurate information, while at the same time, the District attempts to ensure that commitments, policies or procedures are not made, altered or otherwise affected by individuals without actual authority to do so. As you are aware, the LRSD has several thousand employees. be some initial Accordingly, there might operational. growing pains as this directive becomes fully Prompt notification of any concerns by your office to my office will ensure that any problems are handled expeditously. Thank you for your attention to this matter. 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361TO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS August 11, 1993 All Principals a: 72201 Central Administration Personnel Estelle Matthi'3, Interim Superintendent Jerry Malone, Legal Advisor PROCEDURES FOR RESPONDING TO OFFICE OF DESEGREGATION MONITORING The Office of Desegregation Monitoring (ODM) has been very helpful to the District by providing assistance as we implement our Plan. ODM will need accurate and up-to-date information from each of us as we begin the 1993-94 school year. CL 1_______ provide the requested information in a timely manner. T1_ of Desegregation Monitoring will continue to contact appropriate members to secure the needed information and/or assistance. However, it is necessary for the District to establish some procedures for reviewing and responding to these requests in . Our attorneys will also need to review critical reports prior to our submission. The District has committed to The Office timely manner. a Your assistance is needed in following the procedures listed in the enclosed administrative directive.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS 72201 August 11, 1993 ADMINISTRATIVE DIRECTIVE NO: 93-O4S TO: All Principals and Central Administration Personnel FROM: elle Matthis, Interim Superintendent SUBJECT: PROCEDURES FOR PROCESSING REQUESTS FOR INFORMATION Beginning immediately, the following procedures are to be used in processing requests for information and/or assistance from the Office of Desegregation Monitoring (ODM). 1. All staff members are to cooperate fully with requests from ODM manner. in a timely and cooperative 2. Upon receipt of requests from ODM, all staff shall immediately review the request and notify the office of the Superintendent or his/her designee of the  content and scope of the request and to seek assistance in complying with the request if it is deemed appropriate by the principal or central office administrator. 3. The requests for information are to be completed in a timely manner and forwarded to the Superintendent's Office for review. to 4. The Superintendent's Office will, in a timely review and refer this information to the manner, will. appropriate personnel in the ODM office. 5. The District's attorneys and/or other district staff who have responsibility for the area(s) will receive copies of this information from the Office of the Superintendent or his/her designee.Administrative Directive No: 93-04S Page 2 6. Following any additions and/or modifications in reports, the appropriate principal or central office administrator will be consulted and receive copies, in a timely manner, for their records of such changes and/or amendments in a timely manner. This directive is effective immediately so that all District personnel will be able to function more effectively as a team successfully implementing the Desegregation Plan, the essence in providing prompt, accurate reports Since time is of reports, each person in the loop must continue to monitor the status until the response is provided.LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET To: From: Subject: LITTLE ROCK, ARKANSAS July 14, 1993 72201 Ms. Margaret Gremillion, Assistant Superintendent Mr. Larry Robertson, Assistant Superintendent Estelle Matthis, Interim Superintendent Academic Progress Incentive Grants The court approved Desegregation Plan describes the Academic Progress Incentive Grants and the process for implementation. On Page 84, it states that the continuation of the Academic Progress Incentive Grant Program will be reviewed at the end of the 1992-93 school year. It is necessary for us to proceed with the final evaluation of this program in order to make a decision regarding future funding. Ingram regarding this matter. You may wish to consult with SterlingTO: FROM: SUBJECT: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS July 27, 1993 Ms. Margaret Gremillion Mr. Larry Robertson 72201 Estelle Matthis, Interim Superintendent ACADEMIC PROGRESS INCENTIVE GRANTS Please review my requests dated July 14, 1993 and apprise me of the process as well as the date that I can expect to receive the evaluation report as stated in the Desegregation Plan, page 84. Your urgent attention to this matter is appreciated.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 Utde Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: December 6, 1993 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Focused Activities and Academic Progress Incentive Grants Monitorin\no As you are aware, ODM is currently monitoring Focused Activities and Academic Progress Incentive Grants. Our monitoring will encompass funding and programmatic elements of both areas from the 1990-91 school year through the current school year. The monitoring process will consist of data analysis as well as site visits to observe activities currently being funded. Enclosed you will find a list of needed documentation. We are requesting that these materials be submitted to our office by January 14,1994. If you have questions or concerns regarding the documentation request or monitoring process, please dont hesitate to call our office. Thank you very much for your assistance.Focused Activities/Academic Progress Incentive Grants Documentation Focused Activities  Any memos or records of meetings during which focused activities were described and presented as an option to area schools  List of schools with focused activities and copies of focused activity plans for those schools  Records of community involvement in focused activity development and implementation\nmeetings, dates, names, race, sex  Record of the annual allocation received by schools with focused activities - 1990-91 through 1992-93  Documentation of any efforts by the LRSD to encourage area schools to implement focused activities.  Copy of the procedures jointly developed by the LRSD and PCSSD to prevent duplication of specialty themes Academic Progress Incentive Grants  Records of grants given by the LRSD 1990-91 through 1992-93. Documentation should include: school name amount approved date the application was submitted date the application was approved date of actual appropriation of funds amount expended by the school during that fiscal year  Documentation for 1991-92,1992-93, and 1993-94 (as it becomes available) listing the schools which carried over funds from the previous year and the amount of carryover  Copies of individual school grants for 1990-91, 1991-92, 1992-93, and 1993-94 (as they become available)  Names, race, sex, and position of individuals who served on the grant evaluation panel during the 1990-91, 1991-92, 1992-93, and 1993-94 school years  Copies of any communication 1990-93 which explains the review criteria to the schools Detailed description of the review process used from 1990-91 through 1992-93 and the process currently used for review of the 1993-94 grants  Copies of all evaluative checklists submitted by the schools 1990-91, 1991-92, 1992-93  Copies of all semester reports submitted 1990-91,1991-92, 1992-93  Copies of aU annual progress reports submitted by the schools 1990-91 1991-92 1992-93  Documentation of the assistant superintendents review of the semester reports and actions taken to revise activities for 1990-91, 1991-92, and 1992-93  Copies of the summative districtwide report on Academic Progress Incentive Grants 1990-91, 1991-92, 1992-93  Names of activity coordinators at each school 1990-91,1991-92, 1992-93, and 1993-94 (unless this information is included tn the individual grant applications)  Copy of the three-year evaluation of the Academic Progress Incentive Grant ProgramOffice 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: December 9, 1993 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Revised Documentation List for Focused Activities and Academic Progress Incentive Grants Thank you for meeting with me regarding Focused Activities and Academic Progress Incentive Grants on December 6. I found the meeting with you and Mr. Ingram to be enlightening and productive. The enclosed documentation list reflects the changes we discussed during the meeting. The submission date for these materials remains January 14, 1994. As always, if you have questions or concerns, please dont hesitate to call. Thank you for your cooperation.Focused Activities/ Academic Progress Incentive Grants Documentation Focused Activities  Any memos or records of meetings during which focused activities were described and presented as an option to area schools  List of schools with focused activities and copies of focused activity plans for those schools  Records of community involvement in focused activity development and implementation: meetings, dates, names, race, sex  Record of the annual allocation received by schools with focused activities - 1990-91 through 1992-93  Documentation of any efforts by the LRSD to encourage area schools to implement focused activities.  Copy of the procedures jointly developed by the LRSD and PCSSD to prevent duplication of specialty themes  Copies of all evaluative checklists submitted by the schools 1990-91, 1991-92, 1992-93  Copies of all semester reports submitted 1990-91, 1991-92, 1992-93  Copies of all annual progress reports submitted by the schools 1990-91,1991-92,1992-93  Documentation of the assistant superintendents review of the semester reports and actions taken to revise activities for 1990-91, 1991-92, and 1992-93  Copies of the summative districtwide report on Focused Activities 1990-91, 1991-92, 1992-93  Names of activity coordinators at each school 1990-91, 1991-92, 1992-93, and 1993-94Academic Progress Incentive Grants  Records of grants given by the LRSD 1990-91 through 1992-93. Documentation should include: school name amount approved date the application was submitted date the application was approved date of actual appropriation of funds amount expended by the school during that fiscal year  Documentation for 1991-92, 1992-93, and 1993-94 (as it becomes available) indicating the amount spent each year per school and the schools outstanding balance.  Copies of individual school grant proposals for 1990-91, 1991-92, 1992-93, and 1993-94 (as they become available)  Names, race, sex, and position of individuals who served on the grant evaluation panel during the 1990-91, 1991-92, 1992-93, and 1993-94 school years  Copies of any communication 1990-93 which explains the review criteria to the schools  Detailed description of the review process used from 1990-91 through 1992-93 and the process currently used for review of the 1993-94 grants  Copy of the three-year evaluation of the Academic Progress Incentive Grant ProgramOffice 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: September 13, 1994 To: From: Subject: Estelle Matthis, Deputy Superintendent, Little Rock School District Horace Smith, Associate Monitor, Office of Desegregation Monitoring Academic Progress Incentive Grants and Focused Activities As you know, we have been monitoring the Academic Progress Incentive Grants and the development of Focused Activities. It is our desire to conclude our ongoing inquiry and submit a report to the Court. In order to fmalize that report, we will need the following information by September 19, 1994.  A description of the current status of Academic Progress Incentive Grants  Definition of Focused Activities  Copies of all correspondence received by building principals regarding Focused Activities/ APIGs for the 1994-95 school year.  Documentation of any inservice held to explain application procedures for. the 1994-95 school year.  Copy of the timeline used by the district for submission of propostils, approval of proposals, and actual funding for the 1994-95 school year.  List of all schools which have had proposals approved and are currently being funded. Include the dates when funding was actually provided.  Copies of all Focused Activities and Academic Progress Incentive Grant proposals for the 1994-95 school year. Thank you for your cooperation. If you have questions or concerns, please do not hesitate to call our office.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: November 17, 1994 To: Estelle Matthis, Deputy Superintendent, Little Rock School District From: Horace Smith, Associate Monitor, Office of Desegregation Monitoring Subject: Documentation Request I want to follow-up on our recent conversation regarding Academic Progress Incentive Grant documentation. I would like to receive the following information at our monthly meeting on November 22 if possible.  Copy of the 1993-94 APIG school program evaluation  1993-94 APIG data for each elementary and secondary school which includes - school, amount approved, date application was submitted, date application was approved, date of actual appropriation of funds, and the amount expended by the school Thank you for your cooperation. If you have questions or concerns, please dont hesitate to call.LRSD SUPTS OFFICE 305 P02 MfiR 14 95 11:25 ACADEMIC PROGRESS INCENTIVE GRANT - SECONDARY 1995-96 School Date Submitted Date Approved Amt Funded Central Hall Puiasld Hgts. January 25 January 9 March 2 January 30 Janueiry 9 March 6 $10,000 $10,000 $1,700 (partial) TOTAL: $21,700 ACADEMIC PROGRESS INCENTIVE GRANT - ELEMENTARY School Date Submitted Date Approved Amt Funded Bale Brady Puiasld Hgts. Watson Woodruff February 14 February 14 February 22 February 27 February 14 February 20 February 20 February 27 March 6 February 20 $5,000 $5,000 $600 (partial) $5,000 $5,000 TOTAL: $20,600I D SUPT'S OPPICE 305 P03 MfiR 14 95 11:25 Bale School Brady Cloverdale Dodd Fair Park Forest Park Fulbright Geyer Springs (Resubmitted) Jefferson Meadowcliff Otter Creek Pulaski Heights Terry Watson Western Hills Woodruff FOCUSED ACTIVITIES 1995-96 Date Submitted Date Approved Amt Funded November 22 October 6 September 8 (1st) February 1 (2nd) December 8 January 17 February 7 February 10 December 6 (1st) January 17 (2nd) October 18 October 3 September 2 (1st) October 4 (2nd) March 2 February 2 {2nd) December 13 (1st) January 9 (2nd) February 9 December 12 November 28 October 17 February 13 December 12 January 23 February 20 February 13 December 12 February 20 October 31 October 31 October 31 March 6 February 6 January 23 February 20 December 19 $10,000 $10,000 $10,000 $10,000 $8,700 (partial) $8,886 (partial) $10,000 $7,070 (partial) $2,852 $10,000 $10,000 $10,000 $7,900 (partial) $10,000_________ $5,102.20 (partial) $2,686 (partial) $10,000 TOTAL: $135,296.20APPLICATION INSTRUCTIONS ACADEMIC PROGRESS INCENTIVE GRANT 1. Proposal Narrative (Limit proposal to no more than ten (10) double-spaced, typed pages. Additional pages will not be considered.) A. Need for Project Describe the identified needs and how they will be met through the project. Include any statistical data. B. Program Description Give a description of the program to be implemented. Include program goal, organizational management, curriculum, personnel, and staff training, if needed. C. Plan of Operation Include project management information such as goal, strategies, timeline, etc. Please use the enclosed format for sections C, D, and E in developing your proposal. D. Evaluation Plan Describe the methods you will use to evaluate the effectiveness of each component/strategy outlined in this program. E. Budget Information List items to be funded through the grant on the enclosed form. The maximum to be funded through the grant will be $10,000 per area school. Identify separately related items that will not be funded through the grant. Additionally, complete a Budget Sheet that itemizes vour proposed budget. IL Document Organization A. Organize the proposal in the following order. Do not use additional blank, sheets of paper. 1. 2. 3. 4. Cover sheet Narrative Plan of Operation (enclosed format) Summary Budget Sheet B. SUBMIT THE ORIGINAL PLUS FOUR COPIES of the proposal to: Estelle Matthis, Deputy Superintendent.Application Instructions Academic Progress Incentive Grant Page 2 Allowable Activities Area schools may receive funds to identify and implement strategies based on promising practices to enhance student achievement and reduce the disproportion in academic achievement among groups formed on the basis of race, gender, and economic status. Schools are encouraged to focus on developing strategies that facilitate a safe and orderly school climate. Teachers, building administrators, and patrons shall participate in the development of the local school proposal. Grant proposals should avoid additional personnel costs, to the extent possible. The District will not assume responsibility for continuing costs that occur after the expiration of the funding period. Approval Criteria A panel will review all applications according to the following: 1. A detailed and well-planned proposal\n2. Appropriate goals and objectives\n3. Well-documented need\n4. Innovativeness\n5. 6. I. 8. 9. 10. Potential for replicability\nRealistic budget\nQuality of evaluation\nAbility to continue after grant period ends\nDocumentation of teacher, administrator, and patron involvement during proposal development\nand Use of volunteers and/or collaborative efforts with businesses, outside organizations, etc. Only one (1) proposal per area school will be accepted. Application Deadline Applications must be received by 5 p.m. on December 10, 1993. Send to Estelle Matthis, Deputy Superintendent Grant proposals will be reviewed for approval by the panel as soon as the proposals are received by the Deputy Superintendent. Schools are encouraged to submit proposals earlier than the December 10, 1993, deadline. A grant-writing inservice is scheduled for October 27, 1993, at 3 p.m., in the Board Room, for all area schools. Each area school principal is to attend this planning session.LITTLE ROCK SCHOOL DISTRICT ACADEMIC PROGRESS INCENTIVE GRANT APPLICATION 1993-94 Name of School Principal Date Submitted Signature of Principal PROPOSAL COMMITTEELITTLE ROCK SCHOOL DISTRICT ACADEMIC PROGRESS INCENTIVE GRANT PLAN OF OPERATION (Sections C, D, and E) GOAL Strategies Person(s) Responsible Beginning/Ending Date Evaluation Criteria BudgetAcademic Progress Incentive Grants\nThe Little Rock School District will establish an Academic Progress Incentive Grant Program, the goals of which will be to (1) improve the education of all students, and (2) reduce the disparity in achievement among students of different racial, socioeconomic, and gender groups. the teachers, In response to a request for proposals (RFP), building administrators, and patrons of individual area develop non-competitive proposals outlining specific plans for increasing achievement and decreasing A grant-writing in-service will be offered by the schools will disparity, district. will be for one The grants, which will not exceed $25,000, year with an option to continue for two more years. and incentive schools will not be eligible for these grants. Magnet Islands of Excellence Program\nArea schools will have first priority (before magnet and incentive schools) to receive assistance in establishing to \"islands schools. of excellence,\" or model classrooms, in their In the program, the district will assist schools to plan and finance model classrooms techniques can be observed. where effective teaching Community Support Grants\nNon-competitive Community Support Grants will be offered to help area schools further desegregation efforts through recruitment. These grants will not be available to incentive or magnet schools. The grants will, additional personnel costs. Local businesses will be asked to become actively involved in their community's desegregation efforts by becoming financial sponsors of the program. schools if possible, avoid will. The three-year grants will be written by teams consisting of at least the building principal, two teachers, one nonGrant -writing in- A central office certified staff member, and four parents. services will be provided by the district. committee composed of the Associate Superintendent Desegregation and others appointed by the Superintendent will evaluate the proposals. The district will not assume responsibility for continuing the financing after the three- year period. 9\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\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_164","title":"Achievement disparity","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":["1990/2005"],"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 management and organization"],"dcterms_title":["Achievement disparity"],"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/164"],"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\nAnnual Report for 1990-91 Little Rock School District Board and District Work Toward Achieving Long-range Goals Long-range goals adopted for the District in 1989 by the Little Rock School Board continue to be our focal points for improvement\nincreasing educational achievement for all students, establishing climates of excellence in all schools and enhancing human relations skills for District employees. Academic Achievement Results of the Metropolitan Achievement Test over a four-year period reflect a pattern of progressively better achievement for students in grades one through 11. However, much work remains to be done to address academic achievement at the junior high level where student growth either remained virtually static or dropped slightly. (See report of MAT-6 scores included as an attachment to this report.) On the Arkansas Minimum Performance Test, scores received over a five-year period also are encouraging. (See report of Minimum Petformance Test results included as an attachment to this report.) Eighty-seven percent of Little Rock students tested in grades three and eight passed the Arkansas Minimum Performance Test in reading. Ninety-four percent of the sixth graders passed the reading portion. In the math area, 87 percent, 90 percent and 84 percent passed in grades three, six and eight, respectively. At the eighth grade level, the second administration of the test showed marked improvement in the percentage of students passing the test, with all but two junior high schools having at least an 85 percent passing rate. A third administration of the test given in August resulted in all schools passing the total test and achieving an overall 92 percent pass rate for the District. Strategies to increase performance in the Arkansas minimum performance test include tutoring, increased reading and mathematics assistance, computer assisted instruction, more homework, and cooperative learning. In terms of long-range achievement, the District expects to 1 implement most of the 13 recommendations of the Board-approved curriculum audit performed by the National Curriculum Audit Center of Arlington, Va. Results were reported in January 1991 and serve as the basis for the No More Excuses posture outlined by the superintendent in March. This document will serve as the guide for initiating steps to implement the recommendations from the audit and other steps which we agree will further student progress. The District will continue to emphasize and expand early childhood education, homework programs, extended day activities, restructuring efforts at the junior high level and secondary reading and mathematics assistance programs to address academic achievement issues. In addition, the District has launched a major curriculum review and revision process, under the direction of the associate superintendent for educational programs. Two new magnet schools opened\nWashington Basic Skills/Math-Science and Dunbar International Studies/Gifted and Talented. Central High School added an international studies program. Six incentive schools offered extended day, Saturday school, full-time counselors, auxiliary teachers and small classes. McClellan initiated a comprehensive community education program, and Rockefeller opened with an early childhood education magnet program serving infants as young as six weeks of age. Also, as a result of the Districts successful millage election in 1990, major construction projects were started at Geyer Springs, Western Hills, Woodruff and Cloverdale elementary schools and Cloverdale Junior High School. Construction and/or improvement projects are on schedule at virtually every school in the District. Local 2 150 Expenditures 1990-91 Other Objects, 1.01% Magnets, 3.5% Debt Service, 6.48% Capital Outlay, 3.53% Supplies, Materials, 3.92%   Q   B  Purchased  Services, d 10.19% I Salaries/Benefits, $73,225,914 Purchased Services $10,457,142 Supplies, Materials, $4,020,746 Capital Outlay, $3,624,884 Debt Service, $6,646,769 Magnets, $3,592,755 Other Objects, $1,040,327 Total: $102,608,537 Salaries/Benefits, 71.37% - Climates of Excellence Declared by the District superintendent as The Year of the School, the 1990-91 school year was a year in which the needs of individual schools received major priority. Restructuring efforts continued at four junior high schools with assistance from e Annie E. Casey Foundation and the Center for Leadership in School Reform. Academic progress incentive grants of $25,000 each were awarded to area schools for school improvement projects. The focus on the school as the basic unit for the delivery of quality education to students will continue in the 1991-92 school year. A reorganization of central office staff will provide principals closer access to the office of the superintendent. Local school plans will continue to be used to improve instruction and learning in all our schools. Human Relations Through the use of trained employees, the Districts bus drivers and education support personnel received special training in human relations skills. For teachers and principals, minicourses were available through our Staff Development Office. An annual survey of attitudes toward human relations reflected the following: A comparative analysis of the results at each organizational level showed that items ranked as areas of greatest priority did not vary significantly from those identified in 1990, with 3a slight difference in relative standing. These focus on lack of demonstrated respect among teachers, students, parents and administrators\nlack of fairness and consistency relative to school rules and student discipline\nand lack of satisfaction by all groups, except junior high parents, relative to student progress. Areas that shifted to a lower grouping in 1991 from 1990, indicating an improvement in perception, were about teachers receiving equal treatment (junior high level)\nextra learning time provided for students who need or want it (elementary parents)\nparents promotion of the schools instructional program (elementary teachers)\nand parents treating principals with respect (elementary teachers). The survey item regarding school safety ranked as a greatest priority area for junior high parents only and collective data from each organizational level (excluding junior high parents) showed that respondents from the majority of the subgroups did not regard safety within the school as a major concern. More work will continue in this area during the 1991-92 school year as the results of the annual surveys are used to improve interaction among our students. Appeals Court Rules in Favor of 1989 Plan On December 13, 1990, the Eighth Circuit Court of Appeals approved the Settlement Plan agreed on by the Little Rock School District, the North Little Rock School District and the Pulaski County Special School District in 1989 for operation of desegregated schools. Reaching a conclusion to this long-running court case allows the District to place its efforts in operation and action, rather than hearings and plan development. While there will continue to be adjustments among the parties, the Office of Desegregation Monitoring and the court to assure compliance with our plan, we can now offer parents and patrons stability and predictability in terms of the school assignments and other aspects that affect school choice decisions. 4GRADE ____NUMpER TESTED____ 1589 1522 1220 1221 ___TOTAL READING___ 1988 1202 122Q ,1221 -TOT A Ii_ M at H E hlA' 1288 1222 1222 1 1 __l._ 1. .2. __8._ __2_ -12 ._!]__ 22Q8 2225 1221 1222 1811 1222 1215 2Q11 2213 10 2 4 -1818 1769 1227 1SJ8 .1281. 1682 1656 1822 19 30 LI'lTLE ROCK SCHOOL DI STR I CP METROPOLITAN ACHIEVEMENT TESTS (MAT-6) NATIONAL PERCENTILE SCORES COMPARATIVE DATA 1938, 1989, 1990 AND 1991 TOlnL TOT/d. 2591 2066 12. ..12_ _52_ _65_ 1212 .1222 1969 1992. 1255 1233 1806 50 .12 . .21._ _22_ 1853 1258 1906 122Q 1288 1252. 1129 .1610 1668 1610 11 _18_ .18. 51 -18 -.56_ li 1_ 11 _12_ .42. 50 Il54 48 _61 _51_ li ..51- _io_ 49 .54 _53._ _52_ .61 _53... _62_ -11.. -2Q.. .1222. 1612 16 00 1490 11. ._51 11 12 ICS 1991 IQ' 1288 'AL'_IjAN\u0026lt;iyAE 1909 1990 1221 1282 -SCI 1288 :hce_ 1220 1221 __BOCIMi. STUDIES 1222. 1222 1222 .1221 ___PASIC_B^TERY___ 1222 1582. 1222 _IS21 __COMptETE.BAT' im 1V89 ERI_. 1991 _61_. _81, _J1_ _12- _5O_ _.52_ _HA* -.4.2_ _42_ .12- _KA*. llAi ..51,. _62_ _io.. -16_ ._21_ 2 ..21_ 12, HAi. -.WA* 49 .Hiki ILA,? .52. lil_ 12. 56 Jj2_ .UAl 55 .-61_ -11-. _53._ 11 _55.. -AQ^ .81 60 .Al^ _.5Q_ _52- _15_ 12. 50 .JlS.. 54 11 52_ 18. 51 11 51 64 -84_ -ll. 12. 10. 56 1Q_ 12 -.59. ^L. .81. ._50_ _12_ 12- 66 lil. _42_ .62 -65_ 13. 1  10. 18  11 54 56 5'1 .52, .-.51. 12 _6fi_ -.50- 59 11 .-\u0026amp;2- 63 -12-. 52. 71 ._61.. ._65- 60 18 5'1 64 63 18. 12 -51- _52_ 58 ._5\u0026lt;)_ J12 57 53 57 52 12 -61- ..49., J 9  Students in grades one and two did not take science and social studies in 1988 or 1989. 11 .52 .11 12. 63 11 JI _58.. -51- 52 -52- 12- _19_ _51 12- -51- ._59 19 -52- _5Q_ _58_ 51 11- 19 _52_. ..5fi._ 12 S3 -51- 11 12_ 18. 5'1 ^1. 12 18_ -12- -19_ _6O____52- _52_ _56_ 11 ,.-42 11 __55.- 12 11 11 12 _51 _11_ 55 54 15. 12 li -13- 18 11 -61_ 50 _51_-11- 11 16. 13. 11 11 0 -65- ..51-. 12. 12 55 52 _61_ _16_. -51 . . 56 1-51 55 57 12 .1.5_ 18. 54 11 12 ._10_ 11 15_ _52._. _18jREADING 1987. 1988 l.?.89 .19.90. GRADE 6 No. Tested No. Passed 1202 1063 1765 1533 1799 1590 1709 1542 Percent Passed 0_0 07. .08 90. 1987 1988 READING 1989 1990 LITTLE ROCK SCHOOL DISTRICT ARKANSAS MINIMUM PERFORMANCE TEST RESULTS DISTRICT SUMMARY FIVE YEAR COMPARISON 1987 THROUGH 1991 1.987, 1988 READING 1989 1990 1991 . 19B.L 1988 MATHEMATICS 1989 1990 1991 GRADE 3 No. Tested No. Passed Percent Passe_d_ 1991 1722 1615 94 1991 1987 1988 1202 999 83 1987 1274 1103 1844 1541 1946 1683 1958 1709 1863 1616 1275 1081 1844 1566 1946 1735 1958 1694 1863 1620 07 84 86 07 87 85 85 89 87 87 MATHEMATICS 1^9. .1990. 19 91 1987 LANGUAGE ARTS .19J.8_ 1989 1990 1991 1987 1988 SCIENCE 1989 1990 1991 1987 SOCIAL STUDIES 1988 1989 1990 1991 1765 1518 1798 1602 1709 1544 1722 1558 1201 836 1765 1301 1798 1354 1709 1315 1722 1336 1200 799 1765 1135 1799 1196 1709 1223 1722 1255 1200 718 1765 1157 1799 1265 1709 1313 1722 1265 86 89 .90, 90 70 ___7_4 75 77 78 67 64 .66 12 IZ 60 66 70 11 1988 MATHEMATICS 1989 1990 _llil 1987 LANGUAGE ARTS 1988 1989 1990 I 1991 SCIENCE .19 .8 7-19 B_8_ 1989 1990 1991 1987 SOCIAL STUDIES 1988 1989 1990 1991 GRADE 8 No. No. Tested Passed 1326 1130 1811 1679 1799 1623 1756 1562 1792 1561 1326 1098 1811 1609 1799 1608 1756 1536 1792 1506 1326 945 1811 1560 1799 1537 1756 1478 1792 1467 1326 724 1811 1272 1799 1207 1756 1298 1792 1121 1326 866 1811 1275 1799 1337 1756 1324 1792 1134 Percent Passed 85 93 90 Al 87 83 -89 89 87 8.4 ___TA. Al 85 84 82 2.0 Ai 1^ 10 74 75 63JUN 8 1933 ARKANSAS STATE UNIVERSITY OFHCEOF DE^GREGATION MONITORING 6-1-98 COLLEGE OF EDUCATION POST OFFICE BOX 940 STATE UNIVERSITY, ARKANSAS 72467-0940 (TELEPHONE 501/972-3057 JONESBORO) (FAX 501/972-3828) a Mr. N.W. Skip Marshall Associate Monitor, Office of Desegregation Monitoring United States District Court, Eastern District of Arkansas 201 East Markham, Suite 510 Little Rock, Arkansas 72201 Dear Mr. Marshall, As requested and on behalf of Dr. Dave Holman, Associate Professor of Education and Dr. Craig Jones, Professor of Psychology and Counseling, please accept this correspondence as our acknowledgment and support for your interpretation of the achievement disparity data we discussed and reviewed May 27th in Jonesboro. Your use, description, and interpretation of the percentage relationship appears to be valid with regard to the test score data evaluated. Your criteria of a change of 10 percent, however, appeared to be too arbitrary at this point in time, but such a criteria could be established by studying longitudinal data in this manner. If we can be of any further service or support, please dont hesitate to contact us. Sinj Kent Associate Dean 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: October 7, 1999 To: Dr. Bonnie Lesley Dr. Kathy Lease Dr. Ed Williams From: N.W. Skip Marshall Subject: Draft Report on Achievement Disparity Between the Races in the LRSD Enclosed is a preliminary draft of the introduction, background, and findings sections of our report on the achievement disparity between the races in the LRSD for 1991-1992 through 1998-1999. The copy we are providing is a draft and will be edited further for format and syntax, but the factual infonnation is complete. Please read the report carefully, checking for accuracy. If you believe any item is inaccurate or if some areas need clarification, please summarize your comments in writing by no later than 4\n00 p.m. on Friday, October 8, 1999. Feel free to make your comments in the margins of the report, or you may write them in a memo. An ODM staff member will come by your office by 4\n00 p.m. on Friday to pick up the draft and your written comments. If you do not furnish ODM with your written comments, your input will not be considered for our final report. I will contact you early next week to discuss any comments youve made. You may, of course, call our office earher if you have any questions. Because this is a draft, we ask you not to make copies of it or distribute it to others. After the review process is completed, the full report, including a summary and conclusions, will be filed with the Court. We will send you a copy of that complete report. We appreciate the cooperation of the Planning/Research \u0026amp; Evaluation staff, especially that of Irma Truett, during the monitoring process. Thank you for taking the time to review the attached draft.October 11, 1999 Planning, Research, \u0026amp; Evaluation Instructional Resource Center 3001 S. Pulaski Little Rock, AR 72206 ^ECgiVBD pOrv-T I i iS9S GFRCSOF OESEBl^AnONMOMlWRIi^ i Mr. N. W. Marshall, Associate Monitor Office of Desegregation Monitoring 201 E. Markham Heritage West Building, Ste 510 Little Rock, AR 72201 Dear Mr. Marshall: After careful review of the Office of Desegregation Monitoring report on Achievement Disparity Between the Races, there is one major concern that needs to be addressed. The statistical measure used in the report is the Normal Curve Equivalent (NCE). It is our understanding that both Dr. Doug Reeves, Arkansas Department of Education consultant, and Dr. Steve Ross, one or our Revised Desegregation and Education Plan consultants, agreed that NCEs are not the best way to measure the progress that our district is making in closing the achievement gap. According to Dr. Ross, the consultants are meeting to discuss the use of multiple indicators to measure the progress of our district in decreasing the disparity between the races. In a recent conversation with Dr. Ross, he expressed grave concern about using NCEs for the purpose of measuring progress toward closing the achievement gap. He stated that the more urban a district is and the more disadvantaged students are, the more likely the district is to fall below the mean on norm-referenced tests. Since these tests are designed to insure that students are distributed through the bell curve, they do not and cannot accurately reflect the growth of individual students. One of the reasons that the Little Rock School District redesigned its testing program was to allow us to measure the growth of each individual student regardless of gender, ethnicity, or ability group. Because of this commitment, a criterion-referenced test was selected that will allow us to monitor the growth and progress of all of our children with respect to the required state curriculum. Growth scores allow us to celebrate the progress of students no matter where they started on the learning continuum. Growth scores also allow us to develop personal education plans for students who are not growing at the expected rate. For many of our students to truly be competitive, we must be certain that our curriculum and instruction foster their growth at a rate faster than the national average. The only way that we can truly monitor this rate of learning is by using scaled scores, which measure growth. 2 I am confident that once our assessment experts. Dr. Reeves and Dr. Ross, complete their work on multiple criteria for measuring achievement, we will be able to have a much clearer picture of the true achievement of students in our district. In the interim, I encourage you to not rely solely on NCEs as a measure of the districts ability to close the achievement gap between the races. The use of scaled scores more accurately reflects the growth of our students. The following information is contained in the Raw to Scaled Score Conversion Tables of the Middle Level Benchmark ExaminationGrade 8, February 1999 Administration (p. 1)\nScaled scores are used as a common comparison across different forms of a test, providing a useful measurement tool for various assessment programs. Scaled scores are used in numerous national testing programs. Perhaps the most widely known use of scaled scores is with the ACT and SAT examinations, which are typically part of the admissions process for colleges and universities. Scaled scores are also routinely used within many other statewide testing programs, providing the basis for long-term, meaningful comparisons of students results. According to the Stanford Achievement Test Series Technical Data Report (p. 32), Scaled scores [are] especially suitable for comparing results when different forms or levels of the test have been administered and for studying change in performance overtime. In a letter written on March 30, 1998, to Mr. Frank Anthony, ADE, from Thomas E. Brooks, Manager of Applied Research at Harcourt Brace, Dr. Brooks stated: The advantage that Scaled Scores would have over NCEs is that they offer finer distinctions among students whose percentile ranks are at the extreme end of the score range, i.e. either 1 or 99. If we were reporting data for a group that included larger than usual numbers of students with very low achievement levels. Scaled Scores could make finer distinctions and allow us to measure gains for students who score in the 1** percentile. Scaled Scores then, are not only appropriate, but may also be a preferred measure for reporting disaggregated scores for African-American and White students. In my opinion, they also are consistent with the language of the desegregation decree under which you are operating. With the input from all of our experts, I would ask that ODM reconsider the statistical measure used to report our test results to the Court. Sincerely, Katherine R. Lease, Ed. D. Assistant Superintendent Cc: Dr. Les Carnine, Superintendent Dr. Bonnie Lesley, Associate SuperintendentGrade Race Black 02 White Percent* Black 03 White Percent* Black 04 White Percent* Black 05 White Percent* Black 06 White Percent* # Tested 1231 550 1143 507 24 \u0026gt; 1040 511 w 994 537 sit. 964 483 Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percentile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 531.9 571.3 93.1% 565.9 609.9 92.8% 593.7 637.6 93.1% 621.3 671.7 92.5% 636.6 676.2 94.1% Total Math OCT ] J h .9 OFFICLu, Percentile Rank 32 60 53.3% 27 63 42.9% 20 57 35.1% 24 70 34.3% 27 66 40.9% Normal Curve 40.1 55.2 72.6% 37.1 56.9 65.2% 32.5 53.8 60.4% 35.5 61.3 57.9% 37.2 58.9 63.2%  Percent is defined as black student scores expressed as a percent of white student scores. # Tested 1263 560 1227 524 1068 514 If* 1022 544 980 485 * A. Scaled Score 518.3 545.9 94.9% 552.1 587.6 94.0% 595.1 634.5 93.8% 612.8 652.4 93.9% 630.3 665.1 94.8% Percentile Rank 25 53 47.2% 23 57 40.4% 30 66 45.5% 25 64 39.1% 32 67 47.8% Normal Curve 35.8 51.8 69.1% 34.2 53.5 63.9% 39.3 58.9 66.7% 35.6 57.6 61.8% 40.4 59.2 68.2% # Tested 1250 556 1220 521 low 1067 513 1018 543 980 485 Scaled Score 551.1 583.6 94.4% 574.8 609.3 94.3% 601.0 617.5 97.3% 620.4 652.3 95.1% 629.4 656.1 95.9% Percentile Rank 31 63 49.2% 26 62 41.9% 37 51 72.5% 34 65 52.3% 37 62 59.7% Normal Curve 39.8 56.8 70.1% 36.2 56.7 63.8% 42.8 50.7 84.4% 41.4 57.9 71.5% 42.9 56.7 75.7%Grade Race Black 07 White Percent* Black 08 White Percent* Black 09 White Percent* Black 10 White Percent* Black 11 White Percent* # Tested 1074 447 1071 445 ,c 1065 445 X- 1125 478 932 463 Little Rock School District 1997-98 Stanford Achievement Test Scaled Score, Percentile, Normal Courve Equivalent Comparisons for Total Reading, Total Math, Language Total Reading Scaled Score 647.3 690.2 93.8% 659.5 702.4 93.9% 675.1 713.5 94.6% 677.6 713.7 94.9% 692.2 727.8 95.1% Total Math Percentile Rank 25 68 36.8% 24 66 36.4% 31 70 44.3% 26 61 42.6% 33 71 46.5% Normal Curve 36.0 60.1 59.9% 35.4 58.5 60.5% 39.6 60.8 65.1% 36.3 56.2 64.6% 40.9 61.5 66.5%  Percent is defined es black student scores expressed as a percent of while student scores. Tested 1089 450 t't  X?* 1081 448 1072 444 1144 475 iS 934 468 Scaled Score 642.2 684.4 93.8% 646.2 686.4 94.1% 656.3 693.6 94.6% 656.8 690.9 95.1% 668.6 702.0 95.2% Percenlile Rank 29 71 40.8% 26 65 40.0% 28 66 42.4% 28 62 45.2% 35 69 50.7% Language/English Normal Curve 38.5 61.9 62.2% 36.7 58.2 63.1% 37.6 58.5 64.3% 37.6 56.3 66.8% 42.2 60.6 69.6% # Tested 1077 448 1077 447 1070 447 1143 475 940 472 Scaled Score 635.4 667.1 95.2% 646.1 676.3 95.5% 654.8 689.2 95.0% 681.9 710.3 96.0% 697.3 716.2 97.4% Percenlile Rank 31 63 49.2% 34 62 54.8% 37 67 55.2% 34 61 55.7% 42 61 68.9% Normal Curve 39.4 57.2 68.9% 41.2 56.7 72.7% 43.0 59.5 72.3% 41.1 55.8 73.7% 45.6 55.7 81.9%Grade Race Total Reading # Tested Scaled Score Percentile Rank Normal Curve 3 Black White Percent* 5 Black White Percent* 1 Black White Percent* 8 Black White Percent* 1158 468 1038 473 1050 413 1051 428 574.0 609.0 94.3% 625.0 670.0 93.3% 650.0 688.0 94.5% 662.0 706.0 93.8% 33 62 53.2% 27 69 39.1% 27 66 40.9% 26 69 37.7% 40.7 56.6 71.9% 37.3 60.6 61.6% 37.3 59.0 63.2% 36.7 60.6 60.6% 1^19I Total Math # Tested 1224 488   tt: -nr. s,..' 1067 479 1051 415 1042 426 Scaled Score 557.0 587.0 94.9% 614.0 646.0 95.0% 641.0 678.0 94.5% 650.0 692.0 93.9% iis Percentile Rank 27 56 48.2% 26 59 44.1% 23 59 39.0% 23 64 35.9% OCl 1 I lyJJ Normal Curve 37.1 53.1 69.9% 36.8 54.7 67.3% 34.4 55.0 62.5% 34.4 57.6 59.7% D Languag e/English # Tested 1222 486 Si g 1063 479 1037 414 1042 427 s Scaled Score 558.0 607.0 91.9% 619.0 650.0 95.2% 634.0 665.0 95.3% 649.0 682.0 95.2% Percentile Rank 31 61 50.8% 32 62 51.6% 28 62 45.2% 36 69 52.2% Normal Curve 39.8 55.7 71.5% 40.1 56.7 70.7% 38.0 56.3 67.5% 42.5 60.7 70.0% fimni: ni\nA- * 10 Black White Percent* 1067 467 4 It 677.0 717.0 94.4% 25 65 38.5% 35.8 58.1 1066 468 677.0 704.0 33 65 40.9 57.9 1066 471 657.0 697.0 28 67 37.7 59.4 * Percent is defined as black student scores expressed as a percent of white student scores. 61.6% -5 r'f'' t 96.2% 50.8% 70.6% 94.3% 41.8% 63.5% 't Xi 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 October 22, 1999 Katherine R. Lease LRSD Instructional Resource Center 3001 So. Pulaski Street Little Rock, AR 72206 Dear Dr. Lease: Thank you for the time you devoted to reviewing the draft findings of our monitoring report on the LRSD achievement disparity between the races. We especially appreciate your written comments. As we understand your response, your position is that using scaled scores, rather than NCEs, is a more appropriate method to measure the achievement growth of individual students. While scaled scores may be valid for the use you define, our report is not intended to measure the growlh in the achievement levels of individual students\nrather, it is intended to measure the proportional differences between the achievement levels of groups of black students as compared to white students over time. Our current report conforms to the practice and precedent of basing our findings on Normal Curve Equivalents that we established in our first report on achievement disparity in the three county districts, which was published in June 1995, as well as in our second report on achievement disparity, which was on the Pulaski County Special School District, published in October 1998. For us to use other than NCEs in the upcoming report would be inconsistent with our established precedent. Elowever, based on your comments, we did include within our report a reference to the position you have taken. Again, we appreciate your assistance and thank you for your efforts. Sincerely yours. N.W. Marshall Associate Monitor cc: Dr. Les Camine Dr. Bonnie Lesley 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: October 15, 1999 To: Bonnie Lesley brom: Ann Brown'^u^ Re: Review of ODM Drafts I couldnt miss your frustration in our giving you little time to go over the draft of our repon findings, most recently Skips report on achievement. I know that your schedule is alwavs full and can understand your consternation about another to do being dropped on vou. Let me explain the reasons behind our procedure and why it may not be as user-unfriendly as it seems. Since we first started producing reports, its been our practice to ask the individuals who gave us information for each report to review our findings for errors, misunderstandings, omissions, etc. We know we're not perfect and appreciate help in producing documents that are as accurate as possible. But we learned that if we didnt attach a very limited time to this review process, the findings didn't get a timely examination and return. Without a tight deadline, folks just didn't get a round tuit .  Also, we learned not to set a date certain by which we promised delivery of the findings. First, we couldnt be precise about our own crowded schedules, which were constantly being modified by unexpected events. Secondly, we found that even if we tried to let the reviewers know in advance that the findings were on the way, that didnt seem to help, as their schedules were as crowded as ours and also subject to the same type of unforeseen events. In addition, we felt a shorter lead time would promote the focused individual review that we desire, while deflecting any inclination toward orchestrating a mass reaction to the findings. Now heres the part that may give you some consolation in the future: to compensate for the short lead time, we always allow more review time for anyone who asks for it. 'Which is what Kathy Lease did with our achievement report, and we were happy to comply with her request. We dont offer an extension of weeks, but were comfortable with a few days more. All one has to do is ask. And of course, well always provide adequate time for any discussion thats needed a,s part of the findings review process. 1 hope this explanation provides both some relief and reassurance. If youd like to talk it over, please give me a call.ACHIEVEMENT DISP.ARITY BETWEEN THE RACES IN THE LITTLE ROCK SCHOOL DISTRICT F 9 3 9\" EAST^t^N! ISTRI cta'^Wsas OCT 2 6 1999 October 26,1999 JAMES W. McCORMACK, CLERK By:. UtP CLERK Office of Desegregation Monitoring United States District Court Little Rock, Arkansas Ann S. Brown Federal Monitor Norman W. Marshal] A.ssociate Monitor Polly Ramer Office Managerhf\u0026lt;L JOHN W. WALKER, P.A. RECEIVED JOHN W. WALKER SHAWN CHILDS ATTORNEYS AT LAW 1723 BROADWAY LITTLE ROCK, ARKANSAS 72206 TELEPHONE (501) 374-3758 FAX (501) 374-4187 NOV 1 5 20115 nrcmnr OFRCEOF desegregation MONITORING November 14, 2005 OF COUNSEL ROBERT McHenry, P.A. 8210 HENDERSON RO/VD LITTLE ROCK, ARKANSAS 72210 PHONE: (501) 374-3425  FAX (501) 372-3428 EMAIL\nmchenrvd@swben.net Members of the Board of Education Little Rock District School District 810 West Markham Little Rock, AR 72206 Dear Board Members: The Desegregation Litigation Oversight Committee is concerned about the remediation of achievement disparities. Dr. Roy Brooks response is that the students in the Little Rock School District of African American descent performed better than African American students statewide on standardized tests. The district has prepared an annual report which represents the same thing. I believe that the issue is misrepresented to the State and should be corrected. The question is not how well LRSD African American students compare with other African American students statewide\nrather, it is how they compare with Caucasian students in Little Rock. lam taking the liberty herewith to share your graphic Teport with the committee members. I note that Little Rock included a copy of the report in the Sunday, November 13, 2005 copy of the Arkansas Democrat. One of the committee members asked what the gap was. Despite this report. Dr. Brooks was unable to provide an answer. The undated data reflected in the annual report shows by whatever standard is used, a black /white gap as follows: 3\"* grade Reading 3'** grade Math Concepts 3\"* grade Math Problems 37 39 37 4th grade Reading 4th 4th grade Math Concepts grade Math Problems 39 42 44 5.h 5'^ 5* grade Reading grade Math Concepts grade Math Problems 37 40 396\"' grade Reading 6'* grade Math Concepts b* grade Math Problems 7 grade Reading 7 grade Math Concepts 7'* grade Math Problems 8* grade Reading 8* grade Math Concepts 8 grade Math Problems 40 40 39 44 41 36 41 37 34 These data rather uniformly reflect that the Caucasian achievement, as measured in the Little Rock School District by the Iowa Test of Basic skills data, African American students do approximately half as well on this test at all grade levels as Caucasian students. Please note for example the difference between 3\"* grade African American students and 3* grade Caucasian students as they go up the ladder using Reading as a standard in the 3\"* grade, the gap is 37 points. In the 8* grade, it is 41 points. In Math Concepts, in the 3\"* the 8 grade it is 37 points. grade it is 39 points, while in If the Little Rock standard is for its African American students to out achieve the states African American students, the objective is misplaced. The LRSDs approach limits the challenge of the district in meeting the needs of African American students, in comparison to its - white students, and it allows resegregation within biracial schools on a test score basis. The armual reports goes on to show why Little Rock students should be better than statewide students. On page 9 of the report. Little Rock brags that its teachers earn $8554.00 more on the average than statewide teachers. This is 20%. Little Rock says that retaining a competent and professional teaching staff has a direct impact on student achievement. If that is true, and assuming a 20% greater pay average for Little Rock teachers, it would seem that if the inquiry were limited to African American students alone, then the Little Rock averages should be at least 20% higher than the statewide average for African American students. Little Rock further brags that most of its teachers hold Masters degrees or higher which is well above the state average. This fact also militates in favor of higher achievement scores for the African American students when the comparison is LRSD African American students versus African American students statewide. I ask that your inquiry of the Little Rock Administration be more detailed and ask further that you require information which is presented be logical, i.e., subject to rational considered explanation. To the members of the Desegregation Oversight Committee, I also request that you create a subcommittee to address the use by Little Rock of the desegregation money over the years of its receipt in order to determine whether Little Rock did with it what it represented it would and whether enhanced student achievement by African American students took place.Thank you for your attention to these concerns. Sincerely, /s/John W. Walker JWW:js cc: Desegregation Litigation Oversight Committee Office of Desegregation Monitoring Honorable William R. Wilson Honorable J. Thomas Ray Mr. Christopher HellerTARGETS TO IMPROVE STUDENT ACHIEVEMENT TO IMPROVE DESEGREGATIONINCENTIVE SCHOOLS PROGRAM PAGE ACADEMIC PROGRAMS \u0026amp; CURRICULUM DEVELOPMENT Four-year-old program Writing to Read Kindergarten, Early Prevention of School Failure Reading and oral expression Learning styles inventories School themes 152 152 152 153 153 153 Semi-departmentalization Instructional technology Science labs Computer labs Foreign language labs Computer loan program Parent Home Study Guides Computer Managed Instructional Technology Student Education Plans Specialized programs (Title 1/G \u0026amp; T) Incentive programs for recognizing behavior and academic improvement Homework - LRSD policy - parent signature Criterion referenced testing Heterogeneous grouping Effective Schools model African and African-American History Classics reading program Latin program Foreign language Social skills - Family folklore, Positive Imaging, Rites of Passage, Role Model Program, Mentor Program Academic reinforcement clubs Field trips 153 153 153 153 153 153 153 153 153 154 154 154 154 154 154 154 154 157 156 156 157 158SUPPORT PROGRAMS Homework Centers Homework Hotline Peer tutoring Retired teacher mentors Instructional aides INCENTIVE SCHOOLS PROGRAM PAGE 171 171 171 172 172 I i I Supervision aides Career skills development program Extended Year 172 172 172 Community involvement (Scouting) Extended Day Home/school communication (monthly) Extracurricular programs Subject related extracurricular activities Counseling/Social work Community services access - assist students with access College/post graduation awareness Study skills Home/neighborhood meetings Wellness program Camp Pfeifer 173 173/174 174 175 175 175 175 176 176 176 176INCENTIVE SCHOOLS PROGRAM PAGE SCHOOL ADMINISTRATION/SCHOOL POLICIES AND PROCEDURES Attendance and behavior guidelines Flexible programs (individualized instruction) - Uniforms for students 175 Encourage PTA attendance Playground for PE purposes Investigate need for community education classes Saturday program (Extended Week) 178/179 178/179 178/179 178/179 190 190INCENTIVE SCHOOLS PROGRAM PAGE STAFFING/STAFF DEVELOPMENT Permanent assigiunent substitute A half-time assistant principal Incentive Schools Staffing Committee Staf\u0026amp;ug needs assessment Recommended full-time positions Staff recruitment 178/179 178/179 191/192 192 192 192 Staff selection 192 Staff commitment/effectiveness monitoring (special training for staff) Individual Incentive School Staff Development Plan Minimum staff development (required) Ex. TESA PET Master Teacher Program Teacher Assistance/Teacher Assistance Plan (TAP) 192/193 193 193 194 194INCENTIVE SCHOOLS PROGRAM PAGE INCENTIVE SCHOOL PARENT INVOLVEMENT - RECRUITMENT Adult community education Parent Internship Program Parent/teacher mentorships Parent Center Parent workshops Community resources use in the Instructional program Parent recognition Home and school communication Parent contractual commitments Strengthen home and school linkage Build school and community trust School policies and procedures Recruitment 206 206 206 206 174/206 207 209 210 211 212 213 214 215' SATURDAY, NOVEMBER 25, 2000 Teachers arent only factor in achievement What are the responsibilities that most \"\" ----------------------- parents want from their childs school teacher? Lets see, for starters, fill the room with love and smiles every waking moment\ninstill a sense of pride in their ethnicity\nmodify disruptive behavior\nobserve them for signs of abuse and T-  shirt messages\nfight the war on drugs and sexually transmitted diseases\ncheck their backpacks for guns and knives\nraise their self-esteem: teach patriotism, good citizenship\nsportsmanship and fair play. They should occasionally check for hair lice\nmaintain a safe environment\nrecognize signs for potential anti-social behavior\noffer advice: write letters of recommendation for student employment and scholarships: encourage respect for the cultural diversity of others\nand make sure they give equal time to the girls as well as the boys, j Make sure the students can pass the state and federal mandated testing\nkeep attendance records: make sure handicapped children are given equal education regardless of their mental or physical handicap: communicate with the students parents by writing letters and making phone calls. After school, each teacher should make sure he takes his work home with him: grades 25-30 pieces of work\ndoes report i cards: attends committee and faculty meetings: participates in staff development to maintain employment and be at all the school functions after school is over every day. How should parents and their children become more accountable for their educational success? Are teachers 100 percent responsible for the success of their students? 1 dont think so. BOB McATEE Little Rock February 1 , 2 0 0 1 Improving achievement topic at Parkview forum ARKANSAS DEMOCRAT-GAZETTE Kati Haycock, director of The Education Trust of Washington, L.C., will talk about improving student achievement and closing achievement gaps between groups of students at a public forum at 6 Rm. today in the Parkview Magnet High School auditorium, 2501 John Barrow Road, Little Rock. The trust is a nonprofit organi7a- tion that works with policy-makers, educators, parents and communities to help schools better serve all students in kindergarten through college, regardless of family incomes other family characteristics. Haycock is speaking in Little Rock at the invitation of the Little Rock School District and New Futures for Youth. or Officisls in the two agencies working on a plan for reform- schools. The Little Rock partnership was one of 10 in the countiy awarded a $250,000 planning grant last year from Carnegie Corp. Uttle Rock planners hope to win an $8 million grant from Carnegie to carry out the plan, which should be finished by the end of the summer. FRIDAY, FEBRUARY 2, 2001  I Visitor cites ways to improve schools LR leaders learn of successes elsewhere BY CYNTHIA I lOWELL ARKANSAS ni\nM(X RA|.0A7,F.Tre Achievement gaps between are partners in developing a comprehensive plan to improve achievement for all students at the citys five public high schools. groups of students from different ellinic and economic backgrounds have widened nationally in the past decade. But there are individual wniie we oring oiiiei mus up, schools and districts in which Haycock said. This is about im- students achieve at high levels .   - -n Closing this gap cannot, be about holding some kids down while bring other kids up, despite poverty and other factors associated with low performance. Kati Haycock, the director of The Education Trust Inc., a Washington organization dedicated to research and helping communities erase achievement proving the performance of all of our young people, but accelerating the progress of those vyho disiiarities, told Little Rock leaders Thursday about schools have been behind. El Paso educators concluded about seven years ago that they had no clear standards for what they wanted their students to be able to do, Haycock said. So they set standards that were higher than the state le- quirements and set as their goal the graduation of students who were prepared for college with- H-va, .................... out any need for remediatloh. panic  groups that typically They also improved teacher   ' -=*----skills through the use of summer institutes, teacher coaches to help in classrooms, and routine u.i.i ...V ........... meetings in which teachers te- would see that each goes about viewed student data and acatle-  ........... niic progress. Even at the university level, teacher preparation courses were revamped. in El Paso, Texas, Baltimore and Kentucky that report above-average scores on standardized exams although most of their students may be poor, black or His- .score below their white and mid dIe-income peers. If you visited the communities tliat arc making gains, you it a little bit differently,\" Hay- cock said. But, all of them are lightly focused on the academic core of schooling. They have clear standards and expectations about what kids should know and be able to do. \"With that kind of a focus, you can get results, Haycock said, adding that 58 schools in thfe El Paso area were recognized last year by the state of Texas for They have a rigorous and en- ______ _______ gaging curriculum that actually their academic improvement has kids struggle with difficult another 18 were cited as exstuff. They give extra help to gmplary schools. In 1992, only kids who need it and, most im-    - ' and exportant, they make a real investment in helping teachers to master the skills and knowledge that they need. Haycock met with a group that included Little Rock and state leaders who are in the be- two schools were recognized and 15 were cited for their low perI ginning stages of revamping some education practices to improve student achievement in high schools and college. Participants at the lunch session informance. While all students can learn, some students may need extra help and time, Haycock said, which may require summer courses and longer school days. Haycock also said teachers matter hugely in improving student achievement but the ..t tuv ........ ................. least qualified instructors, in eluded the Little Rock School terms of their college degrees Board, Little Bock Mayor Jim not matching the subjects they Dailey and other city leaders teach, are most frequently found who serve on the board of direc- in poor or urban schools teaching students who are the most wiio directors for New Futures for Youth, and Winston Simpson, the direc- needy. Haycock also was the featured speaker Thursday nightat a public forum at Parkview Mag- tor of the states newly formed P- 16 Commission. The P-16 Commission is - --  ----a i^uuiiv iw Mill **' charged with developing a plan High School, for better coordination of educa- --------- tion services from preschool tlirough college. The Little Rock School District and New Futuresin o o \u0026lt;N o LR school chief aims to close achievement gap BY CYNTHIA HOWELL ARKANSAS DEMOCRAT-GAZETTE An achievement disparity of as many as 40 points between Little Rocks black and white students on standardized tests has not changed , significantly in 20 years and has I resulted in more than half of the schools being classified by the state as academically troubled. Superintendent Roy Brooks said Monday night at Dunbar Community Center, Speaking at a forum to a crowd of about 100 that was evenly divided between district employees and community members. Brooks said that it is his intention to turn the Little Rock School District into the nations highest achieving school system but to do that will mean changes in the way it operates. People say that is a lofty vision, Brooks said. But if that is not our vision then what is it? If we dont take care of our children, who will? Sen. Irma Hunter Brown, D- Little Rock, an audience member, pressed Brooks on how he intends to erase the achievement gap. Brooks said that the individual schools must be empowered to make the decisions on how to raise achievement. Pm more than happy to be able to say that our teachers, our princi- worked on both a state and local pals, the wonderfill staff members level to improve public education, that we have, our parents and peo- applauded Brooks vision, saying pie from our community will be that not enough people realize the able to identify the processes that will take care of the how, Brooks responded. Pm about the whaL The what is very clear in my mind\nIncrease student achievement Twenty-seven of the districts nearly 50 schools have been identified by the state as needing improvement based on a history of low test scores. Brooks said he believes eight to 12 of those schools could be removed from the list alter the next round of testing, which takes place this month. Stacy Pittman, a parent who has size of the gap. In sixth-grade math, only 15 percent of Little Rocks black students score at a proficient level as compared to 58 percent of white students, she said. I care because I work in this Little Rock community, and I live in this Little Rock community, and its important to me that every child in Arkansas has the opportunity to achieve, Pittman said. Terence Bolden, another parent and a community activist who has frequently clashed with Brooks and the Little Rock School Board, told Brooks that there is a serious lack of trust between district leaders and the community and that must be bridged if gains are to be made. He pointed to two posters announcing coming meetings on Brooks vision for the district, one of which featured the picture of a white child and the odier a black child. Are we a unified district with one message that the whole district needs to be fixed, or are we a segregated district with more than one agenda? One purpose of the forum Monday was to introduce a short new video of Brooks and community leaders talking about the challenges and vision for the distrirt. The video will be shown again at a forum at 1 p.m. Thursday at Southwest Community Center, 6401 Base Line Road. r\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\u003cdcterms_creator\u003eLittle Rock School District\u003c/dcterms_creator\u003e\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\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_1018","title":"Aerospace Technology Magnet School, file","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":null,"dc_date":["1990/1993"],"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","Aviation Education Programs (U.S.)","Magnet schools","Educational planning","Educational innovations","Education--Finance"],"dcterms_title":["Aerospace Technology Magnet School, file"],"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/1018"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\n~:bg w ~a 0 -:::r-::, 0. -\u0026lt; -\u0026lt; ~ ~~~\n0 0 a C g C\\ 0 ~. i~ ~ a ~ \"' f f ~~~~ -l ~ ~ ~ 0 ~ 0 g ~ ~ 0 N () \" ~ :.\n~ 0 a C i\nc::: \u0026lt; \u0026lt; [ .. \"i ~ t !':' \"' ~ ' [ ~ ::: I: i l ! f .. t X X X .,, .,, ., ., ~ g g ~ f?~f ~ i i a !:! I l ij ' i : t- ~ ~ i. .~.. I r ~ I !ll i 1 'Ii :\n~ r I I I' .. r I r X X l:l ~ :c ~ \"' 0 -l -\u0026lt; X ~ l 0 i,: g 2 -l Young Astronaut Pledge \"I pledge my best efforts to improve my grades in science, mathematics and related subjects, to learn about space and to help others towards these goals.\" What are People Saying About the Program? \"Your program is the biggest bargain I have found in 18 years of teaching! It does a fabulous job of teaching that science is all around us and that it's fun and so interesting. It really has turned my kids on.\" Sandra Bagley Greenway, LA ''This splendid private sector initiative has captured the imagination of thousands of students across this great land. Educators, parents, business, industry, and professional groups have enthusiastically embraced this initiative to improve the scientific and mathematical skills of our nation's youth.\" Ronald Reagan \"I've never seen anything ignite kids as much as the Young Astronaut Program.'' Julie Taylor Hesperia, CA \"When the students beg to be allowed to join the next year, you know the program is good .'' Kim Tindel Deltona, FL \"Young Astronauts provides a way to build a better selfimage along with better grades in science and math.\" Barbara Moreau Forked River, N.J. \"As enthusiastic supporters of your goals and initiatives, we are happy to be affiliated with your group as Honorary CoChairmen. '' George and Barbara Bush The White House START A YOUNG ASTRONAUT CHAPTER IN YOUR SCHOOL OR WHAT IS THE YOUNG ASTRONAUT PROGRAM? The Young Astronaut Program is a national educational enrichment program that uses space to open up the world of science, math and technology for elementary and junior high school students. Hands-on activities allow children to discover the fun of learning and increase their abilities. More than 25,000 chapters have been formed in every state and in 42 foreign countries. WHAT DO YOUNG ASTRONAUTS DO? Young Astronauts learn about science and space through creative experiments and other activities. They participate in national contests and get to meet others who share their interest in science and space at national and international conferences. . . \\t ' ~ ... HOW IS THE PROGRAM ORGANIZED? Young Astronauts are organized into Chapters of up to 30 students led by a volunteer adult, usually a teacher. Chapters receive high-quality, spacerelated curriculum materials sufficient for 2-3 hours per week. The materials developed by curriculum specialists are produced in four levels: Pre-school, Trainee (grades 1-3), Pilot (grades 4-6) and Commander (grades 7-9). WHAT DOES IT COST TO JOIN? There is an annual $40 Chapter membership fee which includes all members. Chapters frequently are sponsored by community organizations such as PTA, Kiwanis, the Civil Air Patrol and the Air Force Association, all of which have endorsed the Young Astronaut Program at the national level. HOW DO I FORM A CHAPTER? Simply return the application form from this brochure. You will receive membership cards and certificates, a Chapter Leader's Handbook and sample curriculum materials. Subsequent curriculum packages arrive regularly throughout the school year. BECOME AN INDIVIDUAL SATELLITE MEMBER DO YOU HAVE THE RIGHT STUFF? Join thousands of other students in the pledge to improve your grades in science, math and technology. Satellite Members Receive:  Membership Card and Certificate  Opportunity to Participate in National Contests and National and International Conferences  Young Astronaut Space Flight Training Kit Young Astronaut Space Flight TrailUng Kit The Space Flight Training Kit is filled with interesting and educational information and activities.  Learn about flight from balloons to space travel  Build models of airplanes, rockets and the space shuttle  Discover the fun of learning science  Go on a space mission  Earn stickers, a certificate and a seal flown in space Become a Young Astronaut! Satellite membership is only $7. 50 a year WEAR YOUR OFFICIAL YOUNG ASTRONAUT GEAR WITH PRIDE Follow the adventure of the Young Astronauts Mission to Mars through the Young Astronauts adventure series. FEDERAL AVIATION ADMINISTRATION Aviation Education Offices ... Aeronautical Center, AAC-5 Robert Hoppers Room :ID!, H-West PO Box2S082 Oklahoma Oty, OK 73125 (405) 680-7500 Center for Management Development l)ay Salazar 4500 Palm Coast Parkway, S.E. Palm Coast, FL 32137 (904) 445-6381 Technical Center, ACM-100 Rodger Mingo Atlantic City International Airport i {urnan Resource Management Division Atlantic City, NJ 0!405 (609) 484-6681 Alaskan Region, AAL-58 Mary Lou WoJtahk 222 West 7th Avenue,# 14 Anchorage, AK 99513-7587 (907) 271-5169 State: Alaska Central Region, ACE-5 Sandra Campbell 601 East 12th Street Federal Building, Room 1501 Kansas Oty, MO 64106 (816) 426-5449 States: Iowa, Kansas, Missouri, and Nebraska Eastern Region, AEA-1 SC Charles Pagnini JFK International Airport Federal Building Jamaica, NY 11430 (718) 917-1056 Sates\nDelaware, District of Columbi\nll, Maryland, New Jersey, New York, Pennsylvania, Virginia, and West Virginia Great Lakes Region, AGL-SA Lee Carlson O'Hare Lake Office Center 2300 East Devon Avenue Des Plaines, IL 60018 (312) 694-7042 States: Illinois, Indiana, Michigan, Minnesota, North Dakota, Ohio, South Dakota, and Wisconsin New England, ANE-3 Sheila Bauer 12 New England Executive Park Burlington, MA 01800 (617) 273-7247 States: Connecticut, Maine, New I lampshire, Rhode Island, Vermont, and Massachusetts Northwest Mountain Region, ANM-SE Shelly McCillivary 1601 Lind Avenue, SW Renton, Washington 98055 (206) 227-2804 States: Colorado, Idaho, Montana, Oregon, Utah, Washington, and Wyoming Southern Region, AS0-5 Lee Duncan PO Box 20636 Atlanta, GA 30320 (404) 763-7201 States: Alabama, Florida, Georgia, Kentucky, Missis!-ipp1, North Carolina, Tennessee, Puerto Rico, and the Virgin Islands Southwest Region, ASW-5 Debra Myers 4400 Blue Mound Road Ft. Worth, TX 76193-0005 (817) 624-5804 States: Arkansas, Louisiana, New Mexico, Oklahoma,and Texas Western-Pacific Region, AWP-5 Fred O'Donnell PO Box 92007 Worldway Postal C.enter Los Angeles, CA 9\u0026lt;XXJ7-2007 (213) 297-1431 Sates: Arizona, California, Nevada, and Hawaii J~ Deportment or Tronspartotl()fl Federal Av1at1on Administration List of FAA Aviation Education Materials 1991 Teaching Materials including: * Airplanes * Airports * Aviation Careers * Curriculum Guides * All Disciplines * Science \u0026amp; Math FEDIX  Federal Education Information All aviation education materials arc listed in the FEDIX clearinghouse. Access via any computer with modem. Dalaline: 301/258-0953 Help Line: 301/975-0103 APA-6-152-91 FAA AVIATION EDUCATION MATERIALS 1991 As part of an effort to promote better understanding of aviation and the role of air transportation in today's world, the Federal A via ti.on Administration offers a selection of educational publications for teachers and students. These publications are designed to provide instructional materials consisting of accurate, timely information to enrich and enhance general study programs with concepts relating to aviation. The publications are distributed. free of charge. COLLEGE AND UNIVERSITY EDUCATION Women in Aviation and Space. Personality profiles of women who have succeeded in non-traditional careers. FEDIX-On-line integrated informational system. This is the FAA  The story of the Federal A viatioo Administration and FAA Legislative History. MIDDLE AND SECONDARY LEVEi:. A Model Aerospace Curriculum  (August Martin High School, NY). Hands-on activities and learning tasks demonstrating motivational aspects of aviation. Aviation Cwriculum Guide for Middle Schoo] .and Secondary School levels - Unit lessons and acthilies on language arts, science, math, and social studies. Safety in the Air - Six unit lessons of flight and the air traffic control system. ELEMENTARY LEVEi:. Aviation Science Activities for Elementary Grades - Pamphlet containing science demonstrations pertaining to physical properties of air. Experiments use simple equipment. Demonstration Aids for Aviation Education  Set of science teaching strategies for independent or classroom work. How We Made the First Flight - In Orville Wright's own words, a description of his and Wilbur's first flights. Nuestro Primer Vue lo Spanish version of How We Made the First Flight. Teachers' Guide foc Aviation Education for Grades 2-6.  Study unit lessons of science, health, social studies, communications arts, and career education. August Martin Activities Book - Leaming activities based on a biography of the world's first black airline pilot. A Trip to the Airport - Contains English-Spanish bilingual materials. Bilingual text plus supplemental teaching materials. A Flying Start -Tells the basic story of flying and getting a private pilot license. ALI:. EDUCATION LEVELS Programs\u0026amp; Materials- Overall materials description of all aviation educational programs and materials. Teacher's Guide to Aviation Education Resources - Lists free or low-cost classroom teaching materials, career information, audiovisuals, publications, and periodicals. FAA Film/Video Catalog -16-page film/video catalog describes 4916mm motion pictures and VHS videocassettes available for audience viewing in the areas of Airports, Careers, General Interest, Medical, Pilot Techniques, and Safety\nand tells how to order them. Aviation Education Resource Center - An FAA Aviation Education distribution center which provides aviation educational materials and resources. Guide to FAA Publications- Llsting of FAA publications as well as aviation education-related materials issued by other federal agencies. AVIATION CAREER SERIES, Government Careers Pilots and Flight Engineers Aviation Maintenance and Avionics Airport Non-Hying Careers Aircraft Manufachlring Airline Careers Flight Attandants ORDERING INSTRUCTIONS Single copies of these publications will be provided. However, these materials may be reproduced in their entirely or in part without permission from the Federal Aviation Administration. The agency does not maintain a mailing list for updated career materials. To order, simply place an \"x\"beside each publication desired on the order form below. AVIATION EDUCATION MATERIALS ORDER FORM . .. ,. GA-20-30 GA-20-30B GA-20-o2 GA-300-120 l'A-w\"' PA-121-91 PA-122-91 PA-123-9! PA~l 1 PA~12\u0026amp;-91 PA-127-91 PA-128-91 GA-300-135 GA-300-14.3A A- 14..,n APA-S.145-83 APA-S.14M!3 APA-S.149-85 APA-6-152 APA-6-155.aB APA-158-88 APA-ATC-008 APA-ASI-006 FAA-APA-FVC-88 APA-157-88 Aerosoace Curriculum Guide K-3 Aviation Science Activities for Elementary Grades Demonstration Aids for Aviation Education Nuestro Primer Vuelo A Trip to the l'UTIXJrt Your U.reerln Aviation ''TN! SkV'1the Limit\" Pilots \u0026amp; r1urnt r..runneen\ntAttendants Airline Non-f1V1mrCareers Aircrart 1V1an=acturin1T Aviation Maintenance \u0026amp; Avionics rt Careers Government Careers Women in Aviation \u0026amp; Snace Teacher's Guide for Aviation Education, Grades 2-6 Au21.1st Martin Activities Book A e Aerosnace urricu um Aviation Curriculum Guide for Middle School Safetv in the Air Teacher's Guide to Aviation F.ducation Resources List of Aviation Education Materials How We Made the First FUaht The Main Parts of an 1\n.....,lane This is the FAA AFl  Start Air Traffic Control Specialist Aviation Safety Inspector Guide to FAA Publications FAA r11m CataloJ1.:/Video Cataloiz International Science\u0026amp;: Engineering Fair Abstracts Aviation Education Resource Centers Print your name, address, and zip code on label. Mail order form, complete with return label, in a stamped envelope to: Government Printing Office Superintendent of Documents Retail Distribution Division Consigned Branch 8610 Cherry Lane Laurel, MD 2(ll(Yl Please note: Label below is for use by the Superintendent of Documents only, to send the publication(s) you order. 0 o._  g u 0. N \\ NASA/NSTA Space Science Student Involvement Program In 1980, the National Aeronautics and Space Administration (NASA) and the National Science Teachers Association (NSTA) teamed up to cosponsor the Space Science Student Involvement Program ($SIP). The SSIP program, designed to address the need for greater scientific literacy in the United States has touehed virtually millions of students and teachers and generated interest in aerospace science and technology. The NASA-NSTA Space Science Student Involvement Program {$SIP) is a set of interdisc!plinary competitions open to students and teachers in grades 6-Sand 9-12. Through involvement in SSIP, they are captured by the topic of Space. The program prOVidesopportunitiesfor participants to channel their fascination of Space through designing proposals for scientific experiments to be conducted in a space environment, creating artistic interpretations ol space scenes, or discussing space topics in Journalism and creative writing. Students work on their projects Individually or in teams, under the supervision of a teacher/ advisor. This partnership between the teacher and student enhances the SSIP experience and is an Important and unique aspect of the program .. SSIP is open to all students enrolled In grades 6-12 in au United States public, private, parochial and overseas schools, including U.S. civil and military overseas establishments, Puerto Rico, Guam, and U.S. outlying territories. The SSIP program is a useful vehicle, not only for teaching about space science or newspaper laYout or using a library, but for guiding students through the critical thinking process whereby they can develop reasoning and decision making Skills. The successful completion of an SSIP entry can bolster a student's self-esteem and confidence. We encourage YoU as a teacher and as a member of the vanguard of professionals who shape, guide, and motivate our future leaders to use the SSIP program to fit Your class, sehool, and community needs. In addition, we welcome YolJr feedback and input on the program, how you and Your students use SSIP, and how we can improve it to meet your needs and the needs YolJr students. SSIP has been endorsed by the Space Agency Forum on International Space Year (SAFISY) as an official ISY education project.  --- ~ sv~ - EXCITING RESOURCES 1992 INTERNATIONAL SPACE YEAR: RESOURCE COMPENDIUM FOR EDUCATORS This compendium, created by the National Science Teachers Association- Space, Science, and Technology Division and the Public Broadcasting Service (PBS) Elementary/Secondary Service, is designed to help educators serving grades K-12 to kick off the 1992 International Space Year. tt is also designed to help educators and students Investigate and celebrate space exploration for many years to come. This comprehensive compendium lists hundreds of classroom resources, Including: videos, books, research reports, posters, computer software, space societies, teacher training workshops, musie, and more! To order the guide, send a check or money order (only) tor S10.00 to: 1992-ISY, PBS Elementary/Secoodary Service l320 BraddockPlace Alexandria, Virginia 22314 (Available lall 1991) REACH FOR THE STARS The expanded edition ol the SSIP Teacher Resource Packet features a teacher's guide llstJng aerospace resource centers, research bibliography, suggestions on how to use SSIP in your classroom and school, andexamplesolpastentrles. To order the guide, send a check or money order (only) for 59.00 to: Reach For The Stars, NSTA 1742ConnecticutAve NW Washington, DC 20009 FUTURE VOYAGERS An Aerospace Resource Gulde !or Teachers and Students, Future VOyaQers consists of materials developed by participants in the NASANSTA sponsored NEWMAST/NEWEST workshop series. This book. the larges! of Its kind, Includes relevant reprints from professional publica Uonsandanaerospaceresourcebank, To order the guide, send a check or money order (only) ror $9.00 to: Future Voyagef'S, NSTA 1742 Connecticut Ave NW Washington, DC 20009 7f ,,, _ _,,  ~! (J) ! (J) 0 ffi z 0 m ~ C m ~ ~ ~ m\n: ~ ! ~\n: -:I) ~ Ill im i~il' im if[~ ~!uI' [~ ~ lf ~~ 1F~H ili  f REACH FOR THE STARS WITH SSIP! SPACE SCIENCE STUDENT INVOLVEMENT PROGRAM FOR JUNIOR HIGH/MIDDLE SCHOOL STUDENTS Sponsored by /he National Aeronar.Jties and Space Admlnlstrafjon (NASA) and lhe Space, Science, \u0026amp; TedlnologyDMSion or National Science Teachers Assodafion (NSTA-ssn Approved by lhe National Association of Secondart School Prit'ICipaJs (NASSP) An lnremaliOnal Space Year Education Project ATTENTION STUDENTS \u0026amp; TEACHERS, GRADES 6-8 ! A. MOON BASE PROJECT Students work in teams of up to three (3) members to describe how people could live and work on a Moon base. Reports should discuss how food. transportation, human health, and recreation could be ensured, and what tormsof scientilic research as well as other activities could be done on a Moon base Students should bear In mind that a Moon base is a very limited environment and is maintained in 1/6 of the Earth's gravity. GUIDELINES 1. Project reports must be 2030 pages. including illustrations. 2. Descriptions mus! be typed, double-spaced. on 8\" x 11 paper. 3. Illustrations must be drawn in any black or color medium on white 81k\" x 11 paper {no threedimensional models will be accepted). 4. Reports must contain the rollowing elements, in the order in which they appear below  Entry coversheet  Projecttille  Table of Contents  In troduction  Basic descriptions ot Moon base and activities  Illustrations ot Moon base facilities and activities (transportation. health, recreation. science. etc.)  Report Summary (50 words or less)  References JUDGING CRITERIA (40 POINTS) Scienlificvalidity{10points)  Suitability to Moon base activities (10 points) Creativityandoriginality(10points)  Organization and clarity (5 points)  Content and presentation of illustrations (5 points) AWARDS  National first-place winner(s) and teacher/advisor(s) receive an expense-paid space experience trip (the 1991 winners attended the National Space Science Symposium, Washington. DC)  Nationalwinnersreceiveengravedplaques  Regionalwinners'schoolsreceive engravedplaques  All students who qualify receive certificates of participation HOWTOENTER  AH entries must be accompanied by a completed entry form.  Entries must be postmarked by March 15, 1992.  All entries become the property of NASA-NSTA SSIP.  Rules and guidelines will be strictly enlorced. Entries which are incomplete or do not follow guidelines will be disqualified. Please re-read a/I directions before mailing.  Alljudgesdecisionsarefinal.  All entries will be held /or a maximum of one year.  Students who want their Mars Settlement original artwork returned must attach a check for the amount of the initial shipping cost t o the entry form. TEACHER INSTRUCTIONS 1. Copy instruction side of this brochure for your students and other teachers in your school 2. Display poster side in your classroom to motivate your students 3. Before signing the entry cover sheet. review your student's work to see that it meets all requirements to prevent disqualification. Judges'decisionsarefinal MOON BASE PROJECT Find the region where your state is located and send your entry to the Director of that region. DO NOT SEND MOON BASE PROPOSALS TO NASA OR NSTAI REGION I: CT, ME, MA, NH, NY, RI, VT HarryA.Kranepool Science Chair Bishop Loughlin High School 357ClermontAvenue Brookty.n, NY 11238-1001 REGION 11: IL. IN, Ml, MN. OH, WI RobertBeckWith Centennial High School 4600 McMillan Road Meridian,1083624 REGION Ill: KY, NC, SC, VA, WI/, OOD and State Department Dependent Schools ol Europe and the Middle East Sue Darnell Kentucky Dept. or Education 1829CapitolP1azaTower 500MeroStreet Franklort.KY40601 SSIP REGIONAL DIRECTORS REGION IV: AL, AA, IA, LA. MS, MO, TN. FL, GA, Puerto Rico. and the Virgin Islands Melody Hal/ Five Forks Middle School 3250 River Road. S.W. lawrencevi11e,GA30244 REGION V: CO. KS, NE, NM. NO, OK, SO.TX. Kenneth Bingman Shawnee Mission West High School 8800 West 85th Street Overland Park, KS 66212 REGION VI: AZ., HI, NV, UT, Southern CA, 000 and State Department .D,e. p.e ndent SChools in the Pacific Dr.SidS//koff Adjunct Pro!essor-Education Dept. California State Univ.- Dominguez Hills 1000 East Victoria Street Carson,CA90747 REGION VII: AK, ID. MT, OR, WA, WY, and Northern CA Peter Samson Oregon Museum of Science \u0026amp; Industry 4015SWCanyonRoad Portland,OR97221 REGION VIII: DE, DC, MO. NJ, PA Sister Mary Carrot/ McCaffrey Mt. St. Joseph Academy StentonandWissahicksonAvenue Flourtown. PA 19031 NEWSPAPER PROMOTIONS  MARS SETTLEMENT ART Send completed entries and entry sheet for these contests to: NSTA-SST I 7 42 Connecticut Avenue, N. W. Washington, D.C. 20009 B. SCHOOL NEWSPAPER PROMOTION CONTESTS NEWS/FEATURE ARTICLE Students work individually to write a news or feature article about an aspect of space or space science for their school newspaper. GUIDELINES 1. All articles must be published in student's school newspaper by March 1, 1992 2.Arllclesmustbeatleast150wordsin1ength 3. Entries will be judged on their own merit, not on the tormat or quality of the school newspaper. 4. Submit two (2) copies of both the article and theissueo!thepaperinwhichitwaspublished. JUDGING CRITERIA (65 POINTS) Writingstyle{10points) Creativeangle(10points) lnteresttoreaders(10points) Accuracy{10points) Content(10points) Organization(10polnts) Layout and design, including headlines and illustrations, where appropriate (5 points) AWARDS ADVERTISEMENT Students work individually to create an advertisement for the Space Science Srudent Involvement Program for their school newspaper. Ads should bedesignedtoexciteandintereststudentsinthe $$IP program. GUIDELINES 1. All ads must be published in student's school newspaper by March 1. 1992. 2. Ads musl be no smaller than I page and no larger than a full page of the school's newspaper. 3. Entries will be judged on their own merit. not on the format or quality of the school newspaper. 4. Submit two {2) copies of both the advertisement and the issue or the paper in which it was published. JUDGING CRITERIA (45 POINTS) Layoutanddesign(15points) Accuracy(10points)  Ability of copy lo encourage participation In SSIP{10points)  Execution and craftsmanship (10 points)  Nationalwinnerreceivesacashawardandanengraved plaque:his/her1eacher/advisorreceives resource materials  Honorable mentions receive certi ficates or recognition  Allstudentswhoqualify receivecertificatesolparticipation  National winning Advertisements and Articles may be used in the promotion of the SSIP program 1991-92 SPACE SCIENCE STUDENT INVOLVEMENT PROGRAM ENTRY FORM FOR ALL CONTESTS No entry for any SSIP contest will be accepted without this entry form Preasetypeorprintveryclearly. CONTEST Moon Base Project  School Newspaper Promotkln Con!eSI:  Naws/Feature Article  Advertisement Mars Setttement Ar1 COntes1  General Illustration  Diagram/SChematic Projectlltle _______________________ _ BrietDescrip1io,~---------------------- GradeLEVEL 60 70 80 I certify that the attached entry in the 1991 92 NASA/NSTA Space SCience Sludent Involvement Program Is the original work o! the studen1namedbelow. Student Signature ________ _ StudenlSignatura ________ _ Soclal5ecurityNumber _______ _ SOCial5ecurityNumber _______ _ Student Signature ________ _ Teacher Signature ________ _ Social5ecuntyNumber _______ _ SOCial5ecurityNumber _______ _ STUDENT INFORMATION LastName _________ F1rs1Name, _________ M, __ _ HomeAddress:Stree1 _____________________ _ ca, ____________ State ____ a, ______ _ Phone( ), ________ _ Race: caucasian D Black O Hispanic D Native American O Asian O Other D Sex Male  Female  LastName _________ FirstName _________ M, __ _ HomeAddress:Street _____________________ _ City ______________ Sta\\e _____ Zip ____ _ \"\"'\"''----1----------- Race: caucaslan  Black  Hispanic  Native American  Asian  Other  Sex: Male  Female  LastName _________ firstName, ________ M, __ _ ~\n_-_\"_M_S_--~~~~~~~~~~~~~~~~~~~~~S-,.-,\n:~~--~~~~~~z-,o========= Phone(_) ________ _ Race Caucasian O Black  Hispanic  Native American O Asian  Other D Sex: Male D Female  TEACHER INFORMATION Las\\Name ________ ~ FirstNam,~---------\"'--- ~~m_eAdd\"_M_,s_\"*'~~~~~~~~~~--~~~~~~~~~~-s,,,.=========--z-\n,========= Home Phone(_ ) ________ _ SCHOOL INFORMATION ~OO~,---,-.M-,$-v-%\n:========================================== City ______________ Slate _____ z,0 ____ _ SChoolPhone(-.) _______ _ Princlpal:FlrstNam, __________ LastNam---------- C. MARS SETTLEMENT ART CONTESTS GENERAL ILLUSTRATION Students use artistic skills to create an overall picture of a human settlement on Mars. The illustration must indicate life support systems. other primarysystems(transportation,recreation.etc.). interactionolhumanswi1hthemartian environment and indicate why these humans are on Mars GUIDELINES l.Entry must be 16\" x 20' : unframed: on sturdy art board or canvas board (not stretched canvas): In a medium suitable to two-dimensional work (ink, watercolor. pastels, acrylic. etc.): appropriately lixed and trimmed. We recommendyouspraywithprotectivecoating. Note: Do not mail in rolled tubes: mail flat 2.The entry must be accompanied by the entry !orm and two to live paragraphs, one page maximum. typed on a separate 8\" x 11 paper, describinghowthestudentarrivedattheillustration concept, justifying the settlement's designandfeatures,andexplainingthe reatures of the work. Please provide 2 copies o l description. 3. En1ry and write-ups must be labeled on the backwith thestudent.teacher\u0026amp;school'sname, address, and telephone number in the upper righthandcorner. 4. Entry must be studenr's original work. No copyrighted comic and/or television characters can be used. Studentsuseartisticskillstodesignadiagramor schematic of the technical features or a human settlement on Mars. Students label and identify the elements o! life support, transportation, work metho\u0026lt;ls, medicine. science, waste disposal. recreation.etc GUIDELINES 1. Entry must be 16\" x 20\": unframed\non sturdy art board or canvas board (not stretched canvas): in a medium suitable to two-dimensional work (ink, watercolor, pastels, acrylic. etc.): appropriately lixed and trimmed. We recommendyouspraywithprotectivecoating Note: Do not mail in rolled tubes: mail llat 2. The entry must be accompanied by the entry form and two to live paragraphs, one page maximum. typed on a separate 8\" x 11\" paper, describinghowthestudentarrivedatthediagram/ schemalicconcept.justilyingthesettlemenrsdesignandfeatures, andexptaining lhe features of the work. Please provide 2 copies of description 3. Entry and write-ups must be labeled on the back with the student, teacher \u0026amp; school's name, address. and telephone number in the upper righthandcorner. 4. Entry must be student's original work. No copyrighted comic and/or television characters can \"'\"\"\" 5.lf a student wishes to have artwork returned, 5. 11 a student wishes to have artwork returned, he/she must attach a check lor the amount of he/she must attach a check lor the amount of the initial shipping cost to the cover sheet. Art the initial shipping cost to the cover sheet. Art will be held for up to one year maximum. will be held for up to one year maximum. JUDGING CRITERIA (55 POINTS)  Craftsmanship, including composition, rendering, and skiU with media (20 points) Originalityofconcept(10points)  Content of diagram or illustration (10 points) Contentofsupportparagraphs(10points)  Attention lo detail, neatness, clarity (S points) AWARDS  National winner receives a cash award: his/her teacher/advisor receives resource materials and engraved plaques  National winning entry and honorable mentions make up a travelling exhibit at museums and space centers nationwide Dear Colleague Please take a fewmomentstocompletethisbrle!sul'vtly. In doing so, you will provideuswith valuableinforma1ionwhlchallowsus tocontinue and improve our programs. Please return completed torm to NSTA-SST. 1742 COnnecticu\\Ave., N.W. Washington, D.C. 20009. NSTA-SST Program Survey 1. Your Position: _ Student _ Teacher _ Administrator _ Supervisor 2. Sizeol ElementarySChool _ 099 _ 100-2199 _ 300-499 _ 500+ Sizao! SecondarySChool _ Q-499 _ 500.999 _ 1000+ 3.TypeofSchool _ Public _ Prlvate 4.Locatlon _ Urban _ Suburban _ Rural 5. Gradesinciudedinschool{circle) K 1 2 3 4 6. StatewhereyouHve: ____ _ 7.Age: ____ _ 8.Sex ____ _ 9. Race: _ Caucasian _ Black _ Asian _ Hispanic _ Native American _ Other 10.Yearsot teachingexperlence _ 11. Academic Degrees: _ None _ BS/BA _ 8$/BA+ _ MS/MA _ PhD _ O\\her 12. PrimaryTeachlngField _____________ _ 13. Numberofdifterentpreparalionsperday(clrcleone) 1 2 3 4 5 14. Numberolscienceclassesyouteachperday(circleone): 1 2 3 4 5 15. Numberotnon-sclenceclassesyouteachperday(circleone): 1 2 3 4 5 6 16. Approximatetywhatpercentageotyourteachingisguidedbyatextbook? Other _ None _ 1()% _ 2(lqb _ J()% _ 40% _ 50'ltJ _ 6Q\u0026lt;lb _ 700Jb _ 800Jb _ 900Jb _ 100% 17. What percentage of your teaching can be characterized as laboratory or tiaid experience? _ None _ 10% _ 20% _ 30% _ 400Jb _ SQ% _ 6Qllb _ 70% _ 80% _ 90% _ \\00% 18. How did you hear abOut NASA/NSTA Space SClence S1udent Involvement Program \\$SIP)? _ Mailing _ Magazine/Newspaper _ NASA Education Officer _ Never Heard _ Past Participant _ NSTAEvent _ O\\her(Preas,e Describe) 19. How did you use SSIP Materiels _ ClassAssignment _ Specla!Unit _ SpecialCOurse _ lndlvidualAssignmenttosoelectedstudents _ AnnooncedavallabHitylorinterestedstudents _ Oidn'tUse _ Other(Pleasespecity) 20. Howmanystudeflts:(providespecific ll foreach) didyoue~posetoSSIP? WOf11edonanSSIPproject? completedanSSIPproject? submittedSSIPentries? 21. TowhatextentdoesSSIPfltlntothesubjectmatter!hatyouare1eachlng? Nota1a11 1 2 3 4 5 Verywell 22. llyoodidnotuse1hematerials,whyll0t? _ Limited class time available _ Didn't receive materialsln~me _ Doubl usafu1nessolmaterials _ Qther(Pleasa specify) 23. How did you hear about NASA Educational Work.MOl)sforMath. Science, Technology\u0026amp; Elementary Teachers (NEWMAST/NEWESl)? _ Mailing _ Magazine/Newspaper _ NASAEduca1ionOff(cer _ Never Heard _ PastPar\\lcipant _ NSTAEvent _ O\\her(PreasaDescrlbe) 24. lfyouhavea~iedtoNEWMAST/NEWEST, tlowmanylimes? ____ _ 25. Hanalumnuslndicateprogram.centeJ,andyearparliclpated(circleoneJ: NM NE Center _____ Year _ 26. One principle goal ot these programs is to Improve the interestot teachers and s1udents In science by using the excitement that Is generated by the space program asa motivator for learning. If you are ramiliar with one or more of our programs. tell us to what axtent doyou!eelthisgoalisbeiri,gaddressedbylhefollowingprograms. ~ (circle) Not at all 1 2 3 4 5 Very Well Please Explain: ~(circle)No1a1all Please Explain: 5 VeryWell P.AJ\\TICIP.Al'IT SURVEY 1. HOW MANY CONGRESSES HAVE YOU ATI'ENDED? D Ftrst D Second D Third D More than three 2. WHAT IS YOUR PROFESSION? D Teacher D Counselor D School Administrator D CAP Aerospa,oe Education Officer D Other (Specify) ________________ _ 3. IF TEACHER, AT WHAT LEVEL 00 YOU TEACH? D Pr!ma.ry (K-3) D Senior HJ8h (10-12) D Elementary ( 46) D College (Undergraduate) D junior HJ8h (7-9) D College (Graduate) AB another step 1n our continuing attempts to keep the cost of the National Congress as low as possible, we are separating the costs of the Brewer Tropby Luncheon and the Crown Circle Banquet from the reglstration fee. This has allowed us to lower the reg1stra.t1on fee for the ftrst time ever. In the pa.st, the costs of these soc!a.l functions were included in the reg1stra.tion fee, and thla resulted in the reglstration fee having to be ra.ised as food costs went up. Many of our participants have indicated they could better afford to attend the Congress ifwe removed the costs of the banquet and luncheon in their reglstration fee and give them the option of attending these soc!a.l functions. As a point of information for individuals who have never attended the National Congress, the Brewer Tropby Luncheon is where the Frank G. Brewer Tropby, the Nation's hlghest award in aerospace education, is presented. This prestigious award is presented by the National Aeronautic Assoo:iation, and each year they furn1sh a nationa.lly renown aerospace leader as the luncheon speaker. The Crown =is Banquet is the grandflna.leofeachNationalCongressandisusedtohonor3-4individuals who have made major contributions to aerospace education. Each year one of these individuals is also honored as the A Scott Crossfield Aerospace Education Teacher of the Year. ZJ..99-8119 1rul'eCl9IV '8:.!IV TI8.MX'BN vuiuwrrna: U:VdVD hH 'I.J.VN UOfiwrlP:i[ 80'8ds ptra UOJ'l'BJAV uo sse.r8uo0 f8U0ll13N ATTENTION EXHIBITORS! We have alimitednumberofexhibit booths available for Congress '92.All booths are 10' x 10', and the rental fee 1s $350 for the first booth and $300 for each additional booth. This 1neludes a. fully draped 10' back wall and 3' side dividers, a 7\" x 44\" sign. and one free Congress reg:I.Stration which in.Cludes Coffee With Exhibit.ors, Gathertng of Eagles Coffee, and one exhibit.or badge. Exhibits should be set up on Wednesday, March 26, and taken down on Saturdai,y afternoon, March 28. For further information, contact: Ms Jeanne Wilson, NAT'L HQ CAP/ED, Maxwell AFB AL 36112-5572 (AC 205 953-6371 ). ONAL CONGRESS VIATION AND CE EDUCATION MYRIAD OONVENTION CENTER OKLAHOMA CITY, OK sponsored by * Clv!IAlr Patrol * Federal Aviation Ad.ministra.tion T his u * National Aeronautics and annual Space Adm1n1stra.tion !'\"o\"rs' , and representatives of govern mentand Industry. The Congress ts desl.gned to promote an understand tngofaerospa.ce. to further the cause ofaeroepaoeeducatlon.andto moUvu.te the parUclpant.s to inform the public or thetmpactofaercepa.ceonallaspecteof SOCletzy\" Approximately 1200 educators, buB1n888 and industry leaders. exhibitors, and noted preeen t.srs are expected to be tn attsndanoe SHARE YOUR CLASSROOM AEROSPACE EDUCATION I DEAS DURING CROSSTALK AT THE CONGRESS PLAN NOW FOR THIS POPULAR CONGRESS SEGMENT. PRELIMINARY PROGRAM WEDNESDAY, MARCH 25  UOIBTB.U'IO!r/CllllCK DJ :axHilllT\u0026amp;Jn'Ul'  UC-.nlOJr/ ~ B THOll8DAY, MARCH 26  G:aJDBAL A.BfmlOLT Dr. Harry K. Wong Te\u0026amp;ChBr/Author/ C.Onsulta.nt BrtgOen llaroel1te Ha.rr18, USAF Vloe C.Om.mander, HQ Oklahoma ClliY A1r Log1st.1cs CentM Brig Oen Charles E. \"Chuck\" Yeager, Jr., USA.F Ret  :BJl.SlqJI. 'rllOPllT PJmlgJft.\u0026amp;UOS LVlfCJBOS  Cll088ULJ\u0026lt; (Atumd8es share aerospaoo classroom techniques for K-3.~. 79, lQ.12,oolleg1at,eavlatlonprogr\u0026amp;me,aerospaoeeducat. 1onworkBhope,andetatea880C1at,1onsaru1 oomm1tt.eee. Bring something Wl1queyou are doing 1n yaur classroom t.o share wtthyour group.) FRIDAY, MARCH 27  COlfCUllllJUff 8B88IOBB (Approxima.tel,y 15 pl\"888ntera ahar1ng hand\u0026amp;-on aerospaoe eduoat.lon t.echn1quee ror use 1n classrooms.)  rnu.DTJUPII (Tinker AFB, FAA Monroney Aeron.aut.1cal Center, u ruvere11q or Oklahoma, Metro Tech)  BAlllQlBT \u0026amp; AWA.BDS CIIBllllOl!fY Croesfle1\u0026lt;1Tea.cher oftheYear Crown Cirele Awards SATURDAY, MA.RCH 28  OJtlllUlAL ABSBKBLT Gathering of EagJaa ( Soott Croosfl.elct, Mary Feik, Gabby Oabreeki, George 0\"-Y, Joe Kittinger, Brooke Knapp, Moya Lear, Steve R1t.ch1.e, Dick Rutan, Fay Otills Wells, Chuck Yeager, and Jeana. Yeager have been1nV1ted.) :rDLD TBIPS: Okla.ho ma Cit\nyoffers some unique opportunities for lleld tripe. Not only 1s Okla.ho ma City the home ofT!nker AFB, !t also 1s the home of the FAA M1ke Monroney Aeronautical CenterwhereFAAhaa!taAeromed!calinetltutea.nd!teAcademy for t.reJn1ng e.1r traffic controllere. We will be goin\nl onlleld tripe on Fr!da\ny, March 27. In the mornin\nl, one-half of the part!c!pa. nta will be onlleld tripe wblle the other half are 1n concurrent eeBS!one. In the a.ftemoon, those who were on lleld trips durin\nl the mornin\nl will be 1n concurrent eeBS!one wblle the other half will be on lleld tripe. Jll.\u0026amp;RCH 2829, 1992 RESERVATIONCD'IOFF: MARCH 1, 1992 Please submit a sepa.ra.te form for each room requoot.00. NAME ( PleaaePrint): ____________________ _ ADDRESS:------------------------ CITY~ ______ STATE: ________ ZIP, _______ _ PHONE: ( Deutttme)___/ _______ (Evening)___/ ______ _ ARRJVALDA DEPARTOREDATE: _________ _ NOTE: For the f'lrst t.lme, we w1ll be holdlng the Na.tional Congress sessions in a Convention Center. You w1ll note that we have reserved rooms at t.hree hotels. Room reservations must be mad8 through the Convention Center. I.et me urge you to makeyou.r room reservations earlytoa\u0026amp;8W'8you the hotel ofyou.r choice. Shuttle buses will pick up and deliver you to and from the Convention Center. The Sheraton 1s Within walking dlsta.noo. HOTEL/MOTEL ACCOIDlODA!l'IOliB AllD ~: SHERA.TON CENTURY CENTER HOTEL . ... . ..... . . SINGLE $69/DOUBLE $79 (OONGRESS HEADQUARTERS) 'HILTON INN WEST . srnoLE '58/00UBLE 165 'HOUDAYINNWEST . .. . . . . ... . . . .. .. .... . ... . .................. . ............ SINGLE'66/00UBLEl76 'Shuttle oorvioe w1ll be provtded from hotel to Convention Center. PJ\\EDBB.BD HOTEL/MOTEL: lstChoiee 2n4Choiee TYPJl 01' ACCOIOIODA!l'IOlfS DBSIBBD (CKZCK ONB): __ Single (Room With one bed for l or 2 people) __ Double (Room wtth two beds for up to 4 people) 3rd.Choice IF DOUBLE, NAME OF PERSON SHARING ROOM: ~-------------Reeervations are not t.ransferal:lle and are held untll 6 p.m unlese guaranteed by a maj()r credit ca.rd The hotel w1ll oonftrm 1'888l'Vtl,tion and adv1Se you ofthelr canoellat1on/refund policy. GtJAllABTJ!lB MY llU!IUA%10NWITB CllDIT CAllD SHOWN DLOW: Mastercard _ AmeI1canExpreee _ Visa _ D\\nersCiub Card.No. ___________ \"\"\"\"\"\"'----------- - --------------- Mall you.r reservation form directly to Oklahoma City COnve:ntton \u0026amp; VIJliton Bureau Attn, convention Hauablg l'our\u0026amp;anta.l'ePlua Olclahoma City, OK 73102 The Oklahoma Ctljy Convention (I Visitors Bureau w1ll be handl1n\u0026amp; ALL hotel/motel reservations. TELEPHONE REQOEBTS WILL NOT BE AOCEPTBDI Pla.oement will be mad8 on a ftrst,oome, o.rst-aerved ba.s1B. CONGUSB '92 llGlSTRA'l'ION 1'0BX ( Pleaaeprintorcype.) wtN,~,~-----------,_ _______ Ml_ \"\"\"'\"\"\"'\"\"---------------------- Ctcy ____ __________ ZlpCoo, _______ _ CONG~llGlS'l'llATlONnB, BeforeMarch l ,1992 .      . ... .. ... .. '45.00 -- Aft8r:Ma.rohl,1992 ..... .... . ... .. ... .. . ... .. .. . '50.00 __ FEE INCLUDES OONORESS SESSIONS  OOFFEE BREAK AND FIELD TRIP TRANSPORTATION ADVANCE REOIEn'RATION CtJTOFF DATE IS MARCH 1, 1992\nAPTER MARCH l, PLAN TO REGISTER AT OONORESS SITE. B~JU'ROPJIY PBESlllll'T.il'IOR' LVl'fCRl!:Olf . . . .. .. ...... . . . ... . .. ... . ... . ... .. .. . $ 7.00 Th1s luncheon 1s for preoontation of the Frank G. Brewer Tropb.y, the Nation'e h1ghest.award In aeroeJ)808 educaUon. This prest:.1gious award ts preoonted annually by the National AeronautiCA. 88ociat1on. A nationally renown aeroepace epeaker w1ll addreea the luncheon. CBOWN CIBCU AWARD BANQ\"UBT ....... . .... .... . .... . . . .... .. .. .. .. .. ... .. ... .. ... . $17.00 __ The Crown Circle banquet la the graru:t l'lna.le of each National Congress and la used to honor 3-4 lndividualS who have made ma,Jor oontrlbuttona to aeroepe.oe educatlon. Each year one of the\u0026amp;eind.1vtdua18tslllsohonoredaetheA.SoottCroeetleldAeroepaoeEducationTeacherofthe Y=. IIONBY 01\\Dl!:R Oil CHBCK, PAYABLB TO NCASJ!l, ICUBT ACCOMPANY CONOllSB UGlSTRA'l'ION '\"\" l'llLD TBlP8 (ll\u0026amp;rk yourcholceawith 1, 2 , 3 , and. 4..) PAA MIKE MONRONEY AERONAUTICAL CENTER-Vlait the PAA Academy, the C1v11 Aeromedlcal Institute, and the Centsr'e ntg'.ht line. See how the Nation's a1r traffic oontrollere are t.rain8d. (Tour llm1tedto376.) __ OKLAHOMA CITY A.IRI.OOifJI'ICSCENTERat. TINXERAYB-Soo the modmcatlon, reooru11tion1ng, and eervtctng oft.he 1JSAP B-52, C-1368, E-3, E-4, and B-1 aircraft.. Al8ovtslt anAirt\u0026gt;orne Warning and control (AWAC) Squadron. (Tour llm.lted to 282.) __ METRO TECH- Visit a vooattonal t.ra1n1ng achoo! wh!oh speclallzBB In av1a.t.1on (aeroepaoe) oareere. (Tour limlted to 94.) --UNIVERSITY OP OKLAHOMA-Vlalt the Center for Aeroepaoe Programs and 888 the Wide diverelljy of programs available. ( Tour limlted to 188.) DftACHAJID llAlL DiltllCTLYro: R\"CAS lf.\u0026amp;!l'ION.AL HB.ADQU'.\u0026amp;ll.TSBIJ C..,/m, ll\u0026amp;mLLArBAL36112-887\u0026amp; N/\\51\\ National Aeronautics and Space Adm1nistrat1on  Guion S. Bluford, Jr. Charles F. Bolden, Jr. Bernard A. Harris, Jr. Five Astronauts from NASA's Space Shuttle program Frederick D. Gregory Mae C. Jemison N/\\S. ft National Aeronautics and I/ \\ Space Administration Guion S. Bluford, Jr. (Colonel, USAF) Guion S. Bluford, Jr. was born in Philadelphia, Pennsylvania. He earned a bachelor's degree in Aerospace Engineering from Pennsylvania State University\na master's degree with distinction in Aerospace Engineering from the Air Force Institute of Technology\na doctor of philosophy in Aerospace Engineering with a minor in Laser Physics from the Air Force Institute\nand a master's degree in Business Administration from the University of Houston, Clear Lake. Bluford was selected as an astronaut in January 1978. He has flown in space as a mission specialist on the STS-8 mission in August 1983, on the STS-61-A mission in October 1985, and on STS-39 in April 1991. Bluford is scheduled to fly as a mission specialist on the crew of STS- 53 in late 1992. Frederick D. Gregory (Colonel, USAF) Frederick D. Gregory was born in Washington, DC. He earned a bachelor's degree from the United States Air Force Academy and a master's degree in Information Systems from George Washington University. Gregory was selected as an astronaut in January 1978. On his first mission, Gregory was pilot on STS-51-B/Spacelab 3, which launched in April 1985. He was spacecraft commander on the STS-33 mission in November 1989. He is scheduled to fly as commander on his third mission, STS-44, in late 1991. Bernard A. Harris, Jr. (M.D.) Bernard A. Harris, Jr. was born in Temple, Texas. He earned a bachelor's degree in Biology from the University of Houston and a doctorate of Medicine from the Texas Tech University School of Medicine. Five Astronauts from NASA's Space Shuttle program Dr. Harris was selected as an astronaut candidate by NASA in January 1990. He commenced a one year training and evaluation program in July 1990, completion of which will quality him tor subsequent assignment as a mission specialist on future Space Shuttle flight crews. Charles F. Bolden, Jr. (Colonel, USMC) Charles F. Bolden, Jr. was born in Columbia, South Carolina. He received a bachelor's degree in Electrical Science from the United States Naval Academy and a master's degree in Systems Management from the University of Southern California. Bolden was selected as an astronaut in May 1980. Bolden has flown twice as pilot on the STS-61 C mission in January 1986 and on the STS-31 mission in April 1990. He is scheduled to fly as commander on the crew of STS-45 in early 1992. Mae C. Jemison (M.D.) Mae Jemison was born in Decatur, Alabama, but considers Chicago, Illinois to be her hometown. She earned a bachelor's degree in Chemical Engineering from Stanford University and a doctorate of Medicine from Cornell University. Dr. Jemison was selected as an astronaut candidate by NASA in June 1987. She completed a one year training and evaluation program in August 1988 which qualified her for assignment as a mission specialist on Space Shuttle flight crews. Dr. Jemison is scheduled for her first flight as mission specialist on STS-47, Spacelab-J, in August 1992. Hql-317 December 10, 1991 Mrs. ' Catherine Johnson Catherine Johnson \u0026amp; Associates Capitol Towers Little Rock, Arkansas 72201 Dea{ Mrs. Johnson: I am\\ submitting recommendations requested concerning the Aerospa~~ School project. They represent my experiences in school building construction and an extensive review of the current literature on the subject. Using the major function timeline for the Aerospace Education Center from which to operate, it is my judgment that the major function timeline for the Aerospace School can still be completed within the same time period. But, in order for that to happen, a specific working relationship between the Aerospace Center Committee and the Little Rock School Board must be developed. Phase One of that relationship involves the creation of an education plan and the educational specifications that follow. It will be impossible for the architect to move forward until that occurs. The planning process outlined between December 1, 1991 and July 1, 1992 focuses on the regular interaction between the board, the school administration and the Aerospace Center Committee. In this review, I did not address the financial issue. However, it is my belief that phase one of the project represents little expenditure but demonstrates a seriousness on the part of the school board and its administration to see the partnership through. I look forward to presenting to you and members of the Committee these recommendations and answering any questions that need be addressed. I will be pleased to work with the School Board individually to the extent to which you direct me to do so. Thank you again. _Sin/e relyo_, __ George D. Cannon GDC/mm AEROSPACE SCHOOL Introduction The Little Rock school board's decision to establish an Aerospace secondary school in conjunction with the planned Aerospace Museum/Center Complex at Little Rock Airport represents a unique and wonderful opportunity to expand education programs beyond traditional boundaries. The partnership created in this effort seems to represent the kind of relationship envisioned in the President's 2000 INITIATIVE. Education reform of the 1980s not withstanding, America's confidence in its schools today is badly shaken. Growing consensus is that solutions to the country's education problems rest with collaboratives -- new and different partnerships. The Aerospace School Museum/Center proposal represents a new approach. Little Rock can be on the early wave of a new national reform effort. A wave that can carry education and economic benefits to the whole community. The Aerospace School Museum/Center, with its accompanying technology, will provide students experiences and options previously unavailable to them. And once in place, the project may well become a catalyst for recruiting aerospace industry to the state. The alliance between the schools and businesses will enhance much needed trust and cooperation between both for a better future. Aerospace School Socrates to Adeimantus: \"Well, and don't you know that in every task the most important thing is the beginning ..... \" The recognition for the need to plan has been around for quite a while. Schools have no less responsibility than businesses in planning ahead. This task is to provide a set of guidelines to follow in taking the proposed aerospace school from an idea to a completed facility ready to accept its first round of students. When building a school it is my experience that board policies and actions exert greater influence over the planning process than any other combination of factors because school planning is directed and governed by school board policy. Given the uniqueness of the Aerospace School and its relationship to the Museum Center/Complex, coordination should not only be internal but include appropriate Museum/Center planners as well. You cannot build a building if you haven't identified the program for which the school is being constructed. To do that the planning team must: 1 IDENTIFY Legitimate Purposes 3 PROPOSE A Written Program of Space Needs 4 DEVELOP 2 INTERPRET Program needs of school as they relate to facility developed (Educational Specifications) 1 IDENTIFY LEGITIMATE PURPOSES and 2 INTERPRET or rationale for school needs The Administration brings forward to the Board the precise quantitative and qualitative factors in the development of the new school. This is the Education Plan, and its components include: A. The Curriculum Plan B. The Operations Plan C. The Instruction Plan D. The Organization Plan E. The Staffing Plan F. The Evaluation Plan G. The Staff Training Plan H. The Support Plan The stated mission of the Aerospace School and the components of the education plan provide essential information upon which the justification of the school program is based. Information the school board must have in making good decisions. The building of an Aerospace School cannot move forward without an approved Education Plan. 3 WRITTEN PROGRAM OF NEEDS (Education Specifications) The educational specifications or program requirements are the means by which the school district administration describes the educational activities and spaces which need to be incorporated in the proposed new Aerospace School. These are written statements that serve as a vehicle for communication between the administration and the architect. These are not precise statements of program or curriculum. These are not technical specifications similar to those provided the engineer by the architect. They represent a connecting link between the two. These recommendations suggest an educational solution in terms of building needs. This information is essential before an architect can begin developing architectural solutions and issuing builidng plans to prospective contractors. 4 DEVELOP Architect School Principal Staffing Construction Equipment PARTICIPANTS IN THE PROJECT School Board (A) Adopts permissive and guiding policies (B) Approves the official and written product (C) Authorizes consulting services (D) Employs specialists Administration (Superintendent) (A) Designates Director of the Study Committee (B) Provides leadership and assistance throughout the study (C) Evaluates the progress (D) Interprets results to Board, Staff and Community Working Committee (To include representatives from Museum/Center) (To include representative from the School Board) (A) Responsible for organization of the study (B) Identifies needs, objectives, and goals of Aerospace School (C) Prepares written report of findings (D) Reports to Superintendent through Study Director Educational Consultant (Aerospace Program Expertise) (A) Provides guidance and planning information (B) Interprets trends and new programs (C) Assists with Educational specifications Architect (A) Observer and consultant during program development (B) Serves as advisor on architectural considerations ., DEFINITION OF TERMS 1. Curriculum Plan - This clarifies the mission of the school. It develops the broad learning outcomes expected in accomplishing the school's mission. It identifies the skills and knowledge that should be developed in the experiences of children. 2. Operation Plan - This plan sets the ground rules for the management of human factors in the school situation. 3. Instruction Plan - This plan is prepared by the professional staff of the school. It is a declaration of how the mission and the curriculum plan will be accomplished. It culminates with what experiences or courses are to be offered in the school. 4. Organization Plan - This plan is adapted to support the instructional mission of the school. 5. Staffing Plan -This plan describes the staff requirements for the execution of the Instructional Plan. It identifies selection, assignment of staff derived from the curriculum and instructional plans. The provision made for staffing represent an indication of sincerity of purpose. 6. Evaluation Plan - This is the plan by which staff and community can assess the accomplishment of the schools' s mission. 7. Staff Training Plan - This plan describes how staff members will be both maintained and enhanced in their role in the Aerospace School. 8. Support Plan -This plan depicts the resources and review available to support the Instructional Plan. 12/1/9]:- 7/1/92- 5/1/93- 9/1/94 - BUil,DING DEVELOPMENT TIMELINE EDUCATION PLAN Present to Board timeline for approval Present to Board Mission Statement for Approval Appoint Director - Develop Education Plan Appoint working Committee Hire Consultant to work with Planning Committee Reports made monthly to Board on project's progress BOARD APPROVES EDUCATION PLAN, Education Specifications Director works with Architect Board Receives Bids Principal Assigned fulltime Selects Staff Works with Architect/Contractor Orders materials/supplies/equipment for School y --?.: t, ..  ,(Y O 1r .., Memorandum February 3, 1992 To: __/)A,).,J ~ From: Catherine Johnson Re: AEC Capital Campaign - Confidential Campaign Pledges Year to Date $4,223,659.39 State of Arkansas $1,500,000 City of Little Rock $500,000 Winthrop Rockefeller Foundation $500,000 Air Traffic Services Corp./David Clark $400,000 Central Flying Service, Inc. $100,000 Ottenheimer Brothers Foundation $100,000 Trinity Foundation $100,000 J. Dan Baker $50,000 Wayne Bennett $50,000 First Commercial Bank $25,200 Arkansas Power and Light Company $25,000 Arkla, Inc./Mack McLarty $25,000 William H. Bowen $25,000 Mr. \u0026amp; Mrs. Charles H. Harper $25,000 E. Ray Kemp, Jr. $25,000 Fred K. Darragh, Jr. $25,000 Mr. and Mrs. Frederick J. Menz $25,000 Friday Eldredge \u0026amp; Clark $25,000 Henry Broach $25,000 Central \u0026amp; Southern Companies, Inc. $25,000 J. A. Riggs Tractor Co. $25,000 James H. Hamlen $25,000 The Jonsson Foundation $25,000 Mr. \u0026amp; Mrs. Lucien M. Taillac $25,000 M.M. Satterfield Aviation Fuels, Inc. $25,000 Orbit Valve Foundation $25,000 Rebsamen Fund-Providential Life Foundation $25,000 The Bodenhamer Foundation $25,000 Jerry N. Haynie $25,000 Arkansas Electric Cooperative Corp. $20,000 Weyerhauser Foundation $17,600 Warner Garner $16,000 St. Paul Insurance Companies $25,000 Southwestern Bell Foundation $15,000 A.G. Melson $10,000 Contributions under $999 Hall of Fame Banquet (1989) Hall of Fame Banquet (1990) Hall of Fame Banquet (1991) Public Announcement $3,060 $50,875 $42,950 $45,850 $14,925 J.W. Buddy Benafield Charles M. Taylor Emma W. Hall Winburn Tile Manufacturing Company Marion Burton Rosemary \u0026amp; Sid Wilson F. Taylor Brown Louis Rosen CDI Contractors, Inc. Richard C. Butler, Sr. Arkansas Blue Cross Blue Shield Rohr Industries RD. Nabholz Delta Airlines Virginia \u0026amp; Ted Bailey Wm. Marion Hartz Munro Fund Pat M. Riley Quality Foods, Inc. Julian Gilliam Hill Crawford and Lanford Betty W. Baird Bill Lewellen Crow Burlingame Co. Mr. \u0026amp; Mrs. Edward M. Penick Tenenbaum Foundation R. Greg Feltus Great Lakes Chemical Company Worth James Construction, Inc. Sol Alman Company Rand's, Inc. Robert M. Wilson Falcon Jet Corporation Mitchell, William, Selig \u0026amp; Tucker Mr. \u0026amp; Mrs. Seth Ward $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $10,000 $6,000 $6,000 $5,312.19 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $5,000 $4,000 $3,000 $3,000 $2,800 $2,500 $2,500 $2,500 $2,500 $2,087.20 $2,000 $1,500 $1,500 $1,000 $1,000 $1,000 $1,000 $1,000 Pending Requests - $2,868,757 Win Rockefeller William Dillard,Sr. 1/10/91 Bill Bray/Golden Eagle 3/28/91 Warren Stephenson/United Wholesale 5/21/91 Charles Meyer/Meyer Bakeries 7 /11/91 Mike \u0026amp;Ray Coulson/Coulson Oil 6n /91 Hugh Patterson 7 /23/91 Gene Fortson/Stebbins \u0026amp; Roberts 7 /30/91 Union Pacific Foundation/Jan. 92 decision Bill Cravens/Considering 8/29/91 Randy Warner/Ensco 10/28/91 Carter Burwell/British Aerospace 11/4/91 Ector Johnson 10/1/91 Jim Mara/AMFUEL 11/15/91 Mabee Foundation 11/18/91 Raymond Ziegfried/NORDAM 11/18/91 AIDC Fund 11/14/91 Rick Benware/ Archer Daniel Midland/Dec. 12 Ben Hogan 12/18/91 Fred Smith/Federal Express 1/30/92 Sturgis Foundation 2/1/92 Request $500,000 $300,000 $50,000 $50,000 $100,000 $50,000 $100,000 $50,000 $100,000 $50,000 $100,000 $100,000 $5,000 $50,000 $500,000 $50,000 $363,757 $25,000 $25,000 $100,000 $200,000 Scheduled Requests Scheduled Request will be submitted by Dec. 31, 1992 Kresge Foundation Lloyd Peterson $500,000 Follow-up Lucien Lucien Dick Dick Dick Dick Fred, Ray, Dick Ed Penick Herschel, Bill Lucien Lucien, Charlie Harper Lucien, Dick Lucien, Marion Marion, Ed Penick, Lucien Lucien Ed Riddick Ed Riddick, Marion Dick, Ed Dick, Ed, Henry Cathy 376-3300 376-5200 372-2800 666-0221 664-4272 376-4222 372-6767 372-4106 215-861-3200 664-3466 223-4100 372-1501 225-1500 235-7290 918-584-4286 918-587-4105 372-0277 374-2301 12 1 08 192 15:44 fi'501 324 2032 LR School Dist  OD~ .... ...._. LITTLE ROCK SCHOOL DISTRICT DATE 0 FROM SENDER'S PHONE# SUBJECT Special Instructions 8IO WEST MARKHA\\1 STREET LITTLE ROCK, AR 72201 FAX (501) 324-2032 JJ - f- f J_ 141001 002 Number of Pages (lncluM cover page) d- Fax Phone Number___ Speed dial t__- -- FOR COMMUNICATIONS OFFICE USE ONLY Transmitted By ---------Date --------Time ---- .,. 12 08 92 15:4  '0'501 32-1 2032 I. R School Di st  on,, December 8, 1992 Ms. Ann Brown Mr. Dick Holbert Mr. Chris Heller FROM: Mac Bernd, Superintendent of School~ SUBJECT: MAGNET SCHOOLS ASSISTANCE GRANT FOR AEROSPACE SCHOOL i4)002 002 To keep you updated on the status of the grant application, you need to know that we received a telephone call yesterday from Gail Quinn explaining that she is having problems getting the grant application printed and will possibly be required to re-format to another computer program. She was optimistic, however, that she would be able be overnight mail the grant last evening. We have not talked with her this morning and have not yet received the grant. cc: Board of Directors ACT 168  199i As Engrossed: 1/29/91 1 State of Arkansas 2 78th General Assembly 3 Regular Session, 1991 A Bill SENATE BILL 4 By: JOINT BUDGET COMMITTEE 5 6 7 8 9 10 11 12 13 14 15 16 For An Act To Be Entitled \"AN ACT TO MAKE AN APPROPRIATION TO THE DEPARTMENT OF FINANCE AND ADMINISTRATION TO BE USED IN MAKING GRANTS, ON A MATCHING BASIS, FOR THE CONSTRUCTION OF AN ARKANSAS MUSEUM OF AVIATION HISTORY, AND FOR THE CONSTRUCTION OF AN OUTDOOR AIR PARK FOR THE PRESERVATION AND DISPLAY OF MILITARY AIRCRAFT OF HISTORICAL AND MILITARY SIGNIFICANCE, FOR THE BIENNIAL PERIOD ENDING JUNE 30, 1993\nAND FOR OTHER PURPOSES.\" 17 BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF ARKANSAS: 18 19 SECTION 1. PURPOSE. The General Assembly is cognizant of the 64 20 significant role aviation has played in the economic development and .growth of 21 this state and of the many contributions that citizens of Arkansas have made 22 to aviation. The Arkansas Aviation Historical Society, Inc., a non-profit 23 corporation, has been established to engage in the preservation and public 24 display of a significant number of aircraft that have played an important role . 25 in the aviation history in this state, and proposes to develop an Arkansas 26 Museum of Aviation History for such purpose, including the maintenance of 27 archival materials of major events and circumstances that exemplify Arkansas' 28 contribution to aviation history. In addition, the Little Rock Air Force Base 29 Historical Foundation, Inc., a private non-profit corporation, has been .. . 30 N: ~~ founded to provide for the construction and operation, at a site on the Rock Air Force Base, of an Outdoor Air park for the preservation and display. of military aircraft of historical and military significance, and of the role w 33 that Arkansas has played in the aviation efforts for the national defense. '.,f  ~4 The General Assembly hereby determines that the development of an Arkansas !o'. 35 Museum of Aviation History and the development of the Outdoor Air Park at the ~~\\66 Little ~ock Air Force Base would make available to this and future generations 2\n\\.. \"\\ pa1013 C\nrt '1 . - SB 64 1 a living memorial to the history and development of the aviation industry in 2 this state, and the providing of the aforementioned facilities would serve a 3 public purpose. Therefore, the funds appropriated in this act are intended to 4 assist in the development of such facilities for the benefit of the people of 5 this state and to contribute to tourism and the economic development of the 6 state that would result therefrom. 7 8 SECTION 2. APPROPRIATIONS. There is hereby appropriated, to the 9 Department of Finance and Administration, to be payable from the General 10 Improvement Fund or its successor fund or fund accounts, for providing 11 construction grants, on a matching basis, in the manner provided in this act 12 for an Arkansas Museum of Aviation History and for an Arkansas Air Park for 13 the preservation and display of aircraft of historical and military 14 significance, to be dispensed in the manner provided in this act, for the 15 biennial period ending June 30, 1993, the following: 16 ITEM BIENNIAL PERIOD 17 =NO-\"--'-.- -----------------------'E=ND=I=N-'-G_JUNE~~~3~0~1=9~9.. 3.... 18 (01) Grant to the Arkansas Aviation Historical 19 Society, Inc., a private non-profit corporation, 20 21 22 on a dollar per dollar matching basis, to be used for the construction of an Arkansas Museum of Aviation History, as provided herein to be 23 open to the public, the. sum of .................... $1,500,000.00 24 (02) Grant to the Little Rock Air Force Base Historical 25 Foundation, Inc., a private non-profit corporation, 26 27 28 29 on a dollar per dollar matching basis, to be used for the construction of an Outdoor Air Park for the preservation and display of military aircraft of historical and military significance, as provided ~  ~ \\ 32 herein, to be open to the public, the sum of  300,000.00 TOTAL APPROPRIATION $1,800,000.00 ,,.. . .\n.:.. 33 c(. C!'~ t~ \n:::.-.. SECTION 3. AIR MUSEUM RESTRICTIONS. The funds appropriated under Item 35 (01) of Section 2 of this act ~oll=ing condition, are met, ~ shall not be disbursed until all of the 2 pa1013 . . -. ' 1 (a) The Arkansas Aviation Historical Society, Inc. has submitted to the 2 Governor, and the Governor has reviewed and endorsed his approval thereon, of 3 plans for the construction and operation of an Arkansas Museum of Aviation 4 History as a facility designed for the storage and display of historically 5 significant aircraft and archival materials relating to aviation, with 6 specific emphasis on Arkansas' role in aviation history. Said facility shall 7 be called the Arkansas Museum of Aviation History and shall be open to the 8 public at regular business hours. Such Museum shall be located on land 9 belonging to, or made available by, a municipal airport in central Arkansas in 10 order that said Museum may be operated in the atmosphere and setting of a 11 public airport. The lands for such Museum shall be provided either by 12 donation or long-term lease, and none of the funds appropriated in this act 13 may be used in payment thereof. 14 (b) Funds in the amount of one million tive hundred thousand dollars 15 ($1,500,000.00) have been raised whereupon the state funds may be paid on a 16 dollar per dollar matching basis to the Society. 17 (c) An Agreement has been entered into by the Arkansas Aviation 18 Historical Society, Inc,, and governing body of the municipal airport setting 19 out the conditions and restrictions governing the operations of the proposed 20 Museum which made ample provision for access thereto by the public. 21 22 SECTION 4. AIR PARK RESTRICTIONS. The funds appropriated under Item 23 (02) of Section 2 of this act shall not be disbursed until all of the 24 following conditions are met: 25 (a) The Little Rock Air Force Base Historical Foundation, Inc. has 26 submitted plans to the Governor for the construction and operation of an 27 Outdoor Air Park to be used for the preservation and display of military aircraft of historical and military significance, to be open to the public, and to be located on land provided by the Little Rock Air Force Base. Such facility shall be called the Little Rock Air Force Base Outdoor Air Park, and the lands therefor shall be donated or provided to the Foundation by the t ~ appropriate authorities of the Little Rock Air Force Base, and no state fund ~) appropriated in this act shall be used for payment thereof.  (b) Funds in the amount of three hundred thousand dollars ($300,000.00) have been raised by ~monie, appropriated the Foundation from private, local or other sources, and in this act shall not be made available to the Foundation 3 pal013 . , SB 64 1 for the purposes of this act except on a dollar per dollar matrching basis 2 after the entire three hundred thousand dollars ($300,000.00) has been raised 3 by the Foundation. 4 (c) An agreement has been entered into between the Little Rock Air Force 5 Base Historical Foundation, Inc. and the appropriate officials of the Little 6 Rock Air Force Base setting out provisions governing the operations of the 7 proposed park and providing access for the public for review of the aircraft 8 displayed. 9 (d) the Governor has reviewed and approved the aforementioned plans and 10 has certified to the Director of the Department of Finance and Administration 11 his approval, whereupon, the Director of the Department of Finance and 12 Administration shall, upon certification of the Society and the Foundation 13 that all of the aforementioned conditions have been met, disburse the funds 14 provided in this act whenever the same become available, in the manner 15 provided by law. 16 17 SECTION 5. DISBURSEMENT CONTROLS. (A) No contract may be awarded nor 18 obligations otherwise incurred in relation to the project or projects 19 described herein in excess of the State Treasury funds actually available , .... , 20 therefor as provided by law. Provided, however, that institutions and 21 agencies listed herein shall have the authority to accept and use grants and 22 donations including Federal funds, and to use its unobligated cash income or 23 funds, or both available to it, for the purpose of supplementing the State 24 Treasury funds for financing the entire costs of the project or project~ 25 enumerated herein. Provided further, that the appropriations and funds 26 otherwise provided by the General Assembly for Maintenance and General 27 Operations of the agency or institutions receiving appropriation herein shall 28 29 not be used for any of the purposes as appropriated in this Act. ~ (B) The restrictions of any applicable provisions of the State Purchasing Law, the General Accounting and Budgetary Procedures Law, the Revenue Stabilization Law and any other applicable fiscal control laws of State and regulations promulgated by the Department of Finance and Administration, as authorized by law, shall be strictly complied with in disbursement of any funds provided by this Act unless specifically provided\n_S'i32 0 , 3 ~ ::~. .  -- law. 4 pal013 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 ..~,.'_ .,.,.. r 20 , 21 22 23 24 25 26 27 28 29 ~ ~ \\' 32 (I) ~~3 ~ 0 ~ \u0026lt;+ :::r ro Cl) (1) ::, I)\u0026gt; -~  (t, SB 64 SECTION 6. LEGISLATIVE INTENT. It is the intent of the General Assembly that any funds disbursed under the authority of the appropriations contained in this Act shall be in compliance with the stated reasons for which this Act was adopted, as evidenced by. the Agency Requests, Executive Recommendations and Legislative Recommendations contained in the budget manuals prepared by the Department of Finance and Administration, letters, or summarized oral testimony in the official minutes of the Arkansas Legislative Council or Joint Budget Committee which relate to its passage and adoption. SECTION 7. CODE. All provisions of this Act of a general and permanent nature are amendatory to the Arkansas Code of 1987 Annotated and the Arkansas Code Revision Commission shall incorporate the same in the Code. SECTION 8. SEVERABILITY. If any provision of this Act or the application thereof to any person or circumstance is held invalid, such invalidity shall not affect other provisions or applications of the Act which can be given effect without the invalid provision or application, and to this end the provisions of this Act are declared to be severable. SECTION 9. GENERAL REPEALER. All laws and parts of laws in conflict with this Act are hereby repealed. SECTION 10. EMERGENCY CLAUSE. It is hereby found and determined by the Seventy-Eighth General Assembly, that the Constitution of the State of Arkansas prohibits the appropriation of funds for more than a two (2) year period\nthat the effectiveness of this Act on July 1, 1991 is essential to the operation of the agency for which the appropriations in this Act are provided, and that in the event of an extension of the Regular Session, the delay in the effective date of this Act beyond July l, 1991 could work irreparable harm upon the proper administration and provision of essential governmental programs. Therefore, an emergency is hereby declared to exist and this Act being necessary for the immediate preservation of the public peace, health and safety shall be in full force and effect from and after July l, 1991. ls/Joint Budget Committee APPROVED~_ ~-(%-9 /ERNOR pa1013 Q) \\ . (/J\n::, 0 DISPLAY DEVELOPMENT TIMELlNE FUND RAISING TIMELlNE BUILDING DEVELOPMENT TIMEIJNE SCHOOL DISTRICT TIMELlNE i ~ ::, 4 I : ~'I , it\n, l , I ~ ~ ~ ~ ~ :ii 4 ' I 1 : / r / o 1I/ o ,, .l, '  ii 1' '\n+1 tr 1 ! . .., ,f , 'I,! ' h'Ji ': /,I ' I  I I :, l ,I, 2 3 4 5 6 7 s 9 10 11 12 13 14 15 16 :.7 :!.8 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 - ,\n-:i 36 RESOLDTiON NO. 8,602 A RESOLUTION EXPRESSING AH INTENT TO USE ECONOMIC DEVELOPMENT FUNDS TO ENHANCE ATI'RACT PROPERTY AT THE AIRPORT TO AND DEVELOP AH AEROSPACE MUSEUM AND EDUCATION CENTER. WHEREAS, the City of Little Rock, (wthe City) has maintained an economic development fund so that the City can encourage and promote the creation and maintenance of jobs\nand WHEREAS, economic development of Little Rock is critical to the continued well-being of its citizens through increased job opportunities, and a growing base of revenues to support City activities\nand WHEREAS, cities and states throughout our nation to use funds for economic development to attract and industries and promote the creation and maintenance and continue maintain of jobs\nWHEREAS, the City through its Economic Development Fund made available approximately $3 million to enhance facilities at the Little Rock Airport which helped facilitate the creation of a new facility for Arkansas Aerospace, thereby leading to the creation of more than 300 jobs, which facility was dedicated recently\nand WHEREAS, the continued promotion of the aerospace industry as a key component to growth of the economic base of Little Rock is important to the future of the City\nand WHEREAS, citizens and businesses have joined together to plan for an aerospace museum and the Little Rock Aerospace Technology Magnet School (collectively \"the aerospace center\") as part of the Little Rock Airport area complex\nand WHEREAS, the commitment and specific participation of the City to help the formation of this aerospace center is an important factor to urge commitments by other businesses and persons to join in the creation of the aerospace center\nand WHEREAS, the City will benefit and be strengthened by the ability of an aerospace center to enable our citizens to be trained for jobs in the related aerospace industry which is growing in Little Rock. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF DIRECTORS OF THE CITY OF LI'.ITLE ROCK, ARKANSAS: ~.\n1 I' 2 ' 3 \" 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 SECTION 1. The City expresses its intent to participate in the effort to create an aerospace center by making available over a period of two years up to $500,000 of its economic development funds to be used for physical improvements to the Little Rock Airport property so as to enhance the operation of the aerospace center. SECTION 2. Examples of possible improvements to the Airport property which would aid the operation of this aerospace center may include street renovations, correction of drainage problems, and the construction of ramp facilities linking the education center to a runway. SECTION 3. The Board of Directors notes that the use of these economic development funds will enhance the airport property of the City and will promote economic development by assisting the aerospace center and its effort to create an educated and capable work force for the aerospace industry. SECTION 4. The Board of Directors hopes that this commitment of the City will encourage citizens and businesses to join in the effort toward creation of the aerospace center. The Board of Directors also notes that only by continuing quality economic development can our City thrive and offer the services needed by its citizens, whether police and fire protection or other services. ADOPTED: November 5, 1991 ATI'EST: APPROVED: s/Robbie Eanoock ROBBIE HANCOCK CITY CLERK APPROVED AS TO FORM: di~ /1.{ . ~ THOMAS K. CARPRNQEk CITY ATTORNEY s/Jirn Dailey JIM DAILEY VICE JlAYOR ~enator Dale Bumpers September 12, 1991 (202) W\"\"343 229 DkkMII lld\u0026amp;,i Wub.Jnston, D,C, 10510 CONTAC1'1 Mellua Skolfleld APPROPRIAT10NS COMMI'rTU APP!\\0\\11S TRANSPORTA'l'ION. Ut,t, IENATOR bUMPtRS ANNOUNC!8 Panel 01\u0026lt;'  S!l,~~ctt~ tl.4 Million ug11eat ~~-~ !1\\9hway ,11 waahin~ton, D,C,,,,Arkanaa, senator Dal lumpera, a member or th lenat Appropriation  com~lttee, announced today that the panel has approved hlt fundin9 request, for 1evecal Ark1n1a1  projec7 Fund approved by th co~mltte would be in addition to th 1t1t1'1 allotment from the Rlvhway Tru1t rund. According to BW11per1, the 001111111ttee provided,  $14 million for Highway 71, Th fund1 would apeed work on the highway under conatruotion in northwe1t Arkan to oonntct the rayetteville/Springdale area with 1nteratat1 40, fh1 High~ay 71 project ha been I prtority of area re1141nt1 for many year , and has been funded annually with $7,2 mllllon in federal fun~, matched by $1,8 million ln ,tat money. 1ump@r1' amendment would a~d an tKtra $14 alllion to n~t yeac' Truat Fund allocation for Ki9hway 71, whlch will bl 11t later thi1 year arter pa11~ of a five~year ftdec1 hi9hway bUl. 1m.1xtremely pleased tb1t the co~mltte ha prov1dt4 th111 f1.1nds to 'jump stact' worl( on Highway 11, Bumpt. aald. Thia ls a hlgh prtorlty project for~, end.I hope wt ean oontinut to find way, t~ 1peed con1tructlon. i.aat yur, the coinmittH prolfldtd  '10 million appropdatfon at 1u~p1r1' req1.1e1t. i  Aviation MaQn~ Schgol, 001111111ttee approved an authoc,tution for the Pederal lYtUlon If Adm-1nistution to create and ad111lnilter grant progra1111 for ,a\nnet ____ _ echool1. According to the Senator, a 1upporter of the Aviation .. Magnet School recently created at Little Rock Airport, the agency r~, . may be th beet 1ouro1 of federal grant money for the 1ohool. The aviat~on magnet achool being developed by th Arkan ~- Aeronautic Hietorioal society and the Little Rook School oi1trict I ~ ia planned to open in September 1993,  ,, million wu provUed to continue work on :. bridge over th Arkan River at Lock and Dam, near Pine Bluff. The funds would be uaed to acquire land and begin grading and con1tru0tion. * Ential Air service. Th bill alao contains $38.6 fflillion for the Eeaential Air Service, which help provide ' l airline aervic for aeveral -Arkan airport , Approximately r' $3 ,6 million of the total will be uHd to aupport air aervice to r and from Eloorado/Camden, Barriaon, sot spring and Joneaboro, senator ~u111p1r1 aaid, * County Road 79. Th oom~ittee included language in th bill to ensure continued work on County Road 79 (Pueh Mountain t: -\nRoad) in Baxter County, The road project would improve , _. tr anaportation to northern Seatcy and Stone countiea, ::.)roviding : \\ batter acceaa to a number of recreational areaa, : i  30  WALTER). BOYNE November 24, 1991 Representative Ray Thornton House Office Building Washington, D.C. 20515 Dear Congressman Thornton: First, let me congratulate you and your constituents on the remarkable progress being made by the unique new Aerospace Education Center in Little Rock. It is rare for so ambitious a project to gather such uniform support from the community, industry and the local governing bodies. As you know, the Aerospace Education Center will become the focus for research in aviation and space subjects not only for the students fortunate enough to be enrolled in the magnet school, but also for every other student in Little Rock. In addition, scholars will come from all over to use its facilities, particularly if, as is now possible, the Center begins with a well developed library and archives from the start. From my experience as Director of the National Air and Space Museum, I know how vital an archive like this is to students, scholars, museum people and the visiting public. Such an archive is in fact indispensable--and extraordinarily difficult to create, particular at the current time, when so many collections are being purchased for speculative purposes. It would be possible to launch the Center with one of the best aviation libraries in the country--bar none--if it were able to take advantage of the opportunity offered by the sale of the Jay Miller collection in Dallas. I know that you are familiar with the collection, but I take the liberty to enclose just a sampling of the library. I want to emphasize that this is only about 20% of the book collection. Perhaps even more important from the researchers point of view is the enormous, well indexed collection of black and white photos and color slides. These have a great intrinsic value, but this is overshadowed by the tremendous historical worth of the collection. Sadly, it is almost certain that this collection will be purchased by foreigners and leave the country unless some action is taken as soon as possible to secure it for the Aerospace Education Center. Officials from a Japanese prefecture have evaluated the collection in detail, and have indicated that they are willing to pay $600,000 for the collection. They are presently working on the processing of their necessary paperwork to effect the buy. In addition, I enclose a prospectus on the collection made at the request of the Saudi government as a part of reconstituting the research facilities in Kuwait. As you'll see, the prospectus quotes a price of $885,000, and I personally believe that the Saudi's will respond affirmatively. 21028 STARFLOWER WAY ASHBURN, VIRGINIA 22011 (703) 689-1344 (METRO) (703) 729-8687 I believe this to be the opportunity of a lifetime for the Center. I have inspected the collection in depth, and while I am not an appraiser, I would say with confidence that its value certain lies within the $600,000 to $900,000 range. And it absolutely would not be possible to duplicate this collection at any price, for the photo opportunities will never occur again. The books themselves might be brought together individually, but the price would be astronomical, and it would take, at a minimum, ten years to accomplish the task. One thing that must be emphasized is that this is the collection of a knowledgeable connoisseur, one who selectively picked the best and most important books over the years, and maintained them in perfect condition. Its value will increase through the years, and so will that of the unique memorabilia that the collection holds. I urge you to take the necessary steps to make this collection available to the Aerospace Education Center, to serve as a center of gravity for its research efforts, and as the pattern for its future acquisitions. The students who go to the Center's school and museum both deserve need to have a collection like this to inspire them and to provide them the tools with which to learn. n Calendar No. 222 102D CONGRESS H R 2942 1ST SESSION   [Report No. 102-148] MaJing appropriations for the Department of Transportation and related agencies for the fiscal year ending September 30, 1992, and for other purposes. IN THE SENATE OF THE UNITED STATES JULY 25 Oegislative day, JULY 8), 1991 Received\nread t\"wice and referred to the Committee on Appropriations SEPTEMBER 12 Oegislative day, SEPTEMBER 10), 1991 Reported by Mr. LAuTENBERG, v.1th amendments [Omit I.he part struck through a.nd insert the part printed in italic] AN ACT Making appropriations for the Department of Transportation and related agencies for the fiscal year ending September SO, 1992, and for other purposes. 1 Be it enacted by the Senate and House of Represenla- 2 lives of the United Stales of America in Congress assembled, 3 That the following sums are appropriated, out of any money 4 in the Treasu~y not otherwise appropriated, for the Depart- ADMINISTRATION OF AIRPORTS PROGRAM The Committee recommends $41,536,000 and 549 ~itions for this program. The amount recommended represents a $4,616,000 in crease over the fiscal year 1991 level. Under this program, FAA makes airport safety and certification inspections, assures compliance with safety standards, resolves environmental issues, operates the Airports Grants Program, and carries out other activities associated with the development and improvement of the Nation's system of public airports. The Committee has provided the additional 528 personnel requested for airport certification, environmental assessment, and implementation of the passenger facilities charge program. The Committee, however, has deleted $570,000 and two positions associated with airport development and capacity enhancement. These activities are now handled in a separate office, within the operation of air traffic control system activity. Both the Federal Aviation Administration [FAA] and the Nation al Transportation Safety Board [NTSB] have given significant attention to the problem of runway incursions involving aircraft and airside vehicles. The Committee recognizes that it is important for airport operators to implement effective airside vehicle driver training programs in accordance with FAR part 139-329 (airport certification-ground vehicles). The Committee directs that the FAA, in concert with airport tenants and airport operators, assist in developing quality driver training programs. We urge FAA to contract with an organization with appropriate expertise to develop a model airside vehicle driving training program that will allow airports to provide standardized instructions to applicable airport and tenant employees. HUMAN RESOURCES MANAGEMENT The Committee recommends $288,625,000 and 1,460 positions for human resource planning and evaluation, and the administration of FAA employee recruitment, compensation, centralized training, employee relations, and labor-management relations. The recommended funding ref.resents an increase of $15,576,000 over the fiscal year 1991 leve . Within the funds provided, the Committee is making available funds for two categories of aviation education financial assistance agreements. First, agreements may be made with up to four aviation magnet secondary schools to be selected at the discretion of the Federal Aviation Administrator. These funds may be used for equipment, books, and other supplies. Second, agreements may be made with up to 57 educational insti tutions, within the United States and its territories and possessions, to be selected at the discretion of the Federal Aviation Administrator, to assist in the operation of affiliated summer camps for secondary school students where aviation education activities will be carried out. Summer camp funds may be used for equipment, books and other supplies, and tuition assistance. The Committee expects the cost of the aviation grant activity to be relative-ly modest, as the program is intended only to provide seed money to help develop and expand aviation education opportunities. The Committee has not included the $2,000,000 provided by the House for the Aviation Resource Consortium in Minnesota. AVIATION AND AEROSPACE TECHNOLOGY LIBRARY AVIATION AND AEROSPACE TECHNOLOGY LIIlRARY The most comprehensive privately-owned technical and historical aviation and aerospace library in the United States is available for purchase. The collection has been formed over the past thirty-five years by a wellknown American aviation historian, author, and publisher. Emphasis throughout is on aviation technology and history. Virtually every military and civil aircraft, rotorcraft, and spaceship designed and constructed throughout the world is represented in this collection by technical specifications, photographs, and/or historical and descriptive information. There are well over 5000 books, 50,000 journals, 200,000 photographs and transparencies, hundreds of rare collectable items signed by famous pilots and aviation personalities, original paintings, scale aircraft models, and unique aircraft parts as described in the following pages. The library occupies approximately 750 square feet of floor space and weighs approximately fifteen tons. It is available for inspection in the Dallas, Texas, area. The price for the collection is $885,000 plus shipping charges. For further information please contact John R. Payne, 2205 Bridle Path, Austin, Texas 78703. Telephone: 512-478-7724. Fax: 512-478-8099 ....-- Collection Summary Technical Reference Files There are approximately 200 standard file cabinet drawers filled with technical publications with emphasis on the development of aviation hardware and technology. These include United States Government publications [including the United States Air Force, Navy, Marine Corps, and Army], pamphlets, leaflets, manuscripts and typescripts, brochures, manufacturing specifications, drawings, diagrams, clippings, and similar materials totaling tens of thousands of items. Included is a virtually complete set of 5000 volumes of National Advisory Committee for Aeronautics / National Aeronautics and Space Administration reports dating from 1915. These reports are a primary technical reference resource used throughout the American aerospace industry. Complete NACA / NASA report sets are rare. These files are among the most important reference materials in the library and include the collection of technical materials relating to aerospace engineering formed by the noted aviation author, David Anderton, who was European bureau chief for the prestigious Aviation Week \u0026amp; Space Technology for nearly seven years. Anderton also authored a number of acclaimed NASA technical histories and such titles as North American F-100 Super Sabre and The History of the United States Air Force. Practically every air and spacecraft ever designed--totaling hundreds of thousands of aircraft--is represented in the technical files. These include:  Conventional fixed wing designs  Sailplanes and gliders  Unconventional fixed wing designs  Homebuilt planes  Helicopters and autogyros  Ultralight planes  Missiles and rockets  Sp:icecraft  Pre-Wright Brothers aeronautics  Lighter-than-air machines including balloons, dirigibles, blimps, etc. ----  Photographs The photography collection is one of the finest of its kind in the world and totals:  100,000 color and black and white prints of varying size dating from World War I  100,000 color and black and white negatives dating from World War I  65,000 color transparencies dating to 1939 The vast majority of the items in the collection are original, firstgeneration images. Included are the collections of the late Joseph Nieto [one of the world's foremost collectors of World War I imagery]. and Arthur Schoeni [Vought Aircraft Corporation's chief photographer during the 1950 through 1970 period which encompassed the historically significant F7U \"Cutlass\", F-8 \"Crusader\", and A-7 \"Corsair II\" production programs]. Most of the images in this collection are unique and of extremely high quality. --  Books The 5000 + books [hard and soft cover] include works of military and civil history, aviation biography, histories of aviation manufacturers and suppliers, famous military and civilian pilots, astronauts, etc. Among the more important volumes are several complete runs of books-in-series including a very rare complete set of Jane's All the World's Aircraft covering the years 1909 through 1992. The latter are all original British first editions. Approximately one-third are signed by their respective editor. \"Jane's\" is the world's most prestigious and authoritative annual review of aircraft and contains concise technical descriptions of every aircraft in production or in front-line service in the world. Performance, physical characteristics, photographs, 3-view drawings and other such data are included. Individual Jane's volumes often weigh up to three pounds [1 + kg.] and contain over 1,000 pages. Other series of note in the collection include:  Aircraft Yearbook. Complete set from 1919 to the last edition published. Very rare.  The Docavia Series. Complete in 33 volumes.  The Observer's Book of Aircraft. Complete from the original 1942 edition to the last edition published. Very rare.  The Aerosplzere Series. Complete from 1939 to the last edition published. Very rare.  Bibliography of Aeronautics. A near complete series from 1910 to last edition published [one volume missing]. Very rare.  The Putnam Series. A near complete series of all Putnam titles. Many of the individual titles in this series are now very difficult to locate. Select books in this series are signed by their respective author. ----  Books The 5000 + books [hard and soft cover] include works of military and civil history, aviation biography, histories of aviation manufacturers and suppliers, famous military and civilian pilots, astronauts, etc. Among the more important volumes are several complete runs of books-in-series including a very rare complete set of Jane's All the World's Aircraft covering the years 1909 through 1992. The latter are all original British first editions. Approximately one-third are signed by their respective editor. \"Jane's\" is the world's most prestigious and authoritative annual review of aircraft and contains concise technical descriptions of every aircraft in production or in front-line service in the world. Performance, physical characteristics, photographs, 3-view drawings and other such data are included. Individual Jane's volumes often weigh up to three pounds [1 + kg.] and contain over 1,000 pages. Other series of note in the collection include:  Aircraft Yearbook. Complete set from 1919 to the last edition published. Very rare.  The Docavia Series. Complete in 33 volumes.  The Observer's Book of Aircraft. Complete from the original 1942 edition to the last edition published. Very rare.  The Aerosphere Series. Complete from 1939 to the last edition published. Very rare.  Bibliography of Aeronautics. A near complete series from 1910 to last edition published [one volume missing]. Very rare.  The Putnam Series. A near complete series of all Putnam titles. Many of the individual titles in this series are now very difficult to locate. Select books in this series are signed by their respective author. Books continued  The Harleyford Series. A near complete series of all H:i.rleyford titles. M:i.ny of the individual titles in this series are now very difficult to locate and over half of the volumes in this set are signed by famous aviation personalities and/or the respective author.  The Army Air Forces in World War Two. Complete in seven volumes.  Aircraft in Profile. Complete in 262 volumes.  Aircraft of the Fighting Powers. Complete in 7 volumes. U.S. Air Service in World War I. Complete in 4 volumes.  U. S. Civil Aircraft. Complete in 9 volumes.  Aviation Quarterly. Complete in 28 volumes.  Encyclopedia of Japanese Aircraft. Complete in 6 volumes  Historical Aviation Album. Complete in 18 volumes. In addition to these basic book sets there are several hundred rare first editions of collectable titles including:  M. Faujas de St.-Fond. Description des Experiences de la Machine Aerostatique de MM de Montgolfier. 1784  Hatton Turner. Astra Castra. 1865  Victor Lougheed. Vehicles of the Air. 1909  Charles Dollfus. Histoire de L'Aeronautique. 1932  Marvin McFarland. Papers of Wilbur and Orville Wright. 1953  Luigi Mancini. Grande Enciclopedia Aeronautica. 1936  Grover Loening. Military Aeroplanes. 1913  Alberto Santos Dumont. My Airships. 1904 There are several hundred rare signed and numbered editions and/or limited editions including:  Charles Lindbergh. The Spirit of St. Louis. A special numbered edition signed by Ch:i.rles Lindbergh.  Edward Rickenbacker. Rickenbacker. A first edition signed by Ricken backer. . ,... Books continued  Lowell Thomas. First World Flight. A special numbered edition signed by the author and all crew members of the first around-the-world flight [1924].  Richard Hallion. Supersonic Flight. A first edition signed by the author and also nearly a dozen important pilots and engineers from the Bell X-1 program, [the world's first supersonic aircraft], including Chuck Ye::ign, Dick Frost, Stan Smith, and Scott Crossfield.  Richard Byrd. Skyward. A first edition signed by the author. Other books in the collection are signed by the following:  Neil Armstrong  Richard Bach  Jimmy Doolittle  Frank Everest  Chalmers \"Slick\" Goodlin  Edward Heinemann  Clarence L. \"Kelly\" Johnson  \"Tex\" Johnston  Joe Kittinger  Grover Loening  Cunis LeMay  Alvin Parker  Ben Rich  Dick Rutan  Sir Thomas Sopwith  Paul Tibbetts  Frank Whittle  Hundreds of other noteworthy aviation personalities.  Journals This periodical collection, with over 50,000 individual items, is very comprehensive. A vast amount of reference data is available in the magazine files, particularly in the long-lived weeklies such as Aviation Week \u0026amp; Space Technology and Flight International. Select bi-weekly and monthly publications, such as Aviation News and lnteravia are equally comprehensive and authoritative in their coverage. Older references, such as Aero Digest remain the definitive monthlies of their day and are now extremely difficult, if not impossible, to find. Among the many rare complete and near-complete runs of aviation and aerospace journals in this collection are:  Aero Digest  Aerophile  Aeroplane Monthly  Air Britain Digest  Air Classics  Air Enthusiast  Air International  Air Pictorial  Air Progress  Aircraft Illustrated  Airpower  AOPA Pilot  American Aviation Historical Society Journal  Aviation News  Cross \u0026amp; Cockade Journal  Aviation Week \u0026amp; Space Technology  Flight  Flight International  Flying  Flying Review  Helicopters International  The Hook  lnteravia  Lockheed Horizons  Over the Front  Plane \u0026amp; Pilot  Private Pilot  Propliner  SJ...--yways  Soaring  Sport Aviation  Ulrralight Flying  Vintage Airplane  Warbirds Illustrated  Wings  World War I Aero  Many others . ,.....  Memorabilia and Hardware Collection  An authenticated square of fabric from the Spirit of St. Louis  A Norden bombsight  A Thiokol XLR99 rocket engine combustion chamber and exhaust nozzle from the X-15 research aircraft signed by noted X-15 test pilot, Scott Crossfield  A Convair B-58 encapsulated ejection seat  A General Dynamics F-16C canopy signed by F-16 designer Harry Hillaker and F-16 first flight pilot Phil Oest.richer  A Convair B-36 propeller blade  Numerous wooden propellers  A wing leading edge section of the Bell X-2 [thought to be the only surviving piece of this, the world's first aircraft to fly three times the speed of sound].  A periscopic sextant  A small authenticated piece of metal from Francis Gary Powers Lockheed U-2.  A small piece of wood and a small piece of metal from the Lockheed monoplane in which Will Rogers and Wiley Post were killed.  A pine cone from the grave of Artyom Mikoyan [founder of the famous Soviet MIG design bureau].  A piece of ablative material from Soyuz T-14 [Giorgii Gretchko flight of 1985].  Several hundred additional objects including instruments, weight and balance rules, navigation devices, pins, badges, patches, instrwnent panel parts, miscellaneous parts of aircraft, etc. - ,...-  Philatelic Collection The philatelic collection is small but includes numerous excellent sheets and individual samples of unusual aviation stamps, numerous first day covers [aviation/ space items only]. rare signed first day covers including a John Glenn first orbital flight cover signed by all seven of the first seven astronauts, and select other signed collectables.  Aircraft Scale Model Collection A large collection of rare desk model aircraft and missiles, including a number that have been signed by famous aviation personalities such as Chuck Yeager and Harry Hillaker. This model collection, which is expected to contain up to 300 aircraft by the time of collection sale, is one of the finest of its kind in the world.  Aviation Art Collection This portion of the library contains a significant number of original and limited edition works by noted aviation artists such as John Paul Jones, Robert Carlin, and Hal McCormick. Many of these prints are signed by their artists and also by noteworthy aviation personalities such as Erich Hartmann, Saburo Sakai, Robert Johnson, Charles Rosendahl, Orville Wright, Victor Belenko, and Igor Sikorsky to name a few. Still other prints in this collection have pieces of fabric from original and historic aircraft attached, including squares from the Navy NC-4 [first airplane to cross the Atlantic Ocean], the Douglas World Cruiser Boston [first aroundthe- world flight], and numerous others. ,....  Autographs Collection This portion of the library contains signatures of notable aviation personalities. Among the many are:  Hans von Ohain. German inventor of the jet engine  Valery Menitsky. MIG design bureau chief test pilot  Mikhail Simonov. Director of the Sukboi design bureau  Max Conrad. World distance record holder for light aircraft  \"Pappy\" Boyington. Noted U.S. Marine Corps ace of World War II  John Glenn. Noted U.S. astronaut  Don Gentile. Noted U.S. Air Force ace of World War II  Hoyt Vandenberg. U. S. Air Force Chief of Staff during the 1950s  Tony Le Vier. Noted Lockheed test pilot  Douglas \"Wrong Way\" Corrigan. Noted 1930's stunt and distance record pilot  Michael Collins. Astronaut and module command pilot on Apollo 11  John Northrop. Founder of Northrop company and father of flying wing in the U.S.  John Stapp. Noted Aeromedical researcher and holder of world land speed record  John Macready and Oakley Kelly. Pilots of the first non-stop coast-to-coast flight in the U.S.  Alexander de Seversky. Noted Republic aircraft designer  Pete Knight. Holder of wor!d's absolute speed record in X-15  James Forres ta!. Noted Navy aircraft carrier proponent. Photography Captions I. View of hardbound book shelving area, reference files, Norden bomb sight, and aviation art. 2. View of flight manual and reference stacks. To right are magazines and reference materials. 3. View of hardbound book shelving area. 4. View of magazine stack area. In the background, on wall, is additional aviation art. 5. Convair Il-58 encapsulated ejection seat. 6. View of main file cabinet row. Miscellaneous printed material is visible in boxes in left background. 7. View of work office area including display models, files, slide files, etc. 8. View of work office area including art, database storage system, General Dynamics F-16C canopy, etc. i\\ I I I E , 11\n1 I' l :)1/ : ,1 l.\n. :\\ ~. 11. ...\n_\n1 ii k ~ ...'. August 15, 1990 SKIP RUTHERFORD LITTLE ROCK Ms. Catherine Johnson Catherine Johnson \u0026amp; Associates 425 West Capitol Avenue, Suite 3280 Little Rock, Arkansas 72201 Dear Cathy: fPoerr 1o9u9r0 -v9is3i.t this morning, attached is a copy of the Capital Improvement Plan If you have any questions about this, just holler. B $t shes, J ~pR ~rd :sw Attachment ... Little Rock School District Capital Improvement Plan 1990-93 Phase 1 Phase 2 Phase 3 Phase 4 Total Aerospace 6,000,000 6,000,000 Annex 0 Asbestos Abatement 1,000,000 1,000,000 2,000,000 Badgett 33,000 33,000 Bale 200,000 200,000 Baseline 18,000 214,365 232,365 Booker 25,000 54,500 79,500 Brady 30,000 222,000 252,000 Carver 120,000 120,000 Central 341,631 341,631 Chicot 300,000 300,000 Cloverdale 1,500,000 1,500,000 Dodd 9,000 245,000 254,000 Dunbar 250,000 250,000 East Side 71,400 71,400 Fair Park 88,000 88,000 Food Service 200,000 200,000 Forest Hts. 1,000,000 2,000,000 3,000,000 Forest Park 7,000 60,500 67,500 Franklin 500,000 500,000 Fulbright 15,000 10,000 25,000 Garland 5,000 10,000 15,000 Geyer Springs 1,250,000 1,250,000 Gibbs 6,000 6,000 Gilliam 57,960 57,960 Hall 500,000 500,000 Henderson 210,000 210,000 Incentive Schools 5,000,000 5,000,000 IRC 500,000 500,000 lsh 88,200 88,200 Jefferson 750,000 750,000 J.A. Fair 70,000 50,000 120,000 Mabel vale 82,000 199,279 281,279 Mabelvale Jr. 51,933 450,000 501,933 Mann 25,000 25,000 McClellan 3,545 400,000 403,545 McDermott 30,000 65,000 95,000 Meadowcliff 400,000 400,000 Metro 97,555 65,000 162,555 Mitchell 0 Page 1 ... Little Rock School District Capital Improvement Plan 1990-93 Phase 1 Phase 2 Phase 3 Phase 4 Total Old-Carver 114032 114,032 Otter Creek 27,500 24,000 51,500 Pankey 0 Parkview 25,000 55,000 80,000 Plant Services 250,000 250,000 Portable Buildings 3,000,000 3,000,000 Pulaski Hts. 47,000 207,995 254,995 Pulaski Hts. Jr. 20,000 91,530 111,530 Purchasing 50,000 50,000 Rightsell 76,866 76,866 Rockefeller 0 Romine 303,980 303,980 Southwest 1,000,000 1,000,000 2,000,000 Stephens 0 Terry 104,250 40,000 144,250 Wakefield 166,000 166,000 Washington 0 Watson 20,000 203,000 223,000 Western Hills 1,500,000 1,500,000 Williams 400,000 400,000 Wilson 229,475 229,475 Woodruff 600,000 600,000 Contingency 875,813 875,813 --------- --------- --------- --------- ----------- 16,900,000 6,000,000 9,412,309 4,000,000 36,312,309 ======== ======== ======z= ======== ========== Page 2 .. ------ Little Rock School District Capital Improvement Plan 14-A.ug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date Date Asbestos Abatement District-Wide - Phase 1 1,000,000 Aug-90 Jan-91 Sep-90 I Sep-92 Badgett Carpet and Floor Tile 10,000 Jan-91 Apr-91 Sep-90 Aug-91 Badgett Energy Lighting\nRenovation 11,000 Jan-91 Apr-91 Sep-90 Aug-91 Badgett Site Improvements 2,000 Jan-91 Apr-91 Sep-90 Aug-91 Badgett Plumbing repairs 10,000 Jan-91 Apr-91 Sep-90 Aug-91 Bale Major Renovations 200,000 Aug-90 Sep-90 Sep-90 Aug-91 Baseline Intercom \u0026amp; Bell Repair 3,000 Aug-90 Sep-90 Sep-90 Oct-90 Baseline Emergency Lighting 15,000 Aug-90 Aug-90 Sep-90 Aug-90 Booker Seal and Waterproof windows 15,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Booker All-Weather bus waiting area 5,000 Aug-90 Aug-90 Sep-90 Aug-91 Booker Site Improvements 5,000 Aug-90 Sep-90 Sep-90 Aug-91 Brady Site Improvements 30,000 Aug-90 Sep-90 Sep-90 Aug-91 Central Paint 15,000 Aug-90 Sep-90 Sep-90 Sep-90 1 Central Waterproof East Exterior 127,000 Aug-90 Sep-90 Sep-90 Sep-90 1 Central Installation of Lang. Labs 30,000 Aug-90 Sep-90 Sep-90 Sep-90 Central Roofing 126,631 Aug-90 Sep-90 Sep-90 Sep-90 Central Repair Deck 5,000 Aug-90 Sep-90 Sep-90 Sep-90 1 Central Carpet and Floor Tile 25,000 Aug-90 Sep-90 Sep-90 Sep-90 1 Central Replace Panic Devices 8,000 Aug-90 Sep-90 Sep-90 Sep-90 1 Central (Gym) Electrical Repair/lmprovem'3nts 5,000 Aug-90 Sep-90 Sep-90 Nov-90 Cloverdale Major Renovation Aug-90 Oct-90 Sep-90 Aug-91 Cloverdale Jr. Major Renovation 1,500,000 Aug-90 Oct-90 Sep-90 Aug-91 Dodd Handicapped ramps 5,000 Aug-90 Sep-90 Sep-90 Oct-90 Dodd Emergency Lighting 4,000 Aug-90 Sep-90 Sep-90 Oct-90 Dunbar Major Renovation 250,000 Aug-90 Oct-90 Sep-90 Aug-91 Eastside Roofing 71,400 Aug-90 Oct-90 Sep-90 Aug-91 Fair Park Site Improvements 20,000 Feb-91 May-91 Sep-90 Aug-91 Fair Park HVAC Replacement 8,000 Feb-91 May-91 Sep-90 Aug-91 Fair Park Paint 30,000 Feb-91 May-91 Sep-90 Aug-91 Fair Park Carpet and Floor Tile 30,000 Feb-91 May-91 Sep-90 Aug-91 Page 3 Little Rock School District Capital Improvement Plan 14-A.ug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date qate Food Service Renovation 200,000 Aug-90 Oct-90 Sep-90 Nov-90 1 Forest Heights Phase 1 - Renovation 1,000,000 Aug-90 Mar-91 Sep-90 Aug-91 1 Forest Park Site Improvements 2,000 Aug-90 Sep-90 Sep-90 Oct-90 1 Forest Park Underpinning kitchen area 5,000 Aug-90 Sep-90 Sep-90 Oct-90 1 Fulbright Site Improvements 15,000 Aug-90 Sep-90 Sep-90 Oct-90 1 Garland Additional Outside Lighting 5,000 Aug-90 Sep-90 Sep-90 Oct-90 1 Geyer Springs Major Renovation 1,250,000 Aug-90 Oct-90 Sep-90 Aug-91 1 Gibbs Replace Sewer Line 6,000 Aug-90 Oct-90 Sep-90 Oct-90 1 Henderson Replace Rooftop HVAC Units 30,000 Aug-90 Oct-90 Sep-90 Aug-91 Henderson Wall Repair 40,000 Aug-90 Oct-90 Sep-90 Aug-91 1 Henderson Enclose Six Hall Entrances 35,000 Aug-90 Oct-90 Sep-90 Aug-91 1 Henderson Plumbing Replacement 10,000 Aug-90 Oct-90 Sep-90 Aug-91 1 Henderson Energy Management 25,000 Aug-90 Oct-90 Sep-90 Aug-91 Henderson Site Improvements 70,000 Aug-90 Oct-90 Sep-90 Aug-91 Incentive Schools Seat Expansions 5,000,000 Aug-90 Sep-90 Sep-90 Aug-91 1 IRC Housing Renovation/New Construction 500,000 Aug-90 Oct-90 Sep-90 Dec-91 1 J.A. Fair Replace Phone System 3,000 Aug-90 Sep-90 Sep-90 Jan-91 J.A. Fair Energy Management 25,000 Feb-91 May-91 Sep-90 Aug-91 1 J.A. Fair Renovate Shop Area 33,000 Feb-91 May-91 Sep-90 Aug-91 1 J.A. Fair Waterproofing 5,000 Aug-90 Sep-90 Sep-90 Oct-90 1 J.A. Fair Repair Emergency Lighting 4,000 Aug-90 Sep-90 Sep-90 Jan-91 1 Mabelvale Replace fire alarm 12,000 Aug-90 Sep-90 Sep-90 Jan-91 1 Mabelvale Site Improvements 20,000 Aug-90 Sep-90 Sep-90 Oct-90 1 Mabelvale Emergency Lighting 50,000 Aug-90 Sep-90 Sep-90 Jan-91 1 Mabelvale Jr. Roofing 21,933 Aug-90 Sep-90 Sep-90 Oct-90 1 Mabelvale Jr. Site Improvements 30,000 Aug-90 Sep-90 Sep-90 Oct-90 McClellan (Field House) Roofing 3,545 Aug-90 Sep-90 Sep-90 Oct-90 1 McDermott Site Improvements 30,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Metropolitan Roofing 97,555 Aug-90 Sep-90 Sep-90 Dec-90 Old Carver Roofing 47,032 Aug-90 Sep-90 Sep-90 Oct-90 Page 4 . ------ ----- -- . ------- - Little Rock School District Capital Improvement Plan 14-Aug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date oa1e Old Carver Heating Replacements 67,000 Aug-90 Sep-90 Sep-90 Oct-90 Otter Creek Emergency Lighting 2,500 Aug-90 Sep-90 Sep-90 Oct-90 1 Otter Creek Site Improvements 25,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Parkview Site Improvements 25,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Pulaski Heights Carpet and Floor Tile 25,000 Feb-91 May-91 Sep-90 Aug-91 1 Pulaski Heights Fire Bells 2,000 Aug-90 Sep-90 Sep-90 Oct-90 Pulaski Heights Site Improvements 5,000 Aug-90 Sep-90 Sep-90 Aug-91 Pulaski Heights Intercom Repair 15,000 Aug-90 Sep-90 Sep-90 Oct-90 Pulaski Heights Jr. Site Improvements 20,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Rightsell Plumbing Repairs 10,000 Feb-91 May-91 Sep-90 Aug-91 1 Rightsell Site Improvements 50,000 Feb-91 May-91 Sep-90 Aug-91 1 Rightsell Roofing 16,866 Feb-91 May-91 Sep-90 Aug-91 1 Southwest Jr. Phase 1 - Renovations 1,000,000 Aug-90 Oct-90 Sep-90 Dec-91 1 Terry Roofing 89,250 Aug-90 Sep-90 Sep-90 Aug-91 1 Terry Site Improvements 15,000 Aug-90 Sep-90 Sep-90 Aug-91 1 Wakefield Emergency Lighting 6,000 Feb-91 May-91 Sep-90 Aug-91 1 Wakefield Paint 30,000 Aug-90 Sep-90 Sep-90 Aug-91 Wakefield Site Improvements 30,000 Feb-91 May-91 Sep-90 Aug-91 Wakefield Minor Renovation 75,000 Feb-91 May-91 Sep-90 Aug-91 Wakefield Carpet and Floor Tile 25,000 Aug-90 Sep-90 Sep-90 Aug-91 Waston Site Improvements 20,000 Aug-90 Sep-90 Sep-90 Aug-91 Western Hills Major Renovation 1,500,000 Aug-90 Nov-90 Sep-90 Aug-91 Wilson Replace Ceiling Tile 50,000 Feb-91 May-91 Sep-90 Aug-91 Wilson Fence Repair 30,000 Feb-91 May-91 Sep-90 Aug-91 Wilson Replace Plumbing Fixtures 30,000 Feb-91 May-91 Sep-90 Aug-91 1 Wilson Replace A/C Units 6,000 Feb-91 May-91 Sep-90 Aug-91 1 Wilson Roofing 83,475 Feb-91 May-91 Sep-90 Aug-91 Wilson Carpet and Floor Tile 30,000 Feb-91 May-91 Sep-90 Aug-91 Page 5 - .. -- -- Little Rock School District Capital Improvement Plan 14-Aug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date Date Woodruff Major Renovation 600,000 Aug-90 Oct-90 Sep-90 Aug-91 1 Contingency 875,813 --------- 16,900,000 Aerospace Magnet New School 6,000,000 Aug-90 Jan-91 Jan-91 Jul-92 2 --------- 6,000,000 Baseline Roofing 151,365 Aug-91 Jul-92 Jul-92 Aug-92 3 Baseline Site Improvements 3,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Baseline Electrical Service 50,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Baseline Minor Remodeling 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Booker Provide vent fans 2,500 Aug-91 Jul-92 Jul-92 Aug-92 3 Booker Carpet and Floor Tile 15,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Booker A/C replacements 37,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Brady Repair Walls 5,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Brady Ceiling repair under skylights 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Brady Minor Renovation 150,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Brady Carpet and Floor Tile 55,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Brady Gutters installed 2,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Carver Additional Parking 20,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Carver library Expansion 100,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Chicot New Cafetorium 300,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Dodd Sewer system Replacement 15,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Dodd Replace Wooden Building 80,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Dodd Paint 25,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Dodd Minor Renovation 125,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Heights Phase 2 - Renovation 2,000,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Page 6 Little Rock School District Capital Improvement Plan 14-Aug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date Date Forest Park Cabinet repair 1,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Park Door glass replacement 1,500 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Park Carpet and Floor Tile 3,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Park HVAC Improvements 20,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Park Paint 32,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Forest Park Additional Receptacles 3,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Franklin Major Renovation 500,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Fulbright Doors for restrooms 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Garland Carpet 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Gillam Roofing 57,960 Aug-91 Jul-92 Jul-92 Aug-92 3 Hall Major Renovation 500,000 Aug-91 Jul-92 Jul-92 Aug-92 3 lsh Roofing 88,200 Aug-91 Jul-92 Jul-92 Aug-92 3 Jefferson Major Renovation 750,000 Aug-91 Jul-92 Jul-92 Aug-92 3 J.A. Fair Track Repair 50,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mabelvale Roofing 167,779 Aug-91 Jul-92 Jul-92 Aug-92 3 Mabelvale Paint 25,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mabelvale Receptacles in Cafeteria 1,500 Aug-91 Jul-92 Jul-92 Aug-92 3 Mabelvale Carpet and Floor Tile 5,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mabelvale Jr. Major Renovations 450,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mann Plumbing Repairs 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mann School Sign 5,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Mann Improve drainage 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 McClellan Major Renovation 400,000 Aug-91 Jul-92 Jul-92 Aug-92 3 McDermott Paint 30,000 Aug-91 Jul-92 Jul-92 Aug-92 3 McDermott Carpet and Floor Tile 35,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Meadow cliff Major Renovation 400,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Metropolitan Paint 30,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Metropolitan Electrical Service 25,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Metropolitan Fence Repair 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Otter Creek Paint 24,000 Aug-91 Jul-92 Jul-92 Aug-92 3 , , Page 7 Little Rock School District Capital Improvement Plan 14-Aug-90 1990-93 School Improvements Cost Planning Dates Funding Completion Phase From To Date Date, Parkview Paint 35,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Parkview Energy Management 20,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Plant Services Renovation 250,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Replace A/C Units 12,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Roofing 5,995 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Paint 40,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Steam Piping 150,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Jr. Minor Renovation 50,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Jr. Roofing 19,530 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Jr. Additional Restroom 5,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Jr. Floor Repairs 2,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Pulaski Heights Jr. Upgrade Electrical 15,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Purchasing Renovation 50,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Romine Major Renovation 275,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Romine Roofing 28,980 Aug-91 Jul-92 Jul-92 Aug-92 3 Southwest Jr. Phase 2 - Renovations 1,000,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Terry Repair HVAC control 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Terry Replace Electrical Service 30,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Repair HVAC controls 12,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Replace Gas A/C System 45,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Carpet and Floor Tile 10,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Paint 30,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Minor Renovation 100,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Watson Emergency Lighting 6,000 Aug-91 Jul-92 Jul-92 Aug-92 3 Williams Major Renovation 400,000 Aug-91 Jul-92 Jul-92 Aug~92 3 --------- 9,412,309 Page 8 Little Rock School District Capital Improvement Plan 1990-93 School Asbestos Abatement Portable Buildings Improvements District-Wide - Phase 2 Replacement with Perm. Buildings Cost 1,000,000 3,000,000 4,000,000 36,312,309 Page 9 Planning From Aug-90 Aug-91 14-Aug-90 Dates Funding Completion Phase To Date Date I Jan-91 Jul-93 Sep-94 4 Jul-93 Jul-93 Jul-94 4 LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, ARKANSAS April 26, 1991 TO: FROM: Board of Directors ~uth S. Steele, Superintendent of Schools SUBJECT: Long Range Building Planning Committee The Long Range Building Planning Committee's report, dated April 22, 1991, is an internal report to me. Roman Numerals I-VI of the report merely identify background information as well as a few options that could be explored if we encounter capacity problems in the future. Our present enrollment projections for junior high schools do not indicate any serious capacity problems over the next five (5) years if the proposed construction is approved. The Desegregation Plan allows the district to use portable buildings if we encounter capacity problems. 1 Roman Numeral VII represents recommendations for further discussion with you and, eventually, parties in the desegregation case. Provided is Attachment 1, mentioned on page 4 of the April 22 memorandum. Please review this information by our working session on Monday, April 29 at 5 p.m. Enclosure TO: LITTLE ROCK SCHOOL DISTRICT 810 WEST MARKHAM STREET LITTLE ROCK, AR 72201 April 22, 1991 Ruth Steele, Superintendent FROM: Long Range Building Planning Committee James Jennings, Associate Superintendent Jl.1Brady Gadberry, Labor Relations Specialist '~sterling Ingra~Director, Planning, Research \u0026amp; Eval l(hip Jones, Manager of Support Services SUBJECT: Long Range Building Planning Committee As we have considered the building needs for the District, we have concentrated primarily on selecting sites for new incentive/interdistrict schools, recommended uses of vacant buildings, and secondary capacity. I. School Sites The District currently owns four properties that have potential as sites for new or expanded schools. Discussions have been held with Philander Smith College for a possible fifth site. (a) One site is located at the present Westside campus. The Westside property is only a few blocks from I-630, very accessible to all areas of the City and County, and is adjacent to Arkansas Children's Hospital (ACH). ACH has already expressed enthusiastic support for a school located near them. They also would like to develop plans for joint use of the property so that LRSD and ACH will develop a partnership to serve educational and health needs of children. Preliminary site plans indicate that a two-story building with a capacity of 656 K-6 students and 40 four-year-olds for a total of 696 students can be located on the site. This plan will require efficient use of space but offers the potential for a unique and exiting facility. (b) Rockefeller School is located on a tract of land that is well-suited for expansion. Ample space is ava ilable for a classroom addition to p rovide s e ats for students east of I-30. The s chool is a l so easily acc ess ibl e a nd has f:public\\software\\word\n:,erf\\docs\\bldcom. wpd Ruth Steel e April 22, 1991 Page 2 been successful in attracting students from all over the City. (c) The current Stephens site is adequate to support a school for approximately 656 K-6 students and 40 four-year-old students for a total of 696 students. The current Stephens building would be replaced with a new structure. Rebuilding Stephens on the current site enables a significant number of black students to attend school without being bussed out of the neighborhood. (d) The site of the former King/Oakhurst School is a physically attractive location situated east of CurranConway Field. The King site is also large enough to accommodate approximately 840 K-6 students and 40 fouryear- olds for a total of 880 students. The King site is also attractive because of its proximity to Curran-Conway Field. The District would seek to enter into a joint-use agreement with the City so that the students will develop interests in a variety of extra-curricular activities. In order to populate a school on the King sit~, it will be necessary to transport some black students from one predominately black attendance zone to another predominately black attendance zone which would increase the burden of bussing for black students. ( e) Philander Smith College has expressed an interest in developing a model teacher education training program and would like to develop a partnership with the District. They have rejected our proposal to build a school on their campus, but we should continue to plan to develop cooperative efforts with Philander Smith. II. Attendance Zone Data - Elementary Schools This section will address the attendance zone changes that are needed to comply with two objectives. First, King and Stephens Schools will be rebuilt in the I-630 Corridor. These schools will become interdistrict schools, and they will have a racial balance of 60 percent black and 40 percent white. The white population in these schools will come primarily from PCSSD. f : public\\so ftware\\wordperf\\docs\\b ldcom. wpd Ruth Steele April 22, 1991 Page 3 Second, the District is seeking to reduce the burden of bussing on black students by eliminating as many satellite zones as possible. The fulfillment of this objective is restricted by the minimum black percentage that is required in all elementary area schools. As a result, some schools in west Little Rock must maintain some, if not all, of their satellite zone blocks in order to comply with court-ordered desegregation requirements. These two objectives are interrelated. The construction projects will make it possible for students who live in the attendance zone of incentive/interdistrict schools to attend these schools. These projects will also, to some extent, reduce the burden of bussing on black students. A total of 2190 students currently reside in the attendance zones of the incentive schools. The total capacity of the seven incentive schools is 2405, using a teacher/pupil ratio of 1: 25. Al though 215 vacancies will exist if all of the attendance zone students attend the incentive schools, these vacancies can be filled by students who currently' reside in nearby satellite zones. A total of 281 students currently reside in satellite zones that can be eliminated and still allow the respective attendance zone schools to comply with the minimum desegregation requirements. This situation is complicated by the fact that 200 of the 281 satellite students live near the Stephens/Garland area. Another serious problem involves the Washington Magnet School attendance zone. Washington is the only elementary magnet school with an attendance zone. This zone was drawn initially to accommodate 1050 incentive school students. The school was converted to a magnet school under the Tri-District Desegregation Plan. The District recently received court approval to continue to operate Washington as a magnet school. The attendance zone for Washington is too large to accommodate all of the black students. Washington's capacity is 814. There are 892 black students who reside in the Washington attendance zone. The desegregation requirement for Washington is 60% black. As a result, only 60 percent (488) of the black attendance zone students may attend Washington. The remaining 404 students must be reassigned to non-attendance zone schools. These reassignments usually involve bu:::.::.i ng students from east Little Rock to s outhwest Little Rock. f:public\\software\\wordperf\\docs\\bldcom. wpd Ruth . Steele April 22, 1991 Page 4 Most of the 404 students from the Washington attendance zone (355 stud~nts) reside on the northeast edge of the District. The closest elementary schools to these students are Carver Magnet School, Booker Magnet School, and Rockefeller Incentive School. The magnet shadow preferences for Carver and Booker ( 25 percent of the building capacity) are too small to accommodate these students. III. Attendance Zone Data - Secondary Schools In a separate process, a formula has been developed to calculate capacities for secondary schools. It is apparent from the study that very little capacity exists currently at the junior high level and a significant amount of capacity exists in the senior highs. However, as shown in the attached projections (Attachment 1), the District seems to have reached the peak of junior high enrollment in 1990-91 and that enrollment will decrease for a couple of years and then begin to increase again slightly in 1993-94. The projections indicate that senior high enrollment will increase over the next five years but not to the extent that additional capacity is required. However, adjustments to attendance zones may be required in 1992-93 or subsequent years. While educational trends indicate that articulation between sixth to seventh grades, eighth to ninth grades, and ninth to tenth grades is best with a grade structure of K-6, 7-8, and 9-12, it appears that the District should not consider changing its secondary grade structure as a means for solving secondary capacity problems. Junior high enrollment will range from 98% to 102% of capacity without the additional seats for the junior high schools and 91% to 97% with the proposed construction. The enrollment at Forest Heights is expected to exceed the current building capacity in 1993-94 and continue to increase in 1994-95 and 1995-96. In addition to this projection that is based on students currently enrolled in the Little Rock School District, census data reveals that the overall population in west Little Rock will continue to grow. The enrollment will range from 87% to 91% of capacity with the proposed construction. It appears that replacing 4 portable classrooms and adding 2 classrooms will be the maximum ~dvisable construction and will provide additional space for attendance f: public\\sof tware\\wordpe rf \\docs\\bl dcom .wpd Ruth Steele April 22, 1991 Page 5 zone students for Southwest Junior High. However, even these additional classrooms will not be totally sufficient to seat adequately the number of students in the attendance zone for Southwest. The other junior high school that should be expanded is Mabelv\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1032","title":"Aerospace Technology Magnet School, grant","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":null,"dc_date":["1990/1992"],"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--Finance","Educational planning","Educational law and legislation","Aviation Education Programs (U.S.)","Magnet schools"],"dcterms_title":["Aerospace Technology Magnet School, grant"],"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/1032"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition and may contain some errors.\nAerospace Education Center Today's Vision . .. orrow's Opportunities. Campaign Leadership Honorary Chairmen Herschel H. Friday Winthrop P. Rockefeller Jackson T. Stephens Little Rock School District Dr. Ruth S. Steele Superintendent Dr. Herben H. Cleek Deputy Superinte11de111 Campaign Leadership William H. Bowen Chairman Richard N. Holbert Vice Chairman Marion B. Burton President J. Dan Baker J. W. \"Buddy\" Benafield Wayne Bennett Henry A. Broach F. Taylor Brown Dr. Gerald P. Carr David M. Clark Fred K. Darragh, Jr. Dennis Davis David Eldridge Lee Frazier Sen. Jack Gibson Nathan Gordon Charles Harper Col. Alben Hart Ector R. \"Buddy\" Johnson E. Ray Kemp Frederick J. Menz Dr. William R. Pogue Louis Ramsay James Rodgers James L. \"Skip\" Rutherford Adj. Gen. James A. Ryan M. M. \"Twig\" Satterfield. Jr. Walter V. Smiley Lucien M. Taillac Charles M. Taylor Jim Guy Tucker R.s.v.p. Card Enclosed The Campaign Leadership The Arkansas Aviation Historical Society and the Little Rock School District Board of Education invite you to join The Honorable James 8. Busey, Administrator Federal Aviation Administration and the Arkansas Congressional Delegation al a luncheon announcing the Aerospace Education Center Friday, the Twelfth of April, Nineteen Hundred Ninety-One at Twelve O'Clock Noon Central Flying Service - Hangar Eight 1501 Bond Street, Little Rock, Arkansas Business Attire H3.LN()1VNOilVJfl AEROSPACE EnucArioNAL()NTER ational Advisory Board Col. Walter J. Boyne  Lt. Gen. Benjamin 0. Davis  Gen. Alfred G. Hansen Honorary Chairmen Herschel H. Friday  Winthrop P. Rockefeller  Jackson T. Stephen Campaign Leadership William H. Bowen, Chairman  Richard N. Holbert, Vice Chainnan  Ector R \"Buddy\" Johnson, President J. Dan Baker  J. W. \"Buddy\" Benafield  Wayne Bennett  Henry A Broach  F. Taylor Brown Marion B. Burton  David M. Clark  Fred K Darragh, Jr.  Dennis Davis  David Eldridge  Lee Frazier Charles Harper  E. Ray Kemp  Frederick J. Menz  James Rodgers  James L. \"Skip\" Rutherford Walter V. Smiley  Lucien M. Taillac  Charles M. Taylor  Jim Guy Tucker State Advisory Board Dr. Gerald P. Carr  Sen. Jack Gibson  Nathan Gordon  Col. Albert Hart  Dr. William R Pogue Louis Ramsay  M. M. 'Twig\" Satterfield, Jr. Development Counsel Catherine Johnson Name Dear Friend: The Aerospace Educational Center will serve as a beacon to visitors, of the dedication of our people to preserve Arkansas' rich aviation heritage and meet the needs of our young people for specialized, quality education for the jobs of tomorrow. Your investment in this premiere facility may be made in the form of cash or stock. Thank you for your gift to this educational resource for our state. ' ---- --- .,. William H. Bowen Richard N. Holbert AEROSPACE EoucATIONAL(ENTER ----------------------------------- Address ---------------------------------- City _______________ State ______ ZIP _______ _ Professional Affiliation ----------------------------- Amount of Pledge $ __________ Pledge Period: D Three Year D Five Year Contribution is: D Individual D Corporate D Foundation $ ____ now, and remainder to be paid on or before __________ _ Payments will be made: D Annually D Semi-Annually D Quarterly D Payment Enclosed D Payment to be sent ____ _ Signature _________________________________ _ OUR VISION FOR THE FUTURE Historic Preservation, Education and Economic Development AEROSPACE EoucATION():NTER P. 0. Box 7332 Little Rock, Arkansas 72217 National Advisory Board Col. Walter J. Boyne Lt. Gen. Benjamin 0. Davis Gen. Alfred G. Hansen Honorary Chairmen Herschel H. Friday Winthrop P. Rockefeller Jackson T. Stephens Little Rock School District Dr. Ruth S. Steele Superintendent Dr. Herbert H. Cleek Deputy Superintendent Campaign Leadership William H. Bowen Chairman Richard N. Holbert Vice Chairman Ector R. ''Buddy\" Johnson President J. Dan Baker J. W. \"Buddy\" Benafield Wayne Bennett Henry A Broach F. Taylor Brown Marion B. Burton David M. Clark Fred K. Darragh, Jr. Dewis Davis David Eldridge Lee Frazier Charles Harper E. Ray Kemp Frederick J. Menz James Rodgers James L \"Skip\" Ruthertord WalterV. Smiley Lucien M. Taillac Charles M. Taylor Jim Guy Tucker State Advisory Board Dr. Gerald P. Carr Sen.Jack Gibson Nathan Gordon Col. Albert Hart Dr. William R. Pogue Louis Ramsay M. 1\\11. ''Twig\" Satterfield, Jr. Development Counsel Catherine Johnson DUCATION{)NTER P. 0. Box 7332  Little Rock, Arkansas 72217  501. 371. 0331 Benefits of the Aerospace Education Center  Expanded Opportunities for Students  The Aerospace Education Center will provide exceptional skills in technology disciplines. and the ability to translate those skills into meaningful employment opportunities for students who otherwise would not have those opportunities. Increase Employment Opportunities for Blacks in Technology Skill Areas The Aerospace Education Center will make a significant positive impact to increase the number of black Arkansans employed in skilled positions in aerospace and high technology companies.  Benefit to Industries The Aerospace Education Center will provide existing and future aerospace industries, as well as other technology companies, an institution that will provide a skilled labor force to meet employment needs.  Industrial Development The Aerospace Education Center will symbolize the commitment of the community to create partnerships that will meet the needs of private enterprises, enabling them to locate and prosper in Arkansas.  Improved Image for the Little Rock School District  The Aerospace Education Center will establish a renewed commitment from the community and restore confidence in the Little Rock School District and its ability to provide a quality education for all students. Preservation of Aviation Heritage and Creation of Tourist Attraction The Aerospace Education Center will chronicle the people, places and events of Arkansas' rich aviation heritage, while providing an exciting attraction for visitors to central Arkansas.  Establish Arkansas as Educational Innovator The Aerospace Education Center, an unprecedented partnership combining an aviation museum with an aerospace magnet high school and involving aviation industries in its programs, will establish Arkansas as a leader in innovative solutions to education needs. ,~ ~-- \"4dL cj/l)c~, ~ ~ (J~J~ ~ ~ ~ /~ ~ w.,d'l,u~ i I ti /2 f -- ~ l_tfU-C,,q_,,,b_ / ,:./ c~I~ tr Lf 1-75 (U1!g' /2 7 ~\u0026amp;__~ 'J / ('i,U,11,,,u t:~ tztJl1. 4 jn LL,t,,z.,(,~~ rJ\u0026lt;i' /'\u0026lt;-{.'Lz.. J'cL ,.,,1) ~ JtuA.) ~ ~ 2i ~ ~ /f2w / U/ld du A\n.fa/~ ~c:,~t:Jlu._~~7 \"2--U f1. I~ 1 /HM,IC/ ~ ~ /I.\n(_ 7?.t?L ~ ~t. ~ lcJ /,\nJ/ If {,d ~ ~ ~1) ~ ~ , ~ 7./ }~lJiLs~t,1nagntt:\\9B:8oI he~~J\nng towar.q re~lity f CYNTHIA 110V U . L  - ,-:---T\n:,-:-----r-:-ik\u0026gt;{.'.'''  fH,\\t, .\n1,. programs is whal he has in : leek said. Ile said J\\letropoli- : :_: Changing the suhjccl com-rnoc, aisiai1w,\nior ,:\n\"1!/.\\'/:.\n.''\n_\niH{\nhj,  ,i \\,l -l~',mind 1for Lillie Hock .. The tan . is a natural because a : plelely, Pulaski County Spe- Dr~ams of a II a via I ioi1 mag- . . : ,:)ik'.pi,._\nF\n1\niith - '\"''11:' r. l'hoe,iix proram stressed' pi- , lrans1\u0026gt;orlalion. sv_ stem is al- 'cial  School District Superi n-l school and museum in lhe / '. ,\n ? . :\\V/t\nJ .\\Ioli rig  aml b Oir,hl training, ready scl up lo lake sludenls '. lendcnl Bobby Lester is sc~k-l\\ lc' .iHock Scliu_ol . Dislricl n ___ 1 _.,,: J)J0i2f)tJ / )(while ,ll!e Loi1g llcac\\1 sch?ol ) I.J_ack and forth lo th~_ voca- _. 1 i~g - the rctu_rn of his stolen e slo1yly _~ut sure)) I.Jccom- educatJonwi.1 [:: .J.:.:_e_1.npha~1zcd ,prc-e11g1necr1ng\nl1onal center from lhc1r rcgu- _ high ~~h~ol ring.'  gre.~l1ty:., - ._, .. ,v,,:lt_.i,_, .. ,:-!v ,11' -.--'pro1{rams that relate to the  Jarschools. ::- .. . -:  --~\n-'.i\n'1 1 :,, 1 - : t'Jd D~-:,'IIerh Cleek,_ lite dis- .  .  , -~-~--:, :.'..\". ,i:'. iavialion ii1duslry in lite area,\n' .The dblri~l _.\nllso  will .dc- ':  . es,ers wo c11 _rcn ar c\nl s.~cpuly ~11per111lende11l, The rulrng could come al'a11y '\n:he said. ', . : . ~) aviation ro ram l , . rrvcd . h_o!'\"e from ~oil cg, i\u0026lt;l l?st.,ve~k that ll_1c district lime. .  , ( \\ .  :.:i\n:u Clcck :s:iid the Lillie Hock WJ!~\ninior hi h s~l ool~ ~\nThanksgiving eve _to d1scov~. ans lo begin lh\u0026lt;. h11:h school . The_ ~1llnicipal /\\irporl ..\" :\\: '. di~l~!cl :is trying lo gel a $4 'evcnlualty fccc/studc:1ls int~ /:\nthat _the suyerrntendcnt\ng1Jel s_choul program nexl Commission la~l month ap- . '. \\ 11111l_1on federal magnet school .! the specially high school. Tl,e I: ~o~t~. Puliski I C?u~lyl ~on~ II lli _lempo~ary quarlr_rs al proved a lp.11 -acre site r~r !he:,\ngr~nt _lo help pay for lite pro-\nt~ junior  highs will be , : a  ~fn ~rg arr~1\\j nu~~~ e J\\l_elropol1l\n111 \\'ir\nd1onal school and lllllS\u0026lt;!lllll. ' The :.\\ gram 111 HJ!ll-!l2 and l!l!l2-!l3. i ' Jiendersou Forest' : II eights 1 ,c 1 rsffgatlier 1 e bup la 1l~k 1 Clllllc 1l Sk1'f -- c,   11 I l  d' l l l 'Ill  ' 1  LI l d 1 I  l 1  I '  s u ia urg ars I e ' , 1.. 1, ,, \u0026lt; 1,:,,per y 1s a Jaccn o  ,I e .\n.-1\n: .. o .. 1a e11 , \u0026lt; 1s rrc ac  , and  cilh~c Mabclvale or ' 1:\nl k  , d 1 :  b open -a Ill' \\\\' sc!i, . : 011 the li,,ck Jlegional /\\irporl,: '.:minislralors hired IJr. !'hale . j Cloverdale \"', :..,.,-~-_ ... . - : 1 .' - 1 ~- e, ,iradpph~ ht1 .1 udp .11 11 1 e1 rncr , o f,' IJ o..\n. ' .I ,., ,. 1 ~.c  l a. n cl ,1. 1,, ~ms 1,_.1 e Id_ .  . ..  ':-'\n ':. . .,  .,, . ,:i:.:. , 11\ni 1e , a n 'Al ex~ n cJ_ n a , \\.I a., .-:on-  ,, . .- =: _.. . :. --:   ,   +,_. .- .. _,- :, ....) .1.. :,t mens_ aan .1 g a1 e ,I ou o '..sevcll He,: ' ! 11 I !1!? . . . 'l l!e d1sl!1ct h:~s earmarked~  sullanl, lo .iss1st _1 n w11: 111g the .. * * * . .  thc ai e,  lhc cslald1: .. 1. r:: ,. 111 the ~h111rllio111ncap1lalconslruc- granl..:Clcck said Jlalc, who\n. lhere were  some rum- : 1001 was f . :1?1' .. ,d1:cl al- ti,o11 money lo huild the-school :~- will be paid $25,000 to $30,000 i I.Jlings about the district's de-sl a yca1 -1.1:.\n,\n former a11cl the society is spearhead, : for his ' work, has a rcp11lalion\n.cision lo hire Ila le lo assist ' .lropolilan ,-\n11pc1l'isor Eu- i111: lhe effort lo raise a simi- _: ro1.: succcss in ohlaini11g feel- . withlhegranl. _.,.,-.  ,\n-~- 1e ' Hevillc at lh\u0026lt;: 11q:i11g of Jar amount for lhc aviation era! runcls fur schools. llalc :: : The Mai\nnel nevicw _ Coni- , slate's 1\\1-i.,: :oi. :li,lorical 1, 1sr.11111, width may share a11-  .:- also is -ivorki11,: wilh llie For- '. rnillee, made up of the three i.:lv. d .,ori11111 a11cl library space' -:. rest City School Di strict to 1l'l : s\u0026lt;'hool di stricts, lhe stale of i'!:1 ~r:: ... ,\n:: p:, .. 111' lhc .-. dh lite school. l~d11calors : a 111:1g1iclschool 1:ra11l. ' : Arkansas and a rcprescnta- '  .-.\n, ., ,.,:,, ,.,t, .. 11 plan 1 .. ,111 all lhn:e 1'11laski Co1111l_v : 1,'J'ltc ' 1:ra11l rcqu,:sl i:\ndue I live of black parl'nls, earlier i 11'01,ld 111 \"I\" .1 111 :,111 - :.0 ii11ul di:.lrirls an: pl\n11111i111: llcc: I'.! hul llw di:,11 id w1l11'l I h.,d di:,n1:,s1d hiri111: llak lo 1ls lhru\n11:li1111l l'11la:\nld li1c :\nchuol curriculum. hcai:1aor : si:veral mo11lhs , wurk 011 a ~ra11t for all three nly. Srhovl di:,1rid offi- Cleek rccenlly visited two' .: whether it will gel !he lllUIIC}'. :_districts.That pla,n was scul-ls arc still waili11, f11r final aviation ma1:ncl schools - : .,. ... To I.Jc eligil.ilc for lhe grant, .  uecl when lhc parlics coulcln'l 1roval of !111: d,::: .. ,11 ,:alion 1111c iii Phoenix, Ariz., and an- . _the district must he ready to : agree who would _ pay .- Hale 11 fro111 the 1\n,li 1: ... ~1rcuil other in Lo11,: Beach, Calif. He  operate next fall .. lh11 .: the .ind for what schools a joint trl of ,\\ppcal~ i1, :ii. Lo11is. said a cumhi11aliu11 of lhc two. need.  lo  i1sc fllclroi,1dila11, 111ag11cl grant would I.Jc used. I Lester said he parlicularl.1 misses his high school rin1 from nose Bud High School Class of l!lG2. The ring has : red stone and Lester's ini tials, 13.G.L., arc engraved 01 the inside band. Thi 111111:L11 s also made oft with Lester's hi1:h school aca dcmic and athletic medals Ile said the medals arc no1 worth any money. They an gold in color but prol.Jabl) made of brass, he said. Dece::i=e:::.- 6, 1990 LITTLE ROCK MSAP PAGE -B6- Ql:ongns5 of tjje '{!irri.ttb ~tat.es ~n:qtOtI.. ~~ 20515 Mr. Jchn T. ~cCona.ld As5istz:..~t Sec:::.-e~a_--v ot Education Unitec States De~ar-...::e...~t o~ Education Applica~ion Cc~trcl Cente.!:', C.:\"\"DA 64.165 ~oo M~~la.~ci Ave...~~a, Southwest Wa.shi.::\n-:on, DC 20202-472.5 ?:ease acca~~ ~v si!lce:::.-e ~e~est t:iat you approve ~e Little Reck Scaool Dis~::-ic-:. 1 s p:::.-oposal :er a Y...a~e:: Scco2.. ?::\"og-=a::i. Assista...-:c4?. g:::.-a.::::. T::e ~a..\"-\"\nw:..ll .ca Us\ngd. by t.':e sc.hool ciist:::.-i.ct t.o !und a..~ ae:cospaca/tec=...~clogy sc~ccl to se~e 7-9 s:::::~de s-:uda:\nts. T::.is: ~ ~::...\"lt e:::.:c::-:. o:: educa.::.c::-s ~c. ~e :Ousi..'\"'less co:::::iu.\"'li .::.v a:::=..=esses issues such ~ :Casie skills a.-.d cl:lploya.bi.li ~I a:.d. - can be e. C.e.!!lc::.s-\n:::atio.i. p::-::j ec-: =er sil:ii:a.r prog\"ra::l.S L~ otb.e.:::.- a::-eas. ':::e procoscc:. t:::.-cc-:::-~ will bene.fit ~L.ittle RccJ.: a:r:d. t..\"\n.e state o:: Arka::s?!.s :Cot.':. ec.uca-::ionall v a.::ci eccno::ricall v, It will -c:::.-ovide sol id e~uca-t:!.o.::a2. c-:::r::o~.:!'..i fi.as :o:: J..2:\"ka..'\":s as st.-..ide...11:cs : ... ::rte::-asted in t~e. ae~cs:pace/tac=...\"1clogy tielc:.. -:-n- :add.iticn, such ~ p:?:\"cg-::-2..:l can s~=-e~\n-...\n:e~ A=ka...,sas 1 h.ig~-tec~ ~~:::.-k for~e and add to ~e stat~s e.bil~~: ~oa~~==a=~ ~ec~cal i~~::.s-::=ies. ?e~=ia-:::s :.=.o:::a :'.2::.-=or.....a..11.-:2..y, it is a  -crc?:li..s ing e.xa=:il.e. c:: -::he ki.!:::. c\n! crra.ss-:::cc-:s ~Uc-c:tic~a.2. effo=t nee:cted L\"l tb.is count_-v to e...\"lsu=e. ~e. ':ite~atic~~l ccrcetitiv~e.ss cf our .\nc-z:-k ~c:::.-ce :..n t.be incrQasi.!:gly hig~-~ec.~ vo:-:1::.eccr.c~y. Your conside_~tic~ o: b.is proposa: will ~e g:::.-~atly app::ecia~ed. \" I,, ' I HERSCHEL H . F\"R I OAY, P.A B 5 , CLARK ROBERT V. LIGHT, P . A. WILLIAM H. SUTTON, F'. A . GEORGE E. F'IK  , JR ., P.A JAM ES W MOORE BYRON M EISEMAN, JR., PA JOE 0 . l!IELL, P. A M IC HAEL O THOMPSON, F'A JOH N C ECHOLS, PA J AMES A . 9UTTRY, 111'.A . FREDERICKS URSERY, PA, H . T LARZELERE, PA OSCAR DAVIS, JR JAMES C CLARK, JR., F'.A THOMAS P LEGGETT, F'. A JOHN DEWEY WATSON , P.A LEWIS MATHIS, PA PAUL B BENHAM Ill, P. A LARRY W BURKS, P . A A . WYCKLIF\"F\" NISBET, JR., P . A . J AMES EOWARO HARRIS, P.A J_ PH ILLI P MALCOM. P.A JAMES M SIMPSON. PA MEREDITH P CATLETT, PA J AM ES M. SAXTON , F' A . J. SHE PH ERO RUSSELL Ill OONALO H . BACON, P.A WILLIAM THOMAS 9AXTER, PA. WALTER A . PAULSON 11, P.A HAND DELIVERED F RIDA Y, ELDRE D GE \u0026amp; CLARK A PARTNERS HIP OF INDIVIDUALS ANO PROFESSIONAL ASSOCIATIONS ATTORNEYS AT LAW 2000 FIRST COMMERCIAL BUILOING 400 WEST CAPITOL LITTLE ROCK, AR KANSAS 7220 1-3493 TELEPHONE January 16, 1991 Honorable Susan Webber Wright United states District Judge U.S. Post Office \u0026amp; Courthouse 600 West Capitol Little Rock, AR 72201 Re: Aerospace Technology Magnet Program Dear Judge Wright: BARRY COPLIN, F'. A. RIC HARO 0 . TAYLOR, F' A JOSEF'H B . HURST, JR., PA ELIZABETH J_ ROBBEN, rt A CHRISTOPHER HELLER . PA LAURA HENSLEY SMITH, PA ROBERTS. SHAF\"ER, F' A WILL IAM M . GRIF\",-IN Ill, PA THOMAS N ROSE, PA M I CHAELS. MOORE DIANE S MACKEY WALTER M. El!lL 111, F' A . KEVI N A . CRASS W ILLIAM A . WA.ODELL, JR., PA CLY0 .. TA9\" TURNER CALVIN J . HALL SCOTTJ. LANCASTER JERRY L. MALONE M . GAYLE CORLEY ROBERT 1!1 BEACH , JR S. RANDOLPH LOONEY J LEE BROWN JAM ES C. SAKER, JR H CHARLES GSCHWEND, J R HARRY A. LIGHT SCOTT H TUCKER JOHN CLAYTON RANOOLF'H MARY L. Wt SEMAN GUY ALTON WAOE ?RICE. C. GARONER THOMAS F MEEKS J M ICHAEL F'ICKENS WILLIAM J SMITH W ILLIAM A ELOREOGE , J R ., PA WILLIAM L T ERRY WILLIAM L. PATTON, JR PA TELECOPIER (5011 3762147 TELECOPIER (SOIi 376-6369 370-1506 The Little Rock School District has filed with the U.S. Department of Education a grant application for funds to establish an Aerospace Technology Magnet Program within the Little Rock School District. A copy of Volume I of the grant application is enclosed. Volume II of the grant application is the LRSD Desegregatior. Plan which you already have . An Aerospace Technology Magnet located in the Little Rock School District is a component of the Tri-District Desegregation Plan found at page 13 of the section on Interdistrict Magnet Schools and Programs. LRSD believes that the Aerospace Technology Magnet, although not required by the Settlement Plans, would compliment those plans and advance the voluntary desegregation efforts contemplated by those plans. We hope to present to the court within the next week a stipulation of the parties in support of the Aerospace Technology Magnet. I thought it best to provide you a copy of the grant application now, however, because the application will remain viable only if the Aerospace Technology Magnet becomes a court approved component of the LRSD Desegregation Plan before February 4, 1991. Yours very truly ~~ Christopher eller CJH/k cc: Mr. John Walker JOHN WALKER, P.A. 1723 Broadway Enc. Little Rock, AR 72206 Mr. Sam Jones WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 400 West Capitol Little Rock, AR 72201 Mr. Steve Jones JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 Ms. Sharon Streett Arkansas Department of Education #4 Capitol Mall Little Rock, AR 72205 Ms. Ann Brown Ms. Arma Hart Heritage West Bldg., Suite 510 201 East Markham Street Little Rock, AR72201 OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 Date: January 17, 1991 To: Ruth Steele, Superintendent of Schools From: Cfi,~n Brown, Associate Di rector of Monitoring Subject: Copy of the LRSD Aerospace Technology Magnet Grant Application At my direction, Polly Ramer contacted your office today to make a second request for a copy of the district's Aerospace Technology Magnet Grant Application. The first request had been made last Tuesday, January 15. Today Polly was told that the request had been referred to Dr. Cleek's office. After talking with Dr. Cleek's secretary, Polly was told that a copy of the Aerospace Grant was not available and that it would be one week to ten days before the district would be able to provide a copy of the grant. I would like to request that a copy of the Areospace Grant be forwarded to this office at your earliest convenience. Thank you very much. Date ______ _ FORM 48 -  - IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL. PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School District receives approval of first-year funding of the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. -- The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying prem~se of Joshua is that students from higher socio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by the district. The outcome expectations shall be measured.by objective, education related criteria. The results will be subject to further analysis by the Districtwide Biracial Committee and the Office of Desegregation Monitoring. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Desegregation Plans of the parties (\"the Settlement Plans\"). The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The school shall be planned, opened and hereafter operate on a fully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 . a\n-__ ---  - The Aerospace Magnet School shall effectively be a joint venture between the school district and the Arkansas Aviation Historical Society in certain operational and financing respects. The school district, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities. The local aerospace community consists of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Littl~ Rock Airport Commission and the following private aerospace technical business enterprises hereby make the commitments contained in the statement of support attached to this page and the reasonable inferences which flow therefrom regarding the level and duration of said support. A. Companies 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see attachment to this page) The Court shall be provided affidavits of support from representatives of the local aerospace community, not later than February 19, 1991. These affidavits of support will describe each 3 -- Statement in Support of the Aerospace Education Center As exerntives of Little Rock's aviation industries and the Little Rock Airport C.ommission, we endorse and lend our commitment to the planned Aerospace Education Center, combining an Aerospace Magnet High Sc.:hool with the Arkansas Museum of Aviacion History at Adams Field. The Aerospace Magnet High School will provide the educutionul base in math and science that our companies are looking for in new employees, making it possible for these studcnt_s to pursue careers here in Central Arkansas in our companies as well as other high technology iinus. Our companies are willing to provide adjunct faculty to both the high school and to the museum's educational outreach program, and will provide guest instrnctors, as needed, to enhunt:e curriculum nfferings. In addition, we will sponsor and encourage our employees to participate in a mentor progrum, working with students who wish to specialize in specific areas of expertise. While we anticipate the school's graduates becoming a soun:e of our permanent employees, we also plan to consider, whenever possible, opportunities for purt-time and :mmmer employment of students in aviation-related jobs. We wholeheanedly endorse Governor Clinton's initiative to develop industry apprenticeship programs, and pledge our cooperation to affect such a program in our industry here in Little Rock where it mny apply. We feel that apprenticeship progrum:\nin aviation-related skills, developed through what will be the excellent facilities of the Aerospace Education Center, could eventually hecome a significant soiirce of skilled workers for our companies. Little Rock's Aerospace Magnet High School will provide new opportunities for disadvantaged ttnd minority students, many of whom would have few other opportunities to gain the requisite skills to emer aerospace or other technology careers. We pledge to recruit disadvantaged and minority graduates from the Aerospace Magnet High School, in conjunction with our companies' respective uftin11ative nction pluns. The aviation industries of Central Arkansas have enjoyed phenomenal growth over the pust several years, offering economic benefits for not only our employees, but for the entire community. for this positive trend co cominue, we must work together with our schools to provide the skilled people needed for our industry. Therefore, we offer our unqualified endorsement of the Aerospu\u0026lt;.:e Education Center and pledge the support of our respective companies to ensure its success. r. Taylor Brown Senior Vice President Falcon Jet Corporation Senior Vice President and General Manager Midcoast Aviation - Little Rock James R. Rodgers ~anager Dennis D. Davis President Arkansas Modification Center k~~ President Central Flying Service President . . ~-- . - --- company's present commitments and future voluntary efforts in the following areas: (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the Aerospace Magnet Technology School\n( c) year round mentoring and support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each of the business enterprises. In the event that it is necessary to modify these commitments, notice shall be provided to the parties and efforts will be made to continue the spirit of these commitments. EDUCATIONAL INITIATIVES 1. Student Education Plans (SEP's) shall be developed for each pupil who elects to attend the Aerospace Technology Magnet School. The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the SEP's is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 - for evaluation purposes. 2. The school shall employ a sufficient number of teacher assistants to insure that the serious teaching and learning objectives of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate educational credentials for further study and/or entry into college type programs. The only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for the SEP' s to work, demonstrate that they do not have either the capacity or interest for the required school work. 4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA). 5. The racial balance of the student body of the Aerospace Magnet School shall bear a reasonable relationship to the racial balance of the other high schools. It initially shall be sixty percent (60%) bl:ack and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 --  - job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7. All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all times provided their sch~ol work is first addressed to the level of their respective capacities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGE AMENDMENTS Page 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS 11 ) In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies of magnet schools and majority to minority transfers. The percentage of black students in North Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page 26 During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 --- Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the fall of 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biracial effort of their further work on this project.) Page 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of black students within fifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those rigures are comparable to the other senior high school enrollments. Page 29 (Last sentence on the page) Central High School has been successful in attracting white students from the Pulaski County and North Little Rock School 7 ' Districts. ---  - Page 32 (Supplement) Other standardized tests confirm the above disparities in test results between at least black and white students. The district is committed to fully addre~sing and remedying these disparities. To this end outcome objectives shall be formulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 36 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be effectively taught to all students so that they will meet the high school standards in the areas of Algebra, Physical Science and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Page 52 (New paragraph 2) 8 --  The planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the process. These unintentional omissions will be corrected forthwith and will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committe~ described in the next paragraph and shall otherwise be utilized to insure that this school meets its goals and expectations. Page 58 (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 ----  outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations for students' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this fact and shall work to insure that it, too, will be fully desegregated and integrated. Paga 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts from math and science such as velocity, vectors, and kinesthetics. Page 91 (new first paragraph) Student Education Plans (SEP' s) will be developed for all students. These SEP's will vary according to past student achievement. Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 106 (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insre summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it. Page 10a (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers for students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 --  - district expends, which is $2,165 on average at non-magnet, nonincentive schools. Page 116 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluatOr(s) will work closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Desegregation Monitor(ing). Page 146 (new paragraph three) 12 --- There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these colleges for college credit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit 11A\" as modified above, subject to the contingencies described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation of Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, subject to the following contingencies: 1. The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand 2. The Arkansas Aviation Historical Society must contribute 13 at least Four Million Five Hundred Thousand Dollars ($ 4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\". JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 sy,Qu,~ ~ , - WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 MIT L \u0026amp; ROACHELL, P.A. 1014 West Third :::n ~=:\u0026lt;~~l Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 ~ BY,~ Ch=~ JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY~Wh  -rl SO ORDERED THIS // - DAY OF FEBRl.lARY, 1991. fl  1 11 ~ ,r )1 / ' ( /,, // 44,, I . , ,0s:.  t/,, ' ,' Zi. A-- SUSAN WEBBER \\'ffi!GHT \u0026lt;.:, 1 1 - ) ' UNITED STATES DISTRICT JUCGE 14 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT V. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET A'L. , - KATHERINE KNIGHT, ET AL. PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCX SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School District receives approval of first-year funding of the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. -- The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying prem} se of Joshua is that students from higher socio-economic backgrounds, based upon past and present treatment by Littl e Rock School District, are being and will be well served by the district. The outcome expectations shall be measured . by objective, education related criteria. The results will be subject to further analysis by the Districtwide Biracial Committee and the Office of Desegregation Monitoring. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Desegregation Plans of the parties (\"the Settlement Plans\"). The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The school shall be planned, opened and hereafter operate on a fully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 The Aerospace Magnet School shall effectively be a joint venture between the school district and the Arkansas Aviation Historical Society in certain operational and financing respects. The school district, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities. The local aerospace community consists of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. it includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airport Commission and the following private aerospace technical business enterprises hereby make the commitments contained in the statement of support attached to this page and the reasonable inferences which flow therefrom regarding the level and duration of said support. A. Companies 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see attachment to this page) The Court shall be provided affidavits of support from representatives of the local aerospace community, not later than February 19, 1991. These affidavits of support will describe each 3 --  - Statement in Support of the Aerospace Education Center As exerntives of Little Rock's aviation industries and 1he Little Rock Airport Commission, we endorse and lend our commitment to the planned Aerospace Education Center, combining an Acrosp:ice Magner lligh Sc.:hool with the Arkansas Museum of Aviation History at Adams Field. The Aerospace Magnet High School will provide the edu\u0026lt;.:utionul base in math and science 1har our companies are looking for in new employees, making it possible for these students to pursue careers here in Central Arkansas in our companies as well as other high technology iir1us. Our companies are willing to provide adjunct faculty to both the high school and to 1he museum's t!ducationa.l Olltreach program, and will provide guest instrncrors, as needed, to enhunc.:e currkulum nfferings. In addition, we will sponsor and encourage our employees to panicipate in a mentor progrum, working with students who wish to specialize in specific areas of expertise. While we anticipate the school's graduates becoming a sourt:e of our permanent employees, we also plan to consider, whenever possible, opportunities for purt-time and :\nummer employment of studems in aviation-related jobs. We wholeheanedly endorse Governor Clinton's initiative to develop industry appremiceship programs, and pledge our cooperation to affect such a program in our industry here in Li1tle Rocle where it mny apply. We feel that apprenticeship programs in aviation-related skills, developed through what will be the excellent facilities of the Aerospace Education Center. could eventually become a significant source of skilled workers for our companies. Little Rock's Aerospace Magnet High School will provide new opportunities for disadvantaged 11nd minority srudents, many of whom would have few other opportunities to gain the requisite skills to enter aerospace or other technology careers. We pledge to recruit disadvantaged and minority graduates from the Aerospace Magnet High School, in conjllncrion with our companies' respective uffinnative action pluns. The aviation industries of Central Arkansas have enjoyed phenomenal srowth over the pust several years, offering economic benefits for not only our employees, but for the entire community. for this positive trend ro cominue, we must work together with our schools to provide the skilled people needed for our industry. Therefore, we offer our unqualified endorsement of the Aerospace Education Center and pledge the support of our respective companies to ensure its success. fi. Taylor Brown Senior Vice President Falcon Jet Corporation Senior Vice President and General Manager Midcoast Aviation - Little Rock James R. Rodgers Dennis D. Davis President Arkansas Modification Center ~~~~ President Central Flying Service -- company's present commitments and future voluntary efforts in the following areas: (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the Aerospace Magnet Technology School\n(c) year round mentoring and support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each of the business enterprises. In the event that it is necessary to modify these commitments, notice shall be provided to the parties and efforts will be made to continue the spirit of these commitments. EDUCATIONAL INITIATIVES 1. Student Education Plans (SEP's) shall be developed for each pupil who elects to attend the Aerospace Technology Magnet School. The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the SEP's is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 --- for evaluation purposes. 2. The school shall employ a sufficient number of teacher assistants to insure that the serious teaching and learning objectives of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate e~ucational credentials for further study and/or entry into college type programs. The only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for the SEP' s to work, demonstrate that they do not have either the capacity or interest for the required school work .  4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA). 5. The racial balance of the student body of the Aerospace Magnet School shall bear a reasonable relationship to the racial balance of the other high schools. It initially shall be sixty percent (60%) bl:\"ack and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 - job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7. All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all times provided their sch~ol work is first addressed to the level of their respective capacities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGE AMENDMENTS Page 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies of magnet schools and majority to minority transfers. The percentage of black students in North Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page 26 During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 --- Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the fall of 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biracial effort of their further work on this project.) Page 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of black students within fifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those -figures are comparable to the other senior high school enrollments. Page 29 (Last sentence on the page) Central High School has been successful in attracting white students from the Pulaski County and North Little Rock School 7 Districts. -- Page 32 (Supplement) Other standardized tests confirm the above disparities in test results between at least black and white students. The district is committed to fully addre~sing and remedying these disparities. To this end outcome objectives shall be formulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 36 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be effectively taught to all students so that they will meet the high school standards in the areas of Algebra, Physical Science and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Page 52 (New paragraph 2) 8 The planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the process. These unintentional omissions will be corrected forthwith and will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committee described in the next paragraph and shall otherwise be utilized to insure that this school meets its goals and expectations. Page 58 (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations for students' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this fact and shall work to insure that it, too, will be fully desegregated and integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts from math and science such as velocity, vectors, and kinesthetics. Page 91 (new first paragraph) Student Education Plans (SEP' s) will be developed for all students. These SEP' s will vary according to past student achievement. Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 106 (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to ins-re summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it. Page 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers for students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 district expends, which is $2,165 on average at non-magnet, nonincentive schools. Page 116 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluatOr(s) will work closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Desegregation Monitor(ing). Page 146 (new paragraph three) 12 --- There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these colleges for college credit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingencies described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation of Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, subject to the following contingencies: 1. The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand 2. The Arkansas Aviation Historical Society must contribute 13 -- at least Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace T~?hnology program described in Exhibit \"A\". JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 BY: Qu.9/utJ ~ WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 MIT L \u0026amp; ROACHELL, P.A. 1014 West Third :::cr::ti~~l Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 ~ BY:~ Ch=~ JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY~w~ -rl SO ORDEaill THIS J/ - DAY OF FEBRUARY, H91. I} . -vi,,,--, ,! ) 1 /\" ~ .' ,,,1122I ,.,, I I. , ~/ /) . 1./. , .. 1 -11,, 4-- suSAN WEBBER ~,'RIGHI' '---- 1 1  ) ' UNITED STATES DISI'RICT Jl]X\nE 14 TO: FROM: Little Rock School District February 1, 1991 The Office of Desegregation Monitoring ~Dr. Ruth Steele, Superintendent Ff.n 1 \\99i SUBJECT: Update on the Status of the Proposed Aerospace Technology Magnet The Little Rock School District has been in the process of discussions with several of the parties to the case during the past four days in order to arrive at agreement with regard to the proposed Aerospace Technology Magnet. The attached materials reflect the agreements made as of 8 a.m. this morning and are for your information. We will send you a copy of the final stipulation when it is forwarded to the Court. AS/laj Attachment 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION ~~...: -7 LITTLE ROCK SCHOOL DISTRICT v. / LR-C-82-856___,. PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL ... PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Tha undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in E:ichibit 11A11 to this stipulation as modified below to address the concerns expressed by the court and so:ne of the parties. The parties further stipulate and agree tta~ the L~ttla Rec~ School District Aerospace Technology Magnet School can only be constructed '3/f_ro/J e( f,,-d-ye.1.r f:.,,,cl.-~\n.:,f-and operated i! tha Little Rock School District receive\\ the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its ,\n, -fc.__, application, in ~ amount of Four Million Dollars ( $4, ooo, ooo. 00) /4r 1~P -13\n(d /e11d- N11- t\"1.- 1,,-J. \"and  if the Arkansas Aviation Historical Society contr1but0s 1 Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospaca Education Center which will house both the. Aerospace Technology MagnE\\,t School and the Aerospace Museum, I-'. 3 By agreement and stipulation of the parties, Exhibit 11A11 is modified as follows: v Page 19, (paragraph 2 after sentence 11 . add)  .The 1986 court approved plan provided the first intardistrict remedi~s in the Little Rock case, i.e., majority to minority transfers and interdistrict magnet schools. v Paga 23. (paragr.aph 1 delete #6) sibling preference which was part of the Tri-District Plan is not part of the settlement Plan and is therefore deleted from the grant proposal. v Page 2 6, (paragraph 1, sentence 2) The phrase 11under construction\" should be clarified to read that planning is underway !or the school. Ar chi t~ctural renderings and site analysis are in progress. ~\n\\ .,,.. Paga 27. ~Program objective II) Tha school's racial balance shall have a target ratio of 60% Black and 40% White with possible range of 65% Black and 351 White to 55% Black and 45% White, _ Page 29. The last sentence on the page should read: 11Central 's program has succeeded in attracting white students from the North Little Rock and Pulaski County School Districts. ,_,. Page 32. outcome objectives shall be formulated and implemented for students at all grade levels such that students will have tr.eir remedial and learning needs met prior to the 9th to 10th gre.da transition i.nto the aerospaca program. '-. . ,._ Page 3 6, (paragraph 1, sentence 5) The term II school standards\" refers to specific course work which shall be completed by students in the school. These courses include algebra, physical science, and earth science . .  Page 59. (paragraph 1, sentence 3) A program of teacher ._ daveloped incentives will be put into placa to assist with the motivation of students at the Aerospace Magnet.  Page 60, (paragraph 2, sentence 4) outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities r:or their students, and programmatic expectations for students' achievement, Special outreach efforts shall be made to parents of black and sooio-economically deprived students to introduce these patrons to the program, 2 J~I 3 1 ' 9 1 15 =2 1 Page 77. (paragraph 2, sentence 6) The theme and focus shall pQrmeate the entire program. Even courses such as physical education and physiology shall include concepts from ma th and science such as velocity, vectors, and kines\nthetics.  Page 91, (paragraph 1, sentence 2) Appropriate intenshre counseling will provide. assistance and direction to students to ensure that their potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Spacial efforts will be made to ensure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. ,..,.. Page 106. (paragraph 2 1 sentence 3) Tha District will work with the business community in general and specifically with the aarospace/aviation industry to ensure summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it . ....., Page 108, (paragraph 1, sentence 2) Adjunct.$taff will include mentors, role model,\n, and guest speakers !or students, Seminars will also be held to allow students to interact with minority and female individuals who have careers in sciQnca, math, and fields related to the Aerospace Magnet program. '-\" Page 111. (paragraph 2, sentence 4) The figure $278 which is included in the discussion of Magnet program costs refers to tha eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which ths district expends, which is $2165 on average at non-magnet, non-incentive schools, .........- Page 116. (paragraph 1, sentence 6) Success shall further be determined by analysis of statistics .related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender 3 P .---1 --.-.\n.r ~~ ~ .\n. . ---- - decreas8 in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivaient to the perc~ntage of black st.1,J~ents .. enrolled in the program Page 146. (paragraph 3 1 sentence 4) A collaborative effort shall also be pursued with the university of Arkansas at Pina Bluff, This 117 year-old institution has been a major educator of black students in the fields of higher education. The undersigned parties stipulate and agree that a modification of the Little Rock_ School District desegregation plan to include the Aerospace Technology Magnet School described in E:xhibi t 11A11 as modified above, subject to the contingencies described above, would compliment their settla~ent plans and advance the voluntary desegregation efforts contemplated by those plans. It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Tachnology Magnet School described in Exhibit 11A11 , as mcdif ied by this Stipulation and Consent order, contingQncias: subject to the following 1, The Little Rock School District must receiva the Magnet Schools Assistance Progratn grant, !or which Exhibit \"A\" is its ~h~  r application, in~ amount of Four Million Dollars ($4,000, ooo. 00) ,'llr fif/- 7 i,,.,,.J Jqt/3\nand - J,..., 2. Tha Arkansas Aviation Historical Society must contribute r /t,AS1  Four Million Fiva Hundred Thousand Dollars ($,4,SOO,OOO,OO) as its /\\ share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and 4 JAN 31 '91 15=22 F'.b the Aerospace Museum. I! either of these contingenciQ9 dOQS not _happen, the Little Rock School District will have no obligation t~ builq_tha school or 1mpla~ant t~e Aerospaca Technology program described in Exhibit II A\". JOHN WALKER, P,A, 1723 Broadway Littla Rock, AR 72206 BY\n___________ _ John Walker WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg, 200 Wast Capitol Little Rock, AR 72201 BY: ____________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P,A, 1014 West Third -. ., .. Little Rock, AR 72201 BY: ___________ _ Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg, 400 west capitol Littla Rock, AR 72201 BY:_-,-___________ _ Christopher Heller JACK, LYON \u0026amp; JONES., .. P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY: _____________ _ Stave Jones  .. IS SO ORDERED this _____ day of February, 1991, Susan Webber Wright United States District Judge 5 Knight Intervenor Concerns and Recommendations ,..-..,.._ ~ to the LRSD Aerospace. . /,  \\ ) Technology Magnet Grant Appllcatiop1 : } 1 . j   ' \\ ~-:  References to Teacher Compensation and Salaries (Pg. 5,9, 11) r------\n--~ -- /_) . =:i  I : I .J Knight Intervenor's Position - All compensation for teachers and support personnel including stipends for inservice, additional pay for extended days, or WQrk outside the contracted year should be allocated in accordance with existing contract agreements. Where contract provisions are inapplicable or new pay schemes are contemplated negotiations should occur with the Association to insure appropriate compensation for the employees involved. 1. 2. 3. 4. 5. Relevant provisions - PNA Article I Sec B, Sec D. I Sec E. Article II Sec A Article VII Article VIII Article IX Sec. A Relevant Provisions - ESP Agreement Article I Article III Sec I Article XII Article XIII '\\ References to staffing of teachers and support personnel in Aerospace Magnet. (Pgs. 52-53) Knight Intervenor's Position All  staffing of teachers and support peisonnel shall be done in accordance with the relevant provisions of the PNA and ESP Agreement. Relevant Provisions PNA \\ Article XV Article XVI Article XVII Article XVIII Relevant Provisions ESP Agreement Article XV ~~lection of teachers and support personnel to serve on Aerospace Magnet planning committees should be done in accordance with the relevant provisions of existing contract agreements. Relevant Provision PNA Article XXV Article XXVI Sec K Relevant Provisions ESP Agreement Article XIX \\ . l.'l\"t:.~~ . ,.,.,.,, .... -...-....... ,.,. ...\".....'. . ..'...\" , 1 .\".\" .,,. \"\"l llr, ..-. -~-  .,, ...... , ............... . 40 a.  4h.i... -..._ .,  11 .... , ......... - .... . ~ c ........ t ... . -  ,-.,n,   coc,c  w  ,A, ,., \" -..-.1ci.c 19.. oac ..   v \"\" 1111Ca  Cl. .iiA,.  A. ,-.a 'ltt\"\"   .11111  .,  ,.011111 . ...... ,.,., .... ,,.1,, ..... lllH, I , 1eM111 ll t, \"- i..A c ....n 'w .. ,  ,., ,.. . ..llto ... . 4 \u0026amp; ,.  , ..... . .J,   l .. i. l  ~\"-C.1111, .... , \"--'\u0026amp; \" -.~ ...o.... . ,. ..,,, ..,. A, -c  l6\u0026amp;Tdlt, -- ti, tt ttUac ... Ill ....... ,~. .. ,11111 o .........., .,. . u,. ... ft  w1rr. 1t1     At1  14\\HII, A 1e  ,,.,.\"\",. .,.._ .iaae11v  \"\"'\" ,.  .., .... . 11.l\u0026amp;Altf \u0026lt;4 A   .... . c\n...... ,  ,.,. --- ,._,., TOTAL NO, :r:ax:,..,y, zr.t\u0026gt;Jt~\u0026lt;)\ni  Ct.A.lilt A i,..-o.a,.1i, 0, IHCIM~N'e ~..aacc,,.flejS ATTOOICY AT 1,,_.W  \"\"\",. i.  ,uc\"c 1 ~ a1.1,~14 OO wc,a,- c.,.,.,01, 1,, l 'T1'1,,C oc:,c, ..,,-11.i,,\ne,1, 7iao1,i.-i or PAG!:S I 5 P.1 ...._..w..... .. ..~..c.........- .. ._,ta-.1aa Ill .  ,.,14 II  .. '\"\"'~  0a1c,.. ,  a1  \"  ... ,  II ,  \" 111,  \u0026amp;C'Wltll ~. ,  ..t.t .,~ ..1... ... .\"..IO ,.. t1ta.,  ,  a, ... . c .... v, .... .... ... ICII\"' \" _.41?1 41JII la. t.M C   1tt C.CUllitC\" ,.  ,I, ........ , .A, t , A --IY \"' ......... . \" ..... ,. c. , . 4111 , \" c-.\"*' c~c.-. .... . ..  ., .. . 1it 1 t4on  t..tcc JO Ctac, II ..... 01. -~ ....  111 4W'f li..fC111  1c1 c:, 4~- \"\"o  1111cc1 -'    C\"46f'9,  1c,c11t ,.o  - ., ... ca a,w ,e    ' \\..IC 41.,~ .. . 001 -,. . - ,., .. .. \"', .. .\".. .,. . ,,. .. '-\"- 1 ., ....... \" -ci:u.1c,  -   \\, , ., .. ..... ~.,. .. ., '-' .... ,, ......... . CAT!:: __ e_z._/ _f .,..../_tf_j _ _ IF 100 00 NOT R!C!IV!! ALL TX! PAGES Pt.!ASE CALL SACX ASAP ,01-37'-lOll TRANSMI'rI'ING n.ox: AO'rOMATIC ru il.APICOK 200  (501) 376-2147 AtJTOMATIC PAX RA.PICOK 200 - (501-3756369 T!I.:E!COPY OPD.A'l'OR: ____________________ _ L\n-z.\n~ a /\"\")o FOR. OF!'IC!: O'S! ONLY:--~--' ------~2=--~~=--- ( CLIENT N\"OMBER) ( MAT'l'!R N'CJMBD.} IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO, LR-C-82-866 PULASKI COUNTt SPECIAL SCHOOL DISTRICT NO. 1, ET AL, MRS, LORENE JOSHUA, ET Ali, KATHERINE KNIGHT, ~T AL, P. 2 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION .lND CONSENT ORDBR fUIOllDIHG LITTL! ROCI SCHOOL DISTRICT ABBQSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns e~pressed 'by the Court and some of the parties. The parties turther stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School District receives approval of first-year funding o! the Magnet Schools Assistance Program grant, for which Exhibit 11A11 is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93: and if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,S00,ooo.oo) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. P. 3 The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specifie outcome expectations that blaek youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying premise of Joshua is that student from higher socio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by the district. The outcome expectations shall be measured by objective, education related criteria. The results will be subject to further analysis by the District-wide Bi-racial Committee and the Office of the Monitor. The Aerospace Teehnology Magnet School is being integrated into and angrafted upon the settlement Desegregation Plans of the parties {\"the Settlement Plans11 ). The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The sehool shall be planned, opened and hereafter operate on a fully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 I FEB 01 '91 14=24 P.4 The Aerospace Magnet School shall effectively be a joint venture between the school district and the local community's aerospace industry in certain operational and financing respects. The school district, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities, The loeal . aerospace community referre~ to herein consists of those aerospace .technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airport commission and the following private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the commitments shall become, with elaboration, contractual Colllll\\itments between these parties and the school district to whieh affected pupils become third party beneficiaries. A. Companies 1, Central Flying service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation s. Air Transport International 6. Little Rook Regional Airport B, General Commitment (see statement attached to this page) 3 FEB 01 '91 14 :25 P. 5 The Court shall be provided affidavits of support, with the promised elaboration set out above, not later than February 19, 1991. These elaborations will commit to (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the , Aerospace Magnet Technology School\n(c) year round mentoring and , - support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each of the business enterprises. These commitments will be permanent and binding upon these employers or enterprises as well as their successors. EDUCATIONAL INITIATIVES 1, Student Education Plans (SEP's) shall be developed tor each pupil who elects to attend the Aerospace Technology Magnt School, The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed'' into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective ot the S'EP 1s is to allow the progress of each pupil to be ~easured periodically. It will also assist in determining individual teacher performance 4 FEB 01 '91 1~ =25 P . 6 for evaluation purposes. 2, The school shall employ a fsufficient number of teaeher assistants to insure that the serious teaching and learning objectivas of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time  and with appropriate educational credentials for further study , - and/ or entry into college type programs, Th only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for th 6EP 1 s to work, demonstrate that they do not . have either the capacity or interest tor the required school work, 4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA). s. The racial balance of the student body of the Aerospace ' Magnet School shall bear a reasonable relationship to the raeial ) balance of the other high schools. It initially shall be sixty percent (60%) black and forty percent (40%) white, The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 rEB 81 ' '31 1-1: 26 P.7 job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7, All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all  times provided their school work is first addressed to the level o:f their respective capacities and is otherwise acceptable, By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGI AMENDMENTS 'Paqe 19 (Substitute :first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Federal District court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict re~edies of magnet schools and majority to minority transfers. The percentage of black students in North Little Rook is approximately forty-six (46) and in Pulaski County is approximately thirty (30) . Page at During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in southwest 6 P.8 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the tall ot 1992 or aeon thereafter. (As a footnote, the architeets who are working on these plans have conuni tted to make a biracial effort of their turther work on this project.) Paqe 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item i~ (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. Th racial balance of the school shall be a range of black students within tifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those figures are comparable to the other senior high school enrollments. Page 2t (Last sentence on the page) Central High School has been successful in attracting white stuclents !rom the Pulaski County and North Little Rock School 7 FEB 01 '91 14 =27 Districts. Page 32 (Supplement) P.9 Other standardized tests confirm the above disparities in teat rsults between at least black and white students. The dietrict is committed to fully addressing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace progra~. If those are not met, howevr, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Paga 3f {substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be effectively taught to all students so that they will meet the high aehool standards in the areas of Algebra, Physical Science and Earth Science. lJ The District will provide\\ peoial support to underachieving pupils in order that those students may be equally auoeeGstul in their classwork as the more advanced pupils. Paqa 52 {Nw paragraph 2) 8 F-EB 01 '91 14=28 P.10 Th planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the ~~oeess, These unintentional omissions will be corrected forthwith and will not be repeated. The lHracial Committee and Joshua shall be fully represented in the Magnet  School Planning Committee described in the next paragraph and shall , - otherwise be utilized to insure that this aehool meets its goals and expectations. Paqe 58 (a new last sentenee on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Paqe 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 II I FEB 01 '91 1~=28 P. 11 Outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations tor students achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. ) I' __!i 7 0 (new last paragraph) The foregoing staft is disproportionately white. The district is sensitive to this tact and shall work to insure that it, too, will be fully desegregated and integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts t'rom math and science such as velocity, vectors, and kinesthetics. Page tl. (new first paragraph) student Education Plans (SEP I s) will be developed for all students. achievement. These SEP's will vary according to past student Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 FEB 01 '91 1~ =29 P. 12 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 10, {last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summer jobs, part-time employment, mentorships, appranticeships, and employment after graduation for those students who seek it. Paqe 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers tor students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is ineluded in the diseussion of Magnet program costs refers to the eventual east of Magnet component only and is to be considered in addition to the per pupil cost which the 11 FEB 01 '91 14 :30 P. 13 district expenda, which is $2,165 on average at non-magnet, nonineentive schools. Paqe 111 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation indu$try by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace teehnolo9y by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Paqa 119 (final paragraph) The avaluator(s) will work closely with the sehool staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Oasegregation Monitor(ing). Page 1,, (new paragraph three) 12 FEB 01 '91 1~:30 P.14 There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluft. Arrangements will be  ought with these colleges for college eredit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the _magnet graduates with educational career planning. The undersigned partie stipulate and agree that a modification ot the Little Rock Sehool District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingencie described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation ot Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District' desegregation pl~n is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, subject to the following contingencies: l, The Little Rock School Oistrict must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" ia its application, in a total amount ot Four Million Dollars ($4,0oo,ooo.oo) tor 1991-92 and 1993: and 2. The Arkansas Aviation Historical Society must contribute 13 FEB 01 ' 91 14=31 P. 15 at Four Million Five Hundred Thousand Dollars ($ 4 1 500,000,00) as its share ot the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\", JOHN WALKER, P,A, 1723 Broadway Little Rock, AR 72206 BY,W.~ tohnWalker WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthan Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: ___________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 .J\\: _ ..(LL_ Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First commercial Bldg. 400 West capitol Little Rock, AR 72201 BY:_~------------ Christopher Heller JACK, LYON \u0026amp; JONES, P,A, 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 7220l BY: _____________ _ Steve Jones SO ORDERED THIS r:AY OF F'EBRtJ1I.RY, 1,91, SUS.?\\N WEBBER WRIGH!' UNITED STATES DISTRICT JtlOOE 14 .1..'.l'.f.~ ~i.. ,., ... ,, .... ,._, \", ... .,., .. ... llr.r.h   ..,\".\"\" .. .._  I. 11111, \" .... ,ii .... ,,. ........ . . ., ... i ....... . ..iac 11. ,,._.,. - ....... s~  h411 ll. ...... c ........... -.   .., ......... ,-..T? . u11,  w111  -.Al, \" \" .... ,c .. c ...... oac.A  v14. \"'\" ~.6t11la ti, Cit .... , A, ,.a .. 1rtCeCT\"', A 41 ..... .,  ,.o ....... _,.., ..... ,,111, ...... -t.11. ...... 1111  111, ...... ... ,.  .,. ... w .,._ ... c1111.,1 .. ,  ,  .,1,. ..   4 , ............... . ..i. 11111 1.,1  .... ~co . .,,.., IIIClll\u0026amp;GIT -. e:A'f\\4.,..,, -.,11. C  t.a\u0026amp;Tdlf, A4,   ua  -. 4 ..... 111 'W11i,1 f .8TIJt  ._.._ ..i....f.'I.. ... ..w. r. u, .,.,. , ........ ttu:,.  ,_.,,\\.~UI, .,.._ -'Ga\u0026amp;II I, 1111\\,1  1\", ,JIii.,. A A, 11.,u.\" ......... ,., ... . \u0026lt;\n ,., ............... 111,..,, TO: TOTAL NO. J''.al:~T, X:t.0,:\u0026amp;.\u0026amp;!)\u0026lt;)\n\"?  Ct.A.Jl:I'. .. --~ e, IHGMca..w.., Noia ~...aaicc.,.ncoa AT,-QfllNll:YS AT' -.i.w  ,, ... T ,\nCl'CIAI. aw,~, ....  wUT e.uITOI, 1,!'1''1'1,11: 11/:IC:~, .\u0026amp;1111.t.HSAS 7llll01iea Tci..io, lc:Jhl7=u ,..,,. He, 10hJ7at7 or PAGZS I 5 CAT!: __2-_ /_f...,./_1-_.,/ __ P.1 ...\"\" ........... ,., .... . , ... o\" ,. -1.   .. ..........   1111 111,  .._ .,.. . 0\u0026amp;4,    4C\\. a, 40 .. 11 o-   ..  ... , .... (IClo Ill,  1111141.1_1,1,,. -  ,.. 1a tr.i..   ..  . , c\"-1 ,. '\" 1111 t ~~._._,,. J, ..... ICllff 1', ~,..,._.,,. ,\n1.1111 ......... , Ill , \"\"\"* cc ..... .. \" l#t' I , 11..llllo, o1A, ., ......... i. ,i1, liiCI  ... ...... c:  , .... . .-... ..\"..\".'.\\...C..t. .o. ,.c  ... - ...... ,.,,, , ......... \"\"~1 ..1.0.. ., ._,i ......c... . ,. -.G1o.~ ~l.iilT 1Jo1'0.11 .... , cl C', t,.. \u0026amp; -o . -.cc 4, au:,. .. ,., 1c ..  ,.01,. ,ac O-\"'  ..,,..,a ..... ~ ........ 11110041 -- .. \". . 1i1u-. ~ ... ~- .,.,,.,,.. tti. .. 1i.ec~c:ac, , .. Wlli.~141111 \\, , r .. ,.\\.,,.. ti. t~\"\"' ...... . Ir 100 CO NO'? R!C!IVl! AI.I. n!l PAG?S  n.nsE Cll.t SAC:X AS\u0026gt;.P ,01-37'-lOll 'I':U.NSM!TI'L'fG noM: AC't'OMATIC ru R.APICOM 200  (SOl) 376-2147 ACTOMATIC PAX RllIC:OK 200 'I'%I.ECOPY OPD.ATOR: ____________________ _ L I -z_\n~ O I\") 0 FOR. OF'!'IC! OSi! ONI.t: __. ...\n.. _, _ _________: t.....__=-~~--- ( Cl.I!NT Ni..\"M.B E:R l ( MATTER Nt.T?GD.) FEB 81 '91 lJ:23 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. l, ET AL. MRS. LORENE JOSHUA, ET A.:f.-. KATHERINE KNIGHT, ET AL. P.2 PLAINTIFF DEFENDANTS INTERVENOM INTERVENORS STIPULATION .lND CONSENT ORD!~ R!GllDING LITTLZ ROCI SCHOOL DISTRICT AERQSPACE TECHNOLOGY MAGNJIT SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be a~ended to include an Aerospace Technology Magnt School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed l:iy the Court and some of the parties. The parties turthar stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated if the Little Rock School Oistrict receives approval of first-year funding of the Magnet Schools Assistance Program grant, for which E)l!hibit 11A11 is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,!500,ooo.oo) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. FEB 01 '91 1~: 23 P ... , , .\n, The purpose of this stipulation between the Joshua Intervanors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well s~rved in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. Th underlying premise of Joshua is that student from higher soeio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by tha district, The outcome expectations shall be measured by objective, education related criteria, The results will be subject to further analysis by the District-wide Bi-racial Committee and the Office of the Monitor. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Ogregation Plans ot the parties (\"the Settlement Plans\"), The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. The school shall be planned, opened and hereafter operate on a tully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long aa state law does not diminish the remedial and desegregation objectives of the Settlamcn~ Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 Paq sa (a new last sentance on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental asaistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Pag 59 (supplementary language) A program of teach~r develop\u0026amp;d incentives will be put into place to assist with the motivation of studants at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities for th$ir students, and programmatic expectations tor studonta' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this !act and shall work to insure that it, too, will be fully desegrogated and integrated. Page ?7 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology s~all include concepts !rorn math and science such as veloci_ty, vectors, and kinesthetics, Page 91 (new first paragraph) student Education Plans (SEP I s) will be developd for all students. These SEP I s will vary according to achievement. Appropriate intensive counseling assistance and direction to students to insure past student will provide that their potentialities are devaloped to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 10\u0026amp; ~- ( last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summ$r jo~s, part-time employment, rnentorships, appr~nticeships, and employment after graduation for those students who seek it. Pe.ge 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers for students. seminars will also be held to allow students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Paqe 11~ (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation indu$try by race and gender - number of program graduates entering post-secondary education especially fields related to math, science, and aerospace t~chnology by race and gender - decrease in dropout rate as compared to other high schools such that the number of black studonts in the graduating class will be equivalent to the percentage of black students enrolled in the program , ,' Page 119 (final paragraph) The avaluator(s) will ~ark closely with the school staff and be both sensitiV8 and responsive to inquiries raised by th Joshua Intervanors, the district and/or school biraeial committae(s) and the Office o! Desegregation Monitor(ing). Pag 1-te (new paragraph three) There shall bie a collaborative effort betwoen the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these colleges for college credit to be given for ortain work completed at the Aarospaca Magnt School and for th institutions to assist the _magnet graduates with edq9ational career planning. 5. The racial balance of the student body cf Magnet School shall bear a reasonable relationship to th racial balance of the ether high schools. It initially shall be sixty percent (60%) black and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage cf black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff oy aggressive recruitment and by financial support for teacher aides who commit to ootain college training while on the 5 FEB 01 '91 1~ :25 P .6 for evaluation purposas. 2. The school shall employ a sufficient number ct teacher assistants to insure that the serious teaching and learning objectiVQS of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time  and with appropriata educational credentials fo:r further study ... - and/or entry into college type programs. Th only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired fer th $EP 1 s to \\tlork, demonstrate that they do not . have either the capacity or interest for the required school work. PAGE AMENQMENTS 'Page 19 ( Substitute ! irst paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Fedaral District court approved an interdistrict plan of d8sagregation betWQGn the Little Rook, North Little Rock and Fulaski County School Districts. That plan provided interdistrict remedies o! magnQt schools and majority to minority tr~nsfera, The percentage of black students in North Little Rock is approximately forty-six (46) and in Pulaski County is appro~imataly thirty (30). Page 32 (Supplement) Other standardizgd tests confirm the above disparities in test results between at least black and whit students. The district is  committad to fully addres~ing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented for students at all grade levels. In this way, students may be expected to~have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program, If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. i 11 The Little Rock Airport commission and the following private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the commitments shall become, with elaboration, contractual Commitments between these parties and the school district to which affected pupils become third party beneficiaries. A. Companies 1. Central Flying service 2. Falcon Jet Corporation 3 . Arkansas Modification Center 4 . Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see statement attached to this paga) 3 FEB 01 '91 1~=25 P.5 The Court shall be provided affidavits of support, with the promised elaboration set out above, not later than February 19, 1991. These elaborations will commit to (a) specific employment, hiring and promotion commi trnents for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the -Aerospace Magnet Technology School\n(c) year round mentoring and , - support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprenticeship programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (f) broad based racial and gender representation on appropriate advisory and governing boards of each ot the business enterprises. These commitmnts will be permanent and binding upon these employers or enterprises as well as their successors. EOUCATION~L INITIATIVES 1. Student Education Plans (SEP's) shall be developed for each pupil who elects to attend the Aerospace Technology Magnet School. The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required in order to promot remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the S'EP 1s is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 FEB 01 ' 91 l J: 26 P.7 job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7, All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all  times provided their school work is !irst addressed to the level ot their respective capacities and is otherwise acceptable, By agreement and stipulation of the parties, Exhibit A\" is modified as follows: PAGJ AMENDMENTS 'Paga 1, (Substitute first parag:-aph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS 11 ) In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies o! magnet schools and majority to minority transfers, The percentage ot black students in North Little Rock is approximately forty-six (46) and in Pulaski County is appro~imately thirty (30). Page 20 During the period of construction o! the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 P.8 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the tall ot 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biraeial effort of their turther work on this project.) Paqe 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted, Page 27 Program Objective II (substituted) The Oistrict plan to open the Aerospace Technology Magnet School a~ Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of black students within fifty-five to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those figures are comparable to the other senior high school enrollments, Page 29 (Last sentence on th page) Central High School has been successful in attraeting white students !rom the Pulaski County and North Little Rock School 7 FEB 01 ''31 1_.:27 Districts. Page 32 (Supplement) P.'3 Other standardized tests confirm the above disparities in test rsults between at least black and white atudents. The district is  committed to fully addres~ing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented tor students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 31 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those kills will be effectively taught to all students so that they will meet the high aehool standards in the areas of Algebra, Physical Scienee and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Paqe 52 (NQW paragraph 2) 8 i : , FEE 01 '91 lJ :28 P. 10 Th planning process was not successful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Cornmitte\u0026amp; in the ~~oeess. These unintentional omi5sions will be corrected forthwith and will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committee 'described in the next paragraph and shall ~- otherwise be utilized to insure that this school meets its goals and expectations. Paga SI (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement, This is intended to supplement the opportunities students have for maximizing their abilities within the school, Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation ot students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 P.11 Outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities for their students, and prograltll'llatic expectations tor students' achievement. Special outreach efforts shall be made to parents of black and socio-eeonomieally deprived students to introduce these patrons to the program. Page 10 (new last paragraph) The foregoing staft is disproportionately white, The district is sensitive to this tact and shall work to insure that it, too, will be fully desegrgated and integrated, Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts !rom math and science such as velocity, vectors, and kinesthetics. Page tl (new first paragraph) student Education Plans (SEP I s) will be developed for all students. These SEP' s will vary according to achievement. Appropriate intensive counseling assistance and direction to students to insure 10 past student will provide that their FEB Gl '91 !J:29 P.12 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 101 , - (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summr jobs, part-time employment, mentorships, apprQnticeships, and employment attar graduation for those students who seek it. Pcqe 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers tor students, seminars will also be held to allow students to interact with minority and female individuals who have careers in science, rnath, and fields related to the Aerospace Magnet program, Page lll (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 FEB 01 '91 14:30 P.13 district expends, which is $2,1gs on average at non-magnet, nonincentive schools. Page 111 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation indu$try by race and gender number cf program graduates entering post-secondary education especially fields related to math, science, and aerospace technoloqy by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluator(s) will work closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervanors, the district and/or school biracial conunittee(s) and the Office ot Cesegregation Monitor(ing). Page 1.u (new paragraph three) 12 P. 14 There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluft. Arrangements will be sought with these colleges for college credit to l:\u0026gt; given for certain work completed at the Aerospace Magnet School and for the institutions to assist the _magnet graduates with edqcational career planning. The undersigned pirties stipulate and agree that a modification of the Little Rock School District desegregation plan to inclucle the Aerospace Technology Magnet School described in Exhibit 11A11 as modified above, subject to the contingencie described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might he.ve a negative impact upon the further desegregation ot Fuller Jr, High and Mills High School. It is therefore ordered that the Little Rock School District 1  desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit \"A\", as moditied by this Stipulation and Consent Order, subject to the following contingencies: l, The Little Rock School Cistrict must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount ot Four Million Dollars ($4,0oo,ooo.oo) tor 1991-92 and 1993\nand 2, The Arkansas Aviation Historical Society must contribute 1.3 FEB 01 '91 1~ : 31 P.15 at least Four Million Five Hundred Thousand Dollars ($ 4,500,000,00) aa its share 0t the construction costs of the Aerospace Education Canter which will house both the Aerospace Technology Magnet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\", JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthan Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: ___________ _ Sam Jones MITCHELL ROACH!LL, P.A. 1014 West Third Little Rock, AR 72201 BY:n , _ _,..,Cl..A__ Richard Roachell FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First commercial Bldg. 400 West Capitol Little Rock, AR 72201 BY=-~--~---:~----- Christopher Heller JACK, LYON \u0026amp; JONES, P,A. 3400 Capitol Towers Capitol \u0026amp; !roadway Little Rock, AR 72201 BY: _____________ _ Steve Jones so ORDERED THIS ~ OF FEB..~, 1!'91. SUS.ZI.J.'J WEEBER WRIGHT UNITED S\"'..ATES DISTRICI' ..ru::x\nE 14 FEB QJ '91 10 :53 I.''/.:!':. .... ,.,.._., a  ,..,,,: 1., ... , \u0026amp;4 .,,-., .... '\"\" .... .,  C. . 481, - .... ......... .  .,.  ,. . , ........ .u, ..... . C GI, IC\\r. A A.  ci.  ,- ... .1011111,t .......... \"' ., . ,w,..,. ... , ,. .. . \"cac,c a, w ...     , , 11U1r:1r.    ac t . Davia, .... .,, . ...... c.a. .c.. .'.C.l..... .,.1. . ........ ... .ie1111111 'r ..... ,. ... , .. ..._,aa1111, .,,. , , ..... .  .., .... ......... 11 1, .... . ,~\"' w .,._ ., .. .-.. 1,1 .1 .. .11.1 1..a.l.T'.,. J ,. .. , .. .-A.., -.J , ,-. 11 - .,. .i , ..,.. ..- ...,,. ......... .. ll4e1h1 ._ CAf\\.111 ... ,  ._ ~., ta llllt, 1aTCU11 a..._ ,1, - ui1,ec1t1it :u t. 111, 14111 .... , Wl 1tl.Jiill- ,- tAAfflll, \u0026amp; ~ t.tc  wa. u, -,.,. '\"c: c. acs.e\"'t.., -- a .. .. JO  CJIIII , 11111'-fl'i ..... A ... ,a...,, .... ........ ... , C:111 11,0 ............. ,_. Jl't1D4T, ZI.~lR.lt:tlG\u0026amp; 6 Cl:..a.ll.Z A J-a.o,::,, ,,.-,-... NIO ~-.-.~ ..,,.,.,,-.,,. . .,. .... ,. ...... 0 Dtn-  \"  ,. CCt4'- av1-..a1N GO CIT c..oTOI. 1. I TTI.C .IIOC~ , .t,Jt11 ... ,.1Aa 1110 tl~ 'l'11.v\"1 10i.J,t,\u0026amp;C11 ,3 7 ,_ 0 I O 0 :5 A )vt J tJ N e: .. s - 37 Y -- ,-, L/-7 3 7 L'5 - I O ?.... -7 3 -75,- I q4 0 ._51E U E ( J O I\\)~ - R , P..o Fl CfJ c:. l.( P. 1 _..., ...\". .,... ...... ,. ,. 11. .... , ...... . ... \\, .. . .. \"'  .  , , .. . . 111, . 6, 111 4 ,   Ill , . ,... ....... 4 ....... ...  .., .. .. ,  i. .... ... . ...... ,  C'- 1t   \"'ci.1., . ..    CltT9C t 1 1,,i,. - 11  c,.\\,.,  .J, 1ri,.,  ..,, \u0026lt;I , \"-A#C4\"1A .. 1. .._ i.ac .111., .I.A..t \\,t . c.e..-...c.. ... .   1i.111 . ..... ,. ...  o-~ -'AM la I , leMJI.,    4Ji1o1t,A\\ 11 ac,.c o, \"  I  a. , 1. I CI\"' f ~It, .. ..,  ,  .,.. Ci.\".,. i1r11100'-  \"  c 4\\iil? .... ,o. 4'601 ~ t41 C. A,,t,o C 'OMI - 'lfllt J, ._ ,  ,..,._  CltJIII f OJII I A e 11111 ~ o . .,. ,,~o .. .,c,,.c,, ... oc -... ..-.. ~ .., . '\" .. , ... J , .... ,,. ... W n ,.1,, 1   C-.iiea, \" ,    ti.. i..r.- L. 'C TEI.EC::OPY TO FOLLOWING NO: ____ ....._ _____________ ....... , ....... . Wt 1i,.1,1 ~\"MO,., .-.  1'Hl: -~-~1/ ~ ~ ~':.~~~~~ TOTAL NO. or PAG!S 3 TBIS lli'10RMA1'ION SHE!\"l' Pt.OS - PAGES OAT!: =!Fe 2,,-\u0026lt;-{-q I TIM!: IF 'iOtr DO NO'r UCZIVE ALL TH? PAGES - PUA.SE CALI,, 8Aa ASAP SOl-37f-20ll 'I'RANSMIT'rING ntOl(\n(JILllSl CI~CU.: ONI!) ACTOMATIC FAX :RAPIC0M 200  (!Ol) 3762147 AOTOMATIC PAX RAPICOK 200 - (!Ol-37f-~369 T!I.ECOPY OPERATOR: ____________________ _ roa OFFICE O'SE ON!.Y !--~~:\":\"'.:\"\"~~=------:-'.~~=-7=:::~::::-\n---- ( Cl.I ENT NTJlG ER) ( MATTU NtJMlS D) P.2 l\",12 Th Aeroepaoe Magnet Sch0ol dhlilll ettectively be a joint venture betwn the school diatriot and. th Arkana Aviati0n Historical soeiety in certain ~perational and tinanoing respects. The school distri~t, however, hall have tull and tinal uthority tor all cleeiaiona and conduct of the aeho01 including ~ut not limit~ to its tatt, studenta, program. and activities. The looal aerospace eo1'11Jl\\unity consists ot those aerospace technical ~usineas enterpri which are located around the Little Rock Regional Airport. It includes the tittle Rook Airport COJlmlisaion, a public nterpr1se, which operates the Little Rock Regional Airport. Th Littl Rock Airport Commia  ion and the following private aeroapao technical businee entet\"Prises herel:ir make the commitmnts contained in the atatement of support attached to this pag#d the reaonabl inference which tlow threfrom regarding the lvel and duration of aaid support. A. Companies 1. Central Flying Service 2. Falcon Jt Corporation 3. Arkan Moditic:ation Center 4. Midooa t Aviation s. Air Tranaport International ~. Little Rock Regicnal Airport B. Genetel Commitment ( attachment to this Pge) The Court shall ba provided affidavit ct aupport from repreeentativea of the local aeropaca ooimnunity, not later than February 19, 19il. Th attidavits ot aupport will deaorib each 3 FEB 04 '91 10 : 5._i P .3 G2104/!HI 10119 FROM JOHN W, WA K~R l\",A, TO ,,noRY FIRM P,03 company's present c~mmitments and future voluntary ettorts in th following ara 1 (a) specific emploY'Jllant, hiring an~ promotion commitmnts for each ct the employers and a~tect all futuro employment opportunities, (b) suuer training and ~plQyment opportuniti for the ~laek pupil who will attend the Aerospace Magnet. Technology Sohool 7 (o) year ro-und mentoring and support prog~ame for black pupil at the eohoolr (d) preferential consideration upon graduation for training or apprentichip programs and employment within th anterpri, (e) ereation of racially inclusive, nondiscriminatory work environment\nand (t) ~road based racial and\nender reprnt~tion on approp~iate advisory and governing ~oard ot each of the busin entrpriaes. In th avent that it is neciessary to modity theae oonunitments, notice ahall be ~rovided to the partiea and efforts will be made to continue the spirit of theae collll!litmenta. ~UCATlONAw INIT?ATIVZS 1. student Education Plan (SEP's) shall be develo~ed tor each pupil who elects to attend th Aerospace TechncloiY Magnet School, The plan shall be developed and then implemented in sudh a t,tay aa to insure that all pui:,ils therein hall be \"mainatreamad\" intc regul1r classes. It additionl, out ot olasa work i  required in order to promote rmdiation to pupils to meet classroom work, th district shall otter it a needd at district expen either atter school or on Saturday. A principal objective of th SEP's is to allow the progress of each pupil to be l'!lea11ured periodically.  Ddqtm,iJ111J_5:1t:- tN01v'1Dl)A./ -to-...ch~e hf_J::-,:.f,,...A.i:)e~ /} 0-10-C,1 fl~~: (J') .. )r= J,,_ / .. r wori oJ w-:J~ .A.,,J l~l.J- )lJ we..~ ){. j,=r- .fi~ L._,) .,M) C ,._, ,A.-.J J 7/D)._ J)r' L --\"ti r L'-.! ~ JJ, ./)1~r... dl,., /o= l.vo--V. j),. /,.,,,J /J,.lc!, f }_,.,) )L L LJJ --4 r,._ _,uo.,,I L \u0026lt;'N,\n. ,,Vl\u0026gt; L\\  ~ \\, lit tL 2,/J /) {, .,MJ ,,.J... _,m.4? .A',\u0026lt;),?._\n..} .l~JL.,(. ~,-) \n,_ ,...,....,k . )) l,o JL.) ,J\u0026lt;., p,.. ~ dL 1J 1-Ll fJ cc= )J l.11 7,, ... /)!Ort., L) .,.,)/ /Lr ,Ye~ .J_,\u0026lt;.,J . A--4.,,., - )~J. - ~ /JJ. fl,AJ,,....,,\n), oJ t,,vi,.,.,,,,,.,J ).\n_ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 RESOLUTION NO. 8,488 A RESOLUTION ENDORSING THE AEROSPACE EDUCATION CENTER FOR ITS CREATION OF THIS COOPERATIVE VENTURE FOR THE BETI'ERMENT OF OUR COMMUNITY. WHEREAS, the Arkansas Aviation Historical aviation industries of our state, the Little Commission, and the Little Rock School District Society, the Rock Airport have joined hands to create the Aerospace Education Center, a unique institution which will combine an Aerospace Technology Magnet High School with the Arkansas Museum of Aviatio\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1001","title":"Aerospace Technology Magnet School, Ruth Steele, correspondence","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":null,"dc_date":["1990/1991"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Finance","Aviation Education Programs (U.S.)","Magnet schools","School administrators"],"dcterms_title":["Aerospace Technology Magnet School, Ruth Steele, correspondence"],"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/1001"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["correspondence"],"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\nCorrespondence to and from Ruth Steele, Little Rock School District superintendent\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock School District February 12, 1990 Hr. James Rodgers, Hanager Little Rock Municipal Airport #1 Airport Drive Little Rock, AR 72202 Dear Hr. Rodgers: As you know, the Tri-District Desegregation Plan submitted by Metropolitan Supervisor Eugene T. Reville calls for an interdistrict Aerospace/Technology and Pre-Engineering Hagnet School. The implementation schedule for the Plan states that this magnet school will be opened at the beginning of the 1991-92 school year . Three members of my Senior Management Team and I met with members of the Arkansas Aviation Historical Society in January for a presentation of an overview of the planning and development progress of the proposed aviation museum. We recognize the many benefits that would result from a collaborative effort to locate the Aerospace/Technology and Pre-Engineering Hagnet School on the same site as the Arkansas Huseum of Aviation History. It is also agreed that maximum potential for educational opportunities could be gained by having this joint venture located at the Little Rock Airport. So that we might proceed with discussions and planning, I respectfully request that the Airport Commission designate certain sites on the Airport property to be used for the Museum/Magnet School. According to Arkansas Department of Education guidelines, approximately 20 to 30 acres is the recommended land size for the secondary school site. I realize that land space is at a premium, and that it will be difficult to allocate that much land for the proposed Museum/Magnet School. Thus, the planning committee will emphasize the use of shared facilities (such as libraries, parking areas, and display areas) to optimize space utilization. Long-range projections indicate that the secondary school (grades 7-12) under consideration may eventually accommodate up to 900 students. We are in the process of forming a Little Rock School District Committee to continue discussions on the feasibility and plans for a Huseum/Hagnet School. I believe it would be beneficial to this process if a member of the 810 West Markham Street  Little Rock. Arkansas 72201  (501).374-.3.361 . I Airport Commission - and possibly a member of your staff - could serve on this committee. Accordingly, I request that you select such person(s) and advise me of your choices so that we might proceed as recommended by Hr. Reville. I look forward to working with you and the Airport Commission as we continue in our efforts to implement a successful desegregation plan for the school districts in Pulaski County. RSS:nr cc: Ms. Sharon Priest Sincerely, Ruths. Steele Superintendent .... .. -.-.-.-. ..---.-.'...-=:-.-.:-:- -:-:- -.-:-.-: . ..:. :-:-.-:-:-\u0026lt; Little Rock School District February 12, 1990 Hr. James Rodgers, Manager Little Rock Municipal Airport #1 Airport Drive Little Rock, AR 72202 Dear Hr. Rodgers: As you know, the Tri-District Desegregation Plan submitted by Metropolitan Supervisor Eugene T. Reville calls for an interdistrict Aerospace/Technology and Pre-Engineering Magnet School. The implementation schedule for the Plan states that this magnet school will be opened at the beginning of the 1991-92 school year. Three members of my Senior Management Team and I met with members of the Arkansas Aviation Historical Society in January for a presentation of an overview of the planning and development progress of the proposed aviation museum. We recognize the many benefits that would result from a collaborative effort to locate the Aerospace/Technology and Pre-Engineering Magnet School on the same site as the Arkansas Museum of Aviation History. It is also agreed that maximum potential for educational opportunities could be gained by having this joint venture located at the Little Rock Airport. So that we might proceed with discussions and planning, I respectfully request that the Airport Commission designate certain sites on the Airport property to be used for the Museum/Magnet School. According to Arkansas Department of Education guidelines, approximately 20 to 30 acres is the recommended land size for the secondary school site. I realize that land space is at a premium, and that it will be difficult to allocate that much land for the proposed Museum/Magnet School. Thus, the planning committee will emphasize the use of shared facilities (such as libraries, parking areas, and display areas) to optimize space utilization. Long-range projections indicate that the secondary school (grades 7-12) under consideration may eventually accommodate up to 900 students. We are in the process of forming a Little Rock School District Committee to continue discussions on the feasibility and plans for a Huseum/Hagnet School. I believe it would be beneficial to this process if a member of the 810 West Markham Street  Little Rock. Arkansas 72201  (501)374-3361 Airport Commission - and possibly a member of your staff - could serve on this committee. Accordingly, I request that you select such person(s) and advise me of . your choices so that we might proceed as recommended by Hr. Reville. I look forward to working with you and the Airport Commission as we continue in our efforts to implement a successful desegregation plan for the school districts in Pulaski County. RSS:nr cc: Hs. Sharon Priest Sincerely, Ruth S. Steele Superintendent u ?, ,. ___ IY77 ( WHEREAS, WHEREAS, WHEREAS, WHEREAS, R E S O L U T I O N the Little Rock School District acknowledges that it is important for public educational institutions to join in partnerships with local industries to improve the educational opportunities for our youth. The beneficiaries of these partnerships are not only the students themselves, but our community as a whole\nand the Arkansas Aviation Historical Society and executives of major Arkansas aviation industries have offered their support to the proposal that an aerospace high school be built in conjunction with the Arkansas Museum of Aviation History planned for the Little Rock Regional Airport\nand such a high school would increase students' awareness of opportunities for careers in aerospace and other high technology fields, while providing the educational base in math and science that would make it possible for them to pursue these careers\nand an aerospace high school, located on the east side of the city, would offer unprecedented opportunities for minority students, who are greatly underrepresented in the aerospace industry as a whole, to not only have an adequate educational background for an aerospace career, but early exposure to the career opportunities which can be available to them. THEREFORE , BE IT RESOLVED BY THE BOARD OF EDUCATION OF THE LITTLE ROCK SCHOOL DISTRICT, THAT: 1. The Little Rock School District continue the planning process for implementation, constructing and staffing an aerospace high school in conjunction with the Arkansas Museum of Aviation History at Adams Field. 2. The core curriculum of the aerospace high school will be developed to interface with the specialized aerospace curriculum. 3. The timetable for planning the aerospace high school should reflect the goal of opening the school for the 1992-1993 school year. 4. The Board acknowledges that this planning process must continue, and could be subject to final adjudication of all desegregation issues pending before the Federal courts. .. :  - ' V \n,_ :.  . r . -... ... .-. .. .. .,.... . -.,. . . ':..,.\n::, ...... . . . :. (. - .. . [!r ~ -fu.l th ~ . . ~teeJ..~   . , :~ Superintend~nt of Schools Little Rock School Distric~. BlO ~~st ~~rkharu Street  : Li~tle_ Rock, Arkansas j2201  J  . .. . ' ..   .. . - .\u0026amp;. .. : ... - . .. - . . . . .. - -., . . :n1a~tk . you f~-. yQur letter 4ated October:_: 3~ . I~ .'.1-'aS ind~ed_- 1\\ff\nPl~asure t9_ hs1v,:\nth.:: 0 oppo::-tunHJ to visit :,oith you,, . Dr.~lee~, -and _. ~he oth~r i:-.~\n1, ,.,,:\ncf_ the- Little, Rock Cornrr.ur1ity to discuss t,be : ~~1-_o?pac~ . F.:,llc,,:inc, are: r..y co!t:.!lc:nts on the ite.'u.S outlined in your lGttcr: . . .._ ~: -- .-... -. ::.-: - .. ~ j:-.: aC'~ yec-y ir,ter~fted in. ass~~tins it:i the __ dev~lopm~n.t ,of an . Ay la tlon_.~~gJ1 C\n~ Schqoi . ~~er ic1,1l!,l,o-n_ which_ wi,ll ,Qe _.\n3 _t\niatipna:1, _.p-,c,del_ foL _:. ttie :'90s.: ~-- ~= . -_,, .,,... _._: -=. :=--: ~-,~::::, ... :-.\n_,-: -\n-,,.,.: ~ '\"- : .: :  :. *.,-.The FAa :car,not :provlde -direct -fina~cial . suppoI:t to . this .:Ptojec:t -. , Jio~e\\ler, l _do sugi,est .that ,you : cw,tact. the ,U.S .. . Department of ,_,_Equc:aq9r,_ a4 _ thi\n. National Science Foundation fo-. financial assistance . . ,,. . ::~- -  :: :F/1.A. -\\o.1quld . lik~ ,to .qon~uct cU.l:.J.yJ,.atio~ : Education. Wotkshop __ in . P .ttl~ Roc~ __ to asl,i~t _in_ ~h~. pr-.,paratlon :.of . teacl:lei::~ _for the ,Ae.i::ospa.ce Edc1c~~io11al-\n_Cgn~~f ,\n, We __ can -l'.iisc~ss .. thi$:J\\irJ.her :. when .:e next- meet.\n --\n:. ,\n- -= :' r ':'\" '-: :.  ...\n: ~~ ~ . .:\n. ,... ~ . t-- hn f/o.J.. Aviation Career Education \"ACE\" Acade:my can be ~O-Hon.:\non:d_ by th~ Little _Rock S.chool . District. Two possible  1ocati.:ms r~uld be th'=- University of Arkansas (ACE I), and the Little ~: ~o~k Air Fo~ce Bdse (ACE II). ACE 1-.caJemy I is \"basic\" aviatlcn carei.r education. It is a on1ic-w2.\nk re:.\nidellt prosi:-am conducted in cooperation with cc,lleges and :-.1.:1niy.:rsi th,s\n:-.-I.CI\n. Ac:.ade.my II L\n\"advanced\" aviation caree1.. education. -  It :i's ,., _ _!\".,-.9 7!:\"~~l\n.r\ne~id\n,(1!\n~pro,,r am conducted in coope1ation with Civil Alr P~trol and other- Depart.m~nt of Defense (DoD) partnE!rs. Promotion of t.t,'i.!se prograrus could be mad,\n, in hl\u0026amp;h schoc:ls to niak.\n, t:.he youn~ .  p~cp_l,~ . a .. \nir~ pf :- ~hi7 oppor-tuni ty. OFF/CIA~ r1LE COPY CQfl,jCVAf\\tNCS RTG SVMBOL \"\np/4.\"./Jv IHITt.A,l,,.'SIS.IG. :,,~-- L-- RTC SY..,.BOL . 1N1TI A LSIS IG CA.TE. RlO 5 v ~i!OL OAH DATE ATO. tYMBOL QATE r\\'TC . SfMBOL IN 1t 1At.,S/SIC . OATE RT(\n, $YM00L C,A.,.E f f,A I,, ... -. . :., .. * --.As you probably know by now, the Little Rock Aerospace Educational Center won the \"Commur,ity .. Category in th~ . . Administrator's A~ards for Excellence in Aviation Education. consratula.tlons I The national announcement will be wade very shortly, and you will be receiving a letter from Administrator Eusey. Th\u0026amp; national award presentation will be made at the National Congress on Aviation \u0026amp; Space Education in New Orleans ln April. Additional :publicity .will be \u0026amp;lv~n at the ti.Jr,~ of the Resource Cf:ntei- .-11.edicatlon~an~'hen the \"ACE\" Academy gets W)dei:-way. , \\ , .. : :. .. - - . . - -  ' .J . -\n_  -  ' , _._\n: \n : - ' . ~ _.  : .. . _ - ,. : ~-  ' ,t,. We .. WJ.11 make_ available to you all FAA publications, books and_softwaie which are appropriate. We will also make a request of our special 1nter~st groups in the qyiation industry to provide s imilar .inaterials to you .  -  -1- ThE: 'process for d~signatlni U-ie Aerospace Education Csnter .i:.l :.n FAA Aviation Educativn Rescurc\u0026amp; C12nt\u0026amp;c- 'begins .with a lettei:from you to_ FAA P.~gional  Ad.mf}.i strator Clyde_ DHar-t, .: , stating your d\u0026amp;sice to hav,\nthe Aerospace EJucational .,Center Library desit\nn.\n.ted, and _your plans fer the: Resource Center. Th address for Hr. DeHart i~:  FAA south\"est Region, 4400 Blue Mound Road, Ft. Worth, Texas ..... ...-..- . .... - . . ., .. * I need more clar-ificatio_p , on _\"assis.tance with .acquisition:. and assistance 'an access to sir.tulators  air~~aft\n.collections, and  other- i ducational ~nhanceme~t's f or the: Di\\Jseurn-school.\" If you would like the Fil to sl'\u0026lt;rve on an \"advisory co=ittee,\" that is possible. I'm lookiri~\n. fot\"Wai:-d t~\\nJ~-~-i-~s\n,,ith you :i~.\n~~~--~~\n/i/t~re whe:n~~e, car1 !u.rt:.h,'a!r .discuss. plaris a!:~ . answer. any additional\n.questions .:e b_?~~  ~ghf have.   - Mc Clyde . .P~!:{ar~ ,  whoffi .you m~~ -on_. our_,vJsit: t.o. Little Rock\nhas been : selec t1:-d _ Regional :Ad!r...inisti:-ator_. for_ -FM'-.i. Southwest, Re1\n.ion. ,,.: He and I are ln comrr.unicatlor, each week and he continues . to ' be interei.ted ln ~b()i~'!~re.ss of \"the Little Ro\nk program. Slnce n,l}~\n--. , .. Phillip _s. \\Joodru f f , Dh-1:\u0026lt;c toc- -?r. 1:Viation 1fctu~ation , n_l~6C 14 ( t. _811 . OFFICIAL FILE COP Y . ', ... - .  CONC.URF\\ENCES ATO,-/. \u0026amp;rY_ M\n' B .O L  . . , ... _ ... _ . ... ' t:~::-::T,-,:o'-':s \"\"v\"'M\"\"e\"\"oL-- .------- INITIA.LS 'SI~ . C\u0026gt;AT( OAT DATE ATO. SYM80~ ... - -- - -' - INlf l A,l,.!:/$,tC, , OATE DATE ATC. SY'480L IN IT'IAL5:/$1Ci . OATE \"\"-\u0026lt; . -- \\. - ,:, 1..' SG PO 1~~S-572~W , t TOTAL PAG E.00~ t t Little Rock School District February 19, 1991 To: Cathy Johnson From: ~ Herb Cleek, Deputy Superintendent Subject: Joint Aerospace Technology School/Aerospace Museum The following people are to receive the \"announcement\" about the joint Aerospace Technology School/Aerospace Museum concept: Ruth Steele, Sup~rintendent Herb Cleek, Deputy Superintendent Estelle Matthis, Associate Superintendent James Jennings, Associate Superintendent Chip Jones, Manager - Support services Margaret Gremillion - Assistant Superintendent Larry Robertson - Assistant Superintendent Everett Hawks, Principal - Henderson Junior High Richard Maple, Principal - Forest Heights Junior High Katherine Mitchell, President - LRSD Board of Directors O. G. Jacovelli - LRSD Board of Directors Robin Armstrong - LRSD Board of Directors John Moore - LRSD Board of Directors Pat Gee - LRSD Board of Directors Willie D. Hamilton - LRSD Board of Directors J. L. \"Skip\" Rutherford - LRSD Board of Directors Grainger Ledbetter, President - Little Rock Classroom Teachers Association Marion Burton Marianne Wilson - Pulaski County Special School Dist. Dr. Jesse Walker, N. Little Rock School District Dick Holbert Jodie Crowder - Parent Claude Johnson - Parent Robert M. Wilson Tim Heiple Mary Golston, Principal - Badgett School If additional information is needed, please contact me. HC:nr 810 West Markham Street  Little Rock, Arkansas 72201  (501):S74:S:S61 OFFICERS Chairman Of1be Board Dick Holbert PresldenJ Ector ]ohnson m Vice PresldenJ KayNewth Sern!fary Julia Sanders 7hlwurer EmmaH211 DIREC10IIS Henry Broach Jim Brownfield BenCombo GregFeltus AlexHams KenHiegcl DonHolbert Bill Lewellen AG.Melson Dr. W.A. \"Dolph\" Owing.s John W. \"Bill\" Ramsey Wayne Rupe Cecil Tennant EX-OFFICIO DalECIORS Frank A. Bailey Leighton Collins Ray Ellis Nathan Gordon J. Lynn Helms Eddie Holland Cass Hough Wdliam Seawell Lucien M. Taillac O,arlcs Taylor WIIlSIOn P. Wilson MEMORANDUM February 23, 1990 To: Mr. James Jennings From: Richard N. Holbert, Chairman Museum Planning Committee B - - = .Arkansas Aviation Historical Society P.O. BOX 3511 unt.E ROCK, ARKANSAS 72203 (5()1) 3~3245 RE: Summary of issues concerning the Aerospace Magnet School and its relation to the Arkansas Museum of Aviation History. The following is provided to assist you in keeping up to date on the ideas, plans and issues which have been under consideration over the past several months concerning the concept of the Aerospace Magnet School being in conjunction with the Aviation Museum. We consider the timing of this opportunity to be most fortunate for both the Arkansas Aviation Historical Society and our school system. This Public/Private partnership will be a striking example of the progress made in education in our community, and will serve as an example of how the resources of private organizations and of individual industries can be utilized in enhancing the quality of life for our community through increased opportunities for young persons. The statements herein do not mean to imply that the Aviation Museum Planning Committee has made any final determinations on the issues under consideration. However, we have spent a considerable amount of time working toward this end, and wished to share this information with you. It is our hope that the work we have been able to accomplish to date will assist in expediting the construction and implementation of the School/Museum so that we may meet the goal of completion by the 1991- 92 school year. Sim Presuming that the facility will be located on property owned by the City of Little Rock and administered by the Little Rock Airport Commission, we will work with the Commission to locate a site suitable to both the Arkansas Aviation Historical Society and the Little Rock School District. Ownership of Facility Ownership of the Museum portions of the building will be by the Society, and the school portion will be by the School District. Common areas, such as library, auditorium, and laboratory facilities, will be primarily utilized by students, and will be owned by the School District. Other common areas, such as the atrium, will be a part of the Museum, but available for school functions in coordination with activities of both entities. Architectural Plan of Museum/School The AAHS has retained Mr. Tim Heiple, AIA, of Nathaniel Curtis-Riddick-Heiple to design the Museum. Enclosed is a rendering of the facility he has envisioned. Obviously, this proposed plan was made prior to Mr. Reville's proposal that the school serve grades 7 through 12. Final plans will require planning for both the various grades, curriculum and site location. In order to provide for efficiency of both functions, it will be necessary that all architects and engineers involved with the project closely coordinate their work. Project Costs The AAHS has established a goal of $4.5 million to construct and furnish the museum. This figure would include the $1.5 million challenge grant provided for in Act 716 of 1989, which was placed in Category \"B\" in the Revenue Stabilization Act. Our plan is to request from the Governor release of funds for the project when we have raised the $1.5 million match in private funds. If funding is not readily available, we will request that the appropriation be passed again in 1991, and placed in Category \"A\" so that the grant can be disbursed on or after July 1, 1991. The AAHS has retained Catherine Johnson and Associates of Little Rock as fundraising counsel on this project. Mrs. Johnson has worked with the Museum Planning Committee for several months, and we have every confidence in her ability to devise a successful plan to meet our project goals. Museum Fundin~ Plan The capital campaign of the Arkansas Museum of Aviation History, will conduct an aggressive, b_!oad base funding effort. The sources of support have been defined by the leadership chart which include national corporations, aviation industries, Arkansas businesses, corporations, philanthropic leaders, and foundations. Additionally the aviation organizations in the state, which include the Arkansas Pilot Association, the Aero Club, 99er's, Confederate Air Force, and others, consist of membership in the thousands, which will provide the museum support at the grass roots level. The planning committee is currently finalizing the recruitment of the most viable committed leadership to raise the $3 million needed to complete the museum facility and exhibits. Earlier work has begun in the foundation area of the campaign. Once the site has been determined the campaign will proceed with the solicitation of prospective contributors, both in Arkansas and nationally. It has been determined that 12 to 18 months will be required to complete the capital effort. Operational Support It has been determined that approximate $500,000 annually will be needed to operate the Arkansas Museum of Aviation History. One fortunate aspect of the museum is that it will open with a support group in place. The Arkansas Aviation Historical Society, has over 300 members state wide, that have sponsored annually the Arkansas Aviation Hall of Fame banquet, and other fundraising activities. An annual development plan will be implemented upon the dedication of the museum. This will include an Aviators's Club, memberships, lectures by and receptions honoring persons significant to aviation, air shows, aviation auctions, and other fundraising activities. The earned income of admissions and gift shop sales will provide the balance of annual support needed. Discussions has been included in the capital campaign to provide for a permanent endowment that will be utilized for maintenance and operation of the museum. This endowment will also be included in long range funding activities, such as planned giving, which includes estates, trusts, and insurance beneficiaries. Campaign Leadership At this time, the Museum Planning Committee has begun recruitment of key leadership to assist on the campaign. Several of the persons who have already agreed to assist us are: J. Dan Baker Founder and President of Avis Rent-A-Car of Arkansas, Mr. Baker was manager of Delta Air Lines operations in Little Rock for thirteen years. An active pilot since 1953, logging over 5,000 hours, he served as President of the Arkansas Pilots Association in 1969, and distinguished his home state that same year by winning the National Pilot Proficiency Award, signifying the top private aviator in the United States. In additional to community service work in Arkansas, including volunteering as a pilot to fly celebrities and dignitaries to fundraising events in our state, Mr. Baker is a founding member and former Commander of the \"Flying Fez,\" an organization of Shriners who fly children to Shrine orthopedic hospitals and burn centers across the country. J.W. \"Buddy\" Benafield Mr. Benafield is the CEO of The Benafield Companies in Little Rock, a firm with a variety of business and farming interests. Previously residing in England, Arkansas, he served as Mayor of that city, and holds the unique distinction of service as Mayor of two Arkansas cities through his term as Mayor of Little Rock in 1983-84. An avid supporter of aviation, Mr. Benafield is member of the Little Rock Board of Directors. Wayne Bennett Mr. Bennett, a former U.S. Air Force fighter pilot during W.W. II has remained an active pilot today. He flies to and from the farm in Jefferson county on a daily basis. He is president of J.O. Bennett and Sons, Inc., a family owned farming operation in Lonoke and Jefferson counties, chairman of the board of First State Bank in Lonoke and past president of the Arkansas and the American Soybean Associations. He serves as a national director of the Child Welfare League, a state director of the Florence Crittenton Home and as a director of the Crittenton Mission Board established by Congress. He is also a director of the Arkansas State Building Services. He is active in the Lonoke Methodist Church and served on the local school board for 22 years. Henry Broach Mr. Broach is a former US Air Force pilot, as well as a former pilot with the renowned and historic 154th Tactical Reconnaissance Squadron, Arkansas Air National Guard. During his thirty year career as a commodity broker with Merrill, Lynch, Pierce, Fenner and Smith, where he serves as a vice president, he has remained active in business aviation and recreational flying. He and his wife, Joy, currently fly their beautifully restored Beech T-34A, the plane he first soloed in 1957 as a pilot trainee in the US Air Force. In addition to his interest in aviation, he is a student of Arkansas History, and is currently serving as President of the Board of Directors, of the Old State House Museum Associates. Other community interests include an active role in the leadership of his parish, St. Marks Episcopal Church, as well as the Episcopal Diocese of Arkansas. I: II 1: I ,, II 11 I F. Taylor Brown Retiring from the U. S. Navy as an Admiral, Mr. Brown has served as Senior Vice President of Falcon Jet Corporation in Little Rock for the past ten years. Falcon Jet completes the interiors and other components of the Falcon 100, 200, 50, and 900 jet aircraft manufactured by its parent company, Avions Marcel Dassault Brequet in Bordeaux, France. Along with Mr. Davis, Mr. Brown will be active in seeking assistance from the aviation industry for the project. Marion Burton Mr. Burton, a prominent Little Rock attorney, is also an accomplished pilot. A former Naval aviator, he served as commanding officer of a Naval Air Reserve squadron in Memphis prior to retiring from the Navy Reserve with the rank of Captain. The holder of world speed records in the Falcon Jet 20, Mr. Burton served as personal pilot to the late Governor Winthrop Rockefeller. Mr. Burton serves as Co-Trustee of the Winthrop Rockefeller Charitable Trust, and is active in many civic affairs, including his service on the Museum Planning Committee. David Clark Founder and President of Little Rock based Air Traffic Services Corporation, a firm involved in leasing of transport category aircraft, aircraft parts and sales, and property development, Mr. Clark relocated from Michigan to Arkansas in 1983. He is co-owner and president of Air Transport International, Inc. and All Cargo Air Carrier, and is a partner in GATX/Air Log Company, the only entity other than The Boeing Company currently authorized by the FAA to convert Boeing 747 aircraft from passenger to freighter configuration. Mr. Clark's non-aviation interests include the breeding and racing of thoroughbred horses at his Iron Horse Farm in Perryville and is a member of the Board of Trustees of Arkansas Children's Hospital. Dennis Davis Mr. Davis is Presid ent of Arkansas Modification Center, one of the largest aviation industries in our state. Serving a worldwide clientele, AMC designs and constructs custom interiors and avionics for corporate and private jets. Part of a management team which purchased AMC in 1984, Mr. Davis and his partners merged their company with British Aerospace Corporation in 1988. David Eldridge Moving to Arkansas in 1988 to become Director of Economic Development for Arkansas Power \u0026amp; Light Company, Mr. Eldridge had a distinguished career in industrial recruitment in the states of North Carolina and South Carolina prior to joining A.P.\u0026amp;L. A native of Michigan, Mr. Eldridge was an executive with B. F. Goodrich Corporation prior to working in the state industrial development profession. He will assist the campaign in seeking assistance from national and international corporations. Herschel H. Friday Senior partner of one the largest and most prestigious law firms in Arkansas, Mr. Friday is certainly one of the most distinguished attorneys in our state's history. He has received innumerable honors within the legal profession, and has been honored by many civic organizations across Arkansas for his countless volunteer activities. In addition to his other activities, Mr. Friday has long been a private pilot. I t I r It II t II It Charles Harper A native of Little Rock, Mr. Harper has been an active pilot since 1942, serving as a Naval Aviator on carriers in the South Pacific during World War II. In November, 1945 he returned to Little Rock and worked for W. M. Apple \u0026amp; Company, a property and casualty general insurance agency. He was recalled to active duty by the Navy in 1950 ancfspent an additional two years as a carrier pilot. Mr. Harper joined Rebsamen Insurance in 1954, and was promoted to his present position as President in 1971. He is currently a board member of the United Way, the Foundation Board of CARTI, the Quapaw Area Council of the Boy Scouts of America, the Arkansas Tennis Patrons Association and the Florence Crittenton Home. Richard N. Holbert Mr. Holbert is President of Central Flying Service, Arkansas' oldest fixed base aviation operation. Founded in 1939 by Mr. Holbert's father, Claud Holbert, Central offers complete aircraft service, sales, charter, and flight instruction. Its customers have included Air Force One and the Concorde. Mr. Holbert was a founder of the Arkansas Aviation Historical Society, and currently serves that organization as Chairman of the Board. Ector R. ''Buddy\" Johnson, m Mr. Johnson is an attorney and a senior vice president of Worthen Bank \u0026amp; Trust Company, heading the trust division. Before joining the bank, Mr. Johnson was a partner in the law firm of Hamilton, Mackey\n\u0026amp; Johnson. He is past chairman of the Arkansas Bar Association Committee on Aviation Law and a member of the Experimental Aircraft Association. As a avid private pilot, Mr. Johnson has over the years owned and restored a number of antique and military aircrafL E.RayKemp A 1942 graduate of Little Rock Catholic High School, Mr. Kemp was an aviation cadet, pilot and 2nd Lieutenant in the U.S. Army Air Corps during World War II, and served as an instructor pilot and crew member on B-24s and B-29s. Recalled by the U.S. Air Force to active duty in 1951-53, he served as Captain and Budget Officer for Headquarters, Second Air Force, at Barksdale AFB. He is now retired from the Active Reserve with the rank of Major. Mr. Kemp has been employed with Dillard's Department Stores since 1961, and presently holds the position of Vice Chairman of the Board and Chief Administrative Officer Fred Menz Recently retiring as an executive with Merrill Lynch, Pierce, Fenner \u0026amp; Smith, Mr. Menz is an active member of the Museum Planning Committee. Mr. Menz was a military pilot during World War II, flying C-47s. I ' I I i ll Ii Winthrop P. Rockefeller Winthrop P. Rockefeller, son of the late Winthrop Rockefeller, is chairman of the board and chief executive officer of Winrock Farms, Inc. He is past president of The Arkansas Cattlemen's Association, and is presently serving as president and chairman of the International Bill.fish Research and Conservation Foundation, and president and chairman- of the Tactical Response Association Foundation. He has served as a Commissioner on the Arkansas State Police Commission since 1981. He is very experienced aircraft owner/operator with extensive use of business aircraft and is a owner/operator of several executive airplanes, including a Lear JeL James L. \"Skip\" Rutherford A native of Batesville, Mr. Rutherford is Senior Vice President of Arkansas Louisiana Gas Company and currently serves as President of the Little Rock School Board. Long active in Arkansas politics, he served as director of the Little Rock office of Senator David Pryor, and founded the Political Animals Club, a bipartisan organization of political aficionados. Until his election as School Board President, Mr. Rutherford was Chairman of the Arkansas Democratic Party. Lucien M. Taillac A native of New Orleans, Mr. Taillac flew B-17s in Italy during World War Il, and returned home to the Crescent City after the war, joining Delta Airlines. Later, he sold Aero Commanders for Trans Air Corporation, a job that brought him to Little Rock in 1965, when he became the President of Little Rock Airmotive. At Airmotive, he began customizing business aircraft, especially such jets as the Falcon. Airmotive grew and modified Falcons for another Arkansas aviation innovator, Fred Smith of Federal Express. In 1973, FedEx purchased Little Rock Airmotive, but Taillac and his partners Roland Corriveau, Edwin Hendon, and Richard Copeland stayed on until the company moved to Memphis. Deciding to strike out on their own, Taillac, Corriveau, Hendon, and Copeland started Arkansas Modification Center with seven employees, a contract to work on one plane, and no facilities. Now, sixteen years later, AMC has over 300 employees and is a subsidiary of British Aerospace Corporation. Mr. Taillac sold AMC to two Little Rock businessmen in 1984. Now retired, he is a member of the Arkansas Aviation Hall of Fame and is an active member of the Museum Planning Committee. Identifiable Benefits to Students of Museum/School Partnership We feel that this partnership offers a winning situation for all parties involved. The opportunity Tor students to interact with various facets of the aviation industry, while gaining superior skills in science and math, will serve our entire community. The seeds of a better life for these students - and our entire community - will be planted here. Minorities, which will comprise at least half of the student body, will have opportunities for jobs in high technology fields which have been difficult for them to attain in the past. Certainly, we in the aviation industry are especially mindful of the need for qualified, skilled persons as we see the advances in our field. The best way to provide for the human resources which will keep Arkansas' aviation industry competitive in the next century is to make the investment of our time and resources now. We envision particular school curricula sponsored by specific companies or by industry groups. Special lectures and guest instructors will enhance the curriculum, and the school should have many chances for industry representatives to offer resources that will more vividly illustrate the course of study. The opportunities for field trips to interesting locations, including some out of state, will be tremendous. Vocational opportunities for part-time and summer employment of the high school age students can manifest in permanent jobs in the future. While many young people will see their paths leading toward higher education, the curriculum will not be limited to the college bound student. Vocational training will prepare other students for careers in aircraft maintenance, avionics, electronics, and other technical fields. Mutual benefits will accrue when students are involved in restoration of historical aircraft for display in the Museum. Through their study of these historic plane, students can understand the thought processes of the aeronautical pioneers of yesteryear, beginning with the Wright Brothers, following their logic as they solved the engineering problems that made powered flight a reality. Obviously, world history, American history, and Arkansas history can come alive when augmented by the resources of the Museum. Studying World War I, for example, will have added significance as students learn about the exploits of Captain Field E. Kindley, a flying ace from Gravette, Arkansas. ... Benefits to the Greater Little Rock Community As A Whole The final consideration to the success of this partnership is the effect on our community as a whole. For over thirty years, Little Rock has sought to escape the stigma of 19_?7. We feel that positive attention to local efforts - especially those of the private sector - to solve our own problems will create a new image of our community. We envision this facility as the symbol of Little Rock's commitment to end this crisis and provide quality education for all our children - education with real opportunities in real jobs for the future. Citizens of Pulaski County, and indeed the entire State of Arkansas, will be able to take special pride in this unique partnership. The museum will provide a beacon for those interested in history and aviation to learn more about the people from our state who contributed so much to this vital industry and to the defense of our nation. These great men and women are excellent role models for our youth, and their courage and determination to succeed against many obstacles will provide examples which can inspire disadvantaged youth to start believing that they can reach their dreams. Aviation is largest employer in Pulaski County. It is especially fitting that our industry lead the way for participation by other private sector groups in \"Partnership Schools\" such as proposed herein. This project will create a living partnership for economic growth, which can blossom into an economic base to serve our region well into the next century. It is not enough that aviation is the largest employer in our area. We must build upon this foundation so that Pulaski County will be an aerospace equivalent of the Silicon Valley or the Research Triangle. We look forward to working you on implementation of this project . Little Rock School District June 13, 1990 Ms. Catherine Johnson and Associates Aerospace Educational Center 425 West Capitol - Suite 3280 Little Rock, AR 72201 Dear Ms. Johnson: The Little Rock School District is pleased fo have the cooperation and assistance of the Arkansas Aviation Historical Society in planning and developing the Aerospace/ Technology and Pre-Engineering Magnet School as a part of the Tri-District Desegregation Plan. We welcome the opportunity to create an Aerospace Education Center, combining the school and proposed aviation museum into a unique learning opportunity for Little Rock students. The Center will provide an excellent educational program for high schoo 1 students, preparing graduates to qua 1 i fy for jobs in the growing aerospace industry in central Arkansas. It will also create a striking first impression of our city and serve as a tool for industrial recruitment and economic growth. We look forward to continuing our work with you. /bjf Sincerely, ~k~ Ruth S. Steele Superintendent of Schools 810 West Markham Street  Little Rock, Arkansas 72201  (501)574-:5:561 DRAFT September 28, 1990 Mr. Phillip Woodruff Director of Aviation Education Federal Aviation Administration APA-100 800 Independence Avenue Washington, D. C. 20591 Dear Phil: On behalf of the Planning Committee for the Aerospace Educational Center, let us express our sincere appreciation for the recent visit that you, Clyde DeHart, and Andy Anderson made to Little Rock. We hope that you understand our enthusiasm for this project, and now share this excitement. Your encouragement and offer of assistance were both timely and appreciated by all of the committee members in attendance. Certainly, we want and need the help that the FAA can offer to our project. Realizing that we are truly plowing new ground here in Little Rock, there are limited directions we can turn for assistance. While there are many institutions across the country providing some facets of our proposed program, there is no other comparable project which we may view in order to learn how to pull these components together. Specifically, we are seeking the assistance of the FAA in the following areas, as well as other areas which you deem to be appropriate:  Development of aerospace curriculum for the High School Financial assistance in defraying cost of expert counsel in developing this curriculum Assistance in training teachers for this curriculum FAA Academy designation for our students National recognition and awareness of the Aerospace Educational Center project  Assistance in identification of appropriate avenues of Federal funding assistance for our programs  Books, computer software, or other materials which can be furnished by the FAA or other agencies. Mr. Phil Woodruff September 28, 1990 Page Two  Aerospace Educational Center library to be designated as a FAA Resource Library.  Assistance with acquisitions. Please let us know if we can provide additional information to you as we move toward creating the Aerospace Educational Center as a viable, effective institution. Again, we sincerely appreciate your interest and assistance to our project. With kindest regards and best wishes, I am Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society RNH/mj Sincerely, Dr. Ruth Steele Superintendent Little Rock School District f l'f lit'\"IIO:Jli:lr\nl\n. e~~L.J!Ji!J~~J Little Rock School District October 3, 1990 Mr. Phillip Woodruff Director of Aviation Education Federal Aviation Administration APA-100 800 Independence Avenue Washington, D.C. 20591 Dear Phil: On behalf of the Planning Committee for the Aerospace Educational Center, let us express our sincere appreciation for the recent visit that you, Clyde DeHart, and Andy Anderson made to Little Rock. We hope that you understand our enthusiasm for this project, and now share this excitement. Realizing that we are truly plowing new ground here in Little Rock, there are limited directions we can turn for assistance. While there are many institutions across the country providing some facets of our proposed program, there is no other comparable project which we may view in order to learn how to pull these components together. Specifically, we are seeking the assistance of the FAA in the following areas, as well as other areas which you deem to be appropriate: * * * * * * * * * Development of aerospace curriculum for the high school Financial assistance in defraying the cost of expert counsel developing this curriculum Assistance in training teachers for this curriculum FAA Academy designation for our students National recognition and awareness of the Aerospace Educational Center project Books, computer software, or other materials which can be furnished by the FAA or other agencies Aerospace Educational Center library to be designated as a FAA Resource Library Assistance with acquisitions Assistance on access to simulators, aircraft, collections, and other educational enhancements for the museum-school. 810 West Markham Street  Little Rock, Arkansas 72201  (501)5745561 ' ( Mr. Philip Woodruff October 3, 1990 Page Two Please let us know if we can provide additional information to you as we move toward creating the Aerospace, Educational Center as a viable, effective institution. Again, we sincerely appreciate your interest and assistance to our project. With kindest regards and best wishes, we are Sincerely, Ruth S. Steele Superintendent of Schools ~~~~ Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society tATHERINE JOHNSON A N D A S S O C I A T E S Fundraising Cuu11Sl'I Spt'CUII [llt'UIS Publ11, J\\diJtll.ms 425 w,,,t Capi tol Su11d280 I.ill/, Rock, 72201 t501J.l71-UJJ1 MEMORANDUM October 11, 1990 To: From: RE: Dr. Ruth Steele Dr. Herb Cleek Catherine Johnson Update on Washington Visit Last week I visited Washington, D.C. at the suggestion of Col. Walter J. Boyne, to visit the National Air and Space Museum. During that visit, I met with the exhibit curator and other personnel concerning the operations, development, and fundraising program for the museum. Phil Woodruff, Director of Education for the FAA, who you met with in Little Rock, has proposed that he and the people listed below either visit Little Rock for a day long seminar or that Mr. Woodruff would coordinate an itinerary for you in Washington, D.C. Dr. Robert W. Brown Director, Educational Affairs Division of NASA 400 Maryland Avenue, S.W. Washington, D.C. 20546 202-453-1110 Liz Thomas Challenger Center Suite 190, 1101 King Street Alexandria, Virginia 22314 703-683-9740 Wendell Butler Young Astronauts Program 1211 Conn. Avenue, Suite 800 Washington, D.C. 20546 202-682-1984 Dr. Sylvia Wright Department of Education 400 Maryland S.W. Room 2059 FOB-6 Washington, D.C. 20202-6439 202-401-0360 Dr. Merv Strickler, Jr. A via ti on Consultant 2401 Foster Place Temple Hills, Maryland 20748 301-894-4253 I have collected some materials that I thought would be informative and can advise Mr. Woodruff of the appropriate time if you wish to proceed with the suggested meetings. He also suggested Dr. Strickler (bio attached) may be a source to assist with the curriculum development plan. October 12, 1989 Mr. Eugene Reville Metropolitan Supervisor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 Dear Mr. Reville: S KIP R UTHERFORD LITTLE ROCK While I have studied the student assignment issue at length and spent a great deal of time researching it, I remain terribly disappointed that the Federal Courts rejected the original student assignment proposal which had been agreed to by all parties and which had widespread community support. This joint proposal was truly a moment in time which united all three districts and all the parties in the lawsuit. I sincerely hope you can recapture that same spirit. I Along that line, I would propose you set up joint meetings on a regular on-going basis with the school board presidents so our respective boards are informed and our lines of communications are open. You have asked us for suggestions. While my suggestions to you reward integrated neighborhoods with neighborhood schools and encourage voluntary movement through expanded choices, I want to make it clear these proposals don't anywhere resemble controlled choice. There is no comparison between choice and controlled choice. Ed Kelly's controlled choice plan (which was also implemented backwards) devastated both our city and our school district at a time when white flight at the elementary level had virtually been halted and a millage had been passed. Now, this long-term student assignment plan is the \"make or break\" issue for the Little Rock district. Whatever you do and whatever you recommend to Judge Woods, please don't pull an Ed Kelly on us. Some of the suggestions I am making are general\nothers, specific\nsome could be implemented next fall, others lon~-term. They are submitted contingent on capacity as well as financial and programmmg limitations. 1. County-wide 2.0 grade average both for graduation and for extra-curricular participation. All three districts should have the same standards, and a \"C\" average should be required for graduation. We should begin to elevate expectations if we hope to successfully desegregate our schools. Mr. Eugene Reville October 12, 1989 Page Two 2. Continuation of attendance zones and feeder schools. The attendance zone concept, in my opinion, has been the key factor in the increased white enrollment at the kindergarten level this year. 3. Change high schools to grade 9 to 12. 4. Enhance Central High School emphasizing school-within-school specialty curriculum programs (i.e., gifted and talented, international studies, economics and finance, language arts, science and others as appropriate). Central would be guaranteed a 50-50 black-white ratio both building-level and class-level. The Central High administration and faculty would recommend school-within-school specialty programs to you. Central is a National Governor Association Model School and is also an important city, state, national and international symbol. Because of its history, size and location in the central city, it requires and deserves special attention. Any student in Pulaski County could apply to attend Central and enroll in the general or one of its specialty curriculums. Under this plan, the Little Rock District would not have to constantly readjust attendance zone boundaries. Th~se readjustments are disruptive and diVIsive. The Central High administration, faculty, PT A and student body would be encouraged to actively \"recruit\" students from all attendance zones in the city and from the other two districts. All three districts should financially assist Central in developing its specialty schools, its recruiting activities, as well as implementing additional secunty measures needed for desegregation. Also, special discretionary federal funding should be explored. 5. As soon as possible, establish a performing arts school at the Arkansas Arts Center where auditoriums, studios and exhibition areas are already in place. Private and endowment funding should be sought to assist in classroom expansion. Auditions would be required for entry into this school of choice. 6. Construct a new inter-district school (preferably 9-12) at the airpon in cooperation with the planned Arkansas Aviation Museum. This school of choice would specialize in math, pre-engineerin~ and high technology and work closely with the state 's aviation industry. In COnJunction with the museum and in rartnership with both the commercial and private aviation industries, this schoo has great educational, economic development and tourism potential. It would have a 50-50 black-white ratio both building-level and class-level. 7. Establish a county-wide Montessori public school, pre-K through 8, at Rockefeller School. 50-50 black-white ratio at building and class levels. All three districts would assist in the start-up costs of the school. Mr. Eugene Reville October 12, 1989 Page Three 8. Open the Little Rock Traditional School, a pre-K through 8 inter-district school at a site most advantageous for desegregation. This would be a school of choice where uniforms or dress codes, PT A attendance and parental participation would be mandatory. Strict discipline requirements, (i.e. students standing up when principals, teachers and guests enter the room, would be enforced. 50-50 black-white rat10 at both building and class levels. Costs for this school should be minimal. 9. Phase out traditional junior high schools grades 7 through 9. I personally don't believe there is substantive educational justification for a 7th through 9th grade grouping other than age proximity and because that's the way we've always done it. I propose converting as many as P.ossible of these junior high buildings to pre-kindergarten through grade 8 facilities or if necessary use one or some for a high school to meet current 9-12 capacity. On sites where there are currently both elementary and junior high schools a pre-K through 8 complex could be used. There are many advantages to having 9 consecutive years as well as concentrated resources in one school or complex. Parental participauon is certainly a major one. 10. By converting to pre-K through 8, at the non-magnet schools, it could mean some chan$es in some of our magnet schools. These should be carefully analyzed and individually reviewed before any recommendations are made. , If any of the current elementary magnet programs are expanded to pre-K through 8 and are moved to larger buildings so more students can voluntarily take advantage of them, any additional seats associated with the larger capacity could be inter-district (non-state funded) with m tom transfers encouraged. 11. The new Stephens School should be built at the Little Rock Zoo. Here students can also take advantage of the entire War Memorial area. The zoo is centrally located, easily accessible, and offers exciting educational opportunities. 12. Integrated neighborhoods should be rewarded with pre-K through grade 8 neighborhood schools. This may be more easily accomplished at some of the proposed sites which are now junior highs. It also may mean the closing of some buildings which: a. are too close together b. can't realistically be desegregated c. are too costly to expand d. are in very poor physical condition I realize it is never easy to suggest closing schools, but under a larger neighborhood school concept a student could have only one move from a neighborhood elementary (pre-K through grade 8) to a high school (grades 9 to 12). For many Little Rock residents, that would be long-term stability and predictability. 13. Consider a school of choice pre-K throu~ grade 12, in one setting. This has been suggested by Pat Price, Otter Creek principal. If it is a new location, the UALR campus would be ideal. What better place than on a University campus where there are challenging educational opporturuties for all ages. The school itself would be a laboratory for UALR student teachers. Little Rock School District October 3, 1991 Ms. Cathy Johnson Catherine Johnson and Associates 424 West Capitol, Suite 3280 Little Rock, AR 72201 Dear Cathy: In discussing the October 2 planning meeting with Tony, he mentioned a Summer, 1992 groundbreaking date for the school and museum. Could you clarify for me the origin of that date since I have not been present in any discussion that I know of where such a time frame has been established? We very much want this school and museum to be built and operated. However, it is my very strong belief that we must know where operating funds will come from before we build the school. Our position all along has been that we cannot build or operate the school unless we receive additional funding in the amount of $4 million. That language is also included in the court order. At this point we do not have the money for operations and no sure guarantee of where it will come from. I am certain, however, that we will not have $4 million from our regular operating budget by 1993-94 tn r.om,-r.::.t to the school. Please let me know your thoughts on this issue as soon as possible. RSS/pkk Sincerely, G?~ /4-.~~ Ruths. Steele Superintendent of Schools 5 810 West Markham Street  Little Rock, Arkansas 72201  (501).324-2000 October 7, 1991 Dr. Ruths. Steele Superintendent of Schools Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Ruth: Cathy has forwarded your letter of October 3 to me for reply. I appreciate your forthrightness not only in framing your questions but also in framing your views. You will recall the Magnet School Assistance Grant referred to a fall 1992 opening date. When it became apparent that the announcement of the grant results would not be timely for an opening in the fall of 1992 even if the announcement contained good news for us, it became obvious the fall of 1993 would be the earliest possible opening date. I thought, rightly or wrongly, that that was a reasonable assumption and goal. Further, it seemed to be corroborated by the inclusion of the$ 6 million in construction funds in the District's FY 1993 budget. Recently I have been persuaded that construction of the facility will more likely take eighteen months rather than twelve months. The earliest opening, therefore, would be the fall of 1994. Construction, accordingly, would have to commence not later than January 1993. I agree wholeheartedly with you that we must know from where the operating funds will come before construction can begin. I believe, however, that a target date is necessary not only to !ocua the planning process but also to avoid the appearance of uncertainty during the fund raising process. May I suggest that we agree that opening the facility in the fall of 1994 is a reasonable goal and should constitute a target with which we both shall endeavor to attain? We all realize the difficulties you and your staff face in trying to find additional monies to operate this school. It is not easy. Collectively, our admiration for your efforts to provide a quality educational system for our community grows daily. We are trying to find funds for you. Our efforts have been just as diligent in trying to find sources o! monies for the school as they have been to !ind sources for the museum. Because of recent successes, i.e., the FAA and the City, I am more confident than ever that we will succeed. Concerning your comment about needing an additional$ 4 million before we can build or operate the school, I am a little confused. My confusion stems from whether or not this number is derived from the grant application and applies to equipment primarily or whether or not it includes annual operating expenses, or some combination of both. May I Giit-JTRAL FLYING SERVICE . I TEL: 50 1-375 - 7274 Oct 07,91 8 : 12 No .003 P. 03 suggest that we talk about this item further before I commit my thoughts to paper? I have suggested on several occasions that members of our committee stand ready anytime to assist you and your staff in trying to determine exactly how many additional monies would be required to equip the school and operate it. I believe we must know the magnitude of the problem before we can address it. Furthermore, I sincerely believe we can be helpful in trying to find funds from within the existing budget. In many respects in the final analysis, that kind of collaboration between business and the public school system is what this project is all about. I hope this has been responsive to your letter. Call me so that we can talk further about it. Until then, I am Sincerely, .0,.: ... ll C.AN .su..u \u0026lt;....\u0026gt; i A ~~\\.~l - Richard N. Holbert Chairman of the Board National Advisory Hoard Dr. Eddie Ande.-..m Col. Waller J. Boyne ll. Gen. Benjamin 0 . Davis (,en . Alfred G. Hansen Phillip S. Woodruff Honorary Chairmen Her.\nchel H. Friday Mayor Sharon M. Priest Winthrop P. lforkefeller Jackson T. Stephens Little Rock School Disbict Or. Ruth S. Steele SuptriltdtI Tony Wood Deputy Superintendent Campaign Leadership William H. Bowen Chairman Richard N. Holbert Viet Chairman Marion B. Burton Preside/ J. Dan Baker J. W. \"Buddy\" Benafield 0. Wayne Bennett William C. Bracas Henry A Broach F. Taylor Brown David M. Clark Fred K Darragh, Jr. Dennis D. Davis Lee Frazier Charles H. Harper E. Ray Kemp Donna K Mel.arty Sandy S. McMath Frederick J. Menz Edward M. Penick, Sr. Edgar K Riddick, Jr. James R. Rodgers Lucien M. Taillac Charles M. Taylor Jim Guy Tucker State Advisory Board Dr. Gerald P. Carr Nathan Gordon Robert A Gordon Col. Albert Hart (U.SAF., Rel.) Dr. William R. Pogue Louis L Ramsay Major C.eneral James A. Ryan M. M. \"Twig\" Satterfield, Jr. Col. Charles). Wax l\u0026gt;eveloprnent Counsel Catlwrirw J. Johnson \"Fortune favors the prepared mind. DUCATIONCENTER P O !lox 7332  Little Hock. Arbnsas 72217  501 371 0331 Dr. Ruth S. Steele Superintendent Little Rock School District 500 West Markham Little Rock, Arkansas 72201 Dear Dr. Steele: December 13, 1991 Since we have been unable to meet because of circumstances beyond anyone's control, I thought it useful to express to you in a letter some concepts and ideas which might enable all of us to move forward with our project with confidence. I still hope to meet with you for a more detailed discussion since the level of confidence and consensus which we seek cannot be accomplished otherwise. First, I want to assure you that we do not want funding for the magnet school to be a burden or drain on resources or funding for other necessary school district programs. We have found in the course of raising money for the museum that there are significant resources which could be captured to meet the operating needs of the magnet school district in the effort. We learned from talking with U.S. Department of Education authorities during the magnet school conference that without a comprehensive plan grant applications stand little chance of success. Further, this planning process properly conceived and executed takes as much as one year. We also learned that the Long Beach Aviation Magnet School has been able to capture 15 million dollars in federal grants for their program. The person responsible for obtaining those grants has offered to assist in our efforts. We have a number of ideas about how our partnership can move forward without placing the district in a position of committing to a plan which it cannot achieve or jeopardize resources which are needed elsewhere. In fact, it is entirely possible that during our planning process funding sources can be identified which will help the district resolve some of the difficult problems which it faces having nothing to do with our project. Representatives from the aviation magnet schools in attendance at the recent convention were amazed that we in Little Rock had as much community involvement and support together with an ideal location for the complex. Most of the other programs were stimulated internally by motivated members of staff or had only limited community and industrial involvement. Working in partnership this project can be a shot in the arm for our community and set a standard of achievement which many others will envy. Dr. Ruth S. Steele December 13, I 99 I Page Two As you know, on October 28th, President Bush signed a bill giving the Federal Aviation Administration authority to issue grants in support of projects at the secondary level. Congressman Thornton and Senator Bumpers were instrumental in furthering this legislation. The FAA is expecting us to request a grant. We should begin discussions and planning immediately. As we complete the planning process, and move toward the next exciting phase of the Center's development, we pledge our vigilant efforts to seek and secure continued outside support for both the school and museum components. With best personal regards, I am RNH/mj cc: Robin Armstrong William H. Bowen Pat Gee Bill Hamilton Dorsey Jackson O.J. Iacovelli Dr. Katherine Mitchell John Moore Lt. Gov. Jim Guy Tucker Sincerely, ~Holben Vice Chairman Aerospace Education Center ... s .. ucma1 Adviury 8\u0026lt;\"\"11 IJ, Eddie And\u0026lt;, son ..:UI Walter J. S.,rne IJ. Gen 8ct\\jal11111 0. IJvis ln \" Allred G. It du.en l~1 .1lip S. Woodrufi H111l0r.uy Ctuurmcn llr ,ch, 111. bidar M,t) Or '.'-11.1run M. Pri~ \\\\ .nthn,1, I'. Rockddkr J k.1011 1 . ~phen L,. Nock School l\u0026gt;itrkt Dr. Ruth S. Stet-I~ !\u0026gt;uf\u0026gt;nittmknt 'I uoy \\\\ ood JJ.pwty Swt\u0026gt;trit..uknt C.1$Dpuii(n Lead-,rohip \\I .UU..11 H. Boweu Chu,,,,,a,, R,ch.ard N. llolbt-rt Vic, Chainna l\\larion B. Burton f'raidnit J. Dan 13ak.er J W. 0 Buddy\" Jknfald ll. Wl ne Be111w1t W-dliam C. Bracas Henry A Broach F. Taylor Brown Umd M.Clark ,'n,d K. Darragh, Jr. J\u0026gt;eiinis D. Da, is I.a, Frazier Cbark H. Ha\u0026lt;JJ\u0026lt;'r E, Jtay Komp\n. Jlo1111a K. Md-\"'1Y ~dy S. Mc~lalh \"1-elkrick J. M,nz Edward M. Pm1ch, Sr. Edpr K. Riddick. Jr. JIiiie\u0026gt; ll Rod~lfS Ludru M. Tailla.: Cbarks M. Tylor Jbn ( ,uy Tuch,r Sla1t\u0026gt; Adviory Uoard Dr. Gorld I'. Carr N.uhan Gordon Rol,.,n A Gordon Col. Allxn Hart (ll.SAF., Ret.) l)r. W1llia11, K. Pogue Louis L Jl.tui,,ay Major Geuoml James A Ryan M. 1\\1. \"fwi,: S.tllerfidd, Jr. Col. Chari,,). Wax Dewlupmcnl Coun.el c..tlk'ri1 1c J. Jol111:,011 \"Fortune favors the prepared mind. ION(ENTER I' O. llw\u0026lt; 7332  ullio llDck. Arlwlaas 72217  501. 371. 0331 Mr. Dorsey W. Jackson KPMG Peat Marwick 323 Center Street, Suite 1100 Little Rock, Arkansas 72201 Dear Dorsey: December 16, 1991 Thank you for taking time to meet with Marion Burton, Cathy Johnson, Ed Riddick and me last week. We appreciate having your positive, businesslike presence on our School Board. As a new member of the Board, we want to bring you fully up to date on the commitments made over the past two years as this historic partnership has developed. Most projects as ambitious as the Aerospace Education Center will always require an evolution to reach its full potential, and ours is no exception. Our partnership began as an initiative from the late Eugene Reville, who had firsthand experience in creating a less-ambitious aviation school in Buffalo. After Gene's untimely death, we worked with the Board to develop a program which would be acceptable to all parties to the desegregation lawsuit, since any new schools would require the approval of all. This has, to date, been accomplished by actions of the North Little Rock and Pulaski County Boards, as well as Mr. John Walker, Attorney for the Joshua Intervenors. Being new partners with the School District, we in the aviation community were called upon to work diligently in behalf of the 1990 millage increase. We were happy to respond, since the $6 million capital expense of the Aerospace Technology Magnet High School was to be part of the projected improvements if the millage was approved by the voters. (See enclosed Arkansas Democrat article of April 12, 1990) Following the successful passage of the millage increase, our Development Counsel, Cathy Johnson, received the enclosed letter from Dr. Steele, expressing her support, and that of the District, to our partnership. Also enclosed is a Resolution adopted in August of 1990 which expresses the Board's intent to continue to develop the facility and curriculum for the Aerospace School. As you can see, this has not been a one-sided partnership, but rather has reflected the continuous support of the School Board throughout its incubation. The tragic losses of Gene Reville and Dr. Herb Cleek have, in my opinion, caused many problems in the timely development of this school. However, we have never doubted that these problems would be overcome. ... . '. ..,... .. . ., ... Mr. Dorsey W. Jackson December 16, 1991 Page Two Dorsey, I believe that the August, 1990 Resolution by the Little Rock School Board clearly mandates the planning process of the Aerospace Technology Magnet High School. It seems to me that the board has made the commitment necessary to accelerate the staff work required for curriculum development and procurement of U.S. Department of Education grants. After you review the enclosed material please call me at your convenience. Sincerely, Richard N. Holbert Vice Chairman Aerospace Education Center\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 "}],"pages":{"current_page":134,"next_page":135,"prev_page":133,"total_pages":155,"limit_value":12,"offset_value":1596,"total_count":1850,"first_page?":false,"last_page?":false},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":1843},{"value":"Sound","hits":4},{"value":"MovingImage","hits":3}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"United States. District Court (Arkansas: Eastern District)","hits":289},{"value":"Arkansas. Department of Education","hits":220},{"value":"Little Rock School District","hits":179},{"value":"Office of Desegregation Monitoring (Little Rock, Ark.)","hits":69},{"value":"United States Court of Appeals for the Eighth Circuit","hits":30},{"value":"North Little Rock School District","hits":12},{"value":"Bushman Court Reporting","hits":11},{"value":"Walker, John W.","hits":6},{"value":"Joshua Intervenors","hits":5},{"value":"Arkanasas State University. Office of Educational Research and Services","hits":4},{"value":"Arkansas Association of Educational Administrators","hits":4}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_facet","items":[{"value":"Education--Arkansas","hits":1745},{"value":"Little Rock School District","hits":1244},{"value":"Little Rock (Ark.)--History--20th century","hits":1207},{"value":"Education--Evaluation","hits":886},{"value":"Educational law and legislation","hits":721},{"value":"Educational planning","hits":690},{"value":"School integration","hits":604},{"value":"School management and organization","hits":601},{"value":"Educational statistics","hits":560},{"value":"Education--Finance","hits":474},{"value":"School improvement programs","hits":417}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"subject_personal_facet","items":[{"value":"Springer, Joy C.","hits":6},{"value":"Walker, John W.","hits":3},{"value":"Heller, Christopher","hits":2},{"value":"Wright, Susan Webber, 1948-","hits":2},{"value":"Armor, David","hits":1},{"value":"Eddington, Ramsey","hits":1},{"value":"Intervenors, Joshua","hits":1},{"value":"Intervenors, Knight","hits":1},{"value":"Jones, Sam","hits":1},{"value":"Jones, Stephen W.","hits":1},{"value":"Joshua, Lorene","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"event_title_sms","items":[{"value":"Little Rock Central High School Integration","hits":6},{"value":"Housing Act of 1961","hits":2}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"location_facet","items":[{"value":"United States, 39.76, -98.5","hits":1849},{"value":"United States, Arkansas, 34.75037, -92.50044","hits":1836},{"value":"United States, Arkansas, Pulaski County, 34.76993, -92.3118","hits":1799},{"value":"United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959","hits":1539},{"value":"United States, Arkansas, Pulaski County, North Little Rock, 34.76954, -92.26709","hits":10},{"value":"United States, Missouri, 38.25031, -92.50046","hits":5},{"value":"United States, Arkansas, Pulaski County, Maumelle, 34.86676, -92.40432","hits":4},{"value":"United States, Missouri, Saint Louis City County, Saint Louis, 38.65588, -90.30928","hits":3},{"value":"United States, Kansas, 38.50029, -98.50063","hits":2},{"value":"United States, New York, 43.00035, -75.4999","hits":2},{"value":"United States, Arkansas, Chicot County, 33.26725, -91.29397","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"us_states_facet","items":[{"value":"Arkansas","hits":1836},{"value":"Missouri","hits":5},{"value":"Kansas","hits":2},{"value":"Massachusetts","hits":2},{"value":"New York","hits":2},{"value":"Connecticut","hits":1},{"value":"Illinois","hits":1},{"value":"Maryland","hits":1},{"value":"Michigan","hits":1},{"value":"Ohio","hits":1},{"value":"Oklahoma","hits":1}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"year_facet","items":[{"value":"1994","hits":385},{"value":"1995","hits":376},{"value":"1996","hits":334},{"value":"1993","hits":312},{"value":"1992","hits":292},{"value":"1999","hits":273},{"value":"1997","hits":268},{"value":"1991","hits":255},{"value":"2001","hits":252},{"value":"2000","hits":251},{"value":"1998","hits":245},{"value":"2002","hits":182},{"value":"1990","hits":173},{"value":"2003","hits":164},{"value":"2004","hits":148},{"value":"1989","hits":134},{"value":"2005","hits":119},{"value":"2006","hits":86},{"value":"2011","hits":62},{"value":"2010","hits":60},{"value":"2007","hits":57},{"value":"1988","hits":51},{"value":"2008","hits":47},{"value":"2009","hits":47},{"value":"1987","hits":35},{"value":"1986","hits":30},{"value":"2012","hits":30},{"value":"1984","hits":27},{"value":"1985","hits":23},{"value":"2013","hits":19},{"value":"1983","hits":16},{"value":"1982","hits":15},{"value":"1980","hits":13},{"value":"1981","hits":13},{"value":"1974","hits":12},{"value":"1975","hits":12},{"value":"1976","hits":12},{"value":"1977","hits":12},{"value":"1978","hits":12},{"value":"1979","hits":12},{"value":"1973","hits":11},{"value":"2014","hits":11},{"value":"1967","hits":9},{"value":"1968","hits":9},{"value":"1969","hits":9},{"value":"1970","hits":9},{"value":"1971","hits":9},{"value":"1972","hits":9},{"value":"1954","hits":8},{"value":"1966","hits":8},{"value":"1950","hits":7},{"value":"1951","hits":7},{"value":"1952","hits":7},{"value":"1953","hits":7},{"value":"1955","hits":7},{"value":"1956","hits":7},{"value":"1957","hits":7},{"value":"1958","hits":7},{"value":"1959","hits":7},{"value":"1960","hits":7},{"value":"1961","hits":7},{"value":"1962","hits":7},{"value":"1963","hits":7},{"value":"1964","hits":7},{"value":"1965","hits":7},{"value":"2017","hits":6},{"value":"2015","hits":5},{"value":"2016","hits":5},{"value":"2018","hits":5},{"value":"2019","hits":5},{"value":"2020","hits":5},{"value":"2021","hits":5},{"value":"2022","hits":5},{"value":"2023","hits":5},{"value":"2024","hits":5}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null},"min":"1950","max":"2024","count":5114,"missing":0},{"name":"medium_facet","items":[{"value":"documents (object genre)","hits":904},{"value":"reports","hits":255},{"value":"judicial records","hits":232},{"value":"legal documents","hits":207},{"value":"exhibition (associated concept)","hits":67},{"value":"project management","hits":62},{"value":"budgets","hits":38},{"value":"correspondence","hits":23},{"value":"handbooks","hits":20},{"value":"agendas (administrative records)","hits":17},{"value":"handbills","hits":16}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"rights_facet","items":[{"value":"http://rightsstatements.org/vocab/InC-EDU/1.0/","hits":1850}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"collection_titles_sms","items":[{"value":"Office of Desegregation Management","hits":1850}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"provenance_facet","items":[{"value":"Butler Center for Arkansas Studies","hits":1850}],"options":{"sort":"count","limit":11,"offset":0,"prefix":null}},{"name":"class_name","items":[{"value":"Item","hits":1850}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}},{"name":"educator_resource_b","items":[{"value":"false","hits":1850}],"options":{"sort":"count","limit":100,"offset":0,"prefix":null}}]}}